Gifted Education, Parenting, teaching

Being Gifted is not how well a child does at school, it is who they are.

Are you confused with the label of Giftedness?

Perhaps you have heard it being used too often or not at all?

For someone to be labelled as Gifted they are functioning at a higher level in their field of talent than the majority of the population.

That field can be:

Academic/Intellectual

Creative

Socio/Effective

Muscular/Physical

They have these gifts before they head to school in some form or another. These gifts need to be nurtured at home and in the classroom if they are to develop into talents.

 

 

 

So in looking at this, schools cannot make students Gifted.

They can however help students realise their gifts, they can challenge them and enrich their learning.

Parents are the key links to informing the school about their child and the gifts they display at home.

Teachers are the key to identifying the children in their classroom so they know how to challenge and support each gifted child to develop their gift into a talent.

How does your school identify and support gifted students?

 

 

Gifted Education, Parenting, teaching

Building resilient learners

Without considering learning difficulties or underachievement, many gifted students cruise through their schooling years.

I come across many gifted students who just cannot cope with a challenging task – although they are gifted, have tested highly or are anecdotal extremely able.

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They cry, they misbehave, they say ‘I’m hopeless’ at the drop of a challenging hat.

Although school is fun, there are friends and great activities – School is easy. There is little challenge.

And this poses a problem.

These children NEED to be challenged on a daily basis and many schools are doing these students a disservice by always giving them work they can achieve easily.

Without challenge, students never feel a sense of failure.

Without challenge, students do not need to change their way of thinking.

Without challenge, students do not need to build resilience

Without challenge, students do not know how to problem solve. 

Every teacher, in every classroom needs to set the bar just that bit higher. They need to pre test students to understand what they know so they can give them learning opportunities where they will be challenged.

When students are challenged they may fail, but they can work out solutions to fix that problem.

When students are challenged they understand how to deal with mistakes and failure and build up resilience.

When students are challenged they feel a better sense of achievement. 

It is too often I teach gifted students who get easily upset in pullout programs or misbehave because they are being challenged. They do not know how to stretch themselves or deal with mistakes.

Teachers of every grade need to constantly challenge their students in some way so that they grow every day and become stronger believers in their own abilities.

Visit my facebook page for some great discussions and ways that I can help you as a parent or teacher to challenge these students with my online or face to face course.

Educate Empower Gifted: https://www.facebook.com/groups/293988788179957/

 

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Discombobulated by Cate Sawyer illustrated by Adriana Avellis — Educate.Empower.

Have you ever heard of the word Discombobulated? Have you ever tried to spell it or say it or even wonder what the meaning of it is? Language surrounds us and we take it for granted that children will absorb new words quickly. But how about the more difficult and interesting words? And how about […]

via Discombobulated by Cate Sawyer illustrated by Adriana Avellis — Educate.Empower.

Gifted Education, Parenting, teaching

Supporting your gifted students from Non-English speaking backgrounds.

 

In every school there will be students from a Non English speaking background and from this group there will be gifted students. We need to outline, in every school policy:

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What a Gifted NESB student looks like.

 

 

  • Acquire the new language at a faster than typical rate,
  • Demonstrate an ability to code switch or translate at an advanced level,
  • Show aptitude for negotiating between cultures,
  • Display inventive leadership and/or imaginative qualities,
  • Read significantly beyond grade level in the heritage language,
  • Effectively assume adult responsibilities at a young age,
  • Problem-solve in creative, nonconforming ways.

 

How do we assess these students to test if they are gifted?

 

  • Teacher observations
  • Pre assessments using different methods apart from pen and paper (try conversation in their mother tongue, drawing their knowledge)
  • Discussions with parents in mother tongue on students early development.

 

How do we support  Gifted student from a NESB?

  • Ensure the curriculum is enriched to the ability they can work at.
  • Ensure the curriculum is culturally sensitive where needed.
  • Develop an Individual learning plan that could involve self directed learning
  • Support the student where needed in the English language.
  • Make sure all teachers have PD in who gifted students are
  • Regularly communicate with parents to make sure they know how to support their child at home.

 

https://www.edutopia.org/article/identifying-and-supporting-gifted-ells

 

Gifted Education, Parenting, teaching

Parent and school partnerships.

Partnerships such as those that Pfeiffer’s discussions help forge between parents and educators can help minimize the differences between the treatment that athletically gifted and the academically gifted students receive. But what about the glory? What can academically gifted students do that will bring them the rewards and recognition that those who excel athletically often receive? The answer is competition, and there are plenty of competitions open to those who excel in areas such as mathematics, science, geography, writing, and the arts.

There is nothing more important than a good quality partnership between a school and the parents of the students they teach.

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In an article I discovered this week by Linda Neumann, it outlines the importance of deepening that connection so that academically gifted students receive just as much support as our athletically gifted students.

 

Although this article is dated 2011, I would argue that this disparity still exists in terms of how society sees gifts and the importance of gifts.

As educators we need to ensure that ALL gifts are catered for in the best way we can within the school we teach in.

 

As parents we need to advocate for our gifted students to ensure that there are as many provisions for them as possible. If the school cannot have all these provisions on site, there are many great places to go to both online and in person.

 

We also need to ensure there is regular communication between parents and teachers to ensure everyone knows how to support the student in every aspect of their education.

 

 

Read the whole article here: https://www.sengifted.org/post/finding-the-glory-on-and-off-the-playing-field

 

Creativity, Gifted Education, literacy, teaching

A literacy lesson and more on Myths from different cultures…

In Year 3 this term I am embarking on teaching students about myths from different cultures and times.

This week we started on what a myth is and how to tell the difference between a myth, legend, folktale and fairytale.

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But what made this lesson higher order is what we did next.

Choose a natural phenomenon and find as many myths as you can about that phenomenon

Myths about the Sun

 

Key Questions using the KAPLAN Model for Depth and complexity

 

  • BIG IDEAS- What are the big ideas behind the telling of this myth?
  • PATTERNS – Are there similar patterns throughout the different myths?
  • UNANSWERED QUESTIONS – What was the characters motive? What was the purpose of the sun before this myth? Why was this myth created?
  • CHANGES OVER TIME – Has the myth changed over time? How are our viewpoints of this natural phenomenon influenced today?

 

Have you taught myths in your classroom? I would love to know what you have done!

Click to access Kaplan-Depth-and-Complexity-1y4xdgk.pdf

 

Gifted Education, Parenting, teaching

Building and nurturing resilience in highly gifted children

Many gifted students, due to their higher sensitivities have difficulty ignoring complex situations.

Resilience is rarely innate – it is a learnt behaviour.

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Resilience is cultivated when the children hear the school & teacher being talked about positively.

When the child is praised for their interests and strengths and who they are (personality) this can give them confidence to believe in who they are – not focus on their underachievement or boredom at school.

What you can do:

  • Talk positively about the school environment with your child whilst listening to their problems.

 

  • Talk to the school and your child’s teachers as often as you need to – we need to work together.

 

  • Find others in the community that have similar interests. Mentoring and group work with like minded individuals help gifted students to flourish. 

 

  • Try to deal with any issues in a positive manner.

 

  • Nurture your child’s inner resources (what they are good at – sewing, reading, researching, building etc)

 

  • Help your child to focus on the present – focus on each day and what can be achieved in that day rather than worrying about making it through the whole year. Focus on one good thing that happened during the day rather than focus on the negative.

 

Contact me if you are interested in school PD sessions for parents and teachers.

vanessaryanrendall@gmail.com

 

 

Gifted Education, Parenting, teaching

Providing support for your gifted students.

High-achieving year 6 students have identified their relationships with teachers and peers and participation in extra-curricular activities as three of the most important factors in their schooling.

In a recent article it was found that Gifted students who felt supported by their community are more likely to develop their gift into a talent. This lines up perfectly with Gagne’s Model of Differentiation and is something that all schools, parents and wider community need to take on board.

So what do you need to provide for your Gifted students?

 – A sense of belonging. Allow them to work with like minded peers on topics they share interests in and at a level that challenges them.

– Pre-assess for every new subject area so you know how to cater for each student, their knowledge and learning style.

– Pursue interests. Learning shouldn’t be confined to the classroom. Encourage extra curriculum activities that spark joy rather than focussing on what they can’t or don’t want to do.

Get to know them. The better a teacher understands his or her students, the more the student feels at ease in the classroom. Find out about their interests, their strengths and their weaknesses. Find out who they socialise with and what makes them happy. Lannie Kanevsky’s possibilities for learning is a great tool to use in the classroom for teachers to get to know their students.

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Gifted Education, Parenting

Finding your child’s gift

Have you ever wondered if your child is gifted?

Perhaps they taught themselves to read at an early age?

Maybe they display empathy towards others beyond their years?

Some gifted children can manipulate numbers ten years before their age peers.

Being gifted can be seen in many different ways and although my blog has a strong focus on books and global issues, gifted education is something very close to my heart.

Having a masters in Gifted ed and working closely with gifted children over many years of teaching I have come across gifted children in all different types of classrooms.

One issue many gifted children have is not being recognised by their teacher. Parents often have a good sense (but sometimes doubt themselves or don’t know who to compare their children to) of what their children can and can’t do – and need to pass this onto their child’s teacher.

In order for our children to be supported we need to recognise the gifts they have and support them.

Here are some possible ways you can recognise if your child is gifted

  • Walk and/or talk early
  • Have an unusual sense of humour
  • Be very curious and ask complex questions
  • Show an early or intense interest in books, often learning to read at a young age
  • Make unusual connections between topics
  • Be self motivated, perfectionist, persistent or independent
  • Have a long attention span and unusual memory for details or facts
  • Learn rapidly, with little practice
  • Think faster than they are able to write
  • Prefer the company of older children
  • Have unusual perception and problem solving ability
  • Worry about adult issues and problems
  • Need less sleep than most children
  • Not always show their abilities in a school setting

It is important to remember that:

  1. Giftedness is not static – it is always changing so don’t arum just because your child can’t read at two that they are not gifted.
  2. Anyone can be gifted – It is not restricted to age, race, gender or disabilities/abilties.
  3. Being gifted does not always mean you are gifted in everything – You may only be gifted in one particular area

 

There are many different ways gifted children can be supported depending on their needs, some are:

  • Subject acceleration
  • Grade acceleration
  • Mentoring
  • External programs with like minded peers
  • Working alongside teachers in planning how they learn.

There was a great article in the Australian last year stating that one of the key problems gifted students face is boredom in the classroom which can lead to low self esteem, poor behaviour and disengagement with education. As parents and teachers we need to make ourselves aware of what to look for in order to identify gifted students and then how we can best support them so that their gifts turn into talents.

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Gifted Education

Enriching a literacy lesson – character

As a teacher of gifted students in a pullout group setting that focuses in literacy I am always trying out new ways to extend and enrich these students.

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This week, in Year One, we looked at characters. The scene was set – we had just invented a machine that could travel inside books to meet different characters.

  1. Students were asked to think of as many characters from books as they could (noting books not movies)
  2. We then classified these characters as being either from the Past, Present, our world or other worlds. Some characters fitted in more than one quadrant. Students needed to justify why the character was placed where it had been.
  3. Once we did this, students chose a character from each quadrant that they would like to meet.
  4. I then introduced Gardner’s multiple intelligences in a simplistic way to show students all of the different ways someone can be smart.
  5. Students then worked out how their character showed different types of intelligences throughout their story with examples from the book.

 

This is a great way to look differently at character analysis and also helps students to see that being smart isn’t just about academia, it can be about so much more than that.

Let me know if you get to share this lesson in your classroom!