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.
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.
Preassessment and reflection are essential components of defensible differentiation. After planning, preassessment data provide information to reveal students’ readiness and interests in the content while reflection highlights what has been learned and sparks questions for further learning. Preassessment and reflection are keys to making differentiation defensible!
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