Differentiation

/Differentiation

2015 Course Review – Another Year of Outstanding Online Training for Gifted and Talented Teachers

2015 Course Review - Another Year of Outstanding Online Training for Gifted and Talented Teachers Happy Holidays from everyone here at GT Ignite! As 2015 draws to a close, I would like to spend some time reflecting on what I’ve accomplished this year. Resolutions are great, but they are only effective when I pause at the end of the year to measure how far I’ve come. Am I still going to the gym? Did I read all 30 books I resolved to read at the beginning of the year? Did I spend more quality time with my husband, and less time in front of the TV? Did my productivity at work increase? I can tell you that I like the answers to some of those questions more than others. No matter what the answers are, it’s exciting to see how far our GT Ignite team has come and how much we [...]

By | December 29th, 2015|Categories: AP English, Differentiation, Gifted Students, Math Differentiation, Social & Emotional|0 Comments

Advanced Learners Will Advance With Differentiation

Inquiry, Connection, Autonomy: Advanced Learners Will Advance With Differentiation What Differentiated Instruction (DI) really means, and why Advanced Placement (AP) classes aren’t using it. *Disclaimer: The following paragraph contains poor grammar and the misuse of language. Sensitive readers may become flustered. Supposably it was him and I’s plan to meet for an expresso. But for all intensive purposes he stood me up. Irregardless, the day went really good. Now take a deep, calming breath. That paragraph can’t hurt you anymore. Misused and misunderstood words may wreak havoc on a grammarian’s nerves; but when an educator doesn’t understand the meaning of “differentiated instruction,” it’s the advanced learners who suffer. Does the thought of using differentiated instruction for an AP class rub you the wrong way? In this 1-hour course, “Inquiry, Connection, Autonomy: Advanced Learners Will Advance With Differentiation,” Carrie Simpson, Ph.D, reveals the top misconceptions educators of advanced learners have about [...]

By | August 3rd, 2015|Categories: Differentiation|1 Comment

Demystifying Differentiation in the Classroom

Demystifying Differentiation in the Classroom Mission (Im)possible: How to engage a diverse classroom without leaving any students behind Good day, teacher. Your mission, should you choose to accept it: Today you will  begin facilitating a unit on weather to a gifted, insecure left-brain thinker, a gifted and disengaged right-brain thinker, an average student, and a lower-level student who, truthfully, is still struggling to understand your previous unit. However, there are a few catches: You actually have 21 students, not 4 You also need to prepare them for standardized testing You don’t have time to create curricula to cater to each student’s level of ability You can’t leave anyone behind; each student needs to gain critical thinking skills Does this mission sound daunting? Impossible even? Does it also sound all too familiar? "Difficult" should be a walk in the park for you. As educators face these daily challenges, trainer Bob Iseminger [...]

By | July 13th, 2015|Categories: Differentiation|0 Comments

We are Living in a Technological World: Using Technology to Differentiate Gifted Students

We are Living in a Technological World Using Technology to Differentiate Gifted Students In 1985 Madonna boldly sang that we were “living in a material world”. So much has changed in 30 years. Yes, as Americans we still love our stuff, but the one characteristic that defines this generation isn’t materialism it’s technology. If I’m being honest, I never feel older than I do when I’m learning something new on my phone. No, that’s not me in that photo, but I will confess that I definitely didn’t enter the world at the height of the technological age like so many of our gifted students. Students today were practically born with a smartphone in their hand. Most children learn to surf the web younger than I learned to ride a bike! It can be downright intimidating to start using technology to differentiate for gifted students, when many of our student know [...]

By | May 5th, 2015|Categories: Differentiation, Technology|0 Comments

Differentiation strategies for gifted students

Are you being forced to pick between an apple and an orange? A look at Lisa Van Gemert’s course, Differentiation in the Real World What’s better, an apple or an orange? Ok, maybe the old apple/orange comparison is a little tired. So which is better, a scrambled egg or a boiled egg? The question is, of course, a false dichotomy! Scrambled, boiled, poached, fried; One is not better than they other. They look different and you might prefer one, but one type is not intrinsically better. The same thing is true of our students. In any given classroom you are likely to have a-typical, typical, and struggling learners. These variations are real, and they exist without hierarchy. In a 6-hour course, “Differentiation in the Real World”, Gifted Guru, Lisa Van Gemert, explains why differentiation strategies are the key to meeting the unique needs of every type of student and presents [...]

By | April 1st, 2015|Categories: Differentiation|0 Comments

20th Century Literacy and Gifted English Language Learners

(A Review of Timothy Gangwer’s Visual Literacy: Strategies for teaching Gifted English Language Learners) Timothy Gangwer brings ten years of teaching experience in the Houston inner city schools. He co-founded Visual Teaching Alliance in 2000 to reach more teachers and show the benefits of visual teaching. While teaching special education, Mr. Gangwer observed a common learning thread in his students... ...visual learning. Mr. Gangwer begins the course by discussing the evolution of literacy before jumping into his findings on visual learning. Have you ever thought about the evolution of literacy over time? How it involves communities on a local and even global level? Literacy in the 20th century is more complex than we would have ever thought 50 or even 100 years ago. Understanding the various types of literacy is essential to applying them in our classrooms. Mr. Gangwer covers the following types: Environmental: Demonstrating knowledge and understanding of the [...]

By | June 4th, 2014|Categories: Differentiation|0 Comments

Teaching Style to Optimizing Visual Learning

(A Review of Timothy Gangwer’s Whole Brain Visual Thinking) You can bet that this translates to 65% of your students being visual learners. This is a method of education that is generally overlooked. It is unfortunate, especially when the mind processes visual information 60,000 times faster than text. Timothy Gangwer’s definition of Whole Brain Visual Thinking, has three aspects to it. Educators: Specifically those who will embrace and model visual literacy. Thinking outside the box: Jumping on and off the beaten path to explore various areas. Technology: This is changing every day. Mr. Gangwer is co-founder of Visual Teaching Alliance, bringing unique instructional approaches, “out-of-the-box” classroom strategies and up-to-date technology to the field of education.  His organization has equipped over 280,000 teachers nationally and internationally. Apply the Socratic Method to implement whole brain visual learning Socratic Teaching simply involves continuous dialogue between the teacher (mentor) and students. “The days of “I [...]

By | May 12th, 2014|Categories: Creativity, Differentiation|0 Comments

Components of Brain Based Learning for Gifted Students

(A review of John DeLandtsheer’s course:  The Brain Compatible Classroom) John Delandtsheer began his career in teaching in California before transitioning into administration. As an administrator he spent hours learning, sharing, and implementing strategies in making his classrooms brain compatible. This made his schools some of the top performing in the state. Decades of experience in teaching and administration has given Mr. DeLandtsheer insight into the average american classroom. Education is one of the few institutions in this country that has gone unchanged for a hundred years This leads to an antiquated method of instruction that often leaves students checked out and missing out on valuable life lessons. In The Brain Compatible Classroom course, Mr. Delandtsheer shows us how to look at our students in a different way - through methods that both research and experience validate. I learned the six components of a brain-compatible classroom and, additionally, reviewed his [...]

By | April 14th, 2014|Categories: Differentiation, Social & Emotional|0 Comments

Differentiating Gifted Children & Myth of Well Rounded GT

Differentiation is crucial for gifted students.  Their advanced cognitive development, combined with their asynchronous development in other domains, requires differentiation to best serve them.  It also helps maintain a peaceful learning environment for all your students. It is important to understand that differentiation cannot be assigned to one particular time of the day or week, it needs to take place all day, every day in every classroom. The Key To Differentiating Gifted Children The key to continual differentiation is observation or “kid watching.” This is the only way to give each student the individualized learning they need and deserve. Observation will keep you aware of which students has already mastered the information being taught and needs to be given something more challenging to work on. Myth of The Well Rounded Gifted Child An essential component of differentiation for gifted children is to abandon the idea of a “well rounded” child [...]

By | December 20th, 2013|Categories: Differentiation|Tags: , , |0 Comments

AP Language for Gifted Students for Transition to College

Though AP classes are not GT specific, they serve many GT students and teachers due to the flexibility allowed by the College Board. We have a great deal of freedom to teach in any way we like as long as all the bases are being covere, including writing. Writing is one of the most essential skills to acquire for college bound students. It is especially important that they are able to write across content areas. Unfortunately, most students don’t get enough practice writing in other content areas. However, as teachers we know that students are most responsive when we focus on topics that they are passionate about. Ideally, your district aligns English I and English II with the AP Language course so that when students enter the class they already have a strong writing foundation to build on. You can read more about English I and II  with AP Language [...]

By | September 20th, 2013|Categories: AP English, Differentiation|Tags: , |0 Comments