Counseling & Guidance Differentiated Curriculum Unit Vivian Humphrey, M. Ed. The University of Georgia College of Education Dr. Tarek C. Grantham, Instructor EPY 723 Strategies and Materials for the Gifted Spring, 1998

DCU Organization

I. Background information
A. The School Counseling Program
B. Notes about ISS and DCU
C. References
D. Evaluation

II. Individual Scope and Sequence
A. A look at the student
B. Child's C&G Plan

III. Differentiated Curriculum Unit
A. Group of students
B. Goal I DLA
C. Treasure Hunt

Differentiated Curriculum Unit Developmental Counseling Group: Who are the members? A group of six third and fourth grade boys will meet with the counselor and counseling intern for fifty minutes twice a week , with the permission of their parents, during After School Program time. The group will include Matthew, the subject of the Individual Scope and Sequence, two others who are served by the Gifted Program and who are also functioning well academically in their regular classrooms, and three students not identified as gifted, but who are bright and who demonstrate some qualities of giftedness.

The students are very different from one another. All have strengths that are expected to contribute to the growth of the others.The needs and strengths of Matthew have been described in the ISS. Gifted Student B excels in his gifted class and in the regular classroom, where he is a well-liked peer leader. His need is to develop self-control so that he can make wise choices in handling disagreements with adults. Student C is a quiet student who excels in reading and performs very well in his gifted class. He has low tolerance for repetitive paper and pencil tasks and has need of educational experiences that can stimulate him and channel his creativity. Student D is a minority child whom teachers recognize as being very talented academically and in leadership. His need is to develop self-control so that he can choose wisely, lead well, and stay focused on his goals. Student E is a minority child who has creative talent, thinks independently, and has the courage to express himself. He needs to develop skills in appropriate assertiveness. Student F is a keenly inquisitive child who saves his best for very small groups with whom he is comfortable. He has some problems with reading and with staying focused in the classroom, and it is hoped that working in the small group will give him the opportunity and the encouragement to share his thoughts and creative ideas.

All six of the boys need to have the opportunity to develop positive identities as academic high achievers who influence others to do and to be their best. Stimulating experiences that challenge them to use their gifts in order to develop affectively will be provided in the counseling group.

Differentiated Curriculum Unit Small Group Counseling How is it organized?

The lessons in the Differentiated Curriculum Unit are drawn from the goals, foci, and objectives in the Individual Scope and Sequence for Matthew and are tailored to the needs and strengths of the students in the group previously described. For reading convenience, each goal, focus, and objective is listed before the appropriate lesson plans. This DCU will address only the first goal of the ISS.

Prior to the first meeting of the group, the students and their parents will have been interviewed individually and introduced to the goals of the group and the behaviors expected of each member. Behavioral contracts will have been agreed upon and signed. Confidentiality, no put-downs, taking turns speaking, storing projects-in-process appropriately, no gossip, and obedience of safety rules will be required. Each student will make a portfolio in which to keep his work, and the group will have the exclusive use of a storage space for their projects. Each student will keep a log.

The counselor and the counseling intern will meet together after each session to process their own responses to the experiences of the day's lesson. They will then think together about the goals for each group member and the group as a whole and chart the progress. Changes in activities and direction will be made as needed. Some of the targeted behaviors are different from student to student, but there are some that are expected outcomes. It is expected that the aggressive members of the group will, over time, learn to modify their approach and to respect others' feelings and wishes. It is expected that the more passive members of the group will learn to speak up in appropriately assertive ways. It is expected that the group members will learn to value the sharing that will occur in the group and will take more risks in self-expression over time. The counselors will continually assess the expertise of the group members in use of language and other media and will alter the plans to provide for additional instruction in those areas if needed to allow for maximum self-expression. Increased flexibility in thought and expression as well as in acceptance of others' points of view are marks of progress. Counselors will be observing the students for evidence of increased self-confidence and playfulness. Students are expected to develop interest and skill in thinking independently and critically.

Goal I: To provide adult guidance and the opportunity for small group peer sharing in the exploration of biographical literature.

Focus 1.1 In what ways might M and the other students in his group choose to identify with biographical characters who have overcome hardships?

Objective 1.1.1 Students will identify strengths and interests of the biographical subject and show how they were useful to him/her in solving or transcending problems.

Lesson # 1 2 3 4 5 6 7 8 9&10 Treasure Hunt DCU ISS Home Evaluation Notes References