This document provides guidance and advice for parenting gifted children. It begins with a quote about the importance of developing gifted children emotionally and socially as well as intellectually. It then discusses common challenges of parenting gifted kids, such as operating on a different timeline, processing information differently, reacting differently socially, and being easily bored or frustrated. Advice is given for understanding gifted kids' behaviors and needs. The document emphasizes accepting gifted kids unconditionally and exposing them to learning opportunities without overloading them. It concludes by differentiating advice for parenting gifted boys versus girls and providing final words of encouragement.
Beyond Academics: Social Emotional Needs of the GiftedCarolyn K.
Meet the social emotional needs of the gifted child. Gain awareness of those needs, how they differ from other children, and how they are the same. Gain insight into your own effect on those needs, as a teacher and/or as a parent.
Gifted 201: A sampler of advanced topics in giftednessCarolyn K.
A sampler of the next topics in Gifted Education:
Social / Emotional Needs
Testing and Assessment
Academic Acceleration
OverExcitabilities (OEs)
Underachievement
by Hoagies' Gifted Education Page
Social & Emotional Sensitivities In Gifted ChildrenGiftedkids.ie
Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010.
Summary:
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
Margaret Keane and Anna Giblin of Giftedkids.e present their webinar looking at the complex area of Dual Exceptionality - gifted children who present with learning or behavioural challenges.
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
This document provides guidance and advice for parenting gifted children. It begins with a quote about the importance of developing gifted children emotionally and socially as well as intellectually. It then discusses common challenges of parenting gifted kids, such as operating on a different timeline, processing information differently, reacting differently socially, and being easily bored or frustrated. Advice is given for understanding gifted kids' behaviors and needs. The document emphasizes accepting gifted kids unconditionally and exposing them to learning opportunities without overloading them. It concludes by differentiating advice for parenting gifted boys versus girls and providing final words of encouragement.
Beyond Academics: Social Emotional Needs of the GiftedCarolyn K.
Meet the social emotional needs of the gifted child. Gain awareness of those needs, how they differ from other children, and how they are the same. Gain insight into your own effect on those needs, as a teacher and/or as a parent.
Gifted 201: A sampler of advanced topics in giftednessCarolyn K.
A sampler of the next topics in Gifted Education:
Social / Emotional Needs
Testing and Assessment
Academic Acceleration
OverExcitabilities (OEs)
Underachievement
by Hoagies' Gifted Education Page
Social & Emotional Sensitivities In Gifted ChildrenGiftedkids.ie
Dr. Colm O'Reilly, Director, the Irish Centre for Talented Youth and Catriona Fitzgerald, Academic Co-Ordinator, look at the complex area of social and emotional issues in gifted children during a webinar held on November 18th 2010.
Summary:
Framework for understanding Social and Emotional Development
Self Concept of the Gifted Child
Myths around this area
Multipotentiality
Underachievement
The way forward
Margaret Keane and Anna Giblin of Giftedkids.e present their webinar looking at the complex area of Dual Exceptionality - gifted children who present with learning or behavioural challenges.
Go Out & Play! Geocaching and Other Great Outdoor Ideas for KidsCarolyn K.
Research shows that free time in nature offers huge benefits to kids. Better focus and fewer symptoms of ADHD, higher test scores, better social/emotional skills and self-esteem, better vision, and of course, better physical fitness... Why aren't we sending our kids outside to play?
For many of us, kids and adults alike, we need a "reason," a motivation to get off the computer and out the door. Geocaching provides that reason, while offering all the social and educational benefits of free time outside!
Being an Emotional Coach to Gifted ChildrenGiftedkids.ie
This webinar presented by Christine Fonseca focuses on teaching parents and educators strategies for being an emotional coach to gifted children. Fonseca discusses the characteristics and potential problems of giftedness, as well as emotional intensity in gifted students. She provides an overview of effective communication, facilitation, and specific coaching strategies. The webinar aims to help parents and educators understand and support the social-emotional needs of gifted children.
This document summarizes a presentation by Richard Courtright on myths and truths about giftedness. It discusses common myths such as gifted individuals being more emotionally disturbed or not needing help. It also discusses truths such as gifted individuals being very heterogeneous and having asynchronous development. The document outlines characteristics of gifted individuals and potential problems they may face such as feelings of isolation. It discusses social dynamics and how gifted students may employ strategies to avoid stigma. The document concludes with recommendations for supporting gifted students.
Gifted Students - Challenges of Raising a Gifted Child Giftedness Workshop Pa...Lakshmi Sharma
Raising a gifted child comes with many challenges including dealing with family and friends who may not understand, finding appropriate schooling and education, risk of bullying and socialization difficulties, and overcoming stereotypes associated with giftedness. Parents of gifted children commonly experience stress, feelings of inadequacy, and difficulty keeping their gifted child fulfilled and challenged. Effective strategies for parenting gifted children include engaging them through strategic games, creativity, exploring their interests, addressing their questions, and finding literature that matches their advanced abilities while being age-appropriate.
Gifted Advocacy - How to be Your Child's Best AdvocateGiftedkids.ie
This document advertises a webinar on supporting gifted children at home and school. The webinar will cover topics like keeping up with an exceptionally able child, early years activities, choosing a school, the parent-teacher partnership, and home support strategies. It provides tips for advocating for gifted children, dealing with constant questions, fears and anxieties, and setting boundaries. The webinar aims to help parents support their gifted child's learning and development.
The document provides characteristics of highly capable and gifted students. It notes that gifted students often ask many questions, have a large amount of information, and have a good memory. However, they can also easily get off task, become impatient, and be bored. The document lists characteristics in both academic abilities and behaviors that teachers can look for to identify gifted students.
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Making Continous Provision good! Early yearsSammy Fugler
This short presentation is from the Rainbow Nursery Tel Aviv Staff meeting May 2019. It focuses on supporting children's free play, making the most of spontaneous learning opportunities and delivering effective continuous provision. This is relevant to working in the EYFS
The document discusses domains of child development including cognitive, motor, language, and social/emotional development and provides tips and strategies for caregivers to promote healthy development in each of these domains, with a focus on the importance of social/emotional skills like attachment, empathy, emotion regulation, and relationship building. Key aspects of development like language, cognitive abilities, and the role of the early social environment and brain development are also addressed.
This document discusses play in early years education. It defines play, outlines its importance for child development, and categorizes different types of play. Play is defined as voluntary activities done for enjoyment that are under a child's control. Play is important as it allows children to learn, develop skills and understanding, think creatively, and learn social and cultural norms. The document discusses various perspectives on play from theorists like Piaget and Vygotsky. It also outlines the characteristics of effective learning in the Early Years Foundation Stage, which emphasize playing, active learning, and thinking critically.
This document provides information on early childhood education and development. It discusses the needs of young children, the role of caregivers in meeting those needs, important lessons children learn from caregivers about trust, independence and initiative. It also outlines developmental milestones and red flags to watch for. The document recommends early childhood programs like Head Start and provides safety tips for car seats.
The document discusses challenges faced by gifted adolescents. It notes that adolescence brings new issues as gifted children experience personality changes including strong competitiveness that can damage self-image. It also discusses the "impostor syndrome" where gifted children doubt their abilities. Other issues include impatience, risk-taking behaviors, and difficulty choosing careers. The document advises parents to keep open communication with their gifted children and seek counseling if problems become too complex.
Parent seminar student guide -part 1--laying a foundation for learningSKMadsen
This is Part 1 of a seminar titled: "Hand in Hand for Education--How Parents Help Children Succeed in School. Part 1 is titled: "From the Earliest Years, Parents Lay a Foundation for Learning." Topics addressed include: Cultivating Positive Attitudes and Social Skills, Fostering Good Work Habits, Building Academic Skills, and Embracing Spiritual Gifts.
This document discusses effective parenting and the journey toward becoming an effective parent. It notes that parenting skills must be learned and no one is a perfect parent. It discusses common parenting styles like authoritarian, permissive, and democratic and their outcomes. Factors important for child development are discussed. Common difficulties faced by parents and behaviors shown by children are also outlined. The document provides tips for positive parenting, understanding the child, discipline strategies, and an A-Z guide to parenting. It emphasizes showing love, respect, and being a role model.
Social development involves learning the skills to relate effectively to others. It is supported by modeling appropriate behavior, building problem-solving skills, encouraging exploration, and play. Peer interaction is important for language, cognitive, and social development from a young age. Both positive and negative peer relations can influence children's development. Positive relationships foster skills like cooperation, while negative ones like rejection can increase risks of issues like loneliness or depression.
For a child, having a sibling often means having a constant companion who can provide support, love, and care for the child for the rest of his or her life. Sibling relationships often reflect the overall condition of cohesiveness within a family.
There are several ways in which sibling relationships can be complicated. For example, sibling rivalry, blended families, a large age difference, and gender differences are often areas that can lead to hostile sibling relationships.
Suggestions on problems among SiblingsVaishnavi PS
The document provides suggestions for resolving conflicts between siblings and dealing with sibling rivalry. It notes that sibling rivalry is common when a new baby receives more attention. Parents should involve older children before and after the birth, continue showing the older child love, and watch for signs of jealousy like behavior changes. Sibling fighting that becomes abusive needs attention from a trusted adult. Overall, the document offers tips for parents to help siblings get along better and adjust to changes in the family.
This document provides information on different parenting styles and tips for effective parenting. It discusses hands-on parenting, hands-off parenting, and half-hearted parenting. It includes worksheets to help identify your parenting style based on factors like involvement in your child's activities and communication. The document then covers topics like knowing your child's strengths, building their confidence, teaching social and cognitive skills, effective communication, discipline, and being a role model. It emphasizes the importance of family bonding, encouraging creativity, and using compassion when parenting.
The document outlines the mission and objectives of Imaginary Schools, which aims to identify and serve gifted students through an equitable identification system, quality programming, advocacy, professional development, real-world experiences, and opportunities for students who show potential but do not qualify for gifted programs. It also provides a definition of giftedness as demonstrating extraordinary aptitude in one or more intellectual, creative, or skill-based domains.
WCGTC 2011- International Day of the Gifted - Celebrating Giftedness, Creativ...Leslie Graves
PP presentation of Photo qoute Project put together by members of the Global Gifted & Talented community for the first 'International Day of the Gifted'- Presented at the 19th World Conference of the World Council for Gifted and Talented Children- Prague.
Being an Emotional Coach to Gifted ChildrenGiftedkids.ie
This webinar presented by Christine Fonseca focuses on teaching parents and educators strategies for being an emotional coach to gifted children. Fonseca discusses the characteristics and potential problems of giftedness, as well as emotional intensity in gifted students. She provides an overview of effective communication, facilitation, and specific coaching strategies. The webinar aims to help parents and educators understand and support the social-emotional needs of gifted children.
This document summarizes a presentation by Richard Courtright on myths and truths about giftedness. It discusses common myths such as gifted individuals being more emotionally disturbed or not needing help. It also discusses truths such as gifted individuals being very heterogeneous and having asynchronous development. The document outlines characteristics of gifted individuals and potential problems they may face such as feelings of isolation. It discusses social dynamics and how gifted students may employ strategies to avoid stigma. The document concludes with recommendations for supporting gifted students.
Gifted Students - Challenges of Raising a Gifted Child Giftedness Workshop Pa...Lakshmi Sharma
Raising a gifted child comes with many challenges including dealing with family and friends who may not understand, finding appropriate schooling and education, risk of bullying and socialization difficulties, and overcoming stereotypes associated with giftedness. Parents of gifted children commonly experience stress, feelings of inadequacy, and difficulty keeping their gifted child fulfilled and challenged. Effective strategies for parenting gifted children include engaging them through strategic games, creativity, exploring their interests, addressing their questions, and finding literature that matches their advanced abilities while being age-appropriate.
Gifted Advocacy - How to be Your Child's Best AdvocateGiftedkids.ie
This document advertises a webinar on supporting gifted children at home and school. The webinar will cover topics like keeping up with an exceptionally able child, early years activities, choosing a school, the parent-teacher partnership, and home support strategies. It provides tips for advocating for gifted children, dealing with constant questions, fears and anxieties, and setting boundaries. The webinar aims to help parents support their gifted child's learning and development.
The document provides characteristics of highly capable and gifted students. It notes that gifted students often ask many questions, have a large amount of information, and have a good memory. However, they can also easily get off task, become impatient, and be bored. The document lists characteristics in both academic abilities and behaviors that teachers can look for to identify gifted students.
Gifted Students - What is Giftedness The Gifted Child Workshop Part 3Lakshmi Sharma
what is giftedness focuses on the child & gifted identity - gagne & Mahoney theories. Relates to the child as a whole & how that impacts the development of that child's giftedness.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Making Continous Provision good! Early yearsSammy Fugler
This short presentation is from the Rainbow Nursery Tel Aviv Staff meeting May 2019. It focuses on supporting children's free play, making the most of spontaneous learning opportunities and delivering effective continuous provision. This is relevant to working in the EYFS
The document discusses domains of child development including cognitive, motor, language, and social/emotional development and provides tips and strategies for caregivers to promote healthy development in each of these domains, with a focus on the importance of social/emotional skills like attachment, empathy, emotion regulation, and relationship building. Key aspects of development like language, cognitive abilities, and the role of the early social environment and brain development are also addressed.
This document discusses play in early years education. It defines play, outlines its importance for child development, and categorizes different types of play. Play is defined as voluntary activities done for enjoyment that are under a child's control. Play is important as it allows children to learn, develop skills and understanding, think creatively, and learn social and cultural norms. The document discusses various perspectives on play from theorists like Piaget and Vygotsky. It also outlines the characteristics of effective learning in the Early Years Foundation Stage, which emphasize playing, active learning, and thinking critically.
This document provides information on early childhood education and development. It discusses the needs of young children, the role of caregivers in meeting those needs, important lessons children learn from caregivers about trust, independence and initiative. It also outlines developmental milestones and red flags to watch for. The document recommends early childhood programs like Head Start and provides safety tips for car seats.
The document discusses challenges faced by gifted adolescents. It notes that adolescence brings new issues as gifted children experience personality changes including strong competitiveness that can damage self-image. It also discusses the "impostor syndrome" where gifted children doubt their abilities. Other issues include impatience, risk-taking behaviors, and difficulty choosing careers. The document advises parents to keep open communication with their gifted children and seek counseling if problems become too complex.
Parent seminar student guide -part 1--laying a foundation for learningSKMadsen
This is Part 1 of a seminar titled: "Hand in Hand for Education--How Parents Help Children Succeed in School. Part 1 is titled: "From the Earliest Years, Parents Lay a Foundation for Learning." Topics addressed include: Cultivating Positive Attitudes and Social Skills, Fostering Good Work Habits, Building Academic Skills, and Embracing Spiritual Gifts.
This document discusses effective parenting and the journey toward becoming an effective parent. It notes that parenting skills must be learned and no one is a perfect parent. It discusses common parenting styles like authoritarian, permissive, and democratic and their outcomes. Factors important for child development are discussed. Common difficulties faced by parents and behaviors shown by children are also outlined. The document provides tips for positive parenting, understanding the child, discipline strategies, and an A-Z guide to parenting. It emphasizes showing love, respect, and being a role model.
Social development involves learning the skills to relate effectively to others. It is supported by modeling appropriate behavior, building problem-solving skills, encouraging exploration, and play. Peer interaction is important for language, cognitive, and social development from a young age. Both positive and negative peer relations can influence children's development. Positive relationships foster skills like cooperation, while negative ones like rejection can increase risks of issues like loneliness or depression.
For a child, having a sibling often means having a constant companion who can provide support, love, and care for the child for the rest of his or her life. Sibling relationships often reflect the overall condition of cohesiveness within a family.
There are several ways in which sibling relationships can be complicated. For example, sibling rivalry, blended families, a large age difference, and gender differences are often areas that can lead to hostile sibling relationships.
Suggestions on problems among SiblingsVaishnavi PS
The document provides suggestions for resolving conflicts between siblings and dealing with sibling rivalry. It notes that sibling rivalry is common when a new baby receives more attention. Parents should involve older children before and after the birth, continue showing the older child love, and watch for signs of jealousy like behavior changes. Sibling fighting that becomes abusive needs attention from a trusted adult. Overall, the document offers tips for parents to help siblings get along better and adjust to changes in the family.
This document provides information on different parenting styles and tips for effective parenting. It discusses hands-on parenting, hands-off parenting, and half-hearted parenting. It includes worksheets to help identify your parenting style based on factors like involvement in your child's activities and communication. The document then covers topics like knowing your child's strengths, building their confidence, teaching social and cognitive skills, effective communication, discipline, and being a role model. It emphasizes the importance of family bonding, encouraging creativity, and using compassion when parenting.
The document outlines the mission and objectives of Imaginary Schools, which aims to identify and serve gifted students through an equitable identification system, quality programming, advocacy, professional development, real-world experiences, and opportunities for students who show potential but do not qualify for gifted programs. It also provides a definition of giftedness as demonstrating extraordinary aptitude in one or more intellectual, creative, or skill-based domains.
WCGTC 2011- International Day of the Gifted - Celebrating Giftedness, Creativ...Leslie Graves
PP presentation of Photo qoute Project put together by members of the Global Gifted & Talented community for the first 'International Day of the Gifted'- Presented at the 19th World Conference of the World Council for Gifted and Talented Children- Prague.
Supporting and sustaining gifted education we are all advocates!jdanielian
This document provides information and guidance for advocates of gifted education. It discusses the importance of advocacy and outlines strategies advocates can take, such as examining current gifted programs, establishing clear rationales, improving communication skills, building relationships with administrators, and networking. Key points emphasized include having a plan and communicating issues, goals, needs and progress clearly. The document also provides examples of arguments advocates can make and suggests supporting arguments with research evidence on the benefits of gifted education.
This document summarizes resources available on the National Association for Gifted Children (NAGC) website. It describes sections for educators, parents, advocates, and administrators that contain information, publications, standards, and professional development opportunities. The website also has advocacy tools and legislative updates. The presentation outlines the website's historical exhibits, current resources, and future advocacy goals to provide a comprehensive overview of gifted education materials available through NAGC.
The documents discuss funding, identification procedures, and programming for gifted students. Key points include:
1) Additional funds must be allocated to provide special education and related services for gifted students.
2) Gifted teachers require specialized coursework in areas like nature and needs of gifted learners.
3) School districts can apply for grants to fund exemplary gifted programs by submitting proposals outlining goals, costs, and evaluations.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
(847) 827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
The document discusses twice-exceptional students, who are both gifted and have disabilities. It defines twice-exceptional students as those who are identified as gifted in an academic or artistic discipline and also exhibit a disability as defined by federal or state criteria. The document then lists common characteristics of twice-exceptional students, such as marked intellectual ability but also difficulties with writing or social skills. It provides strategies for teaching twice-exceptional students, such as teaching to their preferred learning styles, allowing choice in activities, and focusing on strengths rather than weaknesses. Finally, it discusses the lack of legal requirements around services for gifted students and differences in services provided across states and districts.
The document discusses federal and state laws and regulations regarding gifted and talented education. It provides an overview of the Jacob Javits Gifted and Talented Students Education Program, New Jersey's school funding formulas, requirements for identifying and providing appropriate educational services to gifted students, and legal cases related to gifted education programs and admissions. The presentation also reviews New Jersey curriculum frameworks, teacher certification requirements, and position papers from the National Association for Gifted Children on various topics regarding gifted education.
This is the program for the 20th Biennial World Conference of the World Council for Gifted and Talented Children. The conference is in Louisville, KY - USA, August 10-14, 2013.
The document discusses the benefits of joining a debate team at Princeton University. It notes that debate experience provides networking opportunities, leadership and communication skills, and looks impressive on a resume. Debate allows students to travel around the country to tournaments at other universities. While the time commitment may be a concern, the document provides references from studies and articles that have found debate improves critical thinking abilities. Famous alumni like Stephen Colbert and Oprah Winfrey participated in debate and forensics in college. Joining the debate team is encouraged for the skills gained and career advantages it can provide.
The document discusses the convergence of gifted education and response to intervention (RtI) models. It outlines key elements of RtI including universal screening, established protocols for tiered interventions, a problem-solving approach, collaborative structures, and fluidity and flexibility to meet student needs. The document argues that RtI provides an opportunity to identify and support the needs of gifted students through differentiation and allowing students to progress through tiers of enrichment and acceleration based on abilities rather than struggling in the general education setting. Successful implementation of RtI for gifted students requires professional development on evidence-based practices for differentiation.
The document is a letter from Morgan Appel, Director of the Education Department at UC San Diego, addressing concerns about gifted students transitioning from high school to college. Appel acknowledges that college can be challenging for gifted students due to increased expectations, lack of structure, and having to work and study independently for the first time. However, Appel also expresses that with the right support systems in place, gifted students can thrive in college and beyond through developing resilience, self-awareness, and finding communities.
The document summarizes the results of a satisfaction survey on gifted programming in Volusia County, Florida. It finds moderate satisfaction levels for admission to gifted programs, meeting social-emotional needs, and services for gifted learners with disabilities. Participants agreed that the county identifies gifted students, offers equal opportunities, and provides free appropriate education, but only half agreed it offers appropriate funding or top quality programs. Open responses criticized student admission criteria and lack of funding/options. Strengths included curriculum differentiation and teacher quality, while weaknesses centered on identification, funding, and program quality issues.
The document defines gifted and talented students in Texas and outlines the state's gifted and talented program. The purpose of the program is to identify and provide additional services to students performing at the highest levels. Districts must have policies for identifying gifted students, assessing students in K-12, and program specifics. Students are nominated, screened using multiple assessments, and final selections are made by a trained committee. Implementing the program requires developing a plan, research, and presenting to the school board. The program is then evaluated and changes recommended. The document also outlines standards for gifted teachers and three levels--acceptable, recognized, and exemplary--that districts can achieve for their gifted programs.
Gifted Programming and Public Knowledge: Question Bank for Surveysfloridazandy
The document discusses several topics related to gifted education, including identification of gifted students, definitions of giftedness, curriculum and instruction for gifted learners, teacher knowledge, and general public knowledge. Some key points include: districts should use multi-criteria approaches to identification that consider diversity and needs; gifted students can come from all backgrounds and may not demonstrate giftedness in expected ways; differentiation, acceleration, and specialized programs/services are important strategies; teachers require training to understand and support gifted learners; and perceptions of the public around gifted education may not always be accurate.
Advocating for your Gifted Child at SchoolLiftingthelid
Strategies for advocating for your gifted child at school. Tips for effective communication to help build a positive relationship with your child's teacher, for a team approach to supporting your child's needs at school.
The document provides a history of gifted education from ancient times to the present. It outlines key developments including Plato's views on educating the gifted in ancient Greece, Sir Francis Galton establishing the study of intelligence in the late 19th century, Alfred Binet creating the first intelligence test, and Lewis Terman's work popularizing IQ tests and longitudinal studies of gifted children in the early 20th century. It also summarizes theories of intelligence by Spearman, Thurstone, Vernon, Guilford, Gardner, Sternberg and models of giftedness by Renzulli, Gagne, and contributions of figures like Leta Hollingworth and Paul Torrance to the field of gifted education.
The document provides guidance on advocating for gifted learners and gifted education programs. It outlines 10 ways to make the case for gifted education, including telling personal stories, using data, collaborating with others, writing letters to editors, building partnerships, and staying informed. The document also provides examples of key advocacy messages and describes advocacy tools and resources available from the National Association for Gifted Children.
This document discusses gifted children and gifted education. It defines gifted children as those who can learn and understand concepts at advanced levels beyond their peers. The document advocates that gifted children deserve specialized instruction that challenges them based on their intellectual abilities rather than their age. It also discusses the importance of proper identification of gifted students and providing gifted education programs and teachers trained to meet their unique needs.
The document discusses gifted learners, including common characteristics like intense focus, quick learning, and sensitivity. It addresses common problems gifted students face like boredom, underachievement, and peer issues. The document also aims to dispel myths about giftedness, such as the ideas that giftedness is only in academics or requires an exceptional IQ. It emphasizes that both nature and nurture contribute and that gifted students need specialized support to reach their potential. The document concludes by discussing programming and curriculum options that can help meet gifted students' unique academic needs.
The document discusses several explanations for why working class children tend to underachieve educationally compared to middle class children. It explores cultural factors like socialization and values as well as material factors like resources and poverty. Specific theories examined include the impact of restricted language codes in working class homes, lack of parental support and encouragement, and how schools reproduce social inequality by privileging the cultural capital of the middle class.
The world of the gifted and talented v2Dan Trumpis
This document provides an overview of gifted and talented education. It begins with objectives and definitions of giftedness. It then discusses myths about gifted students, their cognitive and social-emotional characteristics including twice-exceptionality. Ideas are presented for identifying and assessing gifted potential in diverse populations. Strategies are offered for differentiation including higher-order thinking, creativity, tiered assignments, project-based learning and choice boards. The document concludes with resources for support and students' rights to fulfillment.
This document discusses common myths about gifted education and provides evidence to counter these myths. It addresses 10 myths, including that gifted children will do fine without support, that gifted students are always happy and well-adjusted, and that gifted programs require an abundance of resources. For each myth, evidence is presented showing that gifted students benefit from specialized instruction, may struggle socially or emotionally, and that effective gifted programs require investment but not excessive resources.
The document discusses 10 common myths about gifted education and provides evidence to counter each myth. Some of the key myths addressed include that gifted children do not need support or challenge, that giftedness is only about academics, and that gifted programs are elitist. The document provides research and evidence showing that gifted students have unique learning needs and benefit from specialized identification practices and programming tailored to challenge and support their advanced abilities.
The document provides characteristics of gifted students according to a website on identifying gifted students. It lists both positive characteristics such as being curious, learning quickly, and thinking creatively as well as potential challenges like getting bored easily, being perfectionists, and resisting repetitive activities. The purpose is to help teachers recognize signs that a student may be gifted so they can provide appropriate support and challenges.
This study explored how elementary school children understand the causes of wealth and poverty. Researchers interviewed 86 kindergarten and primary grade students, asking open-ended and scenario-based questions about poverty. They found that older primary students provided more structural and fatalistic explanations for poverty than kindergarteners. Additionally, all children gave more descriptive responses to scenario questions than open-ended ones, and older students were more likely to give non-specific answers to open-ended questions. The study suggests children's understandings of poverty's causes become more complex and varied by grade level and question type.
Gifted students are often perfectionists who think abstractly and develop advanced reasoning skills at an early age, however they may struggle with concrete skills like organization. Their development is asynchronous, meaning they can excel in one area while lagging in another. They are problem solvers who think with complexity, but may need help with time management and see anything less than an A as failure, so it is important to remember that first and foremost, gifted students are unique individuals.
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and stimulate their talents. Properly identifying and educating gifted children allows them to fulfill their potential and become valuable contributors.
This document discusses gifted children and their education. It defines gifted children as those with outstanding abilities or potential in various areas like intelligence, academics, creativity, leadership, or arts. Gifted children can be identified through tests, observations, and records that show traits like rapid learning, large vocabulary, curiosity, and ability to understand complex ideas. However, gifted children often face problems in regular classrooms that fail to challenge them. They need special education programs that accelerate learning, expand course content, allow independent projects, and group gifted students together to develop their talents. The document concludes it is important to identify and stimulate gifted children through tailored education programs so their potential is not wasted.
This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.
A Guide to Gaining Knowledge about:Cultural and/or Economically Diverse Gift...March28th
This document provides resources for learning about culturally and economically diverse giftedness, including several websites that contain articles, resources, and discussions on identifying and supporting gifted minority students and students from low socioeconomic backgrounds. The Neag Center for Gifted Education and Talent Development website is recommended as a starting point for researching giftedness. Characteristics of gifted Hispanic American children are also outlined.
1. The document discusses the characteristics and needs of talented children. It defines talented children as those who display consistently remarkable performance or advanced skills compared to their peers in worthwhile endeavors like academics, arts, leadership.
2. Talented children have characteristics like superior performance in their talent area, abilities in academics as well as creative arts, and do not need a high IQ. They have needs for knowledge, creativity, developing their abilities, and realizing their potential.
3. The document outlines ways to identify talented children such as rapid learning, large vocabulary, performing difficult mental tasks, and being keen observers. It stresses the importance of protecting individual rights and providing special education to fulfill their needs.
Special needs education powerpoint educ100randeepsohal
This document discusses children with special needs, including common diagnoses like cerebral palsy, autism, Down syndrome, and speech/language delays. It addresses issues like rising numbers of special needs children versus stagnant school budgets. It also discusses resources that can help special needs children, cruel treatment some receive, equality, and ways to improve the school system to better support these children.
The document discusses the importance of understanding cultural and learning style differences in students. It describes a scenario where two students, of different ethnic backgrounds than their peers, are struggling to understand an math lesson. The teacher fails to recognize that students learn in different ways and that cultural factors can influence learning. The document advocates teaching students in ways that align with their individual learning needs and cultural backgrounds to promote academic success for all.
The document discusses the importance of understanding different learning styles and cultural backgrounds in the classroom. It describes a scenario where two students, of different ethnicities, are struggling to understand an addition lesson while other students grasped the concept. The teacher fails to recognize that students learn in different ways and does not provide additional support. The document advocates teaching students in a way that aligns with their individual learning needs and cultural experiences to ensure academic success for all.
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and facilitate successful learning for every child in their classroom. Understanding diversity is crucial to meeting the needs of diverse learners.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. *
* Youth who show the potential to perform at remarkably high levels
of accomplishment when compared with others of their age,
experience or environment.
* Exhibit high-performance capability in intellectual, creative,
and/or artistic areas, possess an unusual leadership capacity, or
excel in specific academic fields.
-US Department of Education
3. *
* A series of misconceptions surrounds gifted learners, fueling a
severe failure on the part of our education system to meet
their needs.
4. *
* MYTH: Global Giftedness. The idea that gifted children are gifted
across the board
* REALITY: This idea that all gifted children are “globally gifted” is
about as mythic as a robot unicorn, and nearly as dangerous. It
ignores the existence of “twice-exceptional” kids, children who
are gifted in one area and learning disabled in another. Belief this
myth can result in a lack of support for learning-disabled gifted
students as well as the failure to properly identify some students
as gifted.
5. *
* MYTH: Giftedness is entirely biological
* REALITY: Environmental factors play a major role in determining
the development of gifts. This is why we must deliberately
create a nurturing environment.
* Myth: Giftedness is entirely environmental.
* REALITY: This myth ignores the powerful role of biology.
6. *
* MYTH: Exceptional IQs are held by all gifted children.
* REALITY: There are many ways to be gifted, and not all of
them necessarily involve high IQ. For example, art and music.
These children’s needs are still not met by regular school
programming.
7. *
* MYTH: Gifted children are “made” by pushy, obsessive parents,
which often results on the child’s loss of interest.
* REALITY: Gifted children want to develop their gifts, and the
involvement of supportive and dedicated parents is extremely
positive! This is especially true when schools fail to meet gifted
needs.
8. *
* MYTH: Gifted children glow with psychological health.
* REALITY: Non-gifted peers often ridicule gifted students because
they are different. Gifted students often feel unable to connect
with classmates who are on a completely different intellectual
level. Gifted students often feel like they should not participate
in class, for fear of being perceived “show-offs.” Gifted students
often feel like their daily school routines are pointless.
* …Do these sounds like ideal conditions for cultivating glowing
psychological health?
9. *
Gifted children’s needs are not met by regular classroom
instruction. They need support if they are to learn and grow every
day.
Key Ingredients
* Curriculum compacting
* Differentiation
* Parental support
* Support from administrators and teachers
* Opportunities to interact with other gifted children
* Gifted programming
* Projects that facilitate exploration of their gifts, and
opportunities to tackle real life issues
* Teacher training
11. Winner, E. (1996). Gifted Children. New York, New
York: Basic Books.
Callard-Szulgit, R. (2012). perfectionism and gifted
children. Lanham, Maryland: Rowman & Littlefield.
Callard-Szulgit, R. (2010). Parenting and Teaching
the Gifted. Lanham, Maryland: Rowman &
Littlefield.
*