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Nineteenth World Conference on Gifted and Talented Children “Lighting Flames: Successful Programs for Gifted Children from Around the World” Maureen Kalbus Head of Lower School mkalbus@saintmarksschool. org Prague August 2011

Nineteenth World Conference on Gifted and Talented Children

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Page 1: Nineteenth World Conference on Gifted and Talented Children

Nineteenth World Conferenceon Gifted and Talented Children

“Lighting Flames: Successful Programs for

Gifted Children from Around the World”

Maureen KalbusHead of Lower [email protected]

Prague August 2011

Page 2: Nineteenth World Conference on Gifted and Talented Children

When you give awaysome of the light from a candle

by lighting another person’sflame,

there isn’t any less light becauseyou’ve given some away,

there’s more.

When everybody grows, there isn’t less of anybody,

there’s more ofand for – everybody.

Kaleel Jamison

Page 3: Nineteenth World Conference on Gifted and Talented Children

1.“Thought of the day” starts each day. It is a time the entire group can meet together and mull over some aspect of life.2.Core subjects take up the morning sessions. These comprise Art, Drama, Language, Mathematics, Music, Science.3.Options are offered for the afternoon sessions. These can include: Abseiling, Architecture, Art, Botany, Computing, Craft, Debating, Leatherwork, Logical Deduction, Mathematics, Music, Orienteering, Science.4.Evening activities fall into five categories:

a) ongoing activities; eg., chess, table tennis, scrabble, Trivial Pursuit, board games

b) group games and puzzlesc) activities offered by visiting staff; eg., story telling,

singing, music/movement, patchworkingd) a bush dancee) entertainment by the children on the final night

5.Outside games and activities are organized for breaks, lunchtime and pre-dinner time6.Presentations from each group on the final morning, so that everyone is aware of what is going on.

Residential Course – 6 Elements

Page 4: Nineteenth World Conference on Gifted and Talented Children

Teaching Strategies for a Clever CountryDuties and Responsibilities of Workshop Group Leaders – Part 1

1.To co-ordinate and facilitate the work of the group during the period Thursday April 4 until Saturday April 6.

2.To report back to the Workshop directors at regular intervals regarding progress.

3.To delegate responsibility to the assistant group leader for some of the leader tasks as appropriate.

4.To delegate responsibility for tasks to other members of the group.

5.To attempt to ensure that all members contribute to the group work.

6.To lead the group in initial discussions in order to develop a framework for presentation of the groups “chapter.”

7.To lead discussions which decide the title of the “chapter’ for the group.

AAEGT National Workshop

Page 5: Nineteenth World Conference on Gifted and Talented Children

Teaching Strategies for a Clever CountryDuties and Responsibilities of Workshop Group Leaders – Continued

8.To resolve any difficulties which arise in the group work process, and to seek the guidance of the Workshop directors if any difficulties cannot be resolved at group level.

9.To be responsible for ensuring that work completed by the group is set out according to the specifications of the AAEGT.

10.To be responsible for the safe keeping of draft documents and workshop materials during the course of the Workshop.

11.To refer requests for photocopying to the “Workshop Desk.”

12.To produce a “concept map” of the group’s work plans by 4:30 p.m. Thursday April 4. This should be written on the cards provided for display in the Conference Room.

13.To lead the reporting back to the plenary session of the workshop on Saturday April 6. Ten minutes only have been allocated to each workshop group.

AAEGT National Workshop

Page 6: Nineteenth World Conference on Gifted and Talented Children

BRIGHT CHILDKnows the answersInterestedIs attentiveHas good ideasWorks hardAnswers the questionsTop GroupListens with interestLearns with ease6-8 repetitions for masteryUnderstands ideasEnjoys peersGrasps the meaningCompletes assignments Is receptiveCopies accuratelyEnjoys schoolAbsorbs informationTechnicianGood memoriserEnjoys straightforward Sequential presentationIs alertIs pleased with own learning

GIFTED CHILDAsks the questionsIs highly curiousIs mentally and physically involvedHas wild silly ideasPlays around, yet tests wellDiscusses in detail, elaboratesBeyond the groupShows strong feelings and opinionsAlready knows 1-2 repetitions for masteryConstructs abstractionsPrefers adultsDraws inferencesInitiates projects Is intenseCreates a new designEnjoys learningManipulates informationInventorGood guesserThrives on complexity

Is keenly observantIs highly self-critical

by Janice Szabos

Bright Child / Gifted Child

Page 7: Nineteenth World Conference on Gifted and Talented Children

Differentiation:

Is

A teacher’s response to what he/she knows about student readiness

Modifications in content, activities, product, and/or pace

A moderate approach to meeting different learning needs

Is Not

Individualization

What students do

Implemented every minute of every day

Equal to a gifted education program

Page 8: Nineteenth World Conference on Gifted and Talented Children

Comparing Classrooms

Traditional Classroom

Student differences are masked or acted upon when problematic

Assessment is most common at the end of learning to see “who got it”

A relatively narrow sense of intelligence prevails

A single definition of excellence exists

Student interest is infrequently tapped

Relatively few learning profile options are taken into account

Whole-class instruction dominates

Differentiated Classroom

Student differences are studied as a basis for planning

Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need

Focus on multiple forms of intelligences is evident

Excellence is defined in large measure by individual growth from a starting point

Students are frequently guided in making interest-based learning choices

Many learning profile options are provided for

Many instructional arrangements are used

Page 9: Nineteenth World Conference on Gifted and Talented Children

Traditional Classroom

Coverage of texts and curriculum guides drives instruction

Mastery of facts and skills out-of-context are the focus of learning

Single option assignments are the norm

Time is relatively inflexible

A single text prevails

Single interpretations of ideas and events may be sought

The teacher directs student behavior

Differentiated Classroom

Student readiness, interest, and learning profile shape instruction

Use of essential skills to make sense of and understand key concepts and principles is the focus of learning

Multi-option assignments are frequently used

Time is used flexibly in accordance with student need

Multiple materials are provided

Multiple perspectives on ideas and events are routinely sought

The teacher facilitates students’ skills at becoming more self-reliant learners

Comparing Classrooms (2)

Page 10: Nineteenth World Conference on Gifted and Talented Children

Traditional Classroom

The teacher solves problems

The teacher provides whole-class standards for grading

A single form of assessment is often used

Differentiated Classroom

Students help other students and the teacher solve problems

Students work with the teacher to establish both whole-class and individual learning goals

Students are assessed in multiple ways

“The Differentiated Classroom: Responding to the Needs of All Learners”Carol Ann Tomlinson

Comparing Classrooms (3)

Page 11: Nineteenth World Conference on Gifted and Talented Children

BENCHMARKS:Differentiation will not occur if teachers do not have clearly defined objectives by grade level and by subject. They need to be able to tell students and parents what the goals are of

each unit of instruction.

ASSESSMENTS:Differentiation will not occur if teachers do not have well

designed assessments. How will they know which children need something different unless they pre-test?

MATERIALS:Differentiation will not occur if teachers do not have ready

access to a wide range of materials.• Do teachers have materials that are a year above and below their grade level by subject area? • Do teachers have materials that are alternatives for each unit of instruction?

“The Differentiated Classroom: Responding to the Needs of all Learners,” Carol Ann Tomlinson

THREE KEYS TO DIFFERENTIATION

Page 12: Nineteenth World Conference on Gifted and Talented Children

A Definition of Curriculum Compacting

Curriculum compacting is a procedure used to

streamline the grade level curriculum

There are three basic phases to the compacting process:

Defining the goals and objectives of the regular curriculum

Determining which students have already achieved these goals

Offering new and stimulating work for those students

Dr. Joseph Renzulli

Page 13: Nineteenth World Conference on Gifted and Talented Children

These components can be broken down into eight steps:

1.Selecting the learning objectives for a given subject2.Finding or creating appropriate methods for pretesting these objectives3.Identifying students who should take the pretests4.Pretesting students – before beginning instruction – on one or more of the objectives5.Streamlining practice, drill or instructional time for students who have learned the objectives6.Providing instructional options for students who have not yet attained all the pretested objectives, but generally learn faster than their classmates.7.Organizing and recommending enrichment or acceleration options for eligible students8.Keeping records of the process and instructional options available to students whose curriculum has been compacted

Page 14: Nineteenth World Conference on Gifted and Talented Children

Gives: children the opportunity to develop as individual readers while participating in a socially supported activity.

teachers the opportunity to observe individuals as they process new texts.

individual readers the opportunity to develop reading strategies so that they can read increasingly difficult texts independently.

Develops: the abilities needed for independent reading

Helps: children learn how to introduce texts to themselves

“Guided Reading,” Irene C. Fountas & Gay Lu Pinnell

Guided Reading

Page 15: Nineteenth World Conference on Gifted and Talented Children

Essential Components in Guided Reading Comprise Seven Elements:

A teacher works with a small group. Children in the group are similar in their development of a reading process and are able to read about the same level of text. Teachers introduce the stories and assist children’s reading in ways that help to develop independent reading strategies. Each child reads the whole text. The goal is for children to read independently and silently. The emphasis is on reading increasingly challenging books over time. Children are grouped and regrouped in a dynamic process that involves ongoing observation and assessment.

Page 16: Nineteenth World Conference on Gifted and Talented Children

Deeply involves students in interdisciplinary experiences rooted to subject matter.

Focuses on students discovering questions and answers through addressing problems.

Encourages students to be independent learners with group support

Allows students to create unique student products that support their understanding

Project-Based Learning

Page 17: Nineteenth World Conference on Gifted and Talented Children

Learner-centered Authentic content and purpose Challenging projects Product, presentation or performance Collaboration and cooperative learning Teacher facilitated Explicit educational goals Rooted in constructivism

Principles of PBL

Page 18: Nineteenth World Conference on Gifted and Talented Children

If you’ll help me toask my own questions

try out my ideasexperience what is around me

share what I find

If I have plenty of time formy special pace

a nourishing spacethings to transform

If you’ll be my patient friend

trusted guidefellow investigatorpartner in learning

Then I willexplore the worlddiscover my voice

and tell youwhat I know in

The Hundred Languages of Children