Welcome to Today’s Webinar on Gifted Education October 27, 2009 This session will begin at 3:00pm and will stay open unt

1. Welcome to Today’s Webinar on Gifted Education October 27, 2009 This session will begin at 3:00pm and will stay open until 4:15pm • While you are waiting, please do the following: • Enter/edit your profile information by going to: • Tools - Preferences - My Profile… • Fill out the info on the “Identity” tab and click “OK” • To view the profile of another use, hover your mouse over his or her name in the Participants window • Configure your microphone and speakers by going to: • Tools – Audio – Audio setup wizard • Confirm your connection speed by going to: • Tools – Preferences – Connection speed

2. Today’s Moderator Bonnie Marshall Interim Specialist for Gifted Education Program Specialist for AP, PSAT, SAT, & ACT Innovative Academic Programs Office of Standards, Instruction, and Assessment Georgia Department of Education bmarshall@doe.k12.ga.us Tel (404) 656-6854

3. After November 2, 2009, Contact: Dr. Annette Eger Program Specialist for Gifted Education Innovative Academic Programs Office of Standards, Instruction, and Assessment Georgia Department of Education aeger@doe.k12.ga.us Tel 404-467-0182

5. Type into Chat area here • Use drop-down menuto send your message to: • this room • just the moderators • selected participant • Click Send after typing your message • Please note:the moderator will see all messages sent … including private messages sent to individual participants.

6. Use the sliders to adjust your microphone and speaker volume. Your audio levels are optimal when you see green/yellow lights in the window.

7. Questions and Answers There are two options for asking questions: 1.Type your question in the chat section. Make sure you send it to “this room” so that all participants can see your question. GaDOE and GAGC personnel will respond to your question. 2.Raise your hand by clicking on the raise hand icon on the left side.We will activate your microphone for you to ask your question. (Only one person may talk at a time.)

8. GAGC PresidentGyimah Whitaker Welcome!!! GAGC Update and Info gjordan21@yahoo.com

9. Welcome to GAGC’s Webinar Thank you to the Georgia DOE for hosting this fall webinar!!!!

10. GAGC Announces… Stay Tuned for More Information!

11. Friday, March 12, 2010 Join GAGC for a Road Trip of Excellence Across GeorgiaGeorgia Leading the Way:Celebrating Georgia as a Leader in Gifted Education Save the Date! COST: $75 member, $105 non-member

12. Locations for the Road Trip • Rome • Atlanta • Savannah • Columbus • Check www.gagc.org for more info on our regional convention.

13. GAGC Winter Webinar • Kim Chester will be conducting a webinar on Differentiation for Gifted Students • Monday, January 11, 2010 • 3:00 p.m. to 4:00 p.m. • At your computer!!! • Mark your calendar!!! • Free for all participants • K-12 appropriate • Gifted resource, advanced content, and cluster teachers; administrators; coordinators; and general education teachers.

14. Join GAGC!!! • Membership has its advantages! • Individual, $25 AnnuallyOne year membership • Newsletter subscription • Reduced convention registration fee. • GAGC emails and updates • Join today!!! Be an advocate for gifted education and gifted children in Georgia!!!

15. Standards Based Instruction for Gifted Students McCall C. Govignon Coordinator of Advanced Academics Floyd County Schools

16. Does Gifted Education Have to Incorporate GPS??? • Yes!!!! • Even the resource room needs to work on standards and GPS. • Advanced Content incorporates the standards for the content area. • Cluster and Collaborative Models incorporate the GPS in the content area for the class.

17. State Suggested Standards • Gifted students will develop advanced research skills and methods. Curriculum for gifted students should allow for the in-depth learning of self-selected topics within the area of study. • Gifted students will develop and practice creative thinking and creative problem-solving skills with a variety of complex topics within the area of study. • Gifted students will develop and practice critical thinking and logical problem solving skills in the pertinent academic area. • Gifted students will develop advanced communication skills. Curriculum for gifted students should encourage the use of new techniques, materials, and formats in the development of products that will be shared with real audiences. • Gifted students will develop an understanding of self and how their unique characteristics may influence interactions with others.

18. State Resource ManuelResource Model- Content • Pg. 80 of 108 Resource Class: “The Resource Model is not intended for delivery of core content instruction.” Use state standards to help provide services along with GPS.

19. Make the Shift to Standards-Based Traditional Gifted Classroom Topic-Theme Teaching and Learning Strategies Assessment and Evaluation Standards

20. Making the Shift to Standards-Based Standards Based in Name Only Classroom Standards Topic/Theme Teaching and Learning Strategies Assessment and Evaluation

21. Making the Shift to Standards-Based Standards-Based Classroom Standards Assessment and Evaluation Teaching and Learning Strategies Topic/Theme

22. Definition of Standards-Based Classroom A classroom where teachers and students have a clear understanding of the expectations (standards). They know what they are teaching/learning each day (standards), why the learning is important (relevance), and how to do it (process). SBL is a process…not an event. (Nor is it a canned-program) -Douglas Reeves

23. Goal of Standards-Based Instruction • All students to gain a deeper understanding of standards through RIGOROUS and RELEVANT instruction.

24. Yardsticks for a Differentiated Curriculum(Carol Tomlinson) Rich- coherent, relevant, powerful, transferable, authentic, meaningful This is true for all learners!!!! Rigorous- stretches gifted learners beyond their comfort zone in: insight, knowledge, thought, production, presentation, skills and affective awareness. Remember: There must be a balance between rigor and joy!

25. Fast Facts for Teacherson Standards-Based Classrooms • Includes the language of the standard (learning goal for students) • EQ- Essential Question provides relevance • Supports a risk-free environment • Activates prior knowledge • Contains formative and summative assessments • Engages all through differentiation • Provides enrichment • Allows the opportunity to demonstrate acquired knowledge through performance-based tasks • Gifted teachers can be used as a resource to help with differentiation in the regular classroom

26. 4 Components of Standards-Based Learning • Standard/Elements • Authentic, Meaningful Tasks-Aligned to the Standard(s) • Student Work • Commentary and Feedback

27. 1. Standards/Elements • Explains what the student should know, understand and be able to do • Should be visible to all students. • Should be posted and tracked-students can identify which standard is the current focus….not just decoration or wall paper. • Should be the center of the EQ. • Teachers and students should be able to verbalize (kid speak). • Word Wall should support the standards. • This should always be updated, and relevant to what is being taught.

28. 2. Authentic, Meaningful Tasks • MUST be directly aligned to the standard. (Relevance) • Must be challenging (rigor) • Real World connections • Student can explain what they are learning and why • Students are actively engaged • Should be differentiated • Mastery should be recorded

29. Could-Should-Would TestHarry Passow • Ask: Does this task/activity for gifted learners pass the Could-Should-Would Test?” • Could most other students of this age do it? • Should most other students of this age do it? • Would most other students of this age, if they knew the expectations, even want to do it? *If the task/activity does not pass the test, it is not defensible gifted education!

30. 3. Student Work • Student Work is posted • Rubric/Evaluation Criteria is posted • Standard is posted • Variety of responses are posted • Exemplars of different levels of achievement are posted. • Students know where they stand in relation to performance. • Students should know where they need to move to get to the next level in their work.

31. 4. Commentary & Feedback • Tells the student how to improve- use the language of the standard • Commentary is aligned to the standard • Self Assessment is taught and expected • Feedback is descriptive and timely • Teacher encourages active learning • Commentary may be teacher, peer or self Use the standard terminology in the commentary and feedback.

32. Teacher Commentary • Opens communication between teacher and student • Provides opportunities for the teacher to: • Correct Knowledge gaps or skills deficits • Provide specific and helpful info for improvement • Encourage the student to keep trying, motivating

33. More Teacher Commentary • Usually includes: • A positive statement about the student work and the student’s progress toward meeting the standard(s) • An identified area for improvement • Specific information on how to “grow” toward meeting the standard • Opportunities for the student to revise the work

34. Student Commentary • Students utilize a common procedure, understood process, or rubric to review a self or peer’s work and provide feedback for improvement. • Very effective if used to support the writing process. • Should be focused and helpful for improvement based on the standard.

35. Other important tidbits… • Teachers can no longer just teach content and test recall facts….student must be able to use their knowledge to apply, analyze, synthesize, create and evaluate. • Therefore Gifted Education must be apart of the team to increase rigor, richness, and relevance! Best friends with SBL and Differentiation: Depth of Knowledge!!! Higher Levels of Blooms!!!!

36. What can I do to get ready for standards-based instruction? • Attend meetings, study groups (organize a book study!), read, and professional learning opportunities. • Collaboration with other teachers is key! • Make sure that the focus is on student learning and what is in the best interest for the child. • Visit other teachers and/or schools to see this in action!

37. How Do I Begin to Move to a Standards-Based Gifted Class? • Begin by learning your standards- gifted standards and/or GPS • Begin with the end in mind- what do you want your gifted students to accomplish when they leave your classroom? How will you assess these outcomes? • Design task/activities for gifted students to accomplish these end results • Decide on your theme/topic to tie it all together

38. Lisa HackneyOdyssey of the Mind and Lego League Dalton City Schools Gifted Coordinator and Principal of Gifted Center

39. Box? What box? • “ Some students describe school as 40 minutes of boredom punctuated by 5 minutes of intensive living” Eric Booth. • How do we engage students to be active learners? • Latin root of the word “Educate” means “to draw out.”

40. Odyssey of the Mind is an international educational program that provides creative problem-solving opportunities for students from kindergarten through college.

41. Team members apply their creativity to solve problems that range from building mechanical devices to presenting their own interpretation of literary classics. They then bring their solutions to competition on the local, state, and World level. Thousands of teams from throughout the U.S. and from about 25 other countries participate in the program.

42. What is Divergent Thinking? What is divergent-thinking? Convergent Problem Solving - for every problem, there is just one correct answer Divergent Problem Solving - for lots of problems, there may be many correct answers Odyssey of the Mind encourages young people to explore many possible answers and to be creative in finding a solution Because there are no wrong solutions, teams are free to take calculated risks in attempting to solving the problem Odyssey of the Mind allows kids to use their imaginations to interpret and solve complex problems in a FUN way!

43. In Odyssey of the Mind… • Students learn to work together and develop team-building skills. • Students learn to examine problems and to identify the real challenge without limiting the possible solutions and their potential success. • The creative-thinking process is nurtured and developed as a problem-solving tool. • Students of all types will find something that will appeal to them. • The fun of participation leads to an elevated interest in regular classroom curricula. • Teachers have a program to further provide students with a well-rounded education.

44. For more information on Odyssey of the Mind • International website http://www.odysseyofthemind.com • Georgia website http://www.georgiaodyssey.org • Co-Association Directors Jeanne Fessenden georgiaodysseyAD@gmail.com Lisa Hackney georgiaodysseyLisa@gmail.com

45. First LEGO League Mission  • Our mission is to inspire young people to be science and technology leaders, by engaging them in exciting mentor-based programs that build science, engineering and technology skills, that inspire innovation, and that foster well-rounded life capabilities including self-confidence, communication, and leadership.

46. Programs • FIRST Robotics Competition for high-school students • FIRST Tech Challenge for high-school students • FIRST LEGO League for 9 to 14 year-olds • Junior FIRST LEGO League for 6 to 9 year-olds • FIRST Place for ages 6 to adult

47. For more information • Website http://www.usfirst.org • FLL in Georgia PartnerJeff Roseninfo@georgiafll.orghttp://www.georgiafll.org

48. Vicki KrugmanColloborative Model Clarke County Schools Gifted Coordinator

49. Responding to Gifted Student Needs Using the Collaborative Service Model What is the collaborative service model? Why use the collaborative service model? First steps to using the collaborative model. Monitoring the fidelity of implementation.

50. What is the Collaborative Service Model?DOE Resource Manual for Gifted Services 7.1.4.b Indirect Services • Collaborative Teaching (K-12) -- Direct instruction may be provided by a regular classroom teacher, but there must be substantial, regularly scheduled collaborative planning between the content area teacher and the gifted specialist (the teacher with the gifted endorsement who is serving as the instructional facilitator). The gifted specialist, the regular classroom teacher, and the gifted student (when appropriate) collaborate in the development of challenging assignments that substitute for or extend the core curriculum objectives which the identified gifted student has already mastered.