Transcript Jan W. Lanham, PhD - Kentucky Association for Gifted Education

Jan W. Lanham, PhD
[email protected]
KAGE 2014
Gifted students are students who are college and career
ready:
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Demonstrate independence
Possess a strong content knowledge
Know how to access information
Respond to the varying demands of audience, task,
purpose, and discipline
Comprehend as well as critique
Value evidence
Use technology and digital media strategically and
capably
Understand/appreciate other perspectives & cultures
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Purposeful attention to each element of
Literacy (Listening, Speaking, Reading, and
Writing)
Differentiated material (content), processes,
and products.
Start with clear mastery criteria and diagnostic pre-assessment to match
student growth needs with planning and delivery.
Make adjustments of Content/Process/Product a natural part of the
instructional planning and delivery.
Use clearly established NEW mastery criteria to assure that the
assessment and/or products reflect opportunity for growth for the student.
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Curriculum maps/pacing guides that dictate
reading material for all…..
Rigid expectations for grade level literature
Availability of resources/reading texts/class
sets
Limited/no grouping; reliance on whole
group processes
Limited awareness of what reflects progress
Differentiation is harder than one size fits all
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Expectation is that instruction will foster
growth for EVERY student, including those
who are performing at high levels. Pacing,
instructional planning, and delivery must be
responsive to student strengths and needs.
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Anchor Standards and Standards of Mathematical Practice
Kentucky’s Core Academic Standards—Deconstructed
Quality Curriculum Maps
Effective Unit Planning
Diagnostic Pre-assessment to determine instructional
readiness and need
Rigorous, high-level success criteria established and
communicated
Responsive lesson planning to assure continuous
progress
Accurate assessment with opportunity for student selfassessment and goal-setting
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Foundational instructional standards in place
K-12 that serve as the basis for all skills
planning
Application standards that reflect what
students are expected to be able TO DO WITH
the skills in each content area
KEY TO GIFTED PLANNING
READING ANCHOR STANDARDS
R1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
R3. Analyze how and why individuals, events, or ideas develop and interact over the course of a
text.
R4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R6. Assess how point of view or purpose shapes the content and style of a text.
R7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
R10. Read and comprehend complex literary and informational texts independently and proficiently
WRITING ANCHOR STANDARS
W1. Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
W2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details and well-structured event sequences.
W4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W6. Use technology, including the internet, to produce and publish writing and to interact and
collaborate with others.
W7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
W8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
LANGUAGE ANCHOR STANDARDS
L1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
L4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
L5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L6. Acquire and use accurately a range of general academic and domain-specific words
and phrases sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.
SPEAKING AND LISTENING ANCHOR STANDARDS
SL1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
SL2. Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.
SL4. Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience.
SL5. Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
SL6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
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CCSS.MP1 Make sense of problems and persevere in
solving them.
CCSS.MP2 Reason abstractly and quantitatively.
CCSS. MP3 Construct viable arguments and critique the
reasoning of others.
CCSS. MP4 Model with mathematics.
CCSS. MP5 Use appropriate tools strategically.
CCSS. MP6 Attend to precision.
CCSS. MP7 Look for and make use of structure.
CCSS. MP8 Look for and express regularity in repeated
reasoning.
Grade Level/ Course: 4th Grade
Standard with code: 4.OA.4 Find all factor pairs for a whole number in
the range 1–100. Recognize that a whole number is a multiple of each
of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number. Determine whether a
given whole number in the range 1–100 is prime or composite.
Domain:
Operations and Algebraic Thinking
Cluster:
Gain familiarity with factors and multiples.
Type: ______Knowledge ___X___Reasoning ______Performance Skill ______Product
Knowledge Targets
Reasoning Targets
Performance Skills Targets
Define prime and composite numbers.
Determine if a given whole number (1-100)
Know strategies to determine whether
a whole number is prime or composite.
is a multiple of a given one-digit number.
Product Targets
Identify all factor pairs for any given
number 1-100.
Recognize that a whole number
is a multiple of each of its factors.
Make sense of
problems and
persevere in
solving them.
Reason
abstractly and
quantitatively.
Construct viable
arguments and
critique the
reasoning of
others.
Model with
mathematics.
Use appropriate
tools
strategically.
Attend to
precision.
Look for and
make use of
structure.
Look for and
express
regularity in
repeated
reasoning.
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Become knowledgeable about the standards and
the targets represented as they have been
deconstructed
Reference the relevant national
standards/organizations and the intent behind
those standards
Be an active participant in the process at the
district level
Advocate for high level mastery criteria
Advocate for flexibility in “leveling” of exposures
based on the “new standards”
Universal themes are BIG IDEAS. It is important to look at links between college &
career readiness goals and the overarching themes of these big ideas!!
Instructional planning should provide a strong foundation that supports
CONNECTIONS between and among skills and topics. In order to help students use
high-level thinking and see connections, it is important to build the curriculum maps
under the umbrella of universal themes.
Big ideas within the theme are:
a)
patterns allow for prediction
b)
patterns have an internal order
c)
patterns have segments that are repeated
d)
patterns allow us to apply knowledge in new
situations
Big ideas are:
a)
change generates additional change
b)
change can be positive or negative
c)
change is inevitable
d)
change is necessary for growth
e)
change can be natural or man-made
f)
change occurs over time
Big ideas are:
a) conflict is composed of opposing forces
b) conflict can be natural or human created
c)
conflict may be intentional or unintentional
d) conflict may allow for synthesis and change
Big ideas are:
a)
adaptation is constant
b) adaptation results in change
c)
adaptation can be planned or spontaneous
d) adaptation can be positive or negative
e)
adaptation occurs over time
Big ideas are:
a)
structures have parts that interrelate
b) parts of structures support and are supported
by other parts
c)
smaller structures may be combined to form
larger structures
d) a structure is no stronger than its weakest parts
Big ideas are:
a)
b)
c)
d)
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systems have parts that work to complete a task
systems are composed of subsystems
parts of systems are interdependent and form symbiotic
relationships
a system may be influenced by other systems
systems interact
systems follow rules
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Need to outline coverage while reflecting
connections/correlations
Need to address the college & career
readiness expectations
Need to reflect opportunities for continuous
progress
Need to be based on meaningful standards &
mastery criteria
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Develops the specific content, skills,
processes, resources, assessments, and
literacy connections to align with the maps &
pacing guides.
Requires:
◦ CLEAR MASTERY CRITERIA
◦ CLEAR PLAN FOR DETERMINING STUDENT
READINESS & NEEDS
◦ A PLAN TO ASSURE CONTINUOUS PROGRESS!!
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Students & teachers must have clear understanding of the “growth”
expectation for the unit/lesson.
Students must know what success will look like and why it is relevant.
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Based on performance data, the actual lesson
delivery (content, process, product) reflects
adjustments to promote continuous progress.
Differentiation of questioning is integrated
consistently.
“I Can” statements (learning targets) reflect
student growth.
Key to ease of differentiation is
clear, well-written objectives.
Objective must identify:
What I want students to know or be able to
do.
How I will know if they can do it in a manner
that is measurable, observable, and holds
each child individually accountable.
Objective must identify:
 What I want students to know or be able to
do.
 How I will know if they can do it in a manner
that is measurable, observable, and holds each
child individually accountable.
Students will demonstrate understanding of
the primary causes of the American
Revolution after participating in the
Independence simulation* by writing a letter
as their character that explains those
causes to a family member.
The “by” in the objective is the formative assessment for the lesson.
*an efficient objective may identify one or more activities that
will provide practice with the skill/concept
By
By
By
By
completing a learning log entry.
answering the unit questions.
performing the sonnet from memory.
completing 10 problems.
Adding the “as measured by” can be used to establish the basic
performance standard, which can be another place where
differentiation can occur.
By completing the 6 frame captioned comic strip as
measured by the rubric.
By completing the graphic organizer based on the
checklist.
By completing the story map as measured by the key.
Once the objective is developeddifferentiation is EASY!!!!
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Unit/lesson planning includes tools for
students to self-assess by measuring product
/performance against identified criteria.
Opportunity for peer and real-world
assessment included.
Based on performance, goal-setting included
in process.
Everyday Life Expert Plan: Civil War America--North or South (Choose one)
Food, Diet, and Dining
Transportation and
Communication
Clothing and Fashion
Education and Religion
Inventions, Production,
and Manufacturing
Entertainment,
Celebrations, and Society
Choose at least 3 of the areas for research to become an expert. Generate a set of
questions you will need to answer to represent all facets of the category in the part of
the U.S. you selected. Your information should reflect varied social levels and regions.
Be sure you contrast the experiences of everyday people and those in the military for
each of your categories.
4—Exemplary
3-Meets Standard
2--Approaching
Each topic is addressed
thoroughly; Illustrations and
captioning combine to clarify
the significance of the topic to
daily life; Each topic reflects
insightful understanding of the
differences in lifestyle among
the social classes/regions.
Meets research requirements;
All Resources documented;
reflects combination of
sources of information beyond
internet.
Each topic is addressed; Some
significance is established;
Illustrations and captioning
effectively explain the facts
about the topic; Posters
address some distinctions
between social classes/regions
Each topic has some
information, but answers are
not fully developed;
Illustrations and captioning
not used together to help the
reader understand;
Information paints a picture of
a single lifestyle for all.
Meets some research
requirements; Some resources
documented.
Each topic is not addressed;
No information or inaccurate
information is available for
some topics; Little or no
explanation for illustrated or
listed facts;
Organization
Illustration placement,
captioning, and lettering guide
the reader to a clear
understanding of the content.
Ideas flow across the pages.
Illustration placement,
captioning, and lettering are
clearly organized and make
sense.
Illustration placement,
captioning, and lettering show
basic organization; some
elements placed so that they
do not support visual
organization.
Accuracy and Correctness
Visual and print materials are
accurately represented and
contain no usage, spelling, or
factual errors.
Visual and print materials are
accurately represented and
contain few usage, spelling, or
factual errors.
Visual and print materials are
basically correct but usage,
spelling, and/or factual errors
interfere with accuracy of
communication.
Illustration placement,
captioning, and lettering
appear disorganized or
random; placement interferes
with ability to process the
information/make
connections.
Visual and print materials
include usage, spelling, and/or
factual errors that reflect
inaccurate information or
significant lack of awareness of
conventions.
Content
Research requirements
Meets research requirements;
All Resources documented.
1--Minimal
Documentation is limited,
inaccurate, and/or missing.
4—Exemplary
3-Meets Standard
2--Approaching
1--Minimal
Each topic is addressed
thoroughly; Illustrations and
captioning combine to clarify
the significance of the topic to
daily life; Each topic reflects
insightful understanding of
the differences in lifestyle
among the social
classes/regions.
Meets research requirements;
All Resources documented;
reflects combination of
sources of information
beyond internet.
Illustration placement,
captioning, and lettering
guide the reader to a clear
understanding of the content.
Ideas flow across the pages.
Each topic is addressed;
Some significance is
established; Illustrations and
captioning effectively explain
the facts about the topic;
Posters address some
distinctions between social
classes/regions
Each topic has some
information, but answers are
not fully developed;
Illustrations and captioning
not used together to help the
reader understand;
Information paints a picture
of a single lifestyle for all.
Each topic is not addressed;
No information or inaccurate
information is available for
some topics; Little or no
explanation for illustrated or
listed facts;
Meets research requirements;
All Resources documented.
Meets some research
requirements; Some
resources documented.
Documentation is limited,
inaccurate, and/or missing.
Illustration placement,
captioning, and lettering are
clearly organized and make
sense.
Illustration placement,
captioning, and lettering show
basic organization; some
elements placed so that they
do not support visual
organization.
Illustration placement,
captioning, and lettering
appear disorganized or
random; placement interferes
with ability to process the
information/make
connections.
Accuracy and Correctness
Visual and print materials are
accurately represented and
contain no usage, spelling, or
factual errors.
Visual and print materials are
accurately represented and
contain few usage, spelling, or
factual errors.
Visual and print materials are
basically correct but usage,
spelling, and/or factual errors
interfere with accuracy of
communication.
Visual and print materials
include usage, spelling,
and/or factual errors that
reflect inaccurate information
or significant lack of
awareness of conventions.
Visual Impact
Use of color, shape, lettering,
negative space, placement, etc. is
purposeful to effectively
communicate information and
draw the eye through the posters
as communication tools.
Use of color, shape, lettering,
negative space, placement, etc. is
effective to communicate the
information.
Use of color, shape, lettering,
negative space, placement, etc.
are not consistently used to
communicate; some lapses in
effectiveness
Use of color, shape, lettering,
negative space, placement, etc.
are ineffective or appear random;
visual impact does not enhance
the ability of the posters to
communicate.
Content
Research requirements
Organization
Application Questions:
Ask students to apply essential knowledge to new
settings and contexts:
How could you apply these grammar and usage
principles to your essay?
How could you demonstrate the use of this
concept?
How would you illustrate this process in action?
What can be generalized from these facts?
Ask students to take apart key information or
analyze essential concepts, themes, and
processes:
How are these characters alike and different?
What is an analogy that might represent this situation?
How would you classify these literary works?
What are the major elements that comprise this sequence of
events?
What are the major causes of this situation?
Synthesis Questions:
Ask students to combine, summarize, infer, or create new
scenarios:
Based on the evidence, what would you hypothesize about
these unusual events?
Based on her statements, what can you infer?
Based upon these facts, what predictions would you make?
Create a design for a setting that is represented by the
information in the reading.
Formulate an estimate for the costs of the project based in the
information you have.
Invent a process or product that might be a solution to this
ecological problem.
Ask students to formulate opinions in response to
ideas presented in a print or non-print (e.g., art
work, audio-visual) medium. Students must
support their opinions with direct textual evidence.
What does Frost mean when he says: "I have miles to
go before I sleep?"
Why does the photographer emphasize only his
subject's eyes?
What social and economic factors were the framers
of the Constitution addressing through their
language?
Ask students to formulate and justify
judgments and criticisms based upon clearlyarticulated evaluative criteria. Based on the
criteria:
Why did you decide to choose that course of action?
How would you rank these choices? Why?
How might you defend that character's actions?
How would you verify that conclusion?
What is your critique of that work of art?