Sunday, April 18, 2021
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Transitioning from a worldwide pandemic back to lives we recognize will bring gifted children both novel and perennial challenges amplified. Please join us to explore our gifted children’s most pressing issues.
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In this panel session, Black scholars of I-URGGE offer examples, tips, data (state, national, and international) on gifted programming, and inclusive pedagogies that support all gifted students.
This article explains why students should continue to prepare for and take the SAT and/or the ACT exam, even during temporary options for test blind or test optional admission.
Join Dr. James Delisle and Deborah Delisle, authors of the Legacy Book Award-winning Creating Strong Kids Through Writing, as they share their lessons learned from their combined years in the classroom on how social-emotional learning can be embedded into classroom curricula to make a lasting, personal impact on student growth.
This resource provides 6 steps for educators who are interested in becoming intentionally anti-racist in their classroom. It walks teachers through reflecting and growing, classroom management, lesson ideas, and resources for secondary students. These tips are based off of the on-going trial-and-error journey of Sarah Wiseman, M.Ed.
In this interview, Viridiana Carrizales, cofounder of ImmSchools, an organization that partners with K–12 schools and educators to support undocumented and immigrant students and families, shares how educators can support G/T students who are immigrants or undocumented.
Implementing culturally responsive teaching practices in your classroom can help create a multicultural and inclusive instructional environment.
Finding bilingual resources for high-ability learners continues to be a challenge. This resource list is intended to provide a variety of options in curricular and high-interest areas. It includes sites with language support, materials in Spanish, or both.
This guide provides a high-level overview of the plan, with suggested items families should know about in each section, and links to related resources to help families, parents, and guardians find answers and advocate for their G/T students.
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Disclaimer: The views and opinions expressed in TEMPO+ articles and advertisements do not necessarily reflect a TAGT position. Articles shared are intended to inform members about the conversations affecting those in our field.
