QUOTE (Bek+3 @ 23/12/2012, 06:17 AM)
The article really hit the nail on the head when it said that children gifted in sports are celebrated and embraced. There is certainly not the case for the academic children at all. My academically advanced child has 2 left feet and butter fingers when it comes to sport. If he had sporting ability though no doubt he would be taken under someones wing and have that gift nurtured for sure. It just shows what we really value in this country and how it differs from the experience my MIL had with my DH growing up in the UK.
There are mechanisms and support for musically gifted children - but as Quill will know - these are usually only existent outside of the school structure. Private teachers, private classes - and it costs a fortune. The bigger government schools, or the music-oriented schools, have great programs, but they tend to only really kick in at secondary. There is a real dearth of top quality arts programs in Australian primary schools, and I a not sure that the ANC addresses this problem in any substantial way.
QUOTE (Bek+3 @ 23/12/2012, 06:28 AM)
I wonder if, as a 'society', our tall poppy mentality is the reason why we have nothing in place to embrace and advance children further who are academically gifted.
Yes, yes, yes. I have worked as a teacher in Asia, and (while I fundamentally disagree with a national hot-housing system that places an insane amount of pressure on even very young children) education is the #1 priority for most families. Children who show any kinds of giftedness have those gifts nurtured and extended as far as families are able to.
I do wonder if it goes back to our modern roots as a 'poneering' nation - where hard work is about the 'hard yakka' physical work, and the wor of the brain is, in many ways, treated as suspicious or secondary. America (while having its own education issues) has managed to avoid this, and despite a profoundly problematic school system, certainly does - in theory - support gifted learning. They hav some of the best universities in the world.
QUOTE (sparkler @ 23/12/2012, 07:14 AM)
At my school the children in the top stream were happy and did well, the children in the middle strean has some disruptive behaviour but not all the time so did ok, it was the children in the bottom stream that really suffered though as it was made up of the disruptive children, children who were well behaved but struggled with academic learning and children with disabilities, the children with behavioural issues made it nearly impossible for the children who wanted to learn. I tested around the 75th centile but as I am dyslexic I was put in the bottom stream. Streamed classes in the private system might work better though as they can expel the children with major behavioural issues.
Essentially streaming works for the kids in the top stream but you have to be willing to write off 1/3rd of kids to do it if we are talking about state schools, thankfully my DS is testing as above average (but not gifted) and free of learning disabilities right now so he would probably be ok in a streamed system.
I find this post quite disgusting. Any solution which 'writes off' 1/3 of children is unbelievably stupid an narrow minded. What on earth makes you think that profoundly gifted children cannot also be profoundly disabled? To use my son as an example - he tests with an IQ around 70, and is ASD/DHD and has sensory and behavioural issues (although some of these are resolving a bit). But - he also has perfect pitch, and the musical equivilant of a photographic memory. The child can sing a complete Beethoven symphony from beginning to end from memory, in the right key, and varies the parts (sometimes he sings the 'tune', and sometimes he sings inner string parts that even I struggle to hear). His giftedness in this area deserves support and extension, but getting past the other learning issues is incredibly difficult. Does he deserve extension any less than a child without a disability?
Gifted children, in my experience, often come with other 'issues' - whether they be social, emotional, behavioural, or in tandem with a learning difficulty. It's not as simple as shove all the bright kids in a classroom together and everything will be ok. Just like it's not as simple as shove all the 'bad' kids in a classroom together. It's far more complex than that and simplistic solutions such as streaming are so individual to any one school or context as to be almost useless as a general guideline.R2
- are you living in Hampshire?
QUOTE (BadCat @ 23/12/2012, 09:30 AM)
To be honest I don't know how best to deal with those issues in the bottom stream. I wish I did.
What I do know is that it is utterly wrong to make smart kids twiddle their thumbs while everyone else catches up. If it was only happening once in a while then it wouldn't be a problem. But when a child routinely gets everything the first time it is pure torture to sit through several more weeks of lessons showing the same thing in a variety of ways while everyone else gets it. Even when there is streaming there will be kids who have this problem. DD frequently comes home from year 8 rolling her eyes in exasperation at the fact that they are STILL doing x when she understood it two weeks ago.
Perhaps the answer is larger schools where there is scope for streaming and delineation within those streams for kids with behavioural issues. I'm sure that comes with it's own set of problems though.
One of the answers is that teachers should not be teaching in 'class sets' - there needs to be genuine extension work ready to go with any activity/unit. It's something where inquiry based learning has a lot to offer - set children an open ended problem (ie a problem with several/many solutions). It gets them to think laterally, but also to apply the knowledge they have in new and exiting ways.
QUOTE (leisamd @ 23/12/2012, 05:26 PM)
We are also working on note reading but I had considered beginning ameb theory, especially with the course now online in the early grades, not sure yet, her workload is fairly full for next year already.
I am spending my Xmas holidays writing a new curriculum for Years 6-9 Music for my new job starting Jan 7th. I can't find a link that does AMEB theory online - can someone paste it here, please?