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.
A golden nugget from Chapter 9 is individual attention, discussed on pages 197-200. The book discusses skill gaps in learning and how given a tutor with similar background for individual attention can provide a stronger student performance. We all have students with skill gaps that come to our classroom. We, as educators, do what we do to close the gaps for student's success. We have interventions, tutor, mentors, modifications, accommodations, etc. to target the skills. In the mist of all that, we need to consider identity. Who will our low income students identify with who can help them improve on their talent. The book states, " a targeted tutorial with a tutor who is of similar background or an adult of the same gender and ethnicity a more strongly communicated improvement in student performance." Its a challenge to find mentors and tutors of similar ethnic backgrounds...
I agree with Sarah that finding mentors and tutors with similar ethnic backgrounds are challenging. Finding mentors and tutors are a challenge in itself. I think a student would benefit from a mentor or tutor of any ethnic background because it would be one more person in their lives encouraging them and just listening to them.
"Intervention Approaches that Work" (pg.199) listed several effective interventions that are easy to begin using-- use of technology, small group counseling or mentorships, and a focus on the arts. Our CIS program has mentors, so this would be an area that I could work with them on if I see a student who is gifted in need of a mentor. Technology is useful for all students, but for a gifted student it would give them a creative outlet to present information.
I really enjoyed how Jchoy on June 11 talked how effective intervention begins with the use of technology. Several technology programs show evidence to improve learning outcomes.
Oh I definitely agree Jchoy. To piggyback, it would give them a creative outlet to "produce' information as well! The potential is there.
I agree with JChoy. I agree with "Intervention Approaches that Work" in Chapter 9. No matter if a student is GT or not, there are gaps somewhere in the learning at some point. We can't always assume that they got it. Small group time, technology, mentoring and so on will help our students. That is my gold nugget from this chapter. We need to fill in those gaps so the gap doesn't turn into a crater.
I agree with Annie and Jeanette that a key intervention is use of technology. The book states it has traditionally been used for disabled GT students, which I found interesting. It is a particular motivator for low income students. Those with poor attendance are careful and aware when absences will mean missed opportunity for computer time.
Absolutely! The students we have today are all about technology and they are a lot more willing to learn and do the assignments when their are computers involved. They get excited and want to learn!
I agree with you guys on the technology. Technology is everywhere. Kids love it and they are quick learners while using technology. I for one plan to push myself this year to bring more of it into my classroom to challenge and fill in gaps for my students.
A golden nugget from chapter 9 that will help me reach minority GT students were the charts from 205-208. Some seem tailored made for GT students of all groups. Some would work well as problem based inquiries for group work, allowing GT students to shine. The chart I plan to try is the Quest Model for Creative Writing. I was the teacher for digital story telling once, and used many tools to try to pull a story out of the students. This might work well, and I appreciate the resource. I might even try it during a summer reading camp next week were there are minority students who may be GT.
A golden nugget from chapter 9 comes from page 196-198 under the subheading Learner Characteristics of Low Income and Minority Students: The Basis of Differentiation. This bit of information allowed me to understand that these students need the world of fine arts. Fine arts such as music, art, and dance frees them psychologically from their deprived circumstances at home. Our lessons and curriculum should integrate the fine arts into the content. The Guggenheim piloted a program called Learning Through Art. The results showed that the program increased the students' learning through valuable critical thinking skills while talking about art, which could then be applied to understanding and analyzing literary materials.
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I agree with A Mitch ( Annie's ) comments on June 13th because we do need to expose the world of fine arts to the low income and minority students. I recently finished reading and watching the film, The Gifted Hands: Ben Carson story because he was a guest speaker at our church. He was a minority student of low SES but his gifted-ness channeled through as he appreciated and was exposed to the fine arts and listening to classical music. I agree with Annie that it does " frees them psychologically from their deprived circumstances at home. "
I thought it was very interesting how on page 198 they talked about tutoring and different interventions that have been successful. I thought it was interesting how they said the tutor or mentor works best if they are the same gender or ethnicity. The students can relate better and can form a better relationship with them making them want to work harder and succeed. They take what they say more seriously and want to accomplish the end goal.
My golden nugget occurred on pg. 198 when I read about the roles of individuals who take a special role with these students. The author says that the role of these people allow the student to keep the dream of being a success alive. The point that makes a lot of sense is when the author states that when the "tutor" is of similar background, same gender and ethnicity that the informal message of "achievement" is possible. This less formal type of teaching and coaching is a step in the right direction to allow the student to feel they can succeed and be accomplished.
I definitely agree with you and the author. Atypical students have to "believe" success is possible. It is "believable" when the person looks like you and/or has similar characteristics. This is why today's libraries have a plethora of biography books on people of various ethnicities, religions, genders, etc. with varying contributions.
I agree with Annie and Jeanette and the replies that followed that technology is the "new craze" for the classroom. The students are technology driven and excited about learning new aspects of that world. The old pencil and paper task is in the past and educators need to step up their game to incorporate the "technological" future into their classrooms.
I agree with all of you that technology is important and it's here to stay so we have to get on board and be able to keep up!
My Golden Nugget from Ch 9, is similar to Annie's in regards to the Fine Arts. I have always heard how the Fine Arts are so important to learning. Especially for the low-income and minority students, it states on page 197 that for these students, the world of Fine Arts is more freeing, physiologically from their deprived circumstances, but also in modes of expression that don't require verbal explanation. Activities can stimulate the brain and use the world of arts to reach them because of their compelling affective forces. The Visual Arts, dance, music, drama all give the students means of expression that plain ol paper and pencil just can't for some. It encourages, freedom of expression and curiosity, creativity, nonconformity, independence and provides multiple modes of learning. What's not to like:)
The golden nugget I gleamed from Ch. 9, falls under the subheading, "Intervention Approaches That Work." It is a small sentence on pg. 200 that basically states "the use of a specialized reading curriculum that moves students from lower level reading comprehension to higher level thinking has been successful with gifted learners from low-income environments." I immediately thought of Blooms Taxonomy. Blooms Tax allows students to move from lower to higher order thinking or comprehension via a specialized form of questioning. Atypical gifted students tend to have gaps in their learning. A program inclusive of the Tax would fill the gaps and move them to higher level thinking or comprehension. This type of learning does not have to be a "formal" just structured. Hence, it can be done via a book club. Students can read quality literature and have Blooms Tax lower and higher order discussions or activities. For ELL or reading challenged students, the teacher or librarian could begin with a wordless picture book. The students' responses could be non-verbal as well. To demonstrate lower or higher order comprehension, students could add a picture at the beginning, middle or end of the story.
I agree with "Intervention Approaches that Work" in Chapter 9. No matter if a student is GT or not, there are gaps somewhere in the learning at some point. We can't always assume that they got it. Small group time, technology, mentoring and so on will help our students. That is my gold nugget from this chapter. We need to fill in those gaps so the gap doesn't turn into a crater.