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GIFTED EDUCATION PRESS QUARTERLY 10201 YUMA COURT P.O. BOX 1586 E. Paul Torrance MANASSAS, VA 20108 Hero of Giftedness 703-369-5017 SUMMER 2012 VOLUME TWENTY-SIX, NUMBER THREE www.giftededpress.com Because of the current national emphasis on educating students in Hanna David is an educational psychologist and professor STEM subjects, Harry T. Roman (one of my authors) wrote a from Israel. Her article on the importance of ethics in book on this topic – STEM Education for Gifted Students identifying and educating gifted children is unique because (2011). Harry is a retired engineer who has written numerous their ethical treatment has been rarely discussed in the books and articles on technology education, and he also teaches academic literature. She considers all major issues related to courses for the Edison Innovation Foundation in New Jersey. this topic – testing procedures and interpretation, child Based on the enthusiastic responses of educators in school development processes, parental concerns, teacher attitudes, districts across the nation, I recently published Harry’s second and bureaucratic directives. Hanna has written many articles STEM book, STEM Robotics in the Gifted Classroom: Meet for GEPQ, but the one of particular interest to teachers and ROBO-MAN! It is particularly useful for gifted students involved parents was concerned with educating twice-exceptional in robotics competitions. Billions of dollars in federal, state, students (Summer 2011 issue). corporate, and foundation funds are being targeted for designing STEM teacher training and student education programs at all Jerry Flack’s in-depth knowledge of children’s literature is educational levels. What should gifted program leaders do to clearly reflected in Part 1 of his interesting discussion: obtain a share of these funds? What percentage of gifted students biographies for gifted readers including women astronauts, would benefit from participating in STEM programs? Since the inventors, scientists, historical figures, explorers, athletes and Javits Grant Program is in limbo, how can gifted and STEM heroes. These stories are fascinating and enjoyable to read. experts work together to obtain funding? I welcome your Jerry is a national treasure in the gifted field because he has responses to these questions. the rare ability to synthesize information from many sources into meaningful reading experiences for teachers, parents and In our 25th year of publishing GEPQ, the current issue includes an gifted students. I look forward to publishing more high level informative article by Joan Smutny on educating Gifted English articles by him in the future. Language Learners (ELL) that has many excellent ideas for teaching these children in the regular classroom. Joan has been Since GEPQ was first published in 1987, subscribers have responsible for providing high quality gifted programs to been reading Michael Walters’ essays on the humanities. He thousands of children in the Chicago Metropolitan Area. She has has written about famous authors, poets, artists, playwrights, also written many creative and practical books on such topics as musicians and historical figures. One of his favorite topics is teaching advanced students in the regular classroom, Charles Dickens who was born 200 years ago in 1812. As a differentiated instruction for the gifted, educating the young gifted tribute to this great author, Mike discusses some reasons gifted child, and parent advocacy for improving the education of the students should read Dickens’ books. For the last thirty years, gifted. Through her extensive writing and educational programs, he has emphasized the importance of including authors such as Joan has helped the gifted field to make significant progress. Her Shakespeare and Dickens in the gifted curriculum. enthusiasm in addressing difficult issues is particularly refreshing. Maurice D. Fisher, Ph.D., Publisher MEMBERS OF NATIONAL ADVISORY PANEL Ms. Margaret Gosfield — Editor, Ms. Joan Smutny — Northern Illinois Dr. Hanna David —Tel Aviv Gifted Education Communicator University University , Israel Ms. Dorothy Knopper — Publisher, Dr. Colleen Willard-Holt — Dean, Dr. James Delisle — Kent State Open Space Communications Faculty of Education, Wilfrid Laurier University Mr. James LoGiudice — Bucks University, Waterloo, Ontario Dr. Jerry Flack — University of County, Pennsylvania IU No. 22 Ms. Susan Winebrenner —Consultant, Colorado Dr. Bruce Shore — McGill San Marcos, California Dr. Howard Gardner — Harvard University, Montreal, Quebec Dr. Ellen Winner — Boston College University ~ 2 ~ Teaching Gifted English Language Learners: Tools for the Regular Classroom Joan Franklin Smutny The Center for Gifted Glenview, Illinois All students thrive in classrooms where they have something new to learn and do. We know this has happened when we see children so absorbed they can’t possibly stop. At some point, we have to pry them away because of the pressures of scheduling and curriculum goals. Nevertheless, it is a magical moment in teaching when students form a relationship with an idea or subject, making it their own. Helping students create this relationship should be a primary goal in teaching, particularly for gifted ELLs. Culture and language are so fundamental to the way children learn. They do not function as vehicles for thinking and communication; they mediate thinking (Vygotsky, 1962). One of the first things to address is the learning environment, not just the space itself, but the atmosphere in the room, the feeling of care and cooperation, the resources, the learning adventures, and so on. A great deal of attention is paid to academic needs and skills, and rightly so. But meaningful engagement is the flame that lights the fire. Without it, children go through the motions, lose interest, and stop believing that school has anything to do with what they love or want to learn. Gifted ELLs feel this even more tangibly because they have had to navigate a cultural and language different from their own. A Prepared Space A prepared classroom enables teachers to offer gifted ELLs more academic and creative choices that embrace their culture. These may include visual displays, supplies, and other resources from cultural institutes (e.g., the Mexican Arts Museum in Chicago), celebrations, art traditions, cuisine, and so forth. Students can become part of this process by sharing their stories, talents, and interests throughout the year so that the classroom becomes their learning space. Educator-anthropologist Luis Moll showed the value of this when he coined the term “funds of knowledge” (1992), a term that has helped teachers focus on the hidden strengths (knowledge, skills, abilities) of bilingual communities as guides for their education. He conducted an extensive ethnographic study of the Mexican- American communities in the barrio schools of Tucson (North Central Regional Educational Laboratory, 1994). Many had entrepreneurial skills and knew specific information about archeology, biology, and mathematics. Expertise in cultivation, animal husbandry, ranch management, mechanics, carpentry, masonry, and electrical wiring, for instance, meant that students came to school with special areas of knowledge and skill. In rural and urban areas, children bring cultural art practices, stories, family histories, social values, and cooking experiences. An Engaging Classroom for Advanced ELLs How can you help all ELLs feel accepted in the community of learners? How can neighborhoods in your district provide human and material resources that help ELLs connect to learning and use their talents? In what ways can you bring more of your students’ interests and cultural gifts to the classroom (e.g., art works, inventions, poems, raps, crafts, cultural traditions, photographs of great moments, humorous stories)? Do the materials reflect the interests and learning styles of advanced ELLs as well as the other students? Are they consistent with the students’ advanced developmental level, experience, and knowledge? Do they inspire curiosity and a sense of wonder? Do class activities stimulate higher-level thinking in different subjects? Gifted Education Press Quarterly Summer 2012 Vol. 26, No. 3 ~ 3 ~ Do they allow a variety of learning styles and embrace different “intelligences” that accommodate those with language barriers? Are there bilingual professionals (artists, scientists, engineers, entrepreneurs) willing to share their experience, skills, and knowledge? Have you explored mentoring options for exceptional ELLs who want to pursue special interests? Do you keep an eye out for learning opportunities, competitions (online as well as local) and scholarships? Do you have strategies for encouraging positive peer relationships and collaborations in ways that are comfortable with English language learners? Regardless of their level of ability or proficiency, English language learners thrive in classrooms that draw on the cultural and linguistic sources of these students. Teachers need not devote a lot of time to accommodate gifted ELLs. Rather, making small adjustments to the lessons they’ve already planned is often sufficient. Teaching Tools for Reaching Gifted ELLs The following pages describe a “toolbox of strategies” teachers can use in different settings that will assist Hispanic English language learners, including advanced students (adapted from Smutny, Haydon, Bolanos, & Danley, 2012). Not all fit the unique character of the school or work well in the community of learners in a