Instructional%20Decision%20Making%20for%20Advanced%20Proficiency%20Students%20Day%202

1
Instructional Decision Makingfor Advanced
Proficiency StudentsDay 2
2
Ready-Set-Recall

• 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

3
Processing Home Play

• Individually jot down three key ideas from the
  article
• Form pairs
• A partner share one idea
• B partner ask a question about that idea
• A partner answer
• Together discuss one practical application of the
  idea
• Switch roles

4
A Common Perspective
Gifted Student
Teacher of Gifted
5
A Shift in Perspective
Gifted Student
ESL Teacher
Counselor
Classroom Teacher
Specials Teacher
Community Member
Special Ed. Teacher
Teacher of Gifted
6
How do we know

• where the child is relative to the Core?

7
WHAT AM I TEACHING?
http//creativecommons.org/licenses/by-nc-nd/2.0/d
eed.en
8
WHICH KIDS ARE ALREADY THERE?
9
WHICH KIDS COULD LEARN IT FASTER?
ltdiv xmlnscc"http//creativecommons.org/ns"
about"http//www.flickr.com/photos/34128229_at_N06/3
267659779/"gtlta rel"ccattributionURL"
href"http//www.flickr.com/photos/34128229_at_N06/
10
WHICH KIDS NEED GREATER DEPTH, COMPLEXITY,
AND ABSTRACTION?
11
(No Transcript)
12
Matching Strategy to Student Needs

• Based on the answers to these questions,
  determine the strategy.

13
Organizing Fluency DataMaking 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.
Group 1 Accurate and Fluent Group 2 Accurate but Slow Rate
Group 3 Inaccurate and Slow Rate Group 4 Inaccurate but High Rate
14
Ask the higher question At what level is the
child comprehending?
Comprehension Advanced
Needs Core
Comprehension Low
Group 1 Accurate and Fast Group 2 Accurate but Slow Rate
Group 3 Inaccurate and Slow Rate Group 4 Inaccurate but High Rate
15
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
16
Supplemental and Intensive

• Question 6 For which students is the core
  instruction sufficient and not sufficient, and
  why?
• Step 1 List students for whom the core is not
  sufficient. (Significantly exceeding or less than
  proficient)
• Step 2 Determine diagnostic assessment
  tool(s)/process to identify instructional need.
• Step 3 Determine expectations of performance for
  the diagnostic tool(s)/process.
• Step 4 Plan logistics and collect diagnostic
  data
• Step 5 Organize, summarize, display result

17
Using Data

• What data show a student exceeds Core?
• What other data needs to be collected? (i.e.,
  What are the questions that need to be answered?)
• Trust the data!

18
Intensity is

• of an extreme kind (dictionary.com)

19
Intensifying Instruction

• The Big Five
• More Explicit
• More Modeling
• More Systematic
• More Opportunities to Respond
• More Review

20
Intensifying Instruction for Gifted

• The Big Five
• More challenging complex text
• More homogeneous grouping
• More choice control
• More higher-order questions/tasks
• More non-fiction informational
• text

21
Levels of Differentiation
Course/Grade
Unit
Lesson

• Activity

22
Assessing students

• 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

23
Assessing students

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

24
Assessing students

• 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

25
Assessing students

• 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 students page
• Post-test as Pre-assessment
• Assesses prior knowledge of material
• Essential to curriculum compacting

26
Assessing Students

• Read page 27 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

27
Flexible grouping

• 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.60-64 in Kingore booklet

28
Blooms Revised Taxonomy
Adapted from Sousa
29
Blooms Taxonomy Revised

• http//projects.coe.uga.edu/epltt/index.php?title
  Bloom27s_TaxonomyRevised_Bloom.27s_Taxonomy_.28R
  BT.29
• http//www.kurwongbss.eq.edu.au/thinking/Bloom/blo
  oms.htm
• Spend some time exploring the Blooms resources
  on the Wiki

30
Curriculum Compacting
C.C.
31
More on Curriculum Compacting

• Skim p. 40-50 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?

32
Replacement Activities

• Not MOTS!
• Address individual strengths and interests
• Develop collaboratively
• Examples
• Inquiry Reading
• Extensions

33
Curriculum Compacting

• Replacement Activities
• Accelerate or Enrich
• Math
• http//nrich.maths.org/public
• Reading
• http//www.randomhouse.com/teachers/
• http//www.visuwords.com

34
Example

• Houghton-Mifflin (4th grade)
• Independently read Akiak or 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

35
Example

• 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

36
Example

• Read another story about a heros journey.
  Compare and contrast Akiak and that storys main
  character.
• Complete an Iditarod WebQuest
• http//www.geocities.com/sseagraves/iditarod/idita
  rodunit.htm

37
Example

• 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
  

38
Vocabulary Development

• 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

39
Sample Application

• http//www.randomhouse.com/teachers/

40
Beyond Vocabulary

• Sentence fluency
• alliteration
• Gifted character
• Social/Emotional
• Feelings of isolation
• Sense of different-ness
• Themes
• Service to others
• Living a purpose driven life

41
RAFT

• Role
• Audience
• Format
• Topic

42
TRY RAFTing

• Create a RAFT for something youll 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.

43
Tiered Assignments

• 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 levelsand
  encourage continued growth.

44
Tiered Activity Examples
http//ideanet.doe.state.in.us/exceptional/gt/tier
ed_curriculum/welcome.html
45
Questioning Models

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

46
Lets Practice

• Choose something youll be teaching soon and
  develop the Divergent Questioning chart.
• Share with a partner.

47
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 dont quite know what you are doingYou are
probably growing! --Madeline Hunter

48
Home Play

• Identify the data you will use to determine
  target students.
• Develop your plan to identify areas of needed
  support.
• Identify formative assessments

49
Exit Card