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