Self-contained classrooms for gifted students provide tailored education from trained teachers, focusing on advanced learning needs. This model fosters a community of like-minded peers, enhancing motivation and engagement. However, careful student selection and a dynamic curriculum are essential. While effective, the model poses high costs for implementation.
Tag Archives: Gifted Education
Gifted Delivery of Services: The Cluster Group Model
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.
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.
#NAGC25: Session Reviews Wrap-Up
Wow! I have to say that I thoroughly enjoyed going through all of my notes from the 2025 NAGC Annual Convention to create the 12 session reviews I’ve been posting for the past 2 weeks or so. Writing them brought everything I learned at the convention into clear focus, and this process helped me decideContinue reading “#NAGC25: Session Reviews Wrap-Up”
Gifted Identification Series #14: Record-Keeping
It goes without saying that schools must keep meticulous records for students who go through the gifted identification process, just as they would for students who are connected to other specialized programs such as special education or English Learner programs (though, admittedly, those two programs are federally mandated, whereas gifted programs are only state mandated).Continue reading “Gifted Identification Series #14: Record-Keeping”
Gifted Identification Series #13: The Appeals Process
Imagine this: you open up your monthly water bill and see that your bill is inexplicably $555.93 when normally it’s around $30 a month. (By the way, I didn’t just make up this amount. This ACTUALLY happened to me when I opened my mother’s water bill one month last year- ugh!) What is the firstContinue reading “Gifted Identification Series #13: The Appeals Process”
Gifted Identification Series #12: Determination of Gifted Eligibility, Gifted Services, and Parent Notification
Last time, we talked about who sits on the committee that makes the determination of a student’s gifted eligibility. But, what do they do? The Identification/Placement Committee has two main functions (I bet you can guess what they are from the title of this committee 😊): Usually, the gifted staff member assigned to the committeeContinue reading “Gifted Identification Series #12: Determination of Gifted Eligibility, Gifted Services, and Parent Notification”
Gifted Identification Series #11- The Identification/Placement Committee
It’s been a hot minute since I posted in my Gifted Identification Series (actually, it’s been more than that – it’s been since April 25th, 2025). The last post I shared discussed how to compile all of the data collected on the referred student. Now, I share who partakes in reviewing that data and makingContinue reading “Gifted Identification Series #11- The Identification/Placement Committee”
Gifted Identification Series #10: Gifted Eligibility- Putting it all Together
Chances are, there are multiple documents, test booklets, and notes containing all of the data on the referred student that you have been collecting over the weeks. Most school divisions require that all of the documents be kept together in a file folder (often called a “working folder”). However, during the eligibility meeting, you don’tContinue reading “Gifted Identification Series #10: Gifted Eligibility- Putting it all Together”
Teaching for Talent 