Presentation on theme: "Developing IEPs, Math Strategies, Web Tools and Resources"— Presentation transcript:
1Developing IEPs, Math Strategies, Web Tools and Resources October 22, 2010
2Critical Characteristics of the Gifted Learner On Which Differentiation Is Based PrecocityComplexityIntensityCreativeConceptualPerfectionisticJoyce Van Tassel Baska 2009
3Learner Char. and Corresponding Emphasis in the Curriculum The LearnerPrecocityIntensityComplexityThe CurriculumAdvanced ContentProcess/product depthIssues/concepts/ themes/ideas
4The Integrated Curriculum Model ProcessAddress different learning styles (not ability levels)Product Creative and performance- basedContentSkills – Ideas,issues, themesacross domains oflearningProcesses - addressing different learning styles (not ability levels).Visual/spatial – using mind maps, chartsVerbal/Linguistic – reading, listening, relating (essays)Logical/Mathematical – problem solve, show by an equation
5Address different learning styles (not ability levels) ProcessAddress different learning styles (not ability levels)Visual/spatial – using mind maps, chartsVerbal/Linguistic – reading, listening, relatingLogical/Mathematical – problem solve, show by an equation, If-Then
6Product Creative and performance- based DebatePresentationBrochureCreate a PlayMock TrialCreating a brochure is a good activity for all students. But for high ability student, require justification or prioritizing or some higher order thinking. For example, some students could create a brochure listing the tourism attractions in West Virginia, while students with higher abilities could create a brochure listing the tourism attractions with justifications (why white-water rafting in West Virginia is better than in Colorado.Another example, some students could list the sources of energy in a presentation, while other students could list the sources and compare in costs and/or effects on environment.But at higher levels of thinking
7Cross-Curricular Goal Example Critical SkillTimeframeConditionBehaviorEvaluation Criteria with ProcedureBy the end of grade 9when provided a model for problem solving and conferencing with teacher for each research/PBL project phaseJane will select 4 resources to plan, develop, organize and deliver a research/PBL projectas measured per project using rubric and a rating of above average or more on final product.PROCESS
8Product INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County SchoolsStudent’s Full Name __Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,given a community project of her choosing, a variety of resources and supportJane will develop an informational brochure including justifications of statementswith 100% correct grammatical and mechanical properties in writing throughout the brochure.given a variety of resource materials, electronic and non-electronic, and a research modelJane will plan, develop, organize and deliver a research project, with documented sources, in-text citations to avoid plagiarism and computer-generated graphic aids.demonstrating a highest level of proficiency on a 4 level research rubric for 3 out of 4 trials.ProductAddresses product. The product should address higher level thinking rather than just a list of information (i.e., why is this important/relevant in present day living; how will this impact future living in the community?).
9Process INDIVIDUALIZED EDUCATION PROGRAM Page __ of __ _____County SchoolsStudent’s Full Name ___Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,given extension activities within the 7th grade social studies curriculumJane will communicate her research effectively using spoken, written and visual language for a variety of audiences and for different purposesat the distinguished level on a teacher-made rating scale for 4 out of 5 trials.By the end of the school year,given support in multi-disciplinary project-based learning modelJane will apply the steps of a problem-solving model to complete a project or analyze a situationwith the highest level of proficiency on a 4-level problem solving rubric for 3 out of 4 trials.Problem-solving goal address process – using a model in instruction and learning. (See “Teaching with Models” power point presentation).Address learning style (logical/mathematical; verbal/linguistic; visual/spatial)Process
10Content Above-grade level? INDIVIDUALIZED EDUCATION PROGRAM Page __ of _______County SchoolsStudent’s Full Name __Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,given access to distance learning and facilitation by the gifted specialistJane will complete an on-line Algebra 1 coursedemonstrating mastery of the course objectives on an end-of-course exam.given printed texts from current real-life issues and concerns, and focusing on key concepts and principlesJane will use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols)demonstrating completion of 100% of items on a teacher-made checklist for 4 out of 4 .ContentContentAbove-grade level?
11INDIVIDUALIZED EDUCATION PROGRAM Page __ of _______County SchoolsStudent’s Full Name __Jane Doe Date _______PART V: ANNUAL GOALS, Part ATimeframeConditionBehaviorEvaluation Procedurewith CriteriaMastery/Progress Codes (optional) (per Grade Period)By the end of the school year,Given/usingJane willContent
12ServicesSpecial Education Services - a change to the content of the general education curriculum due to the nature of a student’s exceptionality or the unique needs arising from the student’s exceptionality.Generally, two categories:AccelerationEnrichmentHighlight “change to the content” beyond what is offered in the general education classroom.
13Specialized Instruction in B. Related Services in C. Part IX: ServicesAccommodation in A.Specialized Instruction in B.Related Services in C.
14Services Direct Services (by the special educator): Pull out to Resource Room (SEE)Special Classes (SEE)Direct Instruction by the Gifted Specialist in the General Classroom (Co-Teaching) (GEE)Independent StudyMentorshipDistance Learning (Gifted Education teacher as facilitator)Technology – TelecommunicationSeminarsRead slide.There are currently no special classes (as defined as 60% or more time in special education).
15Services Indirect Services: Consultation WV Policy 5202 states: § Consultative Special Education Teacher. – A special education teacher may serve in a consultative role to content certified and highly qualified general education teachers who are providing direct initial instruction to special education students.The consultative special education teacher is not the teacher of record for students to who s/he is providing services.” Does not confer the grade.Read slide.
16Services Consultation (continued) To confer a grade: If the special education teacher of gifted education does not hold the appropriate content specialization, a formal procedure must be developed to show collaboration and inclusion between the special education teacher and the general education instructors who are the teachers of record and who are conferring the grade.The mere presence in the classroom is not “a formal procedure to show collaboration.”Read slide.
17Environment Placement Options: General Education: Full-Time (80-100%) General Education: Part-Time (40-79%)Special Education: Separate Class (0-39% in general education)1650 minutes per week or 330 minutes per day.
18Overall Gifted Programming Does it:Provide for academic progressRemediate academic weaknessEnhance psychological adjustmentProvide socialization
19Math Strategies for Deeper Thinking Finding Patterns
20Developmental PhasesPiaget linked to age, but Van Hiele is not linked to age. So, if an adult has not moved beyond the visual stage, he/she may continue in misinformation.
22Developmental PhasesThe next phase would be Formal Deduction in which Theorems are explained – proven.
23Developmental PhasesInduction: Moving from an example to a theory that explains all examples; reasoning from the particular to general.If you inscribe a triangle in a circle so that one leg lies along the diameter of the circle, it seems to be a right triangle. You might conclude that this is always the case.The next phase would be Formal Deduction in which Theorems are explained – proven.
30Three of These Things Belong Together Example of more than one answer.
31Begin With Manipulatives to Create a Growing Pattern NumberNumber of Squares UsedExplain in words how you would find the 8th triangular number.123456713610.Find a formula for the nth triangular number.n = a (a+1)2Dana Johnson, College of William and Mary
32Describing Functions and Their Graphs Three situations and two graphs are given below. Match each graph to the situation that it represents.Situation 1: A car is driving down the street and runs into a tree.Situation 2: Water is draining from a bathtub.Graph ALabel the axes of the graphs with appropriate units.Graph BDana Johnson, College of William and Mary
33From Inductive Reasoning To Proof Math ≠ AlgebraOther Math Skills:Numbers and OperationsGeometryMeasurementData and Probability
34From Inductive Reasoning To Proof These two arguments are constructed for this statement: Every odd whole number is the sum of two consecutive whole numbers.Student A: Student B:1= Take any odd number, say,3= Because 17 is odd, it is5= an even number plus 1.7=3+49= =16+1=8+8+1=I tried the first fiveand it clearly works!Student B developed a systematic way to produce all cases.Student A may not hold a key idea.David Yopp (2010). From Inductive Reasoning to Proof Mathematics Teaching in The Middle School Vol. 15, No. 5.
35Analytical Reasoning Example 1 Sales manager Phil Forrester is trying to put together a sales team to cover the Los Angeles area. His team will consist of four members – two experiences and two new salesmen.Sam, Fred, Harry and Kim are the experienced salesmen.John, Tim and Dom are new.Sam and Fred do not work together.Tim and Sam refuse to work together.Harry and Dom cannot work together.Question 1.If Sam is made part of the team, the following must be the other members:A. John, Tim, DomB. John, Dom, KimC. Tim, Harry, KimD. Dom, John, FredE. John, Dom, HarryFrom
36Project Ideas Handout Law Web Site Logic Web SitesACT Practice Sites
37Resources New Online IEP Form: http://wvde.state.wv.us/osp/forms.html Policy 2419 atResources for teachers atJohnson, Dana College of William and MaryPink, Daniel (2006) A Whole New Mind, Riverhead Books Published by the Penguin Group. New York, NYTomlinson, Carol Ann, & Doubet, Kristina (2006) SMART in the Middle Grades, Westerville, OH, National Middle School AssociationVan-Tassel-Baska, Joyce (2003) Content-Based Curriculum for High-Ability Learners, Waco, TX, Prufrock Press, Inc.