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nikkilh

Gifted and Talented vs Advanced Placement: Know the Difference to Prevent GT Burnout - ... - 0 views

tenneyschool.com/gifted-and-talented-burn-out

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • When a child has been identified as gifted and talented, this means that they have a greater potential for learning in at least one subject. GT kids can be exceedingly creative or intensely analytical. They can be socially mature or delayed, they can be introverts or extroverts, goofballs or unusually serious. In other words, you can’t stuff them into a single easy to categorize box.
    • nikkilh
      nikkilh on 29 Jan 22
       
      What a gifted and talented (GT) student can appear like, but not all the time
  • Gifted and Talented vs Advanced Placement
  • They need more time to think and explore, not more time doing homework and yet some schools work on the false impression that GT simply means ‘academic superstar’ and pile on the AP classes and maintaining this schedule is expected in order to keep your ‘gifted’ qualification.
mrsremick4

Three Models of Curriculum for Gifted and Talented Students | The National Research Cen... - 0 views

nrcgt.uconn.edu/...fall945

Gifted and Talented Adaptations

shared by mrsremick4 on 19 Nov 21 - No Cached
  • excellent resource in helping teachers develop challenging curriculum for gifted and talented students in their classroom. The book is unique in that it focuses exclusively on curriculum development and is geared toward all grade levels. Three curriculum models are emphasized throughout the book and each is explained in detail in the first chapter.
Katelyn Karsnia

Gifted and Talented Students - The Department of Education Tasmania - 0 views

www.education.tas.gov.au/...gifted-students

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • What do we mean by gifted and talented students?
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      classification of a GT student and definition
  • Gifted students also have access to a range of extension and enrichment programs; these include in-school programs and online opportunities such as the Gifted Online courses.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Learning opportunities for GT Students
  • Talk to your child’s teacher or principal. This website has information including: Extended learning procedures for schools Acceleration procedures for schools Frequently Asked Questions about Early Entry to Kindergarten – Cross Sectoral Information for Parents Gifted Online courses The Tasmanian Association for the Gifted (TAG) is a non-profit, parent based organisation, affiliated with the Australian Association for the Education of Gifted and Talented (AAEGT). Contact TAG at https://www.tasgifted.com/contact-us/
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Resources for GT students and their families
Natasha Luebben

Developing Empathy through Retold Fairy Tales | PBS LearningMedia - 0 views

lptv.pbslearningmedia.org/...thy-through-retold-fairy-tales

social studies resource

shared by Natasha Luebben on 10 Oct 21 - No Cached
  • Ask students to define empathy
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      3G: use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking
  • After watching the video, discuss the following questions: What was the most memorable moment in the video? Why did that moment have an impact on you?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      4E: 4E understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values
  • Explore the notion of perspective taking and how it leads to empathy. Ask students, Why is it important both at an individual and a more global level to understand and respect each other’s experiences? (People’s experiences inform their viewpoints.) Have students brainstorm other ways a person can use to become more aware of how another person is feeling, thinking, or behaving and why such insights are important.
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      4E understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values
  • ...3 more annotations...
  • As the groups deepen their understanding of their characters, they should write down or express their ideas through drawings. Circulate among groups and ask guiding questions to help students answer the questions. For example, “What did you read or hear that makes you write/draw that?”
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • Groups should take a few minutes to share and reflect on their work, either with other groups or as a class. Here are some questions to consider:
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
  • After discussing some of the core skills that are needed to be empathetic, present students with their assignment as well as a rubric. Ask them to choose a folk or fairy tale or myth and rewrite it from the perspective of a different character. (They can choose a hero or heroine, but it may be easier to choose the villain.) How would a more empathetic understanding of the character change the narrative? How would it affect the meaning of the story?
    • Natasha Luebben
      Natasha Luebben on 10 Oct 21
       
      7I support and expand learner expression in speaking, writing, and other media
nikkilh

Identification | National Association for Gifted Children - 1 views

www.nagc.org/...identification

2e

shared by nikkilh on 24 Feb 22 - No Cached
  • Identification
    • nikkilh
      nikkilh on 24 Feb 22
       
      Identifying 2e Students
  • Gifted learners exhibit different characteristics, traits, and ways to express their giftedness.
  • Giftedness is represented through all racial, ethnic, income levels, and exceptionality groups.  
  • ...2 more annotations...
  • Early identification in school improves the likelihood that gifts will be developed into talents.
  • Because no two gifted children are alike is important to collect information on both the child's performance and potential through  a combination of objective (quantifiably measured) and subjective (personally observed) identification instruments in order to identify gifted and talented students.
Siri Anderson

The Answer Sheet - What 'Superman' got wrong, point by point - 0 views

voices.washingtonpost.com/...-superman-got-wrong-point.html

social_studies school-improvement ROI teacher_education

shared by Siri Anderson on 28 Sep 10 - No Cached
  • According to the Department of Education, the country will need 1.6 million new teachers in the next five years. Retention of talented teachers is one key. Good teaching is about making connections to students, about connecting what they learn to the world in which they live, and this only happens if teachers have history and roots in the communities where they teach
  • The film-makers betray a lack of understanding of how people actually learn, the active and engaged participation of students in the learning process. They ignore the social construction of knowledge, the difference between deep learning and rote memorization.
  • Waiting for Superman has ignored deep historical and systemic problems in education such as segregation, property-tax based funding formulas, centralized textbook production, lack of local autonomy and shared governance, de-professionalization, inadequate special education supports, differential discipline patterns, and the list goes on and on.
  • Siri Anderson on 28 Sep 10
     
    Wendy thanks for this link on Facebook. I'm going to see it tonight! I look forward to debate on this topic in the weeks ahead.
Siri Anderson

Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
moltman

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views

iowa.pbslearningmedia.org/...ca-immigrants-past-and-present

Lesson Plan

shared by moltman on 06 Oct 21 - No Cached
  • Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.
    • moltman
      moltman on 06 Oct 21
       
      Standard 3- use a student's thinking and experience as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples or student thinking. Students are asked to use their prior knowledge of what they know about immigration which will help the teacher gauge their level of understanding about the topic.
    • moltman
      moltman on 06 Oct 21
       
      Highlighted
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • moltman
      moltman on 06 Oct 21
       
      Standard 4E - understand a student's learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values. This is done by having students talk about their personal backgrounds and helps their peers understand from their experiences. Students tend to listen better to their peers and enjoy learning about their classmates.
  • Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
    • moltman
      moltman on 06 Oct 21
       
      Standard 7I - supports and expands learner expression in speaking, writing, and other media. Students are placed in groups and they will use what the teacher has taught them to research on individuals. The teacher provides a website for research.
  • moltman on 06 Oct 21
     
    "Ask your students to brainstorm a definition for the word, and jot down their ideas."
juliajohnson00

Storytelling in the Social Studies Classroom | Read Write Think - 1 views

www.readwritethink.org/...lling-social-studies-classroom

Lesson Plan Improvments Human Relations Social Studies

shared by juliajohnson00 on 27 Sep 21 - No Cached
  • tell their own stories and explore the stories of other Americans
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 3G: use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening, and responding to group interaction, and eliciting oral, written, and other samples of student thinking. Standard 7I - support and expand learner expression in speaking, writing, and other media
  • A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 7I: support and expand learner expression in speaking, writing, and other media.
  • Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 4E - understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
Siri Anderson

Search Classroom Resources | PBS LearningMedia - 3 views

tpt.pbslearningmedia.org/search

PBS Human Relations History primary_sources

shared by Siri Anderson on 30 Sep 21 - No Cached
  • ways that we can find out about people, places and events that took place a long time ago
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is an example of 4E.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This shows understanding of Standard 4E: "Understand how a students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, and other samples of student thinking." Asking students to brainstorm about the topic they are about to study activates their prior knowledge so they can potentially make a connection between the new material and what they already know.
  • Discuss the responses with the students
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      3G --use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking;" By eliciting student voices in a discussion the teacher can understand how they relate to the concepts that are being taught today.
  • ...8 more annotations...
  • Explain that we can also learn a lot by looking at photographs and drawings from the past.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is a little supportive of 4E, by presenting varied nationalities and cultures within the lesson, and encouraging the students to think that they have agency (you can learn alot) to look into their "photographs or drawings from the past" the teacher is demonstrating respect for the diverse backgrounds in the room.
  • would you like to ask
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is also supporting 3G -- "eliciting student thinking"
  • Ask the groups to compare their photos. Ask them to find at least two things that are similar in the two photos and at least two things that are different.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I, "support and expand learner expression in speaking, writing, and other media" because the teacher is scaffolding experiences for the students to talk to and learn from one another.
  • describe the type of information that they were able to discover from looking at the photographs. (What people looked like, what people wore, etc.) Ask students to share some of the questions that they thought about when observing and comparing the photographs.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      Another example of eliciting student thinking, 3G. Also supports speaking 7I.
  • Kristi never met her father’s parents
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is moderately supportive of 4E. By sharing the story of a person whose family did not have contact the teacher is making more space in the room for learners who also may not have met their grandparents, or parents. ; (
  • Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports 4E, the teacher is establishing that families have different cultural practices which makes more space in the room for children who may have felt that cultural practices in their own family are "weird." This provides space for "difference" as cool.
  • Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I. The students are encouraged to express themselves in a media other than writing and speaking.
  • create their own drawings
    • Siri Anderson
      Siri Anderson on 01 Oct 21
       
      This is another example of 7I because the students are expressing themselves in another medium.
  • Siri Anderson on 30 Sep 21
     
    These standards are not at all aligned with this lesson!
ashleydoucette91

What Makes a Family? | Learning for Justice - 1 views

www.learningforjustice.org/...what-makes-a-family

3140 lessons

shared by ashleydoucette91 on 10 Oct 21 - No Cached
  • small group, ask students to brainstorm
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
  • Have them describe different family make-ups
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 3G. Students will be most likely to talk about what they have at home first. By eliciting students share with one another, they bring new experiences to the discussion.
  • Ask students what a biography is
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 4E. - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" Students knowledge of what a biography is will be influenced by their previous knowledge.
  • ...7 more annotations...
  • brainstorm a list of questions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 4E. The list of questions students brainstorm will be based on what they may already know or not know about Michael Oher and his life.
  • share their opinions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 3G eliciting students to share their thinking.
  • students work with a small team to give an oral presentation
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      An example of 7I. - "support and expand learner expression in speaking, writing, and other media" Having small student teams give an oral presentation about what they learned shows how they have expanded their learning. Prompting them to think about new things they learned and built upon previous knowledge. Speaking for a presentation is an appropriate medium for this.
  • Draw the outline of a tree on chart paper
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. Allowing the students to create a visual representation to support and expand all students' knowledge.
  • every student in the class create illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. This allows students to express their knowledge in a different(visual) medium.
  • share their illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Example of 7I.
  • write an acrostic poem using the word FAMILY.
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 7I. It allows students to express themselves in a way that isn't always thought of. This could be shared in either written or oral form.
angieharris

Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views

www.learningforjustice.org/...-gender-stereotypes-in-stories

ED3140 HR Human_Relations BSU Gender Lesson_Plan_Revision

shared by angieharris on 08 Oct 21 - No Cached
  • Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
  • As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
  • Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
    • angieharris
      angieharris on 08 Oct 21
       
      This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
gracejohn2021

Inclusivity in the Classroom | Center for Teaching Excellence - 0 views

teach.ufl.edu/...inclusivity-in-the-classroom

Inclusivity lesson classroom Learning Environment

shared by gracejohn2021 on 06 Sep 21 - No Cached
julielyncarlson

Teaching Gifted Students in Full-Inclusion Classrooms - Blog | USC Rossier - 0 views

rossieronline.usc.edu/...s-in-full-inclusion-classrooms

inclusion gifted talented

shared by julielyncarlson on 06 Sep 21 - No Cached
  • One of the benefits of teaching gifted children in a full-inclusion classroom is the ability to focus on their specific areas of giftedness
    • julielyncarlson
      julielyncarlson on 06 Sep 21
       
      How can I help my gifted students feel normal?
  • Unfortunately, when students are identified as gifted, they are often treated as if they are gifted in every area and therefore receive high-level instruction in every area, even if they are not ready for it.
  • ...1 more annotation...
  • Being gifted is not easy. Often when gifted children are pulled out of the general education classroom they face ridicule from their peers.
clwisniewski

Visual impairment in the classroom - 0 views

www.readandspell.com/...al-impairment-in-the-classroom

Visual Impairment in the Classroom

shared by clwisniewski on 17 Nov 21 - No Cached
  • Visual impairment in the classroom
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Another great classroom resource!
  • Visual cues are central to most early childhood education systems.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      This is incredibly true, almost every lesson we will teach have some aspect of a visual. How will we accomplish our lessons without visuals?
  • In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Prior to research, when I heard "vision impairment" I would typically think of someone who is blind. Throughout researching this disability I have realized that it is so much more. Something as simple as needing glasses for being near sided or far sided is consider a vision impairment.
  • ...4 more annotations...
  • Tips for teachers working with students who are visually impaired
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Below are some very basics tips to help accommodate your visually impaired students.
  • Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      An interesting statistic!
  • Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      It's good to continue assessing visually impaired students in case they need further assistance.
  • For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      This could be included in a student's IEP, so they have access to a device that can assist them with reading and writing.
mrsremick4

Curriculum Development for Gifted Students | Study.com - 0 views

study.com/...pment-for-gifted-students.html

Gifted and talented

shared by mrsremick4 on 19 Nov 21 - No Cached
  • Increasing Depth, Complexity, and RigorAnother way to develop curriculum for gifted learners is to incorporate greater depth, complexity, and rigor. You can achieve this through a variety of strategies. One simple method is to provide students with questions requiring a higher level of critical thinking. Discussion groups, such as Socratic seminars and fishbowl discussions, in which students explore such questions are particularly effective--you can ask your students to paraphrase their peers' responses and then add on or pose other questions.
mrsremick4

Gifted Program Curriculum, Goals and Objectives | Paradise Valley Unified School District - 0 views

www.pvschools.net/...curriculum-goals-objectives

Gifted and talented

shared by mrsremick4 on 19 Nov 21 - No Cached
  • Promote critical thinking and reasoning abilities. Develop and expand thinking skills. Utilize differentiated strategies for learning. Build or extend cognitive language skills. Facilitate opportunities for learning.
mrsremick4

Jack Kent Cooke Foundation Scholarships | Northwestern Center for Talent Development - 0 views

www.ctd.northwestern.edu/-cooke-foundation-scholarships

GT IEP GIFTED

shared by mrsremick4 on 19 Nov 21 - No Cached
  • About the Jack Kent Cooke Foundation The Jack Kent Cooke Foundation is dedicated to advancing the education of exceptionally promising students who have financial need.
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