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Wow, things have really changed since I was in elementary school.
Way back then, GT was only for elementary school students, and they did not have their own classroom. They attended a 'normal' classroom with all of the 'normal' kids and then on Fridays, for half the day, they took off to do what ever it was that they did (usually something extra-curicular, not necessarily academic). The few students who were at a higher level in math or english also remained in the classroom. Sometimes a teachers aid came in to help them out, but usually the class teacher taught them if a TA was not assigned/available. The kids who were really smart just advanced a grade.
There was not a GT or AP or honors in jr. high (middle school to some of you). It was sort of like college in that students took the courses at a level that best suited their ability, but for all practical purposes a 7th and 8th grader where still just 7th and 8th graders.
It varied when you were a kid, and it varies now, too.
There were such high schools 50 years ago. There are more places that don't do as described, though, than do.
Conversely, 150 years ago, St. Louis evaluated students to see if they were ready to move forward every month!
I believe that should be "How did W. Shakespeare do it?"
...and unfortunately, this is a question that cannot be adequately answered because little is known about Shakespeare's life. Much of what we believe to be "true" -- including his birthdate, for example -- is conjectural.
However, based on what I know about the Elizabethan educational system for middle-class boys, the system was reasonably rigorous, with a focus on rote memorization of information and the classics of ancient Greece and Rome. My suspicion is that a particularly bright boy would have been allowed to advance at his own pace, given the one-room schoolhouse model available in Stratford-upon-Avon at the time. We have no information about whether Shakespeare attended that school or how he did there, however.
...and unfortunately, this is a question that cannot be adequately answered because little is known about Shakespeare's life. Much of what we believe to be "true" -- including his birthdate, for example -- is conjectural.
However, based on what I know about the Elizabethan educational system for middle-class boys, the system was reasonably rigorous, with a focus on rote memorization of information and the classics of ancient Greece and Rome. My suspicion is that a particularly bright boy would have been allowed to advance at his own pace, given the one-room schoolhouse model available in Stratford-upon-Avon at the time. We have no information about whether Shakespeare attended that school or how he did there, however.
So true. Or proof that he was a natural born subject... (Oh, wait, wrong thread!)
But I really like Steven Wright's riff on the topic.
"Did you know that Shakespeare didn't write all those plays?
Please, let your life experience be the guide, for what it is worth, here is mine...In my experiences, watching the gifted and talented students, one student blatently plagerized a RUSH song and turned it in as his own work (incidentally, I informed the teacher of this fact and nothing was done) another student, could not use proper english at any time, another was a blantent stoner during his time in G/T, this amoung other ludicrosities; and I have to ask (I believe one of the most important questions) why were the two Gifted and talented teachers of the district formerly married, at that time divorced , doesn't this already fly in the face of your statistical theories about how one child is average whilst others are exceptional, don't opposites attract? What credentials and ethical demeanors are required for a job such as the teacher of the Gifted and Talented etc.? Why not just teach?
Please, let your life experience be the guide, for what it is worth, here is mine...
The plural of anecdote is not data.
Letting one's life experience guide one in terms of best educational practice, rather than actually learning how to practice a profession, is malpractice.
Quote:
Originally Posted by Scott McConnell
this amoung other ludicrosities;
This phrase, among other 'ludicrosities' gives me cause to question why one should consider your experiences at all.
But yes, there are a) gifted students who cheat, especially when it is easy, and b) students have different areas of strength, and c) some students end up in gifted programs who don't belong there.
Quote:
Originally Posted by Scott McConnell
and I have to ask (I believe one of the most important questions) why were the two Gifted and talented teachers of the district formerly married, at that time divorced , doesn't this already fly in the face of your statistical theories about how one child is average whilst others are exceptional, don't opposites attract?
Oh, now there's a salient point, Scott!
Clearly the marital state of the teachers truly answers the questions about the value of gifted programs, the abilities of students and teachers both, and is clear proof that all statistical data about gifted children and their behaviors is irrelevant! Thank you sooooooo much for clearing that up.
No give those kids scholarships and send them to a private school.
Because so many private schools do such a fine job with gifted kids.
And why expect the public schools to...
...do their jobs?
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