Getting FocusedCommon Core Essential Standards

Region 2

CURRENT A IGGOOD TEACHING

ENRICHMENT VS. EXTENSION VS. ACCELERATION

NEW MINDSETCLASSROOM = OLD GIFTED

HOW WILL A IG BUMP IT UP A NOTCH?CORE FOCUS

RIGOR & COMPLEXITYDEPTH

CONCEPT LEARNING

NCAGT Conference Highlights

A rising tide raises all ships

PITCH HIGH ~ IT ’S EASIER TO SCALE BACK

SET END GOAL AND BACK MAP (USE VERTICAL AL IGNMENT)

HOW DO YOU KNOW THIS IS GOOD FOR GIFTED?(AIG IRP CURRICULUM DESIGN DRAFT)

Developing Local Curricula:Unit Design

Extension (excavating)digging deeper into the content

Click icon to add pictureAcceleration

From A Nation Deceived

Types of accelerationEarly admissionGrade skipping

Subject accelerationCompacting

Combined classesAdvanced Placement

Correspondence coursesMentoring

Extracurricular programs

Enrichment (Exposure)Skimming the surface

Can be content related

May introduce students to new field or experience

Can include subjects not normally offered

More complex examples (word problems)

Common Core StandardsThree Shifts in Mathematics Three Shifts in LIteracy

1. Focus-where the standards focus

1. Informational and Nonfiction-building knowledge through content-rich nonfiction and informational texts

2. Coherence-across grades and link to major topics within grades

2. Evidence-reading and writing grounded in evidence from text

3. Rigor-requires conceptual understanding, procedural skills, fluency, and application with intensity

3. Complex Texts-regular practice with complex texts and its academic vocabulary

Why Gifted Students Need Differentiation

Faster pace of learning (2-3 repetitions)Precocity for informationIntensity of learning in area of interestAbility to synthesize information within and

across disciplines (conceptual understanding)

Differentiation is the deliberate adaptation and modification of the curricula,

instructional processes, and assessments to respond to the needs of gifted learners.

-J. VanTassel-Baska (NAGC, 2011)

Features Question• Depth• Complexity• Acceleration

ChallengeCreativityAbstraction

What do these terms

mean in our region?

What are Features of Differentiated Curriculum for the Gifted? (VanTassel-Baska, 2010)

Acceleration ComplexityFewer tasks

assigned to master standard

Assessed earlier or prior to teaching

Clustered by higher order thinking skills

Used multiple higher level skills

Added more variables to study

Required multiple resources or tasks

Synthesizes key ideas within or across disciplines

Features Defined (Van Tassel-Baska)

CCS Task Demand

Modification for Gifted

Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4]

Students provide evidence to support how figurative language is used to emphasize the theme of redemption in the following stories: Snow White and the

Seven Dwarfs Sleeping Beauty

Example of Complexity

Examples of accelerating a differentiated task

Pretest student knowledge and skills based on their understanding of place value.

Group students according to their knowledge.

Combine less complex standards together and create a more complex standard.

Provide more complex ideas.

Suggested Adaptations for Gifted Learners

Vertical Alignment of Key Ideas: Know Where You Are Going

Link to Grade Level Activities and AdjustCreate Resources for Classroom UseRedefine Gifted Services Using Common

Core as a Jumping Point – WITH Conceptual Framework to Define Services (e.g., analyze text…. What does that look like,

sound like, what conceptual framework are you using? OR Critical thinking…. What does that mean? How do you define it? How is it measured WITHIN content?)

Depth• Studied a concept in multiple

applications or situations• Conducted original research

based on an appropriate question

• Developed a product based on data

• Provided evidence to support key ideas

• Decided among differing ideas(Note: doing several

components provides additional depth)

Features Defined Continued…

USING PROVIDED DATA FROM THE PREVIOUS TWO YEARS, DECIDE ON AN AMOUNT OF FOOD TO ORDER FOR THIS YEAR'S CONCESSION STAND AT

THE LOCAL FOOTBALL STADIUM.  COMPILE A LIST OF FOOD RECOMMENDATIONS, AMOUNTS,

AND COST ANALYSES.

JUSTIFY YOUR RECOMMENDATIONS BY WRITING A PERSUASIVE ARGUMENT TO CONVINCE THE

ATHLETIC BOOSTER CLUB OF THE NEEDED AMOUNT OF FOOD. ATTACH YOUR COST ANALYSIS

TO THE ORDERING JUSTIFICATION FOR THIS YEAR ’S FOOTBALL SEASON .

Example of Depth: The Fans Have to Eat

General Gifted Students measure the

number of seconds/minutes it takes their team to accomplish various tasks;

They determine the difference between their time and their partner’s time, record it on a graph and compare the sum or difference

All data are represented by team on a class graph to compare information

Is it better to have 4000 seconds or 6 hours? Prove it in pictures and words.

What is the average time for third graders to (choose your own…eat lunch, line up, finish a particular assignment)? Show your answer in words and pictures/graphs to the nearest minute and hour.

Examples of Depth

C H O I C E A L O N E

P R O J E C T W O R K F O R I T S O W N S A K E

W R I T I N G O W N P R O B L E M S

I N D E P E N D E N T S T U D Y VO I D O F A “ R E A L” Q U E S T I O N

C R E AT I N G A N E W …

P R O D U C T C R E AT I O N W I T H O U T G U I D A N C E B A S E D O N A C O N C E P T UA L F R A M E W O R K

M A K I N G U P A N E W E N D I N G …

D I F F E R E N T A C T I V I T Y - VO I D O F D E P T H , A C C E L E R AT I O N, O R C O M P L E X I T Y

What Differentiation is NOT

RIGORConceptual understanding

Skills and Procedures

Application

Literacy in the Content Areas

Click icon to add pictureSecondary expectation is integration of content language and lexicon

This is a good place to start with gifted students

Point out distinctions between how we speak in various content areas

Region 2

What does this mean for us?

The work is what’s important, not the answer…that’s what

scholars do.