Higher Order Thinking Skills: questioning in discussions or providing activities based on processing that requires analysis, synthesis, valuation, or other critical thinking skills. PM Intuitive Expression Practice: Providing tasks in which students put themselves the “in shoes of” another person, situation, object through guided imagery, role-playing, etc. PM Personal Goal Setting: Teaching students to identify personal goals and how to prioritize time and activities to reach those goals. ID/PM Problem-Solving Skills Training: Providing students with problem-solving strategies matched to differing problem types. PM Proof and Reasoning: Requiring students to cite their evidence to support ideas or concepts they generate. PM Consistent, regular evaluations of products, performance, knowledge Systematic Feedback: student’s acquisition for both corrective and reinforcement purposes. PM Providing students with role-play scenarios or guided imagery that Visualization Techniques: encourages them to create images in their minds. PM 5. Product Modifications (PrM) options: Flexible Tasks: Allowing students to structure their own projects and investigations according to their strengths and interests. ID/PrM Open-Ended Assignments: Providing students with tasks and work that do not have single right answers or outcomes. The task may have timelines and a sequence of activities to be accomplished, but outcomes will vary for each student. PrM Using out-of-school experts to evaluate student work in a specialized Feedback: “Real Audience” area of study. PrM Provision of tasks, projects that relate to current Learning Experiences: Real Life/”Real World” issues and problems in society or own world. PrM student’s Providing the venue in which a student may demonstrate individual talents Talent Exhibition: (academic or artistic), such as concert, show competition, fair, etc. PrM Transformational Products: Requiring students to show how to use what they have learned by creating a in a nontraditional, often visual medium. PrM “product” From Re-Forming Gifted Education: How Parents and Teachers Can Match the Program to the Child, by Karen Rogers. Reproduced by permission of Great Potential Press, APPENDIX C RESOURCES C-1. Selected Resources C-2. Professional Publications C-3. Organizations C-4. Publishers
Higher Order Thinking Skills: questioning in discussions or providing activities based on processing that requires analysis, synthesis, valuation, or other critical thinking skills. PM Intuitive Expression Practice: Providing tasks in which students put themselves “in the shoes of” another person, situation, object through guided imagery, role-playing, etc. PM Personal Goal Setting: Teaching students to identify personal goals and how to prioritize time and activities to reach those goals. ID/PM Problem-Solving Skills Training: Providing students with problem-solving strategies matched to differing problem types. PM Proof and Reasoning: Requiring students to cite their evidence to support ideas or concepts they generate. PM Systematic Feedback: Consistent, regular evaluations of student’s products, performance, knowledge acquisition for both corrective and reinforcement purposes. PM Visualization Techniques: Providing students with role-play scenarios or guided imagery that encourages them to create images in their minds. PM 5. Product Modifications (PrM) options: Flexible Tasks: Allowing students to structure their own projects and investigations according to their strengths and interests. ID/PrM Open-Ended Assignments: Providing students with tasks and work that do not have single right answers or outcomes. The task may have timelines and a sequence of activities to be accomplished, but outcomes will vary for each student. PrM “Real Audience” Feedback: Using out-of-school experts to evaluate student work in a specialized area of study. PrM Real Life/”Real World” Learning Experiences: Provision of tasks, projects that relate to current issues and problems in society or student’s own world. PrM Talent Exhibition: Providing the venue in which a student may demonstrate individual talents (academic or artistic), such as concert, show competition, fair, etc. PrM Transformational Products: Requiring students to show how to use what they have learned by creating a “product” in a nontraditional, often visual medium. PrM From Re-Forming Gifted Education: How Parents and Teachers Can Match the Program to the Child, by Karen Rogers. Reproduced by permission of Great Potential Press, APPENDIX C RESOURCES C-1. Selected Resources C-2. Professional Publications C-3. Organizations C-4. Publishers
HI%20CAP%20PROG.%20PLAN%20MANUAL.Final%20Revision.docx