HiCap/Cluster Teacher Training & Workshop - Shelton School … · HiCap/Cluster Teacher Training & Workshop Thursday, June 17, 2015 Welcome! 1. Sign-In – love those clock hours!

HiCap/Cluster Teacher Training & Workshop

Thursday, June 17, 2015

Welcome! 1. Sign-In – love those clock hours! 2. Grab a binder & handouts – good

stuff! INSTRUCTIONS to follow ~

3. Please be seated and ready to go by 8:30 sharp!

Yael Naim, “New Soul” (3:41)

In January 2008, Apple featured the song "New Soul" in its debut commercial for the MacBook Air laptop. Steve Jobs himself picked the song "New Soul" for the launch of the MacBook Air.

https://youtu.be/Ic_BQ6g2hp0

https://youtu.be/XgEfYGzojcA



http://en.wikipedia.org/wiki/Apple_Inc.

http://en.wikipedia.org/wiki/New_Soul

http://en.wikipedia.org/wiki/MacBook_Air

http://en.wikipedia.org/wiki/Steve_Jobs

http://en.wikipedia.org/wiki/Steve_Jobs

http://en.wikipedia.org/wiki/New_Soul



http://creativecommons.org/licenses/by-nd/3.0/

Agenda

8:30 – 9:00 Greetings, Guidelines, and Grub

9:00 – 9:10 Review Agenda and Objectives

9:10 – 9:45 Characteristics and Behaviors

Associated with (and between)

Highly Capable Students

9:45 – 10:00 BREAK

Please refer to your handout previously sent to you in district mail.

2




Conditions of use

3


Greetings!

Introductions

Name Cards/Badges

• These will be returned at the end of each day

• PRINT NAME – large enough for others to see!

• Identify your SCHOOL & GRADE LEVEL

and/or Subject Matter

•PLEASE WEAR!!!

It’s so nice to know who we’re talking to!!

8:30 – 8:45




Conditions of use

4


Professional Words of Advice for Successful Workshops

Guidelines

1. We will start the meeting on time and end the meeting on time.

This is our way of honoring the dedication you have made to these workshops.

2. Be on time.

Even better, be five minutes early so you can find your seat and get situated.

Being ready on time shows respect for others’ time.

Good coffee will only stay good for so long.

3. Be prepared.

Familiarize yourself with the objectives and bring supplies you might need.

4. Do not have your phone out as well as other devices.

It can get distracting if it starts lighting up or making noises.

Put it in your pocket, keep it on vibrate, and leave the room if you have to take

the call or return a text.

As others have commented: "It's really, really rude to be texting during a meeting."

Please refer to your handout previously sent to you in district mail.

8:45 – 8:55




Conditions of use

5

Guidelines (cont.)

5. Please uphold the unwritten speaking rules.

It's not polite to interrupt others, even if you strongly disagree with their comments

or share something with a neighbor when someone else is speaking.

Be courteous and listen when others are speaking, but also be sure to be an active

participant so you can have a productive meeting..

6. Have a positive attitude.

Show respect by being professional, attentive, and engaged.

A positive attitude starts with positive body language –

sit up, look others in the eye, and smile!

7. Please be thorough and forthright in your evaluation. We truly want YOUR workshops to meet YOUR needs!


8:45 – 8:55




6


GRUB!

Please feel free to have beverages

and food items . . .

Complimentary!

8:55 – 9:00




Objectives & Binders

Please refer to your handouts previously sent to you in district mail.

Please insert your handouts into your binder. 1) Large packet w/ dividers – are for your own time 2) Small packet – for TODAY – please place in front

9:00 – 9:10

Mindset – required to work with highly capable students!

Please complete your thoughts on

your note page and refer to this

often . . .

Please refer to the handout

9:10 – 9:20

Video

https://www.youtube.com/watch?v=pN34FNbOKXc&feature=youtu.be


Characteristics and Behaviors Associated with (and between)

Highly Capable Students

View this video (4:37)

I Am Gifted

• Refer to the handout: Myths vs. Facts

• Refer to the handout: Differences in Characteristics among Gifted,

Learning Different, and Twice-Exceptional Students

9:20 – 9:45

9




https://youtu.be/Omx_iLtMjZA


Break time!

9:45 – 10:00 BREAK

10





Characteristics and Behaviors Associated with Highly Capable

Students

10:00 – 10:45 Our Own Mind shift - it can be really fun to take a student’s “talent,” recognize it, and let it lead the way. 10:45 – 12:00 Gifted Education, Common Core Standards, and 21st Century Skills Introduction to Best Practices and Strategies Associated with Teaching Highly Capable Students 12:00 – 1:00 LUNCH

Agenda

11




Mind shift!

10:00 – 10:45

Conditions of use

13


Mind shift

Stats

10:00- 10:20

ACTIVITY:

Please take a minute and, using your “notes,” write down as

many, varied experiences you have had with boredom .

We will “Turn & Talk”





Student Reflection

14

Activity: Using the yellow index card, write a reflection of a time when a student was extremely creative or “clever.” Pass the cards around the room for 30 seconds (like musical chairs, sort of) – when I say “stop” – read the response out loud when it is your turn. How are creativity/cleverness and boredom related? Please turn in your cards

Teacher: “Where’s your homework?” Student: “It’s stuck in my pencil!”

10:20- 10:45





Gifted Education, Common Core Standards, and 21st Century Skills

Please refer to the handout

10:45 – 11:00

Tying it all together –

integration!

15

Help for boredom!





Introduction to Best Practices and Strategies

11:00 – 11:05

16

The CCSS are not sufficient on their own for gifted learners and . . . if adhered to without differentiation, may limit learning of gifted students. The CCSS do not define the intervention methods: Curriculum should include: ● advanced content ● acceleration in depth and pace ● complexity ● enrichment ● differentiated instruction AND assessment





Positive Relationships

17

Video (7:50)- Rita Pierson: Every kid needs a champion

"Kids don't learn from people they don't like.“ Rita Pearson, 2013

“Our work with challenging students is entwined with deliberately forging relationships.” Jeffrey Benson, 2014 ASCD

11:05 – 11:15




https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en


Differentiation

FOCUS

“Expertise” rather than

giftedness –

from novice to expert.

FOR STUDENTS, THIS MEANS . . .

WORK AT A

DIFFERENT LEVEL

RATHER THAN . . .

MORE OF THE SAME WORK

11:15 – 11:30

18

When all students are taught the same processing skills, students will work at their ability level and will stretch – differentiation is not teaching different skills to different students. Watch the video (6:30), “Austin’s Butterfly,” and think about how all the students have been taught HOW to process and HOW to communicate “expert” advice.




https://www.youtube.com/watch?feature=player_detailpage&v=hqh1MRWZjms








Differentiation

FOCUS

“Expertise” rather than

giftedness –

from novice to expert.

“Basic education” standards, typically, are NOT the level of standard for highly capable students.

FOR STUDENTS, THIS MEANS . . .

WORK AT A

DIFFERENT LEVEL

RATHER THAN . . .

MORE OF THE SAME WORK

11:15 – 11:30

19

ACTIVITY:

Please take a minute and, using your “notes,” write down a couple

of the many, varied ways you have differentiated in your classroom . . .





Differentiation Practices and Strategies!

Please read through the article, highlighting what “pops out” to you. Write your new knowledge / interest areas / “aha’s”/etc. on your “mindset” note-taking handout.

11:30 – 11:45

20

“Principles” of Differentiation






Sharing Your Thoughts

Activity: Share what you have discovered write your thoughts, etc., on the large sheets of paper.

11:45 – 12:00

21






In closing: READING Your Thoughts

On Your Own – Please meander around and read each other’s thoughts . . .

22




Remember :

A shift from “me teaching”

to “students learning.”

Enjoy an entire hour for lunch!

Please return and be ready to go by 1:00. Thank You!

LUNCH time! 12:00 – 1:00

Identifying The Gifted – It can be sketchy! Einstein was four years old before he could speak and seven before he could

read.

Isaac Newton did poorly in grade school.

When Thomas Edison was a boy, his teachers told him he was too stupid to

learn anything.

F.W.Woolworth got a job in a dry goods store when he was 21. But his employers would

not let him wait on a customer because he "Didn't have enough sense."

A newspaper editor fired Walt Disney because he had "No good ideas."

Caruso's music teacher told him "You can't sing, you have no voice at all."

Leo Tolstoy flunked out of college.

Verner Von Braun flunked 9th grade algebra.

Admiral Richard E. Byrd had been retired from the navy, as, "Unfit for service" Until he

flew over both poles.

Louis Pasteur was rated as mediocre in chemistry when he attended the Royal

College.

Abraham Lincoln entered The Black Hawk War as a captain and came out a private.

Fred Waring was once rejected from high school chorus.

Winston Churchill failed the sixth grade.

WOW!!!

Hawaiian-born, Kearney is listed as the

world’s youngest university graduate in the

Guinness Book of World Records.

At 21, Kearney had collected four undergraduate

degrees and a year later, he received his doctorate in

chemistry.

In 2006, Kearney won $1 million in AOL’s Gold Rush

and $25,000 on Who Wants To Be a Millionaire in 2008.

At a young age, Kearney was diagnosed with

Attention Deficit Hyperactivity Disorder.

This weekend I attended graduation at Central Washington University.

http://www.pinterest.com/pin/48765608437230474/

WOW!!!






chemistry.






There were 13 undergraduate degrees awarded to students under the age of 20. . .


WOW!!!






chemistry.






There were 13 undergraduate degrees awarded to students under the age of 20. . .

2 of these students were under the age of 18.



Welcome Back!

1:00 – 1:10 NAGC’s Gifted Education Programming Standards 1:10 – 2:30 Modified/Adjusted Services, Curriculum, and Instruction Differentiation Practices and Strategies 2:30 – 2:55 Managing and Making Sense of it All! Forms, Forms, Forms Resources Available – SSD Webpage and More! Your binder has a lot of information! 2:55 – 3:10 Test Results - Profiles Revealed and Student Learning Plans. 3:10 – 3:15 Introduction to Talents Unlimited – thinking about thinking 3:15 – 3:20 Calendar for September & July Make-Up Day 3:20 – 3:30 Closing – Name Badges – Evaluations – SIGN-IN/OUT

Agenda

28




http://www.sheltonschools.org/SitePages/homepage.aspx

Conditions of use

29


Standards 1:00 – 1:10

NAGC’s Gifted Education Programming Standards NAGC’s Teacher Preparation Standards

Refer to this handout:




Conditions of use

30


Differentiation Explained

Differentiation Practices and Strategies Modified/ Adjusted Services, Curriculum, and Instruction

1:10 – 1:20




Conditions of use

31



What Gifted Students Need

A consistently challenging curriculum.

Content

Student demonstrates

they have already

learned some of the content, or are able to learn required

content in much less

time than their age peers.

Process

Methods students use to make sense of

concepts, generalizations, and the required

learning standards.

Product

The ways in which

students choose to

demonsrate their

understanding of the content and process.

Real life products for appropriate audiences.

Environment

Students thrive in a

challenging atmosphere

in which individuality

is valued and

nurtured.

Assessment

"It's not just about the grades, it's about

the learning."

Karen Brown

Students should experience consistent

opportunities to demonstrate previous

mastery before a particular unit is

taught or to experience

differentiated pacing.

They need to experience the

intrinsic desire to learn all they can about a

particular topic.

Compacting

Condensing material worth learning into a shorter time period.

Differentiating

Different materials, tasks, and activities that lead to authentic learning FOR THEM.

1:20 – 1:30

Services, Curriculum, & Instruction




Conditions of use

32


Practices & Strategies Differentiation

Practices and Strategies Modified/ Adjusted Services, Curriculum, and Instruction

1:30 – 2:00




Conditions of use

33



2:00 – 2:15

Modified/Adjusted Services, Curriculum, and

Instruction

Services:




Conditions of use

34



2:15 – 2:30


Instruction

Multiple Intelligences Surveys Quick Experiential Activity 1. Write a short poem that you know or make one up. 2. Figure out how long ago was a million seconds. 3. Draw a picture of an animal. 4. Stand by your seat and follow my directions: jump on your left foot 10 times;

jump on your right foot 10 times; do ten jumping jacks; high-five your neighbor.

5. Let’s all sing “Row, Row, Row Your Boat” together. 6. Turn to a partner and share something nice that has happened to you this

week. 7. Close your eyes and think about the happiest moment in your life – you won’t

have to share with anybody. 8. Think about all the different dogs there are. Write a list of different ways to

categorize these dogs.

Quick & FUN: How to Group Students for TYPE of work. . .

Next Page for guidance. . .




Conditions of use

35




Instruction

This is a teacher-dictated survey. Students will need paper and pencil – and should number each activity. It’s effective to use before introducing multiple intelligences to your students. Usually, it can be completed in 15-20 minutes. When you’re done, go back and review each activity with them, asking them to “*” their favorite and “x” their least favorite. Then do a survey – “who enjoyed # 1 the most?” etc. – kids raise hands -- and using a MI overhead – tell about verbal-linguistic intelligence. Ask for a couple of volunteers to share their responses. Continue through all eight intelligences. I tell them about Howard Gardner and his notion that there are many ways people can be “smart.” Use your imagination to personalize your survey – tie it in to school theme, school mascot, team name/identity, etc.

2:15 – 2:30 (cont.)




Conditions of use

36


Forms, Forms, Forms


2:30 – 2:40

See the packet of resources on our webpage.




http://www.sheltonschools.org/AAP/Pages/Teacher-Trainings-and-Workshops.aspx

Conditions of use

37


Forms, Forms, Forms


2:30 – 2:40 (cont.)

See the packet of resources on our webpage.

Teaching Gifted Kids in Today’s Classroom Susan Winebrenner and Dina Brulles

Curriculum Compacting – a VERY important strategy to utilize!!! This will be one of our first “focused” trainings in September – calendar to follow . . .




http://www.sheltonschools.org/AAP/Pages/Teacher-Trainings-and-Workshops.aspx


Please refer to the independent packet.

Talents Unlimited guided this packet!

Product Process Delivery Choices

38

Self-Choice

2:40 – 2:55

What will they choose? Watch these videos

Authentic - Real




http://www.fox.com/watch/401523779790/7684274688

Conditions of use

39


Testing Profiles GREAT information is available from the testing center!

2:55 – 3:05

See the following slide:




40


Testing Profiles

1:20 – 1:45

2:55 – 3:05 (cont.)




Conditions of use

41


SLP’s Student Learning Plans These

are NOT IEP’s!

3:05 – 3:10




Mindset

There are no tricks to working with our most challenging students.

If there were simple solutions to support their growth, the students

wouldn’t be challenging.

Teachers do not have a secret cache of techniques, they have received

training and employ interventions – but, our most challenging students

confound common solutions. These students challenge us to develop new

and complex interventions, in combinations we have never tried before.

Jeffrey Benson, 2014 ASCD

Mindset

We’ll see each other throughout the year but,

I am only a phone call or email away.

Please keep in mind that I am available to:

Demonstrate a lesson with Talents or any other differentiation strategy,

Team with you in setting up independent packets/projects for students,

Meet with you, parents, and students

And many other options that you find worthwhile!


44

Research suggests that children possess potential for many kinds of talents (thinking abilities) which are important to success in the classroom as well as in the world of work. In addition to the Academic, these Talents include: Productive Thinking Communication Forecasting Decision Making Planning

Metacognition –

thinking about

thinking.

It’s not enough to know

something, you have to know you know it!

3:10 – 3:15




Conditions of use

45 http://creativecommons.org/licenses/by-nd/3.0/

Calendar

Let’s Make A Plan

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16

17 18 19

20 21 22 23 24 25 26

27 28 29 30

September 2015

LID

ER/PLC

Holiday Soc.St. (Thur.)

Report Cd. (Tue.)

AST?

Marz/TPEP Hi-Cap

BDX

Hi-Cap MTV

Hi-Cap OMS/OBJH

Hi-Cap EVG

4th Gr. WA St. Hist.

3:15 – 3:20

Focus: Differentiation Strategies, Pre-Assessments & Curriculum Compacting




Conditions of use


Date: Monday July 20, 2015 Why?: HiCap/Cluster/Differentiation “Speed Training” Time: 9:00am – 12:00 noon Place: District Office Susan’s Cell: 360-775-9351

Thank YOU!!!

Make-Up Day for any trainings missed

3:20-3:30




Conditions of use


Please complete the following as your “check-out:” 1. Place your name badges in the box on the

table. 2. Turn in your “training topics” menu of choices. 3. Complete your evaluation and put in the

envelope – I will need a volunteer to seal the envelope as the last paper is received.

Thank YOU!!!

See you tomorrow Same time ... same place!

“Alone we can do so little; together we can do so much.”

Helen Keller

3:20-3:30 (cont.)




Documents

HiCap/Cluster Teacher Training & Workshop - Shelton School … · HiCap/Cluster Teacher Training & Workshop Thursday, June 17, 2015 Welcome! 1. Sign-In – love those clock hours!