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Bringing out Head Start Talents (BOHST). Talent Programming

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Bringing out Head Start Talents (BOHST). Talent Programming DOCUMENT num ED 279 114 EC 191 369 AUTHOR Amundeen, Jane; And Others TITLE Bringing Out Head Sta:t Talents (BOAST). Talent Programming. INSTITUTION Illinois Univ., Urbana. Inst. for Child Behavior and Development. SPONS AGENCY Administration for Children, Youth, and Families (DNNS), Washington, D.C. PUB DATE 85 NOTE 365p.; For project final report, see EC 191 364; for project training materials, see EC 191 365-369. Printed on colored paper. AVAILABLE FROMDiaabled Citizens Foundation, 1304 W. Bradley, Champaign, IL 61821 ($15.95; shipping add 10%, handling add $1.00). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Achievement Rating; Class Activities; *Gifted; *Individualized Education Programs; *Lesson Plans; Preschool Education; *Skill Development; Student Evaluation; *Talent; *Talent Development IDENTIFIERS. Bringing Out Head Start Talents; *Project Head Start; Talent Education Plan ABSTRACT Designed for preschoolers identified as talented by the Bringing Out Head Start Talents (BOHST) project, the small-group lessons contained in this manual focus on nine areas of talent programming and are presented in color-coded sections: creative, intellectual, leadership, art, music, reading, math, science, and psychomotor talent development. Four skills are targeted for development in each of the nine areas (e.g., for intellectual talent: problem solving, remembering, communicating, and seeing relationships). Lesson plans in each contentarea contain an introduction, three initial activities (witha list of materials, targeted skill areas, and step-by-step instructions), andseven continuing activities. Assessment questions basedon objectives for each.of the four skill areas are included, andanswers are recordr.i on a Talent Assessment Record used in planning the continuing activities and in designing A Talent Education Plan (TEP) foreach identified child. Sample TEPs and a sample end-of-the-year talent report (sent on to the child's next teacher) are included. (JW) . *********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * *********************************************************************** U I ORPAIHIIIIN1Of 1Il0C111)04 t Ph 0 1.14,0 040.0 0104114 000 1040004M t It' It At fit tioutict§. Off f)tiMAiiON CktIlk HffiloCi 0,0 40,..1 riot optoi.1,. 04 .4 loom MB t't.t-,0 Mu Slo.R .1 ki,fi.1 6 1-646111011 041* 410" '41116/0 III 1161164p 0606 +WA/ it044oy* 10114.0,0 416110 0411,4 ilst 9 9,00 90 010 41,11141kOlii. OW 04014 {4llO 101 N I it 04 004.1,0, p MIL Bringing Out Head Start Talents Talent Programming "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Merle B. Karnes TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (EPIC)." 2 BEST COPY AMAMI OIL BrIngIng Out Head Start Talents Dr. Marla B. Kaman, Director Jane Amundean 4nd Tailli4 Cohan,Coordinators Dr. Lawrence J. Johnson, Evaluator Institute for Child Bahavior andDevelopment University of Illinois Urbana-Champaign, IL 61801 1984-85 Materials written/adapted by: Jane Amundsen, Linda Berg, TsiviaCohen Margaret ?atten, Beverly Lawman Format designed by: Taivi4 Cohen Organized and ecated by: Jane Amundsen, Laurie Braeile,Tsivia Cohen, Linda Flynn Partially funded by: U.S. Department of Health and HumanServices Office of Human Development Services Administration for Children, Youzh,and Families 3 PREPACK You now know which children nem to heve Wants in thenine gime die- cueaed in the workohope. Just knowing who'n who can makeyou more aware of what you do--and don't do..-in ouch ofthe talent arena. The next tacit) ie to make aura the children gat the opportunities andexperienceo in their own talent area that can make a difference. Programming needo to be both broad in ecope go that we do not limit children andindividually tailored oo the children gat what will work beat for ouch of them. Thie manual ie put together to allowyou to take 4 cloeer look eo you begin to work with the children you've identified. It includee oamplee of all the muteriale you need to implement thethird otep of the BUNT Project, talent programming. In the Programming Muteriale aectionare all of the forme needed to implement talent programming for the identifiedchildren. The re- minder of thin manual Le divided into ninecolor-coded solutions of activitiee designed to foster the development of enchtalent area. Altogether, there are tan aetivites for each ofthe talent areas, all of which follow the same format. Rather than put each child through4 long deride of diugnoetic taste, these activitiesare oat up so that you can 444 44 you are teaching how each child Le doing in fourrelated skill areas within their talent area. The right-hand aide includes aeeeeementquestions bailed on objectives for that skill area. These are thu questionsyou need to auk to fill out an initial calent assessment and to monitor howthe child is doing. Tho left-hand side has the meat of the activity--whatyou do and say. The lessons are designed for emailgroups of two-fiVe children. Not all the children in thegroups need to be talented in the area youar,1 teaching to benefit from the activities.However, it ie 4 good idea to choose children who show ability to intereet in thetalent area. After you have completed the Talent AssessmentRecord for the first three talent activities, you need to schedulea break in the action to sit back and plan some strategies, Using tho information fromyour work with the child up to that point, you and the trainer will plan together thebest way both to proceed with the rest of the activities andto work with that child at other times. By writing an individual Talent Education Plan (TEP)for each identi- fied child, you will be designingan educational program which will best moet the needs of the child. Furthermore, to facilitate the continued develop- ment of the identified child's skills. and End-of-the-YearTalent Report is completed and sent on to the child's next teacher. Which of us grows up to produce great thingsdepends not only on talent but on luck. By providing experiences that nurture children'stalents we eon make them a little more lucky. By programming for talents,you can give the children those critical experiences that mikt,a difference in what they can and will become. 4 1 CONTENT3 Pda4 INTELLECTUAL TALENT (Beige) Table of Contents 5 Introduction 7 Initial Activitiao 9 Continuing Activitiiu 15 CREATIVE TALENT (Gold) Table of Contenta 31 Introduction 33 Initial Activitiaa 35 Continuing Activities 41 LEADERSHIP TALENT (Groon) Table of Contente 57 Introduction 59 Initial Activition 65 ARTISTIC TALENT (Tan) Table of Contents 79 Introduction 81 Initial Activitieo 83 Continuing Activities 89 MUSIC TALENT (Yellow) Table of Contents 103 Introduction 105 Initial Activities 107 Continuing Activities 115 5 3 CONTrNTO (Continuod) 1440:0 READING TALENT (Pink) Table of Contente 1;09 Introduction . 4 1)1 Initial Activities 143 Continuing Actties 141 MATH TALE3T (Blue) Table of Contents 157 Introduction 159 Initial Activitiea 161 Continuing Actikfities 167 SCIENCE TALENT (Gray) Table of Contents 183 Introduction 185 Initial Activities 167 Continuing Activities 195 PSYCHOMOTOR TALENT (fluff) Table of Contents 209 Introduction 211 Initial Activities 213 Continuing Activities 219 PROGRAM MATERIALS (Whita) Tablet of Contents 233 Talent Assessment Records 235 Talent Education Plan 255 End-of-the-Year Talent Reports 261 6 INTELLECTUAL TALENT INTET_t TVA TALENT ACM ?IVA Poo INMODUCTION ..... ........OttPPS 0 S INITIAL ACTIVITIES Shopoo of ingo . ....... , e0114ti n 4,114tiono 110141114 WeltOf.......... 0001111* 0S$.,.13 CONTINUING ACTIVITIES Animal Frtonda 15 or NolSnow , ************* ......***17 SIN@ N4 Up 19 Playing 0,49420 22 P4ILL@Ft14 24 Whoeo Noxt 27 Ono INdo, Throo 29 8 Introdoctioo writurcmt,TuotT Th4 411.1t140 10 :Olio soction4ro donisnod tor tho chtDiroa you Novo idontifiod 40 booing intollactool talon(' Thoso childran hovo particular ChafaCtaf14t1c0 that will W4 tho lootona cholionolos 4114 tun for thon$ nomoly, choir ability ond &giro to both gothornow information And to or- geontio and uao what thoy know. Tho activition aro brokon into four 011141'444 that 4f4 oanontial to tho dovolopmont of intolloctual taloot, allowinsyou to osomino tho child'a porformanco whilo yoo af0 teaching oach activity. Naturally, 4 talonto4 4=h114 14 going to oarn slowing marko in 4004 Pt thou@ 41114f4A44 probably tho onos that mood you to pick hiss or hor from all thof44t 44 1.0t4114Ctitally talontod. On tiro othor hand, croon 4 talontod child will 4truagloor bo load intoroatod in othor @kill aroao, porhapa nooding4004 oxtra bolo or oncouraaomont in theao arena. by uatn tho rtrat throo l0000no 40 your ini4a1a0000tmont, yeu can ft4t 4 protty pod idoa of which skill af440aro atrong and which 4f444 aro wtak. You can thon doviao a plan (oithor at tho TEP nootinsor on your own) of ways to modify both tho activitivo andyour daily coaching to slim tho child tho boat dodo Of talrOt programming. The romotning mown lonaona aro alao organ- isod Olio way, so you c40 koop on eyoon how tho child iv doing in thoao four 4f440 44 you coach tho activities. Tho four akin areas for intelloctual Wont shouloc004 40 no aurpriao ainco they aro cloaely rolotod to tho charoctoriaticayou usod to idontify tho childron. Each of thaw, 411/44 14 doscribed in brief below. tatittaillktEls tho ability to figura things out; focuoins an 4 problon, thinkins up lots of solutions,and aelocting tho boatono. Romomboring - the ability to rocall information; devoloping an officiont storago and retrieval system for things experiencod both during this lesson and in the'. past. Communicatins - the ability to explain; 4t4E1A4 ideaa in agar and incur- oatins ways. Sooing relationshipo - tho ability to sec difforoncea, aimilaritioa,and connoctiona; recognicin3 how things do or do not rit togethor. While intellectual talent underlies all tho other talentareas tO 4000 extent, it is 4140 a separate sat of abilitiel at whichvote children will excel.
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