Transcript Gifted and Talented Academy Year 2

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Gifted and Talented Academy
Year 2
Curriculum and Instruction
Session 3
Agenda
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Welcome/Check In
Processing Home Play
Iowa Code updates
Content/Standards Focus
Curriculum Documents
Team Planning
Closure
Sign In To…
• Google docs
• Pbworks
– Your team Wiki
– aea11gt Wiki
Processing Home Play
• Form mixed district triads
• Share
– An overview of your team’s work so far
– What’s working?
– What’s frustrating?
– What questions do you have?
Iowa Code Updates
• Chapter 59
• Chapter 98 (Categorical Funding)
• Senior Year Plus
These documents and the link are found on
the Academy Year 2 Wiki page.
Rationale for a Standards Focus
Standards will…
…ensure students learn what they need to
know for success in the 21st century
…ensure educational quality
…provide guideposts
…provide a curriculum template
VanTassel-Baska, p. 37-9
Common Core Standards
Checking the “Standards”
• Are they really just objectives?
– Skill based, instead of concept-based?
– Discreet skill instead of big ideas?
• Do they challenge students to go beyond
factual thinking – knowledge and
comprehension?
Standards as Core Curriculum
• Basic content areas are the organizational
framework for schools
• Content-based instruction provides natural
context for curriculum planning
• Gifted spend majority of time in traditional
subject-matter disciplines
• Giftedness is often conceptualized as domainspecific
• Applying higher-level skills to content enhances
transfer
--VanTassel-Baska, p. 39-40
Problems with Standards
• Teachers don’t perceive standards as helpful
in differentiation for most able students.
• Standards are perceived as low-level.
• Perception that standards are content-based
and, therefore, inappropriate for gifted.
• Assessments have been found to be narrow,
less demanding, and tied to factual material.
• Effectively implementing strong standardsbased education benefits students but
requires stronger teacher planning.
Curriculum for the Gifted
Five Key Features
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Acceleration
Complexity
Depth
Challenge
Creativity
Adapting Standards for Gifted
• Many are already high-level, so tasks for
gifted can be developed directly from the
standard
• Unpack the standards to determine scope
and intent
• Use essence of the standard as rubric for
assessment
• Organize by HOTS across subject areas
• Accelerate within standard after pretesting
• Select materials that address the intent – not
just content – of the standard
This requires…
…the use of effective teaching and learning
models
e.g., Richard Paul’s Reasoning Model
…flexible grouping practices
Gifted educators will be able to defend their
practice only when they thoughtfully
implement a standards-based curriculum
that is adapted and modified for gifted
learners. When such action is taken, gifted
education becomes a part of general
education reform rather than an endeavor
separate from it.
--VanTassel-Baska, p. 51
Ascending Levels of Intellectual
Demand
• Escalates one or more facets of curriculum
• Takes into consideration students’
– Cognitive abilities
– Prior knowledge
– Schema
– Opportunities to learn
– Learning rate
– Developmental differences
– Levels of abstraction
ALID
Why ALID?
• To honor student differences
• Address varying levels of prior knowledge,
varying opportunities, and cognitive
abilities
• To ensure optimal levels of academic
achievement
• To support continuous learning
• To ensure intrinsic motivation
• To provide appropriate challenge
• Provides “mental sweat”
MEMORY MINGLE
1. What advantages do gifted educators
gain by embracing standards rather than
rejecting them? What about advantages
for students?
2. Share in triads
3. Identify connections and/or conclusions
4. Share with large group
Curriculum Framework
• Review Fairfax County Curriculum
Framework (Ch. 4, p. 56-60)
– What do you notice about this document?
– What are its essential features?
– What purposes might it fulfill?
• See “Student Goals and Outcomes” found
on the Wiki.
– How would turning this into a curriculum
framework document make it more
meaningful and useful?
Thoughts on a Curriculum
Framework Document
• Outlines what students will gain from gifted
programming and services
• Integrates gifted into general education
• Applicable to all
content areas
• Your thoughts?
Scope and Sequence
Scope – expansiveness and
comprehensiveness of a curriculum
Sequence – organizing and ordering of
curriculum experiences to maximize
learner effects
In what ways – if at all – might scope and
sequence for gifted learners be different
from that for typical learners?
Scope at the Course Level
7th Grade
8th Grade
Typical Learners
Pre-Algebra
Algebra I
Gifted Learners
Pre-Algebra/Algebra I
Algebra II
College Algebra or other
advanced topic
Comprehensive Curriculum for Gifted Learners, p. 47
Sequence Considerations
Issues
Questions
Differentiation for gifted learners
Could all learners do this task at the cited stage
of development, or is the task demand more
advanced, complex, or conceptual?
Progressive development of
learning
How are the objectives more sophisticated as
they move through the grades? Can you track
such progression?
Scope
Are the objectives sufficiently broad-based and
inclusive of underlying knowledge and skills
necessary to address the goal?
Logical ordering
Is there a logical sequencing of knowledge and
skills necessary to attain the goal?
Developmental appropriateness
Are the objectives developmentally appropriate
for gifted learners? Do they account for the
readiness of gifted learners for advanced
content earlier?
Comprehensive Curriculum for Gifted Learners, p. 49
Designing Curriculum Starting From the
Big Idea
• What are the principles or concepts we
can explore?
• What are the essential questions that can
be asked about these concepts?
• What content would best illustrate these
concepts?
• Which processes should be taught or
applied?
• What types of skills will students need to
be able to demonstrate?
• What instructional products might be used
to demonstrate understandings?
• What activities will help the students
“uncover” the “big idea?”
Team Planning
• Begin curriculum development. Keep
connections to Iowa Core Curriculum in
mind.
http://www.corecurriculum.iowa.gov
• Identify actions to be accomplished by
session 4
Home Play
• Continue curriculum development work.
• Read Chapters 7, 8, & 9 in Curriculum
Planning & Instructional Design for Gifted
Learners (These will be posted on the Wiki
by next week.)
• Continue to update your team Wiki
• Develop the outline of final product your
team will submit and add to your Google
planning doc
Could, Should, Would
Could all kids do this?
Should all kids do this?
Would all kids want to?