Katherine R. Fielder, Ed.S. Piedmont College July 31, 2010

Area for most gifted behaviors Joseph Renzulli’s Three Ring Model of Giftedness

GradesMultiple CriteriaPsychometric K-2 A 90% or above in three out of the four following areas:  Ability  Achievement  Creativity  Motivation  99% or higher composite score on the CogAT  90% or higher on the ITBS Math Total, Reading Total, or composite 3-5 A 90% or above in three out of the four following areas:  Ability  Achievement  Creativity  Motivation  96% or higher composite score on the CogAT  90% or higher on the ITBS Math Total, Reading Total, or composite

Cognitive TraitsSocial/Emotional Traits  Very observant  Very sensitive  Extremely curious  Intense interests  Interested in philosophical and social issues  Excellent memory  Excellent reasoning skills  Concerned about fairness and injustice  Usually intrinsically motivated  Well-developed sense of humor  Perfectionism  Underachievement  Interpersonal problems  Well-developed powers of abstraction, conceptualization, and synthesis  Poor self-image  Depression  Excessive self-criticism  Quickly and easily sees relationships in ideas, objects, or facts  Nonconformity

“…because of instructional requirements imposed by No Child Left Behind legislation, many of today’s teachers are asked to focus more on students who perform below proficiency than on those who excel. By requiring all students to be [mathematically] proficient by 2014, the law is, in effect, negatively impacting the education of those students who are already considered academically proficient.” Rita H. Barger, 2009

“With the advent of No Child Left Behind (2001), increased pressure has been placed on educators to identify and remediate students who do not demonstrate mastery of curriculum standards, however, little attention has been given to advanced learners.” Manning, Stanford, and Reeves, 2010

“The ‘love-hate’ relationship society has had with gifted education has led to both an energetic focus on gifted students and a near total ignoring of their needs.” Colangelo & Davis, 2003

10%-20% of high school dropouts score in the gifted range on standardized tests. 40% of the top 5% of high school graduates will not graduate from college. Over 50% of the gifted identified population do not demonstrate academic achievement commensurate with their tested ability. Gifted elementary students have already mastered 35%-50% of the current grade-level standards before entering the classroom.

Differentiation is NOT giving students more of the same types of problems giving students busy work to complete when they finish assignments early using advanced learners as peer tutors a teacher’s response to learner’s needs meaningful, respectful tasks for all learners variety, choices, and options flexible grouping ongoing assessment Differentiation IS

“Differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what the teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy.” Carol Tomlinson, 2000

K KNOW U UNDERSTAND D DO

 Knowledge/Remembering: Retrieving, recognizing, and recalling  Terms, definitions, locations

 Comprehension/Understanding, Applying: Constructing meaning, interpreting, summarizing, inferring, comparing, explaining  Venn diagrams, journal entries, essay questions

 Analyzing, Evaluating, Creating: Breaking material into parts & determining how parts relate, making judgments, reorganizing elements into a new pattern or structure

RoleAudienceFormatTopic MagnetRefrigeratorExplanation/Essay“I’m stuck on you!” South pole of magnet North pole of magnet Poem“Opposites attract” South pole of magnet Song“I’m just not attracted to you, but we can still be friends” MagnetClassroom objectsPoster/Chart“Who am I attracted to?” Jamie Miller, 2009

Optional Free Space Trace the Lewis & Clark Expedition on a map. Compare and contrast Lewis & Clark and the Native Americans of the time. Discuss ways Lewis & Clark impacted our country.

Main Dish (complete all)Side Dish (choose 2) Dessert (you may do 1 or both)

Barger, R.H. (2009). Gifted, talented, and high achieving. Teaching Children Mathematics, October Chapman, C. & King, R. (2008). Differentiated instructional management: Work smarter, not harder. Thousand Oaks, CA: Corwin Press. Manning, S., Stanford, B., Reeves, S. (2010). Valuing the advanced learner: Differentiating up. The Clearing House, 83(4)