Presented by Susan Winebrenner

 Bright ChildGifted Learner  Knows answers Asks questions  Is interestedIs highly curious  Has good ideas Wild and “crazy” ideas  In top groups Beyond group levels  Learns with ease Already knows  Understands Draws inferences  Absorbs information Manipulates info  Pleased with own learning Highly self critical

Students who are gifted in some areas of learning and “remedial” in others.  Let them experience compacting and differentiation in their areas of learning strength.  Provide compensation strategies in their areas of weakness.  Connect their personal and passionate interests to their curriculum.  Teach them and allow them to demonstrate what they have learned in their preferred learning style.

The surest path to high self esteem for all learners is to continuously be successful at learning tasks they perceived would be difficult! Each time we “steal a student’s struggle”, we steal the opportunity for an esteem building experience to take place. Dr.Sylvia Rimm, clinical psychologist The longer students proceed through school thinking that “gifted” means “easy”, the more likely they will be to resist challenge when it comes.

Her theories have finally explained why gifted kids tend to freeze up and refuse to do work whenever they interact with truly challenging learning experiences.. “The Experiment

 In order for praise to be effective in leading to better learning outcomes, it must be specific and personal. Generalized praise is not only useless, it may be harmful.  When children observe other children being given generalized praise, they conclude that those receiving the praise are getting praise because they are not actually being successful therefore needs additional praise from the teacher or parent. (Wulf-Uwe Meyer)

 Praising innate intelligence produces fear of risk taking. AVOID: “You are so smart! You are so wonderful! You are the smartest kid I know!” Children perceive the outcome is removed from their control  Praising effort and hard work produces attitude of capability and willingness to take risks. CHOOSE INSTEAD “I have noticed how carefully you thought through the problems. You obviously worked very hard to get the outcome you wanted.” Children perceive that hard work and effort can bring a learning goal closer to realization. Based on a study by Dr Carol Dweck – author of “Mindset” From “Nurture Shock” by Bronson and Merryman Or “How Not to Talk to Your Kids”

 This makes kids adopt lower standards and self-expectations and work hard to avoid using effort to make all appear effortless  When caring adults praise outcomes that were created by little or no effort, children try to maintain that situation for its praise.  Giving kids the “smart” label may actually be contributing their underachievement; if not presently, then later in life.

 Spend 10 minutes each day, one on one with each child.  Have nothing in your hands or line of vision but the child.  Do not ask questions or give advice  Use active or reflective listening: repeat what child said in your own words

 To each other  To yourself or other family members  Do not talk about them where you can be overheard  Recognize and nurture each child for his or her individual talents and gifts.

 Use the 8 hour rule  If there are two parents, both must agree on a decision before it is announced to the child  A single parent must be confident that his or her  “8 hour” decision is final and will not be changed  Try to be consistent from one decision to another.

 Afraid to try anything in which instant perfection is not guaranteed.  Belief that one is valued for what he can do, rather than for her intrinsic value as a person  Focus on process instead of product; on effort rather than outcome  Less emphasis on grades, class rank, or the right college  Examine your own modeling in dealing with frustration and/or failure.

 In elementary and middle school, students must learn the value of hard work and not be satisfied with high grades that come easily.  No college asks for elementary or middle school transcripts.  Students who have never learned the benefits of struggle do not reach their achievement potential.

Implementing and Supporting The Schoolwide Cluster Grouping Model (SCGM) Winebrenner and Brulles, The Cluster Grouping Handbook,

A: The Schoolwide Cluster Grouping Model (SCGM): How to Challenge Gifted Students and Improve Achievement for All. By Susan Winebrenner and Dina Brulles

The SCGM is a method for providing full-time gifted services without major budget implications, and with potential to raise achievement for all students. With the SCGM, all students are purposely placed into classrooms based on their abilities and potential. Each teacher has a slightly smaller range of abilities, and achievement rises for all students, including those in special education and those scoring below proficiency levels.. What is The SCGM and why should we consider it?

30 students in 3 classes GiftedHigh Average AverageLow Average Far Below Average A B06 66 C06 66

 Challenging gifted students every day, all day  Bring gifted education into the regular school program  Assure gifted students learn with their learning peers  Empower teachers to challenge gifted learners  Bring components of gifted education to more students  Improved achievement for many students at each grade level  Parents keep their gifted kids at their home schools.

 No longer an”extra program”  Opportunities good for them offered to other students as well  Can stay with their classmates all day  Can learn with other advanced learners every day  Are taught by teachers who have had special training to understand and challenge them  Do not have to struggle to hide their true selves