A dynamic differentiation framework for talent enhancement: Findings from syntheses and teachers' perspectives

Smith, Susen

doi:10.21505/ajge.2015.0008

Cited by 4 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This approach allowed high-ability students to explore a topic with greater depth and/or breadth than their other classmates. This included questioning techniques that invited higher-order thinking, including those listed in Bloom’s Taxonomy (Smith, 2015), or tiered tasks that focused on the same key skills and understandings as other students in the class but allowed high-ability students to engage at a deeper level of complexity (McAdamis, 2000).…”

Section: Resultsmentioning

confidence: 99%

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Nicholas,

Skourdoumbis,

Bradbury

2024

Gifted Child Quarterly

View full text Add to dashboard Cite

This systematic scoping review reports findings from 38 studies (2000–2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for school-based pedagogies that aim for an inclusive education for all, including shared understandings of what effectiveness means and looks like in practice and how it can be determined or measured. The review identified 15 effective teaching approaches used with high-ability learners, showing that teachers draw upon an array of approaches when differentiating for high-ability students in both primary and secondary settings and across disciplines. However, the limited number of studies and predominance of data from one country suggest the need for further research across a broader range of contexts, including the important role of school leadership in supporting differentiated teacher practice. This need is made more pressing in contexts where differentiation continues to be primarily focused upon students working below expected level rather than including the highly able, and where the practice of differentiation continues to be misunderstood.

show abstract

Section: Resultsmentioning

confidence: 99%

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Nicholas,

Skourdoumbis,

Bradbury

2024

Gifted Child Quarterly

View full text Add to dashboard Cite

show abstract

“…Equally important, professional development can serve as a motivator, provide educators with opportunities to think critically and creatively about their practice, and encourage them to take risks (Mattson, 2014). Given that teaching and learning are dynamic and not static (National Academies of Sciences, Engineering, and Medicine, 2018;Smith, 2015), even the most credentialed and experienced educators can benefit from activities designed to expand their skills and update their base of knowledge.…”

Section: Professional Developmentmentioning

confidence: 99%

Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Brigandi

Gilson

Miller

2019

Journal for the Education of the Gifted

View full text Add to dashboard Cite

The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.

show abstract

“…They need to know how to use instruments or pre-assessments for making proper decisions for instructional planning. Teachers need effective teaching strategies to scaffold or accelerate enrichment or self-directed learning (Smith, 2015a(Smith, , 2015b. However, in terms of attuned pedagogy-the best practice for teaching to unique student needs from a Taiwanese perspective-the problem originates from when more than how.…”

Section: The Challenges Of Differentiated Instruction As Attuned Pedamentioning

confidence: 99%

“…Each gifted child's ability is constantly developing (Gagné, 2009(Gagné, , 2013. The context of classroom learning is dynamically changed through the interactions between teacher and student and resources and instruction (Smith, 2009a(Smith, , 2015a(Smith, , 2020. This means that effective differentiated instruction relies on teachers' perspectives and professional judgement as Tomlinson (1999Tomlinson ( , 2003Tomlinson ( , 2017 previously emphasised.…”

Section: Attuned Pedagogy: the Artistry Of Differentiated Instructionmentioning

confidence: 99%

“…For teachers in Taiwan, the challenge to implement the concept of differentiated instruction is not a paradigm shift from whole class teaching to differentiated instruction, rather a paradigm shift regarding what rightness of good fit means that is to dynamically and efficiently to fit teaching to student's unique needs. It is to fully understand that differentiated instruction is not a new concept at all (Maker, 1982;Smith, 2015aSmith, , 2015bTomlinson, 2017), and the highest misconception is to assume that teachers do not differentiate without understanding the concept of differentiated instruction.…”

Section: Introduction: Striving For Rightness Of Good Fitmentioning

confidence: 99%

See 1 more Smart Citation

Attuned Pedagogy: The Artistry of Differentiated Instruction from a Taiwanese Cultural Perspective

Lu¹,

Chen²

2019

Handbook of Giftedness and Talent Development in the Asia-Pacific

View full text Add to dashboard Cite

Differentiated instruction has been a framework of effective teaching and a main indicator of professional standards of gifted teachers in Taiwan. However, practically, there are significant disparities between the theoretical expectations and practical implementations regarding curriculum modification, teaching strategies, and demanded resources. Before the advocacy of the concept of differentiated instruction, attuned pedagogy was a very similar idea to differentiated instruction and has been a common language used to describe the goal of effective teaching in Taiwan and in the Chinese culture. Based on the perspective of the culturesensitive research paradigm, the purpose of this chapter is to delineate the ideal of attuned pedagogy and suggest attuned pedagogy as the artistry of differentiated

show abstract

A dynamic differentiation framework for talent enhancement: Findings from syntheses and teachers' perspectives

Cited by 4 publications

References 0 publications

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Attuned Pedagogy: The Artistry of Differentiated Instruction from a Taiwanese Cultural Perspective

Contact Info

Product

Resources

About