...EDUCATIONAL PROGRAMS AND SERVICES FOR THE GIFTED 1.0 PROGRAMS AND SERVICES FOR THE GIFTED Gifted learners have a wide range of educational, social, emotional and physical needs. Consequently, they should receive systematically differentiated instruction throughout their school experience to suit their unique learning style. Within the regular school system, various administrative arrangements may be implemented to provide for the needs of gifted learners. In the Philippines, the more common programs for the gifted are: acceleration, ability grouping and enrichment and their variations. 2.1 ACCELERATION Acceleration refers to any administrative practice designed to move gifted learners through school more rapidly than usual. Administrative practices under acceleration include early admission, grade skipping, advance placement, telescoping of grade levels and credits by examination. Types of Acceleration 2.2.1 Grade Acceleration/Grade Skipping – This is usually practiced in the elementary level. A child skips one or two grades after it has been found that she or he is intellectually, socially and emotionally ready to move to the higher grade. An example of grade acceleration and grade skipping is the ALPES (Accelerated Learning Program in the Elementary School) for gifted pupils. Qualifiers or those gifted pupils who pass the examinations given to top pupils in Grades IV and V are immediately promoted or accelerated to the next grade. 2.2...
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...of gifted learners poses a challenge for most educators, thus gifted leaners need to be identified and nurtured for the benefit of gifted learners, educators and the community at large. This essay is going to examine 3 blanket characteristics of a gifted learner and suggest strategies to enhance giftedness in teaching and learning process. Eric (1985) groups characteristics of gifted learners into general behavioural, learning and creative features. A variety of approaches can be used to meet the needs of gifted learners in the classroom. The teacher or educator has the following our areas when developing the curriculum: * The content of the curriculum subject * The processes that engage the students * The products of their studies * The learning environment Definition of terms Giftedness Definition 1: Giftedness is ‘a synchronous development’ in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counselling in order for them to develop optically (Columbus Group, 1991) Definition 2: Giftedness is the possession and use of untrained and spontaneously expressed natural abilities (called aptitudes or gifts) in at least one ability domain to a degree that places a learner among...
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...graduated from District 6. This meeting discussed a University of Northern Colorado week and also went over the Gifted and Talented achievements and goals. Roger DeWitt is the President of the board. John Haefeli is a director of the board. Doug Lidiale is the past school Board President. Rhonda Solis is another Director of the Board. Steve Hall is the Vice- President of the Board. Terri Pappas is a Director as is; Dr. Julia Richard. The only person not in attendance was Doug Lidiale. Another person that was prominent at the meeting was the school district’s Super Intendant. Roger DeWitt ran the meeting. The first Resolution was for...
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...some gifted education programs have been criticized for underrepresenting minority students who are culturally and linguistically diverse (CLD). (Ford, 2008). Changes will need to be made to these programs to include minority students who meet the criteria for gifted education. We need to ensure that minorities are not being overlooked when tests for enrollment in these programs are being given. The Office of Civil Rights, (OCR), is a law enforcement agency that enforces the Federal civil rights laws regarding the discrimination of any person based on race, color, disability, age, origin, or sex. Any program or activity that receives federal funds must abide by these laws. This includes gifted student programs in schools that receive federal financial assistance. The OCR plays a large role in assisting school districts to be accountable for non-discrimination, although few administrators and teachers understand the goals and objectives of the OCR in the context of gifted education. (Ford, 2000). Students with special gifts and talents come from all different cultural backgrounds. Because most tests for identifying gifted students have been developed for use with middle class students whose native language is English, it leads to minority speaking children to be underrepresented in these programs. This in turn prevents our schools from properly developing the strengths and abilities of these students. (NAGC, 2008). Students are chosen to test for the gifted program from...
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...1. A significant point is state and federal governments don’t mandate gifted programs and that learners who are gifted aren’t guaranteed advanced instruction or special classes. I’m not sure if I want the government to dictate what I teach, since it varies on a student by student basis, but it would be nice to have some direction in identifying students. This would especially help those students who move-in from a different school district. 2. An interesting idea is LoS approach. I like the tier approach to this and the questions that go along with each tier. I think schools already do much of tiers 1 and 2, however it would be interesting to speak with school personnel who are following this approach. 3. Two key factors to remember are enrichment and acceleration. I think too often teachers confuse the two. Enrichment is the modification primarily used for gifted students. It is adding disciplines or areas of learning not found in the regular curriculum, using more advanced or in depth materials to enhance core curriculums, or expanding teaching strategies used to present instruction. Acceleration is students skipping grades or moving through the curriculum at a quicker pace. 4. Something confusing is the frequency that acceleration is used. Why isn’t it a more common practice? Studies show gifted students who are accelerated are more likely to attend highly selective colleges than gifted students who aren’t; and accelerated students do as well or better than the older students...
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...grade classroom. A.) Education resources 1.) Visual: Educational Insights GeoSafari motorized Solar system (www.Amazon.com/educational-.Insights-Geosfari-Motorized-sysytem/dp/b0062R018/ref=SR_/_/?s=toys-andgames 2.) Audio: Clue Finders 3rd Grade Educational Computer Game( www.Amazon.com/cluefinders-Gradeeducational-computer/dp/B00IT3516 3.) Multimedia Files: Scholastic News (www.SNI.scholastic.com/SN3/01_01_06_14SN3 4.) Video: You tube Science-Parts of Plants (www.youtube.com/watch?V=xfcw1reQzWQ 5.) Graphical Representation: Interpret Bar Graphs(www.IXL.com/Math/-3/Intepret-bar-graphs B.) | Category | Material/resources | Early Childhood | Hearing impaired | Limited Sight | Behaviorally Challenged | Gifted/Talented | Learning Disabled | | ESl/Multi-cultural | | Visual | Motorized SolarSystem | y | y | y | y | y | y | | y | | Graphical representation | Internet Bar Graph | y | y | y | n | y | n | | y | | Video | Science:parts of plants | y | n | y | y | y | y | | y | | Multimedia | Scholastic News | y | y | y | n | y | n | | y | | Audio | Clue finders Computer game | y | y | n | y | y | n | | y | C.) Resource appropriateness is a never ending problem teachers have to address with every lesson plan. Above you have reviewed my acquisition of five educational resources that have been deemed as appropriate or not. This essay will provide the explanation as to why they have been determined as such. It is estimated...
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...Composition I December 10, 2009 The Gifted and No Child Left Behind As each year progresses, students are facing many more challenges and struggles. Sadly, most of these are faced in the classrooms with the emphasis on the children being adequate in their studies. To help relieve some of these troubles, former president George W. Bush passed the No Child Left Behind Act (NCLB) on January 2, 2002. Congress created this act to bring all students up to a base level of knowledge needed to be deemed successful for federally mandated tests as stated in No Child Left Behind (Kanjorski 1426). These standardized tests assess students’ knowledge in mathematics, reading comprehension, writing conventions and now science. With focus being shifted to bringing students up to par, the students on the other end of the spectrum, the gifted, have lost the support and programs in which they thrive. Because of this, it can be stated that No Child Left Behind hinders the performance of gifted students. Linda Kenny, a reporter for School Administrator, a well-known periodical, states: “One of the great myths is the assumption that bright kids will make it on their own… But they do need support and they do need the focus.” The curriculums that these students strive on have been pushed to the wayside in many different ways. In a school in Kentucky, the “TREASURES (To Recruit, Educate, and Serve Under-Represented Exceptional Students) Approach” was abandoned. The main reason for the...
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...LITERATURE REVIEW ON AN INVESTIGATION UNTO THE EFFECT OF STREAMING ON THE PERFORMANCE OF SLOW LEARNERS. This chapter is a reflection of what other researchers have come up with pertaining to the problem of streaming. It will help to gain understanding of the current state of knowledge about this problem. It will also help to stimulate and derive an initial list of pertinent questions to ask or behaviors to observe (Johnson and Christensen, 2012). Additionally it will show the originality and relevance of the research problem owing to the fact that, knowing what others have done makes researchers to be better prepared to understand with deeper insight, the problem under study (Leedey, 1985). One of the most controversial aspects of teaching is dealing with the many differences between students in the classroom (Reynolds, 2011), then (West and Muijs, 2009) observes that there is a need for personalization in order to offer education that is tailored to the learner, within systems responsive to learners’ needs rather than expecting the learner to adapt to the existing systems within the school. In order to address the differences in learning abilities teachers find themselves using the term streaming. There are a number of definitions of streaming. To begin with the Oxford English dictionary defines streaming as the policy of dividing school students into groups of the same level of ability. Daniel Muijs (2011), also defines streaming as a procedure where by students are...
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...Social Cognitive Theory Brynn Hill Liberty University EDUC 205-B02 Abstract This paper discusses the development of the Social Cognitive Theory and how it can be applied to education. When applied, this theory can help students stay motivated and focused in class. It can also help gifted learners reach their full potential in a diverse classroom. The Social Cognitive Theory was developed by Albert Bandura in the 1960s. This theory “stresses the idea that much human learning occurs in a social environment.” (Schunk 2012). For instance, if a basketball player wants to be able to improve his free-throw shot, he could do this by observing a coach, or other basketball expert, and imitate his or her free-throw shot. Initially, these principles were applied to social skills, but now can be “applied to the learning of cognitive, motor, social, and self-regulations skills.” (Schunk 2012). Through time, this theory was able to help give teachers the strategies to motivate and help their students reach their full potential. There are three basic conjectures when it comes to learning and behavior in this theory. The first is the idea of triadic reciprocality. This is the idea “that personal, behavioral, and environmental factors influence one another in a bidirectional, reciprocal fashion.” (Benzon, Denler & Wolters 2014). This means that a personals cognitive perspective is influenced by three different factors: behavioral, contextual and cognitive. The second conjecture...
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...five of the categories and then identify one educational resource for each of those five categories. 1. Multimedia Knowledge Adventure – Reading Blaster (Knowledge Adventure, 2007-14) 2. Audio Lit2Go (FCIT, 2006-16) 3. Video PBS Learning Media (PBS & Ed. Foundation, 2016) 4. Maps Social Studies Online (Jefferson County Schools, 2016) 5. Visuals Skip Counting Posters (Multiples of 2-12) (Teachers Pay Teachers, 2015) B. Create a matrix that evaluates the effectiveness of each of the resources you selected in part A for each of the following categories: -early childhood -learning disabled -hearing impaired -gifted and talented -visually impaired -behaviorally challenged -English language learner Category | Materials/Resources | Early Childhood | Learning Disabled | Hearing Impaired | Gifted/Talented | Limited Sight | Behaviorally Challenged | ESLMulticultural | Multimedia | Knowledge Adventure –Reading Blaster | x | x | x | x | o | x | x | Audio | Lit2Go | x | x | x | x | x | x | x | Video | PBS Learning Media | x | x | o | x | x | x | x | Maps | Social Studies OnlineMaps | x | x | x | x | o | x | x | Visuals | Teachers Pay TeachersSkip Counting Posters | x | x | x | x | o | x | x | C1. Write a rationale in which you justify why each resource is or is not appropriate to support a diverse student population. Knowledge Adventure Reading Blaster There are many good things...
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...ABSTRACT The purpose of this study was to determine if differentiated instruction had an effect on student achievement. The researcher sought to answer two research questions “Does differentiated instruction have an impact on student achievement?” and “Are there components of differentiated instruction that have a greater impact on student achievement than others?” The study followed a mixed method design and consisted of two parts. First, a quantitative analysis of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables...
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...MANILA, Philippines - To ensure that the unique needs of diverse learners will be addressed; the Kindergarten Education General Curriculum will cater to the needs of pupils with special needs and disabilities and create a catch-up program for children under difficult circumstances. Kindergarten education was institutionalized as part of basic education and was implemented partially in school year 2011-2012. It was made mandatory and compulsory for entrance to Grade 1. The general kindergarten program is the 10-month program provided to children who are at least five years old in elementary schools using thematic and integrative curriculum to ensure the development of foundation skills among children to prepare them for Grade 1. Republic Act (RA) 10157, otherwise known as “The Kindergarten Education Act,” provides that the curriculum is designed to cater to the needs of the learners with special needs or children who are gifted, those with disabilities, and other diverse learners by adopting services in addition to the standards provided, such as Head start Program for the Gifted, Early Intervention Program for Children with Disabilities, Early Intervention Program for Children with Disabilities, Kindergarten Madrasah Program (KMP), Indigenous People (IP) Education, and Catch-Up Program for Children under Especially Difficult Circumstances. The Head start Program for the Gifted is a comprehensive program for the gifted and talented pupils in public elementary schools designed to...
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...for every 18, Three reason s why children do not participant in preschool programs - Fewer programs are located in their neighborhood -Many of parents are concerned that traditional values are not being taught in preschool -Students are not being taught in their primary language in preschool -Other reasons- if they aren't available , affordable and culturally sensitive than they aren't sending their children to preschool. How latinos students are tracked -In first grade, are typically grouped for reading instruction -Boundaries are formed early on by these group - High achieving groups really have behavior problems but rather have engaged students -confirms that the earlier you are assigned to groups in tracked. Inadequate School Funding -All have high latino populations all have low pre student spending in their k-12 schools -How school funding affects student achievement -Peer conditions The digital divide -Latino student shave less access to the internet than do white students -Latino student are more likely to use technology for games and entertainment than for educational purpose. -Latino students are less like to have parents help them navigate a computer. -Students who have computers at home are more likely to succeed in school. The Affects of Curriculum Tracking -Many Latinos attend schools within a school where they are tracked into lower curriculum tracks programs that do not prepare then for higher education -Cannot always blame the parents...
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...remember something in this course in the future. I would try to do that for my other classes too. In the last two weeks, we mostly spend our time with Strategy Share Presentation and Action Research Project Presentation. ‘Teaching Analytical and Critical Thinking Skills’ was our chapter with Renita. Before starting to say my thoughts about our presentation, I have to say, she is a really good teacher and she helped me a lot during all process. I felt really lucky to work with her. At the beginning, both of us did not like this chapter, because the first pages of this chapter were too theoretical. However, after we saw different practices to use this method we really liked it. I found this method very helpful for gifted education. Especially, for many gifted learners using graphics might be a very effective way to organize information or show the relationships between ideas. Plus, teachers who want to improve their students analytical and critical thinking skills can use these strategies; cooperative learning, asking higher order questions, employing Socratic dialogue or shared inquiry, using interactive computer...
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...Curriculum Planning History Temika LaFavor Grand Canyon University EDA 561 Curriculum Development for School Improvement November 13, 2013 According to Merriam-Webster, curriculum is the planned interaction of students with instructional content, materials, resources and assessment for evaluating what has been taught. Danielson states that a curriculum is a blueprint that gives teachers the expectations and goals of what students should be learning. The curriculum also provides the resources to use that align with the skills or strategies being taught (Danielson, 2002). For previous years and years to come, the curriculum has been the most important part of a school. Choosing the appropriate curriculum and making sure it is fully implemented has been challenging to educational leaders. Periodically, many states often update their curriculum to make sure it continues to align with the state standards. The beginning of the support for public education curriculum came in 1872 in the Kalamazoo case in Kalamazoo, Michigan. In 1874, the case brought to the Michigan Supreme court orders that the state was given the right to support public education by levying taxes. Many other court cases followed this asking for taxes to be levied to support education (The Kalamazoo Case, 1872). John Franklin Bobbit has had the most influence in the education curriculum design. He was an American educationalist and specialized in the field of curriculum. After creating a curriculum...
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