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Elementary G/T Programs

Elementary G/T Programs. Let’s get it going!. Enhance understanding and commitment to implementing HISD and Texas G/T Standards Increase participation of underrepresented populations

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Elementary G/T Programs

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  1. Elementary G/T Programs Let’s get it going!

  2. Enhance understanding and commitment to implementing HISD and Texas G/T Standards • Increase participation of underrepresented populations • Build capacity of teachers and school leaders to incorporate research skills that lead to advanced level products Elementary G/T Programs

  3. Water Bottle Foundation Project Grade 4 What makes an advanced level product? If your district asked you to send in examples of advanced products, what would you send?

  4. Students who participate in services designed for gifted/talented students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. • What connections do you make between student products and the State Goal? • Why would the state describe the goal with emphasis on the creation of a product? G/T State Goal Activity Turn to your shoulder partner and discuss.

  5. The G/T identification of a student can be initiated in 4 ways: 1) parent 2) teacher 3) student 4) district-generated rosters based on the universal testing done at Kindergarten and 5th grade Step 1: G/T Identification

  6. Nomination What are the barriers to the identification of those in our underrepresented groups? How do we overcome the barriers? Step 1: G/T Identification Review the data sheet. Create a T-chart listing barriers and solutions. Activity

  7. Instructional Delivery Models VanguardStandard 5 Research indicates that gifted and talented students’ academic and social emotional needs are best met in classrooms with other students with similar abilities and with fluid, flexible groupings that change as needed based upon students’ interest and abilities. G/T instruction shall be delivered in one of the following instructional delivery models: • G/T homogeneous classrooms • G/T clusters in the general classroom • Combination of G/T homogeneous and G/T cluster models Step 2: Class Assignments

  8. Step 2: Class Assignments Activity Look at the handout. What do you notice?

  9. So…we have G/T identified students… • And…they are assigned to classes with G/T trained teachers • But…there are still so many questions… How do we teach research skills to young children? Where do we go for support? Ideas? How do we know what advanced level products are? How do we guide students to create them? Step 3: Support for G/T Classrooms

  10. Human capital: • Self-contained teacher using differentiation effectively • Enrichment teacher as co-teacher • Enrichment teachers as mentors • Materials/resources: • Texas Performance Standards Project (TPSP) • Renzulli • Independent Investigation Method (IIM) • What else is working on your campus? Step 3: Support for G/T Classrooms Activity

  11. Renzulli Superstarter Projects

  12. Phase I: Learning Experiences Whole class activities • Phase II: Independent Research Individual or small group studies The Big Question: How do I teach my students HOW to conduct research? EXPLORATORY RESEARCH TPSPGrade Level Tasks

  13. Follow These Footsteps to Successin a Research Project INDEPENDENT INVESTIGATION METHOD (IIM) Topic Goal Setting Research Organizing Goal Evaluation Product Presentation

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