what to look for in a gifted friendly classroomnot trained in gifted needs and • discuss your...

What to look for What to look for in a gifted in a gifted friendly friendly friendly friendly

ClassroomClassroomMCGT State Conference

November 12, 2011

stephen.schroeder-davis@elkriver.k12.mn.us

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Guiding your Guiding your

K - 12

Guiding your Guiding your exceptional childexceptional child

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Essential Essential qquestionsuestionsfor your schoolfor your school

What do you want students to know, understand, and be able to do?

How will you know if students arelearning?

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learning?

How will you respond when individualstudents do not learn?

How will you enrich and extend thelearning for students who are proficient?

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http://www.giftedness.org

The problem: The problem:

“Grade Level “Grade Level

ExpectationsExpectations””Graded classrooms are taught to an ‘age-based median’ which can make it difficult to either

excel or catch up.

The lockstep system of grades and grading makes it hard to accommodate either end of the student continuum.

“Accountability” testing encourages grade retention –which leads to dropouts (both

gifted and struggling).

In this system, gifted students can spend more than 50% of

their class time “treading water.”

Hollingworth (1942), Renzulli, Silverman (1991)

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2005 Gifted and Talented Definition2005 Gifted and Talented DefinitionGifted and talented

children and youth are

those students with

outstanding abilities,

identified at preschool, identified at preschool,

elementary, and

secondary levels.

These students are capable

of high performance when

compared to others of

similar age, experience, and environment, and represent the diverse

populations of our

communities.communities.

2005 Gifted and Talented Definition2005 Gifted and Talented DefinitionThese are students whose

potential requires

differentiated and

challenging educational

programs and/or services programs and/or services

beyond those provided in

the general school

program.

Between grade level curriculum and student

readiness

2005 Gifted and Talented Definition2005 Gifted and Talented Definition

Students capable of high performance include those with demonstrated achievement or potential ability in any one or potential ability in any one or more of the following areas:

Gifted/High Gifted/High achiever: a achiever: a

crucial crucial distinctiondistinction

• General intellectual

• Specific Academic subjects

• Creativity

• Leadership

• Visual and performing arts

Gifted students may be

high achievers and high

achievers may be giftedFrom the MGTDC (MDE) Advisory Committee

achievers may be gifted

But

High achievers don’t

underachieve. Gifted

students might if they are

not challenged by rigor,

relevance and relationships

Bright Child Gifted Learner

Knows the answers Asks the questions

Is interested Is highly curious

Is receptive Is intense

Absorbs information Synthesizes concepts

Enjoys (age) peers Prefers adults

Answers the questions Discusses in detail, elaborates

Top group Beyond the group

Listens with interest Shows strong feelings and

opinions

Learns with ease Already knows

6-8 repetitions for mastery 1-2 repetitions for mastery

Grasps the meaning Constructs abstractions

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A key distinctionA key distinctionHigh Achiever Gifted Student

Loves

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Loves School Loves Learning

What we are trying to avoid

Writes plays and poetry at home, published inseveral magazines, won city-wide poetryslam. Failing Language Arts!

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From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner

Equity Equity andand excellence?excellence?

Equity instead of excellence?15

Gifted Children

Federal Education Budget

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Children $0.03

Drug Abuse

Prevention $2

Reading First $2

No Child Left Behind $64Children with Disabilities $32

Minnesota Minnesota • Is there legislation that mandates specialized training in gifted education for teachers of gifted students?

• No

• Does your state require school districts to have a

• Does the legislation mandate that gifted students be served?

• No• Does the state require parent/guardian involvement in gifted and talented decisions?

• No• Does the state require specific school districts to have a

gifted education administrator?

• No

• Does the state have an acceleration policy?

• Yes

• Does gifted education legislation exist?

• Yes

• Does the state require specific criteria/methods to identify gifted students?

• No• Does the state provide guidance or guidelines for the identification process?

• Yes• Is the age or time at which students are identified for gifted programming mandated in your state?

• No

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Problem: How we “do school” Problem: How we “do school”

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Teachers must Teachers must

accommodate accommodate

““Grade Level Grade Level

ExpectationsExpectations””

The concept of age-defined

school “grades” is based in the

presumption that all children

will learn the same things

Typical 6th grade class

Grade 6 curriculum and

Operating at a 6th

grade level

Operating at a 12th

grade level

will learn the same things

– in all subject and skill areas

– at the same chronological

point in their lives.

Grade Level Expectations,

and examinations based on

those expectations, enforce this

presumption.

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curriculum and assessments

Operating at a 4th

grade level

Operating at a 8th grade level

Readiness within and Readiness within and between Grade Levelsbetween Grade Levels

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FactFact: Parenting : Parenting young gifted young gifted

children is labor children is labor intensive. intensive.

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Enduring advocacy issues KEnduring advocacy issues K--1212

With your school With your child

• Provide teachers with information

• Collaborate, don’t confront

• Utilize the chain of command

• Use outside authority (only) as

needed

• Remember teachers are

• Teach self-advocacy &

self-reliance

• Frame the (age) peer

issue

• Teach systems theory

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• Remember teachers are

accountable to and punishable by

NCLB outcomes

• The most important factor - every

year - is your child’s teacher – ask

for suitable placement

• If necessary, consider alternative

placements

• “Grades are not learning”

• Popularity is not friendship

• Explore “boredom”

• Teach and model a

growth mindset

• Do not expect perfection

Grades PreKGrades PreK--22Common Issues Advocacy

• Screening for K looks exclusively for developmental delays

• Teachers are probably not trained in gifted needs and

• Discuss your child’s readiness the spring before enrollment

• Request the best teacher for your child (and no, all teachers

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needs and characteristics

• Pressure is toward “proficiency” for the largest number rather then individual growth

• Few GT programs identify prior to grade 2

(and no, all teachers are not equally capable)

• Stress affective needs and equity of opportunity

• Stress observable achievement rather than just formal tests

Grades 3Grades 3--55Common Issues Advocacy

• Standardized tests

• Standards and standard-

based instruction

• Identification via

(unaware) teacher

• Prepare for the tests

• Ask about pre-assessment

and alternative

assignments

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(unaware) teacher

recommendation

• Mistaking achievement

for aptitude

• Grouping

• Beginning/accelerating

signs of disengagement

• Monitor the identification

system

• Determine how/if flexible

grouping is used and if

readiness grouping is

utilized

Middle SchoolMiddle SchoolCommon Issues Advocacy

• “Honors” classes

• Multiple teachers

• Letter grades

• Don’t assume

• “Best teacher” fit X 6

• Don’t assume

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• Letter grades

• “Achievement vs.

Affiliation”

• Peers & media

• Extra-curriculars

• Mandated Homework

• Don’t assume

• Perhaps the single most

significant middle school

issue

• Can be distractions

• Should be differentiated,

reduced, or eliminated

“Honors classes”“Honors classes”

1. What are the criteria

for eligibility?

2. How is the curriculum,

pacing, and depth

different?

3. Is the teacher trained 3. Is the teacher trained

in GT?

4. Is difficulty (“rigor”)

being mistaken for

complexity?

5. What is the purpose of

homework?

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Additional work is not the sameAs more complex cognitive work

In some cases, gifted students may feel as if they are compelled to do more work in order to achieve order to achieve the same results.

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Complexity Complexity vs Difficultyvs Difficulty

• Complexity describes the thought process that the brain uses to deal with information.

• Difficulty refers to the amount of effort that the learner must expend within a level of complexity to accomplish a learning objective.

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Don’t mistake Don’t mistake DifficultyDifficulty for for ComplexityComplexity

Difficulty

• Students do more

problems (workload

Complexity• Students do the same number of

problems (workload

is increased without

additional cognitive

challenge)

same number of problems but the problems are more complex (workload remains similar to other students’ but the cognitive challenge is increased) 29

Information, Ideas, Materials, Applications

Representations, Ideas, Applications, Materials

Resources, Research, Issues, Problems, Skills, Goals

The Equalizer

1. Foundational Transformational

2. Concrete Abstract

3. Simple Complex

4. Single Facet Multiple Facets

This iscomplexity

Directions, Problems, Application, Solutions, Approaches, Disciplinary Connections

Application, Insight, Transfer

Solutions, Decisions, Approaches

Planning, Designing, Monitoring

Pace of Study, Pace of Thought

5. Small Leap Great Leap

6. More Structured More Open

7. Less Independence Greater Independence

8. Slow Quick

This is difficulty

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To Increase (or Decrease) a To Increase (or Decrease) a TaskTask’’s s Complexity, Complexity,

Add (or Remove) these Attributes:Add (or Remove) these Attributes:

• Use or apply content/skills in situations not yet experienced

• Work with advanced resources

• Manipulate information, don’t just echo it

• Extend the concept to other areas

• Integrate more than one subject or skill resources

• Add an unexpected element to the process or product

• Work independently

• Reframe a topic under a new theme

• Identify misconceptions within something

one subject or skill

• Increase the number of variables that must be considered; incorporate more facets

• Demonstrate higher level thinking

Making Lab Activities More OpenMaking Lab Activities More Open--EndedEnded

• Who decides the question?

• Who decides the procedure?

• Who decides what to observe and data to

Level Problem Method Answer

0 Given Given Given

1 Given Given Open

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observe and data to collect?

• Who decides the response?

• Who decides the format for communicating the results?

1 Given Given Open

2 Given Open Open

3 Open Open Open

http://www.exploratorium.edu/IFI/resources/workshop/lab_activities.html

ExploringExploring an essential questionan essential question

When one group suffers, another group

prospers.

• Do you think this is true? Can you defend

your belief?your belief?

• Can you refute the statement or think of an

exception?

• If it’s true, why is it true?

• How could we change this?

11/16/2011/Mtppelones/UBD/030111 34

Performance Assessments

Making the Grade

Task One

1. Collect at least 10 items to create an artifacts box representing this historical period.

Task Two

1. Collect at least 10 items to create an artifacts box to symbolize this historical period.

2. You may also include thematic references to this period

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historical period.

2. Provide informational cards to explain your selections and their connections to the historical period.

From D. Heacox, 2010

this period

3. Provide information cards to explain your selections and their connections to the historical period.From D. Heacox, 2010

TicTic--TacTac--Toe BoardToe Board

GeometryGeometry

Summarize Summarize (Describe)(Describe)

Compare Compare (Analogy)(Analogy) CritiqueCritique

A TheoremA Theorem

An math toolAn math tool

Future Future DevelopmentsDevelopments

Frayer DiagramsFrayer Diagrams

DEFINE IT GIVE IMPORTANCE

TOPIC or CONCEPT

Pre-assessmentsallow teachers to differentiate

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LIST EXAMPLES LIST NON-EXAMPLES

“Tesselations” Pre“Tesselations” Pre--Assessment Name: Assessment Name: SallySallySallySallySallySallySallySally

Define it…A prehistoric fishA prehistoric fishA prehistoric fishA prehistoric fish

Give an example…Tesselations no longer live Tesselations no longer live Tesselations no longer live Tesselations no longer live

on earth.on earth.on earth.on earth.

Give a non-example…I don’t knowI don’t knowI don’t knowI don’t know

Ask a question about it…Why are we studying Why are we studying Why are we studying Why are we studying

tesselations in math?tesselations in math?tesselations in math?tesselations in math?

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“Tesselations” Pre“Tesselations” Pre--Assessment Name: Assessment Name: EricEricEricEricEricEricEricEric

Define it…To “tessellate” means to form

or arrange small squares in a

checkered or mosaic pattern. A

tessellation is the pattern

formed.

Give an example…

formed.

Give a non-example… Ask a question about it…Have you visited the website on

tesselations:

http://www.boxermath.com/plp/mo

dules/online/workshop/toolbox/mos

aictool.html?offer_id=PMTHF

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Who is most likely to receive appropriate instruction?Who is most likely to receive appropriate instruction?

Eric? or Sally?

Who is most likely to learn nothing during the unit on tesselations??

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One student is Edie, and one student is Norm. Here are their grades in science class:

Name Lab Grades

(20%)

Tests

(60%)

Miscellaneous

(20%)

Final

Grade

Attitude Participation

Edie 85 0 80 50

(late)

98 99 98 0 0 69 F

Norm 100 100 100 100 64 68 66 100 100 80

B

Name Lab Grades

(20%)

Tests

(60%)

Miscellaneous

(20%)

Final

Grade

Attitude Participation

Edie 85 0 80 50

(late)

98 99 98 0 0 69 F

Norm 100 100 100 100 64 68 66 100 100 80

B

Selective consumers:Selective consumers:Love to learn, but may Love to learn, but may

not like not like schoolschool

Are Are usually more usually more concerned with learning concerned with learning

than with gradesthan with grades

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The hierarchy can The hierarchy can become a become a

paradox for some paradox for some gifted studentsgifted students

Adult expectations

Peer expectations

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Middle schoolers Middle schoolers can become can become

exhausted trying exhausted trying to “fit in”to “fit in”

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Honesty vs Honesty vs AcceptanceAcceptance

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High SchoolHigh SchoolCommon Issues Advocacy

• (Over) scheduling

• Multi-potentiality

• GPA and class rank

• Provide (seek) guidance

• Create a portfolio

• Focus on learning

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• Weighted grades

• Pseudo – gifted programs

• Class size

• Narrowing curriculum

• AP (IB) are not gifted

programs

• Higher class sizes reduce

rigor

• Arts, music, sports,

community service count

too!

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May need help managingtime and priorities

Assessment, Assessment, Scoring, and Scoring, and EvaluationEvaluation

C+

Pass/Fail A85%F B

93%

EvaluationEvaluationA-

S

Unsatisfactory

67% D

C

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This quarter, these concepts have been taught:

• 4-quadrant graphing

• Slope and Y-intercept

• Multiplying binomials

• Ratios/Proportions

• 3-dimensional solids

• Area and Circumference of a circle. • Area and Circumference of a circle.

The student’s grade: B

What does this mark tell us about the student’s proficiency with each of the topics taught?

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Don’t Mistake High Grades for Learning!

Struggling Learners: much effort,little “normative” success

In danger of losing persistence and work ethic

In danger of losing persistence and work ethic

In danger of underachievement and “selective consumerism”

In danger of underachievement and “selective consumerism”

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Gifted Learners: little effort, much “normative” success

Note: if there are no time for questions, I will be here all day, and can also be reached at stephen.schroeder-davis@elkriver.k12.mn.us

ORJust grab one of my cards!

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Thanks for attending!