https://padlet.com/mrsklouie24/wa1b2noygmri Sandra Kaplan & Jessica Manzone (USC) en-us 2018-12-03 18:32:37 UTC 2018-12-03 19:38:25 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Folder.png mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310576456 2018-12-03 18:36:04 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310576456 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310576665 -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]]> 2018-12-03 18:36:25 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310576665 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310578007 2018-12-03 18:38:44 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310578007 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310578022 2018-12-03 18:38:46 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310578022 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310578475 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]]> 2018-12-03 18:39:26 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310578475 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310579628 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]]> 2018-12-03 18:41:16 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310579628 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310580591 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]]> 2018-12-03 18:42:45 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310580591 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310582525 (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]]> 2018-12-03 18:46:00 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310582525 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310583998 2018-12-03 18:48:26 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310583998 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310584966
"Grow An Interest"
-flower
-full plant
-sprout
-seeds
-empty pot]]> 2018-12-03 18:50:01 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310584966 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310585812 -sustaining and cultivating interest that might already be there, and maintaining that through curriculum
-generating new interests through curriculum]]> 2018-12-03 18:51:26 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310585812 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310587445 -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?)]]> 2018-12-03 18:53:56 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310587445 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310589325 -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..]]> 2018-12-03 18:57:01 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310589325 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310594468 (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

]]> 2018-12-03 19:04:40 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310594468 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310603156 -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"]]> 2018-12-03 19:20:12 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310603156 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310605083 -know how to identify intelligence (give tests)
-different to identify intellectuals, not able to do with a test

]]> 2018-12-03 19:23:23 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310605083 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310605574 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]]> 2018-12-03 19:24:13 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310605574 mrsklouie24 https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310609293 -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]]> 2018-12-03 19:30:10 UTC https://padlet.com/mrsklouie24/wa1b2noygmri/wish/310609293