Gifted Parenting Support

Best Practices in Gifted Education

2012-01-28T12:32:00.000-05:00

There are times when I think that the ‘best practice’ forgifted education would be to hand the gifted child an iPad and walk out of theroom! Of course, this would be the antithesis of what many believe to be education and far too many gifted children do not have access to thistechnology. Not to mention, every child … every child … learns differently.Gifted kids are no different in this respect.

So, what exactly does “best practices” actually mean and howdoes a parent determine if they are being used in their child’s school? Bestpractices imply that teachers are using instructional strategies that have beenproven effective and are research-based.

If you have a good rapport with your child’s teachers, talkto them. They can tell you about the gifted program. Ask if they are beingprovided with professional development in gifted education. Sadly, we all knowthe answer to that question. In lieu of that approach, ask other parents whohave already had children participate in programs in your school. They shouldbe able to tell you how classes are conducted and how the program isstructured.

Essential to a strong gifted program is the use of aresearch-based method of identification. Talent Searches have a long history ofsolid research to support their use as a means to identify academically giftedchildren. In the U.S., the Talent Search model is offered by NorthwesternUniversity, Johns Hopkins University, Center for Bright Kids – Western AcademicTalent Search, University of Iowa (Belin- Blank), and Duke University as wellas others.

Gifted education can be taught in a variety of settings. Ifthe school is full inclusion with no separate gifted program, then your childshould be given differentiated instruction within the regular classroom. Thismeans ‘different’, not ‘extra’ work. The curriculum needs to be matched to yourchild’s abilities. To ease delivery of instruction, cluster-grouping should beused with differentiation.

Pull-out programs can give the gifted teacher a bit ofleeway in how the classroom instruction is delivered. Teachers may useenrichment activities, independent studies (your child’s choice), Socraticseminars (teaching by asking questions and followed by discussion), andhigher-ordered thinking skills exercises. Innovative approaches may includedeveloping skills for mathematically precocious children through subjectacceleration, learning journals, and exposure of younger children to discussionof special interests they may have.

In programs not constrained by prep for standardizedtesting, some practical strategies which can be used in the gifted classroominclude providing each student with an individual challenge in their areas ofacademic strength, a rigorous academic curriculum, and presentation of abovegrade level content. Provision for prior learning should be assessed and creditgranted for material already learned as an antidote to boredom for most giftedstudents.

In a perfect world, gifted children would also be able to workand learn with their ‘ability peers’. Multi-age gifted classrooms benefit bothyounger and older students. The older students peer-mentor the younger ones andthe younger students share with those who are ‘on the same wave-length’! Evenin a not-so-perfect setting, school districts can provide opportunities forelementary and secondary gifted students to socialize through participation indistrict-wide programs, field trips, and academic competitions with otherschools.

Certainly one of the most researched and a cost-effectivebest practice in gifted education is acceleration. This can be achieved withearly entrance to primary school, subject acceleration, full gradeacceleration, ability grouping across grade levels, dual enrollment inuniversity classes while still at the secondary level, and early entrance tocollege.

Another relatively new way of instruction is to use distancelearning with a gifted teacher as a facilitator on-site or virtually. Thisprovides high quality curriculum to students anywhere in the world ~ rural,inner-city, international. Programs are available from Johns Hopkins (CTY), Stanford(EPGY), Northwestern (GLL), ALEKS, andeIMACS; to name just a few.

Suffice it to say, there are many different ways to providegifted learners with programs that can help them reach their full potential.Parents need to be knowledgeable about what is available (and you certainlyshould know after reading this post!), and then advocate for implementation ofprograms in their school district. You would be surprised at how many teacherssimply never knew so many possibilities existed!

Yes … there will always be resistance on the part of someeducators, but you’ll never know if you don’t try. One thing I can assure youis that parents must learn to take the high road – be respectful yet forceful –or you’ll never get anywhere. Treat decision-makers as you would like to betreated. If you don’t succeed within thesystem, consider opportunities outside the system. In the end, it is a parental‘best practice’ to do what you feel is in your child’s best interest.

Technology for the Gifted Classroom

2012-01-22T20:31:00.000-05:00

Yes, I know; this is a blog to provide support to parents.And I try to keep on topic; it is in the interest of parent-teacher relationsand for homeschoolers that I decided to talk about tech tools for the giftedclassroom. One can never have too many tools in the toolbox when it comes toteaching gifted kids.

There are, in fact, so many resources available to educatorsand parents that it would be impossible to cover them all here. The criteriathat I considered when choosing tools were cost, ease of use, and availability.

All of these tools are available online and are free. Somehave additional upgrades, but I don’t consider them necessary. Schooladministrators are under extreme pressure to cut budgets and home budgets arealready tight for many homeschoolers. So, free is nice!

Ease of use is an important consideration as well asprofessional development (PD). PD budgets are often the first thing to go whendistricts are looking to cut costs. Technology is great, but not if the teacherhas no idea how to use it. Utilizing technology tools such as podcasts,webinars, and Skype can be a very cost-effective way to provide PD forteachers. They can also be utilized for personal development outside of school.

It is important to remember that technology is an enabler;not a replacement for authentic pedagogy. Instructional technologies empowereducators to facilitate learning, increase student engagement, differentiatecurriculum for each student’s learning style, and connect classrooms around theworld. Students, in turn, can collaborate with gifted peers anywhere and atanytime while fostering problem solving skills, critical thinking skills, andteamwork. They can communicate with master teachers, create new and innovativecontent, and learn at their own pace.

My first stop on the Technology Tool Tour (TTT) would haveto be Google. Recently, Google made access to these tools seamless with theirsearch engine. Once on the Google Search homepage, roll over the Google logo atthe upper left-hand part of the page to reveal all they have to offer, GoogleDocs is a collaborative tool that allows multiple people to access and edit adocument online from anywhere. As a bonus, it auto-saves every few seconds.Google Calendar can be accessed by anyone you grant permission to use. Teacherscan place upcoming assignments and projects on the calendar and students canview from school, home or even on the bus ride home. Google Books, Search,Translate, and Scholar are great resources for research materials. Google Earthcan make geography lessons come alive!

Other programs on the TTT, include:

Classmarker– design quizzes & tests; administerthem; & grade

Diigo – add to ‘favorites’ as well as search tags you set up

Dropbox – doc sharing site, accessed from multiple platforms

Emodo – share ideas, text alerts to students, conduct polls, &share files

Evernote – accessed from any device; record student presentations

Pinterest – ‘ideas’ are searched & pinned to the user’s board.

Podcasts – For ‘flipped’ classrooms & to view a wealth of PD podcasts .

Screencast-O-matic- teachers can make tutorials for staff & faculty.

Skype – free, video calls; connect classes, teachers, & students.

Finally, our TTT draws to a close with a look at socialmedia tools; many of which you are undoubtedly already familiar with and willneed little explanation. Facebook has a neat feature called Groups which can beopen, closed, or secret. Taking privacy into consideration, closed groups wouldbe the best choice for classroom. Here students can collaborate on projects,share research, and ask questions of the teacher. Google + has a similarfeature called Google Hangouts. Virtual Reality programs such as Second Life(older students with adult supervision) and Mission V (Ireland)provide virtual classrooms where students can engage in global projects,conferences, and lectures from world-class educators. And last, but not least …Twitter … perhaps the greatest source of PD, late breaking news and trends, anda great place to grow a personal learning network (PLN) with otherprofessionals and educators.

Of course, there are literally thousands of other sites onthe Internet that provide tools for teachers and the classroom. Hopefully, Ihave whetted your appetite to explore the ones I’ve mentioned and then look forother tools on your own!

GT Voice … the Perfect Start to the New Year!

2011-12-30T11:53:00.000-05:00

Last December (2010), I wrote a post entitled, “Vision 2011:Digitally Connecting the Global Gifted Community”. In it, I expressed the hopefor a worldwide effort of committed individuals who would make gifted advocacytheir cause.

“Every yearthe world loses the contributions of brilliant minds because we haven’t found away to work together. Where would humanity be today if every giftedchild were identified; if the needs of every gifted child were metboth academically and emotionally; if the dreams of every giftedchild were realized? If somewhere in your own education you learned to thinkcritically, the answer should be quite clear. Connecting and working togetheris the only real choice.”

One group who came into existence in 2011 that met thiscriterion was GT Voice in the U.K.I am honored to be a Founder Member of this group; if only from afar … acrossthe pond. I have followed every step of their development from the earlymeetings of the initial working group to the formal organization of GT Voice.

This group has painstakingly endeavored to put together afirst-class organization. Many members are also associated with other giftedsupport groups in the country, but GT Voice does not want to be seen in eitherdirect or indirect competition with them. As an inclusive network, it isentirely independent of other organizations and political affiliation. Itreceives no government funding and operates as a non-profit.

GT Voice is “a national network for the support and nurtureof the gifted and talented young people, their families and educators”.Although primarily focused on gifted and talented education in the U.K.,the new Board of Directors has strongly encouraged international participationby all those who have an interest in gifted children – parents, teachers,administrators, and advocates.

Speaking of the Board of Directors who was elected inSeptember, let’s meet them! Denise Yates was elected by the Board to be theinaugural chair and has been the Chief Executive of the NAGC – UKfor over 3 years. Dr. Paula Radice is the Deputy Head of a large primary schooland a Gifted & Talented Leading Teacher. Anna Comino-James has served onthe NAGC’s Council of Management for many years and set up The Potential TrustFund to ensure the organization’s financial survival. John Stevenage is theChief Executive of British Mensa Limited as well as managing the High IQSociety and Mensa Publications Limited. Dr. Johnny Ball worked for 30 years invarious projects for BBC and Central TV. In the 1990s, he was president of theNAGC for six years. Chris Leek is the Chairman of British Mensa and led theHigh IQ Society for 8 years. He also served as Chairman of Mensa Internationalfor 4 years. Matt Dickenson is the Achievement Director of London Gifted andTalented. He will also be the guest speaker at the Bavarian Center for Giftedand Talented Children’s Global Virtual Meeting in Second Life on January 28^th(see my last post for details on how toparticipate). Aileen Hoare is the Chair of North West Gifted and Talented andcreator/co-founder of Day a Week School.Tim Dracup is a NAGC Trustee and former national lead in England’seducation ministry (1996 – 2009). As an independent consultant, Tim was one ofthe initiators of GT Voice.

For parents interested in gifted advocacy, this is afantastic opportunity to learn about the process from a group of committedleaders in the field. GT Voice actively encourages participation on the part ofparents; a rare occurrence in the gifted community. They will be publishing afree monthly e-bulletin to update, inform, involve and recruit members. Eachissue will include informative and provocative articles by Board Members.

I encourage all my readers – both parents and educators – totake advantage of all this group has to offer! Their website can be found here. Their charter canbe found here.Their constitution can be found here. And a membership form can be found here. In the future, GT Voice will belaunching a Google Group where members can gather to discuss issues importantto the group. A redesigned website is set to launch by March 2012.

Your participation in GT Voice will be part of a globalinitiative in support of all gifted children. Outside of the U.K.,there will be no meetings to attend; but, your views and concerns will be heardand taken into consideration by the group. You can read more about future plansat Tim Dracup’s excellent blog, Gifted Phoenix, found here.

So, what are you waiting for? Readers of this blog arealways asking me how they can become involved but express concerns about timeconstraints. Well, I am offering you the perfect way to become a supporter ofgifted education without straining your daily calendar or budget (there is nomembership fee)! Click on the link above (oh heck, here it is again) and do.it.now! See you ata Google Group soon!

Global Virtual Meetings in Gifted Education

2011-12-26T15:34:00.000-05:00

I often hear parents and teachers lament the fact that therearen’t enough hours in a day or going to lectures and conventions are just tooexpensive; and they are right! However, these experiences can make the journeyfor the parent of an intellectually gifted child so much easier … an elixir forthe age-old complaint ~ “if I had known then what I know now”. For teachers ofhigh-ability students, professional development can make the difference betweena mediocre teacher and a highly regarded teacher who understands the nature andpotential of their students.

In a world of tough economic times and shrinking schoolbudgets, there is a bright spot in the world of gifted education. Those who arewilling to give up ONE HOUR a month toattend an online conference will have the benefit of not only listening toworld renown keynote speakers, but also be able to ask them questionsone-on-one as well as meet new friends and colleagues in a global setting. DidI mention that it is totally FREE and you never have to leave your house (thinkcarbon footprint, scruffy jeans, beverage of choice at hand)? Did I mention itis for only one hour a month? (Okay, I did mention that.) And the best part ~you can sit next to ME!

How is this all possible you may ask? Roya Klingner, headand founder of the Bavarian Centerfor Gifted and Talented Children, had the incredible foresight to startbuilding a conference center in Second Life years ago in preparation for theseconferences. In Roya’s own words, “The purpose of the conference is tocultivate a global virtual meeting, sharing knowledge and experience aboutgifted education for students, educators, teachers and parents.” The firstmeeting was held in August, 2010.

Have I piqued your interest yet? Well, take a look at thisvideo produced by Roya to see past speakers at her conferences.

So, exactly what is Second Life? From their education brochure, “Linden Labs was founded in 1999 by Philip Rosedale to create arevolutionary new form of shared online experiences known as Second Life. …Second Life is the leading 3D virtual world filled with user-created contentand immersive experiences.” The actual program launched in 2003 with a freeclient program called the Viewer which enables its users, called Residents, tointeract with each other through avatars. For more information, see here.

To see the full list of academic organizations currentlyusing Second Life … including the University of Texas, University of Warwick,Tasmanian Polytechnic, Oxford University Computing Services, University of NewEngland, Hong Kong Polytechnic University, Penn State World Campus, Texas A& M, Stockholm School of Economics, and Rutgers University … click here. Because residents are free to choose their activities in Second Lifeincluding those which are non-educational, it is open only to people 18 yearsof age and older.

Ready to get started? The first step is to join Second Life and create an avatar here. To participate in the meeting, you will need a headset. A microphone is optionalas you may communicate via keyboard if you prefer. About 10 minutes before theconference is to begin, click here. This link will take you directly to the building where the meetings are held;usually on the roof. It may be helpful to go earlier in the week to acclimateyourself to Second Life and get comfortable navigating there.

The next "Global VirtualMeeting for Gifted Education in Second Life" will be held January 28th2012 at 3PM EST/9 PM CEST (Germany). The invited speaker is MattDickensen (UK). He isEqualities and Achievement Director with London Gifted & Talented, leading the REALProject (Realizing Equality and Achievement for Learners) the first systematicattempt to improve the quality of G&T education for pupils from black andminority ethnic backgrounds and those learning English as an additionallanguage (EAL). Prior to joining LGT, he taught for twelve years and was also AssistantDirector of Teaching & Learning at the National Academy for Gifted & Talented Youth (NAGTY).

Now take a look at this lineup!

- February 25th 2012...Josh Shaine (USA)

- March 24th 2012...Prof.Dr. Ernst Hany (Germany)

- April 21th 2012...CindySheets (USA)

- May 26th 2012...Prof.Dr. Françoys Gagné (Canada)

Roya Klingner is a brilliant, international advocate andspeaker in the gifted community. Her dedication to gifted children is unsurpassed.She has tirelessly worked to put together the Second Life conferences. I haveseen many articles about these conferences, but rarely see the authors show upat them. Not only have I attended practically every conference, I promise tosave a seat for YOU! No excuses!

Giftedness or Talent Development?

2011-12-23T20:33:00.000-05:00

For some, this post could well have been entitled, “Much Adoabout Nothing”. For others, however, it is an issue of grave importance. Thisis a follow-up to my last two posts about redefining giftedness in the U.S.

A funny thing happened on my way to write this post … Ilearned that this discussion is nothing new – it was discussed in the 1800’s, 1930s,and virtually every decade thereafter. The difference today is that someresearchers are now saying we must bid adieu to the term ‘gifted’ in favor ofthe more palatable term ‘talent development’ if the gifted community is to befound acceptable and worthy of public funding.

If you live outside of the U.S., you may have a puzzled lookon your face about now. Talent development is an important initiative duringthe current Hungarian EU presidency’s term in office. April 9, 2011was declared European Talent Day. Other countries, several of whom are amongthe top performers on the OECD’s PISA Assessments, are making talentdevelopment a national priority in lieu of the availability of natural resources.

Facebook discussions have revolved around two main concerns– talent development as a means of producing eminence within a specific domainand giftedness as a response to meeting the needs of the whole child includingsocial and emotional issues.

This blog has advocated for talent development in the past.There is a great need in the world today for ‘producers’ ~ those who can answerthe ‘big’ questions and find solutions to the many pressing issues in our worldtoday. However, this needs to be done in concert with remembering theuniqueness of each child and their differential needs; separate and beyond theneeds of other children. It is curious to me why some leaders in the giftedcommunity feel the need to eliminate one approach in deference to the other.

Here’s the deal for parents of gifted children – you andyour child need to decide what is most important to your child. There is noright or wrong answer. Many parents are extremely comfortable seeing theirchildren as high-achievers; producers. Many gifted children thrive on maintaininga 4.0 average with top scores on every test they take. They have the potentialto attend the top universities and attain success in whatever field theychoose. Others are happy seeing their child excel in whatever area they chooseregardless of which path they follow to get there. Some will experiencedifficulties and require additional support throughout their lives; others willnot.

What nearly all parents want most for their children is that theyfind peace and happiness in life doing whatever it is they choose. Few willaccept the judgment that their child’s giftedness is solely dependent uponwhether or not they achieve eminence in any field. If this were the case, therewould be little reason to support any gifted child beyond the most profoundlygifted. Should we choose to support only those who have the potential toachieve eminence in their fields? In my humble opinion … not so much.

There are many organizations in the U.S. and aroundthe world whose mission it is to support gifted children in various ways. Hereare a few links to various groups. If interested, take a look!

WCGTC (https://world-gifted.org/ )

SENG - US ( http://www.sengifted.org/)

NACG – UK (http://www.nagcbritain.org.uk/ )

GT Voice - UK(http://gtvoice.org.uk/ )

GHF - US ( http://giftedhomeschoolers.org/)

NACE - UK(http://www.nace.co.uk/ )

AAEGT – AUS (http://www.aaegt.net.au/)

NZAGC ( http://www.giftedchildren.org.nz/)

HKAGE – Hong Kong (http://hkage.org.hk/en/index.html)

IRADTE - EU( http://www.iratde.org/ )

A Response from the NAGC

2011-12-13T18:52:00.000-05:00

In my last post, I discussed the ongoing debate within the

U.S.

concerning statements made by Dr. Paula Olszewski-Kubilius bothprior to and after becoming the president of the NAGC. Since that time, theNAGC and Dr. Olszewski-Kubilius have both responded withwritten statements here and here .

It was noted in one of the responses that statements werebeing conflated on certain gifted blogs. To make sure my readers are clear, Idelineated three separate writings: 1) a monograph co-authored by Paula Olszewski-Kubiliusand first published in January of 2011, 2) an article in CompassPoints – “Taking a Bold Step”, also by Paula Olszewski-Kubilius sent to members inNovember 2011, and 3) an article in the Spring 2011 issue of Gifted ChildQuarterly (not addressed in the responses).

The NAGC, in their response, also mentioned their position paper,Redefining Giftedness for a New Century: Shifting the Paradigm found here , as the official position of the organization which this blog did notaddress. Readers will have to discern what they will from the statements by theNAGC. I will take them at face value at the present time that remarks made byPaula Olszewski-Kubiliusreflect her own personal opinions and not the official current position of theNAGC.

I would like to point out that I have great respect for the work Dr. Olszewski-Kubilius has done at Northwestern University and her dedication to their Center for Talent Development (take a look here). I applaud her courage for starting the conversation about talent development. I have spent the last couple weeks researching her writings and have learned much about her philosophy. Although I don't agree with all the conclusions to which she has come, there can be no doubt about her sincerity in helping children develop to their full potential.

In my next post, I will discuss my interpretation of the differences of opinion between giftedness and talent development. For the record, I think both should play a role in the identification of and the delivery of services to gifted children rather than having one replace the other.

Other blogs have also commented onthis situation.:

The blog Gas Station Without Pumps has a good post on theRethinking Giftedness monograph, entitled “What is Giftedness?” found here .

From Asynchronous Scholars’ Fund, “Shifting theParadigm: Asynchrony and the High-Potential Child” found here is another response to the NAGC.

From the blog Wicked Smart, there are three posts related tothis discussion found here , here , and here .

The NAGC’s Bold Step and What it Means for Your Gifted Child

2011-11-26T13:30:00.001-05:00

What a way to start off a new job … with a bang! PaulaOlszewski-Kubilius took over the reigns of the NAGC (National Association forGifted Children –

U.S.

)at their annual convention earlier this month. She's also the director of Northwestern University’sCenter for Talent Development and a professor in their School of Educationand Social Policy.

In her inaugural message to NAGC members, ‘Taking a Bold Step’, Olszewski-Kubilius states, “I suggest that we take a bold step andconsider making talent development, rather than giftedness, the major unifyingconcept of our field and most importantly, the basis for our practice.” Criticswere quick to contend that this was a bold statement for the new president ofan organization which is considered to be all about giftedness rather thantalent development; even going so far as to suggest it change its name.

Nothing less than a firestorm has erupted in online giftedcommunities. Perhaps it is just the company I keep, but the cons sure seemed tooutnumber the pros. It also re-opened some old debates between the importance of recognizing giftedness vs. focusing on talentdevelopment … talent development based upon principles of psychology ratherthan education. Many negative comments seemed predicated on this conflictrather than on an in-depth review of the underlying reasons why the NAGC hascommitted to heading in this direction.

It just so happens that yours truly had been plodding herway through a 45+ page monograph for three weeks prior to the publishing of the latest issue of CompassPoints. I say plodding because it reminded me of why I dropped out of graduateschool (thus my lowly status of blogger rather than college professor).

To behonest, the monograph, "Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science", was not written for a lay person. The synopsis provided by the journal in which it was published, PsychologicalScience in the Public Interest, did not do it justice. In fact, in somesocial media circles it acted like high-quality kindling on a fire that was justgetting started. The monograph was written, however, in my opinion to serve asthe basis for a fundamental change in direction at the NAGC. It redefined giftedness as “the manifestation of performanceor production”, that “achievement is the measure of giftedness”, and that “eminenceis the basis on which this label [gifted] is granted”.

The controversy online made this topic almost too hot tohandle for this blog. I say ‘almost’ because the more I read about it, the moreintrigued I became about digging deeper. Talk about emotional intensity … it’slike an American attending the World Cup! You love the game – fútbol or soccer, as we like to call it – you know some of the players, you have a general ideaof who you want to win, but most of the time you feel confused and wish thosearound you would just stop blowing those vuvuzelas!

So why did the NAGC decide that now was the timeto change course? From a review of this year’s Gifted Child Quarterly – the officialjournal of the NAGC … and yes, I am a member – it became clear that articleswere published in anticipation of this move to an emphasis on talentdevelopment. It should also be noted that all three authors of the ‘RethinkingGiftedness’ monograph – Rena F. Subotnik, Paula Olszewdki-Kubilius, and FrankWorrell – are also members of the Editorial Review Board at Gifted Child Quarterly. (More on the authors can be found here.)

In the Spring 2011 issue of Gifted Child Quarterly one such articleappeared entitled, “State of Research on Giftedness and Gifted Education”. The authors – Dai, Swanson & Cheng –came to the conclusion after an extensive review of gifted research articlesbetween 1998 and 2010 that there needed to be a clearer definition ofgiftedness that the entire gifted community could agree upon if any forwardprogress was to be made in gifted education; at least in the U.S. They showed adramatic increase in the amount of research on giftedness and gifted education,but also an increasing divergence in the direction of that research. Basically,they were calling for new standards in the field.

What were the motives behind this move on the part of theNAGC? Is it their intention to replace the term gifted with talent development?Are the social emotional issues experienced by gifted children no longer valid?What role does the NAGC’s support of The Talent Act sitting in Congress have todo with any of this? And last, but not least, for whom does the NAGC speak? Ilook forward to hearing from the NAGC should they decide to address thesequestions.

In the final analysis, this blogger must ask, “What doesthis mean for gifted children?” Yes, remember them – the children – the reason we teach,research, and for whom we advocate for a clearer understanding of their needsand education? This change of definition will definitely make a difference for futuregenerations, but in reality … probably not for our children today. Which begsthe question – should parents even be concerned about this whole issue?

Do I think it’s important for parents to be concerned aboutthe direction taken by an organization who is a major player in shaping giftededucation policy in the

U.S.

?Why, yes, yes.I.do! Just as I feel that progress will only be made when parentsstep up to the plate and make their voices heard in support of their children.For too long – like forever – parentshave sat on the sidelines complaining about the gifted programs in their localschools, the lack of funding at the state level, and the lack of federal mandatesto validate the need for gifted education at all. You need to become part ofthe conversation or things will NEVER change. You will become grandparentscomplaining from your rocking chairs and wishing you had done something yearsago.

A word to my international readers … this is not solely anAmerican issue. All parents need to become advocates for gifted education toensure a brighter future filled with opportunity for your children. Betterstill … we must all come together as a forceful reminder to the larger giftedcommunity that it is about … the children!

It’s Elementary … Working as a Team

2011-11-06T18:11:00.001-05:00

“It’s elementary, my dear Watson” … an oft quoted line ofSherlock Holmes is quite appropriate when talking about gifted children and theimportance of the early years spent in elementary or primary school. It is herethat the foundation of their lives is built. If a parent or school waits untila child is older to consider identification and appropriate educational placement,it can be an opportunity lost forever.

Young gifted children need to be challenged during the beginningyears of school. For too many of these kids, it is easier to take the path ofleast resistance rather than the road less travelled. Elementary school is a‘breeze’ for many gifted children. They know the curriculum inside and out evenbefore they open a book. In the first few years it is like a game for them.Always knowing the answers, their little hands are the first ones up when theteacher asks a question. After multiple wrong answers are given, the teacherfinally calls on them. With beaming faces, they give the correct answer andreceive appropriate praise from the teacher. Although parents may see this asan ego boost, in reality it is setting a bad precedent. Without proper guidancethese children may become boastful and alienate classmates or become bored andmischievous. The latter often resulting in numerous trips to the principal’soffice or phone calls home.

There are some ways to break this cycle, but it involvesparents and teachers working together as a team. Yes, I realize that this canbe a problem when one of the parties does not want to engage in the process. Asa parent, however, if you want everyone invested in your child’s best interestyou must be willing to attempt to build strong relationships based on mutualrespect. This requires a great deal of diplomacy and work on the part of theparent. When you are working with educators you need to act professionally,keep your emotions intact, prove that you know what you’re talking aboutthrough written documentation and use of appropriate educational language, andknow the law in regard to gifted education in your school’s jurisdiction.Basically, you need to know how the system works, who the decision makers are,and what you hope to achieve for your child’s education; not an easy task for ayoung parent.

Building a strong support system for an elementary levelchild should be the ultimate goal of every parent. Model the behavior you wishyour child to display. Remember that education is so much more than what youlearn from a book. Learning how to work well with others to achieve your goalsis one of the most important lessons in life we can teach our children. In fact… it’s elementary my dear parent!

Parenting Gifted Children … Does it Have to Be So Hard?

2011-11-01T17:03:00.001-04:00

When I first started contemplating parenthood, I shared theidyllic dreams of many wannabe parents of what life would be like withchildren. Visions of … “Mommy, I love you!” … danced in my head. Never, ever,did I think it would be as difficult as it has been and this has come as quitea shock to me! No one said it would be easy, but … geez … did it have to bethis hard?

Recently, I started taking a more serious look at the bookswritten about parenting gifted children. And wow, there are quite a lot ofthem! Most are excellent resources, well written, and offer good advice tofrazzled parents. I would recommend them to anyone. In fact, I’ll include ashort list at the end of this post.

That being said, I began to look back at my experiences withmy own children. They are both in college now, thankfully; so, I have much toreflect on concerning their early years. The information available to me as ayoung mother was not much more than what my mother had used … Dr. Spock and Dr.T. Berry Brazelton. Widespread use of the Internet was in its infancy and I hadno idea that they were ‘gifted’ … amazingly bright kids who seemed to winarguments more than they should, but gifted?

Information is power and the earlier a parent has it, thebetter! Although it’s good to know how to be a good parent, in the case of agifted child … it’s also good to know what you’re dealing with. It helps toprepare you for the rapid-fire advancement through various stages of developmentwith a little asynchronous development thrown in for good measure. Make it apoint to learn what your school district offers in the way of giftedprogramming K – 12, who is responsible for administering and providingservices, and what the law is regarding gifted education in your state/country.This can be done even before your child sets one foot in school.

Now that you have that down, let’s talk about potentialproblem areas when parenting a gifted child. I have already mentioned one ofthe most difficult challenges – asynchronous development. Most people don’teven know what that means and you may not either; but, you’ve ‘seen’ what itlooks like. Gifted kids can be brilliant at a very young age, but this frequentlydoesn’t match their social and emotional maturity. In fact, the discrepancybetween brain function and maturity can make for some very unpleasantsituations. Knowing that this is relatively common in gifted children and beingprepared to deal with it is half the battle.

Another challenge faced by gifted parents is realizing earlyon that nobody cares more for your child and their education than you. The buckstops here. Not only must you be the one to advocate for your child at school;you must also take responsibility for providing supplemental learningopportunities outside of school. This can take various forms such asafterschool programs, classes at universities that offer gifted programs,summer camps, cultural experiences, and travel to historical locations to namea few. It can also be as simple as a trip to the library or a nature hike. Talkoften with your child and find ways to spark their curiosity.

Did you hear the part about “talk to your child”? Since theyseem to be asking questions incessantly, this shouldn’t be hard to do. Talkabout many different topics … they are usually up for a debate anyway! Talk tothem about those things you value most and why you hold certain beliefs. Theywon’t always agree with you, but one day they will thank you for it. Never beafraid to say, “I don’t know”. Consider it an opportunity to learn together.Buckle up – it’s a wild ride!

In the final analysis, it’s you and your child … that’s justhow it is. It is a journey you take together and do the best you can. Laugh with,love, and enjoy them, because in the blink of an eye – they are on their own.If you do your job, it will be the happiest time in both your lives!

And now for a brief list of books (in no particular order) I(and a few of my closest friends) like on gifted parenting …

Living With Intensity (Susan Daniels/Michael Piechowski)
Emotional Intensity in Gifted Children (Christine Fonseca)
The Survival Guide for Parents of Gifted Kids (Sally Walker)
Guiding the Gifted Child (James T. Webb, Stephanie Tolan, et al.)
Academic Advocacy for Gifted Children (Barbara Jackson Gilman)
Raising a Gifted Child (Carol Fertig)
A Parent’s Guide to Gifted Teens (Lisa Rivero)
Making the Choice (Corin Barsily Goodwin/Mika Gustavson)
When Gifted Kids Don’t Have All the Answers (Jim Delisle/Judy Galbraith)
Raisin Brains (Karen Johnson Isaacson)
5 Levels of Gifted (Deborah Ruf)

Gifted Education and the Development of Human Capital

2011-10-30T16:03:00.000-04:00

A newly released book entitled, The Atlas of EconomicComplexity (which is available as afree download here),by César Hidalgoand Ricardo Hausmann et al. makes a case for gifted education both by its authorsand its content. They were attempting to learn why the economies of somecountries grow faster than others. How’s that for an impressive inquiry?

Consider first the authors of this book. César Hidalgo is not only AssistantProfessor in Media Arts and Science at the MIT Media Lab, but also a FacultyAssociate at the Center for International Development at Harvard. His websitecan be found here. ATEDx Talk on Global Economic Development at TEDx Boston in August of last yearcan be found here. A presentation on Economic Complexity can befound here. Heearned a degree in physics from the Pontificia Universidad Católica de Chileand his Ph.D. in physics from the University of Notre Dame. While working onhis Ph.D., he joined the Center for Complex Network Research (CCNR). Theprogram relocated to Northeastern University in Bostonand this placed the soon-to-be Dr. Hidalgoin proximity to MIT and Harvard. Ricardo Hausmann has an equally impressivebackground with a Ph.D. in economics from Cornell University, followed by aposition as Professor of Economics at the Instituto de Estudios Superiores deAdministracion in Caracas, and currently is the Director of the Center forInternational Development at Harvard’s Kennedy School of Government.

What does this have to do with the return on investment from gifted education besides thefact that these two individuals are prime examples of what can be achieved whenpeople are able to reach their full potential? Plenty. The content of theirbook is what caught my eye. {{I know what you’re thinking … how geeky is itthat a blogger on gifted parenting is reading about economic development theory… but I digress.}}

In earlier posts, I discussed the importance of a countrydeveloping its human capital when it possesses little or no natural resourcesto exploit. A review of leading performers on the OECD’s PISA assessments points to countries that aredoing just this. Higaldo and Hausmann believe that the definition of capital istoo broadly defined with regard to economic growth. They discuss productioncapital, but at the same time illuminate a country’s need for strong humancapital to succeed.

In a nutshell, Higaldo and Hausmann theorize that a country’seconomic strength lies in the diversity of its production capacity. They giveas an example all the various technologies, production methods, and theobtaining of raw materials that go into a microprocessor chip. Bringing all ofthese factors together depends on human capital. The authors use the term‘economic complexity’ to describe that when a country best utilizes thecombined knowledge of its people to produce unique products, its societybenefits economically.

Voilà! Point A connects to point B. Collaboration +Education + Higher-Order Thinking = Finding Solutions to global issues. “Accumulatingproductive knowledge is difficult. For the most part, it is not available inbooks or on the Internet. It is embedded in brains and human networks. It istacit and hard to transmit and acquire.” (Preface, Atlas of EconomicComplexity) To this end, countries must seek out, develop, and bring togethertheir brightest minds to make this happen.

Global intellectual collaboration is the impetus behind socialand economic progress. The development of expert knowledge must beginsomewhere. When parents, schools, and nations fail to recognize and develop theacademic giftedness of their children, students, and citizens … we all loose.This is not rocket science, folks. It is simply the acknowledgement thatsociety needs to do everything it can to support its high-ability learners.

When my children were very young, I tried to impress uponthem the understanding that they could make a difference in this world. It ismy hope that you as the parent of a gifted child or children are doing thesame.

Instructional Strategies for Higher Order Thinking

2011-10-08T13:28:00.000-04:00

Earlier this year, I wrote a post on InstructionalStrategies for Gifted Students. To date, it has been the most read post on thisblog. An interesting comment on that post came from a teacher, “How do teachersfind the time to coordinate the differentiation required to meet all students'needs? Any suggestions?” This is a veryimportant question as well as a very ‘telling’ question with regard to thestate of teaching today. And, as a matter of fact, I do have some suggestions.

Differentiating for every student in a class of 30 or morestudents is no easy task. In fact, I think it’s safe to say that this rarelyoccurs in the majority of classrooms regardless of mandates. But is there abetter way to meet the needs of every child without having to write 30different lesson plans?

Parents of gifted students need to be cognizant of thesetypes of issues in education because invariably it will affect your child ifyou choose to keep them in public education … and most of you will. So, whatcan a parent do to ensure that their own child’s needs are being met and thatthey are being challenged to meet their full potential?

Enter Higher Order Thinking as an instructional strategy. Andwhat exactly is Higher Order Thinking? I like to ‘think’ of it as thinkingbeyond the test … thinking beyond rote memorization or simply retellingpreviously learned material. One needs to understandwhat they are learning and then connect their thoughts in meaningful ways tosolve problems. Sounds good to me! One caveat though … there are many educatorswho strongly believe that Higher Order Thinking has no place in the classroom;that it is not a function of education.

This all begs the question … who teaches your child? Is itjust the regular education teacher? The gifted education teacher? What aboutyou? You have a responsibility to teach your child as well. Therefore, you needto know about Higher Order Thinking and how it can be taught both in yourchild’s classroom and at home.

Alice Thomas, M.Ed., and Glenda Thorne, Ph.D., in theirarticle, “Higher Order Thinking” here, state that Higher Order Thinkingskills can be learned and that skill levels can be increased. And the beststrategy for both teachers and parents is modeling! This may require someknowledge acquisition on your part. Thinking about thinking, metacognition, isan intricate part of Higher Order Thinking. Understanding how you think canimprove how you think. Therefore, one way to model Higher Order Thinking is toexplain to your children why you think the way you do. Make sense?

In her piece for Edutopia, “Ten Takeaway Tips for TeachingCritical Thinking” here, Mariko Nobori provides teachers with someexcellent strategies for teaching students to think at a higher level whichinclude embedding questions in their lessons, prompting students withprovocative questions, providing tools such as “sentence starters andconnectors”, modeling expectations, encouraging constructive controversy, choosingtopics that interest students, employing Socratic discussions, using differentmethods of assessment, allowing students to evaluate each other, and lettingstudents lead the discussion. Parents can use these techniques as well in theireveryday interactions with their gifted child.

Why is this so important? In 2008, Tony Wagner wrote thebook, The Global Achievement Gap, in which he details the dangersinherent in failing to educate our children to become critical thinkers withthe ability to solve ever-increasingly difficult global problems. In the 21^stcentury, employers put a premium on workers who have these skills and caneffectively use them. Parents, too, need to put a premium on these skills fortheir children to become effective problem solvers. Innovation and creativityare both enhanced by Higher Order Thinking as an integral part of the process.

Higher Order Thinking as a teaching strategy encompasses astudent’s world both in and out of the classroom. It can be used by bothteachers and parents. Its effective use can overcome the brain’s naturalinclination to limit incoming information and can encourage our children tobecome open to creative thought processes and new ideas.

Connecting, Collaborating, Empowering Your Gifted Child

2011-09-30T18:15:00.000-04:00

I have written about social media on several occasions – okay, on many occasions – well, maybe it’s a borderline obsession – but honestly, it’s just that important. Once your child connects and collaborates, they will be empowered to make a difference in the world. As a parent, it should be the newest tool in your toolbox.

What is at issue is teaching your child how to use social media to its fullest potential for their benefit and the benefit of others. Most gifted kids do not need to be instructed on how to use social media to connect with friends. They.get.it. It’s that ‘full potential’ aspect that is critical and too often missing.

Guy Kawasaki in his book, Enchantment, takes you on a journey to “learn how to change the hearts, minds, and actions of people” by building long-term relationships with other people in order to realize your passions and dreams. He discusses “push technology” - how to use e-mail, Twitter, and PowerPoint to spread your message to those you want to influence and “pull technology” - how to use blogs, YouTube, Facebook, and LinkedIn to bring people to you. This is a skill that once mastered by gifted children will benefit them their entire lives.

While other kids are updating their status on Facebook about where the next party is, your child can be connecting with kids all around the globe concerning issues about which they are passionate. Perhaps they will participate in a Socratic seminar at a virtual conference two continents away with people from 30 other countries on solving the Earth’s need for clean water. It is a learning experience as well as a potential opportunity to cultivate leadership skills. By gaining new knowledge, they can be empowered to take the next step to connect with mentors and world class educators to find a solution and implement it.

Social media is a spawning ground for collaboration. In his post, “Social Media Can Change The World Through Common Ground”, author JR Johnson illustrates the benefits that come when our children reach out to those with whom they share common passions; they develop a mutual understanding of each other. In turn, positive change can happen through friendships forged in this manner; it changes the way in which they look at people different from themselves.

Building an effective Personal Learning Network (PLN) is often the first step in developing quality relationships. Andrew Marcinek in “Help Students Use Social Media to Empower, Not just Connect” , reminds educators of the need to “promote critical thinking, questioning, and constrictive criticism.” He goes on to emphasize the need for students to become active members of PLNs by posting and sharing. In this way, they move “beyond simple connections that they get, and really empower their voices, abilities, and talents.” Ultimately, the PLN becomes a support group where they feel free to share new ideas.

There are many opportunities available for kids to connect. Here are some links to get you started:

• Randomkid.org

• Koodooz.com

• DOSomething.org

• FreeRice.com

• Service-LearningPartnership.org

• LearnandServe.gov

Connecting online is important in the lives of gifted children. It is a global resource for kids to build friendships with their intellectual peers. The potential of social media to empower them is priceless. The key will be parents who mentor their children in building these relationships.

Making the Choice

2011-09-25T11:20:00.000-04:00

Making the Choice: When Typical School Doesn’t Fit YourAtypical Child by Corin Barsily Goodwin and Mika Gustavson is a part of thePerspectives in Gifted Homeschooling Series from Gifted Homeschoolers Forum. Itis an easy read, it is inexpensive, and you can buy it here. The end.

Now, that was easy! Of course, that’s not ‘the end’, butthis book is so good … you shouldn’t need any more persuading than that to readit. I read blog posts, articles online and books about gifted educationeveryday. This is one of those books that really stands out as a must read forparents of gifted children.

If you are a homeschooling parent or consideringhomeschooling – this book is for you. If you have a twice-exceptional childthat struggles in a public school – this book is for you. If you are the parentof a profoundly gifted child who is not being challenged in their currenteducational placement – this book is for you. If you are the parent of a giftedchild who has grown weary of fighting the system year after year – this book isfor you. Have I left anyone out?

Ah … but you are not considering homeschooling. Guess what?You still need this book. It is one of the best books I’ve read that trulyexplains the nature of twice-exceptional kids from the perspective of a parentwho has walked down this path. It also summarizes the many aspects of‘giftedness’ in a simple to understand language.

Not convinced yet? From the introduction … “Change is scary.We know that. Sticking with something that is not working is scary, too – inthe long run – even if it seems easier now. It is our belief that, as parents, thefinal responsibility for raising and educating our children rests with us. If asituation is not working, it is up to us to recognize that there is a problem and proactivelyaddress it.”

My point is that Making the Choice delivers soundadvice on parenting that we all can benefit from by making it a part of ourpersonal libraries. Even though the book is intended to help thosecontemplating homeschooling, it also does an excellent job of walking parentsthrough the steps of what to do before making a final decision. The authorsexplain such things as accommodations, modifications, and IEPs .

Another section of the book that I found especiallycompelling was the discussion of red flags and warning signs that may occurwhen your child is in an educational environment that simply is not working forthem. Some are obvious and others not so much. They also explain theconsequences of ignoring these signs.

Making the choice to buy and read this book should be one ofthe easiest decisions you make as the parent of a gifted child.

Grow a Generation – An Interview with Dr. Ellen Cavanaugh

2011-09-17T10:05:00.000-04:00

Recently, I had the pleasure to sit down and talk with Dr. Ellen Cavanaugh about her new company, Grow a Generation. The following is my interview with her.

GPS: Ellen, what was your inspiration for starting Grow a Generation?

Dr. Cavanaugh: My inspiration for Grow a Generation (www.growageneration.com) stems from three sources: 1) thirty years of experience that shouts children and teens (except for the rare exceptions) only thrive with involved parents, 2) parents are getting a bad rap which makes it harder for them to get involved, and 3) parents need support navigating the massive changes that are happening in culture, education and career preparation.

GPS: What does your company offer to parents?

Dr. Cavanaugh: Grow a Generation gives tools to parents to help their kids develop 21st century skills. We offer a free weekly newsletter, skill workbooks and project workbooks that are geared for you to help your child develop the 21st century skills of innovation, critical thinking, collaboration, emotional intelligence, resilience, leadership, and vision. We also offer an opportunity for a spring Voluntour, where families travel to the Dominican Republic. We stay at a resort and have 3 days of gorgeous beaches and incredible food, and 3 days of volunteering and immersion into the lives of those building a path out of poverty through education, green engineering, and innovation. Teens and adults leave the experience inspired and motivated to bring what they learned back to their own communities. Finally, I am available to speak (in person or through Skype) to parent, grandparent, and family groups to inspire and give you tools to help the young people in your lives develop the skills they need in the 21st century.

GPS: I know there is a book to be published soon in conjunction with the launch of your company. Can you tell us about it?

Dr. Cavanaugh: The book, Grow a Generation: Parenting in the 21st Century, focuses on the seven skills needed for our children to thrive in the after-Google world of global markets and shifting sands of change. Each chapter is filled with background on why the skills are needed and lots of practical ideas on how to help your children and teens develop them. It is currently scheduled for a February 2012 release date.

GPS: Who would you consider as your main audience for Grow a Generation?

Dr. Cavanaugh: The main audience is parents and grandparents seeking to provide phenomenal experiences of growth and development for the young people in their lives.

GPS: Dr. Cavanaugh, could you share with my readers your background as a parent as well as your professional and educational background?

Dr. Cavanaugh: My background is as diverse as many professional women today who have spent their lives dividing their time between parenting, school, and work. I have two kids, my daughter 24 and graduated with her Masters in Psychology. She works with adults who suffer from trauma and mental illness. My son is 13 and mathematically gifted, thriving in a cyber school environment. My background includes mathematics and education, having taught in a technical school, 25 years of professional youth ministry, publishing, and teaching in area universities. My doctorate is in systematic theology, examining systems of thought as they evolved in history. My passion is working with youth and young adults, examining how character and integrity are formed during these crucial years, and having a blast working beside them as a FIRST robotics coach.

GPS: In closing, could you give some advice to parents of gifted children?

Dr. Cavanuagh: The best advice, hmmm… of course, subscribe to the Grow a Generation newsletter and buy the book! Something you can do today is to keep the lines of communication open, ask the favorite young people in your life meaningful questions and listen authentically to their replies. Something to build for the future is a 20% project. Google, among other companies, has what is called 20% time. Time in the employee’s life is set aside to work on a project of their choice, something they believe will benefit the company, the world, and contribute to the mission of Google. What is the 20% project your child wants to build? Is their time in their lives to work on it? Are you modeling for them innovation, critical thinking, collaboration, emotional intelligence, resilience, leadership and vision with your own 20% project?

GPS: Ellen, thanks for chatting with me today. I wish you much success in your new endeavor!

Dr. Cavanaugh: Thanks Lisa for taking the time to listen and share with all your readers. And thank you for all you are doing to empower the gifted students of today build a world overflowing with beauty, truth, belonging, integrity, justice, empowerment and hope.

GPS: Dr. Ellen Cavanaugh can be reached at:

Grow a Generation: Cultivating Skills for the 21st Century
http://www.growageneration.com/
200 Hoenig Road
Sewickley PA 15143
724-266-1498

Self-paced Acceleration

2011-09-10T22:43:00.000-04:00

Clearly, changes are needed in how we educate our children. Those who are identified as high-ability learners or gifted or profoundly gifted or ‘whatever’ other appellation appeals to your sense of political correctness … must be included within the framework of today’s education reform.

Is it time to re-invent the wheel? I don’t think so. I think it’s time to take a trip down memory lane myself. Back to the days of the one-room school house romanticized in American folklore as a simpler time when the lone ‘teacher on the prairie’ was tasked to educate children as a group composed of many different ages.

Today, the schoolhouse may have changed, but teaching children according to their ability rather than by chronological age is an idea whose time is re-emerging as a real viable option. It’s not as radical as it may seem on face and it is gaining support in education circles. Nascent steps in this direction are already being taken with the introduction of dual-enrollment of high school students in college classes, early graduation paired with early entrance to universities, and even the elimination of grade levels in several school districts; most notably a pilot program in the Kansas City (MO) school district at the elementary level.

So what does this mean for parents of gifted children? I recently read the new book from Corin Barsily Goodwin and Mika Gustavson, Making the Choice: When Typical School doesn’t fit your Atypical Child. Although it is a part of the Perspectives in Gifted Homeschooling Series, I highly recommend it for all parents, not just homeschoolers. It is especially informative concerning 2E kids and provides a wealth of information on many educational options.

What piqued my interest in this book was why so many parents are seeking alternatives and why homeschooling is so appealing for gifted children. Ding … ding … ding! Could it be that these children progress at their own pace? Could it be that these parents were never given this option in their traditional school districts? Could it be that these students have a track-record of success? A word of caution … I am not referring to homeschoolers who make this choice based on religious reasons. I’m talking about gifted children who are languishing in classrooms that require them to ‘stay with the program’ … ‘think inside the box’ … ‘be quiet in the hall’ … and never ever challenge the all important status quo.

About now, many of you are probably thinking … this is a nice topic for a blog … but totally unrealistic. Not so fast! Is this just the pipe dream of an eccentric blogger? Well, I’m glad you asked!

Consider this – schools are strapped for money. These days nothing is off the table when it comes to slashing education budgets. Pay to play and pay to expect anything beyond the basic curriculum is the mantra of many taxpayers.

But what if we move academically gifted students through the school system at an accelerated rate? Students no longer become bored who are able to self-pace through the curriculum, teachers are free to devote more time to students who need more attention, and school districts save money by getting these students through in a shorter amount of time.

Yes, I know … the devil is in the details. It takes time to make radical changes and the powers that be do not like to be challenged. The crux of the matter is this. Parents must be willing to advocate for change that may never be implemented in time for their own children. They must begin to advocate at the very first signs that their child’s needs are not being met by the system. Is this too much to ask? Think ~ grandchildren if you need inspiration. Or perhaps you’ll be fortunate enough to partner with parents who have already started the ball rolling. Whatever it takes … do it now!

It’s a lot to think about, but thinking is a good thing. I do it often and take great pleasure in the results. It’s especially rewarding to think with others … crowd-sourcing a solution to a problem. I look forward to your comments.

World Council for Gifted and Talented Children

2011-08-10T17:09:00.001-04:00

Today is being celebrated as the first International Day of the Gifted by the World Council for Gifted and Talented Children as part of their 19th Biennial Conference being held in Prague, Czech Republic from August 8th to August 12th.

This year’s conference boasts attendees from 69 countries and keynote addresses by some of the world’s most respected speakers in gifted education including Dorothy A Sisk, speaking on Developing Leadership Capacity in Gifted Students; Maureen Neihart, speaking on Revised Profiles of the Gifted (originally proposed in 1988 with Dr. George Betts); Franz J Mőnks, speaking on Gifted Education Worldwide: Retrospective and Prospect; and Ken McCluskey, speaking on Creating Creative, Cooperative Environments; as well as notable speakers: Leslie Graves, Roya Klingner, Peter Csermely, Barbara Kerr, Julie Taplin, and Paige Morabito among others. Of special interest this year will be a presentation by Rebecca Howell who will present, “Experience, Issues and Concerns of Parents of Gifted and Talented Children”.

As a parent of a gifted child, you may not be aware of this organization as its main stakeholders are educators, scholars, and researchers. Although they do mention “supporting and enhancing parent and family education regarding the development of the potential of all children” in their Mission Statement, their history belies a closer association with educators.

Begun in 1975 in London, England, and inspired by Henry Collis (then Director of the National Association of Gifted Children UK), the World Council for Gifted and Talented Children held its First International Conference for Gifted and Talented Children. In 1977, a seven member executive was first headed by Iraj Broomand of Iran. In 1979, a permanent Secretariat was established at the Teachers College, Columbia University in New York. (A full history may be found here.) Today the group publishes a newsletter, World Gifted, a journal, Gifted and Talented International (both available with membership; basic membership is $75US), and holds international biennial conferences. Their headquarters is located at Western Kentucky University in Bowling Green, KY, USA.

Why is this of interest to gifted parents? Information disseminated by the WCGTC is widely read and used by gifted educators and scholars around the world. The organization provides an inspirational gallery of gifted children on its website. Participation is such organizations can broaden resources for parent advocacy.

In a post last year, fellow blogger Gifted Phoenix suggested that the World Council should “update its approach to communication to encompass social networking and other online tools." Sounds good to me! The 21st century has become a brave new world when it comes to advocacy. All gifted organizations need to be networking with each other through social media and parents need to be joining with them to make their voices heard. Consider who is the greatest stakeholder in the gifted advocacy movement? (Hint: have a mirror handy.) Who should be the greatest beneficiary? (Answer: your child.)

Bold action and universal cooperation between organizations and parents is imperative if significant progress is to be made in gifted education. At this point in history, we cannot afford the forces of inertia to forfeit the future for our children.

Help Wanted: Seeking Highly Qualified GT Teacher

2011-08-02T20:16:00.000-04:00

Okay. I know what you’re thinking. What’s the point … who has the luxury of looking for the best possible teacher for gifted students? Most parents are thankful just having a gifted teacher; and for many, even that is a stretch.

All parents want their children to have quality teachers, but what should parents of gifted children look for in their child’s teacher? Consider this … the gifted education program at your child’s school is only as good as its teachers.

There are certain qualities and qualifications that distinguish the best teachers of gifted students. Here is my ‘top ten’ list of things to look for in your child’s gifted teacher:

10) Highly intelligent, patient, empathetic, out-of-the-box thinker, and gt certified

9) Understands the social-emotional aspects of ‘giftedness’

8) Lifelong learner who is passionate about what they do

7) Seeks out learning opportunities and advocates for their students

6) Embraces technology as a teaching tool and understands the value of social media

5) Inspires their students; engenders a love of learning through modeling

4) Engages their students in the learning process

3) Facilitates learning through a variety of strategies such as Socratic teaching

2) Collaborates with their students; willing to have ideas questioned by students

1) Sees parents as partners

So maybe this is more than ten qualities, but you get the idea. If the personnel responsible for gifted education in your district are not supportive and passionate about what they do, you will have a sense of the quality of program being offered.

Another area to look at is how the school system supports their teachers. Do they require certification in gifted education for their gt teachers? Do they provide professional development in gifted education for all teachers? Is there a gifted education program in place at both the elementary and secondary level so that teachers can see a continuum of support for their efforts? Is there a genuine teacher evaluation system in place that can give teachers beneficial feedback on performance issues beyond student testing?

It’s a lot to consider and certainly more than most parents think they have the time to do. However, it is called responsibility and it is an important aspect of parenting that can’t be handed off to someone else. Just do it!

On Becoming a Gifted Parent

2011-07-17T10:15:00.000-04:00

Today begins National Parenting Gifted Children Week hosted by SENG (Supporting Emotional Needs of the Gifted). You can follow the Blog Tour throughout the week and download SENG's free NPGC Week ebook, The Joy and the Challenge: Parenting Gifted Children .

Twenty years ago today, I joined the gifted community with the birth of our first child. Unlike the Harry Chapin song, “Cat’s in the Cradle”, our child arrived, but not in the usual way. You see … our little bundle of joy decided to join us 7 weeks early. After a month in the NICU, we brought her home not knowing for sure what the future held. Throughout the first year, she reached few developmental milestones such as holding her head up or walking on time which was cause for concern. Those concerns were soon replaced with amazement at what she could do!

The first child can be a daunting experience for new parents. 2AM feedings are followed by 10AM logins to the Internet searching for the latest information on parenting techniques. For the parent of a gifted child … even before they are identified … you are hoping for encyclopedic results to your searches. One day your baby is cooing and the next day you swear they are ‘listening’ to your conversations! Soon, they are engaging in the conversation.

With the birth of our son two years later, we simply assumed that all children could talk by a certain age and that reading was no big deal. We later learned from talking to other parents and then pre-school teachers that our children were indeed advanced for their ages. Subsequent testing and entrance to the gifted program confirmed this.

The road to becoming a gifted parent has many entry points. It is certainly the road less traveled. It has twists and turns as well as bumps along the way. We all travel different paths; but when we connect, there is almost always a special bond. These connections ultimately help us to build bridges over rough waters and share in the joys of our children’s lives.

Although it was not available when our children were born, we now use social media platforms to connect with gifted parents locally, nationally and even internationally. These connections help us appreciate the fact that raising gifted children is a challenging responsibility; no matter where you live or in what circumstances you find yourself.

The past twenty years have taught me that the perfect parent does not exist; nor does the perfect child. The frustration that comes with trying to find the right placement in school for your child, combating the myths that surround gifted children, explaining to teachers what ‘asynchronous’ development means … it will all fade in time. The happy memories remain!

It is easy to become overwhelmed by a precocious child. Once you’ve answered all of the ‘why?’ questions that you can, you one day realize that you no longer have all the answers. It is a surreal and exciting, yet humbling, experience to watch your children grow into incredibly gifted adults.

When you’re having a particularly stressful day with your emotionally intense gifted child, consider this … your child has the potential to one day change the world. Not all parents are so privileged. Count your blessings!

Some Things Never Change … But They Need To!

2011-07-08T15:11:00.000-04:00

Take a look at some of these newspaper headlines … “Experts Pity Gifted Child”, “Gifted Children Are a Problem”, “Nation is Asked to Provide for Gifted Children”, “Educators Taking New Look at Nation’s Gifted Children”, “Mere Skipping No Answer to Gifted Child”, “Gifted Children Need Attention”, “Gifted Children Face Problems”. Would you like to venture a guess when these articles were written? I’ll give you a clue – they are all over 45 years old! In this order: 1935, 1940, 1950, 1958, 1959, 1964, 1965.

So, what’s wrong with this picture? Decades of research, advocacy, and bookshelves full of titles on gifted education … to what end? Here we are, one decade into the 21st century, and we are still having to dispel the myths that surround gifted children and how to educate them!

What needs to change? How do we shake things up? Who is going to make a difference in this seemingly unending debate? It is apparent that something or someone needs to make a radical change here. A new strategy needs to be implemented … ‘cause folks … not only are battles being lost, but the frontline is moving backwards. Budget cuts to gifted education are at the top of the list for most cash-strapped schools. The general public is suspect of funding programs for which they don’t believe will benefit them personally.

Some of the answers lie within the articles I mentioned at the beginning of this post. From the Toledo Blade dated November 5, 1993: “Many of America’s brightest youngsters are bored and unchallenged in school, the Education Department said yesterday. ‘The United States is squandering one of its most precious resources – the gifts, talents, and high interests of many of its students,” the report said. … Most classroom teachers make few provisions for these children. … Talented poor and minority students suffer the most.” Sound familiar? It went on to “urge teachers to use new criteria for deciding who is gifted, rather than relying just on test scores, and recommended that they develop new schools to teach high-level curricula”.

In an article dated June 5, 1950 from the Youngstown Vindicator (provided by the New York Herald Tribune News Services), the president of Harvard University, Sr. James B. Conant, warned that “United States leadership in a free world is threatened unless a much greater percentage of the nation’s gifted youth is induced to seek fuller educational advantages”. I’d say that’s about right.

But it isn’t just about the United States or other industrialized countries. It is about all gifted children. They all need the support of their respective teachers, schools, and governments. But who will make the difference? Who needs to have a greater voice in the discussion? There is one group that I never saw quoted in any of these articles. Parents.

Oh, wait! I was wrong. Mothers are mentioned in the 1935 report from the Toledo News-Bee (United Press) … the experts pity the gifted child because they are spoiled by their mothers and are thus handicapped by them. Okay, so they apparently had a lot to learn in 1935.

My point is that not only do parents of gifted children need to be more actively engaged in advocacy, but those players who are already at the table need to listen to them. Many major groups in the U.S. are heading in this direction … and it’s a good direction. I applaud their efforts. Hopefully, their counterparts in other countries will give equal weight to what parents have to say. Too many cultural barriers exist, but with the support of parent advocates actively engaging through social media platforms; change we can believe in will occur!

Gifted Parents … Who Cares?

2011-07-02T15:04:00.001-04:00

After 20 years in the parenting business, I often ask myself if what I do really makes a difference. If I were a betting person, I’d say the odds are pretty good that you’ve wondered about this, too.

In most professions, you can often judge your worth by how often people ask for your opinion. When was the last time you were asked about raising a gifted child? Did your child’s school ever ask for your input concerning your child’s education? How often do researchers or gifted advocacy groups ask for your opinion? Occasionally, some do (the good ones); but most of the time … not so much.

Considering the state of gifted education in most parts of the world … mediocre to non-existent … perhaps more experts should be talking to parents. We’ve already seen the first decade of the 21st century come and go, yet little has changed in the gifted community. Funny thing is … the world has changed in unimaginable ways since the close of the 20th century! So, what’s up with that?

Social and political change have become commonplace in a world where grassroots movements can come into existence and effect change in a very short time. When someone tweets, hundreds and even thousands listen. It doesn’t matter if you’re 40-something sitting in a plush D.C. office with a state of the art computer or a 14 year old kid in a remote village with a cellphone and internet connection … your voice can be heard around the globe.

Can you see where this is going? It is time for parents of gifted children to stop making excuses and start doing some advocating. There are a lot of kids – not just your own – who are counting on YOU!

The internet and the myriad of social networking sites who call it home have made the task at hand fairly simple. Gifted parents need to connect and communicate. Take your pick from among the many platforms available … Twitter, Facebook, LinkedIn, blogs … whatever you feel most comfortable with. Let’s get connected!

It will be an exhilarating experience; guaranteed! Parents of gifted children face the same struggles, express concern about the same issues, and worry about their kids just like you regardless of where they live. Coming together to seek positive solutions will benefit the entire community. Who knows? Maybe even the ‘powers that be’ will notice the strength inherent in our numbers. What could be accomplished if everyone worked together?

If you would like to connect with me, follow this blog and those listed in my blog list at right or click on the link in the sidebar to follow me on Twitter! You see … I believe that parents really can make a difference!

Center for Gifted Studies Celebrates 30 Years

2011-07-01T19:27:00.000-04:00

Located on the campus of Western Kentucky University in Bowling Green, the Center for Gifted Studies provides support for parents of gifted students, educational programs and camps for gifted youth, and professional development for educators.

The Center began 30 years ago by offering gifted students travel opportunities. Since that time, trips have included China, Russia, France, Germany, Great Britain, Italy, The Netherlands, Switzerland, and Belgium.

In 1982, Western Kentucky University incorporated a gifted endorsement for teachers into its graduate program. In the same year, they partnered with the Duke TIP Program – a talent search conducted at the 7th grade level. The next year, VAMPY (Summer Program for Verbally and Mathematically Precocious Youth) began as a joint-venture with Duke University. Today, it hosts over 200 participants from 21 countries and 6 continents.

In 1984, SCATS (Summer Camp for Academically Talented Middle School Students) began as a way for teachers to participate in a practicum which was required for their gifted endorsement. Today, the camp serves over 200 students and offers almost 40 classes.

Two years later, the Advanced Placement Summer Institute was established at the Center in cooperation with the College Board to train and certify teachers to become AP teachers. In 1989, the Center for Gifted Studies became an official center at WKU.

The staff for the Center includes Dr. Julia Roberts, executive director; Tracy Ford Inman, Associate Director; Carolyn Hagaman, Coordinator of Summer Programs; and David Baxter and Allison Bemiss, instructors for Project GEMS Magnet School.

Congratulations to the Center for Gifted Studies as they celebrate their 30th year of service to the gifted community July 2, 2011 on the campus of WKU. Information on the celebration can be found here.

National Parenting Gifted Children Week

2011-06-30T23:25:00.000-04:00

National Parenting Gifted Children Week is July 17 – 23 this year. It is sponsored by the nonprofit organization, Supporting Emotional Needs of Gifted (SENG). This blog will be participating in SENG’s NPGC Week 2011 Blog Tour with a post on July 17th! I will be sharing my personal story of why I advocate. This event began in 2007 in conjunction with the National Special Events Registry. It is a celebration of everything associated with gifted parenting and supporting gifted children and adults.

The 2011 Summit Conference held annually by SENG will take place July 15th - 17th in Seattle, Washington. Keynote speakers include Dr. James T. Webb, Dr. Nancy Robinson, Jeremy Lewis, and Phil Gordon. Sessions will be held for parents, educators, and mental health professionals as well as teens and children.

Unique in its perspective, SENG was created in 1981 to support the emotional needs of gifted children. Today, it has expanded its focus to include adults. SENG has a broad-based approach that encompasses the emotional, intellectual, social, spiritual, and physical aspects of growing up gifted. Their mission is to support the gifted community both nationally (U.S.) and around the world by helping gifted, talented, and creative individuals to reach their full potential and to lead meaningful lives.

SENG has a wide range of programs and resources available for parents. You can explore their website here. Their stated Vision is, “SENG envisions a world where gifted, talented and creative individuals are supported to build gratifying, meaningful lives and contribute to the well-being of others. To this end, SENG reaches out to diverse communities that share our mission across the nation and the globe.”

You are invited to return on July 17th to read my contribution to the blog tour and then continue throughout the week to read many other highly anticipated posts by fellow bloggers! See you then.

The Underrepresentation of Diverse Populations in Gifted Programs

2011-06-30T11:27:00.000-04:00

It’s 2011 and we’re still discussing the fact that minority and economically disadvantaged populations continue to be underrepresented in gifted programs in our nation’s schools.

If you read current articles on the subject, you might think this is a new problem. However, a little research reveals that this topic has been around for decades … Gallagher & Kinney, 1974; Bacca & Chin, 1982; Frasier, 1987; Hunsaker, 1994; Kingore, 2001; Bridgeland & Diiulio, 2007; Feng & Van Tassel-Baska, 2008 … to name a few!

So, why hasn’t any progress been made to include these children in greater numbers? Statistics for these groups skew the numbers of the total population at every turn – twice as likely to drop out of high school; 44 % who are identified in first grade no longer qualify for services by 5th grade; the achievement gap grows twice as fast as that of their white counterparts throughout high school; poor students are less likely to attend ivy-leagues and fewer even graduate from any college.

Perhaps the most decisive reason is the way in which children are identified for gifted services. You may be surprised to learn that there are significant differences in the identification process in the U.S. and in other countries. Also, there are many influences in the process that need to be removed.

In a majority of states, IQ scores are still considered the single most important determining factor followed by a series of tests usually administered by school psychologists. Teacher and parent referrals are considered but to a lesser degree. Too often, student behavior is weighted in the process and can have a disproportionately negative impact on minority or lower income students. It has been noted that when teacher awareness of gifted traits increased, more teachers referred these students for evaluations.

In other countries, much greater importance is placed upon parent nomination. Parents are actually respected for their opinions. Community, peer and self-nomination are also acceptable.

Changing the way gifted children are identified can change the make up of programs. This year, a school district in New Haven, California decided to make such a change in their identification process. Now, the GATE population more closely reflects the overall make up of the district as a whole. The district identifies students by using 2 different criteria – academic achievement and also a checklist system to see where student strengths may exist in areas such as creativity and leadership in addition to being gifted and talented.

Bright, high-ability students exist in all socio-economic levels, cultures, and ethnic races. It is imperative that they be identified and receive gifted services if the U.S. is to continue to be an innovative and creative leader in the world.

Balancing Act

2011-06-28T00:06:00.000-04:00

Gifted parenting can seem like a balancing act. Oftentimes, parents of gifted children are described as pushy, demanding, arrogant … or all of the above by school personnel. Many educators do not believe parents are qualified to know if their child is gifted. In fact, it has been found that parents are correct 84% of the time when referring their child for testing (Silverman, 2009).

As parents, you want your child to develop into a productive member of society; well-adjusted and reasonably happy. You also want them to reach their full potential. The primary place you expect this to happen is at school. When you encounter obstacles there, it is easy to become frustrated and angry. Unfortunately, parents often respond in inappropriate ways.

When adults model bad behavior, a gifted child is often quick to follow. Throw in asynchronous development, and sparks can fly! No one benefits in this scenario. This can become a powder-keg if stakeholders are unable to find a way to work together. It is in the best interest of your child to try to work things out.

In the final analysis, your child has needs that are required by law (in most places) to be met. Their school on the other hand rarely has enough resources to meet all their needs. So, what is the answer? Do parents advocate, give up or compromise? For some, the last two options are the same. Compromise equals defeat. It does not have to be this way.

If the issue is a matter of attitude toward gifted education, parents may have to consider an educational path outside the public school system. If it is a matter of funding and your only option is a public school, then compromise must be considered.

This doesn’t mean you move to the lowest common denominator. Instead, look for ways to achieve the best possible education with the resources available. Parents can research low-cost or no-cost options and present them to school administrators or school boards. They can also form advocacy groups who can provide the school with tools to enhance gifted programming such as grant writers, mentors, opportunities for job shadowing, fundraising, free seminars for teachers, and classes on utilizing online resources and social media tools. The possibilities are endless.

The most important thing is to not give up and to find resources to support your position and to help your child. Working together with your child’s school may be the most difficult part of parenting, but it has the potential to be the most rewarding!

Implementing Gifted Education Programming

2011-06-27T07:34:00.001-04:00

Yes, I know this is a blog for gifted parenting. So, why am I writing about educational programming? Isn’t that the area of expertise of educators and school administrators? Well, believe it or not, parents are often asked to become involved when it deals with gifted education. You see, most of the experts in general education have never taken a university level course in gifted education. Until recently, few existed!

When my children were younger, our school board directed the establishment of an exploratory committee to review the district’s gifted education program. Years later, the committee was re-established for another review.

It may seem like a daunting task for a parent; especially in the company of educators, administrators, school board members, and consultants. It is, in fact, an excellent way for parents to get involved with their child’s education and hopefully begin to build positive relationships with school personnel.

Where does one begin to develop a gifted education program? If you live in the U.S. or a country with a standards-based curriculum, you need look no further than the National Association for Gifted Children (NAGC). With incredible foresight and expertise, they developed gifted programming standards that align with the national standards. (A link will be provided at the end of this post.) One of the stated uses for these standards is to “assess, evaluate, and improve local plans and programming”. The perfect place to start!

Originally written in 1998, the Gifted Program Standards was a project undertaken by the NAGC in cooperation with the CEC (Council for Exceptional Children). In 2007, a workgroup began to revise the standards by tweaking the focus to emphasize “programming” instead of a fixed “program”. This approach was meant to encompass the full range of options needed for a gifted child to reach their full potential.

Today, the NAGC provides free access to the standards on their website for anyone to use. The new standards are evidenced-based … a buzzword in the education world … and promote student outcomes. Diversity and an understanding that gifted, general, and special education must all share the stage are hallmarks of this new initiative.

A concern voiced by many in the gifted community is how gifted students are assessed. In its introduction to the 2010 Pre-K-Grade 12 Gifted Programming Standards, the NAGC recommends the use of “off-level measures” for students performing well above grade level, performance or product based assessment by having students demonstrate their knowledge or create a product representative of their knowledge, and tests that focus on critical thinking skills.

Parents of gifted children who have researched educational options will quickly see that these standards are comprehensive in their scope, yet broad enough to account for the many different profiles of gifted learners.

Briefly, the standards cover six programming areas:

Learning and Development

Assessment

Curriculum Planning and Instruction

Learning Environments

Programming

Professional Development

Hopefully, this has sparked your curiosity to consider utilizing this incredible resource. It is important to consider that although these standards were created in the U.S., they certainly constitute a viable option for gifted programming in any country and they are provided free for your use. Go take a look!

Resource: http://www.nagc.org/index.aspx?id=546

This is Our Moment Retrospective!

2011-06-16T10:12:00.001-04:00

As part of the blog tour celebrating New Zealand Gifted Awareness Week 2011, I would like to welcome you to Gifted Parenting Support; a blog for parents of newly identified gifted and high ability students. Thanks to Mary St. George, I now count among my friends many people from New Zealand who share my passion for gifted children and their education.

It has been a year since I wrote a post entitled, “This is Our Moment”, meant to be a call to arms for the gifted community. And what a year it has been! Advocates from around the world have been connecting via social media outlets.

Twitter’s #gtchat group continues to grow with Deborah Mersino at the helm. Her company, Ingeniosus, includes a website and powerful blog. On July 25th, Deborah will be hosting Ingeniosus Social Media Symposium in Denver. She is also booked to speak at state advocacy conventions throughout the U.S. through November.

Roya Klingner’s global gifted conferences in Second Life allow anyone interested in gifted education the opportunity to hear first class speakers such as Dr. George Betts from the U.S. who developed the Autonomous Learning Model, Mary St. George from New Zealand who is an online gifted lead teacher, Dr. Deborah Ruf from the U.S. who is the developer of TalentIgniter, Mr. Tim Dracup from England who is a Founder Member of GT Voice and consultant to the gifted community, Margaret Keane from Ireland who started Giftedkids.ie, and of course, Roya herself! Roya is the Head and Founder of Bavarian Center for Gifted and Talented Children. Roya (and husband, Klaus) developed this world in Second Life.

Many excellent blogs have come to fruition advocating for gifted children. Please refer to the blog roll on this page. It is constantly being updated. These blogs serve as inspiration and provide information to parents concerning the latest news in gifted advocacy.

The gifted community has shown perseverance amidst the economic downturn which continues in many countries. Support of gifted children has proven to be a way of actually improving the situation as nation’s transition to a knowledge-based economy.

From my original post …

“In terms of supporting our gifted children - this is OUR moment; this is OUR time! Funding really isn't the issue; SUPPORT is the issue. Realizing the magnitude of the consequences for not supporting gifted children is what needs to be understood by the world's leaders. Mindsets need to be changed and attitudes toward the gifted need to be adjusted.

It is incumbent upon this generation ... parents... to support the next generation ... our children. It is not a matter of 'if', but of 'when'. The time is now! Nations who do not come to the realization that supporting their gifted youth is a matter of great opportunity will fall behind those who had the foresight to do so.”

These words continue to be just as true today! Parents, now more than ever, must step up to the plate and become advocates for gifted children. The world is counting on YOU!

Making the Connection: Evidence-Based Policy Decisions and Implementing Best Practices

2011-06-04T21:12:00.000-04:00

Change is not an easy thing. In the past, it could take generations to change the way a simple task was performed. In the 21st century, change is driven by social networking through social media outlets. Our inter-connectedness has become the vehicle that brings together the key-players at the global level. And, so it is with education reform and for the purpose of this blog … gifted education reform.

A very distinct difference at work today is a leveling of the playing field. No longer can parental concerns be dismissed because a parent may not have a background in education. In fact, parents should be recognized as a powerful advocacy group no longer separated by geography or culture. Parents of gifted children share many of the same concerns no matter where they live or the nature of their child’s abilities.

The time has come for members of the gifted community – parents, teachers, researchers, and advocacy groups – to come together and engage in practical and meaningful dialog on how to promote the needs of gifted children both in school and society in general.

After decades of research in gifted education, the same issues seem to be discussed with little forward movement in applying best practices in the classroom. This situation is not unique to education. Many fields of research, such as medicine, suffer from a ‘disconnect’ between researchers and practitioners. To address the situation, translational research can be used as a means of providing a ‘two-way street’ of communication so that researchers provide teachers with tools and teachers provide feedback to researchers on what works best in the shortest amount of time. Collaboration and data sharing are critical to its success. Simple concept; albeit late to the party!

So, how will these new connections be forged? Who will provide the impetus to bring all the parties to the table? Consider the benefactor; the one who too often seems to be lost in the shuffle of adult egos and career advancement … the gifted child. Who best advocates for this child? Answer: the parent. Now is the time for parents to take action!

The most effective way to open the conversation between academics and classroom teachers is through professional development. But here’s the rub … today, most professional development provided to teachers has nothing to do with gifted education. Enter ‘parents as informed advocates’. Parents need to form groups or committees to petition local school boards and administrators to provide sessions on gifted education.

There are many bonuses that can come when educators are educated about issues facing gifted students and their needs … a change of attitude, understanding, and acceptance. An improved relationship between general and gifted education can also occur.

To summarize, the best way to connect evidence-based policy decision-making with implementing best practices in the classroom based on newly acquired knowledge is for schools to provide professional development for teachers. To date, an under-utilized resource for making this happen is the parent.

In upcoming posts, I will discuss some successful curriculum models that did make it from research to classroom. These researched-base models can be implemented in a variety of school settings and will serve as a guide for readers who may want to investigate further.

Shhh … I Know 101 Secrets!

2011-05-31T01:29:00.000-04:00

The much anticipated sequel to Emotional Intensity for Gifted Students – 101 Success Secrets for Gifted Kids – by author Christine Fonseca is on bookshelves now. It is a comprehensive companion book that kids and parents will both appreciate.

Most books about gifted children or gifted education are written for educators or for parents. This book is written for kids 8 to 12 years old. It speaks directly to them and meets them on a level you would expect for a gifted child. The author is not condescending, nor does she address them as if they are adults.

Throughout the book, Ms. Fonseca reveals 101 ‘secrets’ concerning gifted identification and how to deal with the emotional intensity of giftedness as experienced by the kids. It is evident that she has spent many hours talking to and listening to gifted kids and their parents. As you would expect, each secret is thoroughly explained, given a coping strategy, and accompanied by comments from real kids.

The way in which the book is laid out is unique and so practical. It is divided into three different aspects of a gifted child’s life – school, friends, and family. Each of these is approached in a different manner. Along with the secrets, there are tips such as, ‘how to talk to teachers,’ ‘tips for reaching your potential,’ and ‘tips for building creativity.’ Different sections of the book also include ‘Parents Sound Off’ – revealing how parents feel about different situations and ‘What do you think?’ – a place for self-reflection.

One of the reasons I am such a fan of this book (and this author) is that the reader is made to feel as if the book was written especially for him or her. The author has the uncanny ability to personalize her words to such an extent that it seems like she is sitting across the table from you. As a parent, the quotes in the book sometimes sound like I’m hearing my own children speak. As a gifted advocate, I find myself trying to memorize passages for the next meeting with a parent. Guaranteed … you will, too!

This book does one more thing. It brings solace to the reader; knowing you’re not alone. I think this is pretty important for a gifted kid as well as the parents. Shared struggles can often ease the burden. Suddenly, you realize that others are facing many of the same issues as you are.

101 Success Secrets is a must read for tweens and their parents. Questions will be answered, fears allayed, and practical advice will be given in its pages. Find this book at your local bookseller or online, and read it. You and your child won’t be disappointed! It will become a well-worn companion that you’ll come back to time after time as the ultimate handbook for gifted kids!

Working to Prevent Cuts to Gifted Education

2011-05-22T00:01:00.000-04:00

Almost daily there is news of another school district cutting funds for gifted education. This is true not only in the U.S., but in many parts of the world. To the parent of a gifted child, this seems incomprehensible.

Different societies view their gifted learners in varying ways. Some cultures consider them elitists who drain resources away from the majority of students. Others do not recognize the term ‘gifted student’, but say that all children are gifted. Then there are those who actually respect the fact that the top 2 to 5% of all children are high-ability learners and that they need extra support to fulfill their potential.

Unfortunately, the myth persists in these tough economic times that gifted students will make it ‘on their own’ and are simply beyond the need for investment of scarce resources. In many respects, it is true that ‘some’ gifted learners will make it without any differentiation, acceleration, or intervention. History is full of examples of gifted individuals who did just that. What you won’t find in the history books are the millions of people who were gifted, but never identified or supported. What about their potential? What has the world lost? Were they too high-brow; too elitist? Tell that to the parent of a child diagnosed with an incurable disease or a child living in a rural village decimated by a plague of unknown origin.

So, what can a parent do when their child’s school is considering the elimination of gifted programs, AP classes, or a teacher of the school’s only gifted class? Who advocates for the students? In the end, it is ultimately the parent. National and International organizations do an excellent job researching, informing, and developing curriculum models; but, when a school district is deciding where to make budget cuts … it is parents of gifted and talented students who are on the front line.

Essential in the fight against cuts to gifted education is becoming an informed advocate. Parents need to learn how funds are allocated throughout the district. They need to attend school board meetings often and be willing to speak on behalf of gifted programming. Networking with school board members and developing positive relationships with them can really make a difference. Identify teachers and administrators who believe in gifted education and work with them to provide board members with information on the benefits of gifted programs. Emphasize the fact that parents of gifted students often seek out schools with strong gifted programs and this can increase the tax base. And as difficult as this might seem … it is important for parents to put aside their emotions and strive to advocate in a professional and intelligent manner.

Some other strategies that can be used by parents are to form gifted parent support/advocacy groups. There is always strength in numbers. Then, do your homework. Obtain a copy of your school’s budget and see if there are other areas that can be cut rather than cutting academic programs. My research has shown that many districts are considering reductions in administrative staff and sharing these costs with neighboring districts. Others are utilizing technology to replace textbooks and consumables as well as providing access to distance learning opportunities. Reducing the use of office supplies can be achieved through online report cards, submission of student work online, and communicating with parents and staff via email are all areas to investigate. Districts are also reducing hours of operations during summer months, renting out space to outside vendors, establishing policies on early graduation, and utilizing parent booster organizations to provide a greater percentage of funding for sports and art/music programs.

When parents become involved and are able to advance smart alternatives to cutting programs, gifted education doesn’t have to be the first item on the chopping block. By showing that they understand the constraints the school district is under concerning the budget, parents can work with administrators and school boards.

In the end, parents of gifted children must realize that they always have options. There is never a good reason to give up! It may require a greater commitment of time and energy than first anticipated, but isn’t that the responsibility of all good parents? Life is a series of choices; we can make good ones or we can succumb to poor ones. Every child deserves our best efforts!

RESPECT for the Academically Gifted

2011-04-28T23:46:00.000-04:00

Respect is one of those words that can signify something very good or whose lack of can be used as a tool to inhibit the growth of intellectual curiosity. In part one of this post I discussed the need for respect of teachers. Good teachers deserve our respect and poor ones need our support to become better teachers.

This brings me to the topic of this post … respect for the academically gifted and for the need to provide appropriate education based upon that respect. Having researched approaches to gifted education around the world over the past 9 months, I have noted that in countries that score high on international assessments … there is a respect for gifted learners. No surprise there.

Even while schools in the U.S. and many other industrialized nations are slashing funding for gifted programs FIRST, other countries are recognizing the need for greater investment in the development of their gifted students. In a word, they have begun to RESPECT these students and their potential to improve society. Countries as diverse as Hungary, Ireland, Zimbabwe, Malaysia, Denmark, Kenya, Saudi Arabia, and Russia are investing in gifted education.

The new Hungarian Presidency of the EU got the ball rolling in Europe even before taking office by announcing early on that talent development would be a priority during this administration. This culminated with the First Talent Day in Europe in April, 2011. Many member countries of the EU are following suit with talent days of their own.

After many months of work by advocacy groups in the U.S., several forward thinking politicians in the Senate introduced a bi-partisan bill in Congress designated as The Talent Act. It remains to be seen if hard-line, anti-education congressmen will join in supporting this important piece of legislation.

It is interesting to note that when countries become mired in economic strife … they suddenly realize that they need smart people to help them out of their troubles. The very same people they ridiculed as nerds, derided as elitists, cut funding for in their own short-sightedness and bullied on the playground become the ones who they turn to for solutions to their problems.

Recognition of talent and academic potential is the final step in truly respecting these brilliant young minds. Gifted students work hard everyday to earn this respect through achievement in classrooms, research projects, academic competitions, and community service among other endeavors. Countries which grant this respect will see it returned in ways that will benefit all of their society.

RESPECT

2011-04-09T22:44:00.000-04:00

Respect. It’s something everyone wants, but not everyone receives. In fact, in many places it is in short supply these days. In the world of education, it plays a defining role. In countries where respect is evident, students’ test scores shine. Unfortunately, leaders in the education sector haven’t figured this out … yet. They often seem like a cat chasing its tail trying to find the reasons why their schools are failing. They get caught up in the blame game which only makes matters worse.

A glimmer of hope has begun to emerge since the release of the latest test scores from PISA last December. Someone finally decided to compare the high and low scores on these tests to determine the differences between countries and their respective approaches to education.

It is here that we find the reason for the title of this post – R*E*S*P*E*C*T. In the countries which had the highest scores, teachers had the respect of their students, the parents, school administrators, and the community-at-large. There was one other group who was respected by these societies – high ability learners. Surprised? You shouldn’t be. Skeptical? You’re allowed to be. I will discuss these two groups – teachers and academically gifted students - in two separate posts.

First … teachers. As the parent of a gifted student, you may be quick to judgment on this one, but hold on! Admittedly, there are good teachers and there are bad teachers. This holds true universally. BUT … and that is a big BUT … the way in which countries deal with this problem is dramatically different. It has been found that as the quality of teachers increase, so does the respect for the entire profession. And we all know that a good teacher can change a life and the world … forever!

So what is different about the education systems in countries like Singapore, China/Hong Kong, Finland, South Korea and Japan? Why do their students consistently score so much higher on international assessments? Their per-pupil expenditure is much less than in other countries with lower scores such as the U.S. Their teachers are paid on par with other professions (some are subsidized by their governments). Often, class size can be as high as 50 students per class with only one teacher. Many of these countries have few or no standardized tests.

A major difference is that these societies give overwhelming support to their teachers from the day they decide to become a teacher to the day they retire. Teachers are encouraged to become life-long learners. In China, teachers receive 360 hours of professional development a year. 360 hours!!! They are held accountable, but not blamed for their student’s test scores – the student is actually accountable for those.

Teacher evaluation is an ongoing process. In Singapore, advancement is determined by many criteria – student assessment performance being only one part of it. Teachers are also reviewed for their use of best practices, if they use a holistic approach to student development, and to determine if their practices serve as a catalyst in improving school culture. These teachers receive continual feedback on their performance … what is working and what is not. In Japan, teacher evaluation comes from administrators, parents, and community members. An under-performing teacher can be pulled from the classroom for a year and required to go to re-training. It is even possible for a teacher to be redirected to another profession.

In the end, it becomes a matter of respect … well deserved respect for good teachers … who are fairly treated, provided comparable compensation to other valued professions, and who receive excellent professional development. It makes sense to me.

(Respect for gifted students will follow in Part 2.)

Thinking About Divergent Thinking

2011-03-31T18:51:00.010-04:00

I’ve been thinking about thinking again. And wouldn’t you know it? A hundred things came to mind! Unfortunately, they came to mind at 5:15AM … an hour before my alarm was set to go off. The thoughts seemed to be whizzing through my brain so fast that I had to get up and write them down. I wrote as fast as I could, but in the end I had a jumble of ideas on my paper. How would I ever make sense of it all? What good was it to write it all down? There must be a way to organize my thoughts. Maybe if I slept on it?

Divergent thinking can be both a blessing and a curse. It does not begin with ‘a’ thought. It begins with a large number of spontaneous and rapidly produced thoughts. A divergent thinker has the ability to consider multiple approaches to a problem and can make unexpected connections between these thoughts. The ideas tend to be new and different than those suggested by most other people. Subsequent convergent thinking comes into play as the thoughts are organized and the ‘best’ solution to the problem is determined. A divergent thinker also possesses the ability to put the solution into action after working out the details.

For a gifted child, divergent thinking is often a frustrating experience. Sleepless nights; daydreaming; reprimands from teachers for being off-task; all these things come into play. Their own lack of understanding about why so many thoughts are racing through their minds all at once can often lead them to conceal the fact that it is happening at all. Or they may think everyone thinks this way – has a multitude of answers for every question posed to them. (Hint: they do not.)

You don’t have to be gifted to be a divergent thinker. However, personality traits associated with divergent thinkers include risk-taking, being curious and persistent, and generally being regarded as a non-conformist. Know anybody like that?

Parents cannot solely rely on schools for teaching divergent thinking. For numerous reasons, it rarely occurs in a regular education classroom. Most teachers don’t have the time to develop and then use activities that promote divergent thinking. Modern-day classrooms are geared to teach that only one correct answer is acceptable; i.e., teaching to the (standardized) test. And it is hard to grade a ‘possibility’. Can you think of a better way to stifle creativity?

The skills that society values most – creativity, innovation, and problem solving – have their roots in divergent thinking. It is the basis upon which we evolve and become better with each successive generation. It is incumbent upon parents to nurture these young minds. Your child needs to harness the power inherent in this type of thinking; to understand how it can increase their ability to do creative problem-solving. Various techniques can be used to encourage divergent thinking such as mind mapping, journaling, brainstorming (SCAMPER, 6 Thinking Hats), and unstructured writing.

The world today is facing what seems like insurmountable problems – economic downturns, environmental disasters, political strife, new diseases without cures – all of which need answers. Inspiring gifted minds to think divergently will benefit society by finding viable solutions to these very important issues.

After 6 revisions, I was finally able to make sense of my thoughts … on divergent thinking. Of course, it involved several sleepless nights and a slew of naps … but this blog post is a wrap!

♫♪♫ What the World Needs Now is … Creativity … ♪♫♪

2011-03-03T22:42:00.000-05:00

… It’s the only thing that there’s just too little of! ♫♪♫ At least that’s how the song is being sung these days. In fact, in the U.S. it is not just a matter of ‘too little’; creativity is actually on the decline. And my point is?

Well, for starters, creativity is a much sought after commodity. Ask any major employer and you’ll learn that it is one of the most coveted skills in the job market today. And you know what happens with hot commodities … people, important people … figure out ways to produce more and more of that commodity. Everyone else is eventually out of luck.

How does one go about developing a source for creativity you might ask? There are no ‘creativity mines’ waiting to be exploited. Or are there? Where would you look to find them if they did exist?

If you’re an economist, the whole question brings to mind days sitting in a boring (well, not for you since you actually chose to become an economist) economics class in college hearing about human capital for the first time. When the concept was first discussed, it had a bit of a negative connotation. Nobody wanted to think of people as being a commodity, but what if it was their ability to think and create that we were talking about?

And who would stand to benefit the most from this type of human capital with all its intangibles attached? Well, consider a relatively small country with few or no natural resources. Now, consider some of the countries who have been doing well on international tests lately.

Let’s take a look at Singapore’s Ministry of Education’s Gifted Education Programme . In part, they say, “Singapore is a small nation with only human resources to rely on for its progress and prosperity. It is to the advantage of the nation that the gifted are helped and nurtured.” Furthermore, “The aim of the GEP is to develop intellectual rigor, humane values and creativity in gifted youths to prepare them for responsible leadership and service to country and society.” And, finally, “The intellectually gifted need a high degree of mental stimulation. This need may not be met in the mainstream classroom and the gifted child may become mediocre, indifferent or disruptive in class.”

Another country to recognize the need for creativity among its students is Korea. While the rest of the world is concerned about establishing a knowledge-based economy, Korea has already moved on. Almost a year ago, the following was published in The Korea Herald, “Universities should move away from "department-store-like education" and seek ways to enhance global competitiveness … The world is undergoing a major transformation from a knowledge-based economy to a creativity-based economy. Our future society is projected to be led not by knowledge, but by creativity. Whether a country succeeds in nurturing creative talent or not will determine its national competitiveness in the future. … In this vein, now is the right time for a massive transformation of our educational system from the previous cramming system to a creativity-nurturing system.” Got your attention now?

Countries are looking to turn around the current economic decline that the world has been experiencing in recent years. Those who were late to the party are now scrambling to reform their educational systems in hopes of reviving their economies. The need for critical and creative thinkers has never seemed greater.

This is an opportunity for advocates of gifted education to educate world leaders in the necessity of supporting their high-ability learners. These students offer the shortest time in development with regard to return on investment.

Now don’t be put off by my terminology! It is the language of those who control the proverbial ‘purse-strings’ when it comes to education budgets and of policy wonks who influence politicians. No, our children are not commodities to be bought and sold, and that is not the intent of this post.

In reality, supporting gifted children – identifying who they are, providing them with an appropriate education, and inspiring creativity – just makes sense for everyone.

Creativity has been defined as “the experience of thinking, reacting, and working in an imaginative and idiosyncratic way which is characterized by a high degree of innovation and originality, divergent thinking, and risk taking." So, here are a few things that need to be considered – innovation, originality, and divergent thinking. Innovation is the introduction of new things or methods. Originality implies something that has never been done before. Divergent thinking is creative, open-ended thinking aimed at generating fresh views and novel solutions. This leads to convergent thinking where all the ideas are brought back together into the best idea. All of which will make the world a better place.

Thus I return to my original premise … what the world needs now is creativity! It’s the only thing that there’s just too little of …

Post-script: Today in remarks made to the World Bank, U.S. Secretary of Education, Arne Duncan, made these remarks:” Education is now the key to eliminating gender inequality, to reducing poverty, to creating a sustainable planet, to preventing needless deaths and illness, and to fostering peace. And in a knowledge economy, education is the new currency by which nations maintain economic competitiveness and global prosperity. Education today is inseparable from the development of human capital.”

I rest my case.

References:
Study by Kyung Hee Kim at the College of William and Mary, May, 2010.

See: http://www.moe.gov.sg/education/programmes/gifted-education-programme/rationale-and-goals/
The Korean Herald, March 2010, http://www.koreaherald.com/specialreport/Detail.jsp?newsMLId=20091215000056

The Maine Art Education Association

How Much Is Too Much?

2011-02-13T22:47:00.000-05:00

Gifted children display many different ability levels … just like any other kid. In fact, intellectual ability is often a bone of contention in the gifted community. Are they really gifted enough to receive special services? Profoundly Gifted … High Ability … Mildly Gifted … or simply High Achiever? This then begs the question, can their needs be met in a school system that requires them to attend 13 years of instruction for which they have no need?

For many gifted students, the answer is an emphatic, “No”! They don’t need 13 years of spiraling curriculum, endless repetitions, and worksheets galore! They do not need to endure hours upon hours of direct instruction on material they already know.

On the other hand, there are exceptions. Students who are athletically talented certainly benefit from the years of practice and playing on teams. So, too, young musicians may benefit from playing in a school band or orchestra. If your child is fortunate enough to attend a school that provides an excellent gifted program or a STEM school with a curriculum they are interested in, it may benefit them to remain there.

But I’m going to take a wild guess that many of you are not satisfied with your child’s educational setting or its requirements. You may cringe when you hear the oft repeated myth that children need to be in school for 13 years of compulsory education because they will miss important social milestones and events such as the prom.

Then what’s a parent to do? There are actually some very exciting options to be explored within some public school systems … you just need to know what they are! Grade skipping, subject acceleration, dual-enrollment (attending college classes while still in high school), and early admission to college are all possibilities. In some locales, these types of programs are actually appealing to school districts who find it more economically feasible not to educate all students for 13 years. Forward thinking schools can also provide gifted students with ways to earn credit for prior learning through testing.

Of course, a parent can also choose to homeschool, charter school, cyber-school, or send their child to a private school. However, many families are not financially able to do this even with economic sacrifice. If you are able to go this route, explore your options early and thoroughly.

When deciding the matter, you must discuss it with your child first. If they don’t buy into the decision, it will not work. As is often the case with gifted children, they usually approach decisions with a great deal of maturity and understanding with regard to their own education that you don’t see in other situations. It is a decision that can make all the difference in the life of a gifted child.

Emotional Intensity in Gifted Students

2011-02-10T23:46:00.000-05:00

Finally, my long awaited review (I gave you a sample several months ago when it was first released) of Emotional Intensity in Gifted Students! Although I was privileged to receive an advanced copy, I have received no other incentives to review it. I simply believe that this book will make your life as the parent of a gifted child a whole lot easier.

From author Christine Fonseca, it is the kind of book that you read … fall in love with … hope there is a sequel (there is) … want to give as a gift to every teacher, school psychologist, and guidance counselor who has ever come in contact with your child … wish it had been available 5, 10, 15 years ago (depending on how old your kids are) … and keep on your nightstand for easy reference at the end of the day. YES, it’s that kind of book! Have I read it? Yep. Have I read it more than once? Yep. Have I purchased extra copies for gifts? You betcha!

So, why am I such a fan of this book? Christine Fonseca is not the first person to write about the intense emotions displayed by gifted children, but this book is different. For starters, the author is the parent of two gifted kids. A+ She works as a school psychologist. A+ And, beyond that, she is a hell of a writer … intelligent, engaging, and practical! Need I say more? Why, yes I do!

Perhaps the subtitle of this book is the most revealing reason why it is so important for gifted parents to read – Helping Kids Cope with Explosive Feelings. If your child is not in school yet, you may not have encountered the full force of their potential explosive feelings. But, don’t worry … you will! And when it happens, you’ll be thanking me for telling you about this book.

Is your little dear a perfectionist? Does he or she exhibit extreme mood swings? How about under performing in school when you know they know it? Do you know how to help them manage the stress? Enter Emotional Intensity in Gifted Students. This book will help you answer all these questions and more.

So, what actually sets this book apart from the others? Besides being a good read, Ms. Fonseca includes ‘worksheets’, ‘tip sheets’ and ‘checklists’ for parents as well as ‘notes to the teacher’ throughout the book. She presents strategies that are tried and true. The book is divided into 3 sections – What it Really Means to be Gifted; Great Information, Now What?; and Being Your Child’s Coach – Specific Strategies.

After 19 years of gifted parenting, I thought I pretty much knew it all. I was so wrong and I learned so much from reading this book! Now that my children are almost grown, I intend to use what I’ve learned to help other parents.

Did I mention the sequel? Why, yes I did in paragraph 2. Coming soon, 101 Success Secrets for Gifted Kids, is intended for your kids. To save time and the angst that may occur should it sell out repeatedly as has Emotional Intensity, may I suggest that you pre-order it along with this book! Trust me … read the book!

If You Give a Gifted Kid a Pencil

2011-01-31T21:13:00.001-05:00

If you give a gifted kid a pencil,
She’s going to want a piece of paper to go with it.
When you give her the paper,
She’ll probably ask you for a dictionary.

Once she gets the dictionary,
She’ll ask you for a quiet place in which to work.
She’ll start writing a novel,
But then she’ll begin to daydream.

And when her thoughts turn to the environment,
She’ll probably ask you for a thermometer.
When she takes it outside,
She’ll notice how hot it is and begin to think about global warming.

She’ll ask to borrow your iPad,
And then she’ll ask for a wireless connection to go with it.
So, you’ll have to give her the access codes,
And then she’ll ask to borrow a flash drive.

When she finds enough information,
She’ll want to make a PowerPoint presentation.
She’ll make an excellent one,
And then she’ll want to print it out.

When she prints it on your printer,
She’ll notice a slight mistake.
She’ll ask for a piece of paper to make corrections.
And chances are … if she asks for a piece of paper …

She’s going to want a pencil to go with it!

(This piece was inspired by an inquisitive young lady from Florida to whom I wish to dedicate it to.)

Disclaimer: This story is intended purely for entertainment purposes only. It is intended as parody only. Any likeness to a published work is coincidental.

Gifted Advocates … Why We Bond

2011-01-19T21:35:00.006-05:00

“2010 has proven to be a year of growth, learning and global collaboration. Your support, participation, questioning, ideas and passion have ignited new life into the advocacy movement on behalf of these bright and creative students.”

~ Deborah Mersino, Ingeniosus and #gtchat

Gifted advocates often discuss the need for gifted children to engage in true peer interaction; both in school and out. Why is that so important? Because it has been shown that these kids thrive and grow exponentially when allowed to learn and socialize with others who are ‘on the same wave-length’! They can bounce ideas off each other and they can be comfortable in the knowledge that classmates truly understand them.

The same can be said for gifted advocates! Through the magic of the Internet and social media networks, gifted advocates find solace and friendship with those of like-minds. Many gifted parents and advocates were often isolated in the past and found their ability to make a difference … well … overwhelming. Today not only can parents and those who advocate for their children within a school district join together, but that bonding takes place at the global level. Talk about inspiration and collaboration and cooperation!

There are those in the gifted community who shun social media. Some are technophobes; some are grounded in a past era; some are protective of their intellectual property; and some don’t believe they have the time to engage in online activities. Their choices must be respected. The work these folks do at the local level is invaluable. We must therefore work together – both online and off - to bridge any barriers to forming a vibrant community dedicated to the children we care so much about. This is what ‘social-networking’ is all about!

Practicality is another reason gifted advocates as well as parents must consider bonding online. In a world and time when economic issues place so many constraints on personal budgets, advocates are often forced to pick and choose how and when they will meet and collaborate. The Internet, however, provides a near-perfect solution to this obstacle through online conferences. They are convenient, can take place at virtually any time or place, and provide a platform for all levels of expertise. Many more people can be involved in such experiences thus enriching the knowledge-base of all community participants.

The same goes for the local level where organizing meetings online provides excellent opportunities for gifted parents to meet without the hassle of traveling to a physical meeting place. Forget finding a suitable location, refreshments, finding a babysitter, coordinating schedules, and dealing with weather-related issues. This may require a training session or two on whatever platform you choose, but it is well worth it. Exchange of information instantly becomes 24/7 and easily accessed without having to print out hard copies of everything.

Final thoughts … global bonding provides us with new ideas, fresh perspectives, a ready-made set of FAQ’s based on years of experience, emotional support and encouragement, access to the latest and greatest in gifted research, and sometimes … just sometimes … a shoulder to cry on. How can you say ‘no’ to all that?

Let us commit to growing our community of parents, advocates, researchers, and educators as we strive to make a difference in the lives of children who will make a difference in our world!

Instructional Strategies for Gifted Students

2011-01-17T00:06:00.000-05:00

There are many types of instructional strategies that teachers can use to accommodate gifted learners in the regular classroom apart from those used by their gifted teacher. Being knowledgeable about some of these strategies can be of great benefit to parents of gifted children when they discuss options for their child.

RTI or Response to Intervention is all the rage in education today. Originally intended for lower performing students, it has been adopted in many school districts as a way to provide differentiation for gifted students. Students’ abilities are assessed periodically and teachers use flexible grouping to provide extra support in areas of weakness. During this time, gifted students can be given a more advanced curriculum thus extending lessons without burdening them with more work than their classmates. Many times these students can work independently or with minimal support and this gives the teacher more time to work with other students.

The idea of differentiating work in a classroom is not a new idea. For years, many forward thinking teachers did this by allowing gifted students to choose an area of interest and then develop a project around that interest or topic. These projects took the form of research papers, science projects, and creative writing assignments; just to name a few.

Another instructional strategy that works well in science or mathematics is accelerated pacing. It is used when students display academic abilities in these areas. It has been found that accuracy and retention can be increased if the material is covered at a significantly faster rate. However, teachers must be specifically trained to teach at an increased pace which can be 2 to 3 times greater than experienced in a regular classroom.

One of the biggest complaints expressed by gifted students concerning school is boredom. A simple strategy employed by educators is to reduce or even eliminate excessive reviews or drills. Once the student is able to show they have mastered the content, it should be reviewed no more than two or three times. Again, teacher training is essential to making this work. Additional materials need to be provided for the extra time that is freed for students to pursue other projects or interests. There is new evidence that this is a strategy that can be used across the curriculum. Teachers have seen this motivate students to delve deeper into the content being studied.

These are just a few strategies to help gifted parents know what is available out there. Hopefully, you will find teachers who will be willing to work with you in providing the best learning opportunities for your child. Remember that relatively few teachers are exposed to any training in gifted education. Sharing information can go a long way in building a solid relationship with your child’s teacher.

Socialization and the Gifted Child

2011-01-09T21:41:00.000-05:00

"Even though your experience is not exactly the same as mine, I feel far less alone if I know that you have had experiences that are reasonably similar."

~ James T. Webb

Providing your gifted child with opportunities to socialize with their peers is an important part of their development. It is easy to forget when so much emphasis is placed on academics and/or talent development.

Socialization can take place anywhere, but it can be difficult for some gifted children. An obvious place where you hope peer interaction is occurring is at school. There are many potential opportunities here if school personnel realize its importance and work to make it happen. Parents’ influence is limited to what is offered by the school.

Some of the possibilities include ability or cluster grouping, pull-out programs, regrouping within the regular classroom for differentiation, and like-grouping in performing groups such as band, chorus, or dance. It is best if this can happen on a daily basis.

Parents can also provide opportunities outside of school in a multitude of ways. Art, music, and dance classes are good places to start for children interested in the arts. Many universities offer summer academic camps, both day camps and residential. Museums and science centers in major cities also offer camp experiences. Parent support groups often set up activities on the weekends. Academic competitions such as Academic Games, Destination Imagination, Invention Convention, Odyssey of the Mind, and chess clubs also provide places for kids to interact.

Outside the U.S., additional opportunities exist in the form of social gifted centers where student can work on special projects, attend movie nights, and engage in reading clubs. Gifted students often express how much more comfortable they are when interacting with their peers.

Bavarian Centre for Gifted and Talented Children

Sutherland, Australia

Gifted educator, lecturer, and author Dr. Karen Rogers has estimated that this type of social interaction can increase academic achievement by 2 ½ to 4 ½ months every school year.

Every parent wants their child to be happy. Friends are not an assurance of happiness, but many would agree that true “peer” association for the gifted child can be a source of inspiration and camaraderie.

Meeting with School Officials

2011-01-02T22:02:00.000-05:00

Regardless of where you live or where your child attends school, meeting with school officials to discus your child is often a daunting task. It can make you feel like … it’s you against the world! But it doesn’t have to be that way.

Oftentimes, the school’s administration and psychological team will try to intimidate parents; especially during the first meeting. As the old saying goes – the best defense is a good offense. As a parent, the better prepared you are, the more confident you will feel. And your child will be the benefactor.

Research the school’s programs offered to other students and what you believe to be your child’s needs. This is key! Too often, schools are more concerned about their budgets and will try to deny services or limit your child’s access to services. Don't be afraid to ask for more than is being offered.

Do not feel that you have to be alone, either. In the U.S., you can join your state’s advocacy group for support and they may provide you an advocate or be able to refer you to a local advocate. In lieu of this, both parents should make an attempt to attend. If you anticipate issues arising and you can afford it, a lawyer is also advisable. There’s nothing wrong with doing a little intimidating yourself! At any rate, bring someone with you to serve as a witness to what is said in the meeting. And take notes!

Another piece of advice I always give to parents is that from the moment they learn they have a gifted child, keep meticulous records. Few school district personnel or teachers have the time to keep track of your individual child as well as you can. Keep records of every time you communicate with a teacher or anyone from the school; i.e., psychologist, principal, administrator and insist that you get it in writing. The easiest way to do this is to require all communication be done by email. Information conferred during a phone call can never be proven. Even the nicest, most well-intentioned teacher has a tendency to defer to their school’s principal or district superintendent during a meeting where all parties are present.

Before you agree to a meeting, at the very least, have a working knowledge of gifted education and what you want to request for your child. The library and Internet are both good sources of information. Two of the best books for newcomers are Christine Fonseca’s Emotional Intensity in Gifted Students and Karen Rogers’ book, Re-forming Gifted Education.

Once you get through the first meeting, you’ll have a better understanding of what to expect the next time. I’m not going to say it will get easier; it probably won’t. And the meetings will continue until your child is finished with school. During the last few years of high school, it is advisable to start including your son or daughter in these meetings. When they go to college, they will need to be able to advocate for themselves. This is especially important if your child is twice-exceptional.

Life as a gifted parent can be a roller coaster or it can be a walk on the beach with the waves rolling in. It’s all in your viewpoint. I prefer the beach.

PISA Results and Their Implications for Gifted Education

2010-12-27T08:22:00.001-05:00

Every three years, the Organization for Economic Cooperation and Development (OECD) gives an assessment called the Programme for International Student Assessment or PISA. It was last given in 2009 and the results were released this month. The tests are given to 15 year olds in 65 countries. This time, there were the usual high performers – Finland, Korea, Singapore, Hong Kong, and Canada. However, there was one notable surprise … Shanghai, China … and a newcomer at that! More on that later.

There are many lessons to be learned from the results of PISA. First, learning how to take a test only teaches a student how to take a test. Secondly, a society does not become better educated or even smarter simply by becoming better test takers. Quite the opposite is true. The PISA assessments are subjective. Knowing how to completely fill in the bubble (O) with a No. 2 pencil is not the skill being tested. Students must demonstrate an understanding of the material. The reasoning behind this test is that it predicts how well prepared a student is to face the challenges of the workplace as well as in life. Studies have shown that without mastery of critical thinking skills by age 15, it is doubtful the student will ever be able to acquire these skills. Thus, the value of critical thinking becomes priceless.

Although it was expected, the United States’ mediocre performance was particularly disappointing after almost 10 years of the now infamous No Child Left Behind legislation which was suppose to raise scores on standardized tests. So what happened? What could account for such a sharp contrast in scores between the U.S. and other countries? The U.S. spends more money on per pupil expenditures than almost any other country in the world. U.S. schools that did not make Annual Yearly Progress (AYP) were cited by the Department of Education and were at risk of loosing federal funding.

So, what are the implications for gifted education? Why should gifted parents care about the PISA results? Well, for starters, these assessments … whichever country you live in … can be used as a powerful argument for investment in gifted education. One only need to look at the results from Shanghai. It was interesting that some in the U.S. press immediately accused the Chinese of cheating. Really? And did the 25 other countries who did better than the United States overall also cheat their way to the top? Doubtful on its face. Irrelevant at best.

In terms of gifted education, Shanghai made the extraordinary decision to create 100 gifted high schools in its city. Let me reiterate … the Chinese decided to support their most highly-abled students by creating schools designed especially for them. By ability-grouping gifted students, they could provide appropriate educational opportunities for these students. And guess what? It would appear to be working. Furthermore, experts from the U.S. who have been in Shanghai for the past several years report that Chinese authorities will be duplicating these results in many other cities in China before the end of the next decade. To those who say that the U.S. could duplicate the same results – it’s not a matter of can but will they do so. The U.S. cannot support gifted students in the same way as China if they don’t have a standard identification process in place. For all the reasons stated many times in this blog, America will not improve its PISA rankings until it has a major attitude adjustment on how it views and supports its gifted student population at the federal level.

Here is one more sobering fact to consider for Americans – where have many of the world’s top performers come to learn about gifted education? In just the past two years, many countries have sent delegations of teachers and administrators to U.S. universities to learn about just that. So what is wrong with this picture?

It is time to re-think how we advocate for gifted children. Parents must think beyond their local school district to assure sustainable progress in the area of gifted education. In the upcoming months, information will be provided on this blog about how to become a part of this new movement without being overwhelmed in the process. As we approach the new year, let us make a commitment to work together to make a greater impact on the lives of gifted children all over the world; and insure that our own children are better served!

Vision 2011: Digitally Connecting the Global Gifted Community

2010-11-25T10:38:00.000-05:00

My head has been spinning with ideas since last week’s #gtchat on Twitter! So many exciting things are beginning to take shape in the online gifted community. 2011 stands to be a pivotal year for gifted advocacy and the advancement of gifted children’s issues.

People have been researching and talking about gifted education for a very long time. I think it’s time for a change. It is time to focus on the needs of gifted children and it is time to work together. For too long, the gifted community has been divided by national boundaries, competing organizations, and parents being shunned by educators. It isn’t working out so well … not for anybody and especially not for the children. I’m not saying that progress hasn’t been made at all. Let me say that again: I’m not saying that progress hasn’t been made at all; it just needs to be kicked up a notch!

I would like to propose the concept of ‘Advocates Without Borders’… all kinds of borders; both real and imagined. I realize that governments at various levels do not and oftentimes cannot work together in this manner. However, through the magic of the Internet, it is now possible for the gifted community to work together and THRIVE via social networking. And I mean … everybody! This includes the sharing of information and resources between researchers and individuals, national organizations working with each other, and teachers working with parents. Out with the old, in with the new! Fantastic? … Not gonna happen? … Too many egos to be bruised? Well, too bad! It has to happen.

Every year the world loses the contributions of brilliant minds because we haven’t found a way to work together. Where would humanity be today if every gifted child were identified; if the needs of every gifted child were met both academically and emotionally; if the dreams of every gifted child were realized? If somewhere in your own education you learned to think critically, the answer should be quite clear. Connecting and working together is the only real choice.

Now that I have your attention; here’s what we need to do! Utilize the Internet to create a ‘digital’ community that can connect those working in the gifted community. We need to connect at every level and through all avenues of social networking. Here’s a little secret: it is already happening! If you are reading this, chances are you’ve already begun the process of looking for answers and want to do more. But this blog in some ways is ‘preaching to the choir’. We all need to investigate ways to become more interconnected and to encourage those on the Internet sidelines to get online!

Here are a few suggestions. Of course, there is #gtchat on Twitter! Last week, Deborah Mersino (chat moderator extraordinaire) began to lay out her vision for 2011 that includes the formalization of #gtchat into a baseline organization that will coordinate the aggregation of the gifted community in a digital format (formal name with appropriate acronym to be determined – see the inherent joke – how many gifted people does it take to decide on a name? … lol). Members were all abuzz and many took her words to heart by starting the process of connection across the many platforms they were already using. It has been phenomenal to see people getting to know each other who might have previously shied away from various avenues of connection. On Twitter, I would suggest that the easiest route to connecting with like-minded people is to do a search for #gtchat and start to follow the members found there. Then, check out who these people follow and those who follow them. Facebook and Facebook Groups is an obvious next step. One of the best pages to start at would be ‘Ingeniosus’, Deborah Mersino’s professional page. Overwhelmed, yet? Next head to LinkedIn if you are a professional involved with gifted issues. Check out groups that mention gifted and talented; both within your own country and internationally.

At first, it may seem like a daunting task or even a waste of time. It is neither of those things. Consider it a necessary first step to becoming the very best advocate for your child. An informed parent is the best thing that can ever happen in the life of a gifted child! Your child is a part of our future. Providing them with the best possible opportunities you can find will potentially change the course of history. The Internet can bring thousands of people who care about ‘your’ child to your doorstep. It’s time to open the door and let us in!

Looking At the Big Picture … How Gifted Kids Learn

2010-11-20T23:28:00.000-05:00

“Determine the thing that can and shall be done, and then we shall find the way.”

... Abraham Lincoln

Ever had to remind your gifted child to pay attention to the details? Well, there’s a reason for that! Gifted learners tend to see the ‘big picture’ first and fill in the details later. They conceive of the whole before understanding the parts. As you will see, this can be a challenge for gifted teachers.

If you look at the great thinkers throughout the course of human history, you will see people who postulated theories and then set about proving them. In their time, they were often referred to as ‘dreamers’ and ‘visionaries’. The universally accepted scientific method is based on this process. Conceptualizing our destiny is the driving force that moves us forward as a species.

As a parent of a gifted child, you have the enviable task of guiding your child to appreciate their ability to see the big picture and then to understand the process of how it all came together.

This also points out the critical need to increase teacher training in gifted education and professional development for all teachers who work with gifted students in their classroom. Teaching a gifted child requires a radical departure from traditional teaching strategies. Educators as facilitators must be able to identify the ‘big picture’ concepts that they wish to teach and then develop a sufficiently challenging curriculum. This is sometimes referred to as whole-to-part sequencing where students are shown a complete model and then taught the various parts that make up the whole model. Lessons learned in this manner can be spread out across the curriculum to increase the student’s knowledge base in multiple areas that they are studying.

Motivating gifted students is a recurring theme in gifted education. By understanding how a child learns, a teacher can be a catalyst in the child’s life by providing appropriate learning experiences which in turn motivate the student. How many times has your child come home from school lamenting the fact that they are bored? Teachers are trained to introduce material step-by-step which works well for a majority of their students. For the gifted child, it is monotonous and a sure-fire way to turn them ‘off’ from learning at all. These children thrive when presented with complex issues and problems and teachers must be willing to provide ‘big pictures’ as a starting point.

In my work, I am often asked if gifted teachers need to be gifted themselves. My reply, “It wouldn’t hurt!” I realize that this isn’t always the case and many teachers would argue that it isn’t necessary if they receive the appropriate training. However, I would contend that at the very least parents must advocate for qualified teachers with certification in gifted education. It has been a long time coming, but many universities are now offering certification and master-level course work in gifted education.

Finding the right teachers and school settings can be difficult at first. However, in the grand scheme of life, it is well worth the effort. Your gifted child will blossom when you find the right mix!

Independent Study for the Gifted Learner

2010-11-11T15:10:00.000-05:00

The fact that independent study is good for gifted learners is certainly not a new idea, but it may be for parents of newly identified gifted children. Gifted learners are individuals with differing abilities. What excites one student may bore another. Different learning styles require parents to take different approaches.

Most parents of gifted children take their responsibilities very seriously. At this time of the year, they are already looking into extracurricular activities such as academic competitions, classes at nearby universities, and summer camps. Meetings with gifted coordinators and teachers revolve around advocating for enrichment in the classroom or in gifted programs. However, sometimes gifted kids just want to ‘chill’ and ‘hang’ with their friends. They might like school and learning new things, but not all the pressure of doing ‘extra’ work.

Enter the ‘independent study’. In progressive school districts, it is often recommended as an instructional strategy for creating an individualized plan within the school setting. Perhaps more than any other strategy, learning how to develop and successfully execute an independent study prepares students for higher education and for life in general. It incorporates project design, critical and higher-level thinking, presentation skills, time-task commitment, and task assessment. This method of learning can be a great motivator for gifted students who cringe at group projects in regular classrooms where they ultimately do most of the work. Independent study allows your child to delve into topics which are of interest to them, use creative and innovative research techniques, and produce quality products such as research papers, portfolios, artwork, and/or projects for presentation.

Many top researchers in the field of gifted education have developed various independent study models including the Autonomous Learner Model by Dr. George Betts, the SDC (student developed courses) Model by Dr. Del Siegle, Schoolwide Enrichment Model by Drs. Renzulli and Reis, Creative Problem Solving by Dr. Donald Treffinger. Dr. Karen Rogers discussed this approach in a recent presentation entitled, “An Update on Research in Gifted Education: 10 Things.” In it, she stated that the effect of learning independently is in “increased motivation to learn, interest in subject area, improved academic resilience (cognitive risk-taking), and self-efficacy.”

Although independent studies usually do not occur during until high school, there is no reason why younger students cannot participate in scaled-down projects as well. Finding the right mentor is critical to a successful study. Most of the work is done by the student with the mentor serving as their guide. Providing a detailed proposal with reference to state or national standards can go a long way in convincing school administrators to accept an independent study for credit. Final assessment can be done by a panel comprised of faculty members from applicable subject areas.

It may seem overwhelming at times as the parent of a gifted child when you try to provide your child with opportunities that you hope will help them fulfill their potential. However, you will find that it is also very rewarding to see your gifted child grow and mature as they become an independent learner and a problem solver. Never stop challenging them and never stop believing in them!

The ABC’s of a Gifted Child

2010-10-31T21:15:00.000-04:00

One of the first words a gifted child discovers is the word “aha”! This is when they realize that they understand things others do not; especially their peers. The next word is a no-brainer for gifted parents – the dreaded “b” word. You know … bored! Fortunately, the solution comes in the form of the “c” word – challenge.

Research in gifted education continues to reveal that gifted children need to be challenged and when they are … amazing things begin to happen! And when they aren’t – which is far too often – their world becomes dark and lonely.

As the parent, it becomes incumbent upon you to do your best to challenge your child whenever possible. Most parents work very hard at getting schools to provide challenging work, but that leaves a significant amount of time to be filled. It may seem overwhelming at first, but dealing with the consequences of having a bored child can be much more difficult in the long run.

One of the best ways to challenge a gifted child is to engage them in conversation. Make it meaningful! Find out what interests them and then do some research on the topic so that you can talk to them intelligently. Discuss current events and world issues. Don’t be afraid to talk over their level of understanding. (Schools use this technique by accelerating students, offering dual enrollment in higher grades, or ability-grouping.) They will catch up before you know it. And play devil’s advocate once in awhile. Remember, they aren’t always going to agree with you on everything. Once they make up their minds on an issue … well, you know! It actually can be very stimulating and enjoyable for both parent and child. I like to call it, “gifted bonding”.

As your child gets older, rigor needs to be introduced into the way in which they are challenged. Sometimes, parents need to seek help at his point. An excellent choice is to find a mentor for your child in the area of their interests. A mentor can introduce higher level thinking which will motivate a child to learn more and reduce the stress which comes from being bored. Introducing more and more complex critical thinking tasks can improve a student’s growth in that area considerably. It enables a student to have a more positive self-image academically.

Another excellent source for finding challenging opportunities is to enroll your child in academic summer camps in your area, gifted classes (such as, Super Saturdays) at nearby universities, and national programs that can be located on the Internet. Peer-socialization is an important bonus with these activities. Friendships made here can last a life-time and provide long-term benefits in helping your gifted child to understand that they are not alone.

It’s important to remember that all the effort that goes into parenting a gifted child can pay off with incredible dividends in their lives. It is such an awesome experience to see that smile when they fulfill their goals and come to realize that it was their parents who supported them all the way!

Social Media and Gifted Advocacy

2010-10-26T22:27:00.001-04:00

In a recent post, blogger Jennifer Dublino (“Will Social Media Enable Humanity’s Next Evolutionary Step?”) 10/12/2010) stated, “Social media is … enabling global consciousness because it allows us to harness and coordinate the collective intelligence and talent of large groups of people.” These large groups of people have the ability to solve problems together that they would be helpless to do on their own. Dublino also sources James Suroweicki’s book, The Wisdom of Crowds, as saying that solutions to problems solved by the group are better than any individual answer.

Why not apply this same concept to gifted advocacy? For almost 100 years, researchers have studied and analyzed gifted children. Their studies have been written, peer reviewed, and rewritten. Concurrently, gifted education has been tried, reformed, and re-tried. To what end? Today, it faces elimination in many parts of the world. It is time that a solution is found to provide appropriate education for these children. It is obvious that individual attempts have not worked.

Peter Gloor of MIT’s Sloan Center for Collective Intelligence coined the term, ‘Collaborative Innovation Network’ which he described as, “a cyberteam of self-motivated people with a collective vision, enabled by the Web to collaborate in achieving a common goal by sharing ideas, information, and work.” Such an interest-focused global community already exists and has been working on this problem for almost a year now. I refer to Global #gtchat on Twitter. This group of people is committed to making a difference in gifted education through their “collective vision”. The network is admittedly in its infancy, but has made great strides and has branched out to connect in a myriad of ways to enhance the process with Facebook, blogging, email, and virtual worlds as well as Twitter. Participants have proven that cultural differences, foreign language proficiency, and proprietary resource issues can all be overcome and that global collaboration is possible.

We are at the dawn of a new era in advocating for gifted education. It does not matter where a child resides – Malawi, England, Saudi Arabia, the U.S., South Korea, Hong Kong, Ireland, Singapore, Australia, Germany, Russia – they all need our support. These children cannot wait any longer … a gifted mind is a terrible thing to waste! The world cannot wait any longer … we need bright minds to solve the ever growing number of complex issues facing humankind. This sense of urgency resonates throughout every chat in which I participate. It has allowed parents, educators, psychologists, and advocates come to the realization that we all share common experiences when it comes to gifted children. Come join us on this incredible journey we've begun to make the world a better place by appropriately educating our gifted children!

Thinking About Thinking

2010-10-10T01:13:00.000-04:00

The thought occurred to me recently that I like to think. Furthermore, I like to think about thinking [metacognition]. My ability to do this is an integral part of my humanity. Perhaps that is why I find it so appealing. I like thinking so much that I decided to research the ‘idea’. It turns out that a lot of people … intelligent people … have been thinking about thinking for a very long time. I learned (although I think I already knew) that there are many different kinds of thinking – critical thinking, creative and innovative thinking, purposive-kinetic thinking, meditative thinking (a favorite of mine), and hyper-alert instinctive thinking. Who would have thought there were so many ways to think?

But this is a blog about gifted parenting and the children they parent. I’ve come to the conclusion that teaching gifted students how to think more effectively is the most important thing we can teach them. It provides fuel for their insatiable curiosity. It trumps subject matter, job training, gym class, and learning how to select color coordinated outfits for the first day of school. By encouraging gifted children to think and providing them with an environment conducive to good thinking, we help them to fulfill their potential as leaders, problem-solvers and decision-makers.

Teaching any type of thinking seems to go in and out of fashion more often than mini-skirts. But, it’s no laughing matter. It is, in fact, critical that we encourage critical thought. Parents play an important role in this facet of their child’s education. Some would argue that critical thought is second-nature to gifted children. It may be for some, but our society has de-valued the need for it in many insidious (classroom inclusion comes to mind) ways and our children will suffer the consequences.

So, where did the idea of critical thinking come from? Most people would agree that Socrates had a lot to do with it. He loved to ask questions! In fact, it was his fellow Greeks that gave us the word ‘critical’ – kritikos – being able to discern or judge. Socratic questioning can be used to develop critical thought because it seeks a depth of understanding in a systematic way while considering the plausibility and truthfulness of the answers being sought. In 1605, Sir Francis Bacon defined critical thinking as a “desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture [fraud].” I think he summarized it quite nicely.

In her article, Discovering the Gifted Ex-Child (Roeper Review, August 1994), Stephanie Tolan writes, “Our relentless focus on achievement rather than the unusual mental processing that constitutes giftedness makes the necessary recognition and understanding difficult if not impossible for many.” She goes on to say, “… it is in childhood that the gifted individual begins to form that critical sense of self, his initial understanding of his own mental processing, his own mind.” This speaks to the crux of the matter – gifted children have a unique capacity for critical thinking.

Why don’t many of our schools teach critical thinking? Critical thinkers have a knack for challenging the status quo. And the status quo likes things just the way they are. It can be difficult to control a thinking populace. Another consideration to keep in mind is that teachers of critical thinking really need to know what they’re talking about! It’s one thing to teach ‘out of the book’ … something administrators continually stress to their faculty as a good thing … it’s quite another thing to reach outside the box! Finally, critical thinkers are truth seekers and what constitutes ‘truth’ these days has been marred by charlatans posing as media experts and politicians as well.

Zoe Burgess, in a recent blog post, asked the question, “Can We Teach Creative and Critical Thinking?” It can be found here - http://bit.ly/ccDf9x . She provides excellent suggestions for how critical thinking can be taught and cultivated through modeling by the teacher, project-based learning, cross-curriculum teaching, and service learning. Assessing this type of learning requires the teacher to move out of their comfort zone. One must possess the ability to pose questions of students which will allow them to demonstrate their depth of understanding.

As the parent of a gifted student, where do you start? Provide your child with a place to think; an area with resources to aid in thinking. Encourage them to get rest and provide a healthy diet. Value their independent thinking through discussion and listening to your child. Prompt their thinking through Socratic questioning. In their book, Critical Thinking: Tools for Taking Charge of Your Learning and Your Life, Drs. Richard Paul and Linda Elder list 9 strategies that students can use themselves to develop critical thinking. The full list can be found at - http://bit.ly/biRn6H . They include using wasted time, keeping an intellectual journal, and by redefining the way one thinks about oneself. Good advice for students and parents alike!

Emotional Intensity – A Preview

2010-10-02T10:35:00.000-04:00

As parents of gifted children, we have all experienced emotional intensity – theirs and ours. It can be a positive experience, but far too often it becomes a frustrating one. These are the times that try parents’ souls.

“They don’t come with an instruction manual!” How many times have you heard that phrase? Today, parenting guides are a dime-a-dozen. However, they offer little help or hope to frazzled parents of gifted children.

Enter Christine Fonseca’s new book, Emotional Intensity in Gifted Students: Helping Kids Cope with Explosive Feelings. Wow! How I wish I had known and understood the concept of emotional intensity and its implications for gifted students and their parents when my kids were younger. Would I have reacted differently to their outbursts (and mine)? You betcha! Do I have regrets? Some. Will reading this book cause an ‘attitude adjustment’ on my part? Most likely.

To be honest, I have only read the first chapter of this book as it was just released yesterday. You can read it at http://bit.ly/bjWN6h . The First Stop on the Blog Tour for Emotional Intensity can be found at author Michelle McLean’s Blog http://bit.ly/9Ra2tQ (Chance to win a free copy of the book with blog comment through October 8th!) Another interview with Christine can be found at http://bit.ly/9xy8V6 . The book can be ordered from the publisher, Prufrock Press, http://bit.ly/aQ9PT3 (currently out of stock at Amazon).

You can be sure that I’ll have more to say once I finish reading the book! Stay tuned …

Things TED Taught Me … About Gifted Advocacy!

2010-09-27T23:17:00.000-04:00

I’m a recent convert to TED talks. And a recent talk ‘caught my eye’. Chris Anderson, one of the suits at TED, presented a talk about global innovation and it exponential growth as the result of video becoming more widely viewed due to the expansion of bandwidth accessibility around the world.

I watched it once. Then I printed out (I know, old school) the transcript. Then I watched it again; and again; and again. My mind seemed to be racing! I felt like that old episode of Outer Limits where the scientists’ heads begin to look like cone-heads and they grow a sixth finger. The premise of ever-accelerating human innovation was certainly appealing, but that wasn’t what I was thinking about …

I was thinking about all the ramifications this talk had for gifted education and our gifted children. Certainly the world stands to benefit from this technology, but for the gifted … it’s like empowerment³!

“Crowd-accelerated innovation” depends on a crowd, a light shown on that crowd to illuminate the most capable people in the crowd, and desire. In the past, it took years for innovators to be recognized and then to have their creations supported and distributed. Enter the Internet. Someone, perhaps your gifted child, has an idea and decides to make a video for You Tube. People view it … rate it, comment on it, link to it, tweet it, share it on Facebook. You get the idea. Chris Anderson called it ‘global recognition’. Suddenly, a crowd forms … on online community … and collaboration begins. As the crowd grows, the idea is shared, revised, and innovation occurs. The world is a better place.

The same could be said for gifted advocacy. One parent (@DeborahMersino) had an idea. She had seen the growth of a community of educators on Twitter. She decided to try moderating her own chat on Twitter for gifted education. Within weeks and then months, that one idea had grown into a global community! Parents, educators, advocates, consultants, and school psychologists were collaborating online around the world and around the clock on how to best advocate for our gifted children. And a funny thing happened on the way to the chat … they were discovering that what had once been thought of as isolated incidents surrounding various groups of gifted children were really a global phenomenon. Familiarity was breeding friendships and new approaches! Groups began to form on Facebook; encompassing the Global #gtchat group. And this was just the beginning, folks.

What about educating gifted kids? Story after story was related through various social media outlets by frustrated parents who seemed to be always headed to the next battle with school districts pleading for help for their gifted child. More often than not, the response was always the same … not enough resources, no interest in professional development for teachers, myth-filled excuses as to why gifted children could make it on their own. Yada, yada, yada.

Ah… but the newly developed video resources that were found on the Internet became game changers in the world of education. Forget lousy online classes that were simply a redo of correspondence courses from years past. Now, gifted students can sit in a classroom with a gifted facilitator or at home on their own computer and be taught by a world class educator face to face in real time. Location is no longer a concern. Ability grouping is automatic. Age is no longer a factor as students progress at their own pace. The cost of a college education can become affordable again (although someone will find a way to limit this, no doubt). Crowds begin to form. Light shines on the crowd. The desire to learn and innovate grows. The role of student and teacher blend into the beginning of a new type of learning from each other. History is changed forever.

This may sound like a pipe dream to some or the beginning of just another utopian novel, but the fact of the matter is that this is already happening and gifted children are standing on the precipice of a new day in their own education.

I will include a link to the TED talk for your viewing pleasure. I hope that it excites you as much as it did me. Perhaps you will gain insights that I have missed. I look forward to your comments!

Link - http://bit.ly/aWnyVH

To Group or Not to Group … That Is No Longer the Question!

2010-09-25T22:13:00.000-04:00

Educational theories come and go. It’s a fact of life. We always hope that things are improving, but that is not the case when it comes to grouping students by ability. The dreaded ‘tracking’ misnomer is always drug out by opponents to this policy. But like it or not, ability grouping must be reconsidered. The sooner, the better. It doesn’t have to upset the entire system; just apply it to gifted students and case closed.

Why am I being so flippant about this? Because ability grouping already exists in our schools and society today for lots of other groups and I hear no complaints about them. We ability group athletes. The best players are on the starting line-up and everyone else sits on the bench. Start mediocre players and the fans would go wild! The coach would be gone before the end of the season. We ability group musicians in high school bands and orchestras. Students perform rigorous tests to gain the coveted ‘first chair’.

So, exactly what is ability grouping in relation to gifted education and why should you care? Simply stated it is the grouping and regrouping of students according to their present level of performance. It can reach across the curriculum or be applied to just one subject. It works, gifted students are happier and perform better, and regular ed teachers are free to spend more time with their other students. Win, win, win! Contrary to the popular belief that it fosters elitism, the opposite is actually true. The regular classroom is free of those students who always raise their hands first, always get the A’s, and always seem to be the ‘teacher’s pet’.

And consider this … how many regular ed parents would tolerate their children being placed in special education classes just so ‘those’ kids didn’t feel left out? That is exactly how a gifted student often feels in the regular classroom. And what does this say for ‘appropriate education’? Year after year of being forced to sit in classes covering material they already know. Year after year of being told not to work ahead, pay attention or worse … being told they are wrong when in fact they actually know the material better than the teacher. These students need to work in peer groups, engage in competitive learning situations, and be allowed to work independently.

The outcry of education reformers to stop the emphasis on standardized testing and placing so much value on test scores grows louder every day. This message holds special meaning for the gifted community. Most gifted students ‘top out’ on these tests and they don’t need to prove they’re smart. Why not tap their abilities by developing higher level thinking skills, contemplating solutions for complex problems, and encouraging them to work on global issues?

Do not be fooled by the rhetoric that everyone can achieve at the same level. It doesn’t happen, and it will prove to be more harmful to our society if we continue to turn a blind eye to the needs of our gifted students. These students must be allowed to soar as high as their abilities permit. They are humanity’s best hope for a better tomorrow.

Personal Note

2010-09-23T19:37:00.000-04:00

Every once in a while, the consultant needs to seek advice (as well as solace). Although I am currently working on a new post, life has thrown some unexpected challenges my way as a gifted parent and my writing has been severely curtailed.

I have mentioned this before, but I've been very fortunate to find someone who coaches parents of gifted children. Her website can be found at http://www.deepwaterscoaching.com/index.htm . Some of the services include: developing parenting strategies that work for your children and honor who you are; support for the educational issues you face, including the identification process for your gifted children and making school choices; and overcoming the “Imposter Syndrome” and owning your giftedness.

When those times come that you just don't feel you can handle alone, please consider contacting DeepWatersCoach. It can make all the difference in the world!

Personal Branding and Your Gifted Student

2010-09-09T20:35:00.000-04:00

A mention of student branding in a recent blog post brought sharp criticism from one reader. It took me by surprise. It became the only comment that I’ve not posted to date. Not because it was critical, but because I thought it was so off the mark. I’ve been contemplating a response ever since.

We live in the 21st century; well, at least most of us do. Like it or not, social media is here to stay and its influence on our lives will only continue to grow. How well we and our children interact with this new media will have a profound impact on how we view others and how they view us. Creating a self-designed image that portrays an accurate picture of oneself can only be done through a process of self-reflection. I like to refer to this as the Polonius factor … ‘to thine own self be true’. Projection and refinement throughout life will one day become second nature.

There are many reasons why a parent should guide their child through this process. Perhaps the most important consideration is that if you don’t do your own branding, someone else will. The reader who found my suggestion so abhorrent seemed to think that branding meant creating a ‘cookie cutter’ image of oneself in order to impress colleges and university admission officers. Nothing could be further from the truth. Truth, in fact, is the most critical part of personal branding. Creating a false image will only result in harming future job prospects and interpersonal relationships. In essence, we are returning to the days of Protagoras, Socrates, and Aristotle when introspection was thought to enrich one’s life, encourage goal setting, and ultimately aid in accomplishing those goals.

Personal branding is a process that may begin any time, but usually not until the teen years. Gifted students will probably begin to ask the pertinent questions such as what are my strengths, my weaknesses, my passions, and my goals sooner than their age-peers. The answers to these questions will help your child begin to formulate the direction they want their life to take; a.k.a., “what do I want to be when I grow up?” This should culminate in the formation of a plan to accomplish goals set during the branding process, and allow for positive steps to be taken to meet these goals.

And what about social media? Through outlets such as Facebook and Twitter, students begin to develop networks of people who share their interests, values, and goals. Connecting with people they meet in school, at camps and conferences, or at social events, and developing relationships can reap many benefits in an increasingly disconnected world. Instead of restricting access to these networks out of fear of what might happen, parents are in the unique position of helping their children to become responsible digital citizens as well as informed citizens who can interact objectively online. Through responsible parenting, you can gain their respect and trust as you act as their personal guidance counselor and partner with them to understand the Internet and how it will affect their lives.

Whether you are a young parent or an older parent, educate yourself about social media and personal branding. Guide your child in a direction that reflects the values you hope to instill in them. It is a brave new world out there and they will thank you one day for being there with them to ensure that their world reflects utopia rather than dystopia.

Working with Your Gifted Child’s Teacher

2010-08-31T23:37:00.000-04:00

I have a dear friend in Ireland that I have never met in person. We became friends through Twitter because we both are mothers of gifted children and share a sense that we can make the world a better place by sharing our experiences about what we have learned throughout their lifetimes. We both are involved in education, as well.

Recently, she wrote a blog post (see, http://innreach.wordpress.com/ ) concerning how her relationships with her children’s teachers affected their time in school. It made me begin to think. I had similar experiences and you may have had these, too.

I would like to continue the discussion, but from a slightly different point of view. I am not a teacher; my degree is in sociology. But, as you can read in my bio, I have worked the past 8 years in education – first as a substitute teacher and presently as a paraeducator in special education. My experience has taught me that parent-teacher relationships are critical to the quality of education your child receives in school. It’s like a symbiotic relationship cubed. I am a firm believer in the “it takes a village to raise a child” approach to parenting.

Teachers can be cruel when dealing with gifted children. I have witnessed it in the classroom and have experienced it as a parent. However, parents can also be just as heartless in the demands they make and in the manner in which they approach teachers. It doesn’t have to be this way. Both sides could benefit from ‘professional development’.

Since I am assuming that my audience is mostly parents, I’d like to offer a few suggestions to help you improve your relationship with your child’s teachers. First, remember that teachers are human, too; they have feelings that can be bruised and can react just like anyone else. Second, when it comes to gifted education, very few teachers have had any exposure to it while in college or subsequently through professional development. This is a worldwide problem in gifted education. However, it is a fluid situation due to progress being made through global advocacy efforts by national and international organizations as well as in the realm of higher education. As I have mentioned many times before, groups of professional advocates, parents, and educators are connecting on the Internet daily to work together to solve these issues.

When you first meet a teacher, don’t assume that they are experts in every facet of education. Your first experience will probably involve an elementary teacher soon after your child is identified as gifted. Your first reaction is probably to learn everything you can about what it means for your child to be gifted. Do not assume that this is the teacher’s top priority. Unless your child is fortunate enough to enroll in a program for the gifted, his or her teacher will be under many demands that you do not even realize. In today’s world, the pressure to get all students to excel on standardize tests can overwhelm a teacher. Recent budget cuts to education only make matters worse. Class sizes are increasing, supply shortages often fall on the shoulders of teachers, and student behavior has been on a downward slope for over a generation.

Enter the new gifted parent. I want my child accelerated. My child’s needs aren’t being met. Why can’t you provide differentiated instruction? My child is bored in your class. Get the picture? Right away, the teacher is put on the defensive. They may agree with you, but certainly don’t feel like facing demands before they get to know your child. Another approach might be to share information about your child’s history and provide the teacher with articles you have found concerning gifted education. Is this your job? No, but a little bit of mutual respect and understanding can go along way in building a positive relationship with the teacher. Will every teacher respond to this approach? Absolutely not. But making the effort could make all the difference for your child and that is what is most important.

Another approach that I have found to work well is to get involved. Organize parents and meet with each other not only to advocate for gifted education, but to also support one another. Bring teachers and gifted administrators into your group. Express your desire to work together. Join state and national advocacy groups and educate yourself so that you can become a resource for the teacher rather than an adversary. Learn about what other school districts in your area offer in regard to gifted opportunities. By networking, parents can often enlighten educators as to what is available.

To review … you and your child’s teacher can work together. Develop a relationship based on mutual respect. A little education can go a long way. Remember who is most important in this relationship … your child.

Returning Creativity and Innovation to America’s Classrooms

2010-08-30T23:03:00.000-04:00

It’s been nearly 20 years since Americans started facing the fact that other countries’ students were out-performing their students in the classroom and on standardized tests. In subsequent years, the results have gotten worse … much worse. What has happened to creativity and innovation … once thought to be hallmarks of U.S. education? After years of pouring in billions of dollars and re-vamping the educational system numerous times, Americans and their politicians seem to be mystified as to why things aren’t getting better.

Well, I can think of a few reasons why. How about teaching students ‘how’ to take tests and score better does not make for better students. And when kids spend the majority of their time in school taking tests, there’s precious little time for actual teaching. Or, why didn’t anyone consider looking at the educational systems in those countries that were doing better to understand what they were doing to promote learning and analytical thinking. Who in authority truly understood the endgame? I’d say it was a perfect storm from my point of view.

Test scores can improve, for a while, if the student only has to memorize answers and then recall them for tests. But, what if the student could ‘figure out’ the answer without having seen the question before? What about those ‘aha’ moments as referenced by Jan and Bob Davidson in Genius Denied? Why do the answers to these questions seem to confound educational policy wonks? And how great of a role does politics play in the nation’s education policy? Answer those questions and you’ll soon realize why we’re in the mess we’re in!

So, what does this have to do with gifted education? It has a lot to do with it! Why do we ignore at best and obstruct at worst the educational needs of our best and brightest? This speaks volumes to why the U.S. educational system is in such disarray! Being smart or even aspiring to have the answers is demonized in our society. In countries that far out-score our students, intelligence is valued and nurtured; not categorized as elitism. Why do Americans rationalize giving athletes full scholarships to play games in college and hedge on providing the same benefits to their best performing academic scholars?

Creativity and innovation are never going to be found lurking in the corners of classrooms that are being pushed to make Annual Yearly Progress targets. Schools will continue to be places where students have to go to; not want to go to. Things will never change until those in a position to legislate the changes are persuaded to consider what is really at stake.

Globalization isn’t going away. Everyone must finally understand the risk involved in ignoring the unmet needs of gifted students. Highly-abled students are being forced to seek out educational platforms that meet their needs; wherever they exist. Technology will provide the conduit and intelligence the way. We face a crossroads. Which direction we take will decide the future standing of our nation on the world stage. It’s time for America to return creativity and innovation to our classrooms.

Enjoy Your Gifted Child

2010-08-26T20:37:00.000-04:00

Today, I thought about this blog. And I said to myself, “you have had too many posts about the difficulties associated with raising gifted children”. Maybe that’s because parents usually come to me when they are having a problem. But I’m here to tell you that it is a lot of fun to raise a gifted child! I know because I’ve raised two of them.

When they are born, they are pretty cute. Wrinkly, but cute. However, I swear there is that glint in their eye that says, “Are you ready for me?” It can be a bit unnerving to say the least. The first time you don’t really pay attention. The next time … it’s like, “here we go again!”

Most new parents wish their child came with an instruction manual. Gifted parents hope for an encyclopedia! Nothing seems to go as planned. Scheduled milestones often whiz right by you. One day your baby may be cooing; the next day asking you for flavored milk in their bottle. You soon realize that they are ‘listening’ to your conversations and preparing a rebuttal.

This may disturb some people, but I think it’s wonderful. I never believed in ‘baby talk’; no matter what the parenting books said. And why would I? Gifted kids are usually what I like to call, ‘early adapters’. Sure, each one is different, but they have a way of surprising the hell out of you when you least expect it. When someone tells you to stop and smell the roses, you better be prepared to smell the entire florist shop when your child is gifted!

Don’t think I’m delusional or the parent of perfect children. I am neither. But I have learned a lot these past 19 years and the most important thing may be that all the arguments with school officials or baseball coaches will fade in time. It’s the happy moments that remain. The time your 5 year old climbed in bed with you to discuss what Einstein meant with his theory about light and energy. Or perhaps when your preteen expressed doubts about the existence of god. Or when your teenager stood in front of their graduating class to give a speech of reflection and hope.

It is easy to become overwhelmed by a precocious child or even a child who in time is smarter than you and for whom you don’t have all the answers. In the old days they were called ‘a handful’. And sometimes you will need to cry yourself to sleep. It happens. But try to keep your ‘eye on the prize’! They grow up and become incredibly gifted adults; someone you ‘want’ to talk to. There’s nothing like intelligent conversation with your own offspring.

Here’s a thought to consider when you’ve had a bad day. That child who just spilt part of their science project on your new kitchen floor has the potential to one day change the world or be the one person to solve a medical mystery or be the arbiter of peace in a remote part of the globe. Not all parents are so privileged or blessed.

So … enjoy your child with all their idiosyncrasies and nerdiness and back-talking. They will probably take the road less traveled, but you will have the satisfaction of knowing that you were a part of their journey!

Why Social Media Integration is Important to Gifted Education

2010-08-24T13:59:00.000-04:00

Actually, social media integration is important to all education in the 21st century! Why should parents of gifted children care about this? Probably because it’s the best thing to come along in five hundred years … I’m thinking Gutenberg here!

For many years, gifted parents have fought to have specialized instruction for their children. They have offered up about a million different suggestions on how schools could adequately support their children’s needs. Too expensive. Not enough staff. Resource allocation must consider the majority of students in the class. No time to train teachers. You know the story.

Well, now there is a way to educate your child in ways unimaginable only a decade ago. Although the platform is firmly planted on the Internet – it is only a means to an end. An individualized education plan that will reduce costs to your school district and prepare your child for a future world that we can’t even fathom at the moment is the goal. However, the obstacles have not changed – backward looking administrators and school boards who fear the unknown, but I hope to give you some ammunition for your arguments … and boy does $$$$ TALK!

Utilizing social media in your school is an inexpensive , cost-effective means of delivering course content, building global communities, raising social and environmental consciousness, radically raising the level of motivation and interest in school, reducing the need to maintain expansive campuses or to continually purchase expensive textbooks that become irrelevant before they leave the publisher, pairs great educators with great students, prepares students to utilize emerging technologies, and reduce the incidences of physical bullying. How’s that for starters!

And now the rest of the story … Twitter can serve as a 24/7 source of professional development resource for teachers. Facebook pages for specific classes can allow teachers to communicate with students and parents, student to student discussions and collaborations, and interaction with students all over the world. University level courses can be delivered over the Internet in real-time, face-to-face, by college professors to unlimited numbers of students with the assistance of services such as Skype. No more lectures-on-a-disk with reliance on emails and static bulletin boards. Social media can also enhance the educational experiences of disabled students for who brick and mortar schools often means endless barriers. It can provide opportunities for students in rural school districts and remote areas without nearby schools.

Gifted parents must be flexible and willing to consider using all types of available technology to ensure their children receive a world class education without all the expense of traditional schools. Gifted students must lead the way on getting social media integrated into their schools. As their needs are met, it will open up possibilities for other students within their school districts. Finally, an avenue to the future that is right in plain view and attainable today!

The Heartaches and Joys of Raising a 2E Child

2010-08-20T17:36:00.000-04:00

If ever there was an example of ‘with knowledge comes strength’, I’d say that being the parent of a twice exceptional child must be it. Unless you experience it, you’ll probably never understand the heartaches and joys.

Before your child ever steps through the door of school on his first day, you will have already realized that something isn’t quite right. He is often functioning on a higher intellectual level than his classmates, but his test scores and later grades do not bear this out. Soon, the phone calls begin from his teachers. Johnny didn’t finish his worksheets in class today. Johnny isn’t putting forth his best effort. Johnny won’t follow my directions. Johnny doesn’t pay attention when I’m talking. And then the concerns become accusations. Johnny is lazy. Johnny disrupted class today. Johnny isn’t going to amount to anything. Have you considered medication the teacher asks?

As a parent, you don’t know what to do. You turn to friends and relatives who all too often echo the sentiments of your child’s teachers. Your life can seem like it is being turned upside down. You don’t know where to turn for help. You wonder why this is happening to your child. He is so smart and so different at the same time.

Finally, someone tells you that Johnny must be evaluated. This is the beginning of the ‘please complete this form’ journey that seems to go on forever. If you live in the U.S., it is also the time when you must begin to deal with insurance companies. The parent of a twice-exceptional child soon learns two things: 1) evaluations and outside testing are required by schools in order to qualify for ‘services’ within the school district and 2) the insurance company will not cover the tests if they are deemed in any way related to education. This catch-22 can often prevent a parent from seeking help … help that is very much needed. It is an insidious underlying but rarely reported reason for why some 2E kids drop-out in high school; they never receive the help they need because parents don’t understand the system. Do not dismay. It doesn’t have to be this way. The testing can proceed with a certified psychologist as a psychological service. If you cannot afford the testing, your school should be able to provide the information for free services in your area. Never be afraid to ask for help.

There are so many resources available today online. Not only can you read about dual-exceptionalities, but there are organizations available to assist you. It’s as simple as a Google or Twitter search for “2E” or dual-exceptionality. You will find that not only are you not alone, you have significant company. There is solace to be found when you discover others who have made the very same journey you are on.

There are joys, too. Once you are able to help your child cope with the frustrations of being twice-exceptional and learn techniques essential to living a fulfilling life – you will experience the joy of seeing them succeed. It is a long and winding path with many pitfalls along the way. However, many successful people in our world today were once diagnosed as 2E. With your support, your child, too, will shine!

Starting the School Year on a Positive Note

2010-08-16T20:08:00.000-04:00

Catchy title. Sounds like a good idea. Sounds like a great idea! New school year – a new start you tell yourself. This year will be different. You’ll meet with your child’s teacher before school starts to head off any problems.

You schedule a meeting, gather together some articles you’ve collected over the summer about gifted children and perhaps a copy of last year’s grades or a few assignments, and walk into the meeting with all smiles. To your surprise, the smiles soon turn to grimaces and your suggestions are met with disdain and impatience. The teacher reminds you that there will be 27 children in the class this year due to budget cuts. The soft music playing in the background starts to become annoying. “Would you like a cookie?” Not really. Dismayed as you leave the meeting with a knot in your stomach; you say to yourself, “Now I know how my child feels everyday he walks into this school.”

Overly dramatic? You may be fortunate enough to live in an area where the teachers have actually had some professional development classes in gifted education, but chances are this scenario is all too familiar.

So what’s a gifted parent to do? Year after year, you try everything you know to help your child. In the beginning, you are treated as an annoyance. As the years go by, you are labeled a ‘helicopter parent’. Do you leave your child in this school or try something else? You explore the options. Private school … too expensive. Homeschool … you have to work or don’t feel you have the adequate skills to provide your child a quality education. Cyber-school … you would still need to be home to supervise. Move to another school district … not economically feasible. Charter school … how would you know if it is any better than the public school and your child complains she don’t want to leave her friends?

If none of the alternatives are plausible, you decide to stick it out and make the best of the situation. Being the parent of a gifted child is not easy. It takes a lot of work. But you can find solace when you discover that you are not alone.

The world is rapidly changing due to the explosive growth of technology. The Internet has become a mechanism for bringing people together in unprecedented ways. And this is a game changer for gifted parents. This is where your options grow and your child’s future becomes brighter.

By utilizing social media platforms, gifted parents can join together to locate resources and educate themselves, realize they are not alone, increase interaction with their child’s school and teachers, find a life coach or gifted education facilitator, or join a community of gifted parents without having to worry about how to get to the next meeting at the school.

The possibilities are endless and too numerous to list here. As a brief introduction, consider joining a group on Twitter such as #gtchat and then follow other group members to accelerate your learning curve on gifted education. Communicate with teachers via email or suggest a classroom group on Facebook where the teacher and parents can build rapport through shared resources. Form a parent group at your local school and then schedule meetings via #hashtag on Twitter once a month. Develop a PLN … personal learning network … those people you meet who provide you with knowledge and skills to meet the challenges of gifted parenting. Discover the world of Second Life; your personal access to learning by way of an avatar in a virtual world. Suggest to your school that they consider connecting to the world through Skype. This can be extremely important to rural schools. Explore videos on YouTube concerning gifted education; not only to increase your knowledge but to find inspiration.

Sure … gifted parenting isn’t easy and it’s not something you choose, but connecting with other parents online has made the job a whole lot simpler. Good luck as the new school year begins. Embrace technology and use it to start this school year on a positive note!

The Most Important Election

2010-08-13T08:49:00.000-04:00

It is the most important election in which you should participate. No, it is not the election for president or head of state. It is the election of the local governing board which oversees your child’s school. At the local level, this body wields an enormous amount of power and authority over your life; whether you’re a parent or not. It may not be the case in all countries, but whatever body has control over your school system and is elected; then that’s the election about which you should be concerned.

The notion of just how important my vote was really struck home this week as I sat in a local school board meeting. I must admit that I haven’t attended many of these meetings, but probably more than most in the local community. I live in a small town, so I am familiar with most of the members of our school board. On this particular night, I wished that I had paid much more attention to their election. Not so much because of the issues they were deciding, but because many seemed so lacking in knowledge and out of touch.

Our school board is the final authority on the hiring and firing of all district personnel from the administration to teachers to the janitorial staff. They vote on the funding for everything from textbooks to which sports will be played and extracurricular activities offered to teachers’ contracts. In essence, they determine the quality of education your child will receive.

In the past year, budgets for gifted education have been slashed throughout the U.S. and many parts of the world. With the exception (or not) of those school board members who are gifted parents, the likelihood that they firmly believe all of the myths surrounding gifted education is pretty much a given. The idea that their constituency may include the next Jonah Salk or that supporting gifted students could affect national security is far beyond their consciousness. Their main concerns are tax payers and the disgruntled parent whose child was wronged in some way.

In my opinion, gifted parents need to understand the entire power structure in their local schools and vote according to their vested interest in gifted education. They need to attend school board meetings as a group and continually hold board members accountable. Parents must remind the board that their primary responsibility is the quality of education made available to all students. Parents should voice their opinion over cuts to gifted programs. A parent can attend all the IEP (individual education plan) meetings and parent-teacher conferences they want, but it won’t matter if the funding isn't there. When a school board member looks at cutting a sports program that generates revenue for the school or cutting a gifted teacher, it isn't rocket science which will go first.

The most effective step gifted parents can take to have their voices heard by their local school boards is to join together in advocacy groups and influence local elections by voting for candidates who respond to their concerns and understand the importance of gifted education. If you are fortunate to have the right to vote, exercise that vote and make a difference in your child’s life!

The Gifted Dinner Table

2010-08-08T14:37:00.000-04:00

Ah … the idyllic portrait of the family sitting at the table sharing a meal together engaged in lively conversation about the day’s events. A Norman Rockwell moment. The perfect setting for family togetherness.

Ok … time to rewind this reel! Chances are you’re the parent of a gifted child or children if you are reading this post, and these ‘dinner-time-moments’ are more like a stint on the high school debate team or a serious discussion about the fate of the planet rather than an episode of the Brady Bunch. Emotional intensity combined with intellectual ability often collides in such settings. It has ‘movie script in the category of drama’ written all over it.

So, what do these conversations sound like and when do parents decide to be teacher, coach, or active participant? Well, the subject usually sets the tone. The probability that all present are intellectually gifted will almost certainly increase the likelihood of debate. The concept of being ‘opinionated’ takes on a whole new meaning and then parents must become referees. At this point, the appeal of eating in a minivan where every occupant is firmly secured by a seatbelt or other restraint can be pretty attractive when considering where your family will gather for their next meal.

Few families actually eat meals together around a table, but it’s a good idea to try to do so whenever your schedule permits. Gifted children learn very quickly that their opinion is something to be valued. They will also learn how to stand up for what they believe in and how to defend their position. Honing these skills will help them in every facet of their lives.

The Journey

2010-08-07T19:22:00.000-04:00

When a baby is born, it is rare that a parent’s first thought is … “Wow, my baby is gifted”! Every new life is precious and special. That is the way it should be. Every child comes with a set of gifts to be discovered. These very gifts are what make each child unique. This precise idea becomes the focal point when a child is identified as intellectually gifted. It is where perception and reality collide and the mythology takes over. How parents react to the myths surrounding giftedness will change their child’s life forever.

Parenting gifted children requires a skill-set that is often developed through on-the-job training. Until recently, few handbooks or how-to books even existed on coping with giftedness in children. Birthing classes do a good job of disseminating information on delivery, care, and feeding of a baby. But how do you respond to a baby who carries on a conversation with you just as they are beginning to walk or correctly identifies a sign for a favorite store from their carseat? What do you do if they show all the signs of readiness for kindergarten, but haven’t enrolled in pre-school yet? What do you do if you think they are ready for their first library card before they even start school?

Gifted parents face harsh realities early on. If they try to advocate too early, they are labeled as pushy, arrogant or misguided about their child’s abilities. Battles with school districts and their ‘in-the-box’ mentality can take a heavy toll on parents and entire families. In what other part of society are the best and brightest marginalized as much as they are in our educational system?

My solution is to relax and enjoy the time with your gifted child. Yes, there will be battles fought and you will most certainly be discouraged at times. Yes, your child may be defiant and precocious. Yes, you may have to cope with a child who is diagnosed as 2E – both gifted and learning disabled or health impaired. Yes, you may have to give a little extra of yourself to support their intellectual requirements by making difficult decisions concerning their education or how to meet their social-emotional needs. But there will also be those ah-ha moments as well when they grow into adulthood. The journey lasts a lifetime, so you might as well enjoy it!

What America’s Founding Fathers Had to Say About Gifted Education

2010-08-04T10:29:00.000-04:00

In the U.S., people always place a lot of importance on what the founding fathers said. My first reaction is – why? It was over 200 years ago and much has changed since then. This is especially true in the field of education. And … the concept of gifted education didn’t even exist back then. Or did it?

I decided to do a little research on the subject and lo and behold, there was Thomas Jefferson advocating gifted education. He didn’t call it ‘gifted education’, but he did talk about it in terms that anyone connected to the field today would recognize.

In 1779, Jefferson introduced the Bill of General Diffusion of Knowledge. I liked that. Diffusing knowledge – what a novel idea! His intention was to provide free public education to all children for 3 years and then from a pool of the most talented students, provide further free education to develop those talents. He reasoned that the brightest students were destined to become future leaders. Of course, the bill failed; just as it would today. It seems the American colonists were fearful of higher education leading to the establishment of an aristocracy in a young nation which had been created in part as a reaction to this very thing. Sound familiar? Myth #87: gifted education promotes elitism!

In true political correctness, pretty much everybody opposed Jefferson’s idea. Horace Mann believed it would be the downfall of society as they knew it. Universal education – homogenizing instruction that everyone can understand – became the bedrock of education in America. And so it is to this day. Annual yearly progress. Everyone on the same page. Don’t read ahead. Stay with the class.

This brings me back to the founding fathers. How did they get to be the leaders of a new nation? Many of them received what would today be considered a ‘gifted education’. Jefferson had a private tutor for most of his early youth and then attended the College of William and Mary to study law. Alexander Hamilton studied at King’s College – one of today’s most ivy of ivy-league institutions; Columbia University. James Madison attended Princeton University; then known as the College of New Jersey. All were expected to master Latin and Greek. All were expected to be ‘well read’, i.e., Virgil, Plato, and Herodotus. Could you imagine a high school senior being required to be that prepared for college today?

So … at least one founding father had something to say about gifted education. And no one listened to him. Funny how some things never change.

When Should I Start Planning for College for My Gifted Child?

2010-08-01T11:16:00.000-04:00

Many people come to me about planning for college. Unfortunately, their children are often already in the last years of high school.

If you are the parent of a gifted child, you need to start planning for college the moment they are identified. As a substitute teacher in gifted classes, I regularly brought up the subject with elementary students. Some parents balked at this being a topic of discussion. My advice to them was, "Just wait. You'll wish you had started planning now!"

Most gifted children develop asynchronously; intellectual level not being in sync with maturity level. While playing with Barbie or the latest video game, they are just as comfortable discussing what they'd like to study in college and where. They can enjoy both activities without missing a beat in their social-emotional development.

As the years go by, you will recognize whether your child is an academic overachiever, a gifted underachiever, or somewhere in between. Understanding your child is key to planning for college.

Gifted parents need to educate themselves about the college admissions process. Some things to consider are your ability to pay for college in 10 to 12 years, academic scholarships and grants, understanding the role of a school's endowments and how they affect the cost of attendance, and the branding of your gifted child to achieve recognition from the best universities.

Your child may be brilliant. However, if you don't take the time to research this issue, you may loose out on many financial opportunities and ultimately risk your child's ability to attend the college of their choice.

Plan now or pay later. This becomes just another facet of your job description as the parent of a gifted child.

This is Our Moment

2010-07-31T09:26:00.000-04:00

In clinching his party's nomination for president, then candidate Barack Obama made his famous 'This is our moment' speech. In it he stated, "Tonight we mark the end of one historic journey with the beginning of another ... This is our moment. This is our time. Our time to turn the page on the policies of the past.

Regardless of your politics or country of origin, many great advances in history have come at seemingly dark moments. Resolution of problems are born out of humankind seeking different approaches and new opportunities.

Gifted advocacy is at this point. The global economic crisis has sent financial support spiraling downward with no end in site. Gifted education funding always seems to be the first item on the chopping block.

Amidst all the negative news, there is hope and it is being driven by technology. The very nature of the problem is also the solution. Lack of support by politicians and the general populace is being countered by the gifted themselves. Online communities are forming throughout the world such as #gtchat on Twitter. Global gifted conferences such as the one in Second Life to convene at the end of this month are raising the banner that this is a global issue. Great minds are being brought together with the simple idea that our future depends on supporting those minds who have the capacity to make the world a better place.

Politicians will try to build walls and seek support from the very constituencies they created who cannot understand how their education was usurped from them under the guise of 'test results will mean you are smarter'. It is the role of gifted advocates to say enough is enough! If governments are unwilling to support the gifted, then they will simply do it on their own.

This leads to the premise of this post. In terms of supporting our gifted children - this is OUR moment; this is OUR time! Funding really isn't the issue; SUPPORT is the issue. Realizing the magnitude of the consequences for not supporting gifted children is what needs to be understood by the world's leaders. Mindsets need to be changed and attitudes toward the gifted need to be adjusted.

It is incumbent upon this generation ... parents... to support the next generation ... our children. It is not a matter of 'if', but of 'when'. The time is now! Nations who do not come to the realization that supporting their gifted youth is a matter of great opportunity will fall behind those who had the foresight to do so.

The Language of Gifted Education

2010-07-27T17:05:00.000-04:00

It can sometimes seem like you need to learn an entire new language when you enter the world of gifted education. In many countries, "gifted" education falls under the umbrella of special education which may be disconcerting to some parents. This, however, is simply the recognition that gifted children learn in different ways.

The first term you will probably hear is identification which is simply the process used to determine if a child qualifies for the gifted program in their school. It usually involves a series of tests administered by a certified school psychologist including an IQ test (130 and above is generally considered gifted). The age at which these tests are given is normally determined by the school. Recently, New York City schools made the news when they decided to test students in their kindergarten programs. Additional criteria might include parent or teacher recommendations, achievement tests, and a history of when development milestones were reached.

Once all the data is collected, a team of educators, psychologists, guidance counselors, and school administrators meet to determine the best placement for your child. The team will generate a report containing their findings and recommendations. Remember that you, as the parent, have the right to challenge this report if you disagree with any part of it.

Once your child qualifies for special services, you will be invited to meet with school officials to develop a gifted IEP (individualized education plan). At this meeting, it is important that you or your child's advocate (if present) take detailed notes concerning what is said by everyone present. The GIEP should include your child's present level of performance, standardize test scores, expectations in each subject area and how the school intends to assist your child - enrichment, pull-out, project-based learning, acceleration and/or grade skipping to name just a few. Make sure that everything you agree to is included in the final written IEP. In the U.S., you will also be provided with information concerning parental rights and who to contact if these rights are violated.

This brings us to two more terms you need to know - mediation and due process. When you encounter a disagreement with the school district , you can request a mediator to review your case and recommend a solution. This should always be the first step. All parties can work together and hopefully come to an agreement. If this does not resolve the issue, due process is the next step. A word of caution; due process is a formal hearing and in most cases, the findings are non-binding. Do not proceed to this stage unless you have detailed documentation and know exactly what you hope to gain. An advocate is highly recommended! Unfortunately, you should also be aware that sometimes your child may be the target of retaliation by school officials. The decision is yours and hopefully you won't have to get to this point.

Empathy in a Global Society & Implications for Gifted Children

2010-07-03T12:10:00.001-04:00

Empathy can be defined in many ways. In today’s world, empathy is expressed in relation to circumstances. Locally, an individual may or may not express empathy for another individual. Nationally, a government may display empathy for its citizens. Globally, it becomes manifest when a person or society is able to perceive and respect cultures other than one’s own.

What connection is there between empathy and gifted parenting? Global empathy needs to be fostered in gifted children because these children have the potential of becoming academic, corporate and governmental world leaders. It will be incumbent upon them to display empathy toward the cultures with which they interact. It is in fact a much sought after quality in persons who function in high-level positions. We need look no further than the recent disaster in the Gulf of Mexico. The inability of BP’s corporate leaders to assess the public’s outrage surrounding the oil leak and then deal with it was stunning. The CEO displayed an incredible lack of empathy. After being relieved of his public duties, he returned home to watch a yacht race while thousands of people were watching their livelihoods from the oceans disappear!

All parents want their children to be happy and find fulfillment in life. Parents of gifted children are no different. Professional achievements may be easy for the gifted child, but empathizing with others often proves more difficult and sometimes unattainable. These children are often seen as being able to quickly know how others feel about them, but that does not always translate into empathy for the other person. Gifted individuals may show deep concern for ‘issues’ such as global warming or the plight of endangered species, but in relation to themselves.

Being able to demonstrate empathy can bear many fruits for a gifted child. Friendship begins with empathy. Interpersonal relationships can be difficult for gifted children. They often fail to see shared traits or interests with other children their age. They themselves can feel misunderstood by their peers. Empathy bridges the gap between gifted and others. Empathy is both a precedent as well as antecedent to compassion (Hein). When a child feels compassion for someone else, he or she may begin to discover similarities. This eventually forms the foundation of friendship.

So how does one ‘teach’ empathy? You must first understand its meaning. Simon Baron-Cohen describes empathy as “understanding the other’s feelings and the ability to take their perspective” as well as the observer being able to make the “appropriate emotional response to another person’s emotional state.” (Baron-Cohen, The Essential Difference, 2003). The best way to teach empathy is by modeling it. As mentioned above, gifted children are keen observers of other people’s emotions and are able to grasp the meaning of these emotions at a very early age. Parents can guide these young minds to see the importance of responding to these emotions in a positive way, thus enhancing their relationships with others and the quality of their own lives.

The world as a global society becomes more apparent everyday. The role of gifted individuals transcends national boundaries and their leadership will prove pivotal in the direction taken in worldwide relationships. Parenting becomes more of a challenge with these higher stakes but the rewards are fantastic! A world in which its leaders can display effective empathy will be a world of peace and prosperity.

Counseling for Gifted Parents

2010-06-09T21:47:00.000-04:00

While recently reading a thesis on introducing gifted education to Japan (http://www.flang.keio.ac.jp/webfile/AWC/AWC2009/09_UF_TY.pdf), the following passage stood out "what was highest in need was counseling for the parents of gifted children. Many replied that they would receive moderately strong benefits from consultation...". The author referenced an article from Gifted Child Quarterly (Feldhusen, J.F., Kelly, K.R., and Moon, S.M., Vol. 41, pgs. 16 - 25, 1997).

The next day, a colleague from work related to me remarks she had heard at a conference made by a teacher from Argentina of the severely handicapped. Her approach was to involve the entire family in counseling.

It has long been known that gifted children have social-emotional issues that require the services of various types of counselors. However, I had not considered that parents needed counseling as well.

In recent months, my involvement with an international group of professionals who are gifted advocates on Twitter(#gtchat)brought me in contact with my first life coach, Lisa Lauffer (http://www.deepwaterscoaching.com/index.htm) Lisa specializes in working with gifted parents. An idea quite foreign to me; I am now convinced it is imperative that gifted parents avail themselves of such services. On her website, Lisa states, "I help moms ignite their own potential as they help their children unleash theirs." That statement was like an epiphany for me!

Many times as I was raising my own children, I felt very alone. Today, parents are so fortunate to have personal coaches and counselors who actually know and understand the unique challenges of parenting gifted children. Take my advice and get in touch with DeepWatersCoaching. You can follow her on Twitter and from there link to her site.

Funding Gifted Education

2010-05-30T09:01:00.002-04:00

"Obama Strips All Gifted and Talented and Advanced Education Funding". This headline from the article by Dick Kantenberger of the Houston Examiner.com spread like wildfire on Twitter this week. The 'terrible, horrible, no good, very bad' president has "totally stripped the only funding for gifted and talented education." Really?

The fact of the matter is that the federal government in the U.S. has never funded gifted education. The Javits Act, which is the first item mentioned in this article, was incorporated by Public Law 107 - 110 in 2001 (NCLB) and received only sporadic and scanty funding from the Bush Administration. Furthermore, Javits was strictly competitive grant money; not general funding of gifted education. The Elementary and Secondary Education Act (ESEA) proposed to replace NCLB, does provide funding for college prep courses, dual enrollment, early college high schools, and AP classes. (See here ) The district in which I work has already benefited from a state grant that funds these same initiatives with great success.

In the U.S., funding of gifted education has always been left to the states. If anything, the ESEA is an improvement over NCLB. Programs that include gifted children will now receive federal money.

That being said, where do gifted advocates turn to find funding for gifted education? First and foremost, I would expect nothing less than creative solutions from the gifted community. This is not a new problem. It is a challenge and who better to meet it than the gifted? It is also not a 'local' issue or a 'U.S.' only issue; it is a global issue that should be met globally.

My Twitter colleague, Gifted Phoenix, has proposed an International Federation of G & T Parent' organizations. I enthusiastically applaud his proposal and plan to support his efforts. It is time for gifted advocates (both parents and professionals) to stand together and resolve to raise awareness of the importance of funding gifted educational programs.

History has shown that governments are often unable or unwilling to fund their best and brightest due to economic circumstances and political agendas. The very nature of government elections periodically changes the political landscape of any funding makes it an unreliable source of funding. The alternative is to seek private funding from those with a vested interest in the outcome - universities, corporations, and non-profit foundations.

My final point is that like Gifted Phoenix and the members of #gtchat on Twitter, I believe the time is now to work together on finding the best possible solutions to fund global gifted initiatives. And remember - it is about "gifted children" whose potential must be realized in this generation to ensure a bright future for all children!

Creating a Global Gifted Community

2010-05-24T21:49:00.000-04:00

Last week our local parents' group decided to reach out to gifted parents outside our local community, but still within our county. It's a bit of a radical concept for this area. However, it just seemed like this right thing to do. There is strength in numbers and we suspect that there are many untapped resources in our county.

This got me to thinking. Our group is an affiliate of the state advocacy group. Our state group is associated with a national (U.S.) group. Europe has the European Council for High Ability and the World Council for Gifted and Talented Children (3 U.S. groups are affiliates). Pacific rim countries will be meeting for an international conference soon.

So, what about people from all over the world getting together to discuss gifted children and their education? Well, a nascent group already exists on Twitter that meets via #gtchat on Fridays at noon and 7PM (EDT) to do just that. The moderator, Deborah Mersino (Colorado), has her own website @ www.ingeniosus.net as well as a Facebook page. This Twitter group is sprinkled with extraordinary parents, professionals, and teachers from around the world; each offering their unique perspective on gifted children. We all share the same frustrations with schools who don't meet gifted children's needs; classmates and teachers who don't understand them; and societies who do not value them.

The reason we need to consider ourselves part of a global community is simple. We can learn from each other and together make the world a better place for our children who, in turn, can make the world a better place for us all!

Redefining Giftedness - Another Perspective

2010-05-09T19:28:00.000-04:00

The world of gifted education was all abuzz this week about the need to redefine "giftedness". The weekly gtchat on Twitter was tweeting about it. The National Association for Gifted Children in the U.S. rolled out a rare 'position paper' on the subject. This was on the heels of an article by Jim Delisle in Education Week, "What Gifted Learners Can Learn From Sarah Palin" (3/30/2010) which in essence made the case that only the top 1% - 3% of the population is truly gifted. His position, in part, stemmed from the belief that detractors of gifted education - believers that 'all are gifted' - were given the upper hand in the debate when the definition of giftedness was diluted to include 'less' than profoundly gifted individuals. It was also a week in which I began to research approaches to gifted education around the world for a presentation. Even discussing this topic produced strong emotions in parents and educators.

So, why the uproar and why the dissent? There's a reason for so many definitions of what is gifted and we must consider the motivation of those writing the definitions. Understanding "why" these divergent definitions evolved and "why" many want to keep the status quo on current gifted thinking will bring us all closer to an understanding of being gifted.

I think the question being raised is not defining gifted, but rather, "Is a child gifted enough?" Right or wrong, it is the quantifiable measures (IQ, test scores, grades) that will determine if a child is labeled 'gifted' and not the subjective traits observed by the examiner. In a world of dwindling economic resources, do we advocate for the top 1% to 3% ... the top 10%? If you are the parent of a profoundly gifted child, your answer is easy. But, what if your child is among the remaining 7 out of 10?

If the push to narrowly define giftedness cuts out 70% of those now identified as gifted, can the gifted 'community' withstand the resulting schism? For psychologists and educators who don't have children who would be affected by the change to the definition, the debate is academic. For parents; not so much.

In truth, I think a more explicit definition is needed. We certainly need to silence the 'all children are gifted' [not specifying academically gifted] mantra because it simply isn't true when it comes to intelligence and talent. Consensus building is a much more viable option. I am finding that approaches to gifted education (and thus, giftedness) vary widely across the globe; much more than I ever anticipated. Once we can all agree on the terminology, a global approach to advocacy could be key to improving educational programs worldwide.

New to Gifted Parenting? Educate Yourself!

2010-05-01T09:28:00.000-04:00

Few people know when they become parents for the first time that they are also entering the world of gifted parenting. Even though they may have been labeled gifted themselves, they soon come to the realization that "they aren't in Kansas anymore".

The first inklings of giftedness can be observed very early as developmental milestones are reached well in advance of what the parenting guides tell you. Or, you may not even realize that your child is gifted until a teacher approaches you with a request to evaluate. Either way, the news should be welcomed with a desire to learn everyting you can to become your child's advocate and supporter.

Today, resources abound on the Internet, in bookstores, and hopefully from your local school district. Avail yourself of all these resources, but then trust your intuition. You know your child best. Work at keeping the lines of communication open throughout the many phases of their development between you and your child. National groups such as NAGC (National Association for Gifted Children), CEC (Council for Exceptional Children), Davidson Institute for Talent Development (for profoundly gifted) all provide a wealth of information on their websites.

Networking with other parents is a good way to learn about gifted education in your school system. The types of programs offered can greatly impact your child's education and vary widely from school to school. You will soon realize that as the parent of a gifted child, you will become their chief advocate. If parents in your school have organized into a formal group, it would be advisable to join it. There is strength in numbers.

In the U.S., there are several different approaches to gifted education. I will explain just a few of the options. Schools can use a "pull out" program where students leave the regular classroom to go to a resource room with a teacher who focuses primarily on gifted education. This model is generally used in elementary schools. It may mean that your child spends an entire day, a few hours, or a specified length of time in the resource room for enrichment and/or acceleration. Another option that many schools rely solely on is the practice of inclusion. This is becomming more prevalent due to budgetary restraints. Students receive differentiated instruction within the regular classroom either from the regular education teacher or a gifted educator. A relatively new program called RTI (Response to Intervention) which is used across the spectrum to assist struggling students is beginning to be used as an intervention method for gifted students. A simple adaptation to the overall program allows schools to add a gifted category to the interventions offered. Once your child enters middle school and high school, most parents see a stark difference in what a school district offers as gifted education. Based on the myth that gifted students always rise to the top and don't need any special help, secondary schools begin to tell parents that AP and IB classes constitute the district's gifted education. However, by this time in your child's life you know that this is simply not true.

Trying to find the best opportunities for your child is often a heart-wrenching process. Hard choices must be made. Do you stay where you are and accept what is offered, stay and try to improve the situation within your local school, move to another school district, look for an accessible charter school that offers gifted education, or homeschool your child? You must decide what is right for your child and your family.

There is one final alternative that I would like to offer if you must stay in a less than ideal setting. Do not rely on the school as your child's sole source of education. Take an active role in teaching your child or find others who can teach them in their areas of interest.

Parenting in itself can be a long and winding road. Gifted parenting adds many challenges along the way. In the end, you will find that it was all worth it!

Enrichment During School Breaks

2010-04-24T07:54:00.000-04:00

Soon, schools will be entering their summer break in the U.S. Whenever your school has an extended break, consider it an opportunity to enrich your child's life by taking advantage of programs through universities, summer camps, and travel.
So often, parents don't take the time to find out what's available in their area. Some programs can be very expensive but are great if you can afford them. However, many are low-cost, no cost, or have financial assistance/scholarships availabe.

Talk to your child about their interests. Depending on their age, either you or your child can research what they'd like to do. Gifted teachers/coordinators, parent support groups, and the Internet can all reveal potential activities.

The objective is not to turn the break into another school term! Your child needs to be engaged in the process and willing to participate. It can be fun and pique their interest at the same time.

Personally, what worked best with my family was turning family vacations into learning experiences. It didn't matter if we were in the Rocky Mountains, on the Pacific coast, at Niagra Falls or at Epcot in Disney World - we turned it into a learning experience. For example, my daughter was fascinated with dinosaurs as are many young children. But as a gifted child, her fascination went far beyond reading books about dinosaurs. Living near Pittsburgh, our first trips were to the Carnegie Museum of Natural History to see the dinosaur bones and to learn everything we could about them. Whenever a famous paleontologist was in town, meeting them or going to a lecture became a family outing. When we went on vacation to Colorado, Dinosaur National Monument was on the itinerary. While visiting relatives in Texas, we made sure to visit the famous dinosaur tracks. Even while visiting colleges in NYC, we took time to go to the American Museum of Natural History. Today, she is in college majoring in Cultural Anthropology with paleontology still on the back-burner!

Oftentimes, my husband and I thought our children weren't paying attention, but years later we have seen these experiences bear fruit in their lives. We have witnessed how our children view the world, the expanded interests they have pursued, and the maturity they have gained through participatory learning. Education outside the classroom can bring about powerful changes in the life of a gifted child.

Gifted Education Around the World

2010-04-21T21:35:00.000-04:00

If you live in the U.S. and are the parent of a gifted child, you may have given little thought to how parents in other countries cope with their gifted children and their education. In fact, you probably haven't even considered that there are gifted children elsewhere with the exception of foreign students who come to study at our universities. Hopefully, this post will open your eyes to the incredible resources that can be found outside the U.S. and inspire you to want to learn more.

Today, I want to discuss how people approach gifted education within their own countries. In the upcoming weeks, there will be conferences on giftedness in Al-Ahsa, Saudia Arabia and in Sydney, Austrailia. Also, there is a National Association for Gifted Children (NAGC) in the U.K. The countries may be different, but the challenges are remarkably similar. The symposium in Saudia Arabia will focus on pre-school and early gifted education programs and identification practices. The Asia Pacific Conference will cover learning communities, dual exceptionality, curriculum, and advocacy among other topics. In addition to NAGC in Britain, a national Gifted Students Academy will open in September of this year. This program will work in conjunction with secondary schools offering enrichment opportunities, student workshops, and teacher training to name just a few of their objectives. The program is sponsored by a consortium of over 20 training companies and individuals.

Many countries have no policy on gifted education and devote little to no resources for educating gifted children. However, parents are working to raise awareness and to petition their governments and departments of education for assistance. They have utilized the Internet to find information and encouragement from parents around the world. These parents have found success in forming advocacy groups for their children.

Ultimately, the more parents continue to communicate and network using social media tools such as Twitter and Facebook, the more advances will be seen in gifted education. If you would like to share your experience in parenting or teaching gifted children, I encourage you to leave a comment here at my blog.

GPS - Follow My Blog for Support

2010-04-18T08:58:00.000-04:00

GPS - Gifted Parenting Support! If you enjoy reading this blog, consider following me. In the upcoming weeks and months I plan to share with you the experiences I have had raising two gifted children who are now young adults. I will also be providing links to resources for gifted education, gifted parenting, and using social media to connect with other parents and professionals in the field. One friend recently told me, "I wish we had known then what we know now." The purpose of this blog is to bring information and support to those who are just beginning the journey of raising your gifted child. So, I encourage you to add your name to the list of "Followers" and check back often!

Parent Advocacy - Strength in Numbers

2010-04-10T14:08:00.000-04:00

One of the best ways to advocate for your child and a strong gifted program in your school is to join a parents' group or organize other gifted parents into a group. As the old adage goes, there is always strength in numbers. Parents' groups are more likely to influence school administrators and school boards when they speak with one voice. This involves communication, organization, and co-operation on the part of parents.

The first step is to talk with other parents in your child's school to determine if a group already exists. If you are new to a district, you can contact the director of special education for information. You can also check the school district's website or your state's department of education website. Information may also be found online at the National Association for Gifted Children (http://www.nagc.org) where state organizations are listed by state.

If you cannot find a local group but do find one at the state level, investigate the possibility of starting your own group. Talk to other parents to determine the level of interest. Express the benefits to these parents and then decide if you want to proceed. It has been my experience that once a parent initiates the formation of such a group, most people will look forward to joining in when they see the value of the group.

As stated earlier, communicaiton, organization, and co-operation are key to successful parent advocacy groups. Begin by gathering contact information. This can be as simple as asking gifted parents you know for their email address. However, in some situations this can be a daunting task due to privacy laws. Most parents will be happy to share this information. Another way to start the process is to contact your district's special education director, gifted co-ordinator, or gifted teacher. Print an invitation for parents to meet together and discuss the formation of the group. Ask the school district to distribute it to gifted students. If your district already provides meeting space to other outside groups such as the PTA or a band booster club, they should also provide your group a place to meet. Depending upon the response you get, this initial meeting can also take place at someone's house or a local restaurant with a meeting room.

Most state gifted organizations provide guidelines for organizing a local group or chapter. This information can be found on their website either as a download or through the mail. When this resource isn't available and your group decides to organize on their own, simply utilize organizational information from any state gifted site you find online through a search engine.

Finally, co-operation between parents can determine the effectiveness of your group. It is human nature for a parent to be concerned primarily about their own child or children. However, once they realize how much more influence the group can have on what the school district is willing to provide, they should see the benefit to supporting all gifted children.

A strong parents' advocacy group can mean a strong gifted program. By working together parents can foster a good relationship with teachers and school administrators. This ultimately should be the goal of all parents of gifted children.

Are You Raising a Gifted Bully?

2010-04-04T11:36:00.000-04:00

Bullying has been in the news a lot lately. It has been around since man had his first sentient thought. It has always been an ugly reminder that being human does not mean we are kind, compasionate creatures. Unfortunately, bullying is all too often ignored or swept under the rug as something each of us just has to 'deal with'.

Most people see bullies as being the bad kid on the block who intimidates weaker kids on the block or the jock who is always picking on the nerdy kid. However, gifted kids can be bullies, too.

An important part of raising a gifted child is to guide them toward an understanding of what it means to be gifted. If you encourage them to believe they are better than everyone else based upon their intellectual abilities without regard to the responsibility it brings, you may be raising a bully.

Sure, gifted children are bullied by their peers. However, parents of these children need to teach them the social skills to understand how to deal with bullies and not succomb to their level of behavior.

I cringe when I hear gifted kids disparage those kids who are in Learning Support. It happens much more often than people realize since the push for inclusion has become the standard in most schools. It is heartbreaking to see a child be called a 'retard' who doesn't have the mental capacity to 'deal with it'.

I am not saying that all gifted kids are bullies. What I am saying is that parents of gifted children have the responsibility to make sure their child does the right thing when it comes to bullying - tell an adult immediately if they are bullied and tell their parents. And above all, respect the gifts they have and act as a positive role model for those around them.

What if my child is not "identified" as gifted by my school district? (Part 2)

2010-04-02T15:24:00.000-04:00

Something to remember - school districts often do not make decisions based on providing additional services to groups outside the box. Gifted Education is often seen only as a drain on their budget rather than as a source of pride for the district.

If you find yourself outside the box, there are many resources on the Internet to be found. One of the best programs in the country is located at Johns Hopkins University's Center for Talented Youth (http://cty.jhu.edu/) located in Baltimore provides independent testing. They offer online classes and summer programs. Carnegie Mellon University in Pittsburgh has a C-Mites program (http://www.cmu.edu/cmites/ests.html) which also provides independent identification through their Explore test. Stanford University (http://epgy.stanford.edu/) in Palo Alto provides for Open Enrollment in their programs which is independent of school district recommendations. It is as simple as doing a search for gifted programs through universities in your area.

Some of the most important education of a young mind does not take place in a classroom. Time spent traveling and exploring their surrounding environment can make a lifelong impression on a child. Trips to large public libraries, science centers, art museums, natural history museums, and cultural events in your local area can easily provide the 'spark' to ignite their imagination.

Always keep the lines of communication open with your child and learn what their interests are when you consider ways to engage them in learning. Few gifted kids are enthusiastic about education if they aren't interested in the subject matter.
Keep in mind that the journey through life for a gifted child can be both lonely and awe-inspiring. Your role, as their parent, can be pivotal in the path they choose.

What if my child is not "identified" as gifted by my school district? (Part 1)

2010-03-31T23:01:00.000-04:00

There are several routes you can take if you find your child in this position. How far you want to pursue it is up to you and your child.

If you haven't done so already, research the guidelines used by your district to identify gifted students. Ask questions. The district should tell you specifically why they believe your child should 'not' be in their program. Challenge all non-quantitative measures. Document everything. Your best defense is a well-documented offense. This can be notes taken from a conversation with your child's teacher, examples of your child's work, standardized test scores, report cards, and your own personal observations. Remember that this is a very subjective process.

If your child does not get into the gifted program, you still have several options. You can choose to move your child into a charter school or cyber-school, but this is a highly individualized option. You know your child best. Let them be a part of the decision-making process.

Other options that will be discussed in Part 2 of this post include steps parents can take outside the school district to foster their child's gifts. Universities and summer programs for gifted students and over-achievers are good places to start. Many kids prefer online options and these can be very cost-effective if you know they will appeal to your child. And don't discount the value of providing your child with 'life experiences' such as travel, cultural experiences and exposure to the arts, participating in competitions, and visiting libraries and museums to name a few.

In my next post, I will expand on these possibilities. Any comments you may have are always welcomed.

Identification

2010-03-28T08:37:00.000-04:00

I recently read an article by a college professor who stated that the best thing you could do for a gifted child is to never 'label' them as such. He made a few salient points about the labeling process, but overlooked many valid points for identifying academically talented youth.

School districts seem to fall all over themselves trying to decide how to address gifted students and provide services. Some administrators embrace their gifted program and some abhor the entire idea of servicing these students at all.
If you think you child may qualify for the gifted program in your district, insist that they be tested early. Do your homework and learn about the identification process. Inclusion in a gifted track can be highly subjective in many parts of the country. Politics and personal involvement by your school board often influences the process.

Why is this important at all? Many people think that the gifted will rise to the top and therefore do not need the districts' scarce resources allotted to them. In an era of educators asking "what's gone wrong with America's educational system", it seems pretty short-sighted that we ignore the best and the brightest.

I like to use the analogy of a school's sports team. Everyone who wants to play may make the team, but not everyone is going to be in the starting line-up. Coaches, booster clubs, and school boards want a winning team and few would ever consider playing the bench just to boost those players' self-esteem. It's not fair to the players who sit on the bench, but few in our culture would sacrifice a win and change the system.

So why is it okay to do this to those who are intellectually talented? These kids are often ignored by the system and bullied by their peers. Parents of gifted students more often than naught have to fight for the right to an appropriate education. Studies revealed in the report, A Nation Deceived, warned of the consequences of not challenging gifted students and providing opportunities for them outside the traditional curriculum.

As I said in an earlier post, you should never rely on your school district to provide your child's entire education if they are identified. The most advantageous scenario comes when parents organize and work 'with' their schools to educate administrators and teachers about the importance of gifted education and the benefits it can offer to the district.

Identification is key when it comes to gifted education. Once a program is established, you will want your child to participate when opportunities are presented. Involvement by parents can make all the difference. It is a choice that often requires parents to sacrifice time and effort to inspire their child to become the best they can be.

Gifted Parenting Support

Best Practices in Gifted Education

Technology for the Gifted Classroom

GT Voice … the Perfect Start to the New Year!

Global Virtual Meetings in Gifted Education

Giftedness or Talent Development?

A Response from the NAGC

The NAGC’s Bold Step and What it Means for Your Gifted Child

It’s Elementary … Working as a Team

Parenting Gifted Children … Does it Have to Be So Hard?

Gifted Education and the Development of Human Capital

Instructional Strategies for Higher Order Thinking

Connecting, Collaborating, Empowering Your Gifted Child

Making the Choice

Grow a Generation – An Interview with Dr. Ellen Cavanaugh

Self-paced Acceleration

World Council for Gifted and Talented Children

Help Wanted: Seeking Highly Qualified GT Teacher

On Becoming a Gifted Parent

Some Things Never Change … But They Need To!

Gifted Parents … Who Cares?

Center for Gifted Studies Celebrates 30 Years

National Parenting Gifted Children Week

The Underrepresentation of Diverse Populations in Gifted Programs

Balancing Act

Implementing Gifted Education Programming

This is Our Moment Retrospective!

Making the Connection: Evidence-Based Policy Decisions and Implementing Best Practices

Shhh … I Know 101 Secrets!

Working to Prevent Cuts to Gifted Education

R*E*S*P*E*C*T for the Academically Gifted

R*E*S*P*E*C*T

Thinking About Divergent Thinking

♫♪♫ What the World Needs Now is … Creativity … ♪♫♪

How Much Is Too Much?

Emotional Intensity in Gifted Students

If You Give a Gifted Kid a Pencil

Gifted Advocates … Why We Bond

Instructional Strategies for Gifted Students

Socialization and the Gifted Child

Meeting with School Officials

PISA Results and Their Implications for Gifted Education

Vision 2011: Digitally Connecting the Global Gifted Community

Looking At the Big Picture … How Gifted Kids Learn

Independent Study for the Gifted Learner

The ABC’s of a Gifted Child

Social Media and Gifted Advocacy

Thinking About Thinking

Emotional Intensity – A Preview

Things TED Taught Me … About Gifted Advocacy!

To Group or Not to Group … That Is No Longer the Question!

Personal Note

Personal Branding and Your Gifted Student

Working with Your Gifted Child’s Teacher

Returning Creativity and Innovation to America’s Classrooms

Enjoy Your Gifted Child

Why Social Media Integration is Important to Gifted Education

The Heartaches and Joys of Raising a 2E Child

Starting the School Year on a Positive Note

The Most Important Election

The Gifted Dinner Table

The Journey

What America’s Founding Fathers Had to Say About Gifted Education

When Should I Start Planning for College for My Gifted Child?

This is Our Moment

The Language of Gifted Education

Empathy in a Global Society & Implications for Gifted Children

Counseling for Gifted Parents

Funding Gifted Education

Creating a Global Gifted Community

Redefining Giftedness - Another Perspective

New to Gifted Parenting? Educate Yourself!

Enrichment During School Breaks

Gifted Education Around the World

GPS - Follow My Blog for Support

Parent Advocacy - Strength in Numbers

Are You Raising a Gifted Bully?

What if my child is not "identified" as gifted by my school district? (Part 2)

What if my child is not "identified" as gifted by my school district? (Part 1)

Identification

RESPECT for the Academically Gifted

RESPECT