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Re: Challenging Advanced Student
[ Thread ][ Subject ][ Author ][ Date ]RWilk85411
Sun, 11 Oct 1998 10:51:30 EDT
One of the biggest problems for the gifted student is "the one right answer"
concept. Truly gifted students are naturally analytical. The education system,
in spite of all that they say, does not really want analytical students. The
majority of the teachers in the system have no analytical abilities
themselves. The educational system is not designed to produce analytical,
problem solving students. No matter what they say they are changing, it
remains the same. Why else would they continue to use standardized tests that
only test two intelligences, in an unanalytical manner, to identify the
gifted? Perhaps that is why some of the dullest students I have ever taught
were the "gifted". In their "gifted" classes they were given closed ended
assignments with one solution, requiring no decision making on theri part.
Original thought was not encouraged. My assignments are, and always have been,
open ended. These students usually floundered at first. And of clourse they
usually flounder in step-by-step, monkey-see-monkey-do classes where how to
make good art is never really taught. But students are graded on the quality
of their art product. So how does the system explain this? "You cannot teach
art. Only the talented can really succeed." The grades of successful students
are explained as, "They have talent." or "The class consisted of activities
and no real learning." Solution? "We will not give real grades in those
classes all the way through middle school and in high school we will not
compute these grades in with the others for GPA or class rank." Colleges and
universities perpetuate the system by recomputing any GPA's which did include
grades from courses such as art. So what is the solution?