background preloader

Gifted and talented education: using technology to engage students

Gifted and talented education: using technology to engage students
Here we have collated some highlights and links from our recent live chat, in association with IGGY, that explored the role of technology in gifted education. To read the discussion in full, click here. Jackie Swift (@jactherat), head of English at a London secondary school, was the G&T co-ordinator at her previous school and has blogged for the Guardian Teacher Network on gifted and talented pupils: Just what is gifted and talented? Do gifted and talented pupils need gifted and talented teachers? I agree that G&T students do need exceptional teachers, ones who don't feel threatened by them, who are open to being challenged beyond the usual and open to many things. Indeed a multi-subject specialist of some sort would fit the bill. Ian Warwick, senior director, London Gifted and Talented Dr Adam Boddison, academic principal for IGGY is responsible for ensuring that there is a broad range of academic content for IGGY members, which is both relevant and engaging Links, videos and blog posts: Related:  characteristics of gifted adultsGifted and Talentedathorney

Being Gifted It’s painful. It’s a blessing and a curse It’s what you are. The Pain Understand that the psychological / existential turmoil you’re suffering through is an aspect of being gifted. You don’t fit into the slots provided to you by society. You suffer because you see through the BS, but don’t know what you can do about it. You’re lost out there in the world. Why me? We are a byproduct of society’s dramatic evolution, and the chaos unleashed by it. We are adaptive, imaginative, and creative. We are the cure. It’s Not the Ideal Plan, but We’ve Been Left with no Alternatives Societal evolution created a ton of problems, but also countless areas of opportunity. We were sprinkled around the globe, and left with little to no support for development. However, we are out there. There is No “Path” for Us We have to seek out and find one another. We have to identify giftedness in other people when we see it, and reach out to them. We must help them to recognize, understand, and embrace what they are. Related

Potential Plus UK - Home Page Incoherencia de los docentes en materia de altas capacidades - amuaci Cuando los padres deseamos escolarizar a nuestros hijos en colegios de cierta reputación por su alto nivel académico, somos acusados de elitistas, segregadores y adjetivos varios. Cualquier padre/madre, desea lo mejor para sus hijos, y le gustaría que el sistema educativo público le ofreciera esta opción, y cada cual pudiera elegir. Sin embargo, solamente los padres/madres con altos niveles adquisitivos, tienen la opción de escolarizar a sus hijos, en ciertos colegios con un altos niveles de calidad educativa. Un sistema educativo público mediocre perjudica claramente a las familias más desfavorecidas que no tienen recursos para ofrecerles a sus hijos otras alternativas de calidad. A continuación, exponemos la traducción de dos párrafos extraídos del libro “Les enfants surdoués ou la précocité embarrasante” de Jean-Charles Terrasier. (1) Flexibilización, aceleración, salto de curso o avance de curso.

Tim Rylands' Blog - to baldly go....... Using ICT to inspire Blogging Can You Hear the Flowers Sing? Issues for Gifted Adults Can You Hear the Flowers Sing? Issues for Gifted Adults Author: Deirdre V. Lovecky Citation: Copyright © American Counseling Association. There has been comparatively little focus in the literature on the characteristics and social and emotional needs of gifted adults. Although the personality traits and social and emotional needs of gifted children have been widely described (Erlich, 1982; Terman, 1925; Torrance, 1962; Webb, Meckstroth, & Tolan, 1982), there has been comparatively little focus on gifted adults. In studies of male scientists (Roe, 1952), creative artists and writers (Cattell, 1971), female mathematicians (Helson, 1971), and architects (MacKinnon, 1962), among others, the predominant characteristics found included impulsivity, curiosity, high need for independence, high energy level, introversion, intuitiveness, emotional sensitivity, and nonconformity. For the most part, the literature on gifted adults does not address the social impact of the various traits described.

NACE >> Welcome to NACE Famílies Curriculum Online tools Effective provision for gifted and talented students in secondary education Publication date: Jun 2007 Ref: Audience: Inclusion staff, Lead intervention teacher, Leading teacher, Teacher Function: Effective practice, Leading teacher, Phase guidance, Teaching and learning Format: Booklet, Key resource This publication sets out general principles for secondary schools to follow in order to plan and deliver effective provision for gifted and talented learners. This guidance follows on from that given in Identifying gifted and talented learners – getting started. This publication may be available to order from: This publication is only available for download.

Related: