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Welcome!. Please take a moment to complete the myths and realities of gifted education survey you received at the door. Presenter: Ms. Christina Allred Gifted and Talented Facilitator Nathan Hale Magnet Middle School for Leadership and Social Justice.
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Welcome! • Please take a moment to complete the myths and realities of gifted education survey you received at the door. • Presenter: Ms. Christina Allred Gifted and Talented Facilitator Nathan Hale Magnet Middle School for Leadership and Social Justice
Underachievement of gifted Minority Students NAG 2011 Ms. Christina Allred
Cultural Conflict Statistics • Although 68% of pupils in the nation’s 100 largest school districts are youths of color, approximately 87% of all teachers are white (National Center for Education Statistics, 1997, 2001). • Many researchers have speculated that cultural conflict precipitates school failure for students of color, particularly youths from low-income backgrounds (Byers & Byers,1972; Nieto, 1999, 2000; Gay, 2000).
Other People’s Children-Lisa Delpit • We live in a world where our nation is consistently becoming more diverse. • Minority students represent the majority in all but two of the twenty-five major cities in the U.S. • 40% of the students in today’s classrooms are nonwhite students. • Think about communicating across racial, social, cultural, or lines of unequal power.
Coping in the Classroom • Students’ behavioral success is closely linked with their ability to decode implicit teacher expectations and cues. Code Switching • Disciplinary practices and understanding of those practices = success. Kagan • Lack of motivation looks like: Laziness, Defiance, Distraction/Disengagement, Procrastination, Passive aggression
Impact of Student Behavior • Prior Achievement • Prior Behavior • Prior Placement • SES • Language Ability • Physical Attributes • Gender • Race/Ethnicity
Epistemology • How we know what we know • What we bring to the table • Introduction to the Innocent Classroom: Alexs Pate
Identification • Media/Societal messages • Stereotypical racial identity • Mentoring programs i.e. 100 Black Men of Omaha
Motivation • By 1999 one out of every four students dropped out of high school before graduation. • The drop out rate for Hispanic and African American students 16 and over is 50%. • Real world application is the key, raising the bar in all classes, not just honors classes. Low expectations breed minimal performance. • Honors by Contract-OPS pilot program
Ten Successful Tips for Student Achievement • Develop strong bonds with diverse students • Identify and build on the strengths of all students • Help students overcome their fear of failure • Help students overcome their rejection of success • Set short-term and long-term goals with and for your students • Develop teaching styles that are more congruent with the learning styles of minority students
Tips Continued • Use homework and television to your advantage • Communicate to see that your real intentions are understood • Establish a good school and classroom climate of support and encouragement • Strengthen relations between home and school
White-Black Achievement GapTen Theories • The deficit-deprivation theory • The theory of structural inequality • Tracking • The theory of cultural discontinuity • The “fourth grade failure system” • The “acting white” theory • The “peer pressure” and “lure of street life” theory • The “parents are at fault” theory • Unprepared teachers • Low teacher expectations
Motivating the Gifted Child • Challenge • Commitment • Control • Compassion • Love and Learning Dr. Carol Strip Whitney
Challenge • Raise the bar • Critical thinking skills • Blooms taxonomy Edupress • Depth and Complexity • Differentiated Instruction • Ability grouping • Acceleration
Commitment • Motivation: a desire for and a movement to a specific goal • Attribution Theory • Goal Theory • Self-determination Theory
Control • Choice in learning • Creating a state of flow • Including enough teacher guidance • Gaining a sense of responsibility and ownership for student learning
Compassion • 60-90% of gifted children have admitted being bullied. • Gifted students are already stressed about others and their own expectations. • They struggle to make sense of cruelty and aggression. • Social/Emotional traits of gifted students
Myths and Realities • Revisit the myths and realities survey. • What can we do as educators to dispel the myths and implement the realities? • Email me with comments or questions at christina.allred@ops.org
Sources • A Love of Learning Dr. Carol Whitney • Other People’s Children Lisa Delpit • http://www.humanitieslearning.org/