Instructional Decision Making for Advanced Proficiency Students Day 2

1. Instructional Decision Makingfor Advanced Proficiency StudentsDay 2

2. 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 Ready-Set-Recall

3. Processing Home Play • Form small groups • Share Five A’s reflections over article • Construct a summary statement • Discuss how you would use this article in your setting to help build consensus

4. A Common Perspective Gifted Student Teacher of Gifted

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

6. 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.

7. Ask the higher question: Is the child comprehending? Comprehension Advanced Needs Core Comprehension Low

8. 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

9. 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. What to do?

10. 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 Assessing students

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

12. 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 Assessing students

13. 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 Assessing students

14. 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 Assessing Students

15. 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 & cluster grouping article (handout) Flexible grouping

16. Three writing utensils Three columns Name each - top of column Describe each Sign your name with each Compare and contrast Which would you rather sign your name with? Why? New “invention” Bloom’s Revised Taxonomy

17. Name each (remember) Describe each (understand) Sign your name with each (apply) Compare and contrast (analyze) Which would you rather sign your name with? Why? (evaluate) New “invention” (create) Bloom’s Revised Taxonomy

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

19. MATHEMATICAL – LOGICAL Knowledge:recall, collect, label, specify, record, enumerate, recount Comprehension:describe, name, identify, locate, review, group Application:test, solve, calculate, demonstrate, show, experiment Analysis:analyze, interpret, investigate, discover, inquire, examine Synthesis:invent, formulate, hypothesize, set up, systematize Evaluation:rate, value, evaluate, revise, select, measure, assess, score Bloom’s Taxonomy

20. http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29http://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 P. 55-68 Kingore packet Bloom’s Taxonomy Revised

21. Curriculum Compacting

22. 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? More on Curriculum Compacting

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

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

25. 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 Example

26. 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 Example

27. 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 Example

28. 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 Example

29. 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 Vocabulary Development

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

31. 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. Revising for Word Choice

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

33. RAFT Role Audience Format Topic

34. 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. TRY RAFTing

35. 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. Tiered Assignments

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

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

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

39. 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

40. Complete action plan Complete your final project Due to instructor by 2/16/11 Submit electronically to mschmidt@aea11.k12.ia.us Submit hard copy via van mail to Mary Schmidt, Gifted Education Consultant Johnston Office Home Play

41. Complete the ORID and submit before you leave today.