Observation Of AIG In Math

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

Mala Morrow is a gifted student. She was identified as being gifted after she scored in the 98 percentile on the Test of Cognitive Skills (TCS). She maintained an A average while she was enrolled in elementary school, now as a middle schooler she has a cumulative grade point average (GPA) of 3.9. Mala’s ethnicity is Indian. She is actively learning, English, German, and she is fluent in two different Arabic dialects. These attributes clearly define that Mala is properly labeled as a gifted and talented student.

She sees herself as a student who finds the best way to be the best and get my work done. The best way she learns is to have class decisions, repetition of topics, Cornell notes, videos, and a little humor from the teacher.The essential qualities of an effective discussion are having everybody right or wrong discussing together as a class and teacher. She needs to work more on her reading comprehension and looking outside of the box of what is not literal when it comes to reading things that aren't poems. Her strengths outside of English are Clinical Rotation, United States History, and regular math, like Algebra

Marissa Speroni is one of my fourth-grade students at Bobby’s Run Elementary School. Marissa is very proficient in writing and comprehension because enjoys reading and writing, she prefers opened ended writing essays and assignments. Her advanced proficiency in language arts lends to her love for reading and writing. Marissa is a visual learner, she enjoys hands-on and visual activities and working independently. Marissa is a very organized student who prioritizes her work and task material well. Her learning is driven by her emotions and leadership skills, her leadership skills often lead to helping others resolve conflicts, understand concepts, and holding conversations. A subject area that Marissa is weak in, is mathematics because she has

The state of California remains lost as to what action to take with the drought. What is the proper solution to the current predicament residents of California are in? The answer to that question is an improved form of desalination and mandating the amount of water that farmer’s are available to and what crops they should be limited to. California coastline runs along eight hundred and forty miles of the Pacific Ocean. With this easy access to this water, desalination is the most plausible solution to the lack of water. It is a process in which salt is extracted from ocean water through a process called reverse osmosis. This process is incredibly expensive and power hungry but creating a

I observed Julie Tolbert’s gifted third, fourth, and fifth grade classes. The kids in each class were mainly girls but only by a few numbers. Each child had a different learning style, and while they are all in a gifted class some were slower than others with each subject. A child that did really well in the science part of the day might struggle more in the social studies part of the day. Julie would accommodate each learning style to the best of her ability seeing as her ratio was normally

Annemarie has mention to me that although Karen may not jump right into a demonstration activity this is only because she wants to make sure she fully understands the activity first. Once Karen is confident in the activity she does a very good job demonstrating to others. I find this to be admirable and from what I have observed Karen maybe the most interested in actually learning more about the science behind the things she is doing.

This student is very quiet and reserved. He does not share ideas with peers unless he is asked to do. His sentences are usually mumbled and short. He is able to generate original ideas using humor and fantasy most of the time. Students find his thoughts funny and interesting, but not always the best ideas for certain topics. There have been times when this student seemed upset because students didn’t use his ideas. I have discovered that some of his ideas are not third grade level and students have a difficult time understanding. In the beginning I thought this student had a low self esteem, but after building a relationship with him I learned it is just his personality. This student could very easily “slip through

This student is very creative and expressive in all areas. She is able to generate original ideas and discover the positive or negative effect. She has a difficult time making a decision at times because of her indecisiveness. I have seen her make a list of ideas, she finds the good and bad in each thought, therefore she doesn’t begin her assignment without my assistance. When working in groups, it is a challenge for her to explain her thinking on a level which peers will understand. She does not come across bossy, but spacey at times. She finds relating to children her own age difficult. Students enjoy working with this student because she “always gets good grades” and is in “quest” but have a difficult relating to her

She also loves helping others and putting them before her as well. She resides in Stockton with her immediate family. Stockton consists of people from various backgrounds. Mostly, people of color make up the structure of the city. The city consists of many and a variety of resources to help those of different backgrounds. I have met with this student, at this point, four times in working and identifying what she would like to work on.

Whenever she receives an email from any of the teachers she usually replies it and asks questions related to what she could not understand (e.g.: Teacher, what does Rgds mean?) Although she is very motivated, during the lessons she prefers to be nominated for activities. Whenever talking to the teacher, she often asks for feedback and after making a mistake, she tries to say it again until she feels she understood it.

The first educator that I observed was Mrs. Crystal Sullivan at Fox Meadow Elementary on September 14, 2017. Mrs. Sullivan is a music teacher at this school and on this particular day, Mrs. Sullivan had special needs students in her classroom in the early morning. I chose to observe Mrs. Sullivan while teaching special needs because I had a great interest in special needs students. The students came into the classroom and first went to sit on the risers in the back of the room. Accompanying them were 4 other adults who assisted the special education teacher. Mrs. Sullivan began her class with the “Hello” song which the students were receptive to. She played a small guitar while singing the song and they also began to pat the beat on their legs. The disabilities of the students ranged from severe to non-severe. There was one student who did not seem to enjoy the music because he continued to cover his ears. The teachers accommodated him by encouraging him to listen and participate. Mrs. Sullivan used many engaging techniques such as physical activity while teaching her music class with the special needs students. For example, Mrs. Sullivan played the “All Fall Down” song on the smart board and each student performed a move at various times in the song. The students would either act like they were cranking up or they would crank down and fall to the carpet. She also utilized the parachute which students held and walked around as music played. Mrs. Sullivan also used dynamics

The myth you stated first, “Gifted Students Should Be With Students Their Own Age” (Cross, 2011), it is true that most educators fear that those student will not be ready for an accelerated program/class. Cross also states the following, “it is clear that gifted students need opportunities to be with their intellectual peers, no matter their age difference” (Coleman & Cross, 2001), this supports

Edgar Allan Poe’s short stories always attract our attention by the images of murders, terrors, madmen, and mysteries. “The Cast of Amontillado” is Poe’s famous short story, which presents us a cold-blooded murder and two persons with personality flaws. This essay will make a contrast between the two characters by analyzing their characteristics and their psychological changes as the plot develops in order to understand the theme of this story.

The first reason why teachers should integrate dance into education is that dance increases students’ attention and reaches students of different learning types. One study was done to determine whether lessons that incorporate movement were effective at generating student’s situational interest. They compared the outcomes of movement and non movement lessons in second and third grade reading and math classes. The teachers provided one week of lessons that included movement and one week of lessons that did not. Students were asked to use their bodies to illustrate specific concepts they were taught. At the end of the study, the teachers rated students’ interest levels, and they found that students were more excited by and engaged in the lessons that integrated movement than those that did not. Surprisingly, they also found that the dancing did not hinder the amount of content learned during the lesson (Lindt and Miller). Dance could be a