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Understanding and Challenging the Gifted. Belmont Hills Elementary HSA Meeting January 18, 2011 Ellen Braffman ~ Lynne Partridge. Introductions. Part I – Rules and Regulations Pa Chapter 16 Definitions of giftedness The identification process GIEPs
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Understanding and Challenging the Gifted Belmont Hills Elementary HSA Meeting January 18, 2011 Ellen Braffman ~ Lynne Partridge
Introductions • Part I – Rules and Regulations • Pa Chapter 16 • Definitions of giftedness • The identification process • GIEPs • Part II - Strategies to Differentiate for Gifted Learners • Bloom’s Taxonmony • Braffman’s classroom activities for the academically talented
Pa Chapter 16: Definitionof Mentally Gifted • Outstanding intellectual and creative ability which requires specially designed instruction; programs or support services, or both, not ordinarily provided in the regular education program. • An IQ of 130 or higher or when multiple criteria strongly indicate gifted ability • (may not be based on IQ alone)
Multiple Criteria include: • Achievement test scores • Acquisition and retention rates • Demonstrated achievement, performance or expertise in one or more academic areas • Higher level thinking skills, academic creativity, leadership skills, academic interest areas, communication skills, foreign language aptitude or technology expertise
Multiple Criteria (cont.): • Evidence that intervening factors are masking gifted abilities • Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted education
The Identification Process • WISC IV administered by school psychologist • Review of records to examine multiple criteria • Gifted Written Report • Gifted Individual Education Plan
Gifted IEPs • Chapter 16 regulates shared responsibility for implementing GIEPs (gifted 24/7 not just in Challenge). • Therefore GIEP goals relate primarily to regular classroom. • Goals focus on specific academic strengths ie reading, writing, math, and application of higher level thinking skills • Objectives must be measurable; • Progress toward goals is reported through report cards. • Structure of GIEPs • Present Ed levels – narrative describes strengths, interests, abilities, learning style, and preferences • Goals • Objectives • SDI (specially designed instruction)
Part II. Strategies to Differentiate for High Ability Learners • Bloom’s Taxonomy – http://www.usi.edu/distance/bdt.htm • Ellen Braffman – Learning Activities for the Academically Talented in the regular classroom • Additional resources: handouts and eBoards
Resources • http://www.hoagiesgifted.org Hoagies' Gifted Education - "The all things gifted page" A fabulous wealth of resources... • Learn how to create classroom projects that utilize Bloom's Taxonomy: • http://www.teachers.ash.org.au/researchskills/dalton.htm - contains ideas for products/projects that differentiate for high ability learners • http://edselect.com/blooms.htm - features a variety of links related to Bloom's Taxonomy • http://nerds.unl.edu/pages/preser/sec/articles/blooms.html - Roles, process verbs & products from Bloom’s Taxonomy • BOOKS • Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner. A teacher-friendly vision of how to think about and serve gifted learners. • Teaching Young Gifted Children in the Regular Classroom, by Smutny, Walker, &Meckstroth. Focuses on ways to recognize and nurture gifted children ages 4-9.
