GIFTED EDUCATION GUIDELINES
One of the foundations of gifted
education in West Virginia is that students identified as gifted in West Virginia
have special needs that must be met in order to provide an equitable education.
Their instruction must be differentiated to include more depth and complexity
of content, flexible processes and creativity
in product, in order to maximize their academic growth.
To improve instruction and increase cognitive
demand, West Virginia's content standards were revised to include more critical
thinking and problem solving skills. The West Virginia Content Standards and
Objectives (CSOs) are the state curriculum. Gifted education teachers must be
aware of and have a deep understanding of the content standards and objectives
and the achievement levels across grades so that they can provide consultation
and direct services instruction that will impact student learning and assure
that students identified as gifted also make yearly progress.
Differentiate Process: address different learning styles (not
necessarily ability level)
Visual/spatial - using mind maps, charts
Verbal/Linguistic - reading, listening, relating
Logical/Mathematical - problem solve, show by equation; if this, then what
Critical Characteristics of the Gifted Learner On Which Differentiation
In West Virginia, most delivery systems for students
identified as gifted offer opportunities for both acceleration of the student's
learning pace as well as learning extensions and enrichment to increase the
depth and breadth of the student's knowledge. There is no set "program"
To address the creative dimension,
the teacher may provide alternatives for products. In addition, instruction
should include opportunities for brainstorming, flexible thinking, generating
multiple ideas, exploring alternate solutions and taking responsible risks.
In addressing issues and concepts,
the teacher may provide opportunities to explore conflict in history and literature,
rights and responsibilities, resources/scarcity, cultural differences; systems
in social studies and science; and patterns in mathematics and art. (Tomlinson
& Doubet, 2006)
Acceleration is "the process
through which students can obtain mastery of content at a faster or earlier
rate" (WV Board Policy 2510, p. 52). Acceleration is available to all students
in West Virginia who demonstrate the academic readiness. Some options include,
but are not limited to, early entrance, grade-skipping and testing out (at the
high school level). The requirements are decided at the local level.
Acceleration in Single Subject Area
After demonstrating mastery of the grade-level
subject, the student is accelerated to the next grade level in that single subject.
The student does not remain with same age peers in the single subject, but does
remain with same age peers in other subjects.
- A third-grade student performing above grade level in reading goes to a
fourth-grade teacher every morning for instruction in these subjects and returns
to the third-grade classroom for instruction in other subject areas.
- A fourth-grade student performing above grade level in math is transported
to a middle school/junior high building every morning for a fifth-grade math
class. The student is transported back to the elementary school building for
instruction with fourth-grade classrmates for the remainder of the day.
- A group of seventh grade students have mastered seventh and eighth grade
math. A high school math teacher travels to the middle school to provide instruction
to those students in above-grade-level math.
Students work in small groups (typically 2-6 students)
with a common goal in a learning activity. The goal may be to complete a unit
of study, solve a problem, complete a project or complete a laboratory assignment.
The experience usually involves peer reviews and discussion which enhances learning
and increases retention of information. More information at Cooperative
Curriculum compacting is characterized by pre-
and post-testing. The general curriculum is then "compacted" or condensed
and streamlined to reduce repetition of previously mastered material. "Compacting"
what students already know allows time for enrichment beyond the basic curriculum
for students who would otherwise be simply practicing what they already know.
Grade telescoping involves allowing a child -
or preferably, a group of children of the same age - to complete the school's
curriculum of several years in less time. "For example, a middle school
student could complete the three years' curriculum of middle school in two years."
The student does not skip any subject areas of the curriculum but moves more
rapidly through them. (Rogers, 2002)
Biographical Method in Gifted Education
The biographical method is a method of investigating
and analyzing facts and artifacts (interviews, personal documents, etc.) about
a person's life in order to give an in-depth account of the person's whole life
or a portion of his or her life. Rather than a focusing on a particular event,
the biographical method probes more deeply into the person's life experiences
and social connections that may provide a better understanding of the person.
The biographical method may produce an account
of the person's life in text, images, a movie or a combination of methods.
Interdisciplinary/Integrated Curricula around a Theme
Thematic units which make connections across multiple curricular areas.
Many students who are identified as gifted and
are not achieving at expected levels - possibly not even achieving at grade
level, may lack organizational skills. They may need explicit instruction in
managing their time and materials effectively. Setting goals, making lists and
prioritizing are all elements of organizational skills. Teaching organizational
skills also includes an element of positive behavior support.
Models of Thinking
Many models exist to help educators categorize thinking skills.
Links to information on four of those models are provided here. Knowledge of
these models will facilitate planning instruction and organizing activities
that promote deeper thinking. In addition, students who understand and apply
a model of thinking can take charge of their own academic learning.
Taxonomy of Thinking Skills
and Kallick's 16 Habits of Mind
for 21st Century Skills;
Teaching with Models - Gifted Education (College of William
& Mary) - Power Point Presentation
The Parallel Curriculum Model is a set of designs
that revises, while remaining aligned with, the existing curriculum, (in WV,
the CSOs) to include opportunities to learn the enduring facts, key concepts
and principles related to the core content.
Project-Based Learning Model
Projects are a natural way to engage students
in learning. A project begins with a question or a challenge
that the students encounter in every day life. It may be prompted by a headline
in the news, a show on TV, a conversation with parents or friends or some other
The students then compile what they already know,
what they need to know and what they expect to learn from the project (KWL
chart). The initial question may or may not result in a problem. If
the students already know the answers, there is no problem. If they do not know
all the answers, the students proceed to the next step; defining the
Next, the students gather information,
record the results and share the information. From the information, they generate
Finally, they determine the best solution
and present their findings.
Problem-based learning places the student in the
active role of solving problems in real life situations.
Learning (PBL) ideas, visit this link.
Six Hats Thinking
"Six Hats Thinking" is a creative thinking
method developed by Dr. Edward de Bono.
Link to site.
The art of "Socratic
Questioning" involves over-arching questions that support thinking
skills and help students see connections between the subjects and gain a deeper
understanding. See also "The
Taxonomy of Socratic Questioning," created by Richard Paul.
Exceptional Gifted - Grades
9 through 12
In West Virginia, gifted education is addressed through
Advanced Placement and Honors courses as appropriate through a Four-Year Education
and Transition Plan for students not eligible as Exceptional Gifted - Grades
9 through 12. For students eligible as Exceptional Gifted, an IEP is developed.
The focus of an IEP for Exceptional Gifted is generally on 1) creativity skills,
2) social emotional issues, 3) career studies, 4) personal interests, 5) leadership
and/or 6) organizational skills. These are generally delivered through
conferencing with the student.
Fogarty, Robin (2013) Creativity:
The Premier 21st Century Skill
Rogers, Karen B. (2002) Re-Forming Gifted Education, Great Potential
Press, Inc., P.O. Box 5057, Scottsdale, AZ 85261. www.giftedbooks.com
Tomlinson, Carol Ann and Doubet, Kristina (2006) SMART in the Middle Grades,
National Middle School Association, Westerville, Ohio. 43081 www.nmsa.org.
Van Tassel Baska, Joyce (2003) Content-Based Curriculum for High-Ability
Learners, Prufrock Press, Inc., Waco, TX.
West Virginia State Board of Education
Council for Exceptional Children (CEC)
NAGC Pre-K--Grade 12 Gifted
Office of Special Programs
Building 6, Rm 304
1900 Kanawha Blvd
Charleston, WV 25305