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ERIC Number: EJ844231
Record Type: Journal
Publication Date: 2006
Pages: 2
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-1040-1350
Using Rigor, Relevance, and Relationships to Reach Twice Exceptional Students
Franklin-Rohr, Cheryl
Understanding Our Gifted, v18 n4 p22-23 Sum 2006
Secondary schools are not meeting the needs of students, and the call has gone out for reform. The application of rigor, relevance, and relationships is a current model of instruction. One teacher can make a difference to a twice exceptional student who is struggling. They must create classroom environments that welcome diversity, not just in ethnicity, but also in the ways different students learn. These environments create hope to students who have learned to give up. They might begin to take risks and actually learn something in the process. Applying rigor, they can take away barriers to high level instruction by focusing on critical tasks and understandings and providing alternative ways for students to demonstrate such understandings. Incorporating relevance, students demonstrate understanding using strength areas through product choices that fit learning styles. It is important to make an unwavering effort to develop a relationship at some level with each student. Knowing that someone cares may provide that essential link to stay engaged in the learning process. Teachers can improve learning by looking beyond what students can't do and focus instead on the wonderful, creative skills that they have developed to survive previous failures in their educational system.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A