How would collaboration between teachers benefit gifted students in your school?
The school I will be focusing on is the middle school that I attended. I chose to focus on the middle school because collaboration and differentiation were more present in this school, which makes it easier for me to connect to this class; my middle school was relatively small, with less than 500 students and a small amount of staff. Based on the demand, some teachers taught only one subject, but others branched it and taught multiple subjects. Collaboration at this school would benefit gifted students because it would allow the students to be challenged at a higher level, eliminating certain behaviors including: acting out or refusing to do homework which in
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But if there were a gifted specialist, collaboration would increase the need for the information about gifted students that a gifted specialist could provide. Teachers will have someone who specializes in gifted students so that they can bounce their ideas or receive feedback when developing their plans. Collaboration would also allow the gifted specialist to hopefully spread more information to teachers in a non-threatening manner fostering a supportive collaboration environment. The specialists could provide great support for incorporating collaboration techniques that will help gifted students; however, sometimes advice can feel like criticism, and through fostering a positive environment around collaboration, the teachers and gifted specialists will be more open-minded about learning from each other.
The classroom teacher?
Collaboration will impact the teacher because they will learn new teaching techniques they can add to their repertoire. This will increase the number of ways the teacher can transfer information to their students. Moreover, through collaboration supporting all gifted students becomes a shared responsibility. Since multiple teachers are working together, it allows for more students to receive the support or challenge they need within the classroom.
Collaboration also allows teachers and gifted specialists to see the other side and learn more about the two different academic spheres and how to connect them more effectively; this is crucial to breaking down the assumptions and perceptions of teachers and gifted specialists so that collaboration can
In this chapter, Jo Boaler describes several school systems who do not use “tracking,” filters that separate students into high-level mathematics classes and low-level mathematics classes. She continues with a discussion that reminds us of the harmful effects of “tracking” and the damage it does to students’ mindsets, both those students on the high-level and the low-level track. Ms. Boaler goes on to suggest that heterogeneous groups of students can effectively work together and individual students can develop a growth mindset. The remainder of the chapter focuses on teaching mixed ability groups effectively and includes an in-depth look at how the tasks students complete and the type of instruction they receive can promote growth mindsets.
Experienced teachers too can find it difficult to cater for the needs of a class which is likely to include pupils across a wide spectrum of abilities, from students with learning difficulties through to gifted children. The intention of this research project is to remain practical and focused upon investigating a school in Brent and examine how teachers’
One of our school board goals is: “Grow student achievement through the use of high leverage instructional and engagement strategies to raise rigor, disrupts systems of racism and generate equitable outcomes for all students while eliminating opportunity and achievement gaps.” Please describe your understanding of how this applies to your work as a high school assistant principal. * The essential school board goals are best achieved through building a culture of trust and collaboration based on a higher purpose of maximizing student potential and disrupting inequitable systems and practices. As an assistant principal, this culture begins with knowing our staff and guiding them through professional learning communities to collaborate, reflect,
Throughout the excerpt it is underscored that using teamwork to build up and motivate the teaching staff, positively affects the students. I will be using this article in my paper to explain how much of an impact teachers can make on
This highly regarded and welcoming space that provided diagnostic and instructional support for at-risk elementary students and educators. In this position, I was part of a team that offered 6-week intervention program to students with complex learning needs. At the end of the session, with support, students presented how they learn, and personal strategies that work for them to their teachers, principals, and families. Since the central focus we offered parent nights, and professional development (e.g., planning, modelling lessons, understanding classroom needs, creating assessment and evaluation tools, staff presentations, think tanks, and student follow-up visits) based on the needs of educators, and an annual learning conference. This experience only enhanced my desire to support my students (youth or adults) in understanding multiple intelligences and how it influences the way they learn, remember, perform, and understand, as well as how they engage with others while learning about
One of my student’s whom I’ve been working with, April Garcia, started that she was struggling her math and reading classes. April Garcia is a very shy and introverted person who has a hard time advocating for herself. When I counsel April, I assist her with her self-confidence, collaboration skills with her peers and teachers, and help her come up with solutions. The classes that April was struggling with, I contacted her math and reading teachers so we can come up with a plan on how April can be successful in their classes. Her two teachers were very supportive.
As a Special Education Teacher, I am committed to working with children who have challenging behaviors. My objective is to help students develop self-regulating skills and to be able to function as part of a group. I believe that every child should be given the opportunity to achieve their maximum potential of communication and functional independence in order to build self-esteem and self-awareness. Through the mastering of these essential skills, a student will gain the ability to reach their fullest potential in all aspects of their lives. My overall goal is to make difference in the lives of my students by providing an educational program that will maximize the abilities of my students and prepare them for a more independent setting to
The article discusses the needs of the teachers to have successful collaboration in the classroom. The research signifies that most teachers support the co=teaching model but list the supports that are needed to make the collaboration work. The article discusses the imperative needs of teachers to have planning time, training, the backing from a supportive administration, and the skill level that students are working at. The website also offers links to a blogs where teachers can share their
We do group students in reading at my school; however, we only group Advance Academics (gifted and talented) students in a separate math class. In this article, the school grouped both the gifted students and the non-identified students in ability groups within the classroom as well as in advanced classes. Due to the large number of students in the upper grade levels, specifically 5th grade, grouping students within the classroom will all teachers to provide more individual support to students. Along with cluster grouping, my school should have more professional development opportunities offered in math. I feel that this article will help teachers and administrators at my school see the measureable gains that can be made over the course of multiple years using grouping and professional
One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.
I would like to congratulate the Woodson Foundation, the schools district, and the NCPIE for attempting to address this problem in the Washington, D.C school district. This is a very important issue and need the upmost effort put forward. This group is past the first stage which is forming stage, the purpose of the group has been established. In this respect the group should know this and not revisit the purpose of the task they agreed to take on.
Case Scenario Practicing in a school setting, there are numerous individuals in the same building looking to positively impact and change students’ lives. Interdisciplinary staff consistently work together to meet the various needs of the diverse student population. As the social worker, I am privy to the strengths and weaknesses of clients as they are presented to me by the student and his/her family and shared in interdisciplinary team meetings upon the consent to do so by the student’s parent(s) or guardian(s). Teachers are only present and involved in the interdisciplinary meetings when a student assigned to their class is being discussed.
On estimate, there are 3.2 million students in public schools that are in programs designed for gifted learners (Susannah, 2010). The participation and inclusion of the gifted learners’ programs differ across the states and depends on the demographic groupings that define the learners. Over the years, education of those learners have received increased attention and recognition across the United States (Duygu & Tugba, 2017). Enrichment is a key factor in the education of gifted learners. Enrichment is the aspect of inclusion into the curriculum programs that enable gifted learners to identify, expound and make use of their special gifts and talents.
Neihart (2007) mentions this opposition when she says, “In spite of the well-documented academic benefits of acceleration and peer ability grouping, there is ongoing resistance to increasing the use of either in many public schools” (p. 330). Because gifted education has been around for quite some time, the article is fairly new to the debate on gifted education, giving a fresh look at the debate on gifted
Introduction There are various different programs that can be used to serve gifted and talented students. Our main priority as educators should be the success of these students, one way we can do that is by having an organized program. A few things to keep in mind, for example, is the school population. What are the demographics at the school? Once that is established, consider the following key components of an effective program that Naglieri, J. A., Brulles, D., & Lansdowne, K. (2009) lists: “Appropriately challenging curriculum and varied instruction”, “An environment that accepts and encourages divergent learning that can be adjusted according to student's’ needs” and finally “Time learning academic content with other gifted students”.