the gifted child

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Post on 07-Nov-2014

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results of an informal local survey regarding the general knowledge of giftedness.

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  • 1. THE GIFTED CHILD Who ? What? When? Where? Why? How?
  • 2. 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!
  • 3. 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
  • 4. 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
  • 5. BUT THE BIG QUESTION IS What to teachers, parents, students and the communities know about Giftedness anyway? So, lets do a KWL!
  • 6. WHAT DO WE KNOW? The National Association of Gifted Children
  • 7. GIFTED SURVEY QUESTION BANK DEVELOPED FROM HTTP://WWW.NAGC.ORG AWZETTLER 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
  • 8. 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
  • 9. 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
  • 10. CURRICULUM AND INSTRUCTION My childs teachers calibrate curriculum and instruction to his/her abilities and interests rather than his/her age My childs teachers adjust instruction based on what s/he already know to ensure that s/he may learn something new every day My childs teachers provide a challenging curriculum My childs teachers understand gifted learner differences My childs 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
  • 11. TEACHER KNOWLEDGE I know 1) the procedures for how to determine childrens 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
  • 12. 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
  • 13. WHAT DO I WANT TO KNOW? SurveyMonkey
  • 14. 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
  • 15. RESULTS OF THE SURVEY P = 23
  • 16. IDENTIFICATION 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 TRUE FALSE
  • 17. CURRICULUMANDINSTRUCTION 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 TRUE FALSE
  • 18. CURRICULUMANDINSTRUCTION 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 TRUE FALSE
  • 19. CURRICULUMANDINSTRUCTION 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 TRUE FALSE
  • 20. CURRICULUMANDINSTRUCTION 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 TRUE FALSE
  • 21. GIFTEDDEFINED 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 TRUE FALSE
  • 22. GIFTEDDEFINED 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 TRUE FALSE
  • 23. GIFTEDDEFINED 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 TRUE FALSE
  • 24. TEACHERKNOWLEDGE I know 1) the procedures for how to determine childrens present level ability, 2) how to nominate children for gifted/talente d programs, and 3) which support services are available for gifted and talented children. TRUE OR FALSE All educators should know this information. 43% 57% Percentage TRUE FALSE
  • 25. GENERALPUBLICKNOWLEDGE 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 TRUE FALSE
  • 26. WHAT DID I LEARN?
  • 27. 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