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  1. Gifted Education Seminar Gifted Overview

  2. Welcome to the Gifted Education Seminar

  3. Cards! • On your table there are index cards. • Take one and write the following: • In the center, your name • Upper right corner, the grade level and/or subject you teach • Lower right corner, your favorite children’s book • Lower left corner, your favorite food • Upper left corner, your favorite pastime Share your responses with at least 2 people not at your table.

  4. Cards! Example Reading 8th grade Science Judy Thomas Pink and Say By Patricia Polacco Steak

  5. One More Thing! Write the 4 learning modalities on the back of your card. Think about how you learn. Rank the modalities from 1 to 4, with 1 being your strongest learning modality. Visual Kinesthetic Oral/Auditory Written

  6. Cards! Sharing Stand and shake hands with at least two people near you and share what you wrote on your card.

  7. Goal of Gifted Education Seminar Teachers will be able to create an environment to identify gifted and talented learners and address their diverse needs to facilitate at least a year’s growth and development in the teacher’s classrooms.

  8. Gifted Education PHD Gifted Education Masters in Gifted Education Trainings that go deeper … Trainings that go deeper … Trainings that go deeper … Trainings that go deeper … Trainings that go deeper … Trainings that go deeper from Gifted Education Seminar Gifted Education Seminar (GES)

  9. Rules & Regulations - ISBE Federal ROE/ISC/SPS/IAGC Federal Universities Consultants/Trainers Administration Teachers Students

  10. Work with your tablemates to match the quotations with who said them. Write the letter of who said the quote next to the number of the quotation. Who Said This? Stand up when your table group has finished!

  11. Who Said This? CHECK YOUR ANSWERS!

  12. Who Said This? Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper? A. Principal’s Association 1815

  13. Who Said This? You can’t use those calculators on the test. If I let you do that, you wouldn’t ever learn how to use the tables in the back of the book and use interpolation to figure out your trig ratios. C. High School Teacher 1980

  14. Who Said This? We can’t let them use calculators in middle school. If we do, they’ll forget how to do long division or how to multiply three digit numbers by three digit numbers. What will they do when they don’t have access to a calculator? J. Middle School Teacher 1989

  15. Who Said This? Why would you ever want the Internet for student use? It’s just the latest fad – have them use the library. D. District Employee 1985

  16. Who Said This? Why do you want network drops at every teacher’s desk? You’re not thinking of getting a computer for all of them are you? F. Director of Technology 1999

  17. Who Said This? Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant. B. PTA Gazette 1941

  18. Who Said This? Why are we talking about students having laptops in high school? I don’t think most parents will even give their kids their old computer, much less buy them a new one. G. Member of Laptop Committee 2000

  19. Who Said This? I don’t think we’ll have wireless networks in schools anytime soon. H. Building Administrator Spring 2005

  20. Who Said This? Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil. E. National Association of Teachers 1907

  21. Who Said This? Turn off and put away all Cell Phones, iPods, and Electronic Devices during class! I. Student Handbook Fall 2006

  22. Who Said This? Pair Share Turn to your elbow partner and share the quote that surprised you the most and WHY.

  23. What do YOU think? Are teachers are changing as quickly as their students?

  24. Dalton Sherman Video

  25. Dalton Sherman Table Discussion Discuss the following questions with your tablemates: • Do you believe Dalton Sherman should or should not be identified as gifted? • What additional information might you need?

  26. OR • Gifted kids are easy to identify. • Gifted kids come in all colors, ages, sizes and shapes. • Gifted kids can be identified in all content areas. • The gifted child today is the gifted child of tomorrow.

  27. OR • Gifted children can change the way society thinks, feels, and functions. • Children and their exposure to technology changes how they think, act, and react in and out of the classroom. • Children and their exposure to technology should change how teachers plan, teach, and assess.

  28. We need a paradigm shift. Student Centered • Teachers facilitating the learning • Real world learning in the community • Problem based learning, solving real world problems • Links between businesses and communities • Technology as an integral part of education Teacher Centered • Standardized curriculum • Focus on text-driven curriculum • Large group instruction • Classroom-based learning • Students learning isolated facts • Technology used in isolation

  29. We cannot change how we teach until we change how we think, and we cannot change how we think until we change what we believe.

  30. Gifted Education Seminar What can you expect? A combination of instructor led and independent DVD instruction. Active participation Whole class, small group, and individual activities As a learner, you should be prepared to interact, share ideas, and collaborate on many of the in-class activities.

  31. Gifted Education SeminarWhat does it include? Initial Knowledge & Skill Standards for Gifted and Talented Education from the Illinois Association for Gifted Children (IAGC) and the National Association for Gifted Children (NAGC). an overview of gifted education as well as focusing on the following four major areas of gifted education.

  32. Perspectivesin Gifted Education Misconceptions Definitions of Giftedness Seminal Studies Current Brain Research

  33. Knowingthe Gifted Characteristics Social Emotional Special Populations Instruments and Procedures

  34. Gifted Models • Curry/Samara • Thematic Unit • Parnes • Creative Problem Solving • William and Mary • Navigator Language Arts • Renzulli • The Triad Model • Wiggins and McTighe • Understanding by Design • Tomlinson, et. Al. • Parallel Curriculum

  35. Differentiation Targeting Learning Environment Content Process Product

  36. Responsibilities and Expectations of Participants Attend all sessions on time Participate in all class discussions and activities Complete all DVD activities Have a computer Complete a project

  37. Project Choices Design instructional materials for a gifted child or a group of gifted children in your own classroom. Develop an annotated bibliography of at least 25 articles related to the pros and cons of acceleration or ability grouping in relationship to gifted/talented students and their educational needs. Develop two of the components for a Comprehensive Plan.

  38. More Project Choices • Develop an annotated bibliography of 10 or more useful Websitesfor teachers who are making efforts to provide appropriately for gifted students in regular classrooms. • A written report of an in-depth interview with a teacher who works with gifted students in a classroom-based program. • A written report based on your advocacy efforts resulting from participation in this class. • A comparable project designed by the student and approved by the instructor. Specific requirements for each project will be provided by the instructor.

  39. Participants will receive DVD 2 textbooks Continuing Education Credits OR Optional 3 hours of college credit (Tuition is the responsibility of the participant.) Certificate of completion

  40. Class Textbooks

  41. Frances A. Karnes Kristen R. Stephens Achieving ExcellenceEducating the Gifted and Talented

  42. Achieving Excellence Each chapter… draws on experts in the field is written by an author who is nationally renowned for his/her work in the chapter topic has incorporated the most recent, cutting edge research offers practical strategies and tools includes summaries and questions provides a listing of useful resources (books, articles, websites and organizations)

  43. Achieving ExcellenceWebsite Support • Click on Enter and go to Select a Topic • Arrow down to Other Special Needs and click on GO. • Read the Overview and General Information about Understanding and Respecting Cultural Differences and Gifted and Talented. • Answer the Reflective Essay Questions shown on the left of the webpage. • If you have time look at the Video Essay and Online Brief Case StudyMeet Briana.

  44. DIFFERENTIATION:SIMPLIFIED, REALISTIC, AND EFFECTIVEHow to Challenge Advanced Potentials in Mixed Ability Classrooms BERTIE KINGORE, Ph.D. Author Jeffery Kingore Graphic Design

  45. Let’s go on a scavenger hunt! • Spend 20 minutes looking at your text and fill out the scavenger hunt sheet. • Spend 10 minutes sharing your “finds” with a classmate. • Key Features • Figures (Chart) • Chapter Tabs • Teacher Tips • Think About Its….

  46. Electronic Journal • In your electronic journal, write a brief reaction to each of the following statements. • Gifted kids are easy to identify. • Gifted kids come in all colors, ages, sizes and shapes. • Gifted kids can be identified in all content areas. • The gifted child today is the gifted child of tomorrow.

  47. Keep Thinking About What You Believe.