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Unique learning style

by Daryanna

Apr 30, 2011

lease, advise me on resources that shed light on how to enrich primary learners (K-5) with gifts in the visual-spatial domain.

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Victoria Just wanted to say thanks for a couple of great ideas! I agree wholeheartedly about creating an interesting learning space and go from there. Your idea of putting pictures around the room is one I will be using next year. Thanks again!

> > I'm getting old but some of this is gobblety-gook. I > certainly recognize that some people ...See MoreJust wanted to say thanks for a couple of great ideas! I agree wholeheartedly about creating an interesting learning space and go from there. Your idea of putting pictures around the room is one I will be using next year. Thanks again!

> > I'm getting old but some of this is gobblety-gook. I > certainly recognize that some people have gifts in certain > areas but what parents should want is for their children to > be happy in school. If a child is happy in school, it's > fairly safe to assume their needs are being met and this is > particularly true of gifted children. > > It's also not possible for any teacher no matter how gifted > to program for each and every child's particular giftedness. > > That said, I just try to keep things moving briskly in my > class - one of my students said our classroom was more of a > museum than a classroom... Put things up. I cut out photos > from magazines and print things off the Internet constantly - > I don't identify them but put questions at the bottom of them > like "What is this?" "How do you explain this?" etc. > > I'll put up a photo of Stonehenge and the Eiffel Tower and > ask which one is a clock? I'll put up a photo of Marcel > Duchamp's Nude Descending a Staircase (but not the title) and > ask why they think such a painting would cause great > controversy -(it did but not because the figure was > supposedly nude) > > I'd do a guessing game on distances for spatial giftedness - > we could play it once a month. It's good for everybody to be > able to guess distances and everybody would have fun with it. > Start with long the whiteboard is - you'll find that your > students have no idea at the beginning - they've never judged > distances. > > If students come home from school telling their > parents, "today was fun," "I like school" or best yet "I'm > looking forward to going back tomorrow", parents are happy > with their child's teacher and school alike. or "wow, guess > what we did today!" > > it's not about meeting the nitty gritty details of IEPs - > it's about creating a warm, welcoming and generally exciting > classroom environment. The best written and most assiduously > followed IEP can still leave a parent feeling like there's a > lot missing if the overall experience of school does not > leave their child liking school.

May 5, 2011

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Lane You had me intrigued with Duchamp's Nude Descending a Staircase. Was the reason that it caused controversy because others could not understand this new form of cubist art and/or could not see what they thought they should be seeing based on the title?

Can you recommend any other paintings that could stimulate discussion. Of course, there'...See MoreYou had me intrigued with Duchamp's Nude Descending a Staircase. Was the reason that it caused controversy because others could not understand this new form of cubist art and/or could not see what they thought they should be seeing based on the title?

Can you recommend any other paintings that could stimulate discussion. Of course, there's always Escher.

Thank you for an interesting post.

On 5/03/11, GT Teacher wrote: > On 4/30/11, Daryanna wrote: >> Please, advise me on resources that shed light on how to >> enrich primary learners (K-5) with gifts in the >> visual-spatial domain. > > I'm getting old but some of this is gobblety-gook. I > certainly recognize that some people have gifts in certain > areas but what parents should want is for their children to > be happy in school. If a child is happy in school, it's > fairly safe to assume their needs are being met and this is > particularly true of gifted children. > > It's also not possible for any teacher no matter how gifted > to program for each and every child's particular giftedness. > > That said, I just try to keep things moving briskly in my > class - one of my students said our classroom was more of a > museum than a classroom... Put things up. I cut out photos > from magazines and print things off the Internet constantly - > I don't identify them but put questions at the bottom of them > like "What is this?" "How do you explain this?" etc. > > I'll put up a photo of Stonehenge and the Eiffel Tower and > ask which one is a clock? I'll put up a photo of Marcel > Duchamp's Nude Descending a Staircase (but not the title) and > ask why they think such a painting would cause great > controversy -(it did but not because the figure was > supposedly nude) > > I'd do a guessing game on distances for spatial giftedness - > we could play it once a month. It's good for everybody to be > able to guess distances and everybody would have fun with it. > Start with long the whiteboard is - you'll find that your > students have no idea at the beginning - they've never judged > distances. > > If students come home from school telling their > parents, "today was fun," "I like school" or best yet "I'm > looking forward to going back tomorrow", parents are happy > with their child's teacher and school alike. or "wow, guess > what we did today!" > > it's not about meeting the nitty gritty details of IEPs - > it's about creating a warm, welcoming and generally exciting > classroom environment. The best written and most assiduously > followed IEP can still leave a parent feeling like there's a > lot missing if the overall experience of school does not > leave their child liking school.

May 5, 2011

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GT Teacher On 5/05/11, Lane wrote: > You had me intrigued with Duchamp's Nude Descending a Staircase. > Was the reason that it caused controversy because others could > not understand this new form of cubist art and/or could not see > what they thought they should be seeing based on the title?

Exactly. One newspaper even offered a cash p...See MoreOn 5/05/11, Lane wrote: > You had me intrigued with Duchamp's Nude Descending a Staircase. > Was the reason that it caused controversy because others could > not understand this new form of cubist art and/or could not see > what they thought they should be seeing based on the title?

Exactly. One newspaper even offered a cash prize to anyone who could see a figure in the painting though that 'contest' was intended as a joke to insult the painting. > > Can you recommend any other paintings that could stimulate > discussion. Of course, there's always Escher.

All art could stimulate a discussion. I particularly like sculpture for stimulating discussions. Princeton New Jersey entertained six designs for their monument to Einstein - they kindly sent me photos of the six designs. We talked about Einstein and why each of these or any of these would represent Einstein and I didn't tell the kids until the end which one had been selected.

Why do we portray all generals and kings on horses?? What's the deal with that? That kind of discussion is one GT kids love. Check out all the many representations of Christopher Columbus - he's often pointing in the sculptures to him. He's a heroic figure. Would the Native Americans portray him in that way? And who pays for all these public sculptures? Does the public have a say about public art or are all the generals on horses rather foisted on us?

How do you capture the deaths of the millions in the camps of the Holocaust in scuplture? Berlin tried to do just that and has a monument to those millions. Sometimes I'll have the kids draw out what they think would work and then we go online and I show them what was done. The story of Maya Lin and her design for the Vietnam War monument is an interesting one and there's a great hour long documentary on that - my kids enjoy it. She was just 21 and won the competition over her own art professor at Yale but then the veterans proved very angry at having chosen her design. Eventually a second sculpture had to be commissioned and placed near the first.

Picasso's La Guerica was used in a novel of Chaim Potok's as the painting by which a child protegy in art would be instructed. Why? What about that painting caught Potok's eye? If you were to choose a painting by which to begin to teach a young genius of art how to paint, what painting would you choose? (See My Name is Asher Lev by Potok)

Jackson Pollack's paintings were certainly controversial in their time. Esher is tricky, he fools the eye but in a "Where's Waldo" kind of way, I'd find deeper discussions in other artists. My kids would like Esher for a day and then they'd figure him out. Mogliadani died a starving artist - why? Why would no one buy his paintings and now we consider him a genius? The kids are very moved by his story.

It's what they can't figure out easily that intrigues GT kids. Art among things has been used as a political tool - kings, queens and Presidents don't have their portrait painting showing them shaving or drawing water from the well...

Have fun - art and GT kids go very well together!

> > Thank you for an interesting post. > > On 5/03/11, GT Teacher wrote: >> On 4/30/11, Daryanna wrote: >>> Please, advise me on resources that shed light on how to >>> enrich primary learners (K-5) with gifts in the >>> visual-spatial domain. >> >> I'm getting old but some of this is gobblety-gook. I >> certainly recognize that some people have gifts in certain >> areas but what parents should want is for their children to >> be happy in school. If a child is happy in school, it's >> fairly safe to assume their needs are being met and this is >> particularly true of gifted children. >> >> It's also not possible for any teacher no matter how gifted >> to program for each and every child's particular giftedness. >> >> That said, I just try to keep things moving briskly in my >> class - one of my students said our classroom was more of a >> museum than a classroom... Put things up. I cut out photos >> from magazines and print things off the Internet constantly - >> I don't identify them but put questions at the bottom of them >> like "What is this?" "How do you explain this?" etc. >> >> I'll put up a photo of Stonehenge and the Eiffel Tower and >> ask which one is a clock? I'll put up a photo of Marcel >> Duchamp's Nude Descending a Staircase (but not the title) and >> ask why they think such a painting would cause great >> controversy -(it did but not because the figure was >> supposedly nude) >> >> I'd do a guessing game on distances for spatial giftedness - >> we could play it once a month. It's good for everybody to be >> able to guess distances and everybody would have fun with it. >> Start with long the whiteboard is - you'll find that your >> students have no idea at the beginning - they've never judged >> distances. >> >> If students come home from school telling their >> parents, "today was fun," "I like school" or best yet "I'm >> looking forward to going back tomorrow", parents are happy >> with their child's teacher and school alike. or "wow, guess >> what we did today!" >> >> it's not about meeting the nitty gritty details of IEPs - >> it's about creating a warm, welcoming and generally exciting >> classroom environment. The best written and most assiduously >> followed IEP can still leave a parent feeling like there's a >> lot missing if the overall experience of school does not >> leave their child liking school.

May 12, 2011

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OLdtimer On 5/03/11, GT Teacher wrote: > On 4/30/11, Daryanna wrote: >> Please, advise me on resources that shed light on how to >> enrich primary learners (K-5) with gifts in the >> visual-spatial domain. > > I'm getting old but some of this is gobblety-gook. I > certainly recognize that some people have gifts in certain > ...See MoreOn 5/03/11, GT Teacher wrote: > On 4/30/11, Daryanna wrote: >> Please, advise me on resources that shed light on how to >> enrich primary learners (K-5) with gifts in the >> visual-spatial domain. > > I'm getting old but some of this is gobblety-gook. I > certainly recognize that some people have gifts in certain > areas but what parents should want is for their children to > be happy in school. If a child is happy in school, it's > fairly safe to assume their needs are being met and this is > particularly true of gifted children. > > It's also not possible for any teacher no matter how gifted > to program for each and every child's particular giftedness. > > That said, I just try to keep things moving briskly in my > class - one of my students said our classroom was more of a > museum than a classroom... Put things up. I cut out photos > from magazines and print things off the Internet constantly - > I don't identify them but put questions at the bottom of them > like "What is this?" "How do you explain this?" etc. > > I'll put up a photo of Stonehenge and the Eiffel Tower and > ask which one is a clock? I'll put up a photo of Marcel > Duchamp's Nude Descending a Staircase (but not the title) and > ask why they think such a painting would cause great > controversy -(it did but not because the figure was > supposedly nude) > > I'd do a guessing game on distances for spatial giftedness - > we could play it once a month. It's good for everybody to be > able to guess distances and everybody would have fun with it. > Start with long the whiteboard is - you'll find that your > students have no idea at the beginning - they've never judged > distances. > > If students come home from school telling their > parents, "today was fun," "I like school" or best yet "I'm > looking forward to going back tomorrow", parents are happy > with their child's teacher and school alike. or "wow, guess > what we did today!" > > it's not about meeting the nitty gritty details of IEPs - > it's about creating a warm, welcoming and generally exciting > classroom environment. The best written and most assiduously > followed IEP can still leave a parent feeling like there's a > lot missing if the overall experience of school does not > leave their child liking school.

Absolutely agree with what you have written here in your last paragraph, GT. When a child comes home happy, with that spark in his /her eye we as parents and advocators know that this teacher really ''gets it''. We know that this teacher is well aware that it is not just about acadenics but also the social and emotional needs of that child. I really admire your teaching style.

Having said that we must keep in mind that teachers of the gifted child such as yourself are very rare. One like you may come along twice maybe three times, if we are lucky, in all of the yrs this child will spend in school. You don't have to take my word for this just do the research and you will see.

Sometimes parents have no choice but to resort to the these time consuming nitty gritty IEPs you refer to. These plans can and do work if put together properly and followed from yr to yr. What choices do we have as parents/advocators when teachers like you come along so very rarely. Some teachers have actually welcomed these individual plans as often they are at a loss how to teach these children. Of course these teachers are also rare because it does take time and work but you know as a parent that this teacher is really trying to teach the ''whole'' child .

A teacher once said to an identified gifted boy "You think you are so smart yet you cannot even write." Then proceeded to rip up the paper he had passed in. That boy today is editing his first book getting it prepared for publishing. Maybe this can pave the way for the other books he has written from the time he was 7 yrs old . Maybe if she had checked a little closer this teacher would have discovered that this child was indeed a gifted writer but had difficulty with the pen and paper method or the mechanics of writing not counting perfectionism issues. His abilty could have been squashed right out of him by that careless remark. More importantly it would take a heavy toll on the boy's self esteem which indeed it did for a little while. That is what it would mean when we say this teacher'' hasn't a clue what she is dealing with''.

I know this would never happen with many of the teachers here as you are a rare bunch. Some may not have a clue starting off but are more than willing to come here to learn and share. I just wish more teachers of the gifted would frequent this site so they can obtain the knowledge that these children need in order to help them.

Thank you again for sharing your wonderful classroom with us !

May 28, 2011

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Anita Click on my name. That brings up email form.

Anita learntoreadnow.

On 5/01/11, Daryanna wrote: > > I am new to the board. How do I find your email? > > > On 5/01/11, Anita wrote: >> On 4/30/11, Daryanna wrote: >>> Please, advise me on resources that shed light on how to >>> enrich primary l...See More

Jun 10, 2011

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