TOTAL OF 10

CHALLENGING W E RPIGHT CHILDREN IN THE CIASSROOM

TOTAL OF 10 PAO€S

Q

Lv

?he purpose of the i n t e r n s h i p was to design and implement a o h a l l s n g i n g p r o g r e . f o r b r i g h t c h i l d r e n i n a c l a s s r w h .

pch

a pmgraq shouid be an i n t e g a l p a r t of the t o t a l soh001 c ~ r r i ~ u l r n a s one way dfApxbviding

1

wximun l e a r n i n g opportunit;es f m e l l c h i l d r e n .

T h e r e v i e r df l i t e r a t u r e x n d i c a t a a h a t u n l e s s t h e

I

b r i g h t c h i l d is ciallenged h e w i l l be

handicapped

i n his developcent. A Amber of succsssful programs providing

I

,

cAn he v a l u a t i o n o f t h e s e programs shows t h a t b r i g h t s t u d e n t s a c h a l l e n g e ham be^ oper-g f o r over * m y yeam.

-1

do b e n e f i t frm the a c t i v i t i e s provided. I

T h e i n t e r n s h i p I*ae c a r r i e d ouL i n 4 grade t h r e e s l a s s r m

f m

April t o June, 1975. The s u b j e s t s were t w o ^' g i r l s and fouc boys whose I. a. a c o r a l ranged fmm 1 1 6 to 130.

1

^!

The proqran wee i w l e n e n t e d through a v a r i e t y of : I techniques. The c l a a s r o m l i b r a r y w a s Bxpmded t o i n c l u d e

1

books on areas of s e e o i a l i n t e r e s t to t h e students as w e l l

!

aa a s e l e c t i o n of books of g e n e r a l i n t e r e s t . h. tsaouree c e n t r e was pmvidsd f a r r e l a t e d l i t e r a t u r e , a r t , a n d

. I

BciencB a c t i v i t i e s .

I - The i n t e r n m e t w i t h the a u b j e c t a f o r a p p r o x i m t e l y one and o n e - h a l f hours eaAh d q .

m l s

r e a t i n g n s u a l l y * o o k

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p l g c e o u t s i d e t h e r e g u l a r c l a n s r o w . , S m dspac@% n f n t h e

I

program were individualirred r e a d i n g , drama and puppetry, s c i e n o e p r o j e c t s , c r e a t i v e w r i t i n g , and m t h e m t l c s .

e f f e c t i v e n e a e of t h e i n t e r n s h i p and the e x t e n t

1.

student^' c l a ~ ~ r o r n work, their I r i l l l a g n e s s t o share t h e i r e x p e r i e n c e s with M h e r lnelnbera of t h e E l a s s , and t h e i r i n t e r e s t i n continuing t h e p r o j e c t * a t h-. Thc o p i n i o n s of the t e a c h e r e and p a r e n t s i d d i c a t e d t h a t the

I program had been enjoyable, e f f e c t i v e , a n d worthwhile i n c h a l l e n g i n g t h e s t u d e n t - ' c a p a o i t y for l e a r n i n g .

I t i s recomnended t h a t b r i g h t c h i l d r e n ehould be

I

+ i d e n t i f i s d e a r l y and t h a t a ~ h a l l e n g i o p program should

. ^I

I

be implemented f o r them. To a s s i s t t h e claaaroom t e a f h e r i n p r o v i d i n g this program, it i e rec-nded t h a t I n s e r v i c e t r a i n i n g h e given and a u a i v e r s i t y covrse proridad.

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A C K N C W L B ~ S

I The w r i t ? g r a t e f u l l y a c k m l e d q e e t h e h e l p of t h e many people who w o p a i a t e d dth her t o make t y a i n t e r n s h i p

Bl?ckUdod w i t h whom it was svch 1 p l e a s u r e t o A r k , t o t h e C u r s i c ~ l u m Centre o f m o r i s l U n i v e r s i t y f o r t h e books used, a n d t o t h e P o r t l a n d P u b l i c Soh001 Board f o r parmiaeion t o use t h e s t u d e n t q u e s t i o n n a i r e .

I n p a r t i c u l a r , t h e w r i t e r exprssaes her g r a t i t u d e t a d .J a n e s , Chai- of t h e i n t e r n s h i p d m i t t a s , f o r h e r guidanoe and a s s i s t a n c e d u r i n g t h e l m p l e m n t a t i o n o f t h e i n t e r n s h i p and t h e v i t i n g of t h e r e p o r t , a n d t o Miss 8. B r e t t and M r . L. ClarAe, t h e other.raenbera of $e conunittee, for t h e i r h e l p f u l suggestion8 a n d c o o p e r a t i o n ,

S i n c e r e thaaka a r e o f f e r e d t o qy husband, George, land c h i l d r e n , J e f f r e y and Craig, f o r their. understanding

and encouragement.

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TIBW OF CONTEiTS

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Chapter

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^{1. THB} INTBRNSEIP 1

PURPOSB 3

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TNTRODUCTION 1

7- 1

. . . E.

NEED EQR TRE INTBRASAIP

. . .

3

1

OBJECTNBS

. . .

^{7 4}

ORWUPIZATTON OF TUB REPORT

. . .

⁷

. . .

2 . 'BEVIEW OF RBLATED LITERITURB 9

IDENTIPICATfON OP q Q R T AND GSFTED

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CHInDmN

/. . . .

9 PROORAWS

/. . . .

16

3. M ~ T H W ( ~ O O ~ /

. . .

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I D E N T I F T ~ T I D N OF STUDENTS

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! Student Recmd Xeeping

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A c t i v i t y Cards

. . .

35

. . .

Pupil-Mscher Conference 3 5

. . .

sharing Time 3 6

Mathematics 1 6

. . . I

. . . . . .

s c i e n c e

. . . 1 .

r %chaeology 3 7

E

I n f ~ m t i ~ n a l A o t l v i t i w

. . .

^{3 8}

1

C r e a t i v e Thinking

. . .

^{3 9}

. . .

Field T r i p 4 0

4 . BVALUATIOK _{STUDENT REACTION} OI TBB lNTERUSB1.P

. . . . . . . I .

^{4 2 41}

1

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TEACHER EVaLUATION

. . .

4 5

PARENTS' EVACUATION

. . . .

^{1. 47}

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INTERU'S EVAXIATION

. . .

1 9 I

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^{5. S ~ P}C~CL~ISIOUS ^, AND R E C Q ~ D A T I M S

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:

Chapter 1 \ THE

INZ(BRIIIHIP

b -

Many r c n e a r c h a r b and e d v c a t i o n a l i a t a have \' con-

duoted s t u d i s s to d e t e r k i n e haw b e a t t o p l a n eduoatiahal p m g r m s which vovld give m a i h m l e a r n i n g o p p o r t u n i t i e s t o a11 o h i l d t e n . Vaelaul t h e o r i e s ha+ been p u t f o r t h

1

and v a r i o u s techniques have qeen t r i e d and evaluated. i These include heterogeneous C l a s s e s , homogeneous c l a s s e a , ^I

~labses based pn the achievement of t h e p u p i l a . snd

1

achievement grouping within the clsberoom.

.

There i s e v i d e n o e l h a t there e x i s t 9 a wida rqnge pf i n t e l l e s t , a h i l I t g , and i n t e r e s t w i t h i n any olaesroom.

Meeting h h develop the p a r t i c u l a r needs of t h e i n d i v i d u a l and Kelping t o h i s f u l l p n t e n t i a l has b e e n accepted as a '

i

hbnmark o f education. To t h i s e n d , s?me eohools have

1

endeavoured to p m v i d e spspial programs f o r sfudents whoee >

a b i l i t y places them a t the l m e f end _{o f} tbs continurn.

I n t h i s p r o v i n c e ova* t h e pMt decade, mush wrk

I

has been done to ptovide s p g r o p t i a t a i n s t r u c t i o n f o r tho&

students: The p t q t a m s a m t h e a e n t a i l p r w i s i a n o f , s p e c i a l classes, t a o g h t py t e a c h e r - who ha&& t r a i n e d

t o p r o v i a e i n s t r u c t i o n t h a t w i l l meet t h e needs of the

lhildren

^{-warmed. s - t h .la- a m} h e l d f o r I

1

I

1 /

I

jist

^the a k e n t s w i t h i n t h a e c h w l and # o m e t h ! r they a c c d a t e the c h i l d r e n throughout t h e SyBtea.

Within Me soh001 ayeten i n which fhis i n t e r n s h i p

I /

was =.fried o u t , programs Mvs inoluded t h e atreaming o f

1 i

i i

c h i l d r e n and t h e use or t w o d i f f e r e n t d e r i e e of b a s a l

i

I seadsrs. I n r e c a n t years, Ye basal r a a d o r nonnally used

ii

!

f o r the el-c l e a r n e r s h a s baen the Gage Open Nighwave- Y X

a1 high i n t e t e s t low vocabulary series ok r e a d e r s . The t

1

Nelson o r Ginn h s s a l r e a d e r s have been uaea for a l l t h e

I

o t h e r c h i l d r e n .

Noet o f t h e teachex'# tia h a a been spent in

1

pzeparing leasone f o r t h e average c h i l d and the under a c h i e v e r . hers h a s been very l i t t l e time l e f t o v e r t o provide programs t o challenge t h e p u p i l 8 a t Ma upper end

I i

l e f t to d r i f t because of t h l general f e e l i n g t h a t the

1

b r i g h t c h i l d wil; l e a r n anyway.

kll

t o o o f t e n , however.

I t h s b r i g h t o h l l d ' s free t i m a p a been spenf doing m a c e s -

/ / /

a e r y p r a a t i c e a c f i v i t i e ~ which f a s t e r p a t t e r n s o f bqredon m a csvse many b r i g h t children t o bea- d-ly s c h m l 652-

'

O U ~ B . men more s e r i o g # i s M e point M a t ndoninnon W o s : I " 1 t k h i o practice1 lsay prcduce p a t t e r n s of lazy. sbholar-

I i

a h i p and a d i s s s t m u e & l i e f t h a t a l l problelns c a n be

e a s i l y solved. "' f *

I I .

3 '8re.d A. MaoKinnon, W u o a t i n n of t h e G i f t e d , .

,

E x m p t i r m ~ l Ckild. 10175, S s P ~ e r . 1973.

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1f we mean what we say--that in a a e m c r a t i e 1 society equal ppportunity ehould be given to all--there is a med for am s n v l m m n t *Noh w i l l f o s t e r inquiky and

e t h u l a t a $he c h i l d to ever-widening i n t e r e s t s t o halp

!

him i h developing t o h i s full potential.

3URPosx

I

I

The purpose ok t h i a i n t e r n s h i p was t o i d e n t i f y bright children i n a Grade I11 clasarwm and t o design

meet t h e i r p a r t i c u l a r needa.

I

i s t r a t i w p l a n or

~*aaequate f o r a l ~ ~ ~ s t u d e n t a , t h i s i n t e r n s h i p was designed to:

(a) provide 80.. q u I d e l i m s for i n i t i a t i n g suoh a prograb-.

jn the regular ~~~~~~2

-

(b) give

an/

^{of on8} program followed w i t h rme

-

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p a r t i c u l a r group of students:

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( a ) e s t a b l i s h thy t h e nenecessary f o r I n i t i a t i n g each

e e p e n t of th&proasn.

I

NBBD mR TRB 1KTERIPSBIP

I .

^"

I> \) m o v i s b n for t h e btight students s m u l d be a

<, logical and e a a s n t i a l p a r t of any t o t a l sohaol pdogram, ^' I norothy Gypha supports this provieion when shq s t a t e s ,

"A progran f o r bright o h i l d n n i s simply

B

one phase of

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^{*,.,-a " '}

-

.

f o r the b r i g h t b t u d e n t s were h d e .

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g e s t i o n s t o o h a l l e n g e t h e b r i g h t c h i l d r e n . The p y

viaiona they have made f o e meeting thoae c h i l d r e n ' s ' need- '

,

students f o r i n s t r y c t i a n a l purposes. T h e goup m n n i s t s o f s t u d e n t s who a r e s i m i l a r i n genera.1 c ~ . ~ a ~ i t ~ f olearning ~ or i n a p e i f i s a p t i t n d s a .

iences which dl1 incream, t h s d e p t h and breadth of

indepellaent s M y , I n d e w d e n * p r o j s e t s , and grtmp

' 1

gtDject..

(Q) Aoc~~letation--Zhe m s t used method of p r o v i d i n g O r the b r i g h t e t u d a n t . It include8 early admission, which i a n o t poseible i f t h e r e i s a n age l i m i t for

1

Zmrc+Y +.Syphere, G s t e d and T a l e n t e d chil&en:

I

a c t i o a l Prom-g f o r Teachers and , P r i n c i p a l s . (Arlingfon:

g u n c i l f o r m s p t i o n a l Children, 1912). p. a.

1

0

qOL3

4

; : +,,, :i ;

r.>*& ,l ?

**:' s ~ b * ~ & p f & v :

" 4 .*>+d * * -

i n c l u d i d a n b i n a t i o n of grades, grade s k i p p i n g ,

t h i e e y e a r s ' w r k info two y e a r s ' study.

.

i d ) unyrhded Primary--a method of o r g a n i a n g the p'rogram I

I n t h e system, grade skipping, e a p e d a l l y skipping t h e Kindergarten y e a r , seemed t o be t h e m a t p r e v a l e n t

p r a d t i c e of m e t i n g t h o s e children's needs.

I

While a l l these technlqhes m y have served the i purpose of aoccmmdating, o r provid)ng q prograh f a r , tHe b r i g h t s t u d e n t a t t h e p a r t i c u l a r tame, they may have 00"- t r i b y t e d t o problems enoountered i n l a t e r grades. I n one mL' of t h e s c h o o l s i n Lhe system, aeven p u p i l s were advanoed,, from U n d e r g a r t e n t o Gr4de I i n a t o b & . 1971, and were

advanced to Grade 111 i n September, 1972. Some of them

1

encountered problems i n =oping w i t h t b e p r o g r m h u r i n g

1

the year and m September, 1973, a11 b u t two &re atreamed 1

i n t o t h e OPaR .XIgh~av$ program.

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It S e w t h a t t h e r e c e n t t r e n d has been t o

rmit

the b Q g h t s t u d e n t s ₃

-

to progreae more r a p i d l y w h i l e , r e m i s i n g i n t h e same grade. The b r f g h t s t u d e n t s h a w been C l u s i a r e d in a group, c o n t i n u i d with mi%ze$ated

., -

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whole yswer. Gone c h u a r e n d o n ' t need as much

..

. -

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3

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i n s t r u c t i o n i n ~ ~ k ~ l l s as others. Often the textbooks and ⁶ materials of t h e baial readers are n e t challenging enough f o r t h e b r i g h t and telented students, so t h a t those

I

students' capacity for learning is s t i l l largely untapped

i n t h a q p l c a l school. 4

-

This s i t u a t i o n has been prevalent i n rmst o f our I?ewfoundland schools. I t has been especially true of the s m a l m s c h w l a where several grades are assigned to one classmom and one teacher. Lzttle-has been done i n these / '#chwls t o provide challenging e q e r i e n c e s and programs f o r t h e b r i g h t students. Paul Witty postulates, hawever, t h a t "education of bright children i s poasihle for every size of community sntl achwl."' One way of achieving t h i s

.

i n t h e Blnaller schools would be t o bring together i n one group f o r qn ehrichment progfan the b r i g h t students of each of the two or t h r e e -adea i n the room.

men i n the l a r g e r schools xhioh have one grade per c l a s s r a m , l i t t l e hae been done t o provide f o r rapid*

progress i n the sank3 grade o r to provide a planned p r o g t m '

p

m e t the needs of t h e b r i g h t students. P i t h the advent^

'

of these large regional scheols and with the provision of s p e c i a l education and =&dial pmgrans, educators are ^' questioning wKat IS bein4 done or what oan be done t o pm- ' vide s u i t a b l e opportunltles t o r t h e bfight student..

'It aeaaed, then, t h a t t h e r e was a. need t o e ~ e r m e n t

'paul k i t t y , The Gifted Ch1I.d ( ~ d s t o n : n. C. B a t h A d Co., 13511, p; 11.

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v i t h a small group f ~ o m one c l a s s :

6

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t o determine t h e f e a s i b i l i t y of offering prog+amu whioh go beyond the s e t o u r r i d u n but are not i n competitim with at;

-

t o have b r i g h t students work together to share ideas and stimulate each other t o g r e a t e r i n t e l l e c t u a l a c t i v i t y throubh o r e a t i v i t y exercises:

-

t o ha& atudenta MIL independenfly an i n t e r e s t pro-

.

j e c t s or p a i r up with o t h e r students who had t h e sam i n t e r e s t s .

I

OBJECTIvEs

'

\ ^{I - ,}

The ohjeetiQes of t h i s i n t e r n s h i p were:

I . To identziy b r ~ g h t children in t h e classroom.

, 2. TO develop innovative a c t i v i t i $ s t o ohallenge t h e a b i l i t y and i n t e r e s t of t h e b r i g h t children.

3. To HDrk v i t h chiidsen, g q i n g d i r e s t i o n and praviding materiala, so t h a t they m n l d ha ahle t o use t h e i r 'u a b i l i t y t o L a independently.

ORWUlIZATION OF THE REPORT,

I

This chaoter h a s ' p l u d e d a d i s m y i o n of the subject under consideration, t h e purpose of the internship, t h e need f o r the intarnship, and the ~ j e c t i v e a . Chapter 2 reviews t h e l i t e r a t u r e mncwaed v i t h the i d l n t i f i c a t % m of b r i g h t children and With programs t h a t have 3eM success- f u l l y imp:emented. The dthcdology employed t o c a r q a n t

I

The review of l i t e r a t u r e w i l l d e a l with t h e i d e n t i f i c a t i o n of b r i g h t and g i f t d d o h i l d r e n , t h e e c t i v -

\ i t i a s and programs t h a t have been designed f o r b r i g h t s h i l q r e n , a n d tde i n f l u e n c e of t h e s e pragrana on t h e s t u d e n t s involved.

I

IDENTIFICATION OF BRIGHT RM) GIFTED CHILDREN E r i c O g i l v i s , i n the r e p o r t of h i s sthdy of

Gifted

C h i l d r e n in P r i m r y schools, dsed t h e term ' g i f t e d '

". . .

t o i n d i c a t e any c h i l d who i s o u t s t a n d i n g i n e i t h e r a g e n e r a l or s p s c i f i a a b i l i t y

. ^. . .

^Where g e d e r a l l y recognized t e s t s e x i s t as (say) i n t h e case of ' i n t e l - ligemce,' then ' g i f t e d n e s s ' would be defrned by t e s t

SFDTBS."'

I

u i s r e p o r t covers a y e a r ' s study of what was

,

l l c t u a l l y being done f o r g i f t e d c h i l d r e n i n primary g r a d e s

..

in Essex. Oxfordshire, and Weat Sussex. This study waa r a r r r e d o u t from S e p t e m e r 1970 t o June 1971, during wdipdich t h e M i r t y s c h m l e were u i i i t e d and e i g h t e e n mtudy groups

' m i c Ogilvie, G i f t e d Children i n the P r b a r s c h m l s (Toronto: The Meomillan co. of c a a d a , 1973): p. 6.

9 1

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^{i ' r -rs} b

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1

^, h i s t o r y , s p o r t , n a t b e m t i c s , a n d o t h e r s . Since the pro-

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^{j e c t was} e x p l o r a t o r y and f a c t f i n d i n g i n n a t u r e , t h e

-

r e p o r t does n o t present d e f i n i t e f i n d m n p o r recam- mendations f o r f u r t h e r a c t i o n .

The C a l i f o r n i a Blementary S c h w l ~dmin$strator*'a A r s m i a t m n e n l a r g e s on the I . 0. t e s t s as i n d i c a t o r s o f

I

i

b r i g h t n e s s t o include

". . .

a s h i e v e r e n t t s a t s , repords i r o n p a r e n t s , t e a s h e r judgement, systematized o b s e r v a t i o n ,

i

I

a n e c d o t a l records, school mrka and c m l a t i v e I,

1

I

Paul ~ o r r a n c e ~ a l s o gives t h e s e ss th; c r i t e r i a f o r i d e n t i f i c a t i o n i n t h e ~ & c t f o r Edufatirm'of t h e Gifted, headed by V i r g i l Ward i n 1962 f a r t h e Southern

Regional Bducation no d.

t *

m i l e ' c h d p o g e n e r a l a g i s e m n t where g i f t - edness b e g b e , Terman i n d men d i a much t o s e t s b l i e h

I

c r i t e r i a to i d e n t i f y the g i f t e d c h i l d . T h e i r work began i n the 1920's and

-. . .

^Used a s t h e c r i t e r i o n f o e s e l e a t i o n a Stanford-Binet I n t e l l i g e n c e SoaLe I. Q. of

' c a ~ i f o r n i a Elementary School Adminiskrator's Asmaciation, T v e n t y s i x t h Yearbwh ( C a l i f a m i a r C a l i f o r n i a Elenenrary School Administrator's Association, 19541, p. 4.

i I

3 ~ . Paul Toeranse G i f t e d Children fn the Clsss-

roan

( N ~ W ~orli: me ~ m i i l a n company, 1965). p. q3.

I

I I

f

^{' I. 0. is 116} or h i g h e r , the t e r n " g i f t e d " be given to

i

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s t u d e n t s whose I. 0 . i s 132 or h i g h e r , and-the t e r n

I

"highly g i f t e d " M given t o s t u d e n t s with an I. (1. of 148 o r higher. It i s p o i n t e d out i n t h e ditrcuseion, however, t h a t t h e number of studenes ]in eash c a t e g o r y rill vary depending om t h e s o s i o - e s m d c : axe& i n which t h e t e a t i s given.

DeAann and Hsvighurst, who %ve &"eloped programs

.

I for b r i g h t c h i l d r e n , maintain t h a t " t h e p r i n c i p l e of edlrcational opportlmity for a l l r e q u i r e s a f i t t i n g of

~ p p o r t u n i t y t o the individual'^ needs a d a b i l ~ t i e a . " ~

P i

It i l r t h e value of t h e i h d i v i d u a l M a t should commit e d u c a t o r s t o a p o l i c y r e s g c t i n g and b u i l d i n g awn i n d i b i d u a l differences and i n t e r e s t s .

-

I 4 m b e r t P. DeHaan. Accelerated Iaarning Prograna (New York: The Centre f o r hpplied Research i n Edusation, 19631, p. 10.

'~ames J. Gallagher, PaalYaie af Research on the ⁱ Education of G i f t e d Children I s p r i n g f i e l d i 0-e of t h e

Superintendent of t h e Public I n s t r u c t i o n , 1 9 6 0 ) , p. 5.

6 ~ . P. D e a a M and R. J. haVighw8t. Edncatin

,

G i r t e d c h i l a r e n I c h t c a p : The m i v e r a i t y of

4

Preee, 19571. p. 9.

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c a l l e d genluaes.

.

I

~ a l e g h e a - - a l n o uslng t h e SsenPora-ainst male

i i

of I n t e l l i g e n c e as a refarenee test--has suggested t h a t

i

.

t h e t e r n "academically t a l e n t e d 3 be given t o t h o s e vhose

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.

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^{I 1}

^'

The natvre of brightnese takea on diverse a t t r i b - ¹² utes. According t o the research c a r r i e d out a t t h e m i - ver.ity o f nichlqsn, these include . c r e a t i v i t y , productive

pami-

^{Fine i n his .book} Stretching ?heir Minds I s t a t e s 't a t the gifted c h i l d s h w a

$

early awarenew of cause and e f f e s t , expects t o hear reasons f o r actions and

- ^I

d e c i ~ i o n ~ . a t t e n p t s t o draw a genera1 conclusion and

/

shows M unuaual abziity t o plan, organize and follow through i n work and bobby a c t i v i t i e s . " '

I

This l a t t a r a t M b v t s i s e s s e n t i a l , since muoh of 1

,

what a atvdent does i a carried over i n t o t h e hem. w d i f it ie e hobby a c t i v i t y , he oan draw on mimaunity resaurdes. wamn and ~ s v i ~ h u r s t g a'gres t h a t these a t t r i b u t e s are prevalent i n the b r i g h t child and emphasize t h a t ptovision should be made s o t h a t these w i l l be exhibited through i n t e l l e c t u a l a b i l i t y , c r e a t i v e a b i l i t y .

I

' e a n j d n he, stretchihg melr ~ i n d s IN= ubrk:

Duttrm and Cozpny_lno., 19641, p . 25.

9 ~ ~ a m and Eavighurst, op. c i t . , pp. 18-19.

* k i l l s .

I

Thornas and creacimbenil' have designed a table

___-

which emmariree seventeen of t h e most oolwon l y t h a

associat-tednea-r each of the myths they I

\

/ present n r e b o t t a l

\-

^{besea o} t h e mast

c m n myths stereotype g i f t e d children as being wenk-Pnd-- puny, e o c i a l m i s f i t s , oddballs or freakg, and bookwarme.

I t i s a l s o oonsidered t h a t they come from upper middle c l a s s and p m f e s s i o n a l f d l i e e and never: amount t o much

I

when they besoma adults. I n a c t v a l f a c t , t h e g i f t e d tend t o be strong r and have l e s s i l l n a a s than t h e i r l e s a

i

g i f t e d p e r m t e a , they tend t o en3oy s o c i a l s ~ t u a t i c n e ,

.

they t a l k r e a d i l y about m y t o p i c s , and they are s o normal p a t teachers often f a i l t o i d e n t i f y them as bemg gifted. Gifted children come f mallwaLLs of l i f e with three-fourths of those r a t e d above average a c t u a l l y coming from €-lies Whose parants,have occupations b e l a t h a t of t h e professional o r highly suacessfulbueinesa m. Studies t h a t follow g i f t e d individuals i n t o adult- hood phew t h a t an unusual nvmbar of tHem besdne laxyers,

I I

d ~ t m z s , engineere,and leaders i n government, bygineas,

and indqstry.

1

The anthers point out t h a t sometimes appearances r"

C1u~eorse I. 'Ih-s and Joeepa Cresdmbani Guidin the GiI s d Child (New Yorkr Randm muse, Ina., l 6 6 e P P 9-11.

I

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\ 14

m y be d e c e p t i v e and one problem f o r t e a c h e r s l i e s i n d i n t h g u i s h m g between g i f t e d and h i g h l y e x t r o v e r t e d popils. There is a l s o t h e g i f t e d c h r l d who i s anon- canformist and w i l l t e e d t o r a t e low i n t h e esteenf of t h e teacher.

I

l'hls problem of i d e n t i f i c a t i o n is acknowledged by Ruth

htinSon1'

who s t a t e s t h a t even though a c h i l d m y range s e v e r a l y e a r s beyond h i s g r a d e l e v e l h measured

1 1

a c h i a y e m n t , he may g i v e no i n d i c a t i o n of h i s a b i l i t y in h i s d a i l y work, because h a i k e a g e r t o adapt himself t o t h e new e n v i r o m e n t and t o p l e a s e h i s teacher.

5 ^"BSB examplee d i s c l o e e that t h e intelligeruze 06 a c h i l d nay not become e v i d e n t u n l e s s he i e s t i m u l a t e d and ohallenged. Marcella n o n s a l l b e i ~ e v e s t h a t " g i f t e d c h i l d r e n have t h e a p i l i t y t o s s e l m t l a t e , o a l o u l a t e , i n t e r -

1

p r e t and r e c a l l knowledge and s k i l l which they so a p t l y

i

o ~ l t i v a t e . " ~ ~ She g e e s on t o say t h a t a- g i E t e d c h i l -

l I

- ₁

dren are c e n s m e d by t h e i r t s a c h e r a because they have n o t worked to c a p a c i t y , while a t t h e sane t i n e thqae t e a c h e r s

I

dp n o t prdvide the work and experiancee on a l e v e l neces- s 4 1 y t o c h a l l e n g e them t o achieve

tdi.

f u l l capacity. In t h i s paper, a l i o , she o u t l i n e s the sa& p o i n t s of g r f t -

I

I 1

odnese ss those by Th-8 and Crssciernbeni.

I

I

' l ~ u t h A. p l a r t h e o n , t u r r i c u l m WlricMenr +or t h e G i f t e d i n t h e Prim N mdes mglewood c l i f f s : krentice-House, Inc., y9681, p./ 9 1

l z ~op. c f t . , p. ~ ~ ~ ,3.

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15 Darothy P. Syphars supports t h e observations made by Bonaall, r e f e r r i n g t o theee a b i l i t i e s as being learning characteristics. She suggesta t h a t a knowledge o f them m y aid i n t h e i d e n t i f i c a t i o n o€ t h e g i f t e d and tHat having an underatapding of t h e ~ e ohsuaoterietion may enable the teacher t o t a i l o r her instruction of the children.13

Cutts end Hoaaly, i n emphasizing the v i t a l r o l e of t h e classroom teacher in the education of t h e g i f t e d , say, "If the education of a bright c h i l d i s l e f t t o chance, i f he i s challenged only p a r t of the t i m e , i f he xs

allowed t o s t a r t each year f a r below h i e l e v e l of ⁸ ashieveneny, h e w i l l svrely be handicapped i n hie d-1-

. p e n t . "14

This idea i s supported by Yichael Laba when he e t a t e s , "Im general, t h e researoh s u p p o r t s t h e idea t h a t ( g i f t e d and arearlve students can a t t a i n t h e highest l e v e l

of a b i l i t y - - t h a t of evaluation and o r e a t i v e beha7iouF:if ^' they gain t i e s k i l l s M e t make then independsnt."15

13~orothy F. syphers, Gifted and Talented children:

' PzactlOal Programing f o r Teachers and P r i n c i p a l s (Arlington:

dnc., 19571, p. 10.

15Miehael -buds, Cpwtive Readin f & Gifted I c q n e r s : A Design f o r Bxcellence iNeWarkq m t e r n a t i o n ~ l R6adiag Association,

m ) ,

p. 7.

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16

! I

since t h e l i t e r a t a t e i n d i s a t a s t h a t there are s p e c i f i o faators i n the ideetifxoation of the b l i g h t student, then these f a c t o r s must be coneidereb when one undertakes t o design a s t h l a t i r r g and ~ h a l l s n ~ i n g program for thw.

I PRCGRAWS

4' 5

^The advent of sputnik 1 epdrked a new era i n t h e

7 c .

I

educhtion of b r i g h t and g i f t e d children. Since t h a t time, I many -hooks have been m i t t e n concerning problems a d

I*

't

a t t i t u d e s , and suggesting appropriate programs and I 6 provisions for these sdldents. In1 the United s t a t e s ,

varioud foms of rahool Drgan~zatian have been u t i l i z e d , t o oare f o r then. But as Hauok and F r e e h i l l s-iza

the s i t u a t i o n :

?'

m i t e a nmber of suoceasEul program have been

i

?

dasirmed and fmplmented odes the y e s r e Because of t h e i r outstanding character and

'

'

-

he? Raae ta evaluate re e n t programs f o r the*

, .- _{- ,} I

i

16Barbara 8. R n u c L e n ~ N a u r i a e F. F r e e h i l l , The

i

1

^{Gifted Csae Studies (Dubuque:}

^m.

^{C. B r a Cowany}

1-

^?

I

Publinher=, 19721, p. 134.

I

I

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r*

17 (a) me Cleveland Malor Work C~BSSBB. Tnia program

which required a n I. Q:of 125 was s t a r t e d in 1921.

I

'

.

these elaeses

I

w e e designed t o provide a broadened t

' education rather than 'an accelerated one, M, t h e ,&st important c h a r a e t e r i s t i c of t h e program was

f

:

enriotmmt.17

-

^I

I

^{Walter 8.} Barbe and ~ o r d t h y 8.. Norris, in t h e . z t i c l s " s p e c i a l Classaa for Gifted Children i n Cleve-

land," specify t h a t sl+hoagh the program wswoncerned 1 with t h e d e v e l o m n t of knowledge and s k d l l s i n t h e I subjeot area*. it had other l e s s t a n g i b l e aims'os

sqme of these were:

rncreaeing the rang$ bf knowledge and s k i l l s for the students

evel loping alertness

Developing i n i t i a t i v e

3

c r e a t i v e power eve loping c r i t i c a l t h king

Developing p m r t o rnrk independently, t o plan, t o execute and t o judge

Developing increased a b i l i t y t o share in an under- taking.

i

theea classes t h e tenoher waa usually n o t the leader, b u t

i

l'cutts and xoeely, op. o i t . , p. 95.

- i 1

i 1

I

was an a c t i v e p a r t i c i p a n t i n conducting the olase. The

r

c h i l d who was the group leader was re$ponaible f o r seeing t h a t M e ordinary r u l e s of oourtesy were rsapocted and ^' '

I .

t h a t a l l children part"icipated t h e discussions.

3 .

I

I

mother U n i p e aspect of 4 sp m g z m wae t h a t

< .

the& chilbren d i d reaearch even st the primary level.

once a sen\eator, each c N l d was responsible f o r presentink I

a research t a l k about twenty minutes lokg. This .t;ained the c h i l d m the a b i l i t y to organize h i s t h o u g h t s , r r o l l e c t . .

, I

-

i n f o m t i o n , and present t h e material t o the c l a s s i n a n . ,

.

i n t e r e s t i n manner. These a c t i v i t i e s provided leadership ¹

P

training.''

(b) u s mqlea. & p e r m e n t a l c l a s s e s were eetabliahed i n 1950, a d by 1953 these try-outs r e s u l t e d I n plann<d s p e c i a l classes. The program required an

I/.

^Q. of 130 and pupils I e l e c t e d I_ ~ d

'

e ~ four, £rue, o r a i r . The prinyry emphasie o f .the program was enrichnent. of the r e F l a r i n s t r u c t i o n a l progrm.19

begun i n 1951 with an bnrollnent of f i f t y . I n threg

seventy-five. This prograd was Carried o u t in e i g h t

i

1 8 ~ a l t o l . 8. Barb and Dorothy B. Norria. .Speszal

I

^{Classes for} Gifted Children $ n Cleveland,. 'B*Ce~ticmal

-,

211 55-97. November, 1954.

CBSM, op. c i t . , pp. 40~56.1

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^{" +} .-;**":\. _'",+ h )i t i i _-d

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^{1 9 '}

' . " elementary e c h m l s . The p u p r l s were w e n on t h e b a s i s 05 classwork, soh001 marks, and o v e r - a l l y r f o w p c e as shorn by t h e p w e n t record. ' m a t a f Z h e p u p i l s had I. Q'? of If0 and above. The

, '

program tack t h e form of s p e c l a 1 enrichment c l a s s e s

'

which met f a r , f o r t y t o f f f t y minutes twice a week i n eaoh ~ c h 0 0 1 . I M Q S ~ of t h e Elassea were odnfrned t o p u p i l s of a s i n g l e grade l e v e l - - t h e na- number _I i n a c l a s s was t e n . he c l a s s e s were provkded as

' . 1 .

an i n t e g r a l p a r t of t h e r e g u l a r program and each

c l a n s worked on a p r o j e c t n q included In t h e

I

r e g u l a r curriculum.20

. 1

~ a m e s H. Dunlap, i n h i s a r t i c l e , "Gifted C h i l d r e n i n an Enriched Program,' d i s c u s s e s t h e program c a r r x e d on a t u n i v e r s i t y C i t y and ~ l n t s o u t t h a t in t h r a

I p a r t r o u l a r program t h e s o t i v i t i e s themsalve# were n o t of major importance. I t M B t h e a t t i t u d e ; , study h a b i t s , and ways of g e t t i n g a l a n g with p e ~ p l e ~ t h a t were t h e obj.ectivee

I of t h e enriohment studies.21

-

t Id) New York m C . l ~ h z s -8 a r e l a t i v e l y new community I 1. based*osram i n i t i a t e d i n t h e e a r l y 1960,s. The

I \

s c i e n c e and A r t s Canps enabled s t u d e n t e fmn t h e f o u r t h grade up 'tp p a r t i c i p a t e i n I n t e l l e c t u a l and

I I

-

2 0 ~ u t t s a n d Moaely, op.. =it.) p. 97.

20 m e a t i v e experzences a t summer camp. The p r o J e c t

p r a c t i c e d an exchange

le) , P o r t l a n d Program. This M B beg= " ~ n 1952 as a

.

cooperative program between the Portland P u b l i c

$

Schools and Reed College. It was a five year exper-

B ,

I

m e n t t o develop a pmgrtM t h k r o u l d o f f e r b e t t e r learning a p p o r t u n i t J e s f o r i l l t e l l e c t v a l l y a b l e a n d

. <.

t a l e n t e d children. pour high s c h m l e and t e n e l e - inentary aohaols were a e l e o t e d t o carry o u t t h e pra- i .

gram during t h e p i l p t period. ~ h d d e f i n i t i o n of

,

g i f t e d n e s s employed by t h e program included approx- 1

,

i m t e l y th7,ypper t e n percent of the most i n t e l l e c - I t u a l l y t h l e n i i ~ t p u p i l s and a l s o the sane p r o p o r t i o n a£ t h e most t a l e n t e d i n the s p e c i a l a p t i t u d e s of =st,

~ ~ U L Y S I E , creatxve w r i t i n g ) c r e a t i v e dramatics, o r c a t i v e dance. mechanical t a l e n t , and e o c i a l leaderehip.

m e program expanded afier 1951 and hecam a permanent ,i

21 The hdmerom e n r i o p t e n t program was based on t h e prenxee t h a t the general i n s t r u c t ~ o n a l prggram can be

,

^broadened m every classroom I to take care of many of t h e

qpeclal needs of the b r i g h t students. All v n l t s were I

broadened f o r a l l grades t o study. Materials were pro-

\

vided t o lnake it p s a i b l e f o r b r i g h t students t o stvdy a

1

program mre deeply.

C

specral r n t e r e a t grollps were provided f o r a b l e , highly motivated c b l d r e n who could / p r o f i t from being with other children of high a b l l l t y and. m t e r e s t . I l b e s e 4roupe were t a u g h by a memBer of t h e teachrng s t a f f who was

r e l i e v e d of regular classroom d u t i e s f o r several periods

4

1 each week.' some of t h e s u b i e c t s covered were mthematica.

1

foreign'langhge, science, c r e a t i v e v r i t m g , c r e a t i v e

>hfthme, mdsi-2, cqeative dramatics, and s o c i a l leader-

, .

1

.horns md .re.= i*eni ~oi".-o"t tha: t h e portland I

I!

I

P r q e c t has regeived considaqable publicity f o r i t s

h + '

i

attempts t o meet the needs of gAfted students through an )

;j

enrichment progrm m t h e regular clasrrrwrn. They slss'say

. 4

t h h t t h i p r o p c t acqusred a rtputatzdn f o r i t s e f f o r t s i n

I

developing a c t i v i t i e s aimed a t helping teachers i n s t r u c t , more e f f e c t i v e l y i n gegular c l r ~ e s r o o m e . ~ ~ .

I

,

' I

"portland Public Sohools, op. cit., p. 14.

25Th-s and C r e s c M e n i . op. c i t . , p. 98, 130.

I

^I

E

-., 1

I

^{(i) ma} P r o j e c t . T h i s p r o j e c t , sponsored by the N a t i o n a l

@ucatlon dssooiation, Operated f o r ten years from September, 1958, t o September, 1968. I t a putposs w a n t o s t r e n g t h e n programs far r a p i d learners a t all l e v e l s . C w r i c ~ l ~ and research n a t e r i a l a *era brought t o t h e q t t e n t i o n of t e a c h e r s ae "ways and m a n s " for nurtrnzng g i f t e d n e s s a&ng s t u d e n t s wherever gnd when- ever it could be identified. The ma* a c t i v i t y wae

1 t h e developlnent of a e p e c i a l publication. and 314,500 of t h e s e "green books: as t h e y are n w knam, were

4

d d i s t r i b n t e d t o t h k schools. Durlng the aaae period, t h e D i r e c t o r of t h e P r o j e c t t r a v e l l e d t o p a r t ~ c i p e t e

r

^ae a consultant and t o conduct i n t e n s r v e i n s e r v i c e

I education programs in large c i t i e s . after t h e pro)ect

1

ended, t h e Director oontinved h i s MIL on behalf o E ,

,

the g i f t e d through an inservice program f o r t e a e k r e

1

i n ~ a r y l a n d . ~ ~ I

s t u d i e s of t h e above programs :how t h a t the)' were

b e n e f i c i a l t o t h e students. Although a l l t h e programs

3 ^r

i

^'vpre boncemed with t h e development of knowledge and s k i l l s i n t h e s u b j a ~ t areas, t h r e e enphasized t h e development od

. ^.

c r i t i c a l t h i n k ng, t h r e e had as an objerrtive t h e develop-

t

4

-

r e n t of c r e a t i v e thinking. and tvo r e r e crmcernea with t h e

L i

2 6 c h k r l e s 8 . Bish, .Brief OYervinr o i the ~ d t i v i t i e s

gd4"*;::2;,3Eg:i;: :t"Lf:::g:;,:g,,y:,

19711, pp. 16-18.

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1

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^J *v*<\.2- -

-- I

-

-, -

I Chapter 3

.

METHOWIDGY

I

In order to achxev./ the purpomss of t h e infern-

~ h ~ p , the rntern cansldered i t necessary to f u l f i l l the

£

9

lloving prmedursl o b j e c t i v e s : (11 t o obtain the I . P score of t h e chrldfen; (21 t o o b t a i n t h e permission of

the parents for the chlldren to p a r t i c i p a t e m the

-

^I

internship; (3) t o discover t t e epedfrc i n t e r e s t s o f I

assignments.

,

i 1 '

I

u

I conduct a n internship h i s 8Chool d i s t r i c t . Sn Deoem-

- ⁱ

d i s c u s s i o n o£ t h e needs d f t h e D i s t r L c t , * i t was agreed

I ^I

I

1 , -

^I

-

-

--

.-

!I

25 t h a t t h i s ~ ~ o p o s a d internship would f i l l a need and would supplement the ertistrng program. hl the reconmendation of t h e 5uperurtendent:the i n e r n s h i p w a s conducted in St.

-2

George's School, Long Pond. where MEIh t h e p r m c i p a l and t h e t e a c h e r were v i l l l n g t o have i t c a r r i e d o u t .

During t h e e a r l y p a r t of January, 1975, t h e w r i t e r

~ e t up a meeting with t h e P r m o i g a l and the tw Grade 111 t e a c h e r s o f t h a t school. A t t h a t t h e she o u t l i n e d the proposal f o r t h e internship. Prom d i s c u s s i o n s concerning I the ~ d e n t l f i o a t i m , o f the s t u d e n t s , it We6 concluded t h a t the i n t e r n s h i p w u l d have t o taXe place m jusf pne of t h e olassrooms, s l n c e the c h i l d r e n had been streamed aceording t o t h e i r a b a l x t y . ~ h l s m a n t t h a t the t o p grovp of one

I

ilasszoom +s achlevlng a t t h e 1 e y e l D f the l w group a£

1 1

the o t h e r classroom.

The teacher in the classroom chosen f o r the i n t e r n -

,

s h i p a g r e e d t o observe %he c h i 1 ?en with the idea o f

.P

^Y

~ d e n t l f y i n g those rho f i n i a h e d t h c l r M r k f i r s t r a n d had I I I it done correctly, t o i d e n t i f y t h e area which they f i n l e h e d f i r s t end t o garn an ins:$ht ihto t h e i r i n t e r e s d s . I

Pzom h e r obeervatirms t n e teacher made note o f t e n

/

students whom s h e 'omsidered t o be the b r i g h t e s t and m e t advanoed i n thk clase. The i n t e r n a ~ n i k t a r e d the mcge- 8

ThDrndike I n t e l l i g e n t Q u o t i e n t T e s t t o t h e s e ten chizdren. 1 The I. Q. scores r a g e d from 101 t o 130. The s i x whose

I

s c s r e ~ r a n w d i r o n 116 t o 130 vere selected f o r the i n t e r n -

1

-

^ship. T h i s fange of scores was appm unately t h e j a o g e

1 -

/

"

,i",.

:,>t""k @-

-

,

C 2 6 , . ' I

I

fovnd by George I. T h m s and Joseph C r e s c i d e n i i n t h e i r r e s e a r c h studis. i n f ~ v e s e p a r a t e a v e r a g e cononunities of

'

¹

i

^{New S o r k} S t a t e .

I To obtain bsrnisslbn f o r t h e childrsn t o &tic-

'/,

i p a t e m t r l i ~ t e r n s h i p , the zntern m n t a c t e d the! p a r e n t s By phone. She gave each p a r e n t a g e n e r a l explan Yion of

i ^I

t h e proposed progrm. A11 were w i l l i n g t o have h e i r c h i l d r e n a r t l c i p a t e in t h e p r o l e a t and o f f e r e d /to h e l p i n

P

'

any w?y the i n t e r n ~ o ~ g e a t e d .

I

I

The i n t e r n Mrked with the c h l l d e e n every day.

1

m e t o f Me t h e t h e program was conducted k/= s e p a r a t e

1

small olaesrwm, hut on s e v e r a l occasions the

I

v6zk was

I

c a r r i e d an In t h e r e g u l a r clasarmm.

I

INMROMBNTS A N D MRTERIALS I

-1

I I

.

\

The i d e n t i f i c a t i o n of t h e b r q h t e t 6 e n t a and t h e i r

i n t e r e s t s was based m:

(I 1

The r e a v l t s OE the rorga-Thorndike r n t & l l i g e n c e Teat

I

I

Teachef Observation

i Anecdotal Reobrds c l a s s Pehfonaance

I . i ^I .

r..

as c m l a t i v e Records

, 1 1 ^I

The t a s t twd items were made n v a i l s b l e tm the i h t e r n to

.

peruse a t l e r s u t a . Prom them she o b t a i n e d an a c c u r a t e I

p r o f i l e of each s t d e n t .

I .,

rn a n a b l e hw t o i d C n t i h . EuTther-their m t e r t s .

I

' the i n t e r n a s k ~ d th6 student5 to u r l t k o n t h e top10 "what

T -

1 I

1

^{I w., t o do;}

^,

t o ,,at.

.

q...t,on.. .:i

1

which gave p r a c t i c a l l y t h e sane t y p e of information.

I

t3ee Appendix A ) .

PRDCEOURBS

In o r d e r t o e s t a b l i s h r a p p o r t with the c h i l d r e n and t h e teacher, t h e i n t e r n a p e n t t h e m r n i n g s o f t h e f i r s t few days v i s i t i n g t h e classroom, During t h i s f i n s a l s o , t h e I n t e r n o b s e t v e d the student^^ p a r ~ i O i p a t i m in

I

t h e

* I

r e g u l a r currioullnn i n o r d e r t o gain i n e i g h t i n t o t h e i r

i ,

^{M F ~} h a b i t s and t o determine how b e s t t o design a. preg_ram t h a t would b l e n d w i t h t h e e x i e t ~ n g programs, o r one t h a t

I

would supplement them.

j Ollring t h i s t h e t h e i h e r n ,aseur;d t h e t e s c h e r t h a t t h e program would be conducted w i t h i n the fra&work o f t h e e x i s t i n g timetable). She worked c l o s e l y h t h t h e t e a c h e r and' endeavoured t o avoid d i s r u p t i n g the r e b u ~ a r

1

d ~ s e r o o m a b t i v i t l e a . Throughout t h e i n t e r n s h i p info-1 d ~ s c ~ ~ s i o n s 000urred dnring receas t i n & , when t h e i n t e r n informed t h e teaoher of the a c t i v i t i e s s h e hab planned for t h ~ t d a y and of the r e s u l t s o f the p r e v i o u s day's a c t i v - i t i e s , i n s l u d i n g samples of t h e c p l d r e n ' s work.

Durlng t h e i n i t i a l p e r i o d of a b s e n m t i o n , t w 6 I xmportant t h l n g s beklne e v i d e n t . me f i r s t , a n d most -*ant because i t I n d i c a t e d one d i r e c t i o n t h e hte+

would t a k e . was & a t tlle top group had allnost completed +he p r e d a r ~ h e d reading program. It was decided, themiore,

1

-

L -..---A- . - - / - - -

.

I

28

-1

t h a t t h e major p a r t of the proposed i n t e r n e h i p would be devoted t o an individualized reading p r q r a m . The second o b s e r y a t z o ~ concerned the f e e l i n g s of the r e m i n d e r of the c l a s e . General disappoiyment was e x p r e s s e d beoause t h e y were n o t t o be included i n the p r o j e c t . W ~ t h t h e permis- ^{I I} s i o n o f the t e a c h e r , the i n t e r n explazned t h a t f o r this

i

1

p r o ~ e c t only a limxted nwnber o f the s t u d e n t s Oould be

t

I

i n w p e d but t h a t t h e remaznder of t h e c l a s s could p a r t i c i p a t e i n e o e of t h e same t y p e s of a c t i v i t i e s .

-

I

^I

TD make poralble the' p a r t i o i p a t i o n o f t h e whole

/

qiEaass, t h e i n t e r n cetalogved t h e books in t h e classroom l x b r a r y . s h e typed the b r b l z o g r a p h ~ c a l i n f a r m t i o n on index c a r d s vhxch were f i l e d z n q s m a l l Dx. She ax-

p l a i n e d t o t h e xbole c l a s s the c o r r e c t way t o use t h i s

j

i index c a r d ayktem, and t h e y used it extiensively f o r t h e

remainder of t h e year.

i

h t t h e end o f t h r s i n i t i a l p e r i o d . t h e i n t e r n end t e a c h e r agreed t h a t t h e i n t e r n s h z p should be rchsd-

"led d a i l y i n the o n e and one-half h o u r p e r i o d between fesees and l u n c h . The s t u d e n t s could Blao ccntrnue t h e

a c t i v i t i e s d w l n g their f r e e t i m e t h r o u g h o u t the day. Y- I f t h e i n t e r n deemed it necelsary t o r e t u r n a t other p a r i o d s ( o f We day t o f i n i s h a patticOilar project, she wqa f r e e

'20 d 0 8 0 . \

THE PROGIVVI r

I

I

I

The program was developed to meet t h e needs and

I

I

"

- 11

I _---

- - - . --I

29

,

i n t s r e s t s of t h e s t u d e n t s as r e v e a l h b; the q u e s t i o n n a i r e , I

the conference, and t h e o m o l a t i v e records. m e i n t e r n provided t h e m a t e r i a l a for zndapth dtudy or enrichment of t h e s e l e c t e d a r e a s . Since so many of theae stvdy activities

I

we=+ i n i t r a t e d by the hooks p r o v i d e d , t h e

'

l i b r a r y 1s drrcussed f x r s t . The L l b r a t f

A l ~ b r a r y corner was s e t up c o n t a i n i n g bwks I r e l a t i n g to each o h i l d ' s s p e e i e l i n t e r e s t s aa w e l l as

I

^books of genera? i n t e r e s t . Sxnee t h e l i b r a r y was used f o r the i n d i v i d u a l i z e d reading program, a t l e a s t t h l r t y baoks

l and a supply of rnagarhes and newspapers *&re available a t a l l t i n e s . me i n t e r n s e l e c t e d &ss f r m t h e Curric- u l m Centre a t Memoriel univarerty of Newfoundland. and from her personal l i b r a r y . Befme b r i n g i n g i n t h e s e books, a discusexon was held abaut l i b r a r y manners and the proper care

n(

handling boo%*. meae t u x e s m eIrecbrded on b r i s t o l baard and didplayed over the l i b r a r y t a b l a . Since t h t l n t e r n ha4 d l r e a d y m u t r u c t e a

I

the whole c l a s s on p w ^I

I

t o Use t h e index c a r d system,/ on14 a b r i e f revrex was

1

necessary at t h i s time,<

1

I

I

I

,

. .

_{' *} " Lt :\' y J : 4 : .

--- ---- ----

A

pldt,

a n d t h e s t y l e of w r i t i n g . T h e s e 9 p d w e r e a160

I ^I

d x s c u s a e d i n d l i v i d u a l l y ~ - X n < ~ i n t h e i n a i v i d u a l i z c d

r e a d i n g program.

I

I

C r e a t i v e A r t s

some of the r e l a t e d a c t i v i t i e s c e n t e r e d around'

I t h e c i e a t i v e a r t s . These e x p e r i e n c e s were d e s i g n e d to

I

h e l p t h e ~ t u d e n t s e x p r e s s themselves i n d i v i d u a l l y and t o p r o v i d e c p p o r t u n i t y e s for them t o participate i n gmvp a c t i v i t i e s , s h a r i n g materials a n d ~ d e a s .

I

Dr$m((tiratlon. S t u d e n t s d r a m a t i z e d some of t h e

1 I

s t o r i e s and poem w h i c h t h e y h a d read and a l s o some of

t h e e which t h e y h a d w r l t t e n themselves. S m t L m e e t h e s e d r a m a t i z a t i o n s ware p e r h m e d for t h e whole c l a s s . O t h e r

I

i

menbers of t h e c l a s s p a r t x s i p a t e d m t h e p l e y on one

o c c a s i o n when o t h e r classes rere i n v i t e d

ko

a t t e n d .

1

I Puppers. P u p p e t s wera used t o d r a m a t i z e a p l a y r f m m t h e r e g u l a r r e a d e r , a p l e y from a l i b r a r y book, and a I

I

^n&r o f p o e m . S e v e r a l kinds of p v p p e t s were p l a c e d i n

t h e claser-, and t h e s t u d e n t s made t h e i r am o r had then

I

mads a t h m e . They produced finger p u p p e t a i n b l a s a , uerng scraps o f m a t e r i a l and p l e y pough. hhe .*dents c d - s t r u c t a d and d s e o r a t e d a poppet t h e a t r e and r o r k e d ipdividu- a l l y a n d in groupe to produoa a p p r o p r i a t e b a e k d r p p l for

.

t h e d i f f a r e n t p l a y s . W -

. me a t v a e o t a +te &e scripts and p-s

.