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HGT Meeting

Advanced Learning Plans. Pre- Assessment. Abstract Thinking; Complexity; Depth. Advanced Vocabulary. Rubrics. HGT Meeting. Aug. 18, 2010. The Social Psychology of Giftedness. Is it still a Cheetah?. IS IT STILL A CHEETAH?

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HGT Meeting

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  1. Advanced Learning Plans Pre- Assessment Abstract Thinking; Complexity; Depth Advanced Vocabulary Rubrics HGT Meeting Aug. 18, 2010

  2. The Social Psychology of Giftedness

  3. Is it still a Cheetah? • IS IT STILL A CHEETAH? • If a cheetah has only 20 mph rabbits to chase for food, it won't run 70 mph while hunting. If it did, it would flash past its prey and go hungry! Though it might well run on its own for exercise, recreation, fulfillment of its internal drive, when given only rabbits to eat the hunting cheetah will run only fast enough to catch a rabbit. • IS IT STILL A CHEETAH? • If a cheetah is fed Zoo Chow it may not run at all. • IS IT STILL A CHEETAH? • If a cheetah is sick or if its legs have been broken, it won't even walk. • IS IT STILL A CHEETAH? • And finally, if the cheetah is only six weeks old, it can't yet run 70 mph. • IS IT, THEN, ONLY A *POTENTIAL* CHEETAH?

  4. Advanced Learning Plans • A document that details the goals of an indentified gifted and talented student in both their areas of strength and social/emotional development. • State law that each identified gifted student receives one. • Areas of Strength • Mathematics • Reading • Writing • Visual/Spatial • Science

  5. ACD • Abstract Thinking • Using higher levels of thinking such as Analysis, Synthesis, and Evaluations for the majority of HGT students assignments • Using analogies and metaphors • Use these verbs in writing your objectives • Complexity • Multiple steps • Higher level materials • More resources • Open –ended tasks • Depth • Investigating a particular element of a unit • Using the procedures that a person in the field would use • Student generated products to display learning (students as producers)

  6. The Elements: Abstract Thinking, Complexity, and Depth • Abstractions • Change over time • Essential Questions • Ethics • Generalizations • Interdisciplinary Content • Issues • Patterns • Language and Terminology • Methodology • Perspectives • Resources and Technology

  7. Brainwriting • Globalization • Issues • Perspectives • Generalizations • Ethics

  8. Implementing ACD (Using the Elements DSRE pg. 91-94) • Using the elements with students. • Brain writing RAL pg. 100 • Digging Deep for Good Ideas DSRE PG. 96 • Product Captions DSRE pg. 100 • Performance Assessment DSRE pg. 103 • Using the elements in rubrics • Oral Presentation Rubric DSRE pg. 143 • Rubric Criteria DSRE pg. 145 • Three is the lowest score you can get on a rubric (excellence)

  9. Pre-Assessment • Assessment – the continual evaluation to determine students’ learning needs. • Assessment is a key to extending the curriculum for HGT students. • Documentation of knowledge and skills is the key to creating time for appropriate differentiation in the HGT classroom.

  10. Standard Base Grading • How do we document exposure to ACD? • What language do we want to use on the rubrics?

  11. Documenting Our Work • http://moreydifferentiation.wikispaces.com A place to keep your created lessons so others may use them. A place to post comments.

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