middle school gifted and talented services professional development
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Middle School Gifted and Talented Services Professional Development. Nancy Vague Coordinator of Gifted and Talented Services South Washington County Schools Tina Van Erp Gifted Education Specialist WMS and South Washington County Schools. Gathering Time. Housekeeping Agenda for today - PowerPoint PPT PresentationTRANSCRIPT
Middle SchoolGifted and Talented Services
Professional DevelopmentNancy Vague
Coordinator of Gifted and Talented Services South Washington County Schools
Tina Van ErpGifted Education Specialist
WMS and South Washington County Schools
Gathering Time• Housekeeping• Agenda for today• Overview of the day
Participants will KNOW
Nature and needs of gifted learners.
Overview of Gifted and Talented Services
Learning Targets for This Morning
Participants will UNDERSTAND
Gifted learners have a unique set of affective and academic needs.
Culturally diverse gifted learners have needs both similar to, and different from, which gifted students.
Learning Targets for This Morning
Participant will BE ABLE TO
Identify characteristics and affective needs of students in their classes.
Identify and utilize the support available to teachers of gifted students.
Learning Targets for This Morning
Learning Environment Objectives:Similarities/Differences, Setting Standard and Experience with Higher
Order Thinking (HOTS), Community Building
HANDEach finger represents something about you. Start with the things that others can observe and move to those that people might not know about you.
THINK: Cultural Iceberg Model
PreassessmentWhat do you want to learn about…?
PICTURE WORDS
Learning Environment Objectives:Student investment in syllabus
High Ability Children
Learning Environment Objectives:Invite the Children
Draw Students
Learning Objectives:Create framework to understanding gifted brain processing
HOUSE
Best Practice ResearchGagne, Renzulli, Betts
Learning Objectives: Create semantic mapping/frameworks using
multiple perspectives on gifted learners
Dr. Joseph Renzulli’The Nature of Gifted Students
Above AverageAbility
Creativity
Task Commitment
The Nature of Gifted Students
• TYPE I• Convergent Learners• Good at getting high GPA• Don't exhibit early problems of G/T, but eventually feel "boredom"• 95% of Type I G/T's are teacher pleasers• Conflict with Type II's
• TYPE II• "Obnoxious " gifted• Inappropriate behavior• like to openly challenge teachers• Don't give in like Type I's would• Unlikable, problem of how to deal with them◦ Won't conform◦ Many later become famous
The Nature of Gifted Students
Personality Profiles of the GiftedGeorge Betts
• TYPE III• "Underground" gifted, learned that giftedness doesn't pay• Girls in junior high become so as they attempt to hide
their gifts• More Type III are girls, don't want to seem different, often stand
back than assume leadership• TYPE IV
• "Drop Out" gifted• Former Type II's and III"s• Poor self-concept• Hates the system
The Nature of Gifted Students
Personality Profiles of the GiftedGeorge Betts
• TYPE V• The Double-Labeled (2e)• Physically or emotionally handicapped• May hide their handicap• Often show signs of stress• May feel discouraged, rejected, helpless or isolated• May use humor to demean others while bolstering their own
lagging self-esteem• Traditionally not identified
The Nature of Gifted Students
Personality Profiles of the GiftedGeorge Betts
• TYPE VI• The Autonomous Learner• Strong self concept• Self directed• Well respected by adults• Strong personal power
Question: How can we help our high ability children become Type VI?
The Nature of Gifted Students Personality Profiles of the Gifted
George Betts
Stop and Think...Think about someone you’ve known who fits the traits of one of the Bett’s categories of giftedness.
Share with the people at your table.
Activity: Add a fourth column and title it
“Challenges”. In your group discuss, how each positive
trait could be a problem. You will be asked to share your responses
with the large group.
Twelve Traits of Gifted Learners
One per building purchased by OEI.
“Educators-teachers, administrators, counselors, and psychologists-who are not familiar with, ignore or minimize the various needs of gifted students are likely to be ineffective with them.
This argument, formulated differently, also holds true for culturally diverse learners.” (Ford et al., 2000, 2002; Ford and Harris, 1999).
Dynamic Thinking
about each other
the lesswe make up
The more we know
Deficit Thinking
about each other
the morewe make up
The less we know
Multicultural curricula considerations Multicultural instructional considerations Culturally responsive learning
environments
When designing appropriate educational experiences for culturally diverse students, consider and address:
Thoughts…
“African American, Hispanic American, Native American and Asian American gifted students have cognitive, affective, and instructional needs like White gifted students, but they also have different needs. To ignore, negate, or minimize these differences is to ignore these students.” –Ford and Milner, 2005
Gifted students need opportunities…
to be themselves to understand what it means to
be gifted to work with intellectual peers to have their strengths and
abilities acknowledged to have their interests supported to be listened to to advocate for their needs
Affective Needs
BRAIN SLIDING
Triangle/Circle/SquareLearning Environment Objectives:
Release pressure of receiving a lot of information in a short time. Allow for processing of information before being asked to use it.
I want school to satisfy my need to…..
Explore new worlds Learn from characters’ or real people’s choices Interpret positive and negative consequences Have role models and “friends” Get my questions answered Find new questions THINK NEW THOUGHTS Have heroes
**Collected from my Challenge Reading students 2008-2009
Tina Van Erp LMS Aug 09
From the Student’s Point of View…
General Overview of Gifted Services
District 833
Learning Environment Objectives:Create a common starting point
Lunch
Enjoy! Please be ready to begin again in an hour.
General Overview of Gifted Services
beyond District 833
Learning Environment Objectives:Create a common starting point
On your construction paper, write any observations, realizations or general thoughts you have had about the nature and needs of gifted children since this morning.
(These will be shared with the group.)
After you get settled……
Participants will KNOW
• Individual professional development needs in the area of differentiation
• Multiple assessment strategies
• Academic standards for their grade level
Learning Targets for the Afternoon
Participants will UNDERSTAND
• Multiple data sources are used to make instructional decisions
• Academic standards are at the core of differentiated instruction
Learning Targets for the Afternoon
Participants will BE ABLE TO
• Identify their level of professional development in differentiation
• Use assessment strategies to inform instructional decisions
Learning Targets for the Afternoon
Review Teacher Inventory on Differentiation
Practices and Strategies, pp. 13-14.
Continuum of Levels of Teacher Development in Differentiation, pp. 15-18.
Examining Your Professional Practices
Based on your self-reflections, what is you Personal Learning Plan?
Know Yourself as a Teacher
Know Your Students
Student Puzzles
Objective• Otis-Lennon• MAP History• MCA History• EXPLORE test• ACT
Subjective• Teacher
Narratives• Parent
Narratives
Personal• Dialogue with or
survey student• Opportunity to
show portfolio or previous work
Student Puzzles - Personal
Personal• Dialogue with or
survey student• Opportunity to
show portfolio or previous work
•Multiple Intelligences
• Personality Type
• Interest Surveys
•Other?
Student Puzzles-Subjective
Subjective• Teacher
Narratives• Parent
Narratives
•Parent Input Forms/Surveys
•Parent/Teacher Conferences
•Other?
Student Puzzles - Objective
Otis Lennon • Scores? • 132-139, 140-
150, • a larger than 23
pt. difference?• When tested?
MAP• Current highest
scores• Pattern of score
history
MCA• Consistently
proficient?• Does MCA
confirm and deny what the other data informs us?
Instructional Mapping for Teachers
Student Puzzles
Objective +
Subjective + Personal
Current Services
and Resources
Decision of current services AND the NEED for service development
Know the Academic Standards
Check the District 833 websiteDepartments
Teaching and LearningBy Content Area
SharePointStaff Resources
Curriculum DriveCurriculum Folder
CurriculumK12 Outcomes, Maps, Guides, Standards
OR
Some examples… Frayer Diagrams
Rating Cards
Carousel (pg. 36)
Preassess to Inform Instruction
Continue work on Instructional Mapping
Plan preassessment for upcoming lesson
Read
Work Time
Participants will KNOW
• Individual professional development needs in the area of differentiation
• Multiple assessment strategies
• Academic standards for their content area
Learning Targets for Today…
Participants will UNDERSTAND
• Multiple data sources are used to make instructional decisions
• Academic standards are at the core of differentiated instruction
Learning Targets for Today…
Participants will BE ABLE TO
• Identify their level of professional development in differentiation
• Use assessment strategies to inform instructional decisions
Learning Targets for Today
Collect Personal Learning Plans
Assignments Choose one preassessment or information gathering
strategy to use with your students.
Reading assignment◦ Chapters 4 and 5 in Making Differentiation a Habit.
◦ Pages 15-36 in Teaching Culturally Diverse Gifted Students. (Copies of these pages are on your table)
Next SessionFocus: Differentiation with Depth
and Complexity
Also recommended: Smart in the Middle Grades Chapters 1 and 2.
October 25- Math and Science (ERHS) October 26- Language Arts/Social Studies
(DSC)
Is it possible/necessary to switch the two due to AVID training for math and science teachers?
Next Sessions: 7:30 am-3:30 pm