Getting Focused Common Core Essential Standards Region 2.
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Transcript of Getting Focused Common Core Essential Standards Region 2.
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Getting FocusedCommon Core Essential Standards
Region 2
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CURRENT AIGGOOD TEACHING
ENRICHMENT VS. EXTENSION VS. ACCELERATION
NEW MINDSETCLASSROOM = OLD GIFTED
HOW WILL A IG BUMP IT UP A NOTCH?CORE FOCUS
RIGOR & COMPLEXITYDEPTH
CONCEPT LEARNING
NCAGT Conference Highlights
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A rising tide raises all ships
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PITCH HIGH ~ IT ’S EASIER TO SCALE BACK
SET END GOAL AND BACK MAP (USE VERTICAL AL IGNMENT)
HOW DO YOU KNOW THIS IS GOOD FOR GIFTED?(AIG IRP CURRICULUM DESIGN DRAFT)
Developing Local Curricula:Unit Design
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Extension (excavating)digging deeper into the content
Click icon to add pictureAcceleration
From A Nation Deceived
Types of acceleration
Early admission
Grade skipping
Subject acceleration
Compacting
Combined classes
Advanced Placement
Correspondence courses
Mentoring
Extracurricular programs
Enrichment (Exposure)
Skimming the surface
Can be content related
May introduce students to new field or experience
Can include subjects not normally offered
More complex examples (word problems)
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Common Core Standards
Three Shifts in Mathematics Three Shifts in LIteracy
1. Focus-where the standards focus
1. Informational and Nonfiction-building knowledge through content-rich nonfiction and informational texts
2. Coherence-across grades and link to major topics within grades
2. Evidence-reading and writing grounded in evidence from text
3. Rigor-requires conceptual understanding, procedural skills, fluency, and application with intensity
3. Complex Texts-regular practice with complex texts and its academic vocabulary
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Why Gifted Students Need Differentiation
Faster pace of learning (2-3 repetitions)Precocity for informationIntensity of learning in area of interestAbility to synthesize information within and
across disciplines (conceptual understanding)
Differentiation is the deliberate adaptation and modification of the curricula,
instructional processes, and assessments to respond to the needs of gifted learners.
-J. VanTassel-Baska (NAGC, 2011)
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Features Question• Depth• Complexity• Acceleration
ChallengeCreativityAbstraction
What do these terms
mean in our region?
What are Features of Differentiated Curriculum for the Gifted? (VanTassel-Baska, 2010)
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Acceleration Complexity
Fewer tasks assigned to master standard
Assessed earlier or prior to teaching
Clustered by higher order thinking skills
Used multiple higher level skills
Added more variables to study
Required multiple resources or tasks
Synthesizes key ideas within or across disciplines
Features Defined (Van Tassel-Baska)
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CCS Task Demand
Modification for Gifted
Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4]
Students provide evidence to support how figurative language is used to emphasize the theme of redemption in the following stories: Snow White and the
Seven Dwarfs Sleeping Beauty
Example of Complexity
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Examples of accelerating a differentiated task
Pretest student knowledge and skills based on their understanding of place value.
Group students according to their knowledge.
Combine less complex standards together and create a more complex standard.
Provide more complex ideas.
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Suggested Adaptations for Gifted Learners
Vertical Alignment of Key Ideas: Know Where You Are Going
Link to Grade Level Activities and AdjustCreate Resources for Classroom UseRedefine Gifted Services Using Common
Core as a Jumping Point – WITH Conceptual Framework to Define Services (e.g., analyze text…. What does that look like,
sound like, what conceptual framework are you using? OR Critical thinking…. What does that mean? How do you define it? How is it measured WITHIN content?)
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Depth• Studied a concept in multiple
applications or situations• Conducted original research
based on an appropriate question
• Developed a product based on data
• Provided evidence to support key ideas
• Decided among differing ideas(Note: doing several
components provides additional depth)
Features Defined Continued…
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USING PROVIDED DATA FROM THE PREVIOUS TWO YEARS, DECIDE ON AN AMOUNT OF FOOD TO ORDER FOR THIS YEAR'S CONCESSION STAND AT
THE LOCAL FOOTBALL STADIUM. COMPILE A LIST OF FOOD RECOMMENDATIONS, AMOUNTS,
AND COST ANALYSES.
JUSTIFY YOUR RECOMMENDATIONS BY WRITING A PERSUASIVE ARGUMENT TO CONVINCE THE
ATHLETIC BOOSTER CLUB OF THE NEEDED AMOUNT OF FOOD. ATTACH YOUR COST ANALYSIS
TO THE ORDERING JUSTIFICATION FOR THIS YEAR ’S FOOTBALL SEASON .
Example of Depth: The Fans Have to Eat
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General Gifted Students measure the
number of seconds/minutes it takes their team to accomplish various tasks;
They determine the difference between their time and their partner’s time, record it on a graph and compare the sum or difference
All data are represented by team on a class graph to compare information
Is it better to have 4000 seconds or 6 hours? Prove it in pictures and words.
What is the average time for third graders to (choose your own…eat lunch, line up, finish a particular assignment)? Show your answer in words and pictures/graphs to the nearest minute and hour.
Examples of Depth
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C H O I C E A L O N E
P R O J E C T W O R K F O R I T S O W N S A K E
W R I T I N G O W N P R O B L E M S
I N D E P E N D E N T S T U D Y VO I D O F A “ R E A L” Q U E S T I O N
C R E AT I N G A N E W …
P R O D U C T C R E AT I O N W I T H O U T G U I D A N C E B A S E D O N A C O N C E P T UA L F R A M E W O R K
M A K I N G U P A N E W E N D I N G …
D I F F E R E N T A C T I V I T Y - VO I D O F D E P T H , A C C E L E R AT I O N, O R C O M P L E X I T Y
What Differentiation is NOT
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RIGOR
Conceptual understanding
Skills and Procedures
Application
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Literacy in the Content Areas
Click icon to add pictureSecondary expectation is integration of content language and lexicon
This is a good place to start with gifted students
Point out distinctions between how we speak in various content areas
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Region 2
What does this mean for us?
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The work is what’s important, not the answer…that’s what
scholars do.