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A Complete Approach for the Gifted: Response to Intervention (RtI) and the Autonomous Learner Model (ALM)

A Complete Approach for the Gifted: Response to Intervention (RtI) and the Autonomous Learner Model (ALM) . Robin Carey George Betts Douglas County School District University of Northern Colorado 303-387-0192 970-351-1657 robin.carey@dcsdk12.org george.betts@unco.edu. Quotable.

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A Complete Approach for the Gifted: Response to Intervention (RtI) and the Autonomous Learner Model (ALM)

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  1. A Complete Approach for the Gifted: Response to Intervention (RtI) and the Autonomous Learner Model (ALM) • Robin CareyGeorge Betts • Douglas County School DistrictUniversity of Northern Colorado • 303-387-0192970-351-1657 • robin.carey@dcsdk12.orggeorge.betts@unco.edu

  2. Quotable • The real voyage of discovery consists • not of seeking new landscapes, • but in having new eyes… • ~ Marcel Proust

  3. Who is in the room? • Classroom Teachers • Gifted Education Specialists • Building Leaders • District Leaders • State Leaders

  4. Who should be in the room? • Learners • Parents • Classroom Teachers • The Blenders – Building Leaders • Gifted Education Specialists • Special Education Specialists • District Leaders • State Leaders • Community Resources & Mentors

  5. What do you hope for? • Write down one major question you have at this time. • Write down one new learning you hope to take away from this afternoon’s sessions. • Write down an additional new learning (major approach, model or integrated strategies) you hope to take away from the National Association for Gifted Children conference.

  6. The Concerns-Based Adoption Model (CBAM):Model for Change in Individuals Hord, Rutherford, Huling-Austin, Hall. (1987). Taking Charge of Change.

  7. Levels of Learning for Knowledge and Skill Development • Beginning • Developing • Applying • Enhancing

  8. Levels of Learning for Knowledge and Skill Development • Beginning • Awareness, Introduction • (Not able to apply at this time) • Developing • Developing, Comprehending Basic Knowledge and Skills

  9. Levels of Learning for Knowledge and Skill Development • Applying • Using Knowledge and Skills • (Successfully using in practice) • Enhancing • Enhancing Knowledge and Skills • (Applying and developing more in-depth knowledge and effective skills)

  10. Colorado Department of Education Definition • In Colorado, Response to Intervention is defined as: • “… a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social–emotional, and behavioral needs.”

  11. Colorado Department of Education, 2008

  12. Understanding the Three-Tiered Model Intensive Level Interventions are provided to students with intensive/ chronic academic and/or behavior needsbased on ongoing progress monitoring and/or diagnostic assessment. Targeted Level Interventions are provided to students identified as at-risk of academic and/or social challenges and/or students identified as underachievingwho require specific supports to make sufficient progress in general education. Universal Level ALL students receive research-based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations are taught, reinforced, and monitored in all settings by all adults. Discipline and other data inform the design of interventions that are preventative. Colorado Department of Education, 2008

  13. Understanding the Three-Tiered Frameworkfor Gifted & Talented Learners Intensive Level Interventions are provided to students with intensive academic and/or social-emotional needs based on ongoing progress monitoring and/or diagnostic assessment. Passion development of learner-based curriculum is facilitated and the goal of becoming a lifelong learner emerges. Targeted Level Interventions are provided to students identified with academic strengths and/or students identified as underachieving who require specific supports to make growth commensurate with ability. Social/emotional areas are targeted based on the need of the learner. Areas of high potential are also targeted based on strengths. Universal Level ALL students receive research-based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction. Expectations are taught, reinforced, and monitored in all settings by all adults. All available data inform the design of interventions to meet the needs of the learner. Adapted from Colorado Department of Education

  14. RtI Framework • The goal of RtI is improved achievement. Individual student data are collected and used to monitor progress, and those results are used to make decisions about further interventions (National Center for Learning Disabilities, 2006).

  15. RtI Framework • The second goal of RtI/ALM is the development of the fully functioning, autonomous learner… • (Betts & Carey, 2010)

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

  17. Common Ground • RtI and ALM address the cognitive, academic, social, emotional and physical needs of all learners. • These needs are determined by the learners, the parents, the educators, community members and additional educators. The learners become responsible for their own content, processes and products to determine their own directions as learners.

  18. ALM • The Autonomous Learner Model (ALM) was developed specifically to meet the diversified cognitive, emotional, and social needs of learners. While it was originally developed for gifted learners, it has proven to be effective in developing life-long learning for all students. • (From Autonomous Learner Model Optimizing Ability, Betts and Kercher, 1999)

  19. The Five Dimensions of the Model

  20. ALM • The Autonomous Learner Model’s five dimensions are designed to meet individual needs of the learner. • Orientation • Individual Development • Enrichment • Seminar • In Depth • Each of the dimensions is appropriate at all tiers of instruction in the RtI framework – what will change is the level of intensity.

  21. ALM • Universal instruction • The classroom teacher utilizes the Orientation and Individual Development Dimensions to build the foundation for learners to become autonomous. • All students benefit from identifying: • How do I learn? • How can I work better in group situations? • What does it mean to be an autonomous, life-long learner?

  22. ALM • Targeted Instruction • The classroom teacher and the gifted specialist collaborate to determine possible constructs for the Enrichment Dimension. • Students who bubble up as need ‘more’ differentiated curriculum to develop a course of study that goes beyond the every day curriculum in a way that best fits their learning styles, strengths, and individual interests through Explorations and Investigations.

  23. ALM • Intensive Instruction • The gifted specialist utilizes the Seminar and In-Depth Dimensions with students who are ready for intense group and individual learning opportunities. • The learning opportunities are developed by the students, as is the criteria for the assessment of that learning. Emphasis is placed on learner-based involvement within Seminars & In-Depth Studies.

  24. Standard-Based Prescribed Curriculum (Universal) • Prescribed Content & Basic Standards • Universal Screening • Progress Monitoring • Prescriptive Assessment • Teacher Instruction • Cooperative Learning • Knowledge, Comprehension & Application Levels of Thinking • Daily Assignments (Retention) • Curriculum is basically the same for all students

  25. Teacher Differentiated Curriculum (Targeted) • Content + Process + Product = Learning Experience • Teacher Developed, Learner Implemented • Higher Level Thinking Skills • Depth and Complexity • Integrated In-depth Knowledge • Pre-testing and Curriculum Compacting • High Level Teacher Differentiated Curriculum • Development of Independent Learning Skills • In & Out of Classroom Activities -Teacher Developed

  26. Learner Differentiated Curriculum (Intensive) • Investigations & In-depth Studies • Learner Developed, Learner Implemented • Teacher is Facilitator & works with support team • Standards Applications & Extensions • Passion-based Learning • Application of Independent Learning Skills • Mentorships with producing adults in fields of passions • Opportunities for becoming “Producers of Knowledge” • Beginning of the “Quest”

  27. Learner Differentiated Curriculum(Universal to Intensive) • Curriculum is developed on all three levels by the student and teacher/facilitator • The first major goal is the development of the student as a learner • The second major goal is the development of the teacher as a facilitator of learning • Emphasis in on basic strategies within the ALM and Explorations (Universal), Investigations (Targeted), & In-Depth Studies (Intensive).

  28. Curriculum Differentiation Formula • Content + Process + Product = • Learning Experience

  29. Levels of Learning in Learner Differentiated Curriculum • In-Depth Studies • Investigations • Explorations

  30. Explorations • The First Explorations • Family & Friend Explorations • Community Search • Telephone Explorations • Internet Explorations • Teacher Explorations • Parent Explorations • Final Activity on Explorations (by the learners)

  31. Quotable • True motivation • Is as mysterious • as life itself. • It must begin within… • ~ George Betts

  32. Quotable • “I saw the angel in the marble and carved until I set him free.” • ~ Michelangelo

  33. Quotable • Being alike • has brought us together. • Being different will help us • to grow… • ~ George Betts

  34. Explorations • Student Based • Diverse Possibilities • Short Term • Information Gathering • Knowledge/Comprehension • Emphasis is on Content

  35. Investigations • Student/Learner Based • Diverse Possibilities • Longer Term • Passion Discovery • Multiple Means of Reporting • Emphasis on Content & Process

  36. In-depth Studies • Learner Based • Diverse Possibilities within Passion • Passion Development • Mentorship • Presentation & Assessment of Learning, the Learner & the Product • Content + Process + Product

  37. Explorations • Brainstorm and make a mind map of the different topics associated with the moon. • Find three poets who write about the moon and share their poetry with a friend. • Collect information about the manned flights to the moon. • Find three websites about the moon and compare information from the three sites.

  38. Investigations • Write poetry or a short story about the man on the moon. (Verbal Linguistic) • Chart the phases of the moon for your location and make a moon watching calendar. (Logical Mathematical) • Demonstrate a moon dance or walk. (Bodily Kinenthetic) • Journal the effects that phases of the moon have on people. (Interpersonal)

  39. Investigations (continued) • Moodle (Intrapersonal) • Develop a model that portrays the myths about the moon using at least 5 different geometric shapes (Spatial) • Develop a nature walk done by the light of the moon for your locality. (Naturalist)

  40. In-depth Studies • Design a collection of original poems on myths about the moon. • Create a photographic essay on the thirteen moons of the Native American Culture. • Create a planetarium show about the roles and influences of moon in our solar system • Complete an essay on the different knowledge bases concerning the moon for the 20th century.

  41. ALM & RtIThree Levels of Curriculum • Learner Differentiated Curriculum • (Intensive Level) • Teacher Differentiated Curriculum • (Targeted Level) • Standard-based Prescribed Curriculum • (Universal Level)

  42. RtI & ALM from the Teacher’s Perspective • What is the theme, topic, or goal of the lesson? • What content is evident in standards and/or courses of study? • What part of the content is necessary for all, most, some of the students in the classroom? • Which students already know some or all of the content to be taught? • What differentiated activities are needed? • How will the differentiated activities take place? • Who will work in each group? • When, where, and how long will all lessons take place? • Who is primarily responsible for all activities and assessments?

  43. RtI & ALM from the Learner’s Perspective • What is the theme, topic, or goal of my study ? • What content is evident in my levels of study? How do I increase the content I want to study? • When do I explore? When do I investigate? When do I learn in-depth? • What do I already know about my content and what do I want to learn? • How long will I work in the area of Explorations? • How will I complete my Investigation and In-depth Study Contracts? • What differentiated activities will I develop and complete? • How will I demonstrate content, process and product in my learning plans? • How will my actual learning take place? • Will I work independently or in a small group? • What products and presentations will I develop to demonstrate my on-going learning? • How will I complete the assessment of my self, my learning, my products and my presentations.

  44. RtI & ALM from the Facilitator’s Perspective • What is the theme, topic, or goal of the learner’s study ? • What content is evident in the levels of study as the learner begins and continues working independently? • What is being explored? What is being investigated? When will the learner be ready for an in-depth study? • What does the learner already know about the content and what do he/she want to learn? • How will the learner complete the Investigation and In-depth Study Contracts? • What differentiated activities does the learner need to develop? • How will the learner demonstrate content, process and product in the learning plans? • How will the learning take place? Describe this through a completed contract. • Will the learner work independently or in a small group of learners? • What products and presentations will the learner develop to demonstrate learning? • How will the learner complete the assessment of self, the learning process, the products and presentations?

  45. RtI & ALM from the Mentor’s Perspective • Why is this learner and teacher contacting me? Do I want to be involved? • What is my role in this learning process? • Will I provide specific learning tasks or find out what learning is wanted by the learner?is the theme, topic, or goal of the learner’s study ? • What knowledge-base does the learner already possess? Is the learner able to work independently on a project? What happens if this doesn’t work? • What does the learner want to explore? Investigate? When will the learner be ready for an in-depth study and will my role change throughout this learning process? • How will the learner complete the Investigation and In-depth Study Contracts? • What differentiated activities does the learner need to develop? • How will the learner demonstrate content, process and product in the learning plans? • How will the learning take place? Describe this through a completed contract. • Will the learner work independently or in a small group of learners? • What products and presentations will the learner develop to demonstrate learning? • How will the learner complete the assessment of self, the learning process, the products and presentations?

  46. The Basic Grid for RtI & ALMContent + Process + Product = Learning Process • Objectives • What do you want them to know? (Or what do they want to know?) • Activities • How will they learn what you want them to know? • Assessment • How will you know that they have learned? (Or what products will they select to complete)

  47. Unit of LearningProcess & Product • Action Words • Knowledge & Comprehension • List • Recall • Comprehend • Application • Apply • Interpret • Make • Analysis • Compare • Contrast • Take Apart • Synthesis • Create • Design • Construct • Evaluation • Judge • Rate • Assess • Products • Verbal • Individual or Group Presentation • Role Playing or Simulation • Panel • Visual • Painting • Sculpture • Ceramics • Written • Letter to the Editor • Essay • Chapter or Book • Kinesthetic • Dance • Mime • Diorama • Technological • Technological • Combination of the Avove • Using different elements of technology

  48. EnrichmentUnit of Learning _________________________ (template example)

  49. Unit of Learning TKAM(Teacher developed)

  50. In DepthUnit of Learning Role of Bombers in the South Pacific(Learner Developed)

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