those in the education who want to be seen as professionals have a duty to know that a small segment of students will move much faster than the usual pace (just as a small segment moves much more slowly).
Agreed. Teachers may be inadequately prepared by a system which considers gifted studies optional and/or advanced degree material. That said, I'll play devil's advocate with this: "
a small segment of students will move much faster than the usual pace" seems to be the sticking point for teachers/schools/districts which have "solved" the "problem" of gifted by setting the maximum pace in the classroom. (Voila! This small segment is no longer moving much faster than the usual pace).
How would teachers learn about appropriate curriculum and pacing for gifted learners?
- through college/university programs at the bachelor degree level so that every teacher encounters basic training in gifted
- through well-prepared parent advocacy efforts, especially where gifted studies may only be taught as an optional course... or a masters level course for those wishing to specialize.
If parents were to provide input for a curriculum... ideally, what would college/university teach every new educator? What would you include in a semester-long course in gifted studies required for a bachelor's degree in education?
- Common characteristics of gifted children?
- Common variations of observable gifted attributes based on ethic/cultural differences?
- Common variations of observable gifted attributes based on SES differences?
- Common variations of observable gifted attributes based on personality type and/or learning style?
- Common myths?
- Common IQ tests and a brief understanding of their scores?
- Common Achievement tests and a brief understanding of their scores?
- Common problems caused by lack of challenge?
- Common grievances of parents of gifted children?
- Common means of facilitating advanced academics within a school?
- Emerging news from Neuroscience illuminating brain differences?
- Needs-based education plans?
- Levels of gifted?
- Interrelation with 2e and Wrightslaw?
- Resources for further exploration and reference on gifted issues throughout their career?
- Conduct research on a parent forum and write a paper including case studies and solutions?
- What resources or books would you recommend for the course, hoping students may keep them to refer to often throughout their teaching career?
The blend of expertise, open-mindedness, and creativity likely to be impressed on new teachers through a course in gifted studies may help restore the sense of teaching as an art, rather than an act of charity.
