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Supporting and Engaging Non-Traditional Learners

Supporting and Engaging Non-Traditional Learners. Lisa Lee - Wheat Ridge High School - Gifted and Talented Center.

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Supporting and Engaging Non-Traditional Learners

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  1. Supporting and Engaging Non-Traditional Learners Lisa Lee - Wheat Ridge High School - Gifted and Talented Center

  2. A long time ago, when the animal creation was being differentiated into swimmers, climbers, fliers, and runners, there was a school for the development of the animals. The theory of the school was that the best animals should be able to do one thing as well as another; and if there was an apparent aptitude in a given animal for doing one thing and an apparent inaptitude for doing other things, the time and effort should be spent upon the latter instead of the former.

  3. If one had short legs and good wings, the attention should be given to running so as to even up the qualities as far as possible. So the duck was kept waddling instead of swimming, the pelican was kept wagging his short wings in the attempt to fly. The eagle was made to run and allowed to fly only for recreation, while maturing tadpoles were unmercifully bullied for being neither one thing nor another. All this in the name of Education. Nature was not to be trusted in her make up of individuals, for individuals should be symmetrically developed and similar for their own welfare as well as for the welfare of the community.

  4. The animals that would not submit to such training, but persisted in developing the best gifts they had, were dishonored, called narrow-minded and specialists, and special difficulties were placed in their way when they attempted to ignore the theory of education recognized by the school. No one was allowed to graduate from that school unless he could climb, swim, run, and fly at a certain prescribed rate.

  5. Learning differently is not the same as learning “deficiently”.

  6. Parents of twice-exceptional children face significant challenges when searching for nurturing, enriching, and appropriate educational environments for their children. • These children are complex. • They need to be understood. • And their parents need to be understood as well.

  7. What do the Kids Say? It helps when teachers are actively engaged with me, when they actually meet me halfway. I have always struggled with textbooks because I find them unnecessary in this day and age of information. I don’t like having to copy down someone’s words. Taking notes is one thing, but copying verbatim is another. If you ask me, I think the school should conform to the student, and not the other way around. I.R., Class of ‘20

  8. The worst environments are the ones where I’m not intellectually challenged. I already know the material and have no desire to hear it again. I have a lot of trouble remembering things and keeping things organized, particularly in classes I’m not interested in. It manifests problems outside of the class. If I’m really engaged, I always remember it, it’s always at the top of my mind. The best environments are ones where I’m able to work on things that I want to work on, things I’m interested in doing. The best environments provide me the chance to explore my interests that are already there. I.S., Class of ‘21

  9. I’ve asked my mom about homeschooling, but she says I’ll be a total shut in. I honestly agree. An environment that I can learn at my own pace works well. T.D., Class of ‘21 In middle school I had a total mental breakdown for a year and a half. I started focusing on telling stories to others. I’d ‘play them’ with my Lego dudes, decide who’s going to say what, who’s going to do what, then I’d put my computer on voice speak and let it type it up as I talked. I find that every time I play, I am able to create stories. R.M., Class of ‘20

  10. validate student strengths and interests. Programming for 2e students should: • help support their weaknesses through remediation for learning gaps. • focus on their social and emotional development. • include students in decisions when appropriate. • teach perseverance and build resilience.

  11. “To meet the needs of these children, there must be a paradigm shift from a remediation or deficit model to a strength-based model of education.”

  12. “Learning disabilities coexist with unique learning strengths. These children need programs and schools that transform the research on twice exceptionality into a daily commitment to combine academic rigor with individualized accommodations and adaptations.”

  13. “They need . . . a flexible combination of acceleration, remediation, and social/emotional supports - whether the context is general, gifted, or special education.“

  14. Equality vs. Equity

  15. “One million of our nation’s most promising, most innovative thinkers - bright children who learn differently, not ‘deficiently’ - can constitute a neglected national resource. Twice-exceptional children need an education that fits, and it’s in all of our interests to give it to them.”

  16. http://www.2enewsletter.com/article_2e_what_are_they.html https://journals.sagepub.com/doi/abs/10.1177/1076217515597274 1899 October 12, Journal of Education, Volume 50, Number 14, An Educational Allegory by Aesop, Jr. of Tufts College, New England Publishing Company, Boston, Massachusetts YouTube, The Summit Center, “Twice Exceptional Kids are Complex”

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