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Barrington Council for the Gifted and Talented (BCGT) is an organization
of parents and educators whose common purpose is to support gifted education in
District 220 by serving as a resource and advocate for gifted students, their
families and faculty.
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Community Unit School District 220
K-12 Gifted Program Goals and
Knowledge Skills
Goal 1: Students will develop the skills
to communicate effectively.
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Engage in Discourse.
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Experience communicating in a
variety of
modes: abstract, symbolic, visual, auditory
& kinesthetic.
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Interpret given
situations and choose ways
to communicate, e.g. objective, non-verbal,
non-judgmental, tactile, empathetic,
emotional discursive, intellectual, and
reflective.
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Goal 2: Students will engage in creative
processes as part of the learning experience.
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Develop attitudes and behaviors
that
enhance creativity, e.g. fluency,
inventiveness, flexibility, spontaneity,
originality, independence of thought,
elaboration, examination of patterns,
curiosity, linking of disparate concepts,
imagination.
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Demonstrate creativity in
development of responses/products.
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Understand that each discipline is
both an
art and a science.
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Goal 3: Students will engage in
risk-taking behaviors as part of the learning process.
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Engage in behaviors fundamental to
growth, e.g., delay closure, gratification,
challenge,
engage in experimentation, wonder, question, explore, create, stretch,
reveal, persevere.
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Evaluate the implications of
risk-taking, e.g. acceptance/rejection,
exhilaration/disappointment,
intimacy/alienation, success/failure, satisfaction/dissatisfaction,
constructive/destructive.
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Contribute to an environment that
fosters risk-taking, e.g. support exploration of ideas, value
integrity over popularity, develop sensitivity to feelings, respect
variability of interpretation, delay judgment.
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Goal 4: Students will gain awareness of
attitudes and behaviors that affect the development of unique abilities in
self and others.
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Develop behaviors and attitudes
that
enhance growth, e.g. intensity, freedom, experimentation, solitude,
humor,
achievement, sensitivity, perspective,
acceptance of limitations, creativity,
confidence, adaptability, playfulness,
collaboration.
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Develop strategies for dealing with
behaviors and attitudes that inhibit growth,
e.g. perfectionism, resistance to change, over-sensitivity,
intolerance,
underachievement, stress, feelings of
inferiority and superiority perfectionism, resistance to
change, over-sensitivity, intolerance, underachievement, stress,
feelings of inferiority and superiority "Discover what
they love to do."
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Evaluate the benefits and
consequences of cooperation and competition.
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Goal 5: Students will
appreciate the richness and complexity of the learning process. Explore
the inter-relatedness of content.
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Recognize and accept the divergent,
transitory, and complex roles of mentors.
Realize that some academic pursuits require a long-term commitment
Recognize a variety
of learning styles.
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Engage in the
pursuit of learning through
communal, solitary, reflective, interactive multi-sensory, and
interdisciplinary
activities.
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Realize that learning involves
diligence and
struggle.
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View learning as exploratory,
spontaneous, hypothetical, intuitive, and tentative.
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Goal 6: Students will
participate in the learning process and evaluate the nature and degree of
their involvement.
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Be aware of one's style of learning,
accept
conflict and ambiguity, engage in inquiry.
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Analyze problems and search for
multiple
solutions.
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Seek help from appropriate
resources.
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Propose alternatives to meet
objectives.
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Demonstrate long-term commitment.
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Goal 7: Students will develop and
periodically extend their personal understandings of the
essence of a discipline.
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Explore themes, issues, problems
through broad-based, cross-cultural perspectives.
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Develop confidence and desire to
follow
complex ideas to their logical ends.
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Understand the dynamic nature of
paradigms.
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Analyze the effects
of processes, trends, and personal experience upon the development
of new paradigms.
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Goal 8: Students will
develop awareness of self in relationship to others in their family, school,
community, country and world.
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Demonstrate respect for the
uniqueness of
self and others.
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Consider multiple
and conflicting ethical
implications of given issues, trends,
experiences, and actions.
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Demonstrate regard for the fragility
and
vulnerability of life.
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Demonstrate regard for the inherent
nobility
and dignity of all life.
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