Gifted (Maurice)
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Gifted (Maurice)

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    Gifted (Maurice) Gifted (Maurice) Presentation Transcript

    • GIFTED STUDENTS
      EPSE 317
    • This is the story of Maurice:
    • Maurice is 8 years old
      He attends a regular grade 3 class at Blueberry Elementary School in Castlegar
      He lives with his Mom, Felicia, who is a wholistic nutritional and lifestyle consultant
    • His Dad (Ed) and his little brother (Charlie), who is 6, live up the road in New Denver
      Ed works as a heavy equipment mechanic for the Ministry of Highways
      Maurice spends weekends with Ed and Charlie.
    • Maurice likes his time with Ed and Charlie although they have different ideas of a good time
      Ed and Charlie enjoy dirt biking and hunting, and are fans of the Calgary Flames
      Maurice doesn’t really care much for hockey; he reads, lots, and likes to watch documentary programs on TV.
      Last year he went to a drama summer camp and played the role of Puck in Midsummer Night’s Dream. Everyone said he was brilliant.
      Still, Maurice, Ed and Charlie get along well and like one another a lot.
    • Maurice Hates School
      He begs his mom to let him stay home almost every day.
      He’s never liked his teachers, and they don’t really seem to like him.
      His classmates say he’s “weird.”
    • Stuff he’s good at and likes
      Last summer Maurice took part in a drama summer camp near Nelson.
      They staged “Midsummer Night’s Dream,”
      Everyone said Maurice’s “Puck” was just brilliant.
      http://www.youtube.com/watch?v=cOL5MdbJPJM
    • He’s learning to play chess…
      And can beat anyone in Castlegar by now…
      http://www.youtube.com/watch?v=1S_H7-Fmd7k&feature=related
    • Worries…
      Mr. Jock, Maurice’s teacher this year, is concerned about Maurice.
      He’s taught in Castlegar for thirty years and never met anyone like Maurice.
      When Mr. J comes into the classroom, Maurice not only doesn’t meet his eye, he turns away in apparent contempt.
      And he’s a show-off. He asks questions—especially in science—that Mr. J can’t answer.
    • And Penmanship!
      Mr. Jock has always valued tidy penmanship.
      He won’t accept any assignment unless it has clear margins and neat handwriting.
      Maurice’s work is always sloppy, so Mr. Jock fails everything he does.
      Maurice’s mom has asked if he could use a computer, but Mr. J. thinks he shouldn’t have that privilege until he learns to be neater.
    • Is Maurice a Special Needs Student?
      Mr. Jock has suggested that Maurice be identified as a student with a behaviour disorder.
      There’s a special class in Nelson he could be bussed to.
      The district requires psychological testing before that designation is applied.
    • Test results:
      Can’t compute full-scale IQ because there is too big a difference between Maurice’s verbal and nonverbal abilities:
      Verbal—180
      Nonverbal 120
      Psychologist also noted a significant disability in visual motor integration, but equally and more significant areas of giftendness.
    • Should Maurice be in Gifted Programming?
      Psychologist urges he be in an enriched program.
      Mom agrees, and Maurice seems interested.
      Mr. Jock and Ms. Ticht, the school principal, say he can move into the program (also in Nelson), when he learns to print neatly and behave respectfully.
    • Is this fair?
      Maurice is very disappointed and angry.
      He doesn’t like being required to do something he finds impossible (neat printing) as a condition of receiving an appropriate education.
      He is increasingly rude and belligerent in his classroom and openly contemptuous of Mr. Jock and Ms. Ticht.
    • Maurice wants to stay home and write a novel:
      He’s started writing a play that he wants to produce at the summer camp next year.
      It’s about a brilliant eight-year old who saves the world from an invasion of ape-like creatures called Jocks…
    • Gifted: a debatable term
      By Ministry of Education definition:
      A student is considered gifted when she/he possesses demonstrated or potential abilities that give evidence of exceptionally high capability with respect to intellect, creativity, or the skills associated with specific disciplines.
      Students who are giftedoften demonstrate outstanding abilities in more than one area.
      They may demonstrate extraordinary intensity of focus in their particular areas of talent or interest.
      However, they may also have accompanying disabilities and should not be expected to have strengths in all areas of intellectual functioning.
    • How is a Gifted Student Identified?
      District practice varies but should include:
      Teacher observations
      Records of student achievement
      Nominations by educators, parents, peers and/or self
      Interview of parents and students
      Formal psychological assessments of cognitive ability, achievement, aptitude and creativity.
      Should be culturally neutral
    • Districts vary in their supports for Gifted Students
      Special classrooms
      Pull-out programs
      Summer programs
      Enriched programs within regular classroom
      Accelerated programs—student advanced a grade
      Options other than those offered within education system
    • No supplementary funding available for students within this designation.
      Failure to support may move student into behavioural/mental health category.
    • What does “Giftedness” Look Like?
      Can be global—student is good at all academic subjects
      Sometimes socially very skilled, sometimes not.
      Can be specific to one area—language, math, art…
    • What is Intelligence?
      Often presented as “g”—a global characteristic that describes a person’s ability to learn, remember, and use information to problem solve.
      Measured by IQ tests—
      VIQ (verbal)
      PIQ (spatial)
      Working Memory
      Speed of Processing
      Is this culturally biased?
    • Gardner’s Theory of Multiple Intelligences
      Logical-Mathematical
      Linguistic
      Musical
      Spatial
      Bodily-Kinesthetic
      Interpersonal
      Intrapersonal
      Naturalistic
    • Renzulli’s Three Ring Model
    • Assumption
      Envision a gifted child: What race is s/he?
      What economic bracket do his/her parents fall into?
      What is his/her future like?
      Are his/her parents proud and supportive?
      Specialist teachers of gifted children are extra intelligent and skilled teachers.
      Are gifted children happy?
    • The Good News about Giftedness:Students May
      Express ideas and feelings well
      Learn at a rapid pace
      Work conscientiously
      Be eager to learn, explore and seek additional information
      Develop broad knowledge
      Be sensitive to the feelings and rights of others
    • Make original and stimulating contributions to discussions
      See relationships easily
      Use reading skills to obtain new information
      Require little drill for learning
      Contribute to enjoyment of life for self and others…
    • The Bad News:Students May
      Be glib, making fluent statements without basis
      Dominate discussions
      Be impatient to move to next level of task
      Be nosy
      Choose reading at the expense of participation in activities
      Struggle against rules, regulations, and standardised procedures
      Become bored by repetition
      Be manipulative and sarcastic
      Lose interest quickly
      Be diagnosed as hyperactive
    • Academic Intelligence
      Does not mean a student is emotionally mature
      Student may have no patience with teachers or classmates
      Student may lack awareness of his/her “gifts,” and just feel like the odd kid out.
    • How to evaluate gifted students’ learning:
      Grade level learning objectives?
      IEP goals…
      Address specific areas of giftedness
      Address specific areas of interest
      Challenge student
      Need not cover all academic goals.
      Should cover adaptations if student has areas of disability as well as supporting his areas of giftedness.
    • “Tiering”
      Accommodates a range of ability within a classroom, from relatively low to gifted, for example:
      History of railway in Canada (gr 7)
      Student with Intellectual Disability: visit railway station, do presentation on visit
      Regular class: track role of railway in European settlement of Western Canada
      Gifted student with interest in history: track relation of Canadian & US railways
      Gifted student with interest in art: In addition to regular class project: illustrate regular class project
      Gifted student with interest in literature: write brief short story about labourers building railway.
    • Mentoring
      Community members with specific skillset can mentor gifted student
      Builds relationships
      Provides access to broader range of abilities than within education system
      Need for collaboration between mentor and school
    • So Now…
      What can we do for Maurice?
      What can we do for the Jock/Ticht duo? (is this an issue? If so, why?)