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Eight Essentials for Engagement of High Potential Students

Eight Essentials for Engagement of High Potential Students. Colleen Anthony Jefferson County Public Schools Gifted and Talented Jennifer Gottschalk Gifted and Talented Cherry Creek Public Schools Jackie Trucky. Think about your students?.

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Eight Essentials for Engagement of High Potential Students

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  1. Eight Essentials for Engagementof High Potential Students Colleen Anthony Jefferson County Public Schools Gifted and Talented Jennifer Gottschalk Gifted and Talented Cherry Creek Public Schools Jackie Trucky

  2. Think about your students? • Think about a student/s who you know or suspect may be gifted. • What keeps them engaged in learning? • Where do you see the highest involvement in learning? The lowest engagement? • Share your thinking with someone. • What creates the most engagement for your learners?

  3. Engagement • What does it mean? • A constructivist learning environment in which students generate knowledge and meaning from experiences. (Tomlinson 1997) • Four C’s that provide optimal conditions to motivate gifted learners: • Challenge • Control • Commitment • Compassion (Whitney and Hirsch, 2007)

  4. How do students become engaged? Based on research and feedback from students, teachers, and, parents the following eight essentials emerged: • Data Driven Instruction • Acceleration • Affective Guidance for Social/Emotional Needs • Mentoring/Guidance/Career Counseling/Goals • Differentiated Instruction • Higher Order Thinking Skills • Personal/Independent Study • Integration of Media & Technology

  5. What about acceleration? • Acceleration is defined as the appropriate movement of a student and/or curriculum by pace or place which matches learning with student’s demonstrated readiness and needs. • There are multiple ways to accelerate a student: content, grade, multiple grade, etc. • The Iowa Acceleration Scale is a research-based resource that supports parents and schools in acceleration decisions

  6. Are social/emotional needs really important? • Affective guidance addresses social, emotional and behavioral needs such as: Perfectionism Divergent Thinking Underachievement Advanced Moral Development Sensitivities/Over Excitabilities Precocious Talent • Gifted students also need guidance and direction in the areas of: • Self-advocacy • Stress Management • Understanding overexcitabilities

  7. Why Data Driven Instruction? • Data driven instruction must flow from known strengths • Focused instruction results in excellent growth • A combination of preassessment, formative and summative assessments will yield best/accurate information • Above/off grade-level testing (when permitted) may be necessary

  8. More on Data Driven Instruction • Pre-assessment is an essential!—a student must have the opportunity to demonstrate what they know • Become familiar with data that is available • What kind of data is it? (Is it cognitive or performance?) • How do you interpret the data? • What direction will this provide for student learning? • What data do you still need to make sound instructional decisions?

  9. How do you differentiate for gifted? • Gifted students need carefully planned, coordinated learning experiences that extend beyond the core curriculum to meet specific learning needs. (NAGC 1994) • Curriculum can be differentiated by: content, product, process and learning environment • Differentiation is a philosophy—some strategies that facilitate this philosophy include: Compacting Multiple intelligences Cluster grouping Learning styles Flexible pacing Tiered lessons

  10. Why are goals and career guidance necessary? • Gifted children require appropriate affective services including gifted-focused counseling interventions and career-development guidance programs to allow students to reach full potential (NAGC Position Statement) • Goals based on data, ensure that students will develop to their full potential • Mentorships can provide the expertise and exposure to the depth of knowledge students seek in their area/s of expertise

  11. What are higher order thinking skills (HOTS) and why are they important? • Higher Order Thinking Skills are a tool for teachers to organize learning tasks that require analysis, synthesis, evaluation, and/or other critical thinking skills for questioning and activities • Higher Order Thinking Skills include: • Analytical, • Critical • Creative • Organizational Thinking

  12. Why incorporate personal/independent Study? • Independent Study provides an opportunity to explore in depth, complexity, and novelty topics of passion by extending content, allowing choice, and making real-world connections to learning • Student motivation is enhanced through: • Choice • Personal goal-setting • Time management based on self-created deadlines • Independent Study provides opportunity for replacement of class work in which mastery has been demonstrated

  13. How does media/technology engage? Technology… • facilitates learning in a variety of formats for learning and demonstration • provides access to allow expansion of knowledge in passion areas • fulfills the need for depth and complexity • creates opportunity to transfer and demonstrate learning • presents a vehicle to explore passions in depth and display understanding in a creative manner

  14. Getting back to your students… • Focus on one student you feel engagement who is in need of increased engagement? • What could you incorporate in your instruction to increase engagement? • Where will you begin—what will be your first step?

  15. Analytical Reasoning SkillsPromote academic success through examination and analysis. • Identify Characteristics • Recognize Attributes • Make Observations • Comparing and Contrasting • Categorizing • Classifying/Criteria Setting • Predicting • Determining Cause and Effect • Making Analogies Adapted from Deborah E. Burns, Ph.D. University of Connecticut

  16. Organizational Thinking SkillsEncourage the management, monitoring, and executing of higher order thinking skills. • Memory • Summarizing • Metacognition • Goal Setting • Formulating Questions • Developing Hypotheses • Generalizing/develop a rule • Problem Solving • Planning Adapted from Deborah E. Burns, Ph.D. University of Connecticut

  17. Critical Thinking SkillsNeeded for analyzing and evaluating the quality, worth, or strength of an oral or written argument, proposition, or suggestion • Inductive Thinking: Draw an Inferential Conclusion • Deductive thinking: Draw a Logical Supported Conclusion • Determine Reality and Fantasy • Identify Value Statements/Bias Statements • Identifying Point of View • Identifying Fact and Opinion • Judging Essential and Incidental Evidence • Judging Credibility: accuracy, missing information, source, exaggeration • Determining the Strength of an Argument Adapted from Deborah E. Burns, Ph.D. University of Connecticut

  18. Fluency Flexibility Originality Elaboration Adapted from Deborah E. Burns, Ph.D. University of Connecticut Strategies Imagery Scamper Attribute Listing Random Listing Brainstorming Creative Problem Solving Synectics Creativity SkillsEncourage alternate solutions or products when existing solutions are inappropriate or yield less than satisfactory results.

  19. Thanks for all you do for students! Colleen Anthony canthony@jeffco.k12.co.us

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