[smvsonger]

in reply to: 4.1 – Effects of Being Unidentified #4036

Short term effects- students who are not identified may become bored, withdrawn in class/school, lack motivation, lose interest in their gifted area of expertise
Long term effect – withdrawn, not realizing or seeing their full potential, waste of skill/gift/potential in the real world by not applying it the best that they can

[smvsonger]

in reply to: 3.4 – Share Your Completed Project #4035

As a former middle school language arts teacher, the project option that stood out to me was grouping. I’ve done this in the past and I am intrigued to revise lesson plans to implement this again in my classroom. I really enjoyed socratic seminars in my classroom because it gave students the freedom (more or less) to select their own reading & research (that pertains to our class topic for the socratic seminar). Accelerated of gifted students may have chosen difficult articles to research and may implement more than one persuasive rhetorical appeal in the socratic seminar. Students in my class are able to speak out during the socratic seminar are are using their voice to be argumentative or persuasive in this class debate/conversation.

[smvsonger]

in reply to: 3.2 – Integrated Curriculum Model Resource #4034

http://macsaigteacher.weebly.com/integrated-curriculum-model.html

I currently do not teach at a school, but I am excited to implement this hopefully in the near future.

[smvsonger]

in reply to: 3.2 – Parallel Curriculum Model Resource #4033

I found this website and think it could be beneficial.
https://presentlygifted.weebly.com/parallel-curriculum-model.html

[smvsonger]

in reply to: 3.1 – Differentiation Strategies #4032

I think that is an excellent choice. I might consider implementing that too!!

[smvsonger]

in reply to: 3.1 – Differentiation Strategies #4031

Differentiation is meeting the needs of each student, which includes factoring in their interests, ability, prior knowledge of the subject, etc. Furthermore, differentiation means composing lesson plans and assessments for each student’s academic needs.

[smvsonger]

in reply to: 2.2 – Advice for Ben’s Teacher #4030

I believe building a rapport with Ben is key. Once the teacher establishes a rapport with Ben, the teacher should then start to find out his interests and speak with current & former teachers, coaches, etc. By implementing those interests into his work and assessments, I think Ben’s engagement and assessment scores would improve.

[smvsonger]

in reply to: 2.1 – Equitable Identification Methods #4028

Hi. My former school was in a low socio economic area and we had numerous ELL students as well. At that particular school, we did not have a gifted program, nor did we have an honors class. It’s unfortunate because the students who excelled, needed a more challenging class to help them thrive.

[smvsonger]

in reply to: 2.1 – Equitable Identification Methods #4027

Hello. Wow, that is really great to hear. Unfortunately, my former school district could have done a better job with training educators on how to properly identify and assess gifted students.

[smvsonger]

in reply to: 2.1 – Equitable Identification Methods #4026

My former school district did not take into account students’ backgrounds, cultural, and/or language differences. In regards to my former school’s policies and gifted program, I definitely felt minority students were at a disadvantage, which was unfortunate, because they were extraordinarily gifted.

[smvsonger]

in reply to: 2.1 – Quantitative vs. Qualitative Assessments #4025

The education system needs more tools and training in helping to assess gifted children, especially when different assessments are being utilized. Ideally, qualitative assessments would provide quantitative assessments, but realistically, it does not. Every school and district are different, and I think that is where the issue comes from, and when there is a cultural or circumstantial differences in the mix, it makes labeling a gifted student harder.

[smvsonger]

in reply to: 2.1 – Quantitative vs. Qualitative Assessments #4024

Hello. I am in agreement with you. Students who are still learning English or who have no English knowledge at all, could benefit from having accommodations in place for them. It is also hard to test for gifted students, when there is no set test to identify gifted children.

[smvsonger]

in reply to: 2.1 – Quantitative vs. Qualitative Assessments #4023

Hello. I agree with you, in which both measures should be taken into account to ensure their skills are met accordingly.

[smvsonger]

in reply to: 1.5 – Gifted Education in Six Words #4022

Providing proper tools to support needs.

[smvsonger]

in reply to: 1.4 – Is It a Cheetah? #4021

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

If educators and school systems fail to properly identify gifted children and fail to provide essential tools to help them succeed, it is restricting their abilities of using their gifts to its fullest potential.

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