As You Enter

Chalk Talk: A current first grader will graduate in the year 2026. How will the tools students need to be successful adults be different in 2026?

Please write on the chart paper your thoughts on this question.

Feel free to respond to others’ thoughts.

TEACHING GIFTED STUDENTS IN THE REGULAR EDUCATION CLASSROOM

Twenty First Century Skills and Differentiation

3 minute Reflection

Make a list of the lessons you remember from school.

What were you learning about? What did you do? Why do you think you remember these

types of lessons?

Twenty First Century Skills

Twenty First Century Skills and The Common Core Standards

It is imperative that the CCSS be considered the “floor”—not the “ceiling”— when it comes to expectations for student performance in the 21st century.

Link to PDF Examples

Google Doodle Contest

Common Core Research Persuasive Writing Historical Figures Key Events

Process Skills Creativity Technology Communication

Creative Problem Solving

Common Core Narrative Writing Historic Events

Process Skill Creativity Critical Thinking Communication Developing Questions

Your Very Own Pet

Common Core Decoding Addition and Subtraction with regrouping

Process Skills Technology Research Critical thinking Money management

Twenty First Century Skills Activity Work alone, with a partner, or in triads Review the list of Twenty First Century

Skills Create two continuums

Your perception of their importance Your perception of their current

implementation Can you give any examples of current

implementation in your schools? Time Limit: 30 minutes

Differentiation (Tomlinson, 2003) “Responsive Teaching” Teacher’s ability to respond to the varied needs of

students in diverse academic settings based on: Readiness Interest Learner Profile Affect

Teachers should differentiate the: Content Process Product Learning Environment

See Table 19.1 on pg. 636

Common Differentiation Practices Questioning Curriculum Compacting Flexible Grouping Tiered Lessons Learning Menus

Differentiation…Another point of view…?

Read this article from Ed Week . Let’s use a Socratic Seminar to discuss. Group Goals

Focus on ideas and values in the text. Keep an open mind. Invite everyone to share their ideas. Use others’ names. Remember that one person speaks at a time.

Advanced Goals Test assumptions and explore inferences. Acknowledge changes in your perspective. Offer a more global interpretation of a previous statement.

Socratic Seminar

Focuses on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers.

Engaged his pupils in dialogues by responding to their questions with questions, instead of answers. 

Socratic seminars explore ideas, values, and issues drawn from readings or art works chosen for their richness. 

Leaders help participants to make sense of a text and of their own thinking by asking questions about reasoning, evidence, connections, examples, and other aspects of sound thinking. 

 Seminars are always followed by periods of reflection and discussion about what has been experienced. 

Socratic Seminar Questions

Open-ended:  Questions are designed to elicit multiple perspectives. Numerous answers can be correct as long as the students stay on topic.

Thought-provoking: To start, questions should spark numerous responses. Then, they should challenge students to evaluate and synthesize their ideas.

Clear: Participants should be able to understand right away what the facilitator is asking. This means phrasing questions carefully to keep them short and simple, even when the topic is complex.

Socratic Questioning (R.W. Paul)1. Questions for clarification: Why do you say that? How does this relate to our discussion?

2. Questions that probe assumptions: What could we assume instead?

How can you verify or disapprove that assumption?

3. Questions that probe reasons and evidence: What would be an example?

What is....analogous to? What do you think causes to happen...? Why:?

Socratic Questioning, Cont.

4. Questions about Viewpoints and Perspectives: What would be an alternative?

What is another way to look at it? Would you explain why it is necessary or beneficial, and who benefits? Why is the best? What are the strengths and weaknesses of...? How are...and ...similar? What is a counterargument for...?

5. Questions that probe implications and consequences: What generalizations can you make?

What are the consequences of that assumption? What are you implying? How does...affect...? How does...tie in with what we learned before?

Socratic Questioning, Cont.

6. Questions about the question: What was the point of this question?

Why do you think I asked this question? What does...mean? How does...apply to everyday life?

7. Questions that Probe Purpose: What is the purpose of ... ? Was this purpose justifiable? What is the purpose of addressing this question at this

time? What is the purpose of the main character in this story?

Socratic Questioning, Cont.

8. Questions that Probe Concepts: What is the main idea we are dealing with? Why/How is this idea important? Do these two ideas conflict? If so, how? What main theories do we need to consider in figuring out ... ? 9. Questions that Probe Inferences and Interpretations: What conclusions are we coming to ... ? What is the conclusion based on? How did you reach that conclusion? What do you think of ...? How to interpret the data?

Paul, R. and Elder, L. (2006). The Art of Socratic Questioning. Dillon Beach, CA: Foundation for Critical Thinking.

Socratic Seminar Resources

Video Additional Videos Lesson Plans

Higher Order Thinking Questions Revised Blooms Socratic Questioning SEM Reading Bookmarks

Revised Bloom’s Taxonomy

Revised Bloom’s Taxonomy Chart

Curriculum Compacting

Reis et al. (1993) Up to 50% of the grade level curriculum in

mathematics, language arts, science or social studies could be eliminated

Teachers struggled to replace the curriculum with high-quality, advanced content

Importance of Pretesting Learning Contracts

Flexible Grouping (Heacox, 2002) Responsive to student needs Fluid membership Different activities for different groups Grouped and regrouped as appropriate Occurring as needed Based on individual students

Learning Menus

Discussion of Multiple Intelligences with students Book: Hooray for You! (Marianne Richmond) Multiple Intelligences Assessment and

Graph Examples

Learning Menu Tic Tac Toe

Hooray For You!

By Marianne Richmond

Tiered Lessons

Tiered lessons focus on a specific learning standard, but provide students opportunities to work towards that learning objective at their own personal readiness level.

Examples: Readiness Level (Blooms) Adams and Pierce (2007)- Background

Knowledge on Science Topic

Differentiation Practices Work Time Choose a differentiation practice. Brainstorm ideas for a

differentiated assignment of your choice. Use the templates for support if needed. Learning Menu/Tic Tac Toe Tiered Lesson Higher Order Thinking Questions Research/Plan a Socratic Seminar

Consider the following: What do you want your students to learn through the task? Which Twenty First Century Skills can you incorporate? How will this meet the needs of your gifted learners? Activities/Learning Options