GES 2010

Gifted Education Seminar

Training of GES TrainersJune 21, 22, 23

Holiday Inn - AirportBloomington, Illinois

Provided by

Illinois State Board of Education

Marci Johnson, Division Supervisor Grants and Programs Division

100 N. First St. N-242 Springfield, IL 62777.

217-524-4832 or e-mail marjohns@isbe.net

Presenters

• Diane Beedy, GES State Project Director and State TrainerMacon-Piatt Regional Office of Education #391690 Huston DriveDecatur, IL 62526 217 872-3721 beedyd@roe39.k12.il.us

• Linda Brissenden, GES State TrainerBond-Fayette-Effingham Regional Office of Education #031830 W. Fletcher, Suite BVandalia, IL 62471 217 663-6169 lbriss@consolidated.net

Two Truths and a “Ringer”

Purpose: To introduce and provide a “hook” to remember each otherDirections: In 2 minutes, each of you will write, in mixed-up order, two true statements about yourself and one “ringer” (a fabricated “truth”, a.k.a. untruth) statement about yourself on a Post-It note. It is more fun if one of your true statements might pass for a “ringer”! You will find a partner not sitting at your table. Introduce yourself by sharing your name and what you have written, but do not reveal the “ringer”. Partner “couples” will introduce each other to the group as the group “votes” for the “ringer” (1, 2, or 3).

Here’s another opener!Supplies: A box of crayons per table, pens (1 per person) and 4 x

6 index cards (1 per person), masking tape, Post-It notes.

• Each person picks a crayon and two lines, creating four quadrants on the card.

• In the upper left quadrant, write the initials of the most gifted student you ever taught or a gifted person period; in the lower left quadrant, write a question you have about the upcoming training; in the upper right quadrant, draw what you would be doing if you weren’t here; in the lower right quadrant, draw what you plan to do as a result of this

training.

SAMPLE QUADRANT CARD

What will I be able to do when I am done

What will I be able to do after I finish this

three days of training?

R.N.

GESOption 1Option 2

Directions

• Tape your card to you. Make eye contact with another person. Introduce yourself. Each shares one quadrant from the card.

• Move to another person. Share another quadrant from your card with that person.

• Return to your table. Share another quadrant of your card with your table mates.

• Transfer your question (lower left) to a Post-It note and post it in the Parking Lot!

Compare the two “intros.”

At your table, share which one works for you!

What advantages do you see in each?

Agenda Highlights for Training

Day 1 – Welcome and IntroductionsTwo Warm-up Activities History of Gifted Education SeminarWhat’s available for GES professional developmentTrainer and Regional Coordinators JobsIllinois State Statute and National Gifted Education Standards LunchIEIN & Overview of GES USBSyllabus/Project RequirementsWrap-Up and Reflection Area Restaurants

Agenda Highlights for Training

Day 2Adult Learning Theory Review of Prior LearningDelivering GES – Delivery, 3 Ways +/-Meet the Kits Module Development – Participant TeamsWrap Up – 3-2-1Bonus Optional Session: Personality and Fitness

Day 3 Module Presentations by ParticipantsDelivery Tips for Exquisite GES Training (Before the Training,

Communicating, Monitoring Progress, After the Training)

Lunch

How Trainer Mentoring WorksResource Sharing

Questions? Last Words? Thanks!USB Self-Directed Study and/or Mobile Contemplation TWDF

(translated: texting while driving forbidden!)

Rationale/Brief History of GES

Gifted Education Institute 1980’sDEATH in some areas of the State

July 1, 2008 - $2,000,000 flicker on EKGWriting began (manual, DVD, pilots, debrief,

rewrite storyboards, USB drive)USBs delivered mid-December, 2009July 1, 2009 - $1,000,000 heartbeat strongerCompanion Modules began Nov. 2009-Trainer’s GES Manual - December, 2009

New Modules Coming

• Gifted Coordinators Module - 6 hours• Counselors Module – 6 hours• Parents Module – 4 hours• RtI Module - 6 hours• Administrators Academy – 6 hours (3 + 3)• Models Module – 12 hours• • Content in Depth Workshops - next slide

G C P

C

AA

M

In-Depth Modules

• 1. Bertie Kingore Differentiation• 2. Sue Jones The Brain

Reflection Talk to an elbow partner about a recollection you

have as part of the history of gifted education. Where have you been? Why are you here?

What is your vision for gifted education?

GES Modules

• Overview• Knowing• Perspectives• Curriculum Models• Differentiation

Targeting, Content, Process, Product, Environment• Closing

45 Hours of Learning!!!!• Perspectives – Misconceptions, Definitions,

Landmark Studies, Brain Research• Knowing – Characteristics, Social Emotional

Needs, Special Populations, Instruments and Procedures

• Differentiation – Targeting, Learning Environment, Content, Process, Product

• Models - Curry-Samara, Parnes-Osborn Problem Solving, Parallel Curriculum, William and Mary Navigator, Understanding by Design (UBD), and Renzulli/Reis Enrichment Triad Model

• Opening and Closing

Training OptionsThe course may be provided in four formats:

1. 36 hours face-to-face instruction plus 9 hours of Knowing Module as USB Drive instruction

2. 24 hours face-to-face plus 21 hours of Differentiation Module as USB Drive instruction3. 15 hours face-to-face plus 30 hours of Differentiation and Knowing Module as USB Drive instruction4. 45 hours self-directed (all modules on USB Drive) with intro and closing face-to face

And now a word about the 45 hours ALL USB format!!!

GES TEXTBOOKS

Achieving ExcellenceEducating the Gifted and

Talented by Frances A. Karnes and Kristen R. Stephens. Pearson, Merrill, Prentice Hall, 2008

www.prenhall.com/teacherprep/demo

Differentiation: Simplified, Realistic and Effective - How to Challenge Advanced Potentials in Mixed Ability Classrooms -by Bertie Kingore. Professional Associates, Inc., 2004.

www.kingore.com

Projects and DeadlinesParticipants will each have a project to complete

in order to receive credit for participating in the GES. Trainers will assess the projects and determine if the quality and content meet expectations. Sponsoring agency keeps documentation of grades and projects.

Deadlines may depend upon due dates to have work submitted in time for grading period on college courses or you can collaboratively decide other deadlines. Allow time for Option 4.

College Credit/CPDUS

• Aurora University credit - 3 hrs. credit $300• Lindenwood University, St. Louis, MO -3 hrs. credit

$200• In order to use either of these, you or someone at

the sponsoring office must be approved as an Instructor of Record. Each has its own requirements regarding transcripts, paperwork, etc. We will go through this specifically on Day 3.

• Other college credit may be forthcoming pending NCATE approvals.

Technology 101Trainers’ NumbersManualIEIN # isbe.net ecs tabUSBRegistration for Modules for Participants/TrainersFace-to-face , Self-Directed, InteractiveTeaching

with Technology

LUNCH

The Illinois Revised Statute

• What does Illinois require regarding the education of gifted children?

• Where can I find the Illinois Revised Statute?

Search “illinois gifted statute”Save it as a favorite. Copy and paste it to a Word Document.

GIFTED EDUCATION IN IL Shout Out!

• Based on the content of the Illinois Revised Statute, contribute to a group “shout out” and create an elevator speech that includes all the key information, that you could quickly answer the question “What’s required in IL for gifted education?”.

• Goal: Elevator speech will provide an auditory “snapshot” of IL gifted education’s key components. 5 minutes

National Gifted Education Standards

Source: nagc.orgNational Association for Gifted ChildrenUsing the National Gifted Education Standards for PreK-

12 Professional Development by Margie Kitano, Diane Montgomery, Joyce VanTassel-Baska, and Susan K. Johnsen (Corwin Press, Inc.), 2008.

Aiming for Excellence: Gifted Program Standards – Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standards by Mary S. Landrum, Carolyn M. Callahan, and Beverly D. Shaklee (Prufrock Press, Inc.) 2001

History of Gifted Education Standards

• 1989-2006 Developed collaboratively by NAGC, National Association for Gifted Children and CEC-TAG – Council for Exceptional Children – Talented and Gifted

• 2002 NAGC becomes affiliate of NCATE, resulting in 10 core standards and identification of 70 knowledge and skill statements that interpret and illustrate the core standards.

• 2006 Final collaborative version approved and adopted by NCATE.

10 Core Standard Topics

1. Foundations2. Development and Characteristics of Learners3. Individual Learning Differences4. Instructional Strategies5. Learning Environments and Social Interactions6. Language and Communication7. Instructional Planning8. Assessment9. Professional and Ethical Practice

10. Collaboration

Search nagc standards (nagc.org)

Explore the site and look at the nagc gifted and talented standards.

When are “new gifted standards” expected?

Save as a favorite.

Move It!

Count off by 10’s• 1, 2, 3, 4, 5, 6,…• As we look at the National Standards, take

notes regarding the corresponding number.• 1’s look at the first standard and take notes…• 2’s look at the second standard and take

notes…• Your group will be asked to share what you

should be doing to emphasize that standard in gifted education. I.E., What might that standard look like in operation????

K1 Historical foundations of GTE, including points of view and contributions of individuals from diverse backgrounds.

K2 Key philosophies, theories, models and research that supports GTE.K3 Local, state, and federal laws and policies related to GTE.K4 Issues in conceptions, definitions, and identification of individuals

with G & T, including diverse backgrounds.K5 Impact of the dominant culture’s role in shaping schools and the

differences in values, languages, and customs between school and home.

K6 Societal, cultural, and economic factors, including anti-intellectualism and equity versus excellence, enhancing or inhibiting the development of G&T.

K7 Key issues and trends, including diversity and inclusion, that connect general, special, and G&T education.

K1 Cognitive and affective characteristics of individuals with G & T, including those from diverse backgrounds, in intellectual, academic, creative, leadership, and artistic domains

K2 Characteristics and effects of culture and environment on the development of communities in supporting the development of individuals with G & T.

K4 Advanced developmental milestones of individuals with G & T from early childhood through adolescence

K5 Similarities and differences within the group of individuals with G & T as compared to the general population

K1 Influences of diversity factors on individuals with G & T.K2 Academic and affective characteristics and learning needs of

individuals with G & T and disabilities.K3 Idiosyncratic learning patterns of individual with G & T,

including those from diverse backgrounds.K4 Influences of different beliefs, traditions, and values across

and within diversity groups on relationships among individuals with G & T, their families, schools, and communities.

K5 Integrate perspectives of diverse groups into planning instruction for individuals with G & T.

K1 School and community resources, including content specialists, that support differentiation

K2 Curricular, instructional, and management strategies effective for individuals with exceptional learning needs

S1 Apply pedagogical content knowledge to instructing learners with G & T.S2 Apply higher-level thinking and metacognitive models to content areas to

meet the needs of individuals with G & T.S3 Provide opportunities for individuals with G & T to explore, develop, or

research their areas of interest or talentS4 Preassess the learning needs of individuals with G & T in various domains

and adjust instruction based on continual assessmentS5 Pace delivery of curriculum and instruction consistent with needs of individuals

with G & T.S6 Engage individuals with G & T from all backgrounds in challenging,

multicultural curriculaS7 Use information and/or assistive technologies to meet the needs of individuals

with exceptional learning needs.

K1 Ways in which groups are stereotyped and experience historical and current discrimination and implications for GTE.

K2 Influence of social and emotional development on interpersonal relationships and learning of individuals with G & T.

S1 Design learning opportunities for individuals with G & T that promote self-awareness, positive peer relationships, intercultural experiences, and leadership.

S2 Create learning environments for individuals with G & T that promote self-awareness, self-efficacy, leadership, and lifelong learning.

S3 Create safe learning environments for individuals with G & T that encourage active participation in individual and group activities to enhance independence, interdependence, and positive peer relationships

S4 Create learning environments and intercultural experiences that allow individuals with G & T to appreciate their own and others’ language and cultural heritage.

S5 Develop social interaction and coping skills in individuals with gifts and talents to address personal and social issues, including discrimination and stereotyping.

K1 Forms and methods of communication essential to the education of individuals with G & T, including those from diverse backgrounds.

K2 Impact of diversity on communication.K3 Implications of culture, behavior, and language on the development of

individuals with G & T.S1 Access resources and develop strategies to enhance communication

skills for individuals with G & T, including those with advanced communication and/or English language learners.

S2 Use advanced oral and written communication tools, including assistive technologies, to enhance the learning experiences of individuals with exceptional learning needs.

K1 Theories and research models that form the basis of curriculum development and instructional practice for individuals with G & T.

K2 Features that distinguish differentiated curriculum from general curricula for individuals with exceptional learning needs.

K3 Curriculum emphases for individuals with G & T within cognitive, affective, aesthetic, social and linguistic domains.

S1 Align differentiated instructional plans with local, state, and national curricular standards.

S2 Design differentiated learning plans for individuals with G & T, including individuals from diverse backgrounds.

S3 Develop scope and sequence plans for individuals with G & T.S4 Select curriculum resources, strategies, and product options that respond to

cultural, linguistic, and intellectual differences among individuals with G & T.S5 Select and adapt a variety of differentiated curricula that incorporate advanced

conceptually challenging, in-depth, distinctive, and complex content.S6 Integrate academic and career guidance experiences into the learning plan

for individuals with G & T.

K1 Processes and procedures for the identification of individuals with G & T.K2 Uses, limitations, and interpretation of multiple assessments in different

domains for identifying individuals with exceptional learning needs, including those from diverse backgrounds.

K3 Uses and limitations of assessments documenting academic growth of individuals with G & T.

S2 Use nonbiased and equitable approaches for identifying individuals with gifts and talents, including those from diverse backgrounds.

S2 Use technically adequate qualitative and quantitative assessments for identifying and placing individuals with G & T.

S3 Develop differentiated curriculum-based assessments for use in instructional planning and delivery for individuals with G & T.

S4 Use alternative assessments and technologies to evaluate learning of individuals with G & T.

K1 Personal and cultural frames of reference that affect one’s teaching of individuals with G & T, including biases about individuals from diverse backgrounds.

K2 Organizations and publications relevant to the field of GTE.K3 Assess personal skills and limitations in teaching individuals with exceptional

learning needs.S2 Maintain confidential communication about individuals with G & T.S3 Encourage and model respect for the full range of diversity among individuals

with G & T.S4 Conduct activities in GTE in compliance with laws, policies, and standards of

ethical practice.S5 Improve practice through continuous research-supported professional

development in gifted education and related fields.S6 Participate in the activities of professional organizations related to GTE.S7 Reflect on personal practice to improve teaching and guide professional

growth in GTE.

K1 Culturally responsive behaviors that promote effective communication and collaboration with individuals with G & T, their families, school personnel, and community members

S1 Respond to concerns of families of individuals with G & T.S2 Collaborate with stakeholders outside the school setting who serve individuals

with exceptional learning needs and their families.S3 Advocate for the benefit of individuals with G & T and their families.S4 Collaborate with individuals with G & T, their families, general and special

educators, and other school staff to articulate a comprehensive preschool through secondary educational program.

S5 Collaborate with families, community members, and professionals in assessment of individuals with G & T.

S6 Communicate and consult with school personnel about the characteristics and needs of individuals with G & T, including individuals from diverse backgrounds.

How would this information help?Brainstorm a list of ways in whichyou might use the National Gifted Education Standards.

TIME: 3 minutes

Share with your table mates. Create a group list to share with the large group.

Possible Uses of National Standards• Needs Assessment for Program Development and/or Improvement• Teacher Selection for Specialized Positions• Content for Teacher Preparation Programs• A Standards-Based Professional Development Model• Designing Professional Development Activities• Teacher Observation and Evaluation • Assessing Program Quality• Advocate for State-level Policies• Inform Families about Knowledge and Skills Needed by Teachers of the Gifted• Others?

The Registration ProcessStep by step, we will take you throughwhat may be the most confusing thing you do, BUT IT DOESN’T HAVE TO BE…KNOW YOUR TRAINER NUMBER…REMEMBER IT!When you or participants enter registration

info, it will stay until it is submitted. You can always enter under your trainer #. Remember where you save your journal.

Do not try to open your journal without reader.

Clearing up some FAQs

Whoever hires you knows how participants get their certificates and can also see that participants have submitted the modules as complete. They do NOT see the journal and neither do you until the participant attaches it to an email, sends it to you, and you read it using the electronic reader on your USB. Participants usually think you already have it.

What’s on the Gifted Trainers’ wikispace?

http://giftedtraineril.wikispaces.com• Home • GES Tools • Kit Info • Manuals • Other • Responsibilities • Syllabus • Technology

Keep on believing!Kids need us!

Song: I Believe in Gifted Ed(ucation)!By

Linda Brissenden

Reflection• Think of your usual teacher training

workshops…then reflect on GES...RESPOND to your table group.

• What’s similar?• What’s different?• Post QUESTIONS YOU HAVE on post-it notes for

the parking lot.

What are… 3 things you learned today 2 things you are adding to your “to do” list

1 word to describe yourfeelings right now

I’m going to…

Agenda Highlights for Training

Day 2Adult Learning Theory Review of Prior LearningDelivering GES – “Dualing Deliveries”Meet the KitsModule Development – Participant TeamsWrap Up – 3-2-1Bonus Optional Session: Personality and Fitness

Module Development Hotelwork• Explore your USB drive, looking at menus for

content in each module. • Selections will be made in the morning, first

come, first served…SO, look them over and have your first, second, third choices ready.

• You may work with one or two other participants on your presentation which will begin on Wednesday morning. Each person must present part. Time limits will be enforced.