Category Archives: Classroom Management

Purposes of Grouping Gifted Students

cori_middle_school_readingOver the past weekend I read a position paper on grouping from the National Association for Gifted Children.  I thought that I would discuss some of the high points of this position paper.

Grouping gifted students is one of the foundation practices of gifted education. There are many different types of grouping strategies that can be done that can produce positive results. The optics of groups is what can be interpreted as “elitist” or creates the illusion that this group of gifted children may think too highly of themselves, or it may be perceived that grouping gifted children harms the struggling students. None of this is shown in recent research.

There are four purposes for grouping:

to ease the delivery of appropriately differentiated curriculum to learners with similar educational needs;

to facilitate the use of appropriately differentiated instructional strategies to learners with similar educational needs;

to facilitate addressing the differential affective needs of these children in the most conductive manner;

to allow for learners of similar abilities or performance levels to learn from each other.

The overall aching affect of the strategy of grouping is to create the least restrictive environment possible for learning to take place. This also allows schools to channel challenging course work to these students.

Grouping Practices

There are two types of grouping: full time and part time, and they each have strategies that can fall into performance based or abilities based groups. Performance based group option is based on grouping students with similar achievement levels. Ability based group option is based on grouping students based on intelligence, ability, or aptitude tests.

Full Time Ability group options:

  • Full time gifted program
  • Self-contained gifted classroom
  • Special / Magnet school for the gifted
  • Cluster grouping: (top 5-8 gifted students at a grade level are placed in a mixed ability classroom as a small group, and are provided with appropriate differentiated instruction.

Research shows that using full time ability grouping strategies across all subjects could yield students growth levels of 1 1/3 years to 2 years growth. There will be some positive gains in social maturity and cognition, along with more participation in extracurricular activities.

Part time Ability Group options

  • Pull out/send out/withdrawal/resource room enrichment groups: gifted students are removed from their regular classroom for specific time each week to work on differentiated activities such as critical thinking, problem solving, and extensions of the general curriculum.
  • Like-ability cooperative groups within classrooms: when a teacher decided to use cooperative learning groups in a mixed ability groups with usually the 3-4 highest ability students being grouped together.  They are given appropriately differentiated expectations and assessments.

Research shows that using part time ability grouping strategies  could yield students growth levels of growth of more than a year in creativity, and critical thinking skills in subjects that are focused on during the pull out. There will be some positive gains in social maturity and cognition, along with more participation in extracurricular activities.

Performance groupings that meet daily (subject specific)

  • Cluster performance grouping: top performing gifted students in a specific core subject like math or language arts are placed in a mixed ability classroom and are provided with differentiated instruction in that core subject.
  • Regrouping for specific instruction: top performing gifted students in a specific core subject are placed in a high performance classroom and provided with accelerated and enriched content and skills from that core subject.

Research shows that using performance based grouping strategies across all subjects could yield students growth levels of 1 1/2 years to 1 3/4 years growth depending on the content that is .

Performance grouping options that do not meet daily:

  • Within-class / flexible grouping: a teacher of a mixed ability class divides the class into groups according to their “readiness” for the curriculum to be taught.
  • Like-performing cooperative learning groups: when a teacher decides to use cooperative learning groups places the highest 3-4 performing students in their own group receiving differentiated instruction and assessments.
  • Performance based pull out/ send out/ withdrawal/ resource room enrichment classes: the top performing students in a core subject are removed from the regular classroom to work on more challenging and complex content and skills based on the core subject.

Research shows that using part time performance grouping strategies for specific subjects could yield students growth levels of 1 1/2 to 2 1/2 years growth depending on the subject.

Schools should have many grouping options available to students from pre-school to high school. How schools decide to group will be based on what is the culture of the school. The options chosen by schools and teachers will have to fit the culture of the school. What ever option that is chosen is ensure that gifted students achieve at their highest potential.

Grouping students together is a way to allow gifted students access to learning at the level and complexity that is needed. It allows gifted students to make social connections with same aged peers who think and learn like them.

Book Review: Differentiating Instruction with Menus: Science

51ngmwuarelScience….is hands-on and can be as fun as you can make it. Science teachers work real hard to teach complicated ideas in science to you children. This book is a great resource that many of those teachers need to get. Differentiating Instruction with Menus (Science) covers Physical, Biological, and Earth Science. Laurie took some of the most important topics of each and created some great menus for them.

These menus will help to deepen student engagement, and interest in science. Everyone of us have had students who has a desire to learn everything, and wants to learn it now. Well, this book and the series, will help you with those students. By creating a choice board, a menu or tic-tac-toe board you allow students the freedom to learn multiple topics over a selective period of time. Students love the fact they can pick and choose what they will learn, and what products they will do to share their learning.

I would encourage all teachers and home school parents to check this book out along with the whole series. These books contain so much information to help you not only use the menu, but you can use the information to make your own menus.

Introverts and School Life

This morning I read an interesting article about introverts and college life at Ohio State University. Introversion is a topic that I wrote about a few months ago, and I think this is a topic that we will see more and more in the news as it draws more attention.

In the article it mentions that a student, Alexandra Grese, who is an introvert created a Facebook page called “Introverts of OSU”, with the tag line “A social club for the not-so-social.” College isn’t set up for introverts. There is a lot of forced socialization by living in dorms, and all of the clubs that are readily available to join.

After reading this article, I began to think about myself. I at times can be an introvert, but in college I feel like I began to come out of my shell.  Looking back college made me come out of my shell. I didn’t want to be alone in college. I wanted to have friends.

I started to think about my school and classroom. What do we do to help introverts be more comfortable? What in our school would interest an introvert? What opportunities do we give students who are introverts? What do I do in my classroom to make introverts welcome, and comfortable? Do my projects I assign give students who are introverts to be introverted? I don’t think I do enough to allow them to be introverts.

I applaud Alexandra Grese, for stepping out and taking a chance. I am sure it isn’t easy to get introverts together. I want to take her lead, and do something here in my school as well. I am not sure what it may be, but I will keep you posted.

I am interested in hearing what you do in your school, or classroom to make introverts feel more comfortable.

 

Being an Impactful Teacher Means Building Relationships

As the end of the school year is approaching, I am saying good-bye to some great 8th grade students. This group of students I have seen then grow up since they were in the 3rd grade, and now they are about to embark in a journey through high school. I will truly miss them.

I was thinking over the weekend, that every year around this time of the year is tough for me, because I built a relationship with my students. I tried very hard to get to know each of my students even though I only see them one day a week, I build in time to talk and build relationships with them in my class.

Being an impactful teacher is all about building relationships. Students respond better to teachers they know want to know them. I think the work that I put in building these relationships helps in the long run.

Here are some ideas that you can do to help build impactful relationships with your students:

  • Have a Class Meeting: By having a class meeting at least once or twice a month you are letting your students share some concerns, problems, or some good things that are going on in their life or in the classroom.
  • Tell stories about yourself: I often tell stories about myself. I let them know of the things I did when I was their age so they know I am human. I want to them to know me, and where I come from so they have an idea of what kind of teacher I tend to be.
  • Have a safe environment to learn: For students and teachers to work together the classroom has to be a safe place. My students know that I shut down any negative talk towards a student, or situation. I want my students to feel that my classroom is safe place they can express themselves without the worry of criticisms of their ideas, or beliefs.
  • Have one-on-one conversations: What I like to do is have one-on-one conversations with my students. Sometimes I sit with a student or a small group of students and just talk. I ask questions about their projects, what they know about the project before they started, and what they did to gain that prior knowledge. Generally that last part leads to them talking about their home life, or some vacation they went on.
  • Eat lunch together: Sometimes I invite my students to eat lunch in my classroom to just chat. We generally talk about music, books, sports, movies, computer games, phone apps, and future plans. I like these times. During football or baseball seasons some of my students are avid fans so we talk about our favorite sport teams. We generally have a really good time.
  • Attend school events: I try to go to some of my students’ school functions when I can. My students know I have a large family and its hard to get to everything my own kids are in all the time. But if I can’t make it I invite them to tell me about it. I try hard to show an interest in their hard work.
  • Share social media: I know teachers and students talking over social media can be looked badly upon. I keep a class Facebook for my students to participate on. I also have a twitter they can contact me or share things with me. I place limits on things like their parents must know we are being friends on social media, and I do not accept any private messages from students. Some school districts don’t let teachers and students talk over social media, so I would suggest you make sure you know what your district rules are.

Overall, most teachers are probably doing everything that I suggested above. Teachers know that education is all about relationships. I hope that you are building relationships with your students. I know for me it is easy to do. My students have  a desire to talk to people they think are on their same level based on their intelligence. Gifted students like to talk to adults. So we talk….a lot.

What are you doing to build relationships with your students?

Great Way to End the Year

Today is the last day of school. Teachers are ready to check out and begin the summer break. To end the day, our principal brought in David Miller, an educational consultant from Baltimore, MD. I will have to tell you he was very good. He kept us engaged, and I learned a lot. Here is a few things that I learned.

1. Kids are not Disposable

We can’t count out our students when they are young. Even though some students may be difficult, rude, or combative you can’t count them out. You have to allow students to be children. Their frontal lobes are not fully developed. So they don’t see the whole picture of their actions. At some point we will and some have run into those tough students and talk to them. Many become successful, others don’t. For those former students who do, remember you made an impact on them even though you didn’t see it years ago.

2. Relationships with students is important

It is important to have authentic relationships with your students. Students don’t have to know everything about you, but you can share some things with them so they know you have experienced some tough times and good times. Reversely, students need to know you care about them and like them. It will make it easier for you to reach and teach them. If students know you like them, you can teach them.

3. You have to trust the people you work with

Co-Workers are important. Particularly in schools where we have seen some of the worst incidents. Knowing that others have your back in the small issues, will insure they will be there for the big issues. Know your co-workers. Talk and socialize with them when you can in school and out of school. Back you co-workers up when they need it when dealing with parents, students, or administration.

4. Shared Leadership

To change the climate at our school for the better, you must have shared leadership. The principals can change everything. There are more teachers than administrators. Teachers need to step up, and take charge of some the change they want to see in their building. Real change comes from the bottom up.

These are just a few things that I heard today from our speaker. It was a great time. I learned a lot. I hope your next Professional Development Day is as good as mine was.

Gifted Children are Complicated

Gifted children are complicated.

I have been reading some interesting stuff about the personality traits of gifted students. I came across a chapter on it, (Betts, G.T. & Neihart, M. (1988). Profiles of the gifted and talented. Gifted Child Quarterly, 32(2), 248–253.) I thought about my students. I can see some of the personality traits that Betts and Neihart discuss in this article in my classroom, and in my home. Now, I know that it is an old article, but that doesn’t necessarily mean that the information is not out dated.

Editor’s Note: (Thanks to Margaret Sutherland (@tanzania8) for giveing me the 2010 updated version of Betts and Neihart Matrix.)

6 Different Personality Traits

Type 1: The successful

These students are the typical gifted students. They demonstrate the needs, behavior, and feelings of a typical gifted student. These students would be the high achievers in any classroom. These students are well liked by their peers and teachers. These students have figured out the system of school. They know what to do with little effort, but show success. They go through the motions of school. These students have a dependence on teachers and parents. They have no autonomy.

What makes these students so complicated is the fact they don’t know they have deficiencies because of all the praise they get from teachers. These students will mostly likely be under archiver adults. They don’t have the skills, or desire to be a life long learner. They are adjusted to society, but not how much it changes.

Type 2: The Creative

These students are divergent learners. They are creative, sarcastic, and sometimes obstinate. These students are classified as “challenger” because they will challenge parents and teachers. They don’t conform to the system of school nor have they figured out how to make the system work for them, unlike Type 1 students.

These students are frustrated because they feel their talents and abilities are not noticed by teachers. These are the students who suffer from low-self esteem. They don’t receive many rewards or honors. Sometimes they are not included with their friends because of the challenges they bring to the group.

What makes these students so complicated is the fact they can be spontaneous and fun to be around which draws peers to their side. That same spontaneous behavior that draws students also can be disruptive in the classroom to students who do want to learn.

Type 2 students see them selves as negative and full conflict. Many students who are classified as type 2 students are later found to be drop-outs by the time they are in high school.

Type 3: The Underground 

These students hide their giftedness. Most of the time, in middle school these students are females. By high school some males fall into this category because of the pressure to pursue sports. By in large this group is female who hide their gifts and talents to fit in with the non-gifted crowd. These girls are anxious and insecure. They begin this change in middle school, and pushing these students can make them abandon their talents and gifts even more.

What makes these students so complicated is the fact they have gifts and talents, and they purposely choose to ignore those just to fit in. They change who they are to be something they are not.

Type 4: The At-Risk

Type 4 students are typically angry. They are angry at the school, teachers, and parents because they feel like they have failed them. These students struggle with the feeling of being rejected. They will show their feeling of being rejected through anger, depression, and sometimes being withdrawn.

These students were identified as gifted late, probably in high school, and because of that, traditional methods of instruction won’t work. These students will need a strong adult who they can trust. They will also need group and one-to-one counseling.

Type 5: The Twice/Multi Exceptional

The students in this group are emotionally, physically or have a learning disablility. These students can be twice-exceptional, or may have dyslexia. These students are gifted, but they don’t show it, or schools don’t recognize it. Sometimes these students are refered to remedial labs for additional help.

Sometimes these students are frustrated, angry, and isolated. These students struggle with low self-esteem, and have a hard time of understanding their inability to perform well in school. These students manage some of that anger by saying theat a subject or activity they don’t do well in is “boring” or “stupid”.

Type 6: The Autonomous Learner

The students who fall into this category are gifted students who like to learn on their own. This would be more commonly seen at home. These students have mastered the school system, and have figured out how to use it to make more opportunities for themselves, unlike Type 1 learners.

These students except who they are. They push themselves to achieve. They are confident to make their own goals, and educational programs. They are risk takers. These students know they can change their own lives, and don’t wait for others to lead them to do it. They are able to express themselves, take ownership of their education, and create their own goals, and direct their own path.

What type of students do you see in your classroom? What about your own gifted children at home? I have seen most of these in my classroom. I have a few of my own gifted children who fall into a few of these categories. I love this article, just for the fact that it created patterns of characteristics as a guide. I see this information as a way to identify these students so we can create the right opportunities for these students. We don’t want to have any drop-outs. I want to see more and more gifted students succeed, and male a huge impact for society as a whole.

What do you think? Do you think gifted children are complicated?

 

 

 

Letting Students Set Their Own Goals

Do you set goals for your students? I do. I feel like it is important to set goals particularly when doing big projects like we do in my class. There are all kinds of goals. There are short-term goals, long-term goals, and S.M.A.R.T. goals (Specific-Measureable-Attainable-Relavant-Time-bound).

I started out this year setting daily goals for my students as a whole class. I felt I needed to make sure they worked until their goal was completed. For the first several weeks we sat down as a class and set the daily goal and a plan to achieve that goal. They put that information in the project log that I created for each student. They fill part of it out at the beginning of class. At the end of class they write down what they actually got done, and what they were struggling with if anything for that day. This way when they start class the next day they know where they have to start, and what they may need help on to complete their project.

Since our Christmas break, I have begun to have students make their own goals, and plans for achievement. I have found that students are taking more of an ownership of their work, and began to really take their goals more seriously. I think one of the reasons this is happening is because some of my students really enjoy seeing the plans for the day, and monitoring their own progress.

I feel it is important for my gifted students to have the experience of setting goals and meeting those goals. That’s a real life skill that they need to master when they are out in the work force. I also feel it is important for my gifted students to be able to break down their goals into smaller manageable parts. When students set smaller goals, it helps to set them up for success since those goals are attainable.

The ability to set small manageable goals helps to focus my students’ abilities and energy. They aren’t scatter-brained, and wasting time and energy. They can see the process unfold before them, and they can monitor their own progress though their projects. I also think this skill is a good strategy when dealing with perfectionism. Those gifted students who suffer from perfectionism who have mastered the idea of creating smaller goals, and breaking their projects into smaller parts will have success in controlling their tendencies.

Do you have students set goals or do you set the goals for the day?