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Programs and Models at the Secondary Level

Programs and Models at the Secondary Level. Dr(s) Jennifer Scrivner and Georgann Toop. Middle School Years. Conflicting educational goals, values and philosophies of specialist in gifted education and middle school specialist.

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Programs and Models at the Secondary Level

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  1. Programs and Models at the Secondary Level Dr(s) Jennifer Scrivner and Georgann Toop

  2. Middle School Years • Conflicting educational goals, values and philosophies of specialist in gifted education and middle school specialist. • Cooperative Learning proponents have complicated the issues within the middle school movement

  3. Rosselli (1990) analyzed tenets of the MS movement….she concluded that a number of tenets in the movement can be used as guides to sound practice with the gifted. (8 of 37 are commensurate with Gifted Ed) Nongraded approach, encouragement of creativity, specific opportunities for gifted; exploratory study; differentiation; emphasis in problem solving; progression according to student ability Let’s look at the research……

  4. Gallagher, Coleman, and Nelson (1995) • Surveyed 317 middle schools on views concerning cooperative learning and gifted education. They found considerable disagreement among advocates and strong indications of little collaboration between groups. The major areas of disagreement were ability grouping and labeling children as gifted. The teacher in this study expressed particular concern with the lack of challenge with cooperative learning and the use of gifted students as “jr teachers” and the lack of opportunity for students to work with advanced content.

  5. Tomlinson (1995) • Intensive, qualitative study of one middle school program. She found that many teachers simply did not know how to differentiate the curriculum and instruction to meet the needs of talented youth not did they know how to challenge them at a level commensurate with their potential. Management of DI was a particular challenge for teachers who were used to suing a common lesson plan and text for all students, regardless of student diversity. The need to intensive staff development for MS teachers was indicated in the study.

  6. NMSA and NAGC meet to delineate a shared philosophy Allow each student to work at his/her own pace and level of learning Use team teaching and planning Use exploratory curriculum in class Develop interdisciplinary curricula Emphasize thinking skills and decision making in the curriculum Develop teams or families within large MS Have teacher become more facilitators of learning than disseminators of knowledge Extend learning beyond the textbook Coleman (1995)

  7. All models call for: Accelerated learning experiences Special advanced classes Early admission classes Extracurricular activities related to student interest Extended learning opportunities in academic, artistic and athletic domains High School Programs

  8. Counseling services for career Advanced Placement classes (9-12) for top 10% of students Honors Classes English Social Studies Biology Seminars Foreign Language International Baccalaureate Dual enrollment Acceleration Begin algebra at gr 7 Enroll in english/social studies early High School Program Options

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