Transcript Gifted 201 - Merton Community School District
Gifted 201
A WATG Four Corners Workshop Saturday, November 14, 2009
Sarah Kasprowicz President, Wisconsin Association for the Talented and Gifted [email protected]
Setting the Stage
Getting Students Ready for Differentiation The classroom teacher includes differentiation as a classroom expectation on the first day of school.
•Class Discussion about classroom norms and expectations.
•Read
Hooray for Diffendoofer Day
by Dr.Seuss and Jack Prelutsky •Discuss the differences between Diffendoofer School and Flobbertown
Points for Discussion
Differentiation is: – Fair – Appropriate – Up to the students to “handle” it and do their job – More interesting than Flobbertown “Class, everyone turn to page 14 number 3…” Everyone on the same page, all of the time No choice
Points for Discussion
Differentiation looks like: – At any one time there could be students working in any of the following situations: Whole class Alone at a desk In the library with a partner or small group At a classroom computer
ALL COMBINATIONS ARE RESPECTFUL TO EACH OTHER AND THE CLASSROOM CULTURE OF DIFFERENTIATION
Example
Fifth Grade Reading / Language Arts – Brandon: Maginot Line Power Point – Julia: Writing a short story for her portfolio – 5 students: Express Yourself Independent Reading Theme (in the library or at their desk) – 16 students having literature circle meetings with Mrs. K circulating and listening – 1 student working with our LD teacher on language arts
Flexible Grouping
Interest (Brandon and Julia) Past performance on reading assessments (Express Youself Independent Reading Group) Students are allowed to sometimes “pass” on alternate projects (Maddie, Jeff and Blake)
Training Students
Time Management – Calendars – Work / Project logs Classroom Management – Alternate project documents and work logs are stapled to the wall for easy viewing and management – Students need to be respectful and not disrupt the teacher or other students
Training Students
Expectation of Differentiated Curriculum – Fair – Normal – Makes sense – If a student abuses the situation or can not adjust to working in an alternate setting they can be returned to the regular class and make up what they missed.
Setting the Stage in Your School
The Pyramids Wisconsin Pyramid Model for Gifted and Talented Programming Response to Intervention (RtI)
Setting the Stage in Your School
The GT Advocate Model Classroom-based Gifted and Talented Student Strengths Lists
Staff Development
A paradigm shift is needed from “pull out” to “classroom based” approach. This can take years.
University Courses District initiative CESA Conferences Consultants
Teacher Training
Classes about meeting the needs of gifted students are not required to earn a teaching license.
The vast majority of classroom teachers were not taught how to differentiate for gifted students in their university education courses.
Chapter 35: Special Ed class
Benefit of the Doubt
Teachers want to help the children in their classroom.
Teachers were taught in college how to meet the needs of students with learning disabilities and why it is important.
Given the benefit of the doubt…teachers will do the same for gifted students when they are informed about gifted education.
Tips for Parents
Advocate for your child.
Keep anecdotal and quantitative records.
Request that the GT Coordinator attend your parent/teacher conferences.
Attend GT conferences and workshops.
Visit GT websites.
Form a GT Parent Advisory Group.
Contact your state and federal representatives and senators.
Tips for Parents
Request that a Differentiated Education Plan (DEP) be developed for your child.
Volunteer to help in your child’s classroom.
Be very vocal with your school board.
– Write letters – Attend school board meetings and request to speak on the status of GT programming at your school.
– File a complaint with DPI if necessary.
Setting the Stage in Your School
Communicate classroom needs to: – Librarian and library staff – Technology department – Principal – Gifted and Talented Coordinator – Curriculum Coordinator – Team members: There are possible partners for your students in other homerooms – Parents
Setting the Stage With Parents
Parent / Teacher Conferences Feedback from parents on possible interests and strengths of their child Webnotes Email Ask parents to sign proposed alternate project descriptions, calendar, rubrics before students participate Ask parent volunteers to work with small groups in the library or computer lab
Setting the Stage in the Community
The Press Room (see handout) The Merton Community School District Press Room is a district-wide opportunity to integrate all subject areas and involve students K-8 in promoting and publishing the work of Merton students.