Nineteenth World Conference on Gifted and Talented Children

Nineteenth World Conference on Gifted and Talented Children “ Lighting Flames: Successful Programs for Gifted Children from Around the World” Maureen Kalbus Head of Lower School [email_address] Prague August 2011

When you give away some of the light from a candle by lighting another person’s flame, there isn’t any less light because you’ve given some away, there’s more. When everybody grows, there isn’t less of anybody, there’s more of and for – everybody. Kaleel Jamison

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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],AAEGT National Workshop

BRIGHT CHILD Knows the answers Interested Is attentive Has good ideas Works hard Answers the questions Top Group Listens with interest Learns with ease 6-8 repetitions for mastery Understands ideas Enjoys peers Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school Absorbs information Technician Good memoriser Enjoys straightforward Sequential presentation Is alert Is pleased with own learning GIFTED CHILD Asks the questions Is highly curious Is mentally and physically involved Has wild silly ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions Already knows 1-2 repetitions for mastery Constructs abstractions Prefers adults Draws inferences Initiates projects Is intense Creates a new design Enjoys learning Manipulates information Inventor Good guesser Thrives on complexity Is keenly observant Is highly self-critical by Janice Szabos Bright Child / Gifted Child

Differentiation: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Comparing Classrooms ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ The Differentiated Classroom: Responding to the Needs of All Learners” Carol Ann Tomlinson Comparing Classrooms (3)

BENCHMARKS: Differentiation will not occur if teachers do not have clearly defined objectives by grade level and by subject. They need to be able to tell students and parents what the goals are of each unit of instruction. ASSESSMENTS: Differentiation will not occur if teachers do not have well designed assessments. How will they know which children need something different unless they pre-test? MATERIALS: Differentiation will not occur if teachers do not have ready access to a wide range of materials. ,[object Object],[object Object],[object Object],THREE KEYS TO DIFFERENTIATION

A Definition of Curriculum Compacting Curriculum compacting is a procedure used to streamline the grade level curriculum There are three basic phases to the compacting process: ,[object Object],[object Object],[object Object],[object Object]

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If you’ll help me to ask my own questions try out my ideas experience what is around me share what I find If I have plenty of time for my special pace a nourishing space things to transform If you’ll be my patient friend trusted guide fellow investigator partner in learning Then I will explore the world discover my voice and tell you what I know in The Hundred Languages of Children

Nineteenth World Conference on Gifted and Talented Children

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Nineteenth World Conference on Gifted and Talented Children