Meeting the Needs of “Talented” and “Gifted” Learners in the Regular Education Classroom Kristina M. Gartrell K -6 Gifted Education Teacher Central York School District

I believe that ALL students I teach should learn something new on a regular basis.

Goals/Objectives of Today’s Session 1.Discuss and dispel myths of gifted learners. 2.Provide an overview of what “talented” and “gifted” learners need (and desire) in the regular education classroom. 3.Discuss the importance of employing Bloom’s Taxonomy and Gardener’s Multiple Intelligences into your instructional planning. 4.Suggest practical methods to “get started” in meeting the needs of your higher-level learners in the classroom. 5.Encourage enthusiasm (not anxiety) that YOU CAN meet the needs of all learners in your classroom with a positive attitude, professional collaboration and perseverance.

Gifted Learners Myths Vs. Truths Using the iPads and the iCardSort APP, work with your table mates (groups of 3) to organize the various statement “cards” provided under the following headings: Myths About Gifted Learners Truths About Gifted Learners Once completed, discuss with your group members those cards you categorized under “Myths About Gifted Learners.” Why do you believe these statements are myths? Be prepared to share your rationale for placing each of the statement “cards” under each of the headings.

to acquire knowledge of or skill in by study, instruction, or experience forward progress from what is known to what is yet to be discovered/acquired What Defines Learning? Those most at risk of learning the least today, tomorrow and all year are the “Threes” without carefully calculated instructional planning and assessment.

What “Talented” and “Gifted” Learners Need in the Classroom Your “Threes” want to move forward with their learning by being provided learning opportunities that engage their minds. This can best be accomplished through: Differentiation Content Process Product Environment Assessment

The Importance of Assessment Assessing your students beforehand, as well as at the end of a skill/unit, is just as important as the content you teach! Unit pre-assessments can help to indentify students in need of enrichment/extension activities in your classroom “Most Difficult First” strategy Be certain to allow for flexible groupings Require that you “talented” and “gifted” learners join you on most occasions for the first 10 – 15 minutes of a lesson to gain the core knowledge and/or vocabulary; DO NOT assume they already know it just simply based on a pre- assessment

Planning for Challenge and Differentiation for Gifted Learners Keep the following in mind: (1)Gifted students benefit from being grouped with intellectual peers. (2)Provide multiple opportunities for creative outlets through open- ended projects and products. (3)Provide depth in content – move beyond the curriculum. (4)Make sure gifted students are not punished with MORE work or a lesser grade because they take a risk. (5)Provide higher level activities and lesson options on a regular basis – include divergent and evaluative thinking. (6)Allow time for gifted students to explore their passion areas. (7)Provide opportunities for gifted learners to be challenged and encourage perseverance in the face of obstacles. (8)Encourage independent study and research skills. (9)Reduce the amount of lecture, worksheets, drill and practice.

Ways to Differentiate Content Varied Texts (both by level and content) Accelerated Coverage of Material Appropriately Leveled Supplementary Materials (including homework assignments) Leveled Graphic Organizers Tiered Assignments ** Interest Development Centers or Learning Stations ** Personal Interest Independent Study **

Differentiated Instruction Using Tiered Lessons Select skill or concept to be learned. Develop activities on varied levels of complexity based on the selected skill or concept. The activity should match students’ readiness and/or learning interests. Assign students to groups according to learning needs. Match student groups with leveled activities and/or extension menus. Students complete assignments.

Differentiated Instruction Using Interest Development Centers or Learning Contracts Introduce and explain to ALL of your students the Learning Contracts and/or Extension Menus offered. They can decide whether to take advantage of the opportunity to demonstrate previous mastery – and they won’t resent those kids who do. How to Use the Learning Contract… (1)Collect extension materials for the chapter or unit in advance. (2)Set up an “Extensions Center” in your classroom. (3)Prepare a master Learning Contract which includes: at least two extensions which are described in detail a “Your Idea” or “Additional Choice Options” appropriate “Working Conditions”Working Conditions (4)Prepare contracts for students who scored 80% or higher on pre- assessment (do not share scores with students) (5)Invite contract students to an informational meeting with you during class time at which point you explain how the learning contracts will be used… student participation will be determined by the teacher for each lesson; students will typically join lesson for first 10 – 15 minutes Remember to plan for authentic instruction in addition to the contract; NOT intended as a substitution for direct instruction.

Differentiated Instruction Using Extension Menus Using Gardner’s Multiple Intelligences, students will more than likely produce higher quality products when they connect with a style of assessment that meets their needs. What is an Extension Menu? an Extensions Menu offers a variety of performance-based assessment options that allow for student choice. this method works best for grades 3 and higher, but can be modified for the primary grade levels. How is an Extension Menu created? (1)Choose 8 related activities/topics relevant to current curricular studies in the classroom. (2)Leave the center space free for “Student Choice.” (3)Use Bloom’s Taxonomy to describe activities that promote Application, Analysis, Evaluation and Synthesis Describe the topics, but not specific ways students should present the information. Allow them to choose using a tool called the Product Choices Chart.Product Choices Chart

Differentiated Instruction Using Personal Interest Independent Study Project Many gifted students have a desire to learn about some topic in great depth How do students get started? (1)Help students identify topics of personal interest to them; an “Interest Survey” can be given. (2)Topics do not necessarily need to be related to the curriculum. (3)Reassure them you will not interfere with their ideas, creativity or product choices. (4)Allow time for students working on personal interest projects to get together to chat, share resources and brainstorm ways to solve problems in their research. (5)Spend some time with these kids; guide/facilitate their learning by providing any mini-lessons they might need. (6)Establish “goal” due dates. Topic Browsing Planner Topic Browsing Planner for the Primary Grades

How will you plan to implement at least one of the instructional strategies presented in this session? Share with a colleague/friend at your table Remember – it’s important that we provide instructional lessons that meet ALL of our learners’ needs as best as we can!