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Instructional Decision Making for Advanced Proficiency Students Day 2. Ready-Set-Recall. Jot down what you remember from last time. Pair up, share, and add to list Square up and share again Choose 2 important ideas to share with large group. Processing Home Play. - PowerPoint PPT Presentation
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Instructional Decision Making
for Advanced Proficiency
StudentsDay 2
Ready-Set-Recall
• Jot down what you remember from last time.
• Pair up, share, and add to list• Square up and share again• Choose 2 important ideas to share
with large group
Processing Home Play
• Individually jot down three key ideas from the article
• Form pairs– “A” partner share one idea– “B” partner ask a question about that
idea– “A” partner answer– Together discuss one practical
application of the idea– Switch roles
How do we know…
…where the child is relative to the Core?
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DIFFERENTIATING FOR THE GIFTED
What am I teaching?
Kids How do I Know What will I do? Who can help?
Who already knows it?
Who can learn it faster?
Who needs greater
complexity and
abstraction?
Matching Strategy to
Student Needs• Based on the answers to these
questions, determine the strategy.
Organizing Fluency Data:Making the Instructional Match
Group 1:
Accurate and Fluent
Group 2:
Accurate but Slow Rate
Group 3:
Inaccurate and Slow
Rate
Group 4:
Inaccurate but High Rate
This grid does not typically apply to advanced readers who are already compre-hending at high levels.
This focus is usually for those whose comprehension is not where we want it to be.
Group 1:
Accurate and Fast
Group 2:
Accurate but Slow Rate
Group 3:
Inaccurate and Slow
Rate
Group 4:
Inaccurate but High Rate
Comprehension Advanced
Needs Core
Comprehension Low
Ask the higher question: At what level is the child comprehending?
1. Is our core cycle sufficient?2. If the core is not sufficient, why not?3. How will needs identified in core be addressed?4. How will the sufficiency and effectiveness of the core cycle be
monitored over time?5. Have improvements to the core been effective?
6. For which students is the core cycle sufficient and not sufficient, and why?
7. What specific supplemental and intensive instruction/curriculum is needed?
8. How will specific supplemental and intensive cycles be implemented?
9. How will the effectiveness of supplemental and intensive cycles be monitored?
10. Which students need to move to a different cycle?
Framework Questions
S &
I R
elat
ed Q
uest
ions
Supplemental and Intensive
• Question 6: For which students is the core instruction sufficient and not sufficient, and why?– Step 1: List students for whom the core is not sufficient.
(Significantly exceeding or less than proficient)
– Step 2: Determine diagnostic assessment tool(s)/process to identify instructional need.
– Step 3: Determine expectations of performance for the diagnostic tool(s)/process.
– Step 4: Plan logistics and collect diagnostic data– Step 5: Organize, summarize, display result
Using Data
• What data show a student exceeds Core?
• What other data needs to be collected? (i.e., What are the questions that need to be answered?)
• Trust the data!
Intensity is…“of an extreme kind” (dictionary.com)
The Big Five1. More Explicit2. More Modeling3. More Systematic4. More Opportunities to Respond5. More Review
Intensifying Instruction
The Big Five1. More challenging & complex text2. More homogeneous grouping3. More choice & control4. More higher-order questions/tasks5. More non-fiction & informational
text
Intensifying Instruction for
Gifted
Levels of Differentiation
Activity
Lesson
Unit
Course/Grade
Assessing students
1. Cards on Kids• Assess interests and learning style• Each student gets a card• Information in corners• Answer questions in the middle• Offer update opportunities
2. KWL, Frayer, Concept Map• Assessing prior knowledge and
readiness
Assessing students
3. Surveys and Inventories• Multiple Intelligences• Interests• Learning Styles
4. Best Works Portfolio• Assesses readiness• Determine outcomes and acceptable
evidence• Design rubric for evaluation
Assessing students
5. Exit Cards• Check for understanding• Identifies gaps, misconception, and high
level understanding
6. Oral responses/questions• Assesses for readiness, interest
7. Whole-group Assessment• Squaring Off• Fist to Five
Assessing students
8. Sticky-note Book• Record-keeping/management tool• Notebook w/student name on each page• Make notes on kids during class using
stickies• Put notes on student’s page
9. Post-test as Pre-assessment• Assesses prior knowledge of material• Essential to curriculum compacting
Assessing Students
• Read page 27 in “Reading Strategies for Advanced Primary Readers.”
• Discuss with a partner.• Consider if/how you might use any of
the strategies as a pre-, diagnostic, formative, or summative assessment
http://www.tea.state.tx/gted/ReaStra.pdf
Flexible grouping
• Use assessment data to form groups– Identify learning outcome– Develop assessment– Identify learning differences– Determine purpose for grouping– Place kids in groups
• Gifted kids need time together– “playing up”
• See p.60-64 in Kingore booklet
Bloom’s Revised Bloom’s Revised TaxonomyTaxonomy
REMEMBER
UNDERSTAND
APPLY
ANALYZE
EVALUATE
CREATE
Adapted from Sousa
Bloom’s Taxonomy Revised
• http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29
• http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
• Spend some time exploring the Bloom’s resources on the Wiki
Cu
rric
ulu
m
Com
pacti
ng
C.C.
More on Curriculum Compacting• Skim p. 40-50 in Kingore packet.
• Consider assessments we discussed that might inform decisions about Curriculum Compacting.
• Think about a student for whom compacting might be appropriate. – What behaviors point to the need? – What assessments would be helpful?
Replacement Activities
• Not MOTS!• Address individual strengths and
interests• Develop collaboratively• Examples
– Inquiry Reading– Extensions
Curriculum Compacting
Replacement ActivitiesAccelerate or EnrichMathhttp://nrich.maths.org/public
Readinghttp://www.randomhouse.com/teachers/ http://www.visuwords.com
Example
• Houghton-Mifflin (4th grade)
• Independently read Akiak or substitute a full length book; e.g., Puppies, Dogs, and Blue Northers: Reflections on Being Raised by a Pack of Sled Dogs or Winterdance by Gary Paulsen– Participate in a small group
discussion
Example
• Inquiry Reading - research sled dogs, Iditarod, dog sled racing, etc. and prepare a presentation for the class
• http://www.adn.com/iditarod/2008/story/404261.html
• http://dsc.discovery.com/tv/iditarod/iditarod.html• http://www.iditarod.com/learn/iditarodtrail.html • http://www.iditarod.com/learn/terminology.html
Example
• Read another story about a hero’s journey. Compare and contrast Akiak and that story’s main character.
• Complete an Iditarod WebQuest• http://www.geocities.com/sseagraves/
iditarod/iditarodunit.htm
Example
• Study RAGBRAI - does it meet the criteria for a “journey”? http://www.ragbrai.org/ – Outline the history– Find maps of the route each of the last five years -
establish criteria to rate the difficulty of the ride– What are hardships riders might suffer?– Interview a rider– Compare & contrast to the Iditarod– Why do events like these endure?
• Prepare a presentation for the class.http://www.gifted.uconn.edu/SEMR/about/
about.html
Vocabulary Development
• Students with advanced vocabulary– How would you know? What data would
drive your decision?– What would you do with/for the students?– How would you use formative assessment?
p. 83-93 in Kingore packet
Sample Application
http://www.randomhouse.com/teachers/
Beyond Vocabulary
• Sentence fluency– alliteration
• Gifted character• Social/Emotional
– Feelings of isolation– Sense of “different-ness”
• Themes– Service to others– Living a “purpose driven” life
RAFT
Role
Audience
Format
Topic
TRY RAFTing
• Create a RAFT for something you’ll be teaching this month.
• Consider the level of challenge for your most gifted students.
• Adjust the RAFT role, audience, and/or format to require higher order thinking or a more sophisticated product for advanced students.
Tiered Assignments
Students work on different levels of activities, all with the same essential understanding or goal in mind.
Tiered assignments accommodate for differences in student readiness and performance levels…and encourage continued growth.
Tiered Activity Examples
http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html
Questioning Models
Divergent Questioning
Question Answer Relationships
Socratic Questioning
p. 55-68 in Kingore packet
Let’s Practice
• Choose something you’ll be teaching soon and develop the Divergent Questioning chart.
• Share with a partner.
Quote of the Day
If you want to feel safe and secure, continue to do what you have always done.If you want to grow, go to the cutting edge of our profession.Just know that when you do, there will be a temporary loss of sanity.So know when you don’t quite know what you are doingYou are probably growing!
--Madeline Hunter
Home Play
• Identify the data you will use to determine target students.
• Develop your plan to identify areas of needed support.
• Identify formative assessments
Exit Card