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Spring 2009
IN THIS ISSUE
From the Editor
2
Bridging the Divide
3
Project EXCITE
4
Arts: Minds in Motion
7
iMathination
8
Books, Books and More Books 13
A Funny Thing Happened on the Way
Class: Teaching Teachers How to
Differentiate from Day One
Happily Ever After
14
Teaching Billy
15
Subject Matters
18
BY KELLY M. ROBERTS, MEREDITH COLLEGE
A
As a methods instructor for English teachers, I have become
an expert juggler. Time is always at my heels, and the challenge is to do justice to the methods of teaching reading,
writing, speaking, language study, viewing, and listening in
the context of English classrooms, all the while weaving and
reinforcing concepts of diversity, equity, assessment, critical thinking, scaffolding across grades, inter-disciplinary
connections, and, of course, differentiation. As I attended a
week-long course on differentiation presented by Dr. Sandra Kaplan of the University of Southern California, I eyed
the wealth of information she had to offer on differentiation and then lost all my joy: how, how could I ever teach
my students the importance of differentiating instruction
for all children, not to mention the gifted populations in
their classrooms, in the lecture and a half slot I had left on
my syllabus? How could I inspire them in two hours to learn
what Dr. Kaplan had taken a week to convince me, that differentiation is a day-by-day permeation of curriculum, not at
all a simple add-on to challenge only a subset of children?
Just when I was about to dash to the door—sure that a little knowledge had already become a dangerous thing—it
struck me: if differentiation were intended to permeate
curriculum, why was I trying to stick it into a discrete slot?
What would happen if my entire semester was framed by
Kaplan’s work? After much working, reworking, demolishing, building back up, and adding dimension to how I
taught my methods class before, what has emerged is a
conceptual framework for teaching the methods of teaching English that actually practices what it sometimes
preaches in superficial chunks—in other words, I have
begun to walk my
talk when it comes
Kelly Morris Roberts, Ph.D., is an
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any classroom from preschool to post-doc.
Kaplan’s Framework and the Core Curriculum: The
“Heart” and Prompts for Knowing It
Like all good things, Kaplan’s model starts with the good
stuff, the core curriculum or content to be mastered. I couldn’t agree more that content must reign supreme in any classroom. In my case, I could divide my curriculum into four
parts—somewhat distinct but all intended to review and expand concepts in previous units of study. Although my four
parts—teaching reading, teaching writing, teaching grammar/language skills, and teaching research—are all related to
one discipline, Kaplan notes that her framework works just
as well when your content task is more broad—say history,
science, etc. in an elementary classroom. To that core curriculum, I added the first layer of differentiation, which Kaplan calls “depth and complexity.” Take my first unit, for
example, on teaching reading (I’ll use this one for all my examples). Since one trend in secondary school English seems
to be the addition of young adult literature to the curriculum, I chose “trends in student reading interests” as a way to
add depth and complexity to that unit of study. Don’t get me
wrong: Kaplan offers a million ways and topics to use in
order to add depth and complexity, and Kaplan’s chapter in
Systems and Models (Renzulli, Gubbins, McMillen, Eckert, &
Little, 2008) is a must-read to glean the myriad ways in which
she combines facts of a discipline to the particulars of what
is to be studied.
Layer Two:“Think Like a Disciplinarian”—Differentiation goes Ethnographic
After adding the first layer of differentiation to each of my
four units of study, I then proceeded to a second layer, what
Kaplan describes as “thinking like a disciplinarian.” It is this
layer that seems to excite my gifted students most, although
any parent or teacher who has been included in a discussion
continued on page 10
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Page 2
FR OM THE EDITOR
“Class, please take out your notebooks.”
I
I must admit that even as a seasoned teacher it is tempting to dust off the notebook from last year and print the same handouts and tests for my students. In
reality, the majority of the school year is simply that, a repeat of previous years.
This is not to say that the material is irrelevant or the manner in which the information conveyed is boring. I am simply saying that in general, it is sometimes
easier to do what we’ve always done.
For me, this all began to change after I was exposed to the needs of gifted
and talented students. When I immersed myself in differing conceptions of giftedness, focused on the variety of systems and models for program options and
delivery of instruction, and came to understand the social and emotional needs
of gifted children, I began to look at the students sitting before me in terms of
interests, abilities, and learning styles. I also restyled my curriculum to include
many forms of differentiation, namely tiered assignments, grouping, and compacting. I incorporated essential questions into the material and introduced my
students to process skills. I began to integrate habits of mind, creativity training,
and affective language into lessons. I became aware of issues like underachievement, perfectionism, and gender differences. Projects revolved around
choice, evaluations became more individualized, and
the overall climate of the classroom, for both the students and the teacher became much more comfortable.
I encourage you to take time to re-work your existing
curriculum, infusing, little by little, many gifted education strategies and options into your curriculum.
Start small, and work towards a longer unit plan. You
already know your subject matter in depth, and likely
have a wealth of supporting materials, but there is also
a lot of new and emerging research and ideas out there
to freshen your repertoire. Attend a summer or fall
conference. One workshop or class can make all the
difference. Access as many print resources as you can, keeping in mind all the
time that you do not need to start from scratch. Patience is the key, for these
changes cannot take place overnight. Once you begin this shift in practice, you
will soon find that your classroom dynamic has changed, your lessons better
perceived, and your teaching more effective.
In this issue, Derek Davis’ article shares a similar eye-opening experience from
the classroom. Kelly Roberts seeks to educate those looking for the tools, and
Michelle Reed and others present evidence of what can happen when innovative practice is introduced into a program. The columnists present some interesting ideas too, from incorporating dance and drama into the curriculum, to
seeking the roots of mathematics. You will notice a special column in this issue,
Bridging the Divide. Written by Petra Gyles and others, it presents more practical knowledge about friendship and competition based on research appearing
in Gifted Child Quarterly.
I hope that you will enjoy this issue. I have. Please feel free to contact me at
any time; I welcome your comments, suggestions, opinions, and ideas.
www.nagc.org
EDITORIAL ADVISORY BOARD
Susannah Richards, Chair
Jennifer Atkinson
Celeste Marie Edwards
Beverly Fink
Keri Guilbault
Marcia Imbeau
Janice Novello
Judy Schultz
Karen Westberg
Susannah Wood
EDITOR-IN-CHIEF
Jeffrey Danielian
ASSOCIATE EDITOR
Elizabeth Fogarty
Teaching for High Potential (THP)
is published three times per year
as a membership benefit of the
National Association for Gifted
Children (NAGC), 1707 L St., NW.,
Suite 550,Washington, DC, 20036
202.785.4268; nagc@nagc.org.
Article submission and editorial
enquiries can be made to Jeff
Danielian at jdanielian@nagc.org.
For information on advertising in
THP, please contact Nicole Lukan at
nlukan@nagc.org.
The content found in THP articles
follows the NAGC Pre-K-Grade 12
Gifted Program Standards and the
NAGC-CEC Teacher Preparation
Standards.Visit the THP webpage for
more details.
The statements and opinions
expressed in the articles and
columns appearing in THP are those
of the authors and columnists and
do not necessarily reflect the views
of the association.NAGC disclaims
any responsibility or liability for such
material.© 2008
JEFF DANIELIAN, EDITOR
jdanielian@nagc.org
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| SPRING 2009
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BRIDGING THE DIVIDE:
Putting Research Into Practice
Big Ships, Small Ships, Friendships, and Competition:
Things to Consider
BY PETRA D.T. GYLES & BRUCE M. SHORE, MCGILL UNIVERSITY & BARRY H. SCHNEIDER, UNIVERSITY OF OTTAWA
Editor’s Note: The research in Gifted Child Quarterly (GCQ)
provides insight into many aspects of gifted learners but
may be two or three degrees of separation from classroom
practice. Here, Petra Gyles and others focus on friendship
and competition in the classroom, summarized from a
Spring 2009 GCQ article by Dr. Bruce M. Shore and others
entitled, Competitive Goal Orientations, Quality, and Stability in Gifted and Other Adolescents’ Friendships: A Test
of Sullivan’s Theory about the Harm Caused by Rivalry.
F
Friendships contribute to development of self-concept, perceptions of self-worth, and social skills such as perspective taking, communication, and conflict resolution. Strong, healthy
friendships might guide children toward healthy psychosocial
development (Bukowski, 2003; Kerns, 1996; Sullivan, 1953).
The proportion of gifted children reported as introverted is
higher than in the general population (Cross, Neumeister, &
Cassady, 2007). Among highly gifted children, Silverman (1993)
reported this as large as 75%. Age peers may not readily relate
to gifted children’s particular interests (Matthews & Foster,
2005), and gifted children may have difficulty finding friends
with similar interests (Csikszentmihalyi, Rathunde, & Whalen,
1993). An introverted disposition combined with unusual interests might result in bright children distancing themselves
from others and vice versa (Janos, Marwood, & Robinson,
1985).
The common wisdom is that gifted children prefer to work
alone in a quiet learning environment (e.g., Davis & Rimm,
2004). However, the supporting research is actually quite varied, and the belief that gifted children always like to work alone
misses the more important question of why (French & Shore,
2009). Gifted children have a stronger preference for working
alone when they do not feel supported by others, or feel taken
advantage of based on their abilities, such as repeatedly acting
as a tutor for the other students without reciprocity (the “freerider” effect) (French, 2007). There may be benefit to gifted
students in learning situations grouped by ability, either separate classrooms or cluster-grouping, for they will find themselves in a peer group with similar goals and motivation.
Although gifted students may prefer grouping by ability for
academics, they may prefer heterogeneous grouping for socialemotional reasons. Some gifted children base their self-concept
or self-esteem on being smarter than others (Adams-Byers,
Whitsell, & Moon, 2004). If a child is used to performing at the
top of the class and is moved to a classroom of same-performance peers, he or she may no longer feel exceptional. Mixed-
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ability grouping meets the short-term needs of some bright children. Long-term, however, inflated self-concept based on comparison to less able peers encourages other-referenced rather
than task-oriented goal orientation.
Gifted Friendships and Competition
In other-referenced goal orientation, individuals compete to
outperform others. In task-referenced goal orientation, motivation addresses personal improvement—competing against
oneself (Schneider, Fonzi, Tani, & Tomada, 1997). Gifted students, generally, are more task-oriented than nongifted students, who are more other-referenced in academic and athletic
contexts (Schapiro, Schneider, Shore, Margison, & Udvari, in
press).
A pivotal theory by Sullivan (1953) warned that competition
could be harmful to friendships, except among young boys. Research focus has shifted to the nature of competition. Competitive goal orientation, where the end result is most
important, has also been found to be a variable (Schapiro et al.,
in press), and so students with task-oriented competitive goals,
where the process of self-improvement is the main focus, have
fewer friendship conflicts than those “seeking a win.” In gifted
friendships, having task-oriented competitive goals is also related to greater friendship stability, perhaps due to gifted children being more sensitive to potential negative consequences
from competition based on winning and losing. For gifted girls,
friendly competition, rather than absence of competition, predicts friendship stability more than other positive qualities such
as feelings of closeness or security.
Gifted children identify fewer positive qualities in their
friendships (companionship, help, security, and closeness) than
nongifted children (Schapiro et al., in press). Perhaps friendships between bright children require a smaller number of pillars supporting the friendship. We are not exactly sure why this
is true but we are exploring the possibility that gifted children
have friends for specific purposes—a friend to make music
with, a friend to hang out with. Other children may seek
broader support from all their friendships.
Also, gifted children may be less easily swayed (less “field-dependent”) by the influences of others (Shore, Hymovitch, & Lajoie, 1982). Other children have comparably more transient or
malleable interests and are more inclined to adopt each others’ interests or hobbies. Gifted children, however, are characterized by very intense interests (Clark, 2007), the commitment
to which may enable them to retain more of their uniqueness
throughout the course of a friendship.
continued on page 19
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Project EXCITE: Implications for
Educators of Gifted Minority Students
BY MICHELLE REED, GEORGE PETERNEL, PAULA OLSZEWSKI-KUBILIUS &
SEON-YOUNG LEE, CENTER FOR TALENT DEVELOPMENT, NORTHWESTERN
UNIVERSITY
The authors are all at the Center for Talent Development at Northwestern
University in Evanston, IL. Michelle
Reed is the Coordinator of Project EXCITE; George Peternel is the Center’s
Associate Director; Paula OlszewskiKubilius is the Center Director and Professor of Education; and Seon-Young
Lee is Research Assistant Professor.
Editor’s note: In order to connect current research with quality classroom practice, each issue of THP contains an article complementary to one found in the
pages of Gifted Child Quarterly (GCQ).
In the following article, Michelle Reed and her co-authors describe a comprehensive intervention mathematics and science program for gifted minority students at Northwestern University. The article is based on Dr. Seon-Young Lee and other’s Spring 2009 Gifted Child Quarterly article, A Follow-Up With Students After
Six Years of Participation in Project EXCITE. Their discussion and insight provide a wealth of ideas for educators faced with
identification and programming issues.
M
Much of the current research and practice that addresses the achievement gap
between whites or Asians on one side
and African Americans or Hispanics on
the other focuses on “treatment” rather
than “prevention.” The problem typically is diagnosed as low-achievement
and the usual solution is some form of
remediation. The Center for Talent Development (CTD) at Northwestern University, a university-based center that
has specialized in the talent development of gifted students since 1982, created Project EXCITE in 2001 as an
intervention program for talented minority students that is primarily preventative. CTD’s model is a “wrap
around” approach that supplements
the school curriculum and instruction.
Project EXCITE
Project EXCITE is a collaboration involving CTD and the elementary and
high school districts serving students in
Evanston, Illinois. Evanston has a
racially and socio-economically diverse
population (45% white, 40% African
American, 13% Hispanic). One of the
aspects of the achievement gap in
Evanston that has long been a concern
is the regression or “dumbing down” of
bright African American and Hispanic
students as they advance through the
elementary and middle school grades.
The result has been a significant underrepresentation of minority students in
the honors or AP courses at Evanston
Township High School.
Project EXCITE specifically focuses on
student achievement in mathematics
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| SPRING 2009
and science. Collaborating with elementary, middle, and high school teachers and administrators, the CTD
Director utilizes her extensive experience in gifted education as well as the
expertise of the participating educators
from the Evanston schools to develop a
unique and innovative program. Project
EXCITE provides supplementary educational experiences for a select group
of bright African American and Hispanic
students that expose the students to a
variety of high-achieving peer groups,
that enhance and develop the “scholar
identity” of these students, and that do
so over an extended period of time beginning at a relatively early grade. The
program is now in its ninth year.
Project EXCITE classes and support
sessions are held after school, on Saturdays, and during the summer. The
classes and sessions are designed to enrich and support the mathematics and
science learning of these students in
their schools. Some of the classes and
sessions include only Project EXCITE
students, others include high achieving
students from Chicago-area schools, and
there are classes that include students
from other states and foreign countries.
The Project EXCITE model is a subject of continuous research and evaluation. After the students in the first
Project EXCITE cohort completed the
eighth grade, exit interviews were conducted with them and their parents.
Not only did these interviews confirm
that the Project EXCITE model holds
promise as a uniquely preventative solution to the achievement gap, but the
interviews also provide valuable insights to educators working with gifted
minority students.
Reflections About Being an
Under-Represented Minority in
Gifted Education
Minority students are drastically
under-represented in gifted education,
and so it is not uncommon to find
gifted classes where there is only one
African American or Hispanic child in
attendance. To counteract this isolation,
Project EXCITE creates cohorts of 20-25
minority students at each grade level.
These students take classes together
where they build the confidence that
enables them to be successful in the
gifted classes where they are under-represented. Many minority gifted learners
have specific needs, including the opportunity to observe and bond with
other minority gifted learners as a way
of building self-esteem and to develop
the necessary academic skills to maintain their high performance in order to
excel in the regular classroom and in
the gifted education programs.
When students from Project EXCITE
were asked about the most difficult
challenge of the program, getting up
early on Saturday mornings was the
most popularly reported response.
This account casts doubts on research
that finds that many minority students
shun academic excellence due to the
fear of being rejected by peers and
struggle with the issue of isolation or
“fewness” when placed in gifted education classes.
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When students and their parents were
asked about “belonging” in the gifted
program, this is what they had to say:
“
“
“I felt I belonged there. Although
sometimes I felt that other kids
wanted me to fail.”
“The one thing that impacted him
the most was staying on campus
for three weeks. He was just
thrilled to meets kids from all over
the world. You know, just interacting with kids from different nationalities.”
Academic Supports
One of the main goals of Project EXCITE is for the students in the program
to complete Algebra I before entering
high school, a placement that puts them
on a track to complete Calculus by the
end of high school. Some of the students had been placed in accelerated
mathematics classes as sixth, seventh or
eighth graders and were not immediately successful, raising the question of
whether or not they were still “gifted.”
In turn, some teachers and even some
parents questioned the abilities of the
students who experienced difficulties
and requested that they be removed
from the accelerated courses. The assumption that a gifted student will not
have any difficult moments in his/her
accelerated mathematics classes is erroneous, but nonetheless one that is hard
to extinguish.
We also found that parents whose
children have struggled with an accelerated mathematics course but who
want their children to continue with
that course are sometimes embarrassed
by their child’s performance and consequently don’t ask for help. On the other
hand, we found that when regular tutoring was provided to our students in
accelerated classes, success in these
courses dramatically increased. In fact,
one parent suggested that one way to
make Project EXCITE more effective
would be to add more study groups
and study sessions.
Another parent reported, “Tutoring. I
think we would like to tutor him as long
as possible. The help was very good. It
also gave an opportunity to [work] with
people from other cultural backgrounds.”
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Page 5
“
“And the wonderful thing about
Project EXCITE is that it offers the
support outside of the program itself, which was very helpful in that
if they see a child with a weakness
they strengthen it. So that…it’s an
unbroken chain.”
Providing regular support to gifted
minority students as they matriculate
through the school system is essential to
maintaining high achievement and ensures their success in
gifted education programs. Project EXCITE
offers regular support
to students on an individual basis and in supervised group study
sessions. Minority students from the school
district who are not a
part of Project EXCITE
are also invited to participate in these sessions. In addition to
receiving help in areas
where students are experiencing difficulties,
students are encouraged to look ahead in
their lessons. The instructors who supervise these sessions
often pre-teach difficult topics that the students will encounter in
future lessons.
Study groups are an
important component
of the tutoring sessions. The minority
students who are in
the accelerated math
courses are especially encouraged to
form study groups. They are urged to
work together to solve difficult problems and study for exams. These students are taught organization skills and
note-taking and test-taking strategies. In
addition, the teachers and parents are
contacted to monitor student progress
in the accelerated classes on a regular
basis.
Expectations
The students who make up Project
EXCITE come from diverse backgrounds that include varying socioeco-
nomic status and language competencies. Thus our approach to meeting the
needs of our diverse learners must be
flexible and open to the idea of change.
However, the one thing that must remain constant is what we expect from
these students. High expectations result
in high performance of the students.
They have been identified as gifted and
“hitting a wall” does not invalidate their
status. Parents and teachers must take
an ongoing interest in what the stu-
dents are doing in school and in our
program and expect the best from these
students at all times. The interviews
confirmed that teacher interest in their
student’s participation in Project EXCITE meant a great deal to our students
and their parents.
“
“I think for middle school, the expectation was greater. The principal, Mr. Hood, at the school,
definitely expected these students
in the Project EXCITE program, to
do well. And if they fell short of the
expectations, he would call the par-
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ents in and let us know that he didn’t think they were living up to their
true potential. So that was very
helpful, not only to have the support of the Project EXCITE teachers,
but also in the middle schools.”
Researchers report that many white
and Asian parents have their children
tested for gifted programs before the
children are old enough to enter
kindergarten. In addition, once they
Page 6
studying. The more she learned
the more interested she was in her
school subjects. I think that Project EXCITE gave her a clear and
better perspective about school.”
“
“It has changed our relationship in
a positive sense, in that I expect
Richard to do well, because I know
that he has the ability to do well.
It’s not just an emerging ability at
this point; it’s an ability that has
been fostered by the Project EXCITE program.”
The Importance of
Supplemental Learning Experiences
reach school age, many of these children participate in advanced courses
during the summers and on Saturdays.
In contrast, many minority parents have
limited access to these programs and
their children do not participate in
gifted programs for various reasons. We
have found that participation in Project
EXCITE has raised the expectation levels that our parents have for their children and positively impacted the
parent-child relationships.
“
“The biggest influence was that the
program keeps them more attentive and focused on school subjects. She was spending more time
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| SPRING 2009
Project EXCITE students
are provided with a six-year
series of mathematics and
science enrichment opportunities that total over 400
hours of supplemental educational experiences. This
program provides students
with early exposure to challenging topics in math and
science. In grades three
through six, all lessons are
designed to be both hands
on and stimulating to gain
student interest and to encourage high achievement.
In grades 6–8 students receive an introduction to AP
and Honors coursework. The
Project EXCITE students are
successful in these classes
and report feeling more prepared for the advanced
classes where there would be
fewer minority students.
“
“The fact that we take classes that
we are going to be doing next year,
we are kind of ahead of everybody
else is really helpful. We have a better understanding of the subject
areas than others.”
“
“Summer classes will tie into what
you are going to do for the next
whole year. You are seeing a full,
whole year in three weeks, and
that is giving you a chance to see
what it [subject area] will be like
in school. After the Saturday
classes, you’re probably like five or
six chapters ahead of the regular
science group in school.”
Exposure to Experiences that
Elevate Student Aspirations
Because our families spend so many
hours on the Northwestern University
campus, Project EXCITE families tend
to think about college more frequently
and a lot earlier than the average parent. These families experienced early
exposure and preparation for the college admissions process. Most students
spent at least one summer as a resident
on campus. All students completed admissions essays and solicited letters of
recommendation from teachers. They
developed an understanding of the
need to develop positive relationships
with teachers and some learned all too
well how negative classroom experiences from the past can have lingering
consequences in future endeavors.
Success in Project EXCITE boosts the
self-esteem of our students and has
given both the parents and the students
a very bright outlook for the future.
Parents reported that: “I think, just the
thought of being in a gifted program
and its association with Northwestern
was a great boost to his self-esteem. It
pulls from within him, that he has the
ability. And this project certainly nurtured that ability to do best.”
“
“As he enters high school, I think
the expectation that he has for
himself, goes beyond just the
norm. The goal that he has set for
himself is higher. The bar has been
raised, through the Project EXCITE
program. So it’s maintaining and
achieving that goal, and even
going beyond.”
Conclusion
Project EXCITE positively impacts both
the academic and social development of
gifted minority students, and connects
them to a world of high expectations and
enhanced possibilities. The interviews
were not only a useful research tool, but
also revealed themes that are important
not only for supplemental programs like
Project EXCITE, but also for daily instruction in school classrooms. ■
Reference
http://www.ctd.northwestern.edu/excite/
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Page 7
A RTS: MIN DS IN MOTION
Finding and Developing Dance & Dramatic Talent
BY GAIL N. HERMAN, GARRETT COLLEGE
gail.herman@garrettcollege.edu
W
What child doesn’t want to be good at something? Most young
and elementary aged children want to be noticed and notable.
Art and music teachers can provide extra challenges for their
students, but how often do children have the chance to be recognized for their talents in the performing arts? How many students even know they might be interested in, much less
talented in, dance or drama?
Most school districts do not employ dance and drama teachers. Who then, is looking out for students with interest and potential talent in dance and drama? Some districts require
physical education teachers to incorporate their state’s dance
standards in their lessons, usually in some form of creative
movement. These “movement arts” awaken kinesthetic awareness and allow interest and talent to surface.
In modeling dance lessons for physical education teachers
for 1st and 2nd grades, I developed a lesson that I call “Opposite Dances.”
● The teacher says, “Now that we’ve brainstormed opposite
words (up–down, left–right, out–in, forward–backward), we’ll
create opposite postures to the rhythm of the music.” The
teacher demonstrates by rising up on the toes while the student demonstrator faces the teacher and bends the knees. After
that first movement they both return to the neutral position,
standing straight. Then the teacher bends at the knees while
the partner stands on tiptoes. This is repeated 3 or 4 times.
● Next the whole class follows the teacher but with opposite
movements. If the teacher bends forward, the class bends backward, and vice-versa. This is repeated 3 or 4 times.
● Finally students pair up and create several different opposite movements. One student might make a shape with arms on
one side while the partner does the opposite shape on the
other side. If one student moves an arm up, the partner moves
the opposite arm down. I choose music that is not too quick
and fits a definite 3 or 4 beat measure or pattern. Music for
Creative Dance CD’s (Chappelle, 1993, 1994, 1998, 2000) are
very helpful in this regard.
What about drama? How can we awaken and identify dramatic talent in regular classrooms? In a grant directed by Dr.
Susan Baum (Baum, Emerick, Herman & Dixon, 1989) designed to identify and serve gifted-learning disabled students,
I worked with special education teachers to identify dramatic
interest and talent through a series of drama activities that are
related to literature. Here’s one example we used involving
kings and queens.
● In “King of this Land” one child becomes the king or
queen. The student says, “I am King (Queen) of this land” three
times while changing his/her voice (louder, softer, quicker,
slower, more forceful, more youthful, older, or accented). The
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student stands in the middle
of the circle or in the front of
the classroom, makes eye
contact with as many people
as possible, and assumes
royal postures and gestures.
● After saying the sentence
three times, another child is
chosen to tap the first king
and say, “Excuse me. There
must be some mistake. I am
Queen of this land.”
● All students say, “Of course!” Then the new Queen states,
“I am Queen of this land” two more times.
After students learn the procedure for the creative character
exercise, the character can be changed to one related to the
curriculum. It could be a giant, fisherman, or any folktale animal; it could also be a person from a novel or short story.
From this activity, students create character voices, postures,
and gestures and begin to “see” the characters better as they
read. Teachers observe the students who pick up on nuances of
mood, tones of voices, and ways of moving. Students show
what they understand about the essence of a character through
dramatic expression, and talents are noted. Teachers can use a
journal or checklist (Herman, 1991, p. 77) to keep track of outstanding contributions from students. These can then be discussed during parent conferences or in a simple note home.
Parents as well as students love to know that you notice their
child’s strengths, and teachers can offer resources for parents
to explore opportunities outside of school
Students begin to awaken their kinesthetic abilities and use
their kinesthetic intelligence when involved in activities requiring physical attention, namely Dance and Drama. Teachers begin
to recognize students who demonstrate exceptional interest and
skill in these areas and who also demonstrate creativity by finding many ways to represent concepts with their bodies. Why not
infuse some of these ideas into your classroom today? ■
References
Baum, S., Emerick, L., Herman, G., & Dixon, J. (1989). Identification, programs and enrichment strategies for gifted learning disabled youth.
Roeper Review 12(1), 48-53.
Chappelle, E. (1993, 1994, 1998, 2000). Music for creative dance: Contrast
& continuum. (Vols. I, II, III, IV). Seattle, WA: Ravenna Ventures.
Herman, G. (1991). Identification activities in dramatic expression. In S. M.
Baum, S.V. Owen, & J. Dixon (Eds.), To be gifted & learning disabled: From
identification to practical intervention strategies (pp.76-78). Mansfield
Center, CT: Creative Learning Press.
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iMAT HINATION
Back to our Roots: Exploring the
Development of Mathematics
BY ERIC L. MANN, PURDUE UNIVERSITY
elmann@purdue.edu
F
For most students, their introduction to algebra is the beginning of their transition from concrete to abstract mathematical thought. Students who have done well in early
mathematics classes may find this shift difficult and may even
question their mathematical talents. It is important to share
with students the historical development of mathematics so
that they know every concept now taught was the result of
struggle, hard work, and debate. For example, the negative
numbers debate lasted more than 200 years. In 1843 Busset
attributed the failure of the teaching of mathematics in
France to the admission of negative quantities. He felt compelled to declare that such mental aberrations could prevent
gifted minds from studying mathematics (Schubring, 2005,
p. 571). Knowing that the entire mathematical community
struggled with the concepts validates the struggles our students face. Yet all too often that information is not shared
with students or teachers.
The formula for finding roots to a quadratic equation
is one of the landmark Algebra 1 formulas. A
traced back to the Babylonians in 1700 B.C. (Allaire &
Bradley, 2001).
At this point some of your
students may claim this is all
“algiberish” but notice that
there is no formula used or
equation written in al-Khwarizmi’s solution. The algebra that
is taught today did not exist, yet such problems were routinely solved. Many of the solution methods were developed
geometrically. This is the history behind teaching today’s students to solve quadratic equations by completing the square.
The term literally means “completing a square,” yet is often
interpreted as simply a technique to create an equation of
the form x2 = y. By leaving out the historical piece, the beauty
and elegance of the mathematics is reduced to a set of rules
to be memorized.
In today’s classroom, to solve x2 + 10x = 39 by completing the square students would add
to both sides of the
review of current Algebra 1 textbooks found the concept introduced somewhere after page 500, often simply as a statement of the formula with a few worked examples. In
presenting it this way, students miss the richness of the mathematical thought that preceded the formula. The Greeks,
Egyptians, Babylonians, and Hindus all contributed to Algebra and it was the Arabic mathematician, al-Khwarizmi whose
book, al-Kitab al-mukhtasar fi hisab al-jabr w’almuqabala
or The Compendious Book on Calculation by Competition
and Balancing, that introduced Algebra to the European
community when it was translated into Latin in 1140 as Liber
algebrae et alumcabala. The word algebra comes from the
Arabic al-jabr and the Latin algebrae.
In the text al-Khwarizmi describes his solution for the problem x2 + 10x = 39 as follows:
…a square and 10 roots are equal to 39 units…take onehalf of the roots just mentioned…multiplied by itself gives
25, an amount which you add to 39 giving 64. Having taken
the square root of this, which is 8, subtract from it half the
roots, 5 leaving 3. The number 3 represents one root of this
square. (see http://turnbull.mcs.st-and.ac.uk/history/Biogra
phies/Al-Khwarizmi.html for the complete description).
The number of roots refers to the coefficient of the x term,
in this case 10. Symbolically, al-Khwarizmis’ paragraph reduces to
or
. This formula can be
equation resulting in
8
| SPRING 2009
which simplifies
to (x + 5)2 = 64 with x = 3 being the positive root (negative
roots were still a few centuries in the future).
Using the geometric method, it might have been solved in
the following manner. The
equation x2 + 10x can be represented by the shaded area in
5x
25
the diagram. We know that area
of the shaded portion is 39. The
dimensions of each 5x rectangle
are 5 and x giving us the sides
x2
5x
of the unshaded square of 5
units. The sides of the new
square are now (x+5) and its
area is 39 + 25, or 64. We have
completed the square and we
know the area is (x + 5)2 = 64. The London artist, Martin
Dace, has a brief webpage that illustrates the geometric
method at http://www.dace.co.uk/al_khwarizmi.htm along
with an elegant development of the formula we teach in
school.
We need to return to the origin of mathematics and share
with our students the opportunity to explore the development of the discipline. This is not an easy task, as such opportunities are not often provided to K-12 students. It is,
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however, a journey well worth taking. To get started, check
out Agnesi to Zeno: Over 100 Vignettes from the History of
Math published by Key Curriculum Press (1996), or
http://www.herkimershideaway.org/ for more resources. ■
SMART
COOKIE S
B Y B ESS
WIL SON
References
Allaire, P. R., & Bradley, R. E. (2001). Geometric approaches to quadratic
equations from other times and places. Mathematics Teacher, 94,
308-319.
Schubring, G. (2005). Conflicts between generalization, rigor, and intuition:
Number concepts underlying the development of analysis in 17–19th
century France and Germany. New York: Springer.
Gifted in the News
http://www.nagc.org/index.aspx?id=1003
Gifted children, their families, and their teachers are making news and are the subjects of news and features in the
media around the country every day. NAGC collects and
posts daily updates of “gifted” in the news as well as an
archive going back two years, given accessibility.
www.nagc.org
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A Funny Thing Happened…
continued from page 1
of Pokémon strategy will agree that an
in-depth study into what interests a
child has no real limits. I think of this
layer as the many “hats” that can be
donned in any given content. For my
reading unit, I decided that students
can don the hat of a literary critic, particularly because any discussion of literature from the curriculum, and in
particular young adult literature,
would be incomplete without a nice
slice of the canon wars. My students
come into my senior-level class ready
to don the literary critic hat, after all,
and it gives me a great lead-in to discussions of the purpose of schooling
and, in particular, the purpose of
teaching literature (Brauer & Clark,
2008; Goodlad & McMannon, 1997).
I have to admit
that, up until now,
I have differentiated before with
methods
much
like
the
two
above, but never,
before Kaplan’s
lectures, have I
been so very systematic, naming
what I’m doing
“differentiation”
and claiming why
it is such in my
methods classes
or even in the
freshman-level
classes I teach.
Likewise, never have I taken it to another layer, Kaplan’s third, and I assert
one of the most transformative, called
“independent study.” Quite simply,
you’ve never seen independent study
like this before. Far from the old “Oh,
you’re finished? Go and research this
on the computer…” routine that gifted
kids and parents know all-too-well, Kaplan’s independent study actually has
teeth, meaning, extension—and all, I
believe, through her use of structure
and guiding principles for how to take
thinking like a disciplinarian one step
farther. While I won’t give the principles here (believe me, you’ll want to
read her work yourself), I will say that,
10
| SPRING 2009
in my classes I’ve decided to include
only the parameters of the products to
be produced from the independent
study in each unit. Kaplan does not
necessarily add that parameter, so that
one is particular to me—probably, if
I’m honest, to satisfy national guidelines about artifacts that should represent knowledge of best practices in
teaching English. If you’re a teacher,
you too might know a little about national mandates, standards, artifacts…
we’ll leave it there. The exhilarating
thing for me is that the Kaplan conceptual framework works in tandem
with these aspects of my reality and
yours.
Classics, Current Events, Concepts: Adding the “So What?”
Ok, here’s where English teachers
far and wide get excited, and for anyone who loves to stretch kids, you
should get excited, too. Kaplan’s next
layer involves an infusion of the classics into each unit of study. You mean
there’s a text in this class? Oh yes, and
not just any text, but what for ages
has been considered top shelf. Like
Kaplan, I too preface my enthusiasm
by a long discussion of what is classic
versus what is plain elitist, and believe
me; neither of us seems remotely interested in the latter. But the thought
of studying Plato’s Republic in a unit
on how to teach reading is just richness beyond words for me and my
students. For years, my students and I
have all secretly held book discussions, teasers, even seminars on the
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fringes of my Teaching English course,
justifying them as related to reading
when what we all mourned was the
loss of an experience that brought us
to teaching English in the first place—
discussing relevant and rich literature
around a theme or author of interest.
Kaplan’s work sets us free in that regard, offering a pedagogical justification for gathering around a text in
depth—once we’ve learned the content, the depth and complexity, the disciplinary paradigms, and the discipline
of independent study. At this point in
her framework, Kaplan also adds current events, again something that many
of us have done, except in a not-sosystematic way. The interesting thing to
me about adding current events as a
layer of differentiation is not that the
current events in that unit/field/aspect/“part” of study take students
away from the center of the classroom
instruction—kind of out-into-the-bigrelevant-world as I’m sure my past attempts have translated. Rather, adding
current events here brings students
farther in to the study by framing the
current events in terms of Kaplan’s
“universal concepts” and “big ideas”
that have been implicitly driving this
horse all along. With this layer added,
I have realized that Kaplan’s work cannot possibly be compartmentalized.
Kaplan argues that either before breaking a differentiated course into content, adding depth and complexity,
adding disciplinary thought and so
on—or even after teachers have
thought all that through—they must
come to choose a universal concept
and big idea that flows out of that concept that meshes, glues, ties, gels (pick
a metaphorical verb!) the students’ educational experience together. Thank
goodness for us, Kaplan has developed
over time both a list of universal concepts and a list of big ideas that she has
found to work in a host of educational
contexts. For my methods class, I
chose “relationships,” with the big
ideas that “relationships are purposeful,” to yet again reiterate to my undergraduates that teaching English is
indeed a juggling act, but one much
more like juggling spaghetti than
plates. Indeed, the dearth of pedagogical textbooks that highlight the crucial
symbiotic relationships in the study of
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English gives me even more motivation
to choose that big idea as my mantra.
And there you have it! Kaplan’s framework makes me come full circle, not
only by creating an umbrella over my
syllabus and semester of timeless and
timely concepts within which my students can frame all the various aspects
of teaching English, but also by forcing
me to realize an awful truth: my teaching, even in some ways (I hate to admit)
my understanding, of differentiated instruction has been metaphorically halfempty. I look at my syllabus now as
more of a real roadmap to the course,
and I see the potential for all students
in our classrooms to learn much more
in-depth and at a level that both fits and
challenges them. I hope they emerge
with an experience that is different, not
because it differs from the standard delivery, but because they have molded it
to fit their needs and interests at every
layer. Be they elementary, middle, or
secondary, I so hope that classroom
teachers both present and future can
transform their ideas of differentiating
instruction in the same, remarkable
ways. ■
References and Readings for Further Study
Brauer, L., & Clark, C.T. (2008).The trouble is English: Reframing English studies in secondary
schools. English Education, 40(4), 293-313.
Dewey, J. (1913). Interest and effort in education.
New York: Houghton Mifflin.
Dewey, J.(1916).Democracy and education.New
York: Macmillan.
Gardner, H. (1983). Frames of mind. New York:
Basic Books.
Goodlad, J., & McMannon,T. J. (Eds.). (1997). The
public purpose of education and schooling.
San Francisco: Jossey-Bass.
Kaplan, S. (1974). Providing programs for the
gifted and talented: A handbook. working
draft. Ventura, CA: Office of Ventura County
Superintendent of Schools.
Kaplan, S. (2008). Theory and practice: Curriculum and instruction for educators.
http://www-rcf.usc.edu/~skaplan/index.html
Kaplan, S. (2008). Proceedings from Confratute
2008. Storrs: University of Connecticut.
King-Shaver, B., & Hunter, A. (2003). Differentiated instruction in the English classroom.
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Portsmouth, NH: Heinemann.
Renzulli, J. S. (1976).The enrichment triad
model: A guide for developing defensible
programs for the gifted and talented. Gifted
Child Quarterly, 20, 303-326.
Renzulli, J. S. (1977). The enrichment triad
model: A guide for developing defensible
programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1978). What makes giftedness?
Re-examining a definition. Phi Delta Kappan, 60, 180-184, 261.
Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (Eds.). (2008). Systems
and models for developing programs for the
gifted and talented. Mansfield Center, CT:
Creative Learning Press.
Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide
for educational excellence. Mansfield Center,
CT: Creative Learning Press.
Tomlinson, C., Kaplan, S., Renzulli, J. S., Purcell
J. H., Leppien J. H., Burns D. E., Strickland, C.
A., & Imbeau M. B. (2008). The parallel curriculum: a design to develop learner potential
and challenge advanced learners (2nd ed.).
Thousand Oaks, CA: Corwin Press.
Write for THP
Do you have
practical
classroom
applications
of current
research,
theory, and
best practices in the
field of gifted education? Are you
proud of the innovative way
you address the needs of
gifted students in your school
or classroom? Have you created a successful lesson or
unit plan that aligns with the
NAGC Pre-K-Grade 12 Gifted
Program Standards? If so, we
want to hear from you! Send
manuscripts to: Jeff S.
Danielian, Editor, THP at
jdanielian@nagc.org.
12
| SPRING 2009
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BOOKS, BOOKS AND MORE BOOKS
Pourquoi Tales
BY BOB SENEY, MISSISSIPPI UNIVERSITY FOR WOMEN
bseney@muw.edu
I
I have always been fascinated with pourquoi tales. In my early
youth, my favorite aunt gave me a book of them. Its title long forgotten and the book is long lost. Recently, the publication of
three new books has prompted a renewed interest in these delightful and multicultural tales. In fact, these tales of “why something is” may very well be the first, popular multicultural
literature for children. Many of these tales are traced back to Native Americans and their rich and wonderful oral tradition and
storytelling skills.
Pourquoi tales are probably popular because of the natural
and insatiable curiosity of kids, especially gifted kids. If you are
a parent, then you know what I mean: “Daddy, why is…”—the
question that almost drove you to insanity. It happens in the
classroom, too. That is one of the reasons why I used these stories in my gifted language arts classroom, because, as I told my
students’ parents, this is our revenge. After reading several of
these stories, discussing them, analyzing the common pattern
(simple plots, rather stereotypical, personified animal characters, and all with a lesson or a truth), we then set out to write
our own pourquoi tales. Some of my students’ best writing
came from this exercise. I especially remember one gifted sixthgrade writer, a young lady, who took up the idea of “why grass
didn’t grow around the trees on city streets.” This was prompted
by a phrase in Diane Duane’s wonderful short story, “Midnight
Snack” found in Don Gallo’s collection of young adult literature
short stories, Sixteen (Mass Market Paperback, 1985). This is a
wonderful collection, and contains one of my favorite readalouds, “Priscilla and The Wimps” by Richard Peck. It is very
amusing while at the same time presents a significant lesson
about bullies and gangs. If you don’t know Sixteen, RUN, don’t
walk, to the nearest book store or website and get your copy.
Back to the books that have re-prompted my interest in
pourquoi tales. The first is Folktale
Themes and Activities for Children, Volume 1: Pourquoi Tales by Anna Marie
Kraus (Teacher Ideas Press, 1998); the
second is How & Why Stories by Martha
Hamilton (August House, 1999). These
books make a great team. The first is a
rather good collection of tales with background, traces to origin, etc., and the second book is a great guide for storytelling.
It, too, provides tales with some interesting background information as well. Its
suggestions for helping students to become storytellers are really valuable.
I also have found that pourquoi tales
are getting a new twist in several current
picture books, which brings us to the
www.nagc.org
third new book: First
the Egg by Laura Vaccaro Seeger (Roaring
Brook Press, 2007).
This delightful book
has been named as
both a Caldecott
Honor Book and a
Theodore
Seuss
Geisel Honor Book
in 2007. Its twist on
the old conundrum
of which came first,
the chicken or the
egg, is delightful. You have to discover the plot for yourself—
presented visually with very limited text. This book now brings
to mind another book. I know, I know, this is the fourth book
—but hey! I’m a word guy not a numbers guy! One of my very
favorite picture book authors, David Macaulay, gave us Why
the Chicken Crossed the Road (Houghton Mifflin, 1987). It’s
hard to find, but well worth the effort.
Pourquoi tales readily lead our students into some exciting
writing. As I mentioned above, some of my students’ best writing came out of this exercise. But don’t sell these tales short (actually this pun was intended) on the opportunities for both
critical and creative thinking. If nothing else, they can lead our
students into an inquiry and investigation of why cultures across
the world have nearly the same or very similar stories. I see research opportunities here and a great subject for independent
study.
Let me know what you and your students are doing with picture books in your classroom. Happy reading! ■
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HAPPILY E VER AFTER
A Teacher’s Eyes Opened
BY BOB SCHULTZ, UNIVERSITY OF TOLEDO
robert.schultz@utoledo.edu
A
As I’m writing this column, Old Man Winter has decided to
blanket Northwest Ohio with ten inches of snow. It’s a new
year, and having a little solitude provides the opportunity to reflect on previous experiences and encounters. Here’s an excerpt from a letter I received in the holiday mail from a recently
graduated teacher education student:
Hi Dr. Bob, it’s me, Jamie. I took your advice and broadened my horizons—getting my first teaching job in Fort
Worth, Texas, in of all things, gifted education! Even though
our paths crossed during my training as a middle grades
teacher, I just wanted to let you know that the discussions we
had in class about the individual needs of learners really had
an impact on me. I was always pretty quiet in class; just taking things in, but for some reason you always involved me in
the conversations. You were the first teacher I’ve ever had that
recognized there was more than meets the eye when it comes
to students. You didn’t just let us sit still and go on autopilot.
You demanded the best out of me and pushed me to think
about more than test scores and covering the standards. In
fact, I learned that the standards were anything but!
14
| SPRING 2009
I have now taken up your cause of fighting for the kids
most ignored in schools. Those special children who challenge the system, know more than me, and often teach me
as much as I hope I can teach them. (I’m pretty sure they are
teaching me more at this point in my career as a first year
teacher!) I just love it. The way the kids “correct” me when I
get a fact wrong, or the way they add what they know about
subjects (and they know a lot!). It keeps me on my toes every
day. But, the biggest surprise happened just after Thanksgiving break. I was being evaluated by the principal. The
kids rallied around me and made sure they built off anything I said so I looked brilliant. My evaluation was stellar
and I thanked the kids for being so good. Here’s the kicker.
A boy in my class (which is self-contained 5/6th graders),
said the only reason the kids rallied around me was that
they finally had me broken in and didn’t want to have to go
through that process again with another newbie!
What a wonderful dose of reality. I thought you would
enjoy knowing that everything you said about gifted kids is
exactly on the mark. I thought teaching would be where I
have control; but, just like you said, I have to
negotiate for everything in class. Control exists totally in the hands of the students.
All I can say is, “Jamie, welcome to the world
of gifted kids!” They’ll be brutally honest (which
they see as being helpful!) but totally on the
mark at all times (at least they’ll tell you this very
sincerely!). You are now on the best and possibly
most terrifying roller coaster ride of your life.
You will learn the most from the kids you share
space and place with in your classroom. Listen
with your heart as well as your head. Understand
that open communication and sharing information is a sign of trust. Be gracious with your
praise and also humble and honest. When you
don’t know an answer, say so. Don’t make something up or turn the question around and put it
back on the student. Share your emotional state
of being from time to time. The kids gain respect
for you if you are honest and consistent.
Enjoy the peaks and valleys of your ride. I’m
somewhere back further on the roller coaster,
enjoying the death-defying drops and mindnumbing climbs right along with you; learning
as much from gifted and talented kids as I hope
they learn from me.
I am sure that most of you, whether a veteran
teacher or new to a school, can relate to the letter I
received. We have all been there, or will be soon. ■
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Teaching Billy: Motivating a HighPotential Student with Emotional
and Behavioral Difficulties
BY DEREK DAVIS, UNIVERSITY OF GEORGIA
W
When I entered the teaching profession
ten years ago, my motivation was to follow in the footsteps of many of my high
school teachers and coaches who,
whether they know it or not, were very
significant role models in my life. I became certified in secondary social sciences and dreamed of a career teaching
and coaching in a high school environment similar to the one I attended.
When I began to apply for teaching positions, I realized that jobs in my field
were not plentiful at the mid-point of
the school year, when I finished my
teaching program. Eager to begin my
career, I accepted a job at a local school
serving students with severe emotional
and behavioral disabilities (SEBD). I remember telling one of my new colleagues, “I am only going to work here
until I can get a ‘real’ teaching job.”
Ten years later, I am still there, and
would never consider teaching anywhere else. Although I entered the
teaching profession with of a love of social sciences and athletics, I have found
that in this setting, I am able to have a
significant impact on students’ lives.
More importantly, I have come to view
students from this population in a
much different perspective. What I saw
as deficits in academic and social functioning, I now see in many cases is untapped gifted potential. This potential
has been hidden beneath layers of prejudice, poverty, abuse, neglect, inappropriate curriculum and instruction,
and decades of misconceptions about
what constitutes high ability. Here, I describe my experiences in working with
Billy, a very bright student with SEBD.
The First Meeting
Billy was a 12-year-old Caucasian
sixth grader who was referred to my
school due to behavior problems that
included being disruptive in class, refusing to follow directions, talking back
to teachers, verbally and physically
www.nagc.org
Derek Davis has been a special education teacher for more than 12 years.
He is currently the special education
coordinator for W.R. Coile Middle
School in Athens, GA, and is working
on a doctorate degree in Gifted and
Creative Education at the University of
Georgia.
threatening students, using profanity,
and making inappropriate sexual com- records, we learned that his overall IQ
ments to teachers. When I met Billy, he score was firmly in the average range
appeared to be well-mannered and in- and we were amazed to see him read
troduced himself properly by looking on an 11th-grade level and perform
me directly in the eye, extending a firm math operations and computations on
handshake, and displaying a friendly a 9th-grade level. Billy’s school records
smile. Despite his disheveled hair, tat- and files made no mention of high abiltered clothing, and worn-out sneakers, ity or gifted potential. Like so many stuBilly was a charming and handsome dents with behavior problems, his
young man.
interfering behaviors and conduct inWhen I learned that a white student fractions seemed to overshadow his
from a rural school system would be ar- strengths.
riving in my classroom, I was conIn my classroom Billy finished ascerned about how well he would get signments in a fraction of the time it
along with my current students, all of took other students. Not used to stuwhom were urban African American dents with this speed and productivity,
youngsters. I was afraid they would not I found myself initially unprepared and
accept each other, and frankly, I learned that giving him a greater quanthought that I would be spending a lot tity of work only resulted in boredom
of time breaking up
fights. To my surWhat I saw as deficits
prise, Billy walked
into my room and inin academic and
troduced himself to
social functioning, I
my students in a very
now see in many
different
manner
from the way he had
cases is untapped
introduced himself to
gifted potential.
me, but in a way that
gained him immediate acceptance and admiration. Within and increased the incidence of interminutes Billy and my students were fering behaviors. Having been trained
laughing and joking with each other in regular and special education, I was
and I quickly surmised that Billy not not exposed to gifted instruction or
only had a great sense of humor, but programming. I did not know what
also was very charismatic. I wondered curriculum compacting was at the time,
what other surprises Billy had in store but I found myself doing just that. I alfor me.
lowed Billy to work at his own pace
and skip units in which he was able to
Understanding and Adapting
prove mastery. This worked great for
Student Abilities and Learning
math where I was able to give Billy a
Styles
pre-Algebra book and let him work inOur school psychologist adminis- dependently. This strategy not only
tered reading and math assessments to provided him some much needed conBilly to determine his ability levels so fidence and positive recognition, but it
that we could plan instruction and also became a motivator for other stuplace him in the appropriate reading dents who were quite competent in
and math groups. From Billy’s school math but had lost interest with what
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they perceived as dull instruction and
boring repetition. When one of my underachieving math students asked,
“Why can’t I do algebra?” I told him
that as soon as he demonstrated competence of the pre-requisite skills he
would also be individually accelerated.
This motivated many of the students to
work harder. When several of my stu-
Page 16
for math but found that, due to limited
staff resources, the direct instruction
aspect of our reading program did not
lend itself to peer tutoring and or mentoring and instead we were forced to
place Billy in a reading group. It did
not take long for the disruptive behavior to begin. Billy was not challenged
and quickly resorted to teasing other
proper behavior in reading. We also allowed Billy to create his own interestbased reading list. Since Billy was
having occasional episodes of impulsive profane language and was becoming argumentative with some of his
teachers, we included these behaviors
in the contract and allowed Billy to
carry sports and music magazines with
him to class to serve as reminders of
our arrangement.
Response to the Plan
dents began to improve assignment
completion and accuracy, I planned
basic algebra lessons for them.
Despite the fact that several students
needed some scaffolding and remediation of the basic computation skills for
algebra, they were motivated to work
hard at something they felt made them
appear successful to their peers. Due to
Billy’s social acceptance in the class
and his high ability, I found him to be
both a great motivator and tutor for
other students. This provided Billy with
another positive outlet for his academic
abilities and personality, which had not
been made available to him in his regular school.
Compacting Billy’s reading instruction was not quite as easy. Due to the
remedial nature of the school’s academic program, there was no reading
class that could accommodate Billy’s
11th-grade abilities. We attempted to
model the same arrangement we used
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students, making fun of their mistakes,
and talking back to his teachers. We realized that we needed to do something
different.
Developing a Learning Plan
Our treatment team met with Billy to
determine what could be done to motivate him to behave appropriately in
reading. Our school uses a token reinforcement behavior management system that allows students to purchase
secondary re-enforcers such as food,
drinks, pens, pencils, and toys. This
was not working with Billy as he was
not motivated by these types of rewards. We asked Billy to fill out a wish
list of things he liked to do and things
he would be willing to work for. We
learned that he loved to play basketball
and play the drums. We drew up a contract for Billy that allowed him to purchase time to do these activities with
the positive points he would earn for
Billy gradually improved his behavior and reduced his profane language.
He enjoyed his self-selected reading assignments and became very helpful
with the other students. We learned to
be patient as Billy endured the challenges that accompanied his progress.
There were several occasions where he
was unable to participate in his preferred activities due to his poor behavior. When he realized that he was not
going to be able to renegotiate the
terms of the arrangement, something
that he seemed to do with ease in his
home school, he quickly improved and
became a model student.
Billy’s continued success was dependent upon constant monitoring.
His academic and behavioral program
required frequent modifications. The
recognition and acceptance he received by helping other students had
given him a tremendous boost in confidence as well as minimized his problem behaviors. We noticed that Billy’s
altruistic efforts were having a positive
effect on other students. Billy needed
to continue to be challenged academically on a level we had never experienced in our alternative school.
Besides compacting his curriculum
and allowing him numerous opportunities for self-selected assignments, we
also found it useful to enlist Billy’s assistance in everyday classroom tasks
such as running errands within the
school, photocopying, assisting teachers with bulletin boards, and helping
younger children.
Outcomes and Reflections
One of the most rewarding aspects
of working in a school like mine is that
you get to see students begin to enjoy
school again. I enjoyed watching this
happen for Billy. He was no longer the
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class clown or bad kid in the principal’s office. He was an important part
of my class and our school, and he
knew it. He was successful academically, socially, and behaviorally. He had
made many new friends and was having positive, appropriate interactions
with adults.
knows it. Billy’s academic and behavioral success has been stable and consistent enough that he is now ready to
see if he can transfer what he has
learned back to his home school, the
ultimate goal of our program. Billy is
nervous but excited. The transition
from our school to his home school
will be gradual so
that Billy can maintain his important reLike so many students
and
lationships
with behavior problems,
receive the academic
and behavioral suphis interfering behaviors
port he will need as
and conduct infractions
he attempts to meet
seemed to overshadow
the demands of a regular middle school.
his strengths.
We are communicating and collaborating
Regardless of what a teacher accom- with his new teachers so they can be
plishes in modifying instruction, pro- proactive in continuing the modificagramming, and curriculum, the impact tions that have helped Billy change his
of a positive, supportive adult rela- behavior and feel good about being in
tionship can never be underestimated. school again.
Billy now has several supportive
We are excited and hopeful that
adults who are fond of him, and he Billy is ready to return to his home
“
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school, but we are also sad to know
that he eventually will be gone from
our school. That is the bittersweet
irony of teaching in such a setting. We
experience the exhilaration of a
child’s success and happiness, only to
have to say goodbye if we are successful. As difficult as it is to say goodbye
to this talented student from whom
I’ve learned so much, I eagerly await
the next Billy. ■
For Further Reading
Bianco, M. (2005).The effects of disability labels
on special education and general education
teachers' referrals for gifted programs. Learning Disability Quarterly, 28, 285-293.
Morrison,W. F. (2001). Emotional/behavioral dis
abilities and gifted and talented behaviors:
Paradoxical or semantic differences in characteristics? Psychology in the Schools, 38(5),
425.
Winebrenner, S. (1992). Teaching gifted kids in
the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Minneapolis, MN: Free Spirit Publishing.
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Page 18
SUBJECT M AT TERS
Support Creativity: 5 Ways to
Make a Difference
BY SUZANNA E. HENSHON, FLORIDA GULF COAST UNIVERSITY
suzannahenshon@yahoo.com
M
Meeting the needs of creative students can pose quite a challenge. After all, the majority of time spent in the classroom
usually involves teaching skills that enable the class to pass
the next standardized test. Yet children must also learn to develop their creativity. To deny this element of the educational
experience will deprive the world of thousands of brilliant
ideas and innovative products. While it is sometimes difficult
to see the benefit of creativity in a practical sense, giving children the freedom to dream is one hallmark of the American
educational experience.
When creativity is valued in your classroom, children will
see that developing new ideas is as important as understanding factual information.
These guidelines not only seek to have you understand the
needs of creative students, but also offer suggestions for encouraging and inviting creative thought.
1
Children should be encouraged to think outside
the box.
Many children enter school as budding artists, writers, and dreamers, but these creative activities are often stagnant or non-existent by junior high. Unfortunately, the school
testing culture encourages teachers to instruct and to teach to
the upcoming standardized test. Teachers often encourage
“right” answers over multiple responses, even if divergent
thinking might allow for a more optimal solution. When students are assessed and graded on drawing and writing skills
with a strict rubric, they become more self-conscious about
their work, and focus less on their creative abilities. Using
brainstorming techniques in your classroom encourages multiple responses and allows children to think outside the box
before honing in on a more formal and specific answer.
2
Children must learn to appreciate and develop
their creative abilities.
What does it feel like to share an idea with a class
– and to have it immediately rejected? Schools often reward organizational skills and time-management abilities
over innovation, imagination, and individual creativity.
The simple act of turning in an assignment that has followed all the directions and is on time can mean more
than the quality and uniqueness of the product itself.
Teachers, in coming to understand the differences of students’ expression styles, can construct more individualized assignments for their students. The student, given
choice and freedom, will begin to appreciate and develop
their creative abilities.
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| SPRING 2009
3
Children must have the opportunity to develop
their own ideas in the classroom.
The goal of many classrooms is to move students
through material in a progressive manner, teaching students
to think and write in a structured way. It is important, after
all, to have students work toward developing skills that will
serve them in later careers and life. Fine writers are able to
write coherent paragraphs and fluid sentences, but high quality writing also takes passion and inspiration. In the same
way, many students memorize mathematical formulas and
solve equations in math classes. They too spend time looking
for the “right” answer to questions rather than exploring the
beauty of mathematics and the passion involved in this discipline. Remember that while focusing on the basic building
blocks of a discipline, it is critical that children also develop
creativity and problem-solving skills related to the subject
matter. The real world is constantly changing, and knowledge
is not a static concept across most academic fields. Because
of the way schools are set up, creativity does not fit into a
standard curriculum. However, you can lay the foundation
for a “creative classroom” by encouraging brainstorming, idea
development, problem solving, and innovation. Consider
using SCAMPER, Future Problem Solving, Future City, and
other programs that encourage problem solving techniques.
4
Children need to see the connection between
creative ideas and the real world.
Textbooks provide students with information, but the
real world provides myriad learning opportunities. Students
rarely see a connection between innovative products (or everyday products) and the creative ideas and process that developed them. Introducing students to the lives of inventors,
entrepreneurs, songwriters, poets, and others who “create”;
urging them to uncover the process of discovery is a great
place to start. Once a discovery has been made, a creative individual is then able to transform ideas into innovative products, which requires intellectual passion, resilience, and
commitment. Independent investigations, invention contests,
and other experiences provide opportunities for students to
transfer ideas into products. The role of authentic assessment
comes into play here, as work can then be judged by professionals and experts in the field, adding credibility to the student’s work.
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5
Parents must encourage creativity at home.
Creative thought occurs more often at home than at
school, and parents should be aware of this. Students
who are allowed to develop their creative and intellectual
abilities outside the classroom may find varied areas of success in the future. Parents who encourage reading, intellectual interests, and good study habits, coupled with
open-ended questioning, storytelling and creative resources
in the home allow their children to experience all that creative thought has to offer. There are a wealth of summer
programs and camps available to students across the United
States. Teachers can encourage parents to explore these resources by sending out a notice or posting links on their
webpage.
Creativity is everywhere. From the buildings we live in,
to the art at a museum. It is in the toothpaste tube we use
in the morning, and the box spring we lay down on at
night. Creative thought is an important piece of education,
and it belongs in the curriculum. It is only through the individual expression of creative ideas that students can begin
to recognize their own talent. Visit the following link:
http://www.mycoted.com/Category:Creativity_Techniques
for the most up-to-date resources relating to creative strategies.This website is compiled by Mycoted Science and Technology. ■
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BRIDGING THE DIVIDE
continued from page 3
Encouraging Task-Orientation
Encouraging task-oriented competition facilitates
strong, stable friendships. One way to achieve this is by
rewarding self-improvement. For example, teachers can
shift the grading scheme toward comparison to the student’s past efforts. In tasks that are inherently competitive, teachers could provide instructions that encourage
mastery and self-improvement (e.g., adding or elaborating skills) (Butler, 1989), rather than a focus on the final
evaluation or result.
While promoting friendships, it is important to consider
children’s individual social needs. Some children only need
or want one or two friends, whereas others seek many. For
some gifted children, quality or a particular quality may be
more important than quantity. Friendships are tested when
competitions are presented. Consideration to the needs of
gifted children should be taken when offering competitive
situations. ■
References
References available online at the THP homepage:
http://www.nagc.org/index.aspx?id=1498
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