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Gifted Students in the 
Foreign Language 
Classroom 
Dr. Lisa Rubenstein 
October 15, 2014
Who is gifted?
Who is gifted? 
Examples Rules 
Picture of 
Gifted Student 
Non-Examples
Quick history 
+ +
Previous Paradigm 
Child is gifted. 
Child is not 
challenged. 
Child gets advanced 
academics. 
Peters, Matthews, McBee, ...
Proposed Paradigm 
Child is gifted. 
Child is not 
challenged. 
Child gets advanced 
academics. 
Who cares? 
Peters, Matth...
Davidson Institute: http://www.davidsongifted.org/db/StatePolicy.aspx
Indiana: High Ability 
Performs at, or shows the potential for performing at, an outstanding level of 
accomplishment in a...
Definition 
Internal Consistency 
Identification 
Programming
Language Arts 
Math 
General Intellectual: BOTH
Ability 
Achievement
Proposed Paradigm 
Child is gifted. 
Child is not 
challenged. 
Child gets advanced 
academics. 
Who cares? 
Peters, Matth...
What is advanced academics?
The Integrated Continuum of Special Services 
Elementary School Middle School High School 
General Classroom enrichment Ty...
Graph Me 
Reading Math Board Games Spanish Running
78th 
How do you know?
Fibonacci 
51 
Diophantus 
55 
Kovelevsky 
57
What are the principles of 
differentiation? 
Can we apply it to foreign 
language instruction? How?
Big Ideas from the Lesson 
✤ Groups are flexible. 
✤ All students are treated as practicing professionals. 
✤ They all rec...
Dan Meyer
What can we learn from this 
video? 
Can we apply it to differentiation? 
How?
Quick Strategy: Be less helpful. 
✤ Think about all the scaffolding you provide. 
✤ Take that scaffolding away. 
✤ Provide...
Designing Tiered Assignments 
✤ Be clear about goals. What has to be constant? What is variable? 
✤ Tier by complexity, co...
Now What? 
Pace of Study, Pace of Thought
Pace of Study, Pace of Thought
Now What? 
Pace of Study, Pace of Thought 
Tangible. Literal. 
Physical Manipulation. 
Symbolical. Hold in 
mind.
Now What? 
Pace of Study, Pace of Thought 
Common vocabulary. 
Accessible. 
Combine. Complex 
vocabulary.
Simple/Complex
Pace of Study, Pace of Thought
Now What? 
Pace of Study, Pace of Thought
Card Game Capers 
Tens Place Ones Place 
Discarded Number 
Goal 
Make the largest number 
possible by drawing 
numbers 0-9...
Exploration 
✤ What if you are trying to get the largest number and the first number 
drawn is a 4? Where should you put i...
Hint Cards
Challenge Cards
Guiding Principles of High Ability Curriculum 
✦ High levels of complexity 
✦ Opportunities to act like a practicing profe...
Opportunities to Act Like a Practicing 
Professional 
What does someone with a Ph.D. in your field do? 
What questions doe...
Opportunities to Act Like a Practicing 
Professional 
What else can be done with this information? 
How is this useful? 
C...
TED Open Translation
Thank you. 
lmrubenstein@bsu.edu
Gifted Students in the Foreign Language Classroom
Gifted Students in the Foreign Language Classroom
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Gifted Students in the Foreign Language Classroom

  1. 1. Gifted Students in the Foreign Language Classroom Dr. Lisa Rubenstein October 15, 2014
  2. 2. Who is gifted?
  3. 3. Who is gifted? Examples Rules Picture of Gifted Student Non-Examples
  4. 4. Quick history + +
  5. 5. Previous Paradigm Child is gifted. Child is not challenged. Child gets advanced academics. Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.
  6. 6. Proposed Paradigm Child is gifted. Child is not challenged. Child gets advanced academics. Who cares? Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.
  7. 7. Davidson Institute: http://www.davidsongifted.org/db/StatePolicy.aspx
  8. 8. Indiana: High Ability Performs at, or shows the potential for performing at, an outstanding level of accomplishment in at least one (1) domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, motivation, or interests. While there are additional domains of high ability that may be served (for example, visual and performing arts), the required domains of high ability that Indiana schools must identify for are the General Intellectual and Specific Academic domains. For now, the designations are for students with high ability in Language Arts (HA-LA), students with high ability in Math (HA-Math), and students who have high ability in both Language Arts and Math (HA – General Intellectual). Indiana Program Standards: http://www.doe.in.gov/sites/default/files/highability/ indiana-program-standards-high-ability-education.pdf
  9. 9. Definition Internal Consistency Identification Programming
  10. 10. Language Arts Math General Intellectual: BOTH
  11. 11. Ability Achievement
  12. 12. Proposed Paradigm Child is gifted. Child is not challenged. Child gets advanced academics. Who cares? Peters, Matthews, McBee, & McCoach (2013). Beyond Gifted Education.
  13. 13. What is advanced academics?
  14. 14. The Integrated Continuum of Special Services Elementary School Middle School High School General Classroom enrichment Type I and Type II Enrichment Within Class and Non-Graded Cluster Grouping by Skill Level Enrichment Clusters Within and Across Grade Pull-Out Groups by Targeted Abilities and Interest Areas Within Grade Level and Across Grade Level Advanced Classes Advanced Placement International Baccalaureate Honors Classes Self-Designed Courses or Independent Study Curriculum Compacting, Modification, and Differentiation Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment Magnet and Charter Schools, School Within a School Special Schools Special Enrichment Programs: Young Writers, Saturday and Summer Programs, Future Problem Solving, Odyssey of the Mind, Math League, Science Fairs, etc. Individual Options: Internships — — — — — — — — Apepnrticeships — — —————— Mentorships Acceleration Options: Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes Continuum of Potentials Abilities • Interests • Learning Styles Continuum of Performances Academic • Creative/Productive • Leadership Input Process Output
  15. 15. Graph Me Reading Math Board Games Spanish Running
  16. 16. 78th How do you know?
  17. 17. Fibonacci 51 Diophantus 55 Kovelevsky 57
  18. 18. What are the principles of differentiation? Can we apply it to foreign language instruction? How?
  19. 19. Big Ideas from the Lesson ✤ Groups are flexible. ✤ All students are treated as practicing professionals. ✤ They all receive honorable tasks. ✤ Everyone can contribute to the discussion at the end. ✤ Students have an opportunity to work with others who will challenge their thinking. ✤ Pre-assessment matched the lesson.
  20. 20. Dan Meyer
  21. 21. What can we learn from this video? Can we apply it to differentiation? How?
  22. 22. Quick Strategy: Be less helpful. ✤ Think about all the scaffolding you provide. ✤ Take that scaffolding away. ✤ Provide it ONLY if they need it.
  23. 23. Designing Tiered Assignments ✤ Be clear about goals. What has to be constant? What is variable? ✤ Tier by complexity, content, process, products. ✤ Introduce all activities with equal enthusiasm. ✤ Remember different not more. ✤ Design for equally engaging and fair in terms of time expectations. Think about the patterns lesson.
  24. 24. Now What? Pace of Study, Pace of Thought
  25. 25. Pace of Study, Pace of Thought
  26. 26. Now What? Pace of Study, Pace of Thought Tangible. Literal. Physical Manipulation. Symbolical. Hold in mind.
  27. 27. Now What? Pace of Study, Pace of Thought Common vocabulary. Accessible. Combine. Complex vocabulary.
  28. 28. Simple/Complex
  29. 29. Pace of Study, Pace of Thought
  30. 30. Now What? Pace of Study, Pace of Thought
  31. 31. Card Game Capers Tens Place Ones Place Discarded Number Goal Make the largest number possible by drawing numbers 0-9 out of a bag.
  32. 32. Exploration ✤ What if you are trying to get the largest number and the first number drawn is a 4? Where should you put it? Why? ✤ How many different two digit numbers are possible if the two digits cannot be 0? How would you figure this out without writing every possibility? How do you you know you have them all?
  33. 33. Hint Cards
  34. 34. Challenge Cards
  35. 35. Guiding Principles of High Ability Curriculum ✦ High levels of complexity ✦ Opportunities to act like a practicing professional ✦ Overarching concepts ✦ Connections (Interdisciplinary/Intra-disciplinary) ✦ Metacognition opportunities ✦ Student-driven projects
  36. 36. Opportunities to Act Like a Practicing Professional What does someone with a Ph.D. in your field do? What questions does he/she ask? How does he/she find answers? Can you adjust the project for your students?
  37. 37. Opportunities to Act Like a Practicing Professional What else can be done with this information? How is this useful? Can you make it authentic?
  38. 38. TED Open Translation
  39. 39. Thank you. lmrubenstein@bsu.edu

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