Myths about Gifted Education - Guided Thinking

The National Association for Gifted Children compiled a list of common myths about
gifted students, education, and programs. In this assignment, you are going to
explore some of these myths along with the rebuttal against them.

1. Read the myths in the chart below.

2. Complete the column Prior to Viewing Video by adding your thoughts and
observations in regard to each of the myths.
3. Watch the video. https://www.youtube.com/watch?v=MDJst-y_ptI
4. Complete the column After Viewing Video by adding new ideas you learned
from the video or sharing what the video said that supported your beliefs.
5. In the last column, Observations from Your School, add ways that you see
the myth being supported or rebutted in your own school. You should think
about the school as a whole, your team/department, and even the
community at large.
6. Answer the questions included below the chart.

Type directly into the squares. They will grow in space as you type. Save and
upload to Blackboard when you finish.

Part I

Chart-30 points possible

Myth Prior to Viewing After Viewing Video Observations from

Video Your School
Gifted Students Prior to course 1, I Students need to At our school we
Dont Need Help; actually believed be taught how to offer classes that
Theyll Do Fine On this statement to be become more are solitary
Their Own be true. Now I efficient learners in comprised of gifted
understand that order to achieve students. These
gifted students their maximum classes are taught
dont all possess potential. They by teachers that
gifts in the every also need to be have been trained
content area. I challenged to help to meet the needs
have also learned sustain their of gifted students.
that students interest and keep
express their them motivated.
knowledge in
different forms.
What I call
achievement may
not be the way the
student is able to
express his
 knowledge in all
areas.
Teachers Challenge From the readings Teachers need Students identified
All The Students, in Module 1, I training to as gifted have been
So Gifted Kids Will understand that understand the placed in separate
Be Fine In The some students needs of each classes at our
Regular Classroom need material that gifted student. school.
relates specifically Many gifted
to their interest to students require
motivate them. more than a
Some students regular
need a different set atmosphere to
of challenges. thrive.
Gifted Students Many students, not Other students Students are not
Make Everyone just gifted may not see the grouped in classes
Else In The Class students, are gifted student as a by age but by level
Smarter By capable of role model. They of ability. Younger
Providing A Role providing a may instead think students are seen
Model Or A challenge to others of the gifted by their peers as
Challenge or being role student as smarter simply
models. Also, not someone who because they in
all gifted students simply has a classes with older
present model natural inclination peers.
behavior in class. to grasps the
concepts
presented and thus
different from
themselves.
All Children Are All students have Some have Any student can
Gifted their own unique exceptional skills take an AP course.
talents or gifts; that extend far A student does not
however, by beyond the norm need to be labeled
definition all of the general as gifted to do so.
students cannot be population.
labeled as gifted.
Acceleration I do believe that Gifted students I have taught
Placement Options there are some strive better in classes with
Are Socially students who may environments that students ranging in
Harmful For Gifted not be able to provide the ages in the same
Students handle the settings challenge they subject level class.
of an accelerated need to stay There is nothing
environment. motivated to learn. that identifies each
However, I believe Keeping a student student by age,
all should be given from advancing only by ability
 the opportunity to could cause level. The younger
do so to see how harmful effects. students thrive well
they thrive in the Allowing them to in the classes with
environment rather advance to a level students who are
than predetermine they are capable of older than them.
this information managing provides
without seeing how gifted students
the child thrives. with the motivation
and comfort they
need to develop.
Gifted Education Gifted programs Programs should There seems to be
Programs Are are available in be made available a relationship
Elitist most neighborhood in all areas. By pattern socio-
schools. However, limiting the economic class and
there are more location of such acceleration.
opportunities in programs, we are Students who
wealthier areas. ignoring the needs receive free or
of financially reduced lunch, for
disadvantaged example, are
students. statistically less
likely to be in an
accelerated class.
That Student Can't Gifted students Gifted students Not all gifted
Be Gifted, He Is also have areas of need help reaching students receive
Receiving Poor strengths and their full potential. straight As and
Grades weaknesses. Some They need to be in Bs, but that seems
students try to an environment to be the
mask their where they are not expectation.
giftedness to be afraid to take risks.
accepted by their
peers. Also there
are other factors
which lead to
underachievement
of gifted students.
This Child Can't Be Gifted students are It is possible for a I have had students
Gifted, He Has A normal people. student to be who are gifted in
Disability They too may gifted in one area math but require
possess a disability and at the same accommodations in
in some areas. time possess reading or other
weaknesses in areas.
other areas.
Our District Has A Cobb county AP programs offer Our AP courses are
Gifted And schools offers AP, a limited not labeled as
Talented Program: Accelerated and curriculum which is gifted, but we do
We Have AP Honors courses. usually focused offer accelerated
Courses The school at which solely on academic courses that are
I teach also hosts knowledge. Gifted taught by teachers
the International students need who are trained to
Baccalaureate more than just teach gifted
program. knowledge, but an students.
environment where
they can be
creative and
explore how they
can apply their
talents.
Gifted Education Well trained and Students are well I have seen money
Requires An knowledgeable worth the being spent of
Abundance Of teachers are need investment it takes items that are not
Resources to help the to carry out a specifically related
program be successful to education. But
successful. Extra program. We must there are also
activities and make funds funds specifically
resources help to available to allocated for the
provide enhance the gifted program at
differentiated tasks programs we have our school.
to accommodate as well as create
the different even more
learning styles our opportunities for
students possess. success.
(Modified version of the Guided Thinking Template on p. 105 in Advancing
Differentiation)

Part II

Answer each question below in paragraph form. Your response should

indicate a deep level of thought and understanding of the myths
presented. 5 points each.

How did this assignment dispel or reinforce your own beliefs about gifted education
and gifted students?

Prior to course one, I believed many of these myths. I did not understand the
need for acceleration for example. I didnt understand the purpose of a student
being allowed to advance through the curriculum. This course has taught me that
keeping a student at grade level simply because of their age can actually do more
developmental harm than good. Students are more comfortable and adapt better
when they are placed in an environment where they can thrive rather than an
environment where they are restricted or not allowed to cultivate their skills.

Which of these myths do you think is most prevalent in your department/school?

That student cannot be gifted, he is receiving poor grades.

When a student is receiving poor grades, the first thought is that the student is
improperly placed. In other words, it is assumed that the student is placed in a
class that is too high for the students abilities. There seems to be more focus on
putting students in a class that is less challenging or more manageable than
equipping students with the skills they need to thrive in their current
environment.

How would you respond to another teacher who questions you about this myth?

I would respond to a teacher who questions me about this myth by asking the
teacher what tools the student has been provided with in order to attain success.
I would make suggestions for ways to help the student perform better in their
current environment. I would suggest the teacher question the student to inquire
of what that student would specifically need to feel more comfortable in the class.
I would also provide the teacher with information to help that teacher differentiate
the material for the students.