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Gifted Exploration Workshop
Transcript of Gifted Exploration Workshop
Hornets Nest Elementary School
Discovering Gifted Education
Qualities of Gifted Students:
Catalyst Models for Gifted Education:
Implementation and Collaboration:
Ideally students would receive higher level instruction from their general education teacher(s) and the TD/Catalyst teacher. Sometimes this is easier said than done...
What's Beneath the Surface?:
by Christina Roth
How Can I Help You?
Tips for Teachers and Parents:
1. Never let your gifted child go to school angry.
2. Be sensitive in sensitive situations.
3. Be aware of the words you use and aware of the words others use.
4. Ask yourself: "Whose problem is it?"
5. Develop a plan.
6. Document your activities.
7. Thank your teachers (parents).
8. Be informed.
9. Join with other parents for emotional support.
10. Recognize that how well your child is educated depends primarily on you.
The Goal of Gifted Education:
Definition of Giftedness:
Students who possess outstanding abilities to perform in one or more areas with respect to intellect, creativity, or skills associated with specific disciplines (Davis, Rimm, & Siegle, 2011, p. 19).
Possible Areas for Exceptional Achievement:
General intellectual ability
Specific academic aptitude
Creative or productive thinking
Visual or performing arts
**Academically or Intelligently Gifted (AIG) students require differentiated educational services beyond those ordinarily provided by the regular educational program (Article 9B, 1996).
Academically or Intellectually Gifted Students, Article 9B NC. Chapter 115C-150.5-150.8 (1996). Retrieved from
Charlotte-Mecklenburg Schools. (2012). Appendix A: Talent development identification/screening. Retrieved
Charlotte-Mecklenburg Schools. (2010). Reach Further 2013. AIG-State Plan Executive Summary, 1-4.
Retrieved from http://www.cms.k12.nc.us/cmsdepartments/ci/astd/Documents/AIG-
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the Gifted and Talented (6th Ed.). Upper Saddle River,
NJ: Pearson Education, Inc.
Lloyd, M. P. (2002). Ten tips for parents of gifted students. Hoagie’s Gifted Education Page. Retrieved from
Pagano, L. (n.d.). Collaborating and communicating with classroom teachers: Setting the stage for a successful year
in TD. Retrieved from http://mspagano.cmswiki.wikispaces.net
Ritchotte, J. (2010). Reversing gifted underachievement: An intervention that set one student on the path to success. Parenting for High Potential, 21-26.
Swank, T. (2010). Generating healthy discussions: Akeelah and the Bee, 1-2. Swank Motion Pictures, Inc. Retrieved
Winebrenner, S. (n.d.). Challenging gifted students in every classroom. Education Consulting Services, Inc.
Retrieved from http://www.susanwinebrenner.com/handouts/tagt_challenge_strats.pdf
The CMS Talent Development and Advanced Studies Department (2013) requests each school to help gifted students do the following:
Express their unique social and emotional qualities
Strive for self-actualization
Foster creative, critical, and innovative thinking
Practice self-directed learning and independent problem-solving
Engage in collaborative experiences
Develop the capacity to see interconnections among the disciplines
Apply life skills for leadership, accountability, adaptability, productivity, and social responsibility.
Choose one of the areas above and discuss what this component would look like at our school level.
Gifted Identification Process:
Prior to Testing: Identification and Beyond:
Teachers fill out the Gifted Rating Scale(GRS) for every first grader.
TD/Catalyst teacher scores the GRS forms and compiles a list of possible portfolio students for the following year.
The TD/Catalyst teacher and classroom teachers work to create small groups of K-2 students for catalyst model lessons.
During Second Grade:
Students take the CogAt test in the Fall.
TD/Catalyst teacher receives scores and updates the gifted rosters.
Certified gifted and catalyst students form new groups and are serviced via inclusion and/or pull-out each week.
Positive Characteristics Negative Characteristics
Early and rapid learning
Superior language ability
Enjoyment of learning
Analytical thinking ability
Sees the "big picture"
Multiple capabilities (multipoteniality)
High career ambitions
Aware of social issues
Interest in adult topics
Uneven mental development
Variable frustration and anger
Opinionated(sometimes too much so)
Extreme feelings of being different
Take the quotation from the middle of your table and discuss what the quote means. Additionally, discuss how you would attempt to help a student who might say something like your quote.
Components of Differentiation:
This QR Code Links to another set of great resources for gifted students!
What about Materials?
Compacting gives students a condensed version of the curriculum in an short amount of time. Students take part in pre-/post-tests and follow the information with a series of enrichment activities and projects (Davis et al., 2011).
Before You Leave...
Welcome...Please Find a Group:
While You are Waiting...
Thank you for taking time out of your schedule to join me for this overview of the Talent Development Program at our school!
Today we will accomplish the following:
Look at the components of the program
Discuss the characteristics of gifted students
Collaborate and complete activities
Browse curriculum ideas and materials
Provide information on how to support families of gifted children.
Clear up any questions you might have.
What should collaboration look like?
Please take this survey when it comes to your email. Thank you!
Social and Emotional Status:
Gifted children are unique but not exempt from social and emotional issues or concerns:
Gender and giftedness
Read the article about Alex and discuss his qualities and characteristics as a student. What was unique about the approach for helping Alex? Can you think of an "Alex" in your class and how would you approach that student?
The TD teacher joins students in their classroom to provide enrichment.
The TD teacher provides the gifted students with information on an independent project to complete alone.
The TD teacher pulls gifted students to a separate setting and works with them in isolation.
Which model would the students get the most benefit from? Why?
What happens if the student only receives one type of service? Explain.
Turn to your neighbor and discuss what you saw in the video and compare it to your initial thoughts.
Think of a time you collaborated with someone and it did not go as planned. Tell the person on your left.
Think of a time you collaborated and it went well. Tell the person to your right.
Let's Learn to Collaborate!
Adapted from Ten Tips for Parents of Gifted Students (2002).