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Many of our assignments or projects are interdisciplinary. Since I teach foreign languages, I always make them as broad as possible so that many fields are covered. We offer (extracurricular) classes which cater exactly for this specific aspect - developing talents and deepen their interests

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The last project I did with my students was an ESL activity based on using recycled materials to create objects related to certain periods of the British history. Each student had to use his/her knowledge of the respective era to present the object to the class. This type of project helped all of the students because some of them are talented at crafts, others at languages, others at history and so on. Therefore, this type of project helps all students use their unique abilities.

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I involve children in various projects that support them according to their needs and help develop their talents

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All of the students are gifted, but there are differences between them. I generally have them do group work in my activities.
I can identify students with leadership qualities. I facilitate peer learning and collaboration.

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I challenge m students to go further in their education.

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in the future, I will always plan activities in such a way as to enable potentially talented people to do more activities

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The last assignment that we have prepared in Human Physiology and Anatomy class was a presentation on diseases related to the Nervous System. Each student was assigned a disease and had to make a presentation on a digital platform about it. Before the presentation, they were provided with the evaluation rubric and the sections that they had to develop, but according to their style. In general, the results have been very satisfactory and their personal assessment (self-esteem, linguistic, critical and analytical skills) very positive.

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The last assignment was to present a job to their classmates. They could choose the job they liked themost and they had to make a presentation using any ICT tool they liked. This assignment allowed each student to show their interests and their abilities.

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I try to encourage and motivate them by always trying to set them some kind of challenge, not only in the subject of mathematics that I teach, but also trying to integrate other subjects in that challenge. The eTwinning projects, in which both I and the students are happy to get involved, help me a lot in achieving my goal. so we have the integration of mathematics with comics and caricatures, the integration of mathematics with the European Football Championship 2024, solving mathematical mysteries written in stories, mathematical film festivals and the like where students can discover and highlight their other talents in addition to mathematics.

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I participated in this course precisely because I realize that I probably do not adequately develop a series of proposals that could interest my more gifted students. In any case, since they have leadership positions within the classes, everything they propose is always held in the utmost consideration by their classmates.

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The last assignment in the 8th class was to create a graffiti with the ecological message combining various materials.
Children had to study environmental issues, types of graffiti letters and decide and work on this with combined art technics. They had the opportunity to develope all sorts of skills and make their own pace of learning process.

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Group activity from yesterday's lesson. The students (10 years old, 5th year of studying EFL) were given a task of reading a text describing the school uniforms in a specific school, and then draw the uniform according to the description. They themselves gave roles to different members and I noticed that they assigned roles according to their interests. Those that are very good at English were reading the text and those good at art were drawing. Some of them were doing the glossary escape, because they were given the right to one word explained to them, and if there was need for more, they were supposed to swap the explanation with a different group. This role was assigned to the more socialite students in the groups. It was great to see them managing the individual activities to suit the team's needs.

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In the tasks given to students, I try to adapt to what each student can achieve. Therefore, those gifted in the academic area have more challenging tasks.

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I do my best to involve my students (and local comunity) in many projects every year (like eTwinning), to support their needs and according their interests.

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Diferentiating is the key for me .

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When teachers detect students’ talents and interests, they can engage them in researching, acting or any other creative activity based on students’ gifts, always letting them make their own choices, thus fostering students’ independence and initiative. Becoming aware of a certain talent is the first step, which should be followed by a thoughtful teacher’s nudge to trigger student’s productivity.

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The last assignment was a research project on the topic of ecology. Students worked in groups so they could divide the work among themselves according to their strengths and interests. This allowed them to show their abilities.

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In order to nurture gifted and talented students, I strive to engage them in various projects. Reflecting on my recent assignment, I ensured it catered to diverse strengths and interests across different domains. This approach allowed talented students to effectively showcase their unique abilities, fostering their growth and development.

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I try to encourage and to make him express himself
Etwinning projects help him a lot

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The last assignement was for the 7th graders to do research in groups of 5 and present their findings in class. They had 3 weeks to do so.
This task supported diverse needs and strenghts of students by allowing them to divide the necessary work among themselves, so they could do what interests them in the task - doing the interviews, visiting the town library, museum, art gallery, collecting the information, translating the information into English, taking photos and drawing and choosing the right photos or drawings to complement their work, making the digital presentation in whatever tool they choose, and final checking before presentig in class. I said that the most important thing in this task was the studnets' collaboration and workingtoghether, helping each other. They loved the task!

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I try that in the projects in which we participate, I serve only as a guide, and the students are the ones who make decisions, lead discussions and give ideas. Students like the feeling that they are the ones who are the ones carrying the project. In this way, students develop a better vocabulary, the ability to participate in debates, the ability to speak publicly, etc. In this way, they discover their talents and abilities the most.

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I challenge my students to go further in their education. I lead them to think beyond their horizons and I lead them to believe that they can do more.
I always tell them that they need and must think out of the box.

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I asked the students to work in pairs/team and to prepare a 4-5-slide presentation on a given topic. The purpose was to select information from reliable websites, but also to present the outcome to the rest of the group. I think I could modify this task by asking the students to assign specific roles to each other while working in teams. That would allow students to work on the part of that task that they feel especially strong with, or to support their team mates.

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The last project I gave to my students was to make a mind map in canva of one kingdom of living organisms. They had to divide them into groups and find some photos of them, as well as specify some major features of each group. Some students made it more creative, adding lots of photos. Others made connections between the groups. Some made differences. Everyone did the task differently. One student even made a map by drawing it. So I think this was a good example of making the same tasks but uniquely .

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To help students develop their talents, I will let them choose a topic they feel comfortable with over some passions they may have. They can set their priorities and consider all the variables related to the chosen topic. The end result will be something creative, personal, freely constructed and of value to them

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In order to encourage talent development we could use differantianed activities in terms of the outcome, that is what we expect them to "produce". In this way, everybody can work on the same subject in different ways and the final product can be different. Everybody choose what works better for them without being obvious that the teacher imposes a different task to eveyone. So, because of the the interest they find in whatever they choose, the outcome is bound to be better.

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My last assignment came with differentiated instructions and the students, all of them, loved it. Each could choose the task they felt most comfortable with. The missing part, I think, was perhaps a doze of risk, a challenge connected with the task.

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If I think back to the project-based/group-centred lessons I prepared for my students, I think they helped make the talented ones feel inspired and motivated. I guess collaboration, the feeling of being challenged, and the chance to act as support for some classmates pushed them to do their best. Speaking activities also play an important role in stretching students' talents because they feel they're using the language actively and that tey are skilful at it.

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Assess Individual Strengths,Set Clear Objectives,Offer Multiple Assignment Options, Encourage Self-Reflection(through written exercises or class discussions),Provide Guidance and Resources(Students can then use their strengths to dive deeper into the subject matter), Allow for Collaboration, Provide Feedback and Coaching,Create Opportunities for Self-Directed Learning(Allow students to pursue independent research or projects related to their strengths, and then connect these projects to the course material),  Celebrate Successes(Highlight the contributions of each team member and how their strengths played a role in achieving the project's goals), Iterate and Adapt(Continuously gather feedback from students on how assignments can be improved to better align with their strengths)

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I have developed several eTwinning projects but never with a talented student. This is my first year doing that. I hope I could inspire my talented student because it is something new for him and I am sure he will enjoy it.

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The truth is that in everyday school life we do not particularly encourage the enhancement and expression of students' talents.
In the class I taught last year, I tried to enhance some students' talents in writing and drawing by encouraging them to collaboratively create a story of their own. Indeed this was done and the result was amazing.
I believe that for the development and promotion of the talents of all students, the cooperation of teachers of all specialties (which exist in the Greek school) is needed, through the involvement in educational programs, the implementation of events, etc. For example, in the organisation of a school festival, children can be involved in groups based on their talents (e.g. music, painting, etc.)

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My last assignment was to express their daily routine. For this, I gave them a chance to design it according to their interests. Some wrote an essay, some made a video, some used photos on a paper. This was interesting I think and they used their talents in preparing their talents.

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I believe that my last project aimed to develop the students' skills in different domains. It was an eTwinning project in which students approached school bullying and cyberbullying. It's possible to think "How did you do that regarding the artistic and creative aspect". For instance, they had to create a monster. Free will to decide what they wanted to do.

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I use real tasks as a strategy to support students and developing talent in certain domains. These kind of assignments give students the opportunities to use their competences and skills.
One of the real tasks I prefer is when I ask my students to talk about their passions, to talk about some events of the past they appreciated or to talk about themselves freely (in English language as I am an English teacher) by using the digital tool Genially or other tools. Here some examples: https://wakelet.com/wake/hxbTW2GCSVhPimedFk2pJ

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Scuola Secondaria di I° "A. Manzoni" - Pesaro S.Y.2022/2023 Classes 1B - 2B - 3B | 1E - 2E - 3E | 1G

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In kindergarten where I teach we try to differentiate our approach... Not only for the gifted ones but also for the ones that struggle...It's not very easy to work equally with everyone...It needs more effort and preparation from the teachers...And more knowledge...

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When we prepare a lesson, we have to design it by taking into consideration the diverse interests and strengths of the gifted students. Firstly, It is necessary to ensure and provide optimal learning conditions,encourage and motivate them. Also we have to differanciate the approaches of the subjects we are going to teach, the activities and the types of the excercises. Will be perfect if we personalize the plans and give to the gifted students specific roles in order to be motivated. In that way they can be creative and be developed in each domain such as social, emotional, physical. The significant is being by their side ,as teachers, and supporting them with a view to their talents to be showcased.

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In my last lesson my students imagine they meet a group of robots and they write about them. The activity has drawing, writing and speaking parts. They had 30 minutes to do the activity. They all focus on different parts and show their talents. Maybe we can add self and peer assessment to this activity and make my students become aware of their talent more.

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In the lessons I conduct, I like to include one extra task that exceeds the expected result of knowledge. This additional task is designed to provoke children to step out of their comfort zone and show their capabilities. I also love the extra project work, for the kids it's also an opportunity to express themselves.

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I think the key challenge is providing instruction and activities that is stretches gifted students; so much classroom activity is aimed at the middle. I always have additional scaffolds in place for students who require support, but this course has taught me how much work I have to do in order to properly support high potential learners.

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I like inquiry learning, project based learning, quiz and gamification. Each year use a different extracurriculum activity to engage my pupils interests on different fields. I like mixing up different subjects as well such as art and science, history and science, culture and beliefs. Different activities and different approaches keeps them motivated and allows them to explore different subject areas and their interests

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I teach young kids and they are easy motivated but also easy distracted, so you have to improvise and have different types of activities and strategies.

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I think it's important to provide different types of activities and also different types of strategies: in this way every student will have the opportunity to do things he likes and also things he knows how to do. I think that teachers should plan each activity with a specific role for each student, based on each student's interests and abilities. I would like to do it too, but I must admit that with 12classes and about 170 students it is not easy, in any case I will try to pay more attention to this aspect.

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These kids may get bored easily so you always need to have plan B and C, D etc, some extra handouts with other activities etc..also allow them to come up with ideas for homework, projects etc

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I always try to provide different types of activities and differentiated assignments.
I often step out of my comfort zone. For example, I do science experiments in English lessons (but I first have to study or revise them).
Project-based learning seems to be the best choice. As I like students to pick what they want and do the reaserch and present it.

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I agree with Edita that we should learn about our students interests, posibilities and talent then start to act. I give my students additional tasks to do, projects in which they can develop their creative talent. I think that good idea is to encourage them with self- directed learning and assiting them, giving support, feedback. We can find some applications for them, sources to learn. I introduced my students to storyjumper applications. It is application for creating e-books. My students with writing talents were delighted, they created many e-books. It was amazing.

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I always giving them extra or different tasks with providing these same students with activities that live up to their expectations and abilities.it is so crucial in keeping contact with parents.

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Even though my planning allowed students to perform according to their capacities and skills, it was not really differentiated. I struggle when it comes to differentiation, because I find it hard to keep the balance between treating students equally and not signal those who are talented by always giving them extra or different tasks with providing these same students with activities that live up to their expectations and abilities. If I were to design it again, I would add some extra tasks and I would try to connect them with their interests and strengths

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To align assignments with students' strengths and foster talent development, I should consider differentiated instruction. First, we should learn about their abilities and interests, offer choice, tier assignments, use project-based learning, flexible grouping, and personalized plans. Provide feedback, real-world relevance, and encourage self-directed learning while offering resources and support. Regular check-ins ensure progress.