University Electives for TeachersInstitutions offer elective subjects for pre-service teachers in the area of Gifted education.
These include:
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Children of High Intellectual Potential (CHIP) Foundation |
Children of High Intellectual Potential (CHIP) Foundation
CHIPS is an independent advisory service specialising in the needs of gifted children and their families which has no government funding. CHIP mission statement
E-guides include
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Rosemary Cathcart developed a REACH Model for Gifted and Talented Students |
What is the "REACH" Model?
· The REACH model is a framework that helps teachers to understand the very different needs gifted learners bring to the classroom. · It gives teachers a sound knowledge basis for planning lessons that include gifted learners. · It is linked to a raft of practical and teacher-friendly strategies. What’s the origin of this model? Rosemary Cathcart developed the original model in the mid 1980’s. Cathcart recognized the four needs that consequently became the basis of the REACH model Key Concepts 1. Generating a high level of interest in learning 2. Developing the “tools of thought” 3. Developing intellectual & creative potential 4. Fostering emotional, social & ethical development 5. Evaluating our learning 1. Generating a high level of interest in learning When do you learn best? When the topic interests you or when you find it bores you silly? Everyone learns better when they’re interested in what they’re learning. 2. Developing the “tools of thought” Students need guidance in locating resources The REACH model of tools of thought explores five specific areas: • Study and research skills • Skills in observation and perception • Communication skills • Thinking skills • Organisational skills 3. Developing intellectual and creative potential. The REACH model identifies and investigates three essential elements in planning a programme for gifted learners: • providing for mastery of content and skills at a level and pace matched to the child’s ability; • fostering depth of understanding; • encouraging creativity in response. 4. Fostering emotional, social and ethical development Gifted learners need to be confident, they want to have friends, behave thoughtfully and properly towards others. Sharing may be difficult for Gifted learners as they often have unusual interests and other students may find them inconceivable. 5. Evaluating our learning Learning how to self-evaluate work is a skill that will enable gifted students to take ownership of their own learning. · Have I fully answered the original question? · Have I been resourceful in seeking answers? Have I used my initiative and my imagination? · Have I examined my findings critically and objectively? · Have I communicated my findings clearly? Have I demonstrated what I have learned? · Where to from here? Can I generate questions to take this learning further? REACH Workshops As part of its work in supporting both teachers and parents, REACH Education provides a wide range of workshops on various aspects of catering for gifted learners. REACH workshops focus very directly on effective practical strategies. All are grounded in the research in this field and draw on years of intensive practical experience. They reflect an in-depth understanding of gifted learners and how to cater for their needs. They are realistic in their awareness of the available time and energies of both educators and parents. REACH Education will deliver workshops to individual schools, to groups of teachers from schools within a district or region, to teachers’ associations, to school parent evenings, to parent groups and to other relevant groups. Rosemary Cathcart, at [email protected], 07 347 2135 (+64 7 347 2135). http://www.giftedreach.org.nz/about.htm http://www.giftedreach.org.nz/pdf/dmgt2004.pdf http://www.giftedreach.org.nz/certificate.htm http://www.giftedreach.org.nz/pdf/orderform_2books.pdf http://www.essentialresourcesuk.com/Author.aspx?Author=ROSCAT http://www.giftededucation.org.nz/documents/choosing-a-school-doc.pdf |