Dr. Abeel! I know it's nearing Winter, so I thought you might like the beach image above :)
October 20, 2015
Tracking, acceleration, grouping -- OH MY! Annotating the required reading and drawing from discussion in class, I ask: "Why do we structure schools by age at all?" We want our children to perform up to standardized levels based on age. We assume that everyone achieves, grows, and develops at similar rates. Developmental psychologists tell us so (at least with trace evidence of discrepancies). Again, however, I see our tendency to develop a box and squeeze, cram, and cut our learners to fit in those prescribed dimensions. I envision a system ( or at least my own school) in which a free flowing movement of students enables them to travel to their unique ability, interest, and talents. This type of environment, of course, requires a solid AND flexible foundation, but if done correctly and with reflection, the learning environment can transcend from its now factory like conditions and structure and metamorphose into a experiential learning environment which allows students to make their own boxes (or rectangles, or circles, or cylinders, or spheres, or clouds, etc.) . |
October 27, 2015
I have mentioned before the importance of differentiating instruction, This batch of readings were all about differentiation, but really in all of the classes here at the University of Mary Washington, differentiation is a reoccurring theme. Differentiation for gifted students is JUST as critical to the learning experience as in at-level students. So, why is differentiation so important to our learners, to our educators, and to our understanding of how the world works? Differentiation is the nuanced reality of our existence. We like to say that we all think the same way, we all feel the same way, we all experience life in the same way, but our globalized lives are no longer governed by the remnants of the axiomatic false-truth. The convoluted and messy truth is that our life experiences differ, and therefore, our perspectives differ, and therefore, our interactions with the world, with information, and with ourselves differ. We are products of intersectionality. How can we differentiate? Firstly, we must remember and participate in the amassing of knowledge--the mountain of information from which we can all draw and to which we can all contribute. It takes more than one teacher, more than one mind, It is true that one teacher can pull off differentiation--changing approach and interaction with knowledge based on students needs, but creativity is limited in one person. Drawing from other minds can only widen access to differentiation ideas and methods. |
November 3, 2015
I love rewriting how we think out creativity! It is not "Am I creative," but rather "How am I creative?" This is a powerful reframing that alters not only how we think about creativity but also how we interact with creativity in our classrooms and with our students. Creativity has become a integral part of the American Identity. We can see this by messaging in pop culture markets. Product commercials (i.e. Apple, Pepsi-Cola, Sketchers) appeal to the consumer with ideas of individuality, being/becoming the ultimate self, creating something new, trendy, etc. We do value creativity, but in particular "approved" fields. Creativity in style, in fashion, in art, and in other humanity-based fields. We even value creativity in STEM-based fields such as the new iPhone. We value forms of creativity that we understand, that we identify as creativity, and that cause little threat to the status quo. There is less acceptance of creativity when there is the threat of change to established ways of being and knowing. Who is most fearful? Those in power. What about creativity that threatens those who possess power (i.e. resources)? This is quickly squashed and labeled as a threat (think WikiLeaks). Educators are in a critical position to oppose this buffering. Let us support the creativity that we seen blossoming in our students, Let us nurture their desire, inclination, and ability to think outside of our own socialized thinking processes. |
November 10, 2015
Residential schools, please! I completed my additional reading on residential schools, and I one day hope to have one of my own! In fact, I have already started preliminary (for fun) research on how to start my own school! I found the other additional programming options--mentorships, Governor's schools, talent searches, etc--informative and interesting, but the residential learning environments resonated with me in a more authentic way. I should note, that it was interesting to research and find a pattern of the creating of these additional programming options--they all find their roots in the 1970s! What has happened? Where are these inventive and new ways of learning? Why have we stepped away from our re-conceptualization of education? It seems we have moved away from the expansion of education and toward the narrow and myopic. Residential schools can provide the complete immersion of the learner into the experiential learning journey. There are distractions in our world. Schools do not exist in a vacuum, although representatives create legislation as if there is a vacuum. The reality is that students go home to a world that might not emphasize or value the benefits of learning. Instead, we have Instagram, the CW, and a million apps by which we distract our focus. These "things" are not harmful or distracting inherently (though some might argue that they are), but they do tend to take priority over other activities (i.e. reading). Imagine an environment in which learning is number one! I'm thinking we need a Hogwarts! |
Final Thoughts: Here we are (at last, with a smiley and a frowny) at the closing of the semester. The time in which we complete class surveys, edit final papers, and submit the last of project links to Canvass and other sites. It is not only the period, but also the indentation of the next thought. And, as I continue onward in my studies, practice, and craft, I must synthesize the information that I glean from each class into my own philosophy of education. Things I will keep with me:
1. Creativity is everywhere, and under the right conditions, can manifest through anyone. I will repeat it again, it is not "Are you creative?" No, it is "How are you creative." This opening of ideology includes all types of students with all manners of types of thinking.
2. Differentiate Differentiation! Not only should we reflect upon our students and their individual needs to create lessons and teaching style, but we should also reflect upon ourselves--our strengths, likes, and tendencies--in order to consistently challenge ourselves to think outside our educator boxes. We, too, can benefit from differentiating our own differentiation.
3. All students need challenges. I imagine that it might be easy to think, "So-and-So, has this. They don't need my attention." I imagine that, with high-stakes testing, the tendency to let gifted children do "their thing" would be tempting, especially when so many other students need critical foundation knowledge. BUT, is this fair? Is this equal access to education? No. We must give teachers--gifted teachers, too--support, access, and funding, if they are to ensure that all of our children have access to knowledge.
4. Retaking the Assessment of Knowledge of Gifted Learners, I feel better apt to teach gifted-identified children. As in with other subjects or elementary classes (and surgery), hands-on, authentic experience is the only way to truly develop craft, however. I look forward to entering a gifted classroom, either as a student-teacher or teacher, and coordinating fun, differentiated, and thoughtful lessons for children. I am more comfortable with material and more aware of where and how to find research and various strategies that I might use in the gifted classroom.
5. My view of gifted education has not changed, although my view of education in general has changed slightly. More than ever, I see the very real need of structural changes in our education system. I hope to work industriously to make these small changes in my classroom, in my school, in my school system, and in national legislation. The school is not a factory. I know we often want to cut corners, analyze with logic, and objectify our people, but students are not just another product. When we stop looking at students as numbers and recognize them as people -- that is when the authentic education can begin.
1. Creativity is everywhere, and under the right conditions, can manifest through anyone. I will repeat it again, it is not "Are you creative?" No, it is "How are you creative." This opening of ideology includes all types of students with all manners of types of thinking.
2. Differentiate Differentiation! Not only should we reflect upon our students and their individual needs to create lessons and teaching style, but we should also reflect upon ourselves--our strengths, likes, and tendencies--in order to consistently challenge ourselves to think outside our educator boxes. We, too, can benefit from differentiating our own differentiation.
3. All students need challenges. I imagine that it might be easy to think, "So-and-So, has this. They don't need my attention." I imagine that, with high-stakes testing, the tendency to let gifted children do "their thing" would be tempting, especially when so many other students need critical foundation knowledge. BUT, is this fair? Is this equal access to education? No. We must give teachers--gifted teachers, too--support, access, and funding, if they are to ensure that all of our children have access to knowledge.
4. Retaking the Assessment of Knowledge of Gifted Learners, I feel better apt to teach gifted-identified children. As in with other subjects or elementary classes (and surgery), hands-on, authentic experience is the only way to truly develop craft, however. I look forward to entering a gifted classroom, either as a student-teacher or teacher, and coordinating fun, differentiated, and thoughtful lessons for children. I am more comfortable with material and more aware of where and how to find research and various strategies that I might use in the gifted classroom.
5. My view of gifted education has not changed, although my view of education in general has changed slightly. More than ever, I see the very real need of structural changes in our education system. I hope to work industriously to make these small changes in my classroom, in my school, in my school system, and in national legislation. The school is not a factory. I know we often want to cut corners, analyze with logic, and objectify our people, but students are not just another product. When we stop looking at students as numbers and recognize them as people -- that is when the authentic education can begin.