Article2008

Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

165 citations0/0 files storedJournal of Advanced Academics

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Learning Styles and Cognitive Differences Teacher Education and Leadership Studies Education, Achievement, and Giftedness

Abstract

This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different ethnic groups. The school improvement process began with a thorough analysis of the strengths and weaknesses of all dimensions of the school, and resulted in the creation of a school mission, strategic plan with broad instructional goals, specific learning objectives, and detailed action plans. Enrichment and differentiation were chosen as the methods to improve the learning environment based on evidence that engagement in learning is enhanced when students' interests and choices are considered, and the need to provide learning experiences that were responsive to the learning characteristics of a diverse student population. Specific components of the strategic plan were implemented simultaneously while others were introduced over a series of years. Teachers rewrote the curriculum for reading, writing, mathematics, and social studies to include enrichment experiences and differentiated instruction. This enriched learning environment extended to an afterschool program inspired by Enrichment Clusters. Staff development was essential to the success of each new initiative, and a significant amount of time was devoted to teacher training. Teachers were provided with training, modeling, coaching, and planning time to integrate the new ideas and skills into their lessons.

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References

1988Student achievement through staff development 1995How to Differentiate Instruction in Mixed-Ability Classrooms 1985The art of teaching writing 1985Education of the Gifted and Talented 2007Educational Leadership 1991Handbook of Gifted Education 1998The role of instruction in learning to read: Preventing reading failure in at-risk children.1976The Enrichment Triad Model: a Guide for Developing Defensible Programs for the Gifted and Talented

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2020Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles 2020A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used 2014What Works in Gifted Education 2014CLOSING THE ATTAINMENT GAP IN SCOTTISH EDUCATION 2010PRESERVICE TEACHER APPLICATION OF DIFFERENTIATED INSTRUCTION 2016How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction?

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