Developing Exemplary Gifted Programs: What does the ... · PDF fileDeveloping Exemplary Gifted...
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Developing Exemplary GiftedDeveloping Exemplary GiftedPrograms:Programs:
What does the research say?What does the research say?
Tamra Stambaugh, Ph.D.Vanderbilt University
Research Assistant ProfessorDirector, Programs for Talented Youth
http://pty.vanderbilt.edu
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Program Components for GiftedProgram Components for GiftedLearners: Pieces of the PuzzleLearners: Pieces of the Puzzle
Program &ServiceProvisions
PersonnelPreparation
Program Evaluation
Identification
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IdentificationIdentification
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What do we know aboutWhat do we know aboutgiftedness that matters ingiftedness that matters inidentification?identification?
Uneven development Genetic & environmental components Manifested in one area or several Degrees of giftedness within & across
areas Optimal match Focus on evidence of advanced behavior Non-intellective factors matter in
predicting program success (motivation,persistence)
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Best Practices inBest Practices inIdentificationIdentification Use of multiple criteria (3 or more) Use of a two-stage process of screening
and identification Use of measures that are relevant to
program emphasis Equitable processes for selection,
validation, and placement Placement of students based on individual
profile data considerations Use of varied assessments at varied times
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District-identified vs. Athena-District-identified vs. Athena-identified as Giftedidentified as Gifted
IQ >=120
IQ >=130
Frequency Percent Frequency Percent District Identified Gifted
94 37.2% 29 45.4%
Athena Identified Gifted
159 62.8% 35 54.6%
Total 253 100% 64 100%
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Best Practices inBest Practices inIdentification (cont.)Identification (cont.) Consideration of instruments and other
approaches sensitive to the inclusion ofminority, low SES, and disabled students
Different identification procedures forsecondary level
Out-of-level assessments Ongoing identification procedures Identification of students in multiple talent
areas
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Program & Service ProvisionsProgram & Service Provisions
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Necessary Components forNecessary Components forProgramming and ServicesProgramming and Services
Philosophy Goals Curriculum Alignment and Adaptation to
Standards Scope and Sequence Research-Based Curriculum Instructional Management and Process
Acceleration & Grouping Differentiation
Student Assessment
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PhilosophyPhilosophy Communicates beliefs Provides a platform for achieving
consensus Creates a launching pad for policy
formulation Promotes program affirmation
(commitment to excellence) Promotes good decision-making
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Key Features of Goals forKey Features of Goals forGifted ProgramsGifted Programs Timeless – All Years of Schooling Visionary General/Abstract Broad Representative of all areas of
development Linked to Conceptual Framework
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Sample Gifted ProgramSample Gifted ProgramGoalsGoals
To provide mastery of basic content at a pace anddepth appropriate to the capacity of able learners.
To promote critical thinking and reasoning abilities To develop research skills and methods To develop self-understanding To enhance opportunities for future planning and
development To develop creative and divergent thinking skills To develop problem-solving skills To develop metacognitive skills that foster
independent and self-directed learning
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Curriculum Goal To develop critical
thinking
To develop creativethinking
To develop researchskills
To understand broadoverarching interdisciplinaryconcepts
Teaching Strategy Paul model of
reasoning Questioning model
Torrance creativeproblem solving model
W&M research model Problem-based learning
TABA model forconcept development &deductive reasoning
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Sample curriculum goal:To develop critical thinking
Sample outcomes and objectives•Analyze different points of view on a given issue
•Draw appropriate inferences, given a set of data
•Forecast consequences and implications of agiven decision or action
Center for Gifted Education The College of William and Mary
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Sample AssessmentSample AssessmentOutcome: Analyze different points of view on a given issue
or topic
Assessment: Given the issue of human cloning, identify three
different stakeholders in society who would havedifferent perspectives on this issue. Debate thekey points of each of their perspectives in anessay.
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Gifted Learner NeedsGifted Learner Needs
What is learned
What is taught
Curriculum
Assessment How it is delivered
Instruction
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Key Curriculum QuestionsKey Curriculum Questions Has the curriculum shown effectiveness
with gifted learners through experimentaldesign studies?
Is the curriculum accelerated with depthand complexity?
Are pre and post assessments included,matched to the curriculum?
Does the curriculum teach content,process, and concepts?
Does the curriculum include opportunitiesfor metacognition and reflection?
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Differentiation FeaturesDifferentiation Features
• Acceleration• Complexity• Depth• Challenge• Creativity
Center for Gifted EducationThe College of William and Mary
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Differentiation ExamplesDifferentiation Examples Conduct an
experiment on plantgrowth by measuringweekly progress oftwo sets of seeds,one in artificial lightindoors and oneoutside in shade.
Design an experiment onone of the followingquestions and share yourresults in an oral andwritten presentation: Are bees attracted to
diet cola? Are earthworms
attracted to light? Are boys more
interested in computersthan girls?
Your own questionCenter for Gifted Education
The College of William and Mary
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Differentiation ExamplesDifferentiation Examples Discuss plot,
setting, andcharacters in theshort story “ARose for Emily.”
Compare andcontrast the plot,setting, characters,motivation, theme,and climax of “ARose for Emily”and “The Bear.”
Center for Gifted EducationThe College of William and Mary
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Differentiation ExamplesDifferentiation Examples Choose one of the
following topics andprepare an oralpresentation using atleast four librarysources:-Shakespeare’s World-The American Dream-The Role of ScienceFiction in Literature
Debate one of thefollowing resolutions.-Mankind is on a pathtoward humanprogress-Studying our past willhelp us cope with thefuture.
Use multiple sourcesincluding surveys,interview, and librarysources in yourpreparation.Center for Gifted Education
The College of William and Mary
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Differentiation ExampleDifferentiation Example
Joe invested$1,000 in stock inJanuary. When hesold it inDecember, theprice was up 12%from his purchaseprice. What washis profit on thisstock?
Which would yourather choose? a) 80% profit in
year 1 and 50%loss in year 2.
b) 5% profit in year1 and 5% profit inyear 2.
Explain yourreasoning.
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GROUPING IS ONLY AS GOOD ASGROUPING IS ONLY AS GOOD ASWHAT IS DONE IN THE GROUPWHAT IS DONE IN THE GROUP
Full-time ability grouping Special schools Full-time gifted classes (school-within-a-school) Cluster grouping Pull-out grouping Regrouping for instruction or ability grouping for
instruction Cross-grade grouping Cooperative groups (based upon interest, ability,
strengths) Consultative model Extracurricular enrichment options (OM,
MathOlympiad..)
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GroupingGrouping Mixed Ability Groupings
0 effect Pull-Out
.65 (content) .33 (critical thinking)
Self-Contained .49 – elementary .33 - secondary 0 effect
Regrouping for Instruction .79 with differentiation for High Ability .22 with differentiation for Average Ability .15 with differentiation for Low Ability 0 effect without differentiation for all groups–
trackingCluster Grouping (Inclusion) .62 if modifications are made 0 if no modifications are made
--Meta-analysis by Rogers, 1998
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Considerations for GroupingConsiderations for Grouping
Timeframes for grouping Subject Areas Teacher qualifications Documentation of student growth Tailoring instruction Flexibility Type of grouping most beneficial for
student & district What will be done?
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AcccelerationAccceleration::Meta-Analytic FindingsMeta-Analytic Findings Bright students almost always benefit
from accelerated programs based onachievement test scores.
When compared to same-age, intellectualpeers, those students who wereaccelerated performed almost one gradelevel higher academically.
When compared to older, non-acceleratedstudents, the accelerated studentperformance was indistinguishable fromthat of bright, older non-acceleratedstudents.
A Nation Deceived
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Acceleration:Acceleration:Meta-Analytic Findings (cont.)Meta-Analytic Findings (cont.) Acceleration has the highest overall academic
effects when compared to other provisions. Acceleration positively affects student’s long-
term educational plans and accelerated studentsearn more advanced degrees.
Self-esteem may temporarily drop whenaccelerated.
There are too few studies to make inferencesabout student attitudes when accelerated andsocial-emotional well-being. However, moststudies do suggest that acceleration does notprohibit students from participating in extra-curricular activities as desired.
Colangelo, Assouline, & Gross, 2004
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Instructional ManagementInstructional Managementand Acceleration Researchand Acceleration Research Grade Skipping (ES=.49) Early Entrance to School (ES = .49) Subject Acceleration (ES = .57) Grade Telescoping (ES = .40)
Three years in two Concurrent Enrollment (ES = .22)
High school and college AP Courses (ES = .27) Early Admission to College (ES = .30) Credit by Examination (ES = .59)
Rogers, 1998
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What Acceleration is NotWhat Acceleration is Not…… Moving through rote activities at a
faster rate Always using the next grade level
activities Skipping major concepts without
pre-assessment A fix-it-all solution (still need to
adjust and differentiate)
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Key Features of an ExemplaryKey Features of an ExemplaryServices for GiftedServices for Gifted Teachers as ambassadors, advocates, and
artists Well-articulated student goals and
outcomes Differentiated task demands and products
in a coherent curriculum Use of arsenal of instructional strategies Emphasis on critical/creative thinking,
problem-solving and metacognition Differentiation within the program for
special needs Ongoing learning and growth, K-12
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Key Features of an ExemplaryKey Features of an ExemplaryServices for Gifted (cont.)Services for Gifted (cont.) Assessment of student work Curriculum work linked to regular
classroom work in some respect Homework policy in tandem with regular
classroom expectations Communication system with regular
classroom teachers Communication system with parents Coupled with school initiatives Annual review of accomplishments and
problems to be solved (VanTassel-Baska, 2002)
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The Role of Pre-assessmentThe Role of Pre-assessmentin Teaching and Learningin Teaching and Learning To determine knowledge and skills in an
area (functional level) To determine range of differences among
learners (differentiation) To determine appropriate interventions for
whole and subgroups To revise/refine instructional plans To rethink classroom management
strategies
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Appropriate LearningAppropriate LearningAssessments for Gifted StudentsAssessments for Gifted Students
Performance-based Portfolio Off-level achievement tests Diagnostic assessments Informal assessments (discussion,
observation)
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Pre-test ResponsePre-test Response First, I would put some earthworms in
a container. There would be lightsand some dirt. I would put severaldifferent earthworms in it. If moreearthworms like the light than thatwould be right. If more didn’t like thelight than that would be right. I wouldtry this with about seven groups anddecide if they like the light.
CFGE, 3rd Grade
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Post-Test ResponsePost-Test Response Materials:
Diet Cola, 3 largecontainers, 3 smallcontainers, 6 bees.
Hypothesis: If you give bees diet cola
then they will be attractedto it.
1. Gather 6 bees, diet cola, 3large containers, 3 smallcontainers.
2. Put 2 bees in each largecontainer.
3. Pour 5 ml of diet cola ineach small container.
4. Set the small container of dietcola in each large containerthat has bees in it.
5. Watch and observe to see ifthe bees are attached to thediet cola.
6. You should record if the beeslike diet cola on a chart likebelow.
Bees If they are attracted to DietCola
1.2.3.4.5.6.CFGE, 3rd Grade
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Pre-AssessmentPre-Assessment Persuasive Writing Pre-Assessment Student A, Grade 3 Yes, I think the story The Wolf and the
Lion should be required reading for all thestudents. Why? It’s a great story with avery interesting topic. They could also learnfrom the story. Also they could get lots ofinteresting questions. That’s why I think 3rdgrade students should read The Wolf and theLion.
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Post-AssessmentPost-Assessment Persuasive Writing Post-Assessment Student A, Grade 3, Post Assessment
Yes, I think all the students in 3rd grade should read thisbook. It’s such an excellent moral.
One reason I think everyone in third grade should readThe Miser is because it does teach a good lesson. It couldhelp them learn that things they never use are worthless.
Another reason I think all the students in third gradeshould read this story is they use great, funny words. Itbasicly is a funny story. One of the parts I likes was “Hepulled his hair out (not really). It would make our writingbetter.
Also, the students should read this because it’s similar toa true story. If you have a good, healthy body and you neveruse it, the muscles will be very weak, and you’ll miss out on alot of things.
As you see, it’s a good moral for all the students in thirdgrade. They could learn great details for their own stories,and they can compare it with a true happening like this story.It’s a great story.
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Personnel PreparationPersonnel Preparation
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NCATE Guiding PrinciplesNCATE Guiding Principlesof Teacher Competenciesof Teacher Competencies Ten Categories
Foundations Development & Characteristics Individual Learning Differences Instructional Strategies Learning Environment and Social Interactions Language Instructional Planning Assessment Professional and Ethical Practice Collaboration
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NCATE Standard #4:NCATE Standard #4:Instructional StrategiesInstructional Strategies
K1 Identify school and community resources, including contentspecialists that support differentiation.
K2 Describe a variety of curricular, instructional, andmanagement strategies effective for learners with gifts andtalents.
S1 Apply relevant pedagogical content knowledge to instructinglearners with gifts and talents.
S2 Apply higher-level thinking and metacognitive models torelevant content areas to meet the needs of learners withgifts and talents.
S3 Provide opportunities for learners with gifts and talents toexplore, develop, or research their areas of interest or talent.
S4 Preassess the learning needs of individuals with gifts andtalents in various domains and adjust instruction based oncontinual assessment.
S5 Pace the delivery of curriculum and instruction consistentwith the needs of learners with gifts and talents.
S6 Engage learners with gifts and talents from all backgroundsin challenging, multicultural curricula.
S7 Use information and/or assistive technologies to meet theneeds of learners with gifts and talents.
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NCATE Standard #7:NCATE Standard #7:Instructional PlanningInstructional Planning
K1 Compare theories and research models that form the basis ofcurriculum development and instructional practice for learners withgifts and talents.
K2 Distinguish general from differentiated curricula for learners withgifts and talents.
K3 Articulate curriculum emphases for learners with gifts and talentswithin cognitive, affective, aesthetic, and social domains.
S1 Align national, state/provincial, and/or local curricular standardswith differentiated instructional plans.
S2 Design differentiated learning plans for learners with gifts andtalents.
S3 Develop scope and sequence plans for learners with gifts andtalents.
S4 Select curriculum resources, strategies, and product options thatrespond to cultural, linguistic, and intellectual differences amonglearners with gifts and talents.
S5 Select and adapt a variety of differentiated curricula that incorporateadvanced, conceptually challenging, in-depth, distinctive, andcomplex content.
S6 Integrate academic and career guidance experiences into thelearning plan for learners with gifts and talents, including thosefrom diverse backgrounds.
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NCATE Standard #8: AssessmentNCATE Standard #8: AssessmentK1 Critique the processes and procedures for the identification
of learners with gifts and talents, including referral,screening, identification, placement, and follow-up.
K2 Examine the uses, limitations, and interpretation of multipleassessments in different domains for identifying learnerswith gifts and talents, including those from diversebackgrounds.
K3 Analyze the uses and limitations of assessmentsdocumenting academic growth of learners with gifts andtalents.
S1 Use non-biased and equitable approaches for identifyinglearners with gifts and talents, including those from diversebackgrounds.
S2 Use technically adequate qualitative and quantitativeassessments for identification and placement of learners withgifts and talents.
S3 Develop differentiated curriculum-based assessments for usein instructional planning and delivery for learners with giftsand talents.
S4 Use alternative assessments and technologies such asperformances, portfolios, and computer simulations toevaluate the learning of individuals with gifts and talents.
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Professional Development
Change inCLASSROOMPRACTICES
Change in STUDENTLEARNING
Change inTEACHERS’ATTITUDES& BELIEFS
A Model of Teacher ChangeA Model of Teacher Change
Guskey, T. R. (2000). Evaluating professional development. ThousandOaks, CA: Corwin Press
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Professional DevelopmentProfessional DevelopmentPlanPlan Needs Assessment Targeted Audiences Objectives Activities Modes for Training Timeline – OVER TIME/ONGOING Persons Responsible Mechanisms for Assessment and Follow-
Up
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Program EvaluationProgram Evaluation
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Data SourcesData SourcesAvoid: Do you love us? Yes or noAvoid: Do you love us? Yes or no
Survey of students, parents, teachers, and administrators
Focus groups of students, parents, teachers, administrators
Interviews with key administrators
Classroom observations
Student impact data
Review of written documents (curriculum, policies, programbrochures…)
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Key Questions forKey Questions forEvaluating ServiceEvaluating ServiceEffectivenessEffectiveness To what extent are we meeting our goals?
What evidence do we have? What are the perceptions of stakeholders
about their preparation, communicationand services provided?
How do curriculum and instruction relateto best practices? Grouping, acceleration, research-based
curriculum Classroom observations
How does the program impact studentachievement? What data are collected?
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Data Sources for AssessingData Sources for AssessingStudent ImpactStudent Impact Descriptive
Advanced PlacementScores
Contest Participation Dual Enrollment SAT and ACT Scores Talent Searches National Merit Scholars State Assessment
Advanced Pass Rates
Comparative Achievement Tests
Between Years Value Added
Approaches Over Time Contest Comparisons
with Like Schools State Assessment Sub-
group Comparisons orPass/Fail for Served v.Not Served
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In SummaryIn Summary Identify early and often – use multiple and fair
assessments Determine what type(s) of grouping and acceleration are
feasible for your population and district context Collect data on progress (short and long term) Use research-based curriculum Match program services to the child Provide systemic options for services (K-12) Provide professional development with follow-up,
assessment, and evaluation Link gifted emphases to district goals and processes Evaluate progress continually COMMUNICATE, COMMUNICATE, COMMUNICATE
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“Change is the law oflife. And those who
look only to the past orpresent are certain tomiss the future.”---JFK