win one for the administrators
DESCRIPTION
Erik MickelsonTRANSCRIPT
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What to Look For in a What to Look For in a Classroom for High Ability Classroom for High Ability
LearnersLearners
Erik MickelsonErik MickelsonPalm Springs Unified School DistrictPalm Springs Unified School District
[email protected]@psusd.us(760) 221-1942(760) 221-1942
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Focus AreasFocus Areas
GroupingGrouping Room EnvironmentRoom Environment Curriculum DifferentiationCurriculum Differentiation Social/Emotional IssuesSocial/Emotional Issues Teacher QualitiesTeacher Qualities
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Grouping OptionsGrouping Options
Self- Contained ClassesSelf- Contained Classes Cluster ClassesCluster Classes Pull-Out ClassesPull-Out Classes Like-Ability GroupsLike-Ability Groups Mixed Ability GroupsMixed Ability Groups
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Room EnvironmentRoom Environment
Print-RichPrint-Rich Opportunities for Opportunities for
DiscussionDiscussion Student Created Student Created
DisplaysDisplays Rigorous ActivitiesRigorous Activities Options, options, Options, options,
options…options…
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Four Components of Advanced Four Components of Advanced Curriculum DifferentiationCurriculum Differentiation
Acceleration andAcceleration and
Pacing:Pacing: How rapidly theHow rapidly the
instruction is given andinstruction is given and
how much is covered. how much is covered.
Novelty:Novelty: Students takingStudents taking
what is learned andwhat is learned and
Creating somethingCreating something
new.new.
Depth:Depth: Exhausting aExhausting a
topic- delving sotopic- delving so
deeply one becomes andeeply one becomes an
expert.expert.
Complexity:Complexity: MakingMaking
cross-curricularcross-curricular
connections. Inter-relatingconnections. Inter-relating
topics and ideastopics and ideas
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QuestioningQuestioning
Depth and Complexity are most Depth and Complexity are most significantly enhanced by the way we ask significantly enhanced by the way we ask students questions. students questions.
High Ability students in particular need High Ability students in particular need opportunities to think about abstract opportunities to think about abstract concepts.concepts.
The Icons of Depth and Complexity as well The Icons of Depth and Complexity as well as other strategies promote higher level as other strategies promote higher level thinking.thinking.
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California History ExampleCalifornia History Example
Basic: Basic: “Name the different types of gold “Name the different types of gold mining.”mining.”
Differentiated: Differentiated: “Give the Details of how “Give the Details of how California miners got gold” California miners got gold”
Advanced: Advanced: “From the Perspective of an “From the Perspective of an environmentalist, evaluate the Details of environmentalist, evaluate the Details of gold mining methods and their effects on gold mining methods and their effects on erosion.”erosion.”
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Rigor, Relevance, and Risk-TakingRigor, Relevance, and Risk-Taking
Thinking like a ScholarThinking like a Scholar Task AppropriatenessTask Appropriateness Cross-curricular Universal Cross-curricular Universal
ThemesThemes ResearchResearch CitationsCitations PresentationsPresentations
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Social/Emotional IssuesSocial/Emotional Issues
Asynchronous Asynchronous DevelopmentDevelopment
BoredomBoredom AdolescenceAdolescence Existential DepressionExistential Depression Under-AchievementUnder-Achievement IsolationIsolation
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Teacher QualitiesTeacher Qualities
EnergyEnergy FlexibilityFlexibility Sense of HumorSense of Humor IntelligenceIntelligence Good Parent RelationsGood Parent Relations Facilitator more than Facilitator more than
LecturerLecturer Not Afraid to be VagueNot Afraid to be Vague