Meeting the Needs of ALL Students

Top Ten Reasons10. The Iowa Code says we must. 9. My school district says we must. 8. Parents like to say my child is

gifted. 7. Talent may be lost or hidden

over time. 6. Students whose needs are not

met may drop out of school.

5. Students from diverse or at risk environments may never reach potential.

4. All children deserve an education that meets their needs.

3. The US needs a highly educated workforce and leadership brain trust.

2. The world job force is now our students’ competition for jobs.

1. America must rely upon many of its top performing students to provide leadership in mathematics, science, writing, politics, dance, art, business, history, health and other human pursuits.

From USDE. “National Excellence: A Case for Developing America’s Talent” 1993.

For each student that stays in school the benefit to society is:

$139,000 in tax revenue $40,500 in health care savings $26,600 in prison and law-

enforcement savings $3000 in welfare savingsTotal savings: $209,000 per

student

5 % of gifted students drop out of school.

The same percent of nongifted students drop out of school.

Gifted drop outs came from low SES families and racial minority groups.

Females cited personal reasons and males cited economic reasons more often.◦ From Renzulli, J.S. (2000) Gifted Dropouts: The Who

and the Why. Gifted Child Quarterly, 44,261-271.

86% of teachers in alternative programs believe they have gifted students in their programs.

49% expressed dissatisfaction with their attempts to challenge those students.

52% of the students nominated for gifted alternative programs plan to continue education.

TASK: Describe a “gifted” child. THINK-PAIR-SHARE:1. Write your own thinking.2. Share with a partner.3. Draw a line under your initial

thoughts.4. Watch video and add to your

thoughts.

Minimizes blurting Ensures nearly total participation Greatly improves listening Eliminates teacher behaviors that may

communicate bias

1. Write names on note cards.2. Explain you will call on students from them.3. Establish discussion buddy for each student.

Change every two weeks or so.4. Ask a question for each student to think first.

Then talk it over with buddy.5. When you pull their card, they will have to

answer. No repeating what others said and no passes!

6. Do not comment on what is said.

FLOW CHANNEL

ANXIETY

BOREDOM

TASK DIFFICULTY

SKILL LEVEL

Students have special affective needs:

Recognition of differences in people regarding learning styles and preferences.

Being aware of passions and identify areas of interests through inventory or survey.

Form counseling groups to address perfectionism, asynchronous development, over-extending, etc.

High degree of intelligence Expertise in a specific area Love of new, advanced

knowledge Emotionally stable Interest and fondness for

gifted learners Strong belief in differences

and individualization

High Levels of Learning for Each

and Every Student.

From Karen Rogers, Ph.D

Requires grouping options Results:

Can expect 1/3 to ½ additional year’s growth in the talent!

Quadrant D lessons consistently offered May need resources for this: Iowa Core and

gifted personnel should helpResults:

Positive academic self esteem, more motivation to learn, less stress from boredom

Train teachers to deliver content in condensed forms using technological or other resources for gifted.

Payoff:Achievement gains of 3/5 -4/5 of a year’s growth

Students do not need more than 2-3 spaced repetitions to learn something.

Pay off:Greater accuracy in retaining information, more focus on learning new information, rate of learning matched to student needs will motivate them to continue to learn.

Gifted students need to learn how to work independently to allow options in the classroom for self-study. There are models for teachers to use.

Pay off:Improved resilience and self-efficacy to suggest ideas for learning.

Gifted learners like to break apart ideas and analyze parts. Start with complex and abstract content.Pay off:Greater critical and creative thinking which is motivating for students.

Allows compacting in literature, science, social studies, problem-based learning and thematic units.

Allows students to proceed at a faster pace and spend more time in more in-depth analysis.

From Susan Winebrenner. Teaching the Gifted Kid in the Regular Classroom.

Instead of this:1.Civil War2.Paul Bunyan3.Ancient Rome4.Human Digestion5.Ramona The Pest

Use this:1.American Wars2.Tall tales3.Ancient

Civilizations4.Human Body

systems5.Beverly Cleary

Books

Students become experts on a topic related to whole class topic.

Students are accountable for assessments. Students sign a contract for independent

work behavior. Work is shared with an audience when

completed.

Curriculum CompactingQuestioning TechniquesSuper Sentences

Identify the learning goals Pretest volunteers Plan instruction and allow

students with 60-80% mastery of content to opt out of some instruction using a compactor

Create a learning contract for times when working independently.

Eliminate drill and practice

Star the five most difficult problems.

Anyone who wants to do the most difficult first and can do them neatly, correctly and without serious error is done practicing.

Must be completed and corrected in the next 20 minutes.

Reproductive How many

colors are there in a rainbow? List them.

List three important things that happened in Humpty Dumpty

Productive List all the feelings

you get when you see a rainbow.

\ List ways to put

Humpty Dumpty together.

How is _____ like ________? How is ______ different from

______?

Left/right handSeeing/believingLandfills/time capsulesBuilding a building/building

relationships

Stimulate creative thinking with content Taxonomy of Creative Thinking

Examples Creative Thinking

Imagine environmental solutions

Imagine you lived 300 years ago and came to a land you didn’t know (Pilgrim story)

Create a culture Ask students to add,

improve, complete ideas

Fluency

Flexibility

Originality

Elaboration and Evaluation