Typically, five or six gifted students with similar needs, abilities, or interests are “clustered” in the same classroom, which allows the teacher to more efficiently differentiate assignments for a group of advanced learners rather than just one or two students. Effective brainstorming is characterized by fluency and flexibility of thought.Ī grouping assignment for gifted students in the regular heterogeneous classroom. The taxonomy was later updated to reflect 21st-century skills, with the levels changing to remembering, understanding, applying, analyzing, evaluating, and creating.īrainstorming is an activity used to generate many creative ideas that have no right or wrong answers and are accepted without criticism. The original levels included knowledge, comprehension, application, analysis, synthesis, and evaluation. There are six levels within the taxonomy that move from basic to high levels of thinking. Visit these links for more information on authentic and performance-based assessments.ĭeveloped in 1956 by Benjamin Bloom, the taxonomy is often used to develop curriculum for gifted children. Read NAGC position statement on assessment. The process allows students to be evaluated using assessments that more closely resemble real-world tasks. Read more information.Įvaluating student learning through the use of student portfolios, performance, or observations in place of or in conjunction with more traditional measures of performance such as tests and written assignments. Find more information here.Ī term used to describe students whose economic, physical, emotional, or academic needs go unmet or serve as barriers to talent recognition or development, thus putting them in danger of underachieving or dropping out. View more information on testing.Ī term used to describe disparate rates of intellectual, emotional, and physical rates of growth or development often displayed by gifted children.
Visit Supporting Emotional Needs for the Gifted.Īn inclination to excel in the performance of a certain skill.Ī test predicting a student’s future performance in a particular domain. Sometimes referred to as social-emotional curriculum. Offering AP courses is not equivalent to offering a gifted program.Ĭurriculum that focuses on person/social awareness and adjustment, and includes the study of values, attitudes, and self. The Pre-AP program is offered to younger students as preparation for the upper-level courses. In many instances, college credit may be earned with the successful completion of an AP exam in specific content areas (as this credit varies between colleges and universities, it is suggested that questions about this process be forwarded to the college or university of the student’s choice). An example of an achievement test is the Iowa Tests of Basic Skills (ITBS).Ī program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. Tests designed to measure what students have already learned, mostly in specific content areas. Read NAGC's position statement on accountability for gifted student learning.
Holding students, teachers, administrators, and other school personnel responsible for instructional outcomes. Discover guidelines for building an acceleration policy. View the report A Nation Deceived from the Institute for Research and Policy on Acceleration.
This can occur through grade skipping or subject acceleration (e.g., a fifth-grade student taking sixth-grade math). Read the NAGC position on ability grouping.Ī strategy of progressing through education at rates faster or ages younger than the norm. Ability grouping is not the same as tracking. When students of a similar ability or achievement level are placed in a class or group based on observed behavior or performance.
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