Reply to AAP Results 2023

Forum Index » Advanced Academic Programs (AAP)

Reply to "AAP Results 2023"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]History teacher, “blah blah volksgeist blah blah.”
Student reflexively chimes in, “Spirit of the people!”
Teacher, “Oh, you speak German?”
Student, “What? No, that was just a guess based on ‘volkswagon’ and ‘poltergeist.’”
That comment came from a student with a measured IQ of 150.
IQ tests results above 150 are basically a wash; practically, they only mean that a student is surpassingly bright. Interacting with a surpassingly bright person tends to quickly give you an impression that they’re not really on your same wavelength—exactly the same way as interacting with a surpassingly dim person. The bright person may struggle to follow your thoughts and make themselves understood. Very high and very low IQs are both rightly considered “special education” cases because of their specialized learning needs.
The main thing you’d probably notice when talking to (or teaching!) a surpassingly bright person is the way they make connections. You explain waves, and suddenly the whole electromagnetic spectrum makes sense to them. You explain Frankenstein, and suddenly the complex interplay of naturalism and humanism in the 19th Century imagination makes sense to them. They mostly just realize these connections instantly without thinking through them. They don’t necessarily learn facts faster than anyone else, but they understand much faster.
It’s a trip, seriously.
As an educator, there’s no keeping up with them. Teaching them becomes 95% a matter of keeping their attention and creativity engaged. If teaching regulars classes is a bit like dogwalking…
They CAN run, but guidance and prompting helps them get from point A to point B.
Then teaching the severely gifted is like being the caretaker of stallions.
They cannot help but run, and fast…so you care for them, feed them, and throw open the gates. You don’t “lead” them so much as “suggest a direction.”
When the gifted student asks, “Teacher, why are we running?” you say, “There are wonders just over the horizon,” and rumble rumble go the hoofbeats.
[/quote]

It's a public school, if they want a spiral guid for a teacher, they need to look elsewhere. There are 25 other kids in the class an no one has time to indulge the genius[/quote]
and the gifted program should only reserve for the truly gifted.  like for the top 2-4%, that's how most of the public gifted program are directed for in the country.[/quote]

I'd totally support that, but I'd also expect the gifted program to shrink to a pull out a week once the 20% of kids currently being served no longer have parents pressing for AAP to be what it is. A large program means a large group of parents advocating for that program, a small program means a few parents who can easily be ignored. [/quote]
yes, the current AAP with 20% of the students can be easily integrated into general education, each grade can have classes with honors and general language art and math.  I believe that's how Montgomery County is operated under.  Then FCPS can reserve the AAP to only the top 2-4%[/quote]
I’m on board with that model. IF honors was admissions based and not self-selected like it is in MS and HS. I’m not a fan of pulling my kid out of our base school to go to a center. But unfortunately it’s our only choice.[/quote]

What's even better is Honors for all model where all students are lifted to a higher level.[/quote]

How would that practically work with the wide range of aptitudes? There are kids who struggle with addition. And then there are kids like mine who started learning multiplication in preschool (teacher assessed kid as ready). Why should they be learning the same material at the same pace?[/quote]

if your kid is learning multiplication in preschool and grasp the concept, then your kid might be the 2-4%.  my second grader is doing 4th and 5th grade math and math Olympiad problems, and preschooler learning 2nd and 3rd grade math.   [/quote]

So you're pushing your kids three and four years ahead and want the school to indulge you? If your kid is bored because you're pushed them that far, that's your problem not the school's  [/quote]

preschooler grabbed the second grader's math problems from general ed classes, and naturally knows how to do them, there are kids like to push themselves, and there are kids needs to be pushed.  i'm only talking about the kids that like to push themselves.  as a parent, the only thing we can do is to provide the resources they need to continue to push themselves.[/quote]

I've been placing my old differential equations text under my 6 year old's pillow in the hope this knowledge will sink in.[/quote]

Thank you for that. [/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics