How to Prepare a Unit of Study for Gifted Students

1. How to Prepare a Unit of Study for Gifted Students Pam Winstead COE 8173 Summer 2009

2. Gifted Education Programs in Mississippitaken from and available in it’s entirety at: www.mde.k12.ms.us/ACAD/ID/curriculum/gifted/regulation_gifted_2006.pdf • The MS Gifted Education Act of 1989 stablished standards for programs for children and youth who are documented through a prescribed process: • Intellectually Gifted – intelligence • Academically – demonstrates academic ability • Artistically – creativity and ability in visual arts • Creatively – creativity and ability in performing arts • The purpose of gifted education is to ensure that gifted children are identified and offered an appropriate education based upon their abilities. • Participation in the gifted program is an “entitlement under law” and students are not removed from the program based on their performance in the regular classroom!!!!

3. Mississippi Outcomes for Intellectually Gifted Education • There are 6 outcomes (objectives) for the Intellectually Gifted … • Thinking Skills • Creativity • Group Dynamics • Communication • Research • Self-directed Learning

4. Thinking • Given a situation or topic, TLW: * define and classify problems * make connections * draw distinctions * analyze information * differentiate beliefs

5. Creativity • Given a real life situation, TLW select from: * divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving and/or the creative process * In an appropriate manner to develop a workable solution….

6. Group Dynamics • Given a real problem, TLW: (a) become leader (b) be a member. • Leader will select appropriate style and work with members identifying group goals, generating ideas for solutions, keeping group on task • Member will participate in selecting group goals, generating ideas, etc.

7. Communication • Given the need to retrieve information, TSW ** Select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information

8. Research • Given a real situation, TSW: ** identify and define the problem ** design a research plan ** conduct an investigation ** decide on the most appropriate media for presentation ** present the results before an audience

9. Self-directed Learning • Given an INTENSE interest, TSW: ** develop an in-depth investigation ** produce a product relevant to the area studied **evaluate the product

10. Example of Louisville IMP Plan • Louisville Municipal School District • Talented and Gifted Instructional Management Plan • Grades 2-8 • Grade Level • 456782 3 • I. THINKING • The student will demonstrate the ability to use and/or participate in…. • I.1 higher order thinking I D DDD E E • I.2 inductive reasoning I D DDD E E • 1.3 deductive reasoning I D DDD E E • I.4 convergent thinking I D DDD E E • I.5 divergent thinking I D DDD E E • I.6 figural reasoning I D DDD E E • I.7 drawing analytical I D DDD E E implications • I.8 interdisciplinary I D DDD E E • connections • I.9 probability/prediction I D DDD E E • 1.10 spontaneous thinking I D DDD E E • I.11 attribute listing I D DDD E E • I.12 analogical thinking I D DDD E E

11. IMP Plan cont. • II. CREATIVITY • The student will demonstrate the ability to use, practice, participate in, and/or develop…. • II.1 divergent thinking I D D D D E E • II.2 intuitive thinking I D D D D E E • II.3 fluency, flexibility I D D D D E E originality • II.4 spontaneous thinking I D D D D E E • II.5 analogical thinking I D D D D E E • II.6 morphological I D D D E E analysis/synthesis • II.7 synectics I D D D E E • II.8 creative problem I D D D D E E solving • II.9 decision making I D D D D E E • II.10 visualization skills I D D D D E E • II.11 appreciation for I D D D D E E visual/perf. arts

12. IMP Plan cont… • III. GROUP DYNAMICS • The student will demonstrate the ability to use, practice, establish, an/or recognize…. • III.1 leadership styles I D D E E • III.2 self-diciplineI D DDD E E • III.3 set group I D D E E goals/outcomes • III.4 risk taking I D DDD E E • III.5 affective skills I D DDD E E • III.6 ethical awareness I D D E • III.7 personal conviction I D E • as well as compromise • IV. COMMUNICATION • The student will demonstrate the ability to participate in, identify, and/or use… • IV.1 good listening skills I D DDD E E • IV.2 point of view I D DD E E • IV.3 propaganda I D D E • IV.4 fact or fiction I D DDD E E • IV.5 debate I D • IV.6 writing skills I D DD E • IV.7 speaking skills I D DD E • IV.8 small group I D DDD E E discussions • IV.9 appropriate I D D E E presentation • IV.10 life skills I D DDD E E

13. IMP Cont… • V. CREATIVITY • The student will demonstrate the ability to… • V.1 narrow a topic I D D E E • V.2 establish hypothesis I D D E E • V.3 use variety of I D D E • resources to collect data • V.4 use formal I D documentation of resources • V.5 evaluate sources I D D E • V.6 present findings I D D E E • V.7 self-evaluate project I D D E E • V.8 use technology I D D E E • VI. SELF-DIRECTED LEARNING • The student will demonstrate the ability to use, identify, explore, and/or show…. • VI.1 topics based on interests I D D E E • VI.2 commitment to learning I D D E E • VI.3 realistic goals I D D E E • VI.4 task commitment I D D E E • VI.5 research skills I D D E E • VI.6 progress toward goals I D D E E • VI.7 culminating activity I D D E E • VI.8 evaluation of activity I D D E E • VI.9 technology appropriately I D D E E • VI.10 career options I D DD E E

14. References • www.mde.k12.ms.us/ACAD/ID/curriculum/Gifted/Regulation_gifted_2006.pdf