Gifted students often require modified curriculum in school subjects. These starting points are ways teachers can help meet needs.
Ways to accelerate:
To compact curriculum a subject teacher needs to:
Components of an independent study program include:
Some teachers involve students in the process of designing units of work. By teaching the students Bloom's Taxonomy for example, students can write and design questions and activities for different levels of thinking.
Learning centres can be designed by teachers or students. They can be used to reinforce and extend the regular program or to identify and extend the interests of students. In the latter case, they may not be directly related to curricular content, but introduce the students to new possibilities for study.
For the teacher, learning centres provide a way to work with small groups while the rest of the class is engaged in other assignments or centre work.
some of the above are from the BC Ministry of Education, Gifted Program Document, 2000.
Acceleration
Acceleration is the practice of placing students at a higher than normal level of instruction to meet their learning needs. It occurs when a classroom teacher provides the student with advanced curriculum or when a student takes a specific course at a higher level. Students can be accelerated when they are advanced in a subject. It may include reducing regular class workload, working ahead in units, using different texts, assistance from other teachers and/or experts in the field of interest.Ways to accelerate:
- doing tests before the class
- advanced courses in summer or after school
- correspondence courses
- specially designed credit courses
- advanced placement courses
- dual enrolment
- early enrolment in college
- radical acceleration
Telescoping
Telescoping is reducing the amount of time a student takes to cover the curriculum. Courses often involve overlapping content and skills from one grade level to the next. An example of telescoping is when a student completes grades 10 and 11 math in one year.Compacting
Compacting is a strategy designed to streamline the amount of time the student spends on the regular curriculum. This strategy allows students to demonstrate what they know, to do assignments in those areas where work is needed, and then to be freed to work on other curricular areas. Compacting is used to reduce repetition and to buy time for the students to work on an individual project of their own choice. It may also be used to extend work in a given topic. For example if the area to be compacted is math, the student will spend less time on regular classroom assignments and have more time to work on applications or math enrichment activities.To compact curriculum a subject teacher needs to:
- Decide what the student needs to know in the area being considered for compacting.
- Find out what the student knows -- by testing, observing, analyzing performances.
- Provide assignments so the student can master unknown material.
- Work with the student in developing an individual learning plan that may include:
- enrichment in the compacted area
- enrichment in an area of interest
- an individual study project
Independent Study
Independent study is an opportunity for students to pursue areas of personal interest or to individually investigate course topics.Components of an independent study program include:
- identifying and developing a focus
- developing skills in creative and critical thinking
- using problem solving and decision making strategies
- learning research skills
- developing project management strategies
- keeping learning logs
- evaluating the process and product
- sharing the product with an intended audience from beyond the classroom
- keeping a portfolio of results
Tiered Assignments
Tiered assignments are designed to meet the needs of a group of learners functioning at a range of levels. Students work on the same content, but are asked different questions and are provided with different activities which are assigned according to ability.Some teachers involve students in the process of designing units of work. By teaching the students Bloom's Taxonomy for example, students can write and design questions and activities for different levels of thinking.
Learning Centres
Learning centres are physical "stations" where students are engaged in activities designed to extend their understanding and thinking about a topic. Activities may include working on an individual or small group investigation, watching a video tape, listening to an audio tape or working on a computer activity. Sometimes there are games to reinforce a concept or problems to solve.Learning centres can be designed by teachers or students. They can be used to reinforce and extend the regular program or to identify and extend the interests of students. In the latter case, they may not be directly related to curricular content, but introduce the students to new possibilities for study.
For the teacher, learning centres provide a way to work with small groups while the rest of the class is engaged in other assignments or centre work.
Career Studies
This type of study could involve:- investigating different universities to see what they offer
- arranging visits to universites/colleges on Open House days
- researching different professions
- looking at government publications to do with jobs and careers
- doing interest surveys and aptitude tests
- obtaining a Co-Op position in the area of interest
- doing a personal study and investigation to find talents, skills and interests
- contacting experts or working with a mentor
Contests
There are many contests that become available over a year. They may be related to:- playwriting
- story writing
- essays
- public speaking
- short story writing
- math competitions
- songs & jingles
- making theme videos
- ads
Science Fairs
There are many science fairs in and out of schools. Get input on:- developing interesting topics
- ways to research
- experimenting effectively
- expanding a topic
- becoming an expert in the field
- what to do with what you learned
some of the above are from the BC Ministry of Education, Gifted Program Document, 2000.