1.Action Plan For The Unit (25 Points).Gifted Students

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

Teaching is not merely about methods used and material presented in the classroom, but about shaping students’ lives to help them construct a firm foundation for a successful future. I desire to teach my students basic life skills as well as challenge them to set and reach their highest goals.

Education was built, along with many other things, to the average standard. It was designed with the average student in mind, never really adapted towards those who grasps concepts quickly, accelerate at rapid rates beyond their peers. As gifted, or exceptionally intelligence children make up around 6 to 10 percent of the students within America, roughly 3 to 5 million students (“Gifted Education in the U.S”). But as America is behind in the general education, it is bounds behind in gifted education. Teachers aren’t equipped to challenge the gifted students, or simply have no time to spend developing and nurturing the child’s talents. Schools don’t have programs to help the children develop at their quicken pace, and programs in place aren’t

A differentiated unit that incorporates a range of pedagogical strategies to engage a range of diverse learners

2 & 3. Use the most current versions of standardized tests that are going to be used to make a decision about admission into a gifted program and that norms are up-to-date and a good representation of

I will implement this into my future class by assessing my class and creating individual educational plans for each student. By doing this I will be able to create modifications based on the developmental stages of each student. I will also be able to engage my students by teaching according to their learning style. I will also provide the necessary resources and tools for the success of each child’s development and academic success.

Motivating gifted students can present a challenge for any teacher. Many children are coming to school with very little enthusiasm to learn, especially the gifted child. Although

T = How will I tailor the learning experiences to the nature of the learners I serve? How might I differentiate instruction to respond to the varied needs of students?

* Discuss how well your approach to planning and preparation addresses inclusion within the course, and justify your approaches in relation to key curriculum issues (including the role of new and emergent technologies).

I will develop broad-based activities and open-ended questions to help students think about the topic in varied and divergent ways. I will select a culminating activity which is a project or activity that engages students in meaningful summarization of their discoveries and leads to new ideas, understandings, and connections. Last, I will choose a method for evaluating my students ' progress and growth throughout the unit such as conferences, logs, and student journal writing.

13) while promoting independence in learning and group-work (Taber, 2007a, pp. 16-17). This approach is in accord with the Maker Model (1982) which incorporates strategies for modifying curriculums for gifted students in the four key areas of content (what is taught), process (how content is taught), product (how students demonstrate their learning) and the learning

Teaching in my classroom will be student-centered and students will be held accountable for their learning and modification of his or her behavior.

Gifted students are mistakenly perceived as individuals with the intellectual capacity to excel in their endeavors whether it is academically, artistically, athletically, or musically; however, this is one of the most common myths educators believe. According to the National Association for Gifted Children (n.d.), gifted students are those who have outstanding abilities to reason and learn or who demonstrate exceptional proficiency in one or more areas such as mathematics, language, painting, dance, sports, and more. With this definition, the gifted youth likely are capable of achieving their goals on their own, but these kids have demands that must be met in order for them to succeed. Some teachers argue that gifted students do not require

I chose Monograoh 1: Counseling Gifted and Talented Students. The monograph focuses on a field that is important, but not the center of much focus if gifted education: counseling. He explains social-emotional issues that are relevant to gifted students and the counselor’s role in the education of gifted students.

goal is to motivate the children to complete tasks to reach a satisfactory outcome. To be able to do