How might we focus on students with true potential who are underperforming and turn that potential into advance performance?
It’s easy to have a negative view of testing, but testing does have value in terms of content knowledge acquisition. In part two of this two-part interview, Dr. Cyndi Burnett and Dr. Matthew Worwood speak with researcher and creativity expert, Dr. Jonathan Plucker, about the relationship between gifted education and creativity. Jonathan also speaks on why he believes every school should have a Chief Creativity Officer and what that would look like.
Tune in to learn Jonathan’s approach to testing students, assessing for gifted education programs, and how to identify students who are talented or gifted. He sheds light on why it’s a huge mistake to drive advanced learning and creativity out of our schools. Plus, he shares his thoughts on why educators should be focusing on students with true potential who are underperforming and turning that potential into advanced performance.
If a student’s performing at advanced levels, I encourage people not to overthink that. Just accept it. Great, they’re working at advanced levels. That’s the goal. How much further can I push this student?
Featured Guest
Jonathan Plucker is a prominent education policy and talent development scholar, and the inaugural Julian C. Stanley Professor of Talent Development at Johns Hopkins University. He holds a joint appointment at the Center for Talented Youth and School of Education.
His work focuses on education policy and talent development and has been supported by over $40 million in external grants and contracts. Jonathan has published over 300 articles, chapters, and reports. He recently became editor for the Psychological Perspectives on Contemporary Educational Issues series at IAP. His work defining and studying excellence gaps (http://cepa.uconn.edu/mindthegap) is part of a larger effort to reorient policymakers’ and educators’ thinking about how best to promote success and high achievement for all children.
