Differentiation Approaches for ERE Students

1. Differentiation Approaches for ERE Students A Six-Hour GT Update

2. Today’s Objectives Become familiar with the new model for GT services in Keller ISD, the Autonomous Learner Model (ALM). Review various differentiation strategies that can be used with GT students, and all students, in the regular classroom. Become familiar with the resources available to you when writing differentiated lessons. Build a GT “toolbox” that you can use to work with GT students next year.

3. Today’s Agenda • An Overview of GT in KISD for 11-12 • The Autonomous Learner Model • GT in the Classroom • Available Resources • Differentiated Lesson Design • Assessment and Facilitation Strategies

4. Course Wiki • All information is available at: http://giftedguide.wikispaces.com • You will be able to access the information anytime you need!

5. Disclaimer I am no longer a contracted employee with the district. Any information I share is/was accurate as of our last GT specialists’ meeting. Things can, and will, change over the summer.

6. Changes to the Program for 11-12 K-2 will be served in the classroom 3-6 will continue to have an EXCEL class 7-12 will be served through pre-AP and AP courses Reduced class time with the GT specialist Students will continue to be clustered District will be adopting the Autonomous Learner Model (ALM) as it’s main model for GT instruction.

7. Role of the Specialist As of now, Marna Halloran will be the new GT Specialist. She will be serving Trinity Meadows, Caprock, and Eagle Ridge. Her role will be to provide resources and information to classroom teachers, serve grades 3-4 in an EXCEL pull-out class, identify new GT students through testing, and maintain state standards for student files. (Plus a million other things!)

8. FAQs • Will there be a program for K-2 students? • Yes, they will receive services in their regular classroom with a teacher who has completed the 30 core hours of training. • Will the testing windows remain the same? • The testing windows for this year have yet to be determined. Will there be a program for K-2 students? • Will students see the GT specialist the same amount of hours? • No, due to reduced staffing, students in grades 3-4 will be served by both the classroom teacher and the GT Specialist.

9. Questions? • All of the most up-to-date information regarding the GT program can be found on the KISD website. • Refer parents to the district GT webpage. • http://www.kellerisd.net/district/curriculum/Pages/GiftedandTalented.aspx

10. Autonomous Learner Model George T. Betts & Jolene K. Kercher

11. An autonomous learner, by definition, is “one who solves problems or develops new ideas through a combination or divergent and convergent thinking functions with minimal external guidance in selected areas of endeavor.” Betts & Kapp, 1981

12. The Basics Designed to meet the diverse cognitive, emotional, and social needs of learners. Puts students in charge of developing and assessing their own learning experiences. The goal is to produce independent, self-directed learners. All learners can benefit from the ALM.

13. ALM Standards Develop more positive self concepts Comprehend own abilities in relationship to self and society. Develop skills to interact effectively with peers, siblings, parents and other adults. Increase knowledge in a variety of areas. Develop critical and creative thinking skills. Develop decision-making and problem-solving skills.

14. ALM Standards Integrate activities which facilitate the cognitive, emotional, social, and physical development of the individual. Develop individual passion area(s) of learning. Demonstrate responsibility for own learning in and out of the school setting. Ultimately become responsible, creative, independent, life-long learners.

15. Basic Principles Activity Review the principles listed on the sheet. Using a scale of 1 (which indicates little use or understanding) to 5 (which indicates thorough understanding and consistent use), circle the appropriate number in each box. Answer the questions on the Reflections Worksheet.

16. Definitions of the Gifted as Autonomous Learners • Intellectually Gifted • Students most often found in typical gifted programs. • Develop mass storehouses of information • Perform exceptionally well in the first three levels of Bloom’s (knowledge, comprehension, and application) • Many will score 130 or above • Thinking converges as they mature • Are not risk takers • Consumed with getting the “right” answer. • Is this for a grade? • The educational system is geared toward them.

17. Definitions of the Gifted as Autonomous Learners • Creatively Gifted • Creative, divergent thinkers • Have acute senses of humor and intolerance for boredom • Adventurous, high-energy • Unable to stay on task; always thinking “what if?” • Don’t care about knowledge or facts; concerned with doing things no one else has thought of. • These learners may be overlooked during screening for gifted programs.

18. Definitions of the Gifted as Autonomous Learners • Talented • Have one specific area in which they excel • Strong desire to devour everything about their area of interest • Their area of interest becomes a life-long passion • Musicians, artists, and athletes fall under this umbrella • Identified through observation

19. Definitions of the Gifted as Autonomous Learners Students may have any combination of these. They may truly be gifted and talented. Excel in multiple areas. Be gifted in only one area such as math or language arts. The ALM allows for all of these students to be served within the classroom. Since they design their own learning experiences, their unique needs can be met. Allows for more GT students and “high-achieving” students to be served.

20. Profiles of Gifted Behavior • Type I: The Successful • Every teacher’s dream • Want to succeed • Smart, alert, eager to please • Easily identified; usually score high on IQ tests and achievement tests • What they need… • To be pushed/challenged beyond their comfort levels • Opportunities to think creatively and to problem solve in situations where there isn’t one “right” answer • Activities that will let them be learners versus students

21. Profiles of Gifted Behavior • Type II: The Challenging • Generally not identified • Mostly boys • They are rebels; crave autonomy • Are not successful in the classroom • Lack “appropriate behavior” • What they need… • A teacher who can see the “diamond in the rough” and who values their independent thinking • Opportunities to work with peers, so they can practice social skills and observe work behaviors of successful students • A teacher who will “coach” them.

22. Profiles of Gifted Behaviors • Type III: The Underground • Mostly girls • Hide their giftedness to be more socially acceptable • Value “belonging” over “intelligence” • They may want to be “popular” while others just strive to “blend in” • What they need… • Teachers who encourage confidence • Activities that allow them to become self-aware and reveal the value of being gifted • Leadership roles

23. Profiles of Gifted Behaviors • Type IV: The Dropout • They give up and decide to leave the system • Crack under the pressure of unrealistic expectations • Hate themselves, their teachers, and their parents; become resentful of society • What they need… • Early intervention • A “toolbox” of strategies to help them relax and cope with the pressure • Help overcoming perfectionism

24. Profiles of Gifted Behaviors • Type V: The Twice Exceptional • Receive multiple services • Often identified as gifted during the special education referral process • What they need… • Help finding their strengths and tools to cope with their weaknesses.

25. Profiles of Gifted Behaviors • Type VI: The Autonomous Learner • Comfortable being a student and a learner • Learn in school, but retain their individuality • This is the end goal for all of the other types

26. Profiles of Gifted Behaviors • For more information about profiles for gifted students, please view the information at the link below: • http://www.alpspublishing.com/presentations/Revised_Profiles_For_Gifted.ppt

27. Major Dimensions Orientation Individual Development Enrichment Seminars In-Depth Study

29. The Orientation Dimension Teachers and administrators focus on program design and implementation. Staff development opportunities are offered to teachers. Learners are given opportunities to determine their own needs (learning style), the level of support they require from teachers, and learn more about themselves in general. Students determine their areas of strength and weakness. GT students reflect on what it means to be “gifted.” Orientation is when ALM expectations and routines are established.

30. The Individual Development Dimension During individual development, learners build a “toolbox” of skills they will use as they begin their independent study. Learners are taught research basics such as note-taking and summarizing. They are shown how to use available technology, computer programs, and websites.

32. The Enrichment Dimension Both the teacher and the student are responsible for differentiation in this dimension. The ALM provides learners opportunities to explore topics beyond the standard curriculum. The highest level of learning occurs when the learner is allowed to explore their own passions in their own way.

33. The Seminar Dimension In small groups, learners are given the opportunity to research a topic and present it as a seminar to their classmates or another audience. Learners assess their efforts using criteria that they develop (may require some “coaching” for younger students).

34. The In-Depth Study Dimension Learners pursue their own interests through long-term small group or individual in-depth study. Learners determine what will be learned, how it will be learned, how it will be presented, what facilitation is necessary, what the final product will be, and how their efforts will be assessed.

35. Changing Roles As students progress through each dimension, the roles that the teacher and learner play will change accordingly.

36. Getting Started Get to know the learners in your classroom Use the tools in your handout. Set up portfolios for gifted students

37. Where are we headed? http://youtu.be/Gu8Y8RcLjJA

38. Questions about ALM?

39. Resources: Your New Best Friend Quality Resources for GT Differentiation

40. Available Resources: Campus Level Technology Textbooks Books from the GT Department Other Teachers GT Specialist

41. Available Resources: District Level Math Task Cards (In Forethought) Safari Montage Live Coming Soon: GT curriculum for core subjects

42. Available Resources: Region 11 • Online databases • Encyclopedia Britannica—reads to younger students, so they can research too!

43. Available Resources: State-Wide • GT Teacher Toolkit • http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html • Texas Performance Standards Projects • http://www.texaspsp.org/

44. Texas Performance Standards Projects Activity Visit the TPSP website. Explore the resources available to you. Review at least two TPSP tasks. At your tables, discuss the common features you notice.

45. Texas Performance Standards Projects • The only “curriculum” mentioned in the Texas State Plan for the Gifted. • Teaches research skills at a variety of skill and grade levels. • Two phases: • Phase 1: Students explore grade-level appropriate topics (based on TEKS). Students will develop research skills. • Phase 2: Students apply what they have learned during the research phase. They will create advanced level products that are meant to be shared with an audience.

46. Texas Performance Standards Projects • Pros • Can be used as a model for any topic • Can be modified for other grade levels • Ready to use! • Cons • Many are “bare bones” lessons. • Can take a long time • Difficult to do with younger students

47. Texas Performance Standards Projects Students can reasonably complete one or two per semester. EXCEL class will use the grade 3-4 tasks, so check with the specialist before starting them. K-2 can use any of the tasks!

48. Questions About TPSP?

49. Differentiation by Readiness Lessons and activities for every teacher

50. Novice • Teachers who: • Are new to differentiation, have a wide gap between their highest and lowest students, don’t have time to devote to differentiating for every topic. • What you can do: • Set up enrichment stations: analogies, logic puzzles • Start a mastery club • Add higher-level books to the classroom library • Use district resources such as GT curriculum and Math Task cards