Presentation on theme: "South Plainfield School District’s Gifted & Talented Program S.E.E.D.S. Successful Enrichment & Educational Development of Students “Planting S.E.E.D.S."— Presentation transcript:
South Plainfield School District’s Gifted & Talented Program S.E.E.D.S. Successful Enrichment & Educational Development of Students “Planting S.E.E.D.S. for the 21st Century”
Definitions of Gifted Most of the 1900’s: Intelligence was viewed through exclusive, narrow measures, such as an IQ score 1980’s-today: Our views of intelligence have broadened, becoming more inclusive – Sternberg (3 types of intelligence) – Gardner (8 forms of intelligence) – Renzulli (Three Ring Concept)
Multiple Intelligences Howard Gardner
Three-Ring Concept of Giftedness Joseph Renzulli
The Difference between a Gifted Child and a Bright Child A Bright Child Knows the answers Is interested Is attentive Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease Enjoys peers Completes assignments Copies accurately Enjoys school Absorbs information Good memorizer Is alert Is pleased with own learning A Gifted Learner Asks the questions Is HIGHLY curious Is mentally & physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings & opinions Already knows Prefers adults Initiates projects Creates a new design Enjoys learning Manipulates information Good Guesser Is keenly observant Is highly self-critical
S.E.E.D.S. Criteria Teacher Recommendation Standardized Test Scores Classroom Performance Previous Report Card Grades Reading Baseline Assessments Math Inventory Assessments Behavioral checklist based on Renzulli’s Triad Model and Gardner’s Multiple Intelligences Classroom Observations
S.E.E.D.S. Program Model K-6
Tier 3: Accelerated Enrichment: This tier is accelerated problem-solving based learning. It involves independent and group based projects. It would be pull-out for each cycle based on students who demonstrate aptitude well beyond their peers. Example: Pull-out enrichment for all cycles of the program Tier 2: Enrichment in Small Groups: This tier is selected small groups for theme based projects, activities, and clubs. Based on strengths and abilities, a student may be selected for one or a few cycles of small group projects. Example: A small group cycle project, based on a certain theme Chess club, Robotics club Tier 1: Enrichment in the Regular Classroom: This tier is differentiated instruction, flexible grouping, balanced literacy, centers, and enrichment for ALL students in the regular classroom. Examples: Spelling Bee, Science Fair, Geography Bee, “Good for-All’s”.
Myth or Reality? Gifted children do not know they are gifted or different than others. MYTH: They often recognize at a very early age. They may have different interests, larger vocabularies, or an unusual sense of humor. Gifted children can succeed without help. MYTH: This is one of the biggest myths among gifted children. They will not be just fine on their own. Research suggests that a gifted child’s adjustment is related to the extent to which the child’s educational needs are met. Gifted children are usually gifted in ALL areas. MYTH: A gifted child may be gifted in only one or two academic areas. While some gifted children are strong in many areas, one does not have to excel in everything in order to be considered gifted.
S.E.E.D.S. Enrichment Support Program Students will participate in Project-Based Learning (PBL) and Literature Circles. Students will be pulled from their regular classrooms one day per week. K - 1 st grade: 30 minutes once per week 2 nd -6 th grade: 60 minutes once per week There will be 3 cycles (6-7 weeks each) for the school year. Cycle 1: Math Cycle 2: Literacy Cycle 3: Science/Engineering
South Plainfield Believes In….. Developing the whole child through an enriching environment daily Offering inclusive G&T SERVICES addressing the Multiple Intelligences Using multiple criteria for identification Labeling the services, not the child
Project-Based Learning Project-Based Learning (PBL) is learning through the process of completing a project over a period of time. The projects are complex tasks based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations. (Project-Based Learning for Gifted Students, Todd Stanley, 2012) Studies have shown that gifted students learned more and retained content more accurately when allowed to work on projects where they were setting the pace, teaching each other through projects and working together to solve problems. (Stanley, 2012) According the Buck Institute for Education (2011), PBL can increase academic achievement on standardized assessment tests, teach the core subjects more effectively, and help students to master 21 st century skills such as communication, independent and critical thinking, and research.
Final thoughts: “The mind is not a vessel to be filled, but a fire to be kindled.” ~Plutarch, Greek Historian and Biographer “Children must be taught how to think, not what to think.” ~Margaret Meade, American Anthropologist “Education is the most powerful weapon, which you can use to change the world.” ~Nelson Mandela, South African Politician