Instructional Decision Making

for Advanced Proficiency Students

Day 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

Processing Home Play

• Form small groups

• Share Five A’s reflections over article

• Construct a summary statement

• Discuss how you would use this article in your setting to help build consensus

A Common Perspective

Gifted Student

Teacher of Gifted

Gifted Student

A Shift in Perspective

Teacher of Gifted

Classroom Teacher

ESL Teacher

Special Ed. Teacher

Specials Teacher

Counselor

Community Member

Organizing Fluency Data:Making the Instructional Match

Group 1:

Accurate and Fluent

Group 2:

Accurate but Slow Rate

Group 3:

Inaccurate and Slow

Rate

Group 4:

Inaccurate but High Rate

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 Fast

Group 2:

Accurate but Slow Rate

Group 3:

Inaccurate and Slow

Rate

Group 4:

Inaccurate but High Rate

Comprehension Advanced

Needs Core

Comprehension Low

Ask the higher question: Is the

child comprehending?

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?5. 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?

Framework Questions

S &

I R

elat

ed Q

uest

ions

What to do?

Read “Teaching Gifted Kids in the Regular Classroom”

• Circle - part of your everyday practice

- something you’d like to know more about

• ? - You have a question

• Share with a partner.

Assessing students

1. Cards on Kids• Assess interests and learning style• Each student gets a card• Information in corners• Answer questions in the middle• Offer update opportunities

2. KWL, Frayer, Concept Map• Assessing prior knowledge and readiness

Assessing students

3. Surveys and Inventories• Multiple Intelligences• Interests• Learning Styles

4. Best Works Portfolio• Assesses readiness• Determine outcomes and acceptable evidence• Design rubric for evaluation

Assessing students

5. Exit Cards• Check for understanding• Identifies gaps, misconception, and high level

understanding

6. Oral responses/questions• Assesses for readiness, interest

7. Whole-group Assessment• Squaring Off• Fist to Five

Assessing students

8. 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 student’s page

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

Assessing Students

• Read pages 13-26 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

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.49--54 in Kingore booklet & cluster grouping article (handout)

Bloom’s Revised Taxonomy

• Three writing utensils• Three columns• Name each - top of column• Describe each• Sign your name with each• Compare and contrast• Which would you rather sign your name with? Why? • New “invention”

Bloom’s Revised Taxonomy

• Name each (remember)• Describe each (understand)• Sign your name with each (apply)• Compare and contrast (analyze)• Which would you rather sign your name

with? Why? (evaluate)• New “invention” (create)

Bloom’s Revised TaxonomyBloom’s Revised Taxonomy

REMEMBER

UNDERSTAND

APPLY

ANALYZE

EVALUATE

CREATE

Adapted from Sousa

Bloom’s Taxonomy

MATHEMATICAL – LOGICAL•Knowledge:recall, collect, label, specify, record, enumerate, recount•Comprehension:describe, name, identify, locate, review, group•Application:test, solve, calculate, demonstrate, show, experiment•Analysis:analyze, interpret, investigate, discover, inquire, examine•Synthesis:invent, formulate, hypothesize, set up, systematize•Evaluation:rate, value, evaluate, revise, select, measure, assess, score

Bloom’s Taxonomy Revised

• http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29

• http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

• P. 55-68 Kingore packet

Cur

ricul

um C

ompa

ctin

g

More on Curriculum Compacting

• Skim p. 29-39 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?

Replacement Activities

• Not MOTS!

• Address individual strengths and interests

• Develop collaboratively

• Examples– Inquiry Reading– Extensions

Curriculum Compacting

Replacement ActivitiesAccelerate or EnrichMathhttp://nrich.maths.org/public

Readinghttp://www.randomhouse.com/teachers/ http://www.visuwords.com

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

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

Example

• Read another story about a hero’s journey. Compare and contrast Akiak and that story’s main character.

• Complete an Iditarod WebQuest• http://www.geocities.com/sseagraves/iditarod/iditaro

dunit.htm

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

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

Sample Application

http://www.randomhouse.com/teachers/

Revising for Word Choice

During the night a poet stood under the same tree, looking at the moon. Night after night, he’d been trying to find the right words to describe it.

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

RAFT

Role

Audience

Format

Topic

TRY RAFTing

• Create a RAFT for something you’ll 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.

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 levels…and encourage continued growth.

Developing A Tiered Activity

• Match task to student based on– Student profile– Task requirement

http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Questioning Models

Divergent Questioning

Question Answer Relationships

Socratic Questioning

p. 55-68 in Kingore packet

Let’s Practice

• Choose something you’ll be teaching soon and develop the Divergent Questioning chart.

• Share with a partner.

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 don’t quite know what you are doingYou are probably growing!

--Madeline Hunter

Home Play

• Complete action plan• Complete your final project

– Due to instructor by 2/16/11– Submit electronically to

mschmidt@aea11.k12.ia.us– Submit hard copy via van mail to

Mary Schmidt, Gifted Education Consultant

Johnston Office

Complete the ORID and submit before you leave today.