Gifted Myth #1 Debunked

For the next 10 weeks I would like us to focus on this gifted article, going through each myth one week at a time. The link to the full article is: http://schoolsofthought.blogs.cnn.com/2012/11/14/ten-myths-about-gifted-students-and-programs-for-gifted/ However, this week we will concentrate only on Myth 1: Myth No. 1: Intelligence is inherited and does not change. Gifted students, therefore, do not need any special services. All of us do inherit certain traits, intelligences and talents. But these need to be developed and nurtured throughout life for them to grow and reach their full potential. A beautiful flower inherits certain traits. But if it is not watered and fed and if it does not get the right amount of sunlight, it does not develop as it could. The same is true for gifted children. My response: I have heard this statement so many times, and in reflection, if I am 100% honest, I have left these children out during my teaching as well. It simply is easy to do. I can remember one student in particular who I knew already had a deep understanding of my curriculum and I encouraged her to be my TA instead of taking my class, because I knew I wouldn’t be able to challenge her the way that she deserved. (She was the best TA that I have ever had by the way.) But was I helping her by not giving her special services? Was I allowing her to grow and blossom in technology like she could have? No. In fact, I would say that she was left behind, because the students in my class received instruction while she was filing, running errands, making copies, etc. Had I taken the time (of which I didn’t think I had) to allow her to reach her full potential, she could have excelled in this area, rather than be just like one of the rest of the kids at the end of the year. Through careful reflection of my failure of this student, two years later I had another student that passed my pre-test with no sweat. I actually called a meeting with his parents and him to go over what I could do to help him soar. We built a plan together that he was in charge of using the models in the book “ Teaching Gifted Kids in the Regular Classroom” and he did amazing things. He used his time each day to expand on his current knowledge and to add more to his learning than I could ever think of doing. He set his curriculum, outcomes, and goals, he and I just met once a week to discuss his progress. There were times that he asked to join the other students in class because he liked what we were working on and wanted to see how he would do. He always surpassed my expectations. Simply put, I focused more on the learning that was going on rather than the curriculum that I had to cover and he exceeded what I would have done if I had hunkered down and created curriculum for him that I MUST cover.

Beyond Gifted Education Book Study

This school year, we have decided to begin a book study on the book Beyond Gifted Education by Scott Peters, Michael Matthews, Matthew McBee and Betsy McCoach, ISBN: 978-1-61821-121-7. To start our first chapter, Defining Giftedness, Talent, and Advanced Academics one has to ask how do we define ? Are all schools equal when determining who is gifted and when? Your thoughts?

Twice Exceptional

Our daughter was just diagnosed as twice exceptional. Bittersweet -- we were testing her for dyslexia and the tests confirmed that she does indeed have dyslexia and we also found out what we already knew but had no cognitive documentation -- she is VERY gifted. So I have two thoughts:

1. How do parents help their children when it can be so frustrating to be so smart, but unable to express themselves in a manner that showcases their gifts?

2. As a teacher, how do we provide services that enrich/enhance their learning while still helping the students with their disability?

Disrupting Class

Thinking about doing our next book study on Disrupting Class, by Clayton Christiansen. What do you think of when you think of disrupting class? Before reading this book, I would say that I pictured this:



Now I realize that it means that students are learning at their own pace, in the best modality for them. Theoretically a tailor made education.

Are we afraid to disrupt the norm in education? Or can we put our thinking hats on and disrupt the status quo of learning? Join me in the interesting conversations that will be sure to follow. We will be starting in two weeks, plenty of time for you to order your copy for your ebook or a hard copy online! Looking forward to GREAT discussions!

Rim Country Gifted & Differentiated Strategies Symposium

We will be hosting a conference in Payson for teachers who want to learn more about gifted and differentiation. It will be October 13-15, 2010 and the cost is only $295 for three days including lunch, snacks and one dinner! Feel free to contact me for further information.

Is American Education Neglecting Gifted Children?

I was given this article by our special services director who is an incredible advocate for the gifted children in our school district.

In summary it states what we already know...gifted children in American are not only neglected and underserved, but we are actually causing gifted children to often take steps back in their academics.

The impact of this neglect is being felt now, according tot he report, with "continued underperformance on international benchmarks, particularly in math, science, and engineering, and in the shortage of qualified workers able to enter professions that require advanced skills."

Please if you are truly an advocate of gifted education, become a member of your local gifted advocacy group...or start a chapter! Our voice needs to be heard.

If you are in Arizona, consider being a part of AAGT. Their website is www.arizonagifted.org.

I am told that in order to get most of our staff on board with gifted education I have to be patient and kill them with kindness. Do I see improvements in our districts gifted education...yes...but it is nowhere where it should be. How do I keep being kind, when I see children with extraordinary potential not getting the education that they deserve?

This article was retrieved from: http://thejournal.com/articles/2009/11/16/is-american-education-neglecting-gifted-children.aspx on November 19, 2009

How Much Time Should We Spend Helping Gifted Kids?

You have all been to the meetings...you know the ones...the ones where the focus is the students who are not performing. How many hours a day do you think that we spend on non-performing kids versus kids who have the ability to perform beyond expectations? I know in my classroom, I am guilty of doing this too. It is easier to not have to worry about them and know that they will be fine.....BUT is it right?

But I am wondering...how do we help those that can do, while still helping those that can't or won't do the work?

We spend 80% of our resources on those that won't or can't do and 20% on the rest of the population. My question for you is......is this fair?

There are some that say that if kiddo's get it, why are we worried about it? But I am thinking...if these students are challenged to perform to the best of their ability, how will their education look at the end of 13 years? Compared to one who just goes with the status quo and does the minimum necessary to please the teacher; what does their education look like at the end of 13 years?

Please share your ideas, concerns and venting as appropriate: