what do we do when “they already know it" by jennifer hawkins st. clair rxiii gifted ed

What Do We Do When “They Already Know It"

By Jennifer Hawkins

St. Clair RXIII Gifted Ed.

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Most-Effective Teachers

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.


PLC Questions• 1. What do we want students to learn?• 2. How will we know when they’ve

learned it?• 3. What will we do if they don’t learn it?• 4. What do we do if they already know

it?


Question #4 What do we do if they already know it?

Question 4 is often omitted

with the concentration on

INTERVENTIONS


• Most schools have some sort of gifted program with teachers have who some training in differentiation.

• There are rarely enough of them to be in every PLC or on every curriculum committee

• A system where many other teachers share this responsibility needs to be in place.

• Following, is the proposed system created by Pat Curry

Issues


Extension Specialist Model

1.Identify an Extensions Specialist for each grade level PLC.

Identify a teacher or teachers who will always make sure that extension activities are included in units of instruction.



2. Develop a Pyramid of Extensions

A school-wide system for providing time and support to students who are learning.

Ex. Edgar Murray has an RTI block in the schedule.



3.Vertical Teams

These could include a gifted or curriculum facilitator and the PLC Extension Specialists.

This facilitator will assist each PLC Extensions Specialist in the development of quality extension activities and provide materials if needed.



4.Common Assessments

Each PLC will develop high-quality common assessments for units of study. Common assessments will include quality questions based on DOK (Depth of Knowledge)3 and 4 methodology.



5.Pre-assesments

The common assessments can be administered as pre-assessments to determine what needs to be taught and what level of instruction each student needs.



6.Leveled Instruction

Leveled instruction then takes place and lesson plans are developed to address each level of learning: struggling, middle level, and advanced learners.



7.Post-tests

Post-test to determine progress. The same common assessment that was used as a pre-assessment and could be re-administered at the end of a unit to determine growth. Having students 3rd grade up chart their own results is an effective learning tool.


Curriculum Interventions/Extensions for “Those Who Already Know It”

• Once you’ve administered your pretest and established “those who already know it,” you are ready to differentiate.


Ways to DifferentiateIn a differentiated classroom, teachers differentiate content,

process and product according to a student's readiness, interest and learning profile.

• Content- what the teacher wants the student to learn and the materials or resources through which that is accomplished

• Process- activities designed to ensure that students use key skills to make sense out of essential ideas and information

• Products- vehicles through which students demonstrate and extend what they have learned

• Readiness- a student's entry point relative to a particular understanding or skill

• Learning Profile- how an individual student learns


Tier 1: Universal Level• Low prep, whole group, interventions may include:

•Choice of Books •Flexible-Learning Groups by Readiness, Interest, Learning Profiles•Use of Reading Buddies•Various Journal Prompts•Student/Teacher Goal Setting•Varied Pacing•Work Alone or Together •Open-ended Activities•Options for Competition•Varied Computer Programs•Varied Supplemental Materials•Explorations by Interest


Tier 2: Targeted Level• High Prep Interventions may include:

•Tiered assignments•Tiered products•Tiered centers•Enrichment Topics•Independent study•Multiple testing options•Multiple texts•Course compacting•Spelling by readiness•Varied organizers•Group investigations•Choice boards•Simulations

•Subject advancement across grades•Grade skipping/advancement•Cluster grouping•Special programs/enrichment•Alternative Assessments


Curriculum Compacting

• Compacting- students are allowed to demonstrate proficiency in curriculum outcomes, units or courses and progress to more appropriate/challenging instruction. This reduces redundancy and allows for advanced programming.


Curriculum Compacting

1) What’s important? 2) What can be skipped or eliminated?3) What do students already know or are able to do?4) What will they grasp easily?5) What can be accomplished quickly?

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Areas of Strength Documenting Mastery Alternate Activities

Student’s Name: Jose, Joanne, Sam, and Linda______________

Social Studies---Colonial Living Unit

High Interest Strong Readers---- Will read and pick up concepts quickly

Students will read chapters 5 & 6 in text at own pace

Do chapter exercises 3, 7, & 9

Take unit test when ready

Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study


Tiered Assignments and Products

• Tiered Assignments- assignments designed for varying ability levels. More complex assignments better meet the needs of high-ability learners.

• Tiered Products- products specially designed to demonstrate understanding of a topic in a more in-depth manner.


Independent Study• This option is recommended as a

supplement to the regular curriculum, but it is not meant to be a substitute for curriculum compacting and proper pacing. Students can use their time to investigate a topic on their own with the teacher’s guidance, or perhaps that of a community mentor.


Cluster Groups• Enrichment Clusters- students are

grouped according to ability for instructional purposes. Enrichment clusters stress student choice and students as producers of useful products.


Alternative Assessments

• Alternative Assessments- students are offered opportunities to demonstrate their understanding of material learned in "real-world" ways.


Explore Enrichment Topics Using Centers

• This option could be provided using centers. For example, most students in the class might be expected to complete Centers A, B, and C, while Centers D and E are available to students who have the time, interest, and motivation to work on additional materials. It would be ideal if students completing Centers D and E could substitute that work for Center A, B, or C. Examples of enrichment topics in elementary mathematics include: probability and statistics, estimation, mental arithmetic, spatial visualization, algebra, geometry, and discrete mathematics.


RTI & GIFTED: Tier 3

If there is compelling evidence that instructional modifications have not met a student’s needs, you should collaborate with his/her other teachers and the gifted instructor in order to implement a formal referral and further assessment.


Online Curriculum Extensions

• Curriculum Extension Links

• Technology Resources

• Tech Tools for Teaching

• Top 25 Websites for Education


Resources Used for this Presentation

• http://www.adifferentplace.org/classroom.htm• Pat Curry: [email protected]• http://www.gadoe.org/DMGetDocument.aspx/

RTI_Gifted_webinar_mar_09.ppt?p=6CC6799F8C1371F6ABB079768800E87D25ACE4E6B4B9396021415F6C29577B84&%3BType=D


Q & A

what do we do when “they already know it" by jennifer hawkins st. clair rxiii gifted ed

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