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Multiple Means of Representation R.J. Bowen Universal Design for Learning Gifted: Identifying the Gifts Within Students demonstrate their gifts with the.

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Presentation on theme: "Multiple Means of Representation R.J. Bowen Universal Design for Learning Gifted: Identifying the Gifts Within Students demonstrate their gifts with the."— Presentation transcript:

1 Multiple Means of Representation R.J. Bowen Universal Design for Learning Gifted: Identifying the Gifts Within Students demonstrate their gifts with the “Chart Your Smarts” activity. I Am Musical/Rhythmic.I Am Bodily/Kinesthetic!

2 Gifted: Identifying the Gifts Within Objectives: Students will assess the qualities and characteristics of giftedness. The student will use context to determine meanings of unfamiliar words and technical vocabulary. The student will read and demonstrate comprehension of a variety of informational selections. The student will draw conclusions and make inferences based on explicit and implied information.

3 Day 1: Objective: The student will assess the qualities and characteristics of giftedness. Multiple Intelligences The eight multiple intelligences were introduced to the class. Hard copies for each learning style were provided at each center. The Promethean slideshow provided images and examples for each style. Read, Write, Gold was also used for diverse learners at the computer. Focus: Students take a personal look at what it means to be identified as a gifted learner.

4 YouTube Video “What is Gifted?” Think Pair Share Multiple Intelligences Think/Pair/Share Students at each center collaborated as a group with regards to what it means to be gifted. Highlighting: Students used highlighters to locate unfamiliar words in the passage and discussed meaning as a group. Bubble Map: Students recorded their ideas about giftedness in a bubble map using markers and chart paper. K-W-L: Students flipped the bubble map over and work as a group to divide paper into a K-W-L chart. 6.3c- The student will use context to determine meanings of unfamiliar words and technical vocabulary. Day 1:

5 6.3c- The student will use context to determine meanings of unfamiliar words and technical vocabulary. Day 1: YouTube Video: “What is Gifted?” Following the video, the students generated a list of words at their center specifically targeting words that described them as gifted learners. The list was put into Wordle (Day 2).

6 Students used their word list in the computer lab to create a Wordle. The Wordle activity was a huge hit with the students, who quickly realized they could create a Wordle for just about anything! Wordles This was my Wordle in class.

7 6.5d- The student will draw conclusions and make inferences based on explicit and implied information. YouTube Video: “I Am Gifted” Chart Your Smarts! After viewing the video, students completed the “Chart Your Smarts” activity by self-assessing their own learning styles. Paper, markers, glue, and scissors were accessible at each center as well as the iPad2. CJZLY&feature=related This student is demonstrating his Music Smarts on the iPad2.

8 lient_ftp/ks3/ict/multiple_int/questions/choose_ lang.cfm Birmingham Intelligence Test Objective: The student will draw conclusions and make inferences based on explicit and implied information. Students completed the multiple intelligence test individually. Read, Write, Gold was also available for two students to use in the lab. Results were saved in a PowerPoint slide. Compare/Contrast Chart: Results from the multiple intelligence test and the “Chart My Smarts” activity were reviewed.

9 Students proudly displayed their results in the hallway.

10 Chart Your Smarts! Students completed this activity, and then we started creating our video on the specific “smarts” within each gifted learner. Movie- Click Here

11 Multiple Means of Representation Checkpoint 1.1: Offer ways of customizing the display of information Hard copies and hands-on materials were readily available at each center. The Promethean board served as a visual for students in the classroom. The computer monitor was also utilized for visually-impaired learner. The font size, color, and graphic selections provided attractive imaging for students. Checkpoint 1.2: Offer alternatives for auditory information Musical selections were upbeat and motivating to students. Sound quality and levels were comfortable to students. Read, Write, Gold was successfully utilized by a few students with diverse needs. Checkpoint 1.3: Offer alternatives for visual information The Promethean board served as a visual for students in the classroom. The computer monitor was also utilized for visually-impaired learner. The font size, color, and graphic selections provided attractive imaging for students.

12 Multiple Means of Representation Checkpoint 2.1: Clarify vocabulary and symbols Highlighters were used at each center to highlight key words unfamiliar to learners. Unfamiliar words were included in student foldable with a student- generated definition, and the key words were added to our classroom word wall. Checkpoint 2.2: Clarify syntax and structure Computer tool bar allowed students to individualize digital activities. Students selected sizing font, color selection, text. Read, Write, Gold provided highlighting and voice for students. Checkpoint 2.3: Support decoding text, mathematical, and symbols Read, Write, Gold was used to assist students with decoding. Active Inspire Remotes provided usage with symbols, texting, and math.

13 Multiple Means of Representation Checkpoint 2.4: Promote understanding across languages There are ELL staff members available, but none were needed for my classes. Read, Write, Gold although used for a few twice-exceptional students, it could be used as a translation tool. Additional resource is available for a few twice-exceptional students. Checkpoint 2.5: Illustrate through multiple media Pictorials, clipart images, and graphics were adjusted for easy viewing by class. Students utilized separate computers to easily view screen, and YouTube videos. The iPad2 was also used for additional video reviews (absentees). “Chart Your Smarts” picture/video

14 Checkpoint 3.1: Activate or supply background knowledge Each group discussed and created a bubble map based on prior knowledge. The students then continued by creating a K-W-L chart on the back of the group (bubble map) focusing next what they want to know, and finally what they learned about our first day activities. Multiple Means of Representation Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships Students connected the relationships between giftedness and course selections, interests, and setting futuristic goals. Checkpoint 3.3: Guide information processing, visualization, and manipulation Active Inspire remotes were used for quick multiple choice questionnaire as the start up for Day 2 (Promethean). Students ended the day with a quick oral reflection as a class. An exit ticket were completed at the close of class (second day). Checkpoint 3.4: Maximize transfer and generalization Students created a web (bubble map) defining “giftedness” and also reflected what they have learned about gifted identification on the K-W-L chart.

15 Sources Computer Lab Usage Wordle Birmingham Multiple Intelligence Test YouTube Videos: What Is Gifted? I AM GIFTED Ordinary People Doing Extraordinary Things Books: Genius in Residence By Audrey Grostby Gifted or Goof Off? By Nancy Polette iPad2 Usage: Chances -6 th grade Spectrum iMovie “Chart Your Smarts” pictures and video


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