CCSD Gifted Endorsement Module 2 Daniell Cohort 2013

CCSD Gifted Endorsement Module 2 Daniell Cohort 2013 -2014 Cynthia Blackmon, Instructor

First Day of Class: 8/22 • Meeting Time: 5: 00 – 8: 00 OR 5: 30 – 8: 30 p. m. Must be 100% in agreement • Meeting Place will be the same as Module 1 • Meet Thursdays (19 Class Sessions): • 3 hours per evening • Additional 13 online hours required • Dates are on the schedule provided • 70 hours total • Plus + Field Experience ▫ 30 hours including all certification areas and grade levels ▫ Must have written verification with a signature

Attendance/Participation • You must attend 90% seat hours. Any work missed from any class must be completed. • Candidates must be on time to class. Frequent tardiness will result in an intervention. • Refer to the contract you signed in Module 1. • Candidates must be engaged in all class activities 100% of class time. • Candidates must not cause distractions for other teachers in the cohort.

Daniell Cohort: Aug. – May, 2013 -14 • Exchange phone numbers and e -mail addresses with peers • Instructor contact information: ▫ Cynthia Blackmon ▫ csblackmon 792@gmail. com ▫ No CCSD email ▫ Home: 770/426 -8613 ▫ Cell: 770/317 -4074

Format for Evening Sessions? • Begin with “Tech Tips” and “Tools for Toolbox” shared by fellow teachers • Continue with Work Session ▫ Peer Reviews of implemented lessons ▫ Presentations on Strategies ▫ Follow-up discussions ▫ Best Practices modeled by Instructor • Closing ▫ Reflections on evenings’ topics

Differentiation Strategies to Implement and Master • Career Readiness w/ student character strength profile • Choice Board/ Think Tac Toe/ Menus/ or RAFT w/ Choice • Creative Problem Solving/ or Problem-based Learning • Cubing/Think Dots/ or Six-Thinking Hats • Independent Study w/ Learning Contract • Inquiry Stations w/ a Technology Component • Tiered Assignment • Adjusted Questioning, Shared Inquiry, Socratic Seminar, or Harkness Table

Lesson Plans For each of these strategies, candidates will demonstrate their understanding mastery by: ▫ Developing a lesson plan, using the prescribed Lesson Plan Template ▫ Turning in student samples to illustrate achievement Self-reflecting on the lesson using the prescribed Lesson Plan Response form ▫ Providing student reflection using the prescribed Reflection form (ES or MS/HS)

Lesson Plan Check the strategy and provide basic information Cobb County Gifted Endorsement Program Lesson Plan Template q. This lesson plan template is designed to help organize your work. For each lesson you will incorporate a specific strategy that will expand the learning. Learning q Cubing/ Think of the gifted student. Remember to upload the reflections templates and all attachments. Strategy Implemented Lesson Title q. Career Readiness (include student character strength profile) Unit Title q. Choice Board/ Think Tac Toe/ Menus/ RAFT with Choice Course/ Grade Level q Creative Problem Solving/ Problem-based Dots/ Six Thinking Author Hats q Independent Study w/ Contract School q Inquiry Stations w/ a Technology Component Candidate q Tiered Assignment E-mail

Lesson Plan – Part One Provide a clear overview, write entire standard/element, state what you want your students to know and do, explain the formative or summative assessment (attach rubric), unit and sub-questions, resources, type of grouping and rationale Part One: Overview of Lesson Summary: Standard and Elements: (You may cut and paste from Picasso. Only include the standard that you will be addressing and evaluating in this lesson. ) What do I want my students to know? What do I want my students to be able to do? Assessment Plan: (Should directly relate to the verbs and vocabulary in the standard; include a balanced assessment: constructed response, informal assessment, performance task, selected response. Include how students’ understanding will be assessed throughout the lesson and the unit. ) Formative Assessment (Attach rubrics or tools. ) Summative Assessment (Attach rubrics or tools. ) Unit Essential Question and Guiding Sub-Questions: Resources: Flexible Grouping/Independent (Explain your rationale):

Part Two: Differentiation Plan for Gifted Learners Types of Differentiation X Identify strategies used and modifications made for gifted learners. (Must differentiate at least one area- content, process or product. ) Be specific. Content Process Product Methods to Differentiation X Identify strategies used and modifications made for gifted learners. (Must differentiate at least one way- interest, readiness, or learning style. ) Be specific. Interest Readiness Learning Style

Lesson Plan – Part Two Check and explain type and method of differentiation and appropriate level of Depth of Knowledge: Depth of Knowledge X Identify and explain the levels used. Level 1 Recall and Reproduction Recall a fact, information, or procedure. Process information, low level thinking Level 2 Skills and Concepts Use information or conceptual knowledge, two or more steps Level 3 Short-term Strategic Thinking Requires reasoning, developing a plan or a sequence of steps, some complexity. Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem.

Lesson Plan – Part Three Check and identify/explain the higher-level thinking skills Part Three: Higher Order Thinking Skills Bloom’s Level X Identify strategies used and modifications made for gifted learners. (Use the higher levels. ) Apply Analyze Evaluate Create

Lesson Plan – Part Four Write clear step-by-step lesson: (i. e. similar to sub plans) Part Four: Lesson Plan (Putting it all together in the classroom. Attach all resources- i. e. handouts, organizers, etc. ) Time Allotted Clearly list or describe teaching steps in sequence.

LESSON PLAN REFLECTION TEMPLATE This reflection template is designed to help you understand how the strategies studied in class apply to gifted learners. Please use the lesson plan template we provide and this response template to complete each lesson plan. q Career Readiness w/ student character strength profile q Cubing/Think Dots/ Six-Thinking Hats q Choice Board/ Think Tac Toe/ Menus/ RAFT w/ Choice q Independent Study w/ Contract q Creative Problem Solving/ Problem-based Learning q Inquiry Stations w/ a Technology Component q Tiered Assignment Questions and responses: How did you determine what students already knew and were able to do before the lesson began? How did your grouping decision impact the process and/or the product? Be specific. How does this strategy specifically address the specialized characteristics/abilities/traits of the gifted? Provide details on the level of challenge you feel this differentiation strategy provided your students. Do you have a suggestion for enhancing or strengthening the strategy? Reflection: Are there any changes that you would make the next time you implement this strategy? Appropriate student samples and student reflection must be included.

Student Reflection/Response • A student will provide feedback on the lesson. • Refer to Blackboard for the appropriate grade-level template.

Incorporate Best Practices in Your Classrooms Instructors will model many Best Practices in Module 2: Inductive and Deductive Reasoning Collaboration Writing in the Margins Numbered Heads Together Alphabox, Most Difficult First, Carousel Brainstorming How to Mark a Book, Sternberg’s Triarchic Theory Bloom’s Taxonomy Anchor Activities Scavenger Hunt SCAMPER Tabloid Title Creative and Critical Thinking Slap Game Human Tableau Body Biography Sociogram Metaphorical Expression Adjusted Questioning Participation Pie Silent Discussion Gallery Walk Movement Williams Taxonomies Six-Word Memoir Synectics … and more

Toolbox Presentations: Candidates will work with a partner (or individually) to research and to implement a strategy in his/her class. After experimenting with the strategy, each partnership will create a one-page handout summarizing the strategy and providing any helpful hints to someone trying it for the first time. Each partnership will be given 5 -10 minutes of class time to distribute the toolbox handouts and briefly explain the strategy. The goal of these presentations is to introduce others to new instructional strategies. There will not be time to model full lessons, but examples may be provided.

Present a Toolbox Strategy Individually or with a Partner Here are some ideas:

Toolbox Suggestions … • • • Quote Minus One Punctuated Lectures Pass the Chalk One-Minute Lectures Muddiest Point Ask the Winner Bookmark Notes Concept Mapping One-Sentence Summaries Word Journal TV Commercial Blender • • • Imaginary Show and Tell Six Degrees of Separation Fan Page Speed Sharing Trio Rotation Capsule Vocabulary Framed Paragraph Silent Signals The Wingman Silent Discussion Snowfall Fight Paragraph Scramble

More Toolbox Suggestions … • • • 4 C Booklet Blender Block Party Concept Attainment Conversation Circles Curriculum Ladders Excitement Map Four Block Model Framed Paragraph Games to Practice Mastery Graffiti Fact How to Mark a Book • • • Movement One Pager Reciprocal Learning Speed Sharing Summarization Pyramid Task Rotation Use of Music Vocabulary Strategy Window Notes Writing to Learn Knowledge by Design OR Your Choice with Instructor Approval

Sources and Sites to Consider • • Glossary of Instructional Strategies http: //www. beesburg. com/edtools/glossary. html Teaching and Learning Strategies http: //huntingenglish. wordpress. com/teaching-learning-strategies/ • Interactive Techniques • http: //www. fctl. ucf. edu/teachingandlearningresources/coursedesign/a ssessment/content/101_tips. pdf • • Instructional Strategies Online • http: //olc. spsd. sk. ca/DE/PD/instr/categ. html (by category) • http: //olc. spsd. sk. ca/DE/PD/instr/alpha. html (by alphabet) • Classroom Instruction That Works (Marzano) • http: //www. tltguide. ccsd. k 12. co. us/instructional_tools/Strategies/Stra tegies. html

Present a Technology Tip Candidates will present a brief Tech Tip about a free web-based or Open Source software application that available on the web and would be useful in a classroom environment. Tech Tip should identify the application, how it can be accessed, instructions for using it, and any tips that would be useful for classroom use.

Sources and Sites to Consider • Classroom Instruction That Works (Marzano) • http: //www. tltguide. ccsd. k 12. co. us/instructiona l_tools/Strategies. html • http: //www. educatorstechnology. com/2013/02/ 10 -web-tools-to-help-you-integrate. html • http: //www. educatorstechnology. com/2013/05/ 10 -awesome-new-web-tools-for-teachers. html • http: //www. educatorstechnology. com/2013/06/ 13 -good-web-tools-to-harness-power-of. html • http: //techtipsforteachersblogspot. com/

Research Topics/Presentation • Group Presentations (refer to checklist) § Acceleration (modeled by instructors) § Cultural Issues in Gifted Education § Emotional Quotient § Integrating Social Skills into the Curriculum § Online Learning § Service Learning § Working with ELL Students

Field Experience: 30 total hours Shadow/Observe/Assist Gifted Lead and Gifted Teachers 1 2 3 4 5 6 Participation in identification process. 1 Organization of paperwork 2 Forms (i. e. obtaining permission to test) 3 Assessment of students 4 Scoring 5 Assist with Renzuilli Training Serve on local eligibility committees. Observe gifted classroom instruction. * (up to 4 hours in 2 levels) Develop intervention plan for probationary student. Design an intervention plan for working with an underachieving gifted student Assist with planning and implementation of parent information session. 7. Sponsor, assist with, and/or observe academic competitions or extracurricular activities geared toward gifted/high achieving students (activity must be approved by instructor) 8. Collaborate with regular education teacher on differentiation for gifted students 9. Participate in or deliver a workshop, seminar, and/or webinar session for the gifted population 10. Develop Talent Development Sessions 11. Your choice- Approved with instructor Lesson implementation (10 hours) + Case Study (5 hours)

Case Study (or “Childwatch Journal”) • Select a gifted student to observe for 1 semester. • Keep a journal of observations and interactions with the student looking for characteristics of gifted students. Use template provided. • Examine the student’s permanent record, Academic Portal, and gifted folder to investigate test scores and identification process. • Submit a summary of the observations and interactions using the template, maintaining the student’s anonymity. • Conference with the parent/guardian (ES/MS parent conference week; HS if appropriate)

Additional Assignments • Journal assignments • Critical Readings • Toolbox Reflection and Feedback

Course Completion Requirements: • Presence alone does not guarantee credit, certification, or placement. • Candidates must meet program standards to receive credit. • Candidates must present evidence of mastery for each standard. • Evaluation of Standards #s 4 -7 will be completed by the last class.

Course Completion Results: • Experience in implementing 7 research-based differentiated instructional strategies • Better understanding of learning environments, social interactions, cultural and linguistic differences of gifted students • Understanding of 7 currently important topics in gifted education • Exposure to at least 40+ differentiation strategies to be added to your toolbox • 10 PLUs • Collaborating with others vertically and horizontally

Standard 4: Instructional Strategies GT 4 K 1 Sources of differentiated materials for individuals with gifts and talents GT 4 K 2 Technology for planning and managing the teaching and learning environment GT 4 S 1 Select, adapt, and use instructional strategies and materials according to characteristics of individuals with gifts and talents. GT 4 S 2 Use instructional time effectively. GT 4 S 3 Teach individuals to use self-assessment, problem solving and other cognitive strategies to meet their needs. GT 4 S 4 Choose and use technologies to modify the instructional process. GT 4 S 5 Use strategies to facilitate effective integration into various settings. GT 4 S 6 Integrate social skills into the curriculum. GT 4 S 7 Use procedures to increase the individual’s self-awareness, self -management, self-control, self-reliance, self-esteem, and self-advocacy.

Standard 5: Learning Environments and Social Interactions GT 5 K 1 Ways specific cultures are negatively stereotyped. GT 5 K 2 Strategies used by diverse populations to cope with a legacy of former and continuing racism. GT 5 K 3 Effective management of teaching and learning for students with gifts and talents. GT 5 K 4 Acceleration, enrichment, and counseling within a continuum of service options for individuals with gifts and talents. GT 5 K 5 Grouping practices that support differentiated learning environments. GT 5 K 6 Ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage. GT 5 K 7 Strategies for crisis prevention and intervention. GT 5 K 8 Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. GT 5 S 1 Establish and maintain rapport with individuals with gifts and talents. GT 5 S 2 Structure, direct and supervise the activities of paraeducators, volunteers and tutors. GT 5 S 3 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. GT 5 S 4 Design learning environments that encourage active participation in individual and group activities. GT 5 S 5 Create an environment that encourages self-advocacy and increased independence. GT 5 S 6 Teach self-advocacy. GT 5 S 7 Prepare and organize materials to implement daily lesson plans. GT 5 S 8 Design and manage daily routines. GT 5 S 9 Direct activities of classroom volunteers. GT 5 S 10 Use universal precautions. GT 5 S 11 Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. GT 5 S 12 Use communication strategies and resources to facilitate understanding of the subject matter for students whose primary language is not the dominant language. GT 5 S 13 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. GT 5 S 14 Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group or person.

Standard 6 Language GT 6 K 1 Effects of cultural and linguistic differences on growth and development. GT 6 K 2 Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of language. GT 6 K 3 Importance of the teacher serving as a model for individuals with gifts and talents. GT 6 K 4 Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.

Standard 7 Instructional Planning GT 7 K 1 National, state or provincial, and local curricula standards. GT 7 K 2 Scopes and sequences of general and special curricula. GT 7 K 3 Theories and research that form the basis of curriculum development and instructional practice. GT 7 K 4 Identify and prioritize areas of the general curriculum and accommodations for an individual with exceptional learning needs. GT 7 K 5 General and differentiated curricula for individuals with gifts and talents. GT 7 K 6 Differential curriculum needs of individuals with gifts and talents. GT 7 K 7 Community-based and service learning opportunities for individuals with gifts and talents. GT 7 S 1 Prepare lesson plans for individuals with gifts and talents. GT 7 S 2 Design cognitively complex learning experiences for individuals with gifts and talents. ST 7 S 3 Plan instruction using cognitive, affective, and ethical taxonomies. GT 7 S 4 Sequence, implement, and evaluate individualized learning objectives. GT 7 S 5 Integrate affective, social, and career skills with academic curricula. GT 7 S 6 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. GT 7 S 7 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. GT 7 S 8 Make responsive adjustments to instruction based on continual observations of gifted students. GT 7 S 9 Select instructional models to differentiate specific content areas. GT 7 S 10 Involve the individual and family in setting instructional goals and monitoring progress. GT 7 S 11 Identify realistic expectations for personal and social behavior in various settings.

Resources • Tomilinson, C. and Edison, C. (2003). Alexandria, VA: Differentiation in practice: A resource for differentiating curriculum, ASCD. • Van. Tassel-Baska, J. (1998). Denver, CO: Excellence in educating gifted and talented learners, 3 rd edition , Publishing Co. • Wormelli, R. (2001). Portland, ME: Fair isn’t always equal: Assessing & grading in the differentiated classroom. Sternhouse Publishers. • Online resources accessed via Blackboard • Other materials as distributed by instructors

I will provide … • Ample resources on Blackboard and Typepad • Check sheets for you to use as you chart your progress • Feedback on lessons and reflections • A shoulder to cry on 24/7 • Rubrics to guide you along the way • And plenty of encouragement!

Electronic Devices? • May be used for class purposes only. • Please DO bring laptops, Ipads, tablets, etc. , but do not spend valuable class time checking email, researching teaching topics, or completing gifted assignments.

Food? • Absolutely yes! • Bring a snack that will not disrupt you or your fellow teachers, but one that will keep you going until 8: 00/8: 30 p. m.

Access to my Typepad Blog: • Mod 2 - Intro Daniell 2013 -14 c. pptx