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Providing Opportunities for Academic Growth among High-end Learners This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education

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What are they thinking!

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What is Wrong with this Thinking? Introduce yourself and discuss why the math you just saw doesn’t work. Answer the following questions in your explanation: 1. What were some basic mathematical principles that Ma & Pa Kettle were missing? 2. What were some flaws in their mathematical reasoning 3. In some fashion, show (don’t tell) how to work this problem correctly. 25/5 = =25 14x5=25

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Curriculum Guides Funded by the State Personnel Development Grant (SPDG) Part of “Project Closing the Gap” Work hand-in-hand with Response to Instruction (RtI) for gifted, high-end, and twice exceptional learners Plan 2020

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Measures academic growth among all students Seeks to make education relevant Encourages formative testing to keep all students working at an appropriate challenge level.

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RtI Model Across the Spectrum 5% High-end Learners Average & Above Average Learners Gifted Learners Struggling Learners Low-end Learners 80% 7% 1% 7%

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Who? What? Why? Created by a task force of teachers including General Education Teachers in Content Areas Gifted Specialists State Department Gifted Specialists Checked for content by AMSTI, ARI, Curriculum Directors Alternate activities tied to each ALCCRS for kids who demonstrate previous mastery To assist teachers with RtI that addresses the special needs of gifted and high-end learners

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Look for evidence of these special needs of gifted learners as you evaluate each lesson. Depth Complexity Opportunities for creative production Attention to affective needs They especially thrive on Choice Challenge Relevancy (working as professionals in an area of interest

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What Is Included in the Guides? Let’s take a look!

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The Importance of Pre-assessing To avoid repeating material the student already knows. To prevent student boredom leading to underachievement. To establish a baseline for measurement of student growth. To keep students performing in their zones of proximal development (provide challenging learning to avoid academic laziness.)

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Examples of Pre-assessment Exit ticket Last five Free Write KWL Concept Map Index Card Check Bell Ringer Work Student interview

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More Pre-assessment Ideas Four corners Teacher Observation One-on-One Discussion Windshield Check Content Boxes Frayer Model Venn Diagram End of Chapter practice test

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Four Corners 3. I think I know! 1. I really get this!2. I sort of get it. 4. I don’’t have a clue!

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Content Boxes NounsVerbsWrite sentences and underline nouns, circle verbs. Examples Non examples Examples Non examples Pick a sentence and illustrate. Remember to make the verbs very clear in your picture.

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Venn Diagram Novel comparison Characters Settings Plots Literary devices Vocabulary Symbolism

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“We can whenever we choose successfully teach all children whose schooling is of importance to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” - Ron Edmunds

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Recurring Templates throughout Curriculum Guides Think Fast Tic Tac Toe I Can Thinker Keys Kaplan’s Depth and Complexity Rebus Story That’s Good, That’s Bad Chain Story Alphabet Books Important Books

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Think Fast RThink of three ways teachers and students can demonstrate mutual respect for one another. EWho should be challenged in your classroom? SWrite 2 ways to make sure that students feel safe in your classroom? PDiscuss with your neighbor, friend, or partner a theme for your class next year that denotes respect. ETwo things you plan to do differently next year to increase your emotional health. CName 3 special needs of gifted students TOne goal for your classroom next year. Answer the questions as quickly as possible. Answers must begin with the letter in the box next to the question.

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Tic Tac Toe 1..Evaluate2. Synthesize3. Analyze. 4. Kinesthetic5. Musical6. Interpersonal 7.Intrapersonal/ E valuate 8. Apply/ /Logical 9.Synthesize/ Artistic Students choose 3 activities in a row, column, or diagonally. activities can represent different levels of depth, complexity, or product type.

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Thinker Keys KeyQuestion and Product What If?What if there was no particular order of operations in solving equations? Reverse ListingName the order of operations in reverse. Make up a problem with multiple operations and solve it both ways. Compare answers. DisadvantagesMake a list of disadvantages of Math Anxiety. VariationsSolve a quadratic equation using at least two various strategies. Brick WallYour teacher tells you to prove that 1 = 2. Explain mathematically how this can be true. InventionsInvent a new number system. RidiculousThe practice of Mathematics has been found unconstitutional and outlawed by the Supreme Court. Write a story about a day in your life.

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That’s Good, That’s Bad Chain Story Let’s look at an example!

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Other Recurring Models Kaplan’s Depth & Complexity Fortunately, Unfortunately 10,000 Story Matrix Important Book RAFTs I Can

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