Levels of Service Approach
Michael HinsonDavid Surrett - Lesmes
Background
Levels of Service: Talent Development Approach is an educational framework developed by Treffinger and Selby that focuses on providing appropriate learning opportunities to students based on their individual needs and abilities. The approach offers four levels of service for enrichment, enhancement, and acceleration. The Levels of Service approach recognizes that not all students learn at the same pace or have the same abilities. By providing personalized learning opportunities, the approach aims to help students reach their full potential and maximize their learning outcomes.
This approach argues that "giftedness" is a qualitative, rather than a quantitative. Human cognitive abilities change and develop over time, and different abilities mature, change, and decline. The giftedness of a student should be viewed as a "collage" of strengths and talents that develops over time. As a result, defining giftedness based on a single score (IQ test) or cutoff point is insufficient. Instead, a more comprehensive approach is needed to recognize the complexity and multifaceted nature of talents and serve the needs of the students.
Instructional design, Individualization and Diferentiation
Style-based Instruction
Expanding conception of intelligence and talents
Productive Thinking
Trends that influence the LoS
Educational Effectiveness and Improvement
Personal & Affective Factors
Gifted Education and Talent Development
Enviromental and Contextual Factors
Autonomy and Self-Direction
Check 01
Which of the trends that support LoS do you consider to be the most influencial? Why? Waterfall In the chat ...
Structure of the model
The Levels of Service model seeks to enhance the educational program being offered to all students instead of providing a specific class period or subject to a select group of students. It is designed to allow all students opportunities to explore their different talents and interests, while reframing gifted education from “who qualifies and who does not” to a program that allows teachers and educational specialists to adjust to the varying needs of their students. The Levels of Service model uses a four level identification structure that narrows down what work students receive based on their interests and abilities within a certain domain or topic. The purpose of the four levels is NOT for students to progress through all four levels, but rather provide a guideline for the intensity and rigor of the activity or lesson a student receives, and the specialization required on part of the faculty.
It is important to note that Level I and II activities may also provide an excellent “window” for discovering or observing needs for Level III and IV.
1. Level I: Exploration
·Students in this level are introduced to a wide range of topics and experiences to help them discover their interests and strengths. ·Examples of activities include music lessons, art classes, and science experiments. Differentiating Basics
Level 2: Skill development
Students in this level work on developing specific skills related to their interests or talents. Examples of activities include advanced music lessons, photography workshops, and writing seminars. Effective Acceleration Appropriate Enrichment
Level 3: Advanced Skill Development
05
Students in this level have already developed a high level of skill and need more challenging opportunities to further develop their abilities.Examples of activities include research projects, competitions, and mentorship programs. Independent, Self-Directed Learning Personal Growth and Social Development
Level 4: Leadership and Service
Students in this level have developed skills and abilities that can be used to benefit their community.Examples of activities include service projects, leadership roles, and internships. Career Exploration with a Futuristic Perspective
<nombre>4</nombre>
<script></script>
Sort these activities under the corresponding level.
Check 02:
Field trips, guest speakers, learning centers.
Subject acceleration, advance classes, online supplement.
Optional project, extra curricular activities, language offerings. Student council.
Independent research project, acceleration of grade level, HS or College courses.
Why would this model be helpful in meeting the learning needs of gifted students in K-12?
This model is helpful because its purpose is to improve education for all students first, while providing an avenue for gifted students to flourish as well.
It does not isolate or separate students as into distinct “learning identities”, but responds to the varying needs of students.
It is supposed to respond to students growth and achievement over time instead of a “snapshot” of a students capabilities through one test.
It is meant to promote communication between teachers and specialists.
Conclusion
This model is helpful because its purpose is to improve Levels of Service approach is not a one-size-fits-all model, but rather a personalized approach to learning that recognizes the diversity of student needs and abilities. By providing tailored learning opportunities to students, the Levels of Service approach aims to maximize student learning outcomes and foster engagement and motivation.Overall, the Levels of Service approach is a contemporary approach to talent development that promotes personalized learning and recognizes the importance of differentiation in education.
References:
Levels of Service (LoS): A Contemporary Approach to Programming for Talent Development: http://www.creativelearning.com/~clearning/images/freePDFs/ContempApproach.pdfSt. Odilia Enrichment Program: https://www.stodilia.org/cms/lib/MN02226726/Centricity/Domain/120/St.%20Odilia%20Enrichment%20Program%20.pdf
Levels of Service
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Created on February 27, 2023
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Transcript
Levels of Service Approach
Michael HinsonDavid Surrett - Lesmes
Background
Levels of Service: Talent Development Approach is an educational framework developed by Treffinger and Selby that focuses on providing appropriate learning opportunities to students based on their individual needs and abilities. The approach offers four levels of service for enrichment, enhancement, and acceleration. The Levels of Service approach recognizes that not all students learn at the same pace or have the same abilities. By providing personalized learning opportunities, the approach aims to help students reach their full potential and maximize their learning outcomes.
This approach argues that "giftedness" is a qualitative, rather than a quantitative. Human cognitive abilities change and develop over time, and different abilities mature, change, and decline. The giftedness of a student should be viewed as a "collage" of strengths and talents that develops over time. As a result, defining giftedness based on a single score (IQ test) or cutoff point is insufficient. Instead, a more comprehensive approach is needed to recognize the complexity and multifaceted nature of talents and serve the needs of the students.
Instructional design, Individualization and Diferentiation
Style-based Instruction
Expanding conception of intelligence and talents
Productive Thinking
Trends that influence the LoS
Educational Effectiveness and Improvement
Personal & Affective Factors
Gifted Education and Talent Development
Enviromental and Contextual Factors
Autonomy and Self-Direction
Check 01
Which of the trends that support LoS do you consider to be the most influencial? Why? Waterfall In the chat ...
Structure of the model
The Levels of Service model seeks to enhance the educational program being offered to all students instead of providing a specific class period or subject to a select group of students. It is designed to allow all students opportunities to explore their different talents and interests, while reframing gifted education from “who qualifies and who does not” to a program that allows teachers and educational specialists to adjust to the varying needs of their students. The Levels of Service model uses a four level identification structure that narrows down what work students receive based on their interests and abilities within a certain domain or topic. The purpose of the four levels is NOT for students to progress through all four levels, but rather provide a guideline for the intensity and rigor of the activity or lesson a student receives, and the specialization required on part of the faculty.
It is important to note that Level I and II activities may also provide an excellent “window” for discovering or observing needs for Level III and IV.
1. Level I: Exploration
·Students in this level are introduced to a wide range of topics and experiences to help them discover their interests and strengths. ·Examples of activities include music lessons, art classes, and science experiments. Differentiating Basics
Level 2: Skill development
Students in this level work on developing specific skills related to their interests or talents. Examples of activities include advanced music lessons, photography workshops, and writing seminars. Effective Acceleration Appropriate Enrichment
Level 3: Advanced Skill Development
05
Students in this level have already developed a high level of skill and need more challenging opportunities to further develop their abilities.Examples of activities include research projects, competitions, and mentorship programs. Independent, Self-Directed Learning Personal Growth and Social Development
Level 4: Leadership and Service
Students in this level have developed skills and abilities that can be used to benefit their community.Examples of activities include service projects, leadership roles, and internships. Career Exploration with a Futuristic Perspective
<nombre>4</nombre> <script></script>
Sort these activities under the corresponding level.
Check 02:
Field trips, guest speakers, learning centers.
Subject acceleration, advance classes, online supplement.
Optional project, extra curricular activities, language offerings. Student council.
Independent research project, acceleration of grade level, HS or College courses.
Why would this model be helpful in meeting the learning needs of gifted students in K-12?
This model is helpful because its purpose is to improve education for all students first, while providing an avenue for gifted students to flourish as well.
It does not isolate or separate students as into distinct “learning identities”, but responds to the varying needs of students.
It is supposed to respond to students growth and achievement over time instead of a “snapshot” of a students capabilities through one test.
It is meant to promote communication between teachers and specialists.
Conclusion
This model is helpful because its purpose is to improve Levels of Service approach is not a one-size-fits-all model, but rather a personalized approach to learning that recognizes the diversity of student needs and abilities. By providing tailored learning opportunities to students, the Levels of Service approach aims to maximize student learning outcomes and foster engagement and motivation.Overall, the Levels of Service approach is a contemporary approach to talent development that promotes personalized learning and recognizes the importance of differentiation in education.
References:
Levels of Service (LoS): A Contemporary Approach to Programming for Talent Development: http://www.creativelearning.com/~clearning/images/freePDFs/ContempApproach.pdfSt. Odilia Enrichment Program: https://www.stodilia.org/cms/lib/MN02226726/Centricity/Domain/120/St.%20Odilia%20Enrichment%20Program%20.pdf