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. A Common Perspective Gifted Student Teacher of Gifted

4. A Shift in Perspective Gifted Student Counselor ESL Teacher Classroom Teacher Specials Teacher Community Member Special Ed. Teacher Teacher of Gifted

5. 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.

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

7. 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

8. 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

9. 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!

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

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

12. 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

13. Course/Grade Levels of Differentiation Activity Unit Lesson

14. What to do? Read “Teaching Gifted Kids in the Regular Classroom” • Circle - part of your everyday practice •  - something you’d like to know more about • ? - You have a question • Share with a partner.

15. 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

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

17. 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

18. 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

19. Assessing Students • Read pages 13-26 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

20. 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.49--54 in Kingore booklet

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

22. 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

23. Curriculum Compacting C.C.

24. More on Curriculum Compacting • Skim p. 29-39 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?

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

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

27. 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

28. 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

29. 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

30. 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

31. 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

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

33. Revising for Word Choice During the night a poet stood under the same tree, looking at the moon. Night after night, he’d been trying to find the right words to describe it.

34. 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

35. RAFT Role Audience Format Topic

36. 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.

37. 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.

38. Developing A Tiered Activity • Match task to student based on • Student profile • Task requirement http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

39. Developing A Tiered Activity • Select the activity • Concept • Generalization • Skill • Think about your students • readiness

40. Developing A Tiered Activity • Think about your students • Readiness range • Skill • Reading • Thinking • Information • Interests • Learning profile • Talents

41. Developing A Tiered Activity • Create an activity which is • Interesting • High level • Causes students to use key skills to understand a key idea

42. Developing A Tiered Activity • Chart the complexity of the activity • Clone the activity along a continuum to cause challenge and success for students in • Materials--basic to advanced • Form of expression--familiar to unfamiliar • From personal experience to removed from personal experience • “The Equalizer”

43. Developing A Tiered Activity • Match task to student based on • Student profile • Task requirement

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

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

46. 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

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

48. Exit Card http://spreadsheets.google.com/viewform?formkey=dHdKRHZ6amRMNTUtV2NwTm9iWDNHN3c6MQ