Instruments and Procedures
Choose your activity.
Face-to-Face Activity
Interactive Activity
Work with your Table Group:
 Use
one of the items on the table to
create one metaphor.
A Gifted Learner is like (my object)
because_________________.
 You
have 2 minutes to complete your
task.
 What
are the frustrations gifted children
encounter when their answers don’t
appear or they see more than one right
answer?
 What
are your thoughts about the use of
standardized assessments to identify
students for gifted services?
Choose your activity.
Face-to-Face Activity
Interactive Activity
Are assessments…
Fun?
Intimidating?
Fair?
You be the judge!
At
your table discuss the following
questions and write down the
answers.
At
the end of the quiz we will discuss
the answers.
How
are a submarine and a fish
different?
Discuss
at your table how they are
different.
A
gifted child said:
A submarine has lettuce, tomato
and mayonnaise, but a fish only has
tartar sauce.
Guiding the Gifted Child: James T. Webb, Elizabeth A Meckstroth, and Stephanie S. Tolan, 1994
Gifted children often think differently
from other children their age.
Creative thinking may generate
misunderstandings or problems for
the gifted child.
Here
After
are a few more questions.
each question discuss what the
answer is and the answers will be
given at the end of the quiz.
Her tooth came out so she put it:
On top of the refrigerator
b. Under the tree
c. Under her pillow
d. None of the above
a.
The 3 colors of a traffic light are:
a.
b.
c.
d.
red, yellow, blue
red, yellow, green
red, black, green
red, white, blue
Christmas is celebrated in the
month of:
a. January
b. June
c. July
d. December
New Year’s is celebrated in the
month of:
a. January
b. February
c. March
d. April
How long is a football field?
a.
b.
c.
d.
100 inches
100 feet
100 yards
100 miles
Which word best completes this poem?
One is a goose and two are geese, but one
mouse and one mouse is not meese! So
you can have a mouse or many mice, but
one house plus one house is not two
_____.
a.
b.
c.
d.
heese
hice
houses
homes
Cultural Bias
1. Tae Sung-South Korea
In South Korea, a child throws his/her
tooth up on the roof so that the next
one will grow in straight. None of the
answers said that. Tae Sung knew the
first answer meant “up” so she marked
that answer.
Cultural Bias
2. Lance from Samoa
Since there are no traffic lights in Samoa,
Lance did not know the answer. He whispered
to his Samoan friend Tafiafa, “What are traffic
lights?” She whispered back, “They are the
things on top of a pole.” Lance thought about
poles and imagined a flag pole. “Oh,” he
thought, “the American flag is red, white and
blue.”
Cultural Bias
3. Sunny from China
Sunny struggled with the question
because Christmas is not celebrated
in China. He had no idea and marked
July.
Cultural Bias
4. Gabriel from Hong Kong
The answer is February. New
Year’s is celebrated for one week
in Hong Kong. His older brother
was in the dragon dance. It was
very exciting.
Cultural Bias
5. Karnya from Laos
Karnya was very excited when he read the
question, but his heart sank when he looked at
the answers. In his country football meant
soccer, he didn’t know inches, feet and yards.
He picked miles because it began with “m” like
meters.
Cultural Bias
6. Tolchiro from Japan
Tolchiro loved writing haiku, a 3 line poem
of 17 syllables. He had won a contest for
his haiku. He spent a lot of time counting
the syllables. He gave up and picked heese
because it rhymed with meese.
To earn your chair back…
Table group members share an
idea with each other relating to
the use of standardized
assessments and gifted
students.
1.
In what ways does Lohman consider Illinois
to be ahead of other states?
2.
Why does Lohman prefer the term talented
over the term gifted?
3.
Do you agree with Lohman’s belief that
aptitude is a broader term than ability?
4.
What significance does Binet’s original
insight on how long it takes a child to learn a
task have to do with gifted students?
Let’s share our thoughts on
the video.
Work with your table group to
make sentences from the
2 color matching cards.
Check your work using the
handout.
Stand
on the right side of the
room if you believe National
Norms are more appropriate.
Stand
on the left side of the
room if you believe Local Norms
are more appropriate.
Tell the person closest
to you why you stood
on that side of the
room.
Take
Note
a post-it note.
down any
questions you still have.
Let’s watch the video.
Review
your post-it
notes.
Discard any questions
that were answered.
Are there any remaining
questions?
Count
off 1-4.
Move to new tables.
Read your section and
come to consensus on
the key points with your
number group.
1s - Read about Understanding Key Issues
pages 137-140.
 2s
- Read about Selection of Assessments
pages 140-142.
3s - Read about Establishing Procedures
pages 142-147.
4s - Read about Detecting and Avoiding Bias
pages 147-148.
Return to your home
table.
Share your key points in
order.
Find a partner.
Discuss questions #3 and #5 on page
149 of the Karnes text.
The shorter of the partners shares
thoughts about question #3 and the
taller partner shares thoughts on
question #5.
 Question
3: If you were the Director of
Advanced Academics in a school district and
discovered that there was an
underrepresentation of students from lower
socioeconomic groups in the gifted program,
what would you do? Why?
 Question
5: Do you think it is acceptable for
school districts to establish identification
standards for different groups of students?
Why or why not?
The Office of Civil Rights (OCR)
created guidelines to assist school
districts in providing equal access to
gifted programs.
Using
the handout place the steps in
1.
sequential order.
2.
3.
Pop up from your
seat if your district
has addressed each
issue as it is read.
Has
established an
assessment timeline
for new and transfer
students for a gifted
program.
Has
ensured equal
opportunity of access
to all students to a gifted
program.
Has
established an exit
criteria from a gifted
program.
Has
establish due
process and appeals
procedures for a gifted
program.
 Review
Table 9-4 on page 148 of the
Karnes text.
 Check
the items on the chart that show
what tour school/district is currently
doing.
 Choose
one of the 5 areas to discuss
with participants from your school/
district.
If you do not have another school/district
member present join another group.
Any AHAs?
You will be selecting 3 students to enter a
Gifted Program.
Determine the type of Gifted Program the
students will enter.
School for the Gifted
Full Day Pull-Out
Cluster Grouping with Full Day Pull-Out
Push-In, Co-Planning and Teaching with Gifted
Teacher
Your
team will select 3 students.
Be ready to justify your
selections.
Select a spokesperson for your
group.
You have 25 minutes to make your
selections.
Mary
Hall: Eleanor Roosevelt
Sam Edder: Albert Einstein
William Horn: Bill Bradley
William Gunther: Will Rogers
Albert Wright: Abraham Lincoln
Bill
Ridell: Thomas Edison
Elaine Hawkins: Isadora Duncan
Lloyd Krebbs: "Joe Average"
Pearl Ruth Jackson: Barbara Jordan
Mike Grost: Youngest student to enter
Michigan State University
Take a minute to think about what
you’ve learned.
If you were in charge of the world:
What procedures and instruments
would you use to identify gifted
learners?
Write about it!
Testing in our state is a must.
But it is equally important for
us to remember…
“Giftedness isn’t what you
do, it is who you are.”
-Anna Marie Roeper