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The document summarizes issues with gifted education and ability grouping in schools. It argues that intelligence tests can be biased and the criteria for labeling students as gifted varies between school districts. Labeling children can harm their development if they define themselves by the label. Ability grouping separates students and may lead to rivalries between groups. It can also limit social circles if students remain in the same groups throughout their schooling. The document suggests ability grouping is a way to segregate and force higher ability students to socialize and eventually dominate society.
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October 2007 Volume 65 Number 2 Early Intervention .docx
October 2007 | Volume 65 | Number 2
Early Intervention at Every Age Pages 34-39
The Perils and Promises of Praise
Carol S. Dweck
We often hear these days that we've produced a generation of young people who can't get
through the day without an award. They expect success because they're special, not because
they've worked hard.
Is this true? Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that (1) praising
students' intelligence builds their confidence and motivation to learn, and (2) students' inherent
intelligence is the major cause of their achievement in school. Our research has shown that the
first belief is false and that the second can be harmful—even for the most competent students.
Praise is intricately connected to how students view their intelligence. Some students believe that
their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are,
seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999,
2006). The desire to learn takes a backseat.
Other students believe that their intellectual ability is something they can develop through effort
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but they do understand that even Einstein and Mozart had to put in years of effort to become who
they were. When students believe that they can develop their intelligence, they focus on doing
just that. Not worrying about how smart they will appear, they take on challenges and stick to
them (Dweck, 1999, 2006).
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discovering that the brain has more plasticity over time than we ever imagined (Doidge, 2007);
that fundamental aspects of intelligence can be enhanced through learning (Sternberg, 2005); and
that dedication and persistence in the face of obstacles are key ingredients in outstanding
achievement (Ericsson, Charness, Feltovich, & Hoffman, 2006).
The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set,
students care first and foremost about how they'll be judged: smart or not smart. Repeatedly,
students with this mind-set reject opportunities to learn if they might make mistakes (Hong,
Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or
reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007).
They are also afraid of effort because effort makes them feel dumb. They believe that if you have
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should bring success all by itself. This is one of the worst beliefs that students can hold. It can
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Primary inquiry
This document contains 4 readings related to gifted education:
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2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
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assignment
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and stimulate their talents. Properly identifying and educating gifted children allows them to fulfill their potential and become valuable contributors.
assignment
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and group gifted students together to develop their talents. The document concludes it is important to identify and stimulate gifted children through tailored education programs so their potential is not wasted.
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The document discusses the practice of tracking and ability grouping in schools. It defines tracking as assigning students to different classes based on test scores, while ability grouping involves temporarily placing students in classes based on skill level. Research has found mixed results on the benefits, with high-achieving students showing higher achievement but lower-tracked students falling further behind over time. Critics argue tracking leads to inequitable resources and outcomes between groups and reinforces social stratification.
October 2007 Volume 65 Number 2 Early Intervention .docx
October 2007 | Volume 65 | Number 2
Early Intervention at Every Age Pages 34-39
The Perils and Promises of Praise
Carol S. Dweck
We often hear these days that we've produced a generation of young people who can't get
through the day without an award. They expect success because they're special, not because
they've worked hard.
Is this true? Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that (1) praising
students' intelligence builds their confidence and motivation to learn, and (2) students' inherent
intelligence is the major cause of their achievement in school. Our research has shown that the
first belief is false and that the second can be harmful—even for the most competent students.
Praise is intricately connected to how students view their intelligence. Some students believe that
their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are,
seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999,
2006). The desire to learn takes a backseat.
Other students believe that their intellectual ability is something they can develop through effort
and education. They don't necessarily believe that anyone can become an Einstein or a Mozart,
but they do understand that even Einstein and Mozart had to put in years of effort to become who
they were. When students believe that they can develop their intelligence, they focus on doing
just that. Not worrying about how smart they will appear, they take on challenges and stick to
them (Dweck, 1999, 2006).
More and more research in psychology and neuroscience supports the growth mind-set. We are
discovering that the brain has more plasticity over time than we ever imagined (Doidge, 2007);
that fundamental aspects of intelligence can be enhanced through learning (Sternberg, 2005); and
that dedication and persistence in the face of obstacles are key ingredients in outstanding
achievement (Ericsson, Charness, Feltovich, & Hoffman, 2006).
The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set,
students care first and foremost about how they'll be judged: smart or not smart. Repeatedly,
students with this mind-set reject opportunities to learn if they might make mistakes (Hong,
Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or
reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007).
They are also afraid of effort because effort makes them feel dumb. They believe that if you have
the ability, you shouldn't need effort (Blackwell, Trzesniewski, & Dweck, 2007), that ability
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Primary inquiry
This document contains 4 readings related to gifted education:
1. Summarizes an interview with Joe Renzulli who defines giftedness as above average ability, task commitment, and creativity. Issues in gifted education include lack of support, training, and differentiated learning models. Improvements are needed such as specialized training and mentoring programs.
2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
3. Discusses how gifted students differ greatly in their abilities. Lack of funding raises questions about
Gifted School Chicago Suburbs
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
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The document discusses giftedness and the characteristics and needs of gifted children. It defines giftedness as having an IQ of 130 or higher, or exceptional performance in intellectual, creative, leadership or academic fields. Gifted children learn more rapidly, understand complex ideas, and create new knowledge. They may need acceleration or enrichment in their education to develop their abilities fully. A gifted child requires attention to their unique needs to stay engaged and challenged in school.
N U Giftedwhite2
This document provides an overview of teaching gifted students, including definitions of giftedness, characteristics of gifted learners, and strategies for differentiation. It discusses the philosophy and programs for gifted education in Northbrook/Glenview School District 30. The document highlights that gifted students learn quickly and benefit from accelerated and enhanced content. It also notes that underachievement in gifted students can stem from boredom with routine work and a lack of challenge, and teachers should support gifted learners' strengths and interests.
A proposal for gifted program in xyz school shanti
This document discusses gifted education programs and policies at XYZ High School. It defines giftedness and talent, outlines the school's vision and philosophy of gifted education, and describes various programs and strategies used to identify and serve gifted students, including clustering, acceleration, enrichment, and differentiation. The school adopts Gagne's Differentiated Model of Giftedness and Talent and aims to maximize learning outcomes for all gifted students regardless of background through its gifted education policy.
Ability grouping
1) Ability grouping refers to grouping students into classes based on their academic abilities and achievements, such as high, average, and low groups. This is done to better tailor instruction to students' learning needs.
2) There are two main types of ability grouping: between-class, where students of different abilities are separated into different classes, and within-class, where students of varying abilities are grouped for certain subjects or activities within the same class.
3) Proponents argue that ability grouping allows for a faster pace for gifted students, more individualized attention, and increased confidence for struggling students when they are in classes with peers of similar abilities. However, critics argue it can harm low-achieving students
Achievement Gaps In Education: Findings of Different Ethnic Groups
The document discusses factors that contribute to achievement gaps between different ethnic groups. It finds that black and Hispanic students change schools more often than white students, which can negatively impact literacy rates. Students from low socioeconomic backgrounds and urban environments face greater psychological and physical barriers. Implementing learner-centered programs in schools has been shown to increase achievement scores and develop skills like self-efficacy. To close achievement gaps, teachers must raise students' self-concepts and support is needed from the government and society beyond just within schools.
assignment
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and stimulate their talents. Properly identifying and educating gifted children allows them to fulfill their potential and become valuable contributors.
assignment
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and group gifted students together to develop their talents. The document concludes it is important to identify and stimulate gifted children through tailored education programs so their potential is not wasted.
GT Research Presentation
Twice-exceptional (2E) students, who are both gifted and have learning disabilities, often go unidentified for gifted programs because their disabilities mask their giftedness. These students may seem average or have inconsistent performance, like writing at a lower grade level but solving advanced math problems. Their disabilities can cause issues like poor attention that are mistaken for boredom or ADHD. As a result, the number of 2E students in gifted programs is much lower than their actual prevalence rate. This research aims to promote equity in gifted identification and programming by finding new ways to recognize giftedness in students from diverse backgrounds including those with learning disabilities.
1 The Secret to Raising Smart Kids Hint Dont tel.docx
1
The Secret to Raising Smart Kids
Hint: Don't tell your kids that they are. More than three decades of
research shows that a focus on effort—not on intelligence or ability—
is key to success in school and in life
By Carol S. Dweck, Scientific American Mind - November 28, 2007
A brilliant student, Jonathan sailed
through grade school. He completed his
assignments easily and routinely earned
As. Jonathan puzzled over why some of
his classmates struggled, and his
parents told him he had a special gift. In
the seventh grade, however, Jonathan
suddenly lost interest in school, refusing
to do homework or study for tests. As a
consequence, his grades plummeted.
His parents tried to boost their son’s
confidence by assuring him that he was
very smart. But their attempts failed to
motivate Jonathan (who is a composite
drawn from several children).
Schoolwork, their son maintained, was
boring and pointless.
Our society worships talent, and many
people assume that possessing superior
intelligence or ability—along with
confidence in that ability—is a recipe for
success. In fact, however, more than 30
years of scientific investigation suggests
that an overemphasis on intellect or
talent leaves people vulnerable to failure,
fearful of challenges and unwilling to
remedy their shortcomings.
The result plays out in children like
Jonathan, who coast through the early
grades under the dangerous notion that
no-effort academic achievement defines
them as smart or gifted. Such children
hold an implicit belief that intelligence is
innate and fixed, making striving to learn
seem far less important than being (or
looking) smart. This belief also makes
them see challenges, mistakes and
even the need to exert effort as threats
to their ego rather than as opportunities
to improve. And it causes them to lose
confidence and motivation when the
work is no longer easy for them.
Praising children’s innate abilities, as
Jonathan’s parents did, reinforces this
mind-set, which can also prevent young
athletes or people in the workforce and
even marriages from living up to their
potential. On the other hand, our studies
show that teaching people to have a
“growth mind-set,” which encourages a
focus on effort rather than on intelligence
or talent, helps make them into high
achievers in school and in life.
The Opportunity of Defeat I first
began to investigate the underpinnings
of human motivation—and how people
persevere after setbacks—as a
psychology graduate student at Yale
University in the 1960s. Animal
experiments by psychologists Martin
Seligman, Steven Maier and Richard
Solomon of the University of
Pennsylvania had shown that after
repeated failures, most animals
conclude that a situation is hopeless
and beyond their control. After such an
2
experience, the researchers found, an
animal often remains passive even when
it can affect change—a state they called
learned helplessness ...
Jms gate parent night 2014
This document summarizes the topics discussed at a back-to-school night meeting for parents of students at Jefferson Middle School. It introduces gifted education opportunities including Model UN, enrichment activities, and advocacy. It defines giftedness, discusses the social and emotional needs of gifted students, and strategies for supporting gifted children. Resources for parents on gifted topics are also provided.
Myths[1]final
This document discusses common myths about gifted education and provides evidence to counter these myths. It addresses 10 myths, including that gifted children will do fine without support, that gifted students are always happy and well-adjusted, and that gifted programs require an abundance of resources. For each myth, evidence is presented showing that gifted students benefit from specialized instruction, may struggle socially or emotionally, and that effective gifted programs require investment but not excessive resources.
Myths[1]final
The document discusses 10 common myths about gifted education and provides evidence to counter each myth. Some of the key myths addressed include that gifted children do not need support or challenge, that giftedness is only about academics, and that gifted programs are elitist. The document provides research and evidence showing that gifted students have unique learning needs and benefit from specialized identification practices and programming tailored to challenge and support their advanced abilities.
Pdf GROUPING STUDENTS
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
The Secret to Raising Smart Kids
Don’t tell your kids that they are. More than three decades
of research show that a focus on effort—not intelligence or
ability—is key to success in school and in life
Student Success Pp
There are different types of gifted and talented students who do not always experience success in school. These include high achievers, challengers, underground students, dropouts, and those with double labels referring to both giftedness and learning difficulties. While giftedness is often defined as being in the top 5% academically or talent-wise, there is debate around how it is identified and defined. Research shows that grouping gifted students homogeneously does not consistently help students learn more and may actually create differences in what they learn by exposing them to different materials than other students. Gifted students often resist assigned work that is not challenging enough to keep them motivated.
Student Success
There are different types of gifted and talented students who do not always experience success in school. These include high achievers, challengers, underground students who hide their abilities, dropouts, and those with double labels who have additional learning challenges. While giftedness is often defined as being in the top 5% academically or talent-wise, there is debate around how it is identified and defined. Research shows that grouping gifted students homogeneously does not consistently help students learn more and may actually create differences in what they learn by exposing them to different materials. Gifted students often resist assigned work that is not challenging enough to keep them motivated.
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Satire presentation
- 1. The Hidden Agenda of Gifted Education By Megan Smith
- 3. Intelligence tests are biased toward certain socioeconomic statuses.
- 4. Because of a lack of governmental regulation, the minimum IQ score for the label of gifted varies from school district to school district.
- 5. The IQ Bell Curve Gifted spectrum
- 7. The label of gifted can cause some children to be viewed as better than others, which goes against the egalitarian views the United States of America was founded on.
- 8. Gifted Children Who Have Felt out of Place*
- 12. Fred
- 14. Jared
- 15. Apryl
- 16. Tyler
- 17. Kinsley
- 18. Emily
- 20. Jocelynn
- 21. Torie
- 22. Molly
- 23. Isaiah
- 26. Grouping can easily lead to situations where the class teaches themselves.
- 27. Students can lie or fake abilities or weaknesses to get easier work.
- 28. Students grow to resent the other groups of students and it breed rivalries and hatred.
- 29. The grouped assignments depend on the teacher and could mean a faster pace or an altogether different curriculum (as shown in the activity).
- 31. Segregating the higher ability students is a way to force them to socialize and eventually breed.
- 32. The groups will become more isolated and the higher ability students will be able to dominate society.
- 33. Two High IQs
- 35. Two Leaders of Different Capabilities