Gifted (Maurice)

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Gifted (Maurice)

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

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