This is a professional development blog for Nottingham Elementary. We'll be discussing books we have read as a group. Our discussions will be focused on gifted children.
Something that I would apply to a class is the value-added classes, discussed on page 125 of the section Key Points to Guided Practice, because these value-added options helps the learned to sustain interest and motivation for learning, which is essentially the key to ignite the engine. Students need this motivation for learning to "enhance affective development."
I agree with Sarah Chu June 9 that added value classroms are a huge motivator for students. If students can apply what they are learning to a real world problem, they will be more likely to have "buy-in" to the content.
I agree with Sarah on the valued-added classes on page 125. I really think this would keep them motivated. I agree that it would promote more opportunities for higher learning in their interest.
From chapter six under the subheading Key Points to Guide Practice page 125, I would apply the nontraditional teaching model for gifted students. By being more aware of cultural differences and values mixed with the exceptional student allows me as an educator to reduce any bias I may have and support their gifts better.
I agree with Annie. Learned about the students culture will allow you to connect with your students and support them. It will also help you tailor your teaching--finding articles and books that they can connect to and knowing when you will need to build in more background knowledge for these students.
Working effectively with parents (pg126) is something that I would like to add to our nine week newsletter.Giving parents practical ideas for easy implementation at home like games, websites, and free programs/events they can use with all their children.
Replying to Jeanette, I like the science and math preprinted letters home for just that reason. Seem students reported their moms made them do all the experiments and extra math suggested. As months went by, I sent those home less often, so I need to pick that back up in the new school year.
Absolutely! I love the idea of giving parent's ideas on how to help their children at home. Easy things they can do everyday!
Getting parents involved is very important. I think success with these parents can happen when it is "verbally" stated that they have an "advanced or special child." Remember the parents themselves have probably dealt with negative stereotypes. To hear a teacher speak positive about the achievement of their atypical student would be encouraging. Encouragement can sometimes foster parent participation.
I can apply the teaching of better organization and time management for those under performing students who are not receiving good role modeling in this area at home. Page 113
When I read this, I said to myself all of our students could probably benefit from something that would help them organize themselves and manage their time. This can be something as simple as keeping a month-at-glance calendar with all expectations and activities included. I would want them to write down both school and home activities.
I agree with JChoy's comment on June 10 at 4:59pm because parents like receiving additional resources to help their child and when we keep that open line of communication with them, it does make working with parents effective.
I think social relationships on page 114 are so important.I can definitely apply mixing GT students in groups of non GT students. The GT students were usually grouped together because they were the higher group. Not only will this push and challenge the other students it will make the GT kids have to socialize with other groups of students.
I agree with Mrs. Breidenthal on June 28 that GT students should be grouped together. The incredible ideas that are generated from these brilliant minds go beyond the classroom setting to things unimaginable.
I agree with you guys. page 114 with Social Relationships. I think this is super important. It helps social skills and learning on a new level. GT and non-Gt learners can learn from each other. Our Non Gt students can teach quite a bit on great social skills while our GT students can be great helpers to those who struggle. I think it is a win- win! This not only works during the year but for a lifetime. Social relationships is so important. It goes back to that belongingness.
On page 114, I totally agree with the social relationships aspects of a G/T classroom. The G/T students should be placed with non G/T students so that each group is challenged. I feel the non G/T students are also being given the opportunity to push and challenge themselves in this type of classroom setting.
In response to several of the response and JChoy..... I love sending home the math letters from Think Central. They not only provide activities to reinforce what we are doing in the classroom, but connects the parents with what their child is doing.
From Chapter 6, I would add into my classroom, the value-added classes which as Annie stated, are " huge motivators" . Anytime we can apply what resounds in our own lives, we are going to be more motivated and learn from. I believe that we as educators must meet the needs of our students, but how can we do that until we have used a diagnostic-prescriptive technique to find out what those needs are? Once we have that in place and have learned some things about their culture, we will have a bond with that student and build a relationship with the student and the parents, we have set the student up for success.
I agree with Jeannette in keeping the lines of communication open with our parents and sharing resources, tools to enhance their child's academic growth and news to keep them updated about what's going on in our classrooms, school and community are valuable assets and tools to aid the whole family and keep them up to date on what's going on. I have even put in a few ideas from time to time of educational/fun and inexpensive places to go or upcoming events to share with parents and they seem to be pleased to get these little tid-bits.
I like the idea of using data or diagnostic prescriptive techniques to target and tailor instruction that meets the needs of a certain sub-pop - pp. 124-125. This idea seems to target a student's strengths and then encourages the designing of instruction or placing students in a class where their strengths can be developed further. This might seem daunting but this could easily be done via online field trips, independent projects, hands-on activities, skyping on a scheduled day with an expert in their field, allowing them to work with a upper grade teacher in their strength subject area, etc.
page 114 with Social Relationships. I think this is super important. It helps social skills and learning on a new level. GT and non-Gt learners can learn from each other. Our Non Gt students can teach quite a bit on great social skills while our GT students can be great helpers to those who struggle. I think it is a win- win! This not only works during the year but for a lifetime. Social relationships is so important. It goes back to that belongingness. When we build social skills with relationships, we have a sense of belonging.