Instructional Decision Making

for Advanced Proficiency

StudentsDay 2

Ready-Set-Recall

• Jot down what you remember from last time.

• Pair up, share, and add to list• Square up and share again• Choose 2 important ideas to share

with large group

Processing Home Play

• Individually jot down three key ideas from the article

• Form pairs– “A” partner share one idea– “B” partner ask a question about that

idea– “A” partner answer– Together discuss one practical

application of the idea– Switch roles

How do we know…

…where the child is relative to the Core?

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DIFFERENTIATING FOR THE GIFTED

What am I teaching?

Kids How do I Know What will I do? Who can help?

Who already knows it?

Who can learn it faster?

Who needs greater

complexity and

abstraction?

Matching Strategy to

Student Needs• Based on the answers to these

questions, determine the strategy.

Organizing Fluency Data:Making the Instructional Match

Group 1:

Accurate and Fluent

Group 2:

Accurate but Slow Rate

Group 3:

Inaccurate and Slow

Rate

Group 4:

Inaccurate but High Rate

This grid does not typically apply to advanced readers who are already compre-hending at high levels.

This focus is usually for those whose comprehension is not where we want it to be.

Group 1:

Accurate and Fast

Group 2:

Accurate but Slow Rate

Group 3:

Inaccurate and Slow

Rate

Group 4:

Inaccurate but High Rate

Comprehension Advanced

Needs Core

Comprehension Low

Ask the higher question: At what level is the child comprehending?

1. Is our core cycle sufficient?2. If the core is not sufficient, why not?3. How will needs identified in core be addressed?4. How will the sufficiency and effectiveness of the core cycle be

monitored over time?5. Have improvements to the core been effective?

6. For which students is the core cycle sufficient and not sufficient, and why?

7. What specific supplemental and intensive instruction/curriculum is needed?

8. How will specific supplemental and intensive cycles be implemented?

9. How will the effectiveness of supplemental and intensive cycles be monitored?

10. Which students need to move to a different cycle?

Framework Questions

S &

I R

elat

ed Q

uest

ions

Supplemental and Intensive

• Question 6: For which students is the core instruction sufficient and not sufficient, and why?– Step 1: List students for whom the core is not sufficient.

(Significantly exceeding or less than proficient)

– Step 2: Determine diagnostic assessment tool(s)/process to identify instructional need.

– Step 3: Determine expectations of performance for the diagnostic tool(s)/process.

– Step 4: Plan logistics and collect diagnostic data– Step 5: Organize, summarize, display result

Using Data

• What data show a student exceeds Core?

• What other data needs to be collected? (i.e., What are the questions that need to be answered?)

• Trust the data!

Intensity is…“of an extreme kind” (dictionary.com)

The Big Five1. More Explicit2. More Modeling3. More Systematic4. More Opportunities to Respond5. More Review

Intensifying Instruction

The Big Five1. More challenging & complex text2. More homogeneous grouping3. More choice & control4. More higher-order questions/tasks5. More non-fiction & informational

text

Intensifying Instruction for

Gifted

Levels of Differentiation

Activity

Lesson

Unit

Course/Grade

Assessing students

1. Cards on Kids• Assess interests and learning style• Each student gets a card• Information in corners• Answer questions in the middle• Offer update opportunities

2. KWL, Frayer, Concept Map• Assessing prior knowledge and

readiness

Assessing students

3. Surveys and Inventories• Multiple Intelligences• Interests• Learning Styles

4. Best Works Portfolio• Assesses readiness• Determine outcomes and acceptable

evidence• Design rubric for evaluation

Assessing students

5. Exit Cards• Check for understanding• Identifies gaps, misconception, and high

level understanding

6. Oral responses/questions• Assesses for readiness, interest

7. Whole-group Assessment• Squaring Off• Fist to Five

Assessing students

8. Sticky-note Book• Record-keeping/management tool• Notebook w/student name on each page• Make notes on kids during class using

stickies• Put notes on student’s page

9. Post-test as Pre-assessment• Assesses prior knowledge of material• Essential to curriculum compacting

Assessing Students

• Read page 27 in “Reading Strategies for Advanced Primary Readers.”

• Discuss with a partner.• Consider if/how you might use any of

the strategies as a pre-, diagnostic, formative, or summative assessment

http://www.tea.state.tx/gted/ReaStra.pdf

Flexible grouping

• Use assessment data to form groups– Identify learning outcome– Develop assessment– Identify learning differences– Determine purpose for grouping– Place kids in groups

• Gifted kids need time together– “playing up”

• See p.60-64 in Kingore booklet

Bloom’s Revised Bloom’s Revised TaxonomyTaxonomy

REMEMBER

UNDERSTAND

APPLY

ANALYZE

EVALUATE

CREATE

Adapted from Sousa

Bloom’s Taxonomy Revised

• http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29

• http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

• Spend some time exploring the Bloom’s resources on the Wiki

Cu

rric

ulu

m

Com

pacti

ng

C.C.

More on Curriculum Compacting• Skim p. 40-50 in Kingore packet.

• Consider assessments we discussed that might inform decisions about Curriculum Compacting.

• Think about a student for whom compacting might be appropriate. – What behaviors point to the need? – What assessments would be helpful?

Replacement Activities

• Not MOTS!• Address individual strengths and

interests• Develop collaboratively• Examples

– Inquiry Reading– Extensions

Curriculum Compacting

Replacement ActivitiesAccelerate or EnrichMathhttp://nrich.maths.org/public

Readinghttp://www.randomhouse.com/teachers/ http://www.visuwords.com

Example

• Houghton-Mifflin (4th grade)

• Independently read Akiak or substitute a full length book; e.g., Puppies, Dogs, and Blue Northers: Reflections on Being Raised by a Pack of Sled Dogs or Winterdance by Gary Paulsen– Participate in a small group

discussion

Example

• Inquiry Reading - research sled dogs, Iditarod, dog sled racing, etc. and prepare a presentation for the class

• http://www.adn.com/iditarod/2008/story/404261.html

• http://dsc.discovery.com/tv/iditarod/iditarod.html• http://www.iditarod.com/learn/iditarodtrail.html • http://www.iditarod.com/learn/terminology.html

Example

• Read another story about a hero’s journey. Compare and contrast Akiak and that story’s main character.

• Complete an Iditarod WebQuest• http://www.geocities.com/sseagraves/

iditarod/iditarodunit.htm

Example

• Study RAGBRAI - does it meet the criteria for a “journey”? http://www.ragbrai.org/ – Outline the history– Find maps of the route each of the last five years -

establish criteria to rate the difficulty of the ride– What are hardships riders might suffer?– Interview a rider– Compare & contrast to the Iditarod– Why do events like these endure?

• Prepare a presentation for the class.http://www.gifted.uconn.edu/SEMR/about/

about.html

Vocabulary Development

• Students with advanced vocabulary– How would you know? What data would

drive your decision?– What would you do with/for the students?– How would you use formative assessment?

p. 83-93 in Kingore packet

Sample Application

http://www.randomhouse.com/teachers/

Beyond Vocabulary

• Sentence fluency– alliteration

• Gifted character• Social/Emotional

– Feelings of isolation– Sense of “different-ness”

• Themes– Service to others– Living a “purpose driven” life

RAFT

Role

Audience

Format

Topic

TRY RAFTing

• Create a RAFT for something you’ll be teaching this month.

• Consider the level of challenge for your most gifted students.

• Adjust the RAFT role, audience, and/or format to require higher order thinking or a more sophisticated product for advanced students.

Tiered Assignments

Students work on different levels of activities, all with the same essential understanding or goal in mind.

Tiered assignments accommodate for differences in student readiness and performance levels…and encourage continued growth.

Tiered Activity Examples

http://ideanet.doe.state.in.us/exceptional/gt/tiered_curriculum/welcome.html

Questioning Models

Divergent Questioning

Question Answer Relationships

Socratic Questioning

p. 55-68 in Kingore packet

Let’s Practice

• Choose something you’ll be teaching soon and develop the Divergent Questioning chart.

• Share with a partner.

Quote of the Day

If you want to feel safe and secure, continue to do what you have always done.If you want to grow, go to the cutting edge of our profession.Just know that when you do, there will be a temporary loss of sanity.So know when you don’t quite know what you are doingYou are probably growing!

--Madeline Hunter

Home Play

• Identify the data you will use to determine target students.

• Develop your plan to identify areas of needed support.

• Identify formative assessments

Exit Card