Teaching Gifted and Talented Students j0136499%5b1%5d Franny McAleer www.learnerslink.com Think! – A Warm Up, Ready, Set Go! j0172632%5b1%5d Brainstorming about the topic – Gifted and talented people Prioritize by selecting three things that your group thinks is most important. Create a visual showing the choices that you prioritized. Write a simile about the topic using five ideas to show connections _________ is like __________ because it 1. 2. 3. 4. 5. Illustrate your simile. BRIGHT CHILD GIFTED LEARNER Know the answers Is interested Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions for mastery Enjoys peers Grasps the meaning Completes the assignment Copies accurately Technician Good memorizer Enjoys straight forward Is alert Is pleased with own learning Challenge, Copyright, 1989, Good Apple, Inc. Asks the questions Is highly curious Has silly, wild ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Prefers adults Draws inferences Initiates projects Creates a new design Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical By Janice Szabos (Page 5) Vennův diagram Key Three Characteristics: Dr. Joseph Renzulli, University of Connecticut Creativity Intelligence Task Commitment (Page 6) Have you seen these? Characteristics Masking Giftedness 1.Are bored with routine task 2.Refuse to do rote homework 3.Difficult to get them to move onto another topic 4.Critical of others, especially their teachers 5.Disagree with others, as well as the teacher 6.Make jokes or puns at inappropriate times 7.Hand in messy work 8.Disorganized l l l (Adapted from Roger Taylor) BD19575_ Research of Giftedness – Biological Differences Dr. Barbara Clark, Growing Up Gifted, pp. 29-30 From brain/mind research, we know that gifted individuals show the following measurable biological differences – 1.There is, by means of an increase in neuroglial cell production, accelerated synaptic activity that allows for more accelerated thought processing (Thompson, Berger, and Berry, 1980). 2.The neurons become biochemically richer, allowing for more complex patterns of thought (Rosenweig,1966: Krech, 1969). j0197836%5b1%5d Giftedness – Biological Differences l3. More use is made of the activity of the prefrontal cortex of the brain. This allows more future planning, insightful thinking, and intuitive experiences (Restak, 1979; MacLean, 1978). l l4. More use is made of alpha wave activity within more areas of the brain. The gifted individual can move into this state more quickly and stay in it longer than average learners. Such a state allows more relaxed and concentrated learning, higher levels of retention, and more integration of hemispheric modalities (Lozanov; 1977, Martindale, 1975). l l5. There is more coherence and synchronicity of brain rhythms more often, allowing heightened concentration, focused attention, and in depth probing and inquiry (Millay, 1981). j0197836%5b1%5d About Motivation lTwo motivational states interfere with learning. l One is anxiety; l The other is boredom. l l Anxiety occurs when teachers expect too much. l Boredom when they expect too little. l l Mihaly Csikezentmihalyi, Flow: the Psychology of Optimal Experience l v_rpemzr[1] BD19575_ A gifted student was asked, l"How would you define the best hope for the culture of western Europe?" l lReply, "It is not in any part of Europe. It is in a small African village and it can be identified with an 82 year old man." The greatness of Schweitzer...the essence of Schweitzer ("Example is not the main thing in life. It is the only thing.") is the man as SYMBOL. l l It is not so much what he has done for others BUT WHAT OTHERS HAVE DONE BECAUSE OF HIM AND THE POWER OF HIS EXAMPLE. This is the measure of the man. What has come out of his life and thought is the kind of inspiration that can animate a generation. He has supplied a working demonstration of reverence for life. He represents enduring proof that we need not torment ourselves about the nature of human purpose. Schweitzer IS! Renzulli/Hartman Scales Rating the Behavioral Characteristics of Superior Students l lDesigned to provide an objective and systematic instrument to be used as an aid to guiding teacher judgment in identification of superior students. They should not be added to yield a total score. l lSubtests: 1.Learning Characteristics * 2.Motivational Characteristics * 3.Creativity Characteristics * 4.Leadership Characteristics * 5. 5.Artistic Characteristics 6.Musical Characteristics 7.Dramatics Characteristics 8.Communication Characteristics-Precision 9.Communication Characteristics-Expressiveness 10.Planning 11. ¡ ¡* Frequently used in identification Identification: Multiple Criteria lSample Methods of Identification 1.Intelligence Tests 2.Achievement Tests 3.Ability Tests 4.Creativity Tests 5.Peer Nomination 6.Rating Scales 1. (Page 11) Traits gifted children consider important in a teacher lBeing patient lHaving a sense of humor lMoving quickly through learning material lTreating each person as an individual lAllowing others’ opinions to be heard lConsistently giving “accurate” feedback l lKaren B. Rogers, Re-Forming Gifted Education (Page 15) Federal Definition - Marland Definition lGifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and services beyond those normally provided by the regular school program in order to realize their contribution to self and society. l l(Marland, S.P., Jr. Education of the gifted and talented. Volume 1: Report to the Congress of the United States by the U.S. Commissioner of Education. Washington, DC: U.S. Government Printing Office, 1971.) (Page 21) High performance in any of the following areas: 1.Intellectual Ability 2. 2.Specific Academic Ability 3. 3.Creative-Productive Thinking 4. 4.Leadership and Psychosocial 5. 5.Visual and Performing Arts (Page 21) National PreK-12 Standards for Gifted Education 1.Curriculum and Instruction 2.Program Administration and Management 3.Program Design 4.Program Evaluation 5.Socio-Emotional Guidance and Counseling 6.Professional Development 7.Student Identification 8. l http://www.nagc.org/webprek12.htm) l (Page 22) What are your beliefs about instruction? ücreating new content, processes, or products to existing curriculum üextending existing curriculum to provide enrichment activities üproviding course work for able students at an earlier age than usual üproviding varied activities for students who have difficulty learning üwriting new units or courses that meet the needs of gifted students (Page 37) Curriculum Differentiation lCurriculum Differentiation: Strategies for Differentiating Instruction for Gifted Students l lWhich are available to your gifted learners? l lWhat does the research of Dr. Karen Rogers tell us about various strategies? (Page 38) The Research - Does DI Work? Keynote by Dr. Karen Rogers, University of St. Thomas, April, 2004 lAbility comparison research studies on instructional management ¡Individualization ¡Grouping ¡Acceleration lComparative research studies on instructional delivery ¡Learner preferences ¡Learner differences that require a different delivery lComparative research studies on curricular adaptations ¡Content modification ¡Process modification ¡Product modification ¡ Understanding Effect Size lIn simple terms, effect size can be translated as the lnumber of grade equivalent months of additional lachievement one group makes beyond the expected one lyear’s gain designed into an achievement test. Hence, an leffect size of .30 = 3 grade equivalent months of lachievement a treatment group made that their equivalent lcontrol group did not. Effect sizes of .30 or lhigher are considered a “substantial” gain. Translated lanother way, it means the treatment group made lapproximately 15 months progress in 12 months’ time. Research on Instructional Management: Individualization lNon-graded classrooms (ES= .38) lOne-to-one mentoring/tutoring (ES= .57) lCompacting - readiness (ES=.83,.26) lCredit for prior learning (ES= .56) lIndependent Study (ES= 0) Research on Instructional Management: Grouping lFull-time ability grouping (ES= .49,.33) lRegrouping for specific instruction (ES= .34, .79) lCluster grouping for GT students (ES= .62) lPull-out grouping (ES=65,.44,.32) lWithin class ability grouping (ES= .34) lCross-graded classes (ES= .45,.46) Research on Instructional Management: Acceleration Permutations lGrade Skipping (ES= .49) lSubject Acceleration (ES= .57) lGrade Telescoping (ES= .40) lAdvanced Placement courses (ES= .27) lEarly Admission to College (ES= .30) lCredit by Examination (ES= .59) Research on Instructional Delivery: Lecture, Discussion, Mentoring/Tutoring lMentorships which further understanding in a specific field result in ¡socialization effects (ES= .47) ¡self-esteem effects (ES= .42) ¡academic effects (ES= .57) lOne-to-one tutoring, with a focus on advancing, not remediating, knowledge (ES of 2.00) l lAdditional information on line at www.learnerslink.com l What is Cluster Grouping? lCluster grouping refers to identifying the top five to eight academically talented students at a grade level and placing them in the same classroom with the teacher best qualified to work with gifted students. l lResearch shows that very strong, positive academic gains result from cluster grouping. l lThe gifted students most likely to benefit from cluster grouping scores well on an individual IQ test, is advanced in academic achievement beyond grade level, is frustrated by the slow pace of regular classroom instruction, is motivated to learn and has wide-ranging interests, enjoys working with small groups of like ability, and prefers fast-paced, challenging learning experiences. (Page 39) lDifferentiation through Acceleration l lWhich are used in your school district? l l l l lResource: Iowa Acceleration Scale j0109383%5b1%5d (Page 40-42) Underachieving lThird and fourth grades seem to be the first step toward underachievement for many gifted children. They have now experienced several years of school, putting forth minimal effort, and they begin to see they can do well without really trying. They may also begin to slow their pace as they notice that classmates who work slowly have to do less work. As they are constantly told how “good “ their work is even though they know it doesn’t reflect their best effort, they become less committed to setting high standards for themselves. l lKaren B. Rogers, Re-Forming Gifted Education (Page 43) Essential Options 1.Discovery learning to find information, solutions, answers for self 2.Like-ability small group projects to learn how to participate without being the leader 3.Independent study to learn how to manage research without teacher direction 4.One-to one tutoring for talent development 5.Self-instructional materials to learn how to manage time 6.Proof and reasoning practice to learn how to support own ideas and solutions 7.Teaching games to acquire new learning in competitive and noncompetitive situations 8.Compacting of previously mastered info and replacement with more complex content 9.Abstract content to learn how to reflect on deeper meanings and ideas 10.Consistent challenge through explorations of greater depth 11.Interdisciplinary connections 12.Telescoping of learning time to maintain focus and concentration 13.Method of inquiry to learn to relate content to methods 14.Real audiences to be given realistic feedback 15.Transformative products to learn how to transform info into visual forms 16.Performance grouping to be differentiated in complexity and pacing 17.Conceptual discussion to explore issues and problems 18.Conflict resolution to solve ethical issues 19.Early content mastery to develop foundation for more complex learning 20.Individualized benchmark setting to plan and monitor performance 21.Whole-to-part learning of new concepts 22.Talent development to extend gifts 23.Talent exhibition to demonstrate performance and potential 24.Literary classics to expand thinking (such as Great Books) 25.World’s Great Ideas to expand thinking 26.Accelerated pace in math and science ¡ ¡ Karen B. Rogers, Re-Forming Gifted Education (Page 43) Pretest l If score of 85% or higher l l 1.The student displayed that he or she has already mastered the content being presented. 2.Excuse the student from daily assignments already mastered. 3.Assign activities or skills sheets covering the materials missed on the pretest. 4.Provide, or have the students create (using the Bloom Alive Center), extended or accelerated materials or activities for the student to engage in while the rest of the class is learning the required material. 5.When the unit is completed, repeat 1 -4. l If score of 84% or lower l l 1.The student displayed that he or she will need some or most of the instruction needed for that section of the curriculum. 2.Instruction will be the same as planned and observation will be needed to monitor how students are performing. Adjust pacing if necessary. 3.If students learn the material quickly after the introduction, allow extended opportunities. 4.If students seem to understand the material quickly, consider Most Difficult Five First strategy. 5.Allow the student to take the next pretest prior to the next lesson or unit. j0303469 AG00298_ Most Difficult First lFor content areas that focus on drill and practice, such as math, grammar, language mechanics, reading skills, states in the US, vocabulary … l lMDF is a process that allows students to demonstrate their capabilities in 10 – 20 minutes instead of a longer time period. Instead of doing 40 problems, they are able to show what they know by doing the most difficult ones. l j0089026%5b1%5d (Page 45) > During this time they agree: l lDo not bother anyone else. lDo not call attention to yourself. l lSo the teacher has time to help students who need more individual attention. j0303469 (Page 45) Adapted from Susan Winebrenner, Teaching Gifted Kids in the Regular Classroom Compacting – YES or NO? l 1.Does the student finish tasks quickly? 2.Is the student in the top reading group or reading at an advanced level? 3.Do other students look to this student for help? 4.Do you think the student would benefit from more challenging work? (Page 47) bd07311_ Areas of Strength Documenting Mastery Alternate Activities Student’s Name: ________________________________ Defining the goals and outcomes of a particular unit or segment of instruction Determining and documenting which students have already mastered most or all of a specified set of learning outcomes Enrichment or acceleration strategies for material already mastered providing more challenging and productive use of the student's time Areas of Strength Documenting Mastery Alternate Activities Student’s Name: Annette _______________________________ Math ---Decimal Fractions Score of 85 percent or higher on the pretest Will work with class on days they learn concepts she has not mastered Will work on alternate math enrichment activities on other days or a contract or independent study Areas of Strength Documenting Mastery Alternate Activities Student’s Name: ____William____________________________ Map Skills Achieved 87% on the pretest Will read to gather research for his book about castles Will find locations of specific castles in England, Scotland and a country on the European continent Will use real locations in his book. Areas of Strength Documenting Mastery Alternate Activities Student’s Name: Jose, Joanne, Sam, and Linda______________ Social Studies--- Colonial Living Unit High Interest Strong Readers---- Will read and pick up concepts quickly Students will read chapters 5 & 6 in text at own pace Do chapter exercises 3, 7, & 9 by third week of unit Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living and complete an independent study ENRICHMENT LEVELS Three levels of enrichment are necessary and appropriate for gifted learners. 1.Exposure enrichment, exposing the student to new ideas, skills, and concepts beyond the regular curriculum. In order to be meaningful, exposure enrichment must be based on the child’s interests 2. 2.Extension of the regular curriculum 3. 3.Concept development or in-depth study and mastery of a concept only introduced in the regular curriculum. (Page 50) Differentiate the lContent lProcess lProduct lLearning Environment (Page 50 – 52) l l1. l2. l3. l4. l5. l6. l bookwith%20a%20question%20mark9 Questioning Techniques - Bloom’s Hierarchy, the Processes Questioning Techniques … Bloom’s Hierarchy to Vary the Processes Bloom%20ladder Differentiating with Questioning lKnowledge – Identification and recall of information l Who, what, when, where, how, describe, list l lComprehension – Organization and selection of facts and ideas l Retell (in your own words) l What is the main idea of _____? l lApplication – Use of facts, rules, principles l How is _____ an example of _____? lHow is _____ related to _____ l lAnalysis – Separation of a whole into component parts l What are the parts of features of _____? l Classify _____ according to _____ l Outline/diagram/web l How does _____compare/contrast with _____ l What evidence can you present for _____? Differentiating with Questioning lEvaluation – Development of opinions, judgments or decisions lDo you agree or disagree and why lWhat do you think about _____? lWhat is the most important____ and why lPrioritize _____ according to _____ lHow would you decide about _____? lWhat criteria would you use to assess _____? l lSynthesis – Combination of ideas to form a new whole lWhat would you predict/infer from _____? lHow would you create/design a new _____? lWhat might happen if you combined _____ with _____? lWhat solutions would you suggest for _____? lWhat if _____ lWhat could I substitute for _____? lHow could I adapt? lHow could I modify? lHow could I put to other uses? lWhat if I eliminated, reversed or rearranged a part? l Six Thinking Hats® whitehat Facts redhat Feelings blackhat Cautions yellowhat Benefits greenhat bluehat Creativity Thinking Process (Page 59-60) FFOE lFluent Thinking To think of the most – l lFlexible Thinking Variety of kinds of ideas, Ability to shift categories l lOriginal Thinking Unusual responses, Clever, Novel ideas l lElaborative Thinking Embellish an idea or expand it, add details l lRisk Taking Willingness to expose oneself to failure l lCuriosity Be inquisitive and wonder. Play with ideas. l lComplexity Seek many alternatives. l lImagination Visualize and build mental (Page 61-62) Creativity lCheck Out Your Own Creativity: A test similar to the “Exercise In Divergent Thinking: by Dr. Frank Williams l l (Page 68) SCAMPERing … The Keys to Creativity lSubstitute lCombine lAdapt lMinify, Magnify, Maxify lPut to Other Uses lEliminate lReverse or Rearrange Product Differentiation j0103172 1.Multiple Intelligences for products 2.Real problems 3.Impact audiences - an audience that will impact the quality of the product as it is developed and presented 4.Transformations - involving original manipulation of information rather than regurgitation such as primary research to impact the importance of the project (Page 70) MImapclrDef1 (Page 71) anatomy_mi_ani Multiple Intelligence Self-Evaluation (Page 72-73) CP2 … Putting It Together l lHighlight the CONTENT + PROCESSES + PRODUCTS in these sample objectives l lIn the debate about introducing a new species to the wetlands to help in its preservation, the students will consider all sides of the issue and present their ideas in a ten-minute oral presentation using the Six Hats framework. l lIn their study of Indians, the students will be able to use what they have learned to create a new tribe, and will share their ideas through a poster, a collage, a role play, or a self-selected product. (Page 74) The Question, Six Hats, the CP2 Objective lThe Question (the process) lWhat are some ideas for the future use of the land where the World Trade Center was located? l l lThe Six Thinking Hats ( a questioning process) lAnalyze each of the possible uses for the land where the World Trade Center was located using the Six Hats concept. l l l CP2 Objective: Content + Process + Product lIn their study of terrorism, the students will be able to create a drawing, model or computer generated product illustrating their ideas for the future use of the land where the WTC was located. l (Page 79) Tiered Assignments lTerrorism l lTier 1: In their study of terrorism the students will be able to create a drawing, model or computer generated product illustrating their ideas for the future use of the land where the WTC was located. l lTier 2: In our study of terrorism the students will create a drawing or model illustrating their ideas for the future use of the land where the WTC was located as part of a multi media presentation to persuade community leaders to adopt their plan. l (Page 79) Contracts lWritten agreements between teachers and students that outline ¡ what students will learn, ¡how they will learn it, ¡in what period of time, and ¡how they will be evaluated. l l l MCj03008420000[1] (Page 82) Contract based on Pretest lChapter/Unit l lPre-assessment l lWhole class instruction for skill instruction based on pretest l Page/Skill ____ l Page/Skill ____ l Page/Skill ____ l lEnrichment Option l l lWorking Conditions l lSignatures l l MCj03008420000[1] (Page 83) Contracts in Subjects Where Pre-testing is Practical Student’s daily work alternates between the traditional instructional group and individual contracted extensions lThe contract might: l1. List the concepts or outcomes that the whole class will learn. l2. List a variety of alternative or extension activities from which students may choose. These activities may be developed by the teacher, the student, or both. l lStudents lwork on alternative activities on the days when the class is learning concepts they have previously mastered. lshould be responsible for documenting their time. One option is to ask students to keep a log of their activities on the days they are not working with the rest of the class. l MCj03008420000[1] Contracts in subjects where pre-testing is not practical 1.Students will research and present information about an alternative topic related to the general theme or unit. 2. 2.A study guide will list the expected goals which they may choose to achieve independently. 3. 3.Students work on the extended activity in class instead of regular content 4. 4.In this way, the alternative activity becomes the student’s class work. MCj03008420000[1] I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: BS00554_ EN00349_ BD00028_ To find out about my question or topic… Learning Contract, Elementary Name _______________________ (www.learnerslink.com/curriculum.htm) Learning Contract, Intermediate and Middle School To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___ (www.learnerslink.com/curriculum.htm) Menu of Alternate Activities lCreate a menu of possible activities using the students’ suggestions when appropriate. One structure that has been used is the Tic-Tac-Toe Menu. Bloom’s Taxonomy can be used to alter the difficulty of the activities. Gardner’s Intelligences can be used to vary the products. l l1. l2. l3. l4. l5. l6. l7. l8. l9. Student developed activity (Page 89) Differentiation Tic–Tac–Toe (Handout page 45) Student Written MPj04016420000[1] Write a poem that accurately reflect the values of the major characters. Pack a suitcase to survive in the time period your novel is set in and explain why each item is essential. Compose a song about one of our social norms showing why one of the major characters would have trouble adjusting to life today. . Differentiation Tic–Tac–Toe Student Written MPj04016420000[1] Create a brochure informing the public of the _____ problem and how to prevent it. Compose a song raising awareness of the problem of pollution of the ___. Argue the issue of pollution of the ___from the point of view of ___. Develop a power point to communicate your ideas. Write a poem about the problem of pollution in the ___ using supporting details from primary resources. Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting. Independent Studies Seven Steps: 1.Choosing a topic, issue, problem … 2.Initial questioning 3.Planning the independent study 4.Uncovering the information: the research 5.Putting it together: the findings and the product 6.Presentation of the Independent Study 7.Evaluating the Independent Study MCj04160140000[1] (Page 92) Independent Project Learning Contract lPlease spend time thinking about what you want to research. This contract is designed to expand your understanding of a topic of interest to you. l lDate ___________________________________________________________ l lStudent’s Name __________________________________________________ l lTopic of Interest __________________________________________________ l lProject Product ___________________________________________________ l lPresentation Format _______________________________________________ l lSteps Anticipated to Complete the Product l l lCriteria for Evaluation (qualities that will make your product exceptional) (Page 86) CATEGORY RESEARCH GUIDES lEvent -- An occurrence, incident or experience, especially one of significance. lInvention -- That which exists in the mind, or a product of mental activity such as a thought or concept. lIssue -- A point of discussion, debate, dispute or controversy. lPeople -- A recognized group. lPerson -- A human entity. lPlace -- Something that can be designated geographically. lProblem -- Something that has no known answer lProcess -- A series of steps or stages that bring about an end or result. lSituation -- A combination of circumstances at a given moment or state of affairs. lSystem -- A group of units so combined as to form a whole and to operate in unison. lObject -- Something that can be seen, felt or pictured mentally. lOther Living Things -- Something that is not human. l lWritten by Dr. Kenneth R. Chuska. (Page 95-127) Learning Centers lLearning Centers can be stations or lcollections of materials that learners use to linvestigate topics or practice skills. l lLearning centers can be varied based on lreadiness levels lprocess or questioning levels llearning styles of different students PE02375_ (Page 128) Interest Centers or Interest Groups l l lInterest centers are often identified with younger learners and interest groups with older learners. l lThese provide enrichment for students who demonstrate mastery with required work. They engage the students in meaningful study in an area of particular interest to them. These can vary based on complexity and the amount of independence needed. They allow older students longer period of time for in depth study. PE05948_[1] (Page 128) Apprenticeships and Mentorships lStudents work with a variety of people who are “experts” in a particular field of study. These people guide the students work on a “sky is the limit” project. It may be an advanced level project, an out of school exploration, a career-oriented investigation, or an affective area of development. BD19644_[1] (Page 129) Self-Evaluation 1.What did you do well? 2.What might you improve? 3.What resources were most important? 4.Use the Six Thinking Hats® to evaluate your work? MPj04243900000[1] (Page 131) lABC’s of Gifted Education l l MCBD05090_0000[1] [USEMAP]