Thank you so much to you all for your assistance in putting this document together. It should be appearing on the Parliamentary Inquiry website shortly.
Sunday, 12 June 2011
Thursday, 5 May 2011
Discussion Topic # 7
Linnet said...
I think the reporting process should be looked at. I have had terrible
trouble with my daughter who finds it very frustrating.
1. Most students are grouped as 'C' grade, its difficult to show anything higher, especially when the teachers don't cover advanced topics.
2. If an A or B is given, she thinks she doesn't need to attend class as she obviously 'has already learnt it'! Since that symbolises knowledge 6-12mths ahead of class.
This leads to no encouragement to strive for better grades, difficult for parents to reward improvement, and the definitions of the grades create misconceptions for younger student that take them literally.
1. Most students are grouped as 'C' grade, its difficult to show anything higher, especially when the teachers don't cover advanced topics.
2. If an A or B is given, she thinks she doesn't need to attend class as she obviously 'has already learnt it'! Since that symbolises knowledge 6-12mths ahead of class.
This leads to no encouragement to strive for better grades, difficult for parents to reward improvement, and the definitions of the grades create misconceptions for younger student that take them literally.
Wednesday, 4 May 2011
Discussion Topic # 6
Alison said...
The Victorian education
system requires students to make decisions about their educational and career
future when they are very young and without much life experience. The SEAL
program at Box Hill HS (and others?) allows students an extra year to explore
topics in which they may develop an interest, leading them to a wider range of
career choices or opportunities to contribute to the community.
Monday, 2 May 2011
Discussion Topic # 5
Benita Green said...
Hi everyone.
Re. the identification of gifted students, I think it is important that the submission from BHHS specifically emphasizes intellectual giftedness. Two main reasons:
1. Other forms of giftedness, such as sporting, are already well catered for in schools and in the community.
2. Intellectual ability is the most relevant domain of giftedness for a Parliamentary inquiry into education.
I also think we should be wary of using a "broad" conception/definition of intellectual giftedness. A "broad" definition could include 15-20% of students, in which case one might ask why do we need to make special provision these kids? (ie. such a sizable minority falls well within the expected range of ability and would already be catered for in any classroom)
Re. the identification of gifted students, I think it is important that the submission from BHHS specifically emphasizes intellectual giftedness. Two main reasons:
1. Other forms of giftedness, such as sporting, are already well catered for in schools and in the community.
2. Intellectual ability is the most relevant domain of giftedness for a Parliamentary inquiry into education.
I also think we should be wary of using a "broad" conception/definition of intellectual giftedness. A "broad" definition could include 15-20% of students, in which case one might ask why do we need to make special provision these kids? (ie. such a sizable minority falls well within the expected range of ability and would already be catered for in any classroom)
Friday, 22 April 2011
Discussion Topic # 4
sorro said...
Discussion Topic # 3
winniemytong said...
To add curriculum - focus on kids' emotional wellbeing and development which
is disproportional with their intellectual capability.
Learn to respect older generations and etiquette/ means of communication with them ( not just unidimensaionally using hightech and gadgets, etc..) and thus prepare them when they in the coming years enter into the real world and workforce could utilise their creativity in helping to solve some of the problems that might have been around us for generations... Sorry - not vey good in expressing this - just felt that the young clever people tends to dismiss older gnerations' mentallity and intellects...As a parent of a gifted child at BHHS, I felt I lost the link/ communicative capability with my daughter who is in Grade 8.
Learn to respect older generations and etiquette/ means of communication with them ( not just unidimensaionally using hightech and gadgets, etc..) and thus prepare them when they in the coming years enter into the real world and workforce could utilise their creativity in helping to solve some of the problems that might have been around us for generations... Sorry - not vey good in expressing this - just felt that the young clever people tends to dismiss older gnerations' mentallity and intellects...As a parent of a gifted child at BHHS, I felt I lost the link/ communicative capability with my daughter who is in Grade 8.
Thursday, 21 April 2011
Discussion Topic # 2
Sunil said...
As there is no structured policy or process for identifying gifted children, there can be no equity in the access to any programs that are in existence.
Gifted children have the potential to make a significant contribution to society. They should, as all children, be provided with learning environments suitable for their special needs.
It is important that the government support accelerated programmes, because of their special needs, particularly in the State School System, so that gifted children from poorer socio-economic backgrounds have the opportunity to gain access to a suitable education.
Students who are gifted, while advanced intellectually, still require a special classroom environment to learn. Their emotional and social development often lags behind their intellectual development. Having their intellectual peers as classmates allows them to be them self. They do not have to "dumb-down" to "fit-in". This provides them space and time to develop and grow socially and emotionally
Monday, 18 April 2011
Discussion Topic # 1
Gifted students should be taught by teachers with the appropriate training
I guess I should get the ball rolling.
One issue that I feel quite strongly about is the perspective that I have gained through my studies in to gifted education. What I have learnt has had such an impact on my teaching, that I have come to the conclusion that gifted students are simply not going to reach their potential by a teacher who thinks that teaching a SEAL class simply involves teaching the content faster or simply teaching the content assigned to a higher year level.
Gifted students often have very different learning requirements that should virtually be considered as "special needs". The research in this field is ongoing and teachers should be required to be in touch with this.
I guess I should get the ball rolling.
One issue that I feel quite strongly about is the perspective that I have gained through my studies in to gifted education. What I have learnt has had such an impact on my teaching, that I have come to the conclusion that gifted students are simply not going to reach their potential by a teacher who thinks that teaching a SEAL class simply involves teaching the content faster or simply teaching the content assigned to a higher year level.
Gifted students often have very different learning requirements that should virtually be considered as "special needs". The research in this field is ongoing and teachers should be required to be in touch with this.
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