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Student Self-Advocacy

Student Self-Advocacy. Training Students. Students need to be introduced to the tools of advocating for their own differentiation. In the beginning of the year alternate projects are more teacher-generated. As the year progresses students propose their own projects and rubrics. Six Profiles.

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Student Self-Advocacy

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  1. Student Self-Advocacy

  2. Training Students • Students need to be introduced to the tools of advocating for their own differentiation. • In the beginning of the year alternate projects are more teacher-generated. • As the year progresses students propose their own projects and rubrics.

  3. Six Profiles The Successful The Drop Out The Underground The Autonomous Learner The Double-Labeled The Non-Conformist

  4. Tool Kit • Students need to know how to use: • Webquest Menus • Rubric generating software • Bibliography-generating websites • Proposal Forms • Project Logs • Web page creation software • The library • I include a “Library Consult” component with independent research. A library staff member has to sign off that the student consulted with them about their topic and has utilized our library’s resources well.

  5. Standards? • Students who are eligible for alternate projects have already satisfied state grade-level standards. • Daily practice is not generally used to assess standards, therefore, GT students are not skipping anything if they can demonstrate their knowledge on a pretest, posttest or with their alternate project. • Older students can identify how their alternate project addresses state standards. • Teacher may paraphrase content standards to help students identify appropriate standards. • Webgrader has features that allow standards to be attached to alternate projects.

  6. Moodle • Online courses can be created by using Moodle software. • Students can learn at their own pace. • GT students can communicate with each other and the teacher in a convenient way.

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