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1) How can I better incorporate the gifted when preparing my lessons.
2) Would love to find new tools to help differentiate my skills to better reach all of my students.
3) How can we make sure that our gifted students are getting their needs met. No federal law mandating it yet.

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1. Why do we test but not service these students with gifted programs ?

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l. More information on the strategies that can be used for the gifted.
2.How to best incorporate art in all the subjects.

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l. I loved learning about how the brain works in the gifted student.
2.How to know the difference between the ADHD and the gifted students.
3 How to incorporate the gifted when lesson planning .

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1. Yes, I believe the "gifted" should be accounted for in lesson planning.
2. Music is a great way to extend content learning.
3.  Making lessons memorable and meaningful by relating them to current events is critical.
4. Scaffolding information via spaced-repetition can take "gifted" students to a hire level!
SWTK:  Where do I find the time to be the teacher I want to be given all the non-teaching (paperwork)
demands now required in the profession.
5. When will education be once again focused on classroom teaching?

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Why are students tested in 2nd grade and still considered gifted in high school when theyre failing classes?

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1. Is the test administered in 2nd and 5th grade going to be a test that will be accurate with assessing gifted students? There is no way of testing to see if these students regress as they get older and the content becomes more difficult which is my largest issue.

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1. I always like finding new tools to help differentiate the class. I would like more helpful resources that may help with gifted students.

2. I want to know how to challenge gifted students without just loading more and more work on to them. It needs to be mentally rigorous but not overwhelming.

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1. The information on ways to deal with gifted learners who may have AD/HD was important. I gave interesting strategies that will be useful within my classroom.

2. The section dealing with developing language ability was also important because to many times now are kids becoming reliant on cellphones and have forgotten how to communicate effectively or even write effectively.

3. The information on Art being incorporated into my classes is something I need to look more into because the incorporation of an art will be far more engaging.

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1. How do incorporate gifted lessons into a regular class. Would the students respond ?
2. Is there a way to incorporate art into social studies classes

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1. Challenging students and having multiple lessons for gifted students to use within a unit will help gifted students.
2. I really had no idea that the gifted brain worked differently.
3. Pre-test, pre-test, pre

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Clarifying question-
I often feel overwhelmed trying to meet the needs of all my kids.  We have Intervention Specialists, paraprofessionals, and Title to help us meet the needs of the struggling students, is there funding available to help a district support a Gifted and Talented classroom?  We identify kids, but we don't service them in the way that we know is best.

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1.  I love practical ideas.  I would love more ideas for how this will look in my regular education classes.  How can I best meet the needs of so many types of learners at so many different levels of understanding.
2.  How do I motivate the bored learner when it is a combination of work and a junior high mindset.

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1. Gifted and talented are used interchangeably and together, but they are actually quite different.  After reading that section the difference is pretty clear.
2. The fact that a gifted brain actually works differently-chapter 1.  I found myself highlighting almost every pink box because I found the ideas fascinating.
3.  I liked the practical strategies for working with students with overexcitability and the ideas for working with Gifted children with ADHD.

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I feel as though school districts do not have the funding for full-time gifted programs, even though this seems to be the most effective method for servicing our gifted students according to the research. So my question is, why isn't there more funding for these kinds of programs?

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1.  I feel like I still need some support on accommodating the needs of my gifted students in inclusion classes of 25-27 students.  I feel like I have some new ideas to try, but I would like help with Tiered Assignments in particular.
2. I would like some help finding tiered reading assignments for ancient history topics.  I know of Newsela (which isn't necessarily ancient history) and Tween Tribune.  Are there others that work well for 6th grade Social Studies content?

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1.  The information on how the various regions of the brain work differently in gifted students was interesting, especially with each area/subject of giftedness.
2.  I learned some strategies to differentiate ADHD from giftedness, and how to tell if some students are both.
3.  I learned how important it is to stress growth and effort with gifted students.  Many of them are so fixated with success or performance that they may be afraid to try something new for fear of failure or appreciate the problem-solving processes that a task may provide.

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1. Why does the state only believe in identifying gifted individuals one time? Those identified at an early age may just have more life experiences and parental support placing them ahead of peers. Just like students on IEP's, these individuals need to be assessed every three years to ensure qualification.

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CH What I would like to learn more about:

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CH What I would like to learn more about:

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1. Hyperlexia and its relation to hearing loss, autism, mental retardation and emotional disturbance.
2. Giftedness and Autism. How to reach and teach these individuals so they reach their fullest potential.

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1. Problems faced by gifted students when faced with peer pressure/ underachieving in the classroom
2. I learned about the three types of Hyperlexia and how to differentiate the difference between it and other possible language disorders.
3.

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We have mandatory identification in the State of Ohio yet not mandated service. These new laws have come into effect that basically are making it even more of an unfunded mandate and putting a lot of pressure on teachers, coordinators, and districts. Who do we need to talk to or what do we need to do so that they know this isn't a fair way to go about it.

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1. When is the state going to realize that some of their thinking doesn't match what experts say about gifted?
2. More ways to motivate the unmotivated gifted learner

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1. Problem based learning units help students retain the information better.
2. Hyperlexia - new one for me to learn about
3. RAFT strategy for writing. I never really got it until seeing the example.

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JS 1 Clarifying Question: Why don't students who are gifted have to be retested to qualify for gifted services the way students on IEPs are tested? Given the nature and needs of gifted students, they should also have a Multi-Factored Evaluation. Wouldn't many the issues presented in this book be addressed with those evaluations? 

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JS 1 Clarifying Question: Why don't students who are gifted have to be retested to qualify for gifted services the way students on IEPs are tested? Given the nature and needs of gifted students, they should also have a Multi-Factored Evaluation. Wouldn't many the issues presented in this book be addressed with those evaluations? 

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1. I would like to know why gifted programs are not funded the way learning disabled students are.
2. I would like to know what more I can do to help to identify students especially those who are minorities.

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1. Possible problems linked to the typical strengths of gifted children often look like behavior issues, but actually have to do with how their minds work. Teachers must take this into consideration.
2. The characteristics of gifted underachievers was very interesting. Some of the characteristics present as ADHD or other behavior issues
3. I learned about hyperlexia. I had never heard of this before and found it to be very interesting.

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Why hasn't state and federal regulations and guidelines been established for identifying and servicing gifted students yet? Shouldn't there be some model of consistency for all schools to use?

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1. How are teachers being supported at state and federal levels to make sure that gifted students get the necessary attention (earmarked funding) to meet their needs?
2. With the increased emphasis and realistic need to differentiate to meet students' needs, how do teachers balance the load and actually meet the needs of so many different students?

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1. Recent studies show that curriculum compacting typically does not negatively impact achievement scores.
2. The Characteristics of Giftedness section in Chapter 1 gave me some things to watch for in my own classroom. Dabrowski's 5 areas of intensity (overexcitabilities) may help me distinguish or at least be aware that giftedness might be considered instead of automatically assuming ADHD.
3. The study of the brain in giftedness was interesting and new to me. I did not realize that the actual brain structure is different in gifted children.

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Why are schools required to ID gifted students, even as young as kindergarten, but are not given specific criteria for servicing them? Wouldn't it make more sense for all districts to be using the same criteria - especially since once a child is ID'ed, they have it for the rest of their education?

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1.  How to help my students understand when differentiating why some students are doing something that appears more fun, like an independent study, while others have to work with the teacher or do a different activity.
2. How to appropriately assess students with a standards-based report card when giving them differentiated activities.

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1. Gifted and talented are NOT the same, even though they tend to be used interchangeably.
2. Independent studies are a great way to differentiate curriculum for gifted students.
3. Students with twice-exceptional brains can be overlooked and often have educational needs go unmet.

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Current practice in Ohio is to identify gifted students in second grade through a standardized test. Is this the best age to identify children?

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1. Many of the application strategies for teaching gifted students are excellent for many students. So is there a reason to be exclusive about using these strategies with only gifted students?
2. What are other countries doing to foster students' abilities to be sure all children are invested in their learning - especially children with higher abilities or talents?

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1. Giftedness is way more than an IQ score and we need to broaden our gifted identification process.
2. The various studies on how our brain works during different thinking processes is fascinating.
3. No matter what learning abilities students have, they can be taught through variety of strategies to enhance their thinking skills.

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If research has shown that it is beneficial to group gifted students, why is it common practice to keep gifted students full time in regular education classrooms? Teachers are overwhelmed and struggling in their attempts to meet the numerous needs of all of the students (in a mixed abilities classroom.) Will teachers be given the much needed support and training? How can we improve this situation?

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1. I want to learn more effective ways to motivate gifted students who are unmotivated or who resist/refuse participation in lessons or activities.
2. I would like to learn more effective ways to differentiate my lessons to address the needs of ALL of my students in our mixed abilities classroom

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1. Give gifted students more options, like a challenging menu of activities that they can choose from to match their abilities.
2. Instead of praising gifted students for their intelligence, teachers and parents should praise them more so for their effort, hard work, and perseverance on their work/tasks.
3. Twice exceptional students can be gifted in one area while having a learning disability in another area.

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1.What is the best way to meet the needs of gifted students and students who have an IEP within the same classroom? How do you balance your time when there is such a wide range of abilities?

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Why is it that school districts are able to use different criteria for identifying gifted and talented students? Why hasn’t it come from the state (or federal) level that districts need to identify gifted learners using the same criteria and/or methods?

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1.  I want to learn more about the brain and learn new things that will help me to help my students be successful.
2. I want to learn more ways to provide enrichment for students who have artistic talent.

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1. Gifted students can be underachievers.
2.  The applications portion of the book provides many strategies for teaching gifted students.
3.  Gifted students need the same amount of attention as low achieving students.   All lessons need to be geared toward all levels of abilities.

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1. Why is "once gifted, always gifted" the norm for Our State? Why is a single standardized test dictating a child's giftedness....we would never put a student on an IEP after one test!

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1. What is the best model for servicing students when it comes to gifted education? Money and resources always seems to dictate a model instead of what's best for the teacher.
2. Will we ever see differentiated state tests? We are expected to differentiate when we teach but students are not tested in this manner.

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1. There are many definitions for gifted and talented.
2. The arts are often neglected but can be so beneficial for the gifted students (and all students for That Matter).
2. After 23 years of teaching I have never heard the term "twice exceptional student." This chapter really hit home and made complete sense to me since my own child fits this category.

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1. How do I realistically do a better job of differentiating in the classroom for all my students?
2. Where/How do I get more support with teaching ideas and ideas for sharing with the parents of my gifted students?  Hands-on guidance from those who are experts in their field would be helpful. I would like to be readily equipped with information and ideas that I could provide to parents with as resources.

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1. Overexcitabilites (5 types) are found more often in gifted individuals than the general population.
2. The population of minority students are not only underidentified as gifted, but also tend to be underachieving.
3. Llike-ability grouping for gifted students is a way to differentiate learning. It is effective because they are able to access more advanced knowledge and skills and to pursue their learning in greater depth.

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Why do we say, "once gifted always gifted" when the students are labeled so young and we know brains develop at different rates?

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1. What is the best way to identify  how each gifted student needs to be guided to talented?
2. How are parents to help these gifted students best?

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1. There are way more forms of gifted than I realized .
2. Lots of new techniques and reminders of strategies to add to my curriculum.
3. Twice exceptional brains have different instructional strategies.

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How are we suppoed to find enough time in the day to meet the needs of all of our students. wouldn't it be better to group them on ability more often?

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1. Strategies to use in my science and social studies classroom.
2. How I can find more resources for differentiation especially in social studies and science

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1. gifted students need as much attention and support as other students.
2. the difference between gifted and talented.
3. I need to pretest more to help with differentiating my lessons.

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Why are students identified as gifted after one standardized test, and then always considered gifted? Shouldn't there be more teacher input over several years, and more of a variety of criteria?

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1. How do students that are gifted in other areas besides reading and math get identified?
2. When gifted students receive more challenging work than gen.ed. students and may not receive as high of a grade because of that, how do you deal with their disappointment or frustration?

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1. Curriculum compacting is a good strategy to use for teaching gifted students.
2. Giftedness can be misdiagnosed as ADHD because of overexcitabilities.
3. When using grouping, gifted students benefit the most from like-ability grouping.

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AW: Clarifying Aside for what was briefly mentioned in the book, is there any current research to show that a pull out gifted program is best practice for young students who are identified as gifted in elementary school? Has anyone studied inclusion or small group instruction in the classroom?  

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AW: Clarifying Aside for what was briefly mentioned in the book, is there any current research to show that a pull out gifted program is best practice for young students who are identified as gifted in elementary school? Has anyone studied inclusion or small group instruction in the classroom?  

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AW: 2 Things I Want to Know1.	 How do we keep continuity between districts in identifying gifted students?  It seems that often districts have a different process.2.	Are their more programs and curriculum out there to help teachers challenge gifted students? Especially for young students who do not get pulled out to go to a gifted instructor.

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AW: 2 Things I Want to Know1.	 How do we keep continuity between districts in identifying gifted students?  It seems that often districts have a different process.2.	Are their more programs and curriculum out there to help teachers challenge gifted students? Especially for young students who do not get pulled out to go to a gifted instructor.

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When I have a class of 30 students, some gifted (on WEPS), some academically challenged (on IEPS), and some ranging right in the middle, how do I meet the needs of all of them correctly, without driving myself into the ground?

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1. Are there ways to identify the best way gifted students learn besides having them take a learning aptitude test? Along with this, if I have a gifted student who identifies learning best one way, should I assess them in multiple ways to expand and strengthen their learning abilities, or should I focus on the method in which the student learns most  efficiently?
2. I know we read an entire chapter on underachieving gifted students, but I would love to have concrete ideas that would motivate these students.

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1. I was unaware of the differences between gifted and talented before this book study.  It is important to know the difference when working with gifted students and their overexcitabilities in the classroom.
2. Solutions for reaching the gifted underachieving students and approaches to reversing patterns of underachievement.
3. Ways to focus on more challenging activities in the math classroom as opposed to just completing more work.

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Why are students identified gifted at such an early age? With brain development and other factors, why do they carry that id with them forever?

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1. How to better identify gifted students-- and if we have class of gifted and honors-- is there a rubric that should be followed?
2. How to differentiate better so that all student needs are met.

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1. Focus on more complex questions instead of more work
2.  Don't praise students for their intelligence, praise them for their efforts.
3. Gifted students need just as much attention as every other student in class.

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1. How can I better serve the classroom teachers in my role as technology instructor to reach gifted students?
2. How can I partner with other teachers?

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How do we separate the students who are early learners in the young ages, from the truly gifted?

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1. I learned that having a Growth Mindset is a valuable asset for the gifted student.
2. There are numerous ways to identify gifted students and numerous ways to reach them.
3. I learned that Best practices in teaching are for all students, even the gifted. If we try and employ best practices, we have a better chance of reaching all students.

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Parents are often seeking a label of gifted. How can we change the mindset that once the child is identified, more work needs to be done?

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1) How can I implement data from pretesting consistently? Things get so busy.
2) How can I improve high ability student's motivation to become more self directed?

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1) The importance of a classroom teacher recognizing that a student with disabilities can be truly gifted as well.
2) Pretesting is so important for differentiating instruction.
3) Directing lessons based on student interest.

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1. Differences in the thickness of the cortex was apparent in the 7 to age 12 group.  The students with superior intelligence had the greatest rate of change suggesting, "The most agile minds had the most agile cortex."

2. Environment has a tremendous impact on how the inherited genes in children in poverty express themselves.  Hence, in a suburban household, parents will expose them to a wider variety of experiences which helps attain their full genetic potential for developing their gifts into a talent.  In children of poverty, parents are often working two to three jobs and do not have the financial means to do so.  Therefore, their genetic potential for developing their gifts into talents often times are not fully realized.

3. Renzulli's definition of giftedness resonated with me, because without a commitment and perseverance to task and the opportunity for creativity to happen, some students will fall through the cracks.  Recent studies have shown brain images of certain brain areas are very active when a child is involved in creative projects!

Temple Grandin discusses the importance of educating children on the spectrum and that they often times learn through four primary styles of learning yet I also know that some parents who have done early intervention did not see the outcomes and success that she experienced.  Hence, Why can't we address the differences in treatment response and why it occurrs?

The book acknowledged that children with autism have brain structural abnormalities in the white matter connections that grew more slowly in the areas of the brain dealing with language development and social skills.
Likewise, changes in how the brain got ride of (pruning) unused cells well into the teen years did not happen properly.
Why can't neurologists come up with drugs that help the pruning process for Autisitic students?  Hence, the response to treatment may change if we facilitate the process in how the brain prunes unused cells of the brain. I feel there is a medical intervention that needs to be addressed as well.

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How can we as educators ensure that their are consistent guidelines for testing and assessing students?

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1. How do I better service the twice-exceptional student are their more thorough assessments and activities that can be use to better identify and serve students?

2. What are the best ways to implement project based learning to benefit all my students?

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1.Finding students hidden strengths and passions and differentiating the learning experiences for gifted students is essential to meeting their needs ado ensure their success.
2.The twice-exceptional student is often serviced for their learning disability and their potential goes unrecognized. The high functioning individuals with mild autism and those who are gifted, share many of the same traits. The application section in chapter 4 was especially helpful It was encouraging to know that I am applying some of these strategies and offered an array of helpful ready to use suggestions and approaches that can easily be incorporated within my classroom setting.
3. Learning how the mind works never ceases to amaze me. When research shows that our actions and reactions have such a profound effect on our students, it is humbling. Differentiating curriculum that incorporates the arts for all students and providing opportunities for students to reach their potential is these area is yet another vital way to help students be all they can be.

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TG: Two things I still want to know1.	I would like to know or see how students are identified as gifted.2.	I would like to know some ways to motivate those gifted students who are not motivated by the traditional ways

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TG: Two things I still want to know1.	I would like to know or see how students are identified as gifted.2.	I would like to know some ways to motivate those gifted students who are not motivated by the traditional ways

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TG: Need ClarificationEarly on it states that parents who are active with their child at an early age have no influence on whether a child is gifted or not.  If a parent is really pushing school items at a young child, couldn’t this help a child to test like they were gifted.

# data[].attributes.subject
TG: Need ClarificationEarly on it states that parents who are active with their child at an early age have no influence on whether a child is gifted or not.  If a parent is really pushing school items at a young child, couldn’t this help a child to test like they were gifted.

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TG: 3 Things that I learned1.	That I need to praise for effort and hardwork, not being the smartest or intelligent.2.	I need to find the way that the gifted students learn just like with regular students in order to meet their needs.3.	I learned that a twice exceptional child can be gifted in one thing but have a learning disability in another.  I always thought if they were gifted in one thing they would still do well in others.

# data[].attributes.subject
TG: 3 Things that I learned1.	That I need to praise for effort and hardwork, not being the smartest or intelligent.2.	I need to find the way that the gifted students learn just like with regular students in order to meet their needs.3.	I learned that a twice exceptional child can be gifted in one thing but have a learning disability in another.  I always thought if they were gifted in one thing they would still do well in others.

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Isn't there a more consistent way to identify gifted students in all schools?

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1. How can I compact my class and develop stations for the different abilities (for each unit) with so many other time constraints? There are only so many hours in a day.
2. What are specific strategies for students in science and social studies?

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1. Praise students for effort and hard work vs praising them for their intelligence. This will help them take risks and value learning.
2. Teach students to have a "growth mindset" so they examine what they did wrong/right instead of focusing just on the grade.
3. Students should be divided into groups based on ability.

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What can I do as an educator to impact the way in which gifted students are identified in my building?

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1. When students are exhibiting many indicators of giftedness in the classroom, why do they have to get a specific score on the written test to be identified?
2. Why aren't education plans for gifted students (weps) treated like ieps ?

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1.  When developing activities for gifted students focus on complexity.
2. It is very important to incorporate the arts into my curriculum whenever possible.
3. Gifted students should be given a variety of options that match their strenghts to show mastery of learning.

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At what age should we really identify students or should it be a process?

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Why aren't there more ways to "test" to identify, if we know all of this?
Why isn't state testing accommodating these students if we must?

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Gifted need as much attention as Sp. Ed.
"Gifted" has a variety of meaning.
Despite all of the research, MUCH more needs to be done.

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1. Gifted kids are often labeled Autistic when in fact they are not.
2. For best results the gifted should be placed with other gifted kids.
3. It is important to foster the emotional/psychological part of the gifted learner for many reasons.

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1. Why are we not testing the giftedness of kids with a variety of methods and at different ages.
2. Also, why do we fail to service gifted students in areas other than math and reading?

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How can I best meet the needs of gifted students in an inclusive environment with all types of learners?

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Why are students identified gifted at such a young age and this identification follows them the rest of school? I think that students should be retested at an older age and if they still do not show that they should be identified then they should not be.

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1. I am interested in more information on how to differentiate instruction for gifted students in the math classroom.
2. I would love to use stations in my 7th grade math class and I could use some more guidance on how to do this.

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1.  Strategies to use so that twice-exceptional students are challenged.
2. Gifted students should be grouped with other gifted students for best results.
3. There are other ways to identify gifted students besides just testing.

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How many students have already gone through half of their school career misdiagnosed ? At what level is it more prevalent

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AW 3 Things I learned...     1. I learned that gifted students can be more sensitive  to the stimuli around them which are classified as overexcitabilities. It is important to help these students to recognize what they are feeling in order to help them in their learning.  2. I learned the twice-exceptional child can  include the child who is gifted but also learning disabled, no identification, identified learning disabled but also gifted.                       3. I learned about the importance of integrating the arts into the classroom When using art projects in the classroom you should allow students to explore and create their own art.   

# data[].attributes.subject
AW 3 Things I learned...     1. I learned that gifted students can be more sensitive  to the stimuli around them which are classified as overexcitabilities. It is important to help these students to recognize what they are feeling in order to help them in their learning.  2. I learned the twice-exceptional child can  include the child who is gifted but also learning disabled, no identification, identified learning disabled but also gifted.                       3. I learned about the importance of integrating the arts into the classroom When using art projects in the classroom you should allow students to explore and create their own art.   

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1. How to motivate and encourage the student to take their learning to the next level.
2. I would like to learn more about the different cultures and Socio economic aspect of gifted student.

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1. Gifted students don't always work better they are placed in groups with other gifted students.
2. Gifted students are to often labeled Autistic when they are more Hyperlexia .
3. Minority student who are gifted often don't achieve their potential because of peer and social pressure of their culture.

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1. How do we as educators encourage society as a whole to give the same attention to our gifted students as it does to other special populations and groups

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Why is it that once a student is identified as Gifted they must always carry the Gifted title?

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1.  I'm interested in more ideas and strategies for encouraging unmotivated gifted students.
2. If a gifted student, with much collaboration and intervention, still fails his/her classes for the year, what steps should be taken for the following school year?

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1. The book identifies that underachieving students don't often respond to traditional motivational techniques. What are some ways to motivate these students?
2. If gifted students work better when grouped with other gifted students, how does this affect them socially?