Student Self-Advocacy

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Student Self-Advocacy
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Training Students

• Students need to be introduced to the tools of
  advocating for their own differentiation.
• In the beginning of the year alternate projects
  are more teacher-generated.
• As the year progresses students propose their own
  projects and rubrics.

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Six Profiles
The Successful
The Drop Out
The Underground
The Autonomous Learner
The Double-Labeled
The Non-Conformist
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Tool Kit

• Students need to know how to use
• Webquest Menus
• Rubric generating software
• Bibliography-generating websites
• Proposal Forms
• Project Logs
• Web page creation software
• The library
• I include a Library Consult component with
  independent research. A library staff member has
  to sign off that the student consulted with them
  about their topic and has utilized our librarys
  resources well.

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Standards?

• Students who are eligible for alternate projects
  have already satisfied state grade-level
  standards.
• Daily practice is not generally used to assess
  standards, therefore, GT students are not
  skipping anything if they can demonstrate their
  knowledge on a pretest, posttest or with their
  alternate project.
• Older students can identify how their alternate
  project addresses state standards.
• Teacher may paraphrase content standards to help
  students identify appropriate standards.
• Webgrader has features that allow standards to be
  attached to alternate projects.

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Moodle

• Online courses can be created by using Moodle
  software.
• Students can learn at their own pace.
• GT students can communicate with each other and
  the teacher in a convenient way.