1

What do you know about the needs of gifted learners?

Please write your thoughts on paper.

Brainstorm While You are Waiting

22

Goal of sharing of information/session To share foundational information regarding

gifted education with all MMSD staff as all teachers are teachers of students with gifts and talents

To come to a common understanding as a school district that we represent all students, and strive to be responsive to all learners in our classrooms

To gain further understanding of students’ profiles and knowing our learners

The Board of Education approved a new Talented and Gifted Education plan to improve gifted education services in MMSD

Gifted

learners

exist in all

populations.

3

Characteristics of Gifted Learners in Various Populations (see handout)After reviewing the handout, does a student

come to mind in one of the categories?Why did you think of this student?

Turn and talk with partner Share out with large group

http://www.gtequity.org/docs/equity_in_ge.pdf

4

Knows the answers Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions Enjoys peers Grasps the meaning Is receptive Enjoys school Is pleased with own

learning

Asks the questions Has wild, silly 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 Is intense Enjoys learning Thrives on complexity Is highly self-critical

4

Janice Szabos

Bright Child Gifted Learner

55

For Gifted Education Services

6

Gifted and Talented. Pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities (from s. 118.35(1), Wis. Stats.).

TALENT AREA

•GENERAL INTELLECTUAL

•SPECIFIC ACADEMIC

•CREATIVITY

•LEADERSHIP

•VISUAL & PERFORMING ARTS

7

Each school district shall establish a plan and designate a person to coordinate the gifted and talented program. Gifted and talented pupils shall be identified as required in s. 118.35(1), Stats. This identification shall occur in kindergarten through grade 12 in general intellectual, specific academic, leadership, creativity, and visual and performing arts. A pupil may be identified as gifted or talented in one or more of the categories under s. 118.35(1), Stats. The identification process shall

result in a pupil profile based on multiple measures, including but not limited to standardized test data, nominations, rating scales or inventories, products, portfolios, and demonstrated performance. Identification tools shall be appropriate for the specific purpose for which they are being employed. The identification

process and tools shall be responsive to factors such as, but not limited to, pupils' economic conditions, race, gender, culture, native language, developmental differences, and identified disabilities as described under subch. V of ch. 115, Stats. The school district board shall provide access, without charge for tuition, to appropriate programming for pupils identified as gifted or talented as required under ss. 118.35(3) and 121.02(1)(t), Stats. The school district board shall provide an opportunity for parental participation in the identification and resultant programming.

PI 8.01(2)(t)2K-12

5 Areas

Pupil profile

Multiple

measures

Responsive

tools

Appropriate

toolsAppropriate

programming

Parental participation

8

9

“…“…give evidence of high give evidence of high performance capability…”performance capability…”Achievement tests

WKCE SRI District achievement tests Above level assessments

Teacher checklistsParent reportStudent portfolios

1010

11

http://www.youtube.com/watch?v=MDJst-y_ptI

12

Gifted students don’t need help. They’ll do fine on their own.

All teachers challenge and know how to teach each student.

Gifted students are needed as role models in each room.

All students are gifted It is not fair to identify only some. Acceleration can be socially harmful to students. Gifted programs are elitist. Gifted students don’t get poor grades. Special education students can’t be gifted. AP courses are sufficient gifted programming. Gifted education requires abundant economic resources.

13

The gifted and talented constitute one single homogeneous group.

The gifted constitute 3%-5% of the population and “equals” high IQ.

There must be “winners” and “losers” in identification and programming.

A single test score or indicator tells us all we need to know about giftedness.

Creativity is too difficult to measure. The “patch-on” approach to programming is effective. There is a single curriculum for the gifted. Gifted programs should stick out like a score thumb. High-stakes tests are synonymous with rigor and

difficulty. Gifted and talented individuals do not have unique

social and emotional needs.http://www.nagc.org/myths.aspx?terms=myths

14Donald J. Treffinger

15

Moving beyond differentiation and acceleration ….

2525

Significant research supports the following acceleration and grouping strategies of which have varying levels of effectiveness: Subject Acceleration Advanced Placement courses Credit by Examination Mentorships Grade Skipping Early Entrance to School Full-time ability grouping Regrouping for specific instruction Cluster grouping for GT students Pull-out grouping Within class ability grouping Cross-graded classes

2626

Upfront cluster grouping Flexible ability grouping Choice/Choice menus Pre-assess, compact, contract,

alternatives Formative assessment to determine

learning needs Tiered assignments Higher Level Questioning Open-ended assignments Independent study/mentor

27

How does this information impact your thinking about the learners in your school?

How will this information effect your instructional practices and approach, including working with other educators?

2828

Madison Virtual Campus online course: Structuring a Differentiated Classroom (2 cr.)

Book study: Making Differentiation a Habit by Diane Heacox (1 cr.)

University of Whitewater: Offers various classes related to Gifted Education in cooperation with UWSP.

2929

References Characteristics Checklist for Gifted Children. (n.d.). NAGC Parents [Informational Checklist]. Retrieved June, 2010, from http://www.nagc.org/ index.aspx?id=958

Gifted and talented pupils. (n.d.). DPI gifted and talented pupils [Web page]. Retrieved June, 2010, from http://dpi.wi.gov/ cal/ gifted.html

I Am Gifted. (n.d.). You tube video [Video]. Retrieved June 1, 2010, from http://www.youtube.com/ watch?v=Omx_iLtMjZAMahoney, A. (2008, December). Counseling the Gifted. Lecture presented at GDCTGN Professional Development, Edgewood College.

Maryland Public Schools. (2010, March 11). Top Ten Myths in Gifted Education. In You Tube [Video]. Retrieved from http://www.noodletools.com/ noodlebib/ defineEntryAPA.php

Reis, S. M., & Renzulli, J. S. (2009, Fall). Myth 1: The Gifted and Talented Constitute One Single Homogeneous Group and giftedness is a Way of Being that Stays in the Person Over Time and Experiences. Gifted Child Quarterly, 53(4), 233-235.

Renzulli, J., Ph.D., & Lohman, D., Ph.D. (2007, April). A Simple Procedure for Combining Ability Test Scores, Achievement Test Scores, and Teacher Ratings to Identify Academically Talented Children (Monograph).

Slocumb, P., Ph.D., & Olenchak, F. R., Ph.D. (2006). Equity in Gifted Education, A State Iniative. In GT Equity [Pdf]. Retrieved June, 2010, from Texas Education Agency website: http://www.gtequity.org/ docs/ equity_in_ge.pdfSzabos, J. (1989). Bright Child Gifted Learner. Challenge Magazine, (34).

Szabos, J. (1989). Bright Child Gifted Learner. Challenge Magazine, (34).

Wyner, J. S., Bridgeland, J. M., & Dhulio, J. J., Jr. (n.d.). Achievement trap How America is failing millions of high-achieving students from lower-income families. Retrieved from Jack Kent Cooke Foundation and Civic Enterprises website: http://www.jkcf.org/ news-knowledge/ press-releases/ achievement-trap-announcement/

30

Purdue Simulation

Slam Poetry

30

31

Taylor Phillips from Missouri Scholar's

Academy performing her slam “WELL”

31

http://giftededucation.ning.com/video/msa-2009-slam-poetry