What Works in the Classroom for Gifted and Talented Learners?

1. What Works in the Classroom for Gifted and Talented Learners?

2. Teacher Effectiveness is Becoming Better Understood • We now believe gifted students are more likely to appreciate a teacher’s effectiveness for actual teaching behaviors rather than personality alone (Rogers, 2007). Traits rated as “very important” include: • Covering the material that is “supposed” to be covered • Eliminating excess drill and revision • Compacting the curriculum through pre-assessment • Adjusting instructional pace appropriate to subject matter • Providing immediate corrective feedback • Provides scaffold (whole of the concept) up front, followed by chance to analyze and reflect on its parts • Makes individual accommodations for some learners • Is organized and clear in presentations Rogers, 2009

3. Teacher Effectiveness is Becoming Better Understood • Personality and the personal traits of effective teachers of the gifted are still important to gifted learners, however (Rogers, 2007). These include: • Seeing the gifted learner as a unique individual • Liking able students in general • Being patient and even-tempered in nature • Having a sense of humor “in line” with subject matter • Exhibiting enthusiasm for subject, continuing to learn in that area along with students • Showing no overt biases toward race or gender in the treatment of students • Trusts students to make good learning choices and provides opportunities for independent learning Rogers, 2009

4. Effective Teachers of GT Learners Expertise in specific academic or talent area Self-directed in own learning, love for new, advanced learning Strong belief in individual differences and individualization Highly developed teaching skill and knowledge Effective Teachers of Regular Learners Mastery of content knowledge, enthusiasm for subject taught Self-directed in own learning, love for new, advanced learning Focus on development of learner, view learner as “person” Broad repertoire of instructional media, strategies Comparative Differences in Characteristics of “Effectiveness”: Cognitive Characteristics Rogers, 2009

5. Effective Teachers of GT Learners Not a “sage on the stage”, but a “guide on the side” Variable pacing of learning experiences Consistent, “accurate” feedback Recognition of the importance of intellectual development in GT learners Effective Teachers of Regular Learners Facilitation of learning through applications and problem solving Use of equipment, materials in new, creative ways Expectation for order, purpose in classroom Commitment to hard work, effort as measure of student success Comparative Differences in Characteristics of “Effectiveness”:Professional Characteristics Rogers, 2009

6. Effective Teachers of Gifted Learners Genuine interest in, liking of GT learners Equanimity, level-headedness, emotional stability Possess high degree of intelligence and intellectual honesty Effective Teachers of Regular Learners Show respect for students Are “themselves” with students, approachable Network and collaborate with other teachers, are sought out by colleagues for teaching advice Comparative Differences in Characteristics of “Effectiveness”: Personal Characteristics Rogers, 2009

7. Planning Application • What does the research suggest you do with: • Professional Development? • Regular Teacher and GT Resource Teacher Monitoring? • Accountability? • What other issues does this research bring up when thinking about your gifted program of services? Rogers, 2009

8. Who the Gifted Learner is Has Become Clearer • Focus on multiple expressions of giftedness (potential) and talent (performance) • Development of program services to accommodate different potentials and different talents --no longer a single program or provision • The importance of learning rate in ultimate retention is better understood • Intellectually gifted and math/science/foreign language talented students must work 2-3 times faster than “regular” class pace in order to retain their learning accurately Rogers, 2009

9. Visual Performing Arts Leadership Specific Academic Creativity Intellectual USOE Definition 1972 (Marland) Rogers, 2009

10. Gagné’s Differentiated Model ofGiftedness and Talent Rogers, 2009

11. Who the Gifted Learner is Has Become Clearer • The gifted mind is more likely to be decontextualist in acquiring new learning than constructivist • Effective learning is most likely to occur when the gifted learner is taught concepts, principles, generalizations, and works on issues or problems (but all this is supported with adequate access to facts, details, vocabulary, basic knowledge) • Effective learning is most likely to occur when the concept is taught whole-to-part, rather than part-to-whole Rogers, 2009

12. Matching Instructional Delivery with Area Rogers, 2009

13. Planning Application #2 • What role should you play in making changes in instructional differentiation for gifted learners? • What role should you play in making changes in instructional differentiation for talented learners? • What impact does this research have on teacher supervision, regular and GT resource teacher monitoring, identification procedures, and programming for learners with gifts or talents? • Can we ask or expect all (or some) teachers to teach differently for these learners? Rogers, 2009

14. What the Gifted Learner Should be Taught is Clearer • Content that is • Abstract • Complex • Multidisciplinary • Human issues-related • Methodology-related • Skills that are • Higher Order • Open-ended • Proof & Reasoning • Problem-based, inquiry-based, guided discovery-based • Group-produced (qualified) • Allow for Freedom of Choice in Learning • Strategies to improve retention (memory training) Rogers, 2009

15. What the Gifted Learner Should be Taught is Clearer • The “extras” that must be included in their studies include: • The “classics” of literature • The “big ideas” of philosophy • The major principles of the arts (for all arts domains • Visual arts • Music • Theatre • Dance • Creative Writing • Graphic Design • The “big ideas” of science and mathematics Rogers, 2009

16. Matching Modified Curriculum with Area Rogers, 2009

17. Matching Modified Curriculum with Area Rogers, 2009

18. Matching Modified Curriculum with Area Rogers, 2009

19. Planning Application # 3 • Where would you start to begin to differentiate appropriately for gifted and talented learners? • One grade level (all curriculum areas) at a time? • One subject area, (all grade levels) at a time? • One school level (all curriculum areas, grade levels) at a time? • How would provide so that this differentiation really takes place? • Summer writing time? • School year writing days? • Hire an outside curriculum team to develop the differentiation • Purchase curriculum that is already differentiated, e.g., College of William & Mary units in social studies, language arts, science, mathematics (grades 2-10) Rogers, 2009

20. How We Should Organize the Learning of Gifted Learners is Clearer • Gifted learners should be grouped for substantial blocks of time daily for learning and for socializing • Magnet Schools, Full-time Gifted Programs • Cluster Grouping • Within Class Grouping • Cross-Grading • Grade Telescoping (when done by cohort) • Pull-out/send-out Programs • Like-ability/performance Cooperative Grouping • Academic teams and competitions • Affective support groups • Service learning and other group projects Rogers, 2009

21. Research on Instructional Management: Grouping Permutations • Full-time ability grouping (ES= .49,.33, 1.06, .53) • Regrouping for specific instruction (ES= .34, .79) • Cluster grouping of GT students (ES= .59, .44) • Send-out grouping (ES= .45,.44,.32) • Within class ability grouping (ES= .34) • Cross-graded classes (ES= .45,.46) • Mixed ability cooperative groups (ES= 0) • Like ability cooperative groups (ES=.28) Rogers, 2009

22. Matching for Ability Grouping • Cognitive Functioning - is processing and achieving well above most others at grade level • Learning Strengths - learns easily and well in most subjects at school • Learning Preferences - prefers to work at fast pace, though not necessarily alone • Personal Characteristics - academically motivated, comfortable with competition, self-accepting • Interests/Attitudes - likes academic work even outside of school • Books - reads widely and at advanced levels Rogers, 2009

23. Matching for Performance Grouping • Cognitive Functioning - is achieving well beyond others at current grade level • Learning Strengths - learns quickly and easily in most academic areas • Learning Preferences - prefers fast paced, challenging work, though not necessarily alone • Personal Characteristics - is academically motivated, accepting of others, self-accepting, independent • Interests/Attitudes - likes academic work even outside of school • Books - reads widely and at advanced levels Rogers, 2009

24. Planning Application # 4 • What forms of ability grouping should be permitted in your setting? Why? (Try to select one form, at least!) • What forms of performance grouping should be permitted in your setting? Why? (Try to select one form, at least!) Rogers, 2009

25. How We Should Organize the Learning of Gifted Learners is Clearer • Gifted learners will need to be accelerated in some form at some time in their school lives • Grade-based Acceleration • Grade Telescoping • Grade Skipping • Early Admission to University • Subject-Based Acceleration • Multi-age or Composite Classes • Dual Enrollment • International Baccalaureate/Advanced Placement programs • Subject Acceleration • Credit for Prior Learning, Testing Out • Summer College Programs • Saturday College Programs Rogers, 2009

26. Research on Instructional Management: Acceleration Permutations • Grade Skipping (ES= .37, .34, .42) • Early Entrance to School (ES= .30, .10) • Subject Acceleration (ES= .48) • Grade Telescoping (ES= .40) • Concurrent Enrollment (ES= .22) • Advanced Placement (ES= .62, .10) • International Baccalaureate (ES= .54, .03) • Early Admission to College (ES= .25, .29) • Credit by Examination (ES= .59) • Summer Programs (ES= .45, .36) • Saturday Programs (ES= 1.56) Rogers, 2009

27. Matching for Acceleration: Grade-Based • Cognitive Functioning - needs to learn more in a year than 1 year’s curriculum in most subjects • Learning Strengths - shows strengths in every academic area • Learning Preferences - prefers to work alone and at own pace • Personal Characteristics - is independent and persistent • Interests/Attitudes - likes academic work, has wide-ranging interests • Books - often reads books well beyond age and “appropriately developmental” level Rogers, 2009

28. Matching for Acceleration: Subject-Based • Cognitive Functioning - is performing well above age peers in specific academic area or areas • Learning Strengths - more than 2 grades ahead in specific area or areas • Learning Preferences - enjoys variety of delivery methods and challenges in that specific area • Personal Characteristics - is self-directed, independent, and motivated to learn • Interests/Attitudes - strong passion in specific area(s) with little time to pursue this outside of school • Books - reads extensively in specific passion area Rogers, 2009

29. Planning Application # 5 • What forms of grade-based acceleration (shortening the number of years in K-12 schooling) should be permitted in your setting? Why? (You must select one form, at least!) • What forms of subject-based acceleration (providing advanced content beyond year or grade level in a specific subject area) should be permitted in your setting? Why? (You must select one form, at least!) Rogers, 2009

30. How We Should Organize the Learning of Gifted Learners is Clearer • Some individualization of the gifted learner’s program of studies will be necessary • Compacting the Curriculum • Independent Study, Self-Instructional Materials • Credit for Prior Learning • Mentorships, Tutorships • On-line Computerized Coursework • Distance Learning Programs • Talent Search Participation • Individual Education Plan • Non-graded Classrooms • Credit for Prior Learning • Credit by Examination • Talent Development Rogers, 2009

31. Research on Instructional Management:Individualization • Non-graded classrooms (ES= .38) • One-to-one mentoring/tutoring (ES= .22, .71, .16; 2.00) • Compacting (ES= .83,.20, .17) • Credit for prior learning (ES= .56) • Credit by Examination (ES= .59) • Talent Development (Literature Only) • IEPs or ILPs (Literature Only) • Distance Learning (Literature Only) • Independent Study (ES= 0; 2,35) • On-line Computer Courses (ES= .74, .40) • Talent Search (ES= .34) Rogers, 2009

32. Matching for Compacted Curriculum • Cognitive Functioning - is achieving at substantially higher level in some subjects than most classmates • Learning Strengths - pre-assessment shows actual levels of mastery in subject or subjects • Learning Preferences - willing to work alone or in small group on self-instructional tasks • Personal Characteristics - motivated to learn, persistent, independent • Interests/Attitudes - has high interest in area to be compacted, boredom with routine learning • Books - reads deeply in specific area of strength Rogers, 2009

33. Matching for Independent Learning • Cognitive Functioning - is processing, achieving well beyond grade level in specific academic area • Learning Strengths - strong in planning and organizational skills, as well as in specific subject • Learning Preferences - enjoys variety of delivery methods and challenge • Personal Characteristics - is self-directed, independent, motivated to learn • Interests/Attitudes - strong specific interests, time to supplement learning outside of school • Books - reads deeply in specific interest, strength Rogers, 2009

34. Planning Application # 6 • What forms of individualization involving the development of a unique plan for an individual student should be permitted in your setting? Why? (You must select one form, at least!) • What forms of individualization involving flexible progression through K-12 curriculum should be permitted in your setting? Why? (You must select one form, at least!) Rogers, 2009

35. The 10 Options in a Nutshell • 1. Daily Talent Development • 2. Consistent Rigor and Challenge in Every Academic Area • 3. Teaching of Big Concepts Whole-to-Part • 4. Independent Learning • 5. Double or Triple Pacing in Math, Science, Foreign Language • 6. Elimination of Excess Drill an Kill • 7. Exposure to Advanced Content and Skills • 8. Shortening of K-12 Years in School • 9. Opportunities for Grouping with Like Intellectual Peers • 10. Opportunities for Credit for Prior Learning

36. So, What Does This Mean for the Teachers of Gifted Learners? • Take ceilings and basements off curriculum outcomes • Provide links among subject areas whenever a new concept is introduced • Target teach for gaps in skills and knowledge, but spend less than 10% of your time on remediation • Provide new content and skills daily in specific areas of talent for individual students (for the rest, additional challenge 1-2 times per week) Rogers, 2009

37. So, What Does This Mean for Teachers of Gifted Learners? • Provide affective, individualized support for students for approximately 25% of your time with them • Regroup students according to their current performance levels in each subject taught • Keep the pace fast and non-repetitive, especially in math, science, and foreign language • Find content experts for individual learners when they have outstripped your knowledge of a talent area Rogers, 2009

38. So, What Does This Mean for Teachers of Gifted Learners? • Choose content and curriculum carefully with these two maxims in mind • Would, Could, Should Questions (Passow) • HOTS not MOTS Rogers, 2009

39. Last Words It’s a daunting task, being an educator, bearing the responsibility for shaping both academics and attitudes. Accountability, as defined in today’s schools, often measures the easy stuff: the math facts memorized, the commas placed correctly, the historical events sequenced. But the true measure of the educator’s teaching performance is not so readily determined. No computer-scanned bubble sheet measures how our students feel about learning or their biases toward self and others. These indexes, the true value of learning and education, elude detection and measurement, sometimes for years…So, the brave educators wishing to enhance both students’ self-concepts and their achievements must be content with not knowing the immediate or long-term impacts of their actions. [Delisle, J.R. (1992). Guiding the social and emotional development of gifted youth. Pp. 49-50. New York: Longman] Rogers, 2009