Differentiation for Gifted and Highly Able Learners

1. Differentiation for Gifted and Highly Able Learners IRHS Grade 8 Parents� Night January 13, 2011 K. Patterson Co-ordinator Gifted Programming Discuss my role as SERT and plans to work with them � input opportunities A copy of the names of the students involved at this point in the program is on each table (check re: in your classes?)Discuss my role as SERT and plans to work with them � input opportunities A copy of the names of the students involved at this point in the program is on each table (check re: in your classes?)

2. ENRICHMENT AT IRHS Enrichment is for EVERYONE!

3. Topics to be Covered �Giftedness� Highly Able students Clustering (Placement and Identification) Learning Profiles Differentiation Enrichment Opportunities

4. Definition of �Giftedness� An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Ontario Min. of Ed. Special Ed. Guide for Educators 2001 Still in place and we are talking about �accommodating� here � not a full alteration of programStill in place and we are talking about �accommodating� here � not a full alteration of program

5. Traits of a Gifted and/or Highly Able Learner Keen to go beyond the curriculum Anxious to share ideas and discuss areas of interest Think quickly and rush note-taking Yet�Yet�

6. Traits of a Gifted and/or Highly Able Learner Skip steps in a process and jump to the answer Have messy notebooks/incomplete homework OR are perfectionists with extraordinary organization

7. Traits of a Gifted and/or Highly Able Learner Interact with other students Want to help others/Bored and want social outlet Continuously ask questions, inquisitive

8. Traits of a Gifted and/or Highly Able Learner More interested in individual work due to a desire to produce excellent products Avoid group activities at times Curious and want to learn new things

9. Challenging Work = Growth Insist that students with ability try things that are hard for them to do. Carol Ann Tomlinson

10. Clustering in classes Students are clustered by identification (Gifted) or by marks (Highly Able) Clustering occurs in Math, English, Geography and Science Students cannot be clustered AND in French Immersion unless timetable easily permits it and it does NOT interfere with French Imm.

11. Placement with IEP (Gifted) Formally identified �Gifted� students are placed in clustered classes first as per their wishes and according to their IEP placement: �Resource Support � Secondary Gifted Placement� They may choose to be in some or all of the 4 clustered classes offered in grade 9

12. Placement of Highly Able Students Highly Able students fill the classes according to marks, beginning with the student with the highest mark in each specific subject. Students can be invited into more than one class but in each case it depends on their marks for that subject.

13. Placement of Highly Able Students February Report marks are used first and the invitation is dependent on the student maintaining or improving their grades by the end of the year. If they do not do so, another student with a higher mark may be invited into the class and the original student moved to an academic class.

14. Placement continued Invitations (a letter and/or phone call) are issued to the highly able student and parents, they may choose to accept or reject that invitation to join the clustered class(es). Once the classes are filled to approx. the same size as Academic classes in the same subject area, the class is �closed�.

15. Process for Identification HDSB If your child was identified in another board OR If you would like to have your child tested to see if they meet the criteria to be identified �Gifted� in the Halton District School Board You must submit a psycho-educational testing report to Kathryn Patterson It is reviewed by our Psych. Ed. Consultant

16. Process for Identification HDSB If the report indicates that the child meets the criteria for identification in HDSB, the report is then presented to the IRHS School Resource Team (SRT) with the support of the parents. Upon approval, the SERT prepares documents for IPRC. (Identification, Placement Review Committee)

17. Process for Identification HDSB Documents and an invitation are sent home to the parents prior to IPRC. SERT and Psych. Ed. Consultant present the case to the IPRC committee (VP, Superintendent, IPRC Special Ed. Staff, Regional Consultant) Upon approval, the student is formally identified �Gifted�.

18. Optional Attendance Optional attendance forms are available from your home high school. Fill them out and have the Principal at the home high school sign them and send them to IRHS. If a student is identified �Gifted� in Halton, they may attend any SGP school of their choice and must return their SGP placement form to their elementary school SERT.

19. Registering at IRHS Registration packages are available through our Personal and Career Counseling Dept. Please pick one up as you leave this evening if you are coming to IRHS from out of the catchment area, from a private school, different board or out of province, etc.

20. What happens in a Clustered Enriched class? Clustered classes use differentiated curriculum These classes offer greater depth, breadth and a faster pace. Clustered classes are evaluated on the same scale as Academic classes Clustered classes have enrichment opportunities � often a field trip, guest speaker, special lab, choice projects

21. The Classroom Teacher Has input into the Differentiated program Monitors the students� progress through the academic requirements of the course. Develops �Alternative� learning content, processes and/or products to meet student needs (different � not more!) Plans instruction, assesses and evaluates the student�s achievement of expectations based upon Provincial Curriculum

22. The Special Education Resource Teacher Supports classroom teachers and students by generating ideas, providing resources and collaborative time to discuss curriculum development Meets with IEP students to monitor their progress and update the IEP as needed Develops transition planning for students Creates monthly Enrichment newsletters Runs Leadership/Enrichment activities outside of the classroom

23. Key Approaches forClustered Classes Learning Profiles (knowing the student) Differentiation Enrichment CHOICE!

24. Learning Profiles Includes Learning Style, Interests and Readiness. How we learn is as important as what we learn (online assessment) Visual, Auditory and Tactile/Kinesthetic Multiple Intelligences (Howard Gardner) Creative, Analytical, Practical (Sternberg)

25. Gardner�s Multiple Intelligences Kinesthetic Naturalist Logical/Mathematical Musical/Rhythmic Verbal/Linguistic Visual/Spatial Interpersonal Intrapersonal Existential

26. Defining �Differentiation� Knowing the learners in order to adapt the content, and/or adjust the process by which a student learns and/or redesign the product expectations to maximize learner capacity and growth. Little Prince story � Little Prince agrees, despite being �busy� to tame the Fox which takes time and patience and listening Together they learn two key things: What is essential is invisible to the eye You become responsible forever for what you have tamed. They part ways but they are joined forever by the memories they made together. Teachers are skeptical too and we have a lot to do � too many mandates, students, everything. But if we take the risk to �tame� each child their uniqueness emerges. In the end both the fox (student) and the Little Prince (teacher) learners and instructors. In other words, differentiation is about teaching the learner in a way that meets that learner�s needs and allows them to achieve their goals � and we as teachers to achieve our fundamental aim. What we teach becomes secondary to who we teach and how we reach that learner. If we do this right � it is fun and exciting and rewarding!!!!Little Prince story � Little Prince agrees, despite being �busy� to tame the Fox which takes time and patience and listening Together they learn two key things: What is essential is invisible to the eye You become responsible forever for what you have tamed. They part ways but they are joined forever by the memories they made together. Teachers are skeptical too and we have a lot to do � too many mandates, students, everything. But if we take the risk to �tame� each child their uniqueness emerges. In the end both the fox (student) and the Little Prince (teacher) learners and instructors. In other words, differentiation is about teaching the learner in a way that meets that learner�s needs and allows them to achieve their goals � and we as teachers to achieve our fundamental aim. What we teach becomes secondary to who we teach and how we reach that learner. If we do this right � it is fun and exciting and rewarding!!!!

27. Let�s Talk About Process Gifted and Highly Able students learn fast and forever & may already know material through prior reading/learning of their own.. Research states that most learners take 9 repetitions to learn something, most gifted learners take 3 or less and highly able students take approximately 5-6 repetitions. Process is �sense-making�

28. How to alter program to suit the needs of Gifted and Highly Able Students� Challenge Motivate Use a �Strategy��

29. Strategies for Differentiated Classrooms Compacting and Extension Independent projects/contracts Interest groups/grouping Mentorships/Apprenticeships

30. Strategies for Differentiated Classrooms Focus on Critical and Creative Thinking High Level Questioning Tiered assignments RAFT Think TacToe

31. CHOICE! Students are offered some choice to meet their Learning profile needs. Sometimes students are challenged to work outside of their areas of strength to precipitate personal growth Always, students are encouraged to challenge themselves to learn

32. Challenging Work = Growth Fair = Equity of Opportunity to Grow and Succeed. Carol Ann Tomlinson Start Where they Are Karen Hume The focus on the student�s academic growth and �learning� becomes central to what we do for themThe focus on the student�s academic growth and �learning� becomes central to what we do for them

33. Challenging Work = Growth �[Students] understand that if they strive to be [enriched] learners, they will go further in their learning than if they settle for �getting by� (Kiernan, 2002). Carol Ann Tomlinson

34. Challenging Work = Growth �A great classroom conveys to all students �This is hard, but you can do hard things, and I am not willing to let you settle for less�� Carol Ann Tomlinson �Failure is not an option� Apollo 13

35. ENRICHMENTAP Exams Advanced Placement Exam Opportunity Write 1st year University exam for Credit/Placement The College Board (SAT)

36. ADVANCED PLACEMENT Cost $87.00 US per exam 5 or more exams = Scholarship Written in May each year Supervised by IRHS staff

37. ADVANCED PLACEMENT Information at www.ap.ca IRHS AP Coordinator is Kathryn Patterson 2011 � we have 12 different exams being written!

38. Enrichment Activities Handout Yearly offerings include: E=MC2 Encounters with Canada Rotary Leadership camp and Camp Enterprise Shad Valley Central Ontario Leadership Seminar (COLS)

39. Further Information Go to www.irhs.ca Feel free to contact me at any time Kathryn Patterson pattersonka@hdsb.ca (905) 845-0012 x240 Gifted Ed. Office Rm. 214