Sentences with phrase «only gifted students»

Teachers may find that the following strategies enable them to challenge and motivate not only gifted students, but also other students who have talents and abilities in specific areas.

Not exact matches

Gumbel does focus on the gift of tongues, although he has said that his emphasis is meant not only to prepare Alpha students for receiving the gift, but also to prepare them to understand what they may hear around them.

Now he must teach, and preach, and express what he had so far been able only to set down in the margins of his textbooks, or give to his students, or express informally to his brethren, who were not always either interested or in agreement, though never less than aware of his gifts.

Several recipients of the gift, including one of Yoshida's police academy students, were so impressed by the sauce they asked him for more only a month after Christmas.

Although a gifted math student throughout high school and college, Abraham Nemeth received only discouragement when he tried to major in the field in college.

Not only did they find that students in public pre-K were significantly more likely to take the gifted and talented test, regardless of demographic background, but they also found that attending public pre-K may play an important role in helping to reduce test - taking disparities among different groups of children.

According to Production Weekly, director Josh Boone's film is being referred to as «Growing Pains,» which seems only fitting, as the story centers on the teen students at Xavier's School for Gifted Youngsters as they come into their own.

This product will not only help your students discover their motivational gift it will also provide the gifts strengths and weaknesses as well as careers and jobs associated with each of the gifts.

Further, they caution that the analysis of G&T programs within regular schools focuses only on students who are on the margin of entering a gifted program and hence may not apply to higher achieving students.

A gifted student may get bored and only do the minimal amount of work, which was designed for the average student.

For example, one district may allocate an average of $ 500 on top of the nontargeted allocations for each gifted student, while another district might allocate only an average of $ 200.

(We are quick to add, though, that age tends to convey only small advantages that are likely to be trumped by differences in innate academic talent, and that there are many young - for - grade students in gifted programs.)

Some teachers believe that differentiation only applies to students at the extremes of the ability range — for example, providing enrichment, acceleration and extension activities for gifted students, or designing an Individual Education Plan (IEP) with modified curriculum for intellectually disabled students and those with sensory impairments.

This method is also a way to offer enrichment opportunities to all higher performing students ~ not only those labeled gifted.

This strategy also breaks down the elitist ~ us - versus - them feeling that is created when gifted students are the only ones allowed to participate in enrichment or what students call the fun activities and cool projects.

This requires not only student and parent involvement, but also a dynamic teacher willing to support his or her gifted and talented learners.

With only so many minutes in a class or so many hours in a day, teachers have struggled to provide for gifted, average, and struggling students, as well as to honor all learning styles.

One of technology's greatest gifts to education lies in fast, instant assessment which benefits not only the teacher but the student themselves.

Even students attending the vaunted citywide gifted and talented schools, where students must score in the 99th percentile just to enter, are only 1.6 years ahead of their peers with similar needs.

But only one type of scholarship — the merit - based one — led to improvements in actual performance, regardless of how gifted the students in the need - based group were.

In the meantime, NYC charter schools cumulatively report over 40,000 students on their waiting lists, with the Success Academy network, which regularly outscores even some citywide and district Gifted & Talented programs, desperately seeking permission to expand after receiving more than 17,000 applications for only 3,000 + available seats.

That is, there's only so much enrichment that is useful before a student gifted in math no longer is receiving an education of «meaningful benefit».

Another common refrain I heard here and from other districts was dispelling the myth that personalized learning only works with gifted students.

Of the LA Unified elementary schools with with the top five scores on the CORE index — there were nine overall due to some ties — the only perfect score of 100 was Balboa Gifted / High Ability Magnet Elementary, which is a magnet school for gifted students who must already be high - achieving students in order to gain admiGifted / High Ability Magnet Elementary, which is a magnet school for gifted students who must already be high - achieving students in order to gain admigifted students who must already be high - achieving students in order to gain admission.

We are only one of three full - site regional gifted centers in CPS that offers an accelerated curriculum to gifted students from all areas of Chicago.

A cluster of either gifted or high - achieving students — one or the other — is in every classroom, along with only two or three other clusters.

Teachers are only as effective with gifted students as they are knowledgeable about how to work with gifted students.

Black students are similarly underrepresented: About 16 percent of the nation's public school students are black, compared with only 9 percent of students enrolled in gifted and talented programs.

Pursue a masters with endorsement, endorsement only, or certificate only, and focus on effective and educational programming strategies and options that meet the needs of students identified as gifted, talented, and creative, and benefit all learners.

We only hire the very best teachers who are accomplished learners themselves, highly qualified in their subject areas, certified to work with the unique needs of gifted students, and who have a heart for our mission.

Our task is not to identify only the truly gifted but also to locate students who demonstrate undeveloped potential intellectually and in specific areas including academic, artistic, and leadership domains.

Everyone accepts that children have different needs and different gifts, but bureaucracies continue to address students en masse and offer families only one option that may or may not serve them well, which is no choice at all.

Achieve provides the only web - based, differentiated instruction solutions designed to reach a school's entire student population — mainstream, English Language Learners, special needs, and gifted.

While only some of Meredith's students want to join the academy debate team — which Meredith and Cammon principal Tamika Green proudly boast beat out several all - gifted debate teams from the district's more affluent middle schools — all of her students seemed excited about the class's projects.

Only 2 percent of black students and 3 percent of Hispanic students are in gifted - and - talented programs, compared with 4 percent of white students and 6 percent of Asian students, according to an analysis of federal data since 1998.

In reality, only 5.4 % of charter school students are gifted compared to 6.7 % in traditional public schools.

The solution, the district decided, was to ask the state to waive the requirement that only students who met the test score cutoffs could be taught in gifted classrooms.

When schools focus on just the educational aspect of giftedness and the general expectation for the gifted student is to be high - achieving and receive high scores, then gifted children are seen only in light of what they can achieve academically and not who they truly are.

I use curriculum specifically designed for gifted students, and I have a gifted - education consultant who not only teaches a weekly class to a few kids of our tribe, but is also guiding me in the right direction with my son.

Our schools are miseducating and neglecting our gifted children because they only address the educational side of giftedness, and only as long as the gifted student excels in school.

In that elementary school of approximately 600 students in grades Kindergarten through fourth grade, there would statistically be only about eighteen gifted students (research estimates 2 - 3 % of the population is gifted).

Only one of the students has attended a school that was specifically for gifted children.

My parents were given a choice: because I had a disability, I could be treated as a gifted student, eligible for the «mini-schools» at two of the twenty or so schools in the district, or be treated as a disabled student, eligible for «special learning» in «the trailers» at my high school; I was the only student to that point who was thrown out of the special learning program for reading books at a far - too - advanced level; When I was dismissed, I was reading John Locke's Second Treatise on Government, a book about medieval castle battlement defenses, and (all at the same time) a book called «You can trust a communist — to be a communist».

There are no fewer than thirteen accelerative interventions which we can use with gifted students (see, for example, Rogers, 1992; Benbow, 1998) but, to save time in this presentation, I will outline only five of the more commonly used modalities.

Nationally, it is one of only two schools serving gifted students from kindergarten through 12th grade.

If we look at subgroups, though, 7.6 % of White students are labeled as gifted, but only 3.6 % of African American students.

The Administration says that its budget supports the vulnerable, and the Javits program is the only dedicated federal funding stream to support the vulnerable minority and low - income gifted students who are overlooked.

She envisioned a school that was not only strong academically but also fun and flexible — the kind of school that would spark the imagination and allow gifted students to thrive.

These students were not considered gifted by many of their teachers, yet they were the only students in their school to pass the Advanced Placement exams given by the Educational Testing Service for college credit in calculus.

However, in Arizona, for example, only 0.14 % of the students in gifted and talented programs come from language minority backgrounds (Maker, 1987).