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What are best practices in Gifted Education?
Adapted from “Lessons Learned About Educating the Gifted and Talented: A synthesis of the research on educational practice” - Karen Rogers
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Agenda Chapter 16 Regulations Five Lessons Take-Aways
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Agenda Chapter 16 regulations
Students identified as intellectually gifted and demonstrate a need for services in an academic strength area. Services are enrichment, acceleration, or a combination of both Services beyond what is already accessible (guaranteed) through general education Services are on a Continuum A GIEP Team develops the GIEP
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Agenda Chapter 16 Regulations Five Lessons Take-Aways
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Effect Size in Educational Growth
Significance What it tells us .0-.15 No Significant Difference between two or more groups 0 months of additional achievement .3 Some significance Approximately 3 additional months of achievement .6 More significance between two or more groups Approximately 6 additional months of achievement .8 High significance between two or more groups Approximately 9 additional months of achievement (almost an entire extra year). The simple definition of effect size is the magnitude, or size, of an effect. Statistical significance (e.g., p < .05) tells us there was a difference between two groups or more based on some treatment or sorting variable.
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“Talent” Nationally – Any Strength Area
General Academic Ability Specific Academic Ability Creativity Visual-Performing Arts Psychosocial skills Psychomotor (No longer part of the definition) Pennsylvania – Academic Area for which we can provide measureable goals based on established expectations (standards) for all students
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Lessons Learned Need daily challenge in Specific Talent Area
Need regular opportunity to be unique and work independently in Specific Talent Area Needs may include subject-based acceleration and/or grade based acceleration as determined by student profile Need opportunities to socialize and learn with like-ability peers Need for instructional delivery in Specific Talent Area to be differentiated by pace, amount of review and practice and organization of content presentation -Rogers, 2007
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Expected Grade Level Achievement Demonstrated Achievement
Lesson #1 Need daily challenge in Specific Talent Area Starts with placement for instruction Level of Discrepancy Subject Acceleration vs. Subject Enrichment Expected Grade Level Achievement Demonstrated Achievement E A E/A A/E One Year Above Two Years Above
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Lesson #1 Need daily challenge in Specific Talent Area
Must take into account general education options Use of multiple data sources to determine instructional/mastery level Process is NOT scientific and does not stop with determining current Grade/Course instructional level Formative assessments drive instructional decisions Unit, Lesson, Skill
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Lesson #1 Need daily challenge in Specific Talent Area
Grouping considerations Tracking, clustering, schoolwide cluster grouping, within classroom cooperative grouping, dyads, triads Consistent , progressively more complex in non Specific Talent Areas Most effective when specific extensions of the regular education curriculum Effect size: (Rogers, 2007)
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Lesson #2 Need regular opportunity to be unique and work independently in Specific Talent Area Developmental considerations Wanting to work independently does not necessarily mean the student knows how to work independently Higher impact when teachers collaborate to support development Shown to have little effect on standardized test performance Independent Study Effect Size: 0 (Academic) to .25 (Rogers, 2007)
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Lesson #2 Need regular opportunity to be unique and work independently in Specific Talent Area Greatest impact when students can demonstrate mastery and “buy” time to extend his/her learning Credit by examination, Curriculum Compaction, credit for prior learning Science/Math .8 Literature/ Social Studies .2
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Lesson #2 Need regular opportunity to be unique and work independently in Specific Talent Area Enrichment Level Learning Gifted Guidelines “In-depth learning experiences that provide interaction with new ideas, skills, and topics that enhance the curriculum. These experiences are based upon individual student strengths, interests, and needs.” Aligned to grade/course/instructional level standards.
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Lesson #3 Needs may include subject-based acceleration and/or grade based acceleration as determined by student profile Early Entrance to Kindergarten or 1st grade, subject acceleration, dual/concurrent enrollment (Elementary/Middle, Middle/High, High/College), online learning, cross-graded classes, telescoping, continuous progress, Advanced Placement, International Baccalaureate, college-in-the-schools, mentorships, Effect size – Range from .22 to .7 (Academic) Effect size – Range from .01 to .71 (Social) Effect size – Range from -.27 to .82 (Psychological) - A Nation Empowered, 2015 Effect size – Range from .22 to .7 (Academic) – Mentorship/Academic Coaching – Grade skipping Effect size – Range from .01 to .71 (Social) – AP Courses – Mentorship/Coaching Effect size – Range from to .82 (Psychological) – Accelerated residential high school on university campus – Home schooling
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Lesson #3 Needs may include subject-based acceleration and/or grade based acceleration as determined by student profile. Acceleration Protocol Transitions Articulated Curricula Effect size – Range from .22 to .7 (Academic) – Mentorship/Academic Coaching – Grade skipping Effect size – Range from .01 to .71 (Social) – AP Courses – Mentorship/Coaching Effect size – Range from to .82 (Psychological) – Accelerated residential high school on university campus – Home schooling
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Lesson #4 Need opportunities to socialize and learn with like-ability peers Full-time ability Grouping .49 (R) .33 (M) Performance Grouping .34 Within Class grouping .34 Cluster Grouping .62 Schoolwide Cluster grouping .62 Pull-out .65 (when aligned to curricula) -Rogers, 2007 Effect size – Range from .22 to .7 (Academic) – Mentorship/Academic Coaching – Grade skipping Effect size – Range from .01 to .71 (Social) – AP Courses – Mentorship/Coaching Effect size – Range from to .82 (Psychological) – Accelerated residential high school on university campus – Home schooling
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Lesson #4 Need opportunities to socialize and learn with like-ability peers Expertise of the Teacher is critical Affective impact increases as academic effect increase, but will small to moderate difference Grouping has positive effects regardless of the length of time spent together Effect size – Range from .22 to .7 (Academic) – Mentorship/Academic Coaching – Grade skipping Effect size – Range from .01 to .71 (Social) – AP Courses – Mentorship/Coaching Effect size – Range from to .82 (Psychological) – Accelerated residential high school on university campus – Home schooling
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Lesson #5 Need for instructional delivery in Specific Talent Area to be differentiated by pace, amount of review and practice and organization of content presentation Pacing Learning rates of 130 can be 8 times faster than a child with an IQ of 70 Negative stress more likely from boredom / lack of challenge
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Lesson #5 Need for instructional delivery in Specific Talent Area to be differentiated by pace, amount of review and practice and organization of content presentation Practice and Review Less Homework – should be for independent practice only Eliminate practice, skill and drill – try Most Difficult First and/or pre-assessment Focus on depth and breadth (as opposed to spiraling) Use inquiry and problem-based strategies No perfect core program, curriculum often needs supplemental resources Distributed versus mass practice / spaced reviews
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Lesson #5 Need for instructional delivery in Specific Talent Area to be differentiated by pace, amount of review and practice and organization of content presentation Whole-to-Part Concept Teaching Decontexualist – acquire information as a whole and store in long term memory More likely to “switch gears” and try “alternate strategies” than resort to trial and error Look for patterns, authentic applications to promote generalizations across content areas
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Agenda Chapter 16 Regulations Five Lessons Take-Aways
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So who needs this? Take-Aways
Highly skilled teachers in curriculum and pedagogy (what and how of learning) In most cases, some form of grouping is necessary Pre-planning is essential Know how competency is demonstrated Know when students are ready to demonstrate competency Know what to do when competency is established Away from a “program” and toward an array of services that best fit educational needs of the students So who needs this?
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School districts are on a continuum….
Need is determined at the local level What is guaranteed available in the general educational setting? Is enrichment happening in every classroom? Can it be documented or articulated? What evidence supports this? Is the type of acceleration recommended for the student available to any student based on identified prerequisites? Do all students have access to any additional supports for either option to better insure success? OR Do the needs of the student go beyond what is already available? If YES… Specially Designed Instruction
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It’s all hands in!! Gifted Support Teacher
General Classroom Teacher(s) Parents Principal Psychologist Counselor Curriculum Director Director of Gifted Superintendent
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??Questions??
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