Gifted and Talented Policy- Student Support Services

Transcription

1 Gifted and Talented Policy- Student Support Services Semester 2, 2010 Who are the Gifted?... 2 Vision... 2 Rationale... 3 Definition... 3 Characteristics... 5 Objectives... 6 Underlying principles... 7 Responsibilities... 7 Identification... 9 Programming Documenting, tracking and accountability Acceleration process and policy Appendixes 1

2 Gifted and Talented Policy Semester 2, Who are the Gifted? Students who are gifted excel, or are capable of excelling, in one or more areas such as general intelligence, specific academic studies, visual and performing arts, physical ability, creative thinking, interpersonal and intrapersonal skills. Giftedness in a student is commonly characterised by an advanced pace of learning, quality of thinking or capability for remarkably high standards of performance compared to students of the same age. Although these students are capable of outstanding achievement, the learning environment is pivotal to enabling them to demonstrate and develop their abilities. Students who are gifted are at risk of underachieving and disengaging from learning if they are not identified and catered for appropriately. (Framework for Gifted Education, Queensland Government, Education Queensland.) Ormeau Woods State High School - Linking Learning with Life 2. Vision Optimizing every student s opportunity to achieve their potential lies at the heart of Ormeau Woods State High School s commitment to all students. The school seeks to create a learning environment that challenges and supports students to pursue excellence and develop a passion for lifelong learning. This policy establishes our responsibility to ensure that gifted students are able to learn at a pace, depth and level of complexity that suits their abilities. This can be achieved by adding breadth, depth or pace, depending on the task in hand. The best provision incorporates a balanced mix of these. Breadth (sometimes called enrichment ) involves the introduction of additional material beyond the core curriculum, enabling students to compare and contrast, to locate their learning in a wider context and to make connections between different areas of learning; it can result in a more complete understanding of the focus area. In adding breadth to the curriculum however, there is inevitably a risk of overload; be guided by students interest and curiosity and don t expect them to work harder and longer than others. Depth (sometimes called extension ) is achieved by asking students to delve deeper into a given subject or topic and may come as a result of working closely on one text/problem/artefact or by introducing additional knowledge/concepts/skills. For example, one group of students in Year 9 investigated how a particular product was made in different countries. They found out about the different 2

3 materials used, why they were used and how they led to differences in design, development and use of the product. This knowledge was used to create a design and production process for a superior version of the product. Another way of introducing depth is to bring experts into the classroom; this will be of interest to the whole class, but perhaps some time could be spent with gifted and talented young people, developing high level skills or exploring more advanced concepts. Pace refers to speed in covering the curriculum and can result in achievement at a level exceptional for the age range. This is sometimes termed acceleration and involves students moving ahead of their peers in the formal curriculum, often in one specific area, and often taking relevant exams earlier than their peers. This course of action requires careful planning, with due consideration for a student s social and emotional needs. 3. Rationale Gifted students may be found in all cultures and racial groups, across all socio-economic levels and in all geographic locations. All students including the gifted, have the right to a socially just and equitable education. Nothing is so unequal as the equal treatment of unequal individuals Thomas Jefferson In order to reach their potential gifted students need educational adjustments commensurate with their level of giftedness. With appropriate programming, boredom, frustration, underachievement and psychological distress can be alleviated for gifted children. 4. Definition This policy adopts definitions of giftedness and talent based on Gagné s (2003) Gagne s Differentiated Model of Giftedness and Talent 3

4 Gifted students are those whose potential is distinctly above average (in the top 10%) in one or more of the following domains of human ability: intellectual, creative, social and physical. Talented students are those whose skills are distinctly above average (in the top 10%) in one or more areas of human performance. Gifted students may vary in terms of the nature of their abilities and in their level of giftedness. Levels of Giftedness and Appropriate Program Modifications Levels of Giftedness Mildly Moderately Highly Exceptionally Profoundly 180+ Prevalence 1:6 1:40 1:40 1:1000 1:1000 1: : :1million Fewer than 1:1million Programming Options Enrichment in regular class Modified curriculum Curriculum compacting Advanced work Challenges Ability grouping Mentors Subject/Single grade acceleration Fast pace in talent area Ability grouping Acceleration options Challenging enrichment Mentors Highly individualized programs High school uni level program Advanced placements Radical acceleration (3+ carefully spaced grade skips) Ability grouping Counselling Radical acceleration Early university entry Highly individualized programs Ability grouping Counselling In order to develop talents, gifted students need to be given appropriate opportunities for learning, training and practice. Gagné (2003) outlines intra-personal and environmental catalysts that may facilitate or hinder the development of gifts into talents. Intra-personal catalysts Environmental catalysts 4

5 motivation self-management volition personality traits self-esteem self-efficacy poor health and disability learning difficulties socio-economic background geographic location beliefs about giftedness and talent inter-personal relationships events teacher expectations teaching practices learning activities The recognition of gifts and the development of particular talents may be affected by a student s cultural identity. Identification processes need to account for giftedness in terms of the values and beliefs of different cultures. 5. Characteristics of Gifted Students Distinguishing features of the gifted become apparent from an early age. The following table outlines some cognitive characteristics and associated personality traits which may be found in gifted students to a greater degree than in their age peers. Not all students will display all these characteristics all of the time. Cognitive Traits Exceptional reasoning ability Intellectual curiosity Rapid learning rate Facility for abstraction Complex thought processes Vivid imagination Early moral concern Passion for learning Powers of concentration Analytical thinking Divergent thinking/creativity Keen sense of justice Capacity for reflection (Source: Silverman, 1993, p53) Personality Traits Insightful Need to understand Need for mental stimulation Perfectionism Need for precision/logic Excellent sense of humour Sensitivity/empathy Intensity Perseverance Acute self awareness Nonconformity Questioning rules and authority Tendency to introversion Although many gifted students are well adjusted, some of the cognitive and affective characteristics of gifted students may result in negative behaviours. This is particularly so for gifted underachievers, students with a learning disability or where gifted students are experiencing intellectual frustration, boredom or peer rejection.(gross,1989, Whitmore,1980 and Betts & Neihart, 1988) Davis and Rimm (2004) listed the following negative characteristics that gifted students may display. Stubbornness Nonparticipation in class activities Uncooperativeness Cynicism Sloppiness and disorganization 5

6 A tendency to question authority Emotional frustration Absentmindedness Low interest in detail Gifted students will not all be the same, like all students, they can vary in temperament, intellectual ability, and areas of interest and aptitude (Silverman, 1993) as well as in their levels of energy and intensity (Clark, 2002). Domains of Giftedness NATURAL ABILITIES (NAT) GIFTEDNESS= top 10% Intellectual (IG) Fluid reasoning (Induct/deduct.), Crystallize verbal, spatial, memory, sense of observation, judgment, metacognition. Socioaffective (SG) Intelligence (perceptiveness) Communication (empathy, tact) Influence(leadership, persuasion) Sensorimotor (MG) S: visual, auditory, olfactive, etc. M: strength, endurance, reflexes, coordination, etc. Creative (CG) Inventiveness (problem-solving), Imagination, originality (arts), Retrieval fluency. 6. Objectives Through implementing this policy, Ormeau Woods State High School is working towards: 1. Providing a whole school environment that values excellence and promotes life long learning for all students 2. Providing an enriched curriculum that enables gifts across all domains to be appreciated and/nurtured. 3. Providing an effective, equitable and defensible process to identify gifted students. 4. Providing opportunity for collaboration between stakeholders (school personnel, parents/caregivers and gifted students themselves). 5. Providing a differentiated curriculum to meet the diverse needs of learners. 6. Providing opportunities for gifted students to be in contact with and/or work with others of similar ability on a consistent and ongoing basis. 6

7 7. Providing flexible program options for gifted students that acknowledge prior learning and have well articulated and sequenced goals. 8. Providing documentation that records progress and facilitates access to and continuous programming across the different sectors in the education system (primary/secondary/ tertiary) 9. Providing ongoing professional development for teachers so that they can continue to develop their knowledge and skills for educating gifted students. 7. Underlying Principles The vision and objectives for students who are gifted are underpinned by the following principles: Equity All students, including students who are gifted, have the right to fair and equitable access to appropriate educational programs that meet their specific learning needs. Recognition of difference Students who are gifted are recognized as different from students of their own age in their speed of learning, the insightful quality of their thinking and their advanced ability in one or more areas. Educational excellence All students, including students who are gifted, have the right to appropriate educational programs that result in learning outcomes consistent with their abilities. Partnerships The education of students who are gifted is the shared responsibility of teachers, parents/ carers, students and education administrators. Evidence-based practices The schooling of students who are gifted must be informed by contemporary research-based practice and by ongoing evaluation and improvement. 8. Responsibilities for enacting the policy Principal s Responsibilities 1. Providing leadership in the school community to identify students who are gifted and responding appropriately to their individual needs by: establishing reliable and valid means of identifying gifted students as part of school practice that is ongoing both within a school year and across year transitions incorporating identification, tracking and profiling processes into the school-wide support strategy facilitating access to a range of educational provisions that include acceleration (e.g. curriculum compacting within a year level, year acceleration) and organizational structures (e.g. cluster grouping, ability grouping, vertical curricula, multi-aging) establishing collaborative processes that involve students, parents/carers, classroom teachers, school administrators and guidance officers or gifted-education specialists 2. Increasing school capacity to provide appropriate support options for students who are gifted by: assisting teachers to access suitable professional development supporting collaboration and networking within and beyond the school (including across primary and secondary schools) to increase access to programs, expertise, facilities and information facilitating community support and involvement to extend the capacity of the school to engage gifted students in learning that challenges and supports them Including in the school s strategic documents, namely the Three Year Partnership Agreement or School Planning Overview, School Annual Report and Operational Plan and the Triennial School Review, specific strategies to meet the learning needs of students who are gifted 3. Providing support and approval for accelerations 7

8 4. Liaising with tertiary and other institutions regarding alternative-entry options (e.g. early entry, access to and credit for dual enrolment). Teachers responsibilities include: 1. Becoming familiar with characteristics of giftedness 2. Applying appropriate methods for identifying students who are gifted 3. Liaising with parents/carers regarding a student s gifts and needs 4 Enlisting specialist support staff including guidance officers and gifted-education specialists 5. Seeking specialist advice and resources to assist in providing a curriculum that is differentiated in terms of learning experiences, teaching practices and teacher expectations so that content, learning processes and student tasks reflect different levels of knowledge, skills, interests and learning styles 6. Challenging students who are gifted to continue their development through curricular activities that require depth of study, complexity of thinking, fast pace of learning, high-level skills development and/or creative and critical thinking (e.g. through independent investigations, tiered tasks, diverse real-world applications, mentors) 7. Critically reflecting on the effectiveness of their school s programs and practices in meeting the needs of gifted students 8. Undertaking professional learning to enhance knowledge and skills through dialogue and the sharing of effective practice. Parents/carers are encouraged to: 1. Become familiar with the characteristics of giftedness and methods for identifying children who are gifted. 2. Liaise with teachers and others to: identify the child s gifts ensure that the child has appropriate and ongoing educational opportunities 3. Provide a stimulating and supportive learning environment at home 4. Encourage their child to pursue excellence, develop mastery and become an independent learner 5. Become informed about the options available to support their child s development, including community organisations and programs. 8

9 9. Identification Purpose The purpose for identifying students as Gifted is to ensure that gifted students are provided with opportunities to develop their abilities and to meet their potential for outstanding achievement. Principles of identification In order to achieve these goals appropriate identification strategies are required: 1. To identify gifted students who may come from different social, cultural, racial and language backgrounds 2. To identify gifted students who may be double labeled with a disability, a learning difficulty or who may be underachieving. 3. To be dynamic and continuous so they are open to review and amendment as new data is collected. 4. To be valid and reliable tools that can be used to identify both giftedness (high potential) and talent (high performance). This will require a range instruments to collect both subjective and objective data. Tools for Identification When identifying Gifted students in our school we will use a variety of instruments that may or may not include a selection of the following. Objective tools Report card WAIT Numerical operations Year 7 & 9 NAPLAN Tests South Australian spelling test Teacher made tests Student work samples Tests of Comprehension TORCH Off level Assessment eg (UNSW) Individual IQ Tests WISC-IV Subjective tools Sayler: Gifted and Talented Checklist for Teachers (Appendix 1) Sayler: Gifted and Talented Checklist for Parents (Appendix 2) Sayler: Gifted and Talented Checklist for Parents (Young Children) (Appendix 3) Chart comparing high achievers, gifted learners and creative thinkers (Appendix 4) Common behavioral characteristics of gifted and talented students (Appendix 5) Check the Learning Place and websites of other State Education Departments (Western Australia, NSW, Victoria etc). WA: NSW: VIC: 9

10 ORMEAU WOODS STATE HIGH SCHOOL GIFTED EDUCATION REFERRAL PROCESS NOMINATION Through year level screening (eg MYAT, NAPLAN) or teacher/ parent/ self/ peer referral SEEK FILE and any previous info. Teacher to read Student File. (If child has transferred from QLD school, see Deputy Principal to request any info from previous school). If NO Previous Referral Identify area(s) of possible giftedness. If previously referred Contact GO, SSS or G&T teacher, previous teacher(s) etc. Discuss matter with them. Class Intervention Document areas and characteristics Consult with previous teachers and specialists. Consult with parents. NO REFERRAL If student is academically high, but not Gifted, keep documentation in class file. Enter student on Enrichment register REFERRAL Advised / Required Fill out referral form and give to G&T coordinator ACTION REQUIRED Speak to G&T coordinator to see if new forms are required G&T case manager to coordinate Speak to G&T Coordinator or any committee member about filling out the form if you have any questions. NO ACTION File note on student file. Information distribution G&T Coordinator to distribute Gifted and Talented checklists as well as a cover letter and permission form for parents. Information collection Teachers fill in a Gifted and Talented checklist for teachers completely. (Staple assessments, photocopies of work samples, anecdotal reports as required). INFORMATION ANAYLSIS Develop a profile including: checklists by teacher, parent, peers, student anecdotal records achievement and class tests products, work samples, standardised test results Referral presented at SSS meeting and cluster meeting DP to attend SSS meeting and discuss student s gifted characteristics, as well as action taken and results noted. DP or Gifted committee member attends a cluster verification meeting. Documentation goes to class teacher and person responsible for furthering the action. Student file is updated on One School and a copy is also placed in student s school file. TA004 to put a Copy of Minutes in pigeon holes of SSS Committee members, referring class teacher, specialist teachers. Teacher to attach the Minutes to student file when received. Verified G&T case Manager Appointed Not verified Keep notes on file CASE MEETING Consider all information. Identify desired learning outcomes and appropriate strategies. Negotiate course of action, timelines, monitoring and review date/s. AGREEMENT Signed by parent, Case Manager, Principal and student if appropriate MONITORING, REVIEW AND EVALUATION Against specified learning outcomes 10

11 10. Programming for gifted students Ormeau Woods State High School acknowledges the need for effective programming to meet the needs of gifted students. Ormeau Woods State High School is implementing a program to build capacity to develop programming for gifted Students. Programs are defined as ongoing, clearly stated sequences of goals, content and strategies that provide developmentally appropriate educational opportunities. The school plans to provide a rich and satisfying curriculum for every student. It acknowledges that in this environment some children will need the opportunity to be extended beyond the limits which the majority of students can achieve. Therefore, this school will offer both enrichment opportunities for all and extension programs for those who require them. Enrichment Activities: These are activities that can be offered to the wider school community that enhance the learning of all children. They include the variety of options outlined in the Four Strand or Zigzag Model in strands 1, 2 and 3. (See Appendix- Four Strand Model) Extension Activities: Because of their high potential to exceed in the specified areas, a smaller percentage of the student population will require extension work to meet their needs for increased depth, complexity and difficulty in the work they encounter. Some of these program options are outlined in Strands 3 and 4 of the Four Strand or Zigzag Model. It is acknowledged that as the level of giftedness increases, more radical programming options will be needed to cater for the student. The Feldhussen and Silverman Model (See Appendix) provides guidelines for the types of programming that might be needed for each level of giftedness. Pathways for the Academic Gifted and Talented Program at Ormeau Woods State High School Cluster grouping and ability grouping Acceleration Practices i.e. moving on to advanced year levels Learning place enrolment, independent study and self paced study Tutoring high achievers at lower academic levels School based opportunities e.g. pick up extra subject, curriculum compacting, Negotiating and navigating curriculum Academic Gifted and Talented Students at Ormeau Woods State High School Mentoring Program with Organisations and Parents Extra curricular activities e.g. council involvement, Competitions, Leadership conferences, Ambassadors Community and university opportunities e.g. duel enrolment 11

12 11. Documenting, tracking and accountability The school realizes the importance of documenting and tracking the progress of gifted students. The programming for these students needs to be clearly articulated as they progress, especially because they may move through the system out of step with their age peers and because they may develop unevenly across the range of subject areas. In order to monitor and document their progress a Student Support Plan will be kept for gifted students who require differentiation in the pace and complexity of learning experiences compared with their age peers. Program options for Extension Acceleration- subject Definitions and considerations A student is placed in a class for a particular subject, at an advanced level. Year Level Acceleration The student is moved to a higher year level than his/her age peers. Consult the Framework/and International Guidelines on Acceleration. Ability grouping Students are grouped according to ability. This can be full time grouping in a special class, or part time grouping for specific subjects. Cluster grouping A group of 5-8 high ability students are grouped together in what would otherwise be a heterogonous class group. They can then access a differentiated curriculum and work with others of like ability. Differentiated units Independent projects Units of work are differentiated to cater for differing levels of ability. One or more models are used to adapt the complexity of the content, process or products that children will engage with. (e.g. Bloom /Williams/ Maker). These structured projects allow gifted students to investigate an area of interest and to develop time management and independent work skills. Mentoring Curriculum compacting An opportunity for a student to interact with an expert in a field of mutual interest. Students are provided with the opportunity to demonstrate that they have already mastered some content and then they only need work on material they have not yet mastered. There is flexibility for them to be allowed to progress through this work at a faster pace than normally developing peers. 12

13 Navigating Education Navigating Education is a subject designed to facilitate gifted students development towards independent, life-long learners. The subject is designed to meet the social, emotional and cognitive needs of students identified as having special gifts and talents. The key emphasis of the program is that responsibility for learning is placed on the student and that the teacher acts as facilitator and mentor. Content topics are broad based with emphasis on themes, problems, issues and ideas. Students are assisted in developing thinking, problem solving, decisionmaking, study and research skills that are meaningful and effective. These are integrated, demonstrated and reinforced in the learning process. The structure of Navigating Education allows it to be incorporated into any curriculum structure in any school, as it is multi-disciplinary and based on the needs of the learner. The program is also suitable for all students as it is outcome-based and is designed to maximise varied student potential. This school realizes the importance of allowing students to work with like ability students (Rogers, 2002) and that some form of acceleration can help to maximize success. 12. Acceleration Process and Policy This document outlines a process suggested by Education Queensland for schools to consider year level acceleration or grade skipping to meet the needs of a gifted student. The case manager needs to be someone with an understanding of the needs and characteristics of gifted students and with an understanding of the possible benefits of grade skipping. It is recommended that teachers and administration members be familiar with both EQ guidelines on acceleration to be found in The Framework for Gifted Education and the International Guidelines on Suitability for Accelerated Progression. Nomination-Parent or teacher can approach the Principal, Deputy Principal or Head of Curriculum, and outline why they think the student would benefit from acceleration. Initial data gathering- A case manager is assigned to the child-( preferably someone with some knowledge of gifted education.) Information from parents, teachers and the child should be collected and the Student profile sheet should be collated if this has not already been done. Data should include a) Parent information- e.g. Sayler checklist and anecdotal reports, etc. b) Teacher/school information- e.g. checklists, work samples, systemic data, standardized tests, subject assessments. c) Student data- The case manager holds an informal interview with the student to determine their feelings and attitudes to being accelerated.(particularly for students from year 2 on) Initial Decision-the Special Needs/ Social Justice/Gifted Education Management team make an initial decision based on the evidence so far collected a) Acceleration is a possibility and we need to proceed with further data collection and planning b) At this stage the student s needs can be met without acceleration. All stakeholders are to be informed of the decision. Parents have a right of appeal to proceed to the case meeting if they disagree with the decision. 13

14 Further Data Gathering- Further data is collected to develop a comprehensive profile of the student s strengths, learning styles and work habits. Guidance report is required Case history e.g. previous approaches used to cater for the student s needs Determine goals, areas for growth and concerns. Evaluate the student s social and emotional development e.g. resilience, adaptability Investigate other considerations- timetabling, class numbers, best class if there s a choice. Case meeting- or Acceleration Team Meeting Participants: Case manager Class teacher Administrator-principal Parents Guidance Officer Receiving Teacher Student-(optional) Agenda: Goal is established- to decide whether acceleration is the best option for the student. Each participant has an opportunity to voice their opinion in relation to the data gathered and the guidelines for acceleration. Other possible options can be outlined. A SWOT analysis or PMI can be completed if necessary. A course of action is agreed upon. If there is a change to the current program then a proposed date for the transition is decided, a trial period is specified (usually 6 weeks) and a review date is negotiated. Guidelines for evaluating the trial period are established. Implementation Phase- The administration is notified. The date for the transition is approved. Current and receiving teachers are informed. Parents are informed of resources required e.g. booklists etc. A program of support is established for the student and receiving teacher. A review process is implemented including an appointment for the student with a case manager to monitor their cognitive, social and emotional status. Documentation is completed for school and parent records.-an Acceleration Plan or Advanced Learning Plan specifying acceleration is documented, endorsed by the Acceleration/case meeting team and approved by the Principal and parent/carer. Review process- The case meeting team as above needs to reconvene after the trial period to monitor progress and determine future direction. 14

15 ORMEAU WOODS STATE HIGH SCHOOL GIFTED AND TALENTED EDUCATION - Information Gathering STUDENT PROFILE - Summary of Objective and Subjective Tools Collated NAME: YEAR LEVEL: TEACHER/S: DATE OF BIRTH: CLASS GROUP: MULITIPLE INTELLIGENCES: List the student s scores in each SMART area below. (Score of 5 as highest) Art Body Maths Music Nature People Self Word Other IDENTIFICATION TOOLS: Record the student s results/phase/level in the appropriate areas. Report Card Maths English Formal Language Assessment - CELF Science State or National R Comprehension Results Literacy TORCH - State or National Test Results Numeracy W LC S G Standardised Test Results Numeracy WAIT: numerical operations NAPLAN: Year 7 - Band 4-9 Year 9 Band 5-10 South Australian spelling test - Spelling Age Literacy Competition Results Numeracy Competition Results Sayler Score (150) IQ Results WISC IV Sayler checklist for Teachers Community Service Maths English Science Sayler checklist for parents Leadership Role Artistic Achievement Off level testing Musical Achievement Observational/anecdotal evidence Sporting Achievement Gifted testing Student currently catered through: Areas of underachievement: Individualised Program: What When Facilitated by: Student Signature Teacher/Principal Signature Parent/s Signature 15

16 NAME: YEAR LEVEL: TEACHER/S: ORMEAU WOODS STATE HIGH SCHOOL GIFTED AND TALENTED EDUCATION STUDENT ENRICHMENT PLAN DATE OF BIRTH: CLASS GROUP: AREAS OF STRENGTHS AND WEAKNESSES FOR THE STUDENT Strengths Weaknesses GOALS FOR THE STUDENT Short Term Goal/s Long Term Goal/s GOAL INFORMATION Goal Information Focus Area: Key Strategies for Goal Achievement Team Responsibilities Evaluation Focus Area: TIMETABLE AND ADDITIONAL SUPPORT Timetable and Additional Support Indicate when & by whom support is provided in the classroom; if when, and by whom the student is withdrawn for specific programs. Day Who Length of Time Changes to SSS and/or notes for next SSS Meeting TEAM MEMBERS Name Role Participation in SSS Meeting Yes/No Contact Information Signature Date 16

17 PROGRAMS PROVIDING IDENTIFICATION OPPORTUNITIES PURP OSE STRAND DESCRIPTI ON A Model of Curriculum Provision for Gifted education and talent Identification (based on Zigzag and Unicorn, to be used in con junction with Student Identification Model) Strand 1 Expanding Interests Strand 2 Enhancing Education Strand 3 Implementing Gifted Education Strand 4 Educating the Gifted Activities designed to broaden student interests, identify talents and incorporate the perspectives, contributions and experiences of the full range of students. To identify students with a high level of interest, talent and motivation who may benefit from opportunities to participate in similar activities at a higher level. Examples: Debating Club Chess Club Concerts Competitions Sports days Camps Choir Instrumental Performances Musicals Art/Drama Festivals (Often these are extra-curricular activities) Activities that introduce students to higher level thinking activities to extend students opportunities to participate in school and regional events or competitions. To identify students, including underachievers, for participation in school teams and withdrawal programs. Examples: Mini Thinkfests Maths Challenge Days Mini tournament of Minds Science Days Enrichment Sessions Art Festivals Days of Excellence Leadership courses (Community involvement to teach application) Challenges that involve inclusive learning/teaching and feeling focused on teaching all students to use advanced skills and processes which match students learning needs and learning styles. To identify students who need differentiation by implementing gifted education curriculum in all classrooms. Examples: A) Modification of: 1. Content Abstract concepts Depth, complexity, variety study of methods of enquiry 3. Product real problems real audiences real deadlines transformations evaluation 2. Process High level thinking(bloom) Critical and creative thinking Variable pacing Problem finding and solving 4. Environment student-centred encourage independence open and accepting complex, with variety (after Maker,C.J., 1982) Individual or small group activities where students are challenged at high levels to further develop their talents to their full potential. To identify students who need negotiated, differentiated curriculum (an individualised work program). Further talents may be observed through: Independent Studies Advanced Thinking skills Programs Real Life Investigations Centres for excellence Negotiation results in individualised curriculum which employs strategies such as : Acceleration, including Compaction Monitoring Contracts Extension Dual enrolments Participants: any students Participants: any students 17

18 SELECTION CRITERIA FOR ENTRY INTO EXTENSION/ENRRICHMENT PROGRAM Seven categories of differentiation are: Appropriate speed Cognitive processes Enrichment / extension Personal experience / autonomy Multiple intelligences Deductive thinking Social change (Braggett, E., 1997) Participants: any students Participants: any students The student will: Display advanced interest Be an enthusiastic learner Display motivation and talent Show potential to participate in a field of study at a higher level Selection criteria are in accordance with Frasier s Traits, aptitudes and Behaviours, 1992 and TAGS checklists, Criteria are in accordance with the skills needed for entry into withdrawal programs, Examples: Tournament of Minds Creativity, Leadership Problemsolving ability Communicati on Interpersonal Skills Thinkfest Creativity, Curiosity Problem- Solving ability Ability to work in groups Enrichment Session Analysis Synthesis Evaluation Maths Challenge Problem solving Motivation Analysis To participate in a differentiated curriculum, the student will show, for example: Independent learning ability Task commitment Research and reporting skills Problem finding and solving ability High level critical and creative thinking skills, eg analysis, synthesis and evaluation Communication skills The student is expected to demonstrate: Above average ability Task commitment Creativity (Renzulli, J. (1977). The Enrichment triad Model. USA: Creative Learning Press, Inc.) The student will have an area or areas of advanced interest and passionate attachment. The student has demonstrated a high Level of talent as well as independent learning skills. 18

19 EXTENSION/ENRICHMENT PROGRAM TEACHER ACTION 1. Teacher observes and notes students who meet criteria for advanced studies. 2. Teacher discusses extension/enrichment possibilities (also with parents). 3. Students who meet criteria participate in higher level activities. 1. Teacher observes specific children during sessions. 2. Teacher rates students according to selection criteria. 3. Teacher makes selection based on ratings. 4. Selected students participate in withdrawal program. 1. Teacher observes specific students during class sessions. 2. Teacher rates students according to selection criteria for an individualised program. 3. Teacher notes parent, peer, self nominations. 4. Teacher collates information and notifies students and parents of proposed program. 5. Selected students access differentiated curriculum. 1. Teacher, parents, or experts assess student products and performances. 2. Teacher uses checklist, intelligence test, achievement test, aptitude test, test of creative abilities, anecdotal records, grades. 3. Student, teacher, parents or experts develop Individual student Profile. 4. Gifted students access negotiated curriculum. Extra Curricular Activities such as: mini courses, eg cricket drama and dance classes music lessons swimming coaching Double Helix Science Club sports teams orienteering club Vietnamese School Aboriginal dance troupe Aboriginal art classes Writers Circle Some students may proceed to Strand 4 at this or any successive stage. Withdrawal Programs - to replace regular curriculum. Examples: Tournament of Minds Thinkfest Programs Enrichment afternoons Maths Challenge Program Leadership Courses Camps, eg writers, the arts Day/Week of Excellence Excellence Expos Philosophy Youth of the Year (Lions) Industry Placements Differentiated Curriculum requires teachers to: identify learning objectives pretest students for prior mastery eliminate unnecessary teaching Students may then participate in, for example: Independent study Advanced Thinking skills Program, eg Future Problem solving Advanced Maths Investigations Extension Programs Specific Courses, eg Computer programming Buying time program Negotiated Curriculum curriculum which reflects the needs and abilities of the student. Emphasis placed on negotiation and independent learning using: Acceleration Mentor Programs Contracts, ie. bought time Dual enrolments Extension programs eg, Centres for excellence (gymnastics, golf, the arts), Personalised Knowledge Pursuit. 19

20 References: Baska, L. K. (1989) Characteristics and needs of the gifted. In J. Feldhussen, J. Van Tassel- Baska & K. Seeley (Eds.), Excellence in educating the gifted (pp15-28). Denver: Love Publishing Company. Betts, G.T. & Neihart, M. (1988). Profiles of gifted and talented. Gifted Child Quarterly, 32(2), Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6 th ed.). Upper Saddler River, NJ: Pearson. Davis, G. & Rimm, S. (2004). Educating the gifted and talented (5 th ed.). Boston: Allyn & Bacon. Department for Children, Schools and Families. (2007). Effective provision for gifted and talented students in secondary education. Last cited: Site: Department of Education and Training: Education QLD. (2010). Gifted Education. Last cited on Site: Feldhusen, J.F. (1993). Levels of giftedness. Adapted from a handout presented in Certificate of Gifted Education at the University of New South Wales. Gagne, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education. (3 rd ed., pp 60-74). Boston: Allyn & Bacon. Gross, M.U.M. (1989). The pursuit of excellence or the search for intimacy? The forced choice dilemma of gifted youth. Roeper Review, 11(4), Rogers, K.B. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press Inc. Silverman, L.K. (1993). A developmental model for counseling the gifted. In L.K. Silverman (Ed.), Counseling the gifted and talented (pp51-78). Denver: Love Publishing Company. Whitmore,J.R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon. 20

21 Appendix 1 THINGS MY CHILD HAS DONE GERRIC RESOURCES GIFTED AND TALENTED CHECKLIST FOR PARENTS Carefully read each of the following descriptions. Each item is followed by a series of Examples; use the examples to help understand the description in the item. Decide how much you agree that your child is like the description. Mark your agreement on the scale from strongly agree (SA) to strongly disagree (SD). Fill in one circle for each item. If you are unclear or haven't noticed how your child compares to an item, fill in the Unsure or don t know circle. Then, tell us about a time your child did the things in the item. Try to recall specific incidents or examples about your child. Feel free to add extra pages of stories or examples to tell us more about your child. Child's name: Date of birth: My child: 1. Has quick recall of information. (e.g. immediately remembers facts, series of numbers, events, words from songs or movies, or parts of conversation heard earlier) 2. Knows a lot more about some topics than do other children that age. (e.g. recounts facts about dinosaurs, sports, electronics, maths, books, animals, music, art, etc; finds out a lot about a particular subject on his or her own) 3. Uses advanced vocabulary. (e.g. surprises older children and adults with the big words used; uses words unusual for a child, knows the correct terms, exact words or labels for things; acts and speaks like a grown-up when talking to adults; uses simpler words when talking to peers or younger children) 21

22 4. Began to read or write early. (e.g. said or could read individual words at a very young age; started to read before entering school; likes to write or tell stories; learned to read without being taught) A personal example and age of child at the time: 5. Shows unusually intense interest and enjoyment when learning about new things. (e.g. has lots of energy and interest when learning; frequently and persistently asks how and why questions; is not satisfied with simple answers; wants to know details; loves how-to-do-it and nonfiction books) 6. Understands things well enough to teach others. (e.g. teaches other children how to do things; explains things so that others can understand; explains areas of interest to adults) 7. Is comfortable around adults. (e.g. spends time with and talks to adults who visit the house; likes the company of adults; enjoys talking with adults; understands adult humour and creates funny sayings or jokes adults can appreciate) 8. Shows leadership abilities (e.g. other children ask my child for help; organises games and activities for self or others; makes up the rules and directs group activities; may be bossy) 22

23 9. Is resourceful and improvises well. (e.g. puts together various household objects to make inventions or solve a problem; uses unusual objects for projects; uses objects in unusual ways; makes something out of nothing ) 10. Uses imaginative methods to accomplish tasks. (e.g. makes creative short cuts; doesn't always follow the rules; good at finding creative ways to get out of work) 11. Use the rest of this page or its back to tell us anything you think is important about your child that we have not asked about. Please feel free to add any information you think might be useful in giving us a clear picture of what your child has done. Be as specific as possible in describing your child's interests and accomplishments. If you can share some copies of your child's creative work, we would be delighted to have them. Parents Names: Date: Signature: Micheal Sayler, Investigation of Talented Students, University of North Texas, Denton, TX. Permission to photocopy is granted. 23

24 Appendix 2 GERRIC RESOURCES GIFTED AND TALENTED CHECKLIST FOR PARENTS THINGS MY YOUNG CHILD HAS DONE The following is a checklist of characteristics of gifted young children. The examples after each item are there to help you to understand that item. A child may not show all of the examples given and they may exhibit the item characteristic in ways not listed. Indicate how much you think your child is like the item by using the scale to the right of each item. Mark strongly agree (SA) to strongly disagree (SD). Fill in one circle for each item. If you are unclear or haven't noticed how your child compares to an item, fill in the Unsure or don't know circle. Use the space below the item for examples concerning your child, add as many details as you can remember. Be as specific as possible in describing your child s interests and accomplishments. The space is small, so please feel free to add extra pages of stories or examples to tell us more. If you can share some copies of your child's creative work, we would be delighted to have them. Use additional pages to describe anything you think is important about this child that we have not asked about. Child's name: Date of birth: My child: 1. Has quick accurate recall of information. (e.g. remembers complex happenings and describes them long afterwards in clear details; learns notes and words to songs quickly; remembers landmarks and turns on the way to familiar places) 2. Shows intense curiosity and deeper knowledge than other children. (e.g. insatiable need to know and explore; later on he or she collects things and then learns all he or she can about them; remembers things in great detail) 3. Is empathetic, feels more deeply than do other children that age. (e.g. feels unusual hurt or pain when he or she displeases someone; shows pride in advanced accomplishments; is sensitive to others' feelings and shows distress at other children's distress or adult's distress; will subjugate their needs to the needs of others; reads body language) 24

25 4. Uses advanced vocabulary. (e.g. correctly uses vocabulary adults would expect from older children; surprises adults and children with big words they use; knows more words than other children; stops to ask about new words then remembers them and uses them correctly later) 5. Began to read, write or use numbers early. (e.g. early interest in the alphabet and or numbers; liked to imitate writing as a toddler; copied letters, words or numbers; learned to read or count early without formal instruction; developed computational skills earlier than others) A personal example and approximate age of your child at the time: 6. Understood phrases or brief sentences as an infant. (e.g. listened intently; understood and acted on short sentences such as 'Give mum a hug' or 'Bring me the book and I will read to you') A personal example and approximate age of your child at the time: 7. Began speaking first in words and sentences earlier than other children. (e.g. spoke first words before age one; went from saying individual words to speaking in sentences quickly or, spoke first words later than age one and quickly moved to speaking in complete sentences; carried on conversations with adults as if they were peers) A personal example and approximate age of your child at the time: 8. Early motor development. (e.g. very visually attentive during the first six months, watched people carefully; followed movement intently; walked early; fed himself or herself sooner than other children; active use of toys and puzzles) A personal example and approximate age of your child at the time: 25

26 9. Shows unusually intense interest and enjoyment when learning new things. (e.g. listens for long periods of time to stories and conversations; retells events and stories in great detail; entertains self for long periods of time; shows unwavering attention sometimes to the point of stubbornness; sits patiently when reading or listening to books) 10. Has an advanced sense of humour or sees incongruities as funny. (e.g. is humorous in speech, social interactions, art or story telling; makes jokes, puns, plays on words) 11. Understands things well enough to teach others. (e.g. likes to play school with other children, dolls or stuffed animals; talks like an 'expert' or likes to discuss certain topics a lot; explains ideas to adults when he or she doesn't think the adult understands very well) 12. Is comfortable around older children and adults. (e.g. craves for attention from adults; likes to be with older children and adults; listens to or joins in adult conversations; likes to play board games designed for older children, teens or adults; often plays with and is accepted by older children) 13. Shows leadership abilities. (e.g. sought out by other children for play ideas; adapts his or her own words and expectations to needs or skill level of playmates; may be seen as bossy; uses verbal skills to deal with conflicts or to influence other children) 26

27 14. Is resourceful and improvises well. (e.g. finds unique or non-traditional ways; plays for long periods of time with imaginary friends; diligent in getting things they want regardless of where you've put them; takes believable endings to stories) 15. Uses imaginative methods to accomplish tasks. (e.g. presents unique arguments in order to convince others to allow him or her to do or get things; finds imaginative ways to get out of doing things they don't want to do; curious with a high energy level that is goal directed) 16. Use the rest of this page or its back to tell us anything you think is important about your child that we have not asked about. Please feel free to add any information you think might be useful in giving us a clear picture of what your child has done. Be as specific as possible in describing your child's interests and accomplishments. If you can share some copies of your child's creative work, we would be delighted to have them. Parents Names: Date: Signature: Micheal Sayler, Investigation of Talented Students, University of North Texas, Denton, TX. Permission to photocopy is granted. 27

28 GERRIC RESOURCES GIFTED AND TALENTED CHECKLIST FOR TEACHERS THINGS THIS CHILD HAS DONE The following is a checklist of characteristics of gifted young children. The examples after each item are there to help you to understand that item. A child may not show all of the examples given and they may exhibit the item characteristic in ways not listed. Indicate how much you think this child is like the item by using the scale to the right of each item. Mark strongly agree (SA) to strongly disagree (SD). Fill in one circle for each item. If you are unclear or haven't noticed how this child compares to an item, fill in the Unsure or don't know circle. Use the space below the item for examples concerning the child, add as many details as you can remember. Be as specific as possible in describing the child's interests and accomplishments. The space is small, so please feel free to add extra pages of stories or examples to tell us more. If you can share some copies of this child's creative work, we would be delighted to have them. Use additional pages to describe anything you think is important about this child that we have not asked about. Child's name: Date of birth: This child: 1. Has quick accurate recall of information. (e.g. good short and long-term memory; quick to provide facts, details, or stories related to complex events; learns quickly and recalls accurately words to songs, poems, stories, or conversations; points out connections between ideas and events) An example: 2. Shows intense curiosity and deeper knowledge than other children. (e.g. asks questions incessantly once imagination has been aroused, pays close attention when learning, has an enthusiastic need to know and explore, remembers things in great detail) An example: 3. Is empathetic, feels more deeply than do other children that age. (e.g. exhibits maturity usually associated with older children; shows unusual hurt or pain when he or she displeases someone; displays pride in advanced accomplishments; is sensitive to others' feelings and shows distress at other children's distress or adult s distress; will subjugate their needs to the needs of others; reads body language) An example: 28