Everyone has an equal right to inequality.” ~ John Ralston Saul
In light of the above quote and discuss with reference to three myths teachers may believe about gifted students. How and why have these myths emerged? How may these beliefs affect gifted students? Provide evidence to rebut these myths from academic research and literature. Create presentation to increase staff awareness at school.
• Recorded staff presentation – provide a link to an audio-visual recording of the presentation and a copy of the presentation slides, including a reference slide (presentation can be simulated if you can’t actually present to your staff).
• Recording of a presentation 15 – 20 minutes
• 3000 words MAXIMUM (should be less because you are providing a video)
• Think about persuasion!
– I’ve chosen three myths which are:
1- Acceleration Placement Options Are Socially Harmful For Gifted Students
2- That Student Can’t Be Gifted, He Is Receiving Poor Grades
3- This Child Can’t Be Gifted, He Has A Disability
Note:
I’d like you to create PowerPoint presentation and summaries the key points in the slides and write separately speech note including answer for all these questions above in detail.
SPECIFIC CRITERIA
Understanding of the question or issue and the key concepts involved
• Exhibits accurate and elaborated breadth and depth of understanding of the key concepts surrounding the myths about gifted students and the research base that rebuts these.
• Demonstrates an appreciation of the limitations and temporary nature of conceptual knowledge in the field.
Depth of analysis and/or critique in response to the task
• Presents insightful and accurate interpretation of the research evidence; establishes strengths and weaknesses of research; and presents an in-depth analysis and evaluation of major points of view.
• Significant demonstration of originality and independent thought.
Familiarity with and relevance of professional and/or research literature used to support response
• Strong evidence of independent reading beyond the provided materials. Uses sources which are valid, reliable and relevant to the topic, and appropriate to the purpose of the review.
Structure and organisation of response
• All expectations and conventions for multimedia presentations utilised, with all expected attributes present and creatively interpreted to suit personal style and the specific execution of the task. A unique but appropriate presentation of work.
• Highly organised and easy to follow. All information is clear, highly appropriate, and consistently correct.
Presentation of response according to appropriate academic and linguistic conventions
• Clear, consistent and appropriate use of conventions for quoting, paraphrasing, attributing sources of information, and listing references
• Clear and appropriate use of sentence structure, vocabulary use, spelling,
punctuation and word length
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