Grouping Gifted Students for Optimal Academic and Social-Emotional Growth Presented by Susan...
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Transcript of Grouping Gifted Students for Optimal Academic and Social-Emotional Growth Presented by Susan...
Grouping Gifted Students for Optimal Academic and Social-Emotional Growth
Presented by Susan Winebrenner
Author, Parent, and Grandparent (7 times)
What motivates kids to welcome challenges in
school and life?The surest path to high self-esteem
is to be successful at something you perceived would be DIFFICULT!
Each time we steal a student’s struggle, we steal an opportunity for an esteem-building experience to happen.
Sylvia Rimm’s books www.sylviarimm.com
Carol Dweck’s Research
Mindset by Carol Dweck, Random House, 2006.
Explains the differences between people who welcome challenges and those who avoid them.
How Not to Talk to Your Kids by Po Bronson. Free at www.nymag.com.
Explains how adults’ words and actions influence how the degree to which children learn to welcome challenging opportunities throughout their lives.
Summarizes Dweck’s work as well.
The Experiment – 10 Year OldsGiven simple logic puzzle – all got it right
Half were told they were very smart
Other half were told they had worked
very hard
Offered easier or harder puzzle next.
Which group chose harder?
Next session, given easy level again.
Which group did WORSE the second time?
Your explanation for the outcomes?
Social Skills in Gifted Students
The number of friends one has is not as important as
the quality of the friendship(s)
It should not be concluded that gifted students who do
not bond with age peers have poor social skills
Connect child with classes and other experiences
based on passionate interests; the friends will
materialize!
Dealing With Areas of Weakness
Humbleness is learned from these areas
Encourage lessons or coaching in these areas
Select physical education or fine arts areas that allow kids to measure their own personal best rather than team sports.
Why Kids Tend to Give Up When They Encounter Challenge
Too much praise for tasks done easily leads kids to expect easy praise for “being the best” for all their efforts.
When they get into situations where they perceive that easy high grade might not come so easily, they balk by procrastinating and complaining.
When they are told they are smart, they fear that ability will dry up over time.
When they are praised instead for their effort, they feel there is no limit to what they can do
The SCGM is a method for providing full-time gifted services for gifted students without major budget implications, and with the potential to raise achievement for all students.
With the SCGM, all students are purposely placed into classrooms based on their abilities and potential. All classes are still heterogeneous but each class has a slightly narrower range of performance levels without returning to tracking.
What is The Schoolwide Cluster Grouping Method (SCGM) and Why Should We Consider It?
Suggested Classroom Composition
30 students
in 3 classes
Gifted High Average
Average Low Average
Far Below
Average
A 6 0 12 12 0
B 0 6 12 6 6
C 0 6 12 6 6
The SCGM: Achievement Implications
Narrowed range of abilities allows for more focused instruction Teachers learn strategies for advanced ability learners
they can use for all students, not just the gifted students On-going assessment of students’ strengths and needs ensures
continual progress Gifted students are more likely to receive advanced instruction
and extended learning opportunities Not all student are working on the same material at the same time Higher expectations for all students!
*This requires first creating a gifted student data base.
Showing Growth
Measuring:Academic achievement of gifted and all
other studentsGifted population identified and served by
yearEthnic representation of gifted studentsTeachers participating in gifted education training
Keys to Program Success
Fidelity to the student placement guidelines
Support of parents whose children are not in the classes that have the gifted students
Monthly cluster teachers meetings –
Ongoing book study meetings for all staff.
Year-long classroom visitations and coaching by “cluster staff”.
Keeping “gifted” learning opportunities open to all students in all classes
Discussing SCGM topics in general staff meetings
Community awareness that the SCGM is simply another factor for creating homeroom groups to facilitate the best achievement for all
Research Results PA Grade 4
Tulpehocken PA, Lisa Kiss Director of Special Education
Rose Top left Below Proficient, Yellow Rows 7-8 column 2,
Green Rows 1-3 Column 4, Blue, Advanced, Rows 3-4, Column 4
Test Scores Elementary Schools: Tulpehocken PA
Almost all students who were below proficiency levels at the beginning of the year moved to proficient or above proficient during the same time Gifted students were having their learning needs met every day and were also making measurable academic progress.
This demonstrates an end to forcing schools to choose between which ability groups will be making measurable academic progress: gifted students OR low-scoring students.
Lisa Kiss, Director of Special Education, 717.933.4611 x2108 [email protected]
Teacher Student First Student Last
4Sight Grade 4 - Math No.1 (Third Edition) v2010-11-Total Score
9/11/2010 PL
4Sight Grade 4 - Math No.2 (Third Edition) v2010-11-Total Score
11/4/2010 PL
4Sight Grade 4 - Math No.3 (Third Edition) v2010-11-Total Score
1/26/2011 PL
4Sight Grade 4 - Math No.4 (Third Edition) v2010-11-Total Score
3/30/2011 PL
12 Bel 26 Pro 29 Pro 29 Pro
26 Pro 30 Pro
23 Bas 20 Bel 28 Pro 33 Adv
34 Adv 34 Adv 34 Adv 36 Adv
28 Pro 28 Pro 24 Bas 30 Pro
16 Bel 21 Bas 22 Bas
18 Bel 24 Bas 32 Pro 31 Pro
28 Pro 29 Pro 30 Pro 31 Pro
23 Bas 34 Adv 34 Adv 33 Adv
30 Pro 35 Adv 35 Adv 34 Adv
16 Bel 16 Bel 18 Bel 26 Pro
34 Adv 31 Pro 36 Adv 34 Adv
29 Pro 33 Adv 35 Adv 34 Adv
17 Bel 23 Bas 28 Pro 31 Pro
23 Bas 32 Pro 26 Pro 32 Pro
21 Bas 26 Pro 30 Pro 34 Adv
13 Bel 14 Bel
18 Bel 21 Bas 26 Pro 30 Pro
20 Bel 25 Pro 28 Pro 28 Pro
27 Pro 28 Pro 30 Pro 31 Pro
21 Bas 17 Bel 31 Pro 28 Pro
Teacher Student First Student Last
4Sight Grade 6 - Math No.1 (Third Edition) v2010-11-Total Score
9/11/2010 PL
4Sight Grade 6 - Math No.2 (Third Edition) v2010-11-Total Score
11/5/2010 PL
4Sight Grade 6 - Math No.3 (Third Edition) v2010-11-Total Score
1/26/2011 PL
4Sight Grade 6 - Math No.4 (Third Edition) v2010-11-Total Score
3/30/2011 PL
14 Bel 23 Pro 25 Pro 28 Pro
24 Pro 28 Pro 31 Adv 27 Pro
22 Bas 24 Pro 19 Bas 22 Bas
19 Bas 23 Pro 23 Pro 25 Pro
21 Bas 29 Pro 29 Pro 33 Adv
20 Bas 25 Pro 25 Pro 25 Pro
23 Pro 29 Pro 23 Pro 34 Adv
29 Pro 31 Adv
13 Bel 24 Pro 26 Pro 29 Pro
20 Bas 26 Pro 28 Pro 29 Pro
28 Pro 30 Pro 32 Adv 32 Adv
30 Pro 31 Adv 34 Adv 32 Adv
31 Adv 30 Pro 34 Adv 32 Adv
26 Pro 33 Adv 33 Adv 35 Adv
26 Pro 26 Pro 27 Pro 32 Adv
28 Pro 32 Adv 32 Adv 34 Adv
28 Pro 24 Pro 28 Pro 31 Adv
SCGM Research Results (3)
Give them full credit “up front” for grade level standards they already know.
Facilitate their ability to learn new content more quickly than age peers
Do not expect them to consistently get the highest grade with little or no effort
Offer specific praise for effort and
hard work
Encourage in-depth study, over time, of topics of deep personal interest.
Things to expect from their teachers
Do not request an emergency conference to
which you bring every perfect report card
he ever received…
DO send flowers or candy!
Know that we never want his first-time challenge to happen at college!
The best time for that experience is in
grades K-8 because colleges do not ask for
the transcripts from those grades!
If your child has a teacher who is making him work very hard on challenging work…