https://padlet.com/allison_daniel1/2t5e477iwzyq A Digital Portfolio by Allison Daniel en-us 2019-06-02 16:13:39 UTC 2025-12-25 23:10:55 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f50e.png allison_daniel1 https://padlet.com/allison_daniel1/2t5e477iwzyq/wish/365128037 At the beginning of the year teachers must act as detectives to identify students' strengths, weaknesses, behaviors, and feelings. Subsequently, all this is done before true learning and teaching can take place. When teachers do this, we lay the foundation for true differentiation. In the same sense, it is important to perform the same "background check" for students identified as gifted. Using the total view point approach as discussed by Betts & Neihart’s article allows educators and parents to provide well-rounded support for these students. For example, and as stated in Maslow's hierarchy of needs, students must be satisfied in all aspects of psychological and ego needs before true creative development can take place. Therefore, it is important to not group all gifted students in the same category, especially when best practice is to do the opposite with the general population.  Intellectual abilities, talents, and interests can only be reached and brought to their full potential when children feel safe, secure, and their needs met. As stated in Betts & Neihart article, this will depend differently on a student's profile and supports will vary for each student. As can be seen in the following video link, there are many emotional characteristics and behaviors to be considered in order to grasp a total view point of a gifted child.]]> 2019-06-02 17:03:05 UTC https://padlet.com/allison_daniel1/2t5e477iwzyq/wish/365128037 allison_daniel1 https://padlet.com/allison_daniel1/2t5e477iwzyq/wish/365138496 Being a new teacher has definitely challenged my view on gifted children. When I first began my teaching career, my view on gifted children was that all gifted students were of the "successful"  type. Through classroom experience, summer professional development, and even this course, I am finding my view of gifted children to be challenged frequently. I actually had the pleasure of having many gifted students this past school year and have learned an abundant of information about the different types of gifted learners. And yet, I find my viewpoint challenged again as I read the positive and negative characteristics of the "whole gifted child". Specifically, the type 5 gifted students are not a group that I have spent much thought on or even considered. Some of the negative behaviors (such as seeks teacher approval, avoids risks, and learned helplessness) really struck me and caused me to think of a specific student I had this past year who matched this profile precisely. I had seen these behaviors consistently from a student who was very bright. At the time it did not make sense to me. Now reading all the different types of gifted profiles along with their positive and negative behaviors will equip me to better support my students. ]]> 2019-06-02 19:13:23 UTC https://padlet.com/allison_daniel1/2t5e477iwzyq/wish/365138496 allison_daniel1 https://padlet.com/allison_daniel1/2t5e477iwzyq/wish/365138561 How I can support gifted students in my classroom:

Type 1: The Successful 
I will give students multiple opportunities to create projects, do research, complete extension activities, and time to collaborate with peers at their intellectual level. Also, I will give students multiple opportunities to succeed, but also provide creative activities that take them a little bit out of their comfort zone. 

Type 2: Challenging/Creative 
I think the most important thing I can do to support these students is to give them an abundance of patience from me. These students need positive support from adults. I will also allow them to research and create projects about their most passionate topics. 

Type 3: Underground 
For these students I will give positive support and encouragement to stay in GT courses, but give breaks when needed. I will provide positive role models and/or mentors for these students. Also, allowing these students to complete projects that they are interested in and connect them to their everyday studies may help.

Type 4: At-risk
I will provide counseling support for these students. It also may be a good idea to set this student up with a mentor outside of school or with an adult that they can fully trust. This student will need positive support from me and encouragement, but also the same expectations that all students have from me.

Type 5: Twice-exceptional 
I would allow this student to complete projects that they are most passionate about. It would also be beneficial to set up this student with a mentorship in an area that they are interested in. During class, I would assign a peer that can provide support and encouragement.

Type 6: Autonomous
This student needs opportunities to show their skills and be creative. I would provide peer leadership options for these students. I also think it would serve these students well to be involved in extracurricular activities and I would offer positive encouragement to do so.

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