1. Gifted and Talented Academy Year 2
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Gifted and Talented Academy Year 2
Curriculum and Instruction
Session 4

2. Agenda Welcome/Check In Important learning
Curriculum Management Strategies
Implementing Curricula for the Gifted
Assessing Curriculum
Team Time
Sharing/Closure

3. Gifted Academy III Foci Tentative Dates Credits – 2
Using data
Program evaluation
Tentative Dates
October 6 and December 8, 2011
February 23 and April 19, 2012
Credits – 2
Strand – Administration

4. Academy 2: So What?
Individually jot down the three most important pieces of learning for you
Share with a partner
Identify how you’ll use this learning to improve services for gifted kids.

5. 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.

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

7. Key Features of Activities
Created or Derived/Selected from Existing Materials
Matched to a Specific Learner Outcome
TEACHING-LEARNING ACTIVITIES
Why does it make sense to start with outcomes and then develop activities? How can you help general education teachers embrace the importance of starting with outcomes?
Sufficient in Number and Scope to Fulfill the Outcome
Differentiated Tasks for Students
Fig. 8.1, p. 142

8. Key Strategies FACILITATIVE INSTRUCTIONAL STRATEGIES
Problem-based Learning
Bibliotherapy
Pacing
FACILITATIVE INSTRUCTIONAL STRATEGIES
Problem Solving
Discuss the differences between activities and instruction strategies. How does each contribute to appropriate quality curriculum and instruction for gifted learners?
Content-based Strategies
Questioning Techniques
Inquiry
Fig. 9.1, p. 171

9. Curriculum for the Gifted
Acceleration
Complexity
Depth
Challenge
Creativity
Five Key Features
We discussed these key features (see p. 43) and developed checklists
Curriculum for the gifted should include these elements.
Individual standard may contain only one.
Total curriculum should address entire list.
Checklist is a way to quickly assess standards to ascertain how much modification may be necessary.
Can facilitate translation of standards into archetypal (framework) activities.
Visit and select a content area, grade span and discipline. Apply the checklist to the essential concepts and skills. What do you find?

10. 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
Control--All students need to feel a sense of control or self-determination in their learning. In this atmosphere, they will thrive. One student said, “Why are they [his grades] so poor if I’m so smart?…Because in high school, it’s not like it’s your opinion, you have to write what the teachers tell you to write and I really don’t want to…I’ve been told to pass through High School you have to jump through hoops and I don’t want to. I want to make my own hoops.
Choice--This is closely intertwined with control. Making a choice is significant only if you have sufficient power or control to act on it. Studies of intrinsically motivated learning (learning voluntarily for the sheer joy of learning) have treated the two as one. Choice/control/self-determination enhances motivation to learn. When students feel their ability to make choices is not honored, they feel disrespect for their ability to make powerful decisions which fuels their sense of injustice and resentment toward schools. This gives them a “trump card” in school--they could choose not to produce the work expected of them. Gifted students resent two choices commonly offered: opportunities to fill time with more of the same work and to tutor struggling classmates.
Challenge--The most frequently mentioned cause of boredom for gifted students. It might mean accelerated pace or deeper, more complex thinking. Student feel textbook-based instruction is a barrier to any type of challenge. Students often create their own challenge when they aren’t challenged by classroom activities. They will self-modify and often create options not appreciated by their teachers. They get into intellectual sparring matches w/teachers. Skipping classes is another strategy--it’s more challenging and more efficient to teach themselves at their own pace.
Complexity--described by Mikulas and Vodanovich as a function of unfamiliarity--a person’s experiences with similar situations. This will vary from student to student. Gifted kids seek novel, authentic, abstract, open-ended experiences. Students prefer rich, messy content, processes that involve high level thinking and questioning, their emotions and interests, opportunities to develop sophisticated products using resources of a professional, and opportunities to work in professional contexts. Gifted kids also like the opportunity to stick with a topic until they’re done--often longer than their classmates. They need more time and flexibility--they want a self-determined pace.
Caring--A caring teacher could enhance or overcome the other four C’s. Gifted kids describe caring teachers as nonjudgmental, fair, flexible, humorous. They honor students’ need to talk, to question, to challenge and be challenged, to dig deeper, and they respect their students’ wishes to be respected. They are prepared to teach when they come to class, use discovery , inquiry-based and hands-on methods, varying techniques and media. Give students control over some aspects of their learning relevant to student’s skills, abilities and interests. Show concern for all individual’s well-being. Enthusiastic about the content of lessons as well as their teaching. Willing to listen and to pursue students’ questions. Flexible. Mutual respect and reciprocity.
Learning and boredom are mutually exclusive. Kids are not bored when they’re learning, and they’re not learning when they’re bored. Learning involves at least one of the five C’s--the more the better.

11. Chapter 59
59.5(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.

12. 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.
Unpacking Ch. 59
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

13. Sense-Making Work with your team/table Report to your assigned chart
Identify key points from your learning and doing in Academy 2 that align with your segment of Chapter 59.

14. Curriculum Management
Consider questions on p. 202
Select the one you’d most like to discuss
Move to that group
Discuss
Jigsaw
Share w/large group

15. Implementing Curriculum
One envelope per person
Meet in like color groups
Discuss the cards referring to the chapter as needed
Form mixed color groups of four
Each person randomly chooses a card
Discuss connections, patterns, relationships
Summarize the set on a sticky note
Repeat
When finished, develop non-linguistic representation of discussion.
Large group sharing

16. NAGC-CEC Teacher Knowledge and Skill Standards for GT Education
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.
Self-assessment is hard copy.

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

18. Team Time Assemble documents to be submitted Work on team reflection
Due May 5
Summarize your accomplishments this year
Identify next steps
Share with large group

19. 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?