Transcript of "Ensuring Student Success Powerpoint"
Who are the Gifted and talented students, and are they always successful?<br />
What do we know about gifted and talented learners?<br />There are different profiles of gifted and talented learners<br />Giftedness involves more than just high IQ scores<br />Gifted and talented learners do not always succeed at school<br />
Profiles of Gifted and Talented Students<br />1. The High Achiever<br />2. The Challenger (usually creative)<br />3. The Underground student (who tries to hide their giftedness)<br />4. The Dropout (the classic underachiever)<br />5. The Double Labelled (physical, emotional or learning difficulty)<br />6. The Autonomous learner<br />
Confusions & Contradictions<br />Definition of giftedness<br />When is gifted, ‘Gifted’? - Arbitrariness of selection criteria <br /> 'Gifted' generally refers to the top 5% of the school population in academic subjects and 'talented' to the top 5% in other subjects. (National Literacy Trust, 2009)<br />
Confusions & Contradictions<br />Definition of giftedness<br />Multiple intelligence theory (Gardner, 1983) <br />Traditional IQ definition (National Literacy Trust, <br /> 2009)<br />
Confusions & Contradictions<br />Impact on students<br />Research findings overwhelmingly suggest that homogeneous grouping DOES NOT consistently help anyone learn more or better (Massachusetts Advocacy Centre, 1990; Thousand, Villa & Nevin cited in Sapon-Shevin, 2002, p. 38)<br />Organising children into high, average and low ability groups actually creates differences in what children learn by exposing them to different kinds of material. (Sapon-Shevin, 2002, p. 38-39)<br />
Cultural challenges<br />Different cultures perceive giftedness in diverse ways<br />Difficulties in identifying giftedness amongst students whose first language is not English<br />Underlying dominance of power groups<br />
Education Queensland Policy<br />Framework for Gifted Education - 2004 (Education Queensland, 2004)<br />Gifted and Talented Students Action Plan 2008-2010 (Education Queensland, 2007)<br />
Genetic influence<br /> In an egalitarian society, where everyone has the same opportunity to develop his “native” intelligence, IQ heritability is high, that is to say, IQ is more directly influenced by genetic<br /> factors; and in a society where some can develop their abilities while others are held back by an unfavourable environment, IQ<br /> heritability is low and environment plays an important role.<br />(Meisenberg, 2003)<br />
Some Definitions of Giftedness<br />Our vision for students who are gifted and talented is that they feel valued in a learning environment which both challenges and supports them to pursue excellence and develop a passion for lifelong learning (Education Queensland, 2004)<br />Those who have one or more abilities developed to a level significantly ahead of their year group (all with the potential to develop these abilities). (National Literacy Trust, 2009) http://www.literacytrust.org.uk/database/able.html<br />
Lack of agreement on definitions does not justify ignoring the needs of<br /> gifted children (Commonwealth Senate Inquiry, 2001) <br /> <br />
Are gifted and talented students always successful?<br />‘gifted students often resist doing their assigned work because it does not provide the challenge and sense of accomplishment of meeting that challenge, that would keep them motivated to work’.<br /> (AHISA, 2001) <br />
Differentiation Model<br />Gifts are developed into talents through the interaction of high potential in students, and of providing appropriately<br />for their education and future.<br /> (Ashman & Elkins, 2008)<br />An education system that adopts Gagne’s model accepts responsibility for the identification of high potential <br />students, and of providing appropriately for their education.<br />
Instructional strategies to ensure student success<br />Posing opened ended questions that require higher thinking.<br />Modelling thinking strategies, such as decision making and evaluation.<br />Accepting ideas from students and expanding them.<br />Facilitating original and independent problems and solutions.<br />Helping students identify rules, principles and relationships.<br />Taking time to explain your errors<br />
Assessment Strategies<br />Assessment strategies to ensure student success in the classroom:<br />Portfolios<br />Multi modal contracts<br />Exhibitions<br />Projects<br />
“To identify students who are gifted, comprehensive and ongoing strategies are needed as abilities are multifaceted and developmental, that is, they can become apparent at different stages of life”.<br /> (Framework for Gifted Education, 2xxx)<br />
Gifted children are those who do things a little earlier, a little faster, a little better and probably a little differently from most other children (Education Queensland, 1993)<br />
‘Gifted individuals of any age defy tidy classifications’. <br />
References<br />Ashman, A., & Elkins, J. (Eds.). (2009). Education for inclusion and diversity. Frenchs Forest, NSW, Australian: Pearson Education.<br />Association of Heads of Independent Schools in Australia. (2001). Submission to the Senate Inquiry into the Education of Gifted and Talented Children. [electronic resource]. Retrieved July 31, 2009 from www.aph.gov.au/senate/Committee/eet_ctte/.../gifted/.../sub034.doc<br />Bevan-Brown, J. (2003). The cultural self-review: Providing culturally effective, inclusive education for Maori learners. Wellington: New Zealand Council for Educational Research. <br />Education Queensland. (2004). Framework for Gifted Education. [electronic resource]. Retrieved July 26, 2009 from education.qld.gov.au/publication/production/.../giftedandtalfwrk.pdf <br />Education Queensland. (2007). Gifted and Talented Students - Action plan 2008-2010. [electronic resource]. Retrieved July 26, 2009 from education.qld.gov.au/publication/.../giftedandtal-actionplan.pdf<br />Gardner, Howard. (1983). Multiple intelligences. [electronic resource]. Retrieved July 31, 2009 from www.howardgardner.com/<br />
References <br />Johnsen, S.K., & Ryser, G.R. (1996). An overview of effective practices with gifted students in general-education settings. Journal of Education for the Gifted, 19(4), 379-404.<br />Meisenberg, G. (2003) IQ Population Genetics: It’s not as simple as you think. [electronic resource] Retrieved August 2, 2009 from http://www.mankindquarterly.org/winter2003_meisenberg.pdf<br />National Literacy Trust Website. (2009). http://www.literacytrust.org.uk/database/able.html<br />Parliament of Australia: Senate: Committee: Report on the Education of Gifted and Talented Children. [electronic resource]. Retrieved July 31, 2009 from www.aph.gov.au/Senate/Committee/EET.../contents.htm<br />Sapon-Shevin, M. (1999.) Because we can change the world: a practical guide to building cooperative, inclusive classroom communities. Boston: Allyn & Bacon<br />Vasilevska, (2005). Optimising the learning of gifted Aboriginal students. Cited in Garvis, S. International Journal of Pedagogies & Learning 2:3 <br />
Cast of characters:<br />Daisy Daisy Weine<br />Classroom teacher Lisa Weine<br />Parent helper Belinda<br />Captured on film by Twyla Weine.<br />Interviewer: Sharon Roi<br />Professor: Lisa Weine<br />Teacher: Amanda Frost<br />Parent: Sarah Harney<br />Thank you to the above students for showcasing their acting talents. Particular thanks to Lisa Weine, her daughters Twyla and Daisy and good friend Belinda for their fantastic efforts in creating the film.<br />
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