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How does it feel to be the parent of your child?

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How does it feel to be the parent of your child?

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It can be challenging at times to keep up with the pace of her learning, but I am very proud that she is so intelligent and always striving for more

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How is your child developmentally the same and different from other children at the various ages?

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How is your child developmentally the same and different from other children at the various ages?

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She has grasped concepts much faster at all ages so far, and has a maturity level to where she rather spend time with adults instead of children her age sometimes. Physically, she is the same though.

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What professionals or agencies do you deal with?  What services are available to you and your child? 

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What professionals or agencies do you deal with?  What services are available to you and your child? 

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I stay in communication with Riley's high school teachers. The services she uses are the GATE program, and also she takes classes at a junior college near by for Anatomy, so I keep in touch with that teacher as well, but I don't want to be overbearing since she is in getting older now. She does not have an IEP or work with any other specialists, though this is offered. (The other services are mentioned in the Resources For Parents And Teachers section to the left)

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How did you find out about the above services?

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How did you find out about the above services?

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I found out about the services through my own research on the internet, as well as through the helpful teachers. The research I found through organizations such as NAGC, NSGC, CDE, CAG, AND NAESP

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What financial burden, if any, are you experiencing?

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What financial burden, if any, are you experiencing?

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I am not experiencing any financial burdens for a few reasons. First being, there are many scholarships available. Additionally, Riley has been taking AP and IB classes in highschool, which also count for college credit if she passes the exams, so this means less units in college and lower tuition. Lastly, Riley is able to tutor some of her peers so she makes some side money.

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Teachers should assess prior knowledge and plan based on the findings. A common strategy is having gifted students learn unmastered content in the general education classroom at the pace of the other students, but for material already mastered or for more of a challenge, using the acceleration technique by taking a class at a higher grade school.

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https://teach.com/gifted-education/
Equal rights, advocacy, and methods (Enrichment, acceleration, pull-out, full time, homeschool, summer school)
http://www.riage.org/articles/why-do-we-need-to-define-giftedness/
Defining giftedness and why it is important to know whether a child is gifted or not
https://www.naesp.org/mayjune%E2%80%94-gifted-and-talented-child
Articles that discuss race related to gifted programs, the age a child should be labeled, how to meet the needs of gifted students, etc.

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National Association For Gifted Children 

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National Association For Gifted Children 

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https://www.nagc.org/resources-publications/resources-parents
FOR PARENTS: Characteristics of giftedness, book lists, tips on how to work with your child’s teacher and school, camps, games, toys, summer programs, social and emotional issues
FOR TEACHERS: Advice for families, STEM projects, Education strategies, "Teaching for High Potential" articles, tests and assessments

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https://www.nsgt.org/giftedness-defined/
FOR PARENTS- Scholarships, connects gifted children to opportunities to help out with natural disasters, articles and videos, Ebooks
FOR TEACHERS- IGGY (connects gifted students with student mentors and gifted youths around the world to discuss a diverse variety of academic subjects),
IMI (4-week online course for students based on interests)

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http://www.cde.ca.gov/sp/gt/
FOR TEACHERS: recommended standards for programs for gate students and a gifted and talented education resource guide

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http://www.cagifted.org/
FOR PARENTS: links to affordable colleges, gate standards, online seminars, scholarships, monthly updates on legislations, links to advocate for gifted students

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PROMOTE INQUIRY AND INDEPENDENCE/ DEPTH AND COMPLEXITY:
For example, the teacher assigns the class an essay on the four types of possible earthquakes. The teacher should encourage the gifted students to delve deeper and look for digraphs, charts, how to measure earthquakes, patterns, why things change/why earthquakes happen (changes over time), how do they effect the people living in that area, and what course of action others take to help people in times of disasters (trends). This promotes inquiry, researching skills, higher level thinking, and making connections to other concepts such as history and math.  The teacher could also encourage gifted students to use other sources besides the internet, such as time lines, historical documents, magazines, textbooks, or editorials. Then, instead of writing an essay, the gifted students could choose an app or other alternative method to present the information they found.

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Regarding Images:
ohttp://images.all-free-download.com/images/graphicthumb/teacher_with_student_vector_531723.jpg
ohttps://i.pinimg.com/736x/ba/dc/8f/badc8fcf83b8045936aa3caeced75610--parent-teacher-communication-parent-teacher-conferences.jpg
ohttps://i.pinimg.com/736x/2f/2f/ee/2f2fee8438bfb82de99aee4570a4d115--mother-daughter-art-mother-s-day.jpg
ohttp://www.cookees.vbschools.com/pages/secondary/Gifted/content/images/Cloud-GiftedIs2.gif
ohttps://schoolpupiltracker.com/wpcontent/uploads/2016/04/Creative-Teaching.jpg

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o  Deep curiosity
o  Heightened creativity
o  May be off task and unengaged although still does well academically
o  Uses higher level thinking
o  Knows the material already or learns it quickly
o  Enjoys a challenge
o  Sometimes prefer to be around people beyond their age
o  Can be very hard on themselves to achieve perfection
o  Some have an additional specific learning disability
o  Good sense of humor
o Exceptional memory

Guillaume, A. M. (2016).  K – 12 Classroom teaching:  A primer for new professionals.  5th ed.  Boston, MA: Pearson.
https://www.nagc.org/
GATE File(Case, EDEL 430, 2017)

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My daughter Riley was classified as gifted when she was in elementary school. Her teacher noticed that she was emotionally and academically intense and recommended assessing her. Now, thanks to the teacher using differentiated instruction, Riley is able to stay more focused on the task at hand and not distract others or herself due to having a lack of interest in the material or feeling unoccupied because she has already finished the assignments. She now feels challenged and loves learning!

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This can be done by tending to the interests of the students and letting them do assignments on topics that interest them (still related to course content) or apps they enjoy. Teachers could also enhance motivation by differentiating instruction, such as the teacher putting a math problem on the powerpoint for all the students in the class to complete, but underneath having two challenge problems for the gifted students to focus on. Then they feel a sense of accomplishment and are not bored with “easier” work.