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Instruction
Instruction
Our highest-ability learners do not need a separate program to meet their unique needs at Westminster Public Schools. Instead, they need high-quality instruction, a rigorous curriculum, the ability to accelerate in our system, and the opportunity to access any of our school's resources to nurture their unique strengths, interests, and curiosities. Like all students at WPS, they learn best at a pace and rigor that suits their individual needs.
Our highest-ability learners do not need a separate program to meet their unique needs at Westminster Public Schools. Instead, they need high-quality instruction, a rigorous curriculum, the ability to accelerate in our system, and the opportunity to access any of our school's resources to nurture their unique strengths, interests, and curiosities. Like all students at WPS, they learn best at a pace and rigor that suits their individual needs.
Anytime, Anywhere Learning Guidelines
As a competency based system at Westminster Public Schools (WPS), where education is personal, students are offered the unique opportunity to meet academic WPS Proficiency Scale targets inside AND outside the classroom, like at home or in the community. This is referred to as anytime, anywhere learning which is intended to help students connect school to real life experiences. This allowance at WPS provides the agility necessary for students to become agents of their own learning, which is a key tenet of our competency based system.
Score 4.0 Guidelines
Purpose
These guidelines are designed for teachers to encourage students to go deeper in their learning, thus earning a Score of 4.0 on our WPS Proficiency Scales or course/level. Using this practice consistently is also necessary for schools to ultimately earn High Reliability Schools (HRS) Level 5 Status: Becoming a True Competency Based System (CBS).
Certainly, Score 4.0s benefit students by improving their overall grade point averages (GPAs) used eventually for academic honors, class rank, and transcripts required for college entrance purposes. However, our ultimate goal is to inspire all students to have agency by challenging themselves to make real-world applications in correspondence with our Westminster Instructional Model (WIM). As is known pedagogically, equitable education systems provide opportunities for all students to engage in rigorous instruction, regardless of need or label.
Instructional Strategies for High-Ability Learners
Services Models
Gifted Service Advocates
Push-in to support Tier I instruction
Co-plan, co-create, co-teach
WIN/FIT block
Pull out
Advisory Groupings
Peer Groups
In the classroom….
Differentiation is required for students when they grasp concepts quickly, show high interest, and need additional challenges. But how?
WIM Elements & Strategies
Score of 4.0
Anytime, Anywhere Learning/Interest-based Projects
Choice Boards
Student Choice
Small Group Instruction
Strategic Grouping
WLP Goal Completion
Completing Complex Problems First
Depth and Complexity Framework
Multiple-Step Instruction Tool Deeper Learning Ideas
Creativity
Increase Bloom's Taxonomy Levels and/or DOK
Westminster Instructional Model
WIM Element IIb Using Student-Centered Assessments
WIM Element IIIc Recording and Representing Content
WIM Element IIe Similarities and Differences
WIM Element IIIf Cognitively Complex Tasks
WIM Element IVb Revising Knowledge
WM Element IVc Examining and Correcting Errors
WIM Element IVd Highlighting Critical Content
WIM Element IVf Elaborative Inferences
WIM Element IXc Asking In-depth Questions
WIM Element Xb Long-Term Projects
WIM Element XIe Adapting for Special Populations
Video Examples: Instructional Strategies for High-Ability Learners
CBS - Addressing the Needs of Our High-Ability Learners
CBS - Addressing the Needs of Our High-Ability Learners
CBS - Addressing the Needs of Our High-Ability Learners
Acceleration
A Student's Perspective
05 October, 2021 - IMG3630.mp4Acceleration
A Student's Perspective
Differentiation and Small Group Instruction in a Primary Classroom
Proficiency Scale Trackers, Scoring, and Ownership of Learning
What I Need Block or Student Agency Time
Personal Projects
Class Celebrations Teacher Introduction: Using a Kagan Structure to Explore Multiple Perspectives from the Depth and Complexity Framework
Student Collaboration: Using Kagan Structure to Explore Multiple Perspectives from the Depth and Complexity Framework
Metacognitive Proficiency Scales
Teaching Critical Skills for the Future
Knowledge Maps: Differentiated Higher Order Thinking
Tracking Student Goals
Student's Self-Rating of Learning Growth
Critical Thinking and Arts Integration
SEL Lessons - Tier 1 Instruction
SEL Mindfulness Lesson
SEL Jeopardy Lesson
Primary Student Data Notebook
Intermediate Student-Led Conferences using the Data Notebook
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