Download
1 / 29
290 likes | 411 Views
Discovering and Developing Talents in Diverse Gifted Students, through Science Hands –On Learning.
E N D
Discovering and Developing Talents in Diverse Gifted Students, through Science Hands –On Learning. • At the Universidad de los Niños we apply specialized strategies to develop the programs needed to nurture gifted Mexican children. We initiated and developed programs that expose the students to experiences not commonly found in regular schools.
The environment is supportive and relaxed • Specifically, we provide a learning and supportive • environment in which Mexican gifted students share experiences with intellectual peers and stimulate • each others thinking and creativity. This results from providing students with a broad vision of an area of interest.
Leo was 4 years old when he first started our program. Now he is an Orthopaedic Surgeon • We have been guiding students through investigations and research processes, providing them with experiments in the latest up to date scientific advances. We apply and use a diversity of strategies for developing the students academic, communication, planning forecasting, creative and evaluation talents. • We also work on diverse strategies and principles for developing the gifted child’s self esteem.
At the Universidad de los Niños • We attain our goals by applying the principles of holistic education, and by producing a transfer effect • of academic abilities to real life situations. • We strongly focus on creating awareness and understanding of the behavioral characteristics of our gifted students and then nurture their talents.
“Hands –on” Science Experiments • At the Universidad de los Niños we develop students’ potential through “hands-on” experience. The program • is also designed to encourage the students to develop his/her individual potential while interacting with intellectual peers.
Strengths are Continously Developed • Students are identified focusing on their special strengths. Twice exceptional students, in many cases, find opportunities to develop their talents. Many times their giftedness will go unnoticed and unaccommodated in favor of attending to their learning deficits
The Focus is on the Strenghts Twice exceptional students, who have clearly exceptional abilities in soma areas and weakneses in others, receive little or no attention on their remarkable strengths. These kids are gifted with learning disabilities. At our program all students get continous opportunities to work in their areas of strength.
AdviceforTwiceExceptionalStudents • We focus on talents and give twice exceptional students the opportunity to participate in the workshops and develop their areas of strength. They’re also encouraged to seek outside help to work on their disabilities. • The following advise can help these twice exceptional students opportunities for success: • A) the students need to understand they are not the only ones with those problems. Renowned personalities such as Thomas A. Edison and Nelson Rockefeller had difficulties in learning. Nevertheless, they • reached their goals successfully.
AdviseforGuidingTwiceExceptionalStudents • B) It is important to give the students alternative options for learning. If a child has difficulty writing he should be given the opprtunity to present the exam orally. They should be allowed to use a computer or a keyboard. . • C) Individualized attention should be • Considered for their areas of difficulty. • Repetition is not the best method • For teaching these children • (Frostig &Maslow, 1973 Williams p.18). • D) Students should not be allowed • to force themselves beyond their • capabilities. The child should be made • aware of their problem. A child with whatever perception problems should be told about his disability. • Children with ADD and with AHDD do well in our workshops. • Bruno, Eduardo Tawil.
AdviceforTwiceExceptionalStudents • E. The students need to be given opprtunities to help others. They should help their classmates with homework or projects. These activities strengthen their self-esteem. • F. They should have opportunities for success. It should always be done in a positive way. • G. It is of utmost importance to give these students the opportunity to excell in their areas of strength. They should never be punished by taking away an activity in which they experience success. Frustration and anger can emerge and it obviously will not help them in their weak areas. • H. The workload should be diminished and they should be given the time they need to complete the work. The child should not be punished for not completing work he cannot do.
Our Specialized Program at the Universidad de los Niños • F. Parents should never feel guilty for their childs failure. Children should be cherished as people with amazing capabilities. • Or program offers a specialized workshops that focus on developing strengths in students. • Students are allowed to experience the adult-like activities and they find an oasis of fun and entertaining learning at our workshops. Twice exceptional students, develop compensation strategies when participating equally in our workshops.
NAGC PRESENTATION IN ATLANTA GA 2010 • We teach science concepts through “science hands -on experiments.” Experiments are realistic and evoke real life situations. Students feel • successful every time. Most gifted • students with LD benefit from • our program. They develop their • self esteem and continuously • compensate for their weaknesses.
Strategiesused in ourProgramthatDevelopStrengths in Twice-ExceptionalStudents • Susan Winebrenner, in her article “Teaching Strategies for Twice-Exceptional Students”Vol.38.No.3 January 2003 (pp.131-137) Intervention in School and Clinic, gives advice on addressing twice exceptional student’s learning challenges. • Therefore, parental involvement , which is a priority for our program,also offers a supportive environment which guides students into growing as individuals. Many have reached success in the academic, social and emotional areas. Thetestimonials of our alumni speak for themselves. • The following list is advice Susan Weinbrenner offers as strategies in teaching gifted students with LD. We make a comparison on how we apply these strategies at our workshops.
SusanWinebrenner’s AdviceWhatwe use in ourProgram • 1 “Teach students to appreciate individual differences” • 2. “Be aware that many students who have learning difficulties are global learners who prefer visual tactile-kinesthetic formats for learning success.” • 3. “Always teach content by teaching concepts first and details second.” • 4. “Teach students to set realistic short- term goals and take credit for reaching those goals, even if they represent only a partial amount of the entire task.” • 5. “Teach in a way that ties learning with new content.” • 6.” Immerse all the senses in learning activities. • 7. Provide specific instruction in organizational techniques.Planning activities in Taylor Model of Intelligence. • 8. Find and use available technology that will improve student’s productivity. (We strive for the latest up to date experiments). • 9. Allow students to take test in separate, supervised environments so they can either read the test aloud to themselves or have someone else read it to them. How do we apply this?
Twice Exceptional Students at the Universidad de los Niños • 1 “Teach students to appreciate individual differences.” • Each student participating gets individualized attention and particpates in adult like activities. When doing research and discovering their potential as well as their areas of interest, they get opportunities to discover their career orientation areas at an early age. • 2. “Be aware that many students who have learning difficulties are global learners who prefer visual tactile-kinesthetic formats for learning success.” • Our students learn through “hands –on” science activities and the visual tactile kinesthetic through” science hands- on” learning provides opportunities for success in the real world.
More advicefortwiceexceptionalstudents • 3. “Always teach content by teaching concepts first and details second.” • We teach content through hands-on experiments. Learning is experienced through each experiment. • 4. “Teach students to set realistic short- term goals and take credit for reaching those goals, even if they represent only a partial amount of the entire task.” • At the Universidad de los Niños children learn as young adults. There is no grade given . There are no exams and learners have an intrinsec motivation to learn.
Strategiesused at the Universidad de los Niños • 5. “Teach in a way that ties learning with new content.” Each workshop is designed to cover one subject area and learning provides deep understanding of the subject area. Each experiment is part of a sequential theme or subject area and it introduces students to real life adult like research activities. • 6.” Immerse all the senses in learning activities.” • Immersion in science activities is how learning happens at the Universidad de los Niños. • 7. Provide specific instruction in organizational techniques. Planning activities are part of deep understanding and learning . This takes place through the use of Intelligence models such as the Taylor Model .
We use thelatest up to date experiments • 8. Find and use available technology that will improve student’s productivity. We strive for the latest up to date experiments. • 9. Allow students to take test in separate, supervised environments so they can either read the test aloud to themselves or have someone else read it to them. How do we apply this? • We do not test the students because the environment offered is relaxed and productivity takes place. Students are given opportunities, through individualized attention, to understand and deepen into the subject area. Twice exceptional students get individualized attention ..
OtherLearningDisabilities Children with Asperger syndrome have problems with social, emotional and communication skills. Therefore, they cannot benefit from our program. A parent of one of these children insisted the child should participate in our workshops. Sadly, they are not designed to accommodate their special needs. Although we do emphasize on strenghts , their lack of communication, as well as diverse unusual sensory reactions, and lack of socialization skills, totally prevent them from participating in our workshops.
Parents are Active Participants • Parental involvement is also a priority and it leads to provide a supportive environment which guides students into growing as individuals. Many have reached success in the academic, social and emotional areas. • The testimonials of • our alumni speak for • themselves.
Success Story: Jorge Numata • Students also gain confidence and recognition of personal talents and develop awareness of the importance of pursuing their educational goals. Many have turned into successful professionals and respected individuals with strong taproots our school provides. • Jorge Numata earned his PhD and I was • honored by the dedication of his Doctoral • Thesis. He thanked his dad and me for • introducing him into the world of science. He reached success and contribuited with his research to make a better world.
TESTIMONIALS FROM OUR STUDENT Yehuda Weiss • Querida Raquel, • Me has dado verdaderas najes (satisfacciones) de ver a Yehuda participando en “La Universidad de los Niños”. Me encanta todo lo que han estudiado contigo. ¡Realmente has sido muy importante en la vida de tantos niños! Felicidades (se vale decir que también estamos muy orgullosos de ti). • Con cariño, Sarah • Dear Raquel: • You have given me many naches (satisfaction) to see Yehuda participate at the “Universidad de los Niños”. I love what the kids have studied and learned from you. You really have been very important to the lives of so many children! Congratulations (it is proper to say that we are very proud of you). • Warmly, Sarah (Yehudah’s mother)
Testimonials from Parent Lourdez Delgado • ¡Hola Raquel! • Gracias por el video, creo que es un bonito testimonio del trabajo que realizas. Aprovecho para informarte que Arturo entró a un curso universitario a nivel nacional de corto-metrajes. Difícil porque tenía que transmitir un mensaje en 20 segundos. El tema era “Acciones sustentables para un futuro mejor”. Su tema fue el reciclaje de pilas. El creó una pila en 3D y ganó el 3er. Lugar. Puedes verlo en “YouTube”. Se titula “Memorias de una Pila”. Además ya participó en el trabajo final de edición de una película de dibujos animados que se estrenará en México próximamente. Se llama “Triple A, la Película”. Es de luchas. Su nombre estará en los créditos. Cuando vuelvo los ojos al pasado y a todos los problemas vividos con Arturo, y veo estos logros, no puedo menos que agradecer con todo mi corazón a todos los que cariñosamente lo acompañaron y alentaron para que el aprendiera a descubrir y confiar en sus capacidades y en su talento. • Gracias por haber sido parte de su vida! Lourdes Delgado • Hi Raquel, • Thanks for the video. I think it is a beautiful testimonial of the work you do. I am taking this chance to tell you that Arturo has entered a short-feature film university competition. It was hard, because he had to convey a 20 second message. The subject was “Sustainable Actions for a Better Future”. His subject was battery recycling. He created a battery in 3D and won 3rd place. You can see it on YouTube. It is titled “Triple A, The Movie”. It’s about wrestling. His name will be among the credits. When I turn my eyes to the past and all the problems experienced with Arturo, and see these achievements I can´t help but thank with all my heart all those who accompanied and encouraged him so that he could learn to trust his abilities and his talent. • Thanks for having been a part of his life. Lourdes Delgado (Arturo’smother).
Testimonial from Stefan Prum • deborahchelminsky • Sent:Wednesday, August 26, 2009 6:46:09 AMTo: Raquel Bronsoler • Hola Raquel, muchísimas gracias. Stefan estabaencantado de escuchar y de ver los recuerdos de esaepoca tan sensacional. Mil gracias,saludos, debbie> Hola Debbie, > Disfruta > saludos, > Raquel • Hi ! Debbie. Enjoy the video. Regards, Raquel • Hi Raquel, thank you very much for the video. Stefan was delighted to hear and see the video that brought memories from those amazing times. A thousand thanks, Regards debbie
Testimonials from our Student Jorge Numata • Agosto 3, 2009 • ¡Hola Raquel! • ¡Gracias por tu video! Me trajo muy buenos recuerdos. Te cuento que ya estoy terminando mi doctorado. Estoy muy contento, porque después de 4 años de intentarlo, mis algoritmos para calcular la entropía de las proteínas están funcionando. Siempre tendré presente todo lo que me enseñaste, y esa curiosidad infinita que nos infundiste. ¡Sobre todo se me queda la sensación de que esa curiosidad puede ser satisfecha! Pero sólo gradualmente. Curiosamente, la lección más importante que he aprendido en estos años en la ciencia es que es contraproducente querer tener la respuesta inmediatamente, y estar seguro que la respuesta es correcta. El problema de la educación científica en las escuelas es que te dejan con la sensación de que todo en la ciencia está bien entendido, y si substituyes las variables correctas con las unidades correctas en las ecuaciones, obtendrás siempre la respuesta correcta. Uno creería que todo funciona en la ciencia. La realidad es que el trabajo del científico es esclarecer lo que no funciona, los fenómenos que no están bien entendidos. Por eso, la curiosidad y la inseguridad sobre las respuestas deben durar mucho tiempo, años. • Te mando muchísimos besos. Jorge Numata • J
Testimonial from our Student Jorge Numata • Hi Raquel, • Thanks for the video. It brought back some very nice memories. I want to tell you that I am in the process of earning my doctorate degree. I am very happy because after four years of trying, the algorithms to calculate protein entropy are finally working. I will always have everything you taught me present in my life, as well as that infinite curiosity that you instilled in us. Above all I keep the feeling that this curiosity can be satisfied! – But only gradually. Curiously, I have learned over the past years that in science it is counterproductive to immediately want to have the answer, and be sure that the answer is right. The problem of scientific education in schools is that they leave you with the feeling that everything in science is well understood, and that if you substitute the correct variables with the correct units in the equations, you will always obtain the correct answer. One would believe that everything works in science. In reality a scientist’s job is to clarify what doesn’t work, the phenomena that are not well understood. That is why curiosity and insecurity about the answers must last for a long long time, for many years. • I send you lots of kisses. Jorge Numata
Jorge Numata and his Doctoral Thesis Dedication and Thank you Comments • ¡Hola Raquel! • ¡Qué gusto verte por acá! Sabes que tienes un lugar muy especial en mi vida. Tus clases y personalidad me permitieron encausar mi curiosidad y emprender el camino de la ciencia. Por eso te estaré siempre agradecido. ¡¡¡Besos!!! • Jorge Numata (20-Enero-2010) • Hi Raquel! • What a pleasure to see [you] here! You know you have a very special place in my heart. Your lessons and personality allowed me to channel my curiosity and embark on the path of science. For that reason I will always be grateful. Kisses!!! • Jorge Numata (January 20, 2010)
FROM JORGE NUMATA: PHDCONFORMATIONAL ENTROPY FROM MOLECULAR SIMULATIONS:STATISTICAL MECHANICS USING TOOLS OF INFORMATION THEORYTHIS THESIS IS ALSO DEDICATED TO RAQUEL BRONSOLER, MY SCIENCE AND MATH TEACHER AS A CHILD AND TEENAGER . I THANK HER FOR NURTURING MY CURIOSITY IN SUCH A NICE AND FUN WAY.
