Gifted+and+Talented

__ Gifted and Talented Policy __ Bathurst Diocesan Policy __ Bloom's Taxonomy __ .................................................................................................................................................................................................................................................................. __**Identifying Gifted and Talented Students**__ Identifying gifted students It is important that many people and many processes are used in identifying students who are gifted. For schools to provide effective educational experiences for gifted students, appropriate and accurate identification is essential. The following principles should guide the process of identification: · Students from non-English speaking backgrounds · Aboriginal and Torres Strait Islander students · Students disadvantaged by gender · Students from low socioeconomic groups · Students with physical/sensory disabilities · Students with specific learning difficulties · Students with behavioural problems · Identification needs to take into consideration the underachiever. Some gifted children freely express their abilities, whilst many do not. Research indicates most Gifted and Talented students underachieve. (Bathurst CEO G&T Policy)
 * gifted || resources ||
 * DET NSW document - strategies || [] ||
 * DET Queensland || [] ||
 * Gifted and Talented Children and Students' Policy SA || [] ||
 * DET NSW Policy || [|http://www.curriculumsupport.education] ||
 * **Description** || **Website** ||
 * || [] ||
 * || [] ||
 * Questions and activities to help plan lessons, units || [] ||
 * Blooms revised taxonomy + powerpoint || [] ||
 * Identification should be a shared responsibility between parents, teachers, students and other professionals.
 * Early identification is important to help prevent underachievement.
 * Identification is an ongoing process
 * Identification needs to be inclusive of all students. Students from disadvantaged and minority groups must be considered. They may be:

Powerpoints .................................................................................................................................................................................................................................................................. __Bloom's Taxonomy 2__ .................................................................................................................................................................................................................................................................. Gagne's model of giftedness .................................................................................................................................................................................................................................................................. Differentiation
 * Summary of resource || website/ powerpoint/resource link ||
 * Identification || [[file:ID_Checklist_Characteristics.doc]] ||
 * DEC documents || [] ||
 * G&T policy DET || [] ||
 * Gifted and Talented modules Module 2 || __[]__ ||
 * Checklist || [] ||
 * Preschool-Secondary || [] ||
 * Articles about identifying || [] ||
 * talent database || [[file:G+%26+T+KEYNOTE.key.pdf]] ||
 * Myths || [[file:twelve_myths_of_gifted_education_web.pdf]] ||
 * Myths || [[file:twelve_myths_of_gifted_education_web.pdf]] ||
 * ** Eight ways to be smart ** |||||||||||| ** Bloom’s Taxonomy: Six thinking levels ** ** Knowing Understanding Applying Analysing Evaluating Creating ** ||
 * ** Verbal – Linguistic ** I enjoy reading, writing and speaking WORD SMART || List || Explain || Report || Investigate || Argue || Create ||
 * ** Logical-mathematical ** I enjoy working with numbers and science LOGIC SMART || Find || Convert || Calculate || Arrange || Rate || Devise ||
 * ** Visual-spatial ** I enjoy painting, drawing and visualizing PICTURE SMART || Locate || Draw || Illustrate || Compare and contrast || Assess || Design ||
 * ** Bodily-kinesthetic ** I enjoy doing hands-on activities, sports and dance BODY SMART || Play || Outline || Show || Separate || Recommend || Plan ||
 * ** Musical-rhythmic ** I enjoy making and listening to music MUSIC SMART || Listen || Interpret || Record || Analyse || Judge || Compose ||
 * ** Interpersonal-social ** I enjoy working with others PEOPLE SMART || Relate || Share || Construct || Survey || Debate || Reflect ||
 * ** Intrapersonal – intuitive ** I enjoy working by myself SELF SMART || State || Describe || Examine || Identify || Self-evaluate || Imagine ||
 * ** Naturalist ** I enjoy caring for plants and animals NATURE SMART || Name || Express || Classify || Select || Decide || Research ||
 * Professor Gagne's slide presentation || [] ||
 * Gagne's Article on the model 2009 || [] ||
 * || Model of Giftedness [[file:Gagne+2+0+(2).docx]] ||
 * || [|http://nswagtc.or][|g.au/info/definitions/gagnemodel.html] ||

Rich Tasks [] []
 * **Description** || **Website** ||
 * Secondary Maths resource text: || [] ||
 * Blooms || [] ||
 * Resources to help you differentiate || [|www.byrdseed.com] ||
 * Questions and activities to help plan lessons, units || [] ||
 * Blooms revised taxonomy + powerpoint || [] ||
 * General site with Blooms, Maker, Williams, Passow || [] ||
 * Wiki on differentiated Maths programming and teaching || http://yukon-math-differentiated-instruction.wikispaces.com/ ||
 * Wiki on Maths differentiation || [] ||
 * Maths wiki || http://mathchatarchive.wikispaces.com/001+Differentiation ||