Special Programs Developed for Gifted Students Intended Case Study
- Length: 6 pages
- Sources: 6
- Subject: Teaching
- Type: Case Study
- Paper: #62116169
Excerpt from Case Study :
special programs developed for gifted students intended to enhance, expand and diversify their learning experiences in the educational curriculum. In order to meet the demands of the gifted students, teachers distinguish between content standards and learning experiences. The basis of a gifted student's curriculum is generated from the outcome of an original assessment that results to the creation of an Individualized Educational Program (IEP). In creating, IEP, teachers consider the strengths and needs of the student (Beck McKeown & Kucan, 2002). The teacher organizes suitable activities with the student thus creating an effective program to meet his/her potential. After carefully analyzing the classroom settings and using observational skills, I developed the following portfolio based of a gifted student. The following portfolio is the assessment that describes the two students observed- Gifted Students. The assessment provides information pertaining to characteristics of the gifted students and what evidences the presence of the characteristics observed.
Features of a Gifted Student
Sensitive & insightful -- these students are sensitive to right and wrong and very empathetic, and mostly concerned with social issues.
Counselor reports, teacher/parent rating scales. Student self-concept scales, student journals.
Leadership -- The student is very assertive, and organizes and brings structure to people and situations. The student is also responsible, influential, persuasive, and a risk taker.
Sociograms, peer ratings, Leadership Scale, other teachers and student observations
Higher Conceptualization -- The student has high cognitive and problem solving abilities including critical thinking skills.
Tests of critical thinking Tests, discussions, written communications and analysis of rubrics
Inventiveness -- The student shows a sense of humor, is creative, and a risk taker. he/she applies originality, divergent thinking in solving issues
Tests of creativity tests, teacher and student observation, peer ratings
The student is inquisitive and has a record of information in different areas.
Other teacher's ratings, interest surveys, case study information, written products, recommendations, references from other students
Communications - The student applies a wealth of expression, which includes and non-verbal areas. he/she always looks for an the opportunity to present his/her ideas to others teacher rating scales, diagnostic testing, evaluation of elaboration and fluency in verbal discussion analytical skills, learning skills checklist
Autonomous - The student indicates strong self-management skills, is goal oriented and requires minimal teacher direction.
Teacher ratings, observation self-report instruments, learning style records
High knowledge -- The student has swift mastery and recollection of information and requires little teacher explanation of regular tasks.
Criterion referenced tests, mentor report learning skills checklist
Students Age / abilities/Assessment information - Based on the students portfolio discussed above, the gifted students' ages ranged between 17 and 20 years in grade level 9 -- 12. They have great potential in tackling critical thinking assessment as opposed to simple assessments such as essays and term papers.
How does the student prefer to receive new information?
During the assessment, it was discovered that, gifted students prefer getting new information from textbooks / discussions and lectures from teachers. Gifted students are effective communicators, and this makes discussions the most preferable method to receive new information.
Does the student react negatively to any particular format? If so, why?
Gifted students seem independent, which makes them react negatively to any specified formats used by teachers in teaching. They have confidence in themselves more than what they obtain from teachers and their fellow students. For this reason, they require minimal attention of guidance from their teachers. In this case, being compelled to follow a particular format makes them feel disrespected and discriminated. Further, based on their characteristics as discovered in the portfolio, there exist a dull relationship between the gifted students and other students. They see other students as failures since they are unable to execute tasks they consider simple.
What type of instruction appears to most benefit the student?
As discovered from the student's portfolio, they require minimal instructions from teacher because of their high cognitive skills and high problem solving skills.
What types of information sharing are most/least challenging for the student (e.g. worksheet, essay, term paper, work problem/math, oral report, and group discussion)?
However, even with the high knowledge, gifted students face challenges while working on individual assessments, particular, essays and term paper that do not require any critical thinking efforts. As indicated from the above portfolio, gifted students are confident while working on critical thinking assessments.
What academic skills and social skills does the student excel in or lack in within general education settings?
Gifted students have high cognitive and problem solving abilities including critical thinking skills. However, they prefer conducting their tasks individual without including other students.
Based on the data collected from the assessment, the lesson plan below teaches and incorporates some general adaptations specifically designed to benefit the gifted student
Teacher determined standards/methods/materials
Learning, Behavioral and Management Styles
Individuals have different learning style
A student's organizational skills influence productivity in all aspects of life.
The student will examine his/her own learning style.
The student will examine the learning styles of others.
The student will learn a variety of techniques to organize time, materials and self.
The student will learn to set, evaluate, and readdress his/her own personal and academic goals.
The student responds to, evaluates, and analyzes historically or culturally important issues and events portrayed in social studies that demonstrate and affect people, society and individuals.
Social studies textbook
Individuals can make a difference that impact society.
The student will accept liability for his/her own actions or ideas.
The student will try activities that have uncertain outcomes.
The student will be aware of different social issues and methods which can bring transformation
Students understand how physical, natural, and cultural processes influence where people reside, how people socialize and how the societies interrelate with other and their environments.(Social Studies/Geography II)
Students will create and illustrate responsible and ethical workplace behaviors.
Social studies textbook
Change / both behavioral and learning develops from consensus and triggered by leadership.
The student will recognize leadership styles by using the past and present pacesetters. The student will take a leadership role in different situations.
The student will recognize and analyze his/her personal leadership style and adapt as needed
Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States and world history in order to understand the complexity of human experience. (Social Studies/History I) Students will develop effective leadership, interpersonal, and team skills. (Career Readiness, 5)
Conflict is a constant; the response to conflict has varied consequences.
The student will identify the cause-effect relationship in various conflict situations.
The student will understand the complexities of conflict and the shared responsibility for its management.
The student will understand the difference between, and the consequences of, positive and negative approaches to conflict management.
Students will develop and demonstrate responsible and ethical workplace behaviors.
Students will develop effective leadership, interpersonal, and team skills. (Career Readiness, 5
Cooperation and Teamwork
Cooperative group effort yields optimal results.
The student will understand how personal values affect the process that leads to team decision-making.
The student will learn how to give and accept constructive criticism.
The student will learn and apply group process skills in order to assist a group in reaching consensus.
Students will develop effective leadership, interpersonal and group skills.
Students understand the ideals, rights and good duties of good citizenry and understand the content and history of the source documents of the U.S. with particular stress on the U.S. And NM constitutions and the way governments operate at local, state, tribal and national levels. (Social Studies)
Presentation of Self
The way in which a person presents himself/herself creates ideas that form the perception of others.
The student will evaluate standards of social behavior including identifying suitable dress and behavior for a given situation.
The student will illustrate how verbal and non-verbal methods influence thinking.
The student will identify the audience and create a suitable presentation emphasizing personal strengths and talents.
The student writes efficiently for different audiences and purposes using appropriate writing approaches and conventions. (Language Arts, III)
Students will develop effective leadership, interpersonal and team skills.
Society is affected by persons who systematically act upon information rather than being confined by it
The student will identify parts of an idea and identify the relationship and organization of those parts (Analysis)
The student will arrange and combine elements in order to form a whole not previously evident (Synthesis)
The student will evaluate the of an idea or concept as related to its original purpose (Evaluation)
The student uses appropriate reading strategies to read and interpret increasingly intricate texts for various purposes. (Language Arts, I)
The student speaks efficiently for different audiences and purposes using appropriate speaking strategies and conventions. (Language Arts, IV)
The student illustrates analyzes, evaluates and reflects on the skills and processes used to communicate by listening to and viewing a variety of auditory…