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This meeting, held on January 18, 2011, at Belmont Hills Elementary, focused on understanding gifted students, their identification, and how to effectively support them in the classroom. Topics discussed included the definitions of giftedness in accordance with Pa Chapter 16, the identification process, and the development of Gifted Individual Education Plans (GIEPs). Educators were introduced to various strategies for differentiation, including Bloom's Taxonomy, along with resources and activities to enrich the learning experience for gifted learners.
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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.
