AIG students are commonplace, but much ambiguity exists around the questions of what it is to be AIG, what is special about being AIG, and many other topics surrounding the title. There are no set standards for what being AIG means or how they should be treated and taught. Nearly every state, school system, and person have their own opinions and programs. According to North Carolina’s AIG program, Gifted students are able to think with more complexity and abstractedness and they can learn at a more accelerated rate than others their age. Due to this difference in intellectual capabilities, AIG pupils posses scholastic needs that are different than other, mediocre students. First, Their academic courses need to be more difficult, diversified, …show more content…
North Carolina’s definition for AIG students is “Perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program”. This tells us that AIG students typically show more academic promise than others with similar life situations or conditions, and it explains that Academically/Intellectually Gifted students needs a more rigorous, extensive, course as opposed to average students. “I think a lot of people think that to be AIG, you just have to be smart. It’s not that. You have to apply yourself more, motivate yourself, and be more independent. You have to go above and beyond what people expect out of a student.” said Byrd, an AIG student since the third grade. “I believe being AIG means you are expected to do more. It’s not much more than a label, but it’s necessary for those students to be identified and to get the education that they need. To be AIG, you have to try your best and be born with a mind that has special capabilities.” said
New York: Cambridge University Press. Ryser, G. R., & McConnell, K. (2003). Scales for Identifying Gifted Students. Waco, TX: Prufrock Press.
Board of Education outlawed educational segregation, the Illinois School District had created a completely different gifted program for Hispanic students, separate from the White students’ gifted program. Ford found that in 2009 and 2001, the RDCI (The Relative Difference in Composition Index) researched and concluded “at least one half million African American and Hispanic students combined are not identified as gifted” (Ford 145). While African American Students are rising to be the majority race in public education, the percentage of African Americans even being recognized as gifted or academically accelerated, is not proportionally increasing (Ford). Society hold precedents with people who have superior intelligence over those who do not, but how can superiority even be concluded when all people are not given the opportunity to have an enriching education? African Americans are not able to increase their percentage of gifted students because African American students are not given the chance to be even recognized as worthy or capable of such achievements. As society advances further academically and leaves African Americans with an unquail education, the percentage of African Americans attending college and entering professional careers
Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are selected to join their school’s gifted and talented program.
The Talents Unlimited Model was created under the philosophy that all students, both those identified as gifted and those not, would benefit from enrichment programs. The model is used to educate teachers on how to use differentiated instruction to use “higher order cognitive tasks to help students with varying abilities use their preferred thinking talents to manipulate instruction to solve problems, see broad relationships, evaluate varying perspectives, draw comparisons among disparate viewpoints, and predict causes and effects” (Schlichter, 2009, p. 434).
IMSA is a school that offers a vast amount of opportunities for every student who attends. If I attend IMSA, I will use every resource available to obtain the best education possible, and I will do my best to make an impact on the IMSA learning environment. IMSA offers programs and clubs that do not exist at my school, and also offers challenging classes that I cannot take at my school. I plan to use these invaluable resources to the best of my ability.
Some people work hard their whole life to achieve success and others just seem to be born talented in a certain field that they prevail in. One of the ways an individual can attempt to become successful is by working diligently in school to obtain a proper education. Access to advanced education is key if you would want to become very intelligent and furthermore the so called “gifted programs” in these advanced education systems are supposed to make you even smarter.People have wondered if going through gifted programs would make you more successful in your adult life.There was a man named Richard Terman, who wanted to take a group of kids in these gifted programs, his “Termites”, and track how successful they were later in life. He was hoping to find that the kids that were in advanced classes would in fact become very successful adults and he was right. When his Termites were adults many of them became experts in different fields. Terman measured the success of the chosen people by looking at awards they have achieved and all of the writings that they have published and the amount of these achievements was fairly
The Integrated Curriculum Model has three main dimensions advanced content, process/product, and issues/themes. The first dimension, advanced content, is content that it at a higher level. In English Language Arts the readings are usually two grade levels above. Within advanced content, diagnostic-prescriptive approaches are used to promote new learning. Teachers are to continually pre-assess students before teaching content to make sure they are teaching at the appropriate level for the gifted students. In the second facet of the model it ensures that the students are thinking and processing information at higher complex levels. The third dimension of the Integrated Curriculum Model centers gifted and talented students learning around major issues and themes. To connect the themes and issues to real world applications is creating a deeper understanding of the material.
What does it mean to be an AIG student? That is the question I will answer in this paper. Since AIG students are advanced, they need more advanced education and they are held at a higher standard. A regular classroom environment is boring to the advanced student. Therefore, bookwork is much harder for regular students, but seems to be very simple to understand for AIG students. They are the role models that everyone strives to be. AIG students can complete a two year college degree while in high school. Throughout this paper you will read about: ways of meeting the needs of gifted and talented students, parenting and teaching the gifted, and gifted children.
What does it mean to be an AIG student? Academically or Intellectually Gifted students or AIG for short, are six to ten percent of the U.S. student population, approximately three to five million. AIG students required a special educational program than the regular education program. They are pushed for academic excellence. They are gifted learners, which in terms means that they learn on a faster pace than others. They are able to think critically about difficult situations. AIG students are really special in a way.
The Local Education Agency also known as the LEA is the company that makes these rules and they have a challenging, demanding, and relevant curriculum and instruction. When an appropriately differentiated education is not provided, gifted learners do not thrive or better themselves. Also, AIG programs help create partnerships with parents or families that are intentional or meaningful to support the AIG students needs. Each and every year the LEA records and collects data from student graphs and quizzes to make the program better, and better each and every year. Another way to tell if a student is an AIG student is if they are willing to do anything that the teacher asks so that they can better their grades. One good thing about being an AIG student is you do not have to pay to be educated because it only applies for k-12 students. Also, it looks really good on your college files and you are more likely to get accepted to the college of your choice. Every school tries their hardest to provide an environment in which each student has a positive relationship with the
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Gaps in achievement between minority and non-minority students of all ages, especially in gifted programs have become a central problem in the field of education, especially in South Carolina and have been growing steadily over the past decades. Policies, practices and even bias factor into the selection or identifying of gifted students. The National Association for Gifted Children (NAGC) defines giftedness as a student whose intellectual abilities, creativity, and the potential for achievement is outstanding that the student’s needs exceed differentiated general education programs and requires specifically designed instruction or support services (NAGC, 2018). Federal laws like No Child Left Behind Act of 2001 (NCLB, 2002) mandated that all
There are several strategies on how to teach gifted students floating around in today’s educational theory. Grouping, using gifted classrooms, and enrichment are all options that are presented. While traditional high schools have the ability to design classrooms specifically for the gifted population, Carolina Academy does not have the means to create a class only for the gifted students. Due to placing students into inclusion, gifted students are not pulled into Honors classes. Instead of an Honors class, gifted students are provided opportunities of vertical enrichment, or access to the honors rubric. The honors rubric is designed for students to research independently on the same content that the other students are working off of. Towards the end of the project, the students are required to present the same content, however, with a deeper knowledge basis. The following strategies should be used at Carolina High School: Independent projects, vertical enrichment, mentors, and bloom’s taxonomy.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
The Oxford Dictionary defines intelligence as “the ability acquire and apply knowledge and skills.” Many people are born naturally intelligent, able to grasp and understand concepts easily, with little work. In children, it is easy to separate those born with higher intellectual ability from the rest, because they easily excel in learning. This skill is often lost by those born with it, and through a great deal of work others attain it. In order for an individual to have true intelligence into her adult years, she must foster what gifts she is given, and strive to better her self academically. Even as early as elementary school, many who are born with natural talent begin to fall behind intellectually. These students are often not