![]() ![]() from home to school to work on when I was done with my work. I used to bring crossword puzzle books, cryptograms from the newspaper, word searches, etc. Every high kid I've ever encountered seems to love puzzles and brain teaser type activities so providing those is great as well. Most of my resources are differentiated and I know a lot of other people provide that as well. If you do a little searching, you can find challenging, have-to-think-a-lot type activities for most math and literacy skills or differentiated versions of activities. Have it relate to the lesson! It shouldn't be more of the same work like more math problems than their friend, it should be the same concept but at a more challenging level. Instead: Provide alternate and/or extension activities that are cognitively challenging things for them to do. ![]() Being labeled as gifted was really awkward for me in early elementary school and I felt like the other kids resented me and thought of me as different for it so it became an insecurity to me that I still carry to this day. There are so many things I don't know how to do and many things I'm not good at. I still can't figure out how to do a cartwheel. I didn't learn how to swim until junior high. I still use my fingers to do simple math. I often have to read something 5 times before I understand what it's saying. As an adult, I actually feel inadequate a lot of the time. I don't want anyone to think I'm saying hey-look-at-me-I'm-smart because I don't think I'm smarter than anyone reading this at all. I'd like to say a quick disclaimer that, for some reason, it's really scary (and honestly, kind of embarrassing) for me to come out and tell the world that I was a "gifted kid." I'd honestly rather tell you my weight or about the time I sat on a chocolate brownie in white shorts in junior high. ![]()
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