Gifted and talented program
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The document discusses the characteristics, identification, and services for gifted and talented students. It notes that gifted students often learn quickly, work independently, have advanced problem-solving skills, and achieve above their peers. Schools use IQ and other cognitive ability tests to identify these students, though standards vary. Services may include curriculum modifications, part-time special classes, full-time gifted programs, and grade acceleration. The document also outlines one school's enrichment program for gifted third through fifth graders.
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The document discusses various teaching strategies and methods that teachers can use in the classroom, including:
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- Using demonstrations, Socratic questioning, concept attainment, cooperative learning, simulations, games, and individualization strategies.
It also discusses how to integrate computers and technology into the curriculum, noting their potential to motivate students and increase self-confidence. Tips for effective integration include starting slow, keeping it simple, being selective, and allowing flexibility.
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The document discusses next generation learning (NGL) and college and career readiness. It provides an overview of NGL principles like personalized learning and student agency. It also outlines areas of focus for NGL like student-centered learning, anytime/anywhere learning, and performance-based assessments. Interviews suggest there is consensus that NGL prioritizes personalization through technology-enabled instruction in a student-centered environment. The document also examines existing delivery models, readiness of different sectors to support NGL, and criteria for evaluating states' support for NGL policies.
Erryn walker cathy riley eric garmon
This document outlines a proposal for a dream school called A La Carte that would serve gifted students in grades 6-12. The school would have a maximum of 735 students to ensure a low student-teacher ratio. It would use an autonomous learner model and group students into STEM, humanities, or fine arts pathways based on their multiple intelligences. Students would receive enrichment instruction and intern with local businesses. The school aims to develop independent, self-directed learners through its curriculum and community involvement.
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This document discusses the expanded core curriculum (ECC) for students with visual impairments. The ECC includes the traditional core academic subjects like English, math, science, and social studies, as well as nine additional areas unique to students with visual impairments: compensatory/access, orientation and mobility, independent living, assistive technology, career education, recreation and leisure, social interaction, self-determination, and sensory efficiency. The document provides an overview of the ECC and its goal to ensure students with visual impairments have full access to learning and skills needed for independent living. It also references the National Agenda, a response from the blindness field to education standards calling for students to meet academic goals.
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This document discusses the school curriculum and lesson planning. It begins by defining curriculum and describing different types. It then outlines the curriculum in the Philippines prior to K-12 reform and details the K-12 curriculum framework including tracks, strands and exits. The document also discusses curriculum writing, preparation for teaching and learning, and the instructional cycle. It provides guidance on writing lesson plans and effective lesson delivery. The focus is on equipping teachers with knowledge of curriculum and instructional best practices.
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The document discusses teaching and learning practices, including Bloom's taxonomy of learning domains and objectives. It provides examples of learning outcomes across Bloom's cognitive, affective, and psychomotor domains. The document also discusses outcome-based education, including defining learning outcomes, designing assessments aligned to outcomes, and selecting teaching activities to achieve outcomes. Assessment types discussed include formative and summative, as well as criterion-referenced and alternative assessments.
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The PSLE is Singapore's high-stakes exam that determines students' secondary school placement. It was previously scored using T-scores and aggregate scores, but in 2021 it switched to achievement levels to reduce stress. Online tuition complements classroom learning for the PSLE by providing flexible, personalized tuition from qualified tutors using interactive tools. It helps prepare students for success on the important PSLE exam.
General Techniques Of Assessment
This document discusses various techniques for assessing student learning, including observation, projects, assignments, and worksheets. Observation allows assessing practical skills but requires time and can be subjective. Projects promote higher-order thinking but are not suitable for all subjects. Assignments develop important skills but take time to grade. Worksheets are efficient but not for collaboration. Overall, different techniques are suited to different purposes and content areas when evaluating student understanding.
Education System , Types, student faculty behavior, Impact of education on so...
The document provides information on a student project team and their topics of study. The team members are Aakansha Patil, Suraj Mali, Mayuri Pandit, Kushtubh Wankhede, and Omkar Rane. Their topics include traditional vs online education systems, student and faculty behavior, and the economic and social impacts of education. The document then provides details on the traditional education system, its benefits, the Indian gurukul system, and defines online education. It discusses student and teacher behavior and relationships. It also discusses the economic impact of education in terms of job and salary effects.
Types of Assessment
This document discusses different types of assessment and evaluation tools used in education. It describes diagnostic, formative, and summative assessments and their purposes. Diagnostic assessments identify student strengths and weaknesses at the start of instruction. Formative assessments evaluate student learning throughout instruction to help students improve. Summative assessments make judgments about student achievement at the end of a learning period. The document also outlines specific tools like observations, checklists, interviews, and projects that can be used for assessment and evaluation.
Bloom's Taxonomy.pptx
This document discusses the difference between aims and objectives in education. It states that aims are long-term goals that provide general direction, while objectives are more specific and can be achieved in a classroom setting. Objectives help achieve the aims of education and allow progress to be evaluated. Bloom's Taxonomy of instructional objectives is also explained, covering the cognitive, affective, and psychomotor domains. The cognitive domain focuses on thinking and problem-solving abilities. It includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain relates to interests, attitudes, and values, with levels like receiving, responding, and valuing.
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Gifted and talented program
- 2. WHAT ARE THE CHARACTERISTICS OF GIFTED AND TALENTED STUDENTS? • THESE STUDENTS ARE PERFECTIONISTS. • THEY LEARN AND GRASP NEW MATERIAL QUICKLY. WHEN MOST STUDENTS NEED REPETITION, BUT THESE STUDENTS LEARN AFTER HEARING OR SEEING IT ONCE. • THEY ARE INDEPENDENT AND PREFER TO WORK ALONE FOR EXTENDED PERIODS OF TIME. • THEY DEMONSTRATE EXCEPTIONAL PROBLEM-SOLVING AND CRITICAL THINKING SKILLS. • THE HAVE A LARGE EXTENSIVE VOCABULARY AND OFTEN BEGIN READING AT A VERY YOUNG AGE. • THESE STUDENTS ACHIEVE WAY ABOVE PEERS THEIR AGE.
- 3. WHAT KIND OF TESTING IS THERE FOR GIFTED AND TALENTED STUDENTS? • THERE ARE NO NATION-WIDE STANDARDS FOR THE IDENTIFICATION OF THESE STUDENTS. INDIVIDUAL SCHOOL AND DISTRICTS MUST DETERMINE HOW/ IF STUDENTS WILL BE SERVICED WITH A GIFTED PROGRAM. • MOST SCHOOLS USE IQ TESTS THAT ARE GIVEN BY PSYCHOLOGISTS TO DETERMINE ELIGIBILITY (USUALLY 130 OR ABOVE) • STANFORD-BINET • WOODCOCK-JOHNSONTESTS OF COGNITIVE ABILITY • WECHSLER INTELLIGENCE SCALE FOR CHILDREN • TEACHER RECOMMENDATIONS ARE USED WITH THESE TESTS OR SOME DISTRICTS REQUIRE DIFFERENT ASSESSMENTS TO BE USED TO BE ADMITTED TO THE PROGRAM.
- 4. WHAT SERVICES ARE THERE FOR GIFTED AND TALENTED STUDENTS? • ACCOMMODATIONS IN THE REGULAR CLASSROOM: TEACHERS CAN ACCOMMODATE STUDENTS BY MODIFYING THE CURRICULUM TO MEET THE NEEDS OF THESE STUDENTS. • PART-TIME ASSIGNMENT TO BOTH REGULAR AND SPECIAL CLASSES: MANY PROGRAMS ALLOW FOR STUDENTS TO SPEND A COUPLE HOURS OR A DAY IN A SPECIAL PROGRAM FOR ENRICHMENT. • FULL-TIME GROUPING WITH STUDENTS OF SIMILAR ABILITIES: A PROGRAM SPECIFICALLY DESIGNED FOR STUDENTS THAT ARE GIFTED AND STUDENTS SPEND ENTIRE TIME IN THIS CLASSROOM. • ACCELERATION OR GRADE ADVANCEMENT: STUDENTS MAY SKIP A GRADE, HOWEVER, SOCIAL ASPECTS SHOULD BE CONSIDERED.
- 5. WHAT ACCOMMODATIONS SHOULD BE PROVIDED FOR GIFTED AND TALENTED STUDENTS? • ELP (ENRICHED LEARNING PLAN): THIS PLAN HELPS DEFINE THE MOST APPROPRIATEWAY TO PROVIDE CHALLENGE FOR THESE STUDENTS • PROGRAM SPECIFICALLY DESIGNED FOR GIFTED AND TALENTED STUDENTS • INSTRUCTION FOR GIFTED AND TALENTED • PACE: TEACHERS SHOULD MOVE QUICKLY THROUGH A TOPIC • PRODUCT : ALLOW STUDENTS TO CREATE A DIFFERENT FORM OF ASSESSMENTBASED PROJECTS • DEPTH: CHALLENGE STUDENTS BY ELABORATING ON TOPICS
- 6. OUR ENRICHMENT PROGRAM • OUR ENRICHMENT PROGRAM HAS BEEN DESIGNED TO MEET THE NEEDS OF ACADEMICALLY TALENTED STUDENTS. THESE STUDENTS BENEFIT FROM WORKING WITH OTHERS THAT ARE ALSO ACADEMICALLY TALENTED. • STUDENTS IN GRADES 3-5 WILL SPEND ONE DAY A WEEK IN A DIFFERENT CLASSROOM WITH OTHER GIFTED STUDENTS. THE PROGRAM IS SUPPORTED BY THE SCHOOL BUDGET AND STUDENT PARTICIPATION FEES. • STUDENTS WILL BE REFERRED BY THE CLASSROOM TEACHER AND PRINCIPAL FOR THE FOLLOWING YEAR. AN APPLICATION, ALONG WITH STUDENT WORK IS NECESSARY FOR CONSIDERATION FOR THE PROGRAM. • STUDENTS WILL PARTICIPATE IN A VARIETY OF CHALLENGING CURRICULUM: COMPUTER/MATHEMATICS/SCIENCE, CRITICAL/PRODUCTIVE THINKING, RESEARCH SKILLS, CREATIVE WRITING, ART, MUSIC, AND DRAMA.
- 7. ENRICHMENT CURRICULUM • STUDENTS WILL PARTICIPATE IN ACTIVITIES THAT WILL STIMULATE AND CHALLENGE STUDENTS HIGHER-LEVEL THINKING SKILLS. THESE HIGHER-LEVEL THINKING SKILLS ARE ANALYSIS, SYNTHESIS AND EVALUATION. • ENRICHMENT ACTIVITIES WILL BE IN THEMATIC UNITS/MINI UNIT TO EXPOSE STUDENTS TO A VARIETY OF TOPICS. THE STUDENTS WILL USE A VARIETY OF TECHNIQUES, INCLUDING INDIVIDUAL AND SMALL TEAM GROUPS, TO COMPLETE PROJECTS. • ACTIVITIES WILL HELP DEVELOP THESE SKILLS: CRITICAL AND CREATIVE THINKING, PROBLEM SOLVING, RESEARCH, EXPERIMENTATION, ROLE PLAYING AND DISCUSSION. • SAMPLE MINI UNITS WILL INCLUDE: ARCHITECTURE, FOLK TALES, CRIMINOLOGY, LIGHTHOUSES, AND ROBOTICS.
- 8. REFERENCES • BEVERLY PUBLIC SCHOOLS. (2014). ELEMENTARY ENRICHMENT CENTER. RETRIEVED FROM HTTP://WWW.BEVERLYSCHOOLS.ORG/DISTRICT/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&ID =143&ITEMID=119 • MASSACHUSETTS ASSOCIATION FOR GIFTED CHILDREN. (2014). RETRIEVED FROM HTTP://MASSGIFTED.ORG/EDUCATION • NATIONAL ASSOCIATION FOR GIFTED CHILDREN. (2008). RETRIEVED FROM HTTP://WWW.NAGC.ORG/ • NATIONAL SOCIETY FOR THE GIFTED AND TALENTED. (2014). RETRIEVED FROM HTTP://WWW.NSGT.ORG/
Editor's Notes
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