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EDUC 4320 THE GIFTED CHILD

EDUC 4320 THE GIFTED CHILD. PROGRAM PLANNING FOR GIFTED STUDENTS Pamela L. Price, Instructor. “We must create an openness to fly, to be challenged, to grow for… gifted and talented students.”. John F. Feldhusen (1992, p. 49). Complexities of plans may include:.

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EDUC 4320 THE GIFTED CHILD

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  1. EDUC 4320THE GIFTED CHILD PROGRAM PLANNING FOR GIFTED STUDENTS Pamela L. Price, Instructor

  2. “We must create an openness to fly, to be challenged, to grow for… gifted and talented students.” John F. Feldhusen (1992, p. 49)

  3. Complexities of plans may include: A single teacher who provides extra study materials for students who finish early. Teachers who compact curriculum for gifted students to work at learning centers and on projects. Part time acceleration to a higher grade. Grade skipping. Cluster grouping gifted students at each grade level.

  4. Complexities continued: • Schoolwide plans that accommodate gifted students at every grade level. • District-wide pullout programs implemented by a traveling gifted teacher. • Part-time special gifted classes. • Full-time special gifted classes at every grade level. • special schools for the gifted.

  5. According to Gallagher (2000) Differentiating the curriculum for gifted students “can refer to changes…in content, in learning environments, and even in technology” (p. 7) Pick one of the three changes listed above and augment a recent lesson plan by adjusting the change to meet the needs of a particular gifted student.

  6. Gentry & Ferriss (1999) stated that gifted programming include: • Challenge– high level content and thinking skills; • Choices– academic curricular and research problems; • Interest—leads to increased ownership, motivation, and achievement; • Enjoyment– feelings of accomplishment from completing relevant assignments; • Personal-meaning– increased when students engage in self-selected, self-directed learning experiences. Discuss with a partner or small group how easy and/or difficult it would be for you as the teacher to include these concepts into your lesson planning and implementation.

  7. FOUR COMPONENTS OF PROGRAM PLANNING FOR THE GIFTED Program philosophy and goal developed by a school gifted committee. Definition and identification—who are the gifted and what will their program look like? Instruction of Students—what are the individual needs of gifted students? Program evaluation—how do we evaluate gains in students’ knowledge and high-level cognitive skills.

  8. PROGRAM EVALUATION Donald Trefflinger and Marion Sortore (1992) itemized “tough questions” that a thoughtful program planner should ponder. Handout 1

  9. SIXTEEN AREAS IN PROGRAM PLANNING FOR THE GIFTED Needs Assessment School psychologists, counselors Preliminary staff education Philosophy, rational, goals, objectives, a written plan Types of gifts and talents to be provided Criteria for identification Provisions for identifying the underrepresented students Staff responsibilities and assignments Acceleration and enrichment plans Organizational and administrative design Transportation needs Community resources Staff development Budgetary needs & allocations Developing social capital

  10. RESPONSIBILITIES OF LOCAL SCHOOL BOARDS FOR GIFTED EDUCATION Become aware of the needs of gifted students; Appoint at least member to be a member of the county’s gifted leadership team; Make written policy for the needs of gifted students; Respond to inquiries made by gifted parents and students.

  11. Questions school boards must answer. Isn’t gifted education elitist? We have special programs for the low-ability child and the high-ability child—but what about the average child? Aren’t all children really gifted, so don’t we need to provide for all their gifts? Why should we spend more money for kids who will make it anyway?

  12. Questions continued: • Can we afford to pay for more special education? • What do the rest of the kids get out of it? Students will pretend to be school board members, pair off and prepare responses for the questions. They will compare their responses with those on Handout 2.

  13. PERSPECTIVE OF TEACHERS • Do all teachers agree that gifted students truly need special services? • What are some of their concerns and are they legitimate?

  14. CURRICULUM CONSIDERATIONS All students should experience high-quality and challenging curriculum. This curriculum will develop the abilities of gifted and students with advanced potential. Curriculum must be adapted to meet individual needs of gifted students. Intellectual demands should increase according to individual student needs.

  15. CURRICULUM CONSIDERATIONS CONTINUED High-quality curriculum should make material meaningful for the learner. Curriculum should include cognitive, affective, and social domains. Curriculum should be both enriched and accelerated. Curriculum should be carefully planned, implemented, and evaluated.

  16. LEGAL ISSUES Homework Assignment: • Be prepared to discuss screening and identification of gifted students according your local gifted plans. • Research and find screening and identification procedures established for gifted students. Be prepared to discuss in class.

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