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Teaching gifted students and developing teaching models are just two of the areas in which Carol Bucher specializes. She also deals with all areas of special education, technology, creative thinking, literature, photography, and paper engineering. An adjunct professor of education, Bucher came to The College of Wooster in 1998. She received her bachelor’s degree from Ashland University in psychology and English and went on to earn her master’s degree in educational psychology from the University of Connecticut. Bucher has received a number of awards during her teaching career, including "Preparing Tomorrow’s Teachers to Use Technology, Capacity Building Grant" from the U.S. Department of Education in 1999, and the Model Project for Gifted Services Grant, awarded by the State of Ohio. |
Gifted students often benefit from accelerated educational programs designed to further enhance their potential. Carol Bucher, an adjunct member of the education faculty at The College of Wooster, specializes in teaching gifted students, and she addresses some commonly asked questions about these high achievers. In what ways do gifted students differ from other students? Passion is often the primary observable characteristic. Gifted students engage their surroundings to a greater degree. They develop strong interests and enjoy the search for new knowledge. Often they read at a younger age. In school they acquire and retain knowledge more quickly, with ease, and at an advanced level. These students display a level of creativity as indicated by atypical thinking, self-expression, and a keen sense of humor and curiosity. Is it unusual to find gifted students in public schools? Depending on the definition and criteria employed by the school district for identification, 3-15% or more of the student population could be considered in the gifted and talented range. The criteria included in the national standards for identification are general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual performing arts, and psychomotor ability. Are gifted students a product of good parenting or natural ability? This is the nature vs. nurture debate. I believe it involves both. Children come with various abilities at different performance levels. Exposure to a large collection of topics and skills help the child develop these abilities. There is no one best way to encourage acquisition of information or skills; rather at the heart of the matter is being interested and involved as a parent in your child’s interests. Giving them opportunities to explore and experiment helps children discover what motivates them. What programs exist for students who exceed expectations at school? Many school districts offer a variety of options in programming for capable students. Early entrance and grade acceleration are two choices used after careful consideration of individual needs. Advanced subject matter programs and concurrent enrollment are other options. Some school districts offer topic seminars and independent study programs. Other options may include mentorships or internships. Visual and performing arts programs, including appreciation, may be offered along with guidance services emphasizing social/emotional needs, and academic and career planning for the gifted. Cluster groups within the regular classroom, resource room, and self-contained classes also are options to meet the needs of capable students within the school structure. Are national programs available for gifted students? National and international programs such as Odyssey of the Mind, Future Problem Solving, and Academic Challenge are worthy of investigation. Eleventh grade students may apply to attend the Martin W. Essex School for the Gifted. Held in Columbus each summer, the goals of this excellent program are: (1) to give students an opportunity to see how the subject matter they’ve acquired over the years and will acquire in the future is integrated across ideas and into life experiences; (2) to develop a vision about themselves and what they will do with the potential they have; and, (3) to begin to recognize that students have to give back to others – that they have to share their good fortune with the other people in the community. School guidance counselors have application information for this program. How do programs for gifted students differ from curricula at public schools? The cornerstone of many gifted programs is student interest. The focus is not on any one discipline, but rather to incorporate multiple disciplines as needed to solve student identified problems. Universal and global issues are addressed with students acting as professionals in the field. Usually student research is guided toward some form of production in the same way adults seek outlets for their findings. What advances do you anticipate in the future of gifted student education? With a change in the way society views the value of education and its brightest students, the outlook will be hopeful. Gifted students need encouragement and opportunities to discover and apply their talents. This is true for all students. However, there is a prevalent feeling that gifted students will "get it on their own." As a society we cheer for the underdog. Unfortunately, gifted students are not considered in this category. By not offering programs to meet the needs of the gifted, society is losing one of the best resources equipped to find the creative solutions needed for today’s challenges. |
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