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I like the idea of renaming the program. However, even the word "Program" can be deceiving as it should not be something you are either in or either out of. It is interesting to me how something so simple, like a title, can be so powerful!

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I could wax on about this topic.  I agree the traditional approach is to label groups of students so that we can best service their needs, ie GT (or TAG) and special education.  Part of the issue is that a fixed mindset can be developed in GT kids because of what adults (teachers and parents) communicate to them about this label - you're so smart,  wow! you're quite the brain, etc. (We also need to note the difference in our minds between the truly gifted and those students who are bright and have talents in an academic area).
Challenging GT kids is a challenge as we need to know exactly what they know.  A perceived challenge may be a breeze to them and take minimal effort.  When challenging, we need to know that at some point we do want them to fail and help them through the failure.  Because in the end, we are prepping these kids for life beyond Random Lake and we want them to know how to face challenges and potential failures and how to recover from them.
As far as challenging all students, this really needs to happen sooner rather than later. If a student hasn't been challenged and pushed by third grade, it can be much harder to get them to challenge themselves willingly later in their academic career.

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I also love the name MORE! I think it moves even further away from the traditional/fixed idea that students are either gifted or not. I have seen a gradual shift away from that idea over the years, but changing the name would further support this. I also like the idea of opening it up to more students and using it as an opportunity for students to seek further challenges and growth opportunities.

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I love the name MORE. I think students would see that you need to do more and try more to become more. I also like the thought of having a more open-door policy for those who want to reach to a higher level. Testing would be one way, but also conversations with parents and students could be another. Getting more students to have grit and a strong work ethic is something we all can work towards in our classrooms, as well.

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Identifying and labeling is a "traditional" approach to meeting student needs, which tends to be more fixed mindset. How do we provide challenge and enrichment for all students? What messages do we send students about learning versus completion?

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I am in agreement that the name could change. I believe many students view GT as something that you either are or are not, and not something they can achieve. On the other hand I do think that many of the students that are high achievers in many areas often struggle with a growth mindset. They are used to being successful and struggle can be very emotionally difficult for them. We need to make sure that we are supporting them and not using language that compliments them on their intelligence but on their hard work and effort.

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In fixed mindset, GT is those who appear to have special talents in a given area, where in a growth mindset those in GT would just be farther along the continuum and are able to operate at a higher level at a given point in time.

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In fixed mindset, GT is those who appear to have special talents in a given area, where in a growth mindset those in GT would just be farther along the continuum and are able to operate at a higher level at a given point in time.

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Wow- I really agree with a lot of things said- I would love to include more students and change the name!  I  think the program has become much stronger and is a valuable asset to our school...the program has some opportunities for others, but it would be amazing to be open to all- that is creating a growth mindset

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Wow- I really agree with a lot of things said- I would love to include more students and change the name!  I  think the program has become much stronger and is a valuable asset to our school...the program has some opportunities for others, but it would be amazing to be open to all- that is creating a growth mindset

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I would like to see our program "open" to more students to encourage them to take on new challenges and experiences. While I think that it is also important to provide access to this type of program for our higher ability students, it could become so much more for our entire student population if "re-purposed" and "redesigned".

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I agree that it needs to be revised to incorporate the growth mindset.  I think  it needs to be the place for advancement in courses but also be more fluid to incorporate those that want to take on a challenge and not seen as an elite group. Sometimes students will surprise you if you challenge them and believe in them.

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I think we need to re-brand the name and I especially like Hartwig's name for it. I think we need to make it so that all students have the opportunity to utilize it for a challenge. I think we could really get more students challenging themselves if it isn't seen as such a label and more of an opportunity to grow.

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I like Jill's idea for a name, MORE.  After the reading I've done I do believe this is a fixed mindset rather than a growth.  However, I also believe this is the program that allows studentsto become accelerated in classes.  If this weren't in place who would be responsible for overseeing this?  Pam? - She already has a lot on her plate.  Principal?  The classroom teacher doesn't have enough time to coordinate this.

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The GT Program perhaps is a fixed mindset because it is called Gifted and Talented . Maybe rename the program and allow any student who wants to try the program do it as long as they understand the program will have challenging content and it will require hard work. A different name for the program could be MORE - Mistakes, Opportunity, Resilience, and Effort.

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I definitely have seen our GT program become stronger and stronger over the years in regard to growth mindset.  Less students labeled GT are being pulled from the regular classroom for long stretches of time; instead, these GT services are utilized in the regular classroom with more students benefiting.  I think as teachers we shouldn't even use the term GT anymore because it is a label that doesn't accurately define who students are as learners.

I think that testing does help identify students who are in need of advanced instruction, but we should be open to the many other ways students show us their readiness for a challenge.

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Maybe the students shouldn't necessarily be labeled as GT--possibly services could be more "fluid" based on testing every year so more students see that hard work can pay off.

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Traditionally GT programs fit in the fixed mindset as it is a final goal or level in which is obtained vs. surpassed. I feel it has the potential to be growth if we market and implement it correctly.

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Students in the GT program need to be held accountable. They need to be commended for working hard.   I believe they are held more accountable now than they have been in the past.