Williams observed various activities during an internship focused on gifted education. Some key observations included:
1) Students participating in an escape room activity had to use critical thinking skills to solve clues and escape, though it was an entertaining rather than academic activity.
2) When presenting to teachers on identifying gifted students, Williams felt intimidated but thought the presentation was concise.
3) When observing a veteran gifted teacher's classroom, Williams saw students engaged in autonomous discussion about texts and real-world issues, with choice in assessments.
Williams observed various activities during an internship focused on gifted education. Some key observations included:
1) Students participating in an escape room activity had to use critical thinking skills to solve clues and escape, though it was an entertaining rather than academic activity.
2) When presenting to teachers on identifying gifted students, Williams felt intimidated but thought the presentation was concise.
3) When observing a veteran gifted teacher's classroom, Williams saw students engaged in autonomous discussion about texts and real-world issues, with choice in assessments.
Williams observed various activities during an internship focused on gifted education. Some key observations included:
1) Students participating in an escape room activity had to use critical thinking skills to solve clues and escape, though it was an entertaining rather than academic activity.
2) When presenting to teachers on identifying gifted students, Williams felt intimidated but thought the presentation was concise.
3) When observing a veteran gifted teacher's classroom, Williams saw students engaged in autonomous discussion about texts and real-world issues, with choice in assessments.
Williams observed various activities during an internship focused on gifted education. Some key observations included:
1) Students participating in an escape room activity had to use critical thinking skills to solve clues and escape, though it was an entertaining rather than academic activity.
2) When presenting to teachers on identifying gifted students, Williams felt intimidated but thought the presentation was concise.
3) When observing a veteran gifted teacher's classroom, Williams saw students engaged in autonomous discussion about texts and real-world issues, with choice in assessments.
9/7/2017 Attend/Volunteer at an Today, I had the opportunity to help volunteer with Enrichment Activity running an enrichment activity for gifted students. Our students participated in an escape bus activity at various times throughout the day. While this seems like more of an entertaining activity rather than an academic activity, our students had to use critical thinking skills to gather clues to help them escape the room. At the end of the day, we had the opportunity to participate and attempt to escape the room. It was so difficult; we were not able to escape. 1/6/2017 Assist with teacher We worked in a group of five to revise and prepare a training of gifted PowerPoint suitable to deliver to staff during a faculty students. meeting after Christmas Break. While I understand all aspects of the CISS instrument, I was a bit intimidated having to stand in front of all my colleagues. I think our presentation was concise; I think we should use a pamphlet in the future as a quick reference guide for teachers. 1/6/2017 Present on a gifted I presented my findings that I gathered from topic to faculty interviewing gifted girls from different backgrounds to my English department teachers. I set out to know what they thought about the gifted program experience at our high school, and their thoughts about how they ae being served. Many of our students felt that they were not being served in all of their classes. They stressed that they felt some teachers give daunting assignments, while others give simple meaningless assignments. I also asked when do they feel their best use their gifted abilities in the classroom. My students responded that when teachers let them pick whatever they want to do to demonstrate their mastery. It appears that even when they have choice in assignment, they still would rather create their own final product. 2/1/2017 Attend informational We conducted a parent meeting for parents of meeting for parents prospective gifted students in order to explain the screening process and answer questions to clarify questions. It appears that parents think of giftedness as some sort of prize. They seem to be more concerned with the labeling then how they will be served. This is an area for improvement for our eligibility team. Williams Internship Observation Notes
3/10/2017 Observe a veteran I had the opportunity to observe my mentor teacher in
Gifted Endorsement action. I was particularly excited seeing as we teach the Teacher same subject. She has been teaching for 10 plus years and has mostly taught gifted students. Her room is organized into groups of varying numbers from 4 to 8? I thought this was strange, but I truly enjoyed seeing the level of autonomy her students had It was as if the class ran itself. Students were engaged in discussion about the text and made connections to real life issues like the new president and issues in the middle east. She allowed for her students to have choice in what formative assessment they would use to demonstrate their knowledge. I think that was most beneficial. 3/28/2017 Observe/Assist with I think was my best experience. I had the opportunity testing and scoring to help assist with testing of gifted students. These students were administered the Torrance test. I thought that it was so interesting that about 5 out of 12 students who were being tested where actually drawing the same creative picture in their attempt to manipulate the shape. We always tend to think that if people have the same ideas on a test maybe they cheated. It goes to show that some ideas just are not creative or unique. Our TAG contact also did a great job of maintain the integrity of the test by keeping it secured and locked up at all times. 5/ 1/2017 Observe/Serve on an We met to discuss the testing results of students who Eligibility Team were tested during the CISS administration and discuss changes for next year. Our specific school has a few issues with allocating responsibilities to a select few. I would hope that next year I can play a more vital role on the eligibility team.