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What it means to be Gifted in PAChapter 16.1 Definition
Mentally gifted—1.Outstanding intellectual and creative ability the development of which 2.requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.
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Gifted in PAPA Code § 16.21 (e) Multiple criteria indicating gifted ability include (but not limited to):
1. A year or more above grade achievement level for the normal age group in one or more subjects as measured by Nationally normed and validated achievement tests …..
1. An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability.
1. Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion-referenced team judgment.
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4. Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise.
5. Documented … evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR 300.8…, gender or race bias, or socio/cultural deprivation are masking gifted abilities.
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HIGHER THE ABILITY
HIGHER THE ASYNCHRONICITY(OR SCATTER) IN DEVELOPMENT
AVG. RANGE
GIFTED & TALENTED
HIGHLY GIFTED & TALENTED
BELL CURVE & ASYNCHRONICITY
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Asynchronous Development
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Gifted Traits in the ClassroomAsynchronous Development *Fast Rate of Acquisition (ahead of plans) Strong Rate of RetentionIntense (Can stick with or beat an interest or
issue to death)Complexity of Thought (make connections)Creative Thought (“left field” ideas)
Social and Emotional Traits(Gifted Underachievement)
2 handouts
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Positive and Negative Sides of the Same Trait….
“Sometimes your gift takes you to a place that your character is not
ready to handle.”
Quote from former Detroit Mayor, Kwame Kilpatrick, who went to jail for 38 counts of extortion, bribery and fraud.
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Differentiated Instruction Rather than taking students through a lock - step curriculum, teachers modify their instruction to meet students’ varying readiness levels, instructional
preferences, ability and interests.NCLB - Regular Ed - Gifted
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You may already be doing many of the strategies about to be presented.
It may mean adapting the strategies for use with different lessons, adding choice of requirements, using different emphasis of time or a different level of material.
Content Process ProductHandout – Principles of Diff Curr
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Suggestions for Advanced Student Lessons:• Use higher order thinking skills – not fact
regurgitation• Be cross curricular, complex• Go above grade level standards• Be replacement work, not additional work• Have limited Instructions, Open-ended: Less is
More• Involve rigorous and abstract concepts; BIG
IDEAS• Use pre-assessment, formative and summative
assessments for placement• Teach them to be autonomous problem solvers
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Content
Product Process
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Rates of Acquisition Most students can take material from their
short term memory to long term memory
after 7 repetitions. Gifted students may retain information after
1 - 3 exposures to information. Slower learners may need more repetitions
through different learning styles and
approaches.
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Handout curriculum continuuum
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Pacing lessons is a challenge. You will have students who are done the
assignment before you finish the directions. You will have students who need repeated
practice presented using multiple strategies.
Giving students in the first group more of the same problems to do will be viewed as punishment for completing work quickly.
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Three Levels of PacingDaily Pacing Changes:
repetition to enrichment (one day activities)
Chapter or partial chapter replacement activities (1 - 2 week activities)
Acceleration or academic support (whole year changes - less than 3% of the population)
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Handout enrichment/math notebooks
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Assessments Help DifferentiatePre - assessments
Determine current level of readiness - even masteryProvides data for learning options
Formative assessmentsData gathered to determine on-going progress during unitProvides data on misconceptions or lack of understanding
Summative assessmentsDetermine mastery of content, may be exit grade or scoreShould align with curricular objectives, standards,
benchmarksShould parallel formative assessments - does not always
have to be a test. Handout - assessments
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Steps for grouping students.Pretest students for the chapter or topicAnalyze the results - do an error analysis Group students according to the level of expertise
that they bring to that chapterStudents can be grouped by:
total number correct: over 80% only do sections
types of errors: which sections of the chapter do
they need to study? learning style, reading level or your own
criteria for class rate of acquisition: speed of understanding
CEILING EFFECT04/21/23 Linda Deal 20
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Grouping SuggestionsUse heterogeneous groups for open-ended
problem solving or when a concept is new to all students.
Homogeneous groups are appropriate for brief review, skill development or different level work.
Depending on your goal, students should be allowed to work independently according to their preference.
Students should occasionally have opportunities to select their own groups based on common interests.
All students need to learn skills for working together before cooperative learning activities can be successful.
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After pre-assessment, which students do not need to cover the objectives you have listed?
What alternative activities, extended processes can you add?
Look at the Standards. Can you teach skills/processes for the next higher level?
Processes can include: applications, analysis, creativity, evaluation type activities, research skills.
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Some CommentsGifted students may not need the first 3
chapters of the math book each year. Substitute enriched activities with depth.
Provide classroom options of higher level replacement reading for content areas.
Gifted students respond to choice of assignments even if much harder than other work.
Do not use gifted students as tutors long-term. This can be frustrating for both students.
Teach the hardest part of the lesson first – then assess
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HOTSSCAMPER
6 Thinking HatsTiered Activities
Think Tac Toe
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REPLACE
NOT JUST MORE….
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Gifted Curriculum Generally… At a faster pace (rate of retention) At a higher level (change content) Offer opportunities for complexity (depth and breadth)
Be cross-curricular (provide other applications, flexible, make connections)
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How do we Implement the Standards at a Gifted Level?Recognize that many of the standards
focus on higher level thought.Select core models to use in
implementing key process skills embedded in standards.
Address the skills in the standards repeatedly (use models over and over).
Select materials that address the intent of the standards, not just the content.
Always consider ways to integrate learning across standards.
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How do we Implement the Standards at a Gifted Level? (cont.)When gifted students exceed standards at
given stages, accelerate them to the next level within or across subjects; within or across levels. Use relevant materials to enhance extended learning opportunities.
Read and interpret standards across grade levels. Be familiar with the standards 1-3 grades above yours for developing advanced task demands.
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Criteria for Selecting Curriculum1. Can all students in your class
complete this activity?2. Have pre-assessments determined
correct instructional levels?3. Is flexibility built into the content,
process and product requirements?4. What other criteria would you add?
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Adaptation and modifications
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Differentiating Instruction
• Content (Placement changes)
• Process (Instructional Strategies)
• Products (Alternative Assessment)
• Learning EnvironmentThin
gs t
o C
hang
e
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Curriculum Adaptations (Content)Abstract thought rather than concrete (HOTS)
Complex – open-ended, no clear solution
Multi-disciplinary – cross curricularOrganization – non-sequential or accelerated
Study of people – math series, scienceMethods of inquiry – SocraticCross grade-level content
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Curriculum Adaptations (Process)Higher order thinking, critical skills
training, problem solvingOpen-ended thinkingProof and reasoningValue of group production/individualDiscovery, shared inquiry, problem-
based learningTesting out, multi-grade grouping,
non-graded classSimulations, programmed instruction
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Curriculum Adaptations (Product)Real world productsReal audiences/authentic assessments
Systematic, corrective feedback
Individual benchmark setting – beyond the grade level
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Higher Order Thinking SkillsRegular Bloom
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knowledge
Comprehension
application
synthesis
evaluation
Timeemphasis
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Higher Order Thinking Skills
Gifted Bloom
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Knowledge
comprehension
application
synthesis
evaluation
A different emphasis of time.
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Inductive and Deductive ThoughtStories with holesWhat’s my rule?Book Activity – handoutSix Thinking Hats
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Creativity - teach what it is! Thinking and
FeelingFluency Risk TakingFlexibility ComplexityOriginality CuriosityElaboration Imagination
S. C. A. M. P. E. R.Analogy – Metaphors – Force Fit
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And Ways to do it!
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Techniques to be creativeSubstituteCombineAdaptModify: magnify or minify
Put to other usesEliminateRearrange, reverse
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Techniques to be creative
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http://themes.pppst.com/6hats.html
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WHITE:WHITE: factsRED: emotionsBLACK: negative aspectsYELLOW:YELLOW: positivesGREEN: creativeBLUE: summaryhttp://
www.learnerslink.comquestioning_card.htm(Bookmarked)
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Tiered Activities Use an assignment or activity and take it
to different levels or approaches. Students may have a choice to select the
level at which to work or the project Differentiation may follow ability level,
learning styles, content, process, product changes.
Great for heterogeneous classrooms.
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Tiered Assignments should be…Different work, not more or less
work Equally active Equally interesting and engaging Fair in terms of work expectations and
time needed Requiring the use of key concepts,
skills, or ideas
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Tiered Assignments - gifted rangeUse advanced
materialsMake certain the
highest activity is complex
Students must transform ideas, not reproduce them
Activity can be open ended
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Allows for explor-ation of principles
Encourages broader knowledge
Can focus on problem solving
Provides meaningful work at right level
Can develop creative talents
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Cross Curricular Sites and IdeasFuture Problem Solving http://en.wikipedia.org/wiki/
Future_Problem_Solving_Program_International
Current Events: New York Times Learning Network
http://learning.blogs.nytimes.com/ (bookmarked)
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Think Tac Toe handout
You Choose book Directions for TTT:http://teach.fcps.net/trt7/Think%20Tac
%20Toe.htm
Sample TTT boards:http://daretodifferentiate.wikispaces.com/
Choice+Boards (bookmarked)http://2differentiate.pbworks.com/w/page/
860118/ThinkTacToe
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Learning ContractsVary student work
by creating contracts (goals)
that include complex skill and enriched content
components (objectives).
Handouts: Sample Independent Contract Rubric from slide 3
Ind Study TTT
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A B
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Open Ended Picture StudyWrite a caption for this picture from your
content area Write one question/problem from your
content area about the picture for students to answer
Select 3 vocabulary words from your content to go with the picture
Use this approach with students: creative, open-ended and high order thinking
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WebquestsCan easily be searched by grade level through
college on any topicEasily leveled to differentiate for your class using
similar topicProvide excellent alternatives to traditional
curriculum if a student or group of students “test out”
Sample Resource sites: http://www1.smsd.org/staffdev/middle/middleweb/
web_quests.htm
Search: webquest + topic + grade level
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Object DayAll lessons in the school for that day are
focused around the same objectTeachers innovatively develop a lesson in
their content area on the topic of the day around the object
The object for today is: pencilsWithin your group, develop in 5 minutes a
lesson for pencils…..
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Rationale for Curriculum Compacting
Students already know most of their texts before “learning” it.
Textbooks have been “dumbed down.”The needs of high-ability students are not
often met in classrooms.Compacting frees time for more challenging
learning experiences.Pace of instruction and practice time can be
modified.Compacting guarantees educational
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Compacting
1. Identify the need for compacting2. Compact the regular curriculum3. Provide alternative activities4. Keep records of the process
Handout: Mechanicsburg info for Compacting
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COMPACTING
1. Pre- assess student knowledge (not all students need to be pre-assessed)
2. Determine what can be skipped because mastery is demon- strated
3. Teach what is not known
4. Frees time for in-depth work, enrichment activities, or acceleration.
Repetition in curriculum is frequent
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Requires Teamwork of StaffClassroom Teacher
Determine curriculum goals
Assess student mastery
Plan enrichmentTeacher of Gifted
Organize, coach teacher training
Assist teachers in locating materials.
• Administrator– Budget funds for
enrichment materials
– Oversee schedules for teacher coaching
– Provide time to develop materials– Reinforce change with positive
comments– Allow for flexible
approaches
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Recommended Resource sites• googlelittrips.com or
http://www.googlelittrips.com/GoogleLit/Home.html
This site is an experiment in teaching great literature in a very different way. Using Google Earth, students discover where in the world the greatest road trip stories of all time took place.
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Literature• www.shelfari.com bookshelf – add books to talk
about books; put on a book, rate it and summarize it
• www.battleofthebooks.org/ - Battle of the books
– then do a quizbowl activity at the end• • http://bookbuilder.cast.org/ Use this site to
create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills.
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Virtual School Options Florida Virtual School – high school level,
accredited nationally, flexible, advanced/remedial
Internet High School, tuition freeOn-line university level coursesKeystone School, advanced middle and HS
course
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Make a list of 5 fundamental requirements for teaching gifted
Get out index card started withWould you add or change anything to what
you know about teaching gifted kidsHand in your cards when done
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Tips for Making ChangesStart Small - experience success!Select one area to change, one
activityFind a variety of alternativesChoose the best optionsDecide how to documentPlace in plan book for use each yearAlternate plan should take 2+ classesShare with each other!
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Additional Information Pennsylvania Association for Gifted Ed http://www.penngifted.org/National Association for Gifted Children http://www.nagc.org/ The Hoagies’ Site http://www.hoagiesgifted.org/
Handout: web resources
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Have a great school year!
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Linda