Gifted and Talented Tidbits 4

by Lenora Barnes 9/18/15

THIS WEEK

This week in both the 3-4 group and the 1-2 group we discussed elements of poetry and then the students were given a poetry challenge. The students were asked to create a poem about something that would happen to their group the next day. The additional requirements were that all lines must end in a word that rhymed with dog, the rhyming word could only be used once, and they had to complete it within a limited number of minutes. The students were then given 3 minutes to determine how the group would present or act out the poems. The end results were creative, imaginative, humorous, and quite entertaining.


Each class also completed word brainteasers, at their level, which required them to expand their vocabulary and make connections between words that seemingly had no connection. This week we also began our unit on giftedness. This unit addresses the typical characteristics of gifted children, how we identify gifted students, and success tips for gifted children, The first part of this unit will last a few weeks. The groups were also introduced to the Global Cardboard Challenge this week. We discussed the plan and requirements for the project. We will begin the design process during the week of September 28.

UPCOMING

We will not have class during the week of September 21, 2015 due to my involvement in the scoring of the planned experiences.


We will not begin building our GCC projects until the week of October 5, so students should not be bring supplies before then.

DID YOU KNOW?


High achievers generate advanced ideas.

High achievers enjoy school.

High achievers memorize well.


Gifted learners generate complex, abstract ideas.

Gifted learners enjoy self-directed learning.

Gifted learners guess and infer well.


Kingore, B. (2004)

MYTHBUSTERS

MYTH #4 - That Student Can't Be Gifted, He Is Receiving Poor Grades

Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers and still others may have a learning disability that masks their giftedness. No matter the cause, it is imperative that a caring and perceptive adult help gifted learners break the cycle of underachievement in order to achieve their full potential.

- National Association For Gifted Children

2015 TAGT Legacy Book Award Winners

If you are interested in learning more about gifted education and gifted students, you may want to choose a book from the Texas Association of Gifted and Talented Legacy Book Award winners .


Curricular Materials WInner:

2015 Award Winner: “I’m Not Just Gifted: Social-Emotional Curriculum for Guiding Gifted Children”; Published by: Prufrock Press

Educator Winner:

2015 Award Winner: “When Gifted Kids Don’t Have All the Answers”; Published by: Free Spirit Publishing

Parent Winners:

  • 2015 Award Winner (tie): “Creativity Crusade: Nurturing & Protecting Your Child’s Creativity”; Published by: RASPO Publishing
  • 2015 Award Winner (tie): “Raising the Shy Child: A Parent’s Guide to Social Anxiety”; Published by: Prufrock Press
  • Scholar Winner:

    2015 Award Winner: “Serving Gifted Students in Rural Settings”; Published by: Prufrock Press