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Gifted and Talented Programs

Gifted and Talented Programs. Angela Beaton-Burgess Ivy Tech Community College. Rationale Statement. Standard #8: Instructional Strategies

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Gifted and Talented Programs

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  1. Gifted and Talented Programs Angela Beaton-Burgess Ivy Tech Community College

  2. Rationale Statement Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Each student should be encouraged to learn through many different ways and should not be limited simply because they have been identified as “gifted and talented”. In fact, teachers, faculty and staff should be finding new ways to challenge those students and developing strategies and curriculums that will keep these students eager to learn.

  3. Gifted Children • According to the National Association for Gifted Children, “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)” (“What” 1)

  4. Gifted and Talented Programs • Parents perspectives on the needs of their children

  5. Gifted and Talented Programs • Poor results for high achievers and the impact of gifted and talented programs

  6. Gifted and Talented Programs • Factors that influence in-service and preservice teachers’ nominations of students for gifted and talented programs

  7. Gifted and Talented Programs • Federal definition This definition is taken from the Javits Act, which provides grants for education programs serving bright children from low-income families:"The term gifted and talented student means children and youths who give evidence of higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the schools in order to develop such capabilities fully.“ (“What” 1)

  8. Question #1 • Do you feel a federal mandate is the only solution for resolving the inadequacies and disparities in the placement of children in public school’s gifted programs?

  9. Question #2 Do you believe teachers are generally fair regarding testing students for gifted and talented programs or do you believe they often develop their own conceptions of giftedness and identify students who they perceive to fit them?

  10. References • Baker, B.D., & Friedman-Nimz, R. (2002). Is a Federal Mandate the Answer? If So, What Was the Question? Roper Review. 25 (1). 5. Hertzog, N.B., & Bennett. T. (2003), In Whose Eyes? Parents’ Perspective on the Learning Needs of Their Gifted Children. Roper Review. 25 (2). 96-104. What is Giftedness? National Association Gifted Children. www.nagc.org

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