Essential Question: How can elementary educators implement and execute a formal, in-class GATE program so students can grow beyond grade-level in ELA ?
So What, Who Cares? Children are “gifted” when their ability is significantly above the norm for their age. Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science (Nagc.org, 2019). Unfortunately, the Education pendulum has swung away from reaching these high-achieving (GATE) students. Frequently, students who are ready to grow and learn beyond the grade-level standards are often not given advanced opportunities, and are therefore not being challenged to their fullest potential. There are many reasons why a District, school or teacher many not implement a formal GATE program. In the article, "Are We Differentiating Effectively for the Gifted or Not" by Gifted Child Today, it states why a District may not support GATE students as much as they should: 1) PD Trainings and GATE Curriculum can be expensive and time-consuming. 2) A District may not be sure that at GATE curriculum will "cover" the CCSS as well as the standard District-issued curriculum. 3) Stakeholders haven't expressed a desire or need to promote GATE growth. 4) Adjusting the learning styles and curriculum of GATE students may negatively affect District test scores. GATE programs can be hard to implement on a state, district or school-wide level. Fortunately, teachers can implement their own in-school GATE programs in their classrooms, thus providing the support that their students need and deserve. Methodology My study will begin by reviewing school records for students in my class who have GATE designations. Next, I will create an Independent Learning Plan (ILP) focusing on ELA for each GATE student based on teacher records, grades, test scores and personal observations. I will then create and assign a student pre-assessment questionnaire using Google Forms related to their GATE experience in previous grade levels. Next, implementation of higher-level ELA teaching strategies will begin including the grouping GATE students in Literary Circles for above-grade level vocabulary work, Depth Icons analysis and story discussions. In addition, student adaptive learning website accounts (Freckle.com) will be increased one grade level up to sixth-grade. GATE students will also need to get their independent reading books approved by me during school library time, the approved books will be at least one grade level or above. To increase my exposure I will look for GATE training/conferences to gain further knowledge. I will also talk with parents at Trimester 1 conferences about goals and past and current experiences. As the study comes to a close, I will Deliver Post-Assessment to GATE students related their current GATE experiences. I will also compare the 4th grade Reading Inventory school year progression with 5th grade Reading Inventory progression to see if students levels have grown above grade level at an increased rate after being involved in the study. From there, I will adjust accordingly to provide the most influential GATE experience possible. References Nagc.org. (2019). What is Giftedness? | National Association for Gifted Children. [online] Available at: https://www.nagc.org/resources-publications/resources/what-giftedness
1 Comment
Peter Abboud
11/27/2019 07:46:57 am
You have a solid plan for data collection and study design! Way to go!
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AuthorJoel Kriner of the Touro Innovative Learning Masters Program. Archives
June 2020
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