1. No category

Effective Instructional Strategies for Elementary
Students from Underserved Populations
Dr. J. Joy Esquierdo,
University of Texas Rio Grande Valley
Reflection
Every child, regardless of the
disguise, knows what he or
she is not. We must teach
every child what he or she can
be.
-Author Unknown
Objectives

Participants will
Understand the characteristics of gifted
Hispanic bilingual/ESL students.
 Gain strategies to differentiate curriculum
to provide Hispanic bilingual/ESL students
with an appropriate level of challenge
through project-based learning.

Outline
1.
2.
3.
What are some characteristics of
giftedness in a bilingual child?
How do these characteristics differ
from the mainstream student?
How can I provide services to the
Hispanic gifted student(s) in the
bilingual/ESL/regular classroom?
Activity

With a partner, make a list of the
typical gifted characteristics.
Think about what you look for when
screening/nominating for giftedness in
your classroom.
 Think about previous workshops that
described giftedness.

Hispanic Bilingual Gifted
Characteristics

The Hispanic Bilingual Gifted Screening
Instrument (HBGSI) (Irby & LaraAlecio, 1996)


Resulted from two comprehensive
studies and extensive review of
literature
Purpose: Determine if further testing
for GT service is needed
Hispanic Bilingual Gifted
Characteristics
HBGSI’s 11 Clusters





Motivation for
learning
Social & Academic
learning
Cultural sensitivity
Familial
Collaboration






Imagery
Achievement
Creative
performance
Support
Problem solving
Locus of control
11 Clusters of Gifted Bilingual
11
clusters
GT Bil
Motivation for Learning


Students demonstrate a value for
education through good school
attendance.
They exhibit a desire for learning, are
persistent, and have a sustained
motivation to succeed in school.
Social and Academic Language

Bilingual/GT students not only like
to read, speak, listen, and write in
their native language, but they also
achieve well in those areas.

They are expressive, elaborate, and
fluent in verbal behaviors.
Cultural Sensitivity


They appear to have pride in their
language/culture, respect for
traditional cultural and linguistic
patterns and a value for oral
tradition and history of the native
culture.
They also appreciate other
cultures.
Familial


The students exhibit a “Caretaker”
personality within the family.
The strong family and adult relationships
and respect for authority figures that are
exhibited among this population may be
perceived as non-gifted trait, since gifted
identification scales tend to equate nonconformity toward authority and
independent thought with superior
abilities.
Collaboration

The students have ability to lead and
work in groups.

Good at setting goals.

Keen sense of justice.

Judge events and people.

Good social adjustment.

Possesses leadership qualities.

Participates in school activities.
Imagery

They tend to exhibit language rich
imagery and appear to be
imaginative in storytelling.
Achievement




They have the ability to use stored
knowledge to solve problems.
They have the ability to generalize
learning to other areas and to show
relationships among apparently unrelated
ideas.
Talents are demonstrated through
various projects and interests at home or
in the community.
Performs at or above grade level, more
so in math.
Creative Performance

Students have attributes that deal with
creative productivity in the arts. They are
perceived to be creative in lyric
production to songs with more creativity
exhibited in groups.

They also prefer alternative assessments
to standardized assessments. This means
that teachers need to use multiple
assessments and evaluation tools.
Support

It is important to note that simply because
teachers and administrators perceive
students to be gifted, does not negate the
fact that they are in need of support.

The children tend to respond favorably
and perform better when the teachers
expressed confidence in their abilities.

Teachers need to support their area of
interest, but enrich their academic
environment.
Problem-solving

Students are more likely to be global
learners who complete tasks in a patient,
non-hurried manner, yet effective and
accurate.

They perform better on spatial fluency
tasks as opposed to verbal fluency tasks,
and they exhibit high nonverbal fluency
and originality.
Locus of Control

Bil/GT students tend to have an internal
locus on control.

Individual believe that his/her behavior is
guided by his/her personal decisions and
efforts.

However, many times these students have a
keen sense of observation of expectations
from society and desire to meet those
expectations (external locus of control).
Other Important Characteristics
Learn better through social interaction
than through isolation,
 Tend to be more cooperative than
competitive,
 Reason in a step-by-step process rather
than spontaneous.
 www.teachbilingual.com

Activity

With a partner discuss the difference
between the characteristics of
mainstream GT children and Hispanic
Bilingual GT children.
GT: Mainstream vs Bilingual
Learning through Project-based
Learning

Learning is a social activity; it takes
place within the context of culture,
community and past experiences.
Buck Institute, 2003

Learning takes place in contexts where
students are given the opportunity to
actively discover, construct, and
transform knowledge.
Johnson & Johnson, 2006
24
Group Activity
At your table discuss and provide
examples of:
 What do students need to discover
new content and vocabulary?
 How can students construct new
knowledge?
 What can be evidence that students
have transformed information to form
new knowledge?
25
Project-based Learning






An exploration of a philosophical question –
“What is a healthy community?”
An investigation of a historical event or a natural
phenomenon.
A problem-solving situation – either real or
fictitious.
An in-depth examination of a controversial issue.
A challenge to design an artifact, plan or event.
A challenge to create a piece of writing,
multimedia or work of art for a particular
audience or purpose.
From: Jacque Melin’s Website www.formativedifferentiated.com
Project-based Learning
A classic project-based learning activity usually
involves 4 basic elements:
(1) an extended time frame; can be from 2-6 weeks
(2) collaboration;
(3) inquiry, investigation, and research; and finally,
(4) the construction of an artifact or performance of
a consequential task.
 Within this basic framework, students and
teachers can adapt activities to showcase and
assess understanding.

27
Funds of Knowledge

Gonzalez, Moll, and Amanti (2013)
define funds of knowledge as
historically accumulated and culturally
developed bodies of knowledge and
skills essential for household or
individual functioning and well-being.
What is your community’s Funds of
Knowledge?
FoK 1
FoK2
My
Community
FoK3
FoK4
What is the Funds of Knowledge
of Your Family?
Steps to Follow
1.
2.
3.
4.
5.
6.
Begin with the end in mind.
Select the standards, topics from the
curriculum.
Design the driving question.
Plan the assessment.
Outline the project.
Manage the process.
Begin with the end in mind
Create an objective that encompasses
the higher order skills the students will
be developing.
 Guide how the project will develop
without micromanagement.

Written
Media
Presentation Training
Products
Constructio
n
Products
Tech
Product
s
Research Report
Podcast
Speech
Program
Physical Model
Computer
Database
Narrative Essay
Graphic Novel
Debate
Manual
Machine
Website
Proposal
Slide Show
Play
Model
Scientific
Instrument
Brief
Oral History
Song
Proposal
Museum Exhibit
Poem
Drawing
Lyrics
Estimate
Diorama
Poster
Blog
Musical Piece
Bid
Movie Script
Oral Report
Blueprint
Outline
Dramatic
Reenactment
Flow Chart
Brochure
Panel Discussion
Time-line
Survey
Newscast
Questionnaire
Skit
Autobiography
Discussion
Essay
Dance
Book Review
Proposal
Report
Data Display
Editorial
Product Exhibition
App
Select the standards, topics
from the curriculum
Learning needs to be meaningful
relevant.
 Differentiation is critical and can occur
within the standards.
 Keep in mind that the standards are
the floor, not the ceiling.
 Bring in the funds of knowledge.

Funds of Knowledge in Projectbased Learning
Think about one lesson you can create
based on your community’s funds of
knowledge.
Content
area:
Skill(s) to be learned:
How will it be learned:
Funds of knowledge:
Resources:
Objective Format
Students will __(HOT verb)__ the
__(content area)__ by __(skills to be
learned)__ in the context of __(funds of
knowledge)__ using __(resources)__.
TEKS as a guide
Science 4.6 Force, motion, and energy. The student knows
that energy exists in many forms and can be observed in
cycles, patterns, and systems. The student is expected to:
(A) differentiate among forms of energy, including
mechanical, sound, electrical, light, and heat/thermal;
(B) differentiate between conductors and insulators;
(C) demonstrate that electricity travels in a closed path,
creating an electrical circuit, and explore an electromagnetic
field; and
(D) design an experiment to test the effect of force on an
object such as a push or a pull, gravity, friction, or
magnetism.
Design the driving question
Help students think of the topic/content
area in a broader way.
 Most questions can start with

“Why is it important…?”
 “How can ___ have an impact on my
community?”

Forming a Driving Question
Form open-ended questions that engage the students’
interests and abilities.
How?
 First, list key unit themes, then for each add a good
question that will motivate students to explore that
theme.
 It is crucial that the introductory lessons for any new
topic capture students’ interests and motivate them to
actively learn the material.
39
ELA Driving Question and Entry Event
Healthy Choices = Long Life
Driving Question: Why is it important to establish habits
that promote a healthy lifestyle?
Entry Event: You have been asked to
From: Jacque Melin’s
Website
www.formativedifferentia
ted.com
present a media presentation at the next PTA
meeting concerning what you feel is the most
important health issue at your school (the PTA
might fund a solution). You will need to research
the health issue and be prepared to show evidence
to the PTA of why this health issue is so
important. You will need to describe the
relationship between nutrition and health risk
factors, analyze a disease prevention plan, and
give strategies of how to change an unhealthy
behavior.
Plan the assessment



Begin by knowing what you want the students to
achieve and how you want students to get
there.
Consider that learning is a multidimensional
activity; including knowledge and abilities as well
as values, attitudes, and habits of the mind.
Think of learning in the larger context of the
educational community that includes the funds
of knowledge.
41
Plan the assessment




Assessment of whether goals have been attained
and learning has occurred should have a clearly
stated purpose, one related to the learning.
Needs to focus on comparing educational goals
and expectations with performance.
Assessment should be ongoing rather than
occurring only at the end
Types:
 Peer to peer (internal)
 Peer to peer (external)
 Teacher to group
Copyright © 2013-Dual Language
Training Institute. All Rights
42
Knowledge
Gained
Graphics:
Originality
Graphics:
Relevanc
e
Labels
Content
Accuracy
43
http://rubistar.4teachers.org
Proyecto Investigativo-Planificación en Grupo : Cadenas alimenticias y la red alimentaria
Nombre del maestro/a:
Nombre del estudiante:
________________________________________
2
1
Ideas/Preguntas
Investigativas
CATEGORY
4
Los investigadores identifican Los investigadores identifican
por lo menos 4
por lo menos 4 ideas/preguntas
ideas/preguntas razonables,
razonables a seguir cuando
perspicaces y creativas a
hacen la investigación.
seguir cuando hacen la
investigación.
3
Los investigadores
identifican, con la ayuda de
un adulto, por lo menos 4
ideas/preguntas razonables
a seguir cuando hacen la
investigación.
Los investigadores identifican, con
bastante ayuda de un adulto, 4
ideas/preguntas razonables a seguir
cuando hacen la investigación.
Plazo de Tiempo del Grupo
El grupo desarrolla un plazo
de tiempo razonable y
completo describiendo
cuándo las diferentes partes
del trabajo (por ejemplo,
planeación, investigación,
primer borrador, borrador
final) estarían terminadas.
Todos los estudiantes en el
grupo pueden describir el
plazo de tiempo usado.
El grupo desarrolla un plazo de
tiempo que describe cuándo la
mayoria de las partes estarían
terminadas. Todos los
estudiantes en el grupo pueden
describir el plazo de tiempo
usado.
El grupo desarrolla un plazo
de tiempo que describe
cuándo la mayoría de las
partes estarían terminadas.
La mayoría de los
estudiantes en el grupo
pueden describir el plazo de
tiempo usado.
El grupo necesita la ayuda de un
adulto para desarrollar un plazo de
tiempo y/o varios estudiantes en el
grupo no saben qué plazo de tiempo
fue usado.
Delegación de
Responsabilidad
Cada estudiante en el grupo
puede explicar que
información es necesaria
para el grupo y qué
información él o ella es
responsable de localizar y
cuándo es necesaria.
Cada estudiante en el grupo
puede explicar qué información
él o ella es responsable de
localizar.
Cada estudiante en el grupo Uno o mas estudiantes en el grupo no
puede, con la ayuda de sus pueden explicar que informacion ellos
compañeros, explicar
son responsables de localizar.
quéinformación él o ella es
responsable de localizar.
Plan para la Organización
de la Información
Los estudiantes tienen
Los estudiantes tienen
desarrollado un plan claro
desarrollado un plan claro para
para organizar la información
organizar la información al final
conforme ésta va siendo
de la investigación. Todos los
reunida. Todos los
estudiantes pueden explicar estudiantes pueden explicar
este plan.
el plan de organización de
los descubrimientos
investigados.
Los estudiantes tienen
Los estudiantes no tienen un plan
desarrollado un plan claro claro para organizar la información y/o
para organizar la
los estudiantes no pueden explicar su
información conforme ésta plan.
va siendo reunida. Todos los
estudiantes pueden explicar
la mayor parte de este plan.
Calidad de las Fuentes
Los investigadores identifican Los investigadores identifican
por lo menos 2 fuentes
por lo menos 2 fuentes
confiables e interesantes de
confiables de información para
información para cada una
cada una de sus ideas o
de sus ideas o preguntas.
Los investigadores, con
ayuda de un adulto,
identifican por lo menos 2
fuentes confiables de
información para cada una
de sus ideas o preguntas.
preguntas.
Los investigadores, con bastante
ayuda de un adulto, identifican por lo
menos 2 fuentes confiables de
información para cada una de sus
ideas o preguntas.
Outline the project

What should the whole project look
like?
Analyzing instructional needs, select
activities, estimate time, and prepare
resources.
 Scaffold: (videos, checklists, samples,
graphic organizers, models, timelines, goal
setting, etc..)

Manage the process
The the teacher’s role is of a facilitator
 When managing the process make sure
to:

 Let
students know the goals of the project
 Group students appropriately
 Clarify a timeline
 Monitor and regulate
 Evaluate the success of the project and help
student recognize what has been learned
46
Create a timeline



Determine how much time will be needed for the
project. Lay out the specific daily tasks.
Number of days for the project may depend on
the curriculum and the theme/topic.
Timeline will help pace the development of the
project and avoid projects that will not fully
develop.
Day 1
Day 2
Day 3
Day 4
Day 5
Day 7
Day 8
Day 9
Day 10
Driving
Question
Day 6
Present
project
Managing the Process
http://ddih.wikispaces.com/PBL+-+The+Project+Wall
48
PBL for Bilingual Gifted
Students
Be sure to consider the unique
characteristics of Gifted Bilingual
Students.
 Infuse the funds of knowledge into the
projects.
 Make learning fun, culturally-relevant,
and critical.
