Gifted and Talented Parent Information and Discussion Night Thursday, March 24, 2016

NOTES

6:30 p.m.

LARGE GROUP NOTES: Instructional and Curriculum Ideas • • • • • • • • • • • • • • • •

Quality learning materials – Focus on quality not quantity Buffet Style of Student Choice in Learning - tailored to students’ interests and smaller learning groups Focus on DEPTH and cross curricular learning and teaching Classroom Environment: Room configuration, space, movement, open learning space Individualized Student Learning Plans Hands On and Experimental Consider placement into like-minded groups and same learning styles Flexible Learning Option, Project Based Learning Emotional Intelligence: Social-Emotional Health and Growth, Conflict/Resolution. Challenging, Develop Grit, Perseverance Math Games and Activities Different programs and activities outside school day (ie: Michigan League of Academic Games) Outdoor education Develop and stretch areas of learning challenges Develop soft skills – creativity, communication, collaboration Teacher understands and can see beyond misbehavior – able to connect to the student, set forth appropriate consequences Students learn self-discipline, self-management

SMALL GROUP NOTES Topic #1: In general, describe a Gifted and Talented learner. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Reading at a high level High math, bored easily with math at normal level High achiever – sets bar high for themselves Perfectionism Friends are important – similar interests Sense of Justice, right and wrong, very strong They are intense Asymmetric development People treat them as if they were older than actually are Giftedness is a “special need” at the other end of the spectrum They desire to go in depth on subjects - don’t stay on the surface They tend to get concepts “ the first time”, when something requires repetition like practicing an instrument, it can be frustrating. Some are very verbal, but some are not Thirsty for learning Goal oriented They see connections very easily They sometimes feel pressured – others come to them for answers a lot. Giftedness can be more than academic; arts, social…. It varies They have a need for some sense of control. Freedom to make choices. Twice Exceptional Hyper focused, but can be hyper unfocused. Can lack executive functions: planning, prioritizing sometime not able to do. Large sense of fairness and unfairness. It matters to them even if it involves others. Hard for them to realized others don’t think like they do, or see things the way they do. Inquiry focused… asking questions, often asking.. “What if” “I know it”, often said, even when they don’t. Can get in the way of learning. Accelerated rate of developing academic skills Non-core interests Increase of INTENSITY of interests, emotions, and attention Ability to connect across topics quickly and automatically Consumes knowledge Uneven development at times High vocabulary in areas of interest

Topic #2: What type of extra-curricular activities would be of interest for Gifted and Talented learners? • • • •

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Math club, competition Lego big builders (knex) physical math Foreign language Music - will it be offered as a special? o More specialized after school o Orchestra? o Instrumental music o Bands – rock, jazz Drama, acting (multiple suggestions) o Tech support (lighting, sound) Chess – also competitions 4H Nature-based Community garden – in school Book clubs, with reporting element Science Olympiad (multiple suggestions) Robotics (FIRST) Science Club – experiments Engineering Arduino – electronic circuit boards Computers o Coding o Typing Future problem solvers Sports Destination Imagination Crafts – whittling Within the school day – electives – more, deeper art and music Debate Cooking Capoeira – Brazilian martial art dancing Mind craft Golf Melding art and science

Topic #3: Discuss the social-emotional needs of Gifted and Talented leaners. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Emphasis on teacher training & support Non-reactive behavior supports vs punishment Cultivate supportive environment for students with behavioral differences Low student-teacher ratio (requested 16:1), especially in lower grades to strengthen relationships Appropriate amount of support staff to support emotional development Peer to peer support Parent support & informational groups available Use of SENG (Supporting the Emotional Needs of Gifted – www.sengifted.org) as a resource for staff, students, families, and students Foster positive working relationships & team rapport between families, students, & staff (instead of ‘us vs them’ mentality) Create a supportive positive classroom culture that allows for quirky behaviors and alternative ways to ‘move & learn’ Create a program to explicitly teach social skills (tolerance, acceptance, non-judgmental) Deliberate social training using social stories and role play Recognition by staff of asynchronous development (staff training). A student may act one age emotionally, academically be at another age, and actually be a completely different age chronologically Access student interest to ‘make learning more fun Balance pride of skills with socially acceptable ways to share talents Develop an understanding of strengths/weaknesses in each student, don’t rely on smarts to ‘know what to do’ Try to move away from a ‘comparison model’ Encourage students to recognize a variety of skills in other students instead of academics first or ‘I am the best’ Use conflict-resolution skills to solve peer conflicts (with adult facilitation) Specific resilience training & teach students ‘how’ to learn Teach how to move through a challenge vs quitting Require childhood development classes for teachers & staff Provide one-on-one support for areas of weakness Facilitate peer ‘finding’ to help form social groups Encourage quieter students to take active role in learning & friendship building Offer social stories & other activities to explicitly teach social cues & emotional development Allow for a ‘break’ room and/or sensory breaks Sensory friendly classroom with lots of movement and hands-on Proactive approach on behavior prevention instead of reactive

Topic #4: What are the characteristics, skills and abilities of Gifted and Talented teachers and support staff? • • • •

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Parents would like a facilitator facilitating outside the box thinking and curiosity within the student. Parents desired a gifted training program which provided educators with the necessary experience and knowledge of gifted qualities and traits so that teachers fully understand gifted children. A prospective teacher should have superb questioning skills which develop growth of the individual's emotional and cognitive intelligence. Teachers should develop a flexible schedule based upon every student's needs within the classroom. This may include several breaks and alternative learning styles, such as learning math using wood chips on the playground. A teacher's personal, social, and emotional qualities should fit within the context of teaching gifted students, which includes the following qualities: patience, passion, encouraging, engaged, enthusiastic, energetic, effectively listening and understanding. Parents would prefer teachers who tailor the curriculum to the students’ needs and execute project based learning effectively in such an environment. This includes appropriate freedom while maintaining structure. Teachers should effectively manage meltdowns and use the given situation as an opportunity for redirection and growth within the child. A teacher must know how to address gifted qualities effectively, such as perfectionism, emotional breakdowns, and asynchronous development. Parents would prefer a teacher who communicates in entirety everything about their child's growth, skills, learning, and improvements. Parent's do not want teachers to take away recess as a punishment and use other inappropriate methods of punishment. Teachers need to effectively engage children in a dialogue further exploring and developing a child's emotional needs and processes. Parents desired a teaching environment where educators are provided with the necessary freedom to do what they feel is beneficial for a certain student, while receiving support from school administration. This was expounded upon by several parents wishing for flexible support staff to be understanding of teaching methods. Teachers should understand individualistic discipline needs. A teacher needs access to other facilities which aid in the development of their students. Parents also desired a teacher who knows how to teach a multilevel wide array of students Compassionate Ability to wear a lot of hats Agile, move with the kids At least 1 para to support Training to teach gifted kids Psychology training to meet the different needs of the gifted Teacher who wants to learn Empathetic to students’ and parents’ needs Be familiar with how things operate in the district to get services for students Recognize the power of diversity in the classroom Passionate about teaching Gifted

Topic #5: Share different ideas for the eligibility parameters, expectations and requirements for a Gifted and Talented program. Entrance Exam

Instruments

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Must have testing. Don’t water down the program; only 3% entrance, not 10%. Top 10% in a given academic area How are gifted & talented defined?

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IQ tests are individually administered and not standardized. What instruments will be used for assessing IQ? Any IQ entrance exam must be free Independently administered IQ test or MENSA test should be accepted for entrance Use of test scores from past years Teacher and parent recommendations should play a role; however some teachers don’t think child is gifted only troubled. Teachers should be given a list of questions to answer about the student, not just asked for recommendations. Portfolio assembled by parent or teacher should also be allowed for entrance Meet with the child and ask questions to see how they think and assess curiosity, approach life. Observe child during test to understand thinking. Meet with parent and interview them about their child Not a standardized test Test should distinguish between moderately gifted and profoundly gifted children.

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Entrance exam issues

Behavior

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What if they are gifted but don’t test well? How does the school determine if they are gifted or high achieving? What if they are only gifted in one or two areas? Is just being talented in an area sufficient or must the child be gifted? What about gifted kids with low IQs? What if the child doesn’t meet the standard but isn’t a fit for regular school? How do you test little kids for giftedness (some IQ tests have a minimum age threshold.)

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This should not be a magnet for kids with behavioral problems.

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Program

Will kids be penalized or not allowed if they have behavior problems?

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Does a child need to maintain good behavior and social behavior to stay in the program?

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Must child maintain certain academic level to remain in program?

Additional Thoughts: • • • • •

Academic assessment Teacher evaluation, recommendation Parent involvement Test scores Top 10% in a given academic area

Topic #6: What type of middle school and high school learning options and opportunities should be available for Gifted and Talented learners? •

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Peer groups of gt students should stay together in early middle school and transition into regular special classes. This will help them remain supported by their peers that understand them while still experiencing some regular classes. Some specials that should be included are: computer programming, game design, sports, art. They should learn about current events/global view. It is very important to deal with the social emotional aspects of gt students. They should have drafting and engineering classes. FIRST - competition There should be exposure to different jobs/careers, internships. We need to decide what we want to do, or what we don't want to do. Something to work towards. Physics should be given no later than 7th grade. They should be exposed to higher level subjects. Students should have the opportunity to learn a second language in elementary. Classrooms should have project based, cross curricular activities. There should be internships. The environment needs to be safe. There should be STEM clubs like; building, robotics, and engineering. There should be engineering. Summer programming is important. Middle school students should be able to get high school credits. Work with the university to find open labs and other field trips. The work should be hands on and field based. An example would be going to a hospital if they are interested in the medical field. Creativity should be encouraged as well as group collaboration. Dual enrollment, foreign language, clubs and the science Olympiad are all important. We would like to see Music, Robotics, Video game design, and arduinl.cc (Open source) Would like the Cohort to stay together. There should be: after school clubs, leadership class, arts expanded, orchestra. Continue to have more subjects in AP classes. Online AP classes and dual enrollment are good options. Plans for problem solving should be taught. Would like more advanced classes and more STEM programs for all students -programming, arduino.cc – c programming