# data[].attributes.body
Three things I learned:
1 Giftedness and intelligence are two different things
2 Over-excitabilites and other “disabilities are found with gifted students
3 Creative thinking can be taught and is at the top of Bloom’s taxonomy.
Two things I still want to know:
1 How to put differentiation into practice within a heterogeneous class.
2 How do I work with my district’s gifted program to identify gifted students?
Clarifying question:
Can lack of commitment to task cause a student to lose the gifted label over time?

# data[].attributes.body
Three things I learned:
1. That gifted learners prefer and benefit from a faster pace of learning, greater independence, and increased complexity and depth in content.
2. That curriculum compacting causes a decrease in students' achievement scores is not actually supported by research studies.
3. That being talented, hard working, and well behaved does not necessarily mean that a student is gifted.

Two things I still want to know:
1. I want recommendations or tried methods on how to effectively compact curriculum and eliminate repetition, to open up time to study advance topics.
2. Why are students identified as early as the 3rd grade and placed on a gifted track considered gifted for the rest of their school life?

One clarifying question:
1. Is there an effective rubric or scoring system for ensuring a student still qualifies for the gifted classroom as they get older and how do you approach the parents of these students?

# data[].attributes.body
Three things I learned:
1. Being talented is not necessarily the same as being gifted.
2. Many of the applications that I use for my gifted students would also be very beneficial for regular students, or those struggling.
3.  Keeping these students together in self-contained classrooms allows for greater challenge and enrichment.

Two things I still want to know.
1. How to show growth with gifted students. When students are already scoring so high on mandated testing, we cannot expect them to do much more than bounce off of the proverbial ceiling.
2. Is standards based grading truly a good option to use for gifted students.

One Clarifying Question:
1. How do we get the ODE to provide funding for all of these unfunded mandates

# data[].attributes.body
Three things I learned:
1.  Students who are gifted in mathematical concepts and understanding sometimes struggle with computation.
2.  Teaching gifted students academic self-concept can help them recognize their strengths and have a large impact on their learning.
3.  I was surprised to learn that gifted students in magnet schools tend to be challenged more than students in regular classrooms.

Two things I still want to know.
1.  I would love to be given more resources that can be used to help challenge students in the mathematics classroom.
2. I would like to see how I can provide opportunities for enrichment in math and still address all of the standards for the end of year exam.

Clarifying Question
How can I work to ensure that my gifted students work well together in addition to competing wit one another?

# data[].attributes.body
Three things I learned:
1.  Being talented does not necessarily mean you're gifted.
2.  That psychomotor overexcitability can often be misdiagnosed as ADHD.
3.  That it is a good practice to group gifted learners together which could benefit the underachieving gifted IDed student

Two things I still want to know:
1.  Why school districts do not do as much for the gifted students as the special needs students?
2.  Is standards based grading the best tool to use for a gifted learner?

One clarifying question:
1. Why is a student identified as gifted at a early age and is presumed to be gifted the rest of their life especially in the area of social studies?

# data[].attributes.body
1.Using tactile and visual activities is more beneficial to the gifted students
2. There is a difference between a gifted students and a talented student
3. Many times the twice exceptional student is not identified because they function at grade level
Two things I still want to know:
1.  How to incorporate this when you only have a few students and they seem to work to the level of the others.
2.  I would like to learn how to better differentiate
Questions:
How does giving options to show mastery fit in with standards based grading?

# data[].attributes.body
Three Things I Learned
1. Students can be gifted in specific areas but NOT gifted in others.
2.  Gifted and Disabilities can exist for the same student.
3. Underachieving gifted students are often underserved and often fall through the cracks rather than being pushed to reach potential.

Two Things I Still Want to Know:
1. Is there a database or website that offers more projects and ideas to incorporate into a gifted/enriched curriculum?
2. How do I motivate some gifted students who think they are at the "top of their game" and do not have to work harder to push themselves?

Clarifying Question:
Why are kids tested for gifted only once and in a very early grade, instead of multiple times over the space of their secondary schooling as they mature and grow?

# data[].attributes.body
Three things I learned:

1. Giftedness and talent are two different things

2. Over-excitabilites are found more frequently in gifted students

3. I knew music was important but I didn’t realize just how significant it is.  I plan to use it even more.

Two things I still want to know:

1. How to differentiate better within a homogeneous class as well as a heterogeneous one?

2. Since I didn’t know that gifted and talented learners need to be challenged daily in their specific areas of talent, how do I do that?  I guess that goes with the first question, in a way but they are different.

Clarifying question:

How do I deal with parents who have an elitist attitude toward their child’s education?

# data[].attributes.body
1. I learned that just because students might be gifted in one subject doesn't mean that they  don't struggle  in other subjects.
2. I learned that math gifted students don't tend to like to show work.
3. I learned that Students who are gifted don't always show motivation, even in the subject that they are gifted.
Two Things I still want to know
1. Who besides the teacher can help identify gifted students?
2. I would like to know how to motivate gifted students who aren't motivated themselves.
One Clarifying question
1. How can I better challenge my gifted students without making them feel like they have more work to do?

# data[].attributes.body
Three things I learned...
1.  There are rating scales to help parents and teachers identify if further testing is warranted for gifted identification.
2.  Gifted education should also include, in some way, those with the potential of high ability.
3.  Pull-out gifted programs are of modest benefit.

Two things I still want to know...
1.  How much of a role do I have in the identification of gifted students?
2. In what ways might gifted education change in Standards Based grading?

One clarifying question...
1.

# data[].attributes.body
Three things I learned....
1. Strategies that are effective in preventing and revering underachievement behavior in gifted students.
2. Gifted students can have ADHD and Autism.
3. Giftedness and talented are two very different thing.

Two things I still want to know.....
1. I would like to have additional strategies and project to do with students that are twice exceptional.
2.  How to create more complex lessons verse "harder" lessons for my gifted students.

One clarifying question....
How do you support districts in providing professional development and up to date resources for gifted and talented learners?

# data[].attributes.body
3 Things I learned...
1. Children can be gifted in one area and learning disabled in another.
2. Gifted students receive greater academic benefit from being grouped with other gifted students.
3. Minorities can be underrepresented in gifted programs.
2 Things I still want to know...
1. I need specific strategies to manage independent projects.
2. Can allowing students to choose their type of assessment work in  Standards Based Grading?
1 Question...
How can I influence funding for gifted education?

# data[].attributes.body
3 things I learned:
1.  Giftedness and talent are two very different things.
2. Students with difficulties can still be gifted.  Something I knew but never really processed or stopped to think about it.
3. Students that are considered gifted are not all the same.  There are so many ways to be gifted as well as a number of struggles they also may face.
2 things I still want to know:
1. Students with disabilities and being able to support students needs as well as help them to apply the talent they possess.
2. Strategies to help students apply their knowledge and skills through independent projects or activities.
1 question:
How do we measure students giftedness vs. talent without using testing or COGAT? That test causes such anxiety in so many kids and hinders their ability to show their skills.

# data[].attributes.body
Three Things I learned:
1) Overexcitability behavior is often misdiagnosed as ADHD, and now knowing more about how similar the behaviors are, I can see why.
2) There are differences between talented students and students identified as gifted.
3) Hyperlexia, I had never come across this identification until now.

Two Things I still want to know:
1) I would like additional strategies to use for underachieving gifted identified students.
2) How can I allow more choice in my assessments in standards based grading assessments must all be the same?

Clarifying Question:
1) Was recently told the gifted students were being perceived as getting more opportunities to complete more elaborate/interesting objectives. How do I continue to provide these opportunities and express the importance of them to the individuals who question the relevance and importance of these opportunities?

# data[].attributes.body
Three things I learned:
1.  Overexcitabilities have an impact on the gifted learner.  They often exhibit nervous habits, excessive talking and may be misdiagnosed with ADHD.
2. Elaborative rehearsals appeal to multiple senses and create more associations for better understanding.
3. Underachieving gifted students can display aggressive and withdrawn behaviors or be passively compliant.

Two Things I Still Want to Know:

1.  I would like direct strategies for motivating an underachieving gifted student.  Also, guidance in helping all gifted students learn more perseverante behaviors to work through difficult tasks.
2. Where/how to provide quality higher level learning situations in math.  Sources for resources, etc.

Clarifying Question:

How can school districts take the information presented in this class and apply it to their schools? Adequate personnel and segregated class placements benefit gifted learners, but often take a backseat to other identified special education students.

# data[].attributes.body
Three Things I Learned:
1. Giftedness represents innate abilities, while talent is a skill that  is developed and can be influenced by intrapersonal and environmental factors.
2. There are three general behavior patterns in gifted underachievers- aggressive, withdrawn, or passively compliant.
3.Gifted students who have learning problems can be identified as gifted, but also learning disabled.

Two Things I Still Want to Know:
1. I would like to look deeper into working with gifted children who have ADHD and the interventions to help them be more successful.
2.  I would more strategies in working with gifted students on nonfiction text, as many of the examples focused on fiction.

Clarifying Question:
Students are tested for gifted services in third grade and near the end of fifth grade. Why can't they be retested at the end of fourth grade or the beginning of fifth grade so they can be better serviced if needed throughout the fifth grade year?

# data[].attributes.body
Three things I learned:
1. The differences between talented and gifted learners, as well as the importance of developing skills at a young age.
2. The characteristics of gifted learners being OE and impulsive behavior, which can be used as an identifying factor.
3. Highly gifted students have coping strategies as a result of poor relationships with peers, which can include denial of giftedness.
Two things I still want to know...
1. Strategies to motivate gifted learners to not feel superior to others and at times to the teacher. Ways to motivate learners that learning is ongoing.
2. Best placement scenarios for students who are on an IEP as well as a gifted ID.
One clarifying question...
1. How do you teach skills necessary for students to social successfully with their peers and adults.

# data[].attributes.body
Three Things I Learned:
1. Opportunities should be provided for gifted learners to socialize and learn with students that share the same like-ability.

2. In my lessons for gifted students it is important to incorporate complexity rather than difficulty.

3. A supportive and learning environment includes, " encouraging responsibility and autonomy, emphasizing student strengths, and addressing individual student needs." (pg. 47)

Two Things I Still Want to Know:
1. I would like to have a better understanding on how to provide enrichment opportunities without overwhelming my students.

2. I would like to have a better understanding on how to be sure I am meeting the needs of my students when we are limited with time and resources.

One Clarifying Question:
*What are some strategies for working with gifted students who are visual-spatial learners?

# data[].attributes.body
Three Things I Learned:

1. Gifted students can benefit from selective grouping.

2. Students can exhibit giftedness in one area of study but may actually have lagging skills in another

3. Students can have giftedness in multiple disciplines and have skills that are considered gifted in many different areas.

Two things I still want to know:
1. How to differentiate effectively for high achieving students and lower achieving students.

2. Creative ways to give gifted students ownership and a say over how they demonstrate their learning.

Clarifying Question:

-How can students be given the chance to proved giftedness even if they were not identified at an early age?

# data[].attributes.body
Three things I learned:
1) We under-identify minority students as being gifted or talented.
2) Research finds that traditional pull-out services mat not be as effective as push-in gifted services in the regular education classroom.
3) Gifted students are often underachievers, as they do not often see the importance of small details and see the big picture instead.

Two things I still want to know:
1) I would like to better understand the most effective way to identify gifted students.
2) How to best address the social/emotional needs that gifted students often have and that are often unmet.

Question:
*How can we access more information about the educational and social/emotional needs of gifted and talented students in school?

# data[].attributes.body
3 Things I learned:
* There are differences between gifted students and talented students.
*Often a student's needs are not appropriately addressed when exhibiting dual exceptionalities.
*Helping gifted students identify their personal learning styles would benefit both the instructional practices as well as the level of understanding.

2 Things I still want to know:
* I would like to better understand the dynamics of OE  students in my classroom.
*How can I assist and instruct a highly identified ADHD/Gifted learner without any parental support or follow-through.

1 Clarifying Question:
*How can I appropriately address the needs of my gifted students without being questioned by parents regarding the high demands of the classroom.

# data[].attributes.body
3 Things I learned:
1. A gifted child can also be identified with a learning disability.
2.  A child can be gifted in one are and not all areas.
3. Gifted education is evolving and always changing.

2 Things I still want to know...
1. Effective strategies to communicate with parents and other educators.
2. How to encourage self confidence in students and independence for learners with low self esteem.

Questions:
How many opportunities should be provided on a regular basis for gifted learners?

# data[].attributes.body
3 things I learned:
1.  A gifted child can also be identified with a learning disability.
2. Full-time ability grouping is the most effective for academic instruction.
3. Being gifted in one area does not necessarily mean the child is gifted in multiple areas.

2 things I still want to know:
1. More strategies for managing multiple ability levels in an inclusive classroom.
2. More ideas for accessing resources appropriate for my gifted students/knowing where to go "next" with them.

One question:
1. How can we get more awareness out there about the needs of gifted students and the lack of resources/appropriate grouping/etc. in most schools?

# data[].attributes.body
3 Things I learned:
* it is important to praise EFFORT rather than intelligence, because it encourages GROWTH MINDSET
* acceleration results in no significant social or emotional difficulties
* ability grouping benefits gifted students a lot, and you should differentiate the text and pace.

2 Things I still want to know:
* How is it physically possible to teach in class groupings at different paces?
* How do you develop a peer group for gifted students (to encourage them to embrace their gifts and not just try to fit in), especially in small districts and with minorities?

1 Clarifying question
Is determining which students the responsibility primarily of the teacher? At what point would you involve the guidance counselor and/or school psychologist?

# data[].attributes.body
Megan Kalchert- Exit Ticket:

Three Things I learned:

1) Minorities are not often identified as gifted.

2) Independence and control can offer the gifted learner more control over their learning and and therefore make them more vested and motivated to learn.

3) Grouping in a homogenous manner can make for more effective instruction and learning

Question:

Often times the gifted learner is advanced intellectually, but still functions at  lower maturity level….how do we address this, so that the we are also educating these gifted learners socially as well?

# data[].attributes.body
1) I learned about students who are twice-exceptional and the challenges that these kids can face.
2) That being gifted results from both nature and nurture.
3) The amount of areas that children can be gifted in and the emphasis that even though they might be gifted in one area, they might struggle in another.

1) What are the best practices for encouraging independence in learning for gifted students.  I typically use assignment choice but would like to go farther.
2) Why has Ohio decided to focus so much of teachers PD on gifted students rather than children with disabilities? I teach both but have more students with disabilities. Why the sudden push?

1) I believe for social studies, gifted results are based off a single third grade high stakes test. Should we retest or reassess students? What would a better practice look like?

# data[].attributes.headline
CN 2/19/183 things I have learned1) It is more important to praise the process rather than the outcome.  This will allow students, especially gifted students, to learn how to have a productive struggle while learning.2) Personalize learning to allow students to move past topics for which they have already shown competency.3) Student journals can serve as a great way for students to journal responses, build vocabulary and track their progress.2 things I still want to know 1) How can I be more involved in identifying gifted students within my own classes?2) What tools can I use to reach those unidentified gifted students who struggle with authority and therefore demonstrate behavior difficulties?1 clarifying question1) How can we differentiate effectively for all learners and not just those who were identified at an early age?

# data[].attributes.subject
CN 2/19/183 things I have learned1) It is more important to praise the process rather than the outcome.  This will allow students, especially gifted students, to learn how to have a productive struggle while learning.2) Personalize learning to allow students to move past topics for which they have already shown competency.3) Student journals can serve as a great way for students to journal responses, build vocabulary and track their progress.2 things I still want to know 1) How can I be more involved in identifying gifted students within my own classes?2) What tools can I use to reach those unidentified gifted students who struggle with authority and therefore demonstrate behavior difficulties?1 clarifying question1) How can we differentiate effectively for all learners and not just those who were identified at an early age?

# data[].attributes.body
1.  Gifted students are as unique as my students with special needs.
2. I knew it was important to keep all students engaged and now I have more strategies to work with those who are gifted.
3.  Students who are gifted in one area may struggle with other areas and socially as well.

Question: What is the best way to identify students who are gifted? Is there an appropriate age?

# data[].attributes.body
3 Things I Learned
1)The wide variety of catalyst, both internal and external, that students have when they enter the school every day and - more importantly - the different ways that we can address and support needs as teachers.
2) Strategic groupings of students based on needs and that those needs are likely to change from class to class
3) The importance of keeping gifted students engaged and not allowing them to become complacent in their learning.

2 Things I Want to Know
1) How to adequately identify and accommodate for ELL students who are gifted and, in turn, how to properly challenge them.
2) How do we balance state expectations of content learning with addressing the needs of students from both a general competency perspective and the needs produced by the intrapersonal and emotion catalysts.

1 Clarifying Questions
How often can and should the "gifted" definition be evaluated. It is easy to pigeonhole students into a category based on expectation. But with students' brains moving a mile a minute in this day and age, how often is cognitive ability expected to change?

# data[].attributes.body
3 Things I learned:
1. Students can be gifted in only one subject area (not all).
2. Gifted students may struggle or have difficulties in other subjects.
3. Gifted strategies can work with all students.

2 Things I still want to know:
1. Ideas for making space in the classroom for students to move and and stand more often.
2. Help gifted students with peer/social relationships.

Question:
What is an appropriate age for a student to be identified as gifted?

# data[].attributes.body
3 Things I have learned from this book:
- No one really knows what makes a person gifted or talented.
- It seems that being gifted or talented at something for most people really is just early exposure and something they enjoy working at.
- The author of this book has written a series of books with similar titles and I am guessing little differences in the text.
2 Things I still want to know:
- Why do we still feel the need to care about success on ONE TEST given to 3rd graders, when as a profession we generally look down on high stakes test for students every other time.
- How much more differentiation can I include in my classroom to give more students the exposure to activities and material that they may really get into.

1 Clarifying Question
When as a profession are we going to admit that student have a wide variety of abilities for all things at all times. We should all be focusing on how to differentiate as much as possible, not just for the kids who somehow made the "Gifted and Talented" Team.

# data[].attributes.body
3 Things I learned:
1. Tiered assignments is a way to reach multiple ability groups within the same classroom.  Students work on the same content but explore different questions to differing depths.
2.  Gifted students can become underachievers .  They may exhibit poor work or study habits, lack of effort, or seem to lack concentration.  Teachers can help by providing a variety of ways to experience success and acceptance.
3. Students may be gifted in one area but not in another.  Flexible grouping can help meet the needs of these students.

2 Things I Want to Know:
1.  More ways to meet the needs of my gifted students while still supporting the needs of my other students in an inclusive setting.
2. How do I meet the need of gifted learners when required to use district adopted curriculum.

1 Question:
Is the trend of identifying students as gifted at a younger age going to make a difference as the child ages? (Once you are gifted, you are always gifted.)

# data[].attributes.body
3 Things That I've Learned:
1.  Gifted and talented do not mean the same thing.
2.  Students may be gifted in one area, but struggle in another aspect.
3.  I've learned many strategies through the book, as well as through discussion that I can implement in my classroom that will help all students.
2 Things I Still Want to Know:
1.  More strategies to help build self confidence in gifted students.
2.  How to give more students independence and choice in a math classroom with one teacher.
1 Clarifying Question
Once a student is labeled as gifted, is he/she always gifted? When is a good age/grade to identify students for giftedness?

# data[].attributes.body
3 Things That I've Learned:

Gifted and Talented are two different things and not all students will display both

Flexible groupings are a great way to reach more learners in a variety of ways

IQ tests should not be the only measure for identifying "Gifted".

2 Things I Still Want to Know:

How to we get students that are "identified" to stay motivated and apply themselves?

How can you effectively differentiate learning without becoming overwhelmed as the teacher? I teach 5 different math classes and see 130 students.

1 Clarifying Question:

While I know that "gifted" is based on a test that student's take, is there are reevaluation later on that maybe they just got lucky on the test?

Something More that I want:
I would love some PD training on Stations/Flexible Groupings for a Middle School Classroom that is controlled by a bell schedule.

# data[].attributes.body
3 Things I have learned:
1. The self-concept of a of a gifted student can become a self fulfilling prophecy.
2. There are gender differences in mathematical achievement - and they may be overcome with motivation.
3. IQ tests are not necessarily a way to measure giftedness, a child may be gifted in different areas or have strengths that can't be measured in a traditional way.

2 Things I want to know:
1. How to better support EL students in math.
2. How to differentiate more effectively.

1 Clarifying question:
1. How are we going to motivate the underachieving gifted students in our population, those who may have been identified at a young age but are now showing signs of disinterest in school and learning?

# data[].attributes.body
3 Things I have Learned:
1. Gifted students are not cookie cutter kids. They are all very different.
2. Gifted students may also struggle.
3. Gifted and Talented are not the same thing.

2 Things I want to Know:
1.  Additional resources for the science giftedness.
2. Additional ideas for classrooms with gifted and resource students.

One Clarifying Question:
Wouldn't these strategies benefit all learners in the classroom, not just identified gifted?

# data[].attributes.body
3 Things I Learned:
1. The characteristics of overexcitable students should be recognized as both positive traits and areas for improvement.
2. There is no justification for the distinction between gifted and talented. The words can often be used interchangeably. Being talented does not just to refer to high ability in music and arts.
3. IQ Tests measure a narrow range of ability and should not be used in isolation to identify gifted students.

2 Things I Want to Know:
1. How can we assure gifted students are being serviced appropriately in our district and throughout our country? Is there any way to require certain services be provided to gifted students regardless of their district/school setting/financial level of the school?
2. I would like to know more about the proven effectiveness of compacting instruction for gifted students.

1 Clarifying Question:
1. When providing students with gifted services outside of the general education classroom, what kinds of activities are most beneficial?

# data[].attributes.body
PN 2/18/18

3 Things I have learned:

1. There is a difference between talented and gifted students and it is important to distinguish between the two.

2.  Gifted students may need to be stimulated in different ways than other students.

3.  Gifted students may struggle/have a deficit in one area and excel in another.

2 Things I want to know:

1. I want to know more about adding the arts into my teaching to reach all the students.

2.  How do you teach in a classroom with gifted students and students with a learning disability.

1 Clarifying question:

Am I still considered gifted even though my learning changed as I grew older?

# data[].attributes.body
Three things that I learned:
1. The characteristics of ADHD and giftedness are often mistaken for each other.
2. It is possible for a child to be identified as gifted and having learning challenges.
3. Overexcitabilities can come in many forms, and identifying a student's OE can give a teacher a better understanding of how a student's mind works.

Two things I still want to know:
1. How do you help a student manage his/her independent learning, when they have difficulty with organizational skills and being independent?
2. How do you manage differentiated assignments and justify them with parents?

One clarifying question:
If the best environment for gifted students is homogeneous grouping, how can you explain this to administrators who insist on heterogeneous grouping?

# data[].attributes.body
Three Things I Learned:
1. Gifted students can excel in one area, but have a deficit in another area.
2. Minority students are not accurately represented in their gifted abilities due to outside factors.
3. There is a difference between gifted and talented.

Two Thing I Still Want to Know:
1. I would like to integrate the arts more into the subjects I teach to reach those who are gifted in the arts.
2. I would like to know more about how to reach those students who are advanced in the subject matter but have low self esteem.

One Clarifying Question:
1. If you are identified as gifted at a young age, are you always identified as being gifted?

# data[].attributes.body
3 things I learned:
1. The concept of overexcitabilities. I have witnessed them in my classroom, but I did not know they had an actual label.
2.  How to effectively "Praise" Gifted Students. Praising for effort is more effective.
3. Over-excitability can often be misdiagnosed as ADHD. Educators need to be more aware of the settings and situations in which the behaviors take place.

2 Things I want to know:
1. How can I ensure that children who are spatially gifted or gifted in the arts, receive proper identification and enrichment?
2.  What is the most effective arrangement for servicing gifted students? Flexible grouping? Pull out/ push in (gifted intervention specialist).

1. clarifying question:
1. "With the once gifted, always gifted," ideology, how do I support students who are struggling academically (and often emotionally), when parents will not give consent to remove them from the program?

# data[].attributes.body
3 Things I Learned:
1. That children can be gifted in one area but learning disabled in another area.
2. Research indicates that guided instruction is  effective when providing instruction to the gifted learner. The gifted learner doesn't always excel with independent learning
3. Differentiation and flexible grouping are important when teaching in an inclusive classroom.

2 Things I Want to Know:
1. How can advocate for the EL students who are often overlooked by the testing that may exclude them?
2. The book indicates that gifted students learn best by being grouped with other gifted students. Is there research that indicates cooperative learning is a better approach for the whole student?

1 Clarification question:
How to provide a classroom environment that motivates the gifted students to be successful and take ownership of their learning?

# data[].attributes.body
3 Things I Learned:
1. Talent is something that can be taught to everyone.  However, giftedness is not.  A gifted student needs to have their gifts turned into talents, much like everyone else.
2. Gifted students often have low self-esteem/image, despite being gifted.  It is extremely important to foster positive self image for all students, and praising a student who is gifted is paramount in fostering their positive self-esteem.
3. It is okay to compact content for gifted students.  This prevents apathy and boredom.

2 Things I Want to Know:
1. More ways to support students who are gifted in any artistic aspect-music, visual, dramatics-in any and all content areas.
2. More strategies to motivate, and keep motivated, the underachieving gifted student.

1 Question:
How do I practically accomplish these goals for my gifted students in a heterogeneous class of 30 students?

# data[].attributes.body
3 things I learned:
1. Gifted and disabilities can go hand and hand.
2. Gifted strategies can work with all other students as well!
3. Testing for IQ is not always the best way to identify giftedness.

2 things I want to know:
1.  How can I effectively service the emotional part of the gifted brain?
2. How can I better incorporate more arts into my classroom teaching.

1 clarifying question:
1. How can we better include/involve parents so that there is a better understanding of the complexities of dealing with the gifted brain?

# data[].attributes.body
3 things learned:
1. The way parts of the brain develop over time may be a better indicator of a student being gifted than the way they were born.
2. Individuals develop intelligence at different levels and there are multiple intelligences.
3. Students may be twice exceptional.

2 things I still want to know:
1. Ideas of how to incorporate some of these strategies into my push-in speech therapy.
2. I would like to know more about overexcitabilities .

1 clarifying question:
Is there a reason why a child who tests gifted is always gifted? If you test gifted at 5 years old but do not continue to develop at a faster rate/higher level and seem to plateau, how are you considered gifted forever?

# data[].attributes.body
3 Things I Learned
1. Gagne's model and the catalysts are now something I will consider more often.
2. Students gifted in the arts are not always identified and I need to be more aware.  I am sure I have students who are gifted in areas I had not thought about.
3. Students can be twice exceptional.  They can be gifted as well as have a disability.

2 Things I Still Want to Know:
1. Ideas to incorporate being gifted in the arts into my classroom.
2.  How do I motivate the gifted learner to engage and want to be challenged if he does not do well with taking ownership of his own learning.

1 Clarifying Question:
1. How do I motivate the gifted learner to engage and want to be challenged if he does not do well with taking ownership of his own learning.

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3 Things I have learned:
1. Not all students that are gifted are identified when it is not academic.
2. Students can be identified as twice exceptional being both gifted and special education.
3. Gifted students enjoy a faster paced curriculum and their learning and support needs to be fostered from elementary through high school.

2 Things I still want to know:
1. I would like to know of different websites/resources that allow extensions and differentiation for my gifted students.
2. I would like strategies and ideas on how to teach children that are twice exceptional in a room/studio of 54 other students.

1 Clarifying question:
1. How can we teach our gifted students to be motivated to work if they would rather just get the "easy" work done and not push themselves?

# data[].attributes.body
3 Things I Have Learned:
1. I learned that there is a significant underrepresentation of minorities being identified as gifted.
2. I learned a new way of thinking about the gifted brain through Gagné's model. The catalysts have become a part of my way of thinking.
3. I about using Classic literature to enrich students' vocabularies. I especially enjoyed how the number of uncommon words were listed in several of the titles in the text.

2 Things I still want to know
1. I would like more instructional strategies for gifted students that also have an emotional disturbance.
2. I would like more strategies on how to encourage students' metacognition on a more frequent basis.

1 Clarifying Question
Is it possible to test out of/perform out of being gifted, just as it is to test into it? If so, is this really just an indictment of our methods of identification?

# data[].attributes.body
3 Things I learned:
1. While the book discusses how these strategies will benefit the gifted learner, these strategies can be beneficial to all students.
2. It is possible for students to be identified gifted, but also learning disabled.
3. The potential for misdiagnosis discussion really opened my mind to thinking differently about student behavior and the causes behind it.

2 Things I still want to know
1. I would love to study the overexcitabilities in more detail.
2. More strategies for supporting the student that is identified gifted and learning disabled.

1 Clarifying Question
Is the process of identification that is currently in place, truly the most accurate?  Are we missing some students because of the process we use to identify?

# data[].attributes.body
3 things I learned:
1. The lessons that I use with gifted students can also apply to any of my students.
2. Students do well in homogeneous groups and instruction is more effective.
3. Gifted students thrive when provided greater independence and a faster pace of learning.

2 things I want to know:
1. I would like more instructional strategies to motivate and challenge the gifted students.
2. I would like to know how we more effectively teach our English language learners.

1 Clarification question:
How do we help those gifted students who are emotionally immature and not motivated to work?

# data[].attributes.body
Three Things I learned:
1. How the brain develops and its correlation to intelligence.
2.  Students need to learn attitudes which will help them to succeed (growth mindset).
3. The difference between gifted and talented.

Two Things I Want to Know
1. I want to know more about the growth mindset, how important is it, and in turn, is it worth putting the time into teaching it to all students.
2. How do I teach a class that has both gifted and students with a learning disability in the same room?

1. Clarifying Question
How do I effectively enrich and meet the needs of the average students and the needs of the students with learning disabilities all in one room?

# data[].attributes.body
Three things that I have learned are:

1. Several parallels exist between the instruction of gifted students and the instruction of students with IEPs.

2. Self-esteem is integral to the success of all learners.

3. That there is a difference between being gifted and talented.

Two things that I would like to learn more about it:

1.     I would like more information in organizational strategies that are shown to help gifted students be more successful.

1. I would like more information about grouping students in a classroom to make all learners successful

One thing that I have a question is:

When will there be similar training for teachers who work with students with special needs, especially in a coteaching environment?

# data[].attributes.body
3 Things I have learned:
1. Challenging gifted students to their fullest potential is necessary so the learner doesn't become bored and unmotivated.
2. I learned about several strategies to use for both gifted students and typical students.
3. There is a difference between gifted students and talented students. Knowing the difference between them and how each of them works best is important.
2 Things I want to know:
1. How many different levels of differentiation should I have going on in my classroom at one time,  and how do I manage it all?
2. Is the best way to service gifted students by tracking them all together?
Clarifying Question:
How do we work on the growth mindset of gifted students? Many are afraid to make mistakes and take risks because they want to earn high marks on everything. How do we challenge then to take risks?

# data[].attributes.body
3 Things I learned:
1.  I discovered several new strategies that I would like to implement in my classroom: "Author's Chair", curriculum compacting, self-assessment (increased use of), and several of the methods for teaching creativity (sell one;s ideas, take sensible risks, and willingness to grow)
2. The effect of different acceleration strategies on the learning of gifted students. I was surprised at how profound some of them were and the relatively small difference of others (i.e dual enrollment).
3.  I learned more about the structure and function of the brain.

2 things I want to know:
1. How to better communicate to parents the difference between gifted and talented and the importance of rigor and the process of mastery over the final grade.

2. Better ways to combat apathy and contentment with mediocrity.

One clarifying question:
1. How can k-12 teachers collaborate better to provide the enriching experiences necessary to meet the needs of gifted students?

# data[].attributes.body
3 things I learned:
1. Strategies for underachieving gifted students, such as supportive strategies,  remedial strategies (be cautious about statements, situations, and feelings), and intrinsic strategies (give students opportunities to think deeper).
2. I learned that although a child may be gifted, they will still need to learn strategies and attitudes that will help them to be successful.
3. I learned different ways and strategies to challenge the gifted brain, such as differentiated curriculum and instruction, study programs, and higher level thinking.

2 things I would like to know more about:
1. Ways and strategies to differentiate between a gifted student and a talented student in the classroom.
2.  Strategies for students who are both gifted and on an IEP.

1 Clarifying question:
If a student is identified as gifted at a young age, can that student eventually no longer be gifted at some point in their schooling? Can they grow out of it, or lose their gifted ability they had at one point?

# data[].attributes.body
3 Things  I've Learned:
1.  Giftedness and a disability can go hand in hand.
2.  Strategies for gifted students work with other students, as well.
3.  IQ tests are not always the way to identify giftedness.
2 Things I want to know:
1.  How to effectively serve the emotional part of the gifted brain.
2.  How to incorporate more of the arts into my math classroom.
1 Clarifying Question:
1.  How will we include parents so that there is an understanding of the complexities of dealing with the gifted brain?

# data[].attributes.body
Things I learned:
1. There are many reasons that a gifted learner can also be an underachiever or also have a disability. We need to address and meet all of the individual needs of each student.
2. There is a difference between gifted and talented in students and students can be one or both and it is important to know the difference to be able to pinpoint lessons, stragegies and ways to differentiate and challenge each student.
3. The other exceptionalities of Gifted learners were very interesting to me! I really liked this section and liked learning about the other things going on for these kids.
The Two Things I Want to Know:
1. How to Create More Interdisciplinary Lessons that are engaging for the Gifted Learner that are at their levels.
2. Where are there more counseling support services to help with the exceptionalities of gifted students.
Clarifying Question-When so many times students are "misdiagnosed" how do you really know at a young age that any diagnosis is correct? I just teach the student from where they are to where they need to be...

# data[].attributes.body
Things I learned:
1. Schools/teachers must challenge gifted students to reach their fullest potential
2. Gifted = above average aptitude, creativity, intellectual; talented = above average performance in human activity (music/arts/literature)
3. Differentiated instruction nurtures independence, complexity/depth of content, engaging, challenging, student selected, inquiry based, real world learning
Things I want to know:
1. Specific strategies to organize/implement differentiation that includes complexity/inquiry based learning for gifted learners in general education class settings
2. Does being identified as gifted or talented in an area or areas in grade 2 equate to once gifted, always gifted?
Clarifying Question:
Shouldn't gifted ed programs be offered to students in schools instead of relying on classroom teachers to create models and units of study that will engage gifted learners to strive to their greatest potential?

# data[].attributes.body
3 Things I have learned:
1. I discovered a variety of reasons that some gifted students may be underachievers.
2. I learned a statistic that concerns me ...5% of gifted students drop out of high school vs. 5.2% of non-gifted students that drop out - very similar statistics for apparently different groups.
3. I learned the differences between "Hyperlexia (a term with which I was not familiar with at all) and Asperger Syndrome (which I have more personal experience with).
*These are all topics that I would like to investigate further.

2 Things I still want to know:
1. Specific methods that I could use to assist underachieving gifted students in achieving to their potential both in school and thus in life, and to help them have a positive feeing towards school.
2. What are some of the best activities/programs/methods/age for our particular school system's gifted students to begin a World Language and how can we implement that

3 Clarifying question:
1. How does focusing on the independent learning style/pace of each student affect the social/emotional cohesiveness of the school (learners)? Is there a difference in the connections that the students make with one another?

# data[].attributes.body
Three things I have learned
1. Mathematical giftedness has an 8 tier hierarchy. As a math teacher I found this very interesting.
2. I knew you could be gifted in the arts but I had never received training on how to identify a gifted student in the area of the arts so chapter 7 was very insightful for me.
3. I had been taught that grade level advancement was detrimental to the student due to their social and emotional growth. However, on page 49, Sousa actually contradicts this by stating "grade advancement should be far more common than it is."
Two things I still want to know.
1. What age is the best/most beneficial for identifying a child as gifted?
2. How to implement gifted education strategies to students who have not yet been identified.
One Clarifying question
If you have a child (your own) who has been identified as gifted and has not yet been given services at school due to age, what resources are best to enrich the child?

# data[].attributes.body
Three Things I Have Learned:

1.  Students can be twice exceptional meaning that they can be gifted as well as have a disability.
2.  There is a difference in the difficulty and complexity of a task, and that teachers need to realize this when planning to extend a gifted learner's thinking.
3.  The gifted learner benefits from differentiated instruction that allows for learning at a faster pace, greater independence, and greater complexity and depth with subject content.  I also learned that they may need help with dealing with mistakes or errors that occur when working on open-ending projects.

2 Things I want to still learn:
1.  How do I create activities that allow gifted students to be challenged but also work independently so that I can address the needs of lower achieving children in the classroom?

2.  How do we develop a school district plan and philosophy that spans grades K-12 so that we can adequately address the needs of our gifted students and allow them to possible progress faster in the curriculum and offer higher level course work?

1 Clarifying Question
For students that are twice exceptional, how do you address both extremes of their needs? Specifically, how do you improve a child who may be learning disabled in reading which impacts all areas of learning, but is also cognitively gifted?

# data[].attributes.headline
T.M.D.   2/6/18                     Three Things I Have Learned:I knew that there are multiple intelligences, but I learned more about the differences between being “gifted” and “talented.”2.   I learned more about flexible grouping and differentiation is important for meeting the varied needs of students in my classroom.3. I learned that IQ tests are not the most valid way to identify students. Some students, such as  minority  students, will not be identified.  Also as gifted students grow and mature into adolescents, they are less likely to take risks in the classroom.Two Things I Still Want to Know: 1. I know that it is important to give gifted students choices and to tap into their interests.  I want to know what is the best setting/topic to incorporate an independent study. 2. Since gifted students prefer a faster paced curriculum in the classroom, what is the best rate to move through the topics with this population?Clarifying QuestionMy colleagues and I want to provide a better environment for our gifted students. Since there is such a push for meeting the needs of the gifted population, will there be more resources available for educators?

# data[].attributes.subject
T.M.D.   2/6/18                     Three Things I Have Learned:I knew that there are multiple intelligences, but I learned more about the differences between being “gifted” and “talented.”2.   I learned more about flexible grouping and differentiation is important for meeting the varied needs of students in my classroom.3. I learned that IQ tests are not the most valid way to identify students. Some students, such as  minority  students, will not be identified.  Also as gifted students grow and mature into adolescents, they are less likely to take risks in the classroom.Two Things I Still Want to Know: 1. I know that it is important to give gifted students choices and to tap into their interests.  I want to know what is the best setting/topic to incorporate an independent study. 2. Since gifted students prefer a faster paced curriculum in the classroom, what is the best rate to move through the topics with this population?Clarifying QuestionMy colleagues and I want to provide a better environment for our gifted students. Since there is such a push for meeting the needs of the gifted population, will there be more resources available for educators?

# data[].attributes.body
3 Things I learned:

1. Gifted strategies can be applied to many types of student.
2. There are many influential factors in determining how and when a student develops giftedness or talent
3. Students need constant support that follows them from elementary school through high school in terms of providing adequate challenges and opportunities.

2 Things I still want to know:
1. As a newer teacher, I still want know/work on how best to use differentiation in the classroom to support gifted and talented students.
2. How does educational technology play a part as application strategies for gifted/talented students?

1 Clarifying Question:
1. How can we work at the high school level to make sure that students are identified or serviced appropriately?

# data[].attributes.body
Three Things I Learned;
1.. The use of flexible grouping is a really good strategy to help challenge gifted students.
2. Gifted students can be autistic.
3. Incorporating the arts into the classroom prove to be beneficial to the gifted and talented students.
Two Things I Still Want to Know:
1. How to use more strategies to motivate the unmotivated gifted learner.
2. How do I set up and use a more gifted style of teaching?
One Thing I Want Clarified:
How will a district reach out to more gifted students and provide them with a strong education.

# data[].attributes.headline
SB 2/5/18Three Things I Learned:1. Why some gifted students are underachievers— this was always a confusing thing for me to wrap my head around! I have way more strategies I can use with my “overexciteable” kids in my classroom— honing their outbursts and aiding them in their learning. 2. I never knew there was a difference between gifted and talented. I see why it is important to see this difference in order to enhance a student’s potential in a certain area of expertise. 3. Gifted students prefer a faster pace of curriculum in the classroom. Two things I see want to know: 1. With flexible grouping— what is the best way to go about this with gifted students? How do I keep a rigorous and ongoing/challenging curriculum balanced with one that also needs to meet the needs of very low functioning students who are at-risk? How can I mix the two to enhance all of their learning? 2. How do I incorporate more arts in the classroom while keeping up with the common core and a very intense new curriculum? I feel like arts could be brought in with my writing, but again, we have a strict curriculum to follow and it is difficult to piece into it. Clarifying Question 1. This is something I wonder about from a mom of a child who displays giftedness— if they are identified as young as 2nd grade— do they remain in the same group of gifted students throughout their elementary and middle school years? Are they reassessed and monitored like students on IEPS are? 

# data[].attributes.subject
SB 2/5/18Three Things I Learned:1. Why some gifted students are underachievers— this was always a confusing thing for me to wrap my head around! I have way more strategies I can use with my “overexciteable” kids in my classroom— honing their outbursts and aiding them in their learning. 2. I never knew there was a difference between gifted and talented. I see why it is important to see this difference in order to enhance a student’s potential in a certain area of expertise. 3. Gifted students prefer a faster pace of curriculum in the classroom. Two things I see want to know: 1. With flexible grouping— what is the best way to go about this with gifted students? How do I keep a rigorous and ongoing/challenging curriculum balanced with one that also needs to meet the needs of very low functioning students who are at-risk? How can I mix the two to enhance all of their learning? 2. How do I incorporate more arts in the classroom while keeping up with the common core and a very intense new curriculum? I feel like arts could be brought in with my writing, but again, we have a strict curriculum to follow and it is difficult to piece into it. Clarifying Question 1. This is something I wonder about from a mom of a child who displays giftedness— if they are identified as young as 2nd grade— do they remain in the same group of gifted students throughout their elementary and middle school years? Are they reassessed and monitored like students on IEPS are? 

# data[].attributes.body
Three things I have learned:

1.  Studies do not support the idea that males have an innate superior ability over females in the area of mathematics.  The slight advantage they do have is more obvious in later high school years, however, females may be able to overcome this by having a more positive outlook on their own mathematical ability.  Motivation and attitude are key!

2.  As noted on page 45:  “A recent study noted a 5.0 percent high school drop out rate for gifted students compared to a 5.2 percent dropout rate for non gifted students.”  This was very surprising to me! It also illustrates the importance of making sure we do everything possible to help gifted learners reach their full potential.

3.  There are specific differences between giftedness and talent. Some children can be both gifted and talented.

Two things I want to know:

1.  I would like to learn more about other districts that have successful and effective gifted education programs.  It would also be helpful to be able to observe them in action via a school visit with teaching colleagues.

2.  With more attention being given to gifted education, how will this affect the way schools service these students in the coming years?  Will a consistent model for all districts be developed or will districts continue to determine they way in which they choose to service the gifted population?

1 clarifying question:

With more emphasis being placed on gifted education, will more resources for teaching gifted students become available to educators from our local ESC, Ohio Department of Education, or other agencies?

# data[].attributes.body
Three things I have learned:
3. Gifted students enjoy a faster pace curriculum, and need constant support and challenges.
2. I also learned that gifted students can have disabilities and in some cases multiple disabilities.  I learned that there are many different strategies I can use when working with students that are gifted and talented, but have a disability like ADHD.
3. Classrooms should be cross-curricular and should incorporate the Arts into other disciplines.
What I want to know more about?
As a middle school teacher how can I differentiate a classroom of 30 when you have several students that are accelerated and some that are not close to grade level?

# data[].attributes.body
3 Things I learned

1.  In our district: Once identified as gifted = always gifted.

2. Gifted students exhibit the same acting out behaviors as non gifted.

3. Some reasons why gifted kids do not perform up to their

ability

2 Things I Want to Know

1. More motivational ideas to encourage unmotivated gifted students.

2.  I would like to learn more about incorporating nonscientific

gifted aspects into my classs ex:  art, language etc

1.  Clarifying Question

Since you can be gifted in Science, and there are multiple disciplines in science, are you gifted in them all?

# data[].attributes.body
Things I learned:
1.  Students identified as gifted can be twice exceptional.  They can be gifted and talented in one or more areas as well as have disabilities.  I have worked with students who function in this manner and you can see where struggles might lie academically.
2.  I learned that students can be girted or talented.  There is a difference between the two and I can differentiate learning to meet the needs of an challenge gifted learners.
3.  I learned that giving student choice allows students to flourish and learn in a manner that allows the individual to explore content and material and they can create a product to show what they have learned using a variety of ways to express themselves.
2 things I still want to learn:
1.  I would like to know the ideal classroom composition and the number of students who should, be gifted, on-level, or below grade level learners in a classroom.

2.  Should gifted classrooms consist of only gifted and talented learners, or should there be a balance of children and their ability levels?

1 Clarifying Question:
At what age should students be identified as gifted and when is it most ideal to create gifted classrooms and learning communities?

# data[].attributes.body
3 things I learned are...
1.  There is a difference between talented and gifted.
2.  Giftedness sometimes looks like ADHD.
3.  IQ is not the best way to identify giftedness

2 things I want to know..
1. More science specific ways to challenge gifted learners
2. How to create flexible seating in a chemistry classroom

1 thing I want clarified.
I would like to know if students can be identified as gifted in elementary but when they get older, they are no longer gifted and how do we assess these students.

# data[].attributes.body
3 Things I Have Learned:
1. I learned that there is a large difference in gifted vs talented and that we often confuse the two types of students.
2. Gifted students often become overly excited and need to channel their energy.
3. No matter that category students are placed into, they ALL need support and guidance.

2 Things I Still Want to Know:
As a teacher of gifted students how do I reach all my different learning styles? This is difficult when there is just one person in the room.  On a side note, something I'm still wondering why we test students so early to be labeled as gifted-what about the students who are late bloomers?

1 Point to Clarify:
Are there any procedures that are followed once students are placed into a gifted program to determine whether or not they continue to perform at such levels?

# data[].attributes.body
3 Things I learned:
1. Gifted and talented are not the same thing.
2. Gifted learners can often have  other exceptionalities.
3. Praise can be particularly important for the gifted learners.

2 Things I still want to know:
1. How to better engage gifted learners who have "tuned out" by the time they get to high school, because they felt unchallenged in lower grades.
2. How to reach gifted or talented students who were never identified in younger grades.

1 Clarifying question:
1. How do

# data[].attributes.body
3 things I learned
1) I learned that there is a difference between gifted and talented and it is important to recognize the differences.
2) I learned it is important to identify students as early as possible so they can get the supports they need.
3) I learned that underachieving gifted students are very underserved and we need to work hard to address their needs so we don't lose them along the way.

2 things I want to know
1) I felt the book was lacking in specific resources for high school age students - so how do we help an underachieving student that has already developed deeply ingrained bad habits?
2) What is the most recent research about giftedness? This book was a bit out of date and I am sure there has been significant research in the last 10 years.

1 Clarifying question
My biggest concern is the underachieving gifted students. The book talks a lot about WHY they underachieve, and very little on how to help them actually get out of their rut. So how can I make sure my high school underachievers succeed when many of the usual methods have some to no fruition.

# data[].attributes.body
3 Things I learned...
1. There is a difference between gifted and talented.
2. Overexcitabilities are found more frequently in gifted individuals than the general population.
3. Many new applications to apply to my classroom.

2 Things I still want to know...
1. How do I motivate a gifted learner that does not want to be challenged?  I have found that I have many gifted students that just want to get their work done and look at extensions as extra work.
2. Long-term success for students accelerated a grade or two.

1 Clarifying Question...
1. Are we to reidentify students at the high school level?

# data[].attributes.body
3 Things I learned are…

There are many factors involved in identifying gifted students, beyond an IQ test as well as there being a difference between gifted and talented

Students can be gifted in one are and have a learning disability or impairment in another (aka twice exceptional) I’ve never experienced this in my career, and while it makes sense it was interesting to learn more about what it truly looks like

There are gender differences in math abilities and they are more prevalent with the gifted or high-ability students. This can be overcome though with motivation/confidence.

2  Things I want to know are…

Now that more and more of us are being educated on the gifted population will the way we identify and group students be changing soon? And will it be consistent across districts?

With more and more students being identified as gifted will districts be given more resources to serve them? Like a gifted teacher for elementary buildings? And more training on how to differentiate in the classroom. I don’t feel confident with reaching the gifted students- especially after reading the section that mentioned a study in which a lot report they don’t feel challenged in the classroom. I would like to see the results of that question answered within my own classroom!.

1 Thing I want clarified is….

How do I know I am meeting the needs of gifted students? Currently we have none identified in math but since we have the special ed cluster and the book says homogenous groups work the best, what is truly the best way to serve the needs of the gifted learners? Should we be offering a pull out program so gifted learners are working together?

# data[].attributes.body
3 things I have learned...
1. Gifted learners are best served in homogeneous groups.
2. I learned the differences between gifted and talented students and both need the nurturing and guidance from home and school.
3. Gifted minority students need an advocate and efforts towards identifying them earlier and more often.

2 things I still want to know...
1. How do I effectively differentiate in my classroom with all levels of learning and just one teacher.
2. How can I get parents especially of those gifted and talented more involved in their students educations.

1 Clarifying question...
1. How can my district provide a better environment for my gifted students. If the best environment is a homogeneous group how can we incorporate this in our district. Our main focus is on those with disabilities but never on the gifted and talented.

# data[].attributes.body
3 Things learned
1. Identifying gifted students is more than just a high IQ.
2.  New strategies and found websites that were shared on discussion threads.
3. Gifted students are often recognized as acting out and  identified with a learning disability. They may also a twice-exceptional child which was a new concept for me.
2 Things I want to know
1. Many ideas were given for grades 3 and above. I would like to know more specific ideas geared toward gifted grade one students.
2. How to help gifted students with limited resources?
1 Clarifying question
The book made reference to labeling students too early may have a negative impact. After reading this I would like clarification on the reasoning for labeling students as early as k, 1 or 2.

# data[].attributes.body
3 Things I have learned:
1. Overexcitabilities  are common in gifted students and should not be written off as acting out.
2. Flexible grouping is important.
3. Praising the gifted student is equally as important as a typical or struggling student.

2 Things I want to know
1. How do you accelerate a curriculum for gifted students and still provide appropriate instruction for typical or struggling student?
2. How do I motivate the gifted learner to engage and want to be challenged?

1 Clarifying Question
1. As we identify gifted students as early as kindergarten, how do we meet their needs when they are still emotionally and/or socially immature? Are they ready for independent work? Will they allow me to work with other students?

# data[].attributes.body
3 Things I have learned:
1. Gifted students are generally typecast as a "certain kind of student", but in reality, many experience overexcitabilities that mask their giftedness.
2. Homogeneous groupings are more effective with the gifted population.
3. There is a larger population of students with the twice exceptional brain than I had anctipated.

2 Things I still want to know:
1.  How do I effectively provide accelerated curriculum and independent study in a motivating way so the gifted student doesn't view it as "more" work piled on them?
(Especially since most classrooms are of mixed abilities and they are very aware of what other students are responsible for.)
2. How do we help those students succeed who were given a gifted label too early and struggle with that identification later in their academic career?

1 Clarifying Question
1. How do we accomplish what needs to be done for gifted, the average student and special needs without support? The mixed abilities in a general education classroom are so vast and are difficult to address without support.

# data[].attributes.body
3 things I have learned:
1.Flexible grouping is needed!

2.There is a difference between “gifted” and “talented”

3. My opinions about Nature v Nuture were acknowledged, when identifying the need to nurture naturally gifted students to their highest percentage.

I still want to know:
1. How do I enrich the curriculum I have to challenge yet interest "bored" learners.?
2. What can I actively do to bridge those communication lines between EL/Minority students and their families?

Clarifying Question:
1. If gifted learners learn best in homogenous groups, but inclusion students learn best in heterogeneous groups, how do schools meet the needs of all learners--especially at the elementary/middle school levels?

# data[].attributes.body
3 things I have learned:

1. I have learned that gifted students often are perceived as acting out due to overexcitabilities or even identified as only having a learning disability.  Not only that but a student could have a twice-exceptional brain, where a student could be gifted and also have a learning disability.

2. I have learned that there are differences between gifted students and talented students, while sometimes students are both.  Giftedness is above average aptitude in creative and intellectual abilities and talent is above average performance in an area of human activity such as music, mathematics or literature.

3. I have learned that catalysts such as motivation, awareness of self, environment, interactions with teachers/parents, activities and events seem to have a much greater impact on giftedness and talent than genetics.

2 things I want to know:

1. How do we most effectively compact our advanced curriculum in my district?  What do these learners absolutely need and what can be eliminated?  I have concern that topics may get missed when trying to fit 3 years of mathematics standards into 2 school years.

2. How do I meet the needs of all my students, when teaching those who are gifted in math and avoid any of them from boredom?

1 clarifying question:

1.  From my experiences in education over the years, it seems that students can be identified at an early age from the results of one or two assessments. They may be identified as gifted as early as 2nd grade and are labeled as gifted through high school.  They can experience so many different “catalysts” that could possibly impact giftedness, at least according to Gagne. Is there a process to continually monitor and/or re-assess individuals that are identified as gifted at an early age?

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3 things I have learned:

1. Gifted students often are perceived as acting out due to overexcitabilities.

2. Homogeneous grouping is often more stimulating and challenging for gifted students.

3. The ideas to differentiate for gifted students can be used for all students of varying ability levels as well.

2 things I still want to know:

1. Specific examples between adjusting complexity and difficulty appropriately

2. How to better handle differentiating rates of instruction between learners of very different ability levels in one classroom

1 clarifying question:

1. In what specific ways might we approach identifying students at the high school level versus earlier identification?

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I learned...
1.That gifted students prefer greater independence in the classroom, a faster pace of learning and more complexity in content, yet could still be unmotivated to learn and inattentive.
2. That working with “like” students benefits gifted the most.
3. That gender differences in math are greater for higher-ability students than in average students.

I still want to know...
1. How can I get parents of gifted minorities more confident and involved in their child’s gifted education.
2. How to best provide independent work to my gifted students and a compacted curriculum yet ensure they are still mastering all the standards they need to.

To clarify...
Why we are always being told when grouping kids different strategies...to mix the students up, then told not to but rather have them work with like peers, but then told no nevermind that’s not good b/c the low kids need the higher ones as role models, yet according to this book gifted students work best with each other. So do we mix our regular ed students but keep gifted separate. What is the true best way to group so all students from special ed to gifted ed are benefiting?

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I learned:
1.) The drop out rate among gifted students is 5% and non-gifted is 5.2%, which surprised me.
2.) I learned gifted students are best served with curriculum that is at a higher instructional level and faster pace.
3.) I learned that gifted students should be given activities that extend their knowledge and challenge their abilities.

Still want to know:
1.) How do I best organize my room to allow students to have more independence and choices when working on assignments?
2.) How do I most effectively compact my advanced curriculum?

Clarifying question:
1.)Should gifted students be tested again after being identified in early elementary?

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3 Things I have learned:
1.  I have learned that there are differences between gifted students and talented students, while sometimes students are both.  This is important to distinguish.
2.  Students that are underachieving are not necessarily not capable, but may need stimulated in a different way because of their higher aptitudes.
3.  Students that are gifted need to be challenged in different ways than other students and that does not necessarily equal a greater work load.
2 things I want to know:
1. I want to know more about Bloom'sTaxonomy and expand on my knowledge of students gifted in areas other than content subjects.
2.  I want to know more about how students are identified as gifted in the public school setting.  My son was identified as gifted in the area of math and I still don't really know what that even means or how I can help him.
1 clarifying question:
What are the qualifications to be identified as gifted, and why is 2nd grade the time of a child's life in which we do so?

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3 things I have learned:
1. The difference between truly gifted students and talented.
2. I learned ways to identify students gifted other than an IQ exam.
3. I learned strategies and implications to teach students that are gifted and to include ALL students.

2 I still want to know:
1. how I can make sure I am challenging students that are gifted and not giving them more work.
2. Can a student's IQ be tested in Middle School or High School even if a student was tested in elementary school?

1 Clarifying Question:
1. What would be the earliest grade that a child in our district be identified gifted? And do they always remain gifted or would they need to be assessed again?

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1. I learned that gifted students need to spend time and work with students at their level.
2. I learned that gifted students don’t always excel in school.
3. I learned that gifted children often have overexcitabilities (OE’s)

1. I would like to know if a student is ever considered “not gifted” after being identified.
2. What does high school look like for the gifted student?

How do we ensure that we are meeting the needs of our diverse population and identifying/servicing our talented students

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1. Difference between gifted and talented.
2. Ways to identify
3. A lot of different resources and strategies for differentiating and enriching.

1. How to make sure I am challenging and not just providing more work.
2. Benefits of gifted inclusion versus pull out.

I have always struggled with grading when it comes to gifted. My school is standards based, but when teaching gifted I often am assessing on higher level standards that are not on the report card. How should this look?

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3 things I learned
1.  Some unique characteristics of gifted students
2.  Ways to identify gifted kids
3. Some reasons why gifted kids don't perform to their abiltiy

2 Things I Want to Know
1.  I would like to identify more resources I could use with gifted kids in science
2.  I would like to learn more about incorporating nonscientific gifted aspects into my class-gifted abilities outside of science

1.  Clarifying Question

In my district are kids tested for gifted ness or just recommended by a teacher checking a box on a form
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1.) Being gifted doesn't always translate to a talent - the process is helped or hindered by various aspects in life.
2.) Gifted students benefit from choice - whether it be the path they choose to learn a new topic or the specifics of a project they're working on.
3.) It's common for gifted students to appear unmotivated and bored in class.

1.) Why is a child always labeled as "gifted" once they're tested (especially since they're tested at such a young age)?
2.) What are the specifics of the testing criteria for students to be considered "gifted"?

How are the strategies in this book specific to gifted students? - it seems they would apply to and benefit all learners.

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3 things I learned -
1. Nature AND nurture
2. creative thinking can be developed in your classroom regardless of abilities
3. Adolescents between 11 and 15 may be underachievers because they have a problem adjusting to their giftedness

2 things I want to know -
1. How to create more complex lessons rather than difficult lessons?
2. How can gifted students help non gifted students and visa versa? Are there strategies with mixed classes that would benefit both groups?

1 Clarifying question-
How often are kids tested for giftedness? Can a gifted student become ungifted??

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3 Things I've Learned:
1. Flexible grouping is best!
2. Gifted and talented aren't the same thing! A student can be talented but not gifted as well as a gifted student may not have developed their talents yet.
3. Tiered assignments can be motivational for gifted learners.

2 things I still want to know:
1. How do I ensure that I'm correctly reaching all levels of students without them knowing their different ability levels.
2. I'd like more resources on differentiated and tiered lessons in biology.
1 Clarifying question:
In a world of instantaneous grade awareness, how do I assess differentiated lessons so that both students and parents "get it"?

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Learned:
1. The difference between gifted
and talented
2. How gifted students are often hindered by other difficulties/disabilities
3. How big the discrepancy is in the representation of minorities in gifted programs

Still want to know:
1. If a class is made up of half gifted, half regular students, which group is affected more?  Do the gifted students pull up the regular students or do the regular students slow the gifted ones?
2.  How do factors related to home life affect a student's likelihood to be identified as gifted?  Household income?  Two parents at home?  Education level of parents?

Clarification:
I know districts test for gifted students in different ways. Is there a common thread that the state mandates? Are teacher opinions involved or is it a straight test? I always have students identified as gifted who are weaker than some students who are not identified.

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3 things I learned:
1. Be more open about grade or subject acceleration.  Differentiating may not be enough.
2.  Look into contests for students to participate in.
3.Good information in starting literature circles.

2 Things I still want to know:
1. That I truly differentiate for students with gifts/talents-do I go far enough?
2.Identifying that a student is stressed and may need more attention when the stress is internal.

1 Clarifying question:
1. What is my district's policy to test a student who shows giftedness and is not identified?

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3-2-1
3 Things I've Learned
1. The difference between gifted and talented
2. Strategies and implications to teach students who are gifted while including all students
3. Becoming aware of the barriers in identifying students who may be gifted.
2 Things I Still Want to Know
1. The success rate of those students who accelerated grade levels vs those who are in typical inclusion classes
2. How to meet the needs of all my students, when teaching those who are gifted in math.
1 Clarifying Question
1. Why do we identify students who are gifted at such a young age?

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A1.  Most of the strategies used for gifted kids can be used for all students.
2.  Flexible grouping is really important.
3. Gifted kids are gifted in all areas, therefore they do not tackle things the same for all areas of content.

B1. How to correctly compact curriculum so as to not miss anything that is needed.
2.  How to work on helping to stave off boredom.

C1.  Why are gifted labels "forever?"

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3 things I learned:
1. The differences between gifted and talented
2. How underachieving gifted kids are a real issue
3. Flexible grouping is important for all classes and all kids

2 things I want to know:
1. I want to know how to help a truly gifted student who is also in a class with a low SPED student
2. How to find resources for all students

1 question:
1. If a student is identified in 3rd grade, why aren't they identified again to remain in a program (should happen every 3 years)?

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3 Things Learned:
1) The fine line/definition of gifted and talented
2) How difficult it is for some kids to adjust to their gifted capabilities and underachieve because of it.
3) Knowing what over-excitabilities are and how to spot them in gifted students.
2 Things:
1) I am curious on the studies of how advancing grade levels actually affects students' emotions.  The book says it doesn't.  I'd like to see more of that.
2) How can teachers, educators, principals, counselors, and schools promote giftedness and sustain real programs in their schools?

1 Thing:
1)I need clarification on the grouping method of students. This sounds an awful lot like tracking kids. I thought that wasn't allowed.