Transcript Gifted and Talented Academy Year 2

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Gifted and Talented Academy
Year 2
Curriculum and Instruction
Session 2
Agenda
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Welcome/Check In
Sharing quality practices
Content/Standards Focus
Curriculum Documents
Team Planning
Closure
Sign In To…
• Google docs
• Pbworks
– Your team Wiki
– aea11gt Wiki
– aeapdonline Moodle site
Sharing and Collaborating
• Quality practices
– Groups of 5-6 (by grade span)
– Mixed-district
– 3-5 minutes/person
• Large group share
Processing Home Play
• Discuss with your team/table group
– Your goals
– Accomplishments
– Questions and needs
• Large group share
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
Rationale for Standards
• Review the benefits of standards to
education (p. 37-9)
• Discuss how each of these applies to Iowa
Core, Characteristics of Effective
Instruction, and the Universal Constructs
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
Using the Reasoning Model
• Triads (mixed district)
• Apply Paul’s Reasoning Model to the
issue/problem of quality curriculum for the
gifted.
What is the issue?
Quality curriculum for gifted learners
Why are we reasoning about it?
(purpose/goal)
What are the points of view?
What are the assumptions people make?
What are the important concepts?
What evidence supports the point of
view?
What inferences can we make?
What would be the consequences of
different actions?
--based on Paul (1992)
Center for Gifted Education
The College of William and Mary
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
Curriculum as Profound
Engagement with the World
• Read segments of the article.
• Identify
– 3 phrases that express connections to what
you’ve learned about curriculum for the gifted
– 3 key phrases that capture important ideas
– 3 outcomes for gifted learners to be achieved
through these ideas
• Write each idea on a sticky note
Processing
• Form triads
• Share your 9 things
• Choose three of each from your group.
Lay out in tic tac toe format. Feel free to
play with the arrangement.
• Create three true statements about
curriculum for the gifted
• Share with large group
Curriculum Assumptions
• General school curricula are inappropriate
for gifted learners
• Appropriate differentiation of the
curriculum in one area and at one grade
level affects all areas and levels. It is a
long-term process.
• A curriculum plan for the gifted must be
written down and communicated
appropriately within a school district.
VanTassel-Baska, p. 53-4
Curriculum Framework
• A strategic plan for curriculum
– Overall goals and outcomes across all areas
and grade levels
– Links goals and outcomes to strategies for
accomplishing them
– Assessment approaches that measure
outcomes
Curriculum Framework
• Purposes/Benefits
– Creates consensus on what a gifted
curriculum is supposed to be
– Provides a specific tangible product that
answers the question of what a district’s
curriculum for the gifted is
– Brings teachers and administrators into
curriculum planning in a meaningful way
– Represents a communication tool
– Captures distinctive features and reveals
balance.
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?
• Review p. 119-24
• 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
• Develop student outcomes and curriculum
framework document
• Begin curriculum development. Keep
connections to Iowa Core in mind.
• Identify actions to be accomplished by
session 3
Home Play
• Share action steps with
administrative/advisory team and content
teachers where appropriate. And then start
doing.
• Continue curriculum development work
• Read Chapters 7, 8, & 9 in Curriculum
Planning & Instructional Design for Gifted
Learners
• Invite classroom teacher(s) to attend the next
Academy session. Meet with them prior to the
session to share key learning about
curriculum for gifted and goals for the work.
Could, Should, Would
Could all kids do this?
Should all kids do this?
Would all kids want to?