Cluster grouping strategically places gifted students in the same classroom to foster collaboration and challenge. This method enhances learning through peer engagement and efficient teaching strategies. Successful implementation relies on teacher training in differentiation and regular updates to cluster composition. It serves as a foundational element of broader gifted education services.
Author Archives: Dr. Ann H. Colorado
Gifted Delivery of Services: The Push-In Model
Push-in services integrate gifted education support within general classrooms, allowing specialists to collaborate with teachers for targeted instruction to advanced learners. This model enhances inclusivity and fosters talent development for all students. Effective implementation requires co-planning, clear roles, and proper scheduling to ensure gifted students receive appropriate challenges during core lessons.
Gifted Delivery of Services: The Pull-Out Model
Pull-out programs for gifted learners involve students leaving their general classrooms to work with specialists, enhancing learning through enriched instruction that aligns with their strengths and interests. These flexible programs promote creativity, problem-solving, and emotional support among peers, but require careful planning and communication between educators for effective integration with regular classroom activities.
My Next Series: Gifted Delivery of Service Models
Ann concludes her series on gifted education by shifting focus to service delivery models, emphasizing their integral role alongside identification in supporting gifted students. Over the coming weeks, she will explore ten widely used models, encouraging dialogue among educators and parents about effective practices within their school divisions.
What Future Aviators Teach Us About How Talent Grows
A teacher successfully defended her dissertation on talent development in aviation careers, emphasizing that talent begins with discovery and access. Key findings highlight the role of effective mentoring, a sense of belonging, and the notion that abilities are cultivated rather than innate. It underscores the importance of supportive relationships and real-world experiences in nurturing student potential.
#NAGC25: Session Reviews Wrap-Up
At the 2025 NAGC Annual Convention, the author reflected on key takeaways that emphasized the importance of relationships with students, careful use of teacher rating scales, and the need for updated identification methods for gifted programs. The author also highlighted the value of talent development activities and productive struggle in education.
#NAGC25 Session Overview: Leveraging Talent Development to Identify Underrepresented Gifted Learners
At NAGC25, Ann presented with Dr. Beckerdite and Esther Gencheva on enhancing access to gifted services through intentional Talent Development practices. They emphasized that talent is universal, yet opportunities are limited. Effective strategies include teacher training, challenging curricula, and programs like Legends of Learning, which significantly improved identification rates in Title I schools.
#NAGC25 Session Review: Excellence and Innovation in Secondary Gifted Education
Felicia Dixon and Todd Kettler discussed the “Dynamic Talent Pathways Framework” for secondary gifted education, emphasizing that educators should teach students how to think rather than what to think. This framework promotes holistic talent development through cognitive mastery, creative production, and identity formation, aiming to nurture gifted students within supportive ecosystems.
#NAGC25 Session Review- Building Collaboration and Buy-In: Talent Development Services that Leverage MTSS
The session by Dr. Susan Corwith and Dr. Eric Calvert emphasized the importance of integrating Talent Development within the Multi-Tiered Systems of Support (MTSS) framework to enhance gifted education. They advocated for building shared understanding, providing equitable challenges, and fostering a continuum of support that aligns with students’ readiness, ensuring all learners can thrive effectively.
NAGC25 Session Review- The Past, Present, and Future of Identification: Reframing for Purpose and Equity
The session by Amy Lynne Shelton and Kathryn Thompson emphasized the importance of a strong identification system in gifted education, arguing that it should focus on growth rather than mere achievement. Purposeful identification, aligned with equitable assessments and responsive programming, is essential to support advanced learners effectively in today’s educational landscape.
Teaching for Talent 