This is a professional development blog for Nottingham Elementary. We'll be discussing books we have read as a group. Our discussions will be focused on gifted children.
The “Golden Nuggets” of wisdom I gained from Chapter Four was on page 80. The book provided multiple intelligences chart of choice for different types of learners and learning. The Product Choice Chart is an instant resource I will use to creating more choice for my students.
@Annie...I can see you using each one of these choices in your class. You are extremely creative that way. I might use the Extensions Menu on page 73. I liked his note on page 69 about a previous Tic-Tac-Toe Menu. It sounds so familiar, I may have read this book before!
@Melanie-- Laurie Westphal has done GT staff development on menus. When reading about the menus, I immediately thought of her.
Annie, I like the product choices chart based on learning styles also. This will help me immensely when planning.
I agree with Annie M on June 8. I love the product choices chart on page 80. We not only need to think of differentiation when we are planning what students need to learn, but need to consider it when it comes to how we want students to demonstrate learning. This chart gives great suggestions to use.
A Golden Nugget of wisdom that I gained from Chapter 4 was on page 74. It discusses the "Daily Log of Extension Work." It's a portfolio record sheet that I can share with parents and help these gifted underachievers stay on task. It's a useful "focus" sheet that I plan on using this coming year.
I think that Sarah Chu on June 13 is smart to use the Daily Log of Extension Work as a talking point to use with parents. Parents can be aware how well and how much actual time on task their child invests in their learning.
Sarah Chu on June 13 wrote about the Daily Log of Extension Work. This was my "Golden Nugget of Wisdom" as it stuck out to me as something that I can use in my classroom. Great minds think alike! I do like the idea of sharing with parents so they can see how their child is doing in the classroom with their work.
I agree with Annie Mitchell's golden nugget comment on June 8th. It has a variety of learning styles for students to represent the information they find. Not all students learn the same way so this can enable them to master their skills in the manner that works for them.
My Golden Nugget is on page 79: Don't be concerned if a student always chooses products from the same list. Your obligation is to demonstrate that students have mastered the content. How they show their mastery is secondary. I guess it goes along with having a profession as an adult. I am more likely to be involved with teaching extensions, while a mechanic may return to his beloved motorcycle work. I am not likely to take up mechanics to prove I know an unrelated content area.
I agree with Melanie's comment mastering the content comes first. How they get there isn't the priority. It makes me think of solving a word problem--there may be different ways to get the correct answer. There are multiple ways to solve it.
I agree with Melanie Marshall from June 18th when she talked about how we should not be as concerned with students choosing from the same list. As long as the student shows mastery that is all that we are looking for.
My Golden Nugget was found on pg.69 keeping the Study Guide topics broad vs very specific. This is more efficient for me the teacher and also allows for differentiation for the student. I really like the Independent study Agreement also (pg.75). It is letting the students know their expectations beforehand.
I also liked the point that jchoy mentioned in her June 20th post. With the wealth of topics that students cover in a year, I can see students and teachers becoming overwhelmed in trying to find a guide that would fit all of their needs. I can see the more general guides fitting into literary genres, or certain authors or literary devices that students study throughout the year.
I really liked the checkpoint/assessment sheet. I like how the student is aware of what they need to know and when they need to know it by. The students take accountability for their learning and pace themselves as they go. They know the required materials they need to know and it gives the teacher something to show the parent as well as administration. It gives them a more differentiated way of learning, yet they are still being held accountable for their regular work and materials.
This was found on page 71
My "Golden Nugget of Wisdom" is the Daily Log of Extension Work found on page 78. I find that this is a great resource to give to students. It allows them to really think about the work they are given, the time they are given, and what they actually can accomplish. It is a lot of self-reflection and I find that I as a teacher would also benefit from using it, too.
I love the Independent Study Agreement, the Extension Menu, and the use of the Evaluation Contract and Daily Log of Extension Work (p 71 – 78).These are so helpful to plan for GT students that learn at an accelerated rate. This is everything I have wanted to do for my GT students, but did not know how. Now I have these easy tools to use. I also love the fact that as stated on page 74 “these tools help you know that your students are learning required material, holds them accountable for their learning and it gives you a way to show parents and administrators that thy are learning what they need to learn and proof of differentiation opportunities.
I agree with Ms. Blanchard on July 19. I love the independent study agreement. It outlines expectations and and as the author mentioned, "it guards against misunderstandings." p. 74. Students who are working on a project independently and outside of the classroom (not home) are held accountable.
My golden nugget was the Study Guide Method on p. 67. It is a great tool to use for those students who not only need differentiation but acceleration. Student can learn at their own pace and teachers have the necessary documentation to prove they are learning (Study Guide, Extensions Menu, Product Choices Chart and Daily Log of Extension Work).
The "golden nuggets" that I found throughout this chapter really centralized around the study guide and extensions menu strategies. As in previous chapters of the book, students are held more accountable for their learning. There is a good deal of discussion between the teacher and the students, as evidenced in the introduction walk-through on pages 81 and 82. Each step of the guide is reviewed with the students, checkpoints are established to gauge progress of key concepts, and the student even evaluates and sets expectations for themselves in the evaluation contract on page 77. The teacher even discusses the method with students to see if they think they can be successful at it. Many of the extensions involve students discovering, exploring and researching high interest topics, and I like how this fosters an environment in the classroom where progress is just as important as a result.