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    #108806 08/06/11 03:14 PM
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    I am just beginning a new job at a Middle School. I have three seminar classes, but I have 3 push in periods. During the three push in periods, I will need to communicate and meet the needs of three different grade levels. What is the best way to address this expectation? Any ideas?

    giftedmiddle #108829 08/06/11 07:50 PM
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    Welcome giftedmiddle! We are mostly parents at this site, but here are a few links that might help you.

    Byrdseed is a great blog full of lesson ideas for working with gifted kids, including several on differentiation:
    Byrdseed lesson ideas

    The Davidson Institute has a great resource -- the Educators Guild. You can sign up to be on an e-list with other GT teachers. There are also a lot of resources there: Davidson Institute Educators Guild

    There are a few other teachers that frequent this forum, and you're welcome to stay here too. smile

    giftedmiddle #108841 08/07/11 05:46 AM
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    Okay.
    Thanks for the info. I will direct parents here, too. smile



    giftedmiddle #108842 08/07/11 06:00 AM
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    Originally Posted by giftedmiddle
    I am just beginning a new job at a Middle School. I have three seminar classes, but I have 3 push in periods. During the three push in periods, I will need to communicate and meet the needs of three different grade levels. What is the best way to address this expectation? Any ideas?

    What are "push in periods"?



    "To see what is in front of one's nose needs a constant struggle." - George Orwell
    giftedmiddle #108859 08/07/11 01:27 PM
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    Apparently, "push in" is the opposite of "pull out".

    Well, there are many models of differentiation. For gifted students you may find that the best differentiation will be compacting the curriculum based on the results of pre-assessments. Pre-assessments will also help you identify the specific instructional needs of all your students.

    And of course, once you've compacted, you need to decide whether you want to enrich or accelerate with students' extra time. Math is a well-structured field, so math teachers are more likely to compact and accelerate. Language arts teachers are next most likely to compact. Social studies--the least.
    ~~~~~~~~~~~~
    I teach social studies (world history), and I love the idea of compacting in theory. I'm working with too much in the way of new content and concepts for it to be practical. I just try to fill in here and there with sponge activities (like puzzles that use the new vocabulary) and optional challenge assignments. In my class, challenge assignments are an opportunity to demonstrate insight, understanding, or work beyond grade level expectations. It can be the difference between a B (Proficient) and an A (Advanced).
    ~~~
    Challenge: Some Hindus throughout the centuries have argued that the caste system needs to go, yet it has persisted for thousands of years. How have the ideas of karma, dharma, and reincarnation helped convinced generations of Hindus that the caste system is fair?
    ~~~
    This one is advanced because it requires a level of historical empathy beyond expectations for most 6th graders (how does a person whose experiences and beliefs are different from your own think about this new issue), and because the evaluation level (is this fair?) is the highest tier of critical thinking.

    As a general ed teacher, I have students in my 6th grade class who are gifted, and some who read on first or second grade level. I have a simplified textbook for struggling readers, and I also show a bunch of videos. The very fact that it's a video instead of a text helps many of my students. I try very hard to find videos that are quirky or interesting (by my own high standards of quirky and interesting), so my gifted students won't be bored.

    My students checked "Made me think" many, many times by the names of videos on the survey I gave them at the end of the year, and that's what I was aiming for.

    Bostonian #108862 08/07/11 02:16 PM
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    Originally Posted by Bostonian
    What are "push in periods"?

    Push-ins bring services/staff into the student's regular classroom rather than having the student leave the classroom to meet with the GT teacher (or, in other contexts, a reading support teacher, math interventionist, etc...)

    An example of a push in might be where students have been cluster grouped to be based in the same social studies class, but need something more in depth than the class as a whole. A specialist could "push in" and provide instruction and supervision for a research project that is significantly more in depth than what is being required by the class. It's a step beyond typical differentiation because the staffing is provided to make sure that there are instructional components, guided discussion, etc. In a typical sixth grade class, a social studies report may involve working with 1-2 sources, using a notetaking outline to gather information in categories set by the teacher, learning what expository writing looks like and learning how to cite sources with a bibliography. Push-in would be used to serve a student who is ready to develop their own questions, work with multiple sources, use internal citations and perhaps even form a thesis around which to organize what they've learned. If all students in the room are working on research projects (at whatever level) there is no need for the student to leave the room--just a need for staff with adequate time to instruct/guide the student through steps that most of the rest of the class will not be taking.

    #108865 08/07/11 03:45 PM
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    Originally Posted by kcab
    Like St. Pauli Girl, I'm just a parent, but I wonder if Susan Winebrenner's book, "Teaching Gifted Kids in the Regular Classroom" might be useful.


    I used to be an elementary teacher, now Homeschooling, but I recently got to look at this book and it looked quite good and applicable. If you are doing things aimed at gifted children like that, it is quite likely you will become a go to person for ideas if anyone is stuck. I think it would be worth getting hold of that book.

    As to specific ideas, I would personally be looking at either projects negotiated with the students or short term extensions. Short term (one-off) extension units are likely to be easier to sell to staff. Student negotiated projects are going to be less work for you.

    If you want some specific program suggestions, you might want to post the subject, someone might have some good resources.

    giftedmiddle #109932 08/22/11 04:48 AM
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    Thanks for the info. I will direct parents here, too.


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