This document summarizes the topics discussed at a back-to-school night meeting for parents of students at Jefferson Middle School. It introduces gifted education opportunities including Model UN, enrichment activities, and advocacy. It defines giftedness, discusses the social and emotional needs of gifted students, and strategies for supporting gifted children. Resources for parents on gifted topics are also provided.
This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011
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
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
The document discusses gifted children from the perspectives of parents, teachers, and educators. It notes that gifted children can be both exhilarating and frustrating for parents and teachers due to their advanced abilities and behaviors. The document also discusses some of the challenges teachers face in serving gifted children, such as identifying them appropriately and balancing their needs with the rest of the class. Finally, it discusses the lack of understanding around giftedness and the need to educate teachers, parents, students, and communities on the topic.
This document discusses potential positive and negative outcomes of identifying gifted students. It notes that while there are few benefits to labeling a child as gifted, providing an appropriately challenging curriculum tailored to their abilities can stimulate gifted children's natural curiosity and independent thinking. However, gifted children often face social isolation, bullying, and disengagement in standard classrooms. The document examines outcomes for students, teachers, and other stakeholders, noting that unaddressed, the negatives can outweigh the positives for students' psychological well-being and academic success.
This document provides information on serving academically and intellectually gifted (AIG) secondary students. It discusses the benefits and pressures of Advanced Placement (AP) courses, and suggests that while AP courses may be challenging, they do not always meet the needs of gifted students. The document advocates providing guidance for future planning, support for personal and emotional development, and instruction in self-regulation skills to better serve gifted adolescents. Specific strategies mentioned include mentorship, peer support, bibliotherapy, self-reflection, goal setting and developing self-efficacy.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
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.
This inclusive identification process will help you identify gifted and talented students so they can receive the special services they need. Looking forward to Confratute 2011
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
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
The document discusses gifted children from the perspectives of parents, teachers, and educators. It notes that gifted children can be both exhilarating and frustrating for parents and teachers due to their advanced abilities and behaviors. The document also discusses some of the challenges teachers face in serving gifted children, such as identifying them appropriately and balancing their needs with the rest of the class. Finally, it discusses the lack of understanding around giftedness and the need to educate teachers, parents, students, and communities on the topic.
This document discusses potential positive and negative outcomes of identifying gifted students. It notes that while there are few benefits to labeling a child as gifted, providing an appropriately challenging curriculum tailored to their abilities can stimulate gifted children's natural curiosity and independent thinking. However, gifted children often face social isolation, bullying, and disengagement in standard classrooms. The document examines outcomes for students, teachers, and other stakeholders, noting that unaddressed, the negatives can outweigh the positives for students' psychological well-being and academic success.
This document provides information on serving academically and intellectually gifted (AIG) secondary students. It discusses the benefits and pressures of Advanced Placement (AP) courses, and suggests that while AP courses may be challenging, they do not always meet the needs of gifted students. The document advocates providing guidance for future planning, support for personal and emotional development, and instruction in self-regulation skills to better serve gifted adolescents. Specific strategies mentioned include mentorship, peer support, bibliotherapy, self-reflection, goal setting and developing self-efficacy.
This presentation contains information regarding gifted students and tips for teachers with respect to providing gifted students appropriate educational opportunities.
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.
This document discusses strategies for promoting holistic development in students. It defines holistic readiness as developing personal resources like motivation, agency, and a college-going identity. Current college access programs often don't address helping students cultivate these internal skills and capacities. The document recommends opportunities to support students' holistic development, especially for those who lack self-motivation or don't see themselves as college material. Specific strategies proposed include building agency, initiative, intrinsic motivation, and commitment over time through engagement and activities.
G I F T E D E D U C A T I O N and Underachievementguestad7b2ea2
Gifted education is often underfunded and ineffective. While some myths exist around giftedness, such as that it guarantees success, the truth is that gifted students have special needs just like other students. These include challenging curriculum tailored to their abilities. Without proper support, gifted students are at risk for underachievement, dropping out, and behavioral issues. Acceleration is considered the best alternative to meet gifted students' needs when other options have failed. Educational plans are important to provide consistency and challenge gifted students to develop their potential.
A gifted child is someone who learns to do certain tasks before others in their age range. Often, gifted children are most recognized during their first few years of formal education.
If parents so choose, they can have their child enrolled in Gifted and Talented programs to ensure that the child is being taught at a level that is appropriate for the child.
Atypical presentation identifying african american giftedmatt2775
There is a 47% discrepancy between the percentage of Black students in public schools (17.13%) and those in gifted education programs (9.15%), representing over 250,000 unidentified Black students. Some reasons for underrepresentation include lack of clarity in definitions of giftedness, poor performance on culturally-biased tests, overreliance on untrained teachers' referrals, and mismatches between Black students' learning styles and typical instructional methods. Teachers must learn students' cultures and perspectives to recognize gifted potential.
This presentation discusses the characteristics and needs of gifted students. While gifted students are highly intelligent, they do not always achieve high performance if their needs are not met. Gifted students need guidance and challenges just as much as other students. They tend to think logically, challenge authority, have a strong sense of humor, and operate at a high intensity. They also may struggle with perfectionism, fear of failure, disorganization and lack of motivation if not engaged. The presentation recommends differentiating instruction for gifted students by allowing choice, focusing on higher-order thinking through creation and real-world applications, and using strategies like learning menus and tiered activities. Teachers are tasked with creating a differentiated activity for an upcoming unit that incorporates these recommendations
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
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.
This document provides an introduction to gifted education, including definitions of giftedness, characteristics of gifted students, myths and realities about giftedness, and challenges in identifying and meeting the needs of gifted students. It discusses John Steinbeck's view of a gifted teacher's impact and summaries research finding most teachers have no training in gifted education and most gifted students receive no curriculum differentiation.
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.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
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
This document discusses generational giving and different generations. It outlines the core values and experiences of Baby Boomers, Generation X, Millennials, and Generation Z. Each generation is defined by a 20-year span and had unique life experiences that shaped their values. The document provides information on how each generation learns, their educational and work experiences, and what motivates them. It aims to help understand generational differences in philanthropic attitudes and behaviors.
This document summarizes physical, cognitive, social and emotional development during middle and late childhood from ages 6-12. Key points include improvements in motor skills and coordination; risks of obesity, accidents and learning disabilities; importance of friendships and developing self-esteem; challenges of transitioning to elementary school; and strategies for improving education for students from diverse backgrounds.
The purpose of gifted and talented (GT) programs is to identify students who exhibit characteristics of high general intellectual ability and creativity to meet their special learning needs. GT programs provide a differentiated, enriched academic environment for advanced learners. Effective GT programs pursue all options to accommodate exceptionally gifted children, who often have diverse needs. Students may be identified and served in core academic areas or areas like general intellectual ability and creativity.
Pre-Departure Orientation for Taiwanese Students習生 實
This presentation is intended to help Taiwanese students who are planning to travel to the U.S. to begin a program of study. It contains Information regarding academic, cultural, immigration and logistical issues.
Evidence of Diversity and Inclusion of all Adult Learners: a Case StudyShannon Day
This document discusses strategies for supporting an adult student named Vicki in a diverse and inclusive classroom. Vicki struggles with learning disabilities, anxiety, childcare responsibilities, financial barriers, and transportation issues. The document provides suggestions for helping Vicki, such as connecting her with resources for learning disability assessments and mental health support. It also discusses government grants, loans, bursaries, and tax benefits that could help with her tuition and living costs as an adult student facing many challenges. The role of confidence building and community support systems are emphasized to promote Vicki's success.
This document provides information from the Back-to-School Night presentation for Jefferson Middle School. It summarizes the school's instructional programs, which include comprehensive curricula across subjects to support college and career readiness. It highlights the school's focus on developing the whole student through various extracurricular activities and support systems. The presentation also reviews communication channels between the school and parents and encourages parental involvement through volunteering, attending events, and supporting school organizations. It concludes by outlining the schedule and goals for the Back-to-School Night event.
This document discusses strategies for promoting holistic development in students. It defines holistic readiness as developing personal resources like motivation, agency, and a college-going identity. Current college access programs often don't address helping students cultivate these internal skills and capacities. The document recommends opportunities to support students' holistic development, especially for those who lack self-motivation or don't see themselves as college material. Specific strategies proposed include building agency, initiative, intrinsic motivation, and commitment over time through engagement and activities.
G I F T E D E D U C A T I O N and Underachievementguestad7b2ea2
Gifted education is often underfunded and ineffective. While some myths exist around giftedness, such as that it guarantees success, the truth is that gifted students have special needs just like other students. These include challenging curriculum tailored to their abilities. Without proper support, gifted students are at risk for underachievement, dropping out, and behavioral issues. Acceleration is considered the best alternative to meet gifted students' needs when other options have failed. Educational plans are important to provide consistency and challenge gifted students to develop their potential.
A gifted child is someone who learns to do certain tasks before others in their age range. Often, gifted children are most recognized during their first few years of formal education.
If parents so choose, they can have their child enrolled in Gifted and Talented programs to ensure that the child is being taught at a level that is appropriate for the child.
Atypical presentation identifying african american giftedmatt2775
There is a 47% discrepancy between the percentage of Black students in public schools (17.13%) and those in gifted education programs (9.15%), representing over 250,000 unidentified Black students. Some reasons for underrepresentation include lack of clarity in definitions of giftedness, poor performance on culturally-biased tests, overreliance on untrained teachers' referrals, and mismatches between Black students' learning styles and typical instructional methods. Teachers must learn students' cultures and perspectives to recognize gifted potential.
This presentation discusses the characteristics and needs of gifted students. While gifted students are highly intelligent, they do not always achieve high performance if their needs are not met. Gifted students need guidance and challenges just as much as other students. They tend to think logically, challenge authority, have a strong sense of humor, and operate at a high intensity. They also may struggle with perfectionism, fear of failure, disorganization and lack of motivation if not engaged. The presentation recommends differentiating instruction for gifted students by allowing choice, focusing on higher-order thinking through creation and real-world applications, and using strategies like learning menus and tiered activities. Teachers are tasked with creating a differentiated activity for an upcoming unit that incorporates these recommendations
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
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.
This document provides an introduction to gifted education, including definitions of giftedness, characteristics of gifted students, myths and realities about giftedness, and challenges in identifying and meeting the needs of gifted students. It discusses John Steinbeck's view of a gifted teacher's impact and summaries research finding most teachers have no training in gifted education and most gifted students receive no curriculum differentiation.
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.
***** Behavioral science Course ******
Gifted children
- Definition
- Genetics of giftedness
- Identification of giftedness
- Characteristics of gifted children
- Problems that encountered by gifted children
- Hidden giftedness
- The role of Family and gifted child
- The role of School and gifted child
A 1978 survey of 42 states found that 37 recognized certain attributes of gifted and talented students including intellectual giftedness, performing/visual arts, academics, creativity, leadership, and cultural diversity. The Jacob K. Javits Gifted and Talented Students Education Act supports gifted students but does not fund local programs. It provides grants to develop models to serve underrepresented students and support state and local efforts to improve services. Gifted students need support from teachers and families, with lessons tailored to their abilities. Texas requires 30 hours of professional development in gifted education for those teaching gifted students.
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
This document discusses generational giving and different generations. It outlines the core values and experiences of Baby Boomers, Generation X, Millennials, and Generation Z. Each generation is defined by a 20-year span and had unique life experiences that shaped their values. The document provides information on how each generation learns, their educational and work experiences, and what motivates them. It aims to help understand generational differences in philanthropic attitudes and behaviors.
This document summarizes physical, cognitive, social and emotional development during middle and late childhood from ages 6-12. Key points include improvements in motor skills and coordination; risks of obesity, accidents and learning disabilities; importance of friendships and developing self-esteem; challenges of transitioning to elementary school; and strategies for improving education for students from diverse backgrounds.
The purpose of gifted and talented (GT) programs is to identify students who exhibit characteristics of high general intellectual ability and creativity to meet their special learning needs. GT programs provide a differentiated, enriched academic environment for advanced learners. Effective GT programs pursue all options to accommodate exceptionally gifted children, who often have diverse needs. Students may be identified and served in core academic areas or areas like general intellectual ability and creativity.
Pre-Departure Orientation for Taiwanese Students習生 實
This presentation is intended to help Taiwanese students who are planning to travel to the U.S. to begin a program of study. It contains Information regarding academic, cultural, immigration and logistical issues.
Evidence of Diversity and Inclusion of all Adult Learners: a Case StudyShannon Day
This document discusses strategies for supporting an adult student named Vicki in a diverse and inclusive classroom. Vicki struggles with learning disabilities, anxiety, childcare responsibilities, financial barriers, and transportation issues. The document provides suggestions for helping Vicki, such as connecting her with resources for learning disability assessments and mental health support. It also discusses government grants, loans, bursaries, and tax benefits that could help with her tuition and living costs as an adult student facing many challenges. The role of confidence building and community support systems are emphasized to promote Vicki's success.
This document provides information from the Back-to-School Night presentation for Jefferson Middle School. It summarizes the school's instructional programs, which include comprehensive curricula across subjects to support college and career readiness. It highlights the school's focus on developing the whole student through various extracurricular activities and support systems. The presentation also reviews communication channels between the school and parents and encourages parental involvement through volunteering, attending events, and supporting school organizations. It concludes by outlining the schedule and goals for the Back-to-School Night event.
What is a TrueFrame Report, and Why is it important?TrueFrame
Presentation explains why a TrueFrame Report is a valuable tool when buying or selling vehicles that have accident history. Vehicle history reports such as Carfax and Autocheck are important, but a TrueFrame Report is the only sure way of knowing the truth about a vehicle’s accident history.
Celador is a British production company formed in 1983 that is best known for producing the game show Who Wants to Be a Millionaire. While Celador is a small company, it has been successful in releasing seven films over ten years. However, it faces competition from much larger studios like Sony Pictures and production companies like Film4. To fund its film The Descent, Celador had to co-fund the project and sell the distribution rights to Pathe upfront to raise enough money for production.
Shameem Ahmed is applying for a desktop support engineer position. He has over 3 years of experience providing technical support to EXL Service Ltd, including resolving network issues, installing and troubleshooting software, and managing service tickets. He has an M.Tech and certifications in networking and hardware. His technical skills include desktop and server administration, Active Directory, networking protocols, remote access software, and Windows and server operating systems.
English Language Education for Art and Design Students at a Distance (2009)Scott Dinho
Presentation given at the 2009 Designs on eLearning conference. The presentation outlines the design of a fully online ESL program that was slated to launch at the Savannah College of Art and Design.
The document summarizes various shots used in the film The Descent. It describes 15 different shots including tracking shots, close ups, mid shots, cutaways, wide shots, trombone shots, steadicam shots, and handheld camera shots. The shots are used to depict Sarah waking up confused in the hospital after an accident, seeing something that frightens her in the empty hospital, running from something in the dark, and suddenly encountering her friends in the light.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
Adding the Student Perspective to the Design of Studio-Based Courses (2008)Scott Dinho
Presentation made at the Designs on eLearning conference in 2008. This brief presentation discusses the importance of keeping the perspective of the student taking the course in mind as it is designed and developed.
The document lists cool gift ideas to pamper one's mother, including hiring a cook to prepare her a meal, treating her to a day at the spa, giving her coupons for a day of doing whatever she wants, enjoying her favorite old movie with wine in bed, cleaning her kitchen to surprise her, making a collage of memories, giving her a personalized bathrobe or watch box, framing family photos, and contacting a company for additional gift recommendations.
Digital Transformation is the hot topic. So, how do you execute the digital change with the customer experience, with data insights? How do you mobilise teams and develop and deliver with rapid cadence? Here's a presentation I gave at the NZ 2016 Digital Summit. For my speaker notes, contact me via LinkedIn
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document discusses Google apps for Work migration and implementation. It explains that the migration process depends on factors like organization size, amount of data, current system, and employee familiarity with Google products. Companies can migrate minimum recent data initially if needed or all data at once on a cutover date for easier management, depending on time and data amount. The document outlines five steps for migration including preparation, testing, training, conducting the migration, and follow up.
El poema habla sobre esperar la llegada de alguien que traerá amor, cambio, verdad, pobreza, espíritu, ilusión, alegría, pasión por la humanidad, esperanza y bendiciones. Cada estrofa describe cómo este visitante afectará positivamente a quienes lo reciban, inspirándolos y transformándolos.
El documento resume las enseñanzas del Papa Francisco sobre el Adviento. El Adviento es un tiempo para esperar al Señor con fe y caminar junto a Él, para examinar la propia vida a la luz de Jesucristo y ser signos de la misericordia de Dios para los demás. También es un tiempo para seguir el ejemplo de la Virgen María y esperar con esperanza, fe y servicio a los demás.
Este documento discute factores que afectan la motivación de los estudiantes y formas en que los padres pueden ayudar a mejorar la motivación. La motivación y las capacidades de un estudiante determinan su rendimiento escolar, siendo la motivación el factor más importante. Los padres pueden fomentar la motivación intrínseca valorando los logros del estudiante y contagiándole ilusión por aprender. Para abordar la desmotivación, es importante establecer objetivos realistas y un plan paso a paso para alcanzarlos con supervisión y conf
Demystifying DevOps - it's not Agile, but they're friendsMax Griffiths
DevOps aims to help organizations rapidly produce software by improving the interdependence between software development and IT operations. While DevOps has been around for a long time, there is still confusion about what it means. True DevOps culture focuses on shared ownership and a philosophy of fast feedback, customer focus, and optimizing for speed and quality rather than specific roles. Good DevOps looks like simple communication, co-location of teams when possible, and infrastructure defined as code.
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 discusses strategies for inclusion of children with special needs in early childhood education settings. It defines special needs and exceptional children. It provides guidelines for identifying children who may need additional support and for communicating respectfully about disabilities. The document also discusses laws requiring inclusion, preparing for inclusion through collaboration and modifying instruction, and applying principles of universal design for learning to meet diverse needs.
This document contains 4 readings related to gifted education:
1. Summarizes an interview with Joe Renzulli who defines giftedness as above average ability, task commitment, and creativity. Issues in gifted education include lack of support, training, and differentiated learning models. Improvements are needed such as specialized training and mentoring programs.
2. Argues gifted students' needs are often overlooked due to assumptions of high achievement. Their needs include faster learning, passion for topics, and challenging tasks to build confidence. Teachers can compact curriculum and provide differentiated content, processes, products, environment and assessments.
3. Discusses how gifted students differ greatly in their abilities. Lack of funding raises questions about
The document describes Fairfax County Public Schools' Young Scholars program, which aims to identify and nurture gifted potential in students who may otherwise go unrecognized, particularly those from underrepresented groups. The program uses various screening methods to identify students for enrichment opportunities from kindergarten through high school. It provides professional development to help teachers meet these students' needs. Students in the program report gains in confidence and preparation for advanced coursework as a result of the opportunities provided by Young Scholars.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
Webinar discussing challenges of college student readiness, includes resources to combat the challenge and specific examples of what is working for other schools.
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.
This document discusses education for gifted children and sustainable development. It states that education is crucial for achieving sustainable development, but not all forms of education support sustainability. It also explores cognitive objectives for gifted children that can empower them to make informed decisions for environmental integrity and a just society. The document notes challenges gifted students face, such as friendship issues, unrealistic expectations, and low self-esteem. It argues that societies should devote resources to developing giftedness so these students can help solve problems and become knowledge and art producers rather than just consumers.
final mcnair presentation for berkeleyDafne Melgar
The document discusses empowering marginalized youth through leadership. It describes creating a leadership program at a continuation high school to help underrepresented students develop skills and prepare for college. The program included weekly meetings, interviews, field trips, and family events. Pre- and post-surveys of the 13 participating students showed they initially feared failure but became more inquisitive. Interviews found most feared college costs rather than academics. The program conclusions were that the students were motivated to learn and be included in college preparation. Continuing the program in the summer could reinforce lessons and pursue fundraising for scholarships.
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 essence of quality childcare…when a teacher recogn.docxmehek4
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
The document summarizes data about student dropout rates and academic performance in Washington state schools. It finds that students from low-income, multicultural, and limited English backgrounds are most at risk of dropping out. Schools with higher percentages of students in poverty also tend to have higher dropout rates. The author aims to use this data to identify at-risk students and integrate resources to better support these students and communicate with their families to improve outcomes.
Here are some strategies I would incorporate into my classroom based on the 20 Tips for Nurturing Gifted Children:
1. Differentiate instruction to allow gifted students to work above grade level when possible. I would provide enrichment activities and advanced content for students who grasp concepts quickly.
2. Encourage open-ended discussions and allow students to explore their interests in depth. I would incorporate more project-based learning and opportunities for independent study to allow students to follow their curiosity.
3. Teach students self-advocacy skills so they can communicate their needs. I would explicitly teach students strategies for expressing when work is too easy or hard and how to request appropriate challenges or support.
By incorporating strategies like differentiation
This document discusses myths and facts about gifted students. It begins by debunking the myths that there is one single definition of giftedness and that gifted students do not need special programs. It then addresses that while gifted students may serve as role models, average students are more likely to model those at similar performance levels. Finally, it confirms that parenting gifted young children can be labor intensive due to their early advanced development and learning traits.
This document discusses the implications of massification in higher education institutions for identifying and retaining intellectual talent. It notes the trends of increased access through a "willing buyer, willing seller" approach and the resulting lack of guarantee that intellectually gifted students will gain admission or feel supported if they do. Managerialism both causes and aims to solve the issues of massification but can detract from supporting minority gifted students. The document argues gifted students need special academic and social support to thrive, noting common myths about such students and why support is needed given their asynchronous development and sensitivity. It proposes strategies are needed for talent development rather than leaving it to chance.
Gifted and talented students are those who perform or show potential for performing at remarkably high levels compared to others their age in areas such as learning, reasoning, and verbal abilities. They require specialized education to develop their unique abilities. Teachers use various methods to identify gifted students, such as standardized tests, teacher and parent observations, and portfolio assessments. They also employ different instructional strategies like curriculum compacting, enrichment clusters, project-based learning, and technology to engage these students.
Gifted and talented students are those who perform or show potential for performing at remarkably high levels compared to others their age in areas such as learning, reasoning, and verbal abilities. They require specialized education to develop their unique abilities. Teachers use various methods to identify gifted students, such as standardized tests, teacher and parent observations, and portfolio assessments. They also employ different instructional strategies like curriculum compacting, enrichment clusters, and tiered assignments to meet the advanced needs of these learners.
The lesson emphasizes the importance of obtaining at least a high school diploma for future career and financial success by explaining the relationship between education level, salary, and cost of living; it reviews New Jersey's high school graduation requirements to help 9th grade students achieve academic success; and incorporates small group and individual activities to engage students in learning about enhancing their future opportunities through school achievement.
The document discusses giftedness and the characteristics and needs of gifted children. It defines giftedness as having an IQ of 130 or higher, or exceptional performance in intellectual, creative, leadership or academic fields. Gifted children learn more rapidly, understand complex ideas, and create new knowledge. They may need acceleration or enrichment in their education to develop their abilities fully. A gifted child requires attention to their unique needs to stay engaged and challenged in school.
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 Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. You tube video Clip:
http://www.youtube.com/watch?v=Omx_iLtMjZA&list=WLt726B7fCGEvagt2GxtyHB4BKvvecl6O5
3. Introductions:
Mr. Adriane and Mrs. Cheryl Hasenmayer, GATE Parent
Advisory Leads
Mrs. Michele Aragon, GATE Teacher Lead
Ms Lisa Daddario, YMCA Program Director,
Model United Nations
Mrs. Lisa Jones, Assistant Principal
Mrs. Kara Heinrich, Principal
4. Today’s Topics:
Model UN Opportunity
Parent Support:
◦ What does it mean to be gifted?
◦ What are some of the common issues gifted children
experience?
◦ Why is advocacy for gifted students important?
Gifted and Talented (GATE) at JMS:
◦ JMS Site Enrichment Opportunities via TUSD
◦ JMS Parent Lead Enrichment Activities
5. What Does it Mean to be “Gifted”?
Gifted and talented children are those identified by
professionally qualified persons who by virtue of
outstanding abilities are capable of high performance.
Children capable of high performance include those with
demonstrated achievement and/or potential ability in any of
the following areas:
•General intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership ability
Visual and performing arts
Psychomotor ability
U.S. Department of Education
6. Highly Sensitive to
sounds and touch
Learned to read and
speak early
Looks before s/he leaps
Large Vocabulary
Loves the word “WHY”
Not keen on birthday
parties
Difficulty making
friend and/or managing
relationships
Keen Ability to interpret Non-
Verbal Cues
Excellent Problem-Solvers
Focused on Concentration for
Long Periods of Time
Boundless Energy Large Store-House of Information
You might have noticed in your child along the way…….
7. Giftedness is
Asynchronous Development
Gifted students possess advanced cognitive abilities
and heightened intensity which combine to create
inner experiences and awareness that are
qualitatively different from the norm.
This asynchrony increases with higher intellectual
capacity. The uniqueness of the gifted renders them
particularly vulnerable and requires modifications in
parenting, teaching, and counseling in order for
them to develop optimally.
8. Redefining Giftedness:
The development or talent is a lifelong process. It can
be evident in young children as exceptional
performance on tests and/or other measures of ability
or as a rapid rate of learning.
As individuals progress through childhood to
adolescence, achievement and high levels of
motivation in the domain become the primary
characteristics of their giftedness.
Various factors can either enhance or inhibit the
development and expression of abilities.
9. Key Factors That Drive Success:
10,000 hours of sustained, purposeful
practice
Agassi hit a million balls a year.
Mozart put in the hours. He had
clocked-up 3500 hours by the time he
was six and had studied his art for 18
years before he wrote his Piano concerto No 9 at
the age of 21.
Tiger Woods started when he was 2 years old.
10. Key Factors That Drive Success:
Mindset of hard work - innate talent versus
perseverance
Pushing past one’s comfort zone
Expectations
Belief
Quality feedback
Learning from failure
11. Dealing Productively With Failure
Experiencing occasional failure and frustration are essential, because every
child must learn how to appropriately interpret personal failure and
Difficulties to be able to productively cope with the demands of the
real world.
Successful Failures:
•Michael Jordan was cut from his high school
basketball team.
•Vincent Van Gogh sold only one painting during
his lifetime.
•Stephen Spielberg was rejected from the University
of Southern California School of Theater, Film and
Television three times.
•Walt Disney was fired from a newspaper because
"he lacked imagination."
13. Frequent Characteristics & Potential Roadblocks
Strengths Possible Problems
Inquisitive and show
intellectual curiosity
Strong-willed, may ask embarrassing questions, expect the same in others,
tend to dominate conversations, perceived as a “show-off”
Acquire and retain
information quickly
Impatient with slowness of others, dislike routine and drill, may resist
mastering foundational skills, may make concepts unduly complex
Possesses a vast
knowledge on diverse
topics
Very persistent , “I’d rather do it myself” is a common attitude. Perceived
as stubborn; resists interruption
Love of truth, equity,
and fair play
Difficulty in being practical, may worry about humanitarian concerns
Enjoy organizing
things and people into
structure and order;
seek to systematize
Construct complicated rules or systems, may be seen as bossy, rude, or
domineering
Fiercely Competitive Difficulty compromising. They can become “loners,” competing against
themselves
14. Strengths Possible Problems
Thinks critically, have high
expectations, can be self-critical
and evaluate others
Intolerant of others, may become discouraged,
depressed, and/or perfectionist
Ability to conceptualize,
synthesize, and problem solve
Reject or omit details, resist drill or practice, question
teaching procedures
Creative and inventive; like
new ways of doing things
May disrupt plans or reject what is already known,
seen by others as different and out-of- step
15. JMS Gifted Kids’ Bill of Rights
You have a right to…
Know about your giftedness.
Learn something new everyday.
Be passionate about your talent area without apologies.
Have an identity beyond your talent area.
Feel good about your accomplishments.
Make mistakes.
Seek guidance in the development of your talent.
Have multiple peer groups and a variety of friends.
Choose which of your talent areas you wish
to pursue.
Not to be gifted at everything.
16. How Can You Support Your Gifted Child?
Learn more about what it means to be gifted (start
with the recommended resources).
Understand that gifted children often have unique
social and emotional needs.
Attend local conferences related to gifted education.
Participate in gifted webinars.
Get involved and network with JMS the Parent
Advisory Team!
17. Webinars:
1.) Social and Emotional Needs of the Gifted (SENG)
http://www.sengifted.org/webinar_download _order_form.shtml
2.) UCI Free Gifted Webinars (scroll down to education)
http://unex.uci.edu/services/events/recorde d.aspx
Gifted Blogs to Follow:
Prufrock Press’ Blog: http://www.prufrock.com
Education Week: “Unwrapping the Gifted”
http://blogs.edweek.org/teachers/unwrapping_the_gift.ed
Gifted Exchange: http://giftedexchange.blogspot.com
Talented and Gifted: http://www.talentedandgifted.net
The Mislabeled Child (written by two MD’s): http://mislabeledchild.com/
18. The Task at Hand……
Stay Current on
Gifted Education
19. Why Advocate for Gifted Children?
Gifted students have unique social and emotional issues.
They may require more depth and complexity in the curriculum and
acceleration.
Gifted students need to be in settings, at least part of the time, where they can
be challenged by their peers and can have opportunities to develop their
capacities even further.
Food for Thought…
About half of the states consider gifted education a part of special
education.
California is not one of them.
Exceptional students at the extremes of the normal development curve
need program modifications because they learn differently and at different
paces.
Often, the public and policymakers do not understand the needs of the
gifted. Gifted programs are often the first programs eliminated during a
budget crisis.
20. What is the Common Core (CCSS)?
A state-led effort to develop a common set of standards in English language arts
(ELA) and math that:
•Align college and workplace expectations
•Are rigorous and evidence-based http://www.corestandards.org
California was part of the 26 state consortium who has adopted the Next
Generation Science Standards. You can review the standards online at:
http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
Why Common Core State Standards?
More Students Need a More Rigorous Curriculum -Adelman et al. (2003)
15% of students in the top quintile in academic rigor required remediation
57% of students in the bottom quintile in academic rigor required remediation
-Adelman (2006)
83% of students whose highest math class was calculus graduated within 8
years
40% of students whose highest math class was Algebra II graduated within 8
years
21. Implications for the Gifted
The Common Core State Standards…
Offer a growth model that is applicable
to gifted learners.
Support gifted learners to develop abilities
in domains or areas of interests.
Stress critical and creative thinking.
Focus on transferability of knowledge.
Implications for the Gifted Common Core Standards…
Support self-efficacy and self-awareness, leading to skills for life-long
learning.
Are equipped for acceleration, complexity, depth, and creativity.
Validate gifted education best practices, such as concept-based learning,
integration of disciplines, and inquiry- based options.
22. JMS Parent GATE Support Team
Meet and Connect with other GATE families
Sign-up to create and facilitate a Parent Sponsored
after-school activities (See Sign-Up tonight)
Volunteer on GATE field trips and for Parent
Sponsored GATE Enrichment activities
Please leave us your contact information
23. NEW DISTRICT-SUPPORTED GATE PROGRAM
Resources now posted on the Torrance Unified School District’s website
Under the “Parents/Students” tab there is now a GATE subtopic for you to explore
Gifted and Talented Education (GATE) Program in TUSD
Student Activities
Parent Support
Emotional Needs of Gifted Children
Important Dates
GATE Contact Information
Resources
Differentiation of Instruction
Local Events
Parent Volunteer Opportunities
Twice-Exceptional (2e) Children
GATE Identification and Testing Protocol
Competitions
24. NEW TUSD AFTER SCHOOL
ENRICHMENT
• On the third Monday of every month beginning in October
your GATE student will be invited to an after school
enrichment program in room 18 or the cafeteria.
• The district has fundraised to purchase enrichment kits for
your students to interact with.
• Since Jefferson has a large number of GATE students, when
the invitations are given to your GATE student in the his/her
fourth period class, the first 30 students who bring back the
invitation will participate in the activity.
25. ASTRO CAMP AND CIMI
• 6th and 7th grade GATE students will be invited to
participate in Astro Camp at Idyllwild the weekend
of January 16 - 18.
• 8th grade GATE students will be invited at
participate in Cimi at Catalina Friday, February 6 - 8.
• Both camps are highly interactive and stimulate
student interest and understanding of science.
26. DIFFERENTIATION AND
TIERED ASSIGNMENTS
• Your student will be asked more often to
complete a different assignment if his/her
understand of any topic covered in a
classroom is advanced.
• The district and the teachers do not want your
student to complete more work. Instead they
want your student to engage in more rigorous
work so they can grow academically.
27. FIRST ANNUAL GATE PARENT
CONFERENCE
• On Saturday, January 31st, 2015 you will be
invited to the first annual GATE parent
conference in Torrance USD.
• Funds have been raised for two keynote
speaker to present and engage with parents:
Dr. James T. Webb Dr. Daniel B.Peters
28. GATE TESTING
• Effective this school year 6th grade will be the last year for GATE testing
in Torrance USD.
• Parents and students will now have a choice of two tests:
• NNAT2 - assesses cognitive abilities, by strictly through nonverbal
means. No vocabulary of any kind is used in the test. Instead, children
are given visual images, designs and models which need to be organized
and sequenced.
• OLSAT - measures verbal comprehension and reasoning, pictorial
reasoning, figural reasoning, and quantitative
reasoning through such tasks as detecting likenesses
and differences, recalling words and numbers, defining
words, following directions, classifying, establishing
sequence, solving arithmetic problems, and
completing analogies.
29. GATE Parent Resources
Neag Center for Gifted Education and Talent Development
http://www.gifted.uconn.edu/parents/parentrp.html
National Association for Gifted Children
http://www.nagc.org
California Association for the Gifted
http://www.cagifted.org
Central Cities Gifted Children's Association
http://centralcities.org/index.html
Orange County Council for Gifted and Talented
http://www.occgate.org
Hoagies' Gifted Education Page
http://www.hoagiesgifted.org
30. GATE Parent Resources Cont. 2 of 3
• How Not to Talk to Your Kids
• http://nymag.com/news/features/27840/
•
• Why Praise Can Be Bad for Kids
• http://abcnews.go.com/GMA/AmericanFamily/story?id=2877896&page=1
•
• Acceleration Q & A (Institute for Research and Policy on Acceleration)
• http://www.accelerationinstitute.org/Resources/QA/General.aspx
• California Association for the Gifted (CAG) : California Association for the Gifted (CAG) is an
• Organization of educators and parents dedicated to meeting the unique needs or "gifted and talented students.
• CA was started in 1966 by a group of educators and parents who wanted to make a difference hi the lives of
• gifted students. CAC is '.One of the nation's largest state advocacy groups of its kind, providing its 'members
• information and training about the education of gifted and talented students. www.cagifted.org
• National Association for Gifted Children: The national organization for parents teachers and
• Administrators interested in spreading knowledge and awareness about gifted students and gifted education.
• Includes gifted education standards. www.nagc.org/
•
• Center for Talented Youth: A Johns Hopkins University program that actively seeks students with the
• Highest academic abilities and provides challenging educational opportunities for them. htt:p://cty.jhu.edu
31. GATE Parent Resources Cont. 3 of 3
Supporting Emotional Needs of the Gifted (SENG): Includes many expert-written articles on
social and emotional topics and has excellent community forums. www.sengifted.org/
Association for the Education of Gifted Underachieving Students: Focuses on awareness
about and Interventions for this often-misunderstood segment of the student population.
www.aegus1.org
The National Research Center on the Gifted and Talented: Run by researchers from tne
University of Connecticut and the University of Virginia, the NRC/GT focuses on research topics
relevant to the identification of gifted individuals from underrepresented groups:
www.gifted.uconn.edu/nrcgt.html
Center for Talent Development: A Northwestern University program that offers a number of
online learning opportunities for gifted students of all ages .www.ctd.northwestern.edu
Gifted Resources: Resources and links for gifted kids. www.giftedsources.com
A Different Place: A compilation of many links on gifted topics. www.adifferentplace.org