Linville, Aaron

Welcome to my teacher page.

My name is Aaron Linville and I am the District Gifted and Talented Resource Teacher. This is my first year at Walton, but my fifth year overall in education.

I have experience from elementary through middle school, coaching middle and high school basketball and tennis, and coordinating various educational programs.

To the left of my web page, you can find information related to our District Gifted and Talented Educational Services.

Interested in keeping up with information related to the GT Program?
Sign up for REMIND (It's free and easy to do)

For WVES- Text @wvesgt​ to 81010
For WVMS and WVHS- Text ​@wvmhsgt ​to 81010
For CCM Students- Text ​@ccmstud​ to 81010


Resources for Parents:

Kentucky Association for Gifted Education

National Association for Gifted Children

DUKE TIP

Hoagies’ Gifted Education Page

Essential Links for Parents of Gifted Children

The Center for Gifted Studies

The Institute for Talent Development & Gifted Studies

Davidson Institute

The Gatton Academy of Mathematics & Science

The Craft Academy for Excellence in Science & Mathematics

Byrdseed

Curiosities & Puzzlements

Other websites

  • 6-12: Hippo Campus and K-12: Khan Academy
    • Students in all grades can access over 45 subjects to brush up or accelerate their learning.
  • K-8: Kids Know It
    • Games and activities for reading, math, science, and social studies.


FOR STUDENTS: 

Boone County Youth Cabinet
Principal's Council (Middle School)
Y-Club
Junior Beta Club (Middle School)
Y-Club
Regional Youth Leadership

Governor’s Scholar Program (GSP)

The Governor’s Scholars Program strives to enhance Kentucky’s next generation of civic and economic leaders. Established in 1983, the program provides academic and personal growth through the balance of a strong liberal arts program with a full co-curricular and residential life experience. Students must complete an application and compete with others from across the state. Those selected attend the program free of charge.

Governor’s School for the Arts  GSA

For three weeks every summer, over 200 of Kentucky’s most talented and creative high school students are invited to grow and learn together at the Governor’s School for the Arts’ college summer residence program.  Rising juniors and seniors in high school are offered in-depth instruction in one of nine artistic disciplines: architecture + design, creative writing, dance, drama, instrumental music, musical theatre, new media, visual art, and vocal music.

The Gatton Academy of Mathematics and Science- Western Kentucky University

The Commonwealth’s first high school for students interested in pursuing advanced careers in science, technology, engineering, and mathematics.  Instead of spending their junior and senior years in traditional high schools, our 190 students take all their coursework through Western Kentucky University with regularly-enrolled college students.  The Academy empowers Kentucky’s exceptional young scientists and mathematicians  to live and learn in an environment which offers advanced educational opportunities, while preparing them for leadership roles.  For more information please click the link below. The Gatton Academy of Mathematics & Science

The Craft Academy for Excellence in Science and Mathematics-Morehead State University

The Craft Academy  is a dual-credit residential high school for academically exceptional Kentucky students. The Craft Academy’s purpose is to meet the unique educational needs of academically gifted and talented high school juniors and seniors in the Commonwealth. The academic rigor of the Craft Academy challenges students to excel at their highest level through project-based STEM+X courses and hands-on learning experiences, with emphasis on innovation, design and creativity, and civic and regional engagement. The Craft Academy for Excellence in Science & Mathematics

Duke Tip

The Duke University Talent Identification Program is a nonprofit organization that supports academically talented students in grades four through twelve. They offer above-grade-level testing, enrichment resources, year-round learning options, residential summer programs, online courses, and original research to supplement what students receive in school.  If eligible, you will receive information about enrolling in the programs. See more information at this link: https://tip.duke.edu/

Summer Institute for the Gifted

Summer Programs for Gifted, Creative, and Academically Talented Students. Through Summer Institute for the Gifted (SIG) programs, students experience the energy and excitement of campus life at prestigious schools and universities across America. SIG summer enrichment camps help students strengthen current skills and interests, explore new subject areas, and interact with other kids who love learning.  If interested, you can follow this link https://www.giftedstudy.org/  

Digital Campus Tours

8-12: Campus Tours Students can digitally tour hundreds of college campuses around the country.

ACT PREP 

ACT

Free ACT Practice- ACT Academy

Snow Day Resources

The following links allows students to engage in enrichment and acceleration opportunities during Commander Days.

  • 6-12: Hippo Campus and K-12: Khan Academy
    • Students in all grades can access over 45 subjects to brush up or accelerate their learning.
  • K-8: Kids Know It
    • Games and activities for reading, math, science, and social studies.


FOR TEACHERS: 

Tips for Teachers: Successful strategies for teaching gifted learners

Universal Design for Learning Guidelines

www.cast.org  CAST is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. 

CAST UDL Lesson Builder– sample lessons (for multiple days) with commentary from teachers on the application of UDL and you can create your own lessons on this site! 

University of Louisville The University of Louisville UDL site includes an excellent Beginners’ Guide to Implementing Universally Designed Classroom Content by Michael Abell.  There are also many other resources on this site! It is an excellent source for information regarding UDL.

understood.org  15 nonprofit organizations have joined forces to support parents of the one in five children with learning and attention issues throughout their journey

https://lincs.ed.gov/sites/default/files/2_TEAL_UDL.pdf -Article on UDL includes some suggestions on how to use from the Center for Teaching Excellence in Adult Literacy, a project of the U.S. Dept of Education. 

National Center on Universal Design for Learning 

Giving Students Choice in Learning

Vanderbilt University Peabody College Supported by the U.S. Department of Education’s Office of Special Education Programs and located at Vanderbilt University’s Peabody College, the IRIS Center develops and disseminates free, engaging online resources about evidence-based instructional and behavioral practices to support the education of all students, particularly struggling learners and those with disabilities. This link is to a module that examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments).

K-12 WCGT Identification Policies & Procedures

Books:

Universal Design for Learning: Theory and Practice  by Anne Meyer, David M. Rose, David Gordon

Other Books to help with Differentiation:

Strategies for Differentiating Instruction: Best Practices in the Classroom by Julia L. Roberts and Tracy F. Inman (Work at WKU)

Total Participation Techniques by Himmele and Himmele  (Pimser often offers Professional Development on how to use these)

Other Resources to help with Differentiation:

Easy Enrichment Strategies:

  • Journaling– Work toward flexibility and depth.  When a student understands the lesson early, if you have a journal in place- you can ask them to do simple things like take the journal and create a flow chart showing how they got from here to here.  Or make a poster to show all. When you see a journal it helps you see their thinking and helps affirm them, also helps you see how to further differentiate/teach.  
  • Controlled Choice Do have rubrics and set parameters such as time constraints and goals, but allow them to score themselves and reflect and definitely allow some choice in how they accomplish the product.  However, do not give unlimited choice as that is too much.Tic-Tac-Toe Boards can be used for delivery of instruction or for students to choose how to deliver product.  See Ruby Bridges Example Handout
  • Secondary Goals– Often high achievers and gifted students either have already mastered the goal or are very quickly going to master it, have secondary goals in mind based on the needs and strengths of the students.  Example, “I know you kinda know this, so for you let’s work on handwriting, etc.”  
  • Total Participation Techniques– Everyone responds.  Builds accountability that encourages students to listen and respond to each other.  Expect students to expand and build upon initial ideas. See Book listed above by Himmele and Himmele 
  • Independent Study  Allows them to practice Executive Function Skills such as time management, organization, communication, and goal setting.​ Even better when student’s have a choice in the topic or manner of study.  Great opportunity for PBL or Research. 
  • Cluster Grouping– A grouping assignment for gifted and high achieving students  in the regular heterogeneous classroom. Typically, five or six gifted students with similar needs, abilities, or interests are “clustered” in the same classroom, which allows the teacher to more efficiently differentiate assignments for a group of advanced learners rather than just one or two students
  • Flexible Grouping–  An instructional strategy where students are grouped together to receive appropriately challenging instruction. True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size, and/or interest
  • Authentic Assessment should be based on clearly identified mastery criteria built into instruction and product development.  These criteria are clearly articulated through the learning targets and product decisions and are matched to students’ needs and abilities in order to reflect growth goals. 
    • Include Core Components of Product- Minimum Requirements
    • Use language of the standards
    • Should be directly related to objectives of activity (may be negotiated based on product modifications/differentation)
    • Should allow for continuous progress from beginner to professional.  There should always be room for growth
    • Numbers/Length Limits may contribute to underachievement for Gifted Students- “use at least” 
    • Link quantity back to objectives when possible 
  • High Level Questions Prepare them with your lessons and keep them on a post-it note or index card so as students finish you can give them one- example- how would you justify, argue…  What is the antithesis of that? Cause & Effect- If this, then what? Why? Where? Etc. Ask students to combine, summarize, infer, or create new scenarios. Use synthesis, interpretive, and evaluative questions.  
    • Examples: 
      • Based on the evidence, what would you hypothesize about these unusual events?
      • Formulate an estimate for the costs of the project based on the information you have.
      • Why does the photographer emphasize only his subject’s eyes?
      • What social and economic factors were the framers of the Constitution addressing through their language? 
      • How would you rank these choices? Why? 
      • How might you defend that character’s actions?
      • Justify the decisions of the historic figure based on the events of the time.

 

Byrdseed  Created by teacher Ian Byrd- this website offers a plethora of resources for teaching G/T students

Curiosities & Puzzlements He also has this great site with puzzles.

Useful Websites for Teaching Gifted

Linville, Aaron

Gifted and Talented Teacher

aaron.linville@wv.kyschools.us

BA-Elementary Education-Social Studies Emphasis, Northern Kentucky University

MA-Counseling Education, Morehead State University

Endorsement-Gifted Education, Northern Kentucky University

Ed.S.-Instructional Supervisor and Director of Pupil Personnel, The University of the Cumberlands

(Currently) Ph.D.-Curriculum, Instruction, and Administration, The University of the Cumberlands
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