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Extending a child with average IQ.


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#26 LiveLife

Posted 22 December 2012 - 03:43 PM

QUOTE (howdo @ 22/12/2012, 11:51 AM) <{POST_SNAPBACK}>
Having an aptitude for mathematics is not the same as being G&T. I don't know why anyone would assume that because a child can use maths workbooks 2 years ahead they are higher than average IQ.



I wouldnt say it was a given but take a random sample of 100 kids all with tested IQs of 100 and try and get them working two years ahead in maths and I reckon the vast vast majority just couldnt.  So for me, the fact she working two years ahead would prompt me to say "re-test".

#27 Expelliarmus

Posted 22 December 2012 - 03:47 PM

See to me, doing workbooks two years ahead isn't working 2 years ahead. But that's probably a difference of opinion that will never be solved ...

However
QUOTE
BMJ taking that into consideration ( and the fact her IQ assessment was done during her prep year) do you think i should pay to get her assessed by the educational psych?
She's going into Year 5? Absolutely time to re test and yes, get an independent test.

#28 LiveLife

Posted 22 December 2012 - 03:49 PM

QUOTE (howdo @ 22/12/2012, 11:51 AM) <{POST_SNAPBACK}>
extension in the New Curriculum is lateral - it will be having her apply the learning in new contexts and that will include problem solving exercises (applying the learning in new contexts), peer mentoring (you have a new level of skill when you can demonstrate the skill to others) and the development/creation of problems for others to solve.



sorry to go off topic a bit but can you give me a specific example of lateral enrichment of year 2 maths.  My DD (just finished year 2 and tested gifted) is at a school where enrichment is more often than not working on maths concepts of the higher grades (even several grades).  I cannot think of lateral application of year 2 maths concepts that would keep her engaged and challenged.  If I cant think of one example how is a teacher meant to enrich in this way for 40 weeks of mathematics?? Sorry, maybe I'm confused, maybe I just cant think laterally myself but more than happy to be enlightened with what concepts could be covered with her.

#29 Expelliarmus

Posted 22 December 2012 - 04:12 PM

I chose a simple example to illustrate from the Location and Transformation section of the Measurement and Geometry Strand. I have c&p the curriculum information from Year 2 and the next two year levels to show lateral extension - which means applying the learning in new contexts.

Year 2
QUOTE
Content description
Interpret simple maps of familiar locations and identify the relative positions of key features

Elaborations
understanding that we use representations of objects and their positions, such as on maps, to allow us to receive and give directions and to describe place
constructing arrangements of objects from a set of directions

The focus in Year 2 is to use familiar locations and read a simple key or legend and then to talk about the church being to the east of the school and that you need to go north to get to the bus stop.

Year 3
QUOTE
Content description
Create and interpret simple grid maps to show position and pathways
Elaborations
creating a map of the classroom or playground

The focus in Year 3 would be to consolidate the learning about keys and legends and directions and to use a grid to do the "the playground is at A3" thing.

Year 4
QUOTE
Content description
Use simple scales, legends and directions to interpret information contained in basic maps
Elaborations
identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference
using directions to find features on a map

The focus in Year 4 would be to consolidate the prior learning and to begin using simple scales and using maps of unfamiliar places.

So rather than having the year 2 student start using grid references, scales or start looking at maps of Indonesia, you'd have them interpret maps of unfamiliar places and interpret new symbols. While the students might be working on interpreting mud maps of the classroom or the school (familiar places), the extension student might work with the map of the local zoo or a tourist map of the CBD of your city. To explore and find out which symbol is being used for things and solve problems based on that. eg. "How many animal exhibits do you go past to get from the Orangutang enclosure to the lions?" If the class *goes* to the zoo, you might have them practice using the zoo map and then read a map from a different zoo for extension.

However, a child who is identified as G&T should have an individual education plan which will identify what they should be learning and it might be that their plan involves working a year level ahead and doing the Year 3 curriculum. IMO being G&T is not simply applying extension, it needs to be specifically written to say what their learning goals are. It might be that in Maths they are working with Year 3 curriculum and in English with Year 4 but working at year level for content purposes in PE, Arts and History.

HTH

Edited by howdo, 22 December 2012 - 04:17 PM.


#30 LiveLife

Posted 22 December 2012 - 06:04 PM

thanks Howdo,
you always provide such easy to understand explanations for us non teachers

#31 mum850

Posted 22 December 2012 - 06:52 PM

I am going to give you a testing example!
My kids go to a school that is great for gifted kids, my kids have all tested gifted.
The school decided to do a screening test, the Raven's, to see make sure they are picking up all the gifted kids, not just those with noisy parents. (That's my interpretation LOL)
A number of DDs friends were tested too.
DD had previously scored at 98th centile and then refused to particulate further in that test, when she was young. So I had evidence to say she was at least 98th. She is working 2 grades ahead at school in maths/literacy .
Test result? 50th centile. Bang on average. If it had been (say) 80th I would have been disappointed, but 50th was clearly a result that was not right.
(My friends' kids all seemed to get 95th centile. Doh!!!)
I had to get DD3 tested anyway for early entry to school so got DD2 tested formally again too.
She scored at 99.5th, but the funny thing was, in the Raven's section, she did outrageously well, at adult levels, BUT ONLY ON THE HARD ONES, SHE GOT THE EASY ONES WRONG. So that was why she did poorly on the one she had at school ( said the ed psych)

So that's a great example of when the school testing said, not gifted, not even high, but the outside/expert  testing said, wow that was amazing and a really high area.

#32 MammaBee81

Posted 22 December 2012 - 08:11 PM

I'm going to go in a slightly different direction - I would suggest spending less time imparting advanced knowledge, and more time teaching her how to teach herself new things (whether from the textbook or other problem solving activities). This will be far more invaluable in the long run than knowing "stuff" from 2 grades up.

It really pains me to see people who can do well in a test try to apply their knowledge to real life problems. Or when they have a problem they've never seen before, they don't even know where to begin to find or formulate the answer.

I'd rather my children (when they get here - half way through creating my first!) test poorly as long as they can think for themselves.

I say that as a G&T person who has been that way my whole life both because of a natural aptitude, and (I think more importantly) because my dear father was able to teach me how to find the answers myself from a very early age. At school, I would also be able to answer the harder questions better than I could answer the easier questions - because the harder ones interested me more (since they were challenging), so I spent more time on getting it right. The easier questions didn't interest me as much, and, while I knew HOW to answer them, I'd make silly errors as I wasn't paying as much attention to it.

One more thing - bless you for being so interested in your children's education. It's really lovely to see. I don't think enough parents are willing to put in the extra time to help their kids at home...

#33 charlottesmum04

Posted 22 December 2012 - 08:32 PM

Howdo thank you!!  that makes perfect sense. Now i just have to find out the grade 5 curriculum and work out how to do that.

[quote name='MammaBee81' date='22/12/2012, 08:11 PM' post='15178560

One more thing - bless you for being so interested in your children's education. It's really lovely to see. I don't think enough parents are willing to put in the extra time to help their kids at home...
[/quote]

MammaBee thank you.  I think it actually started because of DS's II.  We have been so used to working on school work outside of school its a natural progression to just keep doing it.  Combined with DH 1 year off a teaching degree (high school science and maths teaching) and myself working in early childhood and we both share a love of lifelong learning. I am very thankful fr teachers though.  I admit my failings in not being able to do the job they do.




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