the gifted learner #1
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The Gifted Learner #1. Background and Application Summer 2010. Welcome!. Please complete the yellow quiz. Outcomes. - PowerPoint PPT PresentationTRANSCRIPT
The Gifted Learner #1
Background and ApplicationSummer 2010
Welcome!
Please complete the yellow quiz.
Outcomes Establish rigorous, focused expectations
for students and staff through discussion and analysis of county vision and Continuum of Services, NAGC standards, selection processes, and next steps.
Differentiate between the highly-able and gifted learner.
Differentiate between enrichment, acceleration, and curriculum compacting, and analyze best practices for lesson planning and delivery.
Outcomes
Research and discuss advanced learner teaching strategies and apply specific strategies to lesson planning.
Research and apply critical and creative thinking processes and strategies.
Group NormsWe realize that we are a diverse group bringing various creative strengths.
We acknowledge that, like the students whom we teach, we all process and learn differently.
We support one another by listening with an open mind to one another’s ideas, asking clarifying questions, and offering suggestions rather than criticism.
We evaluate based on facts and ideas.
We encourage one another to take risks and respect that “to err is human.”
Background: Maryland Annotated Codefor Gifted and Talented Education
“Gifted and talented student" means an elementary or secondary student who is identified by professionally qualified individuals as:
Background: Maryland Annotated Codefor Gifted and Talented Education
1. Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment;
Background: Maryland Annotated Codefor Gifted and Talented Education
2. Exhibiting high performance capability in intellectual, creative, or artistic areas;
Background: Maryland Annotated Codefor Gifted and Talented Education
3. Possessing an unusual leadership capacity;
Background: Maryland Annotated Codefor Gifted and Talented Education
OR
4. Excelling in specific academic fields.
Maryland Annotated Code, cont.The General Assembly finds that:
1. A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential.
Maryland Annotated Code, cont.The General Assembly finds that:
2. Gifted and talented students are to be found in youth from all cultural groups, across all economic strata, and in all areas of human endeavor. (Section 8: 201-202)
Criteria for ExcellenceWhat Is It?MSDE’s Gifted and Talented Program
Guidelines
Let’s Explore It!1. All will read the Foreword.2. Divide each section among the members in
your group.3. Take 10 minutes to read selected
section(s).4. Each group member takes 3 minutes to
share a summary of the reading.
Why the Need for Excellence?
High Achieving Students in the Era of NCLB
Identification and Service Delivery
1. Highly Gifted Learner: High IQ/non-verbal ability measure.
2. Three-Ring Definition of Giftedness: Above-average ability + task commitment +
creativity
Continuum of ServicesMaryland offers a continuum of services in
gifted education; some serving all students, and some considerably fewer.
As program intensity increases, the number of students participating decreases.
Continuum of Services1. Nurture critical and creative
thinking and problem solving in all students (all or most).
Renzulli Type I and II activities Higher Order Questioning CES Protocols and PTD
Continuum of Services2. Provide additional challenge and
enrichment as needed (many).
Renzulli Type II activities Enrichment, Merit, Honors, A.P. Challenges and Contests
– Destination Imagination, Geography Bee, Math 24, Stock Market, etc.
Enrichment, Merit, Honors, A.P.
Typically score at high-proficient to advanced on MSA with other strengths
Typically a mixture of “schoolhouse” gifted and 3-ring students
Goals:1. Provide open access and challenge 2. Eliminate “not truly gifted” evaluation3. Identify underserved/underrepresented
populations of students
Continuum of Services3. Identify and develop demonstrated
talent areas (some).
Renzulli Type II Investigations Magnet Programs
Magnet VisionVisual (handout)
WCPS Magnet Programs promote excellence and innovation by providing gifted students with advanced-level instruction via an interdisciplinary focus on a given theme.
• Program Evaluation• Strong infrastructure and District-wide support
Excellence and Innovation :
Advanced-level instruction via
interdisciplinary focus on
signature theme
WCPS Magnet Programs
• Recruitment and retention of staff and students• ResourcesStakeholder satisfaction
•Program description is concrete.Theme is relevant to community context. •Theme is viable for school (resources)School-wide (levels 1 and 2): Activities to challenge and enrich all learners.Specialized (levels 3 and 4) offerings for identified/selected students
•Acceleration: 2 years above grade level• Enrichment: in-depth exploration of topics
Engages students from diverse backgroundsCurricula focus on actively teaching creativity and thinking skills
•Engaging Lessons IncorporateLearning stylesCompactingEnrichment
•Minimum Expectation: Lessons emphasize natural connections between disciplines.• Goal: Content is divided into theme-based units created by school teams.
• Communication is open and respectful with district, staff, and other stakeholders.
Leadership capacity is built and nurtured.
PLC members are active (attend district and school PD) Staff are …. -- able to believe there is no - “ceiling” for achievement. -- applying new learnings. -- committed to vision. -- creative and flexible. -- experienced with upper-level instruction.•
District-wide and site-specificDifferentiation: acceleration, compacting, thinking skillsKnowledge of advanced/gifted learnerTechnology
Aligned with standards Relevant texts are used Technology is sufficient
Clearly-Defined Theme
Knowledge of advanced/gifted learner
Highest quality staff
Professional Development
Resources
InterdisciplinaryInstruction
Differentiation
Rigorous and RelevantCoursework
Magnet Process Review Application Testing Interview Teacher Perception Data County and State Data
Magnet Placements: Multiple Criteria
Quantitative
WCPS benchmark assessment scores
MSA scores Norm-referenced
assessment (Raven or Naglieri)
Reading level
Qualitative
Student interview/task Teacher observation
and perception (Slocumb-Payne and Renzulli Instruments)
Parent Questionnaire Report card grades
Magnet Process ReviewTesting
Naglieri Nonverbal Abilities Test
Magnet Process ReviewInterview
Task is geared to the theme of the school.
Scored using rubric. Points converted to fit review
spreadsheet.
Final Assessment Scores
Raw scores are converted to rubric score, using scale of 1-5.
Percent score is used to rank applicants.
Percent score = total points earned/total points possible
Program Evaluation
Surveys developed by each school and distributed to parents.
Data collected and reviewed by team for program planning and improvement in 2010-2011 school year.
Continuum of Services4. Expand expectations for high
achievers (few).
Baltimore’s Ingenuity Project Acceleration (full grade) JHU’s CTY participation
Continuum of ServicesTable Talk:
What are some additional examples that may be added to the Continuum of Services?
What are some ideas that you’d like to explore further?
Advanced Learners in WCPSWhat are the current options for
advanced learners in WCPS?
WCPS K-12 Advanced ProgramsOVERVIEW
ElementaryEnrichment Program
Magnet ProgramsCo-curricular
ActivitiesSignature Programs
Middle SchoolMerit Classes
Magnet ProgramsMath 24 game
Destination Imagination
High SchoolAcademies
AVIDHonors/AP Courses
I.B.BISFA
WCTHSSTEM
SHHS Leadership Magnet
HS Academic Competition
Identification and Service Delivery
1. Highly Gifted Learner: High IQ/non-verbal ability measure.
2. Three-Ring Definition of Giftedness: Above-average ability + task commitment +
creativity
The Gifted Learner: Asynchrony
Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm.
Source: The Columbus Group, 1991, p. 1
The Gifted Learner: Asynchrony
1. Cognitive
2. Emotional
3. Physical Development
Highly Able vs. Gifted(visual)
Storytelling Activity1. Think of an example student for
each category: highly able, gifted, creative thinker.
2. Share within your group. Name the specific characteristics exhibited
by each student. For the gifted student, discuss how his/her
development was asynchronous.
The Gifted Learner: Affective Characteristics
1. Aesthetic sensitivity2. Emotional intensity
May be manifested in many ways, including an early concern about death and altruism/idealism.
3. Strong attachments and commitments, preference for adults, different sense of humor….all of which can make it difficult to make friends.
4. High levels of energy and/or curiosity.5. PerfectionismSource: NAGC.org
Perceptions Slocumb-Payne tool:
Review and discuss with elbow partner
Challenge1. Revisit your former
classrooms.2. Would you now add a
student story? (table talk)
Vertical NetworkingPREPARE: College Readiness Study Group: Overview
STRATEGY PRACTICE: Creative Thinking Strategy and Practice:
Guilford’s Four (fluency, flexibility, originality, elaboration)
Vertical NetworkingCOLLABORATE1. Meet in vertical groups.2. Review and decipher best practices.3. Share one of your own from your
Guilford’s 4 practice.4. Record two things you learned from
representatives from levels other than yours.
5. Post on chart paper.
Instructional Models VISUAL: Gifted Programs and Options
QUESTION:What does planning for advancedlearners involve?
TURN AND TALK: What is the difference between enrichment, acceleration, and curriculum compacting?
Instructional Models
Advanced program curricula should include
all three and build upon the talents of many!
Instructional Models
Enrichment? Activities that deepen understanding
through authentic inquiry, research, and creative production.
The real-world application characteristic of professionals in the field.
(see Type II and Type III Taxonomies) Can occur within the context of a
“compactor”.
Instructional Models
Acceleration? Progression through an instructional
program at a faster rate or at a younger age than is typical.
Level 4 on continuum for full-grade acceleration
Level 3 if magnet program or in context of a “compactor”
Instructional ModelsCurriculum Compacting? Similar to a learning contract A structured method for differentiating for
one or many students. Involves pretesting measures. Incorporates acceleration of a skill/concept
and/or includes enrichment activities for that skill or the next level of the skill.
Renzulli “paper” and sample compactor
Gifted Education Curriculum Model:
Renzulli’s Enrichment TriadEnrichment Triad Model Includes Type I, II, and III activities.
Quickwrite: How can I incorporate elements of Type I, II, III into my classroom? In which unit/skill will it be the easiest to incorporate?
Content-based Networking Divide your assigned article/chapter
into sections within your group. Complete the enrichment and
acceleration organizer as you read. Compile ideas into a single document
(to be typed by SOAP and distributed).
Creativity Training?
Creative development is a central G/T topic. In lifetime achievement, high-IQ students are out-performed by bright students who are also creative; therefore, creativity must be taught in G/T programs.
Creativity Training?Convergent
Uses information (via analysis) to arrive at an answer.
DivergentUses knowledge to arrive at unconventional ideas.
Creativity Training?Renzulli Type II Activities
Creative and Critical Thinking
Creative ThinkingUses divergent thinking Skills: fluency, flexibility, originality, and elaboration
Creativity Training?Creative Thinking
Requires divergent thinking.Skills: fluency, flexibility, originality, and elaboration
Creativity Training?Idea Finding
Generate several ideas to find the best solution.Techniques: Forced Fit, Synectics, SCAMPER, Attribute Listing, and Brainstorming
Creativity Resource WalkOverviews (yellow): Chapters 9 and 10
in Rimm Resource
Sample Mini Lessons (buff)
Glossary (buff)
Critical Thinking: Article Study
READ and SHARE Text Rendering
Protocol– Select a meaningful
word, phrase, and sentence as you read.
– Share at table.– Record on chart
paper.
EvaluationPlease fill out
theyellow
evaluationforms.
Thank you!