Road to the Gifted
A Digital Portfolio
Carrie Strohl
“Develop a passion for learning. If you do, you will never cease to grow.”
-Anthony J. D’Angelo
The Diverse Gifted Learner
01
Through the Lens of Place
Through this assignment, we were able to compare different needs of urban gifted students between NC, where Summer lives, with VA, where I reside. We learned that there are different identities students have and that pulling in those identities can have a positive impact on their education. It's important that as an educator, I understand, analyze, and celebrate student identities and how it affects them overall. When we understand that the identities of our students matter, we can support them with resources that will help with their success. The more we know about our students and their backgrounds, the better we can serve them within gifted education.
Through the Lens of Economics
In this assignment, my partner Summer and I were able to explore the effects of poverty on gifted identification, how students who live in poverty do not always fit into the “typical mold”, and ways to close the excellence gap. Through the lens of economics, I have learned that I must remember to celebrate diversity, provide a rigorous curriculum, offer emotional support, and to continue my journey in professional learning and teacher training so I can support the well-being of my students, including ones from low income backgrounds.
Through the Lens of Culture
In this case study, Summer and I were able to compare and analyze diverse cultures, values, and characteristics of two students across two states. We learned students arrive at school with a wealth of cultural knowledge and values. This knowledge plays a role in how students are impacted by instructional decisions and curriculum at school. I have learned that varying ethnicities and cultures can impact giftedness and identification for gifted services. We need to view their cultural knowledge as a strength, not a deficit. Educators need to use multiple criteria for identification of giftedness, so that teacher bias does not impact decisions based only on an observation.
Exceptionality
Twice exceptional students are often misunderstood when it comes to their giftedness. These students have many unique strengths and challenges in psychosocial behaviors. This fact sheet was a collaboration with Summer to provide information about Twice Exceptional students, specifically those with Autism. We researched best teaching strategies, myths and misconceptions, and even included a section about what these 2e students wished their teachers knew about them from their point of view. We also added a section for teachers to scan to find more resources that might be of interest to them to help support and meet the needs of their 2e learners. This assignment has opened my eyes to how best to support these gifted learners.
Beyond Academics: Social Emotional Needs
When thinking beyond academics, it means what students are dealing with outside of school and academics. Gifted students develop asynchronously, which means their minds are often ahead of their physical growth, and specific cognitive and social-emotional functions can develop unevenly. This can impact their social emotional growth. We have learned that the social emotional needs of diverse learners are just as important as their academic needs. Educators and parents must be aware of these needs and how best to support and advocate for their gifted student and they must make sure to provide appropriate curriculum and opportunities to all students no matter what they may bring with them.
GROWTH
When I started this course, I thought I already knew a lot about gifted students but, I was very naive. I did not know what I did not know. The one thing I did understand was that gifted students have varying needs however, I had no clue about the different lenses I needed to view them from. These lenses are now a part of my regular practice. It gives me a different view and understanding of my student’s identities, culture, values, backgrounds, and giftedness. Through these lenses, I am able to see my the strengths of my students and not their deficits or differences. I am very thankful to know and be able to acknowledge the unique characteristics of my diverse learners so I can better meet their needs.
Foundations and Instructional Strategies
02
Identification Simulation
This assignment was our first experience with identification. It was difficult because Summer and I took this class first, instead of in the correct order! Through this assignment, it became so clear that determining who to identify as gifted is truly a process that should not just be about an IQ score or determined by a verbal IQ test. There is so much bias in many tests that it is important to include numerous methods to identify potentially gifted students. Nonverbal assessments, non-test assessments like student work samples, observations, and recommendations allow for more students to be considered as gifted students (Callahan & Hertberg-Davis,138-144). Being able to have a looking at example student profiles made it very apparent that we need to look at students as a whole, instead of just one data point.
Program Models
This assignment was one of my favorites. I had a great time digging into the curriculum model my school system currently uses by determining its strengths, weaknesses, and gaps to then be able to propose a new model that would better meet our student needs. I was able to confidently develop a plan to propose a new curriculum model with evidence to back up my reasoning. The curriculum must mesh with the gifted program that is being implemented within a school or school system. Gifted curriculum is deeper and more complex. The curriculum must meet the needs of gifted learners in its complexity, precocity, and intensity.This assignment was definitely one I can see using in my future to help illustrate how some curriculum models do not match a definition of giftedness nor do they meet the needs of their identified gifted learners.
Differentiation Strategies: Tiered and Think Tac Toe
I thoroughly enjoyed this differentiation assignment. This activity got me thinking a little deeper about what I can do to continue to make sure I am doing all I can to not only meet the needs of my striving learners, but my on-target and gifted learners as well. The process of creating the tiered activity was confusing at first because I thought it would be overwhelming. After looking over the resources available in this module, I realized that having tiers within a classroom is a way to meet the needs of all learners in a classroom. The tiers allow teachers to meet students where they are and give them what they need to be successful. Creating lessons like these did not take up a lot of time, which is something many educators believe they do not have to develop plans like these. By putting in the time to complete this work, you can meet the needs of many different students, which is what all educators should be doing at all times.
Differentiation Strategies: DAPS and GRASPS
This assignment was a collaboration with Summer and Sasha. We had already worked together to develop the original lesson plan through one of our READ classes, so naturally we decided to complete the GRASPS on it. This project challenged me to get out of my comfort zone of elementary and expand my thinking and views into the high school learner. The entire process of this assignment I was thinking I was completing it incorrectly, but it turns out, I was wrong. The DAPS let me see that we can differentiate and scaffold for not only the striving learners, but the on grade level and high ability learners as well.
Grouping
This assignment is another collaboration with Summer and Sasha. We enjoyed working together especially because it feels natural to share our thoughts and bounce off our ideas. We each researched and shared a different type of grouping- ability grouping, cooperative grouping, and acceleration. We then went into great detail about the kind of grouping we chose, the pros, concerns, and possible solutions. I have learned about how gifted students can be grouped and the importance of grouping to meet their diverse needs.
Analysis of Local Plan
This assignment allowed me to dig deep into the current gifted programming plan my school system uses. It has given me the knowledge of what questions need to be asked to find out what might be missing in the gifted plan and how to challenge and ask questions to those in charge so they can acknowledge what is missing to then make changes so that their plan is even better at meeting the needs of the identified gifted. I have learned that evaluation of a gifted program is so important for it to be successful.
Differentiation: 2E Students
This was another collaboration with Summer. We learned all about the needs of a twice-exceptional student, Brandon. After learning about him and his abilities, we were able to modify a lesson using assistive technology-voice typing, online dictionaries, citation generator, and spell/grammar check to allow him to express himself in the most appropriate and accommodating way. We also suggested extended time, scaffolded notes, graphic organizers, and a change in the final product to build on his strengths and interests. I learned how important it is to develop relationships with your students. Our students watch to see if we will build ties with them, invest in them, if we can affirm them. It is how our students respond to our invitations and opportunities that will allow them to take risks and be challenged academically (Tomlinson, 2003, p. 55).
Acceleration Debate
Who knew that research and learning could be so much fun! Debates are so enjoyable with a collaborator you enjoy working with. Summer and I developed a mock debate over the issue of to acceleration: What we do vs. What we know. My husband was the moderator and also enjoyed the project. Summer and I took differing viewpoints on acceleration, and I chose acceleration: what we do. We researched our “side” and it was determined that acceleration does have many benefits. We learned it is important for teachers to think deeply and critically about what is best for their individual students and how their choices will affect them.
GROWTH
GIFT 6100 and 6200 really gave me a firm foundation of knowledge to understand gifted learners and best practice strategies to be able to best meet their diverse needs. I have grown from 6100 in that I understand how programs must have a definition of giftedness that then aligns with their program goals, components and procedures such as identification. It is important that programs have a clear definition and their processes and procedures of identifying and implementing programs much match. If there is a disconnect between any of those parts, it will lead to no internal consistency. Without internal consistency, the academic needs of many gifted students will not be met since they will not receive services within the program. From 6200, I value and use Student identities to figure out who they are, what they need, and what motivates them to help me figure out how to best differentiate to meet their varying needs and abilities. For me to be able to effectively differentiate, I had to learn that it begins with awareness and understanding of basic student needs (Tomlinson, 2003, pp. 19-20).
03
Creativity, Critical Thinking, and Problem Solving
Problem Solving Podcast
Out of this 4 course series, this challenge was the most fun. I, once again, collaborated with Summer and Sasha to bring our different perspectives into a discussion around problem solving and creativity in our schools. Since we each live and work in completely different areas, I was able to learn about how they include creativity and problem solving into their regular practice. This discussion gave us all some new ideas of possible changes and ideas for inspiration. This quote really stuck with me in my readings: “Creativity is a spark that comes when mental conditions are just right” (Gray, 2015). I believe creativity and problem solving should be part of our student’s every day. There must be a time and place for it daily.
Creativity: SCAMPER and FFOE
This challenge made me question if I was doing anything correctly. I completed with task with four second grade students. I really enjoyed the process of the creativity strategy SCAMPER. It was not at all time consuming and the students wanted to spend more time thinking critically and creatively about what they could do to improve a water bottle. The time limit was difficult to follow. This activity helped me learn that creativity is something that comes naturally and easy to some students, while others need a little help and inspiration to get their flow going. Creativity needs space and time to prosper in many and by creating spaces that allow for this work, students will grow and develop this type of thinking.
I learned to let go when students are working on creative strategies. I guide them into what I think is creative, they have to forge through that on their own. I must give students time and space for them to flow productively without providing my input. I also think that with more exposure to strategies like this, I will be a little more confident in my delivery and not feel like everything I was doing or saying was incorrect.
Collaboration: Co-Teaching
Through this challenge, I learned that collaboration is a way to build a teacher’s capacity in meeting the needs of their students, including gifted learners. Expert teachers must believe they have the knowledge and abilities to work with their gifted and high achieving student population. Collaboration with a gifted teacher can provide the space to learn more about giftedness and what those students need for success and learning. Collaboration allows teachers to adapt the complexity of material being covered and they can make changes based on small groups. It gives room for differentiation and is an opportunity for appropriate pacing so students can receive advanced content or more fundamental material (Hughes & Murawski, 2001). This led me to understand how to differentiate to meet the needs of their learners.
Advocacy Plan
This challenge was my first experience with advocacy. Advocacy at its core is sharing information. It is through advocacy that the needs of gifted students are met. Advocacy efforts can be with other educators, school staff, parents, administrators or the community. I now understand that many people hold on to myths and untruths about gifted learners. An example from this module that stuck with me was that some people believe gifted learners will make it on their own and do not need support or differentiation. Actively advocating with like-minded people and sharing information with others that include easy to implement strategies, a focus on accurate information and best practices about working with gifted students can help move the teachers away from earlier myths (Roberts & Siegle, 2012) to then be able to understand, acknowledge and meet the needs of their gifted learners.
GROWTH
I believe I have grown the most after completing the GIFT 6300 course. All of the material presented in and learned from the four courses have come together to drastically help me become the best educator I can be. I must always remember that “Learning, creativity and problem solving are facilitated by anything that promotes a playful state of mind” (Gray, 2015). This time can be serious or not, spontaneous or bound by rules, it must be an expression of freedom. When people choose to perform a task they perform it more fully and effectively than if they were told to do it. I need to give the opportunity for my students to be in the mental state of play, or “flow”. They need the time to get into that flow so they are giving it their all.
The skills of creativity, problem solving and critical thinking are what are students need to have sothey can be successful in the future. I have learned that Students need time to explore and find their interests. They need time to make mistakes and learn from them. We also need to allow them to have more freedom of choice to help build their intrinsic motivation, which will help to create lifelong learners and learners that truly create innovative things for our future.
Thank
you!
Resources:
Callahan, C. M., & Hertberg-Davis, H. L. (2017). Fundamentals of Gifted Education: Considering Multiple Perspectives (2nd ed.). Routledge.
Gray, P. (2015). Free to Learn (1st ed.). Basic Books.
Hughes, C. E., & Murawski, W. A. (2001). Lessons From Another Field: Applying Coteaching Strategies to Gifted Education. Gifted Child Quarterly, 45(3), 195–204. https://doi.org/10.1177/001698620104500304
Roberts, J. L., & Siegle, D. (2012). Teachers as Advocates. Gifted Child Today, 35(1), 58–61. https://doi.org/10.1177/1076217511427432
Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching (Illustrated ed.). ASCD.