Category: gifted children
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Creative Is As Creative Does
Creative thinking is valued as a gifted characteristic – can it be taught?
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No Exit: Once Gifted, Always Gifted?
Why Gifted & Talented Research Doesn’t Talk Much about Exit Policies Although research does not explicitly address removing students from gifted programs, inference and implications point to the following: if a program has stated goals, with identification processes that align with those goals, then the indicators that allowed for a…
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Key Flagstones Towards a Twice-Exceptional District Pathway (Part 3 in a 2e series)
Three key factors to support twice-exceptional students including acceptance and teamwork.
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Keys to Unlock Twice-Exceptional Students’ Abilities with Interest-Driven Projects (Part 1 in a 2e Series)
Where can we begin as gifted specialists and parents to create a context for 2e students to thrive inside and outside of school academically, emotionally, and socially?
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Gifted Learning Outside the Comfort Zone
HIghly able students can become too comfortable because of their academic abilities. Providing challenging new material or topics can open up new levels of learning for gifted students.
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Not-So-Lazy Days of Summer
If we work with our students to build on their interests, a few structured summer activities can help them grow rather than founder.
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Differentiation in Gifted Ed: Remember These 4 Approaches? (Part 3)
Exposure to the concepts behind differentiation is common, but the practical application can be unclear or forgotten amid other teaching demands. How many of these are regularly integrated into our lessons?
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Unlocking Universal Testing: Broad Criteria for Implementation
Questions continue circulating among gifted program teachers and administrators regarding the most accurate, fair, and cost-effective system. While universal screening is advocated as a means to enhance the gifted identification process (and rightly so!), practical guidance on its implementation remains limited.
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Overreliance on IQ Testing Leads to Unsupported Students
Assessments of the gifted should provide objectivity and a data point which can be consistent across a range of abilities. However, in some cases the test used to evaluate the level of ability in students is both inaccurate and limiting.
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No Challenge = Low Growth for Gifted Students
It would be silly to argue that knowledge is finite and, therefore, gifted students learn less because there is only so much to learn. Nonetheless, this is an assumption that we live with in the typical, modern classroom. Time is spent on the critical task of bringing students up to…
Gifted Weekly 