Core Curriculum and Standards
National standards or states standards are hard to meet gifted students’ learning need. What’s more, gifted student needs are vary depending on their personal interests. What is the most import thing is to helps them de3velop their advantages. The National Association for Gifted Children provides Pre-K-Grade 12 Gifted Programming Standards for us as the guide. What I think the most import for gifted program to be added in the general classroom is identifying gifted individuals and adapts the lesson plan for them. To better develop these standards, teachers need to spend more time to explore and collect resources to prepare lessons setting. These standards showing how to identify gifted individuals, find their advantages and develop them. In addition, external resources are important for students which need not only the teacher, but also stuendts and parents as help to explore them.
NYC Curriculum and instruction in G&T programs:
- Varies by school because schools may use different materials and/or pace lessons in a variety of ways
- Supports children in developing knowledge, skills, and competencies as outlined in the CCLS for Mathematics and ELA, and the NYSLS for all other subjects
- Adapts and modifies instruction to meet the needs of different types of learners
- Uses specific instructional protocols such as: Literacy: Teachers College Reading & Writing Project; Fountas and Pinnell System; Math: Math in the City; TERC Investigations; Singapore Math; Everyday Math; Science: Full Option Science System (FOSS)
Gifted Education Programming Standards:
- 1.1.1. Educators engage students with gifts and talents in identifying interests, strengths, and gifts.
- 1.3.1. Educators provide a variety of research-based grouping practices for students with gifts and talents that allow them to interact with individuals of various gifts, talents, abilities, and strengths.
- 1.5.1. Educators collaborate with families in accessing resources to develop their child’s talents.
- 2.1.1. Educators develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness.
- 2.4.1. Educators use differentiated pre- and post- performance-based assessments to measure the progress of students with gifts and talents.
- 2.5.2. Educators ensure that the assessment of the progress of students with gifts and talents uses multiple indicators that measure mastery of content, higher level thinking skills, achievement in specific program areas, and affective growth.
- 2.6.3. Educators disseminate the results of the evaluation, orally and in written form, and explain how they will use the results.
- 3.1.5. Educators use a balanced assessment system, including preassessment and formative assessment, to identify students' needs, develop differentiated education plans, and adjust plans based on continual progress monitoring.
- 3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts and talents.
- 3.5.1. Educators develop and use challenging, culturally responsive curriculum to engage all students with gifts and talents.
- 3.6.1. Teachers and administrators demonstrate familiarity with sources for high quality resources and materials that are appropriate for learners with gifts and talents.
