giftedness nicole bruni melissa. objectives gain a greater understanding of what it means to be...
TRANSCRIPT
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Giftedness Nicole BruniMelissa
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Objectives
Gain a greater understanding of what it means to be “gifted”
Understand the characteristics of “gifted” students
(Gifted Students vs. High Achievers vs. Creative Thinkers)
Gain a greater understanding of School Board’s policies related to Gifted Education
Learn how to make accommodations/ modifications for “gifted” students in your class
Gain a greater understanding of issues and concerns related to “giftedness”
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Who is the Gifted Student? Activity 1 –In groups of 3-4 take 5 minutes to …
Identify the “gifted” student in the video.
Record on chart paper, what characteristics led you to your conclusions about who the “gifted” student was?
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Who is the Gifted Student?
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Who was the gifted student???
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Giftedness According to the Ontario Ministry of Education
“An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.”
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Activity 2
Put a check beside the statements that are true …
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Each child is different. It is difficult to generalize, but many bright children have some of the characteristics listed
long concentration spans in areas of interest
advanced reading ability & extensive vocabulary
keen powers of observation
Cognitive intellectual level is very high
Will score 130 and above on I.Q. test
abstract and critical thinking
unusual insight and intellectual curiosity
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What is the Difference Between Gifted Learners & High Achievers cognitive intellectual level is really high in
gifted learners, and this is not case with high achievers
gifted students have the capacity to learn in greater depth and breadth than high achievers
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High Achiever Gifted Leaner Creative Thinker
Remembers the answers
Poses unforeseen questions
Sees exceptions
Generates advanced ideas
Generates complex, abstract ideas
Overflows with ideas, many of which will never be developed
Answer the questions in detail
Ponders with depth and multiple perspectives
Injects new possibilities
Performs at the top of the group
Is beyond the group
Is in own group
Gifted Learner Vs. High Achiever Vs. Creative Thinker
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Identification Process
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Main Perspectives on Being Gifted
Mystery Mode
VS.
Mastery Model
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What Does Each Board Offer
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TDSB
Gifted programs offered in 8 secondary schools schools across the TDSB
Students are placed in gifted sections and attend classes with their gifted peers
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TDBS MAP
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York Region
Offers gifted programs in 5 of it’s schools
Partially self-contained community
Classes at designated secondary schools or monitoring at the home school.
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York Region Map
No Map Available
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Peel
Offers “Regional Enhanced Learning Programs” in 5 schools in Peel
If not a full class with gifted students, classes are then offered to high achievers that have not been formally identified as gifted
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Peel Map
http://www.peel.edu.on.ca/documents/Final_-_Full_Report.pdf
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Accommodations &
Modification
“In all cases gifted education should be about matching the curriculum expectations to the advanced learners’ specific academic needs” – Being Smart About Gifted Education: A Guidebook for Educators and Parents, pp.112
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Important Agendas in Gifted Education
Match curriculum to ability by adapting the curriculum for gifted learners
Supporting giftedness in those who have not yet demonstrated it.
**It is important to note that the degree of differentiation required should relate to the aptitude of the individual students and the degree of giftedness they display.
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1. Modifying content, process, product
2. Altering pace of instruction
3. Creating a flexible classroom environment
4. Using specific instructional strategies
5. Altering assessment procedures
6. Employing a wide range of resource materials and technological options
IEP: Strategies To Meet Academic Needs of Gifted Learners in the Regular Classroom
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Activity 3 1. Form groups based on your teachable subject
2. Take curriculum expectation and create accommodations for the gifted student in your class
3. Fill out the IEP section provided for accommodating gifted learners
4. Present your curriculum expectation & how you accommodated for the gifted learner to the group
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Areas for Differentiation & Teaching Subject Modifying content, process, product
Altering pace of instruction
Creating a flexible classroom environment
Using specific instructional strategies
Altering assessment procedures
Employing a wide range of resource materials and technological options
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Dilemmas & Issues Testing
Labeling
Learning Disabilities
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TestingWho gets tested? What gets tested?
Underrepresentation of:
- minority students
- low- socioeconomic status
- disabled students
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Labeling Compartmentalizes people
Living up to the expectations of the label is challenging for many
Bullying
Emotional, Social and behavioral problems
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Learning Disabilities ADHD
Aspergers
Learning Disabilities (LD)
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Activity 4. – Poem
After listen to this poem and the presentation what are some implications for educators professional practice with gifted students?
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Resources
Academic Journals
Gifted Child Quarterly
Gifted Education International
Roper Review
Gifted Child Today
Journal of Secondary Gifted Education
Websites
www.nagc.org
www.beingsmart.ca
www.abcontario.ca
Books
How to differentiate instruction in mixed ability classrooms.
Planning Effective Curriculum for Gifted Learners by Joyce Can Tassel-Baska
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The End We hope you enjoyed learning about Gifted
Education as much as we enjoyed presenting it to you