Concern for at-risk learners forces the education of high ability learners to take a backseat in traditional classroom. Standard instruction and curriculum based on a pacing and sequencing method does not always allow students to accelerate. By definition, the term “gifted” exemplifies exceptionality often regarding intellect, creativity and leadership. An identification of gifted suggests that an individual requires specialized services and curriculum that are not always addressed by traditional methods of education. High ability learners require a challenging curriculum and specialized educators to prosper academically. The negligence in discharging one’s exceptionality can often lead high-ability learners to foster resentment, boredom and frustration. Traditional instruction and curriculum is not always structured to benefit the needs of exceptional learners. Gifted education programs are essential in educating exceptionally talented students due to the individualized approach toward a student’s unique learning-style. Self -contained gifted classrooms offer a structured environment that allow for social and intellectual growth opposed to the traditional classroom. The inherent flexibility within the gifted program facilitates gifted development of a high-ability learner through acceleration and enrichment.
Self-contained gifted classrooms serve as a school within-a-school segregating exceptional learners from the traditional classroom and curriculum. This offers a more individualized approach towards learning and instruction required in adapting to the unique abilities and learning styles of a gifted student. Homogenous classrooms of gifted students allows for accommodations of content, instruction and environment creati...
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...litate intellectual and social growth due to the inherent flexibility which adequately accommodates for diverse learning styles. High ability learners deserve the same amount monitoring and guidance as underachieving students. Gifted programs are targeted at rendering an affective curriculum that challenges high-ability learners where as some traditional classrooms exercise pacing and sequential methods. Through a self-contained gifted classroom one receives the individualized attention and guidance needed to reach full potential.
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Delcourt, M.A.B., Cornell, D.G.,& Goldberg, M.D. (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51 (4), 359-381. from Research Library. (Document ID: 1390043111).
New York: Cambridge University Press. Ryser, G. R., & McConnell, K. (2003). Scales for Identifying Gifted Students. Waco, TX: Prufrock Press.
A common misconception is intelligence is inherited and does not change, so therefore, gifted children do not need special services. However, this mindset is very dangerous when it comes to the development of gifted children. It is widely believed that gifted students will get by on their own without any assistance from their school. After all,
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
The Talents Unlimited Model was created under the philosophy that all students, both those identified as gifted and those not, would benefit from enrichment programs. The model is used to educate teachers on how to use differentiated instruction to use “higher order cognitive tasks to help students with varying abilities use their preferred thinking talents to manipulate instruction to solve problems, see broad relationships, evaluate varying perspectives, draw comparisons among disparate viewpoints, and predict causes and effects” (Schlichter, 2009, p. 434).
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
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Whitney, C. S. & Hirsch, G. (2011). Helping Gifted Children Soar. A Practical Guide for
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.
Richards, S., Taylor, R., Smiley, L. 2009; Exceptional Students: Preparing Teachers for the 21st Century
One ethical theory that is related to the Gifted and Talented students is utilitarianism. Utilitarianism is doing what is best for the majority of the people. In a classroom setting, the teacher would do what is best to enhance learning for the middle, and majority, of their class. However, this leaves out students who are above average and are considered to be Gifted and Talented. This leaves these students to be on their own in order to challenge themselves. However, most students will not take it upon themselves to seek out more learning opportunities and instead might direct their time to acting out in class, distracting others, or becoming so bored that they start to fall behind. Obviously, this is something that needs to be fixed. In the past, this was the only option students really had who were Gifted and Talented. Now, with programs in schools and supplementary activities that teachers have, these students are able to succeed. Because of this, the perception that GT students have a disability has come to light and is proven that this is untrue. The perception has indeed changed and students who are Gifted and Talented are viewed as students who are considerably advanced and need support and a curriculum to enhance their academic
Lovecky, D. V. (1995). Highly Gifted Children and Peer Relationships. Counseling and Guidance Newsletter. Retrieved March 10, 2003, from http://print.ditd.org/floater=74.html.
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For an effective education creativity needs to be present within all aspects of a primary classroom. So what does it mean to be ‘creative’? According to Sir Ken Robinson “creativity is the process of having original ideas which have value”. Creativity can be demonstrated through the use of technology, problem solving experiments and allowing children the freedom to explore and express new ideas. It is very important to ensure a child can get the best creative education; this is because creativity will give the necessary skills needed for our future. Children must become creative problem solvers if they are in leadership positions as this will help them within society, even though all children may not be in a leadership position it is beneficial for them to have a creative mind-set. Because the world we live in is constantly developing new ideas, concepts and technology, creativity is definitely the most important quality a child can have. Sir Ken Robinson’s, (an international advisor on education) views on creativity in education will be discussed along with New Labour views which includes the National Advisory Committee on Creative and Cultural Education (NACCCE). The 1977 white paper, the open plan for schools, and the 2003 excellence and enjoyment strategy concepts will also be drawn on.
Complex attentional structure is mentalities formed by habits enforced in early childhood development environment that eventually become the person natural behavior such as personality trait. Related because the perspective of the theory is defined by a process of two opposing forces that mutually combined to further an individual’s development to a higher level. Piaget thought that cognitive development was stimulated by the mind taking new information comparing or incorporates with already existing learned information. Also, that the mind adjusted to accommodate to the new information. These are the same concept applied to the theory of attentional structure that without incorporating certain parts creating a certain behavior influenced through our development the person will be delayed.
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