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Advice for parent of incoming kindergartener with genius IQ

by Aunt Allie

Apr 1, 2012

Hello,

My nephew will start kinder this fall... he began reading at 3, has an encyclopedia for a brain, he's beyond kindergarten and his parents have not introduced him to the internet yet. He will be in GT. He's ahead of where my youngest was at his age and she is in GT.

Most kids his age know as much about the internet as most ...See More

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GT Teacher On 4/01/12, Aunt Allie wrote: > Hello, > > My nephew will start kinder this fall... he began reading > at 3, has an encyclopedia for a brain, he's beyond > kindergarten and his parents have not introduced him to the > internet yet. He will be in GT. He's ahead of where my > youngest was at his age and she is in GT. > > Mo...See MoreOn 4/01/12, Aunt Allie wrote: > Hello, > > My nephew will start kinder this fall... he began reading > at 3, has an encyclopedia for a brain, he's beyond > kindergarten and his parents have not introduced him to the > internet yet. He will be in GT. He's ahead of where my > youngest was at his age and she is in GT. > > Most kids his age know as much about the internet as most > people. They resist my urging them to introduce him to it, > so I thought I would ask for some advice from GT teachers > to see what they suggest. I think that if they knew what > you all were using or suggest, that would really help them. > > He's so beyond Starfall and a lot of the products out > there. > > All ideas appreciated. > Allie

Gifted children such as your nephew are not in danger of losing their giftedness - despite popular belief to the contrary. Think back to the gifted children of the past - like Einstein or Thomas Jefferson or John Stuart Mills or any of them and know they retained their 'giftedness' despite the fact that they did not have parents or an aunt who were interested in helping them realize their potential.

But yet they did realize their potential and without the Internet too. I raised and taught gifted children both before and after the Internet and my post-Internet gifted students were not ultimately more gifted than my pre-Internet gifted students. My post-Internet students were more skilled with the Internet and with computers in general.

That many 5 year olds know a lot about the Internet - I'm not sure what they know unless they're allowed to peruse it at will without any adult supervision. In that case, they certainly will know a lot and a lot sooner than might be healthy for them.

I'm not sure what you have in mind exactly - the many websites for math games etc? Do you see your nephew looking up string theory on Wickipedia? Or reading up on competing theories of the origins of human civilization?

In my experience, most kids -including gifted kids and especially young kids - use the Internet as a source of entertainment. They become quite skilled at finding pictures of funny cats and the old Hamster Dance website and laughing uproariously. As they get a bit older, they become equally skilled at finding other kinds of pictures... They love games and computer-based video games.

But they really don't use the Internet as a source of information or go on any journeys of intellectual exploration. Even gifted children are yet children. The children I know who use the Internet as a place to explore are often exploring the things they otherwise can't access - the dark side of things... the spy sites and the hackers' havens.

So I'd say I'd understand your nephew's parents hesitating to seemingly encourage a young child to open the Pandora's box and mixed bag that is the Internet. They could certainly show him how they do when they download their latest car registration form or buy airline tickets or look up any information they might need but if you're suggesting that he be allowed or encouraged to use the Internet as a source of entertainment, I'd say -whatever happened to playing outside? Or building with blocks or climbing trees?

And rest assured it's only a matter of a little bit of time before some teacher is giving him a list of facts he needs to look up on the Internet and another teacher is showing youtube videos every day in class because that's all modern kids will sit still for.

Apr 4, 2012

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Pros and Cons of Pull-Out Programs for Gifted Children

by Ted21

Apr 1, 2012

My school is looking at removing self-contained gifted in an effort to save money. Instead, we're probably going to have pull-out classes for gifted.

I found an article about pull-out programs,and it doesn't sound like this is the way to go. What do you think?

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Sue On 4/17/12, Frustrated wrote: > You know, I really don't get the whole "elitism" argument. I get > frustrated when I hear it. Do we say this about a cheerleading > squad? A football team? Not every student will make those teams, > but I don't hear the elitist argument about it then.

You don't hear that argument but they are a k...See MoreOn 4/17/12, Frustrated wrote: > You know, I really don't get the whole "elitism" argument. I get > frustrated when I hear it. Do we say this about a cheerleading > squad? A football team? Not every student will make those teams, > but I don't hear the elitist argument about it then.

You don't hear that argument but they are a kind of elitism and they create a sense of an 'upper-class' in schools and then a group of also-rans. I don't know the solution to it but you're right in that it is a kind of elitism. I suppose in the ideal world or the ideal school we'd have enough specialized teams or clubs or programs that every student could find their niche. The small charter school I taught in for many years had an A team and a B team and the rule was - anybody who wanted to play the sport made the B team and that as coaches of the B team we were to give every kid play time on the field.

But that's only possible in a small school. In that same small school, every kid who came out for the play was given a part in the play - they couldn't all be lead parts but the drama teacher was to choose plays and rewrite plays if necessary to make sure there was a part for every kid who wanted to be in the play.

Yes, that's not real life but that's another story. But I agree with you that the cheerleading squad is definitely elitist and so is a gifted program (and my kids were in one too) I think it's easier for people to challenge the presence or need for a gifted program than it is for them to challenge the presence of a cheerleading squad. It's all but downright unAmerican for people to argue against the cheerleading squad.

But as a teacher I came to believe over the years that things like honor roll, student of the month, gifted programs and cheerleading squads and teams. etc. etc. do not create a sense of community in a school but rather do the opposite. Schools not only appreciate but can fawn over the students who are good students and who participate in the school's activites. But unless we really have some activities that are open to everybody, we end up creating a group of second- class citizens who get the message very young and then hear it consistently that they are not up to snuff. That has got to create apathy if not bitterness.

There's a school around here that doesn't do honor roll for that reason and the parents in that school have bumper stickers that say "The Greene Street School honors every student" instead of the traditional 'my kid is an honor student at Jackson Elementary.'

This was a long way of saying I agree with you.

What about > AP classes? Not every child is going to qualify for those either, > and yet I don't even hear the elitist argument there. > > I know with my program, the students NEED something else. If they > didn't have a chance to be creative, to break out of the > classroom each day, to do something challenging, they would be > miserable. I have a 3rd grader who just scored on a 12th grade > reading level. He is in a class with mostly below-average > students. In my class, yes, he is learning chess...because he > needs the challenge of chess. He is also creating new animals, > experimenting with physics, and much more. He gets to do the > things they don't have time for in his regular classroom but he > needs it. > > I don't think pull out is the BEST way to go. I think the > research has shown that gifted students should be grouped > together for maximum benefit. > > But my reality is pull out and it's not that bad. For my pros, my > program gets to focus on processing skills--critical thinking, > creativity, etc. I don't have a set curriculum, so I can let my > students tell me what they are interested in and build my units > around that. We have a flexibility that would be limited if it > were self-contained and the main focus was on the academics. > > My main cons are that I never have enough time, and while the > majority of my students are okay missing an hour here or there in > class, there are always a couple that struggle with missing > class. > > Good luck with whatever you decide to do!

Apr 18, 2012

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el ed On 4/01/12, Ted21 wrote: > My school is looking at removing self-contained gifted in an > effort to save money. Instead, we're probably going to have > pull-out classes for gifted. > > I found an article about pull-out programs,and it doesn't > sound like this is the way to go. What do you think?

One argument I have heard...See More

May 9, 2012

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Accelerated Reader

by MB

Apr 12, 2012

I am wondering if any of you have used this program. If you have used it, how have you used it and how would you describe its' effectiveness? I am wondering if the expense is worth it for us and if it will accomplish our school improvement goals. We are low in several areas in Comm Arts and did not make AYP. Thanks so much.

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Debbie On 5/01/12, Tim wrote: > I've found AR to be great for gifted children who are motivated to > read. They love reading books, taking quizzes, and trying to get > as many points as possible. I am a big advocate of Accelerated > Reader. I also enjoy writing my own quizzes for reading projects > I do. AR grades these quizzes for me, year...See MoreOn 5/01/12, Tim wrote: > I've found AR to be great for gifted children who are motivated to > read. They love reading books, taking quizzes, and trying to get > as many points as possible. I am a big advocate of Accelerated > Reader. I also enjoy writing my own quizzes for reading projects > I do. AR grades these quizzes for me, year after year. > > On 4/13/12, KK wrote: >> I have used it, and I can't honestly say it is worth the cost. >> The reason is that it can be very motivating for some kids, >> but not for others. For stronger readers, it can be limiting, >> because once you have the program, you want to require them to >> take X number of AR quizzes, and that can be frustrating >> because those students can only choose from books that were >> purchased in the bundle. >> >> The program can also be frustrating for struggling readers who >> rush through quizzes and directions. >> >> For other students, it is a useful tool--they set goals and >> meet them. >> >> Some classrooms used the AR points (requiring students to earn >> a given number, for example), and others simply required that >> students take a certain number of quizzes by the end of the >> marking period. Their combined quiz scores usually contributed >> toward part of their independent reading grade. I think >> really, though, that it teaches more about responsibility and >> diligence (admirable skills, to be sure) than it does about >> reading. Good readers read, and they talk about what they >> read, and they let what they read challenge their thinking. AR >> requirements don't really support that. >> >> AR is motivational for kids who have competitive spirits, so in >> that sense, it can encourage some kids to read more, but unless >> it's carefully structured, it becomes a burden to kids who >> already love reading and those who are overwhelmed by it. >> >> I did not feel that the quiz scores told me anything I didn't >> already know about my students' comprehension skills. I think >> AR's ideal use might be as a center option during literacy >> block for average and above-average (but not off the charts) >> readers who are goal-oriented and reasonably independent. >> >> On 4/12/12, MB wrote: >>> I am wondering if any of you have used this program. If you >>> have used it, how have you used it and how would you >>> describe its' effectiveness? I am wondering if the expense >>> is worth it for us and if it will accomplish our school >>> improvement goals. We are low in several areas in Comm Arts >>> and did not make AYP. Thanks so much. I have been in two schools for the past 16 years that use A/R; one elementary & currently middle school.

At our middle school, students can only take A/r tests with their reading teacher and the teachers are responsible for monitoring this. Another thing that has cut down on other students taking tests for others is that only the teacher knows the code. Yes, it's a pain but it works. When some student figures it out, our media specialist will change it.

Without the requirement of A/R, may middle school students wouldn't read anything! Our district has internet based A/R so practically all books have tests. Schools within our district used to have to purchase the tests but now that we have web based tests, that isn't necessary anymore.

We have quarterly rewards for those who reach 100 points per quarter and since we are a dress code school, those who reach their A/R goal receives a T-shirt that they can wear on Mondays, untucked (it's a big deal to them).

Yes, it has its bad points but I think the benefits outweight the negative aspects.

Jul 13, 2012

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Jme Txteacher369, I think the problem with your daughter's experience was the teacher, not AR. She should not have to re-read books for AR points, and the AR tests should not be a substitute for other reading activities and assessments. And as for cheating, we (the teachers at my school) type in a password before the student takes each test and after h...See More

Aug 5, 2012

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Algebra readiness assessment questions

by Deborah

Apr 23, 2012

We are looking at how to assess students to skip 6th grade math and subject accelerate into 7th grade pre-algebra. Does anyone have experience with Orleans Hanna and/or the Iowa Algebra Aptitude Test? Pros/cons of either or each? Comparison between the two? Good cut-scores? Thanks!

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Deborah I think the best way to get a district to provide services is to have a person in power (superintendent, etc.) have a gifted child or grandchild. ;)

Right now, we're looking at cog ability, a 6th grade final, and an algebra readiness test.

It's too bad because math (of all things) should be very easy to level. I don't understand...See More

Apr 24, 2012

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Froggybee At our middle school, we have three levels of math. Approximately 85% of the 6th graders are enrolled in Pre-Algebra A (on grade level) 12% are one year advanced (PreAl B) and the last few percentages are 2 years advanced (Algebra). We are lucky in that we have a nationally normed test that all students take 3X per year, the Scantron Math Assessmen...See MoreAt our middle school, we have three levels of math. Approximately 85% of the 6th graders are enrolled in Pre-Algebra A (on grade level) 12% are one year advanced (PreAl B) and the last few percentages are 2 years advanced (Algebra). We are lucky in that we have a nationally normed test that all students take 3X per year, the Scantron Math Assessment. We have created cut points based on what we see as predictors for success. Basically, if a kid is 99% nationally, they are in the 2 year advanced class. They also need to have an interest in math, catch on quickly and be emotionally mature as they are in a class with 7th graders.

I am only slightly familiar with the Hanna Orleans. What I know about it is that it was not a great predictor of success. I think your best bet is to go with a CogAT quantitative (95% or higher) a nationally normed achievement test as well, and teacher recommendation. Good luck!

On 4/24/12, Deborah wrote: > I think the best way to get a district to provide services is to > have a person in power (superintendent, etc.) have a gifted > child or grandchild. ;) > > Right now, we're looking at cog ability, a 6th grade final, and > an algebra readiness test. > > It's too bad because math (of all things) should be very easy to > level. I don't understand why there would be the resistance > there is. Wish us luck with our experiment! > > > On 4/24/12, Jamie in MO wrote: >> I can't help you with this question, but I am thrilled that you >> are looking into this, and I'm also interested in responses. I >> hope you will post again after your district implements a >> system to tell us how it works. >> >> We have really struggled in our district, because we can't >> convince the powers that be to provide advanced math classes at >> 6th grade, much less acceleration, because they view it as too >> disruptive to the schedule. Students go from individualized >> math enrichment and/or acceleration in 5th grade to nothing but >> regular 6th grade math; advanced math classes aren't offered >> until 7th grade. With the push to prepare students for STEM >> fields, I'm glad your district is addressing this need. >> >> On 4/23/12, Deborah wrote: >>> We are looking at how to assess students to skip 6th grade >>> math and subject accelerate into 7th grade pre-algebra. >>> Does anyone have experience with Orleans Hanna and/or the >>> Iowa Algebra Aptitude Test? Pros/cons of either or each? >>> Comparison between the two? Good cut-scores? Thanks!

Apr 25, 2012

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AP Teachers Needed in China

by Greg

Jun 13, 2012

Seeking English, math, economics, science American history teachers to work in China. Unique opportunity to work as a teacher ambassador to China, work up to 25 hrs per teaching high school students, assisting in curriculum development and training other teachers. Salaried position with housing provided or housing allowance, medical care and travel...See More

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Documentation for Gifted students

by Froggybee

Jul 26, 2012

I am the middle level TAG (GATE) Coordinator at my MS of about 800 students. I have approximately 150 identified students in grades 6,7,8. Each student is required, by law, to have a document that we call an ALP (Advanced Learning Plan) where we document services for the student. These services may include accelerated classes, social/emotional grou...See More

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Jamie Are teachers commonly pre-testing before each unit? I've found this to be rare, even when teachers were encouraged to do it for differentiation. Small, easy first steps involve pre-testing for math units and doing cross-grade-level grouping based on the results, with support from the gifted specialist and resource personnel when schedules permit. ...See MoreAre teachers commonly pre-testing before each unit? I've found this to be rare, even when teachers were encouraged to do it for differentiation. Small, easy first steps involve pre-testing for math units and doing cross-grade-level grouping based on the results, with support from the gifted specialist and resource personnel when schedules permit.

For example, if there are 60 kids in sixth grade in three classes, and all the teachers give the same pre-test before the unit, they collect the results. Students from all three home room classes would go to an assigned sixth grade class during math time for that unit for differentiated instruction, based on their pre-test mastery.

Another thought would be whether you can increase the frequency of differentiated instruction training for teachers who have identified TAG students? With all the demands placed on teachers, it can't hurt to get a refresher. How much training about differentiated instruction do they typically have? I would focus workshops on tiered lessons--I recently came across a website author who called this "layered curriculum" and she had examples of tiered lessons for secondary students.

Although it requires more initial support from gifted specialists, it's helpful if classroom teachers get comfortable compacting curriculum--replacing typical grade-level work with new material if the student has already mastered what the teacher plans to teach. It seems a bit daunting to set up, but once a teacher has worked with a couple of students, it typically works well. The only problem I've found is when the student in question isn't especially motivated, or struggles a lot with organization (and that's the case for 1/5 to 1/4 of our students), so that may not be a viable solution for every student.

In terms of paperwork, I wonder if you could require teachers to make some kind of action statement, similar to what we do with our student support teams. For those students, teachers measure baseline data, set a goal, select an intervention, and measure progress toward the goal over time. Although it might be overkill to require teachers to maintain graphs about each individual student, it might not hurt to ask teachers to at least track specific differentiation strategies they are using for their students, and set a goal to increase the frequency and/or level of difficulty and/or range of subjects. (Hope that made sense.)

Good luck!

On 7/26/12, Froggybee wrote: > I am the middle level TAG (GATE) Coordinator at my MS of > about 800 students. I have approximately 150 identified > students in grades 6,7,8. Each student is required, by law, > to have a document that we call an ALP (Advanced Learning > Plan) where we document services for the student. These > services may include accelerated classes, social/emotional > groups, leadership opportunities and/or within class > differentiation. This last area is where I am struggling > most. Teachers are given a list of TAG id'd students and > their area of giftedness and are expected (and trained) to > differentiate appropriately within the classroom setting. > In the past, I've used the ALP to reflect on what > differentiation has been given (if any). I have found that > most teachers are not doing anything but giving choice > (which I don't feel is true differentiation anyway). How > can I change my way of utilizing the ALP as a reflective > document to that of a pro-active document? In other words, > how can I get my teachers to truly differentiate for the > students? Thanks in advance for any/all suggestions!

Jul 26, 2012

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Intervention for underachieving gifted

by M

Jul 28, 2012

Do any of you support underachieving gifted students with special programming? If so, how do you identify the students who need support and what types of support do you provide? What resources do you use? Thanks.

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Froggybee I guess it depends on what you mean by "programming". I support my underachieving middle school students with daily or weekly "check ins", a plan for organization (which is usually the root cause), and conferencing with parents. I meet with classroom teachers every other week and also can pull grades (Ds/Fs) weekly! On 7/28/12, M wrote: > Do any...See More

Jul 28, 2012

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Oldtimer On 7/28/12, Froggybee wrote: > I guess it depends on what you mean by "programming". I > support my underachieving middle school students with daily or > weekly "check ins", a plan for organization (which is usually > the root cause), and conferencing with parents. I meet with > classroom teachers every other week and also can pull g...See MoreOn 7/28/12, Froggybee wrote: > I guess it depends on what you mean by "programming". I > support my underachieving middle school students with daily or > weekly "check ins", a plan for organization (which is usually > the root cause), and conferencing with parents. I meet with > classroom teachers every other week and also can pull grades > (Ds/Fs) weekly! > On 7/28/12, M wrote: >> Do any of you support underachieving gifted students with >> special programming? If so, how do you identify the >> students who need support and what types of support do >> you provide? What resources do you use? Thanks.

There are many reasons why a gifted child may be underachieving. I would start there by digging out the ''root cause'' as Froggybee suggested. Reading and studying up on underachieving in gifted is where I got started. There are plenty of resourses on line to help in your research.

It is a possibility your student could be a 2e gifted student. (twice exceptional). If the student has a disability along with giftedness this most likely will show up in testing. There will be a large gap between verbal and performance especially if the child has been tested with the Wisc.

You never mentioned the age of the child. Far too often when a child is not identified in the primary grades and support and resourses offered at that time it may be too late. Self esteem plummets and underachievement sets in. Teachers and parents then have an uphill battle to get this child back on track. One of the reasons it is so crucial to have our gifted identified sooner rather than later.

To sum up, get to the root of the problem (identify) and then provide the support. You cannot offer special programming unless you know exactly what you are dealing with. The child could be dealing with depression which is not at all unusual for a gifted/underachieving child. He may need a bit of counselling. This would be an example of extra support.

I wish you all the best as this has to one of the most daunting tasks when it comes to teaching and parenting gifted children. I speak from experience on this one. Hth a little!

Jul 29, 2012

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Common Core and Gifted

by TeacherOfGifted

Aug 1, 2012

Hello. Our state is preparing to begin transitioning into the Common Core Curriculum, but they seem to be flying by the seats of their pants.

Can anyone point me in the direction of a resource that will help me use the Common Core curriculum with my gifted students?

Thanks!

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M There's an ELA and Math Common Core Book coming out in Nov. from Prufrock. It's authored by Van Tassal Baska.

Aug 2, 2012

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Bill T 6 nc I think everyone is "winging it" right now where the common core is concerned. We're told our end of grade tests will be based on the common core, yet we don't know how or what we will be tested on, particularly in science.

[link removed]

Sep 23, 2012

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AP STATISTICS online resource (worksheets, keynote & PPT's)

by peter

Aug 14, 2012

Dear fellow AP math teachers,

[link removed].

I know some of you have been patiently waiting 'till the countdown is over. I am happy to announce that after many sleepless nights, our website is now running.

I developed [link removed]).

I really hope that through this website, I could extend my collection of m...See More

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Today's Trivia Question

by Teachers.Net Gazette

Dec 7, 2012

See if you know the correct answer...but don't post it here; let others see if they can figure it out!

Share the link and see if your friends know the answer!

[link removed]]

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