Middle School Gifted and Talented Services Professional Development

1. Middle SchoolGifted and Talented ServicesProfessional Development Nancy Vague Coordinator of Gifted and Talented Services South Washington County Schools Tina Van Erp Gifted Education Specialist WMS and South Washington County Schools

2. Gathering Time • Housekeeping • Agenda for today • Overview of the day

3. Learning Targets for This Morning Participants will KNOW • Nature and needs of gifted learners. • Overview of Gifted and Talented Services

4. 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.

5. 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.

6. HAND Learning Environment Objectives: Similarities/Differences, Setting Standard and Experience with Higher Order Thinking (HOTS), Community Building Each 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

8. PreassessmentWhat do you want to learn about…? PICTURE WORDS High Ability Children Learning Environment Objectives: Student investment in syllabus

9. Draw Students Learning Environment Objectives: Invite the Children

10. HOUSE Learning Objectives: Create framework to understanding gifted brain processing

11. Best Practice ResearchGagne, Renzulli, Betts Learning Objectives: Create semantic mapping/frameworks using multiple perspectives on gifted learners

13. The Nature of Gifted Students Dr. Joseph Renzulli’ Creativity Above Average Ability Task Commitment

14. The Nature of Gifted Students

15. The Nature of Gifted StudentsPersonality Profiles of the GiftedGeorge Betts • 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

16. The Nature of Gifted StudentsPersonality 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

17. The Nature of Gifted StudentsPersonality 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

18. The Nature of Gifted StudentsPersonality 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?

19. 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.

20. 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

21. One per building purchased by OEI.

22. “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.

23. This argument, formulated differently, also holds true for culturally diverse learners.” (Ford et al., 2000, 2002; Ford and Harris, 1999).

25. The more we know about each other we make up the less Dynamic Thinking

26. The less we know about each other we make up the more Deficit Thinking

27. When designing appropriate educational experiences for culturally diverse students, consider and address: Multicultural curricula considerations Multicultural instructional considerations Culturally responsive learning environments

28. 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

29. Affective Needs 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

30. BRAIN SLIDINGTriangle/Circle/Square Learning 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.

32. From the Student’s Point of View… 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

33. General Overview of Gifted Services Learning Environment Objectives: Create a common starting point

34. Lunch Enjoy! Please be ready to begin again in an hour.

35. After you get settled…… 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.)

36. Learning Targets for the Afternoon Participants will KNOW • Individual professional development needs in the area of differentiation • Multiple assessment strategies • Academic standards for their grade level

37. 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

38. 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

39. Examining Your Professional Practices Review • Teacher Inventory on Differentiation Practices and Strategies, pp. 13-14. • Continuum of Levels of Teacher Development in Differentiation, pp. 15-18.

40. Know Yourself as a Teacher Based on your self-reflections, what is you Personal Learning Plan?

41. Know Your Students

42. Student Puzzles

43. Student Puzzles - Personal • Multiple Intelligences • Personality Type • Interest Surveys • Other?

44. Student Puzzles-Subjective • Parent Input Forms/Surveys • Parent/Teacher Conferences • Other?

45. Student Puzzles - Objective

46. Instructional Mapping for Teachers

47. Student Puzzles

48. Know the Academic Standards Check the District 833 website Departments Teaching and Learning By Content Area OR SharePoint Staff Resources Curriculum Drive Curriculum Folder Curriculum K12 Outcomes, Maps, Guides, Standards

49. Preassess to Inform Instruction Some examples… • Frayer Diagrams • Rating Cards • Carousel (pg. 36)

50. Work Time • Continue work on Instructional Mapping • Plan preassessment for upcoming lesson • Read