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GATE Program Orientation. Ventura Unified School District. Welcome to GATE!. Agenda for Tonight What does it mean to be “gifted and talented”? IQ and the gifted Definitions of “giftedness” What does VUSD GATE look like in schools? What are some educational options for GATE?

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GATE Program Orientation

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    1. GATE Program Orientation Ventura Unified School District

    2. Welcome to GATE! Agenda for Tonight • What does it mean to be “gifted and talented”? • IQ and the gifted • Definitions of “giftedness” • What does VUSD GATE look like in schools? • What are some educational options for GATE? • Needs of gifted learners • Resources for supporting you & your gifted child(ren) • Conclusion

    3. You know your child is gifted when…. • You find your child at 4 a.m. watching a nature video and reading an encyclopedia because she had a dream and wanted to check its factual content. • While waiting for your 5-year-old to go to sleep, she asks, "Mom, what's your own personal theory of the Big Bang?" • You discover your 9-year-old is putting all his homework in a computer folder titled, "Stuff the world could do without." • A sitter reads a story to your 2-year-old, with the words, "There was a blizzard outside, and it was snowing," and he comments, "That's redundant.”

    4. You may NOT know a child is gifted when . . . He did not talk until hewas four or read until he was seven. He was expelled from school at age 12 for inability to focus and complete his work. He had difficulty speaking and probably had ADHD and dyslexia. His mother began homeschooling him at an early age after he was thought to be too slow to be in school.

    5. What Does it Mean to be Gifted?

    6. Distribution of Intelligence Based on IQ Tests

    7. Brain scans show that highly gifted brains have more dendrites (connections) so they are more efficient, faster, and more complex. They are “wired differently”. • Gifted factors may include: • Ability to make fast, divergent connections among ideas • Superior verbal, mathematical, logical &/or musical skills • Extra creativity & imagination • High capacity for memorizing • Unusual sense of humor • Asynchronous development* • Overexcitabilities*

    8. Columbus Group Definition “Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.”

    9. WWCD? (What would Calvin do?)

    10. How Do We Meet Educational Needs of the Gifted and Talented?

    11. Needs of Gifted Learners Faster pace, “I only need to hear it once.” Go into a topic in more depth or detail Make connections among disciplines Look at different points of view Consider the ethics of situations Ask kids to identify patterns Emphasize “big ideas” as well as details Teach with depth, complexity, & novelty

    12. Differentiationis a key strategy

    13. What might this look like in the classroom? Acceleration: moving more quickly through material Compacting: skipping material already learned to explore other aspects of the lesson or unit Multi-tiered assignments: choice based on skills, talents Learning Contracts: individualized, independent learning contracts designed with the teacher Big ideas, themes, patterns: students make connections through lessons designed around critical thinking stems Rigor and challenge: appropriate to student level Open-ended assignments: not always one right answer *Common Core & GATE are integrated!*

    14. VUSD GATE Program Design Programs for gifted and talented students may include special day classes, part-time groupings and cluster groupings which shall be planned and organized as an integrated, differentiated learning experience within the regular school day. These programs may be augmented or supplemented with other differentiated activities related to the core curriculum using such strategies as independent study, acceleration, postsecondary education, and enrichment. Board Policy and Education Code

    15. Ventura’s GATE Program • Students may participate from 3rd to 12th grade • Elementary: enrichment opportunities & Saturday Academies • Middle school: GATE-specific classes & clusters • High school: Honors and Advanced Placement (A.P.) classes • Including ELA, Math, Science, Social Sciences, Arts, Foreign Languages… Being gifted is not a prerequisite to entry to Honors or A.P. classes.

    16. Elementary Saturday Academies2014-2015 October 4, 2014 December 13, 2014 February 21, 2015 April 25, 2015

    17. Social and Emotional Development

    18. Social-Emotional Differences in GiftedChildren • Asynchronous development • May prefer friends who are older students or adults • Interests are often different (mature or immature) • May feel “out of step” with peers • Humor is unusual for the age • Verbal ability is advanced for the age • Overexcitabilities or Intensities

    19. Overexcitablilites (OE) in GiftedBased on research by Dabrowski & Piechowski • Psychomotor • Surplus of energy, always moving, active, “busy” • Similar behaviors to those with ADD/ADHD • Nervous, compulsive talking, distracting, etc. • Sensual • Sensory pleasure: delight in smells, sounds, sights, taste, touch • Appreciation for beauty, the arts, music, perfume • Easily overstimulated, overeating, buying sprees, “itchy” • Intellectual • Asks probing questions, likes solving problems, logical • Deep thinking; needs to understand reasoning& theories • Tends to need less sleep; “minds are always going” • Perfectionism, rigidity, argumentative

    20. Overexcitabilities • Imaginational • Free play of imagination, may have imaginary friends • Creative, artistic, dramatic, poetic • Daydreamers, “In their own world”, metaphorical language • Mixing truth and fiction/lies, nightmares, might “space out” • Emotional • Intensity of feelings (good & bad) is beyond the norm • Deep connections with people; very empathetic • Concerned with justice, life/death issues, ecology • Difficulty adjusting to new environment or situations • Feelings of inadequacy &/or inferiority can overwhelm

    21. Celebrate OE! How to support kids with OE:  Focus on the positives: energy, sensitivity, curiosity, empathy, appreciation for beauty, creativity, rich imagination, great memory, deep joy, etc. • Talk openly about feelings; all feelings are valid & real • Encourage kids to pursue healthy passions & interests • Use and teach verbal & non-verbal communication skills • Create a comforting environment • Teach stress management techniques early & often • Remember the joy!

    22. “The inner experience of the gifted young person is rich, complex and turbulent.” --Dr. Kazimierz Dabrowski

    23. Staff to Help You and Your Child School— teacher, liaison, counselor, principal Anne Roundy-Harter, GATE Coordinator #641-5000, x.1027 Amber Shaffer, GATE Assistant #641-5000, x.1087

    24. VUSD GATE Website Please check monthly for updates, important dates, and resources or just to leave a comment: • Educational Services • Gifted and Talented