Type 1 Enrichment Activities

gifted education program in PEI
small ideas
Marie-Jacquard Handy, CSLF
1. introduction
2. norms and standards
1. school based model
A New-York Gifted program
Visual/Performing Arts
Outstanding in sense of spatial relationships
Unusual ability for expressing self feelings, moods, etc. through art, dance drama, music
Good motor coordination
Exhibits creative expression
Desire for producing “own product” (not content with mere copying)
Assumes responsibility
High expectation for self
and others
Fluent, concise selfexpression
Foresees consequences
and implications of
Good judgement in
decision making
Likes structure
Well liked by peers
Example: Susan Savolainen, Gifted and Talented Coordinator
Eau Claire Area School District, New Richmond Public Schools
Creative Thinking
Independent thinker
Exhibits original thinking in oral and written expression
Comes up with several solutions to a given problem
Possesses a sense o humor
Creates and invents
Challenged by creative tasks
Improvises often
Does not mind being different form the crowd
al Ability
information in
complex ways
Excited about new
Learns rapidly
Specific Academic Ability
Good memorization ability
Advanced comprehension
Uses a large
Acquires basic-skills knowledge quickly
Widely read in special-interest area
High academic success in special-interest area
Pursues special interests with enthusiasm and vigor
versus gifted
bright learners
gifted learners
Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Good memorizer
Enjoys straightforward,
sequential presentation
Is alert
Is pleased with own learning
Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings and opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning
Manipulates information
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical
by Janice Szabos
• the province should set
standards for PEI talented and
gifted program
standards 1 : definition of gifted
Write a standard definition: Robert Sternberg 1997, Donalt Treffinger 1996,
Françoys Gagné 1991, Julian Stanley 1974, John Feldhusen 1992, Georges Betts 1999,
standards 2 : diagnostic and screening
(what to do in each level of the assessment?)
gifted screening test for grade three students.
standard 3: services (enrichment-acceleration;
adaptation or modification)
standard 4. parents engagement
standard 5. community initiatives
standard 6 : at the school board level
Référence Mississipi departement of education
each school board shall provide access to an
appropriate program for pupils identified as gifted
and talented in each of the following categories:
• intellectual ability
• specific academic ability
• creative ability
• artistic ability
• leadership ability
standards 7. for educators
PD training –province-school board-school –
classroom level
training at UPEI
•1 needs of Gifted Learners:
•2. deep Understanding of curriculum
•3. relevancy
•4. pace of teaching an Idea
•5. adaptation in curriculum
•6. acceleration
resources: One
specialist to
program and all
2. allow adequate
resources in each
standard 7. for educators
From Jan & Bob Davidson Genius Denied
•allow independent work when mastery is achieved early in unit
•learn to recognize underachievement
•give specific feedback on student work ( Super isn’t enough)
•welcome accelerated students into your room
•work collaboratively with parents
•volunteer to coach academic teams
•continue to learn about educational needs of GT students
standard 7. for educators
From Jan & Bob Davidson Genius Denied
•learn about curriculum compacting
•design lesson plans using themes
•offer more projects than worksheets
•offer books with challenging vocabularies and themes
•allow GT students to have long term projects
•encourage GT students to enter competitions
•advocate for GT students to be grouped with intellectual peers
•learn about Renzulli ‘Triade’
standard 7. for educators
• Horizontal (in the lesson)
• Vertical (future)
why acceleration is not accepted in USA
From A Nation Deceived: The Templeton National Report on Acceleration
•teachers lack familiarity with acceleration
•confidence about acceleration is lacking
•acceleration runs counter to personal beliefs
•age trumps everything else
•safe is better than sorry
•acceleration is not taught in Colleges of Ed.
•it’s bad to push kids.
•new friends are hard to make.
•social adjustment in a school setting is a complicated issue.
•it will upset other kids.
•there will be gaps in a child’s knowledge.
•disasters are memorable.
with a strong
gifted and-or
program the
need for
acceleration will
standard 8
Standard 8
standard 8
Annual self-evaluation
• beginning with each year, the three PEI school
boards will conduct an evaluation in accordance
with PEI gifted program standards.
• the results of the evaluation will be submitted to a
consultant in the Ministry for reflection with the
three school board
– a written evaluation report is made
– this report is for the district and does
not have to be submitted to the MEECD.
standard 8
• The three school boards must
conduct an evaluation as to how well
they have accomplished the stated
goals and objectives for their local
standard 8
– each school board will do the grade
three screening to identify gifted
student for further level B assessment
– this evaluation shall be made in
accordance with MEECD education
program standards.
– the program of each school will be rated
from one to four by the PLC-CAP, the
Gifted consultant and school boards
standard 8
corrective program
– a written corrective action plan
approved by the local school board shall
be submitted for each rating of level 1.
– falsification of any area of the report
could lead to the district’s gifted
educational program being placed in a
probationary status and possible loss of
standard 8
• level 1: the school does not satisfy
minimal criteria and is not in
• the school must submit a corrective
action plan with the evaluation.
• the school could be placed in a
probationary status.
standard 8
• level 2: The school is in compliance
with the standard.
• this is the minimal acceptable level of
standard 8
• level 3: the school is performing above the
• a rating of level 3 means that the school
has satisfied all conditions of level 2 PLUS
all the conditions of level 3
• the school must submit documentation to
support this rating
standard 8
level 4:
• the school is performing at the exemplary
level. A rating of level 4 means that the
district has satisfied all conditions for
level 2, level 3, and level 4.
• the school must submit documentation to
support this rating.
• Program model for PEI
4. RTI for gifted
Renzulli’s Enrichment Triad Model: The Enrichment Triad Model
Type 1 Enrichment Activities are designed to expose students to a wide variety of disciplines,
topics, occupations, hobbies, persons, places, and events that would not be covered in a
regular classroom. Type 1 experiences can involve the following:
Contacting speakers
Arranging demonstrations, trips, and/or performances
Using varied materials such as films, slides, videos, print and non-print media
Type 2 Enrichment Activities promote the development of thinking and feeling processes
such as:
Creative thinking, problem solving, and critical thinking skills
A wide variety of specific learning how-to-learn skills
Skills in the use of advanced-level reference materials
Written, oral, and visual communication
Type 3 Enrichment Activities involve pursuing “self-selected” areas (within guideline topics)
for advanced content acquisition and process training in which students assume the role of
first-hand inquirer. The goals of these type activities include the following:
Providing opportunities to apply interests, knowledge, creative ideas, and task commitment to a
selective problem
Acquiring advanced-level understanding of knowledge (content) and methodology (process)
Developing authentic products
Developing self-directed learning skills in the areas of planning, organization, resource
utilization, time management, decision-making, and self-evaluation
Developing task commitment, self-confidence, and feelings of creative accomplishment.
Gifted Education Organizations
Alabama Association for Gifted Children - AAGC is association that unites parent, teachers, and other individuals together to improve gifted education in Alabama.
Covers objectives and goals, newsletter, conference updates, and links.
American Association for Gifted Children (AAGC) - Advocacy association for gifted children in the United States.
The Association for the Gifted (TAG) - Encourages the welfare and education of youth blessed with gifts, talents, and/or high potential. USA.
The California Association for the Gifted - Describes conferences, position papers, educational options, resources, publications, links, advocacy background and
Center for Gifted Education Policy (CGEP) - Division of the Education Directorate of the American Psychological Association. Its objective to create public
awareness, advocacy, clinical applications, and modern research ideas that will improve the achievement and performance youth blessed with special gifts and
Center for Talent Development at Northwestern University- IL - Offers testing and talent development programs designed for gifted youth.
Center for Talented Youth at Johns Hopkins University (JHU-CTY) - Operates an annual intellectual talent search, carries out research, and provides summer
academic programs, distance learning, family academic conferences, and educational assessment, planning, and counseling services. Provides Newsletter for a fee.
CHI - Children of High Intelligence - A support association established to benefit the young and intellectually gifted in the UK.
Council for Exceptional Children - International professional association committed to enhancing educational outcomes for individuals with exceptionalities, students
with disabilities, and/or the gifted.
The Davidson Institute for Talent Development - Committed to providing recognition, nurture and support to uniquely intelligent youth and offering opportunities to
develop their talents so they can become positive contributors to society.
Education Program for Gifted Youth - EPGY offers computer based distance education for gifted youth covering subjects such as mathematics, physics and writing
from the elementary school level up to the university level.
Educators of Gifted, Talented, and Creative Children in B.C.- Canada - Provides links to brochures, journals, newsletters, and other resources concerning the
education of the gifted.
The Gifted Child Society - Offering educational enrichment and support services especially developed for gifted children, support to parents in the upbringing of
gifted children to full and productive adulthood, professional instruction to encourage educators to realize the special demands of these youth, as well as efforts to
gain public recognition and acceptance of these unique needs.
Gifted Conference Planners - Organizers of the BeyondIQ offer conferences especially formatted for professionals, parents, children, and other gifted people.
The Hollingworth Center for Highly Gifted Children - A nationwide support and resource network committed to realizing the needs of highly gifted youth. The
Center primarily operates as a clearinghouse of details and events related to the needs of highly gifted youth.
Institute for Educational Advancement - Offers direct student services, educational consulting services and produces educational products to encourage intellectual
and creative growth among high potential children.
Metagifted Education Resource Organization - Committed to improved understanding of gifted and talented people.
Michigan Alliance for Gifted Education - Offering leadership, advocacy, and support of differentiated education and services for realizing the special needs of
gifted, talented, and creative learners in Michigan.
National Association for Able Children in Education (NACE) - Supports able and talented youth in realizing their full potential by raising awareness in addition to
providing support to teachers, other professionals and the wider educational community.
National Association for Gifted Students - NAGC helps the families of gifted youth in the UK.
National Association of Gifted - The National Association of Gifted offers basic research information that is useful for all areas and levels of teaching.
The National Foundation for Gifted and Creative Children - Committed to the special needs of gifted and talented children this not-for-profit foundation offers
free information and support to parents and educators of gifted youth.
Neag Center for Gifted Education and Talent Development - Joint effort of the University of Connecticut, City University of New York/City College, Stanford
University, University of Virginia, Yale University, as well as 52 state and territorial departments of education, plus 360 public and private schools, and 167 content
area consultants, and stakeholders representing professional organizations, parent groups, and businesses.
New Jersey Association for Gifted Children (NJAGC) - State chapter of the National Association for Gifted Children (NAGC). Operates as public advocate to
distribute information regarding the needs of gifted and talented youth.
Queensland Association for Gifted and Talented - Australia Gifted Organization
State Gifted Associations - A Directory of every state gifted associations, indexed by state.
Texas Association for the Gifted and Talented - TAGT is an association of educators, parents, and friends of the gifted
A New-York Gifted program
Mensa Canada
Mensa monthly puzzle