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.
In chapter 8, Developing Strength Key Point to Guide Practice, pages 182-184, really spoke to me. As a teacher, providing programs that develop the student's talent is key on building strength and optimizing talent development. Its important not to give busy extra- curricular work, but meaningful challenging work that stimulates their minds and supports the student's needs to foster their talents.
I agree with Sarah. Giving students meaningful work such as inquiry-based or problem based units will give students stimulating assignments that will keep them motivated.
I agree with Sarah and Jeanette that inquiry based assignments keep students learning. This is just good teaching, not only for GT students.
I agree with Sarah when discussing chapter 8. You all make a great point on giving our students inquiry based assignments. This keeps our students motivated and learning. It not only motivates them but also challenges them.
"Curriculum and Instruction" pg.184 spoke to me the most. "Designing curricular units that are inquiry-driven and problem-based will engage and motivate high nonverbal, low verbal gifted learners." Inquiry-driven units will not just benefit gift students, but all students.
I agree with Jchoy on June 11 about how inquiry-driven units benefit all students. Inquiry-driven units have the potential to increase intellectual engagement and foster deep understanding.
I agree jchoy. Inquiry-driven and problem-based learning motivates students because most include the K-W-L strategy. The student gets to determine what he or she wants to learn.
The key point that spoke to me the most was Developing Strengths on page 182. I gained awareness that high nonverbal and low verbal gifted students are strong in one domain but average or below average in another domain. As educators, we need to tap into developing their gifts and encourage participation in extracurricular activities.
I agree with A Mitch ( Annie's) comment on June 11th that high nonverbal and low verbal gifted students are strong in one domain but average or below average in another domain. I think its important as educators to "tap" into nurturing this underdeveloped domain. One student that I know scored higher than 130 in the nonverbal category but below on the verbal abilities and we need teachers to help develop that domain.
The GT tests that measure intelligence nonverbally are likely to capture the strengths of, and not to penalize as low achievers, students who cannot read, who have poor language skills, who are bilingual, and so on. This is why it is important to develop language by using ELPS to nurture our LEP sub-populations.
I agree with Annie and Sarah on this. Pages 182-184 on developing strengths in our students. Finding ways to build strength in their talents in the classroom when they are finished with assigned work.... not just busy work but something that challenges them. Also I agree that programs outside the regular school day would be great for them.
The key point to guidance that stood out for me was on page 184. Some high nonverbal, low verbal GT students may be gifted in math. I thought of a student that responded beautifully to one on one teaching, but not to small group or whole group work. He was dyslexic and I would say, "picture this in your mind" and other different suggestions. I did not request that he write down all his thinking because that did not fit his strengths. The author wrote that one reason students gifted in math do not get identified may be due to the method of teaching in today's classrooms. However, our (SBISD) current method of teaching math does involve his recommended use of reasoning and thought provoking problems.
I agree Melanie. I think it is very important we give students different options on how to answer questions. If they are not doing it the way we want it look deeper and find out why,
I find it interesting on page 159 how they talked about students who are low verbal gifted learns are usually very strong in math. I think that's interesting because math is obviously something where verbal skills aren't necessarily needed. They are able to show their thinking through their work and manipulatives. Math is so visual and manipulative according to what is being asked. I think it's very interesting too how on page 184 they talk about how a lot of students are gifted in math, but they are not identified because it is not taught the way they see it and the way it's being taught does not evoke the type of higher level thinking they need. This is another reason we are hitting all aspects of learning when we are teaching. We need to have different ways to show/teach the lessons we have.
On pg. 185, Program Services and Supports. spoke to me because without strong programs and staff support the students can't reach their potential. If the provisions are not supported and left up to the classroom teacher the differentiation will not be consistent. Provisions by teachers and support staff are crucial to making these students successful
I agree with Melanie, I taught G/T students for 10 years in Maryland and when they were given choices and free reign to support a question they took the time with their work and were able to support with clarity. As educators we need to allow these students think out of the box and deeper about what is being asked.
In chapter 8, Developing Strength Key Point to Guide Practice, pages 182-184 really spoke to me as it did to Sarah in her June 10th post. I agree that giving students meaningful challenging work that stimulates their minds, encourages curiosity and supports the student's talents and strengths maximizes their motivation.
I agree with Sharon Hudson on July 18 about developing strengths. It almost speaks to the development of leadership skills. If we optimize talents we can create an established expectation for the students and hopefully within themselves to become leaders.
I agree and believe the use of technology would not only support the student's talents and strengths but motivate them as well.
I found this chapter to be so interesting in regards to the high nonverbal, low verbal GT students gifted in math. I agree with Melanie that it is very important that we give students various ways to answer a question or various means of achieving the correct answer because we all have different ways of learning, expressing and arriving at our conclusions.
This chapter was so interesting that I searched for information that was mentioned. I wanted to know how the district addressed our high nonverbal, low verbal GT students so I researched to see if the battery of test used included a nonverbal domain. We use the CogAT and the Naglieri. I am impressed but would be more so if the Stanford Binet was included. Nonetheless, the Key Point that wooed me was "Developing Strengths - pp 182-183. I thought about ideas that can be used to help develop the talents of these students. I was amazed that Odyssey of the Mind was mentioned because I was thinking about it. Old Odyssey problems can be used to develop talents, Mad Science projects, Lego Mindstorms, Code.org code writing, etc. Some good solid hands-on projects that required visual-spatial reasoning would help me the needs of these students. There are also some android apps and interactive mystery e-books that can be used to help meet their needs.
I agree with Chu on pages 182-184 on developing strengths in our students. Finding ways to build strength in their talents in the classroom when they are finished with assigned work.... not just busy work but something that challenges them. Also I agree that programs outside the regular school day would be great for them.