LCB344_Week1Workshop(1)(1)

LCB344
Differentiation for gifted children

Semester 2, 2018 Week 1

Unit coordinator: Dr Julie Dillon-Wallace [email protected]

Tutor:

Acknowledgement of
the Traditional Owners

Carly Lassig 2018

Carly Lassig 2018

LCB344 Week 1 workshop KUDs

What you should know, understand, and be able to do:

Know Understand Do

• The essential questions we • That teachers’ conceptions • Reflect on your conceptions
aim to explore in LCB344 about gifted children and of gifted children and their
their education influence who education
• The overall structure and they identify and how they
assessment of LCB344 teach • Analyse and evaluate
definitions of giftedness and
• Myths and misconceptions • That definitions of giftedness talent
about gifted children and and talent determine who is
their education ‘in’ and who is ‘out’ in gifted • Sign up for an Assessment 2
education and talent group
• Similarities and differences in development programs
various definitions of
Carly Lassig 2018 giftedness and talents

• Profiles of diverse gifted
students

Carly Lassig 2018 Essential Questions for LCB344

• Why is it important to know who gifted children are?
• Where does gifted education fit in inclusive education?
• How are gifted children the same as, and different from, other

children?

• Why and how should we identify gifted children?
• How can teachers meet the needs

of diverse gifted children?

• How does differentiation help

us meet the needs of all students?

• How do we implement differentiation?

Overview of the unit

 Weeks 1-9
 2 Assessments (1 individual; 1 in pairs)
 Weekly Workshops + Independent

Learning

Carly Lassig 2018 Before Weekly Workshops For Weekly Workshops
 Read assigned reading/s  Bring a laptop/tablet (if possible)
 Watch mini-lessons

Overview of assessment

Assessment 1: Case study Assessment 2:

• Due Monday August 27 Professional plan
• Weighting: 50%
• Individual task • Due Sunday September 23
• Analysing and responding to • Weighting: 50%
• In pairs
case studies to demonstrate your • Planning a differentiated lesson
understanding of the
characteristics of gifted children, and writing a justification
identification approaches, and
Carly Lassig 2018 educational provisions

Carly Lassig 2018 Let’s start at the very beginning…
Pre-assessment

• Please use your laptop, iPad/tablet, or phone (or partner with someone

who does have one)

• Go to: www.kahoot.it and Sign In (or Sign Up if it’s your first time)
• Enter Game PIN: 6215306

Carly Lassig 2018 1. I have a family member or friend who is gifted.
2. I was identified as gifted at school.
3. I have taught a gifted child on professional experience.
4. All children are gifted.
5. Gifted children achieve highly at school.
6. Good teaching for gifted children is good for everyone
7. You really learn something when you teach it, so teaching a peer helps gifted students

learn.

8. Gifted education is elitist.
9. Everybody is gifted in something.
10. Gifted children have pushy parents.

Carly Lassig 2018 11. Gifted children are often bored in school.
12. Our schools are adequately meeting the needs of gifted children.
13. Gifted children will do fine on their own, without the teacher’s help.
14. Children might become vain or egotistical if they are labelled gifted.
15. I would like to be considered a gifted person.
16. Some teachers feel their authority threatened by gifted children.
17. Gifted children should learn with their age peers.
18. The best way to meet the needs of gifted children is to put them in ability groups.
19. Gifted kids who skip a grade have difficulties adjusting socially to a group of older

students.

20. I know how to teach a gifted child.

Definitions of giftedness and talent

Carly Lassig 2018 Compare and contrast 3 definitions of giftedness and/or Use Chapter 1 of
talent from the options below: textbook.

• Gagné’s Differentiated Model of Giftedness and Talent For more depth of
• Renzulli’s Three-Ring Model understanding, you can
• Tannenbaum’s Sea Star Model also use resources from
• Sternberg’s Theory of Successful Intelligence the QUT Readings Week
• The Columbus Group’s definition
1 folder.

Carly Lassig 2018 What do you picture when you think of a gifted
student?

• Abilities?
• Needs?
• Behaviours?
• Attitudes?
• Adults’ perceptions of them?
• Peers’ perceptions of them?

Write one key word/phrase per post-it note.
Write 3-5 post-it notes each.

Neihart and Betts (2010): Revised profiles of
the gifted and talented

The Successful Don’t The Creative Children The Underground
define can change
children by
any profile profiles

The At-Risk The Twice-/Multi- The Autonomous Learner
Exceptional
Carly Lassig 2018

Assessment 2 sign up

• Find a partner.
• Sign up to an Assessment 2 group on Blackboard (go to Tools → Groups).
• If you would like help finding a partner, please see your tutor.

Carly Lassig 2018