Strengthening the Relationship How to best communicate with my child’s teacher… How can my child get the most out of school? How can I empower my child?

Strengthening the Relationship

How to best communicate with my child’s teacher…

How can my child get the most out of school?How can I empower my child?

Presentation by Deedy Payne, M. Ed

October 2011

Including your gifted child

Inclusion – The term "inclusion" may refer to schools, classrooms, or even curricula. It is both a philosophical approach and an instructional method. When used to refer to classrooms, it typically means all students are learning in the same classroom setting — that is, heterogeneous grouping.

How can the gifted child be included?

the students are appropriately grouped in clusters or other homogeneous arrangements

teachers match their instructional strategies to the specific learning needs of the students

the students receive an appropriately differentiated curriculum or have access to the full range of curriculum.

The Learning Environment

It is not easy for teachers to provide a learning environment where each child is working at his or her level of challenge, particularly in an inclusive classroom.

Your Gifted Child Is he a Visual-Spatial Learner?

What is a Visual-Spatial Learner?

Learns holistically rather than in a step-by-step fashion.

Linear sequential thinking — the norm in American education — is particularly difficult for this person and requires a translation of his or her usual thought processes, which often takes more time.

Not the kind of learning you find in school

The visual-spatial learning style is not addressed in school, and these students' self-esteem suffers accordingly.

Traditional teaching techniques are designed for the learning style of sequential learners.

Concepts are introduced in a step-by-step fashion, practiced with drill and repetition, assessed under timed conditions, and then reviewed.

A Different Kind of Thinker

Systems thinkers-they need to see the whole picture before they can understand the parts. They are likely to see the forest and miss the trees.

Inventiveness and ability to see the relationships of large numbers of variables.

Future entrepreneurs and CEOs

Resources

Upside Down Brilliance by

Linda Kreger Silverman, Ph.D.

http://www.gifteddevelopment.com/About_GDC/gdcstaff.htmhttp:/

www.cmu.edu/cmites/giftedstudents.html

The Conference

Ask to have your child at the conference.

You

r C

hild

Come Prepared

Make a plan for your child

Bring some ideas to the conference to share with your child and his/her teacher.

Make An Action Plan

Empowering your child for the future.

MAP

1. HISTORY: a short description of the background and individual circumstances that led you here today.

2. DREAMS: a vision of things you would like to see happening as you expand your role as a student.

3. FEARS: a description of your worries or concerns about expanding your role as a leader.

4. WHO AM I: a description of yourself, including the strengths, skills, likes, and values you bring to your future career.

5. NEEDS: a description of the things that need to happen to help make your vision for the future come true.

History Dreams

Needs Fears

Who am I?

Making an Action Plan

History

Briefly describe the background and circumstances.

Note: This history is not meant to be a detailed chronological account, more like highlights.

Here are some things to think about:

What is significant about your personal history?

What is significant about your family’s history?

What were your first experiences in which you saw yourself as gifted?

What kinds of experiences have you have had?

Dreams

What dreams do you have for your future?

Note: Dream big! Dreams do not have to be “realistic”!

Here are some things to think about:

What do you dream about that will involve your education?

What do you hope to accomplish in the next year? 5 years? 10 years?

How do you envision yourself in a career?

Fears

What are your worries or concerns about your school experience?

Note: By identifying your fears, you may find ways to overcome some of your challenges.

Here are some things to think about:

What concerns arise as you think about school and your education?

What barriers might stand in the way of realization of your dreams?

Who am I?

How do you describe yourself as a student? A leader? A professional? An adult?

Notes: By describing your strengths, skills, likes, dislikes, etc., you may be better able to develop your role as a leader

Here are some things to think about: What words best describe you? What skills, gifts, and talents will support your journey as a

student? What other skills and talents will you need? What do you like/dislike about your school situation? What values and beliefs guide your life and work as a

student?

Needs

What needs to happen to make your dreams become a reality?

Notes: As you prepare for this step, review your notes from the first four steps to identify key ideas or themes that may be important.

Here are some things to think about:

What skills would you like to develop further?

What else will you need to expand your future plans?

What supports do you need from others?

How can your teachers help you?

Use the MAP process

To guide your plans for your child

To communicate to your child’s teacher

To empower your child – giving him a goal for the work he is asked to do.

To start a process that you can revisit each year.

Questions

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For more information go to www.butterfliesforchange.org