Curriculum Studies


Multicultural Differentiated Instruction For Gifted Students - The Case of Michael

Saturday, November 11
9:15 AM - 10:15 AM
Location: 203 B

Historically, African American and Hispanic students have been underrepresented in gifted education, and recent data reveals the same trends. Moreover, in many cases, African American and Hispanic students are underachieving in the classroom setting and lack interest in what is being taught. During this session, Bloom’s taxonomy and James Banks’s multicultural curriculum model (i.e., the Ford-Harris AKA Bloom-Banks matrix) are discussed. An overview of the color-coded layout of the Bloom-Banks matrix is described, including pros and cons for each quadrant. Finally, the case study of Michael is shared, along with how the use of associated assignments modified his engagement, as well as his social and academic behavior and performance.

Donna Y. Ford

Vanderbilt University

Donna Y. Ford, PhD, is Professor of Education and Human Development at Vanderbilt University. Dr. Ford holds appointments in the Department of Special Education and Department of Teaching and Learning. She has a Ph.D. in Urban Education (educational psychology), M.Ed. (counseling), and B.A. in communications and Spanish from Cleveland State University.

Professor Ford conducts research and consults in gifted and multicultural/urban education on (1) the achievement gap; (2) gifted under-representation for Black students; (3) recruiting and retaining culturally different gifted students; (3) multicultural curriculum and instruction; (4) culturally competent teacher training/development; (5) family involvement.

She is the author/co-author of several books, including: Gumbo for the Soul: Liberating Memoirs and Stories to Inspire Females of Color; Recruiting and Retaining Culturally Different Students in Gifted Education (2013), Reversing Underachievement Among Gifted Black Students (1996, 2010), Multicultural Gifted Education (1999, 2011), Gifted and Advanced Black Students in School: An Anthology of Critical Works (2011). In Search of the Dream: Designing Schools and Classrooms that Work for High Potential Students from Diverse Cultural backgrounds (2004), Diverse Learners with Exceptionalities: Culturally Responsive Teaching in the Inclusive Classroom (2008), and Teaching Culturally Diverse Gifted Students (2005). Professor Ford has written over 200 articles and book chapters, and made over a 1,000 presentations nationally.

Dr. Ford’s work has been recognized by professional organizations: American Educational Research Association; National Association for Gifted Children; The National Association of Black Psychologists; Council for Exceptional Children-The Association for the Gifted

Dr. Ford is co-founder of the Scholar Identity Institute for Black MalesTM, and creator of The Ford Female Achievement Model of Excellence (F2AME). Donna is a two-time board member of the NAGC, and has served on editorial boards (Gifted Child Quarterly, Exceptional Children, Roeper Review, Journal of Negro Education, and Gifted Child Today).


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Michelle F. Trotman Scott

Associate Professor
University of West Georgia

Michelle Frazier Trotman Scott, PhD, is the Director of Graduate Studies and an Associate Professor at the University of West Georgia.
Michelle earned her Doctor of Philosophy degree in Applied Behavior Analysis with an emphasis on special, gifted and urban education, Masters of Arts degree (technology education), and Bachelor of Science in Education from The Ohio State University.

Dr. Frazier Trotman Scott’s research interests include the achievement gap, special education over-representation, gifted education under-representation, twice exceptional creating culturally responsive classrooms, and increasing family involvement. She has conducted professional development workshops, been invited to educational practices and reform dialogues, has written and co-authored several articles, and has made numerous presentations at professional conferences. She is the co-editor of five books; Gifted and Advanced Black Students in School: An Anthology of Critical Works and Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools, Gumbo for the Souls: Liberating Memoirs and Stories to Inspire Females of Color, R.A.C.E. Mentoring through Social Media: Black and Hispanic Scholars Share Their Journey in the Academy, and Faculty of Color Navigating Higher Education. She is also on the editorial board for multiple journals, and has also served as the guest editor and co-editor for multiple journals as and has also servered as a reviewer for journals in such disciplines as gifted, special, and urban education.

Dr. Trotman Scott is a co-founder of R.A.C.E. (Research, Advocacy, Culture, and Education) Mentoring, a virtual mentoring network. She also serves on the executive committee of the organizations. Michelle is the former president and executive committee member of CEC-DDEL.
Her professional development includes membership in professional organizations, including the National Association for Gifted Children, Council for Exceptional Children, ASCD (formerly Association for Supervision and Curriculum Development) and American Educational Research Association.


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Multicultural Differentiated Instruction For Gifted Students - The Case of Michael

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