Presentation on theme: "GIFTED AND TALENTED EDUCATION:"— Presentation transcript:
1GIFTED AND TALENTED EDUCATION: An overview with classroom implications and applicationTerri VerhaegenAP/AVID/GATE Program SpecialistSAUSD
2Overview: Who are your GATE students? CharacteristicsReferralAssessment Process
3CharacteristicsDifferences commonly found between most gifted learners and their age peers:Advanced comprehension and a faster pace of learning (2-8 years ahead of the regular age-graded class)Need for complexity and intensityDesire for depth (ability to make connections, find unusual relationships and move from facts to principles theories and generalizations)Crave Novelty or alternative and varied input and processes
4Intellectual vs. High Achiever Intellectually gifted children can usually generalize, work with abstract ideas and synthesize diverse relationshipsWhereas:High achievers generally function better with knowledge and comprehension level learning than with abstract and open-ended materialRefer to handouts: Bright child vs. gifted learner; Characteristics that screen gifted out; Who Are the Gifted in My Classoom? Go over them.Also, it is not to say that some high achievers need only increased oportunity to develop giftedness. A tell tale sign, though is is frustration with complex challenges.In SAUSD—we identify BOTH as GATE, but the characteristics are not the same
5High Achiever Intellectual Knows the answers.Asks the questions.Is interested.Is highly curious.Is attentive.Is mentally and physically involved.Has good ideas.Has wild, silly ideas.Works hard.Plays around, yet tests well.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.Understands ideas.Constructs abstractions.Enjoys peers.Prefers adults.Grasps the meaning.Draws inferences.Completes assignments.Initiates projects.Is receptive.Is intense.Copies accurately.Creates a new design.Enjoys school.Enjoys learning.Absorbs information.Manipulates information.Technician.Inventor.Good memorizer.Good guesser.Enjoys straightforward, sequential presentation.Thrives on complexity.Is alert.Is keenly observant.Is pleased with own learning.Is highly self-critical.83% of SAUSD identified as High Achievement4% of SAUSD identifiedIn SPECIFIC ACADEMIC AREA13% of SAUSD identified as Intellectual
6(Mis)Perceptions of Gifted Students Gifted students may be perceived as:Possible Reasons:Bored with routine tasks, or rote work, does not complete rote workMay have mastered facts and rote skillsDifficult to get him/her to move onto another topicPursues interest in depthSelf critical, impatient with failuresSustained goal-oriented behavior, Evaluates situationsCritical about the teacher or othersLogical and analytical, expresses criticismArgumentative, disagrees vocally with the teacher or othersExpresses opinions freely, skeptical, expresses criticismNot serious, making jokes or puns at inappropriate timesGives clever, witty responses, shows humorEmotionally sensitive – may over react, angers or cries easily if things go wrongSees relationships and connections, sensitivity, need for supportNot interested in details; hands in messy workNeeds minimal instruction/ practice on routine tasks, applies info. with easeRefusing to accept authority; nonconforming, stubbornGoal-directed behavior, expresses criticism, skeptical, focused on detailsDominating othersGoal directed behavior, organizes tasks and people, serves as a leaderWithdrawn or a loner among peersMay have difficulty communicating with peers, intense attention on tasksInvolved in others problemsProblem solver, interest in cause and effect relationships, inquisitive
7Referral Assessment Measures: Most gifted students are identified in elementary years. In SAUSD,every 2nd grader is testedgrades 3-11 are tested upon referral.a student can apply for GATE assessment in elementary or secondaryAssessment Measures:Collection of screening data can include:Academic Achievement Scores (e.g. Benchmarks, CST’s/CMA’s, Writing Proficiency)Standardized ability tests (e.g. NNAT2)Standardized Intelligence tests (e.g. WISC, CogAt, Olsat, Leiter—limited use in SAUSDObservation/Anecdotal Parent/Teacher checklistsGradesRapid acquisition of English for EL students (CELDT)Students are missed because they have developed underachievement by 3rd grade if not challenged; they learn to “blend”in with others
8SAUSD Program DesignIn both elementary and secondary, SAUSD utilizes the “cluster” design.“Clusters” of 5 or more students are placed in a regular classroom.In secondary (grades 6-12) these clusters are usually in “honors” or AP level classes.
9GIFTED AND TALENTED EDUCATION: What does this mean for your classroom?
10Implications for Curriculum and Instruction Connection to CCSSTypes of DifferentiationAccelerationNoveltyDepthComplexity
11What CCSS documents say regarding “Advanced Learners”? 3. The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available. This work should provide the next logical step up from the college and career readiness baseline established here.4. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.---CCSS page vii (underline added for emphasis)
12What CCSS documents say regarding “ELA Habits of Mind”? The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. They demonstrate independence. They build strong content knowledge. They respond to the varying demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use technology and digital media strategically and capably. They come to understand other perspectives and cultures.
13What CCSS documents say regarding “Math Practices”? The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
14Curriculum and Instruction Advancing the concept of differentiation to a new level to both reinforce and extend teaching and learning…taking the “core” curriculum adding depth, complexity, novelty and acceleration.Modifying what students will know (content), how students will think (critical creative and problem-solving skills), how students will access and use resources (research skills), and how student will summarize and share their learning (product).
15Depth Novelty Acceleration Complexity What is DIFFERENTIATION? Creative ThinkingCritical ThinkingIntroduction to the DisciplinesProblem SolvingWhat isDIFFERENTIATION?ResilientUniversal ConceptsLogicNoveltyAccelerationSelf-AccountabilityThinking Like a DisciplinarianTask CommitmentGroup SkillsArt of ArgumentationIntellectualismArt of AppreciationDefine one’s self and potentialUnderstanding of giftednessExpertiseQuestioningParticipation SkillsComplexity
16Connections between GATE and CCSS GATE StandardsAccelerationDepthComplexityNoveltyCCSS Anchor StandardsR2. Determine central ideas or themes…L6. Acquire and use accurately a range of general academic and domain specific words…R1. Cite specific textual evidence…R7. Delineate and evaluate the argument…R6. Assess how point of view or purpose shapes the content…R7. Integrate and evaluate content presented in diverse media and formats…W3. Write narratives to develop real or imagined experiences…R1. Read closely to…make logical inferences…
17Acceleration of Content Use universal concepts like “conflict”, “change” or “relativity”.Build and bridge concepts (possibly by compacting the curriculum to streamline the curriculum or challenge the level)Develop the art of appreciation and the art of argumentationDig deeper into content through questioning skills or “Thinking like a Disciplinarian”.
18Questioning Strategies = Collaborative Academic Conversations and Socratic Seminars Methods used by teachers and students to ask questions that require the respondent to use high-level, critical, and/or creative thinking skills when processing information or responding to the question.Read slide.
19Why use Questioning Strategies? Questioning strategies are essential to the growth of critical, creative, and higher level thinking skills. (Shaunessy, 2005)When teachers regularly model questioning strategies and expect student questions, students learn to formulate questions that will improve their learning. (Fisher, 2007)Read title.Carefully crafted questions can lead students to more critical, creative, and higher level thinking skills: depth and complexity.And by providing higher level questions for students, they learn to formulate their own high level questions.
20Good questions help to accelerate learning: What is meant by ______?How do you know?How could we prove or confirm that?If ____happened, what would be the result? Support your conclusionWhat might be other points of view?How could you say that another way?Why do you believe that?How can we bring this all together?Elaborate and ClarifySupport with ExamplesBuild on or Challenge another’s ideasParaphraseSynthesizeNote to presenter: Read bullets one at a time. As you read each bullet on left hand column, click enter to show corresponding example(s).Hand-out: Effective Questioning techniques- page 9 & 10.Active participation: Look at Roman numeral V (p. 10): QUESTIONS to Increase Understanding. Circle the bullets of those questions you feel you already have strongly in place. Indicate the ones you want to further develop. ***Notice that the questions are listed according to categories of Bloom’s levels of thinking.Turn and talk: In this discussion, we are modeling with you how to use the Talking Chip Protocol (p.11). Each group member will have only 2 talking chips to indicate that they will have only 2 times to talk. Once the chips are used, they can no longer give input to the discussion.Share out any insights/thoughts.
21NoveltyStudents expressing knowledge in their own words and ways. Includes elements of…Creative thinkingIntellectualismCritical thinkingSelf-definingProblem solvingDevelop expertiseLogicUnderstanding giftednessSelf-accountabilityResilientTask commitmentParticipation skillsGroup skills
22Apply what you’ve learned How do acceleration and novelty already have a place within classrooms implementing Common Core State Standards?Turn and share ideas with your elbow partner
23Power of Depth and Complexity Icons… Provide structure and support for taking a deeper and more complex look at any topicQuick Easy Application to any MaterialFor Visual learners--A picture is worth a thousand wordsProvide scaffolding to do higher level thinking for second language students and students with learning disabilitiesDevelop “Habits of Mind” that become ingrainedAdvanced learners are asked to reach into the upper ranges of their ZPDIncrease student enthusiasm and motivation
24But remember,we are not teaching the icons, we are teaching concepts to new levels of depth and complexity using pictures to stand for the thinking strategies.Think PROMPTS.
25Concrete Entry Points Brainstorm Common Everyday Icons Use the Detail Icon as way for students to talk about themselves (Seen and Unseen Details)Read a story like the Butter Battle Book byDr. Seuss to introduce several iconsUse Multiple Perspectives for conflict resolutionUse the Rules icon for class rules on first dayUse the Big Idea for writing a paragraph
26Use the Icons Within Your Classroom and Lessons Post the icons in your classroom“Look for (appropriate icon) in our lesson today on (content area).”Use the Big Idea to summarize or end lessons.Label your daily agenda and lesson plans with the icons.Have students label all work with the appropriate icons.Label all classroom work and charts with the icons.
27DepthRefers to approaching or studying something from the concrete to the abstract, from the known to the unknown.Requires students to examine topics by determining the facts, concepts, generalization, principles and theories related to them.Necessitates uncovering more details and new knowledge related to a topic of study.Encourages students to adopt perspectives and to see patterns in connections.
28Depth has the following major dimensions: Language of the Disciplines: Specialized vocabulary, names of skills or tasks, tools usedEthics: Points of View, different opinionsBig Idea: Generalization, principle, theoryDetails: Attributes, parts, factors, variablesUnanswered Questions: Discrepancies, missing parts, unclear ideas, incomplete ideasPatterns: Repetition, predictabilityImpact: Cause and effect, influenceTrends: Forces, direction, ongoingProcess: sequence, proceduresRules: Structure, order, hierarchy, explanationMotive: reasons, causes, purposeProof: evidence, validation
29ComplexityIncludes making relationships, connecting other concepts, and layering.Why/how approach that connects and bridges to other disciplines to enhance the meaning of a unit of study. Relate concepts and ideas at a more sophisticated levelEncourages students to see associations among diverse subjects, topics or levels and find multiple solutions from multiple points of view
30Complexity has these major elements: Over Time: Between the past, present and future, and within a time periodContext: environment shapes or affects outcomeTranslate: multiple and varied meanings of language, various interpretationsPoints of View: Multiple Perspectives, opposing viewpoints, differing roles and knowledgeOriginal: new, unique, what makes it newInterdisciplinary: With, between and across the disciplinesJudgment: factors that influence decisions
31Practice Time #1 Nursery Rhyme Read the text provided to your group.Develop a question and possible response based on your given prompt.Share and discuss with your small group.
32Practice Time #2 Exemplar Text from CCSS Appendix B Read the text provided to your group.Develop a question and possible response based on your given prompt.Share and discuss with your small group.
33How can we use this with what we already do? Use Thinking Maps with Depth and Complexity iconsFrame of referenceTree map headersDevelop Text-Dependent questionsSocratic Seminar and Collaborative Academic Conversations
36Intellectual PathwayFor each student or group, create an individual Intellectual Pathway to a product.Student A:Student B:Student C:
37Use Depth and Complexity concepts to elaborate any topic or unit. Give ofLook forUse to shed light onPull apart the you encounter.Discover if are due to insufficient ,unknown , or issues.
38Now on your ownUtilizing a text your brought, rework a current assignment to include elements of depth and complexity (you may also include novelty and acceleration).Be ready to share in 10 minutes.Should be on this slide with 30 minutes left to present…10 minutes to create and 20 minutes to share and discuss
39Depth Novelty Acceleration Complexity DIFFERENTIATION Creative ThinkingCritical ThinkingIntroduction to the DisciplinesProblem SolvingDIFFERENTIATIONin your classroomResilientUniversal ConceptsLogicNoveltyAccelerationSelf-AccountabilityThinking Like a DisciplinarianTask CommitmentGroup SkillsArt of ArgumentationIntellectualismArt of AppreciationDefine one’s self and potentialUnderstanding of giftednessExpertiseQuestioningParticipation SkillsComplexity