Friday, December 2, 2022
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Melanie S. Meyer Educators are pulled in many different directions as they try to address mandated standards, accountability testing requirements, …
How can G/T teachers and specialists share strategies with other teachers? This article outlines models and tools for easy reference. This quick “one-pager” can be used as part of any G/T teacher’s toolkit.
This video shares an online Connect Chat on serving G/T and advanced learners in small districts, including discussions of solutions and challenges to meeting students’ needs and how you take care of yourself while wearing multiple hats.
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.
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).
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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