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Nineteenth World Conference on Gifted and Talented Children

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Nineteenth World Conference on Gifted and Talented Children

  1. 1. Nineteenth World Conference on Gifted and Talented Children “ Lighting Flames: Successful Programs for Gifted Children from Around the World” Maureen Kalbus Head of Lower School [email_address] Prague August 2011
  2. 2. When you give away some of the light from a candle by lighting another person’s flame, there isn’t any less light because you’ve given some away, there’s more. When everybody grows, there isn’t less of anybody, there’s more of and for – everybody. Kaleel Jamison
  3. 3. <ul><li>“ Thought of the day” starts each day. It is a time the entire group can meet together and mull over some aspect of life. </li></ul><ul><li>Core subjects take up the morning sessions. These comprise Art, Drama, Language, Mathematics, Music, Science. </li></ul><ul><li>Options are offered for the afternoon sessions. These can include: Abseiling, Architecture, Art, Botany, Computing, Craft, Debating, Leatherwork, Logical Deduction, Mathematics, Music, Orienteering, Science. </li></ul><ul><li>Evening activities fall into five categories: </li></ul><ul><li>a) ongoing activities; eg., chess, table tennis, scrabble, Trivial Pursuit, board games </li></ul><ul><li>b) group games and puzzles </li></ul><ul><li>c) activities offered by visiting staff; eg., story telling, singing, music/movement, patchworking </li></ul><ul><li>d) a bush dance </li></ul><ul><li>e) entertainment by the children on the final night </li></ul><ul><li>Outside games and activities are organized for breaks, lunchtime and pre-dinner time </li></ul><ul><li>Presentations from each group on the final morning, so that everyone is aware of what is going on. </li></ul>Residential Course – 6 Elements
  4. 4. <ul><li>Teaching Strategies for a Clever Country </li></ul><ul><li>Duties and Responsibilities of Workshop Group Leaders – Part 1 </li></ul><ul><li>To co-ordinate and facilitate the work of the group during the period Thursday April 4 until Saturday April 6. </li></ul><ul><li>To report back to the Workshop directors at regular intervals regarding progress. </li></ul><ul><li>To delegate responsibility to the assistant group leader for some of the leader tasks as appropriate. </li></ul><ul><li>To delegate responsibility for tasks to other members of the group. </li></ul><ul><li>To attempt to ensure that all members contribute to the group work. </li></ul><ul><li>To lead the group in initial discussions in order to develop a framework for presentation of the groups “chapter.” </li></ul><ul><li>To lead discussions which decide the title of the “chapter’ for the group. </li></ul>AAEGT National Workshop
  5. 5. <ul><li>Teaching Strategies for a Clever Country </li></ul><ul><li>Duties and Responsibilities of Workshop Group Leaders – Continued </li></ul><ul><li>To resolve any difficulties which arise in the group work process, and to seek the guidance of the Workshop directors if any difficulties cannot be resolved at group level. </li></ul><ul><li>To be responsible for ensuring that work completed by the group is set out according to the specifications of the AAEGT. </li></ul><ul><li>To be responsible for the safe keeping of draft documents and workshop materials during the course of the Workshop. </li></ul><ul><li>To refer requests for photocopying to the “Workshop Desk.” </li></ul><ul><li>To produce a “concept map” of the group’s work plans by 4:30 p.m. Thursday April 4. This should be written on the cards provided for display in the Conference Room. </li></ul><ul><li>To lead the reporting back to the plenary session of the workshop on Saturday April 6. Ten minutes only have been allocated to each workshop group. </li></ul>AAEGT National Workshop
  6. 6. BRIGHT CHILD Knows the answers Interested Is attentive Has good ideas Works hard Answers the questions Top Group Listens with interest Learns with ease 6-8 repetitions for mastery Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memoriser Enjoys straightforward Sequential presentation Is alert Is pleased with own learning GIFTED CHILD Asks the questions Is highly curious Is mentally and physically involved Has wild silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical by Janice Szabos Bright Child / Gifted Child
  7. 7. Differentiation: <ul><li>Is </li></ul><ul><li>A teacher’s response to what he/she knows about student readiness </li></ul><ul><li>Modifications in content, activities, product, and/or pace </li></ul><ul><li>A moderate approach to meeting different learning needs </li></ul><ul><li>Is Not </li></ul><ul><li>Individualization </li></ul><ul><li>What students do </li></ul><ul><li>Implemented every minute of every day </li></ul><ul><li>Equal to a gifted education program </li></ul>
  8. 8. Comparing Classrooms <ul><li>Traditional Classroom </li></ul><ul><li>Student differences are masked or acted upon when problematic </li></ul><ul><li>Assessment is most common at the end of learning to see “who got it” </li></ul><ul><li>A relatively narrow sense of intelligence prevails </li></ul><ul><li>A single definition of excellence exists </li></ul><ul><li>Student interest is infrequently tapped </li></ul><ul><li>Relatively few learning profile options are taken into account </li></ul><ul><li>Whole-class instruction dominates </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Student differences are studied as a basis for planning </li></ul><ul><li>Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need </li></ul><ul><li>Focus on multiple forms of intelligences is evident </li></ul><ul><li>Excellence is defined in large measure by individual growth from a starting point </li></ul><ul><li>Students are frequently guided in making interest-based learning choices </li></ul><ul><li>Many learning profile options are provided for </li></ul><ul><li>Many instructional arrangements are used </li></ul>
  9. 9. <ul><li>Traditional Classroom </li></ul><ul><li>Coverage of texts and curriculum guides drives instruction </li></ul><ul><li>Mastery of facts and skills out-of-context are the focus of learning </li></ul><ul><li>Single option assignments are the norm </li></ul><ul><li>Time is relatively inflexible </li></ul><ul><li>A single text prevails </li></ul><ul><li>Single interpretations of ideas and events may be sought </li></ul><ul><li>The teacher directs student behavior </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Student readiness, interest, and learning profile shape instruction </li></ul><ul><li>Use of essential skills to make sense of and understand key concepts and principles is the focus of learning </li></ul><ul><li>Multi-option assignments are frequently used </li></ul><ul><li>Time is used flexibly in accordance with student need </li></ul><ul><li>Multiple materials are provided </li></ul><ul><li>Multiple perspectives on ideas and events are routinely sought </li></ul><ul><li>The teacher facilitates students’ skills at becoming more self-reliant learners </li></ul>Comparing Classrooms (2)
  10. 10. <ul><li>Traditional Classroom </li></ul><ul><li>The teacher solves problems </li></ul><ul><li>The teacher provides whole-class standards for grading </li></ul><ul><li>A single form of assessment is often used </li></ul><ul><li>Differentiated Classroom </li></ul><ul><li>Students help other students and the teacher solve problems </li></ul><ul><li>Students work with the teacher to establish both whole-class and individual learning goals </li></ul><ul><li>Students are assessed in multiple ways </li></ul>“ The Differentiated Classroom: Responding to the Needs of All Learners” Carol Ann Tomlinson Comparing Classrooms (3)
  11. 11. BENCHMARKS: Differentiation will not occur if teachers do not have clearly defined objectives by grade level and by subject. They need to be able to tell students and parents what the goals are of each unit of instruction. ASSESSMENTS: Differentiation will not occur if teachers do not have well designed assessments. How will they know which children need something different unless they pre-test? MATERIALS: Differentiation will not occur if teachers do not have ready access to a wide range of materials. <ul><li>Do teachers have materials that are a year above and below their grade level by subject area? </li></ul><ul><li>Do teachers have materials that are alternatives for each unit of instruction? </li></ul><ul><li>“ The Differentiated Classroom: Responding to the Needs of all Learners,” Carol Ann Tomlinson </li></ul>THREE KEYS TO DIFFERENTIATION
  12. 12. A Definition of Curriculum Compacting Curriculum compacting is a procedure used to streamline the grade level curriculum There are three basic phases to the compacting process: <ul><li>Defining the goals and objectives of the regular curriculum </li></ul><ul><li>Determining which students have already achieved these goals </li></ul><ul><li>Offering new and stimulating work for those students </li></ul><ul><li>Dr. Joseph Renzulli </li></ul>
  13. 13. <ul><li>These components can be broken down into eight steps: </li></ul><ul><li>Selecting the learning objectives for a given subject </li></ul><ul><li>Finding or creating appropriate methods for pretesting these objectives </li></ul><ul><li>Identifying students who should take the pretests </li></ul><ul><li>Pretesting students – before beginning instruction – on one or more of the objectives </li></ul><ul><li>Streamlining practice, drill or instructional time for students who have learned the objectives </li></ul><ul><li>Providing instructional options for students who have not yet attained all the pretested objectives, but generally learn faster than their classmates. </li></ul><ul><li>Organizing and recommending enrichment or acceleration options for eligible students </li></ul><ul><li>Keeping records of the process and instructional options available to students whose curriculum has been compacted </li></ul>
  14. 14. <ul><li>Gives: </li></ul><ul><li>children the opportunity to develop as individual readers while participating in a socially supported activity. </li></ul><ul><li>teachers the opportunity to observe individuals as they process new texts. </li></ul><ul><li>individual readers the opportunity to develop reading strategies so that they can read increasingly difficult texts independently. </li></ul><ul><li>Develops: </li></ul><ul><li>the abilities needed for independent reading </li></ul><ul><li>Helps: </li></ul><ul><li>children learn how to introduce texts to themselves </li></ul><ul><li>“ Guided Reading,” Irene C. Fountas & Gay Lu Pinnell </li></ul>Guided Reading
  15. 15. <ul><li>Essential Components in Guided Reading </li></ul><ul><li>Comprise Seven Elements: </li></ul><ul><li>A teacher works with a small group. </li></ul><ul><li>Children in the group are similar in their development of a reading process and are able to read about the same level of text. </li></ul><ul><li>Teachers introduce the stories and assist children’s reading in ways that help to develop independent reading strategies. </li></ul><ul><li>Each child reads the whole text. </li></ul><ul><li>The goal is for children to read independently and silently. </li></ul><ul><li>The emphasis is on reading increasingly challenging books over time. </li></ul><ul><li>Children are grouped and regrouped in a dynamic process that involves ongoing observation and assessment. </li></ul>
  16. 16. <ul><li>Deeply involves students in interdisciplinary experiences rooted to subject matter. </li></ul><ul><li>Focuses on students discovering questions and answers through addressing problems. </li></ul><ul><li>Encourages students to be independent learners with group support </li></ul><ul><li>Allows students to create unique student products that support their understanding </li></ul>Project-Based Learning
  17. 17. <ul><li>Learner-centered </li></ul><ul><li>Authentic content and purpose </li></ul><ul><li>Challenging projects </li></ul><ul><li>Product, presentation or performance </li></ul><ul><li>Collaboration and cooperative learning </li></ul><ul><li>Teacher facilitated </li></ul><ul><li>Explicit educational goals </li></ul><ul><li>Rooted in constructivism </li></ul>Principles of PBL
  18. 18. If you’ll help me to ask my own questions try out my ideas experience what is around me share what I find If I have plenty of time for my special pace a nourishing space things to transform If you’ll be my patient friend trusted guide fellow investigator partner in learning Then I will explore the world discover my voice and tell you what I know in The Hundred Languages of Children