Gifted Plan
CLICK HERE for JPS Gifted Testing Information
The Gifted Program at Jenks Middle School involves one hour daily and is presented through language arts, social studies, and science classes. For placement, gifted students were divided equally among the teams and scheduled into the same language arts, social studies, or science class as a cluster on their assigned team. Other students in the class range in ability from average to above average. The language arts, social studies, and science programs provide an excellent vehicle for in-depth, varied, and challenging learning opportunities.
In other classes, gifted students may benefit from enrichment and curriculum modifications presented by teachers. Additional opportunities for advancement are available to all students through math placement which is based on skills development, cognitive development, and need.
The gifted program at Jenks Middle School is presented through each identified student's regular language arts, social studies, or science class. The priority in these classes is the presentation of the curriculum for seventh and eighth grades. The methods of presentation and the related activities and assignments are varied and designed to meet the needs and abilities of the mixture of students in each class. Differentiation for the gifted occurs whenever the teacher feels it is appropriate for the students and suitable to the subject matter and/or as alternate activities. The following summary shows some ways in which differentiation may occur in the Jenks Middle School classes for students identified as gifted.
PROGRAMMING OPTIONS FOR GIFTED STUDENTS
- Grouping for Higher Level Instruction
- By scheduling gifted and academically talented students as a cluster into one language arts, social studies, or science class hour on each team, grouping for higher level instruction is achieved. In group work within the classes, students may be assigned to work with other gifted students for some activities. Tiered assignments and other modifications to assignments may also be used to challenge students appropriately.
- Grouping for Higher Level Interaction
- This is an ongoing endeavor. There are times when the students need to work alone, a time to sort out ideas and then put them into categories, avoiding drill and repetition. Students have opportunities to collaborate with intellectual peers in cooperative learning groups. In group situations they may share responses, create products, and solve problems.
- Grouping for Need
- Gifted students, as well as other capable students, are often called upon to assume positions of leadership in the classroom and in the school. Within the class, students may be given the freedom to work with students with needs which may be academic, emotional, or social.
- Grouping for Interest
- Although students in gifted classes follow the language arts, social studies, or science curriculum for their grade level, choices in class activities and projects are sometimes offered which can allow students to determine the direction of the expansion of their learning. In Cooperative Learning Groups students may be assigned or may select roles which allow them to pursue their individual interests and to use individual talents and abilities. Students also may be allowed to share their expertise by teaching their classmate about their interests. Allowing students to select their own groups according to interest and commonalties allows them to explore, research, and create a finished product they can "showcase" to teachers and peers.
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CURRICULUM MODIFICATIONS / DIFFERENTIATION FOR GIFTED STUDENTS
- Higher Order Thinking
- Through curriculum activities and discussions, students develop skills in critical thinking, such as distinguishing between fact and opinion, determining cause and effect, and analyzing information. Teachers promote critical thinking in the classroom through questioning techniques and by guiding students in verbalizing inner thought processes. Higher order thinking is often the learning objective of class discussions which occurs in each unit of study. Games, scenarios, maps, graphs, plot and theme analysis, are also used for this purpose.
- Creative Problem Solving
- Problem solving in social studies classes most often focuses on real-life situations. These may relate to individuals, families, school, the community, the state, the nation, or the world. Students may be actively involved in discussions and cooperative learning groups to seek facts, define problems, brainstorm for ideas, decide on solutions, and evaluate findings. An emphasis is placed on fluency, flexibility, and originality in both writing and analysis.
- Technology and Information Skills
- Technology and the teaching of information skills are incorporated into class assignments. Classes may prepare lessons and reports in the Computer Lab, developing skills in word processing and in using the Internet. Many students use and develop these skills on home computers as well. In the Media Center students may use the card catalog, microfiche, the vertical file, a variety of special reference books, the Electronic Encyclopedia, Express Exchange, and ProQuest reader's guide computer. On selected projects students are expected to retrieve information from both primary and secondary sources and to prepare a bibliography according to accepted form. For project work students also may have opportunities to use VCR's, filmstrip projectors, camcorders, tape recorders, record players, overhead projectors, and other special equipment available.
- Technology and the teaching of information skills are incorporated into class assignments. Classes may prepare lessons and reports in the Computer Lab, developing skills in word processing and in using the Internet. Many students use and develop these skills on home computers as well. In the Media Center students may use the card catalog, microfiche, the vertical file, a variety of special reference books, the Electronic Encyclopedia, Express Exchange, and ProQuest reader's guide computer. On selected projects students are expected to retrieve information from both primary and secondary sources and to prepare a bibliography according to accepted form. For project work students also may have opportunities to use VCR's, filmstrip projectors, camcorders, tape recorders, record players, overhead projectors, and other special equipment available.
- Pace
- Students in "gifted" classes explore units of study based on the curriculum for their grade level. Students who master concepts quickly may move on to enrichment activities. Students may be grouped to allow for acceleration through certain units or activities. Students also may be allowed to work through some content areas independently. The class format is changed frequently to allow for different styles.
- Depth
- Many units of study are covered in greater depth in "gifted" classes than in regular classes. Enrichment is also offered to extend and increase depth of knowledge and to add depth to the understanding of concepts. The emphasis is on process rather than just content.
- Breadth
- Many classroom activities and discussions require application to real life situations. In Social Studies, students are required to attend city council and school board meetings.
- Content
- Students in "gifted" classes study the language arts, social studies, and science curriculum for their grade level. Differentiation occurs through increased pace, depth, breadth, and through increased attention to learning styles and teaching approaches used. Because some acceleration occurs allowing more time, additional high-interest units of study, and projects may be included.
- Process
- In "gifted" classes students are often involved in product-oriented learning experiences. Learning style modifications may be made to benefit all or some students. Teaching is often concept oriented leading to higher-level thinking rather than being based merely on knowledge and comprehension. Students are often given choices in the direction of their learning with flexibility in assessment as well. Emphasis is placed on teaching students "how" to think not "what" to think -- divergent, abstract, critical, creative, constructive, independent, logical, liberal, and artificial thinking should be explored. There is also quite an emphasis on open-ended problems and projects.
- Product
- In "gifted" classes students are offered opportunities to demonstrate their learning in a variety of ways--including paper/pencil exercises, tests, portfolios, journals, multimedia presentations, cooperative learning group activities, individual project work, artwork, and the use of maps and graphs. Expectations are for excellence, and students are encouraged to use their potential to do their best work. Choices are offered that meet both hemispheres of the brain.
- Continuity
- The curriculum is aligned to assure continuity across grade levels. P.A.S.S. objectives are also a focus for continuity.
- Other Enrichment Opportunities
- In Language Arts students are encouraged to enter contests for original stories, poetry, etc. They are also encouraged to read authors who specialize particularly in writing about gifted protagonists (i.e. Gary Paulsen, Richard Peck, Susan Cooper, and C. Voight). They write journal entries about how their work and involvement in specific activities is progressing. In social studies enrichment activities include, but are not limited to, student-led presentations, mock elections, involvement in the local school board, field trips to Federal Public Court, Tulsa County and the State Capital, volunteer activities, and guest speakers (Junior Achievement and OK Bar Association).
ASSESSMENT OPTIONS FOR GIFTED STUDENTS
- Attention to Mastery
- Mastery is assessed in many traditional and non-traditional ways. Paper/pencil testing is used as well as hands-on activities and project work. For the most part assessment is made of participation within a group. Teachers may, at times, involve students in the assessment process with self-evaluation activities, journal evaluation, student editing, conferencing with teachers and some grade level teams are incorporating student-led conferences as an additional method of self evaluation.
- Higher Level Thinking
- Many teaching objectives call for higher order thinking from students in predicting, analyzing, or applying their knowledge. Higher learning must often be assessed by using alternative methods. Teachers of "gifted" classes use various methods to gain evidence of "knowing" through "doing" on the part of the student which can then be observed by the teacher. Some of these methods include projects and investigations, essay questions, portfolios, and teacher questioning and observation. Authentic assessment can occur in situations in which the student is placed in a real or simulated scenario to find the extent to which he/she can use expected competencies in "real life". Activities emphasize analysis, synthesis, and evaluation.
- Creative Problem Solving
- In the "gifted" classroom students are often asked to perform tasks requiring complex thinking ability, such as decision-making, problem-solving, creative thinking, persuasion and argument, and predicting or forecasting. These types of tasks involve students in brainstorming about ideas, formulating hypotheses, researching for information, reaching a solution, and evaluating the results. Projects of this type are student-centered with the teacher as a facilitator and often occur at the end of a unit. Assessment, often using a rubric, is based upon a range of student performances.
Jenks Public School