Transcript Successful Collaboration among Various Educational Sectors

Successful Collaboration Among
Various Educational Sectors
in Nurturing Gifted Learners
Anna Hui
Center for Child Development
Hong Kong Baptist University
If you are a gifted …
•
•
•
•
•
•
•
•
Infant
Toddler
Young child
School child
Adolescent
Young adult
Parent
Adult
You probably have met …
•
•
•
•
•
•
•
•
•
Home educators
Play group volunteers
Early childhood educators
Elementary school educators …
High school educators …
University educators …
Counseling professionals …
Psychologists …
Coach or instructors in talented
areas …
• Other professionals from all walks
of life …
School-Based Collaboration
(Kochhar-Bryant, 2008)
Educational
Needs
Support
Services
Needs
The student
Social Worker
Teachers
School
counselor
Specialist
Teachers
Psychologist
Career teacher
Therapist/Speci
alist
Principal
Parent/Guardian Job coach/
mentor
Social, Physical,
Extracurricular
Needs
Classmates
Physical
education
teachers
Coaches
School club
leaders
Music, theater,
arts teachers
Division of Labor
• Family education needs
• General education needs
• Advanced education
needs
• Talent education needs
• Career-vocational
education needs
• Emotional and
psychological needs
• Peer relation and social
needs
Collaboration Partners in
Education Sectors
•
•
•
•
•
•
Elementary school educators …
High school educators …
University educators …
Counseling professionals …
Psychologists …
Coach or instructors in talented
areas …
• Other professionals from all walks
of life …
Point 1: Basis for Collaboration
• col (together) – laboratus (work)
• Enter a collaboration because of a
shared passion and vision about
education and optimal development
of potentials of learners.
• It’s not just a school or government
project, it’s about developing
potentials in individual children and
talents for the school and community.
The Convention on the Rights of the Child
• All rights apply to all children
without exception or discrimination
of any kind (article 2).
• That the best interests of the child
must be a primary consideration in
all actions concerning children
(article 3).
• That States have an obligation to
ensure that as much as possible every
child’s survival and development
(article 6).
• Children’s views must be taken into
account in all matters affecting them
(article 12).
Point 2: Opportunities for
Collaboration (modified from Kochhar-Bryant, 2008)
Elementary
Collaboration
Activities at
Student,
Family,
School levels
Pre-referral
Support
Transition
Support
Family
Partnership
Junior High
School
Senior High
School
Collaboration
Activities at
Student,
Family,
School levels
Related
Services
Transition
Support
Family
Partnership
Collaboration
Activities at
Student,
Family,
School levels
Inter-agency
plan
Transition
Planning
Family
Partnership
College/
Post-High
Collaboration
Activities at
Student,
Family,
School levels
Transition
Planning
Support
Services
Postsecondary
Partnership
Point 3: Interface between Gifted
Education & General/Quality
Education (Tomlinson, Coleman, Allan, Udall, &
Landrum, 2004)
• Collaboration between Gifted
Education & General/Quality
Education balance the roles of
equity and excellence to the benefit
of all students
• Equity: Maximize capacity for all
learners, including the gifted
• Excellence: Promote talent
development for all students
Collaboration facilitates shared
common goals and benefits the total
school community
• Rich content
• Regular expectations for
critical and creative thinking
• Development of meaningful
products
• Establishing expectations for
high quality and hard work
Point 4 : Collaboration to Improve
Perceptions about Gifted Education
• Take clear, consistent, proactive
public stands that gifted education
is part of the movement to improve
education for all students
• Use broadened conceptions of
intelligence, focus on gifted
education as a resource for talent
development in a broad range of
students
• Develop videotapes of effective
examples of gifted education and
share them broadly with educators
of various subject domains (e.g.
Gifted Strategies, EDB, 2008)
An Infusion of Creativity Project
• Level 1: Various Subjects –
infuse creativity into subject
learning and teaching (Level
IA – whole class, general
enrichment)
• Level 2: Creative Problem
Solving for Able Students
(Level IIC – pull-out, creativity
training)
Point 5: Collaboration to Effective
Instructional Practice & Programming
• Team members contribute their best
to analyze, develop and make more
effective educational and support
practices
• Focus on how to assess student
needs and interests, and how to
design responsive instruction
• Example of HKRSSTPSS (Level IID –
Pull-out Mathematics on Solid
Geometry)
Point 6: Collaborative Identification through
the Regular Classroom
• An interactive process that enables teams
of people with diverse expertise to generate
creative solutions to .. problems. The
outcome .. produces solutions that are
different from those that any individual
team member would produce
independently (Idol, West & Lloyd, 1988)
• Example of LSTYKH Secondary School
(Level IIC: Pull-Out, Critical Thinking &
Visual Media)
Identification
Instrument/Procedures
Ratio
1
Questionnaire
30%
2
Individual Interview
•Description of news
pictures
•Problem solving of news
story
70%
Point 7: Promote Collaboration between
Specialists in gifted education and Other
Educators
• Create and share specific
models of differentiated
instruction and flexible
grouping in the regular
classroom
• EDB (2008) Resource CR-ROM
Torrance’s Incubation Model of Teaching for
Creativity (Level IA – whole class, general
enrichment)
• Primary & Secondary Chinese &
English Language Experts –
textbook & student sensitive
• Chinese Education Experts –
curriculum sensitive for best
practice
• English Education Experts –
curriculum sensitive for best
practice
• Gifted & Creativity Education
Experts – individual difference
sensitive
Salt Water Crocodile – Pui
Pui
Hong Kong Wetland Park
- Exhibition Galleries - Pui
Pui's Home
• A Chinese text for Primary 5
students
• Heightening Expectation
• Deepening Understanding
• Keeping the Curiosity or
Creativity Going
Point 8: Collaboration for Preservice,
Inservice, and Graduate Preparation
• Encourage university level
educators of the gifted to volunteer
to teach preservice courses, and take
part in preservice seminars
• Encourage university level
educators of the gifted to collaborate
with other educators to develop and
teach models of differentiated
instruction for academically diverse
classrooms
Point 9: Facilitate and Create
Opportunities for Collaboration to
Influence Policy and Political Action
• Plan conferences to enable
interested parties to meet one
another
• Nurture support which now exists
for gifted education
• Support educators of the gifted and
other advocates for gifted child
education in becoming
administrators, school board
members, committee board
members, PTAs and other policymaking groups and positions
Point 10: Sustain Influence through
Research and Dissemination Efforts
• Encourage educators to take the
lead in action research projects on
topics related to high ability learners
• Provide funding for research and
studies (qualitative, quantitative,
longitudinal) related to gifted
learners and their developmental
needs in families and schools
• Conduct longitudinal efforts to
study and modify teacher attitudes
about giftedness
Two Teacher Training Courses
offered by CCD commissioned by EDB
• To enhance teachers’ knowledge and skills in
helping and nurturing gifted students;
• To enrich teachers’ knowledge of giftedness,
leadership, creativity and critical thinking;
• To facilitate teachers’ self-understanding and
development;
• To foster teachers’ understanding of the
affective characteristics, needs and
development of gifted students
• To reinforce teachers’ skills through
practicum in school and sharing in class.
• Workshops & lectures (33 hours), practicum
(3 hours): recognized as continuous
professional development
Demographic details of
Participants
Table 1a. Sex distribution of participants
Sex
Program IA
Program IIA
Total
Male
13
5
18
(36.1%)
(13.9%)
(25.0%)
23
31
54
(63.9%)
(86.1%)
(75.0%)
36
36
72
Female
Total
Subscales of
Scale on Teachers’ Role in Gifted Class (Yang,1985)
• Class teaching: how to teach and maintain a gifted class
• Student counseling: counseling gifted students and
fostering their holistic development
• Curriculum: how to help gifted students research and
excel and how to accommodate the course contents and
cater for gifted students’ special educational needs
• Communication: communicating with gifted students,
their parents, other teachers and counselors and
establishing a close relationship with them
• Administration and research: conducting gifted research,
taking further study, evaluating gifted students’ needs and
talents, providing extracurricular learning activities, and
getting support from school head and coworkers
Table 5b. Participants’ mean scores of implementation in Scale on Teachers’ Role in
Gifted Class at Time 1 and Time 2 and t-values
Time 1
Measure
Time 2
M
SD
M
SD
t
2.89
.55
3.25
.41
-4.82 ****
Class Teaching
3.11
.56
3.38
.46
-3.27 ***
Student Counseling
2.88
.61
3.29
.48
-5.01 ****
Curriculum
2.84
.65
3.21
.47
-4.02 ****
Communication
2.89
.55
3.23
.47
-4.78 ****
Administration & Research
2.79
.64
3.16
.48
-4.27 ****
2.75
2.94
.52
.54
3.12
3.24
.45
.48
-3.30 ***
-2.41 *
Student Counseling
2.84
.55
3.17
.52
-3.00 **
Curriculum
Communication
2.71
2.70
.63
.50
3.16
3.01
.53
.48
-3.29 ***
-2.98 **
Administration & Research
2.67
.63
3.09
.55
-3.19 ***
Program IIA (n = 31)
3.01
.55
3.36
.34
-3.46 ***
Class Teaching
3.25
.53
3.50
.41
-2.18 *
Student Counseling
Curriculum
2.92
2.96
.66
.65
3.39
3.25
.42
.42
-4.01 ****
-2.39 *
Communication
3.05
.54
3.42
.36
-3.69 ***
Administration & Research
2.90
.65
3.24
.40
-2.81 **
Overall (N = 58)
Program IA (n = 27)
Class Teaching
*p < .05.
**p < .01.
***p < .005.
****p < .001.
Positive Attitudes & Beliefs about
Collaboration (Kochhar-Bryant, 2008)
• Belief in the human drive for
community and growth
• Belief in the power of collective vision
• Belief that collaboration is essential for
educating the whole child
• Belief in the value of self-determination
• Belief that systemic change is rooted in
individual change and learning
• Belief in the participation of all who will
be affected by the change
References
• Tomlinson, C. A., Coleman, M. R., Allan, S.,
Udall, A., & Landrum, M. (2004). Interface
between gifted education and general education:
Toward communication, cooperation and
collaboration. In C. A. Tomlinson (Ed.),
Differentiation for gifted & talented students (pp. 115). Thousand Oaks, CA: Corwin Press & the
National Association for Gifted Children.
References
• Cropley, A. J., & Dehn, D. (Eds.). (1996).
Fostering the growth of high ability: European
Perspectives. Norwood, NJ: Ablex Publishing
Corporation.
• Idol, L., West, J. F., & Llyod, S. R. (1988).
Organizing and implementing specialized
reading programs: A collaborative approach
involving classroom, remedial, and special
education teachers. Remedial & Special Education,
9 (2), 54-61.
• Israel, S. E., Sisk, D. A., Block, C. C. (2007).
Collaborative literacy: Using gifted strategies to
enrich learning for every student. Thousand Oaks,
CA: Corwin Press.
• Kochhar-Bryant, C. A. (2008). Collaboration and
system coordination for students with special needs:
From early childhood to the postsecondary years.
Columbus, OH: Pearson & Merrill Prentice Hall.
• http://www.edb.gov.hk/index.aspx?langno=1&n
odeID=2377
Collaborative Effort in Child,
Gifted/Talented Development
• It takes a whole
village to bring up a
child
• It takes many
different villages to
bring up the G/T
potential in every
child