Last class.
Lit reviews.
Case study writeup.
Final exam.
Tuesday, September 29, 2009
Philosophy of Giftedness, Part 2
The finger paint I did not want the teacher to put up because it was not as good as the other kids’
The book report I never turned in because the book was below my level, my mother said
The time at recess when I didn’t want to play the game and said I did not understand the rules
The forts I used to build with sheets and furniture at my house
The time I used a baseball bat to make my Tonka truck more authentic and it made my mother think I was angry when I was just trying to make it look cool
The time I fell asleep when I wasn’t sleepy at all
The science fair project turned in and won
The time I made a sculpture and then sabotaged it
The time I laughed at one of my friends when he gave the correct answer and he never talked to me again
The time I smoked, coughed and choked, then smoked again for six years
The library book I never turned in because it was so overdue that I just knew they would yell at me
The poem I submitted to the Scholastic publisher who was looking for student work
The autographed, personally autographed, book by my favorite author when he looked me in the eye and said thanks for coming
The trinket from my grandmother’s funeral, three monkeys who hear, see, and speak no evil
The broken glass from when my sister was arguing with my father and I knew what they were trying to say to each other even though they didn’t have a clue
The idea in my head for the painting I’ll never paint because I don’t know how to paint but that doesn’t stop me anyway
The book I’ll never write because every time I start to write it, all the ideas come crashing down and I lose focus of the end
The job I got working as a delivery boy but the boss kept inviting me to the meetings and now the company I own that makes the products I see in my dreams
The bank account that grows, but never makes me happy
The childhood I missed because I was too busy being dumb and smart at the same time
The book report I never turned in because the book was below my level, my mother said
The time at recess when I didn’t want to play the game and said I did not understand the rules
The forts I used to build with sheets and furniture at my house
The time I used a baseball bat to make my Tonka truck more authentic and it made my mother think I was angry when I was just trying to make it look cool
The time I fell asleep when I wasn’t sleepy at all
The science fair project turned in and won
The time I made a sculpture and then sabotaged it
The time I laughed at one of my friends when he gave the correct answer and he never talked to me again
The time I smoked, coughed and choked, then smoked again for six years
The library book I never turned in because it was so overdue that I just knew they would yell at me
The poem I submitted to the Scholastic publisher who was looking for student work
The autographed, personally autographed, book by my favorite author when he looked me in the eye and said thanks for coming
The trinket from my grandmother’s funeral, three monkeys who hear, see, and speak no evil
The broken glass from when my sister was arguing with my father and I knew what they were trying to say to each other even though they didn’t have a clue
The idea in my head for the painting I’ll never paint because I don’t know how to paint but that doesn’t stop me anyway
The book I’ll never write because every time I start to write it, all the ideas come crashing down and I lose focus of the end
The job I got working as a delivery boy but the boss kept inviting me to the meetings and now the company I own that makes the products I see in my dreams
The bank account that grows, but never makes me happy
The childhood I missed because I was too busy being dumb and smart at the same time
Monday, September 28, 2009
Philosophy of Giftedness, Part 1
“Did I miss anybody? Are there any more papers out there? Last call . . .”
“Ms. Barton?”
“James.”
“Ms. Barton. I don’t think I understood the assignment when you gave it out. Is it okay if I bring it to you tomorrow? I think I get it now.”
“What the fuck, man. Did you not hear the woman go over the essay every day last page two-twenty, where we left off week? I think I dreamt about the essay a few nights this weekend. What the fuck in the context of the story how do you rationalize is wrong with you lately? You used to have your shit toge- gentlemen in the back of the room would allow us to continue ther. It’s like you don’t much care anymore.”
“I know what I’m doing. I understand the assignment just fine, I just don’t get why as the protagonist begins to develop a complex relationship I have to do it.”
“School, Einstein. Ever heard of it? They tell us what to do and we do it. Been that way since I was a kid, your kids will have to deal with the same talking heads talking heads in the back of the room would like to participate, I cordially invite we do, they’ll just be older, if that’s possible.”
“I already wrote the essay so just leave me alone. The thing that interested me the most, Ms. Barton, was how the wife was able to get the money together to See what I mean. The wife had nothing to do with it. She got the money by dumb luck. She didn’t work. That was not interesting.”
“See what you mean, what? What are you talking about?”
“I know this stuff. I know all of it. I read this book because it was on my father’s bookshelf when I was in fifth grade. I know the story back- might be mistaken. There were many other factors wards and forwards. I could write the perfect essay . . .”
“You said you finished it.”
“Shut up. That’s not the point. The point is that I don’t think Ms. Barton would even understand what I write down. No one would.”
“Thanks.”
“No offense. I just don’t see why I have to come here every day. Yeah, yeah. I know. School. You said that.”
“You weren’t like this last year. You know, I think and hope you have a nice day. Quiz over chapter seventeen tomorrow. James, I’ll see you do this on purpose.”
“Hey, who ever accused you of not paying attention? They were liars. By the way, it was Jessica in the story who had a problem with the authorities which all stemmed her inability to accept the fact that her father was abusive. If she had been able to . . .”
“James, I am really looking forward to hearing about your experiences with Ms. Barton next year. I know we got off to a rocky start, but I think that you have proven yourself a great mind. I mean that. I have not had many students come through my classroom who are capable of thinking the way you do. You are capable of addressing multiple facets of a situation with a genuine . . . recognize the disparity between those who are capable and those who just need a little encouragement . . . how you were able to work independently . . . products you were capable of creating that I had not even thought of before. Your level of creative reasoning . . .”
“For the first nine weeks of school, your ‘grade partners’ will be both your study buddies and your group-work teammates. You will collamborate collaborate with each other on a . . . sorry, I did not catch that. James, is it? Nothing, ma’am. The ideals you generate in your small groups will help foster a greater sense of accomplishment here in the classroom. Your grade will also be dependent on the work of your group peers. Please make sure my name, Ms. Barton, is at the top of your group-assessment paper before you turn it in. The rest of the 8th grade teachers are following the same regimented program and I don’t want your work getting mussed up with theirs.”
“Okay. Guys. Here’s the deal. We have to study for the quiz on tomorrow. Not on tomorrow, just tomorrow, you moron. Did any of you guys look up the words?”
“When is the test?”
“Tomorrow I think.”
“Don’t we usually holy shit. The fucking test is tomorrow. It says it on the board. Romeo is a tragic hero. His flaw is his libido. Tybalt is neither sympathetic nor have our quizzes on Thursdays?”
“We have the assembly on Thursday for the game that afternoon.”
“Who are we playing? Is it home or away?”
“Home. We never have assemblies for away games. I’m in the traveling nurse represents a need for nurturing, but a stern band. We usually play the home games, but sometimes I have jazz band at the same time but the fault rests firmly in the hands of and we have to go to that instead. I wish our half-time routine was more like Wakefield’s.”
“What do they do?”
“Need any help over here? You guys okay?”
“Nah, we’re good. Just talking about Romeo and Juliet. That was a sad story, wasn’t it? Who do you think was the tragic hero, Ms. Barton?”
“Hmm, that’s a good question. I bet that question is on the test tomorrow. Hope your group is ready. What do you think, James? Don’t talk to me, don’t ask me, don’t make me speak."
“Not really sure, Ms. Barton. I think it could be either Romeo or Juliet.”
“Hmm. Interesting. Who did you have for English last year?”
“I have a headache, do you mind if I go to the nurse you raving moron, let me the fuck out of your classroom before I do something I might”
“That’s fine, James. Just bring me a note from the nurse.”
“Back again, James? I’m going to have to get in touch with . . .”
“No, Nurse Ratched.”
“Ratner.”
“Yes, sorry. I mean Nurse Ratner Ratched, I’m doing a survey for my English class and want to find out how English has helped you in your career, if it has at all.”
“Sure. I thought you had another one of your headaches. Come in. Sit down.”
“No, I can’t. I’m just trying to set up a time with you. Ms. Barton asked me to go around to some of the staff here and see if they were willing to participate. If you’d just put your name on the pass and what time you’d be able to meet, what about 2:30. That’s at the end of this class period and I could come back. Yes. Thanks. That will work perfectly.”
“Son. Do you have a pass?”
“Yes, sir. I’m on my way to the nurse. Got a pass from her to return at 2:30.”
“What’re you doing out here on the football field?”
“Something about heart-rate measurement. She wanted to hook me up do a defibrillator and see how that affects my asthma.”
“Really? I’ve heard about that. Have a good day.”
“Dumbass. This is too easy.”
“Ms. Barton?”
“James.”
“Ms. Barton. I don’t think I understood the assignment when you gave it out. Is it okay if I bring it to you tomorrow? I think I get it now.”
“What the fuck, man. Did you not hear the woman go over the essay every day last page two-twenty, where we left off week? I think I dreamt about the essay a few nights this weekend. What the fuck in the context of the story how do you rationalize is wrong with you lately? You used to have your shit toge- gentlemen in the back of the room would allow us to continue ther. It’s like you don’t much care anymore.”
“I know what I’m doing. I understand the assignment just fine, I just don’t get why as the protagonist begins to develop a complex relationship I have to do it.”
“School, Einstein. Ever heard of it? They tell us what to do and we do it. Been that way since I was a kid, your kids will have to deal with the same talking heads talking heads in the back of the room would like to participate, I cordially invite we do, they’ll just be older, if that’s possible.”
“I already wrote the essay so just leave me alone. The thing that interested me the most, Ms. Barton, was how the wife was able to get the money together to See what I mean. The wife had nothing to do with it. She got the money by dumb luck. She didn’t work. That was not interesting.”
“See what you mean, what? What are you talking about?”
“I know this stuff. I know all of it. I read this book because it was on my father’s bookshelf when I was in fifth grade. I know the story back- might be mistaken. There were many other factors wards and forwards. I could write the perfect essay . . .”
“You said you finished it.”
“Shut up. That’s not the point. The point is that I don’t think Ms. Barton would even understand what I write down. No one would.”
“Thanks.”
“No offense. I just don’t see why I have to come here every day. Yeah, yeah. I know. School. You said that.”
“You weren’t like this last year. You know, I think and hope you have a nice day. Quiz over chapter seventeen tomorrow. James, I’ll see you do this on purpose.”
“Hey, who ever accused you of not paying attention? They were liars. By the way, it was Jessica in the story who had a problem with the authorities which all stemmed her inability to accept the fact that her father was abusive. If she had been able to . . .”
“James, I am really looking forward to hearing about your experiences with Ms. Barton next year. I know we got off to a rocky start, but I think that you have proven yourself a great mind. I mean that. I have not had many students come through my classroom who are capable of thinking the way you do. You are capable of addressing multiple facets of a situation with a genuine . . . recognize the disparity between those who are capable and those who just need a little encouragement . . . how you were able to work independently . . . products you were capable of creating that I had not even thought of before. Your level of creative reasoning . . .”
“For the first nine weeks of school, your ‘grade partners’ will be both your study buddies and your group-work teammates. You will collamborate collaborate with each other on a . . . sorry, I did not catch that. James, is it? Nothing, ma’am. The ideals you generate in your small groups will help foster a greater sense of accomplishment here in the classroom. Your grade will also be dependent on the work of your group peers. Please make sure my name, Ms. Barton, is at the top of your group-assessment paper before you turn it in. The rest of the 8th grade teachers are following the same regimented program and I don’t want your work getting mussed up with theirs.”
“Okay. Guys. Here’s the deal. We have to study for the quiz on tomorrow. Not on tomorrow, just tomorrow, you moron. Did any of you guys look up the words?”
“When is the test?”
“Tomorrow I think.”
“Don’t we usually holy shit. The fucking test is tomorrow. It says it on the board. Romeo is a tragic hero. His flaw is his libido. Tybalt is neither sympathetic nor have our quizzes on Thursdays?”
“We have the assembly on Thursday for the game that afternoon.”
“Who are we playing? Is it home or away?”
“Home. We never have assemblies for away games. I’m in the traveling nurse represents a need for nurturing, but a stern band. We usually play the home games, but sometimes I have jazz band at the same time but the fault rests firmly in the hands of and we have to go to that instead. I wish our half-time routine was more like Wakefield’s.”
“What do they do?”
“Need any help over here? You guys okay?”
“Nah, we’re good. Just talking about Romeo and Juliet. That was a sad story, wasn’t it? Who do you think was the tragic hero, Ms. Barton?”
“Hmm, that’s a good question. I bet that question is on the test tomorrow. Hope your group is ready. What do you think, James? Don’t talk to me, don’t ask me, don’t make me speak."
“Not really sure, Ms. Barton. I think it could be either Romeo or Juliet.”
“Hmm. Interesting. Who did you have for English last year?”
“I have a headache, do you mind if I go to the nurse you raving moron, let me the fuck out of your classroom before I do something I might”
“That’s fine, James. Just bring me a note from the nurse.”
“Back again, James? I’m going to have to get in touch with . . .”
“No, Nurse Ratched.”
“Ratner.”
“Yes, sorry. I mean Nurse Ratner Ratched, I’m doing a survey for my English class and want to find out how English has helped you in your career, if it has at all.”
“Sure. I thought you had another one of your headaches. Come in. Sit down.”
“No, I can’t. I’m just trying to set up a time with you. Ms. Barton asked me to go around to some of the staff here and see if they were willing to participate. If you’d just put your name on the pass and what time you’d be able to meet, what about 2:30. That’s at the end of this class period and I could come back. Yes. Thanks. That will work perfectly.”
“Son. Do you have a pass?”
“Yes, sir. I’m on my way to the nurse. Got a pass from her to return at 2:30.”
“What’re you doing out here on the football field?”
“Something about heart-rate measurement. She wanted to hook me up do a defibrillator and see how that affects my asthma.”
“Really? I’ve heard about that. Have a good day.”
“Dumbass. This is too easy.”
Monday, September 21, 2009
Davis Rimm Chapters 9-10 pages 208-242
I already read them. Promise.
The two homework chapters stand out to me in that they are filled with Useful Content. You ever read anything by Stephen King? That little bit of personification is Kingian. How long will it be before that becomes a word? Is it already?
I'd first like to tie these chapters back to an idea or discussion one of my teachers posed last class. It's the idea, and you'll have to work with me on this one, that once we become sufficiently advanced in any aspect of life, the advances become commonplace. I believe the example Dr. Connell used was with athletic shoes. Every fancy shoe we have today, available for purchase in your average came about because at one time, a gifted athlete needed an edge. Advances in prosthetic legs come from one- and no-legged athletes.
So here's my connection. And there are two parts. One involves golf. When an industry becomes sufficiently advance in addressing its gifted population (the gifted athletes, the advanced drivers, etc), the advances become mundane and commonplace. Everyone receives the benefit of NASCAR's advances. Everyone drives a better car because they want to go one mile-per-hour faster. The shoes on my feet right now are the result of research done, not with a lowly teacher in mind, but with a long-distance runner, a sprinter, a raquetball player, and a casual jogger in mind. Thoughts of me were so distant, they didn't even cross the mind of the custodian who cleaned the building next door to the building where the research took place.
Follow that one.
And the second example. I like golf. I'm not great, but I'm just above a hacker, a duffer. Recently--and since I play golf only once or twice a year when I'm lucky, recently boils down to sometime in the past two years--I have started to move away from technologically-advanced, bubble-shafted, custon-fitted fancy clubs and now use wooden woods. That's how they started. I have found no great difference in my game (remember I admitted that I am no professional player) when I borrow one of my father's latest and greatest innovations. My irons are also decades out of date.
The point? Phase one: we recognize the need for acceleration of our advanced learners, the gifted segment of the population. Phase two: we develop materials and methodologies to assist in the advancement of our gifted population. Phase three: the advancements for the gifted become so commonplace and so generally accepted that the average man, woman, and child reap the benefits of the higher order thinking--everyone gets to use the fancy toys that were once reserved for the top 1% of the population. Phase four: we reject the advancements and return to the nostalgic methodologies. Directors produce black and white movies. Authors don't publish their books digitally. Painters use actual paintbrushes and slabs of wood or end up painting on cave walls like they did in the old days. Okay, maybe that last one is a stretch, but you get the point. Hell, people refuse to let go of records. No matter how advanced CD and MP3 technologies are today, there are still current, popular, and intelligent artists releasing albums on analog records. At least no one is calling for a return to cassette tapes (but you can still find 8-tracks at any flea market around the country). Phase five is the same as phase one.
It is possible to skip phase four altogether. An alternate version of phase four is a return to phase one. Further advancement of the gifted mind to excel beyond the artifically created equality.
The two homework chapters stand out to me in that they are filled with Useful Content. You ever read anything by Stephen King? That little bit of personification is Kingian. How long will it be before that becomes a word? Is it already?
I'd first like to tie these chapters back to an idea or discussion one of my teachers posed last class. It's the idea, and you'll have to work with me on this one, that once we become sufficiently advanced in any aspect of life, the advances become commonplace. I believe the example Dr. Connell used was with athletic shoes. Every fancy shoe we have today, available for purchase in your average came about because at one time, a gifted athlete needed an edge. Advances in prosthetic legs come from one- and no-legged athletes.
So here's my connection. And there are two parts. One involves golf. When an industry becomes sufficiently advance in addressing its gifted population (the gifted athletes, the advanced drivers, etc), the advances become mundane and commonplace. Everyone receives the benefit of NASCAR's advances. Everyone drives a better car because they want to go one mile-per-hour faster. The shoes on my feet right now are the result of research done, not with a lowly teacher in mind, but with a long-distance runner, a sprinter, a raquetball player, and a casual jogger in mind. Thoughts of me were so distant, they didn't even cross the mind of the custodian who cleaned the building next door to the building where the research took place.
Follow that one.
And the second example. I like golf. I'm not great, but I'm just above a hacker, a duffer. Recently--and since I play golf only once or twice a year when I'm lucky, recently boils down to sometime in the past two years--I have started to move away from technologically-advanced, bubble-shafted, custon-fitted fancy clubs and now use wooden woods. That's how they started. I have found no great difference in my game (remember I admitted that I am no professional player) when I borrow one of my father's latest and greatest innovations. My irons are also decades out of date.
The point? Phase one: we recognize the need for acceleration of our advanced learners, the gifted segment of the population. Phase two: we develop materials and methodologies to assist in the advancement of our gifted population. Phase three: the advancements for the gifted become so commonplace and so generally accepted that the average man, woman, and child reap the benefits of the higher order thinking--everyone gets to use the fancy toys that were once reserved for the top 1% of the population. Phase four: we reject the advancements and return to the nostalgic methodologies. Directors produce black and white movies. Authors don't publish their books digitally. Painters use actual paintbrushes and slabs of wood or end up painting on cave walls like they did in the old days. Okay, maybe that last one is a stretch, but you get the point. Hell, people refuse to let go of records. No matter how advanced CD and MP3 technologies are today, there are still current, popular, and intelligent artists releasing albums on analog records. At least no one is calling for a return to cassette tapes (but you can still find 8-tracks at any flea market around the country). Phase five is the same as phase one.
It is possible to skip phase four altogether. An alternate version of phase four is a return to phase one. Further advancement of the gifted mind to excel beyond the artifically created equality.
Tuesday, September 15, 2009
Sally C Krisel Class on 9/15/09
Tonight our guest speaker is Sally Krisel. She's an important name in gifted education around the general Northeast Georgia area. Her focus is to be on what qualifies individuals as gifted in the state of Georgia.
Below is the link to the Georgia DOE website gifted section. Information about the GaDOE Resource Manual for Gifted Education can be found in one of the links to the right of the page.
http://www.doe.k12.ga.us/ci_iap_gifted.aspx
Brief history of Gifted Education.
Apparently, Georgia was the first state to mandate gifted services in its schools. We beat Pennsylvania by just a short amount of time when it came to signing the bill into law. This was around 1958, around the time of Sputnik. Nothing like a few crafty Russians and a Cold War to make Americans stand up and shout "Hey, we're smart too."
My questions is why is Georgia (and most other southern states) uneducated [state] in the world of education. We are so rarely heralded as the-state-that-has-great-students-and-challenging-curriculum (curriculi?). We're just Georgia. A state full of . . .
Flash forward to 1988. Jacob Javits Gifted and Talented Students Education Act created the National Research Center on the Gifted and Talented (NRGC/T) at three different sites: UConn, UVA, and UGA. Woo-hoo. Georgia leading the way (triumvirate) again!
Sally is a happy person. I think as a student, I'd be inclined to listen to her. Good crowd interaction. She's taught a lot. As a teacher (acting like a student for this gifted certification), I am more likely to listen to her. She may currently be one of them (administrators, etc), but she was once one of us. She knows what I've been through and does not live in some idealized world where all people are geniuses and want to learn happy-pretty stories about happy-pretty people.
Back to the history. Almost like a preacher, but one who is happy about the gospel, not shoving it down your throat.
Back to the history. People rejected changing the criterion for gifted eligibility from a single indicator to multiple indicators. Why would people reject that? We hate change. We hate anything that points out the flaws of our previous ways of thinking. We were wrong before . . .
Oo oo. I just made a comment. I called gifted kids a little bit outside of the regular classroom students. I like my comment. They exist in a parallel world. I figure I have to participate from time to time because I'm writing this as she speaks. Might think I'm not paying attention.
Back to the history. In 1994, GACG leaders suckered some legislator into introducing a bill that required multiple criteria. I just looked up criterium. Turns out it's not a word. Criteria is plural and criterion is singular. Who knew?
Sally involves the crowd. Good for her. Gives real examples. Talking about the local basketball coach. Like a good comedian who asks for information from the crowd and immediately turns that info into jokes.
1994-5. DOE Task Force. Old guard was not invited. Maxine Easom was, though. Good for her.
July-November 1995. Although Sally just told us we don't need to take notes on this, I am anyway. This is my blog. I'm so excited. More about multiple criteria. Why can't something like this be simple?
We live in Georgia. Football is king. While the discussion was going in in legal venues, Sally says that the idea of "no pass, no play" brought more speakers to the podium than any other issue. What would Georgia be without football? What would the educational system be without organized sports like football? This is the reason that some people stay in school, for the chance to excel physically.
I'm missing something here. In 1958, we seemed like initiators, leaders, instigators in gifted education. Now in 1997, we look like fools arguing over piddly details and who qualifies and who doesn't.
Important words: wrestle, compel, procedures,
From our reading to prepare for this guest lecture: mental ability, achievement, creativity, and motivation. The four criteria by which (upon which?) (she called them data categories) gifted students may qualify. Reject composite IQ scores.
Important words: authentic assessment. Sounds commonplace today, but in 1995, that was novel. Change. Dangerous.
Important words: contaminated. Do regular ed students contaminate gifted students? What about gifted kids contaminating the regular kids?
Sally works the stage-left side of the room. Making us look right. Is this in purpose? What's wrong with the other side of the room? Maybe she's right-handed. She manipulates the powerpoint presentation (buttons on the computer) with her right hand.
Why do kids have to be in the 99th percentile for grades K-2 and only the 96th percentile for grades 3-12? How many 12th graders qualify for gifted services for the first time?
Composite scores are bad. Why don't you just trust me?
Important words: Dichotomy. I have become further and further enamored with with word. It pops up in both the ninth and tenth grade vocabulary root word lists with the stem di meaning two and tomy meaning cut. An division into two mutually exclusive groups. I guide my kids into discussion of unfair divisions of gender, race, and age. But we, we teachers, are finding ourselves forced into educational dichotomies. Here, in this gifted class, we are asked to speak out, to argue, to demand services for our gifted students. But in our school system (and I do not necessarily mean my own school system, but in a more national sense) we are driven like lathered horses in a quarter-mile race to improve graduation rates, improve scores on course and graduation tests. I do not feel comfortable raising my head up high enough to have it cut down by the powers that be. I like my job too much.
But I'm probably a little paranoid. Without tenure, we teachers have to be more cautious than ever before. We are no longer encouraged to take chances. Those gifted teachers, of which I sometimes consider myself, are no longer free.
Back to the class. Three categories of administrative delivery models. Damnit. She moved the slide. It was something like direct services, indirect services, and something else. Seemed important.
Important words: acceleration. Let the little genius shine.
Important words: shake things up.
Important concept: no longer identify gifted students, rather identify advanced learning needs.
"Go into a classroom and provide a lesson that is very engaging and high-interest. See who responds as a gifted student should."
But wouldn't most kids respond at a higher level with a high-energy/interest engaging activity? What about the kids who think that one is boring but would have done well if the assignment had been about turtles instead of cheetahs?
What I don't like about all of this, but recognize the necessity of, is the idea that there are myriad methods to identify giftedness. If we come up with enough tests, then everyone will be gifted, but in their own special way. I excelled at sleeping late when I was younger. Where is my award? My recognition? I now excel at waking up ten minutes before my alarm goes off. My certificate? In the mail? But I recognize that we must have a variety of ways to assess giftedness. But when does it stop?
Future of education. Create niches.
Okay. Listen. Competition amongst teachers to entice students into your classroom. Think spiders with educational webs. Fun. But we can't do that. In my department, there are two elective courses. Journalism (school magazine) and journalism (yearbook). Where are the creative writing courses? Where are the specific genre literature courses? We can't have them because we are too busy just trying to get students to pass the four core classes, 9th, 10th, 11th, and 12th grade English. There's no time to relax and enjoy yourself. Even in the courses we teach there is so little room for creativity. Benchmark tests, end-of-course tests, aligned assessments for RTI instruction. When can my students be creative? When can I be creative? We find a way.
Below is the link to the Georgia DOE website gifted section. Information about the GaDOE Resource Manual for Gifted Education can be found in one of the links to the right of the page.
http://www.doe.k12.ga.us/ci_iap_gifted.aspx
Brief history of Gifted Education.
Apparently, Georgia was the first state to mandate gifted services in its schools. We beat Pennsylvania by just a short amount of time when it came to signing the bill into law. This was around 1958, around the time of Sputnik. Nothing like a few crafty Russians and a Cold War to make Americans stand up and shout "Hey, we're smart too."
My questions is why is Georgia (and most other southern states) uneducated [state] in the world of education. We are so rarely heralded as the-state-that-has-great-students-and-challenging-curriculum (curriculi?). We're just Georgia. A state full of . . .
Flash forward to 1988. Jacob Javits Gifted and Talented Students Education Act created the National Research Center on the Gifted and Talented (NRGC/T) at three different sites: UConn, UVA, and UGA. Woo-hoo. Georgia leading the way (triumvirate) again!
Sally is a happy person. I think as a student, I'd be inclined to listen to her. Good crowd interaction. She's taught a lot. As a teacher (acting like a student for this gifted certification), I am more likely to listen to her. She may currently be one of them (administrators, etc), but she was once one of us. She knows what I've been through and does not live in some idealized world where all people are geniuses and want to learn happy-pretty stories about happy-pretty people.
Back to the history. Almost like a preacher, but one who is happy about the gospel, not shoving it down your throat.
Back to the history. People rejected changing the criterion for gifted eligibility from a single indicator to multiple indicators. Why would people reject that? We hate change. We hate anything that points out the flaws of our previous ways of thinking. We were wrong before . . .
Oo oo. I just made a comment. I called gifted kids a little bit outside of the regular classroom students. I like my comment. They exist in a parallel world. I figure I have to participate from time to time because I'm writing this as she speaks. Might think I'm not paying attention.
Back to the history. In 1994, GACG leaders suckered some legislator into introducing a bill that required multiple criteria. I just looked up criterium. Turns out it's not a word. Criteria is plural and criterion is singular. Who knew?
Sally involves the crowd. Good for her. Gives real examples. Talking about the local basketball coach. Like a good comedian who asks for information from the crowd and immediately turns that info into jokes.
1994-5. DOE Task Force. Old guard was not invited. Maxine Easom was, though. Good for her.
July-November 1995. Although Sally just told us we don't need to take notes on this, I am anyway. This is my blog. I'm so excited. More about multiple criteria. Why can't something like this be simple?
We live in Georgia. Football is king. While the discussion was going in in legal venues, Sally says that the idea of "no pass, no play" brought more speakers to the podium than any other issue. What would Georgia be without football? What would the educational system be without organized sports like football? This is the reason that some people stay in school, for the chance to excel physically.
I'm missing something here. In 1958, we seemed like initiators, leaders, instigators in gifted education. Now in 1997, we look like fools arguing over piddly details and who qualifies and who doesn't.
Important words: wrestle, compel, procedures,
From our reading to prepare for this guest lecture: mental ability, achievement, creativity, and motivation. The four criteria by which (upon which?) (she called them data categories) gifted students may qualify. Reject composite IQ scores.
Important words: authentic assessment. Sounds commonplace today, but in 1995, that was novel. Change. Dangerous.
Important words: contaminated. Do regular ed students contaminate gifted students? What about gifted kids contaminating the regular kids?
Sally works the stage-left side of the room. Making us look right. Is this in purpose? What's wrong with the other side of the room? Maybe she's right-handed. She manipulates the powerpoint presentation (buttons on the computer) with her right hand.
Why do kids have to be in the 99th percentile for grades K-2 and only the 96th percentile for grades 3-12? How many 12th graders qualify for gifted services for the first time?
Composite scores are bad. Why don't you just trust me?
Important words: Dichotomy. I have become further and further enamored with with word. It pops up in both the ninth and tenth grade vocabulary root word lists with the stem di meaning two and tomy meaning cut. An division into two mutually exclusive groups. I guide my kids into discussion of unfair divisions of gender, race, and age. But we, we teachers, are finding ourselves forced into educational dichotomies. Here, in this gifted class, we are asked to speak out, to argue, to demand services for our gifted students. But in our school system (and I do not necessarily mean my own school system, but in a more national sense) we are driven like lathered horses in a quarter-mile race to improve graduation rates, improve scores on course and graduation tests. I do not feel comfortable raising my head up high enough to have it cut down by the powers that be. I like my job too much.
But I'm probably a little paranoid. Without tenure, we teachers have to be more cautious than ever before. We are no longer encouraged to take chances. Those gifted teachers, of which I sometimes consider myself, are no longer free.
Back to the class. Three categories of administrative delivery models. Damnit. She moved the slide. It was something like direct services, indirect services, and something else. Seemed important.
Important words: acceleration. Let the little genius shine.
Important words: shake things up.
Important concept: no longer identify gifted students, rather identify advanced learning needs.
"Go into a classroom and provide a lesson that is very engaging and high-interest. See who responds as a gifted student should."
But wouldn't most kids respond at a higher level with a high-energy/interest engaging activity? What about the kids who think that one is boring but would have done well if the assignment had been about turtles instead of cheetahs?
What I don't like about all of this, but recognize the necessity of, is the idea that there are myriad methods to identify giftedness. If we come up with enough tests, then everyone will be gifted, but in their own special way. I excelled at sleeping late when I was younger. Where is my award? My recognition? I now excel at waking up ten minutes before my alarm goes off. My certificate? In the mail? But I recognize that we must have a variety of ways to assess giftedness. But when does it stop?
Future of education. Create niches.
Okay. Listen. Competition amongst teachers to entice students into your classroom. Think spiders with educational webs. Fun. But we can't do that. In my department, there are two elective courses. Journalism (school magazine) and journalism (yearbook). Where are the creative writing courses? Where are the specific genre literature courses? We can't have them because we are too busy just trying to get students to pass the four core classes, 9th, 10th, 11th, and 12th grade English. There's no time to relax and enjoy yourself. Even in the courses we teach there is so little room for creativity. Benchmark tests, end-of-course tests, aligned assessments for RTI instruction. When can my students be creative? When can I be creative? We find a way.
Subscribe to:
Posts (Atom)
