That I like school and want to learn and get challenges to solve.A World of Possibilities: Career Development for Gifted Students By Jennifer Kass & Marion CavallaroĪpproximately 7% of all U.S. I also wish they'd take me more seriously as a person! ▪ That I really want to learn but I having a huge talking problem.! ▪ That I'm not an ordinary kid who comes to school because he has to. In fact if we have the option to work in groups I’ll prefer to work alone.! ▪ That people my age sometimes do very stupid things, want to talk and socialize, and have fun! ▪ I'm not a terribly fast learner but I'm smarter than they think. I heard it once and don’t need to hear it 1,000 more times!”! ▪ I focus better when the class is quiet and that I am plenty capable of doing my work on my own. ▪ “I hate it when teachers keep teaching the same thing over and over. Other interesting tidbits students shared…. 56) ▪ Group students by interest ▪ Allow students to opt out of assigned work ▪ Allow students to design units, lessons, or projects ▪ Allow independent projects ▪ Incorporate authentic mentors and coaches ▪ Develop community or service-‐based projects ▪ Create an online wiki to share information ▪ Develop SIGS
What can I do to implement the results? (per Richard Cash, p. Ovide an outlet to answer questions about affective gifted issues Sign informational pieces that are accessible to students and in language students understand open about identification and the implications of identification
L I have more homework because I’m gifted? N I get kicked out of the gifted program? We asked : Do you have any questions about being a gifted student? closed-‐ended questions – will your results be easy to interpret? ▪ About Student Abilities: – What courses have you taken previous to this? – What are your strengths? What are your limitations? – Which class do you work the hardest in? Which class do you learn the fastest in?ĥ Keys to Designing Your Own Inventory *Purpose – how do you intend to use the inventory in a purposeful way to plan instruction? *Accurate – is the information you are collecting accurate and reflective of your students honest thoughts? *Non-‐threatening – not graded, not shared with the world, used appropriately *Age-‐appropriate language – is it written in a way that a kid can understand? *Open-‐ended vs. ▪ About Student Interests: – Rate your favorite subjects in school – What activities do you participate in after school? What kinds of things do we ask on interest inventories? ▪ About Learning Styles: – How do you learn best? – Do you prefer to work in a group or alone? Teachers should make informed decisions about the areas or units within which learning style differences can be incorporated. Why are interest inventories useful to teachers? Three broad areas of student characteristics we need to be aware of: – Abilities (through identification and programming) – Interests (personal, occupational, hobbies, etc.) – Learning Styles (how a student is allowed to pursue a topic) What is an interest inventory? ▪ A tool used to match a student’s learning preferences or interests with appropriate instructional strategies ▪ Much like the relationship of a doctor/patient ▪ As a way to gather information so that instruction can be tailored to accommodate for student learning styles when appropriate Overview ▪ Today we will take a look at… – What is an interest inventory? – How interest inventories are useful – Sample inventories – How to create an inventory – Student results – A link to several example inventories The Impact of Student Input: Using Student Interest Inventories in Gifted Education Gretchen Oltman, J.D., Ph.D.ĭistrict Secondary High-Ability Learning Facilitator Bellevue Public Schoolsĭistrict Elementary High-Ability Learning Facilitator Bellevue Public Schools
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