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N U Giftedwhite2

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N U Giftedwhite2

  1. 1. Teaching Gifted Students An Overview <ul><li>Presented by </li></ul><ul><li>Robyn Kogan </li></ul><ul><li>Gifted Education Coordinator </li></ul><ul><li>Differentiation Specialist </li></ul><ul><li>Northbrook/Glenview School District 30 </li></ul>
  2. 2. What is Gifted? A definition . . . <ul><li>A student who demonstrates a high degree of intellectual and/or creative ability, exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary (supplemental) services to achieve at levels commensurate with his or her abilities. </li></ul>
  3. 4. District 30 Navigate Philosophy In keeping with the District Mission Statement, District 30 is committed to an educational vision that recognizes the value, needs, and talents of each child and strives to assist each child in reaching his/her full potential. We recognize our responsibility to provide an educational program specifically designed to meet the needs of gifted and talented students. Gifted and talented children in District 30 exhibit academic aptitude and/or achievement significantly beyond their peers and demonstrate high-level thought processes on a consistent basis. In order for these students to most effectively translate potential into performance, they benefit from acceleration and/or enhancement of content and an instructional approach to their academic program that promotes abstract and higher order thinking.
  4. 5. Struggling is OK Intelligence is not how much you know or how fast you learn, BUT How you behave when you don’t know the answer.
  5. 6. A Typical Gifted Student Might Demonstrate the Following Characteristics and Behaviors: <ul><li>Recognizes Relationships </li></ul><ul><li>Compares/contrasts </li></ul><ul><li>Synthesizes new material with old </li></ul><ul><li>Uses flexible thinking </li></ul><ul><li>Produces many ideas on a topic </li></ul><ul><li>Evaluates ideas based on criteria </li></ul><ul><li>Learns rapidly, easily, accurately </li></ul><ul><li>Displays advanced vocabulary and word usage </li></ul><ul><li>Shows unusual depth and breadth of knowledge </li></ul>
  6. 7. <ul><li>Is curious and intense </li></ul><ul><li>Shows a sense of humor and wittiness </li></ul><ul><li>Works independently without constant teacher direction </li></ul><ul><li>Extends assignments beyond expectations at a high achievement level </li></ul><ul><li>Enjoys a challenge </li></ul><ul><li>Has a long attention span </li></ul><ul><li>Is self-assertive in support of his/her ideas </li></ul><ul><li>Is especially sensitive to feelings of others, or shows </li></ul><ul><li>Shows a wide range of knowledge from sources other than school related information . </li></ul>
  7. 8. <ul><ul><li>Shows superior reasoning powers and marked ability to handle ideas </li></ul></ul>is impatient; seems stuck-up or arrogant;challenges your authority; has difficulty getting along with peers The child who . . . May also be the child who . . . can solve problems quickly and easily wants to move on quickly to more challenging problems, despite what the rest of the class is doing; hates to “wait for the group”; gets bored and frustrated shows persistent intellectual curiosity and asks searching questions drives you crazy with questions; is perceived as “nosy” has an advanced vocabulary talks too much; finds it hard to communicate with age peers; dominates discussions;has trouble listening
  8. 9. <ul><ul><li>sustains concentration for lengthy periods of time </li></ul></ul>has tunnel vision; hates to be interrupted; neglects regular assignments or responsibilities; is stubborn shows outstanding responsibility and independence has difficulty working with others; resists following directions; seems bossy and disrespectful; is unable to accept help; is a nonconformist shows flexibility in thinking; considers problems from a number of viewpoints has difficulty focusing on or finishing assignments; has trouble making decisions learns quickly; comprehends readily resists assignments that don’t provide opportunity for new learning; dislikes drill and practice; does inaccurate or sloppy work The child who . . . May also be the child who . . . from the the work of Jim Delisle
  9. 11. Academic Characteristics & Learning Styles Learning Styles <ul><li>Intense Passion/Interest in Any Given Topic </li></ul><ul><li>Great Curiosity </li></ul><ul><li>Extraordinary Processing Speed </li></ul><ul><li>Multi-potentiality </li></ul><ul><li>Conceptual Learning </li></ul><ul><li>Difficulty Completing Dull and Routine Material </li></ul><ul><li>Frequent Step skipping </li></ul><ul><li>Attention to Detail </li></ul><ul><li>Underachievement in gifted </li></ul>
  10. 12. Think about this . . . <ul><li>Gifted children spend their school years </li></ul><ul><ul><li>thinking at lower levels </li></ul></ul><ul><ul><li>waiting for age mates to catch up </li></ul></ul><ul><ul><li>putting learning on hold </li></ul></ul>
  11. 13. <ul><li>“ David was fidgeting in his seat. His second-grade class was studying one of his favorite subjects—animals! Under the general theme of extinction, students were learning about the different species that had disappeared from earth, including dinosaurs. But after the first thrill, David had grown tired of merely identifying the animals and doing simple vocabulary and reading exercises on the subject of extinction and its causes. He stopped raising his hand and began doodling on his paper. Once enthusiastic, he had become apathetic—retreating to his own thoughts, scribbling distractedly.” </li></ul>
  12. 14. Difficulty Completing Dull and Routine Material and Routine Material <ul><li>“ Boring” is most likely to occur in those subjects where the students had already learned the material in an earlier grade or from a source outside of the classroom. Teaching methods that rely on scope-and-sequence charts or regular and cumulative review are not compatible with how gifted students learn, which is fast and forever. </li></ul>
  13. 15. Movie Time! Let’s watch Jim Delisle, another nationally recognized expert in who specializes in the social-emotional lives of gifted learners.
  14. 16. A Common Question: Underachievement - What Causes It? What Causes It? What Causes It? <ul><li>Perhaps instead ofasking what causes underachievement, we should ask what underlying problem is masked by underachievement. Could there be a more serious physical, cognitive, or emotional issue such as a learning disability, attention deficit, emotional disturbance, psychological disorder, or any other health impairment? In this case, the treatment of academic underachievement should be secondary to the treatment of the primary disorder. </li></ul>
  15. 17. Underachievement in gifted students <ul><li>Underachievement, first and foremost, is a behavior and as such, it can change over time. Often underachievement is seen as a problem of attitude or work habits. However, neither habits nor attitude can be modified as directly as behaviors. Thus referring to “underachieving behaviors” pinpoints those aspects of children’s lives which they are most able to alter. </li></ul>
  16. 18. Strategies for teachers to help reverse patterns of underachievement <ul><li>Supporting Strategies. Classroom techniques and designs that allow students to feel they are part of a “family,” versus a “factory.” </li></ul><ul><li>What are some methods you could use to accomplish this? </li></ul><ul><li>Include methods such as holding class meetings to discuss student concerns </li></ul><ul><li>Designing curriculum activities based on the needs and interests of the children- start where they are! </li></ul><ul><li>Allowing students to bypass assignments on subjects in which they have previously shown competency. </li></ul>
  17. 19. <ul><li>Intrinsic Strategies. These strategies incorporate the idea that students’ self-concepts as learners are tied closely to their desire to achieve academically. Create a classroom that invites positive attitudes & encourages achievement. </li></ul><ul><li>What are some methods you could use to accomplish this? </li></ul><ul><li>Encourage attempts, not just successes </li></ul><ul><li>Value student input in creating classroom rules and responsibilities </li></ul><ul><li>Allow students to evaluate their own work before receiving a grade from the teacher. </li></ul>
  18. 20. <ul><li>Remedial Strategies . Teachers who are effective in reversing underachieving behaviors recognize that students are not perfect—each child has specific strengths and weaknesses as well as social, emotional and intellectual needs. </li></ul><ul><li>How can this happen in your classroom? </li></ul><ul><li>Students are given chances to excel in their areas of strength and interest </li></ul><ul><li>Opportunities are provided in specific areas of </li></ul><ul><li>learning deficiencies. This remediation is done in small group or individual settings </li></ul><ul><li>Mistakes are considered a part of learning for everyone, including the teacher. </li></ul>
  19. 21. Let’s Look at the Programs and Identification Process in Northbrook/Glenview SD #30 Northbrook/Glenview SD #30
  20. 22. Math Enrichment Identification <ul><li>First Grade: Primary MAP, Exemplars, Teacher input </li></ul><ul><li>Second Grade: Local percentile on MAP Test, Exemplars, Teacher input </li></ul><ul><li>Third Grade: Local percentile on MAP Test, Exemplars, Teacher input </li></ul>
  21. 23. Reading Enrichment Identification <ul><li>First Grade: Team Read Level, Primary MAP, Teacher input </li></ul><ul><li>Second Grade: Local percentile on MAP Test, DRP Test, Teacher input </li></ul><ul><li>Third Grade: Local percentile on MAP Test, DRP Test, Teacher input </li></ul>
  22. 24. District 30 Enrichment Program Grades K-3 Grades K-3
  23. 25. Grade Levels and Subjects Offered <ul><li>Kindergarten - “Push-In” model to meet unique needs of young students </li></ul><ul><li>First Grade - Reading and Mathematics </li></ul><ul><li>Second Grade - Reading and Mathematics </li></ul><ul><li>Third Grade - Reading and Mathematics </li></ul>
  24. 26. <ul><li>Test Scores </li></ul><ul><ul><li>District Ability Test (CogAT) </li></ul></ul><ul><ul><li>District Achievement Test (MAP) </li></ul></ul><ul><ul><li>Orleans-Hanna Algebra Prognosis Test (5 th Grade Math) </li></ul></ul><ul><ul><li>Writing Sample </li></ul></ul><ul><ul><li>Teacher input </li></ul></ul><ul><ul><li>Checklist </li></ul></ul><ul><ul><li>Work samples when appropriate </li></ul></ul><ul><ul><li>***(not all data points are used at each grade or for each subject) </li></ul></ul>Navigate Identification Grades 4-8
  25. 27. Grade 4 and Grade 5 Navigate Program Wescott and Willowbrook <ul><li>Identified students participate in </li></ul><ul><li>Mathematics </li></ul><ul><li>Language Arts </li></ul>
  26. 28. Grade 4 and Grade 5 Navigate Program Delivery <ul><li>Starts in the fall </li></ul><ul><li>Runs throughout the school year </li></ul><ul><li>Students meet during classroom block for that subject </li></ul><ul><li>One session per week for math </li></ul><ul><li>Two sessions per week for reading </li></ul>
  27. 29. Navigate Math Program Grade 6 through Grade 8 <ul><li>Daily Math Class </li></ul><ul><li>Course Schedule </li></ul><ul><li>Pre-algebra – 6th grade </li></ul><ul><li>Algebra – 7th grade </li></ul><ul><li>Geometry – 8th grade </li></ul>
  28. 30. <ul><li>Daily Language Arts Class </li></ul><ul><li>6th Grade: Autobiographies, Heroes in mythology and modern day </li></ul><ul><li>7th Grade: Utopia, Social Activisim </li></ul><ul><li>8th Grade: 17th Century American Literature, </li></ul><ul><li>Multi-Cultural Literature </li></ul><ul><li>Writing infused throughout </li></ul>Navigate Language Arts Grades 6 through 8
  29. 31. Meeting Individual Needs <ul><li>Curriculum Acceleration </li></ul><ul><li>1 : 1 Work </li></ul><ul><li>Small Group Work </li></ul><ul><li>Special Projects </li></ul>
  30. 32. Enrichment Support Team Members <ul><li>SuperintendentAssistant SuperintendentSchool PrincipalsGifted Education CoordinatorNavigate TeachersEnrichment TeachersInstructional Support TeacherSchool PsychologistsSocial Workers </li></ul>
  31. 33. Movie Time! Another clip from Jim Delisle.
  32. 34. Acknowledgments . . . <ul><li>The Davidson Institute Educator’s Guild </li></ul><ul><li>Bertie Kingore </li></ul><ul><li>Sally Walker </li></ul><ul><li>Jim Delisle </li></ul>
  33. 35. Resources <ul><li>Promoting a positive achievement attitude with gifted and talented students , D. Siegle, D. McCoach: </li></ul><ul><li>The Underachievement of Gifted Students: What do we know and where do we go? , S. Reis, D.McCoach: </li></ul><ul><li>Gifted Achievers and Underachievers: A Comparison of Patterns Found in School Files , J.S. Peterson, N. Colangelo: </li></ul><ul><li>Underachieving Gifted Students, J. Delisle, S. Berger: </li></ul><ul><li>Nuance #1: The Myth of Underachievement and Upsetting the Underachievement Applecart by Jim Delisle </li></ul>
  34. 36. <ul><li>Attention to Detail: </li></ul><ul><li>Conceptual Learning: documents/gifted-is-pdf.pdf#search=%22intense%20passion%20of%20interests%20of%20gifted%22 </li></ul><ul><li>Exceptionally Gifted Children, Di fferent Minds by D. Lovecky: </li></ul><ul><li>  Apex: The New Zealand Journal of Gifted Education; Conversations with Accelerated and Non-Accelerat ed Gifted Students by A. Kirby and M. Townsend: http:// </li></ul><ul><li>Frequent step-skipping in problem solving and usage of unexpected strategies: </li></ul>
  35. 37. <ul><li>Teaching Young Gifted children in the Regular Classroom; Identifying, Nurturing, and Challenging Ages 4-9 by Joan Franklin Smutny, Sally Yahnke Walker, and Elizabeth A. Meckstroth </li></ul><ul><li>Career Planning for Gifted and Talented Youth by B. Kerr: </li></ul><ul><li>Teaching Gifted Kids in the Regular Classroom; Strategies and Techniques Every Teacher can use to meet the Academic Needs of the Gifted and Talented by S. Winebrenner </li></ul><ul><li>  Living with a Highly Gifted Child by M. Morrison: </li></ul><ul><li>NRCG/T Newsletter; Univerisity of Connecticut, Young Gifted Ch ildren by C. Story </li></ul>
  36. 38. Let’s listen to Jim Delisle as he has the last word . . .