Jaeda’s teacher can use many different models of curriculum differentiation to produce flexible programs that cater for a range of individual differences in the classroom. Being a gifted learner, Jaeda is able to grasp lower level knowledge and skills quickly, and move to skills requiring higher levels of thinking. In general, her teachers needs to design the curriculum for her in such a way that it incorporates acceleration, extension of key concepts, an advanced reading level and the use of higher-order thinking skills (analysis, synthesis, evaluation). She needs a program that will provide her with opportunities to explore and satisfy her curiosities. She is an advanced reader which means she can engage in independent learning through reading. …show more content…
Most gifted students have a wide range of interests. Type I enrichment will expose Jaeda to new ideas and exciting topics which will help her discover new areas of interest. Type II enrichment aims to develop cognitive and affective processes. Jaeda will be able to pursue additional training in her chosen area of interest. She will be able to engage in creative thinking and problem solving which will help her to find answers to all the questions she might have about that topic. Since students are expected to work in groups in Type II enrichment, the teacher can also use this opportunity to build on Jaeda’s team work skills. Type III enrichment is only offered to students who have interest and ability for task commitment. If Jaeda is able and willing, she could take on the role of a first hand inquirer (Renzulli and Reis, 1997). She could investigate real world problems and create an authentic product or service. This will help to develop self directed learning skills which would be beneficial not only for high school but also for her life long learning. Teacher can look for opportunities in both Type II and Type III enrichment to help Jaeda develop her leadership skills, for example, Jaeda could share her original work with an audience or teach some newly acquired knowledge to her
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Moreover, the student demonstrated a high reading ability that is somewhat beyond their grade level. I have identified that he is on or above his expected reading level. He should be provided enrichment in reading. By discovering this, his teachers can plan accordingly to build on his present skills and help him develop into a well-rounded reader.
Adolescents. VanTassel-Baska, J.L., Cross, T. L. & Olenchak, F. R. (Eds.). Social-Emotional Curriculum With Gifted and Talented Students (pp. 133-151). Prufrock Press Inc. Waco, Texas.
Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner. Retrieved April 14, 2004, from http://www.gifted.uconn.edu/rogers.html
Many people are of the opinion that special education programs for gifted children are an unnecessary burden on tightly-budgeted and under-funded school systems, but this is actually far from the truth. The gifted are perhaps the most neglected group of special needs children in almost every school district. Because many people assume that the gifted do not need extra attention, gifted programs are often the first program to be cut when budgets are reduced, but I suggest that they be the last to go. These children have profound talents and are just as deserving of extra attention as children who are physically or mentally handicapped.
Whether giftedness is a product of nature or created through nurture is a controversial discussion. However, Winner (2000), Colangelo & Davis (2003), Mrazik & Dombrowski (2010) all agree the answer lies somewhere in the middle. The idea of giftedness is often evaluated under the premise of expertness or mastery. Do all gifted children become masters or experts of their gifted area? Can people become gifted through extensive training (which is required for expertness)? Winner states that families cannot make a child become gifted, however, certain parenting styles that combine nurturance and stimulation can help maintain and nurture the gift. Winner reviewed many studies on hard work, perseverance, and practice, none of which can explain the origins of giftedness, but are very necessary for high achievement. Colangelo and Davis propose that high intelligence alone will not provide high levels of achievement, but may be necessary for achievement.
Additionally, literacy does not only refer to reading. Literacy also refers to writing, discussing, and becoming fluent in the specific subject area. The original curriculum for my Hebrew reading classes only covered decoding. Yet, as I personalized my classes more, I began incorporating other aspects of literacy, including comprehension, writing, and discussion, and I noticed a vast improvement in my students’ overall learning. With my math students, too, as I incorporated different aspects of literacy related to my students’ personal learning styles, I noticed further
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
The Autonomous Learner Model (ALM) was created to meet the needs for diversified groups of gifted students (Betts & Kercher, 2009, p. 49, 52). “It became apparent through focus groups, informal discussions, reviews of literature, and presentations to the faculty that a diversified group of gifted
First, however, one must have a clear notion of what is meant by giftedness. Only the top 2-5 % of children in the world are truly gifted. These children are precocious, self-instructing, can intuit solutions without resorting to logical, linear steps, and have an incredible interest in an area or more that they focus so intently on, that they may lose sense of the outside world (3). Early reading and development of abstract thought are typical characteristics as well. The acceleration of ment...
It is important to understand the many different methods of educating gifted and talented students. Most people, whether as teachers, students, or parents, will at some point be faced with the many options of educating the gifted and talented. In the United States today, 3-5 percent of students are considered gifted. Defining whether or not a student is gifted can be quite difficult, but many would agree that gifted students “are able to learn material rapidly and understand concepts deeply” (Lynch, 1999). Within this paper I will discuss the process of identifying gifted and talented students and the different methods of educating them including tracking, grade advancement, and cooperative learning. Of these three methods I believe the most effective method used to teach gifted and talented students is tracking.
Students are not receiving the ideal education in today’s educational system. Many students go to class and follow a strict schedule and simply go through the motions. “He cannot indulge his genius, he cannot delight in personal relations with young friends, when his eye is always on the clock, and twenty classes are to be dealt with before the day is done” (Emerson 106). Students are not getting the appropriate education, thus forming uninterested kids who anxiously watch the clock, waiting for the final bell to ring. Since teachers expect students to see through their eyes, programs do not allow gifted students to excel, and education is not based on student's individual needs, the education system must be changed.
According to North Carolina’s AIG program, Gifted students are able to think with more complexity and abstractedness and they can learn at a more accelerated rate than others their age. Due to this difference in intellectual capabilities, AIG pupils posses scholastic needs that are different than other, mediocre students. First, Their academic courses need to be more difficult, diversified,
Reading is the gateway to intelligence. This year, in English class, I grew as a reader. According to a study done by Krum Middle School, “44 million adults in the US cannot read well enough to read a child a simple story,” (Ramirez). Through Mrs.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html