Blog Archives

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

Advertisements

Performance-Based Assessments

 

Performance-based assessments provide a more realistic way of assessing skills which reflect real world lived experiences. Students need to be prepared for workplace environments that don’t rely on standardized evaluations. Employers seek out those who can demonstrate the ability to apply their skills and utilize their knowledge-base to identify and solve problems. Students need to be prepared to meet these challenges. Performance-based assessments showcase or measure a student’s use of higher order thinking and their ability to create products and complete processes.

Performance-based assessments provide a way for students to be able to apply knowledge across multiple disciplines and increase their worth as productive and valuable employees. Students learn to be contributing members to group work and able to develop viable action plans in new situations on a timely basis. Performance-based assessments make students more responsible for demonstrating what they have learned.

What are some drawbacks of performance-based assessments? These types of assessments can be difficult to conduct in larger classes as compared to standardized testing. They are more costly and time consuming which can be problematic in tight budget environments.

We know that standardized testing can affect outcomes for marginalized groups of students, but that doesn’t necessarily imply that performance-based assessments are a superior alternative. In order to better meet the needs of diverse learners, how project-based assessments are designed and implemented is a better indication that greater equity will be achieved. Performance-based assessments can benefit diverse learners when paired with technology, customization, teacher collaboration and professional development for teachers and staff.

How can teachers create performance-based assessments for their students? They must first have a clear and definable understanding of their subject matter and then be able to identify goals they intend to assess. Teachers should set course standards, be prepared to identify students’ learning gaps, design the course, provide materials and implement educational learning plans.

Performance-based assessments become authentic when they are considered meaningful and students are engaged. Consideration should be taken that the product created or final activity provides a way for students to demonstrate their understanding of the subject matter. Authentic assessments such as presentations, portfolios, performances or projects must be open-ended and open to multiple potential outcomes. A transcript of this chat is available 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:

Performance-Based Assessment for 21st-Century Skills (Prufrock)

Performance-Based Assessment: Reviewing the Basics

Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices (pdf)

Stanford: What is Performance-Based Assessment? (pdf)

What is Performance-Based Learning and Assessment and Why is it Important?

Developing Assessments of Deeper Learning: The Costs and Benefits of Using Tests that Help Students Learn (pdf)

Authentic Ways to Develop Performance-Based Activities

Performance Based Assessment

Does Performance Based Assessment Produce Better Students?

Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature (pdf)

Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (ERIC)

Fairness in Performance Assessment (ERIC)

Guidelines for the Development and Management of Performance Assessments (ERIC)

Developing and Implementing an Assessment Plan

Program-Based Review and Assessment (pdf)

Basic Steps of Program Assessment

Performance Based Assessment & Learning (YouTube 3:08)

Performance-Based Assessment: Meeting the Needs of Diverse Learners

Performance Assessment: A Deeper Look at Practice and Research

Cybraryman’s Assessments Page

Image courtesy of Pixabay   CC0 Creative Commons

Graphic courtesy of Lisa Conrad

Procrastination and Gifted Students

gtchat 10252018 Procrastination

Procrastination can begin very early for gifted children and be due to multiple reasons; such as, distraction when have already mastered the work presented to them and find it lacks challenge. Gifted children are often faced with high expectations; they may procrastinate because they do not believe they can meet those expectations. Goals for these kids should be within reason and have meaning for them.

According to Dr. Gail Post – gifted children may ‘self-sabotage’ their own work in an attempt to ‘fit in’ socially with peers. Procrastination can be a response to Impostor Syndrome; lacking self-confidence. It is often seen with perfectionism; delaying tasks because they may not be good enough. Being disorganized or distracted may also lead to procrastination. Gifted children with Executive Functioning issues may lack the skills to complete assignments despite motivation.

What are some consequences of procrastination? Failure to complete tasks at school or home can lead to behavioral problems such as meltdowns or refusal to work at all.  Unidentified causes of procrastination do not go away at the end of the school day and may lead to conflicts at home when parental expectations replace classroom expectations. When gifted kids grow up, chronic procrastination can have devastating effects on their ability to complete work assignments; eventually affecting their career status.

Procrastination can play a major role in ‘perfectionism’  for gifted children. It can become a coping mechanism for dealing with perfectionism. When worried about the quality of their work, gifted children may simply not do the work. Too, too many times adults expect perfection; especially with identified GT kids. Don’t do it. Be honest and realistic with the child. Consider ‘less than best’ as a path to learning.

It’s important for adults to see the signs of procrastination which may be indicated by meltdowns, arguing or power struggles. Parents and teachers can work with gifted children to realistically assess their abilities, set reasonable goals, develop planning strategies and teach organizational skills.

What signs indicate that procrastination may affect a child’s well-being? Procrastination in and of itself should not be cause for worry about a child’s well-being. When in response to specific situations, it is something we all experience at times. When procrastination is combined with other factors such as changes in eating or sleeping habits, withdrawing from friends, expressing overwhelming sadness … then it may be wise to consult a professional for guidance. 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 1PM NZST/11 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:

Perfectionism and Procrastination in Gifted Students (YouTube :36)

Procrastination and the Gifted Child

EU: An Investigation of Self-Efficacy, Locus of Control, and Academic Procrastination as Predictors of Academic Achievement in Students Diagnosed as Gifted and Non-Gifted

Bust Your BUTS: Tips for Teens Who Procrastinate (GPP)

Not Now Maybe Later: Helping Children Overcome Procrastination (GPP)

Ten Ways to Help Kids Who Procrastinate (poster) (GPP)

Ten Reasons Why Your Gifted Child Procrastinates

The Real Causes of Procrastination

Perfectionism and Procrastination in Gifted Children

Procrastination—A Cry for Help

Giftedness and Procrastination

A Side Effect of Giftedness: Procrastination

Helping Kids Overcome Procrastination: Why Wait?

Moving Past Perfectionism and Procrastination (online course) via #TAGT on Demand

Procrastination…Wait, There’s a Squirrel!

Sprite’s Site: Sprite on the subject of Homework!

Sprite’s Site: Timelines

Sprite’s Site: White Poodle, Black Poodle

GHF: Perfectionism and Other Gifted/2E Quirks (Blog Hop)

Image courtesy of Pixabay   CC0 Creative Commons

Graphic courtesy of Lisa Conrad.

Gifted Education Coordinator: Stakeholder or Gatekeeper?

gtchat 10182018 Coordinators

 

The role of the gifted education coordinator is highly dependent on how a school district is organized. Their role may be strictly administrative or a blended role such as teacher, student advisor, and program coordinator. Administrative duties generally include producing student IEPs (where required), providing PD to district teachers and staff, meeting state mandates, and resolving parent/teacher or student/teacher issues.

Should the GT coordinator be seen as a stakeholder or gatekeeper?  Whether seen as a stakeholder or gatekeeper, the reality is often in the eye of the beholder (parents or other teachers) rather than as they see themselves. Parents who are happy with their child’s gifted program will most likely see a stakeholder. The manner in which a GT coordinator approaches their job and views gifted education in general often influences who they are viewed by teachers and parents. Gatekeepers may restrict access to programs for various reasons.

There are some ways GT coordinators can interact with teachers and staff to build consensus around the gifted program to benefit students. Professional development for teachers and staff trainings are seen as key consensus builders in gifted education. Few teachers have any exposure to gifted education courses at the undergraduate level. GT coordinators can model best practices in their approach to developing the gifted program in their school. They should seek certification or an advanced degree in gifted education if possible.

Positive interactions with other educators responsible for educating GT students is a good first step in recognizing the need for a strong gifted program. Attending conferences and workshops dealing with gifted education can have a profound effect on how a GT coordinator views gifted education.

What are some justifications GT coordinators can use for providing gifted education services when they are not valued by the local community? A local community will not support a program it does not understand or for which it sees no value being provided or returned to it. GT coordinators should develop outreach programs to educate the local community about gifted education. GT coordinators can periodically bring together the local community, teachers, and parents to serve together on gifted advisory boards. By involving community members in decision making, they can see benefits of the programs.

“If a student is operating at one-and-a-half or more standard deviations below average, we provide services in the form of Special Education. If a student operates at one-and-a-half standard deviations ABOVE average, shouldn’t we do the same?” ~ Jeffrey Farley

State and national gifted organizations such as the NAGC, SENG and TAGT are a good place for GT coordinators to find resources to inform their decisions about the administration of gifted programs in their schools. Also, most state departments of education have information on their websites about gifted education programming.

On a personal note: I would like to thank Mr. Jeffrey Farley, M.Ed., former District Special Programs Coordinator, Beaumont ISD, for taking over the moderator’s role this week so that I could take a few days off to visit family! ~ Lisa

Please check out the resources below about the role of gifted coordinators as well as resources for them.

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/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:

Stakeholder or Gatekeeper: The Role of the Principal in Gifted Education (pdf)

Ten Things All Administrators Should Know about Gifted Children

Shaping School Culture: The Heart of Leadership (bn)

TEMPO: Positive Ripple Effects of Professional Development for Gifted Programs (pdf)

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

Giving Our Gifted Students a Voice (pdf)

Administrator Quick Guide to Gifted Education (pdf)

Resources for Administrators

Administrator Toolbox 

Texas G/T Program Implementation Resource: G/T Coordinator-Teacher-Counselor Documents

How Leadership Influences Student Learning (pdf)

Pre-K to Grade 12 Gifted Programming Standards

Resources for Administrators

Gifted Tactics in the Field: Reports from Four School Districts on the Challenges of Instruction for Gifted Students

Snapshot Survey of PK-Grade 12 Gifted Education Programming Effectiveness Factors (pdf)

Image courtesy of Pixabay  CC0 Creative Commons

Photo courtesy of Jeffrey Farley.   Graphic courtesy of Lisa Conrad.

%d bloggers like this: