Monday, June 1, 2015

GT 6 hour Update Book Study application

This course offers an opportunity to receive 6 hours of GT update credit through an independent book study.  Participants will read the text, Notice & Note by Beers and Probst about effective Gifted and Talented strategies to implement in the classroom.  Teachers will be responsible for a reflection piece outlining new strategies in order to effectively differentiate instruction for their Gt learners.  They will also be required to apply a new strategy in the classroom that benefits their gifted learners.   All reflections will be posted onto our MDE blog.  


Please consider the following questions in your reflection piece:

How will you differentiate your instruction to meet the needs of your gifted learners?
How will these new strategies benefit your gifted learners?
How will these strategies help your gifted students think and apply new learning?

In order to receive full credit, all participants will be required to apply a new strategy in their classrooms and reflect about their lesson on the blog.   Course facilitator will document and track course requirements.  Credit would be earned on eduphoria upon completion.  


  1. I am totally stuck on some points. I am having troubling letting go of some ideas.

  2. What are you getting stuck on? I'm having trouble with the idea of accountability for a whole class read. I'm used to just for fun read alouds from the teacher, but not accountability As described in the book.

  3. I took away from it the idea that students can apply these notice and note strategies to many books. It will certainly help me move away from teaching the book and stay focused on teaching the reading skill. I plan to use these signposts in a number of ways. I will model the signpost using the lessons from the book and read alouds of my choosing. Students will also turn and talk about the same whole class read alouds. I will then shift the focus onto book club books. This will be where the differentiation for GT learners comes in. Those students will be reading books that have a lot of layers and they will be able to discuss in depth these layers using the signposts we've learned. The signposts will be a great tool for them to make more connections across texts (which is a huge skill in fourth grade). They will write reading responses to text using these signposts that will be for a grade. These strategies will help students think about the fact that everything written is on purpose. This will benefit them by encouraging them to stop more in their reading and think more about why something was included. Often, I find that my voracious readers go through books quickly and may not see the purpose of pausing, but I feel these strategies will help them to take time to process the text and think more deeply about it.

  4. As I read the book Notice and Note it confirmed many ideas I use in my classroom. The chapter that really hit home for me was Chapter 9 “How do I judge the complexity of a text? Many times students are only concerned on what level they are reading and do not read the text for meaning or content. Or they just want to read the hottest title out regardless of appropriateness. I hear students say….. I have already read that book. It is ok to read an old friend again for deeper meaning and understanding. I will continue to nurture reading in various ways to help students dig deeper into text and have better understanding on what the author is trying to convey. The quote "School ought to be a place where you go to develop a passion for learning- for a lifetime of learning." This quote hits the nail on the head. If a student has an assigned task to reading each night or at school, they will consider reading a chore and the goal of creating life time learners as readers can be defeating to a child. This book stresses many ideas on how emphasis on text dependent questions, rigor, complexity to cultivate critical reading habits that will make students independent readers. Getting together with peers and discussing will enhance students ideas and confirm ideas they have read. These strategies are good for all students including gifted students enabling them opportunities to look into literature in different approaches.

  5. I really enjoyed this book. It confirmed many practices that I already have in place in the classroom. One idea in a particular is the whole class reading the same novel at once. I have done this for the first book club every year. It is a great way "to share the same experience." p 49. It helps to create a room full of readers through talking and listening. So many teachers want to put students on online blogs for books clubs, but students need to develop their ability to effectively communicate orally. Online they don't have to be social or practice social etiquette, so when they do get into oral conversations they can have a hard time interacting because they are used to typing a response instead of actually talking it out. Students needs to enjoy reading and talking about what they are reading,instead of reading and having an assignment attached to it. After the class has learned how to communicate and have discussion then they can move onto book clubs with different novels. It is also fun to be able to really interact with them when reading the same book. I can't always do that when they are reading different novels.

  6. So late to the party...! Starting with chapter 1 it seems that my beloved kindle is turning my mind to mush or at least making me a shallow reader. I think that is probably true. Last summer I tried to do the GT book study with an online book and found it extremely difficult. I couldn't underline and postit the stuff I wanted to remember. This year having an actual book really helped me. My take away from that is pleasure reading I can do on a kindle- but if I really want to interact with the reading I have to have the paper copy. And like sweet summertime I too like to start the year with everyone reading the same novel. It is a great way to teach the nuts and bolts of what a discussion about reading looks like and sounds like. Sometimes I incorporate the read aloud into a book club by choosing a book that is higher level, giving everyone a copy, and have them read silently along with me. Its a great way for struggling readers to hear and see the words at the same time. I have said for many years that my job isn't to teach them to read- its to teach them to love to read. I felt like this book brought that home.

  7. Did a lesson this week on the Aha moment. We used the Grinch Who Stole Christmas as our book. Seems like an easy book, simple kids story until you start reading it instead of watching it! Reading is more difficult than you think b/c of all the Whoville language! So I was working with a group of 5 kids. Interestingly only 1 of them knew the story well. The rest were iffy on it at best until we got to the part where his heart grew 3 sizes. We talked about his this change of heart was the Aha. The moment he realized that Christmas is more than just presents. Fahoo Foray, Dahoo doray Welcome Christmas bring your light!

  8. As I reflect on my lesson for book clubs several things came to mind. The students were so excited to start a new book after last club. Titles were changing and they were excited to which title they were getting next. Here were several things that were noted:
    1. The students love taking charge of their accountability of how many pages are due by end of each week. It is important for them to be in this process as they are the ones to accountability for their reading assignments.
    2.Students were excited to be able to generate their own vocabulary books…. Words in context. Having the students take the ownership of their own vocabulary and put the word into their own context.
    I was pleased to see the students excited about their new titles they have chosen and look through the books and ready to get meeting dates down. Students were not worried about their level but more engaged on the title they are about to read.

  9. Reflecting on the book clubs 5th grade:
    1. They really get into the novel they have chosen and making it their own by taking notes on stickies.
    2. Having meaningful discussions based on what they write on their sticky notes.
    3. The AH HA moments are invaluable. They are able to see that they share some of the same thoughts and are enlightened when others share their thoughts that maybe made it an ah ha moment in discussion.
    This was a really good book to use to help take book club to the next level.

  10. Amazed at how engaged the students were when we did the AHA moments together with Because of Mr. Terupt. Wishing that they could have this infectious joy when it came time to finding their own AhHa moments when reading alone. I'm hopeful that the more we notice AhHa moments as a class it will become a natural transfer into their own reading. Such a well done book with amazing gems for teachers.

  11. After finishing the Notice and Note lesson with my GT small group kids, I found it a good way to springboard discussion among the students. We had previously learned about the Again and Again signpost. I had referenced it during a class read aloud informally, and I did the formal lesson with the signpost in small group several days before. The kids were reading the Number the Stars book and they discussed the book in their groups today. They had only read the first few chapters, and I think that as the book goes on, they will see the signpost show up more and more. I also noticed that there are a number of other signposts in the book, but I felt it best to have the students focus on one at a time. We may revisit the book in the future and look at another signpost at that time.