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"Not every child has an equal talent or an equal ability or equal motivation, but children have equal rights to develop their talent, their ability, or their motivation."

John F. Kennedy

Lawrence, Jack. (1954) Tico Tico (Recorded by Di Blasio, Raul) On Di Blasio Grandes Exitos (CD) BCS-S: Chile(1994)

Tennessee Department of Education. (2010). Tennessee Department of Education. Retrieved from http://www.tag-tenn.org/about-gifted-children.html

Stephanie McFarland

Wk 3

Teacher Presentation Pt. II

Dr. Barbara Shirley

Supporting the Gifted

& Talented Learner

in the Classroom

  • offer flexible deadlines
  • safe and stimulating environment to promote risk taking
  • minimal competition
  • remove the helicopter teacher and have a facilitator
  • realistic goals
  • develop and maintain intrinsic motivation
  • encourage creativity and imagination
  • allow uniqueness and individual giftedness
  • allow the gifted to spend time with their intellectual peer group
  • establish a moral, fair, and just classroom climate
  • build relationships with students
  • open door policy

Strategies

Key strategies to help

the social and emotional growth of gifted and

talented learners in the classroom:

https://www.education.ude.edu/wp-content/.../GiftedStudents.pdf

  • support social & emotional growth
  • find the uniqueness of each child
  • motivate & promote creativity
  • model what you want them to see
  • forget what "normal" is and teach the whole gifted child
  • teach how to manage stress & anxiety:exercise, breathing techniques, meditation, good eating habits, & laughter

  • independent projects
  • student ownership of learning
  • collaboration
  • communication
  • provide time for gifted to be with gifted
  • promote extracurricular activities
  • offer encouragement
  • foster individual goals
  • encourage the gifted to take credit for their success & recognize their own talents

Cross, Tracy (2011). The Social and Emotional Lives of Gifted Kids: Understanding & Guiding their Development (4th ed.). Waco, Texas: Prufrock Press Inc..

  • foster friendships with gifted peers who share similar interests
  • teach time management & organization skills
  • focus on famous people who experienced failures before success:
  • Walt Disney
  • Oprah Winfrey
  • Steven Spielberg
  • R. H. Macy
  • Thomas Edison
  • Albert Einstein
  • Charles Darwin
  • Theodore Seuss Geisel (Dr. Suess)

  • offer a safe, nurturing, & a stimulating environment
  • offer students the experience of failure in a safe environment with support
  • differentiate learning
  • compact the curriculum
  • create a stimulating curriculum
  • be flexible
  • monitor & assess
  • respect their ideas, opinions, & dreams

Support Techniques

Stephanie McFarland

Week 4

Teacher Presentation Part III

Dr. Barbara Shirley

Differentiated Instruction

for

Gifted and Talented Learners

What is Differentiated Instruction?

Differentiation means tailoring instruction

to meet individual needs. Whether teachers differentiate content, process, product,

or the learning environment, the use of

ongoing assessment and flexibility

makes this a successful approach

to instruction. ( Carol Ann Tomlinson)

www.readingrockets.org/.../what-differentiated-instruction

Ways to Differentiate:

Choose the objective and...

  • differentiate using Bloom's Taxonomy
  • differentiate using content thinking tools
  • differentiate resources
  • differentiate product

(modify content, process & product)

  • modify the environment to meet the learners needs
  • compact the curriculum
  • offer tiered activities
  • create learning contracts
  • create learning centers
  • offer independent study
  • provide flexible learning

AND

assessment

is ongoing

An example of differentiation in 5th grade math

OBJECTIVES

The students will identify and define the properties of operations and be able to apply them to equations.

The student will be able to engage in enrichment activities to challenge and stimulate them.

CCSS.3.0.A.B.5

Apply properties of operations (commutative property of multiplication, associative property of multiplication, distributive property) as strategies to multiply and divide.

The teacher will pre-assess to evaluate each learners knowledge of the content to create tailored lessons and enriched activities for the gifted learners needs.

Materials:

  • triangles cut out of colored card stock (manipulatives-hands on)
  • LCD projecter for video (visual)
  • speakers (auditory).
  • Present a short video of the properties of operations
  • https://www.youbtube.cm/watch?v=7HFRH_M1nAc
  • Introduce PEMDAS (please excuse my dear aunt sally) the order of operations rule
  • In small groups, pass out triangles with numbers on the corners and cards with

(), +, -, = signs.

  • Students will create examples of properties and solve them.

Another way to differentiate and enrich the lesson is to color code the triangles with numbers that are larger and more challenging.(Green are easier while red are more challenging) Another enrichment activity is to give the learner a large number, for example 43 and have the learner create as many equations that will equal the number.

Always ongoing assessment!

Ways teachers can support gifted & talented learners in the classroom:

An example of differentiation in 6th grade reading class

  • navigate through a variety of text and media based resources
  • use strategies to reflect on the text including predicting and reflecting
  • read longer books in a variety of texts

CCSS:RL 6.2,2.3,SL 6.1,6.2,6.3, 6.4, 6.6 W 6.2, 6.3, 6.4, 6.5, 6.7, 6.8, 7.9

OBJECTIVES:

Differentiated Instruction:

1. ask open ended ?'s

2. book on CD for auditory learners/I Pads/Smart tablets

3. web quest on Alcatraz

4. reading circles

5. video clip of author (Gennifer Choldenko)

6. learning contracts

7. reading journals

Materials:

  • Al Capone Does My Shirts by Gennifer Choldenko
  • computer with internet
  • audio CD
  • LCD projector

Enrichment Activities:

  • Tic Tac Toe Board (choose 3) or Menu
  • research about the guards and families that lived on Alcatraz Island in the 1930's
  • Vocabulary-research the root and history of the word and provide 2 synonyms
  • Self choice
  • diorama of a chapter/scene
  • research Al Capone and produce a PPT/movie/timeline
  • research life in 1930's and produce a PPT/movie
  • research the history of the island
  • act out a scene from the book
  • research autism and create a PPT/movie/poster
  • write a thank you letter to Mr. Capone thanking him for getting your autistic sister into the special needs school
  • make a board game about the story
  • build a miniature set of an event in the story
  • write a new beginning or ending to the story
  • create an amusement park on Alcatraz Island
  • book report in a bag containing 12 items
  • comic strip of a chapter or scene
  • in depth character study

Differentiated Resources:

  • Interent sources
  • newspapers
  • magazines
  • expert interviews
  • maps
  • alternative text books
  • art
  • nonfiction soucres

Differentiate Ongoing Assessment

We as teachers are the facilitators of learning in the

classroom.

We introduce the

setting for learning

so the gifted & talented

learner will grow.

6. identificaton using multiple assessments

7. parent and community involvement and support

8. flexbility

9. support of counselors

10. on going assessment

1. philosophy/mission statement

2. acceleration and enrichment

3. differentiation and challenging curriculum

4. student learning expectations are clear

5. students are grouped with like peers

Key components for a successful gifted program

Programs for the Gifted and Talented Learner

Stephanie McFarland

week 5

Teacher Presentation Part IV

Dr. Barbara Shirley

11. certified teachers as ambassadors, advocators, and facilitators

12. policies are in place for early identification

13. open communication systems with parents and community

14. annual review of program for accomplishments and any problems

15. policies in effect for early entrance, grade skipping, duel enrollment, etc...

16. on going professional development

Unlock the potential of the gifted and talented learner.

  • independent study
  • study contract
  • mentors
  • flexible groups
  • interest centers
  • tiered assignments
  • extension activities
  • field trips
  • self choice
  • summer programs and MANY more!

Enrichment Strategies:

What is acceleration?

Acceleration occurs when students move through traditional curriculum at rates faster than typical.

nagc.org

What is enrichment?

Enrichment is when the learner is working on a topic in more depth, breadth, and complexity. Examples:

independent study, extension activities, mentorships, & tier II - III assignments

Examples of Programs

for the Gifted:

  • pull out program-C.L.U.E.(ceative learning in a unique environment)

1 hour a day, 5 days a week

  • international bacccalaureate

(IB program)

  • AP classes
  • School with in a school

(Optional progam)

  • Mentorships

How do we implement

these programs

in our school?

Create a planning team and an enrichment team consisting of community volunteers, classroom teachers, psychologist, counselors, media specialist, parents, and principals.

Continue in-service training

Adopt a model like RTI

Student Orientation

Provide communication with interest groups such as parents and community, offer evening activites, recruit mentors, send home newsletters and emails, create a parent, teacher community association (PTCA), become advocates for the gifted, and create an advisory committee.

Maintain flexibility, monitor, and evaluate the program.

In conclusion, to have a successful gifted and talented program the above must be implemented with a diverse group of interested participants.

Let's get the ball rolling!

Needs for the underachieving gifted and talented learner

  • Recognize the situational and chronic underachiever
  • Group and family counseling
  • Placement in homogeneously grouped classes
  • Student has choice in learning
  • The process of learning is active rather than passive
  • Use of Rimm's Trifocal Model (1955)
  • Assessing student work with prompt feedback
  • Opportunities to build self concept
  • Create a warm & supportive environment
  • Teacher develops a personal relationship with the student
  • Individual counseling sessions
  • Meeting students unique needs

Clark, B. (2013). Growing Up Gifted (8th ed.). Boston, MA: Pearson.

h

Needs of Gifted & Talented Learners in Tennessee

Needs of Gifted and Talented Learners from Culturally Diverse Backgrounds

  • Recruit and retain diverse &

minority students

  • Address linguistics-bilingual education
  • Educators views must change
  • Multiple criteria in assessments
  • Universal testing
  • Multicultural curriculum

innovation

business

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The Needs of the Twice-Exceptional Learners

  • Collaboration between the classroom teacher, gifted educator, special educator, parents, and the student
  • Coping with mixed abilities
  • Instruction should be geared to their strengths
  • High level abstract thinking
  • Foster their emotional/social development
  • Nurturing environment aimed at strengths and interests
  • Flexible grouping
  • Technology use with software

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Who are the Underachieving Gifted &

Talented Learners

Students may have:

  • low self concept
  • disabilities that hide their gifted talents
  • anti-social
  • weakness in organization
  • disruptive behavior in class
  • negative attitude

J

ideas!

m

7

Stephanie McFarland

Diverse Needs

in Gifted & Talented Learners

Unique Needs of Gifted & Talented Learners in Tennessee

  • Early identification awareness especially underrepresented students
  • Support emotional needs
  • Ongoing evaluation-through multi-modal identification process
  • Intellectual direction
  • Creative direction
  • Social & emotional understanding
  • Aware of metacognition
  • Enriched environment
  • Rigorous opportunities to develop higher order thinking skills
  • Individualized & differentiated curriculum
  • Parental training
  • Community awareness
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