Instructional Strategies for GT RTI

Instructional Strategies for GT RTI

Instructional Strategies for GT RTI Genny Jenkins Rowan County Gifted Coordinator KAGE Board Member Common Terminology Please use your QR Code reader app to read the 8 QR Codes that are

posted around the room. Fill in your paper with your knowledge of each question. Four ways to Differentiate: Content (what students learn) includes curriculum/concepts, standards, facts, skills, Process (how students learn) includes how the content is presented by the teachers or how students will interact with the content

Product (end result of student learning) includes tests, reports, etc and reflects students understanding of the content Environment (where the students will learn) includes how students are seated, rules, procedures, etc. Teachers must have a solid foundation for their instruction. A method such as KUD can help teachers to focus. What do I want my students to KNOW UNDERSTAND

Facts Big Ideas DO Thinking Skills Depth and Complexity Depth involves exploring a discipline by looking below the facts and investigating generalizations, principles, and universal concepts The 9 major dimensions of Depth are:

Language of the Disciplines: specialized vocabulary, names of skills or tasks, tools used Details: attributes, parts, factors, variables Patterns: repetition, predictability Trends: Influences, forces, direction Rules: structure, order, hierarchy, explanation Ethics: points of view, different opinions, judging Big Idea: generalizations, principles, theories Unanswered Questions: discrepancies, missing parts, unclear ideas, incomplete ideas

Depth and Complexity Complexity involves the ability to see relationships between and among ideas in and within a discipline. The 3 major dimensions of Complexity are: Relationships Over Time: relationships between the past, present and future, and within a time period Relationships From Different Points of View: multiple perspectives, opposing viewpoints, differing roles and knowledge Interdisciplinary Relationships: with, between and across the disciplines

Response to Intervention A great opportunity for gifted learners. Time that can be used for enrichment and advanced learning for students who have demonstrated grade level competency. There is a pack of post-its on your table. Please take a post-it and complete the following statement: Effective instructional strategies are

Place your completed post-it on the poster in the front of the room. Effective Instructional Strategies Our number one concern must be student engagement. Use of technology Student choice Group work Dont forget the KUD.

What you should do and why you should do it. Sometimes, students know more than teachers

think Pretesting a few thoughts: Pre-tests should be short (no more than 15 minutes per student). Although it is better to pre-test every student, you may have students who will become highly frustrated by pre-tests full of content that is new to them. It is critical that teachers do not constantly make assumptions about the ability or knowledge of their students for each unit. It will be critical for high-achieving students with perfectionist tendencies

to understand that you do not expect them to know every answer on a pre-test, and that this is material you have not taught them yet. Some students need multiple reassurances that the pre-test is not an opportunity for you to grade them; it's an opportunity for you to plan the best possible instruction, based on what they already know or need to know. Types of pretests: Short Performance Task The teacher observes the student's performance without

interference, and looks for specific behaviors during the observation Example: Objective - Students will perform efficient Internet searches Pre-Test - Find the name and address of a local museum you would like to visit Types of pretests: Short Quiz - Paper/Pencil or Computer-Based Include about 5-8 items or two questions asking for

written responses Example: Objective - Students will add two-digit numbers Pre-Test - 2 items are problems written horizontally without regrouping, 2 problems are written vertically without regrouping, and 2 problems are written vertically and require re-grouping Types of pretests: Informal Discussion or Check-In

Teachers can do this during individual student conferences or with small groups Example: Objective - Students will make inferences about characters Pre-Test - Students meet with the teacher in groups of 2-3; each student reads a different paragraph about a character taking action, but the paragraphs do not explicitly describe what kind of person the character is. Students are asked to describe what kind of person each character is, based on the reading.

Types of pretests: Whole Group Question, Individual Responses Students respond by posting sticky notes in a designated place on a wall, adding to a digital word cloud, or turning in responses as a "ticket out the door." Example: Objective - Students will describe the functions of common community services Pre-Test - The teacher asks each student to name a building found in the community and explain what kind of work the people in that building do. The teacher collects the student tickets, which discuss police stations, banks, schools, and hospitals.

This helps the teacher get a general overview about class knowledge (like the K in KWL) in order to focus instruction on community services that are less familiar to students. Menus/Tic-Tac-Toe boards Menus offer students various choices for content acquisition some required, some optional. Tic-Tac-Toe boards offer students various options and they must choose three.

Write a simile or metaphor using your word. Example: Word: graceful Draw an illustration. Your illustration should clearly show the definition of your word.

Simile: On the dance floor, shes as graceful as a turtle floundering on the ice. List two synonyms and two antonyms of your word. Draw a picture that shows a mental connection or

association you can make to your word. Briefly explain your picture. Write a tweet using your word. *Remember a tweet is 140 characters or less! Choose a song that you know

to which this vocabulary relates. What is the connection? Write a riddle. Come up with three character traits of your word (NOT a synonym, antonym, or the definition). Example: Im thinking of a noun that is a nuisance, it

happens almost every day, and teachers love it. Answer: homework Think about movies you have seen. Choose a movie character that your word would apply to in some way. Explain in a paragraph.

Look at the following word relationships. Then, create a similar analogy using your vocabulary word. Identify the relationships between the words. quiet : noisy :: little :

big teacher : student :: parent : child Explain how your word relates to your life or your friends lives. If your word were an emoji, what would it look like?

Draw it and give a short explanation. Pretend your word is a person. Write a few sentences about any topic of your choice from your words point of view. If your vocabulary word was

an animal, which animal would it be? Consider not only physical traits, but personality traits as well. Write two sentences justifying your choice. Use your word in an original sentence that contains at least one context clue.

Use a dictionary. What part of speech is your word? What Choose two other words from other forms of the word this weeks list that relate to exist? What parts of speech your word in some way. They are they? need to have a common

denominator. Explain how Example: they relate. Addition noun Additionally adverb Add verb If your word was a color, what color would it be and why? Explain. Think about

symbolism. Look at the following word relationships. Then, create a similar analogy using your vocabulary word. Identify the relationships between the words.

quiet : noisy :: little : big teacher : student :: parent : child Tiered Instruction Flexible Grouping This strategy allows teachers to control who works with whom

when students are grouped. Clock Partners Seasonal Partners Think-Pair-Share Popsicle Sticks Marker boards These are a few of My Favorite Things

When is new learning at a minimum? The three days of fall break week. The two days of Thanksgiving week. The week before Christmas break. Mid-March (new nine weeks) The month of May after testing. Field trip ideas

Local university (radio show for the holidays, Space Science Center) Cincinnati Art Museum (free docent tours) Cincinnati Symphony (daytime concerts for students, not too expensive) Louisville the Kentucky Opera (offers cheap tickets to dress rehearsals for students) Ashland, the Henry Clay Estate in Lexington (leadership) Enrichment sessions with

University 5th and 6th grade Once a week (Wednesday) afternoon from 2:00 4:00 About 9 times/semester Each session is a stand alone class with a professor One department per semester Leadership ideas Leadership Lunch Veterans Day Program

Volunteer opportunities (soup kitchen, nursing home) Resources I love Michael Clay Thompson Nathan Levy Bertie Kingore Additional stories with holes Ian Byrd Case Study:

Third grade student who we could have accelerated a grade last year but parents chose not to. Needs access to 4th grade level content in math and many additional enrichments in language arts. Teacher says the student has gone through every single spelling list they can find, and what would I suggest? Here is what I sent to her: Michael Clay Thompsons 100 Words Vocabulary choice board that I use in 7th grade Links to independent projects on my website

Several graphic organizers from KOI http://www.manythings.org/vocabulary/lists/c/ Case Study: Third grade teacher in her third year of teaching sent me this email: Case Study: My reply to her:

Case Study: My second reply to her: Anytime, anyway, anywhere Ignorance is taking over our world. Kids in general, and gifted kids in particular, need to read more literature. My information

Genny Jenkins Rowan County Schools www.rowan.kyschools.us my GT page is under departments

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