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1.  Sign in with my account information:
username:   aensign@nwoesc.org
password:    2Giftedhour$
2.  Select Teacher Dashboard
3.  Browse available courses (select what interests you and start course)
4.  Turn in the completed certificate (It will have my name but just put your name beside mine)

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Overview

Welcome to this professional development (PD) series. Through two courses (each involving 30 contact hours), the series prepares general education teachers to work with identified gifted students and other advanced learners. The series addresses the purposes and objectives specified in the Ohio Department of Education, Gifted Education Professional Development Resource Guide (2017). The Gifted Education Professional Development Course was developed in collaboration with the Gifted Advisory Council, the Ohio Leadership Advisory Council, and the Ohio Department of Education, with contributions from national experts with graduate preparation and licensure in gifted education.

The Course Facilitator

If you are participating in this PD, you will be working with a facilitator. This colleague will support your engagement with the course. Depending on how the facilitator organizes the PD series in your district, you might work in small groups or by yourself. Either way, you will complete readings and projects, and the facilitator will assess your work to determine if it fulfills the course requirements. The requirements for each project are clearly spelled out in a rubric, which is provided following the description of each project.

Note to District Leaders

To use these materials in your district, you need to identify a course facilitator. This person should hold an Intervention Specialist license in gifted education from Ohio or an equivalent credential from another state. Or the person could hold a graduate degree in gifted education or be a state or national presenter in gifted education. If you cannot find a person within the district to serve in this capacity, please contact an Ohio Educational Service Center in your region. If you need additional help, please contact Jim Gay or Karel Oxley at OLAC.
Gifted Professional Development Overview and Suggested Sequence (DOCX)
Year One - Course One (15 clock hours)

Year Two - Course Two (15 clock hours)

Year Three - Course Three (15 clock hours)

Year Four - Course Four (15 clock hours)

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Educator Resources | Ohio Leadership Advisory Council

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Welcome to this professional development (PD) series. Through two courses (each involving 30 contact hours), the series prepares general education teachers to work with identified gifted students and other advanced learners. The series addresses the purposes and objectives specified in the Ohio Department of Education, Gifted Education Professional Development Resource Guide (2017).

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Holgate Gifted Education - Design & share beautiful engaging content with Visme

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Hours:  1

Directions:  Select a quote and write a reflection on how this applies to your gifted student population and how this impacts your gifted instructional practice.

Submit:  Google Classroom

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Hours:  1

Directions:  Sign up to receive the free complex text materials. Use the materials in your language arts classroom.

Submit:  Google Classroom

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Hours:  varies

Directions:  Learn how to personalize learning for your students, especially the gifted population. Each strategy you select, implement, and reflect will count as 2 hours toward your gifted time.

Submit:  Google Classroom

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Hours:  2

Directions:  Explore the websites below. Then select one of the tools to use in an upcoming lesson and write a reflection about the implementation of the activity.

Submit:  Google Classroom

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Hours:  1

Directions:  Review the math materials. Use one of the activities in class and write a reflection about the implementation of the activity.

Submit:  Google Classroom

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Bloxels - Build Your Own Video Games | Bloxels

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Anyone can build a video game. At home or school, Bloxels is a simple yet powerful way to create characters, art, and stories to share with the world.

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Enjoy the beautiful sound of a world-class Grand Piano. On desktop/laptop computers, you can play chords and melodies using your keyboard or mouse. On mobile devices, simply touch the piano keys to play a note.

Keep your sound and tempo under control with the dedicated Sustain, Metronome, Transposition, and Tempo buttons.

Explore our growing collection of free Interactive Songs and experience the joy of playing popular pieces like a professional pianist.

In addition to our original Piano sound, you can also access additional musical instrument sounds such as Organ, Harpsichord, Harp, Synthesizer, or even a Drum Kit. These are pro-quality samples of real instruments recordings selected for their authenticity and musicality.

Record and Save your own music compositions so you can play them back anytime you want.

Share your best performances with friends and family with a simple invitation link.

NEW - We now offer native MIDI input support for Chrome, Firefox, and Microsoft Edge browsers. Seamlessly connect an external MIDI controller and elevate your experience. Just press the MIDI button below the piano to select your device.

Our web-based piano is compatible with most modern browsers supporting WebGL.
Learn how to play your favourite music ...

TWO KEY MAPPINGS

REAL - Mirrors the distribution of white and black keys in a real piano. Three octaves are available.
MAX - Black piano keys are pressed using the Shift modifier key. All five octaves are available
Show keyboard maps

SONG MODE

Our flexible auto-accompaniment system will let you execute complex compositions with ease by letting you focus on the main melodic line. Notes are indicated using LED lights
How to play songs

PIANO GAME

Test your piano playing skills with the new GAME MODE. Collect points as you play any of our interactive songs and challenge your friends to see who gets the highest score!
Check out the rules

No additional plugins are required to play this online musical instrument

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Virtual Piano | The Best Online Keyboard with Songs Everyone Can Play

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Experience the most realistic virtual piano online. Play free interactive songs, share your recordings and learn notes and scales on multiple instruments.

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Millions of free jigsaw puzzles created by a large community. Create, play, share jigsaw puzzles and compete with other users.

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Pixilart, free online drawing editor and social platform for everyone. Create game sprites, make pixel art, animated GIFs, share artwork and socialize online.

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Talkr is a free iOS app that makes your pictures talk! Disguise your voice, or type what you want to the photos to say in over a dozen languages!

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Examples of Learner-Driven Learning:

1. Project-Based Learning (PBL): In PBL, students tackle complex, real-world problems and develop solutions. They choose their projects, conduct research, and present their findings, which encourages self-directed learning.

2. Problem-Based Learning (PBL): Similar to PBL, this approach presents students with authentic, open-ended problems to solve. Students work collaboratively, investigate, and propose solutions, fostering independent inquiry.

3. Inquiry-Based Learning: In inquiry-based learning, students pose questions, investigate topics of interest, and actively seek answers. Teachers serve as facilitators, guiding the learning process rather than providing all the answers.

4. Flipped Classroom: In a flipped classroom, students review instructional materials, such as videos or readings, independently before class. Class time is then used for discussion, collaboration, and problem-solving, allowing students to explore topics at their own pace.

5. Choice Boards: Choice boards offer students a menu of options for completing assignments or projects. Students select tasks that align with their interests and learning styles, promoting autonomy.

6. Genius Hour (or 20% Time): This concept, inspired by Google's practice, allows students to spend a portion of their class time exploring their own passions and projects. They are free to choose their topics and pursue them independently.

7. Personalized Learning Plans (PLPs): Individualized learning plans are tailored to each student's specific goals, needs, and interests. Students, along with teachers, help design these plans and take an active role in their implementation.

8. Self-Assessment and Goal Setting: Encourage students to set their own learning goals, track their progress, and reflect on their achievements. Self-assessment fosters metacognition and self-directed learning.

9. Peer Teaching and Learning: Encourage students to teach and learn from each other. They can create and deliver presentations, collaborate on projects, and provide feedback to their peers, promoting a learner-led classroom.

10. Socratic Seminars: In Socratic seminars, students engage in open-ended discussions, guided by thought-provoking questions. They take responsibility for their own contributions and for leading the conversation.

11. Learning Journals: Students maintain learning journals in which they record their reflections, questions, and thoughts about what they're learning. This practice encourages self-awareness and metacognition.

12. Gamification and Game-Based Learning: Incorporate educational games and gamification elements into lessons, allowing students to make choices, solve problems, and advance at their own pace.

13. Student-Designed Assessments: Allow students to design their own assessments, within certain guidelines. They can choose the format, criteria, and topics they want to be evaluated on.

14. Online Discussion Boards and Forums: Encourage students to participate in online discussions, share their perspectives, and ask questions. Online platforms provide a space for students to take the lead in discussions.

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New math games section added

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Great Books Conferences * The Great Books Foundation

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JGB Series K-1 (Those Shoes) Grade 1 JGB Series 2-5 (The Gold Coin) Grade 3 JGB Nonfiction Inquiry (Small Acts Make a Big Difference) Grades 2-5 JGB Series 6-8 Grades 6-8 The Five Guidelines for Shared Inquiry Discussion Effective Practices in Leading Shared Inquiry Discussion Criteria for Choosing Great BooksContinue reading

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Leave your comfort zone

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Put the learners in the driver's seat

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“Enrich your soil”

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Students need the opportunity!

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If any of the following books interest you, please email aensign@nwoesc.org with the title of the book you want to explore further.

I will place the requested book in your mailbox.

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Hours:  1

Directions:  Read an article and write a one page reflection addressing the needs of your students.

Submit:  Google Classroom

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Psychologists who study gifted children are familiar with the following scenario: A child is referred to their school psychologist because of "behavioral problems in the classroom," problems that often include descriptions such as "inattentiveness," "sass," and "outbursts." Following a battery of tests, the school psychologist reports the surprising results. No, the child does not suffer from attention deficit disorder or oppositional defiant disorder. The child "suffers" from...giftedness.

Giftedness can be as much a curse as a blessing. It depends a good deal on the environment within which that giftedness finds itself. To a harried teacher with lesson plans to cover before the bell rings, the seemingly incessant questions of gifted children can seem like a special kind of hell. Gifted children often find age-appropriate lesson plans boring because their cognitive skills may extend well beyond the schoolwork and lessons contained in those plans. On the playground, they can exhibit a trait termed an "unstoppable urge to create" by Dr. Joan Freeman, a specialist in the needs of gifted children. This "urge to create" makes it difficult for gifted children to simply "play by the rules." Although they quickly learn the rules of a game, they just as quickly become bored with them and want to change them - frequently leading to consternation on the part of other children who often find solace and comfort in routine. As adults, the gifted can find the workplace, with its many rules and often rigid power hierarchy, a particularly stressful work environment.

Research indicates that giftedness also is associated with intellectual, emotional, imaginational, sensual, and psychomotor "over-excitabilities". Gifted individuals tend to be emotionally sensitive and empathic, making the normal rough and tumble of the playground stressful for them. Because they often feel they are held to higher standards than their peers, they can find it difficult to accept criticism (anything short of perfection is felt as failure). Their over-excitability can make them stand out from peers (and not in a good way), leading them to feel isolated and misunderstood as children and as adults.

Given these problems, one might wonder whether giftedness is more curse than blessing. But giftedness also carries potential for greatness - not just for the gifted individual, but for those who stand to benefit from their accomplishments. We tune in to sporting events to watch gifted athletes perform amazing feats for our teams. We buy the new inventions created by the gifted that make our lives easier and richer. We read the books and watch the movies that emerged from the minds of those who have a natural talent for story-telling.

So what do the gifted need to reach their full potential? Research shows that these are perhaps the three most important factors:

1. Being with others who are like them. If you've ever watched the TV show "The Big Bang Theory," you know the importance of this factor. The show's main characters are brilliant male and female "nerds" who fit in just fine with each other and stand out like tarantulas on white bread everywhere else. No matter who you are, you need to feel there is a place you belong. A good deal of research indicates that gifted adults who are in frequent contact with other gifted individuals are more likely to feel belongingness and satisfaction, whereas those whose social environments do not include other gifted adults feel isolated and dissatisfied.

2. Education settings that challenge them intellectually. In one study, gifted adults who had participated in advanced placement courses in high school were surveyed 15 years after graduation. Eighty-five percent of participants described their academic experiences in advanced classes as positive, and 88 percent of participants indicated that they would support advanced placement for their children if it were recommended by the school. Another study compared successful and unsuccessful men who were identified as "geniuses" during childhood. Their results showed that, even among geniuses, educational achievement was the major determiner of success in adulthood.

3. Not being treated differently. In her book Gifted Lives , Dr. Joan Freemen points out that once parents, teachers, and peers see that gifted children are advanced, then they start treating them differently. But, as she emphatically points out, they are advanced only in certain areas and are normal children in every other way. Just being labeled "gifted" can create emotional and social havoc. In one longitudinal study, over 100 children labeled "gifted" child were matched for age, sex, and socioeconomic status (SES) with two others in the same school class. The first matched child had an identical IQ score, and the second was chosen at random. The results showed quite startlingly that the group labeled "gifted" had significantly more emotional problems than the unlabeled gifted group during childhood. By 2005, the labeled and unabeled gifted groups (now in their 40's) were not very different in life outcomes, but both groups were much more successful than the randomly selected group. The factors that predicted life outcome for the labeled and unlabeled gifted groups were hard work, emotional support, and a positive, open personal outlook.

You can find more information about giftedness, including how to determine whether you or your child is gifted, in my previous article on gifted testing.

Copyright Dr. Denise Cummins July 15, 2014

Dr. Cummins is a research psychologist, a Fellow of the Association for Psychological Science, and the author of Good Thinking: Seven Powerful Ideas That Influence the Way We Think.

More information about me can be found on my homepage.

Follow me on Twitter.

And on LinkedIn.

Image: iStock

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Even the gifted need these three things to succeed.

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5 Common Struggles of Gifted and Talented Students

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5 Common Struggles of Gifted and Talented Students

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1. Many gifted students try to reach an impossible goal - perfection.

While it is normal and healthy to have high expectations for your child, it's important to make sure these expectations don't negatively impact their mental health. Signs of unhealthy perfectionism are procrastination or unnecessarily long amounts of time devoted to already excellent projects. It's wonderful to strive to do your best, but prolonged perfectionist tendencies can lead to stomach problems, obsessive-compulsive disorders, and even eating disorders in hopes to maintain full control of their lives. Help your student accept that perfection is unattainable and set reasonable yet high academic goals and accept that no one - themselves included - is perfect.

2. Because of the pressures of rigorous schoolwork or extracurricular activities, many gifted and talented students have little free time.

Academic challenges are often fun to students with exceptional intelligence, but constant pressure and no time to relax can wear this fun away. The heavy workload of an accelerated program can cause a lot of stress and strain on young minds. It can take a toll very quickly and lead to burnout. To prevent this, make sure you help your child schedule time for themselves and encourage rest and relaxation, especially in regards to healthy habits and a full night's sleep. It is vital to make sure your child has time to themselves as well as time to interact with friends and family. Here are some additional ideas of activities your gifted child may enjoy.

3. Gifted children are often very socially mature for their age, but this can cause them to have problems interacting with their peers.

Middle and high school are difficult transitions for any student, but the pressure can be worse on exceptional students. Many children with average academic capabilities see their gifted peers as "show-offs," and try to distance themselves. In other cases, the gifted or talented student may have trouble finding similar interests to other children their age. It's easier to find friends when interests and intellect are similar.

4. Talented and gifted students may have trouble focusing on schoolwork that doesn't interest them or they don't naturally excel at.

Accelerated children are used to academic curriculum coming naturally to them - it's part of being gifted! However, there will always be difficult or uninteresting subjects and it's important to address that. Students who are gifted in some areas aren't always gifted in every area and often get frustrated or bored with things they aren't immediately good at. High expectations can make it difficult to ask for support. On the other hand, when students pick up new material quickly, they can become bored and leave the rest of their peers behind and cause disruption in an ordinary classroom.

5. Organization skills can also be a problem with gifted students as many are abstract thinkers.

While it is more common for male students to become distracted and disorganized, this is an issue that afflicts everyone. It is easy to become overwhelmed for abstract thinkers, as it can make it difficult to break down large projects into easy pieces. Visual aids like a homework planner and calendar are excellent, and old-school pencil and paper can also help the organization process.

It's important to remember that gifted and talented students are still children and are in need of parental and educational support. The problems listed above can be easily dealt with in an environment suited to accelerated children, like our trained staff at The Tenney School. The one-on-one approach and specialized support group help our students succeed, even in the face of these challenges.

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5 Common Struggles of Gifted and Talented Students

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Gifted and talented students are often the envy of their peers and naturally succeed in an academic setting. However, these gifts are not without their pitfalls. Exceptional students need emotional and social support to make sure they take care of themselves as well as reach their maximum potential.

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5 Common Struggles of Gifted and Talented Students

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5 Common Struggles of Gifted and Talented Students

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1. Many gifted students try to reach an impossible goal - perfection.

While it is normal and healthy to have high expectations for your child, it's important to make sure these expectations don't negatively impact their mental health. Signs of unhealthy perfectionism are procrastination or unnecessarily long amounts of time devoted to already excellent projects. It's wonderful to strive to do your best, but prolonged perfectionist tendencies can lead to stomach problems, obsessive-compulsive disorders, and even eating disorders in hopes to maintain full control of their lives. Help your student accept that perfection is unattainable and set reasonable yet high academic goals and accept that no one - themselves included - is perfect.

2. Because of the pressures of rigorous schoolwork or extracurricular activities, many gifted and talented students have little free time.

Academic challenges are often fun to students with exceptional intelligence, but constant pressure and no time to relax can wear this fun away. The heavy workload of an accelerated program can cause a lot of stress and strain on young minds. It can take a toll very quickly and lead to burnout. To prevent this, make sure you help your child schedule time for themselves and encourage rest and relaxation, especially in regards to healthy habits and a full night's sleep. It is vital to make sure your child has time to themselves as well as time to interact with friends and family. Here are some additional ideas of activities your gifted child may enjoy.

3. Gifted children are often very socially mature for their age, but this can cause them to have problems interacting with their peers.

Middle and high school are difficult transitions for any student, but the pressure can be worse on exceptional students. Many children with average academic capabilities see their gifted peers as "show-offs," and try to distance themselves. In other cases, the gifted or talented student may have trouble finding similar interests to other children their age. It's easier to find friends when interests and intellect are similar.

4. Talented and gifted students may have trouble focusing on schoolwork that doesn't interest them or they don't naturally excel at.

Accelerated children are used to academic curriculum coming naturally to them - it's part of being gifted! However, there will always be difficult or uninteresting subjects and it's important to address that. Students who are gifted in some areas aren't always gifted in every area and often get frustrated or bored with things they aren't immediately good at. High expectations can make it difficult to ask for support. On the other hand, when students pick up new material quickly, they can become bored and leave the rest of their peers behind and cause disruption in an ordinary classroom.

5. Organization skills can also be a problem with gifted students as many are abstract thinkers.

While it is more common for male students to become distracted and disorganized, this is an issue that afflicts everyone. It is easy to become overwhelmed for abstract thinkers, as it can make it difficult to break down large projects into easy pieces. Visual aids like a homework planner and calendar are excellent, and old-school pencil and paper can also help the organization process.

It's important to remember that gifted and talented students are still children and are in need of parental and educational support. The problems listed above can be easily dealt with in an environment suited to accelerated children, like our trained staff at The Tenney School. The one-on-one approach and specialized support group help our students succeed, even in the face of these challenges.

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5 Common Struggles of Gifted and Talented Students

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Gifted and talented students are often the envy of their peers and naturally succeed in an academic setting. However, these gifts are not without their pitfalls. Exceptional students need emotional and social support to make sure they take care of themselves as well as reach their maximum potential.

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Hours:  1 - 2

Directions:  Choose 2 best practices for gifted students.  Write a one page summary on how you will implement this into your classroom for your gifted students.  If you try the strategies in your classroom, write another 1 page reflecting on the experience for an additional hour.

Submit:  Google Classroom

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Hours:  1 - 2

Directions:  Read the article.  Write a one page summary on how you will implement this into your classroom for your gifted students.  If you try the strategy in your classroom, write another 1 page reflecting on the experience for an additional hour.

Submit:  Google Classroom

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Access on page 10 in the Brochure:

https://drive.google.com/file/d/1T2H2lUqGUPxHB1D8Lkd6ul1jLGdysMbw/view

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Tips for Teachers: Successful strategies for teaching gifted learners

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Tips for Teachers: Successful strategies for teaching gifted learners

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Publisher: Davidson Institute

Being a regular classroom teacher can be both an exciting and overwhelming experience. There are so many curriculums to cover, so many standards to meet, and so many things to learn. It can seem as though you're being stretched in an infinite number of directions. And, the most challenging part generally isn't the teaching; it is managing student behavior. Without a doubt the most difficult student in your classroom is generally the one who finishes every assignment in less than five minutes and requires constant redirection. We hope you will find these tips helpful.

With areas of the curriculum that are sequential, such as mathematics and spelling, how about giving the end of the year test during the first week of school. If you have students who can demonstrate competency at 80 percent or higher, you will save them an entire year of frustration and boredom if you can determine exactly what their ability level is and then offer them curriculum that allows them to move forward. Formal assessments can be extremely helpful, however, they are expensive and there is generally a back log of students waiting to be tested. Conducting informal assessments is a useful and inexpensive tool that will offer a lot of information.

Piaget's Stage Theory of Development
Bloom's Taxonomy

Tip #6: Learn About Distance Learning Opportunities
The choices available to teachers and parents in this area have exploded in the past several years. Distance learning opportunities have dramatically increased options for meeting the needs of gifted students. Programs such as Art of Problem Solving math and the Johns Hopkins Center for Talented Youth Online courses, as well as a myriad of online high school and college courses including online AP classes, are a great way to substitute more challenging curriculum for students who demonstrate proficiency with grade level material. Of course, these classes generally aren't free, but they are an option that many parents are willing to pay for. Search the free online Davidson Gifted Database to find resources recommended by students, parents and teachers.

Another reason that many teachers are afraid to try acceleration is that they are concerned about the student's level of social maturity. Research has demonstrated time and time again that acceleration is effective for many reasons and that social maturity is rarely an issue. Several studies have shown that social age is correlated with mental age - not chronological age. So, not only is it generally in the student's best interest academically to accelerate, it is in his/her best social interest as well! The same goes for students in high school. If a student is ready for college work, encourage them to take college courses or to consider an early college entrance program. Indeed the student might need a bit of tutoring to get up to speed and/or may need some extra support initially, particularly with writing and/or organization, however, gifted students learn very quickly and my experience has been that these supports can generally be removed after a reasonable adjustment period.

Blunder Number One: Asking Your Gifted Students To Serve As Tutors For Students Who Are Struggling. Gifted children think and learn differently than other students. Asking them to serve as tutors can be a frustrating experience for all parties involved. This should also be remembered when putting together learning teams or group projects. Putting your strongest student with your students who are struggling is likely to be a painful experience for everyone. Imagine developing a cycling team with someone like Lance Armstrong as one member and then selecting other members who have either just learned to ride their bikes or are still relying on training wheels to help them gain their balance. It is unlikely that anyone in this group is going to have a positive experience.

Blunder Number Two: Giving Your Gifted Students More Work When They Finish Early. It is common practice to give students more work if they complete their assignments early. This is counterintuitive if you consider that if the student is completing his/her work in an efficient manner, it is likely that the work is too easy. Let's once again consider our cyclist. Would you have the cyclist who finished the race first continue to ride, on a stationary bike no less, until all of the other cyclists finished the race? What if that cyclist was given an opportunity to participate in more challenging races or had the opportunity to develop his/her talents in related areas - wouldn't that be a better use of his/her time?

Blunder Number Three: Only Allowing Gifted Students To Move Ahead When They Complete The Grade/Age Designed Work Assignments With 100% Accuracy. It is important to remember that gifted students think and learn differently and can be extremely rebellious. No one - not adults, not children and especially not gifted children - likes to be bored! Gifted students, thanks to their ability to reason, will purposely choose not do something merely because they "must" do it, particularly if it seems pointless to them. They would rather spend their time thinking or reading than completing worksheets that are too easy. Focus on your students' strengths, not their shortcomings. Offer them opportunities that are consistent with their abilities - lead them from where they are. Depending how long they have been in the system, it may take them a while to trust you. So, don't be surprised if there isn't a miraculous overnight change. Be consistent and positive and remember, you may be the first teacher who has offered them an opportunity to actually learn, rather than regurgitate and they may not know how to handle your responsiveness. Don't fall in to the trap of saying, "See, I told you he wasn't gifted, I gave him one tough assignment and he failed." Gifted students generally haven't had to work to succeed. Give them time to build their, often atrophied, wings in a safe environment.

Tip #9: Utilize Outside Resources
There is a lot of information in this article, and it is likely you're feeling a bit overwhelmed! Here is the best news so far . . . you are not alone and you don't have to come up with all of the answers by yourself. There are several national organizations devoted entirely to assisting gifted young people and the professionals who serve them. The three most notable organizations are the National Association for Gifted Children, University of Iowa's Belin-Blank Center for Gifted Education and the Davidson Institute for Talent Development. As a first step, join the Davidson Institute's free Educator's Guild. Members have access to electronic mailing lists and a Facebook discussion group to exchange ideas, locate resources and discuss issues with other educators all over the country. The Davidson Institute also provides participants of the Davidson Young Scholars program and their parents, free services as well. In addition to these national organizations, you may also wish to find organizations at the state and local level that focus on meeting the needs of gifted students. It isn't necessary to turn your world upside down to be an effective teacher of gifted students, you just have to be flexible, knowledgeable, and be willing to try new things. Gifted students cannot fend for themselves and it is up to you to begin the exciting adventure of making a difference to the gifted students in your classroom (if you haven't already done so)! After all, one person can and does make a difference.

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Tips for Teachers: Successful strategies for teaching gifted learners - Davidson Institute

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This article by the Davidson Institute offers a list of tips for teachers. It focuses on suggestions any teacher can use in the classroom to aid their

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Hours:  1 - 2

Directions:  Watch this short video on best practices for gifted students.  Write a one page summary on how you will implement this into your classroom for your gifted students.  If you try the strategy in your classroom, write another 1 page reflecting on the experience for an additional hour.

Submit:  Google Classroom

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The Institute for Arts Integration and STEAM

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Looking for activities that encourage creative thinking in the classroom? Try these 5 ideas for engaging instruction in any subject.

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50 Tips, Tricks and Ideas for Teaching Gifted Students

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50 Tips, Tricks and Ideas for Teaching Gifted Students

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Gifted kids can be a joy to teach when you know how to identify what engages them. These 50 tips and tricks come from my own experience and from around the Web. They're good to have in your bag of tricks whether you're a newbie or an old hand at teaching these high-level thinkers.

Every year, I start by having my students complete an interest inventory. This helps me ensure that curriculum is personalized to their interests.

Share what you are reading with gifted students. Often, these students experience a reading lag where they can't find a sweet spot because it is hard for high-ability students to understand what is both challenging and appropriate.

Gifted students often need to have the ability to move when learning ... pacing, flapping and bouncing are parts of their thinking process.

4. Offer Flexible Seating

A window seat is my favorite place to read, so I keep that in mind when offering seating. Try to offer different seating options for students: beanbag chairs, carpet squares, pillows, director chairs ... the list can go on and on.

SOURCE: kindergartenisgrrreat.blogspot.com

5. Model Social Situations

Social situations can be challenging for some gifted students as their ability to understand social cues can be underdeveloped. Team up with other teachers to model the proper way to start conversations.

6. Share Current Events

Current events are important to incorporate into gifted programming. We want these students to be thinking about how they can use their talents to solve real-world problems.

As important as current events are, it is also just as important to understand that gifted students internalize global happenings on a very personal level. Kids do not have the experience with the world to understand that despite there being a war or attack, there are still good things happening in the world.

SOURCE: Reddit

Not all gifted students are meant to be the project manager. Allow students the opportunity to work alone or in a group. Even cross-grade groupings work well with gifted students.

9. Mind the Child Labor Laws

Gifted students who finish early should not automatically be the teacher's helper. Gifted students can be some of the worst students to assist others because their brains often work very differently. Having a gifted child help a student who is struggling may do more harm than good.

My grandmother always said, idle hands are the devil's workshop ... so keep some key things in the back for busy hands. LEGO bricks, cardboard and masking tape, and Snap Circuits are some of my favorites!

11. Introduce Minecraft Edu

SOURCE: http://education.minecraft.net/

Provide gifted students with clear endpoints on projects and assignments. Gifted students can create unusually high expectations and never see an end in sight; a book reflection can easily become a 10-page paper, a PowerPoint can become an intensive course on the topic. Letting students know where to stop can be helpful.

Use FutureMe.org and have students write a letter to their future selves. Once students have written the letter, you can set the date for it to be sent to their inbox. What a great way for students to set goals and create natural check-in points.

14. Teach Decision-Making

Gifted students can have a huge case of FOMO: fear of missing out. They understand that decisions have consequences, and sometimes they need to be given an inordinate amount of details about their options. Allow for the gifted student to fully understand the pros and cons of a decision.

Gifted students are processing a lot in their minds. Be patient and give them the time to reflect on what they need to come to a consensus they can live with.

16. Assign Expiration Dates

My gifted students walk into class with exploding folders and binders. They keep everything because there is a fear of being unprepared. Just like expiration dates for food, think about adding a footer to your handouts: "This handout expires on April 15."

17. Model Organization Strategies

Or at least model how you organize life. Gifted students like options and seeing how they work in the "real world" is very helpful. I show students how I use notes to organize things, how Google Calendar is my lifeline, and what I do for physical notes. I have used planners in the past and show those examples as well.

We also review different apps that could be helpful. I urge students to find what works for them. No system is not an answer. We all need a system to help us be productive. When I taught younger students, we would all try different systems together as our end-of-the-day procedure.

Offer gifted students a hobby that can help calm their busy minds. Teach them how to Zentangle, breathe, meditate, make friendship bracelets, knit, color-anything that allows for them to focus carefully on details can help them quiet some of the extra noise.

SOURCE: http://teachertothecore.blogspot.com

19. Explore Their Passions

Some gifted students don't have a passion yet because they haven't found it. Provide exposure to as much as possible. are one way to help students think about different topics. even has created teaching enhancements. I heart TED.

20. Read Tons of Biographies

Reading, watching or listening to the lives of others can help gifted students develop a plan of action and see what others did to accomplish goals.

21. Read Lots of Everything

It is true, so many gifted students have found a book that becomes so much a part of them, they can discuss it at length. Bibliotherapy is a great way for students to experience how to deal with issues and learn tactics and strategies.

For the love of anything that is holy, this should probably be no. 1. Research states that most gifted students do not learn new information until January. Don't make a student who has already mastered a concept sit through the lesson again.

Let gifted students pursue their interests. If they want to let everything be about dinosaurs, more power to them! We need paleontologists. As mentioned in , it takes over 10,000 hours to be an expert. To get that many hours on a time card, students have to be allowed to focus.

We need to allow students to hyper-focus but also then be the "guide on the side" that helps them make connections from one area to another. Perhaps we can get our dinosaur expert to use Scratch and make a "Dino Dig" math game?

Gifted students need mentors within their interest areas. Mentors can teach students how to navigate through professions and can even be gatekeepers to additional opportunities.

26. Practice Like Professionals

27. Locate Authentic Audiences

The work students create should have a real audience and be appreciated by those who authentically would benefit from its completion. Younger students are a great first authentic audience.

28. Put Them in Escape Rooms

I love The Mind Research Institute, which challenges students in grades K-12 to design their own mathematical game.

32. Check Out Local Happenings

Do you live in the middle of nowhere? Me too! But I was surprised to learn there were still a TON of events happening on the weekends. If you are in the urban areas, you are rich in opportunities. Look to local libraries, museums or universities.

33. Send Them to Summer Camp

Some of my closest childhood friendships started at summer camp. These times allowed for encouragement and allowed kids to be nurtured in an environment where trying something new was the goal. Summer camp allowed me to be myself and try new things.

34. Solve Local Problems

"With great power comes great responsibility," says one of our favorite superheroes, and he is correct-kindness counts. We need to do good with the gifts and talents we have been given. Give gifted students the opportunity to solve local problems and see the need for change in their own community. Allow a book to inspire this mission: Summer I Changed the World in 65 Days.

What do friends all have in common? Interests!! We are attracted to those who think similarly and those who challenge our beliefs. Book clubs make for a great space for likeminded students to come together to discuss a common theme ... in this case a book, which serves as a great discussion starter.

36. Allow for Voice and Choice

How many of you hated a certain book in high school only to read it as an adult and see how wrong you were? The moment we lost choice (of what to read in this case), we also lost joy. Allowing gifted students to have choice in the classroom allows them to feel empowered and engaged. Choices do not need to be huge either, small choices are just as important.

No one wants to only be the big fish in a small pond. We want to be around people who will make us better and want to achieve more. Allow your gifted student to be challenged by participating in academic competitions such as National History Day. Your students will see what true competition is.

This is one of the best ways to develop critical thinking. Show a picture of clouds ... what do you see? This type of activity develops fluency, elabora tion, originality and abstract thinking, which are all integral parts of being a creative thinker. Try Google's It's a great tool for getting students to think rapidly-it's also a gem for indoor recess.

When the students ask a question you don't know, look it up with them. As librarian media specialist Melissa Thom says, "the smartest people are the people who know how to find answers to their own questions." Follow her on twitter at .

Flocabulary creates content-rich raps (yes, as in hip-hop) about just about ANYTHING. There are so many wonderful resources embedded within-contests, lyric labs, lyric notes, connections to primary sources, teacher plans, corresponding handouts, questioning and so much more! This will quickly become your favorite teaching resource. I promise!

41. Let Them Read Below-Level Books

Why do we expect every book gifted students read to be 1.5-2 grade levels above their reading level? I say, if a student is enjoying a book, read it! Yes, challenging books are needed to develop reading ability but don't discount a book just because it is below a student's level. Reading a book for a different purpose can increase the difficulty of a book without changing the text.

42. Connect Globally

Global Read Aloud is a program where one book is used to connect the world. Pernille Ripp founded GRA in 2010 with the simple idea to read a book aloud to her stude nts and during that time try to make as many global connections as possible. This mission has grown exponentially and has reached over two million students. Collaborating with students in other states and countries will help a gifted student think empathetically.

43. Incorporate Mythology

If you know a gifted s tudent, then you know that mythology can be a huge interest-often spurred by the Percy Jackson and the Olympians series by Rick Riordan. Allow students to build a better understanding by incorporating mythology into different curricular units.

Provide a safe space for gifted students to take risks without being put down. Gifted students are often timid to answer something they are unsure about because of the social stigma attached to not answering correctly. Create a classroom culture where wrong answers become an opportunity to celebrate different thinking. Check out Nancy Anderson's book, What's Right About Wrong Answers? Learning Math From Mistakes.

QR codes add an interactive component to your classroom. Create a QR Code Museum or Gallery or even a QR scavenger hunt on one of your classroom bulletin boards.

A frog jumps into the pond, splash! Silence again. This is Basho Matsuo's famous haiku. Use haiku as a way to challenge gifted students to summarize chapters, current events, biographies or vocabulary words. Haiku are student-friendly yet force them to be concise and purposeful with their word choice.

Action is powerful for gifted students. Allowing students to find solutions to problems they see in their school, neighborhood or community will allow them to understand that they can make a difference. Internalizing that they can be the change in the world is transformational. Watch these TED Talks to show them what kids like them are doing to change the world.

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50 Tips, Tricks and Ideas for Teaching Gifted Students - We Are Teachers

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Gifted kids can be a joy to teach when you know how to identify what engages them. These 50 tips and tricks are great to have in your back pocket.

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Hours:  2

Directions:  Choose 3 videos relating to gifted or creative thinking.  Through our Gifted Google Classroom, submit a one page reflection on the 3 videos along with the video titles.

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Thinking & Learning

Lesson duration 17:21

Radio host Julie Burstein talks with creative people for a living -- and shares four lessons...

Performing Arts

Lesson duration 04:46

You think you love music? You have nothing on the Ancient Greek obsession. Every aspect of...

Cognition and Learning

Lesson duration 08:13

Child prodigy Adora Svitak says the world needs "childish" thinking: bold ideas, wild creativity,...

Philosophy

Lesson duration 18:31

Author and activist Isabel Allende discusses women, creativity, the definition of feminism, and,...

Psychology

Lesson duration 05:08

Is creativity elusive? Is it exclusive? What factors may affect how imaginative you are? We...

Lesson duration 10:42

Food waste both in America and across the world is a massive problem for climate change, the...

Education expert Sir Ken Robinson notes that in the factories of the 20th century, creativity...

BIO Todd LaVogue is a TED-Ed Innovative Educator in Florida and the founder of SLICE: School of...

In the Venn diagram of storytelling methods, the commencement speech is part poetry, part cat...

Stretch your mind and strengthen your relationships with this simple exercise borrowed from...

The Oxford English Dictionary defines creativity as "the use of imagination or original ideas to...

"Motivation, creativity and freedom are my most powerful educational tools," says Cyprus teacher...

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Thinking & Learning Lesson duration 17:21 Radio host Julie Burstein talks with creative people for a living -- and shares four lessons... Performing Arts Lesson duration 04:46 You think you love music? You have nothing on the Ancient Greek obsession. Every aspect of...

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Hours:  1 - 2

Directions:  Choose 2 best practices for gifted students from the Hoagies gifted website.  Write a one page summary on how you will implement this into your classroom for your gifted students.  If you try the strategies in your classroom, write another 1 page reflecting on the experience for an additional hour.

Submit:  Google Classroom

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It’s not just hard work, it’s heart work.

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Who Are The 'Gifted And Talented' And What Do They Need?

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Who Are The 'Gifted And Talented' And What Do They Need?

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Ron Turiello's daughter, Grace, seemed unusually alert even as a newborn.

At 7 months or so, she showed an interest in categorizing objects: She'd take a drawing of an elephant in a picture book, say, and match it to a stuffed elephant and a realistic plastic elephant.

At 5 or 6 years old, when snorkeling with her family in Hawaii, she identified a passing fish correctly as a Heller's barracuda, then added, "Where are the rest? They usually travel in schools."

With a child so bright, some parents might assume that she'd do great in any school setting, and pretty much leave it at that. But Turiello was convinced she needed a special environment, in part because of his own experience. He scored very high on IQ tests as a child, but almost dropped out of high school. He says he was bored, unmotivated, socially isolated.

"I took a swing at the teacher in second grade because she was making fun of my vocabulary," he recalls. "I would get bad grades because I never did my homework. I could have ended up a really well-read homeless person."

Turiello, now an attorney, and his wife, Margaret Caruso, have two children who attend a private school in Sunnyvale, Calif., exclusively for the gifted. It's called Helios, and it uses project-based learning, groups children by ability not age, and creates an individualized learning plan for each student. For Turiello, the biggest benefits to Grace, now 11, and son Marcello, 7, are social and emotional. "They don't have to pretend to be something they're not," says Turiello. "If they can be among peers and be themselves, that can really change their lives."

Estimates vary, but many say there are around 3 million students in K-12 classrooms nationwide who could be considered academically gifted and talented. The education they get is the subject of a national debate about what our public schools owe to each child in the post-No Child Left Behind era.

When it comes to gifted children, there are three big questions: How to define them, how to identify them and how best to serve them.
1. How do you define giftedness?
One of the most popular definitions, dating to the early 1990s, is "asynchronous development." That means, roughly, a student whose mental capacities develop ahead of chronological age. This concept matches the most popular tests of giftedness: IQ tests. Scores are indexed to age, with 100 as the average; a 6 year old who gives answers characteristic of a 12 year old would have an IQ of 200.

But there are problems with this framework. No 6-year-old is truly mentally identical to a 12-year-old. He or she may be brilliant at mathematics but lack background knowledge or impulse control.

In addition, IQ tests become less useful as children get older because there is less "headroom" on the test, especially for those who are already high scorers. "It's like measuring a 6-foot person with a 5-foot ruler," says Linda Silverman, an educational psychologist and founder of the Institute for the Study of Advanced Development.

Recent intelligence research de-emphasizes IQ alone and focuses on social and emotional factors.

"There's research that these other things like motivation and grit can take you to the same exact academic outcomes as someone with a higher IQ but without those things," says Scott Barry Kaufman, a psychologist who studies intelligence and creativity at the University of Pennsylvania and the author of the book Ungifted. "That's a really important finding that is just totally ignored. Our country has a narrow view of what counts as merit."

Of course, as the definitions get broader, the measurements get more subjective and thus, perhaps, less useful. Some centers for gifted children put out checklists of "giftedness" so broad that any proud parent would be hard-pressed not to recognize her child. Things like: "Has a vivid imagination." "Good sense of humor." "Highly sensitive."
1(a). How many students should be designated gifted?
It can be useful for education policy purposes to think about giftedness as it relates to the rest of the special education spectrum. Silverman argues that just as children with IQ scores two full standard deviations below the norm need special classrooms and extra resources, those who score two standard deviations above the norm need the same. By her lights, the population we should be focusing on is the top 2.5 percent to 3 percent of achievers, not the top 5 to 10 percent.

Scott Peters disagrees. He's a professor of education at the University of Wisconsin-Whitewater who prepares teachers for gifted certifications. He says the question that every teacher and every school should be asking is, "How will we serve the students who already know what I'm covering today?"

In a school where most children are in remediation, he argues, a child who is simply performing on grade level may need special attention.
2. How do you identify gifted students?
The most common answer nationwide is: First, by teacher and/or parent nomination. After that come tests.

Minority and free-reduced lunch students are extremely underrepresented in gifted programs nationwide. The problem starts with that first step. Less-educated or non-English-speaking parents may not be aware of gifted program opportunities. Pre-service teachers, says Peters, typically get one day of training on gifted students, which may not prepare them to recognize giftedness in its many forms.

Research shows that screening every child, rather than relying on nominations, produces far more equitable outcomes.

Tests have their problems, too, says Kaufman. IQ and other standardized tests produce results that can be skewed by background cultural knowledge, language learner status and racial and social privilege. Even nonverbal tasks like puzzles are influenced by class and cultural background.

Using a single test-score cutoff as the criteria is common but not considered best practice.

In addition, the majority of districts in the U.S. test children for these programs before the third grade. Experts worry that identifying children only at the outset of school can be a problem, because abilities change over time, and the practice favors students who have an enriched environment at home.

Experts prefer the use of multiple criteria and multiple opportunities. Portfolios or auditions, interviews or narrative profiles may be part of the process.
3. How do you best serve gifted students?
This is the biggest controversy in gifted education. Peters says many districts focus their resources on identifying gifted or advanced learners, while offering little or nothing to serve them.

"There are cases where parents spend years advocating for students, kids get multiple rounds of testing, and at the end of the day they're provided with a little bit of differentiation or an hour of resource-room time in the course of a week," he says. "That's not sufficient for a fourth-grader, say, who needs to take geometry."

While this emphasis on diagnosis over treatment might seem paradoxical, it's compliant with the law:

In most states the law governs the identification of gifted students. But only 27 percent of districts surveyed in 2013 report a state law about how to group these students, whether in a self-contained program, or pulled out into a resource room for a single subject or offered differentiation within a classroom. And almost no states have laws mandating anything about the curriculum for gifted students.

In addition to a need to move faster and delve deeper, students whose intellectual abilities or interests don't match those of their peers often have special social and emotional needs.

"I believe that every single day in school a gifted child has the right to learn something new - not to help the teacher," Silverman says. "And to be protected from bullying, teasing and abuse."

Helping gifted students may or may not take many more resources. But it does require a shift in mindset to the idea that "every child deserves to be challenged," as Ron Turiello says.

That's why, paradoxically, many of the gifted education experts I interviewed didn't like the label "gifted." "In a perfect world, every student would have an IEP," says Kaufman.

As it happens, federal education policy is currently being reconfigured around some version of that idea.

"The whole NCLB era, and really back to the first Elementary and Secondary Education Act in the 1960s, was about getting kids to grade level, to minimal proficiency," says Peters. "There seems to be a change in belief now - that you need to show growth in every student."

That means, instead of just focusing on the 50 percent of kids who are below average, teachers should be responsible for the half who are above average, too. "That's huge. It's hard to articulate how big of a sea change that is."

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Who Are The 'Gifted And Talented' And What Do They Need?

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The controversies over gifted education start with identifying who qualifies for that title.

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9 Challenges Facing Gifted Children (and How You Can Help!)

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9 Challenges Facing Gifted Children (and How You Can Help!)

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Has your gifted child been struggling with some social, emotional, or academic issues lately? Giftedness comes with a surprising set of problems, ranging from perfectionism and competitiveness to friendship issues. Learn about these common challenges and some steps you can take to manage them and help your child thrive.

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If You Have a Gifted Child, Here Are the Problems That Could Arise

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Has your gifted child been struggling with some social, emotional, or academic issues lately? Giftedness comes with a surprising set of problems, ranging from perfectionism and competitiveness to friendship issues. Learn about these common challenges and some steps you can take to manage them and help your child thrive.

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Examples of Flexible Learning Environments:

1. Modular Classroom Furniture: Classroom furniture is designed to be easily rearranged to accommodate different learning activities. Tables and chairs on wheels or adjustable desks allow for flexible seating arrangements.

2. Open Learning Spaces: Open, multi-purpose spaces can be used for a variety of activities, including lectures, group work, and independent study. These spaces can be reconfigured to suit different teaching and learning styles.

3. Collaborative Workstations: Clusters of desks or workstations designed for group work, equipped with whiteboards or screens for brainstorming and project collaboration.

4. Quiet Zones: Dedicated areas for individual study and quiet reflection. These areas may have soundproofing and comfortable seating to create a focused atmosphere.

5. Digital Learning Platforms: Use of online platforms and learning management systems to access and submit coursework. This allows students to access materials and collaborate from various locations, whether in the classroom or at home.

6. BYOD (Bring Your Own Device): Encouraging students to bring their own laptops or tablets to class allows them to access digital resources and tailor their learning experience to their preferred devices.

7. Flex Labs: Science laboratories equipped with movable, modular equipment to adapt to different experiments and research projects, promoting hands-on learning.

8. Library Makerspaces: Libraries equipped with creative and technological resources like 3D printers, sewing machines, and electronics, encouraging students to explore their interests and work on projects.

9. Outdoor Learning Spaces: Utilizing outdoor areas for classes, lectures, or study sessions. These spaces can offer a change of scenery and encourage a connection with nature.

10. Flexible Scheduling: Offering a range of class times and formats, such as evening classes, weekend courses, or online options to accommodate students with various schedules and preferences.

11. Personalized Learning Zones: Individualized learning areas within a classroom or library where students can focus on their own projects or assignments.

12. Mobile Furniture and Technology Carts: Use of mobile whiteboards, charging stations, and technology carts that can be moved between classrooms or learning spaces, making resources readily available where they're needed.

13. Quiet and Social Study Areas: Providing options for both quiet study areas and social, collaborative spaces within the same facility.

14. Wellness Spaces: Integrating spaces for relaxation, mindfulness, and stress reduction, such as meditation rooms or yoga areas.

15. Flexible Lighting and Acoustics: Adjustable lighting and sound control features to create the desired ambiance and support different learning modes.

16. Sensory Rooms: Spaces designed for students with sensory processing needs, featuring calming and stimulating elements.

17. Choice of Tools and Materials: Allowing students to choose the tools, software, or materials that suit their learning style and preferences.

18. Remote Learning Options: Offering remote learning opportunities for students who prefer to work from off-campus or who have specific scheduling needs.

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Gifted Ed. Students Are More Than Just Really Smart Kids

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Gifted Ed. Students Are More Than Just Really Smart Kids

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Just this week, a teacher came to me to get advice about how to help a gifted student who is failing her class. Another teacher wanted suggestions about a behavioral plan for an out-of-control student who is gifted. "What do I do about a gifted student who won't write?" asked a coworker.

True teacher concerns about meeting the needs of a special, but often misunderstood, group of students. Let's be honest. Most of the discussion about gifted education revolves around identification and under representation issues. While these concerns are discussed and debated over and over again, the needs of the 3 million gifted students right in front of us are put on the back-burner. It's time we started putting an added emphasis on meeting the unique needs of the current gifted population.

My experience teaching an enrichment program for students identified as gifted has given me important insight into gifted students and gifted programs. While policymakers and theorists ponder the future of gifted education, I strongly believe teachers could better serve gifted students now by following these recommendations.

Recognize That Gifted Students Are Exceptional-Education Students

For years, there have been debates about how to foster the development of gifted children. These controversial issues include skipping grades, creating full-time gifted programs, or employing pull-out enrichment programs. The truth is all service models have advantages and disadvantages. What I've learned is that teachers' assumptions about gifted students are more important than a particular structure for teaching them. Unfortunately, many teachers who do not receive training about teaching gifted students believe gifted students are simply really smart kids. On behalf of teachers who teach gifted programs and parents with gifted students, I will say this is perhaps the most exasperating belief a person can have about this complex group of students. Last year, a parent of gifted children wrote a blog post that gets to the heart of this issue.

If you want gifted kids to be successful, you must believe that gifted education is exceptional education. Many teachers do extraordinary things to help students with learning disabilities be successful. However, when it comes to students who are gifted, some teachers are inflexible and resentful of the behaviors characteristic of being gifted. Not a week goes by when one of my students' regular education teachers doesn't give me an earful about my students' lack of organizational skills, continuous questioning of authority, or underachievement. I do understand their frustrations; however, these behaviors are actually characteristics of gifted children. Can you imagine teachers berating children with disabilities because of their characteristics? While it may seem counter-intuitive to focus on gifted students in the same way we focus on those with disabilities, it really makes sense.

Gifted kids have a host of complicated issues, including overexcitability, asynchronous development, heightened emotional sensitivity, and perfectionism. These issues need special attention and care. Simply put, gifted students have exceptional needs with their exceptional gifts. Treating gifted students as exceptional-education students goes a long way towards meeting their needs. In all honesty, simply remembering they are exceptional-education students can make your days with this difficult population more pleasant.

I know I would not have lasted this long in gifted education if I did not believe this. I once taught a student, Ethan, who was not only one of the brightest kids I ever worked with, but the most obstinate student one can imagine. Each week was a struggle. Intellectually, he was a precious gem, but behaviorally, he was a thorn bush! This student would opt himself out of any group work, crumble up papers, and talk incessantly. Eventually I made it a point to treat every interaction with this student from an exceptional-education perspective. I modified his assignments and used an individualized discipline plan with him. I am thrilled to say this shift enabled me to help this student flourish, as well as decrease my blood pressure.

Nurture Their Gifts

Gifted students do not excel in everything. Some seemingly excel at nothing. In today's high-stakes education system, we over-focus on bringing students up to proficiency levels in math and language arts. Yes, these are important goals, but we need to start taking a broader perspective. Not every kid is going to be a rocket scientist or an English professor; however, they all will be citizens. Students who are gifted have the abilities to do extraordinary things in their talent areas-things that few other students may be capable of doing.

We owe it to our students and our society to uncover students' gifts and nourish them. If a student has an outstanding ability as an actor but is terrible at math, then we should focus much more on acting than math. Wouldn't you rather have a great actor than a mediocre engineer? In other words, much of our academic focus in gifted education should be on providing students with resources and support so they can become the best they possibly can be within their gifted areas.

I make it a point to find my students' gifts. Sometimes it's obvious; other times I need to actively search for them and stay opened-minded. I couldn't quite grasp where Ethan's gifted ability lay. Many gifted students are talkative, but he never stopped talking. Finally, it dawned on me that speaking was his gift. Instead of trying to squelch it, I channeled it. I was able to nurture his gift through vocabulary activities, literature circles, presentations, and group work.

Plug Them In

I teach gifted students who score at top levels on standardized tests. I teach gifted students who score at the bottom levels. Some are clumsy; some are terrific athletes. A few are great artists, and a few think crayons are like kryptonite. Many feel like they fit in nowhere. I know I truly cannot meet all their needs in my classroom. Instead, I try to plug them into an area that will give them a challenge, fulfillment, a sense of belonging, and excitement. When children have these opportunities in life, they are more likely to "grin and bear it" when asked to do something they find adverse. And they will let you know if something is adverse to them. Don't the aspects that you love about teaching help you push through those that you don't?

I have seen significant academic, social, and behavioral results when gifted students find their niche, and so will you. Aubrey was a painfully shy and quiet student in my class, which sometimes prevented her from reaching her goals. This all changed when she got plugged into an Odyssey of the Mind program. She found a place to express her creativity and quirky sense of humor in the club, which helped her open up in my class. Teachers should encourage students who are gifted to take courses they think might be a good fit, join after school clubs, participate in sports and weekend STEM programs, act at the theater, and enter art competitions. In addition, this a great opportunity to partner with parents. We should seek their input about programs in the community. I frequently use my email distribution lists as a means to share opportunities I learn about from parents, and I recommend you do the same.

Use the 4 C's in Lesson Plans

One of the issues students who are gifted deal with is multi-potentiality. This means they can excel at several things and have difficulty choosing one on which to focus. My elementary gifted students have a multitude of academic and personal interests. One week they may want to be magicians or cartoonists, and the next week they want to be archaeologists or mathematicians. Even adults who are gifted are known to be "career switchers." When students' interests vary so much, teachers can't modify the curriculum quickly or deeply enough to keep pace. The most important thing we can do is to provide them with the skills that will be valuable, regardless of what they eventually pursue.

In our 21st-century economy, communication, collaboration, critical thinking, and creativity, or the 4 C's, are considered to be the most valuable skills we can teach students. Much like a gifted student's interest, our schools can't keep pace with the ever-changing needs of our workplaces. It has often been noted that most of the jobs that will be available to our students haven't even been thought of yet. Teachers need to ensure gifted students are proficient in the 4 C's by providing opportunities to practice these skills in all curriculum areas. We need to ensure that most of our lessons include the 4 C's as essential elements. Additionally, using these skills as a framework for differentiated instruction is an excellent strategy. One means I use to differentiate for my high fliers in math is to have them collaborate to create additional challenging problems to the ones they first complete independently. This way, I am reinforcing important math concepts while focusing on the higher-order thinking skills necessary for the 4 C's.

In the end, the most important thing a teacher can do for gifted students is to add value to their lives and education. Teachers should appreciate them for who they are and find a way to nurture their gifts.

What are some more ways you are adding value to the lives of your gifted students?

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Gifted Ed. Students Are More Than Just Really Smart Kids (Opinion)

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Gifted children have a host of complicated issues that need special attention and care from educators, says Anthony Colucci.

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Welcome to day one of a five day series - How I Teach Gifted Kids in a Large Family - a look into our day to day homeschool, broken down a subject at a time. You may want to take a moment to subscribe by email so you don't miss a post. To easily find all the topics later, consider pinning yesterday's post where I'll link each article as it's posted.

Today's topic is a biggie. Language Arts is a huge subject that covers reading, spelling, grammar, vocabulary, handwriting, writing, and speaking. And my age-ranges run the gamut from a toddler learning not to put books into his mouth, to a preschooler discovering the sounds letters make, to a first grader chomping at the bit to be able to readers harder and harder material, all the way to an independent 11-year-old with definite ideas about what he likes and doesn't like. Throw in their asynchronous learning abilities, giftedness, and a few sensory issues, and it can be quite a challenge to make sure everyone is learning.
So how do we do it around here? This post contains affiliate links. Thank you for your support. The short answer is... I don't.
Coming from a public school teaching background, it was really hard to keep myself from getting Trevor {the only one homeschooling in the beginning} a separate curriculum and program for everything. After all, I'd always taught subjects in isolation in my classroom. Sure, we did thematic units and author studies and other creative things, but I still had to use the district's spelling, grammar, reading, and writing programs. There was a block of time each day devoted to each of these subjects.
And in the beginning, Trevor had a spelling,, grammar, writing, and reading all laid out for him.
We're a little more relaxed now.

I try to integrate as much of our learning as I can into interest-based topics that include all subjects. When I find points of weakness, I pull materials to address those. Let me break it down by kiddo...

What Language Arts Looks Like for My Eleven Year Old Son

Often, Trevor is working on a lapbook that has been purchased from Currclick or downloaded from Homeschool Share because he has shown an interest in learning about a specific topic. He'll work on that during independent time - any time I'm with one of the little ones or doing something else. What I love about these is that he is busy researching {using library books we've checked out and the Internet}, synthesizing information into manageable chunks, writing, reporting, and then sharing his work when he reports to me or shows his finished products to friends and family.

I read aloud often to expose all of the kids to classic literature as well as great contemporary books, and Trevor reads books and magazines of his choice throughout the day.

Because he thrives on challenges, and always wants to seem {and become} smarter, I post vocabulary challenges, word puzzles, and play word games often with him.A simple thing we've implemented this year, that has really taken off, has been to assign him a "word of the day" using a printable from Mama's Learning Corner. Sometime before lunch, Trevor must define the word using the printable and be ready to share the definition with the family at the table. For the rest of the day, anyone who uses the word correctly in conversation can earn a sticker for their sticker charts.

Trevor has taken this challenge further by using the Lego Movie Maker app to create stop motion animations that define the words, then showing us the video after sharing the worksheet with us at lunch.

We talk about grammar, spelling, and word usage in the context of his writing and I correct it then and there. Trevor, like most gifted kids, doesn't need {or want} a lot of repetition to completely understand a new concept. So, once I've explained it, and he's demonstrated an understanding, I move on. Though he knows that if he makes the same mistake, we may pull some worksheets at that point for remediation.

I love using puzzles and word play, and often draw word images on the whiteboard to greet him in the morning. We also play lots of fun games!

What Language Arts Looks Like for My Six Year Old Daughter

When we took Molly in for a well-visit at the pediatrician when she was sixteen months old, the doctor asked us how many words she could say. Brian and I looked at each other, and I told him that she could say anything you asked her to, and could carry on a sophisticated conversation if she was comfortable. Our doctor looked at us, smirked a bit, and jotted something down.

Then Molly pointed to the doctor's desk and said, "Doctor C---, why do you have a blue square on your desk?" The doctor's jaw dropped. "I have colleagues with whom I've worked for over a decade who cannot pronounce my name that well. I can see what you mean now," he said.
And Molly has continued amazing people with her precocious and highly developed vocabulary, maturity, sensitivity, and kind heart ever since.
Language Arts for my extremely bright six-year-old includes daily reading - her to me, me to her, and her to either the baby or four-year-old Logan. We have sight words encircling the ceiling in our kitchen, I write messages to her on the white board and in a special journal where we have an ongoing conversation. She received a diary for Christmas in which she writes and draws stories and notes to herself. She sends notes to friends and is already drawing and writing out Valentines to everyone she's ever met.

I haven't started any spelling programs with her because she's been trying to figure things out on her own, and is doing a fabulous job. Like Trevor, she works on lapbooks based on her interests, and shares those with family and friends alike.

In some ways, teaching a gifted kid like Molly - one whose strengths and passions lie in the Language Arts - is easy. She's motivated and driven to learn, and loves words. All I need to do for her is to have things - books, papers, pens, workbooks, activity books, and games - strewn about and she'll make them her play.

What Language Arts Looks Like for My Little Ones

Having and teaching gifted kids at home, while little ones run around, can be extremely challenging. Some gifted kids, like Molly, are highly motivated and intrinsically driven. No matter how many interruptions happen, she'll just keep on moving forward. Some kids, like Trevor, are easily derailed. A diaper needs changed? He's off building a Lego ship while you're distracted.

It can make for some long days...

And make it tough to give the little ones the attention they need.
But, honestly, the most important thing at this age {4 and 1} for Logan and Isaac is to view learning and reading as fun and exciting. I put out baskets of board books, have the LeapReader and books accessible, and have lots of letter activities and games around at all times. And we read. A lot.
I try really hard to give Logan and Isaac attention in the morning first thing before I do anything with the older kids. I also try to include them as much as possible with anything we do at the kitchen table. If Molly is working on a printable or worksheet, Logan will often get out one of her activity books too.
There are so many different strategies for teaching gifted kids at home - probably as many strategies as there are gifted kids. What are some of the things that work for you?
There are so many fabulous and fun resources available to have on hand for little ones that it's hard to pick our favorites. But, I've included some in the carousel below. Check them out and put them on your wishlist. Your little ones will love them, learn from them, and free you up to work with those older ones who are asking tough questions and chomping at the bit to learn more and more.

For more information on Gifted Kids, Check Out:

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How I Teach Language Arts to My Gifted Kids

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Welcome to day one of a five day series - How I Teach Gifted Kids in a Large Family - a look into our day to day homeschool, broken down a subject at a time. You may want to take a moment to subscribe by email so you don't miss a post.

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Meeting the Needs of Talented Elementary Math Students

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Examples of Authentic Learning:

1. Project-Based Learning (PBL): Students work on extended projects that address real-world issues. For example, they might design a sustainable community, create a business plan, or research and propose solutions to a local environmental problem.

2. Internships and Work-Based Learning: Students participate in internships, co-op programs, or job shadowing to gain practical experience in a workplace related to their field of study. This allows them to apply classroom knowledge to real work situations.

3. Service-Learning: Students engage in service projects that benefit the community, such as volunteering at a local shelter, participating in environmental clean-up efforts, or working with non-profit organizations. They learn while making a positive impact on society.

4. Simulations: Educational simulations, such as business simulations, medical simulations, or historical reenactments, provide students with hands-on experience in a controlled and safe environment.

5. Problem-Based Learning (PBL): Students are presented with complex, real-world problems to solve. They research, analyze, and develop solutions, which encourages critical thinking and application of knowledge.

6. Case Studies: Analyzing real-world case studies allows students to apply theoretical knowledge to practical situations. Case studies are common in fields like business, law, and medicine.

7. Field Trips: Visiting museums, historical sites, factories, or other relevant locations provides students with experiential learning opportunities that connect theory with practice.

8. Entrepreneurship Projects: Students create and run their own businesses or entrepreneurial ventures, applying concepts of marketing, finance, and management in a real-world context.

9. Scientific Research: Conducting original scientific research allows students to make authentic contributions to their field. This may involve experiments, data collection, and publishing findings.

10. Culinary Arts and Cooking Classes: Students in culinary arts programs engage in hands-on cooking, learning about food preparation, safety, and nutrition through practical experience.

11. App Development and Coding Projects: Students develop real apps or software, providing them with tangible outcomes and experience in software development.

12. Environmental Stewardship Projects: Students may be involved in local environmental initiatives, such as planting trees, monitoring water quality, or participating in wildlife conservation efforts.

13. Journalism and Media Production: Creating newspapers, magazines, videos, or podcasts provides students with real-world opportunities to research, report, and present information to a wider audience.

14. Historical Reenactments: Students participate in reenactments of historical events, helping them gain a deeper understanding of history and historical context.

15. Language Immersion Programs: Learning a new language in an immersion program, such as studying abroad, provides an authentic cultural and linguistic experience.

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Hours:  15

Directions:  Register at www.nwoesc.org.

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Examples of Optimal Path & Pace:

1. Mastery-Based Learning: Instead of advancing to the next topic at a fixed pace, students continue to work on a concept until they have mastered it. They may take assessments repeatedly until they demonstrate proficiency.

2. Personalized Learning Plans: Each student has an individualized learning plan that outlines their strengths, weaknesses, goals, and learning preferences. This plan guides their learning journey, allowing them to focus on areas where they need improvement.

3. Flexible Grouping: Students are placed into flexible groups based on their skill level rather than grade level. This allows for more targeted instruction and helps students progress at their own pace.

4. Differentiated Instruction: Teachers adapt their teaching methods to accommodate the varying needs of their students. This may involve providing different materials, resources, or assignments based on individual readiness and interests.

5. Blended Learning: A combination of in-person and online learning allows students to work on digital assignments and assessments at their own pace while still receiving teacher support and guidance as needed.

6. Student Choice: Give students choices in how they demonstrate their understanding. For example, in a history class, some students might write an essay while others create a visual presentation or a video.

7. Self-Paced Courses: Offer self-paced courses or modules within a larger course. This allows students to move through the content as quickly or slowly as they need while ensuring they meet the course objectives.

8. Flipped Classroom: Students review instructional materials (e.g., video lectures or readings) outside of class, allowing class time for in-depth discussions, problem-solving, and clarification on areas of difficulty.

9. Competency-Based Education: Progress is determined by demonstrated competency in specific skills or knowledge areas, allowing students to advance once they've shown mastery.

10. Flexible Assessment Timing: Allow students to take assessments when they feel ready. Some students may need more time to prepare and others may be ready to demonstrate their knowledge sooner.

11. Learning Contracts: Students and teachers collaboratively design learning contracts that outline what students need to learn, how they will learn it, and how they will demonstrate their learning. These contracts can be adjusted as needed.

12. Mentorship and Peer Support: Students have access to mentors or peer tutors who can provide additional support and guidance to help them progress at their own pace.

13. Goal Setting and Self-Monitoring: Students set their learning goals and track their progress toward those goals. This encourages them to take ownership of their learning and set their own pace.

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Examples of Evidence of Learning:

1. Written Assessments: Essays, research papers, and written exams can serve as evidence of a student's understanding and application of course material.

2. Oral Presentations: Students demonstrate their knowledge by giving presentations on a particular topic, which can be assessed for content, delivery, and communication skills.

3. Portfolios: A collection of a student's work over time, such as art, writing, or project samples, can be used to showcase growth and achievement.

4. Performance Assessments: This includes demonstrations of skills or practical knowledge, such as lab experiments, coding projects, or musical performances.

5. Digital Artifacts: Digital evidence of learning may include multimedia projects, websites, or videos that showcase what students have learned or created.

6. Assessment Data: Standardized test scores, course grades, and other quantitative data can provide evidence of learning, although these should be supplemented with qualitative evidence.

7. Observations: Teachers or peers can observe students in class or during activities to gauge their level of understanding and engagement.

8. Self-Assessments: Students can reflect on their learning process and write self-assessments about their growth, challenges, and achievements.

Examples of Feedback:

1. Written Comments: Teachers or peers provide written comments on assignments, highlighting strengths and areas for improvement.

2. Oral Feedback: Verbal feedback in one-on-one meetings, during class discussions, or after presentations can be constructive and immediate.

3. Rubrics: Clear rubrics outline expectations and criteria for assignments, making feedback more structured and consistent.

4. Peer Feedback: Students provide feedback to each other, promoting a collaborative learning environment and the development of critical evaluation skills.

5. Formative Assessment: Ongoing assessments during the learning process provide feedback to students and teachers to adjust instruction in real time.

6. Socratic Questioning: Teachers use open-ended, thought-provoking questions to stimulate critical thinking and self-reflection.

7. Annotated Models: Providing students with exemplars or models of quality work with annotations on what makes them successful can be instructive feedback.

8. Technology Tools: Educational technology can offer immediate feedback through automated grading, adaptive quizzes, and data analytics.

9. Individual Conferences: One-on-one meetings between teachers and students offer a private setting for personalized feedback and goal setting.

10. Group Discussions: Students can discuss and reflect on assignments or projects as a group, offering different perspectives and insights.