Instructional Decision Making for Advanced Proficiency Students Day 2

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Instructional Decision Makingfor Advanced
Proficiency StudentsDay 2
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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

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A Common Perspective
Gifted Student
Teacher of Gifted
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A Shift in Perspective
Gifted Student
ESL Teacher
Counselor
Classroom Teacher
Specials Teacher
Community Member
Special Ed. Teacher
Teacher of Gifted
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Organizing Fluency DataMaking the Instructional
Match
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 Fluent Group 2 Accurate but Slow Rate
Group 3 Inaccurate and Slow Rate Group 4 Inaccurate but High Rate
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Ask the higher question At what level is the
child comprehending?
Comprehension Advanced
Needs Core
Comprehension Low
Group 1 Accurate and Fast Group 2 Accurate but Slow Rate
Group 3 Inaccurate and Slow Rate Group 4 Inaccurate but High Rate
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Framework Questions

• 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?
• 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?

S I Related Questions
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Supplemental and Intensive

• Question 6 For which students is the core
  instruction sufficient and not sufficient, and
  why?
• Step 1 List students for whom the core is not
  sufficient. (Significantly exceeding or less than
  proficient)
• Step 2 Determine diagnostic assessment
  tool(s)/process to identify instructional need.
• Step 3 Determine expectations of performance for
  the diagnostic tool(s)/process.
• Step 4 Plan logistics and collect diagnostic
  data
• Step 5 Organize, summarize, display result

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Using Data

• What data show a student exceeds Core?
• What other data needs to be collected? (i.e.,
  What are the questions that need to be answered?)
• Trust the data!

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Intensity is

• of an extreme kind (dictionary.com)

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Intensifying Instruction

• The Big Five
• More Explicit
• More Modeling
• More Systematic
• More Opportunities to Respond
• More Review

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Intensifying Instruction for Gifted

• The Big Five
• More challenging complex text
• More homogeneous grouping
• More choice control
• More higher-order questions/tasks
• More non-fiction informational
• text

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Levels of Differentiation
Course/Grade
Unit
Lesson

• Activity

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What to do?

• Read Teaching Gifted Kids in the Regular
  Classroom
• Circle - part of your everyday practice
• ? - something youd like to know more about
• ? - You have a question
• Share with a partner.

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Assessing students

• Cards on Kids
• Assess interests and learning style
• Each student gets a card
• Information in corners
• Answer questions in the middle
• Offer update opportunities
• KWL, Frayer, Concept Map
• Assessing prior knowledge and readiness

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Assessing students

• Surveys and Inventories
• Multiple Intelligences
• Interests
• Learning Styles
• Best Works Portfolio
• Assesses readiness
• Determine outcomes and acceptable evidence
• Design rubric for evaluation

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Assessing students

• Exit Cards
• Check for understanding
• Identifies gaps, misconception, and high level
  understanding
• Oral responses/questions
• Assesses for readiness, interest
• Whole-group Assessment
• Squaring Off
• Fist to Five

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Assessing students

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

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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

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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

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Blooms Revised Taxonomy
Adapted from Sousa
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Blooms Taxonomy Revised

• http//projects.coe.uga.edu/epltt/index.php?title
  Bloom27s_TaxonomyRevised_Bloom.27s_Taxonomy_.28R
  BT.29
• http//www.kurwongbss.eq.edu.au/thinking/Bloom/blo
  oms.htm
• Spend some time exploring the Blooms resources
  on the Wiki

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Curriculum Compacting
C.C.
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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?

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Replacement Activities

• Not MOTS!
• Address individual strengths and interests
• Develop collaboratively
• Examples
• Inquiry Reading
• Extensions

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Curriculum Compacting

• Replacement Activities
• Accelerate or Enrich
• Math
• http//nrich.maths.org/public
• Reading
• http//www.randomhouse.com/teachers/
• http//www.visuwords.com

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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

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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

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Example

• Read another story about a heros journey.
  Compare and contrast Akiak and that storys main
  character.
• Complete an Iditarod WebQuest
• http//www.geocities.com/sseagraves/iditarod/idita
  rodunit.htm

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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
  

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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

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Sample Application

• http//www.randomhouse.com/teachers/

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Revising for Word Choice

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

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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

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RAFT

• Role
• Audience
• Format
• Topic

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TRY RAFTing

• Create a RAFT for something youll 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.

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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 levelsand
  encourage continued growth.

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Developing A Tiered Activity

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

http//ideanet.doe.state.in.us/exceptional/gt/tier
ed_curriculum/welcome.html
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Developing A Tiered Activity

• Select the activity
• Concept
• Generalization
• Skill
• Think about your students
• readiness

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Developing A Tiered Activity

• Think about your students
• Readiness range
• Skill
• Reading
• Thinking
• Information
• Interests
• Learning profile
• Talents

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Developing A Tiered Activity

• Create an activity which is
• Interesting
• High level
• Causes students to use key skills to understand a
  key idea

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Developing A Tiered Activity

• Chart the complexity of the activity
• Clone the activity along a continuum to cause
  challenge and success for students in
• Materials--basic to advanced
• Form of expression--familiar to unfamiliar
• From personal experience to removed from personal
  experience
• The Equalizer

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Developing A Tiered Activity

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

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Questioning Models

• Divergent Questioning
• Question Answer Relationships
• Socratic Questioning
• p. 55-68 in Kingore packet

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Lets Practice

• Choose something youll be teaching soon and
  develop the Divergent Questioning chart.
• Share with a partner.

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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 dont quite know what you are doingYou are
probably growing! --Madeline Hunter

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Home Play

• Identify the data you will use to determine
  target students.
• Develop your plan to identify areas of needed
  support.
• Identify formative assessments

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Exit Card
http//spreadsheets.google.com/viewform?formkeydH
dKRHZ6amRMNTUtV2NwTm9iWDNHN3c6MQ