Multiple Means of Representation

1. Universal Design for Learning • Gifted: Identifying the Gifts Within R.J. Bowen Multiple Means of Representation Students demonstrate their gifts with the “Chart Your Smarts” activity. I Am Musical/Rhythmic. I Am Bodily/Kinesthetic!

2. Gifted: Identifying the Gifts Within • Objectives: • Students will assess the qualities and characteristics of giftedness. • The student will use context to determine meanings of unfamiliar words and • technical vocabulary. • The student will read and demonstrate comprehension of a variety of • informational selections. • The student will draw conclusions and make inferences based on explicit and • implied information.

3. Day 1: Objective: The student will assess the qualities and characteristics of giftedness. Focus: Students take a personal look at what it means to be identified as a gifted learner. • Multiple Intelligences • The eight multiple intelligences were • introduced to the class. • Hard copies for each learning style were • provided at each center. • The Promethean slideshow provided • images and examples for each style. • Read, Write, Gold was also used for diverse • learners at the computer.

4. Day 1: 6.3c- The student will use context to determine meanings of unfamiliar words and technical vocabulary. • Think/Pair/Share • Students at each center collaborated as a • group with regards to what it means to be • gifted. • Highlighting: Students used highlighters • to locate unfamiliar words in the passage • and discussed meaning as a group. • Bubble Map: Students recorded their • ideas about giftedness in a bubble map • using markers and chart paper. • K-W-L: Students flipped the bubble map • over and work as a group to divide paper • into a K-W-L chart.

5. Day 1: 6.3c- The student will use context to determine meanings of unfamiliar words and technical vocabulary. • http://www.youtube.com/watch?v=sbXnenCalQo&feature=related YouTube Video: “What is Gifted?” Following the video, the students generated a list of words at their center specifically targeting words that described them as gifted learners. The list was put into Wordle (Day 2).

6. Students used their word list in the computer lab to create a Wordle. The Wordle activity was a huge hit with the students, who quickly realized they could create a Wordle for just about anything! This was my Wordle in class. • Wordles

7. 6.5d- The student will draw conclusions and make inferences based on explicit and implied information. YouTube Video: “I Am Gifted” Chart Your Smarts! After viewing the video, students completed the “Chart Your Smarts” activity by self-assessing their own learning styles. Paper, markers, glue, and scissors were accessible at each center as well as the iPad2. http://www.youtube.com/watch?v=t7M4amCJZLY&feature=related This student is demonstrating his Music Smarts on the iPad2.

8. Objective: The student will draw conclusions and make inferences based on explicit and implied information. Birmingham Intelligence Test http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm • Students completed the multiple intelligence • test individually. • Read, Write, Gold was also available for • two students to use in the lab. • Results were savedin a PowerPoint slide. • Compare/Contrast Chart: Results from the • multiple intelligence test and the “Chart • My Smarts” activity were reviewed.

9. Students proudly displayed their results in the hallway.

10. Chart Your Smarts! Students completed this activity, and then we started creating our video on the specific “smarts” within each gifted learner. Movie- Click Here

11. Multiple Means of Representation • Checkpoint 1.1: Offer ways of customizing the display of information • Hard copies and hands-on materials were readily available at each center. • The Promethean board served as a visual for students in the classroom. • The computer monitor was also utilized for visually-impaired learner. • The font size, color, and graphic selections provided attractive imaging for • students. • Checkpoint 1.2: Offer alternatives for auditory information • Musical selections were upbeat and motivating to students. • Sound quality and levels were comfortable to students. • Read, Write, Gold was successfully utilized by a few students with diverse • needs. • Checkpoint 1.3: Offer alternatives for visual information • The Promethean board served as a visual for students in the classroom. • The computer monitor was also utilized for visually-impaired learner. • The font size, color, and graphic selections provided attractive imaging for • students.

12. Multiple Means of Representation • Checkpoint 2.1: Clarify vocabulary and symbols • Highlighters were used at each center to highlight key words unfamiliar to • learners. • Unfamiliar words were included in student foldable with a student- • generated definition, and the key words were added to our classroom word • wall. • Checkpoint 2.2: Clarify syntax and structure • Computer tool bar allowed students to individualize digital activities. • Students selected sizing font, color selection, text. • Read, Write, Gold provided highlighting and voice for students. • Checkpoint 2.3: Support decoding text, mathematical, and symbols • Read, Write, Gold was used to assist students with decoding. • Active Inspire Remotes provided usage with symbols, texting, and math.

13. Multiple Means of Representation • Checkpoint 2.4: Promote understanding across languages • There are ELL staff members available, but none were needed for my classes. • Read, Write, Gold although used for a few twice-exceptional students, it could be • used as a translation tool. • Additional resource is available for a few twice-exceptional students. • Checkpoint 2.5: Illustrate through multiple media • Pictorials, clipart images, and graphics were • adjusted for easy viewing by class. • Students utilized separate computers to easily view • screen, and YouTube videos. • The iPad2 was also used for additional video • reviews (absentees). “Chart Your Smarts” picture/video

14. Multiple Means of Representation • Checkpoint 3.1: Activate or supply background knowledge • Each group discussed and created a bubble map based on prior knowledge. • The students then continued by creating a K-W-L chart on the back of the group • (bubble map) focusing next what they want to know, and finally what they learned • about our first day activities. • Checkpoint 3.2: Highlight patterns, critical features, big ideas, and relationships • Students connected the relationships between giftedness and course selections, • interests, and setting futuristic goals. • Checkpoint 3.3: Guide information processing, visualization, and manipulation • Active Inspire remotes were used for quick multiple choice questionnaire • as the start up for Day 2 (Promethean). • Students ended the day with a quick oral reflection as a class. • An exit ticket were completed at the close of class (second day). • Checkpoint 3.4: Maximize transfer and generalization • Students created a web (bubble map) defining “giftedness” and also reflected what • they have learned about gifted identification on the K-W-L chart.

15. Sources • Computer Lab Usage • Wordle • Birmingham Multiple Intelligence Test • YouTube Videos: • What Is Gifted? http://www.youtube.com/watch?v=sbXnenCalQo&feature=related • I AM GIFTEDhttp://www.youtube.com/watch?v=Omx_iLtMjZA&NR=1 • Ordinary People Doing Extraordinary Things http://www.youtube.com/watch?v=EUT1ADtIHQU • Books: • Genius in Residence By Audrey Grostby • Gifted or Goof Off? By Nancy Polette • iPad2 Usage: • Chances -6th grade Spectrum iMovie • “Chart Your Smarts” pictures and video