I wrote a little utility to randomly order sentences from a paragraph to see if students can reconstruct the original sentence. If you’re interested, try Paragraphy out. If you’d like to know the background, keep reading…
Think you’re lucky to get your students to read a story once? Can’t imagine convincing a class to read a story through again? The key is giving your gifted students an enticing purpose for a reread.
How can you start meeting gifted learners’ needs in language arts? Here are four guidelines from Dr. David Levande with several practical ideas to get you started.
The first grammar lesson in our reading program is titled “types of sentences.” Nothing excites gifted 11 year olds less than watching me explain the difference between interrogative and declarative sentences. This year, rather than teach the lesson using direct instruction, I used another model of instruction: concept attainment.
We teach our gifted students to solve math problems, write fantastic essays, and read above grade level, but do we teach them to think? Edward Debono believes that thinking should be taught as a discrete subject. As I start the new school year, I’ve found a few books to help me embed quick “thinking lessons” into my day. These tools make great options for extension menus or creative differentiated products.
I know many gifted students slog through the typical vocabulary contract week after week. I know because I put my own students through it. However, gifted students can get more from vocabulary and spelling study than writing the word five times, writing the definition, and then using it in a sentence.
How easy is it to forget that our gifted learners have truly unique needs? How easy is it to plan lessons straight from our textbooks and use unaltered pedagogy from our credential programs? An amazing article by Dr. Karen Rogers reminded me of three counter-intuitive facts about gifted students’ learning.
Generalizations, big ideas, abstractions, universal themes… they are designed to help our gifted students learn. However, what I didn’t realize was that they would help me teach!
You’ve delved into the dimensions of depth and complexity. You’ve conquered content imperatives. Now increase the rigor by combining these tools!
One way to build flexibility into your classroom is through extension menus. Extension menus require upfront work to build, but offer endless options for your gifted students. Make them a part of your classroom culture and you’ll enable students to interact with content in meaningful ways.