the gifted child
Post on 07-Nov-2014
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THE GIFTED CHILDWho ? What? When? Where? Why? How?
THE GIFTED CHILD
Hoagies’ Gifted Education Page” writes the following for parents…
No individual can be more exhilarating
or more frustrating.
The parents and teachers who deal with these wonderful children
can often be described in a this single word -
Exhausted!
…
The gifted child can speak as an adult one minute, comparing the emotional relationships in Les Mis with relationships in her own life, or discussing potential conflicts between evolution and the bible, and in the next minute throw an impressive tantrum because she didn't get what she wanted... right now!
She can have you in awe of her theories on accelerated space travel, or pulling your hair out in frustration over her argumentative refusal to do her part in everyday chores.
http://www.hoagiesgifted.org/parents.htm
AND THE FOLLOWING FOR EDUCATORS…
Teachers of the gifted are faced with many issues.
Is the gifted child identified appropriately?
How can I best serve him?
What are her greatest needs?
What teaching techniques have been shown to work, or to fail, for gifted children?
What techniques are best for the individual gifted children I have before me this day, this week, this year?
How can I teach these gifted children and still give my best to
the rest of my classroom, especially my low-testing kids?http://www.hoagiesgifted.org/educators.htm
BUT THE BIG QUESTION IS…
What to teachers, parents, students and the communities know about “Giftedness” anyway?
So, let’s do a KWL!
WHAT DO WE KNOW?The National Association of Gifted Children
GIFTED SURVEY QUESTION BANK DEVELOPED FROM HTTP://WWW.NAGC.ORGAWZETTLER 07.12.2013
visited the National Association for Gifted Children,
developed a bank of questions based on the QA sections for parents and teachers, the gifted myths, and national standards for the gifted, then
organized my questions into categories.
Identification Process
Gifted Defined Curriculum and
Instruction Specific Teacher
Knowledge General Public
Knowledge
In order to find out what is known about “giftedness,” I… Question Categories
IDENTIFICATION PROCESS
My district uses a multi-criteria approach in identifying children who are gifted and talented
I know the procedures for nominating children for gifted and talented programs
Students are placed in gifted programs based on need, rather than availability
Diversity and social-emotional needs are not considered when evaluating a student for giftedness
My district uses a multi-criteria approach in identifying children who are gifted and talented
GIFTED DEFINED
I know the definition of “gifted” according to my district and state guidelines
Students who earn poor grades are not gifted
Gifted students are happy, popular, and well adjusted in school
Gifted and talented students may come from low-socioeconomic backgrounds
Gifted and talented students learn differently than other students
All Children are gifted Children with learning disabilities cannot be
gifted
CURRICULUM AND INSTRUCTION My child’s teachers calibrate curriculum and instruction to his/her abilities and
interests rather than his/her age My child’s teachers adjust instruction based on what s/he already know to
ensure that s/he may learn something new every day My child’s teachers provide a challenging curriculum My child’s teachers understand gifted learner differences My child’s teachers provide opportunities for my child to work with other
advanced students My child demonstrates continuous progress My child demonstrated confidence My child demonstrates achievement at the level at which s/he is capable Teachers at my school differentiate instruction, so gifted children do
not need special services. Acceleration means: “students who finish their work early are given
opportunities to go on to the next lesson” Acceleration, curriculum compacting, grouping, pullout, and
differentiation are all strategies used when working with gifted children
AP classes can take the place of a gifted program My school offers a variety of services, programs, and options for gifted
services
TEACHER KNOWLEDGE
I know – 1) the procedures for how to determine children’s
present level ability, 2) how to nominate children for gifted/talented
programs, and 3) which support services are available for gifted
and talented children I know the district policies for acceleration
strategies k-12 Gifted students can be accelerated by subject
grade level and/or entire grade level in my district Free professional development courses for
working with gifted children are available in my district for district employees
GENERAL PUBLIC KNOWLEDGE Creativity cannot be taught
There are National Stands for Gifted programming
Gifted students are able to do fine on their own and do not need extra help
Gifted students make everyone else in the class smarter by providing a role model or a challenge
Decisions about gifted children and gifted education are made primarily at the local and state levels because the federal government does not fund or require gifted education service
Gifted education requires an abundance of resources.
AP courses are for gifted and talented students
Acceleration placement options are socially harmful for gifted students
Gifted education programs are elitist
It is important for all teachers to understand the issues in definitions, theories, and identification of gifted and talented students, including those from diverse backgrounds
Only teachers trained in gifted education need to understand, plan, and implement a range of evidence-based strategies for working with “gifted” children
Only teachers trained in gifted education need to recognize the learning differences, developmental milestones, and cognitive/affective characteristics of gifted and talented students
WHAT DO I WANT TO KNOW?SurveyMonkey
SURVEY DEVELOPED ON SURVEYMONKEY.COM
Selected ten questions based which questions seemed to cover several catagories and then
Sent the link to teachers, students, friends, and family, then
From the list, I
RESULTS OF THE SURVEYP = 23
IDEN
TIF
ICATIO
N
My district uses a multi-criteria approach in identifying children who are gifted and talented.
TRUE or FALSE
The rules for identifying Giftedness are state mandated.
However, “Plan B” is in effect for most states, offering options for children from low-socioeconomic backgrounds or English Language Learnings.
74%
26%
Percentage
TRUEFALSE
CU
RR
ICU
LU
M A
ND
INS
TR
UC
TIO
N
Acceleration, curriculum compacting, grouping, pullout, and differentiation are all strategies used when working with gifted children.
TRUE
These are all evidence based strategies for working with gifted children, as well as typical and students with disabilties.74%
26%
Percentage
TRUEFALSE
CU
RR
ICU
LU
M A
ND
INS
TR
UC
TIO
N
Gifted students can be accelerated by subject grade level and/or entire grade level in my district
TRUE or FALSE
This depends on the state.
The National Standards are only recommendations.
74%
26%
Percentage
TRUEFALSE
CU
RR
ICU
LU
M A
ND
INS
TR
UC
TIO
N
Teachers at my school differentiate instruction, so gifted children do not need special services
FALSE
The key is that all gifted children need special service options.
It does not matter what the teachers are doing in the regular education classroom.
26%
74%
Percentage
TRUEFALSE
CU
RR
ICU
LU
M A
ND
INS
TR
UC
TIO
N
Acceleration means: “students who finish their work early are given opportunities to go on to the next lesson.”
Tricky Question…
FALSE!
The definition of Acceleration is when students are allowed to:
move at his/her own pace through individualized course material
test out of any unit with a high enough score on a unit pre-test
take above-level coursework in the age-level classroom
move to a higher grade-level class for one or more subjects
skip one or more grades
56%
44%
Percentage
TRUEFALSE
GIF
TED
DEFIN
ED
I know the definition of “gifted” according to my district and state guidelines.
TRUE OR FALSE
All teachers should know this information.
48%52%
Percentage
TRUEFALSE
GIF
TED
DEFIN
ED
Students who earn poor grades are not gifted
FALSE
Many students who are gifted do not do well in school for a variety of reasons.
4%
96%
Percentage
TRUEFALSE
GIF
TED
DEFIN
ED
Gifted and Talented students may come from low socio economic backgrounds.
TRUE
Gifted comes in every size, shape, color, and son on.
91%
9%
Percentage
TRUEFALSE
TEA
CH
ER
KN
OW
LED
GE
I know –
1) the procedures for how to determine children’s present level ability,
2) how to nominate children for gifted/talented programs, and
3) which support services are available for gifted and talented children.
TRUE OR FALSE
All educators should know this information.
44%
56%
Percentage
TRUEFALSE
GEN
ER
AL P
UB
LIC
KN
OW
LED
GE
Only teachers trained in gifted education need to understand, plan, and implement a range of evidence-based strategies for working with “gifted” children.
FALSE!
All teachers are responsible for knowing strategies for working with all children. Regular education teachers are required by law to implement the Gifted Education Plan as written.
17%
83%
Percentage
TRUEFALSE
WHAT DID I LEARN?
THE LEVEL OF KNOWLEDGE DEPENDS ON…
My students were completely misinformed about all aspects of giftedness.
My Peers (teachers) were sadly lacking in knowledge about our district, but othewise answered questions knowledgably
The parents of my gifted students answered every question with knowledge and accuracy
My friends and family answered general knowledge questions correctly, but did not know much about teaching strategies
TEACH KIDS about “giftedness”
Inservice on District Policies on Gifted Programming and Education and Identification Process
Continue to have great report with my students’ parents
Continue to publish general information about giftedness on my social networking and
blogging sites.
Who Answered the Question…
ACTION PLAN
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