#digitaledchat Archive
#digitaledchat is a global twitter chat that covers almost everything and anything to do with modern learning, educational technology and learning spaces. Contributors are often from all over the world and new participants are always welcome to take part!
Monday June 13, 2016
Welcome to this Monday's chat. Number 1, 2 and 3 rules, have fun, get involved and be nice. https://t.co/5vc1rQI8Jy
Hello Joel from Brisbane here. Tech coach and teacher. ready for one hour of power in two twitter chats.
Good evening Michael feeling a bit sick in Auckland, ready to sleep - hopefully this chat will keep me awake
Hi hi! Reckon this is my first Dina from Adelaide, freezing cold...
Hello - this is becoming one of my fave chats. Led a PD on music in RE after school.
Hi everyone Stuart from Auckland, New Zealand.
Hello out there Dean from Melb :) looking forward to learning together
..stateside and bedside from GA
hi everyone. Jen from Wollongong. Just home trying to settle the smalls.
Hi keeping an eye on things from a cold Sydney night
Simon, School Principal from UK ~ will check in when I can, whilst on with the day job.
be nice is the most important! π
keen to support my friend tonight
Weebly despite being GAFE, better on mobile!
Zeina from Sydney - I'm the Newman Gifted Facilitator at my school
A1 IMO G&T means Ss are more able to learn new things, can grasp abstract things more readily
A1: I always thought that talent could be practised - but a gift is something we're born with? Thoughts?
Evening all. Ange, Bundaberg. Great first question
A1: Talent, when nurtured, becomes a gift. All kids have it. Need the right circumstances.
Hello! πΈπ» did you see my crown? πβΊοΈ here's to positive vibes from our tweeps tonight!
A1 - I feel talent could be something we have a natural aptitude for, but gifted is being exceptional at it? Nurtured talent?
I agree! Goes a long way and often.
I'm not sure about these gifted and talented labels. They were going out in England.
Talented is skills and gifted is building the capacity of the intellect
Nice. I think gifted is innate, talent is learned maybe? A1
A1 My understanding is that gifted in an overall advanced aptitude and talented is a specialised aptitude
A1- Not sure to be honest, T something developed. G a strong ability to learn?
A1 gift comes more naturally? Talent can be nurtured?
A1: a gift is an innate ability in a certain area. It can be turned into a talent through practice, mentoring, etc
A1. I'm not really sure... but I'm also not sure it matters... as long as we're extending them I don't mind what we call it.
A1 Gifted=natural abilities/altitudes & potential, Talent=outstanding mastery/performance/achievement - realising potential
A1 - but I've never been a fan of them as labels (or any labels for that matter) Can cause elitism w separate classes
That's pretty much what the definition said, but yours is less wordy and easier to understand
I wld argue that top 10% of the population have the natural abilities in some domains
A2 Hard to measure, I think, observe how quickly someone adapts and solves complex problems
Saw this at my HS where we had separate classes for gifted. While most Ss were nice, some did get inflated egos...
I like your thinking https://t.co/cuaTRuLF9r
A1. I'm not really sure... but I'm also not sure it matters... as long as we're extending them I don't mind what we call it.
A2 When I was tested (at age 8) it was a lot of logical problems and spatial things - not your typical test
A2: Without singular math. Numbers have a way of converting natural powers into weaknesses.
..true. Labels & defs become a rigid box.
a2 is it necessary to measure? Responsive, personalised learning w high expectations=priority
A2. Unpopular question. Don't we all want to spend less time doing the measuring?
A2 - There have been so many tests devised to measure these, but I don't think there's any sure-fire way
A2 - Carefully and with difficulty. E.g. S could be 'G' in English (great writing ability) but terrible in maths
Labels are limiters+we should be cautious around them. Seek out talents in all, using those that excel to aid learning of all
Hi Patricia here from AKL, NZ
Long weekend threw me out - I'm late but I'm jumping in!
A2 - Honestly, sometimes you just know.... lots of little factors at play here
Same way we measure all student successes? Formatively, ongoing, verbally, in written word, etc https://t.co/7sHyMyD5i7
A2 - My point being that 'creativity' is often judged v differently to 'the correct answer'. Very different 'gifts'
A2 Here are the domains according to Gagne's DMGT model,use a range of subjective/objective measures https://t.co/80sMDX7SGe
It can be toxic.
You just hope that the teacher is competent enough to deal with appropriately
approach vs result. Creativity has a lot to do with experience, ability to mix old things into new
A2 test, assess, observe, seek reports from previous teachers look for the inspired passionate able extended enriched souls
A2 Not entirely sure - work with other Ts and professionals - team effort
A2 A difficult one. As we know many times S skills are not on show in school. We dont give them the right context
A1 - Person once describe it like this - Bradman was a gifted sportsman who became a talented cricketer
A1: gift is innate and talent needs to be cultivated
A1: Giftedness is 'nature', talent is nurture(d).
Gifted Ss have diverse learning needs,important to identify them in order to personalise learning https://t.co/TIe7ySwVdf
a2 is it necessary to measure? Responsive, personalised learning w high expectations=priority
Measuring giftedness is not my area.But is it more important to identify and challenge than measure? https://t.co/xAKKQuH3ae
You said it much better than I did :-D And spot on about experience - reading springs to mind
A2 subject measures - interest surveys,parent/teacher noms,checklists,self reviews
. Great post, completely agree. Maybe look at learning over achievement?
is now trending in Australia, ranking 6
A2: Tests created by whose norms will determine giftedness?
I agree, student voice must be part of it.
A2: when st excels at different curriculum areas and has social and emotional skills that are sound
A1 no difference just same spectrum - gifted is classical allusion gift from god talented is biblical reference from currency
A2 objective measures- IQ test, PAT, off level testing - ability/performance, product assessments, standardised testing
so we need to measure to identify? Ah Ok (not my field of expertise, clearly! π)
To expand - I personally didn't learn to read until 10. So when I went to Hs I was put in a v 'low ability' class. 1/2
Are you saying G & T students are socially adept? 5 years in a self contained class would beg to differ with you
A2:Perhaps an open-ended task that allows Ss to explore & express without limitations/boundaries
A1 we use G&T interchangeably and see no real difference to G or T we add E for enrichment to make GATE - G&T goes together
I've had to explain it to my staff & parent community for years so I know it really well! βΊοΈ
But when a book finally caught my imagination (Misery by SK :-) ) I devoured books and shot up the rankings. strange exp 2/2
A3: The word "tradition". Restrictive. Done just coz it came first. Min room for flexibility.
A1 & A2 maybe gifted is top1% talented top 3% on test measure assessments, aptitude, potential tho how you measure the last 2
Fascinating conversations happening during , come and have a lurk...
A2: intuitiveness and ingenuity/problem solving should be core component. Inspired thinking etc
A2 It's not so much about achievement, there is just a different mindset/ability to pick up things in G&T Ss
A good mix of formal &informal,indoors & outdoors,written & verbal - a range that allows free form/expression.
yes, we measure to identify strengths/weakness in learning/social domains to begin with
Can we just cater to individual needs? Do we _need_ to identify ? Do you do that at work in the real world?
A3 - Do they allow room for assessing creativity, divergent analysis, high order thinking?
A3 One difficulty is that Gifted rarely think in traditional ways
I like this alot https://t.co/riviyP03sM
A1 - Person once describe it like this - Bradman was a gifted sportsman who became a talented cricketer
IMO. I had 3 gifted ss and 2 highly talented and they showed excellent social skills https://t.co/DEH96Nm4bP
Are you saying G & T students are socially adept? 5 years in a self contained class would beg to differ with you
I think we should in Ts.... frustrating to be held back tbh when I want to go 100 miles a minute
the beauty of committing to 'mixed ability', no limits learning ~ collective efficacy
A2 re G being nature T being nurture we no longer do that in bio its all nature through nurture so therefore G=T - we use as1
They are all so different and keeping them constantly challenge is what I love the most https://t.co/tyKD5SzjSA
Measuring giftedness is not my area.But is it more important to identify and challenge than measure? https://t.co/xAKKQuH3ae
A3 - What I was just thinking too. It doesn't wholly reflect their abilities & knowledge https://t.co/dnfTJeELZb
A3 - Do they allow room for assessing creativity, divergent analysis, high order thinking?
Love this idea, expect greatness from everyone!
A3 Traditional data collection neglects to cater for innovation or creativity
A2 I'd also engagement, off-task behaviour issues, pastoral incidents in some cases.
A3 Gifted Ss will usually (not always) excel on trad testing. Need to find others ways than just acceleration to enrich
A2 i think social skills are counterintuitive or contraindicated in most of my G&T students - i teach them to challenge all
I would hate Australia to go down the UK line of collecting data for the sake of it (or to work out G&T when we already know)
ask Gifted Ss & they'll tell you otherwise for areas they are far above average in
That's a range of qualitative and quantitative is so important IMO.
A3 G&T kids are divergent and creative thinkers. PLUS IME they often don't see the point in complying with boring assessments
How do you get data on innovation and creativity? Can you? A3
Too right! We are all in this learning game together ~getting better at getting better
A2: how to measure ingenuity tho!? Ts have to prove and measure for there to be data analysis. Broader curric foci?
let's not mistake greatness w giftedness - every child can be gr8,not every child is gifted
You can see it happening though can't you mate. We're repeating mistakes.
can creativity and innovation be measured?
Work samples, discussions, maybe not hard data.
N This is a great distinction and that needs to really understood and applied.
indeed - unnecessarily so. Often used to bash teachers.
not with a number, but you can see if it's there...
Only really through 'success' I guess. It's very subjective isn't it. Great point.
shouldn't we know our kids? Do we need to test them? Measure them? How can we Ensure understanding them?
I think more student voice reveals the G & T capabilities. Can see what we don't look for.
perhaps more project based? Foundation of xyz skills and then DIY to promote self-determination in studies?
A3 data for G&T does not show the potential, may show Excellent answers but may miss merit and achieve questions,Ass not work
I'm also not convinced the G&T students "think differently" - they aren't necessarily more creative or innovative.
Honestly, ranking schools and bashing teachers is the only thing I see it used for in the UK now.
This is so true my lessons always digress https://t.co/mBSuVlg0lG
A3 One difficulty is that Gifted rarely think in traditional ways
'Seek and you shall find', as somebody once said.
Yes & with gifted Ss thinking out of the box is a major strength that needs to be given room to form.
Gifted Ss learn differently & need to be acknowledged for this thru differentiation
A3: a test result should be a fraction of a OTJ
I love the idea that some students are gifted at being creative, some just seem to have it,
Yes & no. We don't need to test them so much, but being able to measure them against a standard is helpful 1/2
but it could be measured through failure too couldn't it? An interesting thought!
isn't understanding Ss and knowing what to do more important than a measure?
G&T may think above beyond through and in spite of trad knowledge to bigger brighter better answers so trad not work for G&T
Great point. Take PTIs, I swear Ps only want to know that YOU know their kid!
less is more - basic lvl project then second project is less structured/more explorey w reflection emphasis?
I agree, testing rarely shows learning, often just regurgitation.
I agree, testing rarely shows learning, often just regurgitation.
G&T is different though - it's not just high test scores. There is a diff and Ss need to be pushed differently
LOve this! That's really learning and collaboration IMO.
makes you question if giftedness can be attained through hard work or naturally evolves
A3 trad just measures what we know what we think what we believe it does not challenge to new ways of thinking new paradigms
Many have the ability to connect and synthesise information from diverse fields leading to creative responses
Definitely not me, lol... Have always struggled with creativity
I'll just throw this out there because it bugs me, my 7yr D regularly completes 'fast finisher' tasks - colouring in!
And encouraged and accepted despite their differences.
what you are referring to is what we call a 'subjective' measure
exactly! and they should not be used for G&T id. by themselves
but if you weren't given opps in school to develop it this could be why!!
If we know our students, we get to see where they are gifted and talented. We don't need to collect this as data, surely.
Yes. We did that a lot - though all Ss can benefit from project work
Hmm, great q, what do you think?
all for personalised learning, as well as harnessing power of 'gifted' for good of all
The only catalyst I've ever found constant is a student who reads for pleasure
A3 Trad knowle will not get you beyond replication regurgitation & repetition to discovery, challenge, innovation, creativity
A4: Have forums where they can be themselves. Make them mentors for other kids. Let them lead.
Some things in life cannot b measured -they are meant to b experienced.
Same goes for Ts (starting to realize that is my problem),
I'm using language of giftedED,we shouldn't dilute yrs of research that informs practice
A3 Traditional methods don't take into account the vast potential of predictive analytics to improve Ss learning
A2: Psych testing, WISC etc, plus other formal tests such as PAT... There's a multitude, but WISC gives comprehensive result
Loretta here, fashionably late, as usual after a day/night out with friends. Principal from Canberra. https://t.co/2ALMXC6KIU
Welcome to this Monday's chat. Number 1, 2 and 3 rules, have fun, get involved and be nice. https://t.co/5vc1rQI8Jy
We call them the same. Very few one-off tests IMO can indicate G or T.
True. I often think of Ken Robinson's talk on how we kill the creativity in Ss...
indeed - to me is employing higher level thinking skills, not being independently innovative, but I see what you mean
Are you suggesting there is no place for objective/subjective measures? https://t.co/Y4cCXHzxEK
LOve this! That's really learning and collaboration IMO.
Know yourself...and know your enemy. Well in this case students. Sun Tzu meets Education!
No worries, I made home from work with 1 min to spare then chromebook crashed for 10 mins! Arghhh.
if we are not careful, we measure, label and prescribe methods to kids too easily. Why do it? Empower them instead
A3 trad knowledge is analogue paper based artifacts of past system thinking G&T is digital synthesized quantum predictions
Awesome Andrew, we are in a war of sorts, fighting to cater all student learning.
We mustn't assume gifted students are distracted or demanding of time/attention. Not all are and they are the overlooked
Yet to work with the definition based gifted students as of yet so feel I can't say
A4: Choice, less rigidity A peer not an authority figure
Wow, that's great perception and no doubt true!
. - do you know one another?
A3 G&T are different, off the scale, new ways of thinking, processing and understanding data, people, events, info - new ways
A3 data collection measuring memory has been all to common
How do you cater for the G & T students then? Or don't you? Nice propostion!
One-to-one also allows students to work independently and me to roam and push and challenge
Can it be risky labelling? Some may expect to succeed at everything, give up when they don't GM vs FM https://t.co/fOc15Jd5mV
if we are not careful, we measure, label and prescribe methods to kids too easily. Why do it? Empower them instead
it happens too often & Ss don't reach full potential, or oblige at school, learn at home
A4: Make sure ts do not put them on the spot. Teenage G&T ss tend to under-perform to avoid ts'pet label
So true, I think creativity and G and T can be suppressed or killed by bad teaching.
I believe the way we learned (in a Gifted class) would benefit all - more hands on, more interesting
no but I saw Karen speak at SST in Durham in 2015.
Great stuff- the ART of classwar.
A4:My school injects social-emotional learning to balance their (stronger) intellectual orientation. https://t.co/c1VJ5lgcCN
A3 trad assessments cannot adequately assess G&T because we are looking fro and seeing new modes and modalities of thoughts
I love this. I have VERY quiet and compliant SS in this category. Trust& agency a big issue here. https://t.co/pDZRffBJ2W
We mustn't assume gifted students are distracted or demanding of time/attention. Not all are and they are the overlooked
yes - it's subjective but there are characteristics of Gifted Ss in different domains
Nice. The most gifted academics IME often struggle to fit in socially. A4
in education - innovation is creativity right? This looks different in different areas
I think we get overly concerned with this... learners (esp higher ones) are very adaptable
Hahah. Just reading a book now that has those two - about the World Peace Game
Easier starting from scratch from students back and thinking back.
We can treat them all as a homogeneous unit. They aren't
A4 extension, enrichment, acceleration and one day schools, conferences, IYPT, olympiads, challenges, mentoring, mensa, chess
A4: Through other learning areas such as music, theatre, art, STEM, leveled literacy and math.
Yes controlling Trs suffocate these Ss - being flexible is so crucial.
I think so, more so when trusted and left to design much of their own learning.
A4 Parliamentary and National Debating, Local, national international Sporting events, music performance with best in busines
But really hard for them to thrive in rigid system which to them is boring
Ts needs to accept that G & Ts don't need tchg in traditional sense.
Whole lot of speaking from experience here. Compliance doesn't mean learning. We want all students achieving
Yes and they withdraw rather than connect & contribute to society as result. Our loss completely. https://t.co/Bm8pR3VPTc
Nice. The most gifted academics IME often struggle to fit in socially. A4
CAN NOT treat them all the same.
A3 Traditional collection is limited. It is 1 point in time, measuring a specific set. Nothing more. https://t.co/4tuk31OG6f
One of my G & T students was lucky to stay in school, kept arguing with Ts.
indeed - planning engaging learning activities is important...
A4 move to early uni 2 - 3 years earlier, courses at uni while in Y9 - Y13 depending on subjects, extension, inquiry in depth
A4 S voice and technology is very helpful
A4 I hv never worked with an identified gifted learner, or heard of an identified gifted S in my neck of the woods
So true. I find myself asking the students more and more.
I had at least 1 classmate that didn't graduate HS, prob 1 of the smartest of us
A4 science fairs, google fairs, video diaries, world class international competitions of like minds, scholarship, PM awards,
I agree, 16 years techg and no training or ed support!
A4 - interesting that some of my 'smartest' Ss really dislike 'creative' style lessons; preferring chalk, talk, exam & result
We do have to make sure that G/T students are able to do all at their grade level. Some have gaps, assumed knowledge.
That was me. Left in 6th form. Kicked out of TCol. Still hate PD.
measures are a good way to identify learning strengths/weaknesses gives learn. direction
Shot Jen, the last thing the G & T S wants is to be pigeon-holed and stereotyped.
Often the best teachers struggled with trad. schooling! LOL
revolutionary for us 1:1 Chromebooks for all ~facilitates sustained+greater stretch if skilfully used
A4 Not with more work! They love getting their "nerd" on. So lots of forward thinking challenges! https://t.co/cjVlPTPQvm
What does that look like?
A4 Buy at teachers personal expense the software, pcs, devices, machines, art wacom pads, experiments, gear to make G&T best
there's loads of information online, free courses at GERRIC UNSW
A5 Tech allows for more choice for G&T Ss - which allows them to learn at own pace, what (when/where) they want
Yes, the more relative and authentic, the greater the engagement IMO.
we can't deny their existence? We acknowledge Ss with diverse needs or we ignore them
Thanks:) Those who thrived in school don't get the problem.
Nice. Each G & T is still an individual and needs to be seen this way by Ts and Ps.
A5 - GREAT Q!
Appropriate ICTs = more opportunities
(but not just ICTs)
A4 give up holiday, weekends, after school before school lunchtimes to mentor assist & extend G&T students to be world class
I guess I was lucky to not have trad schooling then ;)
Often they were the submissive and non-creative ones!
they need to know their abilities & potential bc Gifted Ss often 'feel different'
Having recently failed a motorcycle test - I concur. It reminded me how much it hurts the pride, to fail.
I could never teach how I was taught.
A4 to spend our lives, energy and times thinking how we can help them to shine, be better, be best to exceed their potential
A5: Technology will allow G&T ss to work at their own pace, level and interests under the guidance of T
I was good at the traditional! :)
Maybe it's just in Canada that we valued creativity?
"were"? And I am stopping there.
I agree. There needs to be identification so that we know where to go from here.
parents of G Ss have huge struggles,it's not an easy ride at all
Nice point, can't put too much pressure on them all the time.
who said deny their existence! Of course they exist! Stop labelling. individualise, personalise learning
A5 wire them for sound, vision, make their thoughts manifest, have them blog, vlog speak discuss, compete challenge risk all
One way is through taking them out on trips e.g.nursing homes-teach them to connect & engage appropriately w others
I still can't stand boring PD though :P
anything with multi textual/multimedia capabilities. Browsers, one note, and ppt are basic
Andrew and Danielle you are both very powerful in this chat!
They are great at online games but not tech savvy. I offer a taste of everything and watch. https://t.co/AZEI7PB6tU
A5 Tech allows for both autonomy and collaboration - with and without a teacher/peers present
True but many Ts teach the same way of the boring PD.
I disagree, I listen more 2 ppl who don't claim 2 know everything
A5 BEG BORROW OR BUY them the software, lasers, flow meters, hi def, hi temp cameras scientific equipment to experiment ideas
A5 connect likeminded Ss/mentors/experts,feedback live audiences,differentiate content delivery,enrichment,creativity tools
funding for access to devices future proofed and provide teachers TIME to plan and implement
Nice often need to develop the emotional and social sides.
interesting point. Need to up the ante of ICT too with g & t kids
A5 make the contacts, smooth the path, get finance, influence, get internships for them GET THEM TO CERN, oxford, cambridge
Really? Most G&T S I've known have always tried 2 figure out how tech works - they're the 1s who figure stuff out
A5 Technology gives them the gift to Explore, Question and Create! If set up well.. they Discover. https://t.co/zs1YEVuNsF
A5:Library is at their finger-tips via their phones.They can learn independently & cross culturally. https://t.co/n641BCPUGO
Most of us do. We're the silent majority. Shhh.
Great post, we need time to learn genuine differentiation for G & T students.
haha... I like that we're all different
projects related to or involving ethics and philosophical skills critical to advanced thinkers
We're none of us perfect as my nan used to say
But push them we must I wish I could find a new way https://t.co/xtKlvzfHni
G&T is different though - it's not just high test scores. There is a diff and Ss need to be pushed differently
Likewise I turn off when I hear guru or expert!
And we're all learning every day
A5 send them to Russia for IYPT, spend days, evening, weekends in the lab listen to presentations get th literature sacrifice
they're just tools,it's the high order thinking & unpacking of complex topics that matters
Agree. Respectful debate is great. Learn so much, challenge ideas
Time? What is this 'time' you speak of?
Nice, I think personalised learning can help students beyond just the G & T ones.
digital native is so 2007 so gotta skill up the mind AND tech applictn & skill simultaneously
I'd say it's professional standard 1 in Aus - know your learner! Gifted or otherwise?
Oh, it's something we used to have in the past!
I never think this I find they are grateful and excited with everything I give https://t.co/U2hq2sB1Iu
We mustn't assume gifted students are distracted or demanding of time/attention. Not all are and they are the overlooked
A5 - tech allows them to further their interests through exploration, flipped learning. Create, network, tinker
A5 sacrifice our time ambitions energy whatever it takes to give them their time in teh sun their time to shine their time 2b
Ethics so important.Their innovation & invention must add positive value to society
gr8 way to differentiate the curriculum
Cool, for years, it was know your subject first & how best to transmit. Little concern for G & T.
Wouldn't be the ideal place for us all to start collaborative challenges across schools and even counties?
A5 to be the teacher who waits back, holds back, stays back so student G&T or special or whoever can fly free and be the best
https://t.co/cPGQHjhpTI
A5 connect likeminded Ss/mentors/experts,feedback live audiences,differentiate content delivery,enrichment,creativity tools
Nice, got to have everyone feeling included and valued for their contributions.
it's about being human. we are talking about whole people. How do you understand the gifted not by measuring
it's not labelling,it's acknowledging their learning profiles, gifted is not a dirty word here, why deny it?
I agree.
I've been planning my first foray into and I'm already loving the possibilities
Two of the most amazing tweets I have ever seen!
Only at one end of the education spectrum Mr HS teacher:)
A6 I'm not sure I've ever had an Ss identified as G&T - might have one this year Will have success stories later :)
Ah so that's the secret! LOl
A5 Tech transformational with right environment for all Ss, gifted included
A5 we teachers can be selfless, can be humble, can be quiet - so great students can rise and flourish without us being there
a6: Had a student design a custom app using his love for programming. Other Ss downloaded it.
You're so right. We in HS need to learn so much from K-8.
we measure all the time? Research shows us they learn/feel differently, we can't ignore it
Yes good point. They must feel free to outrun and outshine their Trs. Trs need to be secure & also be inspiring.
Nice, often G & T students are very comfortable in a safe teaching context.
I've been using "choose your own level" tasks with Bloom's higher level thinking - where are you at? How can you progress?
If its good for one S it is usually good for all Ss
A6 Our students are off to CERN, to russia, to israel to compete and challenge the best in the world cause our teachers care
authentic audience, context, flexible, interest driven, innovative. Sounds perfect to me.
Offers access to treasures worldwide. We should be doing more globally to connect students virtually https://t.co/CWgrFBwcNL
A6: Had a student that I accelerated from 5 to 7 - I taught her both years. Now a Dr and keeps in contact. 1/2
Nice, this is more about value-added journies than outcomes!
Nice, this is more about value-added journies than outcomes!
of course not a dirty word! We need a new approach to this. Emerging research. G & T have not been catered for
A6: showed a G&T 6 y.o. how to use a 2.0 tool. He trained 6 other group leaders and used tool in more depth
We don't have exams and external agencies to answer to. Easy for us Stuart
A6: Have my own kid that was identified last year. She's being beautifully challenged this year. So happy.
A6 - S made analytical video of poem. Sent it to poet. Shown at his funeral. S attended film school. All instead of an essay
and I'm saying there are measures to help us do this? Why are you against them?
Yeah, wix is solid and has awesome features.
A6 our special needs kids shone like the sun became teh expert 2go2 to when teh minecraft games began & they could code best
My theory (and other G Ss turned adults agree with me) it's just another spot on the ASD...
He loved it. Students gave him feedback and he implemented some. Was amazing to be a witness.
This sounds good. Do you have more info please?
absolutely! Engaging w data in different ways, knowing Ss benefits all
NZQA are going the right way, killling exams...at last!
of course they do. We need to understand the gifted
Yup - especially in UK tempting to teach to the test!
But if Ts are controlling, great Ss can be held down. Way down.
A6 - Haven't worked with any G&T Ss. Have got some who've shown interest in a range of things, which I'd love to nurture
I think it's knowing personality behind the student as well, their motivations.
we need to acknowledge the gifted & there are effective ways to do this
Yes so true https://t.co/PsNapwkvJo
We do have to make sure that G/T students are able to do all at their grade level. Some have gaps, assumed knowledge.
A6 our top scholar is top debater top actor top student because he learned that in diversity is the greatest strength for all
Very cool. No doubt did his self-esteem the world of good to be valued for his unquieness.
Yeah can send you some of our examples from work tomorrow if you like.
twice exceptionality & 'out of sync' is very common in G Ss
Great post. Often it's not in standard testable environments G & T truly seen! A6
Thanks Loretta. It was practical attempt to filter student directed learning through practical realities.
A6 Got an Eng student to Schol despite him fighting with all his teachers and never writing anything!
She repeated grade 11 in order to attend a media college to get into film school. Inspirational young lady.
Definitely! I've been wondering lately if I fall under that category, so very personal to me atm
A6 the greatest success is to see students stumble falter fall then fledge fling & fly to soar to heights undreamed of by all
Yes please, and thank you.
can't rely on just tchrs intuition for this, there are effective measures & research we use to inform practice
Go for it. Ts need more time to ensure and prepared individualised learning!
A6 success is to see days turn to weeks to months of failed lab experiments to discover finally in passing real new knowledge
A measure can anything of observance?
Was infectious too. Other Ss took diff initiatives by seeing his passion. Best days in class.
Yes this is awesome. I feel inspired. Ss like these inspire us Trs too.Great stuff.
Great to sight learning happening without teacher direction as well!
no problemo - remind me if I forget! :)
Keeps our fires burning too and our relevance!
Thanks and Dodgy reception here tonight.
A6 all my kid, all my students, all my classes ARE G&T and we the gatekeepers need to know where how and what will help learn
There are ways to measure it, but for some it is obvious without the testing (from my experience)
