GREAT THINKING THURSDAY
For Klein ISD Educators of Gifted Learners
October 24, 2019
Challenging PreAP/GT Students
Wunderlich 8th GR US History
As educators, we are tasked with challenging PreAP students and GT students, while providing them the 21st century skills they need to be successful in our ever changing world. It is difficult to prepare students for jobs and technology that does not yet exist. So, we decided to prepare students for the future by teaching them how to ask questions. Asking questions that we do not know the answers to helps develop the critical thinking skills that are necessary to excel in the future.
In my classroom, I encourage the students to challenge themselves. This means learning how to ask questions in order to dig deeper into the content. This year, my team and I decided to have the students develop their own essential questions relating to topics discussed in class. Students were given the challenge to create their own essential questions and research the answer. I was blown away by the curiosity of my students. They were asking all kinds of questions, some that I never even thought about. One young man in my class was interested in learning about the Lost Colony of Roanoke, another wanted to dig deeper into different religious groups that sought freedom from persecution. Below is a student who wanted to learn what kinds of diseases Europeans brought over that killed natives.
Bayley Macmanus
8th Grade Wunderlich
The reason I based my project on diseases is because I thought that it was a very interesting topic. Many people talk about how Native Americans died of diseases, but not many people know what those diseases were. I wanted to explain a few of those diseases to my classmates because I wanted them to understand how bad the lives of the natives were.
I enjoyed making this project because I am quite fascinated with this topic. I like to learn about science and the human body and as well as make videos. I was able to bring my love of science into social studies by exploring the diseases of the time period. Science is one of my favorite subjects and I was excited that I got to bring that part into my project. Being able to explore science in a new way, made me realize just how interconnected all subjects really are. I can’t wait for my next extension project.
Lead From Your Seat: Teacher Leadership Development Summit
Cultivate Talent: Fall GT Professional Learning Playlist
By Evelyn Cornejo
2E Learners: Gifted English Language Learners
April 30, 2019
Source: Edutopia
This outstanding research article from Edutopia provides exceptional insight into cultural responsiveness when identify and serving gifted ELs. Author and consultant
Louise El Yaafouri recommends the following:
"Map a full learning day for a new-to-English student. Where can we find expressions of gifted characteristics? Language learners can—and do!—demonstrate exceptional content-specific talents. Additionally or alternatively, the promising gifted ELL may:
- Acquire the new language at a faster than typical rate,
- Demonstrate an ability to code switch or translate at an advanced level,
- Show aptitude for negotiating between cultures,
- Display inventive leadership and/or imaginative qualities,
- Read significantly beyond grade level in the heritage language,
- Effectively assume adult responsibilities at a young age,
- Exhibit notable street smarts and/or rapid integration into American culture, or
- Problem-solve in creative, nonconforming ways."
Additionally, El Yaafouri provides specific culturally responsive practices:
DRAWING OUT ELLS’ LATENT TALENTS
Ensure that curriculum is culturally responsive: Culturally responsive practice seeks to recognize, value, and authentically represent students’ heritage virtues in the school setting. Wondering how to connect this pedagogy to GT programming? Begin learning units with background knowledge surveys or embed multicultural connections and community engagement as a means of enrichment.
Provide opportunities for self-directed learning: Self-directed learning is an effective tool for student engagement that supports higher-level thinking. By introducing the element of choice, we draw out a learner’s natural curiosity through creative problem solving and experiential learning.
Start slowly as you navigate this territory. Begin with a maximum of three choices. Hold students accountable for rotating through stations, centers, or learning tasks, but place the onus of control on the student to choose the order in which the learning goals are completed.
Capitalize on student interest surveys, flexible seating, and kinesthetic learning. These are all low-prep, low-cost, high-yield means of promoting self-directed, student-invested learning.
And consider exploring multiple pathways of discovery. Try embedding social and emotional learning skills practice into a social studies lesson, or incorporate STEAM learning into a literature experience. These types of activities foster low-risk opportunities for expression and encourage students to demonstrate abilities in innovative ways.
Use assessments that allow for diverse expressions of understanding: Offer choice in how students demonstrate knowledge, skills and understanding. Project-based learning (PBL) works exceptionally well in this context. PBL “is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.” This type of open-ended learning allows ELLs to show what they know in ways that are less language dependent, such as tactile design, sketching, computer programming, or art.
Consistently work toward the elimination of educator bias: Teachers and parents play a critical role in the gifted identification process—they are most likely to nominate students for consideration and are directly involved in a child’s day-to-day endeavors. We can better prepare both groups to advocate for ELLs who demonstrate exceptional gifts and talents.
Work Cited:
Yaafouri, L. E. (2019, April 30). Identifying and Supporting Gifted ELLs. Retrieved October 24, 2019, from https://www.edutopia.org/article/identifying-and-supporting-gifted-ells.
Featuring: Year 3 Blended GT Foundation
COLLEGE AND CAREER READINESS:
COLLEGEBOARD WEBINARS FOR AP US GOVT, PHYSICS, STUDIO ART
The CollegeBoard Advanced Placement programming is offering webinars for teachers to support the new Course Exam and Descriptions and well as the MyAP Platform. The following links will allow teachers to register for the webinars. Please sign up today!!
College Board Webinar: AP US Government and Politics For AP Teachers
College Board Webinar AP Art and Design Updates for AP Teachers
College Board Webinar AP Physics I Scaffold Student Content for AP Teachers
History of Advanced Placement
Source: College Board All Access Forum
Recounting the History of AP
Throughout its nearly 70-year history, Advanced Placement® (AP®) has created opportunity for students by bringing college-level coursework to high school classrooms across the country. In the book Learning in the Fast Lane: The Past, Present, and Future of Advanced Placement, authors Chester E. Finn, Jr., and Andrew Scanlan, two of the country’s most respected education analysts, offer a groundbreaking account of AP. College Board sat down with the authors to discuss their research, inspirational stories, and the future of AP.
Big Future: College Checklists for High School Students
Contest: https://mars.nasa.gov/mars2020/participate/name-the-rover/
Toolkit: https://mars.nasa.gov/mars2020/participate/name-the-rover/toolkit/#Toolkit
Nominate Students for the Lone Star Leadership Academy!
Nomination Deadline: Friday, November 1, 2019
Call for Outstanding Student Nominations
Nominate your outstanding 4th-8th graders for summer 2020 Lone Star Leadership Academy camps! Participants travel to the Dallas/Fort Worth, Austin/San Antonio, or Houston/Galveston area to join delegations of other distinguished students from across Texas for a week of fun, learning, leadership development, and visits to significant Texas destinations. Each day participants explore notable Texas sites, learn about unique careers from professionals, and work in small groups to develop specific leadership skills. In addition to improving their leadership abilities, participants gain self-confidence and independence and develop new friendships with other high-achieving students from across the state.
Nominees must:
· Be in 4th-8th grade
· Maintain an 85 or higher average
· Demonstrate leadership ability
· Be involved in school/community activities
Nominate your outstanding 4th-8th graders online:
Scholarship opportunity for Education in Action programs
Scholarship opportunity for Education in Action programs
October 7, 2019
SYTA ROAD SCHOLARSHIP APPLICATION PERIOD IS OPEN!
The Road Scholarship program awards funds to youth unable to afford the cost of their student group trip and may be applied to participation in both of Education in Action's student program offerings: Lone Star Leadership Academy summer camps and one-day Discover Texas Field Trips.
Based on the belief that travel is essential for a complete education, the SYTA Youth Foundation's goal is to make a positive difference through travel. Applications may be submitted October 1 – November 15, 2019.
WHO CAN APPLY? Nominations must be submitted only by an educator, program leader or designated school official. Nominations submitted by parents or guardians will not be considered.
HOW MUCH IS AWARDED PER SCHOLARSHIP? Up to $1,000 will be awarded to an individual (applies to Lone Star Leadership Academy participants); a maximum of $5,000 will be awarded to a group ('a group' can be a group of individual students nominated to attend summer Lone Star Leadership Academy camps OR a school's entire grade level taking part in a one-day Discover Texas Field Trip). Nominations requesting an award higher than the maximum will not be considered.
Place Value Song!
Source: The Kid Should See This