1. DIFFERENTIATION TRAINING 4 th, 5 th, 6 th grade teachers from a variety of schools: Running Springs, Canyon Rim, Imperial, Anaheim Hills, Nohl Canyon, Panorama, Chapman Hills, Serrano, Villa Park, and McPherson 4 th, 5 th, 6 th grade teachers from a variety of schools: Running Springs, Canyon Rim, Imperial, Anaheim Hills, Nohl Canyon, Panorama, Chapman Hills, Serrano, Villa Park, and McPherson Strategies to use whole class Strategies to use whole class Many models for gifted and talented: Sandra Kaplan Depth/Complexity Icons Many models for gifted and talented: Sandra Kaplan Depth/Complexity Icons Gifted Ed pedagogy beneficial for all students Gifted Ed pedagogy beneficial for all students

2. That’s Baby # 100. Put in the Golden Gifted Chromosome!

3. 1 ST TRAINING Defining what it means to be gifted Defining what it means to be gifted Some traits found in gifted students Some traits found in gifted students Mindsets Mindsets Practice using the icons Practice using the icons Writing a lesson using depth/complexity icons Writing a lesson using depth/complexity icons Resources at NAGC, LiveBinders, OCC GATE, websites and blogs Resources at NAGC, LiveBinders, OCC GATE, websites and blogs Edmodo group created for collaboration Edmodo group created for collaboration

4. Above Average Ability Creativity Task Commitment Gifted Behavior Joseph Renzulli: The Three Ring Conception of Giftedness U A C I C TP

5. DOES THIS LOOK FAMILIAR?

6. The 11 icons represent higher order thinking skills The 11 icons represent higher order thinking skills Visual Learners Visual Learners Dr. Sandra Kaplan, USC Dr. Sandra Kaplan, USC Foster Critical Thinking Foster Critical Thinking Integrate Into Existing Curriculum Integrate Into Existing Curriculum Real World Application Real World Application WHAT IS DEPTH & COMPLEXITY?

7. Across Disciplines Across Disciplines Change Over Time Change Over Time Multiple Perspectives Multiple Perspectives COMPLEXITY 3 ICONS

8. Language of the Discipline Language of the Discipline Details Details Patterns Patterns Unanswered UnansweredQuestions Rules Rules Trends Trends Ethics Ethics Big Idea Big Idea DEPTH 8 ICONS

9. Knowing your students and attending to all strengths and needs Strong content knowledge Use of effective instructional strategies and Depths of Knowledge (DOKs) Incorporating the 4 SBAC Claims and multiple types of formative and summative assessments 9 4 Domains Students Instruction & Pedagogy Content Claims & Assessment *

10. ELA CLAIMS Claim #1 Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Claim #2 Writing “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #3 Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim # 4 Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.” 10

11. ELA ShiftsMath Shifts 1.Informational Text Building knowledge through content-rich non-fiction. 1. Focus Narrow the scope of content and deepen how time and energy is spent. 2.Evidence from Text Reading, writing, and speaking grounded in evidence from text, both literary and informational. 2.Coherence Integration across grades & subject areas. 3.Text Complexity Regular practice with complex text and its academic language. 3.Rigor Conceptual understanding, procedural fluency, and application of skills in problem solving situations. 11

12. 2 ND TRAINING Analyzing student work – about an hour Analyzing student work – about an hour Addressed success and challenges Addressed success and challenges Using Thinking Maps with D/C icons Using Thinking Maps with D/C icons Focused on Cognitive Learning Focused on Cognitive Learning CCSS require high-level cognitive demand CCSS require high-level cognitive demand Asking students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks Asking students to demonstrate deeper conceptual understanding through the application of content knowledge and skills to new situations and sustained tasks Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions Applies Webb’s Depth of Knowledge (DOK) to Bloom’s Cognitive Process Dimensions Blooms: What type of thinking is needed to complete a task? Blooms: What type of thinking is needed to complete a task? Webb: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content? Webb: How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

13. 3 RD TRAINING Gallery walk of student work again Gallery walk of student work again Introduced the Content Imperatives and Sandra Kaplan’s 8 new icons Introduced the Content Imperatives and Sandra Kaplan’s 8 new icons Practiced using the new icons Practiced using the new icons Examples of using pictures to CLOSE Read and use icons Examples of using pictures to CLOSE Read and use icons Discussed how to grade this kind of work Discussed how to grade this kind of work Process, Content, Product Process, Content, Product Time to create a lesson Time to create a lesson

14. WHAT IS GROWTH MINDSET? Until, recently scientists believed that intelligence was fixed, that people were born with a given amount of potential and intelligence. New brain research disproves this theory. The brain is actually quite malleable. Ted Talk by Eduardo Briseno

15. GROWTH MINDSET Based on the work by Carol Dweck Based on the work by Carol Dweck Daniel Pink

16. FIXED VS. GROWTH MINDSET

17. SPEAKING WITH FIXED VS. GROWTH MINDSET The Power of YET

18. MINDSET IN THE CLASSROOM Learning about the brain and how we learn Learning about the brain and how we learn Track obstacles / interview about overcoming obstacles Track obstacles / interview about overcoming obstacles London taxi drivers London taxi drivers The girl with half a brain The girl with half a brain Praise vs. constructive feedback Praise vs. constructive feedback Role-play actvities Role-play actvities Engineering challenges Engineering challenges Critical and creative thinking activities Critical and creative thinking activities Analyzing literary characters for growth vs. fixed mindset Analyzing literary characters for growth vs. fixed mindset Genius Hour Genius Hour

19. PICTURE BOOKS THAT SUPPORT GROWTH MINDSET

20. MINDSET ANCHOR CHARTS

21. MINDSET: VOCABULARY

22. BRAIN BULLETIN BOARD

23. POSITIVE OUTCOMES OF FOSTERING A GROWTH MINDSET Students not afraid of challenges Students not afraid of challenges Intrinsically motivated Intrinsically motivated Life-long learners Life-long learners Stronger classroom community Stronger classroom community Students value constructive feedback Students value constructive feedback More effort put into work More effort put into work Challenges mean neuron pathways will Challenges mean neuron pathways will grow grow Mistakes are a chance to learn and grow Mistakes are a chance to learn and grow