About Creativity- Martha had a clear since of what she deemed as creative versus academically gifted. She referred to creative children as "free thinkers" and those that display "imaginative intelligence". What set these children apart from noncreative gifted learners is their curiosity, emotional intensity, and curiosity. Martha's knowledge about common characteristics of both creative and/or academically gifted children assists her in identifying learners. One of the first components of teaching gifted learners is having the ability to recognize who they are. They walk to their own beat-sometimes they create the beat.
What Martha didn't do (along with teachers in the Linking Theory Into Practice article) was put into practice the instructional strategies and theories in the classroom. It happens all the time, you go to a professional development workshop, love the ideas, know that your kids could benefit, but you find yourself going back to your old routine. WHY?
1. Change takes time and effort.
2.Teachers have to "buy-in" to the models.
3.Lack of on-going training/professional development opportunities.
4.Personal educational philosophies and aims of gifted education.
After reading these articles I've decided to share some of the models that I follow in my classroom at my next PLC. Maybe there are some of my colleagues that are knowing, but not implementing. I alone have the power to influence and encourage them to attack the reasons WHY.
1.Provide teachers with simple starters to implement models.
2. Show them how successful it is in my classroom.
3. Allott time at each PLC to assist with instructional strategies.
4. Develop an aim, goals, or focus to reach the needs of these learners as a PLC.
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