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
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Dr. Kingore was the keynote speaker at our state's gifted conference (ITAG) this past fall. She is an amazing woman who has done revolutionary work.
ReplyDeleteRe: Bill of Rights, are there really that many on the list that are gifted-centric? I only see a few that I would say wouldn't fit the could/would/should question. Do others use that question? Not sure where it came from: asking myself "Could all students do this? Would all students be able to do this? Should all students do this?" when deciding if something is "gifted appropriate". Maybe #8 is the only one that I get a bit nervous saying all students could/would/should do. Otherwise it seems like a Readers Bill of Rights.
Am I off base?
Russ: I don't believe that you are off base at all. In fact one of my comments that I like to say is what is good for gifted kids is good for all kids. I think that EVERY child should be able to learn at their unique ability level.
ReplyDeleteAs far as the concern with #8. I have to say that I am one of those people who reads several different books at a time. For instance I am reading a research based book about gifted, this book about gifted, a John Grisham novel & Twilight for the 3rd time. Some might think I'm wierd but sometimes I am just in the mood for something different. The only reason I am reading Twilight AGAIN is because one of my students asked me about the foreshadowing for the 4th book and I couldn't remember or give a good answer, so here I go again. I would consider myself a VERY gifted reader. I can read a book like twilight in one sitting, so reading several books at the same time is more of a challenge....does that make sense?
I hate to be the devil's advocate on this one . . . but the only way a bill of rights works is when everyone buys into it. According to Olenchak and Renzulli (1989), 84.6% of teachers have a negative view of gifted education. Therefore, most would view these rights as a separatist viewpoint.
ReplyDeleteUnfortunately, the majority of educators in this country were trained based on the research of Oakes and Slavin who's educational philosophies focused more on the cultural ideology that all students should be provide equal educational opportunities and ability grouping separates the more intelligent students out and creates unequal learning environments.
It has only been in the last 5 to 7 years that newer research indicates that gifted students specifically need to be ability grouped in order to make academic progress. Breaking down a cultural ideological belief is not an easy task when the majority of your teachers were not trained to accept or support the ideas we are putting forth in this blog. The only way to change instructional practices is to demonstrate academic success using newer, better researched teaching strategies to meet the needs of all students and then having those accomplishment publicized.
Kristi: So how do we make that happen?
ReplyDeleteReis, S.M. and Westberg, K.L. (1994). The impact of staff development on teachers' ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38(3), 127-135. National Association for Gifted Children.
ReplyDeleteThis is an excellent article on the importance of not just providing one or two in-service trainings, but giving teachers the support they need to construct lessons that incorporate the curriculum compacting and differentiated instruction needed in heterogeneous classrooms for gifted students to gain a meaningful education.
My son is a gifted reader, he has a teacher who allows him to read what he wants (thankfully). He would be most appreciative of the last right. Having to wait while others re-learn what they should have learned the prior year is very frustrating for him. He doesn't appreciate having to slow down his learning so others can catch up.
ReplyDeleteChristine: This is the frustration that most gifted learners face. It isn't that they already know everything...it is that they get it faster & then are bored waiting for everyone to catch up. That is the beauty of ability grouping! Be thankful for those teachers, as your son gets older, they are harder to find!
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