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Recognizing Gifted Potential Official Website

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Recognizing Gifted Potential Official Website

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Planned Experiences * General Forms

Scoring Planned Experiences

Developing District Norms for Student Products

Format for Developing Additional Planned Experiences

Demonstration Planned Experiences

The Planned Experiences

(Some Planned Experiences do not have reproducible forms.)

Animals Should Definitely Not Wear Clothing, Grade 2

Attribute Blocks, Grade K

Attribute Cards, Grade 1

Attribute Classifications, Grades 2-6

Drawing Starts, Grades K-6

A House Is a House for Me, Grade 3

Image Writing, Grades 2-6

It Looked Like Spilt Milk, Grade K

Math Shapes, Grade K

Patterning, Grades K-6

Problem Solving with Shapes, Grades K-1

Problem Solving with Shapes, Grades 2-6

Q Is for Duck, Grade 1

Rebus Stories, Grades K-6

Science Venn, Grades 1-6

Ten Black Dots, Grade K

Tomorrow's Alphabet, Grade 2
Kingore Observation Inventory, 3rd ed.
Prologue: Being Gifted Is Like Having a Really Nice Car

Understanding the Diversity of Gifted Students

Chapter 1

1.1: Creativity Demonstrated in the KOI Categories

1.2: Traditional Conceptualization of Giftedness

1.3: Underrepresented, Underserved Conceptualization of Giftedness

1.4: 10 Key Findings and Takeaways

Chapter 2

2.1: KOI-General Population

2.2: KOI-Culturally and/or Linguistically Different Populations

2.3: KOI-Low-Income Populations

2.4: Negatively Perceived Behaviors of the Gifted

2.5: The KOI Jot Down

2.6: In a Nutshell-KOI Observation Procedures

Chapter 3

3.1: Completed KOI Jot Downs

3.2: Tallies and Categories for the Completed KOI Jot Downs

3.3: A Quiz: Matching KOI Patterns with Students

3.4: KOI Holistic Rubric

3.5: KOI Scoring Form for Recommended Services

3.6: Developing District Norms

3.7: District Norms for the KOI

3.8: Student Profile for Recommended Services

Chapter 4

4.1: Detrimental Effects When Recognition and Nurturing Are Denied

4.2: Recognizing and Nurturing Emergent Talents

4.3: Professional Development: The Nature and Needs of High-Aptitude Students

4.4: Professional Development: How to Implement the KOI Process

4.5: Professional Development: Differentiating Instruction in a Realistic and Effective Manner

4.6: Statements We Never Thought We'd Hear and Hope to Never Hear Again

4.7: Gifted Characters in Books, Movies, and Television

4.8: Academic Conversations for Reflection

4.9: Lesson Plan: Integrating KOI Activities

Article: Professional Development to Implement the KOI With Integrity: A Coordinator's Perspective

Article: Recognizing Gifted Potential in Primary Children: A Three-year Pilot and Professional Development

Article: Curriculum-Embedded KOI

Chapter 5

5.1 & 5.2: Family Recognition Portfolio-Representing Your Child's Talents

5.3: Rubric for Family Recognition Portfolio

5.4: Communicating with School Personnel About Your Gifted Child

5.5: Strategic Questions to Promote Your Child's Thinking

Chapter 6

6.1: 3-2-1 Strategy

6.2: Word Web

6.3: Rectangle Color Logic

6.4: Circle Color Logic

6.5: Number Challenge

6.6: Point of View Venn

6.7: How Do You and this Character Compare?

6.8: How Do You and this Eminent Person Compare?

6.10: Question Quest

6.11: Perspective Map

6.12: Wildlife Comic Characters

6.13: ME

6.14: WE

6.15: Thinking About

6.16: Yesterday, Today, Tomorrow

6.17: Bank of Interview Questions

6.18: Alphabet Time

6.19: Connection Map-Tier 1

6.20: Connection Map-Tier 2

6.21: PMI

Chapter 7

7.1: Nine Strategic Questions that Promote Deeper Learning

7.2: KOI Questions and Statements to Stimulate Curriculum Complexity and Depth

7.3: Dinosaurs

7.4: Weather

7.5: Division

7.6: The Civil War

7.7: Ecology

Epilogue: Jean Piaget

Appendices

A - Glossary

B - A Quiz: Matching KOI Patterns with Students (Answer Page)

C - Relationship of KOI Holistic Scores, Standard Scores, Percentile Ranks, Stanines, and Standard Deviations

1990 Construct Validity Study

2015 Construct Validity Study

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Downloadable and Customizable Recognizing Gifted Potential: Planned Experiences with the KOI, 2nd ed. The purchase of this book entitles one campus to reproduce and distribute the forms and digital files that are designated in the List of Reproducible Pages. The links will take you to the forms to view, customize, and print.

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Alphabet Box Topic Activity Google Form Editable

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Alphabet Box Topic Activity Google Form Editable

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How Do You Compare With This Character PDF

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How Do You Compare With This Character PDF

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Plus Minus Interesting Activity Example K-2

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Plus Minus Interesting Activity Example K-2

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Colorful Illustrative Brain Breaks Farm Animals Edition Quiz Presentation

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Amazingly Simple Graphic Design Software - Canva

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Teaching Effective Thinking: Game - Forced Connections - Similes 2 - Tailor-Made Teaching

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This is another activity which encourages random association. It is also another activity for which you can use the same picture cards or board as you did in the other ‘Forced Connections’ games (see previous blog posts). You will also need cards with abstract nouns (happiness, peace, sadness, love, anger etc.) written on them. Each […]

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Complete Activity #5 to see how students creativity express perspective with using materials:

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Complete Activity #5 to see how students creativity express perspective with using materials:

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Make a Mark Studios " a blog for art teachers and art makers

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One of my favorite topics to teach in my art class, no matter what the age or skill level, is divergent thinking.
What is divergent thinking? One of my favorite videos to introduce divergent thinking to my students is the lecture by Ken Robinson.
Divergent thinking is the a bility to come up with multiple solutions to one idea/prompt. This skill is the opposite of convergent thinking, which would be one solution to a problem (2 + 2 = 4).

Divergent thinking is such an awesome skill for individuals to foster. By teaching divergent thinking, we can help students to deepen their brainstorming process and awaken parts of the brain that may be sleeping. Did you know that research has shown that adults perform WORSE on divergent thinking prompts than children? Many of my students would always say that they feel the school system focuses more on passing high stakes tests than fostering any type of creativity. While that is heartbreaking in some ways, it's not definitive.
So what can we do as teachers to help foster divergent thinking skills in our classroom?
Here are four quick, easy, and fun games that you can play with your students to help to foster divergent thinking skills that your students will LOVE.
#1- Open ended prompts
This is one of my favorites! Ken Robinson's prompt example was "how many uses can you think of for a paperclip?" Here is how it works:

1. Get students into groups of 4-5. Collaboration is key to divergent thinking. The more brains, the better!

2. Add some competition! This will help your students get engaged, especially the ultra competitive types. Tell them that the group with the MOST solutions will win. I gave bonus points to the winning group.

3. Set a timer. I usually did about 10 minutes of total brainstorming.

4. Give them the prompt and let the divergent thinking happen!

Some of my favorite prompts:

You have to get from Earth to the moon in one day. You cannot use a spaceship. How will you get there?

How many uses can you think of for a flower pot? *warning- you will immediately get students saying they will use it a potty*

You have to build a city on the bottom of the ocean. What is your city made out of?

#2- Finish the shape drawing activity
This one is pretty straightforward. You draw a shape on the board and instruct students to complete the shape. Another version of this is the 'circle challenge' which I've seen circulating. Here is an example showing the prompt shape in the middle, surrounded by the many divergent solutions transforming the original shape into something new.

#3-Collaborative story
For this activity you will get students into partners or small groups. One piece of paper will be pass among the team. Each person will write one word and pass it to the next. The possibilities and pathways this story can diverge are endless. Some of the "rules" I give with this activity is that the sentences can be bizarre, wacky and weird but they must be coherent and school-appropriate.

#4- Collaborative drawing game. Draw. Pass. Collaborate. Repeat.
This is a great activity to transfer divergent thinking skills into drawing output. For this each student is given a paper and colored pencil of their choice. Students each draw for 1 minute then pass it. Next, they'll add onto their peers drawing quickly. I encourage students to draw within 10 seconds of receiving the paper (to avoid over thinking it), draw simple shapes if nothing comes to mind, and draw the entire time until I say pass. By the time they get their original paperback, they're amazed to see what it's evolved into.

I have students give the final work an art gallery name. You know, something really pretentious. They love this 🙂

#5- Random object drawing challenge

For this drawing challenge, you will need:

A bunch of random small objects around your classroom (scissors, fabric, paintbrush, clips, cups, tape rolls, etc)

White boards & dry erase markers -OR- paper and pencil

Students were given random objects and had to creatively drawn in and around the object. The random objects take on a whole new life in these spontaneous drawings and really challenge students to think outside the box. I paired students up to encourage collaboration

I hope you found something useful here that you can use in your own classroom. Feel free to comment below if you have any feedback or feel inspired to share. Thanks for reading! Go out and make your mark!
-Stephanie Villiotis, art teacher and creator of Make a Mark Studios

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Fun Games to Foster Divergent Thinking Skills in Your Class " Make a Mark Studios

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One of my favorite topics to teach in my art class, no matter what the age or skill level, is divergent thinking. What is divergent thinking? One of my favorite videos to introduce divergent thinking to my students is the lecture by Ken Robinson.