Gifted Education in the Regular Classroom

1. Gifted Education in the Regular Classroom Differentiation Strategies

2. Outline • Characteristics of giftedness – positive & negative traits, myths, teacher biases • Identification of gifted students • Differentiation strategies for gifted students in the regular classroom: *Questioning techniques *Flexible grouping *Pace *Depth *Breadth • Writing IEP’s for gifted learners • Board-based supports: Itinerant teacher support; Wiki; Resource Centre material

3. Ministry of Education Definition • “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 program to satisfy the level of educational potential indicated.”

4. Bright Child Knows the answer Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions for mastery Understands ideas Gifted Child Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Characteristics of Giftedness

5. Bright Child Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memorizer Enjoys straightforward, sequential presentation Is alert Is pleased with own learning Gifted Child Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self critical Characteristics of Giftedness

6. Positve/Negative Behaviours Highly Curious: + asks lots of questions + inquisitive + remembers details • asks inappropriate questions • poor group participation • easily diverted from task

7. Positve/Negative Behaviours Abstract Thinker: + makes generalizations + tests out ideas • questions others • questions authority

8. Positve/Negative Behaviours Flexible Thinker: + employs a variety of strategies to work something out - manipulates people and situations by using a variety of strategies

9. Positive/Negative Behaviours Advanced Reading: + reads widely + advanced vocabulary and comprehension • reads constantly • neglects peer interaction and work – would rather read

10. Myths About Giftedness • Ability grouping is elitist • Providing heterogeneously grouped cooperative learning is the most effective for serving all students, including the gifted • Assuring that there are some gifted students in all classrooms will provide positive role models for others and will automatically improve the classroom climate

11. Myths About Giftedness • Gifted students will make it on their own; grouping them by ability does not result in improved learning or achievement for them • Gifted students are always highly productive, complete their work on time and get consistently high grades • Gifted students have social problems • Teachers can always identify a gifted learner

12. Identifying Gifted Learners • Research shows that teachers do not reliably identify gifted learners • Teachers tend to identify “teacher pleasers” and attribute positive learning behaviours with high achievement • Parents, particularly of young children, tend to be more accurate in identifying their child as exceptional • What tools are used to identify academically gifted students? Checklist of gifted behavioural traits, parent/teacher nomination, achievement tests, cognitive (IQ) tests are all used • A cognitive assessment is an objective method that reliably shows the correlation between academic potential and IQ • Research in psychology shows that the top 2% of the population have “very superior” cognitive abilities (bell curve)

13. Identifying gifted learners • WCDSB uses a cognitive test (CCAT) to identify giftedness • CCAT covers three cognitive domains: verbal, quantitative, non-verbal (refer to handout) • An educational assessment completed after a CCAT screen will summarize the student’s achievement, strengths/needs, learning skills and CCAT results

14. The Gifted Learner in the Regular Classroom • Advanced learning needs can be met in the regular classroom by a teacher trained and supported in working with exceptionally capable learners • 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 program modifications with materials and tasks you use in the units of study and adapt them via: • Questioning methods • Flexible grouping methods • Pacing and compacting • Tiering assignments • Providing more choice and options

15. Questioning Models for Higher Level Thinking • Bloom’s Taxonomy • William’s Taxonomy • Socratic Seminar • SCAMPER & Callahan’s Questions • Thinking Hats • (refer to handouts)

16. Flexible grouping • Refer to handout

17. Increasing Pace and Compacting Curriculum • Refer to handout

18. Adding Depth – Tiered Assignments • Refer to handout

19. Adding Breadth – Choices and Options • Refer to handout

20. Writing IEP Annual Program Goals for gifted learners • A statement that describes what a student can reasonably accomplish by the end of the school year • Based on the students strengths, needs and current level of achievement • Incorporates the development of thinking skills that can be achieved by the student, and are observable (IEP Resource Guide, 2004. Pg. 31

21. Writing IEP Expectations for gifted learners • Use a 3-step process based on these 3 questions: What expectations/cluster of expectations am I working on? What activities will the class be doing in the unit? How can I vary those activities for more depth and breadth?

22. Writing IEP Teaching Strategies that are different for gifted learners Ask yourself these 2 questions: • What teaching strategies will I use for the class? • What am I going to do that’s a variation for my gifted student? (e.g. model more advanced skills, provide enriched resources and examples, differentiate size of group or ability of group, differentiate questioning techniques, provide menus of extension choices, assign most difficult questions first, etc.)

23. Writing IEP evaluations for gifted learners Ask yourself these 2 questions: • How (specifically) is the activity being evaluated for the rest of the class? • How can the evaluation task or evaluation criteria be differed for my gifted student?

24. Supports • Itinerant Teacher of the Gifted • Resource Centre Resources • Congregated gifted workshops • Wiki