Hetero vs Homogeneous Grouping

My grad class small group decided on a philosophy for our heterogenous vs homogenous grouping conversation.  

Pretty interesting seeing how all of the strategies and factors that work for gifted can basically be applied to all students to help them achieve.  Why can't we all be considered "gifted" or at least an individual when it comes to learning and then we do what's best for everyone.....  I understand yes there are some exceptionally gifted students, but they too just need individualized instruction.  

Anyway, I put away the soapbox......  here's our philosophy:

Philosophy:   Our goal is to meet the needs of every child.  All students benefit from a combination of grouping.  Homogenous grouping is best used for achievement and providing appropriately challenging material through flexible cluster groups that are re-organized at least every year. Organization of groups should take into account test scores, observational notes, student ability, student interest and pace of learning and strive to engage and challenge every student.  These groups should remain flexible, small and organized and meet for most, not all, of the day with an instructor that can meet the needs of individual students.  Groups should also have the opportunity to collaborate on larger projects and ideas.

Heterogenous grouping is beneficial for social and emotional growth; however, it can have a negative effect on academics and student motivation. 

Evaluating GATE Programs

Three reasons to evaluate a program:

Evaluations should focus on providing data on the student’s strengths and weaknesses, supporting the development of student’s skills and promoting exploration and the excitement of learning.  Early in the school year, program standards and evaluation components should be aligned with clear objectives, program goals and overview.  Assessments should also be aligned early in the school year to validate and test the reliability of the program and specific components.  Components should be clearly identified and analyzed regularly throughout the year to measure effectiveness using multiple ways to measure.  Evaluation measures must have rubrics and smart goals.  More than student achievement, pertaining to grades, should be analyzed so that a one-test-fits-all mentality is not implemented during evaluation.  

One reason to evaluate a program is to collect data and information on what is working.  What methods or curriculum structures and strategies are successful.  Another reason for program evaluation is to collect data and information on what is not working, or needs improvement (Coleman).  There are multiple ways to collect this data and information.  A formative evaluation could include teachers, parents, and student surveys showing a reflection and improvement throughout the year.  Formative evaluation components must be done periodically and from day one so that it becomes common practice.  Evaluations, specifically student self-evaluations, can start the student on guiding their own learning experience, provide individual support and also take away social and grading anxiety.  This allows for better tracking of individual student growth regarding the child’s development and achievement.

Additional components that should be evaluated within a program include (Clark):

■ the philosophy, goals, and standards;

■ the procedures for identification;

■ the structure and range of options for delivering the services;

■ the models and curricular modifications being used and their implementation;

■ the resources available;

■ the amount of time that the students have differentiated services;

■ the effectiveness of the personnel; and

■ the involvement of the parents and the community.

A third reason to evaluate a program is the summative evaluation based on the data and information collected and then reflecting on the positive, what needs improvement, making a plan for this identified improvements and then sharing that information with the public, parents and community.  

In sum, a program evaluation is beneficial in order to determine what is working, what is not working and then to make a plan for improvement.

References

Clark, Barbara (2014-04-10). Growing Up Gifted: Developing the Potential of Children at School and at Home (8th Edition) (Page 376). Pearson. Kindle Edition.

Coleman, L., & Cross, T. (2005). Administrative Arrangements, Program Prototypes, and the Teacher. In Being Gifted in School (2nd ed., pp. 286-288). Waco: Prufrock Press.

Pre-determined steps of a GATE Program

Barbara Clark lists seven steps that are important when setting up a program of services for gifted learners.  These steps can be found in documents and standards from the National level, the State level and the District level.  These steps are introduced in a broad sense at the National level, become more defined at the State level regarding what the District will do, and eventually set to specific criteria within the District level.  Before categorizing which steps are pre-determined at the State versus District level, one must organize the common thread between National, State and District standards and determine which is predominantly defined.  

While many of the National standards, according to NAGC, discuss all six relevant steps, the criteria, specifics and definitions are very vague and left to State and District interpretation.  (I mention six instead of seven because item seven calls for standards for the program which are completed if the other six are followed, collectively decided upon and program goals are identified and measurable.) For example, in regards to the Identification Process and Categories Served, NAGC Standards criteria include “ongoing procedures, multiple assessments, non-biased and policies for equity” (NAGC).  Seems broad enough for State and District to have the freedom to select what is best for their population and meet these standards.  The State takes it a step further and reports “A district shall adopt policies and procedures…informal selection for Primary Talent Pool…formal identification for grades four through 12…based on individual needs, interests and abilities…combination of measures…continuous assessment”  (704 KAR).  The District then clarifies specifics including minimum of three evidence of assessments/supporting documentation, reviewed by a selected committee and specific ability measures with percentiles.  This trickle down effect of broad goals, to some policy specifics to detailed specifics are seen in four out the six steps identified by Clark.  

The least defined step from National standards and trickling downward is the plan for parent and community involvement.  The guidelines for this standard seem to be lost in translation or accountability, either due to lack of involvement or lack of ownership between the State and/or District.  Specifics within State and District documentation regarding parent and community involvement extend to parent/guardian permissions, questionnaires, and information regarding a child’s GSSP throughout the school year.  Community involvement only includes a definition of “Mentorship” and connecting the gifted child with a community member in order to extend learning opportunities for enrichment  (704 KAR).

In many sections, State documents say that “A local school District will….” and then provide not vague but not defined specifics.  

The only step defined by Clark that is more detailed and defined by the state than the district is the evaluation plan and process.  The state has pre-determined the components of the evaluation plan that must be annually submitted by the district, must then be reflected upon and applied to future planning as well as communicated home to parent/guardian(s) regarding it’s application and success to the child’s GSSP once per semester.  

In researching the steps defined by Clark, the District has the most freedom for detailed plans and program development.  The guidelines and criterion for resources, identification, curriculum models and staffing and support services are so universal that as long as the District abides by the policy and procedures set forth by the State and the broad goals set forth by the NAGC, they are liberated to conduct as they see fit.  This is consistent with her standards overview stating “these standards can be used as guides for district and school programs” (Clark, 2014).  

References

704 KAR 3:285. Programs for the gifted and talented. (n.d.). Retrieved August 31, 2014.   

In text reference: (704 KAR)

National Association for Gifted Children. 2010 Pre-K-Grade 12 Gifted Programming Standards.    In text reference: (NAGC)

Retrieved August 31, 2014.  http://www.nagc.org.442elmp01.blackmesh.com/sites/default/files/standards/K-12%20programming%20standards.pdf

Clark, Barbara (2014-04-10). Growing Up Gifted: Developing the Potential of Children at School and at Home (8th Edition) (Page 349). Pearson. Kindle Edition. 

Supporting Teachers as G/T Raters and Identifiers

Teachers are not successful at rating or identifying the gifted when they are not provided the proper tools and training.  Tools that would be beneficial to teachers include a clear definition and set of qualities for guidance.  Examples of behavior, or what to look for, should also be communicated.  Also, communicating with other professionals inside and outside of the school could lead to a deeper understanding and leadership for identification.  

If a teacher is not given a definition to reference or specific set of qualities, then the results are often open to interpretation.  This set of qualities should be decided upon by the Program within the Institution.  Criteria, or set of qualities, should also not be too minimal so that it could possibly include every child or too detailed so as not to include any child.  

Behavioral examples and a “what to look for” idea would also be beneficial.  Teachers should be highly encouraged to take anecdotal notes regarding children and behaviors and to share these with other professionals and their team in the building (if they have one).  Examples, set of qualities and a small rating scale could be placed on a graphic organizer for teachers to utilize.

Communication with other professionals is important because of social, behavioral and environmental factors that could play a role in the identification of a gifted child.  Is the child being bullied for being smart?  Does he/she just want to fit in?  Was the child homeless the night before the big IQ test?  If teachers took into account any and all factors, shared documented notes and knew exactly what they were looking for, then they would be successful (or atleast more successful) in properly identifying a child as gifted.  

GT Program General Assumptions and Overlooking Scenarios

There are a lot of different GT Programs out there; lots of states, lots of districts and lots of schools.  However, there are a few things that they all need to have in common.

These are some general assumptions about the development and implementation of a GT program.  Possibly a program rubric and expectations, if you will.  This list is from my Coleman and Cross book, again.

1. Giftedness exists and is recognizable by a specific set of qualities.  Yes, you can differentiate between the gifted human beings and others by using a set of qualities.  
2. If you are going to identify a gifted child, you have to have a program that supports and nurtures that child.  This program needs to promote the development of their special abilities.  **also, the earlier you identify, the better**
3. There has to be a commitment to the identification and program success.  Changes for improvement are valued, research is encouraged.  In other words, everyone needs to be on board, and if the system isn’t working for you, let’s change it to make it better.  
4. There are SO many definitions out there about what makes a gifted person; however, your program must have a definition that is agreed upon by all parties involved and minimizes error in the identification process.  (minimizes, you can’t eliminate).  That means, different programs have different definitions and a program must meet the expectations of their definition.  also, the definition is not limited to legislative rules or regulations.  
5. A gifted child will more than likely grow up and be a gifted adult.  The program that a gifted child is participating in should set them up for success as a gifted adult in their specialty.  

Even though these are 5 general assumptions about any GT Program, make sure you check with your current program/district/institution and see what’s presently going on.  More than likely, there are policies and procedures that are already being enforced.  Just be aware and then, make it better. 

Why are some gifted children overlooked?
Here are a couple of reasons why a gifted child is not identified and supported:

1. Situations at home or at school do not offer the opportunity for children to demonstrate their giftedness.
2. A gifted child may have behaviors that are termed undesirable, when actually they are just daydreaming (example)
3. A gifted child may just “act average” because of another consequence.
4. They may act normal because family, peers or culture would not approve.
5. Teacher judgement is too prominent in the identification process.
6. The “test” doesn’t measure their specific ability or is not appropriate for their age.  

What are Behavior Characteristics of the Gifted?

Here is a list of some behavioral characteristics of the gifted.  This list comes from my grad book (which is cited at the bottom).  If you have a child or a student that shows some of these characteristics, they may be a gifted student.  

Behavioral Characteristics of the Gifted

Learning Characteristics

1. Has an advanced vocabulary for age or grade level.
2. Lots of information about a variety of topics.
3. Quick mastery and recall of factual information.
4. Insight into cause-and-effect with things and people.
5. Can quickly grasp principles and make generalizations.
6. Keen and alert observer.
7. Reads a lot, adult level books.
8. Breaks down complicated material, reasons things out and sees logical/common sense.

Motivational Characteristics

1. Completely involved in certain topics and persistent in task completion.
2. Routine tasks are boring!
3. Doesn’t need external motivation to complete something of interest.
4. Perfectionist; self-critical.
5. Prefers to work independently, even from teacher.
6. Interested in “adult problems” like religion, politics, sex, race, etc.
7. Self-assertive; stubborn.
8. Likes to organize and bring structure.
9. Concerned with right and wrong.

Creativity Characteristics

1. Very curious, lots of questions….about everything!
2. Lots of ideas about a problem; unusual and clever responses.
3. Uninhibited in expression of opinion, radical and spirited.
4. High risk-taker; adventurous.
5. intellectual playfulness, fantasizes, imagines; adapt, improve, modify objects/systems.
6. Keen sense of humor, in situations where others don’t.
7. Unusually aware of impulses, shows emotional sensitivity.
8. Sensitive to beauty.
9. Nonconforming.
10. Criticizes constructively. 

Leadership Characteristics

1. Handles responsibility well.
2. Self-confident with peers and adults.
3. Well-liked among peers.
4. Cooperative with peers and adults.
5. Good verbal facility, expressive and well-understood.
6. Adapts readily to new situations.
7. Enjoys others and directing activities.
8. Involved in social activities (with school).
9. Involved in sports/athletics.

Coleman. L.J.; & Cross, T. L.  (2005). Being Gifted in School. (2^nd edi.) Waco, TX: Prufrock Press.  

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The process of identifying gifted children overlooks a category which is referred to as the Nonmodal Gifted Child.  The percentage of identified Nonmodal Gifted children are disproportionately low given our general population.  It is estimated the 1-2% of the disabled population is also gifted.  Since the diversity of the population is increasing and changing, so does the diversity of the Gifted Child category.  Nonmodal Gifted Children include the gifted disabled and the culturally different gifted.  Modal refers to the most commonly occurring pattern of characteristics; however, students from the gifted disabled are usually not recognized or identified as gifted due to policies within the PL 94-142 and the “oxymoron” of a person being disabled and gifted at the same time.  These students are typically not identified for several reasons.  PL 94-142, or better referred to as No Child Left Behind, has characteristics that overlap when referring to identifying the gifted student and the disabled student, recommendations for supporting the child usually focus on the disability and not the ability of the student, many standardized tests cater to the Caucasian, middle-class norm and many teachers and instructors are not able to observe the “ability” due to the disability and not having an opportunity in the classroom to demonstrate their ability.  Since one test cannot assess a disability and an ability concurrently, suggestions for identifying the nonmodal gifted student include testing for the disability first, apply accommodations and then allowing the student to use those accommodations to take a test that can identify them as gifted.    Another suggestion would be to implement opportunities within the Special Education curriculum in order to observe and document characteristics of a gifted student.  

One example of a nonmodal gifted student would be LW.  A student at our school who has an IEP and accommodations to assist him with a Visual-Motor Developmental delay.  LW has Extended Time, Scribe and Use Technology for Assignments and Test for his IEP accommodations.  LW has excellent memory of facts and events, markedly advanced interests and impressive knowledge within the fields of his interests.  LW does have an IEP; however, I have never seen nor been advised regarding a GSSP for him.  Suggested GSSP Services would be the following:

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Needs: Continuous progress, advanced critical reasoning instruction and strategies, problem solving strategies and real world problem solving.

Strategies:  Explore laterally, construct connections, complex topics, varied responses, problem solving.

Service Options:  Cluster Group (STEM class), collaboration, differentiated study experiences and acceleration by subject.

Another example of a nonmodal gifted student is the Culturally Different Gifted.  This category includes any student who does not fit the Terman stereotype of Caucasian, middle-class.  This Terman stereotype is based on the studies conducted by Terman in the early 1900’s and the “set” system which caters to the Caucasian, middle-class student.  Variations within the culturally different gifted groups that separate these groups from the norm include, but are not limited to: tradition, community and family, values and role within the school and with peers.  For example, traditionally the norm has been the Caucasian, middle class person, use of language within the Community or Family could be exposure to a limited vocabulary, limited formal style of speech, use of slang and using incorrect grammar.  Values might include the socially imposed sex role in American Society that expected(s) a women to value her marriage and family more than career and self-interest.  Examples of cultural variations with the context of school and within peer groups could include bullying, cliques, the desire to “fit in” and not “stand out”, especially during the development years of Middle School.  

One example of the Culturally Different Gifted Nonmodal Student would be TB.  TB is an African-American female at our school.  She traditionally does not fit the Terman Stereotype (based on his studies).  I would assess her values and self-esteem to be high due to strong, relevant role models.  She seems to relate to career-driven African American women who are successful in life, family and career.  Within school, she does have a “clique” that she is close with, she does tend to “show off” or act out behaviorally in an immature and sometimes “extreme” way to “fit in”.  She tends to successfully switch her 

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speech depending on the audience and cause of the conversation.  She can speak with her peers one way, yet still speak formally with adults and for presentations.

Another example of a nonmodal gifted is the underachieving student.  Definitions for the underachieving gifted are varied as well as the criteria for identification.  For this purpose, we will use the definition that states there is a difference between the child’s potential and the child’s performance, also stated that there is a failure to self-actualize.  Since the definition and the criteria for the underachieving gifted student is not well defined, identification must be taken within context and cause depending on the student.  One student example would be AT.  In AT’s context and cause, we must consider that there is personal and family characteristics that were in effect.  AT suffered from severe social anxieties, low self-esteem and a feeling of alienation.  This led to increased difficulties and frustration within the family and truancy within the school district, which eventually led to court.  Suggestions for these types of students would be Khan Academy, Study Island, our TLC @ Home program, individualized tutoring and study sessions and possibly a half day schedule.  Before coming to our school, AT was failing most of his classes, had become truant in the system and basically stayed at home in his room.  Since attending our school, he has improved his GPA, graduated with all A’s and B’s, had his own “clique” of friends and smiled more than any other student I had.  

          

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The process for gifted and talented identification in Fayette County Public Schools is graphed in Figure 1.  (Please see below or attached .pdf) 

Figure 1. FCPS GT Identification Process; Ashley Baker, 2013.

Identification of a gifted/talented student can occur at any time during K-12th grade.  In grades K-3, students are informally identified using a minimum of three sources of documentation.  Accepted documentation include work samples, anecdotal records, teacher recommendations, parent questionnaire/referrals and available diagnostic data.  No standardized test id required for informal identification.  Once a K-3 student is identified as gifted/talented, they are placed in their school’s “Primary Talent Pool”, or PTP, and provided opportunities such as cluster accelerated groups, differentiated instruction and special services.  In the Fall of 2rd grade, all students are required to take an achievement 

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test and a mental ability test.  This test is used to identify gifted and talented students for formal identification for 4th grade and beyond.  If a student is informally identified as gifted/talented and participates in PTP, this does not automatically identify them for formal identification.  They still have to complete the tests in the Fall of 3rd grade.  Also, once a student is formally identified as gifted/talented, they receive a GSSP with special services and they remain “identified” until they graduate.  In the formal screening, students complete a general intelligence test and must attain a score in or above the 96th percentile.  Students also complete a Specific Academic Aptitude test and must attain a score of or above the 96th percentile.  (Special cases may be considered if a student receives a score within the 94th percentile, additional documents are taken into account as well as if there is room within the program).  In the 2nd grade, a parent has the option to have the child complete a test for acceptance in accelerated cluster programs.  In the Fall of 3rd grade, students are given an achievement test and a mental ability test.  See Figure 1 for list of tests.  In the 7th grade, ACT is given for 7th grade Talent Search, Fall of 8th grade, the EXPLORE achievement test is given, and then Fall of 10th grade, the PLAN achievement test is given.  

Formal screening also includes documentation for Creativity, Leadership and Visual/Performing Arts.  Forms of documentation are as follows.  For Creativity, creative writing samples, high scores on creative ability tests (such as Williams or Torrence), behavioral checklists, observations specific to creative behavior, observations of original ideas, products or problem-solving.  For Leadership, sociograms, peer recommendations, behavioral checklists or observations specific to leadership behavior, portfolio documents that display leadership qualities/abilities, offices held in extracurricular activites or student government.  For Visual/Perfoeming Arts, awards or critiques of performances or events, letters of recommendation, and/or a portfolio of visual or performing arts abilities.  Students may be identified in one area or several.  In additiona to these “Screening” criteria (general intelligence, specific aptitude, creativity, leadership, VAPA), students must then have two additional pieces of documentation in the area of their strength.  These pieces of documentation include diagnostic data, checklists, portfolio work, teacher recommendations, parent questionnaire/referrals, auditions, anecdotal recorda and/or leadership 

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positions in organizations.  These are all reviewed by the GT Committee to determine identification and services.  Tests scores from General Intelligence tests and Specific Aptitude tests must be recent within 3 years.  There are continuous efforts for gifted identification for a child in grades 4-12.  Accepted documentation includes referrals from GT teacher, classroom teacher, counselor, parent or the student.  Testing can be provided if necessary.  Student applications are available online or paper copy.  

In Fayette County Public Schools, students who are identified for IEP or 504 Special Services and who also are identified as gifted/talented are considered “twice exceptional”.  According to 704 KAR 3:285 Section 4 Item (2) a,b,c; school personal shall take into consideration environmental, cultural, and disabling conditions which may mask a child’s true abilities, that lead to exclusion of otherwise eligible students, such as an exceptional child, a child who is disadvantaged or an underachieving child.  Alternative assessments and methods of documentation are available.  The identification process is the same for all students but alternative assessments and methods of documentation are available.  The GT committee reviews this documentation for areas of strength. Specific alternative assessments and methods are not communicated.  Once identified, the IEP and 504 plans supercede the GSSP.  The GSSP is used to outline the goals, communicate with parents and document the type, location and services provided.  (which doesn’t really matter if the IEP/504 plans supercede the GSSP...?)  The GSSP plans match the students needs, abilities, interests and learning styles.  Parents are able to provide input at any time, schools are required to provide an annual report as well as updated semester information.  Teachers are expected to provide differentiated activities and strategies that meet the goals of the GSSP.  These activities and strategies include future problem solving, invention projects, creative 

products and contests, to name a few.  Assistance in GT practices may also be provided by the district resource specialist, who is Lee Hamburger for FCPS.

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For the 2011-2012 school year, 14.6% of the K-12 student population was identified as gifted/talented.  

See Figure 2 for specific percentages:

Figure 2

Identification Areas	GT Student Population Percentage
General Intellectual	43.5%
Creative/Divergent Thinkers	11.2%
Leadership	19.5%
Specific Academic Aptitude	25%
VAPA	11.9%

Figure 3. GT Ethnic Student Population

Ethnicity	GT Student Population Percentage
Caucasian	89.4%
African American	4.6%
Hispanic	1.6%
Asian	1.9%
America Indian/Alaska Native	0.1%
Other	1.2%

Figure 4. GT Special Populations

Special Population	GT Student Population Percentage
English Language Learners	5.8%  (2010-2011 school year)
IEP	5%  (2009-2010 school year)
504	1.6%  (2010-2011 school year)
Disadvantaged Status	6.5%  (2010-2011 school year)
Special Education	1.2%  (2010-2011 school year)

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In conclusion, current identification procedures for all gifted students need to improve and adapt to an everchanging population.  Nonmodal gifted students who are not always identified include the gifted disabled, the culturally different and the underachieving gifted.  Several factors hinder the identification process including the tests themselves, human stereotyping, missed identification and School District practices.  In order to improve our identification procedures, a more “culture-fair” test (or tests) need to be issued, teachers need to be trained to have a “keen” eye to spot the ability, students need to be taken within their own personal context and cause and District Policies should take into account the GSSP along with the IEP and 504 plans.

National Parenting Gifted Children Week 2014

This coming up week (July 20-26) is National Parenting Gifted Week!!  I am currently studying G/T in my Grad work at Georgetown College and just love that there is a focus on this!  I truly wish I could take more than one class per semester so I could graduate already and get out there and be doing this!!!  But I do love to really slow down and concentrate on the material.  Plus working full time with 2 kids, 2 dogs and a husband is plenty right now.  I see these job openings for G/T teacher and instructor and coordinator and just wish I could apply already!  Fortunately, I work at a school that just loves leadership opportunities and we don't have a G/T person, so maybe I can practice a little with my current position.  It's easier to apply some of the inquiry-based strategies in an art room, it's all inquiry-based!

Here are some websites and blogs if you are interested in learning more about G/T or need info about it.

NAGC

Blog with 33 recommended websites

Gifted Challenges blog

SENG

NSGT

I am hoping to use this week to a) get ready for my daughter's birthday, she turns 3 on Friday and we have family coming in but also b) go back through my G/T and grad class stuff and organize it on my blog for others to see/use.

Interest-A-Lyzer

Over the summer, I completed my first grad class at Georgetown College.  It was pretty intense for my first class, lots of papers and everything crammed into 7 weeks.  I was drinking coffee when my husband was just going to bed, but I survived.  The class was an "Intro to the Gifted and Talented Program".  During this class, I read a book by Joseph Renzulli from Renzulli Learning.  He talks a lot about focusing on students' interest and differentiating the lesson to match the interests.  He even has his own Interest-a-lyzer, which is where I got my powerpoint questions.  His is about 6 pages long, and I thought that was a little extreme to give to my new middle school students on day 2 of class, so I made a powerpoint of a few questions and we all answered them together.  

Getting their answers back is both humorous and beneficial!  I get to know each student a little more and I can also line them up with projects that might be of interest!  

Something else we like to do is pick a topic that we (myself and the students) want to learn about and teach, then we make a big exhibit out of it.  We each have different and equally important roles, but the roles are tailored to what we are interested in.  Props, acting, set design, writing, etc.  In the end, we all learn the content, we learn communication and group work skills and we are engaged and proud of our end product.  

The book I read was:


Renzulli, J., Reis, S., & Thompson, A. (2009). Light up your child’s mind.  Little, Brown and Company.

I found it at our local library, highly recommend it!!

Below is the Interest Powerpoint I made into a movie so you could see it.

Book Review: Light Up Your Child's Mind by Renzulli and Reis

Renzulli, J., Reis, S., & Thompson, A. (2009). Light up your child’s mind.  Little, Brown and Company.

Ch. 1
When a child is underachieving, school’s look for what’s “wrong”, because they don’t fit the system; instead of searching for interests to increase engagement.  We need to inspire a love of learning; get rid of passive rote learning.  Emphasis on creative-productive learning which is to develop an original something for positive impact on an audience.  3 ring Venn: task commitment, creativity and above avg. ability.  Schools seem in a “rut”, the GT child is not just the straight A’s, high GPA and perfect behavior kid.  Children are more than “consumers of knowledge”.  They need an opportunity to realize strengths and gain sense of purpose.

Ch. 2
The creatively gifted child.  Many of their characteristics do not conform to “appropriate school behavior”.  intense motivation, sensitivity, daydreaming, questioning rules and authority, carelessness, disorganization and obsessiveness.  **The same qualities we admire in the real world, we find distracting in the classroom.**
We can support by encouraging playfulness, being flexible, and encouraging individual and unusual ideas.

Ch. 3
Encourage child to become involved in a real investigative activity that springs from a personal interest or passion.  A “real problem” is like an essential question.  Make it real by making it personal.  There is no “right” answer and no solution (atleast to the children at that time).  real problem = solution, creating a real product for a real audience.  Start with their interests.  Introduce a mentor-in-print, menor-in-person or interact with a professional.  Teacher is a “guide-on-the-side”.  Don’t look AT something, look INTO something.  Decide on the audience first.  Lunch Bag Seminars - have students share product with small group over snacks in classroom.

Ch. 4
Students need to select their own interest for engagement.  Interests can change and/or fluctuate.  How to find interest? talk to them and explore possibilities.  Interest-A-Lyzer.  A child usually pursues interests at home or with extra-curricular activities, why not bring that into the classroom?  

Ch. 5
Let the student choose “role” in a project that fits their style.  Consider learning styles: audio/discussions, written/visuals, hands-on and kinesthetic.  Instructional styles inventory form pg. 92-99.  Ask them “How would you prefer to demonstrate what you have learned?” options pg. 104-105.

Ch. 6
Put it all together.  input (gathering info and materials), processing (manipulating input), output (creating a product).  Brainstorm to break it down, chunking, and try to find a problem to solve.  Webbing.  Ask context questions: where, who, when and what.  Make sure parents don’t overdo it with resources, it could turn the child off.  Product suggestions pg. 126-127.  Key questions:  What methods do professionals use to carry out their work?  What resources and materials do they need?  Find a website related to interests and look at jobs involved.  Use mentor-in-print and How-to books.  Project Management Plan pg. 134 Remember - Teacher is Managerial Assistant, “What can I do to help you?”  

Ch. 7
Guide on the side.  Support a Growth Mindset vs. Fixed mindset.  Take “safe risks” and learn something new.  Praise the product, not the kid.  Appropriate feedback: 1. done well 2. needs improvement 3. edit, learning from field 4. expand skills/experiences, next steps 5. Talk like a serious adult to a serious young person.  Always have an audience, adds accountability and real world situation.  In modeling behavior, show interest, passion, dedication and fun!  Einstein: “Setting an example is not the main means of influencing another, it is the only means.”

Ch. 8
Twice Exceptional.  Modify lesson plans, oral vs. written.  These gifted students have difficulty going through school with different learning factors, they need the right kinds of support.  Focus on developing the talent, while compensating for the disability.  They tend to develop systems that work for them.  Help them read and annotate, put in their own words.  Chunking really large tasks.  Practice SQ3R.  Teach and practice study skills.  More on the HOW than the WHAT. 

Ch. 9
Gifted Underachiever.  aggressive, withdrawn or both.  Classroom environment that could lead to underachieving:  minimal effort work accepted by teachers, rote learning, conformity and an unchallenging curriculum.  A slow pace and unchallenging work inhibit abilities.  They don’t develop the skills to learn.  Try Curriculum compacting, scheduling them time to practice/study/be curious.  Encourage “good peer” connections, don’t hang out with the “cool kids” that hate school.  Encourage extracurricular activities.    They need to feel usefully challenged.

Ch. 10
ORE - opportunity, resources, encouragement.  Focus on positives and interests, not what the child is doing “wrong”.  Form a parent - teacher alliance.  Enrichment Facilitator: 1. students love after school clubs, 2. end product with their interests and passions 3. each do roles that they pick
Teacher can give survey: 10 things students would like to learn.  Interest-A-Lyzer and after school activities.  Invite parents and community for involvement.  SEM project examples pg. 224-225

www.gifted.edu/sem or www.gifted.edu/clusters for examples.