Welcome to #BmoreEdchat this evening! Please intro yourself with your name, role, & location! Remember to always use our #BmoreEdchat hashtag in your tweets! Tonight's format will be Q1 & A1!
As our #BmoreEdchat community arrives, check out this great opportunity! Would you like to meet the educators who you collaborate with every #BmoreEdchat in person? Join us Wednesday December 12th for a #BmoreEdchat LIVE event! Sign up here: https://t.co/2UHmwYusni
Hi #BmoreEdchat, I'm a 7th grade gifted and talented math teacher @TeamRidgely. I'm super excited to be a part of this chat as I am in currently in a @LoyolaEducation technology master's program!
A1: Gifted kids want to be seen, heard, and acknowledged. They want to know that their teachers will challenge and inspire them to grow, not sit on the sidelines. #BmoreEdChat
A1) that being gifted doesn’t always mean you’re a super star in everything. Challenge where it’s appropriate and support where it’s needed. #BmoreEdchat
A1: They would want them to know that not everything comes easy to me...sometimes they really don’t want to tutor other kids...understanding why some people don’t get it like they do can be frustrating #BmoreEdchat
That gifted Ss need encouragement + supportive relationships just like other Ss. While being peer helpers/Ts can be fun, sometimes you want to tackle puzzles with other Ss like you. #BmoreEdChat
A1: Ss want to be appreciated for their hard work and motivation. They want their work to be seen, heard and valued. Gifted ss will challenge themselves to reach their fullest potential! #bmoreedchat
A1) that being gifted doesn’t always mean you’re a super star in everything. Challenge where it’s appropriate and support where it’s needed. #BmoreEdchat
A1: They would want them to know that not everything comes easy to me...sometimes they really don’t want to tutor other kids...understanding why some people don’t get it like they do can be frustrating #BmoreEdchat
@bmoreedchat A1: They know almost everything or everything being taught in their classes, but the social part of school might be challenging. #BmoreEdChat
A1: They would want them to know that not everything comes easy to me...sometimes they really don’t want to tutor other kids...understanding why some people don’t get it like they do can be frustrating #BmoreEdchat
A2: Our schools infuse gifted-level curricula, above level standards, strength-based ILPs, and problem-based opportunities for students. One day, I'd love to see all of our schools with a gifted educator who helps drive instruction through a pull-out/push-in model. #BmoreEdChat
A2: We have a GAL specialist that pulls student groups and provides enrichment activities and gifted curriculum. Teachers also provide extension activities during small group instruction time. I always love independent learning projects! #BmoreEdChat
A2: we use interest inventories to plan extension activities and projects based on unit themes. We have a fab GAL resource teacher @ROAR84mcclure who supports us all. (Students and adults) We are working to make GAL supports more consistent in all classrooms #BmoreEdchat
A2) we don’t have a lot in place right now, but our new curriculum director has also been an administrator for a gifted and talented program, so I’m very hopeful for some great changes in the school moving forward. #bmoreedchat
TJEMS has an amazing team of phenomenal educators who are committed to ensuring all students have access to challenging and engaging opportunities. Love it! #bmoreedchat#bmoregifted
A2: we use interest inventories to plan extension activities and projects based on unit themes. We have a fab GAL resource teacher @ROAR84mcclure who supports us all. (Students and adults) We are working to make GAL supports more consistent in all classrooms #BmoreEdchat
A2: The last district I worked for did pull out groups for a 3 hr period per week...Ss were expected to have their work accelerated so that they would have that time to work on projects...a lot of holes in that system #BmoreEdchat
Q2: We have a partnership with Univ of MD School of Medicine, through district office. It's a great partnership but it's only for elementary school. I'd love to see more for middle school. #BmoreEdchat
A2: we currently do not have any “AIG” or “GT” programs. We have an honors math class for each middle school grade that takes advanced math to be prepared for Algebra 1 earlier #BmoreEdchat
A2) I’m curious if any of you have seen students enrolled in gifted and talented programs have to stop because the pressure becomes too much? #bmoreedchat
The GT person would only come in during that 3 hr period...difficulty forming strong relationships/knowing Ss...it was a set project curriculum, so really no choice for Ss...I prefer a Genius Hour format. #BmoreEdchat
A2: I would love to have more opportunities for STEM/hands on learning for my gifted students. Having them take the knowledge that they already have and create with it #BmoreEdchat
A2: To add to what @kstoryscotti said. I want to work on supporting the social emotional needs of our GAL students and making sure diverse populations are represented. #BmoreEdChat
Relationships, lack of choice for Ss, Ss not wanting to leave homeroom classes, lack of instructional adjustment by HR Ts so inevitably the Ss missed something. #BmoreEdchat
The GT person would only come in during that 3 hr period...difficulty forming strong relationships/knowing Ss...it was a set project curriculum, so really no choice for Ss...I prefer a Genius Hour format. #BmoreEdchat
A3: I am a huge proponent of #geniushour and choice and voice for Ss...reach out to @mcnairan3 and @JoyKirr they are phenomenal when it comes to Genius Hour! #BmoreEdchat
A3: Keep an anchor chart of all of the divergent questions kids ask and you have an instant center or positive way to end a class. Ever imagined life if dinosaurs were never extinct? I don't know about you, but I'd love to ride a velociraptor to work every day. #BmoreEdChat
A2 Just jumping in. Our campus invites all students, even gifted, to after school tutoring. Ss on level or above do more enrichment like literature circles #bmoreedchat
A3: when all students use PBL, students and teachers can set goals that challenge all learners and allows them to focus on their interests to enhance engagement. #BmoreEdchat
The GT person would only come in during that 3 hr period...difficulty forming strong relationships/knowing Ss...it was a set project curriculum, so really no choice for Ss...I prefer a Genius Hour format. #BmoreEdchat
A2) Many of my schools don’t offer support for gifted Ss. I push for PD & materials for Ts. I did a lot of research on my own as a TAG T. I see the gaps because I was a gifted student w/o support. #BmoreEdChat
A3) I try to find solutions that allow students to collaborate while also working within an adaptive program that changes to meet their current needs. #bmoreedchat
A3: Passion projects were my favorite way to extend content! I also am experimenting with providing professional development around @breakoutEDU for our teachers to implement with students. #BmoreEdchat
A3: Keep an anchor chart of all of the divergent questions kids ask and you have an instant center or positive way to end a class. Ever imagined life if dinosaurs were never extinct? I don't know about you, but I'd love to ride a velociraptor to work every day. #BmoreEdChat
A2) I have seen successful b4 and after school programs school day that give gifted Ss access to different learning + structured play experiences. Also for adults to understand gifted is not synonymous w/ STEM. #BmoreEdChat
The week after Thanksgiving is the annual #TAGT Conference - Texas GT Conference...follow their hashtag #giftED18 for great session shares. #BmoreEdchat
A3: choices! Consider how they best learn-in groups or alone? Would they rather write or type? Is there another book that they’d like to read on the same topic? Kids are always shocked when we give a choice, Bc they aren’t used to it. But it creates investment #BmoreEdChat
I'm such a fan of passion projects! I kids doing dissections because they wanted to be surgeons, others building models of buildings in their study of architecture, others learning woodworking... Such an amazing way to engage students and build their expertise. #BmoreEdChat
A3: Passion projects were my favorite way to extend content! I also am experimenting with providing professional development around @breakoutEDU for our teachers to implement with students. #BmoreEdchat
I'm such a fan of passion projects! I had kids doing dissections because they wanted to be surgeons, others building models of buildings in their study of architecture, others learning woodworking... Such an amazing way to engage students and build their expertise. #BmoreEdChat
A3: Passion projects were my favorite way to extend content! I also am experimenting with providing professional development around @breakoutEDU for our teachers to implement with students. #BmoreEdchat
A3: Keep an anchor chart of all of the divergent questions kids ask and you have an instant center or positive way to end a class. Ever imagined life if dinosaurs were never extinct? I don't know about you, but I'd love to ride a velociraptor to work every day. #BmoreEdChat
A4: Personally, I think students should know if they are identified and then provide them with resources and support to navigate what that means for them, their identities, and how they advocate for themselves. #BmoreEdChat
I have noticed more gifted students that still struggle in academic areas like their peers or have holes in their foundations. It can make compacting challenging. #bmoreedchat
A4: Yes, Ss should know their strengths and weaknesses and if there are tags attached to them, simply for the fact that I want them to be able to advocate for themselves. #BmoreEdchat
A4) Yes! They should. This gives them agency when they are told what it is and how to navigate school. It gives them insight on their needs and normalizes that their experiences aren’t like others—and that’s totally okay 👌🏾 #BmoreEdChat
A4: I think it’s important to keep in mind that sometimes those identified as gifted learners are most at risk for fixed mindset and struggle with identity & perseverance when tasks become difficult. #BmoreEdchat
A3: flexible groupings and “show what you know” choice. They take more ownership in their work and in their learning when they have options for expression #BmoreEdChat
A4: This is a good question. Any learner should be able to know their strengths and weaknesses. Having students self evaluate and determine their own strengths and growth areas is the way kids should discover their own gifts. Would love to know if there is a survey #BmoreEdchat
Yes!! I always tried to incorporate literature that encouraged risk taking and growth mindset without being overly obvious cause the GT kids will call you on it. #BmoreEdchat
A few are... How can I support Toys for Tots? How was the Earth created? How can I get people to stop smoking? Can I learn to do magic? What is the history of soccer? How can I make Baltimore more peaceful? How is lighting made? #BmoreEdChat
In reply to
@erintheeducator, @justincholbrook, @breakoutEDU
And dual exceptionalities exist. The founders of the National Research Center for the Gifted and Talented have a gifted daughter with dyslexia. It's important we recognize students are complex.
A4) Yes! They should. This gives them agency when they are told what it is and how to navigate school. It gives them insight on their needs and normalizes that their experiences aren’t like others—and that’s totally okay 👌🏾 #BmoreEdChat
A4: My daughter told me the other day she was a GAL kid and asked what it meant. I think they should be a part of the conversation of what this actually means and celebrate and accept the variety of learning styles #BmoreEdchat
A5: Low expectations & rigor in educational experiences hinder OTL. If students aren’t engaged at their individual levels at a pace that is appropriate, they lose investment which leads to dwindling test scores and disengagement. This impacts ID rates of our kids. #BmoreEdChat
A4: Yes. Taking ownership in their learning is helping students identify their own personal areas of opportunity and their strengths. Definitely had to have conversations with my students about how fair is not equal and not everyone learns the same or in the same way #BmoreEdChat
A5: Teacher mindsets, implicit bias, and inequitable structures which limit the identification and services GAL students are provided in schools. #BmoreEdchat
A5: Often Ss of color or those from poverty choose not to excel because it is not highly regarded within their peer groups to be intelligent. Ts often mistake boredom and acting out for defiance instead of giftedness. #BmoreEdchat
Implicit bias is so important here. We have to do better as educational communities to own it and work on it rather than pretending it doesn't exist. #BmoreEdChat
A5: Teacher mindsets, implicit bias, and inequitable structures which limit the identification and services GAL students are provided in schools. #BmoreEdchat
A5) Some of what I’ve seen are teacher bias, schools don’t test, focus is on remedial teaching/instruction, the race for AYP and other NCLB-influenced initiatives, not enough differentiation support, lack of ECE data #BmoreEdChat
A5: We still don’t do a great job of thinking about the kids who have both intellectual gifts & educational disabilities. This is even more difficult for students who belong to other marginalized groups. #BmoreEdchat
#BmoreEdChat simply not having professionals available to even assess for giftedness! Inner city schools have a million and one issues that often get put before a gifted child's academic needs.
@bmoreedchat A5: Access to early learning programs and parental education. If you don’t use it, you lose it. If gifted children are not challenged before they enter school, they will not build those neuron connects. As a result, their giftedness might be masked. #BmoreEdChat
We have to train Ts yearly on identifying GT students and looking past common stereotypes. This year we focused on possible characteristics of S in under identified pops. #BmoreEdchat
A6: Differentiation is hard to do but is also paramount in order to provide equitable access to education for all of our students. Consider allowing students to do challenge problems first, if done correctly, they don't do the rest and work on higher-level instead. #BmoreEdChat
Valuing their culture really starts with do you have a relationship with my parents...do you genuinely show interest in my differences and try to celebrate or learn about other cultures? Powerful study. #BmoreEdchat
A6) Recognizing funding and support for gifted students is just as important as funding and supporting for our learning and/or behaviorally disabled students. One exceptionality should not negate another. #BmoreEdChat
A6: Always bring it back to a simple question: What is best for the kid? Keep the student's personal learning story as the focus. Every kid has a story to tell, except if we don't facilitate them in telling it, somebody else will. #BmoreEdchat
A6: We have to know our Ss and build relationships w/them and their families...they need to know we care abt them and have their best interest at heart. Don't always assume the worst when a kid is acting out. #BmoreEdchat
A6: We have to know our Ss and build relationships w/them and their families...they need to know we care abt them and have their best interest at heart. Don't always assume the worst when a kid is acting out. #BmoreEdchat
The final question drops in one min! Thanks to @RaeLymer for guest moderating tonight! Make sure you sign up to meet everybody on December 12th! #BmoreEdchathttps://t.co/GaHx3ILDcZ
A7: CRT is critical in GT education; you cannot do gifted well without it. When students see relevance in school, they’re more likely to achieve, meaning greater rates of GT ID & opportunities. W/o CRT, many students won't get the challenges they need to thrive. #BmoreEdChat
A6. It seems so basic, but high expectations for ALL students go a long way when we’re talking about mitigating these challenges - whether it’s for gifted students, or linguistically/culturally diverse #BmoreEdchat
A6: Talk to all stakeholders and dispel incorrect myths about gifted education and what it is to be gifted. I believed those myths before continuing my education in gt Ed. I am shocked how little we learn in undergrad programs. #BmoreEdChat
A6 I heard something today at the NAGC Conference today that really resonated - Quit trying to save me and see me! If we truly listen we can begin to make the connection we need to support the whole gifted child #BmoreEdchat
A7: You have to know what makes each kid unique and how to ensure their culture is present in the classroom. All students thrive in places where they feel that they are reflected in the community and valued as an individual. #BmoreEdchat
A7: It’s all about meeting your students where they are. They need a classroom environment and learning experience that is relevant to them. #BmoreEdChat
A7: CRT is a critical piece of bringing equity to education as a whole, but especially gifted education because of human made biases. CRT helps to break down the barriers of biases. #BmoreEdchat
Oh I love that statement so much...I see way too many people try to "save" Ss from poverty or their own culture when they don't need saving they need understanding and opportunities. #BmoreEdchat
A6 I heard something today at the NAGC Conference today that really resonated - Quit trying to save me and see me! If we truly listen we can begin to make the connection we need to support the whole gifted child #BmoreEdchat
A7: Students need to have the mirror and window. They need to see themselves in educators, mentors, and materials/texts used during instruction. They need their culture to be valued. That said, they also need to learn about cultures they have never experienced. #BmoreEdChat
