![]() They don’t like school, they aren’t as intellectually engaged as they could be, they’re not developing their creative and innovative skills-all things that our culture and workforce desperately need,” Plucker says. ![]() “If we’re not finding ways to get them more challenge, they kind of zone out. Providing these children with more rigorous classwork isn’t just for their benefit, but for society’s, as well, says Jonathan Plucker, a professor of talent development at Johns Hopkins University and the president of the board of the National Association for Gifted Children (NAGC). Educators try to identify these gifted children early in their academic careers, often by the third or fourth grade, because they are still young enough to have that talent developed, but not so young that it’s difficult to administer the assessments (i.e., they can sit still and read on their own). “If we’re not finding ways to get them more challenge, they kind of zone out.”Įxperts disagree whether giftedness is something that children are born with, but most agree it’s something that can be cultivated. The terminology used to refer to these students-talented, accelerated, or in need of enriched programs-varies by state or by educational philosophy, and many states and individual school districts follow their own definitions. “We’re trying to make sure all students are exposed to a rigorous curriculum.” “We don’t have students grouped together and separate from other students,” Fuller says. The hardest part was the scheduling, since administrators didn’t want gifted kids to feel like a separate community from the rest of the school. Galway Elementary, in Silver Spring, was one of the pilot schools for the policy, which has since been rolled out across the district.Īt Galway, the shift wasn’t too disruptive, says Dorothea Fuller, the school’s principal since 2013. Instead of requiring families to identify what students would be tested, the district instead evaluated every student in second grade or older for abilities in reading and math fourth- and fifth-graders who needed more enrichment were enrolled in accelerated classes with curriculum set by the district. Register in advance here.“What we’re talking about is reconceptualizing what ‘giftedness’ means in K-12 schools.”īut starting in the 2016-17 school year, Montgomery County Public Schools (MCPS) rolled out new policies around gifted education. ![]() ![]() There will be an opportunity for questions and stakeholder input. The Department of Elementary and Secondary Education is inviting members of the public to join the researcher of the preliminary study on policy and practices of academically advanced education at one of two in-person meetings. Organizations such as the Massachusetts Association for Gifted Education have been calling for more opportunities for students who are academically advanced to have access to more challenging coursework opportunities. Massachusetts has very few Academically Advanced (often known as Gifted & Talented) education programs available in public schools. Registration is open for two opportunities to join a presentation on a forthcoming Gifted and Talented Report in Massachusetts on May 8, 2019. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |