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If You Give a Gifted Kid a Pencil

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

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

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

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

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

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

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

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

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

Gifted Advocates … Why We Bond

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

~ Deborah Mersino, Ingeniosus and #gtchat

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

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

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

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

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

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

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

Instructional Strategies for Gifted Students

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

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

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

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

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

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

Socialization and the Gifted Child

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

~ James T. Webb

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

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

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

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

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

Bavarian Centre for Gifted and Talented Children

Sutherland, Australia

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

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

Meeting with School Officials

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

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

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

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

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

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

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

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

PISA Results and Their Implications for Gifted Education

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!