presentation on giftedness
DESCRIPTION
Presentation to Jacksonville Mensa, content based on parent interestsTRANSCRIPT
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Talk for Mensa of Jacksonville, Florida
by Lynn Elizabeth Marlowe
October 2013
HOW TO PARTNER WITH YOUR CHILD’S SCHOOL AND MORE
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OVERVIEW -BASED ON PARENT QUESTIONNAIRE
How to talk to your child’s teacher – arm yourself with knowledge about
giftedness…Why gifted kids are at risk,
asynchrony, classroom differentiation
How to partner with the school – acceleration decisions
Outside of school – talent searches and camps (and how talent searches relate to
advocacy)
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PART ONE
Arm yourself with knowledge about giftedness
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BRIGHT VS. GIFTED
Top student, makes “A” grades, pays attention, is a delight to teach…. This might be the bright child, not the gifted child.
photo: Photobucket user
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GIFTED CHILDREN MIGHT BE INTENSE
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COPING WITH THE INTENSE CHILD
SensitivitiesPerfectionismStubbornnessHigh energy
Need for stimulationNeed for alone timeCreativity and divergent thinkingMisdiagnosis
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GIFTED CHILDREN MIGHT BE ASYNCHRONOUS
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• Handwriting age 5
• Reading age 7
• Science age 9
• Math age 10
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WHY GIFTED KIDS ARE AT RISK
Reluctance to make choices
Fear of trying and failing
Deep concern with issues in the world/justice
Feeling isolated, misunderstood
Eating disorders and chemical abuse
Existential depression
(SENGgifted.org)
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CLASSROOM ACCOMMODATIONS
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Don’t ask the child to do extra work, it feels like a punishment
Don’t ask the child to teach the other children instead of teaching them (child needs challenge, especially if afraid of failure, needs positive peer interaction, not isolating peer interaction)
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ACCOMMODATION EXAMPLES
Curriculum compacting (University of Conn) – pre-testing
Open ended tasks – examples would be blogging or independent projects
Cross curriculum projects – like the history of science
Using computer program in classroom like Aleks or Khan Academy
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PART TWO
Acceleration decisions
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ACCELERATION
• The research exists – see A Nation Deceived and the Iowa Acceleration Scale Manual
• Subject acceleration, early entrance to Kindergarten, early entrance to first grade, grade skipping, dual enrollment, early entrance to college
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ACCELERATION, CONTINUED
• “Least worse decision”
• Impact of boredom on emotional life, getting in trouble, checking out
• Social life – sometimes age mates not the best match
• Sports, talent searches, competitions – age based issues
• Double skips and homeschooling
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LYNN’S CHART OF WORRIES AND EXPECTATIONS
Student-frustrated, lonely,
unchallenged-can’t articulate problem
-anxiety-feels bad or guilty about
inability to “just fit in”-afraid to try
Teacher
- I do so much already, how can I possibly do
more?
- hurt feelings that curriculum not “good
enough”
- doesn’t have training in gifted education and ideas
for accommodations
Parent
- sees child in home environment
- emotional
- afraid accommodations will require money for testing and materials, time commitment
- doesn’t want to be labeled a problem parent
Administration
- worried about charge of elitism or unfairness
- concerns over scheduling and money
- doesn’t want mistakes to be made and be
liable
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PART THREE
Talent searches and camps
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TALENT SEARCHES
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• Belin Blank (University of Iowa)
• Duke University
• CTY – Johns Hopkins
• CTD - Northwestern
• Explore test
• ACT or SAT
• SCAT
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TALENT SEARCHES, CONTINUED
• Use for advocacy at school, some teachers and administrators “speak” SAT or ACT
• Scores offer more data on student’s strengths and weaknesses than typical standardized testing does, “out of level”
• Can lead to camps, online courses, awards
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CAMPS
• Stetson – HATS
• Duke University
• THINK
• CTY – Johns Hopkins
• Yunasa
• Specific math camps, writing camps, language camps, theatre camps, music camps
• (see Hoagies – summer)
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CAMPS, CONTINUED
• Camps for gifted and talented students might offer the best place for exciting peer interaction
• Offer courses not available during the school year, unusual topics, accelerated topics
• Scholarships sometimes available
• Be aware of early deadlines for testing and deposits
• Beware of camps on college campuses without real contact with those professors (on that campus for name only)
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CLOSING THOUGHTS
Being gifted does not equal success!Communicate with your child’s teacher and find outside outlets like camps, if feasible.Contact me: