1. 1 Good Practice Sharing of School-based Gifted Development Programmes in the Science Context 18-10-2008 Joseph Leung Gifted Education Section Curriculum Development Institute Education Bureau

2. 2 -Modifications should be made in the following areas: i)Content ii)Process iii)Product iv)Learning environment -An appropriate curriculum for the gifted should be qualitatively different from the basic curriculum for average students. The curriculum for the gifted

3. 3 GE for all Diagnose and treat  provision for all 3-Tier Implementation Model School-based approach Promotion of GE so that it is infused with regular teaching All students can benefit from GE 資優教育普及化、普及教育資優化

4. 4 If we are to develop a curriculum (for the gifted), we can modify: The content (the ideas, concepts, information, facts) The process (the way the new material is presented) The learning environment (physical setting and psychological climate of school) of the basic curriculum so as to match the characteristics and thus the needs of the gifted (Gallagher, 1985)

5. 5 Characteristics of the gifted Extraordinary quantity of information, unusual retentiveness Advanced comprehension Unusual varied interests and curiosity Heightened capacity for seeing unusual and diverse relationships Unusual intensity; persistent, goal-directed behaviour Unusual sensitivity to the expectations and feelings of others High expectations of self and others It is by no means exhaustive but of important implications to curriculum design

6. 6 A gifted curriculum should attend to 3 dimensions: Content-based mastery Process/product research Epistemological concept VanTassel-Baska (1988)

7. 7 Content-based Mastery Learning skills and concepts are important elements Acceleration is a possible mode A solid foundation for in-depth study

8. 8 Process/Product Research Investigatory skills are important elements for producing high quality product Engage students in problem-finding and problem-solving Collaborative mode is necessary that involves teacher, students and practitioners

9. 9 Epistemological Concept Emphasize the understanding and appreciation of systems of knowledge rather than individual segments

10. 10 Above-average ability creativity Giftedness Task committment Joseph Renzulli

11. 11 Renzulli’s School-wide enrichment Model TYPE I General Exploratory Activities 第一類 一般性探究課程 TYPE III Individual & Small Group Investigations of Real Problems 第三類 專題研究 TYPE II Group Training Activities 第二類 小組訓練課程 Regular Curriculum Environment in General

12. 12 Major Points to note  The Enrichment Triad Model was later adapted (Revolving Door Programme) and expanded into the Schoolwide Enrichment Model to promote educational excellence.  The latter model involves all students in Type I and II activities.  About 15% to 20% of the school’s population are included in a talent pool.  Type III activities are more appropriate for gifted students.  The Enrichment Triad Model was first proposed to develop differentiated programmes specifically for the gifted. Joseph Renzulli: Enrichment Triad Model & Schoolwide Enrichment Model Purpose:

13. 13 Rezulli’s model offers Individualized pacing Freedom from pressure and grading Alternatives in content, learning styles, teaching strategies

14. 14 Assessment of students’ strengths Abilities Interests Learning styles Cultural background Expertise Life experience etc

15. 15 Type 1 – general exploratory activites Including a wide range of topics of study not usually included in the regular curriculum

16. 16 Type II-group training activities Develop cognitive and affective skills that help students proceed to Type III activities Skills include research, reference, communication skills Development of thinking (creative thinking, problem-solving, critical thinking, decision making, affective processes-sensing, appreciating, valuing)

17. 17 (1)Process skills e.g. classification, analysis, evaluation. (2)Research skills e.g. observation, setting hypothesis, collecting and interpreting data. (3)Reference skills e.g. searching for information, screening relevant information, awareness of intellectual property rights. (4)Specialised training e.g. application of Corel Draw in making a school magazine. (5)Short course of specific discipline e.g. introduction to forensic psychology Examples of Type II Activities:

18. 18 Type III: Individual & Small Group investigations of real problems Students use data as a source and other relevant information (fieldwork, interviews, experiments) for a proposal to problems Students need to share their findings through performances and presentation.

19. 19 Science Curriculum Framework The Problem Understanding “Systems” Learning Science Using Scientific Research Concept Content Process

20. 20 Purdue 3-stage Enrichment Model (Feldhusen, 1973) An ordered enrichment model that moves students from simple thinking experiences to complex independent activities

21. 21 Stage 1: development of divergent & convergent thinking skills Stage 2: 21 in creative problem solving Stage 3: development of independent study skills

22. 22 3-Tier Implementation Model (advocated for use in HK) Exceptionally Gifted Specific Domains/ Subject enrichment General enrichment Specific Domains/ Subject enrichment General enrichment Level 1 Whole Class School-based Level 2 Pull – out School-based Level 3 Off-site nature Operation mode

23. 23 Programme Design Many academics such as Joyce VanTassel-Baska advocated that key components of a science curriculum for the gifted students should develop an understanding of scientific concepts; develop scientific inquiry skills in collaborative settings; let them learn significant content in science areas; develop interdisciplinary connections; develop investigations of real problems and develop scientific habits of mind.