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GIFTED EDUCATION GUIDELINES
| Introduction | Foundations | Identification | Planning | Instruction | Assessment | Technology |
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Instruction Gifted Education Home |
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. 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 direct services
instruction and consultation that will impact student learning and assure that
students identified as gifted also make yearly progress.
Critical Characteristics of the Gifted Learner On Which Differentiation
Is Based
Precocity
Intensity
Complexity
(Van Tassel-Baska, 2003)
Differentiated Content:
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" or practice. Experiences
may include advanced content (i.e., more depth and complexity) and/or content
that is accelerated to higher grade level if the student has demonstrated proficiency
at grade level.
Differentiate Process:
To address the differentiated process dimension, the teacher may provide 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)
The teacher should consider different learning styles (not necessarily
ability level):
* Visual/spatial learners- use mind maps, charts,
draw a picture or diagram
* Verbal/Linguistic learners - use text for reading,
audio/video recordings for listening, relating
* Logical/Mathematical - use problem solving techniques,
show by equation, if this, then what
Differentiated Product:
The product should be a performanced based product. Creativity should
be encouraged, providing alternatives for products and allowing flexibility
in the above learning styles.
Acceleration
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, single-subject acceleration, whole-grade acceleration and testing out (at the high school level). The requirements are decided at the local level.
Instructional Strategies:
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.
Examples:
Cooperative Learning
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
Learning.
Curriculum Compacting
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.
Telescoping
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)
Enrichment
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.
Brainstorming
Interdisciplinary/Integrated Curricula around a Theme
Thematic units which make connections across multiple curricular areas.
Organizational Skills
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.
Graphic Organizers
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.
Bloom's
Taxonomy of Thinking Skills
Marzano's Dimensions
of Learning
Costa
and Kallick's 16 Habits of Mind
Partnership
for 21st Century Skills;
Teaching with Models - Gifted Education (College of William
& Mary) - Power Point Presentation
Parallel Curriculum
The Parallel Curriculum Model is a set of designs
that revises, while remaining aligned with, the existing curriculum 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
trigger.
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
problem.
Next, the students gather information,
record the results and share the information. From the information, they generate
possible solutions.
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.
For Project-Based
Learning (PBL) ideas, visit this link.
Research Model
Six Hats Thinking
"Six Hats Thinking" is a creative thinking
method developed by Dr. Edward de Bono.
Link to site.
Socratic Seminar
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.
Resources
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 Policies
Council for Exceptional Children (CEC)
NAGC Pre-K--Grade 12 Gifted Program Standards