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    The Catalyst Model

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    The Catalyst Model is a resource consultation and collaboration approach to gifted education developed by Mary Slade. It involves gifted education specialists working with classroom teachers to plan and provide differentiated instruction for gifted students. Specialists may co-plan, co-teach, or provide follow up support to classroom teachers. The model emphasizes flexible grouping of gifted students, regular planning time for teachers, and administrative support. It has been implemented successfully in Charlotte-Mecklenburg Schools by having gifted and classroom teachers collaborate daily to increase instruction for gifted students within the regular classroom.

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    The Catalyst Model

    Uploaded by

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    291 views8 pages
    The Catalyst Model is a resource consultation and collaboration approach to gifted education developed by Mary Slade. It involves gifted education specialists working with classroom teachers to plan and provide differentiated instruction for gifted students. Specialists may co-plan, co-teach, or provide follow up support to classroom teachers. The model emphasizes flexible grouping of gifted students, regular planning time for teachers, and administrative support. It has been implemented successfully in Charlotte-Mecklenburg Schools by having gifted and classroom teachers collaborate daily to increase instruction for gifted students within the regular classroom.

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    The Catalyst Model is a resource consultation and collaboration approach to gifted education developed by Mary Slade. It involves gifted education specialists working with classroom teachers to plan and provide differentiated instruction for gifted students. Specialists may co-plan, co-teach, or provide follow up support to classroom teachers. The model emphasizes flexible grouping of gifted students, regular planning time for teachers, and administrative support. It has been implemented successfully in Charlotte-Mecklenburg Schools by having gifted and classroom teachers collaborate daily to increase instruction for gifted students within the regular classroom.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    291 views8 pages

    The Catalyst Model

    Uploaded by

    api-237403122
    The Catalyst Model is a resource consultation and collaboration approach to gifted education developed by Mary Slade. It involves gifted education specialists working with classroom teachers to plan and provide differentiated instruction for gifted students. Specialists may co-plan, co-teach, or provide follow up support to classroom teachers. The model emphasizes flexible grouping of gifted students, regular planning time for teachers, and administrative support. It has been implemented successfully in Charlotte-Mecklenburg Schools by having gifted and classroom teachers collaborate daily to increase instruction for gifted students within the regular classroom.

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    The Catalyst Model

    Resource Consultation &


    Collaboration in Gifted Education
    Presentation by: NaTasha Pennywell and Allison Kerley
    Open this Presentation: bit.ly/catalystmodel

    Background

    Mary L. Slade,
    Ph.D.

    Developed by Mary L. Slade

    Consultant base approach to gifted education

    Based on Blooms Hierarchy, the *Pinnacle Model (Seligman), and


    the idea of differentiation

    *Link to information about the


    Pinnacle Model (pgs 39-40)

    How it Looks in the Classroom


    Special Populations of Gifted Learners

    Low populated schools in Rural areas

    The Basic Structure of the Model

    Gifted teacher plans and directs differentiated learning


    activities for pull-out sessions that complement the
    regular education curriculum

    Gifted education specialist and classroom teacher


    share responsibility for student learning

    Student Grouping:

    homogenous
    cluster-grouping
    inter/intraclass grouping
    7 - 10 gifted students in one or more classrooms

    Collaboration & Consultation Components


    Co-Plan

    Follow-Up

    Co-Teach

    These processes involve the gifted education specialists, the classroom teacher, and any support
    personnel working cooperatively to provide differentiated education to gifted learners.

    10 Non-negotiable Rules:

    Flexible pacing

    Flexible grouping, including pull-out

    Regularly scheduled planning time (short/long


    term)

    Voluntary participation in problem-solving

    Staff development related to model


    implementation and curriculum differentiation

    Continuation of support for direct service delivery


    for gifted learners with gifted education expertise

    Administrative support through advocacy,


    validation, and maintenance

    Documentation of consultation activities

    Low ratio of gifted education specialists to


    number of colleagues involved in collaborative
    efforts (approx 1 - 15)

    Participation of gifted education specialist who


    possesses expertise in the field

    Pros

    Cons

    How does this help meet the needs of gifted students?

    Cost effective

    Less elitist

    Spill-over effects

    Gifted and general education are related,


    connected and integrated.

    High achieving students receive more


    challenging tasks within the classroom.

    Research shows students receive three times


    the amount of services compared to pull-out,
    once a week program.

    What is challenging about implementing this


    model?

    Traveling from school to school may result in


    ineffective consultants

    Whole-school buy-in is needed

    10 non-negotiables

    Charlotte-Mecklenburg Schools
    Gifted Students are gifted all the time, not just 90 minutes a week.

    Evidence of this model being used:

    All elementary schools in Charlotte Mecklenburg Schools implement this model

    Classroom and gifted teachers plan and work together to increase daily instruction for students.

    Gifted teacher helps classroom teacher differentiate the basic curriculum by providing more incomplex and/or accelerated activities for students working at a higher level

    No set schedule: Gifted teachers may push-in, pull-out, or provide resources to classroom teacher

    See more at: Charlotte-Mecklenburg Schools TD Catalyst Program

    Discussion Questions
    After taking a closer look at the information in the presentation, discuss the following with
    teachers in your grade level, then leave a response on The Catalyst Model Linoit Board (include
    your grade level in your answer):
    1.

    Explain the Catalyst Model in your own words. (yellow sticky note)

    2.

    Check out the Pros and Cons (slide 5 & 6) for this model. What is the best and
    worst thing about this model? Why? (green sticky note)

    3.

    Take a closer look at how this model is used at Charlotte-Mecklenberg Schools


    (slide 7). Do you think this TAG model would be good for your grade level at
    Shakerag? Explain why or why not. (blue sticky note)

    4.

    What are you still wondering about the Catalyst Model? (pink sticky note)

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