HiCap/Cluster Teacher Training & Workshop Thursday, June 17, 2015 Welcome! 1. Sign-In – love those clock hours! 2. Grab a binder & handouts – good stuff! INSTRUCTIONS to follow ~ 3. Please be seated and ready to go by 8:30 sharp! Yael Naim, “New Soul” (3:41) In January 2008, Apple featured the song "New Soul" in its debut commercial for the MacBook Air laptop. Steve Jobs himself picked the song "New Soul" for the launch of the MacBook Air .
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HiCap/Cluster Teacher Training & Workshop - Shelton School … · HiCap/Cluster Teacher Training & Workshop Thursday, June 17, 2015 Welcome! 1. Sign-In – love those clock hours!
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HiCap/Cluster Teacher Training & Workshop
Thursday, June 17, 2015
Welcome! 1. Sign-In – love those clock hours! 2. Grab a binder & handouts – good
stuff! INSTRUCTIONS to follow ~
3. Please be seated and ready to go by 8:30 sharp!
Yael Naim, “New Soul” (3:41)
In January 2008, Apple featured the song "New Soul" in its debut commercial for the MacBook Air laptop. Steve Jobs himself picked the song "New Soul" for the launch of the MacBook Air.
Characteristics and Behaviors Associated with Highly Capable
Students
10:00 – 10:45 Our Own Mind shift - it can be really fun to take a student’s “talent,” recognize it, and let it lead the way. 10:45 – 12:00 Gifted Education, Common Core Standards, and 21st Century Skills Introduction to Best Practices and Strategies Associated with Teaching Highly Capable Students 12:00 – 1:00 LUNCH
Activity: Using the yellow index card, write a reflection of a time when a student was extremely creative or “clever.” Pass the cards around the room for 30 seconds (like musical chairs, sort of) – when I say “stop” – read the response out loud when it is your turn. How are creativity/cleverness and boredom related? Please turn in your cards
Teacher: “Where’s your homework?” Student: “It’s stuck in my pencil!”
The CCSS are not sufficient on their own for gifted learners and . . . if adhered to without differentiation, may limit learning of gifted students. The CCSS do not define the intervention methods: Curriculum should include: ● advanced content ● acceleration in depth and pace ● complexity ● enrichment ● differentiated instruction AND assessment
When all students are taught the same processing skills, students will work at their ability level and will stretch – differentiation is not teaching different skills to different students. Watch the video (6:30), “Austin’s Butterfly,” and think about how all the students have been taught HOW to process and HOW to communicate “expert” advice.
Please read through the article, highlighting what “pops out” to you. Write your new knowledge / interest areas / “aha’s”/etc. on your “mindset” note-taking handout.
1:00 – 1:10 NAGC’s Gifted Education Programming Standards 1:10 – 2:30 Modified/Adjusted Services, Curriculum, and Instruction Differentiation Practices and Strategies 2:30 – 2:55 Managing and Making Sense of it All! Forms, Forms, Forms Resources Available – SSD Webpage and More! Your binder has a lot of information! 2:55 – 3:10 Test Results - Profiles Revealed and Student Learning Plans. 3:10 – 3:15 Introduction to Talents Unlimited – thinking about thinking 3:15 – 3:20 Calendar for September & July Make-Up Day 3:20 – 3:30 Closing – Name Badges – Evaluations – SIGN-IN/OUT
Differentiation Practices and Strategies Modified/ Adjusted Services, Curriculum, and Instruction
2:15 – 2:30
Modified/Adjusted Services, Curriculum, and
Instruction
Multiple Intelligences Surveys Quick Experiential Activity 1. Write a short poem that you know or make one up. 2. Figure out how long ago was a million seconds. 3. Draw a picture of an animal. 4. Stand by your seat and follow my directions: jump on your left foot 10 times;
jump on your right foot 10 times; do ten jumping jacks; high-five your neighbor.
5. Let’s all sing “Row, Row, Row Your Boat” together. 6. Turn to a partner and share something nice that has happened to you this
week. 7. Close your eyes and think about the happiest moment in your life – you won’t
have to share with anybody. 8. Think about all the different dogs there are. Write a list of different ways to
categorize these dogs.
Quick & FUN: How to Group Students for TYPE of work. . .
Differentiation Practices and Strategies Modified/ Adjusted Services, Curriculum, and Instruction
Modified/Adjusted Services, Curriculum, and
Instruction
This is a teacher-dictated survey. Students will need paper and pencil – and should number each activity. It’s effective to use before introducing multiple intelligences to your students. Usually, it can be completed in 15-20 minutes. When you’re done, go back and review each activity with them, asking them to “*” their favorite and “x” their least favorite. Then do a survey – “who enjoyed # 1 the most?” etc. – kids raise hands -- and using a MI overhead – tell about verbal-linguistic intelligence. Ask for a couple of volunteers to share their responses. Continue through all eight intelligences. I tell them about Howard Gardner and his notion that there are many ways people can be “smart.” Use your imagination to personalize your survey – tie it in to school theme, school mascot, team name/identity, etc.
Differentiation Practices and Strategies Modified/ Adjusted Services, Curriculum, and Instruction
2:30 – 2:40 (cont.)
See the packet of resources on our webpage.
Teaching Gifted Kids in Today’s Classroom Susan Winebrenner and Dina Brulles
Curriculum Compacting – a VERY important strategy to utilize!!! This will be one of our first “focused” trainings in September – calendar to follow . . .
There are no tricks to working with our most challenging students.
If there were simple solutions to support their growth, the students
wouldn’t be challenging.
Teachers do not have a secret cache of techniques, they have received
training and employ interventions – but, our most challenging students
confound common solutions. These students challenge us to develop new
and complex interventions, in combinations we have never tried before.
Jeffrey Benson, 2014 ASCD
Mindset
We’ll see each other throughout the year but,
I am only a phone call or email away.
Please keep in mind that I am available to:
Demonstrate a lesson with Talents or any other differentiation strategy,
Team with you in setting up independent packets/projects for students,
Meet with you, parents, and students
And many other options that you find worthwhile!
http://creativecommons.org/licenses/by-nd/3.0/
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Research suggests that children possess potential for many kinds of talents (thinking abilities) which are important to success in the classroom as well as in the world of work. In addition to the Academic, these Talents include: Productive Thinking Communication Forecasting Decision Making Planning