1. 2009 - 2010

2. Our Population At Jones about half of the third - fifth grade students are GATE certified. In order to accommodate their needs, all teachers in the upper grades hold GATE credentials, and all classes are GATE classes. Classes are structured using these SDUSD GATE Models: A (Traditional Cluster) – grade 3 B (Diversity Cluster) – grades 3, 4, 4/5, 5 C (Collaborative Cluster) - 3/4/5 LD Seminar – 4/5

3. Curriculum Differentiation California mandates that curriculum and instruction for gifted learners be differentiated, or adjusted, in: DEPTH, by venturing farther, and more elaborately into the area under study. COMPLEXITY, by broadening understanding: making connections between, within, and across subjects and disciplines. NOVELTY, by gaining understanding of a subject in an individualized manner. ACCELERATION, by quickening the pace of instruction and providing more sophisticated resources for learning.

4. Strategies for Differentiation Curriculum may be differentiated and/or enriched for gifted learners using strategies such as: Curriculum Compacting Depth/Complexity ICONS/Content Imperatives Tiered Lessons Problem-Based Learning Parnes Problem Solving Socratic Seminar Independent Study Kohlberg Taba Learning Centers

5. Definitions of Strategies Curriculum Compacting: Students test out of material they have already mastered and free up time for independent study. Icons for Depth and Complexity: Students use specific symbols that are associated with elements of depth and complexity to examine content in a more critical fashion Tiered Lessons: Students work on a specific skill within assignments in a modality that accommodates their specific levels of need. Problem Based Learning: Students explore a problem or situation by building an hypothesis, consulting information, constructing solution products, and debriefing in order to deepen their understanding of concepts. Socratic Seminar: Students seek a more in-depth understanding of complex ideas through rigorous dialogue rather than memorizing information.

6. Definitions of Strategies Independent Study: Student and teacher identify a topic of interest to the student. A plan for investigation and product is defined. Kohlberg: Students examine moral dilemmas through class discussion and individual reasoning in order to reach an understanding of universal ethical principles and their application to real life problems. Taba: Students engage in discussion using a specified format of inductive reasoning in order to develop higher levels of thinking in the areas of concept development, interpretation of data, application of generalizations, and resolution of conflict. Parnes Problem Solving: Students generate a variety of alternatives to solving a problem before selecting and implementing a solution. Learning Centers: Students are given access to stations (or collections) where they may explore topics or practice skills in greater depth or at a higher level than required by the curriculum.

7. Examples of projects employing the strategy of Independent Study may be viewed by clicking on the links that follow.