Behavior or Boredom?

Behavior or Boredom?

by

Jessica Arnold

We often hear about the reciprocal relationship between behavior and grades; we associate poor academic achievement with carelessness and poor behaved students are the ones teachers never want in their class. But…what if there was a reason for these undesired behaviors and lack of achievement? This blog focuses on gifted students who are bored in the classroom and result to acting out and avoiding all work for several reasons.

Not only are several students at risk in the schooling system, when a student is labeled as gifted they are automatically expected to reach high levels of learning, have no behavioral issues and be the perfect student; but what parents and educators may fail to realize is that setting such high expectations for school aged children could potentially be just as dangerous.

It is important to provide counseling to students who show the need for it; a few examples of this are misconduct, inconsistent work completion and lack of motivation. Individual counseling allows students to share feelings about their home lives, schooling experiences and give reason as to why they are not motivated to do well in school. Through counseling, solutions can be created to avoid the misconduct and boredom in class.

What To Do When Outbursts Occur:

1. Start early by helping the child talk about his or her emotions.
2. Held the child to discover their escalation style. Helping them to determine this pattern can give them a chance to redirect their feelings and manage them.
3. Create a plan for waht to do when s/he is overwhelmed.
4. If the the escalation and explosion happen anyway, remain calm and stay emotionally natural.
5. Breathe. You and the student.
6. Focus on the good behavior you want to see instead of focusing on the negative.
7. Use the events (good or baad) as a teachable moment.

For additional ways to reduce behavior problems check out this article from ByrdSeed.

Being Proactive:

Ultimately, we’d like to see this never happen. One way to be proactive to avoid those behaviors and escalated situations, is to simply place a student in the courses that appropriately challenge them. It is important that gifted students are put into classes with other gifted students. When gifted students spend time with others who share their abilities, they are happier and enjoy academic and social adjustment. Gifted students cognitively function at a different level than peers, and when surrounded by students who act similarly to them, it is a much safer and comfortable environment for them. Click here to read more about four teachers who adjusted their teaching styles and relationship building to accommodate those learners. According to Tanner, Stoll and Anway in School Psychology Quarterly, “research suggests that twice-exceptional students, or those who are highly gifted yet demonstrate a learning or behavioral disability, often underachieve in school.” It’s imperative to stop this cycle and educate students in the environment that best suits them.

Meeting the Unique Needs of Gifted Students:

Just as educators and parents ensure that struggling students have an individualized education, gifted students deserve the same. Not only does this eliminate boredom turning into behavior issues, it pushes students to their full potential which is a major goal of educators.

The educators in the classroom can mainly focus on pushing high levels of rigor as opposed to differentiating several levels of instruction, where some could be extremely low. The National Association for Gifted Children gives a great article as to the true importance of individualizing gifted students education here.

Resources for Teachers:

• 15 Ways to Help Gifted Students Thrive in School
• Gifted Kids at Risk
• Ways to Challenge Gifted Learners
• 50 Tips Tricks and Ideas for Teaching Gifted Students
• Strategies of Teaching Gifted Students
• Social and Emotional Issues in Gifted Children

Resources for Parents:

• Overall Information About Being Gifted
• This article is a platform for many other educational websites and articles to educate you! 

Fall 2018 Camp Innovation Program for Students in Grades K-9

Great news! NKU's Camp Innovation Program returns once again this fall with new classes and some of your favorites!

Who:  All students in grades k-9 are welcome!

When:  Camp dates will be Saturdays, September 15-29, 9:00-11:30 am EST.

Where:  Classes will be located in Landrum Hall at Northern Kentucky University.

What:  Check out the course brochure here.

Fall Camp Innovation Pathways to College Program at NKU

Join us this fall at NKU's Camp Innovation Pathways to College Program for students in grades K-8

Camp Innovation Pathways to College will be Saturdays, October 21-November 4, 9:00-11:30 am.  Students are able to select from over 22 transdisciplinary courses infusing entrepreneurship, science, technology, mathematics, social studies, visual and performing arts and original interdisciplinary studies.  All classes provide the opportunity for students to share interests with other children while experiencing unique, hands-on learning.

This session includes classes such as: Animal Art, Debate Club, Video Game Developers, Walking with Shakespeare, Express Yourself, Chocolate Economics, International Art, Stories Alive, Champion Chess Masters, Grossologists, STEM Explorers and many more!

For full class descriptions and registration, visit our website http://gifted.nku.edu.

Gifted? Now What?

Gifted? Now What?

Ashley Chambless

It’s a week before the new school year starts. You are excited as you look over your class list for the year. You notice that two of your students are identified as gifted. You think to yourself, Gifted? I bet they will do great this year, but am I the right teacher for them? I work hard to meet the needs of my students, but how do I meet the needs of students who are well above where they need to be?”

This can be a very scary thing for a teacher to go through. Having a class composed of 25 different children, who all have different learning styles and abilities can be challenging. Due to this challenge, it can be easy to put more of your focus on students who are at or below grade level and think that the gifted students will be “fine.” This is doing a disservice to those children and their abilities.

As an educator, I have gone through this battle. I was giving good, quality instruction, yet my gifted students were just along for the ride. They were bored! I needed to find a way to reach all of my students and I needed to find it fast.

Of course, as a teacher I knew what differentiation was, but I didn’t fully understand how to implement it effectively. My first step was to make sure that I could define the process of differentiation and how it would help my gifted students.

“Differentiation is a way of teaching; it’s not a program or package of worksheets. It asks teachers to know their students well so they can provide each one with experiences and tasks that will improve learning.” (Scholastic) This definition alone shows that differentiation is going to allow teachers to meet the needs of all students by knowing who they are and what they need. There are three main aspects to focus on when differentiating: Process, Content, and Product.

Process- this is the part in which teachers are giving tiered activities for student learning. The process is being taught through a variety of things such as media, PowerPoint, song/video, verbal, movement etc. Students are provided student choice through manipulatives and activities and this will allow you to meet the needs of all learning styles in your classroom. Here is just one example of a learning style inventory quiz you can give to your students:

https://www.puc.edu/__data/assets/pdf_file/0003/13395/Learning-Styles-Inventory.pdf

Content- this is the part in which teachers are provided a variety of levels and support for what the students need. All students are working toward the same goal, but the level and support varies based on the needs of students. This is the time a teacher can have multiple students working on the same standard, but when deconstructing that standard, students will be working on a variety of material based on their understanding. Here in a link to a wonderful source that explains how to “unwrap” a standard in order to see what parts students need to accomplish:

http://blogs.edweek.org/edweek/finding_common_ground/2015/03/unwrapping_the_standards_a_simple_way_to_deconstruct_learning_outcomes.html

Product- this is the part in which teachers give students options on how to show what they have learned and providing rubrics matched to their choice and level. This is a great time to provide students opportunities to work independently and at their own pace, or even in a group environment. Here is a link to a wonderful site that give multiple options on how to give student choice through learning: https://daretodifferentiate.wikispaces.com/Choice+Boards

All of these things will help your classroom ensure that it is meeting everyone’s needs and giving opportunities for students to show their talents. This process gives time for gifted students to really shine and ensures that they are working with material that will challenge them. While this is not the only way to ensure you are meeting the needs of gifted students, it is a great place to start! From here, the options are endless and more support can be added for those students!

As an educator, we need to do what is best for all of our students. Differentiation does take time, but it is a great place to start in learning about your students and challenging them through a variety of materials. Now when you see a child labeled as gifted on your roster, do not think they will just be “fine.” Challenge yourself and start making your lesson fit their needs through differentiation!

References: What Is Differentiated Instruction? (n.d.). Retrieved March 23, 2017, from https://www.scholastic.com/teachers/articles/teaching-content/what-differentiated-instruction/

What Is Differentiated Instruction? (2017, March 16). Retrieved March 23, 2017, from http://www.readingrockets.org/article/what-differentiated-instruction

My Child Is Not Weird

My Child is Not Weird – She Is Gifted!

Jessica Murrell

As a parent of a child who is gifted in many things, I often wonder where the off switch is. I want to just have a child who wants to do average things. Nevertheless, as a teacher I know that a child who is not challenged is not happy. I remember being a child like this. My parents made sure I was involved in everything from drama to sports, in and out of school hours. Within the class, teachers would always make special time for me where I could complete projects that went beyond the curriculum. I had many other gifted friends who needed attention. They usually were being fulfilled at school, but home was a different story. 

Gifted friends of mine usually were only getting their needs met if parents were aware and could afford the outside activities. Not only is this an issue, but as parents we also may wonder what is wrong with our kid? Why don’t they want to play with the neighbor? What do they like about crosswords? How does reading interest them so much? Then, we wonder again, why is my child so weird?

 This Caption was borrowed from Common Sense Media

The answer is they aren’t. They are gifted. They see things differently. They look at the world through different lenses. When we think things are cut and dry, they wonder why.

So, in turn, open your ears and your hearts. Your child has lots of room to grow. You may not always have the answer to their questions. You may not always want to talk about the advanced topics they do. Be open though, and do what you can!

Camp Innovation Summer 2017

I Refuse to Let Go of This Very Old Anchor!
Nick Haigis

Project-based learning works for those willing to try it out. But there were those (me) that didn’t want to ruin what looked to be a good thing. So please hear me out as I explain how a (slightly) stubborn teacher came around on the idea of trying the project-based approach with his advanced students. Or, skip to the how-to’s at the end if you’re here for the list everyone looking at blogs seeks out 😉

I am so tired of every person who has two cents in education telling me, “This needs to change, this needs to change, change this now, how can we change this to….” While I know it’s not meant to be an insult on my wonderful creation of a PowerPoint lesson or a lab I designed from nearly nothing, it still begs the question, “Can I at least try it out for a couple rounds to see how it goes?!?” I suppose the answer to that is yes, if you’re willing to be open about alterations down the road, which I did with the idea that I wouldn’t change too much going forward as I stuck by the notion, “If it ain’t broke, don’t fix it.” This worked, for several years in my early teaching, but became exhausting. Too many times I ended the day being beat from all the questions, comments both contributing and not, as well as dealing with classroom management. It all weighs on you very much.

That is starting to change now, as much as I hate change. So very much. Very, very much…

But it is for the better as I’m growing to find. My ninth-grade advanced integrated science students were getting lessons meant for maybe a more “regular” level class, but I was happy as the majority were doing well on tests, and we were having meaningful discussions. Still, I suppose part of me thought they could achieve more.

The online resource, ERIC, provides a bevy of primary journals that you can peruse to see the benefits of utilizing project-based units, especially with their emphasis on nurturing gifted young minds. I offer some direct links at the end of this blog to some of the more notable ones I have found regarding research backing up the novel concept of collaboration.

After working with another of my colleagues, we started to see the benefit of utilizing more project-based units into our curriculum. In fact, I spearheaded the first such idea for an entire unit of ours centralized on a common theme. I suggest you check it out, nothing gets a good portion of today’s youth on board with a concept when you can relate it to a popular gaming franchise, even simply used as a starting point.

I have even been open to changing items on this project-based unit on feedback from the previous year’s use of it. It has meant all the world as the background knowledge of nuclear radiation is stronger for freshmen as they head into chemistry in the next two years at our school. They also get to work through the entire planning process of designing a solution to a real-world problem that could still happen today as much as you may not want to think about it. Perhaps most importantly, I get to become the, “guide on the side,” and less, “the sage on the stage.” The heavy lifting is more on their shoulders, but they also have fun customizing their own shelter before they build a 3D model version of it to be analyzed over by me during the presentations!

This is a terrific way to also incorporate some students that may feel awkward working with others. Maybe you have a class with some students twice-identified that may be unbelievably knowledgeable on concepts, but always want to work by themselves because they don’t get along with others. These projects afford the opportunity to work on your own research, become an “expert,” then bring that knowledge (and confidence) to the table as you work with the other experts to make a strong product together. This article really supports this concept to open your students to working with different-abled students.

I have already started working on my next project-based unit in my Planet Earth lessons on geology. Namely, working on trying to find the best material and structural stability of a three-story building as it undergoes a massive shake testing in class!

My best advice I can give on trying this out in your class is the following:

1. Perseverance on your end is huge. You will be extra exhausted possibly thinking of every facet of your new unit to roll out. For that reason, take a summer off from any profession development you may thinking about (or “voluntold” to go to, if possible). I know this seems counter-intuitive, but be fully invested without anything hanging over your head.
2. Pick one (and only one) to try out first; you need a template to run on. The next unit you tackle will be so much easier now that you have a foundation for what a successful unit can look like.
3. Reflect on the success (or failure, as it happens). You don’t have to fill out anything or turn a document in to your central office to justify someone’s job. Just reflect on if the process worked for you (and the students)!
4. In science, really target a few performance expectations in the NGSS. Don’t fall into a trap of making a cool project with a weak learning target. Otherwise, kids will remember how much fun they had doing the project, but really have no idea what they were supposed to learn.
5. Proofread any documents you make (Like, at least three times), or you subject yourself to being a walking meme as students point our your every small grammatical mistake. Lesson learned, 6^th Period AP Environmental Science students…

Really try this process out and you can thank me later when you have 😊

These resources can help get the ideas for your own project going:

• HaigisHelp
• Your Starting Point: NGSS
• The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation
• Investigation the Scientific Creativity of Gifted Students through Project-Based Activities
• Computer Assisted Project-Based Instruction: The Effects on Science Achievement, Computer Achievement and Portfolio Assessment

Summer 2017 Camp Innovation Program -- June 12-16 at Northern Kentucky University

Great news!  We are excited to announce our summer 2017 Camp Innovation Program classes held at Northern Kentucky University.  Camp Innovation will be held, Monday-Friday, June 12 - 16, 8:30-11:30 am.  Students are able to select 2 classes from 40 different selections!  The first courses will meet from 8:30-10:00 and the second 10:00-11:30.  Students will be escorted between classes by program personnel.  The full program brochure is available here: Summer 2017 Camp Innovation Program Brochure.

Northern Kentucky University’s Camp Innovation Pathways to College Program is a trailblazing program designed for high potential youth to discover and explore advanced content and engaged learning.  All classes provide the opportunity for students to share interests with other children while exploring pathways to intellectual development, academic enhancement, career exploration, and creative artistic fulfillment.  Camp Innovation offers transdisciplinary courses infusing entrepreneurship, science, mathematics, social studies, technology, visual and performing arts, and original interdisciplinary studies.  We encourage students to choose their own classes on a first-come first-served basis.

What makes NKU's Camp Innovation Program Leading-Edge?

• Student-centered focus on career exploration pathways and college-readiness
• Emphasis on critical and creative thinking though independent learning
• Environment that values creativity, diversity, entrepreneurship, and achievement
• Challenging hands-on, transdisciplinary learning
• Personal attention from dedicated teachers trained through graduate coursework in gifted education
• Small class sizes for caring, personalized, and differentiated instruction
• The opportunity to share interests with other high potential children

Registration:

• Registration opens Monday, April 24, online http://inside.nku.edu/gifted or via phone 859-572-5600.
• For the best choice of classes, register early!  Students are placed in classes on a first-come, first-served basis and many classes will fill before the June 5 application deadline.
• Course grade levels are recommended levels.  For example, if you child is advancing from third grade into fourth grade in the fall, she can select courses from either the Builders (K-3) or the Innovators courses (3-6),
• Class materials fees are paid directly to the individual teachers on the first day of class.
• A limited number of need-based financial aid scholarships are available.

Afternoon Care:

• Afternoon care is available through NKU's Early Childhood Center's summer program from 11:30 am - 6:00 pm.  Contact Lindsey Shaffer, Summer Camp Coordinator, 859-572-6338 or ecc@nku.edu for details and registration.

Questions and Additional Information:

• Please contact Dr. Kimberly Code at gifted@nku.edu or Community Connections at 859-572-5600 for questions and further information.

NKU's Camp Innovation Pathways to College Program is endorsed by the

Northern Kentucky Association for Gifted Education.

Minds-On Hands-On Learning through Board Games

Many of us grew up playing board games with our siblings and family members.  Personally, I have many fond memories of board game nights with my brothers and sister.  Playing board games is an easy and excellent way to be competitive while also mastering new skills and concepts.  Board games provide a wonderful opportunity to spend time with family and friends.  They are a way to engage your brain in learning something new and to improve your memory, creativity, and critical thinking skills. 

Even in the classroom, board games provide the opportunity for students to increase their verbal and communication skills.  They can teach children about rules, competition, fair play, and values all while developing their attention skills and ability to concentrate and focus for longer periods of time. 

One way parents and teachers can further the learning from board games is to have students develop their own games.  Through creating their own board games, students engage many important skills – writing, communication skills, graphic design, mathematics, and learning content at a deeper level.  Children can be presented with the challenge to become a board game entrepreneur charged with the challenge of creating a new inventive game that must teach content – historical events, mathematical concepts, scientific content, etc. 

Providing basic guidelines and considerations assists students to outline and think through their design before they begin creating.  They must think through the concept of the game, the pieces that will be used, and the gameboard design.  I ask them to write clear, detailed directions that would allow anyone to pick up their game and easily play the game without further explanations.  For the construction of the game, they can use simple recycled materials such as file folders, poster board, gift boxes, and other easily recycled materials.  The middle school students I worked with recently overwhelmingly preferred to use inexpensive premade gameboards and gameboard kits which resemble games one might purchase commercially.

Environmental Education Game Created by Middle School Student

I have used this assignment with students from elementary through the university level and have found it to be engaging and authentic.  Just this semester, my university students were charged with creating their own games, then they shared the games with elementary students.  The elementary students were charged with evaluating the games and providing feedback to the college students.  A win-win for both groups! 

What are your thoughts?  How could your child or students use this idea to create their own interactive games?