Helping Gifted Students Thrive Through Self-Paced Learning
Welcome to the Modern Classrooms Project Podcast. Each week we bring you discussions with educators on how they use blended, self-paced, and mastery-based learning to better serve their learners. In this episode, Toni Rose Deanon is joined by Alexandra Clough, a gifted education specialist, to discuss gifted and advanced learning (GAL).
Unlike special education, gifted education isn't federally mandated, leading to varied state definitions and services. Baltimore City Schools identifies GAL students through ability and achievement measures, categorizing them as talent development, advanced, or gifted. In this conversation, we explored twice-exceptionality, where students possess both giftedness and learning differences, highlighting the need for early identification and tailored support.
Here are three key takeaways from this podcast episode:
Equitable Identification is Paramount: Baltimore City Schools actively works towards fair representation in gifted education by utilizing ability assessments early on and addressing potential biases. As Alex stated, "We are always happy to look for more students, and we are happy to hear educators advocating for a student who maybe just missed a cut-off score, because we do want to be as inclusive as possible and look for talent everywhere."
Self-Paced Learning Caters to Gifted Learners: The flexibility of self-paced learning aligns well with the quicker processing and mastery of gifted students, preventing them from being held back. After all, the goal, as Alex says, is to help kids enjoy learning. "I want all kids to enjoy learning so much that it feels like fun and play and… they feel like they have some control."
Comprehensive Support for Educators is Crucial: Districts need to provide teachers with the "how" of differentiation and foster collaborative learning opportunities to effectively meet the diverse needs of students, including those who are gifted and advanced.
Discussion questions for PLC and PD:
How can your school or district implement more equitable identification practices for gifted and advanced learners, taking into account potential barriers related to language, background, and prior achievement? What specific strategies or assessments could be explored or refined?
In what ways could self-paced learning strategies be incorporated into your classroom or school to better meet the needs of gifted learners who may master content at a different pace than their peers? What structures or resources would be necessary to support this type of learning environment effectively?
What professional development or collaborative learning opportunities would best equip educators in your school to understand and address the unique academic and social-emotional needs of gifted and advanced learners, including those who are twice-exceptional? How can schools foster a culture of shared learning and expertise in this area?
Our Host
Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.
Our Guests
Alex Clough
Alexandra Clough has been in education for over 25 years with experience as a Classroom Teacher, School Counselor, and Gifted Resource Teacher. She currently serves as an Educational Specialist in the Office of Gifted and Advanced Learning in Baltimore City Public Schools where she specializes in twice-exceptional learners, addressing social and emotional needs of gifted children, and developing professional learning for educators. She is also a Senior Adjunct Lecturer at McDaniel College in their GATES certificate program teaching several courses on gifted learners. Alex's personal and professional lives overlap as she is also a homeschooling parent of two delightfully twice-exceptional teens.
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