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Thursday, September 28

  1. page Reading edited ... Maniac Magee Enrichment Activities https://www.teachervision.com/literature/activity/8976.htm…
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    Maniac Magee Enrichment Activities
    https://www.teachervision.com/literature/activity/8976.html#activities
    Stone Fox
    {stone fox pdf.pdf}
    {stone-fox.pdf}

    The Cricket in Time Square
    {Cricket in Times Square Novel Guide.pdf}
    (view changes)
    11:30 am
  2. file stone-fox.pdf uploaded
    11:30 am
  3. 11:29 am

Monday, September 18

  1. page Tips on Teaching Gifted Students edited ... This 30 minute podcast lays out the definition of gifted both nationally and in Pennsylvania. …
    ...
    This 30 minute podcast lays out the definition of gifted both nationally and in Pennsylvania. The identification process is talked about in general terms.
    Supporting the Emotional Needs of the Gifted
    http://sengifted.org/
    http://sengifted.org/a-september-secret/
    Enrichment and Acceleration
    (view changes)
    5:55 am
  2. page Tips on Teaching Gifted Students edited ... http://caiutube.caiu.org/giftedinpa/features/PzZ_1XaXWc_IqS9fTr3j This 30 minute podcast lays…
    ...
    http://caiutube.caiu.org/giftedinpa/features/PzZ_1XaXWc_IqS9fTr3j
    This 30 minute podcast lays out the definition of gifted both nationally and in Pennsylvania. The identification process is talked about in general terms.
    Supporting the Emotional Needs of the Gifted
    http://sengifted.org/a-september-secret/

    Enrichment and Acceleration
    http://caiutube.caiu.org/giftedinpa/features/9kg7N1wiSEAhZk8GyZTu
    (view changes)
    5:53 am

Monday, May 22

  1. page Grade Skipping edited Are Kids Missing Out By Not Skipping A Grade? https://ww2.kqed.org/mindshift/2017/01/23/are-ki…

    Are Kids Missing Out By Not Skipping A Grade?

    https://ww2.kqed.org/mindshift/2017/01/23/are-kids-missing-out-by-not-skipping-a-grade/
    (view changes)
    6:06 am
  2. page Grade Skipping edited https://ww2.kqed.org/mindshift/2017/01/23/are-kids-missing-out-by-not-skipping-a-grade/
    https://ww2.kqed.org/mindshift/2017/01/23/are-kids-missing-out-by-not-skipping-a-grade/
    (view changes)
    6:06 am

Friday, March 10

  1. page Differentiation Within the State Standards edited Resource: Differentiation for Gifted Learners Acceleration- Use the Common Core Standards to gui…
    Resource: Differentiation for Gifted Learners
    Acceleration-
    Use the Common Core Standards to guide acceleration
    Reading across three grade level standards, teachers see what would be the next level of learning
    Accelerate- Looping
    Use pre-assessments to pace the sequence of CCSS
    Loop out of particular lessons when demonstrating mastery - short term with instruction decisions made day-to-day
    Engage in a more complex application of the material or in enrichment extensions, or more in-depth tasks.
    Not busy work
    Moves student in and out of instruction
    Tips for Looping
    replace direct instruction and the daily work or assignment
    provide next level instruction, not more of the same
    reflect more in-depth or complex learning experiences
    be engaging and interesting
    be written specifically enough so students can proceed independently
    offer some short tasks that can be done in a class period as well as tasks that may require a couple of class periods to complete
    allow for quick reviews by the teacher
    Accelerate - Compacting
    Student tests out of a significant number of learning goals in a unit
    Provides a continuous block of independent work time
    Accelerate - Combine
    Combine less complex standards to create a more complex standard for gifted learners
    Example: Combine standard in current grade with a standard above grade level
    Accelerate - Add Depth and Complexity
    Consider the standard; then design more depth and complexity into the tasks
    Use the CCS to Increase Depth by .....
    developing the specialized vocabulary of a field beyond simple academic terms
    determining essential attributes
    forming hypotheses
    proving or defending through evidence
    identifying recurring events, activities, or actions
    generating predictions
    examining differing ideas, viewpoints, or perspectives
    creating innovations based on data
    creating structures, hierarchies, or order
    determining stated or unstated assumptions
    determining effects or consequences of actions
    developing theories or principles
    creating connections or establishing interrelationships
    Example: CCSS ELA Literacy RL 4.2 "Determine a theme of a story, drama, or poem from details in the text; summarize the text" and use the depth menu item of "providing evidence to support the theme of good and evil in Sleeping Beauty or Snow White.

    (view changes)
    11:09 am

Monday, March 6

  1. page Pre-assessment Options edited Pre-Assessment Options and Other Informal Response Techniques Technique Description Choral Resp…
    Pre-Assessment Options and Other Informal Response Techniques
    Technique
    Description
    Choral Response
    Students give a choral response to a whole class question.
    Clothesline
    Students move to place on a human line that most closely matches their level of understanding. The line is a continuum, with the beginning of the line indicating no understanding of a concept and the opposite end of the line indicating a high level of understanding.
    Fist of Five
    Students respond to a whole class question by showing the number of fingers that corresponds to their level of understanding (one being the lowest, five being the highest)
    Four Corners
    Students move to the corner of the room that most closely matches their level of understanding. Previously, the teacher must label each corner of the room with a word or phrase that describes the learner’s level of understanding. (meets expectations, approaching expectations, partially meets expectations, does not meet expectations)
    Individual Response Boards
    Students will use wipe boards or think pads to respond to a question posed by the teacher. The teachers hold up their answers for the teacher to check or the teacher circulates the class to check individual responses.
    Signal Cards
    Students use a card to indicate their level of understanding of a concept. Cards may be labeled as followed:
    Red, Yellow, Green
    Yes/No
    True/False
    Negative/Positive
    Stop, I’m Lost/ Slow Down, I’m Getting Confused/ Full Steam Ahead
    Happy Face/ Straight Face/ Sad Face
    Speedometer
    Students think of a speedometer going from 0 to 100 miles per hour. They then lay one arm on top of the other with hands touching elbows. Students should raise the top arm, stopping at a point between 0 to 100 mph to indicate their level of understanding, with 100 mph designating complete understanding.
    Thumbs Up
    Student responds to a whole class question by putting thumbs up if they fully understand a concept, thumbs down if they do not understand, and thumbs to the side to indicate some areas of understanding or confusion.
    Entrance Card/Warm-up
    Prior to a lesson, students respond in writing to question or set of questions posed by the teacher.
    Exit Card
    Students respond in writing to a prompt or question posed by the teacher at the conclusion of a lesson.
    Journal/Free Write
    Students write what they know about a given topic. The writing may be timed.
    Matching
    Matching vocabulary terms to the definition.
    Most Difficult First
    Students are given the option of completing the most difficult questions or problems first to determine if additional practice is needed.
    Observation
    Students complete a task as the teacher observes, takes notes, or records progress using a checklist.
    Pre or Post Test
    Students complete an assessment to demonstrate background knowledge on a topic.

    (view changes)
    9:59 am

Thursday, March 2

  1. page Tips on Teaching Gifted Students edited ... Gifted Kids at Risk: Who's Listening? http://sengifted.org/archives/articles/gifted-kids-at-r…
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    Gifted Kids at Risk: Who's Listening?
    http://sengifted.org/archives/articles/gifted-kids-at-risk-whos-listening
    Understanding the Emotional Complexity of a Gifted Child
    http://www.psy-ed.com/wpblog/emotional-complexity-gifted-child/

    Challenging Gifted Students in the Regular Education Classroom
    http://www.gifted.uconn.edu/siegle/tag/Digests/e513.html
    (view changes)
    11:30 am

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