Gifted School Chicago


Presentation Description

Science & Arts Academy 1825 Miner Street Des Plaines, Illinois 60016 847-827-7880 Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.


Presentation Transcript

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Helping the Gifted Learner to realize their Life’s Purpose As students in gifted learner programs in Chicago these individuals possess exceptional skills and have the potential to be highly productive adults. Consequently society may need their skills for curing cancer developing new methods for harnessing sustainable energy or educating our future generations. Ironically recent studies show that these individuals tend to identify future self-focused goals rather than improving society. Parents and teachers have a tendency to praise the gifted student for cultivating their academic skills and personal growth while neglecting to urge them to use their skills to contribute to society. In other words while we encourage the development of students in gifted learner programs in Chicago we often neglect to help them realize their life’s purpose while at the same motivating them to make a difference in society. Given the lower than expected levels of realizing one’s purpose common sense tells us that we need to encourage the gifted student to how they can better use their skills and contribute to society. Here are 5 steps that parents and gifted learner teachers in Chicago can take to help the student discover their life’s purpose: Be the role model – it’s essential for gifted students to discover their life’s purpose. Yet their parents rarely discuss what helps them to realize their own. By telling your child what gives your life purpose it will help them start to reflect on their own lives. Cultivate a mindset of gratitude – while it may seem counter-productive to fostering purpose cultivating a grateful mindset can be an effective strategy. You should ask everyone at the dinner table to name three things they are grateful for each day. Encourage your children to reach out to family members and friends – while your child may not yet know what their life’s purpose is the adults they come into contact with will. Have them call someone or send them a letter and discuss this with the other person. It will help them gain insight. Focus on the child’s strengths and values – gifted children need to focus on those strengths and values that are most important to them. If the child utilizes their strengths to effect meaningful change their purpose in life will become more apparent.

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Look towards the future – instead of asking your gifted learner in Chicago about their day at school start up a conversation that focuses on the future. For instance ask your child what they see themselves doing by the time they are 30 or 40 years old.

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The Theory of Multiple Intelligences The methods used to measure intelligence in the traditional classroom have led some scholars to refer to this as an overly narrow view of intelligence. Oftentimes it is tied too closely to those skills valued the most in public education linguistics logic and math. We can trace this traditional school-based view back to the late 19 th early 20 th century. However administrators of gifted school programs in Chicago today feel that the student’s intellectual capacity cannot be determined by a single measurement of intelligence. The theory of multiple intelligences was originally introduced in the “Handbook of Gifted Education” which was published in 1991. The book was written by several authors one of which was Howard Gardner the individual who developed the MI theory eight years prior to the book’s release. He insisted that a gifted student’s eligibility for enrolling in a gifted school program in Chicago or anywhere else in the US was based on a high IQ test score. However it was in his publication the “Frames of Mind” that Gardner first mentioned 7 intelligences recently updated to 9 in the “Handbook of Gifted Education”. These are broken down and summarized as follows:  Bodily-Kinesthetic – balance coordination and control locating objects/self in space and stamina Example: Tiger Woods  Existential unconfirmed 9 th intelligence – ability to raise questions regarding your place in the universe Example: Soren Kierkegaard  Interpersonal – ability to teach lead or inspire other people and respond to their situation opinions motivations emotions and/or actions Example: Dalai Lama  Intrapersonal – knowledge and understanding of youremotions motivations self- awareness strengths and weaknesses and style Example: Oprah Winfrey  .  Linguistic – comprehension and expression of oral and written language pragmatics semantics and syntax Example: William Shakespeare  Logical-mathematical – computation in conjunction with deductive and inductive reasoning Example: Isaac Newton  Musical – harmony melody musical pitch rhythm texture themes and timbreExample: Wolfgang Amadeus Mozart

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 Naturalist added 8 th intelligence – learning the key differences of discrimination among several categories classifications or species of objects found within our natural environment Example: Charles Darwin  Spatial – balance color contrast design form match and perspective Example: Frank Lloyd Wright Gardner’s theory of multiple intelligences contends that “each intelligence is a relatively autonomous intellectual potential capable of functioning independently of the other.” However it also proposes that these different intelligences work in conjunction with one another in a gifted school curriculum in Chicago. While the theory of multiple intelligences universally defines the terminology “intelligence” it also suggests that some individuals are universally intelligent.

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What causes some Gifted Students to be Underachievers For some time now the public education system has witnessed epidemic proportions of underachievers throughout the US. Some education officials even claim that this is becoming a more prevalent problem in gifted school programs in Chicago suburbs as well as in other cities. In fact research studies from as far back as the 1980’s have revealed that anywhere from 10 to 20 of students that were classified as “gifted” didn’t finish or graduate from high school. Although it is unclear as to why this issue has become so problematic there is some speculation that this phenomenon has been caused by too much focus on results and test scores rather than examining a child’s learning processes. The more common tools being used to identify and measure learning difficulties as well as underachievement in gifted school programs in Chicago suburbs are checklists and questionnaires. However research involving behavioral defensive patterns shows that there are certain pressures that arise more frequently in gifted students than in the traditional classroom. These pressures include:  the concerns about how their appearance and popularity could eventually help them to gain the admiration of their peers  the desire to be very creative and unique  the student’s need to achieve perfection by being extremely intelligent the smartest in their group Research has also suggested that behavioral defensive patterns are associated with or attributed to certain environmental factors that could contribute to underachievement. These factors include the student’s:  educational environment  family dynamics  peer influences Furthermore there are certain school circumstances which have been identified as a hindrance to achievement. The following circumstances can lead to underachievement and are usually not found in gifted school programs in Chicago suburbs:  an anti-intellectual classroom or educational environment that prioritizes athletics and/or social status rather than academics and intellectual programs  an attitude or mindset that views gifted education as being elitist in nature

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 an overly rigid classroom environment wherein students are forced to study the identical course materials at all times  teachers who continually ignore or overlook the student’s quality of work because of cultural or racial prejudices different values or their own personal power struggles It’s obvious that the root cause of underachievement must be researched thoroughly if it is going to be defined as discrepancies between achievement and IQ test scores. In addition to behavioral defensive patterns that can adversely affect motivation the root cause is oftentimes found in a curriculum that fails to challenge the student enough.

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For immediate release: Science and Arts Academy – Gifted Education Programs that help intellectually high performing Students achieve their Potential Founded 25 years ago in Des Plaines Illinois the Science and Arts Academy serves the greater Chicago area and its many suburbs. The school is primarily recognized for providing an academically differentiated enriched learning environment for “gifted and talented” or intellectually high performing students. According to Timothy P. Costello Head of School the school was designed and developed “to meet the unique needs of gifted students” from junior kindergarten through eighth grade. He Costello went on to say that the school’s supportive community encourages everystudent to cultivate not only his or her academic abilities and creative talentsbut their emotional development as well. As a co-educational independent non-denominational and not-for-profit day school the Science and Arts Academy is easily accessible by personal vehicle or public transportation. School begins at 8:30am and ends at 3:30pm with extended day care available from 7:30am until 6:00pm Monday through Friday. The Numbers don’t lie So what is it that separates this school from the public education system It’s all about numbers. With an average of only 13 students per class and a 7:1 student to teacher ratio the school is able to better facilitate ignite and promote student learning. Plus the school offers the best expert-guided educational experience for gifted students by:  challenging students with robust academics  encouraging emotional and social development  offering extensive opportunities for artistic expression Considering the fact that 82 of their faculty members hold advanced degrees this easily explains why Science and Arts Academy students typically score an average of 23 points or more on standardized MAP Measure of Academic Progress tests.

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Additionally the school provides 32 of student’s families with tuition assistance and now serves 65 zip codes in the greater Chicago area. The school offers 3 languages and 3 year- round fine arts classes. Plus students have access to 4 science labs. In addition to all this there are over 30 extracurricular activities and teams as well as 10 or more family events held every year. The Science and Arts Academy is committed to diversity and inclusion in order to build a student community that is safe and welcoming for all. With 38 of the school’s population being students of color there is no room for exclusion and hate at our facility. The school welcomes your inquiries and will be happy to provide whatever information may be needed regarding its history and the curriculums offered. You are encouraged to contact the Science and Arts Academy at 847-827-7880 for more details.

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