2012

Home » Archives for 2012

TAGT Annual Conference 2012: Building Connections

As many of you know, aside from writing this blog, I am also employed by the Texas Association for the Gifted and Talented (TAGT) as moderator for #gtchat on Twitter. As part of my job, this year I attended their Annual Professional Conference and Parents’ Conference in Dallas at the end of November.

What an experience! I have attended state conferences elsewhere, but nothing prepared me for being in the midst of 2,000 educators and parents who actually wanted to learn more about gifted education. Until this point in my life, I had only met a handful of teachers who even remotely cared about gifted kids.

During the 3 day conference, I presented 3 times with mixed results. Did I mention that I had never presented before in my life? Never. Nada. Not even a PowerPoint presentation. Many heartfelt thanks to Lisa Van Gemert of American Mensa for sharing her expertise with me about presenting which saved the day!

Lisa Van Gemert

It was a memorable experience … there is an undeclared camaraderie ~ a shared experience … among parents of gifted children. There was a sense of relief in the faces of my audiences when they learned that others had experienced the same frustrations and fears they felt. There were {{hugs}} and tears as parents realized they were not alone and shared their stories with me after the presentations.

Twitter Wall

On the last day of the conference, we held a live Twitter chat at the Social Connections Area of the Exhibit Hall. People from all over the world participated in the chat via Twitter. It was extraordinary to watch the two geographically separated groups join together virtually to discuss how they could work together to ‘Build Connections’ within the gifted community globally. Afterwards, we had a Tweet-Up for conference attendees.

I met, listened to and rubbed elbows with some of the most influential people in gifted education today. At one point, I looked out at one of my own presentations to see Carolyn Coil and Lisa Van Gemert sitting in the audience. Awesome! Check out the Conference Program (.pdf).

Angie French, Stacia Taylor, Jen Martin

Friends that I had met via Twitter were there … Jen Martin, Stacia Taylor, Angie French, David Sebek, Stacy Ledbetter Hughes, Mika Gustavson … all seemed like I’d known them in real life for years! Ian Byrd and Brian Housand were as cool as they are online.

Dr. Lynette Breedlove and J.J. Colburn

And then there was the TAGT and . I have NEVER worked with a more committed and professional group of people in my life! This conference was such a success because they.get.gt! Kudos to Executive Director, J.J. Colburn; Assistant Executive Director, Tracy Weinberg; Executive Assistant/Meetings Coordinator, Lisa Varner; Business Development Manager, Keri Kelley; Member Services Coordinator, Casey Martinez; Past-President of TAGT, Dr. Lynette Breedlove and TAGT President, Marilyn Swanson for all their long hours spent bringing together an incredible conference.

Next year’s will be held in Houston, Texas, December 4– 6, 2013. It will include over 100 intensive training sessions in fifteen strands. Hope to see you there!

A Disturbance in the Force

"I felt a great disturbance in the Force ... "

~ Obi-Wan

It has been an extraordinary week in the gifted community … a national convention in the U.S., a new major book on giftedness released and a major name-change for a national organization in the U.K. Where to begin?

If you live in the U.S. and are involved in the gifted community, you are well aware that the National Association for Gifted Children (NAGC) met in Denver, Colorado for its 59^th Annual Convention, ‘Reaching Beyond the Summit’.

In the most recent edition of Compass Points (the NAGC’s weekly electronic newsletter), Executive Director, Nancy Green, commented that their “total registration is higher than we've seen in six years” for the convention. It is interesting to note that this year it was billed as a Joint Annual Professional Conference in conjunction with the National Consortium of Specialized Secondary Schools in Math, Science and Technology. (NCSSSMST – aka, the record holder for the longest name of an organization … ever!) There was also a Parent Conference held concurrently for one day.

In contrast to what this blog was told after last year’s conference by a source within the NAGC (“I assure you that NAGC is not suddenly changing course or taking off in another direction.”), it appears that the transition to ‘talent development’ is now the de facto position of this organization.

For the past year, I have watched this transformation as Paula Olszewski-Kubilius and others proselytized their new way forward by appearing at gifted conferences worldwide and in print. Before the ‘sure to follow’ comments are made, I am not taking a position; but merely making an observation. I have included links at the end of this post to back up my statement.*

On the other side of the aisle – the imminent (not to be confused with eminent) publication of a new book ~ Off the Charts ~ was also announced this week (a brief selection may be found ). Edited by Christine S. Neville, Michael M. Piechowski and Stephanie Tolan, the book has an amazing line-up of contributing authors including the late Annemarie Roeper (who sadly passed away this year), Linda Kreger Silverman, Patricia Gatto-Walden and Ellen Fiedler (a full list can be found ).

According to Stephanie Tolan on her blog, ,

“Last year at the national conference of the National Association for Gifted

Children (just a few months more than 20 years after that first Columbus Group

meeting) the suggestion was made in the presidential address that the field of

gifted education should unify its disparate viewpoints by adopting Talent

Development, with its clear attention to the issue of extraordinary achievement,

as the single driver of both this field’s educational programming and its research.

So it was that members of the Columbus Group, that has continued to meet

throughout these two decades, decided it was an important time to put out a

book to remind the field of the critical “other side” (the inside) of giftedness,

which is part of the gifted individual’s experience whether in or out of school,

whether achieving in the eyes of the world at any given moment or not!”

It will be interesting to watch as this scenario is played out. Will the field of gifted education finally become unified or has a schism grown so wide that both sides will decide to part ways? Perhaps someone should ask the kids what they think. How presumptuous of us as adults to define this population at all.

In the U.K., yet another announcement was made by a major gifted education group this week; the .

"Welcome to Potential Plus UK. Welcome to the website of the National

Association for Gifted Children. We are an independent charity which works

with the whole family to support the child who is gifted and talented. We

hope this website helps you with the support you need.

At our AGM on 27th October 2012, members unanimously voted to change

our name to Potential Plus UK. Over the next two months, you will see our

website starting to change in time for our relaunch on 4th Feb 2013."

The author of this comment seemed to be intimating that the term ‘gifted’ had caused the group to lose support in recent years. The term ‘potential’ was more culturally palatable.

And there you have it; an extraordinary week ~ may the Force be with you!

*Aforementioned references:

Paula Olszewski-Kubilius, speaker at , William & Mary College, March 2012.

Edited by Rena F. Subotnik, Ann Robinson, Carolyn M. Callahan, and E. Jean Gubbins. April 2012

Response to Borland: , The Creativity Post, 7/4/2012.

Rena Subotnik, at the 13^th Biennial ECHA Conference, September 2012

(This blog was adapted from the Psychological Science and the Public Interest article “Rethinking Giftedness and Gifted Education”), Guest blog by Frank C. Worrell, Paula Olszewski-Kubilius and Rena F. Subotnik, Scientific American, 11/2/2012.

“Talent Development: A Framework for Our Work With Gifted Children”, The Signature Series, 59^thAnnual NAGC Convention, November 15 – 18, 2012. Moderator: Paula Olszewski-Kubilius.

Is There a Place at the Table for Parents?

You often see me write about the ‘gifted community’. Recent events within this community have led me to wonder if there really is a ‘place at the table’ for parents. Consequently, I began to consider who is already seated there: educators, researchers, teachers, psychologists? Where would I look to find out just who makes up the guest list? National organizations? State organizations? University research centers?

Well, I looked. I didn't see many parents. You see, I’m beginning to think that in most organizations … parents don’t get much respect. Parents are tolerated at best, ignored by most.

Here’s the rub ~ I think it is rather short-sighted not to recognize the potential contributions of parents. First and foremost, parents produce the children for which these organizations are supposed to exist. AND, in case anyone hasn’t noticed – funding for gifted education and thus a major revenue stream for gifted organizations has been tapering off lately. Parents aren't going to suddenly become philanthropists, but those small membership dues and conference fees can add up when they find something of value!

Of course, a place at the table does require that one’s voice be heard as well. And you know … parents can be difficult; even disagreeable. At least that’s what I hear. Who wants to invite that kind of trouble? And they might even have the audacity to start asking questions! No, no, no … we can’t have that!

Organizations have tried to reach out to parents; or they think they have. The trouble is that they really don’t know how to relate to parents and their efforts ultimately end in failure; but no problem. At least they can say they tried and parents were unresponsive. Parents are just too busy raising those quirky kids to be active in major organizations. Who needs them anyway?

Well, from my vantage point … I think the gifted community needs to look around and see who is engaging parents. They need to see how it’s done and then find a way to replicate that success within their own organizations or they will soon face becoming irrelevant.

Good organizations do exist; albeit rare. They reach out to parents by meeting them where they are; such as holding regional conferences. They have parents on their boards of directors who are not also academics. They recognize the value and contributions of parents at their annual conferences. They understand parents and acknowledge the difficulties inherent in raising gifted children; beyond the classroom.

The parents who confide in me have grown weary of academics deciding who is gifted and what a child needs to do to stay gifted. They are frustrated by terminology that infers their children are little more than a commodity; valued only when they contribute to society without regard to their own personal needs and interests. These are real voices with real concerns. At times they feel like they are crying in the wilderness.

It is my sincere hope that those in leadership positions will consider setting another place or two at the table and expanding the guest list. Parents are on the front lines every day when it comes to advocacy and responsibility. They can be listened to or they can be watched …walking out of the room with their support in tow.

Orientation: The School for Gifted Potentials

When first contacted by the author (yes, I did receive a copy gratis) of this book to review it, I was in the midst of a dozen projects with deadlines looming. I reluctantly agreed to read it when I got the chance … until I read the first page! The plight of Everett and his mother grabbed my attention immediately and struck a chord with my own life experiences.

Set one hundred years in the future, this story has the familiarity of a young adult fantasy/sci fi novel similar to the Artemis Fowl series; but, as an enchanting tale of a boy unaware of his origins and unsure of his future. Ringing dystopian for some and utopian for others, the main character – Everett – lives in a world where gifted children are sought out for their intellectual gifts and talents, and then whisked off to a residential school where they are rarely ever allowed to see their families again.

Much of the story weaves Dabrowski’s theories of over-excitabilities into Everett’s orientation week at the School for Gifted Potentials. The reader will find his theories much easier to understand as presented by author, Allis Wade, than in more traditional academic works. We watch as Everett begins to discover his own giftedness and his realization that his entire life up to this point has been affected by his mother’s attempt to shield him from that discovery.

But Orientation is more than just a story about a gifted boy … it is a novel filled with intrigue, mysteries yet to be revealed, subplots of ‘coming of age’ issues and everyday challenges faced by gifted children. More importantly, it offers the reader strategies on how to meet those challenges.

Orientation is a book that will appeal to the entire gifted community – kids, their parents, teachers of gifted students as well as gifted adults who have struggled with understanding their own giftedness. Many parents, I suspect, will use the book as a way to help their own children learn about social-emotional issues and how to deal with them.

I did not hurry through this book. I read every word. You could skim it; it’s an easy read … but you shouldn’t. This is an excellent first novel by Ms. Wade; her years of experience as a teacher of gifted children shine through the pages of Orientation. I highly recommend this book and hope that it makes its way into the curriculum of gifted programs in our schools to open discussions surrounding the needs of gifted children.

The best news is that Orientation School for Gifted Potentials is the first in a series. You are left at the end of this book wanting more … and there is more to come!

Buy the book; it’s a good investment both in terms of good fiction and great information with a solid foundation in current gifted research. Read the book. It will make you think. Share the book. The recipient will thank you. I’m already planning to buy additional copies!

Standardization ~ The Implications for Gifted Children

Every time I hear the word ‘standardization’, I {{shiver}}. And I shiver a lot these days! When I consider the implications for gifted children, I visualize a roll of duct tape about to be applied to the ‘box’.

I fail to see how the road we’re headed on leads to anything but a dead end. Standardization has been twisted and turned into a grand scheme of seeming equity, but in truth – it is the stifling of innovation and creativity. It sounds like a nice idea, but it is not.

Children today are taught to excel on standardized tests. Teachers are being rewarded for how well their students do on those tests. Can you see where this is headed? Equating high test scores with educational success is short-sighted. What happens when teachers vie for the best test-takers based on a child’s previous scores?

When people embrace a ‘standardized is good’ mindset, they are often thinking ‘all children are gifted’. For these folks, the very existence of gifted classes and programs becomes a threat. The only way to eliminate the threat is to eliminate the perception that some are gifted and some are not. This ultimately leads to the demise of gifted programs.

Gifted kids get the message loud and clear every single day. If everyone is gifted, then no one has a right to acceleration, differentiation or to learn with their peers. Their needs are unimportant, an illusion or worse ~ nonexistent. They dare not say anything. Denial becomes ingrained in their very being. This can lead to very serious mental health complications.

Here’s a few ‘what ifs’ for you. What if all tall people were expected to play basketball … and win? What if all children with red hair were expected to go into theater and play the lead role in Annie? Oh … and what if ALL children were expected to score proficient on standardized tests without ANY accommodations? Most people would agree that these scenarios are absurd; and they would be correct.

It is much more appropriate to say that all children are different with unique needs. No one teacher in our current educational system should be expected to produce individualized lessons plans for each student each week. They could, however, provide differentiated lessons to groups of students who were clustered in regular classrooms or educational peer-based classes.

The problem is not a national one. It occurs around the world; some places more than others. As parents, we need to explore all options for educating our children. A one-size-fit-all approach does not benefit anyone. Support open dialog with your child’s teacher and school administrators. Educate yourself of the possibilities available in your area. Do not settle for ‘standardized’ solutions. If few exist, create your own!

Nurturing the Global Nature of Giftedness

This week, the global gifted community will have the opportunity to virtually join with participants of the 13^thInternational Conference of the European Council for High Ability (ECHA) in Münster, Germany.

On Thursday, September 13^th, a highly anticipated Symposium on Social Media and Gifted Education will add a new online component to the conference via Twitter. Five presentations will be followed by a Twitter chat from Global #gtchat Powered by the Texas Association for the Gifted and Talented (TAGT).

Real-world presentations will begin at 8:15AM ET (U.S.) and continue through 9:33AM ET (U.S.). A discussion by #gtchat will follow at the conclusion of the speakers’ remarks using the hashtag #ECHA12. Both participants at the conference, conference speakers and global online participants will be able to interact virtually via Twitter.

Here are the links to the presentations:

Javier Touron’s presentation –

Peter Csermely’s presentation –

Roya Klingner’s presentation –

Tim Dracup’s presentation –

Albert Ziegler’s presentation –

It will be valuable to review the presentations prior to the start of the Symposium as online participants will be depending on those in Münster to keep them up to date on what is happening at the convention. Using the Twitter application to attend an actual conference is nothing short of cutting-edge use of 21^st century technology. This Symposium represents a giant leap for all involved in adopting this technology. Special thanks to Mr. Tim Dracup for his tireless efforts to bring this about! Thanks also to the team at TAGT for their unwavering support to bring innovation and cooperation to the entire gifted community.

More information on the conference can be found . Detailed information on the Symposium can be found . Additional information about ECHA can be found . To find out what time the Symposium will take place in your time zone, check .

As a firm believer in the commonality of the gifted experience regardless of where you reside, it would seem that positive outcomes will result as more and more stakeholders in the community come together to learn from each other, collaborate, and support gifted children and their education. Social media provides us with a means to communicate and to work together. Join us on Twitter this Thursday for ground-breaking virtual participation in a major gifted conference as we celebrate Giftedness Across the Lifespan at the 13^th International Conference of ECHA!

What to Expected When You’re Expecting? The Unexpected

When I was expecting my first child, I must have read the book ~ What to Expect When You’re Expecting ~ at least five times. I was all set! I had all the answers laid out for me on the pages of this one easy-to-read book. Piece of cake. No problem. Years of perfect parenting and my child would be out the door on her way to a perfect existence due in large part to me.

Wrong! Fast forward 18 years. What was I thinking? I must have been delusional! Kids aren’t born with a manual for a reason. Add in the high-ability factor, the over-excitabilities, the teen years and it’s more like the perfect storm. My mother swore by Dr. Spock and at first I thought T. Berry Brazelton was great. Yes … even a year into parenting, I still thought I could find all the answers in a parenting book.

The fact of the matter is that the only thing to expect with a gifted child is the unexpected. Their development will be asynchronous ~ unequal. They can be explaining a complex mathematical problem at one minute and having a tantrum the next because of a minor incident. At night, they may complain about a predetermined bedtime because they are involved in a deep conversation with a professor half-way around the world. Yes, they need to learn responsibility; but you will need to learn to be flexible.

The news isn’t all bad. There is rarely a dull moment and conversation with a gifted child can be both fascinating and engaging. When your child is younger, explore many different areas of interest and observe which topics they respond to. In later years as they refine their likes and dislikes, provide as many opportunities as you can for enrichment in these areas. Challenge their intellect. When necessary, find mentors for your child both in real life and online.

There is an ongoing debate in the gifted community about when you ‘know’ a child is gifted. Does it really matter? You know your child. If you see early signs that they may be ‘bright’, don’t wait around for the experts to tell you what to do. It doesn’t hurt to spend as much time as possible nurturing them and recognizing ‘teachable’ moments.

This is something all parents can do. It doesn’t require a great expenditure of money. Your presence in their lives is the most important thing you can give them. Read to them. Answer their questions. Find answers if you don’t know them. Tell them stories. Engage them in ‘make believe’ activities. Teach them about their heritage. Help them to understand that something worth having is something for which they must be willing to work hard.

Most importantly … relax. Life isn’t perfect. There will be unexpected events over which you’ll have no control. You’ll never have all the answers. Provide a good foundation for your child … it’s all that can be expected.

Supporting Your Child’s Gifted Teacher

Parents often concentrate all their time advocating for their child. Isn’t that what parents should do? Sure, but I’m about to expand your job responsibilities. Listen carefully ~ parents of gifted children should also support their child’s gifted teacher.

Now I know what you’re going to say ~ What if the teacher does not support my child? First, it IS a two-way street; but things will go better for all involved if you take the first step. And if you have tried without good results … stop reading this post (not the blog, of course!) now. Second, for the purpose of this post, I am speaking specifically about your child’s ‘gifted’ teacher; not the regular education classroom teacher (though it wouldn’t hurt to support them as well).

Your next question may well be ~ Why? Believe it or not, gifted teachers often feel alone and isolated from the rest of the faculty. Far too often, general education teachers believe the same myths about gifted children and their education that the general population believes. To be fair, a vast majority of teachers are NEVER exposed to gifted education in undergraduate school or during professional development classes.

I hope your next question is ~ How? Why thank you for asking. Here are a few suggestions that will go a long, long way to developing a long-term beneficial relationship between you, your child and their teacher.

When the teacher goes ‘above and beyond’ such as arranging a field trip or doing a special project, make sure you tell the principal, superintendent and/or school board. When appropriate, offer to be a guest speaker about your work, mentor a student or offer to assist in coaching an academic school team. Offer words of encouragement when you become aware that the teacher isn’t getting the support they need from their school. Speak up in support of gifted education in your regular teacher-parent conferences and at school board meetings.

One of the best things you can do is to start a parent support group. Invite teachers, gifted teachers and administrators to attend monthly meetings. This has the added benefit of helping keep the lines of communication open. Often, school district personnel are more willing to share information at an informal meeting. It also allows them to get a sense of how parents feel about the gifted program.

No one likes to be taken for granted. Good gifted teachers work tirelessly to challenge your child and provide them with an education that leads them to reaching their full potential. This isn’t to say that there will be times when you are disappointed in a teacher, but when you are fortunate to find a great teacher ~ support them and watch your child soar!

In the past few days, I have been hearing a lot about being positive. To be honest … I oftentimes struggle with this in regard to education and in particular the education of highly-abled or gifted kids. It’s easy to see all the negative aspects ~ such as how society views our children ~ when examples seem to be staring us in the face almost daily.

That being said … it is extremely important as the parent of a gifted child to do our best to be positive for their sake; especially when they are young. They are attuned to our every word and gesture … and like it or not … we are their first role model. Due to their asynchronous development, we too often forget that their emotional response to other’s feelings can make it difficult for them to respond to negativity in an appropriate manner.

As parents and adults who work with gifted children, we need to enable our kids to ~ as the hit song from the 1940’s reminds us and covered by Paul McCartney below ~ ♪♫♪ “accentuate the positive and eliminate the negative” ♪♫♪. They will have plenty of time for negativity when they grow up.

A blog post from Krissy Venosdale, ‘’, hit all the right notes for me. It made me think that we must do the same as parents … turn obstacles into opportunities. I’m not saying that this is a simple task because it isn’t.

When your child comes home from school and tells you they were bored or from the local playground and tells you they were bullied, meet their concerns with a measured response. Don’t over-react or use profanity. Talk to them about how other people’s actions make them feel and ways they could respond. Use it as a learning experience by asking them to consider how their own words and actions make other children feel. You’ll be surprised at how well they perceive the situation. In doing so, you are respecting both their intellect and maturity level.

I don’t make any promises that this will change your life or that of your child’s life. I don’t think you can use positive thinking to affect human nature. What I am saying is that having a positive outlook on life is an important part of growing up and the basis for improving social interaction. When things don’t go their way, they should move on and explore alternatives. Accentuate the positive!

Just My Imagination

When I was in high school, I wrote a paper for a Creative Writing class based on the classic song by The Temptations, “It Was Just My Imagination”. At the time, I was fascinated by the thought that our own imagination can be one of our greatest sources of inspiration. I was reminded of this after recently reading a blogpost, by Stephanie Tolan on her blog, The Deep End.

These words were most inspiring from Stephanie as she expressed her hope for her blog, “The story told here will be one of possibility, of hope, and of radical trust that the children we are doing our best to support have what they need not just to survive as individuals, but to venture out to the edge of the web we’re all connected to and take us beyond our current expectations.”

It made me reflect on my own role as parent and advocate. And then the flood of questions came to mind … “What will be my children’s moral inheritance from me?” “How can I inspire them to envision a brighter future?” “How does one nurture a feeling of hope?”

And then … *poof* … twenty minutes later, I realized that my imagination had been running away with me. A trip down memory lane was serving to provide me with inspiration for this blogpost.

As parents, we do the best we can to raise our children as best we know. It is only years later through ‘experiential learning’ … as they like to say in college brochures … that we begin to second guess ourselves. What ‘coulda, whoulda, shoulda’ I have done differently had I known then what I know now?

Well, here’s the deal; you didn’t know then what you know now! Nobody does. The important thing to remember is that regardless of where you are on life’s journey, you can always attempt to make things better.

Talk to your children about their hopes and dreams. It doesn’t matter if they are 10 or 20 or 30 years old. Remember, asynchronous development can often play to your advantage as the parent of a gifted child. Share your dreams and hopes with them. They need to hear this from you. Too often, we get caught up in the day-to-day grind of ‘making a living’ or our own ‘joie de vivre’ and forget the importance of simply talking to our children.

So, take some time to engage your children in conversation whether at the dinner table or over a cup of coffee at a local café. Don’t know what to say? Let your imagination run away with you …

The Quirky Child and the Soul of Giftedness

This post is part of the World Council of Gifted & Talented Children's International Week of the Gifted 2012 Blog Tour

Quirky: something that is strange/not normal, but cool; characterized by peculiar or unexpected traits. That’s about right. Gifted kids are quirky. They have quirky friends. They like quirky things. Strange, but cool! Add in emotional intensities combined with an intellect that all too quickly surpasses that of adults charged with their upbringing and well … you get the picture.

Now don’t go taking offense ~ none was intended. I like gifted kids. I was 1. I raised 2. I’ve worked with many. When I was in the 7th grade, my mother gave me the book, How to be a Non-Conformist. Of course, she already knew that I didn’t need any advice on the subject; she just wanted me to know that I wasn’t alone. I was strange, but cool!

Enter the 21^st century ~ a brave new world where gifted children are being parented by those of us who grew up in the confines of the 20^th century ~ sans cellphones, mobile computing devices, the Internet. You suddenly find yourself longing for life off-the-grid! Then, you realize that you just need to harness these new tools to become a better parent

I love technology! I’m thankful that I have access to it. I realize that not all parents have this luxury. I appreciate the fact that my children are available to advise me on its use. Not all parents are this fortunate.

So what’s a parent to do? Hmm … when faced with a lack of face-to-face interaction with like-minded parents but with an Internet connection … let me introduce you to the ‘networked parent’. Take your old-fashioned address book or rolodex and introduce it to your Facebook Friends’ List. One group of friends does not need to supplant the other. Live a life connected!

This week we celebrate the . Next year has been designated as the International Year of Giftedness and Creativity 2013 by in conjunction with their bi-annual conference, , to be held in New Zealand.

My goal is to bring my circle of friends into closer contact. Let them get to know each other; to inspire, enrich, and support. I've only just begun … meeting a local friend for coffee to discuss collaboration between my work on Twitter and an upcoming gifted convention in our area; posting a from a local colleague on my Facebook Group page; talking to area teachers about the need for a more aggressive approach to gifted education in our local schools; connecting a local with a Facebook friend who is a gifted education teacher in another state and who shares her passion for NASA.

2013 is shaping up to be a busy year of connecting and supporting giftedness and creativity. It will be the continuation of a journey which seeks to illuminate the soul of giftedness in our quirky kids. Some would say strange, but we know they are ‘way cool’!

The Digital Revolution … Why the Gifted Community Should Be Leading the Way

The digital revolution has been going on for over a decade. Experiencing it first hand, I have been preaching the value of social media (see and for starters) in the gifted community since I began this blog in March of 2010.

I live in Pittsburgh, PA. I work with the to facilitate communication with vital stakeholders in the gifted community via Global #gtchat on Twitter. My readers here now encompass over 100 countries. My ‘inner circle’ is global.

I began this post in the passenger seat of my car. By its end, I will have used my smartphone, my laptop, a computer, and a printer. I will have searched with Google for information and images; connected with colleagues via Yahoo mail, gmail and LinkedIn; found inspiration on Twitter; and read articles saved in my dropbox. I am connected 24/7/365. My life experiences enhance my writing and my work online enhances my life.

So … I think it’s about time that the gifted community embraces technology and social media. It needs to take a long, hard look in the mirror and ask why it has taken so long. Dare I say … we should be leading the revolution?

Too often, I hear complaints about how society misunderstands those identified as gifted; or worse yet ~ ignores them. “How do we get the word out?” “Why do politicians fail to recognize the needs of our children?” “Why aren’t there any courses dealing with gifted education being offered to pre-service teachers?” Why ... why …why? Let’s stop the whining and get the word out on social networks! It’s time to stop ‘preaching to the choir’.

Would you like to know what I really think? If not, click that little “x” on the upper right hand corner of your screen, because I’m going to tell you what I think. The world is facing a time of unprecedented financial crisis that has the potential to continue for years. The gifted community and the organizations that serve it are not immune to financial woes. However, how we respond to the crisis is of upmost importance. Social media provides us with the means to spread our message without straining budgets.

Want the world to take notice and support our community? Lead by example! It’s time to put on our ‘critical’ thinking caps … to provide the answer to that age-old question, “If you’re so smart, why don’t you ______?”

Well, for starters, we need to create rich resources of great information; reach out to more stakeholders … in this case, parents … cultivate relationships and extend the conversation with like-minded groups; engage the outliers! It’s time to walk the walk, not just talk the talk. It must be done in such a way as to be economically feasible for all involved.

Some practical solutions would be for conference organizers to realize that not everyone who would benefit from the conference will be able to attend in person. Providing low cost alternatives such as continuous Twitter-feeds of sessions and videos of the proceedings after the conference for a small fee will engage thousands more and provide additional revenue to cover conference costs. Parent groups should consider using Skype to reduce the cost of bringing in presenters to their meetings. State, national, and international organizations should cooperate to share resources online and provide a wider range of content for their members. The possibilities are endless.

Will we be leaders or followers? Game-changers or complainers? Dreamers or doers? It has never been easier to collaborate within the global gifted community. Get involved and make a difference. Be a leader in the digital revolution!

Who Should Teach Gifted Education?

Is it fair to ask regular education teachers to teach gifted education? The question is both simple and complicated at the same time. The variables are as great as the number of teachers teaching.

Let’s go with the simple answer first. No. No, it is not fair. It is not fair to the teacher and it is not fair to the gifted student.

In his recent , “Do We Know How to Teach Highly Able Learners”, Peter DeWitt states, “I often wonder if highly able learners are snubbed because teachers are unclear on how to challenge them. Given high stakes testing woes, increased responsibilities and higher class sizes, some teachers are burned out and cannot meet the needs of most gifted learners. So instead of finding something new, they give more of the same.”

I don’t wonder at all. If you’re going to teach students who have been identified as {{insert applicable word of choice for ‘gifted’}}, then you should at the very least be certified to teach gifted education. Now, before those of you who are teachers grab your mouse to send me a “who do you think you are questioning the teaching profession” email or parents poised to give me a round of applause … step away from your computers and sit down in your seats.

Here’s a reality check for everyone involved … education isn’t what it used to be. It has lost its way. It has been standardized in a world filled with children who are anything but standard. Who among you would say that your child is like everyone else’s; run of the mill? When did we forget the difference between equality and equity? Whose potential must be realized and whose potential is pushed to the side?

So … who should teach your child? If your school started hiring its teachers from the general populace … people with non-education degrees or no degree at all … there would be an uproar from the public! Why then are highly-abled children expected to be taught by someone without any background in gifted education? Why should we expect a teacher who has been trained in elementary education to be differentiating for someone who may need instruction in calculus?

It’s not easy being a teacher today. It’s especially difficult to teach in a school district with shrinking budgets, no professional development, and a lack of technology. How many parents would like to be judged and potentially punished for whether or not their children succeed or fail in life? Most teachers I know are dedicated professionals, but there are not enough hours in a day to adequately meet the needs of every single child … even with technology … in a classroom spanning 6 or more years of ability.

There are many ways to achieve an equitable education for your gifted child. Look for schools that require gifted education certification and provide a program specific to gifted children. When this is not available, research alternative education opportunities; many of which I have already written about in this blog. Should your child find themselves in a ‘full inclusion’ classroom, share information with their teacher about instructional strategies for gifted children. My blog post on the topic can be found .

Who should teach gifted education? Hopefully, this post has made you contemplate the options and inspired you to become pro-active in advocating for an appropriate and high quality education for your child.

Gagné’s Promise … Potential and Achievement

Recently, I was privileged to hear Dr. Françoys Gagné give a presentation on his Differentiated Model of Giftedness and Talent 2.0 (DMGT) in Second Life []. Although I had read many papers by Professor Gagné, nothing could replace listening to him explain it in person (virtually) and answer questions from the audience.

With all the recent discussion of talent development in the U.S., the timing of this presentation could not have been better. I was immediately struck by the different approach taken by Gagné and understood why those in other countries did not understand the resistance to talent development in the U.S. by many leading gifted education professionals.

Gifted children … our children … are more than a product to be exploited. They have feelings and needs beyond their academic abilities. As a parent, this is often seen as more important than raising the next Nobel Laureate … although a Nobel Prize in the family would be nice.

The DMGT addresses both giftedness and talent as a whole package. Fancy that! It’s always nice to see academics get it right. It is not an either/or proposition. Giftedness is the possession of natural abilities – a promise of achievement when coupled with effort. Will all children who are identified as gifted achieve? No. Is it the end of the world? No. Could a child’s achievement change the course of history? Sure. As parents, it is our role to learn about and understand giftedness so you can support and nurture your child. It is in the end, however, your child’s decision whether or not to make the effort.

Professor Gagné developed a chart [shown above] to show the process that transforms giftedness into talent via catalysts ~ environmental, intrapersonal and developmental. His model includes the top 10% of learners among age peers – he casts a wider net than many of his colleagues. This is reflected in his definition of giftedness, “Giftedness is the possession of outstanding aptitudes (natural/untrained abilities) in at least one ability domain, to a degree that places an individual among the top 10% of age peers.”

This model acknowledges the existence of ‘giftedness’ and ‘talent’ as aptitudes and competencies while defining three shared characteristics. As both are human abilities, they target those who are different from the norm, and that difference exists due to outstanding behaviors.

The DMGT covers many bases included in other models. It represents a child-friendly approach to understanding giftedness. The columns on the model are detailed and straight-forward. Gifted Education is a field of many different approaches and it is hoped that the reader will be helped to better understand them with information presented in this blog.

Being able to hear Gagné explain his model was priceless. If you would like to join me at the next Virtual Conference in Second Life, please take a moment to visit this to find out how. Hope to see you there!

Emotional Intensity and Overexcitabilities

Becoming the parent of a gifted child is not unlike getting married. Whereas, you initially think that you are starting a new life together with your spouse, you soon realize that you have actually married an extended family and their entire social network!

Parenting not only involves your child. You must also learn to deal with their peer network – both age-peers and intellectual peers, the parents of their peers, and those who educate. One big happy family … with one exception … the likelihood that they are all emotionally intense and exhibit overexcitabilities.

A popular book (and now movie) for soon-to-be parents is "What to Expect When You’re Expecting". Well, someone needs to write a companion book … ‘What to expect When You’re Expecting a Gifted Child’. The entire first half of the book would need to be about Kazimierz Dąbrowski and his theories.

I’ll admit that even two years ago, I had no idea who Dabrowski was. When I started reading about his theories, I quickly was asking … where have you been all my life? Suddenly a lot of things made sense. I felt like I was an ‘outsider’ who was becoming an ‘insider’ when it came to understanding giftedness.

I won’t pretend to fully understand Dabrowski’s theories. A good friend in Austrailia writes a blog called “” that does a fantastic job of explaining them. Also, Stephanie Tolan has an that explains them in layman’s terms. In a nutshell, gifted children and adults tend to take their emotions ‘over the top’.

What does this mean for the parent of a gifted child? Well, for starters, it would be advisable to be able to recognize their traits of gifted individuals which extend way beyond just being smart. And … you need to realize that the rules have changed. Frankly, you should probably throw the rule book out the window! Your child, their friends, their mentors and teachers … probably don’t fit in society’s expectations for run of the mill behaviors.

This isn’t meant to scare you. Think of it as a call to attention. Your life has simply been expanded to include a whole lot of people who experience life somewhat differently than the rest of society. Their intense emotions are the result of an often deeper understanding of the world around them; or at least a different understanding.

My point is that behaviors of gifted children need to be viewed in a new and different light. Although the sum of their parts, they often add up to a somewhat less than predictable result. Add in their asynchronous development and you soon realize that they are far more complex and so much more than simply a talent to be developed. Yes, as a parent or teacher, you do all that you can to assist them in realizing their potential; but that will be meaningless if you don’t understand their intense emotional side.

One last bit of advice … take a look inside and consider that you too may well exhibit intense feelings and overexcitabilities. Self-awareness can go a long way in becoming a much better parent. One day when that precocious little child grows up … they will thank you.

Elitism? Walk a Mile in My Shoes

In the past few weeks, there have been online discussions and blog posts concerning charges of elitism directed at gifted children and their parents. Honestly, I don’t know whether to laugh or cry.

Looking back over the past 15 years, I’ve decided that 9 months of expecting the arrival of those precious bundles of joy was akin to waiting in line at Disney’s Space Mountain. Little did I realize what lay in store … the ups and downs, the fears and joys, the extreme range of emotions that were to come.

I’m often reminded of the saying, “walk a mile in my shoes.” Believe me … it was no walk in the park. Some days felt more like being on a field-mine retrieval team as you tried to avoid making a wrong move!

Elite? I don’t think so! Blessed? Definitely. Feeling alone? Often. Looking for answers? A never ending story. Dealing with extreme behaviors? Unfortunately.

Parenting a gifted child can be as much about sitting in the audience of an award ceremony as waiting in an emergency room. Gifted children come with their own set of rules, idiosyncrasies, special needs … almost from the moment they draw their first breath. There are over-achievers and under-achievers, profoundly gifted, highly gifted, creative types … the list goes on and on.

What does one say to the critics who think we “have it so good?” Ohmmmm ….. How do we cope with our situation? We become informed parents. By the time your child has grown into adulthood, you’ll be wondering why some institution of higher learning has not offered you an honorary degree ~ because you will have earned it! Nothing trumps a good education, and in this case; consider it to be an independent study.

Whenever confronted with an issue dealing with my gifted children, I would scour the Internet looking for articles; go to the library seeking books; seek out professionals who I thought might have ‘the’ answer … someone to solve my perceived problem. Too often, it simply did not happen. You see, all bets are off when parenting gifted kids.

Ultimately, you will find your answer. It becomes easier the more you learn about gifted children. You’ll also learn that charges of “elitism” are voices of the unknowledgeable. Always remember, you are not alone. Keep searching.

Gifted Education in Rural Areas

Does it make a difference where a child lives with regard to their education? Why, yes … yes it does! In fact, it matters a great deal. In the

U.S.

, 40% of American schools are considered rural; towns with populations of less than 2,500 people.In other parts of the world, the percentage is even higher.
    The University of Iowa conducted a of rural educators and found some strengths in rural education overall. As might be expected, the role played by the community-at-large was greater than that of an urban area. Smaller numbers of students allowed for more inclusive participation in activities of all kinds. Less mobility of students resulted in greater stability of cohesive classrooms. Teachers got to know their students and were more invested in influencing educational outcomes.
    What does this mean for gifted education? How do these factors influence the way in which teachers deliver services to gifted students? There are pros and cons to rural life when considering the education of academically gifted students.
    Many advocates today – me included – would like to see ability grouping in the classroom. In rural communities, multi-grade/age classes are more common than in other settings. It’s an easy transition for teachers to segue into grouping students by ability without regard for age. If truth be told … it’s a rather ‘natural’ way of educating children. Now if we could only convince other educators of the benefits of this method!
    For one reason or another, people in rural areas tend to value education more; another finding of the Iowa study. This is a huge benefit for schools; having the support of family and community members. Children are expected to work hard, complete assignments and generally to do their best in school.
    The cons of rural life for gifted students often involve lower actual numbers of students identified as intellectually gifted. In Mary St. George’s (New Zealand) excellent post, , she wrote,

“Whatever rural teachers in small schools can do, they can’t organise

rural parents to synchronise the delivery of gifted babies in convenient

batches so that gifted rural children can grow up rubbing shoulders

with others like themselves.”

Parents of gifted children often struggle to find intellectual peers for their kids, but this can become a more daunting task in rural areas. One response to finding peers for your child is to search online gifted communities. Parents need to be active participants in connecting their children, and it can be a very rewarding endeavor.
In an in The School Administer , Donald Kordosky suggested 4 key points to improving gifted education in rural areas. They were 1) raise awareness of the needs of gifted students, 2)establish clear standards for identification/eligibility for gifted programs, 3) professional development in gifted education for regular classroom teachers, and 4) GIEPs for all gifted students. Come to think of it … those are excellent suggestions for all gifted education.
Dr. Susan Assouline of Belin-Blank at the University of Iowa offers the following strategies for gifted students in rural school districts: 1) meet the child where they are at, 2) utilize acceleration when appropriate, 3) utilize online classes if available, 4)increase opportunities for students to come together (such as at competitions and conferences), and 5) consider mentoring or study abroad opportunities.

I would leave you with these sage words penned by Dr. Joy Lawson Davis in her blog post entitled, “” ~ “While we are considering the needs of gifted learners ... this is just a brief appeal to NOT forget about the young scholars sitting in 'the country' in classrooms where they are bored, looking out of windows contemplating the solar system, the earth's ecology, designing a futuristic vehicle, writing the next classic novel in their minds, creating poetic verse, or developing a solution to world peace OR the cure to cancer.. these students need our attention too.”

Gifted Education in Rural & Small Districts, ColoradoDepartment of Education, 2005.

Happy Birthday, Gifted Parenting Support!

Gifted Parenting Support celebrated 2 years of blogging this past week! It has been an adventure beyond our wildest dreams and has opened up a multitude of doors within the gifted community.

We are fast approaching 35,000 page views and we’re read in over 80 countries! Who would have guessed we would be here just 2 short years ago. It is a testament to the fact that parents of gifted children have a deep concern about parenting and educating their children. We are also pleased at the number of teachers who visit and comment on our blog. This is proof positive that parents and teachers can work together!

Since our first post, Gifted Parenting Support has expanded to Twitter ( @ljconrad ) and we now have our own page on . This has afforded us the opportunity to have an even greater influence with gifted parents, teachers, and advocates around the world. Social Media has added new meaning to the term ‘24/7’.

In the coming year, we hope to add new links and features to the blog. As with any new venture, it is a work in progress. The topics of interest within the gifted community seem endless. We’d be remiss if we did not draw your attention to our blog roll. There are many excellent blogs on the Internet dealing with the subject of giftedness. Please take time to visit them.

Another excellent resource for parents and educators is the weekly #gtchat on Twitter moderated by yours truly. Global #gtchat was offline for a couple months after founder Deborah Mersino moved on to a new position. She is deeply missed, but she will always be remembered for her innovative and collaborative work on Twitter in raising awareness of the needs of gifted children.

Fortunately, through the generosity of the , #gtchat is once again tweeting each week at 7PM EDT/6PM CDT on Fridays. TAGT has provided a page for gtchat on their as well as a weekly poll of potential topics for the chats and a transcript of each chat. You can follow the latest news on Twitter ‘ @gtchatmod ‘.

There are also two other excellent chats concerning gifted and talented on Twitter that you will want to check out if #gtchat’s time is not conducive to your schedule. The NAGC (US) @NAGCGIFTED has a chat on Wednesday evenings at 8:30 PM EDTand #gtie, a chat from Ireland, begins at 9PM on Sunday evenings (local time)/4PM EDT(US).

Our inspiration … the reason we blog … will always be the gifted children of the world. It is not about careers, our own prestige, or bragging rights ~ it is about our children! Special thanks to all those who join in the adventure!

Gifted Education Awareness Week – Namibia

I would like to thank Roya Klingner from the Global Center for Gifted Education for inviting me to blog as a part of Gifted Education Awareness Week in Namibia.

Namibiais a young nation which only gained its independence 30 years ago. It is a large but sparsely populated country located on the southwest coast of Africa. Namibia’s many natural resources include diamonds, uranium, and zinc () and recently discovered off-shore oil reserves. “Unfortunately, the country’s high per capita GDP, relative to the region, hides one of the world’s most unequal income distributions.” () Fewer than 33% of its students complete grade 10. The USAID reports unemployment rates as high as 40% to 50%. Yet even in this less than perfect environment, there exist teachers who are motivated to identify and instruct gifted learners.

One organization, Namibian Dreams () founded by two aid workers in the country aptly describes the situation, “[There are a] saddening number of cases where children who had obvious potential found themselves demoralized by circumstances -- disease, poverty, or familial strife, to name just a few examples -- and resigned to a life without any hope for future educational or professional advancement. Far too many children in

Namibia

are prohibited from realizing all the possibilities available to similarly gifted children in more developed parts of the world. That does not mean they have any less potential than these more privileged children, only that some work is required to make the most of this potential.”

In a report from CfBT Education Trust on Early Childhood Care (), obstacles to providing quality education in southern Africa– including Namibia– were delineated. Many aid organizations seek to help the region, but “joint approaches are often cumbersome affairs, and organized largely by donors with little local ownership.” Furthermore, cultural differences affect how outside contributions are viewed by the indigenous population. “Although culture is always hard to define and locate, from a number of perspectives the North American/European emphasis on individuality, competition and consumerism is deeply antithetical to more communal ways of living and to respectful treatment of the environment. …African states…have produced their own African Charter of the Rights and Welfare of the Child, which stresses the responsibilities children owe to their families and society and the obligation of the child ‘to respect his parents, superiors and elders at all times and to assist them in case of need’.” In short, cultural attitudes too often hinder awareness and consideration for the needs of gifted education in the region.

Gifted children exist in all regions and countries of the world. In virtually every setting, raising awareness of their existence is the first step in providing for their education and well-being. The next step is to ensure that teachers are provided with knowledge of how to meet the needs of these extraordinary children and then to implement appropriate educational programs. Thanks to the Global Centerfor Gifted Education () for taking the important first step!

Parenting Blog