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 teacher works effectively with diverse gifted learners through training as discussed on pages 222-224. It is through the training and workshops that teachers provide a better learning environment that engages students into higher level thinking and class discussions, and to differentiate for gifted students.
I agree with Sarah. Trainings and workshops are the best places to learn new strategies,lessons, or resources to use in class. Finding things online aren't the same...when you are in a face to face training you can ask questions, talk with others in the class, clarify anything, & learn from people who have used these strategies so you know what works & what doesn't.
I agree as well. I think we need trainings that are useful and powerful. I feel the trainings we are offered are repetitive and don't give us the information we need. I would love to see work and different ideas people have used that have been successful and fallen short. I would love the teachers at Bendwood to do a training on what they do and how they differentiate their lessons.
This is a great idea! I would love to see how they design their lessons.
I totally agree with all of you about trainings and workshops are great places to go and learn together with other educators where we can ask questions, share and come together in a learning environment to glean all we can to take back to our classrooms and campus'. I will say, Spring Branch is very good about providing us opportunities for workshops and trainings.
I agree with Sarah when she responds to pages 222-224. Effective training and workshops is the key. I agree that we need to go to GREAT training that give us a bucket of great information that can be used in the classroom. We can then take that valuable information and apply it with our students. Having a positive attitude with valuable training does wonders for our students learning.
A teacher works effectively with diverse gifted learners by know what works. (pg. 222-223) This comes back to effective training. "The trained teachers created a better classroom environment for their gift students' learning. They utilized higher thinking & discussion more than those without training." A good teacher is a reflective teacher. Constantly thinking about how lessons went and what needs to be tweaked so it's more effective helps you know what works & what doesn't. The book mentioned support is needed when teachers learn new practices. Do we have the curriculum materials needed to support a change in practices? Is there are way for teachers to clarify & ask questions?
I agree with Jeanette on the sentences she quoted about teachers needing training to use higher leveled thinking with students. Untrained teachers may resort to worksheets where one size fits all, except we know it doesn't.
I agree with JChoy's comments on June 11th that a trained teacher creates a better classroom because they utilize higher thinking and discussions. To be an effective teacher, you need to be trained, to have tools for knowledge and reflect what ways you can better reach the students.
On page 222, simulated instructional practices are recommended for training teachers to work with GT students in the classroom. I think the is a fancy term for modeling. I learn so much from watching master teachers demonstrate their craft, and certainly from how they differentiate classroom work.
You are spot on Melanie on June 12! I think it is a fancy word for modeling. We need to model, model, model to help students consume, consume, consume.
One part of how teachers work effectively with diverse gifted learners comes from their attitudes (Page 224). "Attitudes about diversity and giftedness are an important consideration in planning teacher development." Researchers suggest to do a preassessment of the teacher's attitude toward the gifted (whether it is negative or positive) to create specific staff development for the teaching staff.
A Mitch, this page and information caught my attention as well. I think a well-written preassessment of not only a teacher's attitude but academic training and multi-cultural knowledge would be valuable. We are faced with a serious problem, when both the teacher and atypical students have problems.
I sooo agree with Annie on this. Page 224 discusses "Attitudes about Diversity...." I think all us would do great with this as a staff development. I think sometimes we as teacher have a mind set that a GT student acts a certain way or comes from a certain background. This would clear up any negative ideas and only bring out a positive outlook for a new year.
On page 225 they talk about the student/teacher relationship. They talked about how important the relationship is between the student and teacher especially the low income child in order for success. They talked about how it's not just academic relationships they need, but basic social interaction as well. Relationships are important for all students, but the low income students see the relationship as somebody who cares and is dependable. When they see you can they care more and want to do better. Teacher's attitudes are the most important thing.
I found that on pages 222-224 (knowledge on effective teaching: what works) the one thing that really stood out to me was that professional development and trainings are the way to get teachers to understand how to facilitate classrooms. With good trainings teachers can improve and learn how to differentiate and create a learning environment which leads to a good educational setting for all of your students.
I agree with Mrs. Breidenthal with the student/teacher relationship. This is crucial to create to educational success with your students. Low income students have a lot of issues coming into the school setting, so a negative attitude from a teacher just sets another "negative" person tone in their head. A teachers (school employees) attitude is everything to create a positive learning environment for all.
Just piggybacking off the biblical saying- If one student is demonstratively unhappy in the classroom...no one is "happy".
A teacher works effectively with diverse gifted learners by knowing what works. (pg. 222-223) This comes back to effective training because anytime teachers have been trained and prepped, we are more valuable to our students and community. I agree with Jeannie in the student/teacher relationship. It is crucial to set up a relationship early on and do everything we can as teachers to build that trust and understanding in helping our students be successful. Unfortunately, their little worlds are already difficult in many instances and I believe that when they come to us and spend 7-8 hours with us five days a week, it is paramount to have a positive attitude, show that we believe in our students and let our students know that they are safe with us. On page 225, The question was posed "what do diverse gifted students want in a teacher?" The answer is the personal and social behaviors of teachers made more of a difference than other teacher behaviors.
One way of working effectively with a diverse gifted learner is to use an "ongoing" case analysis approach to keep abreast of a student's strengths and weaknesses. The analysis of Blair on pp 230-235 highlights the importance of this type of ongoing "documentation." It needs to include information about the progress of these students from a student, parent and teacher perspective. Every year these individuals complete a case analysis. As with Blair, 'patterns" regarding academic strengths and weaknesses will emerge. Teachers can analyze and discuss these patterns and then apply or develop a protocol.
Effective training and workshops is the key. I agree that we need to go to GREAT training that give us a bucket of great information that can be used in the classroom. We can then take that valuable information and apply it with our students. Having a positive attitude with valuable training does wonders for our students learning.