Reaching and Teaching the Gifted Learner (Secondary)

CFCSD Waiver DayFebruary 12, 2010

As you enter, please place one sticky dot on each chart paper representing your personal experiences with and attitudes about working with gifted students

Introductions

Karen Rumley› HS Gifted Intervention Specialist› District Gifted Coordinator

Kathryn Craig› MS Gifted Intervention Specialist

Overview YOUR experiences??

OUR OBJECTIVES Work together to better understand the special learning, social, and emotional needs of our Gifted students

Work together to create Gifted-friendly school experiences for them

MYTHBUSTERSWhat we think we know

about the Gifted… !

and what is true!

GIFTED IDENTIFICATION -CFCSD Screening

› 2nd Grade› Recommend at any

grade Formal

Assessment

Once Identified – Always identified

Identification mandated, Service is not (so far)

SUPERIOR COGNITIVE› Score 130+

SPECIFIC ACADEMIC› 95 %ile› Reading› Math› Science › Social Studies

VISUAL & PERFORMING ARTS

MYTH – Grouping #1

Gifted and talented mean the same thing

All children are gifted in something

Almost all children have talents and skills to nourish and pursue; NOT all children

have an exceptional innate capacity for a particular intellectual or physical

endeavor

“If by the phrase “all children are gifted” it is meant that all children are

of value, all can do more if encouraged, and all have untapped potential, I am

in your camp. But if the phrase means that all kids can do calculus in sixth grade, all students can achieve a

composite score of 32 on the ACT, all kids can score 78- on the SAT-M, that all students can be piano virtuosi, or play professional baseball, then I am gone

from the group.” Nicholas Colangelo

SO WHAT???

Seek first to understand What ARE their strengths?

Weaknesses? How are they (and their

needs) different from their classmates?

MYTH – Grouping #2 Love school Enthusiastic learners Compliant and polite Enhance every classroom &

home High –achievers Well-organized Naturally Creative Self-Directed

Seem to do well at everythingComplete all assignmentsRegular & appropriate participants

Gifted students are easy to identify

MYTH – Grouping #2 Lazy Elitist Know-it alls Refuse to work with others Unusual behavior- ‘nerdy’ Obsessive and Introverted Live in fantasy-world

Monopolize classroom activities Demanding of special treatment Challenge teacher on content

Gifted students are easy to identify

SO WHAT???

Seek first to understand What ARE their strengths?

Weaknesses? How are they (and their

needs) different from their classmates?

MYTH – Grouping #3

Gifted students are so smart they do fine with

or without special programs/ services – if they are really gifted, they can manage on

their own.

“The future of a gifted student is assured: a world of opportunities lies before the student

– they can accomplish anything they put their minds to if they apply themselves.”

Gifted students, like all students, are entitled to

learn new things They often need guidance

or encouragement to stretch themselves

Gifted Students are not born with academic KNOWLEDGE or the SKILLS to succeed – they must be learned!› Organization› Time-management & priority setting› Analytical writing› Note-taking and Study skills› How to “practice”› Communication/ interpersonal skills

SO WHAT??? Pre-assess knowledge and

skills, interests Assist students in developing

deficient skills and knowledge Include enrichment in

differentiation strategies Ensure that “stretching” is safe

and inviting

MYTH – Grouping #4 Gifted Students

should not be treated differently

from their classmates

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If Gifted students can’t complete their classroom projects, they should not be allowed to participate in a gifted pullout program

WHY aren’t they finishing their work? › Compact it?› Skip it?› Replace it?

The VALUE of the pull-out to the gifted kids› Being with peers› Advanced/ enhanced learning

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Gifted students do not know they’re “different” unless someone tells them

They often know that they are not quite like their age peers

People like to be with those who “get their jokes”

Do consider activities that allow students to embrace differences AND similarities

Ensure a safe and friendly environment

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Gifted students need to go to school/ learn with their age mates, because skipping grades usually harms a child emotionally

Data SUPPORTS acceleration when handled carefully

Many types of acceleration:› Curriculum compacting› Subject acceleration› Whole-grade acceleration

Playing with age mates ≠ learning with them

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Gifted students like being leaders in cooperative learning groups or tutor students who are having difficulty mastering a subject

Gifted students are as diverse in their personalities as any other student group

Relying on heterogeneous groups can stagnate advanced learners

Flexible grouping – occasionally homogeneous

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When gifted students are grouped together they deprive others of their insights and develop superiority complexes

Flexible Grouping Working with intellectual peers

can produce greater outcomes than heterogeneous groups

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Gifted students must do the same work as everyone else in the class or it would not be fair to other students

Equal ≠ Fair Fair = educating children from

where they are to another level Differentiated activities allow

everyone this growth experience!

On the Basis of› Content Mastery› Skill Mastery› Interest› Learning Styles

Add› Depth› Breadth

Eliminate› Repetition› Already-learned

information› Already-mastered skills

Tiered Assignments/ Assessments

Choices Flexible Grouping Learning Centers Curriculum

Compacting› Content› Skills

Contracts/ Independent Study

SO WHAT??? DIFFERENTIATION benefits ALL learners!

QUESTIONS and COMMENTS?

FOR MORE INFORMATION:Presentation will be posted on District

Gifted Webpage

Contact Kathy or Karen

Javits Teacher Resources