Programming for High Ability Learners-a review Preparing for your Cumulative Self Assessment of the Gifted Endorsement Course Please view this with a copy of your philosophy of teaching that you composed for your first T 2 P, the draft you created in week 25, and a copy of your Cumulative Assessment questions in hand. 1 Property of GCPS Accelerated Programs and Gifted Education
You may recall that at the beginning we told you: “As you earn your gifted endorsement, we hope that you not only become an articulate advocate for gifted children, but also a more effective teacher leader and a better instructor for all students. ”. 2 Property of GCPS Accelerated Programs and Gifted Education
Consequently in your endorsement class we hope that this year. . . You have learned new things about high ability learners, and you have discussed this new learning with colleagues in this class and at your school. You have realized that high ability learners have the need for differentiation. You have come to have a passion for the needs of high ability learners of diverse backgrounds and diverse learning styles. You have applied your learning in your own classroom. You have been reflecting on that practice and discussing it with colleagues. You have as a result been refining that practice. 3 Property of GCPS Accelerated Programs and Gifted Education
As you approach the end of the course and prepare for the self assessment we’d like to review the following: Our philosophy and goals The characteristics of high ability learners in GCPS Our guiding principles for teaching these students 4 Property of GCPS Accelerated Programs and Gifted Education
First in order to look at our program and goals, let’s consider the state definition we use for these students. A gifted student is a student who demonstrates a high degree of intellectual, creative abilities, exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities. (State of Georgia Programs for the Gifted Rules and Regulations, Adopted February 12, 1998) 5 Property of GCPS Accelerated Programs and Gifted Education
Secondly, take a look at our stated goals for the program here in GCPS: GOALS I. To educate gifted and talented students so that they may achieve excellence in Gwinnett County Public Schools' Academic Knowledge and Skills (AKS). II. To provide academic advancement through the use of Gwinnett County Public Schools' AKS Extensions. Property of GCPS Accelerated Programs and Gifted Education 6
Gifted Programming Models used in Gwinnett County Public Schools With these guiding principles in mind, we use multiple models with our students. Take a moment to review the chart below (especially at your school level) Models used and Characteristics links Elementary FOCUS Resource -The curriculum must have an academic content foundation, but it should focus on interdisciplinary enrichment activities. The content and pacing should be differentiated to the degree that the activities are clearly not appropriate for more typical students at that grade level. Advanced Content--In the Advanced Content Model students are placed into a homogeneously grouped advanced class and are selected for the class on the basis of advanced achievement and/or high level of motivation in that particular subject area. Cluster--Identified gifted students are placed as a group into an otherwise heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that grade level. The teacher documents the curriculum modifications he/she has made for the gifted students by way of (a) separate lesson plans and (b) individual student contracts Enrichment-Taught in addition to the regular math or language arts and would occur once or twice a week (for example during specials). 2011 -2012 FOCUS Advanced Content CLUSTER. xlsx 2011 -2012 FOCUS Delivery Model CLUSTER. xlsx Middle School PROBE Advanced Content -Students take classes in mathematics, science, social studies and language arts. Classes lay the foundation for students seeking a rigorous course of study at the high school level. Students are selected for the classes based on their areas of strength and advancement. High School QUEST Advanced Content available in math, science, social studies, language arts and foreign language classes. Advanced Placement AP is a course of study designed to have course content equivalent to that found in freshman and sophomore level college courses. Students have the option of taking the Advanced Placement exam at the end of the course. Directed Studies —Students conduct research in a specific content area as an elective. A contract is developed for the research work under the supervision of the local school’s gifted program teacher. Internship -Gifted high school juniors and seniors spend a portion of the school day with a mentor in the community for an in-depth career exploration. International Baccalaureate The International Baccalaureate (IB) program is currently offered at Norcross High School. IB is a comprehensive and rigorous internationally recognized two-year curriculum, leading to examinations. Joint enrollment and early admission --Joint enrollment offers the opportunity for students to take courses at local technical schools, junior colleges, colleges and universities while still being enrolled in courses at their high school. Early admission offers students the opportunity to enroll full-time in a post secondary school. http: //apcentral. collegeboard. com/ http: //www. ibo. org/ Property of GCPS Accelerated Programs and Gifted Education 7
Think about the following: how has that definition, those goals and the models for your grade level impacted the way you teach in your classroom? Has that made a difference in your overall philosophy of education? 8 Property of GCPS Accelerated Programs and Gifted Education
But what are our high ability learners like? Some are academically gifted Some are creatively gifted They come from diverse home and cultural backgrounds They come from diverse educational experiences Some are highly motivated and successful Some need help with motivation and encouragement to be successful Property of GCPS Accelerated Programs and Gifted Education 9
With those very dissimilarities in mind. the gifted education program has wide ranging program objectives for student development: creative expression thinking skills self-awareness in order to learn to cope with weaknesses and to explore and 10 appreciate strengths communication with peers of similar ability and interests decision-making acceptance of challenges, stipulations and competitions with others and self interest in the fine arts training in various career fields of interest a positive attitude toward mankind self-direction the ability to cope with, change and foresee the needs of the future understanding and expression of quality and excellence in one's performance Property of GCPS Accelerated Programs and Gifted Education
In this class you have explored how to differentiate for the needs of these diverse gifted learners. Through content, process and product Taking into account readiness, ability, interest, learning style, special accommodations And using a variety of strategies to address the 12 objectives and provide AKS Extensions for high ability students 11 Property of GCPS Accelerated Programs and Gifted Education
What are your strengths and weaknesses in meeting these multiple needs in multiple ways? Has that made a difference in your overall philosophy of education? 12 Property of GCPS Accelerated Programs and Gifted Education
As you prepare to complete your Summative Self Assessment think about the following: What have been the experiences in this class that have positively impacted your understanding of high ability students, your approach to teaching, and your daily practice in the classroom? 13 Property of GCPS Accelerated Programs and Gifted Education
In addition choose how you will synthesize your experience by further reviewing, reflecting and refining your philosophy of teaching , keeping in mind the following questions: How has this yearlong course impacted my understanding of high ability students of many kinds, my philosophy of teaching, my planning for my classroom and my teaching practice? How does what I do in my classroom fit into the overall program for gifted learners in Gwinnett County Public Schools? What are the issues and topics important to an ongoing understanding of the gifted learner and what is the story I will tell others when they ask me about my growth during this endorsement process? Property of GCPS Accelerated Programs and Gifted Education 14
We have a great challenge and responsibility. . . To enable high ability learners of diverse backgrounds to meet and exceed world-class standards by providing them with differentiated instruction to address weaknesses and builds on strengths. Thank you for committing to help them. 15 Property of GCPS Accelerated Programs and Gifted Education
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