Gifted and Talented AcademyYear 2

Curriculum and InstructionSession 4

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http://aea11gt.pbworks.com

Agenda• Welcome/Check In• Important learning• Curriculum Management Strategies• Implementing Curricula for the Gifted• Assessing Curriculum• Team Time• Sharing/Closure

Gifted Academy III

• Foci– Using data– Program evaluation

• Tentative Dates– tbd

• Credits – 2• Strand – Administration

Academy 2: So What?

• Individually jot down the three most important pieces of learning for you

• Share with a partner• Identify how you’ll use this learning to

improve services for gifted kids.

Linking Beginning and End• Academy Outcomes

– Learn the components of a curriculum framework for gifted and talented

– Learn research-supported instructional strategies for gifted and talented learners

– Identify curricular and instructional matches based on student identification data

• Submit– Team goals for Academy– Curriculum/program

documents developed in response to these goals

– Team reflection addressing what was accomplished, how that represents an improvement in programming and services, the impact on other areas of the program (e.g., PD), as well as next steps for continuous improvement.

Learner Outcome Functions

LEARNER OUTCOMES

Guide Selection of Content, Methods, Materials

Provide Instructional

Intent

State Expectations for Learners

Provide Focus for Evaluating

Learning

Fig. 7.1, p. 126

Key Features of Activities

TEACHING-LEARNING ACTIVITIES

Created or Derived/Selected

from Existing Materials

Matched to a Specific Learner

Outcome

Sufficient in Number and

Scope to Fulfill the Outcome

Differentiated Tasks for Students

Fig. 8.1, p. 142

Key Strategies

FACILITATIVE INSTRUCTIONAL

STRATEGIES

Problem-based Learning

Pacing

Questioning Techniques

Content-based Strategies

Fig. 9.1, p. 171

Problem Solving

Inquiry

Bibliotherapy

Curriculum for the Gifted

• Acceleration• Complexity• Depth• Challenge• Creativity

Five Key Features

THE FIVE Cs

• Learning is the opposite of boredom.• Learning is the antidote to boredom.• 5 factors distinguishing boring from

learning experiences:– Control– Choice– Challenge– Complexity– Caring teachers

Chapter 5959.5(2) Development of curriculum and instructional strategies. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. Learning activities shall provide for the development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program. Specialized instructional activities shall be those not ordinarily found in the regular school program and may include, but shall not be limited to:a. A special curriculum supplementing the regular curriculum, using a high level of cognitive and affective concepts and processes.b. Flexible instructional arrangements such as special classes, seminars, resource rooms, independent study, student internships, mentorships, research field trips, and research centers.

1. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students.

2. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. 3. Learning activities shall provide for the

development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program.

4. Specialized instructional activities shall be those not ordinarily found in the regular school program

Unpacking Ch. 59

Sense-Making

Work with your team/table• Report to your assigned chart• Identify key points from your learning and

doing in Academy 2 that align with your segment of Chapter 59.

Curriculum Management

• Consider questions on p. 202• Select the one you’d most like to discuss• Move to that group• Discuss• Jigsaw• Share w/large group

Implementing Curriculum

• One envelope per person• Meet in like color groups

– Discuss the cards referring to the chapter as needed• Form mixed color groups of four

– Each person randomly chooses a card– Discuss connections, patterns, relationships– Summarize the set on a sticky note

• Repeat• When finished, develop non-linguistic

representation of discussion.• Large group sharing

NAGC-CEC Teacher Knowledge and Skill Standards for GT Education

• 10 Standards • Comprised of knowledge and skills• Two books• Self-assessment

– Read standards four and seven and discuss with your team to develop common understanding

– Individually choose the number that indicates your own status relative to the K or S

– As a team, complete another form to indicate the status in your building/district relative to K or S.

NAGC-CEC Teacher Knowledge and Skill Standards for GT Education

Discuss• Strengths and needs• What this means for your work

Team Time

• Assemble documents to be submitted• Work on team reflection• Due May 5

• Summarize your accomplishments this year

• Identify next steps• Share with large group

Home Play

• Put finishing touches on required submissions

• Share with Mary by April 30– Google docs