So my current research question is: "Can changing the assessment methods to identify GT students cause more AfricanAmerican & ELL students to be ID'd as #GT?
Anyone have a way that I could swing my research topic to fit something that I could actually implement and observe in my AG classroom? Stay tuned for my current question...
Teacher Friends! I have been super busy as a new AG teacher and have not had ANY time to tweet! But, I did make the Gifted Signs Infographic I promised!
Thinking about using @Flipgrid in your classroom this year? Here are some reasons you should incorporate it into your daily schedule! #ElonEd#FlipgridFever
That’s a wrap! Thanks for an amazing chat! Your thoughts, comments and eagerness to help each other are inspiring. Hope you’ll join us next week. #gtchat
A6) This is still tough. The school system in the USA is still factory model. We are changing this in places like @D39Campus @KSRedesign. We are in the process of change and gifted is not necessarily achievement on whatever assessment we place in front of them. #gtchat
A6: The child as a whole should be addressed! The norm is to focus so much on testing as opposed to the social, emotional, cultural aspects of our students, etc. #gtchat
A5: Could we flip this question? What does diversity or lack of diversity look like in our GT programs? When we notice that specific groups are underrepresented in our programs, what strategies will we use to increase access and equity? #gtchat
A5 Skills and characteristics that can be overlooked in diverse populations (ethnicity, low SES) include a child’s ability to make intellectual connections far beyond age-peers or possessing a voracious curiosity. What would you add? #gtchat
A5) Creative problem solving! Whether it’s in a different language or in a manner or modality that wouldn’t have occurred to you it’s immaterial. Often Sts from traditionally under identified or underserved kids hide the traditional cues, but CPS is a good indicator. #gtchat