Gifted and Talented AcademyYear 2
Curriculum and Instruction
Session 2
HAEAnet-publicPassword: education0309
Agenda
• Welcome/Check In• Processing Home Play - Sharing Quality
Practices• Curriculum Assumptions• Curriculum Frameworks• Framework Components• William and Mary Curriculum• Team Planning• Closure
Sharing and Collaborating
• Wiki work & tips
• Quality practices– Groups of 5-6– Mixed-district– 3-5 minutes/person
• Large group share
Processing Home Play
• Review as a team the goal(s) you identified and the plan you’ve developed
• Form mixed district triads
• Share plan
• Identify connections, insights, and good ideas
• Share with your team/table group
• Large group share
Curriculum Assumptions
• General school curricula are inappropriate for gifted learners
• Appropriate differentiation of the curriculum in one area and at one grade level affects all areas and levels. It is a long-term process.
• A curriculum plan for the gifted must be written down and communicated appropriately within a school district.
VanTassel-Baska, p. 53-4
Curriculum Assumptions• One group member click on the link below to
access the Google dochttp://docs.google.com/Doc?docid=0AexPs9-dSebOZHFmcngza185N2RnbWg1cHAz&hl=en
• Under the file menu, click on “make a copy”
(make sure you’re signed in to Google docs)• Rename the document • Share with team members and me• All team members access the document• Complete according to directions
Curriculum Framework
• A strategic plan for curriculum– Overall goals and outcomes across all areas
and grade levels– Links goals and outcomes to strategies for
accomplishing them– Assessment approaches that measure
outcomes
Curriculum Framework
• Purposes/Benefits– Creates consensus on what a gifted
curriculum is supposed to be– Provides a specific tangible product that
answers the question of what a district’s curriculum for the gifted is
– Brings teachers and administrators into curriculum planning in a meaningful way
– Represents a communication tool– Captures distinctive features and reveals
balance.
Curriculum Framework Checklist
• One group member click on the link below to access the Google doc
• http://docs.google.com/Doc?docid=0AexPs9-dSebOZHFmcngza185OWNndDU0OTR3&hl=en
• Using information from p. 90-92 in Purcell & Eckert, develop a checklist for your assigned section.
Curriculum Design Context
Conception of Giftedness and Talent
Development
General Intellectual Ability
Specific Academic and Artistic Ability
Characteristics and Needs
Curriculum/Instruction/Assessment
Productive and Creative Behaviors and Products
Applying the Checklist
• Select a William and Mary unit, Navigator, etc.
• Apply the Curriculum Framework Checklist developed by groups today.
• Discuss – ways this checklist might be useful in your
setting– adjustments you’d make
Team Planning• Identify an area in need of curriculum
development/differentiation. Consider Iowa Core Curriculum links
http://www.corecurriculum.iowa.gov
• Identify actions to be accomplished by session 3 and post to Google docs (share with team and Mary)
• Explore the curriculum models page of the Wiki (or explore on your own to find additional information about these models).