[crirodriguez]

in reply to: 4.2 – Culminating Project #11437

Give me a break, this is too much work. I have more important things I need to do for my science classes, like find challenging projects for each unit for my gifted students and develop rubrics to grade the projects. This is just one problem with the public education system, no time, no money to do anything we really need to do. Plus the fact that EVERY student has needs that go unmet daily.

[crirodriguez]

in reply to: 4.1 – Effects of Being Unidentified #11436

All of the above describes many of the students I see each day. I have 145 students daily and there’s no way I could identify ALL of the needs.

[crirodriguez]

in reply to: 3.4 – Share Your Completed Project #11435

I also don’t see a Reflection Guide or have access to it, but I am planning to spend some time on TpT to find some interesting project ideas to go along with each of my Science Units.

[crirodriguez]

in reply to: 3.2 – Integrated Curriculum Model Resource #11434

I like the idea of flexible grouping, just have never done this before. I do mix up my table team groups, but I’ve always done it randomly.

[crirodriguez]

in reply to: 3.2 – Parallel Curriculum Model Resource #11433

The greatest resource ever developed is called Teacher pay Teacher, with so many resources developed by Teachers and used daily by other teachers. The problem is that most districts frown on it and discourage us from using it. However it’s the most effective in keeping new teachers because the majority of the work has been done for them.

[crirodriguez]

in reply to: 3.1 – Differentiation Strategies #11432

Which of the differentiation strategies presented in this lesson have you tried?
I’ve tried choice boards and curriculum compacting and both worked well to some extent. The biggest issue remains the same, lack of time and resources to come up with the various differentiation strategies that meet our state standards.

[crirodriguez]

in reply to: 2.2 – Advice for Ben’s Teacher #11431

I think talking to Ben’s previous teacher was the most helpful in this situation. He seems to need choices and thrives when given the opportunity to explore his own ideas through projects.

[crirodriguez]

in reply to: 2.1 – Equitable Identification Methods #11428

One of the biggest problems in my district is NOT equitability, but the fact that several gifted students do not want to participate in the gifted classes. They purposefully choose to remain in regular classes because “it’s easier”.

[crirodriguez]

in reply to: 2.1 – Quantitative vs. Qualitative Assessments #11427

My district uses both Quantitative and Qualitative Assessments to identify students. I think all 3rd Graders are given both tests because Gifted pull out classes start in 4th Grade. After that, it’s up the teacher to refer the student for testing, but it doesn’t always happen.

[crirodriguez]

in reply to: 1.5 – Gifted Education in Six Words #11426

Nurturing gifted minds requires specialized pedagogy.

[crirodriguez]

in reply to: 1.4 – Is It a Cheetah? #11425

What are the implications of not identifying or misidentifying a gifted child? Obviously the main implication is that the gifted child’s needs will go unmet…well guess what, get in line. There are literally thousands of students in public schools who’s needs go unmet, especially now with the mass exodus of highly qualified teachers. The public school system has overwhelmed, overworked, and underpaid teachers for decades and there are NO MORE adult cheetahs left in education.

What might you add to this article as you consider underserved populations in gifted education? I would add ALL the underserved populations and the student to teacher average ratio in the public school system. It’s absolutely ridiculous.

How can we “remove the bars,” “broaden the enclosures,” and provide “lively, challenging mental prey” for gifted students? The only way to do this is to attract adult Cheetah’s back into the public education system. But let’s be honest, they’re too intelligent for public schools.

[crirodriguez]

in reply to: 1.3 – Supporting Gifted Children #11424

Do Aliyah and Christopher remind you of any students in your classroom? Yes, I have seen several students similar to these in my 18 years of teaching public school. There were only a small handful that I actually recommended for Gifted Testing.

What special support would you say your gifted students need right now? My students need curriculum aligned, standard based activities that keep them highly engaged each class period. To be honest, this would talk A LOT of time and effort on my part, and I’m NOT being paid for it.

Read at least two other discussion posts and reply to them. Some starters to consider: Which posts challenged or extended your thinking? Which ones echo your thinking? Hather L seems very knowledgable in this area and has some good suggestions.

[crirodriguez]

in reply to: 1.2 – Misconceptions About Gifted Education #11423

What experience have you had when advocating for the needs of gifted learners? Not much, last year was my first time with an Honor Science class. I did ask for one project to be paid for by our PTO and they did. I just felt seriously overwhelmed by the diverse needs of all 145 students I have each day.

Is there anything which you have found to be difficult to understand or explain about the need for gifted education? Yes, the MOST difficult part is finding resources that align with our curriculum and standards that do NOT require a lot of time and effort on my part. I don’t have time to build all the projects or higher level thinking activities for my two Honor Classes, and teach my 4 regular classes as well. It’s just too much.

What is the best way to dispel myths or stereotypes about gifted students? The only myth I believed before was that all Honor Students would complete their work on time and with excellence…obviously that’s NOT true.

[crirodriguez]

in reply to: Tracking Student Progress #3760

I am a Science Teacher at a Middle School for 7th Grade. I don’t really need to do this Reading Tracking, but it’s been helpful info to see how Reading Interventionists and the Primary Teachers do this.

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