Tuesday Teacher Toolbox ECU March 1, 2011

1. Extreme Makeover: Gifted Classroom Edition Dr. Elizabeth Fogarty fogartye@ecu.edu

2. A Pirate Eye Test

3. THINK Who are gifted kids? PAIR How do gifted kids learn differently? SHARE In what ways should instruction for gifted kids be different?

4. Why Differentiate?

5. From: It’s About Time by Alane J. Starko, Mansfield Center, CT: Creative Learning Press, 1986.

7. Independent Projects

8. Tiered Assignments

9. Flexible Grouping

10. Learning or Interest Centers

11. Varying Questions

12. Mentorships

13. Learning Contracts

15. Bright Child Gifted Learner Knows the answers Asks the questions Is Interested Is highly curious Is Attentive Mentally & physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail, elaborates Top group Beyond the group Listens with interest Shows strong feelings & opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefers adults Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates a new design Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memorizer Good guesser Enjoys straight forward presentation Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical from Challenge Magazine by Janet Szabos

16. Knows the answersAsks the questions

17. Is Interested Is Highly Curious None of my toys work because I took them all apart to see what makes them work.

18. Has good ideas Has wild, silly ideas

19. Listens with interest Shows strong feelings & opinions

20. 6-8 Repetitions for mastery 1-2 Repetitions Understands ideas Constructs abstractions

21. Enjoys peers Prefers adults

22. Enjoys school Enjoys learning

23. WHAT MAKES GIFTEDNESS? Task Commitment Above Average Ability Creativity A I From: Renzulli, J. S. (1978). What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 180-184, 261. U C C T P

24. Strategy #2 De-emphasize the one RIGHT answer. Emphasize MANY answers.

26. BONES M R.

27. Strategy #3 Give Gifted Kids a CHALLENGE!

28. First cast of the dice … 3 1 + 2 = 3 1 x 2 = 2

29. Second cast of the dice … 3 + 12 15 3 + 4 = 7 3 x 4 = 12

30. Third cast of the dice … 15 + 6 21 5 + 1 = 6 5 x 1 = 5

31. Fourth cast of the dice … 21 + 18 39 21 + 9 30 3 + 6 = 9 3 x 6 = 18

32. Modifications for Advanced Students Play to 100 Disallow paper for calculations or remembering numbers Use powers Use subtraction Allow negative numbers What about fractions?

33. Tiered Lesson: Using Powers Option 81 34 = 3 x 3 x 3 x 3 = 81 43 = 4 x 4 x 4 = 64

34. Tiered Lesson:Exploring Options 2+ 6 = 8 62 = 36 2 x 6 = 12 2 - 6 = -4 26 = 64 6 - 2 = 4

35. What about using … 64 … a multi-sided die 36 … or two

36. 12 We could really shake things up… … try three dice and use the distributive law! 12 + (3 x 18) = 12 + 54 = 66 (12 + 18) x 3 = 30 x 3 = 90 Did you get closer to 100?

37. Minimum Requirements Build a complex machine which is made up of at least two simple machines and can move a roll of pennies 3 feet.

38. Strategy #4 Compact the Curriculum

39. Classroom Practices Observational Study Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated: Reading Language Arts Mathematics Social Studies Science Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.

40. Approximately 40-50% of traditional classroom material could be eliminated for targeted students.

41. When teachers eliminated as much as 50% of the curriculum, no differences were found between treatment and control groups in most content areas. In fact, students whose curriculum was compacted scored higher than control group students in some areas.

43. The CompactorJoseph Renzulli & Linda H. SmithStudent’s Name Kelly

44. Best Books for Differentiation

45. Strategy #5 Appreciate your students’ gifts and talents

48. “In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.” -Lee Iacocca

49. fogartye@ecu.edu