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CCSD Gifted Endorsement Module 2 Daniell Cohort 2013-2014 Cynthia Blackmon, Instructor.

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Presentation on theme: "CCSD Gifted Endorsement Module 2 Daniell Cohort 2013-2014 Cynthia Blackmon, Instructor."— Presentation transcript:

1 CCSD Gifted Endorsement Module 2 Daniell Cohort Cynthia Blackmon, Instructor

2 First Day of Class: 8/22 Meeting Time: 5:00 – 8:00 OR 5:30 – 8:30 p.m. Must be 100% in agreement Meeting Place will be the same as Module 1 Meet Thursdays (19 Class Sessions): 3 hours per evening Additional 13 online hours required Dates are on the schedule provided 70 hours total Plus + Field Experience ▫ 30 hours including all certification areas and grade levels ▫ Must have written verification with a signature

3 Attendance/Participation You must attend 90% seat hours. Any work missed from any class must be completed. Candidates must be on time to class. Frequent tardiness will result in an intervention. Refer to the contract you signed in Module 1. Candidates must be engaged in all class activities 100% of class time. Candidates must not cause distractions for other teachers in the cohort.

4 Daniell Cohort: Aug. – May, Exchange phone numbers and addresses with peers Instructor contact information: ▫ Cynthia Blackmon ▫ ▫ No CCSD ▫ Home: 770/ ▫ Cell: 770/

5 Format for Evening Sessions? Begin with “Tech Tips” and “Tools for Toolbox” shared by fellow teachers Continue with Work Session ▫ Peer Reviews of implemented lessons ▫ Presentations on Strategies ▫ Follow-up discussions ▫ Best Practices modeled by Instructor Closing ▫ Reflections on evenings’ topics

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7 Differentiation Strategies to Implement and Master Career Readiness w/ student character strength profile Choice Board/ Think Tac Toe/ Menus/ or RAFT w/ Choice Creative Problem Solving/ or Problem-based Learning Cubing/Think Dots/ or Six-Thinking Hats Independent Study w/ Learning Contract Inquiry Stations w/ a Technology Component Tiered Assignment Adjusted Questioning, Shared Inquiry, Socratic Seminar, or Harkness Table

8 Lesson Plans For each of these strategies, candidates will demonstrate their understanding mastery by: ▫ Developing a lesson plan, using the prescribed Lesson Plan Template ▫ Turning in student samples to illustrate achievement Self-reflecting on the lesson using the prescribed Lesson Plan Response form ▫ Providing student reflection using the prescribed Reflection form (ES or MS/HS)

9 Check the strategy and provide basic information Lesson Plan  This lesson plan template is designed to help organize your work. For each lesson you will incorporate a specific strategy that will expand the learningLearning  Cubing/ Think of the gifted student. Remember to upload the reflections templates and all attachments. Strategy Implemented  Career Readiness (include student character strength profile)  Choice Board/ Think Tac Toe/ Menus/ RAFT with Choice  Creative Problem Solving/ Problem-based Dots/ Six Thinking Hats  Independent Study w/ Contract  Inquiry Stations w/ a Technology Component  Tiered Assignment Lesson Title Unit Title Course/ Grade Level Author School Candidate Cobb County Gifted Endorsement Program Lesson Plan Template

10 Provide a clear overview, write entire standard/element, state what you want your students to know and do, explain the formative or summative assessment (attach rubric), unit and sub-questions, resources, type of grouping and rationale Lesson Plan – Part One Part One: Overview of Lesson Summary: Standard and Elements: (You may cut and paste from Picasso. Only include the standard that you will be addressing and evaluating in this lesson.) What do I want my students to know? What do I want my students to be able to do? Assessment Plan: ( Should directly relate to the verbs and vocabulary in the standard; include a balanced assessment: constructed response, informal assessment, performance task, selected response. Include how students’ understanding will be assessed throughout the lesson and the unit.) Formative Assessment (Attach rubrics or tools.) Summative Assessment (Attach rubrics or tools.) Unit Essential Question and Guiding Sub-Questions: Resources: Flexible Grouping/Independent (Explain your rationale):

11 Part Two: Differentiation Plan for Gifted Learners Types of Differentiation XIdentify strategies used and modifications made for gifted learners. (Must differentiate at least one area- content, process or product.) Be specific. Content Process Product Methods to Differentiation XIdentify strategies used and modifications made for gifted learners. (Must differentiate at least one way- interest, readiness, or learning style.) Be specific. Interest Readiness Learning Style

12 Check and explain type and method of differentiation and appropriate level of Depth of Knowledge: Lesson Plan – Part Two Depth of KnowledgeXIdentify and explain the levels used. Level 1 Recall and Reproduction Recall a fact, information, or procedure. Process information, low level thinking Level 2 Skills and Concepts Use information or conceptual knowledge, two or more steps Level 3 Short-term Strategic Thinking Requires reasoning, developing a plan or a sequence of steps, some complexity. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem.

13 Check and identify/explain the higher-level thinking skills Lesson Plan – Part Three Part Three: Higher Order Thinking Skills Bloom’s Level XIdentify strategies used and modifications made for gifted learners. (Use the higher levels.) Apply Analyze Evaluate Create

14 Write clear step-by-step lesson: (i.e. similar to sub plans) Lesson Plan – Part Four Part Four: Lesson Plan (Putting it all together in the classroom. Attach all resources- i.e. handouts, organizers, etc.) Time Allotted Clearly list or describe teaching steps in sequence.

15 Questions and responses: How did you determine what students already knew and were able to do before the lesson began? How did your grouping decision impact the process and/or the product? Be specific. How does this strategy specifically address the specialized characteristics/abilities/traits of the gifted? Provide details on the level of challenge you feel this differentiation strategy provided your students. Do you have a suggestion for enhancing or strengthening the strategy? Reflection: Are there any changes that you would make the next time you implement this strategy? Appropriate student samples and student reflection must be included. LESSON PLAN REFLECTION TEMPLATE This reflection template is designed to help you understand how the strategies studied in class apply to gifted learners. Please use the lesson plan template we provide and this response template to complete each lesson plan.  Cubing/Think Dots/ Six-Thinking Hats  Independent Study w/ Contract  Inquiry Stations w/ a Technology Component  Tiered Assignment  Career Readiness w/ student character strength profile  Choice Board/ Think Tac Toe/ Menus/ RAFT w/ Choice  Creative Problem Solving/ Problem-based Learning

16 Student Reflection/Response A student will provide feedback on the lesson. Refer to Blackboard for the appropriate grade-level template.

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18 Incorporate Best Practices in Your Classrooms Inductive and Deductive Reasoning Collaboration Writing in the Margins Numbered Heads Together Alphabox, Most Difficult First, Carousel Brainstorming How to Mark a Book, Sternberg’s Triarchic Theory Bloom’s Taxonomy Anchor Activities Scavenger Hunt SCAMPER Tabloid Title Creative and Critical Thinking Slap Game Human Tableau Body Biography Sociogram Metaphorical Expression Adjusted Questioning Participation Pie Silent Discussion Gallery Walk Movement Williams Taxonomies Six-Word Memoir Synectics … and more Instructors will model many Best Practices in Module 2:

19 Candidates will work with a partner (or individually) to research and to implement a strategy in his/her class. After experimenting with the strategy, each partnership will create a one-page handout summarizing the strategy and providing any helpful hints to someone trying it for the first time. Each partnership will be given minutes of class time to distribute the toolbox handouts and briefly explain the strategy. The goal of these presentations is to introduce others to new instructional strategies. There will not be time to model full lessons, but examples may be provided. Toolbox Presentations:

20 Present a Toolbox Strategy Individually or with a Partner Here are some ideas :

21 Toolbox Suggestions … Quote Minus One Punctuated Lectures Pass the Chalk One-Minute Lectures Muddiest Point Ask the Winner Bookmark Notes Concept Mapping One-Sentence Summaries Word Journal TV Commercial Blender Imaginary Show and Tell Six Degrees of Separation Fan Page Speed Sharing Trio Rotation Capsule Vocabulary Framed Paragraph Silent Signals The Wingman Silent Discussion Snowfall Fight Paragraph Scramble

22 More Toolbox Suggestions … 4C Booklet Blender Block Party Concept Attainment Conversation Circles Curriculum Ladders Excitement Map Four Block Model Framed Paragraph Games to Practice Mastery Graffiti Fact How to Mark a Book Movement One Pager Reciprocal Learning Speed Sharing Summarization Pyramid Task Rotation Use of Music Vocabulary Strategy Window Notes Writing to Learn Knowledge by Design OR Your Choice with Instructor Approval

23 Sources and Sites to Consider Glossary of Instructional Strategies Teaching and Learning Strategies Interactive Techniques ssessment/content/101_tips.pdfhttp://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/a ssessment/content/101_tips.pdf Instructional Strategies Online (by category)http://olc.spsd.sk.ca/DE/PD/instr/categ.html (by alphabet)http://olc.spsd.sk.ca/DE/PD/instr/alpha.html Classroom Instruction That Works (Marzano) tegies.htmlhttp://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Stra tegies.html

24 Present a Technology Tip Candidates will present a brief Tech Tip about a free web-based or Open Source software application that available on the web and would be useful in a classroom environment. Tech Tip should identify the application, how it can be accessed, instructions for using it, and any tips that would be useful for classroom use.

25 Sources and Sites to Consider Classroom Instruction That Works (Marzano) l_tools/Strategies/Strategies.htmlhttp://www.tltguide.ccsd.k12.co.us/instructiona l_tools/Strategies/Strategies.html 10-web-tools-to-help-you-integrate.htmlhttp://www.educatorstechnology.com/2013/02/ 10-web-tools-to-help-you-integrate.html 10-awesome-new-web-tools-for-teachers.htmlhttp://www.educatorstechnology.com/2013/05/ 10-awesome-new-web-tools-for-teachers.html 13-good-web-tools-to-harness-power-of.htmlhttp://www.educatorstechnology.com/2013/06/ 13-good-web-tools-to-harness-power-of.html

26 Research Topics/Presentation Group Presentations (refer to checklist)  Acceleration (modeled by instructors)  Cultural Issues in Gifted Education  Emotional Quotient  Integrating Social Skills into the Curriculum  Online Learning  Service Learning  Working with ELL Students

27 Field Experience: 30 total hours 1Participation in identification process. 1Organization of paperwork 2Forms (i.e. obtaining permission to test) 3Assessment of students 4Scoring 5Assist with Renzuilli Training 2Serve on local eligibility committees. 3Observe gifted classroom instruction.* (up to 4 hours in 2 levels) 4Develop intervention plan for probationary student. 5Design an intervention plan for working with an underachieving gifted student 6Assist with planning and implementation of parent information session. 7.Sponsor, assist with, and/or observe academic competitions or extracurricular activities geared toward gifted/high achieving students (activity must be approved by instructor) 8.Collaborate with regular education teacher on differentiation for gifted students 9.Participate in or deliver a workshop, seminar, and/or webinar session for the gifted population 10.Develop Talent Development Sessions 11.Your choice- Approved with instructor Lesson implementation (10 hours) + Case Study (5 hours) Shadow/Observe/Assist Gifted Lead and Gifted Teachers

28 Case Study (or “Childwatch Journal”) Select a gifted student to observe for 1 semester. Keep a journal of observations and interactions with the student looking for characteristics of gifted students. Use template provided. Examine the student’s permanent record, Academic Portal, and gifted folder to investigate test scores and identification process. Submit a summary of the observations and interactions using the template, maintaining the student’s anonymity. Conference with the parent/guardian (ES/MS parent conference week; HS if appropriate)

29 Additional Assignments Journal assignments Critical Readings Toolbox Reflection and Feedback

30 Course Completion Requirements: Presence alone does not guarantee credit, certification, or placement. Candidates must meet program standards to receive credit. Candidates must present evidence of mastery for each standard. Evaluation of Standards #s 4-7 will be completed by the last class.

31 Course Completion Results: Experience in implementing 7 research-based differentiated instructional strategies Better understanding of learning environments, social interactions, cultural and linguistic differences of gifted students Understanding of 7 currently important topics in gifted education Exposure to at least 40+ differentiation strategies to be added to your toolbox 10 PLUs Collaborating with others vertically and horizontally

32 Standard 4: Instructional Strategies GT4K1 Sources of differentiated materials for individuals with gifts and talents GT4K2 Technology for planning and managing the teaching and learning environment GT4S1 Select, adapt, and use instructional strategies and materials according to characteristics of individuals with gifts and talents. GT4S2 Use instructional time effectively. GT4S3 Teach individuals to use self-assessment, problem solving and other cognitive strategies to meet their needs. GT4S4 Choose and use technologies to modify the instructional process. GT4S5 Use strategies to facilitate effective integration into various settings. GT4S6 Integrate social skills into the curriculum. GT4S7 Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, self-esteem, and self- advocacy.

33 Standard 5: Learning Environments and Social Interactions GT5K1 Ways specific cultures are negatively stereotyped. GT5K2 Strategies used by diverse populations to cope with a legacy of former and continuing racism. GT5K3 Effective management of teaching and learning for students with gifts and talents. GT5K4 Acceleration, enrichment, and counseling within a continuum of service options for individuals with gifts and talents. GT5K5 Grouping practices that support differentiated learning environments. GT5K6 Ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage. GT5K7 Strategies for crisis prevention and intervention. GT5K8 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. GT5S1 Establish and maintain rapport with individuals with gifts and talents. GT5S2 Structure, direct and supervise the activities of paraeducators, volunteers and tutors. GT5S3 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. GT5S4 Design learning environments that encourage active participation in individual and group activities. GT5S5 Create an environment that encourages self-advocacy and increased independence. GT5S6 Teach self-advocacy. GT5S7 Prepare and organize materials to implement daily lesson plans. GT5S8 Design and manage daily routines. GT5S9 Direct activities of classroom volunteers. GT5S10 Use universal precautions. GT5S11 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. GT5S12 Use communication strategies and resources to facilitate understanding of the subject matter for students whose primary language is not the dominant language. GT5S13 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. GT5S14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group or person.

34 Standard 6Language GT6K1 Effects of cultural and linguistic differences on growth and development. GT6K2 Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of language. GT6K3 Importance of the teacher serving as a model for individuals with gifts and talents. GT6K4 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.

35 Standard 7Instructional Planning GT7K1 National, state or provincial, and local curricula standards. GT7K2 Scopes and sequences of general and special curricula. GT7K3 Theories and research that form the basis of curriculum development and instructional practice. GT7K4 Identify and prioritize areas of the general curriculum and accommodations for an individual with exceptional learning needs. GT7K5 General and differentiated curricula for individuals with gifts and talents. GT7K6 Differential curriculum needs of individuals with gifts and talents. GT7K7 Community-based and service learning opportunities for individuals with gifts and talents. GT7S1 Prepare lesson plans for individuals with gifts and talents. GT7S2 Design cognitively complex learning experiences for individuals with gifts and talents. ST7S3 Plan instruction using cognitive, affective, and ethical taxonomies. GT7S4 Sequence, implement, and evaluate individualized learning objectives. GT7S5 Integrate affective, social, and career skills with academic curricula. GT7S6 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. GT7S7 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. GT7S8 Make responsive adjustments to instruction based on continual observations of gifted students. GT7S9 Select instructional models to differentiate specific content areas. GT7S10 Involve the individual and family in setting instructional goals and monitoring progress. GT7S11 Identify realistic expectations for personal and social behavior in various settings.

36 Resources Tomilinson, C. and Edison, C. (2003). Alexandria, VA: Differentiation in practice: A resource for differentiating curriculum, ASCD. VanTassel-Baska, J. (1998). Denver, CO: Excellence in educating gifted and talented learners, 3 rd edition, Publishing Co. Wormelli, R. (2001). Portland, ME: Fair isn’t always equal: Assessing & grading in the differentiated classroom. Sternhouse Publishers. Online resources accessed via Blackboard Other materials as distributed by instructors

37 I will provide … Ample resources on Blackboard and Typepad Check sheets for you to use as you chart your progress Feedback on lessons and reflections A shoulder to cry on 24/7 Rubrics to guide you along the way And plenty of encouragement!

38 Electronic Devices? May be used for class purposes only. Please DO bring laptops, Ipads, tablets, etc., but do not spend valuable class time checking , researching teaching topics, or completing gifted assignments.

39 Food? Absolutely yes! Bring a snack that will not disrupt you or your fellow teachers, but one that will keep you going until 8:00/8:30 p.m.

40 Access to my Typepad Blog: Mod 2 - Intro Daniell c.pptx


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