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Future Trends in Gifted Education V OLUME XXXI, I SSUE 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. Borenson and Associates, Inc. Your students will LOVE solving equations such as 4x + 3 = 3x + 9 and 2(3x + 1) = 2x + 10. ® 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 OLUME XXXI, I SSUE 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.
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