Rationale for "Beyond EXTEND"
- Just like any other group, gifted students have different interests, areas
of strength, ability levels, and temperaments. There is not a definitive
list of gifted characteristics, nor will all students' needs be met with the
same strategies. Providing differentiated instruction is a necessity, even
in advanced classes. (Parke, 1989)
- When students are not presented with learning experiences that are
appropriate for their abilities, they lose motivation and sometimes even
their interest in learning and school. Brain research suggests that the
brain will not maintain its level of development if students are not
challenged. (Clark, 1997)
- To become "Autonomous learners". The major goal is to facilitate the
total growth of the individual student. The student develops and
incorporates his own knowledge and skills, learns independently and applies
this knowledge to the entire scope of his learning experience and to his
life. One who solves problems or develops new ideas through a combination
of divergent thinking and functions with minimal external guidance in
selected areas of endeavor.
(George Betts, 2000).
OBJECTIVES
Curriculum for gifted students must teach skills at all levels and provide
opportunities for product oriented and real world solutions.
GOALS
* raise self-esteem, promote identification
* present challenges appropriate to their mental ages
* provide optimal resources and facilities
* access expert, skilled personnel
* extend learning for gifted students beyond the regular classroom
appropriate to learning style
* intensive contact with voluntary expert teachers using optimal resources
over longer time-spans
* extend learning in the direction of abiding interests
* develop skills of inquiry and problem solving in more complex ways
* deal with real-life issues, more complex wholes, engender lifelong learning
STRATEGIES EMPLOYED
* futuristic global thinking
* teamwork
* applied thinking skills
* oral and written communications skills
* interdisciplinary approaches
