Monday, October 30, 2006
Lesson 5 Best Kind of Learning for Gifted
Gifted and Talented Course 2006 Lesson five “Best Learning for the Gifted”
GIFTED AND TALENTED PROGRAM MODELS
Looking over older information pertinent to Gifted Programs I found this list of what Gifted Programs should do:
GIFTED PROGRAMS SHOULD:
1. Build lifelong learners
2. Foster creativity
3. Build problem solving skills
4. Encourage flexibility
5. Teach knowledge acquisition skills
6. Teach for transfer
7. Use primary sources of information
8. Ask questions that have no answers
9. Accent producing, using, controlling information
10. Build self-confidence, risk-taking
11. Appreciate individual differences/creativity
12 Be taught by an individual who models these behaviors
Over the period of time since I became involved in Gifted Education the whole world of teaching and instruction has changed so that we now we plan our units with all of these mandates in mind, don’t you think/?
Here are some ideas about what type of learning is more meaningful for the gifted:
Gifted children should have ready access to the library, computers and other resource materials.
Students should be involved in independent study activities. The teacher does not dominate the classroom, but permits the students to have freedom in selecting and pursuing programs.
The major emphasis is on ideas of merit and the structure is used to enhance these ideas.
The teacher’s questions are open-ended, with an emphasis on generalization, analysis and synthesis.
The interests and abilities of the students are utilized in planning and implementation of curriculum materials.
Discussion, utilizing debate and controversial issues, is freely used in the classroom.
Appropriately advanced content is available to the students so that there can be exploration in depth.
In some schools there are planned programs especially for advanced and/or gifted learners. Think about the characteristics of gifted learners and match them up with these programs:
MENTORSHIPS
INDEPENDENT CONTRACTS, COURSES
COLLEGE COURSES
AP COURSES
PORTFOLIO CLASSES
REGIONAL PROGRAMS
COMMUNITY OUTREACH
SOLO PERFORMANCES AND ART SHOWS
LEADERSHIP ROLES
MAN, A COURSE OF STUDY
HUMANITIES
PULL-OUT PROGRAMS
You may have to do some basic research to find information about these programs. You might find other options as well.
Make a chart and fill in the reasons why these or other programs options might be more meaningful to the gifted learner:
(My chart template did not translate: My headings across the top were: 1. Characteristics of gifted learner 2. Program models and 3: Why (or why not) a good match
Then down the left side number of spaces for 8-10 selected models. Fill in the boxes.
Share this graph. It’s open-ended so you can add more when you learn more.
Share your graph with the instructor and the class. Did everyone think the same way?
GIFTED AND TALENTED PROGRAM MODELS
Looking over older information pertinent to Gifted Programs I found this list of what Gifted Programs should do:
GIFTED PROGRAMS SHOULD:
1. Build lifelong learners
2. Foster creativity
3. Build problem solving skills
4. Encourage flexibility
5. Teach knowledge acquisition skills
6. Teach for transfer
7. Use primary sources of information
8. Ask questions that have no answers
9. Accent producing, using, controlling information
10. Build self-confidence, risk-taking
11. Appreciate individual differences/creativity
12 Be taught by an individual who models these behaviors
Over the period of time since I became involved in Gifted Education the whole world of teaching and instruction has changed so that we now we plan our units with all of these mandates in mind, don’t you think/?
Here are some ideas about what type of learning is more meaningful for the gifted:
Gifted children should have ready access to the library, computers and other resource materials.
Students should be involved in independent study activities. The teacher does not dominate the classroom, but permits the students to have freedom in selecting and pursuing programs.
The major emphasis is on ideas of merit and the structure is used to enhance these ideas.
The teacher’s questions are open-ended, with an emphasis on generalization, analysis and synthesis.
The interests and abilities of the students are utilized in planning and implementation of curriculum materials.
Discussion, utilizing debate and controversial issues, is freely used in the classroom.
Appropriately advanced content is available to the students so that there can be exploration in depth.
In some schools there are planned programs especially for advanced and/or gifted learners. Think about the characteristics of gifted learners and match them up with these programs:
MENTORSHIPS
INDEPENDENT CONTRACTS, COURSES
COLLEGE COURSES
AP COURSES
PORTFOLIO CLASSES
REGIONAL PROGRAMS
COMMUNITY OUTREACH
SOLO PERFORMANCES AND ART SHOWS
LEADERSHIP ROLES
MAN, A COURSE OF STUDY
HUMANITIES
PULL-OUT PROGRAMS
You may have to do some basic research to find information about these programs. You might find other options as well.
Make a chart and fill in the reasons why these or other programs options might be more meaningful to the gifted learner:
(My chart template did not translate: My headings across the top were: 1. Characteristics of gifted learner 2. Program models and 3: Why (or why not) a good match
Then down the left side number of spaces for 8-10 selected models. Fill in the boxes.
Share this graph. It’s open-ended so you can add more when you learn more.
Share your graph with the instructor and the class. Did everyone think the same way?
# posted by MSAD 48 Gifted and Talented Program @ 12:34 PM 
