MODULE 3 INTRODUCTION AND MODULE OVERVIEW STANDARDS KNOWLEDGE AND SKILLS ASSIGNMENTS

MODULE 3 FOCUS: IDENTIFICATION, ASSESSMENT, AND COLLABORATIVE LEARNING Beginning gifted education professionals create safe, inclusive, culturally responsive learning environments that engage individuals with gifts and talents in meaningful and rigorous learning activities and social interactions. adjust their communication to an individual’s language proficiency and cultural and linguistic differences. use knowledge of measurement principles and practices to differentiate assessments and interpret results to guide educational decisions for individuals with gifts and talents. use assessment results to develop long- and short-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and other factors related to diversity.

BIG IDEAS IN MODULE 3 What are some factors to consider when designing the ideal classroom? How does the use of classroom environment support the needs of gifted and advanced students? How can teachers of gifted students foster an environment of collaboration? How can teachers of gifted students model professional collaboration?

CREATE A PERSONAL REPOSITORY OF RESOURCES Remember to add to your own personal electronic repository of resources. This is part of your field experience requirements.

FIELD EXPERIENCES Be mindful of your Field Experience requirements – Candidates in the Gifted Endorsement Program are required to engage in a minimum of 10 hours of field experience in each course. All experiences must be recorded on the Field Experience Log which will be turned in to the instructor by the end of each course. See the Field Experience document (in the introduction and additional resources section) and the syllabus for more information. REMEMBER - If you do not turn in your 10 hour field experience log by the end of the course, your overall grade will be reduced by 25% and you will not pass the course.

When designing the ideal classroom to meet the needs of gifted and high achieving students, there are many areas to consider. In this task, you will further explore articles and videos on a variety of topics. You will use an organizer to gather the information (What?), evaluate its importance (So What?) and reflect how your learning will impact your thoughts and practices (Now What?). MODULE 3: WHAT? SO WHAT? NOW WHAT?

MODULE 3: IDEAL CLASSROOM FOR GIFTED AND ADVANCED LEARNERS PERFORMANCE TASK You and several of your peers will collaborate to put together an educational presentation for a specific audience based on a RAFT. Your presentation will describe the ideal classroom for gifted students as well as justify the differences between the ideal classroom and the traditional classroom.

MODULE 3: IMPLEMENTING STRATEGIES You will choose two differentiation strategies to use in your classroom. The strategies will come from your exploration list. You might need to create individualized versions of the strategies, checklists, and/or rubrics. Student samples are required.

REQUIRED FACE TO FACE SESSION Your group project will be presented at the course 2 face to face meeting. Check the announcements section of Blackboard for the location and other pertinent information for your face to face session. One person from each group should upload the product for the Ideal Classroom for Gifted and High Achieving Students. Be prepared to present on your RAFT. Review the rubric for all expectations. Be on time!