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Good Practice Sharing of School-based Gifted Development Programmes

in the Science Context

18-10-2008Joseph Leung

Gifted Education SectionCurriculum Development

InstituteEducation Bureau

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- Modifications should be made in the following areas:

i) Content

ii) Process

iii) Product

iv) Learning environment

- An appropriate curriculum for the gifted should be qualitatively different from the basic curriculum for average students.

The curriculum for the gifted

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GE for all

• Diagnose and treat provision for all• 3-Tier Implementation Model• School-based approach• Promotion of GE so that it is infused with

regular teaching• All students can benefit from GE

資優教育普及化、普及教育資優化

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If we are to develop a curriculum (for the gifted), we can modify:

• The content (the ideas, concepts, information, facts)

• The process (the way the new material is presented)

• The learning environment (physical setting and psychological climate of school)

of the basic curriculum so as to match the characteristics and thus the needs of the gifted

(Gallagher, 1985)

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Characteristics of the gifted• Extraordinary quantity of information, unusual retentiveness

• Advanced comprehension

• Unusual varied interests and curiosity

• Heightened capacity for seeing unusual and diverse relationships

• Unusual intensity; persistent, goal-directed behaviour

• Unusual sensitivity to the expectations and feelings of others

• High expectations of self and others

It is by no means exhaustive but of important implications to curriculum design

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A gifted curriculum should attend to 3 dimensions:

• Content-based mastery

• Process/product research

• Epistemological concept

VanTassel-Baska (1988)

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Content-based Mastery

• Learning skills and concepts are important elements

• Acceleration is a possible mode

• A solid foundation for in-depth study

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Process/Product Research

• Investigatory skills are important elements for producing high quality product

• Engage students in problem-finding and problem-solving

• Collaborative mode is necessary that involves teacher, students and practitioners

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Epistemological Concept

• Emphasize the understanding and appreciation of systems of knowledge rather than individual segments

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Above-average abilityAbove-average abilitycreativitycreativity

GiftednessGiftedness

Task committmentTask committment

Joseph Renzulli

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Renzulli’s School-wide enrichment Model

TYPE IGeneral Exploratory

Activities第一類

一般性探究課程

TYPE IIIIndividual & Small

Group Investigations of Real Problems第三類專題研究

TYPE IIGroup Training

Activities第二類

小組訓練課程

Regul

ar

Curric

ulum

Environment

in General

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Major Points to note The Enrichment Triad Model was later adapted (Revolving

Door Programme) and expanded into the Schoolwide Enrichment Model to promote educational excellence.

The latter model involves all students in Type I and II activities.

About 15% to 20% of the school’s population are included in a talent pool.

Type III activities are more appropriate for gifted students.

The Enrichment Triad Model was first proposed to develop differentiated programmes specifically for the gifted.

Joseph Renzulli: Enrichment Triad Model & Schoolwide Enrichment Model

Purpose:

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Rezulli’s model offers

• Individualized pacing

• Freedom from pressure and grading

• Alternatives in content, learning styles, teaching strategies

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Assessment of students’ strengths

• Abilities

• Interests

• Learning styles

• Cultural background

• Expertise

• Life experience

• etc

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Type 1 – general exploratory activites

• Including a wide range of topics of study not usually included in the regular curriculum

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Type II-group training activities

• Develop cognitive and affective skills that help students proceed to Type III activities

• Skills include research, reference, communication skills

• Development of thinking (creative thinking, problem-solving, critical thinking, decision making, affective processes-sensing, appreciating, valuing)

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(1) Process skillse.g. classification, analysis, evaluation.

(2) Research skillse.g. observation, setting hypothesis, collecting and interpreting data.

(3) Reference skillse.g. searching for information, screening relevant information, awareness of intellectual property rights.

(4) Specialised traininge.g. application of Corel Draw in making a school magazine.

(5) Short course of specific discipline e.g. introduction to forensic psychology

Examples of Type II Activities:

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Type III: Individual & Small Group investigations of real problems

• Students use data as a source and other relevant information (fieldwork, interviews, experiments) for a proposal to problems

• Students need to share their findings through performances and presentation.

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Science Curriculum Framework

The Problem

Understanding“Systems”

Learning Science

Using ScientificResearch

Concept

Content

Process

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Purdue 3-stage Enrichment Model(Feldhusen, 1973)

• An ordered enrichment model that moves students from simple thinking experiences to complex independent activities

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• Stage 1: development of divergent & convergent thinking skills

• Stage 2: 21 in creative problem solving

• Stage 3: development of independent study skills

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3-Tier Implementation Model(advocated for use in HK)

Exceptionally Gifted

Specific Domains/Subject enrichment

General enrichment

Specific Domains/Subject enrichment

General enrichmentLevel 1 Whole ClassSchool-based

Level 2 Pull –outSchool-based

Level 3 Off-site

nature

Operation mode

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Programme Design

• Many academics such as Joyce VanTassel-Baska advocated that key components of a science curriculum for the gifted students should

• develop an understanding of scientific concepts;• develop scientific inquiry skills in collaborative

settings;• let them learn significant content in science areas;• develop interdisciplinary connections;• develop investigations of real problems and• develop scientific habits of mind.