GIFT 311 REVIEWER

WEEK 13
Acceleration

Strategies for differentiating instruction for gifted students generally fall into two categories:
enrichment and acceleration.

Enrichment refers to the presentation of curriculum content with

more depth, breadth, complexity, or abstractness than the general curriculum.

Acceleration refers to the practice of presenting curriculum content earlier or at a faster pace.
There are many different ways to accelerate the curriculum. These options offer the flexibility
needed to help meet the individual needs of gifted students:

 acceleration in one or more subject areas

 grade skipping
 Advanced Placement programs
 college courses offered in high school
 early graduation from high school
 early entrance into college

The choice of how to accelerate the curriculum for a particular student should be based on the
individual needs of that student.

Acceleration as a Program Decision

For many gifted students, acceleration is fulfilling both academically and socially. However, to
be successful, acceleration must be understood as a program decision, not a placement decision.
The curriculum must continue to be challenging for the accelerated student. In case studies of
successfully accelerated students, subject matter was carefully planned and monitored, and it
addressed the students’ social and emotional maturity as well as academic achievement.

Benefits of Acceleration
Research shows the following benefits of acceleration:
 When gifted students were accelerated, there was an increase in their academic
achievement
 Accelerated students tended to “outperform students of the same age and ability who are
not accelerated.”
 Accelerated students achieved “as well as equally gifted older students in the higher
grades.”
 Accelerated gifted students reported satisfaction emotionally and academically when the
curriculum was challenging, provided them with options, and allowed for their input in the
design and implementation.
 When course instruction and content was tailored to the individual gifted student’s ability,
acceleration was more fulfilling for the student
Effects of Acceleration on Social and Emotional Development
Few studies have investigated how acceleration affects the social and emotional development of
gifted children. However, the studies that have been published do not support the common belief
that acceleration has negative effects on children’s social or emotional development.

 Case studies of individual accelerated children who had skipped at least one grade reported
that the children were happier socially and emotionally and reported greater self-confidence
and fulfillment after their acceleration. These students tended to socialize with older
students before they skipped the grades

 A group survey of non-accelerated gifted students and gifted students who had grade-
skipped, graduated early, or entered college early did not reveal any harmful effects of
acceleration. There was no evidence of negative social and emotional adjustment as a
result of acceleration.

Practices that Help Make Acceleration Successful

 Schools must have clear procedures and criteria for identifying students for acceleration.
 The classroom teacher should be knowledgeable about the needs of gifted students and
must be supportive of the student’s placement
 Course content must be carefully planned, differentiated, and monitored to meet the
student’s needs.

Types of Acceleration
There are several forms of acceleration to consider for any individual student. The main ones are:

 Subject acceleration - students are promoted to a higher year for one or more of the
subjects in which they excel Subject acceleration may be sufficient in itself for many gifted
students, but it can also be seen as a form of trial for a possible full grade skip.

 Grade skipping - students are promoted to a higher year for all subjects. If a highly gifted
student needs more than one grade skip, it is usual for only one grade to be skipped at a
time, with a settling in and reassessment period before the second (or third) skip is effected

 Early entry - usually means that a gifted child who displays academic and social readiness
begins school at a younger age than most other children do. This is a form of grade
skipping but has the added advantage of being the most unobtrusive/least disruptive form of
acceleration.

 Telescoping - a student, or a group of students, completes two years in one, or some

similar rapid progression through material.

 Radical acceleration - highly/profoundly gifted students skip several grades, and/or

experience several forms of acceleration, during their school years
Acceleration is a strategy that allows a student to progress through school at a faster than usual
rate and/or younger than typical age.

WEEK 14

Educational Options for Gifted Students

There are many educational options for gifted learners. Ideally, parents and educators are willing
to collaborate and implement an educational plan that takes into account the child's intellectual
precocity and emotional development.

Some of the options that have proven effective for exceptionally bright young people are:

Acceleration
Accelerating the gifted student to a level that is a closer match to his or her abilities is the
educational option that is strongly supported by empirical research. Acceleration can be an
attractive option for schools because it can be implemented using materials and classes already
available at the school, thus the cost involved are minimal. Acceleration can be applied in two
ways:

 Grade Acceleration -- Sometimes referred to as "grade-skipping," grade acceleration

involves moving a student into a higher-grade classroom. The accelerated student then
participates in all the same activities and studies all the same subjects as his or her
classmates, even though there is an age difference. This option works well for students who
are advanced over their age-peers across all subjects.

 Subject-Matter Acceleration -- Students also can be accelerated in one or more subjects

to provide intellectual challenge in areas where they are particularly advanced. This option
is especially helpful for children who have precocious abilities in specific areas, as might be
the case with a math prodigy who is slightly above average in verbal skills.

Credit by Examination
Some school districts offer examinations whereby students can skip one or more courses by
performing well on a test of the material that is covered in those courses. This is similar to
placement tests employed by many colleges to determine enrollment eligibility for particular
courses. A score above 80 percent is considered sufficient demonstration that a student has
mastery of a subject and should be allowed advance through, or skip, a course.

Compacting
Compacting is a variation on the credit-by-examination approach. Students are pre-tested for
knowledge and proficiency. Rather than testing out of an entire course, this option allows
students to skip those units in which he or she can demonstrate mastery through pre-testing.
Again, 80 percent proficiency or better should be adequate. With compacting, the student is then
encouraged to develop an independent course of study to delve into the topic in greater depth or
to move onto another unit.
Independent Study
Examples of independent study options include online distance learning courses, correspondence

courses and forming a learning partnership with a mentor or teacher. However, independent
study also can be done within the school setting by allowing the student to pursue a topic in
greater depth. This option might include research topics or different readings. Ideally,
independent study is not assigned in addition to regular schoolwork in order to fill a student's
time. Such an arrangement discourages the child from moving ahead because the independent
study is seen as a negative, rather than a positive opportunity. Independent study often is paired
successfully with credit by examination or compacting because students who are able to prove
their proficiency in particular subjects are able to move ahead at their own pace. Students
participating in independent study still need supervision, however, and should be both monitored
and directed in their efforts.

Ability grouping
Ability grouping involves gathering gifted learners together for programming. Even in schools
geared for gifted learners, ability grouping is utilized. Ability grouping sometimes is rejected as
contrary to mainstreaming and the idea of "least restrictive environment." However, ability
grouping does not restrict any individual based on disability and, in fact, provides a less
restrictive environment for high-achievers. Ability grouping provides more appropriate role
models for gifted students, and fosters an environment where learning and performance are
valued. Ability grouping generally is applied in one of two ways:

 Within-Class Grouping -- Commonly referred to as "clustering," this method involves

grouping gifted students within the classroom for special lessons or projects. It may be more
inclusive than other types of gifted programming, and it is less expensive than pull-out
programming. Clustering can create an extra burden for the teacher, however, as it may be
difficult to integrate assignments with the core curriculum.

 Between-Class Grouping -- Rather than separating students within a classroom, between-

class grouping gathers students of high ability from different classrooms, which may be at
one school or a number of schools. Between-class grouping can be divided into two
categories:

 Pull-out Programming -- Pull-out programs gather gifted learners for a period of

special instruction. Most often pull-out programs are focused on enrichment activities.
Although such programs allow interaction among gifted students, they tend to be poorly
integrated with the core curriculum and may lack continuity because they do not meet
daily. Pull-out programs also can be disruptive for students who miss a portion of a day's
instruction to attend the group.

 Special Class Model -- Under this model, classes are assigned by ability rather than by
age. This is often the model in high school where students are offered classes at various
levels such as basic, college-preparatory and Advanced Placement. It is less common at
elementary schools. However, students can be grouped by ability even at this level.

Dual Enrollment
Meeting the educational needs of a gifted student may require enrollment in two or more levels
of schooling at the same time. Some students attend different schools for different classes, such
as music, physical education and social studies at the elementary school, and math, language arts
and science at the middle school. Although scheduling can be a challenge, dual enrollment can
be an excellent arrangement for some students and schools.

Early college entry

This option is likely to be the better fit for gifted students who have either completed high school

early as the result of acceleration, who have been adequately homeschooled or who, through
proper assessment, have been identified as intellectually and emotionally advanced enough to
move into full-time college without completing high school. Some colleges and universities have

programs designed especially for this population, which help ease the transition for young
students who are entering the college environment by offering social and academic support
among peers of similar ages.

Special Educational Practices

In some cases, it may be advisable to develop an Individual Education Plan to provide the gifted
student with an education appropriate to his or her needs and abilities. Although IEPs, because of

a federal mandate, are most often utilized to help students with learning challenges, in some
states they can be requested and applied to gifted students as well. An IEP requires, among other
things, that current levels of performance be determined, goals be identified and measures of
future performance be instituted. Because the plan is developed by an interdisciplinary team and
details specific actions, it can be used to gain assurances for specific services.

Extracurricular Opportunities
Extracurricular opportunities can offer intellectual challenges to gifted students. Talent searches;
state governor's programs; contests and competitions; and the pursuit of a significant piece of
work for a Davidson Fellows scholarship are among the opportunities that could be explored.

Homeschooling
When the school system is unable to accommodate the needs of gifted students, some parents
decide to homeschool their children. This decision should not be taken lightly as homeschooling
requires significant commitments of time, money and effort. For some students, however, the
education available at home may be a significantly better match than what is offered by schools.

Educational programs for gifted learners should be customized to their needs, and flexibility in
both planning and execution is a key for success. Finding a solution that challenges a gifted child
and keeps his or her interest can require creativity and a certain amount of accommodation from
school administrators..
Talent Search: The term refers to an educational program carried out by universities within the
United States. The talent searches are different from most programs available to gifted children.
They are conducted by universities rather than local schools. Talent searches are an "extra-
educational" type of gifted program. The talent searches deliver services to gifted children and
their families on a regional basis. This means that the special characteristics of certain areas of
the country can be incorporated into service delivery procedures. Also, educational programs that
are within a reasonable geographic distance from children's schools and communities can be
made available to them.

WEEK 15

Gifted Education in the Philippines

There are several government programs implemented by the Department of Education and
few private schools for the gifted in the Philippines.

Philippine High School for the Arts Model

The Philippine High School for the Arts (PHSA) was established on June 11, 1977, as a
government-run secondary school for artistically gifted and talented children and adolescents. It

implements a special secondary education program committed to the conservation and

promotion of the Filipino artistic and cultural traditions.

Aside from academic and artistic training, the PHSA provides its students with
opportunities for cultural appreciation that will contribute to their development as artists
for others. The experience of living away from home and integrating with peers in this
special residential high school cultivates in the young artists an attitude of independence
tempered by the spirit of cooperation as they create art together.

PHSA implements a general secondary program that is integrated with a special

curriculum in the arts. It aims to develop cultural leaders in the preservation of the
environment and dynamic evolution of the Philippine Arts and Culture. It is committed to
the conservation and promotion of the Filipino artistic and cultural traditions and makes
every effort to develop the potentials of its young arts scholars as future cultural leaders with a
nationalistic orientation.

PHSA consults with the Cultural Center of the Philippines (CCP) for policy and program

implementation pertaining to the arts. The institution offers five courses of specialization in the

arts: Theater Arts, Creative Writing, Visual Arts, Dance, and Music. Highly trained
teachers and artists are hired to handle these subjects. The school also offers elective
courses that students can choose to complement the major courses of study in the arts.
Electives are offered to the students on a semester basis.
Philippine Science High School System
It is a service institute of the Department of Science and Technology (DOST) whose mandate is
to offer on a free scholarship basis for a secondary course with special emphasis on subjects

pertaining to the Sciences with the end view of preparing its students for a Science career.
This is according to Section 2 of Republic Act 3661 that established the first Philippine
Science High School campus in 1964.

The curriculum of the school is designed to develop students who are gifted in the field
of Science, Technology, Engineering, and Mathematics (STEM). Advanced courses in
STEM fields are offered as the core of the curriculum and highly specialized courses in
STEM areas are offered as electives.

Since its inception, the PSHSS continues to pursue its vision to develop Filipino science

scholars with a scientific mind and a passion for excellence. Under the competent faculty
and administrators, PSHS students have proven to be a beacon of excellence, courage, and hope
for the country. Numerous scholars have brought honor to the Philippines through their
exemplary achievements in various international competitions and research circles. Upon
graduation, the students are expected to pursue degrees in Science and Technology at
various colleges and universities both here and abroad.

Central Visayan Institute Foundation

The Central Visayan Institute Foundation (CVIF) is the home and pioneer of one of the
prominent school-based innovation in science and mathematics education in the country
known as the Dynamic Learning Program (DLP). The DLP is a synthesis of classical
and modern pedagogical theories adapted to foster the highest level of learning,
creativity, and productivity. Essential features of the program include
(1) Parallel Learning Groups (Modified Jigsaw Strategy);
(2) Activity-based Multi-domain Learning;
(3) In-school Comprehensive Student Portfolio; and
(4) Strategic Study and Rest Periods and Integrated Spiritual and Cultural Formation.

The school takes pride in its Research Center for Theoretical Physics (RCTP) that was
established in 1992. The Center also organizes small international Workshops to foster the
informal but intense exchange of ideas and perspectives on outstanding problems in
physics and mathematics. The workshops feature pedagogical, review, and research-level
lectures focusing on new concepts, methods, and techniques used to investigate current
problems in quantum physics, biophysics, complex systems, and various nonlinear phenomena,
among others.

The Learning Tree Child Growth Center

The school started as a preschool program in 1994. The school now offers an excellent program
for elementary grades. Many of their graduates study high school at Philippine Science High
School, Philippine High School for the Arts and big private secondary schools in Metro Manila.
The school is famous for nurturing and developing the gifted potentials of young children in
different subjects in a Christian atmosphere.

The school is known for its Experiential-Integrative Approach to education. Activities

are integrated into different subject matter areas so that the child learns to make real and
meaningful connections between them. The strength of the curriculum lies with the presence of
excellent teachers and learner-centered environment.

Headway School of Giftedness

This school uses different forms of instruction and curricular approaches to develop and nurture
the giftedness of their students. It provides a learning environment that is conducive for learning.

The school also uses a differentiated and flexible program that responds to the unique learning
abilities of their students. The school employs an interdisciplinary team approach composed of
specialists in General Education, Early Childhood Education, Special Education, Counselling,
Psychology, Developmental Pediatrics and mentors in areas of special interests.

DepEd Acceleration Program

The acceleration program by DepEd is to move gifted students through school more rapidly than
usual. Administrative practices include early admission, grade skipping, advanced placement,
telescoping of grade levels and credit by examination.

A child can skip one or two grade levels after he/she is found to be intellectually, socially and
emotionally ready to move to the higher grade. Gifted pupils who will qualify in the examination

given to top pupils in Grade IV and V shall be promoted or accelerated to the next grade level.

In grade telescoping, a pupil will cover all the scope and sequence of a two-year curriculum in
one year or a three-year curriculum in two years. The program will enable identified gifted pupils
to finish the grades IV, V and VI in two years.

DepEd Headstart Program

The Headstart Program for the gifted and talented preschoolers in public elementary schools is
preparatory program for 4-5 years old children who manifest superior intelligence beyond their
chronological age.

The main goal of the program is to ensure that all gifted and talented preschoolers are given the
necessary support to attain the highest standard of achievement that matches their abilities,
intelligence and skills.

Credit by Examination
Some school districts offer examinations whereby students can skip one or more courses by
performing well on a test of the material that is covered in those courses.
Telescoping
A student, or a group of students, completes two years in one, or some similar rapid progression
through material.

WEEK 16

Professional Development of Teachers

Effective professional development is on-going, includes training, practice and feedback, and
provides adequate time and follow-up support. Successful programs involve teachers in learning
activities that are similar to ones they will use with their students, and encourage the
development of teachers’ learning communities. There is growing interest in developing schools
as learning organizations, and in ways for teachers to share their expertise and experience more
systematically.

The development of teachers beyond their initial training can serve a number of objectives
including:
 to update individuals’ knowledge of a subject in light of recent advances in the area;
 to update individuals’ skills, attitudes and approaches in light of the development of new
teaching techniques and objectives, new circumstances and new educational research;
 to enable individuals to apply changes made to curricula or other aspects of teaching
practice;
 to enable schools to develop and apply new strategies concerning the curriculum and other
aspects of teaching practice;
 to exchange information and expertise among teachers and others, e.g. academics,
industrialists
 to help weaker teachers become more effective.

Professional Development Activities

Within the scope of a professional growth plan, teachers and school administrators can undertake

a range of professional learning activities including reading professional journals, trying out new
practices in the classroom and joining professional organizations. Below is a list of professional
development activities that can be undertaken individually or collaboratively as part of a
professional development plan.

Action Research
In undertaking action research, educators begin by asking how current practice might be
improved. They then study the relevant literature and research to select an approach that might
improve
current practice.
Book Study
Book study groups are an effective form of professional development that educators at all levels
can use to facilitate their professional growth. Book studies work best if the participants have
similar skills and interests

Collaborative Curriculum Development

Collaborative curriculum development provides a unique opportunity for teachers to delve
deeply into their subject matter. Working together, teachers can design new planning materials,
teaching methods, resource materials and assessment tools.

Conferences
Conferences can provide very effective professional development opportunities, particularly
when they are part of a teacher’s ongoing professional development plan.

Community/Service Organizations
Community and/or service organizations provide an opportunity for teachers and school
administrators to develop leadership skills and gain important knowledge related to their role and

community context. Examples of community/service organizations include church, service clubs,

Scouts, Girl Guides and sporting groups.

Curriculum Mapping
Curriculum maps are tools to organize teaching. They outline a sequence for delivering content
and provide a clear scope for what must be taught to all students as specified in the provincial
curriculum. By mapping what's actually taught and when and aligning it with assessment data,
teachers can modify instruction.

Hosting a Student Teacher

Hosting a student teacher is a form of mentoring, except that the experienced teacher has an
obligation to focus on supporting the development of standards related to interim certification.

Integrated Curriculum Planning

The terms “integrated curriculum planning,” “interdisciplinary teaching” and “thematic
teaching” are often used synonymously. The teacher organizes curriculum so that it cuts across
subject-matter lines, bringing topics into meaningful association and allowing students to focus
on broad areas of study.

Leadership Development Programs

Leadership development programs are generally designed to provide teachers aspiring to school
or district administration with an opportunity to learn about various aspects of the role and thus
increase the pool of applicants for leadership positions.

Mentors and Mentorship

Mentoring is a confidential process through which an experienced professional provides another
with information, support, feedback and assistance for the purpose of refining present skills,
developing new ones and enhancing problem solving and decision making in a way that
promotes professional development.

Online PD Programs
Some organizations and postsecondary institutions have developed online courses, tutorials and
self-guided programs for teacher professional development. Most programs have a registration
fee.

Post-Secondary Courses
Teachers interested in continuing their academic development can register for credit courses
offered by postsecondary institutions. Some programs are offered using outreach or online
strategies.

Symposia, Institutes and Retreats

Institutes are intensive, specialized sessions that focus on one topic or issue. Institutes and
retreats provide opportunities for teachers to learn new teaching strategies and techniques and to
explore in depth with colleagues different dimensions of their profession.

Teachers’ Conventions
Local, provincial and national conferences provide a forum in which ideas can be debated,
analyzed and sometimes validated. They can inspire, motivate and create feelings of renewal.
Some school staffs participate in conferences and seminars as groups and then meet to discuss
what they learned and how it can improve student learning and classroom practice.

In-service Education: the professional development programs that are offered to practicing
classroom teachers.

Preservice Education: the programs at institutions of higher education (typically through

schools
or colleges of education) that prepare new teachers for grades K-12.

WEEK 17

Planning A Teaching Demonstration

A demonstration lesson is a planned lesson taught to an interview committee or a group of

students to assess your teaching abilities and skills. The process can vary depending on the
school:
 You may be directed to teach a specific topic or a particular skill; or, you may be able to
teach a lesson entirely of your own choosing.
 You might be asked to teach a 15-minute lesson to the interview committee; or, you might
be asked to teach a 45–60 minute lesson to a class of students.
 Sometimes the interview committee will provide time after the lesson to reflect with you on
how it went as well.
Below are four important criteria for giving a successful demonstration.

 Organize and deliver a purposeful lesson

What with standardized testing and criteria for teaching to specific standards, teachers face
high demands for accountability. There never seems to be enough time in the school day to
cover everything. Effective teachers must be well-prepared, well-organized, and purposeful
in their instruction.

Tips for making it happen:

 Practice, practice, practice! You can never practice too much before your actual
teaching demo.
 Provide a copy of your formal lesson plan to all evaluators.
 When preparing, make sure you are clear about the objective of the lesson. In the
classroom, begin by telling students the goal of the lesson so they have clear
expectations.
 Choose a lesson subject that you know inside and out.
 Don’t load up on creative strategies or tools (such as technology) that don’t add to
the purpose of the lesson.
 Have a clear beginning, middle, and end to your lesson.
 In preparing, give yourself a rough timeframe for each part of the lesson.
 Although you need to plan the sequencing and flow of the lesson, be flexible. Don’t
rush to a new part of the lesson if students aren’t ready. Don’t linger on another part
if students have a good grasp of the material
 Use interactive teaching strategies such as cooperative learning to engage all
learners simultaneously.
 Provide students with many opportunities to interact, both with you and each other.
 Model concepts and instructions.
 Deliver positive feedback that is specific and genuine.

 Respond to all learners.

Effective teachers recognize the wide range of needs among diverse learners in the
classroom. They use knowledge of how their students learn along with their students’
individual interests, strengths, challenges, language, cultural backgrounds, and
developmental needs to mold their lessons. In addition, effective teachers collaborate with
other school personnel in teaching students with special needs.

Tips for making it happen:

 Begin the lesson by getting to know the learners, building rapport, and pre-
assessing.
 Incorporate a variety of teaching techniques into your lesson to ensure you address
all learning styles.
 Anticipate the cultural differences in your class and weave in cultural connections in
your lesson.
 Check in with students regularly to make sure they are grasping the content.
 If some students are having difficulty, determine whether you might reach these
students using another technique.
 Bring the lesson to a close by allowing students to self-assess and/or summarize
their learning.

 Manage the class.

Effective teachers create the conditions for a safe, productive learning environment. They
have a plan for a well-managed classroom based on a learning community, structures,
routines, and clear expectations and instructions.

Tips for making it happen:

 Begin the lesson by setting ground rules (norms) for successful learning (e.g.,
respect, safety, responsibility).
 Use specific positive feedback to motivate students and set a positive tone for
learning.
 Make notes in your lesson plan about when working with small groups might be
advantageous.
 Have students form small groups at the start of the lesson so you can easily move
from whole-class instruction to small-group interaction.
 Remind students of the ground rules you established at the beginning.
 In order to foster trust and rapport, address individual students (or small groups) by
name when providing feedback, and make the feedback specific to the actions of
those students.
 Don’t be afraid to move around the classroom.

 Reflect and make adjustments in the moment of teaching.

Effective teachers work from a well-conceived plan of action. However, during instruction
they should monitor their students’ learning and make changes to their lesson plans as
needed.

Tips for making it happen:

 Frequently ask students questions to assess their understanding.
 Change direction if students are not grasping a concept.
 Re-teach if it’s clear students are confused or need more information.
 In preparing for your lesson, consider other ways to present the material if students
aren’t grasping the concepts.
 If you need to change direction during your demonstration, make sure you keep the
overarching goal of the lesson in mind. Don’t go off on tangents that take you away
from the purpose of your lesson.
 Use your gut. Every lesson is different, and there are no set prescriptions for how to
react to the unexpected in the classroom. Don’t be afraid to follow your instincts.

Demonstration is a teacher activity with a purpose to teach a practical skill or why certain
outcomes occur
Feedback the information received by the teacher about the success of, or problems experienced
with, a session or course as it is progressing