GIFTED 101 RIGHT TO THE NITTY GRITTY Who is Gifted and What Do You Do to Get Started Teaching Them

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GIFTED 101RIGHT TO THE NITTY GRITTYWho is
Gifted and What Do You Do to Get Started
Teaching Them?
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MARGO LONGWHITWORTH COLLEGESPOKANE,
WASHINGTONwww.whitworth.edu/gifted
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No Teacher, Parent, Administrator or Gifted
Child Left BehindEnergizing For Gifted!
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MY NOTES
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ISSUE NUMBER 1GIFTED IS A TEAM EFFORT
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ITS ALL ABOUT THE BRAIN
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ISSUE NUMBER 2BRAIN COMPATIBLE
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BLINK!
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UNDERSTANDING THE BRAINA QUIZ
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Chocolate or Peppermint?????????
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H2O or COKE?????
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Variety or Change????????
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Attachment or Independence????????????
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Repetition or Variety?
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Challenge or Easy?
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Choice or Directive?
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Solution or Problems to Solve?
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ITS ALL ABOUT THE BRAIN
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WHAT DOES THE BRAIN LOVE?

• ATTACHMENT
• INDEPENDENCE
• PEPPERMINT
• CHOICES
• AIR
• FOOD NUTRIENTS
• CHALLENGE
• REPETITION
• VARIETY

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• EXPRESSION MUSIC, DANCE AND ART
• PLAY AND HUMOR
• PROBLEMS TO SOLVE
• A GOAL
• THE BRAIN LOVES VARIETY AND HATES CHANGE

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The TEACHERis the single most important
variable in the classroom
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ISSUE NUMBER 3IT IS ALL ABOUT THE TEACHER
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• PUSH THE ENVELOPE

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TEACHER TRAINING IS ESSENTIAL
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ISSUE NUMBER 5KISS OR KIP
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MONDAY MORNINGTEACHER FRIENDLYSTRATEGY
1MOST DIFFICULT FIRSTBY SUSAN WINEBRENNER
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MONDAY MORNINGTEACHER FRIENDLYSTRATEGY
2EXTENTION MENUSusan Winebrenner
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EXTENSIONS MENUSusan Winebrenner in Teaching the
Gifted in the Regular Classroom
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EXTENSIONS MENUAMERICAN WARSSusan Winebrenner
in Teaching the Gifted in the Regular Classroom
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TheSTUDENTIS THE SECOND MOST IMPORTANT VARIABLE
IN THE CLASSROOM
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ISSUE NUMBER 6A STUDENT-CENTERED
PROGRAM(IDENTIFICATION AND ASSESSMENT AND
EVALUATION)
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ITS ALL ABOUT THE BRAIN
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WHO IS YOUR STUDENT?
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• Gifted A definition
• wrestling with defining intelligence

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FEDERAL DEFINITION

• ANY STUDENT WHO SHOWS EXCEPTIONAL ABILITY IN ONE
  OR MORE OF THE FOLLOWING AREAS TO THE EXTENT THAT
  HE OR SHE NEEDS SPECIAL PROGRAMS OR CURRICULUM
• General intellectual ability
• Specific academic ability
• Creative ability
• Mechanical or athletic
• ability
• Performing arts
• Leadership

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BEYOND TRADITIONAL IDENTIFICATION AND
CHARACTERISTICS
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CHARACTERISTICS OF THE GIFTED

• Avid reader
• Problem solver
• Recognizes patterns
• Asks in depth questions
• Remembers everything word for word

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MONDAY MORNINGTEACHER FRIENDLY STRATEGY
3Learning ContractSusan Winebrenner in
Teaching the Gifted in the Regular Classroom
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WHAT IS HER/HIS PROFILE?

• LEARNING PREFERENCE
• INTENSE INTEREST
• KNOWS THE CONTENT TODAY?
• SELF CONCEPT

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Most effective strategy for differentiating for
gifted students

• Step one Create a learning center with
  additional resources and activities in the unit
• Step two Create a contract with learning
  expectations and extension options
• Step three Offer a unit pre-test and contract
  with eligible students

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LEARNING CONTRACT

• For________________ Date
  _____________
• Student Name___________________
• ____ Page/Concept ___ Page/Concept
• ____ ___________ ___ ____________
• ____ ___________ ___ ____________
• --------------------------------------------------
  -----------------------------
• Extension options _______________________________
  __________________________________________________
  _________
• Teacher Signature __________________________
• Student Signature ___________________________

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ISSUE NUMBER 7CONNECT WITH PARENTS
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ISSUE NUMBER 8SOCIAL/EMOTIONAL NEEDS
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EMOTIONAL ALERT!THE ISSUE OF SELF CONCEPT
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THE PURPOSE OF ALL THE EFFORT, WHETHER A PROGRAM
OR IN THE REGULAR CLASSROOM GET KIDS TO
THINK!!!
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MONDAY MORNINGTEACHER FRIENDLYSTRATEGY
4INDEPENDENT STUDY
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ISSUE NUMBER 9IT IS ALL ABOUT EQUITY
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EQUITY ANDEXCELLENCE - THE THIRD MOST IMPORTANT
VARIABLES IN THE CLASSROOM
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PRINCIPLES FOR FOSTERINGEQUITY AND EXCELLENCE IN
ACADEMICALLY DIVERSE LEARNERS

• Good curriculum comes first
• All tasks should respect the learner
• When in doubt, teach up
• Use flexible grouping
• Become an assessment junkie
• Grade to reflect growth

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TERMS TO UNDERSTAND

• STRATEGIES VS. PROCESS
• DIFFERENTIATION VS. INDIVIDUALIZING THE
  CURRICULUM
• IDENTIFICATION VS. ASSESSMENT VS.
  EVALUATION/GRADING
• INTENSE INTEREST VS. ABILITY OR TALENT
• COMPACTING THE CURRICULUM
• EQUALITY VS. EQUITY

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ISSUE NUMBER 10STARTS WITH STRATEGY AND
DEVELOPS INTO PROCESS
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• HOW LITTLE THE AUTHENTIC INVESTMENT YOU HAVE TO
  GIVE FOR A MAXIMUM RETURN

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THE PROCESS
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STEP ONE

• KNOW EXACTLY WHAT YOU ARE ABOUT TO TEACH!

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EMOTIONAL ALERT!MORE SPECIAL EDUCATION STUDENTS
THAN GIFTED GRADUATE FROM HIGH SCHOOL
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STEP TWO

• FIND OUT WHO ALREADY KNOWS WHAT YOU ARE ABOUT TO
  TEACH
• AND HOW DO YOU FIND OUT WHO KNOWS?

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MONDAY MORNINGTEACHER FRIENDLYSTRATEGY
5WHAT ZONE AM I IN? CAROL ANN TOMLINSON
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WHAT ZONE AM I IN?TOMLINSON 03
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WAYS TO DETERMINE WHO KNOWS

• Ask yourself
• Pretest
• Give a pre-activity
• or practice
• Ask the student
• Look at the last
• test or assignment

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STEP THREE

• What could they be doing while the others are
  learning what they already know?

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NOW IS THE TIME FOR STRATEGYThe Almighty
Assignment
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WHAT ARE MY CHOICES?

• MORE WORK TIME ON TASK
• ALTERNATIVE ASSIGNMENT
• CONTENT PROCESS PRODUCT
• ENRICHMENT ASSIGNMENT

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WHAT ARE THEY GOING TO DO?

• THE IMPORTANCE OF HIGHER-LEVEL THINKING
  CREATIVE AND CRITICAL THINKING
• THE OPPORTUNITY TO GO INTO DEPTH ABILITY OR
  INTENSE INTEREST
• FLEXIBLE GROUPING LARGE GROUP, SMALL GROUP,
  INDIVIDUAL RESEARCH, ETC.

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STEP FOUR

• WHEN, WHERE, AND WHO IS GOING TO WORK WITH THE
  STUDENT?

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MY CHOICES OF WHEN

• DURING CLASS WORK TIME
• DURING RECESS OR LUNCH
• AFTER SCHOOL
• BEFORE SCHOOL
• OTHER

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MY CHOICES OF WHERE

• A LEARNING CENTER
• A TASK CARD
• HOME
• THE LIBRARY
• CONFERENCE ROOM
• GYM

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WHAT ARE MY CHOICES OF WHO?

• THE STUDENT
• TWO STUDENTS
• THE LIBRARIAN
• A PARENT
• THE PRINCIPAL

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EMOTIONAL ALERT!PROCRASTINATION
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STEP FIVE

• HOW DO THE RESULTS FIT INTO THE GRADEBOOK?

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THE ALL-POWERFUL DIAGNOSTIC ACTIVITY

• Allows teachers to account for work done by all
  students
• Students are eligible for alternative work and
  individual grading
• Teachers must make a philosophical decision on
  grading

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STEP 6

• What about the other kids?

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In the regular classroom, always leave the door
open for anyone to do the difficult or creative
assignment. You may identify others who are not
so obvious and perhaps masked.
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• RESOURCES
• STRATEGIES
• ASSIGNMENTS

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EMOTIONAL ALERT!PERFECTIONISM
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BIBLIOGRAPHY
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• BIBLIOGRAPHY
• Differentiation Simplified, Realistic and
  Effective How to Challenge Advanced Potentials
  in Mixed-Ability Classrooms by Bertie Kingore.
  Professional Associates Publishing, 2004
• Fulfilling the Promise of the Differentiated
  Classroom Strategies and Tools for Responsive
  Teaching by Carol Ann Tomlinson. ASCD, 2003
• Teaching Gifted Kids in the Regular Classroom
  Strategies and Techniques Every Teacher Can Use
  to Meet the Academic Needs of the Gifted and
  Talented by Susan Winebrenner. Free Spirit
  Publishing, 2001
• Growing Up Gifted Developing Potential at School
  and in the Home by Barbara Clark. Prentice Hall,
  2006
• The Social and Emotional Development of Gifted
  Children What Do We Know? by Maureen Neihard,
  Sally M. Reis, Nancy M. Robinson, Sidney M. Moon.
  Prufrock Press, 2002

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• 
  
• WEBSITES
• www.nagc.orgResources to train teachers,
  encourage parents and educate administrators and
  policymakers on how to develop and support gifted
  children, and to be aware of whats at stake if
  high-potential learners are not challenged and
  encouraged.
• www.hoagiesgifted.orgAll the resources listed on
  Hoagies' pages are recommended by parents,
  educators, psychologists, and / or gifted kids
  themselves.
• www.ericdigests.orgEducation Resources
  Information Center is a digital library sponsored
  by the US Department of Education. A
  comprehensive, easy-to-use, searchable,
  Internet-based bibliographic database for
  educators, researchers and the public.
• www.gifted.uconn.eduNRC/GT (National Research
  Center on the Gifted and Talented) is funded by
  the Jacob K. Javits Gifted and Talented Students
  Education Act to offer research and resources for
  applying the strategies of high-end learning to
  total school improvement.
• www.ditd.orgThe mission of the Davidson
  Institute for Talent Development is to
  recognize, nurture and support profoundly
  intelligent young people and to provide
  opportunities for them to develop their talents
  to make a positive difference.

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ISSUE NUMBER 11RESPECT STATE AND NATIONAL
GUIDELINES(STANDARDS, FUNDING, IEPS)
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ILP GOALS

• ILP IS USED AS A TEACHING TOOL
• BASED ON THE PROFILE OF THE STUDENT COGNITIVE
  ABILITIES, VISUAL/SPATIAL, MATH, LANGUAGE
• ARTS
• IN A PARENT CONFERENCE, USE GARDNERS MULTIPLE
  INTELLIGENCES TO ASSESS STUDENT
• TEACHER IDENTIFIES STUDENTS STRENGTHS IN
  CONTENT MATH, LA, ETC.

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ILP PROCESS

• PRETEST STUDENT
• DECIDE ON THE CURRICULUM TO COMPACT
• DIFFERENTIATE
• DECIDE ON PRODUCT
• USE LEARNING STYLE PREFERENCE
• ENUMERATE RESPONSIBILITIES OF TEACHER, PARENT,
  STUDENT
• FINALLY, STATE WHAT THE STUDENT HAS LEARNED

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EMOTIONAL ALERT!RELATIONAL ISSUES
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ITS ALL ABOUT THE BRAIN
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• What is one thing you did not know then but wish
  you had
• Differentiation
• How to get secondary students to go beyond read
  widely persist
• How to deal with parents
• How to build in wait time
• Appropriate assessment strategies
• How to identify correctly
• Understand how to balance structure and open
  ended
• How to teach to so many differences
• A list of resources that is appropriate
• Information about emotional/social needs of the
  gifted
• From the experts

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• What piece of advicefrom the experts
• More does not mean better or harder
• Make parent connections
• Teach process kids are quick they do not
  always understand mental processes
• Appreciate differences
• Have a sense of humor
• Teacher is the most important
• Fill holes in their learning
• Constant pre-assessment is crucial
• Be flexible be flexible be flexible
• Give up your ego
• Have a plan
• Change your plan
• Select a focus and stick to it
• Find the hidden gifted and their hidden gifts
• Get training (research supports the value of
  teacher training)
• Find a mentor quickly
• Never take it personally it is seldom about you

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• HOW LITTLE THE AUTHENTIC INVESTMENT YOU HAVE TO
  GIVE FOR A MAXIMUM RETURN

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ISSUE NUMBER 12TAKE A LEAP

• PAY ATTENTION
• PROVIDE THE ACTIVITY
• VENTURE FORTH TO FIND WHAT WORKS

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ITS ALL ABOUT THE BRAIN
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BLINK!
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FINDING STRATEGIES THAT WORK
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• HOW LITTLE THE AUTHENTIC INVESTMENT YOU HAVE TO
  GIVE FOR A MAXIMUM RETURN

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THATS ALL FOLKS!!!!!
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MARGO LONGWHITWORTH COLLEGESPOKANE,
WASHINGTONwww.whitworth.edu/gifted