Principals should ask themselves these Top 10 questions about their campus G/T program to ensure they are following House Bill 3 requirements.
This column will explore the many ways educators of gifted students are transitioning their teaching to virtual and hybrid settings.
Attendees met live with Emily Mofield and Vicki Phelps to discuss their book Collaboration, Co-Teaching, and Coaching and some of the reflection questions included. Participants read the book on their own, then joined in for the conversation.
We know your passion for gifted education isn’t just a once-a-year commitment, and in 2020, we especially know the importance of keeping your bucket filled and your passion strong. Join your fellow giftED20 attendees for these awesome Sneak Peek sessions with some of your favorite presenters!
The theme of the final issue of TEMPO is “Looking at the Past and Toward the Future in Gifted Education: A Focus on Critical Attributes of Important Issues.” I hope you enjoy and benefit from the articles; they address a sampling of topics that I feel best represent some of the most critical aspects of gifted education in light of our past and in planning for the days that lie ahead.
If you are reading this, you know that gifted kids have the same needs for understanding, love, equity, and advocacy as any other child with a learning difference.
The identification of gifted and talented students is interconnected with the conception of giftedness and program services. Exploring these relationships from the past is important in examining the future of identification and its critical attributes.
This article discusses the invaluable need to focus on equity and how culture matters in all aspects of GATE recruitment and retention efforts beginning in early childhood—identification and assessment, social-emotional and psychological needs and development, and curriculum and instruction.
It is timely to consider another critical issue that has impacted the health of our educational institutions. It is the issue of the lack of provision of differentiated curriculum for our top learners.
Focusing on product assessment, this article highlights the DAP Tool (i.e., the Developing and Assessing Product Tool) as a protocol for assessing products.
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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.
