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In this interview, Viridiana Carrizales, cofounder of ImmSchools, an organization that partners with K–12 schools and educators to support undocumented and immigrant students and families, shares how educators can support G/T students who are immigrants or undocumented.
Implementing culturally responsive teaching practices in your classroom can help create a multicultural and inclusive instructional environment.
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.
Using Maslow’s hierarchy of needs as a framework, participants will explore how to address the social and emotional needs of gifted English Learners. Topics include how to lower the affective filter, offer a culturally responsive classroom, provide language support, and address funds of knowledge, as well as other ideas.
Real connection requires more than wifi and a device. For students most impacted by the inequities of school closures, creating authentic learning experiences that affirm their identity and allow them to truly connect has a heightened importance. Learn tools to create this environment in this interactive workshop.
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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.
