NRC/GT—Winter '98 Newsletter-Distinguishing Myths From Realities: NRC/GT Research
Marcia Gentry Mankato State University Mankato, MN Karen Kettle Durham Board of Education Whitby, Ontario How well do you know the research findings of the NRC/GT? We developed a quiz to test the extent to which you can really identify what the research says. You often see and hear the phrase "the research says" to support a strongly held viewpoint. But you should ask yourself, does it really say that? Now check your responses with the following key. Research Documentation Cooperative learning in heterogeneous groups provides academic benefits for gifted and talented students. References Ableman, R. (1992). Clark, G. Delcourt, M. Hoge, R. Jackson, N. Kulik, J. Robinson, A. (1991). Robinson, N. Rogers, K. Runco, M. Sheffield, L.
Cycles of Learning
SENG
To Teach Gifted Learners Well
THE DOS AND DON'TS OF INSTRUCTION:What It Means To Teach Gifted Learners Well by Carol Ann Tomlinson, Ed.D, The University of Virginia Some people suggest that gifted education is just sort of "fluffy" or enriching-gravy on the potatoes, perhaps, but not anything especially substantial or critical in the way of mental fare. Others propose that all gifted education is what's good for all students. Unfortunately, those two criticisms sometimes stem from observing classrooms where gifted learners are taught inappropriately. So what does it mean to teach a highly able student well? Of course it will vary some with the age of the child, the subject, the learning style of the student-and possibly even the child's gender or culture. Good Instruction for Gifted Learners 1) Good curriculum and instruction for gifted learners begins with good curriculum and instruction. 2) Good teaching for gifted learners is paced in response to the student's individual needs. It's not so hard to articulate.
Education Week Teacher Professional Development Sourcebook: Writing Re-Launched: Teaching with Digital Tools
Published Online: April 4, 2011 Published in Print: April 4, 2011, as Writing Re-Launched: Teaching with Digital Tools Second grader Daisy Mora Gomez uses an iPad application called "Puppet Pals" to work on her pre-writing skills. —Manny Crisotomo Innovative language arts teachers find that adapting writing instruction to technology can enhance engagement without sacrificing the fundamentals. The nature of writing has shifted in recent years. So why does writing in school still so often involve a pen, paper, and a hardbound print dictionary? “Schools are in catch-up mode,” says Elyse Eidman-Aadahl, the director of national programs and site development for the National Writing Project, a federally funded program that provides professional development in writing instruction. There are plenty of reasons for teaching writing without a technology component, including lack of resources, lack of training, and the pressures of testing. —Manny Crisostomo Writing as Collaboration Writing to Be Read
Career Planning for Gifted and Talented Youth
Kerr, B. ERIC Digest #E492 1990 This article by Barbara Kerr offers guidelines in planning career paths for gifted and talented youth. Possible intervention strategies are presented for elementary, junior high, senior high, and college/young adult ages. The article is divided into three sections -- multiple possibilities, focused interests, and planning with special populations -- for career planning strategies. Although parents and teachers may be concerned about academic planning for gifted and talented young people, they often assume that career planning will take care of itself. Unfortunately, evidence is mounting that youthful brilliance in one or more areas does not always translate into adult satisfaction and accomplishment in working life. Recognition of these problems has produced counseling models that address student needs (e.g., Berger, 1989; Buescher, 1987; Silverman, 1989; VanTassel-Baska, 1990). College: Multipotential students often have multiple academic majors.
Tips for Teachers: Successful strategies for teaching gifted learners
Davidson Institute for Talent Development 2003 This article by the Davidson Institute for Talent Development offers a list of tips for teachers. It focuses on suggestions any teacher can use in the classroom to aid their gifted students and promote their achievement in positive ways. Common blunders are also discussed as well as why they can be detrimental to the gifted student. Being a regular classroom teacher can be both an exciting and overwhelming experience. Tip #1: Familiarize Yourself with the Characteristics of Intellectually Gifted StudentsNot all gifted students in your classroom will be identified and even those who are may not always appear to be gifted. Tip #2: Let Go of "Normal"In order to be an effective teacher, whether it's your first year or your 30th, the best thing you can do for yourself is to let go of the idea of "normal." Tip #3: Conduct Informal AssessmentsMeeting the needs of gifted students does not need to be an all consuming task. Permission Statement
Assessing 21st Century Skills
Recently, one of the teachers who is participating in our district’s 21st Century Learning grant project came to talk with me about assessing 21 century skills – one of the expectations for teachers in this project. Her observation was that students frequently practice the skills when engaged in research or project based learning. The thing she was struggling, with, though, was how to “grade it.” Assessing skills like collaboration, information literacy, creativity, self-direction, and critical thinking seems like a difficult task–when you think of assessment as “grading.” So to effectively assess skills and habits of mind –we must design a performance task for the students. One of the most difficult tasks of designing an effective formative assessment tool for 21st century skills is deciding what criteria should be included. These items become the criteria upon which a rubric or checklist can be built.
High Achiever, Gifted Learner, CreativeThinker
Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness. High-achieving students are noticed for their on-time, neat, well-developed, and correct learning products. Adults comment on these students' consistent high grades and note how well they acclimate to class procedures and discussions. Educators with expertise in gifted education are frustrated trying to help other educators and parents understand that while high achievers are valuable participants whose high-level modeling is welcomed in classes, they learn differently from gifted learners. In 1989, Janice Szabos published a comparison of the bright child and the gifted learner. Responding to those concerns, a three-way comparison of a high achiever, a gifted learner, and a creative thinker is proposed for you to consider and ponder. Later, in the second cartoon, the teacher poses a question to the class. Szabos, J. (1989).
