[English] Hit: Gifted Students in the Classroom

Fri Feb 29 08:38:17 EST 2008

Absolutely spot on Tony; well said!

Douglas McClenaghan

On 27/02/2008, at 5:16 PM, Tony Whitmore wrote:

> Hi gang,
>
> In my opinion, there would not be very many students for whom the  
> items listed would not be appropriate ... giftedness is not a  
> prerequisite for deserving good teaching.
>
> I'm  a person who did not discover my 'giftedness' until an employer  
> arranged for me to be assessed in my twenties, and by that time it  
> was a bit too late. Frankly, I cannot imagine any of my teachers  
> saying, "If only I had known you were a genius I would have treated  
> you differently". My maths teacher thought I was an idiot and told  
> me so in class, after asking me to stand up so that everyone else  
> could observe what an idiot looked like.
>
> Friends, don't reserve your humanity and best teaching for the  
> students that are labelled as gifted, ok?
>
> Cheers,
> Tony Whitmore
> ESL, Isik College
>
> On 27/02/2008, at 1:01 AM, stephen at melbpc.org.au wrote:
>
>> Hi all
>>
>> Thanks indeed to the people on the Qld 'Gifted' mailing list,
>> Gifted at discussions.eq.edu.au, whom responded to this question:
>>
>>> I have to give a presentation to staff next week on 'Meeting the
>>> needs of the gifted in the classroom'. I've only got 10 minutes
>>> do you have any brief set of principles that you could share?
>>
>> Replies from the Gifted mailing list (in order of receipt):
>>
>> [1]--
>>
>> My principles are:
>>
>> 1. identify, acknowledge, support and respect your gifted students
>> (several studies talk about teacher expectations, attitudes eg  
>> Vialle,
>> Hewton). If no standardised testing, try Sayler's checklists, and use
>> Whitmore to identify underachieving gifted
>>
>> 2. pretest - don't teach material that's known already (Deslaurier  
>> study
>> Canada: 2/3 of students knew half the work before it was scheduled  
>> to be
>> taught; top students knew 90% or thereabouts)
>>
>> 2. teach new material quickly with only as many repetitions as  
>> necessary
>> for mastery of the basics
>>
>> 3. focus on higher order critical and creative thinking skills,  
>> problem
>> finding and solving
>>
>> 4. set up options and opportunities to show potential in a range of
>> disciplines or fields
>>
>> 5. encourage practice to mastery of advanced material - content and  
>> skills
>>
>> 6. don't accept mediocrity - gifted students are usually  
>> underachievers.
>> Communicate your high expectations positively
>>
>> 7. don't call it gifted education if it's enrichment that all/most
>> students could do. Use Passow (could, would, should) as a guide to
>> determining whether curriculum is appropriate for gifted students.
>>
>> 8. differentiate as much as possible - use Maker: modify for depth  
>> and
>> complexity in content, process, product, environment. Also Braggett's
>> seven categories
>>
>> 9. set up clusters, ability grouping where possible
>>
>> 10. challenge them as much as possible - keep them excited and on  
>> their
>> toes
>>
>> 11. accelerate students as much as possible using various of the
>> strategies - see list at http://nationdeceived.org/ (A Nation  
>> Deceived)
>>
>> 12. locate mentors for gifted students in their special interest  
>> areas
>>
>> 13. negotiate contracts, formulate Individualised Education Plans for
>> the highly gifted
>>
>> 14. use positive aspects of humour
>>
>> 15. remember gifted students still need teaching. Be that great  
>> teacher
>> they'll remember. Don't send them to the library or expect them to  
>> work
>> in isolation
>>
>> 16. get some training in gifted education - you owe it to the 10% who
>> need it. Some good sites to explore for general information are:
>> http://www.hoagiesgifted.org/
>> http://www.gifteddevelopment.com/
>> http://www.nagc.org/
>> http://www.gifted.uconn.edu/
>>
>> 17. buy one good text eg. Karen Rogers Re-Forming Gifted Education
>> (brilliant)
>>
>> I'd better stop now!
>>
>> Cheers
>> Judith
>>
>> PS: Not a simple task - there are many hours of PD involved in
>> explaining and training just on my suggestions alone. Best wishes and
>> good luck to your friend. I seriously doubt the school's commitment  
>> if
>> 10 minutes is the time allocation!
>> --
>>
>> [2]--
>> The professional development packages by GERRIC - accessible at
>> http://www.dest.gov.au/sectors/school_education/publications_resources/prof
>> iles/gifted_education_professional_development_package.htm  -
>> may be of help.
>>
>> In particular, Module Five. 'Curriculum Differentiation for Gifted
>> Students' offers advice on meeting the needs of the gifted in mixed  
>> ability
>> classrooms.
>>
>> Otherwise Hoagies http://www.hoagiesgifted.org/educators.htm  is  
>> always an
>> excellent source for advice on all things gifted.
>>
>> Kris
>> --
>>
>> [3]--
>>
>> I did a quick presentation for the local branch of the QAGTC  
>> recently on
>> this topic. It isn't as specific as Judith's - more of an overview,  
>> really,
>> but I can send you the powerpoint (nine slides - 56 kb) if you want.
>>
>> Keep well
>> Ross
>>
>> Ross Harvey
>> Principal
>> Kimberley Park State Primary School
>> --
>>
>> [4]--
>>
>> Ross Harvey has given permission for his Gifted Education PowerPoint
>> presentations to be added to the Gifted Education Learning Place  
>> website
>> at www.learningplace.com.au/en/g&t . The presentations can be found
>> under the drop down menu, on the left hand side of the screen,
>> Professional Learning, then Professional Development.
>>
>> If anyone has a presentation they would like to share on this site
>> please email it to me, Thanks.
>>
>> Kath.
>> Kathleen Teasdale | Principal Education Officer
>> Curriculum Division | Department of Education, Training and the Arts
>> Floor 9 | Education House | 30 Mary Street | Brisbane Qld 4000
>> --
>>
>> [5]--
>>
>> Thanks to Ross for sharing - much appreciated. I liked the Framework
>> presentation.
>>
>> On the "Teaching Gifted Children" presentation I would like to  
>> discuss
>> the definition on Slide 2 -
>>
>> "Gifted children are those who do things a little earlier, a little
>> faster, a little better and probably a little differently from most
>> other children."
>>
>> I know it was included in the previous Queensland policy but I still
>> wonder who said this as I don't think it is useful. It's not  
>> current, or
>> helpful in identifying the top 10% (or 5% if you prefer). It sounds  
>> to
>> me like it would apply to 40% of the school population at least?
>>
>> What do others think? Does anyone have a definition that is more
>> 'definitive'? If you can share please provide a reference.
>>
>> I have read many over the years since Marland (Tannenbaum, the German
>> Munich Model, Renzulli, Gagne, Colombus Group, 1993 Qld policy, EQ
>> Framework, etc). My own personal definition is overly simplistic I  
>> know:
>> "Gifted children have high ability"!
>>
>> Cheers
>> Judith
>> --
>>
>> [6]--
>>
>> Dear Judith,
>>
>> The definition you have isssue with is very broad, but I find that  
>> it isn't
>> a bad way to begin the focus for teachers who will readily identify
>> students who 'can't', and to respond to their needs, but are less  
>> inclined
>> to differentiate for students who 'can', because they feel that their
>> learning needs are being met by current classroom provision.
>>
>> When there is a dissonance between what is happening in the  
>> classroom, and
>> what the teacher feels should be happening, that's when pedagogical  
>> change
>> begins to take place. Many teachers still don't know where to start
>> looking, or if they do, automatically identify the 'conforming
>> performers', who learn the way they are being taught!
>>
>> I haven't had time to look at Ross' presentation yet, but I thought  
>> that
>> your list of points was great!
>>
>> Best Wishes,
>> Lyne Megarrity
>> Hermit Park State School,
>> Townsville
>> --
>>
>> [7]--
>>
>> Hi Everyone,
>>
>> I do like your definiton Judith- such simplicity but it captures the
>> essence!
>>
>> i like to keep in mind (particularly because as teeachers we are  
>> talking
>> about children), the concept from Gagne that potential to achieve  
>> highly
>> qulaifies as giftedness, rather than limiting ourselves to only  
>> thinking
>> about those who are already achieving.
>>
>> Another aspect that its worth keeping in mind is that the top 10%  
>> is quite
>> a few children- many teachers only think that the term can apply to  
>> a tiny
>> %  perhaps 1 or 2% or less than this, and so don't think that any
>> modifications need to be made for the rest of that highly able group.
>>
>> Cheers
>> Frances
>> --
>>
>> [8]--
>>
>> I guess to avoid alienating the unconverted it's useful to go in  
>> softly
>> with a gentle statement. But at some stage we need to talk in  
>> stronger
>> terms and quantify the concept as well.
>>
>> Personally I've been around so long now that I've become a hard liner
>> because we still don't know who's gifted. There's no defensible
>> identification strategy widely implemented. No funding of  
>> significance
>> to make any great difference unfortunately.
>>
>> Judith
>> --
>>
>> [9]--
>>
>> For me the best aspect of Gagne is the delineation of the factors
>> affecting whether you develop and use your giftedness or not. I think
>> the gifted vs talent issue is a matter of semantics and personally it
>> doesn't grab me at all. Especially when we don't pay as much  
>> attention
>> to Tannenbaum and the Germans who did very similar explications of
>> giftedness at the same time. Who was first I can't tell. All I can  
>> say
>> is I'm glad Queensland isn't following the other states who only
>> recognise Gagne. I hope that means we appreciate diversity and value
>> different perspectives and acknowledge that many scholars have  
>> produced
>> worthwhile models of giftedness.
>>
>> There's been criticism in the British press over the 10% notion,
>> reporting that teachers say it's too high and includes too many  
>> rather
>> ordinary students! I couldn't help thinking are the top 10%  
>> ordinary or
>> is it the curriculum and pedagogy that's less than exciting? So  
>> they're
>> moving to 5%. I talked to Gagne about percentages and he said he's  
>> moved
>> from 15% to 10% but that was some time ago.
>>
>> In Queensland 10% equals 80 000 students. Across Australia, 400  
>> 000. As
>> Frances says, not a low incidence special needs group at all!
>>
>> Judith
>> --
>>
>> [9]--
>>
>> Hi All,
>>
>> May I just say how much I enjoy reading this list, and how much I  
>> enjoy
>> Judith's down-to-earth views.
>>
>> Her clear sight and long experience make her worth "listening" to.  
>> I agree
>> - how long do we have to have the "softly, softly" approach to  
>> giftedness
>> as though it is somehow distasteful to have it? It is about time it  
>> was
>> included in all pre-teaching courses as a normal part of the  
>> diversity of
>> children. It is about time that catering for these children was a  
>> NORMAL
>> part of the school curriculum and not an "add-on", or a luxury that  
>> we get
>> to when we can (since they look after themselves, these kids, anyway,
>> don't they?).
>>
>> Yes, I know we have the Framework, I know we have the Gifted and  
>> Talented
>> Action Plan - both steps in the right direction - but it would be  
>> good if
>> all schools were resourced and supported with extra staff to cater  
>> to our
>> top 10% or 80,000 kids across the state.
>>
>> Christina
>> --
>>
>> [10]--
>>
>> Hi,
>>
>> I am a mum to an extremely gifted 5 year old boy. He was age  
>> equivelent to
>> 8 years and 10 months when he was assessed at 4 years and 3 months.  
>> After
>> a hard and uninterested fight through the dept of eduacation for  
>> early
>> school entry last year, we just decided to wait until this year.
>>
>> Anyway, he has started school (prep) this year, and we are both  
>> finding it
>> quite unenjoyable and i suppose frustrating. The work is completely  
>> boring
>> and poses absolutely no challenges or stimulation to his learning/ 
>> school
>> experience. He complains daily about school due to this ("All we do  
>> is
>> draw... read the same books... Do the same things...)
>>
>> At lunch time he plays with kids all who are in older grades, (i  
>> suppose
>> they are more interesting and he is on the same mental level as  
>> them), and
>> when he comes home he completes his cousins homework (reading books  
>> and
>> writing exercises), who is in year 1, with absolute ease, while she
>> struggles to get through.
>>
>> So, in explaining all this, how far do i push for further education
>> opportunities????
>>
>> (I know that most schools dont implement gifted programs until year  
>> 2 and
>> above.)
>>
>> Also, how would a parent/school initiate a gifted program within my  
>> local
>> state school?
>>
>> Any information or teacher/parent feedback would be absolutely
>> appreciated. I look forward to your responses.
>>
>> Sincerely,
>>
>> Jana Loadsman
>> Tweed Coast
>> --
>>
>> [11]--
>>
>> Hi Jana,
>>
>> I just wanted to let you know I know exactly where you're coming  
>> from &
>> all I can say is act quickly. It doesn't take long for a highly  
>> gifted
>> child like your son in an unchallenging school environment to  
>> determine
>> that school is irrelevant to their needs, and the negative impacts  
>> from
>> incorrect placement can take years to overcome. (BTDT!)
>>
>> Pushing for further educational opportunities doesn't have to be
>> adversarial. I'd approach your son's classroom teacher & try to  
>> schedule a
>> time where you can discuss your concerns. Does the school know  
>> about his
>> giftedness? Do they know that you were considering early entry as an
>> option but didn't pursue that route? I know that early entry to  
>> Prep is
>> nigh on impossible unless you transfer from interstate, but did you  
>> try
>> for early entry to Year 1 this year instead of Prep?
>>
>> If the school hasn't seen your son's assessment results, they need  
>> to.
>> They should be able to do further achievement testing to determine  
>> the
>> best academic placement for him. Given that he's already 5,  
>> acceleration
>> to Year 1 would seem appropriate & that's a common practice in  
>> Queensland
>> for identified gifted children. It may even be that his level of
>> giftedness is such that Year 2 would be more appropriate. After  
>> all, last
>> year's Year 2's did not have to turn 7 until the end of the year,  
>> without
>> any form of acceleration. Last year, accelerated Year 2's could  
>> have been
>> 5 years old for their entire Year 2 year, so for a highly gifted 5  
>> year
>> old, it's not a ridiculous proposition.
>>
>> Even without any sort of acceleration, or any "gifted program", his
>> classroom teacher should be able to make simple provisions for him if
>> she/he knows what the issues are and where his strengths lie. He  
>> should be
>> reading appropriate readers / chapter books for example, and it's  
>> quite
>> easy for the teacher to adjust her approach to class topics to  
>> allow him
>> to delve more deeply than the other children. The difficult thing  
>> though,
>> is the sense of isolation he is likely to have if he is the only  
>> one like
>> him in the class, and this could result in underachievement in an  
>> effort
>> to fit in and seem more "normal". This is where acceleration can  
>> help,
>> especially in the early years, as he would be more likely to find a  
>> child
>> who is closer to his cognitive level in a higher grade and can  
>> share some
>> of his interests and ideas. You already mentioned that he seeks out  
>> the
>> older children at play times.
>>
>> You are embarking upon a long and difficult educational journey!  The
>> reality is children like your son come along very rarely and the  
>> regular
>> system was not created with them in mind. As such, you need to  
>> regularly
>> assess his needs and whether or not they are being met. Finding the  
>> right
>> educational fit for him may take several re-shuffles as he moves  
>> through
>> the years, and what works well this year may not be right next year.
>>
>> Flexibility is the key.
>>
>> Rarity aside, you are certainly not alone :) There are many great  
>> forums
>> where you can glean advice and support and share your experiences  
>> (ups &
>> downs) with other parents of gifted children. QAGTC has a  
>> discussion forum
>> accessable from their website: www.qagtc.org.au, and there is a  
>> good forum
>> at the gt-cybersource website:
>> http://giftedissues.gt-cybersource.org/BB/ubbthreads.php/ubb/cfrm.  
>> For
>> information on giftedness and educational advocacy, www.hoagiesgifted.org
>> is a great place to start, and for info pertaining to acceleration of
>> gifted children, I suggest reading http://nationdeceived.org/. The
>> internet is definitely an invaluable resource!
>>
>> Good luck! Speak to the teacher - the likelihood is the teacher & the
>> school will sincerely want to provide the best type of education  
>> they can
>> for your son. Hopefully there is the right support available to  
>> them to
>> ensure that they can make informed decisions, with you, on what  
>> that might
>> be, and have the capacity to implement it.
>>
>> Long, I know, Sorry!
>>
>> Regards,
>> Cassandra
>> --
>> [END]
>>
>> Thanks people!
>> Stephen Loosley
>> Registered Teacher
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