advanced scholars program gagc presentation
TRANSCRIPT
Advanced Scholars’ Program
Leaving No Child Behind
Why Curriculum Compacting?
• During the 1990-1991 school year, The University of Connecticut site of The National Research Center on the Gifted and Talented discovered that by compacting, their was no adverse reactions to end of year testing.
• Gains in motivation and self-confidence are SIGNIFICANT.
• The risk is significantly less than the potential reward.
Results of their Research
When teachers eliminated as much as 50% of the regular curriculum for gifted students, no differences in the out-of-level post achievement test results between treatment and control groups were found in reading, math computation, social studies, and spelling.
Effective Curriculum CompactingResearch Results
Selection Process:
• Students are selected by grade level committee based upon CRCT/DRA/SLOs scores in Reading, Math, Motivation and Maturity for their age appropriate group
• CRCT – We do not give the ITBS in Hall County, therefore this is the only testing available for selection
• Motivation and Maturity – Students are rated by homeroom teachers using a holistic document that identifies strengths as well as weaknesses for each child considered
Why Change the Formula?
Regular Classroom ASP Classroom
• Students move at normal speed
• Students do whole class projects frequently with rigid guidelines and set expectations
• The high achieving child that has “gotten the lesson” the first time it was taught finds coping strategies like drawing and reading when the teacher recovers material for their lower learners
• Students move at a faster rate due to compacted curriculum
• Students are allowed to choose their own projects and the sky is the limit, within reason, for their presentation
• No coping strategies needed as the advanced pace keeps the challenge high and interest higher
• STUDENTS FEEL EMPOWERED!
What does it all look like?
2nd Grade
The focus of Second Grade ASP
classroom is to teach the students
how to learn effectively with
others, foster creativity, and
promote responsibility of the
individual learner.
3rd Grade
• Focus - the first part of the process to help
the student understand how to think
creatively and independently.
• “What are you wondering now?”
Encouraging questioning and higher order
thinking skills.
• Beginning research skills to present inquiry
projects creatively/academically.
4th Grade
• Focus – to develop and improve creative aspects in students; Release some classroom control to students.
• Encouraging creative/academic risk takingwhile still providing some support “from the shadows”
• Questioning students instead of answering them
5th Grade
• Focus - Student lead learning, teacher is the
guide.
• Freedom to create and dig deeper into
curriculum that interests the student.
• Student becomes the teacher, teaching other
classes and students.
Preparation - Teachers
• KNOW YOUR CONTENT!
• Planning is key
• Never overestimate/underestimate.
• Pretesting -Formal and Informal
• Vary your lessons and activities to fit all modalities
• Celebrate successes and failures. (failures are a learning experience and should be treated as such)
Preparation – Administrators
• Teachers need your support
• Academic Freedom
• Classes will be loud and sometimes Chaotic
• Resources (funding)
• Cross grade level planning times
• Be an integral part of the program
• “Hire good folks and get out of the way!” – Principal Berry Walton, FES
Suggestions that work
• #1 – Try to aim above them. They need to struggle. Learning is natural and meaningful. Learning takes effort.
• #2 – Even though its tempting some days, never take the easy way out.
• #3 – Be prepared to change direction at a second’s notice.
• #4 – STAY POSITIVE ESPECIALLY IN FRONT OF STUDENTS!
Challenges
• Even within a closed environment, the need for differentiation is great as all modalities are present.
• Horrible coping strategies in students that have become habits.
• HUGE adjustment for parents; no, they can’t help. Communication is key!
• Planning needs to be flexible and adaptable.
• CLUTTER, DISORGANIZATION AND CHAOS
Triumphs
• By the 2nd nine weeks, the change in the thinking in most students was VERY evident. They were a lot more confident in themselves in all tasks.
• Students are gaining skills to analyze situations rather than to simply memorize facts and “parrot” them back.
• Student participation is near 100% on any day.
• Attendance for the classes is very high. They are excited to come.
2014 CRCT
Grade level results
• There were no adverse effects to grade level results based upon previous years’ comparisons.
• When including ASP numbers, exceeds range scores for the grade level increased!
Ques
tions?
[email protected] 2nd grade [email protected] 3rd grade [email protected] 4th grade [email protected] 5th grade [email protected] Gifted/SEARCH
FRIENDSHIP ELEMENTARY ADVANCED SCHOLARS PROGRAM
Making sure NO CHILD is left behind!!
http://teacherpages.hallco.org/webpages/mbrandes/advanced.cfm