Adapting the Common Core and New Essential Standards for Gifted: Using Research-Based Differentiation Features DPI AIG Team Session NCAGT 2012 Elissa Brown, Ph.D. IHE/Secondary Projects Sneha Shah-Coltrane, AIG/API/IB

Why should gifted education care about the Common Core? TIMSS, PISA, and other international comparisons demonstrate that high end learners in the US are less competitive than their international peers The majority of gifted students are “served” in general education classrooms; required to take state assessments Not all gifted students score proficient on state assessments In the current economic climate, gifted programs must integrate, collaborate and be held accountable for student growth in order to demonstrate viability

Gifted Education and Common Core An opportunity for growth and collaboration with regular education and within the field of gifted. Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to advanced education throughout the day. –A rising tide raises all ships. CC standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

Common Misconceptions Once the Common Core standards are taught, we will meet the needs of gifted in the general classroom Gifted students will struggle with Common Core and as such will not need differentiation Teachers will be able to differentiate for gifted learners in the general classroom Gifted education instruction should avoid the Common Core content and focus on isolated problem solving and critical thinking skills

Why Gifted Students Need Differentiation Faster pace of learning (2-3 repetitions) Precocity for information Intensity of learning in area of interest Ability to synthesize information within and across disciplines (conceptual understanding)

Defining Differentiation for Gifted Learners Differentiation is the deliberate adaptation and modification of the curricula, instructional processes, and assessments to respond to the needs of gifted learners. Joyce Van Tassel-Baska (NAGC, 2011)

What are Features of Differentiated Curriculum for the Gifted? (Van Tassel-Baska, 2010) Features: Depth Complexity Acceleration WHAT DO THESE TERMS MEAN IN YOUR CLASSROOM? SCHOOL? LEA?

Differentiation Feature: Depth Studied a concept in multiple applications or situations Conducted original research based on an appropriate question Developed a product based on data Provided evidence to support key ideas Decided among differing ideas (Note: doing several components provides additional depth) Center for Gifted Education – School of Education – The College of William and Mary

Example of Depth: The Fans Have to Eat Using provided data from the previous two years, decide on an amount of food to order for this year's concession stand at the local football stadium. Compile a list of food recommendations, amounts, and cost analyses. Justify your recommendations by writing a persuasive argument to convince the Athletic Booster Club of the needed amount of food. Attach your cost analysis to the ordering justification for this year’s football season.

Differentiation Feature: Complexity Used multiple higher level skills Added more variables to study Required multiple resources or tasks Synthesizes key ideas within or across disciplines Center for Gifted Education – School of Education – The College of William and Mary

Differentiation Feature: Acceleration Fewer tasks assigned to master standard Assessed earlier or prior to teaching Clustered by higher order thinking skills Center for Gifted Education – School of Education – The College of William and Mary

Ideas for Implementation Ensure that curriculum being implemented matches NCSCOS (CC and ES) Use the ELA Appendices B and other resources to effectively plan Begin conversations with constituents Create a scope and sequence – back map Design task demands and assessments based on CCS assessment tasks

What do gifted learners need in order to maximize their learning? Characteristics dictate needs

 Opportunities to think abstractly and with complexity  Variety in subject matter and learning strategies  Higher levels of thinking, depth  Open-endedness  Freedom of choice, personal relevance  Rapid pacing through new material  Focus on real problems and audiences

Template Draft E3: Explore, Engage, Evaluate Intentional Adaptations for AIG

To develop K-12 teacher resources to support the needs of AIG learners in NC. To extend, enrich and accelerate the Common Core and Essential Standards. To begin a resource “bank” for NC teachers which will grow in NC and nationally. See handout for framework. NC’s Response: AIG ~ IRP AIG ~ Instructional Resources Project

AIG: ALL DAY, EVERY DAY!

Resources NCDPI ACRE Website (standards,unpacking) NCDPI Curriculum and Instruction Wikis (res) Common Core State Standards website Hunt Institute Videos. YouTube, such as ELA Overview rder&list=UL