https://padlet.com/galeman/7gf8qldsavrx Made with a quick smile en-us 2018-11-24 19:24:39 UTC 2018-11-25 03:58:49 UTC hello@padlet.com galeman https://padlet.com/galeman/7gf8qldsavrx/wish/307431260 I believe that focusing on the whole child will help us better serve the child because as we build a relationship with them and understand their behaviors, feelings, and needs. Through this relationship a natural outcome will be understanding their intellectual abilities and needs, as well as becoming familiarized with their passions, abilities and interests. Many times students exhibit undesirable behaviors because their needs (academic or emotional) are not being met within the classroom. When we address those needs first, instead of trying to insist on focusing on the intellect, we will get more from our students. Additionally, asking students about their beliefs or opinions when it comes to content or whole group discussions also reveal their intellectual abilities. Opening up the classroom to see the whole child, allows children the ability to show their true selves and reveal or at times discover talents or gifts. 
Personally, although this is specific to g/t students, I have found that this whole child perspective has served me well in reaching all my students. I have not only seen my g/t student rise to higher levels, but I have also seen my lower performing students find they have talents that go beyond the required content. Being able to recognize their talents, allows students' confidence to increase and encourages to put more effort than they have previously done. This extra effort brings them to success they never knew was possible and before they know it they are doing well in school. Another example is that looking at the whole child, reveals to them ways that they can use their beliefs to affect the larger community or the world they live in. They are able to recognize how their experiences or needs are not unlike others and can find ways to help others through their own way.]]> 2018-11-24 20:03:25 UTC https://padlet.com/galeman/7gf8qldsavrx/wish/307431260 galeman https://padlet.com/galeman/7gf8qldsavrx/wish/307435979 Reading these descriptions has supported my view of what it means to be gifted. I find that many times in my classroom, students who were low performing in the past have simply not been challenged or motivated in a way that meets their social emotional needs and therefore their giftedness is not evident. Last year, I had a special education student who I would now label, "Twice exceptional." This student demonstrated low academic achievement in all content areas. He was apprehensive to trying any activity, unless there was support or he was certain he could be successful. By the end of the first grading period, he was performing satisfactorily in all content areas. By the end of the year, he was able to pass all his STAAR tests (he has never passed one before). His confidence grew and he was able to see the natural giftedness he had. 
Another example, is the description of "the Successful." As described in the article, the successful uses the academic setting to make it work for them and do the minimal. When these type of students enter my classroom, they struggle because my classroom expectations are for to take risks, to show your knowledge through your strengths, but they generally want me to define what that looks like. They do not want to push the envelope and do not want to risk failure. They do not understand that learning is truly about the process and not the end results.
Lastly, last year I had another historically low performing student who through the year began to see her talents. There were many this students had, yet she had never been given an outlet to demonstrate those talents in an academic setting. As I read through the description of the "Autonomous learner," I thought of this student. Throughout the year and as she was allowed to express herself through her strengths, she became more self-confident. She always pushed herself to try new things, this helped raise the bar in my classroom. Students were excited to "compete" with her and she welcomed it. Many times she encouraged them, telling them that she believed in them and knew they were capable of more. She also demonstrated self-direction and many times took up projects on her own and brought them in to share. Lastly, she was always willing to learn from her mistakes. She never viewed her failures as failures. She took them as opportunities to sharpen her skills or make things better.]]> 2018-11-24 21:07:53 UTC https://padlet.com/galeman/7gf8qldsavrx/wish/307435979 galeman https://padlet.com/galeman/7gf8qldsavrx/wish/307439221 Ideas for meeting the needs of the Six Profiles of G/T students:
The Successful Student:
Allow students time for them to explore their interests. This could be accomplished through Genius Hour. Allowing them opportunities to join courses in classes that are a higher grade level so they can have time with students that are closer to their intellectual level and accelerate their learning. In order to push them out of their comfort zone, I could use menus for them to complete their assignments. This would force them to try different things. Also, having them work with students who have different strengths, may help them try new things.

The Creative:
I might provide assignments that allow for as many ideas to solve a problem, or provide questions that have no real answer, rather require thoughts that requires evidence to support a claim. Also, giving them the ability to choose how they will present the knowledge they have gained. The key with this group I believe is allowing them to give them ownership over how to demonstrate their knowledge and application of that knowledge. Additionally, I would allow them more time for discussion and allow them to process orally. 

The Underground:
For this group, I might do content lessons in small groups, this would allow them to not feel the pressure to suppress their abilities as well as giving them a safe learning environment. I would also seek to find mentors that share the same interests and passions for these students. Through these mentorships, I hope these students would grow more confident and fearless in embracing their talents.

The At-Risk 
I would conference with these students individually weekly and set goals. I would give them parameters of what work needed to be produced, but allow them the autonomy and space to work through their assignments. I would build a relationship with them in order to demonstrate to them that I believe in them and that they are capable of more than they have achieved in the past. This student is a bit more difficult and so I would allow them to show me their interests and try to provide different types of activities in order for them to see their strengths. I think this student is probably the most difficult, because there is no outside motivation, they have to own the decision to learn. I would hold them accountable to the same rigor as every one else. 

Twice/Multi exceptional
First of all I would personally provide as much support to the students as possible. I would partner up with them, so they could build up their confidence. I would scaffold activities in order to ensure their success. Slowly, doing that the student would begin to see they are capable and feel success. As their confidence grows, I would increase the rigor of activities and begin to challenge the student. I would also allow them opportunities to partner up with other students to complete assignments, brainstorm, and discuss learning. I would also provide these students with defined choices, so they could determine which demonstration of learning they feel most comfortable completing.

The Autonomous learner:

Though this learner is self-motivated, they still need some guidance. For these learners, I would teach the topic whole group, allow them time to process a big question or idea and let them show their learning in their own way. I would also allow them the opportunity to extend their learning. If needed, I would provide them a space in my classroom after school to continue their learning. Next, I would allow them to present their extra learning to the class. I would also find ways to allow them to mentor younger students or help other teachers. Also, I would let them leave learning in the classroom where possible, especially when they have gotten ahead in the curriculum.]]> 2018-11-24 21:54:37 UTC https://padlet.com/galeman/7gf8qldsavrx/wish/307439221