Differentiation Approaches for ERE Students

A Six-Hour GT Update

Become familiar with the new model for GT services in Keller ISD, the Autonomous Learner Model (ALM).

Review various differentiation strategies that can be used with GT students, and all students, in the regular classroom.

Become familiar with the resources available to you when writing differentiated lessons.

Build a GT “toolbox” that you can use to work with GT students next year.

Today’s Objectives

1. An Overview of GT in KISD for 11-122. The Autonomous Learner Model3. GT in the Classroom

Available Resources Differentiated Lesson Design Assessment and Facilitation Strategies

Today’s Agenda

All information is available at:http://giftedguide.wikispaces.com

You will be able to access the information anytime you need!

Course Wiki

I am no longer a contracted employee with the district.

Any information I share is/was accurate as of our last GT specialists’ meeting.

Things can, and will, change over the summer.

Disclaimer

K-2 will be served in the classroom 3-6 will continue to have an EXCEL class 7-12 will be served through pre-AP and AP

courses Reduced class time with the GT specialist Students will continue to be clustered District will be adopting the Autonomous

Learner Model (ALM) as it’s main model for GT instruction.

Changes to the Program for 11-12

As of now, Marna Halloran will be the new GT Specialist. She will be serving Trinity Meadows, Caprock, and Eagle Ridge.

Her role will be to provide resources and information to classroom teachers, serve grades 3-4 in an EXCEL pull-out class, identify new GT students through testing, and maintain state standards for student files. (Plus a million other things!)

Role of the Specialist

Will there be a program for K-2 students? Yes, they will receive services in their regular classroom with

a teacher who has completed the 30 core hours of training. Will the testing windows remain the same?

The testing windows for this year have yet to be determined. Will there be a program for K-2 students?

Will students see the GT specialist the same amount of hours? No, due to reduced staffing, students in grades 3-4 will be

served by both the classroom teacher and the GT Specialist.

FAQs

All of the most up-to-date information regarding the GT program can be found on the KISD website.

Refer parents to the district GT webpage. http://

www.kellerisd.net/district/curriculum/Pages/GiftedandTalented.aspx

Questions?

Autonomous Learner Model

George T. Betts & Jolene K. Kercher

An autonomous learner, by definition, is “one who solves problems or develops new ideas through a combination or divergent and convergent thinking functions with minimal external guidance in selected areas of endeavor.”

Betts & Kapp, 1981

Designed to meet the diverse cognitive, emotional, and social needs of learners.

Puts students in charge of developing and assessing their own learning experiences.

The goal is to produce independent, self-directed learners.

All learners can benefit from the ALM.

The Basics

Develop more positive self concepts Comprehend own abilities in relationship to self

and society. Develop skills to interact effectively with peers,

siblings, parents and other adults. Increase knowledge in a variety of areas. Develop critical and creative thinking skills. Develop decision-making and problem-solving

skills.

ALM Standards

Integrate activities which facilitate the cognitive, emotional, social, and physical development of the individual.

Develop individual passion area(s) of learning.

Demonstrate responsibility for own learning in and out of the school setting.

Ultimately become responsible, creative, independent, life-long learners.

ALM Standards

Review the principles listed on the sheet. Using a scale of 1 (which indicates little use

or understanding) to 5 (which indicates thorough understanding and consistent use), circle the appropriate number in each box.

Answer the questions on the Reflections Worksheet.

Basic Principles Activity

Intellectually Gifted Students most often found in typical gifted programs. Develop mass storehouses of information Perform exceptionally well in the first three levels of

Bloom’s (knowledge, comprehension, and application) Many will score 130 or above Thinking converges as they mature Are not risk takers Consumed with getting the “right” answer. Is this for a grade? The educational system is geared toward them.

Definitions of the Gifted as Autonomous Learners

Creatively Gifted Creative, divergent thinkers Have acute senses of humor and intolerance for

boredom Adventurous, high-energy Unable to stay on task; always thinking “what if?” Don’t care about knowledge or facts; concerned

with doing things no one else has thought of. These learners may be overlooked during screening

for gifted programs.

Definitions of the Gifted as Autonomous Learners

Talented Have one specific area in which they excel Strong desire to devour everything about their

area of interest Their area of interest becomes a life-long

passion Musicians, artists, and athletes fall under this

umbrella Identified through observation

Definitions of the Gifted as Autonomous Learners

Students may have any combination of these. They may truly be gifted and talented. Excel in

multiple areas. Be gifted in only one area such as math or language arts.

The ALM allows for all of these students to be served within the classroom. Since they design their own learning experiences, their unique needs can be met. Allows for more GT students and “high-achieving” students to be served.

Definitions of the Gifted as Autonomous Learners

Type I: The Successful Every teacher’s dream Want to succeed Smart, alert, eager to please Easily identified; usually score high on IQ tests and

achievement tests What they need…

To be pushed/challenged beyond their comfort levels

Opportunities to think creatively and to problem solve in situations where there isn’t one “right” answer

Activities that will let them be learners versus students

Profiles of Gifted Behavior

Type II: The Challenging Generally not identified Mostly boys They are rebels; crave autonomy Are not successful in the classroom Lack “appropriate behavior” What they need…

A teacher who can see the “diamond in the rough” and who values their independent thinking

Opportunities to work with peers, so they can practice social skills and observe work behaviors of successful students

A teacher who will “coach” them.

Profiles of Gifted Behavior

Type III: The Underground Mostly girls Hide their giftedness to be more socially acceptable Value “belonging” over “intelligence” They may want to be “popular” while others just strive

to “blend in” What they need…

Teachers who encourage confidence Activities that allow them to become self-aware and reveal

the value of being gifted Leadership roles

Profiles of Gifted Behaviors

Type IV: The Dropout They give up and decide to leave the system Crack under the pressure of unrealistic expectations Hate themselves, their teachers, and their parents;

become resentful of society What they need…

Early intervention A “toolbox” of strategies to help them relax and cope

with the pressure Help overcoming perfectionism

Profiles of Gifted Behaviors

Type V: The Twice Exceptional Receive multiple services Often identified as gifted during the special

education referral process What they need…

Help finding their strengths and tools to cope with their weaknesses.

Profiles of Gifted Behaviors

Type VI: The Autonomous Learner Comfortable being a student and a learner Learn in school, but retain their individuality This is the end goal for all of the other types

Profiles of Gifted Behaviors

For more information about profiles for gifted students, please view the information at the link below: http://

www.alpspublishing.com/presentations/Revised_Profiles_For_Gifted.ppt

Profiles of Gifted Behaviors

1. Orientation2. Individual Development3. Enrichment4. Seminars5. In-Depth Study

Major Dimensions

Teachers and administrators focus on program design and implementation.

Staff development opportunities are offered to teachers.

Learners are given opportunities to determine their own needs (learning style), the level of support they require from teachers, and learn more about themselves in general.

Students determine their areas of strength and weakness.

GT students reflect on what it means to be “gifted.” Orientation is when ALM expectations and routines

are established.

The Orientation Dimension

During individual development, learners build a “toolbox” of skills they will use as they begin their independent study.

Learners are taught research basics such as note-taking and summarizing.

They are shown how to use available technology, computer programs, and websites.

The Individual Development Dimension

Both the teacher and the student are responsible for differentiation in this dimension.

The ALM provides learners opportunities to explore topics beyond the standard curriculum.

The highest level of learning occurs when the learner is allowed to explore their own passions in their own way.

The Enrichment Dimension

In small groups, learners are given the opportunity to research a topic and present it as a seminar to their classmates or another audience.

Learners assess their efforts using criteria that they develop (may require some “coaching” for younger students).

The Seminar Dimension

Learners pursue their own interests through long-term small group or individual in-depth study.

Learners determine what will be learned, how it will be learned, how it will be presented, what facilitation is necessary, what the final product will be, and how their efforts will be assessed.

The In-Depth Study Dimension

As students progress through each dimension, the roles that the teacher and learner play will change accordingly.

Changing Roles

Get to know the learners in your classroom Use the tools in your handout. Set up portfolios for gifted students

Getting Started

http://youtu.be/Gu8Y8RcLjJA

Where are we headed?

Questions about ALM?

Resources: Your New Best Friend

Quality Resources for GT Differentiation

Technology Textbooks Books from the GT Department Other Teachers GT Specialist

Available Resources: Campus Level

Math Task Cards (In Forethought) Safari Montage Live Coming Soon: GT curriculum for core

subjects

Available Resources: District Level

Online databases Encyclopedia Britannica—reads to younger

students, so they can research too!

Available Resources: Region 11

GT Teacher Toolkit http://

www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html

Texas Performance Standards Projects http://www.texaspsp.org/

Available Resources: State-Wide

Visit the TPSP website. Explore the resources available to you. Review at least two TPSP tasks. At your tables, discuss the common features

you notice.

Texas Performance Standards Projects Activity

The only “curriculum” mentioned in the Texas State Plan for the Gifted.

Teaches research skills at a variety of skill and grade levels.

Two phases: Phase 1: Students explore grade-level appropriate

topics (based on TEKS). Students will develop research skills.

Phase 2: Students apply what they have learned during the research phase. They will create advanced level products that are meant to be shared with an audience.

Texas Performance Standards Projects

Pros Can be used as a model for any topic Can be modified for other grade levels Ready to use!

Cons Many are “bare bones” lessons. Can take a long time Difficult to do with younger students

Texas Performance Standards Projects

Students can reasonably complete one or two per semester.

EXCEL class will use the grade 3-4 tasks, so check with the specialist before starting them.

K-2 can use any of the tasks!

Texas Performance Standards Projects

Questions About TPSP?

Differentiation by Readiness

Lessons and activities for every teacher

Teachers who: Are new to differentiation, have a wide gap between

their highest and lowest students, don’t have time to devote to differentiating for every topic.

What you can do: Set up enrichment stations: analogies, logic puzzles Start a mastery club Add higher-level books to the classroom library Use district resources such as GT curriculum and

Math Task cards

Novice

Teachers who: Are comfortable with differentiation, have had

some experience with it, are looking to expand their use of differentiation strategies

What you can do: TPSP’s ALM Safari Montage Live

Competent/Proficient

Teachers who: Have used differentiation strategies for a

while, want to integrate differentiation into every aspect of their teaching

What you can do: Layered/Tiered lessons Add depth and complexity through Kaplan’s

Icons

Expert

Kaplan’s Icons1. Language of the

Disciplines2. Details3. Patterns4. Rules5. Trends6. Unanswered

Questions7. Ethics8. Big Idea9. Relate across Time10.Multiple Perspectives11.Across Disciplines

Want to know more? Visit the link below! http://www.byrdseed.com/introducing-depth-an

d-complexity/

Kaplan’s Icons

Think of any topic, such as the popcorn example from the link.

Come up with a way to add depth and complexity to the topic by using at least five of the dimensions. Language of the Disciplines, Details, Patterns,

Rules, Trends, Unanswered Questions, Ethics, Big Idea, Relate Across Time, Multiple Perspectives, Across Disciplines

Kaplan’s Icons Activity

Questions About Differentiation?

Putting It All TogetherFinding time and integrating it into regular

curriculum

Plan using VESTED Have students complete research and

writing tasks as part of CAFÉ or Daily 5. Build time into your small group or individual

conference schedule to check in with GT students on their research projects.

Finding the Time

Make kids responsible for their GT assignments regardless of grade level.

Hold students accountable. Remember the successful GT profile—if there isn’t a grade tied to it, it isn’t worth doing.

Assessment

In your groups, discuss your plans for meeting the needs of gifted students in your class. Share your thoughts and talk it out!

Implementation Activity

Avoid busy work. Make GT students participate. Don’t do what is easy, do what it right for

your GT students

Words of Wisdom

Final Questions?

Post questions on the Wiki or email me: kimberly.fleischer@kellerisd.net

Lesson Planning