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Grouping the gifted and talented: Questions and answers - 7 views

www.davidsongifted.org/...Articles_id_10173.aspx
shared by Suzanne Palmer on 13 Apr 10 - Cached
  • September 1993
    • Laura Hance
      Laura Hance on 13 Apr 10
       
      I am concerned with the date of this article. Are her points still relevant?
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I absolutely believe they are. I have read many more recent articles and journals that continue to support Rogers findings. I think that the organization of the article is reader-friendly addressing the different types of groupings as well as the social and emotional impact on students.
    • Eric Calvert
      Eric Calvert on 22 Apr 10
       
      In 2002, Rogers published a book (Re-Forming Gifted Education) covering similar territory but incorporating data from students between 1993 and 2002. Her conclusions in the more recent work were pretty consistent with the article from 93. The College of William and Mary also did an independent survey of the literature just a few years ago for the State of Ohio comparing pros and cons of different gifted service delivery models. In a nutshell, their summary was that models that include grouping elements, provide access to advanced content at a faster than typical pace, and are focused on a specific content area (vs., say, a general purpose pull-out "enrichment" program) tend to produce the biggest learning gains and are among the least costly models to implement. (Thus, I would wager that the reconfiguration of the middle school programs you all started this year will ultimately pay big dividends for kids down the road if you keep working together on differentiating curriculum and gradually articulating the program down to lower grade levels.)
  • have used one of the latter two approaches to research.
    • Laura Hance
      Laura Hance on 13 Apr 10
       
      I was pleased to see they used the approaches that can be quantified.
  • Gifted educators are now confronted with shoring up the erosion of years of effort:
    • Laura Hance
      Laura Hance on 14 Apr 10
       
      This statement seems to show some bias on the part of the author.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I think that we all know how hard it is to get something back that has been cut from budget. Gifted programming of any kind is often one of the first things cut from a budget when there needs to be cuts. Gifted can be an easy target in Ohio because gifted programming is currently not mandated and often times the test scores of our identified students show they are doing "OK".
  • ...11 more annotations...
  • from the minority who have been chronically underserved
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I might argue that the "middle" would be the most chronically underserved group.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I would be interested in more detail on this.
  • in which the top 5-8 gifted learners at a grade level
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      Is she saying here that only the top 5-8 students per grade level would be served using this model? If not, it would seem that each building would need almost all teachers to be a trained teacher of the gifted in order to be able to service all students with a gifted ID.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      Yes, I believe that is what she is saying. In most of the research I have done in clustering, it is recommended to have 5-7 in an identified area together. We began clustering in reading and math in our 4th and 5th grade classes this year throughout the district. We found that the majority of the buildings had enough students to support a cluster either in reading and/or math and the training of that teacher. In 2 of our larger buildings, they actually had enough where they could have a couple of math and reading classes with a cluster of math or reading identified students.
  • substantial academic gains for elementary learners at all ability levels in mathematics,
  • substantial academic gains in reading and some evidence of similar gains in mathematics for students of all ability levels.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I find it interesting that cross grade grouping seems to be most affective for reading and the within-class grouping seems to be most affective in mathematics. I do not see this as reflective as what is currently happening in Westerville.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      Please expand.
  • a small decline in self-esteem for subject acceleration,
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      Teachers of 6th grade Pre Algebra have been concerned with some of the stress-levels exhibited by students - such as pulling out eyelashes and the inability to cope with not understanding a specific concept.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      Interesting, there are a couple of things to consider with the behaviors exhibited by these gifted students. For some of our brightest students, it can be difficult for them when they are faced with something that is a challenge for them for the first time. Many of our gifted learners exhibit characteristics of perfectionism as well. I hope that these teachers are working with our middle school coordinators to address some of these social and emotional concerns. If not, that is something that I would strongly recommend.
  • She found greater numbers of ethnic minorities and the economically disadvantaged in the lower track classes.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      This would be my concern with ability grouping at all levels. While it may be appropriate for gifted learners, I do think the lower track can give students all the opportunities that should be afforded them.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I agree. That is a nice benefit of clustering. I recently read The Cluster Grouping Handbook which talks about the appropriate way to cluster students and I think the way Susan Winebrenner has done it really makes sense to help raise the bar for all students.
  • It is important that we change this situation, seek to understand its causes, while at the same time we continue to provide appropriate ability grouping options to our identified gifted and talented.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I agree!
  • appreciate the diversity in their society
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I will say that my daughters who attended WNHS greatly benefited from both the diversity of the school and the diversity of their classes. When they left for college and entered the world of work, they had a nice glimpse into the "real world" and I think are better adjusted for it.
  • It is important to note that the coverage vs. mastery dilemma exists in all whole-class group-paced instruction
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I think the points made in the Differentiation article would dispute this.
  • This in turn may lead to an even more precipitous decline in national test scores than we have already been witnessing since the 1960s.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      Is this the case? What has happened in the 17 years since this article was written?
  • Just as we readily acknowledge the complexity of the learning process, we must acknowledge that no simple solution
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      The other article we were asked to read is a PDF, which does not support Diigo. However, I fully agree with the points made regarding differentiation. Done appropriately, I think this is the best model to benefit ALL students.
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Top Ten Things that Teachers Need to Know about Gifted Students. - 6 views

www.ohiochannel.org/...media.cfm
shared by Suzanne Palmer on 12 Mar 10 - Cached
  • Suzanne Palmer on 12 Mar 10
     
    After watching this video, comment on which of the Top 10 things presented you think a classroom teacher most often overlooks or misunderstands when working with gifted students.
  • ...2 more comments...
  • Laura Hance on 22 Mar 10
     
    I think the classroom teacher has difficulty understanding the traits that reflect the greatest paradox. Under the Possible Classroom Behavior category, she mentions that while students may appear off task, they may simply be processing differently or that the questions the student asks may be out in left field. Under the category labeled Abstract & Complex, she mentions that while these students can think at a high level, they may still need to be taught study skills and test taking skills. Additionally, the category labeled Asynchronous Development points out that while students can have very adult-like conversations, they can still react at their chronological age. Many times a regular classroom teacher is not able to make sense out of the paradox and may have a difficult time honoring the GT label. It is important that classroom teachers understand the "other" traits that make up the Gifted and Talented student and help students to work through these other hurdles that may keep them from reaching their full potential.
  • Suzanne Palmer on 28 Mar 10
     
    There are many "other" traits of the gifted student that many educators do not understand, and thus may impact their success in their classroom. Many have the misconception that our gifted learners have all the tools they need to be successful, but in fact, they do need additional support. Some students will struggle once they hit high school or even college because they have never had to learn study skills or time management skills. For some of these students this can cause them to underachieve once they are challenged because they do not have the tools to meet the challenge. This was something that we would often see with our students who came into our self-contained gifted program in 3rd grade. Parents would often question whether the student should be in the program because they were seeing their student "struggling" a little bit with the higher-level and more abstract assignments and tasks expected of them. This was something new for them as they had been accustomed to 3 or 4 years of no homework or more knowledge or comprehension level tasks. We assured them that yes, indeed, they were in the right place. I would often have students return to see me saying that the years in our program really prepared them for their higher level courses in high school. The asynchronous development is also an interesting trait of our students. In the years I taught in our self-contained program, there were definitely those students who were so bright, that even in a classroom with other gifted 5th graders, they often would prefer the conversation and interaction of the teachers throughout the day. Many times you would forget that you were only talking to a 10 or 11 year old child, but then would be reminded once you saw them interacting with their peers at recess time.
  • Laura Hance on 29 Mar 10
     
    Hmmmm. . . the comment about beginning to struggle in high school because they never learned the study skills they need. . . I just finished reading Pam's e-mail. . .
  • Suzanne Palmer on 29 Mar 10
     
    You are exactly right! I can't help but think about the lengthy lesson plans that we had to write (and dreaded) in our undergrad teaching methods courses. Most educators do not provide this much detail in their daily plans, but that process and all of those components are instilled in us and we have the "tools" to explain rationale for the lessons we implement in the classroom. We had the foundation laid for us.
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Westerville City Schools Office of Gifted Education - 5 views

www.westerville.k12.oh.us/administrativeDepartment.aspx
shared by Suzanne Palmer on 09 Feb 10 - Cached
  • Suzanne Palmer on 09 Feb 10
     
    After reviewing the Identification brochure (accessible on the right-hand side of this site) and ODE's "Who is Gifted in Ohio by Law and Rule?", what questions do you have about the gifted identification process in Ohio or Westerville? What do you see as the biggest challenge in the gifted identification process in Westerville?
  • ...6 more comments...
  • Laura Hance on 16 Feb 10
     
    So. . .do you know that if you are writing a comment about link, and click back on the link to look something up, when you return to our wcsgifted page, everything you have typed up to that point is gone ARGHHHH!!!!! Tip of the day: Always click Post before navigating away from this page!
  • Laura Hance on 16 Feb 10
     
    And I was just about finished with this assignment - kinda like the dog ate my homework! It appears as if the Westerville identification process follows the criteria outlined by the Ohio Department of Education. I would say that the broad range of gifted identification would be the greatest challenge. I also wonder about the 4 year age gap between the two grade levels when screening instruments are administered. The developmental differences between a student in Grade 2 and a student in Grade 6 are vast. I am aware that students can be identified by other means as well; however I would venture to believe that a majority of students are identified by these group screening tools. I am curious why students are not rescreened earlier than Grade 6?
  • Laura Hance on 16 Feb 10
     
    My final comment has to do with the technology piece of this course. I am still trying to differentiate between the advantages of using the Wiki and the advantages of using Diigo. I was thinking that Diigo was a tool to organize Online Resources and the Wiki was a forum for discussion and uploading other resources. If that is the case, would this assignment not be better off posted on the Wiki - perhaps creating a new page in the Ashland folder entitled "Identifying the Gifted - What are the Challenges?" where we could post comments and respond to each other? I'm struggling a little with the organization of the two sites and how they work together - any help/suggestions would be greatly appreciated. Thanks:-) Hope everyone is enjoying our winter wonderland!
  • Suzanne Palmer on 17 Feb 10
     
    Thanks for sharing the interesting tidbit of information about posting. Sorry for the frustration. I guess I should address your final comment as this seems like the appropriate place to comment. It is my understanding that the Wiki is not suited to the discussion but the Diigo is. Eric, can you comment as well on this?
  • Suzanne Palmer on 17 Feb 10
     
    Laura, You raise some valid questions in the time between whole group testing. We started testing in 2nd grade because years ago our gifted programming did begin in 3rd grade so 2nd grade testing information was used for that purpose. About 6 years ago when we went through all of the cuts, we lost our 3rd grade programming but by that time we were a BFK district and needed that 2nd grade data point so whole group testing has remained there. Also, up until a few years ago, the next whole group testing opportunity did take place at 5th grade. When 5th grade began testing 4 areas for the OAT, it was my understanding that the decision was made to move it to 6th grade because of the overwhelming amount of testing at that grade level. 6th grade only had the reading amd math OATs. You raise the same question that many people ask. Another important factor to consider is that testing is expensive.I don't know if we will be able to get that changed or not. We are in compliance with the state and our identification. And you are correct that we do offer individual testing based on referrals but this is a small majority of our students who are identified in this way.
  • Eric Calvert on 22 Apr 10
     
    On the "Wiki vs. Diigo" question, my opinion is that Diigo has better features for facilitating discussions. (However, discussion is possible in the wiki as well to a certain extent using the "comment" feature at the bottom of most pages.) Diigo, though, lets you comment on specific sections of most web resources and can "thread" discussions, which the comment feature of PBWorks does not support. While Diigo and PBWorks do have some overlapping features, I mainly use PBWorks to collaboratively CREATE new content or share already-made resources that are not elsewhere online (e.g. policy documents, curriculum maps, or unit/lesson plans that would otherwise be locked in a physical file cabinet or on one teacher's local hard drive.) I mainly use Diigo to bookmark, annotate, and share resources that are already online. (For example, interesting online articles, lesson plans from online curriculum repositories etc.) Occasionally, though, I will use the two tools in tandem -- for example, creating a page using PBWorks which I then bookmark into Diigo. (Remember that the pages you make in the wiki are really web pages, so you can use Diigo's tools on top of them, and share and discuss them with anyone who also has access to the wiki.) For example, on other projects, my collaborators and I have started "draft" documents as wiki pages and then used Diigo to comment on the draft and suggest changes and additions.) Long story short, though, think of the wiki as a place to collaborative make new things, and think of Diigo as a place to store, share, find and talk about things that are already out on the web. Hope this helps clarify things a bit. If not, though, please let me know.
  • Laura Hance on 23 Apr 10
     
    Thanks for the clarification - this does help. So. . . when asked to view and comment on a Power Point or a PDF document. . . what is the best way to do this? I know these can these these be uploaded into the Wiki, but then are they actually part of the webpage or a separate entity. From what you are saying, if they are part of the webpage, we should be able to use the Diigo tools??? Just clarifying again. Thanks for taking the time to help me understand this better.
  • Eric Calvert on 23 Apr 10
     
    No problem -- glad to hear that made some sesne. Technically, when a web page links to a PowerPoint file, the file isn't really "part of" the webpage in the sense that the actual content of the PowerPoint presentation gets added to the HTML that makes up the webpage. The PowerPoint file is still a separate entity, but the link tells your web browser where on the Internet to find it. ("Uploading" a file to the wiki actually makes a copy of your original document on a remote web server, where it also gets assigned a unique web address. When you create a link to an uploaded file, then, you're not really embedding the actual file in the wiki page, but a quick-and-easy way to access that file.) Unfortunately, the only way to make comments within PowerPoint files (on a "slide by slide" basis) is to use the commenting features in the PowerPoint program itself, then re-save and re-upload your commented version, so this gets tedious pretty quickly if you're trying to have an ongoing online conversation.) It's a similar story with PDF files. It's really a matter of personal preference whether to comment on a PPT or PDF file you link to from a wiki page using diigo or the wiki itself. Personally, I'd probably opt to do it in Diigo just because I like its commenting features better than the ones in PBWorks and because doing it in Diigo would make it part of my Diigo library, which means I could quickly find it again in the future if I needed it without having to remember where it is. I'm in a bunch of different wikis that overlap topics, so sometimes if I read something that I want to find again in six months or a year I have trouble remembering if it was in Wiki A, Wiki B, or Wiki C. Therefore, having a central index like my Diigo library in helps keep me from losing stuff and saves me time searching for things I've read in the past and want to access again. Hope you have a good weekend.
8More

ODE - Identification: Who is Gifted in Ohio by Law and Rule? - 4 views

www.ode.state.oh.us/...ODEDetail.aspx
shared by Laura Hance on 09 Feb 10 - Cached
  • Score two standard
  • Perform at or above the 95th percentile
  • approved score on an above grade-level standardized, nationally normed test.
  • ...4 more annotations...
  • Perform at or above the 95th percentile at the national level
  • Score one standard deviation above
  • Demonstrate to a trained individual
  • regular opportunities
    • Laura Hance
      Laura Hance on 16 Feb 10
       
      However the group screening process only occurs in Grades 2 & 6. Why?
3More

Figure This! Math Challenges for Families - Challenge Index - 2 views

www.figurethis.org/...math_index.htm WCS Gifted Group Math ProblemSolving
shared by Laura Hance on 02 Feb 10 - Cached
  • Graphical represenations of data
    • Laura Hance
      Laura Hance on 02 Feb 10
       
      I was hoping the Challenge entitled "Census" could be linked to the upcoming National Census, however it is about zip codes - still good, but not nearly as relevant.
  • Laura Hance on 02 Feb 10
     
    These challenges are listed by topic and would be an excellent extension for students in advanced math. They are nicely categorized, so easy to reference
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Resource: Learning Math: Patterns, Functions, and Algebra - 2 views

learner.org/...series140.html Math Pedagogy Algebra
shared by Laura Hance on 04 Feb 10 - Cached
  • Laura Hance on 04 Feb 10
     
    While this is a web-based course, it features the Annenberg videos that can help teachers to develop a deeper understanding of basic algebraic principals. The videos can be viewed without enrolling in the course.
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Diigo Educator Accounts - 2 views

www.diigo.com/education Diigo education social bookmarking students wcsgifted
shared by Eric Calvert on 14 Jan 10 - Cached
  • Eric Calvert on 14 Jan 10
     
    Information about free "educator accounts" on Diigo. Educator accounts allow teachers to create student accounts for an entire class (with or without e-mail.) Special privacy settings are pre-set so that only teachers and classmates can communicate with each other. Teachers can create "groups" for each class.
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wcsgifted / An Introduction to Social Bookmarking with Diigo - 2 views

wcsgifted.pbworks.com/-Social-Bookmarking-with-Diigo westerville pd social bookmarking diigo
shared by Eric Calvert on 28 Oct 09 - No Cached
  • Diigolet
    • Eric Calvert
      Eric Calvert on 28 Oct 09
       
      Works with any browser
  • Toolbar
    • Eric Calvert
      Eric Calvert on 14 Jan 10
       
      Update: a version for Explorer has also been released
    • Eric Calvert
      Eric Calvert on 14 Jan 10
       
      Part of the Diigo add-on for the Firefox and Safari Web browsers.
  • social bookmarking?
  • ...2 more annotations...
  • Through Others
    • Eric Calvert
      Eric Calvert on 28 Oct 09
       
      Try searching for some groups in Diigo about gifted education, middle school, or your content area.
  • Check this out.
  • Jessica Horst on 14 Jan 10
     
    THis is the wiki we used in the workshop on January 14, 2010.
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Diigolet | Diigo - 1 views

www.diigo.com/diigolet technology social bookmarking westerville
shared by Eric Calvert on 14 Jan 10 - Cached
  • Diigo Toolbar Diigolet Post to Diigo Enhanced Linkrolls Tagrolls Send to Blog Auto Blog Post Import Bookmarks Import Google Notebook Export Bookmarks "Add to Diigo" Widget Save Elsewhere Install Facebook App Diigo API Diigolet Diigolet is not as feature-rich as the Diigo toolbar, but it can be set-up by simple drag-and-drop - no download or installation needed, and it works for all major browsers. Much more powerful than bookmarklets offered by other social bookmarking sites, Diigolet is a "super bookmarklet" that allows you to highlight and add
  • Right click this button: Diigolet and click "Add to Favorites..."
  • Make sure your "Favorites Bar" is visible
    • Eric Calvert
      Eric Calvert on 14 Jan 10
       
      Don't forget this. Important!
  • Eric Calvert on 14 Jan 10
     
    This is the intro page for Diigo.
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Illuminations: Too Big or Too Small? - 1 views

illuminations.nctm.org/LessonDetail.aspx math grade6
shared by Robert Edwards on 14 Jan 10 - Cached
  • Activity 1: Exploring The Size of a Million Dollars
    • Robert Edwards
      Robert Edwards on 14 Jan 10
       
      Good for beginning of year--chapter 1 about reading and understanding magnitude of large numbers
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Ohio Resource Center > Ohio Standards > Mathematics > by Grade > Grade 6 - 1 views

www.ohiorc.org/...grade6.aspx math grade6 contentstandards
shared by Ned Kerstetter on 14 Jan 10 - Cached
  • Ned Kerstetter on 14 Jan 10
     
    Resource list by indicator
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Differentiating Instruction For the Gifted - 1 views

www.kidsource.com/...diff_instruction.html differentiation mixed ability Tomlinson wcsgifted gifted
shared by Eric Calvert on 21 Oct 09 - Cached
  • In a differentiated class, the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sense-making activities or processes through which students can come to understand and "own" information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned.
  • A class is not differentiated when assignments are the same for all learners and the adjustments consist of varying the level of difficulty of questions for certain students, grading some students harder than others, or letting students who finish early play games for enrichment. It is not appropriate to have more advanced learners do extra math problems, extra book reports, or after completing their "regular" work be given extension assignments. Asking students to do more of what they already know is hollow. Asking them to do "the regular work, plus" inevitably seems punitive to them (Tomlinson, 1995a).
  • Four characteristics shape teaching and learning in an effective differentiated classroom (Tomlinson, 1995a):
  • ...17 more annotations...
  • Instruction is concept focused and principle driven.
  • On-going assessment of student readiness and growth are built into the curriculum.
  • Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style.
  • Students are active explorers. Teachers guide the exploration.
  • Adjustments based on learning profile encourage students to understand their own learning preferences.
  • Readiness-based adjustments can be created by teachers offering students a range of learning tasks developed along one or more of the following continua:
  • Concrete to abstract.
  • Simple to complex.
  • Basic to transformational.
  • Fewer facets to multi-facets.
  • Smaller leaps to greater leaps
  • More structured to more open.
  • Less independence to greater independence.
  • Quicker to slower.
  • Among instructional strategies that can help teachers manage differentiation and help students find a good learning "fit" are the following: use of multiple texts and supplementary materials; use of computer programs; interest centers; learning contracts; compacting; tiered sense-making activities and tiered products; tasks and products designed with a multiple intelligence orientation; independent learning contracts; complex instruction; group investigation; product criteria negotiated jointly by student and teacher; graduated task- and product-rubrics.
  • Teachers moving toward differentiated instruction in an inclusive, integrated middle school classroom find greater success if they (1) have a clear rationale for differentiation, (2) prepare students and parents for a differentiated classroom, (3) attend to issues of classroom structure and management as they move toward more student-centered learning, (4) move toward differentiation at a pace comfortable to both teacher and learners, and (5) plan with team members and other colleagues interested in differentiation
  • If middle school students differ in readiness, interest, and learning profiles, and if a good middle school attempts to meet each student where he or she is and foster continual growth, a one-size-fits-all model of instruction makes little sense. Rather, differentiated instruction seems a better solution for meeting the academic diversity that typifies the middle school years.
1More

TeachEngineering.org Activity - Design Your Own Rube Goldberg Machine - 1 views

www.teachengineering.org/view_activity.php Simple Machines science grade6
shared by LaVanya Watkins on 14 Jan 10 - Cached
  • LaVanya Watkins on 14 Jan 10
     
    Simple Machines
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NMSA - NAGC Position Statement: Meeting the Needs of High Ability Learners in the Middl... - 1 views

www.nagc.org/index.aspx NAGC NMSA Position Statement policy middle school wcsgifted high ability
shared by Eric Calvert on 21 Oct 09 - Cached
  • MEETING THE NEEDS OF HIGH ABILITY AND HIGH POTENTIAL LEARNERS IN THE MIDDLE GRADES A JOINT POSITION STATEMENT OF THE NATIONAL MIDDLE SCHOOL ASSOCIATION AND THE NATIONAL ASSOCIATION FOR GIFTED CHILDREN
  • The National Association for Gifted Children and the National Middle School Association share a commitment to developing schools and classrooms in which both equity and excellence are persistent goals for each learner. Equity refers to the opportunity of every learner to have supported access to the highest possible quality education. Excellence refers to the need of every learner for opportunities and adult support necessary to maximize his or her learning potential.
  • In light of the inevitable variance in middle school populations, it is critical that middle school educators develop increasing awareness of and skill necessary to address the full range of learner needs—including needs of those who already demonstrate advanced academic abilities and those who have the potential to work at advanced levels.
  • ...10 more annotations...
  • IDENTIFICATION All middle school learners need educators who consistently use both formal and informal means of recognizing their particular strengths and needs. In regard to advanced learners, identification requires specific plans to seek out students with advanced abilities or advanced potential in order to provide appropriate educational experiences during the transition into adolescence.
  • ASSESSMENT Ongoing assessment is critical to informing classroom practice. Preassessment, in-process assessments, and post assessments should give learners consistent opportunity to demonstrate their knowledge, understanding, and skill related to topics of study. Assessments related to student readiness, interests, perspectives, and learning preferences provide educators with a consistently emerging understanding of each learner’s needs in the classroom. Middle level educators should use data from such assessments to modify teaching and learning plans to ensure that each student—including those who already perform well beyond expectations—have consistent opportunities to extend their abilities.
  • CURRICULUM AND INSTRUCTION
  • Advanced middle grade learners thus require consistent opportunities to work at degrees of challenge somewhat beyond their particular readiness levels, with support necessary to achieve at the new levels of proficiency. In addition, educators should address student interests and preferred modes of learning in planning curriculum and instruction that is appropriately challenging for individual learners. Educational resources should be of a sufficient range of complexity to ensure challenge for advanced learners. Flexible pacing and flexible grouping arrangements are important instructional adjustments for many highly able middle level learners.
  • AFFECTIVE DEVELOPMENT
  • Students benefit greatly from learning environments that reinforce their worth as individuals and simultaneously support them in becoming more powerful and productive. For advanced learners, this may require helping students affirm both their abilities and their need to belong to a peer group. Middle level educators need to understand and address the unique dynamics that high-ability and high-potential young adolescents may experience as they seek to define themselves and their roles among peers.
  • EFFECTIVE PARTNERSHIPS Building a middle school culture that supports equity and excellence for each learner requires sustained attention to partnerships among all adults key to the student’s development. This includes partnerships between home and school, specialists and generalists, and teachers and administrators. Middle level schools should assist parents in recognizing, understanding, and nurturing advanced abilities and potential in young adolescents. Partnerships among team members and between classroom teachers and gifted education specialists should ensure appropriate challenge for advanced learners and appropriate attention to the particular talents of advanced learners. Administrator/teacher partnerships should define what it means to accommodate the individual needs of learners and develop conditions that lead to such accommodations for all middle level learners—including those who demonstrate advanced performance or potential.
  • PRE-SERVICE AND IN-SERVICE STAFF DEVELOPMENT
  • Teachers with training in gifted education are more likely to foster high-level thinking, allow for greater student expression, consider individual variance in their teaching, and understand how to provide high-end challenge. Appropriate staff development for middle level teachers will continually focus on high-quality curriculum, understanding and teaching in response to individual as well as group needs, and developing a repertoire of instructional strategies that support and manage flexible classrooms. Central to the success of these endeavors is shared responsibility for meeting the needs of each learner, evidenced in systematic and consistent planning, carrying out of plans, and evaluation of effectiveness of plans in terms of individual learners and small groups of learners as well as the class as a whole.
  • Teachers, Gifted Education Specialists, and Support Personnel Should: 1. Be knowledgeable about students with advanced academic abilities and those who have the potential to work at advanced levels. 2. Meet regularly to discuss the needs of all students, including those with high ability. 3. Provide curriculum, instruction, and other opportunities to meet the needs of students with high ability. 4. Use a variety of developmentally appropriate instructional practices to enable each student to experience a high degree of personal excellence. 5. Collaborate with colleagues at elementary and high school levels to ensure a smooth transition as students progress throughout the grades. 6. Keep parents informed about their children’s growth and invite parent participation in educational planning for their children.
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ELA Content Standards - 1 views

www.ode.state.oh.us/...DocumentDownload.aspx ELA wcsgifted standards curriculum ohio
shared by Eric Calvert on 14 Jan 10 - No Cached
  • Eric Calvert on 14 Jan 10
     
    Link to download the English Language Arts Academic Content Standards (as of January 2010.)
2More

District Science Day Home - 1 views

www.cscc.edu/science Science District Science Fair
shared by Chad Clark on 14 Jan 10 - Cached
    • Chad Clark
      Chad Clark on 14 Jan 10
       
      Sponsored Award descriptions are important when filling out the district paperwork. This is where to sign up for the money, savings bonds and other awards
  • Chad Clark on 14 Jan 10
     
    The official CSCC website for the District Science Fair.
1More

Advanced Earthquake Topic Search - 0 views

earthquake.usgs.gov/...search.php Science Earth Earthquakes
shared by Chad Clark on 14 Jan 10 - Cached
  • Chad Clark on 14 Jan 10
     
    Search engine by USGS that looks up earthquake resources.
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Personal Learning Networks Are Virtual Lockers for Schoolkids | Edutopia - 0 views

www.edutopia.org/l-learning-networks-technology PLN edutopia VickiDavis technology research project-based learning
shared by Eric Calvert on 11 Feb 10 - Cached
  • Constructing a PLN is the essential skill that moves my students into the driver's seat of their own learning. It helps them sort through and manage the proliferation of online materials that jam the information superhighway.
  • Tony Wagner, from the Harvard Graduate School of Education, lists assessing and analyzing information as one of the seven survival skills in the new world of work.
  • An RSS reader is a Web site that puts together all this information in an easy-to-read format. Google Reader, netvibes, Pageflakes, Bloglines, and my preferred reader, iGoogle, are all examples of sites providing RSS readers. The RSS reader is the raw material for building a PLN.
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  • How Does a PLN Work? RSS technology enables the students to create a PLN. The RSS button, often called a chicklet because of its resemblance to a piece of Chiclets chewing gum, contains all the programming required to add customized sources of news and information to a PLN with just a click. These buttons are on just about every blog, wiki, and mainstream media Web site.
  • I think the ability to create a PLN is a fundamental information-management skill that will help my students succeed in the future.
  • Like an empty locker, the RSS reader starts off as a blank Web page, and students must learn how to seek out sources of information to fill the page that will make up their research. The PLN is never complete, but it evolves to meet the changing needs of each individual project.
  • Eric Calvert on 11 Feb 10
     
    Personal Learning Networks are Virtual Lockers for Schoolkids
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Toward Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Educat... - 0 views

gcq.sagepub.com/...342 VanTassel-Baska curriculum models best practice gifted grouping acceleration NAGC wcsgifted
shared by Eric Calvert on 16 Nov 09 - Cached
  • Eric Calvert on 16 Nov 09
     
    This article provides an overview of existing research on 11 curriculum models in the field of gifted edu- cation, including the schoolwide enrichment model and the talent search model, and several others that have been used to shape high-level learning experiences for gifted students. The models are critiqued according to the key fea- tures they contribute to student learning, teacher use, and contextual fit, including alignment to standards and use with special populations of gifted and nongifted learners. The authors also provide a set of key principles derived from the research studies on what has been learned as a field about curriculum and instruction for the gifted. The article concludes with a set of practical considerations for educators in implementing any of the curricula analyzed and specific district applications of the Integrated Curriculum Model (ICM) that illustrate effective implementation over time.
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