1. Gifted and Talented Academy Year 2 Curriculum and Instruction Session 4 HAEAnet-public Password: education0309 http://aea11gt.pbworks.com

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 –Using data –Program evaluation Tentative Dates –tbd 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 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

7. 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

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

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

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

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. 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

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 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 –Individually choose the number that indicates your own status relative to the K or S –As a team, complete another form to indicate the status in your building/district relative to K or S.

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