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Identification: strategies and thoughts.

Identification: strategies and thoughts. . Where are we?. We still debate about how to identify gifted children in schools – how to choose those best suited to the programs we offer and how to ensure we direct differentiated tasks to the child most in need.

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Identification: strategies and thoughts.

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  1. Identification: strategies and thoughts. Denise Wood CEO May2010

  2. Where are we? • We still debate about how to identify gifted children in schools – how to choose those best suited to the programs we offer and how to ensure we direct differentiated tasks to the child most in need. • It is important to worry less about picking the wrong child, than actually not picking the right one. Denise Wood CEO May2010

  3. Current thinking: • Design the program then set the criteria. What sort of attributes will enable a child to fit this approach? eg if we are differentiating a writing lesson offer the enrichment/top tier tasks to students who 1. have the skills now 2. want to have a go • Then use the evidence to judge the next step Denise Wood CEO May2010

  4. Current thinking: • Be specific about the skills needed to achieve in the task at the top level. • Use Passow’s questions to maintain a high level of expectation and ensure it is appropriate for gifted students. • Know what the end product needs to show- assess accurately; set outcomes that have higher order thinking inbuilt. Denise Wood CEO May2010

  5. Passow’s Questions • Would all students want to be involved in such learning experiences? • Could all students participate in such learning experiences? • Should all students be expected to succeed in such learning experiences? If the answer is yes, then the curriculum is not differentiated for the gifted. Denise Wood CEO May2010

  6. Current thinking: • Revolving door model- allow students to move in and out. This also means offer variety in what is offered. • So, for one unit of work, differentiate to focus on (eg) maths, the next unit differentiate to focus on writing – different students will be in the top tier of your class. Denise Wood CEO May2010

  7. Current thinking: • To look – use objective and subjective data – testing, observation, anecdotes, work samples, interest, interviews, parent information. • Keep records so don’t have to start again each year. • Be systematic and consistent across the school. Denise Wood CEO May2010

  8. Current thinking: • Lead the decision making – the child may not be keen because it could be difficult, they are not confident, it is something new or different. The adults in their lives need to utilise life experience and maturity to support them doing something different. Denise Wood CEO May2010

  9. Case Studies • Work in a group. • A process to reflect on – about 15-20 mins to experiment with this way of opening dialogue and sharing the identification. • SWOT • PMI • 6 Hats • Concept Map Denise Wood CEO May2010

  10. Feedback: • How did this process support effective identification? • How might you use this in your school? • What challenges will you have to address? Denise Wood CEO May2010

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