Download - DPI ~ AIG Institute

AIG~IRP: Developing

Instructional Resources to Support AIG

Learners and the SCOS

DPI RttT AIG Institute Winter 2012-13

PresentersCaroline C. Eidson and Sneha Shah-Coltrane

DPI ~ AIG Institute

READY… SYNERGYNew Opportunity

Instructionally, what’s working with regard to teaching AIG learners?What’s not working?

Discuss with table group.

Prepare to share.

What’s working:What’s not working:

OUR CHALLENGE

How can we support the field? Support you?

AIG ~ IRP

Instructional Resources Project to support AIG learners

Resources developed by NC teachers and oversight from Content and AIG specialists.

• Draft lessons are posted under AIG Institute materials for browsing.

• K-12 resources in ELA, Math, Science and Social Studies will be uploaded to AIG Wiki in February and later available in Homebase.

Why is the AIG~IRP Project important?

• Constant Focus on AIG AIG: All Day, Every Day

• Intentional and Meaningful Resources, Lessons

• Connection between SCOS and What’s Good for AIG

• Realization: Microcosm of Your Experience

AIG~IRP TEMPLATE

AIG~IRP Resource Exploration and Revision• TECHNICAL LENS:

– Is the resource replicable? Could another teacher pick it up and teach with it? Usable it as is?

• CONTENT LENS:– Does the lesson address the stated standards? Is it

focused on the primary standards? Does it reflect the content effectively?

• GIFTED LENS:– Does the lesson meet the needs of gifted learners?

Does it provide sufficient challenge? Does it incorporate effective gifted instructional practices?

Explore Sample Pre-Revise AIG~IRP Resource

Use Recording Sheet


Document thoughts. Prepare to share.

Observations

Explore Sample Post-Revise AIG~IRP Resource

Use Recording Sheet


Document thoughts. Prepare to share.

Observations

Teacher Observations

•Everyone has to have a first lesson!

• Hard to receive feedback; but it is critical and helped me to learn so much. It pushed me to think deeper and go out of my comfort zone.

• Revisions became deeper and more meaningful overtime.

• You get better throughout the process.

What works for AIG: Lessons Learned

•Open-Ended Tasks and Questions that include clearly-defined expectations

•High-Level Questions that require evaluation, synthesis and application and steer clear of recall and restatement

•Connections to real-world problems and issues that are clear and authentic


• Integration of technology in authentic and challenging ways

• Creative applications that add depth, not fluff

• Variety in subject matter, process, and product


• Work with following strategies/techniques:

• Concept-based teaching• Concept development• Curriculum Compacting• Higher-Level Questioning• Independent Projects• Problem-based Learning• Seminars – Paideia and Socratic• Tiered assignments

Content Area Suggestions forTeachers of AIG Learners

ELA and Literacy•Understand text complexity and choose texts that are complex and meaningful.

•Extend the standard by going deeper into that particular standard, integrating another standard, adding a companion text, or looking toward the next grade level.

•Know the standards and the 3 shifts to ensure rigor in lessons and effective instruction.

•Focus on differentiating process and product while still maintaining focus on standards.


Mathematics•Develop high-leverage tasks with multiple entry points where complexity of math can extend knowledge.

•Integrate real-world problems and issues that promote complexity and application of mathematics.

•Create a personal connection for students with advanced mathematics and numbers.

•Know and understand the 3 shifts and the impact on instruction.


Science•Keep Science the focus. Even when you integrate other standards, keep science clear and meaningful.

•Know, understand and facilitate learning of advanced and strong content.

•Pose in-depth questions that are sophisticated and not focused on fact recall.

•Foster student curiosity and develop student passions.


Social Studies•Keep Social Studies the focus. Even when you integrate other standards, keep social studies clear and meaningful.

•Use multiple sources to vary perspectives and add complexity to learning.

•Develop projects that focus on concept development and critical topics related to standards.

•Integrate real-world issues and problems to make learning authentic and meaningful.

As you go back to your LEAs and facilitate PD…

Tips for Implementation

TECHNICAL LENSEnsure that teachers understand the parts of the template and what should be included in each (Engage, Elaborate, Evaluate)

Set a reasonable timeline that moves the project forward but is doable; work through PLCs and other collaborative groups

Establish an accessible method for collecting and revising resources. Organize storing and revision process. Develop consistent naming folders and files and create separate folders for each subject area

Plan to “meet” occasionally with resource developers to assess progress and make needed “tweaks” to process

Tips for ImplementationCONTENT LENS

•Ensure teachers understand the new SCOS and content updates.

•Ensure teachers remember strategies for gifted education.

•Provide revisions to resources from both content area and AIG specialists. Partner with regular education and other content areas.

•Remind resource developers that it won’t work to try to “retro-fit” past lessons to the new standards. In most cases, they will need to begin anew.

•On-going process of development, sharing and implementing.

Your Ideas for facilitating PD in your own LEA/School.

OUR VISION• To help teachers meet the needs of AIG

learners by…

– Connecting AIG SCOS

– Developing intentional and meaningful resources for the classroom

– Focusing on AIG: All Day, Every Day

AIG: ALL DAY, EVERY DAY!

• DPI AIG WIKIhttp://ncaig.ncdpi.wikispaces.net/Home

• DPI WIKI Centralhttp://wikicentral.ncdpi.wikispaces.net/NCDPI+WikiCentral+Page

• Sneha Shah-Coltrane– DPI Director, Gifted Education and Advanced

Programs

– [email protected] 919-807-3849