Group items tagged

However, an interesting finding in some of the empirical studies is that we tend to overestimate our own reading comprehension when we read on screen compared to on paper.

it has been found that we tend to read faster on screen and consequently understand less compared to when reading from paper. This is a very new research topic and there are studies that have not found any differences in this area.

such findings do highlight something very important, namely that we may have a different mental attitude to what we read on a screen. This has very significant implications, including in the context of education.

For example, reading literature has proven to have a stimulating effect on the imagination and encourage the development of empathy. Reading has an effect on our ability to concentrate and for abstract thinking. We want to discover if such processes are influenced by the reading medium.

There is a need for more empirical research on reading comprehension in terms of screen reading and also on the subjective reading experience.

From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.

The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.

Be very explicit with what the differentiation is and how it is addressing the needs

A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.

When a child has met all the expected benchmarks

independent reading

reading log

small group for discussions using similar questions.

long-term solutions might include forming a seminar group using a

program like "Junior Great Books."

Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf

enrich potential

to plan appropriate instruction, based on data that show the learners' needs.

additional enrichment and challenge in their area(s) strength.

Tiers 2 or 3

As the intensity of the needs increase, the intensity of the services also increases.

our ability to nurture potential in students prior to formal identification

appropriately scaffolded activities through Tier 2 support.

, with high-end differentiation and expectations, we are able to support the development of potential in all students.

This body-of-evidence can be used to support the nomination process and formal identification when appropriate.

likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.

Tier 1 include:

Tier 2 include:

Tier 3 include:

universal screening

Aspergers

gifted children with learning disabilities?

If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?

Educational opportunities are not a “zero sum” game where some students gain and others lose.

the needs of all learners.

One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.

make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.

recognizing that students who are above grade level, or advanced in their academics, also need support to thrive

all students deserve to attend a school where their learning needs are met

seek out ways to build the knowledge and skills of teachers to address the range of needs

This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.

first

This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.

These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.

RTI was,

first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.

The primary issue is the need for measures of potential as well as performance.

an IQ measure

portfolio

that sometimes occur outside of school

children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.

a "diamond" shaped RTI model

confusing

use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.

English Language Learners?

Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.

Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.

off grade level trajectories

this may includ

assess the slope and speed of learning and plot the target from there.

content acceleration and content enrichment.

independent or small group project of their choice.

renzullilearning.com.

additional learning opportunities that both challenge the learner and address high interest learning topics.

How to teach quality commenting Kathleen teaches commenting skills through: Modelling and composing comments together with students on the interactive whiteboard. Teaching students about the “letter” format and editing process during writing lessons. Giving examples of a poor/high quality comments and having students vote whether the comment should be accepted or rejected. Example of a Sorting blog comments activity devised for our students here. Having students read and comment on a post on our blog as part of a literacy rotation on the computer each week. Taking students to the ICT room once a week to work on composing a quality comment with a partner. Emailing parents and encouraging them to write comments on the blog with their child.

Activities for developing student commenting skills

own or facilitate a collaborative discussion with students to create together (you could include this video as part of the process). Develop a quality comment evaluation guide.  Refer to Linda Yollis’s Learning how to comment. Write a blog post about commenting and what you define as a quality comment. Have your students practise leaving a “quality” comment on the post.

Create a commenting guideline poster (see poster example below) – develop your

“quality” comment on the post.

Create a commenting guideline for your blog.  Here’s an example.

local autonomy

Love of Learning

growth

relationships

personalized learning

there is an intrinsic trade-off between that kind of learning and the more wide-ranging learning that is so natural for young children. Knowing this, it's more important than ever to give children's remarkable, spontaneous learning abilities free rein. That means a rich, stable, and safe world, with affectionate and supportive grown-ups, and lots of opportunities for exploration and play. Not school for babies.