Looking further into the instruction of the gifted and talented population, there are many views on what the appropriate “program” is for this group. Should gifted students be taught alongside the non-gifted? Should a pull-out be put into the school day? There are many different ways that schools can teach the gifted population, however, what if several teaching methods were to be placed together? Schools should have acceleration, enrichment and grouping as a part of teaching the gifted and talented population. Instructors are mainly focused on getting their standards taught and students to accomplish the basic skills in their content. While this is a good plan, teachers of the gifted should not be focusing solely on standards and basic skills. Student’s minds should be enriched and the pace of the content should be accelerated according to the student. Enrichment is the focusing on a particular topic and studying in depth, creatively, in a free …show more content…
Acceleration, enrichment, and grouping can provide a place for gifted students that will nourish their minds and help focus on the whole gifted child (Trépanier, 3). These three connect to create an environment that looks at the student’s strengths and weaknesses. Acceleration could be a faster pace in the area of Science, but a slower pace in the area of Social Studies. Alongside this, the student could be given enrichment activities that support their learning. Activities that bring experts in that explain and demonstrate chemical reactions, while another expert could show the Civil War through a recreational field trip. Building the student’s skills one at a time. At the same time, students could be provided grouping. Students that are strong in Science are grouped together. The fear of others ostracizing them for their “achievement” goes away once they are with those on the same academic
Carol Dweck's in “ Carol Dweck Revisits the ‘Growth Mindset’,” explores his passionate ways to analyse how the brain works and how to take action to do what's best for all students to thrive and flourish above and beyond the expectation. It's important to understanding the difference between fixed and growth mindsets especially the students and educators who can lead us to tremendously gratifying results. By continuing to believe and inform students their intelligence can be developed towards a growth mindset rather than a fixed mindset. Also known as growing their brain, the students can succeed more in the programs and achieve higher goals than they did before with this simple information. When it come to giving students praises we quickly
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.
In many places and schools, there are issues with education and how the system operates. Tracking and ability grouping is the practice of putting students in different classes or groups based on their level of knowledge and their ability to learn. This is an incredibly toxic way to teach students and does more harm than good. In Mike Rose’s essay titled "I Just Wanna Be Average," he addresses many different societal issues and emphasizes the need for solutions. One of the biggest issues has to do with education and schools tracking students' progress from the moment they step into kindergarten.
My personal story of learning in the Quincy Public School system has been multi-faceted and is still changing. At any point in time, I have done poorly or not tested well. Perhaps if I had had more time not being measured, tested, analyzed and debriefed, I would have more time to explore my interests and overcome my insecurities. Albert Einstein said, “Imagination is more important than knowledge.” Performing arts, visual arts, engineering, robotics, media . . .
These areas are (1) theories and research models that form the basis of curriculum development and instructional practice for individuals with gifts and talents and (2) design differentiated learning plans for individuals with gifts and talents. It is essential to understand the research and theories that shape the curriculum and instruction for students with gifts and talents. In order to fully implement the curriculum, a teacher should know about the nature and needs of the gifted learner as defined by research and theory. I would like to know more about approaches and strategies for the gifted learner that are based on scientific research and theories for gifted education. This will provide me with the ability to provide appropriate instructional practices that will directly benefit students with gifts and talents.
A child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential.
There are numerous misconceptions of gifted learners and also teaching gifted learners. After completion of the Distinguishing Myth quiz and scoring a 62 percent, I realized that I could distinguish the difference between a myth and a truth about a gifted student. According to the Distinguish Myth Quiz, Students who are gifted and talented should be given experiences involving a variety of appropriate acceleration-based options. Several years ago, my son as a first grader, qualified for gifted and was recommended to advance to the second grade.
Burns’ article, “Identifying Thinking Skills for Instruction in Your Classroom,” serves to be a great resources for all educators, but, specifically to those who teach gifted learners. Educators of gifted learners are always looking for ways to provide challenging lessons and this taxonomy exposes multiple ways to do so. Burns did a phenomenal job of explaining the taxonomy, defining the categories, identifying the steps, and providing examples in order for the implementation to be successful. I enjoyed the article and I plan to use these strategies and skills in my own classroom as I feel that it would be very beneficial to my
The diversity of student backgrounds, abilities and learning styles makes each person unique in the way he or she reacts to information. The intersection of diverse student backgrounds and active learning needs a comfortable, positive environment in which to take root. Dr. King continues by explaining, “Education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” From back then to today’s society, kids are failing because they lack those morals that they need to succeed.
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.
Students in the diverse learner group “gifted and talented” have a wide range of personal and unique characteristics, making it difficult to generalize their needs. However, they share some common factors; they comprehend complex ideas quickly, learn rapidly and in greater depth than their peers, and ask provocative question (Berger, 2005). These students need to be able to dig deeper and explore ideas connected to more abstract concepts. Modifying the product expectation is one differentiated accommodation that would effectively meet the needs of these students. “Activity selection should be based on students interest, and be used in ways to encourage self-directed learning” (Berger, 2005).
Continually pushing students to create and apply their knowledge, while developing skills essential to future
Having just watched the brilliant film about a gifted boy called Vitus made me rethink of the notion of giftedness. Whereas Vitus exhibits typical pattern of behavior of a gifted child, he is still unique in his ability to live “like a gifted”. In the beginning of the film he is regarded as aloof and extraordinary, discussing the concept of a “global warming”, thus, making his kindergarten teacher feel befuddled and even frightened. Though this precocity is seen a typical trait of a gifted child, according to Robinson (2008), who puts the intellectual superiority over other age peers in first place along with other eminent features (p. 34). After that we see the situation recurring during the math lesson, when Vitus operates with complex figures
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”.