Ooof. There was a lot of information in these chapters. The actual number of pages was short, but it has given me a lot to think about. The math chapter was great but I found the science chapter REALLY exciting. I would like to do some of the projects with my classes up at the museum.
Chapter 12 (on children with special needs) will prove to be a great resource for me in the future. I have very limited experience working with children with special needs and I found the “general teaching strategies” section very helpful.
Chapter 13 (on gifted students)
I have always been uncomfortable with the “gifted and talented” category for exactly the same reasons mentioned on page 139, that the test for intelligence is highly weighted towards aptitude in math and reading, so I appreciated that this chapter addressed that issue. I really need to read Howard Gardener’s books. And once again, I found the section addressing teaching strategies quite helpful.
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Oooof is right. It's hard to come up with reading responses after covering so much material. I understand how you could feel uncomfortable about criteria for identifying the gifted and talented students, however, many school districts recognize the tendency to place weight on the standardized IQ tests and attempt to balance that out with teacher observations and work samples. It's just hard because those types of assessments are much more subjective and difficult to measure consistently.
The best part about being an art teacher is that you can recognize students gifted in art all on your own, outside the system, and encourage them to extend each lesson you teach. Who needs labels anyways.
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