A place for conversation regarding the 30 hour training: Introduction to Gifted and Talented Pedagogy and the GT Curriculum Framework Scholars & Knowledge.
Which strands of the HISD GT Curriculum Framework K-12 Scholars and Knowledge do you feel most comfortable working with in your classroom? Which areas of the framework would you like to become more proficient in attending to?
I like Big Idea. It works well in kindergarten. When i showed the icon the students said its a house and I siad yes but describe the house and the next student said big. yes so we are going to talk about the Big Idea of things just like when we talk about main idea. This icon will help us remember what it is we are going to discuss witout me telling you all the time. I will discuss more icons as time goes on.
I am excited to learn about the different types of GT students. This is so important because many times, a GT student will go unnoticed due to other isssues. I have begun using the startegies with a child who I feel is GT (rebellious challenging) and they are working!
I feel most comfortable with the Products strand because I feel it is fun for the students. I would like to learn and become more familiar with differentiation.
I enjoyed Day 2,and feel more comfortable with the Strands.The Cheetah analogy was very inspiring to me as a teacher.We are extending,creating each day.
One thing that I have incorporated recently is storylineonline, to give an interactive concept to exploring the big idea. With kinder you have the student lots of experience to enhance and gain personal connections.
I feel most comfortable using the differentiation strand. Working with a multi-grade classroom makes me utilize good differentiation daily. I would like to learn more ways to create good products. I think that the students are more engaged if the product is what they are interested in. I would like to learn ways to create better products.
I find that I feel most comfortable using Strand III differentiating. As a Kinder teacher you will learn very fast that not all of your students learn at the same pace or with the same activities. It requires a little more time in planning but in the end it is very well worth it. The icons for me would be probably the hardest thing to work with in my classroom. I know how to use them but I’m a little unsure of how to introduce them to my classroom and have my students themselves use them on an everyday basis.
Hey there! I couldn,t wait to get back and ead the story Mr. Faulker.This story touched my heartand many of my students related their experiences to this book. Every year it is a must read no matter what grade level (:
I really like the Product Strand because it gives the child the opportunity to think and be creative. I feel that some strands are easier to address than others, especially since some are more time consuming than others.
I especially like the product strand. I am an on hands person and at the Kinder level it is so important that students create products that show all they have learned. It is one way of sealing it in their little brains to be used again in the future.
I enjoyed day 2. I really like the information about the different types of GT students. I have a couple of students that are reluctant in my class, but now I am looking at them with a different perspective. Maybe, they are GT students and nobody noticed that before.
I feel most comfortable with strand II Concepts. I would like to become proficient in all strands, but most particularly strand IV Products.I enjoyed day one and day two. I am excited about day three.
I feel more comfortable with Products. I think it is easier to plan the instruction if we have clear the objective and what we want to obtain at the end. I would like to learn more about effective differentiation because I agree that is challenging and time consuming.
I believe I am becoming more familiar with Products. The more I teach the more changes I see in my student's projects. The end results or Products that my students create show me what they have learned and how they are able to apply it.
I feel most comfortable working with Strand I "Ascending Levels of Intellectual Demand" in my classroom, and I would like to be more proficient in attending to the learning styles.
I really liked the seccion in which we worked with the different types of GT student. It confirmed what I already had an idea about who is a GT student. Academic succeess is not only what makes a student Gifted and Talented.
Cheryl H. HISD - said, I amnew to Texas, as well as, HISD. At first I didn't think I'dlearn very much in the 30 hr gifted training, but that couldn't have been any further from the truth. There have been so many new and different dynamic's added to my base knowledge of who and what a "gifted" students is, it isn't funny. I only wish I had the information learned in the first session a few years back while considering students I eliminated from the program. Scholarly behavior? Hmmm, little Tyler has taught me so much more.
Prior to GT training I was really clear on Renzuilli, and how it applied to the Big Picture. Now the Big Idea is coming into focus. Through the much clearer view I am now able to meet the challenge ahead as I better prepare to meet the needs of all my students. I can now see how using the icons I can aid my students in seeing the big picture while adding the rigor necessary to their ever developing educational needs.
Strand I, to me is the one I feel more competent with. I have grown to know my students' strengths and weaknesses. Although , I was not able to see the progress they made from August, since I started in January. I feel that my students have made great progress from when I started. One of my biggest challenges however, is having differentiating instruction to ensure that I am maximizing every child's learning experience.
Differentiation has never been a struggle for me since I have 15 years of teaching special education, and differentiation was always necessary. I want too become more proficient in the products strand. I put to much pressure on myself expecting excellence from GT students, when I need to be more flexible and allow room for error. Let them be creative and make mistakes if needed.Since I have now applied this strategy students are going the extra mile and ready to create great products.
After attending day two I feel that I have a better understanding of the GT program. However, there is still a lot to learn. Personally I still need help in preparing my lessons. During day two training I find very beneficial that the speakers were able to provide different tools that guide us to be succesful in preparing a good lesson plan for all children. I feel more comfortable using Strand II Concepts.
I probably absorbed the most about the Icons. I am using the concepts with my students, but I ahven't introduced the Icons that represent them
I am still trying to improve ALID.
I was thinking about how some kids could benefit from more self-difected learning and more projects. I try to make my lesson plans incoporating as much self-directed work as possible. However, I find it difficult to have independent projects going on for some kids and not disrupting the rest of the class. The classroom seems to become chaotic with too many balls in the air to juggle.
After day two, I returned to my class and had my GT students (kinder) begin research on animals that interest them. They selected one animal and will soon begin a project that we all agree upon.
I am probably most comfortable with ALID and Products because of the very structure and nature of the two strands implemented within the elementary computer lab. My lesson plans accommodate the students where they are, whether advanced or delayed, while incorporating re-teach methods or advanced skills. I vary the schema for products based on prior year's knowledge as well as cognitive understanding of advanced skills.
Another way to say this, is to vary the project in progress according to student abilities.
Differentiation is what I need to incorporate within my curriculum, and this is one strand I could use more creative, hands-on activities, in order to fully implement this within my classroom
I have received sufficient training in this course to appropriately Strand III to differentiate lessons for my students using a variety of thinking skills, depth & complexity tools, research skills, resources, and products. However, I still find it difficult to think in terms of using Strand II. In kindergarten we use the Reading Street curriculum that bases each unit on a particular concept, and also uses weekly concepts. I may be wrong, but I believe that incorporating yet another year long concept may be confusing to kindergarteners.
I feel most familiar and confortable working with Strand II (Concepts)because, this concepts are universal and general can be apply or integrate to any discipline. I would like to become more familiar with Strand III(differentiation)to prepare the instruction and activities.
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229 comments:
«Oldest ‹Older 201 – 229 of 229I like Big Idea. It works well in kindergarten. When i showed the icon the students said its a house and I siad yes but describe the house and the next student said big. yes so we are going to talk about the Big Idea of things just like when we talk about main idea. This icon will help us remember what it is we are going to discuss witout me telling you all the time. I will discuss more icons as time goes on.
I am excited to learn about the different types of GT students. This is so important because many times, a GT student will go unnoticed due to other isssues. I have begun using the startegies with a child who I feel is GT (rebellious challenging) and they are working!
Sina Andegherghis
I feel most comfortable with the Products strand because I feel it is fun for the students. I would like to learn and become more familiar with differentiation.
I enjoyed Day 2,and feel more comfortable with the Strands.The Cheetah analogy was very inspiring to me as a teacher.We are extending,creating each day.
One thing that I have incorporated recently is storylineonline, to give an interactive concept to exploring the big idea. With kinder you have the student lots of experience to enhance and gain personal connections.
I feel most comfortable using the differentiation strand. Working with a multi-grade classroom makes me utilize good differentiation daily. I would like to learn more ways to create good products. I think that the students are more engaged if the product is what they are interested in. I would like to learn ways to create better products.
I find that I feel most comfortable using Strand III differentiating. As a Kinder teacher you will learn very fast that not all of your students learn at the same pace or with the same activities. It requires a little more time in planning but in the end it is very well worth it. The icons for me would be probably the hardest thing to work with in my classroom. I know how to use them but I’m a little unsure of how to introduce them to my classroom and have my students themselves use them on an everyday basis.
Hey there! I couldn,t wait to get back and ead the story Mr. Faulker.This story touched my heartand many of my students related their experiences to this book. Every year it is a must read no matter what grade level (:
I really like the Product Strand because it gives the child the opportunity to think and be creative. I feel that some strands are easier to address than others, especially since some are more time consuming than others.
It was very interesting and helpful knowing the different types of GT students. I learned a great deal on day II. Thanks.
I especially like the product strand. I am an on hands person and at the Kinder level it is so important that students create products that show all they have learned. It is one way of sealing it in their little brains to be used again in the future.
I enjoyed day 2. I really like the information about the different types of GT students. I have a couple of students that are reluctant in my class, but now I am looking at them with a different perspective. Maybe, they are GT students and nobody noticed that before.
I feel most comfortable with strand II Concepts. I would like to become proficient in all strands, but most particularly strand IV Products.I enjoyed day one and day two. I am excited about day three.
Im starting to become better with differentiation, though it is time consuming. I would like to learn more about various products.
I feel more comfortable with Products. I think it is easier to plan the instruction if we have clear the objective and what we want to obtain at the end. I would like to learn more about effective differentiation because I agree that is challenging and time consuming.
I believe I am becoming more familiar with Products. The more I teach the more changes I see in my student's projects. The end results or Products that my students create show me what they have learned and how they are able to apply it.
I feel most comfortable working with Strand I "Ascending Levels of Intellectual Demand" in my classroom, and I would like to be more proficient in attending to the learning styles.
I really liked the seccion in which we worked with the different types of GT student. It confirmed what I already had an idea about who is a GT student. Academic succeess is not only what makes a student Gifted and Talented.
Cheryl H. HISD - said, I amnew to Texas, as well as, HISD. At first I didn't think I'dlearn very much in the 30 hr gifted training, but that couldn't have been any further from the truth. There have been so many new and different dynamic's added to my base knowledge of who and what a "gifted" students is, it isn't funny. I only wish I had the information learned in the first session a few years back while considering students I eliminated from the program. Scholarly behavior? Hmmm, little Tyler has taught me so much more.
Prior to GT training I was really clear on Renzuilli, and how it applied to the Big Picture. Now the Big Idea is coming into focus. Through the much clearer view I am now able to meet the challenge ahead as I better prepare to meet the needs of all my students. I can now see how using the icons I can aid my students in seeing the big picture while adding the rigor necessary to their ever developing educational needs.
Strand I, to me is the one I feel more competent with. I have grown to know my students' strengths and weaknesses. Although , I was not able to see the progress they made from August, since I started in January. I feel that my students have made great progress from when I started. One of my biggest challenges however, is having differentiating instruction to ensure that I am maximizing every child's learning experience.
Differentiation has never been a struggle for me since I have 15 years of teaching special education, and differentiation was always necessary. I want too become more proficient in the products strand. I put to much pressure on myself expecting excellence from GT students, when I need to be more flexible and allow room for error. Let them be creative and make mistakes if needed.Since I have now applied this strategy students are going the extra mile and ready to create great products.
After attending day two I feel that I have a better understanding of the GT program. However, there is still a lot to learn. Personally I still need help in preparing my lessons. During day two training I find very beneficial that the speakers were able to provide different tools that guide us to be succesful in preparing a good lesson plan for all children. I feel more comfortable using Strand II Concepts.
I probably absorbed the most about the Icons. I am using the concepts with my students, but I ahven't introduced the Icons that represent them
I am still trying to improve ALID.
I was thinking about how some kids could benefit from more self-difected learning and more projects. I try to make my lesson plans incoporating as much self-directed work as possible. However, I find it difficult to have independent projects going on for some kids and not disrupting the rest of the class. The classroom seems to become chaotic with too many balls in the air to juggle.
After day two, I returned to my class and had my GT students (kinder) begin research on animals that interest them. They selected one animal and will soon begin a project that we all agree upon.
I am probably most comfortable with ALID and Products because of the very structure and nature of the two strands implemented within the elementary computer lab. My lesson plans accommodate the students where they are, whether advanced or delayed, while incorporating re-teach methods or advanced skills. I vary the schema for products based on prior year's knowledge as well as cognitive understanding of advanced skills.
Another way to say this, is to vary the project in progress according to student abilities.
Differentiation is what I need to incorporate within my curriculum, and this is one strand I could use more creative, hands-on activities, in order to fully implement this within my classroom
I have received sufficient training in this course to appropriately Strand III to differentiate lessons for my students using a variety of thinking skills, depth & complexity tools, research skills, resources, and products. However, I still find it difficult to think in terms of using Strand II. In kindergarten we use the Reading Street curriculum that bases each unit on a particular concept, and also uses weekly concepts. I may be wrong, but I believe that incorporating yet another year long concept may be confusing to kindergarteners.
Regina Gardner
Ed White Elementary
I enjoyed the different classfications of G/T students.
I feel most familiar and confortable working with Strand II (Concepts)because, this concepts are universal and general can be apply or integrate to any discipline. I would like to become more familiar with Strand III(differentiation)to prepare the instruction and activities.
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