1. Gifted Curricular Models Study guide by Nathan Thompson (Informed by NM Gifted Ed Tech Manual)

2. Tech Assistance Manual ALM MCTCT CoRT Parallel Curriculum Problem-Based Learning Project-Based Learning Operation Houndstooth Three-Ring Conception of Giftedness Triad Enrichment Model SOI William and Mary ICM

3. Areas of Giftedness Application Self Understanding Interpersonal Skills Thinking Skills Creativity Interest Development Communication Skillls Skills of an Independent Learner Advanced Knowledge Future Studies

5. ALM Developed to meet the needs of diversified cognition, emotional and social needs Created by ___________ and _________ Emphasizes five areas: – O – I_________ D_________ – E_________ – S_________ – I__-D_______ S______

6. Autonomous Learner Model Developed to meet the needs of diversified cognition, emotional and social needs Created by Betts and Kercher Emphasizes five areas: – Orientation – Individual Development – Enrichment – Seminar – In-Depth Seminar

7. MCTCT Created by ________ ________ Also known as “_________ Unlimited”, a product of the National Diffusion Network of the U.S. Dept of Education Includes five “talent” areas: – P_______ T________ – C____________ – P_________ – D_______-M_______ – F_________

8. Model of Creative Thinking and Critical Thinking Created by Calvin Taylor Also known as “Talents Unlimited”, a product of the National Diffusion Network of the U.S. Dept of Education Includes five “talent” areas: – Productive Thinking – Communication – Planning – Decision-Making – Forecasting

9. CoRT Thinking Programme Created by E______ de ____ “Thinking is a skill that is practical and objective,” according to Thompson (2012). Emphasis on learning how to think: – G________ – C________ – O________ – C_________

10. Cognitive Research Trust Thinking Programme Created by Edward de Bono “Thinking is a skill that is practical and objective,” according to Thompson (2012). Emphasis on learning how to think: – Generatively – Creatively – Operationally – Constructively

11. P____ C_____ M____ F__ interrelated designs: – C___ – C______ – P_____ – I______

12. Parallel Curriculum Model Four interrelated designs: – Core – Connections – Practice – Identity

13. Problem-Based Learning When students _________this approach is i_____-based approach to learning.

14. Problem-Based Learning When students actively make the problem this approach is inquiry-based approach to learning.

15. Project-Based Learning Student-centered Problem-based Inquiry-based

16. O_____ H____ Intervention Theory about Social Capitol Study of how n_______ f_____ contribute to the development of giftedness O_____, C______, R______, S_______, E_____, V_____ Includes six methods for teaching these “values”

17. Operation Houndstooth Intervention Theory about Social Capitol Study of how nonacademic factors contribute to the development of giftedness Optimism, Courage, Romance, Sensitivity, Energy, Vision Includes methods for teaching these “values”

18. Three-Ring Conception of Giftedness Developed by Renzoulli Three clusters: – Above average ability – Task commitment – Creativity

19. Three-Ring Conception of Giftedness Developed by R______ Interaction necessary for creative-productive accomplishment Three clusters: – ____________

20. T___ E____ M______ Developed by R______ T____ types of enrichment activities used to: – M_____ – Develop H_____ L_____ T_____ – “______” Investigations and Problem Solving

21. Triad Enrichment Model Developed by Renzoulli Three types of enrichment activities used to: – Motivate – Develop Higher Level Thinking – Real World Investigations and Problem Solving

22. Structure of Intellect (SOI) Developed by J.P. Guilford in 1967 Emphasis: Thinking Skills, Creativity, Communication Skills Two components: – Indentification – Instructional Support

23. Integrated Curriculum Model (William and Mary) Three dimensions: – Advanced Content – High Level Processes and Product Development – Interdisciplinary Concepts, issues and themes Areas of giftedness (from Tech Manual table): – Thinking skills, creativity, communication, Independent Learner skills, advanced knowledge