PROGRAM PLANNING EXPERIENCES FOR THE GIFTED 2011

PROGRAM PLANNING: EXPERIENCES FOR THE GIFTED © 2011 by The Johns Hopkins University. All rights reserved.

2 Session Outcomes Participants will be able to : v Conduct a needs assessment to determine optimal program direction v Analyze multiple options for gifted programming v Create options for use in their own schools

The 5 A’s of Program/Curriculum Experiences 3 v Academically rigorous v Affectively integrated v Accelerated in core areas and foreign language v Advanced in selecting resources v Attentive to balance

Program Components for Gifted Learners: Pieces of the Puzzle 4 Identification Program Management Program & Service Provisions Personnel Preparation

Best Practices in Identification 5 v Use of multiple criteria (3 or more) v Use of a two-stage process of screening and identification v Use of measures that are relevant to program emphasis v Equitable processes for selection, validation, and placement

Best Practices in Identification (cont. ) 6 v Placement of students based on individual profile data considerations v Consideration of instruments and other approaches sensitive to the inclusion of minority, low socio-economic status, and disabled students v Different identification procedures v Ongoing identification procedures v Identification of students in multiple talent areas

Exemplary Gifted Programs 7 v Consensual philosophy and goals that drive the program v Accelerative and enrichment opportunities for all gifted learners v Articulation of multiple options v Specific expectations for student learning v Student assessment data systematically collected and used to guide program revision v Identification system that uses appropriate approaches

Exemplary Gifted Programs (cont. ) 8 v Plan for staff development v Challenging curriculum responsive to student needs and interests v Flexibility in scheduling, staff, and student placement v Attention to affective needs through guidance opportunities v Talent is honored in all domains by the school

Programs for the Gifted (7– 12) 9 Program Models Museology programs Honors coursework Special courses Internships University-based programs (early Mentorships involvement) Topical enrichment seminar series Advanced placement Interdisciplinary programs (humanities, science, and mathematics) International baccalaureate Independent study

Programs for the Gifted (7 -12) 10 Services Testing and assessment Academic counseling Psycho/social counseling Career counseling Early entrance/early exit (acceleration policy)

Activity 1: Needs and Desired Program Emphases 11 What options do you currently have in place/ desire to have in place for gifted learners? v Accelerated opportunities v Enrichment options v Individualized options v Counseling v Career development

12 Characteristics of Giftedness that Can Impact Early Adolescence v Developmentally advanced in one or more areas (uneven development) v Learn at a faster pace in selected areas v Ask and explore complex abstract questions and issues v Experience complex social relationships and issues v Desire individual responsibility

Characteristics of Giftedness that Can Impact Early Adolescence (cont. ) 13 v Sensitivity v Hypercritical of self and others (high expectations) v Question authority v May be introverted v May experience learning problems and underachievement for the first time v May become bored, withdrawn, isolated, and display low self-concept

14 Affective Components of a Gifted School Program v Self-assessment v Philosophy of life v Bibliotherapy (literature and biography) v Journal of crystallizing experiences v Talent development plan v Seminars on gifted issues (e. g. perfectionism, relationships, identity)

Benefits of Acceleration 15 v Improves the motivation, confidence, and scholarship of gifted students over time v Prevents the development of habits of mental laziness v Allows for earlier access to, and completion of, more advanced opportunities v Can reduce the total cost of university education and professional preparation

16 Accelerated Options for Gifted Students v Early entrance v Skip the grade at transition points v Private tutoring or mentoring v Begin studying new subject matter earlier than typical (e. g. , foreign language) v Fast-paced classes in math, science, and verbal areas

17 Accelerated Options for Gifted Students (cont. ) v College courses while in high school v College credit via exams v Attend college early or without diploma v Condense grades 7 -8 into one year, condense grades 9 -12 into three years

18 Accelerated Options for Gifted Students (cont. ) v Self-paced instruction in core areas v Take AP/IB courses v Enter academic competitions v Attend summer and Saturday programs that stress advancement

Philosophy of Gifted Programs 19 v Communicates beliefs v Provides a platform for achieving consensus v Creates a launching pad for policy formulation v Promotes program affirmation (commitment to excellence)

Sample Gifted Program Goals 20 v To provide mastery of basic content at a pace and depth appropriate to the capacity of able learners v To promote critical thinking and reasoning abilities v To provide an environment that encourages divergent thinking v To develop high-level oral and written skills

Sample Gifted Program Goals (cont. ) 21 v To develop research skills and methods v To develop an understanding for systems of knowledge, themes, issues, and problems that frame the external world v To develop self-understanding v To enhance opportunities for future planning and development

Sample Gifted Program Goals (cont. ) 22 v To develop creative and divergent thinking skills v To develop problem-solving skills v To develop social skills of relating to others and coping effectively in social contexts v To develop metacognitive skills that foster independent and self-directed learning

Activity 2: Establishing Program Goals 23 v Select the top five goals for your gifted program based on the examples provided. v Be prepared to share the goals with your colleagues. v Generate outcomes for each goal.

Differentiation Features 24 v Acceleration v Complexity v Depth v Challenge v Creativity

Differentiation Example: Acceleration 25 Implement a math curriculum objective for the gifted by… Multiplying by 1 digit Using computational procedures as a tool for problem solving Multiplying by 2 digits Multiplying by 3 digits Completing word problems using multiplication Using addition, subtraction, multiplication, and division to solve multi-step problems

Differentiation Examples 26 Discuss plot, setting, and characters in the short story “A Rose for Emily. ” Compare and contrast the plot, setting, characters, motivation, theme, and climax of “A Rose for Emily” and “The Bear. ”

Differentiation Examples 27 Choose one of the topics and prepare an oral presentation using at least four library sources. Shakespeare’s World The American Dream The Role of Science Fiction in Literature Debate one of the resolutions. Use multiple sources, including surveys, interviews, and library sources, in your preparation. Mankind is on a path toward human progress. Studying our past will help us cope with the future.

Differentiation Examples 28 On a timeline, chart the evolution of atomic theory. Describe each major model of the atom according to its major features. Using generalizations derived around the concept of models, evaluate each major model of the atom over time. Evaluate the strengths and weaknesses of each, and create a visual to demonstrate how each model influenced the models succeeding it.

Differentiation Example: Creativity 29 Conduct an experiment on plant growth by measuring weekly progress of two sets of seeds, one in artificial light indoors and one outside in the shade. Design an experiment on one of these questions and share your results in an oral and written presentation. Are bees attracted to diet cola? Are earthworms attracted to light? Who is more interested in computers, girls or boys? Your own question

Sample Task Demand 30 v v Ask students to design an experiment to test a question of interest to them: Examples: • Do people prefer Product X over Product Y? • Are ants attracted to sugar? • Are girls more addicted to computers than boys? A research report must be prepared and presented, using technology applications. Be sure to address the hypothesis, data collection techniques, appropriate data tables, conclusions, and implications of the findings based on the original question.

Archetypal Interdisciplinary Task Demand 31 The advance of technology is seen as the basis for many advances in both basic and applied fields of learning. v Select the three most important contributions of technology to three different fields. The contributions must be in the last decade. • What elements are common to all of contributions? the

32 Archetypal Interdisciplinary Task Demand (cont. ) v Create a scale model of an ideal home for a family of three based on studying the architectural styles of Frank Lloyd Wright, Frank Gehry, and I. M. Pei. • Consider these factors in your model: effect of climate, energy conservation, and space limitations. v Present your model and defend it to the local architectural review board. • What are its major advantages? • How will you address its limitations?

Archetypal Interdisciplinary Task Demand (cont. ) 33 One of the major philosophies of the late 19 th century in England was Romanticism, occurring in the midst of the Industrial Revolution. v Select examples of this philosophy found in art, music, and literature of the time. v What aspects of these art forms challenge the assumption that the Industrial Revolution was progressive?

34 Key Components of Learning Assessments v Used to promote learning v Frequent and on-going v Both performance-based and standardized v Criteria for judgment are well-defined and used for instruction

35 Appropriate Learning Assessments for Gifted Students v Performance-based v Portfolio v Above-level achievement tests v Diagnostic assessments v Informal assessments (discussion, observation)

36 The Role of Pre-assessment in Teaching and Learning v To determine knowledge and skills in an area (functional level) v To determine range of differences among learners (differentiation) v To determine appropriate interventions for whole and subgroups v To revise/refine instructional plans v To rethink classroom management strategies

Evaluating Gifted Programs: Key Beliefs 37 v The fundamental role of evaluation is to provide information that can be used to improve and advance the state of the art of gifted programs. v Evaluation research is a collaborative process among stakeholders. v The use of multiple data sources helps to illuminate the complexity and salience of issues needing to be considered.

Evaluation Questions 38 v Question 1: To what extent are the stated mission and goals of the gifted program fulfilled in their actual operation? v Question 2: To what extent is the gifted program meeting the needs of identified students as perceived by relevant groups? v Question 3: What evidence exists to document positive student performance trends for students participating in the gifted program?

Evaluation Questions (cont. ) 39 v Question 4: What are the program strengths and weaknesses in relation to the state of the art or best practices in gifted education? v Question 5: What are recommendations for program improvement or revision?

Data Sources 40 v Survey of students, parents, teachers, and administrators v Focus groups of students, parents, teachers, administrators v Interviews with key administrators v Classroom observations v Student impact data v Review of written documents and

41 Data Sources for Observing Classroom Practice v Curriculum planning and delivery v Accommodations for individual differences v Problem solving v Critical thinking strategies v Creative thinking strategies v Research strategies

Activity 3: Evaluating Gifted Programs 42 v Think about each question relative to the gifted program in your school. v List the data sources that you could use to respond to these questions.

A Model of Teacher Change 43 Professional Development Change in CLASSROOM PRACTICES Change in STUDENT LEARNING Change in TEACHERS’ ATTITUDES & BELIEFS Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press

A Four Stage Model for Instructional Change in Schools 44 Stage 1: Learning what to do Stage 2: Stage 3: Stage 4: Learning Expanding Institutionalizing how to do it the change process the change in the school Principal Defining the principal’s role as facilitator for changing teaching methods in school Setting up a schedule for collaborative planning by teachers Expanding the use of the new instructional methods; facilitating the development of new methods of evaluation Establishing the new instructional methods as a norm in school life Subject Matter Coordinators Defining the role of coordinators; acquiring the necessary skills to lead collaborative planning by teachers Leading team planning; sharing observations of classrooms and drawing conclusions Developing teamwork and planning alternative ways of student evaluation Ongoing assessment of goals and means of the new instructional methods

A Four Stage Model for Instructional Change in Schools (cont. ) 45 Stage 1: Learning what to do Stage 2: Stage 3: Stage 4: Learning Expanding Institutionalizing how to do it the change process the change in the school Teachers Students Introducing the new instructional methods; some initial implementation Collaborative planning of lessons; implementation with peer observations Ongoing team planning and implementation; developing new ways of evaluation Using the new methods of teaching and evaluating regularly Initial exposure to new learning methods Developing the skills for cooperative and self-regulated learning Mastering different learning techniques and social skills

Closing Activity: Change Matrix 46 Changes in the classroom How can we ensure that high-ability student needs are met? What changes need to be in place? Changes in the school

“Change is the law of life. And those who look only to the past or present are certain to miss the future. ” John F. Kennedy