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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.
Eric Calvert

Personal Learning Networks Are Virtual Lockers for Schoolkids | Edutopia - 0 views

www.edutopia.org/l-learning-networks-technology

PLN edutopia VickiDavis technology research project-based learning

shared by Eric Calvert on 11 Feb 10 - Cached
  • Constructing a PLN is the essential skill that moves my students into the driver's seat of their own learning. It helps them sort through and manage the proliferation of online materials that jam the information superhighway.
  • Tony Wagner, from the Harvard Graduate School of Education, lists assessing and analyzing information as one of the seven survival skills in the new world of work.
  • An RSS reader is a Web site that puts together all this information in an easy-to-read format. Google Reader, netvibes, Pageflakes, Bloglines, and my preferred reader, iGoogle, are all examples of sites providing RSS readers. The RSS reader is the raw material for building a PLN.
  • ...3 more annotations...
  • How Does a PLN Work? RSS technology enables the students to create a PLN. The RSS button, often called a chicklet because of its resemblance to a piece of Chiclets chewing gum, contains all the programming required to add customized sources of news and information to a PLN with just a click. These buttons are on just about every blog, wiki, and mainstream media Web site.
  • I think the ability to create a PLN is a fundamental information-management skill that will help my students succeed in the future.
  • Like an empty locker, the RSS reader starts off as a blank Web page, and students must learn how to seek out sources of information to fill the page that will make up their research. The PLN is never complete, but it evolves to meet the changing needs of each individual project.
  • Eric Calvert on 11 Feb 10
     
    Personal Learning Networks are Virtual Lockers for Schoolkids
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.
Eric Calvert

Toward Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Educat... - 0 views

gcq.sagepub.com/...342

VanTassel-Baska curriculum models best practice gifted grouping acceleration NAGC wcsgifted

shared by Eric Calvert on 16 Nov 09 - Cached
  • Eric Calvert on 16 Nov 09
     
    This article provides an overview of existing research on 11 curriculum models in the field of gifted edu- cation, including the schoolwide enrichment model and the talent search model, and several others that have been used to shape high-level learning experiences for gifted students. The models are critiqued according to the key fea- tures they contribute to student learning, teacher use, and contextual fit, including alignment to standards and use with special populations of gifted and nongifted learners. The authors also provide a set of key principles derived from the research studies on what has been learned as a field about curriculum and instruction for the gifted. The article concludes with a set of practical considerations for educators in implementing any of the curricula analyzed and specific district applications of the Integrated Curriculum Model (ICM) that illustrate effective implementation over time.
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