Presentation on theme: "Gifted and Talented Education (G.A.T.E.)"— Presentation transcript:
1 Gifted and Talented Education (G.A.T.E.) Vineyard Junior High School
2 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 8th grade math, students are placed in Algebra I (advanced) by the following:student’s performance in 7th grade pre-algebracut score on a two part algebra readinesstest given in the springNote: All teachers who teach G.A.T.E. classes are certified G.A.T.E. instructors.
3 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).
4 The Three P’s of G.A.T.E .Identification POTENTIALNo oneCharacteristicmay be used toIdentify GATEStudents.Measured by IQ TestMeasures intelligence inverbal, mathematical, and/orspatialPERFORMANCEPERSONALITYMeasured by a characteristic behaviorscale that indicates how closethe student resembles GATEstudentsMeasured by standardizedtests and grades in school
5 Who is the Gifted Learner? Prefers adultsDraws inferencesInitiates ProjectsIs intenseCreates a new designEnjoys learningManipulates informationInventorThrives on complexityIs keenly observantIs highly self-criticalAsks questionsIs highly curiousIs mentally and physically involvedHas wild, silly ideasPlays around, yet tests wellDiscusses in detail, elaboratedBeyond the groupShows strong feelings and opinionsAlready knows1-2 repetitions for masteryConstructs abstractions
6 Characteristics of Various Areas of Giftedness Visual/Performing ArtsCreative ThinkingLeadershipGeneral Intellectual AbilitySpecific Academic Ability
7 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.
8 What Does Differentiation look like in the classroom? Students should be working at their ability levelAttention is paid to “accessing prior knowledge”Accessing learning styles and providing students with options to approach a problem
9 DepthProjects and student work should require students to understand content in greater depthWorksheets are used less frequentlyExpectation that students copy material off the board and take notesQuestioning involves open-ended responsesStudents should use their texts and other books as reference materials to answer questionsStudents are expected to defend what they sayStudents are encouraged to TEACH OTHERS!
10 Complexity Self-expression is critical Students are asked in discussions to relate what they have learned to other areas of studyVenn Diagrams and Thinking Maps are used to teach complexity (sequence, compare/contrast, cause/effect, summary)
11 Icons of Depth and Complexity Tools teachers use to level-up the questioning in their classroomsThey trigger higher level questioning and respondingThey focus on:Big IdeasDetailsDifferent PerspectivesEthicsLanguage of the DisciplinesRelationships over timeInterdisciplinary Relationships
12 Novelty Novelty = Projects are rich in curricular content Novelty = Students should be able to identify the contend standards that are demonstrated in the projectNovelty = Open-ended assignments (more than one possible correct answer)Novelty = New and creative ways to approach a task/assignment and research methods/processes
13 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. classIf 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.
14 Questions ???If you have a question about the G.A.T.E. identification process or G.A.T.E. placement for your student, please callJudy Bach – G.A.T.E. Coordinator