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Laura Hance

Resource: Learning Math: Patterns, Functions, and Algebra - 2 views

learner.org/...series140.html

Math Pedagogy Algebra

shared by Laura Hance on 04 Feb 10 - Cached
  • Laura Hance on 04 Feb 10
     
    While this is a web-based course, it features the Annenberg videos that can help teachers to develop a deeper understanding of basic algebraic principals. The videos can be viewed without enrolling in the course.
Suzanne Palmer

Grouping the gifted and talented: Questions and answers - 7 views

www.davidsongifted.org/...Articles_id_10173.aspx

shared by Suzanne Palmer on 13 Apr 10 - Cached
  • September 1993
    • Laura Hance
      Laura Hance on 13 Apr 10
       
      I am concerned with the date of this article. Are her points still relevant?
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I absolutely believe they are. I have read many more recent articles and journals that continue to support Rogers findings. I think that the organization of the article is reader-friendly addressing the different types of groupings as well as the social and emotional impact on students.
    • Eric Calvert
      Eric Calvert on 22 Apr 10
       
      In 2002, Rogers published a book (Re-Forming Gifted Education) covering similar territory but incorporating data from students between 1993 and 2002. Her conclusions in the more recent work were pretty consistent with the article from 93. The College of William and Mary also did an independent survey of the literature just a few years ago for the State of Ohio comparing pros and cons of different gifted service delivery models. In a nutshell, their summary was that models that include grouping elements, provide access to advanced content at a faster than typical pace, and are focused on a specific content area (vs., say, a general purpose pull-out "enrichment" program) tend to produce the biggest learning gains and are among the least costly models to implement. (Thus, I would wager that the reconfiguration of the middle school programs you all started this year will ultimately pay big dividends for kids down the road if you keep working together on differentiating curriculum and gradually articulating the program down to lower grade levels.)
  • have used one of the latter two approaches to research.
    • Laura Hance
      Laura Hance on 13 Apr 10
       
      I was pleased to see they used the approaches that can be quantified.
  • Gifted educators are now confronted with shoring up the erosion of years of effort:
    • Laura Hance
      Laura Hance on 14 Apr 10
       
      This statement seems to show some bias on the part of the author.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I think that we all know how hard it is to get something back that has been cut from budget. Gifted programming of any kind is often one of the first things cut from a budget when there needs to be cuts. Gifted can be an easy target in Ohio because gifted programming is currently not mandated and often times the test scores of our identified students show they are doing "OK".
  • ...11 more annotations...
  • from the minority who have been chronically underserved
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I might argue that the "middle" would be the most chronically underserved group.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I would be interested in more detail on this.
  • in which the top 5-8 gifted learners at a grade level
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      Is she saying here that only the top 5-8 students per grade level would be served using this model? If not, it would seem that each building would need almost all teachers to be a trained teacher of the gifted in order to be able to service all students with a gifted ID.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      Yes, I believe that is what she is saying. In most of the research I have done in clustering, it is recommended to have 5-7 in an identified area together. We began clustering in reading and math in our 4th and 5th grade classes this year throughout the district. We found that the majority of the buildings had enough students to support a cluster either in reading and/or math and the training of that teacher. In 2 of our larger buildings, they actually had enough where they could have a couple of math and reading classes with a cluster of math or reading identified students.
  • substantial academic gains for elementary learners at all ability levels in mathematics,
  • substantial academic gains in reading and some evidence of similar gains in mathematics for students of all ability levels.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I find it interesting that cross grade grouping seems to be most affective for reading and the within-class grouping seems to be most affective in mathematics. I do not see this as reflective as what is currently happening in Westerville.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      Please expand.
  • a small decline in self-esteem for subject acceleration,
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      Teachers of 6th grade Pre Algebra have been concerned with some of the stress-levels exhibited by students - such as pulling out eyelashes and the inability to cope with not understanding a specific concept.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      Interesting, there are a couple of things to consider with the behaviors exhibited by these gifted students. For some of our brightest students, it can be difficult for them when they are faced with something that is a challenge for them for the first time. Many of our gifted learners exhibit characteristics of perfectionism as well. I hope that these teachers are working with our middle school coordinators to address some of these social and emotional concerns. If not, that is something that I would strongly recommend.
  • She found greater numbers of ethnic minorities and the economically disadvantaged in the lower track classes.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      This would be my concern with ability grouping at all levels. While it may be appropriate for gifted learners, I do think the lower track can give students all the opportunities that should be afforded them.
    • Suzanne Palmer
      Suzanne Palmer on 20 Apr 10
       
      I agree. That is a nice benefit of clustering. I recently read The Cluster Grouping Handbook which talks about the appropriate way to cluster students and I think the way Susan Winebrenner has done it really makes sense to help raise the bar for all students.
  • It is important that we change this situation, seek to understand its causes, while at the same time we continue to provide appropriate ability grouping options to our identified gifted and talented.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I agree!
  • appreciate the diversity in their society
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I will say that my daughters who attended WNHS greatly benefited from both the diversity of the school and the diversity of their classes. When they left for college and entered the world of work, they had a nice glimpse into the "real world" and I think are better adjusted for it.
  • It is important to note that the coverage vs. mastery dilemma exists in all whole-class group-paced instruction
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      I think the points made in the Differentiation article would dispute this.
  • This in turn may lead to an even more precipitous decline in national test scores than we have already been witnessing since the 1960s.
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      Is this the case? What has happened in the 17 years since this article was written?
  • Just as we readily acknowledge the complexity of the learning process, we must acknowledge that no simple solution
    • Laura Hance
      Laura Hance on 15 Apr 10
       
      The other article we were asked to read is a PDF, which does not support Diigo. However, I fully agree with the points made regarding differentiation. Done appropriately, I think this is the best model to benefit ALL students.
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