Gifted and Talented Academy Year 2

1. HEAEnet-public Password: education0309 Gifted and Talented AcademyYear 2 Curriculum and Instruction Session 1

2. Agenda • Welcome/Check In • Web 2.0 Tools • Where We’ve Been • Rationale for Year 2 • Overview of Curriculum and Instruction • Curriculum Models • Survey • Team Planning • Closure

3. Reflecting Individually • Jot down • 1-2 key accomplishments from Academy Year 1 • 1-2 ways your programming is better now than it was a year ago Share at your table

4. Handshake • Find a partner • Introduce yourselves • Share one key accomplishment and one programming improvement • Repeat twice • Large group processing

5. Web 2.0 Tools • Wiki • Set up account • Create team Wiki space • gtacademy2districtname • Visit http://aea11gt.pbworks.com • Download PowerPoint • EtherPad • Google Docs

6. Rationale for C & I Focus • Your feedback • Planning input from Year 1 participants • Categorizing needs & suggestions • Time constraints • Framework using Google Docs

7. Random Acts of gifted education Jeanne Purcell, 2002

8. It’s the curriculum, Stupid! William Schmidt

9. Making Sense of Curriculum • In your group discuss perceptions of “curriculum for the gifted.” • Read “Myth: There is a Single Curriculum for the Gifted!” and “Thoughts on Curriculum for the Gifted” • Both are found on the Wiki • Review Guiding Principles and Best Practices (p. 89, Purcell & Eckert) • Discuss in relation to initial perceptions • Individually identify and share with your team something you’ve learned about curriculum for the gifted.

10. Curriculum Philosophy Curriculum as • Development of Cognitive Processes • Technology • Personal Relevance • Social Reconstruction • Academic Rationalism • Precursor to Professional Career VanTassel-Baska & Stambaugh, 2006

11. Curriculum Defined A set of organized experiences appropriate for gifted learners that are written down and adopted for use in a school district. It represents a formal codifying of the goals, objectives, and activities of a gifted program. The appropriateness of a district's basic curriculum for the gifted is a key consideration. (VanTassel-Baska, 1994).

12. Curriculum Defined A design plan that fosters the purposeful, proactive organization, sequencing, and management of interactions among the teacher, the learners, and the content knowledge, understandings, and skills we want students to acquire. (Purcell & Eckert, 2007)

13. Curriculum Defined Curriculum can be divided into three categories: intended, enacted, and assessed curricula • Intended curriculum: the content target for the enacted curriculum, often captured in content standards or other similar documents • Enacted curriculum: the content actually delivered during instruction in the classroom and other learning settings • Assessed curriculum: the content that is assessed to determine achievement (Porter, 2004) As defined in the Iowa Core Curriculum

14. Processing • In your team discuss • What is common across definitions • Where definitions differ • Key considerations for your context One team member • Visit the Wiki and download “What is Curriculum?” • Upload to Google docs and share with team/table

15. LEADERSHIP LEADERSHIP LEADERSHIP LEADERSHIP Influences on student learning 1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/Background Knowledge 11. Motivation

16. Curriculum Models In designing appropriate curricula for gifted and talented students, a curriculum model or models may serve as an ideal framework… Schools may choose to adopt a specific model or take a more eclectic approach in adapting several models that suit their needs. http://www.tki.org.nz/r/gifted/handbook/stage2/prog_models_e.php

17. Ascending Levels of Intellectual Demand • Escalates one or more facets of curriculum • Takes into consideration students’ • Cognitive abilities • Prior knowledge • Schema • Opportunities to learn • Learning rate • Developmental differences • Levels of abstraction

18. Why ALID? • To honor student differences • Address varying levels of prior knowledge, varying opportunities, and cognitive abilities • To ensure optimal levels of academic achievement • To support continuous learning • To ensure intrinsic motivation • To provide appropriate challenge • Provides “mental sweat”

19. ALID • Download ALID document • Wiki • Read the levels and discuss in your team • Add Ideas, Thoughts, and Implications • One team member save and upload to team Wiki

20. Survey • Visit Wiki • Each person download Survey (Excel sheet) • One person download Survey Upload Sheet and upload to Google docs (Academy 2 Survey District Name) • Share with team members and me (mschmidt@aea11.k12.ia.us) • Individually complete survey • Add ID Code • Copy entire column • Paste into Google doc sheet

21. And the Survey Says… • Discuss as a team • What the survey results show • How you interpreted the ratings • Discrepancies across buildings • Implications of these results in light of what you’ve discussed today

22. Team Planning • Use Google Docs for team planning/goal setting. • Create document • Share with team members and me (mschmidt@aea11.k12.ia.us)

23. Home Play • Research chosen curriculum model and develop presentation • Finish team plan • Share plan with administrative/advisory team • Identify at least one quality practice in which you engage to share next time.