1. GIFTED BOOT CAMP Day 2 Prepared by Cheryl Everett, CCIU, 2014

2. Resources on Moodle Back Channel for Today Parking Lot and

3. Agenda Welcome and Introductions Review of the Characteristics of Gifted Students Gifted Service Options and Benefits Effective Differentiation Options for Gifted Students Collaborative Approaches between Regular Education and Gifted Support Teachers Prepared by Cheryl Everett, CCIU, 2014

4. What is “gifted”? Reflect: If during the first 5 or 6 years of school, a child earns good grades and high praise without having too exert much effort, what are all of the things he/she doesn’t learn that most children learn by third grade? Prepared by Cheryl Everett, CCIU, 2014

5. Common Misconceptions “Don’t spend your time worrying about them. Gifted children are smart enough to get by without special services.” “ Aren’t truly gifted students those who excel in every subject in school?” “Gifted students are all the same. If you’ve met one, you’ve met them all.” NAGC compiled list Prepared by Cheryl Everett, CCIU, 2014

6. Top 10 Myths of in Gifted Education Prepared by Cheryl Everett, CCIU, 2014

10. Is it any wonder we see these problematic traits ? Poor work habits Disinterest Fear of failure Poor group work Bossiness Slow work “Class clown” Outbursts Withdrawal Behavior problems http://www.starpulse.com/Acto rs/Williams,_Robin/Pictures/ Prepared by Cheryl Everett, CCIU, 2014

11. 5 Domains of Giftedness- US DOE General Intellectual Ability Specific Academic Ability Creative/Productive Ability Psychosocial/Leadership Ability Visual/Performing Arts Ability Prepared by Cheryl Everett, CCIU, 2014

12. Pair ability with intensities Thought:“His mind is always working.” Purpose:“Once he makes up his mind to do something, he is not satisfied until he is finished.” Emotion: “She internalizes everything someone says about her.” Spirit: “He is always looking for someone less fortunate who needs help.” Soul: “She asks questions that philosophers have asked for centuries and gets upset when we can’t give her definitive answers to them.” Prepared by Cheryl Everett, CCIU, 2014

13. So what is needed to teach them best? What would you observe/hear (from teachers or students) that would make you believe you are in the presence of a teacher who is best suited for gifted students? 123rf.com Prepared by Cheryl Everett, CCIU, 2014

14. Karen Rogers, Reforming Gifted Education Intelligent High degree of intellectual honesty Expertise in a specific academic area Genuine interest in and liking of gifted students Cognizant of the importance of intellectual development Strong belief in individual differences/individualization Highly developed teaching skill/knowledge of how to teach Self-directed learner with a love for new, advanced knowledge Level headed and emotionally stable Prepared by Cheryl Everett, CCIU, 2014

15. “What it takes to teach gifted learners well is actually a little common sense. It begins with the premise that each child should come to school to stretch and grow daily. It includes the expectation that the measure of progress and growth is competition with oneself rather than competition against others. It resides in the notion that educators understand key concepts, principles and skills of subject domains, and present those in ways that cause highly able students to wonder and grasp, and extend their reach. And it envisions schooling as an escalator on which students continually progress, rather than a series of stairs, with landings on which advanced learners consistently wait.” Tomlinson (1997) "What It Means to Teach Gifted Learners Well,"What It Means to Teach Gifted Learners Well

16. In action…… Which are respectful of student aptitudes and abilities and which are not? mkalty.org Prepared by Cheryl Everett, CCIU, 2014

17. Agenda Welcome and Introductions Review of the Characteristics of Gifted Students Gifted Service Options and Benefits Effective Differentiation Options for Gifted Students Collaborative Approaches between Regular Education and Gifted Support Teachers Prepared by Cheryl Everett, CCIU, 2014

18. So what are the programming options for gifted students in PA… how can we be respectful of their needs? Acceleration Enrichment Combo of acceleration, enrichment and out of school opportunities Prepared by Cheryl Everett, CCIU, 2014

19. What is acceleration? The practice of presenting curriculum content earlier or at a faster pace. Individualized change of pace, content, or environment that is out of grade level Advanced course material testnewsonline.com Acceleration gives precocious students a chance to proceed through curriculum at a more rapid pace than age level peers with more average aptitude. Van Tassel-Baska, 2005 Prepared by Cheryl Everett, CCIU, 2014

20. Effect Size The number of grade equivalent months of additional achievement one group makes beyond the expected one year’s gain designed into an achievement test.  An effect size of.30 = 3 grade equivalent months of achievement a treatment group made that their equivalent control group did not.  Effect sizes of.30 or higher are considered a “substantial” gain.  Approximately 15 months progress in 12 months’ time. Prepared by Cheryl Everett, CCIU, 2014

21. Types and Impacts of Gifted Service Options Early entrance to Kindergarten or 1 st grade (ES=.50) Compacted Curriculum (ES=.83) Single subject (ES=0.6) Dual enrollment on college campus/college credit in high school Talent search programs Correspondence courses, independent study, distance learning (ES=0) AP Courses (ES=.27) IB Program Mentorships (ES= 0.57 in specific subject area) Post-secondary option ES= Effect sizes- Rogers (2002) Prepared by Cheryl Everett, CCIU, 2014

22. Social/Emotional Effects Mentorships Socialization (ES=.47) Self-esteem (ES=.42) Prepared by Cheryl Everett, CCIU, 2014

23. Additional Acceleration Options & Effects Early admission to college (ES=.30) Grade skipping (ES=.49) Non-grade classes (ES=.38) Multi-grade classes (ES=.45) Grade telescoping (ES=.40) Testing out (ES=.60) http://www.google.com/imgres?num=10&hl=en&tbo=d&biw=1703&bih=908&tbm=isch&tbnid=IaZX9KM_niRKS M:&imgrefurl=http://mindblogs.smartandstrong.com/davide/assets_c/2010/04/college-graduation- 541.html&docid=YJDLBtDklVjvKM&imgurl=http://mindblogs.smartandstrong.com/davide/college- graduation.jpg&w=424&h=281&ei=EdyrUMjWNeWA0AGtvIHABQ&zoom=1&iact=hc&vpx=156&vpy=192&dur=1 012&hovh=183&hovw=276&tx=115&ty=99&sig=115713752639426860643&page=1&tbnh=136&tbnw=206&start= 0&ndsp=45&ved=1t:429,r:1,s:0,i:157 Prepared by Cheryl Everett, CCIU, 2014

24. What the research says: Research shows that acceleration benefits many highly capable individuals by better motivating them toward schooling, enhancing their involvement in activities, preparing them to begin contributing to society at an earlier age. http://www.google.com/imgres?num=10&hl=en&tbo=d&biw=1703&bih=908&tbm=isch&tb nid=S0MCcStM6iWJWM:&imgrefurl=http://www.fanpop.com/clubs/warner-brothers- animation/images/30976150/title/road-runner- photo&docid=MDLh2gBrqPB4cM&imgurl=http://images5.fanpop.com/image/photos/30900 000/Road-Runner-warner-brothers-animation-30976150-800- 600.jpg&w=800&h=600&ei=BtmrULqpFc6L0QGEg4CYDA&zoom=1&iact=hc&vpx=421&vp y=29&dur=752&hovh=194&hovw=259&tx=150&ty=96&sig=115713752639426860643&page =1&tbnh=147&tbnw=205&start=0&ndsp=44&ved=1t:429,r:11,s:0,i:200 Prepared by Cheryl Everett, CCIU, 2014

25. Characteristics of Gifted Accelerants Able to manipulate abstract symbol systems better than average age mates Able to learn complex new skills and process large amounts of information at faster rates Many are early readers; 2-6 years above age level peers Upper 2% of general population of measured intelligence 2 years of acceleration- IQ of 130/135 or above Prepared by Cheryl Everett, CCIU, 2014

26. Biggest Obstacle=Inflexibility Younger students placed in advanced level courses Credit, placement and/or both for courses completed outside of school program Ability to substitute courses for required courses College credit and high school credits earned simultaneously Flexible time for demonstrating proficiency Opportunities to explore specific topics of interest VanTassel- Baska, 2005 Prepared by Cheryl Everett, CCIU, 2014

27. Acceleration Myths Misfits Controlled learning Enrichment is better Early exposure Age mates http://www.google.com/imgres?num=10&hl=en&tbo=d&biw=1703&bih=908&tbm=isch&tbnid=WRh6T2JPrxfvDM:&i mgrefurl=http://karakush.com.au/Exports/Afghans/BeepBeepChKarakushTheRoadRunner/tabid/286/Default.aspx&d ocid=FOi1qjGEPnCvtM&imgurl=http://karakush.com.au/Portals/0/Beep%252520Beep/roadrunner.gif&w=400&h=300 &ei=BtmrULqpFc6L0QGEg4CYDA&zoom=1&iact=hc&vpx=1401&vpy=189&dur=627&hovh=194&hovw=259&tx=162 &ty=132&sig=115713752639426860643&page=1&tbnh=141&tbnw=183&start=0&ndsp=44&ved=1t:429,r:8,s:0,i:191 Prepared by Cheryl Everett, CCIU, 2014

28. When to consider acceleration… Dearth of new skills and knowledge being presented Incremental progression through repetitive series of developmental skills exercises Gifted student rapidly gains given objectives and then has to wait for rest of class to catch up Prepared by Cheryl Everett, CCIU, 2014

29. A Closer Look at Acceleration Options Acceleration Options and the Role of the Gifted Support Teacher Prepared by Cheryl Everett, CCIU, 2014

30. Essential Understanding Every type of option=small to substantial academic gains Prepared by Cheryl Everett, CCIU, 2014

31. The Gifted Support Teacher’s Role What do you think? Allweneedisamor.blogspot.com Prepared by Cheryl Everett, CCIU, 2014

32. What is enrichment? “In-depth learning experiences that provide interaction with new ideas, skills, and topics that enhance the curriculum. These experiences are based upon individual student strengths, interests and needs.” Prepared by Cheryl Everett, CCIU, 2014 ierg.net

33. Is it enrichment? Is this an activity every child should be doing? Is this an activity every child would like to do? Is this an activity that every child is capable of doing? Prepared by Cheryl Everett, CCIU, 2014

34. Types of enrichment 1. Exposure enrichment, exposing the student to new ideas, skills, and concepts beyond the regular curriculum. Must be based on student interest 2. Extension of the regular curriculum 3. Concept development or in-depth study and mastery of a concept only introduced in the regular curriculum. Prepared by Cheryl Everett, CCIU, 2014

35. How to enrich Differentiation Pull-out program Special programs Prepared by Cheryl Everett, CCIU, 2014

36. Program must be individualized Independent study with learning contract Mentor or tutor Curriculum compacting Extension menus Prepared by Cheryl Everett, CCIU, 2014

37. Some general enrichment options Self-directed projects Fast paced math and science Whole to part discovery Critical and creative thinking skills In-depth topic development Competitions Interdisciplinary curriculum Arts infused curriculum The “Classics” Real world problems evaluated by real audiences Prepared by Cheryl Everett, CCIU, 2014

38. Options specific to ELA Programs designed for advanced grade levels Inquiry based study of classical and contemporary literature Writing program that encourages elaboration Supplementary materials for vocabulary skill development at reading level Read selected biographies and books in content areas Learning experiences in foreign language of choice Learn spelling from basal and literary reading selections Tell and read one’s own stories Pursue self selected free reading VanTassel-Baska, 2005 Prepared by Cheryl Everett, CCIU, 2014

39. Options specific to math Develop spatial skills and concepts through geometry Use problem solving skills with appropriate challenge Use calculators and computers as tools Learn concepts deeply and well Focus on logic problems that require deductive reasoning and inference Real world application problems Algebraic manipulations Statistics and probability VanTassel-Baska, 2005 Prepared by Cheryl Everett, CCIU, 2014

40. Other Suggestions for Enrichment Activities Interest or learning centers (student designed) Self-directed learning or decision making- game creation, critical thinking training, creative writing Mini-courses on research topics or high interest areas Small seminar groups Accelerated texts/literacy circles

41. Finding Time for Enrichment The Curriculum Compactor Prepared by Cheryl Everett, CCIU, 2014 wastecare.com

42. What Is It and How Do I Do It? 1. Identify the objectives in a given subject area. 2. Pre-test 3. Eliminate instructional time for students who show mastery of the objectives. ** 4. Offer challenging alternatives for time provided by compacting 5. Set criteria for mastery of alternatives 6. Keep records of process.

43. Phase 1 Phase 2 Phase 3

44. How might student strengths and mastery be determined in your school or district? Phase 1

45. Kim is currently at a 5 th grade instructional reading level. She averages in the 95th percentile on the Harcourt Reading series unit tests. She completes classroom assignments more quickly than other students- even when she is doing 5 th grade work. When administered the Singapore Math Unit 6 test as a pre-assessment, Paul got all items correct except for those dealing with exponents. Andy’s classwork shows extreme proficiency in grammar, sentence variety, literary analysis and spelling. He is a voracious reader. He has produced a short story as an extra credit project for 9 th grade English 1A that was far superior to any produced by my senior short story class. Andy has spent the summer attending the local university Writer’s Conference.

46. Performance based Pre-assessment Students could write and submit a persuasive essay which teacher would read and analyze for content. Use student portfolios and work samples which show mastery of the learning objectives. Observe students taking notes, tracing thought patterns, and posing open ended questions.

47. Phase 2 What are some examples of what might go in this section?

48. Our school utilizes the Harcourt Reading series which allocates 30 minutes per day of drill and practice time with new vocabulary words. When Kim shows 80% mastery on new words during the pretest, she will be excused from “practice time” for that particular teaching unit. Paul will complete pages 100-101 in the student text and Enrichment activities 18 and 19. Proficiency will be checked with the chapter 5 test on p.107 and the end of unit test on p. 134. Andy will take the English IIA proficiency exam. He will read the required novels at his own pace. Once per month, Andy will meet with his gifted support teacher during lunch period to report and discuss his reading to date. He will attend class during the poetry unit. He will be excused from attending all other classes.

49. Phase 3 What would you develop in this phase for Kim, Paul and Andy?

50. Kim will attend a fifth grade reading class. She is conducting research on the habits of the honeybee. She will write and produce a video entitled “The Biography of a Bee” for the class. She will use her compacted time to complete this project. Paul will complete selected exercises from the Mathimaginations book. He will also work on developing a computer game on a self-selected math topic. Andy will be encouraged to join the Great Books afterschool program. During class time, he will work on his proposed novel in the library. He will develop a timetable for completion and an abstract suitable for submission to a publisher.

51. Independent Study Ideas Learning contract Resident Expert Student Extension Menu Kaplan’s Depth of Complexity Kaplan’s Depth of Complexity SCAMPER

52. Types of Compacting Basic Skills Compacting Eliminates specific skills that students have already acquired. Spelling, mathematics, or grammar. Pre-testing is easier to accomplish. Mastery can be documented more easily or objectively.

53. Content Compacting Social studies, science, and literature Students may already know the objectives or may be able to read the material and master the objectives in a fraction of the time. More flexible–students can absorb the material at their own speed. Evaluation may be less formal– essays, interviews, or open ended tasks

54. It’s Your Turn- Elizabeth/Alexa

55. Important to Remember * The most important rule for a compacting student is: "The one choice you never have is the choice to do nothing!" This is because learning time is so valuable. Therefore, it is important that it never be wasted. Caroline Coil, E-zine, accessed 1/8/10 http://www.carolyncoil.com/ezine21.htm

56. Recommendations Start small Experiment with preassessment Compact by topic Decide how to document Develop variety of alternatives Reflect

57. Grouping Provisions PlussesMinuses v. http://www.flickr.com/photos/abolotnov/3372551233 Prepared by Cheryl Everett, CCIU, 2014

58. “There is an alarming trend in many places to eliminate gifted education programs in the mistaken belief that all students are best served in heterogeneous learning environments. Educators have been bombarded with research that makes it appear that there is no benefit to ability grouping for any students. However, the work of many researchers (Allan, 1991; Feldhusen, 1989; Fiedler, Lange, & Winebrenner, 1993; Kulik and Kulik, 1990; Rogers, 1993) clearly documents the benefits of keeping gifted students together in their areas of greatest strength for at least part of the school day. It also appears that all students, including average and below average students, may benefit when gifted students are placed in their own cluster (Gentry, 1999).” Prepared by Cheryl Everett, CCIU, 2014 Winebrenner and Devlin, 2001

59. Whole Class Full time tracking Special schools for the gifted Saturday College Program (ES= 1.56) School within a school Overall (ES K-6 =.50 7-12 =.33) http://www.flickr.com/photos/knittymarie/35423 95756 Heterogeneous no, no….. Prepared by Cheryl Everett, CCIU, 2014

60. Small Group Pull out program (ES=.65,.44,.32)** Cluster grouping (ES=.62 intellectually gifted) Regrouping by ability/achievement level (ES=.34,.79) Within class ability grouping (ES=.34) Cross grade grouping by achievement level (ES=.45,.46) Peer tutoring dyads- Like ability Prepared by Cheryl Everett, CCIU, 2014

61. Grouping options Cluster grouping A group of three to six identified gifted students, usually those in the top 5% of ability in the grade level population, are clustered in a mixed-ability classroom. The teacher has had training in how to teach exceptionally capable students. If there are more than six gifted students, two or more clusters could be formed. Pull-out class Multi-grade grouping Prepared by Cheryl Everett, CCIU, 2014

62. Essential Understanding Most powerful- cluster and regrouping Pullout insufficient Gifted with gifted=greater benefits Prepared by Cheryl Everett, CCIU, 2014

63. Multi-grade grouping in action Prepared by Cheryl Everett, CCIU, 2014

64. Smart Ideas from Dr. Curl Differentiation in AP classes Service learning and job shadowing Partnerships with area colleges Co-teaching academy Middle school honors classes Differentiation in AP classes Service learning and job shadowing Partnerships with area colleges Co-teaching academy Middle school honors classes Shirley Curl (2010) Prepared by Cheryl Everett, CCIU, 2014

65. Gifted for the Professional Staff What do I want them to KNOW? What do I want them to UNDERSTAND? What do I want them to DO? Prepared by Cheryl Everett, CCIU, 2014

66. Agenda Welcome and Introductions Review of the Characteristics of Gifted Students Gifted Service Options and Benefits Effective Differentiation Options for Gifted Students Collaborative Approaches between Regular Education and Gifted Support Teachers Prepared by Cheryl Everett, CCIU, 2014

67. We all want what is best for our students……. “The good teacher communicates a deep regard for students' lives, a regard infused with unblinking attention, respect, even awe. An engaged teacher begins with the belief that each student is unique, each the one and only who will ever trod the earth, each worthy of a certain reverence. Regard extends, importantly, to an insistence that students have access to the tools with which to negotiate and transform the world. Love for students just as they are—without any drive or advance toward a future—is false love, enervating and disabling” (Ayres, Klonsky, & Lyon, 2000, pp. 2–3). Prepared by Cheryl Everett, CCIU, 2014

68. Key Components of DI Flexible grouping Content Process Product Readiness Interest Learning Style Prepared by Cheryl Everett, CCIU, 2014

69. What does Differentiated Instruction look like for Gifted Learners? Think Dot Activity http://www.google.com/imgres?num=10&hl=en&tbo=d&biw=1703&bih=908&tbm=isch&tbnid=F1HPKafwgf7_dM:&imgrefurl=http://en.wikipedia.org/wiki/Dice&docid=XHT82fj8obn46M&img url=http://upload.wikimedia.org/wikipedia/commons/thumb/a/a5/6sided_dice.jpg/350px- 6sided_dice.jpg&w=350&h=234&ei=bbyzUP2cJLS30AGHjIHoBg&zoom=1&iact=hc&vpx=4&vpy=194&dur=484&hovh=183&hovw=275&tx=155&ty=119&sig=115713752639426860643&sqi=2&pa ge=1&tbnh=141&tbnw=204&start=0&ndsp=45&ved=1t:429,r:0,s:0,i:151 Prepared by Cheryl Everett, CCIU, 2014

70. Dr. Passow’s 7 guiding principles – curriculum for intellectually gifted 1) Content of curriculum should focus on and be organized to include more elaborate, complex, and in-depth study of major ideas, problems, and themes that integrate knowledge with and across systems of thought. Prepared by Cheryl Everett, CCIU, 2014

71. 2) Curriculum should allow for the development and application of productive thinking skills to enable students to reconceptualize existing knowledge and/or generate new knowledge. Prepared by Cheryl Everett, CCIU, 2014

72. 3) Curriculum should enable gifted students to explore constantly changing knowledge and information and develop the attitude that knowledge is worth pursuing in an open world. Prepared by Cheryl Everett, CCIU, 2014

73. 4) Curriculum should encourage exposure to, selection, and use of appropriate and specialized resources. 5) Curriculum should promote self-initiated and self-directed learning and growth. Prepared by Cheryl Everett, CCIU, 2014

74. 6) Curriculum should provide for the development of self-understandings and the understanding of one’s relationship to person, societal institutions,nature and culture. Prepared by Cheryl Everett, CCIU, 2014

75. 7) Evaluations of curriculum should be conducted in accordance with prior stated principles, stressing higher-level thinking skills, creativity and excellence in performance and products. (Passow, 1982) Prepared by Cheryl Everett, CCIU, 2014

76. Agenda Welcome and Introductions Review of the Characteristics of Gifted Students Gifted Service Options and Benefits Effective Differentiation Options for Gifted Students Collaborative Approaches between Regular Education and Gifted Support Teachers Prepared by Cheryl Everett, CCIU, 2014

77. Models for Making Collaboration Happen… Key is collaboration between gifted support and general education teachers Obstacles Mutually negative attitudes (suspicion and mistrust) Isolationism Scarcity of resources (Tomlinson, 2004) Prepared by Cheryl Everett, CCIU, 2014

78. Assumptions of the Players Gifted support teacher Problem solver Creative Flexible Willing to give of his/her time Tolerant Respectful Patient Extensive knowledge of content and appropriate curriculum, instructional strategies, resources and assessments Able to communicate effectively orally and in writing Regular education teacher Respectful of individual differences among students Willing to try new ideas Excited about learning Positive about collaboration Able to perceive and diagnose differences among students Able to adapt and modify curriculum for individual students (Tomlinson, 2004) Prepared by Cheryl Everett, CCIU, 2014

79. The “+’s” of Collaboration Will facilitate balancing the roles of equity and excellence to the benefit of all students Will reinforce the reality that both parties share many of the same goals Will maximize the strengths of both parties to benefit the total school community Prepared by Cheryl Everett, CCIU, 2014

80. So how can this happen: A Model? Lessons from Another Field: Applying Co- Teaching Strategies to Gifted Education Prepared by Cheryl Everett, CCIU, 2014 1 - Introduction 2- A New Definition… The Changing Role of Educators of the Gifted 3- Goals of Collaboration… 4- Co-teaching Models- Introduction and Lead & Support 5- Co-teaching Models- Rotation and Simultaneous Instruction 6- Co-teaching Models- Tiered Instruction and Team Teaching 7- Selecting and Combining Co-teaching Models and Summary/Future Directions

81. Action Plan Development Goal: To encourage collaboration between regular education and gifted support teachers in my building/district so that the needs of the gifted students are better supported and understood. Prepared by Cheryl Everett, CCIU, 2014

82. Resources Baska, J. (2005). Acceleration strategies for teaching gifted learners. Waco, Tex.: Prufrock Press. Coleman, M. R., & Johnsen, S. K. (2011). RTI for gifted students: a CEG-TAG educational resource. Waco, TX: Prufrock Press. Dweck, C. (2006). Mindset: The New Psychology of Success. New York: Ballantine Books. Knight, J. (2007). Instructional coaching a partnership approach to improving instruction. Thousand Oaks, CA: NSDC :. Manning, S. (2006, Winter). Recognizing Gifted Students: A Practical Guide for Teachers. Kappa Delta Pi Record, 42, 64-68. Retrieved November 1, 2012, from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICE xtSearch_SearchValue_0=EJ724632&ERICExtSearch_SearchType_0=no&accno=EJ7 24632 http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICE xtSearch_SearchValue_0=EJ724632&ERICExtSearch_SearchType_0=no&accno=EJ7 24632 Prepared by Cheryl Everett, CCIU, 2014

83. Resources Purcell, J., & Eckert, R. (2006). Designing Services and Programs for High-Ability Learners. Thousand Oaks, CA: Corwin Press. Rogers, K. B. (Director) (2010, April 15). An Update on Research in Gifted Education: 10 "Things". PAGE Conference. Lecture conducted from Pennsylvania Association for Gifted Education, Pittsburgh, PA. Rogers, K. B. (2002). Re-Forming Gifted Education. Scottsdale, Arizona: Great Potential Press. Strickland, C. A. (2009). Professional development for differentiating instruction: an ASCD action tool. Alexandria, Va.: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2004). Differentiation for gifted and talented students. Thousand Oaks, Calif.: Corwin Press. Winebrenner, S., & Brulles, D. (2012). Teaching gifted kids in today's classroom: strategies and techniques every teacher can use (Rev. & updated third ed.). Minneapolis, MN: Free Spirit Publishing. Prepared by Cheryl Everett, CCIU, 2014

84. Questions and Evaluation http://www.google.com/imgres?num=10&hl=en&tbo=d&biw=1703&bih=908&tbm=isch&tbnid=mkfVp9GdsGwvEM:&imgrefurl=http://speartoons.blogspot.com/2009_08_01_archive.html&docid=qgqe42DxIgR3HM &imgurl=http://4.bp.blogspot.com/_K_Yfv6cVltc/SpPaDoPsPYI/AAAAAAAACpg/Pvo- bA6U2Wc/s400/3511.jpg&w=400&h=322&ei=zdOzUNOiNvOy0AGd1YCQBw&zoom=1&iact=hc&vpx=1410&vpy=147&dur=1164&hovh=201&hovw=250&tx=123&ty=114&sig=115713752639426860643&page=1&tbnh= 137&tbnw=170&start=0&ndsp=53&ved=1t:429,r:9,s:0,i:115 Prepared by Cheryl Everett, CCIU, 2014