TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED Volume XXIV Issue 2 Member. National Association for Gifted Children (NAGC)

Teaching Gifted and SPRING 2004 Talented Students for TEACHERS OF THE GIFTED Today and Tomorrow Dorothy Sisk Teaching Gifted and Talented Students for Today and Tomorrow Lamar University Dorothy Sisk 1

What does education often do? It makes a straight-cut From the President ditch ofafree meandering brook. Judy Bridges 3 - Henry David Thoreau

nmost texts on Executive Director's Update education of gifted Jay Mcintire 4 students. there is usually a list of characteristicsI of effective teachers of Courageous and Conscious Teaching the gifted. and Renzulli (\980) over thirty years ago Diane Montgomery 5 questioned this practice. and suggested that educators focus on teacher behaviors; and I would suggest that l.eadership Development Program Fulfill we focus on student-teacher interaction. Gifted Gifted Students' Need students absorb information best when they discover Monica Florida 7 it themselves and make it their own. As educators. we have an obligation to support individual student paths to knowledge. and not to restrict meandering On Autonomy and Difforentiation approaches to learning (Alpert. 2003). Many gifted Tina Forester 9 students have a meandering approach to learning. and teachers who are willing to support this approach can co-create "rich tasks" with their gifted students. What the Research Says About Teacher Characteristics Perkins (1992) suggests three criteria to guide the Susan K. Johnsen development of rich tasks: I) Does the task focus on a Krys Goree discipline? 2) Does it provide connections to a real­ 20 world context? and. 3) Is the task accessible to the Book Reviews students? Rich tasks provide opportunities to address Tina Forester 32 open-ended exploration of questions or topics. and to learn the language and procedures of a discipline. Designing rich tasks to facilitate meaningful Call for Articles 33 learning for gifted students may appear daunting to some teachers; however. a useful tool to create powerful and focused curriculum is the (see SISK. page 11) TEACHERS OF THE GIFTED

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2 TEXAS ASSOCIATION FOR THE GIFTED AND TA,ENTED • TEMPO • SPRING 2004 TEACHERS OF THE GIFTED

FROM THE PRESIDENT

Judy Bridges

PUBLICATIONS EDITOR In this issue of Tempo, we focus upon teachers of the Michael Cannon gifted. Those who truly teach the gifted deserve our loudest praise because they make extraordinary PRESIDENT opportunities into standard fare for their students, and Judy Bridges they remove the ceiling for the most gifted in their PRESIDENT"ELECT classrooms. What distinguishes these teachers from Bobbie Wedgeworth their peers? How do their classrooms differ from the FIRST VICE-PRESIDENT other classrooms in their buildings, districts, or states? Fara Green A great teacher is also a great student. Without the habits of lifelong learning or scholarly behaviors as SECOND VICE-PRESIDENT Patti Staples outlined by Sandra Kaplan, progress eventually slows, holds for a period of time, then stops, and without THIRD VICE-PRESIDENT Joanna Baleson renewal never rebounds. In a radio interview about his new book, Up Your Business, Dave Anderson SECRETARY/TREASURER described the syndrome that often prevents greatness Dr. Keith Yost by stating the greatest enemy of "great" is "good." This IMMEDIATE PAST-PRESIDENT syndrome applies in education as well as the business Tillie Hickman world. Often we work our way to a level of competency for which we achieve recognition for our accomplishments. Achievement of that level requires EXECUTIVE DIRECTOR time, energy and sacrifice, so we take a little time to Jay Mcintire "smell the roses." During that respite, we become satisfied with "good" as well as the comforts of good, The Texas Associlltion for the (jift~d D.lld Talented (TAGT) i~ a ntmrnllfil oL'ganizalion of and the energy required to move to "great" looms like pllrent~ ilnc,l pr(Jfl!:~~iot1als promoting Rppropriut~ education for gifted and talent~.;\ ~turlent~ iil the state of Textls, the struggle at the beginning of our careers, Many TAUT ti!llt{JU is the official jOllrn,II qf thl! fexas Association for the Gjfi~!,I >lnd Talented. 11 decide that "good" is "good enough." Unless some is published fOllr time~ a yeal' 1111anuary. April, !llly. >lnd Octobet'. The subscription is a b~n~fit for TAtn i'llelllbct's. Annual dues R~ $35 -- $15. experience reignites the fire, we forget the passion that Material appt:.;tring in 7~1ITf'0 may be reprinted I.Inle.~.~ olhetwise noted. When copying an articl!!: please cite Telllpo and TAGT \I.~ the ~oul'ce. We appreciate copi~~ ~It' rublk;llioli.~ comaining brought us to the field. What I would wish for all Tempo rt:.prints. TAGT does not sell its rnemh~r.~hlp list to advertise~ or ~Itll~r rart1e~. However. membership teachers is the inspiration to become "great"-the nl\ln~~ and addloesscs are made ovaihlbl~ t'ur appl'oved research request~, If you d(1 n(n wish your name to tit:. rn>ld~ available for Grr-related re~~n:h, please wl'ite to TAGT ot the Rddrt:.~s inspiration to become good stewards of advanced bel(lw. ability as defined by Carol Ann Tomlinson. Ad.;\r~~~ ,-=nrrl!.~pOtldellCC concerning th~ Thx>l~ A~sociation for the Gifted s:ln.;\ T\ll~nled (Including subscriptio(l I)Ut!.d'"ns.l \0 TAGT, 406 Emt 1 fill ,')tref!l, Sllil~ 310, AII.W/II. Texas, Hopefully, each of us is afforded opportunities to 78701-2617_ Call TAGT at 5J2/499-8241:1. FAX:5121499-8264. rekindle the flame through inspirational as well as Addl'ess correspondence c;:om;erning te!lt{Ju content to; Mi(:II(l~1 CI"JIIIII!!I, tACT Edllol'/a/ Office. 5521 Mewlill Lclll~, E/ Auo, TX 79903, Call the editorial office at 915/778-3988, FAX pragmatic staff development. Too often, we find and 9111 f79-2625. or e-mail: mWl:[email protected]. utilize episodic events that mimic good practice ADDRESS cOllnECTlON REQUESTED: Pl~;i.~~ nOlify TAGT if yotl are moving or if because they are showy and cute, but the content is yuur illalllns address has chang~d. TAOT publlcations ore sent viOl thill.. klaH Ilia!! and arc nol forl'lilrdt:.d by Ihl! POSt Officc. Be sure to rt:.nt:.w ynut membership. You will not rt:.c;:~ive TAOT often only slightly recognizable or entirely missing. pllblications or mailing~ ;in~r yuul' membership expiration d>lte. We must flne tune our quality detectors so that students

OPINIONS EXPRESSED elY INOtVtDUAL AUTHORS DO NOT (see BRIDGES, page 30) NECESSARILY RE:PRE:SE.NT OFFICIAl. POSITtONS OF TAGT.

SPRING 2004' TeMPO - TE;XAS ASSOCIATION FOR THE GIFTED AND TALENTED 3 EXECUTIVE DIRECTOR'S UPDATE

Gifted Teachers: Leading and Letting Go

Jay Mcintire

eachers of gifted fore they use teaching strategies not generally seen in students are well primary schools. Sometimes other educators in the aware ofthe stages of school don't understand that these teaching practices learning that lead toT expertise. These stages have been are the right ones for certain students in certain con­ outlined by such luminari~s as Alfred North White­ tent areas. While there are some children that truly head in his 1929 "The Rhythm of Education"and Ben­ are "hurried," others are simply experiencing teach­ jamin Bloom (Editor) in the 1985 "Developing Talent ing and parenting matched to their stage of learning. in Young People." The stages also shed light on the The second phase ofleaming is as different as night novice-to-expert literature of the past 15 years. There and day from the first. This stage requires precision­ is no mystery how learning progresses, but it can be mastery of the vocabulary, rules, and discipline of a useful to review the role teachers play in facilitating field. In this stage, musicians drill on scales until they and sometimes nearly forcing learning on students. are second nature. In schools, teachers push students Generally students of all ages and across all con­ through the drills necessary to memorize math facts tent areas begin with a playful interest in a subject. and spelling rules. Learning in this stage is characterized by curiosity, In gifted education, students sometimes are ready fascination, or fun. Good teaching in this romantic for disciplined practice on the basic elements of the stage of learning stresses open-ended, low-stress ex­ curriculum at a younger age, so young gifted students ploration of ideas and activities. In gifted education may be ready to memorize multiplication tables in the teachers provide such oPP0l1unities through broad en· first grade. Sometimes teachers of the gifted find co­ richment activities that may ignite the passion oflearn­ curricular content in which to offer students playful ing in a student. Dr. Renzulli creates snch exploratory introductions leading to precision. Critical thinking options through his "Type I" activities. Some teach­ skills, the rules of logic, and mnemonic devices have ers are naturally skilled at making learning playful, often been used by educators of the gifted. The learn­ exploratory, and fun. It's no surprise that stereotypes ing of expansive vocabulary expanding on the con­ of good primary school teachers include patience, tent of their general classes proves useful for some playfulness, and rooms that provide hundreds of stimu­ stndents. There are always new areas of human expe­ lating colors, ideas, and experiences for students to rience to explore, so it is of utmost importance that explore. teachers of the gifted accurately interpret when each Many primary school teachers of the gifted have child has explored a field snfficiently and has suffi­ students that are ready for the second stage. There- cient interest that they would embrace the discipline and rigor of the second stage of learning. (see MCINTIRE, page 31)

4 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED • TEMPO - SPRING 2004 TEACHERS OF THE GIFTED

Courageous and Conscious Teaching

Diane Montgomery

any questions come to emphasized teacher development as the top priority in mind when thinking successful programs for gifted; and some studied (Gear, about the characteristics 1979; Milgram, 1979) what gifted children reported as and nurturing ofM the teachers who are responsible for the preferences. In 1980, an influential book series directed education of the gifted: What is different about teaching by Tannenbaum and edited by Neuman released the the gifted from teaching other children? What makes a Lindsey publication desclibing the state of the art for good teacher of the gifted? What is the necessary preparation of teachers of the gifted. The 1980's brought professional training and at what level? What is required detail about the philosophy, traits and competencies in various states or countries? How much training beyond needed (Addison, 1983; Feldhusen & Hansen, 1988', that for general educators is necessary? Does one have Schnur, 1980; Story, 1985), stndent perceptions (Lewis, to be gifted in order to teach the gifted? Emphasis on the 1982; Oorhout, 1983; Maddux, Samples-Lachmann & teacher, her role, characteristics, teaching strategies, Cummings, 1985) and evidence of excellence in teaching approaches to teaching, and needs for continued the gifted (Whitlock & DuCette, 1989). The 1990sfurther professional development have been topics of many defined effective teachers for specific groups of gifted discussions and research studies. Although a quick library children (Abel & Kames, 1994; Wolfe, 1997). Yet today, search will yield dozens of responses to these questions, there is continued, strong emphasis on the importance of not very many of the investigations have been connected specialized teacher development (Croft, 2003; Knobel & to the well being of the stndents (Coleman & Cross, 2001). Shaughnessy, 2002) and multicultural competence (Ford These are not new questions, but rather ones that have & Trotman, 2001). been asked for decades by the pioneers in the field of Standards for university programs that prepare gifted education. In the 1960's, Gold (1965) emphasized teachers of the gifted are undergoing updating and the need for in"service education to assure the skills improvement by a committee composed of national needed for teachers. The 1970's brought key leaders in gifted education. Through a collaborative effort contributions, such as Frasier's (1977) differentiating of the two national-level professional organizations, The teacher preparation to focus on the need for teachers of Association for Gifted, a division of the Council for the gifted to be good public relations advocates for their Exceptional Children and the National Association for students. Barbe and Frierson (1975) provided evidence Gifted Children, the committee examines the research illustrating the need for a different approach to teaching, and applies theoretical principles to determine the one that is process-oriented by a motivated leamer as outcomes for teachers graduating from teacher preparation teacher; and Seeley (1979) presented the competencies programs. The accrediting body for teacher preparation needed by teachers of the gifted. Renzulli (1977) programs (NCATE) is faCilitating the development of

SPRING 2004' TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 5 TEACHERS OF THE GIFTED standards that are based on scientific inquiry or evidence accidentally, perhaps without the long-burning goal to of effectiveness. Our profession continues our work for make gifted education a life career. She contrasted this preparing teachers. observation with the altlUism that was a characteristic of There is a need, however, to integrate this body of the Armenta (1997) and Coleman (1994) studies for knowledge on teachers of the gifted with recent pleas for teachers of the gifted. Rather, Piirto observes that some a depth of meaning in education (Miller, R., 2000; Palmer, teachers were in the light place at the right time and 1998) and meaning in gifted education (Heng, 2003). This wanted to work when an opening for teaching gifted was discussion will detail the essential ideal for teachers of available. Piirto believes that it is likely that teachers the gifted in two areas not found on the standards lists: may mature into altlUistic teachers or they might change courage and consciousness. Teachers of learners who careers or take another teaching job. Perhaps, it is the have gifts, talents or high potential are a courageous lot! teachers who stay that are the courageous ones. In addition to the traditional long list of competencies needed to teach children, those who experience the most Consciousness satisfaction in their work may at the same time experience Another essential requirement for teachers of the the most angst. We know that creative learning requires gifted is consciousness in the classroom. The first step in creative teaching (Rejsking, 2000; Torrance, 1962); we developing a conscious classroom is to learn awareness. know that asking appropriate high level questions Schultz (2001) calls for gifted awareness training for encourages high level thinking (Schiever, 1990); we know undergraduate preservice teachers. The vision is that that differentiating curriculum must be based on the teachers in training will learn more about the nature of learner strengths identified (Croft, 2003); we know that schools and the students who attend them. Beyond this equity issues and baniers are created by our schools' initial awareness of individual differences and a policies and practices (Ford, 2003). What an knowledge that eumculum must be differentiated is the overwhelming job! practice of reflection. Maintaining reflective teaching journals on teaching technique, plans, and subsequent Courage student outcome promotes awareness of how students On another note, Palmer (1998) says "good teachers respond differentially to what occurs in the classroom possess a capacity for connectedness" (p. 11). To what and school. Conscious teaching means an acute must the teacher connect? The highly sensitive teacher awareness of the deepest level of meaning for students, connects to each child, to their families, the community, and both includes and transcends reflective teaching and society. The depth of the connection on many levels practices. is for the benefit of the child. The message is that we The deeper levels of our existence relate to those "teach who we are" (Palmer, p. I). We share the influences in our lives of which we are not fully aware. excitement of our own creative spirit as we practice our Often students will be unaware of the personal and art. The alts for teaching is a love of learning, a love of collective unconscious motivations for their behavior or expression in the arts, and a love of humanity. We have thoughts. So, it may not be adequate to say, ''Are you the courage to bring our hearts into the classroom. We OK?" when you detect deep issues arising for a child. practice compassion, empathy, intuition, insight, and the This is a closed question that can too easily be dismissed. capacity to listen. We work on our own emotional It commonly is asked without regard to any response; development to be able to pave the path for our students and it may be unanswerable. But, there are many ways to grow individually and collectively. The deep meaning, to help students increase their awareness and be more the "healt" that Parker Palmer begs teachers to show in conscious of the influences in theit lives, including studies our classrooms, is easily recognized by teachers who in school, friends and family. This sensitivity has often practice it. been listed as a charactelistic of gifted students (Clark, Why do teachers choose to teach gifted? Piirto (1999) 2002; Silverman, 1993) and recently accorded its own has observed in a state that requites a specialized licensure type of giftedness, spiritual or emotional intelligence to teach gifted (Ohio) that many teachers enter the field (Piechowski, 2000, 2003; Salovey & Mayer, 1990). (see MONTGOMERY, page 16)

6 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' SPRING 2004 TEACHERS OF THE GIFTED

Leadership Development Program Fulfills Gifted Students' Need

Monica Florida

ifted individuals have high making skills, exploration of various leadership sty les, intellectual, creative, diver­ and other activities that help them realize their leader­ gent, and problem solving ship potential (Carpenter, 1996, p. 11). Torrance (1962) G emphasized the importance of youths' creative imagi­ abilities (Davis & Rimm, 1985; Sisk, 1993; nation for the survival of civilization. He also stressed Tannenbaum, 1983). The federal definition of gifted that democracies fail when they do not use intelligent, identifies five areas in which the gifted and talented imaginative problem-solving methods. Because gifted excel: intellectual ability, creativity, academic achieve­ individuals often have high creative, intellectual, and ment, leadership, and visual/performing art abilities. problem solving abilities, Torrance's assertions have Of these areas of giftedness, leadership is the least dis­ lent support for the leadership education of gifted stu­ cussed (Karnes & Bean, 1990; Sisk, 1990). dents (Carpenter, 1996, 11-12). The Marland Report Although much financial, research, and educational (1972) established the premise that offering differen­ support is committed to adult leadership development, tial educational provisions was essential if democratic little effort or financial commitment has assisted our education intended to provide appropriate educational youth in realizing and developing their leadership abili­ opportunities to benefit students and society. These ties during their formative years (Carpenter, 1996, p. educational opportunities offer GT students the dif­ 17). Few gifted programs identify students with high ferentiated curriculum that will permit individuals to leadership potential or include leadership education have equal opportunity to become productive citizens as part of the designated curriculum within present who can contribute to the best of their ability to soci­ programs for the academically gifted (Florey & Dorf, ety (Carpenter, 1996, p. 12). 1986). Additionally, many researchers (Foster, 1981; Our democratic system promises to each indi­ Karnes et aI., 1987; Magoon, 1981; Marland, 1972) vidual, without discrimination, the opportunity to de­ denounced the paucity of attention and effort expended velop as an individual to the extent of that person's to assist our gifted youth in reaching their leadership abilities, talents, and motivation. Only through spe­ potential (Carpenter, 1996, p. 17). cial programs for gifted and talented individuals can Because GT adolescents are generally considered this goal be achieved. Not only do gifted and talented to have the maturity to internalize their experiences students benefit from specific programs that recognize and are young enough to be open-minded and curious and cultivate their talents, but also society benefits be­ (Black, 1984), they realize the maximum benefit from cause today's gifted and talented students are prime the opportunities to participate in a cUiTiculum that candidates to be the future leaders in political, busi­ fosters independent thinking, promotion of decision- ness, research, and artistic endeavors. Although the

SPRING 2004 - TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 7 TEACHERS OF THE GIFTED egalitarian society of the United States places a high the ability to lead a group to consensus on a cont.ro­ value on the individual and the realization that progress versial issue. Prior to rafting down the Colorado River, involves the efforts of all citizens, the reality is that students learn about a conference center being built the ideas and plans for progress come from a few of on the river. Each student is assigned the role of a its most able members (Sisk, 1987). different community member. Students read actual Leadership education is appropriate for GT stu­ newspaper articles to provide them with the viewpoint dents because they possess above average or high in­ of their assigned community member on key issues telligence, one of the traits most often cited as a trait including the environment, quality oflife and tax abate­ of a leader. GT students have the ability to compre­ ments. During the rafting program, students see the hend and retain the learning experiences and the sen­ site and visit with the rafting guides to learn more about sitivity to perceive the acquisition of the leadership the situation. Students then return to their leadership skills and roles in themselves and others (Magoon, groups and are challenged to build the conference cen­ 1980). Thus, they are likely to profit from leadership ter in a way that is acceptable to the entire group. education. Upon completion of the Lone Star Leadership Education in Action is a 501 (c)(3) non-profit or­ Academy program, students are invited to participate ganization that fulfills this need by providing leader­ in Education in Action's alumni program, the Lone ship development opportunities for gifted 6'h_8'h stu­ Star Youth Leadership Council. This organization en­ dents. Education in Action's experiential learning pro­ courages and motivates Lone Star Leadership Acad­ grams empower young Texans to be informed and ac­ emy graduates to continue their leadership develop­ tive leaders. Education in Action's weeklong Lone ment. Texas leaders talk with members about effec­ Star Leadership Academy-Austin and Lone Star Lead­ tive leadership qualities at alumni program meetings. ership Academy-Houston/Gal veston programs extend The alumni program also provides opportunities for core curriculum taught in Texas classrooms through members to exercise their leadership skills. Lone Star visits to historically, politically, environmentally and Youth Leadership Council members develop and scientifically related sites. Leadership development implement service projects in their schools. Students activities are carried out throughout the program cur­ display their service projects at Education in Action's riculum with a focus on a different leadership skill each Annual Texas Independence Day Celebration. Mem­ day. bers also work together on committees to plan Educa­ During visits to sites, students learn about leaders tion in Action's Annual Texas Independence Day Cel­ of Texas, past and present, and note what qualities made ebration. Finally, members may return to Lone Star these Texans effective leaders. For example, students Leadership Academy programs as Youth Facilitators. learn about the heroes of the Texas Revolution at the Education in Action was founded to provide Texas Bob Bullock Texas State History Museum, Lyndon students with opportunities to develop their leadership Baines Johnson at the LBJ Library and Museum, and abilities during their formative years. Because lead­ their State Representatives and State Senators during ership is one of the five areas of giftedness, gifted stu­ visits to their offices at the Texas State Capitol. Each dents are excellent candidates for the program. Edu­ evening, students meet in leadership groups with their cation inAction invites educators of the gifted to nomi­ facilitator (a state certified teacher) to share and dis­ nate students for participation in the Lone Star Lead­ cuss the leadership qualities they learned about during ership Academy. In order to participate in the pro­ the site visits and through interactions with other par­ gram, students must be in the 6''', 7'" or 8th grade, main­ ticipants. tain an 85 or higher average, receive an educator rec­ Leadership groups are also the time when students ommendation/nomination, and demonstrate leadership participate in leadership activities and content-related potential. simulations that teach effective leadership skills and For more information on Education in Action's concepts. For example, a simulation from the Lone leadership development programs or to nominate out­ Star Leadership Academy-Austin program focuses on standing students, visit www.eiatx.org or contact (see FLORIDA, page 19)

8 TEXAS ASSOCIATION FOR THE GIFTEO ANO TALENTED' TEMPO' SPRING 2004 TEACHERS OF THE GIFTED On Autonomy and Differentiation

Tina Forester

arents and teachers (Derrida, 1973) Risk taking becomes confusing, even often wonder how dangerous to the esteem, when the child encounters much self-direction differing views and reactions to his unique perceptions P and connections. From the constructivist viewpoint, they should ask of their gifted children. A critical crossroad reality is based on perception and shared agreement of is predictably encountered as the work of the older child meaning via communication. The perception of the gifted becomes more differentiated and individualized. The child differs in depth and complexity from his age peers. reality of the twenty-two plus student classroom disallows If the "check" of conect perception confinued through constant guidance for the gifted few it may contain. communication leads to confusion or disallows his Consequently, students need to become increasingly viewpoint, the gifted child questions his ability to autonomous- working on a carefully sequenced accurately "decode" the world. This builds the opposite acceleration of skills and open-ended enrichment project,. of tLUSt. It lowers self-esteem and leads to an insecurity While they may possess the desire to learn, many gifted and lack of self-confidence. What is evident is that many children lack the self-confidence and the level of trust gifted children need help learning the skill of autonomous necessary for success. learning. The development of the autonomous student demands Protecting the self-esteem of the child is important. a reliance on symbolic abstractions as well as the It is much like protecting the child from bodily hann. confidence in one's ability to understand and conectly (BJiggs, 1970) Parents and teachers have to consider risk manipulate these numbers and letters. Computation, situations carefully and actively teach their children composition, and logical reasoning permit the written protection strategies to keep them from harm. Allowing communication of insight and ideas. Letters and numbers for risk is the greatest, yet inevitable challenge. The are the simple symbols necessary for abstract autonomy of the grown child is, after all, the ultimate representation. The development of self-confidence and goal. StructuJing Jisk balances the skills and development trust in the permanence of communicative symbolism of the child with the consequences and possibilities of joins teachers and parents of gifted children as partners failure. If the steps the child dares to take alone, whether in the lifework of the realization of autonomy. successful or not, are encouraged by the continuance of Gifted children often develop a permanence of esteem building interactions the child learns that guided symbols at a very young age but many are surprisingly risk is acceptable. Both success and failure provide reluctant to take the final step of autonomy. The gifted valuable lessons. individual's constructed perception of reality differs from Children in supportive, self-esteem building others, making a tLUst of pennanence more difficult. educational environments simply learn more. The children

SPRING 2004' TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 9 TEACHERS OF THE GIFTED trust that the teacher has calculated the Jisk of failure with time to share his achievements and collaborate on future the development of the child in mind. They trust that a plans. Such conferences are an excellent opportunity for safe community has been built on common expectations genuine praise and guidance in the development of and that they can dare to learn in a public forum free of autonomy. They also allow a forum for modeling the adult ridicule. Procedures and routines are predictable. autonomy as the student and teacher share experiences (Kovalik. 1996) of life-long learning. A class of gifted children creates a special challenge. Parents can help younger children to develop Their balance of educational and socio-emotional needs autonomy by asking them to complete a series of tasks is unique. The older the children become the more their wifuout repeated directions. See if your child can hold lip gifts become individual. If they are to thrive, gifted to seven simple directions in order and complete them. children need a different curriculum than do other Allow the child to rearrange fue order of the tasks to meet children. Simply put, differentiation means advancement their needs. Praise children for self-reliance and of pace, depth, and complexity along a learning spontaneous acts of kindness given wifuout being asked. continuum. Several may be at a similar location allowing Older children can complete more complex, simultaneous for grouping, others may be alone. Multiple groups tasks. Ask them to complete a non-cook recipe without emerge and change as the school year progresses. All help or build a multiple step structure without written groups receive direct instruction and immediate feedback. directions, but be ready, many will be unable to begin All groups also work independently allowing time for without your direction. Develop critical reading and others to share, one-on-one, Witll the teacher. The teacher writing skills through an analysis of form and description. becomes a facilitator of learning, a guide on the side - To reassure the child of COiTect symbolic interpretation, rafuer than a sage on the stage. (Renzulli, 1986 & 1992) have him draw an accurate reproduction of a figure based In order to allow students fue opportunity to continue on a written description. Have older children craft to be challenged at an appropJiate level, GT teachers are carefully written descriptions, and then have you draw required to have superb planning and evaluation skills. exactly what they wrote. This exercise develops cJitical GT children in the regular classroom need to be observation, self-confidence, and symbolism trust as fue autonomous learners. They must take a portion of fue child actively works to produce an accurate symbolic responsibility for their own advancement. (Treffinger, representation. The 11sk is structured so the child can 1978) An assessment system must be devised fuat allows succeed. fue child to see progress and directs the child to fue next Active teaching, like active parenting requires that assignment independent of the teacher. we initiate safe Jisk situations in which we control tile Teachers can facilitate autonomous growth by order and seveJity of life's predictable consequences. It providing clear expectations and structuring daily tasks builds self-esteem ilirough a series of successes and fue student can accomplish independently. Allowing failures orchestrated on a backdrop of unconditional love. students to interpret wJitten instructions for a task on fueir Our guidance must be structured to lead to self­ own fosters a trust in fue symbolic representation of confidence. Our children have the need to become communication. Objectives and activities checklists guide autonomous learners; we owe them nOfuing less. students who must work independently to task completion. Time allowances help students remain on task. Research contracts provide students with clear Rr:I'ERENCES guidelines and offer a direction for independent inquiry studies. Open-ended rubrics allow students to self­ Briggs, D. (1970). Yourchild's self-esteem: The key to his life. evaluate their work wifuout placing limiting ceilings on Garden City. NY: Doubleday. their accomplishments. Ongoing teacher-student Car'pecken. Phil. (1999). Four Scene. for P",ing the Question of Meaning. Lang: New York. conferences provide security to autonomous learners. Clark. Barbara. (1997) Growing Up Gifted. Upper Saddle River, When conferences are predictable and schedUled in NJ: Prentice-Hall. advance, the student knows there will be an appropriate Coopersmith, S. (1967). The emtecedents of self-esteem. San (see FORESTER, page18)

10 TEXAS ASSOCIATION FOR THE GIFTEO ANO TALENTED • TeMPO • SPRING 2004 TEACHERS OF THE GIFTED (from SISK, page 1) Understanding by Design model. This model perspectives of students, teachers, parents, or developed by Wiggins & McTighe (1998) includes counselors to propose solutions to violence in schools. many of the strategies suggested by gifted educators The authentic task is to propose a plan for creating (Maker, 1982; Kaplan, 1986; Sisk, 1987), including nonviolent schools that can be presented to a real-life the exploration of important ideas and questions that audience, and to apply the plan to a community Wiggins & McTighe call "enduring problem, such as a community center that has been a understandings," and Kaplan (1986) and Sisk (1987) target for violent behavior, or a school with excessive call "key concepts" for the first stage in curriculum student behavior problems. (www.kn.sbc.comlwired/ design. In the second stage, teachers use these nonviolence/intro hun.) "enduring understandings" to assess how well their students have learned the material, and to identify Research on Effective Teachers opportunities for the students to apply knowledge and An analysis of the research on effective teachers skills learned in authentic and relevant contexts. In of gifted students in the United States (Bishop, 1980; the final stage, teachers can ensure effective instruction Dorhout, 1983; and Abel and Karnes, 1994), in Israel by identifying activities and resource materials to (Milgram, 1979), and in New South Wales (Vialle & support engaging learning and promote further Quigley, 2003) indicates that Bishop's students in a exploration of the enduring understandings. In residential Georgia Governors Honors Program designing a curriculum for gifted students, the identified a combination of intellectual and personal following format (figure 1) is useful: characteristics that characterized successful teachers.

National and State Standards Enduring Understandings Assessment

Co-curricular Content topics Key Skills Essential Questions Experiences

(Figure One)

Understanding by Design helps teachers use and The students of Dorhout (1983) and Abel & Karnes make sense of standards by identifying the big ideas (1994) identified the personal-social characteristics of or enduring understandings in the standards, processes, effective teachers; whereas, Milgram's (1979) students related facts, and skills. Texas and Virginia have had a strong preference for the intellectual qualities of created Social Studies frameworks using this model, the teacher. Vialle & Quigley (2003) in preliminary and the model is being used at Lamar University to findings of their study report that personal design Science curriculum in a Jacob K. Javits characteristics of teachers were highly regarded by Educational Program Grant project supported by the their high school students on a questionnaire, but that Department of Education. open-ended statements of the students, indicated that A complementary strategy to the Understanding personal qualities were linked with intellectual by Design model is the use of WebQuests, which are characteristics and the teaching strategies of the inquiry-oriented activities in which some or all of the teachers. information that learners interact with comes from This analysis led to the current research effort to resources on the Internet (March, 2003). WebQuests find out what the perspective of high school gifted focus on open-ended questions, such as: How can we students in Texas were toward effective teachers, and create nonviolent schools? In the WebQuest erool what characteristics they would identify. Effective Zone, students work on understanding the nature and teachers were defined as teachers who helped students extent of school violence, and role-play the multiple Jearn in depth and experience the feeling of success

SPRING 2004 - TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 11 TEACHERS OF THE GIFTED

that comes from meaningful learning, A questionnaire their gifted students, The students identified intellectual was designed that asked gi fled students from and personal-social characteristics. throughout the state of Texas, former participants of the Texas Honors Leadership Program (THLP) to list CARING t1ve characteristics of etfective teachers, and to write "I grew up Ii ving with my grandparents, and growing a short paragraph describing a learning experience up without parents, and always being the smallest kid focusing on an effective teacher in action. A random in the class was not easy for me, But my most effective sample of students from four years of the summer teacher in the 5th grade gifted program helped make residential program for gifted students at Lamar "school" a place where 1 conld be special. One thing T University (2000, 200!, 2002, 2003) was selected, remember was an activity where she chose one student twenty-five students from each year; and a to be honored each week, and the other students wrote questionnaire was mailed to them, requesting a reply one thing they liked about the chosen student on jelly­ as soon as possible. The return rate for the jar labels, Then each student placed those statements questionnaire was remarkably high (70%); however, on a strip of paper that our teacher pinned to our shirt. it is important to point out that these gifted students 1 still remember wearing that strip of paper all day have a "real stake" in helping to ensure that other gifted with comments like "I like the way you always help students have similar learning experiences. As one me when 1 need it" or "Your stories are always so student said in her cover letter: interesting," She always knew how to have us work wi th activities that made you feel good about yourself ''I'm so glad that you gave me the opportunity to and others, She cared about us," respond to your questionnaire, when I recall how effective my sixth grade teacher of the gifted was, and "Caring is how I would describe my high school how indifferent some orthe others were".ljust wanted Physics teacher, Physics was my favorite class, I loved to share that with people who might be able to change the labs and figuring out the exercises. When my father things, so that all teachers might become more like died, 1 told him I was going to have to quit school to her. 1 will be eternally grateful to her for her teaching, help support my mother and the family. He tried to she made a difference in who 1 am," talk me out of quitting school, but he also encouraged me to get my GED in the evening. 1 got a part-time job The ten characteristics of an effective teacher with a landscaper, mowing lawns and planting shrubs identified by the students include: etc, 1 started working on my GED in the evening, and Knowledgeable when 1 received it, 1 decided to enroll in ajuniorcollege Passionate about Learning to take a night class, 1 wrote and told him, and he sent Understanding of Giftedness me a check for my tuition. That really made me feel Caring he cared about me as a person, not just as a student." Sense of Humor Enthusiastic KNOWLEDGEABLE Sensitive "My most effective teacher of the gifted was so Fair knowledgeable-he knew everything about the Civil High Energy War, When we studied the Civil War, the class was Ethical divided into the North and South by a Mason-Dixon Respect. line running down the middle of the classroom, The students sat on our respective sides, and we had to Each characteristic was nominated hy at least 35 of research all the facts to participate, We had army hats the gifted students who returned the questionnaire, and and patches, some of us were generals and other the following descriptive paragraphs illustrate the sergeants. Everybody was completely engulfed in the characteristics of effective teachers in interaction with 1800's! We learned about the Civil War, but we also

12 TEXAS ASSOCIATION FOR THE GIFTEO ANO TALENTEO • TEMPO' SPRING 2004 TEACHERS OF THE GIFTED learned about oursel ves." teacher who was so enthusiastic that we called her the Energy bunny, she used lots of small group activities, "My most effective teacher was my 8th grade Math where we had face-to-face interaction and learned teacher: he knew so much about Math, it was about group process. We did simulations in which we remarkable. He could do problems in his head so experienced interdependence. I remember one activity quickly, and our school won lots of awards in Math where we had to figure out a solution, and you couldn't competitions every year. He is a Supervisor of Math solve the problem unless everyone contributed. One now, and I'm sorry such a know ledgeable teacher isn't girl just held on to her clue, and her information-it still teaching other gifted students to love Math as he was maddening-but we learned that everyone has a did for me." say, and has to contribute. She (teacher) would move around and observe us in action, then we would reflect SENSE OF HUMOR on what we had said, and why. We did demonstrations "1 liked my teacher who taught a special class for gifted for the other teachers in our middle school, so that they classes in Latin. No one was really interested at first, could learn how to use cooperative learning-and you but he made it fun. He had a great sense of humor, and really do need to cooperate in a group, if it is going to was able to create that magic mix of fun and seriousness work." in a class. He didn't teach from a book - he related the subject to us and to our lives. We spent time learning PASSIONATE ABOUT LEARNING why we were studying Latin, and its validity to the "My Science teacher in the 9th grade was my favorite, contemporary world. He even showed us how ancient and most effective teacher of the gifted. She loved history was still applicable to the present day. He Biology, and we went on several field trips with her. created puns every day in Latin." She was so passionate about the environment, and how we were supposed to be stewards. Our school district "The characteristic that I remember from my AP is involved in the Jason Project, and it was all because Physics teacher was his sense of humor. He was so of her involvement with the environmentalists, In the effective with the subject, and he always started the summer, she goes to Florida and works in a Marine class with ajoke from the joke box. If we were having Habitat for free, and they let her bring back all kinds a difficult time, he would say, let's have a joke from of specimens for her classes. When she talks about the box, and that would break the tension. When I think those experiences, she makes all of us want to go with of him, I smile-he was so conscious that you couldn't her.'! learn if you were uptight. When I'm feeling stressed, I try to find some humor in the situation, and it works." "Passionate about learning is the descriptor for my effective teacher. She taught in the summer program ENTHUSIASM (THLP) and when she discussed the Supreme Court, "My most effective teacher of the gifted taught Social you could see how much it meant to her. I thought Studies in 8th grade, and he would dress up like all of about listing knowledgeable, because she knew all of the presidents that we were researching. When we the court cases by name, number, and their findings, studied Andrew Jackson, he came in and was chewing but it was her excitement, her passion that made it come tobacco and even brought a spittoon into class; and alive for us." 'yuk' he spat into it, and we all roared. When he became Teddy Roosevelt and tromped around the room in SENSITIVE boots, waving an old shot gun, what an image that "My most effective teacher was an English teacher in was ... I'll never forget his enthusiasm and how he made high school who would turn the lights off, and we Social Studies come alive." would have Dead Poets Society meetings. We would do oral interpretations of the poets that we studied, "My favorite teacher was my 8th grade Social Studies sometimes with costumes and props.l remember once

SPRING 2004· TEMPO· TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 13 TEACHERS OF THE GIFTED when we were reading Edgar Allan Poe, and a student HIGH ENERGY read Annabel Lee, and when the lights came on, my "My most effective teacher of the gifted was a teacher was brushing away tears-he helped me Language Arts middle school teacher who was understand that it is alright to be sensitive and to show sympathetic, patient, and had a great imagination, but your feelings," her real talent was her ability to motivate us, she was so energetic. She could awaken a drive for answers 'The most effective teacher that I remember was my and insights in the most Jack-a-daisical student-even 5th grade teacher who had a bulletin board that said, A me, energize and motivate all of us. She enlarged my THING OF BEAUTY IS A JOY FOREVER. Each of personal life and gave it meaning." us could bring something that we thought was beautiful and put it on the board. When she noticed, something "The teacher I remember as most effective was my 9'h new was on the board, she would ask that person to grade Gifted English classroom teacher; she was also share. She would listen and always say something the advisor for the Journalism class. She would fly about the contribution. She was one of the most around the room, so full of energy, whether she was sensitive teachers that I ever experienced. I brought a listening to most di scussions about our writing, as we picture of a newborn calf, and the other students shared a rough draft, or directing us to the Thesaurus, laughed. She said the calf was truly one of the most or to the internet. Misspelling was totally unacceptable, beautiful things she had ever seen, and I knew that she and even today in college when I see a word misspelled, understood my feelings." it jumps out at me. I can't overlook it due to the training that I received from her." FAIR "The most effective teacher of the gifted that I RESPECT AND UNDERSTANDING OF remember was fair, she taught our fifth grade gifted GIFTEDNESS resource room, and she really believed in being non­ "I don't know if anyone else will say this, but what I judgmental. She said that when you look at life and liked about my 8th grade teacher in Pre-AP English other people through the eyes of non-judgment, you was that she showed me and the other gifted students have a sort of X-ray that allows you to see past the respect. She took the time and made the effort to give bad-and straight to the good. She would give us me special attention and praise me as often as she could. homework to be non-judgmental from one class day Her attention and respect for my effort helped me get to another, and then we would sit in a circle and tell over my shyness and insecurity. She knew that being one another what we had observed. I think we should gifted didn't mean you were always right or always have Non-Judgmental Day, no make it Non­ understood right away." Judgmental Year, or even Non-Judgmental Life."

14 ToXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' SPRINt) 2004 TEACHERS OF THE GIFTED summer university program where we studied the we want to address the potential that our gifted students Holocaust. The teacher would invite each of us to do possess for shaping not only the world, but themselves our presentations, and guide the discussions, speaking as well. Preparing gifted students for tomorrow is best less herself, than us. In that class, there were tears, served by effective teachers who demonstrate these quiet laughter, dignity and respect that helped me to intellectual and personal-social characteristics in their understand a deeper meaning of what it means to be interactions with gifted students, and provide them with human. I'm not sure what the characteristic is, high­ meaningful education today. principled or better yet, ethical comes to mind. She walks the high road." RoFERENCES Abel, T. J. Karnes. F (1994) Teacher preference among the lower socioeconomic rural and suburban advantaged gifted "My most effective teacher was my 8th grade Gifted students Roper Review 17(1). 52-57. Social Studies teacher who had us identify issues in Alpert, D. (2003). Voices: The teacher. Educational the paper by circling the news with a marker, then we Leadership. 61(4). 86-87. would research the issue that we identified. She would Bishop, w. (1980). Successful teachers of the gifted. In say, "Challenge the current concept, is it ethical?" I Renzulli, J. and Stoddard E. (Ed,) Under one cover: Gifted and talented education in perspective. Reston Va., Council for stili remember those discussions as each person or , Exceptional Children. group posed their contradictions. I find that when I'm Dorhout, A. (1983) Student and teacher perceptions of reading the paper today, I still think of what she said, preferred teacher behavior among the academically gifted. Gifted "Is this ethical?" Child Quarterly, 36(3). 140-146. Eisner. E. (2002). The arts and the creation of mind, New Summary and Conclusions Heaven: Yale University Press. Kaplan, S. (1986). The grid: A model for constructing The descriptive paragraphs of these gifted students' differentiated curriculum for the gifted. In J. Renzulli (ed.) effective teachers are a blend of personal-social and Systems alid models for developing programs for the gifted. intellectual characteristics. The findings of our study Mansfield Center, Conn.: Creative Learning Press. reinforce the need for teacher training in gifted Maker. C.J. (1982). Teaching models in education of the gifted. Rockville, Md.: Aspen Publications. education in Texas; particularly, the need for building March, Tom. (2003). The Learning Power of WebQue,ts. an understanding of the psychology of gifted students, Educational Leadership. 61(4), 42-47. their needs and characteristics; the need for a strong Milgram, R. (1979). Perception of teacher behavior in gifted discipline focus to provide teachers with a rich and nongifted children. Journal of Educational Psychology, 71 know ledge base; and the need for a variety of engaging (1),125-128. Perkins. D. (1992). Sma/·t schools: From training memories teaching strategies. One important outcome of the to educating minds. New York: Free Press. study was the identification of "enthusiasm" and Renzulli, J. (1980). Will the gifted child movement be alive "passion for the discipline" as characteristics of and well in 19907 Gifted Child Quarterly. 24(2). 3-9. effective teachers. These two characteristics need to Sisko D. (1987). Creative Teaching ofthe Gifted. New York: be given thoughtful consideration by school McGraw-Hill. Vialle, W. & Quigley, Siobhan. (2003). Selective students' administrators when teachers of the gifted are being views of the essential characteristics of effective teachers. hired or assigned to teach gifted students. Unpublished paper from the University ofWoliollgong. 1-12. Elliot Eisner (2002) in The Arts and Creative Mind Wiggins. O. & Me Tighe, J. (1998). Understanding by says that educators are so wrapped up in tests scores design. Alexandria. Va.: ASCD. that they often marginalize the importance of developing socially responsible citizens who are willing to contribute to the larger social welfare, and Dr. Dorothy Sisk specializes in the field of gifted education fo­ know how to do it. These gifted students' descriptions cusing on creative behavior and leadership development. She of effective teachers attest to this statement, and remind holds an endowed chair and is currently a professor in educa­ us that the major lessons of schooling often manifest tion at Lamar University, where she directs the C. W. an.d DorM themselves outside the context of school. As educators, othy Ann COIlIl Chair for Gifted Education and the Center for Creativity. Innovation and Leadership. She also coordinates

SPRING 2004 - TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 15 TEACHERS OF THE GIFTED (from MONTGOMERY, page 6) teacher training in gijied education. Creative expression through visual, performing or literary D" Sisk is world renownedfor her leadaship in gijied edu­ arts brings the unconscious to a symbolic level. Gifted cation Over the last twenty years. She is co-author with Doris children as keen observers can be shown how symbols Shallcross afIntuition: An Inner Way of Knowing; Leadership: Making Things Happen; and The Growing Person: How to De­ they use in their creative work gives evidence to types of velop Healthy Emotional Development in Children; co-author deeper meaning. The arts are able to nurture the soul for with E. Paul Torrance. Teaching Gifted Children in the Regular children (Miller. J. P., 2000) and provide a mechanism Classroom; co-author afLeader,hip: A Special Type of Gifted­ for healing the wounds that are deeply hidden. A deep ness with Hilda Rosselli; and co-author of A Primer for Futures level of consciousness is required from the teacher to do Studies with Charles Whaley. She was author ofCreative Teach­ ing of the Gifted.. She has also authored and co-authored "'1- this work with not only the proper training. but with merous chapters, articles and papers_ sensitivity, ambiguity, inquiry and not judgment or Dr. Sisk served as the Director ofthe U.S. Office ofthe Gifted certainty. and Talented, playing an instrumental role in in.creasing the cadre Teaching with spirit is another concept that is helpful when of professionally trained consultant., for the gifted. thereby ex­ thinking abnut developing a conscious classroom. Having panding opportunities for students. Dr. Sisk held the positions oj'the President, Vice President the courage to teach with spirit is a concept that is difficult and Exee,"ive Administrator of the World Council for Gifted to describe. In fact, the language often confuses people and Talellied Children and President ofthe Associationfol' Gifted who fear that spirit relates too closely to religion or to a (TAG). She was the first President of the American Creativity part of self that is too personal and intimate. However, Association (ACA) and currently serves on the Board of Direc­ each time we interact with another human being we tors. She also served as Editor qf the Gifted International jour­ nal and is an associate editor afthe Journalfor Crentive Behav­ communicate at this level. Teachers communicate ior lind Gifted International. spiritual values in the way they want children to interact with kindness or competition. Concepts of spitit can be found in gifted education through the creativity literature, as in creative spirit. The spirit is evident in curriculum planning in the Integrative ~CIENCE Education Model (Clark, 2(02). The model was designed tor gifted leamers and includes intuition as one of four that sna ps! Opood = DI.t;"",/Tirl1' <'> = d/t:. functions that must be integrated for optimal learning to occur. Clark explains, "Learning is optimal when thinking Rot.srl:.ional (both linear and spatial), feeling. physical/sensing, and '1 intuition are all a part of the Ieaming experience." (p. 373). Intuition represents creativity or Spilit. The four functions used in the Integrative Education Model (Clark, 2002) evolved from a psychological theory proposed by Carl lung (Stein, 1998). lung was a Swiss psychiatrist whose work has been very influential in The Plt%o understanding the ways that gifted youth and children mousetrap vehlole and their teachers might differ from other learners (Hawkins, 1998; Mills, 2003; Piirto, 1999). The aotlvlty 16 one of many psychological type theory is the foundation for going Pit600 Activities deeper into understanding oneself. Teachers of the gifted to connect have been found to differ from general educators in ways math, ::>oience and that match the preferences of gifted learners (Piirto, 1999). The psychological theolY is based on the idea that we technology. Request your catalog of have two ways of taking in infonnation (perception) and Id ... & Solutions Online @ WI'MI.pitsco.com PITSCO two ways of making decisions Uudgment). We perceive or Toll Free 1·800·835-0686 LI(ADI(~. IN IiIJUCAT [ON. along a continuum of the functions of sensing (concrete,

16 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' SPRINt) 2004 TEACHERS OF THE GIFTED physical) to the function of intuition (abstract, imaginational). We judge along a continuum of the RoFERENCES function of thinking (logical, criterion-based) to the Abel, T., & Karnes. F. A. (1994). Teacher preferences among the lower socioeconomic mral and suburban gifted students. Roeper function offeeling (sentimental, value-based). Although Review. 17.52"53. we each have preferences for where along the continuum Addison, L. (1983). Selection and training of teachers of the we feel comfortable, a whole person approach is to flex gifted in the United States. Gifted Education Intemational. 1.60- our strengths and stretch our less prefelTed functions. 64. Thus, the whole child is taught by using all four functions Arment., C. (1997). Understanding our passion for the gifted. In T. Cross (Ed.), Research brief' (pp. 100-11l). Washington. DC: in an integrated fashion. What is important about this National Association for Gifted Children. discussion is the inclusion of inmition. Often, we have Barbe. W. B., & Frierson, E. C. (1975). Teaching the gifted: A heard of cognitive, affective and psychomotor domains new hame of reference. In W. B. Barbe & J. S. Renzulli (Eds.). of child functioning or development. Less often, is Psychology and education of the gifted, Second ed. (pp.435-438). creativity, intuition, and the depth of spirit included in New York: Irvington. Clark. B. (2002). Growing up gifted. Sixth ed. Upper Swaddle educational planning. Likewise, with teacher preparation River, NJ: MerrilllPrentice-Hall. standards, we see standards listed as knowledge and skills, Coleman, L. 1. (1994). Being a teacher: Emotion.\ andoptim.l cognitive, affective, with little mention of creativity, expelience while teaching gifted children. Gifted Child Quarttl'/y. intuition, courage, and consciousness. Qualities of the 38. 146-152. holistic teacher might resemble the characteristics of gifted Coleman, L. J" & Cro,s. T. L. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Waco, adults. TX: Pn.lfrock Press. Holistic education is an evolving and enlarging body of Croft, L. J. (2003). TeacherS of the gifted: Gifted teachers. In literature and research that assists in establishing the N. Colangelo and G. A. Davis (Eds.), Handbook oIGifted EduClltion, priority of courageous teaching. For Ron Miller (2000) 3'" ed. (pp. 558-571). Boston: Allyn and Bacon. holistic education Dorhout, A. (1983). Student and teacher perceptions of preferred teacher behavi"" .mong the academically gifted. Gifted ... is based on the premise that each person finds Child Quarterly. 27, 122-125. identity, meaning, and purpose in life through Feldhusen, J., & Hansen. J. (1988). Teachers of the gifted: connections to the community, to the natural world, Preparation and supervision. Gifted Education Imematianal. 5.84" and to spiritual values such as compassion and peace. 89. (p.206) Ford. D. Y. (2003). Equity and excellence: Culturally diverse ,tudents in gifted education. In N. Colangelo and G. A. Davis (Ed,.). Deeper yet is the Jungian concept of integration, or the Handbook ~fGifted Education, 3" ed. (pp. 533-544). Bo,ton: Allyn emotional maturation that requires a teacher who carries and Bacon. her or his own self esteem (Clark, 2(02). A teacher who Ford, D. Y., & Trotman. M. F. (2001). Teachers of gifted knows how impOitant it is to live in the present and to students: Suggested multicultural chru'actelistics and competencies. nourish the soul (Miller, J. P., 2000). Roeper Review. 23, 235-239. Frasier, M. M. (1977). The third dimension. Gifted Child Consciousness and unconsciousness seem to be Quarterly, 21, 207-212. strange concepts to bring up in a discussion about teachers Gear. G. (1979). Teachers of the gifted: A student's perspective. of the gifted. Yet, when all the other standards, outcomes, Roeper Review, 1(3). 18-20. competencies or requirements are met, there remains Gold, M. (1965). Education of the in.tellectually gifted. substantial differences between the teachers who find Columbus: OH: Merrill. Hawkins, J. (1998). Giftedness and psychological type. lasting success in teaching talented learners and those .I0UI'll"/ of Secondary Gifted Education, 9, 57-67. who feel it is not suited for them. Reflecting on the Heng. M. A. (2003). Beyond school: In ,earch of meaning. In literamre we now have on the social and emotional needs J. H. Borland (Ed.) Rethin.king Gifted Education (pp. 46-60). New of gifted, we notice words like inner depth , meaning YOtk: Teachers College Press. (Heng, 2003), sensitivity (Silvetman, 1994), spirituality Knobel. R .. & Shaughnessy. M. (2002). A reflective conversation with Joe Renzulli, Gifted Education. International, (Piechowski, 2(03), and intuition (Clark, 2(02). Now, 16, 118-126. we must find the teachers who know how to respond Lewis. J. F. (1982). Bulldozers or chair,? Gifted students deeply to those characteJistics and needs. describe their ideal teacher. Gifted Child Today, 23(May/June). 16- 19.

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Lindsey, M. (1980). Training teachers of the gifted and talented. average teachers of the gifted: A comparative study. Gifted Child Perspectives On Gifted and Talented Education, A. J. Tannenbaum, Quarterly, 33,15-21. Director. New York: Teachers College Press. Wolle, P. (1997). A really good art teacher would be like you, Maddux, C. D., Samples-Lachmann, L, & Cummings, R. E. Mrs. C.: A qualitative study of a teacher and her artistically gifted (1985). Preferences of gifted students for selected teacher middle school students. Studies ill Art Education, 38,232-245. charactelistics. Gifted Child Quarterly, 29, 160-163. Milgram, R. M. (1979). Perception of teacher behavior in gifted Diane Montgomery is a Professor of Educational and nongifted children. louI/ral of Educational Psychology, 71, Psychology at Oklahoma State University where she 125·128. directs the programs in gifted education and talent Miller,J. P. (2000). Education and the soul: Toward a spiritual curriculum. New York: SUNY Press. development. Her research interests include creativity, Miller, R. (2000). What is holistic education? In R. Miller tranwersonal development, and talented adolescents. (Ed.) Creating learning communities: Models, resources and new ways of thinking about teaching and learning. (pp. 206"207). Brandon, VT: Foundation for Educational Renewal. Mills, C. J. (2003). Characteristics of effective teachers of gifted (from FORESTER, page 10) students: Teacher background and personality styles of students. Gifted Child Quarterly, 47, 272·281. Francisco: W.H. Freeman. Palmer, P. 1. (1998). The courage to teach: Exploring the Dell'ida, J. 1973). Speech and Phenomena: And Other Essay inner landscape ofa teacher's life. San Francisco: Jossey"Bass. on Huerl s Theory olSigns. Translated by David Allison. Evan Piechowski, M. M. (2000). Childhood experiences and spiritual Dubrowsky, W. (1968). Gifted children benefit from learning giftednc". Advanced Development, 9, 65·90. to be self. accepting. Gifted Child Quarterly, 12,85·88. Piechowski, M. M. (2003). Emotional and spiritual giftedness. Habermas, 1.( 1981). The Theory of Communicative Action. In N. Colangelo & G. A. Davis (Eds). Handbook of Gifted Volume I: Reason and the Rationalization ((fSociety. Boston: Beacon Education, 3'" ed. (pp. 403-416). Boston: Allyn and Bacon. Pre~s. PUrto, 1. (1999). Talented children and adults: Their Kovalik, S. (1996) Absence of threat: Creating a trustworthy development and education, Second ed. Upper Saddle River, NJ: environment. Merrill/Prentice Hall. Rei" S. & Renzulli, J (1992). Using cUlliculum compacting to Rejskind, G. (2000). TAG teachers: Only the creative need challenge the above average. Educational Leadership, 50(2), 51- apply. Roeper Review, 22, 153"157. 57 Renzulli, J. S. (1977). Enrichment triad model: A guide for Renzulli, I.S. & Reis, S.M. (1985) The School-wide Enrichment developing dejimsible programs for the gifted and talented. Model: A comprehensive planfor educational excellence. Mansfield Mansfield, CT: Creative Learning Press. Center, CT: Creative Learning Press. Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Tomlinson, Carol. (1999). The Differentiated Classroom: Imagination, Cognition, and Personality, 9, 185·211. Responding to the Needs ofAll Learners. ASCD Schiever, S. W. (1990). A comprehensive appmach to teachin!? Trefflllger, D.( 1978). Guidelines for encouraging independence thinking. Boston: Allyn and Bacon. . and self-direction among gifted students. Journal of Creative Schnur, J. O. (1980). Teachers for the gifted-Past, present Behavior, 12(1), 14-20. and future. Roeper Review, 2(4), 5-7. VanTassel.Ba.,ka, J.( 1986). Effective curriculum and instruction Schultz, R. A. (2001). Negotiating the sands of time: The first models for talented students. Gifted Child Quarterly, 30(4), 164- hundredth XX. Journal of Secondary Gifted Education, 12,177- 169. 180. Vygotsky, L( 1962). Thought and language. New York: Wiley. Seeley, K. (1979). Competencies for teachers of gifted and Vygotsky, L.(l974). The problem of age-periodization and child talented children. loumalfor the E."ducation of the Gifted, 3,7-13. development. Human Development, 17,24·40. Silverman, L K. (1993). The gifted individual. In L. K. Silverman (Ed.). Counseling the gifted and talented (pp. 3·28). Mrs. Forester is a GIT .Specialist in Tomball ISD She Denver: Love. graduatedfrom Upsala College in 1980 and received Stein, M. (1998). lung's map of the S(lU/. Chicago: Open her M.Ed. from the University of Houston in 2000 COUlt. Story, C. M. (1985). Facilitator of learning: A micro" where she is currently enrolled in the doctoral pro­ ethnogmphic ,tudy of the teacher of the gifted. Gifted Child gram.A teacher ojgifted studentsfor two decades, Mrs. Quarterly, 29,155,159. Forester has presented at conferences, including the Torrance, E. P. (1962). Guiding creative taltl1t. Englewood TAGT Professional Development Conference and the Cliffs, NJ: Prentice-Hall. World Council jar Gifted Children s Biennial Confer­ Whitlock, M. $., & DuCetle, 1. P. (1989). Outstanding and ence in Adelaide, Austrailia.

18 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' SPRING 2004 TEACHERS OF THE GIFTED

(from FLORIDA, page 8) Monica F1Olida, Educational Outreach Director, at 817- dissertation, A Study of Leadership Characteristics and 285-8961 or [email protected]. Skills of Gifted and Talented Secondary Students. Dr. Carpenter is an Educational Consultant for leadership REFERENCES and gifted curriculum and resides in Bastrop, Texas. Black. J.D. (1984). Leadership: A new model particu­ larly applicable to gifted youth. ERIC Clearinghou,e. Monica Florida is the Educational Outreach Director National Institution of Education. (ERIC Document Repro­ duction Service No. ED 253 990) and Cofounder of Education in Action. With a B.S. in Carpenter. B.a. (1996). A study of leadership characteris­ Advertising from UT Austin, Florida has built on her tics and skills of gifted and talented secondary student,. Un­ love of travel and geography to earn a teaching cer­ published doctoral dissertation, University of Texas, Austin. tificate in geography and was recognized for her out­ Davis, G.A .. & Rimm. S.B. (1985). Education ~fthe gifted standing teaching in Bastrop ISD. and talented. EnglewOOd Cliffs. NJ: Prentice-Hal!. Inc. Florey, J.E., & Dorf, J.H. (1986). Leadership skillsft'r gifted middle school students. ERIC Clearinghouse, National Insti­ tute of Education. (ERIC Document Reproduction Service No. ED 273 404) Foster, W. (1981). Leadership: A conceptual framework for recognizing and educating. Gifted Child Quarterly. 25 (1), 17-25. Karnes, F.A., Meriweather, S., & D'Llio, V.D. (1987). The effectiveness of the leadership studies program. Roeper Review, IX (4). 238-241. Karnes. F.A. & Bean, S.M. (1990). Developing leadership in gifted youth. ERIC Clearinghouse on Handicapped and Gifted Children. (ERIC document Reproduction Service No. ED 321 490) Marland S., (I972). Eductlfion of the gifted and talent re" port to the Congress of the United States by the U.S. Co""nis­ sioner of Education. Washington. D.C.: U.S. Government Pub­ lishing Office. Magoon, R.A. (1980). Developing leadership skills in the gifted. creative and talented. Gifted Child Today. 12. 40-43. Magoon, R.A. (1981). A proposed model for leaderShip M(6ee-Kei~er development. Roeper Review, 3, 7-9. A[ademic Enri[hment Programl Sisk, D.A. (1990). Leadership: Making things happen. (Center for Creativity. Innovation. and Leadership Monograph). Tampa, FL: University of South Florida. (ERIC Document * Award·wlnnlng conceptual gifted and talented curricula for Kindergarten Reproduction Service No. ED 323 689) through 8th grade Sisko D.A. (1993). Leadership education for the gifted. In: K.A. Heller, FJ. Monks, & A.H. Passow (Eds.), international * TEKS! dimensions! and gifted strategies handbook of research and development of giftedness and talent Identified for each activity (PP.49\-505). Oxford: Pergamon. ,.. Compatible with Sisk, D.A., & Rosselli, H. (1987). Leadership: A special Parallel Curriculum Model type of giftedness. Monroe, NY: Trillium Press. Tannenbaum. A. (1983). Gifted children. New York. NT: Macmillan. Torrance, B.P. (1962). Guiding creative talent. Englewood Call or e-mail us today for a Cliffs, NA: Prentice-Hall. Free Sample! This article introduces a leadership program for Texas middle school students to supplement this historically Phone: (972) 424-0931 Web: www.mcgee-keiser.com overlooked area of gifted education. All cited research e-mail: learn@mcgee-keiser,(om is quoted directly from Betsy Owens Carpenter's 1996

SPRING 2004 - TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 19 TEACHERS OF THE GIFTED

What the Research Says about Teacher Characteristics

Susan Johnsen, Ph. O. Krys Goree, M. Ed.

hat characteristics do addressed characteristics ofteachers whose major role effective teachers of was providing direct service to gifted students in pull gifted and talented out, enrichment, or magnet school programs. W Only 27% (N=7) of the articles used quasi­ students have in common? Do they have similar personalities? Curriculum? Instructional practices? experimental designs, which assessed the effects of Classroom environments? Are these teachers born to specific teacher characteristics or programs on gifted teach gifted students or have they developed skills that students. Most were either descriptive 31 % (N=8) or make them effective? How are characteristics of qualitative 42% (N=II), with 6 studying the effective teachers who teach gifted students different characteristics of one teacher. For the most part, data from those who teach general education students'? were collected using multiple methods such as These are some of the questions that stimulated this interviews, focus groups, observations, standardized review of the literature on teacher characteristics. tests, group meetings, consultation reports, and J oumal articles published since 1994 in Gifted Child document reviews. Only two used just survey Quarterly, Journalfor the Education of the Gifted, The instruments. Journal of Secondary Gifted Education and Roeper Researchers described characteristics of gifted Review were examined. To be reviewed, the article teachers through the lens of "optimal experience," needed to include teachers in the sample and focus multicultural environments, teaching preferences, more on characteristics of teachers than on teacher roles, and specific instructional strategies. characteristics of program models. All articles Coleman (1994) described one teacher as having an addressing characteristics of teachers, their classroom optimal experience "being a teacher," which was practices, the practices' effects on K-12 students, and! influenced by a variety of emotions. While teaching, or the roles of teachers of gifted students were the teacher's sense of time was altered, particularly examined. Articles that were primarily opinion or were when the instructional dynamics were congruent-the characteristics of teachers from other countries were task had clear goals, could be completed, provided omitted. These selection criteria identified 26 articles. immediate feedback, and a sense of control over one's The vast majority (92%, N=24) of the samples included actions. elementary teachers with only 35% (N=9) including Three studies (Kitano & Pedersen, 2002; Kitano secondary teachers. In addition, 65% (N=17) were & Pedersen, 2002b; Uresti, Goertz, & Bernal, 2002) characteristics of teachers who taught gifted students described teachers who addressed diversity in their in general education classrooms. Only 35% (N=9) classrooms. These teachers assessed children's interests and background know ledge and related new concepts

20 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED • TEMPO • SPRING 2004 TEACHERS OF THE GIFTED to the background. They used multicultural issues such creative thinking, authentic methodologies, and as contributions of people form diverse groups and developing presentations and pelformances (Hughes, stereotypes and specific strategies that promoted higher 1999; Joffe, 2001; Miranda & Landmann, 2001; Rash level and creative thinking such as independent studies & Miller, 2000; Tomlinson, 1995; Westberg & and schema journals. Archambault, Jr., 1997). Specific strategies included Using the Myers Briggs. Mills (2003) examined discussion, independent studies, mentorships, and the preference of teachers who taught in the Center creativity strategies (Hebert & Neumeister, 2000); and for Talented Youth. She found that all of the teachers specific programs, Creative Problem Solving, Junior and the students had a preference for intuition, which Great Books, and Talents Unlimited (Rash & Miller, typically means that they "prefer to see the big picture, 2000). Managing differentiation was also described as engage in abstract reasoning, and generate ideas; they very important and involved the creation of open-ended tend to be innovative and intuitive and see patterns activities, learning centers, student choice, cUlTiculum and themes" (p. 278). compacting, and flexible groups (e.g., enrichment Two researchers described the characteristics of clusters, cluster groups, cooperative groups, and teachers who assume different roles (Landrnm, 2001; interest groups) where the environment is learner­ Purcell & Leppien, 1998). Purcell and Leppien (1998) centered and the teacher acts as a facilitator (DavalOS described the importance of collaboration when gifted & Griffin, 1999; de Souza Fleith, 2000; Gentry & I remember everything he taught being inter­ related and theme-based .... Probably the single most important thing I took away from his class that has stayed with me all through school was the love of knowledge. A student s perception of a gifted teacher s classroom as reported in Miranda and Landmann. 2001

teachers working with general education teachers­ Owen, 1999; Johnsen, Haensly, Ryser, & Ford, 2002; resourcefulness and the ability to communicate. Joffe, 2001; Reis, Gentry, & Maxfield, 1998; Reis & Landrum (2001) identified two roles for a catalyst Westberg, 1998; Tomlinson, 1995). Other important teacher-a teacher of gifted students and a consultant. teacher characteristics included the ability to counsel First, a teacher of gifted students must serve students students, work with parents, and collaborate with in a pullout program, team-teach, develop pullout teachers and present workshops (Kitano & Landry, materials for instruction and disseminate materials to 2001; Landrum, 2001; Purcell & Leppien, 1998). the general education teachers. Second, a consultant Researchers reported that foundational to these to general education teachers must "coplan, coteach, practices was an understanding of the characteristics provide differentiated education, link gifted and general of gifted learners, models of differentiation, and an education cUlTicula, share responsibili ty for student ability to reflect on one's (Davalos & Griffin, 1999; assessment, and gather and distribute educational Kitano & Landry, 200 I; Tomlinson, 1995). resources" (Landrnm, p. 148). A few of the studies tried to link teacher practices Most of the researchers described specific practices to effects on students' performance. For example, teachers of gifted students use. Researchers described Friedman and Lee (1996) reported that teachers' higher how teachers differentiated content, process, and level questions encouraged a greater number of higher­ product by establishing high standards, assessing for level student responses. Hertzog (1997, 1998) found program placement, defining key concepts and that open-ended tasks did not necessarily challenge generalizations, developing concept-based units or students academically unless the content domain was lessons, accelerating content, using higher level and changed. Gentry and Owen (1999) reported that

SPRING 2004· TEMPO· TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 21 TEACHERS OF THE GIFTED students' reading and mathematics peifOimance was increased the probability that Alex would be having greater than the comparison group when teachers an optimal experience. Coleman summarized the regrouped by achievement. Unfortunately, Gentry, teacher's instruction as having attributes of optimal Rizza, and Owen (2002) found that there was not a experience: tasks can be completed, concentration is relationship between the teacher reports of providing possible, task has clear goals, task provides immediate challenge and choice and their students' perceptions feedback, a sense of control over one's actions, and of what occurred in the classroom, While this result is sense of time is altered. disappointing, most of these studies relied on observations and multiple methods of data collection. Davalos, R., & Griffin, G. (1999). The impact of Hansen and Feldhusen (1994) do report that GT trained teachers' individualized practices on gifted students teachers tend to demonstrate greater teaching skills and in rural, heterogeneous classrooms. Roeper Review, develop more positive class climates than those who 21(4), 308-314. In this study, the researchers spent had no training in gifted education. Similarly, Rash more than 150 hours observing teachers while they and Miller (2000) reported that the more years in were being trained to individualize instruction in the teaching and the higher the degree, the more likely the areas of content, rate, preference, and environment. teachers implemented a greater variety of curricular They then made weekly visits to the classrooms in models to serve students. which these teachers taught for over a period of a year In conclusion, researchers tend to agree on many and a half, observing for approximately 200 hours to of the teacher characteristics that relate to classroom determine the extent to which the teachers met their effectiveness. In addition, preliminary studies suggest goals for individualization and the effects on the that teachers with advanced training demonstrate more students. The results of their study indicated that gifted of these characteristics. However, few studies actually students might be served in a classroom of students examine the relationship between these characteristics with varying abilities without special grouping in a and student peiforrnance. As a field, we need to clearly resource setting if (I) the classroom teacher identify these relationships and advocate for state­ understands personally the benefits of an mandated certificates for gifted teachers. individualized education and is highly motivated to use individualization as an instructional technique, (2) Coleman, L. J. (1994). "Being a teacher": Emotions the classroom teacher is willing to give control over and optimal experience while teaching gifted learning to the students themselves, (3) the teacher children. Gifted Child Quarter/y, 38(3), 146-152. The understands academic, social, and emotional needs of researcher studied a single teacher, Alex, using gifted learners and is prepared to support those needs, phenomenological interviews and participant (4) the classroom teacher receives proper training in observation to understand the emotions he experienced individualization techniques in order to acquire skills while teaching in a special program for gifted and necessary for implementation, and (5) the regular talented students. The results indicated that Alex classroom teacher facilitates the development of a experienced a variety of emotions generated when the shared language of learning among students and instructional dynamics of the lesson were congruent instructors. or incongruent with his professional practice know ledge. A compelling emotional state, "being a de Souza Fleith, D. (2000). Teachers and student teacher," was found to incorporate many of his feelings perceptions of creativity in the classroom and was found repeatedly in his classes. Alex seemed environment. Roeper Review, 22(3), 148-153. This to be trying to recreate being a teacher as he taught. study investigated teachers and students' perceptions His emotional state was interpreted to be isomorphic about classroom characteristics that enhance or inhibit to what Csikzentmihalyi (1990) calls "optimal the development of creativity. Of the sample of 7 experience." The findings ofthe study suggest that the teachers, 3 taught third grade, 3 taught fourth grade special class setting established conditions that classrooms, and I taught a mixed third and fourth grade

22 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' SPRING 2004 TEACHERS OF THE GIFTED classroom. Of the sample of students, 15 were in the a four· year period in a small, rural school district. The third grade and 16 were in the fourth grade. Data were treatment sample included all of the students from two gathered from semi-structured interviews and focus graduation class years, n= 197. The comparison sample groups. Teachers viewed classroom environments that involved students who had not been involved in cluster enhance creativity as providing choice, building grouping in a demographically similar school, n=137. confidence, accepting students as they are, and helping The Iowa Test of Basic Skills and the California them become aware of their creativity. Instructional Achievement Test were used to measure student strategies used were brainstonning, flexible directions, achievement in both schools. Interviews were used to arts, center, free time, cluster and cooperative groups. determine classroom factors that might affect student Activities that enhanced creativity had these achievement. While the students in the treatment characteristics: open-ended, hands-on, creative writing, schools began with lower reading scores, they and drawing. The students also desclibed the classroom outperformed or equaled their comparison school as one where they enjoyed their work and had fun, counterparts after three years. In terms of math, their relationships with other people positively, and students in the treatment school scored significantly the importance of choices of activities. higher than the comparison school during the three program years. In the experimental group, students Friedman, R. C., & Lee, S. W. (1996). were regrouped by achievement for reading and math Differentiating instruction for high-achieving/gifted instruction in grades 3, 4,and 5 and between grades children in regular classrooms: A field test of three for high achieving cluster teacher~. Within class groups gifted-education models. Journalfor the Education included interest grouping, cooperative grouping and ofthe Gifted, 19,405-436. This study examined three flexible grouping. In addition, teachers created instructional models: the Enrichment Triad Model challenge through integrating high order thinking (Renzulli & Reis, 1986), the Multiple Talent Model skills, developing critical thinking skills, using creative (Taylor, 1986), and the Cognitive-Affective Interaction thinking skills, integrating problem solving, assigning Model (Williams, 1986). These models were field­ projects, using acceleration, and adjusting assignments. tested in inclusive, general-education classrooms in For both challenge and interest, the teachers spent time rural, low-income, and/or ethnically diverse with high achievers and developed curricular communities. The researchers analyzed how certain extensions. For choice and interest, the teachers elements of the model effected the cognitive provided choice of paJtners or groups and provided complexity of the classroom environment and student choice to work alone or together. For challenge, choice involvement in schoolwork. Using a multiple-baseline­ and interest, the teacher used open-ended questioning, across-settings design, the researchers interviewed the offered independent study, used challenge questions, participants and observed in teachers' classrooms. They implemented curriculum compacting, provided found that a strong positive relationship existed enrichment experiences, and provided choice of between teacher questions and student responses-the problems or assignments. higher cognitive level of the teacher question elicited higher cognitive levels of student responses. The Gentry, M., Rizza, M. G., & Owen, S. V. (2002). students in classrooms using the Cognitive-Affective Examining perceptions of challenge and choice in Interaction Model demonstrated the greatest gains in classrooms: The relationship between teachers and higher cognitive levels. their students and comparisons between gifted students and other students. Gifted Child Quarterly, Gentry, M., & Owen, S. V. (1999). An investigation 46(2), 145-155. This National Research Center on ofthe effects oftotal school flexible cluster grouping Gifted and Talented sample was drawn from 155 on identification, achievement, and classroom classroom teachers in grades 3-8 from 23 schools in 7 practices. Gifted Child Quarterly, 43(4),.224-243. states. Of the elementary students who participated, The study examined the use of cluster grouping during 167 were gifted students in regular classrooms, 1580

SPRING 2004' TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 23 TEACHERS OF THE GIFTED other students in regular classrooms, and 334 gifted University mentors in the elementary classroom: student in magnet schools. Of the middle school Supporting the intellectual, motivational, and students who participated, 116 were gifted student in emotional needs of high-ability students. Journal regular classrooms, 888 other students in regular for the Education of the Gifted, 24(2), 122-148. Case classrooms, and 559 were in magnet schools. Student study and ethnographic research methods were used perceptions regarding the choices in their classrooms to examine how a fourth-grade teacher implemented a were collected using the My Class Activities mentoring program and its effect on the students. Data Instrument. Teacher perceptions of how often they collection included observations, interviews, and provided challenges and choices in their classrooms document review. Through thoughtful program design, were measured by the Classroom Practices Teacher the teacher was able to create 18 successful Survey. No relationship existed between what teachers partnerships between her students and the university reported they do and what students perceived is done mentors. The thoughtful program design included at the elementary and middle school levels. Magnet prep\anning, instructional strategies and flexibility. In school gifted students did report more challenging prep\anning, the teacher selected a topic, developed acti vities than their gifted and other peers at the middle thorough guidelines, developed a research journal for school level did. No differences existed at the each student that included a record of resources, elementary level. procedures for note taking, steps to writing rough drafts and finished drafts, and other helpful organizational Hansen, J. B., & Feldhusen, J. F. (1994). strategies. She was flexible in allowing the university Comparison of trained and untrained teachers of students to determine their own weekly meeting times gifted students. Gifted Child Quarterly, 38(3), 115· with their students and coached the mentors from the 12!. A total of 82 teachers (54 trained in gifted sidelines. (Mentors met with their students twice a education and 28 untrained) participated in this study. week for two to four hours.) The teacher also Teaching skills were assessed by trained observers implemented curriculum compacting so that the high using the Teacher Observation Form (TO F). an ability students would have time to work with their instrument that consisted of 12 items that focus on mentors. At the conclusion of the program, the teacher critical skills for teaching gifted students. Class climate organized a banquet for the mentors and the students was measured with the Class Activities Questionnaire theatrical presentations. The program met the goal of (CAQ). Eight observer/raters were used in the study meeting differentiated needs of the students and created to observe a total of 265 students who were selected opportunities for new relationships between the randomly. Of these students. 270 were from the classes university mentors and the teachers' students. of the 54 teachers who had received training in gifted education and 95 were from the classes of the teachers Hertzog, N. B. (1997). Open·ended activities and who were untrained. Student t-tests were used to their role in maintaining challenge. Journal for the compare composite scores for trained and untrained Education of the Gifted, 21, 54·81. Using qualitative teachers for the TOF and the CAQ. The researchers methodology. Hertzog focused on observing one third report that teachers who had been trained in gifted and one fourth grade teachers' classrooms-their education demonstrated greater teaching skills and teacher behaviors, open-ended activities. the classroom developed more positive class climates than did environment, and responses from II identified gifted teachers had no training in gifted education. Students students. Along with observations, data were collected of GT trained teachers reported greater emphasis on using open-ended activities, structured and higher level thinking skills and on discussion, and less semistructured interviews and copies of students' emphasis on lecture and grades than did students of responses to open-ended activities. The author untrained teachers. discovered that the open-ended activities. those with multiple responses, allowed children to work in their Hebert, T. P., & Neumeister, K. L. S. (2000). preferred learning style but did not necessarily

24 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED • TEMPO • SPRING 2004 TEACHERS OF THE GIFTED challenge them academically or motivate them to Johnsen, S. K., Haensly, P. A., Ryser, G. R., & Ford, complete their independently chosen work. R. F. (2002). Changing general education classroom practices to adapt for gifted students. Gifted Child Hertzog, N. B. (1998). Open· ended activities: Quarter/y, 46(1),45·63. This study described changes Differentiation through learner responses. Gifted in classroom instructional practices of 74 general Child Quarterly, 42(4),.212·227. In this ethnographic education elementary teachers in 1 urban and 5 rural study, the researcher focused on how and in what ways sites who participated in staff development activities the responses to open-ended activities of children over a two-year period. The staff development focused identified as gifted differed from responses of children on classroom changes that adapted for gifted student who were not identified as gifted in one third-grade differences in content, rate, preference and and one fourth-grade heterogeneously grouped environment. The teachers were observed once before classrooms, "Open-ended" activities refer specifically training and twice after training. In addition, data were to those with multiple responses rather than one correct collected from field notes, observations, and answer. Data sources included observations over the interviews. The researchers reported changes in all of course of one academic year, interviews with teachers the staff development areas. In rate, 57% of the teachers and students, learning style and interest assessment used assessments to recycle, compact the curriculum, instruments, and documents related to over 33 open­ provide enrichment, or allow students to pursue topics ended activities. The anthor found that the two teachers of interest to them versus 6% prior to training. In in the study evaluated students' responses relative to preference, 71 % of the teachers began offering a variety their expectations of the students. in relationship to of learning activities as opposed to only 13% of the the students' abilities. Frequently. students pursued the teachers before training. In content 43% of the cohort same knowledge in different ways, but when choices were using concept-based units while only 11 % did so were provided within the content domain, greatest before. Finally, 86% designed classrooms around differences in responses occurred. The author found learning centers after the training versus 17% before that di fferentiation of learner responses occurred even training. when the product involved limited student choices and was not "open." Joffe, W. S. (2001). Investigating the acquisition of pedagogical knowledge: Interviews with a Hughes, L. (1999). Action research and practical beginning teacher of the gifted. Roeper Review, inquiry: How can I meet the needs of the high· 23(4), 219-225. The researcher wanted to examine ability student within my regnlar education how a fifth grade novice teacher's knowledge of gifted classroom? Journal for the Education of the Gifted, learners' characteristics and educational requirements 22, 282-297. Using data collected from student and other knowledge gained through observation questionnaires, parent interviews, classroom assists a beginning teacher of the gifted in developing observations, and teacher-student portfolio specially adapted pedagogy. Using a case study, Joffe conferences, this fourth grade teacher-identified gathered data through semi-structured interviews that activities for her high-ability students: differentiated focused on previous observations, instructional instruction, stndent choice, flexible groupings, and strategies, curricular decisions, the learning mixed enrichment with acceleration. The teacher environment, and interactions. In terms of instructional repOited that using these strategies, students were not practices, the teacher reported that gifted students were doing the same thing, were not "stuck" in the same more likel y to ask questions and ask for support from group all year, were able to make choices that matched each other than go to the teacher. She also reported their interests and abilities, enjoyed enrichment and more intense parent involvement and faster pacing in acceleration, and reported a positive classroom a classroom for gifted. Successful instructional atmosphere. strategies included different expectations, flexible grouping, choices, and reading for comprehension. She

SPRING 2004' TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 25 TEACHERS OF THE GIFTED

described the leaming environment as learner-centered, obstacles as relevance to district mandated standards allowing for independence. open, accepting, complex, and/or exams and the lack of materials. Benefits flexible, and with vaJied groupings. The novice teacher perceived by the teachers included more accepting made decisions based on her use of resources, behavior in the classroom; increased knowledge and discovering students' instructional levels, a trial and awareness of social issues, greater appreciation for error approach to instructional strategies, balancing the other cultures and their concerns and issues, valuing whole class with individual student needs, being an of diversity. lively discussions, and increased self­ astute observer, being flexible, and her intuition. esteem. The researchers then observed in the classroom and collected information from professional Kitano, M. K., & Landry, H. (Ed.)(2001). development activities from discllssions, written Instructional cases: Learning from the dilemmas assignments, and videotapes. They reported examples of practicing teachers. Roeper Review, 23(4), 206- of teachers who engaged their classes in activities that 218. The authors gathered instructional cases from addressed contributions of individuals from diverse practicing teachers to leam about teacher dilemmas backgrounds; contemporary social issues; history; and their solutions. Data were gathered through small perspectives; and skills for social change. group meetings and written cases. Teachers reflected on how they had changed or how they had changed a Kitano, M. K., & Pedersen, K. S. (2002b). Action student, a situation or solved a problem. In examining research and practical inquiry: Teaching gifted the cases, the authors state that effective teachers of English learners. Journal for the Education of the gifted and talented students are authentic. balance Gifted, 26(2), 132-147. The authors invited 24 teachers content delivery and relationships with students, to participate in two two-hour focus groups who met provide learner-centered instruction. understand these criteria: certified in gifted education, currently student needs in terms of both a disciplinary and a teaching English learners identified as gifted or highly gifted perspective, consult with others, recognize gifted, located at various sites across the district, developmental issues, and reflect not only on their working with students representing a variety of primary practice but on their assumptions about themsel ves and languages. and themselves representing diverse ethnic their students (p. 218). and cultural backgrounds. Results from these discussions indicated that teachers describe gifted Kitano, M. K., & Pedersen, K. S. (2002a). Action English learners enjoy being introduced to new research and practical inquiry: Multicultural material, experience higher achievement in content integration in gifted education: Lessons mathematics and science, and hesitant to speak out in from the field. Journal for the Education of the class where they are a minority. They suggested that Gifted, 25(3), 269-289. Using practical inquiry, the gifted English learners show greater independence than researchers initially asked 58 elementary and 79 typical English learners, prefer a faster pace, and prefer secondary teachers to respond to a brief survey on challenge. The teachers suggested these strategies for multicultural education, describing multicultural goals, working with gifted English learners: assess children's obstacles, benefits, and challenges. Most of the interests and background knowledge and relate new respondents (77.5%) were teaching gifted students. concepts to background know ledge. show rather than Overall, the majority ofteachers identified these topics tell students, conference with children individually, as goals for gifted students: contributions of people employ reciprocal teaching and literature circles, model from diverse groups; valuing diversity; literature, alt. reading and thinking strategies, use direct instruction traditions, history of diverse groups; issues of to teach basic skills and help children develop prejudice, racism, discrimination; stereotypes; automaticity, use strategies that promote higher level prejudice reduction; understanding oneself and others; and creative thinking and content depth and perspectives of diverse groups on a topic or event; complexity, tier instruction, and create and refer to issues of sexism. The teachers viewed the greatest schema journals to support high-level schema.

26 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TeMPo' SPRING 2004 TEACHERS OF THE GIFTED

who attended the CTY summer programs also Landrum, M. (2001). An evaluation of the catalyst participated in the study. The students mayor may not program: Consultation and collaboration in gifted have been taught by the teachers in the study. These education. Gifted Child Quarterly, 45(2), 139-151. students were also given the MBTI while attending This article evaluates the catalyst program. which is a the summer program. The four most frequent MBTI resource consultation and collaboration program in types for the CTY exemplary teachers were INTJ, gifted education. The sample included 6 gifted ENTJ, ENFJ, and ENFP (I=Introversion, N=intuition, education teachers assigned to single buildings, 2 T=thinking, l=judging, E=extraversion, F=fee1ing, itinerant gifted education teachers assigned to two or P=perceiving). All of the types for exemplary teachers three school buildings, and 23 general education favor intuition (N) over sensing (S). The normative teachers in grades 2-6 with cluster groups of gifted sample of middle school teachers preferred sensing (S) learners in their classrooms. In addition, 39 gifted to intuition(N). The four most common types for CTY students in grades 3-6 and 53 nongifted students from students were INTP, ENFP, ENTP, and INFP. The the same classrooms participated in the study. Within gifted students shared the CTY teachers' preference the large, urban school district, 10 elementary schools for intuition (N). "Individuals with a preference for N participated in the pilot project. Data included student typically prefer to see the big picture, engage in abstract academic performance, teacher observations, monthly reasoning, and generate ideas; they ten to be innovative consultation activity reports, and field notes. Both and intuitive and see patterns and themes" (p. 278). groups of students improved their performance on the Differences were found in the J and P types with the Ross Test of Higher Cognitive Processes. After exemplary teachers preferring J and the CTY youth consultation, the observers noted an increase in the preferring P. This difference appears to indicate that use of independent study and a variety of other teachers have a stronger need for structure and differentiation strategies. Following consultation, the organization than the students do. The teachers were general education teachers provided more wait time also experts in their academic discipline with almost and differentiated education through advanced 85 % holding a masters or doctoral degree. products and independent studies. The gifted education specialist spent time in pull-out lessons, team teaching, Miranda, E., & Landmann, R. (2001). Gifted developing pull-out materials for instruction, and teachers creating gifted classrooms: One disseminating materials to the general education exceptional teacher, one exceptional classroom, teachers. Consultative and collaborative activities Roeper Review, 23(4), 230-234. This article presents included "coplanning, coteaching, providing a case study of a third grade classroom that provided differentiated educational opportunities, linking gifted an enriched curriculum to all of the students. Data were and general education curricula, sharing responsibility collected from students, former students, parents, for student assessment, and gathering and distributing teachers, and the principal. The article describes how educational resources" (P. 148). a teacher with a drama background implemented an integrated curriculum under an umbrella theme, e.g., Mills, C. J. (2003). Characteristics of effective Primitive Times or the Middle Ages. For students to teachers of gifted students: Teacher background work in a living museum of history, they must complete and personality styles of students. Gifted Child these assignments dUling a six-week period: 100 words Quarterly, 47(4), 272-281. Administrators from The (definitions and spelling); terms ofthe times (research Center for Talented Youth (CTY) of Johns Hopkins on 20 specific topics); research papers (a minimum of University identified 63 exemplary teachers who had 10 pages on a topic of interest), paragraph translation taught in the CTY during the summer for 2 or more (paraphrasing an above grade level paragraph), book years. Teachers completed a background questionnaire reports, interviews (students ask their peers questions and the Myers-Briggs Type Indicator (MBTl). A on topics and take notes), books and movies, and the sample of 1247 thirteen to sixteen-year-old students museums (focused free play regarding their topics).

SPRING 2004· TeMPo' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 27 TEACHERS OF THE GIFTED

Bloom's Taxonomy, Renzulli's Enrichment Triad, Purcell, J. H., & Leppien, J. H. (1998). Building Creative Problem Solving, Talents Unlimited. The bridges between general practitioners and more years in teaching and the higher the degree, the educators of the gifted: A study of collaboration. more likely the teachers implemented a greater variety Gifted Child Quarterly, 42(3), 172·181. This research of cU1Ticuiar models to serve students. study examined the incidence of collaboration among 289 enrichment specialists. classroom teachers. and Reis, S. M., Gentry, M., & Maxfield, L. R. (1998). administrators. Collaboration was defined as "dialogue The application of enrichment clusters to teachers' and planning between professionals in which the goals classroom practices. Journal for the Education of is to provide differentiated services for high achieving the Gifted, 21, 310-334. This study investigated the students" (p. 172). Each of the participants received a effects of providing enrichment clusters to the entire five-part survey that contained questions related to population of two urban elementary schools. demographics. The retum rate for each of the three Enrichment clusters provide a regularly scheduled time groups exceeded 50%. For the enrichment specialists, for a nongraded group of students to complete a product 82% indicated that collaboration was used to and work with facilitators who have expertise in a personalize curricula for high achieving students; 80% shared interest area. The clusters met together for 10 of classroom teachers reported that they used weeks in one school and 12 weeks in the other school. collaboration, and 88% of administrators perceived that Each meeting lasted 75 minutes and was facilitated by the strategy was used by practitioners to meet learning a teacher, community member or parent. Data were needs. For the most part, teachers initiated the collected through written descriptions of observations, collaboration to discuss individual students with 70% interviews, evaluations, and questionnaires. of enrichment teachers reporting that they ini tiated the Challenging content was integrated into 95% of the process, which was a similar report from general clusters using these strategies: developing products or practitioners and administrators. Classroom teachers services, using specific authentic methodologies, using expected enrichment specialists to possess two advanced vocabulary, using authentic "tools," using important skills: resourcefulness and the ability to advanced resources and reference materials, using communicate. advanced thinking and problem-solving, integrating creative thinking and historical perspectives, and Rash, P. K., & Miller, A. D. (2000). A survey of developing presentations or performances. practices of teachers of the gifted. Roeper Review, Approximately 60% of the teachers who facilitated 22(3), 192-194. In an effort to assess what practices clusters transferred some of the strategies used in that teachers of gifted students were using, the clusters into their regular classroom practices. researchers mailed a survey to 135 teachers in the state of Idaho with responses received from 62 (46%). Reis, S. M., & Westberg, K. L. (1994). The impact Teachers spent their days (in descending order of time) of staff development on teachers' ability to modify teaching accelerated subjects, preparing lessons, curriculum for gifted and talented students. Gifted writing instructinnal units, individual student Child Quarterly, 38(3), 127-135. In this study, three assessment for program placement, special meetings levels of staff development were provided to such as IEP meetings, working in the general education elementary teachers to train them in the instructional classroom in a co-teaching assignment, counseling strategy of curriculum compacting. Approximately 300 gifted children, school duties, working with parents teachers in 20 school districts across the country were of gifted children, student assessment for program randomly assigned by district to one of the three placement, and presenting workshops. The programs treatment groups that received different levels of staff used most often by the teachers (in descending order) development. Instruments used in the study included included Creative Problem Solving, Junior Great the Classroom Practices Questionnaire (Reis, 1993) Books, and Talents Unlimited. The most often used and the Compactor Assessment Form (Reis, 1991). teaching models (in descending order) included A fler the training, teachers were able to eliminate

28 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED • TE'MPO • SPRING 2004 TEACHERS OF THE GIFTED between 42% and 54% of the content for high-ability learners they selected. Teachers in the gronp that Westberg, K. L., & Archambault, Jr., F. X. (1997). attended the most intensive staff development A multi-site case study of successful classroom completed the highest rated compacting forms. practices for high ability students. Gifted Child Quarterly, 41(1),.42-51. Ten elementary schools and Tomlinson, C. A. (1995). Deciding to differentiate classrooms were studied in order to describe the various instruction in middle school: One school's journey. practices used to meet the needs of high ability Gifted Child Quarterly, 39(2), 77-87. This qualitative students. Data were gathered in the form of full case case study examined how middle school teachers studies with the researcher observing in classrooms responded to differentiated instruction. Data sources and conducting open ended interviews. The authors and methods included interviews, classroom discovered a number of successful practices being observations, participation in teacher team meetings, implemented at each of the sites. These practices faculty meetings, staff development sessions, and included establishing high standards, making documents. Differentiation skills that middle school curriculum modifications, finding mentors, teachers needed were these: developing a rationale for encouraging independent investigations and projects, differentiation, preparing students and parents for a or creating flexible instructional groups. At many of differentiated classroom, managing a differentiated the sites the teachers had a combination of advanced classroom, defining key concepts and generalizations training and knowledge. Most of the teachers were to be taught, differentiating what is to be taught, willing to make changes in their classroom practices differentiating how students think about what is taught, if it was a benetlt to the students. Teachers were able differentiating how students show what they know, to employ a variety of strategies for differentiating understanding/developing models for planning instruction for gifted students. At some sites there was differentiated lessons, establishing interdisciplinary a strong leadership role from the administration. In differentiated lessons/units, expanding instructional general these sites displayed a supportive attitude strategies for differentiating content, process, and towards the special needs of the gifted and talented product (e.g., compacting, independent study, population. The authors conclude that teachers who contracts, creative problem solving, graphic organizers, are effective differentiate for the abilities within their etc.)(p. 83). classrooms.

Uresti, R., Goertz, J., & Bernal, E. M. (2002). Susan Johnsen is Associate Dean 0/ Scholarship and Maximizing achievement for potentially gifted and Professional Development at Baylor University. Edi­ talented and regular minority students in a primary tor o/Gifted Child Today, she was the principal inves­ classroom. Roeper Review, 25(1), 27-31. This tigator of Project Mustard Seed. She is author offour proactive case study examined the implementation of tests that are used in identifying gifted students: Test of the Autonomous Learner Model by a first grade ESL Nonverbal Intelligence (TONI-2). Screening Assessment teacher. Initially the teacher had the students experience for Gifted Students (SAGES), Screening Assessment/or some group building and group problem solving Gifted Students-Primary Version (SAGES-P), and Test activities. Each student also completed a learning style of Mathematical Abilities for Gifted Students. She is a inventory and kept a daily journal as they learned how past President 0/ the Texas Association for the Gifted to create and use centers. The teacher then set up and Talented. individual interviews to assist each child in choosing a topic for individual enrichment. After collecting Krystal Goree is the Director ofProfessional Practice information, each of the students set up centers and and teaches gifted and talented coursework in the presented their findings to an identified audience. School ofEducation at Baylor University. She is Senior Oi ven the composition of the classroom, the stndents Editor of Gifted Child Today and a past President 0/ scored surprisingly well on the ITBS-in the average the Texas Association for the Gifted and Talented. to above average range.

SPRING 2004· TeMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 29 TEACHERS OF THE GIFTED (from BRIDGES, page 3) have the opportunity to experience "continuous needs. The process is skillfully outlined in two intellectual ascent," while teachers apply "ascending documents which will be published in the sequel to intellectual demand" (AID) as outlined in the Parallel The Parallel Curriculum. Developed by Kelly Hedrick Curriculum Model (PCM) developed through the of Virginia Beach, Virginia, the two continuums National Association for Gifted Children, instead of provide a roadmap for us in the development of what one teacher calls "de facto differentiation" in differentiation and the picture of the teacher behaviors which differentiation is dependent upon student needed to provide gifted services. The progression is responses to stimuli. Unfortunately the latter practice not an overnight cure, but a logical, systematic is often the reality. Teachers apply AID by requiring progression toward the goal. In this insti tute and book, and defining student outcomes that reflect student idealism meets realism, and the two become one. needs at the novice, apprentice, practitioner and expert In a tribute to Benjamin Franklin, historian Bernard levels in the discipline/so Through their own Bailyn noted, "America's greatest historical moments "continuous intellectual ascent," teachers combine the have occurred when realism and idealism have been ideal with the reality of statewide assessments and combined, and no one knew this better than Franklin." discipline standards to create "ascending intellectual Perhaps, in the educational union of realism and demand" for their students. idealism with resources such as The Parallel Of particular note in the Parallel Curriculum Curriculum Model: A Design to Develop High Institute are two documents showing the AID for Potential and Challenge High-Ability Learners, its teachers in differentiation: one describing teacher needs sequel currently in development, and through the at each stage of differentiation and the other describing efforts of teachers, gifted children and their teachers teacher behaviors that match the fulfillment of those will be able to experience one of education's greatest moments. Enjoy the journey.

30 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED • TEMPO • SPRING 2004 TEACHERS OF THE GIFTED

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(from MCINTIRE, page 4) Teachers of the gifted understand that individualiza­ For teachers of the gifted, as for parents, some of tion is essential! Of course some students never seem the toughest times are when we must promote our stu­ to advance beyond intricate playing with ideas. These dents to teachers who can lead them to the next level. students are among the ranks ofthe "underachieving." It's an unspoken secret that educators as well as par­ These "underachievers" may not ever find a subject ents sometimes have difficulty letting go. area in which their interest warrants them to work dili­ Lifelong learners always seem to be simulta­ gently, but many times they simply aren't exposed to neously romancing a new thought or subject and driv­ their area of passion until later in life. After all, not ing themselves to mastery in some other endeavor. many kids have access to quality information about The challenges for educators of the gifted is to iden­ forensic anthropology or poetry until college or even tify in each student the area(s) of interest and ability, later. to provide playful and directive learning opportuni­ The third stage learning relies on completion of ties in the right subjects, at the right time, and for the stage two, so learners who do not ever push them­ right amount of time, and to wisely know when an selves to master the details of a discipline do not ex­ accomplished expert, usually outside our school dis­ perience it. It is fairly rare for teachers of the gifted to trict staff, is needed. have the pleasure of working with a student at this It's no wonder teachers of the gifted are feeling so stage. It is the stage of generalization, or, as I call it, tired this time of year. They do incredibly difficult the stage of creativity. Many teachers of the gifted have and important work. My hat is off to all of them. great difficulty leading students here, as generally the teacher must stop providing the instruction and instead provide access to a mentor or educator with expertise in the field. It is no surprise that winners of the Intel Science Competition, Goldwater Scholars, and win­ ners of national music festivals virtually always have teachers or mentors who are professors or practicing professionals.

SPRING 2004· TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 31 TEACHERS OF THE GIFTED Book Reviews Tina Forester

Quotation Quizz/ers: Puzzling Your Way Through the freedom and the quantity of time this unit requires. Famous Quotations. Phillip A, Steinbacher. Dandy Lion Correlations to TEKS (Texas Essential Knowledge and Skills) Publications could justify the process objectives, hill the content does not Quotation Quizzlers provides an engaging stilliing point for appear to clearly fall within any prescribed grade level. Other teachers seeking to combine higher order thinking and positi ve problems in implementation include the time requirements for role models for their students, This sixty"fourpage, reproducible, the use of the school staff for a school-wide project or the Dandy Lion workbook includes fifty inspirational quotations selection cliteria for a limited number of patticipants. In my formatted into select letter arrangement puzzles called quizzlers. opinion, a GT pull-out program utilizing this unit for enrichment Qui~zler solutions require a combination of critical thinking purposes, existing in a strongly supportive school would be skills including deduction; creative thinking skills including necessary for the success of this unit. tlexibility; and language arts tluency skills, including word analysis, grammatical syntax, and sentence composition. Drawing Stars and Building Polyhedra. Christopher M. Solutions and quotation sources are included along with brief Freeman. Dandy Lion Publications biographies of those quoted and a listing of quotations by themes. Polyhedra are three-dimensional figures with tlat polygonal Developed for students in grades 4 - 6, identified language surfaces. You probably know them as solids. Christopher illis gifted students in my classes as young as second grade Freeman knows them as the door to mathematical motivation enjoyed solving the puzzles and discussing the quotations. In a and imagination. As both a teacher and a student of concept typically gifted interdisciplinary exchange, a favorite quote by mathematics, and a proponent of three-dimensional problem Vincent van Gogh especially spill'ked their interest. "I dream solving, J fully agree. my painting, then I paint my dream," lead them to connections The workbook size, Drawing Stars and Polyhedra. expands with Dr. Mill1in Luther King, Jr. and the self-actualization of the mathematical drawing of starpattems into three-dimensional their hopes for themselves and the world. constructions while guiding students to inductively develop Accomplishment, courage, friendship, happiness, integrity, definitions, test conjectures, and analyze propel'!ies of geometric and wisdom are among the quotation themes presented in this shapes. NCTM standards in the ill'eas of numbers and operations, thought-provoking workbook. As a teacher and administrator, I geometry, reasoning and proof, and connections are clearly can envision these quizzlers fonning the basis of team building addressed in the introduction section to each unit. Lessons ill'e and class unity discussions, waml-up irmoductions incorporating open-ended and allow for more advanced students to work logical thinking into language ill'!S, or the basis for a study of independently on more difficult lessons; a real plus for the regular biography. This is a workbook that I will use and keep. education classroom teacher with mUltiple mathematics groups, Drawing Still'S, Lesson Six emphasizes the relationship of Crime Scene Detectives; UsIng ScIence and Critical multiplication factors in star construction. Through the drawing Thinking to Solve Crimes. Karen Schulz. Dandy Lion of 12-pointed stars and 13-pointed stars students establish two Publications generalizations about star sltucture and leillll a hands-on lesson This book presents a highly engaging unit combining criminal about tbe natUl'e of prime and composite numbers. While the investigation, careers in forensic science, and types of evidence, workbook is developed for students in grades 4 - 7, I have Shill'ed In the culminating activity, students and faculty participate in a lesson six with my advanced mathematics students in lower simulation of a school-wide arson investigation. Critical analysis grade levels with equal enthusiasm and success. Factorization, of evidence, inference in guestioning suspects, determining previously a difficult concept for them, became more reasonability of relevant infonnation, and drawing conclusions understandable and "alive" through the use of still' development, ill'e among the critical thinking skills honed by students as they T plan to use the polyhedra structures with a third and foutth work to crack the case and discover the true criminal. grade mixed-age group of gifted student in a creativity class. This workbook is so well thought Olll that if a teacher had Drawing Stars and Polyhedm exhibits a level of creative the time and cooperation of the staff to conduct the simulation, giftedness often lacking in mathematics instruction. The it would undoubtedly be an educational experience students interdisciplinary connections and problem solving opportunities would not only benefit from but also remember for a lifetime, these fOI'ms present ill'e limited only by the imagination, This is There in lies the rub. Standards-driven curriculum seldom allows a thinking book for student and teacher alike,

32 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED - TEMPO' SPRING 2004 Call for Articles Guidelines for Article Submissions Articles are solicited that address the theme oj the issue from Tempo welcomes manuscripts from educators, parents, hoth the practical and theoretical points oj view. and other advocates of gifted education. Tempo Is a jurled publication and manuscripts are evaluated by Fall 2004 members of the editorial board andlor other reviewers. Please keep the following in mind when submitting CONFERENCE ISSUE manuscripts: Deadline: June 1, 2004 1. Manuscripts should be between 1000 and 2500 words On an upcoming topic. Winter 2005 2. Use APA style for references and documentation. ISSUES IN GIFTED EDUCATION: 3. Submit three copies of your typed, double" SECOND LANGUAGE LEARNERS spaced manuscript. Use a I 1/2 inch margin on all Deadline: September 1, 2004 sides. 4. Attach a100-150 word abstract of the article. Spring 2005 5. Include a cover sheet with your name, address, EMOTIONAL/BEHAVIORAL DISORDERS IN telephone and FAX number andlor e-mail address. GIFTED LEARNERS Deadline: December 1, 2005 Send an submissions or requests for mOre information to: Summer 2005 Michael Cannon, TAGT Editorial Office, MEASUREMENT AND TESTING 5521 Martin Lane, EI raso, TX 79903 Deadline: March 1, 2005

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SPRING 2004· TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 33 TEACHERS OF THE GIFTED

TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 2004 EXECUTIVE BOARD

EXECUTIVE COMMITTEE REGIONAL DIRECTORS EDITORIAL BOARD

Presid~l1l PUBLICATIONS EDITOR PATR.ICIA RENDON JUDY BRID(;}!:S I XI ROBERT THOMP!:.>ON MICHAEL CANNON (4:;2)6119.1420 (956) 984.6233 (817)428-2269 (915) 778-3988 MldlM(IISl> TXU P.lectric El Paso (SD 1300 E. Wall ~$8bo~~~7~~~uni\1r 1020 TillllX~I' View l.lr Midl~nd" TX 79701 Edinl)urg. TX 78541 Bedford, TX 7602\-3330 5521 Martin Lane iilridK,!,,(rl\ <'~(' /8.!1J!'1 relldrm iJI'~.KI!III!II,(I/"K 11~ II, ,IIIJ 1,1 nil@>xhi·'I1/""'''·1I1!1 EI PasO. TX 79903 Presidelll·EIf!(:t II 'KATHRYON HUI\1~':i XII DR. JANIS FALL BOBBIE WI>I)I;I!;'~OI\H( (361) ]62-6000. \lXI, 22:\ (254) 501-2625 (281)57802710 Killeen ISD A.C. JQne~ High School 4(xH S~)l(l Terrncc 9U~ ~.;:v. RA Amhercrombie Dr. 1902N.Ad!\m~ EOITORIAL BOARD MEMBERS K>lly. TX 774~0 Kill~~n, TX 76~4:'1 ~wcd8C!!'/)I"1110' t/O!tllll1I. I"1:CI'1I1 B~~ville, TX 711102 k1lwlI~.~(M1~cvillci~d., sc2.lIcl Iim.F'III>J"i-killl!l!lIi~d.llrI; KAREN FITZGERALD Fil'st Vice-President OALI!1SA BKANDENDURG 1II XIII MICHI!:I,LF. SWAIN 713/365-5671, ext. 1500 F,HI.A GR.REN (361) 573-0731, e.!.1. 262 (~I~)414-0;)'9 SBri~ Branch ISD (50~) 997-0216 Au~tin ISO Re~ion 1lI ESC orkchester Street EI Pa~o ISO I11I W. 6th Stl"l:llt 9 I 19 ~ I.. ellry Lnne An1hl)ny, NM ~II021 Houston, TX 77079 Vi~turi!!, TX 77901 AU~1111, TX '8~03 1~I"1!1!11~1';48f1!1('I'i'~'r!'!) II1IWllill!jJIlIll.llill.i,i·d,I""lrJl.~(/jj

S~J,;ond "ke.Pt'f!~ldent IV DR. LAURA Mi\CJ(AY TINA FORESTER (281)332-22~9 XIV DR. MARY CHRISTOPHER PATTI STAPLES Cleo.r Creek ISO n25) fl70.t510 936/931"2182 (903) 737··7543 II % 1.11~c\\lind Lllne H!\I"dlll-Simm"n~ Univer~ity Windsw'RW Rancl1, TWHBEA f'~ri~ ISD L~ugu~ Ci1y, TX 77~7':1 P. O. Bo.!. 16225 13227 F 362 1920 CI~rk~vll1~ S1f~~.1 IpjjU1Ckll)'@cci.ld.II~1 Ahilene, TX 79698 Waller, TX 77484 P~ri~, TX 75460 1I11,,'!/"I,j@b,imx.~djj 11,'I!!I)/".,;(iroJ)(II·l.IIuJ.m.'1 V MAoRlnfl;TH MOKKIS (409)9~t_tn2 XV MARY JANE MCKINNF:Y DR. JOYCE E. K YLR MILLER Thll'd Vice-President (325) 659-3400 9121613-1591 Joanna Baleson ~fi~~t~~~~ SDIl Angelo ISD (2);;1)474-7904 l:1cl\\)\111)111, IX 7170~ IUO COt10Ilw"",1 2600 Motln; Dri Ve C.P.1.Im:. 1II(//"ri.Y®~,K~.11~1 Mesquite, exas 75150 P. O. Box 792 ~lj~1~n~~~'~~~~176901 SC@(ool(, TX ?7~S6-3~06 VI DR. BARDARA POIJ>/H.:K jbI1il!.I"III1@,fI~xi/"llIll.'·(1II1 (936) 321-694~ XVI KAY HAI{VEV ELIZABETH MONTES ~o.lI1 Hou~ton SI~t~ UnivH~ity (S06)6ri5_1210 9151755-2556 SecretBrylT'n:asun:r 2302 S~lll<:d(lge 3303 Moonli~ht DR, KEITH YOST Con1l.1t!, TX 7131:;4 ~gn~HlILbr. ~JI:._b~p®~x,Jwn/lI! . .Tlml.crfll I'nlllplI, TX 79065 EI Paso, TX 9904 (lSI) Wi-1t8$ Tombull ISO blll1'~')"@)/lwHt!.".'It!1 11119 Corral Drive VII JOE STOKES GAIL RYSEn HO\I~tl)ll, lX 11(1')0 (903) 904-73'17 XVII CLAIRE KING [email protected])/".ml!l.,·mll ~lIhinc ISD Lubbock ISD 512/451-3246 21:;UI Ch~ll(tl<:r .'11 :"180' 76th Street PRO-ED PLlbliShilj Immedi"t~ P~st f>~.~ldent Kilgore, TX 7~662 Lllbbock, TX. 7~)42:l 81IC(II:h.\·llhilIC0'JII!IIIWii.CfIIll 8700 Shoal Creek Ivd. TILLIE HICKMAN d'[email protected]!1 A\lstin, TX 78757-6897 (401)) 842.RIi06 Ollo111 ACl\dcIllY, l:l~~111111)111 ISD VIII BILLIE YI~HF: XVIII LVNN LYNCH (903) 737-74:"14 (432) 561.4349 DR. MARY SEAY ~~~~I~~~1t, ~i~~~?OS Pari~ ISD ESC II:; 1,·hidIl1W1@/:I."I;("(),ll :12iO (lrahnlll Street 21111 LaForce Bini 830n92-12M r~ri~, TX 7~4(iO p, O. 81)x 1i05RO Schreiner University' Publil'lltionS EdltM b)licbc0" fll.l/"i.yi.Yd.1I1!1 Milllmld, TX 79711 2100 Memorial Blvd, JJYIII:[email protected]~1 MICHAEl, CANNON Kerrville. TX 78028 (I)l.~) 77~_39~~ IX CHIt'il"A OW~NS EI p!\~O ISll (940)969.1411 XIX SHEIiIYI. MAXSOM. 5521 Martin L;II1t; WichiI!\ F~II~ l!;ill (111~) 4:l4_0.:\4R TEnRIE W. TURNER RI Pn~o, TX 79903 4102 Ru~kin Y~leh) ISO g06) 935-4031 1II1\~·~021)()()@.l'l1Il()().('I)m Wi~hi1n Po.ll~, TX 76]09 ~3:; Ln Cantel'l Dr. LImas ISD CIIII'I!II.Y®.YI\'.'·~(·("'1 EI f'!\~O, T,X 11)1)12 PO Box 715 Execl.Itivl: Oin,!ttol' .Il1w.t.mll1(-'1')'i.\·d,'I~1 burnas, TX 79029 JAY MdNTIRI> X SHERI PLYBON (512) 499 ~24B (971) 75B, I ]B4 XX CAIU.OTA RODRIGUEZ TAGT Cmfl)lhl)l1-Pnrmer~ Brllnch ISO (110) 256 2400 406 E~~t 11th SI., SIIi1C 31 I) 2205 r;lrkhav~l\ j)f, 2626 CC\1wry RI)n~h AU~lin, TX 78701,2617 Plnno, TX 75075 Sail Antonio, TX 71:;2~ I 1.\·~iJit!d.Jlll('IIIIII1I@YIIJ/(){).I.'I!111 /)I.'II)')'I'\·(:'·'jl1l.1d.edu 1.'n)/J@I~X'I~.llel

34 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' SPRING 2004 ---- TEACHERS OF THE GIFTED ----

Hill Country EnrichmentCamp

June 6-12,2004 An Outdoor Experience for Gifted Youth

DR.JOAN WAGNER, Director www.hcenrichmentcamp.com

SPRING 2004· TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TAL"NT"D 35 TEACHERS OF THE GIFTED Summer Institute for the Gifted The ultimate academic, recreational and social summer camp for gifted students

..... / 'i:l~4' ,~

If you are looking for challenging opportunities for your academically talented child, we have what you have been searching for, The Summer Institute for the Gifted (SIG) has been a leading provider of gifted educational opportuni­ ties since 1984 and is recognized within the gifted and talented community for providing the highest qU;:llity programs available to meet the needs of academically advanced students. SIC takes an individUi:llized approac.h to gifted educoation by providing a wide range of challenging/ tra­

ditional and non-traditional courses l outstanding social, cultural and recreationoal programs and ill s.taff of remarkable educators and counselors. Most importantlYI we create a supportive, structured and safe community that caters to the social and emotional needs of our gifted students.

SIC three week summer residential programs: V•••• r College I Poughkeepsie, New York June 26 - July 16

IIryn Mawr College I Bryn Mawrt PennsylvanIa June 26 - July 16 Caldwell College Caldwell, New Jersey June 27 - July 17 Va ••• r College II Poughkeepsie, New York July 18 - AugusU Bryn Mawr Collego II Bryn Mawr, Pennsylvania July 18 - August 7 Oberlin Colloge Oberlin, Ohio July 18 - August 7

Amherst (ollege Amherstt Massachusetts July 25 - Augu.t 14 Univorsity of California Los Angeles, California August 1 - August 21

Call today for a free catalog! (866)303-4744 toll-free www.giftedstudy.com ~D(tJ Slllllllli"I'II,·rl""orr"·II,,C;lnod

51G j~ a dIvIsion of the Amerkiln Imtitute rOt ForeIgn Study (AirS), l'or mOre th~n ~8 years, AIFS ha~ been i\ l{'a~1et In organIzIng educational eXl.:himg~ prOgrllmS for people all over the wOrld. SilKe its founding In 1964, more man olle mll. lion people have participated in AIFS ~'1rograms jn the United Stilte~, Europe, AttICII, Latin AmerIca, Amtmliil and !\sla.

Non-ProUt Org, Texas Association for the Gifted and Taicnted u. s. Postage PAID 406 East 11th Street, Suite 310 Auatln, 'J'exas Austin, Texas 78701-2617 78767 Permit NO. 941

36 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED· TEMPO· SPRING 2004