Embedded Files
Resources for teachers
Resources for teachers
Find some useful resources for teaching AIG students below - although the resources on many of these sites would benefit all students!
In addition to student opportunities, Duke TIP offers teacher resources and articles about strategies to use with gifted students including sample lesson plans, interdisciplinary activities, and how to differentiate online learning.
A portion of this website has a treasure trove of interdisciplinary lesson plans that help students make connections between disciplines and practice creativity and critical thinking. Great extension activities for any kids, but gifted students will especially like these. A couple to get started - Lego Maze and Quotation Station.
This page (on a site made by Pearson, who produces curriculum) has some basic creativity exercises to get your feet wet in your classroom. There are also a few links to interactive tools you can use in your classroom, such as “Tessellation Creator,” which helps student practice geometry skills, and “Story Starters Adventure,” which allows kids to spin a wheel and write their own stories.
This website includes recommendations for school staff about how to best use MTSS to support 2e and 3e students, including a new way to include a culturally responsive lens.
Characteristics of Diverse Gifted Learners
Characteristics of Diverse Gifted Learners
Characteristics of Gifted Learners with Other Factors.pdfGifted students come from many different backgrounds and may have multiple exceptionalities (cultural, ethnic, gender, socio-economic). Often they do not display the typical characteristics teachers expect to see from a gifted student, making them less likely to be identified for services. This helpful table has some characteristics teachers may observe in diverse gifted students.
This page from the NAGC includes assessment and identification strategies for diverse students.
Research shows that high achieving students from lower income backgrounds are consistently less likely to be identified for gifted services. Why is that the case? How can we rectify this? This article includes some data and suggestions to make gifted ID more equitable.
This interview with Dr. Dina Brulles and Dr. Kimberly Lansdowne describes the most popular service models for gifted students and how educators can help gifted students in their classes.
This article describes several examples of approaches to serving students in a school wide model, such as SEM (Schoolwide Enrichment Model). It also includes examples of high schools in the US who have experimented with comprehensively implementing advanced programs to reduce the achievement gap.
This page describes the Integrated Curriculum Model, a common model used for gifted programs. This model uses overarching concepts to help students develop skills such as primary source analysis and inquiry to produce an advanced “product.”
Academically or Intellectually Gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or Intellectually Gifted students exhibit high-performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or Intellectually Gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. Article 9B (N.C.G.S. § 115C-150.5)
Check out links to the right on the DPI AIG page to learn more about AIG programs and standards in NC, district plans, and resources.
GRASPS (Assessment)
GRASPS (Assessment)
GRASPS is a framework to build authentic assessments for students. GRASPS stands for - Goal, Role, Audience, Situation, Product/Performance, and Standards. A GRASPS task can be adapted for any grade level or content area and asks students to assume the role of a professional for a real world task (that also assesses learning).
Below are two resources to help build an assessment task - a “design sheet” with examples of different components to incorporate, and an example of a GRASPS task I made for a graduate school class at ECU.
GRASPS Design Sheet
GRASPS Example
This website has lots of resources related to project based learning. Any student can benefit from authentic, inquiry or student led assessments. Free sample projects are available for all grades and subject areas, and you can also filter by standard and topic.
This is a very useful website for teachers in all content areas. Teachers can search by content area to find non-fiction readings and adjust the same text to different reading levels to differentiate for students. It also includes graphic organizers and comprehension questions to use with texts.
This site, built by Ian Byrd, includes hundreds of articles for educators about differentiation. You can also search the website for specific topics and sign up for his newsletter to receive links in your email (see link at the top).
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