Gifted (Maurice)


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Gifted (Maurice)

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