# data[].attributes.body
i suspect most people have a problem with asynchrony since we do not like to spend time doing things that are difficult for us and/or provide poor results. so, the good skills get better and the poor ones dream of what could have been.

# data[].attributes.body
a quote attributed to einstein: the only person who never makes a mistake is someone who does nothing.

# data[].attributes.body
putting any labels on people tends to limit them and/or create expectations they will fail to live up too.

# data[].attributes.body
The articles I read talked about getting rid of the work "smart" and labeling what students do in a different way: Great connection that was made, you noticed something new, interesting way to think of that etc. I will work on being more specific in my praise instead of saying the "easy thing" you're smart! Also, Jessie has a poster in her room that says expect progress not perfection. I though that was a great reminder for all students when they are in class.

# data[].attributes.body
I need to work on doing more of this in class. Choiceboards etc. The article I read talked about having more than one choice: two or three and that is good enough. We don't need to have nine choices for different ways to students to show that they are thinking and learning the information we want them to know.

# data[].attributes.body
I have typed three messages on various topics but am unable to express myself without spiraling into depression.

Here are the topics that I tried but failed to comment on.
- challenges in differentiating across the spectrum of skill sets that my students have
- feeling the need to radically change my curriculum
- noting that this worthy academic topic will get 30 minutes of my time in the next 365 days

Please accept that I have thought about these but am unable to contribute effectively at this time.
John

# data[].attributes.body
I apologize that I am not keeping to the prescribed questions, but I feel the need to bring an issue to the forefront. Currently, highly capable students are not being grouped so that all or most of them have the same math class during the same period. The research that I have seen posits that HC students should be with each other for some academic classes. For example, in the old building, 7th & 8th graders would walk to CKHS for a sixth period math class. At this time, highly capable students are scattered throughout all of the periods. So, I have one 8th grade student in my 4th period class. Another teacher, has a couple of 8th grade students in their class. Why are they not together? I am guessing that there are about 80 CKMS students traveling to CKHS to take accelerated classes that support their HC status. However, their emotional and social needs are being neglected when they are not clustered. Ultimately, their intellectual growth could be stunted because there is no one else in the room to discuss cognitively demanding questions. Highly capable students need to be together to learn academics as well as social & emotional learning.

# data[].attributes.body
I like the menu option idea for differentiation, but I need time, training, and help to develop content-specific menus for students for my curriculum.

# data[].attributes.body
Just today in a couple classes we talked about the challenges of a particular activity (timed writings).  I asked students to think about the elements that they each found easier and those that were more challenging.  Getting students to honestly admit strengths and weaknesses can be hard. After some partner discussion, we discussed the same issues as a larger group.  It seemed to help students to hear others' expressing similar challenges ("Many of us find it hard to...") but also to share different strategies for improving.  I like that they're helping each other grow.

# data[].attributes.body
this is indeed an important warning. . . .careful about boxing kids into a place where they feel they must retain their image of being the smart one and it limits their willingness to take risks.

# data[].attributes.body
Such an interesting take on how being smart could be a burden for students. It can put pressure on them and make them feel as if they cannot ask for help. I never thought of it that way.

# data[].attributes.body
I have tried to support students who feel like they have failed by helping them redefine the terms of "success". They often need very clear rubrics of success, and if those are clear, I encourage them to work on creatively pursuing their interests around the topic, rather than going for an "extra credit" grade. Trying to tap into the intrinsic motivation has been the best way to see that as an extension once the basic requirements are met.

# data[].attributes.body
Yeah! I'd never thought about "smart" being a bad word. Right on. I liked the very detailed examples of how a teacher could praise a student without saying how "smart" they are.

# data[].attributes.body
The "Smart" label can be tough for some students who might perceive that they are evaluated at a different level than other students who are not considered as intellectually capable. They may think that they need to work harder to earn the same score on the same assignment, in part because well-intentioned instructors may grade more harshly in an effort to "push" those students. Simone Biles commented on a similar issue with the way she was being scored in gymnastics. As educators, we owe it to all students to grade them on the assignment parameters, not our perception of their relative abilities.

# data[].attributes.headline
How do we motivate highly capable students? How can we foster their intrinsic motivation?

# data[].attributes.subject
How do we motivate highly capable students? How can we foster their intrinsic motivation?

# data[].attributes.headline
Asynchrony, or developing out of synch. Do you see this in some of your students? How can we be "wise mentors" to our students?

# data[].attributes.subject
Asynchrony, or developing out of synch. Do you see this in some of your students? How can we be "wise mentors" to our students?

# data[].attributes.headline
Gifted students and perfectionism. Have you noticed this trait in your students? How have you helped them cope with the "feeling of failure" when things are not perfect in their view? Share your experiences/thoughts?

# data[].attributes.subject
Gifted students and perfectionism. Have you noticed this trait in your students? How have you helped them cope with the "feeling of failure" when things are not perfect in their view? Share your experiences/thoughts?

# data[].attributes.body
Give students more autonomy in demonstrating knowledge through projects of their own choice.

Avoid "over-rewarding" students with extrinsic rewards.

Provide quality and timely feedback

# data[].attributes.headline
What does "smart" even mean? What are some of the negative consequences of labeling our kids as just "smart"? What are other ways we can praise our students without using the word "smart"?

# data[].attributes.subject
What does "smart" even mean? What are some of the negative consequences of labeling our kids as just "smart"? What are other ways we can praise our students without using the word "smart"?

# data[].attributes.body
Using the term smart for students who easily grasp the material really hurts the students that have to work for it. It's a constant struggle to get the students who label themselves as "not smart" to see that it's okay to take a bit to learn the concept. It's okay to have not learned it YET.

# data[].attributes.body
I think what has helped in my experience with perfectionist students is 1. showing my mistakes and 2. sit with the student and look at what the most important parts of the assignment are. Neatness and clean papers are great but if that's all they have with no demonstration of knowledge then we're not being clear with the purpose of the work.

# data[].attributes.body
The article mentioned that our students think their peers are "smart" when school appears easy for them.  Clearly this is not our goal as educators.  We want to challenge and grow the minds of our students.
~Donna Spitzer

# data[].attributes.headline
What are some ways you use differentiation in your classroom?

# data[].attributes.subject
What are some ways you use differentiation in your classroom?

# data[].attributes.body
Smart doesn't mean being knowledgeable at everything.
We should rid the word from our vocabulary and instead give more meaningful feedback, like 'I can see you really understood this!'

# data[].attributes.body
I find students feel this way often. If they can't be correct all the time then why try. I use different strategies to help them take chances like - let's see who can get it the most wrong, if we don't have mistakes we will never learn, peer editing so they can see how fellow classmates make similar mistakes.

# data[].attributes.body
I've occasionally offered students different menu options that they can choose from to show what they know. Each time I've done this, I've thought that they'd all choose the one that seems easiest, but I've been surprised that some will choose to do the option that's clearly the hardest and will take the most time. And when they are the one choosing, it tends to be great work.

# data[].attributes.body
Is free will an illusion? Are we living in a simulation? Why does the moon always follow your car? What is the most disgusting dinner you can make on your countertop? These are things the great philosophers of our age (YouTubers and tiktokers) explore.

Given an opportunity to choose or shape their learning, our highly capable students can take a page from our public social media intellectuals and shape their learning. Sometimes, the fewer parameters you put on an assignment the less you limit their growth.