"I am neither especially clever nor especially gifted. I am only very, very curious."
~ Albert Einstein
Gifted Student Support
Resource Package focus: Gifted Students with learning difficulties
What does it mean to be a Gifted student with a learning difficulty?
Definition
Students who are Gifted and Talented with Learning Difficulties (G/T&LD) have unique and significant strengths and weaknesses that may require support in order to access the curriculum.
History and Background information
Giftedness can be combined with many common learning difficulties which require specific behavior management techniques. It is common that many students can be inattentive and require plenty of stimulation to harness the child's mind and sustain it from wandering. On average a child may need nine to twelve repetitions of a new concept in order to learn it, gifted children however can learn new concepts after only one or two repetitions. The problem is that on average the classroom will be geared towards the learning needs of average students which may limit the learning of G/T&LD students who become frustrated and bored.
Definition
Students who are Gifted and Talented with Learning Difficulties (G/T&LD) have unique and significant strengths and weaknesses that may require support in order to access the curriculum.
- Gifted behaviors include; high level of creativity, high achievement in specific subject areas, high level of curiosity and imagination, and superior abilities in abstract thinking and problem solving
- Common learning difficulties; problems with reading, writing, mathematics, memory, organisation and sustaining attention (extreme preoccupation)
History and Background information
Giftedness can be combined with many common learning difficulties which require specific behavior management techniques. It is common that many students can be inattentive and require plenty of stimulation to harness the child's mind and sustain it from wandering. On average a child may need nine to twelve repetitions of a new concept in order to learn it, gifted children however can learn new concepts after only one or two repetitions. The problem is that on average the classroom will be geared towards the learning needs of average students which may limit the learning of G/T&LD students who become frustrated and bored.
Click the link below to play YouTube clip about students with Learning Disabilities
Rationale
Why is there a need to provide for Gifted and Talented students at Platypus Primary?
Due to the variety of student backgrounds at Platypus Primacy school, there is a need to identify and provide for G/T&LD students. As there are 36 language backgrounds and many ESL students, there is a tendency for students with learning difficulties to be overlooked as students with ESL backgrounds often take precedence.
Identification Procedures
Due to the variety of student backgrounds there is a need for specific implimentation of identification processes.
Incorporating Multidimensional approaches
- Achievement Tests
- General Ability Test
- Teacher and Parent Reports
- Creativity Tests
- Interviews with Child and Parents
- Behavior checklists
- Report by class teacher
Incorporating Multidimensional approaches
- Achievement Tests
- General Ability Test
- Teacher and Parent Reports
- Creativity Tests
- Interviews with Child and Parents
- Behavior checklists
- Report by class teacher
Resources for Teachers
Our GT and LD Program and Implementation
Gifted Children's Bill of Rights
Whole School Approach
Individualized programming (challenging G/T&LD with individual projects)
Curriculum Modifications - adjustments to content, process and skills
Progression through curriculum and flexible grouping
Peer support
Continual modification and assessment of individual programs
Support Team
Specialized staff for Gifted and Talented, ESL
One-to-one and small group lessons to focus on including students with disabilities and learning difficulties within the curriculum
Individual projects depending on students interests, to foster students strengths
Individualized programming (challenging G/T&LD with individual projects)
Curriculum Modifications - adjustments to content, process and skills
Progression through curriculum and flexible grouping
Peer support
Continual modification and assessment of individual programs
Support Team
Specialized staff for Gifted and Talented, ESL
One-to-one and small group lessons to focus on including students with disabilities and learning difficulties within the curriculum
Individual projects depending on students interests, to foster students strengths
Classroom Management and Assessment methods
- Within-class performance grouping to support students by topic or subject; provides differentiated learning for each group.
- Caters for learning difficulties and strengths
- A pull-out program for children gifted in a specific subject area: students regularly withdrawn from class
- Co-operative grouping with like-ability learners: organized in three or four member teams and group task adjusted accordingly
- Subject acceleration
- Continuous placement
- Self-paced instruction
* Based on Department of Education Curriculum Support, 2004
Click the LINK below:
Teacher resource based from Montgomery County Public School with frequently asked questions regarding G&T/LD students.
- Caters for learning difficulties and strengths
- A pull-out program for children gifted in a specific subject area: students regularly withdrawn from class
- Co-operative grouping with like-ability learners: organized in three or four member teams and group task adjusted accordingly
- Subject acceleration
- Continuous placement
- Self-paced instruction
* Based on Department of Education Curriculum Support, 2004
Click the LINK below:
Teacher resource based from Montgomery County Public School with frequently asked questions regarding G&T/LD students.
Parent/Home and Community Support
- Summer Programs
- Competitions for talented kids- Home-study programs
- Parent support groups (monthly meetings aimed to provide direct feedback for students, staff and community) to engage in ongoing communication between parents for developing future G?\/T&LD programs.
- Gifted and Talented School Starter Toolkits
Here is a link for an online resource for recognizing G&T/LD students; this resource is a 10 minute interactive presentation focused on understanding the pattern of strengths and weaknesses of G&T/LD students. This specific resource has been set up by Marisa Stemple, an Instructional Specialist.
Click the LINK below to interact with this online resource
- Competitions for talented kids- Home-study programs
- Parent support groups (monthly meetings aimed to provide direct feedback for students, staff and community) to engage in ongoing communication between parents for developing future G?\/T&LD programs.
- Gifted and Talented School Starter Toolkits
Here is a link for an online resource for recognizing G&T/LD students; this resource is a 10 minute interactive presentation focused on understanding the pattern of strengths and weaknesses of G&T/LD students. This specific resource has been set up by Marisa Stemple, an Instructional Specialist.
Click the LINK below to interact with this online resource
Montgomery Country Public Schools (MCPS) offers further links with programs and services, including Checklists for staff, Consult request form and resources for networking
National Association for Gifted Students - Parent resources:
Link below;
Link below;
Differentiated Learning Experience
Maker Model
Original Lesson
|
lesson_plan_original.doc | |
File Size: | 365 kb |
File Type: | doc |
Differentiated Lesson Plan
In bold are the aspects of differentiation through the learning experience.
- Flexible group work
- Further teacher instruction/individual instruction
- Open-ended questioning
- Student lead activities
- Student independent learning
- Student support
- Whole class discussion
- Learning objectives
- More tasks
- Flexible group work
- Further teacher instruction/individual instruction
- Open-ended questioning
- Student lead activities
- Student independent learning
- Student support
- Whole class discussion
- Learning objectives
- More tasks
lesson_plan_differentiated.doc | |
File Size: | 371 kb |
File Type: | doc |
References:
Brooks, A. Inattention and the gifted child. Retrieved 10/10/12 from http://www.kidspot.com.au/schoolzone/Learning-Gifted-and-talented-Inattention-and-the-gifted-child+4156+390+article.htm
Department of Environment and Resource Management, Waterwise, Water: Learn it for life! Retrieved 10/10/12 from http://www.derm.qld.gov.au/waterwise/education/units/pdf/y2y3/y2y3_unit1.pdf
Education of the Gifted and Talented Ltd, NSW Assn for Gifted & Talented Children Inc. Retrieved 04/10/12 from http://www.nswagtc.org.au/
Garnett, K. (2010). Division of Learning Disabilities of the Council for Exceptional Children. Thinking About Inclusion and Learning Disabilities: A Teachers Guide. Page 7-12. Retrieved http://www.readingrockets.org/article/39151/
Learning to Give, Generation On, Retrieved 10/10/12 from http://learningtogive.org/lessons/unit370/lesson2.html
Learning Techniques, Turning Teaching into Learning, 2005, Retrieved from http://www.learningtechnics.com/inprogram.php
Montgomery County Public Schools. Accelerated and Enriched Instruction. Retrieved 20/10/12 from http://www.montgomeryschoolsmd.org/curriculum/enriched/gtld/
NSW Department of Education and Communities: NSW Curriculum and Learning Innovation Centre, Curriculum Support, Retrieved 08/10/12 from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/index.htm
NSW Government Curriculum Support. Gifted and Talented Students. Retrieved 06/10/12 from www.curriculumsupport.education.nsw.gov.au/policies/.../index.htm
NSW DET Guidelines to Support Gifted and Talented Policy. Retrieved 04/10/12 from http://www.det.gov.au/policies/pdf/g&tguide.pdf
Rimm, S. (2008c). Why bright kids get poor grades- and what you can do about it. Scottsdale, AZ: Great Potential press.
Whitmore, J. R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.
Brooks, A. Inattention and the gifted child. Retrieved 10/10/12 from http://www.kidspot.com.au/schoolzone/Learning-Gifted-and-talented-Inattention-and-the-gifted-child+4156+390+article.htm
Department of Environment and Resource Management, Waterwise, Water: Learn it for life! Retrieved 10/10/12 from http://www.derm.qld.gov.au/waterwise/education/units/pdf/y2y3/y2y3_unit1.pdf
Education of the Gifted and Talented Ltd, NSW Assn for Gifted & Talented Children Inc. Retrieved 04/10/12 from http://www.nswagtc.org.au/
Garnett, K. (2010). Division of Learning Disabilities of the Council for Exceptional Children. Thinking About Inclusion and Learning Disabilities: A Teachers Guide. Page 7-12. Retrieved http://www.readingrockets.org/article/39151/
Learning to Give, Generation On, Retrieved 10/10/12 from http://learningtogive.org/lessons/unit370/lesson2.html
Learning Techniques, Turning Teaching into Learning, 2005, Retrieved from http://www.learningtechnics.com/inprogram.php
Montgomery County Public Schools. Accelerated and Enriched Instruction. Retrieved 20/10/12 from http://www.montgomeryschoolsmd.org/curriculum/enriched/gtld/
NSW Department of Education and Communities: NSW Curriculum and Learning Innovation Centre, Curriculum Support, Retrieved 08/10/12 from http://www.curriculumsupport.education.nsw.gov.au/policies/gats/index.htm
NSW Government Curriculum Support. Gifted and Talented Students. Retrieved 06/10/12 from www.curriculumsupport.education.nsw.gov.au/policies/.../index.htm
NSW DET Guidelines to Support Gifted and Talented Policy. Retrieved 04/10/12 from http://www.det.gov.au/policies/pdf/g&tguide.pdf
Rimm, S. (2008c). Why bright kids get poor grades- and what you can do about it. Scottsdale, AZ: Great Potential press.
Whitmore, J. R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.