# data[].attributes.body
Supported by VanTassel-Baska journal titled "Curriculum in Gifted Education," I will be exploring the idea of if we should be including gifted education in the general education setting or in a separate environment.

# data[].attributes.headline
Problem: In what environment do we present gifted material?

# data[].attributes.subject
Problem: In what environment do we present gifted material?

# data[].attributes.body
"There are many educators who believe that everything devised for gifted learners should be available for all learners, while others believe that curriculum should be differentiated for learners who possess demonstrable needs beyond the grade-level curriculum provided, beyond the translation of the standards." (1)
Although there is a place for a separate presentation of gifted material, the bulk of the gifted student's time during the day is still spent in the general education setting. As a general education teacher, I see my role as someone who can provide the strategies and differentiation that will meet all students at their level, not just the struggling learners.
“No curriculum should be withheld from students who are capable of using it, including advanced curriculum designed for gifted learners” (3).

# data[].attributes.body
Hines, M. E., Catalana, S. M., & Anderson, B. N. (2018). When learning sinks in: Using the incubation model of teaching to guide students through the creative thinking process. Gifted Child Today, 42(1), 36–45. https://doi.org/10.1177/1076217518804858

# data[].attributes.body
Luckey Goudelock, J., & Grantham, T. (2023). Applying Frasier Four A’s to promote upstander teachers for academic acceleration of gifted black students. Gifted Child Today. https://doi.org/10.1177/10762175231186455

# data[].attributes.body
Supported by the strategies outlined in Goudelock and Granthem's work titled "Applying Frasier Four A’s to Promote Upstander Teachers for Academic Acceleration of Gifted Black Students," I will explain how I plan to strive to be as equitable as possible both when seeking and teaching gifted students.

# data[].attributes.body
Supported by Hines, Catalana, and Anderson's work titled "When Learning Sinks In: Using the Incubation Model of Teaching to Guide Students Through the Creative Thinking Process," I will explain how I plan to use creativity as a foundation of my philosophy.

# data[].attributes.headline
Problem: Creativity = reward or final project 

# data[].attributes.subject
Problem: Creativity = reward or final project 

# data[].attributes.body
Teachers often use creative activities as a reward or as an end product that allows the students to create something AFTER all of the learning has occurred.

I am one of those teachers. I have been guilty pf giving my gifted kids something to create because they have finished all the other work and I have to focus on the lower level students.

Since creativity and giftedness go hand in hand, Hines is arguing that we should strive to include an increased amount of creativity throughout the whole lesson by using the incubation model of teaching (IMT).

# data[].attributes.body
This idea also comes from the problem in the public school of having too many concepts to cover in the limited amount of time in a school day. School teachers are often forced to cover a lot of things at surface level, so this strategy encourages a narrower focus at a deeper level by allowing time for the students to really incubate over the ideas. They explain that “encouraging incubation allows for the production of more diverse and original ideas.” (3)

# data[].attributes.headline
Three Stages: Heightening Anticipation, Deepening Expectations, and Keeping It Going (3)

# data[].attributes.subject
Three Stages: Heightening Anticipation, Deepening Expectations, and Keeping It Going (3)

# data[].attributes.body
Beginning with an increased desire to learn, allowing them to dig deeper into the learning and connect it to their own lives, and then leaving them wanting more as they continue to process the information outside of the classroom. This connection to their real lives is what will help the gifted students find meaning in their learning and thus want to dig deeper into it.

AMAZING examples of how to actually do this in a classroom: Table 1. Description of Analogies for Digging Deeper and Keeping it Going (page 5-7).

# data[].attributes.body
Some of the more involved strategies used for gifted learners can be utilized for the whole classroom, but some of the simpler ones, like just giving higher reading level readings, cannot be accessed by the general education classroom.
This does raise the idea of the use of tools like Newsela that automatically adjusts the reading level of a text based on the student. I love this tool because it differentiates without any additional work for the teacher and it is also not immediately known by the other students, so the lowest and highest students still blend in with the general classroom.

Another strategy that proves to be effective for the gifted students is inquiry based learning. Providing the opportunity for students to explore the content based on their own personal interests increases the by-in exponentially. I see no reason why this couldn’t be utilized in a general education classroom also.

Finally, real world applications would be extremely beneficial for all students in the general education classroom too. They can have an increased amount of student choice, explore at their own pace, and be guided by the teacher in regards to the depth that they need to go based upon their own skills. PBLs seem like another gifted strategy that would be good for everyone.

# data[].attributes.headline
Problem: Lack of Underrepresented Population in Gifted Education

# data[].attributes.subject
Problem: Lack of Underrepresented Population in Gifted Education

# data[].attributes.body
Although I don’t know enough about acceleration as a gifted strategy to say with complete confidence that I would put it into my philosophy of gifted education, I do stand by the message in this journal about the need to recognize the underrepresented student population and I am intrigued with the idea of acceleration that does not have to be the whole grade level. Goudelock and Grantham explained that “The form of acceleration that educators are usually most familiar with is grade skipping,” (2) which is the only version that I have ever heard of. That being said, I am very intrigued by the idea of acceleration that is only in the appropriate realm of expertise. We spoke previously about how GATE students are not always advanced in all aspects of their lives, but that doesn’t mean that we should restrict their learning overall.

# data[].attributes.body
VanTassel-Baska, J. (2020). Curriculum in gifted education: The core of the Enterprise. Gifted Child Today, 44(1), 44–47. https://doi.org/10.1177/1076217520940747

# data[].attributes.headline
GATE Referrals based on TABS (Traits, Aptitudes, and Behaviors)

# data[].attributes.subject
GATE Referrals based on TABS (Traits, Aptitudes, and Behaviors)

# data[].attributes.body
Motivation: Evidence of desire to learn;

2. Interests: A feeling of intenseness, passion, concern, or curiosity about something;

3. Communication Skills: Highly expressive and effective use of words, numbers, symbols, etc;

4. Problem-solving ability: Effective, often inventive, strategies for recognizing and solving problems;

5. Memory: Large storehouse of information on school or non-school topics;

6. Inquiry: Questions, experiments, explores;

7. Insight: Quickly grasps new concepts and makes connections, senses deeper meanings;

8. Reasoning: Logical approaches to figuring out solutions;

9. Imagination/Creativity: Produces many ideas; highly original; and

10. Humor: Bringing two or more heretofore unrelated ideas or planes of thought together in a recognized, humorous relationship (6)

# data[].attributes.body
“Maureen Neihart - Revised Profiles of the Gifted: A Research Based Approach”

"Inclusion of all students who demonstrate giftedness in many ways"