## Reflection: Advanced Students Natural Selection in the Wild - Problem Solving 1 - Section 4: Understand and Describe the Problem

I recently butted heads with a GT student for a week in class. This stubborn, engaged, brilliant child was REFUSING to make the graphic organizers for their project. For days I nagged, assigned detentions, called home, and used a variety of methods to try to get work out of the child. But I failed. Finally, in my last attempt I asked the student why they were not going to do the organizers and what I could do to help. The child had also reached a point of frustration and so started crying and yelled out, "IT'S JUST SO STUPID!!! WHY DO I HAVE TO DO THE WORK TWICE. YOU WANT ME TO WRITE IT DOWN SO THAT I CAN WRITE IT DOWN AGAIN."

And suddenly I realized that I was dealing with a whole to part processor. This is ironic because I am also a whole to part processor and I understand the frustration. We holistic thinkers CAN NOT learn part of a task we have to jump right in and then learn the minutia. I immediately backed off and told the kid that he could start the next day on his project without doing the graphic organizers. If his project met the requirements for organization and content, I would simply give him the points in the gradebook because CLEARLY he would have done the work.

This is an example of how good teaching can go wrong. Scaffolding, chunking, modeling, planning, and organizing are all essential teaching practices and they were killing this guy's love of learning. Remember the whole point of the scaffold is for them to be able to complete the end result. If they can do the end result without the scaffold they should be allowed to.

Whole to part processors
Advanced Students: Whole to part processors

# Natural Selection in the Wild - Problem Solving 1

Unit 11: Adaptation: Natural Selection in the Wild
Lesson 5 of 8

## Big Idea: Highlight the adaptations in an organism of your choice.

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Standards:
Subject(s):
Science, natural selection
35 minutes

### Andrea Pless

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