This week’s chat was based on a blog post by Dr. Jim Delisle at the Free Spirit Publishing Blog, “Snappy Answers to Stupid Excuses“. Although Dr. Delisle could not be with us at the chat, he sent this reminder for parents and advocates. “When it comes to their g/t kids, just exhale now and again.”
Dr. Jim Delisle
In his post, Dr. Delisle listed The Top 5 Offending Statements:
- “You know, every child is gifted in some way …”
- “We don’t need a separate gifted program, because all of our teachers differentiate.”
- “It’s not fair to the less capable children to remove gifted children from their classrooms. Who will be their role models?”
- “It’s not possible to be both gifted and have a disability. It’s either one or the other.”
- “Your child can’t possibly be gifted – have you looked at her grades?”
Interestingly, the chat was populated mostly by educators as well as several homeschoolers. Most all had encountered some of the offending statements in their lives while advocating for gifted students. The discussion turned to personal experiences that they had in their own childhoods and remembrances of how their parents responded to situations involving these types of comments.
What advice did folks have for parents preparing to meet with teachers and school officials to discuss their child?
- “Learn the language of gifted education. Any conversation will go better if you’re speaking the same language.” ~ Moderator
- “With school leaders, it is not always what you say but how you phrase it that will either get them to dig in or listen.” ~ Diane Heacox, Ed.D., author (with Richard Cash) of Differentiation for Gifted Learner: Going Beyond the Basics
- “Even teachers are willing to be taught if it’s done with tact. Bring resources you’ve found helpful to your kid’s teacher’s attention.” ~ Jeffrey Farley, middle school teacher in Beaumont, Texas
- “Gather all your information, have references ready to quote, don’t allow conversation to get sidetracked and make appointment for next meeting.” ~ Jo Freitag, Coordinator of Gifted Resources and author of Sprite’s Site Blog, Australia
- “Share anecdotes about child’s interests, behaviour, etc. Not all [teachers] know it affects sleep, self esteem.” ~ Barbara Larochelle, GT teacher for 15 years, Edmonton, Canada
What do you say when a school administrator tells you there is no need for a gifted and talented program because all students needs are being met in the regular classroom through differentiation of the curriculum? Dr. Delisle suggests that you ask for specific examples of how differentiation is being done in your child’s classroom. Be prepared to show examples of your child’s work at levels well beyond current grade-level placement. Amy Harrington, Esq. and Board Director at SENG, told us “Many gifted kids don’t need teaching, but rather mentoring. Curriculum is also a waste of time. Modifying it is like a band aid.” Dr. Diane Heacox reminded us that, “Differentiated instruction for ALL is not the same as differentiated instruction for GT.” Drew Frank, principal of Davis Academy in Atlanta, made the astute observation that, “Asynchronous development, divergent thinking, hypermotor overexcitability…etc – In class DIn (differentiated instruction) is not enough to meet all needs of [GT]!”
“You don’t have the moral right to hold one child back to make another child feel better.” ~ Stephanie Tolan
Question #5 dealt with – What would you say to: “It’s not fair to the other students to remove gifted children from classes as they are role models.”? This elicited many divergent responses!
- “Removing gifted and talented students can be the best thing for a class. When bored we’re…disruptive, rebellious, and BAD role models.” ~ Susanne Thomas, Director of Online Education at Gifted Homeschoolers Forum
- “You don’t have the moral right to hold one child back to make another child feel better.” ~ Stephanie Tolan (quoted by the moderator)
- “Teachers who say that are usually defining “gifted” as “sweet little high achiever who does what I say.” ~ Justin Schwamm, Latin instructor at Tres Columnae
- “There is research around students modeling after those who they perceive to be more similar to them; not the superstar.” ~ Dr. Diane Heacox
- In his blog post, Dr. Delisle suggested, “Ask for research-based evidence supporting statement that gifted students serve as role models in general education classes.”
The question as to whether or not a student can be gifted with an accompanying disability, twice exceptional, was discussed at length. It seemed to be a prevalent attitude among administrators who did not have experience with gifted education. However, the existence of twice-exceptional students is well documented. In fact, Dr. Delisle advises parents to say to administrators, “Suggest the possibility of other 2e [twice-exceptional] students and ask what steps the school has taken to identify them.” A full transcript of the chat may be found here.
Thank you to Dr. Jim Delisle and Free Spirit Publishing for permission to reference their topic on this week’s #gtchat.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT 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 Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered byTAGT 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: email@example.com
Differentiation at Evernote
Cybraryman’s Differentiation Page
Susan Brookhart ASCD Author
Dr. Diane Heacox (website)
Volumes have been written about differentiating instruction for all learners in the inclusive classroom. It sounds wonderful in theory, but how practical is it to expect one teacher to differentiate a lesson to accommodate up to 6 different grade levels in one classroom? With emphasis placed on bringing up the lowest achievers to proficiency and teachers’ evaluations on the line, who stands most to loose from this approach?
This week’s #gtchat explored the practicality of differentiation. It was not surprising the strong showing of teachers at this chat. Few thought it was a bad idea, but even fewer had seen differentiation actually occur in their schools. There was consensus on a few points – differentiation requires ongoing professional development and ability grouping to work for high ability learners. Otherwise, it is a mere excuse to save the school district money by forgoing its obligations to provide all students with the opportunity to experience annual growth. A full transcript of the chat may be found here.
Gifted Issues: Davidson Database “Is Differentiated Instruction a Hollow Promise?”
How to Differentiate Instruction in Mixed Ability Classrooms (Google Books Preview) Carol Ann Tomlinson
of Instruction (pdf)
The Differentiator from @ByrdseedGifted
“A Case Against Differentiated Instruction” by Ginger Lewman
Integrating Differentiated Instruction & Understanding by Design (Chapter 1) from ASCD
Gifted and Talented Differentiated Instruction Livebinder from Leslie Graves
Differentiation Livebinder from Leslie Graves
Clip art courtesy of Discovery Education.
This year’s Back-to-School #gtchat discussed whether or not gifted learners could really be challenged in the regular classroom. Many different opinions were expressed including the belief by many that it was possible, but rarely occurred. A full transcript may be found here.
Most participants agreed that gifted learners do in fact learn differently; although several teachers pointed out that all children learn differently. This conclusion laid the basis for discussing various instructional strategies; their appropriateness and viability in the classroom over time.
Differentiation seemed to be the most widely used strategy for working with gifted students. A timely blog post by Ginger Lewman, “A Case Against Differentiated Instruction“, posed an alternate view.
Everyone in the chat seemed to agree that two factors … professional development in gifted education for teachers and teachers’ attitude toward gifted students … played a critical role in the delivery of services.
Differentiation for Gifted Learners (Fall 2013) from Richard Cash
Tips for Teachers: Successful Strategies for Teaching Gifted Learners from Davidson Gifted
Instructional Strategies for Gifted Education from the #gtchat Blog
The Miseducation of Our Gifted Children from Davidson Gifted
Gifted Kids and Elementary School from the Berkeley Parents Network
Motivating Without Grades from IEA Gifted
Promoting a Positive Achievement Attitude w/Gifted & Talented Students from Davidson Gifted