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1. All teachers are "talent scouts" for giftedness - looking for it "all day - every day"

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1. All teachers are "talent scouts" for giftedness - looking for it "all day - every day"

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2. -disproportionate representation of students of color in gifted programs/identified as gifted = national problem

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2. -disproportionate representation of students of color in gifted programs/identified as gifted = national problem

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3. Myths & Misconceptions of Gifted Students...

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3. Myths & Misconceptions of Gifted Students...

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-are argumentative & threatening to others
-value intellectualism - are "snobby"
-have strong leadership skills
-look clean, neat, well-organized, both intellectually and physically
-speak English well
-dominate class discussions, not shy about participating
-do not have disabilities (social, behavioral, physical)
-come from educated, wealthy families
-are good at math

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Cognitive (thinking)

-advanced ability to manipulate symbols
-unusual ability to remember and recall large amounts of info, elaborately organized knowledge base
-deep levels of comprehension
-sees generalizations and relationships readily, reason abstractly, transfer knowledge across domains
-advanced ability to concentrate
-compare info (make connections)
-understand and recognize complex patterns quickly

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Affective (feelings & emotion)

-sensitivity to themselves and the environment
-great degree of intensity towards a task or problem
-high levels of leadership ability
-extreme need for precision or perfection
-strong moral compass & sense of justice
-advanced sense of humor
-high degree of resourcefulness

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Creative (unconventional behaviors)

-natural drive to explore ideas
-ability to see things holistically
-challenge conventional thought
-independent thinking
-sense of playfulness with ideas
-curious, asks lots of questions
-tolerate ambiguity in ideas & outcomes

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(How do these relate to ELD standards?)
-Acceleration: Universal Concepts & Big Ideas - Thinking Like a Disciplinarian

-Complexity:  Depth & Complexity Icons (Multiple Perspectives, Overtime, Interdisciplinary, Context, Translate, Judgement, Original)

-Novelty:  Critical and Creative Thinking Skills, Independent Study, Student Choice, Aptitude, and Interest

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10. -many children who are never identified is because nobody ever nurtures an interest in school/life to be able to see their giftedness - their learning experience is passive

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10. -many children who are never identified is because nobody ever nurtures an interest in school/life to be able to see their giftedness - their learning experience is passive

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-sustaining and cultivating interest that might already be there, and maintaining that through curriculum
-generating new interests through curriculum

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8. "Curriculum can be the rationale and catalyst for non-traditional methods of identification and services for English Learners"

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8. "Curriculum can be the rationale and catalyst for non-traditional methods of identification and services for English Learners"

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9. Becomes incumbent upon a teacher to build interest...

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9. Becomes incumbent upon a teacher to build interest...

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"Grow An Interest"
-flower
-full plant
-sprout
-seeds
-empty pot

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-needs to be done as an extension of the curriculum (not that the curriculum doesn't have it, but it's the stretching out of the curriculum...)
-teacher role/teacher skill to ask different types of question and encourage different ways of thinking with the same curriculum (for example: asking open ended questions like "Why  do you think the character  did that? vs. What did the character do in the middle of the story?)

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-rectangular frames (like picture frames) with clip-art around frame, empty in the middle
-observe - students need to observe what's in the world, note what they notice, what is interesting to them, what connections they make
-hearing something is very different than just reading it (cadence, tone, variances, etc...)
-ponder - think about topics, dwell on things, different ideas...
-visit - can visit ANYWHERE now, with internet - use NASA, Weather Channel, etc..

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13. Curriculum as a Catalyst to Recognize

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13. Curriculum as a Catalyst to Recognize

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(study/grant Dr. Kaplan and Dr. Manzone have been working on)
-looking at identification / differentiation beginning at very young ages (preschool / kinder)
-if we wait until 2nd/3rd grade it's too late and we can lose kids who are not being challenged
-trying to break that conditioning of schooling where we are looking for a right or wrong answer, and afraid to answer because it might be wrong

*use "Curriculum Task Cards"

*"LISTEN" - ask students to listen to 4 words, what are the meanings (duck, change, current, watch) - open-ended questions allow teacher to see HOW the student thinks

*"BIG IDEAS/GENERAL STMTS" , what do you think each big idea means? (ex: All structures have a purpose, Change can be positive or negative) - looking for how do students interpret this?  is there playfulness?  what is the context?  are they able to answer and justify their answer?

*"PROBLEM-SOLVING" - "Sam lives in this house. There is a broken shower in the house. Sam needs a shower. What could Sam do?" (picture of relatively big house next to a bath with a bench and a pond and grassy/tree area) - are kids engaged when they answer? can they explain and justify? some said, "Don't they have more than 1 bathroom?" "Could use the pond" "Could call a plumber" "Could go get PVC, connect it to a vacuum, suck the water out of the pond, and have it go in the house")

*"QUESTIONING" - "What questions do you have"  (ex: picture of Mars Rover)- how many questions can they come up with?  Kids who ask questions are often identified as troublemakers...can inspire instruction to be student-led which leads to more engagement on student's parts

*"PLAY" - "Choose one of these places to play - What would you do to play in this place?" (pictures of a treehouse and a sand castle) - vocabulary building, justifying ideas, prior experiences - can help teacher to see who are more concrete thinkers and who are more abstract thinkers

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15. Difference Between Identifying Intelligence and Identifying Intellectuals

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15. Difference Between Identifying Intelligence and Identifying Intellectuals

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-know how to identify intelligence (give tests)
-different to identify intellectuals, not able to do with a test

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14. Curriculum as a Catalyst AND RESPONSE

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14. Curriculum as a Catalyst AND RESPONSE

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-not interesting in how many words students know, but how many words they have the possibility to generate
-are there other ways to excite, ignite, show potential
-don't know how well I can do something unless you give me a chance to do it (even something like tennis...)
-not just one opportunity at one point in time - multiple opportunities over a length of time
-leads right into ELD/ELPAC - 4 & 5 year olds working on lessons like questioning, and "because"

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16. Nurturing Gifted ELs in the Classroom

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16. Nurturing Gifted ELs in the Classroom

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Activity: Provide opportunity for self-selected topic of study = Evidence of Traits: Interest, curiosity, aptitude, talent development, academic skills (reading, writing, etc) relate to cultural, etc. background

Activity: Encourage building and constructing from blocks and raw materials = Evidence of Traits: Creativity, interest, aptitude, language development, interpretative language

Activity:  Assess lessons from students' perspectives = Evidence of Traits: Learning style, interest, aptitude, native language literacy and expanding/enriching ideas

Activity: Work Collaboratively = Evidence of Traits: Leadership / Followership Skills, Communication with peers, work ethic, productivity roles, connecting ideas, expressing information

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17. Difference Between Identification and Program

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17. Difference Between Identification and Program

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-these points are not about a Gifted Program
-more important to identify students with gifted characteristics in order to meet their instructional needs
-labeling and programs needs are in addition to/ancillary to the need to identify the needs of the child