Category Archives: creativity

Role of Technology in Gifted Education

Last week during chat, we discussed cluster grouping of gifted students. Although a strategy to be considered, technology can be a better option for GT students to explore passions and work at their own pace. It is a natural fit for GT students working in STEM areas who are conducting research or working with mentors at an early age. Emerging technologies such as VR, Augmented Reality, and AI are all appealing to GT students and they are capable of utilizing the tech to their advantage.

Tech can be used to connect GT students on social networks such as Twitter to give and receive authentic feedback to their work. It expands their audience to a global level in many cases. GT students can use online resources for independent, self-directed learning; research; and access to highered online courses.

Special populations within the gifted community often struggle to form and maintain relationships with age-peers. Online opportunities can put them in contact with intellectual peers. Technology resources, especially for low-SES and rural students, need to be available not only during school hours; but, also after-school and during school breaks as well.

Asynchronous development can be a factor for younger GT students who may be drawn into groups of older students who may be intellectual peers, but much more mature. Parental and teacher guidance should be utilized. Memory construction (and recall) and sustaining attentive focus is a concern for some twice-exceptional students. Adult supervision may be required by parents, teachers or support staff to ensure optimal learning occurs. In recent years, online bullying of GT students has steadily increased. Before beginning networking, students should understand the importance of reporting of any incidences to an adult.

Accommodating a wide range of abilities in a single classroom can be nearly impossible for any teacher. Technology can be a great asset in differentiating curriculum, tiering assignments, and scaffolding learning. It can enhance learning experiences by providing educators with high quality, ongoing professional development; something that was nonexistent just a few years ago. It’s important to remember that technology is a tool and not be considered a learning outcome. It should raise awareness; provide answers to questions; and avenues to finding new questions to ask.

Is online learning a viable alternative to traditional classrooms for GT students? Yes and no. There are certainly excellent online learning experiences available. Many resources have been the result of meeting the demands of gifted homeschoolers and GT students isolated in rural school districts. Although many GT students excel in online environments, others report preferring to interact with peers and teachers face-to-face in the classroom whenever possible.

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:

Challenging Gifted Students in the General Education Classroom (pdf)

How to Put the Six Blended Learning Models into Action

Differentiating Technology for Gifted Learners

Technology in Gifted Education: A Review of Best Practices and Empirical Research (pdf)

Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective (pdf)

Computer Technology for the Gifted and Talented Child! (pdf)

Technology in Gifted Education: Annotated Bibliography

The Role of Technology in Gifted and Talented Education

6 Must Have Apps, Tools, and Resources for Gifted Children (2017)

Effects of Technology on Gifted Children

Using Technology with Gifted Students

3 Ways Technology Can Help You Support Gifted Students

How to Identify, Understand and Teach Gifted Children

Teaching Strategies for Gifted Students

Students that Are Gifted Need to Be Challenged

For Frustrated Gifted Students, Distance Learning Offers a World of Opportunities

5 Activities to Try in Your Gifted and Talented Classroom

The Neglected Readers: Differentiating Instruction for Academically Gifted and Talented Learners (pdf)

Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

Simple Truth: Technology Changes. The Skills We Believe in Don’t.

In Celebration of Teaching Geeks!

Cybraryman’s Technology Page

Cybraryman’s Technology Integration Page

The Impact of Student-Created Apps

Leveraging Technology to Empower Student Voice, Ease Anxiety, and Create Compassionate Classrooms (Book)

Skype in the Classroom

ePals

Cybraryman’s Connected Educators/Students Page

Technology and the Gifted Child

Storybird

Assistive Technology for the 2e Learner

Meeting the Needs of Gifted and Talented Students through Technology Supported Distance Teaching

2e Students: Who They Are and What They Need

Medieval Helpdesk (with English subtitles) (YouTube 2:44)

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

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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

Authentic Learning to Create 21st Century Learners

gtchat 11012018 Authentic

Authentic learning begins when a student engages because they can see relevance in what they are experiencing in the classroom and beyond. It is participating in meaningful, real-world learning that is in response to active student voice in the process of deciding what they need as an individual to succeed.

Our guest this week was Todd Stanley. Todd is the author (Prufrock Press) of many teacher-education books including Project-Based Learning for Gifted Students: A Handbook for the 21st Century Classroom, When Smart Kids Underachieve in the Classroom: Practical Solutions for Teachers, and his latest, Authentic Learning: Real World Experiences that Build 21st Century Skills. He served as a classroom teacher for 18 years and is currently the gifted services coordinator for Pickerington Local Schools (Ohio) where he lives with his wife and two daughters.

giftED 18 logo

Todd Stanley will also be a speaker at this year’s TAGT Wednesday Institutes prior to their annual conference, giftED18 in Fort Worth, TX, on November 28, 2018. He will present two sessions: Authentic Learning to Create 21st-Century Learners and Project-Based Learning (PBL): A How-To Workshop . Todd will also present three sessions on Thursday, November 29th: Let’s Talk: Project-Based Learning in STEM, The Myths of Gifted Children, and Tired of SMART Goals? Create DUMB Goals to Build 21st-Century Learners. You can register for the giftED18 here.

Authentic learning breaks through the decades of monotonous rote-learning to prepare students to become innovators, critical thinkers and leaders. It benefits all of society by providing future problem solvers who have learned the skills to think, assess, and imagine solutions unknown to us today.

What teaching strategies enable authentic learning? It does not lend itself to the old-time adage – ‘sage on the stage’. Authentic learning should be facilitated; not taught. Authentic learning strategies go by many names today … problem-based, cased-based, portfolio driven, etc. The goal should be to use the strategy most responsive to the student’s individual needs.

Authentic learning promotes critical thinking by pushing beyond content and striving to understand why things are the way they are and how they work. It encourages critical thinking by engaging a student’s curiosity because the learning is relevant to them. It gives them a reason to want to learn. It makes a difference in their lives.

Which 21st century skills have been missed by elevating ‘data and measurable goals’? A good friend of #gtchat once said, “Every time a data-driven decision is made, a fairy dies.” Many may disagree, but the point is that children are more than the data collected about them … and they know it! We should learn from them. Folks in the business community were first to realize that our test-obsessed, only by the numbers education system was missing things like creativity, working together for a common purpose, and being able to adapt to new situations.

Capstones are a good choice to show growth with gifted/high ability students. They are a reflection of growth not captured by standardized testing and an excellent choice for both gifted and high ability students. Capstones provide a vehicle to showcase the cumulative experience of students near the end of their educational experience. They are generally long-term in production and investigative in nature which result in a final product, presentation, or performance. 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 1 PM NZDT/11 AM AEDT/Midnight 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, check out 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:

Authentic Learning: Real-World Experiences That Build 21st-Century Skills (Prufrock)

Todd Stanley – The Gifted Guy (website)

Todd Stanley’s Books

Todd Stanley’s Blog https://goo.gl/MH1ecq

Higher Level Thinking with Gifted Students with Todd Stanley (YouTube 36:12)

Authentic Learning for the 21st Century: An Overview (pdf 2007)

9 Ways To Make Student Work Authentic

Creating Authentic Learning Experiences in the Literacy Classroom

AUS: “Authentic” Learning Experiences: What Does this Mean and Where is the Literacy Learning? (pdf 2009)

Why Authenticity Matters: 5 Ways Authenticity Impacts Student Learning

AUS: Authentic Learning

10 Ways Authentic Learning Is Disrupting Education

The Futures of Learning 3: What Kind of Pedagogies for the 21st Century (pdf 2015)

21st Century Learning: Research, Innovation and Policy (pdf)

CAN: Technologies that Aid Learning Partnerships on Real-World, Authentic Tasks (pdf 2015)

Deepening and Transferring Twenty-first Century Learning through a Lower Secondary Integrated Science Module (pdf)

Allowing Authentic Discovery in the Middle School Classroom

How to Develop an Authentic Enrichment Cluster

Authentic Learning: A Practical Introduction and Guide for Implementation

The Global Achievement Gap: Why Our Kids Don’t Have the Skills They Need for College, Careers, and Citizenship–and What We Can Do About It (bn)

Image courtesy of Flickr  CC BY 2.0

Photo courtesy of Todd Stanley.   Graphic courtesy of Lisa Conrad.

 

Building Intentional Leadership in Gifted Learners

gtchat 10042018 Leadership

 

This week, our guest at #gtchat was Dr. Mary Christopher, Professor of Educational Studies and Gifted Education at Hardin-Simmons University and Program Director: Doctorate in Leadership. Dr. Christopher is a Past-President of TAGT and also does consulting in gifted education and leadership. She is the co-author of Leadership for Kids: Curriculum for Building Intentional Leadership in Gifted Learners from Prufrock Press.

The definition of leadership has been evolving in recent years. It now includes the ability to expect the unexpected and adapt quickly to change. Leaders today are seen as innovators and producers rather than simply consumers of someone else’s information or product. According to Robert Sternberg, gifted leaders possess creativity, intelligence and wisdom.

“Since the Marland Report, experts included leadership in definitions of giftedness and viewed leadership as integral to giftedness, but leadership remains the least served domain of giftedness. Gifted leaders may not be served within the gifted program.” ~ Dr. Mary Christopher

It is important for GT students to learn about leadership. Depending on their personal interests and goals, GT students often become future leaders and the quality of their leadership depends on understanding what makes a great (intentional) leader even better. Today more than ever, it’s important for GT students to see the value in moral and ethical behavior, clear communication with those they are working, motivating others through personal positive actions and providing inspiration.

“Gifted kids will often be ahead of the pack in some regard throughout their lives. Learning to achieve goals through teamwork whether they have formal authority or not is going to be crucial for a sense of satisfaction.” ~ Kate Arms

What characteristics, skills, and perspective of leadership are needed to become intentional leaders? Intentional leaders should be able to develop ideas to be studies, provide new solutions to existing problems, persuade others to assist in solving problems, and ensure implementation of those solutions. (Sternberg) They are willing to work with a diverse group of colleagues engaged in problem solving and seek to involve all stakeholders.

“It’s important that we balance students cognitive abilities with skills that allow them to be successful people in the world. It’s about challenging Ss to tap into the affective domain that will grow their capacity to bring positive change to society.” ~ Matt Cheek 

Educators can use many different strategies to incorporate leadership training into their curriculum. Students should be presented with opportunities for critical thinking, analysis and creative problem solving. For young gifted students, teachers can include biographies of great leaders in their LA curriculum to read and discuss.

Where can students find opportunities to develop leadership skills outside of the classroom? Finding mentors who are leaders in their community can help develop leadership skills and allow skills to develop naturally. Volunteering exposes students to opportunities to practice and model leadership skills while helping others.  Extracurricular activities can provide avenues for developing skills necessary to lead within group and team activities.

Below find curated resources from the chat and additional ones that can be used in and out of the classroom when teaching students about leadership. 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 1 PM NZDT/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:

Leadership for Kids: Curriculum for Building Intentional Leadership in Gifted Learners (Prufrock Press)

Does Your Gifted Kid Have Leadership Characteristics?

Developing Leadership Goals for Gifted Learners (PP – pdf)

Eight Great Ways to Develop Youth Leaders

Developing Leadership Skills in Young Gifted Students (pdf)

Dare to Care: Teaching Leadership to Gifted Students (pdf)

Leadership Education for Gifted and Talented Youth: A Review of the Literature (pdf)

Intelligences Outside the Normal Curve: Co-Cognitive Factors that Contribute to the Creation of Social Capital and Leadership Skills in Young People (pdf)

Early Development and Leadership: Building the Next Generation of Leaders (CRC Press)

TEMPO: What the Research Says about Leadership Development of Gifted Students (pdf)

TEMPO: Understanding and Encouraging Leadership Giftedness (pdf)

The Most Important Leadership Competencies, According to Leaders around the World

The 8th Habit: From Effectiveness to Greatness (bn)

How Great Leaders Think: The Art of Reframing (bn)

Leadership for Students: A Guide for Young Leaders (Prufrock Press)

The O Factor: Identifying and Developing Students Gifted in Leadership Ability (Google Books)

Leadership Lessons with Raina Penchansky

Boundless Leadership: Leadership Hacks by Scott Stein – Book Review

Boundless Leadership: Now is the perfect time to take on a personal quest

Building Everyday Leadership in All Kids (Free Spirit Publishing)

Changing Tomorrow 1: Leadership Curriculum for High-Ability Elementary Students (Prufrock)

The Leader in Me Program

Co-Active Leadership: Five Ways to Lead (bn)

Photo courtesy of Dr. Mary Christopher.

Graphic courtesy of Lisa Conrad.

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