But they may also be among those students who don't finish their work it's never perfect enough , who zone out or act out in class they're bored , or who test poorly because they overthink things "Hmmm, this answer might be true in this case, but it might not be true in that case". Some schools and districts have substantial resources to identify and support giftedness, wherever it shows up.
Some offer pull-out programs. Others offer cluster grouping, in which gifted students are grouped in specific classes at each grade level.
They also require a different kind of interaction with the teacher, who must be less of a "sage on the stage" and more of a "guide on the side.
A recent NAGC study found that 19 states don't monitor gifted programs at the local level, only seven require their districts to report on gifted student achievement, and fewer than half report on the race and ethnicity of their gifted students minorities are significantly underrepresented in gifted programs, according to the U.
Department of Education's Office of Civil Rights. But there are promising signals as well, explains Islas. The Every Student Succeeds Act requires states and districts to track the progress of their highest-achieving students and allows schools to use Title I funds to identify and support gifted students.
Plus, the law opens up the possibility for schools to use computer-adaptive assessments to recognize student mastery of content above grade level. Then there are the challenges and opportunities at the school level. With the following strategies, teachers can tend to the complex needs of their high-ability students in the heterogeneous classroom. She offers this opportunity to all students, not just those identified as gifted.
Students who successfully complete the five problems are excused from that night's homework. If classwork is involved, the teacher simply needs to have a few extension activities on hand—tasks that carry the concept to the next level—for students to work on quietly while others complete the regular assignment. With compacting, students get to "throw away" the part of the curriculum that they already know, while receiving full credit for those competencies. This frees up students to work on more challenging content.
Let's say a teacher is teaching two-digit multiplication. He might do some direct instruction for 10 minutes, then offer students the end-of-chapter test, saying, "If you get 90 percent or higher, you won't have to do the homework or practice work.
You'll have different work to do. Susan Flores, a 2nd grade teacher in Paradise Valley, meets a range of student abilities by using the standard as her baseline. I have several piles of activities there that take a concept up or down. For example, when the class is working on the distributive property in math, those "piles" might include differentiated worksheets, word problems, and task cards. Depending on how students grasp the concept, Flores can either reteach, offer practice, or enrich.
Flores also uses "choice boards. They jump in where they want to jump in," she notes. All students in Flores's class can choose whether they want to take their learning to the next level. Janice Mak, a gifted cluster teacher and 7th and 8th grade STEM teacher in Paradise Valley, gives students a menu of options in her computer science class. After stu-dents learn the basics of programming—perhaps through an online course from Stanford University or work with Google CS First clubs—they work in teams to create a robot.
Students choose the level of complexity, from designing dogs that bark to building miniature disco rooms in which a record plays and lights flash. Students can also tailor a project to their interests. In a module on architecture, some students designed a playground for Egyptian students using Legos, Build with Chrome, or Minecraft.
One student opted instead to recreate the White House using Minecraft. The Ignite presentation format offers another way for Mak to differentiate work on the basis of student interest. The presenter has exactly 5 minutes and 20 slides, which auto-advance every 15 seconds, to discuss a topic of interest aligned to the unit. This activity allows students to share their passion with their peers, be it nanotechnology and its role in medicine, the physics of roller coasters, or the latest advances in virtual reality.
According to education expert Jenny Grant Rankin, knowing a student's emotional intensities—what Polish psychologist Kazimierz Dabrowski called "overexcitabilities"—is also key to teaching gifted students.
Dabrowski identified five areas of sensitivity that are strongly related to giftedness: psychomotor, sensual, intellectual, imaginational, and emotional.
Instead of taking that approach, try utilizing gifted students' talents and interests to further explore a skill. Gifted students understand math algorithms, science concepts, and grammar rules very quickly.
You can encourage them to move beyond the skill they're learning by applying it in the real world. For example, they can explore how area and perimeter affect an architect's design or how scientists use animal classification to understand animal life and how it functions.
Create a differentiation strategy for your classroom with the educational materials and resources available in our Elementary section.
Learn how gifted students think. Created tiered assignments for students. Here are two simple ways you can add challenge to assignments: Give gifted students more complex numbers in a math assignment or a more difficult text to read. The whole notion of differentiated education and instruction was first developed to meet the needs of gifted learners Hutchinson and Martin, page 55 before being implemented for all learners because, just like all learners, gifted students are a heterogeneous population with varying strengths and weaknesses.
As such, those who teach student who are gifted in the regular classroom or otherwise must be flexible in both instruction delivery and demonstration of student knowledge. All students require exposure to all levels of the Taxonomy, however, gifted students need to have more time spent in instruction at the higher levels as they often bring a large amount of knowledge to class with them and can learn new knowledge at a faster pace.
Listed below are the typical accommodations and modifications to address the needs of gifted learners. Tiered assignments refer to assignments that are graduated or tiered by level of difficulty or completeness. Creating a tiered assignment in either a self-contained or regular classroom allows for all levels of learners to complete the same assignment to the best of their ability. Creating an assignment in this manner allows the teacher to present content at varying levels of complexity as well as allows students to present their knowledge in varying ways of complexity.
An example of a tiered assignment in younger grades given in Hutchinson and Martin would be to have one group of students investigate the magnetic properties of various household objects while another group of students could add the complexity of determining the affect of magnet size on magnetic strength. In this way both groups of students are learning about magnets at their varying levels of understanding and comprehension.
Open-Ended Assignments refer to giving the student choice as to how far they take their own learning-making them both responsible and accountable for their own education.
In this way, students can be given choice of both assignment content and product delivery. An example of an open-ended assignment would be to have students research their favorite animal. All students may provide information of diet and habitat but the option for gifted learners to go one step further in their research, in terms of mating cycles, destruction of habitat for example, as well as the ability to present their knowledge in a unique way allows for the potential of the further depth and breadth needed for gifted learners.
Enrichment is the modification most used in programs for gifted and talented learners at the elementary and secondary level Clark, page and refers to adding disciplines or areas of learning not normally found in the regular curriculum.
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