Future Trends in Gifted Education

V o l u m e XXXI, I s s u e 3, 2011

TEMPOJournal of the Texas Association for the Gifted and Talented • Member, National Association for Gifted Children (NAGC) FutureFuture Trends Trends in Giftedin Gifted Education Education Our 25th Year of Service! More than 2,500 Making Algebra Child’s Play® workshops conducted since 1990.

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® Hands-On Equations® Call us at 800-993-6284 to schedule your onsite staff development workshop! Borenson and Associates, Inc. Visit us at www.borenson.com for a listing P.O. Box 3328 of public workshops and to register for Allentown, PA 18106 our free 45-minute webinar! V o l u m e XXXI, I s s u e 3, 2011 TEMPO Future Features Trends Differentiating Instruction to Promote Rigor and Engagement in Gifted Education 9 for Advanced and Gifted Students Bertie Kingore, Ph.D. Helping Gifted Students Learn From and Learn With Technology 17 Del Siegle, Ph.D. A Case for the Future in the TEMPO Editor Gifted and Talented Classroom Dr. Krystal Goree 23 Peter C. Bishop, Ph.D., APF President Michelle Swain Reviving Gifted Education President-Elect 29 With the Schoolwide Cluster Dr. Lynette Breedlove Grouping Model First Vice President Dina M. Brulles, Ph.D., & Susan Winebrenner Linda Phemister The Future of Professional Second Vice President Development Dr. Mary Christopher 37 Ian Byrd Third Vice President Len Avecilla

Secretary/Treasurer In Every Issue Dr. Richard Sinclair Immediate Past President From the Editor Dr. Laura Mackay 4 Krystal Goree, Ph.D. Executive Director JJ Colburn From the Executive Director JJ Colburn The Texas Association for the Gifted and Talented (TAGT) is a nonprofit organization of 6 parents and professionals promoting appropriate education for gifted and talented students in the state of Texas. Tempo is the official journal of the Texas Association for the Gifted and Talented. It is published From the President four times a year. The subscription is a benefit for TAGT members. Michelle Swain Material appearing in Tempo may be reprinted unless otherwise noted. When copying an 8 article please cite Tempo and TAGT as the source. We appreciate copies of publications containing Tempo reprints. Address correspondence concerning the Texas Association for the Gifted and Talented C.P.’s Corner (including subscription questions) to TAGT, 1524 S. IH 35, Suite 205, Austin, Texas, 78704. Call Clyde Peterson TAGT at 512/499-8248, FAX 512/499-8264. 15 ADDRESS CORRECTION REQUESTED: Please notify TAGT if you are moving or if your mailing address has changed. TAGT publications are sent via third-class mail and are not forwarded by the Post Office. Be sure to renew your membership. You will not receive TAGT publications or Opinions expressed by individual authors do not mailings after your membership expiration date. necessarily represent official positions of TAGT. from the editor by Dr. Krystal Goree

lthough budget cuts and educational Dr. Siegle’s article is followed by “A Case for the Future reform continue to pose challenges to in the Gifted and Talented Classroom,” written by Dr. Peter those who advocate for appropriate edu- Bishop, who takes a close look at the interests gifted young- cation services for gifted children, one sters have in the future, global issues, and moral dilemmas merely needs to visit with the dedicated and presents ideas for incorporating the study of futures teachers and administrators in the field, into curriculum for gifted students. Athe supportive parents of gifted children, and gifted children Next, Dr. Dina Brulles and Susan Winebrenner out- themselves to know that there is promise in our future. Even line the structure and process for using cluster grouping to in the midst of turmoil in education there are those who are provide quality differentiated learning opportunities for all willing to do whatever it takes to ensure that the academic students in the classroom in their contribution, “Reviving and affective needs of gifted kids are effectively addressed. Gifted Education With the Schoolwide Cluster Grouping Why? Because it is the right thing to do. These youngsters are Model.” These authors focus on grouping practices that our future and they deserve the opportunity to learn, grow, keep gifted kids challenged while improving the achieve- and develop their gifts and talents. As we look toward the ment of all students and establishing learning environments future and closely examine ways that obstacles we face may that allow teachers to target the needs of the students with be overcome, it becomes clear that the myriad of changes tak- whom they work. ing place in the field of education will necessitate adjustments Finally, Ian Byrd, gifted teacher and designer of a website in the instructional practices of teachers and gifted service that offers valuable information including gifted education delivery models. For this reason, the theme of the upcoming resources for teachers, lesson ideas, and links to professional TAGT Annual Professional Development Conference, Gifted development and chat rooms, offers insight into new trends 3.0—Testing the Gifted in the 21st Century: Looking Forward, by focusing on “The Future of Professional Development.” is especially timely and relevant. Highlighting the potential of technology for providing This issue ofTempo aligns with the conference theme, professional development training and the sharing of ideas focusing on future trends in gifted education and providing among educators, Byrd suggests a step-by-step process for readers with a look at timely topics and promising practices in engaging in professional growth online along with specific gifted education. It begins with an article by Dr. Bertie Kingore, websites that teachers might find useful as they enter the one of the most revered authors and presenters from the State world of professional development through technology. of Texas. Dr. Kingore, in her manuscript “Differentiating Three of the well-known authors who have contributed Instruction to Promote Rigor and Engagement for Advanced to this issue of Tempo will present at the TAGT Annual and Gifted Students,” describes learning environments that Conference, November 30th–December 2nd, in Austin, promote rigor and shares teaching strategies that educators can Texas. Dr. Bertie Kingore will present the opening con- implement to ensure that bright students in their classrooms ference keynote session, Dr. Dina Brulles will offer a full- remain engaged in the learning process. day conference institute, and Ian Byrd will participate in a The second article, “Helping Gifted Children Learn panel discussion, Transforming Education through Social From and Learn With Technology,” by Dr. Del Siegle, a Past Networking Tools. I hope you can join us at the conference President of the National Association for Gifted Children, as parents, teachers, administrators, and others gather to offers an overview of ways that technology is changing our network, support one another, and hear some of the most world and provides educators with ideas for integrating tech- outstanding authors, educators, and presenters in the field nology into meaningful learning experiences for gifted kids. of gifted education.

4 Tempo • Vol. XXXI, No. 3, 2011 Visit our booth at the TAGT Professional Development Conference! Booth 308 from the executive director

by JJ Colburn

hen I was working on a campus, the coach themselves and to be responsible for their own beginning of the school year was one of my development, regardless of their natural abilities. Like favorite experiences. Few professions pro- football players, gifted learners deserve our support. vide such a unique opportunity for annual W Myth #2: Gifted kids will be ok in classrooms with teach- renewal. For educators, the new year is a time to set new goals, employ new strategies, and meet new students. For ers who don’t have specialized training and resources. Only parents and students, a new year is marked by exciting in rare cases would a school assign a coach who had never changes in development. played football, much less received specialized training, Another reason I love the fall semester is because it to be in charge of a varsity football team. We expect our means it’s time for football season. I appreciate the co- coaches to be sound in fundamentals, innovative in their curricular lessons athletic programs provide to students. approaches, and up to speed on the latest trends in the Although a focus on academics is clearly paramount, activi- sport. We expect our coaches to differentiate coaching ties, arts, and athletics all play an important role in student styles based on the varying talent levels of athletes. Like learning. At no other time is this synchronicity so evident football players, our gifted students deserve teachers who than at the start of a new year. are trained to meet their unique needs. I imagine that in many ways this year is the same as Myth #3: Acceleration placement options are harmful. others. Educators, parents, and students are excited about How often have we witnessed a talented young fresh- the promise and potential of the new year. In a sense, every- man athlete, with physical abilities well beyond his one is “undefeated.” However, in one very important way, years and peers, be given the opportunity to compete this year is different. In many school districts, budgets have at an advanced level? Most wouldn’t think twice about been slashed, and district and campus leaders are searching moving a highly capable younger student to the varsity desperately for ways to work with less. Educators may feel team, especially when he could make the difference like they are starting the game two touchdowns behind. in a team’s run to a championship. In many schools, Whether you are an educator or parent with a passion athletes are allowed and even encouraged to compete at for gifted education, this year will require an increased their ability level, rather than at their grade level. Like vigilance and commitment to our field. As many schools deal with the grim reality of unprecedented losses in fund- football players, our gifted children deserve the oppor- ing, resources, and personnel, it will be natural for our tunity to learn at their demonstrated level and beyond. leaders to look to gifted services as a potential area for cuts. I believe strongly in the importance of co-curricular activi- Myths regarding giftedness may become justification for ties and I believe that athletic programs are essential in our dismantling gains made over the last 30 years. schools and communities. I am not proposing that schools In Texas, football creates a passion in communities that limit resources for athletes, restrict access to qualified coaches, would be game changing for schools if channeled into aca- or that students not be allowed to compete based on their demic programs. So, how can we best apply the attitudes ability. Rather, I am saying that we, as educators and parents toward football to create a similar passion for our gifted of gifted children, must insist that schools simply apply the same children? Consider just three myths about gifted education expectations to gifted programs. Many myths about the gifted and the food for thought we can provide decision makers. will likely be bandied about the halls of our schools and we Myth #1: Gifted students don’t need help; they’ll do fine must be prepared to counter these thoughts. Services pro- on their own. Can you imagine the concern if there vided by TAGT, such as the 2011 Professional Development were not programs in place to develop student athletes? Conference in Austin, can strengthen our resolve and knowl- What if our kids were expected to organize practice edge base. Perhaps we can convince others to embrace new schedules and game plans and fully develop their skills attitudes toward gifted learners by tapping into the expecta- and talents without the support of a school-sponsored tions applied to football. After all, every student deserves to system? We do not expect young football players to experience a winning season.

6 Tempo • Vol. XXXI, No. 3, 2011 “taMS helped Me develop the reSearch SkillS and knowledge neceSSary to Succeed aS a ScientiSt ”

— wen chyan (’09)

2008 Siemens science competition national winner and $100,000 scholarship recipient 2009 Intel Science Talent Search finalist MIT class of 2013

While at TAMS, Wen Chyan became a nationally recognized inventor. He earned kudos from two of America’s most prestigious high school research competitions for his invention of a groundbreaking product that could help prevent a variety of bacterial infections. The bacteria sicken more than 2 million hospital patients – and kill about 100,000 – each year. Inspired by family members who contracted such infections while hospitalized, Chyan engineered an antimicrobial coating that releases silver ions to prevent and kill bacteria on needles, breathing tubes and other devices commonly used in health care.

UNT’s Texas Academy of Mathematics and Science — the nation’s first accelerated residential program for gifted teens who take university courses to complete their first two years of college while earning high school diplomas – has launched many promising research careers for exceptionally talented students like Wen Chyan.

Shaping the future of young reSearcherS

tams.unt.edu Texas Association for the Gifted and Talented 7

hat an amazingly hot summer we and educators. TAGT offers many conferences and events had in Texas this year! We hope you throughout the year that provide information and insight found a way to enjoy some time off to everyone from the novice to the expert! While on the away from the heat—both literal and website, don’t forget to register for the Annual Conference figurative. My girls and I actually spent in Austin November 30–December 2! the summer in Oz . . . performing in The Wizard of Oz at our local community theater. It makes W Advocacy me think about the past year and the year to come. For some of us, visiting Oz was a powerful experience that helped us In addition to the awareness information, there are many to appreciate what we have as far as services and support for advocacy tools on the TAGT website. Parents can locate gifted learners in our district. Others may still be lost in Oz, information on becoming a parent advocate and receive trying to find their way back home without the help of the guidance through the recommended 15 DOs and DON’Ts Wizard or Glinda or the witch’s ruby slippers. Still others of Advocacy. If you are interested in working with other may have been so tossed about by the cyclone, they aren’t parents, there is a listing of current parent groups across sure where they are or where they stand. Whichever situa- the state as well as a guide for creating a parent group in tion you find yourself in this year, please know that TAGT your area. Parent support groups were quite powerful in remains a powerful resource for you in your efforts to meet some districts during the financial crisis this past year and the unique needs of the gifted and talented students in your used the advocacy tools TAGT provided to help support life and work. Have you visited the TAGT website (http:// their positions. TAGT follows the legislature closely year- txgifted.org) recently? There is a wealth of information and round and provides legislative updates and links to state resources available to parents, students, and educators. and national news. Educators and parents can connect with elected officials and voice support for gifted services. On the national level, you can learn about and request support for Awareness the TALENT (To Aid Gifted and High-Ability Learners by If you are new to gifted education, look for the section on Empowering the Nation’s Teachers) Act, which essentially What is Giftedness? under the Parents tab, which provides replaces the Javits funding. information on the characteristics and needs of this student population, and the Gifted Glossary to help clarify Action education terms and jargon. You can also find research reports and links to online and state resources, including Once you are versed in awareness and advocacy, you can the TEA website. Teachers can conduct self-assessment with really take action! Again, the parent groups are a great the Teacher Knowledge and Skill Standards for Gifted and way to accomplish this and there is now a TAGT Parent Talented Education, a collaborative effort of the National and Community Division that members can join when Association for Gifted Children and the Council for renewing or beginning their membership. TAGT is expand- Exceptional Children. Suggested reading lists for parents, ing opportunities for becoming active in the association students, and educators are also included. You might want through the restructuring of the governance structure to check out the latest Legacy Book Award winners for their and implementing a more robust committee structure powerful literary contributions. You can explore a vari- that allows more members to serve the association and ety of programs, grants, and awards available to students membership.

8 Tempo • Vol. XXXI, No. 3, 2011 Differentiating Instruction to Promote Rigor and Engagement for Advanced and Gifted Students Bertie Kingore, Ph.D. demand for increased rigor in than my gifted students. Unfortunately, quantity and memorization because it learning environments and it is true that some advanced students is the quality of thinking, not the outcomes is a significant state- have learned habits of mind that are quantity, that defines rigorous learn- ment heard across our nation. counterproductive, but I believe that ing (Daggett, 2007). The first step is Educators seek to encourage deeper it is time to help students reset their to clearly define rigor and explore how thought among students with a greater learning attitude—reset from What is the elements of rigor affect students in emphasis on persuasion and analysis. the minimum I can do to get an A? to high-level learning cultures. The next However, a secondary teacher recently What helps me learn and make connec- step is to develop ways to use rigor to shared this concern: I can’t initiate tions at ever-higher levels? In a rigorous differentiate instruction by eliciting more rigorous instruction. My gifted learning environment, educators higher level responses and developing students will not work on difficult tasks. exhibit a greater concern for quality students’ autonomy and responsibility My special education students try harder and conceptual thinking rather than for continuous learning.

Texas Association for the Gifted and Talented 9 Rigor and engagement are sig- educators recognize that expectations vation and engagement, and students nificant components for all students, must be realistic and relevant. Sullo respond more positively to high-level but differ by degree when nurtur- (2009) admonished that when stu- expectations when they value what ing advanced and potentially gifted dents perceive that they cannot suc- they are doing. Unfortunately, it is children. Blackburn (2008) made an ceed, they typically seek power in less true that gifted students are moti- important point when defining rigor responsible ways, such as assuming vated by their work; they may not be as students demonstrating learning at an I don’t care attitude or becoming motivated by ours. However, what is high levels in an environment where a disruption. For students to know significant to long-term memory and students are expected to learn and are that their effort will result in success, learning dispositions is not how many supported so they can learn. Although let them know verbally that their assignments gifted students complete, that definition is significant for all chil- learning is guaranteed and help them but how they engage in the work dren, it is not sufficient for the learning establish beliefs that they will learn. (Sousa, 2009; Willis 2007). Increase profiles of gifted learners who benefit For example, students’ motivation and engagement from an increased pace of instruction, I guarantee you will learn in this by incorporating authentic audiences in-depth content, and more complex class! To ensure that guarantee, and student interests. levels of process and product (National you need to bring three personal Convey to students a sense of Association for Gifted Children things to class each day: I will an authentic audience beyond the [NAGC], 2010; Sousa, 2009). Thus, think; I will try; I will participate. classroom. For example, students in I propose the following definition of If you bring those three things, I a Spanish language class incorporate rigor and engagement to appropriately guarantee that you will succeed. essential learning standards as they nurture advanced and gifted learners: write primary-level books in Spanish This technique may seem too to send to rural areas in Costa Rica simple or even silly, yet it sets a tone Gifted students deserve a rigorous where children have no books to read of shared responsibly and realistic learning environment in which they or to use to learn to read. Although expectations. If a student is not mak- are expected to engage at high levels in most students benefit in some ways, ing progress despite thinking, trying, diverse processes, supported so they can meaningful projects and appropriate and participating, it removes the bur- learn beyond-grade-level concepts and support provide advanced students den from the student and becomes a skills, and required to produce high-end an incentive to strive for excellence clear indication to approach this learn- products that evidence relevant, sophis- beyond grade levels while simultane- ing situation another way. ticated content. ously integrating targeted concepts Relevant learning is transdisci- plinary and connects real-world con- and skills. An archive of more than This acrostic for rigor organizes five 400 authentic projects has been com- key elements for action: texts and students’ interests through authentic problems, current issues, piled by Expeditionary Learning • Recognize realistic and relevant simulations, service learning, and Schools (http://www.elschools.org). high-level expectations. teaching others. Rigor without rel- Egan (2009) posed a provoca- tive question related to reaching high • Integrate complexity, breadth, evance can result in students who do well academically but seem dysfunc- expectations through student inter- and depth in content, process, ests: What if every student were charged and product. tional in the real world (Daggett, 2007). Although students must ulti- with becoming an expert on something? • Generate cognitive skills. mately determine what is relevant Gifted students typically have learning passions—topics about which • Orchestrate support systems to them, at times, teachers need to facilitate students making those con- they want to learn everything. These and scaffolding for success. nections to specific content or skills. students are willing to spend consider- • Refine assessments to guide Hold up a sign that reads 4Me as a able time in and out of school learning instruction and benefit learners. gimmick to elicit students’ discussions: and working on something they care What is in this lesson for me, and how about once teachers guide them to will I ever use this? Demonstrating rel- connect and apply those interests. As Recognize Realistic evance is particularly significant with students demonstrate commitment to and Relevant High- adolescents who are in the develop- their research, teachers must facilitate Level Expectations mental stage of identity formation students’ incorporation of the essential High-level expectations are a pop- (Sullo, 2009). elements of rigor into their transdisci- ular objective in education. However, There is a clear link between moti- plinary work.

10 Tempo • Vol. XXXI, No. 3, 2011 Integrate complexity, http://khanacademy.org breadth, and depth This site is an amazing collection of more than 2,100 instructional videos and in content, process, 100 self-paced exercises that teach beginning to college-level math, science, and product humanities, and test preparation skills. These videos serve as excellent tutor tools for clarification and as vehicles for self-directed learning extensions. Increased complexity, breadth, and depth in content, process, and prod- http://libraryspot.com Library Spot is a free virtual library research center allowing students to uct are likely when teachers facilitate explore the web for valuable resources and information. It serves as a students’ investigations of real-word gateway to the web sites of more than 2,500 worldwide libraries. problems with fuzzy, transdiscipline solutions. To elicit maximum opportu- http://icom.museum/vlmp/ These virtual museums pages present a comprehensive directory of online nity for rigor, students must be respon- museums and museum-related resources around the world. sible for designing the process, content, http://artsedge.kennedy-center.org and products rather than merely com- The Kennedy Center Arts Edge offers free student materials, videos and pleting a learning task provided by the articles related to the arts and becoming an artist, as well as standards- teacher. For example, students might based teaching materials for use in and out of the classroom for arts-based devise a procedure for testing consumer instruction and assessment. products, such as the flavor of peanut http://nationalgeographic.com/education/ butter or the absorbency of paper towel This newly redesigned site provides online worldwide adventures, maps brands, collect and analyze data, and and geography, student activities and projects, photos and videos, online then organize the results using graph- library, history activities, lesson plans, and much more. ing calculators and computer spread- http://hoagiesgifted.org sheets (Jones, 2010). Or, students might This is a site for gifted children, including great links, resources, reading lists, identify a school-related problem, such and movies featuring gifted kids. Kids Speak Out features kids’ contributions as a dangerous traffic crossing, and from artwork to writing and photographs. devise procedures using digital cam- eras to record data, edit and organize Figure 1. Websites for complexity, breadth, and depth. the data graphically, identify the person with the power to initiate change, and a range of subject-specific knowledge, Figure 1. All of these sites are active at write a persuasive report to that person. concepts, and skills in order to develop the time of publication and present a Inquiry learning exemplifies this a deeper understanding of transdisci- sampling of the resources available for degree of complexity in learning. The plinary themes (http://www.ibo.org). students’ pursuit of beyond-grade-level process begins with teacher-directed If gifted students are to be held to information. They are proposed as a experiences to develop foundational high expectations in complexity and useful starting point for explorations skills and continues as students move depth, appropriate materials beyond and individual projects. Nearly all of toward increasing independence in grade level must be available. Nurture the sites have hyperlinks to related sites developing these learning opportunities gifted students’ higher level responses to expend the value of the information. that elicit autonomy, research skills, and by increasing text difficulty and concept productive habits of mind. The com- density. To ensure continued learning plexity and depth of the inquiry process Generate growth, instruction must challenge rests on the teacher’s skill in planning cognitive skills and preparing foundation-level tasks students to work slightly above their and the availability of resources and comfort level rather than at or below Cognitive skills require the sort of technology for students. International their current achievement level (Sousa, mental activity that enables students to: Baccalaureate’s (IB) emphasis on 2009). This level of instruction neces- •• scrutinize, evaluate, and assimi- the process of inquiry is an excellent sitates that gifted students work with late text and ideas coherently; example of using inquiry to generate intellectual peers at times rather than •• communicate clearly, logically, cognitive skills and nurture the natural solely engage in whole-class instruction. and concisely; curiosity that leads students to solutions Facilitate students as they access •• substantiate precise, strategic sci- for complex problems. IB stresses that websites that enable advanced explo- entific and mathematical think- inquiry is not merely a novel way of ration of their interests and topics of ing; and repackaging subject-specific content. study with greater complexity, breadth, •• engage in reflective thought, prob- Rather, it is a way for students to use and depth, such as the websites in lem solving, and decision-making.

Texas Association for the Gifted and Talented 11 The main point is that any topic or Analysis Tier 1 content area can foster cognitive skills •• What about the topography enabled _____ to settle in _____? if it is taught in intellectually challeng- •• Tell three similarities and differences of _____. ing ways. Noddings (2009) admon- •• Use a Venn diagram to compare _____ and _____. ished that today’s specific objectives •• What do the artifacts of _____ imply about their civilization? or standards may reduce content to Analysis Tier 2 CliffsNotes for everything and fore- •• Discuss that event from the perspective of _____. close learning to think. Educators •• Using past and present conditions, predict the future of _____. need to emphasize specific strategies •• Use a three-way Venn to compare _____. such as questioning and high-level •• Create analogies connected to our content by comparing two concepts through related items in different locations. For example: thinking to generate cognitive skills. Manifest destiny is to a covered wagon in Oregon as isolationism is to Questioning is central to intellec- a _____ in _____. tual pursuits. Although many resources address different types of questions, Figure 2. Tiered thinking prompts: social studies. Adapted such as factual, convergent, divergent, from Kingore, B. (2006). Integrating Thinking (2nd ed.). Austin, TX: and evaluative, teachers must also Professional Associates Publishing. address the issue of the competency and skill by which students pose qual- points crucial when the goal is to gener- and in-depth responses from advanced ity questions. Rigor should challenge ate cognitive skills: and gifted students as they generate advanced students to pose essential •• Engage all students in high- cognitive skills. questions relevant to the real world level thinking as frequently as is more than accumulate simple cor- feasible. Orchestrate rect answers from the past. Socratic •• Raise the complexity of high-level support systems Seminars—a method of intellectual thinking for advanced and gifted and scaffolding engagement founded upon question- students. ing skills—provide rich opportunities for Success to model and apply the art of question- To promote complexity for gifted Rigor involves high expectations ing. Implementing Socratic seminars in students in mixed-ability classrooms, for students, but it also requires edu- which students take the leadership roles differentiate instruction by tiering cators to build the scaffolding and in preparing and conducting the semi- analyze, evaluate, and create from provide the encouragement that will nars will encourage students to think more simple, concrete to more com- enable students to fulfill these expecta- critically, address ambiguity, analyze plex, conceptual thinking adaptations. tions. Students need support for their multiple possibilities, and communi- Using an example for social studies, efforts to learn. An effective support cate among themselves with clarity, Figure 2 compares analysis tasks at system that promotes high levels of confidence, and respect. two tiers of complexity. Both tiers achievement includes personalized Bloom’s revised taxonomy (Ander- relationships between adults and stu- son & Krathwohl, 2001) is widely used require students to analyze. However, for organizing high-level thinking, Tier 1 incorporates somewhat simpler dents, effective scaffolds that bridge but a problem emerges when printed and more concrete analytical tasks the gap between what is known and resources suggest that teachers differen- when compared to the analytical what needs to be learned, and produc- tiate instruction by requiring remember, challenges prompted by Tier 2. Tier tive collaboration among students. understand, and apply for struggling to 1 provides relevant high-level thinking Sagor (2009) believed that students grade-level students while requiring ana- opportunities for all students; these are need continuous encouragement, and lyze, evaluate, and create for grade-level valuable prompts to engage students in he challenged educators to ask them- to advanced students. I caution against analytical responses. Simultaneously, selves two questions every day as stu- this interpretation, as I firmly believe Tier 2 invites adaptations with greater dents exit the classroom: As a result of all students can and should be involved complexity through more sophisti- today’s experience, will these students be in high-level thinking as often as pos- cated content and information pro- more or less confident that their futures sible. Wiggins and McTighe (2005) cessing, increasing the likelihood that are bright? Will students walk out of reminded us that knowledge and skills gifted students are analyzing more the classroom feeling more capable than are necessary but not sufficient elements complex content with more complex when they walked in? (p. 53). of understanding for long-term retention thinking. When teachers tier high- Teachers are a major influence and achievement. Hence, I consider two level thinking, they promote complex on the learning success of students.

12 Tempo • Vol. XXXI, No. 3, 2011 Students differ in their degree of independence and skill, •• Encourage young gifted learners and English lan- but all learners benefit from a teacher’s instruction, mod- guage learners with only beginning reading and eling, interaction, guidance, support, encouragement, writing skills to conduct research, create projects, coaching, and feedback—even gifted students whom and share complex ideas through verbal recordings some educators perceive as always making it on their own rather than written responses. (Kingore, 2007b). Although teachers feel overwhelmed at •• Regularly employ preassessments to document times by the stress of helping struggling students succeed, exempting gifted students from work they have already mastered. Implement replacement tasks no teacher intentionally wants to ignore any members of instead of redundant work. the class. As a faculty or instructional team, network and develop realistic ways to support advanced and gifted stu- •• Encourage student autonomy by posting a list of generalizable products from which students can dents in mixed-ability classrooms. The ideas in Figure 3 select when pursuing replacement tasks. are provided to prompt decisions regarding support that is practical for busy teachers to provide. •• With gifted students, generate criteria that promote high-quality responses so students can document Sullo (2009) asserted that teachers must create a needs- their approximations to excellence when pursuing satisfying environment that responds to students’ five basic replacement tasks. needs: belonging/connecting, power/competence, freedom, fun, •• Require gifted students to daily self-assess learn- and survival/safety. When these basic needs are being met, ing behaviors, effort, and results when working on all students are more likely to be engaged in learning and replacement tasks or projects. Review these self- less likely to demonstrate management problems. Every reflections and debrief with students as appropriate. classroom activity does not need to meet each need, but •• Ensure that gifted students maintain records of prog- across a segment of time, teachers should ensure a reason- ress and personal changes as learners rather than able chance that all these needs are met. Although educators gauge their results through comparisons with grade- must assure survival/safety for all students, several of these level peers. basic needs have implications when differentiating instruc- •• Form interest-based groups across grade levels to tion for gifted students. For the gifted student: nurture more in-depth information and problem solv- •• belonging/connecting requires respectful interactions ing. These students regularly work together when in class and, through technology, participation in vir- teachers place others in small groups for re-teaching or to practice and apply grade-level skills. tual teams with intellectual peers as well as age peers; •• power/competence requires a learning environment •• When appropriate in class, place gifted students in that promotes responsibility and autonomy through similar-readiness small groups to promote applications beyond grade level. opportunities for students’ decision-making and continuous learning beyond grade-level mastery; •• As flexible groups, implement text clubs or literature •• freedom requires choice and the right to be passionate circles with a diverse range of materials that allow all students to select books at, below, and beyond about personal talent areas without apologies (Siegle, grade level. 2011); and •• fun results from engaging learning tasks with people •• Jigsaw using complex materials for advanced students during cooperative learning. who care. •• Implement Socratic seminars in which students take the leadership roles in preparing and conducting Refine assessments to guide the seminars. instruction and benefit learners •• When practicing grade-level learning standards, Nationally, only one out of four educators think that allow gifted students to use higher level materials for applications. For example, all students can be standardized testing is increasing student competence practicing mathematical operations using a range (Neill, 2010). Neill (2010) asserted that a healthy assess- of materials instead of only the grade-level textbook. ment system would include limited large-scale standardized •• Implement cluster-grouping classrooms so gifted testing, extensive school-based evidence of learning, and students have constant access to an intellectual a school-quality-review process. Teachers have the power peer group as well as an age peer group. The to lead this need for assessment balance by documenting key to success is a teacher who likes gifted stu- assessment evidence within their classes. Indeed, teach- dents and is quite accomplished at differentiating ers exercise a simple way to increase rigor and relevance instruction. when they implement more complex forms of assessment Figure 3. Supporting gifted potential in mixed- that challenge students to think and more fully explain ability classrooms. demonstrations of understanding beyond simple recall

Texas Association for the Gifted and Talented 13 Grade-Level Expectation Advanced Response Gifted Response Valid content; accurate facts Covers topic effectively; well Precise data; in-depth; and details but little depth developed; explores the topic well-supported; develops Content or elaboration; conveys a beyond basic facts and details beyond-grade-level concepts Depth general idea or understanding and relationships; insightful; evaluates the issues of the topic Simple and basic information; Critical thinking is evident; Analyzes, synthesizes, and limited critical thinking compares and contrasts; evaluates across time integrates topics, time, or and disciplines; creatively Complexity disciplines integrates multiple perspectives and issues; uses beyond-grade-level resources Concrete ideas; appropriate Concludes appropriate Symbolic or metaphorical; but literal; event based relationships; uses some abstract thinking is evident; Conceptual metaphors to develop concludes beyond concrete Thinking relationships; discusses realities or specific objects; concepts and principles idea based based on events

Figure 4. Rubric for conceptual thinking, complexity, and content depth. Adapted from Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin, TX: Professional Associates Publishing.

of answers. When appropriate, use are more important than appearance •• teachers conclude the process by assessments that elicit beyond-grade- or flash value. These criteria become using a different color to evalu- level responses. Extended work, such the main ideas for the evaluation of ate the student on the same rubric as research projects, narrative assess- learning tasks. As adults work with copy (Kingore, 2007a). ment logs, self-evaluative question- students to develop rubrics that incor- naires, demonstrations, and portfolios porate these criteria and specify levels Using rubrics these three ways pro- are likely to yield far more accurate of proficiency for each criterion, educa- motes an atmosphere of collaboration. information when assessing the range, tors need to clarify for themselves the Self-assessment formats, such depth, and quality of gifted students’ differences among student responses as rubrics, learning logs, narrative accomplishments and changes as that meet grade-level expectations, responses, and checklists of concept learners (Neill, 2010; Sousa, 2009). demonstrate advanced-level responses, and skill applications, escalate achieve- Refine assessment beyond testing or are typical of gifted-level responses, ment, necessitate students’ increased and the recording of grades. The pur- as modeled by Figure 4. involvement, and nurture a sense of pose of assessment is to gather infor- Although most often imple- ownership in evaluative procedures. mation that guides instruction and mented as a valued standard for eval- Through consistently evaluating their benefits students. High expectations uation, rubrics should also provide a own achievement, students become for quality, more purposeful applica- guideline to quality by describing the better achievers with a greater incen- tions of rubrics, and incorporations requirements to achieve various lev- tive to improve (Wiggins & McTighe, of self-assessments result in a clearer, els of proficiency on a learning task more comprehensive view of gifted (Kingore, 2007a). For a more pur- 2005). When pursuing replacement students’ learning, and can greatly poseful application of rubrics, educa- tasks and research projects, require augment summative assessments. tors can use rubrics in three ways to gifted students to daily self-assess Communicate realistic high expecta- promote personal growth and high their learning behaviors, effort, and tions for quality work. Work with gifted achievement for gifted learners: results. Review these self-reflections students to generate a set of criteria that •• students use the rubric to set goals and debrief with students as appro- promote high quality so students can before beginning the learning priate to facilitate and support their document their approximations to experience; learning. Ensure that gifted students excellence when pursuing replacement •• students use one color to mark maintain records of progress and per- tasks. Criteria (e.g., complexity, content self-assessments of their achieve- sonal changes as learners rather than depth, conceptual thinking) commu- ment level on each criterion when solely gauge their results through com- nicate that content and understanding they complete the task; and parisons with grade-level peers.

14 Tempo • Vol. XXXI, No. 3, 2011 C.P.’s Corner Conclusion Rigor eludes gifted differentiation when we fail to respond with different levels of instruction to students’ different levels of readiness. In today’s school climate, it seems politically correct to say All children are gifted, or I teach all children as if they were gifted, but what does that imply? Do all children actually learn in the same way, at the same pace, at the same level? Are we debasing learning differences and interests? It is time to respectfully recognize that children differ and exhibit a wide range of capabilities, interests, and needs. Adults model the art of education when they respond to those differences so all students, including the gifted, experience continuous learning at their highest capabilities. Rigor should guarantee continuous learning.

References Anderson, L. & Krathwohl, D., (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman. Blackburn, B. R. (2008). Rigor is not a (2010). Redefining giftedness for a new learns (2nd ed.). Thousand Oaks, four-letter word. Larchmont, NY: Eye century: Shifting the paradigm. Wash- CA: Corwin Press. on Education. ington, DC: Autumn. Sullo, B. (2009). The motivated student: Daggett, W. (2007). The education chal- Neill, M. (2010). A better way to assess Unlocking the enthusiasm for learning. lenge: Preparing students for a chang- students and evaluate schools. Educa- Alexandria, VA: ASCD. ing world. Rexford, NY: International tion Week, 29(36). Wiggins, G. & McTighe, J. (2005). Center for Leadership in Education. Noddings, N. (2009). All our students Understanding by design (2nd ed.). Egan, K. (2009). Learning in depth. In thinking. In M. Scherer (Ed.), Englewood Cliffs, NJ: Prentice Hall. M. Scherer (Ed.), Engaging the whole Engaging the whole child: Reflections Willis, J. (2007). Brain-friendly strategies child: Reflections on best practices in on best practices in learning, teaching for the inclusion classroom. Alexan- and leadership (pp. 91–100). Alexan- learning, teaching and leadership (pp. dria, VA: ASCD. 133–142). Alexandria, VA: ASCD. dria, VA: ASCD. Jones, R. D. (2010). Rigor and relevance Sagor, R. (2009). Cultivating optimism in Bertie Kingore, Ph.D. is an international con- handbook (2nd ed.). Rexford, NY: the classroom. In M. Scherer (Ed.), sultant who has worked with students, their International Center for Leadership Engaging the whole child: Reflections teachers, and their parents for more than 30 in Education. on best practices in learning, teaching years. She is also an award-winning author of Kingore, B. (2007a). Assessment: Timesav- and leadership (pp. 45–54). Alexan- numerous articles, instructional aids, 24 books, ing procedures for busy teachers (4th dria, VA: ASCD. and seven interactive CD-ROMs on education. ed). Austin, TX: Professional Associ- Siegle, D. (2011). Gifted children’s bill of Dr. Kingore has received many honors includ- ates Publishing. rights. In J. Galbraith & J. Delisle, ing the Outstanding Alumnus Award from the University of North Texas where she earned Reaching all learn- The gifted teen survival guide: Smart, Kingore, B. (2007b). her Ph.D. She is a past president of the Texas ers: Making differentiation work. sharp and ready for almost anything Association for the Gifted and Talented and was Austin, TX: Professional Associates (4th ed., p. 33). Minneapolis, MN: also recognized as the first Texas Gifted Educator Publishing. Free Spirit Publishing. of the Year. Dr. Kingore may be reached at http:// National Association for Gifted Children. Sousa, D. (2009). How the gifted brain www.bertiekingore.com.

Texas Association for the Gifted and Talented 15 DURING THE 2011 TAGT PROFESSIONAL DEVELOPMENT JOIN US CONFERENCE Dr. David F. Lohman will be presenting two sessions: The NEW CogAT ® “Introducing Form 7 of CogAT: (Cognitive Abilities TestTM) The First 21st Century Ability Test for All ELL and Non-ELL Children” • Continues to provide information on verbal, quantitative, and non-verbal abilities and • Free online Ability Profiles with “A Simple Way to Account for emphasis on individual learning styles Opportunity to Learn in the • CogAT Screening Form Test Scores of Poor and ELL Children” • More ELL friendly

For information and/or samples contact:

Heather Queener [email protected] Northeast Texas & Dallas County

Monica Uphoff [email protected] Central and Southeast Texas

Lupina Vela [email protected] South Texas and El Paso County

Scott Dittner [email protected] Identify all your talented and North Texas and Panhandle gifted students! Adapt instruction to all ability levels/styles!

16 Tempo • Vol. XXXI, No. 3, 2011 Helping Gifted Students Learn From and Learn With Technology Del Siegle, Ph.D.

echnological innovations touch all aspects of our lives. Not only are new technologies emerging Tevery day, older technologies are being combined in new ways. Technology is changing the way we work, how we communicate with each other, and how we learn. Within the context of providing learning opportunities for gifted children, technology presents (a) extensive sources for access to more advanced content, as well as communication with experts in various disciplines; (b) contexts for developing and applying critical and creative thinking skills; and (c) tools for constructing and sharing sophisticated products much like practice professionals use (Siegle & Mitchell, 2011).

Texas Association for the Gifted and Talented 17 Our goal with technology ought and video products, as well as post- are receptacles in a learning process to be to help students govern their ers, documents, and web pages and in which technology is used to teach learning by providing them with afforded students with opportunities or remediate basic skills. Typically, opportunities to gather information, to be more creative in developing and technology in this arena consists organize it in meaningful ways, and sharing their ideas. Students were now mainly of computer tutors or learn- share it with others. In this way, stu- beginning to function as practicing ing/CD-ROM software. dents are actively engaged in using professionals in various disciplines. The second and third phases technology as a productive tool that The Internet also began to change the described above fall under the “learn- not only guides their learning, but also processes of information-gathering ing with technology” umbrella demonstrates what they have learned. (Reeves, 1999), which implies that In the process, they are learning from Our goal with technology students are active participants in the and with technology. learning process. The learning with ought to be to help technology category employs com- Phases of Technology students govern puters as a medium through which Implementation their learning by students can access a wealth of other knowledge and describes the usage of During the last 3 decades, we have providing them with all forms of technology, not just com- moved through three distinct stages of opportunities to gather puters, in ways that ensure that the computer use in classrooms (Valdez student is an active participant in the et al., 2000). Initially, teachers saw information, organize it learning process. Learning with tech- computers as an opportunity to auto- in meaningful ways, and nology is particularly well suited to mate print. This often resulted in drill- gifted students’ learning styles. and-practice programs that resembled share it with others. self-correcting worksheets. The novelty and game-like format of many of these and communication, and students The Internet as programs motivated students to use started collecting data from a variety a Resource them. Although these innovations in of online sources, analyzing and orga- The Internet has had the single the early 1980s eased a teacher’s bur- nizing this information, and creating greatest impact over the last decade den of correcting papers and provided impressive multimedia projects that on how we use technology in schools students with immediate feedback on communicated their understanding and removes many of the common their progress, the programs did little of the material. information resource barriers that, in to promote student innovation and The third phase, now in its the past, have frequently created learn- creativity. infancy, features data-driven vir- ing ceilings for gifted and talented In the 1990s, a shift occurred in tual learning. The key feature of this students. technology use in education. This shift phase is data collection and analysis The Internet provides was driven by the development of pro- for a specific purpose in a particular ductivity tools for business. Educators setting and content area. Students the most extensive and accessible shifted computer use in the classroom determine what data they will need to collection of information avail- from a delivery instrument to a pro- solve a particular problem or answer a able to students. Since gifted and ductivity tool. Word processing was specific question, where they will find talented students require greater the first of these tools to become a these data, and how they will analyze depth and breadth of information staple of educational computing; the data to reach a reasonable solu- than other students, the Internet spreadsheets and presentation tools tion to their problem. Digital data are is an important resource for them. followed. One of the tools, the data- expected to surge fivefold in the next Many gifted students are passion- base, never gained the popularity in 3 years, which opens new worlds of ate about esoteric topics, and they classrooms that it held in the business discovery for data sleuths (Lohr, 2009) require advanced information that world. Interestingly, databases now and makes the skills of finding and cannot be found in most school drive most of the technology all of us using data to address problems a para- and local libraries. The Internet use today. mount 21st century skill. meets their quest for content Tools were also emerging that The first phase of technology use related to their passion areas above allowed students to develop more that was described above represents and beyond what is available in professional-looking and innova- “learning from technology” (Reeves, textbooks and local libraries. tive products. These included sound 1999), which implies that the students (Siegle, 2005, p. 30)

18 Tempo • Vol. XXXI, No. 3, 2011 Duke TIP: However, students not only need to know they connect and interact with others. It Opportunity. For Life. how to find information, they also need to provides access to expertise and advanced know how to determine whether that informa- content across a wide variety of fields and tion is accurate and how to use and synthe- can enhance interaction opportunities for size that information (Leu, Kinzer, Coiro, & gifted students by not only interacting with Cammack, 2004). Skills in evaluating content experts from various domains, but also resources are especially relevant for gifted stu- interacting with other gifted students, an dents who may be seeking levels of knowledge essential option for gifted students in rural and understanding about a topic well beyond or isolated areas. what their peers and even their teachers will Student video conferencing projects fall explore. With the plethora of reliable and into four categories: courses and tutoring, unreliable information on the Internet, stu- virtual field trips, multi-school projects, dents must develop skills in assessing the mate- and community events (AT&T Education, rial they find on their own. McCoach (2002) 2008). A number of educational opportuni- suggested that students should be taught to ties exist within these categories. Because evaluate Web content according to three cri- the technology necessary to video conference teria: reliability, authorship, and purpose. She is inexpensive and easy to implement, the proposed that students consider some of the extent of its use is limited only by educators’ following when evaluating Web content: imaginations. Students can share their inter- •• Has the Web content been through any ests and communicate firsthand via video Since 1980, millions of gifted sort of review process? with professionals in the field who share students have participated in the •• Does the site provide citations or refer- their passion for a given topic. Interactive Duke University Talent Identification Program and have ences for print material that supports the video can extend traditional mentorships, as received affordable access to information contained on the site? well as enhance telementoring relationships. supplemental educational programs, independent learning opportunities •• Does the site provide links to other repu- Schools can create cooperative agreements to and an interactive community of table Web sites? Is the site listed within share classroom instruction via video con- gifted peers. other reputable Web sites? ferencing for students who have outpaced •• Does the site provide contact their school’s available curriculum. Students information? can visually experience other students’ living •• Are the author’s credentials provided on environments and cultures within this coun- • Talent Searches • the site? try and with other countries and can con- • Summer Programs • •• Is the content on a personal Web page, nect with other classrooms and develop joint • Field Studies and Institutes • or is it on one that is associated with a projects, form book clubs, conduct debates, • Scholar Weekends • reputable organization? or set up pen (video) pals to share expertise • eStudies and eSeminars • with each other. In addition, they can inter- • Independent Learning Materials • Students’ capacity to determine answers view book authors, politicians, and various • Rosetta Stone® through Duke TIP • to these types of questions is an important other experts. I often have the students in learning outcome that cuts across all con- my university classes video conference with tent areas. The critical thinking skills they the authors of articles we read in the classes. develop through this process have implica- Skype (http://www.skype.com), one of Enrolling now for the 2012 Duke TIP tions for students throughout their lives. many Internet-based telephone options that 7th Grade Talent Search! • • • are replacing traditional phone service for To get started, simply visit us many people, is currently the most popular online, call our Texas Office, or Video Conferencing free video conferencing option. In addition to contact your school. Although most educators primarily the free service for connecting computers to view the Internet as a repository of knowl- standard phone numbers, the company offers edge that is easily accessible through a search free voice and video calls between personal engine such as Google, an equally popular computers connected to the Internet, which feature of the Internet is its capacity to con- makes it a viable option for educators. In order nect users. Video conferencing is one of these to use the program, users must create a free www.tip.duke.edu options and, with the Internet, is now a sim- account and download and install the Skype ple process that allows students to stretch software on their computer. This involves Texas Office beyond the four walls of the classroom as selecting a Skype name and password that 512.473.8400

Texas Association for the Gifted and Talented 19 an Internet connection and a camera can broadcast video events. Legions of Ustream users broadcast a wide variety of content, from concerts to sporting events to graduation ceremonies. The program founders met at West Point in 2007 and created a service that allowed servicemen to communicate with their families and friends live, all at once. To access Ustream, users must register a user name and password, but no software needs to be installed and once the free account is established, users simply log into the Ustream website, select “Broadcast Now,” and begin broadcast- ing their video through the Internet. The broadcast can be recorded and Figure 1. Events can easily be broadcast throughout the Internet through the Ustream site. stored on the user’s Ustream channel for later viewing (see Figure 1). Ustream also offers a free iPad app that allows are used to log into the Skype network. room by giving them the room’s URL. users to broadcast directly from their Using these IDs, Skype users call each Each participant enters the URL into iPad, iPod, or iPhone. other through their computers. Users a web browser or visits the Koowy site Educators should plan for the can search the Skype network for and enters the common video chat unexpected when setting up video friends’ Skype names and add these room name into the entry box to join broadcasts or video conferencing ses- friends to their contacts lists. Calls are the video conference. As individuals sions. Using the following tips will made by selecting the desired name enter the video chat room, additional ensure a smooth event when video in the contact list and clicking on the video windows appear with their video conferencing from a classroom: video call icon. If a computer does images. Koowy is one of the most •• Expect something to go wrong not have a built-in video camera, an user-friendly, free video conferenc- and have a backup plan ready inexpensive webcam can be installed. ing options available; however, there to fill the time scheduled for the Low-end webcams can be purchased are drawbacks. Unlike Skype, Koowy video conference. for under $20. Once the account is is an open conference where anyone •• Test the equipment prior to the established and the Skype software with the conference address can join; conference and, if at all possible, installed, free video conferencing is a however, users can avoid unwanted schedule a brief trial test with the simple mouse click. intruders by selecting unique, possi- other site or sites. Although Skype requires user bly meaningless, conference names. •• Account for different time zones registration and software installation, Educators and parents should be aware and possible holidays and vaca- Koowy (http://www.koowy.com) does that the advertisements that appear on tions for those with whom con- not and can easily be accessed with any the Koowy site may also contain more ferences are scheduled. computer connected to the Internet. mature themes. Finally, Skype video •• Have students conduct back- Only a web browser, Flash player (usu- quality is superior to Koowy. Given ground researches before the video ally installed with the web browser, its drawbacks, Koowy is still a viable conference so they are adequately but free downloads are available from option for those who do not wish to prepared and do not waste other http://www.adobe.com/products/ download and install software or for conference participants’ valuable flashplayer/), webcam, and micro- those who do not wish to register for time. phone are needed. Users simply visit user identifications and passwords. •• With multiple participants, state a the Koowy site using their Internet Although programs and sites like person’s name first before direct- browser and type a title for a video Skype and Koowy provide two-way ing a question to him or her. chat room they wish to create. The sys- video interactions between individu- •• Prior to conferencing, inform tem automatically creates a video chat als, Ustream (http://www.ustream.tv) video conference guests about the room for up to 16 people and partici- allows an individual to broadcast to an students with whom they will be pants can invite others to join the chat audience of thousands, and anyone with interacting.

20 Tempo • Vol. XXXI, No. 3, 2011 •• With large group video conferences, use a video projector so students can see the conference more easily. This also allows some flex- ibility to reposition the webcam. (Siegle, 2008)

Cloud Computing Many educators are unaware that a variety of free software options exist, and most of them do not actually require installing software on the user’s computer. One such option is cloud computing, a popular technology trend that has been gaining momentum over the last 5 years. Cloud computing uses the Internet and remote serv- Figure 2. Citrify offers a simple graphics editing program that students will enjoy using. ers to maintain data and applications, allowing students and teachers to use applications without installing them on each version of the document is saved ments with others who have Microsoft their computers. It also permits access and previous versions of a document Office installed on their computers to saved files from any computer with can be retrieved. Some cloud comput- or those who do not have it installed an Internet connection. This technol- ing options contain all of these features; and are using the free cloud version ogy facilitates more efficient computing others contain one or two of them. through Windows Live. Additionally, by centralizing storage, memory, and two people can simultaneously edit the processing while enabling a number of Office-Like Options same spreadsheet, Word document, or individuals to simultaneously work on Google led the charge 5 years ago PowerPoint presentation from different a project—regardless of their location. with its online documents (Google locations through a PC, the Web, or a The term “cloud computing” is used Docs [http://docs.google.com]), allow- Windows Mobile phone. because the services and storage are ing doc users to create and share word provided over the Internet, affection- processing, spreadsheet, presentation, Graphic and Sound Editing ately known as the “cloud.” drawing, and interactive form docu- Cloud computing is not limited There are four major advantages to ments. Now, other software develop- to traditional Office-like applications. cloud computing. First, multiple copies ers have entered the field. Microsoft Photographs can easily be edited with of software applications do not need to (http://office.microsoft.com/en-us/ Citrify (http://www.citrify.com), be installed on computers around the web-apps) offers scaled down ver- Splashup (http://www.splashup.com), school, saving installation time and the sions of Word, Excel, PowerPoint, and and Pixlr (http://www.pixlr.com). The cost of site licenses. Second, although OneNote, providing users with options latter two provide more advanced edit- documents created with these applica- for creating files that can be shared on ing features such as layers and filters. tions can be downloaded to the user’s Microsoft’s SkyDrive. Students and With these applications, retouching computer, they often are saved on educators can create Word, Excel, photographs online is a simple process the software provider’s server, which PowerPoint, and OneNote documents (see Figure 2). Online sound editing is means they can be accessed from any through Windows Live (http://www. available at Aviary (http://www.aviary. computer connected to the Internet. windowslive.com) without having the com), which also provides a graphic Third, in several cases, the creator of Office program installed on their com- editing option. Most of these sites a document can collaborate with oth- puters. Once they create a Windows do not require a login and password ers by inviting them to view and even Live login, they can freely create, edit, unless the user wishes to save the final edit the document. People in different save, and share documents without work online. locations can interact simultaneously installing any software. After logging with a single document, eliminating into Windows Live, students access files LiveBinders the need for multiple versions of the they have saved or create new files and Organizing the ubiquitous selec- same document. Finally, in many cases, have the ability to share Office docu- tion of websites teachers may wish to

Texas Association for the Gifted and Talented 21 share with their students is a daunting product options; and ways for students colleges, and libraries. Retrieved from task. LiveBinders (http://livebinders. to integrate their thinking about con- http://www.kn.pacbell.com/wired/ com/) is a simple solution to organiz- cepts to new contexts. The examples vidconf/ideas.html ing and presenting various pieces of of technology tools provided here are Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & information, whether they are website a small sample of free options educa- Cammack, D. (2004). Toward a the- links or files, in one place for easy, tors have at their fingertips. Educators ory of new literacies emerging from the Internet and other information accessible sharing. LiveBinders pro- who fail to embrace technology and and communication technologies. In vides an online system that permits its changing nature will fall behind. R. B. Ruddell & N. Unrau (Eds.), teachers to organize information in Worse, their students’ motivation Theoretical models and processes of an electronic, online binder through reading (5th ed., pp. 1568–1611). a series of tabs. The teacher can restrict Successful Newark, DE: International Reading who has viewing access to the binder Association. and can also allow others editing privi- implementation of Lohr, S. (2009, August 5). For today’s grad- leges. Users organize a binder with technology is only limited uate, just one word: Statistics. The New various tabs and subtabs, and users York Times. Retrieved from http:// can select any tab to access the infor- by teachers’ creativity, www.nytimes.com/2009/08/06/ mation the binder creator has provided their understanding of technology/06stats.html on the pages. their curriculum, and their McCoach, D. B. (2002). Using the Web LiveBinders features differ- for social studies enrichment. Gifted ent layout templates, similar to the willingness to explore Child Today, 25(3), 48–52. templates available for many pre- Reeves, T. C. (1999). A research agenda the technology tools that for interactive learning in the new sentation programs. These templates surround them. millennium (ED-MEDIA 99 Key- allow teachers to include written text note Address Paper). Retrieved from to accompany the media. The media http://itech1.coe.uga.edu/~treeves/ box of a layout can contain any of and learning will suffer. Successful EM99Key.html the following file formats: .pdf, .jpg, implementation of technology is only Siegle, D. (2005). Six uses of the Internet .gif, .ppt, .doc, .txt, or .mov. When limited by teachers’ creativity, their to develop students’ talents and gifts. websites are inserted, the actual web- understanding of their curriculum, Gifted Child Today, 28(2), 30–36. site appears in the media window, so and their willingness to explore the Siegle, D. (2008). Free options for Internet students can view the website and technology tools that surround them. videoconferencing: Moving beyond read the teacher instructions without With creative thought, the learning in e-mail and chat. Gifted Child Today, leaving the binder. YouTube videos any classroom can be enhanced with 31(4), 14–18. can be included in a media window, technology to be more relevant and Siegle, D., & Mitchell, M. S. (2011). allowing teachers to suggest a list of motivating for students and to provide Learning from and learning with technology. In J. VanTassel-Baska topics in the textbox for students to challenging and stimulating tasks that & C. A. Little (Eds.), Content-based consider when viewing a video. Once will advance students’ skills and learn- curriculum for high-ability learners again, students watch the YouTube ing experiences. (2nd ed.; pp. 347–373). Waco, TX: video and consider the questions the Prufrock Press. teacher has proposed without leaving Author note Valdez, G., McNabb, M., Foertsch, the binder. Teachers can customize M., Anderson, M., Hawkes, M., & binder tabs to differentiate learning Some of the material in this Raack, L. (2000). Computer-based for students. article first appeared in Siegle, D., technology and learning: Evolving & Mitchell, M. S. (2011). Learning uses and expectations. Oak Brook, IL: North Central Regional Educational Conclusion from and learning with technology. In J. VanTassel-Baska & C. A. Little Laboratory. There is a wide range of technol- (Eds.), Content-based curriculum for ogy that teachers can use to enhance Del Siegle, Ph.D., is head of the Educational high-ability learners (2nd ed., pp. Psychology Department in the Neag School of the curriculum and learning for gifted 347–373). Waco, TX: Prufrock Press. Education at the University of Connecticut. students. Technology tools can provide He also directs the Three Summers and online access to advanced content; opportu- master’s degree programs in gifted education nities for students to solve challenging, References at the University of Connecticut. He is a past president of the National Association for Gifted ill-structured problems and to develop AT&T Education. (2008). Videoconfer- Children and webmaster for The Association for critical thinking skills; varied creative encing ideas and examples for schools, the Gifted.

22 Tempo • Vol. XXXI, No. 3, 2011 A Case for the Future in the Gifted and Talented Classroom Dr. Peter C. Bishop, Ph.D., APF

Introduction to Futures Studies odern society is fascinated with and even mes- (inbound) and change we create ourselves (outbound). merized by change and by the future. Ever since Futures studies helps us anticipate, be prepared, and even Mthe Enlightenment, when thinkers hit upon the look forward to change in the world that we have no idea of progress—that humans and their societies were influence over whatsoever. It also gives us an approach perfectible (Bury, 1921/2003)—we have been changing to affect that change within our spheres of influence. the world like crazy, but we have been given little prepa- The field did not begin just yesterday or even within ration for doing it well, particularly in our education. the last century. Rather, it has a long and storied his- Futures studies is the study of long-term change in tory. Sebastien Mercier (1771/1999) was the first author society and in the organizations and individuals that to place a utopia in the future, to the Year 2440, no make it up. The field is divided into two broad divi- less, where utopian writers before him had always placed sions—change that is coming to us from the world their utopias in far-away places. In the 19th century, Jules

Texas Association for the Gifted and Talented 23 Verne provided images of future tech- M.S. in Studies of the Future at the “You can’t study the future because nologies in From the Earth to the Moon University of Houston-Clear Lake (now it hasn’t happened yet. The future (1865/2011) and Twenty Thousand at the University of Houston2), both of doesn’t exist.” By that criterion, how- Leagues Under the Sea (1870/2010). which still exist. Dr. E. Paul Torrance ever, we should not be able to study H. G. Wells wrote Anticipations founded the Center for Creativity and the past because it doesn’t exist either! (1901/1999), one of the first nonfic- Futures Studies (now the Center for On the contrary, we study the tion works about the future, in which Creativity and Talent Development) future in exactly the same way that he accurately predicted electrification, at the University of Georgia3. He also historians study the past and that sci- entists study nature. They make infer- Futures studies is the study of ences about conditions they cannot directly observe based on evidence that they can observe. But there is a long-term change in society difference—the quality of the assumptions used. Historians are on pretty and in the organizations and firm ground when they assume that the artifacts of the past are what they individuals that make it up. appear to be. Ruins were probably con- structed around the time they were sup- the automobile, the airplane, the tele- founded the Futures Problem Solving posed to be, as were the documents, phone, freeways, and household appli- Program4 that currently involves hun- the photographs, and the implements. ances—all of which appeared on the dreds of thousands of students and People writing letters and diaries are National Academy of Engineering teachers who explore futures issues almost certainly trying to report their list of the 20 most important devel- worldwide. time as accurately as they can. They opments of the 20th century (Tallent- But there it stopped. Futures stud- can be mistaken, but their documents Runnels, 2005). ies fell out of favor in the 1980s. It was are excellent evidence for historical Futures studies emerged as a pro- “That 70’s Thing!” The forecasted -cri inferences because the assumptions fessional discipline in Europe after ses failed to materialize, the price of oil required to use them are pretty hard World War II with works by Fred Polak collapsed, the Federal Reserve tamed to challenge. The same can be said for (The Image of the Future,1955/1973) runaway inflation, and Ronald Regan scientific inferences. No one has put an and Bertrand de Jouvenel (The Art of told us it was “Morning in America.” electron on a balance beam or stuck a Texas Association for the Gifted and Talented Conjecture, 1964/1967). Futures studies The question is whether, instead of thermometer into the sun, but we claim appeared in the English speaking world just being an extracurricular activity, to “know” the weight of the electron with Harrison Brown’s The Challenge of the study of future issues is impor- and the temperature of the sun by infer- Man’s Future (1966/1984) and Herman tant enough to be at the core of every ring from the evidence we observe. Kahn’s Thinking Beyond the Unthinkable school’s curriculum, particularly for Statements about the future are (1968/2008), introducing environmen- gifted and talented students. also inferences based on evidence. Gifted Education: Beyond Borders tal deterioration and nuclear war as two Futurists use statistical trends, goals devastating scenarios. Futures block- and plans of influential people and Saturday, October 22, 2011 ~ El Paso, Texas The Case for institutions, and images and expecta- busters followed: Paul Ehrlich’s The Studying the Future tions that people have of the future— Population Bomb (1968/1995), Alvin all are evidence for making statements Toffler’s Future Shock (1984), and The Calvin Cannon, the Dean of about the future. The difference from Limits to Growth by Donella Meadows the School of Human Sciences and historical and scientific evidence, how- and others (Meadows, Meadows, Humanities at UH–Clear Lake, was ever, is that it is fairly easy to chal- KEYNOTE ADDRESS BY DR. JULIA ROBERTS Randers, & Behrens, 1972). fond of saying, “We study the past, lenge the assumptions required to use Futures studies also had an impact don’t we? Why can’t we study the Diﬀerentiation: More than Diﬀerent that evidence. Will the trend con- on education. Jim Dator created a well- future?” Most people, including teach- tinue throughout the forecast period? known concentration in Futures Studies ers, have an answer to that question. Will the plan be successful? Will the within the political science department 1 future turn out as people expect it to? at the University of Hawaii , and Jib 2 Futures Studies (MS), University of Houston, http:// It usually does, but not always, cer- Get your annual 6-hour update training in El Paso, from leading experts in gifted Fowles and Chris Dede established the tech.uh.edu/futures 3 Center for Creativity and Talent Development, tainly not often enough to be as sure University of Georgia, http://www.coe.uga.edu/torrance/ education! Network, learn and grow with hundreds of colleagues. Choose from 1 Hawaii Research Center for Futures Studies, University 4 Future Problem Solving Program International, about inferences involving the future of Hawaii, http://www.futures.hawaii.edu/ Melbourne FL, http://www.fpspi.org/ as we are about inferences involving dozens of sessions for a customized learning experience tailored to your needs and those of your students. Register for $89 by October 7 at TXGifted.org! 24 Tempo • Vol. XXXI, No. 3, 2011 the past. As a result, futurists deal ers in the world? Should they not also our own future to some extent. So we in multiple futures, called scenarios. be able to identify the assumptions they want to empower gifted and talented One of those, the expected future, is use to construct the expected future, students, to encourage them to believe the one that will occur if all the most challenge those assumptions with other that they can make a difference—not reasonable assumptions turn out to be plausible alternatives, and identify the in solving all the world’s problems true. Most of them usually do, but not different futures that result? right away of course, but within their always and hardly ever in exactly the None of this is rocket science. It sphere of influence, such as their school way we expect them to. As a result, we does not involve complicated math or or their community. Their future is a are often surprised when something computer simulations. If anything, it combination of what the world does, else happens instead. is nothing but the core of critical and how it offers opportunities and con- Most forecasters usually report creative thinking, skills that are high straints, and what we do, how we can just the expected future. It is more on the list of learning objectives for use our actions, the actions of others, likely than any other future, but it is gifted and talented students. True, and the forces of the world to make not all that likely in itself. Something there are many ways to teach and the world better for ourselves and the else usually happens instead. So futur- practice critical and creative think- people we care about. The forces thun- ists go beyond the expected future and ing, but why not use the future when dering towards us are powerful, but report the most plausible alternative it is accessible and engaging for stu- they are not definitive. We have power, futures as well. dents? Teachers who do teach about too, and students should be consider- So back to education. Is it unrea- the future report that their students ing how they can use their power for sonable to expect students to be able to are better able to perform the mental themselves and for those around them. extrapolate trends and plans, to identify gymnastics required to do good criti- the resulting differences between the cal and creative thinking. Futures Studies present and the future, and to discuss But the future is more than antici- in Education the implications of those differences for pating what the world will do. We are themselves, their families, and for oth- players in our own story; we shape A common objection to including the

Texas Association for the Gifted and Talented

Gifted Education: Beyond Borders Saturday, October 22, 2011 ~ El Paso, Texas

KEYNOTE ADDRESS BY DR. JULIA ROBERTS Diﬀerentiation: More than Diﬀerent

Get your annual 6-hour update training in El Paso, from leading experts in gifted education! Network, learn and grow with hundreds of colleagues. Choose from dozens of sessions for a customized learning experience tailored to your needs and those of your students. Register for $89 by October 7 at TXGifted.org! Texas Association for the Gifted and Talented 25 future in the curriculum is that there global issues than other students problems. Therefore, we must help is no time. In a time when whole disci- and sometimes feel helpless to them develop their leadership abili- plines like art and physical education are do anything about these issues ties and learn to think ahead to the being torn from the curriculum, who is (Galbraith, 1985; Tallent-Runnels world they will lead (Passow, 1988; going to add a new subject? But teach- & Mullen, 2004; Tallent-Runnels Roeper, 1988; Volk, in press)… ing the future need not be a new sub- & Yarbrough, 1992). They can become change agents ject—perhaps someday, but not today. •• …they have the potential for and set realistic goals as they lead Rather, the future can be a useful vehicle intense social, moral, and ethical others (Carroll, 1991). for teaching what we already teach in concerns (Passow, 1988). the gifted and talented (GT) curriculum •• …gifted learners worry about the On a more focused level, what do and indeed in the regular curriculum. future, because they are sensitive we want gifted and talented students Let’s look at some examples. to world problems (Passow, 1988). to learn or be able to do? •• They also can be more morally •• Critical thinking—the ability to Futures Studies in sensitive than others—a trait that use evidence to assess the support the GT curriculum is essential to the welfare of our for conclusions Mary Tallent-Runnels (2005) has society (Silverman, 1994). •• Creative thinking—the ability to summarized the case for teaching the •• When supported and guided in break frames and see alternatives future to gifted and talented students positive directions, these qualities •• Problem solving—the ability to from numerous sources of the last 30 can empower them to successfully manage change (Carroll, identify issues and suggest strate- years: 1991) and to cope with problems gies for influencing them •• …gifted learners have said they in general and change the future love to think about the future, (Torrance, 1974). All three of these skills can be taught and this love increases as they •• Finally, many believe that gifted effectively using the future. Students become older (Torrance, 1978). youth will become our world lead- think critically when they examine the •• They are more interested in ers and ultimately solve our global evidence and identify the assumptions

Resources The following are resources that teachers can use to teach about the future in their classroom. •• A valuable introductory book about the future for gifted publication that focuses on 15 challenges facing the world and talented students is Edward Cornish’s (2005) book, today along with other issues. The Project also distributes the Futuring, published by the World Future Society. It contains Futures Research Methodology CD that contains more than a mix of futures concepts along with descriptions of the 40 futures tools and techniques. major trends affecting the world today. •• The Waitt Family Foundation funded a project some years •• In fact, the whole World Future Society is a place to start1. ago to produce a 2-day workshop for high school students It publishes The Futurist, a monthly magazine filled with called Shaping Our Future. The video of that workshop and futuristic ideas. It maintains up-to-date lists of the most the complete facilitator’s guide is available5. recent books in the futures field, and it also conducts a •• The University of Houston has also offered summer camps Learning Summit each year at the annual meeting, which on the future both in Houston and at the International meets in different cities in North America. Competition for the Future Problem Solving Program. A DVD, •• Art Shostak’s books (2008, 2010) are the most directly How to Host a Futures Camp, is available6. The DVD also con- focused on foresight education. Although they are tar- tains the complete curriculum for the camp. geted at school administrators and policy makers, they •• The universities mentioned in this article also offer courses in also contain dozens of great idea of bringing the future futures studies, and the University of Houston7 and Regent into the classroom2. University8 offer courses. The Houston program also con- •• Shaping Tomorrow3 is a treasure trove of future trends and ducts a one-week certificate program9 for which teachers issues. receive a 20% discount, and teachers in the Houston area •• Charles Whaley graduated from the University of Houston offer a 6-hour in-service for GT teachers on futurizing their program and then worked with Dorothy Sisk to develop classrooms. The in-service will also be webcast over four practical books (1984, 1987, 1991) for teachers. Thursday afternoons in October and November 2011. •• The Millennium Project is another great source of informa- tion4. The Project is a network of 40 nodes around the world that contribute research to The State of the Future, an annual 5 http://www.ffof.org/index.php?module=Pagesetter&func=viewpub&tid=3&pid=3 6 http://www.olivermarkley.com/education-futures/. To view the 6 minute introductory 1 http://www.wfs.org “how-to” video, click here: http://www.youtube.com/watch?v=cJ5Hssn9AOw. 2 http://www.educationalfuturistics.com/ 7 http://houstonfutures.org 3 http://www.shapingtomorrow.com/ 8 http://www.regent.edu/acad/global/academics/ma_strategic_foresight/ 4 http://millennium-project.org 9 http://www.uh.edu/continuingeducation/professional/human_development.php

26 Tempo • Vol. XXXI, No. 3, 2011 that support the expected future. They Futures Studies in the regular curriculum think creatively when they entertain alternative assumptions and develop But the future is not just for the GT classroom. Every student needs to prepare for the future, not just the gifted student. Nevertheless, a common refrain from teachers images of alternative futures. Finally, who want to teach about the future is, “We can’t teach anything else. All our time is they use both skills in problem solving, taken up preparing for the standardized tests.” True enough. Accountability through first by identifying the real underlying standardized testing has certainly gotten everyone’s attention! But including futures in the classroom is not about teaching something new, but teaching to the same problem or issue and then by creatively objectives in a new way. brainstorming and selecting the right One of my colleagues, Kay Lynn Fenn, a high school social studies teacher, path for influencing it. reviewed the Texas Essential Knowledge and Skills (TEKS) for objectives that could be taught, and perhaps even taught better, using the future as the vehicle. Here are What is more, the study of the some of the TEKS that could be taught using the future: future is inherently interdisciplinary. •• §111.36. Mathematical Models with Applications (One-Half to One Credit)—The Every aspect of society affects the student is expected to . . . determine the appropriateness of a model for mak- future—population, nature, tech- ing predictions from a given set of data. (Do they know the assumptions that nology, economy, governance, and the model requires?) •• §112.24. Science, Grade 8—The student is expected to . . . extrapolate from culture. Students learning about the collected information to make predictions. (Do they review and challenge the future identify change within each of assumptions required to make the predictions?) these sectors and to see the impacts of •• §113.33. World History Studies (One Credit)—The student is expected to . . . each sector on the others. describe variables in a contemporary situation that could result in different outcomes. (Sounds like scenarios!) And what about building a strong moral and ethical basis for decisions? The real dilemmas of the future are nities for students to explore their If the last few decades have taught not between good and bad, although areas of interest to an extent that us anything, it is that we cannot simply they often portrayed that way in the is not often possible in school. wait for the future to happen before we media. The real dilemmas are between Such an in-depth study may respond to it. We must be proactive, good and good. Students need to be impact students’ future studies anticipating change before it occurs. able to recognize the values underlying and career plans. In other words, The attacks, the collapses, and the tech- their choices (and the values that others the project allows the student nologies that have so amazed us over to extend beyond the classroom may use in making different choices) the last few decades were not predict- walls. (TPSP Guide to Success: Exit along with the trade-offs inherent in able per se, but they could have been the Level, Texas Education Agency, their decisions. It’s all about the future: subject of serious scenarios had we been What is the best thing to do (now and 2006, http://www.texaspsp.org/ exit/ExitGuidePrintVersion.pdf.) educated to think of the future as a set in the future)? What are the values that of plausible scenarios rather than as a make that the best thing? What are we What better way to cap a career in the single, predetermined future, one that giving up in making a choice? And ulti- gifted-talented classroom than to explore looked a lot like the present. History is mately, what shall we do and why? All the future of the student’s interest! of these questions are about the future. the story of interesting and dangerous Finally, future studies also fits twists and turns, of events that created nicely with the Texas Performance Conclusion whole new worlds for past generations. Standards Project (TPSP) for fourth, The future should be the same. And The future is an interesting and eighth, and exit levels now required by we are the generation that can begin to engaging subject for students. It the Texas Education Agency: introduce this thinking into the schools requires no more preparation on the where we can shape minds to deal with Over the course of a year, each stu- part of the teacher than to ask three the future as it really is rather than as dent works with a mentor, who simple questions, whether it’s math, is a professional in the student’s science, literature, or social studies: we wish it to be. field of study, to create a unique, •• What do you think will happen innovative final product or perfor- next? (evidence, extrapolation, the Author Note mance that is of professional qual- expected future) ity. With the mentor, the student •• What might happen instead? The author acknowledges the investigates an area of interest and (assumptions, critical and creative encouragement and support of passion, which may be outside the thinking, alternative futures) Elizabeth Chapman who is an insight- traditional high school curricu- •• What do you want to happen? (val- ful futures educator of the gifted and lum. The TPSP provides opportu- ues, consequences, implications) talented herself.

Texas Association for the Gifted and Talented 27 References Mercier, L. S. (1999). L’an 2440. Paris, France: La Découverte. (Original work published 1771.) The challenge of man’s future. Brown, H. (1984). Boulder, CO: Passow, A. H. (1988). Educating gifted persons who are caring Westview Press. (Original work published 1966.) and concerned. Roeper Review, 11, 13 –15. Bury, J. B. (2003). The idea of progress: An inquiry into its origin Polak, F. K. (1973). The image of the future. Hoboken, NJ: Jossey- and growth. The Project Gutenberg Literary Archive. (Origi- Bass. (Original work published 1955.) nal work published 1921.) Roeper, A. (1988). Should educators of the gifted and talented be Cornish, E. (2005). Futuring: The exploration of the future. more concerned with world issues? Roeper Review, 11, 12–13. Bethesda, MD: World Future Society. Shostak, A. B. (2008). Anticipate the school you want: Futuriz- Carroll, B. (1991). Shaping the future with FPS. Gifted Child ing K–12 education. Lanham, MD: Rowman & Littlefield Today, 14(2), 6–8. Education. de Jouvenel, B. (1967). The art of conjecture. New York, NY: Basic Shostak, A. B. (2010). Creating the school you want: Learning @ tomor- Books. (Original work published 1964.) row’s edge. Lanham, MD: Rowman & Littlefield Education. Ehrlich, P. R. (1995). The population bomb. Cutchogue, NY: Silverman, L. K. (1994). The moral sensitivity of gifted children Buccaneer Books.(Original work published 1968.) and the evolution of society. Roeper Review, 17, 110–116. Galbraith, J. (1985). The eight great gripes of gifted kids: Tallent-Runnels, M. K. (2005, November). Resources for studying Responding to special needs. Roeper Review, 8, 15 –18. the future. Paper presented at annual meeting of the Texas National Association for Gifted Children. (1998). Gifted Association for the Gifted and Talented, San Antonio, TX. program standards, guiding principle 4. Retrieved from Tallent-Runnels, M. K. (2007). Resources for gifted students http://www.nagc.org/index.aspx?id=441 studying the future. Gifted Child Today, 30(1). Kahn, H. (2008). Thinking beyond the unthinkable: Harnessing Tallent-Runnels, M. K., & Candler-Lotven, A. C. (1996). Aca- doom from the cold war to the age of terror. New York, NY: demic competitions for gifted students. Thousand Oaks, CA: Viking Adult. (Original work published 1968.) Meadows, D. H., Meadows, D. H., Randers, J., & Behrens, Corwin Press. Children’s concerns W. W., III. (1972). The limits to growth.London, England: Tallent-Runnels, M. K., & Mullen, G. (2004). Earth Island Limited. about the future: Ten years later. Unpublished manuscript. Toffler, A. (1974). Learning for tomorrow: The role of the future in education. London, England: Vintage Books. (Original work published 1970.) Toffler, A. (1984) Future shock. Bantam. Torrance, E. P. (1974). Ways gifted children can study the future. Gifted Child Quarterly, 18, 66–71. Torrance, E. P. (1978). Giftedness in solving future problems. Journal of Creative Behavior, 12, 75–86. Verne, J. (2010). Twenty thousand leagues under the sea (Reprint ed.). New York, NY: Signet Classics. (Original work published 1870.) Verne, J. (2011). From the Earth to the moon. Seattle, WA: Cre- ateSpace. (Original work published 1865.) Volk, V. (in press). Expanding horizons into the future with confidence. Roeper Review. Wells, H. G. (1999). Anticipations of the reaction of mechanical and scientific progress: Upon human life and thought.Mineola, NY: Dover Publications. (Original work published 1901.) Whaley, C. E. (1984). Futures studies: Personal and global possibilities. Unionville, NY: Trillium Press. Whaley, C. E. (1991). Enhancing thinking and creativity with future studies. Unionville, NY: Trillium Press. Whaley, C. E., & Sisk, D. A. (1987). The futures primer for classroom teachers. Unionville, NY: Trillium Press.

Peter Bishop, Ph.D., is an Associate Professor of Strategic Foresight and Director of the graduate program in Futures Studies at the University of Houston. Dr. Bishop specializes in techniques for long‑term forecasting and planning. He has published a book on the subject, Thinking About the Future: Guidelines for Strategic Foresight, with co-author Andy Hines, and he delivers keynote addresses and conducts seminars on the future for business, government, and not-for-profit organizations. He also facilitates groups in developing scenarios, visions, and strategic plans for the future. Dr. Bishop may be contacted at [email protected] or http://houstonfutures.org.

28 Tempo • Vol. XXXI, No. 3, 2011 Reviving Gifted

With the Schoolwide EducationCluster Grouping Model

Dina Brulles, Ph.D., & Susan Winebrenner

Texas Association for the Gifted and Talented 29 Table 1 Recommended Classroom Composition for the SCGM for a Single Grade Level Far Below Classroom Gifted High Average Average Low Average Average A 6 0 12 12 0

B 0 6 12 6 6

C 0 6 12 6 6

Note. Classes A, B, and C designate three sections in one grade level. From The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All, by S. Winebrenner and D. Brulles, p. 14. Copyright 2008 by Free Spirit Publishing. Adapted with permission of the authors and publisher.

ifted education has that provides improved services for all edge and experiences due to poverty fallen on tough times. gifted students in our schools and has (Winebrenner & Brulles, 2008). Traditional gifted pro- the potential to raise achievement for Table 1 shows a suggested class- Ggrams, including pull-out all students. The Schoolwide Cluster room composition for a single grade classes and enrichment programs, have Grouping Model (SCGM) can address level. become victims of shrinking budgets, the needs of gifted students without Grouping categories consist of: staff layoffs, and political pressures compromising attention to struggling •• Group 1: Gifted—All identified to focus on achievement for students students. The model facilitates these gifted students, including those struggling to meet grade-level stan- outcomes with no significant budget who are not fluent in English, dards. Rather than belabor what we requirements. those who are not productive in have lost, now is the time to reframe school, and twice-exceptional our approach. By restructuring gifted gifted students. The Schoolwide Cluster education services, we can rebuild •• Group 2: High Average—Highly Grouping Model and strengthen our current fractured competent and productive stu- system. The Schoolwide Cluster Grouping dents who achieve well in school. Some prevailing models of gifted Model is an inclusion model in which •• Group 3: Average—Students education services have met with suc- gifted students are integrated into achieving in the average range of cess throughout the years, and others mixed-ability classes with teachers grade-level standards. have been criticized for their short-com- trained to provide appropriate dif- •• Group 4: Low Average—Students ings. Pull-out programs represent the ferentiation opportunities. Cluster who may struggle slightly with most common model used, and these grouping is becoming a prevalent way math or reading. programs can take many forms. Some to provide effective and consistent •• Group 5: Far Below Average— pull-out programs benefit students by gifted education services. Students who struggle in most supplementing classroom instruction, The SCGM clusters all students subject areas and score signifi- albeit on a limited basis. On its own, at a grade level according to their abil- cantly below proficiency levels on however, the model provides very lim- ity and achievement levels. The model academic measures (Winebrenner ited part-time service, sometimes as creates a balance across each grade & Brulles, 2008). little as one hour per week. In addi- level yielding desirable outcomes that tion, when such programs are used as benefit all students and enfranchising Grouping Students in the sole service model, some classroom gifted students who have previously the Schoolwide Cluster teachers believe that gifted students’ been kept out of gifted programs. This Grouping Model learning needs are being sufficiently includes gifted children in the primary addressed during the time they are in grades, twice-exceptional students, With the SCGM, all students the pull-out class, and appropriately gifted culturally and/or linguisti- are grouped into classrooms based on challenging learning experiences are cally diverse (CLD) students, gifted their abilities and potential. Gifted not provided for them in the regular students who are nonproductive or cluster groups consist of four to nine classroom. uncooperative, and those of high abil- gifted students. When there are 10 This article describes a method ity who may lack background knowl- or more gifted students identified at

30 Tempo • Vol. XXXI, No. 3, 2011 a grade level, a second gifted cluster dents into designated gifted clus- When combining the two models, the classroom may be formed. ter classrooms. pull-out teacher needs to work closely Prior to placing students into 2. Next, group high average students with only one classroom teacher’s classrooms, all students in the grade into classrooms that have not been schedule at each grade level, easing level are assigned to one of the five assigned to the gifted cluster. the scheduling of special area classes. groups noted above. Assignments to 3. Place average students evenly in When the gifted students leave the the various groups are determined all classrooms. cluster class, the regular classroom using formal and informal assess- 4. Place low average students evenly teachers can spend time working with ment methods—a combination of in all classrooms. students who need more assistance. standardized achievement and ability 5. Place far below average ability The grade-level teams in some schools test scores along with teacher obser- students in the classes that do not regroup students by ability levels for vations and other anecdotal data. All have the gifted cluster. reading and/or math instruction dur- identified gifted students are placed in ing the gifted pull-out time, thus low- Group 1, whether or not they are cur- Classroom compositions are ering the number of students in every rently working at advanced levels. All carefully structured with two main class for instruction in these subjects. other students are assigned to groups goals: to ensure a balance of abili- Gifted students benefit from using the previously described achieve- ties throughout the grade level and spending time together. Pull-out pro- ment and ability descriptors. to reduce the learning range in every grams allow this to happen. However, Students are assigned to classroom classroom. These careful grouping to justify a pull-out component, its groups by teachers from the sending practices allow teachers to more read- curriculum should be beyond the aca- and receiving grades with assistance ily respond to the needs of all students, demic ability of on-grade-level learners. from the principal and other educators to challenge gifted students clustered For example, identified gifted students (e.g., special education teachers, coun- together in mixed-ability classes, and might learn content while in the GT selors, gifted specialists) as needed. One to engage in practices that lead to pull-out class that is above grade level, method for making placements incor- increased academic achievement for replacing that which is taught in the porates the use of colored index cards. all students. regular classroom. They could then Using this method, each student group continue working together on the is represented by a designated color, advanced activities introduced in the Cluster Grouping indicating the student’s gifted iden- pull-out class while in the gifted cluster & Pull-out Service: tification or achievement level. Each class. A Complementary classroom teacher assigns his or her Combination current students to the appropriate card Benefits of color. Colored cards in the grade level The SCGM can enhance exist- Cluster Grouping are then combined to create the class ing pull-out programs, and there are combination as illustrated in Table 1 several benefits of combining these Anecdotal reports from schools (Winebrenner & Brulles, 2008). two models. Schools with pull-out that incorporate the Schoolwide programs have a gifted teacher who Cluster Grouping Model with fidelity Placement Steps: teaches the pull-out class and can also suggest the following benefits: 1. Cluster all gifted identified stu- serve as a resource to cluster teachers. •• Gifted students can receive full-

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Texas Association for the Gifted and Talented 31 time attention to their exceptional tered and placed with a teacher who learning needs, allowing them to Effective cluster participates in ongoing professional progress at their own learning lev- teachers accept the development in gifted education and els in an inclusionary setting. implements differentiated instruction. •• Gifted students who may not fact that some students When there are 10 or more gifted stu- have been included in tradi- may have already dents in one grade level, an additional tional gifted programs, including mastered certain grade- gifted cluster class may be designated. English language learners, twice- exceptional students, and under- level standards and Is cluster grouping the achieving gifted students, become recognize that gifted same as tracking? enfranchised. No, there are several important •• Although all teachers still have students frequently differences between cluster grouping heterogeneous classes, the achieve- need less time than and tracking. In a tracking system, ment range in each class is slightly their age peers to all students are grouped by ability for narrowed, making it easier for all much of the school day and usually teachers to more effectively teach learn new material. remain in the same track throughout all their students. their school years. When tracked, gifted students together in their areas •• When not placed with identified students are assigned a set curriculum of greatest strength for at least part of gifted students, high achieving based on their ability level. They gen- the school day supports cluster group- students often emerge as new aca- erally do not veer from that curricu- ing (Allan, 1991; Brulles, 2005; Kulik, demic leaders in the classes that lum, making it unlikely they would 2003, Rogers, 2002). do not contain identified gifted have the opportunity to move to a When gifted students are grouped students. different track in future years. together in cluster classes with teachers •• Achievement tends to rise across In cluster classes, students work at who have had training in gifted educa- the grade levels being clustered different levels for different subjects. tion, they are more likely to engage in because of the narrowed range of All classes in the grade level have stu- achievement in each class. challenging learning activities (Tieso, dents with a range of learning abili- •• Parents of gifted students are less 2005). Therefore, a large part of the ties; all classes have high-ability or likely to remove their children from model’s success relies on the gifted high-achieving students. In a cluster their present school when they cluster teacher, who is expected to model, extended learning opportu- know the students are being chal- provide consistent curriculum com- nities are open to all students in the lenged on a daily basis (Brulles, pacting and differentiated learning class. Teachers use students’ entry Cohn, & Saunders, 2010; Brulles opportunities in the cluster classroom points, or readiness, to determine lev- & Lansdowne, 2009; Winebrenner (Brulles, 2005; Gentry & MacDougall, els and pace of curriculum. Student & Brulles, 2008). 2008; Winebrenner & Brulles, 2008). placements change yearly, so only However, effective strategies and the gifted students remain grouped instructional methods used in the together every year. Documenting SCGM are not specific to gifted educa- Schoolwide Success tion. Many classroom teachers use these Why should gifted students Although increasing in popular- methods routinely and with great suc- be placed in a cluster group ity in current years, cluster grouping cess (Tomlinson, 1999). instead of being assigned models are not new. Various forms of evenly to all classes? the model have existed for more than Frequently Asked When placing gifted students 30 years (Gentry 1999; Gentry & Questions in the SCGM evenly among all classes, each teacher MacDougall, 2008; Kulik & Kulik, is faced with effectively meeting the 1992; Rogers, 2002; Winebrenner needs of students with a full range & Devlin, 2001). A growing bank of What does it mean to of abilities. Teachers trying to meet research shows that gifted students’ place gifted students the diverse learning needs of all stu- achievement increases when learn- in cluster groups? dents, from levels of very advanced ing together in this model (Brulles Cluster grouping occurs when a to very low, have difficulty providing et al., 2010; Gentry, 1999; Gentry group of identified gifted students is adequately for everyone. Often, the & MacDougall, 2008) and research purposefully clustered in a mixed-abil- highest ability students are expected that documents the benefits of keeping ity classroom. Gifted students are clus- to “make it on their own.” However,

32 Tempo • Vol. XXXI, No. 3, 2011 when a teacher has a cluster of gifted wasted unless consistent interventions instruction for students who would students, taking the time to make are made. benefit from differentiated learn- appropriate provisions for them seems ing opportunities. Cluster teachers more realistic. How does gifted cluster should know how to recognize and Gifted students learn more when grouping compare with nurture behaviors typically demon- grouped with other gifted students other inclusion models that strated by gifted students. Effective (Brulles et al., 2010; Gentry, 1999). integrate students with cluster teachers accept the fact that When gifted students have opportu- exceptional educational some students may have already nities to learn together, they are more needs into regular classes? mastered certain grade-level stan- comfortable working with content at Inclusion models have been used dards and recognize that gifted stu- extended levels of depth and complex- for many years to provide special edu- dents frequently need less time than ity. Gifted students’ willingness to take cation services to students who have their age peers to learn new material. risks in learning experiences increases been identified as having exceptional Ongoing professional development when they spend time learning with needs. Students with special educa- helps prepare cluster teachers to cre- peers who have similar interests and tion needs are purposefully clustered ate learning environments in which: abilities. into the regular education classroom. •• all students are learning at their Gifted cluster grouping follows the challenge levels; acceleration Will the clustered gifted same philosophy. Students with special occurs when needed; students inhibit the needs take comfort in being with other •• differences in learning needs are performance of the other children with similar learning needs. respected; students in that class? We cluster gifted students for exactly •• students can demonstrate mastery When the gifted cluster group the same reasons. When teachers have and receive credit for previously a noticeable group of gifted students learned standards (curriculum is kept to a manageable size, cluster in their classes, they are more likely compacting); teachers report that there is general to accommodate for student learning •• students can pursue and develop improvement in overall achievement differences (Winebrenner, 2001). areas of special interest; for the entire class. This suggests the •• flexible grouping occurs based on exciting possibility that when teachers How should gifted readiness, interests, and learning learn how to provide for what gifted students be identified styles; students need and offer modified ver- for the cluster group? •• independent and small-group sions of the same opportunities to the In an effort to identify gifted learning takes place; entire class, expectations and the levels students who have not been identi- •• sophisticated research investiga- of learning are raised for all students. fied previously, identification should tions are facilitated; Therefore, the SCGM can actually be conducted each spring with assis- •• technology is utilized for differ- increase achievement for many stu- tance from someone with training in entiation, research, inde- dents when the placement recom- gifted education. Standardized ability mendations of the model are closely tests (both verbal and nonverbal) are followed (Gentry, 1999; Gentry & recommended for identifying students MacDougal, 2008). to be placed into the gifted clusters. If there will be more than one cluster What are the learning class in one grade level, the identified needs of gifted students? gifted students can be assigned to As with all students, gifted stu- various classrooms based their areas of dents need consistent opportunities strength (e.g., math, reading, science, to learn new material and develop social studies). This works especially skills for addressing academic chal- well at the middle school level. lenges. With gifted students, this requires going deeper into grade-level What does an effective standards or moving beyond them. gifted cluster teacher Because these students have previously need to know? mastered many of the concepts they Gifted cluster teachers under- are expected to learn in a given year, a stand and appreciate the need for major part of their school time may be differentiating curriculum and

Texas Association for the Gifted and Talented 33 pendent study, and project-based dents who have not been identified as ents understand that many teach- learning; and gifted can benefit from available dif- ers are capable of teaching gifted •• depth and complexity is expected ferentiated learning opportunities. students. and critical and creative thinking Opportunities for moving faster or •• Develop a method for obtaining is fostered. going deeper into the curriculum are gifted testing records from schools routinely offered to the entire class. new students come from (send- Is clustering feasible beyond ing schools); screen and/or test elementary school? What are potential students when they enroll during Cluster grouping may be used at challenges of cluster the school year. all grade levels and in all subject areas, grouping? •• Ensure that cluster teachers con- but the structure will vary when incor- As with any gifted program sistently compact and differenti- porated at the middle school and high model, there are potential challenges ate the curriculum by building in classroom observations, peer support, and planning time. When teachers have Conclusion a noticeable group of Changing times provide opportunities to reexamine our gifted gifted students in their education services and restructure when needed. This practice requires classes, they are more analysis and attention. Gifted services will continue to develop when likely to accommodate given this scrutiny. Such inspection of gifted education in our schools draws attention to the needs of all for student learning students. Due to its inclusive nature, the Schoolwide Cluster Grouping differences. Model promotes higher expectations, increased achievement, and equity of school levels. Gifted students may for which schools should prepare. educational service to all students in be clustered into one section of any There may be pressure from parents the school. Implementing the SCGM heterogeneous team, especially when to have their children—who have not can revive lagging attention to our there are not enough students to form been identified as gifted—placed in a schools’ gifted populations and, with an advanced section for a particular cluster classroom. Another challenge teacher training and administrative subject. Variations of cluster grouping occurs when gifted students move into support, raise the standard for all stu- are also an effective option in small the district or are identified as gifted dents in the school. rural settings and in almost any grade- during the school year. Ensuring that level configuration (Gentry & Kielty, differentiation of curriculum and 2001). instruction takes place on a consistent References basis and making sure classrooms are Allan, S. D. (1991). Ability grouping Do gifted clustered students balanced with high-achieving and research reviews: what do they say always work together? high-ability students can also repre- about grouping and the gifted? Edu- Gifted students have varying levels sent challenges. These situations may cational Leadership, 48(6), 60–65. of achievement and different interests be handled in the following ways: Brulles, D. M. (2005). An examination and experiences. Therefore, their need •• Provide training for all staff in and critical analysis of cluster grouping gifted students in an elementary for acceleration or enrichment will also compacting and differentiation so school. (Doctoral dissertation, Ari- vary depending on the content being parents can expect those opportu- zona State University, Tempe, 2005). learned. There are times when some nities in all classes. Brulles, D. M., Cohn, S. J., & Saunders, students in the gifted cluster group •• Consider rotating the cluster R. (2010). Improving performance will be experiencing differentiation teacher assignment every 2 to 3 for gifted students in a cluster group- or acceleration, and times when they years among teachers who have ing model. Journal for the Education won’t. There are also times when stu- had appropriate training so par- of the Gifted, 34, pp. 327–350.

34 Tempo • Vol. XXXI, No. 3, 2011 Brulles, D. M., & Landsdowne, K. A., ing. In N. Colangelo & G. A. Davis achievement for all. Minneapolis, (2009). Enfranchising gifted His- (Eds.), Handbook of gifted education MN: Free Spirit Publishing. panic English language learners (3rd ed., pp. 268–281). Boston, MA: Winebrenner, S., & Devlin, B. (2001). through cluster grouping. In The Allyn & Bacon. Cluster grouping of gifted students: encyclopedia of giftedness, creativity Kulik, J. A., & Kulik, C. (1992). Meta- How to provide full-time services on a and talent (pp. 144–147). Thousand analytic finding on grouping pro- part-time budget (ED607). Arlington, Oaks, CA: Sage. grams. Gifted Child Quarterly, 36, Gentry, M. L. (1999). Promoting student 73 –77. VA: ERIC Digests. achievement in the clustered classroom Rogers, K. B. (2002). Re-forming gifted (Report No. 99138). Storrs: Univer- education: Matching the program Dina Brulles, Ph.D., is the Director of Gifted sity of Connecticut, The National to the child. Scottsdale, AZ: Great Education Services in the Paradise Valley Unified School District in Arizona and Gifted Program Research Center on the Gifted and Potential Press. Coordinator for Arizona State University. Dina Talented. Tieso, C. L. (2005). The effects of group- assists school districts in developing gifted Gentry, M. L. & MacDougall, J. (2008). ing practices and curricular adjust- programs and training teachers. Her publica- Total school cluster grouping: Model, ments on achievement. Journal for the tions include The Cluster Grouping Handbook: research, and practice. In J. S. Ren- Education of the Gifted, 29, 60–89. How to Challenge Gifted Students and Improve zulli & E. J. Gubbins (Eds.), Systems Tomlinson, C. A. (1999). The differenti- Achievement for All and Helping All Gifted and models for developing programs ated classroom: Responding to the needs Children Learn: A Teacher’s Guide to Using the for the gifted and talented (2nd ed., of all learners. Alexandria, VA: The NNAT. pp. 211–234) Mansfield Center, CT: Association for Supervision and Cur- Creative Learning Press. riculum Development. Susan Winebrenner is a consultant and author Gentry, M. L., & Kielty, W. (2001). Winebrenner, S. (2001). Teaching gifted whose work in gifted education has been nation- Rural and suburban cluster group- kids in the regular classroom. Minne- ally and internationally recognized for several ing: Reflections of staff development apolis, MN: Free Spirit Publishing. decades. She has spoken at gifted education con- as a component of program success. Winebrenner, S., & Brulles, D. (2008). ferences in more than 40 states and contributed Roeper Review, 26, 147–155. The cluster grouping handbook: How to articles to many gifted education publications. Kulik, J. A. (2003). Grouping and Track- challenge gifted students and improve She lives in San Diego, CA.

Their gifts will change our world someday. Your gift can change their world today. Since 1982, TAGT has touched the lives of thousands of gifted and talented students with nearly a million dollars in TAGT Scholarships, enabling K-12 students to attend summer enrichment programs and assisting graduating seniors with college tuition.

If you value this program, show your support using the form on page 19 or visiting txgifted.org/donate.

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Texas Association for the Gifted and Talented 35 New conference-within-a-conference for psychologists! Testing the Gifted in the 21st Century: Looking Forward

As part of its 34th Annual Professional Development Conference, TAGT will oer a “conference within a conference” that will focus on the assessment and identification of gifted youth. This event is designed for psychologists,* but should also be of interest to experienced administrators in the field of gifted education. Three-Hour Introduction for All Participants - Thursday The Fundamentals of Gifted Assessment—Linda Silverman, Ph.D., Gifted Development Center, John Wasserman, Ph.D., Independent Practicing Clinical Neuropsychologist, Bobbie Gilman, M.S., Gifted Development Center, and Kathi Kearney, M.A., Knowlton School / Gifted Development Center One-Hour Breakout Sessions - Thursday & Friday The Problem of Misdiagnosis in Gifted Children—Paul Beljan, Ph.D., Beljan Psychological Services Identifying Gifted and Talented Students Using the Hispanic Bilingual Gifted Screening Instrument Alma Contreras-Vanegas, Ph.D. Candidate, Texas A & M University, Rafael Lara-Alecio, Ph.D., Texas A & M University, and Beverly Irby, Ph.D., Sam Houston State University RTI and the Twice-Exceptional Child—Bobbie Gilman, M.S., Gifted Development Center, and Kathi Kearney, M.A., Knowlton School / Gifted Development Center Identifying Students from Diverse Backgrounds—Susan Johnsen, Ph. D., Baylor University Problems and Triumphs in Finding and Serving Gifted Students from Poverty Joyce Juntune, Ph.D., Texas A & M University Peer Nomination Form for Lower Graders Fatih Kaya, Ph.D. Candidate, Texas A & M University, and Joyce Juntune, Ph.D., Texas A & M University A Simple Way to Account for Opportunity to Learn in the Test Scores of Poor and ELL Children David Lohman, Ph.D., University of Iowa Introducing Form 7 of CogAT: The First 21st Century Ability Test for All ELL and Non-ELL Children David Lohman, Ph.D., University of Iowa The Second Edition of the NNAT: Paper and Pencil and Online Administration Formats Jack Naglieri, Ph.D., University of Virginia Using the NNAT2 for Screening and Instructional Planning—Jack Naglieri, Ph.D., University of Virginia, and Dina Brulles, Ph.D., Paradise Valley Unified School District / Arizona State University Using Test Results to Support Clinical Judgment—Linda Silverman, Ph.D., Gifted Development Center An Evidence-Based Consumer’s Guide for Major Intelligence Tests Used for Gifted and Talented Identification—John Wasserman, Ph.D., Independent Practicing Clinical Neuropsychologist Redefining Giftedness for a New Century: Shifting the Paradigm—James Webb, Ph.D., Great Potential Press Optional Three-Hour Institute - Wednesday Afternoon The Unique Inner Lives of Gifted Children—Linda Silverman, Ph.D., Gifted Development Center

*The Texas Association for the Gifted and Talented (TAGT) is applying to the American Psychological Association to be a sponsor of continuing education for psychologists. Regardless of the outcome of the application, TAGT 36maintains Tempo full • responsibilityVol. XXXI, for N thiso. 3,program 2011 and its content. The Future of Professional Development Ian Byrd ust as the online space has forever changed the music industry, bookstores, and the way we communicate, it is fueling a revolution in professional development. Two years of writing about gifted education on Byrdseed.com has demonstrated the hunger teachers have for continuing education that is simply not being met by traditional professional development. My site is the tiniest of slivers in the online world of education, yet I see 10,000 visitors arriving every month. I send out a monthly newsletter to an audience of nearly 3,000 teachers involved in gifted education. I receive countless e-mails from teachers offering encouragement, asking for help, and offering critiques of my ideas. Because of the Internet, the number of teachers I interact with directly has risen exponentially, and those I indirectly interact with are impossible to count. The barrier to online professional development is nearly non- existent. Free services such as Google Reader and Twitter allow teachers to follow existing discussions. After joining the conversation through comments on articles, teachers can begin publishing their own content through a free service such as Tumblr. Some are even organizing their own virtual conferences or international chats. However, for teachers who have not tapped into this world, their only options for continuing education are district workshops and perhaps an annual conference.

Moving Professional Development Online Although not advertised, not associated with expert speakers, and not sponsored by corporations, there is vibrant professional development occurring online. It appears as tiny snippets on Twitter, links shared through Facebook, and comments posted to blogs. This highly collaborative space fills in the gaps left by traditional options. •• Barriers between presenters and audience are nearly non- existent. Passive audience members easily become active participants. Participants transition to presenters them-

Texas Association for the Gifted and Talented 37 selves. Presenters fluidly become participants on other ideas. Simply turn on your computer and see what has presenters’ websites. happened since your last visit. •• Whether you have 30 years of experience in gifted edu- •• And, online professional development costs nothing cation or are struggling through your first month, all beyond a computer and an Internet connection. you need is a willingness to share, critique, and learn. A confused novice with a sharp question has as much A Mixed Model to offer as a veteran with a detailed analysis of a lesson; Is the future devoid of traditional models of profes- both spark discussion and collaboration. sional development? Not at all! In fact, the traditional reigns •• Just as traditional bookstores cannot compete with supreme as a venue to hear fantastic, inspirational speakers in the selection at Amazon.com, it is physically impos- a live setting. I wouldn’t trade my chance to hear Dr. Joseph sible for traditional venues to match the number of Renzulli or Disney Imagineer Marty Sklar speak for the choices available for professional development online. world. In both situations, I was crammed into an overflowing Whatever your need, there is a community eager to room, listening to a lecture. Yet, hearing these inspirational share with you. speakers discuss their areas of expertise was very beneficial. •• Interaction is expected. Every blog has a form for com- Furthermore, traditional workshops and conferences offer ments, e-mail, Twitter, or Facebook. Extended discus- the unique opportunity to meet and collaborate face-to-face sion, voicing of concerns, and asking questions are the with online colleagues. For me, attending the NAGC confer- norm. Imagine raising your hand to point out a flaw ence was an experience of constantly repeating, “It’s nice to during a district workshop or conference keynote. This finally meet you!” Conferences are also enhanced through same action is the very bedrock of learning online. online reactions and reflections posted by attendees. This is •• Professional development on the Internet is continuous, part of being in a personal learning network (PLN), which is a community of educators that make online collaboration ignoring time zones, typical work hours, and physi- relevant in a way that is impossible to duplicate offline. cal boundaries. There is no need to wait months for a Onsite conferences and workshops are here to stay, scheduled event, nor is there a need to travel to see new but most educators need more than conferences offer. The future of professional development will mirror a high-qual- Discover MALLETT & COMPANY ity classroom full of feedback and collaboration, places Educational Consulting Services where mistakes are stepping stones to success. On-Line Training with Lecture and Interaction Available Now! Quality Educator Training Taxonomy of Online Involvement Quality Research-based Information Quality Integration of Concepts into Best Practices Just as students are eased into learning, educator involve- Seminars for Gifted and Talented ment with an online community is a step-by-step process. 30-Hour GT Training Lesson Planning TEKS Differentiated Curriculum Social-Emotional Issues Stress Management Step 1: Consume Questioning Strategies Administrator Training Multicultural Parent Seminars Program Development Underachievers The first stage of entering the future of professional Instructional Strategies Learning Styles Program Evaluation development is to simply consume what’s already been cre- Our services provide unique training ated. Although the options are nearly unlimited, here are sessions for both private and public schools in Texas and the nation. two low-commitment, free avenues to get started. Children must have the opportunity to Subscribe to websites. The first method of consuming learn at their own pace and passionately pursue their own interests. is to subscribe to websites. Although this will naturally include education specific sites, I firmly believe that pro- Deborah G. Mallett believes that with excellent training and an understanding ducing well-educated students requires us to constantly of students needs, interests and abilities, feed ourselves from areas beyond education. Most of my no child will be left behind. favorite classroom ideas were inspired by art, technology, or gaming blogs. Begin collecting sites about your hobbies and passions. As a teacher, you will transform these interesting tidbits into classroom lessons.

“Integrating New Concepts for the Gifted and Talented” You probably already have a handful of sites you like to Deborah G. Mallett, Ed.M.,CEO TAGT Approved Sessions check regularly. As this collection grows, the difficulty of 880 Howell Street ''Beaumont, Texas 77706 remembering to check each site will increase. Fortunately, www.mallett-and-company.com this problem has already been solved through feed-readers (409) 658-5069

38 Tempo • Vol. XXXI, No. 3, 2011 such as Google Reader (reader.google.com). This service pulls in socially with like-minded educators. Twitter is a hotbed of the latest updates from all of your favorite websites and puts educational discussion and is the simplest way to listen to a them in one location, enabling you to visit reader.google. worldwide conversation about gifted education. com and see everything that’s been written since your last On Twitter, users post short messages limited to 140 login. It’s much like subscribing to magazines rather than characters. These messages include links to websites, replies constantly browsing the book store, checking for new issues. to other users’ comments, or questions. With millions of This image shows Google Reader in action. The right people using Twitter, the first step is to find and follow panel scrolls to show recent updates, in this case an article people with similar interests. A search for “gifted education” from brain-puzzle website FutilityCloset.com. On the left on Twitter brings up a list of publishers, teachers, advocates, is a list of all my subscribed sites, along with the number and writers who all active in the conversation. Visit tinyurl. of recent updates. com/6jolzlk to see the results of this search (Note: a free Twitter account is required).

To check all of the sites I’m interested in, I scroll down the list on the right. This reveals all updates, ordered chrono- logically. When an update is particularly intriguing, I “star it” within Google Reader. This saves the update, making it easy to return to later—the modern equivalent of clipping newspaper articles. Google Reader is powered by a technology known as RSS, or Really Simply Syndication, identified by a simple orange logo and found on nearly every website. A click on Through Twitter, I collaborate with educators around this logo or on the words “Add to Google” allows you to the globe. My involvement there directly led to an invita- directly subscribe to the site through Google Reader, as tion to present at NAGC. While at NAGC, Twitter was seen in this image from Time.com the avenue for meeting up with other attendees as well as sharing the convention with those unable to attend. For further information about using Twitter, gifted education advocate Deborah Mersino has written a beginner’s guide located at http://www.ingeniosus.net/archives/2009/06.

Step 2: Converse After discovering favorite sites and listening in on conversations, the next step is to bring your own voice to the online discussion. Whether expressing encouragement, confusion, Subscribing with RSS is the most efficient way to keep or a different opinion, this act moves you from consumption yourself inspired with news, articles, and discussions. to conversation. A recent post on math educator Dan Meyer’s Listen in to Twitter. Google Reader will keep you up to site (http://www. mrmeyer.com) highlights the power of this date with your favorite websites, but this is only half of the pro- conversation. The original article is simply a highlight of a fessional development revolution. You also need to be plugged workshop Meyer attended (Meyer, 2011):

Texas Association for the Gifted and Talented 39 The Two Lies of Teaching, according to Dr. Tom Sallee: Mockingbird was her sole novel. Ideas for your site can be less than fully-realized super lessons. I write articles that range 1. If I say it then they will learn it. from 1,000-word discussions to simple lists of resources 2. If I don’t say it then they won’t learn it. (para. 1) I’ve discovered while browsing. Some of the most thought- On its own, this post is a thought-provoking example of provoking posts are simply questions or frustrations that how writing online extends the influence of traditional con- lead to interesting discussion. Your site simply becomes an ferences. However, the true depth of the content is found outlet for your everyday reflections and thoughts. in the discussion section that follows rather than in the I won’t have the time. The time commitment is entirely main article itself. This article has produced more than 70 up to you. Simply begin creating, and you will find a sched- comments in the discussion. These comments are more ule that works for you. After initially (and unsuccessfully) than congratulatory slaps on the back and include ques- attempting to write twice a week, I settled into a com- tions, critiques, clarifications from the author, conversations fortable rhythm of three posts a month. I’ve been able to between commenters, and links to other articles. maintain this pace for two years through parent confer- In the middle of the conversation, Meyer sensed a ences, vacations, and end-of-the year business. There are disconnect in what people considered a “lecture,” so he no editors, no deadlines, and no commitments other than moved the conversation to a new venue: Twitter. Here, your own schedule. Meyer asked the community for a definition of “lecture” I don’t have the technical knowledge. Setting up and (tinyurl.com/6xqc9qz). maintaining a website is a hurdle beyond most teachers’ abilities. Luckily, there is a multitude of blogging services that require no setup beyond choosing a name. One free platform worth investigating is Tumblr.com. As this image below shows, setup is simple. Tumblr. com requires filling in three textfields: e-mail, password, and a URL (the name of your site). Once you’ve signed up, creating posts is a simple three-step process. Add a title, write the article, and click a button. Your update is online instantly.

Meyer then posted a sampling of Twitter’s responses into a comment to his original post (tinyurl.com/62tdxjs), which stimulated further discussion. He edited his original article to include a reader’s comment (tinyurl.com/6ajceqa). Best of all, this conversation still continues, and the comment form is still enabled. Readers can link new articles to Meyer’s original post or post a page on Twitter that they have found helpful, adding more voices to the conversation. Discussions like this span the globe, evolve over weeks, and involve dozens of educators. Participants are actively involved without sites or their own, expressing confusion, reservations, or excitement. These conversations simply cannot be duplicated offline and represent an exciting future of professional development.

Step 3: Create After engaging in conversations on other teachers’ blogs and sharing ideas on Twitter, you may begin to think about a site of your own. However, publishing new content naturally strikes fear into many potential participants’ hearts. What if I run out of ideas? All creators fear the loss of inspiration. But if you have even one amazing lesson, one Beyond Tumblr, other free blogging sites popular with edu- thought-provoking idea, or one motivational anecdote, cators are Wordpress.com and Blogger.com. then the community misses out if you keep it to yourself. I don’t want my name out there. Any action on the No one considers Harper Lee a failure because To Kill a Internet brings with it a fear of revealing the wrong infor-

40 Tempo • Vol. XXXI, No. 3, 2011 mation and landing in hot water, espe- the Soft Skills Conference (tinyurl. topic selected through weekly polls. cially for educators. I use my name com/6at2k4q), bringing online educa- These fast-paced events cover one topic on my site, so Byrdseed.com comes tors together to write about a common in an hour and feature dozens of par- up when people search for Ian Byrd. topic. He structured this conference ticipants generating more than 1,000 It’s easy for students, parents, and col- around five “keynote speakers,” who comments (Mersino, 2010). Visit leagues to read every word I write. As a wrote about the topic on their own http://www.ingeniosus.net/gtchat to result, I am always mindful of choos- sites (Lark, 2010). However, any- get involved. ing topics that are appropriate. one with a site was also welcome to However, you may prefer more “speak” at the conference, simply by anonymity. If so, avoid identifying writing a post on their site and alerting Online professional the school, district, and even state in Lark of their contribution. The 2010 development is which you work. Write using a pseud- conference had 17 contributors. In onym. Avoid images that could reveal 2011, Lark organized his second con- vibrant, authentic, your identity or location. Avoid writ- ference, asking teachers the intriguing ing about specific people or incidents. question, “What is the center of your and multifaceted. Many educators successfully write classroom?” (tinyurl.com/69vwl4q). about their experiences without reveal- Community powered conferences. We need your voice. Online profes- ing personal details. EdCamp (http://www.edcamp.wiki- sional development is vibrant, authen- Benefits to you. If you decide to spaces.com) is another unique take tic, and multifaceted. Even by taking take the leap, and begin publishing on traditional conferences. These the first step of consuming what’s online through your own site, you “unconferences” are a series of real- already out there, you will find your- will find the journey full of surprises. world events organized entirely by self thinking about your students in Without writing a thesis, without local teachers. EdCamps are pick- new ways. I encourage you to become speaking at major events, and without ing up steam, growing from 8 events a part of the conversation. The online leaving your classroom, you will find in 2010 to 13 after the first half of community represents the future of yourself impacting people without 2011 (http://edcamp.wikispaces.com/ teacher education, and we need your ever meeting them. Your simple idea complete+edcamp+calendar). could be the seed that feeds a hungry EdCamps are participant-driven voice. teacher halfway across the world. with no set schedule. Rather, attendees Keep at it and, over time, you walk in to an empty board and put References will develop a reputation. Be active in their name in a slot to create a ses- the community, share quality ideas, sion (Steele-Pierce, 2011). Within an Hertz, M. B. (2010). Financing an edcamp. and your work will spread, impact- hour, the schedule has planned itself. Retrieved from http://www.edutopia. ing teachers in ways beyond what you EdCamps recognize that the teachers org/blog/financing-edcamp might imagine. You might suddenly from the local community know what Lark, R. (2010). Soft skills convention cen- have invitations to speak at confer- their colleagues need, promoting prac- ter. Retrieved from http://larkolicio. ences, train your peers, or become ticing teachers’ expertise over expen- us/blog/?page_id=481 involved in new ventures—simply by sive speakers. Further, EdCamps shuns Meyer, D. (2011, July 5). The two lies of writing about what you are already the commercial presence of traditional teaching [Web log post]. Retrieved doing in your classroom. conferences, offering no vendors’ hall from http://blog.mrmeyer. or sponsor displays. By keeping the com/?p=10652 Step 4: Organize events teacher-led, most EdCamps are Steele-Pierce, M. E. (2011). Unconference: Some educators go beyond creat- free to attend (Hertz, 2010). Revolutionary professional learning. ing material. These are the organizers, International chat. Deborah Retrieved from http://plpnetwork. teachers who have seen the power of Mersino is an online advocate for com/2011/03/07/unconference- online collaboration and decided to gifted education who writes at http:// revolutionary-professional-learning/ harness it, creating new forms of con- www.ingeniosus.net. She is best ferences and organizing international known for hosting two weekly chats Ian Byrd teaches gifted and talented students chats. on Twitter every Friday. These events, in Garden Grove, CA, where he grew up as a gifted student himself. Before having his own Virtual conferences. Math teacher known as #gtchat, attract stakeholders classroom, Ian ran a high school youth group, Riley Lark uses his blog (larkolicio. in gifted education from around the worked with children with special needs, and us) as the venue for annual “virtual world. Parents, teachers, and admin- earned a degree in computer science. He writes conferences.” In 2010, he organized istrators come together to discuss a about gifted education at Byrdseed.com.

Texas Association for the Gifted and Talented 41 Call For Manuscripts Here is your chance to have your voice heard! If you would like to be considered for publication in an upcoming issue of TEMPO, please follow the guidelines for article submissions below. We are currently soliciting manuscripts for the following issues. For deadlines and more details regarding upcoming issues, please contact TEMPO editor Krystal Goree at Krystal_ [email protected]. Application of RtI to Serve Conference Issue (Topic TBA) Gifted Populations Due June 1, 2012 Due December 1, 2011 Affective Needs of Gifted Students Perspectives on Gifted Education Due September 1, 2012 Due March 1, 2012

Guidelines for 2011 TAGT Executive Board Article Submissions Executive Committee Tempo, a quarterly publication, welcomes Michelle Swain, President—Round Rock ISD manuscripts from educators, parents, and other Dr. Lynette Breedlove, President Elect—Spring Branch ISD advocates of gifted education. Manuscripts may Linda Phemister, First Vice-President—Garland ISD focus on all areas of gifted/talented education Dr. Mary Christopher, Second Vice-President—Hardin-Simmons University including policies, applications of research, Len Avecilla, Third Vice-President—Keller programs, and practices. Tempo is a juried Dr. Richard Sinclair, Secretary/Treasurer—Texas Academy of Math and Science publication and manuscripts are evaluated by Dr. Laura Mackay, Past-President—League City members of the editorial board and/or other reviewers. Regional Directors Please keep in mind the following when Merrill Hammons, Region I Melynda Cundieff, Region VII, Phyllis Baum, Region XIV Jacksonville ISD ESC Region XIV submitting manuscripts: Brownsville ISD Deborah Bronner-Westerduin, Rene Elmore, Region VIII V. Dianne Fowler, Region XV 1. Manuscripts should be 2,000 to 10,000 Brownwood Region II Paris ISD words on a topic related to gifted education. Susan Carr, Region XVI Corpus Christi ISD Bronwen Choate, Region IX 2. References should follow the APA style Graham Amarillo ISD Mary Lea Pfenninger, Region III Vowery Carlile, Region XVII outlined in the sixth edition of the Publication Jan DeLisle, Region X ESC Region III Sundown ISD Manual of the American Psychological Lovejoy ISD Debra Taylor, Region IV Dr. Rebecca Schlosser, Mary Chancellor, Region XI Association. Clear Creek ISD Region XVIII 3. Submit an electronic copy, typed, 12 pt. font, Denton ISD Sul Ross State University D’Lana Barbay, Region V double-spaced manuscript. Use a 1 1/2" margin Janet Smith, Region XII Mary Ann Clark, Region XIX Vidor ISD ESC Region XII on all sides and number pages. El Paso ISD Rebecca King, Region VI Patti Cryer, Region XIII Priscilla Lurz, Region XX 4. In addition to the title page, a cover page Montgomery ISD Marble Falls ISD Northside ISD must be attached that includes the author’s name, title, school or program affiliation, Editorial Board Members home and work address, e-mail address, Krystal Goree, Chair, Baylor University phone numbers, and fax number. Elizabeth Chapman, Lamar University Dr. Judith Martin, Bulverde, TX 5. Place tables, figures, illustrations, and Dr. Mary Christopher, Hardin-Simmons University Marilyn Swanson, Southern Methodist University photographs on separate pages. Each should Dr. Susan Johnsen, Baylor University have a title and be referenced in the text. Submit electronically with manuscript. Editorial Peer Review Board 6. Author(s) is fully responsible for accuracy of Dr. Lynette Breedlove, Dr. Karen Hassell, Waco ISD Emporia State University Spring Branch ISD Regina Hein, The School of Melissa Saphos, Pearland ISD quotations, citations, figures, and facts. Dr. Dina Brulles, Liberal Arts & Science, Dallas, TX Dr. Rebecca Schlosser, 7. Author(s) of accepted manuscripts must Arizona State University Ellen Lukasic, University of Texas, Sul Ross State University transfer copyright to Tempo, which holds Paige Carpenter, University Charter Schools

copyright to all articles and reviews. Baylor University Dr. Judith Martin, Bulverde, Texas Dr. Patricia Smith, Prairie View A&M University 8. Upon acceptance of a manuscript, the Elizabeth Chapman, Dr. Christi McWilliams- Lamar University Abendroth, Ann Arbor School of Sandra Stocks, author(s) submits a 50–100 word biography Dr. Mary Christopher, the Performing Arts Cypress-Fairbanks ISD and a 100–150 word abstract of the Hardin Simmons University Dr. Joyce Miller, University of Dr. Debra Troxclair, manuscript. Ryan Davis, Texas A&M–Commerce Lamar University Temple ISD/Temple College Patricia Milleric,

Lynn Dodge, ESC Region II Houston Community College Dr. Kimberly Tyler, Please send manuscripts and inquiries to: Texas Wesleyan University Dr. Lemoyne Dunn, Cecily Moore, San Marcos CISD Krystal Goree, Ph.D. University of North Texas Qunita Ogletree, Marcy Voss, Boerne ISD TEMPO Editor Arthur Granada, Austin ISD First Metropolitan IDC Melanie Williams, [email protected] Meredith Hairell, Victoria ISD Connie Phelps, Carrollton-Farmers Branch ISD

42 Tempo • Vol. XXXI, No. 3, 2011 Doesn’t Always Look the Same GiftednessPearson’s assessments help you identify students for gifted and talented placement from multiple perspectives. Regardless of a student’s language or cultural background, we can help you identify their strengths so you can match them to appropriate gifted program options. trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). 5782 09/11 affiliate(s). or its Inc. Education, countries, of Pearson and/or other in the U.S. trademarks, Copyright © 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved. NNAT, OLSAT, and Pearson are and OLSAT, NNAT, All rights reserved. its affiliate(s). Education, Inc. or Pearson © 2011 Copyright

For more information about these or other Pearson assessments, please call 800.328.5999 l NNAT2.COM l OLSAT8.COM Non Profit Org. U.S. Postage PAID 1524 S. IH 35, Suite 205 Austin, Texas Austin, Texas 78704 Permit No. 941 Address Service Requested

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