Friday, June 18, 2021
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This giftED20 student panel provided a view into the world of gifted minority students. In the session, a group of young minorities addressed academia and perceptions of their own, their peers, and their teachers. Gain insight into how the students have developed coping skills.
TAGT hosted this Connect Chat on how secondary G/T services have adjusted to meet the needs of virtual and hybrid learners and virtual/hybrid programming, including discussions on how you’ve innovated your virtual/hybrid offerings for secondary G/T students, how to manage advanced classes online and in-person, how you’ve added what you’ve learned from virtual settings to your in-person services, and how to adapt college prep and college and career readiness to new settings.
TPSP provides more than just what to do: TPSP also offers the why and how to meet G/T students’ learning nature and needs.
A recent article in the Hechinger Report reported on a study by Christopher Redding and Jason Grissom, soon to be published in Educational Evaluation and Policy Analysis. In this study, the authors used data from the Early Childhood Longitudinal Study – Kindergarten (ECLS-K; 2010 – 2011 cohort) to see if students who were reported as receiving gifted services performed better than they had prior to receiving services.
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.
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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.
