Post on 09-May-2018
transcript
Gifted and Talented Parent Meeting
Krahn Elementary
Enhancing Gifted Students’
Learning Opportunities
Wednesday, October 2, 2013
The Texas State Plan
“Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment.” The Texas State Plan
Motivation
Interests
Communication skills
Problem-solving abilities
Memory
Inquiry/curiosity
Insight
Reasoning
Imagination/creativity
Humor
Intensity (overexciteabilities)
Sensitivity
12 Traits of Giftedness
Response to Intelligence Independent study
Self-instructional materials
Self-structured projects
Using a faster pace
Increased complexity and depth
Supportive learning environment
Discussion
Beyond grade-level standards
Hands on “new” learning
A Balanced GT Curriculum
depth & complexity
pre-assessments
differentiation
•compacting
•tiered assignments
•grouping
choices
in-depth studies
•Independent study
•TPSP
social & emotional well-being
The TPSP is a classroom learning experience in which students will have the opportunity to explore, through research, an area of interest in depth.
If a student is interested in science, he will conduct studies much as a laboratory scientist would do. If a student would like to be a published poet, they might like to focus on taking a poem from conception to publication.
What is it?
Research units/tasks designed by the state to capture high levels of academic performance from GT students
TPSP tasks help students engage in self directed learning, thinking, research and communication in order to develop innovative products and performances that reflect their individuality and creativity
What is it?
1. How can you use this task to make
a difference in your community?
2. How can you apply the task to a real-world situation?
3. How will this task have a personal impact on you?
To Think About . . .
Grade Level Tasks
Kindergarten– Do Your Part for Art, Weather to the Extreme 1st grade—It’s a Family Affair: A Study of Culture and Traditions, Animal Nation 2nd grade—Who’s Who: A Study of Biography, The Ripple Effect: A Study of Water 3rd grade– Building a Business: Games and Toys, Mathematics in Nature 4th grade– Enigmas, The Gift of Age, Innovation Celebration, Math Around Town 5th grade– Story Quilt, Collectibles: Fad or Fortune All grades—Pursuit for Passion
September “Explore with an Open Mind”
Students can integrate new information and ideas to existing knowledge and ideas.
•Student Task Exploration within Grade Band •Availability of resources •Interest and Passion Development
Student Outcomes: Choose a task/project and identify its components
Use concept webbing, KWL, or Interest Inventory to narrow down interest Begin running record of tentative sources
October “Build the Foundation” Preliminary Questions
Timeline of activities and tentative checkpoints
Organizational Tools October District Checkpoint
Campus and District TPSP Spreadsheet
Student Outcomes •Mark teacher appointments and personal checkpoints on calendar. •Develop questions that explore depth. •Use note-taking strategies to answer questions.
November “Develop a Plan of Action”
Questions that Compel •THE Research Question •Research Proposal •Electronic/Paper Research Proposal
Create a Research Proposal using frameworks Include: Topic Primary research question Sources of information Methods of data collection Product Impact* Communication
January “Gather Data”
Students choose 2-3 methods and collect information:
•Observations •Surveys •Interviews •Document Analysis •Use of scholarly secondary sources
February “Organize, Analyze, and Synthesize”
Students will sort data and make connections across time, location, culture, and subject areas to create new thinking. •Personal Conclusions and Connections •Represent Different Perspectives •Big Ideas/Trends
Product Development Identify and represent patterns and trends from collected data Create visual representations which communicate the Big Ideas, Conclusions, and Different Perspectives Determine if more data collection is needed based on conflicting or ambiguous data
April “Share Findings”
Students will effectively communicate the results of their research. •Relevant Visuals •Innovative Product •Language of the Discipline
Create a 10-minute presentation that communicates THE research question, sources of information, data collection & analysis, product, and conclusions. Refine presentation to include language of the discipline. Practice, practice, practice presentation on different audiences.
Texas State Plan for the Education of Gifted
and Talented
Compliance
-- “development of
products and/or performance such as those
provided through the TPSP” (3.2C)
Recommended
-- “participation in the TPSP, or
other experiences that result in the development of sophisticated products and/or performances that
are targeted to an audience outside the
classroom..” (3.2R)
Exemplary
-- “develop sophisticated
products..assessed by external evaluators
who are knowledgeable in the field that is the focus
of the product..” (3.2E)
Support
Classroom Teacher
Librarian Campus
Administrators
Professional Mentors from
outside of school
District Advanced Academics Specialist
4 Core Subject Area Teachers
Benefits
Student appreciates the opportunity to relay their passions and intellectual curiosities to an outside panel of professionals
and others in the community
Student investigates the relationship
between personal interests and future
opportunities.
Student becomes aware of the concept of
sophisticated products and performances connected to their
interests.
Teacher ability to differentiate curriculum for gifted/talented students
Impacts of Participation
Heightened critical and problem-solving skills needed for district, state, and national exams
Teacher professional growth and comfort in working with gifted/talented students
Sophistication of products and/or performances developed by gifted/talented students in response to the TPSP tasks
Personality Traits Needed for
Successful Completion
Perseverance
Creative problem solving skills
Risk-taking
The TPSP is based on 11 research-based scoring dimensions: •Development of questions •Research methodology •Sources of information •Collection of data •Analysis & interpretation of data •Multiple perspectives •Organization •Depth of understanding •Impact •Delivery •Vocabulary of the discipline
Development of Questions/ Data
Analysis
Presentation of Learning: Product
and Communication
Scoring Dimensions
District TPSP Implementation
Campus Showcase May All GT students are paneled. All GT students will present in front of an audience. Parents are invited to see presentations. Two students from grades 1, 2, 3, and 5 are randomly selected to participate in district TPSP Showcase.
District TPSP Showcase May 20, 2014 Grades 1 – 5 Every GT student participates in a TPSP task, (All 4th grade goes to district)
Intelligence is
not how much you know
or how fast you learn,
but how you behave
when you don’t know
the answer.
Questions