|
Because most gifted programs require a teacher with a master's degree, student teachers are not often seen in a gifted classroom or aware of how to get a G/T degree.
As schools evaluate their declining budgets, some gifted programs are getting decreased during the course day and regular classroom teachers are becoming responsible for gifted programming through inclusion. It is increasingly important that student teachers are involved in gifted classrooms with experienced gifted education teachers. Observing and Student Teaching in Gifted Classrooms Unless a teacher was in a gifted education program in school, many teachers do not have an awareness of gifted programs. It is important that pre-service teachers are exposed to gifted students in the regular classroom and the gifted classroom so that they can see what gifted education is all about, and how distinctively different gifted students become when they are separated into a group of similar-ability peers. Even if a person is going to teach right out of college (and gifted jobs are rare), student teaching in a gifted classroom prepares pre-service teachers for working with gifted students in the regular classroom, as well offering preparation for teaching advanced level and advanced placement classes. When pre-service teachers are getting their assignments for student teaching, they should request some observation hours with the gifted education program. Observation students and student teachers should go to pull-out programs and see how those programs function, with the delicate and intricate balancing act of scheduling. They should see full day programs, where available, and see how one-hour elective programs work. Requirements for Teaching Gifted Education States vary on their requirements for teaching gifted ed, but it is a safe bet to say that a teacher needs more than the 3 hour undergraduate class on exceptional students. Most states require work beyond a bachelor's degree, and there are many master's and doctoral programs for people who want to become trained teachers working with gifted students. Online Courses for Gifted Education It is possible to get a Master's degree in teaching gifted students by working through online degree programs. It is important to look at the quality and reputation of the school; all-online schools do not seem to carry the weight of a brick-and-mortar university that also happens to offer online courses. The University of Connecticut offers an online Master's class in gifted ed; the classes could be used as part of an independent study course at another university, or students can travel to Connecticut for the two week Confratute workshop and complete other classes online. The University of Connecticut's program is well-known and well-respected among gifted educators, because UConn is the home of the National Research Center on the Gifted and Talented. The quality of gifted programs depend significantly on the quality of the teachers. If pre-service teachers are exposed to gifted classrooms, they can begin teaching in regular classrooms and learn more about gifted students as they work with them. Then, they can teach in their assigned classes and complete master's work, possibly through online classes, and continue to help build a field that is so important to the children and parents that are served by gifted education programs. Originally posted on Suite101 on March 2nd, 2009
2 Comments
It is exciting to find a book that lends itself to creative thinking, simple research, and logical reasoning. This picture book allows students to think and create. Enrichment teachers know the value of a well-timed picture book. Many gifted students read early, so they move on to chapter books quickly and miss a lot of the fun art of picture books. Also, picture books allow the whole class to enjoy a story and art together. The best picture books allow a class to go beyond the covers and create something new, and Roger McGough's Until I Met Dudley does just that. A Summary of Until I Met Dudley McGough's book is written in a pattern students will quickly pick up on. The innocent narrator offers an imaginative explanation for a common household appliance, and then Dudley offers a technical explanation on the following pages. Because the art is done by the legendary Chris Riddell, it is both playful and precise. When the narrator details how cats lick dishes clean inside a dishwasher, the art is fun and detailed. When Dudley explains how a dishwasher actually works, the art is technical with bright, happy lines. Using Until I Met Dudley to Encourage Creative Thinking After students have seen and heard Until I Met Dudley, many of them will want to make their own similar stories. This is the perfect chance for teachers to develop creative thinking skills. Instruct students to fluently list mechanical objects that they want to learn more about, and then have them come up with a creative explanation of how it works. It is important that teachers allow students a wide range of possible springboards. Many students will choose musical instruments and toys, which is fine. Although everything in the book plugs in, the objects students choose do not need to be limited to electrical appliances. Students should sketch out a picture of the creative explanation, and then then write a short narrative (about a paragraph, like the book) to connect the picture to the back story. Using Until I Met Dudley to Encourage Simple Research Once students have created the creative explanation, it is time to research the real explanation. Even if students think they know how, teachers should insist they look up the technical points because Until I Met Dudley is a very precise book and students will need to echo that exactness. The book The Way Things Work by David Macaulay and the website for How Stuff Works is an excellent resource for students. After students have learned the actual workings of the object, they need to create a detailed diagram and explain how it works, again writing a short paragraph that echoes Dudley's style of explaining. How Until I Met Dudley Encourages Logical ReasoningIn both the creative and the logical explanations, students need to present a logical flow of cause and effect to show how something works. The book is so thorough that students will find themselves developing logical skills simply through the art of creating and discussing diagrams. Teachers should allow at least four hours for this activity, depending on what research resources are available. Binding the pages to create a class version of Until I Met Dudley will tie the whole thing together and offer something to share with parents as they are learning more about the enrichment program and demonstrating how students think, create, and learn individually. Until I Met Dudley: How Everyday Things Really Work (ISBN: 0711211299) was published by Frances Lincoln Publishers Ltd in 1999 and is still readily available. It was written by Roger McGough and illustrated by Chris Riddell. Originally posted on Suite101 on June 23rd, 2009 Gifted students love words and laughter; one of the hallmarks of a gifted child is a clever sense of humor. Kids can create Mad Lib games online. Mad Libs are one of the great gifts to offer an enrichment classroom, because they are fun 5-minute activities that help build language arts and collaboration skills. Mad Libs are especially fun for gifted students, because they enjoy using a wide vocabulary and have strong prediction skills. Wacky Web Tales: Online Mad Libs One of the most fun and interesting Mad Libs sites is Education Place. Their Wacky Web Tales are listed for kids in grade three and above, but younger gifted kids would enjoy using them, especially if teachers or stronger readers helped them understand some of the finer grammar terms. Wacky Web Tales has a large and growing collection of tales of a variety of sizes. Some of them are well-suited for holiday use. In order to use them, students need to understand grammar terms such as adjective, verb, and pronoun. To use the site, students:
Because Education Place is sponsored by textbook manufacturer Houghton Mifflin Harcourt, all of the Wacky Web Mad Libs are school and age appropriate, although students can quickly make them inappropriate by adding non-school sanctioned language. It is important that teachers supervise what students are typing. Creating Mad Libs for a Friend Online Older students who are comfortable using email will enjoy Iwiletter's MadLetter , which gives students detailed, step-by-step instructions on creating a MadLetter to send to a friend. Students can create the categories for the Mad Lib-type letters and email the letter to a friend. Creating the letters requires some time for typing; many students will use the bracket key for the first time. Additional Uses for MadLetter Teachers can create Mad Libs to email to their students using MadLetter, which could be a fun way to enhance a unit of study or keep in touch over breaks, and students can make MadLetters to email their parents. After a Madletter is sent in email, the friend can quickly access it and answer it. There are pre-written letters on the site, but they are designed for general use, not school use. Teachers should encourage students to use MadLetter to create their own Mad Libs to share with a friend, and use Wacky Web Tales for pre-designed Mad Libs. Because gifted students have a desire to create, enjoy word-play, and have expansive vocabularies, Mad Lib type activities are the perfect way to play and learn. If teachers want to offer pre-made, school-appropriate Mad Lib experiences, the online collection at Wacky Web Tales is perfect. When students are ready to create their own Mad Libs to share with a friend, Iwiletter's MadLetter is the perfect tool. Originally posted on Suite101 on April 2nd, 2009 Most parents want to be supportive participants in their children's classes, but they want the classroom teacher to provide opportunities to be involved. Teachers who involve parents in their class activities will find that they have increased parent support at home, because parents have a deeper understanding of what their children are experiencing in the classroom. According to researchers Kathleen Cotton and Karen Reed Wikelund, "the more intensively parents are involved in their children's learning, the more beneficial are the achievement effects. This holds true for all types of parent involvement in children's learning and for all types and ages of students." Even as students get older, teachers can find meaningful ways for parents to be involved in their classes. Parents of Upper-Grade Children In early elementary, parent volunteers are eager and plentiful. As students get older, parents often become less involved. Perhaps they have younger children in other classes, perhaps their children are less enthusiastic about seeing their parents at school, and perhaps schools offer fewer opportunities to be involved in school. Teachers can create a parent community in upper-grades by reaching parents in new ways and involving them in the classroom on different levels. Reaching Parents Depending on a tween to bring home letters to parents is risky if the child is reluctant to have his or her parents in the classroom. Mailing newsletters, updating classroom websites, and using email lists are excellent ways to "eliminate the middleman" and reach parents directly. Due to budget restrictions, some districts may be reluctant to have mass mailouts, but teachers can often include newsletters with grade-check mailouts or other school handouts. Classroom Websites Many schools have webspace available for teachers, but if that is not an option, there are free internet resources for teachers. Many of the blog-hosting sites are free, and a blog is an easy way to update parents on classroom needs and opportunities. Blogger.com and Wordpress.com are free, popular, and easy to use. For a more comprehensive page, education World also offers a list of free websites that allow teachers to create homepages for their classrooms. Beyond Field Trips and Class Parties Putting all these well-intentioned parents to use is easy with a little brainstorming. Many parents enjoy helping with classroom displays, decorating desks, creating bulletin boards, and hanging up work samples and student art. This gives them a chance to be in the classroom and enjoy the atmosphere without having to be in charge of any children. Parents also like coming up and reading with students, guest speaking, and helping make class run more smoothly. If teachers are playing games to prepare for a big test, parents can come help monitor activities and be leaders. Teachers can also depend on parents to help judge classroom contests, be an audience for students presentations, and take pictures of classroom activities in action. Everyone wins when parents increase involvement in the classroom. Students who see their parents and teachers working together and feeling supported will realize that classrooms are communities that extend beyond school boundaries. Originally posted Suite101 on September 4th, 2008 Students who leave the regular classroom for gifted classroom often discover they are in a distinctly different learning environment.
Creating and maintaining a positive learning environment in the gifted classroom is essential for student success. Gifted classrooms are often a haven for g/t kids; they are able to reveal sides of their personalities in the increased comfort that is borne of being in a homogeneous group. However, the group is only homogeneous to a degree, and soon conflicts abound. It is important to establish rules and visit them frequently, as new students are often identified and placed mid-year. Developing Classroom Rules With Student Input Because many gifted students stay with the same teacher for several years, it is to the students' benefit if the teacher makes broad rules that can be adjusted as time goes by. Some teachers like to involve students in creating classroom rules, but because gifted education involves frequent additions after the start of school, it seems unfair to create rules without some of the participants. It may be better to have student input on procedures related to rules, and revisit those procedures on a regular basis. For example, if one rule is that students must bring supplies to class, the class may vote on procedures to deal with students that do not bring supplies. Should the students bring extra supplies to loan out to one another? Should the empty-handed student have to return to his or her locker to get supplies? Developing Classroom Rules Without Student Input Having rules established when students walk in, and posting rules on the wall, helps establish boundaries for students. The rules of the gifted classroom can be discussed with parents during placement into the program. To create rules, the teacher should consider the duration of the program and activities in the classroom. Duration Impacts Classroom Rules If students are coming to a pull-out classroom once or twice a week, the classroom rules need to be easy to remember. A lot of rules will lead to a lot of overwhelmed students. If they are allowed to use their pencils in their other classes but only pens in the gifted classroom, the teacher should have a supply of pens. It is not easy for children to remember rules of a class they attend infrequently. Classes that meet daily are able to have more rules, but again, any rules that are atypical for the student's general experience should be highlighted on a regular basis. Activities Impact Classroom Rules Preserving student safety and teacher sanity should be the primary goal of rules. If students are not safe, they will not learn. If teachers are uncomfortable with the amount of movement and noise in a room, the quality of their teaching may reflect their discomfort. It is best to have a rules that everyone can understand and follow. Rules should be given with situations and procedures to help students understand the how to follow the rule. For example:
Gifted classrooms have more flexibility than regular classrooms, but students need rules to take advantage of the opportunities a flexible classroom offers. A supportive classroom has boundaries, and boundaries designed with g/t kids in mind will actually increase the sense of flexibility in the classroom. Originally posted on Suite101 on September 5th, 2008 Reading two books, giving kids notebooks, and providing photos and art supplies will help make a follow-up activities that are worthy of putting in a museum!
Going to a museum can be more meaningful and impacting if kids know what they will be doing with all the visual information they soak up. Gifted kids are usually great with museums. They read all the display cards, they study the exhibits, and without guidance, they end up exhausted and overloaded with information. Books to Read Before Going to the Museum Three books really set kids up to do great work upon returning from a museum. They help prepare kids for what to pay attention to at the museum, what details to look for, and what to create upon the return to the gifted classroom. Using The Night at the Museum for Creative Writing Students will already be familiar with the movie adaptations of Night at the Museum, which lends itself nicely to a museum scavenger hunt. The book is different than the museum. The characters not as developed, and the picture book is actually a mystery that the night guard, Larry, must solve: what happens to the dinosaurs. The follow- up activity for this book will be for students to create their own Night at the Museum story based on exhibits at their museum. After reading the short picture book, instruct students:
Using When Pigasso Met Mootise for Replacement Art and Creative Writing Two animals, a pig who creates brilliant, abstract art and a cow who splashes color across inventive lines, become competitive friends in Nina Laden's beautiful story about the real life friendship and tribulations of Pablo Picasso and Henri Matisse. The art is based on actual Picasso and Matisse paintings, but the humans of the originals have been replaced by animals. The follow-up activity for this book will be for students to recreate art with something else in the place of people (or the reverse), so students should be prepare to find pictures that lend themselves to being redrawn. Instruct students to:
Back in the Classroom Although students will be tempted to make their own picture books, that is an activity that really depends on available work time and student ability. Gifted kids like to get immersed in projects, so creating books could become an option for free-choice centers after the original class books are made. The goal of the projects is to start with picture books, go to a museum, and create something new that can be shared in the classroom. If students are able to bring cameras, remind them to take pictures with the flash off. Otherwise, they can usually print out displays from the museum website or they can even draw pictures. If students are not able to go on the field trip, the Museum of Modern Art in New York has a lovely virtual museum with a lot of odd and beautiful works, including the art from When Pigasso Met Mootise, online for exploration. The Night at the Museum (0764136313) by Milan Trenc was published by Barron's Educational Series in November, 2006. When Pigasso Met Mootise (0811811212) by Nina Laden was published by Chronicle Books in July, 1998. Originally posted on Suite101 July 7th, 2009 Helping gifted and talented students choose appropriate reading materials is a tricky road; gifted children tend to read voraciously and at high levels.
These reading habits are understandable characteristics of giftedness; gifted children are cognitively more developed than is normally expected. However, gifted readers need guidance in book selection. A child reading at a college level is not necessarily ready for college material. Just because a ten year old can comprehend Anne Rice's writing does not mean that a ten year old is ready to meet the Vampire Lestat. This, then, becomes the difficulty for parents. Students of all reading abilities tend to enjoy books about people slightly older than they are, so a ten year old will relate to and be interested in books about thirteen year olds more than books about twenty year olds. Finding books written at a high interest high ability level requires time and work. Choosing BooksDoing an advanced book search at Amazon.com and highlighting the appropriate age range is one tool. Amazon also provides book reviews, and reading those reviews is an excellent start. The reviews are usually written by adults, but sometimes there are child reviews. If there are no child reviews, beware: this is not a book for children. Sorting through reviews can be time consuming, and teen readers can finish books and return them to the public library before their parents see them. Reading the back of the book or the book jacket yields a lot of information, as does flipping through. However, the best approach is just to ask your child one question, “If this book was a movie, what would you rate it?” Whatever the answer – even the safe “G” rating – should be followed up with discussion. This widens those narrowing lines of communication, gives parents insight into their children, and helps promote communication skills in general. High Ability ReadersJust because a child is involved in a higher-level book does not mean it should be taken away, of course. Knowing that a child is reading a book with death, violence, or illicit activities means that parents need to read the book, too. If that is not possible – and it often is not – parents need to open the door for conversations. Children may leave books with inaccurate perceptions, and it is not unheard of for children to have nightmares from the frightening book they fell asleep reading. Sometimes gifted children need to hear, “We'll put this book up until your life experience catches up to your reading level.” When parents say that, they need to drive directly to the library or bookstore and find a book that is of the appropriate interest level. Stephanie Meyer's Twilight Series is more a more appropriate vampire series than Interview with a Vampire or Dracula. Parents as ReadersParents should not discount non-fiction as a reading choice. Adults have a blend of non-fiction and fiction reading; children tend to read non-fiction books as assignments and fiction as free choice reading. Parents may want to share their own reading choices, not as material to be read, but as examples of genre. If parents are reading National Geographic, then National Geographic Kids is an obvious connection for children. Teachers can use parent newsletters to help keep parents up to date on books. Often non-fiction, especially historical readings, are often as fascinating as historical fiction without the elevated drama that requires some life experience to appreciate. Helping gifted children pick out appropriate reading materials helps keep them in common experience with their peers and helps preserve childhood a little longer, which are admirable goals in themselves. Originally posted on Suite101 on July 15th, 2008 Unexpected sick days happen. Avoid worrying about what will happen to students during G/T class time with an untrained sub, by preparing generic lessons in advanced.
When a teacher has a sick child (or is personally sick), there is nothing more miserable than running up to school at 6:30 in the morning to adapt the day's lesson plan for a substitute teacher. Enrichment class time, especially pull-out time, is so limited and special that it seems irresponsible to cancel the pull-out class or have study-time. Instead of rearranging a mediocre version of the planned lesson or spending time calling the substitutes who can sort of the puzzles of differentiated lessons, teachers can create generic lessons to leave for their gifted students that will work any day, any month, any moment. Solve Mysteries as a Class If teachers have a CD player, emergency lesson plans become really easy for the substitute to execute. There are several books on CD that students can listen to, but solving mysteries is interactive and can lead to class discussion. Elementary Mystery Collection on CD The Joe Sherlock, Kid Detective CD Audio Collection by Dave Keane gives about 3 1/2 hours of listening time, which could be the length of a pull-out block. The collection has three books on the CD, including:
The Joe Sherlock, Kid Detective series is appropriate for elementary and middle school students. 3rd-6th grade would be the most interested audience. The CDs are from David Keane's books, and they (along with the books) are published by Harper Collins (ISBN: 0061227609). Middle School and Junior High Mysteries on CD: Jeremy Brown's Four-minute Forensic Mysteries are perfect for secondary students. There are 25 stories on the CDs, and at four minutes long, they can be adjusted for any length of a secondary classroom. Teachers should leave pencils and papers for the substitute to give the students, and they will write down clues as they listen to the stories. Brown's collection is taken directly from his books, which are published by Scholastic. Four-minute Forensic Mysteries: Body Of Evidence is available on CD. (ISBN: 0439898501) The Best Reproducible Thinking Game Books Brain Games (ISBN:1576909697) and Brain Games 2 (1420630180) are worksheet collections that are divided up for different ages and ability, making the collection appropriate for any classroom. The worksheets at the beginning are better for younger students, and the worksheets at the end are better for older students. Teachers can copy these worksheets and leave the book (with excellent directions and an easy to use answer key) for substitutes. The book has worksheets that stimulate students and focus on:
Establish an Area of the Classroom to Leave Emergency Lesson Plans Emergency lesson plans need to be prepared in advanced, and they can be left in a conspicuous place. The location of the emergency lesson plans should be noted in the teacher's general sub folder (which should have the student roster and medical emergency information). Teachers can enlist students for help on where the lessons will be left, so they can help the substitute find the emergency lesson plans. Once teachers accept that it is okay to postpone the presentations or project work – even if students were prepared and looking forward to it – they find that they can leave the sort of fun, all-purpose enrichment lessons that are perfect for days when life gets in the way of teaching. Some preparation in advance makes those unprepared moments so much easier for everyone. Even though it is always best to stay on schedule, students can be flexible and enjoy some logic sheets and solve some mysteries while teachers take care of themselves and their families at home. Originally posted on Suite101 on February 26th, 2009 Students are aware of election campaigns, and teacher can capitalize on that awareness to make a "teachable moment". Holding mock elections promotes democratic ideals. From yard signs and headlines to dinner conversation and news, students are aware of elements of the elections, and every four years, teachers are given a chance to instill a sense of patriotic duty in students by holding mock presidential elections. It is tempting to wait until the actual election day and hold a mere paper-pencil ballot with two names, but a true mock election takes more time. Students need to be aware of issues, backgrounds of candidates, and have a chance to discuss and ask questions. Even younger students will benefit from mock elections, if a teacher takes time to prepare and communicate. Preparing Students for a Mock Election The first step in any election is deciding who is allowed to vote. In a classroom, it is easy; students who are in the class are allowed to vote. However, teachers and classes can consider national issues with voters. What if someone is home sick? How will that person get to vote. In official elections, there are mail-in ballots. What if someone is suspended? In official elections, felons are not allowed to vote until they have served their sentence. What if someone from another class wants to vote? Mock elections generate a lot of interest, and people might want to stop in during lunch or recess and vote. Next, decide who will count and certify the vote. With younger grades it might be the teacher, but in older grades, it might be another class that counts and certifies the vote. Go over the ballot and process in advance with students. They should be able to see a sample ballot. They should know the candidates and the issues. They should understand where the ballot box will be and the procedures for voting. Understanding Political Issues It is important that teachers do not accidentally put their own biases into issues. It is best to go to a neutral sources, such as Google Election Tools for teachers, USA Today Election Issues, or Government Guide for Elections to get kid-friendly, balanced ballot information. It is important and ethical to make sure that every party and candidate who will be on the state ballot gets equal attention in classroom issue discussions. Ballots and Voting Ballots can be simple tick boxes on a form, and students can place them in a box. They should cross their names off of lists when they pick up a ballot, and receive a hand stamp or a sticker when they are done to indicate that they voted. "I voted" stickers are often available through the various election offices, organizations such as The League of Women Voters, or they are for sale. Students can also make stickers in advance on small file label tabs.More advanced ballots are available. TheNational Student/Parent Mock Election site has printable ballots and web-based ballots, and they have steps in place for making sure votes are secure. After the votes are tallied, teachers have another teachable moment because, just as in the national arena, there will be students who are thrilled, students who are angry, students who are disappointed, and students who are simply glad it is all over. Mock elections mirror society in more than just the voting process. Teachers should not end the activity with a mere announcement of a winner; rather, teachers should have a discussion about who won, why, and how the other candidates can participate in government and contribute to society. Originally posted on Suite101 on October 7th, 2008 In 2005, the Assistant Deputy Secretary for Innovation and Improvement announced that schools receiving federal funding must recognize the Constitution on September 17th. Constitution Day is an opportunity for schools to help students increase awareness of and appreciation for the United States Constitution. While the goals of Constitution Day are admirable, it is an unusual holiday because schools are required to have activities on a specific date, which can be tricky to do in smaller districts that share resources such as guest speakers and assembly centers. History of Constitution Day West Virginia Senator Robert Byrd helped change Citizenship Day to Constitution Day in 2004. In 2005, the Department of Education required that all educational institutions receiving federal funding commemorate September 17, 1787, which is the date of the signing of the United States Constitution. If September 17 falls on a weekend or holiday, schools must hold Constitution Day programs the preceding or following week. Constitution Day Programming While Congress legislated Constitution Day, there is not funding for Constitution Day activities. According to its notice, the Department of Education, "is aware that there may be other public and private resources available that may be helpful to educational institutions in implementing Constitution Day." Whatever activities schools decide on, they need to be done on September 17th. Constitution Day Activities The federal government has Constitution Day activities that provides Constitution Day resources, and even if districts do not use these activities, they may help answer the potentially overwhelming question, "What do we do if we can't get a guest speaker?". Based on the government website, schools may want to provide activities that allow students to:
Additional Resources Communities have a number of guest speakers that may be available to discuss how the Constitution impacts them professionally. Professionals involved in the legal system may be of particular interest to middle school, junior high, and high school students. For schools that are not able to host guest speakers, Constitution Center has excellent resources that schools can purchase for their students, including pocket Constitutions, but be advised that they do not accept purchase orders, so it may be more difficult to order materials. As Constitution Day becomes more popular, more classroom resources will sprout up online and be available to schools. Despite the difficulties presented by having to hold Constitution Day on a specific date, honoring the Constitution is a valuable experience for students. They recognize Independence Day, President's Day, and Memorial Day, so it makes sense that they should learn about and appreciate the document that started it all. Originally posted on Suite101 on September 6th, 2008 |
AuthorAlly Sharp is a teacher, writer and editor, and technology trainer. Archives
December 2016
Categories
All
|
RSS Feed