|Gifted Plan for grade:
||Annual Program Goal:
||Engaging in Active Learning: to engage in productive interaction with peers of similar ability and consistent application of appropriate work habits.
||- demonstrate positive social peer interaction; demonstrate effective work habits
||- classroom strategies include: the substitution of more sophisticated content to allow for study of topics in more depth and breadth, the elimination of rote work in areas of mastered content or skills, the opportunity for choice, analysis of effective group work, as appropriate; providing focus on time-management and work habits, encouraging involvement in extra-curricular opportunities; classroom grouping strategies and use of open-ended projects ; examination of effective group-work strategies and encouraging the use organizational tools
||Personal Reflection and Development: to provide the opportunity to deal with personal giftedness and to recognize and develop creativity.
||- to be recognized for level of knowledge and skill; to encourage unique, individual ideas and alternative answers
||- classroom strategies may include: content compacting, alternate pacing, analysis of personal strengths, provide flexibility in assignments to allow for choice and creativity, opportunities for exploration of authentic applications, as appropriate; supporting creativity, encouraging involvement in extra-curricular opportunities and community service; establish open-ended discussion and assignments; acknowledge and support unique, imaginative or inventive pursuits
||- track progress; note willingness and effort to produce creative work|
||Specialization: to develop personal talents and to recognize and develop leadership potential.
||- to pursue an interest in a specialized area of study; to have opportunity for group work
||- classroom strategies include: adapting curriculum to elicit high levels of performance, providing leadership opportunities to showcase personal talents, tailoring classroom activities to reflect student's specific interest and talents, as appropriate; encouraging leadership roles, encouraging involvement in the executive councils of school and community groups; provide opportunity to work with students of similar talents and abilities; offer confidence building activities and encourage involvement in a variety of school activities
||- conference; peer reflection; self reflection|
||Independence, Ownership, and Accountability: to participate in the planning of a personal program and to develop and refine critical thinking skills.
||- to develop a desire for ownership in goal setting and determining final products; to identify, and develop the use of critical thinking skills including: analogy attribution, evaluation and ranking, cause and effect, identifying bias and cross classification
||- classroom strategies may include: reorganizing the curriculum to allow students to develop original ideas and products, inclusion of more sophisticated, contemporary and/or abstract content, as appropriate; providing focus on critical thinking skill and encouraging active involvement in enrichment opportunities provided by foundations and universities; create opportunity for student involvement in the planning process of a major project
||- demonstrate, present or produce a final product; facilitate a project that realizes the translation of knowledge into application|
|Instructional accommodations include:
||Regional Enhanced Secondary Learning Program (specific credits): - *ability grouping; use a wider variety of resources and strategies; utilize a variety of open-ended activities; allow student participation in decision making; establish open ended discussion and assignments; encourage unique, individual ideas and alternative answers; acknowledge and support unique imaginative or inventive pursuits; encourage involvement in a variety of activities (peer mentoring, clubs, arts & sports); provide opportunities for self evaluation;support student initiatives|