DOCUMENT RESUME
ED 378 782 EC 303 681
AUTHOR Drum, Jean, Ed. TITLE Communicator, Journal of the California Association for the Gifted (CAG), 1994. INSTITUTION California Association for the Gifted. PUB DATE 94 NO CE 166p. AVAILABLE FROM Communicator, 7822 Belgrave Ave, Garden Grove, CA 92641 ($25 annual subscription). PUB TYPE Collected Works Serials (022) JOURNAL CIT Communicator; v24 n1-5 Jan-Nov 1994
EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *Ability Identification; Educational Change: Educational Philosophy; Elementary Secondary Education; *Emotional Development; Emotional Problems; *Gifted; 'Language Arts; Minority Groups: Primary Education: *Student Development: Student Evaluation: Student Needs; Teaching Methods IDENTIFIERS California; Delp (Jeanne L)
ABSTRACT Five issues of the journal ,f the California Association for the Gifted comprise this document. The first issue focuses on the contributions of the late Jeanne Delp. a leading California educator. Articles by Delp include: "Who is Virgil T. Frey?," "How to Live Successfully with the Giftea Child," "Strangers among the Gifted," and "Developing Leadership." Also included are Delp's remarks on receiving an award and the anscript of an interview with her. The second issue centers on language arts, with the following major articles: "LiteraLare in the Multicultural Classroom" (Linda Brug); "'A Challenging Program for Every Student in Every School': A Conversation with Cathy Barkett"; "Educational Reforms, Values, and Gifted Students" (James Gallagher): "Storytelling, Developing the Movie Screen of the Mind" (Dale Bulls); "A British Kid's Reading List"; "Poetry Pot" (Elaine Wiener); "Philosophy: The International Language" (Jerry Chris); "Alternative Assessment Strategies in Language Arts" (Joan Jacobs); and "TechNet: Dynamic Connections at the Junior High--Using the AT&T Learning Network" (Terrie Gray). The third issue is on identification. Articles include: "We Know They Are Out There--Finding the Gifted Among Hispanic Students" (Pat Phelan); "Reexamining the Foundations of Giftedness" (Richard W. Ronvik); "The Raven Progressive Matrices: A Key to Successful Identification" (Marcia DiJiosia); "Identification of Gifted Talented Students: Transition in Texas" (Jeanette Covington); and "Traditional Identification: Elitist, Racist, Sexist? New Evidence" (Aleene B. Nielson). The fourth issue focuses on the primary gifted child in these articles: "Note-Taking: The Real Secret to Research for Primary GATE Children" (Elaine Wiener); "Managing a Gifted Primary Class" (Nancy Phillips); "Young Gifted Readers" (M. Gail Hickey); and "'A Grand Adventure''A Conversation with Margaret Gosfield." The final issue is on the emotional needs of the gifted and includes: "Painting Visions of the Future: Where Does Gifted Education Fit In?" (Karen Rogers); "The IQ Controversy and the Gifted" (Abe Tannenbaum); "How To Live Successfully with Your Gifted Youngster" (Judy Roseberry); "Parents and Professionals as Partners: A Psychologist's View" (Nancy M. Robinson); "Educating African-American Gifted Students" (Elinor Ruth Smith); "Understanding Intensity in Gifted Children"(Sharon Lind); "Something To Consider Before Referring a Gifted Child forADD/ADHD Evaluation" (Sharon Lind); and "Helping Gifted Students with Stress Management" (Leslie S. Kaplan). (DB)
be made Reproductionssupplied by EDRS are the best that can from the original document. ************ ******f.:.:.--.**:.air;:':******Ic*****1:**************L. U.S. DEPARTMENT OF EDUCATION 0//4e ()( Educational Rutretl and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating a 0 Minor changes have been made to improve reproduction quality
Points of new or opinions stated in this docu. merit do not necessarily represent official OERI position or policy
Communicator
Volume 24 Numbers 1-5 January 1994-November 1994
California Association for the Gifted 426 Escuela Avenue #19 Mountain View, CA 94040
BEST COPY AVAILABLE
"PERMISSION TO REPRODUCE THIS MATERIAL BEEN GRANTED BY
.HAS
TO THE EDUCATIONAL RESOURCES BEST COPY AVAILABLE INFORMATION CENTER (ERIC)... 4/6 THE JOURNAL OF THE CALIFORNIA ASSOCIATION FOR THE GIFTED VOLUME XXIV NUMBER 1JANUARY, 1994 COMMUNICATOR
This issue is lovingly dedicated to Jeanne Delp who was a friend, mentor, teacher and inspiration to us all.
Jeanne L. Delp 1927-1993
3 BEST COPYAVAILABLE PRESIDENT'S COLUMN PUBLISHED BY THE CALIFORNIA ASSOCIATION FOR THE GIFTED Administrative Assistant, Carol Brown Spencer 415/965-0653...FAX 415/965-0654 This Communicator issue is a memorial for Jeanne Delp. Interspersed The CAG Communicator is published five times during throughout this issue are memories of Jeanne Delp shared by her friends the yearin September, November, January, April, and and colleagues. June. Opinions expressed by individual authors do not I too remember Jeanne: necessarily represent official positions of the Associa- tion. Subscriptions are available to non-members at an I remember the millions of chocolate calories we consumed at one sitting annual cost of $25.00. to compensate for the session we gave at an out-of-state conference where Officers1992-1994 zve felt we were less than enthusiastically received. Executive Committee President Sandra Kaplan I remember the day we played tennis during the break at a teacher Vice President Cathleen Silva institute and how each of its believed we were exhibiting tennis talent Secretary Ron Fontaine worthy of Chris Evert. I remember how shocked we were when one of the Treasurer Judith Roseberry teacher participants attending our afternoon seminar blatantly said, State Parent Council Chair Vera Eby You both are better presenters than tennis players. I really was worried Regional Representatives about attending your session after I saw you play tennis." Bay Area Bonnie Casassa Janet Lamarre I remember the long and arduous arguments we had over politics and Capitol Cell Wiegand educational issues. I remember how convinced we were that we were Sharon Freitas right and had influenced the other in some significant way. Joshua Tree Dana Reupert And I remember feeling pride in receiving her accolades after she had Emelie Neher heard or read something I had shared about gifted education. Mission Vicki Steinitz Anita Still This publication also contains the spoken words of Jeanne Delp Mt. Shasta Ada Dodd-Vivier originally presented in major speeches given during her career. Words Terrie Gray read do not have the same impact as words spoken, and words seen do Orange Pat Phelan Karen Grinfeld not have the same impact as words heard. This printed version of these Pacific Margaret Gosfield speeches lack Jeanne's personality and enthusiastic delivery that so Martha Flournoy thoroughly engaged the listener. As printed text, these words can Palomar Dave Hermanson engage you, the reader, in different ways. It is anticipated that as written Pat Paluso text these words will add ideas to your existing knowledge about gifted Redwood Robin Hubbard education, stimulate reflective thought and provide you with a vision of Sue Ben zinger gifted education for your family, classroom, and school district. San Joaquin Ann Cierley Open This collection of words from Jeanne Delp, like color and line on a Santa Lucia Kathy Hope canvas, give form to an individual. These words represent the knowl- Marjorie Bowles edge, values, and individuality of Jeanne Delp. More than just painting Submission of material a portrait of Jeanne, these words have affected the lives of educators, CAG encourages all interested parties to submit parents, and students. We appreciate the person who spoke these words articles for publication. All submissions will be given careful consideration.Photos and camera-ready art and these words are appreciated by those people who were transformed work are particularly desirable. Student work should be by them. accompanied by teacher's name and school. Send all Sandra Kaplan material with your name, address, and phone number to Jean Drum, Communicator Editor, 7822 Belgrave Av- enue, Garden Grove, CA 92641. You may phone Ms. Drum at 714/892-1745. Reprinting of materials Articles appearing in the Communicator may be reprinted as desired unless marked by 0 or reprinted from another source.Please credit the Communicator and send a copy of your newsletter or journal containing the reprint to the Editor.
Past' 2 Calipnma AS,Ot-nition for the c:Ifted42t' Iseuela Avenue, Suite 19, Mountain View, CA 94040 January 1994 CALENDAR IN THIS ISSUE
January 22, 1994 "I See Jeanne..." City/County Conference on Gifted and Talented Educa- Judith Roseberry 4 tion John Muir High School, 1905 Lincoln Ave., Pasadena 9:00 am-12:30 pm Who is Virgil T. Frey? Jeanne Delp 6 January 29, 1994 CAG/Orange County Council for Gifted and Talented How to Live Successfully with the Gifted Child Education, 21st Annual Conference Jeanne Delp 10 Estancia High School, Costa Mesa For information call Karen Grinfeld, 714/879-5834 or Pat Phelan, 714/957-2846. Strangers Among the Giftedthe Underachievers Jeanne Delp 18 January 29, 1994 Bringing It All Togethe GATE Across the Curriculum Sowers Middle School, 9300 Indianapolis Ave., Hunting- Developing Leadership ton Beach, 8:00 am-1:00 pm Jeanne Delp 23 For information call Margaret Gosfield, 805/652-7229. Accepting the Ruth Martinson Award January 29, 1994 Jeanne Delp 11 Children's Author Workshop for Parents and Students Presenters: Robin Rector Krupp and Jody Fickes Ventura A Conversation with Jeanne Delp 33 For information call Margaret Gosfield, 805/652-7229.
February 26, 1994 The Black Child Gifted Conference sponsored by the Central Cities Gifted Children's Association, Los Angeles For information call Anita Still, 213/751-0132. NEWS BRIEFS
February 18-20, 1994 Memorial Contributions for Summer CIMI (Catalina Island Marine Institute) Weekend Seminar CAG-sponsored weekend for students, ages 9-13 Jeanne Delp was very supportive of the CAG High For information call Anita Still, 213/751-0132. School Summer Seminar. Contributions in her memory to support students for the 1994 seminar may be sent to Judy March 4-6, 1994 Roseberry, 18548 Hawthorn St., Fountain Valley, CA 92708. 32nd Annual CAG Conference Oasis for Cultural Diversity Palm Springs Convention Center and Art Contest Deadline Approaches Wyndham Hotel CAG will hold a juried art contest for students in grades For information call 415/965-0653. 3 to 12. Entry deadline is January 31, 1994. Send art entries to Cari Matheson, 6968 Stardune Ave., Twenty-Nine Palms, March 19, 1994 CA 92277, 619/367-4281. Mini-Conference for Parents, Educators and Students Keynoter: Barbara Clark Ventura For information call Margaret Gosfield, 805/652-7229. This issue was prepared with many hours of May 19-21, 1994 dedicated work by Elaine Wiener, Marge Hoctor, Student Leadership Conference for 7th-8th graders and Judy Roseberry in tribute to their colleague Westmont College Jeanne Delp. For information call Margaret Gosfield, 805/652-7229.
January 1994 California Association for the Gifted 426 1:setwia Avenue, Suite 19, Mountain V icat, CA 94040 Page 3 "I See Jeanne..." by Judith Roseberry
Judy Roseberry remembered Jeanne with these words Jeanne was a constant source of encourage- at Jeanne's Service of Celebration on September 4, ment. She demanded the best we could offer. 1993. She also required that we grow and learn, even It is my honor to speak with you todayat times when we didn't particularly want to about our friend and colleague, Jeanne Delp. grow and learn. Jeanne would never "feed a I had the opportunity to spend some ofweakness" as she so aptly put it. We promised Jeanne's last earthly hours with her. I want toher the same courtesy in return. thank her familyLogan, Barbara, Duncan, and So many of Jeanne's words live on in her Douglasfor that most precious gift, the gift offamily, her colleagues and friends. time to be at Jeanne's side. "When in doubt...tell the truth." I may cry as I speak this morning. I know One of my favorites and, I might add, very you'll understand. But my memories are any-effective, "What's the worst thing that can hap- thing but sad. Some of my memories of Jean; tepen?" Many problem solving sessions began are quite hilarious, in fact. Some ! can even share with that question. here today as we celebrate the life of Jeanne "Is this the best thing to do for kids?" Delp. "Choose your battles." I remember sharing Jeanne and I had plans to be very old ladieswith Jeanne what seemed to be a monumental together. We were going to have huge three-problem at the time. Our oldest daughter, Kary, wheel cycles with tall gags of some fluorescentwho was five, refused to wear anything but color. Not to protect us, you understand, but towhite anklets. Now you must know that as a warn others. Jeanne's driving was always ingood mother, I had purchased white and pink two speeds, fast and faster. We knew thatand blue and yellow and all the colors I could wouldn't change with age. We would havefind. Jeanne asked me to choose my battle. Did Clarice crochet little capelets to wear over our it really matter that Kary only shoulders when we went out. We'd wear strange wanted to wear white an- hats, spots of rouge on our checks and go to klets? Didn't she have the lunch. We'd order outrageous items, complain right to have control over about the prices, ask for take-home containers some parts of her life? Jeanne and forget to tip the waitress. And we'd laugh. told me about her mother's There was a lot of laughter in Jeanne's life. insistence that Jeanne wear a I met Jeanne in 1960 when she came to big bow in her short blond Garden Grove Unified School District to start a hair. Every day, Jeanne's program for gifted youngsters. There were ten mom would attach the bow of us chosen to be the original teachers of the and every day Jeanne would new Major Work Class. Some of you are here discard it somewhere after today, and I thank you for your presence. With she left home. Her mother Jeanne's guidance and leadership and by meet- continued to affix bows and ing every Friday after school for two and some- Jeanne continued to "lose" times three hours, we forged a program to serve them. Jeanne taught me early the gifted youngsters of our district. on that even little people needed to have control I knew I was being challenged as a teacherover their lives. to learn and mature, to be the best teacher I "What is your objective?" How many times could be. I knew I was receiving more trainingthese words have saved the day both profes- than I ever had received at the university aboutsionally and personally. Clear thinking was curriculum writing and child psychology. Whatrequired and Jeanne would accept no less. "Growth is painful." We all learned that Ididn't know was how my life was being changed because of who Jeanne Delp was. from time to time, including Jeanne. Jeanne took me into her circle of lifetime "What you are may make people reflect learning and into her life. My family and I tookupon what they are not." This quiet reminder Jeanne into our hearts. encouraged us in difficult times.
Page 4 CalifOrnia Association for the Gifted 426 Escuela Avenue, Suite 19, Mountain View, CA 94(140 January 1994 Memories of Jeanne do not sortall children allowed her to continue inmore than once), she would call and themselves neatly into professional andthe GGUSD in other roles after she left say, "I just can't seem to find this in the personal categories. the gifted program. She was a princi- regs. Could you help me?" The con- As an administrator in the Gardenpal, director of instruction, director of sultants in the department seldom Grove Unified School District, Jeannecategorical programs and director offound it in the regs either (they make monitored and was responsible forspecial education. most of it up anyway) and told her they several million dollars in categorical Jeanne found the art of friendship would get back to her. Delp logic won state and federal monies. This sameto be a noble calling as well. On the wall out again. woman kept three checking accountsin her den is a poem by Felice Mancini. I see Jeanne in the thoughts you in three different banks. Balancing theThe poem was hand-stitched andhave shared with me this past week. As check book was not a strength, or atframed for Jeanne by Judy Felt. The you called, I jotted down your words. least not a priority. Jeanne would usepoem reads... There will never be another like her. one account one month, move to bank Sometimes, not to often, we reflect upon This is the end of an era for gifted educa- #2 the next month, etc., until the origi- the good things, tion and for us personally. nal account would be balanced and And our thoughts always center around reported by the bank. She took their She introduced me to my wife and I'm so those we101k'. thankful for that. word for the balance, corrected her book And I think about those people who mean She was a unique lady. when necessary and was on her way. so much to me Jeanne was highly respected in the She was a special guiding light in my life. And for so many years have made tile so She was a role model for peas I grew to be state and across the nation for her very happy untiring work on behalf of gifted and a professional woman without losing my talented youngsters. Through her ef- And I count the times I've forgotten to say femininity and loving care for people. "Thank you" forts and those of her colleagues, the She always insisted on specific praise and state of California became a leader And just how much Hove them. 1 want to specifically say how she worked across the nation in providing for the We can learn this lesson anew from with me to improve my praise-giving to unique needs of gifted learners. Jeanne, to take time, to take effort, to let students. She was one of the founders of thethose we love know it. Friends are truly She was a leader to be remembered. California Association for the Gifted.the rarest of gifts and should be cher- Site was a risk taker, for herself and oth- Her leadership, her guidance and herished. Jeanne cherished us as we Cher- ers. constant interest helped shape and de-i shed her. J.M. Barrie has said that God gave fine the organiza tion. Her in fluence co n- I see Jeanne in my many memories. us memory so we could have roses in tinues to this day. I know each of you have memories of December. God has given us memory The Association has designated ayour own. How rich we are to all have also so we can always have Jeanne special time during its annual confer-a bank of Delp stories to draw upon. with us. ence as the Jeanne Delp Lecture Series. I see Jeanne learning to shoot skeet I believe with all my heart that When CAG's desire to honor her in thisand having the sorest shoulder you can Jeanne is in a better place. way was presented to Jeanne severalimagine...but going rightback for more The rhythm that powers her new weeks before her passing, she wasthe next day. being is strong, regular and unfailing. greatly pleased. Speakers of special note I see Jeanne out on the desert road A nourishing spirit fills her new will be invited each year to use thatseeing just how fast this new car could being with energy, delight and joy. time to enhance and promote the edu-really go. No defect nor blemish marks her cationofgiftedandtalented I see Jeanne challenging the State new being. youngsters...a task Jeanne found wor-Department of Education in the most No pain limits her spirit. thy and noble. gracious of ways. If an edict from Sac- Jeanne is whole. Jeanne's ability to problem solve,ramento came down and Jeanne We will miss you, most dear and her clear thinking and her devotion tothought it was illogical (it happened special friend.
"Growth is painful." Jeanne Delp
January 1994 Calitarnia Association for the Gifted 426 1:seuela Avenue, Suite 19, Mountain View, CA 94040 Page 5 Who is Virgil T. Frey? by Jeanne Delp
Jeanne inspired the maverick in small Indiana high teachers, all the while encourag- school. Her judgment ing self-discipline. about Virgil T. Frey was that he was an I want to share with you this intolerable person. afternoon, a storya favorite "He notonly thought story of mine because it speaks he could teach social to all of us who are concerned studies and made a about theeducationof gifted stu- mess of it, but," so dents. It speaks of many things said the head of the but mo st particularly, I think this English department, story speaks to me, at least, of "he also thought he the qualities and conditions could tell us how to which are necessary for a suc- teach English better cessful MGM program. This is than we were doing. not my story. Itis James The rest of the staff in Michener'sstory.James this high school felt Michener, as you perhaps know, exactly the same way before he became well known as a writer, was aabout Virgil T. Frey. He not only insulted the social studies teacher in a small high school inmusic department, the art department, the sci- Indiana. He went to that high school followingence department, but above everything else, he on the footsteps of a young man who he learnedinsulted the P.E. department!" By this time had been fired for incompetency. So as youJames Michener was anxious to talk to the men listen to this modified story about Virgil T. Frey,in the P.E. department. When he did encounter I want you to be thinking, "Yes, but what's thisthat coach he said to him, "Tell me about Virgil got to do with gifted education?" I want you, asT. Frey." All the P.E. man would say was, "That you hear this modified version of Virgil T. Frey,sissy?!" to keep wondering, "What is she saying to us Ultimately, Virgil T. Frey's landlady be- that this story says about the education of giftedcame James Michener's landlady. And so with students?" This, then, with apologies to Jamesthis increasing curiosity about Virgil T. Frey he Michener, is "Who is Virgil T. Frey?" said to his landlady one day, 'Tell me about The first person that James Michener en-Virgil T. Frey. Did he ever date? Did he like the countered in that small town in Indiana whogirls? What did he do with his free time?" The spoke to him about the history and the reputa-landlady responded by saying, "Him? He tion of Virgil T. Frey was none other than thecourted like it was his sole occupation. He en- superintendent of schools. His comments tojoyed every minute of it. I think he finally mar- Michener were these: "That man was impos-ried someone from around here." By this time it sible to work with. He never got anything in onseemed apparent to Michener that the opinion time, he never took advice, and he had an ex-about Virgil T. Frey was unanimous, except he tremely poor professional spirit." The next per-still had this gnawing question inside of him: son who spoke to him about Virgil T. Frey was"Who is Virgil T. Frey?" the principal who, if you can believe it, was One day, early in the school year, he ven- considerably more blunt. But he did start out ontured into the far reaches of the corner of the a positive note. fie said to Michener, "You havedesk and he found the roll books of the previous a great chance here. Virgil T. Frey was a veryyear with Virgil T. Frey's name inscribed in the poor teacher. He antagonized everyone, he wasteacher's place. Just for the fun of it he took a constant source of friction, and I never hadthose roll books and he distributed the grades more dissension on my faculty." The next en-along a near normal curve. And what he d iscov- counter that he had with the reputation of Virgilered absolutely appalled him. There were eigh- T. Frey came from a woman of some years whoteen percent A's where there should only have was head of thtEnglish department in thatbeen eight. Furthermore, the B's were just as
Page 6 California Assot-ialion for the Gifted 426 Escudo Avenue, Suite 19, Mountain View, CA 94040 January 1994 skewed in the same direction. Thata sentence better than the English de- made him feel a little bit more comfort-partment ever thought they could. "Jeanne Pclp w,p, a friend a able. Finally, he looked further into theAnd," she said, "everyone liked him." mentor and an educator of closets of that classroom and he feltShe paused and Michener didn't know magnificent when he found two hun-what to say so he kept quiet. "None of the lughe-4 order bet au-,e dred and forty-seven term papers whichus likes your teaching very much," said -,he -.hared her pertiC appeared to have never been cor-Doris Kelly. "It's so very dull." and nr,ight through rected---and never, certainly, had beenMichener now tried to find the courage vhit h au,ed graded. At this point Michelle: wasto verbalize his question but the six- one to reflect and h. feeling very smug because he at leastteen-year-old beat him to it. "You're Her influence tva., -o corrected term papers. wondering aren't you," she said, "why perva-,ive that one ha.- a On that very afternoon as he washe was fired?" And the answer she weiong,, reflecting on all of this, one of his six-gave him was one word. "Jealousy." cow-cience and per,onal teen-year-old students, Doris Kelly, Alarmed and confused about what guide." whose father was on the school board,he now knew about Virgil T. Frey, entered his classroom. She chatted aMichener decided he was going to con- 1_1.1111(tVicoir, few moments and then she paused as ifduct an experiment. So in class the next tca,//r, (4,1_1.q) trying to find the courage to ask theday, the class in which Doris Kelly was question. Finally, she said to Michener,not a member, he stood before the class "May I ask you a question?" "Ofand he said to them, "Now that we arehigh school bringing with him several near the end of this first unit, I'd like toof the students. He dropped off all but review the big ideas of this unit." Heone and this boy said to him, "You "lean Ile Delp ha,-, made a paused, and then said, "You know, theknow what, Mr. Michener? Class has -.ignitit ant difterence in the way Mr. Frey used to." Immediately,sure been a lot better the last day or so. apt thow-and5 every member of that class sat up, hadMore like Mr. Frey's." "Was he really a of teat her-, -,tudent-, and their eyes full on him, and Michenergood teacher?" Michener asked. "I'll parent-. Having her a'- paused because he didn't know how say he was. I learned more from him, I mentor and a-- a friend ha,, Mr. Frey taught. So he said to one of hisread more books, and I liked it too. And had a protound and students, "Tom, will you take over?"furthermore," said this young man, "the permanent etto. t on me, Tom came to the front of the room,best thing about it all was that I learned both prole,,,ionally and pulled himself up to his five feet threeto trust my own thinking." Michener, inches, and said, "Okay, who willwho couldn't resist, said, "I thought he per,onall% .I ink-, her, hut dare?" Suddenly, that classroom which was somewhat of a sissy." "Oh, no. It's she all JINN av!, he with had been listening and quiet for several true he didn't like the P.E. department, me." weeks, came alive. One girl said, "Ibut he was not a sissy." Ho( tor(-0074mator will," and she made the statement that That night, after he had dropped k 12 P00/1//, and ,c)cites, Columbus came to this country moreoff his last passenger, he was so dis- CA,Lbi) for religious reasons than for commer-traught by the confusion of the judg- cial ones. Another student challengedment about Virgil T. Frey that he went that. Another one said, "You're bothto see Dr. Kelly, the school board mem- course," he said. "But you may not likefull of malarkey." Michener winced atber. And he asked him, "Why was Frey it." "Try me," said Michener. And thenthe word "malarkey," but he didn'tfired?" Dr. Kelly's answer was this: it came. "Why don't you teach like Mi..wince at the interest and the thinking"Frey thought education consisted of Frey?" "How did he teach?" askedand the drawing together of all kinds ofstirring up and creating. He made him- Michener. The answer that Doris Kellyinformation and the willingness toself very unpopular. He was excellent gave him was this: "He made every-stand and defend it. That discussionwith pupils but he made a mess of adult thing interesting. He taught as if every-was the best discussion James Michenerrelationships. To tell you the truth," thing we talked about was of the ut-had ever seen in his classroom. said Dr. Kelly to James Michener, "I'd most importance. Heal ways had a joke. That very night, following that ex-rather have Doris study under Frey He was not afraid to skip chapters inperiment, Michener was on his way than under you. She'd learn more in the the textbook. He could teach us to writeback from a basketball game for thelong run." Then Michener said to him,
January 1994 California Association fi,r the Gifted 426 I:scuela Avenue, Suite 19, Mountain View, CA 94040 Page 7 C "Tell me, Sir, did you concur in hisstatus of the funding. It is the teacherVirgil T. Frey was committed to acting dismissal?" And the answer: "I didn'twho counts. out his belief in kids in spite of the go to the school board meeting that I think secondly, this story sug-hostility that he as a teacher encoun- night. I knew that issue was coming upgests to me, that Virgil T. Frey was atered. He believed in those kids and and so I just avoided it. Frey was aman who dared to ask qestions, totheir learning and their needs; and so disturbing force but he also was a verytake risks, to see relationships betweendespite the stumbling blocks, despite great teacher." sacred subject matter and sacred learn-the put-downs he continued to act out As Dr. Kelly showed Michener toing experiences. No MGM program ofhis belief in kids. Mark well, even the door he said, probably in an at-any real merit will exist in an environ-though this is our thirteenth annual tempt to make Michener feel better, "Iment where no oneteacher, parent,conference, and even though in the State of California since 1957 and be- fore, we've been concerned about the "leanne 1)elp 111,111V, tinkitie \\ Thle to education of gifted kids, hostility to- Like an ()h et. tivc and tram. look It .'litildtiOn tinti \\ ith her 1.1,ter-than ward gifted programs and students still meteorik. ,111,1, of ',e1/111,4 the moment Lhorge ohe,tt.1.1 Illl \\ does exist. Virgil T. Frey recognized, as Ind nil\ 111111i!, ,he \\otild mord,t !Wilt heart,, we must recognize, that what he was anti pa,,ing-the-hut.k to introdii«, wpmmon I ler 4tial ;11 \ l\ and in fact, indeed what he did, caused \Lellent. e for fitted ,ttident, x1111 ma% I odd for t!,..tti.her-, of thc ,411ted others to reflect upon what they did not a,' \\ ell. do. Therefore, he encountered some hos- tility. That hostility, however, did not 10,11111e 10 . ed children. \\ horn kirmed ith en% it'd 1., deter him from acting out his belief in rrixt tedt hers. tinder,tood people, \\ nether L, or titt. 'The kids. \vas a tedt.her at heart anti bCC.11111:,110Vt.'d ,111d \ 111,Z, 111k111NLIOIthe A sixth suggestion that comes to )41t ted tarmk, of edlit.ator,,[1-trent, and children. me from this story was that Virgil T. `-te'wo my in,pration anti ,,Ort'IV Frey loved learning. His commitment to kids was to their learning. It is obvi- ---porothv Sp.k, t'rof-:or, Lamar 1.111ier,Itit,.1;caumclit, Tcla. ous, I think, that he used higher levels of intellectual operation; that he indeed wanted kids to challenge generaliza- should tell you, Jim, that the superin-student, administrator, governor, statetions. tendent feels the same way. He didsuperintendent and his stafftakes A seventh suggestion from this everything he could to try and keeprisks. Notice, I did not say cannot. I saidstory is that this was a resourceful man. Virgil T. Frey." does not take risks. What he did for kids in that small high Michener concludes his story about Third, I believe that his story tellsschool in Indiana did not require dol- Virgil T. Frey with this statement, "Ius that Virgil T. Frey saw learning as alars in order to get it off the ground. Do have never known a person so fascinat-process as well as a product. He judged you recall the statement, "I learned to ing as Virgil T. Frey. Not one memberthe results of his teachingby the actionstrust my thinking"? of his staff or any of his professionalof the kids not just by what they put on An eighth suggestion from this associates had a good word to say forthe paper. (Remember the term papersstory is that Virgil T. Frey was known. him. Not one pupil had an unkind wordand the grade book.) I am certain we could have walked on to say for him." Fourth, I think also, that Virgil T.that campus and asked where the social That ends, with apologies to JamesFrey had courage. He not only had it;studies teacher was holding his class, Michener, his story of Virgil T. Frey.he displayed it. He trusted the kids'and everyone would have told us Now, what does that story say to usability to learn apart from him. To himfrom the janitor, to the principal, to the who sit in this room? What signifi-there was not just one right answer. Hekids out on the track. l have visited high cance, what implications does it havecould accept divergent views. He hadschools and junior high schools and for those of us who have concerns andthe courage to confront the subjectelementary schools throughout this dedication to the gi fted? To me, at least,matter, the methodology, the estab-nation and indeed in this state. I would it says these things. First, i t is the teacherlished procedures. There are, I think,say, "I am here as,1part of a study to who counts, not the structure of thesome significant implications in that. visit such and suchyour gifted pro- school...not the administrative attitude. A fifth suggestion that this storygram. Could you tell me where I would Indeed, if you will in California, not thereveals to me was thatI know thatfind it?" "Well, let's see...I think you'd
"Never feed weakness." Jeanne Delp
Page S Califinnin Association for the Gifted 426 Esetieht Avenue, Suite 19, Mountain View, CA 94040 January 1994 10 have to..." and then they don't know. ciency and I've run a tight ship. But yet lesson plans a re developed for com- When a program exists in time and many have been strangled by its rou- fort and convenience. I have solved space it is known. tine. I have innovated but have left the many problems but I have failed to Sometimes the Virgil T. Freys are souls of children untouched. I have attend to so many more. lam proud to principals and superintendents. Some- claimed throughout educational be an educational leader, yet I am times they are teachers, parents, dis- circles my role as an instructional ashamed." trict office personnel. Wherever you leader yet I exert little influence on And finally, what you should have find them they challonge us. They chal- curriculum matters that confront me. been listening to today and talking lenge our concept of learning; they I have built an educational program about is the format for the future. I challenge our concept of education; that shines in the country, but I have salute the Virgil T. Freys in this room they challenge our concept of teaching; used it to beam iny accomplishments. those who are now, who once were, they challenge our concept of program; I have prided myself on the achieve- and I hope, will again be. But it seems they challenge our concept of the im- ments of my students, yet I've offered clear to me that the format for the fu- portann, of materials, and of the im- no access to success for many. I have ture is in this room and in our own soul portantof grades. I wonder, are there spoken of commitment, but I have searching about the Virgil T. Freys and any Virgil T. Freys here? maybe who been uncommitted. I have expected the paradox of him. Thank you very once were but are not now? Have you others to be overachievers, but yet I much. ever worked with any? And if you did, underachieve. I have carved a path how did you react? There's the super- tow:, rd professionalism yet my con- intendent who complained that he tributions to my professional organi- never got anything in on time or there's zation are so small. I define goals and the principal who talked about the dis- objectives for others, yet tolerate un- sension, or the department head with clear goals for myself. I live in a state resentment, or the board member who that prides itself on offering the great- avoided the whole issue. Or did you est education to each child, and I have react as a staff member who rejected chosen educational alternatives to the him and ridiculed him? Any successful masses. I am committed to planning, MGM program requires that we be but I spend the majority of my ener- Virgil T. Freys. gies reacting. I have striven for har- I cannot, however, leave this story inony with my staff to gain security without raising a question with you. rather than to tolerate imbalance so Who, in fact, caused the dismissal of that change ran take place. Children, Virgil T. Frey? Was it the principal, or the center of the school is not cry, and the superintendent, or the board mem- ber, or the staff, or perhaps the man himself? And I think there's a message there too. Each of us can be a better This poem of Ralph Waldo Emerson was a favorite of Jeanne's and was teacher, a better administrator than we hung above her desk. currently are and our commitment to To laugh often and love much; the gifted mu5t extend to the education to win the respect of intelligent persons and and edification of the uninformedbe the affections of children; they students, parents, board members, governors, or legislators. Virgil T. Frey to earn the approbation of honest critics and was indeed noble, but he was also a endure the betrayal of false friends; paradox. It is in his paradoxical aspect to appreciate beauty; to find the best in others; that perhaps the greatest messages come to us. to give one's self; to leave the world a bit better, To paraphrase and to modify, I whether by a healthy child, a garden patch, want to close by sharing with you a or a redeemed social condition; statement called Dichotomy--not writ- to have played and laughed with enthusiasm, ten by me but written by a director of and sung with exultation; instruction in a Southern California to know even one life has breathed easier because school district and tucked away in one you have lived- of those professional journals we never This is to have succeeded. read. "I have supervised a school with effi-
January 1994 California Association for the Gifted 426 Lscuela Avenue, Suite 19, Mountain View, CA 94040 Page 9
BEST COPY AVAILABLE How to Live Successfully With the Gifted Child by Jeanne Delp
This speech presents leanne's basic to identify whether it comes chro- beliefsabout gifted children, their aologically or sequentially in rela- characteristics and how to tion to other behaviors or atti- capitalize on those traits as par- tudeswhen gifted children only ents and educators. take in information. If you are the Tonight we're going to talk 4ft-*""1 01141k teacher of a gifted child like that, about how to live successfully desperately trying to get some evi- with a gifted child, and there are dence of this kid acquiring infor- a few basic premises I'd like to mation when he's at the absorp- tion stage only, you need to know share with you: Yg High-levelintelligence that not giving it back to you does not necessarily mean that nothing makes certain demands it- upon its possessor. is being absorbed. These demands of high-level intelligence If you are the father of a gifted student result in certain kinds of behavior. whom you see absorbing all kinds of informa- If you understand which behavior resultstion about the stock market, pro football, or from those demands, then there are somewhatever his particular interest happens to he suggestions implicit in that understandingat the moment, and the child doesn't ever talk to ,vhich determine how you treat or handleanyone about any of it, you begin to wonder situations so you live more comfortably withwhy. Why is it that the child reads, talks, listens gifted childrenwith less stress and lessand gathers all kinds of information but is un- arguing. willing to share it with anyone? This does not mean he is unsocial or unable to use the infor- There are curriculum implications in these niation or share it with other people in a conver- demands, and there are psychological im- sational way. The child may simply be in the plications and family relationship implica- absorption stage. I suggest to you that perhaps tions inherent in those demands. -,achersyou need to reflect upon whether or not the and parents of gifted kids need to be aware child is at the absorption stage. That craving for of this. knowledge, to the exclusion of some of the Any good textbook on gifted children willthings that you may think are more important have a list of characteristics of gifted students. for him to know, is a function of his intelligence. A large vocabulary is one characteristic, a long The child may often he frustrated with inac- attention span is another. Curiosity is another.tivity or lack of progress in what is being learned. So, while I'm talking about those kinds of char-Being asked to do things over and over again, acteristics that all good textbooks list, morethings that he already knows how to do, brings than that I am talking about twenty-five sepa- rate kinds of demands that, over the years, I've seen ascribed to gifted children because of the ft presence of their intelligence. One demand that a high level of intelli- le,innk l)riv,11 gence makes on its possessor is a tremendous Itvi' ,Ind hildrcn craving for knowledge and a need to feel a sense to hcio,Ilt', or ,b lot..,, not it( ,t1,1 of progress in what is being learned. That's .1x% .1T \ its111.011. more than just being curious. It suggests that 1,11'-,11,11li)1111,'-1 101 0111 titiiII It lod gifted kids, and indeed I'm sure you can verify IC.11111t 11.1(1 l'Itlh,1111t1 this in your own experience with them, are uurLII1111\ i'llfhcti tlttliN. individuals who have a tremendous fund of 1111 11111101.iI1.1 ..1 information and have a need to file it away. }..,11i It' They often have a need, at some point 'n their l'tflt !! life, to tell you everything they know. But there is also a certain timeand I've never been able
Page 70 California Asm w hit im for the Colted 42b Esiziela Avenue, Suite 19, Mountain Vu7r, CA 94040 limitary 7944 12 anger. This anger is reflected some- about this and therefore I need to get on times in refusal to do the work. This with it." doesn't necessarily mean that you fail What happens to a gifted kid like to give him or her a sense of the value of that, as a consequence of those intense education; it may mean that the child is interests, is that if he's had an interest in being given the kinds of questions au- astronomy since he was two, by the tomatically known so easily that he just time he is seven he'll probably have figures that it isn't worth the energy or already asked 52,000 questions about effort. the stars, the heavens and all things One of the things that a gifted pro- astronomical. At seven, he has a tre- gram needs to do is to provide some mendously larger fund of information ways for gifted kids to feel a sense of about astronomy than any other seven- progress in what they're learning. They year-old will ever have. Sometimes a should know where they were whenents to help kids who are extremelyteacher will encounter this child and they started in the subject and wherebrig:st to be aware of their progress.say, "I know this kid is interested in they're going. There are kindergarten You say to a five-year-old or a ten-year-astronomy." So the teacher gathers to- children who go to school knowingold or a fifteen-year-old, "Gee, todaygether a whole lot of material and brings how to read and add and subtract. Thisyou know something that you didn'tit to school and says, "Andrew, I know early reading ability is not because theknow six weeks ago." That helps theyou're really interested in astronomy, parents sat them down and taught themkid have some sense of progress inand so I've gotten together all of these how to read, but because .hey startedwhat he is learning. materials for you, and I'm sure you're recognizing McDonalds signs at age A second characteristic of giftedgoing to be really interested in them." three and could identify a Ford Granadastudents is the demand placed uponThe kid, the seven-year-old, looks the as opposed to a Mercedes at age four orthem by their intelligence todevour a teacher right in the eye and says, "I five. (I've often thought we ought to subjectto the exclusion of everythingalready know about astronomy." One have a new IQ test which would re-else. The interesting thing is that theyof the negative consequences of this quire the identification of cars. Giftedpick the subject. The teacher doesn't,demand of giftedness is that the child kids recognize the configurations ofthe father doesn't, the mother doesn't.may be seen as arrogant when he says, cars about as quickly asanyone I know.)The kid does. Maybe when he's seven"I know all about astronomy." Maybe Kindergarten kids who go to schoolyears old, it's the weapons of the Civilall that teacher has to say to him is, with all those kinds of experiences, per-War. The inclination of the adults"That's marvelous. I'm glad you feel haps reading without even knowing itaround him, who know nothing aboutthat way. If that's true then you prob- and being very familiar with numbers,weapons of the Civil War is to say, ably know what it is that Michelangelo get to kindergarten and they hate it."You'll learn more about this whenhad to do with astronomy." He'll tell They are learning things they need toyou're in the fifth grade or in the eighthyou Michelangelo is an artist. You'll know in order to get along in schoolgrade or tenth grade." His reaction issay, "I know, but he also had some- and indeed that may be true They dothat he needs to knownowbecausehe thing to do with astronomy." That sets need to have group settings and theyhas chosen that as the topic he's goingthe kid off and now he will go and find do need kindergarten activities, butto devour. What happens to a childout. these kids also need a feeling ofwho does that is that he is often seen to So the "I know all about astronomy" progress. Someday they're going to getbe persistent and stubborn. We thencomment is perhaps not a sign of arro- frustrated and often will react as onehave a ten-year-old who hasbeen read-gance so much as a reflection on the fact child did when he came home froming, talking, and thinking about weap-that these kids in their environment kindergarten the first day crying. Whenons of the Civil War for three years. Wehave a tremendous fund of informa- his mother asked what was wrong, hethink, "Is he never going to get off thetion about a particular topic, greater said, "They don't even know how toweapons of the Civil War?" The conse-than anyone else they've ever encoun- add in that school." His frustration wasquence is that lots of times teachers andtered.These are kids whose intelligence not so much with the cutting of paperparents alike keep trying to bring indemands that they makeobservations or playing with blocks, hut with the factnew books, new topics and take him to and see relationshipsabout all kinds of that he was not learning anything thatdifferent kinds of museums. But thatsubject matter. They will do it about mattered to him. The questions, thekid is sticking to weapons of the Civilimportant, significant things in school, curiosity, and the craving for knowl-War as if his life depended on it. Adultsor they will do it about adult behavior, edge are characteristic demands madeoften view that as stubbornness. I'mor insignificant and unimportant things upon owners of high-level intelligence.suggesting to you that it is, perhaps, aboth at school and at home. It is,I think, an obligation of schools,function of intelligence and a demand A favorite story of mine which il- programs for gifted students, and par-that must be met: "I need to know alllustrates this has to do with a gifted
January 1994 California Association Jr o the Gifted 426 Cseuela Avenue, Suite 19, Mountain View, CA 94040
1.3 BEST COPY AVAILABLE and she thought for sure that he wasmaking observations and seeing rela- really hearing her this time. She talkedtionships about behavior that you'd longer and went on and on. He stillprefer not mentioned, perhaps that's a kept his eyes on her face. When sheclue that there may not be enough go- finally stopped for a breath, he said toing on in the academic or learning set- her, "You know something? It's theting for observations and relationship lower jaw that moves, ain't it?" comments that are appropriate. He had not heard one word that Gifted individuals place very high she had said to him, but he was makingstandards on themselves. They have a observations, he was seeing relation-sense of insight coming from this high ships, and he was commend ng on them.level of intelligence that says, "I ought That same kind of need for makingto do very well." A consequence of that I observations and seeing relationshipsdemand is that the child often starts an is a demand which gifted kids mustassignment and gets part way through meet. and then thinks that this isn't good It can operate in other ways. I'menough. So he tears that paper up and child in the Los Angeles City Schoolreminded of a five-year-old who lis-throws it away, starts over, gets an- System in the '30s. There wasa particu-tened to her mother talk about a newother idea, starts over, gets halfway lar classroom organized for these kids,refrigerator. One of the things that I through that, and decides to start over. and they had the opportunity to arrivethink we certainly know about giftedNobody is standing there insisting on a by streetcar. The teacher of the classchildren, certainly in middle-classstandard of excellence other than the told me that one of these kids washomes, is that their mothers talk to themgifted students themselves. always late on Tuesday mornings. Ita great deal. So, she had talked to her Another consequence of this sense wasn't enough that he was late, but hedaughter about a new refrigerator andof "I have to do very well" is that gifted came in carrying pieces of alarm clockshow she had all the information aboutchildren seldom feel really successful, and other kinds of broken objects, some-where to get the best buy. times a two-by-four, or sometimes the When Dad came home she pro- head of a hammer, broken pictureceeded to tell him about how she looked frames, or a part of a musical instru-in the newspapers, had gathered all this ment. There was chaos in the class-information, and here was the place to room because he had to tell the classget the refrigerator for the best price. everything he had seen. The teacherShe said all this to her husband after he found out the kid was late becausehad picked up the newspaper and sat Tuesday was the day the trash was outdown to read. He made some strange and thought, "Well, that's probablysound from behind the newspaper. She good for his curiosity." She talked tokept talking and got no response. So the him about getting his own alarm clockfive-year-old gifted kid in that house and getting up an hour earlier. Shewent up and pulled her by the skirt and tried to do all the kinds of things tosaid, "Hey Mom, don't you know youand that is kind of a tragedy. It happens accommodate that need of his, but noneshould never talk to Dad until after he'sto them because they sense how much of it worked. finished the newspaper?" The child hadthey don't know. It happens to them So, finally, one day he came in onmade that observation after five yearsbecause those adults around them who Tuesday late and upset the entire class-of living with her father. The motherknow them to be gifted and bright ex- room again. She took him into the cloak- had lived with him longer than that butpect so much of them. I can recall a time room, because like all adults who work had not yet put all that together. in the California State Study in the late with very bright children and try ev- Now it has a tremendous impact on'50s when the law made it possible for erything in reasonable fashion, she hadyou, at thirty-five, when it's a five-year-school districts to get some financial arrived at the point where she could noold kid who points it out to you. Theassistance for gifted programs. We longer be reasonable. She began to lec-consequence of making observationsasked 26 gifted eighth graders in a spe- ture him about his sense of responsibil-and seeing relationships and comment-cial program in northern California ity or lack of it, his lack of considerationing on them can be viewed as either awhat subject they would choose if they for other human beings, how she hadpositive or negative behavior. I'm sug-could choose anything they wanted to tried to cooperate with him and why gesting to you both as parents and teach-learn more about. Every one of them couldn't he understand that she wasers that if indeed that is a characteristicsaid something like this: "I'd really like trying to cooperate with him. He lis-of the gifted student who lives with youto know more about atomic medicine, tened to her with eyes glued to her faceor works with you, and you find himbut since I'm not very good at art, I'd
Page 12 California Association for the Gifted 426 1:seuela Avenue, Suite 19, Mountain View, CA 94040 January 1994 BEST COPY AVAILABLE 14 better take art" or "I'd really like toI said to him was, "That's very interest- "That's true. I notice that when you go know about physics, but I don't do tooing, David. What evidenced° you haveto bed at 8:30, there's water, books, this well in English, so I suppose I'd betterto support the fact that I'm wrong?" Heand that, and it is 9 o'clock before you study English." wrinkled up his very small foreheadgo to sleep. Tell you whatI'll make a Here are kids who are given theand said to me, "I don't know whetherdeal with you. Let's try going to bed at opportunity to pick anything they want,you call it evidence or not, but my dad9 o'clock for a week, and if I don't have with no holds barred but they're stilland I were traveling in Kansas last sum-to get after you in the morning to get conscious of what they don't know.mer and there was a truck in front of usyourself up and off to school, we'll live They don't choose the thing they arecarrying sugar beets. My dad lookedwith 9 o'clock." What often happens is most interested in, but they choose whatup and said, 'Hey, there goes a truckthat the kid has challenged a generali- they think they need to improve in. farmer .'" One of the things we've done, as I said to him, "David, I think it is adults, is to assume that because a kidjust great that you remembered that has been identified as gifted, he or sheexperience and that you could relate it is equally gifted in every area. Whileto my comment about truck farming. the reality may be that they could beI'm glad you shared it with us, but I am equally gifted in every area, they prob-looking forward to the time when you ably are not. If you are fascinated by art,can learn to tell me that I'm wrong in a any art form, and you give all yourmore socially acceptable manner." But spare thinking time to that, then youyou see, his intelligence didn'tsay "chal- are obviously going to neglect f6rmallenge generalizations politely." It just mathematics because you don't havesaid "challenge generalizations." We time for it. It may not be that the childas adults, as parents and teachers, have would not be successful in math, butan obligation to help kids learn how to rather that his interest and personalitychallenge generalizations in such a way lead into other kinds of choices. that they don't alienate the people they Gifted kids are also individualsare questioning. I wish we had a few who question generalizationsand chal-gifted Senators around, or Governors lenge them. I think school teachers andor legislators who would challenge the parents are given to making generali-generalizations about income tax, about zations. You may have encountered ahow we raise taxes to support our gov- situation similar to this one which oc-ernment. I wish we had more gifted curred when I was teaching fifth grade.scientists around who would challenge I made the statement that the only placethe generalizations about smog, who in the United States where truck farm-would challenge generalizations andzation that indeed needed to be chal- ing was carried on was in the Imperialget large sums of money for researchlenged. Valley in California. I knew that to begrants to solve some of these problems. There are also individuals in the true because that's where I was raised. As an adult who lives with a gifted,zifted population whose intelligence One of the gifted kids stood up in thekid, you will find your generalizationsdemands that they should be creative back of the room, pointed his finger atbeing challenged, as indeed you should.and innovative, seeking unusual and me and said, "Miss Delp, you're"How come I have to go to bed at 8:30unique ways of doing certain kinds of wrong." when I don't go to sleep until nine?" Ifthings. Now whenever you talk about I had several gut level reactions toyou respond to that challenge by say-creativity, you really need to define it. that. Something went through my guting, "At your age in this house, you goWhat I'm really saying here is thatgifted and my head like, "Too bad this kid hasto bed at 8:30," that kid is going tochildren have a demand placed on them been raised by parents who have nevercontinue to challenge that generaliza-by their high-level intelligence not to taught him to respect authority." I didn'ttion. The challenge is not so much todo things the way everyone else does say that to him, but I'm sure that mustdeny your authority on bedtime as it isall the time. That includes such things have crossed my mind. A second thinghis intelligence saying, "Here's a gen-as how you make your bed or how the that probably occurred to me was toeralization! Let's have some evidencedishwasher should be stacked and un- say, "Sit down, David, I'm teachingto the contrary. Challenge it!" loaded. There is, you know, for most thisclass." I didn't say that either. What You might try saying to that kid,adults only one way to stack a dish-
"When what you are makes others reflectupon what they are not, you get hostility." Jeanne Delp
lanuary 1994 California Assivialion fin the Gilled 426 1:scuela Avenue, Suite 19, Mountain View, CA 94040 Page 13 1 washer, but that's not true for giftedworld, and they do that in a positiveinterests are wide, expansive, covering kids. So you say, "I've told you forty- way. They tune out all the arguments ofa wide range of topics and often puz- two times not to put the pots and panslittle brothers and sisters and continuezling to parents. "How come," says the in the bottom." And the kid says, "Thisto do the work theyconcentratingfather, "this kid who lives in a house is polyurethane. It doesn't melt at suchon. This ability also can shut off some-where we are athletically inclined has and such a temperature, and I don't seeone who doesn't want to be shut off. Sotaken up an interest in Picasso? I don't why I can't put it up here." If you wantyou see the second grader or the fiftheven like Picasso." Next week, or three to live with that kid unsuccessfully,grader or the tenth grader who's sittingmonths later, it isn't Picasso any more, you fight him on every challenge of aover there looking like he is doing noth-it's now the statistics related to field generalization he makes. If you want toing, and you say, "Jimmy, it's time tokickers in pro football. live together successfully, I think you'll Let me share with you the range of learn to listen to the generalization chal- experiences of one kid. Parents with lenged and then decide whether or not "1962.1 va,, nine r.tr, old these kinds of kids think, "Is this kid it ought to be modified. %viten walkeLl throug,h never going to settle on one thing?" Let me share a story with you about that clo,,rok)rn door. Contrast this with the parents of a gifted inventive and creative ideas on how to 1-0110xv me: '.la mid kid who sticks with one thing forever. mow the lawn. I know some gifted kids we did Did ,Th know how Here is the comment of a girl who who have been taught that you mow ,she honied our lives' Or wrote a paper on opera and we asked the lawn across just like this, back and her why. "Well, in the first place I really flow. I-lilt hoar her in the forth. Then they begin to do it in zips didn't want to do it on opera. I wanted ot men and w omen and zags or they write words or make to do it on philosophy, on beauty, you designs. The point of all that is that it's w he dream ot ,,omething know like Marcus Aurelius, Plato, a dull and boring job. The gifted set out different. ,oniething Aristotle, Kant, what the great philoso- to find ways to be innovative in their better." phers' points of view were, what they approach to ordinary kinds of things. felt made someone beautiful, beauty in Whether that is always a positive con- ICA1 quLient the arts, drama and dance, stuff like sequence is not the question, but the that. But then I looked all through both reason gifted kids challenge things and sections of our library, and I saw one take creative and innovative ap-set the table." No response. "Jimmy!"little tiny book section called opera- proaches to ordinary experiences isyou say louder, "It's time to set thetional philosophy which didn't give because of the demand that their intel-table." You get maybe a movement of ame a bit of help. So I went to another ligence places upon them. shoulder. Then if you're like the rest oflibrary and they didn't have anything. These are kids who tend to be seri-us, you yell, "You heard me the firstNot anything. I could have gone to the ous minded, which is not to say they dotime!" He says, "Uh huh," and sits.college branch library except I didn't not have a sense of humor. They do. ButFinally you have to go and touch himhave any way to get down there, and it they are interested at a very early age inand say, "Get up and set the table." was ten miles away. So I did not do it on world affairs, things adults talk aboutOften as adults we react to that as if thatphilosophy. I was then going to do it on at dinner tables, and they have a greatkid has deliberately defied us by hear-architecture, but the teacher said it deal of knowledge and informationing us and ignoring us. I'm suggestingwould be better if I did it on something about those things. They are the kindsto you that the power of concentrationsimpler because architecture involves of kids who will write, very early, state-and the demand to concentrate on some-the same theories that philosophy in- ments about a philosophy of life thatthing at the time is so great in these kidsvolves, and why didn't I wait until I will lx, for most of us, amazing. Oftenthat they have the ability to be utterlycould go into philosophy. So I decided we suspect, certainly as teachers, thatabsorbed in a task with much longerto do it on ballet. Then all of a sudden I they must have gotten this from homeattention spans and to resist all kinds ofsaw this whole great big section of books or some place. That's a kid who prob-interruption. Therefore, you may savethat just glared out, in bright red and ably doesn't remember io make his bedyourself a lot of anguish if you forget allgray letters...O- P- E -R -A. It just caught every day or to hang his clothes up, butthose steps in between and walk overmy eye, and I said, 'A ha, I shall do it on who nevertheless has some very seri-to him, touch him on the shoulder andopera!' And that's why I'm doing it on ous aspects to his personality and hissay, "Jimmy, you will have to get upopera." being. Those arc, I think, a demand thatnow and go set the table." Then you've That is an example of how a gifted his intelligence makes on him to ex-broken his concentration; your voicechild can move from one thing to an- press some serious-minded concerns. has a whole different quality, and per-other very easily. She didn't have to be These are also individuals whohaps that will help to make living withso totally committed to one particular have tremendous powers of concentra-that kind of concentration power easier.kind of thing, and she explored inter- tion. They can go and shut off the whole There are gifted children whoseests at a maturity level well beyond her
Page 14 California Association for the Gifted 426 Escudo Avenue, Suite 19, Mountain View, CA 94040 fanuary 1994 BEST COPY AVALA5LE 16 anyway.' chronological age. When very youngsee this at home if youhave a workto tell me that, but thank you Now every single time he comes to any gifted children have interests that areschedule for sharing home responsi- bilities. When this kind of kid is givenword that comes out of Greek mythol- well beyond their chronological age, syllables, concerned aboutthe same task over and ever again, heogy that has more than two we often become very he always turns to me and sarcastically them. For example, the seven-year-oldsoon begins to resist by notdoing it. A gifted kid is an individual whosesays, 'How do you pronounceit?' I just who is always down the street talkinj, don't think that's going to be beneficial to the retired admiral who raises or-intelligence says to him, "I need time to chids and who is fascinated with thework alone. I don't always want to beto me." on committees." Sometimesthat both- I have to tell you, I agree with that whole process of hybridization and kid. I don't think he needed that expe- what happens when you cross this kinders teachers. Sometimes itbothers par- ents because the kid needs time alone,rience. He had learned how to correct of orchid with that kind of orchid. The insulting, and admiral w; to raises the orchids hasbut it is because his intelligence de-an adult without being mands it. There are lots of thoughtshe had done it. But that teacher's imma- talked to him about Mendelian laws, turity made it impossible for him to and you think, "Is this seven-year-oldrunning around in his head. He needs time to think about them, to sort themaccept that child on any kind of decent ever going to play with other seven- basis. So, we got the student out of that year-olds?" He has such interests at aout, and to put them into categories. So class. Right or wrong, I think that high- maturity level beyond his chronologi-if you are an adult raised in an era when level intelligence says to the possessor, cal age that he will generally have toa kid alone meant thatsomething was "Be intolerant of stupidity, particularly find older kids to talk to about his inter-wrong, then you need to reassessthis ests. We have to keep that in mind aschild and what he is doing with thiswhen it masquerades as authority." kids"alone" time. Is he or she reading or The gifted child also has an intelli- we evaluate the interests of our gence which suggests to him toseek and the kinds of topics they pick insitting and doing nothing? According to the work ethic we've all had toliveorder, structure, and consistency of school which often are not the topics under- that we assign to their age level. Weby, "doing nothing" (or seeming to) is asome kind. The child wants to stand why things are the way they are need some flexibility in assignments sohad thing. For gifted kids, uninter- that gifted kids with unique interestsrupted time to think, to read, to absorb well beyond their chronological ageis one of the demands that their intelli- "I tirk coriou,, note- during will have some basis for selection. gence places on them. They are also individuals whose my tir-t gitted These kids are generally sensitive education from leanne rn to some of the values of honor,truth,intelligence tells them to be intolerant and other things that you and I haveof stupidity, particularly when it mas- 1'464. I referred to tho,,NN\ valued for a long time. They will re-querades as authority. That sometimes not,r, often m the nest spond to those things in literature; theyhappens to gifted kids. I know a high upteenCdr.. that even will take strong stands about integrity,school student with an intense interest today, ,Orr17t film\ y honesty, living up to certain kinds ofin mythology. It was he who taught me later, I,-.U11 recall rant of the virtues; and they will be extremely criti- that there was something other than material and itr-, pr-t cal of adults who live in the real worldGreek mythology; as a third grader, he relevant today with modifications of standards. Thesetalked about Nordic mythology, Ro- kids are sensitive to our value systems.man mythology, Indianmythology. When he was a ninth grader in an hon- 10 um. it, oc,,,Imator They are also individuals who will tcincri ()range' resist routines. Intelligence seems toors program, he called me up oneday Carlo' I ditiatioll say, "I don't have to do this overandand said, "Miss Delp, I'm in this class over all the time. I can't stand it."Theythat I don't think is going to be benefi- resist drill in school. They are the kidscial to me." I said, "What evidence do who will look for new ways to do mul-you have to support thatconclusion?"and why people are the way they are. tiplication tables. Sometimes, if school He said, "Well, the other day theThis particular demand of intelligence is not interesting for them, they want toteacher was talking about the Greeksmost often gets him into conflict with do their homework in code. They writeand talked about 'MED-ia'. I said toadults. Adults have learned to modify their names in code, a code they made him, 'Mr. So-and-So, I believe I've heardbehavior in order to get along in the up, and they don't give you the secret.that pronounced Me-DEE- ah.' Theworld we live in. These kids are always When they have to do drills, they do itteacher's response was, 'Thank you veryquestioning that; They are individuals all in their own unique ways. You maymuch. I don't know that I needed youwho do critical and evaluative think- . . . "Pay close attention to your intuitionyourgut feeling." Jeanne Delp
View, CA 9404(1 Pace 15 January 1994 California Association for the Gifted 42o rsitiela Avenue, Suite 19, Mountain ing. They are always saying to them- These are kids who are very re-find ways to do that. selves and often to all of us, "Wouldn'tsponsive to "underdog" causes, and in The gifted child is also an indi- it be better if... Wouldn't it be better if, school they often take political posi-vidual who may be outstanding incer- instead of going skiing every singletions supporting things that parentstain general areas and only average in Christmas, this family did something may become very upset about. This issome. They are individuals who have a else?" And you say, "Well, we've al-not because they are defying the politi-learning pace of their own. Sometimes ways gone skiing. Everybody likes tocal position of the family, but becausethere is such a thing as a slow-pace ski." And that kid's evaluating. Criticalthey are sensitive, empathetic, andre-rapid learnera kid who is exceed- thinking can be seen by adults as "pick-sponsive to underdog causes. ingly meticulous about acquiring in- ing at you" when it is really aresponse They are individuals who havea to a demand that his intelligence is formation. Yes, he can learn concepts need, a demand, to have their intelli-well above the chronological age. And making to look for better ways to dogence responded to. We've often askedyes, he or she can read materials that things. As a consequence of this de-parents who are having difficulty withare much higher than the reading level mand, very often he is conceived to be, the gifted kid at home, "If you were inof other kids the same age, but it is done and indeed is, critical of others and ofthis same situation with avery bright himself. in a meticulous, slow way, and we need adult, how would you deal with it?"to recognize that. These are kids whose intelligenceTreat the gifted youngster like an intel- So how can parents and teachers causes them to be rarely satisfied with ligent person rather than an intelligentlive successfully with gifted kids? the simple and the obvious, and they child. An illustration which will make Keep in mind that they are indeed tend to overcomplicate simple things.this clear comes out of one of Haim gifted. That means a unique ability When you know that about these kids,Ginott's books. An adult hasa neigh- to learn, but they are also children. and you are teaching them subject mat- bor who comes over to visit, sits down You should love your gifted childas ter like math, you can say to them ahead and drinks coffee two or three timesa a person, not for any achievements, of time, "This is a very simpleprocess.week and always leaves her dark glasses and the child should know, really Don't try to make it more difficult."on the table. What do you say to her as know, this. Then the kid listens differently. she gets up to leave the table? "Helen, You need to keep in mind thatyour There's an item on one of the intel- your glasses." reputation does not rest on how well ligence tests used to identify gifted kids You don't say to her, "My gosh, your child does in school. which sets up a certain situation. The you've been coming over to this house Remember to talk to the child, not at kid is all dressed up, his family isget-every day for six months and you al- him. ting ready to visit grandmother, andways leave your glasses!" You don't do his mother says, "Why don't Respond to the gifted child as an you gothat to an intelligent adult, butyou do intelligent person. outside and start walking down the it to kids all the time. If they forget their Accept the fact that the giftedmay road, and we'll pick you up aswe leave.lunch money, you harangue themabout But don't go off the sidewalk. Don't indeed have different views from goit. If your husband forgot his briefcase, yours. into the woods." So the kid goes out theyou would say , "Sam, your briefcase." Respect curiosity as a value to be door and comes back in avery fewwouldn' tyou? You wouldn't say, "This rewarded. minutes, carrying his shoes and hold-is the sixteenth day in a row I've told ing his nose. In this story the mother Remember that the best gift youcan you not to forget your briefcase!" Gifted give your child is to help him de- take, his new shoes and his clothes and children's intelligence demands that velop self-discipline. burns them in the fireplace. Then the people respond to them at a level equal Remember that this gifted child is tester says to the kid, "What do youto their intelligence. If adults are to live suppose happened?" not now more valuable in your home and work successfully with gifted kids, just because the school has identified Very gifted kids will sit andpon-they need to keep that in mind. him or her as a gifted student. der and ponder and ponder and will Gifted children will seek out their very often say, "I don't know." The What I've tried to share withyou mental peers, whether they be childrenhere is designed only to giveyou some psychologist, who knows gifted kidsor adults. and how they overcomplicate simple .!ew parameters and ways in which to They tend to be friendly and out-view the behavior of gifted students, things, will very often say, "Well, okay, going. That doesn't mean necessarilyboth at school and at home. Finally, you don't know, but tell me the first gregarious, or that there's no such thingremember a quotation from Anatole thing you thought." And the kidsays, as a shy gifted child. Gifted childrenFrance in terms of howyou deal with "Well, he probably ran into a skunk."generally need to be part ofmany types The point is that that answer gifted kids. "The error of enthusiasm is seems soof groups, which may not necessarilymore valuable than the wisdom of in- obvious and so simple that the child's be the group you, the parent,may pre-difference." thought is, "They can't possiblymeanfer. They need a variety of kinds of that." people to interact with and they will
Page lb Cai 401 A,c0Clai 01 pr the Gifted 426 1:seuela Avenue, Suite 19, Mountain View, CA 9404(1 January 1994 18 The Demands of Giftedness
1.To crave for knowledgeto satisfy the need to feel progress in what he is learning.
2.To feel the need to focus on or devour a subject. 3. To make observations; to see relationships.
4.To place high standards on himself.
5.To be creative or inventive; to seek an unusual or unique approach to an assignment.
6.To question generalizations.
7.To be serious-minded; to be intolerant (usually) of foolishnets or silliness.
8.To concentrateto become totally absorbed in a task; to have a longer attention span.
9.To explore wide interests at a maturity beyond his chronological age.
10.To be sensitive to honor and truth.
11.To express ideas and reactions. (Sometimes seen as argumentative.) 12. To resist routine, drill; to require unique ways of pursuing drill. 13. To work alone.
14.To be intolerant of stupidity.
15.To seek order, structure and consistency.
16.To do critical, evaluative thinking. (May lead to critical attitude toward self and others.)
17.To he rarely satisfied with the simple and obvious.
18.To be impatient with sloppy or disorganized thinking.
19.To have his intelligence responded to. 20. To seek out his mental peers.
21.To be friendly and outgoing. 22. To use his power of abstraction; to see and point out cause and effect relationships. 23.To have time for thinkingsolitude. 24. To pursue a learning pace of his own. (May be fast or slow.) 25. To be outstanding in several areas, but 7-rerage in some.
January 1994 Cab Wrma Association for the Gifted 426 1:seuela Avenue, Suite 19, Mountain View, CA 94040 Page 17 1:2 . Strangers Among the Gifted-The Underachievers by Jeanne Delp
TI u' gifted underachiever has always been a puzzle IQ of 145. He can't o- won't stay at a task very to everyoneeven Jeanne Delp. long. He has a tremendous fund of information, What we are talking about today are thebut he doesn't very often choose to share it. He strangers among the giftedand I want to be-has an interest in unidentified flying objects gin that by capsulizing for you in some veryand he reads and thinks about them often. He short statements the things which we tradition-expresses his ideas very well, but he almost ally and historically, and I believe convinc-never finishes an assignment. He's a wanderer ingly, say about gifted kids. Listen to themin the classroom. You may ask him to sit down because I'm going to contrast them later. and he will, but within a very few minutes he is The gifted are great. They are eager to learn;up and wandering again. He almost always they are curious; they are independent work-starts assignments, at least the reading and the ers; they like school; they have intense interestsresearch and the data gathering part, but there and a well-developed sense of humor. They areit ends. His parents are usually eager for him to interested in many things and do almost every-do well in school and have expressed concern thing well. They challenge generalizations. Theyabout the fact that he is not productive. He is the have a need to do assignments in creative andyoungest member of his family. He has two innovative and unusual ways. Oh, once in aolder sisters and one older brother, and those while they procrastinate and do things at thethree children in that family have always been last minute. To he sure they occasionally areproductive. He is well-liked, but the kids do get exasperating, but they are overall great!annoyed with him because he goofs off. They Capsulized, that concept of the gifted is oneoften say to him, "How come you never do your which we most often express. We talk of thework?" gifted as if they are all alike, and yet in reality, He once gave a spectacular report on UFOs, it seems to me, the gifted are the most complexbut he never turned in the written outline that and idiosyncraticthe most unlike one anotherhe was supposed to have. When tested orally, of all human beings. he demonstrates knowledge of math and his- Now having said that on the one hand theytory and English skills and so forth. So obvi- are great and on the other hand talking aboutously, this stranger is absorbing information. A the complexity of the gifted, let me warn youreading test -not what he does every day in that I think we must he cautious with generali-readingreveals that his reading level is three zations. Alfred North Whitehead says, "Seekyears above grade level. His former teachers simplicity and then distrust it." The gifted ar'2have referred to him as a good kid, but lazy. great, but among them walk some strangers.Teachers love to talk to him. When pressure is The word "strange" suggests unfamiliarity. Ifapplied by the teacher to complete the assign- you look it up in Webster's Dictionary, it will ment,it does not work. say "a person with whom one is not acquainted, Now that represents, in another capsulized an intruder, a foreigner: one who is ignorant orform, an underachiever. Representative of the unfamiliar with a specific objective." The syn- onym, of course, is "odd," meaning a departure from the normal or regular. Now most people leanne",-, (Linty (It integ- that I know keep those definitions in mind, ritk and tot iv- cLiticatek.1 and those suggested definitions, an intruder, a for- in,Tired 0,enerahoir, of eigner, ignorant with the unfamiliar or specific objective--most people that I know, including parent,. and prote,o-ional,.. I ler educators and parents, seem to he most com- rnarkindelible and live. \\it hin fortable with what they know. We fear the ill-lie huh lied .11 I
unknown. The unknown is strange, and the \1.111r, 1), strangers among the gifted--who are they? 11:.1 at By way of definition, let's talk about Mark. He is a stranger among the gifted. He has a Billet
Page 18 Califi» rrio AssIviatilm pr the (3 ittoi 420 1.seuela Avenue, Suite 19, Mountain View, CA 94040 January 1994 20 strangers, Mark is an underachiever.formers have one area of expertise. He He's in the MGM program, and that'scomplains oftenthis underachiever, inexplicable. He's odd. He's a depar-this strangerthat his parents nag him ture from the normal regular giftedabout getting his homework done. The kid. He is unfamiliar with how a giftedstranger among the gifted is often late kid is supposed to perform. He intrudeswith assignments, late in getting to class upon our concept of ourselves as suc-on time and we the teachers think that cessful teachers, administrators of thewhat this kid needs is to be challenged. gifted programs, or as successful par-Ever heard that? ents. He is, in fact, a stranger among the If the gifted kid isn't performing, gifted because he meets all of thoseyou just get the right assignmentI've criteria. said it myselfand you lay it on him We must, Ithink, establish hereand he will takeoff like lightning. When what we mean when we say under-you do that to the stranger among thewhy is what we must focus on. achiever, and I need to clarify that forgifted, the underperforming kid, he just There are four categories of kids you. I think there are in reality -rery fewgets more irritable. He is a poor sport,who become or choose to become un- and he blames others for his mistakes.derachievers. One of them is the tiny He dislikes personal responsibility. Hearea which is not a matter of choice: 'k'anne retti,,ed to build works at tasks. He works at them, butphysiological limitations. They may protective alk around he doesn't complete them. He gener-have vision difficulties related to per- her.elt; therefore ,he ally waits until the last minute to doception, or they may have hearing defi- lovcd ,.ompleteb,telt anything. He has very little insight intocits, or they may have some neurologi- inten,,elv and reTonded himself or others. He is sensitive, ex-cal problems which affect attention span hone,th ho4-e thi!, tremely sensitive. For a kid who ap- and their organizational abilities. They path \villinglv, knowing pears not to care, he is very vulnerableare often bed wetters. They may be able toll ho\v vulnerable it to the disparaging remarks made abou tto spell very well orally, but they can't mode her.'. him by other people. He deals withdo it as well in writing. Their handwrit- stress in infantile ways; when stressing is unbelievably bad. They are hy- 11,11 occurs, he is inclined to cry. He criesperactive and often very verbal kids. \III, It ,111 tit often whether he's fourteen or ten, orAnd you would say to me, "You're six. He doesn't trust his own thinking.describing an ordinary educationally He may often say, "I have this idea:handicapped,minimallybrain underachieving gifted kidskids whowhat do you think about it?" Then youdysfunctioned kind of kid," and I would when tested in some form don't giverespond to it positively but he neversay to you, yes, among the underachiev- themselves away and indeed show usdoes anything with it. ing gifted group there is a very small that they areabsorbing information and Now how did we get to have strang-percentage of kids who are under- that they are productive in terms ofers among the gifted? What made Markachieving because of that reason. That learning. But this kid I'm taking aboutthis way? Should we worry about thatis not, however, the primary cause or is an underperformer. He will not or hegroup of kids who are strangers amongthe cause upon which I think we ought does not or he cannot perform in thatthe gifted? Maybe a way to answer thatto focus our energies. classroom the way you, the teacher,is to loo'c at who we are talking about. A second cause identified in the and I, the coordinator of the gifted pro-Eighty percent of all the kids who areresearch is the sociological cause gram, know that a gifted kid is sup-underachievers are boys. again a very small percentage. Peers posed to perform. So he has the intelli- We who talk about opportunitiesand neighbors and parents in this kind gence and we know it. We see evidenceto develop the potential for all childrenof a setting devalue education, so this of it, but he is not using it. had better worry about these strangers.kid grows up, even though he's gifted He refuses to study. It appears thatHow did he get that way? Underachiev- and even though he has tremendous he refuses to take school work seri- ers are made, they are not born. It is notcuriosity, he grows up in an environ- ously. He has a poor tolerance for frus- the first-grade teacher who created him,ment in which learning is not valued. tration. He can't stay at a task veryit is not the principal of the school who In fact, it may be put down. Being inter- long. Wha t do we say about gifted kid:;?created him, it is not a had MGM pro-ested in school becomes akin to being a They've got a long attention span. Whatgram who created him. Underachiev-sissy. That is another minuscule reason about Mark? He has a fascination forers are madethey are not born. Un-for some underachievement. UFOs and he has a long attention spanderachieving is the student's choice. To A third may indeed involve the for that. He only tries the things that heme that is a frightening fact. He choosesschool setting. It takes a certain kind of knows he can do well. Most underper-to become an underachiever and theenvironment in any learning situation
January 1994 Cali forma Association for the Gifted 42o Escuela Avenue, Suite 19, M untain View, CA 94040 Page 19 21 BEST COPY AVAILABLE for a kid to know that asking questions A second category within this emo-motherthose are my termsis the is important, remembering facts is im-tional environment is that the family ismother who is so pleased that her kid is portant, being able to do problem solv-perfectionistic in their expectations.bright and capable and talented. She ing is a valued experience. A studentThis kid's entire sense of self-worth asrecognizes it early and she wants to whose school career is filled with class-an individual, as he perceives it, ismake him feel good about that. So her rooms in which asking questions is de-equated with his ability to achieve wellchild goes into the garage. He makes a valued, problem solving by 6-year-oldsin school. "I'm only good and valued inboat by putting together some two-by- is devalued, problem solving by 15-this home if indeed I do well in school." fours, a stick here and there, a piece of year -olds is devalued, is bored. What The third category within the emo-palm tree or something, and sort of happens in the course of being boredtional climate of the home is a negativehalfway makes it look like a sailboat. makes him very slow paced. He figuresrelationship with a father who does notThe enhancing mother is so pleased the learning game is no good and so he(but very subtly) want his son to exceedand says, "That's a gorgeous sailboat." turns it off. him. This father often says to the wife He's so bright, she wants him to do The last reason, then, is the one wewho frets about the child, "Don't worryeven better, so she says, "Where's the have to focus on in detail and withabout that. I was just like him as a kid."rudder? Why don't you go back and some depth, and it is the reason aboutIn essence this says, "Look at me; Itake a little piece of wood. I'll help you which teachers and parents and ad-turned out OK." So this father, althoughand we can put a rudder on." So she has ministrators with courage and convic-he is fearful that this kid s going toenhanced the format, the concept, the tion, can, I think, do something. This isshow that he knows a great deal moreproduction of the boat. And every time theemotional cause.It is theprime cause. about plants,. or baseball statistics, orthe kid does something, she is posi- Underachievement is asignificant dis- football strategy or whatever, will of-tively responsive to what he has done, turbance between the parent and the child. ten side with that kid. "If that schoolbut she adds to it because she wants An underachiever is an angry person.would just have stricter standards...him to be aware of all the possibilities. He feels safe in expressing this angermake you stay after school...do yourShe is trying to teach him how to add to only in very limited, subtle ways, so hehomework...then these things wouldhis own thinking and be more creative. picks the educational avenue. To benot be happening to you." There's aA kid who grows up with this kind of angry with how you feel at home and towhole category of research which hasan enhancing mother always suddenly express that anger overtly gets you intodemonstrated that this kind of emo-comes to doubt his own thinking abili- terrible trouble and never gets you anytional tenor in a home can and doesties. When that happens to a child be- kind of sympathy from the very peoplecontribute to underachievement. cause of too much enhancement, too whom you think are angry with you A fourth category is the enhancingmuch overindulgence, too many and whom you are angry at. So youmother, the excessively enhancingpeople, the child begins to doubt choose education as a way to express this anger. The underachiever is fright- ened at feelings of anger, and he strikes back at his parents where it hurts .10 nult. knit. tt1 the tmt,t,111(1111! otor, hove l'er heen privileged to Lntm their pride in his accomplishments. He , and t\ g4reiltl,t t,1;11i is angry about what has been done to aft Ct. t 'oil tor her. kVia tir,t met w hen olong with Ruth him. .1heirno 1-1,1c( ond I )on 1 runt on. \\ e were plonnino to torrn the Think about the kid who lives in a ( alitornio honor, tor the ( attcd. rnairitoinld triend,Inp home in which the father is a perfec- and kontok t, throughout the rhino or roar. that tionist and the mother compensates for vcr iA horn c( \ ono odirired those too high expectancy levels. The Her greotet l oni ern wo, tor the CIIMC 1,1 hiltircn, portai kid is caught in a conflict between par- iork the gittcd .ircii Ott 11111th obuilt w a, the ents, and he doesn't know whom to ,reoIsciIt OW 111'4 111,hie h please. So he starts out, perhaps, to tremendon InTreIon upon everyone rre,,ent. Jeanne oirn but please the father, and then his mother vvo, tor, cull air w says, "You don't need to work that ol and uniquivocol in preentinr, her III tot or ot pr,r It11111,. 1pi`rt'ltl hitt' ct.itik turn hard." Maybe she doesn't say it in those tie, tor Hit: gine& ,he dud words, but this is what the kid picks up, unit 11 in help 111,1kc tlu. a reolitv itir 't' nl,lnt so he backs off. So part of the emotional climate in a home is a conflict between it',11111e Pei ,1 \ '-1C 1,1i 1111,1I1 he IMO, `i :11 11,' parents about how hard you ought to I111.,, ti nrIt I't.111 !`t.\\ ['Cr
work and how well you ought to do, ol on II:, 'RI 11;,111.1,11 h,\1;1 war; .,/1001 and we could talk a long time about each of these.
Page 20 California Association fin. the Gifted426 Eseuela Avenue, Suite 19, Mountain View, CA 94040 January 1994 BEST COPY AVA1LA3LE 22 whether he or she can do anythinglogical impairment, you need to getself-conceptof a gifted kid in yourclass- alone. together with the school psychologistroom? Before I respond to that, let me When you reduce all of theseor urge the teacher to do that, and say,share a little hope with you. Because contributing factors to the bottom line,"This kid is gifted, but he has a verythe self is not instinctive, it is developed what an underachiever is and why he isshort attention span. I hear him using a that way is due to a poor self -concept. Heterrific vocabulary when he speaks, but fears success so much that he createshe can't write a sentence, and that 'in a letter to Jeanne last failure. doesn't make sense." When a kid I ia.t.d the [Mid-A. .IC1.,11111lit What have we usually done aboutdoesn't fit the usual pattern of a gifted friend. vord.0 arpropri- underachievers? What we've done inchild, we need to check out whether or atel de,-criptive of school is to call up the parent of the not he's having some perceptual prob- Indeed thi. gifted kid and say, "This kid is notlems or some hearing problems getting his work done. Now I wonder if Then if you are the teacher and not onk, edti( ator. and there is some way you could see that hehave a kid like this and you are trying parent, for \\lion) he works every day for one half hour." to check it out, it doesn't work too well served a an indon'utal'ile Thus the school becomes another voiceto say, 'Is your father a perfectionist?" leader., but ako git ted,' which is saying to that kid, "You don'tor to sit the parents down for a confer- talented children, for v110n1 have the ability to manage your time.ence and say to them, "You must be a ,,he worked a. an uldetati- You can't get your work done at school."perfectionistic father and an easy-go- ga Elle ad vora te.- The parent now is in the position ofing mother." But you can find that out ;Wiwi Arnold, Pit r n l Cooldi- having to impose on a kid some of thein a number of waysways that have trator fl- I all trio/ Pnvon, very things which keep reinforcing hisworked for me anyway. rct Ho/ 1 A k:,i) bad self-concept. "Let me see your pa- When you get the parents together, per before you turn it in. The teacherand you should get both parents at the says that you get started on things, butconference: you might try saying, "Sup- you never finish. I guess I need to checkpose you're on a plane sitting next to aas a process of experiences, and is there- your work every day." guy, and you both discover that youfore remarkably plastic and remark- Another thing we've done withhave eleven-year-old kidsboth boys.ably changeable. The self possesses in- underachievers is to deny them accessAnd the man says, "Tell me about yourfinite capacity for growth and actual- to those activities they like and feelson." You say that while you're lookingization, and the main forces that shape successful at until they improve theirat the fatherand it's marvelous. Youthe self are the significant people in a grades or finish their work. "No base-know what happens? The mother startskid's life. ball until I get a better report from yourto answer. That's a clue that this is an A child's sense of self-worth de- teacher." enhancing mother. You let her talk apends almost entirely I did not say Then we lecture. "I don't under-while, and then you ask the father an-entirelyon what his parents think of stand this, Mike. You are in an MGMother direct question, and sometimeshim. A child adopts almost the same class. You're plenty smart, and 'here'sit's still the mother who answers. Even-attitude toward himself that his par- no reason for you not to finish yourtually the father will say somethingents have adopted. Parents are the ear- work." As we lecture, we reinforce hislike, ''Well, what bugs me is that he's soliest appraisers in a child's life. The already well-established poor self-con-damn smart, and he doesn't do well inRickover research set about in 1965 to cept. school," or some other thing whichimprove the scholastic achievement of All right, what can be done aboutgives you a clue. underachieversby three different meth- this? Well, one of the things we must do The other question you ask in thatods. The first was to teach parents to about it, and I speak to you whetherkind of parent conference setting is,verbally and positively acknowledge you are a parent or a teacher or a coor-"What do you talk to him about?" When their student's ability. Second, they got dinator of a gifted program or a lovingyou get long silences (and I've hadan expert to talk to each of the kids in grandmother. It doesn't matter. Youthem) it suggests that they only talk atthe study and tell them how high they have to start gathering data to look forhim, and you can't build a good self-scored on that test, to sell the kid on the which of those four causes might applyconcept if you're only talked at. fact that he demonstrated high ability. in your particular case. How do you do So you've gathered some data,Third, they got a counselor, a signifi- this? If you're looking for the physi-you've made some assessments, so howcant adult, to he with this kid on a one- ological reasons, the possible neuro-are you going to improve or change theto-one basis and feed him good "What is your objective?" Jeanne Delp
January 1994 Catilonia Association for the Gifted 42; Escuela Avenue, Suite 19, Mountain flew, CA 94040 Page 21 thoughts and good feelings about him-erator." What does that say to him? You must provide positive sup- self. Your judgn tent is bad. You could say toport to the child. We must take away Now which of those worked andhim, "I will give you the 20 cents, butpressure. We think this kid is lazy, and lasted? Only what the parents did. Whenbefore you go to spend it I need toso we say "Boy, he is going to sit in this those parents' perceptions of their kidsremind you there is a popsicle in theseat and he may not get out of this seat were modified and they were givingrefrigerator." And he says, "OK, giveand if I can keep him in this seat for one their kids a different message, then andme the 20 cents anyway." That's fine.half hour, we'll finish this paper." So only then did the students' grades andYou gave him some input and if hewe need to take a look at flexibility and achievement improve. But guess what?experiences that enough, pretty soonadaptability. You do not change verbalization pat-he will get the message. If you con- What are some of the other things terns of parents in nine months time,sciously set about to improve a child'swe can do for this underachiever? We and so when the treatment stopped, theself-concept, you deliberately and con-must value, not just tolerate, his inter- production of the kids stopped. Wherescientiously set about to build his inde-ests. We must teach him good study respect and warmth are missing...pendence. He makes decisions and liveshabits. We must help him to evaluate whereachild'squestionsgowith the consequences. his ideas himself and trust his judg- unanswered...where offers of help on What must the schools do? Schoolsment (not overenhance) and help him the part of the child are rejected... wheremust provide adequate programs forfeel secure in trusting himself. Parents discipline is based on failure andgifted underachieving kids. There areneed to let kids (all kids) know that punishment... where a child is excludedtoo many school systems in this statethey also make mistakes. You can be from the parents emotional life...andand in this country in which our giftedreal about it. Tell the kid you forgot to where his basic rights are abused... thereprograms are, in fact, programs onlyget cat food at the grocery store, and let his self is undermined. for the productively gifted kid. We ex-him know that a mistake isn't the end of So if you want to modify a child'sclude nonproductive gifted kids. Theythe world. The kid who thinks the self-concept, you ask yourself thesemake us terribly uncomfortable inpeople that he wants to please never questions. Have I given my child theMGM programs. If you're the coordi-make mistakes is a kid who may never impression that I want him to achievenator of an MGM program, you mayfinish a paper because he can't face the for me? Have I placed too much empha-need to learn a language pattern whichpossibility of making a mistake. Finally, sis on his accomplishments? Am I toosays to your teachers who keep saying,I must say to you that I'm talking about sensitive to his failures and shortcom-"Arc you sure this kid belongs in mychanging self-concept as if it's some ings? One way to test that is when he'sclass?" "Yes, he has the potential forsimple thing you do. It's not! But it's in bed for the night and it's finallythis and eventually we will see it allalso not impossible. Perhaps we could quiet, think to yourself, "What did I say work and come together. Remembermake these strangers into friends if we to Anthony today?" Maybe all you canwe have a program for the potentiallydid as this teacher did. recall is, "Put on your sweater. Havegifted kid in this school district. You "Mr. Jacobs 700tt our hearts because you fed the dog? Don't leave your stuffdon't have to do itby yourself this year. he treated us as though we were all over." If those are the only kinds of Where is it written that if you don't already what we could only hope to interchanges you can remember, thenchange this underachiever into an become. Through his eyes we saw perhaps you need to look at whether or achiever in one year, you will be hung." ourselves as capable, decent, and not you are being too sensitive to his So we must pro videadequa teprograms destined for greatness. He gave di- failures and shortcomings. Do I get up-and we should talk about what some of rection to our longings and left us set when he's too disinterested in things those are. with the conviction that our fate can I would like him to he interested in? One thing we must not do with the he forged by our own hopes and Have I helped him to feel confident thatunderachiever is "go back to the ba- deeds; that our lives need not be he could grow away from me success- sics" with him. If the one thing that a shaped by accident, that our happi- fully and be strong on his own, or do I gifted underachieving kid is interested ness does net depend on happen- make him feel guilty if he needs me in is whales, let him study whales. What stance. Mr. Jacobs introduced us to less? Have I avoided sarcasm? That is about his mathematics? He's not doing ourselves. We learned who we were one of the most devastating and suc-math anyway. What about English? He and what we wanted to be. No longer cessful ways to destroy a self-concept. can get English through whales. What strangers to ourselves, we felt at Do not belittle kids; that's the way toabout reading? You mean this kid's not home in the world." (Between destroy self-concept. going to read the text that's three years Teacher and Chid, Haim Gino tt) What if a kid comes rushing inabove grade level that everybody else from outside and says, "Morn, give meis going to read? Right! He's going to my 20 cents; I've got to go buy an ice-read whales which is eight years above cream bar." You say, "That's ridicu-grade level. He's going to interview lous, we've got popsicles in the refrig-some whale experts someplace.
Page 22 Califiwnia Asgoeiation for the Gifted42ti Iscuela Avenue, Suite 19, Mountain View, CA 94040 January 1994 24 Developing Leadership by Jeanne Delp
Jeanne felt that leadership was a vital skill for keeps me aware of Eome objectives that I ought gifted children and that it could be taught. to have in curriculum, some objectives that I ought to have in the way I interact with students Let me start by quoting a high school stu-and leaders and non-leaders and people who dent"Leadership must ought to be leaders but are be stimulated and shaped too "chicken" to do it. This largely by adult efforts and definition goes clear back evaluation." If that is true, to 1964. It comes from a then there are some signifi- business magazine and was cant and powerful mes- developed by a man whose sages in that statement for name is Frederick Keppel. us. Time magazine, in Au- He says: gust of 1979, asked promi- nent Americans to name "Leadership is stirring people which living American so that they are moved from leaders had been most ef- inside of themselves. It is stat- fective in changing things ing goals that excite people for the better in our society. and lift their sights. It is set- You will recognize those ting the pc; anal example; named as people who have putting enthusiasm into op- voiced criticisms about the eration; communicating both traditional leadership role ways; listening as well as in our country. talking. It is rewarding merit The people who were and penalizing demerit hon- named in 1979 were Ralph estly and fairly. Nader and Gloria Steinem. It is the right combination of No one mentioned Gerald all of these so that people will Ford. No one mentioned do the work that makes an Richard Nixon. No one organization successful, and mentioned Jimmy Carter. No one mentioned they will do it becau,-,. they want to do it." anyone in medicine. No one mentioned any political leaders. Nor did anyone name any That's powerful. Leadership is stirring leaders of large businesses or organizations;people so they are moved from inside of them- and furthermore, no one from the field ofselves. It is exciting people and lifting their academia was mentioned. One of those people sights. It is setting the personal example... who was asked that question said, "I can't think puttingenthusiasmintooperation... of any leaders." That's 1979. The economic sta-communicating, both ways, listening and talk- bility of this country is still unsolved. The eco- ing. It is rewarding merit and penalizing de- logical stability of this country is still unsolved.merit honestly and fairly. It is the right combi- The educational stability of this country is stillnation of these so that people will do the work unsolved. that makes an organization or an idea success- And I suggest to you that the topic we areful because they want to do that work. All the talking about may be among the most signifi-skills, in my opinion, all the factors in leader- cant that we will talk about not just here, but inship are inherent in that defir Lion. Remember other places for time to come. I want to sharethe words: stirring; moving; goals; communi- now with you a definition of lead,Iship that is,cating; rewarding merit; penalizing demerit. I think, the underpinningthe foundation for There are three categories of knowledge what I want to say to y )u; and what it is alwaysand ability that I want to talk with you about
January 1994 Caliprnin Association for the Gifted 426 Delwin Avenue, Suite 19, Mountain View, CA 94040 Page 23 2 that I believe leaders must have. Those If you cannot do that extemporane-ideas and assumptions. Almost all of three categories are: technical knowl-ously, and if you can't synthesize whatthe statements that leaders make or any edge, organizational knowledge, andhas to be a huge idea in a very fewof us make I suppose, that are philo- psychological knowledge. Let us talkmoments, you're going to lose people.sophical in nature, sound like wonder- first if you will, about technical knowl- We need to teach students who areful ideas, but they are based on certain edge. going to take leadership roles to beassumptions and those assumptions are I believe that one of the most sig-people who can synthesize what theyusually unspoken. The leader doesn't nificant skills that we must develop inare saying. If they have three hoursclue you in to what assumptions hr's leaders and that leaders must have, arethey can say it in three hours. If theymaking about the nature of man or:e language skills. Almost ao idea or or-have an hour, they can say it in an hour.final objectives of this organization. He ganization of any merit that has everIf they have twenty minutes they candoesn't usually say, "What I'm about to come to fruition has ever come aboutsay enough about it so people will wantsay to you is based on these assump- except through the written word or theto hear more. They are able to use thetions." But the assumptions exist. spoken word. Oh, to be sure, televisionwords which clarify issues and which Leaders have language skills which has a powerful impact on us. But you teach them how to question without know when they start a television show, alienating. They are people who can they start by writing a storyboard, a "A remembrance: leanne recognize inferences and the fallaciou-, story line. Somebody conceivesan idea Delpa caring triend thinking that exists a no those kinds of and develops the process by which, in with deep conviction, skills don't come because you're now words and pictures in television, that empowering loi, altv and" twenty-six years old or forty-two years idea is going to be communicated. And enduring to old. Those kinds of skills come to you I need to tell you that one of the things because you've had opportunities to we must do in the public schools of this work with teachers who help you along state, is teach students how to get up in the way to develop those kinds of words front of an audience and make presen-identify issues. They use the words thatand those kinds of questions. Leaders tations. We must have speech skillshelp everyone who's listening andare individuals who have a vocabulary taught to kids. themselves recognize the positions thatof persuasive words. How many of us The Mormon Churchand I'm notare being taken politicallythoughhave ever had a unit in our classrooms a Mormonhas one of the most inter-politicians seldom tell you truly theor in our homesunits in homes, inter- esting and well-designed programs toposition they are taking. esting ideain our homes where we develop speaking in front of groups. These people who are leaders haveare pointing out to our children persua- And they start not when you become alanguage patterns which will ask ques-sive words that ought to become a part ninth grader or tenth grader and taketions of other people to help clarifyof their vocabulary? speech 1A. They start way down here.positions and identify issues. And they Let me tell you a few persuasive But do we ever teach people toalso have the language patterns whichwords as examples. "I dare you." That's speak extemporaneously? I think not.help them to discover or uncover, ifa persuasive phrase. I dare you to go And leaders must do that. If you'reyou will, the patterns of consistencyout of this room, and based on what walking down the street or walkingand inconsistency in people who are inyou've heard here, whether you agree through this conference hall or youpositions of authority. not, just find one kid in your room who were at a business meeting and some- "What is our objective?" is one ofyou think might have leadership po- body knew that you had some newthose language patterns. "What is yourtential. "I dare you," that's the first proposal, and they'd heard about itobjective, sir, as you suggest or pro-basic phrase. "I challenge you." "Is it about ways to implement in this state apose?" That is a powerful question,possible?" "I wonder what would hap- math curriculum that would instantlyand people who are in leadership rolespen if..." There's a persuasive kind of or almost instantly move us from aknow when to use that question asquestioning phrase. very low level of achievement in maththings begin to go awry and people are You cannot be a leader, in my opin- to a very much higher level achieve-at each other's throats as often happension, if you haven't the ability and power ment in math...and you're walking be-in the advancement of an idea or anto sell. And you sell with persuasive tween a session and someone comesorganization. A leader there whowords. Lea lers are people who have up to you and says, "I just heard aboutknows when to say, "What is our objec-learned the language of negotiation. I your idea concerning the developmenttive?" challenge you to look into the literature of math. Could you just tell me what Leaders need the language skillsthat exists about the language of nego- it's about? How is it you propose to dowhich will help them to recognize rela-tiation. I dare you to look into the won- that?" tionships that come from expressed derful resources tha t are a vai lable alxiu t
Page 24 California Association fur the Gifted 426 I.scuela Avenue, Suite 19, Mountain View, CA9404(1 January 1994 26 social engineering and McGregor's theory of participating management, leadership, and all those things that are powerful tools for all of us to know. Recatv,e you ca,not sell if you don't have some of those language patterns available to NiOti Leaders are people who avoid the of IlltialOrnatOTV childr.m art' the world's creators of inflamma- tor orkk. And w.often fall into the ti1, ing to them,I hat's a rude -d\ When \ ou have a
m \ our ,lassroom who offends Gk. 1/t 11111,1111111atOTwords, w hat happL11, tthat L hill it as a first ,;1,1dci and a and grader and all the v..1\ through the grades he encounters adults who say, "I heal d what you said, I )aid.I ha C a feeling it's made Susie angr; . Would \ on try to say it in a ditterent way.'" 1 hat'show you learn to get away trom inflammatory words. Put-downs are inflammatory. And one of the things I once was the principal in a schooldidn't have to say, "You are being rude. that the children of this generation arein which almost all the children cameDon't speak to me that way." Language e\ posed to and that we should counter-from single-parent family homes. It waspatterns are perhaps best taught by act 1,, the kind of humor that exists ona limited socioeconomic level. It was amodeling. television. The kind of humor that islimited cultural level. It was limited in A second part of this language modeled for them is put-down humor.terms of any adult models who mighttechnical knowledge is, I think, research And we laugh at it because it's funnyhave ever talked to children about po-skills. Knowledge is power. And power on television. We need to make chil-liteness and graciousness and thosecomes when you know and you ac- dren aware of the fact that put-downsthings. They'd come into the office, andquire information and data. If you are are inflammatory. they'd say, "Gimme the key to the balljust beginning to be the coordinator of "Liar" is an inflammatory word.room." And I'd say, "Miss Delp, may Ia gifted program, I would urge you to "My executive board" is i nflamma tory. have the key to the ball room?" They'dfind out what the history is of gifted "1 on are wrong" is inflammatory.look at me for a minute. "Gimme theprograms in this state. What are the "We've been sitting here for twenty-key to the ball room." I'd say, "Misscrises that have occurred over the years? five minutes, and you've got itall Delp, may I have the key to the ballHow have those crises been met? What wrong," is inflammatory. "You missed room?" You know what happened? Iwere the mistakes that were made? And the point," is inflammatory. And we dodidn't have to say, "Say what I said." why were they made? And if that same it all the time as adults. And kids do itEventually they just said, "May I havecrises should occur again, how would all the tiloe. We want individuals to hethe key to the ball room?" And I'd say,you approach it? Knowledge is power. able to say "You missed the point," but"Certainly. I'm glad to give it to you." And the acquisition of data is how you we want it to be said in ways that do notYou do that often enough, and youget the power. inflame and in ways that bring peopleknow what happens? The kids pretty How do you find out about the together. Those are language skills, soon are coming in and saying, "Please,history of gifted education? You talk to people. And language skills need to hemay I have the key to the ball room?"Jean Lamb. You talk to people who modeled. It's wonderful. And it's simple. And Ihave retired. You look at old pink sheets
"When in doubt, do what's best for kids." Jeanne Delp
fill ii,i, it 1994 California Aswelation for the Gifted 426 Eseuela Avenue, Suite 19, Mountain View, CA 94040 Page 25 BEST COPY AVAILABLE that came out of the State Departmentcan expect to encounter against the idea.cif. Even if there was a successful out- of Education. As a leader, you have toYou who work with gifted programs, ifcome, how would you do it differently seek data from sources which nobody'syou've never sat down and thoughtnext time? If you had it to do over going to direct you to. You don't get ituntil it happened to you, how youagain, what would you do differently from books. You don't just get it fromwould respond when someone said tois a question which kids should hear the encyclopedia. When you are ayou, "You mean..." (when you're talk-modeled throughout their school expe- leader, and you are seeking the acquisi- riences. When they come to positions tion of data to support a position or to where they can have some leadership, defend a position or to counteract some- "Jeanne had a gift tor one of the questions they will respond body else's position, then you end up helping u.-46.1evelop ourr with is, "How would I do it differently having to get that data from enemies of stn ngthanJ korrekt. our next time?" your point of view. You end up often weakne.-5c,,.." "What's the worst thing that can having to get that information from Rt! (MC tf f t happen to you?" is a question, an evalu- interviews and from talking to people. tEai fit flit' ative reflection question, which I think You hear one person make a statement, CIC11.11) .\,fft tl 1)10011H we, as adults who interact with stu- and you follow up on it. We need to dents of potential leadership, ought to teach students, gifted and talented stu- be using with those kids. Someone sug- dents, how you acquire data and howing about a gifted program in yourgests an idea in a classroom, and you you interview an adult to get informa-school district). "You mean to tell me..." say, "That has great merit. I think Mr. tion from him when he's too busy and(that's inflammatory). "You mean toAnthony would be interested in that he doesn't want to give it to you hi thetell me that you want to start an elitistidea." "Well yeah, but I...I can't...I first place. program in this school district?" Ifwouldn't...I'd be...I wouldn't want.to Children can learn to do that. Theyyou've not anticipated that before ittell him." "What's the worst thing that can start out as second or third gradershappens to you, you don't take thecould happen to you if you went to tell by gathering data about how manysame calmness. You don't take the samehim?" "Well, I might be embarrassed." television sets there are on the streetknowledge, that you've pulled out of"True. But you still have the idea. That where they live, and how many kidsthe data that you've been acquiring.doesn't change the merit of the idea." are in each house? But when you doYou don't take that to the situation. that, you don't just say to a seven-year- A third category is thinking skills. old, "Go and ask all your neighbors."Alternatives. Options. Find another "To many leanne wk. a You say to him, "You are going to some- way. There are people who are leaders mentor\ anda triend. one who may not want to give you thisabout whom it is said, that he always mentor ',he refused to information. He has a right not to. Whatgets his way. And it is said with a bit of 'teed v011r are the words you could say? Howdisdain. But maybe what it means is challenged Yon to '-trekli would you ask him the question? Wha tthat every time that leader walks out of your mind and dared vou if he only gives you part of the answer? a situation where they're denied an to take chance-, a What if he's angry because you've in-opportunity to do something that they friend, she ,-upported, terrupted him? What would you then think is important for the organization, nurtured and made of say?" what they say to themselves when they VOU a better per-onall When we start early enough, by theleave is not, "Screw you, bud." (Oops!! the while making you time we get to high school we haveI forgot this is being taped!!) But what laugh." students who are in a position to inter-they say is, "I'll find another way." And view reporters and mayors of cities andwhen leaders are taught to be alterna- P,111, school board members and superin- tive thinkers, they have a greater chance (tC1 tendents of public instruction and po-of success because they keep looking lice officers and individuals who arefor new ways and new ideas. avoiding the draft and all of those Evaluative reflection is a thinking And what happens to people who things. They can approach those peopleskill. "How would you do i t differentlyencounter that throughout their educa- and get information that they need fromnext time?" is a question which chil-tional experiences and their own expe- them. Knowledge about the topic is dren in school ought to experience abou triences is that they discover that once essential for leadership. reports they've given, interactionsyou look at what the worst thing is that One other aspect of this researchthey've had with the principal whencould happen to you, it doesn't seem skill is that we need to prepare studentsthey were trying to get a rule changed,too bad. And that's an important thing to anticipate the arguments that theyor interactions with the student coun-for leaders to know.
Pap. 2o Calipumn A:;socialion for the Gifted 42' Escuela Avenue, Suite 19, Mountain View, CA 94040 January 1994 BEST COPY AVALABLE 2 8 Intuitive thinking is a skill, I be-hope this organization will have ac-made that you think may be detrimen- lieve, that leaders need to have. Andcomplished five years from now thattal to your organization or to your idea. they need to learn to value their intui-will have a significant impact on theYou may not be able to prevent that tive thinking skills. The Oglala Sioux ofstatus of gifted education in this state?"decision being made forever because theNebraska plains strap on their backs,There are long silences because we'reyou know about tabling motions or week-old infants and they take thosealready thinking about next year's con-some other kind of rule that exists within infants out into the woods, the forests,ference. Those are short-term goals. that book, but you have some addi- and they say to them, "Do you hear the We need to teach kids to be able totional power. And you don't even have sound of the deer walking? Do youdifferentiate between long-term goalsto be absolutely accurate about it. You hear the wind blowing?" And they keepand short-term goals. We need to say toshould be, but you don't have to be, this up all the time. This does severala high school student or an eighthbecause you can say, "Well, in Robert's things. It makes you aware of yourgrader or third grader, "What you justRules of Order it says..." and there environment. It says to you becausetold me you're going to do about yourwon't be another person around that you experience it, "I have the capacityresearch project is a short-term goal.table who's got the vaguest idea of and the ability to pick out of what'sYou said that by Friday you wanted towhat's in Robert's Rules of Order. happening here, some intuitive re-finish taking the notes out of thai. par- Do not misunderstand me. I am sponses that are correct, and I need toticular book. That is a short-term goal.not saying that you should hoodwink pay attention to those intuitive re-That is a good identification of it. Tellpeople. I'm saying there's a resource of sponses." The Oglala Sioux do that tome what your long-term goal is for thispower, a resource for leadership that teach their kids receptivity to their en-research project. When it's all finished,we ought to teach students. And yet, vironment. how do you want to feel about it? Howthere's a wonderful unit that has been The second large category that Ido you want it to look?" People don'tdesigned, probably by some classroom mentioned to you is organizationalget to be seventeen years old and sud-teacher, that you start out with way knowledge. And I'll tell you now that Idenly become able to differentiate be-down in the third, fourth, fifth grade. believe that one of the skills that wetween long-term and short-term goalsKids can make motions, they can sec- must teach children, students of all ages,if they have never heard the words, and ond motions, they can amend motions is the ability to differentiate betweenif they have never had it modeled forwith the permission of the person who long-term goals and short-term goals. them. made the motion. We just have to teach Too many great, good, fine, worthy The second part of this organiza-them how to do it. We have to teach ideas, never come to fruition becausetional knowledge that students need tothem how to run a meeting and control the leaders only focus on the short-learn and that we must teach and thatit in the best sense of the wordcontrol term goal. "Let's put this conferencewe have been negligent about arethe constant talker who prevents you on, and let's have it go smoothly." AndRobert's Rules of Order. You all knowfrom accomplishing your goals or the then you say to the people who makeRobert's Rules of Order. You have theaccomplishments tha t you hope to make that short-term goal, "What is it that wepower to stop a decision from beingfor that organization. How do you control the griper? How do you control the hostile person who exists in every single group of kids or adults where someone's trying to move an idea ahead? How do you con- trol that person? And I don't mean control by restricting or restraining. I'm meaning how do you let them say what they need to say, but not get everyone off the track so that they're now into the hostility as opposed to what the long- term objective is? Or what the objective of that particular meeting is? That skill is a skill which we need to teach to people who are leaders. There are people with fine ideas who cannot suc- cessfully be the manager of a meeting and have anything productive come out of it. Is it because they lack intern-
January 1994 California Association for the Gifted 426 Eseuela Avenue, Suite 19, Mountain View, CA 94040 Page 27
BEST COPY AVAILABLE gence? No. Is it because they lack ego? We need then, in organizational The third category is psychological Perhaps. But perhaps it's because theyknowledge, people who know how toknowledge. Leaders need to know how haven't learned these skills. plan. Businesses and industry of suc-to build and recognize and develop Leaders must be politically aware.cessful levels often have a period of ansupport groups. Sometimes a person And we need to have students learnhour's time set aside in the morningemerges as a subleader of a support about political awareness. These highduring which people will make deci-group for the idea you're trying to pro- school kids suggest or the eighth gradesions in their corporationspeople whomote, and you find that the person who have the power to move that corpora-has emerged as the leader of the sub- tion into some new avenue. There aregroup is not the quality person that you no telephone calls permitted. There are would like to have in a leadership role. no interruptions permitted in their of-So we don't bring those people in. Lead- fices. And that is designated as theers must recognize what a support planning time. If only that could hap-group is and how you build it if you pen in education. haven't got any. This program for gifted Leaders need to know the art ofwas saved in this state because this compromise. Rigid i'y of ideas will pre-organization recognized about five vent the movement forward of an ideayears ago that we were going down the that you believe in. I will tell youandtubes very fast. I'venot admitted thispublicly too many And if we didn't get parents timesthat to a large degree when thethroughout this statenot just South- definition of gifted was broadened toern California, not just the San Fran- include talented and it came to be acisco area--able and willing and com- part of our legislative considerations, Imitted to be support groups, vp.t would group suggests or the fifth grade groupwas not content. That would not havenot make this through the legislature. is about to write a petition because theever been my choice to have broadenedWe would not be able to save gifted bus driver's been rude to them andthat definition. And it was very uncom-programs. And so this organization they've been studying American his-fortable for me to have to sit in Sacra-went out all over the state, into every tory, so they know about petitions. Asmento as I did many times with variousnook and cranny you can imagine and a teacher, you are the catalyst if youlegislators and help to design the legis- there arc areas now established that are make them aware of the structure oflation which broadened the definition.parent regions. In every one of those power. Who can change the behaviorThere were several other people thereregions there's a parent leader. And of this bus driver? Have you talked towho felt the same way. when the governor said he was going her? Do you have an obligation to do The reason that it had to be doneto veto AB1040 he began to get a thou- so? was that if we didn't broaden the defi-sand letters a day for a week. You want "Who is the significant listener?" isnition, we lost the program for giftedto ask me if I liked all the leaders of one of those questions which leaderskids. Totally. And so compromise isthose small groups? No. You want to must ask. And if you believe that innecessary to leadership, and I think weask me if I think they said and treated every meeting you go to, that the prin-need to teach children how to do that.all of us old professionals with respect? cipal of your school is the significant"Is there some other way you could sayAbsolutely not. But without those sup- listener, the likelihood is that you may what it is you want Michael to do?" "Isport groups we might have been in a often be wrong. If the discussion isthere some way you could figure out todifferent place today. And we need to about P.E., there may be a particularsolve this problem between the two ofteach people, students, how you de- teacher on that staff who has the great-you so that Michael could have a littlevelop support groups and how you est influence on that principal aboutof what he wants and you get a little ofwork with them. P.E. And in that instance it is not thewhat you want? That's called compro- The most frequently neglected part principal who is the significant listener,mise. Can you do that?" Children who of the curriculum or the training, I think, it's that teacher who has the influencelearn the vocabulary and have thoseis psychological knowledge. Studies on the principal. Who is the significantopportunities set up for them are morehave been done to analyze what deter- listener? likely to become effective leaders. mines excellence in leadership, and one
"Inclusive is always better than exclusive." Jeanne Delp
Page 28 California Association for the Gifted 426 Escudo Avenue, Suite 19, Mountain View,CA 94040 January '14 30 of the things that you can take hopeof you are still learning that. But if I hadangry in constructive ways is better. from is that there is no single effectivestarted at five instead of fifty, I might be Faith. Faith in themselves with the personality that emerges as the properbetter able to handle that now. belief in an idea. Bob Richards, an Olym- personality for a leader to have. There We need to teach children to havepic pole vaulter of great skill and suc- are no absolutes that emerge out ofthe courage to be angry. Strange. Angercess, studied the success of hundreds of that. may have been part of the motivationathletes in his era. And what he discov- But there are, out of all of that re-of Thomas Edison to develop the elec-ered at that time was that 90 percent of search, qualities that emerge that con-tric light bulb because he loved to read, the world's greatest athletes were un- tribute to excellence in leadership. Letand you can't read with crummyder 6 feet tall and weighed less than 185 me tell you some of those qualities.candlelight. Anger about cancer. An-pounds. It was not their brawn that Remember what the high school stu-ger about heart disease may have beenmade them great athletes. What he con- dent said? Leadership must be devel-a motivator. There is nothing wrongcluded was that it was their belief in oped by adults. I think for every qualitywith being angry about things as longtheir skilltheir faith in their skill that that I will name for you, there are con-as you learn to express that anger inurged them on to be successful. comitant actions and activities and in-ways that are constructive rather than One psychological knowledge we teractions that adults can put into class- destructive. must develop in leaders and that we rooms that will help develop these Every faculty has a nit pickingmust be aware of before we can de- qualities. velop it, is that leaders are people who Commitment. Think of J.P. are creatively dissatisfied. The termi- Guilford. For forty -five years he's been "When I left Garden (;ro%e nology that is most often applied to working on intelligence with a few side Unthed, Ieanneva, m those people is troublemaker. Cre- trips into some other things. But he chargeotgetting a plaklue atively dissatisfied has different pa- never gave that up. forme. 'she had it in rameters. They are people, generally Persistence. There are people who -Witne-o- the kids, who have a constant desire to do don't take no for an answer. They're turtle. I le make- progre," or to make better. And they do it all the willing to continue regardless of the onl% hen he ,tiLk,his time. "Wouldn't it be better if..." they stumbling blocks that are put there. neck out.- lc,inuc11 as say about an assignment. "Wouldn't it Regardless of the people who say, rej I k mghow ,he be better if the principal did... instead "Don't you get tired of this?" You've dikiour of?" "Wouldn't it be better if the school heard that all; a lot of you have. Jean prote,-,aon',Vichonored board, et cetera, et cetera." And we Lamb has heard that many times, but mea,- one(Ither JP-- sometimes label them as troublemak- then she goes on. ers. Enthusiasm. We need to teach en- If we would start to see these thusiasm. And if we don't model it, 1, !!, trouble makers as creatively dissatis- t, at 1,, where on earth will they hear it or see t;), fied with the status quo and help them it? recognize they were not troublemak- Courage. The courage of risk tak- ers but that in their dissatisfaction they ing. A willingness to start. Gladstone had some obligation to be creative in a said, "No man ever became great orteacher on it who gets angry about thepositive way, then maybe we would good except through many and greatleaks in the ceiling, the ditto machinehave different kinds of leadership; and mistakes." We need leaders who un-that doesn't work. And some of thosewe would have greater and more solu- derstand that. If ycu take a leadershippeople take that anger, and it becomestions to some of the problems we face position you will be criticized. You will a positive force in that school. Others ofcurrently. Adlai Stevenson's quotation be personally attacked. You will makethem just stay nit pickers and gripe.is one of my favorites. It hangs on the mistakes. And we must help childrenAnd the teachers who interact withwall in my office, and I often read it understand that part of being a leaderthose other teachers or the administra-before I have to deal with an angry is the ability to accept personal attack torwho interacts with that teacherparent or a disgruntled employee or and not take it personally. And that iscould help that person to discover thatmy superintendent who's going to deal tough to do. I'm still learning that. Someit's courageous to be angry but to bewith me. This is the quote: "Criticism in
"When in doubt, tell the truth." Jeanne Delp
January1994 CatifOrnia Association for the Gifted426Belida Avenue, Suite19,Mountain View,CA 94040 rage 29 31 its most honest and fair form is thediscipline. If you haven't read Thomasits success, than to take the lead in the attempt to test whether what is, oughtWolfe's book, The Right Stuff, aboutintroduction of a new order of things. not be better." Wonderful quotation. early test pilots and astronauts, do it. If I want to go back a few seconds Objectivity is another psychologi-you work for a former Marine it willhere to the original definition. Please cal knowledge that leaders need. Theyhelp you understand your superinten-remember this: Leadership is stirring need to see things realistically. Theydent. You'll come to appreciate him farpeople so that they are moved from need to become the kind of people whomore. If you don't work for a formerinside of themselves. It is stating goals are not easily deceived by others. NorMarine but you work in an institutionthat excite people and lift their sights. do they practice self-deception. Theythat is becoming militarized in someIt's setting a personal example and put- are sensitive to the subtleties of ex-way because it's big, read that bookting enthusiasm into operation. I t's com- pressed emotions and needs. They arebecause they talk about self-disciplinemunicatingboth ways remember, perceptive. They have unusual abilityand keeping cool. It's important to knowtalking and listening. It's rewarding to detect the spurious and the fake andabout that as a leader. merit and 'penalizing demerit honestly the dishonest in personality. They have What about decisiveness andand fairly. It's one of the great weak- the ability to judge people correctlypeople skills? Treat other people as ifnesses of education. We do not penal- and efficiently. They are people whothey had some value and surprisinglyize demerit period: And we certainly don't take things personally. Now, theenough, two things will happen. Yourdon't often do it fairly and honestly. It task is how you go about building intoown self-esteem will go up and so willis the right combination of these things kids the ability to recognize the spuri-the self-esteem of the people you workso that people will do the work that ous and the fake and the dishonest inwith. It takes time to establish confi-makes an organization or idea success- personality. dence in one another and leaders whoful and they will do it because they Other aspects of psychologicalare real drivers sometimes forget that.want to do it. knowledge are a sense of justice andThey've given you five minutes to dis- I salute you for your interest in integrity. Teach kids the words of in-cuss an issue on an executive board ored ucation and leadershi p and the gifted. tegrity leaders must have. All of thea board session and it is such an issue,I value that interest and I value the fact studiesabout leadership show that. Oneand people see all kinds of ramifica-that you will each go from this room must have integrity. Once you teachtions, it could really require twenty-with some new commitment to think them that word, give examples of child-five minutes. But the leader who isdifferently about leadership. Thank you like instances or high school instancesstuck to the schedule prevents thosevery much. or middle grade instances. And thenthings from happening. when you see a kid demonstrate integ- When you go home from here to- rity, a simple kind of thing, notice it.day or sometime this week, think to "I fir,:t net le,-inne Delp Some kid makes a statement in youryourself, "If our goal in education were over 'Hurt\ year, ago ',lie room -makes a suggestion about some-to destroy leadership ability among stu- made a pre,entotion to a thing and you say to him, "Peter, that isdents' potential, what would we do? group of ( orden ( ,rove a really good idea. Thank you for sug-What rules would we make?" Now, if Flementan, principal-, a-, gestingit." And Peters' ys to you, "Johnyou think that's a wonderful idea and a our new ( ruminator of gave me that idea." He's just demon-twist, let me tell you, it's not mine. Jim (died firogratm, tva,, strating integrity. But before he goesGallagher first shared that with me articulate, home you sit down with a piece oftwenty-five years ago when he said, 0 paper and you write a note to his par-"Suppose you wanted to destroy cre- tillCOntilient 0 ents and it says, "Today during a dis-ativity in education. What would you about prat id- mg the for the gifted cussion, Peter said..." and you quote itdo?" exactly. "That was an act of integrity on It's a powerful way of looking at that rnow,, of II. wondered Peter's part. I respect him for this." Andthis. What are the rules we'd make if if .hev,) 'for Over the kid takes that note borne with himour objective was to destroy leadership the nest thirt -.onto and now what is he able to think? I ampotential? And the point is that we can dp(overed that thi very a person of integrity. You even said heand should, I think, deliberately ma- talented, d(nanut educa- was. People become what they're ex-nipulate in the best sense of that word, tor tern11111C11'for pected to be. And when we as adultsthe education in a direction that will real... can demonstrate for them that they areproduce leaders. ,f,/ ,:art people of integrity, they will keep add- Finally, there is nothing more di ffi- ing to that experience of integrity. cult to take in hand, nothing more per- Then we have flexibility and self-ilous to conduct or more uncertain in
l'ase 30 Calilornia Association for the Gifted 426 Escudo Avenue, Suite 19, Vicw, CA 94040 January 1994 Accepting the Ruth Martinson Award Jeanne Delp
One of the numerous awards Jeanne tions was the push for any received was the Ruth Martinson Past kind of legislation. President's Award, which was pre- 5. Associations for the sented to her by the California Associa- gifted are in full blown op- tion for the Gifted on February 23,1985 eration in many states. The at our annual conference. Following California Association for are Jeanne's remarks on acceptance of the Gifted has been a model the award. for these states. This orga- f nization exists, is viable, It is a superb honor for me to grows in numbers and stat- receive this award for many rea- ure and has a significant sons, but especially because Ruth impact on program devel- Martinson wasmy mentor. I learned opment in this state. There much from her incisive questions, was a time when this orga- from her quiet wisdom and willing- nization was impotent, ar- ness to speak her mind. I disagreed with her. gued about whether to include parents in its But we were always agreed on the importance membership and dwindled in size and com- of our commitment to the gifted. mitment. As the crises came, the commit- I've spent thirty-four years working on be- ment grew and was sustained by parents and half of the gifted. In thinking about this morn- educators who have made this an organiza- ing it occurred to me that some issues about the tion of great value. gifted have been put to rest during those thirty- Six issues have remained constant through four years and other issues have remained con-the thirty-four years in my memory. stantsas yet unresolved. I'd like to take a few1. The identification methodology is still an minutes to share those a warenesses with you. issue which interferes with program growth. It seems to me tha t five issues have been put We will argue about intellectually gifted ver- to rest during the past years. sus the talented; IQ versus other kinds of 1. Parents and educators have accepted their ability measures. We broadened the defini- dual responsibility for the development of tion to include talented students. I wonder if programs for the gifted. That was not always in doing so, we haven't watered down the so. For some time those two groups viewed curriculum for the intellectually gifted and each other suspiciously and each guarded its also diluted the appropriate, qualitative op- ownership of the responsibility. Now there is portunities for the talented by including them a comfortable cooperation working. in the programs previously designed for the 2. Educators and parents have accepted the intellectually gifted. I wonder too if that in- obligation of political advocacy on behalf of clusion of talented into the gifted program the gifted. Both groups have become pro- hasn't been based on false assumptions: active in the political arena recognizing the All talented are intellectually gifted and all intel- power in numbers and the absolute need for lectually gifted are artistic- or gifted political visibility. in the visual and performing arts. 3. How a gifted program is organized is no I look forward to the day when programs for the longer the topic of heated debates whichacademically gifted and for the talented are interfere with the implementation of a pro- equally outstanding and they have equal status. gram. There was a time when we spent too much time arguing about how to group the2. The curriculum for the gifted is still an issue. students and hence did not get services of- To be sure we have identified principles of fered to students as soon as they might have curriculum development appropriate to been. gifted, we can enumerate them glibly. Yet we 4. Legislation authorizing gifted programs has have no model curriculum for gifted and tal- been enacted in many states. There was a ented. time'when the major effort of parent associa-I look forward to the time when we have a
January 1994 California Association for the Gifted 426 Vscueln Avenue, Suite 19, Mountain V ieto, CA 94040 Prise 31 written down body of knowledge, skills Martinson and I sat at her desert ity model curriculum for gifted is and experiences which gifted ought to house and dreamed about the im- functioning successfully. have that sets a standard of excellence pact we could have if we could find3. An objective as an organization in curriculum for gifted programs. the money, the talent, and the orga- which encourages and supports spe- 3. We still have no agreed upon stan- nization to sponsor, to "buy, " if cific funding for higher education dard of training for teachers of the you willa media campaign de- institutions where the research can gifted. I find it interesting that al- signed to build empathy among the be conducted which will help to re- most all other groups of students public of the gifted student for whom solve our unresolved issues. with special needs have special cer- we all have labored so long and so lovingly. How might such a cam- Finally, let me say none of us has tification requirements. Witness the yet achieved his or her full potential. speech therapists credential,, bilin- paign impact on national and state legislation? Is there now grant moneyNo organization has achieved its full gual certification, special education potential. That is our challenge. credentials and now a new Speech available for such a noble undertak- ing? I look forward to the day when the and Language Development certifi- successes of the past are but memo- cate. Terman delineated the specialI look forward to the time when such arable harbingers of a noteworthy and training requirements for teacherscampaign is funded and successfullyproud future for gifted education. of the gifted in the 1940s. But weimplemented. My sincere thanks for this honor have no special certification required Then I ask myself, how is it thatawarded to me and for the opportunity even though we can identify the skills to share these thoughts with you. that these teachers must have. we've accomplished so much but still retain unresolved issues, particularly I look forward to the day when someissues of such import? great institution or some great organi- I believe it is because we are very zation establishes a center for the train-good at articulating and carrying out ing of teachers of the gifted and fromglobal goals. For exampleto improve that evolves a certification process. opportunities for the gifted, to provide 4. We still have no valid set of instru-enrichment experiences, to make school ments for evaluation of gifted pro-challenging for the giftedare ex- grams. Oh, we look at achievementamples of noble global goals. tests; we do surveys and question- I believe what we need are specific naires; still we lack any new validshort term goals. In 1955 when I was instruments. involved in one of the state's first sum- I look forward to the time when wemer seminars on the gifted, the twenty- have ceased doing superficial evalua-six of us who had received $100 schol- tions of gifted programs and we will-arships to attend, were charged with ingly encourage a rigorous evaluationtwo very specific objectives at the con- of academic achievement of attitudinalclusion of that six-week course: one, to achievement, and of knowledge acqui-write an article and get it published in sition. some publicly circulated magazine; and two, to return to our district and get one 5. We still have not achieved an appro-thing started for the gifted. priate level of fiscal support in either We did that and thereby began the state or the nation. some long term commitments to gifted I look forward to the day when sucheducation. support is assured. I look forward to the day when 6. The quiet hostility toward the giftedCAG has specific objectives in three abounds among the general public.areas: We live with the continual reticence1. An objective to mount a campaign to to recognize and acknowledge the modify the public's perception of need; and to support the right of the the giftedto make it more posi- gifted to equal opportunity to de- tive-- is in place and funded. velop their potential to the fullest. If2. An objective which states that by you don't believe me, think of the June 1987 there will be a full scale media presenta tions you often see of institute for teacher training operat- the stereotyped precocious child. I ing in this state where the theory, the remember a time when Ruth instructional practices and the qu al-
Mtge 32 Catiplinio Association for the Gifted 42b I:scuela Avenue, Suite 19, Mountain View, CA94040 January 1994
34 A Conversation with Jeanne Delp
"I think it would be beneficial to education if we offering late afternoon and evening could remember what we are all in education classes for Master's degree candidates. forto make things better for kids." ,n a candid interview for the Garden Grove Pupil Personnel Q:What made you choose education as a Services Association Newsletter, Jeanne Delp, career? then Director of Categorical Programs for the A: It really wasn't my first choice. I intended GGUSD, expressed her thoughts concerning to major in journalism at Stanford, public education, her achievements as an educa- However, the head of the department tor, and her personal philosophy. was absolutely opposed to women in journalism and put so many blocks in my Q: You have pursued a long and varied path that I bought his message and career in education. How would you turned to education. Now, as I look back, describe your own education as a child? A:I was blessed with an educa- tion at a time when there were lots of innovations taking place and lots of creative projects happening. I went from grades one through twelve in the same school system, El Centro, California, except for three Pu miserable months at Fairfax High School in Los Angeles when I was a sophomore. Going from a small school where I knew everyone, to a large school where I didn't know anyone, was a trau- t matic experience. I survived the experience mainly - ' through the friendship of a counselor who did know me and took an I'm always amazed that I gave up so interest in me. This experience also made easily. Education was my second choice. me aware of the problems that moving My mother had been a teacher. causes for young people. We moved back to El Centro, however, and I finished Q:If you could start all over, would you school there. choose education as your career? A: That's an interesting question. In terms of Q:Could you fill us in on your later long term rewards, 1 have enjoyed the educational credentials? time working with and for children. A:I went to Stanford where I got my B.A. in Today, however, the problems in educa- English and psychology. Then I taught tion may outweigh the rewards. I have for a couple of years in Japan during the been very comfortable in education, Korean War, which was an interesting though, and have appreciated the experience. I returned to the San Diego freedom to do what I wanted to do. In area where I taught for a few years and, looking back, I really would have liked to then, on to Sacramento to teach and work have been a doctor--a pediatricianor a on my Master's degree in administration. journalist, but women were not encour- At that time Sacramento State College aged to enter those professions when I was one of the few places in the state was young. If times had permitted, I
January 1994 California Association for the Gifted 426 Escudo Avenue, Suite 19, Mountain View, CA 94040 Page 33 , probably would have chosen a different Q: Which of all your positions has been the profession. most satisfying to you? A: For me, the most challenging position I Q:You've held many different positions in education. Could you list your various ever had was being the coordinator of the gifted program. To have the opportunity titles for us? to begin a new program. To plan totally A:I started out as a teacher, then became a the implementation and to see the county consultant in northern California program grow in stature was truly a where I supervised eight rural school rewarding experience. I have, however, districts. After that, I was a consultant always enjoyed my work. with the California State Department of Education on the original study for sifted Q:What drew you toward working with children. As a consequence of that s gifted children and organizing programs I worked with the statewide advisor/ for them? committee developing legislation for A:In a way, it was just a chance circum- gifted children. For three years I worked stance. In 1955 when I was teaching, the as a consultant for the gifted program in PTA offered some $100 scholarships to Whittier. work on a program for the gifted and In 1961, I came to Garden Grove where I talented. I was one of twenty-five people organized the gifted program. I worked who went to San Francisco and worked with that until 1974 when I became with a brilliant woman who gave us two Director of Instruction. I found myself tasks to do when we returned to our unable to see the effects of my job, schools. One was to start some effort on however, in that position. I have always behalf of gifted students, and the second needed to see that I was having an impact was to publish an article on our work. I on kids, actually, on people, in order to be did both. I think, however, that a lot of content with my work. I then became what I know about the gifted has been principal of Carver Elementary School, intuitive with me. I have always felt an where I learned how important it is for an affinity for gifted kids. As a kid I did well administrator to have a commitment to in school, but always bucked the estab- counseling. My present position is lishment. Director of Categorical Programs, which includes School Improvement, Indian Q:Has being a woman in educational education, the Gifted and Talented administration ever caused any special Program, Title I, Preschool education, and problems for you? Title 4B programs. A:One problem I have encountered is the labeling of a woman as "hard" or "a Q:How did you like being a principal? tough broad" if she says things that are A:I liked the time spent counseling with straight forward and candid, or if she kids and their parents. But I found out makes decisions, required by her posi- something interesting about myself when tion, which are unpopular. A man, in I became a principal. In all of my previ- those settings, gets labeled as "strong." ous positions in this school district, I had Since I don't think of myself as "hard," been a central office employee. As I've not enjoyed being thought of as "a principal, I felt alienated from the Dis- tough broad." But I have learned to live trict. I found I preferred being in a central with it without rancor. office position where my skills might have a wider impact. I feel, however, that Q: Do you consider yourself a feminist? people in the central office should have A:I believe in equal rights and opportunities the experienco of being an on-site admin- and decision-making powers. But, istrator. It certainly made me more aware frankly, I still prefer men to open doors of the pressures put on schools, and I and to display the traditional amenities have greater respect for administrators. It toward women. was also good for me to find out that kidsQ: Whenever your name is mentioned, and parents are different today. someone will usually say, "Oh, I was in
Page 34 California Association fo- the Gifted 426 1:scuela Avenue, Suite 19, Mountain View, CA 94040 January 1994 3C a workshop she conducted and really confrontation. It would be far better for got a lot out of it." What kind of skills us if we had the courage to confront the do you feel are needed in running a people who wrongfully criticize us. successful workshop? Q:Do you think we have any successes that A:I think the main workshop skills are: we should feel good about and, perhaps, To believe in what you are presenting. receive more recognition for them? To have done the activity yourself. A:I think verbal communication skills of our To remember that children learn in society are better because of schools. piecesso data needs to be presented in Extracurricular activities have given increments. students opportunities for leadership. Expanded programs for all kids have To be well organized and carefully plan given them a much wider spectrum of the workshop. choices. To use the words you would want teachers to use with their students in Q:This is a newsletter for counselors, presenting the materialso that a model psychologists, and speech therapists. Do is presented. you have any thoughts on their roles in the educational process? To remember that you teach kids in a A:If counseling in schools went beyond classroom of thirty or so. scheduling kids in and out of classes, and To make your objective practicality. really focused on counseling, it would When I first went into supervision, I have an impact on students. For whatever promised myself that I would remember reasons, counselors, psychologists, and that teachers work hard enough without speech therapists are misused. I have calling them to a workshop where they heard all three criticized for not being get nothing out of it. I love seeing teach- useful and valuable. I think it's the way ers try new things and succeed. we have used them that is not effective. Q:Everyonefrom newspaper reporters to I also feel that if we had the money, one of the greatest contributions we could TV commentators to the individual on the streethas his/her own theory about make to the kids would be to have elementary counselors. 1.,J hat is wrong with public education today. Do you think we have failed? Q:You've certainly had a lot of success in A:I think our whole society has caused your career. What plans do you have for whatever erosion there has been in the future? education. It has always been a reflection A:I'm going to take a look at the paralegal of society. Maybe this has been our profession as a second career. I'm also mistake. Instead of saying what we are interested in the process of negotiations going to do, we have taken or direction and conflict resolution. I have la) plans to from the general public. We've never leave my job now, but I'm certainly not taken a strong stand and said, "Our going to sit home and twiddle my expertise says this is the way to do it." thumbs when I retire. There are lots of We have not had a consistently clear exciting things to do. direction of what or how we ought to teach. Q:It's interesting to know what people like I also think that society has become more to do outside of work. What are some of ,edonistic and has less respect for your personal interests? education. There is little respect for A:I love the theater and have been particu- educators, and this has had an impact on larly interested in seeing the growth of kids. As an administrator, I had to learn the Gem Theater in Garden Grove. I like that when a parent became abusive, I camping, fishing, and I'm also a pretty simply had to say, "I will not tolerate good shot. verbal abuse from you," and somehow I really love teaching so I always do some the parent changed his tune. I wish all in the summer. This summer I'll be educators were trained in the skill of teaching workshops in Texas and in Hawaii.
California Association for the Gifini 42b 1.st uela Ar'entle, Suite 19, Mountain View, CA 9404(1 Page 35 3I. MEMBERSHIPAPPLICATION
Please share this copy of the Communicator with a friend when you have finished reading it. He or she might like to use this formto become a CA.G member and active supporter of gifted education. Because of CAG's role in lobbying for appropriate education for gifted and talented students, dues payments to CAG are not tax deductible as charitable contributions for Federal income tax purposes.
Name: Region: last Pint Middle Initial Preferred add:i.,s: Expiration date: Street address or PO Box County: City State lip code Phones, Home: (__) Work: ( Affiliation: (school district empfo)ment or attendance;
Membership/ Service Category: Outside the USA, please add $10 for increased postage costs. Individual ($50) Family ($60) Patron ($100) Sponsor ($300) Life ($500) Benefactor ($1000) Limited Income ($20, attach letter) Communicator subscription only ($25) Role: L:l Administrator/coordinator Board of Education member Consultant Counselor/psychologist Parent Teacher Other Special Skills/Interests: Arts Humanities Math Science Computers Advocacy/ legislation Payment enclosed: Personal check # District check # Charge: Mastercard Visa Exp. date Purchase order # Card number
Non-profit Organization CALIFORNIA ASSOCIATION FOR THE GIFTED U.S. Postage 426 Escuela Avenue, # 19, Mountain View, CA 94040 PAID Canoga Park. CA Permit #3 oa
Tune1.01/0 f AL:ft ((al
®recycledpaper
3 c.t., THE JOURNAL OF THE CALIFORNIA ASSOCIATION FORTIIE GIFTED VOLUME XXIV NUMBER 2APRIL, 1994 COMMUNICATOR LANGUAGE ARTS
Literature in the Multicultural Classroom
by LINDA BRUG
We have been so preoccupied with hying to find out how to more quality literature for them to choose from teach everybody to read anything that we have forgotten the than ever before. Many of the best authors are importance of what is read. Yet it is obvious that if we writing for children, and yet students need succeeded in teaching everybody to read, and everybody read greater motivation than ever to read. nothing but pulp magazines, obscene literature and Mein Teachers and parents must make reading a Kampf, the last state of the nation would be worse than the priority. My GATE class and regular classes of first. Literacy is not enough. language arts and U.S. history are made up of Robert M. Hutchins about 35-40% minority (mostly Hispanic) stu- dents with many levels of reading skills. I am As Robert Hutchins suggests in the quotation lucky to have these students for two years, since above, not all pieces of literature are equally we mix seventh and eighth graders together to successful in promoting aesthetic and intellec- create a stronger connection between the stu- tual growth, developing a sense of citizenship, dent and the teacher. During these two years I building a sense of rootedness and developing make reading an important part of the curricu- ethical responsibility in students. lum in both subjects. Caught in the Middle states that, "Young ado- I agree with the Handbook for Planning an le..cents have a natural curiosity about the world Effective Literature Programpublished by the Cali- in which they live. They must have multiple fornia State Department of Education, that a exciting opportunities to explore this world quality literature program has three important through exposure to ideas, experiences and components: a core program, extended pro- traditions. Their instructional materials and gram and a recreational-motivational reading classroom experiences should expose them to program. many of ihe enduring literal}, classicsespe- The whole idea of a core list of books is to cially those which have themes capable of excit- select literary works thatwill attract all students' ing and challenging youthful imaginations." interests and which will help students to see the What should they be reading? If you teach connection between the literature and their reading, language arts or English in the middle own lives. The core program should include school, you have asked yourself this question excellent works of literature from different countless times. If your classroom is like mine genres, and because of the diversity of our you see more R.L. Stine being read than John student population, it is important to include Steinbeck and you think, well, at least they're excellent writing reflecting many cultures. reading. How, though, do we get them to read Many of our classrooms reflect the many cul- quality, meaningful literature? tures in our society, and I believe it is important Today's students are very lucky. 'there is for our students to discover that all cultures Continued on page 28 r PRESIDENT'S COLUMN
Perspectives on Language Arts for Gifted Students: Yesterday and Today
by SANDRA KAPLAN
Years ago, it was the language arts program that The emphasis on core literature in das- introduced me to the abilities or gifted students. r00111Sallilot SahtirVgiftd !weds to It was the language arts prograin that uncovered behIll'OthICed to ',Ind have experiences with and displayed to me the giftedness I only previ- the classics. A single core literary work must ously had read about in a text describing excep- be extended so that gif (eel students are read- tional children. It was the language arts program ing "coulee (ions of literature.- Each core lit- that defined the gifted readers by their speed erature book should be a catalyst to intro- and comprehension and the gifted writers by duce students to related literature.. .11w ntie- their creativity. Today, itis the language arts book-at-a-time reading concept is insufficient program that in many classroemt is inhibiting or to develop sophisticated gifted readers. discouraging giftedness. Whole language and The places for inventive versus formal spell- the writing process as components of a language ing need to be clarified for gifted students. arts program are not to be blamed for some of the practice of inventive spelling cannot be today's concerns about language arts and gifted demeaned for gifted st udents and conversely students. I lowever, the translation of these con- the overemphasis on formal spelling ( annnt cepts into classroom practices is causing these be perceived solely as the avenue to academic cnitcerns. writing and good spellers. "Read around" groups, where each member The benefits from using inurnals cannot be of the group takes a turn to read aloud it refuted. 1 lowever, the overuse ofjournal writ- designated portion of the reading selection ing can be abusive. Many gif toil students have can be detrimental to gifted students. These trivialized the jnurnal writing ptoc es. when it students are preparing mentally to attend to is related to "on demand" emotive tsriting only their section oldie reading material and that is expected to culminate every lesson or then tuning out, sn to speak. Since many each day. 'Tell us how volt feel" relegates gifted students read fast and enjoy the mental journal writing for gifted students to it task stimulusand interaction when they become a rather than an expression of self or the out- silent partner in the reading process. reading cultic nlessons. .earning about the personal aloud a single portion of a literaty work is not value and historical significance of journals intellectually satisfying to them. must accompany the task of maintaining,- a The writing process has been helpful to every .jounal. young writer. In some cases, gifted students A language arts program (Or gifted students have not been helped to apply the stages andshould consider developing au appreciationof skills of the writing process. They have be-language.Thisincludeslcarning abnut the exist- :nine dependent on another's response toence and usage of language few different pur- their writing rather than taking more per-poses. Gifted students should be assisted to be- sonal responsibility for editing, for example,come aware of the origin and evolution of dillei- their own writing. The writing process mustent forms ollanguage and the Lick )r. m asot terry be internalized by gifted students (all stu-which promote or retard their use.lw first is dents) so it can lx' perforated independentlythe language Of learning. and individually and the self ultimately lints( become one's primary editor and reviewer. 1. Language of' Learning The focus on English language acquisition eters to the language of scholars mid the catinnt be limited tn bilingual or LEP stu-language that precipitates scholarliness.x- dents. Cciftd students whose primary lan-amples of this languageInc luck: guage is English need continual experiences "The accumulated iVillellUc 111(1.1( ate. that that help them gain new vocabitlar and uti- lize extensively the ynabulaty they already ", nothc'r point of view might be have developed. "The assumption 1)11yosed appears to he
Nt. 2 Califoi ilia A r,blISSpa (;111n142i' I Ilull :(,PC/11(e. `;14111' lQ. 11101ffitaili(,'tear CA1.1041) Apt 11 1011 40 PUBLISHED BY THE CALIFORNIA ASSOCIATION FOR THE CAFTED Administrative Assistant, Carol Brown Spencer 415/965-0653...FAX 415/965-0654 The CAG Communicator is published five times during the year -in September, Novemberjanuary, Apri I, and Jun e. Opinions expressed by individual authors do not neces- that sarily represent official positions of the Association, Sub- "The issue germane or central to the point scriptions are available to non-members at an annual cost seems to be of $25.00. Officers - 1992-1994 2. Language and Decision Making Executive Committee President Sandra Kaplan I his refers to the nomenclature used to pro- Vice President Cathleen Silva cess the variables which aid decision making. Secretary Ron Fontaine These language patterns can be gleaned from Treasurer Judith Roseberry the dialogues of fictional characters in decision- State Parent Council Chair Vera Eby making situations. They also can be acquired Regional Representatives from an analysis of the lives of famous people Bay Area Bonnie Ca cassa expressed in autobiographies and biographies. Janet Lamarre Importantly, the language of decision making is Capitol Cell Wiegand also to be noted in the essays and other delibera- Sharon Freitas tions of individuals in crisis or conflict. This Joshua Tree Dana Reupert language includes phrases such as: Emelie Neher weighing the consequences Mission Vicki Steinitz prioritizing data Anita Still assigning value lo. Mt. Shasta Ada Dald-Vivier assessing the alternatives Terrie Gray pondering Orange Pat Phelan Karen Grinfeld 3. Language of Leadership Pacific Margaret Gosfield This refers to the selection of words and style Martha Flournoy of syntax that serve to influence people. Inher- Palomar Dave Hermanson ent in the development of this type of language Pat Paluso is an understanding of intellectual as well as Redwood Robin Hubbard so( ial leadei ship behaviors and skills. I astening Sue Benzinger San Joaquin Ann Cierley to and reading from the speeches and debates of Open historic and contemporary leaders can be the Santa Lucia Kathy Hope bases for the acquisition of this type ollanguage. Marjorie Bowles 4. Personalized Language Submission of material CAG encourages all interested parties to submit ar- phis refers to the language that reflects per- ticles for publication. All submissions will be given care- sonal interests and is a tool to he used to attain ful consideration. Photos and camera-ready art work are individual intellectual power.Thislanguage pro- particularly desirable. Student work should be accompa- ides the student with the language to specialize. nied by teacher's name and school. Send all material with Itincludes the technical vocabulary of the your name, address, and phone number to Jean Drum. student's in lei ests or -passion." Communicator Editor, '7822 Belgrave Avenue, Garden I 141\language arts program should be the Grove, CA 92641. You may phone Ms. Drum at 734/892- slio%( Asc.lotthe pc' formanc e Of (lie gifted 1745. student's Intel cuts and intellectual behaviors. Reprinting of materials I ("Id\ s 1,1142.11,11-t al Is 1)1()I41.1111 sub- Articles appearing in the Communicator may be re- met ge individual abilities and needs. but should printed as desired unless marked by (0 or reprinted from mei to the (Illicit:whiled needs of leat nets. another source. Please credit the Communicatorand send I ot1.1.s language at Is prop,i,tni sh()111(1 it copy of your newsletter or journal containing the the bs1 ( )f what was valued in yestrday's lan- reprint to the Editor. guage at Is in ()grain lot gifted students.
.ti )1 ( ,h who, tot thr (;itte,1 I ttebt /1t,ntte, State Pt. Alountant Tier,. CA '14(1411 1)11St'.1
41 BEST COPY AVAILABLE CALENDAR IN THIS ISSUE
April 8-9, 1994 Literature in the Multicultural Classroom Teacher Institute, Concord, CA Linda Brug 1 Two-day institute at Sheraton Concord Hotel on Differenti- ating the Curriculum for Gifted Students. Prices start at 5110. Update from Sacramento For information, contact the (AG office, 415/965-0653. Cathy Barkett 6
April 9, 1994 "A Challenging Program for Every Student in Every Sixth Annual Gifted/Talented Black Child Conference School": A Conversation with Cathy Barkett 7 Dublin Avenue Magnet School. Los Angeles, CA Workshops On supportive parenting and successful teach- ing strategies for the gifted black child. Educational Refortr.s, Values, and Gifted Students For information, contact the I.ACSD GATE office, 213/ James Gallagher 10 625-65011 or the Central Cities Gifted Children's Associa- tion office, 213/750-6559, Storytelling, Developing the Movie Screen of the Mind April 13, 1994 Dale Bulla 11 The Best of CAG Conference Santa Clara County Office of Education, 100 Skvport Drive,A British Kid's Reading List 12 MC 237, San Jose, CA 3:30 P.Nt. to 7:00 P.M. Participants at CAG's 32nd annual conference in Palm Springs share innovative ideas and creative concepts for Poetry Pot parents and educators. Elaine Wiener 13 For information, contact Kathy Oda I lope or Ifieresa Martinez, 408/453-6804. Philosophy: The International Language April 16, 1994 Jerry Chris 14 Teacher Institute, Redding, CA One-day institute at Simpson College on Differentiating- Alternative Assessment Strategies in Language Arts the Curriculum for Gifted Students. Cost is S65. Joint Jacobs 16 For information, contact the CA(; office. 415/965-0653.
April 22-23, 1994 Behind the Door Teacher Institute, San Diego, CA Poetry from the Mirman School 20 Iwo -day institute at San Diego Princess I Intel on Differen- tiating the Curriculum for Gifted Students. Cost is 5105. For information. contact the CAG office, 115/965-0653. TechNet: Dynamic Connections at the Junior High Using the AT&T Learning Network May 14, 1994 'Ferric Gray Teacher Institute, Lo. Angeles, CA One-day institute at Century Plaza I Intel on DifferentiatingA Tribute to Outstanding Teachers 2 :i the Curriculum for Gifted Students. Cost is S65. For information, contact the CAG offic-. 415 /965-0653.
May IS, 199-1- Deadline Summer Seminar for Iligh School Students, "California in the 21st Century" Deadline for students entering 10th or llth grade in September to apply for CAG's summer seminar, July 10-22, 199.1, at Westmont College in Montecito. Pot ( of the hpoc11111Tjapplicalioll, contact the CM; office, 415/965-0653. For detail,' on the seminar, contact Ann (:ierlev, 805 /871-8950,
l'aNe 4 Calibnnia Association tot Ow Cattol 420 1.sincla Avenue, Suite 19, Mountain View, CA 94040 April 1994 42 EDITOR'S COLUMN
It's OK To Read It in a Book
by JEAN DRUM, Editor
We Americans are pleased that wedoesn't have to reinvent the wheel. Any individual, anywhere, have a high degree of literacy incan get a book and learn about ...whatever. We can do it at our our country, and at the same timeown speed and tuck it into our own schedule, and without we feel a sense of embarrassmentusing any special equipment. Could anything be easier? Or and concern that some of the othercheaper? industrialized nations show a So this is a plea to remember the 1(iwly book. Before greater percentage of literate citizens titan we do. Both thestudents can put on news broadcasts about Washington's public in general and educators in particular are giving atroops at Valley Forge, set up an experiment on how plants great deal of thought to how we teach reading in our schools.react to light or any of the other great activities we see in With "one hundred percent literacy by the \val. 2000" as oneclassrooms, they have to have information, and the easiest of the national education goals. educators are putting aplace to get itis from the book. They can't meet George diming amount of effort into research on how to teachWashington, but in a book, they can read what Washington everyone to read. said, what Jefferson thought about what Washington said, An odd note creeps into the classroom at this pointwhat Lincoln said about what.jefferson thought about what however. At the same time that we are teaching, talking,Washington said. Where else could you learn all that so arguing, experimenting and trying everything to improvequickly? Quickly is an important word here too. The modern reacting ability, we are downplaying the role that readingworld is incredibly complicated, filled with more information plays in the learning of every subject, except, of course,than any of its can absorb in a lifetime, and we need to learn reading. Manipulatives, rather than explanation, are thewhat we need without wasting time. Books can do that for us. thing in math. Science textbooks are put on the buck burner Learning is a lifetime occupation, and educators stress that and "hands-on" is said to be the way toget h conceptslearning does not stop at the end of a person's formal school across to kids. When they really find it out for themselves, wecareer. I low does a person learn something if he's, say .15 say, then they'll understand it. I listory books are to 1w used as\VIM'. old and no longer a full-time student? Need I say? Books a resource only, and teachers are urged to have kids doare one of the most vital commodities of our culture, and projects in which they get personally involved in history students should learn from their earliest experiences that plays, videos, making board games. We decry the influenceice ofbooks are their key to a lifetime of learning. TV and video games on our students, but we welcome laser This by no means suggests that classrooms turn into library disks and interactive computer games to teach both historyreading rooms where students sit in their seats all day and and science. And wait, even in the teaching of reading itself,read. Current educational practices which expect children to listening to text being read aloud, either by the teacher ordemonstrate their knowledge by presenting a project are another student in a cooperative learning group, is becomingsuperb learning experiences fii both presenters and audi- more common. ence. Present day technology has given us a myriad of new Are educators being double minded about the value ofpossibilities in the classroom, and schools are livelier. more readingialking a lot about how great it is and then not reallyactive places than they have ever been. Teachers and students using it? Yes and no. Reading itself' is it sedentary and solitaryalike are enriched by this approach and we want to expand activity, and children arc usually neither of those things, atand improve it. But at the same time, the importance or the least for very long periods online. It has always been obviousbook must not be forgotten. Children must have good text- that active, participatory lessons are vital to good learning inbooks, filled with words, pictures, maps, diagrams and other any subject and at am. age, up to and including seniorcitiiens.good things to help them comprehend. These textbooks Making history come alive, the "you are there" approach ismust inform them, challenge their thinking and excite their exciting and wonderful and important. Really "doing" sci-1111i1011ati011. And, of course, we MUM Wadi 111C111 to read ence is fun and valnable and allows students to internalize thethese books, read 111(.111easily and with confidence and concepts they need to learn. These are all outstanding ways topleasure. We must not give up, "dumb down," and teach convey information, but way back at the beginning, theAmerican history by means of a video game or limit science to quickest, most efficient way to get a lot of info' 'nation is towhat can be done hands-on. I'llat's not enough for us. Let's read it in a book. That's the whole point of wanting to be aread, read it all; then well know how to put on a Gold Rush literate society. It is a literate society which ( an preserve itsbreakfast, make a riffle box and pan for gold at the American past and pass on infOrmation, so that the next generationhistory fair.
April 1994 California Assoeiatimi for the Gifted Avenue, Suite 19, Mounlain CA 9 111.10 l'aN 5
4:3 AUpdatefrom Sacramento
by CATHY BARKETT
1 he California Learning Assessment Sys-student's work, expanding on the information tem (CLAS) has come to our public schools ingathered through the annual assessments. California. For the first time ever, our students are being measured against rigorous statewide How was CLAS developed? standards. It takes a lot of people working together to They must show that they have mastereddesign and put into place an assessment system (acquired) important basic academic skills andfbr a state the size of California. The new state techniques and know how to use themthat assessments are developed by teams of elemen- they have the knowledge and thinking skills so tary and secondary te-elchers, curriculum special- critical for adult success. ists, administrators, testing experts, university CI AS reports student results according toprofessors and representatives from California's statewide levels of performance. These levelssubject matter projects. I hundreds of teachers challenge students and teachers alike to reachand students try out the test items in special field fOr ever-higher levels of achievement. tests, and special reviews are conducted to en- sure that CLAS assessments are fair and sensitive What is CLAS? to cultural, language and gender differences. The new CLAS is mandated by law and is designed to satisfy four important needs. It will:How are CLAS assessments scored? Provide individual results based on state- The 1993 assessments were scored by more wide levels of performance. than 2,000 California classroom teachers, coor- Report the results of these assessments indinated by the (DE and regional staff consortia, terms of clearly defined statewide stan-with assistance from independent testing con- dards of performance. tractors. Challenge students to demonstrate their To ensure that (,LAS results (Fees reliable: thinking skills, to analyze, to solve prob- Experienced teachers were selected to lems and to explain their solutions in writ- score the student work. ing. Scoring guides were produced and tested Serve as a catalyst for improving classroom by the subject area development teams to insmiction. ensure accuracy. Teachers were specially trained to use the What are the components of CLAS? scoring guides. Th eV were allowed to begin When fully implemented, ( :1 AStv ilI have two scoring only after they demonstrated an major components. The first are annual assess- accurate and consistent application of the ments in reading, writing and mathematics at state scoring guides. grades 4, 8 and 10; and in history-social science Scored paperswere monitored with checks and science at grades 5, 8 and 10. Reading, and double checks to make sure the scor- writing and mathematics assessments were in- ers staved on target. A technical advisory it-whited in 1993. Science and history-)cial committee of national testing experts over- science assessments arc scheduled to gin at saw the process. grade 5 in 1994, with grades $ and 10 to follow. Coordinators of the first round of statewide CLAS assessments in Spanish for grade 4 arescoringreported that teachers'scoringwashighly currently being developed and will he field-consistent, verifying the qualitv (tithe system and tested this year. the training provided. The second component will be a portfolio type of assessment for the same grades andWhat are CLAS standards? subjects. This part of CI ,AS, when developed, Performance standards offer educators and %yin feature a celled out of selei tcd sl udent work, parents all over California the saute criteria for prepared in the course of normal class activitiesmeasuring the quality of student work. Business and will include a variety of projects. It %Yinleaders, parents, educators, testing experts, provide a snapshot of the quality and depth of aschool board members and state officialsrep-
I'11Seh GIIItt,t A,OChlt11,11 '01the Cat tot Pi, 1.,eurla Avenue, Suite 19, Mmuttain V iew,Cu 94040 Apt it1994
4 4 resenting backgrounds as diverse as California Teams of bilingual teachers are working itselfworked together to write descriptions for on language arts and mathematics assess- first set of statewide performance standards. )nents in Spanish for grade 4. Schools will be invited to participate in the field tests What's planned for CLAS in 1994? when the assessments are developed. In the spring of 1994, the Department of CLAS will also be piloting assessments for Education will assess all students in grades students with special needs. 4, S and 10 in reading, writing and math- ematics. All studen is will also be assessed in 1994 Golden State Examinations will be ad- history-social science at grade 5. ministered it) first -Fear algebra, geometry, biol- Reports for grades 4, 8 and 10 in reading,ogy, chemistry, U.S. history and economics. There writing and mathematics will includewill be open-ended problems in all subiects tested school, district and state-level results. and lab work and portfolios in science. The (:SE For the first time, the 1994 CMS reportswill continue to provide high honors and honors for grades 4 and S will include individualcertificates and insignias on diplomas for the top student results in reading, writing ' "A Challenging Program for Every Student in Every School" A Conversation with Cathy Barkett, Director for Gifted and Talented Education California State Department of Education Cathy Burkett is no stranger to Sarin motto. She is a native tat )ted. But it was111Voldest son, Andy, Californian, born in Oakland and ?alsol mostI1 in the 13a1 vIto "cm:ow-aged" Inv to get involved in .I era, mth lane out on a farm ill Idaho and a stay in the education of the gifted when lie Canada where she men( to hint/erg', den awl first ginde and became bored iii school, in spite of the del( that Canadian schools demand more of their students fact that he was enrolled in what I con- than do schools here. Vie went to UCLA (because (1: sider to be an excellent public elemental). Brifieley 1171% too duce 10 /UMW) anal spent her junior year in !tall at the'niversity oipadua ( "whereCol,ernicus strolled, school. In au effort to support and extend some time before inr"). She has travelled extensively the school program, I began teaching Einope, speaks Spanish and Italian and has befoul the special classes for gifted students behave' study 01 Chinese. Het husband, Joe liathea, is the chic' and after school, while working half-time financial Oro fo, A Mold of Cowl Taste, whiai opriates for the California Department of Educa- a local Main of restaniants, Lalion bakeries, and a colter tion. I also became chairperson of the company. The 11a hells have "tleo tern'ic lads-aged I I and school's Advisory Committee for Gifted S who attend school in the .,1111 Juan .School lllstnc t. h1 her and Talented Education, organized %pale It me she likes to pla bridge, sh I, lead, olaihsooer, cook several teams for the Odvssey of the Nlind and VI Competition, and coordinated the school's "I lands-011 Science" program. In Q:I low did you become interested in gifted spite ofMN'efforts to) enrich his program, education? by the end of fourth grade111Vsot) Wa!, ik:I have ,)henry's been interested in individu- reachUMa full-time accelerat..(1 program, alizing education to meet the needs of so we enrolled him in a SpCCIal(111V ("11155 students. \\It'll(' pm suing a Nlaster's in 111111411(1)1.0gri1111 for gifted students. Education .ti I became inter ested hi itigh these personal expericti«.s, I in the education of ex( eptional c hildren, became inier(sled professionally in including those Ilio are gifted 1111f1 finding It position in the Department AprilI,19-1 Calilot AsNh. ',Momlot the Gilled 420 Ifscuchi ilvenue, Suite 19, Alountain CA 9.1(1.10 4 .J BEST COPY AVAILABLE where I could make a contribution continued support and assistance to through assisting schools to develop high- achieve the highest levels of performance. quality programs and services for stud.. tits I lowever, children don't all come to us for whom the standard curriculum is not with the same interests, experiences or sufficient. In Nlav of l993, %viten Barbara readiness. You can't take a gifted child Brandt's, the former director of the Gifted who speaks no English, plunk her down and Talented Program. vas asked to into an accelerated literature class with no devote her energy full-time to the imple- support, and expect her to succeed. You mentation of Scamel to None, I requested can't take a child who comes to school in her former assignment as GATE Director. the morning without breakfast day after day, and expect hint to concentrate On his Q:How has your background helped you? studies all morning. You can't take a A:I have a Master's in Education Administra- student who has not yet learned how to tion from L'CI A and a lot of experience multiply whole numbers and expect her to teaching and conducting research with multiply ft-actions. And you can't take a special populations. For example, I was an student who has never played an instru- assistant has lier for an exceptional ment and put him in advanced band! I children's preschool, a mental health believe that almost all children are consultant for Urban League I lead Start capable of reaching advanced levels of in the Los Angeles area, and I worked for understanding, but (Mb; ifwe take into Systems Development Corporation on an account what they already know, what they evaluation of education programs for still need to learn, and then help them neglected and delinquent children. devise a plan for further learning. I am Working as a student intern under a opposed to tracking our underachieving clinical psychologist. I tested hundreds of students, because I think there is good children using a full batftry of intelligent, evidence that most low achieving students and personality tests and participated in learn more when grouped heteroge- the development of 11.11's for those chil- neously. and because I think that in the dren. I mention (hal because I think I past many children were relegated to low have a good understanding of what tests "tracks" based on limited and inaccurate can and cant measure, and of the fallibil- infOrmation. 1 lowever. I think you can be ity of making judgements about children opposed to tracking at the lower achieve- from a single testing session. I was a ment levels and still support providing bilingual aide in a kindergarten classroom advanced learning opportunities for gilled (M. a vearI think they hired me because and talented students. I speak Spanish on the kindergartenntergarten level! That was a valuable experience because I This issue faces all of education: are we began to learn how to recognize signs of going to offer a standard curriculum to all giftedness in children who did not speak students, without regard to individual English. NIY year irl Padua also helped me differences, or arc we going to provide a develop firsthand kumdedge of the challenging curriculum for all students oblems of sec ind language acquisition. and individualize instruction so that students who need additional support will Q: What are the most important issues facing receive it, and students who can demon- education? s1-me mastery (Cl an area of the curriculum A: 1 think the biggest obstacle facing gifted twill be encouraged to move ahead? education today is the perception of some educators and parents that unless we (eachQ: How do you like working in Sacramento? the same thing to every child at the same A: It is fascinating to watch how law and time, we are somehow denying- ac«.ssto policy are made. I have found that most some children. I don't agree with thi.. people age ce on the goals: a great public philosophy. I think the rights ()revery education that turns out well-informed ( hille the same: the r fight to a challeng- ciiiiens who c an «outwit. with students all ing education that lea( hes ea( It child to over the world in all subjects: a zero be the best dim he or she can be in wt.\ dropout rate and graduates who go on area of the curri( ulum and the right to enthusiastically either to higher education Cal:forma A.,,Vh01011 ter the Geted 4:0 1 .cueld Avenue. Suite 19, Mountatti View. CA 94(1411 Apr :I 1994 or a productive and interesting job; and develop those gifts. I hope I can do that by students who are committed to lifelong helping to set a state policy that encour- learning, \vim arc well-rounded and ages each child to excel, working with healthy physically and emotionally. Most GAG to develop teacher training pro- people involved in government, whether grams, and assisting school districts to in the legislature, CI)E, Governor's office develop or improve their GATE programs. or other state agencies, are trying to Funding is and will continue to be a develop policy and support programs problem. Funding in districts with more designed to achieve those goals. We differ, than 50 identified students translates to however, in our thinking about how to less than 5100 per year, and this includes reach those goals, and our differences only a little more than half of the state's lead to fragmentation in the educational school districts. This means that gifted system at every level from the legislature to programs must search for options that the classroom. don't cost additional money. A special day class for gifted students generates revenue Q:What is your conception of the ideal gifted program? based on ADA, and that can fund the teacher and materials and supplies. Sonic A: I have seen sonic programs in California schools are differentiating the curriculum that border on the ideal. They have and instruction within the regular class- certain characteristics in common: a focus room. This is not an expensive option, but on what the child learns; acceptance of it does require a dedicated teacher, funds individual differences in children; encour- for staff development, and some enrich- agement to students to delve into those ment and above grade level materials. aspects of a rich curriculum that particu- laly interests them and to progress at a A GAM director's with list! pace that is challenging to them; promo- I would like to see the education reform tion of intrinsic rather than extrinsic agenda focus more on student achieve- motivation to learn; teaching students to ment and the encouragement of students celebrate each other's achievements; to continue to strive to achieve at the encouragement of students to develop a highest possible levels. As we try to ref0rm realistic self-appraisal at the same time or restructure schools we should measure they are striving to further their knowl- our success in terms of improved student edge and skills in all areas; and a knowl- performance. edgeable teacher who is excited about I would like to see us improve our systems learning, likes children, and communi- for identification of gifted and talented cates her enthusiasm to them. students so that we increase our identifica- Q:What contribution would you most like to tion and support of giftedness in make to gifted education? underrepresented ethnic groups, and thus A:I wish there was a simple answer to this continue to add students to the high- question, like "I would like to reduce achieving groups at every year of school- wasted talent by 25%!" As a career bureau- ing. crat, I realize that the contributions we I would like to have a challenging pro- make at the state level are not easy to gram at the elementary, middle and measure, and that the most important secondary grades for every student in contributions are made by parents and by even' school in California. We should not teachers in the classroom as they touch aim for any goal short of this one, and we the lives of individual children and help should be united in working together to those children find joy in learning. I meet this goal. would like to make it easier for all class- room teachers to recogniP. 1:nique gifts and talents in their students and to feel comfortable helping those studtus April 1994 Cal: /j rnia k,oeiation /or the Gifted 426 Escudo AVellite, Suite 19, Mountain View, CA 94(14(1 Page 9 4': Educational Reform, Values, and Gifted Students byJAMES J. GALLAGHER This article first appeared in Gifted Child Quarterly. Vol. has the potential for placing a serious barrier in 35, No.1, Winter 1991. Its relevance is vital to understand- the path of educating gifted children, and we ing the relationship between gifted education and educa- need to he particularly alert to such barriers. tional re]onn. Values and Education of Gifted Students Those educators who work with gifted students It seems clear that personal and social values often feel apart from, not a part of, the regularplay a significant role in determining how we school system. Some of our educational col-approach the special education of gifted stu- leagues seem to see us that way too. But we havedents. It has been accepted for some time that played a more significant role in the generalthe United States has had a commitment to two education scene than many imagine. Who, forvalues that may sometimes conflict with one example, has led the way in the development ofanotherexcellence and equity. job it Gardner critical and creative thinking (Feldhusen and(1961) once wrote a book subtitled Can We Be Treffinger, 1985) ? Who has identified and inter-Equal and Excellent, Too? and suggested that we vened with the underachiever (Whitmore, 1980)?could do both but that we weren't doing too well Who has pioneered in looking at the need forat that time. The need for special education for content sophistication in curriculum (Maker,the gifted child is often supported by those who 1982)? Where did the concept of flexible pacingchampion the value of excellence, but there are come front? In many instances the education ofmany persons who believe deeply that equity gifted children has played the role of pilot studs'should he our guiding principle in American to significant improvement in the regular educa-education. The actual application of these val- tion program. ues to educational decision making leaves much Still, we are a relatively small group and,to be desired. The ambivalence of the American hence, are influenced by the larger movementssociety toward the goals of educational equity that strike the American educational scene. Forand educational excellence are clearly seen in example, Sputnik changed programs for thethe proposed national goals accepted by the 50 education of the gifted more than the governors. 25 years of internal wrangling among educators of gifted by stimulating National Education Goals needed curriculum reform. 1. By the Year 2000, all children in America will start Now we are facing a new era of school ready to learn. educational reform that promises to 2. By the year 2000, we will increase the percentage of change significant aspects. of the students graduating front bight school to at least 90%. American educational experience 3. By the year 2000, American students will leave grades and, like a large wave, carry its in the four, eight, and twelve having demonstrated compe- education ofgifted students along with tency over challenging subject matter, including En- it. I fere are six reforms, none ofwhich glish, mathematics. science, history, and geography. were proposed with the gifted student 4. By the year 2000,11.S. students will be first in the world in mind, but each of which can be a in science and mathematics achievement. major force influencing the educa- 5. By the year 2000, every adult American will be literate tion of gifted children: (a) the excel- and possess the knowledge and skills necessary to lence movement, (h) cooperative compete in a global economy and exercise the rights learning, (c) middle schools, (d) cer- and responsibilities of citizenship. tification of master teachers, (e) site- 6. By the year 2000, every school in America will be free based management, and (f) account- of drugs and violence and offer a disciplined environ- ability. ment conducive to learning. Each of them has the promise of Gomm ors' Task Ponce on Education bringing a more exciting educational Charlottesville, VA system and a stronger program for Fall, 1989 gifted and for all students. Each also continued on page 29 Page 1(1 California Associatim for the Gifted 426 Iseuela Avenue, Suite 19, Mountain View, CA 94040 April 1994 4 Storytelling, Developing the Movie Screen of the Mind byDALE BULLA The power of visualization is no longer in ques- The same is true of writing. If the mind doesn't tion. One need only look back at the Olympiccreate images, how can the description be writ- games and remember the athletes describingten? It is no wonder a child questions, "What how they would go through their routines in shall I write? How should I describe it? What does their "mind's eye" and see themselvesit look like?" If a child is asking these questions, being successful in an event. The mindperhaps the visualization process has not been cannot distinguish between imaginingfully developed. The fault may not lie with the I I an event and actually doing it. An ex-child if he or she has been "raised" on video and I I ample of this occurs during a movie. At amovies. With these media, nothing is really left to particular moment of emotion or fear,the imagination of the observer. Passive atten- I I one may experience rapid heartbeat,tion is all that is required here, not active mental I I quickening of respiration or even sweat-imagery. ing. The body is reacting as if a real After reading a story about a monster, how I I situation were occurring even thoughoften does a child ask to see a picture of the 1 I the event is happening only in the brain.creature? Sometimes he or she is unsure of a If the mind believes that the experiencemental image and wishes to know if it is correct. I I is actually taking place then appropriateThe child may have been conditioned to think I I messages are sent to the body. that someone else's pictures are better. Yet if Athletes have recognized this powerallowed to develop, the child's mental images I I of mental imagery for some time andmay be far better and just as exciting as any I I they have used it to increase their odds ofillustrator's work. success in competition. Educators and When a person listens intently to a story, parents are also starting to realize thenothing can visually distract the mind from cre- I'3( ) "*".I value of this often neglected yet naturalating an image. The listener sees the images as human ability. the story progresses and is no longer just a I I Storytelling is one of the most power-listener but an active participant in the unfold- I I ful ways of enhancing the technique ofing of the story. visualization and it is free. The electronic Sometimes when a familiar picture book is I I age has caused many people to feel thatread, the listener will correct the reader if the I I "high tech" images can take the place oftale is not accurately recited. Just try skipping a "old fashioned" mental skills, yet thepage of a favorite storybook and the omission I I ability to visualize is as important now aswill be noticed immediately. Yet when a story is I I ever, perhaps even more. From the board- told rather than read, the listener is more willing room to the classroom, the value of gen-to accept variations in detail. Often he or she I erating creative ideas is returning. Thecan't wait to see what changes the storyteller I I act of sharing these ideas through imag-might include this time. Before long, the listener ery can stimulate the imagination to in-will be helping fill in the details. I I vent, to solve problems and to pose hypo- The next logical step will be for the listener to I I thetical situations. become a storyteller. Making up stories or writ- Without the ability to visualize, read-ing books may soon follow. Watch the improve- I I ing and writing are just groups of lettersment in reading and creative writing and see printed on a page instead of wide-screenhow rich descriptions become. Once the art of mental movies. If a child has not devel-visualization is mastered, the mental images of oped the ability to see mental images, thenthe young storyteller will have undergone a re- reading may be simply the act of saying wordsnaissance that can challenge any of &even that are seen written on a page. Imagine howSpielberg's special effects! boring reading would be if all the reader saw were these words with none of the mental pic-Dale Bulla is a teacher turned professional storyteller. tures. Could this be a reason that some children He can be reached at 1205 Wiltshire Dr., Carrollton, don't like to read? TX 75007-4810. April 1994 California AsNociation for the Gifted 426 Escurla Avenue, Suite 19, Mountain View, CA 94040 Page 11 4' A British Kid's Reading List "Long established children's fiction" include: Alice's Adventures in Wonderland, Lewis Carroll Peter Pan, J.M. Barrie Just William. Riehmal Crompton Swallows and Amazons, Arthur Ransome The Wind in the Willows, Kenneth Graham The Lion, the Witch, and the Wardrobe, C.S. Lewis Winnie the Pooh, A.A. Milne Cmirtesy of the Advocate fivm the Connecticut Association Thep ngle Book. Rudyard Kipling for the Gifted comes this list of recommended books for The Railway Children, E. Nesbit schoohildren in Great Britain as suigested in the new The Little House on the Prairie, Laura Ingalls national curriculum guidelines in Great Britain. Wilder What Katy Did, Susan Coolidge Ages Five to Seven The Borrowers. Maly Norton. Each Peach. Pear Plum. Janet and Allen Ahlberg Texts that "broaden perspectives and extend thin}, Mr. Grumpy's Outing. John Burningham Mg" for this age group include: Where the Wild Things Air, Maurice Sendak The Once and Future King. T.H. While The Very Hungry Caterpillar; Eric Carle How the Whale Became, Ted Hughes Ti Pat I litchins The Wolves of Willoughby Chase, Joan Aiken Dower. Shirley Hughes The Hobbit, J.R.R. Tolkien. The Owl Who Was Afraid of the Dash, Jill Tomlinson Bear Hunt, Antliony Browne Ages Eleven to Fourteen Not Now. Bernard. David McKee These children should read such plays as: Under Lady David. Dick King-Smith Milinvood by Dylan Thomas and Pygmalion by George The Tale of Peter Rabbit. Beatrix Potter Bernard Shaw and poetry by poets such as: Seamus Grey Rabbit to the Rescue, Alison Uttley Heaney, W.I I. Auden, Robert Graves, R.S. Thomas, Grace Nichols, Vernon Scannell, Elizabeth Jennings, More challenging works for this group include: John Betjcman, Wendy Cope, William Blake, S.T. The lion Man, Ted I lughes Coleridge, Thomas I lardy, Robert Browning, John A Necklace of Raindrops, Joan Aiken Keats, Alfred Lord Tennyson and Emily Dickinson. Just So Stories, Rudyard Kipling Suitable fiction includes: Treasure Island, R.L. Stevenson Ages Seven to Eleven Adventures of Huckleberry Finn. Mark Twain These children should read verse by writers such as Little Women. Louisa May Alcott. Ogden Nash, Brian Patten and James Reeves and fiction by such writers as Ruiner Godden, Russel Robinson Crusoe, Daniel Defoe loban, Rosemary Sutcliffe, Joan Aiken, T.H. White, Wessex Tales, Thomas Hardy Leon Garfield, Richard Adams, Jill Pawn Walsh and Jane Eyre, Charlotte Bronte Roald Dahl. A Christmas Carol, Charles Dickens. Classic poetry for this group include: Ages Fourteen to Sixteen Sea Fever. John Masefield These pupils should read at least one play by one of a The Wreck of the Hes/alio. H.W. Longfellow list of authors including: Arthur Miller, Bill Naughton, The in ratifies, Edward Lear J.B. Priestly, R.B. Sheridan, Arnold Wesker, Thornton The Listeners, Walter de la Mare Wilder, Oliver Goldsmith, Oscar Wilde, Robert Bolt, You Are Old, Father William, Lewis Carroll Peter Shaffer, Tom Stoppard, Alan Bennett and lenrik Ibsen. Suitable poets include Thomas Gray, Macamty, the Mystery Cat, T.S. Eliot William Wordsworth, Percy Bysshe Shelley, Matthew The High warla a. Alfred Noyes Arnold, Robert Burns, Christin a Rossettijohn Donne, It Was I Amg Ago, Eleawn- Farjetm Geoffrey Chaucer, John Clare, Robert Frost, Philip Tarantella, f iillaise Belloc. Larkin, W.B. Yeats, Sylvia Math and Dannic Abse. Page 12 California Assik.iatitm for the Gilled42s, Esc: 'WM Suite 19, Mountain View, CA 94040 April 1994 50 Novels include: Other suitable authors include Graham Greene, Gulliver's Travels, Jonathan Swift 1).1-1. Lawrence, H.G. Wells, ILE. Bates, William Golding, George Orwell, L.P. Hartley, John Steinbeck, Silas Marner, George Eliot Aldous 1 luxlcy, Ernest I lemingway, Harper Lee, Laurie A This of Two Cities. Charles Dickens Lee, Ray Bradbury, Somerset Maugham, Evelyn Th Mayor of Casterbridge. Thomas I lardy Waugh, Mildred Taylor, John Wyndham, Doris Lessing, Wuthoing Heights. Emily Bronti; Susan Hill, Joseph Conrad, E.M. Forster, Richard Mid, and Prejudice, Jane Austen Hughes, Winifred I Ioltby an d AlexanderSolzhenitsyn. The Moonstone. Wilkie Collins The Red Badge of Courage, Stephen Crane Poetry Pot by ELAINE S. WIENER Shh h. Darken the room. Light the candle. Chant Lights out! A new pack (reduplicate poems is a mood setting poem as everyone settles aroundpulled out of the pot by a new "chosen" small the poetry pot. hand. Shy children recite softly; blustering chil- It's a timeless ritual which has its own evolu-dren "act" the recitation. Who will dar ?" pro- tion each year because each group of childrenvokes even 11101*C volunteers. responds in original ways. It's also a reminder to Only two or three poems are "discovered" me that I, however, am not timeless. I was each Friday afternoon. When the last poem is thirty years old, twenty-six years ago, when I finished, the candle-lit room is darkened one first read Albert CullUIll'S Ptah Bark the Desks0 last time to reminisce, to think, to talk, and (now published by Fearon Teacher Aids). (9,, especially to "observe" the look of a magical The second I read the chapter called Po- co environnwnt. Our memory will last until we etry Pot, I knew I had taken on a lifelong can re-experience poetry pot next week. commitment to the art of magic. (Learning that one can hold pleasure in And magic it is. As the children 42 the mind is a side goal.) a- sit around the pot, we discuss u) o ) Then partners, small groups 6, how we're going to listen to PO.% and sometimes a single child all sounds written by people who 4:2° cozy up to various corners, outside can make words paint beauty and di trees or a desk or two to recite to excitement. We listen for pictures each other. The room buzz.vs with of places, and we listen for feelings poetry from our folders; this week's which also live in our own minds. poet ty at id last week's and all t he weeks A chosen child mystically pulls a pack since September. By June each child has of thirty-two duplicate poems from the a collection for childhood eternity. ancient cauldron we call the poetry pot. The Some years, when the chemistry is right, we teacher reads the poem by candlelight. Thedraw, paint, practice, narrate, act out, develop intonation of the reading is punctuated by flick-stage presence, perfect microphone projection ering shadows. As these twenty-six years haveall for a poetry show. passed by, the look of six-, seven-, and eight-year- Sonic years are not performing years. But old faces in candlelight never fails to reveal suchevery year we read by candlelight the world's wonder. Children need magic. 1 treed great poets, and we believe that poetly is pro- Lights on! The pack of poems is distributed.found and joyf ul and silly and sad and omical Thirty-two voices read together. "Who will dare?"and especially magical. Then a group of three or four recite. Finally solo after solo, and then a total group reading is Elaine Wiener teaches first, second and third graders repeated. in Garden Grove. She may be reached at 714/538. 2636. April 1994 Califiania /1!.sociation for the Gifted 426 Eseula Avenue, Suite 19, Mountain View, CA 9404(1 Page 13 Jir Philosophy: The International Language by JERRY CHRIS "Education is the sense that certain kinds of questions must examination question might ask the students to be answered by a Hegel and not Joyce Brothers. That is what evaluate Golding's position in light of the phi- we've lost." losophy of Hobbes and Locke. Their debate would also provide an excellent foundation for a These words from Allan Bloom's The Closing ofwritten dialogue as a final essay prompt. For the the American Mimi poignantly earmark a major teacher who enjoys role-playing activities, per- tragedy in modern education: despite our ef-haps Hobbes, Locke and Golding could bring forts to teach critical thinking and problem solv-their argument to the classroom. ing, we have neglected the very foundation for Well and fine, the math teacher might sug- those endeavorsclassical philosophy. From Taogest, but philosophy has its base in the humani- to Plato to Kant to Sartre, man has sought an-ties, not in mathematics. Not necessarily so. swers in his search for truth, beauty and good-Consider this statement from Bertrand Russell: ness. And now, as educators throughout Califor-"People have discovered how to make reasoning nia seek bridges within an increasingly culturally symbolic. ... The aim of life then should be to diverse society, the international language ofequal the perfection of mathematics by confin- philosophy seems ever more significant. ing itself to statements similarly exact, and simi- Content-area teachers, faced with Advancedlarly true before all experience." Students might Placement and International Baccalaureate ex-now be asked to write an essay that explains aminations, might immediately question thewhether or not things which they value in their adaptability of philosophy within the English,life can be reduced to mathematical formulas. math, social science or science curriculum. Per-Some answers will he obvious; most will agree haps this very question is a reflection of Bloom'sthat affairs of the heart go far beyond what is criticism. Teaching critical thinking requires a measurable. Howeve.., students, upon further movement away from absolute answers; it de-introspection, will discover that the nature of mands student inquiry, analysis and evaluation. other facets of being a teenager are very math- Philosophy, readily gleaned from such simpleematical, such as music and dance. Additionally, texts as Durant's The Story of Philosophy, can pro- math teachers should he aware that philosophy vide that tool in every discipline. offers excellent opportunities for interdiscipli- Let us consider practical lessons in severalnary reading. Books with a mathematical basis, subject areas. Suppose, for example, studentssuch as Hofstadter's The Mind's Eye, or Code!, are reading Lord of the Hies in a literature class. In Escher, Bach, are readily available in every high his work, William Golding clearly expresses theschool library, and current best sellers which motif tha: without the formal structure and lawsfeature characters whose philosophy of life is which a government provides, man necessarilyfounded in mathematics, such as I ioeg's Smilla's tends toward evil and self-destruction. Two great Sense of Snow, abound. philosophers, ohn Locke and Thomas I lobbes, The marriage between social science and are diametrically opposed concerning the good-philosophy seems to be a natural. Indeed, the ness of man's nature, with Hobbes agreeing withTheory of Knowledge course in International Golding. The teacher now has several possibili- Baccalaureate requires a unit on historiogra- ties for high-level, critical thinking activities. An phythe evaluation of truth within the writing 14 California Association for the Gifted 4261:se:win Avenue, Suite 19, Mountain View, CA 9404(1 April 1994 of history. As a jump-off point, students mightever, is not to say that absolute beliefs in them- consider Mortimer Adler's statement that his-selves should be dismissed as a legitimate phi- tory did not take place in 1532 or 1951, butlosophy, as evidenced by Kant's Categorical Im- rather in the year "1 Read"; in other words,perative or Plato's Philosopher Kings. history takes place only as described by the histo- Thematic approaches to content, rather than r ian or as interpreted by the reader from thearrangement by chronology, facilitate the use of text. philosophical discussion; this works particularly One of the most)st successful and interestingwell in team-taught, interdisciplinary classes. In civics lessons I have seen is the "Philosophers'our humanities umbrella, our units include: Cocktail Party." One week before the "party," the The Nature of Man teacher assigns each individual in the class a Communication and Logic philosopher to research and role play. Ile also Man its Society gives each student specific questions to answer Power and Authority concerning his character's views on the role of The Search for Truth and Beauty government in society. At the party, which might Ethics be complete with soft drinks and brownies, the Metaphysics students (philosophers) must mingle with their I .ove. colleagues to answer all questions assigned to all Each of these themes allows us to develop our the philosophers. For added fun, extra credit coatent, cross over to the other disciplines, and can be granted for "raps" delivered from theevaluate mankind's beliefs and movements point of view of the individual philosopher. Thisthrough philosophical eyes. Several of our key also provides excellent review for the final. role playing activities and seminar discussions Without philosophical discussion. modernrevolve around The Grew, Books of the Wolern science is hollow. In fact, most universities now World: through the use of' the "Syntopican" in- require ethics as an integral part of their science(lex, students can focus immediately on the philo- curriculum. DNA research. gene splicing, pre-sophical beliefso.'anyf given philosopher on any natal surgeryindeed, every scientific advance-Oven topic. A thematic approach also opens the mentdemand an analysis of intention (Kant)door for exciting literature with a philosophical and consequence (Mill), of the common good motif, such as Thr Tan of Pooh by I Ion and First (Plato) and individual rights (Spinoza), of ex- }nu Have to Row a 1,1111e Boat by Bock , inaddition tremism (I Iedonists) and moderation (Aristotle). to classics such as Siddhartha by I lesse. In addition, discussion of the scientific method, Jacob Bronowski, in his ..1.srht of Man, has inductive vs. deductive reasoning, paradigmsstated, "Itis important that students bring a and phenomenology will raise critical thinkingcertain ragamuffin. barefoot irreverence to their levels well above simple lecture or experiment-studies; they are not here to worship what is based formats. known, but to questical it." Indeed, education is Ethical discussion, however, should not benow some fifteen years removed from the mere confined to the science classroom. At a timeregurgitation or facts as a measurement t.f stu- when the public screams fin. educators to im-dent and teacher success. As we approach the prove the values of today's youth, ethical phi-21st century, only one universal methodology losophy provides an easy avenue whereby teach-remain:: intact that crosses all disciplines and ers can at least cause their students to reflect On languagesphilosophical inquiry. Bronowski's the consequences of any action, whether that message only echoes Socrates' yords front 2500 action be in literary fiction, a historical decisionyears ago: "The unexamined lifeI., not worth erra scientific investigation. As society drifts away living." from ;lb Anteslimn dogmatic interpretations of literature, It om the concept ofhistorical "iact,"Jerry Chris was one of the CAC Summer Seminar hum mathematical axiomsthe tea( her be- teachers. He teaches at Mission Viejo High School, omes the facilitator for the students' varied 25025 Chrisanta, Mission Viejo, CA 92691. judgments on every issue or problem. This. how- Aril 1994 Cala(); nu; Asmk.ualolt hit the Gifted 42' 1.scuela Avenue,r Suite 19, Mountain View, CA '1404)) Pap. 15 Alternative Assessment Strategies in Language Arts ny k: AN JACOBS Our schools have changed, but perhaps not allegies. For these students alternative assessments for tilt. worse. In California high schools, itmay prove helpful for some of the benchmark or comes as no surprise to educators that ourculminating activities in the class. student population is not what it was even four To this end, I offer a potpourri of ideas that years ago. With increased pressures from allhave worked for students in my English classes, facets of society, not the least of which is televi-both at the sophomore gifted and the senior sion, our students no longer come necessarilycollege prep levels. equipped with the academic skills or motivation Some students may st',ail these assignments. we might once have expected. As a result, we seeAlternative assessment is not a panacea. But bright students who dislike what used to begiven that only about ten percent of our popula- popular assignments and are unskilled in writ-tion prefers to learn from lectures and tests, we ing the papers that used to be almost secondneed to work with that majority who have long nature and certainly likely of success. been neglected in our procedures. More stu- If we do not address this issue directly. how-dents will internalize the material better in the ever, we are unlikely to continue as educate irs long run than if t hey were given an objective 100 - for the long term, except as cynical ones. It'spoint test or ten worksheets or a paper there don't important to note that our students today whocare about. lack those "essential" skills also bring with them a range of expertise that varies from top-notchAlternatives to Essays computer skills to publishing to singing profes- 1.I lave students write about themselves in the sionally. which our fol met students, because of style of the author they have just studied. I vastly different demographics and opportuni- generally use this with Chaucer's Canierbtoi ties, may have lacked. Ta/es and have the students introduce them- In light of this changing population, how- selves as if they were being written about by ever. we need to look to our audience for clues Chaucer as one of the members of the pil- on how to best engage their attention and create grimage. an atmosphere in which they enjoy, once again,2. Have students keep a journal from the point the idea of learning and being challenged. olview °forte of te characters they have read All of us have met the student who reads about. Or if you are studying a specif time continuously, almost to the exclusion of any- period, have the student pick a typical person thing else and who refuses on principle to do (baker. priest, etc.) and write from that per- any assignment that he deems to be busy work; spective. Depending upon the age of your this student can be seen carrying a grade of D in students you may choose to make it more a class that mandates daily homework to be academic by haying the students incorporate turned in, even though lie consistently earns A's their individual research into this journal. on the tests. We are all familiar with another3. Allow the students to select front a number of student who is so motivated by attent ion that she writing options to demonstrate their knowl- will risk her relationship with the teacher to edge of the content area. A shout newspaper maintain an audience of her peers and who or magazine works well with groups. and for varies from grandstanding about irrelevant is- the students who prefer individual woe k you sues one day to giving nearly perfect speeches might suggest an oral history if the time on class-sanctioned topics the next. All these period permits. As alternatives in this kind of children need to learn the content, yet each list, I offer traditional research papers on it internalizes it differently. topic that the student and I agree upon; a For these students comes alternative assess- book report on a related work that the stu- mnt: the idea that a student can demonstrate dent reads individually; and generally, I also mastery of a content area in more than one way. allow a more open-ended option that allows Today's students are not likely to respond the student to think of it written project. favorably to the "I lure's a worksheet; it's due subject to approval. tomorrow" procedur that we may have grown 4.I have the students compare/contrast them- up with. Oar new population requires new strat- selves to a group of characters in a work. PaNt. lb Cnlilen nia Association for the Cli/ 42u Cscucht Avenue, Suite 19. Mountain V hl', CA 940411 Apr II 1,194 JA Which character is the student most and the food prepared for the class. day ticat the presentations begin, I like amid why? This assignment works It's a nice culmination to a medieval tell each student to keep track of best if the work being studied has a unit. their three favorite presentations, fairly large n tunbc.T of cha racterswho 2. Especially when my extracurricular because they will he "buying" these are clearly defined. When studying demands are heavy, I look for the books with the coupons that I'll give historic at work, suggest that the stu- students' work to decorate my class- out. You can give the winners prizes, dent bccome the tiuthorin 1994. room. Currently, my seniors (new to extra credit, or the option of pre- What would be the artist's perspec- me this semester) are turning in a senting their project at a school fair. tive today? What would be his or her bumper sticker that best exemplifies6. Occasionally as a short break, I'll major concerns?I low, would the their liV /attitude/experiences. give random groups of students two writer discuss these current issues? When they turn it in, they explain to pipe cleaners with which they must 5. After finishing a murder mystery the class orally who they are and why create asymbol fora character. When novel oftheirchoice and while wcrk- the bumper sticker suits them. Dur- they've finished, they explain their mg on Marbeth,I remind the stti- ing the same period, my sophomore results to the class. '1"s is especially dews of all the murders and motives GATE students (whom I already effective the day before a test to get they ttaye read about. Then I have know) will be creating a bumper them calm. them write their own murder mys- sticker that best compresses the views tery.Theygenerally ask a plethora of of Macbeth or Lady Macbeth orKohlberg's Model quest ions about length, plot, etc., to Shakespeare into a pithy and witty If you are familiar enough with which I respond that I want the story statement. Kohlberg's Model of Moral Develop- to be complete and wonderful. Al-3. While working on totalitarianism, ment to teach it, have the students de- though 1 did have one parent ques- have the students make a visual rep-cide which level different characters are tion this assignment, the fiction that resentation of the numbers of peopleon. When explaining this idea, I gener- was turned in by the students was of killed in various purges (e.g.. Holo-ally use as an example The Dead Poets' the highest caliber, and I would rec- caust, Armenia, Cambodia, Stalinist Society, as it offers clearly defined char- ommend it. purges). If one bean equals 1,000acters on a number of different levels. 6. While studying totalitarian states, the lives, for instance, they will be sur-This exercise helps students discover students form groups in which they prised to see visually how big tencharacters' motivations and acts as a 1)1 ainstol in what they would include million is. continuity builder over the course of in ahill of rights, responsibilities4. As a culminating assignment for a the academic year if you refer to it more and values. On«. finished, they World War I unit, the students cre- than just once. ptesent their ideas to the class. That ated groups of three to four people When the work under study offers done. the students write an essay in and researched an area of World the opportunity for multiple interpreta- N hit It they judge which hill of rights War Ithat we had not really dis-tions, you can begin a good discussion the % would most like to live under cussed (e.g., women's role in theby telling each student to bring his or id why. If they disagree with a com- w.ar, major battles, weapons and fight-her idea of the perfect present for a ponent of their favorite, they can ing strategies, life on the home front). given character. They need to take into explain their feelings, but should When they had gathered enough in- account the character's needs, wants, also include why that bill of rights is wmation, they were to create a pre- available resources, personality, etc. still t he best one to live under, given sentation that contained three of the When they explain their pi esent, they the areas of disagreement. following four components: written, must justify why this is the best. You may visual, oral, kinesthetic. I gave thewant to place parameters on this; tell Non-written Options students lists of hypothetical project students that anything goes or that you Non-written options need to be of- options for each area and allowedwant the gift to be something tangible, lei rd at various points in the year, and t tem sonic latitude in selecting from something from .hat time period, etc. while they ate often thought of its the this list and creating their own. '1 tilt" projects, they t an also carl tira-5. Instead of the traditional mind-The Novel Party de init. weight. numbing book reports ("My book I've also included one full-blown as- 1.It is impoi tart that at some time the was about...it was very good"), havesignment for use when you want groups student engage in documented re- your students create a contest inofstudents to read novels different from seal chi, but it need not always he the which they "sell" their book to theother groups. (This was one of those prctusol to a forniql paper. Once class.I offer suggestions as to howtimes when necessity really did create the lot in of the bibliographic infor- t is could be done (videos, speeches, invention; there weren't enough novels mation is clear, the students could sound effects, visual aids, costumes,for the entire class to read, so I broke esea rch medieval loods.Their prod - posters, dramatic reading, etc.) and them into groups of four to six and ue a bibliography of their research give t Item plenty oflead time. On the distributed a variety of novels.) A pill I(N.; California Asm.ciation r )1. the Gilled 42t' I:seuela Avenue, Suite 19, Mountain View, CA 94040 Page 17 P tJ the examples that already demonstrate quality. The Novel Party As an interesting sidenote, one of the charac- teristics that distinguishes gifted students is their Your goals for this project are several: desire to be surrounded by quality arid their 1. You are to throw a party using the novel your group 'aas subsequent dislike of anything that isn't. A dis- read as an organizing theme. To that end, consider the cussion of quality, then, can be a watershed kinds of room decorations, costumes, music, food, experience for many who may never have thought atmosphere, and activities that would be most appropri- of what components go into a great presenta- ate. The theme should be immediately evident and clear tion. upon entering the room. Periodically I have my students peer edit/ By the time the party has ended (one class hour) grade each other's papers. Uncomfortable as everyone should feel as if they have been so far im- this is to some, it is supported by writing research mersed into the topic/themes of your book that they and offers several benefits. It's often easier to have actually experienced the novel, though they have learn editing skills on a paper written by some- not yet read it. The goal is that they retain your message. one else. Since the student isn't already certain 2. Enjoy yourselves in a self-controlled manner. of what was meant, clarity becomes key. Itis possible for the students to write more often (Your party should be well planned before it begins. without sending the teacher over the brink of During the party would not be a good time to discuss insanity and when the students learn what to seating options, for instance.) look for, they are more comfortable with revising 3.Creativity is essential. Consider all the ways you have their papers before turning them in. ever learned/been taught a subject like a novel and On page 19 is an example of a recent rubric expand from there. Go beyond what you have seen used on an in-class essay. Note that any of these others do. Be free spirits with a purpose. Keep us safe categories could he deleted completely and re- and use common sense, but otherwise don't place placed (or not) with some other component. artificial limits on yourselves. When creating a rubric for your use, consult with 4. You need to work well with each other and pull your own your students on it before simply handing it to weight within the group. them. Or after exposing them to one that you (Consider what you have learned about Bloom's Tax- have finished, ask them to work with you on the onomy and Kohlberg's Model of Moral Development. rubric when you give the next assignment. Keep these two educational gurus in mind as you plan The rubric eliminates much of the concern your party.) students have when dealing with their grades; 5. Use various senses: auditory, visual, kinesthetic. Re- most complaints traditionally have centered on member that when you a lesson physically, it aids "I have no clue what she/he wants. Flow am I in the retention of your ideas, it also causes the brain to supposed to give it to him/her?" grow. You are, for this hour, a gardener of huge brains. Another benefit of the rubric ;fused with peer Cultivate them well! editors is that they have very specific information 6. Have fun! to look for, rather than the usual global concern of "Is it a good essay?" With alternative assessment options available to us, students will hardly be likely to complain AlternativeEvaluation Strategies about how boring class is, nor will they be as likely As important as assignment is tlie evalua-to skip homework assignments since they can't tion of it. Students havethe rightto know howalready know the answer until after they have they arc being graded before they begin to workclone it. Student involvement and discovery is on a project. We must tell them tint only thecrucial to their success as independent thinkers. 111111)1)er of points it is worth, but what criteria weBy addressing the issue of changing needs, we will be looking at. While assigning a project, Ican ensure that our students will learn not only demonstrate what I expect by using examplesour content area, but they will go on to process from previous classes; I show them quality stu-the skills they have learned in our classes long dent-madevidenswith comments afterward aboutafter graduation. what could have been improved from my point of view. If I'm the one doing the grading, theyJoan Jacobs teaches English at West High School in should be aware ohry version oldie ideal ['twill. Bakersfield. She may be readied there at 1200 New We discuss what they could suggest to improveStine Road, Bakersfield, CA 93309. Page 18 California Association for the Gifted.126 Lsenela A Slide' 10. Mountain View, CA 940411 April 1994 56 BEST COPY AVAILABLE PEER EDITING OF ESSAY Name of Essay Writer Peer Editor Number Mechanics: Grammar/Punctuation/Spelling Use of Time. 50-1 errors 5 - The essay seemed long enough to justify an hour's 4 2-3 errors worth of writing. 3 4-5 error; 4 - The essay indicated a substantial amount of writing, 26-7 errors but the writer seemed to spend a length of time 1 8 or more errors reading notes rather than writing. 3 - The essay is of moderate length; it fulfilled the Content: Message/Purpose assignment but did not indicate that the writer had plenty to say or an effective use of time. 5 The writer has an important point that is not obvi- ous to the reader. The essay is clearly directed. 2 The essay was short, given the time constraint, and the reader suffered as a result. 4 - The writer has a point; it is stated clearly but is sometimes obvious. There is a clear beginning, 1 Essay? What essay? You say it took an hour to do middle end. this? 3 - The writer has a direction, though it's occasionally interrupted by a digression. The content is visible, Overall Impact but is not necessarily new. 5 The essay is interesting, clear, informative, and 2 The writer did the assignment but did not seem to compelling to read. Once started into it, the reader know what to say. The direction is not clear, nor is can only reluctantly turn his/her attention to some- the message. thing else. 1 The writer has no clue about direction or message 4 The essay is interesting, but not quite as much as what's happening after this test. The writer is clear but not quite compelling. ----Specific Use of the Novel 3 The essay does the job but without that sense of Sources cited are accurate, insightful, and relevant 5 panache to the message. The writer supports all major points with clear examples. 2 The essay is unclear or muddy in sections. The writer has not given the reader the motivation to 4 - Sources are generally correct, though some details want to read past the first few sentences. have been modified Relevance is generally there Most points are supported with examples. 1 The essay not only does not maintain interest, but upon finishing it, the reader has no notion of what 3 - Student used examples but not consistently. De- the point was. tails are not used or are only partially correct. The link between major messages and supportive ex- amples is weak X 2 = /50 Total Points 2.The writer did the assignment but did not give evidence of having read the novel. The writer did not support big ideas with examples in any consis- TOTAL SCORE: tent way 1 - The writer has no idea about how to use examples to support an essay. April 19q4 Coil/or/Ha Associniton jos the sifted 42b 1:m.,«.1a Avenue, Sidle 19, Mountain View, CA 940-111 Page 19 BEST COPY AVAILABLE Behind the Door Students in litho Candace CAnliss' class of 8 tear olds at the Allman School looked behind the door. and this is what they found. There was a flower garden Behind the door Brightly shining Is a world of written words. Some butterflies Behind the door Are playing tag in the trees. Is a picture of happiness. The butterfly king is happily dining Behind the door And the butterfly queen starts to tease. Twinkling stars play. The butterflies, the butterflies Behind the door Are flying round their king. The moon talks to me. Then the brightly colored flowers Behind the door To the queen begin to sing. Are many thoughts of curiosity. I tried to get through the door Behind the door But no matter how hard I tried Is your poetry side. I could not quite get through the door Behind the door poetry flows And so then my dream Like a waterfall splashing Just, died. Behind the door down. Elisabeth Cohen Is a sea of beautiful flowers, Behind the door is love. Fresh air and the golden sun. Camilla Marcus The golden air smells so clean. The flowers look like a dove of peace Behind the door Flying in the sky. A forgotten memory There are mountains Behind the door Lies on the floor Covered with snow Is a piece of comedy Gleaming Like the fluffy white clouds above. The piece of comedy Shining Little rabbits scurry to their homes fast jumps into me. And waiting Like the wind whistling in your ears. I start of squirm, giggle, For someone An eagle swoops overhead And laugh. To remember it. Then it is gone. The piece of comedy This memory Behind the door is a sea of beautiful Makes me go crazy. Is one of the memories flowers It tells me jokes That is almost Fresh air, and the golden sun. And plays with me. Never remembered. Alison Kase And now the piece of comedy A memory that is Stays in the door. Most cherished... But I come and see it The memory of childhood. Every day. Mollie Birney Lisa Becker Behind my door There was a monster I open a door The ugliest monster I look behind. I ever did see. I see a hallway of doors! And he had a big old mouth I open each one With a thousand teeth And what do I find? Gleaming right at me. Behind each one is a good book. A nasty look was in his eye I read each book Dribble was dripping out of his mouth. One by one I offered him a piece of steak And poofl Then I ordered him to look south. I am lost in a forest The monster did look south indeed With stones to lead me home. I hit him in the head In each book I find myself inside the pages And when he went out crying, Walking through a door of adventure. I went upstairs to bed! Stephanie Mitchell Josh Phillips Pa 10 California Association for the Gifted 426 I:scula Avenue, Suite 19, Mountain View, CA 94040 April 1994 CHN E Dynamic Connections at the Junior HighUsing the AT&T Learning Networkby Terrie Gray This article describes my experiences dur- STEP ONE: Creating a Project Topic ing the 1993 fall semester as two of my 8th When we first got "on-line," we spent two grade classes (Science and Honors En-weeks getting to know each other by exchanging glish) collaborated in a telecommunicationsClassroom Surveys of Class Favorites (music, project sponsored by AT&T. Although the activi- food, sports, etc.) We also shared information ties conducted during the semester correlateabout areas of local interest and about our local with our specific curricular topicnutritioneconomies. The formal project was not begun they can be adapted to a variety of topics anduntil nearly a month had gone by. During the content areas. As education embarks on theInterval, each classroom brainstormed possible Information Super} Iighway, projects facilitated topics, and selected one that seemed interesting by telecommunicat ions will become increasinglyand would fit in with the course of study. These common. I hope the AT&T format and thistopics were proposed on-line to give the partners model encourages you to come aboard. a chance to respond. This turned out to be an I found that participation in a survey-basedimportant phase in the development process; project fosters skill development in several areas,my classes were interested in designing vehicles including: that would not operate in the presence of a creating survey questionnaires handgun. Their motivation was to limit the num- tabulating data ber of drive-by shootings. Our partners in De- using spreadsheet and database tools totroit, liowever, were uncomfortable wit h the topic. organize data and provide examples The teacher remarked, "My students face this creating meaningful and accurate chartsproblem every daythey don't want to have to and graphs with computer software deal with it as part of this 'fun' project, too!" analyzing data to discover patterns, trends,Naturally, we wanted to be sensitive to the needs and relationships of our peers and changed our focus. developing and supporting hypotheses The project ultimately designed by my classes defending conclusions in written and oralwas an outgrowth of a unit on Nutrition and presentations Digestion. We discovered one day that many using a computer anit modem to commu-students did not eat breakfast; some simply be- nicate with students at distant locations cause it was inconvenientothers because they Six classes collaborated with ours in the Learn-wanted to avoid getting fat. We decided to find ing Network. The teachers were Governors' Fel-out if students in other states shared similar lows who had worked together last summer atconcerns and habits. the Teachers and Technology Institute. Each was responsible for sponsoring a project in ei- STEP TWO: Involving Students at Other Sites ther math or science that reflected the values One principle of telecommunications is that and vision of A& including: va:uing team-the most effective projects arc those that are work, innovation, integrity, dedication to "cus-absolutely dependent on interaction of the dis- tomers," and respecting the individual. We were t partners. lithe project could be conducted charged with the mission of encouraging oursatisfactorily within the single classroom, it is not students to design devices that incorporated thean ideal telecommunications project. So, once Future thrusts of the corporation: voice/audiothe topic is initiated, the means of involving the processing, visual communicant is, messaging.other sites must be determined. Since my stu- tvircless communication, and networked com-dents were curious about the eating habits of puting. their peers, they had lots of' questionsand April 1994 CrilitiPnlia As.tk IatiOn Or the Gifted42t) Lscuela Avenue, Suite 19, Mountain View, CA 940411 Page 21 or those questions became the basis for a set of sun eys. The Because we had limited use of the computer lab, I gave my surveys were divided into two sections; the first asked generalstudents a very briefyet successfulintroduction to the questions such as: database which consisted of the following few steps: How often do you eat breakfast? 1.Naming the parts (database vocabulary) always sometimes never fielda category of information Where do you eat breakfast? record - a list of all the information-containing at home at school fields for one person or item The second section asked respondents to check boxes show listshow all the records at once on the according to what foods they hadeaten that day, for example: screen milk? cereal? meat or eggs? sortorganize the information in a field alphabeti- fruit or juice? sweets? cally or numerically record selection choosing only specific entries The students generated one survey for breakfast and according to specific criteria (e.g., gender, age, another one for lunch. Each student carried a copy of each weight, etc.) survey and got information from classmates throughout the 2.Entering the data day. We also uploaded copies of the surveys to each of our I made this a follow-the-leader activity. Using a liquid partner schools. crystal display unit,I performed each step of creating An interesting development is that one student grew a new database, and then waited for each student to intensely curious about students' perceptions of body image do the same at his or her station. Once each student and how that related to their eating habits. Because she felt demonstrated mastery of the basic skills, the next the class-designed surveys would not yield the information step was to have them transfer data from the survey she wanted, she designed her own survey, launched it to the forms to the computer. After all the survey data had partners, and worked with a team to conduct it at the home been transferred and saved, an advanced student site.I ler surveywhich was to be anonymousincluded (who had taken a computer literacy class) saved all questions such as: of the data onto a master disk. Each student was given a copy of the master data base. Are you comfortable with your weight? Have you ever tried to diet? 3. Examining the data Have you ever been told you were fat? At this stage students practiced organizing informa- Do you ever skip meals? tion using the sort and record selection commands. They learned that the record selection feature could I am pleased that this student was engaged in the project be used to answer questions like: to this degree, and that the project was flexible enough to Which students most often eat breakfast? accommodate her interest. I feel that through this activity, I Which students are most likely to eat sweets for was able to difkrentiate the curriculum to include this spe- lunch? cific student's needs. STEP THREE: Working with the Information Then they discovered aproblem. Because our school had Over the next several weeks, students responded tosurveyed nearly 3(1(1 persons. and our Detroit partner had surveys and requests for designs from other classrooms as theysurveyed only 15, California would always be selected or collected information for their own project, including datasorted as tire state with the most students with any of the from our Learning Network partners. At this point, the two eating habits. So. I had a reason to introduce the spread- classes I had working on the project diverged: the English sheetto perform calculations! class began focusing on interpreting the information, while the science class focused on learning about the body's nutri- STEP FOUR: Re-evaluating the Data tional needs. In discussions with the studehts about what we could do After every classroom responded, the students beganto examine the data in a way that put each school on an equal transforming the information into a usable form. In thefooting, we came up with the plan of turning the total ()leah computer lab, I wasabl to use the AT&T project as the reason field into a percentage of the total number of students for learning how to use a database and spreadsheet.It has surveyed at that site. Then we could compare percentages been my experience that teaching students how to use these evenly. In one class period, students learned how to open tools without It curricular context has very limited impact. their master database, copy the data, and paste it into a new The "Why should we do this? is not ( tear.I lacing piles ofspreadsheet. Then, we went through a few introductory survey printouts and needing to make sense out of all the exercises to become familiar with this tool. responses justified the use oldie tools. Paxe 77 0-alitot ion jot the c:ilted42e' iSsiitein Avenue, Suite 19, Muir:win Vain. CA 94040 April 1994 GO 1. More vocabulary discussed questions in terms of complexity, and cellone box containing text or numbers, labeled derived three levels: by row and column (e.g., C8) 1st level - simple questions that report data directly. Example: What percentage of Colorado row a horizontal set of cells students ate pizza for lunch? columna vertical set of cells 2nd level - questions that compare datainone formulasa set of numbers preceded by an = sign that commands the computer to perform the dimension only. Example: Which state has the highest percentage of students who do not eat mathematical functions indicated breakfast? format how the text or numbers are displayed (e.g., centered, with 2 decimals, etc.) 3rd levelquestions that compare data in more than une dimension, and/or require interpretation of bar graph and pie chart The important distinction here was what happened to the data in the visual data. Example: Is there a correlation between the representation. The bar graph shows raw data percentages of students who eat sweets for against a vertical scaled axis. The pie chart shows breakfast and fast food for lunch with the location four values as portions of 100%. of the school? Students discussed which was better suited for what kind Students were then assigned to examine their spread- of needs. The bar graph better illustrated the comparisonssheets, create two questions for each level and answer the between students in four states, while the pie chart would bequestions using the data from the surveys. appropriately used to illustrate which items in an inventory Because the final small group report (students worked in brought in the gi st revenue. pairs or trios) consisted of an essay in which the students presented their question, appropriate evidence and a conclu- 2.Using the spreadsheet to calculate percentages and sion, we had a reason to review the word processor! I demon- averages. strated how to copy data from the database and a chart from Again using the follow-the-leader method, I showed the spreadsheet and paste them into a word processed docu- students how to insert a new column between data ment. This was a ten-minute lesson. From there the students columns in their spreadsheets. The old data columns were on their own. At this stage, the energy level in the contained raw data from the surveys. In the first cell roomand the noise level, too, I admitwas high. Parent of the new column, they typed in a formula to visitors commented that they had never before seen this calculate a percentage: = cell label/total number group so engaged in a project. Students who also happened Then they clicked at the top of the column to select to be members of the television broadcasting studio class the entire column, and chose the command FILL spent time video taping work sessions and interviewing stu- DOWN from the edit menu. This pasted the formula dents about their findings. Computer-experienced students in each cell of the column, adjusting the reference cell automatically. After I led one example, and who finished early floated to other groups to help them monitored students as they practiced with another, complete their reports. Morgan, the student working inde- they worked independently to complete the process pendently, came in during my prep period and after school with the rest of the columns. to complete her report. The only downside to students' enthusiasm was that when it was time to print out their final 3.Creating charts and graphs results, they had to go next door (where our networked laser To make creating charts and graphs easier, students printer is located) to retrieve their paper. It was hard to created a new spreadsheet and pasted &a percent- restrain them Al I, from fetching their papers...they wanted age data into it. Then they created a row labeled "Averages." First we talked about what mathemati- to see them immediately! cal steps we go through to obtain an average, then I Then, the completed reports were shared with the sci- shared the formula the computer uses which they ence students who had been focusing on the body's need 'Or typed into the new cell: anduse ofnutrients. As part of their final activity in the unit, = sum(click first cell in column : click last cell in they were required to examine the survey results and com- column)/number of cells pare them to the new Food Pyramid. Students were asked two questions:What changes should the people surveyed make in Then this formula was copied down the length of the their eating habits and WI IY? This was a challenging activity row by selecting the row (clicking at the left edge) and choosing the FILL RIGHT command from the edit for them, yet most students demonstrated their understand- menu. ing of basic nutrition. (My hope of course, is that they demonstrate that understanding further by modifying their 4. Using data to answer questions own eating habits!) The final conclusions were: With percentages calculated and averages for all schools listed, students could then use the data to More people need to eat breakfast. answer a variety of questions. At this stage we People need to eat fewer sweets and fatty foods. April 1994 California Association lOr the Cittol421, Escurta Avenue, Suite 19, Mountain View, CA 94(14(1 Page 23 61 People need to eat more fruits and vegetables. "Some of our ideas may spring someone's imagination to create People need to eat more complex carbohydrates. something like a nutrient communicator. I hope drat someday I can tell my kids that I helped design something by AT&T!" Incidental tothe survey portion of the AT&T project was Linnea Beckett a design portion. Not all students participated in this part, but those who did were able to explore creatively and produced (NOTE: A survey is one of the easiest tools to use in a sonic delightful designs. The criteria for the "Nutrient Com-telecommunications project, arid is adaptable to a wide vari- municator" were that it must be portable and be able to: ety of topics. Telecommunication partners can be found scan foodto determine its purity/safety through many on-line services, including Internet, FredMail, scan food to determine its nutrient values American Online, and Prodigy. The primary advantage of the determine the user's nutritional needs National Geographic KidsNet and AT&T Learning Network programs is that of structure. With these services, you are communicate the food values and user needs matched up with other subscribers; there is an established Many ofthe projects took the form of rings, bracelets, andcurriculum and time line; and there is consistent support and watches with screens or audio reporting systems. Sonic werehelp from one or more coordinators. For more information wallet-sized, some worked with hardware installed at the storeabout the AT&T Learning Network, please call 1- 800 -367- like an ATM or a computer. Some sampled saliva, others read7225, ext. 4158.) information from the user's hand, one was in the form of a color-changing lipstick, and another was designed specifi-Terrie Cray may be reached at 916/877-5141. cally for the visually-impaired. This portion of the activity was designed to provide students with the opportunity to apply the knowledge they had gained from their study of nutrition and from their behavioral study of eating habits. Students in both classes then were invited to create commercials or printed advertise- ments lb,- their procl Oct. Student reports, evaluations, and product designs were assembled into a group report which was sent to each of the partner schools, who sent their reports to us. The entire bookcomposed of seven sectionswas duplicated and shared with school district administrators, parents, and com- munity members at an open house during which students had a chance to speak about their perceptions of being involved in the project. I feel the telecommunications project vasa wonderful means for learning new skillsand for working with a variety of people. Students concurred: r A7'&77» oject means an opportunity to eXprrlell Cr COMMICIli- mtion across the USA with students who slime similar scientific ideas. II provides the essential atmosphere and support to express and expand our imitate ablhilei and grmi p zoo,* Alas. 11e receive an insight and chance to wink with today's technology and tommrow's plow." Sri Dalton "...The mayor benefit that has evolved from working with AT&T was the use of computers...Another profitable outcome/6r me was the higher level of thinking shills we demonstrated when writing our repotts." Jennie Y'ripp "I really liked doing this AT&T project. 1 had the opportunity to collect data, organize it, and convert it into a usable form. I also enjoyed the feeling of tanking with people across the nation via a netwink." David Dipper "illiat I liked about the A%'%' project wa.s that we got to commu- 131"Vallfle ( .1(1.11)(H1.1, Age 11 nicate with people from across the nation and see what kindof Patton tie (..11(lefi .r()% lifestyles they lead and what we have in common. It helps us to not stereotype people but welcome their ideas." --Spencer Knight Page 24 California Asmk-iation for the Gifted 426 1:scuela Avenue, Suite 19, Mountain View, CA 94040 April 1994 A Tribute To Outstanding Teachers "No bubble is co iridescent or floats longer than that blown by the successful teache." Sir It'illiam Osier Bill. what makes a successful teacher? can be quick to point them out); they are more Is it the knowledge he possesses and his ability to demanding of equi ty because of thei rown height- share it with his students? Is it her willingness toened sensitivity to justice and fairness. go beyond what is requited and seek out that The California Association for the Gifted be- which will enrich and extend her st udents' learn-lieves that it is important to recognize the vital ing experiences? Is it his ability to motivate androle superior teachers play in providing appro- challenge inquiring minds? Is it her example ofpriate educational experiences for gifted stu- daring to take risks which provides a safe placedents. The most enlightened pedagogical theo- for student risk taking as well? Is it his demandries are only as good as the teachers who put for excellence which provides standards for stu-them into practice. dents which will last a lifetime? Therefore, CAG annually selects a classroom Of course, it is all of this and much more. Noteacher from each of its eleven regions to honor role is more demanding than that of an out-at its statewide conference. We realize that in standing teacher. And perhaps the most de-selecting a few, we are leaving out many others manding task is that of teaching the gifted,equally deserving. However, we hope that while because gifted children arc themselves morespotlighting these eleven individuals, we also demanding. They are more demanding of ourprovide inspiration for others to continue in time since they require extensions beyond whattheir efforts at serving gifted students. is normally provided in typical texts and materi- Here are glimpses of this year's outstanding als; they are more demanding of our intellect asteachers, honored at the March conference in they easily recognize errors (illogic and fact (and Palm Springs. BAY AREA REGION Ingrid Oyen teaches math and science at Presidio Middle School in the San Franciso Unified School District. She has developed a challenging curriculum which includes her work in founding the Math Renaissance program at her school. She has incorporated "little discover areas"into her classroom where a student may read, play a math game, review scientific process, or work alone. The atmosphere in her class is one of excitement and constant discoveq. CAPITOL REGION Sue Verne is a teaching veteran of eighteen years, including five years of teaching I loors World I listory at Florin I ugh School in the Elk Grove Unified School Dist rict. She has impressed both staffand students wi tidier commitment to teaching excellence in general, and to gifted students in particular. I ler dedication to gilled education and students is shown through her endless hours guiding and supporting students through a number ofco- and extra - curricular activities such as academic decathlons, enrichment seminars, I listory Day competitions and Mock Elections. April 1994 California Association for the Gifted 426 l:scuela Avenue, Suite 19, Mountain View, CA 94040 Page 25 6V1 JOSHUA TREE REGION Marie Coover teaches a sixth grade GATE cluster class and teams with three other teachers at Taft Elemental). School in Riverside Unified School District. She was selected for her outstanding teaching methods and her high motivation through interdisciplinary learning and thematic instruction. As a district mentor science teacher and the school site GATE coordinator, she has a definite commitment to academic excellence in all curricular areas. MISSION REGION Ella Jarf is a teacher of highly gifted second, third, and fourth graders at the Multnomah Highly Gifted Magnet School in the Los Angeles Unified School District. She has taught gifted students for twelve years. Fier classroom is frequently used for class observations by students and faculty of California State University, Los Angeles and is considered an exemplary model of-gilled education. She innovates, motivates and differentiates to create outstanding educational experiences for gifted students. MOUNT SHASTA REGION Linda Jungwirth teaches the GATE program at Hayfork Elementary School in Mountain Valley Unified School District in the mountains of northern California. Linda is a regular contributor to various computer publications. Her studies in technology and cognitive learning styles have benefited her school and district as well as her highly motivated students. Practical career investigations for the students have made her program highly successful and popular with parents. ) ORANGE REGION Leah Welte has been teaching or administrating programs for gifted students fbr twenty-fbu years. She currently teaches a fifth grade self- contained GATE class at Del Cerro Elementary School in the Saddleback si1 Valley Unified School District. She is a superb teacher, creating a climate for learning which demands outright excellence, yet is open, trusting and accepting. She is also a skilled writer, presenter and a strong advocate fi. gifted education. PACIFIC REGION Lydia Cruz-Machlitt teaches a bilingual self-contained ;ATE class at Rose Avenue School in the Oxnard School District. She is recognized as an expert bilingual teacher and has developed teaching strategies appropri- at for bilingual students. In addition, she conducts parent orientation meetings in Spanish, assists in the identification of gifted bilingual stu- dnts, and makes home visits to explain the GATE program and the opportunities it offers to gifted children. She has made invaluable contri- ti(ilis to gilled children. Page Caltiorma A4,0'1116)11 Inc the (;lited4 70 I %ttlela Arenur, Suit 19, Mountain C A 94040 April 1994 PALOMAR REGION Rosemarie Smith is a GATE Team Leader at Point Loma I sigh School in San Diego Unified School District. She is knowledgeable in her field, keeping abreast of the latest curriculum and methodology, communicat- ing that knowledge to her colleagues and utilizing it in her classroom. She has been working on developing an interdisciplinary thematic approach to curricula for GATE teachers and has served as a trainer of trainersin the GATE Curriculum Framework task force. REDWOOD REGION Wilhelm Schaser teaches honors classes at Eureka I- I igh School and directs advanced/independent scientific research projects for highly talented students. His students have participated in regional, state and national competitions winning recognition and prizes. Most notable was the 199`? - 93 team which received a first place national award and 515,000 in the American Express Geography competition. Ile gives "over-and-above time" to challenge students to demonstrate their true potential. SAN JOAQUIN REGION Maurine Anderson enthusiastically teaches a full-tim GATE class of fifth and sixth grade students at Ayer Elementary School in the Fresno Unified School District. She emphasizes integrated thematic instruction, higher order thinking skills, creativity and critical thinking. She is a dynamic mentor teacher in instructional practices who has developed and dissemi- nated curricular materials in science, language arts and social studies. SANTA LUCIA REGION Mary Strommer is a sixth grade teacher and mentor teacher at P.A. Walsh Elementary School in Morgan I MI Unified School District. She is an innovator, leader and advocate for GATE. Mary has a long history of working with GATE leaders in California, Texas and New Mexico. She was the driving force in the revision of her district's identification process which now includes a portfolio assessment. She is described by her peers as "a role model for GATE." California Association for the Gifted 426 1:scuela Avenue, Suite 19, Mountain View, CA 94(140 Page 27 Brug share universal themes. I feel this knowledge oftation. Perhaps the most helpful training for Cant/Hued from page I shared themes helps to create a supportive andsuccessful discussion techniques comes from the accepting classroom. Literature is the perfectJunior Great Books Foundation. They offer trwin - vehicle for this discovery. ing in the shared inquiry method which will What books will promote the growth that webenefit any teacher, but especially a teacher of would like to see in our students? No one book the gifted. Shared inquiry enables all students to will fit all classrooms. As classroom teachers we build their own interpretations in a thoughtful know that each class has its own "aura," and it isway. This technique focuses on different student wise to adopt a number of core books so class-interpretations of the same text, allowing stu- room teachers will have literature choices. We dents from all cultures to have equal access to the must look closely at our hook choices, sincetext and to bring their experiences into their many authors are trying to write for theinterpretation. In addition to the excellent train- multicultural classroom. Students quickly recog- ing provided by the Great Books Foundation, nize a contrived theme or character, and conse-the program also offers excellent literary selec- quen tly the author loses credibility. One student tions from kindergarten through high school. shared wtth me that it really bothered her whenAll selections challenge students to understand an author put in Spanish words and didn't usethe meaning of the author, to formulate their them correctly. ideas and to listen to other points of view. My district has had an adopted set of core A major goal of a good literature program is books for a number of years. I have found it is'to help create lifelong readers. To help attain important to reevaluate and update a core listthis goal I provide time in class for students to after a few years. The following are suggestionsenjoy literature of their choice. I help them to for a middle school core list: choose quality literature by providing a list of 6th Grade books that have been enjoyed by many middle Armstrong, t 1 .oh leder school students. I find that students are thankful D(jong, NI. House of 60 Pathos for some suggestions and guidance. They fre- DuBois, W. Twenty-one Balloons quently suggest to their peers a book from the Geo rge,j. Julie of the Wolves list, and I am constantly adding new books to the Turnbull, A. Mame le f the Winter Cat'es list. Through literature discussions studen tsshare 7th Grade their expectations of quality literature. They DeAngeli, NI. Door in the Mill want an author that develops believable charac- O. Land I Lost: Adventure's of a 13ov in Viet ters, makes them think and expresses ideas in a Nam variety of ways using interesting and novel de- Konigsberg, E. Proud Taste for Scarlet and Motive,. scriptions. l'aters()11, K. A lacier Puppeteer The atmosphere in our schools should en- Taylor, T. The Cay courage reading and make sure that a wide 8th Grade variety of quality reading materials are available Carter, F. Education of Little Tree at the school library or the local library. We as teachers should promote reading by providing a ic, J All. 13/ other Sam is Dead Conrad, P. Prairie Songs choir e of follow-up projects and a time to share Freeman, R. Immigrant Children reading choices. There might be journal writing limit, 1. /toms Five ApriA where students write to other students about NI agorian, NI. Good Night. Mr. Tom what they are reading, SSR (sustained silent Rostkowski, NI. After the !Mitring Days reading), and perhaps a character tea where students come dressed as a character from their Ialso suggest that middle school studentsbook and share that book with the class. read short stories by the following authors: Gary Ibelieve quality literature adds depth and Soto, Maya Angelou, Isaac Singer, Sandrameaning to students' lives. It gives them a way to Cisneros, Gary Paulsen and Amy 'Fan. escape into another world, understand another This is by no means a complete list, but I time period and realize that many other people believe that it provides a good foundation forin the world share their questions about life. student reading, and many of the books connect To arrive a eopl,' of the reading list, send a stamped, with the social science at that grade level. Adladdies.sed envelope to Linda Brag. In teaching any literature itis important to develop an atmosphere of trust because class Linda Brug may he reached at DeAnza Middle School, discuss."'" is a mal"rychicle litecaq ifficrInc- 2060 Cameron, Ventura, CA 93003. Pak. 28 California Associettion for the Gifted 42n 1.scuela Avemw, Suite 19, Mountain View, CA 94040 April 1994 6G Gallagher These goals stress the need for both excellenceto increase over time. This increasing differen- Continued from page 10 (weshould be first in the world in math andtial is due both to the developmental rate of science) and equity (all students should be readygrowth in the skill (those going faster will devel- to learn by the time they enter school). Theopmentally pull away front those going slower) question as to whether we have the resourcesand to the fact that as one learns that one has an and energy to do both is still as lively an issue asabundance of some talents and not of others, it was a generation or more ago. one will seek out experiences where thespecial talent can be exercised. Itis not the iron-fin- Our Reluctance to be Excellent gered student who practices two hours a day at When an individual ora group acts in a clearlythe piano: it is the student who plays the piano self-destructive fashion, it should stimulate ourwith grace and skill and talent. By practicing an curiosity. Our societal resiK:ance to providing aalready well-developed skill, the player increases quality education for the best and brightest ofthe distance between hint/ herself and others. our students is one such self-destructive act, and we, and our children, are likely to pay dearly for Citizen Views on Giftedness itin terms of second-class science, business. Recently, the author participated in a study education, and art, We will have an increasingcommittee that presented a plan for the aca- inability to compete in the economic and tech-demically gifted to a local school board. As a nological international competition in the nearprelude to that report, the schot )1 board en- future. gaged in citizen participation time. This allows The problem of gaining support for educat-any local citizen three minutes to comment on ing "gifted" students in the United States isvarious aspects of the agenda that the school essentially not an instructional problem: it is aboard is preparing to discuss. In this case, a large values problem. Unless we understand that fact,number olcitizens took advantage of the oppor- we can find ourselves believing that we are argu-tunity to express themselves on the education of ing about technical issues of identification orgifted students. and the results were most en- acceleration and grouping, when what we arelightening. really in dispute about are our societal and per- I fall the group. mostly parents, complained sonal values. about the lack of stimulation in the school pro- Our own cultural heritage inclines us in thegram fin. their children and the resulting bore- direction of equity. Our ancestors broke awaydom and marking time that their c hildren must from an oppressive elitist society in England andendure. Some of these parents and citizens also elsewhere in Europe. Most of our ancestors fleddiscussed the importance of these students for from such regimesand cultures. Is it any wonderour community and for our state' and national that we carry with its our concerns that somegoals and the' unfavorable comparisons that are such group might set itself up as superior to thebeing made between performances of students rest of its and tell us how to behave? On the other in this country and those from other countries. hand, we admire those who have achieved great The other half' of the citizen participation things from humble beginnings. It is inheritedcomments were very different. privilege, not the privilege that comes from ac- These persons pointed out that they believed complishment. that we seem to dislike. that it was undemocratic to separate high ability It is now abundantly clear front the field ofstudents out and place them in separate honors behavioral genetics that there is a significant programs. They asked how these students would role played by genetic transmission in the devel-be expected to learn about lifer and faint rela- opment of intelligence. It is, of course, also truetionships with all groups in the society if they that such genetic capabilities as we have, have towere continually clustered in small groups with he strongly nurtured in order to reach full devel-one :mother? They also maintained that good opment. Nevertheless. there is no doubt thatteachers could provide effective education in some of us have more inborn capabilities inheterogeneous groups in the middle school. music or visual perception or linguistic ability lore were two groups of intelligent and sin- than others (Plomin, I988). The standard rulecere persons looking at a particular program in that good seed needs good soil in order tosituation and then coming down on quite oppo- flourish intellectually is c btu' here as well.site sides of the issue. How can that be: Furthermore, the difference between those The basic' reason would scent to be that we all with substantial talent and those who do notwont mutually incompatible goals for our schools have substantial talent in a given domain tendsand fin' our students. In short, we want it all! Wc Ain it 1994 Cantotma k,(cintnoi for t fie Gifted42t' 1:;.ctieln Avenue, Suite 19, Mountain View, CA 94040 Pnge 29 6 want the child to be socially well ad-wrest." If we help these children now, riculaall stressed high -level justedand intellectuallystimulated. Wewe are strengthening our society and conceptualization and "hands on" prac- (cant equity anti fairness in student as- providing more competent physicians,lice in research two objectives %%hid) signmnt, ant/ we (van( excellence in lawyers, scientists, political leaders, and fit well \yid) the education oldie gifted educational programming. We are not so f()1111 that we may well need in the ((;oodlad, 19(34). willing to give up one of ilic.s goals for future. In contrast, the current interest of the other. This dispute then is. what is This is the reason that programsfin the federal government scents to be the proper balance for diese allles ingifted students flower during periods oflargely concerned (vith deficit financ- ltc school. program? We are not dis- societal unease. When we worn' about ing. Their education program appears agreeing about Whether it is importantour collective or societal future, theto be built upon exhortation to do bt- for the child to ht. intellectually stimu- desire to take advantage oldie talents oftr and reliance on the states to pick up lated or receive proper experience inthese children becomes manifest and the responsibility for inyrovemnt in (vorkingeffectivelvw;ith others, but ahoui gets translated into special resources foreducation. This has resulted in a pice- %vim( the proper balance oldies(' kinds these children. meal approach ill tvhich some states of itenvilies should be. have taker tip du." challenge \\in oth- Educational Reform Movements and ers have not. The Difficulties ofReform Values The love/hate relationship of this There are it number of puzzling ele- \\lieu embank on our pel'i()(11C society with gifted students is not hard ments to the current educational sceneallcntpls atschool I ck)riti, \AT arc also to observe. \Ve certainly love \chat such that require further rell(sction. \Ve need engaging in expressions olperm nial and students :Intl adults are able to accom- to ask ourselves tvliv \ve can't do what we social values, not merely responding to plish when they are discovering cures know we should do? Why don't we have the latest in educational rest.arch. Each for diseases or making technological available special services for gifted un-oldie current reform elliirts reflects an advances (vhich improve our economic derachievers? \\lit- do \Ye not provideaspect of our values. \\*e are interested or military status in the world. Bute- special exrcises to stimulate the gifted in Ill)(v such reforms intersect with our sentment of these youngsters is also child intellectually until he is in the thoughts and values about "gifted chil-very strong throughout our society fourth grade, if' then? The answer todren." (Gallagher, 1(.)8(3). many of these questions is that these One analogy which n>av help to ex- needed policies require coll(ctive ac- I.Educational ReformThe Excellence plain such negative feelings is to com- don. hey cannot be done by a single Movement pare the gifted xvith those people (di() teacher in his/hr classroom. Collec- Those of us who have been on the have inherited wealth. flies(' pel sons tiv action means the development ofeducational scene for a number of vears have an advantage over the rest ni us policy, a statement of rules and stan- have had a sense of di.ja vu im listening that they did not earn, or perhaps de- dards that govern the allocation of IV-to dc latest cc mplaintsabout the schools serve. The Inherited (yeah!'()I high Solllel's in ('11()()Is. and their treannenl of"excellence."The iffl('Iligent" strikes Itan' Pc()Ple in the IS IIIC(1(`Sil'e l() provide special services. The reason islii%ven then and now is that then die tion of some rather basic Wile( - that one oldie most fundamental valueslderal go\ ernment responded by in- Itis this negative motional reacti(01 of the society lily under II1Cvalue con- vesting large sums of mune\ in educa- ihiti c odors matt persons' views ()I pi I)- I (1)1 of "1.1.1('"I tion, -much of it Ihrough the National grants I(11' gilled slndc tits. merit of unit/Hal% In make thrill more equal Sienc c1:cnintlation, which supported Hie (hiv for ('N( ell(11 1', 111('Irli)1 C. (Gallaghc I. 198)). major curriculumI evision at the sec- siMITed ()11 by 11:16(111A Stich a c(111( (1)1 Ills Ihc IICC(1,, ()I Ihc ()Titian- s( Iwo! level. Programs like theconcerns for otuu society, 11111111)SIII) mentally regretted child and die childSchool Nlathmatics Snick grotty, theagainst the Feeling thatitisin lair 1)111 povrt% environments quite (:Iwnolual Boo(' A)proach,11WBiologi- help those (vim alread( have so lulu( h. but ii does not fit the gilled child. Ne c al Sciences(:1111 IC11111111 SII111V.and soMany persons ha\ e pointed to the (lif- hor II) rind a (litielni al 1..01111(1)1Illc 1o1 gelichilc(I niajc»- flew tmen( c in stir attitude the spec ial education sm.\ it es tor gifted 1111 icul.I Will( It soot keel to the 1)(1)C111 ()I the most talented:11111(1es le( el\ (' childien. and that aigunient is mostgifted and talented students at the set Moils help deVelop then I:11(111s Ic)Ille hequend\ one of "enliy.;litened unddr% 51 11(11)1level. sinc these IIIIIX1111(1111 1'al:r,111 ( alitotuta.1)(«thou to the4;1,11.,1I >r I t« A retire. / Alm/warn t'tea. ill Art I/ No./ 68 II. Educational ReformCooperative Learning This is just as true in science as it is in business. One of the newest educational strategies toMost large scientific enterprises now involve receive considerable attention is cooperalivelearn- wants of scientists instead of the single genius mg. This tern] encompasses a variety Of tech-brooding alone in his/her laboratory. niques which bring together small groups of Johnson and Johnson (1990) point out that students with a specific goal -.mil asks them tothe development of interpersonal skills through work together to achieve that goal. The st talents, cooperative learning may be as important as instead of being on their own in the classroom oracademic content mastery. These results, too, performing in a competitive fashion against thedepend upon careful training of the individual rest of the class, are placed in a small groupteacher in the methods to that goal. As they say, Wher their achievement depends, in part, upon These (interpersonal) skills should be taught the performance of the rest oldie members of just as systematically as mathematics, social the team, much as is true in athletics. studies or any subject. Doing so requires that The gnaw nwmbers are thus motivated to teachers communicate to students the need help each other and even teach their slower for social skills, define and model these skills, peers how to master some particular skill or bit of have students practice them over and over knowledge so as to make the team more produc- again, process how effectively students per- tive. In this way, in a heterogeneous class, bright form the skills, and ensure that students perse- students could he distributed into separate vere until the skills are fully integrated into their groups so that they can be helpers for average or behavioral repertoires.(p.32) slow students, and also to even up the competing Isn't it odd that we spend 12 years in elemen- teams in the classroom. tary school and secondary school admonishing Oite oldie fates which awaits new educationalstudents to "do your own work" and "don't let methods and techniques is that they will be anyone else see your paper" and above all "never oversold, and people who are undertrained willhelp other students on their exams" and then try to adapt them to diverse purposes. Thatturn them loose into a society wile' r they are would seem to be what is currently facing theexpected to work in a socially cooperative fash- «mperative learning movement. As Slavinion with others? (199(1), the originator oldie method, complains, Slavin (1090) pointed out that in order for there isa danger that cooperative learning meth-cooperative learning to achieve student achieve- (ids will be oversold and undertraind. I le pointsment effects, two essential features must be out that: present. One of these features is goals or positive Itis being promoted as an alternative to track- interdependence. Thu cooperative groups must ing and within class grouping, as a means of cork together to earn recognition, grades, re- mainstreaming academically handicapped stu- wards, and other indicators of group success. dents, as a means of improving race relations Simply asking students to work together is not in desegregated schools, as a solution to the enough. problems of students at risk, as a means of The second essential feature is individual ar- increasing prosocial behavior among children, rounlabililv: the group's success lutist depend on as well as a method for simply increasing the the individual learning of all group members. achievement of all students. (p.3). For example, group success might depend on this is the educational equivalent of using athe individual learning of all group members screwdriver as a chisel and then complainingwhere the total score of the group on a quit 1)-( mist' it doesnI seem to be as good a tool aswould be the team performance oran evaluation was originally thougEht.Those who use the methodofa report in which each group member contrib- should be clear as to what instructional purposeuted his or her own chapter. Newman and Th- is being served by its use instead of Irving to useompson (1987) reported that it as an all-purpose cure for various educational The pattern of results supports the importance In ()Hems. not only of a cooperative task structure but also There is good reason to believe that the coop- of group rewards, of individual accountability, erative framing- method is well suited to the and probably of group competition as well. ( hanging needs of the American woe kplac. Few (p.12) of the next generation of students will work in There would wen)to be evident'(' that coop- solo situations. \lost of these students will he inerathe methods that incorporate group goals a workplac %viler( they will be trained withand individual accountability accelerate student other people to achive some common purpose.learning on basic skills at the elementary and A1(111114 caltrot 'allot, lot the Gifted421, 1,settela AZYMW,Stlifr 19, Mountain Vtett,,C .4 9-1114n 6 middle school level. Our concern is whetherbattleground between the sometimes conflict- such a device can be used to take the place ofing goals and values of equity andexcellence.There more extended conceptual learning that gifted has been a concern that grouping or tracking students should be involved in. Is it being mis-would result in grouping together large num- used as an excuse for heterogeneous grouping bers of low ability students who would stiffer in the middle schools or in CICIlleflialySC1100IS? from low teacher expectations and possibly con- Robinson (1990), in au extensive critique oftagious nonacademic behavior. To counteract the use of cooperative learning with gifted stu-that possibility, heterogeneous grouping has dents, points to a dearth of research evidence. been intrc0luced in many Systems. Only 3 of 295 ERIC entries on cooperative learn- The literature on grouping and tracking that ing refer to gifted. Robinson identified three is now used to support the heterogeneous middle specific problems with this approach: coopera-school pattern is both immense and confusing. tive learning will limit instruction to grade levelThere are some substantial limitations on that materials, will be presented at the pace of theliterature, however. One of the most authorita- grade level group, and will be evaluated on basictive reviews of the literature on ability grouping skill measures. has been presented by Slavin ( 1988). The results This is not to say that gifted students cannotof his review are widely quoted as supporting profit from using the techniques olcooperative limited ability grouping and identifying only the learning and learning both the joys and frustra-top level gifted students as possibly profiting tions of a group working toward a common goal. ill 0n tracking or grouping (e.g., George, 1988). NA'hether in a special class or a resource room orBut Slavin didn't include special programs for a regular classroom, the well-pi epared teachergifted students in his review on the elementary can use the cooperative learning- method as oneschool! of a battery of techniques to build effective This excludes studies of special classes for the learning and cooperative work habits. gifted and for low achievers. Gifted and special education programs may be conceived of as Ill. Educational ReformThe Middle School one form of ability grouping, and they also One of Initinr developments in education involve many other changes in curriculum, over the past couple of decades has been the class size, resources and goals that make shift in many school systems from junior high them fundamentally different from comprehen- schools to middle schools. I'here is some indica- sive ability grouping plans.(p.297) tion that more than haffolthe school systemsin Perhaps the most significant aspect ofSlavin's the ountry arc currently following the middle review (1988) is his comment on what is lacking school concept (George, 1988). in these studies on tracking or grouping. The foals of the middle school concept in- Experimental studies of ability grouping typi- cludes the fiillowing elements: cally lack adequate descriptive information on 1. A strong affective component with teams of what teachers in contrasting grouping arrange- students and teachers organized to foster a ments are actually doing. Itis unlikely that sense of belonging. grouping plans have a direct effect on achieve- 2. An interdisciplinary focus on content. ment; whatever effects are seen must be due to 3. A curriculum that emphasizes inquiry, explo- changes in teachers' instructional practices; ration, discovery, yet these changes and their consequences are 4.\ schedule characterized by flexibility. poorly understood at present. (p. 329) t )11e of the other conceptual elements from I isproblem is that "grouping by ability" the middle school 111,11 seems to have been added appears to be bad for low achieving students, lately has been a uto\ (Anent from homogeneous creating a critical mass of discouragement, but grouping to heterogeneous grouping- and thegood for high achieving students. What to do? mainstreaming of all kinds of students with spe- Since there isa paucity ofevidence regarding die cial needs,including gifted students (1.ounsIntry,impact of middle schools on various subgroups, 1988). Alfficnigh majoriRy of schoolsone is fOrced to rely upon experience and expert in the ironed States apparently still group by testimony. An unselec led sixth gradewould likely ability in some academic subjects (( :cnrge, 1988).include mildews performing at ninth grade level the con( ern forsocial and personal dvelop-or higher in academic subjects and also some mnt at the middle school level seems In lakestudents performing at the fourth grade level or precedence nye! academic excellence. knver. The middle st pools appear to be a major The ability of a single teacher to cope with Pax(' .32 Caluo, Wit ;1,,N W1011/01 the t:ttted42i, I ,ettela /Avenue, ..-;(01(. 19, Mountain View, CA 9404(1 April1994 such diverse perhmilance is doubtful,room teacher has become less of a fac-gifted since the middle 1060s ( Feldh use') particularly without considerable spe-tor than ever in the essential decision& Treffinger, 1985). As is the case of cial training. Many teachers may end upmaking that shapes education as a pro-cooperative learning and the middle teaching three separate classes of stu-fession. To many persons this down-schools movement, there is adequate dents within a single room and calling itgrading of the teacher was an inappro-room for teachers of gifted students as a one classroom. The potential for giftedpriate trend and one that should bepart of the master teacher movement. students being further delayed in theirreversed. Under the auspices of the The truth of the matter is that we academic development by part icipating Carnegie Corporal ion, a study was done learn a great deal from working with the in these middle school programs seemsthat yielded several major recommen-extremes of the student populations, very real and should be a major concerndations that would amount to the greaterboth slow learners and fast learners, to those who formed the "excellence"empowerment of teachers (A Nation Pin- that is important to the mainstream. It is movement only six years ago. pa red, Carr Corporation, 1987) .Oneout of gifted education that the empha- There is no specific reason why spe-such recommendation suggested thatsis on probloqintlinghas come ((;enacts, cial programming for gifted studentsthere should be master teachers in the 1975); ourgrowingsophistication about cannot form a component of the middleschools who could remain in the class-the development and measurement of schools program. I lonors courses, inde-room but earn up to 570,000 a year andintelligence and creativity owes much to pendent study, magnet schools, andmentor other teachers instead of beingour experience with gifted students. Ily other well-established programs do not stuck with administrative duties. working ai the extremes of the student have to be abandoned merely to estab- .\ second commission chaired by jim population, we find out many useful lish the middle school concept (Simla,I hint, fOrmer governor of North Caro-things about how to educate all stu- 1990) . lina, has been established toset nationaldents. George (1988) raises the interestingcertification standards for these master We have more than sufficient bad question as to why grouping cmtinnesteachers (Lathlaen. 1990). The com-news regarding the perfOrmance of our to be used given the "lack of evidcnce"mission itself is composed of a majoritystudents versus those olother countries (from his perspective) for the practice.of classroom teachers. So far, so good.in international studies of comparative Ile considers the major factor to heWhat has occurred now, though, is thatachievement in science and mathemat- pushy parents! they are currently considering whetherics (Gallagher, 1985). Sucl) poor perfor- The fact that this group of top stu- there is such a thing as gifted educa- mance isalso comparatively nue of "I)ur dents happens...to be composed of tionsomething that would tie a bigbest students" versus "their best stu- the sons and daughters of the most surprise to the thousands of personsdents." The trends noted here in the articulate and politically powerful working in this field around the coun-middle schools, cooperative learning, adults in the community may have try. and master teacher movements tenet to something to do with it. (p.26) It Itirtis out that only one of the com-ignore the needs of gifted snide/its and l le also conceded, however, that het-mission members has had any contacttheir teachersand would seem designed erogeneously grouped classes are morewith programs for gifted, and she wasto make these problems worse unless difficult for many teachers and thatchosen because she was one of the final-they are counteracted. There ism) ratio- teachers appear to experience consid-ists fin. the NASA "teacher in space"nal basisfor not incorporating thegifted erable difficulty planning and teachingprogram. The entire field olexceptionalprograms in any of these innovations, classroom groups of widely varying abil-'children has been treated in a similarbut we are dealing with values, not facts. ity and achievement levels. Indeed theymanner, and it now has become a major In the end, itis riot the schools or do! task to try to "educate" these commis-educators that drive broad educational sion members about the special naturepolicy. Itis the public, and itis the IV. Educational ReformThe Master of' students with special needs and thepublic that will have to decide that our Teacher special instruction that comprises theperilous status in international eco- For many years now it has becomefield of exceptional children. nomic and technological competition apparent that classroom teachers have We in the education of gifted stu-demands that we put aside some of the heroine surrounded by a battalion ofdents are in danger again of disappear-old prejudicesabout gifted studentsand experts on topicssuch as reading, learn-ing into the mainstream at the samegifted education that come clanking ing disabilities, gilled, school psychol-time that the mainstream is profitingafter us like the chains on Marley'sghost. ogy, curriculum, and so forth, ready tofront1»the special educational programs tell them what to do with their students.that have been operating (Or gifted stu-V. Educational ReformSite-Based The classroom teacher receives littledents for many years. It seems that the Management money or tespert. The need for finan-educational mainstream has just caught One of the strongest of the educa- cial security has hoe set many excellentup with the importance of teachingtional reforms involves the desire to teachers ont of the classroom .lind intoa thinking processes to students, a cor-return power and authority to the local variety of administrative roles. The class- nerstone o1 educational programs forschool level. This "site-based manage- And 1994 Caittot lila Ak Whim jar the Gifted 42b I witch? Ammo', Suite 19, Momitam V tew C A94040 Mo. .33 7 men!" aims to empower teachers and principalsVI. Educational ReformAccountability to make the key decisions regarding children The term accountability can strike fear in the and programs rather than rely on policies devel-hearts of educators. They know what most well- oped in a central office, often far away, geo-educated citizens do not. That is, the school is graphically and psychologically, from the educa-not the most powerful force influencing the tional process. achievement of school children, not by a long It is not hard to understand why such a policyshot. would strike a responsive chord in many teach- There are at least three other variables that ers who may have felt themselves unduly re-would seem to have more influence on student stricted by distant judgments and faceless lead-outcome than the school: (a) the students' own ers. However, site-based management, like the abilities and aptitudes, (b) the attitude of the other reform, raises many different questionsfamily to education, and (c) the cultural milieu regarding how such a shift in policy would playin which the student lives. out in operation. Each student comes to the school with abili- There would continue to be obvious restric- ties and aptitudes that will largely determine the tions on the local school personnel, so it is the level of the child's performance, regardless of breadth of their freedom of decision making the instructional strategies used. Students who that is the real question. Obviously, the local are identified as gifted will be generally superior school personnel could not do something that in most academic areas and will likely remain so, was against the law (such as deciding not to serve even if the instruction that they receive is medio- children with handicap conditions, for example). cre or worse. Students who are mentally re- If there is a statewide testing program estab-tarded will perform below the average student lished bthe state legislature, does the local and will continue to do so even with the most school have the option not to participate? Can brilliant instructional program that they could they choose to offer or not offer certain curricu-experience (Kirk S.: Gallagher, 1989). lum items: The crucial issue iswhat decisionswill The importance of the child's motivation to be made ai the local school level under "site-achieve in education and exercise of special based management- that were not made there llOt to achieve appeals to rely heavily on the before. This is a particularly relevant question family and family values. Given a strong drive to for students with special needs who have not achieve inculcated by the family, even a less than always thrived under policies of local decisionsatisfactory educational setting will not deter making-. What happens to students with specialsuch students. One only has to observe that the needs? What about support services that arediscredited education procedures in Japan and district-wide such as psychological services orTaiwan and Korea (group recitation. classes of counseling? Can such an approach lead to a50 or (i0 children, no differentiation of instruc- magnet-school arrangement? To Mutt extenttion fOr individual differences, etc.) still do not are individual schools expected to coordinate keep many eager and highly motivated students their effOrts with other schools in the system? from learning. One way to look at this situation is to think of a Finally, the child is heavily influenced by the district-wide policy designed for gifted students cultural background in which he/she exists. If in which each local school has the option to the cultural values are against girls being schol- implement the idea in various ways. That is, ars, that influence will have a heavy impact on some form ofgrouping by achievemen t might he the performance of girls regardless of the atti- accepted as a way to challenge gifted students, tude or programs of the schools. Similarly. a but in one school it could take the form of in-cultural value that stresses learning as important class groupimr, in another school it might mean can be a strong positive f,rce. This is not to say after- school programs, and in still another it that education and the schoolsare not a factor in might mean a resource room program. the student's eventual performance. Teachers In the end. thisadministralive strategy of site-ran inspire, can intrigue,and the setting based management %yin he judged by its prod- can be conducive to pursuing learning. Such ucts and accountability. lu that regard, each conditions should be valued and can 1w mea- sc hool will he laced with the problems that all sured. but even the best schools can rarely oyer- schools fa« its assessing ptogianis for gilledcunte stung rnrc(- in die dimensions students. of individual abilities, family hum ests and cul- l'a.v 34 A hrtio.0 tor tht Ph INcla Ai', raw. ;iatt' 1'). Afoul/taw I 'tea% C.1010 In 1q94 t' r 4# t ural values. That is what worries educators aboutstudents. The question is, what should educators accountability.They know that poor perfbrmanceof gifted students do about it? Certainly one by the students will be blamed on the schools,move should be to adopt a deliberate strategy of not On the aptitudes of the students or thecommunicating our accomplishments and con- interests of the family or the attitude of thetributions beyond the narrow confines of our cultural group that the child identifies with. own group. Vt; could establish committees or task forces Gifted Accountability Nvimse responsibility would be to open new av- Much of the literature trying to evaluate spe-enues of communication with our colleagues in cial programs for gifted students has fallen shortother dimensions of education and with the because of a varietyof design problems (Callahangeneral public. Tlw members of this task force & Caldwell, 198(i). would write, or cause to have written articles for I. The use of standard achievement tests in such E'ducational Leadership. Elententary School journal, evaluation studies will not reveal the trueEducational Researcher and so forth that would achievement of gifted students because ofreflect accurate knowledge about gifted students the ceiling effects, since gifted students one))and the impact that various programs may have perform at the limits of the test, even inupon them. They might also share some of our pretest circumstances. own ideas about improving education based 9.The use of sta»dard measures will not revealupon our experiences with these special stu- the mastery of specialized content that is atdents. the heart of the special programs for gifted The popular media are also interested in students. If they are learning the elements ofputting articles before the public but apparently the new physics of Chaos. where are the mea- have few ideas about how to contact key mem- suring instruments that will credit that mas-bers of the field who might be able to bring tery: credibility to these pieces in Parade magazine, 3. Many of the special education programs for Nero York Times Magazine. The New Republic, and so gifted students focus on the development offorth. This task force could collect names of special skills in the domain of productivethose who could be contacted on various topics. thinking. Few evaluation efforts have included The major.journals in tlw field might open an arty type of measure (tests or product evalua-'exchange of papers- department whereby they tion) to assess gains in this area. wont(' publish jointly with other journals, re- 4. Few evaluation programs comparing regular print articles previously printed in other jour- versus special programs have used the per-nals, or encourage other journals to reprint sonal perceptions of gifted students, or teach-some appropriate works that have appeared itt ers or parents for that matter. There areour own journals that would be of interest to strong indications kom informal continentsother professionals. of the students' excruciating boredom with It would seem important fin' those interested regular education programs where the pacein the education of gifted students to be proactive and level of the class activities do not chal-its response to these educational reforms. NV lenge the abilities of such students. should not wait for them to cause problems for Despite all of these limitations, those evalua-the education of gifted students befOre we act: tion reports which locus upon gifted studentswe should be actively involved in showing the still show gain,: in favor of the special programs,essential compatibilit between the best of such which, given the above shortcomings, must be arefin-ms and quality education for gifted stu- doubly significant result (Kulik & Kulik, 198'2). dents. Recommendations for Action ompinte list of 14.e?r71 re.S fin Ibis a tittle nia.1 hr It should be clear from the above discussion obtainer( by contacting the (;otumunicator editor. that many actions of significance are taking place in American education with little or no inputJames j. Gallagher maybe reached at the University of from our special field of education of giftedNorth Carolina at Chapel I lilt. April 1994 Calihn Ina Ayqiation for the Gifted 426 Escudo Avenue, Suite 19, Mountain View, CA 9040 Page 35 ( N.) MEMBERSHIPAPPLICATION Please share this copy of the Communicator with a friend when you have finished reading it. He or she might like to use this formto become a GAG member and active supporter of gifted education. Because of CAG's role in lobbying for appropriate education for gifted and talented students, dues payments to CAC are not tax deductible as charitable contributions for Federal income tax purposes. Name: Region: Last First Middle Initial Preferred address: Expiration date: Street address or PO Box County: City State Zip code Phones, Home: ( Work: ( Affiliation: (school district of employment or attendance) Membership/ Service Category: Outside the USA, please add $10 for increased postage costs. Individual ($50) Family ($60) Patron ($100) Sponsor ($300) Life ($500) Benefactor ($1000) Limited Income ($20, attach letter) Communicator subscription only ($25) Role: Administrator/coordinator Board of Education member Consultant Counselor/psychologist Parent Teacher Other Special Skills/Interests: Arts Humanities Math Science Comp.Jters Advocacy/ legislation Payment enclosed: Personal check # District check # Charge: Mastercard Visa Exp. date Purchase order # Card number Non-profit Organization CALIFORNIA ASSOCIATION FOR THE GIFTED U.S. Postage 426 Escuela Avenue, # 19, Mountain View, CA 94040 PAID Canoga Park, CA Permit #330 ERICClearinghouse Janet Drill 1920 Association Drive Time Value Reston VA 22091-1589 Dated Material Printed on recycled paper TtIIIOURNAI DIi Ill. CAL [FORMA A»UCIAI ION FORrut.GIF1 ED VOL LIME. XXIV NUMBER3JUNE. 1994. COMMUNICATOR IDENTIFICATION We Know They Are Out There-Finding the Gifted Among Hispanic Students by PAT PHELAN The focus of this discussion is on procedureswas about 25% Hispanic. Even the 50% figure developed in our district for identifying gifteddoes not adequately reflect current results in Hispanic students. This task has our highestincreasing Hispanic representation in the GATE priority because there are so many Hispanicprogram. students enrolled in the district and, until the Looking at what has been accomplished from last few years, so few identified as gifted andthe beginning of this school year to the present talented. To place this discussion in context,time gives a far different picture. Since July 1, information about the Santa Ana Unified School1993, 422 students have been considered for District and about our formal procedures forGATE identification. Out of these students, 336 identifying GATE students is presented first. (80%) were identified either temporarily or per- manently. Out of the 243 Hispanic students Some Demographics considered, 189 (78%) were identified either Seventeen out of every twenty students whotemporarily or permanently. come to our district schools are Hispanic. Four- In contrast to the Hispanic population, all teen of these seventeen students have limitedother ethnic groups show a higher percentage of proficiency in the English language. About onerepresentation in the GATE program than they out of twenty-five will receive some kind of ser-do in the district population. To begin with, 50% vice from the GATE program. of identified GATE students come from non- Out of a district K-12 enrollment of 49,000,Hispanic ethnic groups that combine to total there are 2,000 identified GATE students. Out of14% of the district population. As might be 42,000 Hispanic students, 1,000 are identifiedexpected, non-Hispanic White and Asian stu- gifted and another 700 participate in a programdents are significantly overrepresented. The per- for unidentified students who show high learn-centage of identified African-American students ing potential. Thus, identified gifted studentsexceeds that ofAfrican-American students in the are 4% of the total district enrollment. Identi-district population. This situation is not remark- fied gifted Hispanic students are 2% of theable because there are only 700 African-Ameri- district enrollment. They arc 2.4% of the districtcan students in the district. To match the pe - I lispanic enrollment. centage of identified African-Americans with While the district population is 86% I lispanic, their percentage of district enrollment, we would the GATE population is 50% I lispanic. Thisonly need to identify a dozen students. For what figure of 50% results from a special effort overit's worth, we have identified over four times that the last twelve years to identify I lispanic stu-number using formal GATE identification pro- dents. Twelve years ago, the GATE populationcedures. Continued on page 22 CALENDAR Pu cA40.ftNtA.:. ASSOCIATION.::FORTHUGIT.TETY: July 21-23, 1994 Ottri Supporting Emotional Needs of Gifted (SENG) 'rite (.0.0 C;imitun4.atoris fiubf shed tive.titiies tiiiiing Annual Conference, San Diego, GA year -In Septetriber.,Novernber;Jatiri(andJiine:::::: GAG takes pleasure in cosponsoring this na- Op3nions;ex re -d b}r;itifiiviil tat a:t1tht;;I'S tional conference for parents, teachers, psy- rept:esent ofti cia1 positions of tileASsoc1adn..!Sub-:...- chologists, and other professionals. The confer- scripdonsareaValiableid..M.5.n-sinenibe.C-s*tan'iintitiaiCOSi:.: ence focus will be on social and emotional issues of . in parenting and teaching gifted and creative Officers, - I99$<.994 children with presentations on motivation, stress, perfectionism, depression, ADI ID and President Sandra Kaplan the challenges peculiar to minority students. SENG presenters are always well-known ex- perts in the fields of education and psychology. 7ri-611rey- . And that includes our own former CAG presi- State Parent Coutid1 dent and current treasurer Judith Roseberry whose presentation at the SENG conference is entitled "I low to Live SuccessfUlly With Your . Gifted Youngster,' scheduled for 2 p.m., July Capitol.Se-01:t446.g440:::: 9 1. . Shard»: Erei* CAG members will remember SENG Direc- Joshua Tree : tor James T. Webb, Ph.D., from his recent pre- sentation on motivation at the GAG conference Mission in Palm Springs. 1)r. Webb is a professor in the School of Prolessiolml Psychology at Wright ML ShaSin Terile Cray State University in Dayton, Ohio, and a favorite Orange Pai Phelan presenter at CAG conferences. Karen Cinfeld Full conference cost is S160 for early regis- Pacific Margaret Cosfield trants (before 6/24/94), and S190 thereafter, Martha Elunetitty with lower rates for persons attending one day Palotnar Drive IJetruinson only. Spouse and student discounts are avail- Pat 1"2,lit5o able, as well as a special program for accompa- Redwood Robin Hubbard nying children (grades 1-9) which costs S130. Sue. Bfizinger; For more details and registration materials, San Joaquin Ann CierWy contact Leona Gray, Conference Chair, Ellis Qpen: !Inman Development Institute, Dayton, oil, Santa Lucia Kathy Eope 513/873-4300. Or FAX your request to 513/ Marjorie. Bowles.. 873-4323. Subraitislou of cnate:.:rtiu".. CAC. encourages all interested pttrtlos to submit July 26-28, 1994 tides for ptthli cation. All stthinissiotts wilibegiven tare-. Great Explorations in Math and Science (GEMS) Jul consideration. Photos and camera -ready artwork are Workshop, Lawrence I tall of Science. Univer- partitularlyclesiral)le. Stnclenl work siloult1 be'acceinpa;. sity of California, Berkeley nied by teacher's name and school. Send all rflaterial with Three-day workshop leading to a GEMS Associ- your name, address, and phone number tOjeari-DrIttit;-:: ate Certificate for persons interested in being Contnettniattrir Editor, 7822 Belgrave Avenue, Carden; an active provider of GEMS workshops to teach- Crove, CA 02%41. You limy phone Ms. Dinin at 71 4/80...;.);:; ers. For details, call 510/642-7771. 1745. ReprIndrig of materials Articles appearing in the Communicatermay be re- printed as desired unless marked, by 0 or reprinted from another source. Please credit the. Conotetnicenerancl send a ropy of your newsletter or journal containing the reprint to the Editor. 2 June 1991 BEST COPYAVAILABLE 76 PRESIDENT'S COLUMN IN THIS ISSUE We Know They Are Out There - Finding the Identifying Ideas and People Gifted Among Hispanic Students Pat Phelan 1 by SANDRAKAPLAN The theme of this issue is "Identification." It I Think He's Gifted, but is He Ready for provides an appropriate opportunity to identify Kindergarten? 4. ideas and peoplepast, present, and future Robin L. Hubbard 7 important to the association and gifted educa- tion. Yes, He Was Ready After All - A Parent 8 Identification and Gifted Education Remembers It always is a concern when more emphasis is placed onhowstudents are selected for partici- Reexamining the Foundations of Giftedness pation in a gifted program thanwhatstudents Richard W. Ronvik 9 are provided within the gifted program. A sign of the times has been the debates overwhois gifted. From these debates has emerged a new set of The Raven Progressive Matrices: A Key to rules that govern the identification process: Successful Identification Rule 1- The identification process is an Marcia DiJiosia 12 imperfect system that needs constant revamp- ing with reference to current knowledge about Reports from the 1993 CAG Student Grant students and how they learn, and the validity of Recipients 14 assessment methods. Rule 2 - The student should no longer be a Identification of Gifted Talented Students: passiveparticipant in the identification process. Transition in Texas Today's identification procedures demand the Jeanette Covington 16 activeinvolvement Of students in the collection and assessment of evidence that best shows Traditional Identification: Elitist, Racist, their abilities and interests. Sexist? New Evidence Rule 3 -The identification process tradition- Aleene B. Nielson 18 ally was seen as an end in itself or the entry to a program wherein students continually had to Tech Net provetheir giftedness. Today, the identification 'ferric Gray 20 process is a means to an end or the entry to a program wherein students continually are ex- pected toimprovetheir giftedness. Rule 4 - Identification is no longer a quanti- tative or statistical number. Today the identifi- cation process is described qualitatively by the behaviors and needs of learners. Rule 5- Most importantly, the identification process defines opportunities to learn appro- priately rather than privileges for academic or social experiences. Identification and the Association I .eadership positions provide vantage points to identify opportunities and inhibitions or the factors that facilitate or hinder the association's abilities to fulfill its mission. For me and others who will be leaving our offices as leaders of the association, these are very iden tillable. Continued on page 4 June UM Kaplan Professionalism is a much discussed item in Developing parent support groups repre- Continued from page 3 today's educational lexicon. As more and senting the cultural diversity of our state. more educators assume more and more responsibilities, time for volunteer work in Identification of People professional associations diminishes. Time Most ofour members do not see the Board of for participation as a volunteer in a profes- Directors at work or hear the discussions thatgo sional association must become a negotiable into the business of CAG. This is a time to item ofa working professional if our endeav- identify the people who have worked relent- ors to support educational causes are to lessly for GAG. If you were to attend a board continue. meeting you could hear and see: The relationship ofa special interest group The quiet contemplation of Kathy Hope, like CAG to the interests of general educa- Marjorie Bowles, Emelie Neher, Sue tion must reach a productive balance. The Benzinger, Ct it Wiegand, and Ada Dodd- acknowledged interdependence between Vivier. the needs of gifted and general education The exhuberant participation of Pat Paluso, students is crucial to the success of the popu- Dana Reupert, Victoria Steinitz, Janet lation CAG services. Lamarre, Karen Grinfeld. The need to be responsive to changing times, The continual probing ofideas by Pat Phelan, to refine our concerns for gifted students is Bonnie Casassa, Robin Hubbard, Janet Ward, paramount. Our mission can remain static; Terrie Gray and Dave Hermanson. the means to fulfill it need to be fluid. The suggestions and concern rendered by Margaret Gosfield, Sharon Freitas, Anita Identification and the Future Still, Ann Cierley, Barbara Clark, Martha The Board of Directors has identified the Flournoy, and Jean Drum. future for the association in a five-year plan- -a The diligence of Barry and Leslie Ziff, Bruce plan that is perceived as responding to you, our DeVries, Sharon Russell, Barbara Nelson members, while simultaneously moving toward and Ray Simpson for the work they have the goals upheld by the association. This plan done for GAG kids. includes the following: The ever-present support of the Executive Professional Development Committee to further the agenda - Judy Conducting parent seminars on how to as- Roseberiy, Vera Eby, Cathy Silva, and Ron sess quality services for the gifted in your Fontaine. school or district. The work of Carol Brown Spencer and Creating a subject matter focus to promote Sharon Mountford that has made the asso- foreign language for GATE students. ciation "move," so to speak. Developing networks of interests related to gifted education between and among schools Identification and Thanks within the state. Most of all, I want to extend my sincere Continuing teacher institutes across the state appreciation for the opportunity to have been and the Certificate of Completion program. able to serve the association as president and Disseminating new publications for teach- identify what the board has tried to accomplish. ers of the gifted and about at-risk gifted We have tried to work productively with the students. Department of Education. Projects with the California Department of We have tried to define new meanings of Education differentiation and to develop a common Continuing development of more sophisti- language and purpose to differentiate the cated strategies to differentiate the core core curriculum. curriculum: depth, complexity, novelty, ac- We have tried to provide outreach services celeration. for educators, parents and students. Articulating the language, instructional strat- We have continued to advocate for quality egies and curriculum necessary to help stu- education for all California's youth as well as dents attain a "6" on a rubric related to to support education for gifted students. standards. We have tried to identify our vision and Advocacy leave it as a legacy for others to pursue. Providing more frequen t updates on legisla- tive activities. .1 Jura 1991 7 8 EDITOR'S COLUMN Above and Beyond Identification by JEAN DRUM, Editor Identification is only the beginning when we So far, so good. But remember, it's not only are considering successful participation in a the tests that have been based on those main- gifted program, especially when we're working stream cultural expectations, it's our whole edu- with children who find mainstream American cational system. It's not enough to find non- culture a challenge. It is absolutely imperative mainstream gifted children. We then must see that we never lose sight of this fact if we are to that they are given the means to succeed in an have gifted programs that are representative of educational system which, even with the new our society and reflect our ideals. approaches that are gaining acceptance, is still It may be helpful to begin by taking a look at basically mainstream. This does not imply any the term "mainstream American culture." This value judgemen t about whether this is desirable culture is primarily European in its traditions or is the best kind of education; it simply says and has generally been accepted by the eco- that this is still pretty much what's happening nomic middle class. This is what the early immi- out there. grants brought with them and what they ac- To be successful and comfortable in school, cepted as the norm. Africans were also early children need good language facility, arid since immigrants, but they were not permitted to most GATE children are highly verbal, lan- become a part of the general culture nor was guage is doubly important for success and com- their culture allowed to permeate general fort in a GATE class. A child with limited expe- thought to any great extent. As Americans moved rience in English may find it a discouraging West and as many more immigrants arrived situation to be in a classroom of native English later in the 19th century, including those who speakers who go home each day to engage in were not (yet, anyway) middle class, these cul- more English conversation, often with college- tural expectations remain unchallenged, and it educated parents. It is important therefore to is on these expectations that our educational see that children who are identified as having system is still largely based. This basis made high intellectual potential but who do not oper- perfect sense to people a century ago. If chil- ate, at the moment, really well in English get a dren did not do well in school, it was the chil- lot of additional help. This will almost have to dren, not the school, who needed to do the be done outside of regular classroom hours, changing. which of course makes it difficult and expen- Now new winds are blowing through the sive, but the results would he well worth it. locker-lined halls of academe, and those of us Involving the child's family is also important, concerned with the education of gifted young- since they need to see that improving the sters have had to do a lot of thinking. The student's English does not mean denying the indisputable fact is that children who are not first language, but adding skills that will enrich from the mainstream culture do not seem to be the use of both languages. Classes to assist other successful in scoring well enough on the tradi- family members to sharpen their English skills tional tests to be included in gifted programs. along with the GATE student would include the Since it makes no sense to assume that only family in the student's GATE experience and mainstream children are smart, it was decided create more comfortable acceptance. The ad- that the tests themselves were flawed and cul- vantages of being really bilingual should be ture-bound, and that we needed to find other stressed and made a thing to take pride in. ways of identifying children with high ability. A These students should be helped to make number ofcreative solutions have emerged (sev- the public library theii second home. Young eral of which you call read about in this issue) children may need help in getting there and and we are indeed finding children with supe- older children inay need to become familiar rior school abilit) who would pi obably have with the library so that they feel at ease in using been overlooked a decade ago. it. This too could become a project which would /urn. / qq 1 5 introduce whole families to the wonderful world ask of a child, and a prime task for educators of of the library. What is needed are "library men- the gifted should be to find ways to ensure that tors" who would work with GATE students and these children can succeed in school and main- their families. tain acceptance by neighborhood and family. GATE students whose dads are engineers It is also vital that the lines of communication and whose moms arc teachers can get all the between the school and the home he open, help with homework and research projects they friendly and accepting. In this day of growing need, but children from limited English homes diversity in our schools, educators have been or homes where the adults have not had the alerted to the cultural differences that can cause Opportunity for advanced education, are at a misunderstanding, but we need to remind our- disadvturtage here. f our newly identified GATE selves often to be aware of these things. This is students are to have an equal chance, they need a two-way street, however, and we also need to the same kind of help with homework that their be sure we let parents know what our expecta- classmates have. One school which serves a tions are. We can't assume that parents "just large Hispanic population set up Escuelita, an know" what we are doing in the classroom and afternoon program in which students at a nearby what we expect their children to do. Thought- college volunteered time to help with home- ful arid thorough communication (with inter- work. The children had access to books, sup- preters if necessary) can go a long way to pre- plies, and answers to their questions in a friendly vent painful misunderstandings that leave a and warm environment, and it was a great suc- child caught in the middle and unable to take cess. A program like this might even involve full advantage of participation in a GATE pro- parents, who could come and learn with their gram. childr en. GATE programs have been given a chal- These students also need help in bringing lenge, but when we meet it successfully, the together their GAE experience and their neigh- result will be a rich talent pool that will serve the borhood life. Participation in a GATE program future well. is sometimes seen as being "white" or a "school- boy," and students may feel rejected by their friends or even their family. This is too much to ( Cami James, Age 11 Patton School, Garden Grove Unified School District June 1994 8 Think He's Gifted, but is He Ready for B Kindergarten? by ROBIN L. HUBBARD It's that time ofycar again when the call goes gluten program and the primary education at out from all of the school districts for parents to the school. pre-register their four-year-olds and five-year- The National Association for the Education olds for kindergarten. Once again parents across of Young Children (NAEYC) has long studied the state arc faced with the reality of starting and reinforced the need for a developmentally their child's formal education. Along with this appropriate curriculum for all children. This reality collies the question ofwhether or not the emphasis is based on the work of Piaget, child is ready to start school. Montessori and other experts in child develop- In the state of California, any child who is five ment. Rather than a vessel to be filled with years of age by December 2nd is eligible to start knowledge by the teacher in charge, young kindergarten. Frequently parents with children children should be seen as explorers who are who have fall birthdates are gently and subtly discovering knowledge about their physical and encouraged to keep those children out ofschool social worlds. They should have the opportunity for another year. Such horrors as being the to interact with others their own age, with car- youngest in the class, being immature and not ing, supportive adults, and with the myriad able to sit still, having a short attention span or materials of their worlds in an open and well poor fine motor skills are given out as reasons to organized setting. keep a child out an extra year. If, God forbid, Having this background, there still is the the child happens to be a boy, these reasons are question of whether or not to start that son given even more weight, because boys do tend whose birthday is in October or November. to be developmentally several months behind Even parents of boys born in August or Septem- girls at the ages of four and five. ber are often undecided as to whether or not This trend has slowed in some areas, but is they should hold the child out a year. And, still quite apparent in many. Some have called parents of boys are not the only ones con- this an extension of the super-baby syndrome. cerned, although they tend to dominate the Just as using flash cards in the bassinet was question. Parents of girls arc also concerned supposed to give the child a headstart, being the and may hope to give them an edge academi- oldest or one of the oldest in a class should give cally and socially by keeping them out an extra that youngster an advantage over classmates year. who may be almost a full year younger. Some First and foremost, remember that someone also use this as a subtle way of "red shirting" boys always has to be the oldest in the class and early in life, so that when they get to junior high someone has to be the youngest. Frequently, and high school, they are larger, stronger and without a listing of birthdates, it is impossible to more able physically to play sports. identify the youngest and oldest in any class. Over the past few years, since the release of There are other factors that affect a child which the document Hoe They Come: Ready or Not! by may make a significant difference in that child's the California State Department of Education, reaction to school. some of the policies that made the starting of The second important thing fora concerned kindergarten so difficult have changed. As parent to consider is the particular kindergar- should be the case, the document reinforces ten program the child will be entering. Does the the fact that rather than making the child fit the teacher have a sound bat kground in Early Child- kindergarten, the kindergarten should fit the hood Education or has the teacher :tad only child. Chronological age is not truly an indica- general elementary training? Do the children tor of school success. Rather, !Iowa child will do sit in desks filling out worksheets and doing lots in school is a combination of many different of "academic" work or is the program develop- factors. Among these are such issues as parental mentally appropriate? I Iow many children are expettationsand involvement, the developmen- retained (a practice frowned upon by the state tal appropriateness of the kindergarten pro- and most early childhood praditioners). Is at gram, and the connection between the kinder- least part of the day geared to the child explor- June I'I 7 3t ing his or her environment? Do the out of kindergarten ayear are no longer birthdate is December 1st. Although math program and science program evident. The child who has had asound, also very shy and with poor motor skills allow for lots of hands-on activities or developmentally appropriate program at the beginning of the year, she is now are they centered around workbooks will adjust to school and do well. Often solidly ready to go on to first grade. and fine motor activities? Is language bright students who are held out a year arts a series of phonetic worksheets actually become bored with work that Readings and fill in the blanks, or is it part of a is too easy for them and become behav- Bredekamp, S. (Ed.). (1987) Devel- program that includes good literature ior problems or else drop out mentally opmentally Appropriate Practice in Early being read to the students, memoriz- because they have caught up with their Childhood Programs SovnigChild,enFrom ing poetry, rhymes, songs, journal keep- true agemat es. Birth Through Age 8.Washington, 1).C.: intl.. writing centers, and lots of oppor- Another aspect to remember is that National Association for the Education tunity for the child to interact with between April and the start of school in of Young Children. print? September, there are five months for California State Department ofEdu- Parents of a child who is legally old growth and development. The child cation. (1988).Hoe They Come: Ready or enough to start kindergarten should who does not appear ready in April Not!Sacramento. CA. request to visit the classroom theirchild mav be more than ready in September. Peck,IT.,McCaig, C., & Sapp, M.E. will be entering. Ask the teacher for a As a kindergarten teacher I have (1988). Kinderga 'ten Policies:117tat is /Jest conference to determine her or his seen young six Near olds and very forChildirn.Washington, D.C.:National philosophy. Talk with parents of chil- mature lour scar olds. My classes always Association for the Education of Young dren who are currently enrolled in the have at least a full year spread and Children. program. Also, read articles and books fiequently, as with this year, an eigh- on what makes a sound kindergarten teen month spread. Interestingly, the Robin L. Hubbard teaches kindergarten program. oldest student is a girl who is still shy at Pine Grove Elementary School in Remember that by third grade, most and has difficulty separating from her Crescent City, CA. of the advantages of keeping a child neither, amid the Youngest isagirlwhose Yes, He Was Ready After All-A Parent Remembers I was one Of Illose parents who ago - know how to socialize. (;uilt flooded in. successful in several extracurricular ar- nized over whether to send inv Octo- Then the teacher began to call the roll eas (but still rather shy), we knew we ber birthday son to kindergarten when and expected each child to answer by had made the right decision. Olcourse, he was legally eligible.I had all the saving. "I'in here and mvaddress is...." not all stories have such a happy end- worries that Robin I lubbard mentions Nly son was the only one of the children ing, but successful kindergartners can in her article, and since my husband who was able to do this straight off with come in many sizes and ages. and I were both teachers, I wondered if no help. Well, I thought, guilt reced- we might he too anxious lo have our ing, maybe lie is ready. hild enter out world. Well, we did it. Ile staN ed sin and quiet and on the Altera:I, he was technically old em nigh, comer of the rug, but lie liked kinder- his only friend in the neighborhood garten and didn't seem to have trouble was going tail already live-year-old with doing any of the activities. I le was also a January. birthday), and he seemed to the tallest child in the class. At the end like the idea. Rut Istill worm ied. of the year he got a perfect score on the Several months into the school year, reading readint ss test, to the great sttr- I walked up to the school to visit the pr of the teacher who didn't "think kindergal ten io see what was going on. he was that smart." 1.11e1 1. he was, sitting on the rug, but on I lc was though,y ery smart,andwhen the very outside corner. Oh dear, I we watched him graduate from high thought, he's not readv; he doesn't school as valedictorian. tall, handsome. lit tie 1 QuI 3 " Reexamining the Foundations of Giftedness byRICHARD W. RONVIK Long- terra observers of the development of One of the earliest, and most extreme, of the education for the gifted have been aware that inclusion models was Calvin Taylor's Talent the pendulum of popular support has swung Totem Pole Model (Taylor, 19(58) which identi- not IVfrom One extreme to the other. fied children in some halla dozen areas includ- ( :urrently it is on its negative swing, being driven ing "wisdom," "planning" and "forecasting "; 1w the regular education initiative. some as- and was built on the concept that if you tested pect:, of school reform, dishonest or incom- children in enough areas, almost everyone could plete presentations of grouping research, irre- carry the label of "gifted" in something. As a sponsible claims for cooperative learning, le- diagnostic tool for the regular classroom teacher gitimate concerns about equity, fears of elitism, it may have been useful, but as a gifted program budget constraints and most embarrassing of model it failed because it simply delayed mean- all, poorly constructed gifted programs. ingful program development. This current swing of the pendulum is quite A more seriously disturbing model, because for cernl and it would be ironic if it were weak- of its popularity, is Joseph Renzulli's (1977) iesses wi thin gifted programs themselves, rather Enrichment Triad Model with its concomitant than outside forces, that brought the entire triadic identification system. "Task commit- framework crashing down. To say that an enor- ment" is simply not a strong criterion for pro- mous number of gifted programs in the country gram entrance because motivating students is to(lav are based upon weak underpinnings would also part of a school's responsibility and good be to grant them a courteous understatement. teachers do it all the time. "Creativity" may have relatively low relevance for a student whose Inclusion Versus Exclusion intellectual needs are not being met in elemen- To begin with, many program developers are tary school mathematics. And "above average still struggling with the issue of whether to he ability" or5lst percentile aptitude compromises more exclusive or inclusive in their identifica- the credibility of the term "gifted" and contrib- tion and selection procedures for gifted pro- utes to the trkializat ion of serious gifted educa- grams. Those who think of selection proce- tion. din es in either context are already off the track. The best one could do would be to scrap the The students who should be in gifted programs irrelevant overlapping three circles of identifi- e illOSe whose mental abilitieSare ailValiedto cation and implement the enrichment model O' degree that the regular school program for every student in the school. The model simply does not meet their needs; anything else itself, with its various types of enrichment, and is politics. the way it can be scheduled into a school's Rinse think exchisive,are with program, is excellent and would probably be an the old-line gatekeepers who demanded that a asset to any school's program for students at all student have an IQof 13`? to be declared "gifted" ability levels, including t l me gifted. The danger is and therefore eligible for various rights and in believing that part-time, "revolving-door" privileges. This view was not helpful to the projects-based, resource -roots type programs 6p,hly able student %\ 110 missed the magic cutoff are comprehensive differentiated programs but Was %Veil beY011il tile ability of his or her the gifted. lassmates and did require a differentiated pro- Gifted program developers became inter- sted in a different type of inclusion some years Mose who think "inclusive" are usually from ago with the introduction of the concept of either the well-meaning set that always har- "multiple intelligences." Suddenly, there were bored secret guilt feelings about whether gifted new tuuliences to consider which might help to pi ()grams fostered elitism, or from the cynical dispel accusations of serving an elite few. What set that knew it would not be Itic.ative to market seemed to be forgotten, however, was the fact model designed for a very limited population. that the "intelligences" related to traditional We have He\ er quite recovered from the inordi- school tasks were not being at all well served in nate lime and money and effort lost in pursuing gifted programs. piogiauts built on these misconceptions. I Inward Gardner ( 1983) says on the opening 8 page of his book, Fmnies of Mimi:" ...the shifted further away from the major school. Gifted twograms became part- scor on an intelligence test does pre- academic curriculum areas; and it be- time and irrelevant, and they have con- dict one's ability to handle school sub- came questionable as to why any chil- tinued in large part to grow that way to jects. though it foretells little of success dren should be excluded from these this day. We have become so hardened in later life." (p.3) special ofThrings. In fact, this expanded to this irrelevance that we can adopt an That may well be, but for those of us group became the first true elitists in identification/program model entitled who are employees of schools, itis in gifted education because there was no "Revolving Door" with a straight face school subjects that we are expected to philosophical rationale for including and not the hint of' embarrassment. work, and it is in school subjects that only them. Their programs had be- Early legislation on gifted educa- parents of gifted children expect us to come preferential rather than differ- tion should have required gifted pro- develop comprehensive and differen- entiated. gram inter velitions to replace the regu- tiated programs. lar curriculum and involve differenti- There are some signs of the "inclu- Relevance ated curriculum in the major academic sion" concept in the recent trend to When legislation for gifted educa- areas in which each student was ;demi- scrap the term "gilled" and replace it tion became popular in the '5 Os and lied as gifted. When the legislation did with the term "talented" and then di- '00s, a major errort.vas committed which not so dictate, then gifted prog:'am rect efforts toward "talent develop- will have implications for gifted pro- administrators should have taken it n len t "a sort o f "(Tea te your own gifted grams to the year 2000. Eager to be upon themselves to do this anyway. child" model. The loss of the term recognized at all, gifted educators ac- Cox, Danile and Boston (1985) pre- "gifted" would probably cause little cepted the role of the gifted program sented the findings of the Richardson pain, but there is a problem in replac- as an "extra" in the larger context of Study, cautioning against the continu- ing it with the term "talented." The schooling. Since full-t;ine gifted pro- ation of the popular pull-out model for problem is that no oneeill:, to know gramming in the inajoi curricular ar- meeting the lit <(ls of gifted students. what it means. or perhaps 1110re accu- eas was administratively difficult, even The field would have done well to take rately, everyone seems to think it means when the children required such ser- that advice. something else. The lay opinion is that vices, program developers instead pro- it has ::omething to do with t he arts: the posed "add-on" classes, resource room Differentiation school administrator's position seems pull-outs, independent learning, and Probably the weakest structural .up- to hold that it is an ability level just a special projects. Some of these pro- port its the framework of gifted educa- shade less than gilled; the gifted pro- grams seemed to work rather well: the tion is in the area of what has come to gram practitioner's view seems to hold studentsnjoyed the change, the teach- be called "differentiated education." that it is a specific aptitude (in contrast ers liked working with a selected group, Once the students have been selected to "giftedness," which is general intel- the parents were proud that their chil- by one means or another, and placed lectual ability). The most elegant view dren had been identified as "gifted." into one kind of educational setting or is held by Francovs Gagne (1991) of and administrators were happy that :mother, what exactly is to he done that Quebec %dui hopes %e trill accept that the publicity was Pustfivealld the isdifferent,ordifferentiated from what talent is a human activity or developed thing required few scheduling head- is done with regular ability students in abilities while giftedness is human apti- aches. regular classes tude or natural abilities..ven if every- Rut highly able students \VCR still 1 lere educators of the gifted sailed one promised not to bicker about the sitting in their regular fifth grade math all over the educational map, like Co- definition, there would seem to be no classes agonising over the slow pace of lumbusalwiris confident but never in point in jumping to a new term that has instruction while their less able peers quite the right place. In the early years no universally accepted deliiiiIio um. struggled with their lessons:1.nd precu- it was differentiation through creativ- lany of these attempts at "inclu- t ions first graders who could read flu- ity, and program developers worked at sion" received their impetus from ently with animation sat stunned while this so diligently that creativity exer- desire to eliminate any hint of elitism: their classmates stood one at a lime to cises became almost synonymous with ironically, they Vl"Clust unit ntal in read. haltingly, strings of isolated words. gifted programs. Always restless, the making the case for legitimate charges These SaIll WCI col focus moved on like a tornado ripping of that very Ilaw. For in casting the net 0110' ) Mk(' wcek and brought through divergent thinking, problem eye, man, wcfc in- to a resource room where th% could solving. problem creating, thinking cluded in gifted programs Mu) did not learn about dinosaursorwork on "brain skills, critical thinking, Uarning styles, wally require special programming leasers" of W111( "W11,11-11." XIT.ISCSor disc( tvciT 'canting. and shared inquiry. since the vwerealreadystillicientlYchal- work 111 their critical thinking booklets.There was, it seemed, no end to what lenged in the regular school program. The programs were neither substan- could be called rentiation !Or the As the enthusiasm for inclusion: spread, tive not connected in any real sense to gilled; but in truth not one of the Pl."1-0,1111 offerings tlt,ct rull"d the fUll-time academic pi am of the strategics came even close, for evety him. /WI/ strategy that was temporarily embraced the ability level, should be involved the gifted. The differentiation is in as the key to gifted differentiation was with observable end products and real pacing and depth only. Gifted classes not only suitable, but absolutely neces- life situations and actual investigations should take on the same subject matter sary, for all students in all classes. and raw data. It is elitist beyond belief as the school's regular program. How- When the Taxonomy of Educational to offer activities of this type as differ- ever, these classes should be acceler- Objectives that had been categorized entiated education for gifted children. atedthat is, go faster and introduce by Benjamin Bloom arid his associates The separation of activities into real vs. subjects earlier than the regular pro- (1956) was loosed onto the field of hypothetical for gifted and regular stu- gram, and they should be enriched gifted education, it seemed that the dents is artificial; it would force gifted that is, go into far greater depth and program developers had at last found children into privileged roles and it intensity than in the regular program. their Grail. Noticing that knowledge, would withhold normal good teaching The litmus test for good gifted pro- comprehension, and application were from regular ability students. gramming was publicized by Milton referred to as "lower levels," and analy- The latest fa,' in in-service work- Gold (1956) who highlighted a quote sis, synthesis, and evaluation as "higher shops for differentiating curriculum from The Gifted Student: A Manual for levels," they reasoned naively that the for the gifted is to structure curriculum Program. Develo /nuent: "An educational "lower" levels had more to do with around major themes. Gifted program program can be devised which does regular students and the "higher" lev- educators somehow got the notion that more adequately meet the basic de- els had more to do with gifted students. regular ability children should receive mands of the gifted child's greater So they inverted the levels of the tax- information in whatever way they al- learning capacity and which on the onomy so that gifted students would ways did, but gifted children should whole being uniquely suited to the spend inordinate amounts of time ana- receive it grouped by "thematic th reads" gifted is both unnecessary for and im- lyzing, synthesizing and evaluating that such as "challenge" or "conflict" or"pat- possible ofaccomplishment by students about which they had little knowledge terns" or "exploration." There is not a of lesser ability." (Southern Regional or comprehension. Gifted program scrap of evidence to indicate that this Project for the Education of the Gifted, consultants across the country became strategy has any more relevance for 1962, cited in Gold, 1965, p. 136.) the worst offenders in offering this tax- gifted students than it does for regular Programs of the type that Gold envi- onomy as differentiation for the gifted. ability level students. In fact, Ira person sioned can be developed if we ensure Another interesting idea set forth just wanted to be ornery, he or she that the philosophical underpinnings concerning differentiation was that could probably demonstrate that the to support the program arc in place. gifted education should emphasize thematic approach is better for regular This requires that: product development, where the child ability level students since they might 1. The studen ts are identified as gifted performs as does a practicing profes- miss thematic connections unless these through credible measures and it is sional. Proponents of this idea con- were pointed out; whereas, the gifted clear that the child's educational tended that giftedness does not exist in child might more easily make such con - needs would not be met in the regu- a vacuum; it should be seen as linked to nections no matter how the material lar classroom. an observable end product. They also was presented. Actually, it is just as silly 9.The gifted program parallels and is felt that gifted program activities should to advocate one as the other since the- in place of the regular program. involve real life sit rations working on matic teaching is simply an excellent 3. The gifted program offerings are community projects, writing actual let- teaching strategy that can be used in full time in the areas in which the ters rather than business letter exer- the proper place and time with stu- student has been identified asgified. cises, producing actual radio programs, dents Of all ability levels. As all of these 4. The gifted program groups gifted conducting actual interviews with se- "differentiated" activities, once the pri- children full time or part time with nior citizens, etc. The five Type 111 vate domain of the gifted program their intellectual peers in accor- enrichment goals that Relizulli (1977) teacher, are seen for what they actually dance with the field research on considers uniquely appropriate for the aregood teaching techniques for all grouping (Rogers, 1991). gifted all deal with actual investigations studentsthey will cross over into the 5. The enrichment differentiation for of real problems, using raw data miller regular classroom, separate provisions gifted programs is focused on the than reporting the conclusions of oth- for the gilled will scent redundant, the degree of difficulty of the material ers, Creating tangible products, and pendulum will swing more vigorously and on the curriculum being stud- applying thinking processes to realsitu- and the framework of gifted education ied in greater depth. ations rather than structured exercises. may come crashing down into an un- 6. The acceleration differentiation (Or The concept behind all of thisseems I( outlaw heap. gifted programs is focused On the to be tlizt reality is only for the gifted. We should have conic to the conclu- faster pace of classroom instruction The major flaw in this view is that it is sion by now that there is no curriculum and on the earlier introduction of not only the gifted who do not exist in per se, nor is there any method of various subject mailer into the cur- a vac twin. Every child, no matter what teaching per se, that is suitable only for riculum. hive /WI II Qr With gifted education suffering both contributor to distinguish more care- State Board of Education's Advisory threats from outside the field and weak- fully between that which is good teach- Council on Gifted Education. nesses from within, we need to make ing for all students and that which Gold some substantive changes in the way we (1965) reminds us is, "Uniquely suited This article first appeared in the view the education of gifted children. to the gifted [and] is both unnecessary .July/August 1993 issue of Understand- We must become more questioning of for and impossible of accomplishment ing Our Gifted, and is reprinted from each model that is suggested as a provi- by students of lesser ability." the Winter 1994 issue of Images, pub- sion for the gifted; we must develop a lished by the Indiana Association for healthy skepticism of the "quick-fix" Richard W. Ronvik is Director of Gifted the Gifted. program designs that have proliferated Programs for the Chicago Public Schools, in this field, and finally, we must re- Advisory Board Member for the Center A complete list of references for this article quire every worksherpconsultant, every for Talent Development at Northwestern may be obtained by contacting the Com- conference presenter, every journal University, and a member of the Illinois municator editor. The Raven Progressive Matrices: A Key to Successful GATE Identification by MARCIA DIJIOSIA Traditionally, the vision of the gifted child ethnic groups.This combination has allowed has been one who was the first with a hand in the all populations to have equal access to the airkvaving at the teacher to answer the question, process to determine giftedness and to nomi- a child with a large vocabulary who knew how to nate students in numbers that reflect their use it and the student first to memorize the presence within the district. lengthy poem assigned to the class. A broader The next obstacle was the testing instrument view of intelligence has now been introduced to itself. It was necessary to include a completely include an array of skills and abilities. objective measure with the identification crite- Standing in the way of uncovering the gifted- ria. Traditionally, intelligence tests were biased ness in all populations has been a variety of towards white middle class students.Therefore, issues. The first of these is the searching out and it was necessary to search out a method of nomination of students to go through the as- uncovering the giftedness in all populations in sessment process.Teachers, the funnel through the fairest way possible. After examining the which most nominations occur. frequently are process used in the past within the San Diego unable to recognize gifted traits in a wide range City School district, a Jacob javits Gifted and of ethnic groups. Lack of eye contact or the Talented Education grant was applied for and rarity with which the child raises Iris hand may won to help in the exploration of possible turn the teacher away front assuming innate assessment methods to be used in the future. giftedness. San Diego City Schools (SDCS) has The head of the joint doctoral program in attempted to circumvent this problem by allow- psychology. San Diego State and U.C. San Di- ing anyone' who has contact with the child, or ego, Dr. Dennis Saccuzzo, headed the research the child himself, to refer the student fassess- team. Various aspects of giftedness were exam- mem. The psychologists with the district have ined, including locus of control scales which also conducted inservices to acquaint teachers indicated internal or external motivation. In- with traits that may be considered gifted in the formation processing was another indicator, dominant culture but not in others. finally, a utilizing computers which offered neurologi- central nomination list is sent to each site that cal tests that determined how long it particular includes students in the upper It) percent on design needed to be flashed upon a screen to be the standardized achievement test administered recognized and remembered. Roth of these each spring and students in the tipper per- possibilities were rejected in favor of the use of t mt from the traditionally underrepresented the Raven Progressive Matrices, especially after 12 8 G the search through archival data acquired, or crystallized intelligence, more reliable picture of their true po- (35,000 files) and the 52 pieces of com- the Raven is a far better measure of tential. parative data pulled from each case pure potential than tests such as the Other studies have been conducted were researched. The path kept lead- whose scores depend heavily that indicate both sides of the brain are ing hack to the Raven. on acquired knowledge." utilized in the process of analyzing the The Raven was developed by John 'Fire monograph goes on to state tasks. A child will work through his Raven in Great Britain in 1936 and that when correlating the WISC-R and strengths, be they verbal or visual, to until recently there had only been Brit- Raven scores with the standardized answer the questions. It is often easy to ish norms available. Now the test has achievement test given within the dis- determine which children are particu- been renormed throughout the world, trict, for both African-American and larly strongverbally as they talk to them- but extensively within the United States White students, the Raven was a better selves throughout the test. using various ethnic groups, socioeco- predictor of language achievement The results of several years of assess- nomic levels and different geographi- than the WISC-RN1:1-bal, Performance ing with the Raven have elicited results cal areas. Itis a non-reading test of or Full Scale scores. It further stated so positive and in line with the district's cognitive processing skills. It does not that this was probably "due to tire needs that the instrument has been depend upon past experience or knowl- Raven's ability to evaluate potential wholeheartedly embraced. It identifies edge but "teaches" the child the tasks independent of past learning." the traditional highly verbal student as the test gets progressively more chal- Some of the areas tested by the Raven and the high achiever, but it also un- lenging. If the student is able to recog- include: alertness to visual detail, cat- covers giftedness in the many diverse nize the patterns in the simpler of the egorical thinking, conceptual reason- ethnic populations. When compared 60 item test, then he will "learn" to ing, decoding, problem-solving skills, to the years with the Wechsler used as correctly respond as the level of diffi- concentration, persistence, sequenc- the test of choice, the numbers of cer- culty increases. ing, non-verbal concept formation, syn- tified bilingual or bicultural students The Raven Progressive Matrices is thesis and analysis, spatial perception are easily doubled with the use of the an intelligence test, but not the tradi- and information-processing skills. What Raven. In addition, the low achievers tional sort. Tests, such as the Stan ford- this finds is a child who is able to think or poor readers with very high ability Billet or the Wechsler I n telligence Scale and reason and not just memorize and levels now have a chance to be discov- for' Children III, assess what the child regurgitate information. ered and challenged. One surprise has has been exposed to, both at home and Another positive aspect of-the Raven been several learn ing d isabled students at school, the size oldie child's vocabu- is that itis given as a so that who have been newly-identified asgifted lary or math achievement levels and several students may be assessed at one and are now able to be recognized what their strengths are with memori- time. The children enjoy the initial under another, more positive label. zation. Other area' are also tested, but discussion to introduce them to the Standards have not been lowered, still utilize an experiential format. This methods one might use to be success- arid expectations for all students re- is considered "crystallized" intelligence lid on the assessment. This is very dif- main high. Some children must transi- or what a child ha3 learned up to that ferent from the one-on-one situation tion slowly for a year or two to gain the point. On the other hand, the Raven where the child may feel as if he is put skill for successful participation in the tests "fluid" intelligence or haw a child on the spot when unable to respond to gifted -lassroom. The fabric of new lea MA. It has been determined that the a question or complete a task within GATE classroom may now be made up Raven is the best and fairest measure of the short time limit. And on that sub- of a variety of threads, calling upon g-"presently available, "g"being Spear- ject, it was decided by the SDCS psy- teachers to expand the methods by man's interpretatitin of general men- chologists that the Raven would be ad- which they enrich the core curriculum tal ability and its capability for predict- ministered so that all children with to challenge the gifted student. The ing scholasticaptitude. In theSaccuzzo, different styles would not be penalized needs of the gifted child may take on a Johnson, Guertin ;994 monograph, for working in a slow, methodical man- broader perspective, but one that adds "Identifying Underrepresented Gifted ner.They are encouraged to work more to the strength of the classroom. It is and Talented Children:A Multifaceted slowlvand notconisidcr it a race Whereby now quite clear that equal access for all Approach," it states: "Because the RPM the first one completed is "the winner." gifted students into the gifted program (Raver Progressive Matrices) measures After administering many thousands is riot just a !Ileum but a practiceone "g: it correlateswith other measures or of Ravens, it has been observed that made possible by tire Raven Progres- general intelligence including lan- almost everyone finishes within the ex- sive Matrices. guage abilities and reading, even pected -15-minute time limitrecnnr- though the RPM itself contains mended by John Raven. But, by an- Marcia Dijiosia is GATE Senior Psycholo- no language or reading problems. nouncing the "untimed" method, the gist for the San Diego City Schools. Moreover, because it does not involve mild 's relaxed attitude and lack ofcon- reading, language, or other aspects of cern for watching the clock allows a 13 Reports from the 1993 CAG Student Grant Recipients Each year CAG awards grants to students to water contaminated with high levels of heavy enable them to pursue projects or activities metals, alleviating heavy metal poisoning and which show exceptional promise. This year's in pharmaceuticals. winners include Eddie Wu, Dean Short and Eddie came across the mystery of vanadium Brian Minkin, as well as Vitto Cutten and Chris in tunicates one day in a discussion with Dr. Roy Lux of I lorace N;..nn Nliddle School in San Okuda at San Jose State University and Francisco brainstormed sonic ideas that may "solve" the mystery. The results are still preliminary, but Eddie Wu, Los Gatos I fight School, Los Gatos, there is a definite similarity between the com- CA pound known to concentrate iron and the Eddie is a senior at WI IS. I Iis study is titled: experimental compound that may be involved Origin of Ascidian Vanadium; A Novel Vana- in vanadium concentration. Dr. Okuda writes that Eddie is one of the most self-motivated students he has ever met. and that this has been entirely his own project. t Eddie is currently competing in the Junior Science and I lumanities Symposi tun and at the International Science and Engineering Fair, and he will study Biomedical Engineering at Northwestern University and finish off with a yr- medical degree at Northwestern. I le enjoys science, music, computers and basketball, ten- nis, and skiing. Ile used the grant money to supply much of the glassware and instrumentation used to carry out the experiment. Ile is donating the glass- I-A ware to the school when the study is completed. 1, Dean Short, .john F. Kennedy I light Schooi. C-:-:_:1 Sacramento, CA Dean will use his CAG grant to attend the Junior Statesmen summer school at George- town University in Washington. D.C. Last sum- mer he attended the Stanford session of this program, where lie took college level classes in Speech Communica- dium-Bit uling Substance with Siderophore Prop- o. tionandAmerican Gov- erties in Ascidia ,Vigret. 11 has been discovered ernment. At George- that the concentration of vanadium within the ' town he will qualify to ascidian tunicate can reach levels of over font attendclassesin million times the vanadium concentration in United States Foreign seawater. It is curt en tly unclear how vanadium Policy and Advanced isaccumulated b) the ascidian. The vanadium is Placement Econom- concentrated within blood cells. A novel mecha- ics. Dean says. "I feel nism investigated in this study may aid in the I will benefit front this explanation of how vanadium is incorporated intensive course work from the surroundings and into the blood of and will in turn ben- ascidians.Applicationsoftheexperimental com- efit my school with pound include using it to clean up bodies of the leadership roles I 1.1 Jun, 199-1 will assume as a senior. I have been in contact lessons and to further his development as a with the friends I met from all over the world at young poet. Stanford, and I hope to continue niectingyoung people with leadership interests similar to mine Du'pars at Georgetown." over fries and coffee (Stephanie Flournoy interviewed Brian. Minkin I'm gonna take this one, and contributed this stork.) she says, Brian Minkin, Adolfo Camarillo High School, lifting a single fur from my plate Camarillo, CA to her palate. In ninth grade, Brian Minkin began writing. He wrote a short story for a teacher in Missouri But what of gills? who encouraged I ask, him to pursue writ- as I sip sonic industrial-strength coffee. ing, telling him Like a fickle fry, that he wasvery tal- she says ented. Although I'm gonna take this one, now, upon reflec- she says, tion, he does not and lifts the fry off the plate. consider the po- ems and short sto- No I'm not, ries that lie wrote she says, then to be very and sets it down. sophisticated, lie does consider that time to be an important one Oh! in his life. Brian is now able, because of funding I say, from GAG, to continue taking a course in Los with that edible epiphany Angeles with a prominent poet. being dropped back onto the plate Born and raised in Camarillo, Califor- so crispy and greasy and lightly salted. nia(except for a few years in Missouri). lie now And I lift it up into my mouth attends Adolfo Camarillo High School in and chew on it in my brain for a while. Camarillo. I le dreams of becoming a poet, but as she grabs the fry and munches on it. he thinks in reality lie will have a "normal job and write poetry on the side." Why must I always be a fry? From Brian's point of view, true poetry is "natural" or writing poetry the way people talk. -Brian i finkin In his opi hon, one cannot tell the reader some- t ling; one must show the readerwhat is happen- ing. A poet must avoid overwriting a poem and just tell it from the heart. Brian relates that f c tries to a,,i,t "You see, bad poetry is vague, with no details, no deep feeling, no expression of an experi- ence, or there is no shock value to the poem or tears that come out of it. Its pretty much like a I lallmark card." Brian has learned tliese concepts in die classes that he has been taking in Los Angeles. I le is very pleased to lie able to continue taking these /ttne109I 15 Identification of Gifted/Talented Students: Transition in Texas by JEANETTE COVINGTON Public school districts in Texas have been tion process arc designed to assure that the required by law to identify and serve gifted/ population of the program for gifted students talented students in kindergarten through grade reflects the population of the district. To assist 12 since 1990. The task of identification is to districts in achieving this rule, the Division of find those students who, by virtue of outstand- Gifted/Talented Education sponsored several ing mental abilities, are capable of high perf9r- projects designed to develop nontraditional mance and demonstrate those abilities in such assessment measures. The Texas Student Port- areas as general intellectual ability, specific sub- folio (TSP) was developed with assistance from ject matter aptitude, ability in creative and pro- Sandra Kaplan. Use of the TSP provides a "vid- ductive thinking, and leadership ability. Thee-.- eotape" that reveals how students progress over are students who require services that are not time rather than offering a "snapshot" of stu- ordinarily provided in the regular educational dent performance that a standardized test pro- program. In order to provide guidance and vides. To enhance the image, students may direction to the school districts ill Texas, the bring products from home as well as use prod- State Board of Education adopted rules that ucts created in school. Products placed in the were congruent with what was described in the TSP provide meaningful information to selec- literature as exemplar). identification proce- tion committees. It is recommended 'that stu- dures. Rules require districts to use a minimum dents select what they consider to be their very of five equally weighted criteria that represent best work for the portfolios. They provide the both objective and subjective assessments. Prior reasoning behind their decision to place the to the mandate, it was not uncommon in Texas product in the portfolio, and itis often that to find districts using a weighted matrix to statement that is more revealing of their abili- identify gifted/talented students. in some in- ties than the product itself. The following eight stances, intelligence testswere heavilyweighted, descriptors are used to evaluate the portfolio: and achievement tests iu others. Often teachers Unusual presentation of an idea were afraid to trust their own professional judg- Work advanced beyond age or grade level ment about the abilities and performance of Complex or intricate presentation of an snide') (sand ~ranted to rely heavily on standard- idea ized measures. just as common, very small In-depth understanding of a problem or an weights were given to information provided by idea parents. Resourceful and/or clever use of materials Another requirement of the State Board of Evidence of support of research for the Education rules is that final selection must be idea made by a committee of at least three local Organized to communicate effectively district educators who have received twining in Evidence of high interest and perseverance the area of gifted education. The intent of the Teachers are encouraged to actually teach rule is to empower the committee to make the the descriptors to the students and to modify best professional decision possible about the lessons so that st mien ts have the opportunity to educational programming for students. Com- display their strengths. This is beneficial for mittees are allowed to make exceptions fOr obvious reasons and students have a right to students who (In not meet district established know the criteria that will be used to evaluate cutoffs, if such cutoffs exist. Districts are en- their portfolios. couraged to use a holistic approach to identifi- TIR Activity liacemats ail, o were developed cation and not add up stores on a matrix or set with assistance front Sandra Kaplan. The rigid cutoff scores. The use of student profiles placemats may be used both as a tool for assess- to display data is recommended. ing a child's potential and as an instructional Still a third requirement of rule is that the tool. Use of the placemats allows students to data and pro( edit' es used during the identifica- demonstrate behaviors often associated with fune 1994 90 advanced, parents are proach a task and rapid acquisition of asked to identify some skills and knowledge are indicators of lirSze, important behaviors potential giftedness. that educators will School reform and restructuring is- need to know as they sues frequently impact decisions made make educational de- about assessment and services for ad- cisions for the child. vanced and gifted students. These is- Shope_ Examples are pro- sues need not pose problems for edu- 9- vided (Show children cators of the gifted. In nearly all discus- might exhibit the char- sions about school reform there is talk acteristics that are de- about improving the general school scribed and a jot - program and providing strategies com down," adapted from monly used only in programs for the the teacher jot-down" gifted for all students. As educators of designed by Sandra the gifted, we must applaud this and Kaplan. is provided for see it as an arena for students to dem- giftedness. The skills addressed include parents to remove from the brochure, onstrate their u nique abilities and skills. questioning, developing vocabulary, put up on the refrigerator or some Thus students have more opportuni- hypothesizing, developing multiple convenient location, and jot clown evi- ties to exhibit those abilities and teach- perspectives, planning, creativity, and dences of the behaviors. The behaviors ers are more cognizant of student needs relating. (Although primarily designed described are problem-solving ability, for advanced services. The strategics with young children in mind, teachers energy, reasoning ability, interest in now often referred to as "gifted strate- at all grade levels have indicated the adult issues, sensitivity, curiosity, origi- gies" were !WNW intended to be only usefulness of the placemats.) They are nality, persistence, and enthusiasm. for gifted students. They are instruc- content-free and can, therefore, be used Clearly, the transition in Texas is tional strategies that were not com- in any subject area and in any topical toward assessing student needs and monly used by all educators in the past area of study. Placemats may be used II ) providing appropriate servic. two decades and on which educators of with students whose native language is Currently, school districts are still re- the gifted focused (twit energies. not English to stimulate language de- quired to include at least one objective The intent of the mandate to iden- velopment through the encourage- or standardized measure in their pro- tify and serve gifted/talentef I students ment of verbal responses. They can be cedures. The objective measure that is in Texas has always been to assess the used with individual students, with small used is crucial in the identification or needs of students and provide services groups, or for whole class instruction. assessment process. Intelligence tests that would enable students to maxi- The placemats offer the opportunity to are frequently used and traditionally mize their potential. It has taken some give a student an assessment experi- they have been verbal assessments. time to establish the concept oflinking ence that most objective/standardized Many districts have made a transition assessment and instruction and apply- measures do not provide. If a student is here as well, moving to the use of non- ing those principles. Identification can unusually shy, rather than working with verbal tests for students who may be be quite time consuming and burden- a group of other students, the teacher limited English proficient or simply some for both teachers and adminis- can sit with the student and work with not be strong in verbal skills. Another trators. Ideally, educators in Texas will the placemat. If a student seems to be area of transition in Texas is in the use be spending less and less time on iden- more comfortable with an instructional of achievement tests. There as been a tification and more and more time oil aide, the teacher can show him or her strong inovcmnt in general e(luca- providing appropriately challenging how to use the placemats. Because most lion in Texas from using achieve_ opportunities for students. In this uto- oldie skill areas have several placemats, merit tests. Most of the districts use pia. the transition will have been made the student has multiple opportunities achievement test scores as one of the from identification to performance- to (veal his or her abilities. five criteria to identify gifted/talented based assess ient and linked to on- Recognizing the valor of parental students. A recommendation thatis going instruction. input in assessing the needs of stu- frequently given to teachers of young dents, brochures were developed in students is to observe how students Jeanette Covington is the Education both English and Spanish to dissemi- learn when placed in learning environ- Specialist, Division of Gifted/Talented nat to parentsand help them It, recog- ments that are conducive to learning Education at the Texas Education nize and celebrate talents their child rather than basing educational deci- Agency. may have. The word "gilled" is !level sions on what a student has achieved used in the brochure. Because many befOre he/she enters the learning es- parents may assume their child is not tablishment. The way students ap- June 1991 17 91 Traditional Identification: Elitist, Racist, Sexist? New Evidence By ALEENE B. NIELSON For many years, I scoffed at the statement (Terman, 1916) used for individual testing, was that gifted children most often live in small, normed on an all-white population of children intact, economically advantaged families with in one small California city. The norms for the well educated parents in urban or suburban two group intelligence tests used for screening communities. I knew better! The gifted stu- were based on restricted sam pies as well (Gould, dents with whom 1 worked came how large and 1981). Although 'Ferman questioned the ability small families in a rural community, front all of teachers to recognize giftedness (Terman, economic levels, and from minority groups at a 1916), he designed a teacher referral form greater representation than their ratio in the asking for nominations of the two or three local population. Teachers of the gifted in other brightest children in a class and the youngest. parts of my state agreed that the stereotype (As grade placement by age was not as rigidly often did not fit their students either. Yet the enforced at that time, the youngest child in a family characteristics were mentioned in the class often had been accelerated as a result of literature so frequently. I concluded my home exceptional ability.) The children nominated state was unique. were then tested, in groups of about 50, on the When a colleague mentioned that her four- National Intelligence Test (Terman et al, 1920a). teen-year-old daughter by a prior marriage, who If a child's score on the group intelligence test consistently' scored above the 95th percentile was sufficiently high, a field assistant adminis- on standardized tests. had never been nomi- tered an "abbreviated Stanford-Binet test" nated by a teacher as potentially gifted, she (Terman, 1925, p. 23) to measure his or her wondered whether the difference in their su- intelligence quotient. Those children who names might be an inhibiting factor. I shared earned an I.Q. score of 140, or more, were my concerns about the "typical profile" of gifted enrolled in a longitudinal study that, to date, children and. after some exploration, we agreed has spanned more than seventy years. The to coauthor an article focused On gifted chil- Terman. Group Test of Mental Ability (Terman, dren in families impacted by divorce. Using 1920b) and the ..Stanford Achievement Test gifted and divorce as descriptors, we found only (Termini, Kelly, and Ruch, 1923) also were used six articles listed in ER/Cand Psvc/t/ii databases in the longitudinal research and, along with the between 1982-1991, three of them by Ilse same Stanton! Bine!, set the standard for intelligence researcher (Falk, 1987a, 1987b, 1987c). We and achievement tests throughout the western broadened our search to older databases and world. Flow did one man gain so much influ- classic studies of the families of gifted children ence in research on intelligence and what theo- in which we found bits and pieces of informa- ries influenced him? tion about sonic family characteristics, such as educational attainment of parents, but little Historical Background about family structure. What we did find, re- When 'Ferman began his research on pre- patedly, was a statement such as "Our data cocious development in intelligence around ttgree with 'Ferman's." 1900, two beliefs about giftedness or precocity Obviously, an examination of the research were commonly' reported. First, intelligence On gifted children conducted by Lewis 'Ferman was hereditary and, in general, eminent indi- and his associates was essential. In the first viduals (or geniuses) came from distinguished volume of Genetic.smdie, ofGenius, Volume I: fantilic s. (1a1t on's (181)9)Ienylitan. Genius and Mental and Physical Traits of a Thousand Gifted oth r studies of eminence, completed in the Chiliben (Tcrman, 1925), information about late 9th cen t my, strongly influenced Terman's the methods and procedures used for selection beliefs about intelligence. One of Galton's stu- is revealing. 'Ferman designed the study and dents, J.M. Cat tell (1903), even developed a developed all the tests used to identify subjects. "scientific" measurement to calculate the emi- The Stan fi nd krvision of the Hinet-Simon .Vales nence of historical figures and contemporary June 194./ r: scientists. This method was the basis of Broca claimed to be able to judge the elated; he now had the "tool" that he the selection of the individuals that qualities of i ndividuals and entire races needed to continue his research. In the Cox (1926) profiled in Genetic studies of by cephalic index scores and claimed next few years, he revised the Binet- genius, Vol. II: The early mental traits of that women could not be as intelligent Simon Scales, participated in the devel- three hundred geniuses. as men because their brains were opment of tests to assess aptitude of A second belicfwas that prodigious smaller. The instruments and tech- recruits for the U.S. Army, conducted intelligence or talent was followed in- niques developed by Broca were the (or directed) numerous small-scale evitably by madness or early death. basis for the an thropometric measure- research projects to standardize the Noted doctors and theorists (e.g. Krafft- ments used in one aspect of Terman's various tests he and Isis colleagues de- Ebing, Christian and Morel, Szijko, and (1925) research on his gifted subjects. veloped at Stanford, and obtained a Bouveret) strongly believed in the link Morton, a Philadelphia physician, large grant to identify the 1000 bright- between precocious developmen t, con- also used skull size measurement in est children in California. centrated study, and mental disorders support °fills theory that, as the brains (Terman, 1905). Cernej (cited in of blacks were smaller than those of The Selection of Subjects Terman, 1905) asserted that precocity whites, major biological and intellec- Although Terman's original intent is usually pathological and warned par- tual differences existed between the was to survey all California school chil- ents that early instruction for bright two races. In pre-Civil War.kmerica, his dren, the limitations of funding and children often resulted in disease or views were welcomed by slave owners as staff time restricted the search to Los dullness. 'Ferman argued, however, that a justification for their practices. Angeles, San Francisco, Berkeley, Oak- a difference existed between preco- Although the theories of Agassiz, land, and Alameda. Also, after initial cious development that occurred natu- Broca. and Morton were challenged by testing of students in a few "poorer rally and "prematurity" that was forced some of their contemporaries, their schools" without finding children with by parents or adults. work was generally respected and re- an I.Q. greater than 140 (Stan lord- One other body of research that lied upon for many years. Scientists Bine' ), Terman advised the field assis- seem.: to have influenced Termii's now know that both Broca and Morton tants to restrict the search to "better views of intelligence is a paradigm now 'doctored' their data to produce re- schools"inItiglier-classiwighborhoods. characterized as "scientific racism" sults that supported their theories No schools for minority children were (Chase. 1976). Several 19th century (Chase, 197(1), but the results of their included in the search. Using these scientists, includinglouis Agassiz, Paul 'scientific research' were still cited in procedures, 'Ferman and his assistants Broca, and Samuel George Morton. texts of anthropology and psychology identified 643 children from 578 finni- theorised that differences inintelli- during the first half of the twentieth. lies, more than 99 percent white, in or gence Were due to gender and race century and used as justification for near the five cities.In later years, (Shurkin..1992). Agassiz posed a theory laws and customs that. discriminated 'Ferman would report that children of "centers of creation" (Gould, 1981) against women and persons of color. from all races were included in the and argued that as racial groups arose Based on these theoretical perspec- study. In reality, the group was almost in different "centers,' the various races tives sv.d his own experiences as a pre- totally Caucasian. Among the grand- were separate species. Not satisfied just cocious boy in a rural school. 'Ferman parents and great-grandparents of the to describe differences, however, he was fascinated with intellectual differ- main group, Only .6 percent were Japa- proposed a hierarchical ranking of the ences among people and, in spite of nese, .3 percent were Spanish, .1 per- races with whites at the top of the lad- opposition from his mentor, persisted cent were Negro, .1 pc rcent were In- der and blacks on the bottom rung in the decision to present astuck dian, .1 percent were Mexican, and .1 (Gould, 1981). genius and stupidity (Ternutn, 190(1) percent were Syrian. Almost 80 per- Anders Rettius, a lin le-Isnown as his doctoral dissertation. After hun- cent (>1' the instils gifted group were of Swedish scientist, published a "cepha- dreds of hours of research with four- British or German origin. lic index" purporting to use a scientific teen boys, he concluded that the seven The demographics of the families system to measure the contours of hu- "bright" boys performed better on in- of gifted children in Terman's Group man skulls and establish levels of iatel- tellectual tasks and that the seven "stu- may 'save been an ;artifact of the ligence in human beings. Broca, an pid" boys generally performed better advantaged populations sampled excellent nuroanatomist, was fasci- on physical tasks; however, he was dis- (Gould, l 981) .yet 'Ferman made broad nated by the work of Retzitts and satisfied with the methods he had used generalizations about marital stability, adapted the cephalic "index as a tool for because they provided little basis front family income, parents' educational anthropologists. I le also invented "t he whit It u>predic tI inure achievement of attainment. national origin, race, craniograph, the facial-angle goniom- the fourteen subjects. About this time, ethnicity, birth order, gender ratio, and eter, the occipital goniometei , and the Binet-,Sinn Scales fOr estimating family size that arc embedded firmly in ether measuring instruments of the intelligence of children reached the "typical" profile of a gifted child. anthropometry" (Chase, 19713, p. 94). :he l'inted States and 'Ferman was Many of the cares ntly used notnina- f 4,i/tinned on page20 pine I (MI to 9 TECHNE Easy Access, Easy Use, Easy Success: New Computer Tools for Kids byTERRIE GRAY et,SO' This issue's article focuses on technology in said, "This software is really for you. Install and the home. With summer vacation merely use it, then let me know what it can do." Since days away--at least fbr those on a tradi- the installation contains child-friendly instruc- tional schedulemany parents seek ap- tions, Molly had no trouble installing the pro- propriate outlets fot their little darlings' gram on our machine, and was running to me intellectual and playful energy. Well, with samples of the "cool" things she could do Microsoft Corporation has created two prod- within a quarter hour. ucts targeted fur the home market that seem At school, I installed the program on a few especially appeali ng.Fine Adistand CwativeWriter machines and invited my seventh-grade stu- are astonishingly inexpensive (less than S40) dents to spend a period or two "exploring" the paint and word processing programs designed program so that I could write this review. I told for children from the ages of 8-14. than I wasn't going to let them see the manual In evaluating these products, I considered or give any directions. Most students had no the following questions, and invite any of you who trouble figuring out how to use the program. have favorite sop:yaw to send me teriews based on this Those who did were abic (0 get tips from sonic- outline. one at the next station and get right to work. 1.1. it easy to use? Is it fun to use? These tests indicate that the program is gen- 2. Is the manual helpful? erally very easy to use. There is abundant On- 3. What age group would best benefit from it? screen help in the form of cartoon characters 4. 1.1'hat arc its strong and weak features? who give instructions in dialogue bubbles. To 5. How does it support the characteristic needs make full use of the program, however, rekr- of gilled children? ring to the colorful poster included with the software will be helpful. Review: Fine Artist The "fun" factor- I am pleased to report that %Vim] the user starts the Fine Atlist program, my students were delighted with this program. an animation appears showing a roller coaster- Approximately ¶0) students of various ability like approach to a colorful city: Imaginopolis. levels and from diverse cultural backgrounds Me child clicks to enter the city, then clicks the tested the software. As Iwalked around the revolving doorway into the art gallery to begin classroom, students eagerly called me over to creating. flu' appearance is whimsica; and game see what they were creating. One boy said "I like. In the I( , the user chooses oneof four could sta) her: forever!'' Others were laughing "floors" to visit. Different activities take place on as they recorded speeches !Or their cartoon even' level: the Drawing Tricks Floor for the characters. One student begged me to keep the "basics" and making pictures look ''3 -1) "; the room open alter school so she could bring her Project Floor to make comic strips, buttons, fi by to see the program. A fi asked if it stickers. and picture shows (complete \slid) could play on other computers; they wanted sounds, nu mons, and words!): the Painting Stu- their parents to buy it, but didn't have Macs at dio to point coloring-book-like drawings, or cre- home. (It i, available in DOS format.) ate original works from scratch; and the Callers 2. Documentation manual. 'Flu- manual, whew e hildten t.ut .11 hinge theft p.iintingsun punned in comic book layout covers the instal- the wall. lation, configuration lor printing, and a few 1. Ease Of use. Ie onducted two tests in thins oubleshooting questions. Von probably won't meg( »v. .1( home, I gave the box containing even need to take it out of the shrink wrap. The the e to in\ seven-ve.u-nld daughter and post('[e ()wain': information abt nit what the 211 furl( 1 991 paint tools do and what can be created in each successfully make multimedia cartoons and il- of the Imaginopolis floors. This will be the most lustrate stories with pictures and sounds. useful guide. The teacher edition comes with a In the classroom these tools foster joyful set of 32 task cards for classroom projects. In- group collaboration. It was fun to watch the cluded in the box is a catalog of papers and students plan out and produce their comic activity books that can be purchased to provide strips. It was rewarding to see my GATE students additional ideas for projects. work intensely and in great detail, or boister- 3. Age group. The targeted age group is 8-14. ously using flamboyant screen colors and ges- The user must be an independent reader to use tures. the software easily.I imagine the cartoon envi- ronment would become tiresome for older stu- Review: Creative Writer dents. I notice that only my younger children This software resides in the same folder as use it at home. My teenagers use SuperPain1 or Fine Artist, and begins in the same way. Users just KielPix. (These are also good programs: enter a different building to begin a story. The SulirrPaila is about S I 00, and KidPix is less than software provides inspiration in the form of S50. SuperPaint is more powerful and flexible Story Starters or Graphics to get ideas going. and will work with EPS laser graphics. is 'Mere are a variety of editing tools available, as for younger users and works with bitmapped well as templates for newsletters, flyers, and graphics.) greeting cards. All comments listed in items 1 to 4. Features. Fine/It-fist contains many easy-lo- 5 for Fine Adist generally apply to this software use features including clip art and animation also, with the exception that the program seems galleries, 72 paintbrush styles, dozens of "wacky" to run slowly on a computer with only 4Mb of sounds, and text shaping tools. the only draw- RAM. (Molly was the one who pointed this out back I see at this point is that itis bulky: it to me, but she was used to our home computer requires about 10 MB on the hard disk. What which is more powerful than what we have at might be the most serious problem is that your school.) children will want to print out their creations, Itis easy to recommend the use of these and will pressure you to buy a color printer! products: they nwet goals I've mentioned in Fortunately Imag-ewriters and ink jet printers nearly every TectiNc articleto) make learn- are reasonably priced. ing more indepuHdent, more individualiced, I was concerned that the sounds might be more interactive, and more intuitive They are distracting in the classroom setting, but found easy enough to use so the children can focus on that they weren't a problem: in a room of the project rather than on how to work the enthusiastic creators, the kids were making more machine. noise than the computersbut they wet e happy I hope this information helps you make soft- noises. ware purchase decisions, and encourages you 5. Benefits for gifted children. In the home to send in your reviews. Please contact meat one setting, Fine Artist provides a medium for cre- of these e-mail addresses for more information ative explora:ion. This sohware, with its c om- or to submit a review: panion piece, Oattv ll'cller changes the com- 1 nternettgravvetp.org puter from an impersonal business tool into a America OnlineTerrieG friendkinviting. manageablcreativity tool. kpplelinktigre.cdtech Because these are content-free software Or you can call my volt c mail at work: cations (rather than curricultim-based oi single- 80G-9782, ext. 38 objective), they can be shaped to fit the user's dreams and needs. There is no right or wrong Terrie Cray is a mentor teacher in Chico Unified answer: living an idea out is "sale." Children School District and a California Department of wish big ideas .111(1 limited motor skills can Education Technology Fellow. lone 1091 21 Phelan The Formal Identification Process for completeness and updated when necessary. Continued from page I Referrals. Most referrals come from class- The psychologist then writes a testing report, room teachers on a GATE program referral makes a recommendation about placement, form. We ask for the usualname, grade, and submits all referral and testing information teacher, date of birth, address and name of the to the Eligibility and Placement Committee. parent or guardian. We are particularly inte - Eligibility and Placement Committee. The ested in the student's school history, standard- committee is composed of three permanent ized testing results, and language proficiency, members (the GATE Program Director, the and we ask that this information be photocop- GATE School Psychologist, and the GATE ied from the student's cumulative record. Elementary Curriculum Specialist), and two Elementary teachers are asked to submit GATE teachers, one from the elementary pro- representative samples of the student's work, gram and one from the secondary program. the student's present reading level, and a com- Meetings are held monthly. ment about the student's reading ability in Criteria for Placement. Benchmark criteria comparison to other children in the class. for placement are strong teacher recommenda- Teachers are also asked to comment on class- tions, evidence of giftedness from the student room behavior which shows advanced mental work sample (usually a writing sample), 13irtel-4 abilities. There is an optional opportunity to IQ of 120 or above. Leiter! Q of 127 or above, comment about any factors which may ad- and high standardized test scores. Standard- versely affect test scores or quality of the work ized test criteria are scores at the 90th percen- sample. tile or above on the Reading Comprehension or In place of student work and comments Math Concepts subtests over a three-year pe- about reading ability, secondary academic sub- riod. Our district administers both the CTBS-4 ject teachers submit a "Work and Aptitude" and the SABE tests on an annual basis. The form that is also used for Student Study Team SABE is administered to Hispanic students who and special education referrals. This form asks arc reading in Spanish language basal texts. the teacher to complete a check list about Students from other ethnic groups who are behavior and attitude, provide the student's limited ill English proficiency (LEP) are taught current report card grades, and make com- from English language basal readers and are ments about the student's classroom perfor- administered the CTBS-4. mance. Considering an individual referral. the com- Parent referrals received in the GATE office mittee may decide for or against placement in initiate a request for the teacher to complete a the GATE progriun. Where sonic benchmark referral form. When teachers do not see evi- criteria are met and others are not, the student dence of giftedness, they are asked to just write may be ttnporarily placed ill the program for "Parent Request" in the comments section of one or two years and then reconsidered Im- the referral form. permanent placement. Where a very few crite- Self-referrals from secondary students have ria are met, the committee will recommend been received from time to time. These refer- against placement with a stipulation that the rals are processed in the same manner as par- student be reconsidered in one or two years. ent referrals. When students are reconsidered and found Assignment to Categories. Referrals are re- to be suited for the program, they are usually ceived in the program director's ()Ilia' and identified under the "High Achievement" cat- assigned either directly to the Eligibility and egory. Under vely unusual, but not unheard of, Placement Committee for consideration un- circumstances, the student may be retested on der the "I high Achievement" category or to the the Blue! -4. GATE school psychologist for IQ testing and Students referred under the "I sigh Achieve- consideration under the "Intellectual Ability" ment" category are considered first, and most Calegniy. AFC placed permanently. lithe committee does IQ Testing. Stonlonl-BindIntelligent-I. notidentify a student, II decision is deftited .rourthEdition(Binet-It isadministered to Willi IQ...testing is completed. Alter testing, the all referred students. When a student whose student is < 011Sidel'C(1 Ion plaretucut nutlet the second language is English does 'tot show sig- "Intellectual" category. nificantly high scores, the !.riferIntrrnolional Interpretation of student work is left to the Performano. SmIr [filet) is also administered. professional judgment of the teachers who sit Alter testing. the referral information is checked on the committee. Interestingly enough, el- 22 lunr 1991 ementary and seconda..y teachers are lus if the student has the ability. Thus, English speakers are not differentiated almost always in agreement when they classes in English, Social Science, and from other English speakers when con- evaluate written samples from students Physical and Natural Science are the sidered for placement at any grade level. designated subjects for GATE place- Most LEP and FEP students do not Specific Academic Ability. Begin - ment. A site coordinator is responsible meet the benchmark criteria for place- ning in the ninth grade, students may for this identification process. ment trider the "High Achievement" be placed in one or two GATE classes category. Their standardized test scores under this category. A site committee Gate Identification of are evaluated in terms of direction or at each high school composed of at Hispanic Students increase over a three-year period. Com- least three GATE teachers meets to Special Criteria for LEP and FEP mittee members look forannual growth place students. Separate forms and cri- Students. The difficulty in deciding that is greater than one year. There is a teria are used and parent consent for about placement is the same for all special concern about the difference screening is obtained. students who have limited proficiency between first and second grade scores The student must write 250 words in English or who are fluent in both because first grade scores on either about how he or she would benefit English and their native language. standardized test tend to be spuriously from instruction in a selected GATE While the focus of this discussion is on high. Maintenance of scores above the class. Our district does not recognize Hispanic students, methods of score 70th percentile from first to second giftedness in mathematics, believing interpretation are the same for all stu- grade indicates high achievement. that the student will be accelerated to dents whose second language is En- When students transition from Span- higher math classes ending with calcu- glish. Hispanic students who are native ish reading to English reading, they ,* V to la% ier Mrtine", Age 1I Arturo 'vlartiner, Age 1I f avlane School f avian(' Sc hool Carden (,rove Undue(' SchoolDistrict Carden (,rove Unified Si 11001District June 1 991 23 Faylane School 9 1 ' BEST COPY AVAILABLE begin taking the C1'BS-4 instead of the items and the total cluster of memory the English language and basic aca- SABF.. Scores are expected to drop scores may be significantly .ower than demic skills. Bright students may not from the Spanish language test to the scores in the different reasoning clus- have the opportunity to show advanced English language test. When they re- ters. abilities in reasoning in their classroom main at the 70th percentile or better, Recently, a modified method of ad- work. When referred for GATE assess- this is another indicator ofhigh aclue,v- ministration has been used for studen ts ment, these students usually find them- men t. who do not obtain high scores through selves in the IC testing situation where Less frequently, thereare bright chil- the regular testing procedure. Modifi- higher order thinking, hypothesizing, dren who achieve at very low levels at cations are translation of verbal items and awareness of the possibility of mul- the first grade level and do much better and directions into Spanish, elimina- tiple answers to a question are neces- in subsequent years. Some bright chil- tion of some subtest scores in comput- sary. By providing enriched learning dren never score much above the 50th ing the IQ, and extending testing be- opportunities prior to administration percentile throughout elementary yond the ceiling levels on other subtests. of an IQ test, it is thought that students school. Their test performance during Because these procedures go beyond will be better prepared to perform up IQ testing often explains this occur- accepted procedure, a separate modi- to their maximum. Students spend up rence in that these children are very fied IQ score is reported. to three years in I-IPDP before they are careful and precise about theiranswers When all is said and done, making referred for formal GATE assessment or they ate very methodical in respond- one of four determinations becomes a or dropped from the program. ing. Lower standardized test scores ob- relatively easy task for the committee. Originally, we asked teachers at the tained by these children are indicators fhcreferred student is judged on the target schools to assess each student in of perfectionism or a methodical and total profile presented. This is not to the classroom. I laving the license to time-consuming response style rather say that there is uniform agreement, use the Multi-Dimensional Screening De- than achievement. Some students are but there is usually a clear majority in vire (11.1DSD), we modified this instru- so afraid of failing that they cannot the decision for or against placement. ment for our use. The MDSD is a rating concentrate on the test items. Greater differences of opinion arise scale requiring the teacher to assign IQ testing is an important part of in deciding whether to make a tempo- numbers from one to ten for different identifying LEP and FEP students be- rary placement or to deny access and behaviors thought to indicate gifted- cause both their r espouses and the way reconsider the student in the future. ness. Over the years, students have been they respond are evaluated individu- The decision often comes down to a added to the program on a more infor- ally. Students are allowed to respond to question of where the student can best mal basis. Teachers have continued to verbal items in either Spanish or En- increase his oilier skills in the English use the list of behaviors as a guide to glish. Time constraint on responding language. Knowing a student is bright placing students with observed poten- is minimal because there is only one does not alleviate the concern about tial. timed subtest in the entire battery. \o whether or not the student has oi 'VVIti le there have been successes and extra credit isgiven 1bl-extremely quick English language skills to be succstart failures in implementing this program, responsesas is the case with FOII1C other in the program. it continues to be a viable means of IQ tests. High Potential Development Pro- transitioning bright students from the In interpreting I() test results. the gram. I IPDP is a pilot program at eight regular -lassroom to the GATE pro- least important score is the overall IQ of our thirty elementary schools. It is gram. hi t he five years of the program's score. The fOcus is on performance in under the direction of the GATE el- existence, over 1001 IPDPstuden is have three areas of reasoning: verbal, visual, ementary curriculum specialist. The been identified permanently. Itis and quantitative. As with the standard- purposes of this program are to pro- anyone's guess as to how many c `these ized acluevemen Hems, selected subtexts vide more enriched learning experi- students would have been referred any- which require reasoning are analyzed. ences to culturally and linguistic-ally way. but these positive results indicate Interpretation is made easier by the di\ erse students, and to increase the the value ()Icon filming and expanding fact that the Binet--/ reports subtest number off lispanic referrals fin-GATE I IPI)P. scores in terms of little 1(2s. For ex- identification. However. the program At the present time, a new program ample, a student may score below I 0 0 does not target 1 lispanic student, ex- Ibr increasing referrals of I lispanic stu- (average) on the Vocabulary sublst clusively. The rationale for increasing dents is being implemented. This pro- while a score of 131) (gilled) is obtained lispanic referrals has been discussed. gram is under the direction of the GATE, on the Oral Comprehension subtest. The point of providing enriched learn- school psychologist and is so new that Considering the quantitative reason- ing experiences is togivestudenissome um acronym has been found for it. The tug cluster, lack of previous learning experience with higher order thinking practice of looking at every student may depress one subtest score, while a skills prior to formal assessment for the and the use of any rating scale has been more abstract measure of reasoning is GATE program. These students arc discontinued. Experience with the ntthegilled range Conversely, memory (when taught in mastery programs for MDSD showed that teachers will assign 21 Lune 1991 9 high numbers to students they think arranging the tests by grade level and such students where curricular mas- are bright, average numbers to those then assigning the highest scoring stu- tery. compliance, and good self-con- perceived as average, and low numbers dent a "1," the next highest a "2," and duct are valued while critical or cre- low ability students. As in I IPDP, so on. These rankings will be reported ative thought, or the drive to produce teachers are asked to cast a wide net in on a matrix for each child. Combining a perfect classwork product are ignored. nominating the potentially gi fted. Now the separate scores into one score will IQ testing, appropriately interpreted teachers submit names and computer be avoided if possible. for evidence of giftedness and poten- identification numbers ofstuden ts who The top ten percent of these stu- tial for bias.av be the only known show academic promise. Standardized dents will be formally assessed for the method that gives minority students an testing scores and student profile in- GATE program. Students placed in open ceiling to measure the furthest formation at e obtained from the dis- IIPDP will be formally assessed or extent of their intellectual capabilities. trict mainframe computer. Access to dropped from consideration after, at Any single assessment only repre- the computer was obtained after I IPDP most, three years of participation. This sents ocrf'ormance at one point in time. was implemented. There is no longer decision will be based on the same By monitoring student performance the need to pull cumulative records criteria used for permanent placement over time, we gain the most accurate and emergency cards to photocopy or (teacher statement, standardized test measure ()factual ability. Teachers who transcribe student information. scores, and quality of work sample.) observe evidence of giftedness in a stu- It is thought that the increased re- dent should be encouraged to refer the ferral of I lispanic candidates will ulti- Some Issues to Consider student, regardless of previous denial mately result in an increased number Over the years, questions have been to GATE program access. GATE pro- of identifiedI lispanic students. This raised about these assessment pro- gram assessment procedures should be practice, however, will also increase a dures. In this final section, some philo- flexible enough to respond to these persistent and long-standing problem sophical viewpoints are presented. Keep referrals. especially if they are referrals in the formal assessment process. There in mind that these procedures have of students whose second language is is a large backlog of referrals for testing evolved over time (a story in itself). English. and a long waiting period between re- Thev will continue to evolve until cer- Temporary Placement. Potentially ferral and assessment. If referrals are tain knowledge is gained that all stu- good effects and potentially bad effects increased, the backlog will become dents who could benefit from higher may result from temporary placement. greater. level instruction are being fully and On the good side, students who show Therefore, a second purpose of this appropriately served. some gifted potential will he given ac- program is to pilot a means of prioritiz- Use of IQTest for Placement. There cess to higher level instruction even ing all referrals so that students who is widespread, concerned, and valid thought formal measures do not un- show the greatest potential ate assessed criticism of using standardized test equivocally indicate bight intellectual first. A preliminary review of standard- measui es for assessing student learn- ability. ized test scores will be conducted to ing. There is special concern about Ott the bad side, expectations on final students who should be referred standardized assessment of minority the part of parentsand students may be for fitrinal GATE assessment. Students students. raised falsely. The child who is given who are not age-appropriate for their The main criticism of standardized access and then does not measure up grade orwho show extremely low scores assessment is that it is biased against to the level of GATE performance may will be placed in a reconsideration file students whose culture and language go away from the experience with a to be assessed at the end of the follow- are different from the population used feeling of failure. ing school year. Teachers will be ad- in standardization. It is true that such Looking at our past zuld present vised to formally refer high scoring bias exists. It is equally true that there is record of failing to find sufficient num- students and they will be consulted potential for bias in any assessment bers oil lispani students, it is our philo- about students placed em hold. method. sophic.judgment that it is better to be The largest group Ireferred stu- Bias does not exist so much in a biased in the direction of more inclu- dents will be prioritized for formal given test score as it does in those who sive access. GATE assessment or placement in interpret the score. It is better to recog- High Rate of Identification. Identi- 1 IPDP using group tests. Cognitive abil- nize that this bias exists and, to the best fying larger numbers of I Iispani stu- ity and linguistic facility will he assessed of ou r ability, account for nit has been dents may not be a good thing if we are with the Raven's Mown.. ive ,1f ?ices mid observed that height students who are only giving them a label. Diluting the selected subtests of the 13,7g-anc Conlin e- culturally and linguistically different classroom program so that it meets the hensive Inventorr of Basic Skills, Spanisht «insistently se ore in the gifted range level oldie students placed rathe.- than and English versions. on subtests of reasoning, verbal as well the level of gifted education results in Derived scores for t he Reeveitand the as visual or quantitative. something that cannot, in good con- Brigand. subtests till be obtained by There may he greater bias against sciene, be described as ;ATE Placing fungi /99t 2% 9 students temporarily is certainly going GATE Identification. The funda- stand how one pall of the program to raise the number of students partici- mental question in the identification connects with another. pating. Is it going to raise the number process is, "Will this student benefit Disclaimer. Everything said in this of students benefiting? It will as long a. from an instructional program that em- discussion describes what is being done teachers understand that temporary phasizes accelerated, in-depth, and in the Santa Ana Unified School Dis- participation is also a means of assess- complex learning experiences?" The trict as the author sees it. The reader is ing giftedness. Teachers must know response is really a prediction about guaranteed that not everyone sees our what gifted standards are and they must the best learning program for a given efforts in the same way. We are con- be encouraged to maintain these stan- student. stantly questioned about our preju- dards as part of the benchmark criteria This discussion has been about dif- dices, practices, knowledge, and ability for permanent GATE placement. ferent methods of' iden tifying students to think rationally, and we are always We may be identifying a large num- for GATE program participation. We questioning ourselves. Though at times ber ofl lispanicstudents because those should always keep in mind that identi- disquieting, this is all as it should be. who conic to us represent only the very fying, educating, and guiding gifted There is no justification for compla- top students. We may not be looking at students are parts of a total program cence as long as bright children are not everyone we should look at. Another offering services to exceptionally bright being served. source of this high identification rate is students. We need to think about what that a number (we keep no records on we are doing, monitor what we are Pat Phelan is CATE School Psychologist this) of students may be referred and doing, provide staff development, and with the Santa Ana Unified School assessed for the second or third time, communicate with our students and District, Santa Ana, CA. having previously been denied access. parents, so that everyone will under- -11111. Nielson c,,,,/i»,ied from page 19 tion or referral checklists (e.g. Scales fir pattern in Georgia. She reported that minority groups in programs for the rating the behavioral characteristics of sup, no children had been identified as gifted. I believe that many potentially riorsludeols), filled out by teachersand/ gifted in poorer areas of the state; in a gifted children never are nominated or parents, have a majority of' items more affluent area, 8.9 percent of the fox- possible selection because they don't derived from the "typical" learning and children were so identified. exhibit the typical behaviors Terman leadership characteristics posited by "What was overlooked was that the described so many years ago. For ex- 'Ferman. In a circular process, we nomi- population of the state of Georgia has ample, Hispanic and African-Ameri- nate children based on the "typical" a large percentage of persons who may can parents are less likely to request profile of a gifted child, do research to be potentially gifted but do not typi- assessment for giftedness than are Cau- discover characteristics of gifted chil- cally perform well on standardized tests casian parents (Scott. Peron. Urbano, dren among those whose selection was of achievement and/or ability. These 1 Logan. & Gold, 1992). based on that profile, and conclude black, rural. and lower socioeconomic In their call for new research on the that "our data agree with Terman." populations have produced adults of characteristics of gifted children, Small wonder that educational pro- gifted achievement. Such circum- Ilughes and Converse (1962) noted grams designed for gifted children of- stances suggest the need for measures that several authors have criticized ten are criticized as elitist. Small won- of identification that are not as highly Terman's research because of weak- der that, using procedures similar to correlated to socioeconomic status" nesses in selection methods, sampling those devised by Termat more than (Gay, 1989, p. 7). techniques, nomination procedures, seventy years ago. even it, states with When reseal.< hers use similar meth- and group tests used for screening, large minority populations, the major- ods and reach similar types of conclu- "but thy have questioned the validity of ity of students identified as gifted are sions, "a logical question should he his portrait of the gifted" (p. 179). still from stable Caucasian familieswith raised as to whether there is inherent Too ofiell, people see only what they well-educated, professional parents in the research method a previously expect to find and, when they assume a (Foxworth, 1986;Gay, 1989). Gay noted unrecognized factor that is the cause of stereotypical profile of a gifted child, Tremor's assertion of an increased the conclusions" (Jacobs. 1970, p. 170). they fail to recogniie giftedness in atypi- r obabilitv of' identification of gifted Nlanv researchers have pointed to in- cal children. Educators tend to oper- children from families of higher socio- appropriate tests as a factor in the ate according to stereotypes based on economic status and reported the same underrepresentafion of children from minimal or flawed information until / 001 lv0 they meet a child who makes them hers from the Gifted and Talented of- used to obtain U.S. Census data and question unconscious assumptions fice, and University of Arizona repre- are keyed to quartile or quintile ranges (Kerr, 1991). If educators assert that sentatives met to review the cases. Each from the 1990 census. Additional ques- gifted children can be found in nontra- portfolio was independently rated by tions related to divorced or single par- ditional groups and diverse popula- five members of the committee as I) ents and blended families are included tions, they often find them. The prob- definitely qualified, 2) may be quali- as a result of recent research by Rogers lem is how to encourage educators and fied, or 3) probably not qualified. After & Nielson (1993). Several items about parents to look beyond erroneous as- tabulations were complete, the com- teachers in the family, whether a par- sumptions about giftedness to see the mittee again met to discuss individual ent has taken classes during the past strengths and needs of individuals. cases for whom decisions were equivo- year and/or volunteered at a school Recently, Passow (1989) stressed the cal. Those students recommended by were included to assess familiarity with need for more research on families of the committee then were offered place- educational systems and practices. A the gifted including the ways that fiuni- ment in self-contained classes for gifted theoretical basis has not been estab- lies "fac:litate, impede and otherwise first grade students. lished for this group of questions hut, impact on the development of talent" At the same time, the traditional intuitively, I believe parents who are (p. 228). procedures of teacher and/or parent closely associated with schools may he nomination and psychometric testing more aware of special programs. For Comparison of Families of were used in other district schools as example, at one elementary school, Gifted Students the basis for selection of first grade administered by the Bureau of Indian In one large, multicultural school students for the self-contained pro - Affairs, more than 90 percent of stu- district in the American southwest, of- grain. As a result, I had an opportunity dents identified as gifted by school of- ficials have been concerned about the to collect data from families of chil- ficials are children of staff members low percentage of students from mi- dren, differently identified as gifted. (C. J. Maker, personal communication nority groups enrolled in programs for from targeted schoolsand nontargeted July 15, 1993). the gifted. In a number of schools in schools in the same community. Par- high minority and/or low socio-eco- ents or guardians of 218 students en- Procedures nomic status neighborhoods, no chil- rolled in five self-contained first grade Each questionnaire was coded for dren had been nominated by teachers classes and five second-grade classes data analysis purposes and to ensure or parents for possible placement in for gifted children were contacted and confidentiality. The questionnaire. ac- the district programs for gifted and requested to provide certain demo- companied by a letter of introduction talented students. Working with a team graphic information about their fami- to explain why the data are important, of researchers at the University of Ari- lies. Subjects represent one, and only how they will be used, and how confi- zona, a plan was made to target sonic of one, Of two groups: parents of gifted dentialitywill be assured, and a stamped these schools. The DISCOVER Assess- children who attended kindergarten self-addressed envelope was mailed to ment Process (Maker, 1992; Maker. in a targeted school with a high per- parents of all children enrolled in self- Rogers. & Nielson. 1992) was used to centage of minorityand/or low-income con tinned first- and second-grade identify kindergarten students who families and parents of children who classes for the gifted in the cooperating demonstrated superior problem-solv- attended kindergarten in otherschools. school district. If parents had identi- ing abilities on a series of engaging fied Spanish as the preferred language activities designed to assess strengths Instrument of the home on school records, Span- in spatial, logical-mathematical, and A two-part questionnaire was de- ish versions of both questionnaire and linguistic reasoning. Approximately (i00 signed to elicit factual data about the letter were sent. students were assessed each year from families of children in the ten class- 1990 through 1993. Of that group, rooms. Several items in the question- Data Analysis about 100 students per year were re- naire are similar to items on the I lome As gifted children constitute an ex- ferred to the office of gifted and tal- Information Blank used by 'Ferman treme of the normal population distri- ented education for further study. A (1925). While replication of Terman's bution and much of the requested data case study portfolio, prepared for each research is neither feasible nor. in my is categorical in nature, nonpaamet- child, could include results of indi- opinion, desirable, questions related ric tests were used to examine the dif- vidual testing, open-ended question- to marital status of parents, family size, ferences in the shape or central ten- naires filled out by teachers and par- birth order of gifted children, family dency of the populations underlying ents, samples of student work, and re- income, type of home, parental educa- the groups (Shavelson, 1988). Data ports from bilingual language evalua- tion, lace. and countries of national hum the Targeted Group and the tions. Once portfolios were assembled. origin al e similar to questions asked in Nontargeted Group were arranged in a district committee consisting of teach- that study. contingency tables; when obtained chi ers, parents, psychologists, stall. . Several questions are similar to those square ratios had a probability level Iti ?lc 1'191 27 101 equal to or less than .05, data were the 'Ferman Group affected by divorce both groups; three percent were iden- converted to percentages for purposes or separation were headed by a single tified as having a health problem (e.g. of comparison. Comparisons inclu,le mother. In the 1926-27 study of the asthma, epilepsy, frequent severe head- 1. Characteristics of families of -Ferman Group (Burks, B.S., Jensen, aches). Approximately ten percent of giftedchildren who attended kin- D.W. & 'Ferman, L.M., 1930), the au- the children arc left handed and about dergarten in a targeted school with thors reported that sixteen percent of twelve percent of each group wear families of children wht attended the subjects lived with mothers only. glasses. Less than five percent have a kindergarten in schools not tar- The data from my survey also indicate condition (e.g. Attention Deficit Disor- geted; that one in four gifted children in the der, epilepsy, learning disability, hear- 9.Gntracteristics of fitmilies of gifted two groups has experienced the di- ing loss, communicative disorder) that children in the Targeted and vorce ofparellts, and one in six families also affects educational needs. Nontargeted Groups in this study includes other relatives. Several dc- with the characteristics of families men ts of the "Terman Myth" are not Ethnic/Cultural, Economic, and described by Terman (1925); supported in this survey of families of Educational Experience Variables 3. Characteristics of the families in gifted first and second grade students. Targeted and Nontargeted Group the Targeted and Nontargeted The average number of children families differed on almost every ques- Groups and families with children per family in the Targeted and tion asked in these three categories. of similar ages in the general popu- Nontargeted Groups (2.3) is larger Differences between the two groups lation of the local community. than that in the general por_-.1ation are summarized in Table 1. (1.85). Many differences were found be- Results At least thirty percent of the par- tween the two groups of families who Of 212 questionnaires mailed, 159 ents of gifted children have been participated in this study and the fami- (75 percent) were returned in time for divorced or never married; often, lies of the Terman (1925) subjects. As data analysis. Nine questionnaires parents in "intact" families have expected, the greatest differences are lacked sufficient information to be child:en from a prior marriage. found between the families of gifted used. Thus, data from 56 Targeted The average age of parents at the children from the targeted high-mi- Group families and 94 Non targeted birth of their first child was about nority and/or low-income schools and Group unilieswere available for analy- 24more than five years younger the families of the Terman subjects. sis. than the average age of 'Ferman Fewer differences exist between the Questionnaire items were grouped Group parents. Nontargeted Group families and the into four superordinate categories: The disparity in gender ratio (1.33 'Ferman families. To facilitate compari- family constellation variables, ethnic boys to 1 girl in Nontargeted Group; I son. data in Table 2 are reported as and cultural variables, economic vari- to 1 in the Targeted Group) is not ratios to population data from the 1990 ables, and school experience variables. statistically significant. However, I be- census for Targeted and Nontargeted lieve the disparity is of critical impor- Groups and data from the 1920 census Family Constellation Variables tance to educators. 'Ferman (1925) re- for the 'Ferman Group. Items in this category include family ported a ratio of male to female sub- size, relationship of adults in the house- ects of 1.16 to 1. With an even greater Summary hold (e.g. birth parent, step-parent, gender dispa.ity in the Non targeted The families of gifted children in grandparent) to the gilled child, age of Group, the possibility of gender bias in the two groups who participated in this parents at the birth of their first child. nomination or identification, as early research do, indeed, differ from the and gender ratio. No significant diffe - as age 5, deserves further investigation. families of the "main group" of gifted ences were found between the Tar- The families in the Targeted and children described by Terman (1925) geted and Nontargeted Groups in any Non targeted Groups are similar in al- in the first volume of Gritilie Studies of of the family constellation variables. most all other family constellation vari- Genius. Just as the Targeted and 1 lowever, the percentage (12.9) olchil- ables. Three or four children live in the Nontargeted Groups reflect the con- dren living in single-parent households city where they were born, one in seven text of this place and time, the families among the Nontargeted families sig- moved from another state, and one it of the 'Ferman Group reflect the popu- nificantly differs (p < .001) from that of ten immigrated from another country. lation from which they were selected. their age mates in the general popula- About c-ighty percent of children in The Nontargeted Group, whose chil- tion (31.0) and is somewhat lower (p - each group attended preschool, al- dren were identified as gifted through .085) than in the Targeted Group though children in the Nontargeted procedures similar to those used by (21.1). Neither the census figures nor oup are twice as likely to take private 'Ferman, diverges from the population the 'Ferman studies report blended lessons of some kind. The health of of the local community in almost all families; I can do little nu we than specu- children I was rated "excellent" by more variables, although most differences late that the 7.1 percent of families in than seventy-five percent of parents in are not as extreme as those between 28 June OW 1 U 7 TABLE 1 Differences between Targeted and Nontargeted Groups Variable Probability Source of Difference Race/Ethnicity .0000 50.5% of the Targeted Group are Hispanic 78.3% of the Non targeted Group arc Caucasian Ancestral Origin .0000 17% of Targeted Group are European 52% of the Nontargeted Group are European Preferred Language .0000 21.8% of Targeted Group prefer Spanish 3.6% of Nontargeted Group prefer Spanish Second Language (s) .0000 62.0% of Targeted Group are bilingual 44.9% of Nontargeted Group are bilingual Religious Preference .0000 53% of Targeted Group prefer Catholicism 35.4% of Nontargeted Group prefer "none" Birthplace of Parents .0000 26.5% of Targeted Group were horn outside U.S. 66.9% of Nontargeted Group were born in another state Mobility .0000 33.3% of Targeted Group have always lived in state 13.3% of Nontargeted Group have always lived in state Family Income .0012 31.4% of Targeted Group in top two quintiles 56.1% of Nontargeted Group in top two quintiles Family home .0019 43.6% of Targeted Group above median 74.6% of Nontargeted Group above median Parents' Occupation .0004 33.9% of Targeted Group are Professional/Executive 64.4% of Nontargeted Group are Professional/Executive Parents' Educational Attainment .0000 33.3% of Targeted Group have no college 9.4% of Nontargeted Group have no college Degrees Earned .0000 8% of Targeted Group have advanced degrees 58% of Nontargeted Group have advanced degrees Teaching Experience .0004 11.2% of Targeted Group 31.6% of Non targeted Group Identified as Gifted .0098 36.7% of Targeted Group 63.3% of Nontargeted Group Work at a School, or Volunteer at Child's School .0025 7.4% of Targeted Group work at a school 16.1 % of Nontargeted Group work at a school 29.5% of Targeted Group volunteer 40.6% of Nontargeted Group volunteer 29 TABLE 2Comparison of Targeted, Nontargeted, and Terman Groups' Targeted Nontargeted Terman Analysis of Difference between Variable Group Group Group Nontargeted Group and Terman Group S.:Iiildren per family. 1.3 In I 1.9 to 1 1 to 1 Real difkrence. 'Fermanfamilies, report edly smaller than general population. were similarly sized. Mal to female ratio 1 to I 1.33 to 1 1.16 to I No statistical difference. Children living yvith two 1.1 to 1 1.25 to 1 1.03 to 1 No difference. Terman's use of term, parents "intact families" may. refer to two-parent liouseholds. Children of yyhite race 1 to 1.7 1.2 to 1 1.03 to 1 Real. Although 'Ferman Group purposely excluded minority races, California population in 192(1 was 95.7% white. Percentage of European ." C' 991'4: I listorical and real. Majority of parents origin in Nontargeted Group reported US or mixed origin; 80% of Terman subjects were of British or German ancestry. Parents born in another 2.1 to 1 Ito 1.7 I to 1.3 Probably historical. country Income in top two 1 to 1.3 1.4 to 1 9 0 1 Real. Average income of "Ferman families population quintiles was more than triple that of the general population. Parents in professional 1.7 to I 3.1 to I 1(1 to 1 Both historical and real. Fewer professional occupations positions existed in 1920. Ratio Of mothers in work 1.4 to I 1.3 to I I to 3.7= Probably historical. Few 'Ferman Group force to full-time mothers were in work force unless divorced or homemakers widowed. Parents with university 1.2 to 1 2.8 to I 6.4 to I I listorical and real. Percentage of university degrees graduates in the general population in 1990 is seven times greater than in 1920. Parents yith advanced IInI 4.8 to I 26 to I I listorical and real. Terman's population may degrees have included a high proportion of university faculty and staff. ' Smutr:Inman (192.51 ( Ienctit Genius, Vol. I Sum( c: (.1 al (193(1) Ge'ne'tic Studies (;cnitis, Vul. 3 711 /um.IV)/ 104 the 'Ferman Group and the general served between the Targeted Group criminate against children from diver- population in 1921. As expected, the and the Non targeted Group in this gent populations. Giftedness can no proportion of minority families in the research also support the charges of longer be defined by a score on a stan- Targeted Group is almost double that cultural and/or socio-economic bias in dardized test or by high achievement of the general population of the ct on- procedures used to identify children as only in academic tasks. The definition triunity. The lower occupational status gifted (Richert, 1987). must be broadened to focus on the and educational attainment of parents A reasonable conclusion is that the ability to use both inner resources (cog- in the Targeted Group also is signifi- first breakdown occurs in the nominat- nitive, motivational, strategic) and ex- cant and a probable result ofeconomic ing process. One of the most widely ternal resources to solve a variety of factors as well. The cost of obtaining an used and carefully researched scales problems in socio-cultural context. advanced education, in direct expense for rating superi...r students (Renzulli, Greater emphasis also must be given to and lost earning time, is too great for Smith, White, Callahan, & I lartnizm, the ability to solve a variety of complex many individuals from low-income 1976) lists 85 characteristics of supe- problems, such as those used in this groups. At the same time, occupations. rior students for teachers to rate. Many research. for initial assessment in tar- that might lead to higher incomes gen- of the items on this and other check- geted schools. The evidence is clear erally require advanced degrees. lists are based on research conducted that traditional procedures are not The results of this study do indicate by 'Ferman and his associates between working. Educators must examine that reliance on traditional nomina- 1904 and 1930. A restricted definition whether their own beliefs and prac- tion and testing procedures for the of giftedness and a subconscious belief tices contribute to persistent failure to selection of students to participate in in the 'Termini Myth" may contribute identify highly competent children programs for the gifted is elitist, racist. equally to the fact that highly able chil- from undersexed populations. and sexist. Merely changing nomina- dren from divergent populations sel- tion forms or using different psycho- don' are referred for possible place- Aleene Nielson is an Adjunct Assistant metric testsNvillnot result in equitable ment in programs for the gifted. Professor, Department of Special representation of children from all ra- Education and Rehabilitation, University cial and cultural groups in this country. Implications of Arizona The *Ferman myth is so em!)edded in An expanded definition of intelli- our collective consciousness that we gence. with an emphasis on superior Acomplete list of references for this article are unaware of its influence on our problem-solving ability with manip- may be obtained by contacting the Com- decisions. Results cited above provide ulatives, contributed to the identifica- municator editor. clear evidence that the Tern an (1925) tion of a number of gifted children description oldie characterist ics of the from targeted schools in high minority family of the "typical-gifted child must and /or low-income populations. Chil- be recognized as a fiction, an artifact of dren, identified either by traditional biased selection procedures (Gould. procedures or the expanded process, 1981) and Tertian's strong hereditar- were mixed in self-contained class- ian bias. Based on research with a rooms for the gifted. Teachers do not sample of gifted children drawn from know how individual children were "better" schools in "better" neighbor- identified and have seen no hoods, 'Ferman (1925) concluded that ment differences be'twe'en the mixed the parents of gifted children have classes and previous classes in which higherlevels ofeducationalattainmenf. only traditional selection procedures higher status Occupations, more "com- were used (Barkin), 1992). The fact fortable" incomes, and "better" homes that kindergarten teachers in the tar- than families of "unselected" children. geted schools previously had not re- In other words; the conclusions of ferred children as possibly gifted is evi- Terman's (1925) research pi (Aided the dence that probable bias exists in the "scientific evidence" to support the referral stage, as well as the assessment inevitability of existing social and aca- phase. of traditional identification and demic hierarchies (Niel's) & Mensh, scic'ctioii pro«qlures. 1991). Family income, 11( )111e ol ner- This finding has clear implications ship. and stable families, characteris- for policy makers. Traditional proce- tics embedded "Tertniln dures used to identity children for par- still seem to he major factors in the ticipation in programs for the gifted identification olgifted childrm in Geor- are biased toward children from higher gia (Gay, 1989). Ih differences ob- socio-economic levels and unfairly. dis- June /CM/ 7/ r 1 0 VtEMBERSHIP'APPLICATION Please share this copy of the Communicalorwith a friend when you have finished reading it. lie or she might like to use this form tobecome a GAG member and active supporter of gifted education. Because of GAG's tole in lobbying for appropriate education for gifted and talented students, dues payments to GAG are nut tax deductible as charitable contributions for Federal income tax purposes. Name: Region: Last First Middle Initial Preferred address: Expiration date: Szret allress cr. County: City State Zip code Phones, Home: ( Work: ( Affiliation: (school district of employment or attendance) Membership/ Service Category: Outside the USA, please add $10 for increased postage costs. Individual ($50) Family ($60) Patron ($100) Sponsor ($300) Life ($500) Benefactor ($1000) Limited Income ($20, attach letter) commun icatosubscription only ($25) Role: Administrator/coordinator Board of Education member Consultant Counselor/psychologist Parent Teacher Other Special Skills/Interests: Arts Humanities Math Science Computers Advocacy/ legislation Payment enclosed: Personal check # District check # Charge: Mastercard Visa Exp. date Purchase order # Card number Non-profit Organization CALIFORNIA ASSOCIATION FOR THE GIFTED U.S.Postage 426 Escuela Avenue, # 19, Mountain View, CA 94040 PAID CanogaPark, CA Permit *1330 ERIC Clearinghouse Janet Drill 1920 Association Drive Reston, VA 22091-1589 Trate Value Dated Aiello-1 MI P1 I ?Wel on papa 1 0 C TIIFJOURNAIor nitCAI II 01:NIA ASSOCIAnor] FOI: 1111 Gil-FED VOL LIMI XXV NUNIIiI.R 4SI i I R. 1994 COMMUNICATOR THE PRIMARY GIFTED CHILD Note-taking: The Real Managing a Gifted Primary Secret to Research for Classroom Primary GATE Children by NANCY PHILLIPS by ELAINE WIENER The question, "How do you manage a self- contained classroom of thirty-two gifted 1st, Search your soulyour conscienceyour 2nd, and 3rd graders?" is often asked, both by honoryour integrity. Have you ever (be hon- other teachers and by parents of prospective est) copied information for a research report students. The first answer that comes to mind during your school days? Did you do this simply is, "Very carefully!" However, after having taught because you really didn't know how to do the such a group for twenty-one years, I have estab- research? lished a program that works for me. This happens, even in this technological age. The concept of managing three grade levels When students are taught the traditional se- simultaneously without paid help is compa- quential procedure, such as this one from rable to that of managing a large family, in Compton's Encyclopedia, they can easily fall which each member has individual needs as into a state of what we might call "verb deficit." well as those needs of the group as a whole. Just as a large family develops a sense of unity, a I.Moose a topic. multi-grade classroom must generate an envi- Choont, "Well, I can do that!" ronment of teamwork. During this process, the students are learning the traits of cooperation II.Aseembk facts. and responsibility. The key to the development Assembkt "How do I assemble ?" of such a program is organization and a system of parental involvement. III.Take notes. The philosophy of our program is to teach Tabs notes "Where am I supposed the basics first, and then to branch off into a to take them?" differentiated curriculum by studying in depth IV.Organize information. and expanding this basic foundation. One of Organise? "Huh?" the benefits inherent in this program is that of "preview" and "review" in which students often V.Write and document report. are able to clarify a concept that they have had Doomed? "Docuivho?" difficulty with. The classroom day is set up in various blocks Although humor and trite phrases such as of time, and the students quickly learn our daily "verb deficit" can trivialize such a serious topic, schedule. We use the basic state math series plus this is exactly where the research process breaks a supplementary program. The students are down. How does one do those verbs? given daily instruction and assignments in En- Continued on page 20 Continued on page 23 10'; BEST COPY AVAILABLE PRESIDENT'S COLUMN PUBLISHED BY THE CALIFORNIA ASSOCIATION FOR THE GIFTED by MARTHA FLOURNOY Executive Director, Carol Brown Spencer 415/965-0653...FAX 415/965-0654 One of the advantages of being GAG president is The CAG Comm- tnie.atoris published five times during the meeting a variety of people. I would like to take this year in Septet, fiber, Novembe rdanuary, April, andJune. opportunity to let you get to know me in my new Opinions expi essed by individual authors do not neces- position. sarily represen official positions of the Association. Sub- It all began with children. My husband and I have scriptions are available to non-members at an annual cost two girls, now ages 19 and 16. Both girls progressed of $25.00. very rapidly and were always extremely verbal. They Officers1994-1996 both learned to read at young ages. They are very Executive Committee different people, however, in that they approach President Martha Flournoy and react to problems and situations in very differ- Vice President Margaret Gosfield ent ways, have different interests as well as talents, but they appreciate each Secretary Marge Hoctor other for their differences. We enrolled the girls in a private school, thinking TreasurerJudith Roseberry tltt was the best place for them. We began h earing very positive things about State Parent Council Chair Vera Eby our local public school district. When they were in grades 2 and 5 we Regional Representatives investigated the GATE program in our local school district, and we asked for Bay Area Joyce Kutaka Kennedy them to be evaluated. Both qualified, and with the beginning of their 3rd and Janet Lamarre 6th grade years we embarked on a path that has truly influenced all of our Capitol Deanne Quinn lives. Asa result of all this, I take my present position with GAG. Sharon Freitas As concerned parents we have always been involved with our children's Joshua Tree MargaretJones education. As a special education teacher, I had the advantage of "knowing Emetic. Neher ,ne ropes" or at least being familiar with the "lingo" used in education, or, in Mission Vicki Steinitz short, having an inside track on the "Education Game." Those of us in Amalia Rodriguez education know that the lingo changes from time to time, so that if you take Mt. Shasta Barbara Fox Roumasset time out, you must "take a refresher course" to he fully conversant again. As Lyra Josefsson the girls entered public school, I made my own return to public school as a Orange Iris Yatnaoka resource teach, r. Karen Grin feld On the paretal front, I soon found myself drafted as the Chair, ..rson of Pacific Linda Calvin the Parent Advisory Council and worked with our district GATE Coordinator. Vicki Bortolussi She \vas always very involved and aware of opportunities to contribute and Palomar Dave Hermanson gain expertise; when she heard that a position was open for the Parent Pat Paluso Regional Representative to GAG,-she suggested that I run. Being someone Redwood Carol Butzhach who is always looking for a challenge to meet, I did just that. I served four years Myra Kaye as a regional representative and gained experience, knowledge, and a variety San Joaquin Terri J. Stanton of perspectives. David B. Stanton The Education Game call be a confusing and a complicated one. if we lose Santa Lucia Geri Williams sight of the intended winners the studentsour children. No matter who Margaret Rodrigues the players areparents, teachers, administrators, state department person- Submission of material nel, local school board members, coordinators, counselors and a host of CAG encourages all interested parties to submit ar- othersthe winners must be our children. We are all different pieces on the ticles for publication. All submissions will be given careful gamy hoard with different contributions to make and different paths to take, consideration. Photos and camera-ready art work are but all with the sate: goal. We all have our se tbac ks"go hack two spaces," or particularly desirable. Student work `would be accompa- "return to home,' but we continue to play because reaching the goal is so nied by teacher's name and school. Set.,1 al I material with worthwhile. your name, address, and phone number to Jean Drum, GAG has begun to offer structure and guidelines for the Game for teachers Communicator Editor, 7822 Belgrave Avenue, Garden by conducting Teacher Institutes for Differentiating the Curriculum. It is Grove, CA 92641. You may phone Ms. Drum at 714/892- important that parents join educators in understanding differentiation at 1745. school and at home, and enlarging the flow of information of current Reprinting of materials practices, ideas, resources and support for our children. It is one of my goals Articles appearing in the Communicator may be re- to invite, involve and increase parental and educator support. In I his lime of printed as desired unless marked by 0 or reprinted from decreasing financial resources, we must make the best use of what we have; another source. Please credit the Communicatorand send our power lies in joining together to share and build on what we fuse, to a copy of your newsletter or Journal containing the achieve what can he. We must never lose sight of the winners in this GAME. reprint to tie Editor. 2 BEST COPY AVAILABLE September 1994 106 CALENDAR IN THIS ISSUE October 7-8,1994 Note-taking: The Real Secret to Research for Teacher Institute, San Diego, CA Primary GATE Children Two-day institute at I iandlery Hotel & Country' Elaine Wiener Club on Differentiating the Curriculum for Gifted Students. For information, contact the CAG office, 415/965-0653. Managing a Gifted Primary Class Nancy Phillips October 91-92,1994 Teacher Institute, Fresno, CA Parent Perspective Two-day institute at Hilton Hotel on Differenti- Debbie Melilla 5 ating the Curriculum for Gitt.-d Students. For information, contact the CAG °trice, 415/965- 0653. Young Gifted Readers M. Gail I lickey October 22, 1994 Santa Lucia Region Fall Regional Conference, Foothill College, Los Altos Hills. For informa- Comments from James Gallagher 10 tion, contact Margaret Rodrigues, 408/779- 5278 or Geri Williams, 408/998-6109. The Sparkler Program: GATE in Gateway Unified School District October 29-30,1994 Lyra Josefsson 11 Teacher Institute, Santa Barbara, CA Two-day institute at Radisson Hotel on Differ- entiating the Curriculum for Gifted Students. "A Grand Adventure" A Conversation For information, contact the GAG office, 415/ with Margaret Gosfield 19 965-0653. November 4-5,1994 Night Teacher Institute, Moreno Valley, CA Poetry front the Mirman School 14 Two-day institute at Vista Verde Middle School on Differentiating the Curriculum for Gifted Perfectionism and Your Child Students. For information, contact the GAG Cheri Strange 16 office. 415/965-0653. November 9-13,1994 TechNet National Association For Gifted Children 'ferric Gray 17 (NAGC) Conference, Salt lake City, Utah. For registration materials, call NAGC at 202/785- 4268. March 3-5,1995 33rd Annual CAG Conference,Open i theMild to Gifted Studena,P.tc Oakland llotel & Con- vention Center, Oakland, CA. julv 30-August 4,1995 11th World Conference on Gifted and Talented Children,Maximizing Potential: Lengthening and Soengthening Our St ride, Ilong Kong. EDITOR'S COLUMN Ten-Year-Old Thinkers Trapped in Six-Year-Old Bodies! by JEAN DRUM No, this isn't a horror story in a grocery store even share the crayons? tabloid. It's a description of the predicament Of course people with unusual gifts are al- that too many young gifted children find them- ways somewhat out of sync with the rest of the selves in when, all shiny-eyed with anticipation, world no matter what their age. Some learn to they start school. cope, some deny their gifts and fail to use and Gifted kids are not in sync with themselves or enjoy them, and some solve the problem by with the rest of the world, and primary age restricting their lives to those who share their gifted kids are the hardest hit. First-grader Neal gifts. Some, sadly, never are able to exist happily can think up stunning adventure stories and in a world which is so different from their inner keep all his siblings entranced for hours, but his life, and they are the ones who give rise to the six-year-old hands can't begin to write them perception that genius equates with the inabil- down on paper. Sachiko can read anything, but ity to manage ordinary human activities. teen-age stories about complexion problems This leaves educators of the gifted with a and cool boyfriends don't grab her interest, and rousing challenge. This little first grader who books about kids her age are written in "baby" can read with the nine-year-olds, holds a pencil style. Nimanh can do complex math problems like a six-year-old and may still be as self-ab- in her head, but she can't keep the numbers in sorbed as a four-year-old needs understanding, line on a piece of paper. Jorge knows every rule guidance, encouragement and affirmation of in baseball and can quote statistics until his what she can do. friends are glassy eyed, but his hand-eye coordi- Primary GATE children need to be provided nation is just like any other six year old's, and he with plenty of reading material and urged to can't hit or catch anything. read and read and read. React the basic reader? So what happens when these children walk Sure. It has good stories and material for discus- into that first-grade room, new shoes squeaking sion and the development of skills. And of and lunch boxes filled? They are faced with an course skills and comprehension need to be enormous amount of frustration, unless they worked on, even with the most able young are lucky enough to be in a GME class with an readers. But these children must always be given experienced primary teacher. Many of them the additional freedom to soar. What about the can already read, since they have taught them- child who has problems decoding but whose selves to read (or bullied their mothers into vocabulary and power of description suggest he teaching them) before they get to school. This has a superior intelligence? I Ie needs to be is very nice, of course, but what can a first-grade recognized as gifted and given appropriate help teacher with a class of children who are only just early in his school experience. Woodrow Wil- ready to learn the sounds and letters of the son was eleven before he learned to read, but no alphabet do with a kid who already knows how one in his family gave up or failed to recognize to read? They're out of sync with the rest of the the ability behind the problem. class and that makes life hard for the teacher. Word processors can open up the world for Neal, who can tell those stories, probably talks the primary GATE child. I.ittle fingers which all the time (and we all know what that can do to don't yet coordinate with the eyes very well can a teacher) but since he can't (I() any better at go much faster on a keyboard, which allows writing manuscript than anyone else, site ends those gifted ideas to see the light of day. Of up being annoyed with him and she certainly course we still teach them handwriting and doesn't think he's gilled. How can a kid be expect the same standards of neatness that we gifted when he writes all his b's backwards? I low would from any child, but their minds don't stay can a kid be gifted when he can't learn to jump trapped until their muscles catch up. rope? I low ran a kid he gifted when she can't Parents often seem to fear that "getting the Sep I cm her 1 99 1 4 110 basics" and meeting the intellectual needs of the young Social skills? It is really unnerving to watch a first grader gifted child are mutually exclusive. Some teachers and ad- who has just explained the process of photosynthesis kick his ministrators share this concern, but this should never present neighbor because she hogged all the crayons, but it happens a problem. Basics are just that, a base, a foundation, some- and it doesn't make him (or her) any less gifted. It's just the thing that is necessary' but never limiting. Sleeping Beauty's out of sync business again, and this needs to be understood. Castle and the Disneyland ticket booth both needed founda- When it is we can hope that we will never again hear, "If she's tions, but that by no means limited their final forms. Just so, so smart, why can't she behave?" in a gifted primal), class, basic skills are taught (usually easily Our gifted primary students need TLU (Tender Loving and quickly) and the children are ready to expand these Understanding) to spring the trap for their minds. skills and make use of them in wonderful ways. plained what had already happened and to please just put Parent Perspective him in the kindergarten class. She would not allow this and insisted on testing him and placing him appropriately. This by DEBBIE MOLINA was the beginning of our contact with the schools Ben attended. Today I can reflect back to the constant in and out of the I have been asked to share our experiences concerning principals' offices. Ben was labeled as a "problem child" by our family and the pathway of education. It took a while, but teachers who did not understand the need for keeping him I feel that I really do have something to contribute to other parents who are just starting out and trying to understand the different choices that they will be facing in the future. It started for us when Ben, my son, was about three. He was in a local day care which had ail educational program geared for different age groups. The staff was constantly telling us that our son was hyper and that he should be on medicine. I le would not leave the other children alone. I Ie wanted to - help them with their work when he was through with hiswork (which was all the tune). I Ie always knew the answer and was getting frustrated when the teacher would not call on him. ;;L.- , He would then become disruptive to the class. Of course, we realized it was our fault because we would always play with Ki 4 Lc, -*4 ; .:111:11' him using flash cards or books, and he already knew what .&. . OP isf/ 11-4. ,,;,,,J-- , they were covering. In talking with the staff, they moved him 1 % r ' IIg )..` I-m:,- into kindergarten after this problem was identified. But the I tgi, . -;- '1,,,' / ..."' I 1 A 1 A fl 4/41' ? problem continued. Being in a private school, they promptly L.1, moved him into first grade when he was ready. They dis- ''s11: cussed this with us, and it was a difficult decision because he Vrt- ri ,,,1 \ L.,L.1 .1. was already a "younger" kindergartener. We were concerned WN 'i 1 how it would affect the upper grades. When we moved to our current home, we went to enroll ,vi-_--__,..._,...-...... ___ him into a public school in the first grade. The first school we went to would not enroll him, even with recommendations from the previous private school he attended. They wanted to put him into kindergarten due to his age, but they did not have space available. I tried to discuss this with the principal, but it was to no avail. So I went to the other elementaly school and asked for his enrollment into the kindergarten class if they had space. While I was filling out the forms, a counselor walked by and asked Ben if he understood the book he was reading. After Ben answered her, the counselor asked to talk Stephanie Inp,tlian, Age 6 with him for a few moments. Hill hool, Carden (,rme Jnifid School I )istrit t After their return, the counselor stated that lie should he in the first grade. I appreciated her comments, but I ex- September 1994 111 5 active with extra studies. I le was always in trouble each other. for talking, walking around class, helping other In the summer before seventh grade, the students with their problems, and the worst teacher who had been Ben's guidance teacher scenario"Asking too many questions." for the last two years came across the Duke Now I can also reflect back to the teachers University Talent Identification Program. She who would come into my son's life and attempt handed us the letter and knew that we would to understand his situation. All parents can make sure that Ben and his fellow classmates reflect back and identify a teacher or two wh3 who were eligible had the opportunity to take were the turning points in their child's life. part in the program. So started participation in For us, it was a second grade teacher, fresh the TIP program at our junior high school. out of college, who took the time to get him into From that time on I have always checked with the school's Gifted and Talented Program. Then the counseling staff to see if they needed any again in the fifth grade, after years of principal help in identifying upcoming seventh graders and counselor visits, a teacher who harnessed who qualify for the program. and nurtured Ben's natural ability with math Today we have just finished filling out an and sciences. She asked our permission to en- application for the University of North Texas's roll him into everything she could. Then started on-campus program, TAMS-Texas Academy of the 4-H, Water and Soil Conservation, UIL Mathematics and Sciences. This program is competition, sciet,,-e projects and school activi- designed so that Ben can finish his junior and ties. We were just as busy as he was from all the senior high school years at the same time he involvements. The school personnel became receives college credit for his studies. We have more aware of his talents and also other stu- not even considered that he could not be ac- den ts who might have been ignored if the school cepted (competition for this program is in- hadn't started to address Ben's needs. At this tense). After TIP encouraged Ben and recog- point we realized that we needed to work more nized him at the state level for his SAT score, closely with the school district when it involved Ben worked and became the youngest student any child who needed academic accommoda- in the Coastal Bend area to complete calculus. tions. We started to identify ourselves with the Ben has attended a college program every sum- parents who are always having to fight for their mer since the seventh grade. We could not send physically handicapped or developmentally him to Duke, but we made sure that he attended slower children. Texas summer programs. This same teacher carried Ben through to To all parents who are faced with the deci- the seventh grade. I le started to excel in all sions of where to go next, always involve your areas. It has become a norm for bright children school system with the task of' making a master to downplay their ability so as not to be called plan and do not allow someone to tell you it "nerds" and kept out of the social circles. But can't be done. this teacher grouped about 35-40 children who had certain abilities to excel and strengthened This is reprinted from TIP Network News, a publica- their camaraderie with each other. This group, tion of Duke University's Talent Identification Pro- even today, finds the strength they need from gram. 33rd Annual CAG Conference Alto\I March 3-5, 1995 44::1;*17" -i 7," Gi Oakland, California -41r!V:\*--\,' .. ,.o ci p 0 S-:si, *0 N 'AG 1995 September 1941 Young Gifted Readers by M. GAIL HICKEY Shane was an active, freckle face, carrot-lop with inquisitive academic documentation (such as annual blue eyes and a vocabulary far beyond his years. His firstachievement test scores) makes it unlikely that a grade teacher, a veteran educator of 25 years. came to me at high percentage of capable students will be rec- her wits' end. "1 don't know what to do with him." sheognized in the early grades. Thus, young chil- moaned. "He's bright, but he never _finishes his sealwodt. He dren are seldom referred for the individualized tells wonderfully imaginative stories, but his handwriting is testing needed to identify them as gifted. With- so bad he never gels them on paper. When I ash him why he out such testing and subsequent intervention, doesn't copy the boanlwork in time to go out to play, he just the gifted reader may be ignored. says he doesn't want to do it. I can't do a thing with him!" Witty (1971) outlines some characteristics of gifted preschoolers to serve as a general guide- Shane is a member of that curious groupline in recognizing abilities that indicate a need which can be one teacher's dream and another'sfor specialized instruction. In addition to early nightmare: the gifted child. And in Shane's case, reading ability, these include: his giftedness was complicated by yet another The early use of vocabulary, accurately em- phenomenonhe was an "early reader." ployed I low do you challenge a child who enters Language proficiency - the use of phrases school already able to read? This article will and entire sentences at a very early age and explore that question by defining the gifted the ability to tell or rep; oduce a story at a reader, highlighting the special needs of earl,' very early age readers, and suggesting strategies for enrich- Keen observation awl retention of informa- ment at home and at school. tion about things observed Interest in books Gifted Readers Defined Early interest in calendars and clocks 13ot ids andl3onds (1980) define primarygifted The ability to attend or concentrate for long readers as "...children who, upon entering first periods of time grade, are reading substantially above grade Early discovery of cause and effect relation- level or who possess the ability to make rapid ships progress in reading when given proper instruc- The developmentceve.opment of a variety of interests tion." Interest in, persistence toward and moti- vation for reading should also be evident. It is Informal reading inventories are also helpful important to note here that the phrase "...whenfor classroom teachers who wish to identify early given proper instruction..." is considered fun-readers. Such measures can be administered damental to the definition of gifted readers;quickly to individual children by the teacher, a children who conic to school already reading teacher's aid or volunteer, and yield useful infOr- must be neither suppressed by instruction geared!nation about independent, instructional and toward the mean, nor neglected by being left tofrustration levels of reading instruction. As a their own devices. Gifted readers should hemeans fbr identifying gifted readers, children identified early so that an appropriately differ-who read independently at or above grade level, entiated program of instruction can be plannedand instructionally two or more grade levels and implemented fin' (heir ultimate benefit. above placement can he assumed to be gifted Early identification is essen ial, since advanced readers. Not only should these children be re- readers who are forced to continue the phonicsferred :Or further testing by the school psycholo- drill and word attack skills commonly used togist to determine whether placement in a gifted teach reading become disinterested and beginprogram is warranted, but classroom teachers to underachieve (Brown and Rogan, 1983). Iden-should immediately begin to differentiate in- tification procedures to screen for giftedness, stuction to accommodate early readers' ad- which are already in place, may not be suitablevanced abilities. or su fficien t, however, for Atli tifyi ng gifted read- ers. Many screening programs do not reach into Needs of Gifted Readers the primary level at all, and the absence of Obviously gifted readers need differentiated September 1 901 7 instruction, but what are their specific Instruction in creative reading can the parents of gifted preschool readers needs in regard to reading instruction? enhance the gifted reader's abilities in often have provided more direct in- A number of writers in the field have fluency of ideas, flexibility of thought, struction in letter/sound/word con- addressed this question. Brown and originality, complexity of thinking, cepts than have parents of gifted non- Rogan (1983) indicate that first and elaboration, imagination and intellec- readers. Mangieri and Madigan (1984), foremost, reading programs for pri- tual risk taking (Gallagher, 1975; in a study of school practices related to mary- level gifted readers "...must be Renzulli & Callahan, 1977; Witty, 1971). the teaching of reading to the gifted, difkrent from that offered to average Teachers' use of appropriate question- report that regular classroom teachers children... just as the differentiated ing strategies, such as those which ask provide the majority of instruction for program cannot be more of the same for alternative uses of items, adapta- these children. This review of relevant offered to average children, neither tions to story line or plot, modifications research suggests that early readers en- can it be an earlier presentation of the in setting or characte development. gage in significant interaction with par- regular curriculum... An emphasis on and unique combinations of character, ents and primary grades teachers which such low-level programming as that plot and theme, can significantly stretch will shape their attitudes toward read- offered by basal reader series is inap- the young reader's creativity. Torrance ing and reading instruction for life. propriate..." (1965) indicates that creative reading The importance of these early interac- Secondly, gifted readers need in- abilities are best developed when books tions cannot be overemphasized. struction which is suited to their indi- are used as a source of ideas to be What kinds of activities and experi- vidual needs. Generally, these needs communicated to readers. In this way, ences, then, are most conducive to en- fall within the category of advanced the reading act becomes a source ofhancing the abilities and interests of comprehension. Cushen berry (1974) additional ideas which may then facili- early readers? Siegelbaum and Rotner notes that the teacher should be aware tate creative problem solving in real (1983) recommend the use of key ques- of the difference between real and su- life. tioning strategies to guide young read- perficial comprehension, since young Critical reading, as defined by Turner ers in the understanding of read-to or gifted readers may be able to decode (1988), is "analytic thinking for the pur- read-by stories. (See inset, Key Ques- and read orally before they are able to pose of evaluating what is read." Burns. tioning Strategies, on following page.) comprehend. Yet, through proper in- Roe and Ross (1984) emphasize that Siegelbaum and Rotner (1983) also struction, young gifted readers are able critical reading skills enable children to recommend the use of several familiar to develop such advanced comprehen- make intelligent decisions about prod- strategies with gifted readers, such as sion strategies as noting cause and ef- ucts, entertainment and politics; since labeling objects, making word cards fect, predicting outcomes, drawing con- children are exposed to the need for and creating language experience sto- clusions and understanding author's such decisions through television and ries. Since children learn to read when purpose. These reading strategies are advertising from a very young age, in- they recognize a purpose for reading part of the process known as critical struction in critical reading should be- and a connection between the reading reading. Brown and Rogan (1983) sug. gin in the pri mat ygrades. I lickey (1988) act and the symbols oflanguage (Heath gest that appropriately differentiated recommends specific strategies for de- & Thomas, 1984; Leichter, 1984; Smith, instruction for gifted readers must in- veloping critical reading abilities in the 1984), labeling is an excellent way for clude inst .., :ion which directs students early years, and such publications as early readers to build reading vocabu- to read more widely, read creatively and Highlights for Children contain ideas and lary. Use small index cards and broad- read critically. activities for helping young children tipped markers to label common ob- Gifted readers need to be exposed think critically about what they read. jects around the house or classroom, to trade books rather than basal read- such as "table" or "door." Children will ers as the primary source of reading Challenging 17,arly Readers begin to ask that additional objects be content. Whole language classrooms The research on C1111(11.C11 who learn labeled so they can learn the word for and literature-based reading programs. to read prior to entering first grade that object. both of which are quickly gaining in reveals that the children studied were Duplicates of these labels can be popularity among teachers of young reared 111 SUpp011iVe 110111C environ- made to begin a child's "word card children, arc excellent liven ties for help- ments where parents encouraged intel- file," which is a recipe box filled with ing gifted readers develop an enthusi- lectual freedom and exploration, pro- blank index cards that can be labeled asm for reading more widely. Reading vided extended opportunities fOr learn- with each tiew word the child learns. As about significant themes has also been ing and exposed their children to a children begin to acquire new words used successfully with gilled children varielyofcxpericiiccsoulsidc the home through books and stories, these words ('rre/isc, 1977; Witty, 1971: Wooster, (Cox, 1926; ;oertzel & ( ;oertzel. 1972: are added to the file. Have children 1974). since even young gifted chil- 'Ferman & °den, 1947; Strang, 1954; practice their word cards regularly and dren are often able to deal with topics Price, 1976; Brown & Rogan, 1983). use them in sentences or stories. normally reservf d for older students. But ns and Collins (1987) reveal that When children begin to use these Septelliber1004 KEY QUESTIONING STRATEGIES Compare and contrast - help children see what is the same or different about characters in a story, seasons of the year, people you know. Classify - help children find a way to group: toys, clothes, food, books, your friends Summarize - help children separate the relevant from the irrelevant by asking after reading a story or watching a TV show, 'What happened first?" 'What happened in the middle?" 'What happened in the end?' asking for a title to a story they have written, or to a picture in a magazine. hairing them tell the most significant events from a family trip or a party they attended. Hypothesize - ask children to predict what would happen if: We put this toy block in a fuN glass of water? We put a jar over this candle? We put this spoonful of sugar into warm water? We press this button on the television? Maks assumptions -help children decide, based on existing information, what else they can tell you about situations such as the following: Look at this small and large box. Which is heavier? Look at these faces. What are these people feeling? What will happen next in this picture? What happened before? words in stories of their own creation, they are new ideas which reading aloud brings. ready to create language experience stories. Provide several brief story times a day for These stories are written on large chart paper by preschoolers, since their attention spans an adult or older child as the young child are very short. dictates the story. Afterward, read -the story Read aloud in ways that will build language together from the chart. Eventually, children and pre-reading skills. will want to read their stories by themselves, Sometimes read aloud to children simply to which may lead to the creation of new word enrich their store of knowledge. cards and/or additions or elaborations to the Provide opportunities for young children original story. to experience being read aloud to with Russell and others (198:x) provide helpful other children occasionally, especially if tips to parents for working with gifted readers. the local library offers a story hour. Sonic of these include: No matter when children learn to read on Read a familiar story to your child, e.g. their own, continue to read aloud to them. Chao-4/a. Ask your child to make up a This experience is so valuable that it should similar story as if it were occurring today. be stopped only when it is no longer enjoy- I Iclp your child maintain a scrapbook of able to both parties involved. "People I See and Places I Go." Illustrate the people and places and write descriptive Challenging the early reader is a unique and captions. ongoing task. The responsibility for challeng- Separate the sections of a comic strip. Ask ing- gifted readers begins at home, becomes your child to arrange them in order and formalized at school and involves concerted, write a dialogue. collaborative effort on the part of bo'h teachers While reading a story to your child, stop and parents. If early readers are to realize their periodically and ask him what comes next. potential, early identification and intervention Introduce your child to all sections of the are essential. newspaper. M. Gail Hickey is at Indiana-Purdue University at Finally, 1 lalst ed (1989) gives advice for read- Fort Wayne, IN. This article first appeared in Images, ing aloud to gifted children in GuidingtheGifted Indiana Association for the Gifted, Spring 1992. Reader. I lalsted's advice can be summarized as A rompide list of the references for this article may follows: Gifted children should be read aloud to be obtained by contacting the Communicator regularly by a warm, loving person who can editor. provide the stimulation and exposure to September 199.1 BEST COPY AVAILABLE 115 Comments from James Gallagher One of the unhappy byproducts of the educa- We in gifted education have a major stake in tional reform movement is a series of mind- improving the entire educational system. We numbing slogans. In many cases, these slogans cannot turn our backs on the rest of education seem to have taken the place of intelligent and its problems and merely seek excellence for discourse or debate that should be occurring a tiny sliver of the school population. I recently about sonic of the aspects of the reform move- proposed to groups of paren ts that sonic people ment. Take for example the slogan, "All chil- support gifted programs in the hope that, if the dren can learn." One sees that slogan in print ole educational system is going down the these days quite a lot, and if one is especially drain, they might at least salvage their own unlucky, one can hear it at various conferences children by putting them in special programs and conventions. It is often stated with a kind of for gifted students. But that won't work. There ponderous importance reserved for silly state- cannot be an island of educational excellence ments that people try to inflate into wisdom. floating in a sea of mediocrity. Such a philoso- As an educator, I have worked with children phy reminds me of the incredibly weal thy South with mental retardation as well as children with Americans who live on lush estates surrounded special gifts, and I am willing to certify to the by electric fences, bodyguards and attack dogs. banal truth of the slogan. Of course "all children Even if you could make 10% of the school can learn," but not at the same pace, and not at program one ofsurpassing excellence while the the same level of conceptualization, and not other 90% was a morass of incompetence, would with the same knowledge structures. And that, you wish to live in a society where such an of course, is the point. That is why it is difficult, educational system prevailed? if not impossible, to educate students who per- We need to applaud every elketive program form at the second-grade level and studentswho that seems to possess potential for all students. perfOrm at the ninth-grade level at the same I lenry Levin's accelerated learning, James time in the same classroom, and itis also the Comer's school development program, and reason why our curriculum is being "dumbed many other innovative efforts around the coun- down" in many schools around the country. try need to be applauded by us, not only because The doctrine of heterogeneous grouping actu- they are using many strategies borrowed from ally turns out to be anti-excellence. the education of gifted students, but because One of the problems of the reform move- every time learning is valued and upgraded for ment is that some of the reforms are being any student, it creates a more favorable atmo- presented as a moral imperative. Not only is it sphere for strong programs for gifted students. the "correct" educational thing to do, itis the The need for programs for gifted students is not right and virtuous thing to do. Therefore, all reduced by these other programs for excel- those who might oppose it are, at the very least, lence, since the final result of successful pro- undemocratic and certainly not possessed of grams is to increase, not decrease, student di- the moral superiority of the true believer. lithe versity. Therefore, never send to know for whom goal is to intimidate others into following in- the school bell tolls for excellence; remember, stead ofimpressing them with results, then such it tolls for thee. bogus claims of virtue and social justice might work for a short time, until teachers and parents James Gallagher is the president of the National have direct experience with the e onsequences Association for Gifted Children. This appeared in of the policy. the July 1994 issue of NAGC's communique. I lowever. if one is determined to have a slogan, I propose one l'or those of us interested ill gifted students. It is "Excellence for all." Let me hasten to say that this does not mean, "The same lessons, in the same place, for every stu- dent." It means instead that every student is expected to perform well at his or her own level of' development, that expectations are high for everyone, and that the curriculum is differenti- ated. /0 Se/ irmber 1901 1.16 The Sparkler Program: GATE in Gateway Unified School District by LYRA JOSEFSSON One of the state's newest unified school der. The class was asked to choose which con- districts is Gateway in Redding, California. Be- tinuous line was the longest. The groups then fore becoming unified, elementary' sites had had a chance to amend their solution. Some pull-out programs, Odyssey of the Mind groups, groups spread their anus, others lay down head research groups and other occasional activities to foot. The students saw that there are many for gifted students. With unification came a different ways to meet this challenge. unifying idea called the Sparkler Program which Then the paper part was introduced. Each covers gradc .; K-5 and accomplishes many facets pair or participant had to cut the piece of paper of the Gateway LSD's overall goals for gifted into one continuous strip so that it has no education. beginning and no end and is large enough for Since money is one of the limiting factors. a two students to stand inside of it without touch- core of site level coordinators who are regular ing it. The students had one minute to think of classroom teachers attended conferences, read their solution and two minutes to cut the paper. current literature and met regularly to plan Discussion is encouraged and observation of "model lessons." The site level coordinator ob- results is critical. tained a release day and presented an hour's In this particular lesson spatial, bodily-kines- lesson which drew upon two or three of the thetic intelligences are tapped. Those students seven intelligences. As the classroom teachers possessing above average ability in these areas observed these lessons, they made such com- are given a chance to showcase their abilities. ments as, (especially in spatial, bodily-kines- Then other intelligences can be added to the thetic or interpersonal lessons) "Wow, I 've never lesson. Poetry can be written about the "endless seen that student so attentive and responsive. strips." They can be measured, added together, She really sparkled!" Or "I le usually has his divided into parts. Vocabulary can be devel- head in his desk during the math lessons." This oped in exploring the concept of "endless." A procedure had the dual advantage ofeducating suspense story might feature two children the classroom teachers in the seven intelligences trapped forever in the endless strip. It could be and allowing the children to be identified in the taken home as a homework problem for par- relaxed setting of t heir own classroom on a non- ents and siblings to share. Students could be standardized test of linguistic or mathematical asked to figure out how this knowledge could be intelligence only. A follow-up lesson was left by applied in other real life situations. Move over, the site level coordinator to give the classroom MeGyyer! teacher more familiarity in working with gifted The Sparkler Program sets the stage for dif- students and allow them to respond creatively ferentiated lessons to be modelled and imple- In their gifts. As Dr. Barry Ziff said to the site mented. The classroom teacher sees and values level coorclitiatcws at a Fehruary workshop, "What the unique and varied responses that can occur makes a good GATE program is how we allow when all seven intelligences are valued. There is students toteSpOndto any lesson." buy-in by the staff, the students are not missing One example of a Sparkler lesson was a core curriculum, and all children benefit. paper problem from Odyssey ofthe Mind called "The I .ongesl Paper Race." Studen Is could work If you have any questions, you may write to Lyra alone or in twos. Materials needed are one pair Josefsson, 22076 Cholet, Palo Cedro, CA 96073. of scissors and a uniform sized piece of paper for each student of pair. No glue or tape was Lyra Josefsson is the parent representative from the allowed. The lesson was introduced by asking Mt. Shasta Region. live students at a time to come to the front oldie room and stand in an unbroken line with no space between children. Sonic groups stood stomach to hack, sonic stood shoulder to shout- .1.ptonha09-1 11 I I "A Grand Adventure" A Conversation with Margaret Gosfield, Vice-President of CAG "A gond adventure" is what Margaret Go.sfield calls her life, school. This was both a blessing and a which began on a fiirm in northern Minnesota. 1 ler Inimaiy curse. It allowed me to work out my own grades were spent in a one -room schoolhouse, and after that plan focusing on my areas of training she went to the village school nine miles from her home. She history and geography. But I also had to loved school. particularly reading, which allowed her to invent a lot of wheels without the assis- travel in her mind far-from that film in the north woods. She tance of professional training in the field. graduated at dietopof her high school class (34 seniors), but she. ays she still found herself unprepared for the challenge Q:How did CAG enter into your work in of the University OP fin nesota. "I, who loved to read, listened those early years? to fellow classmates discussing works which I had not even heard of much less read! "She completed her BA at UCSanta A:I can still remember my first GAG confer- Barbara after moving to California and also earned a ence. I don't remember the year, but it teaching credential and MA there. She has worked for tne was held in San Francisco; I was there by past 25 years for the Ventura Unified School District teach- myself since there were no other junior ing history and geography and coordinating the district high teachers of gifted in our district at program for gifted students. the time. From the moment I arrived and Margaret says she does not regret her upbringing in began looking through the program, I northern Minnesota. "Academically I was not prepared, but knew that I was in for the experience of a 1 learned well the lessons of msponsibility, indusby and lifetime. There were so many presenta- perseverance. in addition to the importance of seeking truth tions of interest that the difficult part was and caring for the community as a whole. These have been invaluable in my quest to 'catch up' academically and to making choices. I remember dashing make a difference in the education of my students and the from one location to another to ensure training of the teachers I we,* with." that I would get into those I had selected. I was so excited and so motivated by what I heard, my skin fairly tingled the whole Q:How did you get into gifted education? time I was there. And f couldn't wait to A:I was stall probationary teacher when my get back to my school to try some of the principal called me into his office one day things I had learned and to acquire some after school. l le told the about a new of the resources recommended at the program the district wished to establish at conference. the junior high level. There had been an elementary program for gifted for a Q:What do you see as your most important number of years, but none existed beyond contribution to the development of the 6th grade. After he described the district program for gifted in your district? plans, I asked him how one could get A:I ant Wry proud of our district-wide focus involved. "Show an interest," he replied. on student leadership training. We made And I answered, "I'm interested:" That a decision at the beginning to combine was more than twenty years ago, and little the 7th and 5th grade gifted students as did I know that it marked the beginning mixed grade classes with each student of the special focus of my life's work. staying with me for two years. That was mainly a pragmatic decision in the Q:What background did you bring to it? beginning as it allowed me to have only A:Like most teachers of my generation, I one preparation for the two gifted classes received little or no teacher training each. But it quickly became apparent to regarding gifted education while attend- me that it also provided an opportunity ing the university. And though the part- for student leadership training. Each year 6111C CICIllentary teachers of gilled in our half the class went on in the high school district worked together in plannim, their while the other half stayed on and pull -out program instruction, I was on my became mentors to Hie incoming class own in developing the program at my member:. Continued on page 17 12 September 1.99-1 1 E Call for Presenters 33rd Annual CAG Conference Opening the World to Gifted Students March 3-5, 1995 Application deadline: October 15, 1994 California Association for the Gifted 426 Escucla Avenue, Suite 19 Mountain View, CA 94040 Call for Presentets-33rd Annual CAG Conference Opening the World to Gifted Students Parc Oakland Hotel & Convention Center, March 3-5,1995 PrA The Board of Directors invites you to submit a propOsal for a pre- what is requested on this form. Later changes are not possible to sentation in Oakland in March. The overall theme is Opening the make. You may request one item in each of these three groups if it World to Gifted Students. Presentations that relate to global ideas would enhance your presentation. Circle items needed. and issues, leadership, social action, foreign language and differen- 1. overhead projector or chalk/white board tiating the core curriculum in depth. complexiiy, novelty and acceler- 2. ation will be highlighted slide projector or VCR/monitor (VCRs are only appropriate for small presentation rooms) Sessions will be 75 minutes in length, including question and answer time. 3.screen Expenses for travel, lodging, and conference registration are All room set-ups will be theater style unless you request otherwise. the responsibility of each presenter. If you need tables for manipulatives or audience participation, check Presenters receive a year's complimentary membership in this box: ID CAG, one membership per session. Complete this form and mail it by October 15, 1994 to: CAG will reimburse presenters up to $35 per session for copy- CAG Office, 426 Escuela Ave.. Suite 19, Mountain View, CA 94040. ing of handouts and/or supplies. All applications must be accompanied by the handouts to be dis- Pleas consider carefully the room set-up and audio-visual equip- tributed during the presentation. The handouts should not exceed 5 ment which you request. Rooms and AV are assigned based on pages of information. Name. Work Phone: ( Address: Home Phone: City/State: Zip Code: School District: Position: Will you have a copresenter? It so, please attach a page with the above information for each copresenter. Title of session (limit, 60 characters, including spaces) Presente''on description for the conference book (limit, 75 words) Please use complete sentences, describingcontent as accurately and com- pletely as possibleInclude implications for G/T students. ReferencePlease give the name and contact information for a person who could recommendyou as a presenter Name Work Phone ( Position: Home Phone: ( Level (choose one) Major Target Audience (choose one) Preschool 'Kindergarten nMiddle School (6.9) Teachers Counselors Primary (1-3) (i)High Schcol (9-12) Parents General Intermediate (4-6) K12 Administrati 120 Student Art Contest and si Exhibition Entry Deadline: January 31, 1995 Exhibit: March 3-5 in Oakland, CA The California Association for the Gifted (GAG) announces a juried art contest for students in grades 3 to 12. Fifty works will be selected for exhibit during the 33rd Annual GAG Conference in Oakland, March 3-5, 1995. Ribbons will he awarded to first, second and third place winners in each of three categories based on age. Rules: Work must he completely original Any medium and subject matter is acceptable, except three-dimensional works or collages more than 1/4" thick Work must be matted or framed and ready to hang Work must he no larger than 30" by 30", including frame or matting Each submitted work must have a completed copy of the contest label (below) permanently affixed to the back. ' No m6re than six works may be submitted per school site Judging: Works will be judged in three grade-level categories: Category I:grades 3-6 Category II:grades 7-9 Category III: grades 10-12 All submitted works, whether accepted for display or not, must be picke, up by the student, teacher, or parent/guardian on Sunday, March 5, 1995, between noon and 2 p.m., at the Parc Oakland Hotel. Any works not claimed by 2 p.m. become the property of GAG. Mail entries to Geri Williams at 4630 Corrida Circle, San Jose, CA 95129. Questions? Gall 408-998-6109 or 408-296-1939. CAG Art Contest Label and Entry Form Student name: Grade: Age: Home phone: ( Full name of school: School address: Zip reacher's name: Full name of school district: Person who will pick up work at conference: Student Art Contest and Exhibition 33rd Annual C'AG Conference Opening the World to Gifted Students March 3-5, 1995 Submission deadline: January 31, 1995 (complete form on reverse side) ti In the beginning the leadership training on California assessmentinstruments. consisted primarily of assisting students in However, I do not want to leave out the class projects and productions for par- important role GAG plays in advocacy ents. But since then, all four of our and legislation in Sacramento. Indeed, middle schools have joined in a student the multitude of GAG activities some- leadership training program that is multi- times leaves me a little breathless, espe- faceted. With the help of a GAG mini- cially considering that it is a truly a grant (part of the CAG Demonstration volunteer organization. I am very proud Site program) our teachers recently to be one of the volunteers! prepared a teacher handbook with rationale and guidelines for classroom Q: What role will you play in your new activities and several district-wide events position as Vice-President of CAG? designed specifically to develop leader- A: One of my major responsibilities as Vice- ship skills. If we expect our gifted stu- President is to chair the committee dents to become our future leaders, it is preparing for the annual conference, and important that we train them for that role I'm happy to report that planning for the just as we train them to pursue academic 1995 conference in Oakland is well under excellence. way. This year's theme is GATEways: Opening the World to Gifted Students. Q: What do you see as CAG's role in gifted education in California? We expect some outstanding speakers. A: As I mentioned earlier, GAG gave me my Marion Diamond, Director of the Law- introduction to improving my skills as a rence Ilan of Science at Berkeley will be teacher of gifted stuaents through its featured at a pre-conference session and annual conference. I believe that teacher will bring us the latest in brain research education continues to be one of the and development. foremost contributions which GAG can make. And I have been so pleased to see Joe Renzulli has been selected to make the training expand from the annual this year's Jeanne Delp lecture, and in conference to teacher training institutes addition he will present a special seminal.. held all over the state, the Certificate of And Sally Reiss, probably the nation's Completion recently inaugurated and the foremost authority on curriculum teacher guidebook which we are cur- compacting, will present a double-session rently preparing to assist teachers in their on Saturday. This is to name just afew of daily work. the featured presenters. Equally important is CAD's expanded And of course, we are still soliciting and role in providing parent education. We receiving proposals from teachers and hope to include a parent strand in at least others to present workshops of the kind one of our institutes this year, as we know that kept my skin tingling throughout that we must have a partnership between that first conference I attended years ago. home and school in order to give gifted students the best possible opportunities The conference will be held in Oakland, to develop their potential. March 3-5. Please mark your calendars now! lit recent years CAG has been working more closely with the State Department Margaret Gosfield, the newly elected vice-presi- of Education, and I believe that is going dent of CAC, is Gifted Coordinator for the to make teahei and parent training even Ventura School District, Ventura, CA. more effective. We arc excited to be working with the State Department currently on a project called, "In Search of Six." The goal is to develop guidelines and resources for teachers to prepare their students to achieve at a ley( commensurate with the criteria of a "six" 11 Sep/rye/re? t 991 123 Poems from Ramona Otto's Class of 9 and 10 year olds at the Mirman School Night The Sea at Nighttime When the moon creeps high itt the At night, sky As slow as a snail and bright as a \\lien the seas are galaxies of fish, The humpback whale sings loudly, firefly, I stare down at the Earth curiously. Rut the shark swims restlessly Thrcugh the pitch black sea. The wind whispers a soft lullaby Night Sounds As the rain hits the ground in As I lay in bed Many lantern fish, Their lights aglow, rhythm. The last streak ()flight Coyote cubs gobble down the Is stolen away Swint quickly by, leftovers from dinner. By night. And the boats itr tied, In the stillness of the desert sands, A gentle breeze blows through Securely in the harbor 'ntil dawn. Snakes slither cunningly by cacti. The open window, In the darkness of the nearby tinvn Causing the curtain', to dance Alvin Chin ;\ dog sleeps, cuddled up in a soft, As gracefully as harem girls. cozy blanket, With the breeze, While upstairs, dreams crawl into I can hear (lit' comforting hum the childrn's heads. 01 my parents' k*OIC,S 1 am a star itt space, floating, In the otherroom. floating, A chair draped with clothes And I must leave, for it is twirling. Appears as a gruesome monster Julia Silbergeld In the darkened room. The Desert in Darkness A coyote howls. Laic night in the desert, Ilk lonesome wail Lizards scurry along Sends shivers down my spine. 11w rough sand, The Ball Field I can now hear (he ghostly moaning Leaving a zig-zag trail. The sun has set. Of' the wind, Late night in the desert, (:rying like a lost, frightened child. MN'eves IlaS11 Oil, A snake slithers underground, Illuminating the rest of the field. The wise old owl in the tree Sending gravel I can hear the hot (hogs sizzle Tells talcs of a past, long ago forgotten. 1 ler(' and there. As the wind carries The full moon shimmers in the distance Late night in the desert, ;\ pigrain through the air. As if nervous and expecta nt. A pi ickly pear sits, Sprinklers cry on me, 'Phase are the sounds I hear at night \Vatching its surroundings, As workers prepare me for the game. As I drill away Showing off its green thorns. I try to be brave, into the mystic land late night in the desert. \s lanitors peg bases into my dirt. Of dreams The crickets sing Fans start arriving, RCItS Front dusk to dawn, Their voices hut t',iv eat s. Adding to the ambiance. I feel machines gloom nn ham. Late night in the desert. Players come out onto nn' face A coyote howls And grind their cleats into Inc. In the darkness, I can hear the National Anthem being sung. Stalking its prey. "Play hall! yells (1 ic u nip. And the dst t lies in darkness. Map Kopald Nlatthew Levitt II Septemb 12 Seashore Sunset Soft colorful sunsets The Attic Give the calm announcement, Beams of moonlight gleam through an open window. Night is coining. Outside dust devils form into people like shapes. The moon arrives Leaves scratch at the window. Floating. The whistling wind sings the Music of the Night. Shimmering stars suspend it as the night setsin. Old clothes lie in the corner, Bed covers tucked tight around me, While a dusty piano sits alone in the attic. I peer out A rat races across the floor, As my window reveals the night. Pitter-patter, pitter-patter. Smooth dark waves, A mountain of boxes are stacked up, Like massive black pearls, Dangerously dose to falling. Run across the sand. An old baby carriage, sitting alone, Bold lighthouse beams Wishes for a little visitor. Glare clown. And that is the attic, Seashells shimmer The scaly, scary attic. In the moonlight. RachelWhite Slowly... The Desert I fall... \then the sun goes down in the desert, Asleep. Everything changes. Rosenthal The snakes come out. The coyotes prowl As the moon rises In an unearthly manner. The shadows disappear, But can be faintl) seen. As the coyote chases a rabbit, The night grows darker. The coyote howls From a cliff. 'Ile sound slices through the desert. For one second, All animals feel a slight bit of insecurity. The Washington Monument Then the coyote goes home, I wake up in the fresh crisp air. And paces back and forth, I see my thin face's reflection Protecting his family like a soldier. Shining in the mirror-like pool. Out of the corner of his eye, I hear birds above, I le sees a sliver of sunlight, Greeting me with their morning song. And dawn comes to the desert. People wait in the long line Max Orgel That curves .wound me like a snake. A group of friends plays a game Of soccer on The Mall. . The Black Alley at Night My fellow monuments keep me company. As night falls on the black alley, As the day passes by, the alley cat choir assembles The sun's shadow hovers Dyer the Capitol dome. And takes its place. The crowds abandon me On the window sills of the apartments, Until only a few remain. Boots and old shoes ate scattered My peak readies up to grasp the stars From the performance the night befote. As they. just come out Mountains of trash wait for the garbage truck And puncture the dark night sky. To drive up the next morning. As night passes 1)y. I guard the city Tired drivers hurry home. Until daybreak comes. The wind howls 11( 'Men I become just one of the many monuments ° And the moon gives off an eerie glow. Of Washington, D.0 Sirens echo off the buildings, Ni ole Garen As the town hall clock strikes midnight. Daniel Barcay September 109,/ /5 BEST COPY AVAILABLE Perfectionism and Your Child by CHERI STRANGE There are certain characteristics that sepa- Suggestion 2 rate some gifted children from others. One You can help by listening to your child and such characteristic is a perfectionist way of think- accepting those very real feelings, offering en- ing. Gifted children are especially susceptible couragement and focusing on the positive. to perfectionist tendencies, according to Miriam Teaching your child to learn front mistakes and Adderholt-Elliott inWhat's Bad About Being Too to move on can be a tremendous help. Good.One reason for this is that gifted children are capable of excelling way beyond the aver- Characteristic 3 - Telescopic Thinking age. This characteristic, coined by Adderholt- Possessing perfectionist tendencies is.tot Elliott, refers to the child who uses both ends of necessarily bad: however, not understanding the telescope to view achievement. When the these tendencies or how to deal with them can child looks at goals not accomplished, the mag- be harmful to one's relationships, successesand nifying end is used. This causes the shortcom- physical well-being. ings to look larger than they actually are. When A parent of a gifted child can help by know- the child looks at the goals that have been ing how to recognize if the child possesses these accomplished, the minifying end is used, thus tendencies and how to help him or her to they appear small. develop balance. Following are three perfec- Suggestion 3 tionist tendencies and suggestions that encour- A parent can, first of all, accent the accom- age balance. plishments. Provide opportunities foryour child to slow down and enjoy having done well at Characteristic 1 - Extremely High Standards something before moving on to the next task. for Self In addition, you can encourage your child to These children set overambitiottsgoals. Their grant himself permission to savor his own suc- standards are beyond reason. This drive may be cesses. Your child may need help recognizing compulsive, and they may demand a higher that it is okay to say, "I did a good job on that." level of performance than is possible fite them to obtain. Why Should I Be Concerned? Suggestion 1 The ability to recognize perfectionist ten- You can help your children recognize they dencies in a child and knowing how to help one do not have to be the best at everything and that develop the balance that is needed is important their work does not need to be spectacular every because of the harmful effects that have been time. This can be difficult for some children to associated with perfectionism. Researchers have accept. Many perfectionists believe they will not found that some children with these tendencies be able to experience satisfaction from any- experienced long periods of depression and thing unless they perform in au outstanding decreased self-esteem, particularly in females. manner. Adderholt-Elliott noted that several problems Patricia I lollingsworth, writing in an issue of may develop, such as underachievement, drug Gilled Child Today,suggests that the adult and use and eating disorders. child discuss together levels of expectations It is urgent that parents stress to their child that may be helpful and cooperatively decide that possessing these tendencies is not bad. what tasks deserve excellent work, good work, I lowever, a balance is needed. Strive to help or, just plain competent work. your child find that balance. Characteristic 2 - Relentler Self-Criticism Cheri Strange is a graduate assistant at Hardin- The child pains himself with criticism by Simmons University, Abilene, TX. She is a reformed saying things such as, "I should have done that perfectionist. better," "I could have thought of ...," "Why (lid I say that?" Statements such as these create This article is reprinted fromCon-nec-tions!Spring, feelings of frustration and guilt. 1994. 16 126 September 149 -1 TECH N E Choosing Your Own Adventure Works by TERRIE GRAY Activity: Choose Your Own Adventure/ Physical and Chemical Changes4 Independent Study/ HyperCard Project Matter 0 Previous Skill Attainment: Students Motion had learned how to create simple Human Biology 4 HyperCard stacks consisting of a Title Drugs, Alcohol and Tobacco 3 Card linked to several Information Cards. Sound 3 They had also learned to create simple flipbook- Cells 1 style animations. Petrochemical Technology 2 Length of Unit: 6 weeks Evolution 6 Procedure: Students were instructed to se- Mammals 4 lect a text that interested them from the various Radioactivity 4 titles available. They were to choose a partner to Water on the Earth's Surface 2 work with, and then select one chapter from the Deserts 5 text to focus on. Together, the students were to Climate become "experts" in their subject by reading the Ecological Barriers chapter and then sharing the information with Kinetic and Potential Energy 2 the rest of the class by creating a HyperCard stack that: While student groups worked at the com- summarized the important principles puter, the instructor circulated among them to contained in the chapter in scrolling fields clarify ideas from the text or to reinforce illustrated the big ideas through animation HyperCard skills. Some days started with whole- contained at least one sound clip group instruction in HyperCard technique. All used appropriate clip art or original graph- students were able to utilize the basic stack ics design, animation and sound. Many students contained a Quiz section with "right" and had time to use the scanner and the laser disk "wrong" responses player. Because so much was going on at once, (optional) contained scanned images each class period developed a few student "spe- (optional) contained a button linked to a cialists" who helped others master techniques video disk movie segment using the peripherals. Students who didn't ac- Because our science department had recently tually incorporate scanned images or video clips purchased a wide variety of Prentice Hall texts, into their stacks interacted with those who were students could choose from all the major sci- using them. ences for their study. Students who participated At the conclusion of the project (determined in the overview survey selected the following 23 by the calendar; we could have continued in- topics: definitely) students participated in four assess- Topic Studied Number of ment procedures: Students 1. Self Assessment Fish 6 9 Peer Assessment Electromagnet kin 9 3.Teacher Assessmen t/Con ['ere nee Chemical Compounds 6 4.Reflective Survey of Participation. Reptiles aiid Birds 9 Frogs We assessed the projects according to the Radio Waves 3 following criteria: Earthquakes and Volcanoes 12 I.Name of students/subject studied September/ 991 17 2.Is the I lyperCard stack easy to use? 3. What kind of related lab activity would you 3.Does the information seem complete? Can like to do? you understand it? 4.Did you like working on this computer 4. Can you answer the questions at the end of project? Why or why not? the chapter text after using this stack? 5 Does the stack use graphics, sound, and (See inset, What Students Liked About the animation appropriately? (Students were Project for a summary of student responses.) told that these features needed to correlate with the subject: car crashes in a stack on I was very pleased to see these i esults which salamanders was unacceptable.) indicate that students front diverse backgrounds 6.(for self and teacher) Did the group work and ability levels can feel successful in a self- together well? selected knowledge-construction project. This 7. What grade would you give the stack? information is encouraging, because the project is not a simple one to run: there is a lot of noise I gave the Reflective Survey to the students and activity and energy associated with it.I to get their input on whether this approach was include the following quotes selected from stu- an enjoyable, effective way to learn. I told the dent surveys to substantiate my point. students that they weren't being graded on their answers, but that the project was being From High-achieving Students evaluated. Although only one student from all "I liked winking on ihPC07/21///ter better than just "boring writing a report beraltSe rte got to make scans and too hard," many students (especially those and animation. etc. in the "Low" group) did not give specific rea-rea- sons for liking the project. More verbal students "I wonld have given myself an A because 1 worked listed many aspects of the project they enjoyed. better Told' my partner than. / expected (this was It should also be noted that the higher-ability a girl-boy pair) and even though we had to delete students were those most likely to have tine to our stack 5 times litrausewr kept doing it wrong, explore the "extras," and thus commented on welinalkfignred it out and did a nice job On it. them. (Please note: the ability levels ofstudents I liked usingAO U77d effects for Oily gave life to the is a "soft" observation of their achievement/ stack.., motivation o,: traditional tasks.) Students were asked to respond to these "I loyal working on this because rte didnreally questions: nog /Op and when everyone ?awls help, it's I.What topic did you study? haul to gel thing. done." 2.Describe the most interesting thing you learned. WHAT STUDENTS LIKED ABOUT THE PROJECT Students perceived ability : HIGH MEDUIM LOW UNDER-ACHIEVER LEP TOTALS TOPIC NOTED: HyperCard 9 6 2 2 1 20 Working in groups 9 8 1 1 19 Subject choice 4 4 1 2 2 13 Using the computer 8 8 5 1 3 25 Able to be creative 1 2 4 Using laser disks 5 1 1 7 Scanning 5 5 Control over work 2 1 1 4 Working at own pace 3 1 4 Using the CD encyclopedia 1 Saving paper 1 1 Creating animations 2 1 4 Total students in group: 20 25 19 6 5 75 IS Sldemh .12L "I liked this because it wasn't with the whole class "It was cool. I'm glad we didn't work with the so I could go at my own pace." whole class." "1 had a heck of a good time working on this "I really enjoyed having to do whatever you want HyperCard project! It was fun to make the in your stack. Also you can be as creative as you animation, cards, scanned images, awl videos want. I would give myself a 13+ because I have on the stacks, and we learned a lot about Earth- worked really hard except I have had to erase quakes and t'olcanoes to hoot! It was something ore than half my stack because of error1277. like Infotainmentit was fun." From LEP Students From Low-achieving Students "I like working on the computer because it is fun "1think our HyperCard stack looked good. I to do projects on computer." think that our study helped me learn." "I like working in this computer and in this "II liked rte because you have more time to do project because in this project I choose the topic I something with it instead of being behind. I like like or what I like to study." HyperCard because you leant and have fun at the same time." This multi-phase assessment process indi- cates that the project allowed students to: From "Typical" Students gain new science knowledge "Hiked havi lag a partner because she knew things master many technology-use skills I didn't, but it got hard at times." design presentations enjoy their work. "I also prefer working with a partner rather than the whole class. I give myself an A because me Because of their flexibility HyperCard, and my partner did not fight,weswitched on IlyperStudio, and Linkway are valuable class- and off when we typed. We did very good com- room software tools. They are fun for the stu- plete work, and ztv were done early." dents to use. They make using aNut-jet).of resources easy so that students can construct "I did like workingon this computer/study project dynamic multi-media presentations. They re- because it's like maki rig your own little machine, spond to the interest and motivation of the user and you press a button and there's animation, so that all students have access and all students or quizzes or sound." enjoy success. From Underachieving Students "This was real fun. I liked working on the computer. The sound was real cool and so was the scanner." Student Samples What How ) clo see animation. click Bete) ) ECOLOGICAL ( Who Evolution :By: John Young (Antmeltion) Changes Dyer lime ) BARRIER ono.. Katie Ilubbard the ....Hsi. lioi st dn» thereIi'CV^ clutios nno,I ( We ["PC"V" ( SCIENTISTS ) ( MUTATIONS) Tikes wa ter CPO oe-c to Item 11,1 f 11. 111.10 i.. I oIrmi the toootIon onno, toto, tottorn, el to It smoky kt to,i:ter mn ( IMIIIIIIUN ) .4L.J tisillURRI %III! nowt Own Int top k. imimmr" . our ore lett it on ECOLOOICAL BART CRS loch al lama ale other MAN MACE 000111 IRS ilk chow now barrier. tun at metre can it ect CHUINOMENTS tenon OI Deli arc now we liaLtileaSi hale [war fiat ladle, ant cone, n.rol to Dalente tree,: 21:H,1 enuorr on, ( Ploy By Bet o rank C.) I SeptemIAT 1 001 r I cr MOTION, FORCES, FIND ENERGY FORCES IN FLUIDS BY WIRD DAMSON RND KRNDIDR De La Cruz nEFFILES BUOYRNCY ViirgE4" PRESSURE Tr GRAUIT' FLUID PRESSURE ( REPTIIES ) HIEII)1S PICTURE 3Y: JESSE 11/44USER BRANDON HARRIS IIVDRRULIC DEVICES FLUIDS IN MOTION Htoms and Handing Danica Williams RADIDACIIVE ELEMENIS Ester Pittman CHEMISTRY I lei di .M. Ethridge ir4 e J X)ry al MIR PRRTIfivs ) ( Ilndlooclide Elements thernicoi Reactions (uplift OFCRY ) ( Pelt 01 hemn ,t1 Tr, ( fnmilies at r tamm n1 t ompnlinds 'BUR Nullities BF DELHY ) mi 1c,1,,,,,c r q. c :re<3,-as (1-?rr:-.tp; :,G111.1t411min/ Who EMU LsitleliAH1) 'BOHM tillit-ItIEHS 111t) I dine, IRTHERmrn..) Innen I Why Hoa, ------Wiener Thirty years ago, Jeanne Delp, then Coordi- fit our own style and have combined it \vial pom pap- nator ()Utile MGM (now (ATE) program in the other research systems. But, in my opinion, Garden Grove Unified School District designed never has a method cemented any research skill a research process for primary gifted students as well as this note-taking process which leads a which emphasned teaching them how to take child gently from total direction through a notes. 'Flu. format for this procedure repeated number of repetitions to eventual total inde- the same Holt' -taking skill,changing the content pendence. and Ilk degree of leacher gui(lance. 13) the time With appreciation to Jeanne Delp ( I927- students finished this detailed pratict, the skill I 993) from all of us who learned this approach was intertwined. Those children never had to from her, here is the note taking section of copy! Jeanne's research unit. modified periodically in Thirty years later we are still using the proce- italics by my own need for the dramatic or for due. Many (tns have modified the original to clarification. Inspiration For Iwo weeks announce coming attractions: sign.s, newsletters, semi messages about the upcoming research unit placed around the room. Dress up as scholars on the day the unit Day 1 Define re-search. lit' idea o f searching again and again fat knnUiledge. SC(11(11(111(1 le-search for candies which have been hidden around the room. Research is a delirious adventure. The teacher introduces the idea or gathering multiple fitcts and ideas and using them to write a report. "We're going to find out all about bees and how they live, and we're going to begin with the most important bee (all, the queen bee." There are already in the classroom a lot of books with information about bees- 20 Srpionho 1 00-1 1 30 more than one book per child (though this may include multiple copies of the same book.) The books have been marked with slips of paper so that information about the queen bee can be easily found. Instead of slips of paper, tagboard cards can be used with page numbers for each kind of bee. The books are distributed, the children read the marked places, trade bookswith one another as they finish until each child has looked at several reference books. The books are then collected. The time should be limited so that the children's attention is not sidetrackedabout 10-15 minutes is usually right. This can be clone with a whole class, but wothing with a small group is more effective. however, this means that the lesson. must be repeated with each group. Then the teacher goes to the board (or a piece of butcher paper, which can provide a longer lasting record of the note-taking process), writes the title, About The Queen Bee, and says, "What did you find out about the queen bee?" Bill : "The queen lays all the eggs. She lays about a hundred thousand at one time." Teacher: "How could I put that idea down here under About The Queen Bee in just a few words? Sue: "Lays a hundred thousand eggs in a day." The teacher writes this on the board. Teacher: "What else did you find out about the queen bee?" Ann: "The nurse bees feed her special food called royal jelly." Teacher: "How could I write that idea down in just a few words?" Bob: "Fed royal jelly by nurse bees." The procedure of asking for information in broad questions, reducing the ideas to a few words verbally, then putting the selected words on the board is repeated until all the data about the queen bee has been given. Abbreviating whole sentences can be difficult. Conciete examples can help: The queen bee lays a hundred thousand eggs in a day. Analyzingwhat should be deleted is very helpful. file teacher may 'iced to help with the abbreviated form at first and she may have to ask specific questions if the children do not provide all the information. Example: "Did anyone rind out about the queen's mate?" The children may need to go back to the books, which is fine, then verbalize the answer and reduce it to the basic idea. The teacher, with all books set aside, will then direct the children's attention to the notations on the board. Teacher: "Bill, you gave us this idea." (Pointing to the words "lays a hundred thousand eggs in a day.") "What does that say?" Bill: (Reads the note exactly as it is written.) Teacher: "Now, who can add some words to these to make a longer sentence to complete the whole idea?" Karen: "The queen bee is the mother of the hive. She lays a hundred thousand eggs a day." The teacher writes the sentence as Karen dictates it and continues by going first to the note and asking the child who supplied it to read it, adding words to make a complete sentence, and writing the sentence as it is dictated by the child until all or almost all of the notes have been used. The teacher may need to prompt at first to get the complete sentences from the notes until the children understand what is happening. Teacher: "Now, let's see ifwc have left any out. Did we use this idea"lays a hundred thousand eggs a day?" (Children respond.) Did we use this idea"fed by nurse bees?" (Children respond.) This continues until children have had their attention directed once again from the com- pressed ideas (notes) to the expanded ideas (sentences). The story is the n read, and the children copy what they have written as a group about the queen bee. The titles and authors of the books have also been noted on the board, This particular step may need to be repeated several times on 2! 131 successive days, depending upon the maturity of the group and how readily they take to condensing ideas. Day 3 The next step moves into individual experience with teacher leadership. The children can be seated around a large table or in seats facing the board (or butcher paper hung in some convenient place.) Teacher: "Today we are going to find out about the IvOrker bee." Books are again given to the children with places marked by the teacher. After each child has read several of the references, the teacher asks what they found out about the worker bee, and following the same technique as the first group experience, the notes are put on the board. (Be sure they don't get erased overnight.) Day 4 The next day the teacher returns to the notes and has each note verbalized into a complete sentence. After ea h note has been handled in this way, each child, with the teacher in close contact, uses the notes to write his own story of the worker bee. Day 5 On the next day the nurse bee is selected, the books are marked as before for easy information gathering, notes are verbalized but this time they are not written down by the teacher. Instead, each child writes his own notes, with close teacher supervision. Notes are shared at the end of the session. Teacher: "Who will read us the first note you have on your paper?" (Child reads note.) "Will someone else who has that same idea written, read the way she put it down?" This whole procedure illustrates that there is no one correct wording ()fa note. What makes sense to the writer is what is correct, since it is he who will use the notes he has written. Day 6 On the next day the note papers are returned to the children. Each child, using his own notes and with the teacher in close contact to help with spelling, writes his own story Oldie nurse bee. Day 7 A new bee topic is selected, rhe Beehive." Books are marked by the teacher before the groups meets. Each child reads and trades books, and after the books are collected, each child writes his own notes on the beehive, with teacher help and encouragement where it is needed. Day 8 The next day the notes are returned to the children and each child writes a story about the beehive with the teat her in close supervision. Day 9 Each of these bee topics has resulted in a paragraph of accurate sentences about that particular bee, and the next step is to put these papers together in book form. With teacher leadership, a table of contents is developed on the board as a sample, and then cHldren look at their own books and make a table of contents. The teacher also discusseswhy a bibliography is important and shows how one iswrit ten. This entire process can be repeated with different information as many times as the teacher feels is necessary for children to internalize the basic idea of how to find information on a topic. how to write that information down in note form and then how to transform those notes hack into sett tences. Ihe degr''e of repetition needed in a primary classroom seems more related to physical dexterity and maturity than intellectual ability. But all children benefit from additional note taking experiences on other brief topics befOre delving into their own independent research. The beauty of this very detailed procedure is that it carefully addresses the note-taking aspect and gives the children hands-on practice. It has been used with primary children to introduce them to the whole field of research, and it can also be used (in a compacted and fitster paced form) with upper grade students who are new to GATE. The finest moment comes when college students return to tell us how well prepared they were lO research at time college leveloften mentioning that their primary research unit was the best possible introduction to this important skill. Elaine Wiener teaches a 1-2-3 GATE class in the Garden Grove Unified School District. 22 Srptembei 1(19/ Phillips glish, phonics, creative writing and research, evolves from such activities as physical educa- Continued from page 1 which they complete as I meet with each read- tion and music. The highlight of our unified ing group. Projects are also a basic part of our spirit is our annual musical, usually written day, and the necessity for parental help be- from a classic children's story. comes apparent. The sense of responsibility that begins to Before launching into my Parent-Aide pro- evolve as the year progresses is an essential gram, I send home a questionnaire asking for ingredient of teamwork, whether it's within a help in the classroom, both on a regular and a large family or a multigrade classroom. In addi- drop-in basis. If parents are able to assist, they tion to daily assignments, I also assign a weekly specify the size of group they are comfortable spelling contract as homework. Each student with and if they have special skills they would has an individualized list developed through like to share. This year I had a parent who student partners. Students are to "budget their played the piano and came in once a week for a time" for this homework, thus developing good "singing time" which enriched our music pro- study habits at an early age. gram. Another parent came once a week to One of the most important outcomes which work with the children at the computer, help- can be observed in a classroom of gifted stu- ing them with the PAWS keyboarding skills. dents is that of a good self-concept. The stu- Parents are a must for the musical the class puts dents are able to observe that they are "normal" on, since they help with scenery, costumes, and and not "different."The daily contact with other work backstage during the productions. Part of children who think as they think and enjoy the our reading program includes home and free pursuit of the same interests solidifies a feeling time reading, and a parent will come in to listen of self-worth. to children tell about the books they have read Managing a multigrade classroom is indeed and for which they receive points. Parents also a challenge. The responsibility I feel towards help with reading projects such as a diorama or these students in giving them the educational drawing which illustrates the story or perhaps background they deserve is awesome. However, help with a letter writing assignment which may the major ingredient ofsuch a classroom, which expand on the reading assignment. Parents are is the students themselves, makes this Opportu- also a big help with flash cards and times-table nity a tremendously rewarding experience for drill, and they can provide sonic "one-to-one me. time" for children who need extra help, reassur- ance, or just plain TLC. I usually have about Nancy Phillips teaches a 1-2-3- GATE class in the fifteen parents who help on a fairly regular Garden Grove Unified School District. basis, and there is usually a parent in the class for part of every day. Parents are great resources for a multigrade class! In addition, I use cross-age tutoring within the classroom which "multiplies" the teacher in sonic areas, and I have a strong system of class- room monitors who take the responsibility for routine classroom jobs, which gives me just that little bit more time for teaching. Individualization is a concept which devel- ops as the school year begins. Placement tests in a myriad of subject areas arc given as I attempt to ascertain where each student is in a given subject and determine what I need to teach. We have many curriculum materials which pro- mote this "challenge yoursel' con,Tpt. The development of the trait of cooperation is a part of our daily activities. We participate in the district "Writing as a Process" program, in which the students help one another to write a finished product. In science and social studies the students are encouraged to work in commit- tees or small groups, and teamwork always September 1 99.1 27 133 MEMBERSHIP'APPLICATION Please share this copy of theCommunicalorwitha friend when you have finished reading it. He or she might like to use this form to become a CAC member and active supporter of gifted education. Because of CAG's role in lobbying for appropriate education for gifted and talented students, dues payments to CAG arc not tax deductible as charitable contributions for Federal income tax purposes. Name: Region: Last First Middle Initial Preferred address: Expiration date: Street address or PO Box County: City Stan Zip code Phones, Home: ( Work: ( Affiliation: (school district of employment or attendance) Membership/ Service Category: Outside the USA, please add $10 for increased postage costs. Individual ($50) Family ($60) Patron ($100) Sponsor ($300) Life ($500) Benefactor ($1000) Limited Income ($20, attach letter) 1:11 Communicator subscription only ($25) Role: Administrator/coordinator Board of Education member Consultant I:1Counselor/psychologist Parent Teacher Other Special Skills/Interests: Arts Humanities Math Science Computers Advocacy/ legislation Payment enclosed: Personal check # District check # Charge:1:11 Mastercard Visa Exp. date Purchase order # Card number Non prolit Organization CALIFORNIA ASSOCIATION FOR THE GIFTED U.S. Postage. 426 Escuela Avenue, # 19, Mountain View, CA 94040 PAID ACanoga Palk, CA Permit # lone Dated Ala feria I ERIC Clearinghouse Janet Drill hinted on 1920 Association Drive t reviled pope? Reston, VA 22091-1589 13.1 THE JOURNAL OF IHE CALIFORNIA ASSOCIATION FOR THE GIFTED VOLUME XXV NUMBER 5NOVEMBER. 1994 COMMUNICATOR EMOTIONAL NEEDSOF THEGIFTED Painting Visions of the Future: Where Does Gifted Education Fit In? by KAREN ROGERS As the 1990's flow inevitable into the year 2000, prognostications about the future of al- CASE STUDY 1 most everythingfrom objects and beliefs to School Years 1949-1986 practices and trendsare increasing in geo- Kay entered school at 41 /2 years of age. In first grade, she was metric progressions. And for practices and insti- allowed to reL; independently at her own pace, ultimately tutions with spotty histories of successful sur- completing the 1-8 basal reading series by the beginning of vival in the past, such prognostications become grade 4. She skipped fifth grade. In grades 7 and 8, she was part increasingly important. hi preparation for this of an enrichment program of creative dramatics, foreign lan- article, I skinuntd three future trends books, guage and typing. During high school she was placed in the thinking I would get loads of ideas about future "advanced track" for her major academic subjects, sharing only education generally, but none of them made arts and sports classes with a heterogeneous mix of students. prognostications about the future of education During the spring semester of her senior year, she enrolled in at all. The one I felt was typical of this type of two history classes for college credit at the local junior college. visioning was called Future Vision: The 189 Most Outcome: Graduated with honors from a prestigious univer- Important Trends of the 1990's. In it there were sity, completed two master's degrees and a Ph.0, ultimately chapters on population, politics, money, shop- employed as a university professor. ping, leisure, food, home health arid fitness, media, environment and the workplace, but not one WORD devoted to trends in education. CASE STUDY 2 I'm not sure what that says. Is education not important enough to envision as a future set of School years 1974-1986 trends, or is ii so full of trends right now that no Jane entered first grade at 4 1/2 years. She was grouped for pattern emerges? accelerated instruction in reading and mathematics through At any rate, that meant that I had better do fifth grade. In middle school, she was placed in enriched some visioning of my own without books about mathematics, English, social studies and science. In eighth the future to help me. In helping to plot my own grade she took the SAT, scoring high, and subsequently at- trends about educating the gifted, I traced the tended a SMPY program of accelerated mathematics held at the local university; she received two years of high school math case histories of two gifted children and one credit for one year's attendance Likewise, in high school she "school of the future" across the last 40+ years, was grouped for specific, advanced instruction in mathematics, Dying to extrapolate from them about the fu- English, social studies and science. She completed three years ture of gifted education. Ilene arc thecase of German in one year by being allowed to progress at her own studies on which to plot our (rends and pain( pace in that subject in her Sophomore year. She took the our future vision. Advanced Placement exams in Calculus and English Literature Continued on page 10 135 FRESIDENT'S COLUMN PUBLISHED BY THE CALIFORNIA ASSOCIATION FOR THE GIFTED by MARTHA FLOURNOY Executive Director, Carol Brown Spencer 415/965-0653...FAX 415/965-0654 Meeting and dealing with the social and emo- The CAG Communicator is published five times during the tional needs of children is quite a challenge for year in September, November-January, April, and June. both professionals and parents. Our Teacher Opinions expressed by individual authors do not neces- Institutes provide an opportunity for educators sarily represent official positions of the Association. Sub- scriptions are available to non-members at an annual cost to discuss a variety of issues concerning their gifted students, thus creating a support network. of $25.00. Officers - 1994-1996 In my experience, there is a fairly large support Executive Committee network for parents when children are young, President Martha Flournoy along with much literature written about devel- Vice President Margaret Gosfield opmental milestones, parenting strategies and other general informa- Secretary Marge Hoctor tion. As children grow older, so do needs and challenges. It is very TreasurerJudith Roseberry important for parents to exchange ideas and strategies, both successful State Parent Council Chair Vera Eby and not so successful, to pool ideas and resources and to brainstorm Regional Representatives solutions to real problems or situations. Often parents feel alone and Bay Area Joyce Kutaka Kennedy isolated, as if their child is the only child to experience a problem or a Janet Lamarre feeling. Capitol Deanne Quinn This year our State Parent Council will be exploring a variety of models Sharon Freitas to facilitate practical, constructive < nd useful interaction between par- Joshua Tree Margaret Jones ents. We can learn from parents of older children who havelived and Emclic Neher survived various challenges as well as gain perspectives on a variety of ages Mission Vicki Steinitz and stages. We can learn from research and literature concerning areas Amalia Rodriguez of interest. It is our hope to offer a time, a place and some structure to Mt. Shasta Barbara Fox Roumasset share and learn. Lyra Josefsson Orange Iris Yamaoka Karen Grinfeld Pacific Linda Calvin Looking Ahead to the Annual Conference: Vicki Bortolussi Palomar Dave Herinanson CAG's 33rd annual conference offers more than the usualfare! We've brought Pat Paluso back classroom observations, of course-always a popular item and an early sell- Redwood Carol Butzbach Myra Kaye out. The busses leave from the Conference Center at 8:00A.M.and 8:30A.M. San Joaquin Terri J. Stanton And this year, because we're in Oakland and close to so many wonderful David B. Stanton museums, we've booked Friday morning workshops at the Lawrence Hall of Santa Lucia Geri Williams Science in Berkeley and theOakland Museum withits premiere exhibit of Margaret Rodrigues California history. An afternoon workshop is planned at the Exploratorium in San Submission of material Francisco. CAG encourages all interested parties to submit ar- This year, CAG presents a Friday afternoon pre-conference seminar with tides for publication. All submissions will be given careful Marian D. Diamond, Ph.D., educator, brain scientist, and Director of the Lawrence consideration. Photos and camera-ready art work are Hall of Science, University of California, Berkeley. particularly desirable. Student work should be accompa- nied by teacher's name and school. Send all material with And at 4:00 P.M. CAG presents something new-a collegial seminar with two of your name, address, and phone number to Jean Drum, the country's foremost scholars in the field of giftedness. Dr. Joseph Renzulli, the Communicator Editor, 7822 Belgrave Avenue, Garden Director of the National Research Center on the Gifted and Talented, will discuss Grove, CA 92641. You may phone Ms. Drum at 714/892 - his work, Schools for Total Talent Development: A Practical Plan for Total School 1745. Improvement,AndProfessor Sally Reis, University of Connecticut, will discuss her Reprinting of materials work on Gifted Women and Girls. This is more than a book signing. It's a dialogue Articles appearing in the Communicator may be re- with two distinguished researchers. Come prepared! printed as desired unless marked byor reprinted from Curious about Saturday and Sunday? Watch for a summary in the next issue of another source. Please credit the Communicatorand send a copy of your newsletter or journal containing the the Communicator, or study the brochure yourself. But register soon to save reprint to the Editor. money. The early bird deadline is December 12,1994. ,Voventhil 109.4 BESTCOPYAVAILABLE 136 CALENDAR IN THIS ISSUE November 9-13, 1994 Painting Visions of the Future: Where Does National Association For Gifted Children Gifted Education Fit In? (NAGC) Conference, Salt Lake City, Utah. For Karen Rogers 1 registration materials, call NAGC at 202/785- 4268. The View FromSacramento January 14, 1995 Instructional Grouping, Gifted and Talented Parent Outreach, Century Plaza Hotel, Los Education, and Advanced Classes Angeles. Outreach events are occasionally sched- A Policy Statement from the California State uled during meetings of the CAG Board of Board of Education 6 Directors. Parents convene at 8:00 A.M. for cof- fee, followed by a selection of informative ses- The IQ Controversy and the Gifted . sions presented by CAG Directors. Adjourn at Abe Tannenbaum 8 noon. Cost is a nominal $8 per person. To register, send your check to the CAG office, 426 EscuelaAve., Suite 19, Mountain View, CA 94040. How to Live Successfuly with Your Gifted Youngster CAG Demonstration Sites Judy Roseberry 10 CAC. has developed differentiated curricular units for use in demonstration sites throughout the state. CAG assists its demonstration schools Parents and Professionals as Partners: with training and a stipend. You are cordially A Psychologist's View invited to attend one of the following demon- Nancy M. Robinson, Ph.D. 12 strations and watch differentiation in action. November 16, 1994 What Would Happen If. 15 Bakersfield - Stockdale High School. Contact lelen Felton at 805/665-2800, Ext. 23. From the Modesto Poets' Corner 16 Bakersfield - West High School. Contact Joan Jacobs at 805/832-2822. Educating African-American Gifted Students December 6, 1994 Elinor Ruth Smith 18 Burbank- Luther Burbank Middle School. Con- tact Donna Coffey at 818/558-4653. Understanding Intensity in Gifted Children January 26, 1995 Sharon Lind 22 Los Angeles - Euclid Avenue School. Contact Victoria Steinitz at 213/263-6792. Something to Consider Before Referring Watch future issues of the Communicatoror the "Intercom" to learn the visitation dates for the A Gifted Child for ADD/ADHD following demonstration sites: Evaluation Sharon Lind Glendale-Mountain Avenue Elemen tiny School 25 Sacramento - Martin Luther King, Jr. Junior I ligh School Helping Gifted Students With Stress Management March 3-5, 1995 I.eslie S. Kaplan 2(' 33rd Annual CAG Conference, Openingilu' Wm IS to Gifted Students, Pare Oakland I lute( & Con- vention Center, Oakland, CA. July 30August 4, 1995 11th World Conference on Gifted and Talented Children, Maximizing Potential: Lengthening and Strengthening Our Stride. I long Kong. Not rml*7 1991 3 137 EDITOR'S COLUMN The Big Q-- Intelligence or Industriousness? by JEAN DRUM Questioning the value of industriousnessand deep everyone is sure that s/he could work that responsibility in an individual surely ranks right hard. It's just that, well, there are other things in up there with sneak attacks on mother and life, you know, and who needs an ulcer. Perse- apple pie, but educators of the gifted may have verance and dedication are regarded as choices, 1W' to do just that. choices that anyone has the option to make, The idea that intelligence (single or mul- and that makes these qualities and the person tiple), talents, abilities and other seemingly who exemplifies them relatively unthreatening. desirable qualities play an important role in On the other hand, IQ (or "academic abil- education and success in school is being ques- ity," "scholastic aptitude" or maybe we should tioned, and good old-fashioned hard work is call it "cranial en hancemen t ") is perceived as an being touted as the only thing that really mat- "either you have it or you don't" quality. That's ters in the long run. hard for many people to take, particularly when John Rosemond, a family psychologist from this quality has long been regarded as the basis North Carolina, in a column in the Fresno Bee for success in school, and school is such a (August 22, 1994), writes, "At workshops na- central part of everyone's early life. It's not hard tionwide, teachers are asked whether they dis- to understand why people who feel (for what- agree with the following statement: 'A child ever reason) that school, or some part of it, was with an IQ of 95 who is respectful, responsible, difficult, that they could not please or satisfy a and resourceful is a far better student than a succession of teachers, and that this sense of child with an IQ of 165 who is deficient in those failure (in whatever degree) in school may also raits.' In close to 40 workshops, not one teacher have caused tltein to feel that their parents were has ever disagreed." not pleased with them, find the idea of aca- Mr. Rosemond wonders why, since teachers demic success being ail inherent quality hal d to are "obviously aware" that respect for adult swallow. If Mozart were the Superintendent of authority and perseverance have more to do Public Instruction and all success in school was with academic success than how smart one is, based on musical ability which we are told is they continue to reinforce the notion that intel- inborn and over which we have no control, we ligence matters. 1 le is also bothered by the might very well feel the same way about music. thought that "quite a few high IQ kids have Perspective is what we need. Per-spective apparently been led to believe that they're en- per meaning completely, thoroughly or per- titled to good grades whether they earn them or fectly, and spective meaning to look at. We have not." to look at the entire school experience thor- After tills rather combative beginning, the oughly and realize that a number of qualities rest of the article simply points out that children are necessary for success, but no single one is do better in school when they apply themselves, sufficient. don't watch too much TV and have parents who Actually, what we generally consider to be care. Not many teacher s wou Id quarrel with that intelligence as it is tested on an intelligence test or with his catch words respect, responsibility is not one thing but a compendium of abilities and resourcefulness. such as vocabulary,}Tort term memory, com- But this thought that IQ (or whatever) is mon sense, logic, perception. Those much ma- irrelevant to academic success and that only ligned IQ test scores are an average of scores in hard work matters is a very insidious challenge a number of areas, so that even a "single" intel- to programs for the gifted. Everyone can iden- ligence isn't really single at all. A person with a tify with effort, effort is good and moreover it is "high IQ" has demonstrated superior ability in possible for everyone to put forth effort and a lot of these areas, but may well have a very low work hard. Oh sure, type A workaholics are score in a particular sub-test. The thing to he advised to slow down and get a life, but way down said about a "high IQ" is that generally a person 4 November 1094 136 whose test score puts him or her in that category demon- priate school experiences for gifted students is going to say strates an overall average of aptitudes which is higher than that "brains" is all that matters or that a lazy, undisciplined that of the majority of people. It would seem to be obvious genius is a great gift to society. At the same time, most of us that a person with more ability than most people to succeed could spend eighteen hours a day practicing the piano and at solving problems that require thinking skills of various never play like Rubinstein, paint our hearts out and never kinds has more potential to be successful in school, where produce a masterpiece like Rembrandt, or weight train seven thinking and remembering are the basis of most of what is days a week and never make the starting line-up of Notre taught. It would also seem obvious that these same skills are Dame. important in learning anything new, which of course in- Our great challenge as educators of the gifted is to take cludes everything we learn after we leave school and this these children who do have better than average talents and same potential (important word) is an asset anywhere and abilities and help them want to use them to the max. We need anytime. to show them that effort is fun and satisfying, that self- It is equally self-evident that a student who never tries to discipline, far from being a drag, leads to success and fulfill- do anything, who has never been taught persistence or self- ment. We must prove that being responsible actually makes discipline, or who is lazy and arrogant will not be very likely people popular and respected, not nerds. We should help to be a successin school or anywhere else. Beethoven, them realize that this is true for everyone in every area of life. Michelangelo, Shakespeare, Einstein, or Jackie Robinson The goal: a high 12QIntelligence times Industriousness were outstanding in their fields because they worked hard, Quotient. very hard, at what they did. No educator advocating appro- St' -. 47111.. *Oh It. e...... ,,,.. .,,. . 4":", ''''''P' 4f. '1 ''''..." ."'"`"'"Ine4__,,..w". 010.'''''',..' " { ".#44-0.0-._: ; -`1.114='..'...... ,. ._ . .... iv::.' oc f.,.70,...... q: . ..1111,11-ifi. ,...4V . , s . v...."`4,-,r,,:k V 1.7,14. ' 4' ..'...72 . --,c.m4,4,1..*.,.., .,1,....4-4.,F:a;41,74_,...,, , p, ;..,...... -;.:-..?"-1.-14*.-4-4.--- ""? -- t ''',0-.-.. '''.'.-"taimig: *.-.-- f*, -t - Ciilita nyrri2 n, iipzip,, , ' November 1994 5 13L BEST COPY AVAILABLE al The View From Sacramento Instructional Grouping, Gifted and Talented Education, and Advanced Classes A Policy Statement from the California State Board of Education 1°°:11111111: Our children's talents are our most classes and opportunities and increase the num- precious resource. Every student has the poten- ber of students who succeed in such classes. tial to learn in every subject area, and each Educators should aim for academic excellence student's potential must be nurtured in order for all students, not simply academic adequacy. to ensure that California's students arc as well There is convincing evidence that many stu- prepared in evetyarena as students from around dents do not perform as well as they could the world. This State Board of Education policy because they are not presented with a challeng- statement reaffirms the importance of ensuring ing curriculum. Recent national reports illus- that every student is challenged to reach his or trate the difficulty of meeting the needs of our her potential and charges local educational gifted and advanced learners: agencies to re-examine policies and procedures "American education is now at a turning point to make sure that all students, including gifted one that requires us to reach beyond current programs and advanced learners, are provided with rigor- and practices. As the nation. strives to improve its ous educational opportunities commensurate schools, the concerns of students with outstanding with their accomplishments and needs. talents must not be ignored. International tests com- paring American students with those in other coun- Discussion tries show that students at all levels of achievement are California's schools serve the most diverse not performing as well as students in many other student population in the world. With a broad countries. It is clear that many more American stu- range of cultural, academic, economic and lin- dents must learn complex material, and to do this they guistic characteristics defining the population, must work harden of our students, including the California's students present a rich array of most able, can learn more than we now expect...Most interests and needs. Gifted and talented stu- gifted and talented students spend their school days dents mirror the larger society; they may speak without attention paid to their special learning needs. no English or several languages; they may live in Recent studies show that gifted and talented elemen- neighborhoods racked by poverty or marked by tary school students have mastered from 35 % to 50 % affluence; they may excel in every subject or be of the curriculum to be offered in five basic subjects eligible for special education services and gifted before they begin their school year. Most regular class- and talented education at the same time. How- rooms make few, if any, /irovisions for talented stu- ever, they have one common characteristic: the dents... "(NationalExcellence: A Ca seforDeveloping ability to perform at remarkably high levels of America's Talent, forward by Richard Riley and accomplishment in one or more areas when page 2. Office of Educational Research and assessed against others of their age. experience Improvement. October 1993, U.S. Department or environment. of Education, 202-783-5019.) All students deserve an education that chal- Another recent report, Prisoners of Time, con- lenges each one to be the best that he or she can cludes that students in other post-industrial be. We should realize each student's potential, democracies receive twice as much instruction including students with outstanding gifts or in core academic areas in high school, even talent potential. Just as underachieving students though the total number of instructional hours need supportive intervention, so the most ad- is about the same, and that education abroad is vanced students should receive careful atten- built around higher expectations for what stu- tion and program planning to ensure that they dents can and should be able to do. This report arc provided opportunities to stretch and ex- urges schools to transcend the limits of current tend their knowledge and skills. No limitsshould school structures and organizations, such as ever be set on how much or how fast students grouping by age and rigid 50-minute period may learn. Instead, educators should seek to scheduling, and consider flexible scheduling raise the overall level of attainment of all stu- and grouping practices which would be more dents, including those who arc already pe - conducive to learning and teaching. (Prisoners forming above grade level, add to the existing of 7 ime. Report of the National Education Commis- number and variety of advanced and honors sion of Time and Learning. 202-653-5019.) 6 November 199-1 140 California's reform movement has eluding those with outstanding or un- cational opportunities for all students, centered around raising academic stan- usual gifts of talent potential. We en- including those with unusual potential dards for all students, as well as improv- courage districts to explore appropri- for or already demonstrated outstand- ing both access to the core curriculum ate grouping and organizational pro- ing achievement, whether or not they and the quality of curriculum and in- cedures rather than to dogmatically receive any special funding to do so. struction in all subjects. We have made install heterogeneous grouping for all 3) Local education agencies should great strides in these areas. We have situations, even when that approach look at the individual needs of each urged schools to eliminate remedial, might be inappropriate. Grouping is a student and make "ccommodations in dead-end tracks and employ more het- strategy to use to increase learning, not schedules or procedures when those erogeneous grouping strategies, while an end in itself. Heterogeneous group- w!,11 facilitate the learning of a student at the same time maintaining flexibility ing is one organizational procedure, or a group of students. For example, a in grouping practices to meet special but other grouping patterns may be student should he permitted to dem- needs. More students than ever before appropriate as determined by the needs onstrate that material is too easy for are engaged in challenging studies in of the students. Students should be him or her, and if that is the case, every area of the curriculum. Many grouped, and regrouped, according to should be enrolled ir. the next course, studentswho once would have enrolled their needs, interests and abilities. clustered with a group oFstudents with only in "remedial" courses are now The goal of the State Board of Edu- similar needs or provided with an indi- successful in core academic classes. Sup- cation is to dramatically increase the vidualized program at the appropriate port services, such as counseling and number of students who can success- level of difficulty. Alternative learning tutorial services, are available for many fully complete advanced course work. opportunities should be designed for students experiencing difficulty in the We are urging schools and districts to students who have already mastered core curriculum. Participation in ad- include as many students in advanced portions of the curriculum. vanced placement, international bac- learning opportunities at all grade level 4) All students should have access to calaureate, and honors courses has in- as can be successful in them. The Edu- the core curriculum, but they need not creased, especially participation by cation Code and related regulations all master it at the same pace, in the underrepresented minority students. allow school districts a wide variety of same way or in the same order. Local Although our work is by no means grouping and instructional options for educational agencies should look care- finished, we have made very significant all learners. School districts should take fully at ideas such as "curriculum com- advances in establishing the expecta- advantage of this flexibility and adopt pacting" (squeezing a year-long course tion that all students can learn and in instructional approaches and design into six months by eliminating the sim- providing opportunities for them to do environments that encourage all stu- plest material), the Joplin plan (stu- so. dents to improve their achievement dent of similar achievement levels are Regrettably, interest in the benefits through involvement in rich and rigor- grouped together regardless of age), of heterogeneous grouping as a tool to ous curriculum that is modified when summer or intersession studies, joint facilitate the learning of students in necessary to build on students' previ- secondary/post-secondary enrollment some situations has been interpreted ous accomplishments. for students, and other flexible group- to mean that advanced learners should ing practices that allow us to meet the never be grouped together or that they Recommendations needs of all students, including those should be held back to assist less profi- 1) No state or local policy should be with unusual talents or gifts. cient learners. This is not our intent! adopted which inhibits students from 5) Local educational agencies should Appropriate and adequate educational access to curriculum and instruction establish high-level learning opportu- services for all children cannot be ob- which provide appropriate challenges. nities in every area of the curriculum, tained by identical services for all. The 2) The identification and nurturing including mathematics, science, En- particular educational and develop- of talent potential is the central re- glish-language arts, history/social sci- mental needs of each student, includ- sponsibility of the entire school system ence, the arts, and physical education. ing the gifted and talented student, are and an integral part of the process of In addition to the regular classroom, ignored when efforts provide only f schooling. Local education agencies the entire community should be looked uniform educational experiences for should continue to search for talent at as a resource, so that students might all. Differentiated experiences and ser- potential in all students, with particu- further their studies in places such as vices are especially necessary in the lar attention to economically disadvan- libraries, museums, laboratories, uni- context of educating all children when taged and underrepresented minority versities, the work place, on the Internet those children come to us with differ- students, and they should provide sup- and in special classes or schools. ing needs. Increasing our efforts to port so that these students can be suc- develop the talents of all students re- cessful in advanced learning opportu- quires that we give some specific atten- nities. Local educational agencies must tion to the needs of each student, in- provide adequate and appropriate edu- November 1994 141 7 The IQ Controversy and the Gifted by ABE TANNENBAUM IQbashing has been popular and widespread. middle of the ability distribution, while the Some criticisms have been fair and appropriate; upper extremes remain pretty much in the othersparticularly in popular mediasimply dark. have distorted reality. Certainly, the demise of Lay concerns and feelings about legitimacy IQ is exaggerated; IQ instruments are valid and are reinforced by the assertions of some presti- useful in measuring some of the most vital gious commentators who question the validity aspects of intelligence. of IQ; they argue that it doesn't serve its prog- Criticism of the IQ's legitimacy stems, in nostic or diagnostic purposes. part, from the belief in the mind as an open Perhaps no other charge has diminished IQ system, that is, everybody can capitalize on equal- testing in many communities more than the ity in order to achieve, given the proper amount arguments and supportive evidence that some of willpower and opportunity. Unfortunately, minority groups are short-changed by scores little is known about how wide open the system that appear unfairly deflated. Indeed, collec- (i.e., "mind") is, and less is known about how to tively, the disadvantaged do perform less well take advantage of it to the fullest extent. What than the advantaged in our society. This is are the strategies for activating the capacity in intolerable because it further stigmatizes the any person, selected at random, to measure up to have-nots as intellectually inferior to the haves. the likes ofa Stephen Hawking or ofa Leonardo? Any test that distinguishes between individual Nobody can address either question expertly at capacities is acceptable, except to strict this time. However, all agree that any neglect of egalitarians; if it records differences between the mind's open system compromises democ- social, ethnic, or economic groups, it is consid- racy's open society. ered prejudicial and therefore intolerable. The public attitudes to which the media Several approaches have attempted to elimi- cater are often suspicious of the legitimacy of any nate or correct for the differences associated measure which purports to forecast future with socio-economic conditions, including achievement, as if the test were controlling Cattell's so-called "Culture Fair" test and destiny. There is an undercurrent of popular Mercer's System of Multicultural Pluralistic As- feelingswhich may be reflected or exploited sessment (SOMPA). On a different track, Lorge in the mediathat IQ "acts" like the hand of (1953) argued that the social system rather than Fate, dictating what persons as young as age five the test instrument is guilty of prejudice, not can and cannot become in later years within only against racial and socio-economic minori- not-too-broad limits. Others counter by argu- ties, but also against groups classified by sex, ing that if enough can he measured in human age, education, geographic origin and mental intellect to predict who does and who does not health. Test scores, including IQ, are sensitive stand a chance of some day puttering around to these differences. As such, they represent with fractals, better that it be known as early as one of the consequences, not causes, of prejudices possible in the child's life so that parents and in our society by showing that its victims are teachers can deal with that fact. denied a fair chance to achieve excellence. In One popular distortion has to do with test other words, the test is only a reflector of bias norms. However we view Termini's commit- against minorities. Just as destroying the reflec- ment to democracy, we must acknowledge his tor ofa flame cannot snuff out the flame, so it is bequeathing to us a conviction, thus far naive and futile to assume that social bias can be unassailed, that all human beings are brothers affected by revising or eliminating the test that and sisters under the normal curve in scholastic reflect it. aptitude and performance. Through no fault of Yet, there is alternative approach for deal-- Terman's many other well-intentioned psycho- ing with bias in testing, and that is to make metrician, the mean has become something of radical changes in the way the test is adminis- a fetish, a standard by which to judge the legiti- tered, as suggested by Fuerstein (1979). His macy of the school curriculum and of children 's 1.earning Potential Assessment Device (LPAD) success in it. As a result, schools spotlight the includes actual simulations of sections in IQ 8 Novendmr 1994 14 instruments, but the examiner's radi- tribution; instead, the two hands work ability that the instrument measures, cally changed behavior during the test- interactively, since neither can create while shortchanging other abilities; ing session makes all the difference. By the sound alone. Because of this inter- educators may thus be reluctant to ex- this stretching disadvantaged children's dependence, it is unimportant to ask pand our vision to include thought minds toward their upper limits, a new which hand is more responsible for the processes and content areas that are criterion for mental potential emerges. loudness of the clap. Strengthen either timely and critical at the close of the It is the examinee's peak performance, one and the sound is sure to become twentieth century. Third, widespread not the highest leveled-off habituated louder. The same is true for the mutual reliance on IQ testing fails to assess competence, that denotes his or her reinforcement of nature and nurture special abilities. By defining giftedness potential. in producing intelligent behavior. primarily in terms of IQ we perpetuate This system of testing acknowledges So, although a certifiable IQbasher, the myth that young children's intel- the validity of cognitive operations re- unlike other critics, I have no problems lect resembles some kind of blob of quired in conventional mental mea- with IQ objectively. I don't see it quite as general ability to be channeled later in sures as keys to success in our real, infallible as some of its protagonists do, life. Fourth, it is comfortable to think though imperfect, world. Until the and I don't see it quite as blemished as that an IQ score denotes fixed-forever world changes for the better, it will be its antagonists do. But there are so potential. Finally, the IQ preserves our necessary to leave undoctored the ex- many all-or-nothing distortions of this tendency to assume that demonstrated isting tests which predict achievement kind that I am uneasy about the way it productivity or performance depends in that world, albeit imperfectly. has been used and abused, rather than entirely on mental power and process. Mediational methods can at least give about its usefulness. Yet frankly, I do see Contrastingly, research shows clearly the disadvantaged a leg-up in the test a monster in the IQ not for what it is, that, in addition to general intelligence, situation and in the realworld, although but for what people make of it. The contributors to achievement include both are flawed. Frankenstein, in this case, is not the test special aptitudes, non-intellective fa- It may come as a surprise to readers constructor; instead, itis the more- cilitators, environmental influences of this think-piece that no mention is than-occasional educator or psycholo- and chance or just plain luck. made of nature versus nurture in ac- gist who interprets the IQ score. Perhaps to look beyond intellect as counting for IQ differences among in- Despite all of its imperfections, the the only cause of gifted behavior in- dividuals and even between groups. In IQ is still very much "alive" in talent volves assuming broader perspectives our current state of ignorance, there is searches. I t has the advantages of being than many professionals are prepared no point in musing about which of the as predictive as any power measure can to consider. In the end, IQ will con- two poorly understood forces, heredity be for success in the early years in tinue to survive despite attacks, prob- and environment, carries greater school. None of the alternatives has ably because it is easier to live with the weight in an IQ score which is in itself either succeeded or has enough of a proven qualities of IQ scores than to imperfect in its reliability and validity. track record to replace it for children take on the daunting responsibility of To me, it is a non-issue, an exercise who are not yet of school age or even making meaningful improvements. in sophistry that has no practical mean- already in their early years of school- ing. Furthermore, Ibelieve that, in ing. Abe Tannenbaum, Ph.D., is Professor general, nature-nurture debates arc Yet, there is something disturbing Emeritus at Teachers College, Columbia masquerades for political disagree- about the IQ's success, through no University and former director of graduate ments today as much as they were in fault of those who designed it. The test studies and research in the area of the 1949, when Pastore found that those has preserved several kinds of compla- gifted at Teachers College. who believe in the greater power of cency in the educative process. First, I environment are liberal in their con- suspect that educators would rather victions whereas conservatives tend to live with predictive validity in unchang- place their bets on heredity. From a ing (therefore prectiGAble) learning strictly social-psychological point of environments than risk weakening the view, nature and nurture arc like two IQ's validity by enriching the environ- hands working together to produce a ments, especially for gifted children. clapping sound. What each contrib- Second, IQ's have been used to main- utes is not additive t.) the other's con- tain, as top priority, those kinds of November 1994 9 14 How To Live Successfully With Your Gifted Youngster by JUDY ROSEBERRY High level intelligence makes demands upon Some students have such high standards for the gifted youngster. Behaviors result from these themselves they choose not to turn in work for demands. This certainly has implications for fear that it will be found less than acceptable. those of us who live with or teach bright young Coining to grips with their own standards is a people. difficult task for some of our youngsters. In the school setting we can develop a pro- It is also difficult for them when we force gram and a curriculum to meet these "demands" adult standards upon them. A room cleaning or characteristics of the gifted student. At home clone by an eight-year- old will seldom satisfy an it is quite a different matter. The same charac- adult. The standards of behavior that we expect teristics take on a different look. from our children take time to develop and While there are many characteristics of the become a part of the child's way of life. We need gifted youngster, six have been selected here to to be very careful to stay aware of the sensitive demonstrate the point and to show the differ- nature of the child and how they view our ence between those behaviors at home and at critique of their work, their cleaning attempts. school. or their responses to happenings around them. A Craving For Knowledge Gifted kids want to know!!! They are curious Question Generalizations and want to be in on everything that's going on. and Challenge Authority At school they want to know why the teacher Something in the gifted youngsters tells them does certain things, why some children seem to to question generalizations or challenge au- have different assignments, or why the teacher thority. This happens in the home or at school and other adults behave the way they do. and in other parts of the child's community. It's At home this same craving for knowledge safer to do this questioning at home, so parents takes on the personal tone of the family and receive most of it. Teachers are not protected questions are quite different. "I low much money from this characteristic of the gifted learner. is in the checking account?" or "What were you They are frequently challenged or questioned and Dad arguing about last night?" Questions during the teaching day. Some of the questions are not always asked in the appropriate or so- are personal and have nothing to do with aca- cially acceptable manner. The questions some- demics because gifted kids want to know eye)), times seem inappropriate for the age of the thingthat is going on. child. The questions can frequently be asked at These students need to be trained with very difficult times or in front of other people. specific direction, so that they will learn to Something says to the gifted youngster... challenge and question in a socially acceptable "Find out!!" They need to be involved in family manner. They do not come with automatic issues and decisions as much as possible. They courtesy and politeness in this area of their lives. crave the answers, the solutions and the under- standing of the family structure. Even though they seem too young to know about or care Long Attention Span and about the light bill, the impending divorce of Ability to Concentrate relatives or the problems affecting the economy, Gifted youngsters have a need to concen- they often are very aware and have only their trate and have longer blocks of time for working parents to turn to for answers. and thinking. Their hearing is an interesting phenomenon to consider. They sometimesseem unable to hear a parent or teacher when direc- High Standards For Themselves tions are being given. Indeed sometimes they Gifted youngsters have high standards for are far away in a thought pattern that helps themselves. This is not always evident in how them tune out the rest of the world. Sometimes they keep their rooms and belongings or how they hear the parents or teachers, but give neat their work is when submitted to the teacher. award winning performances of "not hearing." 10 November 1994 14.1 They can be totally absorbed at times. On the knowledge of the youngster and the activities other hand they also seem to be able to hear involved. It is not always appropriate for younger their name mentioned from the other end of children to be involved with older children, the house when the discussion does not include regardless of their intellectual ability. Standards them. in the home must be clearly understood and parents must stand firm about rules and regula- tions of the family. Need to Express Thoughts, Young people must be treated with respect Ideas and Feelings and courtesy. They must learn to offer the same Our brightest youngsters need the opportu in return. Parents must be careful not to give in ni ty to express themselves. This does not mean to their youngsters merely because their are only in the arts. This means we must provide bright and verbal and able to make a good homes and classrooms where students are free argument. They need strong parenting to go to express ideas and thoughts even when those along with high ability and potential. ideas and thoughts are unusual or "off the wall." Sometimes students who do this seem argu- Judy Roseberry is former GATE Coordinator for the mentative to parents or teachers. 'This is closely Garden Grove Unified School District and is now an related to questioning authority. They need to elementary principal in that district. have safe places to question what is and suggest why it might be. They need patient listeners even when the ideas seem unusual or destined for failure. The truly creative thinker may seem so unusual to those around the classroom or home that he or she is dismissed as a "dreamer" My Life or worse yet, "a weirdo." Reflect upon how our When I awake in the morning, way of life has been impacted by such dreamers I weigh eight pounds. or creative thinkers. It is critical for homes and classrooms to By 9 o'clock, make room for such thinkers. It is fearsome to I'm walking all around. consider that we may lose some brilliant solu- By noon I have learned tions to problems or miss out on original thought My very first word because we are too busy or because we do not know how to value the creative thinker. By dinner I'm through college The youngsters need to learn how to present and had my first Byrd. ideas, how to frame questions and how to get When bedtime appears, done what must be done to bring their thoughts I fall asleep, and ideas to fruition. We must plan to teach them how to present themselves, how to con- In my grave of memories vince people, how to persuade, how to lead I will always keep. from an ethical base of knowledge. In other words life's too short. O Seeking Others Like Themselves Annie Byrd, Age 10 Intellectually Patton School The gifted reach out to others like them- Garden Grove Unified School District selves intellectually. This can cause problems when students seek out older friends, or even adults in some cases, to enjoy similar hobbies, activities and conversations. This is where par- ents must step in, make decisions based oil their November 1994 11 145 Parents and Professionals as Partners: A Psychologist's View by NANCY M. ROBINSON, Ph.D. As a psychologist who works with families of This person and I can negotiate. gifted children (in my state, known officially as This person is my PARTNER! highly capable children) I'm witness to a great The first two parts of this mantra are givens. many battles between home and school thatThey don't say that this person is doing a superb could and should have been avoided. In myview,job, only that the person is trying. And this is very a very high priority needs to be given to estab-likely to be the case. People don't go into teach- lishing a working partnership among parentsing for the money, to be sure, nor do pediatri- and all the other adultsfrom bus drivers andcians, child psychologists, or scoutmasters. Little League coaches to teachers and princi-There's not alot of prestige connected with these palswho share responsibility for children.positions and there aren't many perks. People Whether or not these adults are doing a goodchoose these careers because they like children job, whether or not they are able and/or willing(and maybe even like parents), because they see to be flexible in meeting children's needs,the formative years as being significant, because whether they are personally suited to do whatthey want to make a contribution to the lives of should be donein terms of abili ty, knowledge,others. energy, creativity, or leadershipaffects how And then they do uy. But of course there are hard your task may be but doesn't affect itsbarriers to their accomplishing everything they importance. Parents' priority is in promoting theirhope for. They may not have a natural talent for children's welfare, and the only way to assist teaching; in any case, all teachers have to work at rather than to detract from that process is to setit. They may be discouraged by how drained they up a positive partnership, with the stress onfeel at the end of the day. They may have so many positive. troubled children to deal with, and children who I was saddened recently by a letter I receivedhave trouble learning, that they can hardly at- from the father of a child I had seen in my clinic.tend to anyone else. They may have troubles at I le happened to have been a high-school teacherhome and their own children to care for. It's a of two of my own children. He wasn't the bestreasonable assumption that most people do their teacher they ever had, but he was far from thebest, most of the time, teachers included. worst. He recalled an incident, at least 20 years before, in which my husband and I had, in casual Different Perspectives on Children's Behavior conversation, thanked him for his efforts on There are a number of reasons why your behalf of our children. I le said that such "strokes"child's teacher may have a different perspective didn't conic very often. This good and honestof the situation than you do, aside front the man deserved more strokes, more parents act-stressful factors above. Children sometimes act ing in partnership. l le isn't a teacher any longer;very differently at home and at school. The child I can guess why. who is lively and interesting in a child-centered For the sake of simplifying matters and be-home may have trouble being a follower in a cause teachers spend so much time on the frontlarge group; conversely, the child who chats away line, let's talk about partnerships with teachers. comfortably at home may be shy or withdrawn in Everything else here holds true for your rela-a busy classroom. Your "angel" may become tionships with other adults as wellin schools,bored, inattentive, and irritated, clown around, in clinics, in scout troops, in Little League, inrefuse to do work that seems babyish, and even music lessons or gymnastics, whatever. miss out on work that is more challenging. One First, you need a mantra, something to repeatfour-year-old was brought to my clinic because over and over to yourself. It might go like this: her preschool teachers feared she was autistic; This person sincerely wants to help my child. she sat, speechless, doing the same four-piece This person is doing his/her best. fruit puzzle day after day. What was wrong with This person sees the wol Idand my preciousthis highly gifted child was the lack of fit with the offspringfrom a different perspective than Ipreschool environment and her subsequent deep do. discouragement. Once placed appropriately, she 12 46 Novemlw 1494 became the sunny, enthusiastic, cre- themselves as different and because curve as mirror images, concluding that ative, and curious little girl in school everyone is "supposed to" he the same, if inclusion is good for slower children that she had been at home. bright children may conclude that there it must also be good for the brightest. I The high-energy, actively curious is something wrong with them and try would disagree with all these assump- child can be trying indeed in a group, desperately to be just like everyone tions, but Irespect the honest and leading the teacher to suspect hyperac- else. Or, despite getting along well with generous conviction with which they tivity. And, furthermore, the bright classmates, they may feel lonely and are held. childeven a sedentary bright child isolated because they long for more uses up regular class assignments and mature friendships (more intimacy, What You Can Do at Home special projects, anything the teacher more loyalty, more long-term stability) As a partner with the school, there introduces, at an amazing rate. More than their agemates are able to give. is much you can do at home to help advanced resources may not be readily Finally, because bright children are your child to adopt habits and expecta- available, especially as the child ap- likely to he teased as "nerds" or worse, tions that make for excellet ice in school proaches the upper grades of the too many of them do learn to be what achievement. You can (and should) school. Pretty soon, your child begins I think of as "professional victims."This play an authoritative parenting role to be seen as a burden, and things go situation can be exacerbated if parents don't be a dictator, but don't be a from bad to worse. fall into the trap as well, blaming other laissez-faire parent. Establish rules and Children's natural temperament children and teachers rather than keep them; don't get into endless bat t les and sensitivities can also look very dif- teaching coping skills. At all costs, par- about issues. You can always negotiate ferent in a group setting than at home. ents need to teach their children not to rule changes for next time. I lelp your The best-hearted of bright children is fall into the victim role, to develop child riot only to respect but to trust likely to have to cope with incessant calluses, to respond with strength and adults, to assume that rules matter, to irritation at the slow pace of things and dignity, and to keep an independent hold high standards for themselves, to see their slower-learning classmates as view of themselves as strong problem- do their homework promptly and well, "unwilling to listen" as the teacher goes solvers. to plan ahead, to seek further goals over and over the same point until they above and beyond those assigned in get it. Sonic children are used to criti- Different Perspectives on You! class. Try to find an area in which your cism and not getting things right the Unbelievably, a teacher may see child shows talent and encourage him first time; bright children unused even you, the dedicated, selfless, and sup- or her to reach for excellence through to temporary defeats may be crushed portive advocate, as "pushy!" You, your long-term commitment and practice. by a remark that another child would spouse, and your children know that Children who come from families with take in stride, or may be outraged by a you aren't pushing; you are running to high expectations but simultaneous teacher's remark to a classmate. keep up! Some of the responsibility for warm support tend to realize their tal- A teacher may be well pleased by a your child's advanced development is ents to a degree that other children do performance that leaves you and your yours, of coursetake credit for it not.' child lukewarm, accusing your child of but at the same time, remember to be And, above all, do notcriticize teach- being "perfectionistic." High stan- the partner! ers at home. Let your children know dardsboth yours and your child's that you are willing and happy to try' to are absolutely essential to getting any- Different Perspectives on improve the situation and that every where significant in life; a child de- Children's Development teacher has many competing agendas serves a chance to celebrate a fine per- Teachers and principals want the to balancebut don't criticize teach- formance that results from really hard best for your children, but they may ers' skills or good will in front children! work. Since a teacher is likely to see view development from a different per- I tested a seven-yea -old recently who "perfectionism" as neurotic and con- spective. They may sincerely believe, told me, 'The school system is not meet- scientiously to try to discourage it, your for example, that "age is everything," ing my needs, and neither is my child may well he caught in the middle, and that itis inevitably socially and teacher." I wonder where he heard may be seen as uppity, demanding, and emotionally harmful to children to be that! unwilling to be a child. Perfectionism placed with older students. They may You may !teed to do a good deal of can be a trap, in fact, when children expect gifted children to be perfct interpreting to your children of the avoid opportunities that fall outside and see any problem (even short stat- situation they're facing. It may seem their areas of "instant expertise," but ure) as enough to scuttle accelerative obvious to you, for example, that sonic high standards alone are not neurotic! solutions. They may believe that early youngsters (yours) are ready to move Bright children's social relation- giftedness is on:y transient, not a pre- ahead faster than the others because ships mayalso look different tout teacher dictor of things to come. And, with they have the school-wise ability, not than to the children themselves. For today's school reforms, they may mis- just the will, but even bright children example, because they realistically see takenly see both ends of the normal don't always understand this. Your pre- MUM/WI l'99.1 147 /7 teen or adolescent may be feeling that the conference, sit down with a pencil a grade may need sonic coaching in being different is being wrong, and and paper and list several possibilities, social skills and expectations. And need your perspective and support. It sucl l as compacting' the yearcurricu- you may need to adjust your own ex- is especially important, when children lum so that a child needn't spend time pectations about your child's be- move into more challenging situations with material already mastered; more haviiorincrease privileges, decrease than they are used to, such as special advanced computer work or special restrictionsto match his or her older classes, that their parents let them know programs offered by satellite; indepen- classmates. And all children need the that being top of the class is not neces- dent assignments that call for greater social skills of self-advocacy. Teachers sary' to their mental health and that, depth than the ordinary curriculum; listen much more readily to unhappy indeed, the disorientation they are feel- (for older students) completing a cor- children than to "pushy" parents! ing is a natural response to beingat respondence course; spending part of But remind your child to say please and lastwith "real peers." the day with a more advanced class; thank you! even skipping a grade. Teachers will What You Can Do at School probably have other possibilities you Compromises Aside from the real contributions haven't thought of. You can also help One of the cruel realities of life is you can make by volunteering your children avert boredom by assuring that there is no perfect world for the time and skills at your children's that they always have with them an child who does not fit the norm. Some schools, you need to develop a full set interesting and relatively challenging solutions have more advantages than of negotiating skills to help the school nonfiction book to read when they have others, but it is impossible to have it all. achieve an optimal match between your finished their seat work correctly. For example, one cannot match a bright children's readiness to learn and what If you do have an idea you'd like to child with mental age and community- is offered and expected. Take the posi- see the school try, especially if it is a represen tative age peers simultaneously tion that you are not asking for abetter significant change like grade-skipping, (unless that community is very re- education for your children (and don't it is often wise to ask for a trial for, say, stricted). Each family has its own pri- ask for smaller classes, better trained six weeks or to I Ialloween, followed by orities, and no one solution is best for teachers, or more expensive resources a telephone or in-person conference. everyone. than other classes have) but themast Such experimentation won't back into Parents need to know that what- appropriatematch from among the re- a cornier or ask a long-term commit- ever their choices, none will meetall sources available in the system. ment of teachers who see the move as the needs of the children. Sometimes I.et me recommend a slim volume risky; indeed, if it doesn't work, you'll combinations will work (e.g.. a special about negotiating skills in which you have gained good inthrmation. And, class for gifted children supplemented are bound to find something helpful: fin rthermore, you r child will understand by a scout troops and a soccer league). Roger Fisher and William fry'sGetting that the step is an experiment to be but they will not be perfect. To be to I'm NegotiatingagrefIliriliwithout giv- learned hom, and that they themselves frank, most children don't have per- ing in.2Most people, as these authors are not committed for the rest of their fect parents either. The best one can point out, think they must be "hard lives to a move about which they may do is try, and for a parent just as for a bargainers" in order not to be taken for have some misgivings, too. (Most self- child, pretty much the best one can do softies or pushovers. Asa consequence, respecting children are convinced that is quite enough. they tend to force others into taking they are supremely lucky to have been and defending positions rather than horn in just the place and time to have Footnotes agreeing upon a common goal and the friends they do, and are scared silly ICsiksivnunihalvi, NI., Rathunde, R., & moving toward it. 'fhese authors sug- to contemplate making new ones.) Whalen, S. (1993). Talented teenagers: The moots of sucers.s and failure. Canilm idge. U.K.: gest a number of steps in the negotiat- Ifglitches do occur in the ordinary Cambridge University Press. ing process that focus on the objec- course of things. or in the course of one 'Fisher, R., & l't-, W. 0980. Getting to tives, help people to understand one of your experiments, again, ask for a 1Vegotiatingagreement withoutgizPing in. another's assumptions and problem- conference. Try to find things to praise NeW York: Penguin. solve rather than taking intractable about your child's experience with the 'Reis, S M., Burns., & Rcnlnlli, J.S. (19921.Curriculumcompacting: The complete positions,and fine-tune matters as they teacher. Describe, non-citically, what guide to modifying the regular curliculum fur go along. They suggest that the effec- you've been hearing at home and ask high ability students. Mansfield Center, GI': tive negotiator is a "principled negotia- for the teacher's perceptions and. most Creative Learning Press. tor." especially, for feedback and advice. It may be helpful to ask lin. a con- Maybe t here's something you can do at Nancy Robinson, Ph.D. is Professor of Psy- ference with a teacher early in the Monte to help. Maybe another experi- chiatry and Behavioral Sciences at the Uni- school year, to establish goals and to ment is in order. Then do what you can versity of Washington and Director of the brainstorm about possibilities that may to make the plan work. Halbert Robinson Center for the Study of be both feasible and helpful. Before Forexample, a child moving ahead Capable Youth. 11 Novem/xT 1991 146 What Would Happen If... We Ran Our Football Teams As We Do We Ran Our Classrooms As We Do Our Our Classrooms: Football Teams: Everyone would have the right to equal playing time so Teachers would walk into class enthused and fired up that all could develop their athletic skills equally. with the importance and relevance of what they were teaching. Cooperation would be more important than excellence. Competition would he frowned upon. Students would be in class because they wanted to learn and they would respect the teacher and put all their energy Since star athletes are already talented, they would not into the class. Class would be more important to them than need special coaching orconditioning. They could help teach their jobs or football practice. other athletes since "to teach something is really to learn it." Parents would jam the schools asking the teacher how to help their students excel. We could "coach to the middle." Students wouldn't dare miss class or skip doing home- We would strive to develop well-rounded athletes. Thus, work lest they be dropped from the academic team. the star quarterback would take a turn sitting on the bench as a trainer. The student of lower analytical skills would get Students would develop a sense of teamwork and coop- a turn as quarterback. The out-of-shape student who hates eration fueled by their love of learning and challenging of physical activity would get the opportunity to play running each other. Students would take pride in their classes and back. demand that classmates give their best. Coaches would be expected to be understanding when Students would clamor to be "student of the week" or jobs, family trips or homework interfered with practice time make the honor roll. Other students, teachers and the com- by adapting game plans to accommodate much multiple munity would enthusiastically and supportively be involved interests. in student learning. Coaches would be assigned parking lot supervision duty We would have rallies and bands and cheerleaders for immediately before and after games and during half-time. If National Merit Scholars and honor students, and they would athletes had questions about game plans, they could meet not feel uncomfortable about receiving the attention be- with coaches in the parking lot. Coaches would have to plan cause this would be every student's dream. their plays before or during supervision duty. Every night, the 10 o'clock news would devote a full 10 Coaches could not demand too much of students lest minute segment to education issues and highlights The they create stress or interfere with many other interests and morning radio stations would compete for the education priorities. audience. If the team had a losing season, new philosophies of Newspapers would devote several pages for a whole coaching would be developed. Each new philosophy section) complete with pictures to academic activities. would discardallprevious philosophies. It would require a We would demand excellence in the classroom and two-hour training session and supply teach cooperation and patience on the playing field. the coach with a pocket folder crammed with philosophy and objectives. Coaches Our society would clamor to build and equip learning could plan their strategies between facilities because everybody would recogri ie the value of well-educated citizens to the business community. supervision duties and games ". This is reprinted from the Minneapolis. Star Tribune. May 14, 1994, Virginia M. MacDonald Norrmber 1991 /5 C 11 From the TmhesoMmoeuinitetamin ountain seems to say Climb me As if it were created MODESTO As another obstacle in I Man vs. nature. To others the mountain seems to say Look at me As if it were created as another one of POETS Nature's gifts to man. To themountain o say See me As if it were created as a purpose natureknows INER Heather Werth 8th Grade Roosevelt J:mior High School Perfectly Round in the Middle My eyes are like the ocean, slowly it closes onto the sand My eyes The Librarian sparkle like the glimmer of the sun The libralian Peeping over the hilltops in the morning slowly and cautiously My eyes reads from the hard covered are sometimes sad, but fair book to her students, They see the fish swimming in the water her hand caressing the pages They see the cows grazing in the fields as if they had not only words, My eyes, but life too. they are my way of seeing wondrous things She reads on, happening her voice picking up emphasis, then the paragraph slowlysintegrates, My eyes until only the meaning of her existence, close gratefully at night to regain is a title on the book their strength for the next day, that no one else will understand, My eyelashes rest peacefully upon them, until they read on my eyes and fully pay attention to not only the words, My eyes, but also their meaning the middle of my eyes is like a cherry, Kim Van Horn perfectly round in the middle 8th grade Erin Overweg La Loma Junior High School 4th Grade Sonoma Elementary School 16 A'ovember 19(11 1 5G 1 IP I Am Not a Poet Sisters I am Caralee, not any poet. I make thoughts in my head, My blanket, that's all drawn My thoughts are like a lost bird up over my face, hugging my cheekbones with warmth and familiarity on a sandy beach blanks out a day of ordinary dullness, But that is nothing to you My thoughts have no details. hollows out my mind and cleanses it with They are nothing big. creativity My thoughts are different because I am Caralee, not any poet My child mind, foggy with drowsiness, brightens I make thoughts in my head, and livens with inventiveness that's all. a familiar scenario welcomes me, and I dissolve into it Caralee McElroy becoming a figure in my imagination 4th grade Sonoma Elementary School Events borrowed from my real life act as props building a new life Hybrid perfect visions of an older and younger me In a vacant lot become charactersbecome my sisters near duplexes multi-generation crowded the immigrants are growing vegetables. We go shopping, One block from the modern supermarket giggles and excitement tickle my heart they kneel and fill baskets, as the love for fashion, wearing straw hats and skirts, new clothes sandaled feet longing to immerse again and each other in muddy waters of rice fields. fill a world with everlasting friends and Uprooted and transplanted from villages, everlasting role models families dig and pull weeds, maintaining traditions and claiming this land an only child simply by working the soil longing to not be only, dirt between toes and fingernails discover a power to picture mentally nurtured by the earth a dream life of filled desires, etched to perfection And now at autumn harvest, with my imagination election advertisements sprout up along planted boundaries, Eve Schaeffer cardboard placards rooted in political freedom, 8th grade Roosevelt Junior High School staked alongside rows of native corn, grafting cultures. Nancy Haskett 8th Grade la Loma Junior High School ,V.vernler 1 WI 11111117 151 Educating African-American Gifted Students by ELINOR RUTH SMITH A significant portion ofmy work over the past Indeed, we see underachievement even in large decade has been dedicated to helping schools numbers of black students who suffer no appar- discover and nurture gifted abilities in students en.: disadvantage. We need to look elsewhere for from minority and poor backgroundsthose answers. grossly underrepresented, on the whole, in pro- grams for the gifted. In doing so, I have, until Barriers to Black Student Achievement recently, resisted focusing pri narily on issues of We know that the non-intellective factors ac- race and culture, though as a black American I companying giftedness in children create emo- live with them every day and can speak to them tional needs which require particular attention from firsthand experience. My choice has been if proper development is to take place. Effective instead to help parents and educators see that educators of the gifted are aware of this and our limited understandings are often the cause practice strategies that take these needs into of our failure to recognize giftedness even when account. We have all seen cases of underachieve- it is expressed before our very eyes. Let's just ment or stunted intellectual growth when a gifted open our eyes, I felt, find these children early, student's emotional needs are misunderstood and get them into programs to develop their or go unsupported. just so, there are emotional potential. factors related to ethnicity. Though African Though identifying minority and poor stu- Americans are far from being a culturally homo- dents for gifted programs continues to merit geneous group, all are affected in some way by considerable attention, I have come to see that what it means to be black in America. Recogni- our concerns do not begin and cannot end tion and understanding of the effects of racial there. Further, while some of the issues pertain- life in America on school accomplishment and ing to minority and poor students can be gener- the social/emotional needs these create, I be- alized across ethnic groups, many cannot. Out- lieve, are an important key to eliminating barri- comes for minority students vary tremendously ers to black student achievement. Furthermore, when looked at by ethnic group. If we follow the inlet action of these needs with those which what happens particularly for African-Ameri-derive from giftedness produce a unique set of can students, the focus of this article, it becomes circumstances which, if ignored, may sabotage clear that their successful education is not nec- our most well intentioned efforts. essarily accomplished simply because we iden- tify and place them in our programs. Too few of Stigma and Racial Vulnerability them actually thrive or remain in the programs Perhaps the least visible yet most pernicious for the duration of their schooling. barrier to the intellectual development of Afri- What happens to cause these disappointing can-American students is what psychologist results? Why do so many of our brightest black Claude Steele calls "stigma" or "racial vulnerabil- students underachieve, bite the benefits ofity." Images which condition us to our society's enriched and challenging learning environ-view of African Americans as inferior or of low ments? We are tempted to cite societal disad- status abound in our daily life. They generate in vantagepoverty, lack of enriched early child- all of us a kind of racial devaluation which can- hood environments, poor schooling, discrimi- not begin to be described by terms such as nation, segregation, lack of opportunity, bad "prejudice" and "racism." In our schools, as else- neighborhoods, poor parenting, and absence where, this devaluation takes forms which are of positive role models, among other thingas often not conscious. It is participated in by those the culprit we must overcome. Certainly any, who are well-intentioned, including blacks them- one or combination of these disadvantages can selves, as well as by those who have strong preju- create blocks to learning. We expend a great dices. deal of effort attempting to compensate for An example of this devaluation comes to them. Yet, the success of our efforts is wildly mind. Over ten years ago, San Diego City Schools, unpredictable. Underachievement among black in an effort to increase identification of gifted students is worsening rather than improving. underrepresented minorities in its programs for 18 November 19q1 Jr- the gifted, noticed that insufficient use of verbal expressions that were per- School achievement becomes irrel- numbers of such students were being haps not proper Bostonian usage but evant. This issometimes misinterpreted referred for gifted screening by their were quite common in my family. as a lack of value for education on the schools and teachers. The district was For black students at whatever edu- part of African Americans rather than able to make headway by instituting a cational level, pre-school through uni- an effort to counteract the racial procedure called central nomination. versity, racial vulnerability means fear evaluing they feel so keenly. Under this procedure the central of- not only of being devalued for their As disidentification spreads in a fice presented lists to each school of its own mistakes or incompetencies like group, a neighborhood or a school, high achievers in the underrepresented everyone else, but also of confirming pressures on students who do achieve groups, those students with achieve- with a mistake or less than acceptable become fierce. Being truly black be- ment test scores at or above a specified answer the believed inferiority of all comes identified with not achieving in level. The schools were required to blacks. This conditioned racial devalu- school. And the true identity of those nominate these students for screening. ation which Steele describes means that African-American students who value After testing, significant numbers of black students learn early that they are school and achievement is suspect. They these students qualified for gifted pro- presumed incapable and must them- are called names, are ridiculed and are grams and the practice has been main- selves prove otherwise. The acceptance likely to be considered traitors by their tained ever since. The interesting ques- or approval they strive to gain by prov- peers. Simply being in a gifted pro- tion is why these students' teachers had ing themselves must be won again and gram, let alone doing well in one, may not recognized their potential or per- again, at each new level, with each new present the black student with the di- ceived them as gifted. After all, they teacher, and with each new class. Some- lemma ofchoosing between racial iden- were doing well in school, at least ac- times efforts to continually prove one- tity and identity of self as a learner. cording to achievement tests. I suspect self can lead to outstanding achieve- Even for those students who not expe- that racial devaluing at work both ment and success. Too often the strain rience in an overt way disidentification on the part of teachers mid of schools. leads to frustration, hopelessness, and with school or these painfully strong I was coaching recentlywith a teacher vulnerability. Couple this with the con- pressures to do so, there is still the who goes to great lengths to learn and flict gifted students, who themselves vulnerability of being devalued and the apply teaching strategies that will raise are a minority of another kind and resulting anger sometimes buried be- thinking and performance levels for status, often experience as a result of low the surface. her "at-risk" students about whom she their giftedness and you have some is quite genuinely concerned. In the idea of the severe needs of black gifted Getting Rid of Stigma course of our debriefing on a particu- students and the great and conflicting and Racial Vulnerability lar lesson, I mentioned two children pressures they experience. If devaluing of blacks is so pervasive who during discussion were clearly in our society, how is it possible to free reaching higher levels of thinki ng than "Disidentification" With School our schools from this terrible stigma? most students in the class. Both were Sonic students handle these pres- What does it mean to do so? And what boys; both were underachievers. The sures by choosing not to care about does this have to do with programs for surprise she expressed about the Afri- school. Belief in oneself as a capable the gifted? can-American boy suggested to me that learner and the self-esteem which de- Getting rid of stigma and racial vul- it seemed to her within the realm of rives front such belief are important nerability in our schools means creat- possibility for the other boy to pert nun factors in forming an identification with ing schools in which African-American at high levels, but that on some less schooling and educational values. For students are valued and are seen as than conscious level she questioned African-Anierican students, the deval- capable. This issue is of great impor- the ability of the black child to do so. ued status of their race devalues them tance to programs for the gifted where For one child it was a question of per- and their work in the classroom. Refits- our role is to discover and nurture formance; for the other, ofability. Race ing to accept the values and goals of exceptional abilities. Allowing so many aside, we know the effects of presumed school as standards against which to black students to underachieve or to inability on a developing mind. This measure themselves is it way for many drop out of our programs for what was a well- intentioned teacher who black students of becoming less vulner- appear to be minor difficulties or insig- freely displayed it sincere caring For all able to racial devaluing. They cease to nificant reasons helps to perpetuate her students. One wonders what school care about of identify with the place the devaluing. confirms the implied might have been like for her black that devalues them and find their self- inferiority and probably encourages pupils had she been like nn' high school esteem elsewhereit) the peer group, disidentification. We must do all we English teacher, D+ Green, who in for example. By disidentifying with can to eradicate the racial vulnerability feigned innocence enjoyed ridiculing school, they are able to feel good about these students experience. I n programs me, the only black student in the class, themselves even at the same time that for the gifted we have the responsibility in full presence of my classmates for my they may be doing poorly in school. ofseeing that out- programs value black Novembrr 199 1 19 1.53 students and see the promise in them. black. In school, black students are We speak in gifted education about I am not sure what all the answers valued to the degree they masterAmeri- creating student-centered environ- are. I do know that there are no precise can mainstream culture, a culture that ments in which student thoughts and formulas for how to do what needs to devalues them and refuses to recog- ideas are the focus of the learning. be cone. Just as with differentiated nize that African-American culture has Development of students' gifted abili- opportunities for the gifted, here too played a large part in defining Ameri- ties requires that their interests be taken we are talking about qualitative issues can culture and its progress. seriously a,gd that they themselves be issues that have more to do with educa- School can instead help African- appreciated as thinkers, investigators, tors' openness, understandingand will- American students master American creators and inquirers. None of this ingness to learn. Here are what I think mainstream culture without giving up can take place if the students them- are a few places to start. black culture. To do this well requires selves don't feel valued. incorporating black life and culture in Establish Valuing Relationships our core curricula, not just as append- Focus on Student Capabilities leachers and administrators need ages on special holidays or months. and Challenge Them to establish genuine, valuing relation- Programs for the gifted could take lead- When identification of students for ships with their African American stu- ership in such efforts. In addition we gifted programs moves away from look- dents. No curriculum or set of instruc- need to be aware of the factors that are ing strictly at achievement and focuses tional strategies or interventions for involved in bicultural socialization. more on assessment of ability, a major "at-risk" students or programs for de- Diane 1)e Anda notes six factors that concern I hear often expressed by teach- veloping gifted potential can succeed determine the degree of biculturalism ers of the gifted when referring to mi- fully unless students feel valued for a member ofan ethnic minority is likely nority students who for a variety of themselves and for their potential. No to achieve. While school can't help reasons appear to achieve less well than matter what a student presents to us with two of themthe degree of over- expected is, "Will they be able to keep externally, as teachers our role is to see lap or commonality' between the two up?" or "I-low can I teach them without potential and to value and work with cultures and the degree of similarity or watering down the program?" Some- that. Teaching and learning are about dissimilarity in physical appearance to times what teachers mean is, "I low can potential. time norm in the majority cultureit I get these students to function in the If this suggestions sounds like more can help with these four: analytical style to which I am accus- of the same old platitudes we mouth so Availability of cultural translators tomed and around which my curricu- frequently in education, it is probably (someone who has made the bi- lum is organized?" because we have conic to assume our cultural leap and can explain the We might do well to look back at the schools to be places where students majority culture), mediators and work of Rosalie Cohen, which identi- feel valued and appreciated. In fact, as models. Teachers can be mediators fied two styles of learninganalytical we have discussed at length, this does for black students and can help and relationaland suggests that chil- not exist for many black students. Few find translators and models from dren develop their cognitive styles of us, like the teacher of the bright the students' own ethnic group. through the socialization they receive black boy I mentioned earlier, recog- Amount and type of correct ive feed- in their families. Children from fami- nize when we ourselves are robbing back. Those in a bi-cultural envi- lies with structured or formal styles of students of the chance to learn in a ronment need feedback from both organization tend to function with ana- truly valuing environment. cultures so that they can under- lytical cognitive styles. Those from more Part of the problem is that in our stand how each culture handles a fluid or what Cohen calls "shared func- society, where the beliefs and culture situation. This feedback needs to tion" families appear more likely to of the vhite majority define what is be positive in nature. fitn ct ion with relational cognitive styles. American, those who are part of the Mesh of minority individual's con- A child's ability is not a determinant of majority tend to accept the images they ceptual style and problem-solving cognitive style. It is interesting to note portray as correct ones rather than as approach with valued styles of the that although neither style is confined products of cultural values. Most immi- majority culture. Many African to any particular ethnic group, more grants who have come here to take part Americans hav a relational style, African Americans tend to use rela- in the opportunities American life of- whereas maittst ream American cul- tional style. If we look at African and fers are more inclined toward assimila- ture values an analytical style, par- African-American cull tires, we see more tion and acceptance of these values. ticularly in school. We need to make elements that are suggestive of rela- For American blacks, a non-immigrant Achool more relational. tional functioning. American schools, population who have been here since The individual's degree of bilin- on the other hand, require an analyti- the beginning of this nation, assimila- gualism. Speakers of Black English al approach to cognitive organization. tion may be more difficult, for it means can learn to master standard En- Asa Hilliard has compiled from giving tip much of what it means to be glish as well. Cohen's work lists of characteristics of 20 15.1 NovembiT I99/ both cognitive styles. He shows how reality of those words. Not one of them and communities to see our programs analytical our schools are and suggests chose to discuss the difference between as viable and necessary. that black children would fare better if reality and the ideals toward which we school were more relational. As it stands humans strive. I believe they couldn't Elinor Ruth Smith is a consultant in gifted now, many black children, those with a see the pledge in that light; nor did education in San Diego, CA. relational style, are at a disadvantage they have any idea of how it affected A list of the references for this article may be obtained by because school is organized around me. And many of them were nice writing to the Communicator editor. the cultural preference of the majority people. I managed to get through oc- Tor the analytical style, again placing currences like these and maintain my many black children in a devalued po- love of learning thanks to my strong sition. family and their appreciation of me Gardner's work on multiple intelli- and my abilities, though not without gences is helping schools budge a bit in some anger, some self-doubt and a little the direction of valuing different pref- sadness at the limitations of many of my erences for learning. However, I fear teachers. that like many other trends in educa- Gifted black students possess the tion this is not being taken seriously same characteristics we see on general and may go away. Most teachers are lists of gifted behaviors. The expres- analytical, drawn to teaching perhaps sion of these characteristics, however, because schooling is a match for their may take some unexpected forms. Pow- styles and validates them. Schools and ers of keen observation, for example, teachers need to recognize and value allow them to pick up more quickly on students' capabilities in both cognitive adult attitudes which are racist, arc styles. Then, inspiration, challenge and negative towards them or simply ig- demanding work can go a long way nore them. Though these feelings and Student Art Contest towards helping African-Americar. stu- sensitivities may never be verbalized, dents achieve and aspire to higher goals. they are at the heart of black students' Exhibition We need especially to be aware of this disaffection for school or our programs. in programs for the gifted which tend We need to take special heed. Entry Deadline: Jan. 31, 1995 to be increasingly analytical as students I've recently become fascinated with Exhibit: Mar. 3-5, CAG move up through the grades. those 3D pictures that look like two- Conference, Oakland, CA This is not to suggest that there dimensional colored designs until you should be no muediation for students stare at them in a way which reveals a Mail entries to Geri Williams, who need it. However, this must be whole world not apparent to the ordi- done in the context of helping stu- 4630 Corrida Circle, nary eye. My Magic Eye book of 3D San Jose, CA 95129 dents see their strong abilities chal- illusions advertises itself as a "new way lenged to greater heights. If students of looking at the world." The advertis- Questions? Call 408/998-6109 feel themselves capable, they are more ing on the jacket exhorts us to "dis- or 408/296-1939 likely to put forth the effort demanded cover and train yfr gift of deep vision! of them, indeed even to struggle where All you need to 'see' the 3D illusion on necessary as long as they don't meet the front cover are your two eyes and with constant failure. some patience." Working successfully with African-American gifted students Training Our Gift of Deep Vision requires just thata new way of look- Devaluation need not be as highly ing at the worldtwo eyes and some visible as my humiliation at the hands patience. There is a world out there of D+ Green. It can result from simple, that these students experience and that thoughtless omissions. Isat (rather we don't see. As teachers, we do have a stood) through much of my elemen- gift of deep vision. Sometimes we are tary and secondary schooling refusing too impatient or lazy to use it. We must to say the Pledge of Allegiance to the do something about the achievement Flag because once I figured out what it of black students in our gifted pro- meant, I knew that the "liberty and grams. The degree to which we can justice for all" part was not for meit successfully educate gifted students was not my reality. I knew just as surely varying backgrounds is the de- that my teachers believed firmly in the gree to which we can expect schools Novenalxv 1994 21 Understanding Intensity in Gifted Children By SHARON LIND As I continue to work with gifted and tal- same as love to another: love to a 4-year-old is ented children and adults, and the parents, not the same as love to a 40-year-old, love to a educators, and counselors who work and live gifted 12-year-old is not the same as love to a with them on a daily basis, I am struck by an non-gifted peer. Dabrowski alsO observed that overwhelming concern about intensity in this not all people move towards an advanced level population. Questions and statements like "He of development, but that innate ability/intelli- always overreacts." or "Does she have to analyze gence combined with "overexcitabili ties" were everything?" or "lie has an incredible imagina- predictive of potential for higher level devel- tion, but..." pervade conversations. Adults feel opment. It is those overexcitabilities that we genuine concern about the degree to which will use as a vehicle to better understand inten- intense children experience their lives. Those sity in the gifted. who live with this intensity feel ambivalent about its impact on the child. Linda Silverman (1990) Overexcitabilities tells us that Overexcitabilities (OEs) are inborn inten- The intricate thought processes that mark these sities indicating heightened ability to respond individuals as gifted are mirrored in the intri- to stimuli. Found to a greater degree in the cacy of their emotional development. Idealism, creative and gifted, overexcitabilities are ex- self-doubt, perceptiveness, exmcciating pressed in increased sensitivity, awareness, and ity, moral imperatives, desperate needs for un- intensity, and represent a real difference in the derstanding, acceptance, loveall impinge si- fabric of life and quality of experience. multaneously. Their vast emotional range make Dabrowski identified five areas of intensity them appear contradictory: mat we and imma- Psychomotor, Sensual, Intellectual, Imagina- ture, arrogant and compassionate, aggressive tional, and Emotional. A person may possess and timid. Semblances of composure and self one or more of these. Michael Piechowski assurance often mask deep feelings of insecurity. (1979) tells us The inner experience of the gifted young person If more than one of these channels, or all five, is rich, complex and turbolent. (p. 16) have wide apertures, then the abundance and diversity offeeling, thought, imagery, and sen- It is this turbulent, complex and rich inner sation will inevitably lead to dissonance, con- experience that can be a blessing or a burden to flict and tension., but at the same time it en- the intense, gifted person. As influential adults, riches, expands, and intensifies the individual's we can help children to learn to deal with and mental development (p. 29). take advantage of their intensities an-1 help turn the dissonance into more of a symphony. Psychomotor Overexcitability Psychomotor OE is a heightened excitabil- Kazimierz Dabrowski ity of the neuromuscular system. This Psycho- The work of Kazimierz Dabrowski (1902- motor intensity includes a "capacity for being 1980) provides an excellent framework in which active and energetic" (Piechowski, 1991, p. to understand intensity in the gifted. Dabrowski, 287), love of movement for its own sake, sur- a Polish psychiatrist and psychologist, devel- plus of energy demonstrated by rapid speech, oped the Theory of Positive Disintegration as a zealous enthusiasm, intense physical activity, response to the prevalent psychological theo- and a need for action (Piechowski, 1979, 1991). ries of his time. He believed that conflict and When feeling tense, individuals strong in Psy- inner suffering were necessary for advanced chomotor OE may talk compulsively, act im- developmentfor movement towards self-ac- pulsively, misbehave and act out, display ner- tualization (as Maslow called it), and towards a vous habits, show intense drive (tending to- hierarchy of values based on altruismfor wards "workaholism"), compulsively organize, movement from "what is" to "what ought to be." or become quite com petit ive. They derive great Dabrowski also described the "niultilevelness" joy from their boundless physical and verbal of development. Love to one person is not the enthusiasm and activity; but others may find 22 November 1 994 them overwhelming. At home and at longed intellectual effort, and be tena- places, and things. They have compas- school, these children seem never to cious in problem solving when they sion, empathy, and sensitivity in rela- be still. They thrive on activity and choose. They relish elaborate planning tionships. This sensitivity may make it encourage others to "just do some- and have a remarkably detailed visual difficult to adjust to new environments thing."They may talk constantly. Adults recall. These people love theory, think- or lead to conflict about the depth, or and peers want to tell them to sit down ing about thinking, and moral think- lack of depth, in a relationship. Those and be quiet! This Psychomotor OE ing. They are also quite independent with strong Emotional OE are acutely child has the potential of being misdi- of thought and sometimes appear criti- aware of their own feelings, of how they agnosed as Attention Deficit Hyperac- cal of and impatient with others who are growing and changing, and often tivity Disorder (ADHD). See the article cannot sustain their intellectual pace. canyon inner dialogs and practice self- "Something to Consider Before Refer- This intellectual in tensity seems to muse judgment (Piechowski, 1979, 1991). ring a Gifted Child for ADD/ADHD the greatest difficulty at school and Children high in Emotional OE are Evaluation" on page 24. home when children become excited often accused of "overreacting" or be- about learning and thinking that they ing concerned about "adult" issues like Sensual Overexcitability interrupt or blurt out answers at inap- the homeless, AIDS, or war. Their com- Sensual OE is expressed as a height- propriate times or arc too honest about passion and concern for others, as well ened experience of sensual pleasure or or critical of others' ideas. as the intensity of their feelings may displeasure including seeing, smelling, interfere with tasks which are unre- touching, tasting, and hearing (Pie- Imaginational Overexcitability lated to real-world issues. chowski, 1979, 1991). Those with Sen- Imaginational OE reflects a height- sual OE have a far more expansive ened play of the imagination with rich General Strategies for Working experience from their sesnal input. association of images and impressions, with Intense Children They have an increased anu early ap- frequent use of image and metaphor, I laving grasped this framework for preciation of aesthetic pleasures (mu- facility for invention and fantasy, de- understanding intensities, one needs sic, language, art, etc.) and derive end- tailed visualization, and elaborate to find strategies for helping children less delight from tastes, smells, textures, dreams (Piechowski, 1979, 1991). Of- (and adults) deal with and take advan- sounds, and sights. But because of this ten children high in Ithaginational OE tage of these overexcitabilites. Re- increased sensitivity, they may also feel mix truth with fiction, create their own sources for strategies may be gathered overstimulated or uncomfortable with private worlds with imaginary compan- from varied sources: counseling, learn- sensory input. Gifted children some- ions, and dramatize to escape bore- ing style, special education classroom times have difficulty with sorting out all dom. They find it difficult to stay tuned management literature; parenting they hear, feel, smell, etc. Their sensi- into a classroom where creativity and books, even popular business texts. tivity makes hem easily distractible. imagination are secondary to learning Some general strategies, applicable When tense, some individuals high in rigid academic curriculum. They may regardless of which intensities are Sensual OE may overeat, go on buying write stories or draw instead of doing present, include: sprees, or seek the limelight (Pie- seat work or participating in class dis- Accept the child as is chowski, 1979, 1991). Others may with- cussions, or they may have difficulty Think of intensitiesas inborn traits, draw from stimulation. Sensually completing tasks when sonic incred- like left-handedness or introversion, overexcitable children may find cloth- ible idea sends them offon an imagina- and communicate that you love/ ing tags, or classroom noise, or smells tive tangent. like the person for who s/he is. from the cafeteria so distracting that Use and teach clear verbal and non- schoolwork becomes secondary. These Emotional Overexcitability verbal communication skills children may also become so absorbed Emotional OEs are often the first Intense people need to he listened in their love of a particular piece of art to be noticed by parents. It is reflected to and need to know how to share or music that the outside world ceases in heightened, intense feelings, ex- their intensity and feelings of to exist. tremes of complex emotions, identifi- differentness. cation with others' feelings, and strong Teach stress management, from Intellectual Overexcitability affective expression (Piechowski, 1991). `toddlerhood' on Intellectual OE is demonstrated by Sometimes the negative manifestations Being more sensitive to stimuli a marked need to seek understanding include physical responses like stom- makes the intense person in even and truth, to gain knowledge, and to ach aches and blushing, or concern greater need of st ress inanag,ement analyze and synthesize. Those high in with death and depression (Piechowski, skills. Intellectual OE have incredibly active 1979). Emotionally overexcitable Help the child create spaces/things minds. They are intensely curious, avid people have a remarkable capacity for which provide comfort readers, and keen observers. They are deep relationships; they show strong As a way of fending off unwanted able to concentrate, engage in pro- emotional attachments to people, and overwhelming stimuli/feelings, November 1991 23 intense people need to know how Provide opportunities for limelight Morelock, M. J. (1992). Giftedness: the to make their environment more Provide time to dwell in their de- viewfrom within. Understandingour Gifted, comfortable and may choose to light of the sensual 4(3), 1, 11-15. carry some comforting (preferably Intellectual small and unobtrusive) item with Help the child find answers to his/ Nelson, K. (1989). Dabrozvski's them, of them. her questions positive disintegration. Advanced Devel- Allow time to pursue passions Help the child find ways to act on opment, 1-14. Allowing children to pursue their his/her concerns and to feel effec- passions shows respect for their abili- tive Nowicki, S and Duke, M. (1992). Help- ties and intensities acrd provides Help the child understand how ing the child who doesn't fit in. Atlanta: time for them to 'wallow' in what his/her criticism is taken Peachtree Publishers. they love, to be validated for who Remember not to treat children they are. Never remove passions as like small adults Piechowski, M. M. (1989) Emotional consequences for inappropriate be- Imaginational developmcntand emotional giftedness. havior or use them as rewards. Help the child to differentiate be- In N. Colangelo and G. Davis (eds.) Help. he child become aware of his/ tween his/her imagination and the Handbook of Gifted Education (pp. 285 - her own behaviors real world 306) . Needham Heights, MA: Allyn and Often intense people are insensi- Help the child to use imagination Bacon. tive and unaware of how their be- to function in the real world haviors affect others. They assume Emotional Silverman, L. K. (ed.) (1993). Counsel- that everyone will just understand Accept all their feelings in all their ing the gifted and talented. Denver: Love why they interrupt to share an im- intensity Publishing. portant idea, or tune out when cre- Teach the child to anticipate physi- ating a short story in their head cal and emotional responses and Sharon Lind is a private consultant for during dinner. prepare for them affective, gifted and parent education in Considerattachmentswhen requir- Kent, Washington. Help the child understand which ing change A list of the references jor this article may be obtained by behaviors may be unacceptable/ uniting to the Communicator editor. distracting and where. It is often quite difficult and de- manding to work and live with intense Teach the child to be responsible individuals. Those who are not so in- for his/her behavior. tense find the behaviors unexplainable, frequently incomprehensible, and of- ten bizarre. Those who arc intense may 33rd Annual Specific Strategies for. Working have more compassion and understand- with Intense Children ing, but may feel conflicts when their CAG Conference The ideas listed above should be intensities are not to the same degree, applied regardless of the intensity. Be- or when all the intense people are March 3-5, 1995 low is a cursory list of some specific intense simultaneously! The key issue Oakland, California strategies appropriate to each of the is acceptance of ourselves and of our five types of intensity. intense children and friends. I find 411\ encouragement in Dabrowski's theory its.0 TO Psychomotor which tells us that gifted/creative/ tO Gi Allow time for physical or verbal overexcitable people have the poten- activity, before, during, and after tial to lead us from "whai ;::" to "what normal daily and school activities ought to be." TePo°\, Help the child find physical or ver- *@cl bal activities which are acceptable Suggested Reading List to child/adult/companions Provide time for spontaneity and Faber, A. and Mazlish,E. (1980). How to open ended, free-wheeling activi- talk so kids will listen and listen so kids will ties talk. New York: Avon. Sensual Create an environment which lim- Kurcinka, M.S. (1992). Raising your its offensive stimuli spirited child. New York, NY: Harper Collins Perennial. 24 November 1994 15 Something to Consider Before Referring A Gifted Child for ADD/ADHD Evaluation by SHARON LIND Parents and gifted educators are asked with Do the behaviors only occur at certain times increased frequency to instruct gifted children of day, during certain subjects, with certain to conform to a set of societal sfanJards of teachers, in certain environments? acceptable behavior and achievementto Is the child getting an appropriate amount smooth the edges of the square peg in order to of teacher attention? fit into a "normal" hole. Spontaneity, inquisi- Is the child just demonstrating his or her tiveness, imagination, boundless enthusiasm, personality style, type of giftedness, or in- and emotionality arc being discouraged to cre- tensities? ate calmer, quieter, more controlled environ- ments in school. An extension of this trend is If, after addressing these questions, parents reflected in an increase in referrals for medical and teachers believe that it is not an unsuitable, evaluation of gifted children as ADD/ADHD inflexible, or unreceptive educational environ- (Attention Deficit Disorder/Attention Deficit ment which is causing the child to "misbehave" Hyperactivity Disorder). There is no doubt that or "tune out," or if the child feels out of control, gifted children can be ADD/ADHD. However, then it is most certainly appropriate to refer a there arc also gifted children whose "inappro- gifted child for ADD/ADHD diagnosis. Prema- priate behavior" may be a result of being highly ture referral bypasses the educational system gifted and/or intense. and takes control away from students, parents This intensity coupled with classroom envi- and educators. By referring before flying to ronments and curriculum which do not meet adjust the educational environment and cur- needs of gifted, divergent, creative, or random riculum, educators appear to be denouncing learners, may lead to the mislabeling of many the positive attributes ofgiftedness and/or blam- children as ADHD. To avoid mislabeling gifted ing the victim of an inappropriate educational children, parents and educators need to ask system. themselves the following questions before refer- When deciding to refer, parents should ring a child for medical or psychological evalua- search for a competent diagnostician who has tion. experience with both giftedness and attention Could the behaviors be in response to inap- deficit disorders. Itis never appropriate for propriate placement, insufficient challenge, teachers, parents or pediatricians to label a or lack of intellectual peers? child as ADD or ADHD without comprehensive Have any curricular modifications been clinical evaluation that can distinguish ADD/ made in an attempt to change the inappro- ADHD from look-alikes with other causes. priate behaviors? Has the child been interviewed? What are Copyright,1 993.&Minted JimaNAGC Counseling anti Guid- his or her feelings about the behaviors? ance Newsletter,Fall, 1993. Does the child feel out of control? Has the child been taught strategies to: Sharon Lind is a private consultant for affective, limit stimuli, learn appropriate social skills, gifted and parent education in Kent, Washington. deal with stress? Cali the child explain in a reasonable flish- ion why tasks, activities remain unfinished? 1)o lack of interest, boredom, irrelevancy play a part? What prompts interruptions or excessive talking? Can the "inattentive" child repeat the in- structions? Does the child thrive on working on mul- tiple tasks? November 1991 25 .1.5L Helping Gifted Students With Stress Management by LESLIE S. KAPLAN What is stress? humanly possible, doing everything well would Stress is the body's general response to anybe physically and emotionally stressful. intense physical, emotional or mental demand Vacations may be stressful if students are com- placed on it by oneself or others. While racing tofortable only when achieving and succeeding. meet a deadline, deali9g with a difficult personTaking time off may make them feel nervous and or earning a poor grade are all stressful, so arelacking control. the excitement of playing a lively game of tennis, Gifted students need intellectual challenge. falling in love and being selected to join a specialBoring, monotonous busy-work is very stressful program for gifted students. for individuals who prefer thinking and reason- ing activities. Boredom may result in anger, How can a youngster experience stress whenresentment, or in some cases, setting personal nothing bad is happening? goals for achievement and success that signifi- Anything can be a stressor if it lasts longcantly exceed those of parents or school. enough, happens often enough, is strong enough Some gifted students value independence and or is perceived as stress. Working diligently on aleadership, yet the separation they feel from project, performing many simple but boringtheir peers results in loneliness and fewer oppor- tasks or earning an "A" grade when one ex-tunities to relieve stress. Finding a peer group pected an "A+" may all be stressful. can be difficult, particularly for adolescents. Some experience a conflict between belonging to a Is a gifted student more likely to feel stress thangroup and using their extraordinary abilities. others? Gifted students are complex thinkers, persua- Many' gifted youngsters have a heightenedsively able to argue both sides of any question. sells; tivity to their surroundings, to events, toThis ability, however, may complicate decisions. ideas and to expectations. Some experienceStudents may lack information about and expe- their own high expectations for achievement as rience with resources, processes, outcomes or a relentless pressure to excel. Constant strivingpriorities that help tip an argument toward a to live up to self-expectationsor those of oth-clear solution. Furthermore, not every problem ersto be first, best or both can be very stressful.has one obviously correct answer. Compromise With every new course, new teacher or newand accommodation are realities in the adult school questions arise about achievement andworld, but they are not easily perceived from a performance, since every new situation carriesyoung person's viewpoint. Thus, decision mak- with it the frightening risk of being mediocre. ing may be a very, stressful process. Striving becomes even more stressful when un- realistic or unclear expectations are imposed byHow can stress hurt a gifted student's self - adults or peers. The pressure to excel, accompa-esteem? nied by other concerns such as feeling different, During the early years, school may be easy, self-dot: bt (the "imposter" syndrome), and thewith minimum effort required for success. If need to prove their giftedness can drain thestudents are not challenged, they conclude that energy of gifted students and result in addi-"giftedness" means instant learning, compre- tional stress. hension and mastery, and that outstanding Stress occurs even when everything is goingachievement follows naturally. As years pass, well. Youngsters get tired from their constanthowever, schoolwork becomes more difficult. efforts and may secretly fear that next time theySome students discover that they must work will not he as successNl. harder to earn top grades and that they have not developed productive study habits. Many sus- What are some other stresses on a gifted student?pect they are no longer gifted, and their sense of Many gifted students accept responsibility forself-worth is undermined. a variety of activities such as a demanding Stress can hamper the very abilities that make course load; leadership in school activities, clubsthese students gifted. Stress clouds thinking, or sports; and part-time jobs. Even if it werereduces concentration, and impairs decision 26 November 1994 making. It leads to forgetfulness and a loss of ability to focus keenly on a task, and it makes students overly sensitive to How Can criticism. Under these conditions, they perform less well and are more upset by Gifted Students their failures. Cope with Stress? Gifted students have so much potential. How can that be stressful? Some ways of coping with stress are healthy; others are not. Some Abundant gifts and the potential for healthy ways of handling stress include the following. success in many different subjects and Change the source of the stress. careers may increase opportunities and lead to complex choices. Limiting op- Do something else for a while. Put down those study notes and jog for an hour. tions is a confusing and upsetting pro- Confront the source of the stress. cess because it means saying "no" to If it is a person, persuade him or her to remove the stress. Ask the teacher for an some attractive alternatives. A person extension on a project. Sit down with the person driving you crazy and talk about ways cannot prepare to become an architect you might better work together. and a financial planner, or an advertis- ing executive and a scientist. At sonic Talk about the source of stress. point, the education needed for one Rid yourself of frustration. Find a good listener and complain. Talk through possible career splits from that needed for the solutions. other. To set career goals, students must know themselves well as individuals. Shift you perspective. They must understand their own per- Tell yourself that each new situation or problem is a new challenge, and that there is sonalities, values and goals and use self- something to be leamed from every experience. Try to see the humorous side of the awareness as a guide for making deci- situation. sions. These activities are all stressful. Learn skills and attitudes that make tasks easier and more successful. How can I tell whether or not a gifted Practice effective organization and time management skills. For example, large student is experiencing burnout? projects are easier and less overwhelming when broken down into manageable steps. Not all gifted youngsters are stressed Learn to type and revise assignments on a word processor. Learn about yourself and by the same events. Individual responses your priorities, and use the information to make decisions. Learn how to say "no" to stress also differ: younger students do gracefully when someone offers you another attractive (or unpleasant) task about not tend to respond to stress in the same which you have a choice. Tell yourself that this unpleasantness will be over soon and way that teenagers do. Since each stu- that the whole process will bring you closer to reaching your goal. Mark the days that dent is unique, parents and teachers will are left on the calendar and enjoy crossing out each one as you near the finish. have to watch carefully to know whether a child is stressed to the point of con- Take time out for enjoyable activities. structive excitement or to the point of Everyone needs a support system. Find friends, teachers or relatives with whom you damaging overload. have fun. Spend time with these people when you can be yourself and set aside the The following checklist includes pressures of school, work or difficult relationships. As a reward for your efforts, give many, but not all, symptoms of burnout: yourself work breaks. Listen to your favorite music, shoot baskets or participate in Student is no longer happy or pleas- some other brief activity that is mentally restful or fun. antly' excited about school activities, but rather is negative or cynical to- Ignore the source of the stress. ward work, teachers, classmates, par- Practice a little healthy procrastination and put a pleasant activity ahead of the en ts and the whole school-and stressful one. This is, of course, only a short-term solution. achievement-centered experience. Student approaches most school as- Get regular physical exercise and practice sound nutrition. signments with resignation or re- Physical activity not only provides time out, but also changes your body chemistry as sentment. you burn off muscle tension built up from accommodating stress. Exercise also Student exhibits boredom. increases resistance to illness. Nutritious food and regular meals help regulate your Student sufkrs from sleeplessness, body chemistry and keep you functioning at your sharpest. Eating healthy and problems in falling asleep or peri- attractively prepared food can be an enjoyable activity on its own. odic waking. Student overreacts to normal con- November 1994 27 161 , . BEST COPY AVAILABLE Student is frequently ill. Student exhibits dependence through in- creased clinging or needing and demand- Ways Not to Cope ing constant support and reassurance. With Stress Student engages in attention-getting behav- iors such as aggressive or acting-out behav- The following are some unheallh) ways iors. students cope with stress: Student has a sense of being trapped or a feeling of being out of control. Escaping through alcohol, drugs, frequent Student is unable to make decisions. illness, sleep, overeating or starving them- Student has lost perspective and sense of selves. humor. These strategies suggesta permanentwithdrawal Student experiences increased feelings of or avoidance rather than a time out. physical, emotional and mental exhaustion in work and activities that used to give plea- Selecting strategies to avoid failure. sure. Gifted students closely link their identities to excellence and achievement. Failure, or even the How can parents, teachers and counselors perception of failure, seriously threatens their reduce stress on gifted students? self-esteem. By not trying, or by selecting impos- Help each gifted student understand and cope with sible goals, students can escape having their his or her intellectual, social and emotional needs giftedness questioned. Only their lack of effort during each stage of d evelopment. In some ways, the will be questioned. needs of gifted students mirror those of more typical children. Giftedness, however, .adds a Aiming too low. special dimension to self-understanding and This reduces stress by eliminating intense pres- self-acceptance. If gifted youngsters are to de- sure or possible feelings of failure. Dogged pro- velop into self-fulfilled adults, the following crastination in starting projects, selecting less differential needs must be addressed: (a) the competitive colleges or less rigorous courses, or need to understand the ways in which they are dropping out of school rather than bringing home different from others and the ways in which they poor grades allows students to avoid feelings of arc the same; (b) the need to accept their failure in the short run. Sadly, this sets the stage abilities, talents and limitations; (c) the need to for long-term disappointment caused by a de- develop social skills; (d) the need to feel under- structive coping style. stood and accepted by others; and (c) the need to develop an understanding of the distinction Overscheduling daily life with schoolwork between "pursuit of excellence" and "pursuit of and extracurricular activities, selecting im- perfection."Van Tassel-Baska (1989) and Delisle possibly demanding courseloads, or fuss- (1988) have offered useful suggestions on how ing endlessly over assignments in vain at- to meet these needs. tempts to make them perfect. Help each gifted student develop a realistic and With this strategy, it is possible to succeed only accurate self-concept. Giftedness does not mean instant mastery or winning awards. Parents and through superhuman effort; thus the student can teachers need to set realistic expectations for save face by setting goals too high for anyone to efforts and achievements and help the student achieve. choose appropriate goals. Itis important to recognize and appreciate efforts and improve- ment. terns or ('vents. On the other hand, giftedness permits people Student experiences fatigue, extreme tired- to learn and use information in unusual ways. ness, low elle:fy level. Given parental support and encouragement, Student exhibits unhappiness with self and personal motivation and opportunities to learn accomplishments. and apply their knowledge, gifted students may St mien tlas nervous habits such as eye blink- enjoy the process of creating new ideas, espe- ing, head shaking or stuttering. cially if they believe that it is all right to think Student has physical ailments such as weekly differently than age-mates. or daily stomachaches or headaches. Help each gifted student to be a whole person. 28 Novembrr 1994 1. 6 Gifted youngsters are children first and matically, asking "How come?" Con- individual differences. gifted second. While their learning cerned adults can reduce stress on Let students live their own lives. Caring styles may be special, they are individu- gifted students by helping them distin- adults support, encourage and cel- als with emotions, likes and dislikes, guish between hard-and-fast rules that ebrate students' efforts and successes, and unique personalities. They will not should be followed and those that can but they stand back a bit from these wake up one day and be "not gifted." safely be questioned or altered and efforts and achievements. They let stu- They should not feel responsible for helping them understand why rules dents select and master activities for solving world problems, nor does the sometimes change from time to time. personal enjoyment. Unfortunately, world owe them tribute. It is up to each Many people recognize that new some students wonder whether their student to make life meaningful. Un- ideas come from reshaping and dis- efforts and gains are for personal satis- derstanding these realistic limits to the carding old notions of right and wrong faction or to please overly involved par- bounty of giftedness can reduce stress and want students to be inquiring, cre- ents, teachers and others. When these on confused students. ative and resourceful thinkers. But so- students wish to give up an activity that Gifted students have strong emo- ciety, schools, teachers and academic no longer brings pleasure or interest, tions that give personal meaning to subjects have rules. In our society, fla- they fear they will disappoint others, each experience. Emotions should be grant rule breakers may be penalized and their are likely to feel trapped. recognized, understood and used as a and shut out of opportunities for fur- Be available for guidance and advice. valid basis for appropriate behaviors. ther growth and enrichment. Our stu- Some gifted students appear to be more Show patience. Let students select and dents will become better thinkers by mature than their chronological age strive toward their own goals. Do not learning that rules are man-made indicates. They have advanced verbal compare them or their achievements guides to behavior, not perfect or di- skills and can talk a good line. Never- to others. vine, but they are to be learned, under- theless, they are still children and need Some gifted students are intensely stood and followed appropriately in realistic, clearly stated guidelines about curious and may have less tolerance for certain situations. For instance, not limits, values and proper behavior. ambiguity and unpredictability than every student will like every teacher, These young people may not have their age-mates. Help them develop but showing respect is appropriate be- enough information or experience to patience with themselves. havior even if the student privately make wise and efkctive decisions. They Show acceptance and encouragement. hinks otherwise. Wise adults can model may riot understand decision-making Encourage students to work purpose- problem-solving methods that result in processes, and they need wise adults to fully, thoughtfully, and thoroughly and workable solutions and help gifted stu- listen and guide as they talk through do the best they can. It is not necessary dents learn when and how to use their the problem, the alternatives and the to excel in every situation. Help them novel perceptions, creativity and inde- pro's and con's, and try out choices. develop priorities to decide which tasks pendent thoughts appropriately and Knowing that they can be independent require the best efforts and which re- effectively. and still talk through their thoughts quire simply "good enough." Understanding and following rules with others without losing face reduces Accept and reward efforts and the does not mean conforming to every stress for these students. process of working on tasks. Sincere situation. There are some occasions Gifted students need to hear adults effort is valuable in itself and deserves when gifted students should not be openly state some of their perspectives reinforcement. The means may he expected to accommodate others. For to understand expectationsand accept- more deserving of merit than the ends. example, a severe mismatch between a able limits. While these students arc Efforts are within the gifted students' youngster's ability level and a school very perceptive, they cannot read control; the outcomes (high grades, program may be very stressful. Altering minds. prizes, honors, etc.) are not. Show love the student's curriculum may solve the Gifted students may know more facts and acceptance, regardless of the out- problem. about their interest area than do their come. These youngsters need to be Sonic parents unintentionally send parents and otheradults. However, they cherished as individuals, not simply for mixed messages regarding behavior. have riot lived longer; they need loving their accomplishments. They must When children are rude or uncoopera- concern and guidance. know that they can go home and be tive and offend teachers, other adults lovedand continue to love them- or peers, their parents behave as though This is an ERIC Digest prepared by Leslie selveseven when they do not finish giftedness somehow excuses such be- S. Kaplan, Director of Guidance, York first or best. havior and the offending actions high- County Public Schools, Virginia. Encourage flexibility and appropriate be- light their child's specialness. Sonic havior. Curiosity is frequently men- even seem pleased. These parents do A list of refemirec and recources for flit an lute tioned as a characteristic ofgifted learn- their children a great disservice by de- may be had by contacting the Communicator ers. Many individuals agree that gifted nying them the opportunity to learn students seem to question rules auto- empathy, teamwork and tolerance for November 199.4 29 163 Rogers despite some highly creative math enrichments in more, there is money and more money to Continued from page 1 Logo, Tesselations and Tangrams Standard devia- provide specialized Ira in ingfor a care/ ally' tions on all test score means were cut in half across selected corps of teachers of the gifted: the three years The low quartile made slight overall teachers who are very bright, who wouldn't CASE STUDY 2 (cont.) gains in their scores The middle quartile of ability think of standing up in front of a class of as a high school senior, receiving 10 college credits of made slight declines, and the upper quartile made students and reading from a CUTriculnin mathematics and 6 English credits when she at- significant declines in their mean scores for this guide, who expect to develop their own tended the University At college, she took placement period of time. instruction for gifted learners, who are exams in foreign language and music theory, picking excited and thrilled to have such stu- up another 23 credits for collegework In looking at the present, then, we can dentsteachers who spend much time on Outcome: Graduated from a prestigious university foresee a couple of possibilities for the their own pursuing their own intellectual Summa Cum Laude and Phi Beta Kappa, and com- future of gifted education and what it interests, activities like reading the Great pleted a double master's degree from a selective Ivy might look like for gifted learners. We Books or learning a new language, rather Leagde school at last report could be presenting gifted children with a than tatting lace or mater skiing. These menu of possible services and subsequently teachers have been guaranteed that from selecting from them as many as necessary this point on, gifted education will be a consistent part ofregulaceducation. Their CASE STUDY 3 to meet specific needs, OR we could be creating a Vonnegut-like world in which programs will never again be threatened School years 1989-1992 everyone is forced to be average. Ballet in April, rallied for in front of school A large midwestern urban school district decided to dancers wear weights on their ankles and boards in fun', and resurrected at the last develop a "school of the future," a school that would arms so they can move more awkwardly moment in August before school starts up ultimately individualize the education of its extremely and slowly: the bright learners receive an again. And funding is provided to totally diverse population of schoolchildren The curriculum electronic beep through their brains at transform schools, making liberal use of was developed from scratch by four "master teach- three-second intervals to interrupt any the grouping management strategies that ers," paid very well for the additional case loads, brilliant thoughts or ideas they might be the research supports for the maximum design responsibilities and administrative roles they having, and so forth. Both futures can be cognitive gains for gifted children: homo- would take on in this model Textbooks were avoided derived from case studies of our past. geneous grouping for advanced instruc- only real-life, relevant materials would be used in In thinking in more general national tion, cluster grouping, enrichment pull- instruction Children learned through two primary terms, it seemed to me we needed three outs, individualized accelerative options modes (1) small group enrichment units, self-se- different kinds of visions for the future. and sparing use of mixed-ability contemn- lected by the students according to their interests, Hence, I developed three different se- live grouping. and (2) completion of skills work according to a narios of what the future of gifted educa- Personal Learning Plan, managed by computer and Of course, in this scenario, similar fund- tiott might look like. As you study each of delivered instructionally by computer. The master ing levels have provided for curriculum the scenarios think about the positive and teachers in this school worked very hard with their reform projects and the special training of ofeach and decide low achieving,at risk," and special education stu- negative implication a cot Ps of teachers devoted to regular and dents in remediating for gaps or deficiencies in their for yourself which is themost satisfactory special education children. These devel- learning and curriculum. None of the teachers had one for the greatest number of individualsopments have taken place because we have training in gifted education, but felt these students and which is themost likelyto occur in thediscovered once and for all that all leaf a- would be kept busy as part of cooperative groups for future. ers do not learn the same amount or the the enrichment units and by being able to self-select Senario One: The Best Case same things in the smile amount of time, their own enrichment The school bought heavily into The VS. develops a national plan of and we have come to value these differ- the philosophy that the only real differences in,chil- aion !opted education as its first prior- enc-es, not to see advanced learners as dren are differences in the time 1 takes to master ity. De /'use has gone by the wayside. Cur- "high status" and low ability learners as content There was a strong belief that "all children riculum reform projects are funded with "low status," or vice versa. The outcomes can learn from the same materials" and ultimately for all learners place an emphasis on the through careful avoidance of ability grouping and huge grants specifically designated to boost encouragement of cooperative learning, all children the performance of gifted learners after arts, on aesthetics, on literature and on would develop the potential to learn the same amount several years c f test score regression to the the world's great thoughts, in part as a of material in the same amount of time Such ideas mean. People such as Jerome BrUller, the reaction to oversaturation of television were first espoused by Benjamin Bloom and Thomas truly great educational theoretician of our and movie violence, inane television Guskey in the 1970's and had hit "big time" in this times, creates several new curricula which sitcoms and monosyllabic news anchors district as Outcomes-based education in the 1990's rival his earlier efforts of the I 960's-- with carefully sprayed hair-dos. MACOS, P.SSC Physics, B,SCS Biology. Outcomes: Testing administered at the beginning The new curriculum has /lunch; it has Scenario Two: The Middle-of-the- and end of each school year showed slight declines in Road Case achievement progress annually in most areas of cur- challenge and it has all the advanced, A national report is issued outlining the riculum, except for progress maintenance in science accelenned, enriched, i n todisciph nary and need for intelligent, well -trained leaders and social studies, a large decline in mathematics procedural knowledge that gifted children computation, concepts, problem solving and compre- need so that they have "meat " to do their for our nation. CovernMent, few example, hension was experienced through the second year, higher order thinking awned. huther has hit a new IOW With its highest leaders 10 A'ovetribe, 1(194 161 unable to spell potato correctly or know mance of our culturalminority groups, the for some fourth scenario not even de- that Mexico is not in South America or economically disadvantaged, the "at risk" scribed as of yet? How can we paint our that Latin is not spoken in Latin America. populations. There is literally no time for brightest vision of the future? This report rallies government agencies classroom teachers to provide challenge or 1. Support good grouping practices for and congress to provide nurney for the meet the educational needs of gifted learn- gifted and talented learners and tryout development of curriculum and teacher ers. In many cases, the gifted students are new reforms with moderation for training pr-ograms for students with gifts utilized to help their classmates who groups of learners having difficulty in and talents. To become first in the world in struggle. school. Document all reforms or math and science, the government realizes Wien national norms on standardized changes made to ensure that what is that its brightest students will get us there. achievement tests across the nation's schools used as replacement or reform is supe- To solve the increasingly complex problems begin to plummet, the national educa- rior to what it replaces. of our environment, world politics, the tional agenda responds by pushing for 2 Press our state and national govern- U.S. budget deficit and the general decline national tests to be newly developed to ments to make education their primary in ethical values, there is a realization that replace these older achievement measures. spending priority. It is THEIR respon- it will be our brightest children who will Business, human resource development sibility, not that of businesses, corpora- solve these problems and get us back on and military testing personnel are called tions, private citizens or school boards. track. To help the increasingly elderly popu- in as consultants in the development of 3. Don't vote for anyone who doesn't see lation and provide fin the increasing num- this national assessment. education as the primary national bers of children born with disabilities and A set of standard competencies are also agenda. dependencies of one form or another; the developed forteachurs..They are required to 4. Quit blaming the schools and teachers nation realizes they want the bright ones to demonstrate their mastery of basic skills in for what's wrong with society. assume these roles. order to obtain a "national certificate of 5. Quit depending on schools and teach- So brilliant curriculum is developed for mastery," and later can develop portfolios ers to have the "answers" for what's this groupidentified as the top 15% of testimony about how they have touched wrong with society. nationally. The recomnwndations of the childre-'< lives as they win* toward a 6. Insist that schools focus on the aca- National Council for Teachers of Math- "master teacher" national certification. demic preparation ofstudents, and have es are purely and appropriately nn ple- School organization changes. Schools work parents take over teaching their own me»ted. The National Science Founda- in "families" or "clusters." One enters children things like getting along with tion funds huge projects for difkrentiated them to see children cooperating well as others, how to say "no" to drugs and slienee teaching and curriculum for CT they work on shared tasks. Tluy are happy how to develop a sense of values and learners. The basic "skills" of the total at school and teachers are happy too. Other ethics. curriculum reform effort come to include than push for a national student assess- 7. Expect parents to take over providing values and ethics, social ?esprit s and ment and national set of standards for academic enrichments and challenges ceonnutrutv service, environmental sci- teacher certification, the government has for their children when the Ehools run ernes, economics and government polig, removed itself from educational policy- out of money to do so. all in preparation 'or solving society's ills. making. Decision-making authority has 8. Provide parents with training in social The remainder of the population contin- moved to individual school sites, who vie and communication skills develop- ues to be taught using the school reform to see which building can produce at the ment, chemiciA dependency, values methods developed in the 1990's: out- highest levels with the same level of meagre clarification and psychological issues, comes-based education, cooperative learn- resources. Site-based teams decide what and with ways to provide enrichment ing. elements of effective instruction, bet- schools will teach and how school dollars and challenge when they don't know e; ogewous classrooms, a en rncularfocns will be spent. how to do such things for their chil- on caring and shring, a mastery ap- dren. Now comes he time when you must proach to basic skills and total integration The picture of gifted education is not decide which scenario is most likely to be nj students with disabilities in the regular totally clear in 1993. Visions of its future painted in the future, and which is most classroom. are like abstract or even impressionistic generally satisfactory. Personally, I believe pictures of tomorrow. The realistic details Scenario Three: The Worst the second scenario will ultimately pre-of the canvas are only beginning to be The school reform movement has hit the vail. It isn't the best. It does not provide revealed. I hope that each and every one nation in a big and resounding way. new and bet ter ways for educating 85% of of you will pick up your paintbrushes and Gifted and special education programs our school population, but it will put our contribute to the final masterpiece. have been eliminated and primary respon- brightest kids in a position to solve our sibilitv for the learning of all children is societal problems and to take care of those Karen Rogers, Ph.D., is an assistant profes- pbued on 0111 C1177P1ii nor fns of and having difficulties coping with society as it their unions. In order to manage the in- is. In the long run, it probably would makesor in the Gifted and Special Education I I mird (Intel sit y aim clasSTOOMS, our country stronger, but itis far ['tom Program of the School of Education, Profes- Ili Pills on teal h: rig to the middle or lower ideal. sional Psychology and Social Work at the ability students in then classrooms. There What can we do to ensure the best for University of St. Thomas in St. Paul, MN. is an emphasis on brinknngITthe pip, ;y1i ich ever 55 enario actually does occur or ', ember I 99I 71 1.6 5 MEMBERSHIPGAPPLICATION Please share this copy of the CAminninicatorith a friend when you have finished reading it. He or she might like to use this form tobecome a CAG member and active supporter of gifted education. Because of CAG's role in lobbying for appropriate education for gifted and talented students, dues payments to GAG are not tax deductible as charitable contributions for Federal income tax purposes. Name: Last First Middle Initial Preferred address: Street address or PO Box County: City State Zip code Phones, Home: ( Work: ( Affiliation: (school district of employment or attendance) Membership/ Service Category: Outside the USA, please add $10 for increased postage costs. Individual ($50) Family ($60) Patron ($100) Sponsor ($300) Life ($500) Benefactor ($1000) Limited Income ($20, attach letter) Communicator subscription only ($25) Role: Administrator/coordinator Board of Education member Consultant Counselor/psychologist Parent Teacher Other Special Skills/Interests: Arts Humanities Math Science Computers Advocacy/ legislation Payment enclosed: Personal check # District check # Charge: Mastercard Visa Exp. date Purchase order # Card number Non-profit Organization CALIFORNIA ASSOCIATION FOR THE GIFTED U.S. Postage 426 Escuela Avenue, # 19, Mountain View, CA 94040 PAID Canoga Park, CA Permit #3 30 Time Value ERIC Clearinghouse Daird Abilene/ Janet Drill Printed on 100 AssociationDrive retyclPd pope) Reston, VA 22091-1589 166