Common Myths of Gifted Education Part 1

Classroom 1

In this first of two chats on the Common Myths of Gifted Education, 4 myths were discussed including: 1) All Children are Gifted; 2) Gifted Children Will Do Fine on Their Own; 3) Teachers Challenge All Children in the Regular Classroom; and 4) Gifted Students Are a Role Model for Other Students. A full transcript may be found here.

This topic proved to be especially popular with folks from 26 states and 4 countries joining us. Part 2 of the discussion will take place on Friday, January 17th at 7PM ET/6PM CT.


Common Myths in Gifted Education

Reflections on ‘All Children Are Gifted’ by Michael C. Thompson via HoagiesGifted

A Response to All Children Are Gifted

Assumptions Underlying the Identification of Gifted & Talented Students (pdf)

Why Not Let High Ability Students Start School in January? The Curriculum Compacting Study (pdf)

High-Achieving Students in the Era of NCLB (pdf)

Gifted Dropouts: The Who & Why (pdf)

“All Children Are Challenged in the Regular Classroom???”

“Myth 7: Differentiation in the Regular Classroom is Equivalent to Gifted Programs & is Sufficient”

“Myth 13: The Regular Classroom Teacher Can ”Go It Alone” by Dorothy Sisk

“Myth 15: High-Ability Students Don’t Face Problems and Challenges”

“Myth 16: High-Stakes Tests Are Synonymous with Rigor & Difficulty”

“Myth 17: Gifted & Talented Individuals Do Not Have Unique Social & Emotional Needs”

“11 Common Gifted Education Myths”

“Equity in Gifted/Talented (G/T) Education” from the Texas Education Association (TEA)

“Creating School Programs for Gifted Students at the HS Level: An Administrator’s Perspective”

Posted on January 14, 2014, in Education, gifted, gifted and talented, gifted education, Identification, Psychology and tagged , , , , , , , . Bookmark the permalink. 1 Comment.

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