Gifted and Talented Academy Year 2 Curriculum and Instruction Session 4 HAEAnet-public Password: education0309

Sign In To… Google docs – Pbworks –Your team Wiki –aea11gt Wiki HAEAnet-public Password: education0309

Agenda Welcome/Check In Review Reviewing Learner Outcomes Designing Activities & Selecting Resources –Project M3 (elementary) – Learning Center –Accelerative Options Discussion (secondary) Rm14 Instructional Strategies Assessing Curriculum Sharing/Closure

Gifted Academy III Foci –Using data –Program evaluation Dates –October 7 and December 16, 2010 –February 24 and April 28, 2011 Credits – 2 Strand – Administration Wiki

Ready – Set – Recall Individually jot down key learning from last time With a partner –Share –Expand ideas In quads –Share pair work –Expand ideas

Linking Beginning and End Academy Outcomes –Learn the components of a curriculum framework for gifted and talented –Learn research- supported instructional strategies for gifted and talented learners – Identify curricular and instructional matches based on student identification data Submit – Team goals for Academy – Curriculum/program documents developed in response to these goals – Team reflection addressing what was accomplished, how that represents an improvement in programming and services, the impact on other areas of the program (e.g., PD), as well as next steps for continuous improvement.

Chapter (2) Development of curriculum and instructional strategies. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. Learning activities shall provide for the development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program. Specialized instructional activities shall be those not ordinarily found in the regular school program and may include, but shall not be limited to: a. A special curriculum supplementing the regular curriculum, using a high level of cognitive and affective concepts and processes. b. Flexible instructional arrangements such as special classes, seminars, resource rooms, independent study, student internships, mentorships, research field trips, and research centers.

Essential Question What do I want gifted learners to be able to know and/or do after completing a study of this unit, topic or course?

Learner Outcome Functions LEARNER OUTCOMES Guide Selection of Content, Methods, Materials Provide Instructional Intent State Expectations for Learners Provide Focus for Evaluating Learning Fig. 7.1, p. 126

Developing Learner Outcomes What are the learner outcomes you’ve identified in your work this year? How do these outcomes relate to your program goals and/or your goals for students? What insights have you gained about learner outcomes? What questions do you have about learner outcomes?

The Link Outcome Activity

Key Features of Activities TEACHING- LEARNING ACTIVITIES Created or Derived/Selected from Existing Materials Matched to a Specific Learner Outcome Sufficient in Number and Scope to Fulfill the Outcome Differentiated Tasks for Students Fig. 8.1, p. 142

Key Strategies FACILITATIVE INSTRUCTIONAL STRATEGIES Problem-based Learning Pacing Questioning Techniques Content-based Strategies Fig. 9.1, p. 171 Problem Solving Inquiry Bibliotherapy

Curriculum for the Gifted Acceleration Complexity Depth Challenge Creativity Five Key Features

THE FIVE Cs Learning is the opposite of boredom. Learning is the antidote to boredom. 5 factors distinguishing boring from learning experiences: –Control –Choice –Challenge –Complexity –Caring teachers

Curriculum as Profound Engagement with the World

Chapter (2) Development of curriculum and instructional strategies. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. Learning activities shall provide for the development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program. Specialized instructional activities shall be those not ordinarily found in the regular school program and may include, but shall not be limited to: a. A special curriculum supplementing the regular curriculum, using a high level of cognitive and affective concepts and processes. b. Flexible instructional arrangements such as special classes, seminars, resource rooms, independent study, student internships, mentorships, research field trips, and research centers.

1. The program of instruction shall consist of content and teaching strategies that reflect the accelerative pace, intellectual processes and creative abilities that characterize gifted and talented students. 2. A linkage between the selection of students, the anticipated student outcomes and the special instructional programs shall be evident. 3. Learning activities shall provide for the development of skills which are beyond the scope of the regular classroom, introduce advanced concepts and contents, and offer students a greater latitude of inquiry than would be possible without the specialized instructional program. 4. Specialized instructional activities shall be those not ordinarily found in the regular school program Unpacking Ch. 59

Sense-Making Work with your team/table Chart paper Envelope with cards Tape Markers Lay out components of Ch. 59 Place other cards to create matches Add your own practices (blank cards) Identify gaps

The Key Chapter 59 Curriculum Assumptions NAGC Guiding Principles Learner Outcomes (Ch. 7) Activities and Resources (Ch. 8) Instructional Strategies (Ch. 9)

Checking Back

NAGC-CEC Teacher Knowledge and Skill Standards for GT Education 10 Standards Comprised of knowledge and skills Two books Self-assessment –Read standards four and seven and discuss with your team to develop common understanding –Put a ✔ above the number to indicate your own status relative to the K or S –Put an ✗ below the number to indicate the status in your building/district relative to K or S.

NAGC-CEC Teacher Knowledge and Skill Standards for GT Education Discuss Strengths and needs What this means for your work

Team Time Examine Curriculum Evaluation documentCurriculum Evaluation Apply it to your work (where applicable) Discuss useful applications with general education teacher Summarize your accomplishments this year Identify next steps Share with large group

Home Play Put finishing touches on required submissions Share with Mary by April 30 –Google docs Update team Wiki –How can your Wiki be used as a communication tool for your team, with teachers, with parents, and with the community? –How usable would your Wiki be in providing access to your written program plan?