Point/Counterpoint: Challenges to Gifted Programs
Posted by gtchatmod
This week’s #gtchat used a different format to accommodate our topic of how to answer challenges to gifted programs within a school district. The points to be considered were:
Point #1: Gifted students will do fine on their own; they don’t need any extra help.
Counterpoint: “Not all students learn the same way and that includes GT students. They have their own set of needs that need to be addressed.” ~ Andrea, GiftedandTalented.com
Counterpoint: “Gifted learners are still learners. Everyone needs guidance and support.” ~ Brooke Horn, Texas teacher
Counterpoint: “High achievers may do well on their own, but not all gifted students are high achievers.” ~ Moderator
Counterpoint: “Gallagher argued gifted students require competent educational services for their special needs to be met (Gallagher, 2004).” ~ Chelsey Mintz, graduate student through USC at Oxford
Counterpoint: “Many GT Students need additional support and encouragement. ‘One size fits all’ never works!” ~ Andi McNair, Texas GT educator
Point #2: Gifted students serve as role models and need to stay in the regular classroom.
Counterpoint: “Expecting a child to be a role model for age-peers usually is an invitation for bullying. No child needs that.” ~ Moderator
Counterpoint: “Some gifted students fill that role naturally. Others will not. Students should not be expected to be anything other than their best selves.” ~ Andi McNair, Texas GT educator
Counterpoint: “Gifted students can be role models, but they’re in school to get an education like all kids. Teaching is adults’ responsibility.” ~ Jeremy Bond, parent in CT
Counterpoint: “All students have strengths and can serve as role models in different capabilities. Gifted don’t need to be singled for this role.” ~ Katie McClarty, Pearson Research and Innovation Network
Point #3: Gifted students need to learn how to socialize with all kinds of people.
Counterpoint: “‘All kinds of people’ can’t mean a lot of time without like peers. Otherwise, claiming they need socializing is just an excuse.” Jeremy Bond, parent in CT
Counterpoint: “We should address students social & emotional needs as they present themselves. Address issues today to avoid future challenges.” ~ Katie McClarty, Pearson Research and Innovation Network
Counterpoint: “I think we are really bad at interpreting what students want or need as social interaction. Some kids actually enjoy their own company.” ~ Justin Vaughan, teacher in Australia
Point #4: There isn’t enough money to go around. Gifted programs are too expensive.
Counterpoint: “Many gifted programs are low cost or no cost at all; consider online options or ability grouping.” ~ Moderator
Counterpoint: “Not all programs are expensive. We think any student should have access to an engaging learning environment despite costs.Many programs offer scholarships and financial aid (we do!)” ~ Andrea, GiftedandTalented.com
Counterpoint: “Expensive GT programs will never replace a quality GT teacher. I’d go with the awesome Teacher every time.” Aaron Peña, Texas principal
Point #5: Differentiated instruction is sufficient for gifted students.
Counterpoint: “Teachers today are overwhelmed by expectations that they can adequately meet a myriad of ability levels.” ~ Moderator
Counterpoint: “Teachers that plan for voice and choice, menus, passion projects, etc; don’t need to do the differentiating – It happens naturally.” ~ Brooke Horn, Texas teacher
Counterpoint: “I do believe differentiation is one of the most important teacher skills. I don’t want to dismiss it. But nothing works alone.” ~ Jeremy Bond, parent in CT
Point #6: Gifted programs are elitist.
Counterpoint: “I don’t think they’re elitist, but think they may be too narrow in scope to catch different kinds of giftedness.” ~ Dr. Toby Brown, technology teacher in OK
Counterpoint: “Elitism implies “better.” Gifted students aren’t. They have different needs. I don’t think they’re more or less important needs.” ~ Jeremy Bond, parent in CT
Counterpoint: “Gifted programs depend on a fair and equitable identification process. It’s a well-known fact that this issue needs to improve. Flawed identification practices and funding formulas which favor wealthier school districts are contributing factors.” ~ Moderator
A full transcript may be found at Storify.
Thank you to our presenting partner GiftedandTalented.com @giftedandtalentededu for supporting #gtchat and this week’s Giveaway! Texas teacher, Brooke Horn, was the winner of a 3 month subscription to: K-7 Independent Study Math & Language Arts Combo Course.
Global #gtchat Powered by the Texas Association for the Gifted and Talented and sponsored by GiftedandTalented.com is a weekly chat on Twitter. Join us Fridays at 7E/6C/5M/4P in the U.S., Midnight in the UK and Saturdays 11 AM NZST/9 AM AEST to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: firstname.lastname@example.org
Top Ten Myths in Gifted Education (YouTube 8:10)
Graphic courtesy of Lisa Conrad.
Posted on September 7, 2015, in Acceleration, Advocacy, Bullying, Differentiation, Education, gifted and talented, gifted education, Identification, Online Education, Teaching and tagged differentiation, elitist, gifted, gifted and talented, gifted programs, gtchat, Pedagogy, role models, socialization, TAGT, Twitter. Bookmark the permalink. 1 Comment.