Category Archives: Acceleration

Gifted Students in Secondary/Higher Education

At the high school level, there are many ‘options’ for GT students which may include AP, IB, magnet schools, honors classes, or dual enrollment. Additional ‘options’ are early entrance (plus other types of acceleration), talent searches, and distance education classes. Higher education programs include Honors Programs designed as cohorts, accelerated curriculum, study abroad, or mentorships.

Nothing wrong with AP, etc, or honors programs, but they tend to be focused on high achievers. An AP or honors class is only as good for a GT kid as the teacher or prof in charge. If they get GT, it’s great… if not… it can be a struggle ~ Clint Rodriguez, Secondary Gifted Specialist in Dallas, TX 

The impact of a challenging curriculum on GT secondary students can motivate students to become leaders and find success in gifted programs. Research has found a strong correlation between support for the whole student/environmental factors and student success,

Providing mentoring programs to secondary GT students have been found to be key to their identity development. Mentoring programs can provide secondary and college GT students with the opportunity to connect with their local communities and develop networks for future career prospects. Mentors of GT students in higher education are role models for success and hope for the future; especially important for at-risk students.

When GT students are challenged to produce authentic products, it has real-world implications; such as community activism. Society benefits from GT students who become well-rounded students, leaders, and those committed to work for lasting changes for good.

There needs to be a celebration of learning, encouragement to research and discover and persist when things become difficult. ~ Jo Freitag, Co-ordinator Gifted Resources, Australia

Environmental factors such as homogeneous grouping of GT students with others of like-ability and the availability of enrichment programs can foster a mindset of achievement. The presence of supportive parents and family or mentors who guide, support or share expertise can also foster an achievement mindset. Environmental factors can help GT students to navigate challenges and learn self-regulation.

Research has found that the introduction of curriculum that encourages creativity can enhance student success. University faculty should use open-ended assessments rather than written assignments and traditional testing. A transcript of this chat may 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 2PM NZST/Noon AEST/1 AM UK  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. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa 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:

Starting a High School Mentoring Program for the Gifted: Opportunities and Challenges (pdf)

Mentors’ Contributions to Gifted Adolescents’ Affective, Social, and Vocational Development (Roeper Review)

Effects of Service Learning on Young, Gifted Adolescents and Their Community

Gifted Secondary School Students: The Perceived Relationship Between Enrichment & Achievement Orientation (pdf)

Does Higher Education Foster Critical and Creative Learners? (pdf)

The Role of Creative Coursework in Skill Development for University Seniors (pdf)

Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

‘Honors’ Should Mean a Challenge, Not an Upgrade to First Class

An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education (Journal of Advanced Academics)

Programs and Services for Gifted Secondary Students: A Guide to Recommended Practices (Prufrock Press)

Status of High School Gifted Programs (pdf)

Expanding the Conception of Giftedness to Include Co-cognitive Traits and Promote Social Capital (Renzulli)

Research on Giftedness and Gifted Education: Status of the Field and Considerations for the Future

What the Research Says: Gifted Education Works (pdf)

Who Are The ‘Gifted And Talented’ And What Do They Need?

The Efficacy of Advanced Placement Programs for Gifted Students

Research That Supports Need for & Benefits of Gifted Education The National Association for Gifted Children (pdf)

Image courtesy of Unsplash

Graphic courtesy of Lisa Conrad

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The Highly Distracted Gifted Child

gtchat 09202018 Distracted

Understanding the nature of giftedness when complicated by distractibility is a complex issue and the discussions between participants at this week’s #gtchat were no exception. We were fortunate to have several psychologists well-versed in working with gifted individuals as well as education professionals to sort it out.

How do you know if distractibility is  just a characteristic of giftedness or ADD/ADHD? You may not know! ADD/ADHD must be diagnosed by a professional. If you are concerned about a child’s behavior, seek professional help. Both giftedness and ADD/ADHD share characteristics, but it’s important to avoid misdiagnosis or missed diagnosis. Gifted students may have ADD/ADHD but be able to compensate for it.

According to Dr. Gail Post, “ADHD causes more global problem with distraction and concentration, not just related to boredom, intensities, overexcitabilities. ADHD kids have little control over their distraction/poor concentration – not situation specific. They really suffer from it.” Dr. Scott Roseman explained, “Formal assessment of giftedness and ADHD differ in significant ways.  While assessment of giftedness focuses mainly on determination of higher level reasoning abilities, assessment of ADHD examines issues related to distractibility, impulsivity, and processing skills. While the gifted child may exhibit some of these qualities, as a function of their giftedness, it’s often when those qualities get in the way of learning & growth that further assessment should be considered to assess a dual diagnosis of Giftedness and ADHD.”

In response to a child’s distractibility, the response of  ‘over’ organizing by a concerned adult may prove to make matters worse. Over organization … such as separate folders for each subject … may overwhelm the distracted child causing even more issues or anxiety. Parents (and teachers) should try to find the ‘middle ground’ when attempting to organize a distracted child. Folders can be used but for more generalized subjects; such as, a completed homework folder, to do folder, and parent/teacher communications.

“The main disadvantage of “over” organization I see is when it is put in place by the parent and not the child. The child or adolescent has no “ownership” in the process and may grow too reliant on parental intervention and not develop effective organizational tools on their own.” ~ Scott Roseman, Ph.D.

Executive Functioning can play as intricate role in the life of a distracted yet gifted child. The lack of recognition by responsible adults that a GT child can have executive function deficits often exacerbates the situation. These are smart kids who struggle with behavior regulation and exercising cognitive flexibility. Although identified as GT, they may have trouble beginning tasks, maintaining attention, completing assignments, and unable to assess the feedback on their own behavior. Frustration levels can go through the roof. As the child progresses through school, academic requirements increase at the same time as social interactions take on greater significance. EF difficulties may not resolve themselves until the child reaches their mid-twenties.

What strategies can a teacher use to get a gifted student back on track? Teachers should consider authentic assessments to chart progress/regression through an ongoing process which takes into account the student’s abilities as well as challenges. Developing positive relationships is a good 1st step. They must ensure that the student is being sufficiently stimulated intellectually either within the classroom with differentiated instruction or through accelerative measures outlined in resources such as A Nation Empowered.

“I think you have to do lots of trial and error with strategies…visual prompts to get back on task or having a reward after a significant start to an assignment or discussing what the feedback means.” ~ Heather Vaughn, EdS, 

Once it is determined that the student is off track, any plan to bring them back on course must involve student input. Dr. Roseman suggested, “I suggest that the teacher start by asking the gifted student, in grade 3 and above to come up with their own plan to stay on task and then work together with them, examining the parts of the plan that work and the parts that don’t seem to work for them and revise. I believe that it helps the child to gain a better understanding of their  own dynamics and figure out strategies that work for them and those that don’t. The teacher can certainly suggest some strategies, but it is critical for the student to have input.”

“With my kids, what has worked is a combination of doing it for them if was really necessary until they could do it; letting them fail a little when stakes are low, and coaching them about the things not being organized has negative impact on.” ~ Kate Arms

Parents can help their highly distracted child get organized at home, too. They can make sure that the home environment limits distractions when their child is doing school work. This includes having a quiet workspace free from access to video games or television. If possible, provide study/work space solely for each child; not in a highly active part of the home such as the dining room table or shared spaces with siblings.  Parents need to model behavior which provides examples of how to stay organized in daily life.

“Pick your battles… But get them involved in devising a plan and incentives, prioritize, small goals to start with, make it fun!” ~ Gail Post, Ph.D.

Organization is a must-need skill and one that parents focus on much to the dismay of their distracted child. Involve the child in the organizing process. Be flexible; not all organizing tools or tips work for every child. Parents and teachers working together to implement strategies that take place at home and at school can be highly beneficial to the student in an effort to reduce distractions and get the student back on track. For more tips about organizing the highly distracted gifted child, check out the transcript of this week’s chat 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 Noon NZST/10 AM AEST/1 AM UK  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. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa 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:

The Highly Distracted Gifted Child: You Can Help

Gifted Students & Disorganization (Reg. required)

This Child is a Classic ‘Absent-Minded Professor’

How to Raise a Gifted Child without Losing Your Ever-Loving Mind

Organization Skills

Executive Functioning in Gifted Students (pdf)

Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential (bn ebook)

4 Smartphone Solutions to Keep Your Teen Organized

7 Ways to Teach Your Grade-Schooler Organization Skills

Exercise Is Surprisingly Effective At Boosting Executive Function

On Rainbows and Mantis Shrimp: A Layperson’s Perspective on ADHD & the Misdiagnosis of Gifted Brains

How to Help the Impulsive Disorganized Child

The Impulsive, Disorganized Child: Solutions for Parenting Kids with Executive Functioning Difficulties

Organizing the Gifted Learner

Organizing Einstein: Enhancing the Abilities of the Gifted Learner Part 1

Becoming a Self-Regulated Learner: An Overview (pdf)

Cybraryman’s Study Skills/Organization Page

Cybraryman’s ADHD/ADD Page

Sprite’s Site: Delta Dog

Sprite’s Site: Sprite on the Subject of Homework

Interruptions at Work Are Killing Your Productivity

ADDitude Magazine

Tips for Parents: Executive Functioning at Home and School

Are you ADD — or just gifted?

Image courtesy of Pixabay  CC0 Creative Commons

Graphic courtesy of Lisa Conrad

Sibling Rivalry in Gifted Families

gtchat 05032018 Siblings

 

ALL children need to feel valued regardless of ability. It is a delicate balancing act. Parents must often be there for siblings when one is identified for a particular gifted program and another one is not. Gifted rivalry is not accidental. It’s important to realize intentions and counseling siblings is an important parental responsibility. It can extend to the selection of colleges, participation in academic competitions and affect acceleration decisions.

What role does ‘asynchronous development’ play in gifted sibling rivalry? It can dramatically change a child’s place in the family; such as when a younger child surpasses an older sibling academically (think Young Sheldon). This can affect decisions about acceleration. Asynchronous development can ultimately cause excessive stress on parents who themselves may not be able to ‘keep up’ with their child’s intellectual progress. Younger children who are profoundly gifted may be confused or feel constrained by what they can do socially because of their chronological age.

To minimize sibling rivalries, parents can avoid comparisons, emphasize strengths, reminding child of their uniqueness, and not give more privileges to one child over the other. Furthermore, they can be minimized by not assuming that problems will arise, teaching ‘fair’ doesn’t mean equal, and remembering that not all strengths and talents are either academics or sports. Parents can try their best to spend quality time with each child; providing companionship and time alone with each one.

What can parents do to build positive and cooperative relationships in the gifted family? They can value their child’s point of view as a way to encourage cooperation and value the strengths and weaknesses of each child while acknowledging their differences.

Schools can offer resources to parents of gifted children with mixed abilities. They can suggest parents utilize school guidance counselors and enlist a favorite teacher when necessary to encourage a student to model good behavior at home. Finally, schools should maintain a positive parent-school relationship by offering resources to parents such as providing opportunities for gifted children to explore interests and passions. A transcript may 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 Noon NZST/10 AM AEST/1 AM UK  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. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa 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

Links:

When One Child Is Gifted: Avoiding Sibling Rivalry

How Gifted Children Impact the Family

A Gifted Child Increases Sibling Rivalry, Study Finds

The Effects of Sibling Competition

Comparing Gifted and Non-Gifted Sibling Perceptions of Family Relations (pdf 1982)

Gifted and Non-Gifted Siblings: How Conventional Wisdom is Wrong

The Social World of Gifted Children and Youth (pdf)

When One Sibling is More “Gifted” Than the Other

Tempo: Guidance & Counseling of Gifted Students

Life in the Asynchronous Family

Siblings of Twice-Exceptional Children

A Parent’s Guide to Gifted Children (Amazon)

Congrats, Your Kid is Gifted…But What About Her Sibling?

Keeping the Family Balance

Setting Boundaries for Gifted Siblings

Sibling Relationships in Families with Gifted Children (pdf)

Cybraryman’s Gifted and Talented Page

Image courtesy of Pixabay    CC0 Public Domain

Graphic courtesy of Lisa Conrad

Ability Grouping and Self-Esteem of Gifted Students

gtchat 02082018 Ability

Ability grouping is often a topic of discussion in the gifted community, but this week at #gtchat we expanded the discussion to include whether ability grouping can affect a gifted student’s self-esteem. Ability grouping can be a boost to a gifted student’s self-esteem by reducing exposure to bullying, name calling, and feeling like they are loners. It aids in placing highly-abled students together where cooperative and collaborative work result in mutual respect in pride in results. A shared workload with peers improves  a student’s belief in their contribution.

We group athletes and musicians without charges of elitism; why not high-ability students? It is sometimes beyond belief that society is so accepting of the benefits of ability grouping in sports and the arts; yet expresses such anathema towards academic grouping. We can be born to be anything except intellectually gifted. In the court of public opinion, the gifted community must take the high road – look for ways to improve identification, define what being gifted is and isn’t; then, focus on self-care for our kids.

Grouping can take many different forms and look very different in elementary school than it does at the secondary level. Grouping strategies should be tested and adapted to specific situations when necessary. It may be strictly tracking (secondary) in some instances when student choice dictates a specific career path. Grouping can consist of cluster grouping in inclusive classrooms and flexible grouping when called for. Small group rotations in the elementary classroom can allow teachers to differentiate the curriculum and spend time with groups who need the most intervention while allowing others more independence.

Teachers should be flexible in their approach to grouping; willing to change and tweak what might not be working. They should consider that needs of all students to see what works best. Effective grouping can ensure success across the intellectual spectrum; presenting challenge at the appropriate level. Teaching how to work in a group should be the first step when introducing grouping. Assessment of a student’s work should reflect each individual’s contribution; traditional grading methods may not work.

Can ability grouping be used to promote equity in high-ability tracks? States with a larger percentage of 8th grade students tracked in math had a larger percentage of high-scoring AP students four years later. Heightened AP performance held across racial subgroups—white, black & Hispanic. Equity has a better chance to occur when the ‘human’ factor is reduced within the identification process; reliance on universal screening is better.

It’s important that grouping not be used to replace gifted programming. It should be considered simply another tool in the classroom teacher’s toolbox; a different strategy to be used to meet students’ needs. Grouping should be considered in addition to other strategies as part of the student’s total educational plan. Students have different strengths and often challenges which need to be met with a variety of options. A transcript of the chat can be found at Storify.

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 2 PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa 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

Links:

How “Tracking” Can Actually Help Disadvantaged Students

Education for Upward Mobility – Tracking in Middle School: A Surprising Ally in the Pursuit of Equity? (pdf)

Gifted Students Are Unnecessarily Sacrificed (2017)

Ability Grouping Is Not Just Tracking Anymore (pdf 2003)

UK: What are the effects of ability grouping on GCSE attainment? (pdf 2005)

AUS: Effects of Socioeconomic Status, Class Size and Ability Grouping on Science Achievement (2013)

Ability Grouping Effects on Academic Achievement and Self-Esteem: Who Performs in the Long Run as Expected (pdf)

Effects of Ability Grouping on Math Achievement of Third Grade Students (pdf)

Raising Standards: Is Ability Grouping the Answer?

Ability Grouping Presentation Notes (pdf 2012)

NZ: Raising the Bar with Flexible Grouping (2017)

Ability Grouping (Slide Player)

Tracking and Ability Grouping (SlideShare)

Flexible Groupings

Grouping without Fear: Effective Use of Groups in Classrooms (SlideShare)

Grouping Gifted Children

Ability Grouping – Has its Time Returned?

Effective Grouping of Gifted Students 

2016 Brown Center Report on American Education Part 2: Tracking and Advanced Placement

The Resurgence of Ability Grouping and Persistence of Tracking

Should Schools Rethink Reluctance to Track Students by Ability?

In Search of Reality: Unraveling Myths about Tracking, Ability Grouping & the Gifted (pdf)

Grouping the Gifted: Myths and Realities (pdf)

Sprite’s Site: Columbus Cheetah, Myth Buster – Myth 6

Sprite’s Site: Belonging – A Place of Sanctuary

Sprite’s Site: Brown Brogues

Clipart courtesy of Clipart Library

Graphic courtesy of Lisa Conrad.

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