Refer to participant notes. You will use this text as you work with text-dependent questions, identify academic vocabulary, and create a draft lesson.
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
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Table Talk Brainstorm
Specific to ELA… complex texts, higher-order questioning, thinking critically about texts, evidence, going deeper with the standards for gifted… content, process, product, or learning environment, staircase of complexity – stretching students…. Point of frustration to support growth and grappling…no ceiling.
Index Cards – Groups and share out. (Look for a new idea here.) Tomorrow, as you begin to create lessons, look for explicit opportunities to integrate some of these ideas.
Direct them to trainer notes Directions for Share One – Get One On an index card, write
4b differentiated instruction
Choose a Text• from the materials and online resources provided• or one that you have taught and you can access online or have brought with you today.
Just as there are strategies for assisting theELL student, there are strategies to movethe AIG student even further…
What do gifted learnersneed in order to maximize their learning?
Table Talk• How do the Common Core State Standards provide quality opportunities for high-end differentiation? http://goo.gl/VPVY8
Gifted Education and new NCSCOS• An opportunity for growth and collaboration with regular education and within the field of gifted.• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.• Common Core State Standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.
Learning Needs of Gifted: Some, Not All:• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies• Depth: Higher levels of thinking, concepts• Creativity: Open-endedness, choice• Acceleration: Rapid pacing, Focus on Growth• Relevance: Personal interest, Real-world problems and audiences, Connections
Partner Talk: Differentiating Instruction• Complexity: Abstract- • Reflect on the text thinking, Variety of concepts, subjects and strategies you have chosen to• Depth: Higher levels of review. thinking, concepts• Creativity: Open-endedness, • Choose one or more choice of the criteria at left• Acceleration: Rapid pacing, Focus on Growth • Discuss how you• Relevance: Personal could address one or interest, Real-world problems and audiences, Connections more criteria with the text you have chosen