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Keyword: Differentiation

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Identification

How Paradigmatic Viewpoints and the Texas State Standards Influence Identification Practices

This article provides district administrators and educators of gifted and talented students with an overview of how gifted identification practices align with each of the paradigms, as well as how they are supported by the standards established in the Texas State Plan.

Change concepts with yellow paper airplane leading among white
Instruction

The Critical Issue of Curriculum Differentiation for Gifted Learners

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.

Male teacher working with elementary school boy at his desk
Instruction

Product Assessment: Using the DAP Tool Rather Than Multiple Rubrics

Focusing on product assessment, this article highlights the DAP Tool (i.e., the Developing and Assessing Product Tool) as a protocol for assessing products.

Distance learning online education. A schoolboy boy studies at home and does school homework. A home distance learning.
Instruction

Connect Chat: Ideas and Tips for Serving G/T Students in 2020

G/T educators joined together in this Connect Chat for a brainstorm session to share ideas and strategies for successful G/T services during this unique school year. Attendees shared questions, ideas, challenges, and what they’ve learned so far.

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Instruction

A Crash Course on Curriculum Compacting

Curriculum compacting is an effective approach for organizing differentiated learning experiences for diverse gifted learners. We will explore how to identify content and skills that your students have already mastered and ways to replace it with differentiated curriculum, enrichment, or acceleration to enhance your students’ strengths and excitement for learning!

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Instruction

PBL and the Engineering Design Process for STEM Learning

This article describes an interdisciplinary PBL instructional design model that allowed students to drive the questioning and creation as they engaged in the engineering design process.