Dual Differentiation Booklet

Bridges Strength-based, Talent-focused Teaching: Solutions for Complex Learners

Dual Differentiation

Brooks Lüscher, Rashmii Mahendra, Susan Baum, Ph.D., & Robin Schader, Ph.D.

Copyright 2021 All rights reserved For information about permission to reproduce selections from this book, contact Bridges Media at Bridges Education Group 3921 Laurel Canyon Blvd.

Studio City, CA 91604 (818) 506-1091 bridgeseducationgroup.com

Kermit’s Song: Bein’ Green

It’s not that easy bein’ green Having to spend each day The color of the leaves When I think it could be nicer Bein’ red or yellow or gold Or something much more colorful like that It’s not easy bein’ green It seems you blend in With so many other ordinary things And people tend to pass you over Cause you’re not standing out Like flashy sparkles in the water Or stars in the sky But green’s the color of spring And green can be cool and friendly like And green can be big like a mountain Or important like a river or tall like a tree When green is all there is to be It could make you wonder why But, why wonder? (why wonder?)

I’m green and it’ll do fine It’s beautiful. And I think it’s what I want to be Lyrics by Joe Raposo

FORWARD

Providing what twice-exceptional students need to achieve their potential requires a careful balancing of many factors. First and foremost, these students need strength-based, talent-focused programming, which allows them to engage in novel and dynamic learning experiences. They need to be empowered to produce authentic, relevant, and personally meaningful work that leverages their strengths.

These students need a faculty who understands the complexity of their profiles and how to deploy enrichment opportunities and instructional strategies in a way that will support them in areas where they may struggle. Importantly, these factors must exist within an environment that acknowledges and celebrates students’ strengths, in effect creating a climate where students feel honored and respected.

For individual teachers striving to make a difference in the life of a 2e student, whether in a special program or a mainstream setting, their most effective tools lie in the instructional strategies they deploy in their own classrooms. It is possible to design learning activities with a mind toward strengths and areas of challenge to bolster students’ ability to do their best work without their weaknesses obstructing production and progress. It is with this goal in mind that the authors of Dual Differentiation, from the “Talent-focused Teaching: Solutions for

Complex Learners” series, put forth their essential primer to support classroom teachers who work with 2e students. Their contribution sits amongst a foundation they call the four pillars of 2e education, which also include engaging through strengths, leveraging strengths, and enrichment and talent development opportunities.

The strategies developed in this book are drawn from scholarly work and conceptual frameworks shown to help 2e students thrive, as well as the experiences of teachers in many classroom contexts. It is important to stress that dual differentiation is a powerful tool that requires creativity and deep pedagogical understandings, and that maximizing its potential requires the coordination of the three other pillars listed above.

This book takes a deep dive into one aspect of the model, providing pedagogical rationale as well as practical and actionable examples that teachers can refer to in their strides to help 2e students thrive.

Chris Wiebe, Ed.D. Associate Head, Bridges Academy

PREFACE

“We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.”

- Maya Angelou A warm welcome for picking up this book! Perhaps you are an educator, a therapist, a parent, a student, a professor, or friend.

Clearly, you’re curious about positive ways to help neurodiverse students –– those who have already earned labels such as quirky, weird, round peg in a square hole, “different” thinker, super-bright, exceptionally talented, or just plain problem student. Children with these descriptors could be considered twice-exceptional (2e).

It is our hope that through the examples gathered from many years of teaching and research, you will be inspired to “think green” –– a metaphor we use for living and learning with positivity in the realm of twice-exceptionality.

Brooks Lüscher An IB early childhood educator in an international school setting, Brooks holds a Bachelor of Arts in Cross-Cultural Psychology with a certificate in Counseling Theory and Practice, a Postgraduate Certificate in Education, and a Master’s of Science in Multidisciplinary Studies within Education. Brooks is the mother of two daughters.

Rashmii Mahendra With an MBA and a degree in Social Sciences, Rashmii has been a Senior Manager in Learning & Development and Human Resources at a multinational corporation. She is mother to a 10-year-old twiceexceptional son, and her on-going journey in innovative, supportive learning environments is inspired by him.

Susan Baum, Ph.D. Dr. Baum is Provost of Bridges Graduate School for Cognitive Diversity in Education and Director of Bridges 2e Center for Research and Professional Development. Susan is widely published in the areas of differentiated instruction, twice-exceptional students, primary-aged gifted students, and social and emotional factors affecting gifted students. She has served on the Board of Directors of the National Association for Gifted Students (NAGC) and is the past president and founder of the Association for the Education of Gifted Underachieving Students (AEGUS).

Robin Schader, Ph.D. Currently a trustee of Bridges Education Group (BEdG), which includes Bridges Academy, the 2e Center, and Bridges 2e Media, Robin’s work and research focus on talent development, particularly with respect to the role of parents and building collaboration between home and school. She has also served on the boards of both public and private institutions, including the San Francisco Conservatory of Music and the University of Connecticut’s Neag School of Education Advisory Board.

Painting by Cynthia Z. Hansen, M.Ed., ET/P

TABLE OF CONTENTS

Dual Differentiation

The book is organized into five sections, and includes examples of students we have had the privilege to support. These examples explore various combinations of conflicting traits and suggest strategies that can support 2e students in ways that align to their patterns of strengths and challenges. (Please note that the examples we’ve highlighted are only a few of the innumerable combinations.)

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Section 1 – The Metaphor of Green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 This section will help you understand 2e learners in terms of mixing the colors yellow and blue. It explores the dilemma of yellow and blue, and explains why “green” can be an effective way to describe these students.

Section 5 – Case Studies: Examples of Thinking Green. . . . . . . . . . . . . . . . . . . . . 6 The examples in this chapter demonstrate how the dance steps intertwine. The rhythm of the dance comes through identifying what is required in the lessons and then implementing strategies that support learning difficulties while simultaneously respecting and growing a student’s abilities and maintaining positive learning energy.

Section 2 – Differentiation x 2: What is Dual Differentiation?. . . . . . . . . . . . . . . . 3 Here you will be introduced to dual differentiation and the factors that are involved when planning its use within the learning environment.

You will meet Liza, a real-world example of the process of planning and implementing a dually differentiated lesson.

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Section 3 – The Dance of Dual Differentiation: A Process with a Plan . . . . . . . . 4 Successful dually differentiated learning and teaching experiences come via creating sets of dance steps that are tailored to an individual learner within the context of a classroom. The overall process presented in this chapter is one that is missing the details. That’s where you come in. As you become comfortable with green thinking and teaching you will be supplying the specifics of your situation.

Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Additional tools to help you create just the right dance for your particular situation. Websites and books selected for this section provide targeted information about differentiation, strength-based teaching and learning, twice-exceptionality, and neurodiversity for educators and parents.

Section 4 – Shifting Focus: Are We Seeing Blue? Or Are We Seeing Yellow?. 5 Together we explore the perceptions we bring with us in our interactions with students. Through a conscious mind shift, we can alter our approach to and understanding of our students, leading to a flip from what we assume are challenges and begin exploring them as potential strengths. This mind shift leads away from a deficit model towards a strength-based approach.

Glossary of Terms and Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Definitions and explanations of strategies, terms, and phrases that appear throughout the book.

Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

An Alphabet of 2e

SLD

rning specific lea ili b disa ty

2e =

blue + yellow exceptionalities

ODD

oppositional defiant disord er

ASD

autism spectrum disorder

ADHD

attention deficit hyperactivity disorder

GAD

general anxiety disorder

+

AND

additio exceptio nal n & acronyalities ms)

HA

High Abilities and/or Potential in one or more areas

INTRODUCTION

Dual Differentiation

“When you look at things from a different perspective your thinking begins to change but so often we see things as problems because we refuse to change our perspective.”

-Sope Agbelusi This book is intended to open the door to efficiently and effectively unlock barriers to achievement for 2e students. These students are characterized by having both advanced abilities (one “e”), and learning difficulties that include deficits in areas such as focusing attention, reading, writing, and/or understanding social cues (the other “e”).

Figure 1 shows some of the possible combinations.

Interestingly, we often recognize these students through the phrases used to describe them. Sentences almost always include a “but” –– as in “He has amazing ideas BUT he never gets them on paper,” or “She has a terrific vocabulary with insight into a variety of concepts BUT she’s not able to read grade-level texts,” “He comes up with novel solutions to problems BUT he never participates in class discussions,” “She wants to have friends BUT doesn’t relate to age peers and has little social awareness,” or “He knows every country’s capital and flag in the world BUT can’t remember to turn in his assignments.”

As teachers, we tend to focus on what these students aren’t doing or the problems they are causing. It is almost impossible to also remember that these students have advanced abilities, in-depth interests, and creative ideas. Attempts to support 2e students often tilt toward the remedial or resort to providing accommodations with little regard for the remarkable abilities, interests, strengths, and talents that are also a big part of the 2e “package.”

Bridges Strength-based, Talent-focused Teaching

Developing Expertise

Engaging through Strengths

Leveraging Strengths

Dual Differentiation

Enrichment and Talent Development Opportunities (TDOs)

A solid foundation of knowing students’ interests, abilities, experiences, areas of curiosity, personality preferences, and learning preferences

Dual Differentiation

Bridges Academy, a grades 4-12 school for 2e learners near Los Angeles, uses a successful strength-based, talent-focused approach to teaching that has been developed through more than 20 years of working with exceptional students. As shown in Figure 3, the model sits firmly on the solid foundation of first knowing the students –– their abilities, interests, experiences, and areas of curiosity, along with their personality and learning preferences. With that knowledge, teachers then have four distinct ways to apply the information as they move through the curriculum: 1. Engaging through Strengths: Connecting students’ interests and strengths to learning objectives.

2. Leveraging Strengths: Bridging from students’ strength areas to create learning in deficit areas.

3. Dual Differentiation: Targeting ways for learning within lessons by building on student strength areas and avoiding deficit areas.

4. Enrichment and Talent Development Opportunities (TDOs): Finding personal reasons for a student to learn necessary skills in the pursuit of a high interest or passion area (“just in time learning”).

This book is about the third pillar –– dual differentiation –– a process for choreographing the curriculum into a deliberate dance of instruction for twice-exceptional students. It is not about “fixing” a student’s learning challenges, or building deficit skills. It is about finding solutions that classroom teachers can use to help bright students succeed in spite of learning barriers that may be holding them back.

A key in designing effective lessons for 2e students is to recognize and address both sets of their paradoxical traits. That’s why we call it “dual differentiation.” At first, it may feel like patting your head and rubbing your tummy simultaneously because, unfortunately, most teachers have not received professional development in working with 2e students, nor are they familiar with the strategies in gifted education pedagogy that are used to address the “e” of high abilities. However, once you get the hang of dually differentiating, you will find simple, powerful solutions to what previously may have been complex, troubling problems.

DISTINGUISHING

STRENGTHS

2e

STUDENTS

COMPLEX

CHALLENGES

SECTION

Dual Differentiation

1

The Metaphor of Green “Green is the prime color of the world, and that from which its loveliness arises.”

—Pedro Calderon de la Barca

There is no longer a question that each human brain is uniquely wired in terms of how it perceives the world and how it processes and organizes information. This means that effective teaching cannot be cookie-cutter. Consider the diversity of students who struggle in traditional classroom environments, forced to shuffle between their advanced ability(ies) and learning challenge(s) while trying to keep time to the rhythm of school –– in other words, 2e students.

Trying to describe 2e students effectively and efficiently led to using the metaphor of green –– as a combination of yellow and blue (Baum, Schader, & Owen, 2017). In terms of twice exceptional, think of yellow as representing traits indicative of high ability (one “e” in 2e), and blue as signifying learning, attentional, and behavioral challenges (the second “e”). For many 2e students, the collision of their yellows and blues presents a paradoxical challenge that is often neither recognized nor considered by teachers.

Just as we do not separate the yellows and blues when looking at things that are green, we cannot separate 2e students into only their “yellows” or their “blues.” They are “green” (see Figure 1). Depending on the environment in which these students find themselves, their high abilities can shine through (a more yellowish/green). Otherwise, their strengths and promise can become overpowered by their challenges (blue-ish/ green), but they are always a green.

Thus, green students need “green teaching.” Approaching teaching and learning for 2e students requires that both yellow traits and blue characteristics are considered in tandem when designing learning opportunities.

The lightbulb insight is that we can not think of twice-exceptional students as simply needing advanced materials or opportunities (such as advanced programs), along with remedial classes –– as two separate entities –– but rather we must never forget that each of these students brings their advanced abilities/strengths woven within them to remedial settings, just as they bring their challenges to enriched settings.

The Enigma of Twice Exceptionality

As many more youngsters are being identified as 2e, the educators who work with them are frequently baffled by their failure to thrive in a traditional classroom. Consider the story of 9-year-old Liza, identified as a 2e student at the beginning of 4th grade. Her primary barrier to learning is dyslexia.

Her decoding skills are not yet sufficiently developed to allow her to access information from textbooks and reading materials in grade-level subject areas.

Yet Liza has another barrier to learning –– and one that is often not recognized as a challenge. Liza is also an exceptionally high-ability student. She has an advanced vocabulary and is developing expertise in several topics. For example, her current knowledge of climate and geography already surpasses what will be taught during the year. How can the teacher help Liza engage in this year’s curriculum at a level that keeps her engaged, curious, and able to share her knowledge with the class? We know that Liza will require specialized instruction and support to develop her reading skills –– and this will take time. Right now, though, Liza needs access to grade-level texts, as well as advanced sources, without being hampered by her current lagging ability to decode.

Here is the crux of the problem of “being green” in an environment that does not recognize the complexities–– Liza is learning to see herself as a failure.

She comes face to face with her dyslexia on a daily basis and is becoming more and more anxious as she worries about being called on to read in a classroom filled with students who are not struggling with dyslexia. Being given simpler texts with basic vocabulary far below her intellectual level as an accommodation is not sufficient and, in fact, makes a whole other set of problems surface, such as growing feelings of inadequacy and being seen as a slow learner in front of her peers.

Liza needs what this book is about: Dual Differentiation.

Differentiation for Strengths & Abilities • Offer intellectually challenging content

• Integrate critical and creative thinking

• Investigate authentic problems (think & act like a professional)

• Use curriculum compacting • Provide assignments with depth & complexity • Consider acceleration

Differentiation for Learning Challenges • Make content & resources accessible

• Include performancebased assessments • Accommodate need for movement

• Minimize distractions (for those with hypersensitivities) • Provide ways for students to recover emotionally

SECTION

Dual Differentiation

2

Differentiation x 2: What is Dual Differentiation?

“Diversity is the magic. It is the first manifestation, the first beginning of the differentiation of a thing and of simple identity. The greater the diversity, the greater the perfection.”

- Thomas Berry Before we talk about dual differentiation let’s clarify what we mean by differentiation.

This term has become an integral part of the educational process. Popularized by Carol Ann Tomlinson and others (2017), teachers are well aware that one size does not fit all and that by making changes in the learning process and by offering choice, more students can find success. These changes involve differentiating one or more of the following: • Content – what is to be learned (topic, level, complexity, depth) • Process – how it is taught and understood • Product – how what one has learned is communicated • Environment – in what kind of setting learning happens • Assessment – how learning is measured When looking at student growth from the perspective of gifted education pedagogy, differentiation is about designing activities that are intellectually stimulating and that offer complexity, novelty, and depth. For example, some high-ability students would benefit from more independence and opportunities to interact with intellectual peers.

From a special education perspective, differentiation includes accommodations and compensation strategies, such as offering more time for completing assignments or providing alternate resources for learning. A student may have heightened dependence on teachers, paraprofessionals, or learning coaches, or a need for more scaffolded experiences.

In separation, these potentially useful approaches might not be appropriate for a 2e student. Why? Because one (either blue or yellow) doesn’t appear without the other. The blue and yellow traits are woven together. Strands of high abilities (yellow traits) and challenges (blue traits) form each 2e student’s unique profile. Because high abilities and challenges do not exist within isolation, they require identification, recognition, and support in order for a 2e student to develop optimally

Therefore, for success (academically, socially, emotionally), 2e students require differentiation that respects both their yellow and blue traits. Think of Liza. Her need for sophisticated content and the independence to pursue her goals bumped up against her challenges with reading, which paradoxically made her dependent on others.

While educators understand the need to support her lagging reading skills, many may “forget” her equally important need for advanced content. In short, Liza needs an approach that can help her learn at a level commensurate with her advanced abilities and in ways that “get around” her challenges. That is, in a nutshell, what we mean by dual differentiation.

Dual Differentiation in Practice

Liza’s teacher is ready to explore how to dually differentiate in an upcoming lesson about weather and climate vocabulary. Students will be introduced to common terms used in a weather report and will be asked to create their own weather forecast.

To begin the dual-differentiation process, the teacher will: 1. Consider Liza’s advanced abilities in language, as well as her fascination with weather reporting and her frequent observations about upcoming storms.

2. Consider any obstacles that Liza might encounter as she engages in the lesson and completes the assignment.

The teacher can then consider how the lesson might address both Liza’s strengths and challenges.

Because it is likely that Liza already knows some of the concepts in the upcoming lesson, the teacher should consider curriculum compacting to determine what Liza already knows about the particular terms that will be used. In a short conversation with the teacher, Liza revealed her concerns about the impact of dust storms in the desert; however, it was clear that she lacked more authentic and professional terms to describe these storms. The teacher will add complexity to Liza’s assignment by asking her to create a weather forecast specifically for a desert storm using correct terminology and including hazards and safety precautions.

Dual Differentiation

Because reading the text is difficult for Liza, it makes sense that she should be given a list of resources to access information with minimal reading. These may include Podcasts, video documentaries, or even an opportunity to interview local experts about desert storms in California’s Coachella Valley. With a short web search, you will discover this is an exciting and engaging topic for any age! It is likely that Liza’s classmates will enjoy this specific slice of weather information as well.

Liza’s teacher took the time to develop a dually differentiated lesson that not only eased the impact of her blue traits (learning challenges), but also highlighted, strengthened, and expanded Liza’s yellow traits. Following the lesson, Liza’s teacher contacted one of the science teachers to inquire about other resources that would support LIza’s curiosity about dust storms. The science teacher provided a TED Talk that she thought Liza would find interesting. That resource was also provided to the whole class. As a result, Liza’s classmate, Mark, realized that they had the same interest in climate change and in particular, dust storms. The TED Talk launched newfound excitement for both Liza and Mark with the possibility of developing a joint project about greenhouse effect, specifically dust storms.

Communication is an essential aspect of the teaching and learning process. Liza’s teacher made a point to communicate Liza’s success with her mother, and shared news about a local exhibit that, based on Liza’s current work, might be of interest to her. Liza’s family also responded to the teacher by describing Liza’s excitement at home, and that she had talked about the TED Talk video at great length!

Liza and her teacher’s experience with dual differentiation was both insightful and a step in the right direction for each of them. The teacher went through the process of gathering the information for the steps leading to a lesson-based green solution for Liza. And Liza had the chance to taste success along with the opportunity to develop friendships, demonstrate her strengths, and feed her curiosity. However, and most important of all, Liza was seen and understood –– she belonged.

This story is just a sample of the myriad ways 2e students encounter barriers as they navigate through a maze of traditional educational assumptions.

Not only did Liza and Mark make an intellectual connection, but Liza’s classmates also began to see her in a new light. Liza’s strengths shone through, allowing her peers to have a better understanding of who she is as an individual and how she contributes to the classroom.

Table 1. A Selection of Elements for Dual Differentiation Some Challenges of High Abilities

Propensity for advanced-level content to accommodate the gift or talent

Need to communicate creative ideas and knowledge

Facility with and enjoyment of abstract concepts

Often demonstrate creative nonlinear styles of thinking and learning

Need for intellectual challenges based on individual talents and interests

Need to identify with others of similar talents and interests

Heightened sensitivity to failure

Some Challenges of Learning Deficits

Limited skills in reading and math

Difficulty with spelling and handwriting

Language deficits in verbal communication and conceptualization

Poor organization

Problems with sustaining attention and focus

Inappropriate social interaction

Slow processing speed

*Low self-efficacy and anxiety may be the result of a lack of support for students’ learning challenges.

3

2 1

5

6

4

SECTION

Dual Differentiation

3

The Dance of Dual Differentiation - A Process with a Plan “Dancing is surely the most basic and relevant of all forms of expression.

Nothing else can so effectively give outward form to an inner experience.”

- Lyall Watson

Up to this point, we have explored what it means to have yellow and blue traits contributing to the complexities of twice-exceptionality. You had a snapshot of Liza with her particular abilities, learning needs, and challenges. Then we presented an idea for dual differentiating a lesson for her as a simple 2-step dance. But, in creating opportunities for success in your classroom, you will want to build the skills to choreograph your own lessons, adding steps and artistic modifications. Highlighting abilities while weaving or tip-toeing around challenges requires intentional design and practice.

The Dance Process

Again, the dual differentiation “dance” is about providing ways for strengths can shine and challenges can be minimized while learning. At first glance, the steps to reach dual differentiation may seem unnecessarily complicated but, like working through choreography for a novice dancer, map out the steps slowly and deliberately. Then pick up the pace until you have the rhythm firmly embedded. This easy-to-follow format will guide you through the components that lead to green thinking and, ultimately, to gracefully include dual differentiation within lessons.

Steps:

1. Identify the student’s high ability areas (yellow) that would be important to consider in the upcoming lesson.

Noticeable characteristics include learning new information at a faster pace, understanding concepts at a more complex level, asking a variety of questions that others may think of as irrelevant, or finding connections among and between seemingly disparate pieces of information.

2. Formulate questions about how and to what degree those abilities can be brought to bear within the learning experiences as currently designed. This is the time to probe whether the intellectual demands are on target for the student in the upcoming lesson. In essence, is the material aligned to engage the advanced or creative learner?

3. Identify any learning challenges (blue) that may obstruct the student’s progress during the lesson.

Children diagnosed with ADHD, ASD, dyslexia, anxiety, etc. also manifest certain patterns of behaviors that make learning difficult in traditional settings.

Each diagnosis comes with its own set of characteristics, too numerous to outline here. Common to all of them; however, are barriers such as trouble focusing attention, processing information, organizing thoughts, putting ideas on paper, or completing assignments.

4. Again, formulate questions about any learning challenges that the student might confront within the lesson as currently designed. Think about how the student’s learning challenges could impede his or her ability to successfully engage in the demands of the lesson. Then ask how the lesson could be designed to help the student circumvent those challenges.

5. Address the questions detailed in step 2 (yellow) and identify to what degree the lesson will allow the student to use his or her advanced abilities or traits.

Note ways will it need to be differentiated.

6. Then answer the questions detailed in step 4 (blue). Identifying aspects of the lesson that will be barriers to the student’s learning and consider ways it will need to be differentiated based on the learning challenges.

7. When both sets of questions are addressed, you are ready to design a lesson that is dually differentiated.

Put on your “creativity cap” as you think outside the box. There’s nothing like seeing the light re-ignite in a child’s eyes.

Enjoy! Changing how you think about lessons will likely have positive benefits for other students, as well.

While the steps here are described as linear and sequential, in reality, the process of thinking green and developing effective dually differentiated lessons includes a bit of back-and-forth and give-and-take, much like experienced couple’s dancing.

Dual Differentiation

In our example of Liza, we went through the following planning process:

Interestingly, you may find that when answering the questions in step 4 (relating to the learning challenges), you find insights into the student’s high ability areas.

Similarly, working through steps 5 and 6 can prompt a review of steps 1 to 4. It is important to keep in mind that reflection is a powerful tool and through reflection and observation, we are better able to work through this process and come to solutions that are of great benefit to our twice-exceptional students, as well as others.

LIZA 1 2

YELLOW

GREEN

High Ability Areas: Learns quickly Ready for depth & complexity Questions to Ask: • Is the lesson sufficiently fast-paced?

• Is it engaging intellectually?

• What does the student already know?

Step 1: Positive learning characteristics

BLUE

3

Learning Challenges: Has difficulty accessing information from grade-level reading materials Questions to Ask: • Can the student easily gain content knowledge with the text provided?

4

Step 2: Question if the upcoming lesson will build on the positive Step 3: Problems that will hinder learning in the upcoming lesson Step 4: Question how/where/when this student might stumble Step 5: Look for opportunities to extend learning in the lesson Step 6: Look for barriers to learning in the lesson Step 7: Consider options that address this student’s dual needs

Through pre-assessment, the teacher has determined that much of the information in this unit will not be novel and complex for Liza; however, there is a topic within the unit she can explore in depth.

5

6

BUT, the textbook and classroom resources are at reading levels well above her current capacity to decode in a timeframe that will allow her to participate actively.

Beyond listening to an audio version of the textbook Liza will be given a list of resources about dust storms that require minimal reading. The options can extend the learning and keep her engaged –– wanting to learn more –– while also giving her information and vocabulary to blend with her previous learning as she takes part in discussions with her peers.

7

20/100

20/80

20/60 20/40 20/20

Y EL

20/100

20/80

LOW

20/60

GREEN

20/20

BLUE

20/40

SECTION

4

Dual Differentiation

Shifting Focus –– Are We Seeing Yellow Or Are We Seeing Blue?

“Reality is ultimately a selective act of perception and interpretation. A shift in our perception and interpretation enables us to break old habits and awaken new possibilities for balance, healing, and transformation.”

- David Simon Knowing 2e students, and how their challenges and advanced traits are inseparably woven into their being, allows us to plan and support them on their learning journey.

There are two confusing issues, though. First is that sometimes a barrier to learning can be rooted in a failure to address the 2e student’s advanced abilities. Instead of yet another manifestation of a deficit in and of itself, the behavior might be triggered by other reasons. For instance, failure to pay attention when the teacher is lecturing might, in a cursory way, be considered a symptom of ADHD but, in reality, could be caused by the lack of novelty and content sophistication needed for an exceptionally bright and creative mind to pay attention.

This is why we must look for the possibility of yellow, even if just to form alternative hypotheses as to why a problem exists.

Secondly, thinking green requires shifting focus, for it is nearly impossible to dually differentiate when learning obstacles or problem behaviors are only seen from a “fixit” mode. See if you are thinking of the observed behavior as an asset or a liability.

The choice you make actually alters not only your perception, but those of others, as well. Viewing certain traits, such as being argumentative or single-minded, as obstacles or problems rather than as advanced abilities or assets, can make it easy for negative connotations to take root. Yet, whether a trait is seen as blue or yellow frequently depends on the situation and who is viewing it.

For example, consider the term “hyper-focused,” which is frequently used when describing a certain type of 2e students. Being hyper-focused would likely appear in the blue column as an obstacle, particularly during classroom transition times.

But let’s flip it around. What is hyperfocus? How do we distinguish passion from obsession? Don’t we want students to engage fully, and be in flow, as Csikszentmihalyi (1990) describes it? Think of a young child persisting as he builds a skyscraper with blocks, refusing to stop for a snack, continuing even though it keeps falling down. Is it wise to enforce the transition? Is it more important to doggedly stick to a set schedule? Or to revel in the child’s ability to stay in the struggle as he experiments with possible solutions to make it more stable by widening the skyscraper’s base? He’s clearly on to something important in learning about the principles of physics, even at his young age. Do we need to interrupt?

Isn’t persistence a trait we want to develop? We acknowledge that it is important to transition at times, but how will we know when?

Might our perceptions or contextual lens influence what is considered a problem or what is not a problem? For whom is the behavior a problem? When is it a problem? Is a behavior or difficulty a problem because the environment is restrictive or because the curriculum lacks flexibility within content or subject matter? Do particular instructional strategies pose barriers to learning or engagement? It is important to consider all these questions. We are all unique individuals who experience the world differently and it is the same for how we each learn.

Let’s consider another example. We all know an active child who may be described as impulsive, often asking too many questions and interrupting. It can feel like pestering to a teacher. However, what if we alter the lens through which we view this student? Individuals who display these qualities often use their questions or wonderings to process the information they are gathering from the world around them. Instead of deeming the seemingly unending questions as bothersome, shifting our mindset towards the positive allows us to see possibilities for providing ways this student can grow and develop necessary skills. By recognizing a potential yellow aspect to behaviors, you are then open to create opportunities for the qualities to develop positively.

This is easier said than done. How do we shift focus, alter our perspective, or adjust the lens through which we view and understand our students?

Years ago, two of us were in the audience of a high school panel discussion for parents of incoming freshmen. The head of school, the ed therapist, the middle school principal, the high school principal, and a filmmaker parent were also in the audience. During the presentation, just as one of the students was responding, there was an unexpected big burst of noise through an open window from the backfire of a passing motorcycle. The student, immediately distracted, paused for a moment, looked over to the window, and then cleverly wove the event into his description of his high school experience. “Wow, see, just when you think things are going smoothly, suddenly your plans can backfire and you need to start over.”

After the event, the aforementioned professionals met to debrief, and the comments were stunningly disparate. Some marvelled at the student’s ability to think on his feet, connecting and integrating what had occurred. Yet some were dismayed by the student’s inability to shut out the external distraction and saw his comments as an indication that he still couldn’t self-regulate. What do you think?

Dual Differentiation

Self-reflection is a powerful tool through which we are able to examine our actions, thoughts, and understandings. Being able to stop and consider our initial thoughts and reactions to instances or situations, provides mindful moments that bring to light previously unaware biases, which may be related to gender, age, race, economic background, cognition, cultural orientation, and more. Becoming aware of our own perceptions is an important step to opening our minds and truly seeing who our students are and in what ways they are able to positively contribute to their learning community and the wider world.

Thinking green is a mindset that does require time and practice, and we admit it is not an easy task. Taking those first steps towards identifying what is blue and what is yellow requires conscious and deliberate attentiveness.

This process not only takes time, but also requires patience and integrity. Here are more questions that can help shift focus:

Best of all, the discussion does not need to end here. The examples, glossary, and resources listed can take your learning and understandings further in the support of your children and students. We encourage you to keep the discussions flowing, challenge your own thinking and practices, and explore the possibilities of thinking green. Please join the ongoing sharing of dual differentiation ideas and examples at 2ecenter.org.

• Why might this student make this choice? What is happening around him/her?

• What happened before that led to this moment?

• Are there cultural or social factors that may contribute or affect this?

• Why do I assume that…?

• How might this behavior/choice/action serve others or the individual?

• What might I be able to do to turn this into a positive experience or a positive and supportive teachable moment?

• Would this be acceptable in a different situation? Why? How? When?

• Would this be acceptable coming from another individual? Why? While the list could go on and on, let’s go back to “For whom are the problems really problems?” question. When we meet as teams to discuss supports and interventions for students, our language and perceptions influence the tone and direction of conversations and may either support the “fix-it” model (requiring students to change to fit a perceived norm), or bolster green thinking, which opens the door to more joyful learning (for both students and teachers).

It is our recommendation that you approach “dancing” with a sense of unrestrained freedom to adjust to the unique needs of your students and children. We try to follow a student’s lead in this dance, adjusting our movements to his/her learning, wonderings, and changes.

SECTION

Dual Differentiation

5

Case Studies: Examples of Thinking Green “Unity, not uniformity, must be our aim. We attain unity only through variety.

Differences must be integrated, not annihilated, not absorbed. ” - Mary Parker Follett The dance steps that create the rhythm and develop the unique choreography that is thinking green may be developed for limitless numbers of yellow and blue combinations. In this chapter, you will meet a series of students. They represent just a small collection of blue and yellow permutations we have come across in our teaching.

While the list is not exhaustive. You will discover many more mixes of high ability and challenging traits in the students you can think of and know. The intention of this section is to provide some practical, research-based strategies we have found to be successful at school and at home for 2e students. The selected examples are designed to help you absorb the process of thinking green, as well as serve as models for you to design appropriate instructional opportunities for the 2e learners you encounter. But, keep in mind that even if the combination of yellows and blues you’re observing in one of your students matches those of one of our examples, the actual manifestations and needs in your situation may not be the same, at all.

The examples are color-coded to clearly illustrate the identification of high ability traits and learning difficulties as well as the dually differentiated solutions. It is wise to approach each case as consisting of layers (aspects of yellow and blue) that are being identified and peeled back in order to identify the barriers to learning. Then you can choreograph a green solution.

Each example includes: • A short description of the student.

• The lesson to be taught.

• A table listing yellow and blue traits with questions educators and parents may ask themselves. The final column describes the dance between blue and yellow and offers a green solution.

• Following the examples, you will find, “the rest of the story.” Here there is information about the events following the lesson. You will find notes revolving around relevant and connected events as a result of thinking green, research that supports the strategies, useful resources related to strategies, and information about home-school connections.

Below is the list of students: 1. Jack (5 years old) Curious BUT Unfocused: A Solution Could Be Structured Experimentation 2. Vanessa (8 years old) Insightful BUT Unable to Express Ideas in Writing: A Solution Could Be StrengthBased Assessment Choices 3. Maya (10 years old) Love of Learning BUT Disorganized: A Solution Could Be Graphic Organizers 4. Mike (13 years old) Curious BUT No Tolerance for Errors/Failure: A Solution Could Be Multi-Talent Grouping 5. Zara (15 years old) Excels In Many Subjects BUT Auditory Processing Difficulty: A Solution Could Be Multi-Media Cues 6. Antonia (12 years old) Seeks High-Level Collaborators BUT Socially Unaware: A Solution Could Be Readiness Grouping 7. Jess (16 years old) Deep Thinker BUT Requires Active Engagement: A Solution Could Be Jigsaw Grouping 8. Neil (9 years old) High IQ BUT Sensory Issues: A Solution Could Be ‘Office Space’ and Advanced Assignments 9. George (15 years old) Inspired/Motivated BUT No Tolerance For Transitions: A Solution Could Be Enrichment Clusters and Collaboration With Teacher

JACK

Case Study | 1

Dual Differentiation

Curious But Unfocused: A Solution Could Be Structured Experimentation Jack is a vivacious 5-year-old student in an early years learning environment. He finds it challenging to remain focused upon tasks. His impulsiveness hinders his intellectual progress. While Jack demonstrates

curiosity towards novel topics and artifacts, he finds it difficult to remain focused when there is activity in the classroom. Jack appreciates being the class expert and talking about what he knows.

The class is working on a unit that explores the concept of motion.

This lesson focuses on things that roll and things that do not roll.

CURIOUS

A SOLUTION

(YELLOW)

High Ability Areas: Curious Creative Inventive Questions to Ask: • Are there exciting materials that are accessible?

• Will this content evoke his curiosity?

• Will he be able to show others what he has learned?

(GREEN)

UNFOCUSED (BLUE)

Learning Challenges: Impulsive Unfocused Easily Frustrated Doesn’t Finish Work Questions to Ask: • Is there structure in the activity?

• Are the lesson directions clear?

• How will theenvironment help him focus?

Because Jack loves to play and explore, an inquiry based, hands-on lesson will likely appeal to him. However, class materials are not changed frequently and there is not a specific time to share his inquiries with others.

BUT, currently inquiry lessons are unstructured with limited directions. He often doesn’t finish because he loses interest and becomes distracted with other things in the environment.

The solution is to create a high curiosity, structured lesson with clear directions and interesting challenges to solve.

With a teacher or assistant present to guide Jack through his experiments, he will be asked to do the following: The first is to sort vegetables into two groups--those that roll and those that do not.

Then he will have to make one of the non rolling vegetables roll. Then he will have to make a rolling vegetable stop being

able to roll. Jack will be able to gather materials and resources for his needs. This will help to ignite his creativity and sustain his interest. Then he will have the opportunity to show his classmates what he discovered.

JACK

Case Study | 1 Green in Action (...the rest of the story):

Jack’s teacher provided him and his classmates resources such as books and videos about motion and force. Here is one example: Force and Motion for Kids. Jack was excited and eager to experiment with the vegetables he was provided. He was given one challenge at a time and when he completed the task, he was given the parameters for the next challenge. These challenges were exciting and tapped into his curiosity

Bonus Notes:

• By adding structure to the lesson’s inquiries, more students completed their tasks and demonstrated a greater connection to the content.

What the Research Says:

“When students feel they are the ones ‘doing the learning’ rather than the teacher ‘doing the learning to them’ they are undoubtedly more engaged, and with engagement comes increase potential for learning” (Murdoch, 2015, p.147).

Resources:

• 6 Strategies for Creating an Inquiry Driven Classroom

Dual Differentiation

and provided him space to try out ideas and invent something new.

Jack was provided with time to share his challenges and the results with his class, demonstrating rolling, non-rolling, and the ways he invented to make vegetables roll or stop rolling. The short and interesting challenges circumnavigated Jack’s impulsiveness and provided access to the content via a creative and inventive lesson.

• Jack was able to focus upon the short and interesting tasks and complete them successfully. This resulted in a greater feeling of success.

“...in each classroom there should be options that allow students to discover (by trying different alternatives) and then choose to use their optimal setting for completing assignments, listening to a lecture or discussion, or getting themselves organized” (Baum, Schader, & Owen, 2017, p. 204).

• Bringing Inquiry-Based Learning Into Your Class

School-Home Connection:

• Jack’s teacher told his mother how he completed the challenges and the joy he had in sharing his discoveries his peers.

Home Supports:

• His parents began to add some structured game-like activities to their routines at home to help Jack get things done. “Imagine you are a giant vacuum cleaner whose magic powers can make it

possible to clean all toys off the floor in two minutes. Let’s see how that vacuum works.” Then set a timer and include fun movement and lots of laughs.

VANESSA

Case Study | 2

Dual Differentiation

Insightful BUT Unable to Express Ideas in Writing: A Solution could be Strength-Based Assessment Choices Vanessa is an intelligent 8-year-old who struggles to express herself in writing. Vanessa receives extra support for writing, yet her performance lags well behind her intellectual abilities. Vanessa’s attitude toward school has become negative. During written assessment tasks, Vanessa

struggles to demonstrate her understanding and feels ashamed when comparing her work to what her friends can accomplish. Yet, her art teacher reports that her work carries clear and intriguing messages and her pieces are frequently displayed.

The science unit her class is working on explores the concept of simple machines.

The unit has come to an end and the final assignment/assessment is project based.

INSIGHTFUL

A SOLUTION

(YELLOW)

High Ability Areas: Insightful Need for Artistic Expression Questions to Ask: • Are there opportunities for her to express herself through art in classroom lessons?

• Are there opportunities for generating ideas in this assignment?

(GREEN)

UNABLE TO EXPRESS IN WRITTEN WORK (BLUE)

Learning Challenges: Written: production: behind her intellectual abilities Questions to Ask: • What other ways can she communicate what she knows?

• Is Vanessa provided with manageable expectations for the required content and goals for assignment?

The teacher has taken steps to ensure there are artistic components to the assessment task and realized that a what “if question” might be a way to have students generate creative ideas.

BUT, the common assessment for this unit requires students to write a short paper about simple machines. This paper includes an open ended question —What would happen if there were no machines? This will be frustrating for Vanessa, whose written work does not express the depth of her knowledge nor her ideas. This is an expectation that is unmanageable for Vanessa.

The teacher discussed allowing choice for all students, providing that the work meets the unit’s rubric. They agreed that for this assignment, students will be allowed to select from a list of ways they can answer the question (what would happen if…?) such as demonstration, physical model, posters, or report. Using the prompt as a performance assessment will allow Vanessa to show her insightful understanding in an artistic way with a lesser emphasis upon written production.

VANESSA

Case Study | 2 Green in Action (...the rest of the story):

Vanessa’s teacher, through careful research and discussion with the other third grade teachers, integrated differentiation into the various assessments required for this unit. The teacher found ways to integrate the multiple intelligences into performance tasks throughout the unit that would support all students’ strengths. The third grade team met with the visual arts teacher to find out ways to incorporate artistic

Bonus Notes:

• Vanessa demonstrated her artistic strengths to her peers and is now viewed as the class “artist.”

What the Research Says:

“A teacher’s role in developing creativity must vary according to the students’ experience with the subject matter and stage of learning” (Starko, 2018, p. 123).

“Providing choice is also an important part of strength-based learning, for it encourages the student to participate more comfortably and

Resources:

• Differentiated Assessment

Dual Differentiation

components into assessment tasks to support Vanessa and other peers who have artistic strengths. In discussion with the art teacher, the classroom teacher gained insights into how art projects demonstrate rigor and meet the criteria on a rubric with learning objectives. At the end of the unit, Vanessa was able to demonstrate her learning successfully and expressed increased confidence in herself as a learner.

• Vanessa’s self-esteem has been boosted, and her overall attitude towards school and learning has blossomed.

with less anxiety while learning the concepts and skills of the core disciplines” (Baum, Schader, & Owen, 2017, p.187).

“In a differentiated classroom, the teacher’s aim is to make the classroom work for each student who is obliged to spend time there.

Thus the teacher is attuned to the students’ various needs and responds to ensure that the needs are met” (Tomlinson & Moon, 2013).

• Assessment and Differentiation: A Framework for Understanding

School-Home Connection:

• Vanessa’s teacher communicated with her parents the success she found in being provided with a differentiated assessment task, noting that her depth of knowledge was more profound than expected. She told the parents that they should be proud of Vanessa’s performance during this unit.

Home Supports:

• Vanessa’s parents reported that she spent the entire car ride home from school talking about what she imagines as a world without even simple machines. Now, clearly appreciating machines, she also

highlighted all of the simple machines she could see out of the car window.

MAYA

Case Study | 3

Dual Differentiation

Love of Learning BUT Disorganized: A Solution Could Be Graphic Organizers Maya, a 10-year-old, is an avid reader. Although Maya is passionate about reading, she finds it difficult to organize her thoughts in written formats. Maya’s teacher does her best to support her; but there has not

yet been a demonstration of improvement. She is a quick thinker who works well cooperatively, developing imaginative ideas however, she has begun to display anxiety when asked to write down her ideas.

The class is currently working on a unit about water and the teacher is concerned about how to alleviate Maya’s anxiety about written assignments during a lesson about the water cycle.

LOVE OF LEARNING

A SOLUTION

(YELLOW)

High Ability Areas: A voracious learner Imaginative thinker with lots of ideas Collaborator Questions to Ask: • Are there sufficient and varied reading materials related to this unit?

• Is there an outlet for multiple ideas?

• Is she provided with opportunities to work cooperatively?

(GREEN)

DISORGANISED (BLUE)

Learning Challenges: Disorganized (both in thoughts & physical space) Difficulty putting ideas into writing.

Questions to Ask: • Does the student have access to organizational and visual planning tools?

• Are directions and expectations provided only verbally?

The teacher provides a variety reading materials and opportunities to access the library when Maya requests.

Currently, there are no group work opportunities and some will need to be designed and lessons are usually preplanned and lack flexibility for developing new/different ideas.

BUT, Maya finds written assessments frustrating as she struggles to organise her thoughts and ideas in writing. She does not have knowledge of or access to planning tools.

Directions are provided verbally.

Maya is given the task of demonstrating the water cycle through a presentation. She and her classmates are able to use the mind maps and other organizational tools introduced by the teacher. Maya reads all of the material the teacher provided and is excited to share her learning. She decides to create a model with labels and short descriptions. Maya uses a storyboard tool to plan her project and develop a clear sequence. She was excited to share and explain her project.

MAYA

Case Study | 3 Green in Action (...the rest of the story):

Maya’s teacher researched different organizational tools for the students to investigate and try out throughout the unit. The teacher modeled the use of the tools, both printed and digital, so that the students could see how they are used in different contexts. The mapping templates and the storyboard sites the teacher used, Storyboard That and Boords, were well liked.

Printed organisational tools such as mind maps were printed and kept

Bonus Notes:

• Maya’s use of storyboarding helped her to consolidate the information she had gathered from reading, resulting in less anxiety when writing in class.

What the Research Says:

“Visual organizers and verbal prompts can be very effective in helping these students follow a lesson, participate in discussions, and produce good work” (Baum, Schader, & Owen, 2017, p. 223).

“When faced with planning a project or a piece of writing, these students simply do not know where to begin. Providing them with

Resources:

• 4 Ways Kids Use Organization Skills to Learn • How to Keep Students Organized and Thriving in a Digital Classroom

Dual Differentiation in the classroom where students are able to access them when needed.

Maya was observed using mind mapping tools, both digital and printed, in different learning experiences and not limited only to the unit. The teacher was able to check in with Maya a few times during the planning process to understand her thinking. This gave the teacher moments to help guide Maya’s thinking with thoughtful questions.

• After examining the organizational structure of writing through the tools the teacher used, she is asking questions about the organizational structure of some of her favorite authors and trying them out in her writing.

visual cues or having them create a model of their ideas, such as webs, storyboards, visual representations, and structured responsive formats, can help them organize their ideas for discussions, as well as for written products” (Baum, Schader, & Owen, 2017, p. 223).

• Awesome Productivity Tools for Back-to-School • Organizational Tools

School-Home Connection:

• Maya’s teacher reported to her dad that she had demonstrated greater organization within her writing during the last unit. She had begun showing less anxiety towards written tasks and is leaning on the visual cues for support.

Home Supports:

• Maya’s dad brought in some projects that Maya had been working on at home. Maya continues to love reading; she has begun to put her newfound writing skills to work. Her dad shares some stories

Maya has written at home and shared with him. She has even read some of the stories to family over video chat.

MIKE

Case Study | 4

Dual Differentiation

Curious BUT No Tolerance For Errors/Failure: A Solution Could Be Multi-Talent Grouping Mike, a quiet and intelligent 13-year-old, is an eager consumer of knowledge. He has very high expectations of himself and finds falling short a very challenging experience. Mike does receive extra support outside of school, yet he still struggles with self-regulation within the

classroom and displays anxiety and frustration when a project is not going as planned. He is a quick and creative thinker who works well in groups, especially when he feels he can contribute.

The class is working on a unit about electricity. This lesson specifically examines how electric charges exert force on each other.

CURIOUS

A SOLUTION

(YELLOW)

High Ability Areas: Insatiable intellectual curiosity Thrives with group work.

Questions to Ask: • Are there opportunities for group work?

• Does the material stimulate intellectual exploration?

(GREEN)

NO TOLERANCE FOR ERRORS/FAILURE (BLUE)

Learning Challenges: Emotional regulation Perfectionism with high personal expectations, leading to meltdowns and negative behaviors when he perceives he does not meet his selfimposed standards.

Questions to Ask: • What triggers his melt-downs?

• Are there pathways for Mike to do well in this lesson?

In this lesson, students will be asked to design experiments that test their own hypotheses about electricity. The teacher carefully selected information and learning experiences that are novel and challenging. The teacher will consider different grouping strategies.

BUT, Mike might become frustrated if things go wrong during the experiment process and then he may have a meltdown.

The teacher decided to use multi-talent groups to conduct experiments on static electricity. Multi-talent groups provide students with opportunities for each to contribute their talent to the group and recognise that they are all good at something. Students were told that each group required a mathematician, a scientist, an artist, and a writer and were asked which role they identified with the most. Fulfilling each role was necessary for group success.

MIKE

Case Study | 4 Green in Action (...the rest of the story):

The static electricity experiment provoked Mike’s curiosity while the multi-talent grouping allowed Mike’s personal talents to shine and allowed him to experience the talents of others. Mike took on the role of scientist, providing leadership in the design and implementation of the experiment. Mike’s ability to cope in stressful situations was much improved as his peers’ talents were able to complement during times

Bonus Notes:

• Mike’s involvement in a multi-talent group allowed him to experience, in real time, that each team member brings different skills to projects, yet no one is “perfect.” This also helped him better understand that no one, including he, can do it all.

What the Research Says:

“Likewise, when social awareness and social skills are embedded into authentic learning experiences, students see the value of the skills and are more willing to practice them” (Baum, Schader, & Owen, 2017, p. 213).

Resources:

• Strength-based Grouping Strategies

Dual Differentiation

of uncertainty and mini-failures. The teacher was impressed by how successful the use of multi-talent grouping worked across the class and has decided to use it more frequently and more deeply consider how she assigns projects in the future in order to prepare her students for the real world.

• The classroom developed a more supportive sense of community due to the use of multi-talent grouping and the identification of everyone’s individual strengths and talents.

“Young learners are rarely stimulated to learn more by racing against their peers, and learn better in conjunction with those around them, as they all begin to experience their worlds in different ways” (Arias, 2016).

• Implementing Group Work in the Classroom

School-Home Connection:

• Mike’s teacher communicated with his father that Mike had felt a sense of achievement when using his talents within the lesson that day. The teacher had observed that a task Mike would normally worry about was taken on by a peer who had this as a skill, thus Mike was more relaxed and engaged.

Home Supports:

• Mike’s family shared with the teacher that he came home excited about the group lesson and described what he did to contribute to

the project, expressing enthusiasm and pride.

ZARA

Case Study | 5

Dual Differentiation

Excels In Many Subjects BUT Struggles With Auditory Processing: A Solution Could Be Multi-Media Cues Zara is a 15-year-old student who finds it difficult to process the information she hears. She is getting help outside of school but her ability to gather information from verbal communication inhibits the development of her academics. Zara is very knowledgeable and frequently asks questions. She likes reading books and writing –– and is

above grade level in both areas. Zara finds it difficult to focus and pay attention when the teacher presents information and directions verbally.

This causes disruptions to the class and Zara becomes frustrated.

However, once she knows what is expected, she eagerly and successfully completes tasks.

Zara’s science class is working on a unit about DNA. This is one of the first lessons for students as an introduction to the unit.

EXCELS IN MANY SUBJECTS

A SOLUTION

(YELLOW)

High Ability Areas: Need for advanced topics that are novel and engaging.

Questions to Ask: • Is the content sufficiently fast-paced?

• Is it engaging intellectually?

• What does the student already know?

(GREEN)

STRUGGLES WITH AUDITORY PROCESSING (BLUE)

Learning Challenges: Slow auditory processor and loses focus when there is extended “teacher talk” Questions to Ask: • How much classroom time is spent listening to teacher talk?

• Is there sufficient time for thinking and processing?

• How else can the information be accessed?

The information to be learned is novel and the teacher is an interesting lecturer and moves quickly. Tiered grouping in the class allows students with similar interests and knowledge to work together when appropriate. The teacher does not have a clear picture of each student’s prior knowledge.

BUT, the teacher presents much of the topic verbally in 20-30 minute segments that include fast-paced, random quizzing of students to be called on with questions to check comprehension. As the questions are verbal, Zara finds it difficult to follow along and pay attention.

The teacher decides to play Kahoot to check the student’s prior knowledge (game questions may be read aloud).

The teacher uses slides with graphics during the lecture on DNA, and provides all students with copies to follow along visually. Rather than peppering the whole class with questions, she stops at short intervals, asking students to pair/share.

Students will process, remember, and better understand the information by discussing and reviewing the main ideas covered, using their slide show printouts as prompts.

ZARA

Case Study | 5 Green in Action (...the rest of the story):

With the inclusion of visual information and instructions, Zara’s frustrations and disruptions have almost ceased. In the DNA lesson, Zara was more engaged and animated with her table partners. The visuals that the teacher produced were varied, interesting to look at, and clear. All students have access to the visual and written material whenever they want it, plus, the teacher has relevant tools (such as organizational tools, instructions, and routines) displayed for all to see. It was also helpful to add subtitles to videos.

Bonus Notes:

• Once the teacher shared her successes with Zara, other teachers have adapted and added visual components to their teaching and learning strategies and they too have seen positive changes in Zara.

What the Research Says:

“Also, a variety of multimedia resources, including books on tape, websites, podcasts, picture books, and film clips that all students can access to enrich the content of a unit, will allow 2e students to choose how to explore a topic in ways that do not make them feel different” (Baum, Schader, & Owen, 2017, p. 207).

Resources:

• Making the Most of Visual Aids

Dual Differentiation

The teacher ensured that there are plenty of different types of reading materials to support the reading levels and interests of all students as well as materials such as videos, podcasts, audiobooks, and so on. As some of the students enjoyed the fast paced quizzes, the teacher discovered Kahoot! which is an online quiz edited by the teacher and accessed by students on their own devices. This proved to be a huge hit, especially with Zara as it was reading based.

• The teacher has also noted that the classroom environment is much more supportive and the learning happening among all students is deeper and more meaningful. The discussions between students have proven to be of great value.

“Over time, I’ve learned that aligning visual aids with course content is a deliberate process, one that is harder than I realized when I was starting out. With appropriate attention, we can ensure that our visual aids are windows to our lessons’ purpose and construction” (Bowman, 2018).

• Tips for Using Visual Aids

School-Home Connection:

• Zara’s teacher has communicated with her family and expressed her pleasure in the changes she has seen in Zara as a student since adding visuals to her teaching strategies.

Home Supports: • Zara’s family informed the teacher that they had a family meeting to discuss with Zara if there was anything they could do to help her with routines and tasks at home. Together, they developed a written chart of

daily tasks for each person and a note system for reminders. The family reports that there are fewer arguments and forgotten requests.

ANTONIA

Case Study | 6

Dual Differentiation

Seeks High-Level Collaborators BUT Socially Unaware: A Solution Could Be Readiness Grouping Antonia, is a 12-year-old enthusiastic and smart student. She is a curious student who is eager to share her ideas and thoughts with others.

When Antonia is with her intellectual peers and working on a topic that interests and challenges her, she is an enthusiastic student who talks

nonstop. Yet she finds it difficult to work in mixed ability groups, unaware of the roles and responsibilities of a respectful group member. This becomes evident in her behavior.

The class is working on a chemistry unit focusing upon chemical reactions in which Antonia has indicated an interest. The final project requires group work.

SEEKS HIGH-LEVEL COLLABORATORS

A SOLUTION (GREEN)

(YELLOW)

High Ability Areas: Expert on specific topics.

Seeks others who have advanced, high-level knowledge Questions to Ask: • Are there peers within the class who share the student’s level of knowledge on the topic(s) of interest?

• What opportunities are provided to collaborate with intellectual peers?

SOCIALLY UNAWARE (BLUE)

Learning Challenges: Socially Unaware Has difficulty with group work.

Questions to Ask: • Are students provided with guidelines that detail appropriate group/social norms.

• Are students provided with a checklist of roles and responsibilities within a group?

Students generally work in heterogeneous groups assigned by the teacher (using students’ level of independence, behavior, and productivity and a guide) with the expectation that the “better” students will model appropriate productivity and behavior for those less-regulated and less productive students.

BUT, there is a checklist of responsibilities where all group members are responsible for all the tasks. The result is that the need to engage with intellectual peers is not met at all. In this example, the advanced students are spread out across groups, Antonia becomes increasingly disappointed with and distanced from her intellectual peers.

For the final project-based assignment, the teacher forms readiness groups of intellectually similar peers in which students will be looking at the topic and will inquire with more depth and complexity. Once group projects are selected, the teacher helps students decide who will be best suited for the different roles needed to complete the project. Together, each group will develop a responsibility chart with tasks and deadlines. The teacher will front load* with a mini-lesson on how to respect each other’s ideas and talents in order to successfully work together on joint decision making.

ANTONIA

Case Study | 6 Green in Action (...the rest of the story):

Antonia’s teacher used a website to develop the roles and responsibilities that he would expect the students to use (Using Roles in Group Work). He adapted the roles and responsibilities in collaboration with his class, asking for their expectations as team members and the roles they deemed important. The collaborative effort resulted

Bonus Notes:

• The collaborative nature of determining agreed-upon roles and responsibilities developed a greater sense of ownership of the nature of group work. The groups pointed out when someone was not living up to their responsibilities or stepping on someone else’s toes.

What the Research Says:

“In a learning community, students create essential agreements as they formulate the rules that help them learn. Some rules should promote positive behavior such as ‘our behavior keeps everyone safe’ or ‘we are respectful of people and our environment,’ or ‘we are here to learn’ “(Baum, Schader, & Owen, 2017, p. 208).

Resources:

• Group Work that Works

Dual Differentiation

in common understandings of what each role required in the group.

Once the groups were formed by a common interest, the teacher worked closely with the groups to support the adoption of roles and responsibilities.

• Antonia, now in a group of intellectual peers who share the same interest, was in her element. The time taken to understand the roles and responsibilities and the time her teacher took to provide additional support, allowed her to flourish and develop new friendships and social skills.

“Working in teams or in small groups builds a sense of belonging among students, especially when each member can contribute to a quality body of work” (Baum, Schader, & Owen, 2017, p. 208).

• Group work: Using cooperative learning groups effectively

School-Home Connection:

• Antonia’s teacher emailed her family to share the successes she had been experiencing during this current unit. She took on her group role with enthusiasm and worked hard to stick to her responsibilities without stepping on toes. This resulted in new friendships as well.

Home Supports:

• Antonia’s dad called her teacher to talk about how her attitude at home has improved. She eagerly spoke about her science

experiments with her peers at dinner. Her dad described her as being joyful and excited.

JESS

Case Study | 7

Dual Differentiation

Deep Thinker BUT Requires Active Engagement: A Solution Could Be Jigsaw Grouping Example: Jess is 16-year-old who is fascinated by the world around her.

She is a knowledgeable individual who is eager to share her thoughts and ideas with friends and peers, however, Jess becomes frustrated and lost sitting during long class lectures. Jess often talks to others during

inappropriate times, interrupting lectures and discussions. Although Jess shares interesting and well thought out ideas and connections to materials, her actions are disruptive to the learning environment.

The math class is currently working on a unit about the connections between art and mathematical concepts. This lesson is a group project on connections between geometry and art.

A SOLUTION

DEEP THINKER (YELLOW)

High Ability Areas: Creative and sophisticated ideas.

Eager to share thoughts and ideas with others.

Questions to Ask: • Does the learning environment provide interesting and novel topics?

REQUIRES ACTIVE ENGAGEMENT (BLUE)

Learning Challenges: Hyperactive.

Easily distracted.

Disruptive

• Are there ways to express and share ideas with others?

Questions to Ask: • Is the learning environment flexible?

• Are there opportunities for creativity within the lesson?

• Are instructional strategies varied? (shorter blocks, etc) • Is there an opportunity for movement throughout the lesson?

• Is there time for active engagement during the lesson?

(GREEN)

Students are encouraged to engage in discussions and discourse throughout the class and the material is interesting and thought provoking. The teacher is considering how to incorporate more creativity.

BUT, the lessons are often lecture based with students sitting at desks listening, listening to the teacher with discussions happening periodically. The lack of movement can prove difficult for those who require opportunities to move. Jess, in particular, finds sitting for long periods of time frustrating, resulting in interruptions and becoming distracted.

The mathematics teacher decides to try to use grouping strategies within the classroom to add variety to his teaching methods, moving away from long lectures. He decides to try jigsaw grouping. Individuals within student chosen groups each pick an area of focus in which to become experts. The experts then rejoin their chosen groups to share and teach the other group members about their topic. In this case, the teacher provides a wide variety of materials and resources to listen, watch, read to explore the connections between art and geometry. The student chosen groups then use their expertise and talents to develop a geometric based art piece.

JESS

Case Study | 7 Green in Action (...the rest of the story):

By providing his class with differing instructional strategies and limiting lecture time, Jess was more positively engaged in class. She had opportunities to move and explore resources while at the same time sharing her ideas and thoughts. The variety of grouping strategies added an element of student agency to the class. Students, including Jess, felt as though they were important contributing members of the learning environment. The greater flexibility within the learning environment, such

Bonus Notes:

• Jess is no longer seen by her peers as disruptive, but as an integral member of the class community who contributes interesting ideas and creative thinking.

What the Research Says:

“Whole-class teaching should be kept at a minimum, as these students (2e) fare much better in small-group learning. Grouping arrangements particularly effective for cooperative learning are those that put students together by talent or interests” (Baum, Schader, & Owen, 2017, p. 206).

Resources:

• Student Grouping Strategies to Maximize Engagement

Dual Differentiation

as choice in where in the room to work, allowed students to move and discuss without disrupting the flow of others. WIth the jigsaw grouping, team members developed a sense of responsibility as experts, to report back their learning and findings, providing each member with the role of educator and learner. The shared task of creating a work of art that had its foundations in mathematics allowed the talents and interests of individuals to shine through.

• The classroom is now a buzzing community with excited learners who are more deeply engaged with concepts and content, self-efficacy, and self-esteem.

“For some students, sharing project responsibilities with others provides emotional comfort as well as tangible value. Students can allocate tasks based on expertise. One student may take on creative tasks, while another gets involved more in the research and compilation” (Kokemuller, 2020).

• Organizing Small Group

School-Home Connection:

• The teacher had a conference with Jess and her parents, during which Jess was able to explain to them the way in which her learning experiences had changed for the better. She now looks forward to math class.

Home Supports:

• At home, Jess and her parents have embraced her need for movement and found ways to and spaces for her to include

movement into chores and studying. They are enjoying more time together, outside in physical activities they all enjoy.

NEIL

Case Study | 8

Dual Differentiation

High IQ BUT Sensory Issues: A Solution Could Be ‘Office Space’ and Advanced Assignments Fourth-grader Neil is a 9 year-old boy, highly advanced in Mathematics.

He is able to solve complex problems very quickly; however, Neil has sensory processing issues impacting nearly all areas of functioning.

For instance, he cannot shut out extraneous sounds, background chatter, glaring lights, or variations in temperatures. This makes attending to

lessons and homework difficult. Although Neil is above grade level in all areas, he rarely engages in schoolwork. Much of his curriculum is neither new information nor presented with depth or complexity. He expresses that doing repetitive and timed tasks are boring and not useful.

The class was starting a unit on fractions in Mathematics. The lesson focus is looking at different mathematical operations with fractions.

A SOLUTION

HIGH IQ

(GREEN)

(YELLOW)

High Ability Areas: Conceptually advanced and possesses above grade level skills especially in the area of mathematics.

Keen power of abstraction Needs challenging material to engage and focus Questions to Ask: • Does the content provide freedom for conceptualization?

• Are there opportunities to explore beyond the set standards regarding fractions?

• Does he already know the content to be covered?

SENSORY ISSUES (BLUE)

Learning Challenges: Sensory issues.

Often feels overwhelmed within the learning environment.

Questions to Ask: • What are the triggers for feeling overwhelmed?

• What is the classroom environment like?

Even though the teacher, being aware of Neil’s vast knowledge of this topic, will provide advanced assignments where he can work at his own level and explore a topic within the area of mathematics, the lessons tend to be repetitive and routine and not conceptual or ones that evoke problem-solving.

BUT, the classroom environment is noisy and this triggers Neil’s sensory issues resulting in avoidance of task and incomplete work. Neil’s behaviors then disrupt others.

The teacher pre-assessed Neil’s knowledge to find where he should be working with fractions and provided him with a fun and exciting assignment: Fractions Jeopardy Game. He will be working at a grade 6 level and will challenge himself to earn points to reach a targeted goal. Because this game is online, he will be using noise canceling headphones that are available to all students in the class. The teacher, in collaboration with the students, decided to develop “office spaces’’ that provide areas for working quietly. Anyone may sign up to use these spaces throughout the day. So they aren’t disturbed. This allows Neil greater flexibility and control of his learning.

NEIL

Case Study | 8

Green in Action (...the rest of the story):

Neil was elated about the fraction Jeopardy game, especially when he achieved his targeted goal. The teacher knew he would finish the Jeopardy game quickly and would have time for a more conceptual mathematical experience. So, after fractions, he was given a WebQuest on climate change to integrate statistics into a real world scenario, a type of project-based inquiry. Neil was excited about this independent challenge,

Bonus Notes:

• Neil’s excitement on Fractions created a buzz in the classroom encouraging other children to challenge themselves on the fraction games.

• Being able to make choices when trying to cope with sensory issues has provided him with opportunities to be more independent.

What the Research Says:

“Twice-exceptional students often have high sensitivities amplified by fluorescent lighting, uncomfortable furniture, noisy HVAC systems, and compact space. Consideration should be made for lighting, alternative seating options, and availability of “free” space, where students can escape to when feeling overwhelmed” (National Association for Gifted Children, n.d.).

“Sensory toys help them to relax, focus and calm down to a particular scenario or event” (Az Big Media, 2019, Sept. 25).

“Students who use project based learning are engaged with in-depth research experiences of real world problems that offer enrichment, engagement, and accelerated learning.” Renzulli

Resources:

• Sensory issues in the classroom strategies • Sensory friendly classroom tips

Dual Differentiation and only needed to ask for directions a few times. Then he presented a video about his inquiry to the class in support of climate change. The rest of the class enjoyed his presentation and wanted to start their own computer based projects. The inclusion of the student offices provided Neil with the opportunity to develop self efficacy, as he was able to choose whether or not to use the office space during times of over stimulation

• The teacher became more sensitive to the role the physical environment plays in enhancing or obstructing learning.

• The teacher also incorporated web quests for all the students.

“Twice-exceptional children often find difficulty in the school environment, where organization, participation, and long-term planning plays a role. They can be highly creative, verbal, imaginative, curious, with strong problemsolving ability, and a wide range of interests or a single, all-consuming expertise. However, at school, they may have difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever. All this may hinder their excitement for school and be detrimental to their self-efficacy, self-confidence, and motivation” (Danielian & Nilles, 2015).

• Helping 2e children cope with sensory issues

School-Home Connection:

• Neil’s teacher spoke with his parents about the enthusiasm and interest he expressed in the lesson that day and he reported that there were fewer moments of boredom and greater feelings of success as he completed his tasks in the mathematics class.

Home Supports:

• Neil came home and shared the website of the math game with his mother that day and insisted she play with him. It was a moment of

great bonding with lots of fun between mother and son.

GEORGE

Case Study | 9

Dual Differentiation

Inspired/Motivated BUT No Tolerance For Transitions: A Solution Could Be Enrichment Clusters and Collaboration With Teacher George, a 15-year-old, is intensely curious and is inspired by topics of personal interest, yet he finds it difficult to transition between activities and focus upon activities of lesser interest. George receives support outside of school; however, transitions within the learning environment persist. George’s strong drive to be involved in interest-based activities

provides him moments of flow in which he does not want to be interrupted and usually results in impressive products, connections, and new understandings. When faced with an unexpected or unwanted transition, George may become agitated.

George has expressed an interest in understanding how light and sound waves function in our environment in his science class. As a secondary school student, he is required to go from one class to the next every hour.

A SOLUTION

INSPIRED/MOITIVATED (YELLOW)

High Ability Areas: In-depth interests, curiosity Persistence Questions to Ask: • Does the learning environment provide opportunities for creative problem-solving?

• Are there opportunities for deep dives into the curriculum?

• Does the learning environment provide interest-based choices?

NO TOLERANCE FOR TRANSITIONS (BLUE)

Learning Challenges: Difficulty with time management and self-regulation.

Difficulty transitioning when engaged in a desirable activity or project (in flow).

Questions to Ask: • Are there clear time indicators throughout each class period?

• Is there a clear and agreed upon system in place that supports transitions?

• Are there blocks of time allotted for projects and independent work?

(GREEN)

The science teacher used a pre-assessment tool to determine that the science content is novel for George. The teacher is aware that the lessons will need to have a problem solving component added and interest based choices will need to be designed. The projects will be on-going so students will have more time to dive deeper into the subject.

BUT, George is frustrated by the transitions between classes and the inability to finish interest-based tasks in the short time allotted. Each teacher has their own method of ending class and different systems for transitions and this is difficult to cope with. There are currently no extra time slots for extended work.

The teacher designed the lessons so that the students chose the topic of investigation within the framework of the unit and has provided multiple class periods for research, investigation, and preparation of the projects.

GEORGE

Case Study | 9 Green in Action (...the rest of the story):

George demonstrated great enthusiasm during science class. The ability to explore and investigate interest-based projects provided George with the drive to persist and feel accomplished. George’s case stimulated further thought. Thus, in addition to dual differentiation in the classroom, the school explored beyond and investigated enrichment clusters. Through the work he did in the Enrichment Cluster, his skills and achievements multiplied, and he soon became a legend at school for his

Bonus Notes:

• George won his state science fair with work from the light and sound waves enrichment cluster.

• Implementation of enrichment clusters has ignited a spark within the school. Energy is at an all-time high, and Friday’s work is inspirational.

What the Research Says:

“The implementation of Enrichment Clusters at HB School has resulted in the provision of a full range of gifted education services, opportunities for students to pursue areas of interest, a vehicle for tapping the talents of administrators, teachers, and staff members, opportunities for parents to have a meaningful role in enhancing the

Resources:

• How to Develop an Authentic Enrichment Cluster • Enrichment Clusters: A Practical Approach For Developing Investigative Learning Skills

Dual Differentiation

projects and findings. George, with the support of his science teacher worked together to develop a plan to move through transitions with calm and consistency. The science teacher shared this success with his other teachers who in turn adopted the same plan into their classes with George. All learners are provided with a consistent countdown to the end of each class.

• The science teacher and George worked together to develop additional guidelines for transitioning and time management like previewing assignments for class and asking: “What do you think you’ll be able to get done during this period?”

learning of students, and the creation of a collaborative culture centered around talent development” (Reed & Westberg, 2003). “...the overriding purpose is to create situations in which young people are thinking, feeling, and doing what practicing professionals do in the delivery of products and services” Renzulli, J.S. (n.d.).

• Responding to Students with Transition Issues

School-Home Connection:

• George’s science teacher has reported to his parents that his enthusiasm at school has blossomed, and he is displaying fewer issues transitioning.

Home Supports:

• George’s parents emailed the school, thanking them for implementing a new model that supports all students. They have

noticed that, at home, George has been happier and displaying less anxiety. He has also turned the garage into a science lab.

References Arias, E. (2016). Action research on the impact of student grouping. Procedia - Social and Behavioral Sciences, 232 . doi: 10.1016/j.sbspro.2016.10.076.

Az Big Media (2019, Sept. 25). How do sensory toys help children with autism? https:// azbigmedia.com/lifestyle/consumer-news/how-do-sensory-toys-help-childrenwith-autism/#:~:text=Benefits%20of%20Sensory%20Toys%20for%20Children%20 with%20Autism&text=It%20helps%20them%20develop%20their,and%20 understanding%20rules%20and%20activities.&text=These%20toys%20 stimulate%20the%20brain,improve%20their%20neural%20processing%20 systems.

Bowman, J. D. (2018, June 20). Making the most of visual aids: Three strategies for using visual aids to encourage students to engage more deeply with course content. Edutopia. https://www.edutopia.org/article/making-most-visual-aids.

Baum, S. M., Cooper, C. R., & Neu, T. W. (2001). Dual differentiation: An approach for meeting the curricular needs of gifted students with learning disabilities.

Psychology in the Schools, 38, 477–490.

Baum, S.M. & Olenchak, F.R. (2002). The alphabet children: GT, ADHD, and More.

Exceptionality, 10, pp. 77–91[KM2].

Baum, S., Schader, R., & Owen, S. (2017). To be gifted and learning disabled: Strengthbased strategies for helping twice-exceptional students with LD, ADHD, ASD, and more. Prufrock Press.

Csikszentmihalyi, Mihaly (1990). Flow: The psychology of optimal experience.

Harper and Row. Daniellan, J. & Nilles, K. (2015, Fall). The exceptionality of being twice-exceptional.

Connecting for High Potential. https://files.eric.ed.gov/fulltext/ED571566.pdf.

Kokemuller, N. (2020). Advantages and disadvantages of group work in a classroom situation. Seattle Pi. https://education.seattlepi.com/advantages-disadvantagesgroup-work-classroom-situation-1333.html.

Murdoch, K. (2015). The power of inquiry: Teaching and learning with curiosity, creativity, and purpose in the contemporary classroom. Seastar Education.

National Association for Gifted Children. (n.d.). Supporting twice-exceptional students. https://www.nagc.org/supporting-twice-exceptional-students

Reed, S. E., & Westberg, K. L. (2003). Implementing enrichment clusters in a multiage school: Perspectives from a principal and consultant. Gifted Child Today, 26(4), 26-29. Reprinted with permission of the editor, Susan Johnson. https://gifted.uconn.edu/schoolwide-enrichment-model/gctclust/.

Renzulli, J. S. (n.d.). How to develop an authentic enrichment cluster. Renzulli Center for Creativity, Gifted Education, and Talent Development. University of Connecticut. https://gifted.uconn.edu/schoolwide-enrichment-model/authentic_enrichment_ cluster/ Renzulli Learning. (2021). Project Based Learning. https://renzullilearning.com/en/ Menus/77-project-based-learning.

Starko, A.J. (2018). Curiosity in the classroom: Schools of curious delight. (6th ed).

Routledge.

Tomilson, C.A. & Moon, T.R. (2013). Assessment and student success in a differentiated classroom. ASCD. Tomilson, C.A. (2017). How to differentiate instruction in academically diverse classrooms. (3rd ed). ASCD.

Glossary of Terms and Strategies Found Within Accommodation: An alteration of the environment, curriculum, and or provision of equipment in order for a student to gain access to information or to complete a task due to an identified need.

Accommodations in the Classroom Accessing Information: Being able to gather information in ways that target the strengths of the student. Educators are required to provide a variety of methods and materials to gather information such through videos, audiobooks, books, interviews, presentations, lectures, hands-on experiences, field trips, and subtitles.

ADHD: A neurodevelopmental disorder that is usually diagnosed in childhood.

Children display difficulties paying attention, controlling impulsive behavior, and or being overly active.

About ADHD Meeting the Needs of Students with ADHD

Complexity (content): Learning content is provided that adds layers of intricacy beyond that of the prescribed curriculum, providing advanced thinkers the ability to dive deeper into concepts and theories.

Contextual Lens: How the world or a situation is viewed by an individual based upon personal experiences and external influences.

Curriculum Compacting: A method of differentiated instruction that provides educators with the ability to make modifications to the curriculum for those students who have already mastered the prescribed content. The educator then replaces the content with enrichment opportunities and or novel material.

Curriculum Compacting (UConn) Curriculum Compacting (NAGC) Decoding Skills: The skills required to understand written and spoken words in order to read and speak with efficiency and accuracy.

What is Decoding?

Anxiety Disorders: People with anxiety disorders have frequent, steadfast, and extreme feelings of fear in everyday situations.

Anxiety Disorders

Depression: A mood disorder that affects a person’s day-to-day life due to feelings of sadness, anger, or loss and prevents a person from taking part in their daily life.

Depression: Did You Know?

Depression (NAGC)

Attentional Challenges: Most commonly associated with ADHD, individuals display difficulties attending and hyperactivity.

Deficits: Refers to learning challenges or learning needs.

Auditory Processing Disorder: Students hear the world around them differently from others.

There is a disconnect or interruption between the ear and the brain especially with regards to speech, and the recognition and interpretation of noises.

Auditory Processing Disorder Autism Spectrum Disorder (ASD): “A neurological and developmental disorder that begins early in childhood and lasts throughout a person’s life. It affects how a person acts and interacts with others, communicates, and learns. It includes what used to be known as Asperger syndrome and pervasive developmental disorders.” medlineplus.gov What to Know About Autism Behavioral Challenges: Actions displayed by students that result in interruptions to their learning and safety as well as that of others.

Challenging behavior influences and triggers Compensation Strategies: Strategies used by students to offset limitations or difficulties.

Compensation Strategies Used by High Ability Students with Learning Disabilities

Differentiation: Differentiation, from a gifted education (an advanced education) perspective, refers to designing activities that are intellectually stimulating and offer complexity, novelty, and depth.

Differentiation, from a special education perspective, includes accommodation and compensation strategies, such as offering more time for completing assignments or providing alternate resources for learning.

Differentiation: An Overview Differentiated Instruction Differentiated Assessment: The way in which assessments of learning and understanding are modified to take into account the learning styles, talents, interests, and needs of students.

Assessments may be differentiated via content, product, and process.

Differentiated Assessment

Dual Differentiation: “The fulcrum (support) that maintains the delicate balance between students’ strengths and limitations. It must be challenging enough to engage these students in their learning, provide alternate ways of accessing information, and offer options for communication that tap into their unique talents” (Baum et al. 2001, pp. 485–486).

Dual Differentiation: An Approach for Meeting the Curricular Needs of Gifted Students with Learning Disabilities

Instructional Strategies: Techniques used by educators to support students in the learning process, to become independent learners, and work towards meeting their goals and completing tasks.

Dysgraphia: A neurological disorder that refers to a set of writing challenges ad impacts the skills of handwriting, word spacing, expression, and spelling.

Dysgraphia: What You Need to Know?

Interventions: Actions taken by the educator to provide support to students who experience barriers to learning.

Dyslexia: A learning disability that affects areas of the brain that are associated with processing language. Dyslexia makes reading difficult due to challenges learning how letters and words are related and problems in the identification of letter sounds.

What is Dyslexia?

Enrichment: Educators provide and support students in developing their learning through activities outside of the prescribed curriculum. This may include projects, extra programs, mentorships, and interest groups.

An Introduction to Enrichment and Supportive Classroom Strategies Fix-it Model: Students are viewed as individuals who require improvement in areas of weakness or deficit but are not acknowledged for their strengths and talents.

Deficit Mindset Frontloading: Educators provide students with information and learning activities that teach skills and knowledge required for an upcoming unit or lesson.

Graphic Organisers: A visual display of the relationship between thoughts, ideas, facts, and terms. They may also be known as concept maps, story maps, concept diagrams, and so on.

What is a Graphic Organizer?

Grouping Strategies: Different ways of organizing students together in order to support learning and growth. Students may be arranged by interest, talent, opinion, and so on.

Strength-Based Grouping Matrix Heterogeneous Groups: Students are grouped together based upon diverse skills and strengths.

Intellectual Level: Refers to an individual’s ability to think, process information, and understand concepts.

Inquiry (Education): A student-centered learning approach focused on investigations or explorations of concepts, theories, and ideas through the use of questioning.

Interest-Based: Educational approach that uses the interests of students as the basis for planning teaching and learning experiences.

Invisible Disabilities: Neurological, mental, or physical conditions that are not visible from the outside, yet can limit or challenge a person’s learning, activities, movement, or senses.

Invisible Disabilities Just-in-Time Teaching: A teaching and learning approach that utilizes feedback to plan and adapt lessons.

Learning Environments: The various locations in which learning may occur. This includes the classroom, home, the community, outdoor spaces, and any other locations in which learning occurs either formally or informally.

Learning Environments Mood Disorders: A class of mental health disorders that encompass types of depression and bipolar disorder.

Mood Disorders Multi-Media Cues: The use of more than one form of communication or expression to act as an indicator, to provide information, and or give a signal.

Multi-Talent Grouping: Groups are formed by including members with different talents. This is used when group assignment calls for a multitude of talent. In this situation, all students contribute by talent for the good of the project.

Homogeneous Groups: Students are grouped based upon similar abilities and strengths.

Neurodiverse: Refers to the variations within the human brain associated with learning, attention, mood, behaviour, and cognition.

IEP: An individualized Education Program. It is a document developed for students who are eligible for special needs education. It is created by a team and revised at least once a year.

Novel (experiences): New, original, and or never experienced before.

Pathways: An approach that takes into account multiple intelligences of students when developing teaching and learning experiences. *(See the Useful Resources Section: Multiple Intelligences in the Elementary Classroom: A Teacher’s Toolkit for more information.)

Pre-Assessment: An assessment task that is given to students in order for an educator to identify students’ knowledge and what areas in which instruction is required before beginning a new unit of study.

Strength-Based Teaching: A teaching and learning approach that focuses upon the abilities, talents, and strengths of students while supporting their weaknesses. Educators reflect and question teaching and learning strategies in order to identify which methods best support the learning of each individual.

Strength-based Approach Structured Experimentation: An inquiry method that provides guidance and dilebritate organization in such a way that allows for exploration within a desired framework.

Phonological Disorder: a speech sound disorder that describes those who do not present the standard pattern of speech development. Children who have a phonological disorder might create sound errors when producing words.

Phonological disorders

Think, Pair, Share: A learning strategy that involves collaborative discussions between students. Educators provide the opportunity to first think about a topic or question, then discuss with a peer, and then students share thoughts and ideas with the whole group.

Think, pair, share

Readiness Grouping: Students are grouped by ability or skill level for a particular lesson.

These groupings occur when the teacher wants to work with students at different levels of understanding to offer more scaffolding or more sophistication.

Tiered Assignments: A differentiation strategy that levels learning experiences based upon student’s needs. Experiences may be altered based upon the process, product, complexity, resources, and so on.

Remediation: Using learning objectives and evidence of poor performance to identify areas of deficits and to aid students in overcoming them.

Tiered Grouping: Grouping students by similar levels of readiness.

Scaffolding: An instructional strategy where learning experiences have support integrated into the task to build skills and abilities.

Scaffolding in Education Sensory Processing Issues: These are difficulties responding to information coming in via the senses. Individuals may be under-sensitive, oversensitive, or both to sensory information.

Sensory Processing Issues Specialized Instruction: Specially designed instruction that is developed and implemented to meet the unique needs of a student.

Specific Learning Disabilities (SLD): Disorders processes of understanding or using language through speech or writing, resulting in difficulties in speaking, reading, listening, writing, and spelling. Disabilities may include dysgraphia, dyslexia, dyscalculia, or developmental aphasia.

Strengths-Based Assessment Task: Assessment, formative or summative, tasks that are designed so that students are able to use their identified strengths to express learning, growth, development and understanding of skills and concepts.

Traits: A characteristic or quality that belongs to an individual.

Twice-Exceptional: An individual who possesses a learning disability and who is also gifted in one or more areas.

Twice-Exceptional Students Uniquely Wired: Refers to an individual who is considered neurodiverse. *See neurodiverse.

Resources: This carefully selected list of websites and books provide further reading and information about the strategies and concepts discussed. The resources provided are intended to support the classroom and or home.

Websites Curriculum Compacting An article from the University of Connecticut about what curriculum compacting is and why it is so important in education today. Explore this article to gain knowledge about how to identify those who are in need of compacting, how to implement, and a practical example.

Strengths-Based, Talent Focused Approach This article explores how to provide teaching and learning opportunities to support all students, and in particular, twice-exceptional students.

Understood.org A website for families, educators, young adults, and employers to better understand how to support individuals who think and learn differently in a variety of contexts.

Books Armstrong, T. (2010). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Press.

School Wide Enrichment Model Information about the School-Wide Enrichment Model and how enrichment opportunities based upon strengths and interests benefit all students.

Baum, S., Schader, R., & Owen, S. (2017). To be gifted and learning disabled: Strength-based strategies for helping twice-exceptional students with LD, ADHD, ASD, and More. (3rd ed.). Prufrock Press.

Entry Points An article about using entry points as a way to generate interest and questions about a particular concept via students’ multiple intelligences.

Baum, S., Viens, J., & Slatin, B. (2005). Multiple intelligences in the elementary classroom: A teachers toolkit. Teachers College Press.

Grouping Strategies A graph detailing various ways in which students may be group depending upon the goal and purpose of a lesson or project.

Fox, J. (2008). Your child’s strengths: Discover them, develop them. Penguin Publishing Group.

LD Online A website designed for families and educators to learn more about learning disabilities and ADHD. The site provides educational material, support, and tips.

Fugate, M. C, Behrens, W. &, Boswell, C. (Eds.). (2020). Understanding twice-exceptional learners: Connecting research to practice. Prufrock Press.

Misconceptions of Neurodiversity An article about how placing value upon neurodiversity does not equate to the denial of weaknesses and disabilities.

Hirt, K. (2018). Boost: 12 effective ways to lift up our twice-exceptional children. GHF Press.

Multiple Intelligences A discussion of Howard Gardner’s Multiple Intelligences and how to plan teaching and learning based upon these strengths. The site provides further resources.

Project-Based Learning A link to multiple articles that explore project-based learning in multiple contexts.

Recognizing Giftedness An article that explores how to identify gifted students who are also learning disabled and implications for classroom contexts and instruction.

Student-Centered Environments An article that explorers how to identify student-centered learning environments. A launching point to develop ideas as to how to create your own student-centered environment.

Student-Centered Learning The article describes how to develop student-centered learning opportunities within the classroom.

Kaufman, S. B., (Ed). (2018). Twice exceptional: Supporting and educating bright and creative students with learning difficulties. Oxford University Press.

Tetreault, N. A. (2021). Insight into a bright mind: A neuroscientist’s personal stories of unique thinking. Gifted Unlimited, LLC. Tomilson, C.A. (2017). How to differentiate instruction in academically diverse classrooms.

(3rd ed). ASCD. Trail, B. (2010). Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students. Prufrock Press.

Index Accommodation: Accessing Information: ADHD Anxiety Disorders: Attentional Challenges: Auditory Processing Disorder: Autism Spectrum Disorder (ASD): Behavioral Challenges: Compensation Strategies: Complexity (content): Contextual Lens: Curriculum Compacting: Decoding Skills: Depression: Deficits:.

Differentiation: Differentiated Assessment: Dual Differentiation: Dysgraphia: Dyslexia: Enrichment:.

Headphones:

Learning Environment:

Quiet Spaces:

Fix-it Model:

Readiness Grouping:

Frontloading:

Remediation:

Graphic Organisers:

Scaffolding:

Grouping Strategies:

Scaffolding in the classroom:

Heterogeneous Groups:

Sensory Processing Issues:

Homogeneous Groups:

Sensory Toys:

IEP:

Specialized Instruction:

Instructional Strategies:

Specific Language Disabilities (SLD):

Intellectual Level:

Strengths-Based Assessment:

Interventions:

Strength-Based Teaching:

Inquiry (Education):

Structured Experimentation:

Interest-Based:

Supportive Technology:

Just-in-Time Teaching:

Talent:

Jeopardy Game

Think, Pair, Share:

Mood Disorders:

Tiered grouping:

Multi-Media Cues:

Traits:

Multi-Talent Grouping:

Triggers:

Neurodiverse:

Twice- Exceptional:

Novel (experiences):

Uniquely Wired:

Office Spaces:

Verbal prompts:

Pathways:

Visual Cues

Pre-Assessment:

Visual Organizers:

Phonological Disorder:

Written Formats: