Short Term Anchor Activity Take the Teacher Inventory Teacher Inventory As we wait for people to arrive: • Think piece— a way for.
Download ReportTranscript Short Term Anchor Activity Take the Teacher Inventory Teacher Inventory As we wait for people to arrive: • Think piece— a way for.
Short Term Anchor Activity Take the Teacher Inventory Teacher Inventory As we wait for people to arrive: • Think piece— a way for you to focus on your attitudes about giftedness and your concerns about working with gifted students. • Try filling it out like a diary or journal you’d want to read in another five years. • Write honestly what’s on your mind. • What do you know or believe to be true from your research and experiences? • What do you know or believe on a gut level? What makes sense to you personally? • From the Anchor Activity Handout select Option A, B or C •Complete the Anchor Activity alone or with another in your Table Group. 1 Keys for Success for Working with Gifted/Talented and High Achieving Students Jacque Melin Grand Valley State University [email protected] www.formativedifferentiated.com Grounding (Small Fires) • Purpose – to set a norm for respectful listening, – to get everyone’s voice into the room, – to allow people to connect with one another, to allow for the expressions of hopes and apprehensions, – to value thinking and feeling, – and to elicit agendas that might not otherwise be heard. From Adaptive Schools Garmston & Wellman Grounding (Small Fires) • Procedure – Members take turns talking (I will give you the questions to talk about in just a minute). – When one member talks, all others are silent. Full nonverbal attention is given to the speaker. – After everyone has talked, the first speaker will summarize what was said. – What questions do you have about these directions? Grounding (Small Fires) • Topics – My name is . . . – My relationship to this topic (gifted/talented) is . . . – My expectations are . . . – How I feel about being here is . . . Targets for this Workshop • I can explain the cognitive and affective characteristics and needs of gifted and talented students. • I can use strategies that help to meet the social and emotional needs of gifted and talented students. • I can proactively plan instruction that is responsive to the needs of gifted and talented students. – By using the following: • • • • Creativity and Problem Solving Critical Thinking Differentiated Instruction Project Based Learning Partners Characteristics Critical Thinking and Problem Solving Creativity Social/Emotional Introductions Knowing the Learner Find Your ___________Partner: 1. Find out key information from each other: • what is his/her job? • an aspect of gifted/talented that is of particular interest to him/her • his /her preferred learning environment • what he/she would be doing if not here today 2. Introduce each other to the whole group. Partner Interview Jacque’s Example Jacque Melin GVSU Prof in Ed. Differentiation Meeting the needs of a variety of G/T learners. x x x x x Lunch and shopping with friends. Find your….. • CHARACTERISTICS Partner Go VISUAL • 1st – Visual • 2nd – Kinesthetic • 3rd - Auditory From Adaptive Schools Garmston & Wellman Mediated Journal …an advance organizer in which the page headings are predetermined or guided by the leader. Strategies Mediated Journal Name: Cover Strategies Short Anchor Activity Small Fires Keys to Success Partners Partner interview Go Visual Mediated Journal Inside Journal Entry 1 Journal Entry 2 Back Triple Track Agenda Track 1 = Use strategies to support your learning here in this room. Track 2 = How you might use strategies with adult groups and tips for sharing them with others. Track 3 = How you might use strategies with students in classrooms. 10:2 Rule Promise • Lecture: Processing Ratio • The brain needs to socially process Short Term Anchor Activity Debrief In Table Groups • Discuss: 1. how have the tasks so far been differentiated 2. what were the learning outcomes for each of the choices for the Anchor Activity 3. the option you selected and your reasons • Listen to a few “Spend a Buck” responses Characteristics Of Gifted And Talented Students Characteristics of Gifted Students • Energizer • Pair and Match Find someone with the same amount of experience working with gifted students as you have. Engaging the Brain • Think about your gifted students. • Write characteristics you notice about them on a sticky note; one characteristic per sticky (try to come up with at least 20). • When you are done, talk with your partner about what you wrote. • Wait for Jacque to present “characteristic titles.” Walk around the room and place the sticky notes on the chart where you feel they belong. 1. Intellectual Ability •Solves problems quickly •Insightful •Learns new information quickly •Good memory •Answers questions in detail •Draws conclusion based on sound reasoning •Separates problems into their component parts •Quickly grasps the essence of a problem •Applies prior knowledge to solving problems •Learns difficult concepts easily 2. Academic Ability • •Knowledge of current events • •Completes academic work correctly/unassisted • •Contributes to academic discussions • •Excels in one or more subject areas • •Performs well on Achievement Tests • •Advanced reading, writing, and/or math skills • •Asks relevant questions • •Demonstrates knowledge of facts in one or more academic areas 3. Creative Ability •Active imagination •Approaches the world as an explorer •Puts together ideas in unusual but relevant way •Brings inventive/innovative approach to problems •Generates “what if” questions that don’t have one correct solution •Thinks or acts in novel ways •Experiments with ideas •Original thinking •Takes creative risks •Comfortable not having the “correct” answer •Constructs jokes, clever plays on words, ironic observations 4. Artistic Talent ….. Specialized •Produces imaginative/original art •Learns artistic techniques quickly •Appreciates subtle variations in artistic products or performances •Advanced artistic technique and/or performance •Art performance/products marked by detail, complexity, richness •Heightened attention to detail, color, pitch, rhythm •Expresses emotion in art •Communicates effectively via the arts •Communicates effectively via artistic media 5. Leadership Ability •Acts responsibly in social situations •Recognizes feelings of others •Demonstrates good social judgment •Projects positive image to peers •Earns respect and trust of others •Motivates others •Resolves peer disagreements •Gets others to work together •“Makes things happen” •Takes charge in group situations •Inspires confidence in others 6. Motivation • •Shows pride in work • •Wants to perform at highest possible level • •Reacts to challenges enthusiastically • •Approaches situations expecting to do well • •Places high value on mastery • •Works tenaciously, not easily discouraged • •Sets challenging goals • •Strives to improve • •Attempts tasks above current skill level 7. Negative Characteristics of Cognitively Gifted People • • • • • Uneven Mental Development Social Difficulties Underachievement—especially in uninteresting areas Nonconformity—sometimes in disturbing directions Perfectionism, sometimes extreme to the point of crippling • Self-doubt, poor self-image • Depression 7. Common Negative Characteristics of Creative Persons • Overactive • Excessively Emotional • Indifferent to conventions and courtesies • Questions rules, laws, and authority • Stubborn • Egocentric, intolerant, tactless • Careless, disorderly • Arrogant, cynical, sarcastic • Impatient, demanding • Absentminded, forgetful • Argumentative • Sloppy and disorganized • Rebellious, uncooperative How Can I Tell The Difference Between High Achievers & Gifted Students? HIGH ACHIEVERS… GIFTED STUDENTS… Know the Answers Ask the questions Enjoy School Enjoy Learning Grasp Meaning Draw Inferences Copy Accurately Create New Designs Have Good Ideas Have Unexpected Ideas Absorb Information Manipulate Information Achieve Mastery In 3-8 Repetitions Achieve Mastery in 1-2 Repetitions Are Interested Are Highly Curious Listens with Interest Shows Strong Feelings and Opinions Enjoys Peers Prefers Adults Enjoys straightforward Enjoys Complexity Another Way to Look at Types of Gifted Learners • • • • • • The Successful The Challenging The Underground The Double Label The Dropout The Autonomous Meet with your Characteristics Partner for this piece. The Successful - Behaviors • • • • • • High achiever Seeks teacher approval Non-risk taker Does well academically Accepts and conforms Dependent The Successful – Social/Emotional • • • • • • • • Boredom Dependent Positive self-concept Anxious Guilty about failure Extrinsic motivation Responsible for others Diminished feelings of self and rights to their emotions • Self-critical The Successful Needs • To see deficiencies • To be challenged • Assertiveness skills • Autonomy • Help with boredom • Appropriate curriculum School Support • Enriched curriculum • Time for personal interests • Compacted learning experiences • Development of independent learning skills • In-depth studies • Mentorships • College and career counseling The Challenging - Behaviors • • • • • • • • Corrects teacher Questions rules/policies Honest, direct Mood swings Inconsistent work habits Poor self-control Creative Prefers highly active, engaging questioning approach • Stands up for convictions • Competitive The Challenging – Social/Emotional • • • • • • • Boredom Frustration Low self-esteem Impatient Defensive Heightened sensitive Unsure about social roles The Challenging Needs • To be connected with others • To learn tact, flexibility, selfawareness, self-control, self-acceptance • Support for creativity • Contractual systems School Support • Tolerance • Placement with appropriate teacher • Cognitive and social skill development • Direct and clear communication with student • Give permission for feelings • Studies in-depth • Mentorships build self-esteem • Behavioral contracting The Underground - Behaviors • • • • • Denies ability Drops out of support group Resists challenges Wants to belong socially Changes friends The Underground – Social/Emotional • • • • • • Unsure Pressured Confused Guilty Insecure Diminished feelings of self and right to their emotions The Underground Needs • Freedom to make choices • To be aware of conflicts • Awareness of feelings • Support for abilities • Involvement with peers who are exceptionally able • Career/college information • Self-acceptance School Support • Recognize and properly place • Give permission to take time out from extra support classes • Provide same-gender models • Continue to give college and career information The Double Label - Behaviors • Demonstrates inconsistent work • Seems average or below • May be disruptive or acts out The Double Label – Social/Emotional • • • • • Powerless Frustrated Low self-esteem Unaware of his or her potential Angry The Double Label Needs • Emphasis on strengths • Coping skills • Access to a support groups • Counseling • Skill development School Support • Provide needed resources • Provide alternative learning experiences • Give time to be with peers • Give individual counseling The Dropout - Behaviors • • • • • • • • • • • • Poor attendance Doesn’t complete tasks Pursues outside interests Dreams in class Self abusive Isolates self Creative Criticizes self and others Produces inconsistent work Disruptive Appears average or below Defensive The Dropout – Social/Emotional • • • • • • • Resentment Angry Depressed Explosive Poor self-concept Defensive Burn out The Dropout Needs • An individual program • Intense support • Alternatives (separate, new opportunities) • Counseling (individual, group, and family) • Learning support help with skills School Support • Diagnostic testing • Group counseling for young students • Non-traditional study skills • In-depth studies • Mentorships • Alternative out-ofclassroom learning experiences The Autonomous - Behaviors • • • • • • • • • Appropriate social skills Works independently Develops own goals Follows through Follows strong areas of passion Isolates self Creative Strands up for convictions Risk taker The Autonomous – Social/Emotional • • • • • • • • • • Confident Self-accepting Enthusiastic Accepted by others Supported Desire to know and learn Accepts failure Intrinsic motivation Personal power Accepts others The Autonomous Needs • Advocacy • Feedback • Facilitation • Support for risks • Appropriate opportunities School Support • Allow development of longterm integrated plan of study • Enriched curriculum • Remove time and space restrictions • Compacted learning experience with pre-testing • In-depth studies • Mentorships • College and career counseling and opportunities • Waive traditional school policy and regulations NAGC 1 Support mastery of accelerated core content incorporating depth and complexity 2 Develop an understanding of the interrelationships among the disciplines 3 Develop inquiry skills 4 Develop critical and creative thinking, problem solving, and decision making skills 5 Develop proficiency in communicating abstract and complex ideas, relationships, and issues • Problem/Project Based Learning A dynamic approach to teaching in which students explore real-world problems and challenges. • Design Thinking A methodology for practical, creative resolution of problems with an emphasis of multiple viewpoints. • Creative Thinking A process to stimulate curiosity and promote divergence. • Acceleration of Core Content State Standards Introduced at increasingly challenging levels based on student achievement. Creativity Meet with your Creativity and Problem Solving Partner for the activities within this part of the presentation. What is Creativity? • • • • • • • • • • • A process, a journey Imagining Different perspectives Being playful Provocative combinations Part of the intellect? Nonconformity, originality Outside the box Solving problems Dynamic Contextual • Creativity scores have been in decline in the US since 1990 (Kim, 2010; Bronson and Merryman, 2010) • Creative and spatial abilities go hand-in-hand Both are Undervalued in Schools!!! • "the spatially-able are more often creative” (Liben, 2009) http://ww2.kqed.org/mindshift/2013/07/11/gary-stager-tinkering-project-basedlearning-sylvias-mini-maker-show/ Spatial talent – the ability to generate, retain, retrieve and transform well-structured visual images. Say Something PROCESS • Do this with your Creativity and Problem Solving Partner • Use the 3 Major Headings for “stopping points.” • Read silently and simultaneously to designated stopping points. • When each partner is ready, stop and “say something.” The something might be a question, a brief summary, a key point, an interesting idea, or a personal connection. • Continue the process until you have completed the selection. Creativity is Improvable with Experience • Especially when specific processes are taught within all subject areas. (Davis & Rimm, 1998; Erez, 2004; Sternberg, 1990; Treffinger, Isaksen, & Dorval, 2006) Creativity at Work Creativity at Work--20% rule– 3M & Google Focus 20% of work time on your own learning (signature aspect of highly innovative workplaces) Genius Hour Sir Ken Robinson- TED Talks 2006 • “…creativity is as important as literacy. We should treat it with the same status” • Picasso—“all children are born artists… The problem is to remain an artist as we grow up.” • The brain and creativity are interdisciplinary • Schools educate kids out of creativity!! • Kids need the freedom to be WRONG; Opposite of standardized test/education culture Parkway Prezi on Creativity/Curiosity James Delisle Models of Developing Creativity in Gifted Students 1) FFOE (Torrance) 2) Creative/Future Problem Solving (Osborn) 3) AUTA (Davis; awareness, understanding, technique, actualization) 4) Lateral thinking (De Bono) FFOE (aspects of creativity based on Torrance’s tests for creativity) Fluency-- generate ideas Flexibility– different angles Originality- unique ideas Elaboration-- adding details FFOE or FFOT Use to Practice Brainstorming SCAMPER To Increase Originality and Elaboration Synectics To Increase Originality A-Lo-U To Refine and Develop Ideas Morphological Matrix For Generating Ideas Transformation • To alter, change, make over, renovate Different from Elaboration – to focus on detail, to amplify, expand and embellish Companies that are always transforming …(or not) • Transforming • Not • Target • Blockbuster • Google • Sears • 3M • Amazon • Apple Apple OH- Josse Goffin Creativity and Mathematics Also: Palindromic sums and CCSS Problem Based Learning Creative/Future Problem Solving (Osborn) The Mess 1. Fact finding 2. Problem finding 3. Idea finding 4. Solution finding 5. Acceptance finding Lateral Thinking - DeBono Lateral thinking is solving problems through an indirect and creative approach, using reasoning that is not immediately obvious and involving ideas that may not be obtainable by using only traditional step-by-step logic. The term was coined in 1967 by Edward de Bono 6 Thinking Hats Edward De Bono Dr. Edward De Bono Edward De Bono is a world-known expert in creative thinking. The 6 Thinking Hats is one such technique. The main idea is to have the group only “wear one hat at a time” when considering a problem. The wearing of the hat is metaphorical. At any one time, everyone will wear the same color, in other words, look at the problem at hand from only one perspective, the perspective indicated by the hat color. The Unique Blue Hat The blue hat is different from the other hats because it is involved with directing the thinking process itself. We are actually using the blue hat whenever we suggest the next hat to be used. The blue hat need not be acknowledged at every turn however there are some points which it is often helpful i.e., 1. At the outset of a discussion – Lets decide what we want to think about and which hats we will use? 2. At a midpoint to restate the thinking goal – I think we are getting away from what we wanted to talk about. Can someone recall what we decided to talk about? 3. At the end to summarize what thinking has been done – Think of a sentence that tells about what we have been doing today? Apply the Six Hats to Science • White Hat question: What are the materials we are using for our experiment? • Red Hat question: What are you thinking might happen when we add the baking soda? • Black Hat question: What are some things that might go wrong in our experiment? Are there any variables that would effect the outcome of our experiment? • Yellow Hat question: What are some things we can learn from this experiment? How will our findings help us? • Green Hat question: What are your hypotheses? What other things do you wonder? • Blue Hat question: What did our experiment show us? Apply the Six Hats to Math • White hat question: What are we measuring? • Red hat question: What is your estimate for the weight of this rock? • Black hat question: What if your estimate is wrong? • Yellow hat question: How can knowing how to measure the weight of things help you? Why is knowing how to estimate beneficial? • Green hat question: How else could we measure the weight of the rock? • Blue hat question: What did you learn about your estimate and the actual weight of the rock? How will this help you next time? Apply the Six Hats to Reading The Tortoise and the Hare • White Hat questions: Who are the characters in the story? What did the tortoise and hare do? • Red Hat questions: How do you think the tortoise felt when the hare said he would win? How do you think the hare felt when he lost? • Black Hat question: What is something the hare did not consider when he raced the tortoise? • Yellow Hat question: What were the benefits of the tortoise winning? • Green Hat question: What would be other good titles for the story? • Blue Hat questions: What did the hare learn? What is the message of this story? Apply the Six Hats to Conflict Resolution • White hat question: “What is the problem?” • Red Hat question: “How do you feel when that happens?” • Green Hat question: “What choices do you have for solving the problem?” • Black Hat question: “What are the risks of the solutions?” • Yellow Hat question: “What are the benefits of the solutions?” • Blue Hat questions: “Which of the solutions will work best? How will you know?” Single Hat and Sequence Use • The hats can be used singly at any point in thinking. In general, this is the major use. The hats are used as a convenience for directing thinking and for switching thinking. • Simple sequences of two or three hats may be used together for a particular purpose. For example, the yellow hat followed by the black hat may be used to assess an idea. The black hat followed by the green hat may be used to improve a design. Evaluation Sequence To discover the positive aspects and negative aspects of an idea. You use the yellow hat before the black hat. You could follow up with the green hat (new ideas) and red hat (feelings) thinking. Examples: Consider positive and negative Not doing homework one night. Swapping something of value to you with friends. Caution Sequence Looking critically at situations. You are first considering facts with the white hat. Then use the black hat to discover difficulties. This can be followed up with some blue hat or red hat thinking. Examples: consider the consequences Throwing most of your lunch in the bin everyday. Not letting someone know where you are going. Design Sequence Encourage students to create new ideas, products or improvements to existing designs. Use the blue, green and red hats. Example: use design sequence to create A better toothbrush Alternatives to homework. Other Sequences White + Red • Comparing fact and opinion Black + Yellow + Green • Comparing and synthesizing (coming up with new ideas from the known) White + Blue • What do we know (facts) and where are we going (planning) A Word About Grading for Creativity Mediated Journal …an advance organizer in which the page headings are predetermined or guided by the leader. Strategies Mediated Journal Name: Cover Short Anchor Activity Small Fires Keys to Success Partners Partner interview Go Visual Mediated Journal Say Something Genius Hour FFOE SCAMPER Strategies Synectics A-Lo-U Morphological Matrix Transformation Binary Puzzle Palindromic Sums Creative Problem Solving Six Hats Thinking Inside Journal Entry 1 Journal Entry 2 Back Journal Entry 1 Dial 411: • 4 new ideas, • 1 thing I already knew, • 1 call to action Pack and Stack Salsa Line Up Strategies Jigsaw 1. 2. 3. 4. Learning Menus as Anchor Activities RAFT and Trimind The Profiler and Show/Tell Structured Academic Controversy Strategies Jigsaw 1. With your “Expert Partner” – from another group, fill out the response chart for your strategy(ies). 2. “Experts” determine what ideas you will share and how you will share the ideas in your “Home Groups”. Strategies Jigsaw • Sharing in “Home Groups.” – Go in order – starting with #1. – Fill out your response chart as each “Expert” shares. – Appoint a timer – each “Expert” should devote 7-8 minutes to their strategy(ies). – Anchor Activity – work on one of these if you finish early.