Presentation on theme: "Gifted and Talented Education (G.A.T.E.) Vineyard Junior High School."— Presentation transcript:
Gifted and Talented Education (G.A.T.E.) Vineyard Junior High School
G.A.T.E. Classes at Vineyard G.A.T.E. academic classes are provided in English/language arts, social studies, and pre-algebra (grade 7). For 8 th grade math, students are placed in Algebra I (advanced) by the following: students performance in 7 th grade pre-algebra cut score on a two part algebra readiness test given in the spring Note: All teachers who teach G.A.T.E. classes are certified G.A.T.E. instructors.
Testing for G.A.T.E. A student may be referred for G.A.T.E. identification by the parent or a teacher. Students who have been identified as G.A.T.E. in their previous district and who are new to ALSD, the referral window is August, with testing in September (by parent/teacher request).
The Three Ps of G.A.T.E.Identification No one Characteristic may be used to Identify GATE Students. POTENTIAL Measured by IQ Test Measures intelligence in verbal, mathematical, and/or spatial Measured by a characteristic behavior scale that indicates how close the student resembles GATE students PERSONALITY PERFORMANCE Measured by standardized tests and grades in school
Who is the Gifted Learner? Prefers adults Draws inferences Initiates Projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Thrives on complexity Is keenly observant Is highly self-critical Asks questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborated Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions
Characteristics of Various Areas of Giftedness Visual/Performing Arts Creative Thinking Leadership General Intellectual Ability Specific Academic Ability
G.A.T.E. is all about Differentiated Instruction/Curriculum The four components of a G.A.T.E. Program: Acceleration/pacing: Moving students faster through the curriculum and not expecting them to do what they already know how to do. Depth: Having students become true experts in a given area; giving them an opportunity to find out about certain subjects in great detail. Complexity: Exploring the connections and relationships between things, comparing and contrasting. Novelty: Allowing students to exhibit their creativity in the creation of original projects that challenge their thinking in new and unusual ways.
What Does Differentiation look like in the classroom? Students should be working at their ability level Attention is paid to accessing prior knowledge Accessing learning styles and providing students with options to approach a problem
Depth Projects and student work should require students to understand content in greater depth Worksheets are used less frequently Expectation that students copy material off the board and take notes Questioning involves open-ended responses Students should use their texts and other books as reference materials to answer questions Students are expected to defend what they say Students are encouraged to TEACH OTHERS!
Complexity Self-expression is critical Students are asked in discussions to relate what they have learned to other areas of study Venn Diagrams and Thinking Maps are used to teach complexity (sequence, compare/contrast, cause/effect, summary)
Icons of Depth and Complexity Tools teachers use to level-up the questioning in their classrooms They trigger higher level questioning and responding They focus on: Big Ideas Details Different Perspectives Ethics Language of the Disciplines Relationships over time Interdisciplinary Relationships
Novelty Novelty = Projects are rich in curricular content Novelty = Students should be able to identify the contend standards that are demonstrated in the project Novelty = Open-ended assignments (more than one possible correct answer) Novelty = New and creative ways to approach a task/assignment and research methods/processes
Expectations of a G.A.T.E. Student Students are expected to maintain high academic performance by achieving at least a 3.5 g.p.a. in the G.A.T.E. class If a student is not meeting that expectation, the parent or teacher may request re-consideration of G.A.T.E. placement in that specific academic subject.
Questions ??? If you have a question about the G.A.T.E. identification process or G.A.T.E. placement for your student, please call Judy Bach – G.A.T.E. Coordinator