IAGC
Tuesday, February 21, 2017

2016 Fall Courier

Dear IAGC Members,

Julie Luck Jensenby Julie Luck-JensenSusan Rhodes
Chairman of the IAGC Board
Susan Rhodes
President of IAGC

As Board Chair and President of IAGC we are very thankful to all of the dedicated and passionate members volunteering countless hours focused on meeting the needs of gifted children throughout Illinois. IAGC is the only organization in Illinois dedicated solely to ensure that gifted children have appropriate educational opportunities.

As the federal and state governments open the discussion of meeting the needs of ALL students through the Every Student Succeeds Act, we finally have an opportunity to highlight the needs of high ability students.

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Strategies to Enhance and Redefine Your Social Studies Curriculum

andrew bauerby Andrew Bauer
Online Content and Community Manager at the Center for Talent Development

On a February night in 2015, a small off-Broadway show debuted in front of a sold-out crowd of a few hundred people in a New York theatre. In its first year, this show would go on to win countless awards and take the nation by storm. Part of the brilliance of Hamilton is that it did not merely take a recycled Broadway narrative, beautiful melodies, and add a dash of historical context. Hamilton used history as its root and crafted rhythms, rhymes, and lyrics to enhance and redefine how audience members experienced the story.

With today’s emphasis on testing, social studies curriculum can become stagnant and in need of a refresher. It might be time to take note from Hamilton and redefine the student experience in our social studies classes.

Here are five strategies to liven up your social studies lessons and add relevance for your gifted students:

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The Extent of Implicit Bias in Gifted Students: Utilization of the IAT to Inform Diversity Education

adrienne coleman 71x94By Adrienne Coleman, Ed.D., and Kyle ThomasKyle T

Introduction

The National Association for Gifted Children position statement on “Identifying and Serving Culturally and Linguistically Diverse (CLD) Gifted Students” suggests that educators need to change their view of CLD students from a “deficit to a strength perspective”. In addition, it states that “schools should create support programs to help gifted students from diverse backgrounds develop strong academic identities, learn coping strategies for dealing with negative peer pressure and discriminatory practices, and gain resiliency for responding to challenging life circumstances”. One approach to support and retain CLD students that can be utilized by both educators and gifted students is understanding one’s own implicit bias

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Reaching and Teaching High Ability Math Students

Tracey Hoseyby Tracey Hosey,

Gifted and Extended Learning Coordinator, Yorkville CUSD 115

 

Personalized learning and individualized instruction are some of the themes emerging in education today. It makes sense. In order to target academic growth, we must provide targeted instruction that matches the learner’s needs. Gifted, talented, and high ability are terms that carry both a very personal and societal perspective. Ultimately, we are referring to the same population but our understanding can be as varied as those terms. In Illinois, where gifted and talented programs are not mandated nor funded, the onus falls upon the school district and the teacher. Math acceleration is a strategy that will reach and teach even your highest math learner.

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Northwestern University’s Midwest Academic Talent Search (NUMATS): More Important Than Ever for Gifted Children

by Rhoda RosenRhoda Rosen
Center for Talent Development, Northwestern University 

On December 10, 2015, President Obama signed Every Student Succeeds Act (ESSA) into law. The law replaced the No Child Left Behind Act (NCLB) of 2001. The importance of ESSA for gifted students cannot be understated. While NCLB focused almost exclusively on raising the test scores of students who performed at the lowest level of achievement in the core subjects of reading and math to a “basic or proficient level”, ESSA opens the possibility to support and encourage initiatives that will measure the performance and growth of students who are already achieving above grade level—i.e. gifted students.

How ESSA will be adopted at the individual state level remains to be seen, but there are three key ways in which ESSA has the potential to improve the growth and achievement of gifted students.

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