¶ … 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.
Students Portfolio
Features of a Gifted Student
Evidenced by:
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
High Interests
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
Lesson Plan
Generalizations
Adaptations
Students goals
Teacher determined standards/methods/materials
Learning, Behavioral and Management Styles
SELF-UNDERSTANDING
Individuals...
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