Tuesday, March 29, 2016

Session 3-Question 3

As an educator, share the "treasures" you gleamed from chapter 9? Why do you think this bit of information will assist meet the learning needs of our gifted population? (Site page numbers with examples.)

16 comments:

  1. A treasure I gleamed from chapter 9 under the subheading How To Win Support From Parents on page 197. I really connected with “reeducate” parents about what it means to be gifted and what it means to provide appropriate school experiences for gifted students. Parents need to understand that strong, meaningful experiences and real world opportunities are the true germs to expanding a gifted mind vs having a perfect report card.

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    1. I agree with Annie Michell's response on June 13th about how parents need to truly understand that grades and truly being a gifted mind aren't always one the same page. Being gifted should not equate to having a perfect grade on the report card or straight A's. Grades do not equal authentic learning.

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    2. I agree with Annie Mitchell and Sarah Chu from June 13th and 16th in regards to parents and grades. The GT students and parents tend to think if they don't make an A something was wrong and they both freak out. If they truly understand and comprehend the grade shouldn't be the final say.

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    3. Annie, I also liked the section on page 197 that addresses how to win support from parents. I like how she lays out and responds to those concerns. Very Helpful.

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  2. A treasure that I gleamed from chapter 9 was on page 197 under How To Win Support From Parents. I ally enjoyed the part on taking the time to explain your plans to teach them. That the parents need reassurance that skills will not be glossed over and that teachers will do their do diligence on getting all skills needed to be successful for the students. I plan on doing that for the fall conferees and sharing with them resources such as the ones liste in the Reference and Resources in chapter 9,10 and Appendix B.

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    1. @Sarah @Annie...I find it interesting that some parents might not wish their child to be gifted. I can understand they may just want their child to fit in and be popular...but it is important they see their child for who he or she really is and be supportive. My experiences have mainly been with parents who wish their child measured in the gifted range.

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    2. I agree with Sarah's June 19 reference to the resource list in the back of the chapters as well as the Appendix. This caught my attention too. I started checking the library catalog to see what's available. I plan to share the list with teachers.

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  3. On page 196 it mentions Chess as a Possible Pull-Out Program Activity. That caught my eye as we have a NHE Chess Enthusiast offering to provide chess lessons to second graders during the day. The Pull-Out programs pp 194-195 may interest Mr. Moore to support his thoughts for Friday afternoons.

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    1. I found this interesting too! The 4th graders who were the top chess players were students who are GT (or became identified this past year).

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  4. I found the section "How to Win Support from Parents" (pg.197) very helpful. I found many of the statements true. I have had a parent worry about the effects of their child being pulled-out once a week for Spiral will have on their child academically & socially. I also found the answer to the question on pg. 198, "What can I say to parents who try to convince me their child is gifted?" helpful.

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    1. I agree with JChoy's June 24 comment about the impact of a pull of a pull-out program. Since PGP is vastly different from Spiral, I have to assure parents that their children are not missing valuable classroom instruction.

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  5. I found the section "Keeping Track of Students' Work from Year to Year" on page 187 very helpful. I love how they have a chart on page 190 that should follow the students throughout their elementary schooling. It allows teachers to know what the student has done in the past and consistency for the student. The form should be filled out several times throughout the year for the student's records. It is a great way to continue challenging the students and allowing them to excel.

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  6. My "treasures" tend to be think I can print out and use right away in the classroom! That being said, the differentiated learning plan on page 188 was what I enjoyed the most from this chapter. It would be great to use with my students, and also be a way to show differentiation in the classroom.

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  7. I really like the use of the Differentiated Learning Plan (p 188) as a tool to track the student’s opportunities of compacting and differentiation. As I have been reading through the book I have moments of anxiety as all this seems a bit overwhelming. But the use of this form seems to be a good way of tracking and planning a global view for the student.

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  8. As you are reading chapter 9, Winebrenner mentions helpful resources. For example, in "How to Win the Support of Parents" she said to look at the Reference and Resource section. I looked and saw the treasure trove of professional development resources on page 199 and in the appendix. There are resources for programming, grade-skipping, pull-out programs, winning support of parents, etc. I want to read more about "Acceleration" p. 187. Particularly, the acceleration in one subject area and having students go to higher grade in this area of strength but return to the classroom for the areas in which performance is average. I see more of our students falling in this category versus the others.

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  9. A treasure gained from this chapter for me was found on page 196 on the remarks involving the changing role of the gifted education specialist. It encouraged that these specialists shouldn't serve in isolation but in true collaboration with teachers in the regular classroom, and in that way seeing how many practices in this group can serve all students.

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