Category Archives: Asynchronous Development

Cluster Grouping: Finding the Right Fit for GT Students

 

Cluster Grouping is used in mixed-ability classrooms. GT students are ‘clustered’ together. This facilitates differentiated instruction enabling teachers to better meet the needs of ALL students.

Isn’t Cluster Grouping the same as tracking? ‘Tracking’ is an approach historically fraught with negative connotations. Students placed on a track remained there throughout their education K-12. Cluster Grouping is not ‘tracking’. It is flexible, addresses specific needs, and can be realigned when necessary. It avoids putting ALL students into permanent tracks while allowing all students to explore their personal academic potential.

Teachers using Cluster Grouping reported increased identification, awareness, and understanding of students’ needs. They felt instructional strategies were more effective. GT students are more at ease learning with intellectual peers and able to explore content more deeply. Inappropriate behaviors are curtailed. Cluster Grouping provides GT students with gifted education opportunities that are cost-effective for school districts experiencing budgetary constraints.

It’s essential that Cluster Teachers have specialized training in teaching GT students. They should know how to recognize and nurture GT, and allow them to demonstrate mastery. Cluster Teachers should be able to provide accelerated pacing, allow for independent study, and facilitate sophisticated research opportunities. (Winebrenner)

Won’t the presence of GT Cluster Groups inhibit the performance of other students? Over 30 years of research (Feldhusen ’89, Rogers ’93, Gentry ’99, Brulles ’05, Plucker ’10, Pierce ’11) says otherwise. GT Cluster Groups don’t inhibit other students. Size matters. Keeping groups to a manageable size has shown to improve achievement for all students (Winebrenner).

Schools need to be realistic about their access to and ability to provide necessary resources required to implement Cluster Grouping. Professional development in GT must be required for all teachers, admins, and staff involved in developing and instituting Cluster Grouping, AND be ongoing. Expectations and well-established norms must precede establishment of Cluster Grouping in a school district to ensure the success of students and the program. Successful Cluster Grouping involves embedded PD, advisors and mentors for teachers, expertise in advance scheduling, and parent and community involvement. 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 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.

 Lisa Conrad 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:

Cluster Grouping: Finding the Fit (pdf)

A Menu of Options for Grouping Gifted Students

Emphasize Flexibility and Adaptability When Grouping Students

The Cluster Grouping Handbook (pdf preview)

Cluster Grouping of Gifted Students FAQs (pdf)

NZ: Cluster Grouping for the Gifted and Talented: It Works! (pdf)

Fort Bend ISD: Gifted and Talented Services 2018 – 2019 Handbook (P. 12) (pdf)

The Schoolwide Cluster Grouping Model (pdf)

Teaching in the Schoolwide Cluster Grouping Model (pdf)

Advanced Learner: Multi-Tiered System of Support Guide (pdf)

Gifted Resources for School Teachers, Counselors and Administrators

Cluster Grouping Fact Sheet: How to Provide Full-Time Services for Gifted Students on Existing Budgets

Grouping

Why Cluster Grouping Benefits Gifted Children

What is Cluster Grouping? (pdf)

CTD Hosts Conference on Cluster Grouping ( October 2018)

Todd Talks – Cluster Grouping (YouTube 13:14)

Improving Performance for Gifted Students in a Cluster Grouping Model

Grouping Gifted Students

Cybraryman’s Learning Page

AUS: Revisiting Gifted Education

What do gifted students need? (pdf)

Meta-analytic Findings on Grouping Programs (Abstract Only)

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

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Transitioning to Adulthood ~ A Bumpy Ride for Gifted Kids

Every child is an individual and every child has needs. It’s no different for children identified as gifted or twice-exceptional.  But … how do we identify social-emotional needs of gifted children without pathologizing them?  Many GT kids are well-adjusted with minimal need for intervention, but others do have specific needs. Although clearly a point of contention among professionals, identifying the social-emotional needs of gifted children does not need to rise to the level of believing they are psychologically abnormal or unhealthy.

Those characteristics of giftedness that influence a child’s life do not suddenly disappear as they become adults; they grow right along with them. Childhood anxiety, asynchronous development, perfectionism, and more can manifest in adulthood. Gifted adults may have difficulty maintaining peer relationships due to a high level of internal drive (Webb), continued maturation differences well into their 20s, and existential depression.

Educators can guide gifted students as they endeavor to confront their ‘multipotentiality’ (Kerr) and bring focus into their lives regarding the direction they take in their academic careers. They can be extremely influential in the life of a gifted student by simply recognizing the nature of their needs and seeking professional development in how to meet those needs.

From the earliest years, gifted students recognize that they do not share the same concerns or abilities of their age-peers and the internal conflicts created because of this can affect their eventual transitioning into adulthood. Asynchronous development can be both positive and negative. Social-emotional needs and peer relations are most affected. Its effects are more pronounced in younger children and tend to lessen as they enter adulthood.

What challenges do twice-exceptional students face in transitioning to adulthood? Societal appreciation of what the ‘spectrum’ looks like is evolving. It is recognized as a ‘range’ of individual traits and abilities. There is growing acceptance that ability is not ‘all or nothing’; challenges exist and are variable.  The biggest challenge for twice-exceptional students is recognition that they exist and the second is the willingness of adults in their lives to learn about what it means and how to best help these kids to experience fulfillment in life.

Parents can help ease their gifted child’s transition into adulthood. The best strategies start with the premise that parents are trying to do their best and most sources of advice don’t generally apply to their child. Parents today benefit from the existence of organizations such as SENG, IEA, NAGC and the Texas Association for the  Gifted and Talented who provide parents with strategies for meeting the needs of their gifted children. 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 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.

 Lisa Conrad 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:

Mexico’s Youngest Psychologist, Aspiring to Ease Gifted Students’ Transition to Adulthood

Young, Gifted and Likely to Suffer for It

Gifted Lives: What Happens When Gifted Children Grow Up (book)

How Being a Gifted Kid Affects You as an Adult

Gifted Children: What Happens When They Grow Up?

Gifted Lives: What Happens When Gifted Children Grow Up? (Part Two)

Asynchronous Transitioning to Adulthood

To Be a Gifted Adolescent (pdf)

Assertive or Arrogant? Why Gifted Teens Sometimes Get a Bad Rap

Transitioning from College to Work and Young Adulthood for the Twice-Exceptional Individual

Multipotentiality: Issues and Considerations for Career Planning

Mind Matters Podcast: Transitioning to Adulthood

The Gifted Kids Workbook (book)

Gifted Grownups: Young MC

Discovering the Gifted Ex-Child (Tolan)

Understanding the Gifted Self: If Only I Had Known

Gifted Children and Adults — Why Are They So Misunderstood?

Looking for an Adventure? Try Parenting a Gifted Kid

If Gifted = Asynchronous Development, then Gifted/Special Needs = Asynchrony Squared

Image courtesy of Pixabay Pixabay License 

Graphic courtesy of Lisa Conrad

The Role of Executive Function in Gifted Children

 

Executive function is in charge of making sure things get done from the planning stages of the job to the final deadline. (A. Morin) “EF involves self-regulating attention, mood, and behavior, in order to get complex tasks done well. We can think of EF as being like the little CEO in the frontal lobe.” (Davidson Gifted)

A child struggling with EF deficits may have difficulty starting or completing tasks, switching tasks, or following directions. Children struggling with EF deficits may be unorganized (including workspaces and backpacks), display an inability to manage their time or keep track of assignments, or become easily frustrated by routine changes.

It’s not “uncommon for high-ability learners to struggle with executive functions.” Asynchronous development, twice-exceptionality, or even lack of early challenge can be related to EF deficits. “Some gifted kids may have very fast processing speed, leading their brains to rapidly move from one topic to another, and leaving basic skills in their dust.” Gifted children whose processing speed shows a great lag behind their other cognitive processes may struggle to show task initiation skills that look like lack of motivation. (Kaleel and Kircher-Morris)

What are some of the consequences when EF deficits exist in a gifted child? 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 GT 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 they reach their mid-twenties.

Strategies for developing EF skills can be employed in the classroom. Teachers can choose specific skills such as organization and work with the student to understand the nature of the executive function deficit. Students who display EF deficits need a patient teacher willing to work with them over time and provide positive encouragement to build skills incrementally. Oftentimes, small, simple steps have the most success.

Parents can make a difference when it comes to EF skills deficits in their children. Parents can engage in sincere and purposeful praise, encourage effort, and being sensitive to needs expressed by their child. Parents need to provide rules that are applied consistently, opportunities for enrichment, and encourage independence when helping their children develop EF skills over time. (Willingham)

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 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.

 Lisa Conrad 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:

Procrastination and Gifted Students

The Highly Distracted Gifted Child

Executive Functioning in Gifted Students (pdf) https://bit.ly/2YUzfRh

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

The Smart but Scattered Guide to Success: How to Use Your Brain’s Executive Skills to Keep Up, Stay Calm, and Get Organized at Work and at Home (Amazon)

Tips for Parents: Executive Functioning at Home and School

Gifted Learners and Executive Functioning

How to Engage Strong Executive Skills in Gifted Learners

Executive Function Skills and Gifted Students

Improving Executive Function Skills in Gifted Kids (YouTube 1:05:28)

The Best Books for Teaching About Executive Functions Skills

Closing the Door and Other Executive Difficulties

Executive Skills and How They Translate to Professional Strengths

Executive Function Disorder: What It Is & How to Overcome It

Why is the Milk in the Back of the Supermarket? thinkLaw’s New Asset-Based Critical Thinking Class for Parents

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad

Disciplining Smart Kids

 

43 participants and attendees from 22 states, D.C., and 5 countries joined us this week at Global #gtchat Powered by TAGT on Twitter to discuss disciplining smart kids!

So often, discipline is confused with punishment which should not be the intent. Discipline should serve as a teachable moment. Gifted children know when others are trying to control them. They will better appreciate attempts to show them alternative ways to behave.

Gifted children can be a challenge to discipline. They are astute observers of others’ behavior and are ready to apply that knowledge to their own situation. In most cases, gifted children are fully aware of how they should behave; but still are kids. Their knowledge base alone necessitates that their parent/teacher ‘be prepared’ to answer questions.

Asynchronous development – many ages at once – has a pronounced effect on behavior for gifted children. Maturity and intellect are often out of synch. Their ‘want to dos’ far exceed doing what is expected of them for their age. It is not something the gifted child may have control over and may not even recognize when they are younger; especially if they haven’t been identified yet. Asynchronous behavior can be a sign of giftedness; even before identification as gifted.

How can discipline issues in the classroom be prevented? Communication – honest and explicit statement of what is considered appropriate classroom behavior can go a long way in preventing discipline issues. Recognition and understanding of gifted characteristics can also head off inappropriate behavior in the classroom. Build a teacher-student relationship where the teacher can serve as mentor and role-model for their students.

Parents can reduce negative behaviors at home by providing a loving and caring atmosphere that values children as members of the family. They should build a relationship with their child built on honesty, respect for their opinions, and on quality time spent together. Parents can keep the lines of communication open and positive with school personnel and share concerns before an issue arises.

What are some strategies involved in using positive discipline? Strategies for positive discipline should include expressing clear expectations, involving their child in developing expectations, and taking the child’s feelings and abilities into consideration. Positive discipline should be about teaching behavioral skills, adults serving as role models, and remembering to express positive reinforcement whenever possible. The transcript may be read 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:

Discipline and the Gifted Child

Four Ways to Reduce Behavior Problems

Disciplining Gifted Children

How to Discipline your Gifted Child

Tips for Parents: Positive Discipline for Gifted Children

How to Not Argue with Your Gifted Child​​

Our Take on Positive Discipline: From Stickers and Star Charts to Dean’s List

Want to Have Your Heart Broken? Take a Close Look at an Angry Gifted Kid

Gentle Gifted Parenting Defusing Tantrums and Meltdowns with Love

Fostering Self-Discipline

Description of Parents Knowledge of the Nature and Needs of Gifted Children and Their Parenting Styles (pdf)

Managing Life with a Challenging Child: What to Do when Your Gifted but Difficult Child is Driving You Crazy

Today’s Disruptors Can be Tomorrow’s Innovators

Photo courtesy of Pixabay CC0 Creative Commons

Graphic courtesy of Lisa Conrad.

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