Although the State Plan (TEA, 2019) requires evaluation of student growth, the process remains difficult for Texas districts. Assessment beyond on-level state testing is required to adequately assess growth in our gifted learners and in the curriculum and instruction provided to them. Implementation of growth modeling and other suggested effective tools will support assessment of academic growth in gifted learners.
In this interactive workshop, parents will be introduced to the four core elements of purpose and learn how they can support their children in cultivating purpose along every stage of their educational journey.
This article will discuss results from a mixed methods study that explored the experiences of more than 300 elementary teachers of the gifted during the first year of the pandemic (Guilbault & McCormick, 2022).
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How do social-emotional awareness and self-regulation impact effective goal-setting, motivation, and academic achievement in gifted learners? This session provides a successful approach to personalized goal-setting through a reflective focus on intrapersonal awareness, interpersonal skills, and application to the learning process. Handouts, helpful hints, and examples of practice are provided.
Are gifted students called to lead with little support for developing leadership strengths? Guide students to understand leadership through the creation and analysis of leader stories. Develop the art of reframing leadership potential while nurturing the skills and abilities needed by student leaders to meet problems and innovate solutions, in this session, recorded at giftED21.
As initiatives begin to remedy the underrepresentation of ELLs, gifted programming must improve support for these students despite cultural and linguistic differences. This session describes ways to respond to linguistic diversity in gifted education and practical ways to implement curricular and instructional strategies that mitigate knowledge gaps and language barriers.
In this session, participants learn about an instructional unit in which 2e learners will investigate the concept of neurodiversity via the use of a thematic, interdisciplinary instructional approach.
In this session, recorded at giftED21, practitioners will examine what the research says about measuring socio-emotional and affective growth in gifted adolescents. Discussions about the potential for using these measures and how they might be utilized in different contexts will follow.
Gifted students that struggle to perform to academic expectations are often misunderstood for being lazy, or not trying hard enough. A dual differentiation definition through a cognitive diversity lens will be presented. Implementation strategies will be illustrated through case study examples.
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