Is GEP really necessary?
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LJ's mum: The GEP English is demanding, he wouldn't be able to survive if he got in. He is good in something (math related) but weak in others (lang, humanities) so life is fair
22 Jul 12, 18:00
parent: That's sad But real talents do not have to care about GEP. Congrats for raising such an high-achieving son!
22 Jul 12, 17:41
LJ's mum: But as his English was rather poor, he obviously flunked the English test. So he failed the GEP
22 Jul 12, 17:40
LJ's mum: Hi parent, hahaha, a few people asked the same qn. Yes he took the test and cleared 1st rd only. He had no problem with Math and GAT.
22 Jul 12, 16:48
parent: Hi LJ's mum, wondering, did Lim Jeck take the GEP screening test? It seems that such a prodigy would surely have gotten in -
I searched a bit and get to read a bit about Lim Jeck and am so happy to find him! Thanks for the reference!
Lim Jeck is one example of those that I mentioned time and again that GEP should be reaching out to if we are looking for talents to nurture. But lately, I have come to realize that perhaps the GEP is not there to nurture those with talents or those who are gifted and have a real chance of winning like a Nobel Prize or put our little red dot some where. GEP, it seems, is there to nurture a bunch of high ability kids who will be good administrators.
The GEB has explicitly told me that 24 moderately gifted is more important than that one profoundly gifted, the way we teach GEP is not about bringing out the individual gifts, but a standard curriculum for all GEPpers, despite the branch knowing their talents in specific areas. Nothing is there to bring out the special things about these kids. (So why the smaller class sizes?) And, above that, these kids are not necessarily cream of the crop. They are generalists who fared English, Math and GA well. This is not giftedness! Most very gifted children are very skewed in their area of specialty. So sorry to disappoint, but sadly, I have to say that GEP does not necessarily select the gifted, but again, the high ability.
High Ability kids are very smart and diligent and orderly, and they are bright and the best contributors in this society in a broad sense. They will do well and survive in any kind of classroom. The very gifted ones need special attention - they need people to direct them to search deeper. Not every parent has the resources and knowledge to deal with giftedness, especially if it is so skewed. So, if anything, those who are skewed should be helped and not the HA. But we all know why it is easier to teach HA, they are good in both, and I can imagine how difficult it would have been to teach a Lim Jeck English Literature at the level of a gifted English kid, or to teach that literary-gifted kid the kind of Math Lim Jeck does if they are in the same class. GEB just chose the easy way out.
Herein lies the irony again. If it is important to raise the 'generalists', then let's raise a bigger group, let's help those weaker students to achieve bigger things, lend a little helping hand, smaller class sizes, better teachers, and we could raise a whole lot more than 500 a year. Channel some of these resources to a wider group of weaker students.
I think it really depends on the purpose of GEP. If it was to raise leaders for the society in an orderly fashion, it makes perfect sense. We need a strong administration. But face it, as it is, it is not to nurture giftedness or to bring the best out of every child. Sorry that this is the only conclusion I can give, as I cannot conclude otherwise with the current state of things. Perhaps GEP should really change its name to better reflect its purpose and objectives.
From my experience, very gifted children are very happy in a classroom full of peers with a larger degree of difference in intelligence, I'd say top 25% is just fine. Then, put in some resources to single out a Lim Jeck or literature equivalent, and instead of supplementary classes, give them some interesting enrichment to raise them to the level they deserve. Putting Lim Jeck in GEP would be a waste of time and talent, as he will have to struggle through the English. Instead, in a regular classroom, which he can do his English and other subjects with his classmates, and then be singled out to do his incredible Math with a volunteer professor or some retired teachers. Much less resources and happier outcome. But this is just me. I am no MOE.
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Our PM congratulated LJ in his fb but not sure why he didn’t ask his ka-kia why LJ not in GEP and how on earth he became world champ !
Yes, I have heard about real Science/ Maths geniuses in one school here only focus on solving the difficult Sci/Maths questions even if they are attending English or ANY class. -
cherryc:
Kaypoh a bit... which school har? :evil:Our PM congratulated LJ in his fb but not sure why he didn't ask his ka-kia why LJ not in GEP and how on earth he became world champ !
Yes, I have heard about real Science/ Maths geniuses in one school here only focus on solving the difficult Sci/Maths questions even if they are attending English or ANY class. -
2ppaamm:
:rahrah: :rahrah: Glad to read your writing again!!!Melodies:
This is exactly my point! If they think they r ready for a higher level or even boarded scopes, by all mean, pls give them the environment/alternative to learn themself since they r gifted! Why need to give them a smaller class size where there r kids need smaller class than them to get teacher attention to cope! Gifted kids just need pointer/direction to proceed on their own n u don't need to teach them. As such, u don't need to give them smaller class since u don't teach them. There r already many cases proved that high ability whose r not selected for gep can accelerate themself n managed to learn other than plse or even higher level n got into university at the tender age. It will be a shame if the gep kid can't make it if other higher ability can manage. If this is the case, That said a lot abt gep selection.
Can't help but be tempted to chip in here. I agree that the cohort of our GEP students using the GEP selection methodologies results in top 1% of students who are generalists, which means, these students will do well whether or not they are given special attention and small classes. Firstly, if they have to be good in both literacy and numeracy department to qualify, they are good learners and need no special attention. Hence, even if they are in a class size of 50, they will cope very well.
There are two groups of people who need small class sizes much more than the GEP students: the very gifted ones which are not necessarily good in two areas, who will need special attention, and those who fall below the average mark, who would do much better if given a smaller student-teacher ratio.
Dr Deborah Ruf wrote about the 5 levels of giftedness, something that is totally ignored in our GEP program. There are differences in the way we should handle such differences. However, under the name that the class size is too 'big' (25), the GEP kids are then handled homogeneously, which automatically reverts us back to the lowest level of giftedness, which means they are expected to behave, think and taught like high achievers rather than gifted individuals. High achievers need no special attention. They will achieve anyway. So, I'd say the GEP program makes little difference to the current GEPers who will excel in any kind of classroom.
A group totally left out are those who are at the level 5 of giftedness, which means more often than not, they will not fit into any school environment. It is not about behavior or socio-being. It is them. Such children simply do not function like other people. They think strangely, they act strangely and they have philosophical thinking beyond even their grade school teachers. Such beings suffer greatly in our GEP system, and our schools. Interestingly, from experience, once these children get into the university and get to meet people of their kind, they become at home with themselves. The sad thing is, in Singapore, with all those school-conditioning, by the time they get into university to meet the professors who understand them, they would have lost much of their special thinking abilities and 'prowess', resorting to mediocrity to survive. Hence, I again question why GEP if this group is not even catered for.
Another group that need small class size are those who fall below the average or those who hover around there. There are children who cannot afford tuition, who do not have parents who can guide them. Reducing class size for such children will make things completely different for them. The effect of putting our teaching resources into this area, I believe, will be greater than putting them into GEP. Moreover, GEP students, given the current culture, tend to come from better families and more educated parents, who can afford their education anyway. I feel the state should look into the needs of those who need more support.
Just my 2 cents' worth of thoughts after jumping around in the education system, in and out of GEP and decided that my youngest won't sit for the selection test afterall. We don't need that branding to tell him he will excel beyond his own imagination...
Lastly, the only thing a parent should ever want their child to be is normal, especially if the kid is so gifted he stands out just being himself. Sad thing is, with GEP, parents strive to brand their kids and make them different. O, just if they know the price they'd have to pay for doing so... :skeptical:
Yeh, Normal child is already a blessing ! -
Oh, 2ppaamm, why not you write a book, about educational system, educational experience, gifted or not-so-gifted so on, I am sure it will be very popular.
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2ppaamm:
NUSH ?
Kaypoh a bit... which school har? :evil:cherryc:
Our PM congratulated LJ in his fb but not sure why he didn't ask his ka-kia why LJ not in GEP and how on earth he became world champ !
Yes, I have heard about real Science/ Maths geniuses in one school here only focus on solving the difficult Sci/Maths questions even if they are attending English or ANY class. -
ruohoo97:
Oh, 2ppaamm, why not you write a book, about educational system, educational experience, gifted or not-so-gifted so on, I am sure it will be very popular.
I know this is a cheap excuse, but I have no time. Or better excuse... I have got things I want to spend more time on. Have some papers to write, have my patents that I want to exploit, have some kids I need to mother to, have this husband I want to make this home nice, nice to, have this boy going NS, have these girls wanting to become the next Lee Ka Shing, have the littlest ones I have to make lunch boxes for everyday, have meals to cook 4 times a day, have new recipes to try everyday, have house to sweep and laundry to do, have a growing bunch of young adult students whom I want to nurture, have a bunch of colleagues I need to add value to... also have an absolutely fantastic boss to be accountable to. Haha.
So maybe when one or two of those tasks are done, I will write something. Meanwhile, KSP is simply great! I know my voice will not be heard and my opinions will not matter in higher places, already tried those. They are too good for my suggestions, opinions or experiences, so I know my place, and am simply happy with whatever small audience I manage to draw. :imcool: -
2ppaamm:
You know, I recently arrived at the same conclusion too!!!
Lim Jeck is one example of those that I mentioned time and again that GEP should be reaching out to if we are looking for talents to nurture. But lately, I have come to realize that perhaps the GEP is not there to nurture those with talents or those who are gifted and have a real chance of winning like a Nobel Prize or put our little red dot some where. GEP, it seems, is there to nurture a bunch of high ability kids who will be good administrators.
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Actually, I think our taxi drivers came to that conclusion some time ago
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