Calculation Nation® - Challenge others. Challenge yourself.® Place Value Puzzler. MathPages. Math Powerpoint Presentations- Free to download any powerpoint presentations on this site. Math.com - World of Math Online. KS2 Bitesize Maths - Addition and subtraction : Read. Flash Maths. Top rated maths activities Mean from Frequency Tables Compound Interest Calculator Rotational Symmetry Compound Circle Problems Special Types of Numbers Addagons and Productagons Change Problems Surface Area of Cuboids Equation Roulette Pie Chart Maker Sweet Equations Algebraic Areas Linear Graphs Paper Folding Algebra Area of 2D Shapes Finding the nth Term Pythagoras Practise.
Tolan © 1996 Stephanie S. Tolan It's a tough time to raise, teach or be a highly gifted child. As the term "gifted" and the unusual intellectual capacity to which that term refers become more and more politically incorrect, the educational establishment changes terminology and focus. Giftedness, a global, integrative mental capacity, may be dismissed, replaced by fragmented "talents" which seem less threatening and theoretically easier for schools to deal with. The child who does well in school, gets good grades, wins awards, and "performs" beyond the norms for his or her age, is considered talented. A cheetah metaphor can help us see the problem with achievement-oriented thinking. But cheetahs are not always running. It's not difficult to identify a cheetah when it isn't running, provided we know its other characteristics. Its chief food is the antelope, itself a prodigious runner.
While body design in nature is utilitarian, it also creates a powerful internal drive.
Resources Run Short for Gifted Students/2008. Forget Your Perfect Offering: Perfectionism and the Gifted Learner. When I was learning to quilt, the only consistent about my stitching were the mistakes.
A friend reassured me that the famous and fabulous Amish quilters always placed a deliberate mistake in their quilts in recognition that only God is perfect. After that, whenever I made a mistake (often), I would shrug and say, “Oh, that’s just my Amish mistake” (or my 23rd Amish mistake, whatever), and go on. I have since discovered that the idea of an Amish mistake in a quilt isn’t really accurate, yet I still share it because it dovetails beautifully with an aspect of underachievement that has profound and far-reaching impact: perfectionism.
Pullout Programs and Specialized Classes. SENG. High Achiever, Gifted Learner, CreativeThinker. Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness.
High-achieving students are noticed for their on-time, neat, well-developed, and correct learning products. Adults comment on these students' consistent high grades and note how well they acclimate to class procedures and discussions. Some adults assume these students are gifted because their school-appropriate behaviors and products surface above the typical responses of grade-level students.
To Teach Gifted Learners Well. THE DOS AND DON'TS OF INSTRUCTION:What It Means To Teach Gifted Learners Well by Carol Ann Tomlinson, Ed.D, The University of Virginia Some people suggest that gifted education is just sort of "fluffy" or enriching-gravy on the potatoes, perhaps, but not anything especially substantial or critical in the way of mental fare.
Others propose that all gifted education is what's good for all students. Unfortunately, those two criticisms sometimes stem from observing classrooms where gifted learners are taught inappropriately. So what does it mean to teach a highly able student well? Of course it will vary some with the age of the child, the subject, the learning style of the student-and possibly even the child's gender or culture.
Good Instruction for Gifted Learners 1) Good curriculum and instruction for gifted learners begins with good curriculum and instruction. 2) Good teaching for gifted learners is paced in response to the student's individual needs. It's not so hard to articulate. Are We Failing Gifted Students? By Cindy Long Meet C.J.
Wilson. NRC/GT—Winter '98 Newsletter-Distinguishing Myths From Realities: NRC/GT Research. Marcia Gentry Mankato State University Mankato, MN Karen Kettle Durham Board of Education Whitby, Ontario How well do you know the research findings of the NRC/GT?
Getting It Wrong: Surprising Tips on How to Learn. For years, many educators have championed “errorless learning," advising teachers (and students) to create study conditions that do not permit errors.
For example, a classroom teacher might drill students repeatedly on the same multiplication problem, with very little delay between the first and second presentations of the problem, ensuring that the student gets the answer correct each time. The idea embedded in this approach is that if students make errors, they will learn the errors and be prevented (or slowed) in learning the correct information. But research by Nate Kornell, Matthew Hays and Robert Bjork at U.C.L.A. that recently appeared in the Journal of Experimental Psychology: Learning, Memory and Cognition reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors.
Recent Brain Research for Teachers and Other Curious Souls.