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.
Are you new to Twitter chats? We use the Q1) / A1) format. Please remember to use the #gtchat hashtag to participate in the conversation. This will make sure that other chat participants see your tweets.
A1) Ability grouping can be a boost to a gifted student’s self-esteem by reducing exposure to bullying, name calling, and feeling like they are loners. #gtchat
A1) I don't know much about ability grouping so I'm guessing here... positively and negatively. They may define themselves by where they're placed rather than their personally perceived abilities. #gtchat
A 1)
At first... GT students may identify as the smartest kid in the room. Then when grouped w/peers, self-esteem may take an initial hit. After settling in, they have peers and deeper connections. @TXGifted#TAGT#gtchat
Definitely have students that will define themselves based on their groups. If grouping is flexible (aka constantly changing), this is less likely #gtchat
A1) it can be positive- finding a peer group, but gifted kids are such a diverse group that it could also bring up some feelings of inadequacy/ imposter syndrome #gtchat
A1) Ability grouping aids in placing highly-abled students together where cooperative and collaborative work result in mutual respect in pride in results. Shared work load improves student’s belief in their contribution. #gtchat
A1) Definitely helps them push themselves and see that others are thinking the way they do. Also offers them a positive experience in their group. #gtchat
A1. When the group is the same (a pair of #gifted students for instance), they can get frustrated if their personalities don’t click and they’re always together #GTChat
I had the same response - could be either negatively or positively. Negatively if they discover they're not the smartest one. Positively if they are challenged and get to work with others like them.
A2) I know this is intended to be an argument for grouping, but I think there is discomfort surrounding grouping by intelligence that doesn't exist for "raw talent." Perhaps it's seen as too subjective. #gtchat
a2| Interesting, as a P, did not know they weren't grouped, perhaps we're thinking that their acceleration rates are the same which we know isn't true from evaluations and assessments. #gtchat
A2) It is sometimes beyond belief that society is so accepting of the benefits of ability grouping in sports and the arts; yet expresses such anathema towards academic grouping. We can be born to be anything but intellectually gifted. #gtchat
A 2) sounds horrible, but the athletes and musicians aren't "nerds." There is a negative stereotype prevalent in the country about being smart. That has to change. @TXGifted#TAGT#gtchat
A2. Pairing ability is no different than pairing students for athletics or musical endeavors...the essence is to get those similar interests and talents working off each other #GTChat
A2) I believe that we should give all students the opportunity to be challenged and to learn with others who are working at the same level, not just high ability students. Ability instead of age. #gtchat
A2. Pairing ability is no different than pairing students for athletics or musical endeavors...the essence is to get those similar interests and talents working off each other #GTChat
A2) In the court of public opinion, the gifted community must take the high road – look for ways to improve identification, define what being gifted is and isn’t; then, focus on self-care for our kids. #gtchat
A2) We accept that not everyone has athletic or musical talent, but we don't want to accept that some might have more intellectual "talent" than others. That's somehow unfair. #gtchat
Agree! I think that's the main stumbling block globally - a lack of understanding what it means to be gifted/talented. Perceptions are not accurate. #gtchat
The fact that high ability is measured differently in different districts doesn’t help. 2e, ELL, and CLD learners may not appear to be “high ability” based solely on testing or written output. #gtchat
A2) In the court of public opinion, the gifted community must take the high road – look for ways to improve identification, define what being gifted is and isn’t; then, focus on self-care for our kids. #gtchat
A2) We accept that not everyone has athletic or musical talent, but we don't want to accept that some might have more intellectual "talent" than others. That's somehow unfair. #gtchat
A3) Grouping can take many different forms and look very different in elementary school than it does at the secondary level. Grouping strategies should be tested and adapted to specific situations when necessary. #gtchat
I sometimes group by interest within my GT classes. One group of second graders are researching the Titanic; the other wanted to explore rainforests. #gtchat
A3) I teach a GT class. My favorite grouping is letting them self select who they want to partner with-if they want to partner with anyone. They always seem to pick different people depending on the assignment. They know... @TXGifted#TAGT#gtchat
A3) In math you can group by readiness levels and in reading by lexile. I find that when you group by interest such as choosing a project or competion, students excel beyond subject area. #gtchat
A3) Grouping may be strictly tracking (secondary) in some instances when student choice dictates a specific career path. Grouping can consist of cluster grouping in inclusive classrooms and flexible grouping when called for. #gtchat
I sometimes group by interest within my GT classes. One group of second graders are researching the Titanic; the other wanted to explore rainforests. #gtchat
A3) Small group rotations in the elementary classroom can allow teachers to differentiate the curriculum and spend time with groups who need the most intervention while allowing others more independence. #gtchat
A2) It is important to remember that high-ability students grouped together will push them to find deeper answers. It isn’t elitism; it improves their learning. #gtchat
A3)Full time ability grouping, Multi-age classes, Subject ability/achievement groups, Cluster groups, Grouping students by topic or subject, Pull out/withdrawal programs, Like ability cooperative groups, Enrichment clusters Interest groups #gtchat
A4) Ts have to teach the social skills and strategies needed to work in a team. Some Ss don't know how. And some GT Ss don't know how to follow a group-they want to lead them all. @TXGifted#TAGT#gtchat
A4) Teachers should be flexible in their approach to grouping; willing to change/tweak what might not be working. They should consider that needs of all students to see what works best. #gtchat
A3) Grouping may be strictly tracking (secondary) in some instances when student choice dictates a specific career path. Grouping can consist of cluster grouping in inclusive classrooms and flexible grouping when called for. #gtchat
A4. By involving students in the construction and organisation of the groups as well as the leadership. Also involvement in owning and planning the learning. #gtchat
A3) At the high school level, they know which students will work hard. Letting them pick their groups can be an amazing eye-opener as they choose the hardest workers, not their friends. #gtchat
Andrew McBurney, Social Studies Dean. A4) Teachers can survey students at the beginning of the semester about learning preferences and then plan groups accordingly, either ability or diversity, depending on the need. #gtchat
It would be fun to group all the introverts together to see what creative way they come up with in order to get their point across. Same with extroverts. #gtchat
A4) Grouping becomes more effective when we drop labels that trigger preconsieved opinions about students' ability. Groups should be based around the outcome that you are looking for. #gtchat
A4) Effective grouping can ensure success across the intellectual spectrum; presenting challenge at the appropriate level. Teaching how to work in a group should be the first step when introducing grouping. #gtchat
A4) The reason for grouping should be clear as should the measure use to form groups, whether its interest or ability. There should be some flexibility and a global look at who’s not included. There should be some analysis to make sure underserved pops are represented. #gtchat
I got mine there also! I just discovered the reason for the weird half circle pattern on the card. It matches up with another (or you can have the Ss find complimentary patterns) to put 2 very different images together. #TAGT#gtchat
A4) Having designated jobs for the group members helps them know what they need to do. It also takes the stress from the students to know they will not be penalized for somebody else not pulling their weight. #gtchat
A5) States with larger % of 8th grade Ss tracked in math had larger % of high-scoring AP students four years later. Heightened AP performance held across racial subgroups—white, black & Hispanic. #gtchat
A5) Yes, when students are ability-grouped it can make planning for and accessing equitable instruction more likely to occur. Teacher can focus on meeting the needs of the students. #gtchat
A5) Equity has a better chance to occur when the ‘human’ factor is reduced within the identification process; reliance on universal screening is better. #gtchat
A5) States with larger % of 8th grade Ss tracked in math had larger % of high-scoring AP students four years later. Heightened AP performance held across racial subgroups—white, black & Hispanic. #gtchat
A5) Yes, but each group's "zone of proximal development" would necessarily be different, and the challenge would have to be tailored, with each member pulling his/her weight, to raise the abilities of the group. I might make it 2-part with diversity grouping part. #gtchat
A6) Grouping should be considered simply another tool in the classroom teacher’s toolbox; a different strategy to be used to meet students’ needs. #gtchat
A6. I think it's about having policies and procedures in place and evaluating programmes. Grouping is one tool to meet the needs of g & t learners. #gtchat
A6) Grouping should be just one of the provisions on a smogasbord of options - others could be acceleration, mentoring, social/emotional care etc
#gtchat
A6) Grouping should be considered in addition to other strategies as part of the student’s total educational plan. Students have different strengths and often challenges which need to be met with a variety of options. #gtchat
A6) I guess the easiest way would be to budget time for individual activities and pursuits. Working together is important and useful, but gifted kids need to be allowed to chase their own paths. #gtchat
A6) You can have high achievers who are not gifted. Ability grouping cannot be the gifted service model...gifted programs must focus on developing critical and creative thinking, leadership skills and problem solving. Offering opportunities in fine arts and STEM #gtchat
Our next chat will be on Thurs Feb 15th at 8E/7C/6M/5P US & Fri 16th Feb at 2 PM NZDT/Noon AEDT/1AM UK for “Boost: 12 Effective Ways to Lift Up Twice-Exceptional Children” with guest Kelly Hirt @MyTBP from @GifteHF Press #gtchat
