What are the effects of perfectionism on giftedness? Much of the literature surrounding gifted and high ability students hint at underlying perfectionism. With this in mind, it is important to determine what effect perfectionism has on giftedness in order to best address and overcome concerns rooted in this construct. Articles which support the adaptive and maladaptive conception of perfectionism as well as those who don’t are included in this inquiry paper. These terms will be briefly discussed below.
Long has there been need for educational reform, especially in regards to the diagnosis of learning disabilities. The standard form of testing for the discrepancy between ability and achievement leaves children in limbo, waiting for them to experience failure before any sort of testing may begin and squanders away some of the most beneficial years of language acquisition. (Orosco & Klinger, 2010) Two alternate methods have become popular: Universal Design Learning (UDL) and Response to Intervention (RTI).
"My students aren't numbers, they are individuals."
I ran across this poem today on my Twitter feed and thought it was very interesting and worth remembering.
There are so many great quotes in here that really reflect my credo. Much the same way some of those '21st' century teacher youtube videos do.
I took my students down to the computer lab to facilitate our instruction. My goal of this lesson was to use the internet and have the students create QR (quick response) codes for their individual websites that we would later integrate into an art assignment and teach them the basics of using Dropbox.com.. It took the entire block to get the students to log into their Weebly accounts so they could find the web address for their websites, and even then about one third of them were able to accomplish this part. However, he time was a complete waste, not due to the lesson, but the constraints of the technology
One interesting curriculum planning approach mentioned in “Models of Curriculum Planning” by George Posner was Joseph Schwab’s interpretation of the Procedural approach. His approach involves extensive deliberation (1) regarding the selection of information to be taught. While I agree that it is important to consider all aspects of material presented, I do not agree that all teachable subjects need to have this much complexity at primary levels. Presenting students in Grade 1, for example, with a few different models and methods of addition will allow them to pick the method that they resonate with, rather than presenting these same students with every addition method, including subtraction as the inverse of addition would be too overwhelming at that age level. They are not cognitively advanced enough to grasp the abstract approaches until they have cemented the more visual ones first.
Interventions: Differentiated Groups Grow Good Readers
“Fair is not everyone getting the same thing. Fair is everyone getting what they need.” –Anonymous
Although much of the information presented in “Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children” (Foorman & Torgesen, 2001) reaffirmed knowledge gained through prior learning, the key point presented is that direct teaching of reading skills as a whole class and differentiated intervention groups are the key to successful reading acquisition for all students.
I believe it’s extremely difficult to get somewhere without knowing where you’re going. Achieving success in this manner requires a lot of hard work, and luck. I find it’s much easier to determine your goal or outcome, consider the steps necessary to get there, then work on achieving them. As such, teachers should have an aim, be it to educate the student to the best of their ability, or just to get to the end of the year. I’m not saying that every aim is as noble as it should be, only that they exist.