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L. Chess

Why GIFTED Students STILL need GIFTED Education! - 0 views

wearegifted2.blogspot.com/...tudents-still-need-gifted.html

research differentiation

shared by L. Chess on 27 Feb 14 - No Cached
  • The gifted education program, well designed and well implemented is the only place a bright, creative student with high energy, and a voracious mind can have opportunities to experiment with ideas, be challenged to think beyond the norm and  be challenged to create new knowledge.
L. Chess

Giftedness characteristics - 2 views

talentdevelop.com/character.html

characteristics

shared by L. Chess on 15 Apr 14 - No Cached
  • Do you have a great deal of energy?
  • Do you feel driven by your creativity?    Love ideas and ardent discussion?
  • Do you have organized collections?   Do you thrive on challenge?   
  • ...7 more annotations...
  • Do you often feel out-of-sync with others?    Are you perceptive or insightful? 
  • Are you aware of things that others are not? 
  • Often connect seemingly unrelated ideas? Do you enjoy paradoxes?
  • Have unusual ideas or perceptions?
  • Giftedness is not a matter of degree but of a different quality of experiencing: vivid, absorbing, penetrating, encompassing, complex, commanding -- a way of being quiveringly alive."
  • finely tuned psychological structure and an organized awareness that they experience all of life differently and more intensely than those around them.
  • 32 traits to everyone, not simply 'CREATIVE PEOPLE", what we can learn from these as individuals/team leaders/managers, and how we might use them to further develop our own creative abilities.   They are...   sensitive    not motivated by money    sense of destiny     adaptable tolerant of ambiguity     observant     perceive world differently see possibilities     question asker    can synthesize correctly, often intuitively able to fantasize    flexible    fluent    imaginative     intuitive    original ingenious    energetic    sense of humor    self-actualizing    self-disciplined self-knowledgeable    specific interests     divergent thinker    curious open-ended    independent    severely critical    non-conforming   confident    risk taker    persistent
L. Chess

Enrichment Model (SEM) - 1 views

www.gifted.uconn.edu/...semexec.html

enrichment Project-basedlearning problem-solving GT Renzulli

shared by L. Chess on 23 Oct 11 - Cached
  • interest and learning styles assessments
  • projects, independent study, teaching games, simulations, peer teaching, programmed instruction, lecture, drill and recitation, and discussion
  • curriculum compacting
  • ...5 more annotations...
  • eliminating portions of previously mastered content
  • finding time for more appropriately challenging activities
  • Enrichment Triad Model, offers three types of enrichment experiences. Type I, II, and III Enrichment are offered to all students; however, Type III enrichment is usually more appropriate for students with higher levels of ability, interest, and task commitment.
  • enrichment clusters is based on an inductive approach to solving real-world problems through the development of authentic products and services
  • clusters are modeled after the ways in which knowledge utilization, thinking skills, and interpersonal relations take place in the real world. Thus, all work is directed toward the production of a product or service
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