Gifted Education
Spectrum
Spectrum is the name given to the gifted education program at Wright City R-II Schools.
Spectrum serves qualifying gifted students in grades 2-8. In the elementary building, grades 3-5 meet one day a week for the
entire day. 2nd grade meets for a half day once a week. In the Middle School building, 6-8 grades meet one half day a week as well. The identification of students for this program follows closely the guidelines set by the State Department of Education.
Policy IGBB - AP (1)
Areas of emphasis in curriculum:
- Development of creative thinking and reasoning abilities through the use of inductive and deductive reasoning processes in making predictions and arriving at conclusions as well as in the production of original and unique ideas or products.
- Development of communication skills through presentations, both oral and written, for a variety of audiences.
- Development of skills needed to be an independent, self-directed learner responsible for decisions, choices, and evaluation related to projects.
- Personal and social growth through recognition of and responses to the strengths and needs of self and others.
Advice to a Parent of an Exceptional Child
Your gifted student will need support that may look different, but is no less important, than their peers. Active parenting, establishing a rapport with your child's teacher, showing them that you value education, seeking to understand the modern school system, supporting the school and district, setting high expectations, showing that practice and hard work are necessary and important, making yourself aware of school events, embracing failure as a learning opportunity, and fostering good habits and friendships are all shown by research to help your student take advantage of their gifts.
If you have any questions you may contact Mr. Johnson at shane.johnson@wrightcity.k12.mo.us
SOME LEARNING CHARACTERISTICS OF GIFTED CHILDREN
May V. Seagoe, Professor of Education-University of California at Los Angeles
CHARACTERISTICS
- Keen power of observation; naïve receptivity; sense of significant; willingness to examine the unusual
- Power of abstraction, conceptualization, synthesis; interest in inductive learning and problem solving; pleasure in intellectual activity
- Interest in cause-effect relations, ability to see relationships; interest in applying concepts; love of truth
- Liking for structure an order; liking for consistency, as in value systems, number systems, clocks, calendars
- Retentiveness
- Verbal proficiency; large vocabulary; facility in expression; interest in reading, breadth of information in advance areas
- Questioning attitude, intellectual curiosity, inquisitive mind; intrinsic motivation
- Power of critical thinking; skepticism, evaluative testing; self-criticism and self-checking
- Creativeness and inventiveness; liking for new ways of doing things; interest in creating, brainstorming, free-wheeling
- Power of concentration; intense attention that excludes all else; long attention span
- Persistent, goal-directed behavior
- Sensitivity, intuitiveness, empathy for others; need for emotional support and a sympathetic attitude
- High energy, alertness, eagerness; periods of intense voluntary effort preceding invention
- Independence in work and study; preference for individualized work; self-reliance; need for freedom of movement and action
- Versatility and virtuosity; diversity of interests and abilities; many hobbies; proficiency in art forms such as music and drawing
- Friendliness and outgoingness
CONCOMITANT PROBLEMS
1. Possible gullibility
2. Occasional resistance to direction; rejection or remission of detail
3. Difficulty in accepting the illogical
4. Invention of own systems, sometimes conflicting
5. Dislike for routine an drill; need for early mastery of foundation skills
6. Need for specialized reading vocabulary early; parent resistance to reading; escape into verbalism
7. Lack of early home or school stimulation
8. Critical attitude toward others; discouragement from self-criticism
9. Rejection of the known; need to invent for oneself
10. Resistance to interruption
11. Stubbornness
12. Need for success and recognition; sensitivity to criticism; vulnerability to peer group rejection
13. Frustration with inactivity and absence of progress
14. parent and peer group pressure and non-conformity; problems, of rejection and rebellion
15. Lack of homogeneity in group work; need for flexibility and individualization; need for help in exploring and developing interests; need to build basic competencies in major interests
16. Need for peer group relations in many types of groups; problems n developing social leadership
Curriculum
Below are listed each grade levels' focus for the year. These are in addition to Research to Action Projects, Problem Based Learning Math Situations, Debates, Dissection, Logic Exercises, Phenomena Discussions, Long-term Strategy Games, Instant Challenges, and Public Speaking Exercises.
-2nd Grade- Informational Report Project
-3rd Grade- Create-a-Creature and Ecosystem Research
-4th Grade- Culinary /Chemistry Project, Abstract Art Analysis and Creation Project
-5th Grade- Toothpick Bridge Engineering, Book Study
-6th Grade- Create-a-Country, All About Me
-7th Grade- Tabletop Roleplaying Simulation
-8th Grade- College/ Career Research, Stock Market Simulation