including the excluded: educating teachers to teach gifted and talented children dr. amos hofman...
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Including the excluded:
educating teachers to teach gifted and talented children
Dr. Amos Hofman
Ludwigsburg, September 2007
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various terms
• gifted• talented• genius• high intelligence• high achievement• distinction
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IQ Incidence for 100,000 school students
% of total student population
12010.00010
1255,0005
1302,5002.5
1351,0001
1404000.4
1451000.1
160100.001
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No child left behind?
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reasons for adopting the program
• Need in the field
• Uniqueness, originality
• Cooperation between schools within the College
• Public image of the College (competition for students between colleges)
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Opposition I
• Should Beit Berl College develop programs for strong and elitist populations?
• Gifted children are a strong population…is the College on the road to that sector?
• I suggest not hurrying and giving full time for discussion.
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Opposition II
• Isn’t the development of such a curriculum contrary to the College’s ethos?
• This proposal is against the basic Israeli ethos.
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Opposition III
• Will the proposed program not encourage the existing gender gap between boys and girls, and between populations of oriental and European origins?
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Opposition IV
• We have a complicated social issue. It's not a psychological problem.
• This curriculum provides a foundation for special classes or special schools.
• I'm worried about the social cost. Gifted children are not deprived children. It is necessary to emphasize the social role of the program.
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Support I• The developers of this program did not
see special schools for the gifted, and did not intend to support a narrow social elite.
• This is about public education in ordinary schools. Training teachers for the ideal – to look at the high achievers as role models for everybody.
• There is social criticism, but let us not forget the emotional and psychological problem of these children.
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Support II
• Supporting the program does not imply an action against weak populations and does not neglect social justice.
• apart from caring for weak populations the world emphasizes excellence.
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Support III
• [Israeli] society was based on the collective … equality was reached by constructing an entire system to encourage the weak child, in order to provide him with a fair chance. It is [now] necessary to encourage excellence.
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Support IV
• This is an issue of individualism versus collectivism. I support a program which will develop sensitivity to individualism within the classroom.