copyright (c) 2003 allyn & bacon chapter 11 teaching students who are at risk and students who...

copyright (c) 2003 Allyn & Bacon

Chapter 11

Teaching Students Who are At Risk and Students Who are Gifted and Talented

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Students At Risk(Slavain, Karweit & Madden, 1989)

Remediation

Retention

Dropping Out

Substandard Basic Skills


Conditions that Place Students At Risk

Family Conditions Poverty Instability Risks to health and

safety

At-Risk Schools Alienate students and

teachers Provide low standards Lower expectations Unresponsive to

students High truancy/discipline

problems


Prevalence of Students At-Risk

Fourth Graders 31% below basic level

in math 37% below basic level

in reading

More than ½ urban high school students have been retained

National dropout rate—11%

Half the adults in U.S. have substandard basic skills

23 million adults are functionally illiterate


Identifying Students At Risk

Poor academic performance

Counterproductive attitudes and behavior

Excessive absenteeism


Programs for Students At-Risk

Compensatory Education

Title I

Pull-Out Programs

In Class Programs

Add-on Programs

Schoolwide Programs

Tracking


Giftedness—Basic Definition

General intellectual ability Specific academic aptitude Creative or productive thinking Leadership ability Visual or performing arts


Gifted Behavior (Renzulli & Delcourt, 1986)

Interaction among

ABILITY CREATIVITY TASK COMMITMENT


Other Characteristics

Intellectually gifted– Convergent thinkers– Divergent thinkers

Creatively gifted– Express ideas through

various forms of communication

Invisible gifted: Minorities Disabled Females


Suggestions When Identifying Students Who are Gifted and Talented

Realize teachers are on the front line

Understand state and school district criteria

Document student behavior

Go beyond academic performance

Listen to parents

Understand the politics


Content Instruction

Acceleration

Enrichment

Administrative arrangements

Resource Programs

Self-Contained Programs

Inclusion Programs– Cluster grouping– Schoolwide Enrichment

Model


Instructional Guidelines

Communicate high expectations

Create a positive classroom climate

Enhance motivation

Use Authentic learning tasks

Assess prior knowledge

Promote inquiry and independent learning

Teach thinking skills


Positive Classroom Climate

Minimal disruptions Pacing of instruction appropriate for topic

and students Consistent classroom routines Regular systems for giving feedback Keeping students accountable Planning appropriate to students’ level of

learning


Effective Motivation

PRAISE For a specific

accomplishment To help students

appreciate task-related behavior

To focus on difficult tasks


Authentic Learning

Construct meaning by connecting new information

Recognize value of what students are learning

Connect what they learn to “real world”– Higher Order thinking– Depth of knowledge– Connectedness to world beyond classroom


Promoting Inquiry and Independent Learning

Self-paced assignments Ungraded enrichment activities

Alternative assessments Real-life problem solving

Create new products Involve students in creative activities


Involving Other Adults

Parent Involvement

Volunteer Programs

Mentoring Programs

copyright (c) 2003 allyn & bacon chapter 11 teaching students who are at risk and students who...

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