Assignment 2 - Low SES Action Plan (Essay Sample)
After reviewing the module resources and the readings, complete the Action Plan for the special population group identified in this module. If necessary, consult additional research. Download, complete, and submit the following file: Gifted Special Population Action Plan.docx
Link to Reading: https://fordhaminstitute.org/national/research/there-gifted-gap-gifted-education-high-poverty-schools
Link to video 1: https://youtu.be/VLDMPg5op28
Link to video 2: https://youtu.be/6HVsjpu4vQw
Gifted Special Population Action Plan
Brief definition of the special population group of gifted students
Gifted students are a special population group defined as having exceptional abilities, talents, or potential for achievement in one or more areas of study (Hodges & Gentry, 2021). This can include academics, the arts, leadership, or athletics. Gifted students often perform at or above grade level in their areas of strength and may have advanced learning needs that require differentiated instruction.
Characteristics that are common in these students that help teachers identify them
There are certain traits that are frequently linked to exceptional individuals that could aid teachers in identifying them. These characteristics include Advanced reasoning and problem-solving abilities, a High level of creativity and imagination, and Advanced vocabulary and verbal skills.
Activities that help in the identification, assessment, and placement of these students in gifted programs
These activities include:
* Screening and testing (Grissom & Redding, 2015).
* Teacher observations and evaluations
* Parent and student input
* Review of student work and record
* Identification and referral
Challenges faced by these students in their educational environments (related to school, curriculum, teacher, or peer)
Gifted children may experience a range of difficulties in their educational settings, such as problems with the institution, the curriculum, the teachers, as well as the classmates. Some of the common challenges gifted students face include boredom and lack of challenge; gifted students may become frustrated and disengaged when they are not challenged in the classroom and Inadequate teacher training.
Instructional activities and strategies that promote the SOCIAL development of these students
* Social-Emotional Learning (SEL).
* Collaborative learning
* Service learning
* Social-Emotional and Behavioral Support
Instructional activities and strategies that promote the EMOTIONAL development of these students
* Incorporating emotional regulation techniques such as mindfulness practices and cognitive-behavioral strategies to help students recognize, understand, and regulate their emotions.
* Encouraging self-reflection to develop self-awareness and a better understanding of their emotions.
* Providing opportunities for empathy and perspective-taking through activities such as role-playing and literature discussions to help students understand and relate to the perspectives of others.
Instructional activities and strategies that promote the ACADEMIC development and achievement of these students
* Curriculum compacting
* Enrichment activities
* Independent study
* Advanced Placement (AP) and honors classes
* Technology integration
* Self-directed learning and self-evaluation
These teaching techniques and approaches can support the academic growth and success of talented kids. Each of these strategies addresses different aspects of the learning process and can be adapted to the specific needs of each student.
Program model characteristics best suited to promote the achievement of these students
* Curriculum enrichment: These programs provide enrichment opportunities that extend and deepen the curriculum, such as independent research projects, problem-based learning, or authentic learning experiences.
* Advanced Placement (AP) and honors classes: These programs provide challenging classes such as AP courses or honors classes, which can provide more challenging coursework and material.
* Self-directed learning and self-evaluation: These programs provide opportunities for students to take responsibility for their own learning and to evaluate their own progress.
Activities, strategies, and/or resources that promote the support and participation of parents and families of these students
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