~ENTRY 3~

I think children from all cultural groups and economic levels show outstanding talents. It would not be right to say the the IQ scores are totally valid and accurate for a student. IQ scores are not fixed for an individual or a society but can be improved with education and experience. This is what every student should know. Some are convinced that they would not pass a certain class, and therefore sadly don’t even try! Like D. Feldman says; “Genius is not solely a function of intelligence but rather reflects a combination of intelligence, personality, motivation, and environmental variables!” Furthermore must we as educators make every effort, to make the boring curriculum interesting and enjoyable; simply fun. We should treat our students as if he/she already is a professor, worthy of respect and decency, and he/she will become a better person as a result! The difference between a bad student and a good student is not how he/she behaves; but how he/she is treated. If you believe they can; they will – no matter if the students are gifted or in need! Yet, we have to be wise enough to create the conditions for their development. ‘We should explain that the brain is like a muscle – the more they exercise it, the stronger it becomes. The learned intellectual development is not the natural unfolding of intelligence but rather the formation of new connections brought about through effort and learning! High ability is not the predictor of student productivity but only the base on which the student must build on.’ Therefore, it is very important for us as educators to see everybody as equal and help them to develop new knowledge as most enjoyable and fun – no matter for which students, we need to show ‘potential for performing’: to accept the idea, that children can have special gifts without showing excellent performance. Furthermore each culture defines giftedness in their own image, in terms of the abilities that that culture values. A gifted student therefore is often defined by both individual ability and societal needs. Yet, we need to be careful when we have a classroom with children from different cultural backgrounds. It is easier said than done to accept another culture if you are not used to is. To do so, we have to be aware of those. To get to know the culture in which our students used to grow/ are growing up. In ignoring theseimpacts, we will set the start for a frustrated student – especially if he acts and thinks in different ways. In addition we have to consider that we are all are learning different and therefore should use different teaching styles to see which one fits best. An example to integrate fun into a subject would be the possibility to take pictures and combine it with the lesson plan - e.g. to take a picture of a new word and use it to let the student experience it not only in reading, but also visual. Active!

To better understand how teachers work with students with learning disabilities I searched with the following tag words: teaching, differentiated instruction, concepts, keys, tips. My search led me to a few different sites, but I liked this site Key Concepts of Differentiated Instruction. Here's some of the tips for teachers promoted by DI:

• Identify the BIG IDEA and define concepts and generalizations that carry the content.
• Create essential questions for all learners. Be clear about what matters.
• Use ongoing assessments as a teaching tool to broaden instruction. They happen before, during, and following instruction. Their prime goal is diagnostic to adjust instruction to match student need. Assessment and instruction are inseparable.
• Understand, appreciate, and build upon student differences.The primary goal is maximum growth and success for every learner.
• Engage all learners. Each brain needs to make its own meaning of the ideas and skills being presented during instruction and activity in the classroom. Learning begins when the level of challenge fits the learner.
• Plan for critical and creative thinking as integral parts to instruction.
• Differentiate content, process, product, and participation in response to student readiness, interests, learning profile, and experience.
• Provide a balance between teacher-assigned and student-selected tasks that are varied.
• All students, not just some, are asked to do respectful work.
• Offer supports, additional motivation, and time when needed.
• Implement flexible grouping that clusters students by readiness, interest, learning style, personal choice, and ability.
• Create a learning environment that is emotionally safe.