Gifted Students in the Foreign Language Classroom

Gifted Students in the Foreign Language

Classroom

Dr. Lisa RubensteinOctober 15, 2014

Who is gifted?

Who is gifted?

Picture of Gifted Student

RulesExamples

Non-Examples

Quick history

+ +

Previous Paradigm

Child is gifted.

Child is not challenged.

Child gets advanced academics.

Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.

Proposed Paradigm

Child is gifted.

Child is not challenged.

Child gets advanced academics.

Who cares?

Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.

Davidson Institute: http://www.davidsongifted.org/db/StatePolicy.aspx

Indiana: High AbilityPerforms at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests.

While there are additional domains of high ability that may be served (for example, visual and performing arts), the required domains of high ability that Indiana schools must identify for are the General Intellectual and Specific Academic domains.  For now, the designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA – General Intellectual).

Indiana Program Standards: http://www.doe.in.gov/sites/default/files/highability/indiana-program-standards-high-ability-education.pdf

Definition

Identification

Programming

Internal Consistency

Language Arts

Math

General Intellectual: BOTH

Ability

Achievement

Proposed Paradigm

Child is gifted.

Child is not challenged.

Child gets advanced academics.

Who cares?

Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.

What is advanced academics?

Within Class andNon-Graded Cluster

Grouping by Skill Level

Enrichment Clusters

Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas

Within Grade Level andAcross Grade LevelAdvanced Classes

Advanced Placement

Self-Designed Courses orIndependent Study

International Baccalaureate

Honors Classes

The Integrated Continuum of Special Services

Elementary School Middle School High School

General Classroom enrichment Type I and Type II Enrichment

Curriculum Compacting, Modification, and Differentiation

Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment

Magnet and Charter Schools, School Within a School Special Schools

Special Enrichment Programs: Young Writers, Saturday and Summer Programs, FutureProblem Solving, Odyssey of the Mind, Math League, Science Fairs, etc.

Individual Options:Internships — — — — — — — — Apprenticeships — — —————— Mentorships

Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes

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Input Process Output

Graph Me

Reading Math Board Games Spanish Running

78th

How do you know?

Fibonacci

51

Diophantus

55

Kovelevsky

57

What are the principles of differentiation?

Can we apply it to foreign language instruction? How?

Big Ideas from the Lesson

✤ Groups are flexible.

✤ All students are treated as practicing professionals.

✤ They all receive honorable tasks.

✤ Everyone can contribute to the discussion at the end.

✤ Students have an opportunity to work with others who will challenge their thinking.

✤ Pre-assessment matched the lesson.

Dan Meyer

What can we learn from this video?

Can we apply it to differentiation? How?

Quick Strategy: Be less helpful.

✤ Think about all the scaffolding you provide.

✤ Take that scaffolding away.

✤ Provide it ONLY if they need it.

Designing Tiered Assignments

✤ Be clear about goals. What has to be constant? What is variable?

✤ Tier by complexity, content, process, products.

✤ Introduce all activities with equal enthusiasm.

✤ Remember different not more.

✤ Design for equally engaging and fair in terms of time expectations.

Think about the patterns lesson.

Now What?

Pace of Study, Pace of Thought

Pace of Study, Pace of Thought

Now What?

Pace of Study, Pace of Thought

Tangible. Literal. Physical Manipulation.

Symbolical. Hold in mind.

Now What?

Pace of Study, Pace of Thought

Common vocabulary. Accessible.

Combine. Complex vocabulary.

Simple/Complex

Pace of Study, Pace of Thought

Now What?

Pace of Study, Pace of Thought

Card Game Capers

Tens Place Ones Place

Discarded Number

GoalMake the largest number possible by drawing numbers 0-9 out of a bag.

Exploration

✤ What if you are trying to get the largest number and the first number drawn is a 4? Where should you put it? Why?

✤ How many different two digit numbers are possible if the two digits cannot be 0? How would you figure this out without writing every possibility? How do you you know you have them all?

Hint Cards

Challenge Cards

Guiding Principles of High Ability Curriculum

✦ High levels of complexity ✦ Opportunities to act like a practicing professional✦ Overarching concepts✦ Connections (Interdisciplinary/Intra-disciplinary)✦ Metacognition opportunities✦ Student-driven projects

Opportunities to Act Like a Practicing Professional

What does someone with a Ph.D. in your field do?What questions does he/she ask?How does he/she find answers?

Can you adjust the project for your students?

Opportunities to Act Like a Practicing Professional

What else can be done with this information? How is this useful?

Can you make it authentic?

TED Open Translation

Thank you.lmrubenstein@bsu.edu