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Adapting the Common Core and New Essential Standards for Gifted: Using Research-Based Differentiation Features

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Adapting the Common Core and New Essential Standards for Gifted: Using Research-Based Differentiation Features DPI AIG Team Session NCAGT 2012 Elissa Brown, Ph.D. IHE ... – PowerPoint PPT presentation

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Title: Adapting the Common Core and New Essential Standards for Gifted: Using Research-Based Differentiation Features


1
Adapting the Common Core and New Essential
Standards for GiftedUsing Research-Based
Differentiation Features
  • DPI AIG Team Session
  • NCAGT 2012
  • Elissa Brown, Ph.D. IHE/Secondary Projects
  • Sneha Shah-Coltrane, AIG/API/IB
  • sneha.shahcoltrane_at_dpi.nc.gov

2
Why should gifted education care about the Common
Core?
  • TIMSS, PISA, and other international comparisons
    demonstrate that high end learners in the US are
    less competitive than their international peers
  • The majority of gifted students are served in
    general education classrooms required to take
    state assessments
  • Not all gifted students score proficient on state
    assessments
  • In the current economic climate, gifted programs
    must integrate, collaborate and be held
    accountable for student growth in order to
    demonstrate viability

3
Gifted Education and Common Core
  • An opportunity for growth and collaboration with
    regular education and within the field of gifted.
  • Students may access more rigorous standards
    throughout the day, which would impact direct
    gifted education services and ensure access to
    advanced education throughout the day.
  • A rising tide raises all ships.
  • CC standards align with and validate gifted
    education best practices, such as concept-based
    learning, integration of disciplines, and
    inquiry-based options.

4
Common Misconceptions
  • Once the Common Core standards are taught, we
    will meet the needs of gifted in the general
    classroom
  • Gifted students will struggle with Common Core
    and as such will not need differentiation
  • Teachers will be able to differentiate for gifted
    learners in the general classroom
  • Gifted education instruction should avoid the
    Common Core content and focus on isolated problem
    solving and critical thinking skills

5
Why Gifted Students Need Differentiation
  • Faster pace of learning (2-3 repetitions)
  • Precocity for information
  • Intensity of learning in area of interest
  • Ability to synthesize information within and
    across disciplines (conceptual understanding)

6
Defining Differentiation for Gifted Learners
  • Differentiation is the deliberate adaptation and
    modification of the curricula, instructional
    processes, and assessments to respond to the
    needs of gifted learners.
  • Joyce Van Tassel-Baska (NAGC, 2011)

7
What are Features of Differentiated Curriculum
for the Gifted?(Van Tassel-Baska, 2010)
  • Features
  • Depth
  • Complexity
  • Acceleration
  • WHAT DO THESE TERMS MEAN IN YOUR CLASSROOM?
    SCHOOL? LEA?

8
Differentiation FeatureDepth
  • Studied a concept in multiple applications or
    situations
  • Conducted original research based on an
    appropriate question
  • Developed a product based on data
  • Provided evidence to support key ideas
  • Decided among differing ideas
  • (Note doing several components provides
    additional depth)

Center for Gifted Education School of Education
The College of William and Mary
9
Example of Depth The Fans Have to Eat
  • Using provided data from the previous two years,
    decide on an amount of food to order for this
    year's concession stand at the local football
    stadium.  Compile a list of food recommendations,
    amounts, and cost analyses.
  • Justify your recommendations by writing a
    persuasive argument to convince the Athletic
    Booster Club of the needed amount of food.
    Attach your cost analysis to the ordering
    justification for this years football season.

10
Differentiation Feature Complexity
  • Used multiple higher level skills
  • Added more variables to study
  • Required multiple resources or tasks
  • Synthesizes key ideas within or across
    disciplines

Center for Gifted Education School of Education
The College of William and Mary
11
Differentiation Feature Acceleration
  • Fewer tasks assigned to master standard
  • Assessed earlier or prior to teaching
  • Clustered by higher order thinking skills

Center for Gifted Education School of Education
The College of William and Mary
12
Ideas for Implementation
  • Ensure that curriculum being implemented matches
    NCSCOS (CC and ES)
  • Use the ELA Appendices B and other resources to
    effectively plan
  • Begin conversations with constituents
  • Create a scope and sequence back map
  • Design task demands and assessments based on CCS
    assessment tasks

13
What do gifted learners need in order to maximize
their learning?
  • Characteristics dictate needs

14
  • Opportunities to think abstractly and with
    complexity
  • Variety in subject matter and learning
    strategies
  • Higher levels of thinking, depth
  • Open-endedness
  • Freedom of choice, personal relevance
  • Rapid pacing through new material
  • Focus on real problems and audiences

15
Template Draft E3 Explore, Engage,
EvaluateIntentional Adaptations for AIG
16
NCs Response AIG IRPAIG Instructional
Resources Project
  • To develop K-12 teacher resources to support the
    needs of AIG learners in NC.
  • To extend, enrich and accelerate the Common Core
    and Essential Standards.
  • To begin a resource bank for NC teachers which
    will grow in NC and nationally.
  • See handout for framework.

17
  • AIG ALL DAY, EVERY DAY!

18
Resources
  • NCDPI ACRE Website (standards,unpacking)
  • http//www.ncpublicschools.org/acre/standards
  • NCDPI Curriculum and Instruction Wikis (res)
  • http//www.ncdpi.wikispaces.net/
  • Common Core State Standards website
  • www.corestandards.org
  • Hunt Institute Videos. YouTube, such as ELA
    Overview
  • http//www.youtube.com/watch?vJDzTOyxRGLIfeature
    mfu_in_orderlistUL
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