Monday, August 18, 2008
Gifted and Talented
I teach in a gifted and classroom. There are 33 children. My teaching partner and I have created learning groups to meet individual needs. We have a grade span from third to sixth. My vision of gifted and talented has changed over the last few years. I was an advocate of inclusion. However, my thoughts have changed due to my experiences. The benefits I have witnessed from children being together with a peer group are phenomenal. Instead of viewing themselves in a negative fashion, children see themselves fitting in and not being odd person out. I am thankful I work in a district that supports this model for the gifted and talented. We are not perfect. Money seems to be an issue no matter what kind of education is being discussed. I would like to know what others are doing to reach their gifted population. One problem that concerns the school district is the growth factor on the state test. It is very difficult to “move” gifted children. I would like to know what others are doing and if the growth factor concerns other schools.
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1 comment:
Just last year our middle school began providing advanced science classes. (We no longer have a gifted program in middle schools since we are now all "excellent.")
For years, my advanced kids sat quietly doing their work making good grades but not feeling comfortable to speak out. Now in a room full of very motivated (if not gifted) students, they SHINE. We have genuine discussions/debates on science issues. They are free to do projects of their choosing/interest and for the most part do terrific work. Being grouped (dare I say tracked)has allowed them to perform at higher levels than they ever did before when they were stuck in inclusion classes that teach to the lowest common denominator. Our "targeted skills" classes also perform above their predicted ability because we can do a better job at meeting their needs. I'm all in favor of putting kids in classes where they can BEST be helped to be all their potential says they can be.
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