Full course description
Course Description
One-size does not fit all gifted learners. Differentiation must happen beyond the label of giftedness. This course showcases best practices and research-based instruction that can be incorporated into academic content to meet the needs of different types of G/T learners. This is the third foundational course of the 30-Hour Gifted and Talented Training. The culminating assignment will ask participants to use the various differentiation strategies they learned to design a lesson plan.
Participants
This course is designed for any K-12 educator or mentor who serves in roles as teachers, instructional coaches, administrators, or other professional positions working with students or potentially working with students who receive Gifted and Talented services.
Course Objectives
Upon completing this course, you will meet Domain II: Competency 004 & 005 of the TExES Gifted and Talented Supplemental state certification exam components —
- Apply knowledge of program and grouping options as required by the Texas State Plan for the Education of Gifted/Talented Students (e.g., students work with other gifted students, with other students, and independently).
- Demonstrate knowledge of requirements of the Texas State Plan for the Education of Gifted/Talented Students for modifying curriculum and instructional options (e.g., array of learning experiences, continuum of learning experiences).
- Know the importance of grounding curriculum in disciplinary content and conceptual understandings and demonstrates an understanding of the benefits of emphasizing concepts over coverage.
- Apply principles of a differentiated curriculum that reflect the characteristics and needs of gifted and talented students; knows how to adjust the curriculum and adapt the depth, complexity, and pace of lessons to meet the characteristics and needs of gifted and talented students; and applies knowledge of strategies for adapting curricula to address student characteristics and needs (e.g., individualized research, exploratory activities, instruction based on student interests, curriculum matched to formative assessment).
- Demonstrate an understanding of current research relevant to gifted education (e.g., ability and achievement grouping, acceleration, curriculum compacting, talent development, creativity) and knows how to apply research-based instructional principles and practices (e.g., opportunities for acceleration, flexible pacing, minimal drill and practice, long-term projects, differentiated instruction, problem finding, problem solving, enrichment instruction) for gifted and talented students.
- Identify the characteristics and features of differentiated instruction as they relate to the modification of curriculum and instruction options required by the Texas State Plan for the Education of Gifted/Talented Students, including modifications to content, process, product, and learning environment.
- Apply knowledge of flexible grouping practices based on assessment of student interests, prior knowledge, and needs.
- Know how to design cognitively complex instruction, discussion questions, projects, and assignments and understands the importance of allowing students to incorporate creativity into learning tasks.
Scope and Sequence
- Introduction to GTC 003: Differentiating Curriculum
- Unit 1: Introduction to Differentiation
- Unit 2: Assessing for Differentiation
- Unit 3: Foundational Differentiation Strategies
- Unit 4: Differentiating for Individual Needs
- Unit 5: Differentiation for Specific Content
- Unit 6: Differentiating Curriculum ApplicationUnit 6: Differentiating Curriculum Application
Required Course Materials
Please visit the Computer Requirements page to view minimum device, internet, and application requirements for all UT High School courses. Generally, a desktop or laptop device five (5) years or newer with access to an office suite, such as Microsoft Office or Google Workspace, will be adequate to participate in most UTHS courses.
Course Structure
The course consists of 6 modules/units:
- A good way to help break up the course and to manage your time is to set aside 1 hour for each module totaling 6 hours of work per course.
- Each module includes 2-6 lessons, 1 major graded assignment, and 1 or more minor assignments (self-assessments/discussions).
- You MUST complete all assignments before moving on to the next assignment. Assignments can take many forms. Assignments can be in the form of a quiz, a text entry, a discussion, or a file upload.
- The course has an interactive notebook for you to process your knowledge. The completion of the interactive notebook is OPTIONAL and for your use only.
Course Grade
For successful completion of the course:
- You MUST complete all lessons including surveys, quizzes, and graded-assignments and successfully pass 5 of 6 graded assignments to earn your certificate of completion for the course.
- Graded assignments begin with a number (01 to 06) and are followed by the phrase —Graded Quiz or Graded Assignment.
- Graded assignments will specify a maximum number of attempts (between 1-3).
- Re-dos may be required to earn your certificate of completion.