RADIO SHOW/AUDIO PODCAST
Solutions...with Courtney Anderson! (SwCA)
Episode 195 -
Originally aired 9/22/2014 9:00 AM -
EDUCATORS’ EDEN series -
“Teaching Gifted Students!”
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TALK SHOW EPISODE NOTESThis is our EDUCATORS’ EDEN™ series wherein we explore the paradise that the most passionate, creative and committed educators create for themselves, their students, peers, administrations and institutions!
“Education is the most powerful weapon which you can use to change the world.” - Nelson Mandela This episode is, “Teaching Gifted Students!” In this show we discuss A Stone* of Solutions™ including: 1) Full disclosure, I was in gifted (or gifted and talented) programs from elementary school, through middle school, high school and in college (undergraduate study). 2) I loved these classes and they were often the only bright part of my academic experience. I had challenges with being bored in other classes and would consequently not attend class (as I got older). 3) I love information and learning. Unfortunately, some of the schools I attended (and I attended a lot of them due to my family moving often as my father was in the military), did not have curriculum that provided me the opportunity to learn new information. I would then either mentally check-out (daydream, etc.) or physically check-out (not show up). 4) My anecdotal experience and professional teaching experience has led to the conclusion that children on the different ends of the skill acquisition spectrum are not provided adequate resources for a quality education (due to the need for limited staff resources to be directed towards the average student skill set). 5) From the National Association for Gifted Children, "Good teaching for gifted learners is paced in response to the student's individual needs. Often, highly able students learn more quickly than others their age. […] Good teaching for gifted learners happens at a higher "degree of difficulty" than for many students their age." - See more at: http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well#sthash.XlYLESnO.dpuf 6) "Instruction for gifted learners is inappropriate when it asks them to do "more of the same stuff faster." Reading more books that are too easy and doing more math problems that have ceased being a challenge are killers of motivation and interest. "- See more at: http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well#sthash.XlYLESnO.dpuf 7) "Instruction for gifted learners is inappropriate when it cuts them loose from peers and the teacher for long periods of time. Asking a highly able student to sit at a desk in the back of the room and move through the math book alone ignores a child's need for affiliation, and overlooks the fact that a teacher should be a crucial factor in all children's learning." - See more at: http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well#sthash.XlYLESnO.dpuf 8) "Instruction for gifted learners is inappropriate when they spend substantial time in the role of tutor or "junior teacher." All students need to be colleagues for one another, giving a hand or clarifying procedures when needed. That's quite different from when advanced learners spend chunks of time on a regular basis teaching what they already know to students who are having difficulty. Some educators suggest that doesn't harm highly able learners because their test scores remain high." - See more at: http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well#sthash.XlYLESnO.dpuf 9) From NEA, “Challenge Gifted Students Or They’ll Do it For You Students like C.J. are intellectually curious, highly motivated to learn and are often capable of much more advanced curriculum than what’s required at their grade level. But they need to be challenged, or they’ll become bored and sometimes disruptive. Either they’ll zone out or they’ll act out, says Del Siegle, Ph.D., a professor in gifted education and department head of Educational Psychology in the Neag School of Education at the University of Connecticut and past president of the National Association of Gifted Children. Educators need to figure out the cause of disruptive behavior and make sure it isn’t boredom before assuming that the kids don’t care or are problem students. “Gifted kids need intellectual stimulation, or they’ll figure out ways to find it on their own.”"- http://neatoday.org/2013/09/18/are-we-failing-gifted-students/ 10) Five “Cs” that are essential for motivating bright students, Five C’s - “First is control—they need to feel they have the power to change the situation if they’re not learning. Second is having a choice in what’s taught, so they can have authentic learning with minimal repetition, but often district and state guidelines restrict choice,” he says. “Third is challenge—relearning old material isn’t challenging. Fourth is complexity—they want depth to uncover the layers of a concept or idea. The fifth “C,” however, is caring teachers." http://neatoday.org/2013/09/18/are-we-failing-gifted-students/ 11) Duke University Talent Identification Program (Duke TIP) "Programs for gifted students are frequently under-funded, because state mandates often lack financial provisions for services for those who learn faster than their age-mates. […] The passage of No Child Left Behind underscores the federal emphasis on bringing students “up” to proficiency and completely ignores those students scoring at and above proficient levels." http://tip.duke.edu/node/903 12) Why is it needed? "According to a recent report on high-achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest students were not challenged or given a chance to “thrive” in their classrooms. [1]" - See more at: http://www.nagc.org/resources-publications/gifted-education-practices/why-are-gifted-programs-needed#sthash.H53pAJ8H.dpuf 13) The most effective Gifted Program that I was in as a child (in elementary school in 4th and 5th grade and in high school in 9 - 11th grade) was in Northern Virginia, USA (Prince William County http://gifteded.departments.pwcs.edu/modules/cms/announce.phtml and Fairfax County http://www.fcps.edu/is/aap/continuum/es.shtml.) 14) Every child deserves a quality education. Let's talk about teaching talented and gifted students! *A stone is unit of measure equaling 14 pounds (so we have 14 elements in our one stone of solutions!). |
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