As a former middle
grades teacher of gifted students, I worry that above - grade - level standards will not be part of the formative and summative assessment process, leaving these students to languish unchallenged while their classmates struggle with materials and activities advanced students could have completed successfully years earlier.
Not exact matches
-- Christof Wiechert Social Emotional Intelligence: The Basis for a New Vision
of Education in the United States — Linda Lantieri Rudolf Steiner's Research Methods for
Teachers — Martyn Rawson Combined
Grades in Waldorf Schools: Creating Classrooms
Teachers Can Feel Good About — Lori L. Freer Educating
Gifted Students in Waldorf Schools — Ellen Fjeld KØttker and Balazs Tarnai How Do
Teachers Learn with
Teachers?
Verne - Marie Kozak, a
teacher of fourth -
grade students in a talent pool enrichment program
of gifted and high - achieving
students at Anna Reynolds and Elizabeth Green Schools, became the «director»
of the multimedia presentation.
Fourth -
grade teachers» perceptions
of giftedness: Implications for identifying and serving diverse
gifted students.
Fourth -, fifth -, and sixth -
grade students and
teachers in the school's Program for
Gifted Learners have built a Web page showcasing
student artwork and poetry centered on the themes
of peace and a quote from the Rev. Martin Luther King, «I have a dream.»
Mr. G. arranged to have a 4th -
grade and a 5th -
grade teacher trained on the Highly
Gifted approach, and formed a «cluster group» of gifted students in their class
Gifted approach, and formed a «cluster group»
of gifted students in their class
gifted students in their classrooms.
As a
teacher of gifted ~ who uses the independent study method with my first - through - fifth -
grade students ~ I face the challenge
of guiding children through the research process.
In addition, we control for determinants
of student achievement that may change over time, such as a
teacher's experience level, as well as for
student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification,
gifted classification, English proficiency classification, and whether the
student was retained in the same
grade.
American schools already have achievement data for every child starting in third
grade — and universal screening yields a more diverse population
of «
gifted»
students than waiting for
teacher recommendations and pushy parents.
As the
teacher of gifted at my school ~ I had a first
grade and a second
grade student working together on a community - service based project ~ which involved collecting supplies for the local animal shelter.
Harbor
Teacher Preparation Academy, a four - year Early College high school on the campus
of Harbor College, and Wonderland Avenue Elementary, which has a
gifted / high ability magnet center for
students in 3rd through 5th
grade in Hollywood, ranked in the 100th percentile
of all public schools statewide serving the same
grade level.
The Sage School's mission is to prepare
gifted PK — 8th
grade students to excel, by providing a comprehensive program
of academic rigor and social growth inspired by passionate
teachers within a nurturing community.
Analysis
of essays comparing experiences in
gifted and regular classes written by sixth
grade gifted students found that many
students felt
teachers and peers outside the
gifted class had unfair expectations
of them.
Despite rhetoric to the contrary, «Most regular classroom
teachers make few, if any, provisions for talented
students» (U. S. Department
of Education, 1993, p. 2) Furthermore, the trend toward using heterogeneous cooperative learning groups in contemporary classrooms may lend itself to the exploitation
of highly
gifted children, especially in settings where group
grades are given or where no homogeneous groupings are allowed (Robinson, 1990).
The results
of this study raise, once again, the question as to why schools both in Australia and the United States so often reserve programs
of ability grouping for
students in the upper years
of primary school, and why
teachers are so reluctant to allow young
gifted children to
grade advance.
Christina Sparacino, 3rd
grade teacher, Watchung Elementary School Christina Sparacino exemplifies the commitment to differentiation and
student achievement that is critical to meeting the needs
of all
students, but most particularly to
gifted youngsters.
Windham Superintendent Ana Ortiz said her district already implemented a
gifted school in one section
of Windham Middle School this academic year, devoting four
teachers to work with 127
students in
grades 3 to 8 who scored well on standardized tests.
For example, suppose that every year a fifth
grade teacher is assigned highly
gifted students whose learning is not captured by the yearly achievement test, and that her value - added measure does not account for the
gifted status
of these
students.
My «fairest» interpretation
of the current albeit controversial research surrounding this particular issue is that bias does not exist across
teacher - level estimates, but it certainly occurs when
teachers are non-randomly assigned highly homogenous sets
of students who are
gifted, who are English Language Learners (ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been retained in
grade prior.
Though end -
of -
grade performance expectations are identified in the CCSS,
teachers must also consider how differentiation
of classroom assessments can be tailored to support the ongoing development
of each
student's literacy and numeracy), in order to meet
gifted students» unique academic and social - emotional needs.
As a former eighth
grade English
teacher, he saw first - hand that many
gifted students who hadn't been reclassified as proficient English speakers before middle school were sidetracked into remedial classes where they soon became bored, frustrated, and at higher risk
of dropping out.
PROFESSIONAL EXPERIENCE Polk School District • GA 1988 — Present Social Director
of Eastside Elementary
Teacher 3rd, 4th, 5th
Grades Gifted Chairperson
Student Support Team Chairman Outdoor Classroom Developer