what to look for in a gifted friendly classroomnot trained in gifted needs and • discuss your...
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What to look for What to look for in a gifted in a gifted friendly friendly friendly friendly
ClassroomClassroomMCGT State Conference
November 12, 2011
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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 [email protected]
ORJust grab one of my cards!
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Thanks for attending!