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Gift learners are like a flashlight because they can bring light to dark situations when positively charged.

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discovery
individuality
achievement

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Gifted learners are like a river because even when the surface seems calm, their minds are always working.

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How can I best allow for discovery learning while keeping students out of "rabbit holes"?
How do I motivate the reluctant GT learner?

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conversations
connections
competition

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conversations

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Gifted learners are like cookies because there are so many wonderful flavors.

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Melissa C.

How do I differentiate for my GT learners through distance/remote learning?

How do I ensure I close the gaps for my GT learners next year as well as teach the content that needs to be taught in the way the GT learner learns?

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Curious
Inquisitive
Differentiation

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Gifted learners are like a flashlight because they grow dim if they are not charged.

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Gifted learners are like a flashlight because they grow dim if they are not charged.

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How can we challenge students who are advanced without leaving students who struggle behind? 

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How can we challenge students who are advanced without leaving students who struggle behind? 

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What are some good Algebra 1 project?

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accomodating
challenging

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Gifted learners are like cookies because they have a hard exterior when but when you take a bite out of them and get to know them, you realize the soft and sweet interior. 

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Gifted learners are like cookies because they have a hard exterior when but when you take a bite out of them and get to know them, you realize the soft and sweet interior. 

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1. When I do I know when to keep pushing students to work on problem and when do I know when to stop and give them guidance?

2. How do I best use the depth and complexity icons in the math classroom?

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Challenging
Wonder

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Gifted learners are like a flashlight because they can be focused, direct, and help you discover things!  

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Gifted learners are like a flashlight because they can be focused, direct, and help you discover things!  

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How should I differentiate for my GT students in our online format?  Is what I'm doing enough?

How should I balance bridging gaps (that are inevitable with acceleration) with providing engaging lessons that allow for depth and exploration of math topics?

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flexible
diverse

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Gifted learners are like rivers because when their flow is calm, they will experience easy success. Yet, when their river flow is turbulant, they, at times, experience uncertanity in their ability to succeed. 

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Gifted learners are like rivers because when their flow is calm, they will experience easy success. Yet, when their river flow is turbulant, they, at times, experience uncertanity in their ability to succeed. 

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K.Hargis

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How do I get unmotivated GT students to stay engaged when they begin questioning their understanding?
How do I get GT students to stretch when they are surrounded by non-GT or unmotivated GT peers? Because apparaently, advanced secondary math courses are supposively "not" intended for GT students. Therefore, GT studets can be found at all levels.
K.Hargis

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eager
inquisitive
scattered

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Gifted learners are like cookies because there are SO many different types.

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1.What are ways that I can extend different lessons without giving extra work so that GT students are engaged for 1.5hrs?
2. How can I teach the importance of organization/showing work in math to a GT kid?

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innovative
eager
distracted

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Gifted learners are like a river because when presented an obstacle, a gifted learner will either overcome or forge their own path.

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Gifted learners are like a flashlight because they can illuminate things that no one else can see.

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1. How can I activate their curiosity?
2. How do I protect their need for autonomy?

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Self-Directed
Frustrated
Unorthodox

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Personalities
Some are hard and crunchy
Some are soft and gooey
Others are uber pleasers(sweet)
And other are a bit salty!

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Gifted learners are like cookies because . . .they make me happy!

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Gifted learners are like cookies because . . .they make me happy!

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How much freedom do we have to differ from the Compacted Advanced Math  Sequence?

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How much freedom do we have to differ from the Compacted Advanced Math  Sequence?

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How do we move the less than motivated GT math kids to stretch their thinking and go deeper?
Even with more challenging questioning, many still stay at surface level.

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1. When assigning a unit project to allow for discovery and creativity, how do you also schedule time for mastering skills?
2. What strategies can be used to encourage GT students to justify their work when some of them "just get it" and avoid communicating their process?

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noisy
organzied "mess"

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What are some strategies for differentiating in the GT math classroom? 

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What are some strategies for differentiating in the GT math classroom? 

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Does teaching a GT student to be responsible with their device look different?

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Efficient
Personable

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Gifted learners are like a river because they can create their own streams.

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How do you help the students, who have a fear of being "dumb" around other GT students? 

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How do you help the students, who have a fear of being "dumb" around other GT students? 

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What are some strategies for motivating the GT students who underachieve?

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Eager
Creative

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Gifted learners are like cookies because...
They are always raisin the bar!

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Accelerated
Inquisitive
Flexible

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How can I best meet the needs of all my GT math students- not just those who are GT in that area?
What new resources, strategies, challenges, or other funzies have been working well in GT classes?

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Differentiation
Uniqueness
Strategic

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Gifted learners are like a flashlight because . . . they have the ability to shine very bright but that brightness can fade if overused and not maintained.

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How can I incorporate the different strengths in my room?
How can I make things different for those kids without making them feel they are being treated differently?

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Backwards
Different
Diverse

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Gifted Learners are like a river because

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Gifted Learners are like a river because

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you can point them in a direction or give them a goal, but their path is rarely straight. Some students/rivers may have rapids and rough waters, while others are as calm as a cucumber.

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Discussion
Flipped
Pressure

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Gifted learners are like flashlights because...

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Gifted learners are like flashlights because...

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when the light comes on about a concept, a way to solve a problem, or making a relation to another subject, there is no way of holding them back.  They want their ideas heard, they want others to agree with them, and they want to be right!  Their batteries never run out when searching for answers.

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1) How far can we take the learned concepts and still stay within the curriculum of our content area? 2) What are more ways to reach the non-GT math students?

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1) How far can we take the learned concepts and still stay within the curriculum of our content area? 2) What are more ways to reach the non-GT math students?

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Helpful
Ever-Changing

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Gifted learners are like a flashlight because...

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Gifted learners are like a flashlight because...

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they are able to see the path in front of them. They ask questions and use their light to guide themselves and others in the right direction.

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1. GT students often pick up concepts very quickly. How can I create activities/lessons that are engaging and challenging without them feeling like it's extra work? When we do discovery type lessons, some of them have said "It's only because we're in a GT class," or "Why can't you just give us notes and let us work?"
2. How can we increase student achievement when most GT students are already scoring high to begin with?

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Inquisitive
Social
Controlled Chaos

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How do I increase the mastery level of my students when many of them just want to "get by"?

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How do I increase the mastery level of my students when many of them just want to "get by"?

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Competitive
Expeditious

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fast-paced
skeptical
LOUD

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1)How do I motivate students when they've hit "a wall"?
2)How can I get my students to truly understand a process instead of trying to get it done as fast as they can to be the first finished?

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1) How can I overcome the kids' need to complete things rather than truly engage?
2) How can I make the kids WANT to do more challenging things without it just being "more" on their plate?

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Gifted learners are like popsicles because...

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Gifted learners are like popsicles because...

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They come in a wide variety of flavors.

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For so long most of them have never experienced what they see as failure or falling below their expectations for themselves.

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Trying to come up with new ways to keep them engaged in lessons. It forces me to break free from how I teach my non gifted learners

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They are always busy trying to think of a new, 'easier" way of doing something that is different from what I have shown them

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Gifted learners are like a river because...

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Gifted learners are like a river because...

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...they are ever changing. One day the course might be still and slow moving (super easy and dull for them), and then our raft may turn the corner and prove a bumpy ride (i.e. something I thought they would grasp with ease, but it proves that elaboration is more necessary). Some days the students are lethargic and prefer discussion based lessons, and yet some days their chaos prefers more kinesthetic activities with more movement.

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How can I adequately measure the depth at which I can challenge this demographic without boring them or causing them to "shut down"?

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How can I adequately measure the depth at which I can challenge this demographic without boring them or causing them to "shut down"?

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How can we incorporate more project-like assessments to allow for differentiation and creativity while still challenging every student, as well as tackling all the TEKS necessary?

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How can we incorporate more project-like assessments to allow for differentiation and creativity while still challenging every student, as well as tackling all the TEKS necessary?

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One of the most exciting things I enjoyed this year, was being able to see students think of patterns in a different way then I ever have in the past. Concepts that I have taught for years in a few different ways, were explained in a logical and new way of thinking. These students do not always follow a certain framework, their capacity to learn something new to them and transform it into different terms was exciting to experience this year.

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This demographic enjoys the thrill of a challenge. When they apply their new knowledge, they enjoy creating something unique. They prefer to not do the same thing every day, but enjoy new and creative tasks. For example, they would prefer to make a video of their explanations rather than sit down and complete a mundane worksheet and present to their class.

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Not only do the students want to ask questions, they legitimately want to know why the topic is relevant. How can this actually be applied to the world around them, and who created it? (I.E. Who invented the Quadratic Formula, and why did they feel the need to create it?) Their curiosity brings new meaning to the desire for relevance.

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Gifted learners are like cookies because . . .

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Gifted learners are like cookies because . . .

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They are sweet, and come in a lot of different varieties. Mostly all of them are delicious and it's fun to have a variety to choose from, but then there is always that oatmeal raisin one that you want to avoid! As an individual, they are just the right amount of goodness; but as a whole class full of them, they can be a bit much for the appetite! They are put together perfectly, but then sometimes one or more of them break and crumble and you have to let them know that those are just as good as the other ones!

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How can I ensure proper/timely feedback to students when presentation modes vary and I don't have class time hours for presentations?

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How can I ensure proper/timely feedback to students when presentation modes vary and I don't have class time hours for presentations?

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I love the concept of menus, but the time constraint of grading various presentation modes or subjective ideas makes feedback to students slower and they could have a total misunderstanding about something that I don't have time to correct.

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How can I give a great, interesting assignment to "learn" a concept and ensure there is enough exposure and practice to properly learn?

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How can I give a great, interesting assignment to "learn" a concept and ensure there is enough exposure and practice to properly learn?

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IE, I gave a creative lesson on quadrilaterals this past year - create a storyboard on each quad and describe it's attributes, etc. My GT students did not do as well on the quiz/test as my non-GT on that topic.

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they want to know why when given information. so connect the dots and tie back to previous understanding is key.

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they all know each other from being grouped since elementary so everyday can be a big party of friends!

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the idea of structure for them can be a challenge. their creativity flows!