Congratulations! This is your final blog for the Fall GT Institute.
Our final activity is 3-2-1. Please post
3 New meaningul ideas you've taken from the 30 hour Fall GT Institute.
2 New meaningul ideas directly related to your working with GT students.
1 Question you still have about GT students, identification or differentiation.
Post no later than Noon on 11/29/2010. We want to be able to answer all questions.
Three new meaningful ideas:
ReplyDelete1. Gifted students from different cultures often exhibit very different behaviors indicating their gifted abilities. These behaviors are often contrary to those behaviors expected from cultures originating in the U.S.
2. Gifted students can become underachievers if not appropriately challenged in approximately three years, meaning that 3rd grade is often when GT students begin to show lack of achievement. This cycle can also be broken by the positive impact of one teacher.
3. Acceleration options such as grade skipping show no supportive research as being harmful to the child. I would have believed this true for telescoping, but not for something as extreme as skipping grade levels altogether.
Two ideas which have the most impact on working with my students:
1. Providing students with various “product” options or ways to demonstrate mastery enables more learning types to be leveraged.
2. Grouping students with too broad an IQ range does provide benefit to the learners, but grouping within 15-30 points can be advantageous.
One question:
Are their GT tests have shown consistent results between identification, assessment and achievement? How do school systems determine the types of tests to give and where to draw lines on giftedness and percent of the population or different represented groups?
Three meaningful ideas: I was surprised by how different the behaviors are between traditional white GT students and minorities. I was intrigued by the different types of underachievers. I was fascinated by the chart that showed how the highest of the gifted and talented are just as needy in their own way as those who are on the opposite end of the chart who are barely functional at all.
ReplyDeleteTwo ideas I will use with my students: menus and go fish.
One question: How exactly are students tested? Are there written, listening, speaking, and reading portions of the exam? How does the exam differ by age group?
New meaningful ideas:
ReplyDelete1) I was interested to learn that the gifted are physicallly a little behind the othr groups and that they are also socially a little behind.
2) Gifted students as rebels also was a meaningful idea for me.
3) I was interested in what groups are traditionally overlooked.
Ideas that most will impact my teaching of gifted students in Spanish AP:
1) Menus
2) If I have a mixed class, not to put the gifted with the lowest level.
A question I stil have about gifted students/differentiation
1) If we looked at the Anglo population and the Hispanic population, I would be very interested in some information about the Asian population.
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ReplyDelete3 Meaningful ideas from the course:
ReplyDeletea) Being conscious about the fact that aiming for perfectionism is unhealthy. I am afraid I often push my students too hard in order for them to be perfect, and that can be extremely stressful. I need to make them feel it is OK to be less than perfect, because they have their human value regardless of whether or not they get high marks.
b) More choices through menus created to either review concepts that are difficult to master, as well as to enrich what they have learned already.
c) My high achievers and possibly GT students need to spend quality time with peers with same abilities, rather than have them tutor the low students all the time, since it can lead to frustration. Conversely, I need to cater to them more, despite the fact that most of my students (average and below average) tend to “absorb” most of my time and energy.
2 ideas I feel will have the most impact on working with GT:
a) Menus and challenge lists will offer choice whilst nurturing their independence.
b) The use of alternative assessments that would take into consideration the different learning styles, which ultimately will give them the opportunity for better achievement.
1 question I still have about GT students:
a) How do I find the appropriate balance, in terms of servicing fairly a very limited number of high achievers/GT’s amongst a majority of average/below level students (in great need for intervention)? Administrators apply a lot of pressure, particularly when it comes to servicing those students who are at risk, which happens to be a large number…
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ReplyDelete*Three meaningful ideas I will take from this 30 hour Fall GT Institute:
ReplyDelete#The definition of the Gifted and Talented Student is a meaningful idea I will take from this course.
(1)Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment; (2) Exhibiting high performance capability in intellectual, creative, or artistic areas; (3) Possessing an unusual leadership capacity; or (4) Excelling in specific academic fields.
#Also, I will remember that high achievers are not the gifted and talented students. Gifted students learn at a different pace, have a different interest and depth of learning than other students.
#In addition I will remember, even a child who does poorly in most school subjects may display a talent or interest in at least one school subject. The students' challenge is to make the best possible use of the resources available while becoming fully responsible for their own learning.
*2 New meaningul ideas directly related to your working with GT students are
#Teachers have to teach gifted students with a different procedure/expectations than other students.
#When working with gifted and talented students, instead of being "the expert," become "the facilitator."
*1 Question you still have about GT students, identification or differentiation.
#Does identifying and grouping gifted and talented students foster higher achievement?
3 meaningful ideas:
ReplyDelete1. I will keep in mind that GT looks different in Anglo Americans and Hispanic Americans.
2. I will push harder to encourage any underachieving students to always do their best so that they can get their work ethic back on track.
3. I will chose my battles with GT so as to let them be themselves while still working to their full potential.
2 New Meaningful Ideas to use in class
1. Using Menus to differentiate instruction so that ALL of my students can have options in achieveing the same goal.
2. Applying the 10:2 rule so that my students will have to time to process the information that is taught.
1 Question I still have
1. Can the idea of lower level thinkers being mixed in with GT/ High Achieving students make a difference in the achievement of the lower level thinkers?
Three (3) new meaningful ideas that I will take from the course are 1. The nature and needs where high achievers vs gifted. 2. Texas State Plan for the Education of Gifted/Talented Student. 3. Differentiation distinguishing Myth from Realty.
ReplyDeleteTwo (2) other ideas I feel will have a great impact are Meaningful Menus and Underachievers and Perfectionism.
The one (1) question: Just because a student acts up or seems to be shy (as shown in some of the examples) does it make the student gifted or a high achiever.
Three meaningful ideas that I will take from this course (1) That Gt looks different in Hispantic than it does in Anglos. (2) High achievers are different than GT students. (3) That we can't just leave our Gt kids to fin for thmeselves while we work with the low achievers.
ReplyDeleteTwo meaningful ideas (1) Menus (2) The 2,3 and 10.
1 question that I still have. Why do they call a class GT but it isn't all GT.
*3 meaningful
ReplyDelete-GT looks different in different cultures
-Homogeneous grouping has its benefits with GT students
-Our district mainly caters to the academic GT student
*2 ideas
-GT students need choices, and they are more on task with the choices than they are with teach led choices
-Having different ways(open ended questioning) gives them a chance to shine.
*1 question
-If GT students benefit from being with other students with the same IQ levels, why has so much push been given to INCLUDE them into classes where the students do not have the same IQ level?Just as our lower students receive pull outs, why isn't there pull outs for the GT students?
Three meaniful ideas:
ReplyDelete* I have an expand idea for the definition of gifted and talented.
* Students can be GT in various categories other than academics.
* The nature and needs of GT students and how to distinguish between introverts and extroverts.
Two new meaniful ideas:
* Providing students with choice through menus will allow me to tap into a student’s preferred learning styles.
* The attributes of GT students and high achievers are discernible.
*One question that I still have about GT students:
How can FBISD ensure that there is funding to meet the needs for all students that are truly GT?
3 New Meaningful ideas
ReplyDelete* Greater understanding of introverted and extroverted personality traits and how they relate to the gifted.
* Instight into my own daughter's giftedness and possible reasons why she underachieves and just wants to be "normal".
* Differentiation can be done easily & quickly with a little practice!
2 Ideas I will use with GT students
* I will use make and use menus so that students may make choices that allow me to understand their understanding!
* I will create guidelines to post and use them to clarify my expectations of student products.
1 Question I have
* I struggle with whether the low, mid and high gifted students can be served equally well when grouped together in classes seperate from other students??
3 New meaningul ideas:
ReplyDelete1)GT students VS High Achievers: I was aware that there are differences and we should not confuse one with the other, but my understanding of GT traits was still narrow. I have widen my vision.
2)I did know GT students could hide behind underachievement. Still, like in the previous case, my vision was narrow and now I am reflecting on my own underachieving students, their potential and their needs.
3)Hispanic GT students -and other cultures in general- show their own set of characteristics, different from those of the american youth. This idea gave me an important missing piece to better identify my bilingual students.
2 New meaningul ideas:
1)With all previous 3 ideas, I am reflecting on past years and thinking about how some students inevitably stand out of the group and how others should have probably been recommended for testing and did not, based on a missing piece or a misconception. Now, I know I have more tools to help meet the needs of every student.
2)An important piece in differeciated instruction that reaches a wider range of student needs, including GT students, is the use of choice, given in the form of menus, aimed to obtain a product that reflects the varied styles and levels of the student in a classroom.
3)GT students will enjoy better working in a group with peers at their same level. Pairing them with lower students results in frustration.
1 Question you still have about GT students:
Bilingual students are taking the CogAT test in English. There are some directions in spanish,but the content of the test is read to them in Enlish. My question is: What is the rationale behind this desition and how their English vocabulary proficiency level is measured as a factor to determine giftedness? Is it possible that a even a gifted child fails this test due to cultural and language biases?
1.It was very interesting to learn this past week that different cultures exhibit different behaviors related to giftedness. Behaviors are totally different within cultures. I also enjoyed learning about the different meaningful menus for creating choice in the classroom. The different signs to spot a gifted child was really beneficial too.
ReplyDelete2.Giving them a choice of product will definitely be very beneficial,and taking their learning to the next level as soon as their ready. Not making them sit through a lesson regarding content that has already been mastered.
3. How much time should you spend working with GT students in small group within the week?
I have learned so much during this training and I feel better prepared to help my students whether GT, high achievers, or average students. I think that every teacher should be required to take training like this. 3 New meaningful ideas: 1 GT students have academic needs just as below grade level students have. Before I thought that GT students did not need any help and they would always do everything better than the rest of the class. 2. I have acquired a better understanding of what a gifted and talented student is. 3. It was chocking to learn that GT students can also be underachievers. I thought that these students would always shine because they had the knowledge and everything was easy for them.
ReplyDelete2 New meaningful ideas: 1. Using menus to provide my students a variety of options to show their understanding. 2. Keeping in mind that I have to provide appropriate challenges for the GT students, because they also have needs just as the average students.
1 Question I still have about GT students: If a student is identified GT in all areas, can he be an underachiever in every single area? Or should he exhibit higher level thinking in at least one area?
Three new meaningful ideas:
ReplyDelete1. As far as rates of development, most GT students are ahead in
cognitive and emotional areas.
2. Menus gives students the opportunity to be challenged.
3. GT students come in all shapes and sizes and it's not a one size fits
all (esp. when it comes to different cultures).
Two ideas directly related to working with GT students:
1. Students with disabilities, from low socio-economic status or with
behavior challenges should not be overlooked.
2. Avoid labeling a student as an underachiever. Find out what
interests the student and go from there.
One question:
Are there examples of questions/tasks elementary students have to answer to get an idea of what the GT test is like?
3 new meaningful ideas that I learned...
ReplyDelete1. I learned that various cultures show different behaviors that may or may not qualify them as a GT student.
2. That there are various ways to provide homework or work to those students are high acheivers and this van be done with menus.
3. I learned that those students that may be labeled an underacheiver can also be GT.
2 ideas that have impacted me from the course:
1. I have learned to be patient with each child because they all have a different way of learning and those that are active/hyper can simply be GT in another way.
2. It is important not to label a child as an underacheiver because they are not active in the class or working with others. As the teacher I need to find out what he/she is interested in to get them engaged in the class.
The last question that I have is:
Are most of your children that are in the class hyper or can some on them be GT in there own way??
The Big 3
ReplyDelete1. Homogeneous G/T classes are a blast/challenge due to the high energy requirements of the Gifted/Talented student. Menus have & will continue to be used for short- and long-term assignments as Variety is the Spice of Life!
2. Underachievers will be an area of focus. These students, especially those underserved by traditional G/T programs, will receive individual attention to help them overcome this often neglected response.
3. Compact & scaffold the curriculum for the G/T student, challenge & support their academic/social efforts and you will be blessed with phenomenal products/presentations!
The Trusted Two
1. No labels that hinder success. Underachieving students can be motivated to lift themselves to a higher level of academic/social fulfilment.
2. Group work pays large dividends if well-structured with solid rubrics
One Question...
Why are there sooooooo few G/T students in our High Schools? Do they test out before going to High School?
I've learned so much from this course.
ReplyDelete3 meaningful ideas:
*I did not realize that GT students can be underachievers. I assumed that they were all high achievers, even when they weren't necessarily motivated.
*I really was enlighted with the introvert and extrovert section. There are people that I really would have considered extroverts, but now realize that they have more introverted tendecies. I can apply this to GT students.
*I didn't realize that if a GT student was not challenged or encouraged to live up to their giftedness, it could possibly be lost (so to speak)
2 ideas related to working with GT:
*To focus on activities that result with a product. I need to be creative with my Kinder class in producing products not projects.
*I really enjoyed the menu concept. I've already used it for homework and I'm looking forward to using it for class "projects".
One question:
None of my students have been identified as GT. Can high achievers in Kinder become GT from lots of higher level thinking activities? Can it kind of push them over to the "GT" side?
Our final activity is 3-2-1. Please post
ReplyDelete3 New meaningul ideas you've taken from the 30 hour Fall GT Institute.
1. I love the menu idea. I have totally used in not only in my Pre-AP classes but in my advance classes too.
2. I enjoyed learning about the differences between an introvert and an extrovert.
3. I, also, never realized that gt students could be underachievers. I always thought they were high achievers, and everything came natural to them.
2 New meaningul ideas directly related to your working with GT students.
1. I have really enjoyed using go fish to help my students expand their understanding of literature.
2. I have also really enjoyed giving my students the product guidelines because it allows them to choose what they want to do up front. I have received better products from my students because of this.
1 Question you still have about GT students, identification or differentiation.
1. I have a few kids that are tested GT, but I feel a couple of them are not reaching their potential. I feel like we discussed underachievers, but we really did not get into some of the ways to pull them out of that mind set. Any ideas?
3 new meaningful ideas:
ReplyDelete1. New immigrants from traditonal/patriarchal cultures exhibit giftedness very differently from their Americanized peers
2. On the bell curve, highly gifted are as far from the norm as those with MR
3. Homogenous grouping is helpful for GT
2 ideas I will take to the classroom:
1. Take into account all learning types to get a real picture of learning. The menu format has really given me a structure to put that idea in practice.
2. Since we must differentiate, start at the highest level and modify as needed instead of starting at the middle and modifying up and down.
1 remaining question:
How can we make the tests more reliable for our Hispanic and low-income groups. We are testing Bilingual first graders in English! Some of the testing seems to be academic achievement instead of native gifts. Seems very biased to me! ALSO, did we ever get Laurie's elevator definition of gifted???
3 new meaningful ideas: 1)Hispanic GT looks way different from traditional GT. 2) Highly GT is as far away from the norm as MR...This just blew me away. 3) There are different characteristics among the different levels of "giftedness"...
ReplyDelete2 ideas I will take to the classroom: 1) Compacting for those who have mastered a concept, and 2)Menus are a great way to differentiate to meet many students' needs.
1 question: My brothers are identical/mirror twins. Back in the dark ages, when they were tested... one of them scored a 136 IQ while the other scored a 90 IQ. They both have masters degrees now, but one of them has always been a poor test-taker. Can there really be that big a difference caused by bad test-taking? Or was it just poor testing?
3 meaningful ideas I have learned are 1. that in gifted programs many students are overlooked, especially minority students. 2. When differentiating activities for students, choice and student interest are very important. 3. The most common causes of underachievement we see as teachers are boredom and labeling.
ReplyDeleteTwo ideas directly related to working with GT students: 1. Using menus and understanding that differentiation does not mean more work, but more depth and choice.
1 question: What is the percentage of kinder students who qualify for GT?
Three new meaningful ideas:
ReplyDelete1. Understanding Menus- This instructional strategy was very interesting to me. I can see how it introducing menus to my students
2. Learning the different types of giftedness. Knowing that students are gifted in many areas and how to look beyond academic when referring students for GT
3. Hispanic vs. Anglo giftedness- It was fascinating to learn that one test is designed based on one ethnic group. I was surprised to learn that minority groups (Asians and Hispanics) have recently been considered for the gifted program. Researchers are now finding that many cultures exhibit giftedness differently based on their background and experiences.
Two meaningful ideas that I feel will help my gifted students is the use of a menu. I think the independence and choices will motivate my gifted students. This will probably motivate other students to work harder.
Another idea I found meaningful is to learn the area of my student’s giftedness. If I am aware of what motivates the child I could design activities to challenge that student. For example, a discussion in class that sticks in my mind is the teacher and the snake. The teacher realized the student was motivated by the snake. So that teacher designed lessons with that student in mind. This is a teacher who cares about all of her students.
One question I still have about gifted student identification:
Will the Gifted test be changed in order to better identify other minority groups based on their background and experiences?
3 Meaningful Ideas Taken From the Course
ReplyDelete Students who have had three years of teaching that is not sufficiently challenging tend to become underachievers. A good teacher can make a difference.
Minority groups are underrepresented by 70%, as well as students from low socio-economic backgrounds, bad test takers, and energetic boys.
The use of menus, even for non gifted, can add differentiation, enrichment, and success for instruction.
2 Other Ideas That Will Have the Most Impact When Working With Gifted Children
Gifted students are as different from the norm as Special Ed. children are different from the norm, so widely varied mixed level groups are not the best for gifted students.
Gifted students’ motivation is intrinsic, so through the opportunity to choose the differentiated activities they choose the challenge and create their own expectations for success.
1 Question That I Still Have About Gifted Students, Identification, or Differentiation
Knowing that GT testing often overlooks certain minority characteristics, is Fort Bend adjusting/expanding its criteria to allow for identification of gifted students not traditionally identified (especially Hispanic)?
Three new meaningful ideas that I have taken from the course are:
ReplyDelete1. The difference between gifted and high achiever, as well as recognize the signs.
2. Gifted students benefit from working with others of the same ability level. Trying to pair students of a lower ability level with a gifted student usually brings disastrous results. The gifted student would either just give the underachiever the answer or just get frustrated and refuse to help.
3. Gifted and talented identifications for minority students are dissimilar to white students. School districts often train staff on how to identify traits for GT students but they are geared to fit the profile of white students.
Two other ideas I feel that will have the most impact on working with gifted students are:
1. Menus such as Tic Tac Toe or Meal Menu gives students options. I noticed that the top gifted students in my class have difficulty in drawing a picture, playing bingo, or wrapping a box. These activities are considered as mundane because the gifted students are dismayed that they can’t complete the simple task as assigned.
2. Broad list of product options are useful. Students can present and differentiate their learning styles.
One question that I have that still remains unresolved.
1. What reasons would the social development of a gifted student not be at the same level as their intellectual development?
Our final activity is 3-2-1. Please post
ReplyDelete3 New meaningful ideas you've taken from the 30 hour Fall GT Institute:
I leaned about the unique emotional needs that GT students have. I teach at the GT academy, and now I understand why sometimes I have a crying student over something I did not feel it was important.
I learned about the differences between high achievers, and GT students, in different areas of development.
I learned the importance of providing meaningful and challenging assignments for GT students in order to develop their skills and talents.
2 New meaningful ideas directly related to your working with GT students.
I learned many differentiated learning activities that I am already using in the classroom; e.g. 3 facts and one fib. Go fish, etc
I learned about using menus; I think it is wonderful to offer choices that match the learning styles of students; that make assignments meaningful.
1 Question you still have about GT students, identification or differentiation
I would like to know what type of program is better for GT students by comparing different GT programs:
A. A program that pulls out GT students once a week to offer a different curriculum (Like Katy ISD)
B. A program that have GT students mixed with high achievers (Like AP classes)
C. A program that is only offered for GT students (Like the GT academy at QVMS)
D. A program that have a mix group (average students, AP students, GT students)
3 New meaningful ideas
ReplyDelete>Understanding the state standards of Gifted Children
> A better understanding of the norms between high achievers and gifted students
> Understand what AP and Pre AP classes are so that I can better prepare my own children to take those classes
2 New meaningful ideas directly related to your working with GT students.
1 Question you still have about GT students, identification or differentiation.
How can I make truly make sure that I am reaching my GT students identified are not with all of the rigorous district standards and the little time we have in the classroom?
MENU; POEM--Directions: The activity must total 10 points. The activity must be complete by______________.2POINTS- Knowledge and Comprehension 1. Print name nice and neatly, Sequence the poem. 5 POINTS-Application and Analysis; 1. What does the word in line 4 mean, 2.could the poem real of not,3. use word wall words, 4. the main idea of the poem. 8.POINTS Synthesis and Evaluating--1. Predict what could happen if..., 2. change the setting of the poem, 3. the purpose of the poem, 4. was the poem consistency of what could happen.
ReplyDelete3 meaningful ideas I learned are:
ReplyDelete1) I loved learning about the different ways that students can demonstrate their giftedness and that it can look very different from one student to the next and one culture to the next
2) I learned that there are definite needs of GT students, similar to those students on the opposite end of the spectrum
3) Learning needs to be meaningful and purposeful for these students, and motivation is generally intrinsic for them so they are not always interested in the grade unless learning/connections/awareness takes place
Two other ideas I have learned that will impact are:
1)Offering choices can automatically make an assignment interesting, challenging, and relatable to the wide variety of GT students there are (menus, etc.)
2) Compacting is necessary in many cases, as these students are able to make connections and may have already learned the info, thus need compacting to push ahead and be challenged in order to stay interested and be successful.
A question I still have:
1)Is there research on the reliability of the tests? Especially concerning minorities and bilingual students--who is the test geared towards and is it possible create on that can overlook economic status/exposure/advantages/language barriers to truly identify and support these students?
Meaningful ideas:
ReplyDeleteThe fact that are different types of Gifted Students. People usually just see the gifted student as intellectually capable of everything. I learned that been gifted dosen’t mean that they are in all areas ans situations.Also the fact that been gifted not necessarily means they will perform excellent in a test. It was surprising to find out some gifted students struggle with tests.
Another meaningful idea is how GT looks different from anglo Americans and Hispanics. That was something very interesting.
And last, the fact that each District implements in a different way the gifted program. Some of them they dedicate great work to detect and test their gifted students, and to prepare their staff to observe and know when you have a possible gifted child in their class.
Ideas to use with my students
Of course menus, I know everyone agrees with that one. The activity of Go Fish has been very useful in my grade I use quite often and my students love it!
Question:
I am a bilingual teacher, my students took the CogAT test in English. It was very contradictory for me because I am a first grade teacher, I know many of my students have potential but also, they haven’t been expose to enough English, at least not to take a test in English. Many of them just looked at me and said I don’t understand what you are saying. I knew that if the exam would had been in Spanish many of them would had perform better. So my question is, why would they make me test my students in a language that they still don’t master? Isn’t there a test in Spanish? Or what is the point to test this kids in English? Is like if I take a test in French I would flunk it for sure because I can’t understand the language not because I am uncapable.
3 New meaningful ideas I've taken from the 30 hour Fall GT Institute.
ReplyDeleteFirst, a new way to observe students based on their cultural ethnic background for recognizing giftedness.
Second, the presentation of the course was creative with the power points, model instruction and the timer with graphics was a particular piece that got my attention. Just to share, I went back to my class and used Laurie’s 5 4 3 2 1 to gain my class attention and the student teacher in my room began to do it. How funny is that?
Third, incorporating the techniques since now I have used them as a student. For example, “Go fish” is one that I am putting together to use in the class. I will begin to really look at the process of how I teach in order to encourage critical/creative thinking with whatever content I am teaching.
2 New meaningful ideas directly related to my working with GT students.
First, I will use menus effectively by grading them and giving immediate feedback to allow GT students time to evaluate and improve upon their next product.
Second, meeting with GT students as a group to discuss their individual needs and choices, as well as, grouping GT students with other students that share their interest versus their level in order to help them with social coping skills.
1 Question I still have about GT students, identification or differentiation.
How do you record their grade in the grade book, if they are the only ones doing it at a particular time?
Three meaningful ideas:
ReplyDelete1. I have learned that there are so many types of gifted students. Because of the differences between them, many times they are overlooked as gifted.
2. Before coming to this training, I was not very well educated on the State Plan for the GT program. I have really learned a lot about what schools must do or have in order to be in compliance, recommended, or exemplary.
3. My favorite part of this training, and the part that I learned a lot about, was differentiation. There are so many great ways to challenge the students on different levels.
Two Ideas related to me:
1. I am currently teaching the GT class on my grade level. Many of these ideas relate to me, but the one that I like the most and have used in my classroom already is differentiated activities. My students have already tried a number of activities that we have done and learned about in the training.
2. Something that I want to start using in my classroom is a menu. I know that is something my students would love, and I believe it would be very successful and a great learning experience for me!
One question:
1. One question that I still have is how to pull an underachiever up to the same level as his or her peers. I find it difficult to keep the pace of the class going without leaving one or two students behind who aren’t quite on the same level.
Three meaningful ideas:
ReplyDelete- a better/broader knowledge of the definition of a G/T student.This will guide me from identifying the qualities I need to look for in a gifted student.
- I was surprised to learn that students that are gifted and talented are not always high achievers and that high-achievers are not always gifted and talented.
- that being a perfectionist is not healthy and could make you unhappy.
2 other ideas I can use with my students:
- definitely the meaningful menus for creating choices in my classroom.
- I need to focus on activities that result in products.
1 question about gifted students:
-What is the best way to help a student that exhibits some qualities of giftedness but is not yet identified?
Meaningful ideas about GT institute:
ReplyDelete1.- The differences between gifted students and high achievers. I always thought that a high achiever could be consider a GT students. Using the intelligence curves gave us a better understanding between these two groups.
2.- The rates of developments of a GT students in the physical, cognitive, social and emotional areas. GT students are not to strong in the physical and social area but they are extremely strong in the cognitive and emotional areas.
3.- Hispanic Gifted students show different behaviors. Having a better understanding of these behaviors will help me identify my Hispanic gifted students better.
Ideas:
Providing students with different and meaningful optional activities will help them achieve better and shine as GT.
Grouping students with similar cognitive aptitudes will help students achieve better.
Questions,
I have had students who had been tested for GT but they were not successful for GT for a few points. Learning about the differences between Hispanic GT students and Native American Students I still think they are GT unfortunately the test is in English and Hispanic students still have not master the English language 100%. Is there a GT test in Spanish for Hispanic students?
3 Things I've learned from this course include; 1 How to effectively differentiate in an easy, user friendly way, for not only GT, but for any student. 2. How extremely different GT identification is across the state and Nationally. 3. The use of practical menus and applications of instructional methods such as; the concept diagram, go fish, and the categorization cards.
ReplyDelete2 things I've learned that directly affect working with GT; 1. How to identify a GT student versus a high achiever by looking for common characteristics. 2. The differences in behaviors across cultures that influence one's ability to identify a truly gifted student and ways to talk with parents about their child.
1 question I still have; I'm still not convinced that having all GT students placed in the same classroom is the best for those students. With more and more teachers becoming informed and certified, instruction should be improving in the regular classroom. So my question is; doesn't grouping in this way cause a sense of segregation? Students I know who have an all GT peer grouping often only play with one another at times such as recess.
Three Meaninful Ideas:
ReplyDelete-There is as much of a difference in the instructional needs of GT students from regular students as there is between SPED students and regular students.
-Hispanic (and other recent immigrant) GT students exhibit far different identifying traits than other GT students.
-The social and emotional needs of GT students are very different than regular students. Tendencies toward introversion, perfectionism, and distaste for group work make regular classroom group work difficult for GT students.
Two Ideas for Working with GT Students:
-Pairing students of average intelligence with GT students does little to help the GT student and may not benefit the average student either. It is better to pair high achievers with GT students or to have the GT students work independently.
-Offering choice of (open-ended) products is beneficial to GT students, and indeed all students, by allowing them to draw upon their strengths and motivating them
One Question I Still Have:
-Is it a sound practice to pool the high achievers and identified GT stduents into one classroom for the benefit of the GT students? It has been done regularly at my school, often leaving other classes with an overwhelming number of struggling students in other classes. It seems that there ought to be better ways of addressing the needs of GT students, but I have seen this done repeatedly.
3. It is more helpful for gifted kids to be placed in their academic match than social age group
ReplyDelete2. Specific things to look for in a gifted minority are often different and are often culture/value-based
1. Aiming for perfection can be personally damaging therefore as a teacher looking for perfection can be as well.
2. GT students mixed with my high acheivers need activities that are from their own choices and differentiated so they may go above and beyond.
1. I've learned how to impliment these activities such as menus that are appropriate and don't take away from the planned curriculum and problem sets we expect them to be able to work out.
1. How can I retain my GT students in an Pre-AP setting?
3 New meaningul ideas you've taken from the 30 hour Fall GT Institute.
ReplyDelete1. When identifying hispanic GT students, there are much different characteristics than other GT students.
2. I have learned many characteristics that will help me to identify gifted students vs. high achievers in the future. Perfectionism, introversion, etc.
3. GT students need as much differentiation as SPED students in the general classroom.
2 New meaningul ideas directly related to your working with GT students.
1. I have learned how to create and utilize menus in my classroom to differentiate instruction.
2. I have learned that it may not always be best to push gifted students to work in a group.
1 Question you still have about GT students, identification or differentiation.
1. Grading menus so that they are comparable to other student work and grades.
3) Not every student is the same cross culturally as it relates to GT identification traits. I will look at those that are perceived trouble makers and try to motivate him/her through academic areas of interest. I will do more to differentiation.
ReplyDelete2) New meaning ideas directly related to me working with GT students will be offering more variety. I will give the students more menu options. I also have a different outlook on how to group the students when doing assignments to better the chances of everyone benefiting from the group activity.
1) Will the testing results be shared with instructors and do they include information as to close, far, and/or GT identification characteristics scores for each student tested. Therefore the students that may not have qualified but are within the bell curve as high achievers in areas can also receive instruction to improve their continued success.