Day Three: Curriculum and Instruction Initial GT Training Kennedale High School Day Three: Curriculum and Instruction

Today’s Schedule 8:00-8:30 Introductions and Warm-ups 8:30-10:30 Curriculum Development 10:45-11:45 Curriculum Differentiation 12:00-1:00 Lunch Talk: Mentoring and Field Trips 1:15-2:00 Identifying the needs of KISD’s gifted 2:00-2:30 How can we help meet those needs 2:30-3:30 Ideas for the Classroom 3:30-4:00 Sharing Ideas and Endnotes

Warm-Up Let’s look at some of the myths that we touched on yesterday. Did our discussions and the information you received make you go back and change any answers?

GT Curriculum Development Models Four primary criteria for use in gifted curriculum development: Provide a system for developing and designing appropriate curriculum for the target population Can be easily applied to all major content areas of school-based learning Are applicable to different age and grade levels Differentiate according to principles of gifted education

Sample Models The Schoolwide Enrichment Model (Renzulli) The Purdue Three-Stage Enrichment Model (Feldhusen) The Triarchic Componential Model (Sternberg) Integrated Curriculum Model (VanTassel-Baska) The Autonomous Learner Model (Betts) The Multiple Intelligences Model (Gardiner) The Models for Talents Unlimited, Inc. and Talents Unlimited to the Secondary Power (Schlichter)

Investigation Time Choose a curriculum development model Research it Report back to the group (tell us the primary features, its benefits, and its shortcomings) Find a fun way to present your findings

Assumptions All children can learn, but in different ways at different times in different contexts. Gifted children differ from each other in learning rates and in what curriculum areas they find easy. Gifted students vary considerably among themselves in intrinsic motivation for cognitive learning.

Assumptions Not every gifted student will attain a useful mastery of concepts and skills beyond a certain level of complexity and abstraction. Learning should provide a “basic diet by also a favorite food.” Intra- and inter-individual variability is the rule in development

Differentiation Features Acceleration Fewer tasks assigned to master standards Standards-based skills assessed earlier or prior to teaching Standards clustered by higher-order thinking skills Complexity Used multiple higher-level skills Added more variables to study Required multiple resources

DIFFERENTIATION FEATURES Depth Studied a concept in multiple applications Conducted original research Developed a product Challenge Employed advance resources Used sophisticated content stimuli Made cross-disciplinary applications Made reasoning explicit

Differentiation Features Creativity Designed/constructed a model based on principles or criteria Provided alternatives for tasks, products, and assessments Emphasized oral and written communication to a real word audience

CHARACTERISTICS OF DIFFERENTIATED LEARNING Is learner centered Is planned proactively, not reactivity Employs flexible learning groups Varies the materials used by individuals and small groups Uses variable pacing as a means of addressing learner needs

Differentiation Models Triad Enrichment Model (Renzulli) Purdue Three-Stage Enrichment Model/ Purdue Secondary Model (Feldhusen) DISCOVER Model (Maker) Self-Directed Learning Model (Treffinger) Autonomous Learner Model (Betts) Multiple Talents Model (Taylor)

Investigation Time Choose a curriculum differentiation model Research it Report back to the group (tell us the primary features, its benefits, and its shortcomings) Find a fun way to present your findings Relate to development models where applicable

Mentoring and Field Trips Irving ISD Mentoring: http://www.youtube.com/watch?v=52XsERoXUdk http://quest.nasa.gov/vft/ http://www.eschoolnews.com/2013/04/07/ten-of- the-best-virtual-field-trips/2/

Identifying Our Learners Needs What are the needs you see most on your campus, in your classroom? (Student needs, not your needs) Create a list with the people in your group.

Sharing Needs Share what you came up with the larger group. Where do we see repetitions? Can we categorize these needs?

What Can We Do to Meet Those Needs Brainstorm again with your pair or small group and create a list.

Share Share ideas and create a master list.

Break Out Groups Working with at least one other teacher with a similar teaching assignment, create a list of specific classroom activities, differentiation strategies, instructional strategies, field trips (virtual or real), technology activities, research assignments, etc. you can use during the upcoming year. You don’t have to have the same lists, but use this time to support each other, bounce ideas around, etc. This is a time to plan proactively so that you are not reacting in the fall.

Myths Debunked The results are in. How did you do?

Keep in Mind Your students may not be here: http://www.youtube.com/watch?v=hVb_7Eihd28 But you can help them get here: