The document defines giftedness as an unusually advanced degree of general intellectual ability that requires differentiated learning experiences beyond the regular school program to match the student's educational potential. It discusses different placement options for gifted students, including regular class with support, part-time special education classes, or congregated gifted classes. It provides characteristics of gifted students and strategies for differentiating instruction for gifted learners in the regular classroom, such as pre-testing, independent projects, tiered assignments, flexible grouping, and high-level questions.

1. Definition of Giftedness 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. Ministry of Education

2. Placement 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).

3. Gifted Students in the Regular Class

4. Gifted Profile Characteristics -superior reasoning powers and problem-solving skills -persistent intellectual curiosity -wide range of interests -markedly superior in quality & quantity of written/oral vocabulary -reads avidly and absorbs books well beyond their years -learns quickly & easily and retains information -grasps mathematical concepts readily

5. Gifted Profile -shows creative ability -sustains concentration for long periods -sets high standards for self -shows initiative and originality -observes keenly -shows social poise -shows an alert and subtle sense of humour

6. Differentiated InstructionWhen to do it?

7. Differentiated Instruction: When to do it? “Mismatch” between the student’s potential and the level of challenge provided in the regular program Observations, OSR, grades & test scores, changes in classroom behaviour Student/parent interest in initiating the process

8. Video ProgramChallenging the Gifted in the Regular Class This program is based on the following assumptions: Adapting instruction for different degrees of readiness and interest will make a classroom more effective for all learners (including the gifted). 2) A differentiated classroom offers different approaches to what students learn, how they learn it, and how they demonstrate what they have learned. 3) In a differentiated classroom, students often work at different paces depending on their needs and the task at hand

9. Video ProgramChallenging the Gifted in the Regular Class 4) Flexible grouping enables teachers to match student and learning experience. 5) Differentiated instruction in the regular classroom is a complex skill that takes time and support to develop.

10. The Gifted Learner in the Regular Classroom Critical element is the teacher’s attitude toward exceptional learners across the learning spectrum Teachers are not expected to program from scratch “Work smarter not harder” - start differentiating with materials and tasks you use in the units of study and adapt them via:

11. Instructional Strategies Pre-testing/Compacting/Extending Independent Projects Tiered Assignments Flexible Skills Grouping High–Level Questions Contracts/Management Plans

12. Differentiation: Where do I begin? Points to Ponder Classroom dynamics and realities? Individual learning styles? Learning needs? Readiness? Interests? Curriculum expectations for subject areas Differentiation Strategies