Gifted Students in the Foreign Language Classroom

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    21-Dec-2014

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This is the basis for the guest lecture in FL395.

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1. Gifted Students in theForeign LanguageClassroomDr. Lisa RubensteinOctober 15, 2014 2. Who is gifted? 3. Who is gifted?Examples RulesPicture ofGifted StudentNon-Examples 4. Quick history+ + 5. Previous ParadigmChild is gifted.Child is notchallenged.Child gets advancedacademics.Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education. 6. Proposed ParadigmChild is gifted.Child is notchallenged.Child gets advancedacademics.Who cares?Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education. 7. Davidson Institute: http://www.davidsongifted.org/db/StatePolicy.aspx 8. Indiana: High AbilityPerforms at, or shows the potential for performing at, an outstanding level ofaccomplishment in at least one (1) domain when compared to other students ofthe same age, experience, or environment; and is characterized by exceptionalgifts, talents, motivation, or interests.While there are additional domains of high ability that may be served (forexample, visual and performing arts), the required domains of high ability thatIndiana schools must identify for are the General Intellectual and SpecificAcademic domains. For now, the designations are for students with high abilityin Language Arts (HA-LA), students with high ability in Math (HA-Math), andstudents who have high ability in both Language Arts and Math (HA GeneralIntellectual).Indiana Program Standards: http://www.doe.in.gov/sites/default/files/highability/indiana-program-standards-high-ability-education.pdf 9. DefinitionInternal ConsistencyIdentificationProgramming 10. Language ArtsMathGeneral Intellectual: BOTH 11. AbilityAchievement 12. Proposed ParadigmChild is gifted.Child is notchallenged.Child gets advancedacademics.Who cares?Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education. 13. What is advanced academics? 14. The Integrated Continuum of Special ServicesElementary School Middle School High SchoolGeneral Classroom enrichment Type I and Type II EnrichmentWithin Class andNon-Graded ClusterGrouping by Skill LevelEnrichment ClustersWithin and Across GradePull-Out Groups by TargetedAbilities and Interest AreasWithin Grade Level andAcross Grade LevelAdvanced ClassesAdvanced PlacementInternational BaccalaureateHonors ClassesSelf-Designed Courses orIndependent StudyCurriculum Compacting, Modification, and DifferentiationTotal Talent Portfolio, Individual and Small Group Advisement, and Type III EnrichmentMagnet and Charter Schools, School Within a School Special SchoolsSpecial Enrichment Programs: Young Writers, Saturday and Summer Programs, FutureProblem Solving, Odyssey of the Mind, Math League, Science Fairs, etc.Individual Options:Internships Apepnrticeships MentorshipsAcceleration Options:Early Admissions Subject Acceleration Grade Skipping College ClassesContinuum of PotentialsAbilities Interests Learning StylesContinuum of PerformancesAcademic Creative/Productive LeadershipInput Process Output 15. Graph MeReading Math Board Games Spanish Running 16. 78thHow do you know? 17. Fibonacci51Diophantus55Kovelevsky57 18. What are the principles ofdifferentiation?Can we apply it to foreignlanguage instruction? How? 19. Big Ideas from the Lesson Groups are flexible. All students are treated as practicing professionals. They all receive honorable tasks. Everyone can contribute to the discussion at the end. Students have an opportunity to work with others who will challengetheir thinking. Pre-assessment matched the lesson. 20. Dan Meyer 21. What can we learn from thisvideo?Can we apply it to differentiation?How? 22. Quick Strategy: Be less helpful. Think about all the scaffolding you provide. Take that scaffolding away. Provide it ONLY if they need it. 23. Designing Tiered Assignments Be clear about goals. What has to be constant? What is variable? Tier by complexity, content, process, products. Introduce all activities with equal enthusiasm. Remember different not more. Design for equally engaging and fair in terms of time expectations.Think about thepatterns lesson. 24. Now What?Pace of Study, Pace of Thought 25. Pace of Study, Pace of Thought 26. Now What?Pace of Study, Pace of ThoughtTangible. Literal.Physical Manipulation.Symbolical. Hold inmind. 27. Now What?Pace of Study, Pace of ThoughtCommon vocabulary.Accessible.Combine. Complexvocabulary. 28. Simple/Complex 29. Pace of Study, Pace of Thought 30. Now What?Pace of Study, Pace of Thought 31. Card Game CapersTens Place Ones PlaceDiscarded NumberGoalMake the largest numberpossible by drawingnumbers 0-9 out of a bag. 32. Exploration What if you are trying to get the largest number and the first numberdrawn is a 4? Where should you put it? Why? How many different two digit numbers are possible if the two digitscannot be 0? How would you figure this out without writing everypossibility? How do you you know you have them all? 33. Hint Cards 34. Challenge Cards 35. Guiding Principles of High Ability Curriculum High levels of complexity Opportunities to act like a practicing professional Overarching concepts Connections (Interdisciplinary/Intra-disciplinary) Metacognition opportunities Student-driven projects 36. Opportunities to Act Like a PracticingProfessionalWhat does someone with a Ph.D. in your field do?What questions does he/she ask?How does he/she find answers?Can you adjust the project for your students? 37. Opportunities to Act Like a PracticingProfessionalWhat else can be done with this information?How is this useful?Can you make it authentic? 38. TED Open Translation 39. Thank you.lmrubenstein@bsu.edu

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