6 THINGS STUDENTS NEED TO BUILD RESILIENCE
By Barbara Gruener
A great article on how to "help build our students’ capacity to recover from bumps in the road and thrive despite those obstacles"
WHY GIFTED EDUCATION?
So often we hear of people asking "Why do we need Gifted Education?" It seems that there is a lack of understanding of the at risk behavior for those students that seem like they have it all together academically and socially/emotionally.
This link will take you to a list of computer links with information that will help answer this question.
THE UNDERACHIEVING GIFTED LEARNER
Click on title of article to connect to Gifted Challenges Blogspot
PLAY ON WORDS
BY IRENE HILA
I'm Not Just Gifted: Social-Emotional Curriculum for Guiding Gifted Children by Christine Fonseca
Reviewed by Kimberle Curtis, Gifted Facilitator, Central Kansas Cooperative in Education
By Carol Ann Tomlinson, Ed.D
The University of Virginia
Some people suggest that gifted education is just sort of "fluffy" or enriching-gravy on the potatoes, perhaps, but not anything especially substantial or critical in the way of mental fare. Others propose that all gifted education is what's good for all students.
WHAT IT MEANS TO TEACH GIFTED LEARNERS WELL
"Words were always my biggest distraction, my biggest support system, and my go-to when overexcitabilities were on full tilt. Words were companions when the class was boring, when the material was dull, or when the window was ridiculously bright, beautiful, and enticing."
Irene shares her insights about gifted learners on her blog, "a creative perspective on giftedness." Read more of her very interesting thoughts.
10 WAYS TO MAKE YOUR CLASS COZIER FOR GIFTED STUDENTS
From Byrdseed.com, here are ten concrete ways for making your classroom compatible with gifted learners on topics of Introversion, intuition, Beware the 100%, Worry Reducers, Climb Bloom's, Spelling and Vocabulary, Math Battles, Give Choice, Ongoing Interest-Based Projects, Expect the Unexpected and Get in Touch.
As advocates for gifted children across the state of Kansas, one of our most important and difficult responsibilities is to examine the appropriateness of curriculum that is presented to our students in a setting where they spend most of the time, the general education classroom.
The Best Practices committee surveyed KGTC stakeholders in April and May of 2014. When asked how often research-based practices were being used to meet the needs of gifted students in their school, a high number of respondents answered Never or Unsure to the following: differentiation within the general education classroom (31%) and affective curriculum and counseling (27%). Here, and in upcoming eNews issues, committee members will cite current research regarding these topics and provide information and strategies
for practical application.
ADDRESSING THE AFFECTIVE NEEDS OF GIFTED STUDENTS
BY KIMBERLE CURTIS
GIFTED EDUCATION IN KANSAS
eNEWS From KGTC