[ddempsey]

in reply to: Station Rotation in My Classroom #5629

What does the station rotation model look and sound like in your classroom from the student’s perspective? What about the teacher’s perspective?

Students perspective of the station rotation gives them freedom, the ability to move and work with different peers along with essential differentiation they need. The teacher’s perspective is that the station rotation helps the class be student lead and opens up opportunities for the teacher to work with all students at their levels.

[ddempsey]

in reply to: Teacher-Led Instructional Activities #5628

What are instructional activities that work best in a teacher-led, small group setting?

Within my classroom, I use flexible grouping, take turns, roles when reading, small group collaboration, and give one get one.

[ddempsey]

in reply to: 4.1 – Effects of Being Unidentified #2955

Consider what it means for students such as Sophie (or others you have encountered) who are unidentified. What are the short-term and long-term effects? Share your thoughts with others on this discussion board.

If children are unidentified this can lead to boredom, not being challenged, and no growth. Long-term effects would be that they do not adjust to adulthood with the proper tools.

[ddempsey]

in reply to: 3.4 – Share Your Completed Project #2954

A great lesson that I can use with my gifted students for Language Arts is having them write about a Social Issue and give them a list of options. From that the gifted learners can choose how they will present their findings from another list of options. Keeping them engaged along with motivated because they have to buy in by making choices. The interest level will increase also because it will be something they really side with.

[ddempsey]

in reply to: 3.2 – Parallel Curriculum Model Resource #2953

Share the resource you found along with an idea of what this may look like in your classroom.

https://files.nwesd.org/website/Teaching_Learning/HiCap/2015-16%20meetings/April%20mtg/Using%20Parallel%20Curriculum%20Model.pdf

This model helps develop thinking within the classroom.

[ddempsey]

in reply to: 3.2 – Integrated Curriculum Model Resource #2952

Share the resource you found along with an idea of what this may look like in your classroom.

https://doi.org/10.1080/02783190509554294

Using this within my English Language Arts classroom could help students that are gifted.

[ddempsey]

in reply to: 3.1 – Differentiation Strategies #2951

Share responses to any of the following questions:

In your own words, what is differentiation and how might it make a difference in your classroom?
Differentiation is when a teacher provides different ways of meeting learning so that each student is able to achieve through their strengths.

Which of the differentiation strategies presented in this lesson have you tried?
One of the differentiation strategies that I have tried is Independent study.

Which of the differentiation strategies presented in this lesson are you considering trying with your gifted students?
I am very interested in trying Choice Boards and Extension Menus with my gifted students.

How will your choices in differentiation support gifted learners?
My choices in differentiation will support gifted learners because they will have multiple avenues to reach success while staying engaged.

As you read others’ responses, provide additional comments and share your experience and expertise on this topic. What are you still learning about how to differentiate effectively for varied levels of learners?

I am still learning how to differentiate to that it does not cause pauses within the classroom or confusion.

[ddempsey]

in reply to: 1.5 – Gifted Education in Six Words #2949

Create a six-word statement about why we need gifted education and share it on the discussion post titled, Gifted Education in Six Words.

Socialization, academic achievement, and future success.

[ddempsey]

in reply to: 1.4 – Is It a Cheetah? #2948

What are the implications of not identifying or misidentifying a gifted child?

The implications of not identifying or misidentifying a gifted child are students’ ability to achieve while using the accommodations they are being given and/or lack of appropriate strategies and lessons to help that child grow.

What might you add to this article as you consider underserved populations in gifted education?

I would not add anything I would only say speaking about the area I teach in we do need better systems in place to identify those that are gifted along with how to advance their learning and keep them motivated.

How can we “remove the bars,” “broaden the enclosures,” and provide “lively, challenging mental prey” for gifted students?

We can open up our school to what gifted students need by providing training and resources to our staff to be successful when identifying and teaching gifted students.

[ddempsey]

in reply to: 1.3 – Supporting Gifted Children #2912

Knowing our gifted student’s talents and where they are challenged is crucial to helping them grow. I always find it important to have continued checking for understanding and progress.

[ddempsey]

in reply to: 1.3 – Supporting Gifted Children #2911

I love scaffolding and modeling. I use both along with differentiated instruction within my classes. There are times that I have to offer alternative options even past these for some of my gifted students. Have you found this to be true that you have to be ready to make changes most of them time?

[ddempsey]

in reply to: 1.3 – Supporting Gifted Children #2910

Look back at your reflection guide. What connections did you make between your reflection and the reading? I was aware of how to support a gifted child but have not put into practice all of the supports.

Do Aliyah and Christopher remind you of any students in your classroom? Yes, I do have students that remind me of Aliyah and Christopher, especially in the behavioral areas. What special support would you say your gifted students need right now? My gifted students need for me to find ways to keep them motivated and on task.

[ddempsey]

in reply to: 1.2 – Misconceptions About Gifted Education #2909

What experience have you had when advocating for the needs of gifted learners? We do not seem to have proper identification of gifted within my school district or training for teachers to identify those that are.

Is there anything that you have found to be difficult to understand or explain about the need for gifted education? In my experience, it comes down to each teacher being willing to put in the extra time necessary to meet each student’s needs which can add to a teacher’s workload.

What is the best way to dispel myths or stereotypes about gifted students? Take training to understand what gifted students are and what we can do as educators to improve their educational experience.

[ddempsey]

in reply to: 2.2 – Advice for Ben’s Teacher #2907

If I were to give any advice to Ben’s teacher, it would be first to get to know Ben. The only way we can then tailor needs is by knowing what our students can do and what motivates them. Secondly, in my classrooms during informal assessments or formal assessments, I model and chunk information. Breaking up the information can show me what a student can do and where their areas of strengths and weaknesses are.

[ddempsey]

in reply to: 2.1 – Quantitative vs. Qualitative Assessments #2906

I agree with your statement and find that both are important. We have to have the data and the why.

[Author]

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