Gifted Education, mathematics, numeracy

Ease off the drill and practice

In this time of remote learning I have noticed one of my children has been set a lot of drill and practice activities for mathematics.

Drill and practice has a place, even for our bright and gifted students – but not an overload.

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Once a person has understood the concept, drill and practice is no longer necessary –  as they understand!

Teachers need to move these students onto using these skills in real world situations, problem solve with them, see how they work in our every day lives.

Children can be accelerated through the grades in one subject such as mathematics, and this may involve some more drill and practice so they understand the topic further, but it still needs to be minimal.

For bright and gifted students, all drill and practise does is demotivate them. Anything we understand well becomes repetitive and boring, even as adults.

We switch off, we no longer enjoy the topic and that’s when mistakes happen.

Mistakes in drill and practice activities should not be penalised unless it is obvious the student has misunderstood something.

Too often teachers seek perfection and this is something we cannot ask of our students who clearly understand what is being asked of them. Mistakes are a normal part of learning.

So what should schools and teachers be doing whilst remote learning?

  • Give students real world activities. This way they can apply the basic skills that have been mastered on the worksheet or in the computer game.

Here are some great links for you to give to your children so they are engaged and are learning.

  • National Geographic at home

https://www.natgeokids.com/au/teacher-category/maths/

  • Taronga Zoo

https://taronga.org.au/education/digital-programs-online-resources/zoo-mathematics

  • Nrich Mathematics

https://nrich.maths.org/9993

  • Edutopia

https://www.edutopia.org/article/7-real-world-math-strategies

  • Scholastic Maths magazine

https://math.scholastic.com

 

Gifted Education, Parenting, teaching, Underachievement

Are there underachievers in your classroom? Part 2

There is still a lot of work being done in the field of underachievement in gifted students and one area that has been looked at is building the self esteem of the student.

Different research methods have been trialled recently to see what works best to lessen the amount of students who are underachieving in our schools.

Some tools have looked at ways to:

  • enhance motivation through self interest projects with built in depth and complexity
  • Learning how to set goals and regularly check in with a mentor (trusted teacher, older student or a link with a local university or interest group)
  • Grouping with like minded individuals within and out of school.

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And although these interventions are not all boosting the academic side specifically, they do help. When a student has a good friendship group, when they believe in themselves and when they see themselves achieve goals – they will naturally perform better academically.

So where to from here?

Schools need to consider how we help students to bond with like minded individuals, to build self esteem through challenge and to understand their strengths and weaknesses in a positive way.

More must be done to help all students – not just our gifted to reach their full potential.

A great way to do this is to raise the awareness of teachers about who gifted students can be and how we can help them.

Contact me

Contact me if your school needs assistance in training your teachers in the area of Gifted Education.

Part One can be read here

Gifted Education, teaching

Are there underachievers in your classroom? Part One.

An underachiever is a student who is not achieving to their potential.

The underachieving gifted student is too common in classrooms today due to various factors , of which many we can change.

Why underachieving gifted students?

Many might think if a student is gifted then they find work easy, always want to do their best and are happy.

But this isn’t always the case.

In a school context, underachievement occurs when there is a discrepancy between expected achievement given one’s academic potential and actual performance that one demonstrates.

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Identification isn’t done well

Many teachers may not be equipped with the knowledge and tools needed to identify a gifted underachiever. Gifted underachievers often come about due to:

  • a curriculum that is not challenging enough (so what is the point in trying?)
  • they want to fit in with their peers(friends over grades)
  • Perfectionism (I’d rather get one sentence correct than a whole page of mess)
  • Lack of support at home (no one cares how well I do anyway)

So what can we do?

  • Ensure teachers have adequate support so they feel comfortable identifying gifted students and then challenging them (I can help here – educateempower1@gmail.com)
  • Ensure adequate and regular testing is done all year round from Kindergarten.
  • Ensure that the curriculum always has options for students to be challenged.
  • Ensure the curriculum is open ended, hands on and tailored to more students needs and learning styles.

Watch out for Part 2 of underachieving students soon – or sign up to my email list!