Research/Awareness Project

Gifted/Talented

Stephanie L. Taylor

MLED 3071

Arkansas Tech University

Gifted/Talented

“Gifted and talented” children and youth are those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services. Possession of these talents and gifts, or the potential for their development, will be evidenced through an interaction of above average (1) intellectual ability, (2) task commitment and/or motivation, and (3) creative ability. Those who manifest giftedness obviously have some inherent or inborn factors plus the motivation and stamina to learn from and cope with the rigors of living. It is very important that parents become fully aware of ways in which they can recognize giftedness. Study the characteristics of gifted children with an open mind. The exciting advances in research on brain functioning, coupled with the realization that a child’s intelligence is only one key to understanding giftedness, have underscored the importance of studying all characteristics of the gifted child. State law usually defines the types of gifted children who must or may be served with state funds, and the educational provisions allowable. In a few states, the state boards of education enacted a state definition and the kinds and types of services to be provides with state revenues.

I observed the 6^th grade AP English class at Russellville Middle School. The school follows a certain identification procedure for the Gifted/Talented. A student can be referred for screening for the Gifted/Talented program by a teacher, parent, himself, or and administrative nomination. There must be a parental notification and consent. When parental consent is secured for testing the Gifted/Talented coordinator will utilize all available data to complete the case study. A committee will then review all the data and final recommendations will be made. Parents will then give written permission for students to be placed in the Gifted/Talented programs.

March 13- This morning the students start out writing journals over a specific topic. “Should students be allowed to chew gum at school?” is the topic for today’s journal. The children are given five minutes to just free hand the paragraph. Afterwards the students finish up a previous assignment which is to interview a classmate, and then write a paragraph about them. The child I am observing I notice is asking really good insight questions.

March 27- The students start off the hour by taking a quiz on the structure of a sentence. Then the children are given five minutes to do a free hand journal. Today is no specific topic the children are allowed to write about what ever they chose. The student’s are then given time to revise the paragraphs they wrote during the interview. The teacher walks around helping each student one on one. I notice when she gets to my child she asks her if she will read hers out loud to the class as an example. The child is an outstanding writer and is always writing good strong topic sentences. The teacher is always having me read something that she has wrote, and I think is more than just proficient.

April 1- Today is the student’s computer lab day. During this time the students each get on a computer and take quizzes pertaining to grammar. This is just a time for the students to practice different sentence structures and is a great way to keep them caught up and to learn more. This helps the teachers since they can’t just focus on grammar everyday. The child I observed passes all the quizzes she takes and just advances along the way. Before each quiz she reads the short summary lesson and practices the sample questions before beginning. During the whole lab she didn’t miss over three questions.

April 14- Today the children take a quiz over the structure of a sentence. All the children get it correctly. Afterwards they take the rest of the hour to read a play out loud together.

April 15- Today is the student’s library day. This is their time to return old books and check out new ones. The child I am observing takes her book with her to the library and instead of turning it in and getting a new one she sits down by herself at a table and reads her book. This took about twenty minutes then the student’s went back to the classroom. For the rest of the time they finished the play they started yesterday.

April 18- Today the students are asked to recite a poem or poems depending on which poem they chose. The child I observed is not embarrassed to get in front of the class and recites two poems so quickly that you could barely understand what she was saying. She did a really good job and made the assignment appear to be really easy.

The “gifted/talented” children usually inherit some rigorous form of learning. Since most gifted students spend the majority of their time in regular classes, regular teachers must be professionally trained to meet the needs of gifted students in those regular classes. This special needs group of learners have much potential both in terms of their possible personal accomplishment, but also in the potential contributions they make to society through future problem solving and leadership. As could be expected, many persons in gifted education were noted with specific events.

This is the first time I have observed a Gifted/Talented classroom. I loved this class and enjoyed every minute of it. I loved observing a classroom where children thought learning was so much fun. And I am not saying that children have to be gifted to think that learning is fun, but I am just talking about this particular class. Students were always working and never complaining. Whenever the teacher asks who wants to read their paragraph she has to end up letting all of them because they all want to participate. These children are honestly working hard everyday and always doing something to improve and not once did I hear them complain. The students really enjoy the class and obviously love their teacher and they all work together and enjoy it while learning.

Stephanie Taylor

MLED 3071

April 25, 2003

Hurst, J. (2002). Dyslexia and the irlen syndrome: Some personal concerns. Journal of Correctional Education, 53 (4), 123.

The Irlen Syndrome is a perceptual dysfunction wherein an individual does not see the printed page the same way a proficient reader does. The screening for the Irlen Syndrome is to find out whether or not a person has a perceptual problem while reading. It also does not propose whether the person may have vision problems. These people have troubles with processing full-spectrum light. The Irlen Syndrome is not a learning disability. The screening provides other information that may have other learning problems, but it does not name these problems specifically.

Stephanie Taylor

MLED 3071

April 25, 2003

Miranda, A. (2002). Effectiveness of a school-based multicomponent program for the treatment of children with ADHD. Journal of Learning Disabilities, 35 (6), 546-62.

During the last ten years, research had been supported that children with attention-deficit/hyperactivity disorder (ADHD) show signs of a generalized deficit in self-regulation. This deficit affects abilities such as information processing, inhibition of responses, arousal, alertness, planning, executive functioning, metacognition, and self-monitoring. Interventions that have been made in school settings with students with ADHD include contingency management and cognitive behavioral strategies. In recent years, ADHD has become an important educational issue. In addition to the improvement in their use of behavior modification strategies, teachers need information regarding ADHD and may learn new strategies for effectively teaching children with ADHD. This study aimed to evaluate the effectiveness of such a multicomponent program in a classroom setting by comparing a group of children with ADHD selected from the school population whose teachers followed a training program in the treatment of hyperactivity with a similar group of children with ADHD whose teachers did not follow the training (control group). The best treatment for ADHD should combine pharmacological and psychosocial modalities maintained over time and include both behavioral parent training and classroom interventions.

Stephanie Taylor

MLED 3071

April 25, 2003

Prater, C.D., Zystra, R. G. (2002). Autism: a medical primer. American Family Physcican, 66 (9), 1667-80.

Autistic disorder is a pervasive developmental disorder defined behaviorally as a syndrome consisting of abnormal development of social skills (withdrawal, lack of interest in peers), limitations in the use of interactive language (speech as well as nonverbal communication), and sensorimotor deficits (inconsistent responses to environmental stimuli). The development of impairments in autistic persons is varied and characteristically uneven, resulting in good skills in some areas and poor skills in others. No single cause has been identified for the development of autism. When an autistic disorder is suspected, referral should be made for further developmental evaluation and cognitive testing. The general goals of treatment for autistic patients are to improve language and social skills, decrease problem behaviors, support parents and families in their adjustment to and education of autistic children, and foster independence.

Stephanie Taylor

MLED 3071

April, 25, 2003

Lucas Walling, L. (2001). Public libraries and people with mental retardation. Public Libraries, 40 (2), 115-20.

Mental retardation refers to substantial limitations in present functioning. It is characterized by significantly subaverage intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. Mental retardation manifests before age 18. People with mental retardation have difficulty with learning in general. They learn, and retain what they learn, but it takes them longer, and it requires special teaching techniques. People with mental retardation typically do well at repetitive tasks that may seem tedious to others. Some people with mental retardation have great skills in focusing on routine tasks. The need for sameness and predictability is strong in most people with autism, a disability that is frequently accompanied by mental retardation. Reading is difficult for most people with mental retardation. They often prefer large print books and magazines that have lots of illustrations. Usually, they want materials on topics that are age-appropriate, but the reading level of the materials must be lower. Their needs should be assessed and addressed individually, just as are the needs of other library users. All people have the right to be treated with dignity and respect, and many would like to be active, well-informed partners in decision making.

Stephanie Taylor

MLED 3071

April 25, 2003

Bear, G. G. (2002). Self-Concept of Students with Learning Disabilities: A Meta-Analysis. The School Psychology Review, 31 (3), 405-27.

By definition, children with learning disabilities (LD) experience difficulties in specific areas of academic functioning. Given their academic, behavioral, and social deficits, it is understandable why many children with LD would perceive themselves less favorably in these three domains of self-concept. It is much less clear, however, if children with LD harbor feelings of low global self-worth, or self-esteem. A finding of particular importance to school psychologists is that the self-concept of children with LD varies as a function of educational setting. The purpose of the present study was to review the recent literature on self-concept among children with LD. Particular attention was devoted to differences in self-concept as a function of educational setting. Results showed that differences between LD and non-LD students were small and, in some comparisons, nonexistent in self-perceptions of social and behavioral competence and in global self-worth. Psychologists and educators should remain aware of other confounds and complexities that characterize self-concept research. This study supported the conclusion that the self-concept of students with LD is fairly similar to their non-LD peers in all areas but intellectual/academics. Increased attention should be given to the mechanisms by which all students develop, or fail to develop, favorable global self-worth, as well as to the ways in which self-evaluations support positive developmental outcomes.

How an idea becomes a law

Author: Stephanie Taylor
Based on lesson by: Alyssa Fisk
Date Created: 4/25/2003 8:51:06 AM CST

VITAL INFORMATION

Grade/Level:
8

Subject(s):
Social Studies

Standards:

AR- Arkansas Learning Standards
	• Subject : Social Studies
		• Strand : Power, Authority, and Governance
			• Content Standard 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society.
				• Grade Range : Grades 5-8
					Student Learning Standard PAG.1.1.: Recognize and develop a concept of one’s role as a participant in a larger community.
					Student Learning Standard PAG.1.5.: Explain the historical and current impact of United States public policy on the racial, religious, geographic, ethnic, economic, and linguistic diversity of the United States.

Objective(s):
1. list the 14 steps of a "Bill to law"
2. explain the three actions the President may take
3. describe "override" the President's veto
4. arrange the 14 steps on a poster.

IMPLEMENTATION

Set:
To give students a chance to visualize the
step-by-step process of how an idea becomes a law and how involved the process is.

Learning Activities/Time Required:
1. Have students make a list of the 14 steps.
2. Using their textbook write out the three actions the
President may take and explain each.
3. Describe the term "override" orally.
4. In pairs or individually have students decide on a motif
or theme for their poster. Create a poster by arranging the
motif or theme to illustrate the steps of a bill to become a law.

Closure:
1. Collect and then grade completed posters.
(They will need more time than one class period)
2. Make a stack of cards with one step written on each card.
Give one card to 14 different students. Have students arrange
themselves in the proper order.
3. Evaluate by giving students a "step" and having them give
the next one.

Resources and Unit Handouts:

• Materials and resources:
  simplified list of the steps of a bill,18" X 24" paper, ruler, glue, colored paper, markers
  
  
  

Grouping for Instruction:

Adaptations/Modifications/Interventions:
Reading Disorder- I would include extended time, the use of scribes,the use of a computer, and the use of a reader.

Technology Integrated:

ASSESSMENT

Assessment Activity:
The students will be assessed on their posters at how creative and if they got the process of how a bill becomes a law correct. Also the students will be evaluated to see if they can correctly identify the diffent steps. Participation from all students is required.

Expectations for Performance:
The students will need to have an accurate understanding of how a bill becomes a law and explain the different actions the President can take.

Assessment/Rubrics:

Reflection:

Day 2

Author: Stephanie Taylor
Based on lesson by: Alyssa Fisk
Date Created: 4/25/2003 9:20:55 AM CST

VITAL INFORMATION

Grade/Level:
8

Subject(s):
Social Studies, Writing

Standards:

AR- Arkansas Learning Standards
	• Subject : Social Studies
		• Strand : Power, Authority, and Governance
			• Content Standard 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society.
				• Grade Range : Grades 5-8
					Student Learning Standard PAG.1.7.: Develop a project to serve the school, community, state, or nation.
					Student Learning Standard PAG.1.8.: Distinguish between the rights and responsibilities of the individual and the rights and responsibilities of the group.

Objective(s):
The students will write 2-3 paragraph essay of the 14 steps of how a bill becomes a law.

IMPLEMENTATION

Set:
The students will pretend they are a bill and describe the process they go through to become a law. Students will also get to practice writing.

Learning Activities/Time Required:

Closure:
The students will be responsible for bringing the assignment back to me the following day.

Resources and Unit Handouts:

Grouping for Instruction:

Adaptations/Modifications/Interventions:
Gifted and Talented- I will have these students to elaborate more by not only listing the 14 step process but including the the three step process that a president can take and the term "override".

Technology Integrated:
Students are able to use the computer for any research.

ASSESSMENT

Assessment Activity:
The students will be assessed on whether they are using their time to research and write their paragraph.

Expectations for Performance:
I expect the students to be using the time to write their paragraphs and use this time to ask me any questions that they might not understand.

Assessment/Rubrics:

Reflection:

3 Day

Author: Stephanie Taylor
Based on lesson by: Alyssa Fisk
Date Created: 4/25/2003 9:31:10 AM CST

VITAL INFORMATION

Grade/Level:
8

Subject(s):
Social Studies

Standards:

AR- Arkansas Learning Standards
	• Subject : Social Studies
		• Strand : Power, Authority, and Governance
			• Content Standard 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society.
				• Grade Range : Grades 5-8
					Student Learning Standard PAG.1.1.: Recognize and develop a concept of one’s role as a participant in a larger community.

Objective(s):
The students will be grading the work of their classmates based on the correct content of information rather than for grammar based.

IMPLEMENTATION

Set:
Give the students to look at the information based on another students work and will also give them a chance to learn more in case they might of been confused.

Learning Activities/Time Required:

Closure:
Students will use the time to take what they know and switch papers with another student and make sure the information is correct.

Resources and Unit Handouts:

Grouping for Instruction:

Adaptations/Modifications/Interventions:
Students with learning disabilites will get in a group and grade each others papers together so they can ask each other any questions they might have.

Technology Integrated:

ASSESSMENT

Assessment Activity:
The students will be graded on whether they graded that child's paper corretly or not. The student by now must have an accurate understanding of how a bill becomes a law.

Expectations for Performance:
I expect the students to have a good understanding of the bill to law process. I want to see the students explaining and discussing it with each other and working together researching to figure it out. Grammar is not going to be graded by the students, but by the teacher.

Assessment/Rubrics:

Reflection: