Gifted Intro 2014 November
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This document discusses gifted students and gifted education. It defines gifted individuals as those who demonstrate outstanding aptitude or competence in one or more domains such as mathematics, music, or sports. The document also discusses North Carolina's laws around gifted education, including that gifted students should be challenged to achieve high levels and require differentiated instruction beyond the regular program. It provides statistics on the number of identified gifted students in North Carolina and state funding levels. The rest of the document offers tips for teaching gifted students, such as not asking them to do what they already know how to do, providing challenging curriculum, and pacing instruction to individual student needs.
Gifted Intro 2014 November
- 1. aig ecugifted.com DR. BRIAN HOUSAND brianhousand.com
- 4. YOU HAVE A RIGHT TO LEARN SOMETHING NEW EVERY DAY. Gifted Children’s Bill of Rights
- 7. Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).
- 9. NC ARTICLE 9B The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
- 10. Identification Services Funding Certification
- 11. North Carolina Total Student Population 1,400,127 Number of Identified Gifted Students 173,215 Percentage of Identified Gifted Students 12.3%
- 12. North Carolina Number of Identified Gifted Students 173,215 State Funding For Gifted and Talented Education $68,067,940 State Funding Per Student $392.97
- 13. DO DON’T (Tomlinson, 1997)
- 14. DON’T ASK THEM TO DO WHAT THEY ALREADY KNOW HOW TO DO
- 15. I’ve mapped out the concepts I’ve already grasped to save you time.
- 16. Approximately 40-50% of traditional classroom material could be eliminated for targeted students.
- 17. The Compactor Joseph Renzulli & Linda H. Smith Student’s Name Allison Areas of Strength Documenting Mastery Alternate Activities Reading/ LA 92% on Theme 1 Pretest -will attend group mini-lessons on only those activities she did not master -will spend her time finishing her novel Math Chapter 2 Addition/ Subtraction 91% on Pretest -Worked on addend/inverse sentences w/class -Did all extra activities with the class, as well as her project Reading / LA 98% on Theme 2 Pretest -Will be involved in Birchbark Book group, continue her novel and attend mini-lessons on skills she has not mastered
- 18. DON’T ASK THEM TO DO MORE OF THE SAME STUFF FASTER
- 20. DON’T CUT THEM LOOSE FROM PEERS AND TEACHERS FOR LONG PERIODS OF TIME
- 21. DON’T GIVE THEM ACTIVITIES TO JUST FILL THE TIME
- 22. DON’T HAVE GIFTED STUDENTS BE A TUTOR
- 23. DON’T GIVE THEM FLUFF
- 24. DO GIVE GIFTED STUDENTS GOOD CURRICULUM AND INSTRUCTION
- 26. an instructional trilogy Real World Problems Rigor Technology Integration
- 27. DO PACE IN RESPONSE TO STUDENTS’ INDIVIDUAL NEEDS
- 28. DO GIVE THEM AN UNDERSTANDING OF SUPPORTED RISK
- 29. DO GIVE THEM A HIGHER DEGREE OF DIFFICULTY