Short Term Anchor Activity
Take the Teacher Inventory
Teacher Inventory As we wait for people to arrive:
• Think piece— a way for you to focus on your attitudes
about giftedness and your concerns about working with
gifted students.
• Try filling it out like a diary or journal you’d want to read
in another five years.
• Write honestly what’s on your mind.
• What do you know or believe to be true from your
research and experiences?
• What do you know or believe on a gut level?
What makes sense to you personally?
• From the Anchor Activity Handout select
Option A, B or C
•Complete the Anchor Activity alone or with
another in your Table Group.
1
Keys for Success
for Working with
Gifted/Talented and High Achieving
Students
Jacque Melin
Grand Valley State University
melinj@gvsu.edu
www.formativedifferentiated.com
Grounding (Small Fires)
• Purpose
– to set a norm for respectful listening,
– to get everyone’s voice into the room,
– to allow people to connect with one another,
to allow for the expressions of hopes and
apprehensions,
– to value thinking and feeling,
– and to elicit agendas that might not otherwise
be heard.
From Adaptive Schools Garmston & Wellman
Grounding (Small Fires)
• Procedure
– Members take turns talking (I will give you the
questions to talk about in just a minute).
– When one member talks, all others are silent.
Full nonverbal attention is given to the
speaker.
– After everyone has talked, the first speaker
will summarize what was said.
– What questions do you have about these
directions?
Grounding (Small Fires)
• Topics
– My name is . . .
– My relationship to this topic (gifted/talented)
is . . .
– My expectations are . . .
– How I feel about being here is . . .
Targets for this Workshop
• I can explain the cognitive and affective
characteristics and needs of gifted and talented
students.
• I can use strategies that help to meet the social and
emotional needs of gifted and talented students.
• I can proactively plan instruction that is responsive
to the needs of gifted and talented students.
– By using the following:
•
•
•
•
Creativity and Problem Solving
Critical Thinking
Differentiated Instruction
Project Based Learning
Partners
Characteristics
Critical Thinking and
Problem Solving
Creativity
Social/Emotional
Introductions
Knowing the Learner
Find Your ___________Partner:
1. Find out key information from each other:
• what is his/her job?
• an aspect of gifted/talented that is of particular interest to
him/her
• his /her preferred learning environment
• what he/she would be doing if not here today
2. Introduce each other to the whole group.
Partner Interview
Jacque’s Example
Jacque Melin
GVSU Prof in Ed. Differentiation
Meeting the needs of a variety of G/T learners.
x
x
x
x
x
Lunch and shopping with friends.
Find your…..
• CHARACTERISTICS Partner
Go VISUAL
• 1st – Visual
• 2nd – Kinesthetic
• 3rd - Auditory
From Adaptive Schools Garmston & Wellman
Mediated Journal
…an advance organizer in which the page headings
are predetermined or guided by the leader.
Strategies
Mediated Journal
Name:
Cover
Strategies
Short Anchor Activity
Small Fires
Keys to Success
Partners
Partner interview
Go Visual
Mediated Journal
Inside
Journal Entry 1
Journal Entry 2
Back
Triple Track Agenda
Track 1 = Use strategies to support your learning here in this room.
Track 2 = How you might use strategies with adult groups and tips for sharing
them with others.
Track 3 = How you might use strategies with students in classrooms.
10:2 Rule Promise
• Lecture: Processing Ratio
• The brain needs to socially process
Short Term
Anchor Activity Debrief
In Table Groups
• Discuss:
1. how have the tasks so far been differentiated
2. what were the learning outcomes for each of the choices for
the Anchor Activity
3. the option you selected and your reasons
• Listen to a few “Spend a Buck” responses
Characteristics
Of
Gifted
And
Talented
Students
Characteristics
of Gifted Students
• Energizer
• Pair and Match
Find someone with the same amount of
experience working with gifted students as you
have.
Engaging the Brain
• Think about your gifted students.
• Write characteristics you notice about them on a
sticky note; one characteristic per sticky (try to
come up with at least 20).
• When you are done, talk with your partner about
what you wrote.
• Wait for Jacque to present “characteristic titles.”
Walk around the room and place the sticky
notes on the chart where you feel they belong.
1. Intellectual Ability
•Solves problems quickly
•Insightful
•Learns new information quickly
•Good memory
•Answers questions in detail
•Draws conclusion based on sound reasoning
•Separates problems into their component parts
•Quickly grasps the essence of a problem
•Applies prior knowledge to solving problems
•Learns difficult concepts easily
2. Academic Ability
• •Knowledge of current events
• •Completes academic work correctly/unassisted
• •Contributes to academic discussions
• •Excels in one or more subject areas
• •Performs well on Achievement Tests
• •Advanced reading, writing, and/or math skills
• •Asks relevant questions
• •Demonstrates knowledge of facts in one or more
academic areas
3. Creative Ability
•Active imagination
•Approaches the world as an explorer
•Puts together ideas in unusual but relevant way
•Brings inventive/innovative approach to problems
•Generates “what if” questions that don’t have one
correct solution
•Thinks or acts in novel ways
•Experiments with ideas
•Original thinking
•Takes creative risks
•Comfortable not having the “correct” answer
•Constructs jokes, clever plays on words, ironic
observations
4. Artistic Talent ….. Specialized
•Produces imaginative/original art
•Learns artistic techniques quickly
•Appreciates subtle variations in artistic products or
performances
•Advanced artistic technique and/or performance
•Art performance/products marked by detail, complexity,
richness
•Heightened attention to detail, color, pitch, rhythm
•Expresses emotion in art
•Communicates effectively via the arts
•Communicates effectively via artistic media
5. Leadership Ability
•Acts responsibly in social situations
•Recognizes feelings of others
•Demonstrates good social judgment
•Projects positive image to peers
•Earns respect and trust of others
•Motivates others
•Resolves peer disagreements
•Gets others to work together
•“Makes things happen”
•Takes charge in group situations
•Inspires confidence in others
6. Motivation
• •Shows pride in work
• •Wants to perform at highest possible level
• •Reacts to challenges enthusiastically
• •Approaches situations expecting to do well
• •Places high value on mastery
• •Works tenaciously, not easily discouraged
• •Sets challenging goals
• •Strives to improve
• •Attempts tasks above current skill level
7. Negative Characteristics of
Cognitively Gifted People
•
•
•
•
•
Uneven Mental Development
Social Difficulties
Underachievement—especially in uninteresting areas
Nonconformity—sometimes in disturbing directions
Perfectionism, sometimes extreme to the point of
crippling
• Self-doubt, poor self-image
• Depression
7. Common Negative Characteristics of
Creative Persons
• Overactive
• Excessively Emotional
• Indifferent to
conventions and
courtesies
• Questions rules, laws,
and authority
• Stubborn
• Egocentric, intolerant,
tactless
• Careless, disorderly
• Arrogant, cynical,
sarcastic
• Impatient, demanding
• Absentminded,
forgetful
• Argumentative
• Sloppy and disorganized
• Rebellious,
uncooperative
How Can I Tell The Difference
Between
High Achievers
&
Gifted Students?
HIGH ACHIEVERS…
GIFTED STUDENTS…
Know the Answers
Ask the questions
Enjoy School
Enjoy Learning
Grasp Meaning
Draw Inferences
Copy Accurately
Create New Designs
Have Good Ideas
Have Unexpected Ideas
Absorb Information
Manipulate Information
Achieve Mastery In 3-8
Repetitions
Achieve Mastery in 1-2
Repetitions
Are Interested
Are Highly Curious
Listens with Interest
Shows Strong Feelings and
Opinions
Enjoys Peers
Prefers Adults
Enjoys straightforward
Enjoys Complexity
Another Way to Look at
Types of Gifted Learners
•
•
•
•
•
•
The Successful
The Challenging
The Underground
The Double Label
The Dropout
The Autonomous
Meet with your
Characteristics Partner for
this piece.
The Successful - Behaviors
•
•
•
•
•
•
High achiever
Seeks teacher approval
Non-risk taker
Does well academically
Accepts and conforms
Dependent
The Successful – Social/Emotional
•
•
•
•
•
•
•
•
Boredom
Dependent
Positive self-concept
Anxious
Guilty about failure
Extrinsic motivation
Responsible for others
Diminished feelings of self and rights to their
emotions
• Self-critical
The Successful
Needs
• To see deficiencies
• To be challenged
• Assertiveness skills
• Autonomy
• Help with boredom
• Appropriate curriculum
School Support
• Enriched curriculum
• Time for personal interests
• Compacted learning
experiences
• Development of
independent learning skills
• In-depth studies
• Mentorships
• College and career
counseling
The Challenging - Behaviors
•
•
•
•
•
•
•
•
Corrects teacher
Questions rules/policies
Honest, direct
Mood swings
Inconsistent work habits
Poor self-control
Creative
Prefers highly active, engaging questioning
approach
• Stands up for convictions
• Competitive
The Challenging – Social/Emotional
•
•
•
•
•
•
•
Boredom
Frustration
Low self-esteem
Impatient
Defensive
Heightened sensitive
Unsure about social roles
The Challenging
Needs
• To be connected with others
• To learn tact, flexibility, selfawareness, self-control,
self-acceptance
• Support for creativity
• Contractual systems
School Support
• Tolerance
• Placement with appropriate
teacher
• Cognitive and social skill
development
• Direct and clear
communication with student
• Give permission for feelings
• Studies in-depth
• Mentorships build self-esteem
• Behavioral contracting
The Underground - Behaviors
•
•
•
•
•
Denies ability
Drops out of support group
Resists challenges
Wants to belong socially
Changes friends
The Underground – Social/Emotional
•
•
•
•
•
•
Unsure
Pressured
Confused
Guilty
Insecure
Diminished feelings of self and right to their
emotions
The Underground
Needs
• Freedom to make choices
• To be aware of conflicts
• Awareness of feelings
• Support for abilities
• Involvement with peers
who are exceptionally able
• Career/college information
• Self-acceptance
School Support
• Recognize and properly
place
• Give permission to take
time out from extra support
classes
• Provide same-gender
models
• Continue to give college and
career information
The Double Label - Behaviors
• Demonstrates inconsistent work
• Seems average or below
• May be disruptive or acts out
The Double Label – Social/Emotional
•
•
•
•
•
Powerless
Frustrated
Low self-esteem
Unaware of his or her potential
Angry
The Double Label
Needs
• Emphasis on strengths
• Coping skills
• Access to a support groups
• Counseling
• Skill development
School Support
• Provide needed resources
• Provide alternative learning
experiences
• Give time to be with peers
• Give individual counseling
The Dropout - Behaviors
•
•
•
•
•
•
•
•
•
•
•
•
Poor attendance
Doesn’t complete tasks
Pursues outside interests
Dreams in class
Self abusive
Isolates self
Creative
Criticizes self and others
Produces inconsistent work
Disruptive
Appears average or below
Defensive
The Dropout – Social/Emotional
•
•
•
•
•
•
•
Resentment
Angry
Depressed
Explosive
Poor self-concept
Defensive
Burn out
The Dropout
Needs
• An individual program
• Intense support
• Alternatives (separate, new
opportunities)
• Counseling (individual,
group, and family)
• Learning support help with
skills
School Support
• Diagnostic testing
• Group counseling for young
students
• Non-traditional study skills
• In-depth studies
• Mentorships
• Alternative out-ofclassroom learning
experiences
The Autonomous - Behaviors
•
•
•
•
•
•
•
•
•
Appropriate social skills
Works independently
Develops own goals
Follows through
Follows strong areas of passion
Isolates self
Creative
Strands up for convictions
Risk taker
The Autonomous – Social/Emotional
•
•
•
•
•
•
•
•
•
•
Confident
Self-accepting
Enthusiastic
Accepted by others
Supported
Desire to know and learn
Accepts failure
Intrinsic motivation
Personal power
Accepts others
The Autonomous
Needs
• Advocacy
• Feedback
• Facilitation
• Support for risks
• Appropriate opportunities
School Support
• Allow development of longterm integrated plan of study
• Enriched curriculum
• Remove time and space
restrictions
• Compacted learning
experience with pre-testing
• In-depth studies
• Mentorships
• College and career counseling
and opportunities
• Waive traditional school policy
and regulations
NAGC
1 Support mastery of accelerated core content
incorporating depth and complexity
2 Develop an understanding of the interrelationships
among the disciplines
3 Develop inquiry skills
4 Develop critical and creative thinking, problem
solving, and decision making skills
5 Develop proficiency in communicating abstract and
complex ideas, relationships, and issues
• Problem/Project Based Learning
A dynamic approach to teaching in which students
explore real-world problems and challenges.
• Design Thinking
A methodology for practical, creative resolution of
problems with an emphasis of multiple viewpoints.
• Creative Thinking
A process to stimulate curiosity and promote divergence.
• Acceleration of Core Content State Standards
Introduced at increasingly challenging levels based on
student achievement.
Creativity
Meet with your
Creativity and
Problem Solving
Partner for the
activities within this
part of the
presentation.
What is Creativity?
•
•
•
•
•
•
•
•
•
•
•
A process, a journey
Imagining
Different perspectives
Being playful
Provocative combinations
Part of the intellect?
Nonconformity, originality
Outside the box
Solving problems
Dynamic
Contextual
• Creativity scores have been in decline in the US
since 1990 (Kim, 2010; Bronson and Merryman, 2010)
• Creative and spatial abilities go hand-in-hand
Both are
Undervalued
in Schools!!!
• "the spatially-able are
more often creative”
(Liben, 2009)
http://ww2.kqed.org/mindshift/2013/07/11/gary-stager-tinkering-project-basedlearning-sylvias-mini-maker-show/
Spatial talent – the ability to
generate, retain, retrieve and
transform well-structured visual
images.
Say Something
PROCESS
• Do this with your Creativity and Problem Solving
Partner
• Use the 3 Major Headings for “stopping points.”
• Read silently and simultaneously to designated
stopping points.
• When each partner is ready, stop and “say
something.” The something might be a question, a
brief summary, a key point, an interesting idea, or a
personal connection.
• Continue the process until you have completed
the selection.
Creativity is Improvable
with Experience
• Especially when
specific processes
are taught within all
subject areas.
(Davis & Rimm, 1998; Erez, 2004;
Sternberg, 1990; Treffinger, Isaksen,
& Dorval, 2006)
Creativity at Work
Creativity at Work--20% rule– 3M & Google
Focus 20% of work time on your own learning
(signature aspect of highly innovative workplaces)
Genius Hour
Sir Ken Robinson- TED Talks 2006
• “…creativity is as important as literacy. We
should treat it with the same status”
• Picasso—“all children are born artists… The
problem is to remain an artist as we grow up.”
• The brain and creativity are interdisciplinary
• Schools educate kids out of creativity!!
• Kids need the freedom to be WRONG;
Opposite of standardized test/education culture
Parkway Prezi on Creativity/Curiosity
James Delisle
Models of Developing Creativity in Gifted Students
1) FFOE (Torrance)
2) Creative/Future Problem Solving
(Osborn)
3) AUTA (Davis; awareness,
understanding,
technique, actualization)
4) Lateral thinking (De Bono)
FFOE
(aspects of creativity based on Torrance’s tests for creativity)
Fluency-- generate
ideas
Flexibility– different
angles
Originality- unique
ideas
Elaboration-- adding
details
FFOE or FFOT
Use to Practice Brainstorming
SCAMPER
To Increase Originality and Elaboration
Synectics
To Increase Originality
A-Lo-U
To Refine and Develop Ideas
Morphological Matrix
For Generating Ideas
Transformation
• To alter, change, make over, renovate
Different from Elaboration – to focus on detail, to amplify, expand and embellish
Companies that are
always transforming …(or not)
• Transforming
• Not
• Target
• Blockbuster
• Google
• Sears
• 3M
• Amazon
• Apple
Apple
OH- Josse Goffin
Creativity and Mathematics
Also:
Palindromic
sums and CCSS
Problem Based
Learning
Creative/Future Problem Solving
(Osborn)
The Mess
1. Fact finding
2. Problem finding
3. Idea finding
4. Solution finding
5. Acceptance finding
Lateral Thinking - DeBono
Lateral thinking is solving problems through an indirect and creative approach,
using reasoning that is not immediately obvious and involving ideas that may
not be obtainable by using only traditional step-by-step logic. The term was
coined in 1967 by Edward de Bono
6 Thinking Hats
Edward De Bono
Dr. Edward De Bono
Edward De Bono is a world-known expert in creative
thinking. The 6 Thinking Hats is one such technique.
The main idea is to have the group only “wear one hat
at a time” when considering a problem. The wearing
of the hat is metaphorical. At any one time, everyone
will wear the same color, in other words, look at the
problem at hand from only one perspective, the
perspective indicated by the hat color.
The Unique Blue Hat
The blue hat is different from the other hats because it is
involved with directing the thinking process itself. We are
actually using the blue hat whenever we suggest the next
hat to be used.
The blue hat need not be acknowledged at every turn
however there are some points which it is often helpful i.e.,
1. At the outset of a discussion – Lets decide what we want to
think about and which hats we will use?
2. At a midpoint to restate the thinking goal – I think we are
getting away from what we wanted to talk about. Can
someone recall what we decided to talk about?
3. At the end to summarize what thinking has been done –
Think of a sentence that tells about what we have been
doing today?
Apply the Six Hats to Science
• White Hat question: What are the materials we are using for
our experiment?
• Red Hat question: What are you thinking might happen
when we add the baking soda?
• Black Hat question: What are some things that might go
wrong in our experiment? Are there any variables that would
effect the outcome of our experiment?
• Yellow Hat question: What are some things we can learn
from this experiment? How will our findings help us?
• Green Hat question: What are your hypotheses? What other
things do you wonder?
• Blue Hat question: What did our experiment show us?
Apply the Six Hats to Math
• White hat question: What are we measuring?
• Red hat question: What is your estimate for the weight of this
rock?
• Black hat question: What if your estimate is wrong?
• Yellow hat question: How can knowing how to measure the
weight of things help you? Why is knowing how to estimate
beneficial?
• Green hat question: How else could we measure the weight of
the rock?
• Blue hat question: What did you learn about your estimate and
the actual weight of the rock? How will this help you next
time?
Apply the Six Hats to Reading
The Tortoise and the Hare
• White Hat questions: Who are the characters in the story? What
did the tortoise and hare do?
• Red Hat questions: How do you think the tortoise felt when the
hare said he would win? How do you think the hare felt when he
lost?
• Black Hat question: What is something the hare did not consider
when he raced the tortoise?
• Yellow Hat question: What were the benefits of the tortoise
winning?
• Green Hat question: What would be other good titles for the
story?
• Blue Hat questions: What did the hare learn? What is the
message of this story?
Apply the Six Hats to Conflict Resolution
• White hat question: “What is the problem?”
• Red Hat question: “How do you feel when that happens?”
• Green Hat question: “What choices do you have for solving
the problem?”
• Black Hat question: “What are the risks of the solutions?”
• Yellow Hat question: “What are the benefits of the
solutions?”
• Blue Hat questions: “Which of the solutions will work best?
How will you know?”
Single Hat and Sequence Use
• The hats can be used singly at any point in thinking. In
general, this is the major use. The hats are used as a
convenience for directing thinking and for switching
thinking.
• Simple sequences of two or three hats may be used
together for a particular purpose.
For example, the yellow hat followed by the black hat
may be used to assess an idea. The black hat followed
by the green hat may be used to improve a design.
Evaluation Sequence
To discover the positive aspects and negative aspects of an
idea. You use the yellow hat before the black hat.
You could follow up with the green hat (new ideas) and red
hat (feelings) thinking.
Examples: Consider positive and negative
 Not doing homework one night.
 Swapping something of value to you with friends.
Caution Sequence
Looking critically at situations. You are first considering facts
with the white hat.
Then use the black hat to discover difficulties.
This can be followed up with some blue hat or red hat
thinking.
Examples: consider the consequences
 Throwing most of your lunch in the bin everyday.
 Not letting someone know where you are going.
Design Sequence
Encourage students to create new ideas, products or
improvements to existing designs. Use the blue, green and
red hats.
Example: use design sequence to create
 A better toothbrush
 Alternatives to homework.
Other Sequences
White + Red
• Comparing fact and opinion
Black + Yellow + Green
• Comparing and synthesizing (coming up with
new ideas from the known)
White + Blue
• What do we know (facts) and where are we
going (planning)
A Word About Grading for Creativity
Mediated Journal
…an advance organizer in which the page headings
are predetermined or guided by the leader.
Strategies
Mediated Journal
Name:
Cover
Short Anchor
Activity
Small Fires
Keys to Success
Partners
Partner interview
Go Visual
Mediated Journal
Say Something
Genius Hour
FFOE
SCAMPER
Strategies
Synectics
A-Lo-U
Morphological
Matrix
Transformation
Binary Puzzle
Palindromic Sums
Creative Problem
Solving
Six Hats Thinking
Inside
Journal Entry 1
Journal Entry 2
Back
Journal Entry 1
Dial 411:
• 4 new ideas,
• 1 thing I already knew,
• 1 call to action
Pack
and
Stack
Salsa Line Up
Strategies Jigsaw
1.
2.
3.
4.
Learning Menus as Anchor Activities
RAFT and Trimind
The Profiler and Show/Tell
Structured Academic Controversy
Strategies Jigsaw
1. With your “Expert
Partner” – from
another group, fill out
the response chart for
your strategy(ies).
2. “Experts” determine
what ideas you will
share and how you
will share the ideas in
your “Home Groups”.
Strategies Jigsaw
• Sharing in “Home Groups.”
–
Go in order – starting with
#1.
–
Fill out your response chart
as each “Expert” shares.
–
Appoint a timer – each
“Expert” should devote 7-8
minutes to their
strategy(ies).
–
Anchor Activity – work on
one of these if you finish
early.