Transcript Gifted and Talented Education

Gifted and Talented
Education (G.A.T.E.)
Vineyard Junior High School
G.A.T.E. Classes at Vineyard
G.A.T.E. academic classes are provided
in English/language arts, social studies,
and pre-algebra (grade 7).
 For 8th grade math, students are placed
in Algebra I (advanced) by the following:
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student’s performance in 7th grade pre-algebra
cut score on a two part algebra readiness
test given in the spring
Note: All teachers who teach G.A.T.E. classes are
certified G.A.T.E. instructors.
Testing for G.A.T.E.
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A student may be referred for G.A.T.E.
identification by the parent or a teacher.
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Students who have been identified as
G.A.T.E. in their previous district and
who are new to ALSD, the referral
window is August, with testing in
September (by parent/teacher request).
The Three P’s of G.A.T.E .Identification
POTENTIAL
Measured by IQ Test
Measures intelligence in
verbal, mathematical, and/or
spatial
No one
Characteristic
may be used to
Identify GATE
Students.
PERSONALITY
Measured by a characteristic behavior
scale that indicates how close
the student resembles GATE
students
PERFORMANCE
Measured by standardized
tests and grades in school
Who is the Gifted Learner?
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Prefers adults
Draws inferences
Initiates Projects
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Thrives on complexity
Is keenly observant
Is highly self-critical
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Asks questions
Is highly curious
Is mentally and physically
involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail,
elaborated
Beyond the group
Shows strong feelings and
opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Characteristics of
Various Areas of Giftedness
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Visual/Performing Arts
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Creative Thinking
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Leadership
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General Intellectual Ability
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Specific Academic Ability
G.A.T.E. is all about Differentiated
Instruction/Curriculum
The four components of a G.A.T.E. Program:
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Acceleration/pacing: Moving students faster through
the curriculum and not expecting them to do what they
already know how to do.
Depth: Having students become true experts in a
given area; giving them an opportunity to find out
about certain subjects in great detail.
Complexity: Exploring the connections and
relationships between things, comparing and
contrasting.
Novelty: Allowing students to exhibit their creativity in
the creation of original projects that challenge their
thinking in new and unusual ways.
What Does Differentiation look like
in the classroom?
Students should be working at their
ability level
 Attention is paid to “accessing prior
knowledge”
 Accessing learning styles and providing
students with options to approach a
problem
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Depth
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Projects and student work should require students to understand
content in greater depth
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Worksheets are used less frequently
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Expectation that students copy material off the board and take
notes
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Questioning involves open-ended responses
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Students should use their texts and other books as reference
materials to answer questions
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Students are expected to defend what they say
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Students are encouraged to TEACH OTHERS!
Complexity
Self-expression is critical
 Students are asked in discussions to
relate what they have learned to other
areas of study
 Venn Diagrams and Thinking Maps are
used to teach complexity (sequence,
compare/contrast, cause/effect,
summary)
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Icons of Depth and Complexity
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Tools teachers use to level-up the questioning in their
classrooms
They trigger higher level questioning and responding
They focus on:
Big Ideas
Details
Different Perspectives
Ethics
Language of the Disciplines
Relationships over time
Interdisciplinary Relationships
Novelty
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Novelty = Projects are rich in curricular content
 Novelty = Students should be able to identify
the contend standards that are demonstrated
in the project
 Novelty = Open-ended assignments (more
than one possible correct answer)
 Novelty = New and creative ways to approach
a task/assignment and research
methods/processes
Expectations of a G.A.T.E. Student
Students are expected to maintain high
academic performance by achieving at
least a 3.5 g.p.a. in the G.A.T.E. class
 If a student is not meeting that
expectation, the parent or teacher may
request re-consideration of G.A.T.E.
placement in that specific academic
subject.
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Questions ???
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If you have a question about the
G.A.T.E. identification process or
G.A.T.E. placement for your student,
please call 484-5120.
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Judy Bach – G.A.T.E. Coordinator