DEVELOPING SCOPE AND SEQUENCE

SEGMENTATION
DUE TO SEGMENTATION (EX- GRADES 1,2,3 ETC..) STUDENTS ARE NOT VIEWED AS DEVELOPING INDIVIDUALS WHOSE EXPERIENCES NEED TO BUILD UPON AND EXTEND PREVIOUS EXPERIENCES.
NON-SEGMENTATION
BECAUSE OF THIS, EDUCATORS MUST ASK THE FOLLOWING:

1. HOW DO THE UNDERSTANDINGS, SKILLS, AND VALUES WE EXPECT STUDENTS TO DEVELOP ACTUALLY FIT TOGETHER?

2. HOW DO WE ASSURE THAT A STUDENT DEVELOPS OR IS PROVIDED THE OPPORTUNITY TO LEARN THE UNDERSTANDINGS, SKILLS, AND VALUES THAT WILL BE IMPORTANT IN FUTURE PERSONAL OR CAREER DEVELOPMENT?

3. HOW DOES THE STUDENT’S LEARNING IN ONE SETTING OR AT ONE GRADE LEVEL MESH WITH HIS OR HER LEARNING IN A DIFFERENT SETTING OR AT A DIFFERENT GRADE LEVEL?

HOW DO WE AVOID GAPS AND REPETITION?

HOW DO EDUCATORS AVOID GAPS AND REPETITION IN BOTH ACTIVITIES AND LEARNING?
THROUGH THE DEVELOPMENT OF SCOPE AND SEQUENCE
SCOPE
THE EXTENT OF WHAT IS TAUGHT – THE UNDERSTANDINGS, SKILLS, AND VALUES ARE ADDRESSED.
SEQUENCE
THE ORDER IN WHICH THE UNDERSTANDINGS, SKILLS, AND VALUES ARE ADDRESSED
SCOPE AND SEQUENCE FOR A GIFTED PROGRAM
DIFFERS IN SOME IMPORTANT WAYS FROM OTHER SCOPE AND SEQUENCE EDUCATIONAL PROGRAMS.
GIFTED SCOPE AND SEQUENCE V. OTHER SCOPE AND SEQUENCE
– SCOPE AND SEQUENCE MUST BE FLEXIBLE SO AS TO PERMIT BOTH STUDENTS AND TEACHERS TO PURSUE THEIR INDIVIDUAL INTERESTS.

– ABSTRACT PRINCIPLES TAUGHT RATHER THAN SPECIFIC FACTS

– PROCESS SKILLS (HIGHER LEVELS OF THINKING, DECISION MAKING, PROBLEM SOLVING) INCLUDED AS SEPARATE ELEMENTS INTEGRATED WITH DEVELOPMENT OF CONTENT UNDERSTANDING.

– DEVELOPMENT OF SOPHISTICATED PRODUCTS THAT RESULT FROM CONTENT INTEGRATION AND PROCESS..

– OPPORTUNITIES FOR STUDENT TO PURSUE UNRESTRICTED ACCELERATED CONTENT.

– INPUT FROM SCHOLARS AND RESEARCHERS IN EVALUATING THE IMPORTANCE OF PROPOSED PRINCIPLES, SKILLS, CONCEPTS, AND VALUES.

-OPPORTUNITIES FOR EXPOSURE TO A VARIETY OF CONTENT AREAS, SKILLS, VALUES, AND TYPES OF CONTENT PROVIDED.

-THE FOCUS OF LEARNING IS ON CONCEPTS WITH GOAL OF INTEGRATING RATHER THAN SEPARATING WHAT IS LEARNED.

-SCOPE AND SEQUENCE BUILDS UPON AND EXTENDS THE REGULAR CURRICULUM BUT DOES NOT DUPLICATE IT – FOR EFFICIENCY AND ARTICULATION IN LEARNING.

– A VARIETY OF PROFESSIONALS EXPERIENCED IN CURRICULUM DEVELOPMENT/GIFTED ARE INCLUDED IN THE DEVELOPMENT PROCESS.

FACILITATING THE DEVELOPMENT OF CURRICULUM SCOPE AND SEQUENCE

CHOOSING KEY INDIVIDUALS AND DEFINE THEIR ROLES AND TASKS.

GENERALLY, ALL EDUCATORS INVOLVED WITH EDUCATING THE GIFTED SHOULD PARTICIPATE IN THE DEVELOPMENT OF SCOPE AND SEQUENCE.

PARENTS OF GIFTED WHO POSSESS EDUCATION EXPERTISE HELPED IN THE WRITING PROCESS.

CURRICULUM SPECIALISTS REVIEW THE PRODUCTS AND IDENTIFY WAYS THE GIFTED PROGRAM COULD EXTEND THE REGULAR CURRICULUM AND THEY ALSO SUGGEST WAYS TO PREVENT CURRICULUM OVERLAP OR REDUNDANCY.

DEVELOPMENT OF CURRICULUM GOALS TO ADDRESS DIFFERENTIATED CONTENT, PROCESS, AND PRODUCT EXPECTATIONS FOR GIFTED STUDENTS.
– PRESENT CONTENT THAT IS RELATED TO BROAD-BASED ISSUES, THEMES, OR PROBLEMS IN AN INTERDISCIPLINARY FORMAT.

– DEVELOP CRITICAL THINKING AND HIGHER-LEVEL THINKING SKILLS IN BOTH COGNITIVE AND AFFECTIVE AREAS.

– DEVELOP PRODUCTS THAT RE-DEFINE OR CHALLENGE EXISTING IDEAS – SUCH AS INCORPORATING NEW AND INNOVATIVE IDEAS.

– ENCOURAGE DEVELOPMENT OF SOUND RELATIONSHIPS, INCLUDING TOLERANCE OF HUMAN DIFFERENCES, RESPECTING OTHER’S NEEDS AND RIGHTS, AND RECOGNIZING CONTRIBUTIONS OF OTHERS.

EDUCATORS OF THE GIFTED
SHOULD ASSUME THE MAIN RESPONSIBILITY FOR WRITING CURRICULUM GOALS BUT SHOULD ARRANGE FOR MUCH INPUT FROM OTHERS, ESPECIALLY PARENTS
DEVELOPMENT OF TENTATIVE STATEMENTS OF GOALS TO SEND TO PARENTS, OTHER TEACHERS, ADMINISTRATORS AS WELL AS HOLDING MEETINGS WITH THESE GROUPS OF PEOPLE
ASKING THESE PEOPLE TO INDICATE THE EXTENT OF THEIR AGREEMENT OR DISAGREEMENT WITH THESE GOALS AND ASKING THEM TO LIST ADDITIONAL GOALS THEY BELIEVE IS IMPORTANT TO THE SUCCESS OF THE STUDENT.

HAVE THESE GROUPS MEET SO THEY MAY REVISE AND PRIORITIZE THESE GOALS.

THE WRITING TEAM (GIFTED TEACHERS)
WILL TAKE THE IDEAS FROM THE MEETING AND FORMULATE THEM INTO CLEAR GOALS FOR STUDENT OBJECTIVE OUTCOMES.

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