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Knowing the Gifted

Knowing the Gifted. Special Populations. Who Is “Special”?. Work with your table group Create a list of “special population” groups You decide who fits the term “special population” On chart paper list as many groups that fit the term as possible in the next 2 minutes. Who Is “Special”?.

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Knowing the Gifted

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  1. Knowing the Gifted Special Populations

  2. Who Is “Special”? Work with your table group • Create a list of “special population” groups • You decide who fits the term “special population” • On chart paper list as many groups that fit the term as possible in the next 2 minutes.

  3. Who Is “Special”? • Let’s create a Master List. • We will need 2 recorders. • Each table will call out one item from their list. • We will take items until all items are listed.

  4. Who Is “Special”? • As you watch the video: • Are there any changes or additions that can be made to the Master List?

  5. Who Is “Special”? • Recorders please add any additions to the Master List. Master List

  6. CLED Gifted learners come from culturally, linguistically, economically diverse (CLED) populations. • Using a jigsaw approach, we will learn more about the interaction between giftedness and specific special population groups.

  7. Jigsaw • Form a new home group of 4 per table. • Count off 1-4 at your table. • Read your assigned section. • Notes essential understandings on the MRI chart in your electronic journal.

  8. Jigsaw Everyone reads page 100 • 1’s- Read pages 101 to top of 104-stop at Groups of Diverse Learners • 2’s- Read from the top of 104 to 107-Extending Traditional Representations of Diversity • 3’s –Read from 107-108 Behaviors of Interest… • 4’s –Read 108-110 to Questions for Thought and Reflection Everyone looks over the Questions for Thought and Reflection

  9. Jigsaw • Using your MRI Charts reach consensus on the essential understandings from the reading. • As resident experts for this section you will create a brief 2 minute presentation for your home table.

  10. Jigsaw Return to your home table. • Resident experts share each section’s essential understandings. • Ask clarifying questions.

  11. Shape It Up Create a shape with the stem that represents a key learning from the readings and/or discussions regarding giftedness and special populations. Share your key learning with your table group.

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