Linda Deal Gifted Consultant [email protected] Who are the Gifted? How can we help them? 10/9/2015Linda Deal1

Linda DealGifted [email protected]

Who are the Gifted?

How can we help them?

04/21/23 Linda Deal 1

What it means to be Gifted in PAChapter 16.1 Definition

Mentally gifted—1.Outstanding intellectual and creative ability the development of which 2.requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.

Note – 2 prongs to the definition04/21/23 Linda Deal 2

Gifted in PAPA Code § 16.21 (e) Multiple criteria indicating gifted ability include (but not limited to):

1. A year or more above grade achievement level for the normal age group in one or more subjects as measured by Nationally normed and validated achievement tests …..

1. An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability.

1. Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion-referenced team judgment.


4. Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise.

5. Documented … evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR 300.8…, gender or race bias, or socio/cultural deprivation are masking gifted abilities.

Only 3- 5% of the population04/21/23 Linda Deal 4


HIGHER THE ABILITY

HIGHER THE ASYNCHRONICITY(OR SCATTER) IN DEVELOPMENT

AVG. RANGE

GIFTED & TALENTED

HIGHLY GIFTED & TALENTED

BELL CURVE & ASYNCHRONICITY


Asynchronous Development


Gifted Traits in the ClassroomAsynchronous Development *Fast Rate of Acquisition (ahead of plans) Strong Rate of RetentionIntense (Can stick with or beat an interest or

issue to death)Complexity of Thought (make connections)Creative Thought (“left field” ideas)

Social and Emotional Traits(Gifted Underachievement)

2 handouts


Positive and Negative Sides of the Same Trait….

“Sometimes your gift takes you to a place that your character is not

ready to handle.”

Quote from former Detroit Mayor, Kwame Kilpatrick, who went to jail for 38 counts of extortion, bribery and fraud.



Differentiated Instruction Rather than taking students through a lock - step curriculum, teachers modify their instruction to meet students’ varying readiness levels, instructional

preferences, ability and interests.NCLB - Regular Ed - Gifted


You may already be doing many of the strategies about to be presented.

It may mean adapting the strategies for use with different lessons, adding choice of requirements, using different emphasis of time or a different level of material.

Content Process ProductHandout – Principles of Diff Curr


Suggestions for Advanced Student Lessons:• Use higher order thinking skills – not fact

regurgitation• Be cross curricular, complex• Go above grade level standards• Be replacement work, not additional work• Have limited Instructions, Open-ended: Less is

More• Involve rigorous and abstract concepts; BIG

IDEAS• Use pre-assessment, formative and summative

assessments for placement• Teach them to be autonomous problem solvers


Content

Product Process



Rates of Acquisition Most students can take material from their

short term memory to long term memory

after 7 repetitions. Gifted students may retain information after

1 - 3 exposures to information. Slower learners may need more repetitions

through different learning styles and

approaches.


Handout curriculum continuuum

Pacing lessons is a challenge. You will have students who are done the

assignment before you finish the directions. You will have students who need repeated

practice presented using multiple strategies.

Giving students in the first group more of the same problems to do will be viewed as punishment for completing work quickly.


Three Levels of PacingDaily Pacing Changes:

repetition to enrichment (one day activities)

Chapter or partial chapter replacement activities (1 - 2 week activities)

Acceleration or academic support (whole year changes - less than 3% of the population)


Handout enrichment/math notebooks

Assessments Help DifferentiatePre - assessments

Determine current level of readiness - even masteryProvides data for learning options

Formative assessmentsData gathered to determine on-going progress during unitProvides data on misconceptions or lack of understanding

Summative assessmentsDetermine mastery of content, may be exit grade or scoreShould align with curricular objectives, standards,

benchmarksShould parallel formative assessments - does not always

have to be a test. Handout - assessments


Steps for grouping students.Pretest students for the chapter or topicAnalyze the results - do an error analysis Group students according to the level of expertise

that they bring to that chapterStudents can be grouped by:

total number correct: over 80% only do sections

types of errors: which sections of the chapter do

they need to study? learning style, reading level or your own

criteria for class rate of acquisition: speed of understanding

CEILING EFFECT04/21/23 Linda Deal 20

Grouping SuggestionsUse heterogeneous groups for open-ended

problem solving or when a concept is new to all students.

Homogeneous groups are appropriate for brief review, skill development or different level work.

Depending on your goal, students should be allowed to work independently according to their preference.

Students should occasionally have opportunities to select their own groups based on common interests.

All students need to learn skills for working together before cooperative learning activities can be successful.


After pre-assessment, which students do not need to cover the objectives you have listed?

What alternative activities, extended processes can you add?

Look at the Standards. Can you teach skills/processes for the next higher level?

Processes can include: applications, analysis, creativity, evaluation type activities, research skills.


Some CommentsGifted students may not need the first 3

chapters of the math book each year. Substitute enriched activities with depth.

Provide classroom options of higher level replacement reading for content areas.

Gifted students respond to choice of assignments even if much harder than other work.

Do not use gifted students as tutors long-term. This can be frustrating for both students.

Teach the hardest part of the lesson first – then assess


HOTSSCAMPER

6 Thinking HatsTiered Activities

Think Tac Toe


REPLACE

NOT JUST MORE….


Gifted Curriculum Generally… At a faster pace (rate of retention) At a higher level (change content) Offer opportunities for complexity (depth and breadth)

Be cross-curricular (provide other applications, flexible, make connections)


How do we Implement the Standards at a Gifted Level?Recognize that many of the standards

focus on higher level thought.Select core models to use in

implementing key process skills embedded in standards.

Address the skills in the standards repeatedly (use models over and over).

Select materials that address the intent of the standards, not just the content.

Always consider ways to integrate learning across standards.


How do we Implement the Standards at a Gifted Level? (cont.)When gifted students exceed standards at

given stages, accelerate them to the next level within or across subjects; within or across levels. Use relevant materials to enhance extended learning opportunities.

Read and interpret standards across grade levels. Be familiar with the standards 1-3 grades above yours for developing advanced task demands.


Criteria for Selecting Curriculum1. Can all students in your class

complete this activity?2. Have pre-assessments determined

correct instructional levels?3. Is flexibility built into the content,

process and product requirements?4. What other criteria would you add?


Adaptation and modifications

Differentiating Instruction

• Content (Placement changes)

• Process (Instructional Strategies)

• Products (Alternative Assessment)

• Learning EnvironmentThin

gs t

o C

hang

e


Curriculum Adaptations (Content)Abstract thought rather than concrete (HOTS)

Complex – open-ended, no clear solution

Multi-disciplinary – cross curricularOrganization – non-sequential or accelerated

Study of people – math series, scienceMethods of inquiry – SocraticCross grade-level content

Curriculum Adaptations (Process)Higher order thinking, critical skills

training, problem solvingOpen-ended thinkingProof and reasoningValue of group production/individualDiscovery, shared inquiry, problem-

based learningTesting out, multi-grade grouping,

non-graded classSimulations, programmed instruction

Curriculum Adaptations (Product)Real world productsReal audiences/authentic assessments

Systematic, corrective feedback

Individual benchmark setting – beyond the grade level


Higher Order Thinking SkillsRegular Bloom


knowledge

Comprehension

application

synthesis

evaluation

Timeemphasis

Higher Order Thinking Skills

Gifted Bloom


Knowledge

comprehension

application

synthesis

evaluation

A different emphasis of time.

Inductive and Deductive ThoughtStories with holesWhat’s my rule?Book Activity – handoutSix Thinking Hats


Creativity - teach what it is! Thinking and

FeelingFluency Risk TakingFlexibility ComplexityOriginality CuriosityElaboration Imagination

S. C. A. M. P. E. R.Analogy – Metaphors – Force Fit


And Ways to do it!

Techniques to be creativeSubstituteCombineAdaptModify: magnify or minify

Put to other usesEliminateRearrange, reverse

Activity: shoes, books, movices 40

Techniques to be creative

41

http://themes.pppst.com/6hats.html

WHITE:WHITE: factsRED: emotionsBLACK: negative aspectsYELLOW:YELLOW: positivesGREEN: creativeBLUE: summaryhttp://

www.learnerslink.comquestioning_card.htm(Bookmarked)

42

Tiered Activities Use an assignment or activity and take it

to different levels or approaches. Students may have a choice to select the

level at which to work or the project Differentiation may follow ability level,

learning styles, content, process, product changes.

Great for heterogeneous classrooms.


Tiered Assignments should be…Different work, not more or less

work Equally active Equally interesting and engaging Fair in terms of work expectations and

time needed Requiring the use of key concepts,

skills, or ideas


Tiered Assignments - gifted rangeUse advanced

materialsMake certain the

highest activity is complex

Students must transform ideas, not reproduce them

Activity can be open ended


Allows for explor-ation of principles

Encourages broader knowledge

Can focus on problem solving

Provides meaningful work at right level

Can develop creative talents

Cross Curricular Sites and IdeasFuture Problem Solving http://en.wikipedia.org/wiki/

Future_Problem_Solving_Program_International

Current Events: New York Times Learning Network

http://learning.blogs.nytimes.com/ (bookmarked)

Think Tac Toe handout

You Choose book Directions for TTT:http://teach.fcps.net/trt7/Think%20Tac

%20Toe.htm

Sample TTT boards:http://daretodifferentiate.wikispaces.com/

Choice+Boards (bookmarked)http://2differentiate.pbworks.com/w/page/

860118/ThinkTacToe


Learning ContractsVary student work

by creating contracts (goals)

that include complex skill and enriched content

components (objectives).

Handouts: Sample Independent Contract Rubric from slide 3

Ind Study TTT

8/14/12 49Linda Deal

A B


Open Ended Picture StudyWrite a caption for this picture from your

content area Write one question/problem from your

content area about the picture for students to answer

Select 3 vocabulary words from your content to go with the picture

Use this approach with students: creative, open-ended and high order thinking


WebquestsCan easily be searched by grade level through

college on any topicEasily leveled to differentiate for your class using

similar topicProvide excellent alternatives to traditional

curriculum if a student or group of students “test out”

Sample Resource sites: http://www1.smsd.org/staffdev/middle/middleweb/

web_quests.htm

Search: webquest + topic + grade level

Object DayAll lessons in the school for that day are

focused around the same objectTeachers innovatively develop a lesson in

their content area on the topic of the day around the object

The object for today is: pencilsWithin your group, develop in 5 minutes a

lesson for pencils…..


Rationale for Curriculum Compacting

Students already know most of their texts before “learning” it.

Textbooks have been “dumbed down.”The needs of high-ability students are not

often met in classrooms.Compacting frees time for more challenging

learning experiences.Pace of instruction and practice time can be

modified.Compacting guarantees educational

accountability and equity.8/14/12 54Linda Deal

Compacting

1. Identify the need for compacting2. Compact the regular curriculum3. Provide alternative activities4. Keep records of the process

Handout: Mechanicsburg info for Compacting


COMPACTING

1. Pre- assess student knowledge (not all students need to be pre-assessed)

2. Determine what can be skipped because mastery is demonstrated

3. Teach what is not known

4. Frees time for in-depth work, enrichment activities, or acceleration.

Repetition in curriculum is frequent


Requires Teamwork of StaffClassroom Teacher

Determine curriculum goals

Assess student mastery

Plan enrichmentTeacher of Gifted

Organize, coach teacher training

Assist teachers in locating materials.

• Administrator– Budget funds for

enrichment materials

– Oversee schedules for teacher coaching

– Provide time to develop materials– Reinforce change with positive

comments– Allow for flexible

approaches



Recommended Resource sites• googlelittrips.com or

http://www.googlelittrips.com/GoogleLit/Home.html

This site is an experiment in teaching great literature in a very different way. Using Google Earth, students discover where in the world the greatest road trip stories of all time took place.


Literature• www.shelfari.com bookshelf – add books to talk

about books; put on a book, rate it and summarize it

• www.battleofthebooks.org/ - Battle of the books

– then do a quizbowl activity at the end• • http://bookbuilder.cast.org/ Use this site to

create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills.


Virtual School Options Florida Virtual School – high school level,

accredited nationally, flexible, advanced/remedial

Internet High School, tuition freeOn-line university level coursesKeystone School, advanced middle and HS

course


Make a list of 5 fundamental requirements for teaching gifted

Get out index card started withWould you add or change anything to what

you know about teaching gifted kidsHand in your cards when done


Tips for Making ChangesStart Small - experience success!Select one area to change, one

activityFind a variety of alternativesChoose the best optionsDecide how to documentPlace in plan book for use each yearAlternate plan should take 2+ classesShare with each other!


Additional Information Pennsylvania Association for Gifted Ed http://www.penngifted.org/National Association for Gifted Children http://www.nagc.org/ The Hoagies’ Site http://www.hoagiesgifted.org/

Handout: web resources


Have a great school year!


Linda

Documents

Linda Deal Gifted Consultant [email protected] Who are the Gifted? How can we help them? 10/9/2015Linda Deal1