Course Number: PLAT-SUMMER-21-73.2
GL Account Number: 20.2213.352.0075.6131.00432.1
Model: Certified Teacher
Type: Professional Development Day
Beginning Date: 8/8/2020
Start Time: N/A
Location: VIRTUAL
Room: Online
Sessions: 12
Instructor: RICK HASLER
Credits: 1
Course Stipend: No
Stipend Amount: $0.00
Salary Credits:
Clock Hours: 12
Course Description: The purpose of this course is to help teachers understand the unique and multi-layered characteristics of gifted students, learn how to effectively identify gifted students in the regular classroom, and modify their curriculum to support gifted learners in the heterogeneous classroom. This directly addresses the district mission of creating curious, capable, confident students through through caring how to address individual student needs.

How will this workshop initiate a new study or extend work you have begun into the following school year?

Stage 1 - Desired Results: Enduring Understanding(s) & Essentials Question(s): Who are gifted students? Definitions/Working Definitions of Advanced Learners, Gifted, and Highly Gifted

What traits are common to the gifted? Checklists of common traits between Advanced Learners, Gifted Learners, and Highly Gifted Learners

How are the academic and social emotional needs of the gifted different from regular students? Rigor, Pace, Breadth, Depth, Personal Connectivity

How can we accomodate gifted students in the regular classroom? Modifications of Rigor, Pace, Breadth, Depth and Personal Responsibility

Stage 1 - Desired Results: Knowledge & Skills Knowledge of strategies for: -Removing the ceiling on curricula -Giving students agency in selecting the path and/or products to demonstrate their learning -Acceleration/Self-Pacing and allowing the student to take on more by choice -Deeper (more specific) and/or broader examination of curriculum-related topics -Allowing the student to become the teacher -Using simulations/games to teach and analyze content

Stage 2 - Assessment Evidence: Throughout the process of the course, participants will be asked to take existing curriculum units and modify them for learners of all kinds, but particularly for advanced learners, gifted students, and highly gifted students. These modifications will be collected into a “portfolio” demonstrating the “before” and “after” versions of the curricula. A concise, but well-articulated explanation for the shift between the “before” and “after” versions will be included with each portfolio entry. Successful completion of the class will include a minimum of three “modified” curricular units, with each of those units demonstrating 2 or more strategies in each of the categories below:

-Evidence of Process Differentiation -Evidence of Product Differentiation -Evidence of Pace Differentiation -Evidence of Potential 2e Needs -Evidence of Opportunities for Critical Thinking and/or Expansion of Thinking -Evidence of Opportunities for Students to Make Personal Connections to the Topics in the Unit

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