The Competency Model Program Development for Gifted Learners

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The Competency Model Program Development for Gifted Learners Candi Clark, Melinda Strange, Joan Taylor,

The Competency Model Program Development for Gifted Learners Candi Clark, Melinda Strange, Joan Taylor, Dustin Tench

Rationale Lack of student motivation – 50 honors students were questioned What specific needs

Rationale Lack of student motivation – 50 honors students were questioned What specific needs could be identified for the “gifted learner? ” What does improved student motivation look like? Smaller classes More application of content to their everyday lives (ranked 4. 8 on 1 -5) Longer breaks during school day

Rationale continued. . . Tighter criteria on honors, AP, and IB classes. Challenge Pencil

Rationale continued. . . Tighter criteria on honors, AP, and IB classes. Challenge Pencil & paper vs. projects (rating of 4. 97 on scale 1 -5 with 5 preferring projects) Repetition Grades vs. learning Teacher Suited for gifted class Involves entire class Speaks with students Valid assignments

Goals Confirm what they know utilizing authentic, performance-based assessments Real-world situations curriculum-focused Competency-based education

Goals Confirm what they know utilizing authentic, performance-based assessments Real-world situations curriculum-focused Competency-based education model Flexibility to work across all curricula Used in career technical education classes Much effort required to work it into other academic areas

Model CBE increasingly adopted by higher learning institutions Technological advances Web-based applications Individualized instruction

Model CBE increasingly adopted by higher learning institutions Technological advances Web-based applications Individualized instruction Hall Connect

Traits of a Successful CBE Model Specific, measurable competency statements Content based on learner

Traits of a Successful CBE Model Specific, measurable competency statements Content based on learner goals Learner continues in program until demonstrating mastery Use a variety of instructional techniques and group activities Focus on what the learners need Use texts, media, and real life materials Provide learners with immediate feedback on assessment performance Pace instruction to learner needs

CBE in Four Steps 1) Pre-assessment – pinpoints areas of weakness & strengths 2)

CBE in Four Steps 1) Pre-assessment – pinpoints areas of weakness & strengths 2) Individual learning plan 3) Performance objectives and assessments 4) Quantitative assessment

Staff High qualified teachers (a. k. a mentors, time managers) Program mimics independent study

Staff High qualified teachers (a. k. a mentors, time managers) Program mimics independent study and students would require a mentor Teachers should be gifted endorsed Meet as a development team

Student Selection Open to highly-motivated, self-starting students Successful students should possess. . . Goal-oriented

Student Selection Open to highly-motivated, self-starting students Successful students should possess. . . Goal-oriented Successful study skills (or the desire to develop) Willing to do the work to show mastery Teacher recommendations Student enthusiasm GPA NOT a requirement (underachievers)

Student Continuation Policy Stiff regulations to stay in the program Example Every six weeks,

Student Continuation Policy Stiff regulations to stay in the program Example Every six weeks, students must complete and pass six performance assessments and two quantitative tests minimum. Deadlines Probationary Status