gifted students in the foreign language classroom
DESCRIPTION
This is the basis for the guest lecture in FL395.TRANSCRIPT
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Gifted Students in the Foreign Language
Classroom
Dr. Lisa RubensteinOctober 15, 2014
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Who is gifted?
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Who is gifted?
Picture of Gifted Student
RulesExamples
Non-Examples
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Quick history
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Previous Paradigm
Child is gifted.
Child is not challenged.
Child gets advanced academics.
Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.
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Proposed Paradigm
Child is gifted.
Child is not challenged.
Child gets advanced academics.
Who cares?
Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.
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Davidson Institute: http://www.davidsongifted.org/db/StatePolicy.aspx
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Indiana: High AbilityPerforms at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.
While there are additional domains of high ability that may be served (for example, visual and performing arts), the required domains of high ability that Indiana schools must identify for are the General Intellectual and Specific Academic domains. For now, the designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA – General Intellectual).
Indiana Program Standards: http://www.doe.in.gov/sites/default/files/highability/indiana-program-standards-high-ability-education.pdf
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Definition
Identification
Programming
Internal Consistency
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Language Arts
Math
General Intellectual: BOTH
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Ability
Achievement
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Proposed Paradigm
Child is gifted.
Child is not challenged.
Child gets advanced academics.
Who cares?
Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.
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What is advanced academics?
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Within Class andNon-Graded Cluster
Grouping by Skill Level
Enrichment Clusters
Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas
Within Grade Level andAcross Grade LevelAdvanced Classes
Advanced Placement
Self-Designed Courses orIndependent Study
International Baccalaureate
Honors Classes
The Integrated Continuum of Special Services
Elementary School Middle School High School
General Classroom enrichment Type I and Type II Enrichment
Curriculum Compacting, Modification, and Differentiation
Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment
Magnet and Charter Schools, School Within a School Special Schools
Special Enrichment Programs: Young Writers, Saturday and Summer Programs, FutureProblem Solving, Odyssey of the Mind, Math League, Science Fairs, etc.
Individual Options:Internships — — — — — — — — Apprenticeships — — —————— Mentorships
Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes
Con
tinuu
m o
f Po
tentials
Abi
litie
s • In
tere
sts
• Le
arn
ing
Sty
les
Con
t inuum
of Per forman
cesA
cad emic • C
reative/P r oducti ve • L ead ers h
ip
Input Process Output
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Graph Me
Reading Math Board Games Spanish Running
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78th
How do you know?
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Fibonacci
51
Diophantus
55
Kovelevsky
57
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What are the principles of differentiation?
Can we apply it to foreign language instruction? How?
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Big Ideas from the Lesson
✤ Groups are flexible.
✤ All students are treated as practicing professionals.
✤ They all receive honorable tasks.
✤ Everyone can contribute to the discussion at the end.
✤ Students have an opportunity to work with others who will challenge their thinking.
✤ Pre-assessment matched the lesson.
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Dan Meyer
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What can we learn from this video?
Can we apply it to differentiation? How?
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Quick Strategy: Be less helpful.
✤ Think about all the scaffolding you provide.
✤ Take that scaffolding away.
✤ Provide it ONLY if they need it.
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Designing Tiered Assignments
✤ Be clear about goals. What has to be constant? What is variable?
✤ Tier by complexity, content, process, products.
✤ Introduce all activities with equal enthusiasm.
✤ Remember different not more.
✤ Design for equally engaging and fair in terms of time expectations.
Think about the patterns lesson.
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Now What?
Pace of Study, Pace of Thought
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Pace of Study, Pace of Thought
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Now What?
Pace of Study, Pace of Thought
Tangible. Literal. Physical Manipulation.
Symbolical. Hold in mind.
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Now What?
Pace of Study, Pace of Thought
Common vocabulary. Accessible.
Combine. Complex vocabulary.
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Simple/Complex
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Pace of Study, Pace of Thought
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Now What?
Pace of Study, Pace of Thought
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Card Game Capers
Tens Place Ones Place
Discarded Number
GoalMake the largest number possible by drawing numbers 0-9 out of a bag.
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Exploration
✤ What if you are trying to get the largest number and the first number drawn is a 4? Where should you put it? Why?
✤ How many different two digit numbers are possible if the two digits cannot be 0? How would you figure this out without writing every possibility? How do you you know you have them all?
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Hint Cards
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Challenge Cards
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Guiding Principles of High Ability Curriculum
✦ High levels of complexity ✦ Opportunities to act like a practicing professional✦ Overarching concepts✦ Connections (Interdisciplinary/Intra-disciplinary)✦ Metacognition opportunities✦ Student-driven projects
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Opportunities to Act Like a Practicing Professional
What does someone with a Ph.D. in your field do?What questions does he/she ask?How does he/she find answers?
Can you adjust the project for your students?
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Opportunities to Act Like a Practicing Professional
What else can be done with this information? How is this useful?
Can you make it authentic?
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TED Open Translation
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Thank [email protected]