#gifted education program

[globaledu66]

How to Study for JC Chemistry Exam

Studying for a JC Chemistry exam can be a challenge, given the subject's complexity and breadth. Here's a structured guide to help you prepare effectively:

1. Understand the Syllabus

Download and Review the Syllabus: Familiarize yourself with the topics covered in H1 or H2 Chemistry. Focus on core areas like Organic Chemistry, Physical Chemistry, and Inorganic Chemistry.

Highlight Key Topics: Identify high-weightage topics like Mole Calculations, Chemical Equilibria, and Organic Reaction Mechanisms.

2. Create a Study Schedule

Set Realistic Goals: Allocate specific days for each topic. For example, dedicate a week to Organic Chemistry and another to Physical Chemistry.

Prioritize Weak Areas: Spend more time on topics you struggle with.

3. Master the Basics

Memorize Definitions: Learn essential definitions like enthalpy change, oxidation states, and standard electrode potential.

Understand Concepts: Don’t just memorize formulas—understand why they work. This is crucial for tackling application-based questions.

4. Practice Questions Regularly

Work on Past Year Papers: Attempt as many past papers as possible to get familiar with exam formats and question types.

Topical Practices: Focus on specific topics to strengthen weak areas.

Timed Practice: Simulate exam conditions by solving questions within the allotted time.

5. Develop Exam Techniques

Understand Question Types: Know how to approach data-based questions, structured questions, and essay-style explanations.

Answer with Precision: Use proper scientific terms and structure your answers logically.

Check Marking Schemes: Review marking schemes to understand what examiners look for.

[uglyandtraveling]

Discovering Little Canada in Toronto: A Tiny World of Big Adventures!

Explore Little Canada in Toronto! Discover iconic landmarks, stunning miniatures, and interactive fun in this unique Canadian attraction. A must-visit gem!

[everybody-hit-the-pyro-cue]

specialized education and gifted children programs are so fucked up I see the purpose but the execution and expectations are genuinely horrific I've yet to meet a single one of us that's doing okay besides from those who just reached their breaking point and chose to stop caring

[chemblrish]

x

[religion-is-a-mental-illness]

By: Melissa Koenig

Published: Apr 3, 2024

Seattle Public Schools is dismantling its gifted and talented program, which administrators argued was oversaturated with white and Asian students, in favor of a more “inclusive, equitable and culturally sensitive” program.

The district began phasing out its Highly Capable Cohort schools and classrooms for advanced students in the 2021-22 school year due to racial inequities, the school district notes.

The program will completely cease to exist by the 2027-28 school year, with a new enrichment-for-all model available in every school by the 2024-25 school year.

“The program is not going away, it’s getting better,” school officials said on the district website.

“It will be more inclusive, equitable and culturally sensitive.

“In particular, students who have been historically excluded will now have the same opportunities for services as every other student and get the support and enrichment they need to grow

The enrichment program currently only allows students who placed in the top 2 percent on standardized exams to be placed in the Highly Capable Cohort to receive enriched learning.

The students would then be sorted into one of three elementary schools, five middle schools and three high schools.

But in 2020, the Seattle school board voted to terminate the program, after a 2018 survey found that the students in the Highly Capable Cohort were 13% multiracial, 11.8% Asian, 3.7% Hispanic and just 1.6% black.

Nearly 70% of the students were white.

“Numbers would suggest that within our city … predominantly white children are more gifted than other cultures and races, and we know that is absolutely not true,” Kari Hanson, the district’s director of student support services, told Parent Map at the time.

Under the new program, dubbed the Highly Capable Neighborhood School Model, teachers will be required to come up with individualized learning programs for all 20 to 30 of their students — a task for which, they argue, they do not have the time or resources as the district faces a $104 million budget deficit, according to the Seattle Times.

The district said it is working to provide teachers with curriculum and instruction on how to make it work, but an estimate from 2020 suggested an enrichment-for-all program would cost the district $1.1 million over the first three years.

One teacher said she worries it will become more difficult under the new program to teach math to students with a range of abilities, and that the whole-classroom approach won’t properly prepare students for Advanced Placement math and science courses.

Parents also expressed their concerns that the new model could lead to children getting overlooked.

“It seems to me that kids on maybe both extremes are going to be underserved,” Erika Ruberry told the Seattle Times.

Karen Stukovsky, who has three children in the gifted program, added that each teacher “can only do so much differentiation.

“You have some kids who can barely read and some kids who are reading ‘Harry Potter’ in the first grade or kindergarten,” she said.

“How are you going to not only get those kids up to grade level, and also challenge those kids who are already easy above grade level?”

Some parents of black students in the program even argued against ending it.

“My request is that you please consider the disservice you would be doing to the minorities that are already in the HCC program,” one father said at the school board meeting to approve the new program in 2020, according to the Stranger.

“The program does more for black children, particularly black boys, than it does for their peers.”

But then-school board vice president Chandra Hampson shot back: “This is a pretty masterful job at tokenizing a really small community of color within the existing cohort.”

Over the past few years, though, more and more minority students have joined the ranks of the Highly Capable Cohort.

In the 2022-23 school year, 52% of the students were white, 16% were Asian and 3.4% were black, according to the Seattle Times.

==

“inclusive, equitable and culturally sensitive”

Translation: underperforming students of all races will be told they're just as good and as special as the high-performing students.

The entire concept of "inclusion" is idiotic. It originated as making sure that students had access to the education they were entitled to, such as making sure kids in wheelchairs had access to the school's facilities.

But it's morphed into the notion that there's unfairness or even bigotry if average or under-performing kids aren't included in an advanced or gifted program. That there's something wrong because everybody doesn't have the same result. But the idea that everyone is entitled to be "included" in everything is completely insane. Instead of having a separate program to uplift the mediocre students, the programs for the high-performers are scuttled and they're brought down to the lowest common denominator. This is what "equity" does.

DEI is just smug racism.

[lyricalchrysanthemum]

Cheren giving Rosa stim toys from his own collection. Augh.

[woodelf68]

Trying to go through and get rid of some old stuff, and I found the letters the school sent my parents saying I had passed the screening done to identify students for the gifted program in 7th grade, which was a class that would take the place of one of my elective choices for the year.

From the first letter: "The course curriculum deals with divergent thinking skills in developing creative problem solving, decision making, analysis, syntheses, and evaluation".

I assume I was just as horrified reading that then as I am now. Just because I liked to read and got good grades in the subjects I was interested in (English, social studies, etc.) did not mean I was academically-minded or wanted to feel more "challenged" in class.

From the second letter, Premise One: (Yes, the points laid out in the letter are labeled "premises", and let me tell you, that kind of stuffy language puts me off immediately.) "Gifted children will be among the leaders and problem-solvers of the future."

Me: AHAHAHAHA (Definitely not me)

"Activities: Future problem solving bowl techniques (Bowl???), Time capsules (not interested, and I think we'd already done one in 6th grade?), a library search of the origins of war (oh boy, just how 12 year old me wanted to spend my time! (not)), group discussions involving values, education, self-concept, death, social security, nature-nurture, vocation (I literally cannot think of anything less interesting), and future shock (I have no idea what this was about, and couldn't care less.)

The next bit's about learning how to research and outline and write a paper, but we did that in regular classes. And then Premise 3: These children are more likely to be vocationally motivated than average students, so the program should assist them in making intelligent occupational choices.

Me: AHAHAHAHA no. Never been vocationally motivated in my life. And I had just gotten out of elementary school, the highlight of my week was probably still watching Saturday morning cartoons, some vague future where I had to get a job was not something I was concerned about. Six years in the future was literally half of my entire life at that point, and felt a very long way away. Asking kids if they have a future dream job is one thing (and suggesting things they could do at their current age to pursue those dreams), but all the tests and stuff they mentioned seem better suited for kids moving into high school.

The only statement the letter made that I agree with is Premise 4: "Gifted children should be given the opportunity to determine the activities they are most interested in." Well, yeah, all children should, but I didn't need to waste one of my elective classes to find out what I liked; I already knew.

Premise 5: "Gifted students have a tendency to become workaholics if they do not learn the importance of a good balance between work and relaxation."

Me: AHAHAHAHA, this is so not me. In fact it sounds to me that this class would have been forcing me to do extra work. 'Relaxing' activities listed are skating (nope, never was able to learn how to skate, I have weak ankles and crap balance), bowling (boring), baseball (boring, too much standing around under a hot sun), and volleyball (only one that I might have found fun, although I sprained my ankle so badly in high school gym class playing volleyball that I started repeatedly spraining it on a regular basis just by like catching a toe on a crack in the sidewalk; even months of physical therapy failed to break up any of the resulting scar tissue or improve my near non-existent range of motion in my ankle. Athletics and me do not get along.).

Premise 6: "The society of the future needs these "movers" and "shakers"...

Me: AHAHAHAHA again, SO not me. I am not a mover and a shaker, I am a sitter and a reader. I think my parents tried to encourage me to take the gifted class, but I am so glad that they didn't force me when I very firmly said no. Idk, maybe there are kids out there who enjoy thinking about death and social security and self-concept, I enjoyed learning practical skills in woodshop and the home ec cooking class that I took that year.

[tinysleepycryptid]

I did not come out of the womb thinking I was special and better than everyone else. Adults around me told me that I was and burned it into my brain that I was going to achieve more than everyone around me because of “inherent ability”. When I instead ended up as a gay, trans, disabled and mentally ill community college attendee, I was perceived as having wasted my talent when in reality, I was just a weirdly perceptive child. I was never better than anyone else. Putting that much pressure on a 8 year old was fucking weird

ohhhhh I get it now. the "gifted kid" discourse exists because people see it fundamentally as a sign of Privilege and not as a largely meaningless category that puffs up weird children before setting them up for the same unremarkable lives as everyone else; thus they interpret people going "the educational system gave me false expectations before ultimately abandoning me to the same heartless world as everyone else" as "why am I, The Main Character, not getting everything I ever wanted."

[steviescrystals]

just went down a rabbit hole going through my baby book and scrapbooks and other random stuff from my childhood and tell me why congressman david schweikert sent me a letter when i was eleven for “commendation of my work within arizona”… sir i was eleven what work did i do

[globaledu66]

GEP Preparation Program in Singapore – Unlock Your Child’s Potential

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[hopalongfairywrens]

Sick of this shit

[mars-ipan]

i wonder when ppl will understand that sometimes people on multiple sections of a societal scale will face a disadvantage and need extra help, support, or reparations for those things because the hurt usually stems from the same position of power anyways

[opportunities-for-women-children]

Upasana: Bridging Job Opportunities for Female Graduates

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[noisycowboyglitter]

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[superstrijder00]

I'm not from the US so not one to one situation but yeah I feel this. My school didn't have a well-defined "gifted track" but essentially me (and my government case worker) had to get the school to make these special things. This resulted in a bunch of ideas that were nearly all half-baked and/or low effort attempts to get me off their tail until I was already nearly done with school.

In first year the people who were already good enough at English (non mother tongue for us) to be able to talk in it were given an improvised book club. Reading and finding the books was on our own time and our parents dime. I loved reading so for me it was no issue but realistically it was just extra work.

Year 2 they gave up on that and we got programming from someone doing an internship at our school. These were after school classes and the guy clearly didn't know how to teach programming to 12 year olds which is totally fair. We messed around with programming for a year, but then he left.

So in year 3 the school gave up and 2 different teachers just gave me a university textbook? One for maths and one for microbiology. The maths was terrible but I did actually enjoy reading the biology and then talking about it with my biology teacher after school. But importantly, what I was begging for was not this at all, it was to please let me stop having to make incredibly repetitive exercises for things like grammar and spelling.

In year 4 I was graciously allowed into the higher English course which supposedly was all about learning to talk and things like idioms, rather than these boring exercises... yeah it was more boring spelling and grammar exercises, and I still had to make the normal ones too for both English and Dutch. I refused to do the next level of that the next year.

Then in the semifinal year when I finally became competent enough to advocate for myself better, and decided no longer to put up with this, I got the school to let me finish some classes 1 year early. It meant roughly double work that year for those classes (since, again, you can't skip things you have demonstrated 10x you can do well. Thems the rules) but it left me with lots of free time in my last year that I could take actually interesting college courses in that actually *replaced* my normal classes rather than coming on top.

I think a lot of the skepticism and derision toward the idea of "gifted kid burnout" stems from the fact that a lot of folks have no idea what the gifted track in most high schools actually looks like; they've got this mental image, possibly informed by popular media depictions, of "gifted kids" as a privileged group of students who get to go on extra field trips, monopolise the teachers' attention in class, and constantly be told how special they are, but who are otherwise treated identically to all the other kids.

In practice, the gifted track in most high schools – most North American high schools, at any rate – has the same problem as any other educational program: the need to adhere to published metrics. These programs exist for the benefit of students only insofar as those benefits can empirically be measured, which leads to several common outcomes:

Students on the gifted track being afforded fewer choices regarding elective classes – often to the extent of having no choices at all – in order to stream the highest-performing students into the subjects that are most valuable in terms of boosting institutional metrics.

Students on the gifted tracking receiving restricted access to educational resources such as tutoring because it's perceived as a waste of funding. In many cases, gifted students are not only denied access to tutoring, but expected to serve as volunteer tutors and teaching assistants themselves, effectively becoming a source of unpaid educational labour for the schools they attend.

Students on the gifted track being assigned considerably more homework, often literally doubling their workload in an environment where homework loads are already routinely high enough that kids have difficulty finding time to eat and sleep, simply because you get more measurable academic performance data that way.

The upshot is that the gifted track is often less about fun perks and constant praise, and more about receiving less freedom, fewer resources, and heavier workloads than one's peers, getting strong-armed into providing unpaid labour to the school on top of it, and constantly being told one should be grateful for it – and that's without touching on the fact that the unspoken secondary purpose of many gifted programs is to serve as a quarantine for all the neurodivergent kids the school couldn't find an excuse to institutionalise or expel.

Like, shit, there's a reason kids on the gifted track exhibit elevated rates of alcoholism and substance abuse compared to general student populations. That doesn't arise in a vacuum!

(To be clear, I'm not saying that people graduating from high school and immediately having an existential crisis upon realising they're not special after all isn't a thing that happens, but in my experience that's more usually something that happens to the kids who were on the football team, and reframing it as a nerd culture thing is really weird.)

[vegasvagus]

I've seen people say that the Gifted Programs and the Special Education Programs in schools are on the same spectrum

I would love to hear from people who were in these programs and those who were in neither and their perception of the students/children in them....mainly because being in the gifted, normal, or special classes created a really big divide and gap between students