professional development how research & evidence …...during professional development...

Professional Development How Research & Evidence

Supports PolicyJeff Danielian, National Association for Gifted Children, jdanielian@nagc.org

• JULY 13, 2020

SPONSORED BY

What are the consequences of failing to meet the needs of gifted and high-potential students?

UnderachievementLoss of Interest in School

Academic FailureSocial Isolation

Lack of MotivationBoredom

MisdiagnosisPressure to be Good at Everything

For the Individual For the Nation

Growing Achievement GapFewer Identified Students

Loss of Social CapitalPublic vs. Private SchoolTest-Driven EnvironmentWatered-Down Curricula

Lack of Creative ProducersDecrease in Global Competitiveness

Important Questions / Important Conversations“ What options are there for educating teachers who work with or will encounter gifted

and talented students?”

“ Which assessments are the best?”

“ How might we modify existing curricula to meet the needs of all students?”

“ Are we preparing students with the skills necessary to be successful in the 21st

century?”

“ How are we addressing the needs of the whole child? ”

“ Do teachers have the knowledge & skills to identify and support gifted and high-potential students in their classrooms? ”

3 Simple Goals • Provide you with some excellent resources for current research

• Illustrate how that research drives policy decisions and action

• Suggest how to manage both the understanding of research and plan for effective Professional Development.

What we Know / What The Research Says

Educators must understand the characteristics and needs of the gifted population as they do for their other students

Assessment of ability and need must be ongoing and varied.

Curriculum should be varied in approach, evidence-based, and challenging.

Classroom environments should foster life-long learning skills.

Programming should meet the cognitive, creative, and affective needs.

Professional Development is crucial.

Key Reports & Data

https://www.nagc.org/resources-publications/resources/key-reports-gifted-education

Key Reports & Data

https://www.nagc.org/resources-publications/resources/key-reports-gifted-education

http://nrcgt.uconn.edu/

The National Research Center on the Gifted and

Talented (1990-2013)Began in October 2014

http://ncrge.uconn.edu/

Funded by The Jacob K. Javits Gifted and Talented Students Education Act

Gifted Child Quarterly (GCQ) is the scholarly journal of the National Association for Gifted Children. GCQ publishes original quantitative and qualitative research studies and scholarly reviews of literature. The journal also publishes manuscripts reviewing policy and policy implications, and on occasion publishes special issue devoted to current topics of interest to the field.

https://www.nagc.org/resources-publications/nagc-publications/gifted-child-quarterly

https://www.prufrock.com/From-Giftedness-to-Gifted-Education-Reflecting-Theory-in-Practice-P3008.aspx

Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. All chapters focus on helping empower readers to understand and take action without having to reinvent the wheel.

Best Practices in Gifted Education provides concise, up-to-date, research-based advice to educators, administrators, and parents of gifted and talented youth. The 29 practices included in this volume are the result of an extensive examination of educational research on what works with talented youth.

https://www.prufrock.com/Best-Practices-in-Gifted-Education-An-Evidence-Based-Guide-P261.aspx

https://www.prufrock.com/Critical-Issues-and-Practices-in-Gifted-Education-What-the-Research-Says-2nd-ed-P1902.aspx

The book presents more than 50 summaries of important topics in the field, providing relevant research and a guide to how the research applies to gifted education and the lives of gifted children. Provides an objective assessment of the available knowledge on each topic, offers guidance in the application of the research, and suggests areas of needed research.

For Educators

NAGC wants every student to reach his/her highest potential. Educators must understand the strategies, practices, and tools available to them.

Teaching For High Potential

NAGC Gifted Programming Standards

Resources for Educators

NAGC Resources for Educators

https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12-6#:~:text=Professional%20development%20is%20the%20intentional,educators'%20professional%20and%20ethical%20practice.

Gifted Education Works

Research Base

Acceleration

Acceleration occurs when students move through traditional curriculum at rates faster than typical. Among the many forms of acceleration are grade-skipping, early entrance to kindergarten or college, dual-credit courses such as Advanced Placement and International Baccalaureate programs and subject-based acceleration.

Many researchers consider acceleration to be “appropriate educational planning. It means matching the level and complexity of the curriculum with the readiness and motivation of the student”

https://www.nagc.org/sites/default/files/key%20reports/Developing%20Academic%20%20%20Acceleration_10-23-18.pdf

Grouping

Educators can use grouping strategies to allow gifted students access to appropriate levels of challenge and complexity. Almost any form of grouping used will provide an academic or achievement gain to gifted learners with researchers reporting positive social and emotional gains as well. Grouping often is the “most effective and efficient means for schools to provide more challenging coursework, giving these children access to advanced content and providing them with a peer group.”

Ability Grouping When students of a similar ability or achievement level are placed in a class or group based on observed behavior or performance. Ability grouping is not the same as tracking. Cluster Grouping A grouping assignment for gifted students in the regular heterogeneous classroom. Typically, five or six gifted students with similar needs, abilities, or interests are “clustered” in the same classroom, which allows the teacher to more efficiently differentiate assignments for a group of advanced learners rather than just a few students. Flexible Grouping An instructional strategy where students are grouped together to receive appropriately challenging instruction. True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size, and/or interest. Heterogeneous Grouping Grouping students by mixed ability or readiness levels. A heterogeneous classroom is one in which a teacher is expected to meet a broad range of student needs or readiness levels. Also referred to as inclusion or inclusive classrooms. Homogeneous Grouping Grouping students by need, ability, or interest. Although variations between students exist in a homogeneous classroom, the intent of this grouping pattern is to restrict the range of student readiness or needs that a teacher must address.

Identification

Typically, identification policies and procedures are determined at the district level. Because no two gifted children are alike is important to collect information on both the child's performance and potential through a combination of objective (quantifiably measured) and subjective (personally observed) identification instruments in order to identify gifted and talented students.Districts typically follow a systematic, multi-phased process for identifying gifted students to find students who need services beyond the general education program: 1) Nomination or identification phase; 2) Screening or selection phase; 3) Placement phase. In the nomination and screening phase, various identification tools should be used to eliminate bias.

Objective Identification Instruments

Tests & AssessmentsIndividual intelligence and achievement tests are often used to assess giftedness.However, relying on IQ or performance results alone may overlook certain gifted populations.

Student Cumulative Records:Grades, state and standardized tests are sometimes used as data points during the gifted identification process.

Nominations: Self, Peer, Teacher, Administrator, Parent.Nominations help cast a wide net for identifying as many students as possible who might qualify for gifted services. Often, gifted characteristic checklists, inventory, and nomination forms are completed by students, parents, teachers, and administrators to provide an informal perspective.

Teacher Observations & Ratings: Learning & Motivation Scales. Teachers may make observations and use rating scales or checklists for students who exhibit a certain trait or characteristic during instruction. Sample rating scales include Scales for Rating Behavioral Characteristics of Superior Students (Renzulli & Smith, 1977), Purdue Academic Rating Scales (PARS), Whitmore or Rimm Underachievement Scales, and Cultural Characteristics Scales.

Portfolios & Performances: Portfolios or work that is collected over time should include student reflections of their products and/or performances. Portfolios may be developed for both academic (language arts, math) and creative (speech, arts, music) pursuits.

Subjective Identification Instruments

Curriculum Compacting

Curriculum compacting is a technique for differentiating instruction that allows teachers to make adjustments to curriculum for students who have already mastered the material to be learned, replacing content students know with new content, enrichment options, or other activities. Researchers recommend that teachers first determine the expected goals of the unit or lesson in terms of the content, skills, or standards students must learn before assessing students to determine which ones have already mastered most or all of the specified learning outcomes.

Curriculum Compacting

Identify an area or areas of a given curricular unit of instruction that you believe some students may have already mastered or be proficient in. Provide a detailed description of the basic material that will be covered during regular classroom instruction.(Unit and/or Topic, Teaching Strategy / Delivery, expectations, and, if possible, standard alignments) and the assessment(s) or evidence that will be used to document proficiency (local norm, end of quarter/chapter test, etc.).

Identify a student you believe would benefit from curriculum compacting in the curricular area specified above and provide a narrative of the student. (scores on previous tests, standardized tests, completed assignments, and classroom participation / involvement)

IMPORTANT TO KEEP CAREFUL AND DETAILED RECORDS

Enrichment ActivitiesDescribe enrichment activities that will be used to provide alternative learning experiences to replace the regular curriculum the student will be compacted out of.

List the activity or activities and provide a short description of the activity and how it will be monitored and assessed.• Offer more challenging content (alternative texts, fiction or non-fiction works)

• Adapt classwork to individual curricular needs or learning styles.

• Initiate individual or small group projects using contracts or management plans.• Use interest or learning centers.

• Provide opportunities for self-directed learning or decision making.• Offer mini-courses on research topics or other high interest areas.

• Use mentors to guide in learning advanced content or pursuing independent studies.

Gifted Education CompetenciesQualifying professional development in gifted education must relate to the following competencies:

• The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness;

• The ability to select, adapt or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content;

• The ability to provide an extension or replacement of the general education curriculum to modify the learning process through strategies such as curriculum compacting and to select alternative assignments and projects based on individual student needs;

• The ability to understand the social and emotional needs of students who are gifted and to address the impact of those needs on student learning;

• The ability to recognize and respond to characteristics and needs of students from traditionally underrepresented populations who are gifted and create safe and culturally responsive learning environments;

• The ability to use data from a variety of sources to measure and monitor the growth of students who are gifted;

• The ability to select, use and interpret technically sound formal and informal assessments for the purpose of academic decision-making; and

• The ability to participate in the development of the Written Education Plan

Copied from the Ohio Department of Education Websitehttp://education.ohio.gov/getattachment/Topics/Other-Resources/Gifted-Education/Teaching-Gifted-Students-in-Ohio/High-Quality-Professional-Development-HQPD-in-Gi/Gifted-Education-Professional-Development-Resource-Guide.pdf.aspx?lang=en-US

Guidelines for Establishing Successful Professional Development Systems• Effective professional development that increases educator

effectiveness and student learning: Occurs within a collaborative culture in which all share collective responsibility for continuous improvement;

• Is advanced by leaders who prioritize professional learning and develop the capacity and structures to support it;

• Is supported by resources;• Is data-based, and uses data for planning, assessment and

evaluation;• Represents best-practice models and theories of adult learning

and active engagement;• Is research-based, using what is known about change to sustain

implementation; and• Focuses on specific goals and aligns outcomes with existing

educator and student standards. Copied from the Ohio Department of Education Websitehttp://education.ohio.gov/Topics/Other-Resources/Gifted-Education/Teaching-Gifted-Students-in-Ohio/High-Quality-Professional-Development-HQPD-in-Gi

During Professional Development Opportunities, approaches are often presented to teachers in a way that is split from the actual research that supports it. More often than not, these strategies and ideas are thrown out and expected to be used without reason, connection, or consideration. The scheduling of PD and it’s topics, when offered by administration, should arise after conversations with those doing the work, the teachers, who know what they need, not the other way around.

Professional DevelopmentWhat Actually Works / What is Needed

A Designated Research Specialist

Research that is relevant to the school community.

Summary of that research so it can be digested by all involved.

Ideas for putting that research into practice.

Perhaps a regular newsletter or webpage post with all of the information.

Districts or Schools can designate a “research specialist” who can provide:

Educators and Coordinators Need

Personal time to access, read, and digest research / research summaries. Encouragement to attend sessions and workshops at local and national conventions.

The opportunity to share evidence of good practice with their colleagues.The ability to dismiss poor advice and out-of-date ideas.

The confidence to do what they know to be effective.

Thank You!

jdanielian@nagc.org