A place for conversation regarding the 30 hour training: Introduction to Gifted and Talented Pedagogy and the GT Curriculum Framework Scholars & Knowledge.
Which strands of the HISD GT Curriculum Framework K-12 Scholars and Knowledge do you feel most comfortable working with in your classroom? Which areas of the framework would you like to become more proficient in attending to?
I thoroughly enjoyed Day Two of training because it unearthed a lot of myths about GT students. It tells us about GT students that don't fit the norm. I especially enjoyed the Cheetah analogy.
I think I am fairly proficient at the ALID strand, however differentiation has proved to be a challenge when I am still getting the hang of planning period. Differentiation is quite time consuming and intimidating.
I am most familiar with Products because as a teacher and a student, I am used to assigning and grading different products as well as producing products as a students. I would love to become more familiar with differentiation because of the diversity in the classroom, teaching differentiated lessons is a must
I too enjoyed the Cheetah analogy because it made us look at our students from a different perspective! I feel that I need to become more proficient with differentiation.
I feel most comfortable with Strand II Concepts. However, I would like to better understand how to introduce the D&C icons, scholarly behavior (Strand III), and having students create products (Strand IV).
I am most familiar with PRODUCTS because as a teacher I am use to assigning activities targeting a specific creative product. I enjoying producing a finish product so students can familirize with what their finished product may look.
I am also interested in Strnd IV products because it is through this process thst the student demonstrates undrstangin and learning. Iloved the cheetah analogy
I think I am comfortable with implementing the icons (thinking skills and concepts). However, I want to learn more about utilizing the generalizations without it appearing as if I am using a thematic approach.
Day 2 was really enjoyable. I learned practical ways to implement the training into my classroom. In fact, my unit project was inspired by the work in this training.
I'm really comfortable with the products strand. I think that in order to truly show what you learned and how you successfully apply it is extremely important. Having a project or product that challenges them and enables them to show their abilities (creativity) and show what they have learned and mastered about the concept.
I really liked the cheetah analogy as well. I think that if kids are boxed up or caged then they truly can't reach their potential and stay stuff in this place.
Day 2 was really interesting. I really liked the different classifications for GT students. Knowing about these really helps becuase it gives us insight about those students that might not be labeled GT but that may be GT. I also liked the Cheetah analogy because as much as we dont want to accept it, it's very true. Many students feel trapped in the classrooms and can never reach their full potential.
I enjoyed Day Two of training because opened my mind about the characteristics of GT students. Cheetah analogy is wonderful. It encouraged me to change my mind and implement new strategies in my classroom. I am excited for Day Three because I want to learn more about Renzulli learning.
Day 2 was a lot more fun than Day 1 because we moved a lot more. I really enjoyed the different classifications of GT students. I was labeling my GT students afterwards.
I feel comfortable with ALID and the concepts, but I feel as though I am constantly trying to improve my differentiation strategies each day. I know it takes a lot of planning though. I also want to make sure the products I have students create are beneficial and really enhance and extend learning.
I am getting familiar with the Products and using it more everyday. I enjoyed learning also about classifying the GT students. I am looking forward to using Renzuilli!
I am most familiar with the products strand as a teacher I often think in reverse. It is expected that we think of what we want the student to learn and what our assessments look and teach from there. I feel that products are a similar concept a hands on way to demonstrate what was learned.
I like to work with product strand. Using challege projects students will demostrate what the have learner and matered about an objective reflected on the final product.
like to work with product strand. Using challege projects students will demostrate what the have learner and matered about an objective reflected on the final product.
I really enjoyed day two as well! I would say that I am okay with products. I can have students make products based off their needs as a learner. However I believe that I need a little more help in differentiation. It is overwhelming for me. I want to make sure that all students are learning, but I honestly do not feel like I have enough time or support! Help please!!
I am enjoying my GT training and learning a great deal from it. I especially enjoyed the cheetah analogy, the students should not be caged or categorize, every child is unique and has the ability to create something new.
I really enjoyed analyzing the different classifications of GT students.Be aware about these is a helpful tool becuase it gives us insight about those students that might not be labeled GT but that may be GT. I feel that I need to become more proficient with differentiation. OL Toro
I feel that I am most familiar with the products strand. I have completed many projects and frequently create products for my students. I would like to become more familiar with the differentiation strand in order to better meet the needs of every student.
The strand I feel most comfortable with is the products strand. It seems as a teacher this is what we are exposed more to and we are implementing in our classrooms. I think the differentation strand seems to be a little difficult. I think one of the most difficlut things about it, is that it seems to be time consuming. In the "real world" of a classroom a teacher is crunched for time.
Saby, I agree with you. The differentiation strand is quite the ideal but seems like something that would be extremely time-consuming. It would be phenomenal to achieve this level of differention, and perhaps something to aspire to. I must add that I also quite enjoyed the Cheetah analogy.
I feel pretty comfortable with Strand IV Products because we use this everyday as teachers, especially when it comes to projects and giving the students expectations on what is to me done. The strand that I feel I could improve on is Strand III Differentiation. I wish there was a way to quickly identify which particular type of students we have so we can meet their individual needs.
For me, Strand I was very interesting. Finding out that GT students are categorized was definitely new info for me. Because of the activity we participated in, I have a better understanding of indentifying their characteristics and am more aware of their needs. The Strand I need more help with would be Products.
I feel most comfortable with concepts but I am still nervous about using the icons correctly. I would like to become more proficient in differentiation and productions.
I feel that I could work more on the products strand. However I feel comfortable identifying the various predispositions of my GT students and working to differentiate accordingly.
I really enjoyed and learned a lot from looking at the profiles of gifted and talented students during the second session. I feel most comfortable with Strand IV, and would like to become more proficient in Strand II and III. I would really like to further discuss what differentiation looks like in the classroom.
Strand I was so interesting to learn about. I really like the Renzulli ability/creativity/commitment bubbles and am motivated to consider each of my students in light of these characteristics and make their bubble picture as I see it. As I am typing I decided to make a picture for each of them then let them make their own picture and compare the two. Strand III, Differetiation, is the area I feel is probably my weakest area. I need to ask more questions that extend the students' thinking .That is why I like the icons so much, they are a good visual(I know I am a visual learner :) ) reminder to me and help me think of how to improve the questions I ask my students. Becky Smith
Like others have commented I feel that differentiation is something that I probably would need more practice in. I think that in order to have great products from which the students learn I will need to plan according to their different levels. This seems to create a lot of work and planning, but I'm sure that with experience and practice this would get easier.
As a Band Director, I use differentiation in my class since I have students playing different instruments, but products would be something that I would like to learn more about.
D.Brown: I enjoyed the second day of training and learned new technology tools to use in the class which will give students various avenues of producing class work and assessment(products).
I am the most comfortable working with the differentiation strand. My students are all at different levels throughout the school year and I must constantly differentiate in order to allow them to progress and move up in the orchestra program. I would like to become more comfortable with ascending levels of intellectual demand.
I enjoy to learn all the different types of GT students in order to help them better. I also like knowing that there are different ways of learning and that a teacher has to pay attention and try to use all the strategies in order to make all the students engaged
I feel more comfortable with products. However, just like everyone else I'm still having difficulty with differentiation. I find it really hard to differentiate when it comes to planning.
I am most comfortable when it comes to products. I find it very easy to decide what I want students to do and what I should expect of them. My problem is the differentiation. I want to make sure I am challenging my GT students enough without them feeling like they are overloaded with work all of the time.
I am most comfortable with strand IV, Products. I allow students to choose their own products on a somewhat regular basis, though not as often as I will in the future. I think I need the most help in Strand III, Differentiation and Strand II, Concepts. I teach in a K-5 science lab and differentiating for the diverse group of students I see is challenging. Also, I'm not used to conceptual teaching, so I would like to learn more about it.
I feel that I am the most comfortable with the strand "patterns". Since I teach second grade, I have been using this strand all year, so I feel very comfortable with it. I feel that I would have a harder time with differentiation becuase of the time I feel it would take and the effort I feel it would take to get it right.
After day 2 training, I felt more familiar with the products strand. I would like to learn more about the differentiation strand in order to better meet the needs of every student. I also would like to know more about activities where I can differentiate lessons and activities for all my students to benefit from the learning.
DAy 2 was very exciting, I learned that I need to differentiate my lessons more to cater to my GT students needs. I am still trying to familiar myself with all the different strands....however, I did manage to open the doors with the D&C icons.
I think teachers feel most comfortable with Strand I. They seem to be willing to add depth and complexity (with the icon support) to their lessons. If it becomes a frame of reference for them, then you will likely see more implementation. What still needs additional support is the evidence of higher level products. Teachers need more support in assigning students these products.
I think I feel more comfortable with Strand II. Teaching second grade, I can apply Patterns across the curriculum. The cheetah analogy reminds me of the duck that will never swim because it only had a bowl of drinking water. Looking forward to the day two.
I feel most comfortable differentiating activities and creating independent studies. I would like to learn more about ALID, modifications during instruction.
I really thought the idea of compacting was good to use for some G/T students. These students need to be challenged and should be forced to sit through weeks of objectives they have already mastered.
I enjoyed day 2 because we were shown how to determine if a child is GT or not with certain forms not only that but we can also look at our students folders and see their forms and see how they were rated accordingly. Learning alot of new stuff about my students. I just need more help getting started implementing some of these new ideas, too much going on.
I am most proficient in strand 4 the products and strand 2 concepts. I am still unclear about Strand 3 Scholary Behavior. Is it just about using the correct verbs in our lesson plans and centering our instruction around it to fit the needs of the GT students.
I like the strand 1 ALID, however the one that call my attention is the Products Strand, not only because is a great way to measure student's evolution and aprehension bhut also because it sets up the tone for other students to see what they can do and that they are capabla of. I think Products will help all my students to improve in thei skills and their performance at school.
I feel most comfortable with integrating Strand II: Concepts. I have found it very easy to integrate Exploration into my daily class discussion in Math and Science. The students understand very well how to explore to find the big idea of what we are workong on and use the word quite often. On the other hand, I would like to become more proficient in implementing Strand IV: Products. I find it very hard to get my class to work independently. By the way, I have no GT identified students in my class. So I am really trying to figure out how I can implement a project for the whole class to complete by the end of the year.
This week I tired several things in my classroom. 1st I have been addressing my class as Scholors and when they answer questions, I ask them to think like a scholor before they answer. I gave a spelling test on Monday and one of my GT students passed so I gave him the task of picking words that he would like to know how to spell from our Science book. I have also picked out the project/product that the GT kids will do and it will be on recycling.
I learned the most when it came to the qualifications in identifying GT students. I was very intrigued by the different types of personalities. I feel comfortable with products, but would like to know more about how to implement this differentiation in my classroom without spending all of my free time writing lesson plans!
I really enjoyed day two as well. I feel comfortable with products; I can have students make products based upon their needs and interests as learners. I need a more help in differentiation! It is overwhelming for me. I want to make sure that all students are learning, but I honestly do not feel like I have enough time or support! I have GT parents e-mailing me. I have begun some differentiation, but I need help in how to implement in a highly differentiated self-contained classroom. Help please!!
I feel most comfortable using products in the classroom. I need more help with differentiation. I also enjoyed day two and learning how students are classified as "GT."
I feel comfortable with having visual cues (the icons) to help me remember to formulate better questions during instruction. They are very helpful. I would like to be able to better formulate assignments and create small groups for the GT students to work in. I'm not sure how to create the environment where the students who are more advanced will be able to thrive and learn the objectives without teaching the whole group. I guess I'm scared they will miss some valuable instruction they will need for future success, or for a test if they are engaged in an alternate activity and don't get to practice and master the skills required by the district.
I feel most comfortable using the icons to stretch across content and rigor. Differentiation is hard because of how it affects students. They seem to noticed any differences and take it very personally. I know we can include all students on plans, however some students need so much time understanding the material. I would appreciate some ideas on how to help students feel confident and helped at every level of learning.
ALID and products are most familiar for me due to the many experiences I've had motivating, challenging and creating original products with diverse students. This year I am working on differentiation and it does take a lot of pre-planning and organization (data collection, individualized learning strategy research , etc.) I hope that by the end of this training I am better able to meet the needs of my students and their learning levels.
I feel most proficient in Strand II: Differentation. As a former special ed. and bilingual/ESL teacher, differentiation formed the core of all my lessons. I differentiated to meet the needs of my special ed., ELL, and GT students in my classroom.
I think that I am stronger in differentiation. I teach a Bilingual classroom and I find myself differentiating not only the content material but for their language ability. I love when my students teach me a new word or share some of their everyday activities. I learn so much from them, I guess they are differentiating with me, too.
As a new teacher I need improvement in all of the areas. I struggle to diffetrentiate already and this seems like one more thing to throw into the mix.
I feel comfortable with Strand II- Universal Concepts. It makes sense to me how you can take one of the concepts and overshadow the HAPG concepts/focuses. Also, how the same concepts can be used at the different grade levels.
I do not understand Strand III- Differentiation very well, mainly where it addresses the Depth/Complexity and the Content Imperatives. Thinking Skills and Independent Research/Study don't seem so complicated.
Struggling Strand Hello again! Over the past few weeks I have begun to introduce the idea of Scholars and Knowledge including the icons for depth and complexity. In my homeroom class, one student remembered them from last school year and became very excited when she saw them!
We discussed what scholars do everyday and have begun to add the vocabulary to their everyday lives. Out of the four strands so far, my most difficult to implement has been differentiation because of the time constraint. After our last meeting together, I reflected on a lunchtime conversation we had. The other two teachers were discussing the idea of putting whole group time off if need be, to ensure small group and differntiated instruction takes place. I was beginning to feel as though I was working very hard to ensure quality small group times and workstations are taking place, and then I was running out of time to complete them.
Today and Friday I stayed very cogniscent of the time and made sure to end when I said I would to ensure time to meet with my students in small group to differentiate. Also, when I was teaching the lesson whole group I had certain children work on individual or group problems which seemed to really help a lot. Posted by kcuriale-gil at 11:13 AM 0 comments Email ThisBlogThis!Share to TwitterShare to FacebookShare to Google Buzz
I feel most comfortable with the products strand. When I was getting my master's degree I took various assessment courses and have incorportated a variety of products/assessments into my classroom. I do allow students to choice their products on some projects. Although, being new to HISD, I have had a hard time finding time to do such products. With so much interim testing and everything else we are doing- there hardly feels like I have time to do these things.
As a new teacher I need improvement in all of the areas. I struggle to diffetrentiate already and this seems like one more thing to throw into the mix.
I believe we discussed interesting topics during Day 1, Nov.2,2010. I liked how I was able to immediately take some things and incorporated them in class. One activity I did with my students was the flip book. We used the week's reading voc. words. Each word had 5 sections to flip. We wrote the word, definition, gave a real-life example/situation,used the word in a meaningful sentence, and drew a picture. I'm also a little more familiar with the cue cards. T. Harris
I like the products strand because my students are very responsive to hands-on activities. The students like to feel like the center of attention and being able to work on projects and present them oreally, is a very productive activity. Product activities are even helpful when I want the students to create models of different concepts I am introducing. Projects really help me assess the student also. I can tell if the students have mastered an objective. I would like to get more information about differentiated instruction. That is a concept I am really interested in because I want to make sure I am catering to all of my different types of learners.
I like the idea of Universal concepts because they are timeless and abstract enough to allow creativity in expression. I proposed this to my 5th grade team and we will be talking about it in our PLC meeting. Overall, my campus does not have a lot of teachers who have the GT posters in their classrooms. So as a teacher new to the District, I'm finding that at my school I have to incorporate a lot of the GT curriculum without support. I also started promoting scholarly behavior in my classroom. -Misty Miller
We did a lot of "take back to your classroom" activities on Day 2, which was great! This week my students experienced the "Debate". We read The Three Little Pigs, the original and from the wolf's point of view; then I passed out to each student either a pink card with the word PIGS and the DETAILS and POINT OF VIEW icons on it or a brown card with WOLF, along with the same icons. They were to find a partner with a dif. color. Each was given a min. to "debate' why their point of view was the best and they had to be sure to "back it up with info. from the icons. Afterwards, they switched cards/repeated. They enjoyed it, but we need more practice! Activity 2. I also glued icons on index cards/laminated and each group had to create 1-2 questions for the story and write it on the back of the card pertaining to that icon. I checked questions for accuracy. Afterwards, groups exchanaged questions to try to answer!
I believe that I am most proficient in Strand 2. Asking deep questions and facilitating conversation is quite fun! The icons and Scholars & Knowledge approach to teaching has inspired my thoughts and given me useful tools to go forward with enriched teaching methods. Strand 3 is going to be most challenging, but I have begun to take baby steps. Thank you!
I introduced the concept of exploration to my kids, along with the icons, last week. I have not had a chance to actual incorporate them in an activity, but I'm looking foward to doing that this week.
I feel most comfortable with Strand 1: ALID. I know my kiddos! I use Renzulli and I plan to incorporate the icons into my lessons. The icons are really simple ways to dig deeper into content. Products is something that I can do. It's really just finding the time to do them. I need more hours in the day! -Brooke Bailey
Like so many other teachers, I also use Strand IV Products in the classroom. My ultimate goal is to use the Strand III Differentiation most often as I get workstations and a rotation system in place. Finding the time is the greatest challenge to achieving this goal! Day Three should be very interesting!
I really enjoyed the story about the cheetah. Great comparison! Also I feel most comfortable with Strand II because I enjoy whole group discussions with my students. The responses are quite interesting and I feel the students learn more about the lesson if they can express their opinions and ask questions.
I feel comfortable with strand III using differentiation. I am constantly using cooperative learning, flexible grouping, and switching up instructional techniques as often as I can for my students. I am more so getting into products now and just today my students completed a "frame" on prime/composite numbers and I think they really liked it. They came out great!
I feel very comfortable with conceptual learning... I have taught in that fashion before. I would like to concentrate on intergrating the GT icons more consistently in my classroom. This training is very interesting! Thank you, Amy Weisenberger
Something that I've incorporated in my classroom that my students have started to excel in are differentiated products. I would also say that this is the strand that I'm best at. I use differentiated extension menus in which my students have a choice in deciding what their final product will be as long as they follow a structured grading criteria. This also allows me to make projects more rigorous for GT students and incorporate GT concepts.
I'm comfortable with Strand 1. Differentiations is a common practice that i use with all of my students. I don't know about you,...but i'm raising cheetahs! -Isaac Daniels
I have found this course very interesting. I would like to become more familiar with differentiation and products. I used the pre-instruction assessment and allowed the students to work independently on their Renzulli projects.
Day two was informative in how it allowed us to analyze the different roles of GT students. I am most interested in perfecting differientation in my class room. This is significant in reaching every student's needs.
I really think differentiation is so important. Not every child learns the same way and we really have to teach to every style. At times, this is hard, but because it is so important I make this pretty high on my list. Lyssa Vogler
I really liked Day two, specially the Cheetah analogy. Since I left the session, I changed my mind and rearranged my classroom. I implemented new strategies and now all my students feel like their are GT students in some way.
Being a first year teacher I do not feel like I am proficient in anything yet. However, I do think I am most comfortable with concepts because I like connecting everything students are learner to one common theme. I would definitely like to become more proficient in differentiation because I know it is important to challenge all your students and this is something I have found very difficult.
I'm new to the profession, so I'm still getting the hang of everything! I feel most comfortable with the Strand I-ALID strand, and would like to learn more about how to implement the Strand II-Concepts into my classroom. I have made an attempt at improving my Strand IV-Products competency over the past week, but I need more guidance and practice in that area as well.
Number one I loved the Cheetah analogy that article was very well thought out and written. I really liked the overall review of what are characteristics of a GT student. Of the strands I'd have to say that I'm still very fresh on the concept but I understand the ALID Strand and would like to learn more upon strand 2 Concepts.
I really enjoyed day two of training. It's a fun and creative way to learn about the characteristics of GT students. I loved the Cheetah analogy it was great. I'm going to share it with my principal.
I think that I am most comfortable with strand III. That is because we are already doing a form of that now. I look forward to using it even more with these trainings. V. Shorter
The Cheetah analogy confirmed my initial feelings about students who are labeled GT. I feel these type students should not be included with non-GT students in order for them to get the necessary instruction which would enable them to reach their full potential.
I am can use Strand II: EXPLORATION for my students because this particular strand have stood out in many of our reading themes. I would like to become familiar with the strand III in how to effectively used them day to day. Lisa Tarver Saturday Class (Hardy Street)
The strand that seems to be most important to me right now is differentiation! Reading the cheetah article has really motivated me to look at everything in a different perspective. I still feel that I have not yet mastered the concept of differentation, I am trying several new strategies with my kids to help me develop my skills as a teacher. Jennifer Contreras
The Cheetah, analogy was very interesting. It really makes these kids feel like "loners". No wonder the dropout percentage is the highest for these GT students. It is amazing and a challenge for us as teachers to make it challenging for these students. We need to wake up and be aware of all of the capabilities students are capable of doing. I take it this would be "differentiation" at its best, when it comes to finding what makes it click for our students. Or maybe even better, makes it click for us.
I am comfortable with Strand IV-products. We create products often as an IBO school. Using a rubric is wonderful and helps guide the student as to expectations for the product. It is also a fair way to grade students and provides immediate feedback on their work. I need to get used to using the icons as part of learning in the classroom. Martha Gonzalez Sat. Class.
I feel most comfortable with Strand II, Universal Concepts. I have introduced the concept of conflict. It will work well with Reading and Social Studies. It is also something that is rather prevalent in the community. The kids have gained a initial understanding of the concept and have come up with some examples. I have move on to have them identify an internal conflict. It is going very well. One student in his simplicity stated that an internal conflict is a fight going on in your mind. I love these refugee kids.
I watched the video on how stress, and especially long-term stress effects the brain and learning. I wonder how much of the lack of learning and retention of knowledge in the students at my school could be related to the amount of stress in their lives. I predict that most of them have very stressful lives and this will effect their learning the duration of the scholarly career. I see evidence of stress in the students I teach and see its harmful effects on student performance. I realize now that school needs to be as stress free as possible. But, in this era of testing and student performance how is this possible. The home life is stressful and the school life is stressful. It seems very bleak.
I think that the products strand has to be my strongest strand. I feel this way because it is what we use the most as teachers. I would like to learn more about the concepts strand. I feel somewhat comfortable with each one but I know I need more practice to really understand how-to implement each one in the classroom. Thanks, R. Minyard
I feel comfortable with Strand II. I teach second grade and since I 2nd grade is still primary, I think they still need to use and apply patterns throughout the curriculum. Using repetition to teach primary kids really help and when patterns are involed it is to stay with the strategies new or old being taught and introduced. Looking foward to day 3.
I am most comfortable with SYSTEMS because that is the one my group practiced. I will become more comfortable with all of them as I introduce them to my students. C. Harris
I am most comfortable with Strand I - ALID because I can pretty easily identify the areas of giftedness and I try to hone in on what makes there "eyes light up" so to speak; which leads to Strand III Differentiation. If you know your audience, then you know how to reach and engage them. I still however would like to be more proficient in all strands, particularly III and IV because the differentiation leads to a more authentic student-centered product.
I feel most comfortable with Strand II, Concepts. I have introduced the concept of Community. I think this ties in all the social skills that my Kindergarten students will need to be successful later in their education. I want to be better with differentiation. This is my second year teaching and I have switched grade levels 4 times. I need HELP! I feel that as soon as I start to grasp what I should be doing, I am moved. Hopefully, I will be able to familiarize myself with this curriculum and tackle differentiation. ***J. Bennett***
I am most interested in the differentiation strand, however I have a lot of work left until I can truly say that I am comfortable with this strand. I will continue to work on this with my class until I can get to a point that is satifactory with myself and up to standard with what is expected of me.
I really enjoyed talking about introducing a concept in the class. Conceptual teaching is a neat way of tying everything you teach to a specific idea. After coming back from day two, we aproched our team about conceptual teaching and shared with them some examples that were mentioned at the trainning and they really enjoyed it. We are looking forward to begin our year with a concept. A. Rincon
I really enjoyed training this day, I always learn a lot and enjoy all they great ideas shared. i especially enjoyed the cheetah article and shared it with my fellow teachers. we must stop giving our kids ZOO CHOW!!!
Last week I started introducing the icons to my class, so I am becoming more familiar with some icons. However, that strand is also the one I want to learn more about. I feel comfortable with some icons but I would like to learn more about how to use the other icons with the students.
I feel most comfortable implementing Strand III in my classroom. In my class, I have students that are really low and struggle with recognzing letters and a couple who are reading at a 2nd grade level. I have to differentiate lessons as well as workstations for those individuals so that the lower students have a better chance of success and the more advanced students are still challenged. I really could improve on teaching more conceptually and I hope to get the kids more familiar with the icons so they can use them.
I am the most comfortable...at least currently, with the Product strand. I gues because currently I teach Science and Social Studies and my students and I do this almost weekly. While our projects are short term, rather than a year or semester long. I find them beneficial to a students learning...it allows them to do their own research, ask in-depth questions,etc.
I feel most comfortable using Strand II in my classroom. Many of my students are already making connections to overarching ideas and themes, so it is easy to guide them to make more connections.
I feel more comfortable with Strand 2. The more we use them the more comfortable I become and can use them in my classroom. I would like to better understand Strand III and IV, but mostly III. I find it difficult to differentiate lessons to accommodate to my students needs.
I have to say that differentiation is a daily must. I have a variety of students in my classroom that need differentiation. I have at least 6 labeled GT in my classroom and are very quick at everything. I also have a range of average and one student with a disability. It was difficult as a first year teacher trying to meet every students needs. I needed to make work more challeging for my high students while keeping it at a level where my avertage and low students could learn the objectives. I have to differentiate every lesson in order to meet the needs of all my students. Although differentiation does take some time it is worth it in the classroom because my high students are now challenged and stary engaged along with the other students.
Out of the four strands, I feel more comfortable with strand III. As a new teacher I had some difficulty trying to understand how to differentiate the needs of my students. As my team worked with and showed me examples of how to differentiate workstations to meet the needs of my students, I became more familiar. In my class I have a variety of levels. I have GT but I also have special educations students so differentiating for me it very important to my student’s success. I would like to learn more in depth about Strand IV. I would like to learn creative ways to teach students how to think abstractly. I would also like to learn how to use the variety of GT icons in my everyday teaching.
I feel more comfortable with the concepts. This week I placed the system concept in my class and I explained what a system is and the different systems that we have. Then,the students make connections with different systems that exist in the Social Studies lessons. Cesar Miranda
After day two where we talked about strand 3, I started to play with using curriculum compacting to better serve my particular GT students that are always done quickly and seem bored. I usually introduce new vocabulary and spelling on Monday and throughout the week do activities and practice which culminates in a test on Friday. What I did differently was gave a quick pop quiz of the words on Wednesday and, as expected, my GT students passed it and so were exempt from the test on Friday. They used the time to read and do AR quizzes instead. I eventually will get them going on a long-term project to do with this time.
I like strand I, those students are very helpful in the classroom, are courteous with their peers and teacher. I will use the curriculum compact and continue teaching deeper and new things. Giuliana Morinelli
My students create products at list two times every grading periods.We use rubrics to guide student expectations. I will put icons up and start referring to them daily.
I enjoyed Day Two of training but I really want to learn more about Differentiation, not only with using it with GT students, but with my students in general. I, have , however been using Renzulli. It is a wonderful website. I actually play some of the games.
The strand I feel most comfortable with would be Strand IV products. I am a first grade teacher and know that products are important. The students need to see what they can accomplish. Also, displaying their products is just as important. They need to feel that all of their hard work is worth showing off. The strand I would like to become more familiar with would be Strand III Differentiation. This is an ongoing learning process for teachers. I differentiate but I know I could always learn more in this area. Keri Salinas
I think I am comfortable with implementing the icons (thinking skills and concepts). That is something easy for me to do in the computer lab setting. Strand III, Differentiation, is most difficult for me. Although, I do use Renzulli as part of my planning, I would like to do more differentiation with other lessons.
I am becoming more and more comfortable with differentiation. I see how important it is for students to be able to learn and then express what they've learned in ways that are more comfortable to them. I know that there are still standardized test, but I realize that if they learn the concept in a way that is more understandable to them, they will may be able to show it even in a standardized test.
I implemented the concept of power. In order to focus on measurement. I used power is the ability to influence. I grouped my students and they had to find the perimeter of a square. One group was correct and the other was not. In discussion some students were unsure of the answer,although correct they were easily influenced to change the answer to the incorrect one.
I feel comfortable doing Strand I the Interest surveys because I have done those in the past and Strand 3 Differentiating instructions because that's what I do as a special education teacher. Laura Robinson
I am familiar with products and I feel pretty confident about differentiation instruction in the classroom as well. Although, it is a challenge for many teachers I think because I have had so many diverse learners with different learning abilities in my classroom I have feel very comfortable differentiating instruction. Nicole Miller-Smith
Using the Scholar Behavior, I implemented the participation aspect. Each child was very involved and engaged. It was a Language Arts lesson, and we used several different learning style activities. There was a lot of interaction and cooperation throughout the classroom. It was a wonderful lesson! Sandra Woodfork
Using the Scholar Behavior, I implemented the participation aspect. Each child was very involved and engaged. It was a Language Arts lesson, and we used several different learning style activities. There was a lot of interaction and cooperation throughout the classroom. It was a wonderful lesson! Sandra Woodfork
I am having a difficult time implementing the concepts strand in my classroom. I feel as though I am not making convincing connections between the concepts and the generalizations myself , so what can I ask of the student right now? Practice makes perfect, so that’s what I’ll do in hopes that the connections will soon start happening naturally. I am however, presently surprised with how well the class is working with the icons. I love how the icons promote and reinforce rigor not just to the gt students but as a class overall. I see the students look back over at the icons during discussions, and I can almost see the wheel turning in their little minds. The unanswered questions and the patterns they are finding in the stories we read have been rather impressive! C. Watson
I introduced scholarly behavior by posting up "Scholars... Take tie to ponder." This triggerred a few of my students to a begin asking questions. We began to discuss what it meant to be a scholar. We took that discussion's focus to the activities my students enjoy. You have to ponder about something if you want to do it well. They told me that they have to ponder when they draw, play soccer, color, and play the piano, etc.
I believe that I use the ALID strand the most in my Early CHildhood classroom. I am already starting to see the different types of GT students when they are in Kindergarten. I am starting to realize their strengths and using them in our everyday work in the classroom.
+ I think that the Concepts and Differentiation Strands are my strengths because its something that I naturally focus on every day when working with my students whether low, medium, or high performing. I think that I still would like to grow in both, but learning by concepts is apart of creating and developing something with meaning.
Work on: ALID is an area of the Scholars and Knowledge framework I would like to work on. I think that sometime we can get caught up in making sure our low students get their needs met that we sometimes forget to challenge our GT students in an abstract way that helps them to explore and observe with their talents in a place that is an outlet for their creative minds.
I feel most comfortable with Strand II. Concepts. Since I am K-2, I have worked with these concepts for years. Although I differentiate, I am always questioning myself "Am I doing enough?" My centers are slso differentiated depending upon the child. Day 3 helped, but I am interested in more ideas for differentiating in traditional Early Childhood classes.
The strand I feel most comfortable working with in my classroom is the product strand. I try to make sure they have a product that will relate to the lesson. The framework I would like to become more proficient in is differentiation. In PreK, I have a wide range of abilities in my classroom. Differentiation can become challenging because of the work involved in finding activities that will keep them challenged. Katherine Swearington
I teach first grade and the icons i like to use is details and patterns. I have used details with a story i read ( Gator Gumbo ). students had to chose a character and give three details about the character. the students enjoyed the activity. They drew illustrations from the story Jan T
I teach first grade and the icons i like to use is details and patterns. I have used details with a story i read ( Gator Gumbo ). students had to chose a character and give three details about the character. the students enjoyed the activity. They drew illustrations from the story Jan T
I realized that each student is a kind of GT student. We need to discover their potential and make it shine. GT students need and ask to be challenged every day. High order thinking questions such as why, evaluate, compare, and contrast are excellent tools to be used after they present a product.It takes time to do differentiation but is worth it. We just need a little more support and time to do it. Alvaro Plaza
The strand that I feel most comfortable working with in my class is the product strand. In Science, the final product allows the students to demonstrate their knowledge and creativity.
The strand I would like to become more proficient in is the differentiation strand. I feel that I do differentiate for my students, but I believe I could be better at it.
This week, it was big eye opening experience for me to see how a GT student does not do a perfect work with the correct answer all the time. I thought that a GT student was the dream student for every teacher. I knew that they were smart, middle, and not so smart students when I grew up. As a teacher I learned that there a different intelligence. A GT student is a new concept for me. I feel very comfortable working with thinking skills in my classroom. I know that I do my job when my students use their thinking skills. I would like to work in developing independent study in my students. Dane Torres
The products strand seems to be the most famiiar to me. Creating and completing projects is something we often do in Pre-K. The differentiation strand is something I will use often as I implement small groups according to students level of ability.
I enjoy Strand III due to the use of the depth of complexity icons. The icons can assist all types of learners. Although differentiated curriculum and instruction is time consuming it stretches our students so much more.
I feel most comfortable with the differentiations strand. Since I am in the HISD alternative certification porgram, I took a UST class on differentiation last semester. This class helped me implement differentiation throughtout my classroom, such as the use of flexible grouping and tiered centers. For example, each of my Kindergarten centers has a red, yellow and a green folder and the students pick their assigned color when they go to centers so each center has three tiers. I feel less comfortable with the products strand. Since I am a first year tecaher I am hesistant to develop a long-term project for one of my students. I feel I will not devote enough time to the project, or not follow through and provide enough support to my G/T student. I also worry about finding a project that would be appropriate for a Kindergartener to complete without much adult or parent assistance.
I feel comfortable with strand 3 differentiations. I have been able to create different lesson for particular groups. I really enjoy strand 1 because it open my eyes. I always had an ideal GT student but realized there are many aspects you have to consider also. I would like to become skilled in strand 1 so I can identify other GT students who are under the radar.
I feel more comfortable having students create their own products. My school really encourages students to have authentic work. Doing so, it enables students to be creative and show their strengths. For instance, this week students we asked to create a story. In the beginning, I informed them I needed their help. We brainstormed ideas and all the class participated. At the end, they were very pleased with the outcome. When it was their turn they had a model (the example we had in class) and a graphic organizer. To the students who could not write I wrote it for them and made me realize how vivid their imagination is and most importantly how creative each one was. Although they all followed the same objective, each one of them decided on their own what their story was going to be about. As for the area that I think I need to grow in is differentiation. I have a split class, I teach kinder and first. I find it quite challenging differentiating their work. I have some bright kinders who are able to do first grade work. I have some kinders that are in the pre-k level. The students have different leveled reading books. the students who are advanced, on grade level and emerging level. This is one example on how I differentiate them.
I feel most comfortable with products because it give students a chance to showcase what they have learned. At the same time, I would like to more types of products that will really grasp stduents' attention.
I think ALID, ascending levels of intellectual demand, is the most natural to implement for me. I've gotten to know my students well enough to be familiar with their relative ZPD, and I know when I can push the kids and scaffold.
Products are what I want to really focus on. I need to get those crackin' soon, and it's been pushed into the quadrant of 'important but not priority'. I want to create GT projects in my Math classes, but I'm struggling to make a list of good options.
I feel more comfortable with Strand II, Concepts. Since these concepts are very universal and can be applied to basically every discipline I think that with constant reinforcement students will be able to apply these and really use them. I would like to become more proficient in Strand I, Ascending Level of Intellectual Demand. I think that this strand is more difficult to master because there is such a large variety of what a Gifted and Talented student is.
I really enjoy Strand IV: Products, so even if I am not most proficient in this strand, I enjoy when students work on projects. Most of the time the products my GT students concentrate on are those that are shown at the GT Expo on campus. The students get so involved that I really don't have to do too much but just facilitate the process. I do not feel as comfortable with Strand III: Differentiation, just because it is difficult sometimes to have an activity that is at the right level for all students in the classroom. I would like to become more proficient in this strand.
From day 2, watching the video on how stress affects the brain and learning made an impact on me. I wonder if stress causes a lack of learning and disables the student's retention of knowledge. I think that most of them have very stressful lives and this will effect their learning the duration of the scholarly career. I feel that school needs to be as stress free as possible, but it is hard because of all the testing we do. I started giving my students a quick break, so we can all get our blood pumping. Hopefully this will help with their attention spans and with their retention.
I would like to be more proficient in strand II concepts. I enjoy the activities and using the concepts does not seem like work. The students seem to enjoy the group interaction and the concepts can be apply to any subject.
I like the way I can use the Depth of Complexity icons in order to manage my differentiation instruction with my students. With this tool I will attend all the individual needs.
I enjoyed day to training because it gave me good insight of the characteristics of GT students and the best way to get all students engaged with planning differentiation that accomodate all students.
The strand I feel most proficient working with is Strand 1-Ascending Levels of Intellectual Development. I aim to work with each child in their ZPD stage no matter if they are functioning low or high. In my years of teaching, I have learned that all children need to be challenged to learn and to keep them interested in learning. The strand that I need more work in is Strand 4- products. Today's training presented many different things that children can produce in the culmination of a project from foldables to technology other than Power Point.
I feel I have a good grasp on the ALID strand as I catch myself applying its contents in my classroom. Still I would like to keep learning about the various ways to differentiate in the classroom in order to better service my students.
I am most familiar and comfortable with the ALID, Differentiation, and Products strands because I have some experience in all three. Still being a pretty new teacher, I definitely have room to develop my skills in those, though. The Concepts strand will be the most challenging for me, because I have never done that, so it's unexplored territory to me.
I feel more comfortable with the Strand IV Products. I like to implement hands on with my students. However, it is a challenge due to enphasis on be on task for the Interim Tests. But my students love to prepare foldables, to work with partners, to prepare collages, among other type of Products. In order to promote better thinking skills, I am incorporating the depth and complexity dimensions. I started with the Pattern and it is amazing how they respond.
Currently, I feel most comfortable with the ALID strand. I feel like my education and training at SHSU was closely aligned with this. To me, it is reminiscent of the beliefs and practices of Gardner and Bloom, which I find interesting already. The various behaviors students exhibit is particularly intriguing to me, and therefore I am most attracted to this strand. So far, I am least comfortable with Strand III, because I do not have a great deal of experience implementing this type of differentiation in my classroom. I think it will take a little practice before I start naturally planning lessons in this format.
I am most comfortable with the products strand. This is what meshes most naturally I think with the majority of teachers and how our curriculum is planned out. For me the biggest struggle is differentiation in the classroom. Mainly due to a lack of bandwidth and the push to stay on schedule and spiral ahead if you are teaching a TAKS grade level.
I feel most comfortable with Strand 3, Differentiation. I took a graduate class on this last semester and now feel like I have several ways of implementing differentiation into my classroom, specificially for my GT students.
I defintiely like strand 3, differentiation. It allows students the opportunity to learn based on their grasp of the knowledge at a pasce that not too overbearing for them.
I will like to become more familiar with differentiation because of the diversity in the classroom; I believe that every child is unique and they learn in different way.
I would like to become more familiar with the differentiation strand. It will allow me to address the different needs of my students from different approaches.
I feel most comfortable with the products strand because my students are able to create meaningful ideas. I would like to improve strand three because I struggle to prepare differentiated activities.
After day two, I feel most comfortable with the products strands because it is natural for the students to create what they know. However, the stand I'm most challenged with is strand three because I feel it's harder to go deeper than wider.
I would agree with many of the other posters that I feel most confident with the first strand. I feel that I know my learners pretty well and regularly make sure that I try to meet them where they are and not where the curriculum says they should be. However, differentiation is something that I still struggle with. I feel that it is very important, but I am still trying to find ways to make sure that is is properly systematized and doesn't take too much time.
I am proficient in the concepts area. I am still working of differentiation. I feel confident that my students will be working on projects filled with depth and complexity for the rest of the year.
Posts
229 comments:
1 – 200 of 229 Newer› Newest»I thoroughly enjoyed Day Two of training because it unearthed a lot of myths about GT students. It tells us about GT students that don't fit the norm. I especially enjoyed the Cheetah analogy.
I think I am fairly proficient at the ALID strand, however differentiation has proved to be a challenge when I am still getting the hang of planning period. Differentiation is quite time consuming and intimidating.
I am most familiar with Products because as a teacher and a student, I am used to assigning and grading different products as well as producing products as a students. I would love to become more familiar with differentiation because of the diversity in the classroom, teaching differentiated lessons is a must
I really enjoyed analyzing the different classifications of GT students. I go into my classroom and can categorize which GT student is what.
I too enjoyed the Cheetah analogy because it made us look at our students from a different perspective! I feel that I need to become more proficient with differentiation.
I feel most comfortable with Strand II Concepts. However, I would like to better understand how to introduce the D&C icons, scholarly behavior (Strand III), and having students create products (Strand IV).
I enjoyed day 2. looking forward to day 3. I already started to use renzulli learning.
G. MED
I am most familiar with PRODUCTS because as a teacher I am use to assigning activities targeting a specific creative product. I enjoying producing a finish product so students can familirize with what their finished product may look.
I am also interested in Strnd IV products because it is through this process thst the student demonstrates undrstangin and learning. Iloved the cheetah analogy
I think I am comfortable with implementing the icons (thinking skills and concepts). However, I want to learn more about utilizing the generalizations without it appearing as if I am using a thematic approach.
Day 2 was really enjoyable. I learned practical ways to implement the training into my classroom. In fact, my unit project was inspired by the work in this training.
I'm really comfortable with the products strand. I think that in order to truly show what you learned and how you successfully apply it is extremely important. Having a project or product that challenges them and enables them to show their abilities (creativity) and show what they have learned and mastered about the concept.
I really liked the cheetah analogy as well. I think that if kids are boxed up or caged then they truly can't reach their potential and stay stuff in this place.
Day 2 was really interesting. I really liked the different classifications for GT students. Knowing about these really helps becuase it gives us insight about those students that might not be labeled GT but that may be GT. I also liked the Cheetah analogy because as much as we dont want to accept it, it's very true. Many students feel trapped in the classrooms and can never reach their full potential.
I enjoyed Day Two of training because opened my mind about the characteristics of GT students. Cheetah analogy is wonderful. It encouraged me to change my mind and implement new strategies in my classroom. I am excited for Day Three because I want to learn more about Renzulli learning.
Day 2 was a lot more fun than Day 1 because we moved a lot more. I really enjoyed the different classifications of GT students. I was labeling my GT students afterwards.
I feel comfortable with ALID and the concepts, but I feel as though I am constantly trying to improve my differentiation strategies each day. I know it takes a lot of planning though. I also want to make sure the products I have students create are beneficial and really enhance and extend learning.
I am getting familiar with the Products and using it more everyday. I enjoyed learning also about classifying the GT students. I am looking forward to using Renzuilli!
I am most familiar with the products strand as a teacher I often think in reverse. It is expected that we think of what we want the student to learn and what our assessments look and teach from there. I feel that products are a similar concept a hands on way to demonstrate what was learned.
I like to work with product strand. Using challege projects students will demostrate what the have learner and matered about an objective reflected on the final product.
like to work with product strand. Using challege projects students will demostrate what the have learner and matered about an objective reflected on the final product.
I really enjoyed day two as well! I would say that I am okay with products. I can have students make products based off their needs as a learner. However I believe that I need a little more help in differentiation. It is overwhelming for me. I want to make sure that all students are learning, but I honestly do not feel like I have enough time or support! Help please!!
I am enjoying my GT training and learning a great deal from it. I especially enjoyed the cheetah analogy, the students should not be caged or categorize, every child is unique and has the ability to create
something new.
I really enjoyed analyzing the different classifications of GT students.Be aware about these is a helpful tool becuase it gives us insight about those students that might not be labeled GT but that may be GT.
I feel that I need to become more proficient with differentiation.
OL Toro
I feel that I am most familiar with the products strand. I have completed many projects and frequently create products for my students. I would like to become more familiar with the differentiation strand in order to better meet the needs of every student.
The strand I feel most comfortable with is the products strand. It seems as a teacher this is what we are exposed more to and we are implementing in our classrooms. I think the differentation strand seems to be a little difficult. I think one of the most difficlut things about it, is that it seems to be time consuming. In the "real world" of a classroom a teacher is crunched for time.
Saby, I agree with you. The differentiation strand is quite the ideal but seems like something that would be extremely time-consuming. It would be phenomenal to achieve this level of differention, and perhaps something to aspire to. I must add that I also quite enjoyed the Cheetah analogy.
I feel pretty comfortable with Strand IV Products because we use this everyday as teachers, especially when it comes to projects and giving the students expectations on what is to me done. The strand that I feel I could improve on is Strand III Differentiation. I wish there was a way to quickly identify which particular type of students we have so we can meet their individual needs.
For me, Strand I was very interesting. Finding out that GT students are categorized was definitely new info for me. Because of the activity we participated in, I have a better understanding of indentifying their characteristics and am more aware of their needs. The Strand I need more help with would be Products.
I feel most comfortable with concepts but I am still nervous about using the icons correctly. I would like to become more proficient in differentiation and productions.
Janetta
I feel that I could work more on the products strand. However I feel comfortable identifying the various predispositions of my GT students and working to differentiate accordingly.
I really enjoyed and learned a lot from looking at the profiles of gifted and talented students during the second session. I feel most comfortable with Strand IV, and would like to become more proficient in Strand II and III. I would really like to further discuss what differentiation looks like in the classroom.
Strand I was so interesting to learn about. I really like the Renzulli ability/creativity/commitment bubbles and am motivated to consider each of my students in light of these characteristics and make their bubble picture as I see it. As I am typing I decided to make a picture for each of them then let them make their own picture and compare the two.
Strand III, Differetiation, is the area I feel is probably my weakest area. I need to ask more questions that extend the students' thinking .That is why I like the icons so much, they are a good visual(I know I am a visual learner :) ) reminder to me and help me think of how to improve the questions I ask my students.
Becky Smith
Like others have commented I feel that differentiation is something that I probably would need more practice in. I think that in order to have great products from which the students learn I will need to plan according to their different levels. This seems to create a lot of work and planning, but I'm sure that with experience and practice this would get easier.
As a Band Director, I use differentiation in my class since I have students playing different instruments, but products would be something that I would like to learn more about.
I am the most comfortable using strand III. I differentiate my instruction daily, my students are all different and have different learning styles.
D.Brown: I enjoyed the second day of training and learned new technology tools to use in the class which will give students various avenues of producing class work and assessment(products).
I am the most comfortable working with the differentiation strand. My students are all at different levels throughout the school year and I must constantly differentiate in order to allow them to progress and move up in the orchestra program. I would like to become more comfortable with ascending levels of intellectual demand.
I enjoy to learn all the different types of GT students in order to help them better. I also like knowing that there are different ways of learning and that a teacher has to pay attention and try to use all the strategies in order to make all the students engaged
I feel more comfortable with products. However, just like everyone else I'm still having difficulty with differentiation. I find it really hard to differentiate when it comes to planning.
I am most comfortable when it comes to products. I find it very easy to decide what I want students to do and what I should expect of them. My problem is the differentiation. I want to make sure I am challenging my GT students enough without them feeling like they are overloaded with work all of the time.
I am most comfortable with strand IV, Products. I allow students to choose their own products on a somewhat regular basis, though not as often as I will in the future. I think I need the most help in Strand III, Differentiation and Strand II, Concepts. I teach in a K-5 science lab and differentiating for the diverse group of students I see is challenging. Also, I'm not used to conceptual teaching, so I would like to learn more about it.
I feel that I am the most comfortable with the strand "patterns". Since I teach second grade, I have been using this strand all year, so I feel very comfortable with it. I feel that I would have a harder time with differentiation becuase of the time I feel it would take and the effort I feel it would take to get it right.
I enjoyed session two. It was really helpful to reinforce on the students learning process and their individual characteristics.
After day 2 training, I felt more familiar with the products strand. I would like to learn more about the differentiation strand in order to better meet the needs of every student. I also would like to know more about activities where I can differentiate lessons and activities for all my students to benefit from the learning.
Ana Perez
DAy 2 was very exciting, I learned that I need to differentiate my lessons more to cater to my GT students needs. I am still trying to familiar myself with all the different strands....however, I did manage to open the doors with the D&C icons.
I enjoyed the training. I immediately reviewed the framework and working on ways to better differentiate the content for my gifted math lab students.
I think teachers feel most comfortable with Strand I. They seem to be willing to add depth and complexity (with the icon support) to their lessons. If it becomes a frame of reference for them, then you will likely see more implementation. What still needs additional support is the evidence of higher level products. Teachers need more support in assigning students these products.
I think I feel more comfortable with Strand II. Teaching second grade, I can apply Patterns across the curriculum.
The cheetah analogy reminds me of the duck that will never swim because it only had a bowl of drinking water.
Looking forward to the day two.
I feel most comfortable differentiating activities and creating independent studies. I would like to learn more about ALID, modifications during instruction.
I really thought the idea of compacting was good to use for some G/T students. These students need to be challenged and should be forced to sit through weeks of objectives they have already mastered.
I enjoyed day 2 because we were shown how to determine if a child is GT or not with certain forms not only that but we can also look at our students folders and see their forms and see how they were rated accordingly. Learning alot of new stuff about my students. I just need more help getting started implementing some of these new ideas, too much going on.
I am most proficient in strand 4 the products and strand 2 concepts. I am still unclear about Strand 3 Scholary Behavior. Is it just about using the correct verbs in our lesson plans and centering our instruction around it to fit the needs of the GT students.
Day 2 was very fun, I really enjoy to learn the different types of GT students we can have in our classroom. I can understand my GT students better.
I like the strand 1 ALID, however the one that call my attention is the Products Strand, not only because is a great way to measure student's evolution and aprehension bhut also because it sets up the tone for other students to see what they can do and that they are capabla of. I think Products will help all my students to improve in thei skills and their performance at school.
I feel most comfortable with integrating Strand II: Concepts. I have found it very easy to integrate Exploration into my daily class discussion in Math and Science. The students understand very well how to explore to find the big idea of what we are workong on and use the word quite often.
On the other hand, I would like to become more proficient in implementing Strand IV: Products. I find it very hard to get my class to work independently. By the way, I have no GT identified students in my class. So I am really trying to figure out how I can implement a project for the whole class to complete by the end of the year.
oooppss. Sorry for the typos....
I enjoyed it especially classification of different GT students. The training is going to help me on my teaching.
This week I tired several things in my classroom. 1st I have been addressing my class as Scholors and when they answer questions, I ask them to think like a scholor before they answer. I gave a spelling test on Monday and one of my GT students passed so I gave him the task of picking words that he would like to know how to spell from our Science book. I have also picked out the project/product that the GT kids will do and it will be on recycling.
I learned the most when it came to the qualifications in identifying GT students. I was very intrigued by the different types of personalities. I feel comfortable with products, but would like to know more about how to implement this differentiation in my classroom without spending all of my free time writing lesson plans!
I really enjoyed day two as well. I feel comfortable with products; I can have students make products based upon their needs and interests as learners. I need a more help in differentiation! It is overwhelming for me. I want to make sure that all students are learning, but I honestly do not feel like I have enough time or support! I have GT parents e-mailing me. I have begun some differentiation, but I need help in how to implement in a highly differentiated self-contained classroom. Help please!!
I feel most comfortable using products in the classroom. I need more help with differentiation. I also enjoyed day two and learning how students are classified as "GT."
I enjoyed Day 2 training. I liked the Cheetah anaolgy and being able to see the differentiated instruction for GT students.
I feel comfortable with having visual cues (the icons) to help me remember to formulate better questions during instruction. They are very helpful.
I would like to be able to better formulate assignments and create small groups for the GT students to work in. I'm not sure how to create the environment where the students who are more advanced will be able to thrive and learn the objectives without teaching the whole group. I guess I'm scared they will miss some valuable instruction they will need for future success, or for a test if they are engaged in an alternate activity and don't get to practice and master the skills required by the district.
I feel comfortable with scoring and the first strand. However, i am uncomfortable with differiation and using the icons.
I feel most comfortable using the icons to stretch across content and rigor. Differentiation is hard because of how it affects students. They seem to noticed any differences and take it very personally. I know we can include all students on plans, however some students need so much time understanding the material. I would appreciate some ideas on how to help students feel confident and helped at every level of learning.
ALID and products are most familiar for me due to the many experiences I've had motivating, challenging and creating original products with diverse students. This year I am working on differentiation and it does take a lot of pre-planning and organization (data collection, individualized learning strategy research , etc.) I hope that by the end of this training I am better able to meet the needs of my students and their learning levels.
I feel most proficient in Strand II: Differentation. As a former special ed. and bilingual/ESL teacher, differentiation formed the core of all my lessons. I differentiated to meet the needs of my special ed., ELL, and GT students in my classroom.
I think that I am stronger in differentiation. I teach a Bilingual classroom and I find myself differentiating not only the content material but for their language ability. I love when my students teach me a new word or share some of their everyday activities. I learn so much from them, I guess they are differentiating with me, too.
I feel most comfortable with the Strand I. I would like to become more proficient with the icons and how best to utilize them in the classroom.
As a new teacher I need improvement in all of the areas. I struggle to diffetrentiate already and this seems like one more thing to throw into the mix.
I enjoyed day two of the training. I feel comfortable implementing products. However, differentiation is still a challenge.
I feel comfortable with Strand II- Universal Concepts. It makes sense to me how you can take one of the concepts and overshadow the HAPG concepts/focuses. Also, how the same concepts can be used at the different grade levels.
I do not understand Strand III- Differentiation very well, mainly where it addresses the Depth/Complexity and the Content Imperatives. Thinking Skills and Independent Research/Study don't seem so complicated.
Struggling Strand
Hello again! Over the past few weeks I have begun to introduce the idea of Scholars and Knowledge including the icons for depth and complexity. In my homeroom class, one student remembered them from last school year and became very excited when she saw them!
We discussed what scholars do everyday and have begun to add the vocabulary to their everyday lives. Out of the four strands so far, my most difficult to implement has been differentiation because of the time constraint. After our last meeting together, I reflected on a lunchtime conversation we had. The other two teachers were discussing the idea of putting whole group time off if need be, to ensure small group and differntiated instruction takes place. I was beginning to feel as though I was working very hard to ensure quality small group times and workstations are taking place, and then I was running out of time to complete them.
Today and Friday I stayed very cogniscent of the time and made sure to end when I said I would to ensure time to meet with my students in small group to differentiate. Also, when I was teaching the lesson whole group I had certain children work on individual or group problems which seemed to really help a lot.
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I feel most comfortable with the products strand. When I was getting my master's degree I took various assessment courses and have incorportated a variety of products/assessments into my classroom. I do allow students to choice their products on some projects. Although, being new to HISD, I have had a hard time finding time to do such products. With so much interim testing and everything else we are doing- there hardly feels like I have time to do these things.
Day 2 was full of great information, I really enjoyed to learn the different types of GT students we can have in our classroom.
As a new teacher I need improvement in all of the areas. I struggle to diffetrentiate already and this seems like one more thing to throw into the mix.
drew crouch
I feel most comfortable working with strand 2(concept).I would like to become more familiar with strand 3 differentations.
-Belinda Spicer
I believe we discussed interesting topics during Day 1,
Nov.2,2010. I liked how I was able to immediately take some things and incorporated them in class. One activity I did with my students was the flip book. We used the week's reading voc. words. Each word had 5 sections to flip. We wrote the word, definition, gave a real-life example/situation,used the word in a meaningful sentence, and drew a picture. I'm also a little more familiar with the cue cards.
T. Harris
I like the products strand because my students are very responsive to hands-on activities. The students like to feel like the center of attention and being able to work on projects and present them oreally, is a very productive activity. Product activities are even helpful when I want the students to create models of different concepts I am introducing. Projects really help me assess the student also. I can tell if the students have mastered an objective. I would like to get more information about differentiated instruction. That is a concept I am really interested in because I want to make sure I am catering to all of my different types of learners.
-Shaneka Richardson
I like the idea of Universal concepts because they are timeless and abstract enough to allow creativity in expression. I proposed this to my 5th grade team and we will be talking about it in our PLC meeting. Overall, my campus does not have a lot of teachers who have the GT posters in their classrooms. So as a teacher new to the District, I'm finding that at my school I have to incorporate a lot of the GT curriculum without support. I also started promoting scholarly behavior in my classroom.
-Misty Miller
Strand IV (products) is my favorite. I am more hands on. I would like more knowledge/practice about Strand III
We did a lot of "take back to your classroom" activities on Day 2, which was great! This week my students experienced the "Debate". We read The Three Little Pigs, the original and from the wolf's point of view; then I passed out to each student either a pink card with the word PIGS and the DETAILS and POINT OF VIEW icons on it or a brown card with WOLF, along with the same icons. They were to find a partner with a dif. color. Each was given a min. to "debate' why their point of view was the best and they had to be sure to "back it up with info. from the icons. Afterwards, they switched cards/repeated. They enjoyed it, but we need more practice! Activity 2. I also glued icons on index cards/laminated and each group had to create 1-2 questions for the story and write it on the back of the card pertaining to that icon. I checked questions for accuracy. Afterwards, groups exchanaged questions to try to answer!
T. Harris, Day 2 Nov.6, 2010
I believe that I am most proficient in Strand 2. Asking deep questions and facilitating conversation is quite fun! The icons and Scholars & Knowledge approach to teaching has inspired my thoughts and given me useful tools to go forward with enriched teaching methods. Strand 3 is going to be most challenging, but I have begun to take baby steps.
Thank you!
I introduced the concept of exploration to my kids, along with the icons, last week. I have not had a chance to actual incorporate them in an activity, but I'm looking foward to doing that this week.
Sorry, previous posting from I.Chairez
I want to be proficient in doing Strand IV with my kids coz that's where you know they understood the concept...when they can show you how...
Mercy
I feel most comfortable with Strand 1: ALID. I know my kiddos! I use Renzulli and I plan to incorporate the icons into my lessons. The icons are really simple ways to dig deeper into content. Products is something that I can do. It's really just finding the time to do them. I need more hours in the day!
-Brooke Bailey
I am comfortable with differentiation, but would like more ideas on how to strengthen my product strand.
Rachel Trentham
I am most comfortable with Strand II and need to become more familiar with differentiation.
J.Pai
Like so many other teachers, I also use Strand IV Products in the classroom. My ultimate goal is to use the Strand III Differentiation most often as I get workstations and a rotation system in place. Finding the time is the greatest challenge to achieving this goal! Day Three should be very interesting!
L. Vandock
I feel most comfortable with Strand II. The concepts on the K-2 level are part of the core curriculum.
E. Anderson
Because I am in the process of helping teachers with differentiation I am most interested in learning more about Strand III. I am excited about Day 3!
Treasure West
I really enjoyed the story about the cheetah. Great comparison! Also I feel most comfortable with Strand II because I enjoy whole group discussions with my students. The responses are quite interesting and I feel the students learn more about the lesson if they can express their opinions and ask questions.
-Shaneka Richardson
I feel comfortable with strand III using differentiation. I am constantly using cooperative learning, flexible grouping, and switching up instructional techniques as often as I can for my students. I am more so getting into products now and just today my students completed a "frame" on prime/composite numbers and I think they really liked it. They came out great!
Diana Hodgson
I feel very comfortable with conceptual learning... I have taught in that fashion before. I would like to concentrate on intergrating the GT icons more consistently in my classroom. This training is very interesting! Thank you,
Amy Weisenberger
Something that I've incorporated in my classroom that my students have started to excel in are differentiated products. I would also say that this is the strand that I'm best at. I use differentiated extension menus in which my students have a choice in deciding what their final product will be as long as they follow a structured grading criteria.
This also allows me to make projects more rigorous for GT students and incorporate GT concepts.
-Luis Nobriga
I'm comfortable with Strand 1. Differentiations is a common practice that i use with all of my students. I don't know about you,...but i'm raising cheetahs!
-Isaac Daniels
I am confortable with strands I and II. I could use more knowledge about appropriate projects for GT students
Lisa Nebel
I have found this course very interesting. I would like to become more familiar with differentiation and products. I used the pre-instruction assessment and allowed the students to work independently on their Renzulli projects.
I am most comforatble teaching/ using differentiation. I would like to learn more about how to concept teach.
Rachel
Day two was informative in how it allowed us to analyze the different roles of GT students. I am most interested in perfecting differientation in my class room. This is significant in reaching every student's needs.
Tiffany Ogburn
I really think differentiation is so important. Not every child learns the same way and we really have to teach to every style. At times, this is hard, but because it is so important I make this pretty high on my list.
Lyssa Vogler
I really liked Day two, specially the Cheetah analogy. Since I left the session, I changed my mind and rearranged my classroom. I implemented new strategies and now all my students feel like their are GT students in some way.
M.Tamez
Being a first year teacher I do not feel like I am proficient in anything yet. However, I do think I am most comfortable with concepts because I like connecting everything students are learner to one common theme. I would definitely like to become more proficient in differentiation because I know it is important to challenge all your students and this is something I have found very difficult.
Emily English
I'm new to the profession, so I'm still getting the hang of everything! I feel most comfortable with the Strand I-ALID strand, and would like to learn more about how to implement the Strand II-Concepts into my classroom. I have made an attempt at improving my Strand IV-Products competency over the past week, but I need more guidance and practice in that area as well.
Number one I loved the Cheetah analogy that article was very well thought out and written. I really liked the overall review of what are characteristics of a GT student. Of the strands I'd have to say that I'm still very fresh on the concept but I understand the ALID Strand and would like to learn more upon strand 2 Concepts.
Y. Cardoso
I really enjoyed day two of training. It's a fun and creative way to learn about the characteristics of GT students. I loved the Cheetah analogy it was great. I'm going to share it with my principal.
Krystal COleman
I think that I am most comfortable with strand III. That is because we are already doing a form of that now. I look forward to using it even more with these trainings.
V. Shorter
The Cheetah analogy confirmed my initial feelings about students who are labeled GT. I feel these type students should not be included with non-GT students in order for them to get the necessary instruction which would enable them to reach their full potential.
Holland Randle
I am can use Strand II: EXPLORATION for my students because this particular strand have stood out in many of our reading themes. I would like to become familiar with the strand III in how to effectively used them day to day.
Lisa Tarver
Saturday Class (Hardy Street)
The strand that seems to be most important to me right now is differentiation! Reading the cheetah article has really motivated me to look at everything in a different perspective. I still feel that I have not yet mastered the concept of differentation, I am trying several new strategies with my kids to help me develop my skills as a teacher.
Jennifer Contreras
The Cheetah, analogy was very interesting. It really makes these kids feel like "loners". No wonder the dropout percentage is the highest for these GT students. It is amazing and a challenge for us as teachers to make it challenging for these students. We need to wake up and be aware of all of the capabilities students are capable of doing. I take it this would be "differentiation" at its best, when it comes to finding what makes it click for our students. Or maybe even better, makes it click for us.
Jose G. De Los Reyes
I am comfortable with Strand IV-products. We create products often as an IBO school. Using a rubric is wonderful and helps guide the student as to expectations for the product. It is also a fair way to grade students and provides immediate feedback on their work. I need to get used to using the icons as part of learning in the classroom. Martha Gonzalez Sat. Class.
I feel most comfortable with Strand II, Universal Concepts. I have introduced the concept of conflict. It will work well with Reading and Social Studies. It is also something that is rather prevalent in the community. The kids have gained a initial understanding of the concept and have come up with some examples. I have move on to have them identify an internal conflict. It is going very well. One student in his simplicity stated that an internal conflict is a fight going on in your mind. I love these refugee kids.
Ary H. Bolanos, Benavidez Elem.
I watched the video on how stress, and especially long-term stress effects the brain and learning. I wonder how much of the lack of learning and retention of knowledge in the students at my school could be related to the amount of stress in their lives. I predict that most of them have very stressful lives and this will effect their learning the duration of the scholarly career. I see evidence of stress in the students I teach and see its harmful effects on student performance. I realize now that school needs to be as stress free as possible. But, in this era of testing and student performance how is this possible. The home life is stressful and the school life is stressful. It seems very bleak.
Ary H. Bolanos, Benavidez Elem.
I think that the products strand has to be my strongest strand. I feel this way because it is what we use the most as teachers. I would like to learn more about the concepts strand. I feel somewhat comfortable with each one but I know I need more practice to really understand how-to implement each one in the classroom.
Thanks,
R. Minyard
I feel most comfortable with Strand III Differentiation and Strand IV Products. I would like to become proficient in all strands.
Misty Miller
I really enjoyed learning that all GT students dont fit a certian prescription.
LaShonda
I feel comfortable with Strand II. I teach second grade and since I 2nd grade is still primary, I think they still need to use and apply patterns throughout the curriculum. Using repetition to teach primary kids really help and when patterns are involed it is to stay with the strategies new or old being taught and introduced. Looking foward to day 3.
Tina Tillmon
I enjoyed the whole of Day Two training but I think that strand II Concepts rocks! I have already started using explorations to teach the curricullum.
I enjoyed Day 2 because I have a clearer picture of how to identify GT students.
vtorres
I am most comfortable with SYSTEMS because that is the one my group practiced. I will become more comfortable with all of them as I introduce them to my students.
C. Harris
I am most comfortable with Strand I - ALID because I can pretty easily identify the areas of giftedness and I try to hone in on what makes there "eyes light up" so to speak; which leads to Strand III Differentiation. If you know your audience, then you know how to reach and engage them. I still however would like to be more proficient in all strands, particularly III and IV because the differentiation leads to a more authentic student-centered product.
I feel most comfortable with Strand II, Concepts. I have introduced the concept of Community. I think this ties in all the social skills that my Kindergarten students will need to be successful later in their education. I want to be better with differentiation. This is my second year teaching and I have switched grade levels 4 times. I need HELP! I feel that as soon as I start to grasp what I should be doing, I am moved. Hopefully, I will be able to familiarize myself with this curriculum and tackle differentiation. ***J. Bennett***
I am most interested in the differentiation strand, however I have a lot of work left until I can truly say that I am comfortable with this strand. I will continue to work on this with my class until I can get to a point that is satifactory with myself and up to standard with what is expected of me.
James Rodriguez
I use the Product Strand everyday, but I would like to learn more about the Differentiation Strand.
T. LE
The strand I feel most comfortable with is ALID. I feel like I could use help to be more proficient in attending to concepts.
Vanessa Esquivel
I really enjoyed talking about introducing a concept in the class. Conceptual teaching is a neat way of tying everything you teach to a specific idea. After coming back from day two, we aproched our team about conceptual teaching and shared with them some examples that were mentioned at the trainning and they really enjoyed it. We are looking forward to begin our year with a concept. A. Rincon
Foley
I really enjoyed training this day, I always learn a lot and enjoy all they great ideas shared. i especially enjoyed the cheetah article and shared it with my fellow teachers. we must stop giving our kids ZOO CHOW!!!
I am the most comfortable using products. I need more help with differentiation and all the elements of it.
Donovan Decuir
Last week I started introducing the icons to my class, so I am becoming more familiar with some icons. However, that strand is also the one I want to learn more about. I feel comfortable with some icons but I would like to learn more about how to use the other icons with the students.
I feel most comfortable implementing Strand III in my classroom. In my class, I have students that are really low and struggle with recognzing letters and a couple who are reading at a 2nd grade level. I have to differentiate lessons as well as workstations for those individuals so that the lower students have a better chance of success and the more advanced students are still challenged. I really could improve on teaching more conceptually and I hope to get the kids more familiar with the icons so they can use them.
- Andrea de Vera
I am the most comfortable...at least currently, with the Product strand. I gues because currently I teach Science and Social Studies and my students and I do this almost weekly. While our projects are short term, rather than a year or semester long. I find them beneficial to a students learning...it allows them to do their own research, ask in-depth questions,etc.
I am most comfortable with Strand I, to be more effective my goal is to be comfortable with all four!
I feel most comfortable using Strand II in my classroom. Many of my students are already making connections to overarching ideas and themes, so it is easy to guide them to make more connections.
Amelia Hastings
I feel more comfortable with Strand 2. The more we use them the more comfortable I become and can use them in my classroom. I would like to better understand Strand III and IV, but mostly III. I find it difficult to differentiate lessons to accommodate to my students needs.
R. Macias
I have to say that differentiation is a daily must. I have a variety of students in my classroom that need differentiation. I have at least 6 labeled GT in my classroom and are very quick at everything. I also have a range of average and one student with a disability. It was difficult as a first year teacher trying to meet every students needs. I needed to make work more challeging for my high students while keeping it at a level where my avertage and low students could learn the objectives. I have to differentiate every lesson in order to meet the needs of all my students. Although differentiation does take some time it is worth it in the classroom because my high students are now challenged and stary engaged along with the other students.
Rosalinda Lamas
Out of the four strands, I feel more comfortable with strand III. As a new teacher I had some difficulty trying to understand how to differentiate the needs of my students. As my team worked with and showed me examples of how to differentiate workstations to meet the needs of my students, I became more familiar. In my class I have a variety of levels. I have GT but I also have special educations students so differentiating for me it very important to my student’s success. I would like to learn more in depth about Strand IV. I would like to learn creative ways to teach students how to think abstractly. I would also like to learn how to use the variety of GT icons in my everyday teaching.
Rita Flores
I feel more comfortable with the concepts. This week I placed the system concept in my class and I explained what a system is and the different systems that we have. Then,the students make connections with different systems that exist in the Social Studies lessons.
Cesar Miranda
After day two where we talked about strand 3, I started to play with using curriculum compacting to better serve my particular GT students that are always done quickly and seem bored. I usually introduce new vocabulary and spelling on Monday and throughout the week do activities and practice which culminates in a test on Friday. What I did differently was gave a quick pop quiz of the words on Wednesday and, as expected, my GT students passed it and so were exempt from the test on Friday. They used the time to read and do AR quizzes instead. I eventually will get them going on a long-term project to do with this time.
D. Dávila
I like strand I, those students are very helpful in the classroom, are courteous with their peers and teacher. I will use the curriculum compact and continue teaching deeper and new things.
Giuliana Morinelli
My students create products at list two times every grading periods.We use rubrics to guide student expectations.
I will put icons up and start referring to them daily.
Vladimir Rodriguez Saturday class
I enjoyed Day Two of training but I really want to learn more about Differentiation, not only with using it with GT students, but with my students in general. I, have , however been using Renzulli. It is a wonderful website. I actually play some of the games.
L. Yuille
enjoyed day two of the training. I feel comfortable implementing products. However, differentiation is still a challenge.
October 27, 2010 5:12 PM
The strand I feel most comfortable with would be Strand IV products. I am a first grade teacher and know that products are important. The students need to see what they can accomplish. Also, displaying their products is just as important. They need to feel that all of their hard work is worth showing off.
The strand I would like to become more familiar with would be Strand III Differentiation. This is an ongoing learning process for teachers. I differentiate but I know I could always learn more in this area.
Keri Salinas
I think I am comfortable with implementing the icons (thinking skills and concepts). That is something easy for me to do in the computer lab setting. Strand III, Differentiation, is most difficult for me. Although, I do use Renzulli as part of my planning, I would like to do more differentiation with other lessons.
I am becoming more and more comfortable with differentiation. I see how important it is for students to be able to learn and then express what they've learned in ways that are more comfortable to them. I know that there are still standardized test, but I realize that if they learn the concept in a way that is more understandable to them, they will may be able to show it even in a standardized test.
Lakita White
fr5vrd
I implemented the concept of power. In order to focus on measurement. I used power is the ability to influence. I grouped my students and they had to find the perimeter of a square. One group was correct and the other was not. In discussion some students were unsure of the answer,although correct they were easily influenced to change the answer to the incorrect one.
Annette Randle
I feel comfortable doing Strand I the Interest surveys because I have done those in the past and Strand 3 Differentiating instructions because that's what I do as a special education teacher. Laura Robinson
I am familiar with products and I feel pretty confident about differentiation instruction in the classroom as well. Although, it is a challenge for many teachers I think because I have had so many diverse learners with different learning abilities in my classroom I have feel very comfortable differentiating instruction.
Nicole Miller-Smith
Using the Scholar Behavior, I implemented the participation aspect. Each child was very involved and engaged. It was a Language Arts lesson, and we used several different learning style activities. There was a lot of interaction and cooperation throughout the classroom. It was a wonderful lesson!
Sandra Woodfork
Using the Scholar Behavior, I implemented the participation aspect. Each child was very involved and engaged. It was a Language Arts lesson, and we used several different learning style activities. There was a lot of interaction and cooperation throughout the classroom. It was a wonderful lesson!
Sandra Woodfork
I am having a difficult time implementing the concepts strand in my classroom. I feel as though I am not making convincing connections between the concepts and the generalizations myself , so what can I ask of the student right now? Practice makes perfect, so that’s what I’ll do in hopes that the connections will soon start happening naturally. I am however, presently surprised with how well the class is working with the icons. I love how the icons promote and reinforce rigor not just to the gt students but as a class overall. I see the students look back over at the icons during discussions, and I can almost see the wheel turning in their little minds. The unanswered questions and the patterns they are finding in the stories we read have been rather impressive!
C. Watson
I introduced scholarly behavior by posting up "Scholars... Take tie to ponder." This triggerred a few of my students to a begin asking questions. We began to discuss what it meant to be a scholar. We took that discussion's focus to the activities my students enjoy. You have to ponder about something if you want to do it well. They told me that they have to ponder when they draw, play soccer, color, and play the piano, etc.
~Jessica LeDet~
I believe that I use the ALID strand the most in my Early CHildhood classroom. I am already starting to see the different types of GT students when they are in Kindergarten. I am starting to realize their strengths and using them in our everyday work in the classroom.
+ I think that the Concepts and Differentiation Strands are my strengths because its something that I naturally focus on every day when working with my students whether low, medium, or high performing. I think that I still would like to grow in both, but learning by concepts is apart of creating and developing something with meaning.
Work on: ALID is an area of the Scholars and Knowledge framework I would like to work on. I think that sometime we can get caught up in making sure our low students get their needs met that we sometimes forget to challenge our GT students in an abstract way that helps them to explore and observe with their talents in a place that is an outlet for their creative minds.
I enjoyed day 2 I liked analyzing the different classifications of GT students. I will implement the icons.(thinking skills and concepts) C.Gutierrez
I feel most comfortable with Strand II. Concepts. Since I am K-2, I have worked with these concepts for years. Although I differentiate, I am always questioning myself "Am I doing enough?" My centers are slso differentiated depending upon the child. Day 3 helped, but I am interested in more ideas for differentiating in traditional Early Childhood classes.
Jo Ann Woods
The strand I feel most comfortable working with in my classroom is the product strand. I try to make sure they have a product that will relate to the lesson. The framework I would like to become more proficient in is differentiation. In PreK, I have a wide range of abilities in my classroom. Differentiation can become challenging because of the work involved in finding activities that will keep them challenged.
Katherine Swearington
I am most comfortable with Strand I - Ascending Levels of Intellectural Demand. I would like to learn more about Strand III.
Day two gave me an understanding of how to identify G/T students.
I enjoyed day two teaching a dffretieted lesson is a yes.
I teach first grade and the icons i like to use is details and patterns. I have used details with a story i read ( Gator Gumbo ). students had to chose a character and give three details about the character. the students enjoyed the activity. They drew illustrations from the story
Jan T
I teach first grade and the icons i like to use is details and patterns. I have used details with a story i read ( Gator Gumbo ). students had to chose a character and give three details about the character. the students enjoyed the activity. They drew illustrations from the story
Jan T
I realized that each student is a kind of GT student. We need to discover their potential and make it shine. GT students need and ask to be challenged every day. High order thinking questions such as why, evaluate, compare, and contrast are excellent tools to be used after they present a product.It takes time to do differentiation but is worth it. We just need a little more support and time to do it.
Alvaro Plaza
The strand that I feel most comfortable working with in my class is the product strand. In Science, the final product allows the students to demonstrate their knowledge and creativity.
The strand I would like to become more proficient in is the differentiation strand. I feel that I do differentiate for my students, but I believe I could be better at it.
-Heidy Shieh
This week, it was big eye opening experience for me to see how a GT student does not do a perfect work with the correct answer all the time. I thought that a GT student was the dream student for every teacher. I knew that they were smart, middle, and not so smart students when I grew up. As a teacher I learned that there a different intelligence. A GT student is a new concept for me. I feel very comfortable working with thinking skills in my classroom. I know that I do my job when my students use their thinking skills. I would like to work in developing independent study in my students.
Dane Torres
The products strand seems to be the most famiiar to me. Creating and completing projects is something we often do in Pre-K. The differentiation strand is something I will use often as I implement small groups according to students level of ability.
Jesus Macias
I enjoy Strand III due to the use of the depth of complexity icons. The icons can assist all types of learners. Although differentiated curriculum and instruction is time consuming it stretches our students so much more.
Patricia Soria
I feel most comfortable with the differentiations strand. Since I am in the HISD alternative certification porgram, I took a UST class on differentiation last semester. This class helped me implement differentiation throughtout my classroom, such as the use of flexible grouping and tiered centers. For example, each of my Kindergarten centers has a red, yellow and a green folder and the students pick their assigned color when they go to centers so each center has three tiers. I feel less comfortable with the products strand. Since I am a first year tecaher I am hesistant to develop a long-term project for one of my students. I feel I will not devote enough time to the project, or not follow through and provide enough support to my G/T student. I also worry about finding a project that would be appropriate for a Kindergartener to complete without much adult or parent assistance.
Megan Trainor
I feel comfortable with strand 3 differentiations. I have been able to create different lesson for particular groups. I really enjoy strand 1 because it open my eyes. I always had an ideal GT student but realized there are many aspects you have to consider also. I would like to become skilled in strand 1 so I can identify other GT students who are under the radar.
I feel more comfortable having students create their own products. My school really encourages students to have authentic work. Doing so, it enables students to be creative and show their strengths. For instance, this week students we asked to create a story. In the beginning, I informed them I needed their help. We brainstormed ideas and all the class participated. At the end, they were very pleased with the outcome. When it was their turn they had a model (the example we had in class) and a graphic organizer. To the students who could not write I wrote it for them and made me realize how vivid their imagination is and most importantly how creative each one was. Although they all followed the same objective, each one of them decided on their own what their story was going to be about. As for the area that I think I need to grow in is differentiation. I have a split class, I teach kinder and first. I find it quite challenging differentiating their work. I have some bright kinders who are able to do first grade work. I have some kinders that are in the pre-k level. The students have different leveled reading books. the students who are advanced, on grade level and emerging level. This is one example on how I differentiate them.
Carolina Delcid
I feel most comfortable with products because it give students a chance to showcase what they have learned. At the same time, I would like to more types of products that will really grasp stduents' attention.
Heather Brantley
I think ALID, ascending levels of intellectual demand, is the most natural to implement for me. I've gotten to know my students well enough to be familiar with their relative ZPD, and I know when I can push the kids and scaffold.
Products are what I want to really focus on. I need to get those crackin' soon, and it's been pushed into the quadrant of 'important but not priority'. I want to create GT projects in my Math classes, but I'm struggling to make a list of good options.
Suggestions?
I feel more comfortable with Strand II, Concepts. Since these concepts are very universal and can be applied to basically every discipline I think that with constant reinforcement students will be able to apply these and really use them. I would like to become more proficient in Strand I, Ascending Level of Intellectual Demand. I think that this strand is more difficult to master because there is such a large variety of what a Gifted and Talented student is.
Yessenia Vazquez
I really enjoy Strand IV: Products, so even if I am not most proficient in this strand, I enjoy when students work on projects. Most of the time the products my GT students concentrate on are those that are shown at the GT Expo on campus. The students get so involved that I really don't have to do too much but just facilitate the process.
I do not feel as comfortable with Strand III: Differentiation, just because it is difficult sometimes to have an activity that is at the right level for all students in the classroom. I would like to become more proficient in this strand.
- Patricia Llanas
From day 2, watching the video on how stress affects the brain and learning made an impact on me. I wonder if stress causes a lack of learning and disables the student's retention of knowledge. I think that most of them have very stressful lives and this will effect their learning the duration of the scholarly career. I feel that school needs to be as stress free as possible, but it is hard because of all the testing we do. I started giving my students a quick break, so we can all get our blood pumping. Hopefully this will help with their attention spans and with their retention.
~Jessica LeDet~
I would like to be more proficient in strand II concepts. I enjoy the activities and using the concepts does not seem like work. The students seem to enjoy the group interaction and the concepts can be apply to any subject.
Ricardo Velasquez
I like the way I can use the Depth of Complexity icons in order to manage my differentiation instruction with my students. With this tool I will attend all the individual needs.
Guadalupe Aguirre
I enjoyed day to training because it gave me good insight of the characteristics of GT students and the best way to get all students engaged with planning differentiation that accomodate all students.
Nwokeocha, Jewel
The strand I feel most proficient working with is Strand 1-Ascending Levels of Intellectual Development. I aim to work with each child in their ZPD stage no matter if they are functioning low or high. In my years of teaching, I have learned that all children need to be challenged to learn and to keep them interested in learning. The strand that I need more work in is Strand 4- products. Today's training presented many different things that children can produce in the culmination of a project from foldables to technology other than Power Point.
Minerva Salazar
I feel I have a good grasp on the ALID strand as I catch myself applying its contents in my classroom. Still I would like to keep learning about the various ways to differentiate in the classroom in order to better service my students.
Areli Sosa
I am most familiar and comfortable with the ALID, Differentiation, and Products strands because I have some experience in all three. Still being a pretty new teacher, I definitely have room to develop my skills in those, though.
The Concepts strand will be the most challenging for me, because I have never done that, so it's unexplored territory to me.
Bill Fletcher
I feel more comfortable with the Strand IV Products. I like to implement hands on with my students. However, it is a challenge due to enphasis on be on task for the Interim Tests. But my students love to prepare foldables, to work with partners, to prepare collages, among other type of Products. In order to promote better thinking skills, I am incorporating the depth and complexity dimensions. I started
with the Pattern and it is amazing how they respond.
Ana L. Acosta-Melendez
Currently, I feel most comfortable with the ALID strand. I feel like my education and training at SHSU was closely aligned with this. To me, it is reminiscent of the beliefs and practices of Gardner and Bloom, which I find interesting already. The various behaviors students exhibit is particularly intriguing to me, and therefore I am most attracted to this strand. So far, I am least comfortable with Strand III, because I do not have a great deal of experience implementing this type of differentiation in my classroom. I think it will take a little practice before I start naturally planning lessons in this format.
I am most comfortable with the products strand. This is what meshes most naturally I think with the majority of teachers and how our curriculum is planned out. For me the biggest struggle is differentiation in the classroom. Mainly due to a lack of bandwidth and the push to stay on schedule and spiral ahead if you are teaching a TAKS grade level.
Thanks
Lesley Fagg
i will definitely look into more products from the link tpsp and try one.
I feel most comfortable with Strand 3, Differentiation. I took a graduate class on this last semester and now feel like I have several ways of implementing differentiation into my classroom, specificially for my GT students.
I defintiely like strand 3, differentiation. It allows students the opportunity to learn based on their grasp of the knowledge at a pasce that not too overbearing for them.
I will like to become more familiar with differentiation because of the diversity in the classroom; I believe that every child is unique and they learn in different way.
I would like to become more familiar with the differentiation strand. It will allow me to address the different needs of my students from different approaches.
I feel most comfortable with the products strand because my students are able to create meaningful ideas. I would like to improve strand three because I struggle to prepare differentiated activities.
After day two, I feel most comfortable with the products strands because it is natural for the students to create what they know. However, the stand I'm most challenged with is strand three because I feel it's harder to go deeper than wider.
I feel most comfortable with products.I know exactly how to attain the desired end results for my students.
But because of time crunch in a school day,differentiation is not always practical.
I would agree with many of the other posters that I feel most confident with the first strand. I feel that I know my learners pretty well and regularly make sure that I try to meet them where they are and not where the curriculum says they should be. However, differentiation is something that I still struggle with. I feel that it is very important, but I am still trying to find ways to make sure that is is properly systematized and doesn't take too much time.
I am proficient in the concepts area. I am still working of differentiation. I feel confident that my students will be working on projects filled with depth and complexity for the rest of the year.
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