Gifted Weekly

Meta-analysis shares effective differentiation strategies for highly able students

POTENTIAL

Do you know when you want to buy a new car and you start to see that car everywhere? Known as the Baader-Meinhof phenomenon or “frequency illusion,” this is a cognitive bias that causes people to notice a concept, word, or product more frequently after becoming aware of it (Kershner & Henderson, 2023). I’m currently reading Adam Grant’s Hidden Potential, so expect to see his ideas shared over the next month in every Gifted Weekly entry you see.

In this case, Grant’s first chapter on the Science of Potential provides the compelling thesis that skills can be taught to increase our abilities and that potential is not static.

“What look like differences in natural ability are often differences in opportunity and motivation.”

Adam M. Grant, Hidden Potential: The Science of Achieving Greater Things

He shares the story of entrepreneurs in West Africa who took part in a study that involved two courses: finance skills and personal development. The latter, focusing on character skills such as being proactive and persistent, led to a 30% increase in profits after only five days, where the business and finance skills led to no discernable difference.

Although this has many takeaways, I see a connection to differentiation in that the skills of how to learn are a necessary foundation for what to learn.

DIFFERENTIATION

In their analysis of 38 studies published from 2000-2022, Nicholas et al. note that traditional notions of giftedness are changing, with a focus shifting from performance alone to recognizing its complex and context-dependent nature. This includes acknowledging socio-emotional factors and societal influences that may impact identification, which links to Grant’s notion of the impact of character skills on business performance. In the Gifted Quarterly study, “high-ability” is preferred to encompass a broader range of students, acknowledging that giftedness does not always align with high performance and aiming for greater inclusivity. This also allows us to consider diverse enrichment opportunities, such as in the Schoolwide Enrichment Model, and how students who express their ability at various levels can benefit from higher-level thinking exercises frequently reserved for gifted classes. (More discussion of the benefits of differentiation for all learners can be found in this Gifted Weekly entry, Can Differentiation Improve Learning for All? Part One: A Short Introduction.)

Before going into depth on the strategies, the research team provides an overview of the effective differentiation methods. When reviewing these, I found it interesting to see which I was already employing and which I needed to delve into further:

These approaches, in order of frequency, included: (a) challenge and higher-order thinking; (b) catering for interests; (c) open-ended, problem-based inquiry; (d) resourcing that goes beyond; (e) inviting choice; (f) homogeneous collaboration; (g) multiple pathways; (h) mixed-ability collaboration and peer teaching; (i) acceleration; (j) dialogue with teachers; (k) compacting; (l) supporting self-management; (m) inviting creativity; (n) inter-disciplinary or cross-curricular foci; and (o) role models and mentors.

Nicholas et al., 2024

The most common method, challenge and higher-order thinking, provides students with a levelled approach as in a video game: once you succeed at the easier levels, you move into more complex territory. The targeted skills and outcomes are the same, but high-ability students are challenged with, for example, higher-order thinking using tools such as Bloom’s Taxonomy to create tiered tasks and deeper understanding.

The second most commonly employed in the meta-analysis, catering to interests, leverages student interests to increase learning and task engagement. Although this can take many forms, incorporating student-led pedagogies such as Project Based Learning within the curriculum can improve student engagement and provide more opportunities for differentiation (Hebert, 2019; Hockett & Doubet, 2020; Wise, 2023). (Also see Motivation Matters for Gifted Growth.)

Other approaches will be reviewed in future entries, but consider these takeaways for working with your high ability students this week:

TAKEAWAYS

• Provide broader opportunities for students to engage in higher-level thinking through group work which assigns roles on a rotating basis. For example, in a book club or when developing a group presentation.
•  Allow your class to adopt a Higher Level Thinking chart together to create greater investment in higher order thinking. Examples range from Bloom’s taxonomy to Marzano’s Levels of Questioning. They can even create their own poster charts for the classroom!
•  Focus on growth. We are not static learners; our ability is based on motivation and investment, not “innate talent.” Provide them with models of beginners who worked towards their own version of success, such as Michael Jordan, Oprah Winfey, J.K. Rowling, Thomas Edison, Pink!, Rihanna, and the javelin thrower Julius Yego (included in Hidden Potential).

BONUS

Share this research with families, colleagues, or other groups using this newsletter template from Canva (you will need to import into your own, free education version on the website).

SOURCES:

Kershener, Kate & Henderson, Austin. What’s the Baader-Meinhof Phenomenon? Updated: Sep 5, 2023 https://science.howstuffworks.com/life/inside-the-mind/human-brain/baader-meinhof-phenomenon.htm

Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation. Gifted Child Quarterly, 68(2), 154-172. https://doi-org.ezproxy.neu.edu/10.1177/00169862231222225

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