Gifted Education and the Gifted Education and the Common Core State Common Core State Standards: Challenges Standards: Challenges

and Possibilitiesand PossibilitiesJoyce VanTassel-Baska, Ed.D.Joyce VanTassel-Baska, Ed.D.

Smith Professor of Education Emerita,Smith Professor of Education Emerita,

College of William and MaryCollege of William and Mary

Rutgers University Conference,Rutgers University Conference,

November 20, 2014November 20, 2014

What are the new CCSS? What are the new CCSS?

Designed by teams across states in Designed by teams across states in math and language arts.math and language arts.

Aligned with 21Aligned with 21stst Century Skills and Century Skills and college and work expectations.college and work expectations.

Informed by research and reports from Informed by research and reports from TIMSS, PISA, NAEP, etc.TIMSS, PISA, NAEP, etc.

Emphasize thinking, problem-solving, Emphasize thinking, problem-solving, collaboration, and communication.collaboration, and communication.

Myths about the CCSSMyths about the CCSS

They replace the need for specialized They replace the need for specialized services for gifted and talented services for gifted and talented students.students.

They are all high level in how they are They are all high level in how they are articulated.articulated.

Assessments are differentiated for Assessments are differentiated for gifted students. gifted students.

Socio-Political issues in Socio-Political issues in ImplementationImplementation

Perceived federal takeover of educationPerceived federal takeover of education

Perceived less individualization of Perceived less individualization of curriculumcurriculum

Subject-specific concerns (non-fiction vs. Subject-specific concerns (non-fiction vs. lit issues/algorhythmic vs. nonalgorhymic lit issues/algorhythmic vs. nonalgorhymic problem solving)problem solving)

Limited capacity/readiness of districts to Limited capacity/readiness of districts to implementimplement

Assessment difficultiesAssessment difficulties

Assumptions about Assumptions about giftednessgiftedness

Student predisposition to Student predisposition to single subject learningsingle subject learning

Emergent aptitudes, based on Emergent aptitudes, based on challenge for special challenge for special populationspopulations

Role of affectRole of affect

Need for customizationNeed for customization

Other issuesOther issues Professional development/teacher Professional development/teacher

preparationpreparation

Administrative supportAdministrative support

Scope and sequence (talent Scope and sequence (talent trajectories)trajectories)

AlignmentAlignment

Sample ELA CCSS Sample ELA CCSS (compressed)(compressed)

To develop argument in written and To develop argument in written and oral forms.oral forms.

Elements:Elements:

Analyze different texts.Analyze different texts.

Draw appropriate inferences, given a Draw appropriate inferences, given a set of data.set of data.

Forecast implications of a given Forecast implications of a given decision or action.decision or action.

Sample Math CCSS Sample Math CCSS (compressed)(compressed)

To identify patterns.To identify patterns.

Elements:Elements:

• • Compare and contrast different sets of Compare and contrast different sets of patterns.patterns.

• • Explain patterns using basic Explain patterns using basic operations.operations.

• • Generate patterns using rules.Generate patterns using rules.

• • Describe functional relationships Describe functional relationships between patterns.between patterns.

Next Generation Next Generation Science StandardsScience Standards

----_----_

---- --------------- -----------Emphasis on scientific reasoning Emphasis on scientific reasoning and researchand research

--Emphasis on conceptual --Emphasis on conceptual learning: systems, patterns of learning: systems, patterns of change, scale, models, etc.change, scale, models, etc.

--Emphasis on selected content --Emphasis on selected content topicstopics

Dimension I: STEM Dimension I: STEM FrameworkFramework

1. 1. Asking questions (for science) and defining problems (for Asking questions (for science) and defining problems (for engineering)engineering)

2. Developing and using models2. Developing and using models

3. Planning and carrying out investigations3. Planning and carrying out investigations

4. Analyzing and interpreting data4. Analyzing and interpreting data

5. Using mathematics and computational thinking5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing 6. Constructing explanations (for science) and designing solutions (for engineering)solutions (for engineering)

7. Engaging in argument from evidence7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information8. Obtaining, evaluating, and communicating information

Dimension II: Cross-cutting Dimension II: Cross-cutting conceptsconcepts

11. Patterns. Patterns

2. Cause and effect: Mechanism and 2. Cause and effect: Mechanism and explanationexplanation

3. Scale, proportion, and quantity3. Scale, proportion, and quantity

4. Systems and system models4. Systems and system models

5. Energy and matter: Flows, cycles, and 5. Energy and matter: Flows, cycles, and conservationconservation

6. Structure and function6. Structure and function

7. Stability and change7. Stability and change

Why does the gifted Why does the gifted community need to be community need to be

involved?involved? CCSS will dictate to a great extent teacher CCSS will dictate to a great extent teacher

education and accreditation.education and accreditation.

CCSS will come to be considered our CCSS will come to be considered our “national” curriculum.“national” curriculum.

CCSS will be the point of departure for all CCSS will be the point of departure for all gifted curriculum.gifted curriculum.

We need to be involved in the work of the We need to be involved in the work of the CCSS as it evolves!CCSS as it evolves!

NAGC Curriculum Planning Standards and CCSS

Gifted students will be able to:Demonstrate growth commensurate with aptitude during the school year. Develop abilities in domain of talent and/or area of interest. Use critical and creative thinking in solving problems within/across talent domains

Student Outcomes, cont.

• Transfer advanced knowledge and skills across environments that lead to creative, productive careers in society.

• Become more self aware from engagement in curriculum and evidence-based instructional practices.

• Develop self efficacy skills.

Talent TrajectoriesTalent Trajectories

What is differentiation?

The process of differentiation is the deliberate adaptation and modification of the curriculum, instructional processes, and assessments to respond to the needs of gifted learners.

Differentiation Features in a Curriculum

• Acceleration• Complexity• Depth• Creativity

Strategy #1:Strategy #1: Acceleration and Acceleration and

StreamliningStreamlining

Language Standards (Grades 3, 5, Language Standards (Grades 3, 5, & 8)& 8)

• Demonstrate command of the conventions of Demonstrate command of the conventions of English grammar and usage when writing or English grammar and usage when writing or speaking (i.e., parts of speech, tense, function speaking (i.e., parts of speech, tense, function of nouns--Gr. 3, 5; verbals and voice--Gr. 8) of nouns--Gr. 3, 5; verbals and voice--Gr. 8)

Demonstrate command of the conventions of Demonstrate command of the conventions of standard English capitalization, punctuation, standard English capitalization, punctuation, and spelling when writing.and spelling when writing.

Adaptation for Gifted Adaptation for Gifted LearnersLearners

• Preassess grammar knowledge on form, Preassess grammar knowledge on form, function, and sentence patterns.function, and sentence patterns.

• Preassess usage principles.Preassess usage principles.

• Streamline teaching of unlearned aspects Streamline teaching of unlearned aspects of grammar and usage.of grammar and usage.

• Engage gifted learners in editing text for Engage gifted learners in editing text for grammar and usage errors. grammar and usage errors.

• Provide challenging reading selections Provide challenging reading selections and target words/sentences for analysisand target words/sentences for analysis..

Reading Standard #10Reading Standard #10

Read and comprehend literature (and info texts) at the high end of specific grade level text complexity independently and proficiently.

Response for gifted: Diagnose reading level for fluency and comprehension.

Select literature and info text slightly above Lexile levels determined.

Strategy #2: Strategy #2: Differentiation and Differentiation and

RemodelingRemodeling

Strategy #2: Strategy #2: Differentiation and Differentiation and

RemodelingRemodeling Math Standard: Statistics and Probability--Grade 6Math Standard: Statistics and Probability--Grade 6

Summarize numerical data sets in relation to their Summarize numerical data sets in relation to their context.context.

Typical learner: On grade level graph provided to Typical learner: On grade level graph provided to interpret.interpret.

Gifted learner: Large dataset found from Census Gifted learner: Large dataset found from Census Bureau, NSC, etc. with questions to explore at the Bureau, NSC, etc. with questions to explore at the analytical and evaluative levels.analytical and evaluative levels.

.Adaptation for Gifted Adaptation for Gifted

LearnersLearnersPhase I: Phase I: • • Preassess knowledge of statistics and group Preassess knowledge of statistics and group

by results. by results. • • Streamline instruction for top group(s).Streamline instruction for top group(s).Phase II:Phase II: • • Assignment of task demand to the top Assignment of task demand to the top

group: Use descriptive statistics to analyze group: Use descriptive statistics to analyze one of the data sets, prepare graphs to one of the data sets, prepare graphs to illustrate understanding of the data, and illustrate understanding of the data, and present findings to an appropriate present findings to an appropriate audience.audience.

Adaptation for Gifted Adaptation for Gifted LearnersLearners

Phase III:Phase III:

• • Follow-up questions to consider:Follow-up questions to consider:

1. What would you predict would be the trend 1. What would you predict would be the trend for your data over the next 5 years?for your data over the next 5 years?

2. How would you estimate it?2. How would you estimate it?3. What factors would influence it?3. What factors would influence it?

Remodel the following project to Remodel the following project to make it more differentiated: make it more differentiated:

Author Study ContractAuthor Study Contract

Select a book to read by a given date and Select a book to read by a given date and provide me with the name of the book.provide me with the name of the book.

Choose two among the following activities to do:Choose two among the following activities to do:

Create a mindmap of a character in respect to Create a mindmap of a character in respect to personality, appearance, preferences etc. personality, appearance, preferences etc.

Choose a passage from your book and explain its Choose a passage from your book and explain its meaning in your own words.meaning in your own words.

Draw a comic strip or story map, outlining the Draw a comic strip or story map, outlining the plot.plot.

Design a poster on the computer to advertise my Design a poster on the computer to advertise my book.book.

Write a dialogue that you will role play.Write a dialogue that you will role play.

Strategy 3: Integrate ELA and Strategy 3: Integrate ELA and Math Standards Math Standards

Standard in English language Arts (Gr. 3, 5, Standard in English language Arts (Gr. 3, 5, 8)8)

W7 Conduct short research projects that W7 Conduct short research projects that use several sources to build knowledge use several sources to build knowledge through investigation of a topic. (Gr. 8--to through investigation of a topic. (Gr. 8--to answer a question)answer a question)

Standard in math (Gr. 3, 5, 8)Standard in math (Gr. 3, 5, 8)

Represent and interpret data (creating & Represent and interpret data (creating & using graphs); delineate functionsusing graphs); delineate functions

A Sample Task Demand Incorporating A Sample Task Demand Incorporating Standards Across Math, Science, and ELAStandards Across Math, Science, and ELA

1. You need to design an experiment to test a question of interest 1. You need to design an experiment to test a question of interest to you:to you:

Examples: Examples:

A. Do people prefer Product X over Product Y?A. Do people prefer Product X over Product Y?

B. Are ants attracted to sugar?B. Are ants attracted to sugar?

C. Are girls more addicted to computers than boys?C. Are girls more addicted to computers than boys?

D. Your research question?D. Your research question?

2. A research report should be prepared and presented, using 2. A research report should be prepared and presented, using technology applications. Be sure to address your hypothesis, technology applications. Be sure to address your hypothesis, your data collection techniques, appropriate data tables, your your data collection techniques, appropriate data tables, your conclusions, and the implications of the findings based on your conclusions, and the implications of the findings based on your original question.original question.

Instructional Adaptations Instructional Adaptations Needed for Gifted Needed for Gifted

LearnersLearners

• Use of scaffolds that elevate thinking, such Use of scaffolds that elevate thinking, such as thinking skill modelsas thinking skill models

• Use of inquiry models such as PBL and Use of inquiry models such as PBL and shared inquiryshared inquiry

• Use of higher order questions for Use of higher order questions for discussion and reflectiondiscussion and reflection

Elements of ReasoningElements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

InferencesConcepts/

Ideas

Purpose/Goal

Assumptions

How is reasoning How is reasoning incorporated into the CCSS-incorporated into the CCSS-

ELA?ELA?

----A focus on developing argument A focus on developing argument

---Use of reasoning elements such as ---Use of reasoning elements such as inferences (read inferences (read analysis and analysis and interpretation, theme)interpretation, theme), assumptions , assumptions (read (read character development) character development) , data , data and evidence (read and evidence (read textual support), textual support), andand consequences and implications.consequences and implications.

Questioning Model for Non-Fiction ArticlesQuestioning Model for Non-Fiction Articles

Activity: Read the fable and Activity: Read the fable and create questions, using the create questions, using the

Paul model.Paul model.A crow, dying of thirst, came upon a pitcher which A crow, dying of thirst, came upon a pitcher which had once been full of water. When the crow put his had once been full of water. When the crow put his beak into the mouth of the pitcher, he found that only beak into the mouth of the pitcher, he found that only very little water was left in it, and he could not reach very little water was left in it, and he could not reach far enough down to get at it. He tried and tried, but at far enough down to get at it. He tried and tried, but at last had to give up in despair.last had to give up in despair.

Then a thought came to him. He took a Then a thought came to him. He took a pebble and dropped it into the pitcher. Then he took pebble and dropped it into the pitcher. Then he took another pebble and dropped it into the pitcher. Then another pebble and dropped it into the pitcher. Then he took another pebble and dropped it into the he took another pebble and dropped it into the pitcher. Then he took another pebble and dropped it pitcher. Then he took another pebble and dropped it into the pitcher. Then he took another pebble and into the pitcher. Then he took another pebble and dropped it into the pitcher. At last he saw the water dropped it into the pitcher. At last he saw the water rising toward him, and after casting a few more rising toward him, and after casting a few more pebbles into the pitcher, he was able to drink and pebbles into the pitcher, he was able to drink and save his life.save his life.

Application activityApplication activity

Read the executive summary by Read the executive summary by Bill Gates on the global summit Bill Gates on the global summit project and develop a set of project and develop a set of questions to ask students about questions to ask students about the article.the article.

http://mobile.thegatesnotes.com/~/media/Images/GatesNotes/G20/G20-Documents/exec-summary-english.pdfhttp://mobile.thegatesnotes.com/~/media/Images/GatesNotes/G20/G20-Documents/exec-summary-english.pdf

Research as a reasoning Research as a reasoning processprocess

What do you want to know about an issue or What do you want to know about an issue or topic? (topic? (concept/content knowledgeconcept/content knowledge))

What questions have priority? (What questions have priority? (purpose/goalspurpose/goals))

What types of data will help you best answer What types of data will help you best answer those questions? (those questions? (data and evidencedata and evidence))

What are your results, findings, conclusions? What are your results, findings, conclusions? ((inferences)inferences)

What do they imply for practice and future What do they imply for practice and future research? (research? (consequences and implicationsconsequences and implications))

Application activityApplication activitySelect one of the following research projects. Select one of the following research projects. Create a plan to conduct it that addresses the Create a plan to conduct it that addresses the goal of the study, the approaches to data goal of the study, the approaches to data collection including instruments to be employed, collection including instruments to be employed, the anticipated results, and the potential the anticipated results, and the potential implications of the study:implications of the study:

Design a study to test how people decide what Design a study to test how people decide what grocery lines to get in for check out.grocery lines to get in for check out.

Design a study to test the use of texting in Design a study to test the use of texting in schools.schools.

Design a study to asseDesign a study to assess television habits ss television habits among teenagers.among teenagers.

Application to WritingApplication to Writing

Developing argument Developing argument in written form on a in written form on a prompt provided or self-selected.prompt provided or self-selected.

Providing Providing reasons or support reasons or support for a belief or for a belief or action.action.

Providing elaborated examples, illustrations, Providing elaborated examples, illustrations, and and textual citations textual citations for the stance taken.for the stance taken.

Concluding paper with a Concluding paper with a summarysummary or a or a more more synthesizedsynthesized version of the introduction version of the introduction..

Reason

Introduction(State an opinion.)

Conclusion

Reason Reason

Elaboration

Elaboration Elaboration Elaboration

ElaborationElaboration

Assessment Examples Assessment Examples from the Multi-state from the Multi-state

ConsortiaConsortia

Assessment AdaptationsAssessment Adaptations• Use of a pre-post growth modelUse of a pre-post growth model

• Use of advanced performance-based and Use of advanced performance-based and product assessmentsproduct assessments

• Use of portfoliosUse of portfolios

• Incorporate items into traditional tests that Incorporate items into traditional tests that require complex thinkingrequire complex thinking

• Use items that address above-level contentUse items that address above-level content

• Use of computer-assisted promptsUse of computer-assisted prompts

Smarter Balance Smarter Balance Assessment ExampleAssessment Example

Tyler earns $3.00 for every e-book he sells on his Tyler earns $3.00 for every e-book he sells on his website. (E-books are books that are available website. (E-books are books that are available electronically.) He investigated the relationship electronically.) He investigated the relationship between the amount spent on advertising each between the amount spent on advertising each month and the number of e-books sold. He used month and the number of e-books sold. He used this information to determine the lines of best fit this information to determine the lines of best fit shown in this graph. shown in this graph.

What is the greatest amount Tyler should spend What is the greatest amount Tyler should spend on advertising each month? Show your work or on advertising each month? Show your work or explain how you found your answerexplain how you found your answer

http://sampleitems.smarterbalanced.org.http://sampleitems.smarterbalanced.org.

Smarter Balance Smarter Balance Assessment ExampleAssessment Example

Tony is buying a used car. He will choose between two Tony is buying a used car. He will choose between two cars. The table below shows information about each cars. The table below shows information about each car. Tony wants to compare the total costs of buying car. Tony wants to compare the total costs of buying and using these cars. Each car has the same size tank.and using these cars. Each car has the same size tank.

Tony estimates he will drive at least 200 miles per month.Tony estimates he will drive at least 200 miles per month.

The average cost of gasoline per gallon in his area is The average cost of gasoline per gallon in his area is $3.70.$3.70.

Tony plans on owning the car for 4 years.Tony plans on owning the car for 4 years.

Calculate and explain which car will cost the least to Calculate and explain which car will cost the least to buy and use.buy and use.

Car Cost MPG Est. Repairs

Car A $3200 18 $700

Car B $4700 24 $300

ELA Sample #2 (SB)ELA Sample #2 (SB)

The following is the beginning of a story The following is the beginning of a story that a student is writing for a class that a student is writing for a class assignment. The story needs more details assignment. The story needs more details and an ending. Read the beginning of the and an ending. Read the beginning of the story and then complete the task that story and then complete the task that follows. follows.

Reading: Reading: OliverOliver’s Big Splash’s Big Splash

Write an ending for the story by adding Write an ending for the story by adding details to tell what happens next.details to tell what happens next.

ELA Sample 3 (SB)ELA Sample 3 (SB)

Why There Should Be a Longer School Why There Should Be a Longer School DayDay

  Schools should have a longer school day for Schools should have a longer school day for students. First, students could learn more about students. First, students could learn more about different subjects if the school day were longer. different subjects if the school day were longer. Also, students could get extra help from teachers. Also, students could get extra help from teachers. More hours in class each day would also mean More hours in class each day would also mean more vacations scattered throughout the year.more vacations scattered throughout the year.

Now look at the following daily schedule for a Now look at the following daily schedule for a school that has switched to a longer school school that has switched to a longer school day. Revise the paragraph by adding details day. Revise the paragraph by adding details from the daily schedule that help support the from the daily schedule that help support the reasons for having a longer school day.reasons for having a longer school day.

ELA Sample #4 (SB)ELA Sample #4 (SB)““Planes on the Brain” by Elisabeth Deffner, from Planes on the Brain” by Elisabeth Deffner, from Faces Magazine.Faces Magazine. Copyright 2011 by Carus Copyright 2011 by Carus Publishing Company.Publishing Company.

•How does the author emphasize the point that How does the author emphasize the point that the TAM program was a positive influence on the TAM program was a positive influence on the sistersthe sisters’ lives? Use details from the text to ’ lives? Use details from the text to support your answer.support your answer.•Highlight the parts of the text that provide Highlight the parts of the text that provide evidence to support the idea that the Tuskegee evidence to support the idea that the Tuskegee Airmen were historically important.Airmen were historically important.•What does the author mean by What does the author mean by “the sky is no “the sky is no longer the limit”? How does the meaning apply longer the limit”? How does the meaning apply to the Anyadike sisters? Use details from the to the Anyadike sisters? Use details from the text to support your response.text to support your response.

PARCC Sample ItemPARCC Sample ItemYou have read three texts describing Amelia You have read three texts describing Amelia Earhart. All three include the claim that Earhart Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts was a brave, courageous person. The three texts are:are:

““Biography of Amelia EarhartBiography of Amelia Earhart””““Earhart's Final Resting Place Believed FoundEarhart's Final Resting Place Believed Found””““Amelia EarhartAmelia Earhart’’s Life and Disappearances Life and Disappearance””

Consider the argument each author uses to Consider the argument each author uses to demonstrate Earhartdemonstrate Earhart’’s bravery.s bravery.

Write an essay that analyzes the strength of the Write an essay that analyzes the strength of the arguments about Earhartarguments about Earhart’’s bravery in at least s bravery in at least two of the texts. Remember to use textual two of the texts. Remember to use textual evidence to support your ideas.evidence to support your ideas.

  

ELA Sample #5 (SB)ELA Sample #5 (SB)

Read the text and complete the task Read the text and complete the task that follows it.that follows it.

Cell Phones in School—Yes or No?Cell Phones in School—Yes or No?

Based on what you read in the text, do Based on what you read in the text, do you think cell phones should be you think cell phones should be allowed in schools? Using the lists allowed in schools? Using the lists provided in the text, write a provided in the text, write a paragraph arguing why your position paragraph arguing why your position is more reasonable than the is more reasonable than the opposing position.opposing position.

Support Structures to AidSupport Structures to AidImplementationImplementation

Grouping as a Support Structure Grouping as a Support Structure for Differentiationfor Differentiation

Teachers need to have a narrower band Teachers need to have a narrower band of ability for optimal instruction.of ability for optimal instruction.

Instructional results are stronger for all Instructional results are stronger for all learners if grouping is employed (see learners if grouping is employed (see Slavin; Kulik & Kulik; Rogers).Slavin; Kulik & Kulik; Rogers).

Functional level of skills impacts what the Functional level of skills impacts what the level of instruction can be for any level of instruction can be for any learner.learner.

Individual differences within the group Individual differences within the group matter in planning instruction.matter in planning instruction.

Advocacy and Professional Development

Advocate with administrator groups and parent organizations on the need to differentiate the CCSS curriculum for GT students.

Design scope and sequence for gifted learners in math, science, and ELA.

Hold workshops for remodeling content-based curriculum.

Vertical Planning for Articulation

--K-12 vertical planning teams to ensure planful acceleration

--Emphasis on meaningful scope and sequence for gifted learners

What research-based materials for the gifted are available to differentiate the common core?• Mathematics

– Mentoring Mathematical Minds(M3)– Math materials from CFGE– Connected Math

• Language Arts– W&M Language Arts Units– Junior Great Books– Jacob's Ladder

• Science--Project Clarion--W&M PBL units

Resources Available from NAGC

• Math CCSS Guides (Book I and II)

• ELA/ Language Arts CCSS Guides• (Books I and II)

• Science guides to NGSS (Books I and II)

Overview of CCSS Standards Booklet in English language Arts

Joyce VanTassel-BaskaCollege of William and Mary

The future will require individuals who are able to formulate new problems, come up with new solutions, and adapt readily to the new ideas of others.

--Csikszentmihalyi & Wolfe, 2000

When will we also teach them who they are? When will we also teach them who they are?

We should say to them—We should say to them—

You are unique – you are a marvelYou are unique – you are a marvel

In this whole world there is no one like youIn this whole world there is no one like you

and and

There never will be again.There never will be again.

----Pablo Casals Pablo Casals