Book Reviews

An idea that I have seen and hope to implement next year is having students write book reviews for books that they have read. The twist is that we would video tape the review and add special effects. Students would then be able to access the review via the school server and be able to add their star rating of the book. Can you see this working in your classroom or school? Do you have any ideas that could help improve this idea?

Differentiation

I am reading an article on Ability Grouping & Gifted Children from Duke. In it the article states that most teachers do not differentiate content for gifted learners. Do you agree with that statement? How about in your own classroom?

If you would like to read the article it can be found at http://www.dukegiftedletter.com/articles/vol1no2_rb.html

TRACKING, GROUPING, CLUSTERING, COMPACTING, DIFFERENTIATION

With all of these terms thrown around, I would like to know--what do teachers really think that they mean? How are they used in your school? What do you think is best practice? In the perfect world how would you set up a school or district?

The Gifted Readers Bill of Rights

I came across this and thought it was very eye opening. I went to a conference where the author was the key note speaker...she is probably the funniest gifted advocate that I have ever met! Let me know what you think.

The Gifted Reader’s Bill of Rights

The right to read at a pace & level appropriate to readiness without regard to grade placement.

The right to discuss interpretations, issues and insights with intellectual peers.

The right to reread many books and not finish every book.

The right to use reading to explore new and challenging information & grow intellectually.

The right for time to pursue a self-selected topic in depth through reading & writing.

The right to encounter & apply increasingly advanced vocabulary, word study & concepts.

The right to guidance rather than dictation of what is good literature & how to find the best.

The right to read several books at the same time.

The right to discuss but not have to defend reading choice & taste.

The right to be excused from material already learned.

Kingor, Bertie. (2002). Austin: Professional Associates Publishing