Mindsets in the Classroom Chapter 7 Can Gifted Education and a Growth Mindset Belief Coexist?

1. Mindsets in the ClassroomChapter 7Can Gifted Education and a Growth Mindset Belief Coexist? Philip McCabe, Sheryl McCloskey, Marie Clark, Sharon Vasquez,

2. “I’m learning not to give up if I fail a test” Grade 10 Student

3. National Association of Gifted Children - May, 2012 • According to the report, barriers exist in the gifted program due to the conception of giftedness that emphasizes values of already developed abilities. The process identifies children who are less likely to live in a literacy-rich home. These children develop their potential after they’ve had access to a challenging curriculum and an enriched learning opportunities. • Are students in our school allowed these opportunities?

4. The Gifted Label • Telling a child she/he is gifted manifests a fixed mindset. The child has permanent traits and that those traits are being judged. - Judges include; parents, teachers, coaches. • Labeling students gifted tells the child that they simply have a gift that makes them intelligent or talented and they may not put in the work to sustain that talent. • Instead of telling a child they are gifted, use these other terms: potential – grows to achieve – eminence. • The learner(s) must have opportunities to develop his/her area of strength. • These domains specific strengths should be the area educators develop further. Even if it means teaching high school content to middle school students.

5. Four Corners Activity: Time to get up and talk. • Looking at the four areas. *Go to an area you are ‘gifted’ in. • Discuss why you are gifted in this area.

6. Continued Four Corners Activity: • Now, think about and go to which area you have ‘potential’ in. • Discuss why you have potential in this area. • Did your mindset change during the 2nd move about?

7. Early Ability Grouping • The majority of schools across the country do not begin to subjectively sort kids into separate, self-contained gifted classes at the elementary level. • At the Elementary Level students being educated and differentiated need responsive teaching strategies that should be in place. • A range of background knowledge, opportunities and abilities should exist in these settings. • No classes should be labeled Gifted but instead “Standard, Advanced, Accelerated, Enriched or Honors Courses/Classes. • The expectation must exist that differentiated responsive instruction will occur in all levels of courses.

8. Your philosophy for Gifted Education • If you do not currently have a philosophy, consider the following: • A conception of giftedness that emphasizes potential and possibilities. • Curriculum development that embeds pre-assessment and formative assessment. • Identification process of recognition of potential. • Recognition of what students need and how those needs will be responded to both instructionally, socially and emotionally. • Differentiated responsive instruction – enrichment and topic/content acceleration for all students.

9. Remember! • It is about access for all, not just those with the label!