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Gifted and Talented Students

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Mandy Bucek

on 20 September 2011

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Transcript of Gifted and Talented Students

History IFD Characteristics GT Update Why Differentiate? Show me the product! Advanced Level
Challenge GT Students intellectually gifted
talented (leadership skills)
excel in a specific academic field GT GT students in private schools "grade skipping" Sputnik GT office in US office of Ed Texas State Plan for GT A Nation Deceived Negative Characteristics
bored with routine tasks
critical of others/socially awkward
may disagree
attitude of arrogance
may try to dominate others
may be immature
make jokes at inappropriate times
may already know the material ID Activity Barriers to ID
cultural bias
use of verbal IQ tests
twice exceptional (GT and learning disability)
diverse cultures Underachieving
no support at home
social/emotional issues
doesn't see relevance
is content and situation specific Stratgies
mutual respect
flexible environment
positive feedback
needs to be challenged
work needs to be relevant
goal setting: short and long term
avoid too many competitive events
avoid comparing student to others
NOT more of the same Are any of these true? Gifted students are better
Gifted students will make it on their own
Gifted students are perfect
Gifted students like to be called "gifted" GT Student
Population State recommended: 5%
HISD IDs up to 10%
HISD: 6.4% in 2009-2010 The Social Network IQ Ranges and Labels 100-115: High Achievers
115-130: Bright
130-145: Moderately Gifted
145-160: Highly Gifted
160+: Profoundly Gifted What should curriculum and instruction look like for GT students? snowball fight Needs mastered 35-50% of curriculum before they begin school
study less than 1 hour a day
most teachers make few provisions for GT students Concerns teaching style doesn't match learning style
student already knows the concept
student will learn faster than others
student does not feel challenged
student has given up on school or is unmotivated What to do? Pres-Assess What does the student already know?
What misconceptions are there?
What further instruction is needed? Strategies? Mastery flexible grouping
curriculum compacting
learning contract independent study
thematic units
learning contract
investigation Differentiated
Instruction Content
Product Content adapt what we teach
alter pace and style
use high level questioning
allow students to choose the content How? Process grouping strategies
readiness levels
learning styles Product varying media
stretch application of learning is the heart of instructional planning
contains nearly everything you need
all other instructional elements are aligned to the IFD 103: Albert Einstein 101: Whoopi Goldberg 102: Bill Gates 104: Chris Langan Content Process Product What would you show? . . . if the state called and asked to see your GT students' advanced level products and performances What is TPSP? curricular units for grades K-10
An open-ended exit level project for HS seniors
alignd with state standards, state testing, CCRS
designed to address the State Plan
an opportunity for GT students to produce qulity work History 1930s GT students in private schools
1940s “grade skipping” for GT students
1958 Sputnik
1974 office of GT in the US office of Education
1990 Texas State Plan for GT
2004 A Nation Deceived GT Students life long learners
problem solvers Plan individualize learning
use technology
extend learning Goal instill passion for thinking oustide of the box
become creative problem solvers
become analytical problem solvers
better prepared for today's technologically savvy world How to get there? focus on interests
focus on problem solving
develop a plan long term individualize: find out interests and types of learners (hobbies, personal likes/dislikes)
technology: use tech to communicate work to others (blogging, presentations, movies, etc.)
extension: extend/expand on what students are doing in the regular classroom (gifted does not mean "do more") HA: 34%
Bright: 14%
MG-HG: 2%
85-100: 34%
70-85: 14%
<70: 2%
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