PLC Essential Question #4


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How will we respond if they already know it?

High Potential/High Ability

Advanced and Gifted Students should be a part of a differentiated classroom and/or have an RTI or an RTI-like program.

Common Core standards do help the gifted in language arts and mathematics because they have been written to be high standards for all students. For advanced students, however, fidelity to grade-level standards will limit learning. The drafters of the Common Core did not write standards for advanced learners and have acknowledged that some students will be ready to move beyond these standards before the end of the year.


They may be able to learn in a closet, but...

People may assume that high-ability students will make it on their own, but research shows that talented children in all domains – academic as well as athletic or musical – need to have opportunities that expose them to advanced knowledge, skills, and values in their field of interest. Research on optimal performance also reveals that different areas of talent have different developmental trajectories and that some fields are much better than others at identifying where students are in these developmental trajectories and providing them with a roadmap for achieving success. The science of optimal performance applied to traditional academic disciplines as well as sports, music, and other domains can help educators to meet the specific needs of high-ability students in every field.
The overall goal of gifted education, according to the authors, should be to increase the number of individuals who make path breaking, field-altering discoveries and creative contributions by their products, innovations, and performances. Rethinking Gifted - APS

Need a quick start today?
Unstructure math word problems, fewer words, more problem-solving
Offer activity at a higher grade level of materials
Research projects
Give allowable choice using choice board
Begin Emphasizing Habits of Mind and Growth Mindset
Rigor and Relevance Framework
Have them create simulation activities
pose abstract concepts -can be social or philosophical issues
Brainstorm diverse solutions to a problem and narrow splutions
Ask WHY
Go to Bloom's Taxonomy
Open-ended projects (passion) when they finish work early
Combine two subjects and concepts-- science and marketing
Root Cause Analysis
Synthesizing assignments-i.e. choose three people you believe are successful
Find their "Rules for Success" Compare and Contract
Using their suggestions
make your own 10 rules
to follow for success.
Socratic Questioning
Socratic Thinking
Knowledge is nothing by itself: Knowledge Alone Doesn't


Math



Math Problems











































ALL



Teaching Models



Questioning Types "Raising the Roof"
























online ideas
Better Lessons
Lessons to help add Depth

Whiz Kids
Level 5 on Rigor and Relevance


Khan and the Growth MIndset
RTI Gifted and Talented

Strategies for Gifted and Talented






  • Acceleration
    Educational acceleration is one of the cornerstones of exemplary gifted education practices, with more research supporting this intervention than any other in the literature on gifted individuals. The practice of educational acceleration has long been used to match high-level students’ general abilities and specific talents with optimal learning opportunities. Read more about acceleration.
  • Curriculum Compacting
    This important instructional strategy condenses, modifies, or streamlines the regular curriculum to reduce repetition of previously mastered material. “Compacting” what students already know allows time for acceleration or enrichment beyond the basic curriculum for students who would otherwise be simply practicing what they already know. Read more about curriculum compacting.
  • Grouping
    The practice of grouping, or placing students with similar abilities and/or performance together for instruction, has been shown to positively impact student learning gains. Grouping gifted children together allows for more appropriate, rapid, and advanced instruction, which matches the rapidly developing skills and capabilities of gifted students. Read more about grouping.
  • Identification
    Identification is a critical component of effective gifted education programming. One size does not fit all. In addition to using assessments appropriate to the services provided, different strategies may be needed to ensure students with high potential are identified. Read more about best practices in identification. Read about including diverse populations in the identification process.
  • Pull-Out and Other Specialized Programs
    Programming options for gifted and talented students occur in a variety of ways, and research demonstrates the effectiveness of pull-out programs, specialized classes, and other special programs and schools and the curriculum these services use in raising student achievement. Read more about pull-out and specialized programs.
  • Teacher Training
    Teachers who know how gifted students learn and are well trained in gifted education strategies are critical to high-level gifted programs; however, most gifted students spend their school days in the regular classroom. Providing basic training for all teachers on recognizing and serving advanced students helps identify and more appropriately educate those students in the regular classroom. Read more about why teacher gifted training is important for all teachers.


Motivation

Draw Your Future (HS)
Learn Like a Tiger in the Jungle MS
Johnson and NASA

Growth Mindset (Kindergarten)

Jeanette Epps

Growth Set 9th Grade



Becoming a Great Learner HS