#gtchat Archive
Global #gtchat Powered by TAGT is a weekly chat on Twitter that takes place on Thursdays at 8 p.m. ET/7 p.m. CT and 5 p.m. PT in the U.S. For one hour, parents, educators, advocates and experts in the field of gifted and talented gather to share resources, links, authentic life experiences and insights about gifted issues.
Tuesday June 7, 2016
For the next hour my tweets will be dedicated to ( ) ~ please join us!
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented
Our topic is “Gifted Program Development” The 1st in our Summer Series: PD for Teachers of Gifted Students!
Thanks for coming out everyone! Let's take a minute to introduce ourselves. Share who you are & where you’re from!
I’m Lisa Conrad ~ advocate, conference presenter, blogger & mother of 2 gifted young adults from Pittsburgh, PA.
Carol from Indiana, mom of gifted young adult and writer about gifted kids and gifted issues.
Following and chat tonight! Looking fwd to the discussions & idea sharing!
New to ? We use a Q1) / A1) format for questions & answers. Remember to add the hashtag >>> to each tweet!
New to ? We use a Q1) / A1) format for questions & answers. Remember to add the hashtag >>> to each tweet!
Allison from Canada's capital! Mom of two gifted boys and follower of and gifted bloggers!
Hi Jo Freitag from Gifted Resources and Sprite's Site Victoria Australia here on Wednesday 10.00 am for
Nice to meet you, Allison!
Good evening! Gwen here from Texas. Middle school GT teacher. My first time at this chat.
Cindy Cliche from Tennessee. Second grade teacher at an academic magnet school and parent of a gifted child.
Today begins our Professional Development Summer Series – expect more links and questions during these chats.
Welcome Gwen Hope you enjoy
Question 1 is up on deck; let’s chat!
Hi Gwen! My first time too. :) I follow alot but not usually online for the chats!
For the next 50 minutes, we want to conceptualize what the ideal gifted program might include.
This sounds like the perfect way to spend an hour!
Q1) What are best practices in identification & how can the needs of special populations be respected? https://t.co/n2UqU8u1w6
Developing Exemplary Gifted Developing Exemplary Gifted Programs: What does the research say? (pdf) https://t.co/cBYpw3qdTp
Welcome Allison Hope you will enjoy your first
Cheryl from Iowa-G/T teacher, mom to 3 g/t kids aged 12, 14, 18
Hello Tim from Omaha. I'll admit having no exp in this area
Welcome, Tim! Hope you learn with us!
A1) Best practices in identification of gifted students dictate 3 or more criteria and a variety of assessments at varied times.
A1) Identification of gifted students should start in kindergarten (or sooner if indicated) and be ongoing throughout K12.
What data do others use for identification? We struggle with this. We use 95%+ on IA to select for CogAT testing. This misses many S
A1) I'd like to see better understanding of how gifted traits manifest themselves in minority populations.
A1) Gifted identification must be culturally sensitive; linguistically appropriate; and with regard to low-SES environmental factors
A1) 1 of challenges is not assuming superior Ss necessarily gifted. We use CogAT/Naglieri/writing, but anecdotal evidence so impt.
I have included links here tonight & more will be in our blog post!
A1) Identification processes should be inclusive to ensure no disadvantage on basis of gender, race, 2Eness,socioeconomic background
This has certainly been in the news lately & for good reason!
A1) Gifted identification s/b considered for students with disabilities as these may mask intellectual/creative giftedness.
A1) Out-of-level testing is crucial for identifying gifted students. Low-ceilings produce inaccurate measurements.
Let’s chat about Specially Designed Instruction in gifted programs: curriculum, instruction, process & product.
Yes! RT A1) Out-of-level testing crucial for identifying gifted students. Low-ceilings produce inaccurate measurements.
Program & Services for Gifted Secondary Students: A Guide to Recommended Practices (Amazon) https://t.co/uMtnvX8I7U
A2) Gifted curriculum s/b more complex, in-depth study of key concepts, stress higher-level thinking, creativity, problem solving.
A1) We should look for POTENTIAL instead of already developed skills.
A2) Crosscurricular involvement helps engage Ss with various areas of giftedness
Identification should be normed to the local
Population
Absolutely! RT A1) We should look for POTENTIAL instead of already developed skills.
Is there a book similar for elementary students and teachers?
Barb in Herring Cove, Nova Scotia, Canada
Mother of one official and one unofficial.
A2) Do your districts have consistent G/T curriculum across buildings or is it dependent on the current S's interests/ abilities?
A2) Gifted curriculum may be a combination of acceleration, enrichment, compacting to meet individual needs of student
A3) School should promote authentic experiential learning experiences.
A3) Must consider learning styles: many introverts as well as leaders. Plan for all to have some time in favored environment
can this be used for all grade levels?
Curriculum is across buildings; still little regard to individualization.
A3) Teachers may need to rethink their role – being a coach/facilitator rather than instructor in many situations.
A3) Classrooms need to provide an environment conducive to exploration of student’s interests.
A3)True differentiation catering for level, pace, breadth and depth is needed
A4) Gifted students often provide a strong voice in the direction of their own education; provide a variety of options.
A3) Offer more project based learning opportunities to help students connect to real life problem solving
A4) In a class with many "chiefs" I like periodic small group share and backchanneling on devices for the introvert
A4) Program options must be high-level, high-quality and be relevant to individual strengths of each student.
Do you mean multiple options within one lesson/objective?
No, over the course of the semester; as needed.
A4) S need to develop autonomy and be able to self-advocate with regard to new learning.
A4) I would like to see students given more choce in program options and more opportunities for voicing their needs
A4) How do you get admin to support independent study options for students especially at secondary?
https://t.co/uAbni2pd9s
It's sad - this works for all levels of student, if actually applied. It doesn't seem like every teacher can or will.
A5) S research a panel of experts to evaluate S work
Share information with them!
A5) Student should be encouraged to challenge existing ideas & produce new ones. (CT Gifted)
(Apologies for the seemingly random interjections - I swear they made sense at the time.)
A5) Student products should be comparable to those made by professionals in the field. (CT Gifted)
Q4) Giving students choice in their products, learning environment is very respectful of student learning and increases engagement.
When that doesn't work? Some admin is afraid of "slippery slope" - "1 size fits all curriculum is best"
A5) Criteria for student products should be high-level & exemplary to assess final product. (CT Gifted)
uhm, also introverts can be leaders ???
A5) Products may be well beyond school curriculum. Assessment could be done externally by experts in the field.
*tiptoes into late after putting 5yo to bed*
And now, let’s turn our attention to other considerations when developing a gifted program.
Of course, but w/projects come presentations & many balk at presenting & would at times prefer "alone" work https://t.co/1OnOOEWWHm
uhm, also introverts can be leaders ???
A6) The importance of ongoing & high-level professional development is essential to producing the ideal gifted program.
A6) Few if any courses about gifted education are taught at the undergraduate level; teachers need to have the latest info available
A6) 312 out of 10. It is extremely important!
Q6) I find so many teachers are looking for PD. It is extremely important and sometimes difficult to find.
A6) More and more states are acknowledging the importance of a gifted endorsement for teachers of gifted students.
GT facilitators should be participating in and at the very least, be following and reading what was posted
A6) Pre-service teaching and ongoing professional development about giftedness is essential!
. which brings us to filling in naturally occurring gaps. Public speaking can be taught.
Chief State School Officers Memo: Requirements in Every Student Succeeds Act about Gifted Learners https://t.co/Y1xV4cpjVE
A7) Gifted programs need to work in tandem with special education programs to identify gifted learners.
Q5) Feedback is vastly more beneficial than grades alone when assessing work. Use a rubric which shows growth respectfully.
A7) Educators need instruction on the existence/possibility that twice-exceptional learners will need multiple accommodations.
A7) Some states allow for both GIEPs and 504 Plans. If not, this is a place for advocacy and education.
A7) 2E students need programs that cater for their level of giftedness and their disability at the same time!
A7) Partnership between all parties (S, family, at-risk coordinators, ELL Ts, counsellors) is imperative
True. In my experience few introverts prefer to lead groups of people & few extroverts get energy from alone time.
A7) Better training on what 2e is, how to identify and help the students succeed.
Our final question of the day is coming up!
Thank you everyone this has been an education for me
A8) First and foremost, students should be showing academic growth if a program is to be considered effective.
Not advocating leaving them be & not exploring stretching comfort level. Just referring to preferred learning environ
A8) Evaluators of gifted programs should question whether or not initial goals set forth are being met.
A8) Accountability at the district and state level and parent and student feedback. Communication across the board is key.
A8) Effective programs should ensure that all stakeholders – Ss, Ts, parents – are receiving appropriate communications.
This needs to be included in the districts initial plan & followed through on. https://t.co/TdOQDVKVWo
A8) Accountability at the district and state level and parent and student feedback. Communication across the board is key.
A8) How effective are we at closing the achievement gap and supporting traditionally underrepresented student groups.
Love your presentations on this, Jo!
I don't think we've been particularly good @ the achievement or excellence gap. :(
We’re nearing the end of our chat today … final thoughts/takeaways?
This will be archived at & the link will be shared via later today
This is something that we need to work on absolutely
Thank you Lisa and advisory board, sponsors,supporters and everyone for another great
It's hard for schools to create an effective gifted curriculum when experts can't agree on what giftedness is or how to ID gt kids.
such great resource sharing here! I have ~10 browsers open from links I've followed to now go & read! thanks everyone!
Thanks to the extraordinary staff at for their awesome support; we couldn’t do it without them!
Thanks to the Advisory Board:
Be sure to follow some of the new friends you met here today at to continue the convo!
I think this was a GREAT topic. Thank you so much! There is always a window to learn, no matter how much knowledge we have.
Our next chat will be on Tues June 14th at 8E/7C/6M/5P (US)/Wed 15th June at 1AM (UK)/12.00 NZST/10.00 AEST
Thanks, Lisa, for another great chat. Thanks, everyone, for all your input.
Thanks everyone for sharing your thoughts & comments today. That’s what chats are all about!
