Overcoming LAndmine Barriers of underrepresented Gifted Children

Counter Acting DEFIcit thinking What is Deficit thinking? Deficit thinking refers to the notion that students (particularly low income, minority students) fail in school because such students and their families experience deficiencies that obstruct the learning process (e.g. limited intelligence, lack of motivation and inadequate home socialization). R.Valencia Psychology Press, 1997Valencia

Why is it important to counteract deficit thinking? An educator’s outlook on multiculturalism plays a major role on student achievement. Teachers have to believe that their students are capable learners. Teachers have to be able to make sure that their students believe this is true and communicate this to them. Teacher HAVE TO SET THE EXPECTATIONS HIGH!!!!!

Tips: Avoid Stereotypes Stereotypes can hinders the outlook on the population of students that you serve. Stereotyping can cause teachers to unconsciously form attitudes and behaviors the students are “slow” and provide a “low level work” to students. Encourage positive language amongst colleagues,and confront racism and discrimination towards students. Image credit:schoolofequality.com

Develop Talent First Identify later

School improvement Use your school’s improvement goals and needs to help guide you with the Talent Development content.

Standardized Test Students need to have qualifying scores on nationally normed achievement or mental abilities test to qualify for Option B

Standardized Test Scores Standardized test scores correlate with family income, ethnicity. They debunk the myth of equal opportunity. Standardized test scores can help or hinder your gifted program. Cons: In a Title I and diverse population qualifying scores are on the lower end of the spectrum. Pros: Use the scores to see where the students show strengths.

THE REALITY Use them to drive instruction.

Develop Talent Be intentional when reviewing test data. Look for trends Create small groups based upon test data Converse with classroom teachers, use their input to identify students that may display signs of giftedness. Co-teach and collaborate with classroom teachers using strategies to boost test scores.

Metacognitive Growth Think and ask questions aloud with your students. Make connections with academics and real life through problem solving. “What in my life can help me solve this problem”

Useful Tools Focus on specific critical thinking vocabulary ex. Observation, Analyzing, connections and transfer. Use mental models Use visual models Make learning useful Use lots of videos and audio (ELL) Teach in reference to real life Use questioning to explore how the information could be used in their lives. Questions to ask before teaching material: Will my students be able to transfer this information? If not should I teach this? How can I create an opportunity to transfer information?

Adapted from Wilson 2005 Strategies

Vocabulary Building Use pictures to form vocabulary from content. The unknown words students explore definitions for meaning.

Effective Field Trips Virtual Field Trips 360 Google Card Board makes it real to the students through Experiences

Overcoming Landmine Barriers of Underrepresented Gifted Children

Increases point of view and retention of information Cartoons and Pictures ● Meaning ● vocabulary

Enhance the use of Sensory Language Will increase attention and retention of information. The slimy slug and tastes like salt.

Debate, Debate, Debate Internalize and transfer information for communication

Use Big Gestures 80% of communication is Non-verbal

Mystery Object Use objects to spark sensory experiences

Focus on the output Use methods that spark creativity through songwriting, mind mapping, model building

Use color Encourage students to use color when taking notes.

Emotions Retention of important information

Rap and Music (Rhythm and Poetry) Use to recall facts, boosts retention and debrief.

Use stories