Meeting the Needs of the Gifted Leaner Lindsay Kielley Anne Mucci Steffi Pfau

Setting Session Goals Review of individual expectations Discussion of classroom experiences with gifted learners Option to extend conversation for third hour. The third hour will further address individual needs, review curricular support materials and allow for the collaborative development of lesson goals

Bright or Gifted? Knows the answers Is attentive Grasps the meaning Sequential presenter Is alert Enjoys peers Works hard Listens with interest Enjoys school Answers the questions Ask the questions Is mentally & physically involved Draws inferences Thrives on complexity Is keenly observant Prefers adults Plays around yet tests well Shows strong feelings and opinions Enjoys learning Discusses in detail, elaborates

What do gifted children look like in the classroom? Tend to get work done quickly Ask probing questions that reflect depth of understanding frequently Have unusual interests, more common among older students Is not willing to accept superficial responses Has a highly developed sense of humor Is sensitive to injustices on a personal and world wide level Sees relationships among seemingly diverse ideas

The Mathematically Gifted Student (Adapted from Scales for Rating the Behavioral Characteristics of Superior Students by Joseph S. Renzulli, Sally M. Reis, M. Katherine Gavin, Del Siegle, & Rachel Sytsma) is eager to solve challenging math problems. (A problem is defined as a task for which the solution is not known in advance.) organizes data and information to discover mathematical patterns. enjoys challenging math puzzles, games, and logic problems. understands new math concepts and processes more easily than other students. has creative (unusual and divergent) ways of solving math problems. displays a strong number sense (e.g., makes sense of large and small numbers, estimates easily and appropriately). frequently solves math problems abstractly, without the need for manipulatives or concrete materials. has an interest in analyzing the mathematical structure of a problem. when solving a math problem, can switch strategies easily, if appropriate or necessary. regularly uses a variety of representations to explain math concepts (written explanations, pictorial, graphic, equations, etc.).

He may be gifted but… He refuses to do homework She won’t move on to another topic He is critical of me and his peers She vocally disagrees with adults He makes jokes at inappropriate times She gets angry and cries easily He doesn’t pay attention to details and turns in messy work Doesn’t accept authority, is stubborn and domineering

District Programs Student Demographics

PEAK Program ALPS Program ARC Program Mentorships Curriculum compacting support School wide enrichment program Ability grouping in grades 8-12

Teacher Responses to Typical Gifted Behavior Recognized behavior Teacher's Response Unchecked Behavior highly verbal lots of oral practice disruptive student quick to learn modify pace, breadth, depth bored, underachieving curious nature allow browse time frustration perfectionist set reasonable goals highly stressed non-conforming provide guidance social problems works alone provide opportunities difficulties in groups

How can teachers best meet the needs of the gifted students in their classes? Identify differing learning styles Support various learning styles by incorporating them into a differentiated instruction template Adjust questioning techniques Offer independent study opportunities Create challenging learning centers

Once students are grouped by ability what is the responsibility of the teacher? Emphasize valuable character traits such as manners, sensitivity and patience Promote opportunities for gifted learners to enjoy positive peer relationships Ensure that gifted learners avail themselves of the support and guidance of counselors

Structuring the High School Classroom for Gifted Learners Aim to become a facilitator  Foster the creation of a student-centered classroom Establish parameters for project work  Allow students to use parameters to engage in independent and collaborative group work  Involve students in determining criteria for evaluation, including the weighting of projects and the establishment of rubrics

Don’t Be Afraid to Challenge Your Students Raise the bar: your students will meet your level of expectation Tap into special interests of your students, especially those that involve creative talents Encourage them to share their knowledge and special capabilities with others

Collaboratively Planning for the Gifted Sharing lessons using an E-Forum Including plans for students at articulation meetings Elect “team experts” for specific topics Gain resources, ideas from administrators