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Defend gifted programs!

by Dawn

Mar 24, 2011

With budget cuts, my district is looking at cutting down gifted services. With teacher accountability and test scores dictating everything, this is an ineresting site to help defend your gifted program. Gifted ed. works.

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From General Ed to Gifted Teacher

by GiftedGal

Apr 3, 2011

Dear Gifted Teachers, I am feeling nervous about changing from the general classroom to the gifted classroom. I keep putting off applying for the transfer within my district even though I have my certification. I think most of my nervousness is due to knowing that I will be completely on my own. In grade level teaching we always have a team to go t...See More

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Jamie in MO Hi,

It's natural to have these questions, and smart to consider them first. I have been a specialist and a classroom teacher, as well as a gifted specialist. It is certainly true that you can feel isolated as the only gifted educator in your building (or even in your district). You can manage that by attending conferences and building a ne...See MoreHi,

It's natural to have these questions, and smart to consider them first. I have been a specialist and a classroom teacher, as well as a gifted specialist. It is certainly true that you can feel isolated as the only gifted educator in your building (or even in your district). You can manage that by attending conferences and building a network with nearby gifted teachers--they tend to be an interesting group of people who are full of ideas, and it can be a huge relief to talk to people who "get" what you're going through.

It can also be a huge relief to be that independent, because you don't have people breathing down your neck in quite the same way that you do when you're on a grade level team. Some people fear that independence, and others thrive on it. I love the flexibility to try new things with students--you don't get that with an established day-to-day curricular pacing guide. However, it can be overwhelming.

I would never say that teaching gifted students is a reduced workload. Just as it takes a special kind of energy to teach kindergarten students or seventh grade students all day, it's important to realize that gifted students can be invigorating and exhausting. They question everything and no matter how much you over-plan, they are always ready to go farther. Even if you get a handle on your own curricular planning, you will be looking for resources to support individual student projects about topic interests that pop up, or developing enrichment materials for a colleague, or providing resources to parents or trying to educate your school community about unique needs of gifted learners or trying to deal with identification paperwork or managing that before-school club you started because so many students were interested . . . and it goes on like that forever.

I also can't say that I find "increased concentration in one area," necessarily, since our content emphasis shifts with different groups of students. I will say that it is lovely to know all the students from year to year, and it becomes very personal because you work with them in small groups and can find all kinds of resources that are well-suited to particular students.

We are not under a special education label in my district, but gifted educators often find themselves walking a tightrope between not coming across as elitist and still trying to advocate for the needs of their student population. This can be a difficult dance, so it's good to know where your administration and larger school community stand. Do they see gifted education as a necessary support for identified students, or do they view it as an extra frill? How meaningful have the curricular activities been in the past?

I think gifted education is something you need to want to do. It's my favorite--I can't imagine wanting to change--but it's not for everyone. You are likely to have less plan time and more assigned duties just when you get a job that requires you to coordinate with multiple people and schedules. You are going to be working with some amazing and intense students and parents. It would be worth it to shadow a gifted teacher and call or meet with gifted teachers in your area so that you'll have a realistic idea about what to expect.

HTH

On 4/03/11, GiftedGal wrote: > Dear Gifted Teachers, I am feeling nervous about changing > from the general classroom to the gifted classroom. I keep > putting off applying for the transfer within my district > even though I have my certification. I think most of my > nervousness is due to knowing that I will be completely on > my own. In grade level teaching we always have a team to go > to for help, support, etc. Do you feel very alone as a > gifted teacher? Are you isolated? I'm looking forward to a > decreased workload and increased concentration in one area. > Do you find that to be true? Does anyone out there also > work in a district that has gifted under the special > education umbrella. I have never written an IEP or been in > charge of an IEP meeting. That also makes me very nervous. > I don't know how or if the district plans to train me on > everything or will i just be thrown out in the water and > forced to figure it out myself. I want to ask all these > questions but no one seems to know the answers. And not > even having the position, I don't know who to ask. I also > don't want all these questions to hurt my chances of > getting the position at all. Please send advice. Have you > felt this way also before entering an entirely new area of > teaching?

Apr 4, 2011

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el ed GiftedGal, Jamie in MO has given you valuable information and advice. I suggest you print the post out and reread it often and seriously consider her suggestions and insights.

For over 10 years, I was a general ed teacher. Then for the next 21 years, I taught IG(Intellectually Gifted)Enrichment to 2-8 graders at one school. I earned my mas...See More

Apr 4, 2011

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Looking for some collaboration how-to

by Jamie in MO

Apr 14, 2011

Hi,

I'm seeking ideas (mostly for next year) to help increase collaboration with classroom teachers. I am building-based, K-5, and I teach district-designated (but teacher-created) theme units as part of my regular curriculum. Additionally, we do work with writing, problem-solving, and independent study projects. My identified students me...See MoreHi,

I'm seeking ideas (mostly for next year) to help increase collaboration with classroom teachers. I am building-based, K-5, and I teach district-designated (but teacher-created) theme units as part of my regular curriculum. Additionally, we do work with writing, problem-solving, and independent study projects. My identified students meet with me once a week for a full day (K/1 half a day) in grade level groups. I see second graders for 75% of the day, and use the remaining time for enrichment workshops for non-identified students.

I offer a number of online resources for students in our school who are identified for the gifted program as well as those who are not (things like book club, vocabulary quizzes, and so on). I also have leveled problem-solving pages that are open to any interested students. I host a morning Independent Study Project time for students to come in before school to work on projects of their choice from a menu of options. I have run enrichment clusters numerous times in other settings, and we are considering that for next year.

While I am doing lots of things, I'm looking specifically for ways to increase collaboration with classroom teachers. It's difficult, because I can't sacrifice our gifted theme units to support other grade-level content theme units. However, I would like to find ways to work more directly with classroom teachers to support identified gifted students, as well as other students who might benefit.

How have some of you done this successfully? Do any of you have great strategies for supporting classroom teachers as they work with gifted students? Are there things that you do regularly to keep communication open(besides newsletters and hallway conversations)? I'm also interested in hearing from classroom teachers in terms of what they would find most helpful.

Limited planning time is a factor, but I'd like to consider the most effective model possible, even if I can only take parts of it. Thanks in advance for your ideas.

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Jamie in MO This is very helpful. Thank you for taking time to respond.

It makes sense to dig deeper by offering meaningful training instead of "on the fly" kinds of hallway conversations. It's a great idea to offer wiki access to build support materials, too.

I also love Math Rules!

Thanks for your many good suggestions here--this...See More

Apr 17, 2011

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Melanie Absolutely. Glad to help. You share many interesting ideas here, as well.

On 4/17/11, Jamie in MO wrote: > This is very helpful. Thank you for taking time to respond. > > It makes sense to dig deeper by offering meaningful training > instead of "on the fly" kinds of hallway conversations. It's a > great idea to offer wiki ac...See MoreAbsolutely. Glad to help. You share many interesting ideas here, as well.

On 4/17/11, Jamie in MO wrote: > This is very helpful. Thank you for taking time to respond. > > It makes sense to dig deeper by offering meaningful training > instead of "on the fly" kinds of hallway conversations. It's a > great idea to offer wiki access to build support materials, too. > > I also love Math Rules! > > Thanks for your many good suggestions here--this opens a lot of > possibilities. > > On 4/17/11, Melanie wrote: >> Hi, Jamie. I'm in Francis Howell. I may have met you at a >> conference. >> >> I support school-wide enrichment through our school-wide >> intervention time. I rotate grade levels every four week and >> get to meet with the grade level for planning at least once >> during the four weeks. Meeting with them to plan >> intervention has made the most impact on collaboration >> because I am more in touch with their needs for their >> students. Would your principal provide some release time for >> you to meet with grade levels? >> >> In addition, I have done cluster training with classroom >> teachers who have a gifted cluster. Clustering the students >> makes it easier to insure that their needs are met and >> improves collaboration. For the cluster training, I worked >> with primary teachers for one-half day and intermediate for >> the other half. We spent the time on practical >> differentiation techniques that they could use (menus, >> contracts, cubing, anchor activities, tiering, etc.) I made >> a wiki and put the forms online on our intranet so that the >> teachers could put their own content into the forms. >> >> Some resources that I have shared with teachers are Sunshine >> Math Superstars (from Florida Panhelenic Council) which has >> great open-ended problem solving. I also like the "Math >> Rules" materials. For Comm Arts, we use Balanced Literacy >> and the teachers already have a great program and a lot of >> good resources (Fountas and Pinnell). We use Study Island, >> as well. >> >> I hope you can find a kernal of something to help you here. >> If not, I'll keep thinking. You can email if you'd like.

Apr 28, 2011

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Gifted Checklist Identifiers Don't Work

by Heather

Apr 24, 2011

This is an interesting site about gifted checklists. My district started using these checklists a few years ago. We haven't identified more students than we used to, but now we are testing a lot more kids. I found this article interesting.

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GT1276 What you use to identify should be reflective of the program itself. If we are identifying for mathematical giftedness for example, then using a language based assessment would not be appropriate. THe problem with most school identification systems is that they are trying to fit something that is multi-faceted and complex inside a neat little box. ...See MoreWhat you use to identify should be reflective of the program itself. If we are identifying for mathematical giftedness for example, then using a language based assessment would not be appropriate. THe problem with most school identification systems is that they are trying to fit something that is multi-faceted and complex inside a neat little box. If I learned anything in my grad work, it is that there is absolutely no ONE way to identify or define who gifted. It is a debate that has and continues to rage on in the field since its inception. The IQ breakdown is arbitrary.. gifted vs. profoundly gifted? All that really tells us is that two very bright children process information at different speed and in different ways. The reliance on IQ is too significant and quite frankly is dependent on student performance - not ability to perform. What about the underachiever who has no interest in performing on some "dumb" test. And not all characteristics listed on these checklists are present with gifted children. Many gifted students simply do not have the opportunity in the confines of most public schools around the country to display their giftedness. (Thank you high stakes testing...) So, what would I suggest: In addition to selecting ones with high IQ, test scores, grades, etc., I would say parent input (be careful - they are after all bias - but they know their kids best), teacher input, self nomination, performance tasks that show creative/critical thinking (observing students when they are faced with a given problem), intake interviews, product assessments. Basically, the goal of education needs to be that every student is taught at their level - a level that cannot be determined by testing or checklist alone.

On 7/03/11, Ben wrote: > Yes, I think the article is partially right. IQ should be the > determining factor. That way, you would have far fewer kids that > didn't belong in a gifted program. > > On 7/03/11, Bill T 6 NC wrote: >> >> A gifted abilities scale is used as one of the criteria for >> identifying gifted in my current school system. >> >> I can see both plus and minus in that approach. While it might >> identify some who might otherwise slip through the "cracks" because >> they do not test well on end of grade tests (another criteria), it >> is very easy for a teacher to be pressured by a parent into giving >> inflated scores on the scale. >> >> My school system WAY over identifies students for our gifted >> program. I had two blocks (two classes) of "gifted" students this >> past year. I would say that less than a third of them were >> actually anywhere close to gifted. Most were just above average >> students with pushy parents who have political pull. I found that >> out, rather quickly, when I ratched up the challenge level of the >> work we did in class (the level, not the amount) and many did not >> or would not meet the challenge. >> >> The pushy parents went amuck, of course. I guess I might too, when >> reality smacked me in the face like that. >> >> "My child always got A's." >> >> I was the target of several complaints and false accusations. Oh, it >> got interesting, particularly with our weak kneed, new principal >> who just came from an elementary school and was absolutely >> overlwhelmed by the task of running a middle school. But I stayed >> the course. I didn't maintain as high of standards as I should and >> for that, I blame me. But the cream did rise to the top, finally. >> >> So while I see both merit and shortcoming in the use of checklists, >> it would not make me unhappy if we didn't use them anymore

Aug 8, 2011

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Paige I see your point about testing, and I feel the same way about testing. It seems that we're testing students too often. Still, I agree with the article. IQ is the only logical way to really identify children. When they're not identified with an IQ test, you have problems. Here are my concerns:

1. Yes, hard workers can succeed in gifted clas...See MoreI see your point about testing, and I feel the same way about testing. It seems that we're testing students too often. Still, I agree with the article. IQ is the only logical way to really identify children. When they're not identified with an IQ test, you have problems. Here are my concerns:

1. Yes, hard workers can succeed in gifted classrooms, but do they belong there? My experience has been that hard workers burn out, because they work themselves to the point that they don't want to do well. Are gifted classes supposed to challenge students who need an extra challenge, or are they supposed to stretch gifted children? It seems that a true gifted class should be different. An acclerated class might just also be different. Isn't there a difference between accelerated and gifted?

2. There is a difference between gifted and profoundly gifted. I have many gifted-qualified students in my class, but I only have one profoundly gifted student. The instruction is different, because the abilities are CONSIDERABLY different.

3. IQ tests can be given each year. Yes, they are a picture of one day's performance, but they are also the only accurate predictor of ability. I wish I had a dollar for every student who was placed in my class because a parent, teacher, or administrator thought he/she was a genius. I've had two students placed directly from a gifted class into special education, because they were placed in the wrong program.

4. Underachievers who are gifted belong in gifted classes! They're the students who need it the most! There's a reason they are not achieving. They're bored, uninterested, etc.

5. Checklists don't work. The article is right. Almost anybody can qualify gifted with the right gifted checklist. Try it. If that list doesn't work, Google it again, and you're sure to find another list that might be more beneficial. Get a checklist and see if your lowest students qualify in many, many areas. I did, and I was surprised by the results.

Gifted instruction should be reserved for truly gifted students, not hard workers. Accelerated instruction can be for gifted students and/or hard working students. I think we really need to show a difference between the two programs.

In a perfect world, one would look at many, many factors to determine giftedness. In reality, only an IQ test can be trusted.

On 8/08/11, GT1276 wrote: > What you use to identify should be reflective of the program itself. If > we are identifying for mathematical giftedness for example, then using a > language based assessment would not be appropriate. THe problem with most > school identification systems is that they are trying to fit something > that is multi-faceted and complex inside a neat little box. > If I learned anything in my grad work, it is that there is absolutely no > ONE way to identify or define who gifted. It is a debate that has and > continues to rage on in the field since its inception. > The IQ breakdown is arbitrary.. gifted vs. profoundly gifted? All that > really tells us is that two very bright children process information at > different speed and in different ways. > The reliance on IQ is too significant and quite frankly is dependent on > student performance - not ability to perform. What about the > underachiever who has no interest in performing on some "dumb" test. And > not all characteristics listed on these checklists are present with gifted > children. Many gifted students simply do not have the opportunity in the > confines of most public schools around the country to display their > giftedness. (Thank you high stakes testing...) > So, what would I suggest: In addition to selecting ones with high IQ, test > scores, grades, etc., I would say parent input (be careful - they are > after all bias - but they know their kids best), teacher input, self > nomination, performance tasks that show creative/critical thinking > (observing students when they are faced with a given problem), intake > interviews, product assessments. Basically, the goal of education needs > to be that every student is taught at their level - a level that cannot be > determined by testing or checklist alone. > > > > On 7/03/11, Ben wrote: >> Yes, I think the article is partially right. IQ should be the >> determining factor. That way, you would have far fewer kids that >> didn't belong in a gifted program. >> >> On 7/03/11, Bill T 6 NC wrote: >>> >>> A gifted abilities scale is used as one of the criteria for >>> identifying gifted in my current school system. >>> >>> I can see both plus and minus in that approach. While it might >>> identify some who might otherwise slip through the "cracks" because >>> they do not test well on end of grade tests (another criteria), it >>> is very easy for a teacher to be pressured by a parent into giving >>> inflated scores on the scale. >>> >>> My school system WAY over identifies students for our gifted >>> program. I had two blocks (two classes) of "gifted" students this >>> past year. I would say that less than a third of them were >>> actually anywhere close to gifted. Most were just above average >>> students with pushy parents who have political pull. I found that >>> out, rather quickly, when I ratched up the challenge level of the >>> work we did in class (the level, not the amount) and many did not >>> or would not meet the challenge. >>> >>> The pushy parents went amuck, of course. I guess I might too, when >>> reality smacked me in the face like that. >>> >>> "My child always got A's." >>> >>> I was the target of several complaints and false accusations. Oh, it >>> got interesting, particularly with our weak kneed, new principal >>> who just came from an elementary school and was absolutely >>> overlwhelmed by the task of running a middle school. But I stayed >>> the course. I didn't maintain as high of standards as I should and >>> for that, I blame me. But the cream did rise to the top, finally. >>> >>> So while I see both merit and shortcoming in the use of checklists, >>> it would not make me unhappy if we didn't use them anymore

Nov 8, 2011

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Our Savior Lutheran plays new NewzBrain Interactive

by Peter vavak

Apr 25, 2011

Watch Our Savior Lutheran School!play Newzbrain Interactive [link removed]

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Unique learning style

by Daryanna

Apr 30, 2011

lease, advise me on resources that shed light on how to enrich primary learners (K-5) with gifts in the visual-spatial domain.

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OLdtimer On 5/03/11, GT Teacher wrote: > On 4/30/11, Daryanna wrote: >> Please, advise me on resources that shed light on how to >> enrich primary learners (K-5) with gifts in the >> visual-spatial domain. > > I'm getting old but some of this is gobblety-gook. I > certainly recognize that some people have gifts in certain > ...See MoreOn 5/03/11, GT Teacher wrote: > On 4/30/11, Daryanna wrote: >> Please, advise me on resources that shed light on how to >> enrich primary learners (K-5) with gifts in the >> visual-spatial domain. > > I'm getting old but some of this is gobblety-gook. I > certainly recognize that some people have gifts in certain > areas but what parents should want is for their children to > be happy in school. If a child is happy in school, it's > fairly safe to assume their needs are being met and this is > particularly true of gifted children. > > It's also not possible for any teacher no matter how gifted > to program for each and every child's particular giftedness. > > That said, I just try to keep things moving briskly in my > class - one of my students said our classroom was more of a > museum than a classroom... Put things up. I cut out photos > from magazines and print things off the Internet constantly - > I don't identify them but put questions at the bottom of them > like "What is this?" "How do you explain this?" etc. > > I'll put up a photo of Stonehenge and the Eiffel Tower and > ask which one is a clock? I'll put up a photo of Marcel > Duchamp's Nude Descending a Staircase (but not the title) and > ask why they think such a painting would cause great > controversy -(it did but not because the figure was > supposedly nude) > > I'd do a guessing game on distances for spatial giftedness - > we could play it once a month. It's good for everybody to be > able to guess distances and everybody would have fun with it. > Start with long the whiteboard is - you'll find that your > students have no idea at the beginning - they've never judged > distances. > > If students come home from school telling their > parents, "today was fun," "I like school" or best yet "I'm > looking forward to going back tomorrow", parents are happy > with their child's teacher and school alike. or "wow, guess > what we did today!" > > it's not about meeting the nitty gritty details of IEPs - > it's about creating a warm, welcoming and generally exciting > classroom environment. The best written and most assiduously > followed IEP can still leave a parent feeling like there's a > lot missing if the overall experience of school does not > leave their child liking school.

Absolutely agree with what you have written here in your last paragraph, GT. When a child comes home happy, with that spark in his /her eye we as parents and advocators know that this teacher really ''gets it''. We know that this teacher is well aware that it is not just about acadenics but also the social and emotional needs of that child. I really admire your teaching style.

Having said that we must keep in mind that teachers of the gifted child such as yourself are very rare. One like you may come along twice maybe three times, if we are lucky, in all of the yrs this child will spend in school. You don't have to take my word for this just do the research and you will see.

Sometimes parents have no choice but to resort to the these time consuming nitty gritty IEPs you refer to. These plans can and do work if put together properly and followed from yr to yr. What choices do we have as parents/advocators when teachers like you come along so very rarely. Some teachers have actually welcomed these individual plans as often they are at a loss how to teach these children. Of course these teachers are also rare because it does take time and work but you know as a parent that this teacher is really trying to teach the ''whole'' child .

A teacher once said to an identified gifted boy "You think you are so smart yet you cannot even write." Then proceeded to rip up the paper he had passed in. That boy today is editing his first book getting it prepared for publishing. Maybe this can pave the way for the other books he has written from the time he was 7 yrs old . Maybe if she had checked a little closer this teacher would have discovered that this child was indeed a gifted writer but had difficulty with the pen and paper method or the mechanics of writing not counting perfectionism issues. His abilty could have been squashed right out of him by that careless remark. More importantly it would take a heavy toll on the boy's self esteem which indeed it did for a little while. That is what it would mean when we say this teacher'' hasn't a clue what she is dealing with''.

I know this would never happen with many of the teachers here as you are a rare bunch. Some may not have a clue starting off but are more than willing to come here to learn and share. I just wish more teachers of the gifted would frequent this site so they can obtain the knowledge that these children need in order to help them.

Thank you again for sharing your wonderful classroom with us !

May 28, 2011

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Anita Click on my name. That brings up email form.

Anita learntoreadnow.

On 5/01/11, Daryanna wrote: > > I am new to the board. How do I find your email? > > > On 5/01/11, Anita wrote: >> On 4/30/11, Daryanna wrote: >>> Please, advise me on resources that shed light on how to >>> enrich primary l...See More

Jun 10, 2011

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Where to get a Gifted Ed. Masters

by Jennifer Levy, esq.

May 1, 2011

I would have to suggest going to Columbia University's Teachers College. Dr. Borland is really one of the best in the field and the degree program, while not cheap, is very informative and practical. The most useful part of the program is the connections to top G & T schools in New York City for really great hands on experiences in the field du...See More

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Duke TIP program

by Quizzner

May 7, 2011

Can anyone give me some information about the Duke TIP program for gifted elementary aged students?

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Jamie in MO We have done this at my school for the past two years. It is a little hard to explain to parents at the 4th/5th grade level. Basically, you fill out a form that looks like a standardized test registration page, mail it in on time, and they send you ribbons for the qualifying students for a spring awards assembly. The students also receive mail abou...See More

May 7, 2011

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first time "gifted class"

by jamie

May 7, 2011

What are the best resources (books, sites, etc.) for learning how to better teach gifted students? Thanks in advance.

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Anita On 5/07/11, jamie wrote: > On 5/07/11, Anita wrote: >> My son is highly gifted. I found a textbook for a college >> course on gifted teaching. It was an expensive book, but >> worth every dollar... >> >> Anita learntoreadno > > What is the title/author of the book? Thanks.

I think it was something sim...See More

May 7, 2011

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Christine On 5/07/11, jamie wrote: > What are the best resources (books, sites, etc.) for > learning how to better teach gifted students? Thanks in > advance.

I highly recommend Giftedness Has Many Faces by Dr. Starr Clin

Jun 17, 2011

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