jobs requiring postsecondary degree = 2:1
DESCRIPTION
Jobs Requiring Postsecondary Degree = 2:1. (Council of Economic Advisors, 2009). Preparing for a Global Environment. Student Outcomes. How Do You Develop Talent?. What Can We Do?. ( Duffett , Farkas , & Loveless, 2008). Classroom Differentiation. - PowerPoint PPT PresentationTRANSCRIPT
Gifted Education: Purpose and
Overview
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Other Nations U.S.
Slipping in rankings of student proficiency
Higher costs of doing business in U.S.
Higher costs of education in U.S.
Declining in international comparisons of college completion
Changing political structures—competitive in global marketplace
Emphasis on math, science, and English
More opportunities for more people than previously
3
Jobs Requiring Postsecondary Degree = 2:1
Nonroutine analytic
Interactive
Requires math and executive functioning
(Council of Economic Advisors, 2009)
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Preparing for a Global Environment
All need academic growth
Some need supports or extensions
Must develop potential of all
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Student Outcomes
Skills for Success and Creative Production
Think critically
Generate ideas and
connections; problem solve
Communicate effectively in
multiple formats
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How Do You Develop Talent?
Process of Talent Development
piano, violin, voice
basketball, gymnastics, tennisacademics
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Lost performance
Underidentified
Untrained teachers
Lack of challenging curriculum
What Can We Do?
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None or very little 63%
Some or a lot
35%
Not sure 2%
Preservice Teacher Preparation for
Academically Ad-vanced
None58%
Some41%
Not sure1%
Recent PD on Academ-ically Advanced
(Duffett, Farkas, & Loveless, 2008)
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Classroom Differentiation
Not differen-tiated for
gifted84%
Differentiated activities
16%
(Archambault et al., 1993; Westberg & Daoust, 2003)
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Content previously mastered*—81 days
(45%)
Remainder— 24.75 days (14%)
Unnecessary repetition— 74.25 days
(41%)
Gifted Elementary Student 180 School Days
(*Reis, West-berg, Ku-likowich, & Purcell, 1998)
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Identify advanced potential
Provide appropriate environment
Produceadvanced
achievement
How Are Learners Different?
0.13%
Aboveaverage
Belowaverage
2.14%13.59%
34.13%
34.13%
13.59%
2.14%
0.13%
Cognitive disability
GiftedAverage
General Intellectual Functioning
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Gifted: Students With Advanced
Potential
Demonstrated high performance
Prodigies
Creative producers
Above-grade achievers
Underdeveloped performance
Twice-exceptional
Low-SES
Culturally/linguistically diverse
Underachievers
Supports (self, family, school)
Inhibitors (self, family, school)
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Important Ideas About Ability
Giftedness
not limited to abilities
measured once
Expression
dependent upon
opportunity
individual action
cultural demand
Abilities
can be developed
Intelligence
multifaceted
domain-specific
embedded in context
developed throughout the
lifespan
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Characteristics of Giftednessin School When Compared to Same Age, Experience, or Environment (LEP, F/R Lunch, etc.)
Learns quickly Has an extensive vocabulary
Grasps math concepts quickly; intuitive
May be highly sensitive and/or introverted
Grasps “big picture”; may learn “whole-to-
part” instead of building parts to make
whole
May be more intense
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Services
According to
Need
Needs Differ
Some require many services
Some require advanced
instruction in all subjects
Some need advanced instruction in just one
area
Some need an advanced pace but do not yet
achieve at a high level
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Differentiated Curriculum and Instruction
You do not have to teach all of the standards to all the students, but you must show that all students have mastered all standards.
Preassessment is key: Find out what students already know and use the time you would have spent teaching those concepts differently.
Curriculum for high-ability students goes beyond grade-level standards and goes deeper than grade-level content.
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Differentiation for the Gifted
Qualitatively Different in All
Aspects
Not just different
Not just a different
assignment
Not just accelerated
Not just choice
Not just an extension
Not just a different word list
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more than faster
start where
you need
to
above grade level
K–12 math
in fewer years
problem solving
critical thinking
beyond standards
How Is Instruction Different?
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Instruction Is a Qualitatively Different Experience
• It is a different experience with all aspects of learning.
• It is a planned sequence of experiences that builds to greater goals, big ideas, broader understandings, more comprehensive foundations, more critical thinking, and more opportunities for creative thinking.
• A child does not have this intellectual capacity only when it is convenient for the school. The learning experience needs to match the intellectual capabilities of the child in all areas of the curriculum or in the specific academic area where the child has high ability.
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Elements of Curriculum and Instruction for Gifted Learners
Substantive content
Provision for acceleration and compression of content
Focus on concepts
Habits of mind of the experts in the field
Development of advanced products
Opportunities for independent learning
Consistently focused use of inquiry-based instruction
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Create
Evaluate
Analyze
Apply
Understand
Remember
Create
Evaluate
Analyze
Apply
Under-stand
Instructional Time: Bloom’s TaxonomyRegular Curriculum vs. Curriculum for Advanced Potential
Remember
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What Predicts?
Math > Algebra II
Rigorous curriculum
College graduation
(Adelman, 1999, 2006)
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Predictors: ACT Research (2008)
Upper elementary
Middle school
Eighth grade
Eighth-grade students’ academic achievement has a larger impact on their readiness for college than anything that happens academically in today’s high schools.
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AP Indicator of College Completion
0%
10%
20%
30%
40%
50%
60%
70%
80%
No AP One AP Two or MoreAP's
(Adelman, 1999, 2006)
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District Responsibility - Developing Policies & Programs
District Responsibility: Developing Policies and Programs
Leadership and commitment to
excellence
Defensible identification
Services and curriculum
Evaluation of program
effectiveness
Stakeholder support
Building Responsibility: Leadership in Implementation
Fidelity of services
Support for differentiation
In-depth training in gifted education
Assessing teacher effectiveness
Classroom Responsibility
Differentiating instruction Monitoring achievement
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Where Do We Begin?
Gifted Services
BBPC
Identification and services
Curriculum and instruction
Guidance and counseling
Professional development
Program evaluation