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.
Most insightful part of reading this books was one of the the learning strategies, one in particular is the Socratic seminar on page 139. I find it insightful because it does an outstanding job of moving content from recall to true understanding and all the students can benefit from it.mi like the building blocks chart on page 140. I love it when students response to a question or ask a question and see the look on where their questions and response ended up on using the Build Block To Think.
I agree with Sarah Chu about having a student response to a question or ask a question that leads to other questions.
I agree with Sarah regarding the Socratic Seminar and that it helps students develop a true understanding of a topic via discussion. But, I also like that it is inclusive. Gifted English language learners would benefit as they would be able to develop language skills and vocabulary as well.
The most insightful thing to me reading this book is in Chapter 5 Extending Reading and Writing Instruction on page 89. The chapter didn’t go on and on blah blah blah about research but actually gave me tools I could use instantly in my classroom with my gifted and regular population. As I was reflecting with Nancy L. about my whole group and small group instruction, I realized that I did not give enough time to vocabulary. On page 109, I am educated on how gifted students LOVE vocabulary activities and realized I need to make this more part of my reading workshop.
I agree with Annie Mitchell's comments on June 16th about how the book shows many tools that we can use in the classroom to prompt vocabulary. Many of the lessons really will help enrich their reading and writing instructions.
Annie Mitchell on June 16, I also find that vocabulary is something that I don't give enough time to during instruction. I am so excited to also use that activity in my classroom! Chapter 5 was definitely one of the most useful to me.
I also found chapter 5 insightful like Annie Mitchell did in her June 16th post. The book did a great job of applying tools and strategies that teachers can use in their classroom, without having to stop at an idea and having to figure out how to implement it.
I like the suggested charts as well. I found the Categories Challenge on page 220 to be helpful for those awkward days when curriculum is done but school time is not. I will use page 166 The 4C booklet. I might use the Resident Expert planner for when the child wants to use tickets to teach the class. I have had to stop a couple when they decided to teach something violent that we had not talked about!
Melanie, good idea about the Categories Challenge on page 220 for the days when curriculum is done but school time is not. I also like the 4C booklet and can see this as staple in my room. Maybe I can work it into something like a show and tell time for all students. I find traditional show and tell painfully boring and a time waster!
I like Melanie's idea of using the Resident Planner as "heads-up or a precursor to a presentation on July 21. It will help keep students on topic and presenting what's been approved. This is important because we have those who like to "shock" or be "inappropriately comical."
I found chapters 6 and 7 very helpful. I will definitely be using the extensions menu (pg. 137), socratic seminar and the 4C booklet this year. All of these activities and strategies can be used in any subject area, are open-ended, and geared to the interests of the learner.
I found Chapter 8 to be very beneficial when they are talking about cluster grouping (pgs. 176-181) There are always so many questions that go along with cluster grouping and I feel they were all asked and answered in those pages. There are positive and negatives for clustering all the GT kids together and they gave us several options as how to do both. I liked how they said we should challenge other students who might not be GT, but work at a very high level. I think we get stuck a lot of times doing things the same way and this gave us a lot of different options on how to cluster and why it works .
I really enjoyed chapter 5, Extending Reading and Writing Instruction starting on page 89. I am excited to use the "Circle of Books" page 105 in my classroom. This will give my students the opportunity to track the genres of books they read. I also am excited to use the "Vocabulary Builders" on page 112. This chapter also has some great menu options to use with the students, including the Expository Writing Extensions Menu on page 122.
The most insightful thing for me was when I read the "I'm Done. Now What Should I Do?" chapter. In this chapter the author pointed out on page 145 that “ …gifted students don’t want spoon-fed activities to keep them busy… they just want some time to do things that are interesting to them without having to account for their work in a formal sense or follow a teacher’s arbitrary timeline.” Also I realized that as a teacher I need to be more thoughtful about the things gifted students are passionate about and let them freely explore those topics without a formal product or give them busy work as this tends to make them frustrated with school. The concept of perfectionism and that “parents and teachers unwittingly contribute to the need of these students to be perfect at all times” (p13) When adults make a fuss over the child when they exhibit precocious behaviors. “They grow up with the mistaken perception that they are valued for what they can do rather than who they are.”I also liked learning about the concept that instilling in gifted students that learning should be a challenge for instance on page 13 the author discusses how teachers can support risk taking behavior by refraining from always expecting perfect work and grades from gifted students and by
The most useful chapters were 2 and 3 but I found the entire book, insightful. I found "compacting" very interesting. I had not heard of it but was familiar with the approach. I am definitely an advocate and can see how gifted students can truly benefit from it and the whole idea of "buying back" time to allow for more meaningful learning. Winebrenner provided examples, scenarios, reproductibles and resources to help make it all practical and possible. To further the learning experiences of students, she addressed learning styles and taxonomies that included included products for extensions. Examples on how to group students whether cooperative or cluster were provided. This entire book was insightful as it gave practical ideas that can be implemented immediately.
I found chapter 5 of this book about extending reading and writing instruction for students very useful. This chapter included helpful blackline masters to use in my reading and writing instruction. I especially loved the reading response sheet found on pg. 106, and the different vocabulary builders. With strategies like the super sentence activitiy explained on pg. 111 and 112 not only encourage students to look at vocabulary in a different light than simply a list of words, but also values their creativity and to think in unconventional ways.