What does it mean to be an AIG student? That is the question I will answer in this paper. Since AIG students are advanced, they need more advanced education and they are held at a higher standard. A regular classroom environment is boring to the advanced student. Therefore, bookwork is much harder for regular students, but seems to be very simple to understand for AIG students. They are the role models that everyone strives to be. AIG students can complete a two year college degree while in high school. Throughout this paper you will read about: ways of meeting the needs of gifted and talented students, parenting and teaching the gifted, and gifted children.
AIG stands for academically or intellectually gifted students. AIG means students that show the potential to perform at substantially
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high levels of a accomplishment, when compared with others of their age. These types of students move at a faster rate than others. They take normal to the next level by blowing assignments out of the park. But they don’t do these things alone. Just because they are advanced and move at a faster pace doesn’t mean they don’t still need help. AIG students are usually the ones that ask the questions in class. They will be the ones talking to teacher when they ask a question and take the answer to a new level. Advanced placement courses or AP were originally designed to help specially gifted students receive collage-level-course credit while still in high school.
Also now students can enroll in a program called Challenger Early Education. Challenger lets students take college classes with college students and get the credit for it. When teaching AIG students, you have to teach at the level they work. You can’t stick a specially gifted student in a regular class because they will get bored easily. That’s why they have AP classes and the Challenger program. Also there are Charter schools that provide parents with alternative choices for their children’s education. There are three main reasons for charter schools are to realize an educational vision, gain autonomy, and serve a special population. An important benefit of charter schools is the increased opportunity and freedom for learning. Being advanced in classes, it keeps students from being bored in a regular classroom environment. In curriculum differentiation, teachers respond to where students’ mastery levels are, not at grade-level expectations. Even the teachers have noticed that the textbooks are different for AIG
students.
Even though the terminology above, especially when it comes down to the word gifted, is meaningfully different from that used in many parts of North America and Australia, it just is so much common sense to use the important language that all leading teachers of gifted and talented education in England will be exposed to. The gifted will be those pupils whose presentation or potential in academic special education of subjects such as English, drama, foreign languages, mathematics, the humanities, design technology or science, is meaningfully ahead of their peers and would place them, very more or less, in the top 10 per cent of a school’s skill of range. It is important to give emphasis to those pupils who are showing the potential to take control at this level.
Students who are both gifted and have an additional need, such as dyslexia or acting of a behavioral problem, should also be included. The talented will be those with marked ability in art and design, music, sport, physical education or performing arts, such that they are achieving to reach their goal of putting all the effort into it and giving it all they got. It’s usually talented students who push it and take it to the next level beyond them and if so then that is where the talented comes in and begins to take place of the situation. At by far beyond the level expected of that age group within a school.
Their performance or potential places them in the line right out from their peers. Another group of pupils who will be as talented are those who can take control with an outstanding leadership abilities and/or interpersonal skills. Students who take on with action of such a real successful groups of young industrialist would fall into this group, as would those who shine in roles such as head boy/girl, head of house and organizers of class or school events. Neither should he or she overlook those with such well-developed social skills that they are able to resolve with having difficult situations or take care of solitary students.
If a parent good begin to gain a good understanding of your own child’s gifts then you are much better placed to support and guide him. Although each gifted child is a real important environment individual just as much as any other human being, it is so much impossible to make some generalizations about this group of children. Nothing is said in stone, but we can say a thing like it is often the case that or many gifted children have this characteristic. When tempered by what you know of your own child, such oversimplification can serve to add up into the good hands of the foundations of your parental knowledge of understanding wisdom.
When comes to humans Feelings of being very different from the surrounding context much more often than most other children. Again this situation can lead them, quite understandably, to look for seeks out contexts in which they are less different to them: the company of adults, of older children, or if at all impossible of their intellectual peers. It may be, too, that it is less of a real problem to happen at home, where they have some crucial characteristics in common In with at least some members of their family. As for many child that are way different from other children who find the outside generation of a world challenging, the home can be a real sanctuary for the gifted life of providing a safe space in which they can relax and let off what is on their mind.
If gifted children’s parents are not able to understand their own acknowledge with their gifts or to communicate about them, then how can most of the children themselves learn the place of giftedness of their heart in their own lives? It is so much fundamental; to give gifted people the opportunity to find a voice and speak with it, because they have so much to offer. Without their contribution, their ability to move things on with their intellect and perception and vision of controlling the mind of humankind would be greatly in life.
Work Cited
Callard-Szulgit, Rosemary. Parenting and Teaching the Gifted (2nd Edition). Blue Ridge Summit, PA, USA: Rowman & Littlefield Publishing Group, 2010. ProQuest ebrary. Web. 15 March 2015.
Goodhew, Gwen. Meeting the Needs of Gifted and Talented Students. London, GBR: Continuum International Publishing, 2009. ProQuest ebrary. Web. 15 March 2015.
Distin, Kate, ed. Gifted Children : A Guide for Parents and Professionals. London, GBR: Jessica Kingsley Publishers, 2006. ProQuest ebrary. Web. 15 March 2015.
"Brunswick County Schools - Home Page." Brunswick County Schools - Home Page. Web. 16 Mar. 2015.
Wilson, Steven F., and Research American Enterprise Institute for Public Policy. Success At Scale In Charter Schooling. Education Outlook. No. 3. American Enterprise Institute for Public Policy Research, 2009. ERIC. Web. 11 Nov. 2011.
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