2010

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PISA Results and Their Implications for Gifted Education

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

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

“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

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

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

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

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, (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.

“… 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.”

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, “?” 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, , Drs. Richard Paul and Linda Elder list 9 strategies that students can use themselves to develop critical thinking. The full list can be found . 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

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 . The First Stop on the Blog Tour for Emotional Intensity can be found at author Michelle McLean’s Blog (Chance to win a free copy of the book with blog comment through October 8th!) Another interview with Christine can be found at . The book can be ordered from the publisher, Prufrock Press, (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!

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 -

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

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

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 . 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

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

I have a dear friend in Ireland whom I met through Twitter because we were both mothers of gifted children and shared a sense that we could make the world a better place by sharing our experiences about what we have learned throughout their lifetimes. Recently, she wrote a blog concerning how her relationships with her children’s teachers affected their time in school. It made me begin to think of similar experiences I have had with my children's teachers.

I am not a teacher. My background in sociology and experience as a parent have 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 difficult when dealing with gifted children. I have witnessed it in the classroom and have experienced it as a parent. However, parents can also be insensitive in the manner in which they approach teachers. It doesn't have to be this way.

I’d like to offer a few suggestions to parents 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.

When you first meet a teacher, don’t assume that they are experts in every facet of education. Your first experience probably involved an elementary teacher soon after your child was identified as gifted. Your initial reaction was to learn everything you could about what it meant 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 specifically designed for gifted children, his or her regular education teacher will be under many demands that you do not even realize. In today's world, the pressure to get all students to proficient on standardized tests can overwhelm a teacher. Budget cuts to education only make matters worse. Increased class sizes, supply shortages that often fall on the teacher's shoulders and student behavior which has been on a downward spiral for over a generation can take their toll on a teacher.

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.

Share your child’s educational and developmental history, and provide the teacher with information you have found concerning gifted education. Their response to your efforts will be a good indicator as to their willingness to work with you. If they respond negatively, it may be time to look for other alternatives.

Is this your job? No, but a little bit of 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.

I have found it invaluable to get involved with gifted advocacy. 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. 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.

It is possible for you and your child’s teacher to work together. Developing a relationship based on mutual respect can go a long way. If that relationship does not develop, consider other educational options for your child. At the end of the day, your child's well-being must be the main consideration.

Returning Creativity and Innovation to America’s Classrooms

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

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

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

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

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

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

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

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

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?

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

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. 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

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

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 (). 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

While recently reading a on introducing gifted education to Japan, 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

"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. () 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

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

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!

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 the , the , (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

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 available.

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 Niagara 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 and my son recently moved to Colorado citing memories of family trips there when he was younger!

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.

Updated: April 1, 2015
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