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NOT
PROFESSIONAL
DEVELOPMENT
SESSION
Mandy Fox
day, December 3, 2011
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What Do You Think?
Weve all been there at one point or another sitting in arequired professional development class listening tosomeone go over a concept/strategy that weve been usingeffortlessly for years because weve already learned about itand incorporated it into our methodology. We grumbleour way through the session, irritated that we have to sit
on our butts re-learning a topic we could have taughtjust as well ourselves, if not better. Partly were irritatedbecause we have SO much else to do! Many teacherswould categorize a situation like this aswasted time.
day, December 3, 2011
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SOME OF YOUR
STUDENTS FEEL THE
SAME WAY!
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ResearchDr. Karen Rogers (2002) cites current studies that found
75-85% of average and above average elementary schoolstudents can pass subject pretests with 92-93% accuracy.The United States Department of Education's NationalExcellence Report found that gifted and talentedelementary school students knew 35-50% of the entirecurriculum in the five major subject areas at the verybeginning of the school year. Renzulli and Reis directed acomprehensive national study that found elementaryteachers could eliminate 40-50% of the regularcurriculum for the top 10-15% of students with nonegative effects on their achievement (or positive effects ifthey leave the 40-50% in).
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SO WHAT DO I DOWITH THESE
STUDENTS ANYWAY?
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A Nation Deceived
The school doesnt think the child is ready to be accelerated. Safe is better thansorry. (Doing nothing is the same as do no harm.
We have several smart students- how do we know this child is different? (Tools andinstruments are available. MUST do 9 weeks of documented differentiation.)
Theres absolutely no proof that moving students ahead will help themacademically or socially. (Evidence indicates that when childrens academic and
social needs are not met, the result is boredom and disengagement from school.)
How can we be sure they will be OK socially with older kids? (Accelerating selectedstudents can save years of loneliness and social isolation for students who dont fitin.)
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Are YouTailoring
YourCurriculum?
Lets put it intopractice right now!
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Score
90%
and up-
Move to Activity One80-90%- Move to Activity Two
79%- Move to Activity Three
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AnchorActivitiesThe purpose of an Anchor
Activity is provide meaningful
work for students when they
are not actively engaged in
classroom activities (e.g.,
when they finish early, are
waiting for further directions,
are stumped, first enter class,
or when the teacher is workingwith other students.)
Benefits of an Anchor Activity
An Anchor Activity can be
used to differentiate
activities on the basis of
student readiness, interest
or learning profile.
Anchor Activities allow
students time to work on
independent research, to
work more in depth with a
concept, enrich their skilldevelopment.
Anchor Activities can be
used as a management
strategy when working
with small groups of
students.
Anchor Activities can be
a vehicle for making the
classroom more studentcentered.
These activities should help
challenge students to use
higher level thinking. They
are not busy work or
mindless activities. There
should be several varieties
for students to choose from.
- from the Webster Grove
School District website
ACTIVITY 1 With the group of people who
have gathered, at Activity 1, design a tic-tac-toe
assignment for your students for a particular
unit. This assignment can and should be useful
to you and your classroom.
ACTIVITY 2 Watch the video which helps
describe compacting, anchor activities, and
independent studies. Once you have completed
this activity, you may move on to Activity One.
ACTIVITY 3 Meet with the teacher and
discuss compacting, anchor activities, and
independents studies. Once you have
completed this activity, you may move on to
Activity One.
INFO & IDEASNOVEMBER 2011 PROFESSIONAL DEVELOPMENT DAY
MANDY FOX
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IndependentStudies
from the article Teaching Gifted Students
Through Independent Study by Johnsen
and Goree
Step 1: Introducing the
Independent StudyIn introducing the independent study,
the teacher defines the process and
gives each student a plan to manage
his or her work. At this stage, the
teacher describes (a) various steps
that will be used during the study;
(b) the dates when different stages of
the study are due; and, if known, (c)
the audience who will be interested
in the results of their study.Step 2: Selecting a TopicAt this step, the students select
something to study. It may be a
problem they want to solve, an issue
they want to debate, an opinion they
want to prove, some- thing they
want to learn how to do, or simply
something they want to know more
about.
Step 3: Organizing the StudySometimes, the teacher assists
students in organizing or mappingtheir topics to help them find specific
questions or problems. For example,
if the teacher asks the students to
brainstorm problems related to their
topic. Organizational structures may
include (a) descriptions, (b)
comparisons, (c) causes and effects,
or (d) problems and solutions.
Step 4: Asking Questions
After doing some preliminaryresearch and organizing their topics,
the students are ready to ask
questions. Good questions lead to
quality independent studies. Can it
be answered by a simple yes or
no or by facts from a reference
book? If so, the question may not be
one that requires much research.
Good study questions often produce
several possible answers and may be
pursued differently by various
researchers.Step 6: Gathering
Information
There are many ways of gathering
information. Some of these include
note taking, writing letters,
surveying, interviewing, observing,
reading, listening to focus groups,
brainstorming with others, locating
information on the Internet, going on
field trips, and conducting controlled
experiments in a laboratory.
Step 7: Developing a ProductWhile most students believe that
independent study is synonymous
with written report, information
may be organized in a variety of
ways. Products include books,
diagrams, dioramas, videos,
computer programs, games, graphs,
posters, puppet shows, reports, tape
recordings, timelines, debates,
dramatizations, models, newspapers,
poems, speeches, and many others.Step 8: Sharing Information
While information may be shared
informally, students need to learn
that there is life beyond the product.
The teacher might discuss with the
students some of these reasons for
sharing information: Students can
learn from one another; students can
improve their products; others can
help evaluate the product; and
students can gather support for the
product.
WHICH ACTIVITY IS BEST? STUDIES SHOW...
Studies showthatvarious typesof
differentiation can affectstudents
progress in the classroom by leaps
andbounds. Hereare some
examples of types of activities
that can affect students success in
the classroom.
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Nuts and Bolts of
Compacting
Most teachers and parents likethe strategy of curriculumcompacting, but they are oftenunaware of what exactly occurswhen this method is used. Beloware practical ideas and
suggestions for implementation.
* The teacher meets withcompacting students to decidewith them on which alternateactivity or activities they will work.
* Some type of a time line isestablished, including when thestudents will meet with theteacher again and when thealternate activity is due.
Compacting students can workindependently or together, but itis important that they touch basewith their teacher often.
* The score that determinesmastery is also the score thatgoes in the grade book. Studentsmay receive extra points, ifnecessary, for compactingactivities, but they should not bepenalized with a lower grade if
they work on a more challengingactivity and do not get a highscore. Gifted students aresometimes reluctant to work onalternate activities because theythink a possible lower score willnegatively affect their grades.
Steps must be taken to ensurethat does not happen.
* Sometimes compacting
students from several classroomsare grouped together for analternate activity and work withone of the grade level teacherswhile the rest of the students areworking with other teachers atthe same grade level. Thisfunctions well if all teachers at agrade level are targeting thesame skills and content at thesame time.
* The most important rule for acompacting student is: "The onechoice you never have is thechoice to do nothing!" This isbecause learning time is sovaluable. Therefore, it isimportant that it never be wasted.
* Each student should beresponsible for keeping his/herown compactor folder with thework in it. This is a good way fordisorganized gifted students tolearn skills in organization, andit gives them practice in takingresponsibility for their ownwork and their own learning.
* Parents need to discuss andshow interest in their child'scompactor activities.However, parents should notpressure their child tocompact out of the grade-level work every time. Even
gifted students have someacademic weaknesses. Mostgifted children compact outsome of the time and usuallyin a specific subject. Veryfew compact out all of the time orin every subject.
Identifying Kids Who Would Benefit
1.! Finishes First Often
2.! Appears Bored
3.! Brings In Own Materials4.! Constantly Daydreams5.! Always Has High Scores6.! Asks Questions7.! Assists Students
8.!
Above Grade Level
9.! Expresses Interests10.! Scores 90% on Pretest
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