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Suzanne Palmer

Westerville City Schools Office of Gifted Education - 5 views

www.westerville.k12.oh.us/administrativeDepartment.aspx

shared by Suzanne Palmer on 09 Feb 10 - Cached
  • Suzanne Palmer on 09 Feb 10
     
    After reviewing the Identification brochure (accessible on the right-hand side of this site) and ODE's "Who is Gifted in Ohio by Law and Rule?", what questions do you have about the gifted identification process in Ohio or Westerville? What do you see as the biggest challenge in the gifted identification process in Westerville?
  • ...6 more comments...
  • Laura Hance on 16 Feb 10
     
    So. . .do you know that if you are writing a comment about link, and click back on the link to look something up, when you return to our wcsgifted page, everything you have typed up to that point is gone ARGHHHH!!!!! Tip of the day: Always click Post before navigating away from this page!
  • Laura Hance on 16 Feb 10
     
    And I was just about finished with this assignment - kinda like the dog ate my homework! It appears as if the Westerville identification process follows the criteria outlined by the Ohio Department of Education. I would say that the broad range of gifted identification would be the greatest challenge. I also wonder about the 4 year age gap between the two grade levels when screening instruments are administered. The developmental differences between a student in Grade 2 and a student in Grade 6 are vast. I am aware that students can be identified by other means as well; however I would venture to believe that a majority of students are identified by these group screening tools. I am curious why students are not rescreened earlier than Grade 6?
  • Laura Hance on 16 Feb 10
     
    My final comment has to do with the technology piece of this course. I am still trying to differentiate between the advantages of using the Wiki and the advantages of using Diigo. I was thinking that Diigo was a tool to organize Online Resources and the Wiki was a forum for discussion and uploading other resources. If that is the case, would this assignment not be better off posted on the Wiki - perhaps creating a new page in the Ashland folder entitled "Identifying the Gifted - What are the Challenges?" where we could post comments and respond to each other? I'm struggling a little with the organization of the two sites and how they work together - any help/suggestions would be greatly appreciated. Thanks:-) Hope everyone is enjoying our winter wonderland!
  • Suzanne Palmer on 17 Feb 10
     
    Thanks for sharing the interesting tidbit of information about posting. Sorry for the frustration. I guess I should address your final comment as this seems like the appropriate place to comment. It is my understanding that the Wiki is not suited to the discussion but the Diigo is. Eric, can you comment as well on this?
  • Suzanne Palmer on 17 Feb 10
     
    Laura, You raise some valid questions in the time between whole group testing. We started testing in 2nd grade because years ago our gifted programming did begin in 3rd grade so 2nd grade testing information was used for that purpose. About 6 years ago when we went through all of the cuts, we lost our 3rd grade programming but by that time we were a BFK district and needed that 2nd grade data point so whole group testing has remained there. Also, up until a few years ago, the next whole group testing opportunity did take place at 5th grade. When 5th grade began testing 4 areas for the OAT, it was my understanding that the decision was made to move it to 6th grade because of the overwhelming amount of testing at that grade level. 6th grade only had the reading amd math OATs. You raise the same question that many people ask. Another important factor to consider is that testing is expensive.I don't know if we will be able to get that changed or not. We are in compliance with the state and our identification. And you are correct that we do offer individual testing based on referrals but this is a small majority of our students who are identified in this way.
  • Eric Calvert on 22 Apr 10
     
    On the "Wiki vs. Diigo" question, my opinion is that Diigo has better features for facilitating discussions. (However, discussion is possible in the wiki as well to a certain extent using the "comment" feature at the bottom of most pages.) Diigo, though, lets you comment on specific sections of most web resources and can "thread" discussions, which the comment feature of PBWorks does not support. While Diigo and PBWorks do have some overlapping features, I mainly use PBWorks to collaboratively CREATE new content or share already-made resources that are not elsewhere online (e.g. policy documents, curriculum maps, or unit/lesson plans that would otherwise be locked in a physical file cabinet or on one teacher's local hard drive.) I mainly use Diigo to bookmark, annotate, and share resources that are already online. (For example, interesting online articles, lesson plans from online curriculum repositories etc.) Occasionally, though, I will use the two tools in tandem -- for example, creating a page using PBWorks which I then bookmark into Diigo. (Remember that the pages you make in the wiki are really web pages, so you can use Diigo's tools on top of them, and share and discuss them with anyone who also has access to the wiki.) For example, on other projects, my collaborators and I have started "draft" documents as wiki pages and then used Diigo to comment on the draft and suggest changes and additions.) Long story short, though, think of the wiki as a place to collaborative make new things, and think of Diigo as a place to store, share, find and talk about things that are already out on the web. Hope this helps clarify things a bit. If not, though, please let me know.
  • Laura Hance on 23 Apr 10
     
    Thanks for the clarification - this does help. So. . . when asked to view and comment on a Power Point or a PDF document. . . what is the best way to do this? I know these can these these be uploaded into the Wiki, but then are they actually part of the webpage or a separate entity. From what you are saying, if they are part of the webpage, we should be able to use the Diigo tools??? Just clarifying again. Thanks for taking the time to help me understand this better.
  • Eric Calvert on 23 Apr 10
     
    No problem -- glad to hear that made some sesne. Technically, when a web page links to a PowerPoint file, the file isn't really "part of" the webpage in the sense that the actual content of the PowerPoint presentation gets added to the HTML that makes up the webpage. The PowerPoint file is still a separate entity, but the link tells your web browser where on the Internet to find it. ("Uploading" a file to the wiki actually makes a copy of your original document on a remote web server, where it also gets assigned a unique web address. When you create a link to an uploaded file, then, you're not really embedding the actual file in the wiki page, but a quick-and-easy way to access that file.) Unfortunately, the only way to make comments within PowerPoint files (on a "slide by slide" basis) is to use the commenting features in the PowerPoint program itself, then re-save and re-upload your commented version, so this gets tedious pretty quickly if you're trying to have an ongoing online conversation.) It's a similar story with PDF files. It's really a matter of personal preference whether to comment on a PPT or PDF file you link to from a wiki page using diigo or the wiki itself. Personally, I'd probably opt to do it in Diigo just because I like its commenting features better than the ones in PBWorks and because doing it in Diigo would make it part of my Diigo library, which means I could quickly find it again in the future if I needed it without having to remember where it is. I'm in a bunch of different wikis that overlap topics, so sometimes if I read something that I want to find again in six months or a year I have trouble remembering if it was in Wiki A, Wiki B, or Wiki C. Therefore, having a central index like my Diigo library in helps keep me from losing stuff and saves me time searching for things I've read in the past and want to access again. Hope you have a good weekend.
Suzanne Palmer

Top Ten Things that Teachers Need to Know about Gifted Students. - 6 views

www.ohiochannel.org/...media.cfm

shared by Suzanne Palmer on 12 Mar 10 - Cached
  • Suzanne Palmer on 12 Mar 10
     
    After watching this video, comment on which of the Top 10 things presented you think a classroom teacher most often overlooks or misunderstands when working with gifted students.
  • ...2 more comments...
  • Laura Hance on 22 Mar 10
     
    I think the classroom teacher has difficulty understanding the traits that reflect the greatest paradox. Under the Possible Classroom Behavior category, she mentions that while students may appear off task, they may simply be processing differently or that the questions the student asks may be out in left field. Under the category labeled Abstract & Complex, she mentions that while these students can think at a high level, they may still need to be taught study skills and test taking skills. Additionally, the category labeled Asynchronous Development points out that while students can have very adult-like conversations, they can still react at their chronological age. Many times a regular classroom teacher is not able to make sense out of the paradox and may have a difficult time honoring the GT label. It is important that classroom teachers understand the "other" traits that make up the Gifted and Talented student and help students to work through these other hurdles that may keep them from reaching their full potential.
  • Suzanne Palmer on 28 Mar 10
     
    There are many "other" traits of the gifted student that many educators do not understand, and thus may impact their success in their classroom. Many have the misconception that our gifted learners have all the tools they need to be successful, but in fact, they do need additional support. Some students will struggle once they hit high school or even college because they have never had to learn study skills or time management skills. For some of these students this can cause them to underachieve once they are challenged because they do not have the tools to meet the challenge. This was something that we would often see with our students who came into our self-contained gifted program in 3rd grade. Parents would often question whether the student should be in the program because they were seeing their student "struggling" a little bit with the higher-level and more abstract assignments and tasks expected of them. This was something new for them as they had been accustomed to 3 or 4 years of no homework or more knowledge or comprehension level tasks. We assured them that yes, indeed, they were in the right place. I would often have students return to see me saying that the years in our program really prepared them for their higher level courses in high school. The asynchronous development is also an interesting trait of our students. In the years I taught in our self-contained program, there were definitely those students who were so bright, that even in a classroom with other gifted 5th graders, they often would prefer the conversation and interaction of the teachers throughout the day. Many times you would forget that you were only talking to a 10 or 11 year old child, but then would be reminded once you saw them interacting with their peers at recess time.
  • Laura Hance on 29 Mar 10
     
    Hmmmm. . . the comment about beginning to struggle in high school because they never learned the study skills they need. . . I just finished reading Pam's e-mail. . .
  • Suzanne Palmer on 29 Mar 10
     
    You are exactly right! I can't help but think about the lengthy lesson plans that we had to write (and dreaded) in our undergrad teaching methods courses. Most educators do not provide this much detail in their daily plans, but that process and all of those components are instilled in us and we have the "tools" to explain rationale for the lessons we implement in the classroom. We had the foundation laid for us.
Eric Calvert

Lessons Learned About Educating the Gifted and Talented: A Synthesis of the Research on... - 0 views

gcq.sagepub.com/...382

gifted grouping acceleration Rogers service models meta-analysis wcsgifted

shared by Eric Calvert on 16 Nov 09 - Cached
  • Eric Calvert on 16 Nov 09
     
    This article discussed five lessons the research on the education of the gifted and talented suggests. Although several of the considerations derive from traditional practice in the field, some reconsideration is warranted because of more currently researched differences in how the gifted learner intellectually functions. It is argued that thinking of the gifted learner as idiosyncratic, not necessarily one of many classified as "the gifted," requries a reconceptionalization of how to appropriately and fully serve this unique learner.
Robert Edwards

Cynthia Lanius' Lessons: Who Wants Pizza? Fractions Table of Contents - 0 views

math.rice.edu/...index.html

math grade6

shared by Robert Edwards on 14 Jan 10 - Cached
  • Robert Edwards on 14 Jan 10
     
    Good introduction to the concept of fractions as a part of a whole, and fraction problem solving
melynda amrine

Interactivate: Translations, Reflections, and Rotations - 0 views

www.shodor.org/...Translations

math grade7 transformations

shared by melynda amrine on 14 Jan 10 - Cached
    • melynda amrine
      melynda amrine on 14 Jan 10
       
      This is pretty cool but not as great as Hance's mimio activity.
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