Gifted+and+Talented

PLC Essential Question #4


 * 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.

media type="custom" key="28927116" = 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? Find their "Rules for Success" Compare and Contract Using their suggestions make your own 10 rules to follow for success. || Socratic Questioning [|Socratic Thinking] ||
 * 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
 * Knowledge is nothing by itself: [|Knowledge Alone Doesn't] ||  ||


 * Math ||  ||   ||   ||
 * [|Math Problems] ||  ||   ||   ||
 * ALL ||  ||   ||   ||
 * [|Teaching Models] ||  ||   ||   ||
 * [|Questioning Types "Raising the Roof"] ||  ||   ||   ||
 * ALL ||  ||   ||   ||
 * [|Teaching Models] ||  ||   ||   ||
 * [|Questioning Types "Raising the Roof"] ||  ||   ||   ||
 * ALL ||  ||   ||   ||
 * [|Teaching Models] ||  ||   ||   ||
 * [|Questioning Types "Raising the Roof"] ||  ||   ||   ||
 * ALL ||  ||   ||   ||
 * [|Teaching Models] ||  ||   ||   ||
 * [|Questioning Types "Raising the Roof"] ||  ||   ||   ||
 * [|Questioning Types "Raising the Roof"] ||  ||   ||   ||

[|online ideas] Lessons to help add Depth ||  || [|Whiz Kids] Level 5 on Rigor and Relevance ||
 * [|Better Lessons]

media type="youtube" key="9H0o1vZJruk" width="505" height="289"media type="youtube" key="wpgHp43rByY" width="560" height="315"
 * [|Khan and the Growth MIndset] || [[file:deniseherman/RTI_Gifted_Talented.pdf|RTI Gifted and Talented]] ||
 * || __Strategies for Gifted and Talented__ ||



> 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]. > 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]. > 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 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]. > 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]. > 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.]
 * ** Acceleration **
 * ** Curriculum Compacting **
 * ** Grouping **
 * ** Identification **
 * ** Pull-Out and Other Specialized Programs **
 * <span style="background-color: #ffffff; color: #363636; font-family: inherit; font-family: Roboto,arial,helvetica; font-size: 14px; font-size: inherit; vertical-align: baseline; vertical-align: baseline;">** Teacher Training **

<span style="background-color: #ffffff; color: #7d4199; font-family: inherit; font-size: inherit; text-decoration: none; vertical-align: baseline;">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 ||  ||   ||   ||