Talento y Educación :: Javier Tourón Teaching the Gifted and Talented: 33 Websites Where You Can Find Good Resources I wish the Internet was available to me as a kid in elementary school. In New York City, where I attended kindergarten through sixth grade, they called the gifted and talented class "SP". I remember being put into a class to learn French, but very little else. SITES 26 Livebinders for Gifted Teachers- by Teach a Gifted Kid bloggerADHD and Children Who Are Gifted Byrdseed Gifted Classroom Ideas- blog followed by 4,000 peopleCharacters of Intellectually Advanced Young PeopleThe Center for Gifted Studies- The Center for Talented Youth- for pre-collegiate students; through Johns Hopkins UniversityCommon Myths About Gifted Students Council for Exceptional ChildrenCrossover Children: LD and Gifted Gifted But Learning Disabled: A Puzzling Paradox Gifted Exchange-"blog about gifted children, schooling, parenting, education news and changing American education for the better."
10 Social & Emotional Needs of the Gifted Although we often define gifted students by their intelligence, their unique social and emotional needs are often a surprising challenge. As a gifted kid myself, I knew nothing about these common issues nor did my parents. I wonder if the teachers in my gifted program even knew? By having a better understanding of gifted students’ needs, we can better serve as their teachers and mentors. Here are a few articles addressing some specific social-emotional needs of gifted learners. Table Of Contents First, Just Fix Instruction The easiest social-emotional win is to simply make sure students’ brains are being fed appropriately. As a teacher, just getting better at teaching was my biggest win. Onto some specific, possibly surprising, needs. They Doubt Themselves Highly-praised students can suffer from Impostor Syndrome, doubting that they’re as great as other people think. Challenges Don’t Come Until College! Everything’s easy for gifted kids… until it isn’t! Advanced Here, But Not There
hablando en confianza: DIARIO DE UN SUPERDOTADO EN UN COLEGIO DE ALMERÍA III Jueves, 10 de enero de 2013 Hoy me ha llamado la atención el hecho de que, una vez más, al niño se le prohíba leer. Le han hecho comprar un libro de “Barco de vapor” y tan sólo le dejan leer el primer capítulo. Si lee más, lo suspenderán. El niño no ha podido evitar leerse tres capítulos y a la hora de hacer el “resumen” del primer capítulo tenía problemas porque no sabía como resumir “tan poca historia” como decía él, en seis líneas. El argumento de la profesora es que si no, luego se aburrirá. Me consta, que al saber el niño que anoto lo que le pasa en el colegio ha dejado de contarme muchas cosas porque no quiere que vaya al colegio a protestar. 17 de enero de 2013 Hoy ha presentado la solicitud para el programa Andalucía Profundiza. Continuará...DULCE MONTAGUDO
Tomlinson - Differentiation Central Beyond Talent and Smarts: Why Even Geniuses Struggle Big Ideas Culture Teaching Strategies Flickr:Bunchesandbits “The struggle with writing is over.” That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the New York Times. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told Times reporter Charles McGrath, “and it gives me such strength.” Fans of Roth’s books—which include Goodbye Columbus, Portnoy’s Complaint, The Human Stain, and the Pulitzer Prize-winning American Pastoral—may be surprised to learn that he regarded writing as a struggle at all. His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. Americans have a complicated relationship with this kind of relentless striving. Related
G.T.A. (ASTURIAS) Centers: Effective Structures for Differentiation Photo by Woodley Wonder Works This article is written by Katie Haydon, founder of Ignite Creative Learning Studio. Learn more about Ignite at IgniteCreativeLearning.com or the Ignite Facebook page. Do you use centers in your primary classroom? Centers are an excellent tool for differentiation that will free you up to work with small groups of students, whether gifted, high-achievers, or those needing extra help. Centers, in my opinion, go beyond mundane and standard worksheet tasks. Though centers can be used at any time in the year, some teachers like to wait at least a week or two, and sometimes six weeks into the school year to implement them so that they can gain a greater understanding of their students and be confident that they are ready to follow protocol. One issue with large numbers of students in small rooms may be space. Katie Haydon, founder of Ignite Creative Learning Studio, is a teacher, nationally-known writer and speaker, and a mentor to students of all ages.
La envidia y el síndrome de Solomon En 1951, el reconocido psicólogo estadounidense Solomon Asch fue a un instituto para realizar una prueba de visión. Al menos eso es lo que les dijo a los 123 jóvenes voluntarios que participaron –sin saberlo– en un experimento sobre la conducta humana en un entorno social. El experimento era muy simple. Haciéndose pasar por oculista, Asch les mostraba tres líneas verticales de diferentes longitudes, dibujadas junto a una cuarta línea. La conformidad es el proceso por medio del cual los miembros de un grupo social cambian sus pensamientos, decisiones y comportamientos para encajar con la opinión de la mayoría” (Solomon Asch) La respuesta era tan obvia y sencilla que apenas había lugar para el error. Cabe señalar que solo un 25% de los participantes mantuvo su criterio todas las veces que les preguntaron; el resto se dejó influir y arrastrar al menos en una ocasión por la visión de los demás. El síndrome de Solomon pone de manifiesto el lado oscuro de nuestra condición humana.
Differentiating the curriculum The Policy and implementation strategies for the education of gifted and talented students: Support package: Curriculum differentiation (2004) (pdf 1345kb) provides an introduction to curriculum differentiation for gifted and talented students and is suitable for all stages of schooling. It needs to be read in conjunction with the Policy and implementation strategies for the education of gifted and talented students (revised 2004) and its companion document (2004) (pdf 270kb). The purpose of differentiating the curriculum is to provide appropriate learning opportunities for gifted and talented students. Three important characteristics of gifted students that underscore the rationale for curriculum differentiation (Van Tassel–Baska, 1988) are the capacity to: learn at faster rates find, solve and act on problems more readily manipulate abstract ideas and make connections. The creation of a differentiated curriculum requires some pre-planning. Definitions Article (pdf 25kb) Acceleration Web page
Gifted and talented education: using technology to engage students | Teacher Network | Guardian Professional Here we have collated some highlights and links from our recent live chat, in association with IGGY, that explored the role of technology in gifted education. To read the discussion in full, click here. Jackie Swift (@jactherat), head of English at a London secondary school, was the G&T co-ordinator at her previous school and has blogged for the Guardian Teacher Network on gifted and talented pupils: Just what is gifted and talented? Do gifted and talented pupils need gifted and talented teachers? Ian Warwick, senior director, London Gifted and Talented Technology opens up spaces for really smart learners to explore: Technologies that include peer-education, learning through discourse, learning (and forming a world-view) synthesised from multiple discourses, rather than a single, authoritative narrative about any given subject, open up spaces for really smart learners to explore. The idea of gifted students being only from middle class or wealthy backgrounds is a classic misconception.
Differentiating Instruction Differentiating Instruction ... One Size Doesn't Fit All Effective Strategies to Improve Student Performance ! We have students in our classrooms who struggle academically and others who learn at an advanced level and accelerated pace. We can meet the needs of all learners by differentiating instruction. This workshop provides an understanding and application of the principles and strategies needed to set up a classroom that provides success and challenge for academically diverse students. Testimonials about the workshops -- Fran McAleer is a valuable contributor to our work, training to create a new and better workplace in our schools. More! Franny McAleer has been providing staff development for teachers in the Berwick Area School District for the last four years, including whole staff workshops with the Six Thinking Hats as well as focused workshops detailing best practices with instructional strategies for gifted and honors students. AWESOME! Franny McAleer is a dynamic presenter.
Incoherencia de los docentes en materia de altas capacidades - amuaci Cuando los padres deseamos escolarizar a nuestros hijos en colegios de cierta reputación por su alto nivel académico, somos acusados de elitistas, segregadores y adjetivos varios. Cualquier padre/madre, desea lo mejor para sus hijos, y le gustaría que el sistema educativo público le ofreciera esta opción, y cada cual pudiera elegir. Sin embargo, solamente los padres/madres con altos niveles adquisitivos, tienen la opción de escolarizar a sus hijos, en ciertos colegios con un altos niveles de calidad educativa. Un sistema educativo público mediocre perjudica claramente a las familias más desfavorecidas que no tienen recursos para ofrecerles a sus hijos otras alternativas de calidad. A continuación, exponemos la traducción de dos párrafos extraídos del libro “Les enfants surdoués ou la précocité embarrasante” de Jean-Charles Terrasier. (1) Flexibilización, aceleración, salto de curso o avance de curso.
Digital Differentiation Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation. Note: The interactive graphics you see below have been updated. They can be found in a newer post on this blog. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions.