Week 1
Additionally, don’t forget to refer to the reading from Week 1 to support you with identification, assessment, and service modules.
I have added information into the identification section on Hispanic/Latino/a/x Gifted Page in a different color
I think you’ll also find Donna Ford’s work interesting. She is prolific in the field of identifying and serving Black students and I think you’ll get some more ideas from her and some of her collaborators Tarek Grantham and Gilman Whiting.
I have added information from one of Donna Ford's readings into my section on Black Gifted Students in a different color
Lastly, the Tomlinson text has some great tips for teaching a variety of students do don’t forget to incorporate that information as well.
For Black students, pp. 135-142 (added to the suggested teaching practices section on the Black Gifted Students page)
For Hispanic Students, pp. 63-71 (added to the suggested teaching practices section on Hispanic/Latino/a/x Gifted Students page)
Areas of Growth
* Your products are excellent, so I had a difficult time coming up with things to work on.
* One suggestion would be to check out the Callahan text from the intro class. I found a lot of great information in that text, even more so than the Castellano text.
* Your paragraphs, while holding so much great information and wonderful analyses, were a little long and wordy. I think utilizing some bullet points for the main ideas of your paragraphs would make it a little easier to get your point across.
While I understand where this feedback is coming from, I am choosing to keep my portfolio in the same format, simply because I am not actively presenting this to any one audience. If I had to give this as a presentation and record myself, I would 100% bullet point more information because then I would be able to add my own words in the presentation to elaborate. However, since I am not doing that at the moment, I feel it is important to include all the information so whoever is reading it can be able to independently learn on their own and have all the information available to them.
Week 2
You did an absolutely amazing job on this portion of your portfolio. You have synthesized multiple sources and included depth and nuance in your responses.
One question I have is about the use of the Identifying Gifted and Talented English Language Learners Grades K-12, done by the Iowa Department of Education. While I agree that this is an amazing resource (one I had not yet seen though it was authored by seminal scholars in the field), I wonder about your own summary of what is important. You point out that over a series of about 10 pages that the authors discuss identification practices, but knowing your specific take would be helpful.
I have added a paragraph to the assessment and identification section that outlines my opinion on the toolkit in a different color.
Any images or full publications you use be sure to just introduce them and explain why you are incorporating them and be sure to cite them or link to the originals.
I redid the citations for the full publications that I had included on this page, putting them after the originals, and also did my best to introduce them ad explain them the best I could.
I received no feedback about areas of growth from my partner for this week so there were no additional changes besides the ones listed above.
Week 3
This week you did an excellent job of synthesizing a large amount of information while also seeking out further research to support your point. Your information is detailed and thorough. I have no feedback on other information to add or anything that you are missing. I would suggest that you consider paragraphing the “Suggested Practices for Teaching” section as it is a long chunk of block text. Additionally, you included information from Tomlinson’s text. Could you synthesize it to name some possible overlaps to consider for a the variety of student groups? Are there suggestions that seem to work across all groups and then possibly incorporate difference? Just a thought
I went back and chunked the section of "Suggested Practices of Teaching" as best as I could.
I created two slideshows instead, that included similarities across the board of all four learning disabilities, and then one with differences that are specific to each disability.
Characteristics: You were very thorough about listing characteristics of all areas of 2e learners. I like how you break down each type. Did you find there was a lot of overlap in each area?
This is shown in the similarities slideshow at the end of "Suggested Practices of Teaching" section.
Assessment of programming: In your research, did you come across any specific current programs for 2e learners that are being implemented now? I was just curious if you found any.
I added a link to a website that I found that has many schools and organizations that are currently being used as options for programs for 2e students in the Effective Programming section.
Analysis of assessment: I enjoyed the section of all the different scenarios of 2e students being identified. It painted a clear picture of this “double edged sword” these learners are facing.
Thank you!
Practices: I struggled with finding a good way to break all of the strategies down because there are just so many for all of this population of students. I loved the way you used slides to break down the information. Great job!
Thank you!
Week 4
I love how you found the chart that compared advantaged and under resourced rural students. It is a helpful comparison, although we know it won’t be true for EVERY child. One issue that you seem to be getting at is the we are holding “advantaged, White students” as the model, or the one to compare others to–which is white supremacy/white privilege at work. I do wonder how we can work to dismantle this thinking or if you could even take a more critical stance towards the chart?
I added a new paragraph above that chart with a little more detail about the thought of advantaged, White vs disadvantaged minorities in a different color.
I think that the addition of bullet points makes your product easier to read and digest as it is a lot of text.
Thank you!
I absolutely love the article from the Jack Kent Cooke Foundation. I want to use this in the next iteration of this course. Thank you!
Glad it could help!!
I think you did a great job of showcasing the overlaps and the differences among these two groups. I do wonder if you could make a chart or table that has specific programs for the populations that will pull them out of the larger article to showcase the options that exist.
I created an inforgraphic that lists the specific programs for each population from those two reports and placed it after them as an easer read.
While I do love how you synthesize the information, your paragraphs are a bit long. Maybe utilizing more bullets will make it easier to read.
Similar to Week 1 feedback, I can understand where this feedback is coming from, and I have gone back and chunked more of the information into smaller paragraphs as well as edited the formatting of spacing, but since I am not actively presenting this at the moment, I think it is better to have all the information there for the reader so they can utilize it themselves, since I am not there to actively be adding information for them.
While both populations had very similar identification and assessments, programming, and strategies, it was a little confusing at some points to know which population you were referencing. I think separating them into their own pages would have been helpful for your reader.
I can see the benefit from this feedback, but because I found so many similarties in regards to teaching practices and identification, I think it is better that I keep them together for the moment. I think if I were doing presentations or activities for one or the other special population, then I could definitely separate them out, but since this is one cohesive project, I kept them together in the end.