special-education-major-for-college-learning-disabilities (1).pptx

Principles and Strategies of Teaching and Designing IP for gifted and talented learners

1. PROFED FSE CHAPTER 4 Principles and Strategies of Teaching and Designing IP for Gifted and Talented Learners

2. A lot of gifted and talented learners participate in classrooms with their heightened skills and abilities go unnoticed and unrecognized. Some of them have to wait for their same-aged peers' pacing on the lessons while others due to boredom may make unnecessary noise and unrelated activities in the class. These learners with unusual skills and talents demand unusual strategies of teaching, that a mismatch between these learners and their curriculum will put the learners' capabilities to waste. The purpose of this chapter is to look at provisions for gifted and talented learners through the principles and strategies of teaching in the classroom. CHAPTER 4

3. The Department of Education ( DepEd) in the Philippines through the DepEd order 72, series of 2009, also known as the Inclusive Education as Strategy for Increasing Participation Rate of Children, organized a comprehensive inclusive program for learners with disabilities, giftedness and talents with the following components : Chapter 4 Read

4. Child find 1 CHAPTER 4

5. It is about locating learners with disabilities, giftedness and talents who are not in school, through the family mapping survey, advocacy campaigns and networking with local health workers, to be enrolled in Special Education (Sped) centers or schools nearest their home. What is Child find?

6. Assesment 2 CHAPTER 4

7. ASSESMENT This is a continous process of identifying the strengths and limitations of learners with disabilities, giftedness and talents through the use of formal and informal tools for level placement, with the help of existing Sped Centers.

8. Program options 3 CHAPTER 4

9. Program options: Self-contained class for learners with similar disabilities or conditions. Inclusion or placement of learners in general education or regular class Resource Room Schools, with or without trained Sped teachers, shall make education accessible to learners with disabilities, giftedness and talents. A B C

10. Curriculum modification 4 CHAPTER 4

11. Curriculum modification: This means using adaptations and accomodations in classroom instructions and activities , and delivery options Chapter 4

12. Parental Involvement 5 CHAPTER 4

13. Parental Involvement This is involving parents or guardians in observing their child’s performance, volunteering as teacher aide in the classroom, and serving academic, moral and spiritual support to their child. Chapter 4

14. Program Options

15. (1) a teacher providing additional instructional materials to teachers, to those who finish lesson’s tasks easily There are many types of programs and services designed to fit in the educational needs of those gifted and talented learners. According to Davis Rimm , & Siegle ( 2014), Program Options (4) full time acceleration or grade skipping (2) enriching the curriculum by teacher supplying extra time for bright students to work a resource centers or interest based projects. (3) part time acceleration to a higher grade for one or two subjects (5) cluster grouping of all gifted learners each grade level in a single classroom for special service

16. (6) implementing school wide plans to accomodate every gifted learners in every regular classroom There are many types of programs and services designed to fit in the educational needs of those gifted and talented learners. According to Davis Rimm , & Siegle ( 2014), Program Options (9) assigning full time special gifted classes at every grade level (7) implementing pull out programs (8) conducting part time special gifted classes (10) opening special schools for the gifted. With all of these alternatives, one must consider all pertinent issues and concerns in planning the best programs for these gifted and talented learners.

17. Program options underscored four principles of enrichment teaching and learning. 1. Each student is different. 2. Learning is more effective when students enjoy what they do. 3. Learning is more meaningful when students learn content and process solving a real problem. 4. Whereas some formal instruction is necessary, a major goal is promoting knowledge and thinking skills via the application of what students have learned; they construct their own meaningfulness

18. Groupings 3

19. Full time Homogenous Grouping Special Schools for the Gifted. These schools cater to elementary or secondary gifted learners with a curriculum that include both prescribed academic content that is based on Department of Education ( DepEd) guidelines and requirements, with a special enriched and accelerated training in academic, scientific, artistic, and other areas of development the school opted to highlight . Special Classes . These are school within a school cocept where gifted children of the same level attend a class together in a full time basis.

20. Full Time Heterogenous Grouping Cluster Groups. Cluster grouping refers to placing five to ten high ability students in one regular class per grade, along with other 15 to 20 regular students Heterogeneous Classes. These classes combine prescribed and differentiated curriculum for the benefit of both regular and gifted learners. Individualized Education Plan. IEP is a basic requirement for school catering to LSEN. It is a written plan that is customized to achieve learners goal in a span of one academic school year.

21. Part time and Temporary Grouping Pull out Programs. In this set up , learners are pulled out of their regular mainstreamed classes once or twice a week to spend two or three hours per session in special enrichment activities, guided by a teacher of gifted and talented education. Part time Special Classes. This school within a school concept can also be offered in a part time basis. In this option, gifted and talented learners enjoy 50% to 70% of prescribed curriculum in the regular classes and attend differentiated curriculum in a special classes. Part time in special classes include independent projects and research, and accelerated subjects, and small groups collaborations that aim to heighten creativity and higher level thinking skills.

22. Part time and Temporary Grouping Enrichment Clusters. This kind of grouping works for different level learners with common interests such as journalism, literature, engineering, baking and others. Special interest Groups and Clubs. This type of grouping is more common among secondary students where enrichment activities in different clubs exist, such as drama class, chess club, mathematics club, religious club, and others. Individualized Education Plan. IEP is a basic requirement for school catering to LSEN. It is a written plan that is customized to achieve learners goal in a span of one academic school year.

23. Curriculum Modifications Differentiation Strategies is at least intrusive intervention that helps gifted and talented learners the best environment for their high abilities and achievements

24. Differentiation It is an effective teaching strategy for inclusive special education, which involves giving all learners in the regular classroom choices based on how best they could achieve their greatest potentials, not creating a separate level for each student. Tomlinson and Jarvis ( 2009) emphasized that differentiation is being proactive in planning curriculum and instruction that fit student’s learning profiles, interests and learning levels. They went further by explaining “ it is a process of creating multiple, differentiated learning opportunities within a high quality curriculum, to maximize the probability that all students will become engaged in learning, experience efficiency of learning , and experience cognitive growth.

25. Forms Definitions Examples Differentiation of Content This involves the design of different curriculum materials and resources. Learners in a group all work toward a single aim, such as reading schemes to get there Differentiation by Interest This is said to be particularly important for poorly motivated learners. All learners are producing graphs, but these graphs represent different data according to personal interest. Differentiation of Pace This means (1) allowing some students more time to complete core work; (2) providing for an extension activities for others; and (3) sometimes involving teaching certain groups at very brisk pace to accelerate the learning rate of low achievers. All learners work at the same task, or with the same materials, but the teacher has different expectations of the time required for completion.

26. Forms Definitions Examples Differentiation of Access This means allowing learners different pathways ( materials or methods into specific topic. While one learner reads through a computer , others may listen to a speaker or reads through different reference materials. Others may also have peer or teacher aide assistance. Differentiation of Outcome This involves allowing students to present their responses in different ways. One learner writes a story, another draws a picture to tell the story and another records the story on audiotape. Differentiation of curricular Sequence This involves changing the order in which sub topics are presented Learners enter the curriculum at different points or take part in the curriculum in a different order from that of their peers.

27. Forms Definitions Examples Differentiation of Structure All learners work on the same topic but the teacher provides step by step coverage for some learners while others progress more independently. Some learners work on taskanalyzed curriculum while others works on chunks Differentiation of Teacher Time This is said to be particularly important for poorly motivated learners. All learners are producing graphs, but these graphs represent different data according to personal interest. Differentiation of Pace The teacher will devote more or (less) attention to individual learners during the lesson and in follow up. The teacher gives more time to some pupils during specific tasks in order to ensure the access to information.

28. Forms Definitions Examples Differentiation of Teaching Style This involves varying the way in which topics are presented Some learners may require individual instruction while others can work in small groups of pairs. Differentiation of Level All leaners study the same topic but the teacher sets different degrees of complexity in what students are asked to do. All learners work through a similar sequence, in Physics for example but a variety of difficulty. Differentiation by Grouping This involves using one’s knowledge of learner’s characteristics The teacher groups particular pupils act as supporters , or work with peers with whom they are comfortable or confidant.

29. Tiered Instruction. Tiering is an example of instructional strategy as listed in Figure 4.1. As differentiation begins with assessment of learner skills, learners well there be identified based on how advanced their skills ar. This is where tiering becomes beneficial. This startegy involves the process of creating the best possible lesson making it fit based on the learner’s levels of readiness.The levels could be divided in three or five, paralleled with corresponding tasks set for the lesson. Learners have the option work within tiers, independently or with partner and present their work reflecting the best practices in the content area. Through these tiers, all learners are meeting a common outcome, but of different paths. Curriculum Modification

30. Enrichment Strategies Strategies for enrichment contain higher order delivery methods of developing skills in creative thinking, critical thinking and problem solving. Library and Internet Research Projects. This is given to learners with strong interest on a specific topic. Learners may select their own topic of interest or may choose from a wide range of brainstormed topics with the teacher and group of students. Scientific Research Projects. This strategy is an investigative process of finding solutions to a scientific problems. Art, Drama, Creative Writing and other Independent Project. Art projects comprise the different areas in drawing, sculpturing, photography and others.

31. Enrichment Strategies Strategies for enrichment contain higher order delivery methods of developing skills in creative thinking, critical thinking and problem solving. Mentorships. Mentoring comprises of professionals working with interest clubs in school, meeting once or twice in the school campus. Peer tutoring. Peer tutoring, also known as “ peer assisted learning or peer mediated instruction, it strategy that involves learners acting as tutors to other learners ( tutees) on the face interaction, under the supervision of a teacher.

32. THANK YOU!