The Washoe County School District's Gifted and Talented School Within a School (SWAS) program is for students in grades 3-6 who are identified as highly gifted (possessing a full-scale IQ score in the 99.5th percentile). It is located at three magnet sites within the district and provides a self-contained classroom environment, helping to meet the needs of these students in lieu of their regular classroom placement.
Curriculum is rigorous and differentiated, employing instructional techniques such as acceleration and compacting, to meet the needs of these extraordinary learners. It is project-based, encourages autonomous learning, includes higher level thinking skills, problem-solving, and investigative techniques, and offers additional enrichment.
Karen B. Rogers, a leader in the field of gifted education, provides teachers with practical advice for choosing a grouping option that best fits their students and information on how to assess their grouping choices. From grouping by ability, to grouping by interest, to grouping by learning style, the use of grouping in the gifted and regular education classroom has proven to be a successful method of instruction for students. Grouping provides teachers with an effective means of providing gifted students with challenging coursework and access to advanced content, and gives students an avenue to create a peer group of other gifted students.
Written by Felicia A. Dixon, Ph.D., this book is designed to be a reference for service and program options for practitioners, administrators, and coordinators of gifted education programs. As such, it is a companion to the lengthier and more in-depth The Handbook of Secondary Gifted Education. The first part focuses on the gifted adolescent, including suggestions for academic, personal/social, and career exploration best practices. The second part explicates programmatic offerings available for gifted secondary students, such as AP and IB programming, distance learning, magnet and other special schools, study abroad, and early entrance to college options. The final section moves the discussion from “what is” to “what could be” for high-ability adolescents.
Written by Karen Rogers, this is a research-based book that discusses acceleration of students, grouping within the school setting, and program provisions both in and outside of school. Rogers spells out and categorizes ways for schools, teachers, and parents to meet the needs of gifted children, including which students will benefit from particular instructional delivery methods and how each student need can best be addressed. Click here to read a review of this book.
This book by Carolyn Coil, shows how to put differentiation into practice with practical, time-saving methods. Coil provides 49 ready-to-use differentiated topic lessons and units that include hundreds of activities. From map skills and space exploration, to early settlers, this wonderful resource provides you with the hands-on lessons and units that can be used right away or modified to meet special requirements.
In today’s standards-driven era, how can teachers motivate and challenge gifted learners and ensure that all students reach their potential? This book provides a compelling answer: the Schoolwide Cluster Grouping Model (SCGM). The authors, Susan Winebrenner and Dina Brulles, explain how the model differs from grouping practices of the past, and they present a roadmap for implementing, sustaining, and evaluating schoolwide cluster grouping.
With this book, educators gain a detailed overview of how they can use the Internet to teach new information, extend students’ learning, and offer exciting opportunities for differentiation. The authors discuss the many ways in which Internet resources might be used and provide tips on connecting with experts and peers, conducting responsible research, evaluating websites and more.
Cyprus Schools include three options: Classical Montessori, Cyprus Classical Academy, and Cyprus School of Music and the Arts. Since its founding, Cyprus has gained a reputation as being a quailty choice for a Montessori preschool program and an option for elementary for gifted and talented children. They now offer Cyprus School of Music and the Arts for private instrument lessons, group music classes, martial arts, and quality classes in the arts.
This school is designed to provide an atmosphere of true learning and a rich academic experience for elementary students in intentionally small, multi-age classes. Children between the ages of 4 and 10 learn in an intimate, vibrant school setting and out in the world where each child’s insatiable curiosity is fostered.
This is a private, progressive secular school based on a constructivist model of education. The K-5 curriculum is designed specifically for gifted students.
There is multi-dimensional learning, including social and emotional development, and a low student-to-teacher ratio of 8:1. Students are placed where they will be most comfortable socially and academically, not on their chronological ages.
Math Zoom Academy is a prestigious organization that develops and provides fun and exciting enrichment programs for students who are mathematically gifted or passionate about math. Math is the foundation for the majority of the advanced study fields and helps develop analytical and critical thinking skills. Here at Math Zoom Academy, we pride ourselves in providing a fun and enjoyable learning experience for all levels of math students, focusing on keeping gifted students challenged and engaged.
From a school with state tests scores far below average five years ago, Hosford has soared to numbers far above aveage in reading, writing and math. Educators at this school sort students according to performance rather than grades in math, reading and writing, so sixth-graders may sit next to eighth while studying a short story or work out a polynomial equation.
The University Scholars Program, within the PA Leadership Charter School (PALCS), offers specialized gifted education curriculum. The Program is designed to maximize the intellectual potential of gifted and motivated learners, where individual achievement is valued and supported. Only PALCS students may apply for participation in this high performance/high achieving program.
The Balanced View (Volume 6, Number 2, July 2002) provides information on the topic of ability grouping. The point is made about "high-achieving students maintain interest and incentive in homogeneous groups, but lanuish when grouped with slower learners."
Reprinted from C-MITES News, Spring 2001, Mary Ann Swiatek, Ph.D. provides answers to the hot topic of ability grouping.
This research monograph analyzes the research on ability grouping for the gifted, focusing both on current research and a historical analysis. The study strongly supports the use of ability grouping for gifted populations. This study was sponsored by the federal government through the National Research Center on the Gifted and Talented at the University of Connecticut.
This article details what happens to the profoundly gifted student when schooled with age mates rather than intellectual peers. Anecdotes of individual children support Gross's findings that profoundly gifted children do not have their needs met in the regular classroom.
Author Anne Wheelock is inteviewed by Scholastic Inc. about ability grouping and reports that over half of elementary schools breakout students by ability. What are the benefits and what are the disadvantages?
This research monograph is an overview of the uses of ability grouping in education. The results support ability grouping gifted students, especially at the highest ranges of intellect and specific talents. Included is a series of guidelines for practice based upon the research.