Blog Archives

Authentic Learning in Gifted Education

gtchat 01252018 Authentic

Authentic learning occurs when a student confronts real-world problems and explores ways to solve them. It can only truly happen when the student feels the project or problem is relevant to them. Authentic learning engages students through opportunities to create meaningful outcomes by doing real-life tasks.

Why is authentic learning important for gifted students? It requires higher-order questioning and thinking; as well as an ability to express conclusions in writing. This leads to intellectual development and career success. Authentic learning is achieved through academic discourse and argument which is the essence of intellectual maturity and a way to nourish critical thinking capacity; all factors important to gifted students.

Authentic learning activities must include real-life tasks that make a difference to both the student and their immediate environment. They can be viewed through the lens of student passions; ideas and concepts achieved through deeper-learning. These activities need to encourage students to think critically; then organize and evaluate their findings.

An authentic learning environment must provide a way for meaningful exploration and discussion of real-world concerns; not simply predetermined projects. They extend beyond the boundaries of the traditional classroom and must be a place where ideas are tested and meaningful concepts actually used to solve problems. Authentic learning environments can include simulation-based learning, student media creation, inquiry-based learning, peer-based evaluation, working with research data or working with remote instruments.

Authentic learning helps students develop skills to be able to verify the reliability of newly learned information; the ability to complete complex problems; and to recognize relative patterns in new contexts. It encourages them to engage in cross-curricular activities; seeing value in this process. It also creates curiosity to work across cultural boundaries and find creative solutions to problems on which they’re working.

How should authentic learning be assessed? Authentic assessment measures significant and meaningful accomplishment which reflects student choice and investment in the outcomes. It may be produced by a teacher and is in stark contrast to standardized testing. Presentation before an authentic audience can enhance the product for students.

In the final analysis, authentic learning is something that should be considered essential for gifted students at every level of their education. It plays a vital role in their academic careers and is a solid predictor of enhancing future opportunities for success. A transcript of this chat may be found at Storify.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2 PM NZST/Noon AEST/1 AM UK  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 and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa 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: gtchatmod@gmail.com

Links:

How to Develop an Authentic Enrichment Cluster

The PBL Classroom of Twists and Turns

The Four Characteristics of ‘Authentic Learning’

Authentic Learning Environments

What is Authentic Pedagogy?

What Is Authentic Assessment?

Authentic Literacy and Intellectual Development

27 Characteristics of Authentic Assessment

Authentic Learning: It’s Elementary!

Authentic Learning: A Practical Introduction and Guide for Implementation

Authentic Assessment Toolbox

Bringing Authenticity to the Classroom

Examples of Authentic Culminating Products (pdf)

Top 12 Ways to Bring the Real World into Your Classroom

Authentic Task- Based Materials: Bringing the Real World into the Classroom (pdf)

Linguistics Course for Language Loving Kids

Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School (Hack Learning Series) (Volume 3) (Amazon)

Pic courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad

Advertisements

Point/Counterpoint: Challenges to Gifted Programs

gtchat 09042015 Point Counterpoint

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: “Students should be given reins of learning but should have a teacher to help facilitate their studies.” ~ Jerry Blumengarten, Cybraryman

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: “Working at the class level so far beneath their possible level all the time is not ‘doing fine’.” ~ Jo Freitag, Gifted Resources

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: “No. That is unfair to gt kids. If they want to help classmates, fine, but *expecting* them to be role models? No.” ~ Carol Bainbridge, Gifted Children Expert at About.com

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: “Good to be able to socialize with all but main need is to be able to socialize and have deeper relationships with true peers.” ~ Jo Freitag, Gifted Resources

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 McClartyPearson 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: “Differentiation only works for gifted if done to the necessary level, breadth, depth and pace. Can be a big ask for teachers.” ~ Jo Freitag, Gifted Resources

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: “If all students were given access to learning based on interests, abilities & choices, elitism wouldn’t be an issue.” ~ BrendanCatalyst Learning

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: “It is seen as elitist mainly because gt services aren’t provided in most schools in poor areas – where they’re needed most.” ~ Carol Bainbridge, Gifted Children Expert at About.com

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.

Head Shot 2014-07-14  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: gtchatmod@gmail.com

Links:

The Obstacles Deterring Gifted Education

The Unkindest Cut: Seven Stupid Arguments against Programs for the Gifted

Assessing the Arguments against Gifted Education (AUS)

Planning and Implementing Programs for the Gifted (Amazon)

Hey America, Let’s Not Leave Our Gifted Kids Behind

America Hates Its Gifted Kids

Are gifted children getting lost in the shuffle?

Achievement & Success We’ve Got This All Wrong

Casting Stones at Cacti Our Intolerance of Gifted People

The Workplace Mobbing of Highly Gifted Adults: An Unremarked Barbarism (pdf)

Gifted Adults in the Workplace: Nerds or Heroes or Misfits

At Work: Are You Too Smart for the Job?

The Wrong Argument for Gifted Education

Top Ten Myths in Gifted Education (YouTube 8:10)

Cybraryman’s Student Centered Page

Sprite’s Site: Gifted Underachievers

The Culture of Bullying 

Easy Ways to Provide New Learning Opportunities

Sprite’s Site: Columbus Cheetah, Mythbuster – Myth 9

 

Graphic courtesy of Lisa Conrad.

Effective Grouping of Gifted Students with guest Lisa Van Gemert

Lisa VanGemert2014

This week #gtchat welcomed longtime friend, Lisa Van Gemert, the Youth and Education Ambassador for American Mensa, to tackle the tough questions surrounding effective grouping of gifted students. Lisa explained to us the many different types of grouping that were possible, but reminded us “it’s important to keep groups fluid – allowing movement with achievement and progress.” She went on to say, “Teachers need to teach the skills of working in groups. It doesn’t come naturally to anyone, especially the gifted.” A valid point often overlooked by critics of grouping.

One of the biggest complaints that gifted students have about grouping is having to do the majority of the work. Lisa told us, “It is *critical* that a student never be graded on another student’s effort (or lack thereof). Instant frustration. It’s unfair to set up GT kids for social failure by putting them in groups in which they have to take over in order to succeed.

An oft heard criticism of ability grouping is that it undermines less-able children. However, Lisa pointed out that this is just an excuse to deprive GT kids of the opportunity to work with their peers. Her philosophy ~ “I believe that best serving all children best serves all children. The end.” We couldn’t agree more! A full transcript of this chat may be found here.

Lisa Van Gemert will be presenting at this year’s TAGT Conference in Fort Worth, December 3rd to the 5th. You can register for the conference here. Check out the conference schedule here.

 

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.

Head Shot 2014-07-14About 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: gtchatmod@gmail.com

 

Links:

Amazing Classrooms: Engaging the High Achievers (YouTube 14:35)

Why Separate Classes for Gifted Students Boost All Kids

To Track or Not to Track via @jeff_shoemaker

Grouping Students by Ability Regains Favor in Classroom

Differentiation Class Poster – Free Download from Lisa Van Gemert

Lisa Van Gemert’s Profile at eSpeakers

Lisa Van Gemert’s website GiftedGuru.com

Grouping without Fear from Lisa Van Gemert

The Resurgence of Ability Grouping and Persistence of Tracking

Effective Classrooms, Effective Schools: A Research Base for Reform in Latin American Education

What Educators Need to Know about Ability Grouping (pdf)

The Relationship of Grouping Practices to the Education of the Gifted & Talented Learner (pdf)

Grouping Gifted Children at Hoagies Gifted

The Schoolwide Cluster Grouping Method (SCGM) A Paradigm Shift in The Delivery of

Gifted Education Services by Susan Winebrenner (pdf)

Your Favorite Grouping Strategy Creates Bullies from Ginger Lewman

%d bloggers like this: