From The Inclusive Classroom, 2000, p.147. See also, USDOE, 1993, p.3.
Children and youth with outstanding talent perform or show the potential for performing at remarkably high level of accomplishment when compared with others their age, experience, or environment. These children and youth exhibit high performance capacity, or excel in specific academic fields. They require services or activities not ordinarily provided in the schools. Outstanding talents are present in children and youth form all cultural groups, across all economic strata, and in all areas of human endeavor.
I started looking into this topic to fulfill a requirement for ED 361 - Special Education and the General Classroom Teacher, however I feel a bit more motivation to look into the subject because of my background in the School of Education and the Education Honor Society. I constantly try to keep aware of possible opportunities to find improvement in education programs because with time it will translate down into the primary and secondary school systems. Additionally, in elementary school I was a participant in a gifted science program and in high school I was exposed to honors language and computer science. I learned both positive and negative aspects to the gifted side of education and the possibility that gifted/talented style applications can have impact in general classrooms if only given the chance by students. It is my hypothesis that there is a significant population in a given school that could benefit from a non-traditional approach to education.
After reading articles and books relating to non-traditional education, I have found that one of the major concerns is not whether the student can memorize a collection of facts, rather it is an issue of learning skills to deal with information and the motivation to actively seek learning experiences. Yet, the majority of teaching and testing is centered around facts that are often forgotten before the semester is over. Observing any typical class in America and it is obvious to anyone how bored and inattentive most of the kids are because of material that doesn't have any connection into their lives. To add to that, they do not get the opportunity to manage some of the curriculum on their own in order to have some investment in the process. It is in these conditions that we find some of our brightest and most talented...stuck in a classroom that confines instead of expands; a place where original thinking is not welcome and often gets referred to as an 'at-risk', 'unusual', or 'shy and introverted' student when it couldn't be any farther from the truth.
Artifact 1:
Educating the Gifted - Letters to the
Editor of EdWeek.org
Here we can see that the discussion is happening on the Internet.
People from all across the country are acknowledging that there is a problem
with the education system yet nothing seems to be happening. To quote
Richard Donaghey, "So many gifted students are forced to deal with low-level,
remedial coursework, rather than getting the help they deserve to enhance the
knowledge and talent they already possess."
Artifact 2:
Honors colleges raise concerns over priorities of public education - CNN.com
Looking at this article, it discusses the advantages of making honors colleges within public universities. Oddly, the benefits of the honors college are some of the suggestions made by teachers across the country for all schools, "smaller classes, priority scheduling, research opportunities, and a residence hall where they can rub shoulders with fellow overachievers." For years we have been hearing of the importance of smaller classes and the chances for students to have more individual attention and that fits with non-traditional teaching methods. The smaller class size is important because it allows for critical discussion to take place that involves everyone instead of, on average, half the class.
Artifact 3:
Twins score identical perfect SATs - CNN.com
Obviously, another part of this discussion revolves around the issue of standardized testing. CNN reported this pair of students that scored perfect scores on the Stanford Aptitude Test. The most interesting part of the story is that Dillion Smith explicitly states that he never worked for the score, he was just naturally good at taking tests. What does this say about standardized testing? Memorization is a low on the cognitive stepstool and standardized tests can be reasoned out instead of being a measure of learning. So the second question that arises is why bother with standardized tests at all...why not move to more qualitative assessments?
NMU Professor Discussion Collection:
Word Document
This is a collection of responses that I compiled after asking about gifted/talented education and the possible impact on general classrooms of the high school and college level. There were several responses that came up that are of use to this discussion:
Keeping in mind, there is quite a variety possible in completing a degree, this example is going to use my college experience as a basis for getting (typically) through the program. The column on the left fulfils all degree requirements and the 131 credit minimum. For a time reference, the left column took four years and one summer session to complete.
| 2004 Secondary Education Social Studies Major,
History Education Minor |
Accelerated Revision of Same Major/Minor with Ideas from this Discussion |
| AN 100 Intro to Social-Cultural Anthropology AS 104 Galactic Astronomy EC 101 Intro to Economics EC 201 Microeconomics ED 201 Intro to Education ED 231 Teach and Learn in the Secondary Classroom ED 301 Dimensions of American Education ED 319 Teach, Reading for Secondary Teachers ED 349 Teaching, Diversity, Equity, Justice in Classroom ED 361 Special Ed and General Classroom Teacher ED 430 Student Teaching Secondary ED 450 Seminar in Teaching ED 483 Educational Media and Technology EN 111 College Composition I EN 211E Critical Thinking and Writing ENV 101 Intro to Environmental Science GC 164 Human Geography HP 200 Health HP 246 Karate HS 101 Western Civ: to 1600 HS 102 Western Civ: from 1600 HS 104 Third World in Historical Perspective HS 126 US History to 1860 HS 127 US History from 1860 HS 200 Historical Thinking and Writing HS 308 Modern Europe: The Third Reich HS 315 Imperialism HS 350 Social Studies Methods and Materials MU 125 Music in Society PL 100 Intro to Philosophy PL 160 Intro to Logic PS 101 Intro to Political Science PS 105 American Government PY 100S Psych as a Natural Science SO 113 Social Problems TE 351 Humanity and Technology 131 Credits |
EC 101 Intro to Economics EC 201 Microeconomics EC 337 American Economic History ED 201 Intro to Education ED 222 Classroom Management ED 223 Multicultural Education ED 231 Teach and Learn in the Secondary Classroom ED 301 Dimensions of American Education ED 319 Teach, Reading for Secondary Teachers ED 349 Teaching, Diversity, Equity, Justice in Classroom ED 361 Special Ed and General Classroom Teacher ED 430 Student Teaching Secondary ED 450 Seminar in Teaching ED 483 Educational Media and Technology ED 495 Special Topics in Education *Assumption EN 111 is tested out EN 211E Critical Thinking and Writing ENV 101 Intro to Environmental Science *Assumption GC 164 is tested out or substituted GC 300 Regional Studies: World Cultures HP 200 Health HP Activity HS 101 Western Civ: to 1600 HS 102 Western Civ: from 1600 *Assumption HS 104 is tested out or substituted HS 126 US History to 1860 HS 127 US History from 1860 HS 200 Historical Thinking and Writing HS 293 Minorities in American History History Choice: Multicultural
(choose one) HS 350 Social Studies Methods and Materials |
The benefits of the right column are:
The substitution of lower level classes for upper division courses where
applicable.
The testing out of material that might have been covered in high school.
The opportunity to complete a program that meets all the standards but covers a
stronger depth and context with other courses.
A sense of accomplishment in not wasting time with classes that 'survey'
material.
The chance to take additional education classes that assist the student once in
the classroom environment.
Not a replacement for the traditional program, but a complement for those
wanting a larger challenge.
The balance between choices and guidance in course selection.
A program that is able to be completed in the same time frame as a normal
program with department assistance (course availability).
Material that increases exposure to non-U.S. or European centered history while
maintaining classic study.
It is my idea that using an accelerated curriculum like the one shown above will have exceptional impact once that person enters the teaching career. The depth of material and the modern approach to the world will benefit their students greatly and prepare them for accelerated classes of their own or a college experience.
The main idea for successful gifted/talented instruction is centered around flexibility that is carefully guided. A paradox for sure, but something that is obtainable with effort and dedication.
Dewey, John. My Pedagogical Creed.
Glasner, William. The Quality School.
Glasner, William. The Quality Teacher.
Kohn, Alfie. School Our Children Deserve.
Plato. The Cave.