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. AIG stands for academically or intellectually gifted students. AIG means students that show the potential to perform at substantially …show more content…
Also now students can enroll in a program called Challenger Early Education. Challenger lets students take college classes with college students and get the credit for it. When teaching AIG students, you have to teach at the level they work. You can’t stick a specially gifted student in a regular class because they will get bored easily. That’s why they have AP classes and the Challenger program. Also there are Charter schools that provide parents with alternative choices for their children’s education. There are three main reasons for charter schools are to realize an educational vision, gain autonomy, and serve a special population. An important benefit of charter schools is the increased opportunity and freedom for learning. Being advanced in classes, it keeps students from being bored in a regular classroom environment. In curriculum differentiation, teachers respond to where students’ mastery levels are, not at grade-level expectations. Even the teachers have noticed that the textbooks are different for AIG
Arguments For: Allows individuals or groups with innovative educational ideas to put them into practice without being unduly hampered by local or state bureaucracy. These schools may have unconventional hours, experiment with curricula, specialize in certain types of teaching or design programs tailored to a particular audience or community. Charter schools can introduce the ingredient of a measure of needed competition to the public schools. They may provide for more accountability because schools that work will be rewarded and those that do not will be changed or even closed.
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
As someone who has had the privilege to attend quality public educational institutions, it was eye opening to see the struggle some of these families went through in order to provide the same for their children. However, with the push for quality public education through the creation of charter schools, many of these students now have the opportunity to live out their dreams, thanks to the “superheroes” who made it possible for them. The bottom line is that the future of our country depends on our dedication toward providing all children with access to a quality education.
...s with 2.5 grade point average students and economically diverse students in the same classroom there is no limit to the enrichment to the academic environment as a whole.
Education is a beautiful art, but mastering it is a very difficullt task. Determining what school different children should attend, what classes, and what they should learn is difficult to determine. The teachers, along with the parents, have to take several factors into consideration; such as cognitive, developmental, and emotional states. Children learn in all different ways. Some students are very hands on, but some hate using their hands. Some children have to see it, but others work best with verbal or written instructtions. In order to acomidate all students, different programs and schools have been created. STEM and Magnet Schools are an example of our society trying to reach out to all different learners. Both STEM and magnet schools
In Chapter 4, the authors focused on gufted learners as social capital. As I read the book, I realized that we look at these gifted learners as commodities and individuals who will “drive the economy and become a highly valued professional assets of the country.” The gifted learners at an early age do not realize that they are already branded as “social capitals.” At an early age, the society is already honing and preparing the gifted learners to become the future leaders in different fields. Whether they are aware or not, the society is already putting pressure to the gifted learners on what they can become and contribute to the common good later in life. Thus, the pressure to excel in everything that the gifted learners do is on. B...
The decision to pursue a career, prepare for competitive employment, and participate in post-secondary education (PSE) or any other post high school alternative is perhaps the most significant commitment an intellectually disabled (ID) student will make in his or her lifetime. Intellectual disability is the currently preferred term for the disability historically referred to as mental retardation. (AAIDD) and includes conditions such as autism, and Down’s syndrome (HEOA 2008). The post path intellectually disable (ID) students choose has important educational and economic consequences as it may determine the quality of their life and facilitate lifelong success.
By not grouping by ability most of the students needs are meet not appropriately. The idea and perception of ability grouping is that groups are formed and then students have no ability to change groups. However, the reality is that the groups can change and that the tests used to assign groups are fair. Garelick points out that in his education the ability systems practice allowed for a sense of fluidity to ensure the students were accurately placed (Garelick 3). Garelick states that not ability grouping has tried to “eliminate the achievement gap by eliminating achievement” (Garelick 3). The idea of educating twenty individuals with IQs ranging for 85-135 and with each individual student having different background knowledge than the others isn’t feasible. Jill Sears, a fourth grade teacher, said ...
Charter schools are gaining more support every year. President Obama said: “These learning laboratories give educators the chance to try new models and methods. That can encourage excellence in the classroom and prepare more of our children for college and careers,” during his Presidential Proclamation of National Charter Schools Week. But this kind of education doesn’t have the same sort of support from everyone. There is negativity that...
...it, set higher aspirations, have better attendance, come to class more prepared to learn, and have fewer behavior problems” (Robbins and Alvy, 2009, p.178). These achievable improvements should be priority for school districts.
Charter schools improve education by offering students more creative approaches to learning and by giving parents more choices. In states with charter laws, students don’t have to go to their assigned school in their local school district and can enroll in any charter school. That means a student is not stuck in their zone school. They allow students from any other area the ability to enroll, but not everyone gets in because there is only a limited amount of seats. Since charter schools are granted more flexibility, they can develop more innovative programs. Effective school leadership, which includes instructional leadership, team goal-setting and distributed leadership, is one of the most important factors influencing teacher behavior and student outcomes (Wei, Patel, and Young 5). So the teachers are free to try different ways of thinking outside the box to help students learn and achieve at higher levels. Most charter schools are small in size where they know and care about each
A big gap exists between stereotypical "poor" schools and "rich" schools. Millions of Americans do not enjoy the option of enrolling children in schools where better teachers and materials are affordable. They are forced to remain with whatever the district can provide. Usually these children are not of lower intelligence, they just do not have the opportunities to learn educational necessities. Most parents want to place posterity in institutions where they will obtain a better education, but lack the means to do so. If the government could implement programs emphasizing curriculum, these children would have a better chance of becoming leaders of the country. From here, one must consider courses.
...ny underprivileged children the opportunity to receive a formal education, paving the way to an overall better future. However, those underperforming charter schools invite criticism from the public school system as their remarkably low test scores deem them unable to prove their worth or purpose of existence. This may leave some to question what the charter school system is able to achieve that the public school system cannot. While advocates of the public school system may not entirely agree with the effectiveness of the charter schools system, a couple of positives they are able to learn from the charter school structure are the concepts of flexibility and experimentation, as they are crucial to the learning process. While both systems of education differ greatly, their greatest commonality lies in their overall goal of aiding their students in reaching success.
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.
The identification and definition of giftedness have been controversial for many, many decades. Originally, IQ test scores were the only way of determining giftedness. An IQ test would be given and some number score, such as 12-, would be the point of cut-off (Cook, Elliott, Kratochwill, & Travers, 2000). More recently, intellectual giftedness is usually identified and defined by the specific school systems’ ideas and perspectives. There is no generally accepted definition of giftedness, but the Javits Gifted and Talented Education Act defines it as: