Gifted Curriculum NightGifted Curriculum Night

2010-20112010-2011

Ruth McLennanRuth McLennan

Gifted DefinedGifted Defined Gifted and talented children are those identified by professionally Gifted and talented children are those identified by professionally

qualified persons who qualified persons who by virtue of outstanding abilities are capable by virtue of outstanding abilities are capable of high performanceof high performance. These are children who . These are children who require differentiated require differentiated educational programseducational programs and/or services beyond those normally and/or services beyond those normally provided by the regular school program in order to realize their provided by the regular school program in order to realize their contribution to self and society.contribution to self and society. (Congress 1971) (Congress 1971)

The term “gifted and talented”, when used with respect to students, The term “gifted and talented”, when used with respect to students, children, or youth, means students, children, or youth children, or youth, means students, children, or youth who give who give evidence of high achievement capabilityevidence of high achievement capability in areas such as in areas such as intellectual, creative, artistic, or leadership capacity, or in specific intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. provided by the school in order to fully develop those capabilities. (NCLB)(NCLB)

According to Arizona Revised Statutes Section 15-779: “Gifted According to Arizona Revised Statutes Section 15-779: “Gifted Pupil” means a child who is of lawful school age, who due to Pupil” means a child who is of lawful school age, who due to superior intellect or advanced learning ability, or both, is not afforded superior intellect or advanced learning ability, or both, is not afforded an opportunity for otherwise attainable progress and development in an opportunity for otherwise attainable progress and development in regular classroom instruction and who regular classroom instruction and who needs appropriate gifted needs appropriate gifted education services, to achieve at levels commensurate with the education services, to achieve at levels commensurate with the child’s intellect and ability.child’s intellect and ability.

Most definitions agree: gifted children are a population who Most definitions agree: gifted children are a population who have have different educational needs, thanks to their unique intellectual different educational needs, thanks to their unique intellectual development. development. 

Gifted ChildrenGifted Children

Gifted children Gifted children are asynchronousare asynchronous. Their . Their development tends to be uneven, and they development tends to be uneven, and they often feel out-of-sync with age peers and with often feel out-of-sync with age peers and with age-based school expectations. They are age-based school expectations. They are emotionally intense and have greater emotionally intense and have greater awareness of the perils of the world. They awareness of the perils of the world. They may not have the emotional resources to may not have the emotional resources to match their cognitive awareness. match their cognitive awareness.

Gifted children Gifted children have better social adjustment have better social adjustment in classes with children like themselvesin classes with children like themselves; the ; the brighter the child, the lower the child's social brighter the child, the lower the child's social self-concept in regular classrooms. Social self-concept in regular classrooms. Social self-concept improves when children are self-concept improves when children are placed with true peers in special classes.placed with true peers in special classes.

PersonalityPersonality

PerfectionistPerfectionist

SensitiveSensitive

Intense Intense

IntrovertedIntroverted

DisorganizedDisorganized

Bright vs. GiftedBright vs. Gifted

GiftedGifted Is selectively mentally Is selectively mentally

engagedengaged Poses unforeseen Poses unforeseen

questionsquestions Is intenseIs intense Needs 1 to 2 reps to Needs 1 to 2 reps to

mastermaster Already knowsAlready knows

Infers and connects Infers and connects

conceptsconcepts May not be motivated May not be motivated

by gradesby grades Is intellectualIs intellectual Plays around, yet tests Plays around, yet tests

wellwell

Is highly self-criticalIs highly self-critical

BrightBright

Is attentive in classIs attentive in class

Remembers the answersRemembers the answers

Is receptiveIs receptive

Needs 6 to 8 reps to masterNeeds 6 to 8 reps to master

Learns with easeLearns with ease

Grasps the meaningGrasps the meaning

Gets high gradesGets high grades

Is ableIs able

Works hardWorks hard

Is pleased with own learningIs pleased with own learning

What Gifted Children NeedWhat Gifted Children Need

Exposure to and use of difficult Exposure to and use of difficult vocabularyvocabulary

Experiment with different kinds of Experiment with different kinds of problems and solutionsproblems and solutions

Work with advanced instructional Work with advanced instructional materialsmaterials

Engage in higher level thinking skillsEngage in higher level thinking skills Design and createDesign and create Make choices and decisionsMake choices and decisions Work with academic peersWork with academic peers

2121stst Century Skills Century Skills

1. Collaborative Leadership1. Collaborative Leadership

2. Agility and Adaptability2. Agility and Adaptability

3. Self-Directed Learning3. Self-Directed Learning

4. Critical and Creative Thinking4. Critical and Creative Thinking

5. Effective Communication5. Effective Communication

6. Problem Solving 6. Problem Solving

7. Technology7. Technology

Verbal ReasoningVerbal Reasoning

Oral & Written Expression AbilityOral & Written Expression Ability Reading & Comprehension Reading & Comprehension

SkillsSkills Literal Understanding & Use of Literal Understanding & Use of

WordsWords Problem Solving Abilities Using Problem Solving Abilities Using

WordsWords

Reading ComponentsReading Components Harcourt TrophiesHarcourt Trophies Book ProjectsBook Projects Reading ResponsesReading Responses Literature Study GroupsLiterature Study Groups Vocabulary in Trade BooksVocabulary in Trade Books Word SmithWord Smith PresentationsPresentations Junior Great BooksJunior Great Books

Quantitative ReasoningQuantitative Reasoning

Understanding the Elements of Understanding the Elements of Number TheoryNumber Theory

Application & Analysis of Application & Analysis of Number ProblemsNumber Problems

Problem Solving Abilities Using Problem Solving Abilities Using NumbersNumbers

Math ComponentsMath Components Working 1-2 years Ahead Working 1-2 years Ahead Resources- Investigations , Fosnot Resources- Investigations , Fosnot

Scott Foresman and HoltScott Foresman and Holt Hands-on EquationsHands-on Equations Content Area:Content Area:

Place value, adding, subtracting, & multiplying Place value, adding, subtracting, & multiplying whole numbers & decimals, division, data analysis, whole numbers & decimals, division, data analysis, graphs, probability, geometry, fractions & mixed numbers, graphs, probability, geometry, fractions & mixed numbers, linear measurement, perimeter, area, volume & capacity, linear measurement, perimeter, area, volume & capacity, weight & mass, ratio-fraction-decimal-percent weight & mass, ratio-fraction-decimal-percent equivalencies, algebraic equations, integers, & coordinate equivalencies, algebraic equations, integers, & coordinate graphinggraphing

Homework: 2 -3 nights each weekHomework: 2 -3 nights each week Tests: every 2 – 3 weeksTests: every 2 – 3 weeks

GradesGrades 90-100 = A90-100 = A 80-89 = B80-89 = B 70-79 = C70-79 = C Comprised of :Comprised of :

* Projects* Projects* Classwork – here & * Classwork – here &

homeroom classhomeroom class* Tests* Tests* Homework* Homework

Human RightsHuman Rights

I have a right to be happy and I have a right to be happy and treated with compassion.treated with compassion.

I have a right to be myself.I have a right to be myself. I have a right to be safe.I have a right to be safe. I have a right to hear and be heard.I have a right to hear and be heard. I have a right to learn about myself.I have a right to learn about myself. I have a right to learn according to I have a right to learn according to

my own ability.my own ability.

Web SiteWeb Site

Great Online ResourcesGreat Online Resources

http://www.kyrene.org/resource/gifted/index.htm

http://www.hoagiesgifted.org/

http://www.mindwareonline.com