Instructional Decision Making for Advanced Proficiency Students Day 2

1. Instructional Decision Makingfor Advanced Proficiency StudentsDay 2

2. Ready-Set-Recall • Jot down what you remember from last time. • Pair up, share, and add to list • Square up and share again • Choose 2 important ideas to share with large group

3. Processing Home Play • Individually jot down three key ideas from the article • Form pairs • “A” partner share one idea • “B” partner ask a question about that idea • “A” partner answer • Together discuss one practical application of the idea • Switch roles

4. How do we know… …where the child is relative to the Core?

5. WHAT AM I TEACHING? http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en

6. WHICH KIDS ARE ALREADY THERE?

7. WHICH KIDS COULD LEARN IT FASTER? <div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/34128229@N06/3267659779/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/34128229@N06/”

8. WHICH KIDS NEED GREATER DEPTH, COMPLEXITY, AND ABSTRACTION?

10. Matching Strategy to Student Needs • Based on the answers to these questions, determine the strategy.

11. Organizing Fluency Data:Making the Instructional Match This grid does not typically apply to advanced readers who are already compre-hending at high levels. This focus is usually for those whose comprehension is not where we want it to be.

12. Ask the higher question: At what level is the child comprehending? Comprehension Advanced Needs Core Comprehension Low

13. Framework Questions 1. Is our core cycle sufficient? 2. If the core is not sufficient, why not? 3. How will needs identified in core be addressed? 4. How will the sufficiency and effectiveness of the core cycle be monitored over time? Have improvements to the core been effective? 6. For which students is the core cycle sufficient and not sufficient, and why? 7. What specific supplemental and intensive instruction/curriculum is needed? 8. How will specific supplemental and intensive cycles be implemented? 9. How will the effectiveness of supplemental and intensive cycles be monitored? 10. Which students need to move to a different cycle? S & I Related Questions

14. Supplemental and Intensive • Question 6: For which students is the core instruction sufficient and not sufficient, and why? • Step 1: List students for whom the core is not sufficient. (Significantly exceeding or less than proficient) • Step 2: Determine diagnostic assessment tool(s)/process to identify instructional need. • Step 3: Determine expectations of performance for the diagnostic tool(s)/process. • Step 4: Plan logistics and collect diagnostic data • Step 5: Organize, summarize, display result

15. Using Data • What data show a student exceeds Core? • What other data needs to be collected? (i.e., What are the questions that need to be answered?) • Trust the data!

16. Intensity is… “of an extreme kind” (dictionary.com)

17. Intensifying Instruction • The Big Five • More Explicit • More Modeling • More Systematic • More Opportunities to Respond • More Review

18. Intensifying Instruction for Gifted • The Big Five • More challenging & complex text • More homogeneous grouping • More choice & control • More higher-order questions/tasks • More non-fiction & informational • text

19. Course/Grade Levels of Differentiation Activity Unit Lesson

20. Assessing students • Cards on Kids • Assess interests and learning style • Each student gets a card • Information in corners • Answer questions in the middle • Offer update opportunities • KWL, Frayer, Concept Map • Assessing prior knowledge and readiness

21. Assessing students • Surveys and Inventories • Multiple Intelligences • Interests • Learning Styles • Best Works Portfolio • Assesses readiness • Determine outcomes and acceptable evidence • Design rubric for evaluation

22. Assessing students • Exit Cards • Check for understanding • Identifies gaps, misconception, and high level understanding • Oral responses/questions • Assesses for readiness, interest • Whole-group Assessment • Squaring Off • Fist to Five

23. Assessing students • Sticky-note Book • Record-keeping/management tool • Notebook w/student name on each page • Make notes on kids during class using stickies • Put notes on student’s page • Post-test as Pre-assessment • Assesses prior knowledge of material • Essential to curriculum compacting

24. Assessing Students • Read page 27 in “Reading Strategies for Advanced Primary Readers.” • Discuss with a partner. • Consider if/how you might use any of the strategies as a pre-, diagnostic, formative, or summative assessment http://www.tea.state.tx/gted/ReaStra.pdf

25. Flexible grouping • Use assessment data to form groups • Identify learning outcome • Develop assessment • Identify learning differences • Determine purpose for grouping • Place kids in groups • Gifted kids need time together • “playing up” • See p.60-64 in Kingore booklet

26. CREATE EVALUATE ANALYZE Complexity APPLY UNDERSTAND REMEMBER Difficulty Bloom’s Revised Taxonomy Adapted from Sousa

27. Bloom’s Taxonomy Revised • http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29 • http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm • Spend some time exploring the Bloom’s resources on the Wiki

28. Curriculum Compacting C.C.

29. More on Curriculum Compacting • Skim p. 40-50 in Kingore packet. • Consider assessments we discussed that might inform decisions about Curriculum Compacting. • Think about a student for whom compacting might be appropriate. • What behaviors point to the need? • What assessments would be helpful?

30. Replacement Activities • Not MOTS! • Address individual strengths and interests • Develop collaboratively • Examples • Inquiry Reading • Extensions

31. Curriculum Compacting Replacement Activities Accelerate or Enrich Math http://nrich.maths.org/public Reading http://www.randomhouse.com/teachers/ http://www.visuwords.com

32. Example • Houghton-Mifflin (4th grade) • Independently read Akiakor substitute a full length book; e.g., Puppies, Dogs, and Blue Northers: Reflections on Being Raised by a Pack of Sled Dogs or Winterdance by Gary Paulsen • Participate in a small group discussion

33. Example • Inquiry Reading - research sled dogs, Iditarod, dog sled racing, etc. and prepare a presentation for the class • http://www.adn.com/iditarod/2008/story/404261.html • http://dsc.discovery.com/tv/iditarod/iditarod.html • http://www.iditarod.com/learn/iditarodtrail.html • http://www.iditarod.com/learn/terminology.html

34. Example • Read another story about a hero’s journey. Compare and contrast Akiak and that story’s main character. • Complete an Iditarod WebQuest • http://www.geocities.com/sseagraves/iditarod/iditarodunit.htm

35. Example • Study RAGBRAI - does it meet the criteria for a “journey”? http://www.ragbrai.org/ • Outline the history • Find maps of the route each of the last five years - establish criteria to rate the difficulty of the ride • What are hardships riders might suffer? • Interview a rider • Compare & contrast to the Iditarod • Why do events like these endure? • Prepare a presentation for the class. http://www.gifted.uconn.edu/SEMR/about/about.html

36. Vocabulary Development • Students with advanced vocabulary • How would you know? What data would drive your decision? • What would you do with/for the students? • How would you use formative assessment? p. 83-93 in Kingore packet

37. Sample Application http://www.randomhouse.com/teachers/

38. Beyond Vocabulary • Sentence fluency • alliteration • Gifted character • Social/Emotional • Feelings of isolation • Sense of “different-ness” • Themes • Service to others • Living a “purpose driven” life

39. RAFT Role Audience Format Topic

40. TRY RAFTing • Create a RAFT for something you’ll be teaching this month. • Consider the level of challenge for your most gifted students. • Adjust the RAFT role, audience, and/or format to require higher order thinking or a more sophisticated product for advanced students.

41. Tiered Assignments Students work on different levels of activities, all with the same essential understanding or goal in mind. Tiered assignments accommodate for differences in student readiness and performance levels…and encourage continued growth.

42. Tiered Activity Examples http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

43. Questioning Models Divergent Questioning Question Answer Relationships Socratic Questioning p. 55-68 in Kingore packet

44. Let’s Practice • Choose something you’ll be teaching soon and develop the Divergent Questioning chart. • Share with a partner.

45. Quote of the Day If you want to feel safe and secure, continue to do what you have always done.If you want to grow, go to the cutting edge of our profession.Just know that when you do, there will be a temporary loss of sanity.So know when you don’t quite know what you are doingYou are probably growing! --Madeline Hunter

46. Home Play • Identify the data you will use to determine target students. • Develop your plan to identify areas of needed support. • Identify formative assessments

47. Exit Card