Checking for Understanding by Moira Erwine https://padlet.com/erwine1/tzn95t9vsjf8 Click anywhere on the padlet to get a text box. TYPE YOUR INITIALS IN EACH OF YOUR THREE BOXES. Type in 3 things you learned. 2 things you still want to know. 1 clarifying question. en-us 2016-12-29 14:00:47 UTC 2018-04-05 01:59:39 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Dartstarget.png CF 3 Things I've Learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/166982500 1.  Specific information about brain research and intelligence,  primarily  with regard to neural efficiency (speed of learning).  I found it fascinating that  this trait is likely to appear during the early years of development.  This information encourages me to question some accepted child-rearing measures, such as day care centers and who might be "teaching" our children.
2.  I have expanded my knowledge-base by reading "Applications: Teaching for Creativity" page.  I intend to share this with teachers, especially with the advent of the new component of the Gifted Operating Standards, in which districts must screen for Creative Thinking.  The Application page provides so many valuable examples for teachers, when implementing curriculum for our gifted creative thinkers.
3. I was surprised to learn that mathematical computation relates to verbal language, and approximation relates to visual-spatial skills. We had been taught the old "left brain/right brain" theory, in which mathematical skill originates in the left hemisphere; the study in this book refuted this theory.]]> 2017-04-19 12:03:47 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/166982500 CF 2 Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/166984879 1.  I would like to learn more about accepted alternative forms of testing for giftedness, taking into account learning modalities, twice-exceptionality, and, as mentioned in #3 under "Things I've Learned", mathematical giftedness which can be expressed in different ways.
2. I'd like to explore diverse funding mechanisms, in order to enable districts to expand upon their current gifted programming. As mentioned in the text, budget constraints are forcing cutbacks in current programming, as well as preventing future programming from being implemented. I would like to provide districts with answers to their questions regarding the funding of teacher training and implementation of innovative programming, best suited to meet the needs of gifted learners.]]> 2017-04-19 12:16:56 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/166984879 CF One Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/166987734 If researchers are expanding their definition of "giftedness" from only IQ to include characteristics such as creativity and motivation, how might we implement this broader definition within our accepted identification procedures, so that we might better serve underrepresented populations?]]> 2017-04-19 12:31:42 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/166987734 MH 3 Things I've Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/175416952 1.  Overexcitabilities are more evident in gifted individuals than in the general population.  Strategies to address overexcitability include creating a safe, inviting, positive environment that provides respectful and encouraging opportunities for the gifted learners to express themselves.  Using specific phrases as the teacher and demonstrating for other students will also address the needs to the overexcited students.
2.  I learned that the twice-exceptional student has only recently been acknowledged.  Although educators are beginning to recognize that high abilities and learning problems can coexist in the same person, many school districts do not have procedures in place to identify or serve the needs of children with dual exceptionalities.
3. As mentioned in chapter 8, part-time pull-out programs for gifted students are of modest benefit, yet evidence shows that students in these pull-out programs have more positive perceptions of their giftedness and are more positive about school compared to other students not participating in a pull-out program.]]> 2017-06-06 15:53:57 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175416952 MH 2 Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/175438055 1.  I would like to explore more websites addressing activities geared toward gifted learners' needs and their learning modalities to increase student potential.
2.  I would like to learn how I as an intervention specialist could best be utilized when working with gifted students in the general education setting.  Do I mirror what the gifted intervention specialist is doing?  If I'm working with the gifted students, is the gifted intervention specialist working with the special needs students as well?  What are other districts doing?]]> 2017-06-06 17:46:17 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175438055 MH 1 Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/175439701 I believe all educators aspire to provide the best education to all students, but become overwhelmed by the increasing demands and responsibilities placed on them with less support and funding. How do educators establish and maintain a balance between addressing curriculum standards and high-stakes tests, while creating an effective environment to meet the needs of a broad range of student abilities?]]> 2017-06-06 17:55:47 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175439701 JM Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/175600340 Although my co-teacher and I were told we were not going to have any gifted students in our class because we had all the IEP's/504's, we did have two which dropped to one when one student moved. Is it recommended to have the highest /gifted students in a classroom with the lowest achieving and ability students?]]> 2017-06-07 17:02:06 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175600340 JM 3 Things I've Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/175601068 1.  I had never heard or read about "Overexcitabilities" before, and I was interested in the concept.  Reading about the different types brought to mind former students and other children that I know.  Children are so complex and need to be studied so closely to understand behavior and capabilities, ie., ADHD vs. Overexcitability.  
2.  I have always been fascinated by brain research, and this book contained so much information about the brain and learning.  Many years ago I took a class called "GASC" for global, abstract, sequential, and concrete thinking.  This book reinforced much of what I learned back then, but also gave information about specific areas of the brain associated with different processes and learning.  
3.  Especially in the "Applications" sections of the book, I learned many examples of how to manage and best reach the gifted students in my classroom.  The checklists, scales, examples of activities, and lists of advice will also be very helpful to me as a teacher of not only gifted students but students of all levels and backgrounds.]]> 2017-06-07 17:06:40 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175601068 JM 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/175604345 1.  I would like to explore using what I have learned and apply it to all of the students in my class.  A quote in chapter 8 struck me, "Students of any ability level would probable benefit from the kinds of open-ended, project based learning that goes on in the best enrichment classes."  
2. I would like to know more about technology and websites that could be utilized in my classroom and would meet the needs of all of my students. As we move into personalized learning, the need for resources at all levels will continue to grow. ]]> 2017-06-07 17:26:21 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175604345 KS One Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/175888745 After researchers studied the brain structure and its relationship with intelligence, they concluded that the development of the cortex differs in average, high, and superior intelligence. The changes in the cortex showed the greatest change occurred for students with superior intelligence. It also stated that educators need to re-examine their learning environment to assure they are providing challenging and creative learning. If gifted learners are provided the perfect learning environment, would his/her cortex thin at a slower rate?]]> 2017-06-09 14:38:06 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175888745 KS Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/175892056 1. I want to learn more about giftedness and autism since children who are "both gifted and autistic are difficult to identify because their strengths and weaknesses can mask each other."
2. I would like to research further into the Arts, and learn more strategies to provide enrichment for musical gifted students.]]> 2017-06-09 15:04:49 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175892056 KS Things I've Learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/175895491 1. Gagne's Model differentiates between gifted and talented. Talent develops by two kinds of catalysts, intrapersonal and environmental. It is important to understand the difference between gifted and talented in order to differentiate in the classroom. 
2. The Applications portion of the book is a phenomenal resource. It provides strategies, forms, surveys, and examples which will be beneficial when teaching gifted students.  
3. The cerebral activity that is studied through brain imaging is astonishing!! I learned how different areas of the brain processes information. ]]> 2017-06-09 15:33:06 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/175895491 PC One Clarifying Question: charlesp4 https://padlet.com/erwine1/tzn95t9vsjf8/wish/176464325 Since ]]> 2017-06-14 21:29:11 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/176464325 DN 3 Things I've Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/176466669 1.  I have always been interested in the brain and how it applies to my students.  I am pleased to know that now there is a specific field of study for this in the area of neuroscience.
2. I learned a lot regarding the Twice-Exceptional Brain.  I so wish I had this specific section available to me a few years back when I was informed I would be teaching ELA to a student who had been identified as "Twice-Exceptional".  I had no resources or PD regarding how to teach this student and thus we learned together that year.  He made me a better teacher & after this class I am convinced I have had several other students who were unidentified but were definitely "Twice-Exceptional"  I believe we will all be teaching more of these students as schools continue to get better at identifying students.
3. I learned that even gifted students often fall prey to the culprit of underachieving. I also learned several strategies to help those students become successful in my classroom.]]> 2017-06-14 22:04:07 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/176466669 DN 2 Things I Still Want To Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/176467315 1.  I still want to know more about the day to day scheduling of a classroom for the gifted students.   Due to the numerous budget cuts it appears that all of the instruction for the gifted student is going to be up to the gen ed instructor.  How does one classroom teacher meet the needs of every student in our classroom including those from both ends of the spectrum who have not been identified?
2.  I still want to know more about this "School Within A School" approach at the middle school level.  I would think that if IEP guarantees "support" periods for students who are below grade level why are we not offering "support" periods for students who are above grade level?]]> 2017-06-14 22:13:11 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/176467315 DN One Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/176467915 In the last chapter on page 231 the author stated, " yet their performance on national tests substantially showed their ability to accurately retain and apply what they had learned in these classes when compared to their older peers". There is no reference to where this information came from? What national tests? Are the laws for teaching gifted students being driven by national test data? state test data? It would appear in several districts in the state of Ohio that students identified "gifted" in Language & Math are not all scoring at the highest level. Why not? ]]> 2017-06-14 22:23:34 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/176467915 SS https://padlet.com/erwine1/tzn95t9vsjf8/wish/176786706 Three things I learned:
1. The gifted can be underachievers. This seems like an oxymoron at first glance, but makes sense when taking the entire gifted persona in perspective. Too many references to genius could undermine the child's motivation.
2. Sensual OE - I learned that people with this OE experience the five senses in ways that are more intense than the average person. I found the post about the student with the crocs interesting as I wonder if I missed this OE with former students.
3. The effects of poverty on the brain. Even though the effect is small, " an impoverished environment includes powerful forces that shape the intelligence from the womb through school and beyond."

]]> 2017-06-18 23:31:28 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/176786706 SS Two Things... https://padlet.com/erwine1/tzn95t9vsjf8/wish/176788703 1. I would like to learn more about the brain. In particular are there ways to effectively influence/teach a low student how the gifted students thinks.
2. Is there evidence of large populations of low achieving students showing  proficiency on the state tests?]]> 2017-06-19 00:02:23 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/176788703 SS Clarifying... https://padlet.com/erwine1/tzn95t9vsjf8/wish/176789180 Based on this book I would like clarification on the rationale for placing gifted/special ed in the same forty minute science/ss class. ]]> 2017-06-19 00:10:30 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/176789180 TP Things I've Learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/177037017 1.  The difference between complexity and difficulty.  Complexity describes the thought process that the brain uses to deal with information.  Difficulty refers to the amount of effort that the learner must expend within a level of complexity.  It is important to increase complexity so students are not just exerting great effort at a low level of thinking.
2. The many theories of intelligence and giftedness were new to me. I was only familiar with Gardner's Multiple Intelligences.  Each theory is helpful in providing a better understanding of the gifted.  
3.  The Applications section in chapter 2 was extremely helpful in providing real examples of how to challenge the gifted student.  I knew about curriculum compacting but did not know how to do it accurately.

]]> 2017-06-20 23:19:33 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177037017 TP Things I Want To Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177038622 1.  I would like to know how I can better incorporate the arts into my classroom and tap into the various talents of my students.
2. I want to learn more about how I can help underachieving gifted learners.]]> 2017-06-20 23:44:31 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177038622 TP Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177039316 It seems that we would better meet the needs of our students and stop wasting precious time if districts created a better profile of their students that would follow them though their educational career. My question is then why aren't schools using a continuum to show the current levels of the students and where they are performing as well as a profile of how the students learns best and a list of their interests?]]> 2017-06-20 23:56:47 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177039316 KK Things I've Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177239901 1. Twice exceptional students can be gifted, and although it is a more recent notion, these students not only exist but can often require individualized accommodations which teachers should be trained to identify and modify while still implementing appropriate challenges in that student's gifted area/s
2. Gifted students are not all motivated by the same techniques or intrinsic/extrinsic rewards; many are in fact underachievers even when they are not bored and are being challenged
3. Gifted and Talented are separate identifications and do not simply include IQ to be characterized as such; which in my opinion can help us identify more students and yet also forces us to re evaluate our testing methods ]]> 2017-06-22 20:19:35 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177239901 KK Still Want To Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177240447 1. This book has great ideas and the application sections clarify various ways teachers can implement techniques into their classrooms while meeting the needs of gifted students; however, I felt like my subject area in particular was not mentioned often which leads me to wondering if all of the data exists on the importance of advanced placements and schools within schools or even teachers differentiating more in their general education classes, why is it only ELA and Math are the classes that are flex grouped by level in most districts?
2. I am curious about funding in reference to gifted instruction. I feel there is an uneven balance between students on IEPS and WEPS and gifted services seem so different from district to district. This book identifies a multitude of facts about gifted students but what about why there is such a difference in how needs are met and how state funding is currently involved?]]> 2017-06-22 20:30:47 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177240447 KK Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177244351 I suppose the question I am left with after finishing is the explanation as to why has it taken so long for gifted testing and instruction to come to fruition. I suppose as a history buff I am interested in learning more about how it took so long to identify how the gifted brain works and why in the past ten years have we just begun to better meet the needs of students at the higher end of the spectrum and ultimately, how will this continue to change now that testing and advanced placement is beginning at earlier stages? With that in mind, how do we also ensure correct advancement of social skills, stress levels, and maturity while still encouraging more and more challenging education for students who truly are gifted? This book dabbled in this but I am curious about more]]> 2017-06-22 21:43:40 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177244351 MM Things I've Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177311140 1. Minority students are more concrete and visual learners with strong psycho-motor preferences.
2. I learned more ideas for Anchor Activities that are more in-depth in nature for motivating under-achievers.
3. To enrich vocabulary, using classic literature is a great resource to find a rich source of vocabulary not found in basal readers or even current literature.  ]]> 2017-06-23 16:46:20 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177311140 MM Things I Want To Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177311507 1. Which classical literature titles would be the most appropriate for 7th grade?
2. I would like ideas on how to incorporate Greek and Latin stems during instruction instead of teaching them in isolation. Along with a strong resource or starting point for 7th grade. ]]> 2017-06-23 16:53:19 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177311507 MM Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177311703 In my experience with  multiple school districts, it is frustrating to see that identification appears to be more subjective than most people believe. The book lists different ways to identify students. So, my question is do districts get the final decision or does it come from the state? Are there more specific laws for gifted services like there are for SPED services? ]]> 2017-06-23 16:57:02 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177311703 SA 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177318553 1-I learned how to identify and teach the overexcitable child in more ways. 2-I learned that is important for me to keep up with technology in the classroom. My kids and especially those that could be identified as gifted need those type of outlets to challenge themselves. 3-It was interesting to read about Hyperlexia and the identification of it. This chapter seemed to resonate with me as it was related to the young child. ]]> 2017-06-23 19:09:36 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177318553 SA 2 Things I want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177318724 1- I want to know how to sort out the difference between the unique and interesting child who may be have had a lot of prep before school and an actual gifted child at such a young age. 2- I want to know how to keep teaching the foundational skills that are needed in kindergarten (social as well as academic) while challenging the "gifted child" who may also need every one of these foundational skills as well.]]> 2017-06-23 19:12:47 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177318724 SA Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177318898 How do we rationalize determining that the child is gifted based on a computer test the second week of kindergarten?  Some children have been exposed to a wide variety of technology, books, etc. before beginning kindergarten. Others have little to no exposure before starting their formal education. As kindergarten teachers, many times we are teaching the parents skills that will help them guide the socialization of the child. The overexcitable child may stem from parenting and not necessarily due to giftedness. How do we justify labeling so early when we are just beginning to teach and learn about our students?]]> 2017-06-23 19:16:07 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177318898 KM Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177326182 1) I didn't realize that we don't have universally accepted measures of intelligence and giftedness. I also didn't realize how many theories there are on it. Plus,  I thought IQ tests proved more than they do. 
2) I was reminded and saw clarity on how it's important when challenging gifted students that it's important to increase the complexity of what is being taught not the difficulty and not just giving more work or extra busy work. Its also important when differentiating to make it a faster pace learning, there should be greater independence and it should be more difficult or complex.
3) I also learned that there have been studies that show when kids entered school early that they were able to keep up with peers and in many cases exceeded them. Early entry is a successful way to help gifted students.]]> 2017-06-23 22:57:27 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177326182 KM Two Things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177326950 1) I want to know how to better support students that have autism and are gifted. It is not only hard to determine if they are gifted, but it's difficult to find ways to motivate them.
2) How do we determine a young child as gifted being only a short time in school and given so few assessments. What if they coming to school better prepared or have been read to and worked with for a long time versus a child that has not? Is a label really necessary at such a young age?]]> 2017-06-23 23:32:58 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177326950 KM Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177327206 When finishing the book, I am left with the question of what it means to have a student that is gifted in the regular ed classroom. We are encouraged to have inclusion, but yet this book is saying its best to differentiate or group gifted students. Is it best to have all levels of students together? Is this true of early elementary student? Does it matter more as they get older?]]> 2017-06-23 23:48:34 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177327206 AW Things I learned... https://padlet.com/erwine1/tzn95t9vsjf8/wish/177394971 1) I learned that gifted students can be more sensitive  to the stimuli around them which are classified as overexcitabilities. It is important to help these students to recognize what they are feeling in order to help them in their learning.  These overexcitabilities are more frequently found in gifted students than in the average child. 2) I learned about the importance of integrating the arts into the classroom. I tend to use art projects in the classroom while teaching particular topics; however, I often forget about the other arts. This chapter offered wonderful applications that can be used in my classroom. 3) The chapter on the twice-exceptional brain was very interesting. There are three groups that the twice-exceptional child can fit into which include the child who is gifted but also learning disabled, no identification, identified learning disabled but also gifted. After reading this chapter, I wonder if I may have misdiagnosed a former student and didn't offer them what they needed in the classroom.]]> 2017-06-25 23:22:32 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177394971 AW Two things I want to know... https://padlet.com/erwine1/tzn95t9vsjf8/wish/177396861 1) Being that I teach first grade, I often wonder if the students being identified as gifted are truly gifted. A couple tests, environmental factors, and previous experiences can easily affect a gifted label. How do you know that one test is right at such an early age?  2)  I wouldlike  to still explore more avenues into using technology in the classroom with gifted students. Are there any particular programs that challenge the talents of the gifted learner?

]]> 2017-06-25 23:49:55 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177396861 AW Clarifying Question... https://padlet.com/erwine1/tzn95t9vsjf8/wish/177398717 After reading the Putting it all Together chapter, I am left wondering what 'program type' is best for the gifted? When budget constraints become an issue how do you service the gifted child in the best way?]]> 2017-06-26 00:16:51 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177398717 SR/3 things I have learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177466705 1) I learned about Hyperlexia. I have never heard this term before and how children with this are being diagnosed with a autism pervasive development disorder.
2) I learned the Characteristics of giftedness: Overexcitabilities,
what they are, strategies that will help. The applications section was very informative and helpful.
3) I learned some strategies for the underachieving gifted student. These would of been beneficial this year. 
The application sections at the end of each chapter is really a wonderful resource and I know I will be going back to for future reference.]]> 2017-06-26 16:58:00 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177466705 SR/2 things I still want to know? https://padlet.com/erwine1/tzn95t9vsjf8/wish/177466735 1) How do you balance the inclusive classroom and the opportunities for the gifted learner? How many independent studies for students?  
2) Curriculum compacting, more of the how to and more information of how that works. Acknowledging teachers fear of decrease in students achievement scores]]> 2017-06-26 16:58:25 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177466735 SR/ One clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177466751   Teachers are now very overwhelmed by the demands of high stake tests, new standards, writing UDLs, then add the loss of funding. How is the inclusive teacher is going to meet the needs of the gifted child , the IEP child and the mid range child. Is it beneficial  to have all levels in one classroom?
Another question should we as a district of additional ways to identify our gifted? Students can have bad days and a one day stake test used for identifying does not seem fair to all students. ]]> 2017-06-26 16:58:49 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177466751 KO Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177478054 1) The chapter about overexcitabilities was very interesting. I was intrigued with the five areas of intensity and was pleased to see strategies on how to teach these students with overexcitabilities in those targeted areas. This chapter will be a great reference in the future. 2) I learned that by utilizing a large collection of instructional strategies will promote challenging learning opportunities for the gifted students.  I will be using the application pages at the end of the chapters to help me teach these students. 3) Lastly, collaboration between the student, teacher, parents, gifted teacher, guidance counselor and other educators (music, art, PE teachers) is paramount in helping the gifted child reach their full potential.      ]]> 2017-06-26 19:41:41 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177478054 KO Two Things IWant to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177480282 1) I understand that gifted students may be underachievers, however, I am wondering if my kindergarteners are underachievers or just tested well the second week of school and labeled "gifted". Is one test really the best way to determine giftedness or should we be using other determining factors before placing a child on a WEP for the rest of their schooling career? 2) I would love more professional development on understanding the twice-exceptional population specifically when dealing with giftedness and autism and giftedness and ADHD. How do I help these students reach their full potential while dealing with their exceptionalities?]]> 2017-06-26 20:14:48 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177480282 KO Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177482071 What is the best way to determine if a child is gifted? I wish there was a uniform test and follow up assessments that every district would use to determine giftedness. Do schools really use the Characteristics of Giftedness Scale? I thought this was a great way for teachers and parents to have input along with test scores. ]]> 2017-06-26 20:44:57 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177482071 PC Clarifying Question charlesp4 https://padlet.com/erwine1/tzn95t9vsjf8/wish/177569128 Since learning the arts contributes to brain development of all students and is often part of the gifted and talented learners, why have these important classes not been brought back to middle school? Specialists should help teach and enrich these developing brains!]]> 2017-06-27 15:51:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177569128 PC 3 Things I Learned charlesp4 https://padlet.com/erwine1/tzn95t9vsjf8/wish/177570837 1.)  I learned gifted and talented is even more inclusive than I realized so this book study gave me insights into the strengths and weaknesses of my advanced students. It also explained why some students are good at other things besides math in my advanced classes and why some are learning or taking in math differently - good reminders!
2.) I enjoyed sharing and learning from others. I got inspired with ideas to incorporate into my plans for this year. Doing this study made me think how I can use the curriculum in a more advanced way as well as tailor ideas to deviate for my gifted classes.
3.) I enjoyed learning the science behind the different learning taking place for gifted students - their brains process faster, deeper, and show up in the brain differently than the average learner.]]> 2017-06-27 16:11:45 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177570837 PC Two Things I Want to Know charlesp4 https://padlet.com/erwine1/tzn95t9vsjf8/wish/177571567 1.)  Are there ready to go resources/ideas that correlate to the standards and the 6th grade curriculum to differentiate extension ideas for gifted learners?
2.) Are there technology ideas or websites for gifted middle school students?]]> 2017-06-27 16:22:28 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177571567 DZ 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177579364 1.  Gifted and talented should be differentiated to truly address student's individual needs when instructing.  
2.  Overexcitabilities are important to identify to gain a better understanding of how to work with these students that display OEs.  The strategy suggestions were very beneficial. Teaching stress management is particularly important for these students.
3. The Hierarchy of Mathematical Levels was amazing to realize the untapped potential that is there.]]> 2017-06-27 18:10:07 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177579364 DZ 2 Things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177579945 1.  I would like to learn more about how to curriculum compact and to find powerful lessons that reach those higher levels with a deeper but less approach.
2. Suggestions for enrichment programs for individual talents: local, online, etc. I feel I don't provide enough resources for families that would like to enrich their child's talent and having a variety of opportunities to direct the parents/students would be helpful.]]> 2017-06-27 18:18:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177579945 DZ 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177580574 I still remain confused on the best way to service and identify gifted students at the elementary level. I feel often times students are "unidentified" but have incredible talents. As we look at means to identify, I would like to see what is recommended to encompass all students, not just those that 'test' well. From there, I would like to see effective means to organize services appropriately!]]> 2017-06-27 18:26:31 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177580574 TA Three things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177812124 1.  I learned that compacting the curriculum is extremely beneficial to gifted students. I used this knowledge to develop pre and post assessments to demonstrate mastery and have the ability to apply skills in other activities.
2. I learned the process of an Independently Study. Our district has the gifted students complete an Independent Study project every year, but I don't think I really understood the entire process. I also learned that when completing an Independent Study project students need teacher guidance  especially with time management. 
3. I learned that students may have to adjust to being gifted. I found that some of the obstacles that students face very interesting. I see many of these obstacles in my classroom especially impatience. It's important that I demonstrate patience so that students don't withdraw. I feel that parents put a lot of pressure on gifted students and I can understand why they would be cautious to take risks because they don't want to fail. I feel we need to educate our parents more so they understand appropriate expectations for their children. ]]> 2017-06-30 11:24:29 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177812124 TA - Two things I still want to know. https://padlet.com/erwine1/tzn95t9vsjf8/wish/177813194 1. I would like to know how to serve our artistic talented more in the classroom when I feel inadequate in these areas. I know that there are many different websites, but I would like to have more opportunities for students from experts (that doesn't cost the district any extra money) that can enhance their talents. 
2. I really want to find project based learning projects that enhance learning. Many of the grade level projects that I have found for students are either too easy or too difficult. They don't challenge students enough (skills are too easy) or they need a lot of guidance that students can't work on them independently. ]]> 2017-06-30 11:43:15 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177813194 TA- Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177813920 "When assigning open-ended learning activities, students are likely to be successful with teacher guidance strategies that reduce the cognitive load", I would like to know what this means to reduce cognitive load. I found this statement to be confusing because I thought students need cognitive understanding to complete an opened-ended learning activity. ]]> 2017-06-30 11:57:03 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177813920 MP- 3 things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177963504 1.  Research has shown that the environment is a primary factor affecting early cortical development, so schools need to make sure the primary and intermediate grades provide a learning environment that is creative and challenging for students. 
2.  Gifted students often don't feel that the activities teachers created to challenge them were actually challenging to them.  Because of this, I will be carefully looking at the activities I plan for my students to make sure I provide enough challenge to meet their needs, and not only I feel the activities are challenging, but they do as well.
3.  Research has shown that pull out gifted programs are not much different from good classes for ordinary children, but students in full-time gifted classes achieve significantly more than equally gifted students who remain in the regular classroom or pull out programs.  This research should be seriously considered when planning how we service our gifted students.]]> 2017-07-03 16:55:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177963504 JC - 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965366
1.      I learned that there are numerous theories on how the gifted brain works.  In addition, there are also multiple viewpoints on what counts as being gifted and talented.  
2.     I learned more about the characteristics of underachieving gifted students as well as specific strategies on helping those underachieving students meet their full potential in the classroom. 
3.     I learned more about twice-exceptional students.  I was already somewhat familiar with working with gifted students who also are identified as ADHD or on the autism spectrum, but I found the information on students with hyperlexia particularly beneficial since this was something I had never heard of – although after reading the characteristics I believe I have had students with this syndrome. 

]]> 2017-07-03 17:38:48 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965366 MP- Two things I still want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965385 1.    A suggestion  to provide faster paced lessons to gifted students which relieve boredom and stress.  The book stated that if bright students are to retain what they have learned, it must be presented at their actual learning rate, not slower as normal class instruction is.  How is this possible for a teacher to provide when there is such a wide range of learners in the classroom who all need something different?
2.  I would like to learn more/find some examples of curriculum compacting that can be used in the math and science classroom.  This seems to be a good way the needs of gifted students in the classroom.]]> 2017-07-03 17:39:08 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965385 JC - 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965447 1.      I would love to learn more about specific ways of implementing project based learning into my classroom.  I believe that my gifted and talented students would benefit from this method of learning and that it would also fit quite nicely with our curriculum.  Even though this is something that has interested me for quite a while, any time I actually think about employing it in my classroom it seems quite overwhelming.  
2.     I would still like to learn more about ways that I can help the underachieving gifted students in my classroom.  I feel that this is probably the biggest problem I encounter with my gifted students. 

]]> 2017-07-03 17:40:22 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965447 JC - 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965467 If there is no universally accepted method of identifying giftedness, how do schools justify using a single test score to identify what students receive the gifted and talented services?  This is particularly troubling after reading more about the under identification of minority gifted students.  

]]> 2017-07-03 17:40:54 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177965467 MP- Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/177967148 This book definitely shows the importance of providing a challenging, rigorous education daily to our gifted students that is different from regular daily instruction. It also shows that schools are not doing enough for our gifted students.  If research has shown as the book stated that the most significant achievement happens in a full time gifted class, why aren't schools going in that direction?]]> 2017-07-03 18:19:55 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/177967148 MB- 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/178111819 1. Engaging and differentiating for all students's needs is a priority! The lessons we devise need to be tiered and include all learners from those with disabilities to those with gifted talents. The environment has a major impact on each student's self-esteem and hence, performance. I want to be the one to  be a positive influence on their success in school and in life!
2. I learned that all  students would benefit from more creative lessons, ones that involve their areas of interest and yet challenge their thinking and creativity skills.
3. I learned that the arts are important to the education of the whole child and more effort needs to create positive experiences for those students willing to risk trying out an instrument including his/her voice, acting, art etc. and maybe we would catch more students with giftedness or at least passion for the arts!]]> 2017-07-05 14:10:04 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178111819 MB WANTS TO KNOW https://padlet.com/erwine1/tzn95t9vsjf8/wish/178112465 I want to know the best way to juggle all the demands including those for gifted, what to emphasize for all students, what to  minimize, what is the best use of time for all areas, ELA, math, science, social studies, and don't forget the arts! All are important, and all need focus! All students are important and are driven by different interests and motivators, external and internal, also, don't forget a key element in this, the emotional IQ of the students. These are things we as teachers have to weigh out every day in the lesson we create. How do we manage all of this in the time we have with students,esp. now with differentiation and rotation of content areas to be experts and gain most from students.]]> 2017-07-05 14:19:01 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178112465 MB 2 Things I want to Learn https://padlet.com/erwine1/tzn95t9vsjf8/wish/178113039 1. How to reach the talents of all students through the multitude of assessments available from creativity checklists, to standardized tests, to student portfolios.
2. How to get students to create their own portfolios and see their work as progressing and successful, and to include what's important to them, interest wise, ability wise, success-wise, connection/emotional-wise.]]> 2017-07-05 14:26:04 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178113039 EG 3 Things I learned:1-I learned that just because a student is classified as gifted that they are assumed to be successful in your classroom, and that gifted students need just as much “special” attention as students with disabilities.2-I learned that adding opportunities for creative and optional opportunities for students to learn will benefit you and all your students.3-I learned that I should look at offering opportunities of independent study in order to reach deeper into my student’s understanding while providing them with the opportunities to learn at their own pace as well as allowing them to incorporate their areas of interest into their learning. https://padlet.com/erwine1/tzn95t9vsjf8/wish/178229950 2017-07-07 01:26:06 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178229950 EG 2 Things I Still Want to Know:1-How the heck can I really accomplish this? Can I cover my standards, helping the students with disabilities and expand my instruction for the gifted? WHEW!2-I am interested in including project based learning into my science instruction. I want to investigate the best content standard that will welcome this, and a project that would really enhance learning and not just fill time. https://padlet.com/erwine1/tzn95t9vsjf8/wish/178229976 2017-07-07 01:26:29 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178229976 EG Clarifying Question:I don’t have a clear understanding on how one test during one year in early elementary school determines the rest of a student’s education and is the determining factor that identifies these students as gifted. In my experiences I have seen students who were identified as gifted in an area but that student showed absolutely no interest in that subject by the 8th grade year. They allowed other interests to take over and they did not continue to grow in the area of science. I have also seen student who were going through difficult home situations and came out of their shell later in their education and really blossomed but could not be given the “gifted” opportunities because they were not identified in 3rd grade as gifted. https://padlet.com/erwine1/tzn95t9vsjf8/wish/178230015 2017-07-07 01:26:55 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178230015 CC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178290351 3 Things I learned
* I liked learning more about  the different ways to identify students -like portfolios, instead of just using a single test. 
* Thanks to the other members in the group I have lots of new ideas to try in my classroom!! Thanks all!!
* It was helpful to read more about the twice exceptional population - that is a growing group of students and I was glad to learn more about it. ]]> 2017-07-08 01:21:53 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178290351 CC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178290432 2 Things I want to know
* I would like to more about the underachieving group.  I have had several students that fall into that category and have tried numerous strategies.  I would like to learn more about strategies that are proven to work with this group. 
* I want to learn more about how to make this all fit together and work in my classroom of 34 students. I feel like I have great ideas, but they never all fit together successfully. ]]> 2017-07-08 01:25:51 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178290432 CC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178290502 Clarifying Question
Why?? I understand that this identified group of students need to be challenged and enriched, but don't all students deserve to be challenged and enriched (or re-mediated if necessary?) What does a gifted identification do for a student beyond high school? I don't want to discount the importance of gifted identification/education, but I think every student deserves the best education we can provide to them - special education, regular education, gifted education - it shouldn't matter.]]> 2017-07-08 01:30:04 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178290502 KS schwartzk3 https://padlet.com/erwine1/tzn95t9vsjf8/wish/178397454 3 Things I have learned
1. I understand the importance of differentiating my lessons to meet all the needs of  my students in the classroom.  This will engage students and help with understanding. By challenging my gifted students will keep them on track and excited to learn.  Also I want to  meet with our specials teachers to enrich lessons in art, music, physical education, technology and library. If I can tell these teachers what we are learning in Science or Social Studies, and they can enrich my lessons with putting the arts into play.
2. In the book it stated that Gifted Learners are learning and understanding things at such a fast pace, and how it can affect their behavior. I never really thought about that before, and it gives me a better understanding of why some of these students may act the way they do. Talking out and interrupting. Non-verbal cues can be very important in helping these students.
3. The last thing I learned was how important having a network or team of teachers helping with the gifted students.  Classroom Teacher, Gifted Teacher, Parents, and the Guidance Counselor. I feel the counselors role has really been overlooked. If students get help at an early age in the elementary level,  possibly by middle school they will have the skills they need to be successful and help them deal with their giftedness.
]]> 2017-07-10 14:31:59 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178397454 KS schwartzk3 https://padlet.com/erwine1/tzn95t9vsjf8/wish/178399160 2  Things I still want to know.
1. I still want to know how to motivate an underachieving gifted student.  I  also  want to motivate these gifted students in taking pride in their work. Some students love to learn and want more, (its easy to teach these kids), but the underachieving ones,  I spend  so much time trying to think of ways to reach them.
2. In Math and Reading I can differentiate my lessons pretty well, but in Science and Social Studies I don't know how to meet the needs of my gifted students. I know I can have projects, but time is a big factor, and sometimes it would seem unfair to have some students working on one activity, while other students are doing another activity. Also how much do I challenge these students with more difficult projects.]]> 2017-07-10 14:53:00 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178399160 KS schwartzk3 https://padlet.com/erwine1/tzn95t9vsjf8/wish/178399989 Clarifying Question
Are we labeling kids as Gifted at to young of an age.  In Kindergarten and First grade I feel some students show up gifted due to exposure with their family life. The parents are awesome, and have them exposed to many things, and are working with them, and making sure they are ready for school.  This puts them above the other students as knowing more, but it seems that by Third Grade the other students start catching up. I think at times this label of being Gifted can be added pressure to these students. Then as they start to struggle and possibly not meet the goals of gifted they can feel like failures. Is this to much stress for young students.]]> 2017-07-10 15:05:28 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178399989 KD https://padlet.com/erwine1/tzn95t9vsjf8/wish/178404896 3 Things Learned
1.  I learned that gifted students often exhibit characteristics of overexcitability.  These fall into the areas of psychomotor, sensual, intellectual, imaginational, and emotional.
2. I learned how important it is to differentiate learning in the classroom for the gifted learners as well as the other students.
3. I learned how the identification of gifted students in the arts is often lacking in schools. I need to include the arts in my classroom as I connect the different content areas.]]> 2017-07-10 16:10:43 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178404896 KD https://padlet.com/erwine1/tzn95t9vsjf8/wish/178405384 2 Things I want to Know
1. I want to know how to better reach the gifted student whose behavior is getting in the way of their learning.
2. I want to know how to realistically reach all levels of students in my classroom, especially the gifted, given high class sizes and time constraints. ]]> 2017-07-10 16:18:04 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178405384 KD https://padlet.com/erwine1/tzn95t9vsjf8/wish/178405496 1 Clarifying Question
How do I explain to my students the idea that some students will be working on alternative work (gifted) while others are working with the class without making the majority of the class feel as though they are not as special as the gifted students.  I also don't want the alternative work to make my gifted students feel they are more "special" than everyone else-I don't want it to explode their ego.

]]> 2017-07-10 16:19:56 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178405496 CS https://padlet.com/erwine1/tzn95t9vsjf8/wish/178577435 1 Clarifying Question
I would like to know why there aren't more tests or qualifying criteria that identifies gifted students. We have several 'hoops' to jump through when identifying students with disabilities, such as using research based assessments, several tests, teacher narratives of what the teacher has done, tried, and saw while observing a student in order to get that child to qualify. However, gifted students are identified back in 2nd grade. Why? They then have to be serviced forever. The goal for students with IEP's are to get them off the IEP. If they can come and go from IEP's, shouldn't we be able to 'unidentify' a students from being gifted if they truly are not?]]> 2017-07-12 16:25:02 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178577435 KP https://padlet.com/erwine1/tzn95t9vsjf8/wish/178652110 3 Things I Learned
1.  I have learned about a few resources that I would like to further investigate and incorporate into my classroom.
2. I learned how important it is to add more effective differentiation into my lessons.  I will be evaluating my lessons to challenge my gifted students in order to better meet their needs and keep them motivated.  I have already met with my LA colleague to integrate a project that we will do together.
3. I have learned that I need to be incorporating math and arts more into my social studies classroom. I need to acknowledge these students and provide opportunities for them to use their talents in social studies.]]> 2017-07-13 15:01:37 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178652110 KP https://padlet.com/erwine1/tzn95t9vsjf8/wish/178652940 2 Things I want to Know
1.  I want to better understand the identification process.  I have had students that are labeled gifted in early elementary school in social studies and cannot pass assessments or assignments in the 6th grade.  They were not in a pullout program in the elementary, and did not earn good grades throughout.  They lack motivation and have little interest in the subject.  How can I change the downward spiral?
2. I want to know how to accomplish all of this with 140 students. Should we be making more effort to group these students together in the MS? I feel that having 1 or 2 gifted students in a class with several students that are average or on IEP's does not allow these students to communicate and challenge each other effectively.]]> 2017-07-13 15:12:03 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178652940 KP https://padlet.com/erwine1/tzn95t9vsjf8/wish/178653612 1 Clarifying Question
I feel that we need to communicate more effectively when making the transition from elementary to middle school. How can we involve the parent and the student to be more involved in the learning process. Teachers need this support to help reach the individual needs of gifted students. ]]> 2017-07-13 15:21:24 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178653612 KH https://padlet.com/erwine1/tzn95t9vsjf8/wish/178661852 3 things I learned:
1. I loved the strategies sections the most in this book!  I am excited to use some of the new strategies I learned for flexible grouping,  how to prevent underachieving gifted students, and how to encourage artistic talent.
2.  I learned so many great ideas, websites, and resources from the great conversations that were posted.
3. I learned how important it is to collaborate as a team in a building and the importance of differentiating instruction to challenge gifted learners.]]> 2017-07-13 17:35:31 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178661852 KH https://padlet.com/erwine1/tzn95t9vsjf8/wish/178663798 2 things I still want to know:
1. How to differentiate instruction and speed up the pace for gifted learners while still reaching all of the other levels in the classroom....this is an ongoing challenge for me!
2. I am still interested in how best to service gifted students. I have taught in both an inclusive setting where the Gifted Intervention Specialist provides services in the classroom to identified and non-identified students, as well as pull out situations. I always wonder what model research supports. I have definitely seen pros and cons of both. ]]> 2017-07-13 18:14:43 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178663798 KH https://padlet.com/erwine1/tzn95t9vsjf8/wish/178664052 Clarifying Question:
1. I often wonder why each school system has different ways of identifying gifted students. Our district has changed its criteria in the past couple of years and there have been many great discussions of what assessments are best and what criteria to follow. ]]> 2017-07-13 18:19:43 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178664052 CB https://padlet.com/erwine1/tzn95t9vsjf8/wish/178671095  3 things I learned: 
  • I learned new strategies to help me with twice-exceptional students. 
  • I learned many practical applications from each chapter of this book that I will be able to begin using right away.
  • I learned the importance of including  classical literature in reading to develop verbal talent and increase vocabulary. 
]]> 2017-07-13 20:34:16 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178671095 CB https://padlet.com/erwine1/tzn95t9vsjf8/wish/178671327  2 things I still want to know:
  • How can we develop alternative assessments for identifying gifted and talented students instead of relying solely on test scores?
  • I would like to know more about incorporating the arts in my elementary lessons. 
]]> 2017-07-13 20:40:14 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178671327 CB https://padlet.com/erwine1/tzn95t9vsjf8/wish/178671459 Clarifying Question: 
How can I be a better advocate for those students who are not receiving gifted options because of test scores alone? I would also like to help teachers understand the characteristics of these students to help in identifying them as gifted. 
]]> 2017-07-13 20:43:45 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178671459 MS schadem https://padlet.com/erwine1/tzn95t9vsjf8/wish/178675600 3 Things I learned:

1. I learned about asynchronous development. I think it's important to understand that although our students might intellectually relate with adults that does not mean they are socially or emotionally relating to us. As an educator, I believe my job is to foster social, emotional, and intellectual growth of my students. 
2. I learned about the benefits of curriculum compacting, and the positive research to support it. I particularly found the example from the Algebra teacher to be useful (imperatives, negotiables and options).
3. I also learned of the differences between complexity and difficulty of assessment. When designing future assessments, I plan to implement the knowledge I gained to ensure my questions are not just increasing in difficulty but including increasing levels of complexity. ]]> 2017-07-13 22:49:09 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178675600 MS schadem https://padlet.com/erwine1/tzn95t9vsjf8/wish/178675822 2 Things I still want to know:
1. I would like to know more about incorporating my students other gifts and talents into my classes such as art, music and mathematics. I would like to work closely with my colleagues to design lessons and units that align with the diversity of gifts each student brings to the classroom. Many cohort members provided a plethora of resources that will assist me in this process. I look forward to finding ways to incorporate them into my curriculum.
2. I would like to know more about incorporating the classics into my ELA classes. The applications section provided a compelling list of benefits. I am wondering which novels or selections would be appropriate for 6th grade. ]]> 2017-07-13 22:56:03 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178675822 MS schadem https://padlet.com/erwine1/tzn95t9vsjf8/wish/178675999 Clarifying question:

How can we ensure our districts make appropriate changes to work toward increasing the number of minority students represented in gifted education? Sousa provided a wealth of solutions as to how we can start this process. However, I am wary that with everything else our districts are consumed with this issue will not become the prominent concern that it should be. How do we begin to use assessments that are valid and reliable for our multicultural populations?]]> 2017-07-13 23:02:02 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178675999 SO https://padlet.com/erwine1/tzn95t9vsjf8/wish/178705217 3 things I learned:

1.  An abundance of strategies on how to deal with many types of gifted children.
2.  Some of the reasons for academic underachievement in gifted students, an area I was excited to learn more about.
3.  That minorities (and others) can feel great pressure by their peers to not be/perform in the gifted domain.]]> 2017-07-14 09:45:00 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178705217 SO https://padlet.com/erwine1/tzn95t9vsjf8/wish/178705447 2 things I still want to know:
1. Though the research shows that gifted students show great growth when grouped with students with like abilities, what does the research say about grouping them with others?  Do they learn more about social understanding, differences, empathy? Sometimes I feel these social/emotional areas are lacking in students that are exceptional and wonder if  the research shows that grouping them with peers outside of their ability could help them in this way?
2. The "golden" question...the question I have with all types of students.... How do you foster intrinsic motivation from a child? How do you make a child WANT to do their best, set goals and push their limits?]]> 2017-07-14 09:50:34 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178705447 SO https://padlet.com/erwine1/tzn95t9vsjf8/wish/178705733 Why is classroom performance not a part of the evaluative process for giftedness? One test score is all that matters. So many times I have referred students at the 3rd grade level to be told they didn't qualify. Some of these students show such amazing results in the classroom and could easily "hang" with the gifted students. Their need for growth and differentiation is the same as the gifted children that "make the score".]]> 2017-07-14 09:56:37 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178705733 DH https://padlet.com/erwine1/tzn95t9vsjf8/wish/178711522 3 things that I have learned
1-      I have learned that I should be putting more effort into incorporating other subjects such as math and arts into my lessons.
2-      I have learned that differentiating instruction is crucial in every subject taught. Differentiating instruction benefits all students not only gifted students 
3-      I have also learned that collaborating and sharing ideas is a great tool to be continue growing as an educator. By reading the discussion forum as well as the book I have learned about different strategies that I plan to implement in my classroom next year. 

]]> 2017-07-14 12:16:53 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178711522 DH https://padlet.com/erwine1/tzn95t9vsjf8/wish/178711541 2 things that I want to know
1-      I would like to better understand how a student is identify as gifted.  Once he/she is identify as gifted in early elementary is there an additional process to verify that he/she still excels in that subject/area when they get older?
2-      As I foreign language teacher I would like to know how can I better service those students who are gifted? I do not get data in my content area. I am mindful of students and their abilities when planning my lesson, but I do not have a specific criterion to measure their abilities until I get to know them in the classroom. 

]]> 2017-07-14 12:17:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178711541 DH https://padlet.com/erwine1/tzn95t9vsjf8/wish/178711572 Clarify
I would like know if there is a way to identify a gifted student in a foreign language? 
If so when would a student be identify as gifted in that area.

]]> 2017-07-14 12:18:14 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178711572 PKC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178731286 3 things learned:
1. I need more education on brain research. If I were a podiatrist I would know every bone in the human foot! 
2. Pretesting and differentiation are critical.
3. Students with the ability to excel go unnoticed because of twice exceptional. As a teacher I need to be aware of recognizing that. ]]> 2017-07-14 18:56:53 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178731286 PKC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178731749 2 things I still want to know:
1. How can we work better with families to address the whole child? The label of "gifted" sometimes becomes an elite recognition, and not a directional path. 
2. I would like to know more about meaningful pretesting, and the differentiation that follows. ]]> 2017-07-14 19:11:41 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178731749 PKC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178733001 Question:
The process to identify gifted students seems ineffective for the outliers. These students, including those with disabilities and minorities are discussed in the book. How can we change that? ]]> 2017-07-14 19:37:34 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178733001 DC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178802982 3 Things I Learned:
1. I have learned many specific and practical strategies that I can use in my classroom.  I have learned these both from the Applications section at the end of each chapter and also from my classmates' posts. 
2. I have learned that there is a very complicated relationship between being gifted and being talented, and that I as a classroom teacher can have an impact on a student developing his/her talents.
3. I have learned that it is important to manage a gifted student's psychological development because of the problems and pitfalls of their giftedness. ]]> 2017-07-16 21:02:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178802982 DC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178803138 2 Things I Still Want to Know:
1. What are some specific steps that I can take to maximize gifted students' willingness to take risks? 
2. As a language arts teacher, what strategies can I employ to address students who have been identified in another subject area, but NOT in language arts? ]]> 2017-07-16 21:07:35 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178803138 DC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178803333 1 Clarifying Question: 
Why are IEPs evaluated every year, but WEPs are not? A student's IEP goals grow and change over time as the student does.  But when I see students as sophomores and juniors, their WEP is usually based off of a lone test score from nearly a decade ago. 

]]> 2017-07-16 21:14:55 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178803333 CS https://padlet.com/erwine1/tzn95t9vsjf8/wish/178968130 2 things I still want to know:
1. What are some strategies to get and keep students motivated. Often I find when I offer options for students to further their understanding they look at it as it being more work and they are not interested, even if I have many options, some of which are very open ended so the student can do what interests him or her. 
2. I would like to know more science specific differentiation instructions. I find with science there isn't enough time for students to do their own experiments. Even if there is time, there is the problem of having suppies available as well as overseeing what they are doing in addition to what my regular ed students are supposed to be doing.]]> 2017-07-18 15:45:01 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178968130 CS https://padlet.com/erwine1/tzn95t9vsjf8/wish/178968431 3 things I learned:
1. I learned that students are not only gifted in the core subjects. I never really looked at students being gifted in art or music.  I only looked at it as students being gifted in mainly  language arts and math. Perhaps this is mainly due to the emphasis on the academic areas rather than the arts.
2.I learned different applications and strategies to help me reach all learners, not just the gifted learners. Embracing all learning styles and finding ways to differentiate to help reach those learners is extremely important. The appications pages of the textbook will help me and guide me through the next school year.
3. I learned what overexcitabilities are, strategies for working with those students, and that overexcitabilities can be mistaken for ADHD. We as teachers need to be careful when analyzing behaviors and not place students into a category (such as being hyperactive) just because the student exhibits those typical signs.]]> 2017-07-18 15:49:10 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178968431 SS 2 THINGS I WANT TO KNOW https://padlet.com/erwine1/tzn95t9vsjf8/wish/178983971 1. More motivational ideas for the extremely unmotivated gifted student.
2. The titles of literature that I could integrate into my social studies classes.]]> 2017-07-18 19:53:49 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178983971 SS 3 THINGS I LEARNED https://padlet.com/erwine1/tzn95t9vsjf8/wish/178984127 1. The importance of differentiation for all students in the classroom.
2. A wealth of information from other brain changers. :)
3. That there are 5 innate characteristics that reveal a person's heightened ability to respond to stimuli called overexcitabilities. A gifted child may possess one or more of these characteristics. The characteristics are found more in gifted individuals than the general population. ]]> 2017-07-18 19:56:36 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178984127 SS CLARIFYING QUESTION https://padlet.com/erwine1/tzn95t9vsjf8/wish/178984892 Why do school districts use different criteria and rubric for identifying gifted students? Also, why is it ok for a district to choose what subjects they will service the gifted in, as some have social studies gifted services, others have science and some do not. I do not understand why this would be ok.]]> 2017-07-18 20:15:08 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/178984892 SR 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193100 1.  I learned new strategies for working with students who exhibit excitabilities.  For twice exceptional students, it is helpful to target strategies according to category: psychomotor,sensual, intellectual, imaginational, and emotional.
2. The importance of identification and addressing of Artistic Talent is an eye opener for me...especially musical and dance talent.
3. Working within the realm of Language Talent is my comfort zone. To be a more effective teacher, I need to use strategies that encourage and promote learning in the mathematical and artistic areas of student learning.
]]> 2017-07-21 14:40:28 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193100 KR Three things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193538 1.  I learned that "gifted" doesn't only refer to academic abilities, that it also includes music and the arts.  I always thought that music and the arts were "talents".  
2.  Gifted students don't have a lower self esteem than non gifted students.  This is another myth I had always believed to be true.
3. I learned many new strategies to work with gifted students in the future.]]> 2017-07-21 14:51:01 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193538 SR 2 Things I still want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193626 1.  More strategies to  motivate my gifted students  who are not motivated to participate in classroom activities...even if activities are tiered and differentiated to the best of my ability.
2. More strategies to encourage gifted learning to in the realms of music, math, and dance.]]> 2017-07-21 14:53:21 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193626 KR 2 Things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193915 1.  How to work collaboratively with other teachers in my building regarding gifted students.
2. I would like even more strategies to help work with non motivated gifted students.]]> 2017-07-21 15:00:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179193915 SR 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179194112 Some districts that have pull out gifted programs in place. Given that differentiation is always important in the mainstream classroom, how should a pull out program impact the energies and attention required of the classroom teacher when addressing the needs of gifted students?]]> 2017-07-21 15:04:36 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179194112 KR Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179194520 I would like to know when the state of Ohio is going to have standardized testing identifying gifted students so it is fair for all students involved.]]> 2017-07-21 15:12:21 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179194520 CM 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179229988 1.  The difference between "gifted" and "talented."

2. I learned that gifted students do NOT have a lower self esteem when compared to non-gifted students.  This is a myth. 

3. I learned that the classroom teacher is incredibly significant to the success of a gifted student. I also learned different ways to address their needs. ]]> 2017-07-22 17:44:58 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179229988 CM 2 Things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179230155 1. Is there money available to school districts that can help them purchase technology earmarked for our gifted learners? 
2. Is the "once gifted.....always gifted" statement really true and some kiddos just become super underachievers? Or perhaps could they have been simply suspected as having gifted tendencies?]]> 2017-07-22 17:49:13 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179230155 CM Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179230371 Every student is so unique and special in the way they learn. How can I ensure that I am giving each student what they need and am setting high enough standards without being unreasonable. Also, how do I really get the gifted learners to "buy in" to the fact that their product or activity could look different from the rest of the class? ]]> 2017-07-22 18:04:26 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179230371 CPM Three things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179326719 1.  The definition of gifted and talented.
2.  I learned that OE can be a characteristic of gifted  and talented children.
3.  I also learned that gifted children require direction and guidance especially for independent study work.]]> 2017-07-24 16:18:28 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179326719 CPM 2 things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179327039 1.  I am very curious as to why the Asian minority enrollment in gifted and talented programs are so much higher than whites and other minorities.
2.  I want to know why gifted programs would not be available for hard working high achieving students.]]> 2017-07-24 16:24:26 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179327039 CPM Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179327685 I found it hard  to believe that skipping grades or classes had little or no effect on the students
socially or emotionally. ]]> 2017-07-24 16:37:28 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179327685 SMD 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179423617 1. I learned that different areas of the brain are involved in math when it involves exact computation and approximate calculations. 
2. I learned that dance, theater, and visual arts education can enhance learning in all areas for students.
3. I learned that students who are gifted often exhibit over excitabilities that can be misread by teachers and others as a disability. ]]> 2017-07-25 16:50:39 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179423617 SMD 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179423989 1. How do I, as a school counselor, ensure that gifted students are receiving all of the social, emotional, and mental health assistance they require, while still providing services for all students?
2. Why do school districts still use only a cognitive score and one other assessment to identify gifted learners when there are so many different, equally effective assessments out there? ]]> 2017-07-25 16:56:35 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179423989 SMD Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179424273 I am confused how we as a district can provide education in the arts for gifted learners as well as social, emotional, and mental health services for our most talented students when funding for programs is continually slashed and less people are being asked to do more and more? While athletics are indeed important, we seem to concentrate our efforts on that alone while other areas, such as theater, dance, visual arts, and yes, counseling services are being cut. What can I do, as one person, to reverse this trend? ]]> 2017-07-25 17:04:02 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179424273 LRM 3 things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179427576 1. Pairing gifted students with other gifted students is what is most beneficial for them.  
2.  Pulling gifted kids out for enrichment plays a very small role in challenging them academically. 
3. Giving students more creative or open ended questions or lessons will not only challenge gifted students more, but all students as well. ]]> 2017-07-25 18:11:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179427576 LRM 2 things I want to know. https://padlet.com/erwine1/tzn95t9vsjf8/wish/179428028 1.  If a child learns to read musical notes before they learn to read, could that potentially be an indicator that they are or will be gifted in math?
2.  Some phenomenal districts in Ohio are doing pullout now, and a getting rid of their gifted program.  Others are keeping their gifted programs as is.  Do we have any detailed longterm  evidence as to what would help our gifted students the most? Or why not just ask the customer? Interview a set number of former gifted students who went to school using both methods. ]]> 2017-07-25 18:19:55 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179428028 LRM clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179428501 For districts like ours that have some gifted classes, and some classes where students are mainstreamed into gen. Ed. Classes, teachers need to be aware of how to meet the needs of our gifted learners, the same way (or at least in a similar way) teachers are informed or taught how to meet the needs of special needs children.  These two sound similar, yet one is more set aside then the other it seems.]]> 2017-07-25 18:29:31 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179428501 MB 3 Things https://padlet.com/erwine1/tzn95t9vsjf8/wish/179580296 1. Pulling gifted students out for enrichment does not serve them the best.
2. Pairing gifted students with gifted students is very beneficial as all gifted students do not like peer tutoring.
3. Gifted students can often exhibit  many signs of ADHD depending on their learning environment.]]> 2017-07-27 13:46:24 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179580296 MB 2 things I want to know. https://padlet.com/erwine1/tzn95t9vsjf8/wish/179580473 1. If skipping grades does not have much of an effect on students emotional or social health, why don't we move kids on in math more frequently?
2. In a small school system, would it be more beneficial for our gifted math students to be grouped with other gifted students from different grade levels to provide them the most beneficial learning environment?]]> 2017-07-27 13:48:54 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179580473 MB clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179580760 I think it is a shame that our gifted students are not treated the same as our students with special needs. Our gifted students have special needs as well and we should be instructed on how to meet their needs in the same way we are instructed to meet the needs of our other students. There is definitely more focus on one than the other. As districts, we should be spending just as much time and resources on our gifted as well. ]]> 2017-07-27 13:53:10 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179580760 LC 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179588040 1. I should be grouping the gifted students will other gifted students more often. 
2. Tips to guide students towards independent study and that it's not something most students can do without guidance. 
3. Students can be gifted in math concepts, but may struggle with computation. ]]> 2017-07-27 15:51:38 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179588040 LC 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179589539 1. Why do we identify these students at such an early age by one test and they stay gifted in that content area the rest of their schooling careers? The book encourages the use of multiple factors to evaluate giftedness.
2. What does an independent study looks like within an actually classroom with multiple students participating on their own levels?]]> 2017-07-27 16:20:23 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179589539 LC 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179590297 I'm disappointed that more is not done to service gifted students. I really feel like there should be multiple assessments used to identify these students and their needs should be evaluated every few years with a team meeting. I don't think we communicate enough about these students and their needs. How can we bring change to our districts regarding these issues? ]]> 2017-07-27 16:37:45 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179590297 SF 3 Things I have Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179679277
1.I learned that different brain regions are called into action when we process numbers. I was enlightened  that different regions of the brain(right and left lobes) are activated when adding, subtracting, multiplying and dividing.
2. I learned many helpful strategies and applications on teaching the gifted child in the classroom. These techniques will be most useful not only for the gifted children but for those not identified gifted too.
3. I learned the various descriptions of Overexcitability in gifted children. I found this to be very helpful as this book will be a great resource in referring to when having gifted children in the classroom with OE.]]> 2017-07-29 11:57:39 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179679277 SF 2 Things I want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179679444 1. Where would I find more  strategies & ideas on how to motivate  gifted students that are extremely difficult to motivate in class?
2. How to successfully set up project based learning with gifted mathstudents?]]> 2017-07-29 12:08:52 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179679444 SF Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179679572 How can each school district have different criteria/ methods for identifying gifted students? Also, how do school districts decide which grades / subjects will be serviced for Gifted?]]> 2017-07-29 12:17:13 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179679572 AS: 3 things I've learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179713798 1. Teachers are brain changers! In order to be effective facilitators of learning for all students, including those who are gifted, we must be able to help students make new connections with their prior knowledge.
 
2. Many gifted students don’t meet their potential. There are a number of strategies that can be used for underachieving gifted students, including: front-loading or preparing gifted students for advanced content, making curriculum changes, and strengthening the parent-home connection.
 
3. Instruction must be differentiated to meet the needs of gifted students. In addition, opportunities should be provided on a regular basis for gifted learners to be unique and work independently in their areas of passion and talent.   
]]> 2017-07-30 19:20:16 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179713798 AS: 2 things I still want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179713964 1. When forming groups with gifted students, what strategies can I use to make sure that all students are participating and learning and not just letting one student take over and do all the work?
 
2. I would like to learn more about when and how students are identified as being gifted. In previous years, I have taught students who were identified gifted in the area of science; however, their performance in my class was very poor. 
]]> 2017-07-30 19:30:15 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179713964 AS: 1 clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179714060 If I am differentiating the curriculum or modifying the level of difficulty in an individual assignment/activity for gifted students, how should I approach assessment to best meet their needs? ]]> 2017-07-30 19:38:50 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179714060 MA: 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179788158
1. The gifted students in my classroom should often be grouped together.  It would be helpful to have them in the same class.  

2.  I learned many different applications and strategies to teach gifted students.  These will be helpful when teaching gifted students, but they will also be beneficial for other students in my class.  

3. Gifted students often do not perform at their potential. This can be due to many reasons. It is my job as the educator to help them reach that potential.]]> 2017-07-31 18:49:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179788158 MA: 2 Things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179788454
1. I would like to learn about other ways to test for giftedness.  

2. I would like to learn about high quality programs to use with technology that have an appropriate level of complexity.]]> 2017-07-31 18:55:33 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179788454 MA: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179789716 What is the best way to meet the needs of all students when there are gifted students and students with IEPs in the same room? How exactly should the instructional time be divided?]]> 2017-07-31 19:20:19 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179789716 https://padlet.com/erwine1/tzn95t9vsjf8/wish/179962498 KD: Clarifying Question
One thing I'd like to know is, when is the best time to identify a student as gifted? Depending on certain variables, some students ]]> 2017-08-02 16:30:39 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179962498 KD: Clarifying Question (2) https://padlet.com/erwine1/tzn95t9vsjf8/wish/179962810 Start their school career ready for it and are above others. Though as a few years pass, some of those students lose the gains they had. By what grade should everything even out and students be identifie]]> 2017-08-02 16:35:26 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179962810 KD: Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179963000 One thing I'd like to know is how do I mange meeting all of me students different needs equally?
Another thing I'd still like to know, is about more ideas ]]> 2017-08-02 16:37:52 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179963000 KD: Still Want to Know (2) https://padlet.com/erwine1/tzn95t9vsjf8/wish/179963135 And ways to enhance the learning for those students that have already mastered and or finished early.]]> 2017-08-02 16:40:09 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179963135 KD: Three Things Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179963212 1. I learned that our gifted students need as much attentions as our struggling.
2. I have also learned many new applications and activities from the book and from the community of teachers. I plan to incorporate some of these into my lessons this year.
3. A final thing I learned is that collaboration is key. Having team members, gifted, special education, and guidance all involved will benefit all students.]]> 2017-08-02 16:41:51 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179963212 LM Three Things Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179976322 1.  Clarification of giftedness vs. talented and that teachers can also request a formal identification for the area of The Arts.
2. Many gifted students are satisfied with the identification "Gifted" but beyond that often lack the intrinsic motivation to propel their learning to new heights.  They want the easy way out and to be done.
3. Gifted students should be paired with gifted students rather than pairing them with lower functioning students and having them guide others.]]> 2017-08-02 20:10:14 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179976322 MR: 3 Things I've Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179976330 1.  I learned that gifted students benefit more from being grouped with other gifted students instead of working with students with mixed abilities. 
2.  I learned that there are limitations and policies that dictate how many students can be served by a gifted program. 
3. I learned that many of the problem behaviors in gifted students can also be associated with the characteristics of a student with ADHD. ]]> 2017-08-02 20:10:25 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179976330 MR: 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179977894 1. The book identifies that underachieving students don't often respond to traditional motivational techniques. What are some ways to motivate these students?
2. If gifted students work better when grouped with other gifted students, how does this affect them socially?]]> 2017-08-02 20:19:58 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179977894 LM: Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/179977933 1.  I'm interested in more ideas and strategies for encouraging unmotivated gifted students.
2. If a gifted student, with much collaboration and intervention, still fails his/her classes for the year, what steps should be taken for the following school year?]]> 2017-08-02 20:20:27 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179977933 LM: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179978305 Why is it that once a student is identified as Gifted they must always carry the Gifted title? ]]> 2017-08-02 20:27:07 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179978305 MR: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179978319 1. How do we as educators encourage society as a whole to give the same attention to our gifted students as it does to other special populations and groups]]> 2017-08-02 20:27:19 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179978319 CG 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/179979499 1. Gifted students don't always work better they are placed in groups with other gifted students. 
2. Gifted students are to often labeled Autistic when they are more Hyperlexia .
3. Minority student who are gifted often don't achieve their potential because of peer and social pressure of their culture.
 ]]> 2017-08-02 20:53:20 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179979499 CG: 2 Things I still want to know. https://padlet.com/erwine1/tzn95t9vsjf8/wish/179980341 1. How to motivate and encourage the student to take their learning to the next level.
2. I would like to learn more about the different cultures and Socio economic aspect of gifted student.]]> 2017-08-02 21:07:02 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179980341 AW 3 Things I learned... 1. I learned that gifted students can be more sensitive to the stimuli around them which are classified as overexcitabilities. It is important to help these students to recognize what they are feeling in order to help them in their learning. 2. I learned the twice-exceptional child can include the child who is gifted but also learning disabled, no identification, identified learning disabled but also gifted. 3. I learned about the importance of integrating the arts into the classroom When using art projects in the classroom you should allow students to explore and create their own art. https://padlet.com/erwine1/tzn95t9vsjf8/wish/179980519 2017-08-02 21:09:30 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179980519 CG: 1. Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/179980759 How many students have already gone through half of their school career misdiagnosed ? At what level is it more prevalent]]> 2017-08-02 21:12:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/179980759 AB: 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180049897 1.  Strategies to use so that twice-exceptional students are challenged.
2. Gifted students should be grouped with other gifted students for best results.
3. There are other ways to identify gifted students besides just testing.]]> 2017-08-03 15:08:55 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180049897 AB: 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180050923 1. I am interested in more information on how to differentiate instruction for gifted students in the math classroom.
2. I would love to use stations in my 7th grade math class and I could use some more guidance on how to do this.]]> 2017-08-03 15:20:27 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180050923 AB: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180051286 Why are students identified gifted at such a young age and this identification follows them the rest of school? I think that students should be retested at an older age and if they still do not show that they should be identified then they should not be.]]> 2017-08-03 15:24:19 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180051286 SR: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180139661 How can I best meet the needs of gifted students in an inclusive environment with all types of learners? ]]> 2017-08-04 16:47:09 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180139661 SR: Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180139834 1. Why are we not testing the giftedness of kids with a variety of methods and at different ages.
2. Also, why do we fail to service gifted students in areas other than math and reading?]]> 2017-08-04 16:48:19 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180139834 SR: 3 things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180139957 1. Gifted kids are often labeled Autistic when in fact they are not.
2. For best results the gifted should be placed with other gifted kids.
3. It is important to foster the emotional/psychological part of the gifted learner for many reasons.]]> 2017-08-04 16:49:32 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180139957 HH 3 I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180147645 Gifted need as much attention as Sp. Ed.
"Gifted" has a variety of meaning.
Despite all of the research, MUCH more needs to be done.]]> 2017-08-04 19:20:45 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180147645 HH 2 still to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180147720 Why aren't there more ways to "test" to identify, if we know all of this?
Why isn't state testing accommodating these students if we must?   ]]> 2017-08-04 19:23:11 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180147720 HH clarify https://padlet.com/erwine1/tzn95t9vsjf8/wish/180147837 At what age should we really identify students or should it be a process?]]> 2017-08-04 19:26:08 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180147837 MO : 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180181478 1.  When developing activities for gifted students focus on complexity.
2. It is very important to incorporate the arts into my curriculum whenever possible.
3. Gifted students should be given a variety of options that match their strenghts to show mastery of learning.]]> 2017-08-05 23:39:36 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180181478 MO: 2 things I still want to know.. https://padlet.com/erwine1/tzn95t9vsjf8/wish/180181674 1. When students are exhibiting many indicators of giftedness in the classroom, why do they have to get a specific score on the written test to be identified?
2. Why aren't education plans for gifted students (weps) treated like ieps ?]]> 2017-08-05 23:54:50 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180181674 MO: Clarifying uestion https://padlet.com/erwine1/tzn95t9vsjf8/wish/180181870 What can I do as an educator to impact the way in which gifted students are identified in my building?]]> 2017-08-06 00:10:40 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180181870 PG: 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180212111 1. Praise students for effort and hard work vs praising them for their intelligence. This will help them take risks and value learning. 
2. Teach students to have a "growth mindset" so they examine what they did wrong/right instead of focusing just on the grade. 
3. Students should be divided into groups based on ability.]]> 2017-08-06 23:25:30 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180212111 PG: 2 Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/180212437 1. How can I compact my class and develop stations for the different abilities (for each unit) with so many other time constraints? There are only so many hours in a day.
2. What are specific strategies for students in science and social studies?]]> 2017-08-06 23:30:58 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180212437 PG: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180212949 Isn't there a more consistent way to identify gifted students in all schools?]]> 2017-08-06 23:39:33 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180212949 TG: 3 Things that I learned1. That I need to praise for effort and hardwork, not being the smartest or intelligent.2. I need to find the way that the gifted students learn just like with regular students in order to meet their needs.3. I learned that a twice exceptional child can be gifted in one thing but have a learning disability in another. I always thought if they were gifted in one thing they would still do well in others. https://padlet.com/erwine1/tzn95t9vsjf8/wish/180269116 2017-08-07 14:02:01 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180269116 TG: Need ClarificationEarly on it states that parents who are active with their child at an early age have no influence on whether a child is gifted or not. If a parent is really pushing school items at a young child, couldn’t this help a child to test like they were gifted. https://padlet.com/erwine1/tzn95t9vsjf8/wish/180269137 2017-08-07 14:02:20 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180269137 TG: Two things I still want to know1. I would like to know or see how students are identified as gifted.2. I would like to know some ways to motivate those gifted students who are not motivated by the traditional ways https://padlet.com/erwine1/tzn95t9vsjf8/wish/180269157 2017-08-07 14:02:35 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180269157 DB: Three Things That I Learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/180276124 1.Finding students hidden strengths and passions and differentiating the learning experiences for gifted students is essential to meeting their needs ado ensure their success.
2.The twice-exceptional student is often serviced for their learning disability and their potential goes unrecognized. The high functioning individuals with mild autism and those who are gifted, share many of the same traits. The application section in chapter 4 was especially helpful It was encouraging to know that I am applying some of these strategies and offered an array of helpful ready to use suggestions and approaches that can easily be incorporated within my classroom setting.
3. Learning how the mind works never ceases to amaze me. When research shows that our actions and reactions have such a profound effect on our students, it is humbling. Differentiating curriculum that incorporates the arts for all students and providing opportunities for students to reach their potential is these area is yet another vital way to help students be all they can be.]]> 2017-08-07 15:19:20 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180276124 DB: Two Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/180277483 1. How do I better service the twice-exceptional student are their more thorough assessments and activities that can be use to better identify and serve students?

2. What are the best ways to implement project based learning to benefit all my students?]]> 2017-08-07 15:31:06 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180277483 DB: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180278995 How can we as educators ensure that their are consistent guidelines for testing and assessing students?]]> 2017-08-07 15:45:41 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180278995 LDR dinardo https://padlet.com/erwine1/tzn95t9vsjf8/wish/180371358 1. Differences in the thickness of the cortex was apparent in the 7 to age 12 group.  The students with superior intelligence had the greatest rate of change suggesting, "The most agile minds had the most agile cortex."

2. Environment has a tremendous impact on how the inherited genes in children in poverty express themselves.  Hence, in a suburban household, parents will expose them to a wider variety of experiences which helps attain their full genetic potential for developing their gifts into a talent.  In children of poverty, parents are often working two to three jobs and do not have the financial means to do so.  Therefore, their genetic potential for developing their gifts into talents often times are not fully realized.

3. Renzulli's definition of giftedness resonated with me, because without a commitment and perseverance to task and the opportunity for creativity to happen, some students will fall through the cracks.  Recent studies have shown brain images of certain brain areas are very active when a child is involved in creative projects!

Temple Grandin discusses the importance of educating children on the spectrum and that they often times learn through four primary styles of learning yet I also know that some parents who have done early intervention did not see the outcomes and success that she experienced.  Hence, Why can't we address the differences in treatment response and why it occurrs?

The book acknowledged that children with autism have brain structural abnormalities in the white matter connections that grew more slowly in the areas of the brain dealing with language development and social skills.
Likewise, changes in how the brain got ride of (pruning) unused cells well into the teen years did not happen properly. 
Why can't neurologists come up with drugs that help the pruning process for Autisitic students?  Hence, the response to treatment may change if we facilitate the process in how the brain prunes unused cells of the brain. I feel there is a medical intervention that needs to be addressed as well.

]]> 2017-08-08 14:25:14 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180371358 JH: 3 Things learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180384456 1) The importance of a classroom teacher recognizing that a student with disabilities can be truly gifted as well.
2) Pretesting is so important for differentiating instruction.
3) Directing lessons based on student interest. ]]> 2017-08-08 16:08:45 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180384456 JH: 2 Things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180384746 1) How can I implement data from pretesting consistently? Things get so busy.
2) How can I improve high ability student's motivation to become more self directed?]]> 2017-08-08 16:11:55 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180384746 JH: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180385313 Parents are often seeking a label of gifted. How can we change the mindset that once the child is identified, more work needs to be done? ]]> 2017-08-08 16:17:16 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180385313 MM: Three Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180428219 1. I learned that having a Growth Mindset is a valuable asset for the gifted student.
2. There are numerous ways to identify gifted students and numerous ways to reach them.
3. I learned that Best practices in teaching are for all students, even the gifted. If we try and employ best practices, we have a better chance of reaching all students.]]> 2017-08-09 00:36:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180428219 MM: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180428469 How do we separate the students who are early learners in the young ages, from the truly gifted? ]]> 2017-08-09 00:39:10 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180428469 MM: 2 things I want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180428613 1. How can I better serve the classroom teachers in my role as technology instructor to reach gifted students?
2. How can I partner with other teachers?]]> 2017-08-09 00:41:14 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180428613 JW: 3 things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180518580 1. Focus on more complex questions instead of more work
2.  Don't praise students for their intelligence, praise them for their efforts.
3. Gifted students need just as much attention as every other student in class. ]]> 2017-08-09 19:04:49 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180518580 JW: 2 things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180519082 1. How to better identify gifted students-- and if we have class of gifted and honors-- is there a rubric that should be followed? 
2. How to differentiate better so that all student needs are met. ]]> 2017-08-09 19:08:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180519082 JW: Clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180519363 Why are students identified gifted at such an early age? With brain development and other factors, why do they carry that id with them forever? ]]> 2017-08-09 19:10:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180519363 BA: 3 things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180543674 1. I was unaware of the differences between gifted and talented before this book study.  It is important to know the difference when working with gifted students and their overexcitabilities in the classroom.
2. Solutions for reaching the gifted underachieving students and approaches to reversing patterns of underachievement.
3. Ways to focus on more challenging activities in the math classroom as opposed to just completing more work.]]> 2017-08-10 00:00:23 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180543674 BA: 2 things I still want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180544701 1. Are there ways to identify the best way gifted students learn besides having them take a learning aptitude test? Along with this, if I have a gifted student who identifies learning best one way, should I assess them in multiple ways to expand and strengthen their learning abilities, or should I focus on the method in which the student learns most  efficiently?
2. I know we read an entire chapter on underachieving gifted students, but I would love to have concrete ideas that would motivate these students. ]]> 2017-08-10 00:10:47 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180544701 BA: Clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180545426 When I have a class of 30 students, some gifted (on WEPS), some academically challenged (on IEPS), and some ranging right in the middle, how do I meet the needs of all of them correctly, without driving myself into the ground?]]> 2017-08-10 00:19:53 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180545426 AW: 2 Things I Want to Know1. How do we keep continuity between districts in identifying gifted students? It seems that often districts have a different process.2. Are their more programs and curriculum out there to help teachers challenge gifted students? Especially for young students who do not get pulled out to go to a gifted instructor. https://padlet.com/erwine1/tzn95t9vsjf8/wish/180599277 2017-08-10 12:54:15 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180599277 AW: Clarifying Aside for what was briefly mentioned in the book, is there any current research to show that a pull out gifted program is best practice for young students who are identified as gifted in elementary school? Has anyone studied inclusion or small group instruction in the classroom? https://padlet.com/erwine1/tzn95t9vsjf8/wish/180599332 2017-08-10 12:54:58 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180599332 KK: 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180817266 1. Curriculum compacting is a good strategy to use for teaching gifted students.
2. Giftedness can be misdiagnosed as ADHD because of overexcitabilities.
3. When using grouping, gifted students benefit the most from like-ability grouping.]]> 2017-08-13 01:05:23 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180817266 KK: 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180818098 1. How do students that are gifted in other areas besides reading and math get identified?
2. When gifted students receive more challenging work than gen.ed. students and may not receive as high of a grade because of that, how do you deal with their disappointment or frustration?]]> 2017-08-13 01:37:01 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180818098 KK: 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180818443 Why are students identified as gifted after one standardized test, and then always considered gifted? Shouldn't there be more teacher input over several years, and more of a variety of criteria?]]> 2017-08-13 01:51:47 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180818443 AB: 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180840403 1. gifted students need as much attention and support as other students.
2. the difference between gifted and talented.
3. I need to pretest more to help with differentiating my lessons.]]> 2017-08-13 19:04:51 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180840403 AB: 2 Things I Want To Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180840517 1. Strategies to use in my science and social studies classroom.
2. How I can find more resources for differentiation especially in social studies and science]]> 2017-08-13 19:08:19 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180840517 AB: Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180840586 How are we suppoed to find enough time in the day to meet the needs of all of our students. wouldn't it be better to group them on ability more often?]]> 2017-08-13 19:11:49 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180840586 AB 3 things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180972275 1. There are way more forms of gifted than I realized .
2. Lots of new techniques and reminders of strategies to add to my curriculum.
3. Twice exceptional brains have different instructional strategies.

]]> 2017-08-14 18:56:21 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180972275 AB. 2 things I want to know. https://padlet.com/erwine1/tzn95t9vsjf8/wish/180973125 1. What is the best way to identify  how each gifted student needs to be guided to talented?
2. How are parents to help these gifted students best?]]> 2017-08-14 19:02:50 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180973125 AB clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/180973823 Why do we say, "once gifted always gifted" when the students are labeled so young and we know brains develop at different rates?]]> 2017-08-14 19:07:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180973823 JBW 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/180982213 1. Overexcitabilites (5 types) are found more often in gifted individuals than the general population.
2. The population of minority students are not only underidentified as gifted, but also tend to be underachieving. 
3. Llike-ability grouping for gifted students is a way to differentiate learning. It is effective because they are able to access more advanced knowledge and skills and to pursue their learning in greater depth.]]> 2017-08-14 20:22:17 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180982213 JBW 2 Things I Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/180984118 1. How do I realistically do a better job of differentiating in the classroom for all my students? 
2. Where/How do I get more support with teaching ideas and ideas for sharing with the parents of my gifted students?  Hands-on guidance from those who are experts in their field would be helpful. I would like to be readily equipped with information and ideas that I could provide to parents with as resources. ]]> 2017-08-14 20:40:06 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/180984118 VT 3 Things I learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/181007764 1. There are many definitions for gifted and talented.
2. The arts are often neglected but can be so beneficial for the gifted students (and all students for That Matter).
2. After 23 years of teaching I have never heard the term "twice exceptional student." This chapter really hit home and made complete sense to me since my own child fits this category. ]]> 2017-08-15 00:48:16 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181007764 Vt 2 Things I still want to know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/181008259 1. What is the best model for servicing students when it comes to gifted education? Money and resources always seems to dictate a model instead of what's best for the teacher.
2. Will we ever see differentiated state tests? We are expected to differentiate when we teach but students are not tested in this manner. ]]> 2017-08-15 00:53:28 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181008259 VT 1 Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/181008649 1. Why is "once gifted, always gifted" the norm for Our State? Why is a single standardized test dictating a child's giftedness....we would never put a student on an IEP after one test! ]]> 2017-08-15 00:57:23 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181008649 KS 3 Things I Learned: ksumner5 https://padlet.com/erwine1/tzn95t9vsjf8/wish/181016019 1. Gifted students can be underachievers.
2.  The applications portion of the book provides many strategies for teaching gifted students.
3.  Gifted students need the same amount of attention as low achieving students.   All lessons need to be geared toward all levels of abilities.]]> 2017-08-15 02:05:13 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181016019 KS 2 Things I Still Want to Know: ksumner5 https://padlet.com/erwine1/tzn95t9vsjf8/wish/181017180 1.  I want to learn more about the brain and learn new things that will help me to help my students be successful.
2. I want to learn more ways to provide enrichment for students who have artistic talent.]]> 2017-08-15 02:14:01 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181017180 JBW 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/181017267 Why is it that school districts are able to use different criteria for identifying gifted and talented students? Why hasn’t it come from the state (or federal) level that districts need to identify gifted learners using the same criteria and/or methods?]]> 2017-08-15 02:14:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181017267 KS 1 Clarifying Question: ksumner5 https://padlet.com/erwine1/tzn95t9vsjf8/wish/181017503 1.What is the best way to meet the needs of gifted students and students who have an IEP within the same classroom? How do you balance your time when there is such a wide range of abilities?]]> 2017-08-15 02:16:56 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181017503 EC 3 Things I Learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/181027684 1. Give gifted students more options, like a challenging menu of activities that they can choose from to match their abilities.
2. Instead of praising gifted students for their intelligence, teachers and parents should praise them more so for their effort, hard work, and perseverance on their work/tasks.
3. Twice exceptional students can be gifted in one area while having a learning disability in another area.]]> 2017-08-15 03:56:08 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181027684 EC 2 Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/181028054 1. I want to learn more effective ways to motivate gifted students who are unmotivated or who resist/refuse participation in lessons or activities.
2. I would like to learn more effective ways to differentiate my lessons to address the needs of ALL of my students in our mixed abilities classroom]]> 2017-08-15 04:01:21 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181028054 EC 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/181028490 If research has shown that it is beneficial to group gifted students, why is it common practice to keep gifted students full time in regular education classrooms? Teachers are overwhelmed and struggling in their attempts to meet the numerous needs of all of the students (in a mixed abilities classroom.) Will teachers be given the much needed support and training? How can we improve this situation?]]> 2017-08-15 04:07:07 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181028490 SC 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/181053954 1. Giftedness is way more than an IQ score and we need to broaden our gifted identification process. 
2. The various studies on how our brain works during different thinking processes is fascinating. 
3. No matter what learning abilities students have, they can be taught through variety of strategies to enhance their thinking skills. ]]> 2017-08-15 08:49:56 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181053954 SC 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/181054265 1. Many of the application strategies for teaching gifted students are excellent for many students. So is there a reason to be exclusive about using these strategies with only gifted students? 
2. What are other countries doing to foster students' abilities to be sure all children are invested in their learning - especially children with higher abilities or talents? 

]]> 2017-08-15 08:53:44 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181054265 SC 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/181054471 Current practice in Ohio is to identify gifted students in second grade through a standardized test. Is this the best age to identify children? ]]> 2017-08-15 08:56:45 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/181054471 AB Things I Learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/182788284 1. Gifted and talented are NOT the same, even though they tend to be used interchangeably.
2. Independent studies are a great way to differentiate curriculum for gifted students.
3. Students with twice-exceptional brains can be overlooked and often have educational needs go unmet.]]> 2017-08-25 12:56:00 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/182788284 AB Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/182789026 1.  How to help my students understand when differentiating why some students are doing something that appears more fun, like an independent study, while others have to work with the teacher or do a different activity.
2. How to appropriately assess students with a standards-based report card when giving them differentiated activities.]]> 2017-08-25 12:59:29 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/182789026 AB Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/182789693 Why are schools required to ID gifted students, even as young as kindergarten, but are not given specific criteria for servicing them? Wouldn't it make more sense for all districts to be using the same criteria - especially since once a child is ID'ed, they have it for the rest of their education?]]> 2017-08-25 13:02:10 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/182789693 CW 3 Things I Learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/182991939 1. Recent studies show that curriculum compacting typically does not negatively impact achievement scores.
2. The Characteristics of Giftedness section in Chapter 1 gave me some things to watch for in my own classroom. Dabrowski's 5 areas of intensity (overexcitabilities) may help me distinguish or at least be aware that giftedness might be considered instead of automatically assuming ADHD.
3. The study of the brain in giftedness was interesting and new to me. I did not realize that the actual brain structure is different in gifted children. ]]> 2017-08-27 19:55:16 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/182991939 CW 2 Things I Still Want to Know: https://padlet.com/erwine1/tzn95t9vsjf8/wish/182992513 1. How are teachers being supported at state and federal levels to make sure that gifted students get the necessary attention (earmarked funding) to meet their needs? 
2. With the increased emphasis and realistic need to differentiate to meet students' needs, how do teachers balance the load and actually meet the needs of so many different students?

]]> 2017-08-27 20:05:57 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/182992513 CW 1 Clarifying Question: https://padlet.com/erwine1/tzn95t9vsjf8/wish/182992932 Why hasn't state and federal regulations and guidelines been established for identifying and servicing gifted students yet? Shouldn't there be some model of consistency for all schools to use?]]> 2017-08-27 20:13:13 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/182992932 JS 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/183273719 1. Possible problems linked to the typical strengths of gifted children often look like behavior issues, but actually have to do with how their minds work. Teachers must take this into consideration. 
2. The characteristics of gifted underachievers was very interesting. Some of the characteristics present as ADHD or other behavior issues 
3. I learned about hyperlexia. I had never heard of this before and found it to be very interesting. ]]> 2017-08-29 00:36:22 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/183273719 JS 2 things you still want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/183275215 1. I would like to know why gifted programs are not funded the way learning disabled students are. 
2. I would like to know what more I can do to help to identify students especially those who are minorities. ]]> 2017-08-29 00:46:19 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/183275215 JS 1 Clarifying Question: Why don't students who are gifted have to be retested to qualify for gifted services the way students on IEPs are tested? Given the nature and needs of gifted students, they should also have a Multi-Factored Evaluation. Wouldn't many the issues presented in this book be addressed with those evaluations? https://padlet.com/erwine1/tzn95t9vsjf8/wish/183276293 2017-08-29 00:53:00 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/183276293 JB 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/183378033 1. Problem based learning units help students retain the information better. 
2. Hyperlexia - new one for me to learn about
3. RAFT strategy for writing. I never really got it until seeing the example. ]]> 2017-08-29 13:22:10 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/183378033 JB 2 Things I still want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/183380490 1. When is the state going to realize that some of their thinking doesn't match what experts say about gifted?
2. More ways to motivate the unmotivated gifted learner]]> 2017-08-29 13:30:18 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/183380490 JB Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/183387193 We have mandatory identification in the State of Ohio yet not mandated service. These new laws have come into effect that basically are making it even more of an unfunded mandate and putting a lot of pressure on teachers, coordinators, and districts. Who do we need to talk to or what do we need to do so that they know this isn't a fair way to go about it. ]]> 2017-08-29 13:47:46 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/183387193 CH 2 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/184575775 1. Problems faced by gifted students when faced with peer pressure/ underachieving in the classroom
2. I learned about the three types of Hyperlexia and how to differentiate the difference between it and other possible language disorders.
3. ]]> 2017-09-04 20:24:36 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/184575775 CH What I would like to learn more about: https://padlet.com/erwine1/tzn95t9vsjf8/wish/184576152 1. Hyperlexia and its relation to hearing loss, autism, mental retardation and emotional disturbance.
2. Giftedness and Autism. How to reach and teach these individuals so they reach their fullest potential.]]> 2017-09-04 20:29:49 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/184576152 CH https://padlet.com/erwine1/tzn95t9vsjf8/wish/184576503 1. Why does the state only believe in identifying gifted individuals one time? Those identified at an early age may just have more life experiences and parental support placing them ahead of peers. Just like students on IEP's, these individuals need to be assessed every three years to ensure qualification.]]> 2017-09-04 20:34:48 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/184576503 BB 3 Things I Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/185740514 1.  The information on how the various regions of the brain work differently in gifted students was interesting, especially with each area/subject of giftedness.
2.  I learned some strategies to differentiate ADHD from giftedness, and how to tell if some students are both. 
3.  I learned how important it is to stress growth and effort with gifted students.  Many of them are so fixated with success or performance that they may be afraid to try something new for fear of failure or appreciate the problem-solving processes that a task may provide.

]]> 2017-09-08 01:53:37 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/185740514 BB 2 Things I Still Want to Know https://padlet.com/erwine1/tzn95t9vsjf8/wish/185742944 1.  I feel like I still need some support on accommodating the needs of my gifted students in inclusion classes of 25-27 students.  I feel like I have some new ideas to try, but I would like help with Tiered Assignments in particular.
2. I would like some help finding tiered reading assignments for ancient history topics.  I know of Newsela (which isn't necessarily ancient history) and Tween Tribune.  Are there others that work well for 6th grade Social Studies content?

]]> 2017-09-08 02:12:08 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/185742944 BB 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/185744336 I feel as though school districts do not have the funding for full-time gifted programs, even though this seems to be the most effective method for servicing our gifted students according to the research. So my question is, why isn't there more funding for these kinds of programs? ]]> 2017-09-08 02:20:23 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/185744336 RL Three things that I have learned: https://padlet.com/erwine1/tzn95t9vsjf8/wish/186933243 1. Gifted and talented are used interchangeably and together, but they are actually quite different.  After reading that section the difference is pretty clear.
2. The fact that a gifted brain actually works differently-chapter 1.  I found myself highlighting almost every pink box because I found the ideas fascinating.
3.  I liked the practical strategies for working with students with overexcitability and the ideas for working with Gifted children with ADHD.]]> 2017-09-12 18:47:56 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/186933243 RL Two things that I still want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/186936217 1.  I love practical ideas.  I would love more ideas for how this will look in my regular education classes.  How can I best meet the needs of so many types of learners at so many different levels of understanding.
2.  How do I motivate the bored learner when it is a combination of work and a junior high mindset.  ]]> 2017-09-12 18:54:02 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/186936217 RL https://padlet.com/erwine1/tzn95t9vsjf8/wish/186940154 Clarifying question-
I often feel overwhelmed trying to meet the needs of all my kids.  We have Intervention Specialists, paraprofessionals, and Title to help us meet the needs of the struggling students, is there funding available to help a district support a Gifted and Talented classroom?  We identify kids, but we don't service them in the way that we know is best.]]> 2017-09-12 19:03:59 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/186940154 BC 3 things I've Learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/194347698 1. Challenging students and having multiple lessons for gifted students to use within a unit will help gifted students. 
2. I really had no idea that the gifted brain worked differently. 
3. Pre-test, pre-test, pre]]> 2017-10-05 14:52:56 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/194347698 BC 2 things i want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/194349778 1. How do incorporate gifted lessons into a regular class. Would the students respond ?
2. Is there a way to incorporate art into social studies classes]]> 2017-10-05 14:57:25 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/194349778 CT 3 Things I learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/194351073
  • The information on ways to deal with gifted learners who may have AD/HD was important. I gave interesting strategies that will be useful within my classroom.
  • The section dealing with developing language ability was also important because to many times now are kids becoming reliant on cellphones and have forgotten how to communicate effectively or even write effectively.
  • The information on Art being incorporated into my classes is something I need to look more into because the incorporation of an art will be far more engaging.

    • ]]>     2017-10-05 14:59:32 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/194351073     CT 2 Things I want to know https://padlet.com/erwine1/tzn95t9vsjf8/wish/194351555
  • I always like finding new tools to help differentiate the class. I would like more helpful resources that may help with gifted students.
  • I want to know how to challenge gifted students without just loading more and more work on to them. It needs to be mentally rigorous but not overwhelming.

    • ]]>     2017-10-05 15:00:21 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/194351555     CT 1 Clarifying Question https://padlet.com/erwine1/tzn95t9vsjf8/wish/194352003 1. Is the test administered in 2nd and 5th grade going to be a test that will be accurate with assessing gifted students? There is no way of testing to see if these students regress as they get older and the content becomes more difficult which is my largest issue. ]]> 2017-10-05 15:01:10 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/194352003 BC Clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/194353238 Why are students tested in 2nd grade and still considered gifted in high school when theyre failing classes?]]> 2017-10-05 15:03:05 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/194353238 JWS https://padlet.com/erwine1/tzn95t9vsjf8/wish/196396425 1. Yes, I believe the "gifted" should be accounted for in lesson planning.
    2. Music is a great way to extend content learning.
    3.  Making lessons memorable and meaningful by relating them to current events is critical. 
    4. Scaffolding information via spaced-repetition can take "gifted" students to a hire level!
    SWTK:  Where do I find the time to be the teacher I want to be given all the non-teaching (paperwork) 
    demands now required in the profession.
    5. When will education be once again focused on classroom teaching?]]>     2017-10-12 13:06:07 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/196396425     LM 3 things I have learned https://padlet.com/erwine1/tzn95t9vsjf8/wish/218158520 l. I loved learning about how the brain works in the gifted student.
    2.How to know the difference between the ADHD and the gifted students.
    3 How to incorporate the gifted when lesson planning .




    ]]>     2017-12-29 16:29:04 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/218158520     LM 2 things I still want to know. https://padlet.com/erwine1/tzn95t9vsjf8/wish/218159055 l. More information on the strategies that can be used for the gifted.
    2.How to best incorporate art in all the subjects.]]>     2017-12-29 16:38:27 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/218159055     LM 1 clarifying question https://padlet.com/erwine1/tzn95t9vsjf8/wish/218159387 1. Why do we test but not service these students with gifted programs ?]]> 2017-12-29 16:44:53 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/218159387 CAW https://padlet.com/erwine1/tzn95t9vsjf8/wish/248721801 1) How can I better incorporate the gifted when preparing my lessons.
    2) Would love to find new tools to help differentiate my skills to better reach all of my students.
    3) How can we make sure that our gifted students are getting their needs met. No federal law mandating it yet.]]>     2018-04-05 01:56:53 UTC https://padlet.com/erwine1/tzn95t9vsjf8/wish/248721801