Search

Described in the curriculum guide is the SPARK (Seeking Purposeful, Analytical, Realistic Knowledge) Program designed for gifted and talented students in grades 6-12 in Calcasieu Parish (Louisiana). In an introductory section, brief segments cover such program elements as background, philosophy, rationale, goals, teacher and student objectives, and grading. A daily log of activities is provided in a section on staff training. A third section includes information on identifying characteristics of giftedness, procedures for identification and placement of students; sample forms used for screening and placement; and a sample student interest inventory record. A section on differentiated curriculum and instruction includes information on the following: curriculum, B. Bloom's Sequential Classification of Question Cues, J. P. Guilford's Structure-of-Intellect Model, William's model for implementing cognitive-affective behaviors in the classroom, behavior strategies, teacher questioning techniques, special features of the program, resource people, inservice training, policies, parental and community involvement, and communication and dissemination. A large part of the above section is devoted to microcourses and activities involving such areas as creative writing, logic reasoning, and research processes. Also provided are tables on and forms for program and student evaluation; professional bibliographies; and lists of films related to the gifted child, parent resources, resource people for gifted programs, gifted and talented consultants in state education agencies, and instructional materials. (SBH)

Provided is information on the activities and curriculum of the SPARK (Seeking Purposeful, Analytic, Realistic Knowledge) Primary Gifted Program in Calcasieu Parish (Louisiana). The first major section of the document includes brief segments on the program's philosophy and rationale, definition of gifted and talented youth, identifying characteristics of giftedness, identification and placement, forms used for screening and placement, teacher questioning techniques, special features of the program, and schedule of classes. The bulk of the document is devoted to information (which includes purpose, suggested time, procedure, extended activity, and materials) on curriculum activities in the following areas: language arts, social science, math, science, music, and art. Also provided are a list of materials used in first grade gifted SPARK classes; information on inservice training, parental and community involvement, communication and dissemination, and evaluation; sample evaluation forms; and a table showing results from evaluation of program components. (SBH)

Presented is the curriculum guide for primary grade gifted and talented students in Calcasieu Parish, Louisiana. Introductory information includes information on program philosophy, rationale, definition of giftedness, goals of the program, identifying characteristics of giftedness, identification and placement, rationale for curriculum development, B. Bloom's sequential classification of question cues, J. Guilford's structure-of-intellect model, the teaching/learning model, teacher behaviors, pupil behaviors, inquiry processes, teacher questioning techniques, value clarification, field trips, resource persons, and student notebooks. The major portion of the document provides a detailed curriculum guide for both grades 1 and 2 in the curriculum areas of language arts, social science, math, science, music, and art. Specific activities are usually discussed in terms of purpose, suggested time, content, procedure, materials, evaluation, and extended activities. Appendixes provide such information as materials used in the program, inservice training, parental and community involvement, policies, funding, and future plans. (DB)

Presented is the curriculum guide for upper elementary and secondary gifted and talented students in Calcasieu Parish, Louisiana. Introductory material provides information on such areas as definition of giftedness, program goals, grading, staff training, identification of gifted students, and the differentiated curriculum. Most of the guide consists of microcourses and activities with such titles as "Life and Death", "Grades--What's So Important About Them Anyway?", "Foodingo", "Our City", "Forestry", and "Perception". Additional information is provided on resource people, parental and community involvement, inservice training, and program evaluation. A bibliography lists professional books and films, and books for parents. Also given are a list of resource persons for gifted programs, a list of state consultants for gifted programs, and a list of instructional materials. (DB)