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Definition of Giftedness<br />An unusually advanced degree of general intellectual ability that requires differentiated le...
Placement<br />	Some students are best served within the regular class with special education support (Options 1 & 2) whil...
Gifted Students in the Regular Class<br />
Gifted Profile<br />Characteristics<br />	-superior reasoning powers and problem-solving skills<br />	-persistent intellec...
Gifted Profile<br />	-shows creative ability<br />	-sustains concentration for long periods<br />	-sets high standards for...
Differentiated InstructionWhen to do it?<br />
Differentiated Instruction: When to do it? <br />“Mismatch” between the student’s potential and the level of challenge pro...
Video ProgramChallenging the Gifted in the Regular Class<br />This program is based on the following assumptions:<br />Ada...
Video ProgramChallenging the Gifted in the Regular Class<br />4) 	Flexible grouping enables teachers to match student 	and...
The Gifted Learner in the Regular Classroom<br />Critical element is the teacher’s attitude toward exceptional learners ac...
Instructional Strategies<br />Pre-testing/Compacting/Extending<br />Independent Projects <br />Tiered Assignments<br />Fle...
Differentiation: Where do I begin?<br />Points to Ponder<br />Classroom dynamics and realities?<br />Individual learning s...
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Gifted power point sert inservice 2010

  1. 1. Definition of Giftedness<br />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.<br />Ministry of Education<br />
  2. 2. Placement<br /> Some students are best served within the regular class with special education support (Options 1 & 2) while others may be best suited for a part- time special education class (Option 3) or a congregated gifted class (Options 4 & 5).<br />
  3. 3. Gifted Students in the Regular Class<br />
  4. 4. Gifted Profile<br />Characteristics<br /> -superior reasoning powers and problem-solving skills<br /> -persistent intellectual curiosity<br /> -wide range of interests<br /> -markedly superior in quality & quantity of written/oral <br /> vocabulary<br /> -reads avidly and absorbs books well beyond their years<br /> -learns quickly & easily and retains information<br /> -grasps mathematical concepts readily<br />
  5. 5. Gifted Profile<br /> -shows creative ability<br /> -sustains concentration for long periods<br /> -sets high standards for self<br /> -shows initiative and originality<br /> -observes keenly<br /> -shows social poise<br /> -shows an alert and subtle sense of humour<br />
  6. 6. Differentiated InstructionWhen to do it?<br />
  7. 7. Differentiated Instruction: When to do it? <br />“Mismatch” between the student’s potential and the level of challenge provided in the regular program<br />Observations, OSR, grades & test scores, changes in classroom behaviour <br />Student/parent interest in initiating the process<br />
  8. 8. Video ProgramChallenging the Gifted in the Regular Class<br />This program is based on the following assumptions:<br />Adapting instruction for different degrees of readiness and interest will make a classroom more effective for all learners (including the gifted).<br />2) A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they have learned.<br />3) In a differentiated classroom, students often work at different paces depending on their needs and the task at hand<br />
  9. 9. Video ProgramChallenging the Gifted in the Regular Class<br />4) Flexible grouping enables teachers to match student and learning experience.<br />5) Differentiated instruction in the regular classroom is a complex skill that takes time and support to develop.<br />
  10. 10. The Gifted Learner in the Regular Classroom<br />Critical element is the teacher’s attitude toward exceptional learners across the learning spectrum<br />Teachers are not expected to program from scratch <br />“Work smarter not harder” - start differentiating with materials and tasks you use in the units of study and adapt them via:<br />
  11. 11. Instructional Strategies<br />Pre-testing/Compacting/Extending<br />Independent Projects <br />Tiered Assignments<br />Flexible Skills Grouping<br />High–Level Questions<br />Contracts/Management Plans<br />
  12. 12. Differentiation: Where do I begin?<br />Points to Ponder<br />Classroom dynamics and realities?<br />Individual learning styles? Learning needs? Readiness? Interests?<br />Curriculum expectations for subject areas<br />Differentiation Strategies<br />

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