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Gifted and Talented Curriculum
Our highly professional staff uses a variety of techniques, strategies, and activities to heighten our gifted and talented students' ability to think – to reason. We use Bloom’s Taxonomy, Sternberg’s Creative, Analytical and Practical Theory of Reasoning, and Gardner’s Theory of Multiple Intelligences to guide instruction in gifted and talented education.
Each strand of the framework is not taught in isolation. We recognize the complexity of the thinking processes. We also believe that when students make personal connections with the curriculum, their learning becomes authentic/real.
Our curriculum framework is designed to develop the intellect, and intra and interpersonal social/emotional development. Through curricular experiences, it is our hope that students learn the value of becoming life long learners and citizens of character.
The Gifted and Talented Program is based upon the following curricular framework
This inventive, interpretive - rigorous curriculum assists student development of multiple strategies for understanding and investigating complex concepts and issues.
Depth and Complexity
Habits of Mind
Thinking and communicating with clarity and precision
Applying past knowledge to new situations
Responding with wonderment and awe
Thinking about Thinking (Metacognition)
Remaining open to continuous learning
Taking responsible risks
Listening with Empathy and Understanding
Striving for Accuracy
Gathering data through senses
Questioning and Posing Problems
Creating Imagining and innovating
Priority of Service
-Gifted IQ of 130+
*130+ CogAT Composite
Direct instruction from the Gifted and Talented Facilitator is designed to enhance students' strengths and enrich students' interests. Specialized Instruction is typically seen as a "pullout" service with an individual or a small group of students. Instruction may be
General Education Curriculum Based
Gifted and Talented Curriculum Based
Within the classroom, instruction may be based upon the results from the administration of program assessments. Co-teaching opportunities, and/or performance grouping are amongst instructional methods for the High Ability Learner.
Student readiness is determined as a direct result of assessments, and collaboration between the classroom teacher and the Gifted and Talented Facilitator. In order to meet student needs, differentiating the curriculum is necessary. Facilitators provide materials and resources, learning centers, independent projects etc. for the enrichment/extension of the curriculum. In some circumstances, another means of expanding a student’s experience is by facilitating a mentor-student relationship. The GT Facilitator keeps in constant communication with the classroom teacher and student to make sure instruction remains flexible, challenging, and meaningful.
Content acceleration and differentiation:
A quickened pace of learning and/or mastery of the current grade level curriculum may require acceleration either by subject or grade level. We recognize that these unique individuals do not have "high ability" only on the days that the Gifted and Talented Facilitator is servicing them, so differentiation within the classroom setting is required to meet the everyday demands of the High Ability Learner.
Additional testing/documentation may be required. A few examples of these are...
Multi-age and cross grade level options:
The pace at which High Ability Learners develop varies for each student. It may become necessary to combine students at different ages and at different grade levels to meet the unique needs of these extraordinary students.
Elementary level students ( grades 4-5-6-) jump start your reading for our 2013- 2014 competition.