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Copy of Accommodating Gifted Student in Your Classroom.

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Jennifer Carlson

on 1 February 2013

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Transcript of Copy of Accommodating Gifted Student in Your Classroom.

Accommodating Gifted Students in Your Classroom... It's Within Your Reach! “Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated education programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.” What Does my Gifted Student Look Like? Verbal Fluency Wide Range of Ability Asks Embarrassing, Controversial and Advanced Questions Bored with Recitation and Memorization Conveys Ideas Effectively Large Vocabulary: Uses metaphores and abstract ideas. High Academic Achievement Synthesizes Large Amounts of Diverse Information Learns Easily and Quickly (cc) photo by theaucitron on Flickr (cc) photo by theaucitron on Flickr - Adapted from Winzer, 2008 Creative Works Independently

High Motivation

Insatiable Curiosity Organizational and Planning Skills

Keen Sense of Humor Appreciates Social Values

Strong Belief in Personal Abilities

Multiple Interests 'Off the Beaten Track' Problem Solver Unexpected Answers Willingness and Ability to Redefine Problems If not properly accommodated, gifted students are susceptible to a variety social and emotional challenges: Did You Know?
Underachievement
Perfectionism
Heightened Sensitivity
Depression
Frustration
Introversion You Can Help! 1. How to Recognize A Gifted Student in Your Classroom
2. How to Accommodate Your Gifted Students
3. External Resources & Aids Accommodations at Your Reach 1. Compact/Modify the Curriculum
2. Differentiate Your Lessons
3. Ability Grouping
4. Collaboration
5. Mentor Programs - Provide regular opportunities to demonstrate what they already know, to receive full credit for content they have already mastered, and to spend their own learning time on challenging activities that accelerate and enrich the regular curriculum:

i)Facilitate movement from teacher-directed to self-directed learning. This equires strict attention to direct instruction only when instruction includes concepts they have not yet mastered
ii) Create extension activities through one-on-one conferences (regular conferencing is recommended for all students)
iii) Design some kind of learning contract (signed by both the child and teacher) that stipulates the activities of projects chosen, the conditions for their completion, and the outcomes. The teacher can then help them locate resources both in learning centers and the library. 1. Compact/Modify the Curriculum - Beneficial for all students in your class, differentiated instruction uses varying content, learning processes, products, learning environments, and assessments to accommodate all learning styles:

i) Create content, learning processes, products, learning environment, and assessments unique to students' interests and learning styles
ii) Provide alternative instruction/assessment activities - Give students CHOICE!
iii) Challenge students at an appropriate level, according to their readiness, interests, and learning profiles. Differentiate Your Lessons 3. Ability Grouping Collaboration Mentor Programs Changing environments to bring gifted students together to share interests and concerns.

i) Form club or social group
ii) Collaborate with other schools to meet occasionally
iii) Modify or replace certain classes with grouping period. Cooperation and collaboration among teachers, parents, students,education administrators and the community to ensure students who are gifted have opportunities to develop their abilities.

i) Parents: Parents are often active advocates for their children. Offer to collaborate with them to ensure that their child's needs are being met. Encourage their help in finding modified curriculum options!
ii) Students: Involve the student wherever possible; including (if applicable) the IEP process.
iii) Administrators: Encourage gifted education training for staff.
iv) Community: Be aware of the external resources available to you and your students. A proven strategy to help gifted students realize their full potential.

i) Career, guidance and development programs: Students work in the community with adults with shared interests/goals. Create a project for the community member and the student have him/her present their final results to the class. IEP Resource Guide for Parents & Guardians

http://www.abcontario.ca/images/stories/pdf/IEP_documents/iep_guide_rev_dec_17_lr.pdf

Helping you understand from their perspective: "The Journey" A Handbook for Parents of Children Who Are Gifted and Talented

http://education.alberta.ca/media/448831/journey.pdf

Association for Bright Children of Ontario

http://www.abcontario.ca/ External Sites & Resources See Remaining Slides for Sample IEP References ABC Ontario. (2012) “The Association for Bright Children of Ontario.” Accessed Online, July 30th, 2012. Available at <http://www.abcontario.ca/>

Alberta Learning. (2004) “The Journey : a handbook for parents of children who are gifted and talented.” Learning and Teaching Resources Branch: Edmonton, AB.

Education Queensland (2008-2010) “Gifted and Talented Students Action Plan” Queensland Government: QLD, Australia. pp 1-7.

Margaret., Winzer. (2008.) “Children With Exceptionalities in Canadian Classrooms” Pearson Prentice Hall: Toronto, ON.

Ontario Ministry of Education. (2008) “Individual Education Plans (IEP) Samples.” Accessed Online, July 30th, 2012. Available at <http://www.ontariodirectors.ca/IEP-PEI/en.html>

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and reporting in Ontario Schools. Toronto: Queens Printer for Ontario

Winebrenner, S. (2000). Gifted Students Need an Education Too. How to Differentiate Instruction, 58(1), 52-56.

VanTassel-Baska, Joyce., Tamra Stambaugh. (2005). Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom. Theory Into Practice, 44(3), 211–217.
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