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The Executive Summary
Mike has designed a graphic that will aid in illustrating the level of services approach. According to Mike, different levels of service should be used to address individual needs of students in grades k-12. The levels of service are designed in such as way the individual needs and requirements of the students are addressed.
Introduction
Talent development programs enable students to identify their talents early. Timely identification of talents will lead to their full exploitation (Gallagher, 1994). This will enable a child to excel in life. In that case, it is important to ensure that effective programs are put in place. A talent development program is a program that facilitates the identification of talents in children.
Literature Review
Levels of Service
Level 1
Level 1 entails the development of talent. This level concerns all students. The goals that have been drafted by Mike and his team indicate that the program promotes the development of talent in all children. This level ensures that all students acquire essential skills that are necessary for learning. This entails the acquisition of skills such as thinking skills. Learning will be facilitated by field trips and invitation of quest speakers.
Level 2
The second level encourages the provision of unique learning experiences to children. It is important to understand that different children have different learning requirements and needs. It is therefore important to address individual needs while giving training assistance to students. One of the goals that were drafted by Mike advocates for the provision of services to students basing on their individual needs. Students will also be equipped with problem solving skills. They are also encouraged to join groups that interest them.
Level 3
The third level focuses on the provision of assistance to gifted children basing on their abilities, skills, interest and knowledge. Children portray a wide variety of talents. It that case, it is important to offer assistance to the children by considering their abilities and potentials. As students advance in learning process, they begin to show interest in specific areas of study. Therefore, students should be encouraged to pursue courses which they are best suited to pursue.
Level 4
Students should receive training that match with their needs. There are various tools that can be used to evaluate the needs of a child. Once the needs have been accurately identified, the next step is to provide specialized attention to the children. According to the definition of giftedness, various potentialities demand specific education programs. Therefore, different approaches should be used in addressing the specific talent development requirements that students have.
Analysis
Mikes plan is comprehensive and representative. All needs of the gifted students are addressed fully. This is how the plan will look like:
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Level 1 All students will be taken through learning basics. They are given basic skills that prepare them for future levels of study.
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Level 2 Depending on a students ability, he/she is taken through lessons that are related to his/her interests and hobbies. This level is in harmony with the goals that were drafted by the team.
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Level 3 students who manage to excel in level 2 are given advanced assistance.
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Level 4 Students are given advanced training and mentorship. The students are encouraged to tackle independent inquiries on various disciplines (Renzulli, 1976).
Conclusion
The plan sufficiently gives a connection between the various levels of giftedness that students have. All grade levels have been fully addressed.
References
Gallagher, J. J. (1994). Teaching the gifted child (4th ed.). Boston: Allyn and Bacon.
Renzulli, J. S. (1976). Scales for rating the behavioral characteristics of superior students. Wethersfield, Conn.: Creative Learning Press.
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