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Win One For The Administrators

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Erik Mickelson

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Win One For The Administrators

  1. 1. What to Look For in a Classroom for High Ability Learners Erik Mickelson Palm Springs Unified School District [email_address] (760) 221-1942
  2. 2. Focus Areas <ul><li>Grouping </li></ul><ul><li>Room Environment </li></ul><ul><li>Curriculum Differentiation </li></ul><ul><li>Social/Emotional Issues </li></ul><ul><li>Teacher Qualities </li></ul>
  3. 3. Grouping Options <ul><li>Self- Contained Classes </li></ul><ul><li>Cluster Classes </li></ul><ul><li>Pull-Out Classes </li></ul><ul><li>Like-Ability Groups </li></ul><ul><li>Mixed Ability Groups </li></ul>
  4. 4. Room Environment <ul><li>Print-Rich </li></ul><ul><li>Opportunities for Discussion </li></ul><ul><li>Student Created Displays </li></ul><ul><li>Rigorous Activities </li></ul><ul><li>Options, options, options… </li></ul>
  5. 5. Four Components of Advanced Curriculum Differentiation <ul><li>Acceleration and </li></ul><ul><li>Pacing: How rapidly the </li></ul><ul><li>instruction is given and </li></ul><ul><li>how much is covered. </li></ul><ul><li>Novelty: Students taking </li></ul><ul><li>what is learned and </li></ul><ul><li>Creating something </li></ul><ul><li>new. </li></ul><ul><li>Depth: Exhausting a </li></ul><ul><li>topic- delving so </li></ul><ul><li>deeply one becomes an </li></ul><ul><li>expert. </li></ul><ul><li>Complexity: Making </li></ul><ul><li>cross-curricular </li></ul><ul><li>connections. Inter-relating </li></ul><ul><li>topics and ideas </li></ul>
  6. 6. Questioning <ul><li>Depth and Complexity are most significantly enhanced by the way we ask students questions. </li></ul><ul><li>High Ability students in particular need opportunities to think about abstract concepts. </li></ul><ul><li>The Icons of Depth and Complexity as well as other strategies promote higher level thinking. </li></ul>
  7. 7. California History Example <ul><li>Basic: “Name the different types of gold mining.” </li></ul><ul><li>Differentiated: “Give the Details of how California miners got gold” </li></ul><ul><li>Advanced: “From the Perspective of an environmentalist, evaluate the Details of gold mining methods and their effects on erosion.” </li></ul>
  8. 8. Rigor, Relevance, and Risk-Taking <ul><li>Thinking like a Scholar </li></ul><ul><li>Task Appropriateness </li></ul><ul><li>Cross-curricular Universal Themes </li></ul><ul><li>Research </li></ul><ul><li>Citations </li></ul><ul><li>Presentations </li></ul>
  9. 9. Social/Emotional Issues <ul><li>Asynchronous Development </li></ul><ul><li>Boredom </li></ul><ul><li>Adolescence </li></ul><ul><li>Existential Depression </li></ul><ul><li>Under-Achievement </li></ul><ul><li>Isolation </li></ul>
  10. 10. Teacher Qualities <ul><li>Energy </li></ul><ul><li>Flexibility </li></ul><ul><li>Sense of Humor </li></ul><ul><li>Intelligence </li></ul><ul><li>Good Parent Relations </li></ul><ul><li>Facilitator more than Lecturer </li></ul><ul><li>Not Afraid to be Vague </li></ul>

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