Finding Quality PD in Gifted Education

There are multiple reasons educators (both GT & gen. ed.) should seek PD in gifted education. In states where certification is required, it may be mandated. Very few undergraduate teaching programs offer coursework in gifted education. PD provided insights into GT students’ needs, vital advocacy tools, and strategies in the field. GT students benefit from being taught by educators who are prepared to meet their unique learning and social-emotional needs.

In 2021, the WCGTC released Global Principles for Professional Learning developed by a committee of international scholars. A link to this work is provided in this chat. Quality PD in gifted education should be evidence-based, have tiered content, address the whole child, and take into consideration equity in gifted programming. When seeking PD, educators should look for offerings which are comprehensive, ongoing, sustainable, consider school-wide initiatives, and be empowering.

PD in gifted education provides information specific to gifted learners and their needs. It can increase awareness of the most recent local requirements and state laws regarding its implementation. Gifted education PD advances knowledge in the field which benefits GT students in gifted programs as well as the general ed. classroom. It combats myths and negative attitudes about gifted students.

In recent years, gifted organizations have expanded their options by offering specialized conferences in addition to annual conferences; such as, ones concerning leadership and twice-exceptional students. Often, conference attendees can network with presenters and keynotes to learn about additional opportunities throughout the year available to LEAs. Many education professionals offer PD in gifted education both in-person and online. This has increased opportunities and reduced costs.

International, national, and state gifted organizations are excellent sources of PD. Many organizations offer Speaker Bureaus, online options (webinars, Zoom), and annual or biannual conferences (in person and online). Educators can find quality PD by forming and participating in PLNs and book studies, joining professional organizations, and accessing research-based materials. Last, but not least, Twitter educational chats can also provide PD with topic specific resources and a way to network with colleagues, authors, and professionals.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1AM GMT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community.

About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Best Practices for Professional Development A Coordinator’s Guide (pdf) | TAGT

Global Principles for Professional Learning in Gifted Education (pdf) | WCGTC

Global Principles for Professional Learning in Gifted Education (YouTube 1:02) | WCGTC

Best Practices in Professional Learning and Teacher Preparation: Methods and Strategies for Gifted Professional Development: Vol. 1 1st Edition (book)

Best Practices in Professional Learning and Teacher Preparation: Special Topics for Gifted Professional Development: Vol. 2 1st Edition (book)

Best Practices in Professional Learning and Teacher Preparation: Professional Development for Teachers of the Gifted in the Content Areas: Vol. 3 1st Edition (book)

Professional Learning | NAGC

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness | International Journal of Environmental Research and Public Health

The Influence of Professional Development in Gifted Education on the Frequency of Instructional Practices | Australian Educational Researcher

Professional Development for Gifted Education | Colorado Department of Education

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design (pdf) | University of Richmond

Case Study: Exploring Inservice Teachers’ Perceptions and Experiences of the Effectiveness of Gifted Preparation and Training Programs in Saudi Arabia (pdf, theses) | University of Arkansas

TCEA: Understanding and Teaching Gifted Learners (TX)

Why You Should Pursue a Gifted Education Endorsement or Certification

TEA: G/T Professional Learning FAQs (TX) | Region 4 Education Service Center

Best Practice for Professional Development A Coordinator’s Guide (pdf) | TAGT

Teacher Training Courses | edX

Coaching in Gifted Education: Tools for Building Capacity and Catalyzing Change 1st Edition (book)

Graphic courtesy of Lisa Conrad

Organizing Gifted Students

Early educational experiences can shape the behavior of young GT students; specifically, lack of challenge may lead to failure to learn organizational skills. GT students may struggle with disorganization due to intense behaviors or focus on particular interests. It’s important to assess individual students to rule out twice-exceptionalities such as ADHD or other learning differences.

Lack of organizational skills can be very concerning for GT students. It can often lead to underachievement or failure to complete assignments. The disorganized GT student can be disparaged, such as the ‘absent-minded professor’, which may lead to low self-esteem or bullying. GT students who tend to be perfectionists can become overwhelmed with academic expectations and experience burnout.

How do organizational skills impact creativity? Creativity is often seen as the hallmark of a GT student. However, when these students lack organizational skills, they can be confronted with cognitive overload. Creative GT students can become frustrated by time constraints, lack of autonomy, unrealistic expectations – all things which can be exacerbated by lack of organizational skills. When cultivated early, organizational skills can greatly impact creativity by curbing distractions, calming brainstorms, and identifying the task at hand.

When children are first identified as gifted, adults too often fail to recognize the need to teach executive functioning skills when in fact their needs may be greater than neurotypical children. This is magnified once a child is identified as 2E. Twice-exceptional students often experience asynchronous cognitive development where EF deficits may appear as the inability to switch attention to new tasks. Executive functioning deficits in 2E students can involve social-emotional regulation resulting in the student being unable to manage frustration, ask for help, or engage in self-reflection.

Organizational skills need to be taught and GT students are no exception. Kills development should begin early and adults (teachers, parents) should serve as role models. Families and schools should be pro-active in teaching self-regulation skills with a focus on attaining strategic long-term goals; such as college admission or deciding on a career. One strategy which works well with GT students is encouraging metacognition – emphasizing ‘why’ – which uses their advanced thinking skills and verbal abilities to sustain motivation and build organizational skills.

A transcript of this chat can be found at Wakelet.

Resources:

Building Older Students’ Organizational Skills | Edutopia

Organization, Accountability, and the Gifted Child | SENG

Time Management for Gifted Kids | Council for Exceptional Children

3 Secret Ways Graphic Organizers Easily Support Gifted Students

5 Common Problems Experienced By Gifted Children & Adolescents (#5)

10 Essential Executive Functioning Skills for GT Kids

10 Steps to Foster Organization: Homework and Beyond!

Unlocking the Potential of Gifted Kids with ADHD

The Masks of Gifted: Behaviors that Hide the Gifted Child (#9, pdf)

The Impulsive, Disorganized Child: Solutions for Parenting Kids With Executive Functioning Difficulties (book)

The Highly Distracted Gifted Child: You Can Help | Psychology Today

Executive Functioning and Gifted Children | Davidson Institute

The Highly Distracted Gifted Child

This child is a classic ‘absent-minded professor.’ How can she or he ever learn organizational skills? (pdf) | NAGC

Gifted, Slow, and Disorganized

How to Engage Strong Executive Function Skills in Gifted Learners | Grayson School

10 Organizational Skills Every Student Must Have

Tips and Resources to Help Your Disorganized Kid Thrive in School

Helping Kids Get Organized (pdf)

What Parents Can Do to Help their Children Get Organized | Davidson Gifted

Graphic courtesy of Lisa Conrad

Dive into Deeper Learning

Deeper learning is learning which is relevant, interactive, and based in real-world scenarios. It should lead to mastery of knowledge and skills, student identity about who they are, and creativity. Deeper learning is focused on acknowledging a distinct purpose in the learning experience, divergent perspectives, and meaningful products.

The difference between deep learning and deeper learning is subtle, but still important. In today’s world, deep learning revolves around tech and machine learning. Deeper learning is concerned with cognition, critical thinking, and higher order thinking skills.

According to the Hewlett Foundation, core competencies of deeper learning include transferable mastery of core content and working with others to identify problems and create solutions. Students who are active participants in deeper learning communicate and organize their thoughts effectively, can think critically, and solve complex issues. Deeper learning can lead students to self-directed learning, increase academic perseverance, and increase positive self-attitudes.

GT students benefit from deeper learning by being taught to use higher-level thinking in completing meaningful writing assignments and complex projects. Deeper learning can provide GT students with appropriate levels of rigor, expectations of authentic work products, and focus on student agency. In the general ed classroom, deeper learning is particularly important for GT students when gifted programming is unavailable to them in their school.

The best strategies for incorporating deeper learning in the classroom begin with educators deep understanding of the subject matter and knowing how their students learn. Deeper learning strategies may include setting clear goals, intentional instruction leading to independent study, and providing authentic tools and resources (Edutopia, 2018). Specific strategies to incorporate deeper learning include approximate followed by corrective feedback, engaging in routine comparisons, and collaborative discussion.

A transcript of this chat can be found at Wakelet.

Resources:

What is Deeper Learning? | Massachusetts Department of Elementary and Secondary Education

Education for Life and Work Developing Transferable Knowledge and Skills in the 21st Century (ebook) | National Academies of Sciences, Engineering, and Medicine

Deeper Learning Defined (download) | Hewlett Foundation

Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale

8 Principles of Deeper Learning | Edutopia

Teaching for Deeper Learning: Tools to Engage Students in Meaning Making (book)

Preparing Teachers for Deeper Learning (book)

Fifty Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (book)

Summarization in Any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning 2nd Edition (book)

Facilitating Deeper Learning for Middle and High School Students | Edutopia

Students Want a Better Education Experience. First, Teachers Must Master Deeper Learning. | EdSurge

The Power of Process In Deeper Learning: A Case Study in Scaffolding

Designing for Deeper Learning: Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System | Carnegie Foundation for the Advancement of Teaching

Building an Ecosystem of Support for Deeper Learning

10 Ways to Foster Deeper Learning in the Classroom with Technology

The Depth and Complexity Icons

Cybraryman’s Slow Learning – Deep Learning Page

What is Deep Learning? Who are the Deep Learning Teachers? | ASCD

Graphic courtesy of Lisa Conrad

Classroom Boredom Busters for GT Students

When considering boredom and high potential learners, teachers need to look at both extension and enrichment to best meet their needs. Depending on the situation, some GT students will benefit from extending the complexity of lessons through differentiation, thus, increasing challenge. Enrichment provides high potential learners the opportunity to explore interests in greater depth via PBL, field trips, or exposure to experts in the field.

Planning ahead for the inevitable early finisher can have a dramatic effect on classroom management; benefitting all students. Pre-planned activities can increase the quality of work by setting expectations beforehand. Student learning outcomes can be enhanced through planning by giving them increased choice and voice regarding available opportunities.

No two learners are the same. Differentiation facilitates individualized learning to accommodate the varied needs of GT students. Differentiation respects the student’s abilities and interests by challenging them to reach their potential. It can also ensure they pursue endeavors beyond busy work and allow time for advanced skills development.

An all too often ‘go-to’ solution for GT students who finish their work early is to tell them to ‘read a book’. Reading is not the issue. Class time should be used for reading material related to class content or work. GT students should be encouraged to refrain from reviewing material they’ve already mastered or other activities such as non-educational gaming. A recent and troubling trend due to staffing shortages is to use GT students as tutors or teacher aides. This is highly inappropriate.

Quality boredom busters for GT students can include skill mastery prompted by higher-order thinking, team-building activities with intellectual peers, Genius Hour, passion projects, or meta-cognitive journaling. Middle-school GT students can benefit from prompted writing reflections, interactive bulletin boards, listening to appropriate podcasts, or online STEM activities. Lisa Van Gemert – a #gtchat Advisor – suggests practicing mindfulness, cultivating positivity, memorization, mental math, creating finger labyrinths, or even learning to count in a foreign language.

A transcript of this chat can be found at Wakelet.