The Gifted Learner #1

Background and ApplicationSummer 2010

Welcome!

Please complete the yellow quiz.

Outcomes Establish rigorous, focused expectations

for students and staff through discussion and analysis of county vision and Continuum of Services, NAGC standards, selection processes, and next steps.

Differentiate between the highly-able and gifted learner.

Differentiate between enrichment, acceleration, and curriculum compacting, and analyze best practices for lesson planning and delivery.

Outcomes

Research and discuss advanced learner teaching strategies and apply specific strategies to lesson planning.

Research and apply critical and creative thinking processes and strategies.

Group NormsWe realize that we are a diverse group bringing various creative strengths.

We acknowledge that, like the students whom we teach, we all process and learn differently.

We support one another by listening with an open mind to one another’s ideas, asking clarifying questions, and offering suggestions rather than criticism.

We evaluate based on facts and ideas.

We encourage one another to take risks and respect that “to err is human.”

Background: Maryland Annotated Codefor Gifted and Talented Education

“Gifted and talented student" means an elementary or secondary student who is identified by professionally qualified individuals as:

Background: Maryland Annotated Codefor Gifted and Talented Education

1. Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment;

Background: Maryland Annotated Codefor Gifted and Talented Education

2. Exhibiting high performance capability in intellectual, creative, or artistic areas;

Background: Maryland Annotated Codefor Gifted and Talented Education

3. Possessing an unusual leadership capacity;

Background: Maryland Annotated Codefor Gifted and Talented Education

OR

4. Excelling in specific academic fields.

Maryland Annotated Code, cont.The General Assembly finds that:

1. A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential.

Maryland Annotated Code, cont.The General Assembly finds that:

2. Gifted and talented students are to be found in youth from all cultural groups, across all economic strata, and in all areas of human endeavor. (Section 8: 201-202)

Criteria for ExcellenceWhat Is It?MSDE’s Gifted and Talented Program

Guidelines

Let’s Explore It!1. All will read the Foreword.2. Divide each section among the members in

your group.3. Take 10 minutes to read selected

section(s).4. Each group member takes 3 minutes to

share a summary of the reading.

Why the Need for Excellence?

High Achieving Students in the Era of NCLB

Identification and Service Delivery

1. Highly Gifted Learner: High IQ/non-verbal ability measure.

2. Three-Ring Definition of Giftedness: Above-average ability + task commitment +

creativity

Continuum of ServicesMaryland offers a continuum of services in

gifted education; some serving all students, and some considerably fewer.

As program intensity increases, the number of students participating decreases.

Continuum of Services1. Nurture critical and creative

thinking and problem solving in all students (all or most).

Renzulli Type I and II activities Higher Order Questioning CES Protocols and PTD

Continuum of Services2. Provide additional challenge and

enrichment as needed (many).

Renzulli Type II activities Enrichment, Merit, Honors, A.P. Challenges and Contests

– Destination Imagination, Geography Bee, Math 24, Stock Market, etc.

Enrichment, Merit, Honors, A.P.

Typically score at high-proficient to advanced on MSA with other strengths

Typically a mixture of “schoolhouse” gifted and 3-ring students

Goals:1. Provide open access and challenge 2. Eliminate “not truly gifted” evaluation3. Identify underserved/underrepresented

populations of students

Continuum of Services3. Identify and develop demonstrated

talent areas (some).

Renzulli Type II Investigations Magnet Programs

Magnet VisionVisual (handout)

WCPS Magnet Programs promote excellence and innovation by providing gifted students with advanced-level instruction via an interdisciplinary focus on a given theme.

• Program Evaluation• Strong infrastructure and District-wide support

Excellence and Innovation :

Advanced-level instruction via

interdisciplinary focus on

signature theme

WCPS Magnet Programs

• Recruitment and retention of staff and students• ResourcesStakeholder satisfaction

•Program description is concrete.Theme is relevant to community context. •Theme is viable for school (resources)School-wide (levels 1 and 2): Activities to challenge and enrich all learners.Specialized (levels 3 and 4) offerings for identified/selected students

•Acceleration: 2 years above grade level• Enrichment: in-depth exploration of topics

Engages students from diverse backgroundsCurricula focus on actively teaching creativity and thinking skills

•Engaging Lessons IncorporateLearning stylesCompactingEnrichment

•Minimum Expectation: Lessons emphasize natural connections between disciplines.• Goal: Content is divided into theme-based units created by school teams.

• Communication is open and respectful with district, staff, and other stakeholders.

Leadership capacity is built and nurtured.

PLC members are active (attend district and school PD) Staff are …. -- able to believe there is no - “ceiling” for achievement. -- applying new learnings. -- committed to vision. -- creative and flexible. -- experienced with upper-level instruction.•

District-wide and site-specificDifferentiation: acceleration, compacting, thinking skillsKnowledge of advanced/gifted learnerTechnology

Aligned with standards Relevant texts are used Technology is sufficient

Clearly-Defined Theme

Knowledge of advanced/gifted learner

Highest quality staff

Professional Development

Resources

InterdisciplinaryInstruction

Differentiation

Rigorous and RelevantCoursework

Magnet Process Review Application Testing Interview Teacher Perception Data County and State Data

Magnet Placements: Multiple Criteria

Quantitative

WCPS benchmark assessment scores

MSA scores Norm-referenced

assessment (Raven or Naglieri)

Reading level

Qualitative

Student interview/task Teacher observation

and perception (Slocumb-Payne and Renzulli Instruments)

Parent Questionnaire Report card grades

Magnet Process ReviewTesting

Naglieri Nonverbal Abilities Test

Magnet Process ReviewInterview

Task is geared to the theme of the school.

Scored using rubric. Points converted to fit review

spreadsheet.

Final Assessment Scores

Raw scores are converted to rubric score, using scale of 1-5.

Percent score is used to rank applicants.

Percent score = total points earned/total points possible

Program Evaluation

Surveys developed by each school and distributed to parents.

Data collected and reviewed by team for program planning and improvement in 2010-2011 school year.

Continuum of Services4. Expand expectations for high

achievers (few).

Baltimore’s Ingenuity Project Acceleration (full grade) JHU’s CTY participation

Continuum of ServicesTable Talk:

What are some additional examples that may be added to the Continuum of Services?

What are some ideas that you’d like to explore further?

Advanced Learners in WCPSWhat are the current options for

advanced learners in WCPS?

WCPS K-12 Advanced ProgramsOVERVIEW

ElementaryEnrichment Program

Magnet ProgramsCo-curricular

ActivitiesSignature Programs

Middle SchoolMerit Classes

Magnet ProgramsMath 24 game

Destination Imagination

High SchoolAcademies

AVIDHonors/AP Courses

I.B.BISFA

WCTHSSTEM

SHHS Leadership Magnet

HS Academic Competition

Identification and Service Delivery

1. Highly Gifted Learner: High IQ/non-verbal ability measure.

2. Three-Ring Definition of Giftedness: Above-average ability + task commitment +

creativity

The Gifted Learner: Asynchrony

Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm.

Source: The Columbus Group, 1991, p. 1

The Gifted Learner: Asynchrony

1. Cognitive

2. Emotional

3. Physical Development

Highly Able vs. Gifted(visual)

Storytelling Activity1. Think of an example student for

each category: highly able, gifted, creative thinker.

2. Share within your group. Name the specific characteristics exhibited

by each student. For the gifted student, discuss how his/her

development was asynchronous.

The Gifted Learner: Affective Characteristics

1. Aesthetic sensitivity2. Emotional intensity

May be manifested in many ways, including an early concern about death and altruism/idealism.

3. Strong attachments and commitments, preference for adults, different sense of humor….all of which can make it difficult to make friends.

4. High levels of energy and/or curiosity.5. PerfectionismSource: NAGC.org

Perceptions Slocumb-Payne tool:

Review and discuss with elbow partner

Challenge1. Revisit your former

classrooms.2. Would you now add a

student story? (table talk)

Vertical NetworkingPREPARE: College Readiness Study Group: Overview

STRATEGY PRACTICE: Creative Thinking Strategy and Practice:

Guilford’s Four (fluency, flexibility, originality, elaboration)

Vertical NetworkingCOLLABORATE1. Meet in vertical groups.2. Review and decipher best practices.3. Share one of your own from your

Guilford’s 4 practice.4. Record two things you learned from

representatives from levels other than yours.

5. Post on chart paper.

Instructional Models VISUAL: Gifted Programs and Options

QUESTION:What does planning for advancedlearners involve?

TURN AND TALK: What is the difference between enrichment, acceleration, and curriculum compacting?

Instructional Models

Advanced program curricula should include

all three and build upon the talents of many!

Instructional Models

Enrichment? Activities that deepen understanding

through authentic inquiry, research, and creative production.

The real-world application characteristic of professionals in the field.

(see Type II and Type III Taxonomies) Can occur within the context of a

“compactor”.

Instructional Models

Acceleration? Progression through an instructional

program at a faster rate or at a younger age than is typical.

Level 4 on continuum for full-grade acceleration

Level 3 if magnet program or in context of a “compactor”

Instructional ModelsCurriculum Compacting? Similar to a learning contract A structured method for differentiating for

one or many students. Involves pretesting measures. Incorporates acceleration of a skill/concept

and/or includes enrichment activities for that skill or the next level of the skill.

Renzulli “paper” and sample compactor

Gifted Education Curriculum Model:

Renzulli’s Enrichment TriadEnrichment Triad Model Includes Type I, II, and III activities.

Quickwrite: How can I incorporate elements of Type I, II, III into my classroom? In which unit/skill will it be the easiest to incorporate?

Content-based Networking Divide your assigned article/chapter

into sections within your group. Complete the enrichment and

acceleration organizer as you read. Compile ideas into a single document

(to be typed by SOAP and distributed).

Creativity Training?

Creative development is a central G/T topic. In lifetime achievement, high-IQ students are out-performed by bright students who are also creative; therefore, creativity must be taught in G/T programs.

Creativity Training?Convergent

Uses information (via analysis) to arrive at an answer.

DivergentUses knowledge to arrive at unconventional ideas.

Creativity Training?Renzulli Type II Activities

Creative and Critical Thinking

Creative ThinkingUses divergent thinking Skills: fluency, flexibility, originality, and elaboration

Creativity Training?Creative Thinking

Requires divergent thinking.Skills: fluency, flexibility, originality, and elaboration

Creativity Training?Idea Finding

Generate several ideas to find the best solution.Techniques: Forced Fit, Synectics, SCAMPER, Attribute Listing, and Brainstorming

Creativity Resource WalkOverviews (yellow): Chapters 9 and 10

in Rimm Resource

Sample Mini Lessons (buff)

Glossary (buff)

Critical Thinking: Article Study

READ and SHARE Text Rendering

Protocol– Select a meaningful

word, phrase, and sentence as you read.

– Share at table.– Record on chart

paper.

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