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Gifted 201

Gifted 201. A WATG Four Corners Workshop Saturday, November 14, 2009. Sarah Kasprowicz President, Wisconsin Association for the Talented and Gifted kasprowiczs@merton.k12.wi.us watgpresident@gmail.com. Setting the Stage. Getting Students Ready for Differentiation.

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Gifted 201

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  1. Gifted 201 A WATG Four Corners Workshop Saturday, November 14, 2009 Sarah Kasprowicz President, Wisconsin Association for the Talented and Gifted kasprowiczs@merton.k12.wi.us watgpresident@gmail.com

  2. Setting the Stage Getting Students Ready for Differentiation The classroom teacher includes differentiation as a classroom expectation on the first day of school. • Class Discussion about classroom norms and expectations. • Read Hooray for Diffendoofer Day by Dr.Seuss and Jack Prelutsky • Discuss the differences between Diffendoofer School and Flobbertown

  3. Points for Discussion • Differentiation is: • Fair • Appropriate • Up to the students to “handle” it and do their job • More interesting than Flobbertown • “Class, everyone turn to page 14 number 3…” • Everyone on the same page, all of the time • No choice

  4. Points for Discussion • Differentiation looks like: • At any one time there could be students working in any of the following situations: • Whole class • Alone at a desk • In the library with a partner or small group • At a classroom computer ALL COMBINATIONS ARE RESPECTFUL TO EACH OTHER AND THE CLASSROOM CULTURE OF DIFFERENTIATION

  5. Example • Fifth Grade Reading / Language Arts • Brandon: Maginot Line Power Point • Julia: Writing a short story for her portfolio • 5 students: Express Yourself Independent Reading Theme (in the library or at their desk) • 16 students having literature circle meetings with Mrs. K circulating and listening • 1 student working with our LD teacher on language arts

  6. Flexible Grouping • Interest (Brandon and Julia) • Past performance on reading assessments (Express Youself Independent Reading Group) • Students are allowed to sometimes “pass” on alternate projects (Maddie, Jeff and Blake)

  7. Training Students • Time Management • Calendars • Work / Project logs • Classroom Management • Alternate project documents and work logs are stapled to the wall for easy viewing and management • Students need to be respectful and not disrupt the teacher or other students

  8. Training Students • Expectation of Differentiated Curriculum • Fair • Normal • Makes sense • If a student abuses the situation or can not adjust to working in an alternate setting they can be returned to the regular class and make up what they missed.

  9. Setting the Stage in Your School The Pyramids • Wisconsin Pyramid Model for Gifted and Talented Programming • Response to Intervention (RtI)

  10. Setting the Stage in Your School • The GT Advocate Model • Classroom-based • Gifted and Talented Student Strengths Lists

  11. Staff Development • A paradigm shift is needed from “pull out” to “classroom based” approach. This can take years. • University Courses • District initiative • CESA • Conferences • Consultants

  12. Teacher Training • Classes about meeting the needs of gifted students are not required to earn a teaching license. • The vast majority of classroom teachers were not taught how to differentiate for gifted students in their university education courses. • Chapter 35: Special Ed class

  13. Benefit of the Doubt • Teachers want to help the children in their classroom. • Teachers were taught in college how to meet the needs of students with learning disabilities and why it is important. • Given the benefit of the doubt…teachers will do the same for gifted students when they are informed about gifted education.

  14. Tips for Parents • Advocate for your child. • Keep anecdotal and quantitative records. • Request that the GT Coordinator attend your parent/teacher conferences. • Attend GT conferences and workshops. • Visit GT websites. • Form a GT Parent Advisory Group. • Contact your state and federal representatives and senators.

  15. Tips for Parents • Request that a Differentiated Education Plan (DEP) be developed for your child. • Volunteer to help in your child’s classroom. • Be very vocal with your school board. • Write letters • Attend school board meetings and request to speak on the status of GT programming at your school. • File a complaint with DPI if necessary.

  16. Setting the Stage in Your School • Communicate classroom needs to: • Librarian and library staff • Technology department • Principal • Gifted and Talented Coordinator • Curriculum Coordinator • Team members: There are possible partners for your students in other homerooms • Parents

  17. Setting the Stage With Parents • Parent / Teacher Conferences • Feedback from parents on possible interests and strengths of their child • Webnotes • Email • Ask parents to sign proposed alternate project descriptions, calendar, rubrics before students participate • Ask parent volunteers to work with small groups in the library or computer lab

  18. Setting the Stage in the Community The Press Room (see handout) The Merton Community School District Press Room is a district-wide opportunity to integrate all subject areas and involve students K-8 in promoting and publishing the work of Merton students.

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