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AUTHOR Bortolussi, Vicki, Ed. TITLE Communicator. 1996. INSTITUTION California Association for the Gifted. PUB DATE 96 NOTE 142p. AVAILABLE FROM CAG, 426 Escuela Avenue, Suite 19, Mountain View, CA 94040; e-mail: [email protected]; fax: 415-965-0654; telephone: 415-965-0653. PUB TYPE Collected Works Serials (022) Reports Descriptive (141) Guides Non-Classroom Use (055) JOURNAL CIT Communicator; v27 n1-4 Win-Fall 1996

EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Advocacy; Bilingual Education Programs; Citizen Participation; Computer Literacy; Computer Uses in Education; Educational Policy; *Educational Technology; Elementary Secondary Education; *Giftad; Illiteracy; Internet; Language Arts; Leadership Qualities; *Literacy; *Parent Participation; *Politics of Education; Reading Aloud to Others; Reading Instruction; Special Education; Television Viewing; Voting IDENTIFIERS California

ABSTRACT This compilation of four journal issues on gifted education in California focuses on the following topics:(1) literacy for the 21st century;(2) technology; (3) reflections on gifted education; and (4) politics. Major articles include: "English Language Arts in California's Schools: A New Beginning" (Diane Levin and Catherine Barkett); "Parents Promoting Literacy" (Marilyn Morrison); "The Illiterate Gifted Student: Oxymoron or Reality" (Kathie Aihara); "Nurturing a Nation of Nonreaders: Teaching Reading for Pleasure in a Show-Me Society" (Angel Barrett); "Teaching Literacy to Gifted Students" (Bill Raabe); "Read Aloud to a Gifted Child?" (Lisa Heimlich); "Bilingual Literacy" (Robbie Wedeen); "An Internet Primer". (Judy Lieb and Tony Anderson); "Exploding Myths About Television and Children" (Milton Chen); "Don't Let Your Kids Have All the Fun: Become A Computer Literate Parent" (Marilyn Morrison); "Computers: The Home Schooling Connection" (Roberta Ponce); "The Software Explosion: A Guide to Selecting Instructional Materials For Gifted Students" (Hillary S. Hertzog); "Technology Copyright Laws: Your District Probably Has a Policy--Do You Know the Guidelines?" (Marge Hoctor); "And the Internet Shall Set You Free? Road Signs and Insights for the Internet Traveler" (Andy Rogers); "The Internet: Check Your Sources" (Sara Armstrong); "Student As Instructor Project: Using Instructional Television To Empower Students" (Victor Lamkay); "Gifted and Talented Education Moves Forward" (Catherine Barkett); "Parent Involvement: Past and Future" (Sharon A. Freitas); "How To Turn Your Summer Vacation into a Learning Experience" (Marilyn Morrison); "Gifted Education Politics: School Reform" (Lisa Jeffrey); "Raising Our Children To Be Educated Voters" (Marilyn Morrison); "How Can I Get Involved? Being an Advocate for Gifted Education at All Levels of Government" (Lisa M. Heimlich); "Seven Characteristics of Highly Effective Technology Leaders" (John A. Vaille); and "Pondering Politics in the Classroom" (Victoria Siegel and Sandra N. Kaplan). (CR) U.S. DEPARTMENT OF EDUCATIO' Office of Educational Research and Improve/ EDUCATIONAL RESOURCES INFORMA, CENTER (ERIC) ...ZpT is document has been reproduceda\ssiN eceived from the person or organization r". originating it. 0 Minor changes have been made to improve reproduction quality. CD Communicator. Volume 27, Numbers 1-4. Points of view or opinions stated in this document do not necessarily represent Bortolussi, Vicki, Ed. official OERI position or policy.

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BEST COPY AVAILABLE CL

C 1 CALIFORNIA ASSOCIATION FORTHE GIFTED

ENGLISH LANGUAGE ARTS IN VOLUME 27, NO.1, WINTER 1996 CALIFORNIA'S SCHOOLS: A NEW

ISSUE HIGHLIGHTS BEGINNING

LITERACY FOR THE 21st CENTURY BY DIANE LEVIN AND CATHERINE BARKETT

English Language Ads in Califor- nia's Schools: A New Beginning Recent national and state re- Reader, that a balanced and com- Gifted and Talented State Coordinator ports of assessment results prehensive approach must have: and English Language Arts Consultant demonstrate that the reading 1) a strong literature, language explain how the State is undertaking a achievement of California's stu- and comprehension program comprehensive 10-step approach to im- that includes a balance of oral proving literacy among all students. dents lags behind the achievement of every other state in the nation and written language, On the Home Front (NAEP report, 1993-94 data). An 2) an organized, explicit skills As a parent, find out what can be done alarming number of our students program that includes phone- in the home to improve literacy as well cannot read at basic levels. mic awareness (sounds in as questions and answers on the latest words), phonics, and decoding brain research and its implications for Last spring, in response to what skills to address the needs of parents. has been seen as a crisis in reading, Superintendent of Public the emergent reader, Bilingual Literacy Instruction Delaine Eastin formed 3) ongoing diagnosis that informs How can we develop this important the California Reading Task Force. teaching and assessment that skill? Comprised of 27 members, this ensures accountability, and Young People's Pullout group represented a cross section 4) a powerful, early intervention From snowflakes, poetry, opinion, and of teachers, principals, superinten- program that provides individ- awesome authors, here's a section for dents, school board members, ual tutoring for children at risk the young at heart and in mind. professors, community members, of reading failure. Read Aloud business persons, and parents. All children, even those who are gifted, Their assignment was to develop Another major conclusion of can benefit from good modeling. recommendations for both imme- the Reading Task Force is that diate and long-term implementa- teacher education and inservice Curriculum tion in order to improve student training "must be redesigned with Dive into the disciplines, use universal a greater emphasis on beginning themes, and nurture literacy. achievement so that "every student might leave the third grade reading. The public schools and TechNet no longer learning to read, but teacher training institutions need From an Internet primer to libraries of reading to learn." to increase their collaborativeef- tomorrow, find out more about techno- forts to improve the preparation logical literacy. Over a four-month period, members reviewed research and of teachers." listened to presentations from ex- The Reading Task Force de- perts in reading curriculum and veloped 10 major recommenda- instruction. As a result, the Task tions (See summary in accompa- Force determined and stated in nying box.) that provide the focal their report, Every Child a See NEW BEGINNING. 29 3 CONTENTS

ISSUE HIGHLIGHTS English Language Arts in California's Schools: A New PUBLISHED BY THE CALIFORNIA Beginning ASSOCIATION FOR THE GIFTED Diane Levin and Catherine Barkett Executive Director, Carol Brown Spencer 416.966.0653 Fax 415.966.0654 Parents Promoting Literacy The CAO Communicator is published four times during the year: Fall Winter. Spring and Summer. Opinions expressed 7 Marilyn Morrison by individual authors do not necessarily represent official positions of the Association. Subscriptions are available to The Illiterate Gifted Student: Oxymoron or Reality? non-members et an annual cost of S25.00. 11 Kathie Aihara OFFICERS 1994-1996 Executive Committee Nurturing a Nation of Nonreaders President: Martha Flournoy Vice President Margaret Gosfield 12 Angel Barrett Secretary: Marge Hoctor Treasurer: Judith Roseberry Teaching Literacy to Gifted Students State Parent Council Chair Vera Eby 15 Bill Raabe Past President: Senora Kaplan Regional Representatives Read Aloud to a Gifted Child? Bay Ares: Joyce Kutaka Kennedy Patty Bert 17 Lisa Heimlich Capitol: Deanne Guinn Sharon Freitas Bilingual Literacy Joshua Tree: Margaret Jones Robbie Wedeen EmilieNaha( 23 Mission: Vic Id Steinitz Amelia Rodriguez Tomorrow's Public Libraries Mt. Shasta: Barbara Fox Rournesset 31 Al Milo Lyra Josefsson Orange: Iris Yamaoka Karen Grinfe Id Looking Forward: Schools and Research Pacific: Unda Calvin 32 Diane Oestreich Judy Smith Palomar: Dave Hermanson Pat Peluso Redwood Carol Butzbach Myra Keys San Joaquin: Donna Denham 3 Calendar Lisa Waters Santa LuciaGeri Wiliams 3 Letters Margaret Rodrigues 4 From the President COMMUNICATOR EDITORIAL BOARD Editor. Vicki Bono lussi Associate Editors 4 News Notes Curriculum: Angel Barrett Children's Topics: Linda Drug 5 From the Editor Parents: Marilyn Morrison Special Projects: Lisa Heimlich 6 Meet the Communicator Editorial Board Technology: Judy Lieb Production: MacIsteve On the Home Front Grow Those Dendrites!, MarilynMorrison & Special Assistance: Heather Schwen 9 Barbara Clark SUBMISSION OF MATERIAL Book Review Nongradedness--Helping It to Happen, To submit articles for publication, send hardcopy and a 16 3.5-inch disk IMac or PC) saved astext IASCIII file. All Ron Fontaine submissions will be given careful consideration. Photos and camera-ready artwork are particularly desirable. 19 Young People's Pullout Linda Brug Send all materiel with your name. address, phone num- TechNet An Internet Primer, Judy Lieb & Tony Anderson ber, fax number and Internet address toVicki 26 Bortolussi,CommunicatorEditor, Moorpark College, & 7075 Campus Rd., Moorpark. CA. Tel: 805-378-1405, 33 Curriculum Diving Into the Disciplines, Sandy Kaplan vckib @aoLcom Victoria Steinitz REPRINTING OF MATERIALS Curriculum Universal Theme Provides PowerfulFocus for Articles appearing in the Communicator may be 37 Gifted Students, Angel Barrett reprinted as desired unless marked by 0 or reprinted from another source. Please credit theCom munt. fratorandsand a copy of your publication containing the reprint to the Editor.

4 WINTER 1996 2 BEST COPY MUM CALIFORNIA ASSOCIATION FOR THE GIFTED, LET TER S

The following letter comes from Daniel sible solution (that it is impossible). Koegel and is reprinted here in his own I praise you and your teacher, Mrs. CALENDAR words. Daniel's letter is followed by a re- Joan Douglas, for challenging the solu- sponse from Marcy Cook, CAG's puzzle- ',mister in the September, 1995, issue of the tion and defending your thinking. JANUARY 27, 1996 Irvine, CA - 22nd Annual Communicator. Marcy Cook Conference of the Orange County Council/Gifted and Deer Young People's Pullout: Talented Education PUZZLE #3 IS IMPOSSIBLE because: Let Us Hear From You IOCC/GATE1 in affiliation with CAG. University High School, 1. The circul is on 1 or 6 because the Whether through letters and/or arti- 4771 Campus Dr., 8:00 Am. polygons are adjacent. cles, the Communicator is your journal. 1:05 P.M. Pre-registration, $25; 2. The trapuzoid has to be on G be- Send letters to the editor to Dr. Vicki site registration, S30. Obtain cause 6 is the only number that has Bortolussi, Moorpark College, 7075 registration form from (Mr.) Pat Phelan, 714457-2846. more than 3 facters. So the circul is Campus Road, Moorpark, CA 93021. on 1. Letters must be signed and must include FEBRUARY 29, 1996 3. The square, rectangel, and trapazoid name, address, and telephone number. Liis Angeles - CAG Board can't be adjacent to each other so Letters will not be returned or acknowl- Meeting, LAX Hilton and they have to be in 2 and 4. The edged, and the Communicator Editorial Towers. shapes with nintey degre angel can't Board reserves the right to print letters be multiplites of two. as space permits. Your opinions are im- MARCH 1-3, 1996 Therefor that puzzle #3 is imposibal. portant to all of us. We welcome your Los Angeles - 34th Daniel Koegel Annual CAG Confer- 1 comments and look forward to your let- II Grade 3 ence, "GATE Connec- Joan Douglas, Teacher ters. tions: Computers, Curriculum and Dear Daniel: Community," LAX Hilton and Towers. Thank you for your letter regarding See the CAG confer- puzzle 3 in the fall issue of the CAG ence brochure for Communicator. I was very pleased that details. you took the time to correspond with me and to question the possibility of the MARCH 3, 1996 solution. Los Angeles - Parent Conference, LAX Hilton and You are 100% correct with your Towers, 8:30 A.m.-2 P.M. analysis that the puzzle is impossible if we interpret clue B to mean that no two MARCH 3, 1996 quadrilaterals can be next to each other. Los Angeles - Student However, if we interpret clue 8 to mean HOW TO REACH CAG Seminar, LAX Hilton and Towers, 8 x.m.-1:45 P.M. that all 3 quadrilaterals are not adjacent MAIL to each other, then two could be next to Write to Carol Brown Spencer, each other and the third one separated. Executive Director, CAG, 426 APRIL 12-14, 1996 Escuela Avenue, Suite 19, CAG Board Meeting, Hyatt This the quadrilaterals are not adjacent Mountain View, CA 94040 Regency Hotel, Sacramento. to each other. Clue B reads. "The AMERICA ONLINE quadrilaterals are not adjacent to each Direct inquiries to the CAG JUNE 14-16, 1996 other." It depends on the interpretation Office via America Online. Our Asilomar - CAG Board Retreat of that statement whether the puzzle is E-mail address is for new and returning officers possible or impossible. [email protected]. and directors. Problem solving is such an exciting PHONE OR FAX adventure, for different meanings may To reach the CAG Office by telephone, call 415.965.0653; produce different results. Thank you for to contact by FAX, dial looking at the puzzle in a different way 415.965.0654. and thus corning up with a second pos-

CALIFORNIA ASSOCIATION FOR THE GIFTED. WINTER 1996 BEST COPY AVAILABLE FROM THE PRESIDENT MARTHA FLOURNOY NEWS NOTES

would like to extend a hearty thank you to Readers Catch the Jean Drum for her dedication and service to Errors To Win CAG T- CAG and theCommunicatoras its editor. It shirts is a job that requires time, commitment, and In the September issue of the Com- persistence, and she did it all. municator,weinvited young readers to find a spelling error in their Recognizing the amount of work as well as pullout section and win a CAG T-shirt. the potential to expand and explore new hori- Here are our winners! Readers who spotted the extra 'I' in the CAG board zons for theCommunicator, "million" were endorsed the idea of creating an Editorial Board to oversee the Andrew Chung, Los Angeles Joshua Holz, Morongo Valley Communicator.I would like to take this opportunity to welcome the Daniel Santos, West Covina members of the Editorial Board to our family of volunteers. Each member Three readers caught "chockful" for "chock-full."Chockfulis actually of our family contributes in his/her own way and welcomes increased par- acceptable, but since Webster's lists it ticipation in CAG. Please contact our editorial staff with ideas and contri- as a second spelling, we had to reward their observations. butions you might have. Agnes Chu, San Diego Literacy for our gifted children is the biggest challenge for parents and Gail Schein, Sunnyvale Dan Monteleone, Valencia Lotus Seeds: educators. I found food for thought in Marcia Brown's, And the reader who caught the ex- Children, Pictures, and Books. tra "s" in "class" was Georgia Duan, Beverly Hills ...perhaps books are more important than we know. They as on a Congratulations to our winners! creature enacting as well as living his life, as he starts out onthe long Your T-shirts are in the mail! struggle to make of himself a human being. Mesmerized by the charm of the little child, we sometimes fill his New CAG Publications room with mirrors instead of windows. We sometimesforget that he Look for four new CAG titles at the is a seed and bud and that the full flowering of his maturity is our CAG annual conference. main concern. The fruit must be allowed to ripen, slowly, naturally. A Guidebook for Teaching Gifted Studentsprovides answers to quetions As parents and teachers, are we filling our children's rooms withmir- most frequently asked by teachersof rors or with windows? Much of our time isconsumed by activities that the gifted as well as characteristics of the gifted. Current resources and a are more "mirror-like" than "window-like."We juggle schedules that in- glossary of terms make this publica- volve soccer, ballet, piano, art, language and more, all of which can be tion a must for teachers as well as parents. positive and enriching. Do we schedule time to read, discuss, andshare Gifted Students At Riskassists in books with our children? Books and other media are the windows that identifying and planning programs for at-risk gifted children including the can expand, excite, and encourage the minds of ourchildren. It is our job culturally diverse, migrant popula- to provide time, opportunity, and models, which supportthe desire to be- tions, homeless, new immigrants, and the physically abused. come lifelong learners. In Search of Six,by the California State Department of Education and CAG, describes what students need to obtain a "6" on a rubric. 6 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 4 FROM THE EDITOR VICKI BORTOLUSSO CO WI ICA Tt' ANTS BIT OF YOUR BYTE 1996. A new year. 1996. A new Communi- Editors currently seeking cator. With the theme of the Literacy for articles for next issue the 21st Century, it is with honor and pride that we, the Communicator editorial board, The Spring 1996 issue of the begin anew. Deeply committed to the edu- Communicator will feature cation of the gifted child, our goal is to en- articles pertaining to the courage the expansion of this commitment dawning of the computer age and its potential impact on gifted and by others as we strive to make the talented students. Communicator more readable by more Many of you professionals, ed- readers. We want to connect with parents, ucators, parents, and students students, educators, and even a larger community. For it is through this may have some interesting bytes connecting that understanding, commitment, and support can deepen. of information about innovative Connecting, through reading the Communicator, meeting in person, lessons or units using technology, software, and games targeted for or interacting through the media, is another dimensionof literacy, an advanced learners. Or perhaps increasingly important aspect. Literacy is the ability to read or write. you may simply wish to pass Literacy is the ability to communicate. Reading, writing, and communi- along some interesting advice, cating today can be done through a variety of media. Literacy is knowl- guidance, or support to other edgeability or capability. What does it mean to be literate today? What people trying to keep up with the will it mean to be literate in the 21st century as technology transforms hottest and the latest in the "tech war." our means to be literate. And what does all of this meanfor the gifted If you would like to submit an individual? Thus, the winter issue of the Communicator uses literacy as article to be reviewed for possible its theme with implications for the gifted. publication in the Communicator, California's response to an illiterate population is discussed in the the deadline is Monday, January lead article by Diane Levin and Catherine Barkett. Marilyn Morrison 22, 1996. Please send a double- provides parent perspectives through articles dealing with what parents spaced, typed copy of your manuscript plus a 3.5-inch disk with a can do, and through questions and answers fromBarbara Clark on "soft copy" of your article in any how brain potential can be maximized. word processing program to: Can a gifted student be illiterate? Kathie Aihara's piece addresses the Lisa Heimlich oxymoron or reality. Angel Barrett's pieces examine how to nurture CAG Communicator nonreaders as well as other specific.curriculum strategies teachers can Associate Editor for Special use to enhance literacy. Sandra Kaplan also takes a look atthe role lan- Projects 1929 Fremont Avenue, guage plays in literacy as does Robbie Wedeen's article onbilingual lit- South Pasadena, CA 91030 eracy. Educators Bill Raabe and Lisa Heimlich each provide teachers' per- All submissions will be recog- sonal perspectives on teaching literacy to gifted students. Gifted stu- nized with a follow-up letter, but dents can play a hands-on role in becoming more literate through par- the Editorial Board cannot guar- ticipation in the Young People's Pullout section. All Communicator antee acceptance of any article for publication. readers can become more computer literate through Judy Lieb's Other upcoming issue themes Tech Net primer and she also gives us a glimpse of libraries of the fu- will be Reflections/Goals, Politics, ture. and Multiple Intelligences. Wishing you a happy New Year with a new Communicator designed Contact the editors for further in- to provide a differentiated approach to increasing literacy. A New formation. Year's resolution. A promise to be fulfilled.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 7 MEET THE COMMUNICATOR EDITORIAL BOARD

ASSOCIATE EDITOR, cator. She has two children, ages School District. She has taught at CURRICULUM 9 and 13. Linda is creating a sec- CSUF and in the Buena Park tion for young people in the Com- School District. She was also In- municator which will include a structional Television Staff Devel- focus on literature. She is interest- opment Specialist at a PBS station ed in being part of a publication in Orange County. Active in Com- that reaches students, parents, puter-Using Educators (CUE), and teachers. Judy has served as a state board member for six years as well as ASSOCIATE EDITOR, SPECIAL conferences chairperson. She was PROJECTS a founding member of the Orange ANGEL BARRETT, gifted program County affiliate of CUE and is advisor for the Los Angeles Uni- currently on the CUE Regional fied School District, taught gifted Planning Committee for the bilingual students and was a coor- Spring CUE Conference. Judy's vi- dinator of a highly gifted magnet sion for the Communicator is to school. A writer for newspapers let people know about the wide and magazines for 10 years, she variety of technical resources ran her own public relations firm which are available. A parent of a and has written one book and a gifted student, she is also interest- second is in progress. Her masters LISA HEIMLICH, herself a graduate ed in giving back to CAG what it in educational administration is of gifted education programs, has has given her over the years. from CSULA. She graduated from edited various publications. She Arkansas State University in zool- teaches gifted students at a bilin- ASSOCIATE EDITOR, PARENT ogy and also received a teaching gual magnet school in East Los TOPICS credential from UCLA. She wants Angeles and has studied with Dr. to develop user friendly material Sandra Kaplan at USC. She is a for the Communicator which will graduate of the USC School of highlight exciting and positive Journalism. Lisa is interested in practices which exist in today's providing greater opportunities schools. She also plans to include for teachers to publish ideas for current research, theory, and in- depth, complexity, novelty, and novation to improve schools. acceleration. She is working on her master of science in education ASSOCIATE EDITOR, at USC in curriculum, gifted and MARILYN MORRISON has two chil- CHILDREN'S TOPICS bilingual education. dren enrolled in the Highly Gifted Program at Carpenter Avenue ASSOCIATE EDITOR, Elementary School in Studio City, TECHNOLOGY and has served as the co-chair of the program's parent support group for the past three years. She is also the co-editor of the school's newsletter and a member of the high school complex's instructional cabinet. A LINDA BRUG, a middle school lan- graduate of Stanford University, guage arts and social studies Marilyn believes that by commu- teacher for 20 years, has taught nicating accurate information and gifted children for 10 years. A JUDY LIEB, a graduate of CSUF dispelling the many myths about graduate of Pepperdine University, and USC, has just been awarded giftedness, the Communicator can she has presented at many confer- her Doctorate in Education from give parents the tools to enlighten ences, including CAG confer- USC. She is Coordinator of GATE, those around them while advocat- ences, and has been published in Educational Technology, and ing the rights of gifted children. journals including the Communi- Media Services in the Fullerton

6 8ALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 PARENTS PROMOTING LITERACY

BY MARILYN MORRISON

Literacy is traditionally defined choosing a book that interests all Listening skills are sometimes by our school systems as pro- three of them is an additional les- harder to promote; as Betz ficiency in reading, writing, son in compromise and coopera- Critchley observes, "we've be- listening, and speaking, but the tion. come a visually stimulated soci- path to literacy does not stop at These parents share the philos- ety." Her family made a tradition the school gate. It can and must ophy expressed by Betz Critchley, of learning by listening when they be developed at home, with par- an English teacher at Fallbrook invented silly songs out of infor- ents as their child's first teachers. High School and the mother of mation their kids needed to re- The challenge is that with televi- three teenagers. There are no member, such as the multiplica- sion, computers, and other new rules about what her children can tion tables or facts about the technology vying for our chil- read, whether it's comic books, Gold Rush. My children and I dren's attention, the emphasis on fantasy stories, contemporary fic- have begun listening to "books on traditional literacy is often lost. tion, or the American Girl cata- tape" in the car on the way to Without being skilled in the use log. Parents can also reinforce schoolSherlock Holmes short of words, however, our children reading skills by encouraging chil- stories is our most recent success. will not succeed in the next centu- dren to read recipes, craft instruc- Parents have to be especially ry. As parents, we can reinforce tions, restaurant menus, game diligent to combat our nation's these basic literacy skills through rules, and even the TV listings. declining emphasis on writing everyday activities, often without My own mother, Carol Morrison, skills. In the Pillsbury our children even knowing they used to assign her four children to household, where both "...television, are "learning." We asked a num- "navigation duty," asking them to parents are writers, the ber of parents across the country, read road signs, store directories children are given many computers, "What have you done to promote and food labels in the supermar- opportunities to write, and other new literacy in your home?" ket. from grocery lists to sto- One of the more obvious ways In my house, a simple learning ries to accompany their technology to promote literacy at home is to tool turned out to be placing drawings. My own at- vying for our introduce your children to books magnetic alphabet letters on the tempts to bolster my children's by reading to them when they are refrigerator, allowing my children children's writing skills young. What is less obvious, (now 11 and 8) to experiment include teaching them to attention..." though, is the idea of reading to with different letter combinations write thank-you notes, your children even after they are and to practice spelling. and even assigning "es- capable of reading to themselves. Subscribing to children's maga- says" when they are angry or Karen Fogel, Massachusetts' zines such as Ranger Rick and have done something wrong. This mother of a sixth-grader and a National Geographic's World has avoids shouting matches and gives fourth-grader, noticed that when also been a treat for both of my them the opportunity to organize she briefly stopped her bedtime kids; they look forward each their thoughts and express their story ritual with her children, it month to receiving new issues in feelings. closed down the opportunity for the mail, and read them from cov- Sometimes our gifted children discussion. Now, she vows to con- er to cover. And don't forget the don't seem to need much encour- tinue reading to her children for good old-fashioned public li- agement in the verbal arena, but as long as possible, as well as braryit is the least expensive it is important to recognize op- continuing her practice of reading way to provide your children with portunities at home to hone those some of the same books they are endless reading material, encour- skills. Linda Pillsbury and her reading in school so that they are aging them to try out different daughters sometimes substitute able to discuss them together. genres and authors, and teaching poetry reading at bedtime, with Linda Pillsbury, of Pasadena, them valuable research tech- each child choosing a poem to explains that bedtime is a good niques. My children got their own read out loud. Another activity time to read historical fiction to library cards as soon as they that is rewarding on many levels her daughters, ages 11 and 7, be- could write their names, and over is Karen Fogel's tradition of tak- cause she is available to answer the years they've checked out ing turns with her children telling their questions. The very act of hundreds of books. the stories behind the photos in

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 7 the family album. They describe GAMES PEOPLE PLAY what was going on in the picture, and who else was at the event but is not shown in the photograph, Games are a great way to improve children's skill with words, and nourishing family memories as offer the added bonus of being a natural opportunity for families well as their storytelling skills. To to interact and share a fun experience. These are some of the develop her children's speaking games parents and teachers have recommended for their empha- skills, Betz Critchley often let sis on literacy: them explain the rules of games to her, noting that "it's important A.S.A.P. (University Games) - After being given a category (such to sometimes let the child be the as "fruits," "something green," or "TV shows"), players name teacher...some concepts come words beginning with a designated letter of the alphabet. For home to them in this way." younger children, simplify the game by just asking them to name My husband and I have even something in the category. discovered a way to turn watching television into a tool for BALDERDASH (Parker Brothers) - Players make up definitions of teaching literacy: we rent movies words and try to guess the correct definitions. This is a great ex- on videotape, watch them togeth- ercise in creative writing. It familiarizes children with parts of er as a family, and then discuss speech and components of a convincing definition. the plot, characters, and themes. We have been able to expose our BOGGLE (Parker Brothers) - Players list as many words as they can children to some classic films, find among the random assortment of letters in the cube tray. such as Lilies of the Field, Ben Boggle Junior is designed for younger kids. Hur, and The Miracle Worker, as well as enjoying remakes of great SCRABBLE (Milton Bradley) - It's a classic, but still one of the best stories like The Adventures of games to build vocabulary and spelling skills. Try playing in Huckleberry Finn and Black teams, pairing adults with younger children. Beauty. The immediate impact is on their listening and speaking TABOO (Milton Bradley) - Players take turns trying to get their skills, but we are also giving them teammates to say the secret word without mentioning any of five insight into the writing and story- related but "forbidden" words listed. Recommended for ages 12 telling process. With The Secret and up, this is a great family game which can be adapted for Garden, we went one step further, younger kids. This game builds vocabulary. introducing our daughter first to the book, then to the musical CAR GAMES stage play, followed by the made- Many parents have discovered that playing word games in the car for-TV Hallmark Hall of Fame can make a long drive go by quickly, while cutting down on back- version, and, finally, last year's seat bickering and exercising brain cells. Completely free and motion picture adaptation. Our portable, games such as these recommended favorites can also be "compare and contrast" discus- played while standing in line, or sitting in waiting rooms: sions were fascinating! These ideas are only a fraction THE NEIGHBOR'S CAT - Each player completes the sentence "The of the ways parents can ensure neighbor's cat is a cat" with an adjective beginning with that their children grow up to be a different letter of the alphabet. Everyone can have a turn on the literate citizens. The one thing same letter ("The neighbor's cat is an awful/avaricious/awesome each of the parents we inter- cat") or, for a faster game, each person can use the next letter in viewed had in common was, as the alphabet ( "...an alluring/benevolent/caring cat"). Betz Critchley put it, "we're all readers." The children in these LICENSE PLATES - Players try to think of words containing the homes all see their parents read- three letters in a license plate. The letters must remain in order; ing and talking about books, and for example, the license plate "CDR" could provide "comman- share in the excitement of discov- der," "cider," and "cauldron." Take turns until no one can think ering and using words. of any more words, then choose a new license plate.

MARILYN MORRISON is the parent of two gifted children. She is the Com- Marilyn Morrison municator Associate Editor for Parent Topics.

8 BEST COPY AMIABLE 1QALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 ON THE HOME FRONT BY MARILYN MORRISON & BARBARA CLARK

gaging the youngster in a lot of different opportunities for learning, you are making the brain more effective and more efficient.

("How can parents demonstrate this attitude? What parents can do to stimul their child's brain AModeling is absolutely the most profound way of learning. You have to love learning. You have to be involved in growth and devel- esearch shows that the hu- opment of yourself. Then, man brain continues to grow almost anything you do to throughout a person's life. grow allows the youngsters We asked Dr. Barbara Clark, to grow. What you're work- Professor of Special Education, ()What parts of the brain are ing toward is developing chil- California State University at Los the most important to dren who love learning and Angeles and author of Growing stimulate? do it for themselves, and you Up Gifted: Developing the have to show that that's a Potential of Children at Home AIt's important to be very great thing. A curious thing and at School (Merrill, 1992) to balanced and to have all happens: the more you actu- share her insights into what par- parts of the brain as optimal- ally get involved in learning ents can do to stimulate their chilly developed as possible. and growing, the more the dren's brains. Emotions can shut down the people around you seem to cortical function, and, if have permission to learn and aHow important is a child's you're not using any of your grow. Sometimes taking care environment in maximiz- intuitive function, you're of yourself is the best way to ing brain potential? missing out on many of the help somebody else. higher-level thinking process- ANo matter what the genetic es. 0.Are there particular times in program contains, it can't a child's development be brought out and utilized aWhat activities can parents when it's especially impor- unless the environment gives incorporate into their daily tant to stimulate brain the opportunity for that to lives to stimulate a child's growth with activities like happen. It's a combination of brain growth? reading? genetics and environment, neither of which can function AIt all begins with attitude. It AReading is an extremely without the other. comes from the idea that important factor because you believe that the child of the many opportunities it How does the expression needs stimulation and that provides, but also because "use it or lose it" apply to you believe the child is a per- the brain uses a lot of differ- brain growth? son of dignity who has a ent functional areas in the growing intellect. If you have reading process. There is a The way the brain operates, this attitude of actually pro- period early on, between eif you are not actually viding as much as you possi- about 18 months and 3 years, stimulating and progressing bly can enthusiastically, and when it's very easy for a in growth, you are regressing. with great love and care and child to learn to read. You cannot maintain what positive regard, almost any- Exposure during that period you have. thing you do will add. By en- of time would be really im-

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 9 portant, such as the parent ing on at school; parents 0.What is the most important reading to the child, reading need to provide the space not thing parents need to around the child, or setting for "you have to finish every- know about the recent find- up activities that require the thing you start" but rather ings in brain research? use of words. "explore the world." AThe notion that this is a ()Are there some kinds of aWhat's the impact of stress dynamic process and it is stimulation that parents on brain growth? either progressing or regress- should not use? ing always. It's very dynamic. AIt blocks the flow through It's never static. It's never fin- AThe brain goes into a scan the corpus collosum; with- ished. It's never completed. mode with TV and com- in the limbic system, if it gets We don't even know what puters, anything that you are too high, it causes biochemi- human beings are capable of passively receiving. Lots of cals to flood the cortex and yet. The cognitive will grow violence and negativity cre- literally shuts down higher- along with the other oppor- ates negative situations. It's level thinking. Stress can in- tunities you give: emotional, the wrong kind of excitement duce a lot of diseases that social, intuitive. All these are and stimulation, and can be could have been prevented by important, too. much more damaging than self-healing and it attacks the we think. It's especially im- immune system dreadfully. SELECTED RESOURCES portant with younger chil- But it is, in fact, a part of life. Clark, B. (1992) Growing up gifted: de- dren because of the plasticity What you really need is to veloping the potential of children at of brain cells at that age. The give children some tools to home and at school (4th ed.). New brain takes in whatever you take care of the stress that York: Macmillan. present to it; unfortunately, it they're feeling. Caine, R.N. & Caine, G. (1991). doesn't reject negative stimu- Making connections: teaching and lation. aWhen does brain growth the human brain. Alexandria, stop? Virginia: Association for Supervision aIs there a part of the brain and Curriculum Development. 1250 that usually doesn't get AThere is no point in your life N. Pitt Street, Alexandria, VA stimulated? at which you can't actually 22314. become more intelligent. AWe have in each of the neural Studies of people in their 70s MARILYN MORRISON is the Commu- nicator Associate Editor for Parent cells so many, many possi- and 80s show new brain Topics. ble connections and we only growth. use a very small percentage DR. BARBARA CLARK is Professor of of the potential of all those Special Education, California State connections. We could do far University at Los Angeles. more complex work; we could be involved in far more challenging kinds of things, To Be American creative kinds of things, syn- When I think of America I think of... thesis of a lot of different the ice cream man ringing his bell down my street, sorts of ideas. Children who waffles on the table and dew on the lawn, are allowed to pursue things to the level of their interest the Statue of Liberty, her torch high

and then take off on some- When I think of America I feel thing new will pick up so much more because all of proud those little pursuits and pas- independent sions eventually come to a warmth point where they tie together. People have this idea that When I think of America I think of they have to teach everybody me to come to closure all the Ryan Genovese, age 12 Grade 7, DeAnza Middle School, Ventura time, meet the deadlines, fit Linda Snig, teacher in. There's plenty of that go-

10 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 THE ILLITERATE GIFTED STUDENT: the experiences necessary for literacy development. OXYMORON OR REALITY? Inappropriate school programs and negative self-images and atti- BY KATHIE AIHARA tudes toward school can also contribute to reading failure. "When a student shows a negative atti- Reis and Renzulli (1991) define illiterate student looks and acts, a tude toward school and self, any giftedness as having three student who cannot read or write special abilities that he or she has characteristics: above aver- is easier to identify in traditional are likely to be overlooked," age ability (including high intelli- ability-based groups. Whitmore (Hallahan & Kauffman, 1994, p. gence), high task commitment (in- & Maker (1985) note that stereo- 467). cluding motivation), and creativi- typic expectations for people with Research is growing on the un- ty (the ability to formulate and disabilities frequently prevent derachieving gifted student. apply new ideas). The American others from noticing their abili- Whitmore (1986) suggests that Heritage Dictionary of the ties. The gifted student does not lack of motivation to excel is usu- English Language (1981) defines fit into the typical category of a ally the result of a mismatch be- illiterate as to be unable to read nonreader. tween the student's motivation, and write. characteristics, and opportunities So what would it mean to be THE MYTHICAL GIFTED provided in the classroom. an illiterate gifted student? There Another assumption is that could be several interpretations. gifted students excel in all areas. PROGRAM STRATEGIES Therefore, students identified Educational considerations for REDEFINING THE PARAMETERS in another category, for example, an effective gifted program in- Dr. Stephen Krashen (1993) musical talent, may simply be exclude: states that there are few total illit- pected to be good academic stu- accommodation for advanced erates, people who have been dents and the discrepancy may go cognitive skills; through the educational system unnoticed. The students may be instructional strategies consis- and are completely unable to read praised and encouraged for their tent with learning styles of gift- and write. Nearly everyone can talents while their weaknesses are ed students; read and write, but the illiterate overlooked. flexible grouping; cannot read and write well opportunities to excel in the enough to handle the complex de- THE CAMOUFLAGED GIFTED area(s) of giftedness as well as mands of modern society. This student slides through specific reading instruction; Because some students may be school, camouflaging an inability appropriate, differentiated illiterate and because giftedness is to read. The student survives by reading programs; traditionally based on academic paying careful attention in class nurturing social climate; achievement, these students may and relying on friends (Krashen, demonstration and modeling not be recognized as gifted. 1993). of reading by the teacher and However, Dr. Howard Gardner, This student may be an audio peers; and Professor of Education at learner and, therefore, able to dis- relevant and challenging cur- Harvard University, theorizes that cuss characters and plots in depth riculum reflective of the stu- all individuals are capable of at without actually reading the liter- dents, personal interests. least seven different methods of ature. Under these conditions, a processing information which he student who contributes to class In addition, the language expe- classifies as linguistic, logical- discussions and is able to respond rience approach tied to the stu- mathematical, intrapersonal, mu- to questions may pass as a reader. dent's area of giftedness is an ef- sical, spatial, bodily-kinesthetic, fective method. Not only is the and interpersonal intelligences. THE UNDERACHIEVING GIFTED student's own language involved, These intelligences have enabled The essential foundation for lit- but reading and writing for mean- us to identify students based on eracy is parent-child interaction: ing is learned. more than solely intellectual gift- talking, providing experiences, Shared reading using big books, edness. and reading aloud. Exposure to overhead projectors, and pocket print in the natural course of charts are helpful. THE MISIDENTIFIED GIFTED everyday life develops language Because educators may have and reading for meaning. Some POSSIBLE SOLUTIONS preconceived notions of how an gifted students may not have had Krashen (1993) claims that free

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 11 voluntary reading (FVR) is part of Publishers. the cure to illiteracy. Research Butler, B. & Clay, M. (1982). Reading NURTURING proves that people who read for begins at home. Portsmouth, NH: A NATION OF pleasure show improved reading Heinemann. comprehension, writing style, Davis, S. J. & Johns, J. L. (1991). NONREADERS spelling, vocabulary and gram- "Identifying and Challenging gifted mar. readers." Illinois Reading Council TEACHING READING FOR All students need to be aware Journal, 19 (I), 34a-34d. PLEASURE IN A SHOW-ME of, and know how to apply, learn- Dooley, C. (1993). "The challenge: SOCIETY ing strategies while reading. This Meeting the needs of gifted readers." learning requires self-confidence The Reading Teacher, 46 (7), BY ANGEL BARRETT and motivation to engage actively 546-551. in the construction of meaning. Feldhusen, J. F. & Wyman-Robinson, A. In past generations, children Gaskins (1992) proposes a mentor J. (1980). "Super Saturday: Design were motivated to read books program designed to develop in- and implementation of Purdue's spe- for relaxation, recreation, and dependent learners who not only cial program for gifted children." enjoyment. Nothing was more ex- are aware of cognitive and Gifted Child Quarterly, 24, 15-21. iting or suspenseful than follow- metacognitive strategies but also Gaskins, R. W. (1992). "When good in- ing along chapter by chapter, an- have the skill, struction is not enough: A mentor ticipating the outcome. confidence, program." The Reading Teacher, 45 My parents read. So I read. "While the term and motiva- (8). During the summer, my mother illiterate gifted is tion to apply Hallahan, D. P. & Kauffman, J. M. made construction paper trees them flexibly (1994) Exceptional Children. Boston: and put one for Daddy, one for rare, educators where appro- Allyn & Bacon. me, and one for herself on our priate. A men- Krashen, S. (1993). The Power of closet doors. Every time one of us need to recognize tor's role in Reading. Englewood, Colorado: finished a book, we made an ap- the possibility." this program Libraries Unlimited, Inc. ple to put on the tree. I don't reis that of an Reis, S. M. & Renzulli, J S. (1991). "The member what we got if we won, academic school-wide enrichment model: A but I remember reading. coach, advisor, advocate, and comprehensive development of cre- My parents finally bought a friend who, as Da loz (1986) sug- ative productivity." In N. Colangelo television set in 1968. I was only gests, provides support, challenge, & G. A. Davis (Eds.), Handbook of allowed to watch two hours a and vision for the students. This Gifted Education (pp. III-141),. day, one after school and one situation is ideal for the gifted Boston: Allyn & Bacon. with my parents in the evening. student, allowing an opportunity Schmidt, B. A. (Chair). (1993). What The TV programs were okay, but to move at the individual's appro- good teachers do to help literacy not as good as my books. priate pace and level. happen: From A to Z. Costa Mesa, Today, video games, television, While the term illiterate gifted CA: The California Reading and computers dominate chil- is rare, educators need to recog- Association, Inc. dren's lives. According to NEA nize the possibility. By knowing Teele, S. (19). Into, through, and beyond Today (November, 1995), the av- each student well enough to ap- the 1990's: combining the multiple erage child (ages 2-17) spends al- preciate and nurture individual intelligences with assessment. The most 22 hours a week sitting in abilities and talents, educators Renaissance Project. front of the television set. will also be able to identify and Weiss, P. & Gallagher, J. J. (1992). Although the home environ- foster areas that need to be devel- Report on education of gifted. ment is crucial in developing early oped. Chapel Hill, NC: University of literacy skills and reading habits, North Carolina, Frank Porter a teacher can be a catalyst to help KATHIE AIHARA teaches at Balboa Graham Child Development Center. students discover the joy of read- Gifted/High Ability Magnet and is a Mentor Teacher for the Los Angeles Whitmore, J. R. & Maker, C. J. (1985). ing for pleasure despite the stiff Unified School District. She is Past Intellectual giftedness in disabled competition of electronic media President of the San Fernando Valley persons. Rockfield, Maryland: and games. Reading Council. Aspen. BE A ROLE MODEL REFERENCES Young children are visual and Bialostok, S. (1992). Raising readers: auditory creatures. They love to Helping your child to literacy. hear a good story. Many times, Winnipeg, Canada: Penguin children will seize a book and

12 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 14 make up their own stories. The I did the same with movies. I YOUNG BOOKWORMS Good Dog Carl series is a favorite would show a scene from Little with very young children. Each Women and then place three or Gina Battaglia has always book has only one or two sen- four copies of the book on top of liked to read. As a baby, she tences; the rest of the book is the television set. was fascinated with the col- beautiful artwork detailing the misadventures of a rottweiller BRING THE STORY TO LIFE ors and shapes of books. named Carl and the baby he pro- Continuing to read aloud after The daughter of English tects. the students have begun reading teachers, Gina grew up sur- At Lomita Magnet in Los independently is perhaps the most rounded by books., Angeleseverybody including forgotten jewel of reading for "I like to read a lot, and my cafeteria, office, and custodial pleasure. A good reader or a good Dad and I make sure to set time aside each evening to staffstops when the bell tone storyteller can make the printed comes over the intercom and page come alive. read together for pleasure." reads for about 15 minutes a day. Judy Hall at Canterbury Gina prefers novels about young people who are Each Monday, a couple of stu- Magnet often has students dress faced with a variety of problems that they overcome with dents announce over the intercom up like characters or make pup- "intelligence, perseverance, and fairness to others. My fa-

what they are reading and high- pets. vorite book is Homecoming by Cynthia Voigt because she lights of the book. Judy chose to bring Beverly makes me feel like I'm right there, watching everything Sustained Silent Reading (SSR) Cleary's Ramona to life. Knowing is especially effective if the stu- her first-grade students would that happens to Dicey and her family." dents see the adults reading a identify with Ramona, the bratty "There are many advantages to reading books over book they enjoy. SSR is not the little sister of Beezus, Judy watching TV. One is that on a plane or car trip, you can't time to finish correcting math pa- planned a series of activities such take the TV with you, but you can take a book anywhere, pers or read the latest bulletin to as role-playing, creating puppets on a trip, to a restaurant, or to the beach, Secondly, a find out what time the fire drill and making a "family photo al- book makes you use your imagination. In books, I can vi- will occur. bum." Kathleen Jones at Haddon Ave- The students were given 3x5 sualize the characters and scenery any way I want." nue in Los Angeles has one of the inch squares of white paper that most extensive classroom libraries had been cut around the edges It's no mystery why eighth grader Araceli "Cheli" Cuevas I've ever seen. Every day for more with pinking shears. The students loves reading. Cheli can't wait to find out whodunnit. than 20 years, she has read to her drew snapshots of different char- "I like mystery books, especially Mystery of the students whether they are second acters and scenes from the story. Cupboard. I get excited try- When the snapshots were fin- grade or fourth grade. A particu- ing to figure out the ending. lar favorite are the Encyclopedia ished, the class put together a Brown books. Her voice builds photo album of memorable mo- I always guess who did it the drama and suspense as she ments from the book. At Open and can't wait to see if I am models expressionism, intonation, House, many parents made com- right or wrong. and punctuation for her students. ments like "My child now owns Formerly, a Limited English all the Beverly Cleary Books," or Proficient student, Cheli "We spend much more time in the DRAW SUSPENSE / didn't get interested in read- As a book report alternative, library now since you introduced ing until sixth grade. "I had students in my fifth-grade class- my son to the Beverly Cleary room created a commercial for books." to do a lot of reports, so I read a lot.I like reading books their favorite book. Students who may be self-con- better than TV or videos because I can use my own imag- Another technique I used was scious to perform or read in front ination. On television, other people create the story like to read the first few chapters of a of their own class may be willing they imagine it to be; when I read, I create the story the novel, stop at a pivotal point, and to do so in front of younger chil- way I imagine it to be." then make the book available for dren. Students who are em- check out. This method was espe- barassed because they are reading Someday, the world may be reading Chen's imagina- cially effective for books for below grade level can be heroes to tion; she's already decided that she wants to be a news- which I had duplicate copies such younger children. When I taught paper reporter. four-year-olds in the School as core literature books that the Gina Battaglia is a sixth grade students at Paul students did not read in past Readiness Language Development Revere Math/Science Magnet in Los Angeles. grades or that we were not using Program, my class partnered with Araceli Cuevas is an eighth grade students at that year, obsolete textbooks, and a fifth/sixth grade transition read- Stevenson Middle School in Los Angeles. multiple copies from Scholastic. ing class. My students loved the

13 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 15 one-on-one reading. Later, the teered to cut hundreds of fall of books read (ranged from 1 to teacher told me how proud her leaves at home to fill the board. (I 33). Parents received a thank-you students were that someone want- did not tell them what the tree certificate for their support. ed to listen to them. was for until after the leaves were In October, we harvested on the tree.) pumpkins. (Same concept except CHOICE AND PERSONAL Every time students finished a that the students took pumpkins INTEREST book, they took a leaf off the from the basket and stapled them Bob Demming at Canterbury tree. On the leaf, they wrote the onto the board.) In November, Magnet used racecar magazines as book title and author, their name students made individual turkeys part of his fourth grade curricu- and their table number. Leaves and added feathers as they read. lum last year. Using a program were saved in a bushel basket sit- With a little assistance, this called FUNCAR (Fundamental ting under the tree. generation can also appreciate the Understanding Naturally Creates When all the leaves were gone three Rs: reading, relaxation, and Academic Results), students built (about six weeks), we had an ice- recreation. racecars then conducted experi- cream party. Each table placed ments to calculate and analyze their leaves end-to-end on a large ANGEL BARRETT' is an advisor for the magnet schools of choice In the piece of butcher paper which we Office of Student Integration hung outside our classroom to Services, Los Angeles Unified School show the entire school how many District. She is the Curriculum E Associate Editor for the Communica- books we'd read. tor. Each student received a certificate acknowledging the number

Bob Demming's fourth-grade students prepare to race If I Were a Strip of Yarn their cars. T o culminate their unit, they were special guests of the Los Angeles Auto Show. If I were a strip of yarn gear ratio, speed, and friction. I would dream of being woven Students experienced some diffi- Warm, silky, soft. culty in assembling the cars, so they evaluated the directions and Smooth cotton sweater rewrote the parts that had been Cleaned every day too difficult or confusing. Dried in the sun Sustained Silent Reading is a With the warmth of a campfire. natural time for both students and teacher to choose a book and Sometimes I'll be in schools, read for relaxation and pleasure. On children's warm, small, bony backs, Part of Kathleen's homework is Off the great cliffs, for students to read aloud to par- I soar to the ground. ents; she provides a sheet where parents write what the child read, In the heavy winds, number of pages and sign it. I ex- Like an eagle to its prey. tended this practice to include SSR at home. Using Kathleen's If only I were a strip of yarn. paper, parents could verify that the child had read silently for at John Hlebica least 20 minutes a day. Torrey Pines Elementary School San Diego

ACKNOWLEDGE THEIR SUCCESS Modifying my mother's apple trees, I constructed a large tree on a bulletin board. Students volun-

14 CALIFORNIAASSOCIATION FOR THE GIFTED, WINTER 1996 gifted students and their teachers Teac g Literacy create successful learning environ- ments. to GifteStudents As a teacher of AP English Literature and Composition, my A high school instructor speaks out on meeting the focus is on preparing students for their AP exams. A significant por- needs of these diverse learners tion of that preparation concen- trates on concise essay writing. In BY BILL RAABE my instruction, I follow the model of an ant, breaking the task down The conventional wisdom in only teachers) faces in life, the into manageable, smaller parts. education is that anybody fear of failure. Ants, given enough time, could can teach gifted students, but The second is to teach to the move an entire beach, one grain that it takes real teachers to teach highest level. It is a practice that I of sand at a time. That is my ap- typical students in the distracting started in the comprehensive high proach to writing. I focus on sev- environment of a comprehensive school and have continued in my eral elements, the first being word high school. After nine years in a current placement. Too often choice. I teach my students that comprehensive high school, and teachers expect every student to the single most important aspect currently in my 14th year in an get every idea. That is not realis- that turns a competent writer into academic magnet school teaching tic, in the classroom or in life. I a good (and potentially great) Advanced Placement (AP) and take the approach that every stu- writer is word choice. Precision in honors courses, I do not entirely dent will get something, according language becomes an dismiss that old notion. to the student's commitment and article of faith; do not Teaching in an academically academic level. In a gifted class, settle for a word that "Precision in oriented environment is less more students will get more of just does the job; but, stressful than teaching in an atti- what I am teaching, but not every rather, choose a pre- language tudinally diverse school setting. student will get everything. My cise word that says ex- Talking about justice in Les responsibility is to put out as actly what the writer becomes an Miserables is more fulfilling to me much as I can so that those who wants to say. When than explaining the definition of a can maximize the most challeng- students discover the article of main character. Meeting with stu- ing opportunity will. power of the right dents at lunch or after school to The third is that students learn word, it reinforces all faith;..." review their college application more from me than from each their hard work on essays is more enjoyable than pa- other, and learn more from me memorizing those SAT trolling restrooms during my free one-on-one than in a group. vocabulary lists. Only then do time. The academic atmosphere at Cooperative learning and study they see the connection between our school is such a strong influ- groups are effective tactics for vocabulary and writing. ence that it does make my job some instruction, but there is no The drawback to such a minute easier. At the same time, it gives substitute for an individual con- focus on writing instruction is the us who truly want to teach the ference with the teacher. However, time factor. I try to meet with chance to do so and can give even this seems to go against two every student individually at least an ordinary teacher the opportu- "principles" of teaching: students once or twice each quarter, and nity to do extraordinary things. need to be busy every minute; more often if needed. This re- Teaching at Whitney has given and, teachers need to be doing quires setting priorities and recog- me that chance and the ability to something with the class every nizing that some students need confirm the three simple beliefs minute. Both assumptions were my time more than others. It also that govern all my teaching. The discredited long ago, with individ- requires a willingness to meet first is that there is nothing I can ualized instruction, workstations, during lunch or after school. I do that will damage my students. and other ideas that effectively have even had students fax essays If I try a different approach or a break the class down into smaller to me at home on a weekend so I novel or creative idea, and it ex- units. Simply stated, the smaller could fax suggestions back. plodes in my face, the students the unit with which the teacher (When I was a young teacher, I are intelligent enough to get can work, the more effective the couldn't understand teachers who something from the experience. instruction. Administrators who stayed in their classrooms late af- This eliminates the singlemost de- understand this concept when ter school; I understand now!) To bilitating aspect that anyone (not working with a population of do the job for gifted students re-

15 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 quires more than just the 55 minutes of class time, particularly for BOOK REVIEW BY RON FONTAINE seniors with their college application essays. But the investment pays great dividends, for it is team teaching in planning/de- through these essays that I learn livery/assessment. the most about my students. The authors give considerable Several years ago I had a female attention to research which sup- student who seemed to have diffi- ports the major idea of nongrad- culty concentrating in class, and I edness. The heart of their thesis was concerned about her ability lies in an interesting chapter on to succeed. When she came to me "structured mechanisms" which with her college essay, I began to explores various logistical dimen- understand. Her essay focused on sions of team teaching and multi- her difficult road to recovery fol- age grouping. There is careful ex- lowing serious head injuries re- amination of instructional tech- sulting from having been thrown nique in order to consider the use out of an airplane during a hijack NongradednessHelping It of cooperative learning and the attempt in India. From that mo- to Happen need to provide for at-risk stu- ment I knew her struggle and her Robert H. Anderson and dents. A final chapter provides commitment, and knew how hard Barbara Nelson Pavan Technomic Publishing Co. preparation activities for school she was working to stay current 1993, 253 pp or systems headed toward non- with the class. This knowledge re- gradedness. inforced my dedication to working with her individually; she was Is the one-room school house com- This book was provided for review a student who needed that extra ing back? by the professional book club com- attention. mittee of the California State On the other hand, one of the Te authors of Nongradedness Department of Education. realities of teaching gifted stu- Helping It to Happen are RON FONTAINE is a former president dents is that some of them do not such strong proponents of of CAG and currently chairs the CAG need us to teach them much of the concept of nongradedness that Political Action Committee. anything. Last year I had a senior they openly urge the elimination whose writing was as good as any of "the self destructive habitthe I had ever seen. After I read two graded school." of his essays, it was clear to me The authors define nongraded- Peace that there was virtually nothing I ness as accepting and respecting We think of a lot when this word could teach him. I conferred with individual difference in the pupil comes to mind. him and said exactly that. I told population, allowing students to We think about the people who are him that if he wanted to confer develop and be assessed holistical- unkind. with me, he should tell me, but ly in an open setting, progressing We think about graffiti on I-5's wall. that I would not call him for a at their own pace. We think about wars that have conference unless there was some Other concepts supported by terrified all. unforseen problem in his writing. Anderson and Pavan are the ideas But, that is not peace... When he wrote his college essay, of: he sought my opinion. As I ex- student cooperation replacing Peace is watching a movie with pected, the essay was outstanding competition; your family on a Saturday night. and again I could offer no sugges- teacher inservice promoting Peace is having a picnic and then tions for improvement. Humility broad expertise which will per- flying a kite. is a good tonic for teachers of mit more site- and even class- Peace is days like this when gifted students. room-based management; schools talk about caring. broader thematic interdiscipli- Peach is hope, joy and love that BILL RAABE is an Advanced Place- nary approaches to subject you are sharing. ment and honors English teacher at Whitney High School, a gifted/high matters at all levels; ability magnet center, in Cerritos, student involvement in curricu- Jimmy Dawdy, age 10 California. He is also state president lum development; Grade 5, Allen School of the California Scholarship Sharon Clunk, teacher Federation, a high school honor and continuous and alternative service society. methods of assessment;

16 .18CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 SPECIAL PROJECTS BY LISA HEIMLICH

If the goal of schooling of the relationships they de- is to make children READ ALOUD TO velop with teachers, par- more literate, gener- ents, and with the books al wisdom would sug- themselves. Saban gest that students A GIFTED CHILD? (1994) reported on the should do more read- findings that reading ing. After all, practice The research suggests that all children, aloud makes children fa- makes perfect, right? regardless of ability level, benefit miliar with books and their language. This encour- Not exactly. A review of from good modeling the research proposes ages them to ask questions that the road to literacy about words or the plot dur- and fluency in a language must ing the reading, thus putting the include much more than just in- pace of the reading into the hands dependent reading. A variety of of the child. Warren, Prater, and traits that comprise good read- Griswold (1990) studied the ing and language expression-in- parental role in reading aloud and cluding habits, comprehension, discovered that the quality of lit- and enjoyment-are best acquired seen and heard reading for plea- erature, parental style of reading, when a child is read aloud to by sure and in a meaningful way, the verbal interaction during and af- good readers. greater the chances of the listener ter the story, and opportunities This same logic can be applied modeling that behavior. for follow-up activities affect the to any skill. Can you pick up a Any classroom teacher who values derived from read-aloud football and throw a perfect spi- reads aloud to his/her children (of sessions. When reading aloud is ral without first having seen any age) can see the immediate accompanied by oral language someone else model it for you? and long-range benefits of this en- and discussion, children appear to Could you have learned to tie thusiastic exposure to books and benefit from the experience. your shoe if no one had ever literature. The first step in intro- Many researchers have studied shown you how? The answer to ducing anyone to a new skill is the impact of reading aloud on both of these questions is proba- motivation, and so it makes sense reading and listening comprehen- bly not, and since caretakers and that one of the most researched sion and understanding of literary teachers have taught their chil- topics on reading behavior is mo- devices and vocabulary. The dren and students these and tivation and inclination. A high Commission on Reading stated countless other skills for genera- school English teacher, Ecroyd that the single most important actions, why then should reading (1991) wrote that her readings tivity for building the knowledge be any different? Reading aloud aloud of good literature prompted required for eventual success in to others should never stop, espe- her students to read more on their reading is reading aloud to chil- cially when we become "fluent" own, to finish or reread those dren. (Anderson, et al., 1985) readers. Just as there is no "per- books read aloud in class, and to Surveying the read-aloud practices fect" football player or mathe- read other works by those au- of elementary teachers, Lickteig matician, there are no "perfect" thors. Her findings also show that (1993) found that read-aloud ses- readereveryone has room to reading aloud should not just be sions that provide a purpose and improve. limited to emergent readers or re- involve the students with follow- This includes gifted students, medial students. She noted that up activities enhance the literacy previously thought to be exempt reading aloud should include gift- process. She also cited the main from needing "extra help" in ed or high-achieving students as reasons why these teachers includ- reading. On the subject of model- well, who benefit from reading re- ed read aloud in their daily pro- ing good reading, Trelease (1989) sponse journals and extra reflec- gram: to cultivate a love of read- wrote that since modeled behav- tion on literature. ing and learning, to encourage ior is so crucial to learning, the Additionally, students are moti- thinking about important issues more often a teacher or parent is vated by read aloud time because that might otherwise not be in-

17 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 19 cluded in the curriculum, and for REFERENCES Saban, A. (1994). A bridge to books: enjoyment and relaxation. Anderson, R., Hiebert, E., Scott, J., Reading aloud to children in primary However, most researchers have & Wilkinson, I. (1985). education. Reading Improvement, found more immediate benefits of Becoming a Nation of Readers: 31, 23-27. read aloud than these long-range The Report of the Commission Trelease, J. (1989). Jim Trelease speaks advantages. on Reading. Champaign, IL: on reading aloud to children. A renowned authority on the Center for the Study of Reading. Reading Teacher, 43, 200-206. use of children's literature in the Ecroyd, C. (1991). Motivating students Warren, J., Prater, N., & Griswold, D. classroom, Huck (1992) identified through read aloud. English journal, (1990). Parental practices of reading the values of reading aloud, as 80, 76-78. aloud to preschool children. Reading well as its impact on writing and Huck, C. (1992). Literacy and literature. Improvement, 26, 41-45. the literacy process. The reasons Language Arts, 69, 520-526. she gives for reading aloud are Lickteig, M. (1993). Elementary teach- that children will then associate ers' read-aloud practices. Reading reading with pleasure and love, Improvement, 30, 202-208. will develop larger vocabularies, and will create a schema for how stories work. Children pick up literary devices such as plot, climax, personification, point of view, and symbolism when literature is brought to life by enthusiastic and dramatic readings. Students also have more in-depth responses to The American Dream literature as motivational activities, and concurrent discussions People say if you work hard enough, during the read-aloud sessions en- you can achieve the American Dream. courage higher-order thinking. But what is the American dream? Huck also advocates a "comprehensive literature program" in the Is it a house with a white picket fence, schools, one that includes teachers or a cabin with a stream? reading aloud to children in all Who is left to decide, areas of the curriculum and chil- What our dream should be? dren's responses to books through discussion, drama, art, and writ- Is it the President ing. or the People, The primary goal of a literacy or maybe the Pope? program should not only include There are so many people. producing children who not only know how to read, but who also Should we all have the same dream? become readers. Gifted children Should I hope for the dream of my neighbor, can benefit from these extraordi- or the dream of my teacher? nary experiences just as much as If everyone had a white picket fence, an emergent reader. Creative minds need creative stimuli, and a wouldn't life be dull? story brought to life by the caring That's what's so great about this land, touch of read aloud could be the The land we call America. impetus for a gifted child to con- Everyone has a chance, tinue to explore new areas of study. And who would not want To have their own dreams. that? Jacquie Bugaj, age 13 Grade 8, DeAnza Middle School, Ventura LISA HEIMLICH is a fourth grade Linda Brug, teacher teacher at Euclid Avenue Gifted/High Ability Bilingual Magnet School in Los Angeles. She Is also the Commu- nicator Associate Editor for Special Projects.

18 20 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 YOUNG PEOPLE'S PULLOUT BY LINDA BRUG

AWESOME AUTHORS!

Have you ever wondered how authors Byars, Betsy. The Mom and I. get their ideas? How many of their Cleary, Beverly. A Girl From Yamhill. books contain stories Collins, David. Tales for Hard Times that are really about them- A Story about Charles Dickens. selves? Here is a list of books Dahl, Roald. Boy. about various authors' lives, Fritz, Jean. HomesickMy Own some modern and some from Story. the past. Hurwitz, Johanna. Astrid Lindgren- After reading about one of Storyteller to the World. your favorite author's life, Krull, Kathleen. Lives of Writers. What look at your own life for your the Neighbors own story. Thought.

ELEMENTARY (grades 2-5) Little, Jean. Stars Come Out Within. Asher, Sandy. Where Do You Get Your Ideas? MacBride, Roger. West From Home (letters-1915). Brighton, Catherine. The Brontes. Markham, Lois. Lois Lowry. Bulla, Clyde Robert. A Grain of Wheat-A Writer Begins. Naylor, Phyllis. How I Came to be a Writer. Burleigh, Robert. A Man Named Thoreau. Paulsen, Gary. Woodsong. Christelow, Eileen. What Do Authors Do? Peck, Richard. Anonymously Yours. Collins, David. To the Point (E.B. White). Sutcliff, Rosemary. Blue Remembered (autobiography). Gherman, Beverly. Some Writer (E.B. White). Yep, Lawrence. The Lost Garden (autobiography). Giff, Patricia. Laura Ingalls Wilder-Growing Up in the Little House. Greene, Carol. Emily Dickenson, American Poet. Greene, Carol. Lewis Carroll: Author of Alice in Wonderland. Which of the following countries do you Greene, Carol. Robert Lewis Stevenson. think has the highest literacy (can read Greene, Carol. Frances Hodgson Burnett (author of and write)? the Secret Garden) a. United States Peet, Bill. An Autobiography. A b. Kenya, Africa N Stanley, Diane. Bard of Avon (Shakespeare). c. Japan 2 Weidt, Mary Ann. Oh, the Places He Went (Dr. Seuss). d. Australia

UPPER GRADES (grades 5- ) Anderson, William. Laura Ingalls Wilder. £66l Moog PeJ PPM VIO :Banos %69 eAue>1 Bauer, Marion. A Writer's StoryFrom Life to Fiction. pue '%96 selels Pel!1-111 '%66 ueder Buchan, Elizabeth. Beatrix Potterthe Story of the uoill !elm %OOl. lillm (p) :JeMsue Creator of Peter Rabbit.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 21 19 SNOFLAKES * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * * * * *

cutting patterns from paper is a traditional 4.Fold one side in and crease firmly. Do the folk art enjoyed for generations. Some of us same for the other side. are able to study snowflakes firsthand as Hint: Before making the folds, some people find it they fall from the sky in the winter. Others of us easier to roll the 2 sides inlike making an ice cream coneto get a more exact idea of where to can only imagine what these tiny pieces of ice crys- make the final folds. tals really look like. The patterns on page 23 are based on photographs of real snowflakes examined under a microscope. You might start with the patterns, but then try to create your own. After you've cut your snowflake you can tie it to a package as a tag, use it as greeting card, string a number of them together for 5. Foldyour paper once morein half. a decoration, or frame it and give it as a gift for a special friend.

MATERIALS Snowflakes can be made from any material that you can cut and fold. You might use gift wrap, cellophane, news- print, tissue paper, origami,or plain white paper. (The thin- ner the paper, the easier it is to cut.) You'll also need a 6.Cut apart the wedge shapes on pencil and a pair of sharp scissors. page 23, then cut away the dark areas of each design, keeping the white snowflake as your pattern. If you want to use the patterns more than once, 1. Start with a piece of pa- glue them onto heavier paper or card- per about 9 inches square. board before you cut them out. Fold your paper diagonally to make a triangle and crease the fold firmly. 7. Put the patternover your folded shape and trace the design with a 2. Find the center of the pencil. You might need to move the folded edge by placing the pattern up or down so the pattern two end corners together edges reach all the way across to and pinching a crease to the edges of your folded shape. mark the center.

8. Asyou unfold your 3. Now you're going to fold snowflake, bend it backward the triangle into thirds. The to remove the creases. dotted lines show approximately where to make your 2 folds. 22

20 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 * * * * * * * * * * * * * * * * * * * ** * * * * * * * * * * * * * Did you know...? Snowflakes occur in an infinite variety of shapes, and no one has ever found two the same. All natural snowflakes are hexagons (six-sided) and are flat transparent ice crystals; rarer forms like needles and columns are sometimes found. Snowflakes come in a variety of sizes. You can find 100 crystals in a one-inch diam- eter. W.A. Bentley was an American farmer who spent every possible moment out in the old, photographing snowflakes through a microscope. Over the course of 40 years he made thousands of photographs of snowflakes.

Going Further On... Investigate the formation of snowflakes; gather evidence to support the reasons why each snowflake is different from all others. Look at several photographs of snowflakes (as seen under a microscope) and note similarities among them. Create a diagram illustrating the sequence of events from theforma- tion of a snowflake until it falls to earth. Tell how a snowflake is like a necklace smile computer piece of music camp fire paper airplane

21 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 23 A High School Student's Perspective can organize AP preparation study groups, inviting teachers to facilitate their groups. PUBLIC OPINION BY SARAH MAST Other useful activities are SAT preparation courses, school academic teams and As I scour the store might compete with those clubs that can invite former shelves for number from the private school high school students, busi- two pencils and a world. ness leaders and local profes- notebook that will soon be One may think that public sionals to mentor members filled with history notes, I schools have nothing to offer of the student organization. notice that I am not the only students like me; that they One of the many positive student preparing to return are not demanding enough aspects of attending one of to school. Another girl down for college-bound students. the public schools in my the aisle is arguing with her Even though teachers and ad-town is that, even though I mother about the style of am challenged, I have ample backpack she needs. The boy time to be involved in several next to me is scanning the school and community-based back of a package containing activities. I will be able to an expensive scientific calcu- play on the tennis team, be lator. He appears to be about an officer in two clubs and 13 and I wonder why he be an editor for my school's needs such an expensive toy newspaper. During the time for his algebra class. that I am not on the tennis But, stylish backpacks and court or pasting up my news- impressive calculators are the paper page, I can be found least of my worries at this volunteering at the hospital time of year. I am preparing or serving on various com- for a year of challenging munity boards in Visalia. classes and a busy schedule By this time, the boy has to enhance my college appli- abandoned the scientific cal- cations as I look down the culator and the girl and her road to my goal: a top four- ministrators must deal with mother have settled on one year university. During these those students that are at risk of the backpacks, and I am past two years of high of dropping out of school or left alone in the aisle..My school, my mind has not are planning to go to work thoughts are on the future been preoccupied with the right after high school, op- not just next week or next latest trends, but with mak- portunities are provided for year and not just for myself, ing the most of my publi motivated students as well. but for other gifted students school education so that I The gifted students must take wanting to make the most of responsibility for themselves their education. It doesn't and seize the opportunities matter to me if I have the CALLING ALL STUDENTS! available to broaden their fanciest calculator or the Send us original stories, poetry, opinions, horizons. Students can pur- most stylish backpack on comic strips, art work, puzzles or ideas of sue educational activities what you would like to see in this section. campus, but it matters to me Be sure to tell us your name, age, grade, through debates or discus- how hard I work to make the your school, and the name of your teacher. sions on critical issues, can most of my public school ed- MAIL seek out academic contests ucation. Mail your work to Linda Brug, 3721 offered through county and Sheldon Dr., Ventura, CA 93003. SARAH MAST is a student making state education offices, or the most of her education at Red- wood High in Visalia, CA

22 24 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 Many of the same achievement, including, instructional when necessary, academic practices used instruction through the pri- with gifted students are mary language." the recommended teach- Based on research that ing strategies for stu- JI__71[ FiFfg1shows that language mi- dents struggling to ac- nority students are more quire English language ACHIEVING POST-MAINSTREAMING PROFICIENCYsuccessful when the prima- literacy. ry language is the initial These recommenda- BY ROBBIE INEDEEN language of literacy, many tions are hardly surpris- students are taught in ing since gifted and talented edu- The California Reading Task bilingual programs where both cation has long been at the fore- Force Report has recommended the native language and English front of pedagogical leadership. that reading be made the highest are used for instruction. For ex- Hands-on activities, meaning-cen- priority in California schools. To ample, the Los Angeles Unified tered instruction, building on big ensure literacy for all students, School District offers bilingual ideas, studying subjects in depth, the Task Force states that "Every programs in Spanish, Armenian, and the thinking curriculum are school and district must organize and Korean. One advantage of terms and ideas teachers of gifted and implement a comprehensive teaching students to read in their and talented students pioneered and balanced reading program native language is that they have long before they became fashion- that is research-based and com- earlier access to works of litera- able. bines skills development with lit- ture which are more culturally Just as gifted students thrive in erature and language-rich activi- relevant, meaningful, and sensi- an enriched learning environment, ties." The outcome will be for all tive in meeting the needs of the gifted English-language learners, students to read at grade level by child. whose capabilities are often over- the end of third grade. In addition to developing the looked by English-only teachers, Some of the methods for ac- students' academic skills while have opportunities to excel when complishing this feat include: they are acquiring English, litera- classroom practices encourage the primary language instruction cy in the students' primary lan- use of multiple intelligences. in reading when necessary; guages makes the transition to With It's Elementary! in 1992, daily writing assignments; English smoother and easier. California led the reform move- classroom libraries of at least A critical component to stu- ment in education by adopting a 1500 books; dents' success is a well-developed thinking curriculum, in which stu- technology to support read- ESL program which provides dents have a meaning-based, ing; them with the necessary English hands-on program and learn aca- increased instructional time, skills to progress. demic subjects in greater depth. staff development in reading In the primary grades, teachers High achievement is expected by methodology; concentrate on developing oral all students, including those team teaching; and language skills first. At about whose native language is not the development of grade-lev- third grade level, or when they English. How can the second-lan- el standards. have developed intermediate flu- guage learner develop equal ac- ency in English, children are cess to this rigorous curriculum? The California Department of ready to start to develop English The dual keys to high achieve- Education, in response to various literacy skills. Many skills in read- ment for non-native speakers are federal court rulings, has mandat- ing easily transfer from one lan- the delivery of the same challenged the implementation of its State guage to another. By the time chil- ing, meaning-centered, high-level Program for Students of Limited dren are ready to transition, they thinking curriculum in the stu- English Proficiency (LEP) which have developed general strategies, dent's native language, when pos- states its goal is "to develop flu- habits, attitudes, knowledge of sible, while at the same time, de- ency in English in each student as text structure, rhetorical devices, veloping English literacy through effectively and efficiently as possi- sensorimotor skills, visual-percep- English as a Second Language ble; promote students' positive tual training, cognitive functions, (ESL) to the point where the stu- self-concepts; promote cross-cul- and many reading readiness skills dent can transition to an all tural understanding, and provide which, of course, don't have to be English curriculum. equal opportunity for academic retaught.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 23 25 Many specific skills, too, trans- global strategies, to use not only occur across the curriculum. fer especially from Spanish to with LEP students, but with all Students improve their vocabulary English. The middle grades students to foster English lan- by illustrating all the new English teacher, then must fill in the gaps guage development. words that occur within the con- left by the nontransferable skills. Smart says her students' success text of the theme and apply the Several publishers have realized was due to the use of an integrat- writing process. In addition, she the need for a reading program ed curriculum, which established introduces the English phonics that targets these nontransferable a natural way for the students to skills that were not taught in items and thus provides a bridge make connections and build un- Spanish reading. between Spanish reading and derstanding. Reading was studied When children learn to read in English reading. Teachers also in the context of the larger cur- Spanish, individual sounds are have had success using meaning- riculum with comprehension the not taught in isolation because ful works of literature tied to the- main goal. To help with key con- the language itself is phonetic, matic units of study in content ar- cepts, Smart incorporated as and words are easily read by eas. many types of visual aids and breaking down the syllables. Where there are not enough graphic organizers as possible into Because English has many irregu- students of a language group to her lessons. Pictures, realia, larities and phonetic variations, warrant a bilingual program, stu- hands-on activities, word walls, vowel sounds and some conso- dents are enrolled in a program of charts, graphs, flow charts, story nants such as j, h, and g must be English Language Development maps, and timelines were a regu- relearned. where they receive daily ESL lar part of every subject. Topics Allowing the transferable skills lessons and where content is de- were covered in depth using the- to be maintained, introducing the livered using sheltered English. matic instruction. Reading was nontransferable skills in a more Reading methods for second- not an isolated subject relegated structured way, and using the lan- language learners vary. Usually an to mechanical or repetitive decod- guage skills learned throughout eclectic approach is taken coming operations, but was applied to the overall curriculum facilitates a bining code methods, such as meaningful, student-centered ex- smooth transition to English liter- phonics, with meaning methods, periences. For example, children acy. such as language experience. worked in groups to label their How do students who entered Eclecticism involves taking the work. In this way, if a student did U.S. schools in middle school or best of all methods and customiz- not know how to write the word, in high school acquire English lit- ing the program to meet the var- his or her partner could help. eracy? No matter what the age, ied needs of all children in each Because the meaning was rele- the process of acquiring English is class. Regardless of the method vant, the students internalized it almost the same. Students pro- used, the goal is meaningful com- and were, therefore, able to read gress from basic listening and prehension, an essential element their work. For these students, speaking to reading and writing, in the thinking curriculum. reading became a tool for discov- and finally to advanced skills in Barbara Smart, mentor teacher ery. academic language. and author ofPictionary I, II, Within a few months, Smart's Rosemarie Mercado, Bilingual and IIIvocabulary building students were beginning to read. Adviser for Secondary Schools, books, says that her best teaching Continually, she promoted under- Los Angeles Unified School occurred at a time when she was standing by restating ideas, using District (LAUSD), oversees ESL teaching a large group of newly essential vocabulary, and making and sheltered instruction for LEP arrived, Armenian-speaking first connections to prior knowledge. students in middle and high and second graders. Smart, who Every lesson was started with an schools. Reading, which used to speaks no Armenian, had to come activity, usually brainstorming; be taught separately from ESL, is up with a plan to teach the chil- and all the children's responses now incorporated. Students usual- dren English and to provide them were recorded, making each stu- ly learn the printed forms with with appropriate, grade-level cur- dent feel valued and successful. the spoken forms of English riculum. Smart incorporated lots of writing words. By testing the theories of educa- into all aspects of the curriculum, Mercado, who taught ESL at tion outlined in the California including math. In this classroom, Bell High School, employed sever- State Frameworks, Smart found all activities led to literacy. al strategies to ensure that her that the methods outlined work Rosa Baum's third-grade stu- students received "comprehensible exceptionally well with LEP students easily transition to English input." Among the techniques dents. Smart applied her knowl- reading. Baum also teaches the- that she incorporated were: edge of methodology to create matically; so reading and writing an emphasis on more formal

24 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 26 language structure; On October 16,1995, students LANGUAGE. LITERACY an avoidance of slang; who had entered school with little the use of cognitives whenev- or no English language skills, and er possible (For example, in- who had reached a level of In Los Angeles, 46% of the 636,416 stu- stead of saying, "Plug in the English literacy equal to that of projector," she would say native speakers, were featured dents are limited in English proficiency, spokespersons at a special recog- "Connect the projector." two-thirds of which are in the elementary Students could relate the nition ceremony during a LAUSD Spanish "Conectar" to the Board of Education meeting. As grades. Since 1981, this number has risen two fifth graders explained, first verb, whereas "plug in" was steadily until it has more than doubled. unfamiliar.); in fluent English, then in fluent the use of the overhead pro- Spanish, how they came from Many more children are initially identi- their homeland knowing no jector as a visual aid; fied as being proficient in English, but the use of manuscript instead English, and through the efforts of cursive in order to be more of dedicated bilingual and ESL also speak another language at home teachers, were able to achieve consistent with printed text with their families. Still others have and to be more legible for English competency, they exempli- beginning English learners; fied more about the success of learned enough English to be placed in bilingual programs in two min- and regular academic classes along with na- the utilization of pictures and utes than experts can explain in visual aids to shelter instruc- two hours. tive speakers. These students may con- The speakers represented some tion and introduce vocabu- tinue to cope with deficiencies in English lary. of the 24,000 Los Angeles students who completed ESL and academic vocabulary and comprehen- When secondary students have bilingual programs and were eval- sion. learned basic skills in English, uated as proficient in English dur- they are integrated into the regu- ing the 1994-95 school year. Native Spanish speakers constitute As teachers adopt the strategies lar curriculum where they receive the majority of these second-language subject matter in Specially detailed in California's State Designed Academic Instruction in Frameworks and other reform learners, but there are also thousands of documents, complete the training English (SDAIE) from teachers children throughout California who speak trained in second language acqui- necessary to work effectively with sition. SDAIE instruction incorpo- second-language learners, and im- a myriad of other languages, from Pashto rates the same techniques as were plement the programs mandated (Afghan) to Visayan (a Philippine dialect), described in elementary grades: by the .state, greater numbers of vocabulary building; students will successfully walk many of which utilize a non-Roman al- through the doors of English liter- use of visuals, realia; phabet, making the transition to the hands-on activities; acy. writing, illustration; Truly, the successes of the nu- English writing system that much more merous gifted and talented stu- graphic organizers; difficult. meaning-centered instruction; dents throughout the State of building on prior knowledge, California demonstrate that the Some students come to schools with basic principles delineated in It's and accessing higher level a great deal of background knowledge thinking skills. Elementary! are nonlanguage dependent. and literacy skills in their own language. When the students' academic Others, for example, many speakers of (as opposed to conversational) ROBBIE WEDEEN is an Elementary Bilingual Adviser for the Los Angeles English skills in speaking, reading, Unified School District. She has been Hmong (from Southeast Asia), come to and writing have progressed to a coordinator of both bilingual and school with little or no formal education. the same level of fluency as native gifted and talented programs. speakers, the students are main- The achievement of English literacy is streamed into regular classes. through a systematic program of regular, For students to be successful, it is imperative that the thinking progressive, high-caliber instruction. curriculum be open to all students, no matter what the language.

25 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 27 BYJUDY LIES & TONY ANDERSON

AN INTERNET PRIMER

WHAT IS THE INTER- infrastructure of the Internet has search engines in which keywords NET? It seems that one been supported by public funds. can be typed and a list of sites cannot open a newspa- Currently it is supported by pri- with the requested information per or magazine today without vate sector partners such as MCI. appears on the computer screen. seeing some reference to the Then you use your computer to Internet. What exactly is this WHAT CAN YOU DO access the information you need. "Internet " ?. The Internet is a net- ON THE INTERNET? work of connected computers all There are vast resources on the File Exchange over the world. These computers Internet. Williams (1995) lists a The Internet supports the send- are tied together with high speed sample of activities for teachers ing and retrieval of files which telephone lines. To connect to the and students which include the contain documents, images, and Internet, your personal computer following. sounds. The latest versions of free becomes one of the millions of software can be downloaded to computers "online" which allows Global Electronic Mail your computer. the sharing of the many Internet People can connect with others resources. The computer net- all over the world without regard Discussion Groups works on the Internet link togeth- to time zones. Teachers can con- Internet users discuss many top- er using a common protocol nect with others to share projects ics. There are listservs and news- called TCP/IP (Transmission and ideas. Students can interact groups which forward messages Control Protocol/Internet Proto- with students in another state or to everyone who has subscribed col) which means that it does not country on collaborative projects. to the group. On a California ad- matter what type of computer is Students can also discuss key is- ministrator's listserv, someone used to link into the Internet as sues with scholars or experts in posted a message asking for help long the computer can under- the field. with a software program and had stand TCP/IP, which most can. several answers within 24 hours. Research HOW DID THE INTERNET The Internet can be used to lo- Live Conferencing GET STARTED? cate pictures, sounds, digitized "Live" chats are possible on the The Internet began as a net- movies, and documents from all Internet where people can debate work called ARPAnet in the early over the world. The latest weath- issues. Using a program called 1970s. The ARPAnet was a pro- er maps are on the Internet as CU-SeeMe and with the attach- ject of the United States Defense well as the resources of the ment of a small $100 camera to Department to construct a net- Smithsonian. University and pub- your computer, live video confer- work that would survive partial lic libraries can be searched via encing can take place. Students outages and still function. In the the Internet. Sites such as NASA can demonstrate their project to 1980s, the National Science and JPL have the latest pho- others or see another classroom's Foundation (NSF) built its own tographs from space expeditions. science experiment. network based on ARPAnet to Johns Hopkins Center for share the resources of five region- Talented Youth has an Internet HOW DO I ACCESS THE INTERNET? al supercomputer centers. The site where parents can access in- Organizational or commercial NSF later created regional net- formation on programs available. services such as America Online, works so that sites could connect Computer and software vendors CompuServe, Prodigy, and to neighbors via a daisy-chain often provide technical informa- Microsoft Network provide type of network. Researchers dis- tion and online assistance for use Internet access as part of their covered that the network was a of their products. There is so overall services. There are also useful tool in sharing resources much information on the Internet Internet service providers which other than the supercomputer that it is easy to become over- provide fee-based access to the centers. Until recently, the basic whelmed. However, there are Internet such as Netcom, PSI, and

26 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 28 many smaller community based services. INTERNET GLOSSARY To access these services, an up-to-date computer equipped with a high speed modem (at least a 14.4 Addressing. A system for identifying the sending device and desti- kbs, but 28.8 kbs is preferable), color graphics ca- nation device for information traveling on a network. On the Internet, pabilities, a color monitor, and at least 8 mb of addressing is by IP, or Internet Protocol, number. RAM are needed. Older computers, such as those with 286 or 68000 processors, do not have the pro- Baud. A measure of modem speed. The rate at which data transmit- cessing power to make using the Internet an enjoy- ted from one computer to another over a modem. able experience. The modem is used to connect the Connect time. The amount of time spent connected to an informa- computer to the phone lines, so the higher the tion service, or directly to the Internet. speed, the faster the connection. In addition to a connection and computer, Inter- Daisy chain. The way a group of devices are connected to the host device. The first device is connected to the host, the seconddevice net software is also needed. This software can often is connected to the first, etc. be downloaded from the Internet itself and some are available in Commercial versions.or on disks includ- Electronic mail (e-mail). A service which allows users to send and ed with books about the Internet. receive messages using computers. The World Wide Web (WWW) is a collection of FTP. An abbreviation for File Transfer Protocol, a protocol that de- Internet sites that can be accessed through graphical termines how files are transferred from one computer toanother. software using hypertext links. Users point and click Commonly used to retrieve files and programs fromarchives resid- on hypertext to go to that site. WWW sites are lo- ing on FTP servers. See Server and Protocol. cated using Web browser software such as Gopher. A menu-based way of exploring information resources on Netscape, Mac Web, or Mosaic. All kinds of infor- the Internet Gopher servers on the Internet provide access tofiles mation types are found on the World Wide Web infor computers with Gopher software. cluding text, graphics, video, and audio. The World Wide Web has several different kinds of search en- Hypertext. Interactive text on a computer screen(usually under- gines available for public use that allow users to lined) that, when clicked on, takes the user to thelocation indicated appeared on the type in keywords to locate Internet sites having the by the text. For example, if U S. Senate Web Page computer screen, a click on the text wouldtake the user to the U.S. sought-after information. Senate Internet site. The first page of a WWW site is called the Home Page for that site and usually has hypertext links to Internet address. The address of a computer on anetwork. other pages or other related World Wide Web sites. Ustserv. An automated mailing list on a specifictopic so that mes- Gopher sites are computer servers on the Internet sages are sent to all who sign up toelectronically receive the infor- which are frequently text based and can be located mation. Subscribers can also send information to others onthe mail- with a Web browser or software such as Turbo Go- ing list. pher. Gopher searches present menus along the way device that links and the user selects the items until the desired file is Modem. An acronym for modulator/demodulator. A a computer to other computersand/or information services via tele- found. phone lines.

WHAT ABOUT SAFETY? Newsgroup. A discussion group on a computernetwork devoted to The Internet is an educational tool, but there are talking about specific topics. Messages are sent to a newsserver also Internet sites which are inappropriate for chil- where everyone can access them. dren. There is a danger that a student (or adult for Network. Interconnected, but individually controlled,computers that matter) may encounter an unacceptable site or which use hardware and software to sharedata,exchange electron- unknowingly provide information or arrange a ic mail, and perform other tasks. meeting which could be unsafe. However, this dan- Protocols. Rules that determine how and wheninformation is trans- media. ger has been frequently exaggerated by the mitted on a network. FTP is an example of aprotocol as is TCP/IP The National Center for Missing and Exploited (Transmission Control Protocol/Internet Protocol). Children and the Interactive Services Association has produced an informative booklet called Child Server. A computer running software thatallows it to provide a ser- the server using Safety on the Information Highway. They list seven vice to another computer. Other computers contact specific software. For example. FTP serversallow computers run- guidelines for parents whose children are online. ning FTP software to copy files from the server tothat computer. These guidelines are appropriate for all online users. 1. Never give out identifying information in a pub- Service provider. A commercial ornoncommercial organization lic message and make sure you know who you which provides access to the Internet. Aservice provider is necessary for an Internet connection.Some examples of Internet service are giving information to in an e-mail message. Prodigy, and CSUNet. 2. Get to know the services your child uses. Find providers are America On-Line, CompuServe, out ways to block out objectional material.

27 CALIFORNIA ASSOCIATION FOR THE GIFTED. WINTER 1996 29 WHAT IS THE INTER- Control Protocol/Internet Proto- share the resources of five region- NET? It seems that one col) which means that it does not al supercomputer centers. The cannot open a newspa- matter what type of computer is NSF later created regional net- per or magazine today without used to link into the Internet as works so that sites could connect seeing some reference to the long the computer can understand to neighbors via a daisy-chain Internet. What exactly is this TCP/IP, which most can. type of network. Researchers dis- "Internet"? The Internet is a net- covered that the network was a work of connected computers all HOW DID THE INTERNET useful tool in sharing resources over the world. These computers GET STARTED? other than the supercomputer are tied together with high speed The Internet began as a net- centers. Until recently, the basic telephone lines. To connect to the work called ARPAnet in the early infrastructure of the Internet has Internet, your personal computer 1970s. The ARPAnet was a pro- been supported by public funds. becomes one of the millions of ject of the United States Defense Currently it is supported by pri- computers "online" which allows Department to construct a net- vate sector partners such as MCI. the sharing of the many Internet work that would survive partial resources. The computer net- outages and still function. In the WHAT CAN YOU DO works on the Internet link togeth- 1980s, the National Science ON THE INTERNET? er using a common protocol Foundation (NSF) built its own There are vast resources on the called TCP/IP (Transmission network based on ARPAnet to Internet. Williams (1995) lists a

UNDERSTANDING INTERNET ADDRESS

To access services on the Internet, specific kinds of addresses areused. One common address form is called a Uniform Resource Locator, or URL. Here is anexample of a URL to access a World Wide Web page at the Fullerton School District: http://www.fsd.k12.ca.usifsd homepage.html

http:// www.fsd.k12.ca.usl fsd_homepage.html type of servicemachine address file to retrieve

Machine Address ... . File to Retrieve Types of Internet To access a computer on the Internet, the computer Services must have a name that other computers can use to This is the actual file find it. This is the machine address. Machine ad- http:// - a web serv- that your computer re- dresses are maintained by special computers on the er address trieves from the re- Internet called Domain Name Servers. The example mote computer. If it is gopher:// = a gopher address indicates that the computer is in the Fullerton a page on the World server address School District (fsd), in a kindergarten through 12th Wide Web, your web telnet:// = a remote grade school (k12), in California (ca), in the United browser will display computer to log into States (us). This is an example of an address based the page and its asso- and operate remotely on country name. Other Internet addresses arede- ciated graphics. If it is ftp:// - an ftp server fined by organization type: a program you are re- used to distribute corn commercial organizations (companies,etc.) trieving from an ftp files and programs edu educational organizations (universities) server, your computer gov governmental organizations (cities,states, will download the file etc.) to your computer and milmilitary (army, navy, etc.) save it. orgother organizations netnetwork resources

CALIFORNIA ASSOCIATION FOR THE GIFTED. WINTER 1996 28 30 NEW }EGINNING achievement for special popu- READING TASK FORCE lations of students, such as stu- Continued from RECOMMENDATIONS dents at risk of reading failure, point of Every Child a Reader. English language learners, gift- The full report of the Task Force ed and talented pupils, and 1. Every school and district must organize and im- clarifies and elaborates on the rec- special education pupils? plement a comprehensive and balanced reading ommendations. Are the successes of one sub- program that is research-based and combines Although all of the Task Force group masking declines in recommendations are important reading achievement in another skills development with literature and language- for educators and parents of gift- sub-group? rich activities. ed and talented pupils, several of 2. Schools and districts must provide every teacher the recommendations, however, Only by thoroughly analyzing with a repertoire of diagnostic tools to continu- have additional implications for and evaluating current reading ously monitor and modify instruction to ensure gifted and talented education. programs to determine effective- Clearly, the Task Force is rec- ness, and by modifying instruc- every child's optimal development, and to identify ommending a balance between tional strategies and curriculum students who need help in reading. skill development and the litera- appropriately, can we ensure that 3. Schools must have an effective, rigorous proven ture-based approach. The report every child becomes a lifelong intervention program as part of their comprehen- recognizes the importance of stu- reader. sive literacy plan for instruction with emphasis on dents learning phonics, grammar, and spelling, as well as the appre- HOW WILL ACHIEVEMENT BE early intervention for children by mid-first grade. ASSESSED? 4. California must promptly establish clear stan- Statewide achievement testing dards in reading at each grade level and develop "...every student might has been temporarily placed on and implement a state-level assessment system leave the third grade no "hold," pending changes in the thatidentifies to what extent students and longer learning to read, law. Governor Pete Wilson recent- schools are meeting these standards. but reading to learn." ly signed Assembly Bill 265 (Alpert-Coronado), which puts 5. The state educational agencies and teacher train- into law a comprehensive ac- ing institutions must redesign teaching credential ciation of good literature, and the countability system for California programs and require ongoing staff development ability to express oneself orally Public Schools. The new assess- and in writing. ment system includes a number of in reading for all classroom teachers. Recommendation #2 talks components, only those relating 6. A high quality, preschool experience should be about "ensuring every child's op- to English-Language Arts are de- available to all children and must be provided to timal development," which im- scribed below: every low-income child. plies 1) a recognition of differ- Rigorous Academic Standards 7. Districts must supply a large number of high qual- ences in the rate of development Establishes rigorous content of reading ability in students; and and performance standards in ity, appropriate, print, and electronic instructional 2) encouragement for educators all major subject areas and for materials. to assist each child to develop to all grade levels. The state stan- 8. Every school and district must mobilize all Its re- his or her potential. dards will be developed by the sources to make reading a priority in the elemen- The emphasis on letting re- 21-member Commission for tary grades. search guide the design of reading the Establishment of Academic programs means that not only Content and Performance 9. The entire community must mobilize all its re- should we be examining what Standards no later than July 1, sources to make reading a priority in the elemen- works and what doesn't, but also 1997. tary grades. The entire community must work tothat we should be examining pro- Local Assessment Program gether to ensure that every child can read. gram effectiveness for different Places a priority on assessing populations of pupils. student achievement on basic 10. The California Legislature, the Governor, the Cali- When a new approach is tried, academic skills and the ability fornia Department of Education, and the California careful records need to be kept in to use those skills. State Board of Education must recognize that order to evaluate the impact. Provides a $5 per student in- reading is the highest priority in California centive to districts that assess Some of the issues to be addressed schools and resources must be allocated to pro- include: all students in grades two vide the necessary support to teach reading in Does it result in improved achieve- through 10 with commercial ment for students as a whole? tests or other assessment from every public school. Does it result in improved a state-approved list.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 29 Statewide Assessment mission, a statewide Pupil to measure reading achievement. Creates statewide assessment, Assessment Review Panel, and Strong advocacy ensures that to be developed by a private other means. standards are set high enough to contractor selected by the State Assures access to the test items challenge every student, and that Board of Education in reading, for all public officials, includ- tests are selected which measure writing, and mathematics at ing legislators, and local school the achievement of students per- grades 4, 8, and 10 and in his- board members. forming significantly above grade tory, social science and science Respects the wishes of any par- level. at grades 5, 8, and 10. The ents not wanting to have their statewide exams will be based youngsters tested. Copies of EveryChild a Reader maybeor- on the content and perfor- Golden State Examination deredfrom the Bureau of Publications, Sales Unit, California Department of Education, mance standards developed by Authorizes the continuation of P.O. Box 271, Sacramento, CA 95812-0271; the Standards Commission. A the Golden State Examination FAX (916) 323-0823, or call (916) 445-1260. statewide Pupil Assessment program, and the end-of- Cost is $4.50 per copy, $40 for 10 copies, and Review Panel will review con- course testing program avail- $250 for 100 copies, plus sales tax. tent to ensure that parent and able for middle and high DIANE LEVIN is a consultant in student rights are protected. schools in written comprehen- English Language Arts, California Public Involvement sion and other subjects. State Department of Education. Ensure public involvement at every step of the development It is imperative that advocates CATHERINE BARKETT is the coordinator, Gifted and Talented Education, of the new state assessment for gifted and talented education California State Deparment of Educa- system through public partici- are actively involved as content tion. pation on the Content and and performance standards are Performance Standards Corn- developed, and tests are selected

34th Annual CAG Conference, Los Angeles, California GATE CONNECTIONS COMPUTERS CURRICULUM COMMUNITY

They'll come from all across California, these through 12 gets under way Sunday at 8A.M. parents and teachers. From urban centers and Students choose from two workshops: 1) an village towns, from sprawling school districts interactive exploration to help them recognize and home-teaching sites. And maybe the only their own intellectual and emotional intensi- thing they have in common is the desire to do a ties; or 2) a workshop to assess their own better job of teaching and parenting California's learning style while they gain insights into gifted children. their teachers' styles. The seminar concludes at The event is CAG's 34th annual conference at noon with extended activities until 1:45P.M. the Los Angeles Hilton & Towers, March 1-3, A separate Pre-Conference is available to full- 1996. Nearly 2,000 parents and teachers will conference attendees or as a separate single-day choose from more than 150 presentations and offering. Pre-Con presenters are reearch/authors workshops during the three-day conference. from the National Research Center on the Gifted On Sunday, a special half-day conference for and Talented (Storrs, CT). This is a rare opportu- parents begins at 8A.M.with a keynote presenta- nity to meet the individuals who daily contribute tion on television and gifted children. After brunch new understandings and directions in gifted edu- and a visit to the Exhibit Pavilion, parents may cation. choose to attend any of the more than 30 presen- If you have not received a registration tations offered in the full conference program. brochure, call the CAG office at 415-965-0653 CAG's Student Seminar for youth in grades 7 and leave your name and address.

30 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 32 Decline in local funding has enhance their collections with TOMORROW'S changed the way many public li- copies of books not in their col- PUBLIC LIBRARIES braries operate. The need for new lections or that are out-of-print. revenues has seen an increase in There are electronic dictionaries, BY AL MILO fundraising, ballot measures, an thesauri, quotation books, al- increase in fees and fines, and manacs, and other desk hand- charges for new services. More books that can be accessed via a It is difficult to imagine that the and more public libraries are cre- terminal and a keyboard. Even 21st century is only a little over ating foundations to raise money. computer manuals are giving way four years away. To project Libraries are being asked to to disk formats rather than print- what the public library of the fu- charge for any new library ser- ed ones. Many university and ture will look like, one must first vices that are not defined as "ba- public library collections can be reflect over the tremendous sic library service," viz. new elec- accessed via a modem. changes that have already taken tronic resources. The pressure to place during the past five years. raise local revenue on public li- THE FUTURE There are three major factors that braries is often putting them in If public libraries market their have contributed to these changes: conflict with their mission to be resources to a culturally diverse demographic changes, funding, accessible to everyone. population and set out the "wel- and technology. come mat" to new immigrant TECHNOLOGY groups, and, if public libraries DEMOGRAPHIC CHANGES This brings us to the third trend make sure that they are key play- Demographic changes have be- being faced by public libraries: ers in the transformation from come a way of life, not only in changing technology. Not only printed information to digitized the state of California, but have libraries had to try to serve a resources, then local leaders will throughout the United States. more culturally diverse popula- continue to view them as worth- This is a concern for libraries as tion with less funding, they must while institutions that merit their well as for educators. The biggest also deal with the impact of tech- support. After all, public libraries impact on public libraries has nology such as: CD-ROMs, have always been the advocates of been in the area of cultural diver- LANs, Internet, and OPACs. inclusivity and accessibility. The sity. During the 1990s, this chal- Many librarians are excited by mission has not changed, just lenge was further complicated as the new technology. They want to how we deliver our services. communities moved from being organize the Internet. To them, li- Public libraries must also divorce bicultural to multicultural. Public braries are in the information themselves from being perceived libraries have the challenge of de- business. For years information as warehouses for printed books. livering services to all members of took on the format of the printed Dissemination of information has the community. book. Now, information is being always been their purpose. The digitized and is being made avail- fact that information has gone FUNDING able electronically. A small rural from the printed word to elec- As with education, funding has public library can now have ac- tronic format really does not become a major factor in the sur- cess to the Library of Congress change that. The public libraries vival of public libraries as well. and its wealth of information. of the future will be places where During the past decade, funding Technology is having an impact students of many cultures and of for public libraries from the state on the kinds of resources that all ages come together to use the and federal level have continued public libraries can offer. Libraries resources provided by communi- to decline. Major entitlement pro- pressed for space can offer CD- ties committed to excellence in grams funding public libraries (lit- ROM versions of encyclopedias learning. eracy, interlibrary loan, training, and telephone directories. Instead and demonstration projects) con- of having to search through vol- AL MILO is the head librarian at tinue to be targets for cuts in the Fullerton Public Library in Fullerton, umes of Reader's Guide to CA. federal budget. On the other Periodical Literature for magazine hand, most public libraries receive citations, one can now search on- about 90% of their operating line databases, locate a citation funds from local governments. It faster, and, in many cases, print is the decline of local funding that out a magazine article in its full is threatening the survival of pub- text! The Library of Congress is lic libraries more than state and leading the charge to digitize federal soft monies. printed books. Libraries can now

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 31 33 LOOKING FORWARD: SCHOOLS AND access to books beyond the textbooks in their classrooms. (By the RESEARCH time a textbook passes muster with all the varied interest groups BY DIANE OESTREICH who must have a say in its content, it generally is a rather bland, In preparing the collection in the What will the school library of non-risk-taking publication.) The high school library where I work the future be like? Will the books school library must provide di- for conversion to an automated have to talk to the students and verse materials to carry students catalog, I did a double-take when entertain them with colorful im- beyond the textbook, to encour- I came to the book Looking ages and sound? Will those age critical thinking and evalua- Backward: 2000-1887 by Edward strengths which come with litera- tion of sources, and to teach stu- Bellamy. I was intrigued by what cy"the capacities of sustained dents to find information for the author, writing in 1888, attention, reflection, and post- themselves and make informed thought our world would be like poned gratification" (America, decisions based on that informa- in that remarkable, milestone year 1993, p. 4)be lost? Will an in- tion. Andrew Carnegie believed which is fast approaching-2000 creasing number of students live that this concept of an informed A.D. I'm afraid he would be dis- "almost exclusively on impulse, at citizenry was so essential to a de- appointed; the world he envi- the mercy of the television sound- mocratic society that he provided sioned was a utopian society bite, or the machinations of dem- seed money for the establishment where "private enterprise has agogic populist heroes" (America, of public libraries throughout the been replaced by a benign state 1993, p.4)? Only time will pro- United States at the turn of the capitalism (Encyclopedia of vide the answers to these unset- century. World Biography, p. 474)." tling questions, but efforts at the The best efforts of school li- Our world is one in which state level are being focused on brarians must be directed toward printed knowledge doubles every the critical skill of reading. teaching students solid informa- eight years; scientific and techno- The recently released report by tion seeking strategies, strategies logical knowledge doubles every the California Reading Task which can be applied to whatever 5 1/2 years; a thousand new titles Force, Every Child a Reader, fo- tools they have for solving the in- are published daily; the Library of cuses on the learning to read by formation problems they will en- Congress plans to have five mil- Grade 3 and then reading to learn counter in that intriguing world lion digital documents available thereafter. According to the intro- beyond 2000. Our survival as a by the year 2000; and the storage duction of this document, "The culture depends on the outcomes capacity of CD-ROMs and hard Task Force members were unani- of our efforts. drives is measured in gigabytes. mous in their conviction that Despite this explosion of knowl- reading is the most important REFERENCES edge, one is left wondering who academic skill and the foundation American Association of School will be left to care about retriev- for all academic learning (Cali- Librarians and the Association for ing what is being stored. fornia State Department of Educational Communcations and Such a world gives pause to any Education, 1995)." Reading pro- Technology. (1988). Information power. Chicago, IL, and Washington librarian, but especially to a vides access to the exciting, infor- D.C.: Author. school librarian, whose mission is mation-rich world of learning. California State Department of one of instruction, whose goal is This world includes extensive on- Education. (1995, September). Every to "ensure that students and staff line databases, full motion video child a reader. Sacramento, CA: are effective users of ideas and in- and sound available from remote Author. formation." (American locations at high speeds, increased Regan, R. (1973). Bellamy. Association of School Librarians links between computer networks Encyclopedia of world biography, and the Association for Educa- on school campuses and at re- (Vol. 1 p. 474). Palatine IL: J. tional Communications and mote locations linked by wide Heraty. Technology, 1988, p.1) The area networks, wireless networks, The broken dream of illiteracy, (October amount of information is growing or cable modem technologies. 2, 1993). America, 169 (9), p. 4. exponentially. No matter if stu- School librarians of today have DIANE OESTREICH is the vice presi- dents are reading from a comput- the challenging job of preparing dent, organizational, of the California er screen or turning the pages of a our students to be effective users School Library Association and the librarian at Fullerton High School in book, they still must read and of ideas and information in a Fullerton, CA. comprehend the information con- world we cannot really imagine. tained in the resource. We know that students must have

32 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 34 !CURRICULUM

1 TH 111) INES Language Liberates Le rners

BY SANDRA N. KAPLAN, ILLUSTRATIONS BY VICTORIA STEIRIOTZ

Depth is the dimension of dialogue, exposition, symbolism, guage of the discipline. differentiation which and style. The degree of learning of the helps students begin to Finally, there is that language language is the degree to which ponder. Knowing the language, that professionals of a given field the student accepts responsibility both of the argumentation and use.Only a landlubber would refer for the learning of the discipline. of the discipline, prepares stu- to the front or the back of a boat; The pages that follow are in- dents to discuss and problem a sailor would call them the bow tended to be used as the basis for solve with elaboration and and the stern. In discussing hu- a Learning the Language of the substance. man evolution, an anthropologist Disciplines booklet. This booklet The language of argumenta- would need to refer to protein is to be a collector or a way for tion defines the vocabulary synthesis, biochemical evidence, students to record the language necessary to engage in critical DNA replication, tactile commu- (words and phrases) used by dis- thinking and intellectual de- nication, linked genes, crossing ciplinarians. The students are to bate. Words and phrases such over, and primate locomotion. assume the role of the disciplinar- as "proof, disagree, another Learning the language of the ian or to "Think like a "in point of view, all evidence in- discipline provides gifted students order to collect, record, and dedicates that" transcend a par- with the means by which they can fine the language of the discipline. ticular discipline and allow uncover new learning for indepen- The booklet can be maintained by students to engage in intellec- dent study. Developing knowledge an individual student or by small tual discussion. of a subject commensurate to an groups of students who collabo- The language of the disci- expert also is dependent upon the rate on the collection of words pline enables students to delve student's ability to learn the Ian- and phrases in the disciplines. deeper into a subject area, to understand more, and to problem solve more effectively. For example, vocabulary basic to Word or Phrase Example from My Studies Language any discussion and under- Ire?lioa.re tileve Acne man.' ot standing of any social studies of the 4tne same experwAe15 curriculum would include soci- Scientist vatidare over and over Arm ety, community, group behavior, internalization, institution- to rove-tiAm- alization, norms, cause and ef- -tindiviss AiAn* haffeve fect, event, and interdepen- 1)14s-r by 44044Gb. dence and independence. In addition, there are words and phrases specific to a particular part of a discipline. For example, in order to discuss and understand the structure of a story, a language arts class would need vocabulary words such as plot, setting, characterization, motivation,

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 33 35 CALIFORNIA ASSOCIATION FOR THE GIFTED

Languages of the Disciplines Notebook

Language of the Anthropologist

34 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 36 37 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 35 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 36 3 CURRICULUM BY ANGEL BARRETT

During the 1992-93 school year, I taught fourth *Art Is Powerful (colors, art prints, crafts char- and fifth grade students at Euclid Gifted/High acteristic of the social studies unit, influential Ability Magnet in Los Angeles. These students artists); were beginning to transition and mainstream from a *Powerful People and Events (key people and full bilingual (Spanish) program. The following is a events in the curriculum and current news summary of some strategies used for the thematic events); unit of Power. Power in the News (choose a current event and have students identify the types of power repre- 1. Introduction of a theme. Sometimes you have to sented and the consequences of the interaction, teach the theme, especially when you are intro- predict the outcome, brainstorm alternatives); ducing the theme and when introducing a new It's a PowerfulYear (personal and classroom generalization. photos). (Examples include: defini- UNIVERSAL THEMEPROVIDES6. Relate the tion poster, theme to stu- brainstorming dents' lives. In signs, creating the study of per- a power book, sonal power, stu- and general- POWERFU dents brain- izations such stormed defini- as: There are FOCUS FOR GIFTED STUDENTStions and exam- many types of ples of personal power.) power. Some of the personal powers identified were 2. Themes provide the focus for the curriculum. work habits, confidence, common sense, person- Themes are the glasses that students use as they ality, perseverance, creativity, intelligence, and or- proceed with their studies. To be successful, stu- ganization. dents must understand the theme and how to ap- I used the information to construct a large ply their understanding. ladder at one corner of the room. At the top of the ladder, I placed each student's photograph on 3. Use visual aids. A visual aid such as a grapevine allows students to focus on the theme, review past generalizations, and add new ones. It provides a constant review and an instant reminder of the focus.

4. Teaching a generalization may be inductive or deductive. In deductive reasoning, the generalization is given and students find examples to support it. (Power may be used, misused, or abused.) In inductive reasoning, examples are given, and students determine the big idea that unifies the concept. (Power may be natural or man-made.) 5. Set up centers. Early in the unit establish some centers which can be modified to provide conti- Visual aids such as this grapevine help students focus on the theme by pro- nuity. Examples: viding a constant review and an istant reminder of the focus. *Powerful Symbols (traffic signs, editorial symbols, algebraic symbols, hieroglyphics, a red, white, or blue star. Already shining stars, Cherokee Alphabet, Braille); students were learning to identify and set goals °Powerful Words (new vocabulary, key words, to improve their personal powers and shine even historical speeches); brighter.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 37 39 Students brainstormed the positive and negative manifestations of each personal power that we identified. (Confidence enables someone TRANSITION TIPS to take chances. Too little confidence and the person is too afraid to try something new. Too much confidence and a person may become BY ANGEL BARRETT overconfident and make stupid mistakes. The person may also be con- Abasic tool needed for students to ceited.) successfully study subjects in depth Each student chose which power was a strength and which was is to give them the language that an area to be developed. After explaining the rationale for choosing they need. For students who are acquiring each one, the student set one to three goals for personal growth. English as a second language, not only do they need the language of argumentation 7. Tie it all together. Use the theme to enhance the curriculum and tie and the language of the subject matter, but the disciplines together. they also need appropriate English skills. Listed below are some of the methods I Language arts - Using the generalization Power is the ability to in- used to help transition and mainstream fluence people or events, each student identified someone who had students acquire language proficiency. the power to influence his or her life. Each student drew a portrait of the person and wrote an explanation of how that person was in- DRAW! fluential. Then we created a classroom gallery of powerful people Any of Fred Gwynne's books provide a in our lives. Finally, students made thank-you notes which they humorous look at common idiomatic ex- mailed to that person. pressions, homonyms, and other seemingly Powerful communication is clear communication. This statement mismatched words (fishing tackle, naval was written on a rolling font to introduce the new idea. Students oranges, shoe trees). The books also make used post-its to guess what the banner said. After the class decoded an excellent springboard for students to the banner, I used the area to open a new continuing center, draw their own impressions. Powerful Thoughts, where we shared commentaries, both from famous persons and personal. WRITE!. We expanded Powerful Words and applied the knowledge to iden- Pattern Poems provide a creative writing tify powerful words and symbols in advertising. After evaluating var- alternative while expanding grammar and ious print ads, students invented a product and designed their own vocabulary. For example, the "diamond" advertising campaigns. teaches: Because the students often researched subjects and develop class- noun room presentations, students brainstormed ways to improve their two adjectives presentations. They then developed a self-evaluation form and grad- three verbs ing rubric for the class. two nouns + two nouns three verbs Mathematics - Obviously, mathematical symbols made a great ad- two adjectives dition to the Powerful Symbols area. Students also researched how antonym mathematical symbols for different cultures, and created a center with math problems in other systems such as Mayan and Roman. fall Other areas studied included the order of operations and expo- chilly, windy, brisk nents. falling, blowing, flying leaves, autumn, flowers, birds Social studies - Power provided the content focus for the curricu- blooming growing, budding lum. (California history for the fourth graders, and U. S. History warm, green for the fifth graders.) spring Students identified types of powers, who used them, how they used them, and the result. Students identified people and events who had school the power to influence and/or change history. Under the generaliza- busy, hard tion Power can provide conflict or resolution, students analyzed the working, studying, learning collision of powers, analyzed whether powers can be independent pencils, paper, ball, jumprope or powers must be dependent (i. e., the change in one power will running, jumpring, playing have a domino effect on other powers), and evaluated major histor- happy, fun ical decisions. recess

38 4 0 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1996 Cinquain emphasizes: DIAGRAM! "Our Tom Swifties Contest was noun the culminating activity that high- two adjectives lighted several different areas of three verbs SAND (sandbox) language: word play (puns), me- descriptive phrase chanics (punctuation), grammar synonym (adverbs), and synonyms."

PuPPY R/E/11/0(read betwen the "My pants fell off!" Tom cute, funny lines) shrieked draftily. running, jumping, biting my best friend "Do you like make-up?" Tom Lady IL questioned blushingly.

monsters "I want a teddy bear," Tom scary, mean (bicycle) (fooling around) pleaded stuffily. fighting, grabbing, chasing eating little children T I hate reruns!" Tom exclaimed 0 giants RT w repeatedly. LAUGH ABOUT IT. N "May I have some candy?" Most comedy either depends on Tom whispered sweetly. slapstick or puns. To understand (heartbroken) (downtown) many jokes in English, students READ IT. must understand the subtleties of DRAMATIZE Students love Shel Silverstein's po- the language. These Tom Swifties were written ems. They also teach vocabulary. by Judie Snyder's class at For example, in Silverstein talks Why did the manthrow the Multnomah Highly Gifted several about common maladies such as clock out the window? years ago. measles, mumps, and hangnails. I He wanted to see time fly. (idiomatic expression)

What happened when the glassblower inhaled his work? It gave him a stomach pane. (homonyms: pane and pain)

What did the ocean say to the shore? Sixth-grade students at Nothing, it just waved. Porto la Middle School in

LISTEN! Tarzana, CA, illustrate A plane crashes on the border the maladies in Shel between the U. S. and Canada. On which side of the Silverstein's poem Sick. border would you bury the Among the language survivors? (You don't bury survivors.) skills inherent in this

project are vocabulary A rooster lays an egg while sitting on the roof of a barn. development, reading for On which side of the barn detail, and dictionary does the egg fall? (A rooster doesn't lay eggs.) skills.

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EXPLODING MYTHS ABOUT VOLUME 27, NO.2, SPRING 1996 TELEVISION AND CHILDREN ISSUE HIGHUGHTS

TECHNOLOGY BY MILTON CHEN

Don't Let Your Kids Have All the Fun parents and teachers of gifted stopped dancing in front of a TV Discover eight easy steps to become a children face special chal- ad. "Mom," she replied. "it's not computer literate parent (not as impos- bedtime! It's Miller time!" sible as it may seem!). lenges in educating their children in a media-saturated world. Understanding the positive and The Internet for Teachers Gifted children, with the support negative contributions that TV, This book review reveals a handy and of their parents and teachers, are the Internet, video and computer readable resource, especially for educa- often "early adopters" of educa- games, and other media can make tors but also for all who are seeking tional technology. I remember to our children's learning is be- ways to effectively use the computer coming more, rather than less, asking a bright three-year-old if in education. difficult, especially given conflict- he knew how to spell his name. The Software Explosion ing claims from educators, re- "Sure," he responded. "D-A-V-I-D, searchers, and adver- With useful tips to be used as a guide, space, L-E-E." His parents were the explosion is neutralized into an in- tisers. TV, the oldest of valuable force for gifted education. guiding his entry into the world these electronic me- of computers at an age dia and still thc ma- Invention: What Makes Things when most preschoolers jor media consumer Tick are just learning to re- of children's lives, The computer and its development is cite the alphabet. one of today's most important inven- has been the subject tions. Inventors, young and old, are a At the same time, of a curious special breed as pointed out in the gifted children are often mythology. These Young People's Pullout. quick to pick up unde- myths would have sirable language and be- us believe that TV "Student As Instructor" Project haviors from media, is single-handedly Instructional television is used to involve students in this open-ended such as TV's violence or turning kids into projects approach to differentiated commercialism. A mother work- couch potatoes, frying their curriculum. ing for a Silicon Valley company brains, shortening their attention told me of her two-year-old spans, and lowering their academ- Virtual Field Trip on the ic abilities. These myths can be Cybertrail Sarah's early learning from TV. Her energetic daughter never sat traced to the simplistic, yet persis- A teacher leads the pack by using tech- tent, view that TV, as a medium, nology to bring the lditarod Sled Dog still long enough to watch entire Race into 150 classrooms throughout programs, but loved commercials. has effects of its own that tran- the country. She danced to their music and scend any specific content. We can raise our own "media IQ" by sang their jingles. One night, an 'IS points simply by keeping in hour after Sarah's bedtime, her mind that content, rather than mother gave her a stern warning, "Sarah, it's bedtime!" Sarah See TELEVISION AND CHILDREN. 25 4:3 CONTENTS

ISSUE HIGHLIGHTS

PUBLISHED BY THE CALIFORNIA Exploding Myths About Television and Children ASSOCIATION FOR THE GIFTED 1 Milton Chen Executive Director, Carol Brown Spencer 416.965.0653 Fax 415.965.0654 The Software Explosion The CAG Communicator is published four times during the 10 Hillary S. Hertzog year. Fall, Winter, Spring, and Summer. Opinions expressed bythud* dual authors do not necessarily represent official positions of the Association. Subscript:tom are available to Technology Copyright Laws nonmembers at an annual cost of MOO. 12 Marge Hoctor

OFFICERS 1994-1996 ...And the Internet Shall Set You Free? Executive Committee President: Martha Flournoy 13 Andy Rogers Vies President Margaret Gosfield Secretary: Marge Hoctor Treasurer: Judith Roseberry The Internet: Check Your Sources State Parent Council Chair: Vera Eby 19 Sara Armstrong Past President: Sandra Kaplan Developing Your Child's Critical Television-ViewingSkills Regional Representatives Bay Area Joyce Kutaka Kennedy 27 Eileen Hatrick -Sadeh Patty Bort Capitol Deanne Guinn College Explorations on the World Wide Web Sharon Freitag 28 Dorothy Crutcher JoshuaWOOMargaret Jones EmilieNaha, Mission Weld Stelling Virtual Field Trip on the Cybertrail Amalie Rodriguez 29 Karen Krupnick Mt. Shasta Barbara Fox Roumasset Lyra Josefason Orange Iris Yamaoka Koren Cando Id Pacific Uncle Calvin Judy Smith Palomar Dave Hwmonson 3 Calendar Pat Pahno Redwood Carol Burbach 3 Letters MyraKaye San JoaquinDonna Denham Usa waters 4 From the President Santa LuciaGeri Williams Margaret Rodrigues 4 News Notes COMMUNICATOR EDITORIAL BOARD 5 From the Editor Editor. Vicki Bortolussi Associate Editors On the Home Front Don't Let YourKids Have All the Fun, Curriculum: Angel Barrett 6 Children's Topics: Linda Brug Marilyn Morrison Parents: Marilyn Morrison Special Protects: Lisa Heimlich 7 Parent Opinion Technology: Judy Ueb Parent/School Partnership, Laura and Arturo Selva Production: Madsteve Connection. Roberta Ponce Special Assistance: Heather Schweit Computers: The Home-Schooling Teachers, review by Geri Williams SUBMISSION OF MATERIAL 8 Book Review The Internet for To submit articles for publication, send hardcopy and a 3.5-inch disk (Mac or PC) saved as a text (ASCII) file. All 15 Young People's Pullout. Linda Brug submissions will be given careful consideration. Photos Victor Lamkay and camera-ready artwork are particularly desirable. 21 Curriculum "Student As Instructor" Project, Send all material with your name, address, phone num- Learning, Jean Sais ber, fax number, and Internet address to Vicki 30 Curriculum Technology: Tools to Enhance Bortolussi,CommunicatorEditor, Moorpark College, 7075 Campus Rd., Moorpark, CA. 93021 Tel: 905.378- 1405, vckib@aoLcom

REPRINTING OF MATERIALS Articles appearing in the Communicator may be reprinted as desired unless marked by 0 or reprinted from another source. Please credit theCommunicator and send a copy of your publication containing the reprint to the Editor. 44

BEST COPY AViLABLE CALIFORNIA ASSOCIATION FOR THEGIFTED, SPRING 1996 2 L E T T E R S

New Look The trip was well run and nicely orga- Congratulations on the "new" Commu- nized. Thanks again. CALENDAR nicator. The format of the publication is Hope to see more at this website easy to follow and the content is well soon, it looks like a great start. Thank APRIL 12-14, 1996 CAG Board Meeting, Hyatt organized and "meaty." Through my you for your efforts, you are appreciat- Regency Hotel, Sacramento. own publication, Gifted Education ed. Review, I summarize all the articles in MAY 31June 2,1996 all the major journals and magazines in Doris Pacheco CAG Board Retreat for new gifted education. It is a pleasure for me Madera County and returning officers and di- to read and summarize the articles in the rectors, Beverly Heritage Hotel, Milpitas (Silicon Valley). Communicator because they are rich in Please note this change in information, well laid out, and offer re- date and place. This retreat search-based information without being was originally scheduled for June 14-16,1996 at Asilomar too technical. I like the theme orienta- Conference Center. tion and have recommended the tall 1995 issue on compacting to many people as one of the best sources I have SEPTEMBER, 1996 CAG launches the 1996 found on the subject. Certificate of Completion program in September. Carol Fertig CAG members should watch their summer Peak Educational Resources, Inc. mail for a brochure giv- Publisher of Gifted Education Review ing full details. PO Box 227S Evergreen CO 80437-2278 FALL, 1996 1-800-643-2194 CAG Teacher Institutes. Watch future issues of HOW TO REACH CAG the Communicator and "Intercom" for the fall Website and Conference Kudos MAIL schedule of CAG I am so glad to see CAG's website! Write to Carol Brown Spencer, teacher institutes. Sites Executive Director, CAG, hope to see additions to the site in the will include Santa Barbara, 426 Escuela Avenue, Suite 19, Fresno, San Diego, Concord, near future. Perhaps an area to directly Mountain View, CA 94040 San Jose, and Orange County. interact with our area representatives PHONE OR FAX would he helpful. Also, updates on news To reach the CAG Office by CAG's 1996 Teacher Institutes will emphasize theory into and goings-on within the regions. telephone, call 415-965-0653; practice and include demon- I loved the CAG conference at LAX!! to contact by FAX, dial 415-965-0654. strations (with students) of It was my first one, but it was great!! lessons differentiating the The CAG people did an outstanding AMERICA ONLINE core curriculum. Another Direct inquiries to the CAG focus will be on the relation- job. I took my I4-year-old daughter and Office via America Online. Our ship between the California she enjoyed the experience as well. Of e-mail address is Department of Education course we loved the vendor exhibits too! [email protected]. standards and differentiating the core curriculum. Each in- So many neat ideas...so little money!!! LETTERS TO THE EDITOR stitute will include a novice, We attended the Challenger field trip Write to Dr. Vicki Bortolussi, advanced, and expert strand. to Cal State Dominguez Hills. We really Moorpark College, 7075 Campus Road, Moorpark, CA enjoyed it and wish we could take our 93021. Tel: 805-378-1405, students there. I hope one is built in the [email protected] Bay area soon, as it would be closer. WEB SITE http://members.aol.com/ cagifted/cag.html BEST COPY AVAILABLE

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 3 45 FROM THE PRESIDENT MARTHA FLOURNOY NEWS NOTES

Technology: You either love it or loathe Technology Transforms it. For those of us who passed through 1996 CAG Conference the hallowed halls of education prior to GATE Connections: Computers, Curriculum, Community was the the "information" age and who have not had theme of the 1996 CAG conference. the necessity or interest in keeping abreast, it Roger Wagner, the keynote speaker, demonstrated the classroom use of is a big commitment to take the plunge. multimedia technology and connec- Things have changed so quickly. As a child tions to the community. Television and the gifted child, video cameras in growing up near UCLA, the neighborhood the classroom, the Internet, and vari- was all a-buzz when the university acquired one ofthe few state-of-the-art ous curriculum-based software programs were conference topics. computers. An entire room was filled with equipment. It was mostimpres- In the CAG Pioneer New Media sive. Now, I understand that the functions of those machines, and amulti- Technology Room, teachers and their students presented individual multitude of additional ones, can be accomplished on one's lap. media projects based on HyperStudio Technology and computers have changed the way we view thingsand presentation software and incorporat- the way we do business. We have become more efficient and clear in ing various laser disk programs. Topics covered by the students includ- transmitting information. During the past year, the CAG Board hasbeen ed: a comparison of the Civil War committed to making use of e-mail as a means of communication. A num- and Vietnam, architecture in the ancient world, Roman life, ecology, ber of years ago, a similar attempt was made and it was unsuccessful.This California Indians, animals, innova- year, we have over half the board and allbut one region using e-mail. My tive Americans, and space. Dr. Robert Abelman, Cleveland take the plunge, it be- sense is that once there is a necessity or reason to State University, shared research on comes a given. As a former technophobe who nowhas acquired limited the "good news" about television and without those the gifted child with parents during but essential skills, I could not do what is demanded of me the parent conference and with edu- skills. cators during other conference sessions. Hall Davidson, of PBS station Technology is a given for our children. Without computer and techno- KOCE, talked about the future of logical skills, our students will be severely handicapped in years to come. technology and demonstrated a sophisticated, easy way for teachers, As paints and brushes are tools for an artist, so are computerstools for parents, and students to get the most children today. Technology is not a substitute for education, butrather an from their camcorders. extension. Accessing information that would have been beyondthe grasp The Internet was the topic of many sessions. Al Rogers from the Global of most students, unless they were geographically fortunate inliving near Schoolhouse Foundation discussed a major university, gallery, or center, is now sosimple. Classrooms can the California Web Project in which students would be major contributors communicate with other classrooms and share in research or common to the knowledge base on theWorld projects world wide. Students can visit museums and institutionsthat Wide Web. Several teachers shared Internet resources available for social tool to would have never been possible a few years ago. Technology is a science, science, and general research. be used to achieve our goals, but should not be viewed as the goal.It is a The 1996 CAG conference provid- possibilities. No ed a record number of parents and very powerful and far-reaching tool that has limitless educators of the gifted with resources longer is there room for loving or loathing technology. We mustmake the to benefit the educationof their children in this communications age. best use of it.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 4 4 6 FROM THE EDITOR VICKI BORTOLUSSI CAG COMES HOME

SpringTechnology Is in Bloom The California Association "To everything there is a season..." for the Gifted now has its own home page on the hus the spring season theme for the World Wide Web. Thanks to TCommunicator is technologya com- Sharon Freitas, CAG board mem- panion piece to CAG's annual confer- ber from Sacramento, and her enceGate Connections: Computers, husband and family, you can get Curriculum, Community. connected through the internet Technology is not only a theme but it is a address: phenomenon that permeates every day of our present lives and por- http://members.aol.com/ tends to dramatically shape our future lives. cagifted/cag.htm Curse or blessing, technology cannot be ignored, especially for the The current home page includes gifted of our society. Technology is helping to differentiate curriculum, highlights of the CAG conference enabling a depth and complexity one could only heretofore imagine. in words and pictures. In the fu- Technology must be understood and embraced. It is not the answer but ture, the Communicator may be rather a means to discover problems and solutions. included in some form. As you read this issue of the CoMmunicator, you will find a variety To communicate with Sharon of perspectives as we continue to examine the role of technology in the and the CAG home page, use the lives of gifted individuals. address [email protected]. Let us Milton Chen looks at myths and realities surrounding the ever-pre- know what yoU think of the site, sent technology of television. Marilyn Morrison encourages parents to how we can improve it, what harness the fun of the computer and become computer literate. Parents you'd like to see it include, and provide opinions on their choices in regard to technology as they decide any other suggestions, ideas, and to send their children to school or to school them in the home in the concerns. articles, "Parent/School Parntership" and "Computers: the Home- Schooling Connection." The vast Internet world is visited in a review of the textbook, Inter- net for Teachers and the article, "And the Internet Shall Set you Free?" "The Internet: Check Your Sources" emphasizes an Internet downside which can be a powerful learning opportunity. The explosive growth of choices of another technology component, software, can be managed through a guide on how to make selections for the gifted student. Copyright implications and curriculum projects are also provided in articles in this Communicator. Technology, and its link to inventors and inventions, is presented in our "Young People's Pullout." Technologythe mother of invention. Technologythe ever-present and the future promise. Technologynot a replacement for in-person contact, for live performance, for the artist's sketch, for the warmth of the human touch of a handshake or a hug. Technologyonly as good as the human beings who harness it and use it to grow a better world.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 47 5 ON THE HOME FRONT BY MARILYN MORRISON

DON'T LET YOUR KIDS HAVE ALL THE FUN Become a Computer Literate Parent!

Have you ever noticed that cludes reviews and ratings of wIf you can afford it, sign up children hardly ever seem hardware and software to help with an online service, such intimidated by computers, you choose from the plethora of as America Online, Compu- but grown-ups often panic when products available, as well as Serve, or Prodigy, and try explor- confronted by a mousein this ideas for craft projects and home- ing a topic that interests your case, the electronic kind? I think work help. family. Send e-mail to someone it's because children have figured you won't believe how exciting it out that it's almost impossible to CStay up-to-date on what's is to get mail back! Additionally, break a computer just by pushing new in the marketplace by the thousands of sites on the a button on the keyboard to see getting on the mailing lists of World Wide Web offer recipes, what will happen. This sense of software manufacturers (such as product information, concert adventure and experimentation Microsoft) and retail stores (such dates, travel tips, and lots more allows kids to develop their com- as Egghead Software). When you that you can easily access. puter skills faster than their par- buy a new program, you will au- ents and teachers, but we can tomatically be added to the man- 3Once you're online, learn learn from their example. Here ufacturer's list if you take the time how to put your name on a are some steps you can take to to fill out the registration card. mailing listto receive post- improve your own computer liter- Some catalogs, such as Critical ings on topics that interest you. acy, and maybe even catch up Thinking Press e.7 Software, fea- One that I can recommend is with your kids: ture programs especially geared to [email protected], a Canadian- gifted children. You don't have to based list that provides informa- Don't be afraid to make a buy any of these products, but it's tion about educational resources mistake on the computer. helpful to know what's out there. on the Internet; their recent rec- 11Strike a key and see what ommendations included Web sites happens. Try playing a game or Take an introductory class on on volcanoes, math puzzles, writing a letter. The computer how to use the Internet. Native Americans, and Boston's program will usually give you a Many public libraries offer Computer Museum. Or, scroll message if you're trying to do free sessions, or try your local through the recent messages post- something that can't be done. community college or university ed in America Online's "Gifted- (Avoid striking a key repeatedly; extension program. Or, ask a ness Forum" (Keyword: AOL if it doesn't work the first time, friend who's a step or two ahead Families). You can ask a question try another approach.) of you in the computer game to and watch for an answer; you teach you the basics in exchange may be surprised at how many .-2Spend time on the computer for a cup of coffee or an extra other parents share your concerns in the evening after the kids turn in the carpool. and problems. have gone to bed, so they can't laugh at your ineptitude. Read a book that takes a sim- So don't be afraidparents can ple approach to a program be computer literate, and you can sTry subscribing to a comput- 0that's causing you trouble. have fun getting there! er magazine aimed at fami- The Idiot's Guide... and ...for lies. I have found Family PC Dummies series are designed for MARILYN MORRISON is the parent of two gifted children. She is the Com- incredibly informative, yet easy to beginners, and include lots of il- municator Associate Editor for understand. The publication in- lustrations (an important element). Parent Topics.

6 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 PARENT OPINION

PARENT/SCHOOL PARTNERSHIP COMPUTERS: A Step In the Right Direction The Home-Schooling Connection BY LAURA AND ARTURO SELVA BY-ROBERTA-PONCE The debate over whether to belief that it is crucial for our chil- pull children out of public dren to learn to recognize and re- Nine years after the birth of school and place them in the spect the strengths of all individu- our first son, and six years haven of home or private school als in our multicultural society. after the birth of our sec- is a hot topic of conversation We are not completely pleased ond, our family gave birth to our among many parents in California with all the facets of the curricu- home-school experience. As a and across the nation. After con- lum being offered to our children. practice, home-schooling seems siderable deliberation on the pros One area that seems weak is the strange to some, but the concept and cons of the education offered exposure to technologymany makes perfect sense to us. The by the Los Angeles Unified classrooms simply do not have family is a child's first and most School District (LAUSD), we enough computers. To ad- enduring social network; it's nat- chose to keep our five gift- dress this shortage in our ural for children to look to their ed children in city schools. children's classrooms, we parents for encouragement and Our decision was not based have four computers at support. For our family, it seemed entirely on finances or par- home, and we provide our logical to extend our support into ent availability, but rather children with access to in- a cooperative learning experience. on our feeling that when formation through America (I say "cooperative" because our we pay for a service, we Online and computer maga- home-school experience has been have the right to make cer- zines. Not all parents have very interactive so far.) tain demands of that service. To the resources to provide comput- In my mind's eye, I fast for- us, LAUSD's commitment to ers at home, however, and we ward 15 years from now and I greater parent involvement sup- must continue to work in partner- see my two sons reminiscing ports this concept, and is based ship with our schools to lobby for about their childhood. They talk on the realization that schools can additional technology and com- about the kid next door, lazy no longer exist in a vacuum. The puter funds. summer days, and funny experi- idea of parents and teachers Despite the shortcomings in ences they shared. They also re- working in collaboration in the technology, our school district's member the one thing that made areas of accountability, assess- current curriculum is broad in them stand out among their ment, curriculum, and budget is scope, embracing the positive as- friends, cousins, and neighbors: very attractive and promising. pects of living in a richly diverse home-schooling. They remember (One of the best ways parents can multicultural society. We feel that how people kept asking them if be sure their voices are heard is public schools offer us the most they socialized enough. They re- by serving on leadership councils democratic arena in which to call the intense theoretical debates with teachers and administrators.) voice our opinions, through our across the kitchen table between Public schools offer our chil- active participation and ongoing well-intentioned skeptics and dren a rich repertoire of academic input. A partnership between par- Mom and Dad, as we marched and social options. Many districts ents and schools, at the local, dis- forward into the unknown world offer special programs in perform- trict, and state levels, offers a fer- of home-schooling. ing arts, computer technology, tile forum for change. In the present, though, I'm fo- ecology, mathematics, science, cusing on ways to incorporate law, and business, to mention a LAURA AND ARTURO SELVA have technology into our home-school five children. Laura is a language de- few. There are also programs for velopment teacher at Euclid Avenue experience. One goal is integrat- children with special needs such Elementary School and Arturo teaching basic word processing pro- as alternative and continuation es kindergarten at Bridge Street grams with journal writing. Elementary School, both in Los schools. Underlying the curricu- Angeles. Additionally, my husband shares lum in all these programs is the his Microsoft Paintbrush program

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 7 49 with my young sonthe same a commitment to a strict philoso- schooling freaks. Actually, the kid son who had previously been phy that led to this policy in our next door is the root of my argu- anti-art, anti-crayon, never a fin- homemy husband and I just ment for why I think socialization gerpainterwho is loving the weren't game-players. Some par- is overrated, but I guess that's the computer art that he creates. ents turn their kids on to the theme for a different article. The next challenge is trying to computer via games. Others in- At this point, I like that my six- stay one step ahead of all the new troduce the computer as a tool year-old writes imaginative stories programs and technology on the on the computer. I like that my superhighway (just when I nine-year-old found a renewed in- thought a modem and fax were terest in writing newspaper article high tech!). So, the estimated date summaries when his fingers met for THE NEW COMPUTER the keyboard. My boys enjoy PURCHASE!!! (drumroll and ap- printing out their own drawings plause)a Pentium 133, scanner, and creating original crossword and laser printeris February. puzzles with clues and answers The old, passé, used-to-be-top-of- unique to their own whimsical in- the-line Intel 286 is soon to be first and a "game" later. Our terests. I like that my dad, who's relegated to the recently renovat- kids' first experience with the 73 years old and an avid chess ed home-school room (formerly computer was using it as a word player, taught my nine-year-old to the playroom). The boys are processor. As they get older, we'll play the game on the computer. It counting the days until Computer probably have to negotiate which makes me feel good that my sons Purchase Day, dreaming of the game programs are okay. As you understand that they are living in freedom that climbing on board can guess, we're not fond of a technological age and are not the Internet will bring. games that promote violence, intimidated by, but eager to ex- The kids also think that the flash, gore, or obnoxious noises. plore, this developing world. new computer means they will get My kids are fascinated by these to play more games. So far, we've games (ones they've seen on that ROBERTA PONCE is attending law school and began home-schooling kept game-playing on the comput- kid-next-door's computer), so I her two sons in December, 1995. er to a bare minimum. It was not guess they're not total home-

: REVIEW BY GERI WILLIAMS

The Internet for Teachers The A.+ Reference For Teachers!

The author, Bard Williams, is an educator, writer, and technology consultant whose in- fectious writing style reflects his belief that "nothing is more exciting than seeing enthusiastic teachers use technology to guide motivated learners toward new ideas and new horizons." A former middle school teacher, he is currently the Coordinator of Computer Technology and support for the Gwinnett County School District. He dedicates his book to the people who believe that "learning is fun and teaching is an honor." In the introduction, the author states the book's simple premise: So, here it is in plain English. All the techno-babble has been stripped away, and here The Internet for Teachers are the basics about how to get started, how to do some cool things after you get on- Bard Williams IDG Books line, and how you can harness the power of the Internet in your classroom. 1995,350 pp The Internet for Teachers is divided into five parts, designed to be read either in sequence or on their own. Part I: Log On: The Internet in Education This section tells what the Internet is, its history, and gives reasons why you and your school should participate. 8 50 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 Part H: Getting Wired ICONSMORE THAN JUST CUTE PICTURES You'll learn what hardware and software you need to get started using the Internet. Also included is a brief look at Internet responsibility, a growing con- Following are some of the icons from The Internet for Teachers and cern worldwide. an example, in the author's own words, of the type of information Part III: Internet Resource Roundup highlighted. Williams refers to this section as the backbone of the book. Resources are presented in small, palat- able pieces. Learn how to send and receive elec- Activities for you and your students. tronic mail, explore online databases, receive files, Show your students how to telnet to LaunchPad and and-talk live to people around the world. download a Supreme Court decision. If you've never Part IV: The Net Meets the Classroom seen the text of a decision, it'll be a technical writing Here's a glimpse into how to write lesson plans for interpretation challenge that you and your students instruction using the Internet, hints on our chang- will never forget. ing roles as instructors (now knowledge naviga- tors), and some mind-saving tips on what to do Items the author feels are "must use" in the class- "when things go nuts." room. Part V: The Part of Tens: The Internet Educator Sound Machine: Freeware that enables you to play Fun! Here are lots of sites for students (and you) and record sounds that you download from the to visit. Internet. It has lots of cool buttons that you can use to Part VI: Appendixes change the speed, play backwards, loop sounds, switch formats, and so on, while the sounds are play- This part contains help on identifying Internet ing. terms and gives practical hints on problem solving. ¶Eit* Vocabulary explained. For those of us who are visual learners, several icons Netscape is the granddaddy ofMosaic, afreeware are used throughout the book to signal terms or topics program that enables users to browse the World Wide that might be of interest to teachers. (See the sidebar for Web. It's feature-rich, provides access to WWW, examples.) Gopher sources, andhere's the best newsit's Each part and chapter of the book begins with clear FREE for educators! highlights of the information found there. In addition, Chapter 20 contains grade-specific lesson plans with Programs that are on the disk contained in the book. suggestions for extensions and challenges for those stu- Programs included on the disk are Stuffit Expander dents already advanced in the use of the Internet. 3.5.2, Turbo Gopher 2.0, NCSA Telnet 2.6.2d4.2, Part V begins with Williams' admitting that he is an Fetch 2.1.2, and Eudora. avowed information junkie. Each of the sites in his lists are "teacher-tested and guaranteed (sort of) to dazzle Things to watch for or that can make your life easier. and excite even the most glassy-eyed video game play- To understand what people mean when they talk er." Included are: Ideas for E-Mail Exchanges,Ten about FTP, you have to get out your parts-of-speech Mailing Lists Not to Miss, Ten Groups of News-groups manual. You'll use FTP, the noun, when you refer to Any Educator Could Love, Ten Gopher Sites, Ten Great the actual... FTP Sites, Ten Great Educational Telnet Targets, and Ten Educational and Reference Web Sites Not to Miss. Interesting and current information about the Williams claims his book is to be picked up when Internet. one needs a quick reference. As a contrast, I read his The Internet began with only four computers that book while on holiday in Spain, without both the con- were hooked together in a research and defense net- venience (or distraction) of a computer in sight! This work. By March of 1995, more than 4,000,000 com- situation provided me with a unique perspective. I ap- puters were hooked to the Net. proached the book as a text, highlighting and placing Post-its on pages, just as the author suggests using Practice on the Internethands-on learning. "electronic bookmarks" for future reference. In this re- The following steps walk you through a sample ses- view, you will find many quotes taken directly from the sion that uses Fetch to retrieve a file. text to illustrate the book's readability and sense of fun. Frankly, I could hardly wait to try many of the dozens A danger sign. Hold the mouse! of intriguing suggestions. I am hooked! Attached files don't always translate properly between commercial online services and accounts with GERI WILLIAMS is the GATE resource teacher in San Jose universities or Internet service providers, or vice Unified School District. versa. Geri Williams

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 9 51 The Software Explosion A guide to selecting instructional material for gifted students

BY HILLARY S. HERTZOG Have you looked lately at a ic, changing the complexity of recent software catalog subject matter, and the student's from one of the bigger dis- efficient operation. CD-ROM ability to approach study in novel tributors? The software market is software has resulted in the devel- ways which are individualized expanding rapidly, with CD- opment of programs with exten- (California Department of Educa- ROM products leading the way. sive information retrieval capaci- tion, 1994). Consideration of We all have budgets to adhere ty, creating an information explo- each of these strategies can help tosome are larger than others, sion available to us in the class- us specify software selection some are school-based, and some room and in the home. guidelines for gifted learners. are home-based. We all hate to Educators and parents continu- make poor choices. In this cur- ally ponder how to choose soft- ACCELERATION rent flood of new products, how ware for children. Some choose Increasing the pace of subject can we select software that will the best sellers; others choose the matter study through individual- serve our gifted students well? award winners. However, in se- ization is one way of meeting the First, it is important to analyze gifted learner's needs. However, the software market for what is individualization can be difficult being produced, and what for the classroom teacher to manage and monitor. Corn- hardware requirements are Ir necessary. Your purchasing puter-based software can power may be determined provide individualization partially by your hard- of subject matter study ware configuration. The through the use of tutori- term "software" refers to als. any product that needs a Currently, with advanced computer interface to oper- programming capability and ate. This means that multime- more sophisticated hardware be- dia products, which include the coming the norm, teachers and use of CD-ROM and/or laser disc parents should look for quality with operating software, are in- lecting software, the particular programs which include extensive cluded in the realm of available needs of the learner should dictate tutorials, self-pacing features such products. software selection. In the case of as the ability for the learner to re- The current trend is toward gifted students, providing a differ- visit or skip parts of a tutorial ac- the development of CD-ROM entiated curriculum has been en- cording to perceived need, a products, as opposed to software couraged as a means of stimulat- record-keeping function so the on floppy disks. With its ad- ing such students to develop in- student can track progress vanced storage capability for creasingly complex levels of through a program, and a book- sound and graphics, CD-ROM thinking-and production. We can mark function so the student can provides a medium which can use the strategies imbedded in the revisit the sequence of instruction contain much more reference ma- concept of a differentiated cur- easily after taking a break. terial than traditional floppy riculum to help identify criteria Programs such as Math Blaster _ disks. However, CD-ROM soft- for selected software for gifted Mystery: The Great Brain ware often requires more sophis- learners. Differentiation of in- Robbery (Davidson), which helps ticated hardware, with 60MB to struction is achieved through the the student learn pre-algebra con- 100MB hard drives, and 8MB to implementation of strategies cepts in a self-paced format, and 16MB of RAM now considered which promote acceleration of A.D.A.M. Essentials to be a minimum requirement for learning, in-depth study of a top- (Broderbund), which introduces

10 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 52 and provides detailed information Oregon Trail (Broderbund). tion, and multiple solutions, all of about human anatomy, are exam- Fortunately, CD-ROM technology which are elements that foster ples of self-paced software which has given software designers the novel thinking. allow students to accelerate their freedom to make simulations Selecting software by applying learning. more lifelike because of better the same criteria used for design- graphic interfaces, and offer in- ing instruction in the gifted class- DEPT1H creased decision making on the room will more closely integrate A student who shows unusual part of the learner due to expand- technology with the learner's interest, skill, or knowledge in a ed memory capability. Along with overall educational experience. subject should have the opportu- informational CDs, these simula- nity to study the topic in depth. tions comprise the fastest growing REFERENCE The student's knowledge will sur- part of the software market. California Department of Education and pass others', including the teacher's. Look for simulations which ask California Association for the Gifted. Thus, software is an excellent students to experience thinking (1994). Differentiating the Core way of providing expertise and an from the perspective of a "profes- Curriculum and Instruction to enriched knowledge base to stu- sional," such as Sim Town Provide Advanced Learning Oppor- dents who want to study a subject (Maxis), in which the learner tunities. Sacramento: California beyond their current understand- thinks like an architect and city Department of Education. ing. The flood of CD-ROM prod- planner to build and manage a small town and influence the lives HILLARY S. HERTZOG is a clinical ucts especially meet the teacher's professor of curriculum and teaching needs for providing depth to cur- of the people who live there; and at the University of Southern Califor- riculum study because of the in- Maya Quest (MECC), in which nia. She also consults with various students visit the Yucatan penin- school districts on selecting comput- creased available memory, graph- er equipment for their students. ics, and sound capabilities. sula of Mexico to decipher hiero- Publishers are creating CD-ROMs glyphics, reconstruct a monu- which study many subjects in ment, and search for clues to ex- depth. Educators and parents plain the collapse of the Mayan should look for software that civilization. gives menus for individual choice, allows the learner to quit a NOVELTY "path" of learning and return to Providing opportunities for stu- the main menu, and includes dents to interpret information in graphics and sound to illustrate original ways, look for new impli- concepts and content. Some out- cations of content, and approach standing examples include Mam- the study of disciplines in a per- mals: A Multimedia Encyclopedia sonalized way are examples of (National Geographic), In The creating novelty in the study of a Company of Whales (Discovery subject. As the California Channel), The Industrial Revolu- Department of Education (1994) MOON tion (Clearvue), and Journey To defined, "For students to create The Planets (Multicom). novelty, the making of personal Don't go moon, meaning (invention or interpreta- It's very soon. COMPLEXITY tion) is required." Open-ended A teacher can extend a student's simulations such as Widget You have pretty light knowledge of a topic by challeng- Workshop (Maxis), which en- ing the student to study issues, courages learners to create wid- You are very bright. problems, and themes related to gets and design and enact testing the subject. Teachers can encour- situations, encourage invention, Bye, bye moon age a focus on complexity by hav- creativity, and interpretation. The ing students play out the roles of use of presentation software such Please come in the afternoon. different participants in the prob- as Hyper Studio (Apple) can pro- Shireen Alihaji, age 7 lem-solving process. Computer vide students with the means to Grade 3, New Horizon School simulations offer the teacher an organize and interpret content or Pasadena excellent opportunity to provide concepts in a way which encour- Shireen Rijab, teacher students with this type of think- ages novelty. Use of presentation ing. Most teachers are familiar software can encourage divergent with older simulations such as thinking, risk taking, collabora-

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 11 53 TECHNOLOGY ©OPYRIGHT LAWS Your district probably has a policydo you know the guidelines?

BY MARGE HOCTOR

Most school districts in the stroyed, one more copy may be terial from cable TV channels. nation have a Board poli- made from the archival disc. Consequently, there are varied in- cy regarding infringement Many software companies offer terpretations of the restrictions of copyright laws. While copy- licensing options to schools and making Use guidelines uncertain right guidelines are reasonably school districts such as school site at best. Before cable material is clear in the area of computer soft- licenses, district site licenses, and used, it is important for educators ware, the rules regarding the use lab packs of software programs. to check with the producer/dis- of television, video, and multime- tributor or cable channel; many dia materials are not as clear and OFF-AIR RECORDING OF offer educators limited rights for may be open to interpretation. TELEVISION PROGRAMS the use of materials ranging from Many educators say they are con- The Fair Use Guidelines of the 10 days to one year. fused as to exactly what can United States copyright law were legally be used in the classroom. developed in 1979 to allow edu- RENTAL AND/OR PURCHASE OF The following is a compilation cators to preview material for use VIDEO TAPES FOR from a variety of sources and in the classroom. While not a part CLASSROOM USE should by no means be consid- of the law, they have been widely Educators may rent or purchase ered legal advice. If accepted as the standard. These a video tape for classroom use if there is any ques- guidelines allow off-air recording it is used for face-to-face instruc- "The copyright tion regarding the of televised material with the fol- tion as a part of a classroom les- guidelines for use of material, re- lowing restrictions. son. The material may not be quest permission Commercial/PBS Television used for reward or recreation; media and tech- from the copyright Educators may make a single such use requires permission from holder and keep the copy of a program aired on com- the producer/distributor and in nology are varied written response on mercial or PBS television stations. most cases will involve an addi- and in many file for as long as The program must be used in the tional fee. you are using the classroom within 10 working cases unclear..." material. days of the air date. It may not be MULTIMEDIA-LASER DISC, CD- used in the classroom after 10 ROM, TELECOMMUNICATIONS COMPUTER SOFT- days, however, the program may With the rapid change in the WARE be retained by the educator as a delivery and access of informa- Most producers and/or distrib- resource for 45 calendar days tion, guidelines have not been de- utors of computer software pro- from the air date, at which time it veloped quickly enough to programs include copyright and li- must be erased. vide consistent rules for the use of censing information in the pack- Subscription Television multimedia. age. While guidelines may vary Programs aired by subscription Interpretation of guidelines re- among software companies, the television services such as HBO, garding the use or transfer to majority of software programs al- Showtime, or satellite services computer or video of materials low use with certain general re- may not be copied for classroom obtained from laser disc, CD- strictions. use under any circumstances with- ROM and/or the Internet seems With the purchase of a comput- out express permission by the to vary according to the source of er program, the owner is allowed, producer(s). Be sure to get information. It is possible to at- often encouraged, to make one permission in writing and keep it tend two sessions at a technology backup copy for archival purpos- on file. conference and come away with es. The original program and the Cable Television two diverse opinions as to what is copy may not be used at the same The Fair Use guidelines do not legal and what is not. The best time. If the copy in use is de- specifically address taping of ma- and safest way to ensure operat-

12 54 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 ing within legal copyright limits is to contact the copyright holders ...AND THEINTERNET in question and obtain guidelines SHALL SET YOU FREE? in writing from them. The copyright guidelines for Road Signs and Insights for the Internet Traveler media and technology are varied and in many cases unclear; how- BY ANDY ROGERS ever, it is the responsibility of the educator to become aware of the restrictions on material used in rom fun to education, com- phone line with computer soft- the classroom. The illegal use of munication to saver of the ware that allows one to dial into material that is protected by world, many theories abound an Internet service provider. copyright denies the creators their as to what the Internet is and Service providers such as Prodigy, fair share of the profits. In addi- what it is not. America Online, and CompuServe tion, it is important that educa- all give varying degrees of access. tors, as role models, keep ethical UNDER THE HOOD Many services charge for access standards high. What message The Internet is a network of by the hour which may result in does it send to a student when a wires linking computers all over high telephone bills for the user. teacher lectures on the value of the world. It was originally devel- Access can also be provided ethics and honesty, and then sends oped by the Department of over a local area network (LAN). a child to the computer to work Defense to aid military communi- A computer within an organiza- on a pirated disk? cation. Ironically, when the U. S. tion is connected by a wire to a military tried to destroy Iraqi central server, a large computer REFERENCES communication systems during which is connected to the California State Department of the Gulf War, the Iraqis used the Internet. While the explanation of Education. (1991). Suggested copy- Internet to maintain contact. LAN access is greatly simplified right policy and guidelines for Colleges and universities have here, the point is that this connec- California's school districts. known that the Internet Sacramento, CA. could be used as a com- Carter, J., Bender, I., Demac, D., munication tool for a Sinofsky, E. & Stansbury, R. (1995). long time. In addition to 11,1_111 The copyright question. Cable in the electronic mail, the Classroom, 5-12. Internet has become a research tool. Because of RESOURCES the nature of the Internet, Copyright law: What every school, col- posted information is lege and public library should know available from anywhere in the tion is faster, easier, and cheaper [Video]. Available from The world on any computer connected for the user. It is faster because Association for Information Media to the network. the wire is larger than a regular and Equipment, P.O. Box 141, This development took place phone line. It is easier and cheap- Skokie, Illinois 60076. using a computer operating sys- er because the organization or in- Don't copy that floppy [Video]. tem called UNIX. While UNIX stitution pays for support and ac- Washington, DC: Software provided a powerful environment, cess. Publishers Association, (202) 452- the system demanded that users 1600. possess knowledge of many diffi- FLASHING RED: INTERNET IN THE K-12 guide to legal software use. cult UNIX commands. In recent SCHOOLS Washington, DC: Software years, the Internet has become The Internet can change the Publishers Association, (202) 452- more accessible, especially since way students learn. Unfortunately, 1600. the development of the graphical usage by schools and teachers is (able to display pictures) World often dependent upon availability. MARGE HOCTOR is the coordinator Wide Web. In the best of all possible worlds, of K-12 programs and services in the each classroom would have four Garden Grove Unified School District. ONRAMP TO THE SUPERHIGH- or five computers connected to a WAY: INTERNET ACCESS LAN in the school. Teachers Connecting to the Internet may could then integrate the capabili- be accomplished in many ways. ties of the Internet into the cur- Most people use an ordinary tele- riculum. Sadly, most classrooms

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 13 55 don't even have a telephone, few- tool for schools, to give adminis- YELLOW LIGHTS er still have an empty telephone trators and teachers another way A few cautions should be ob- line, and fewer yet have a com- to deliver the curriculum to stu- served. puter network. dents. Other districts and states There is a great deal at stake The goal is for technology to be throughout the country use other for vendors and utility com- integrated into the curriculum service providers. No matter panies. Faculties may be for the teacher to change method- which provider is used, the bombarded by representatives ology to make use of the new Internet is only one of many tools who claim to have solutions technological applications. Easy for implementing the use of tech- to the school's technology to say, but how does a teacher be- nology in schools. needs. Be wary. Be inquisi- gin? First, the teacher should not tive. Determine how the pro- try to do it alone. Curriculum re- GREEN LIGHT: INTERNET FOR posed solutions fit into the form is a collective effort. Each TEACHERS stakeholders' overall plan for school site should develop a com- Few schools possess the ideal the site. prehensive technology plan, plac- conditions for using the Internet To take complete advantage ing the Internet in context. It in the classroom. The lucky teach- of the opportunities offered must be remembered that there ers will have access to a telephone by implementing technology are many other computer applica- line in the classroom. Others can into the curriculum, change tions to consider as part of the connect over a line in the faculty will be needed. Computers overall plan to bring computers lounge or library. Many will use are more than another means into the school. the Internet from home. to "drill and kill." They are Second, when money becomes Given the barriers, why would more than word processing. available, the staff often spends anyone want to use the Internet? Integrating them into a cur- the money before deciding how There are several primary reasons. riculum can change tradition- the purchased technology will be Electronic Mail (e-mail), al methods of research and integrated into the overall curricu- which enables worldwide communication. lar reform. The type of computer communication. In addition, does not matter; how the hard- the process of writing and WELCOME TO LOS ANGELES ware and the software will be sending e-mail can be used in More than 4,000 people use the used is the issue. Even if money is many waysto teach skills LAUSDnet. Students, teachers, not available at the moment, a that may be more difficult and administrators are exchang- technological plan should be de- with other applications. ing information online. As veloped in preparation. Knowing Accessing information from LAUSDnet develops, discussions how the staff wants to use tech- all over the world. With the about curriculum will take place. nology enables them to determine use of search engines, Internet Lesson plans and instructional what computers, networks, and users can request information modules developed by LAUSD applications are needed to meet on a vast variety of subjects. staff will reside on the Internet the objectives outlined in the The World Wide Web and, be available to all. The way plan. (WWW). A color monitor we communicate and the way we Third, the comprehensive plan displays the colors and teach will change. It is impossible should be examined along with graphics of the WWW. There to predict what the effects of the the incremental steps to achieve are many search engines that telecommunication revolution will long-term goals each year. can be used to find informa- be, but it's certain that all schools Technology is expensive, so plan- tion. With very little skill, will be profoundly affected by ning is critical. Instead of waiting teachers and students can this brave new world. for enough money to meet all even design their own "home Welcome to the future. long-term goals, the plan can page" for display. People ANDY ROGERS is a coordinator in identify intermittent steps each from all over the world can the Information Technology Division year. For example, a small net- then see their work. of the Los Angeles Unified School work might be built in a library These examples only scratch District. He can be reached at or in classrooms of those teachers the surface of possible uses for the arogerselausd.k.12.ca.us. who already have developed their Internet. The local bookstore and classroom plans. computer store are good places to The Information Technology browse the many books available Division of the Los Angeles that can further explain how to Unified School District developed use this application. LAUSDnet, an Internet node, as a

14 5 6CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 YOUNG PEOPLE'S PULLOUT BY LINDA BRUG

INVENTIONWhat Makes Things Tick? en you think of an early age? When he was 13 years is to keep records of the develop- "inventor." you might old, he invented hand paddles ment of your invention. Use a imagine a wild-haired that enabled him to swim faster. journal to keep track of your professor working in a laborato- He abandoned the invention ideas and experiments. Be sure to ry with many bubbling rest tubes. sinceit tired his wrists. Before record the time, date, and loca- To many people, an inventor is a their famousflightatKitty tion in your notes. When your combination of a scientist and a Hawk, the Wright brothers tried device works, demonstrate it to dreamer. However, anyone can tomake ahelicopterlarge an adult and have him or her he an inventor! enough to carry passengers, but sign and date a description of All inventions start as some- their effort failed. what happened. one's ideaand nearly everyone The next step isto decide has plenty of ideas about whether to patent your inven- of Thiel ways things could be im- Make Note tion. A patent is an agreement Art Fry,a 3M proved. Some ideas are for Sunday inchurch, between you, the inventor, and One frustrated when became e place the U.S. government. Pick up things that do what no one employee to keephi he used ing out. some gadget that's around your has ever done before; others thepapers keptfall make old inventions better. in thehymnal 3M employee, house. Chances are you'll find a another it Spencesilver, sticky but set of numbers on it somewhere. Even though anyone can something invented his use.He have a good idea, a good idea had enough for Your stapler, for example, may sticky if wasn't memoasking alone does not make a person a company - show on the bottom "Patent sent out s Stickymater an inventor. could useH fa- 2033018." The numbers show someone and thenow To be an inventor, you must Fry said,yes, that the inventor applied to the ial. Art born. Post-it was learn to let your mind search, miliar U.S. Patent and Trademark to look at everyday things in a Office and that no one else had new and different \vay. An in- It may surprise you to ever invented a stapler quite like vention doesn't have to be some- learn of the many successful thing radically neweven the young inventors. Here are just a READ ON! simplest ideas sometimes become few of them and their inventions. successful inventions. The Hula Vanessa Hess, a 7th grader, in- Bailey, Joseph. Small Inventions That Make A Big vented a colored wax for cars. Hoop was based on hoops chil- Difference. dren had been playing with for Hannah Cannon, an11- Caney, Steven. Invention years. year -old California student, in- Book. Inventors come inallages. vented a card game named Being a young inventor has ad- CARDZ. Bender, Lionel. Invention. Eyewitness Books vantages. Young inventors are At the age of10, Becky willing to try things that others Schrodeder invented a lumines- Jeffries, Michael. Inventors and Inventions. thinkmightbeimpossible. cent backing sheet for writing Chester Greenwood invented the in the dark. Tucker, Tom. Brainstorm! The earmuff when he was 15 years What if you come up with an Stories of Twenty American Kid Inventors. old, and two young inventors ex- idea for a great invention? How perimented with solutions that do you protect your idea? How Turvey, Peter. Inventions. Inventors and Ingenious helped Kodak to create color do you sell your product? There Ideas. Timelines film. Did you know that Ben are several steps you can take. Franklin began inventing at an The first, and most important, 15 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 BEST COPY 57 AMIABLE this one. A patent gives the inventor invention. A game, for example, WHAT'S A "RUBE exclusive rights to make and sell that cannot be patented, but parts of the GOLDBERG"? item for a specific period of time. A game can be protected. Some inven- patent does not guarantee that your tors have decided that they can pro- Have you ever heard of the invention will sell. Here are some in- tect their invention better by not ap- cartoonist Rube Goldberg teresting patents given in 1992. plying for a patent. That way an in- (1883-1970)? He said, Which one do you think will be ventor can keep the details of the in- "People can do things two ways profitable? vention a secret. The formulas for the easy way or the hard way." He A radio that displays written in- Coca-Cola and Silly Putty have nev- was fascinated with the hard way. formation about songs as they are er been patented. The secrets are Goldbergcreatedacharacter being broadcast. locked away in bank vaults and named Professor Lucifer Gorgon- "Aquashoes" that resemble only selected company officials and zola Butts, who was a crazy inven- cross-country skis and allow a per- trusted family members have access tor of complicated contraptions de- son to walk on water. to the information. signed to prove that the simplest A beach towel that features a If you have an idea for an inven- tasks could be incredibly compli- kind of sundial to promote even tion, keep working on your design. cated. tanning and to help sunbathers Many inventors started inventing as Rube Goldberg's inventions have they keep track of the time spent in the young people but waited until made him immortal; he is the only were adults to develop their inven- sun. American to have his name be- tions. Perhaps you can follow in the A square ball that bounces as come a dictionary word while he footsteps of Hannah Cannon or Ben predictably as a round one. was still alive. He also won the A patent is not available for every Franklin. Pulitzer Prize in 1948. Each Goldberg invention includ- Simple Alarm Clock ed the interaction of wheels, Rube Goldberg cartoon. Published in 1919. levers, animals, and people. Even though he frequently used weapons, the weapons were used to continue the action, not to harm anything. His favorite subjects for inventions were the radio, automobile, airplane, and telephone. Goldberg's other inventions include: Mosquito-bite scratcher The early bird (A) arrives and catches worm (B), pull ng string (C) and shooting off pistol (D). Bullet (E) busts balloon (F), dropping brick (G) on Window closer bulb (H) of atomizer (I) and shooting perfume (J) on sponge (K)As Bathtub soap retriever sponge gains in weight, it lowers itself and pulls string (L),raising end of Self-operating napkin board (M)Cannon ball (N) drops on nose of sleeping gentlemanString tied to cannon ball releases cork (0) of vacuum bottle (P) and ice water Self-washing windows falls on the sleeper's face to assist the cannon ball in its good work.

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58 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 18 INVENTION WARM-UPS 16. What would you see if you were the first airplane to fly? 17. What would happen if all inventions had to be approved by a Interested in inventions and inventors? Try government inspector before they could be tried? some of these activities. 18. You have the power to blend two inventions. Which would BY JOANNE KAPLAN you put together? What would you call your new invention?

19.If you could invent a device to solve a major world problem,

1. List as many inventors as you can. what would you choose to work on?

2.List as many- products -that are the-result of inventions as 20. How is a bandage like a Post-it note?

you can. Fit them into different categories like a) small 21. What would Christopher Sholes, the inventor of the type- enough to fit into a shoebox, b) found in the kitchen, and writer, say to Steve Jobs, inventor of the Apple Computer? c) clothing items. Joanne Kaplan is an elementary GATE teacher in Ventura. 3.List things invented before 1800.

4.Name 10 inventions of Leonardo da Vinci.

5.Explain the meaning of "Necessity is the mother of inven- CREATE YOUR OWN GOLDBERG CARTOON tion." Give examples. 1. Think of an invention to perform a simple task

6.Explain why there are so few women listed as inventors. (example: automatic device to tie shoelaces). 2. Break it down into necessary steps and label 7.Pick an invention. Explain how it has changed our lives. each A, B, C, etc. 8.Illustrate in a cartoon how a need has led to the develop- 3. Draw the action. ment of a specific invention. 4. SEND YOUR CARTOON TO: Linda Brug, 3721

9.Develop a timeline illustrating major inventions and identify Sheldon Dr., Ventura, CA 93003. their countries of origin. The most creative Goldberg cartoons will be published in the Communicator. The first place cartoon 10. Compare a variety of inventions which have the same pur- will receive a copy of The Internet for Kids, which is pose (jar openers, cork screws) and determine which is being reviewed in this issue. most effective.

11.Design an invention to improve your bicycle.

12. Given a specific invention, illustrate and explain a) the first form of the invention, b( the current form, and c) your idea DID YOU KNOW... of what the invention will look like 20 years from now. Leonardo da Vinci invented, in a drawing, the con- 13. Create a new design for a specific device while adapting it cept of the helicopter over 400 years before one for a special purpose. Examples: stop light for handicapped really flew. people, toothbrush for busy people, multipurpose hat.

14. Think of as many new ideas as you can to add to the game The first sneakers were worn by the Mayans who of baseball to make it more interesting to play. covered their feet with melted rubber.

15. What new inventions would we need if people had a third hand?

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CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 17 59 STUDENT VIEWS

Two students reviewed the book ly rate of $19.95 for 40 hours. throughout the chapters. This ser- Internet for Kids by Deneen Frazier, Igive Internet for Kids two vice includes e-mail and the World SYBEX Inc., 1995, 314 pages, $22.99 thumbs up! Wide Web. You can even talk to Here's what they found... Katie Mitchell, 8th grade the President! Many of the chap- Balboa Middle School, Ventura ters help you to learn such as the Internet for Kids is a complete Marilyn Renger, teacher section entitled,"Looking for program made for students Answers." There is also a whole K-12. It includes a book full Ienjoyed reviewing the bookchapter that describes ways to of interesting things to experi- Internet for Kids. I have a lotshare your ideas, writing, music ence on the Internet. The Inter- of experience with computers lyrics, and art. net allows you to talk with kidsso I was interested in what this Overall this book is easy to use from all over the world about in- program had to offer. It includes a but you must connect up with teresting subjects. Some otherdisc, and a complete book withNetcom at $19.95 monthly. If you features include: online games, description of services offered onpurchase this book, Netcom will scientific surveys and experi- the Internet. In order to use thiswaive the $25 registration fee. ments, and interesting facts onprogram you need a personal I think this is a great book for things you enjoy. You can even computer of any kind, communi-students who are interested in ex- talk to writers, scientists, artists, cations software, a modem, and aploring the Internet. and even get a pen pal on the connection to your phone line. Jonathan Snyder, 8th grade Internet. The book is well organized and DeAnza Middle School, Ventura Unfortunately, there is a month- contains many helpful suggestions Linda Brug, teacher

"Your Turn!" /recently invented a board game called "San gain rent money. Also, I made some cards called Diego Vacation." When I started creating this "Risk Cards" where players could gain some money. board game I wanted a game where you could The "Risk Cards" added more fun and excitement to lose or gain money. I thought about the fun places I the game because had been to. I decided to make my game about San you didn't know if Diego since I knew a lot of fun and expensive places the card you drew there. would put you One problem that I had while making the game ahead or behind in was that I put too many spaces at the beginning of spaces, or lose or the game and by the end I couldn't fit some spaces gain money. in that I had planned on. To remind me of Another problem I had was that I didn't have some attractions in enough places to gain money. To solve this problem San Diego, I used a I put on some property where the owners could city map. I hope the choices I have made CALLING ALL STUDENTS! are fun for the Send your suggestions, stories, poems, art work, players. Goldberg cartoons, invention ideas, or other types of writings to: TRISTAN GAGNON-BARTSCH is a 5th grader at Elmhurst Linda Brug, 3721 Sheldon Dr., Ventura, CA 93003. Elementary. His teacher is Joanne Kaplan.

18 60 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 41zaligiff The Internet: Check Your Sources

BY SARA ARMSTRONG

In the early days ('way back in artists who want to share their to find at least a few people the early to mid-'80s), even up music with the world, and have somewhere in the world who until a year ago, exploring the found an exciting way in which share your particular passion, or Internet could be tedious and to do so. can offer information to inform frustrating. The available soft- Stunning sites sharing informa- your favorite lesson. You can be ware tried to make the Unix tion of any kind imaginable can in touch with people you might computer language accessible so be found. Whether you're inter- never have known about, and still that simple tasks, such as reading ested in quilting (http://ttsw. may never meet. This opportunity e-mail and replying to it, could com/MainQuiltingPage.html) or to expand the walls of school and be performed by those of us out- what's going on at the Jet Propul- home to include the whole world side the field of computer science. sion Laboratory (http: / /www.jpl. is awesome to consider. The rami- Some software succeeded better nasa.gov), you'll find other peo- fications for teaching and learning than others. Some were less ex- ple to learn from and share with will drive the evolution of schools pensive than others. But, each on the Internet, as well as many and schooling well into the next had its own quirks or tricks that places from which students can century. had to be mastered. Then, every- obtain up-to-the-minute informa- thing changed. About a year ago, tion on a wide range of topics. URBAN LEGENDS special Web browser software The White House is online for Given the proliferation of first Mosaic and then Netscape the first time in history (http:// Internet sites, and the information became available. Seemingly www.whitehouse.gov), and you that is available, a few important overnight, the World Wide Web, can exercise your citizenship by questions surface quickly. For ex- with sites all over the world, be- taking a look at bills that are cur- ample, how do you know that came accessible. It suddenly be- rently being argued in the legisla- what you're seeing online is reli- came possible for teachers and ture at Thomas (http://thomas. able information? How can you students to enter what David loc.gov), visit the Library of find what you're looking for? Thornburg calls the Communi- Congress (http://lcweb.loc. Let's look at these two issues one cation Age. Beautiful sites which gov/homepage/Ichp.html), check at a time. present art and music can be out information from the CIA Did you ever hear the story found quickly and easily, allow- (http://www.odci.gov/), or partici- about the woman who bathed her ing students and teachers to bring pate in a project that promotes toy poodle, and then decided to treasures into the classroom. world peace through PEARN dry him off in the microwave, For example, any time of the (the International Education and with tragic results? No one has night or day, you can visit the Resource Network, found at been able to prove that it really Web Museum and take a close http: / /www.igc.apc.org/iearn). happened, and this tale has be- look at Monet's work. The site No one knows exactly how come what's called an urban leg- can be found at http://www.emf. many sites you can get to on the enda story that has something net/louvre/. At the Internet Internetsome say there are over to say about living in city envi- Underground Music Archive 100,000 Web sites alonebut all ronments in the 20th century. (http://www.iuma.com/), you'll agree the number gets bigger each The Internet has its own brand find music clips from unknown day. You most likely will be able of urban legends which seem to

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 19 recur on a regular basis. For ex- formation originated. If your stu- formation, and possibilities for ample, did you hear the one dents have located documents communication that couldn't easi- about the chocolate chip cookies? from the Library of Congress ly exist before now. The "bad I first saw the message a few (http://lcweb.loc.gov/homepagefic news" part has to do with being years ago, and again when it hp.html), you can probably as- able to find what you need in a turned up last week. The story sume the information they are cit-reasonable amount of time online. goes that a woman and her ing is reliable. There are several programs, daughter (or a man and his son) Sometimes, students will get called search engines, which are were eating lunch at Nieman excited about a piece of informa- working to make the task easier. Marcus in New York. For dessert, tion they think would be perfect They differ a little bit in what they ate the most delicious choco- for a paper or project which was they do and where they look. late chip cookies they'd ever tast- forwarded to them by a friend or Yahoo (http://www.yahoo.com/) ed. The woman asked if the member of a listserv. By e-mailing was developed by a couple of col- restaurant ever the person who forwarded the lege students as a way for them to sold copies of source, or otherwise tracing its navigate the Internet (presumably their recipes, origins, students can begin to for their own academic needs). and the waitress learn about identifying reliable in- When you and your students ac- assured her that formation. Of course, any infor- cess this site, you'll find categories they did. "How mation obtained online should be of information which you can use much?" asked treated with the same respect re- to help narrow your search. For . the woman. garding copyright laws as books, example, you'll find art, educa- "Two-fifty," journals, and other offline tion, law, news, and science, replied the sources. among other categories. You'll be waitress. So the Since it's so easy to put infor- able to narrow your search fur- woman said she mation out on the Internet, we ther by entering keywords, which would like a need to take extra care that stu- the Yahoo software will look for copy, which she dents realize their responsibility in the titles and contents of Web was given. for checking sources. Perhaps, be- pages. When she re- cause just about anything that Another search tool, which ceived her lunch comes to us via computer looks starts you off with keyword op- bill, the woman legitimate, we need to work with tions, is Lycos (http://lycos.cs. discovered she had been charged students to develop appropriate cmu.edu). After you enter your $250 for the recipe, not the $2.50 evaluation criteria. keyword, Lycos searches the net she was expecting. She tried If students come up with online for matches to your keyword or everything she could think of to sources that cannot be document- words, called "hits." As with get the charge reversed, but with ed beyond a friend's assurance Yahoo and most other search no luck. So, the story goes, she they are correct, you might dis- tools, you can see the matched decided to take her revenge by cover a perfect opportunity to sites 10 at a time, and you'll be telling her story to the world, and discuss assessment of source ma- given the name of the site, a few sharing the "exclusive" cookie terial with your class. lines from the page, and the URL recipe, which was part of the e- Students can work together to (uniform resource locator, or ad- mail message that appeared on a come up with more of their own dress, of the site). You have the number of listservs. The recipe is thoughtful guidelines for evalua- option of going directly to the actually pretty good, but no one tion of online resources, which site, or looking at other possibili- can trace its origin. Since this they can then share with their ties. Through this exercise, you message turns up online with colleagues around the world can help your students become variations on a regular basis, through the Internet. aware of some of the differences most people have concluded that between how computers work it's another urban legend, Internet SEARCH TECHNIQUES and how people think. style. The good news and bad news For example, I wanted to look So, how do you know what about the Internet is the same: up information about the Trojan you and your students find online no one controls it, organizes it, or Horse found in Homer and Virgil. is reliable? Just as withoffline can tell you exactly where to find When I entered "Trojan Horse" sources, you'll offer guidelines specific information. as keywords, I got lots of refer- and discuss possibilities with your The "good news" part of this ences to the computer virus of the students. For example, it's impor- statement concerns ease of access, same name. In other words, com- tant to be aware of where the in- availability of a vast array of in- puters aren't as "smart" as human

20 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 62 brains. People have programmed around for years. Feeling rather computers to perform tasks, but foolish, I decided that if I were CURRICULUM it's human intelligence that made going to be taken in by a hoax, computers possible in the first this was the best kind. place, and will improve on their Then, two other bits of infor- performance in the future. mation came my way. The person "Student As A rather new search engine, who had forwarded the message Open Text (http://www. to the listsery contacted her Instructor" opentext.com), offers even more source and found the item was in- possibilities and combinations of deed true, but it was a seven-year- Project requests for sources. You may old story which should have been want to assign a specific topic or deleted from the original place word for students to research, years earlier. However, the good Using Instructional and let small groups of students news was the young man had in- Television to Empower use different search engines. deed made the world record and, When they bring back what they even better, he was still alivea Students found, and share the methods cancer survivor. BY VICTOR LAMKAY they used, they can begin to assess Shortly after that, I saw a story the efficacy of different search en- in the newspaper about him, gines for the task at hand. Again, along with his picture. My point The "Student As Instructor" what they conclude will be of in- is this: without Internet access, I project provides an appro- terest to their peers around the wouldn't have even heard the sto- priate vehicle for teachers to world, and can be shared through ry, let alone been able to partici- differentiate instruction within the Internet. pate in some level. Although we the classroom, and opens the can't always find what we want door for students to incorporate GLOBAL VILLAGE quickly, or may experience added media technology in projects that The Internet is an exciting place expense or information overload, are "real." Furthermore, it pro- to visit often, take from, and con- the Internet makes Marshall vides an opportunity to align with tribute to. However, it's not with- McLuhan's concept of a global school reform and create open- out its barriers, challenges, and village real and immediate. As we ended projects that students initi- cautionary notes. In any case, it is and our students explore the ate and construct using Instruc- having an impact on education, Internet's vast resources, put them tional Television (ITV) programs and can only increase in that re- to use, and contribute to them, and curriculum-aligned video. gard. our participation in the human Traditionally, teachers have Perhaps the story of another ur- endeavor of communication is planned lessons that incorporate ban legend will make my point. A powerfully enhanced. ITV. Why not give that opportu- few months ago, a member of a Have fun exploring, and let me nity to students and support them listsery (a mailing list of people know what you think. in developing essential research, who share interests in the same communication, and presentation topic) to which I belong posted a SOURCES skills? message of help which was for- Armstrong, S. (1996). A pocket tour of The "Student As Instructor" warded from another reliable list. kidstuff on the Internet. Alameda, project is described in five parts, In it, we learned the story of a CA: Sybex, Inc. with Part 5 being the expansion young man who was dying of Thornburg, D. (1991). Education, tech to new projects and technologies. cancer, had only a few months to nology, and paradigms of change for Here is an overview of what the live, and wanted to get his name the 21st century: San Carlos, CA: project looks like in the hands of into the Guinness Book of World Starsong Publications. the students. Records as having received more get-well cards than anyone else in SARA ARMSTRONG, Ph.D. is an edu- PART 1 - PREVIEW cational consultant, teacher educa- the world. His name and address tor, author, and storyteller. A member Selected students choose and were given, and I bought several of the Board of Directors of preview the ITV program that cards and sent the first few off, Computer-Using Educators (CUE), she they will later present to their au- can be reached at [email protected]. planning to send the others over dience. the next few weeks. The next time I logged on, I found messages PART 2 - DECIDE ON AN from others, saying the story was OUTCOME a hoax and had been going Students link the program to

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 21 . 63 the curriculum and write an out- PART 5 - EXTENDED LEARNING pects of the activity. In the begin- come. They consider the question, ACTIVITIES ning, the teacher can present the "What is the most important Students plan and organize ac- project to the entire class by di- thing I want my students to learn tivities and resources that extend viding them into cooperative as a result of presenting the les- learning. Part S functions to con- groups and having the groups son?" Examples of how outcomes nect and integrate instruction by work independently using the could begin are: asking students to create mean- same ITV program. For example, The audience will gain an un- ingful real-life projects directly for the first training lesson, the derstanding of... linked to their lesson outcome. class can preview the same pro- The audience will be able gram and each group then comes to... up with its own outcome. The The audience will appreci- groups can take turns presenting ate... and sharing the outcomes with the rest of the class. The rest of Keeping Learning PART 3 - DEVELOP DISCUSSION the class would offer the present- QUESTIONS ing group feedback and reflection Students develop thoughtful on the presentation. The training continues in the same manner go- discussion questions for their au- Centered on Students dience to think about as they view ing through the remaining four the program. They introduce the parts of the project. As students program with a purpose for view- Here are some examples based on become comfortable with the five ing that is related to the outcome the ITV program: parts of the project, they can be- they chose. Prepare a survey. Tabulate and gin to plan and present an entire We are going to view this show graph the results. project independently. to see how... Incorporate the use of comput- I want you to watch for and er spreadsheets and involve us- PROJECT APPLICATIONS think about... ing the Internet to post the sur- The "Student As Instructor" Be ready to discuss why you vey. project may be used as a regular think... Plan a promotional/advertising classroom activity, an opportunity How was a problem solved? campaign. for students to present lessons to Can you think of other solu- Design posters and fliers using students in other classrooms; or, tions? computer graphics programs. at the highest level, a student exit What new questions does the Plan a creative video. project for students in grades 5, 8, program raise that we might Write letters to a guest speaker and 10. The "Student As Instruct- address? and plan a reception. or" project demonstrates authen- What would a follow-up pro- tic performance and enables the gram look like? TRAINING STUDENT student to begin with an interest, INSTRUCTORS develop a knowledge base, inves- PART 4 - ENGAGE AUDIENCE IN Just like the real teacher, stu- tigate in depth the content and THOUGHTFUL DISCUSSION dent instructors can benefit from relevance of an ITV program, and Following the viewing, students a period of training that includes: acquire effective communication engage their audience in a discus- Learning about outcomes and skills to convey learning and mo- sion based on the questions in their value in guiding instruc- tivate others. Part 3. They note what the "hot tion; The "Student As Instructor" issues" are and begin thinking Learning the art of questioning project gives students the oppor- about follow-up activities that to piomote creative thinking; tunity to become meaningfully in- will address them. Guiding the Discovering the attributes of volved with curriculum content. discussion, student instructors de- an effective presenter including Why not offer your students the velop with their audience related enthusiasm, establishing a rap- chance to think analytically and activities that would naturally ex- port with the audience, diction, develop effective presentations us- tend learning into other areas of and enunciation. ing easily accessible ITV technolo- the curriculum, and into a variety If students are to conceptualize, gy? Try it! of media technologies. carry out, and present their projects effectively, they need to be VICTOR LAMKAY is an instructional media adviser for KLCS-TV, Los guided through the individual as- Angeles Unified School District.

22 64 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 BEST COPY AVAIABLE STUDENT AS INSTRUCTOR Project Sheet - page 1

Date:C Subject:(

Name of teacher(s)

Names of students in the cooperative group:

Name of Video Program: r-

PART 1 After viewing the program, write an outcome for your audience based on the program. For example:

The audience will gain an understanding of... The audience will be able to... The most important thing that I want my students to learn is...

It is a pleasure to share with you this program titled You will learn about...

Keeping Learning

Sit back, relax and enjoy the program.

Centered on Students © September 1995, Victor H. Lamkay

23 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 4 65 STUDENT AS INSTRUCTOR Project Sheet - page 2

PA -T 2 Writeup to three stimulating questions that your audience should think about as you introduce the programto them and they view it. For example, you may complete the following suggestions: We are going to view this show to see... I want you to watch for and think about... IWhat new questions does the program raise? } (- I ..)

PART3 Lead a discussion with your audience based on your stimulating questions and notice the ideas for follow-up activities that begin to emerge.

PART 4

Developa follow-up activity for your audience based on the discussion in Part 3. Keep a look-out for areasto further explore or an activity that will help clarify some of the issues in the program. Some sampleactivities are: Develop a dialog with a friend about the issue and summarize the discussion. Plan a creative video based on the program. Prepare a survey. Tabulate and graph results. Plan an advertising/poster campaign to promote the program or the issue. Write letters to key people discussing your views on the subject.

Keeping Learning

Centered on Students © September 1995, Victor H.Lamkay

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996. 24 66 TELEVISION AND CHILDREN Continued from 1 technology, is the key to the poten- shows, such as Ghostwriter and psychologist, detailed this critique tial of any medium. Beakman's World, use animation in her book, Endangered Minds. None of the following myths are and graphics to highlight key words While acknowledging the paucity of supported by substantive research. for viewers to read and pronounce research on the topic, she felt com- In fact, research- has -often contra- as they are watching. pelled to make the following claim: dicted them. Unfortunately, the A U. S. Department of Education ...research strongly indicates propagators of these myths have study found that "contrary to pop- that [TV] has the potential to done a much better job of market- ular assertions, children are cogni- affect both the brain itself and ing their opinions to the public than tively active during television view- related learning abilities.... Not the researchers who have done the ing in an attempt to form a coher- only left-hemisphere language studies to debunk them. So here I ent, connected understanding of systems, but also higher-order present, in point-counterpoint fash- television programs." The activity organizational abilities, includ- ion, five pervasive myths about TV. shouldn't cease after the show is ing the all-important control, over. The best children's programs motivation, and planning func- provide follow-up activities and tips tions of the prefrontal lobes, MYTH for teachers, child care providers, may be in jeopardy for chil- TV is a- passiie medium.. My and parents. Whether it's folding dren... child will become a listless origami with Shari Lewis of Lamb couch potato. Chop and Friends, writing a letter These statements can seem plau- FACT #1 to Ghostwriter, or borrowing a sible, especially when made in the Educational TV shows can ac- Reading Rainbow book from the li- jargon of medical authority. A neu- tively engage your child, phys- brary, TV can be a creative source roscientist's authoritative review ically and intellectually. The of active learning, rather than the should put these fears to rest. Dr. activity can, and should, con- presumed death of it. Katharine Fite of the Neuroscience tinue after the show is over. and Behavior Program at the University of Massachusetts, MYTH #2 Amherst, has concluded: There are at least two types of TV stunts the healthy growth In recent years, a number of passivity: physical and intellectual. of the brain. It zaps a child's claims have appeared in the One of the most common myths brain waves. popular media and press sug- about TV viewing is that it is, by FACT #2 gesting that television viewing definition, a passive activity. Brain wave patterns during has potentially detrimental ef- Contrary to popular belief, neither TV viewing are very similar fects on human brain develop- physical nor intellectual passivity is to brain activity during other ment and/or brain activity. An an immutable fact of TV viewing, activities. extensive review of the pub- especially for children. lished scientific literature pro- As any parent of a child who vides no evidence to substanti- watches Barney or Sesame Street Some media critics have suggest- ate such beliefs. knows, young viewers are physical- ed that TV viewing has a deleteri- ly engaged, singing, dancing, clap- ous effect on brain development. Fite described two major findings ping, and stretching along with Because TV is a visual medium, from experiments that measured their favorite characters, especially they believe it may overstimulate small electrical signals from the when the shows invite them to do the right hemisphere (responsible scalp, indicating brain activity. so. Programs such as these also en- for visual processing) and under- These studies found that during TV courage intellectual activity as chil- stimulate the left hemisphere (re- watching, viewers' brain wave pat- dren learn important concepts, from sponsible for language and process- terns are "quite similar to those counting to kindness. ing of print). The critique often in- that occur during other waking One overlooked and underused vokes technical language about state activities. Thus, TV viewing feature of television is its ability to "frontal lobe development," "neur- should not be characterized as pro- prompt viewers to read aloud. al pathways," and "alpha and beta ducing a passive or inattentive ac- Remember the days of singing waves," creating confusion and tivity in the brain." She also report- along with the words on a screen, concern in the minds of many pared that TV is not, as argued, exclu- as a bouncing ball led you through ents. sively a right-brain activity. Instead, the lyrics? Some current children's Dr. Jane Healy, an educational "both cortical hemispheres are in-

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 25 volved in the information process- Anderson, who has conducted late with academic achievement. ing that is associated with the com- the most thorough research on the This makes sense, as children who plex sensory and perceptual experi- effects of Sesame Street on chil- are watching excessive amounts ences that accompany television dren's attention spans, believes of TV do not have time to do much viewing." these critics do not give young chil- else. But several of the studies Educators and parents should dren enough credit for their already found that academic achievement rest easier, knowing this alarm developed and purposeful cognitive was positively related to a moderate about our children's gray matter is skills. He summarizes the research amount of TV viewing, on the or- only a red herring. Instead, we findings: der of ten to fif- should be devoting our own brain The new research teen hours per waves to the more important ques- showed that the cri- week. tions of what, and how much, our tique was wrong. "TVmay be the The real issue, children are watching. The child viewer of only electrical ap- Mielke points out, is not the sheer Sesame Street, rather pliance that's than being a mesmer- number of hours a MYTH #3 ized zombie, is selec- more useful after child watches, but TV shortens a child's atten- tive and intellectually it's turned off." what programs tion span. active.... [The chil- she's watching dren's) attention to, 1rey1 Rogets. and how parents FACT #3 ujIlisler k();,;eIN. and comprehension bust and teachers use Educational TV shows can ,Vc/,:;/),),),11(n)(1 actually increase a child's at- of, the program in- programs to help maximize learn- tention and cognitive skills. creases throughout the preschool years.... ing. More research We have evidence that Sesame is needed to help us understand Myth #3 and its close cousin, Street actually enhances atten- these relationships. Most probably, Myth #2, have been propagated by tional and perceptual abili- children who watch 40 hours of TV a small but prolific group of writers ties.... Research on Sesame or more each week are not watch- who often turn their attack on one Street has shown us that young ing much educational fare. It is also specific program. The object of children are far more capable likely that kids who watch a moder- their reproach? Not Teenage than we previously believed, ate amount receive some strong Mutant Ninja Turtles, nor The and Sesame Street itself has parental messages about what to Mighty Morphin Power Rangers. shown us the extraordinary watch as well as what to do with No, none other than Sesame Street. potential of television as a the rest of their time, with the focus The critique is an academic hit-and- medium of education. on educational programming and run, since these individuals do not activities. stop to conduct any research of their own, nor do they cite the MYTH #4 wealth of research already available If my child watches TV, she'll MYTH #5 on the program. turn out to be a poor student. If my child watches TV, he Sesame Street is the most widely FACT #4 won't become a good reader. researched television program in It depends on what and how TV and books are enemies. history. A bibliography published much she's watching. Students FACT #5 by Children's Television Workshop who watch a moderate Quality children's programs (CTW) in 1989 lists 633 studies on amount of television, especial- can actually motivate children the positive cognitive and social ef- ly educational TV, can be ex- to read books and lead to a fects of the program. Yet, some aca- cellent students. love of reading. demics and writers insist that Sesame Street is a hazard to chil- vr V dren's development. As Dr. Daniel The research on this topic will This curious and widespread be- Anderson, professor of psychology surprise many. Dr. Keith Mielke, lief holds that TV viewing is anti- at the University of Massachusetts, vice president for research at thetical to book reading and that Amherst, explains, these critics be- Children's Television Workshop, kids who watch TV will not be lieve that the "rapid transitions be- has examined reviews of research good readers. I believe this myth is tween scenes...mesmerize children on the relationship of TV viewing tied to a larger cultural bias: an in- and interfere with their reflection to academic achievement. The tellectual snobbery in favor of and inference, so that the child is studies point out what is com- books and against TV. Joan Ganz left only with memories of a jum- monly touted: that very high lev- Cooney, originator of Sesame Street bled, disconnected set of visual im- els of TV viewing (35 or more and founder of the Children's ages." hours per week) negatively corre- Television Workshop, has clarified

26 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 the issue: "Thoughtful people ture, there is a strong belief that would not argue that because chil- learning is serious, hard work. It DEVELOPING YOUR CHILD'S dren read comic books, they should does take years of discipline and CRITICAL TELEVISION-VIEWING SKILLS not therefore do any additional commitment to obtain an education reading in school. Yet they apply a and master a career. similar argument to the medium of However, the best way to involve television." young children in the lifelong learn- This pro-book, anti-TV bias ing process is to expose them to the doesn't stand up against the evi- joys of learning early on. PBS's chil- dence of specific TV shows that en- dren's programs, from Sesame BY EILEEN HATRICK-SADEH courage the reading of books. A Street to Ghostwriter to The Magic high-quality children's TV show can School Bus and Bill Nye, The Here ere some simple guidelines and prac- foster a love of books, as Reading Science Guy, are committed to the tical suggestions to ensure healthy, bal- Rainbow proves so well. After proposition that learning and enjoy- anced television viewing: viewing this program, children are ment go hand-in-hand. Instead of so eager to get their hands on its condemning TV for communicating Discuss with your family why limiting recommended books that librarians this revolutionary idea, we should television viewing is important and the and bookstore owners report dra- focus on making other educational significance of balancing it with other matically increased circulation and experiences more lively and engag- activities. sales. In one study, 86% of chil- ing. For instance, the best children's dren's librarians said the series was and science museums are places Together, decide whet your family's daily responsible for increased circula- where kids want to go, where they television viewing limits will be (two tion. Mimi Kayden, director of chil- are actively engaged with exhibits, hours or less is recommended). dren's marketing for E. P. Dutton, museum staff, teachers, parents, has said, "Books that would sell and each other. Make a list of alternative activities such Home-schoolers Jennifer and 5,000 copies on their own sell as skating, reading a book, working on a Steven Stack of Canyon Country, 25,000 copies if they're on Reading hobby, or listening to music. Make a rule California, have found ways to Rainbow." that before watching television your This phenomenon is certainly not weave "learning webs" for their child must do something from the list. limited to children. Ken Burns' The young boys, involving TV, comput- Civil War, Bill Moyers' Healing and ers, and hands-on experiences. Watch programs together as a family and the Mind, and James Burke's Based on viewing Scholastic's The What's the Connections, each based on a PBS Magic School Bus, reading related discuss them afterwards: series, have been best-selling books. books, and exploring The Magic message? How would you have changed We now know that after watching School Bus CD-ROM, the 5- and 6- the story? an especially moving or informative year -old brothers have dug up ant TV show, viewers will want to read holes for their ant farm, created Explain what commercials are and that a book about it. food chains from magazine pictures the prime purpose of commercial televi- to decorate their living room wall, sion is to sell the sponsors' products. LEARNING IS and observed the decomposition Remember that most children under six A VOLUNTEER ACTIVITY rate of hot dogs and cheese. Mrs. have trouble distinguishing between "Students [can] learn...presenc- Stack observes, "I tried to introduce commercials and the programs. day subject matter in a third or some science with magnets and gar- less of the present time, plea- dening, but it was The Magic Get everyone in the habit of muting the surably rather than painfully.... School Bus that got the boys doing television during commercials. Education in a new and greatly things. That's where we really took broadened sense can become a off with science." Don't watch television during family In the end, learning is a voluntary lifelong pursuit for everyone. meals. To go on learning...[is] a pur- activity. Whether we're 6 or 60, we pose worthy of humankind's can't be forced to learn. TV viewing Realize that if you are a heavy television in the home is also a voluntary ac- ever-expanding capacities. viewer, your children will be, too. Education, at best, is ecstatic." tivity, something our children do because they want to. for positive George Leonard Encourage your children to watch quality Education and Ecstasy as well as not-so-positive reasons. The fact that children like TV and programsgood television offers educational benefits and entertainment. Our job as educators and parents computers is something we can build on. When TV and computer should he to make learning joyful EILEEN HATRICK-SADEH Is principal of Dahlia and stimulatingas George programs are well designed, they Heights Elementary School in Los Angeles. Leonard says, ecstatic. In our cul- appeal not only to children's funny

27 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 BEST COPY AVAiLABLE 63 bones but to their hearts and minds as well.

MILTON CHEN, Ph.D., is director of the KQED Center for Education & Lifelong Learning In San Francisco. HMV Portions of this article were adapted from his recent book, The Smart Parent's Guide to Kids' TV (KQED Explorations on the World Wide Web Books, 1994, $8.95). Copies are available from the Public TY Order Line, 1-800-358-3000. BY DOROTHY CRUTCHER

REFERENCES Are your high school students entering the information superhighway in a woodie Anderson, D. (1985, December). The in- with flat tires and broken headlights? The Internet is already a necessity for all fluence of television on children's at- serious students. Some of the possibilities for this invaluable tool are investigat- tentional abilities. Unpublished pa- ing postsecondary education, researching course assignments, earning course credits, per, Department of Psychology, and communicating with others using a personal computer. University of Massachusetts at A high priority for every student needs to be the development of keyboarding/typ- Amherst. ing skills in order to converse on the highway. The old hunt and peck technique will Fite, K. V. (1993). Television and the seriously hinder the student's ability to maintain continuity and speed while convers- brain: A review. Amherst, MA: ing electronically. Therefore, if a college-bound student has not already taken a semes- University of Massachusetts. ter of keyboarding/typing, the student needs to take one immediately. Healy, J. (1990). Endangered minds: Furthermore, a growing trend among universities is the expectation that freshmen Why our children don't think. New will be computer competent and ready to register electronically, communicate with York: Simon 8: Schuster. faculty through the Net, submit essays by e-mail, and research libraries around the Rowley, L. (1995, December). Blast off world using the Web. on the bus! Cable in the Classroom. Internet information specifically designed for college-bound students is expanding each day with creative opportunities for research, interaction, and learning. Some resources currently available are:

College Board Online people/cdemello/univ.html http://www.collegeboard.org U. S. Colleges Although portions of the 1400 "screens" http://www.CLAS.ufl.edu/CLAS/ are still under construction, a student american-universities.html may now register electronically for the Math Competitions HAIKU SAT. Math Archives Also check out: http://www.math.harvard.edu/ After the wet rain Fund Finder (the scholarship data- -kedlaya/competitions.html base) Internet Center the leaves are so very clean ExPAN (college, scholarship, and http://www.mathpro.com/ career searcher/college facts/elec- mathCenter.html all dust washed away tronic college application network) International Olympiad CSS PROFILE (financial aid service) http://www.win.tue.nUwin/ioi/imo/ CSS College Money Planner Correspondence Courses Leaves fluttering down Financial Aid Searches Clearing House Student Services http://www.uwex.edu/distecU against the cold earthly ground http://web.studentservices.com/ programs.html fastweb/ University of California soon to be covered Financial Aid Form e-mail:[email protected] http://www/purdue.edu/DFA/ University of Kentucky scholar.html http://www.occ.uky.edu/ Rachel Verdolivo, age 12 College Searches University of Nebraska Grade 7, Georgetown Middle School Georgetown, CA College Guide http://www.uni.edu/cwis.html Virginia Hilton, teacher http://www.jayi.comcom/sbi/ ACG/CGTOC.html DOROTHY CRUTCHER is the director of pupil personnel services for Huntington Colleges - USA/Foreign Beach Union High School District http://www.mit.edu:8001/

28 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 7 0 venture spread around the coun- ogy in our world and in our class- VIRTUAL try. One of the lead dogs, Balto, rooms, this online adventure even had a statue of himself erect- clearly points out a role that the FIELD TRIP ed in New York's Central Park. Information Superhighway can ON THE The race, which begins in play in enhancing the classroom Anchorage and ends in Nome, is curriculum. While dog teams CYBERTRAIL a celebration of this enormous crossed some of the harshest dog sledding feat. wilderness on Earth under the Using the Alaskan Iditarod The race is a natural for class- most challenging of conditions, Sled Dog Race to differen- room use. There is a wealth of tiate the curriculum for high quality literature written about it, and cross-curricular ac- gifted students tivities spread into all areas. Gifted students will find an un- BY KAREN KRUPNICK limited amount of research opportunities in the many facets of aike all teachers, I always keep dog sledding and the Alaskan an eye open for exciting new wilderness. Math and science ac- Llassroom ideas when I vaca- tivities also abound. Exciting as children across the country were tion. Several years ago, a trip to all of this is, now a new element able to follow and share the ex- Alaska introduced me to the has been added to make the race citement of the experience right in Iditarod Sled Dog Race, a gruel- come alive in the classroom in a their own classrooms simply by ing trek taking dog sled teams high-tech fashionthe Iditarod turning on their computers. In a over more than 1,000 miles has gone online. matter of minutes, they were able across the Alaskan wilderness. Over the past few years, there to receive answers to their ques- The more I learned, the more in- has been growing interest among tions by experts who were thou- trigued I became. I brought home online teachers about the Iditarod sands of miles away and sometimes some books to share with my Sled Dog Race. Last year, even while they were still online! class of gifted fourth graders, and Scholastic Network noted the in- In addition, teachers were able with the help of the teaching ma- terest and asked me to coordinate to share techniques for using the terials supplied by the Iditarod a project dealing with the race for information about the race in cre- Trail Committee, I was on my its members. Information about ative and innovative ways. We way! When the race began on the history and logistics of the were all able to bounce ideas back the first Saturday in March, my race was posted, as well as the lo- and forth instantly, as though we class and I were ready to follow gistics of the race itself and activi- were all sitting in the same room. the excitement. ties to integrate it into the cur- While the race was in progress, it The history of the Iditarod Sled riculum at any grade level. Over was as though we were all there Dog Race is as exciting as the 150 teachers from across the watching the events. It was truly a race itself. The route recalls a country signed on to participate "virtual field trip"! tense time in 1925 when a diph- in the project which included lit- The project will be repeated theria epidemic swept through erature discussions, interactive again this year on the Scholastic Nome. Serum was needed to halt question-and-answer sessions Network, and those with web ac- the quickly spreading disease, but with experts, and even a "live" cess can find the Iditarod Trail Nome was remote and planes chat with former Iditarod cham- Committee's home page at the fol- were still new and untested in the pion, Martin Buser. lowing Internet address (URL): sub-freezing temperatures. It Once the race began, daily up- http://alaska.alaskan.com/ could be sent by train from dates were posted to let everyone Iditarod/. Anchorage for part of the jour- know where their favorite mush- We may all feel the pinch of ney, but the rest of the way was ers were along the trail. For those funding cutbacks in education, frozen and isolated. The solution with access to the World Wide but in this era of telecommunica- was found by rallying together Web, a home page was also avail- tions, the world is only as far top-notch dog sled drivers and able with updated information. away as our computers. forming a relay team. The serum Teachers were able to follow along as each musher passed un- Karen Krupnick is currently the lan- was passed from one team to an- guage arts moderator for the other until it reached the grateful der the final arch in Nome just by Scholastic Network and is writing a people of Nome, and the epidem- turning on their computers. book about the Internet for elemen- ic was stemmed. News of the ad- In an age of increasing technol- tary school teachers.

29 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 71 TECHNOLOGY: Tools to Enhance Learning

BY JEAN SAIS

Today's technology should be the rate of acquisition, but all school. A lab is excellent for thought of as a series of spe- schools must develop the mindset training and large-group work cialized tools which can en- that technology has become a ne- sessions, yet to really incorporate hance learning and teaching. cessity rather than a luxury. these tools into the entire curricu- These tools include computers, When making technological de- lum, they need to be located CD-ROMs, laser discs, video cisions, it is important to address where students will have access tapes, satellite transmissions, au- long-term as well as short-term on a daily basis. A combination tomated libraries, and the goals. Immediate access to as of both settings would be an ulti- Internet. much technology as you can af- mate goal, but focusing on the When used to teach the core ford is important in beginning the classroom as a beginning point curriculum, these tools' potential process of integrating these tools will allow students greater access to contribute to learning is unlim- into your program. Having a and will facilitate using the com- ited. Young people are irresistibly long-range plan will provide in- puter in an ongoing, daily basis. drawn to the sights and sounds of formation to guide purchases and Based on my experience work- technology. The excitement, the graphics, the interactivity all reach out to grab their attention like nothing else they've ever experienced. Incorporating multimedia technology as an integral part of the core curriculum will: involve students as active learners; allow students to work at their own pace; encourage creative original expression; empower students to take on new roles as peer tutors, leaders in learning explorations, and organizers of collaborative Student at Humphreys Math/Science/Technology Magnet Center in Los work groups; and Angeles works in the school's computer lab. give students the opportunity to use the tools of technology assure that each new acquisition ing with 1st- through 5th-grade that are being used in the will expand and build on what classes, a beginning point for us- world of business. the school already has in use. The ing the computer as a tool (as op- California Department of Educa- posed to a drill-and-practice activ- Making technology tools avail- tion has an excellent resource en- ity) is to have the students become able to all students is the ultimate titled Building the Future, K-12 comfortable with word processing goal. Schools should incorporate Network Technology Planning activities. Writing, which has be- this need into their regular budget Guide (Stock No. 1166N). come an interdisciplinary activity, planning and treat computer and Deciding whether a classroom is an excellent avenue to comput- software acquisition just like text- or lab will become the area for er literacy. books, paper, and pencils. computers will depend on the Selecting .a basic, integrated Grant writing, donations, and number of computers available program such as ClarisWorks for partnership programs can assist in and the size and needs of your the entire school will allow for

30 72 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 continued growth as the students Quotations, and The Hammond body. They should be willing to pass from grade to grade. A com- Atlas). These programs come with spend the time it takes to learn mon program also facilitates shar- Teacher Activity Guides which new programs and new ways of ing between classrooms, teachers, contain suggestions for integrat- doing things; this will save time in and grade levels. Using the spreadsheet portion of the pro- How Much Money Do You Get in A Week? gram for graphing activities as- By Raul Razo and Ana Martinez sists in math lessons as well as in A the presentation of data for sci- Amount 1-4 dollars 5-10dollars :104dollars ence and social studies reports. 2 Kindergarten:; _5 0 3 1st graders ; 24. 0 Another valuable program is 1_ 2nd graders I 1.1 5 3rd graders l 51 3:,

Hyper Studio. This program is 6 4th graders , 2; 4. used to develop presentations in the form of HyperCard-type stacks; these stacks can incorpo- El 1-4 dollars rate text, graphics, animation, III5-10dollars video clips, and audio clips (stu- 010+ dollars dent recordings). Students can begin with simple two- or three-card 3 presentations that are easy to as- 2 semble and impressive. The more 0 advanced Hyper Studio user can Kindergarten1st graders2nd graders 3rd graders4th graders design multiple level presentations with a variety of multimedia Spreadsheets help students collect, analyze, and graph data. The result integrates adaptions. A free Preview Disk of math with social studies and/or science. this software can be obtained by calling Roger Wagner Publishing, ing their use into the classroom. the long run and reap great re- Inc., at 1-800-421-6526. The materials allow students to wards by expanding the enthusi- A growing number of reference investigate further and in greater asm and vigor with which stu- materials are available on CD- depth than was formerly possible dents address learning. ROM such as Microsoft's Encarta using traditional reference books. Most important, teachers JEAN SAIS is the coordinator of multimedia encyclopedia, and Humphreys Math/Science/Technology Bookshelf (a multimedia library should collaborate with col- Magnet in the Los Angeles Unified that includes seven of the most leagues and share successes as School District. She also coordinates well as failures. They should help the center's Gifted and Talented frequently used reference books Program and its participation in the available, such as Roget's build the technological expertise Creativity Pilot Project, designed to Thesaurus of English Words and of the entire staff and student screen and identify students as gift- Phrases, Columbia Dictionary of ed in the area of creativity.

Working with the Community

Monlux Math/Science/Technology Magnet in North Hollywood chose to put computers in the classroom as opposed to having a lab. Frustrated by the lack of funds for a telephone line, the Magnet Coordinator, Diane Seligson, approached the local Rotary Club which donated the money needed.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1996 73 BEST COPY BaNNIREMIP GOPLEGTOCDM

If you are not already a CAG member, please use the application below to becomea continuing supporter of gifted education. Because CAG is active in lobbying efforts to promote appropriate education for gifted and talented students, dues payments are not tax deductible as charitable contributions for federal income tax purposes.

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Time Value Dated Material 74 ICL CALIFORNIAASSOCIATION FOR THE GIFTED

CAG Reflections VOLUME 27, NO.3, SUMMER 1996 BY JUDY ROSEBERRY ISSUE HIGHLIGHTS

REFLECTIONS In spring 1962, a few coordina- the newly implemented programs tors of the fledgling programs for the gifted. CAG Reflections for the gifted met for lunch The small group, which includ- An historical journey through the mile- stones of the California Association for with Ruth Martinson in the facul- ed Martinson, Jeanne Delp, Sandy the Gifted. ty dining room at Long Beach Williams, Eleanor Manning, and State College. Martinson had been Gertrude Wood, decided there Parent Involvement the director of the three-year state was a need for continuing discus- How did parents of gifted students be- study on Programs for the Gifted sion. Little by little, the group come an important force in advocacy which resulted in the original leg- efforts? grew and met on a monthly basis islation for the gifted beginning through the fall of 1962. The Rosetta Stone or the with the 1961-62 school year. In the spring of 1963, the first Blarney Stone? The purpose of that first meeting annual conference was held on Thoughts on traveling to Europe with was to share successes, problems, the campus of Long Beach State children. needs, and curriculum ideas for See CAG REFLECTIONS, 24 Reflections on Walking with Roger What is it really like to be behind the scenes with this software publisher? Gifted and Talented On the Home Front How to turn your summer vacation into Education Moves Forward a learning experience. BY CATHERINE BARKETT Young People's Pullout An expanded section for summer reflection. Gifted and talented education The $31.5 million allotted to (GATE) is alive and well in district and county offices pro- Just a Teacher California! GATE is one of vides an impetus for educators, A special feature to ponder. several state categorical programs parents, and students to examine that provides special funding for whether students are sufficiently students with special needs. challenged. State law provides local flexibil- With the potential for increased ity in defining how students are funding in 1996-97, all districts in identified and designing programs California may qualify for GATE to meet student needs, as long as funding, and districts currently re- programs apd services meet the ceiving GATE funding may be minimum standards. See GIFTED AND TALENTED, 26

75 C O N TE N TS

ISSUE HIGHLIGHTS

PUBLISHED BY THE CALIFORNIA CAG Reflections ASSOCIATION FOR THE GIFTED 1 Judy Roseberry Executive Director, Carol Brown Spencer 415.965.0653 Fax 415.965.0654 Gifted and Talented Education Moves Forward The CAG Communicator is published four times during the 1 Catherine Barkett year Fall, Winter, Spring, and Summer. Opinions expressed by individual authors do not necessarily represent official positions of the Association. Subscriptions are available to Parent Involvement: Past & Future non-members at an annual cost of 625.00. 7 Sharon A. Freitas OFFICERS 1994-1996 Executive Committee The Rosetta Stone or the Blarney Stone? Thoughts on President: Martha Flournoy 9 Traveling in Europe With Children Vice President: Margaret Gosfield Raenele Cote Secretary: Marge Hoctor Treasurer. Judith Roseberry State Parent Council Chair. Vera Eby Reflections of CAG's First Parent President: An Interview Past President: Sandra Kaplan 10 With Martha Flournoy Regional Representatives Marilyn Morrison and Martha Flournoy Bay Area Joyce Kutaka Kennedy Patty Bort Reflections on Walking With Roger Capitol Deanna Quinn 14 Hall Davidson Sharon Freitas Joshua Tree Margaret Jones Emilie Neher Technology: Reflections of a Sixth-Grade Teacher Mission Vicki Steinitz 27 Ginger Britt Amalie Rodriguez Mt. Shasta Barbara Fox Roumasset Multimedia Reflections Lyra Josefsson Orange Iris Yamaoka 31 Karen Garde Id Pacific Linda Calvin Judy Smith Palomar Dave Hermanson Pat Peluso 3 Calendar Redwood Carol Butzbach Myra Kaye San Joaquin Donna Denham 3 Letters Lisa Waters Santa LuciaGeri Williams 4 From the President Margaret Rodrigues From the Editor COMMUNICATOR EDITORIAL BOARD 5 Editor. Vicki Bortolussi Associate Editors 5 News Notes Curriculum: Angel Barrett Children's Topics: Linda Brug 6 On the Home Front How to Turn Your Summer Vacation Into a Parents: Marilyn Morrison Learning Experience, Marilyn Morrison Special Projects: Lisa Heimlich Technology: Judy Lieb Book Review Reclaiming the Wasteland: TV & Gifted Children, Production: Madsteve 12 Special Assistance: Renee Hansen review by Judy Lieb

SUBMISSION OF MATERIAL 15 Young People's Pullout, Linda Brug To submit articles for publication, send hardcopy and a 3.5-inch disk (Mac or PC) saved as a text (ASCII) file. All 23 Just a Teacher, Angel Barrett submissions will be given careful consideration. Photos and camera-ready artwork are particularly desirable. Send all material with your name, address, phone number, fax number, and Internet address to Vicki Bortolussi, Communicator Editor, Moorpark College, 7075 Campus Rd., Moorpark, CA 93021 Tel: 805 -378- 1405, [email protected]

REPRINTING OF MATERIALS Articles appearing in the Communicator may be reprinted as desired unless marked by 0 or reprinted from another source. Please credit the Communicator and send a copy of your publication containing the reprint to the Editor. 76

2 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 BEST COPY MIAMI ETTER S

Thank you, Dottie! The organization of the CAG annual CALENDAR conference with regard to exhibitors just gets better and better. The lady in JUNE 25-30, 1996 Tenth International Conference on charge, Dorothy Henson-Parker, is a the Autonomous Learner Model: jewel. She really TOOK charge, seeing Gifted Kids in the Regular Classroom, MiddleSchoolGifted,Multiple that people were out of the Exhibit Hall Intelligences, and the Social and on time, being present in the hall to Emotional Needs of the Gifted. Estes Park, Colorado; 5375 registration. De- forestall problems. Security was tight, tails available from 1-800-345-2577. the decorating and drayage companies JULY 8-19, 1996 were efficient. Not only was there a Confratvte '96, University of Cameo- room where exhibitors could get coffee ticut Joseph Renzulli, director Sally coordinator. Two weeks of or water, she sent volunteers who Reis, ooursewort in gifted education with brought it directly to the booth when we a focus on total school improvement couldn't get away. through the application of instructional strategies. For registration Exhibitors' presentations used to be brochure, call 860-488.4905, thirty minutes, didn't they? The hour AUGUST 2-4, 1998 and a quarter is long enough to present 15th Annual Conference of SENG a real session or a workshop. As an ex- (Supporting the Emotional Needs of the Gifted) Cuya- hibitor/presenter, I was treated as regally hoga Falls, OH. Topics in- as any other presenter. (Thank you for dude emotional aspects of .- giftedness,understanding the nice gifts!) Even though I was the G/T teens, achievement v. GATE teacher in Los Altos (my history underachievement. Contact College of Continuing even includes a demonstration class Studies, Kent State Univ.', taught one mid-sixties summer in sity, 216-672-3237. Sacramento for Project Talent), I always HOW TO REACH CAG AUGUST 9-10, 1996 felt more honored for presentations giv- Congress V sponsored by en at math conferences. MAIL California Alliance for Ele- Write to Carol Brown Spencer, mentary Education, Hyatt I hope you will see that everyone in- Regency Hotel, Burlingame. Executive Director, CAG, volved gets the high praise which is their 426 Escuela Avenue, Suite 19, AUGUST 12-13, 1998 due. Mountain View, CA 94040 Early Childhood Education Confer- ence,The Bridge to Success.' PHONE OR FAX Radisson Hotel. Sacramento. Full Margo Seymour To reach the CAG Office by conference 594 if postmarked by Palo Alto, CA telephone, call 415-965-0653; July 12. Call 916-277-6021. to contact by FAX, dial 415-965-0654. AUGUST 12-13, 1996 Eighth Annual Northern California AMERICA ONLINE Early Childhood Education Confer, Direct inquiries to the CAG once, Sacramento, for educators, administrators, parents, and board Office via America Online. Our members. For registration info, call e-mail address is San Juan USD. 916-971-7375. [email protected]. SEPTEMBER 1998 LETTERS TO THE EDITOR CAG launches the 1996 Certificate of Write to Dr. Vicki Bortolussi, Completion program. CAG members Moorpark College, 7075 should watch their summer mail for Campus Road, Moorpark, CA a brochure giving full details. 93021. Tel: 805-378-1405, FEBRUARY 28-MARCH 2, 1997 [email protected] 35th Annual CAG Conference, WEB SITE 'Discover Goldl Mining Gate Re- sources,' Hyatt Regency Hotel and http://members.aol.com/ Sacramento Conference Center. cagifted/cag.htm

CALIFORNIA ASSOCIATION FOR THE GIFTED. SUMMER 1996 77 3 FROM THE PRESIDENT MARTHA FLOURNOY

Nof so long ago I flew to San their time, expertise, and emotional energy to advo- Jose to meet a new and fo- cate for gifted and talented students in our State. We cused group of people who have been successful in some areas and districts and had the same interests, but came not so successful in others. We all have talents and from many different places. I shared gifts to contribute. We all have a place in which to a room with a woman who was only make our contributions. Some of us are more visible a name to me. We were to share re- than others, but we all contribute. There is always gional representative responsibilities. work to be done and rarely an overabundance of I was embarking on a journey that volunteers. We can use more help at all levels. We would lead me to places both exciting and awesome welcome your support and encourage your increased as well as frustrating and challenging. I would meet involvement as we strive to provide the best educa- people that were previously only names in books or tion and services to gifted and talented students in authors of articles. I would meet parents and grand- our State. parents with stories or problems to share. I would I have learned what it is to run a Board meeting meet teachers who challenge and inspire children. and to get things done. Needless to say, strong opin- This journey was my involvement with CAG. I was ions are expressed on almost all subjects at Board unprepared. I don't know what could have prepared meetings. Focusing such a group can be difficult. me. I was a parent of two gifted girls. I was involved Reaching consensus can be a challenge. Again, in in their education. I had a presence at their schools. I some areas we have been more successful than in was involved on a local level and had been a positive others. One thing that has been consistently success- influence in representing and promoting the GATE ful, however, is our annual conference. The confer- program in our district. However, I had never visited ence provides the opportunity to exchange ideas, a politician. I had only a glancing relationship with learn about current research, and share strategies how local funds are allocated. Only when the pro- that are useful for both parents and educators. It gram was threatened would parents gather. There provides a forum for discussion of pertinent issues. It was much to learn. allows for brainstorming of solutions to challenges. I have learned so much since that time not so long Our Teacher Institutes provide more in-depth experi- ago. Six years have passed quickly. I have learned ence in differentiating the curriculum. that sharing of information is of utmost importance. I have learned so much, but there is much more to Getting parents, students, teachers, community mem- learn and much more to be done. I want to thank bers, and politicians together is very powerful and those who have contributed to the accomplishments important. We need to educate not only our stu- we have made and those who will continue to advo- dents, but those who have a say over what is taught, cate in our State for the necessary support, training, how it is taught, and the allocation of money which and atmosphere, that encourages and challenges gift- will provide for the teaching. I now go to politicians ed and talented children. without hesitation. I speak more often and confi- Parents will always be parents. Roles, relation- dently about our children. I have some facts and fig- ships, and responsibilities change. Teachers will al- ures, but even more experiences and examples of ways be teachers. Who, how; and what they teach things that work. may change. Advocates will always have the dedica- I have learned much about CAG. CAG has great tion, passion, and perseverance to promote their support. It is supported by you, the membership. It cause. These are the individuals who collectively is supported by the Board members who volunteer make up CAG and make it strong.

4 CALIFORNIA ASSOCIATION FOR THE GIFTED. SUMMER 1996 FROM THE EDITOR VICKI BORTOLUSSI NEWS NOTES

ummer vacation. Holiday. Furlough. New Board Recess. Respite. Leave of absence. Recreation time. Sabbatical. Rest and Members Elected recuperation. Intermission. f you are a CAG member, your Summer vacation. Time to ponder, to vote helped elect the following consider, to contemplate, to reflect. 1educators and parents to the Reflection. Images. Representation. CAG Board of Directors. The Likeness. Impression. Communicator sends congratula- Thus, with the aid of a standard the- tions to CAG's newly elected and returning officers and representa- saurus, we present the summer issue of the tives. Communicator for your reflection and for your vacation enjoyment. Judy Roseberry reflects on the history of the California Association President: Margaret Gosfield for the Gifted and Cathy Barkett looks forward to where gifted educa- Vice President: Marge Hoctor tion is headed in the state of California. Outgoing CAG president Secretary: Dana Reupert Treasurer: Judith Roseberry Martha Flournoy delivers her parting message and answers questions Parent Council Chair: Sharon about being the first CAG president elected from the ranks of the par- Freitas ent council. From and for parent ponderance, Marilyn Morrison helps you make the most of your summer vacation as does Raenele Cote Mission Region with her European travel experiences. Parent Rep: Beth Petak-Aaron While you are traveling, books and journals can be a part of real or Educator Rep: Nancy Epstein imaginary journeys with suggestions from Judy Lieb, Jody Fickes Pacific Region Parent Rep: Judith Smith Shapiro, and Sherry Sidesinger. Educator Rep: Linda Calvin The Young People's Pullout gives us much to ponder about our edu- Palomar Region cating and our parenting as we have an expanded version brimming Parent Rep: Cheri Drummond over with special creativity to savor. Educator Rep: Marcia DiJiosia Children, of course, are the future. We clearly see this as we reflect Joshua Tree Region Educator Rep: John Delandtsheer on the technology experiences that students and faculty had during this Orange Region year's CAG conference. Parent Rep: S. Raenele Cote The next issue of the Communicator will focus on Politics as we Educator Rep: Iris Yamaoka head into an exciting fall with a national presidential election and all San Joaquin Region that may portend for the future. In the winter, the Communicator will Educator Rep: Donna Denham explore Gifted At Risk. The spring issue theme will be that of the CAG Bay Area ConferenceDiscover Gold: Mining GATE Resources. The Summer Parent Rep: Patty Bort Educator Rep: Judy Witt 1997 Communicator will explore educational systems. Then, in Fall Santa Lucia Region 1997, we will consider Diversity. Start to ponder your thoughts on Parent Rep: Margaret Rodrigues these topics and consider developing a comment or article, or suggest Educator Rep: Geri Williams someone about whose thoughts and reflections you'd like to know Redwood Region more. Also, we welcome your letters any time on any topic related to Parent Rep: Myra Kaye gifted education and the Communicator. Educator Rep: Bruce DeVries Capitol Region The Summer 1996 Communicator reflects each and every one of us Parent Rep: Mary Paxton who cares about gifted education and all of its dimensions and deliber- Educator Rep: Nancy Craig ations. Leisurely ponder these pieces within. Consider. Question. Mt. Shasta Region Comment. Let us know your thoughts. Parent Rep: Marla Doherty Summer reflections. Gaze into the mirror. Enjoy!

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 79 5 ON THE HOME FRONT BY MARILYN MORRISON

HOW TO TURN YOUR SUMMER VACATION INTO A LEARNING EXPERIENCE

Actually, the title of this arti- Fort Collins, Colorado, has Fort Laramie in Wyoming, visi- cle is a bit misleading, be- turned many museum trips into tors meet costumed docents and cause all of life is a learning treasure hunts by asking her son, participate in the daily life of experience. Children (and their Christopher, to find the objects these historical characters in their parents) are learning things every pictured in the guidebook. homes, stores, and farms. My day, whether we are sitting on a Purchasing a family membership children "toed the line" to recite beach counting the grains of sand at your local museum or zoo will spelling words in the one-room or touring the Louvre. Vacations, allow you to drop in for frequent, schoolhouse at Sturbridge, and though, offer us the extra time to short visits, focusing on a particu- helped a Pilgrim woman cook pursue some unusual opportuni- lar section or just saying "hi" to dinner in Plimoth. We all learned ties to educate our children and your child's favorite animal, with- more and remembered more from broaden their horizons, as well as out the pressure of "getting your these interactive experiences than our own. money's worth" from a tiring, from visits to any regular muse- Travel, of course, is the ulti- day-long excursion. um. Right here in California, you mate learning experience. Pat Pa luso, CAG's Parent Represen- tative from the Palomar region, has been fortunate enough to take her two children (now in seventh and twelfth grades) to such far- flung places as Tahiti and Europe. The scrapbooks and videotapes her children made on these trips have proved to be valuable resources for many school projects since then. Pa luso also recom- mends starting kids on a collection of postcards from their trav- els. It's an inexpensive way to remember where you've been, and the kids can select postcards of their favorite highlights. Even if you can't afford a European vacation, remember that every region has a historical background and can be ex- Hands-On HistoryKids visit with costumed docents at Plimoth Plantation in Plymouth, Massachusetts. plored during weekends or when you're visiting relatives in A few years ago, my family be- can find living history days at other cities. Museums are an ob- came devotees of living history Hearst Castle, La Purisima vious educational choice, but museums. At museums such as Mission, and Fort Tejon State don't expect your child to do Plimoth Plantation and Sturbridge Historic Park, to name a few. them on an adult level. One Village in Massachusetts, Colonial Other favorites of our family mother, Vicki Fogel Mykles of Williamsburg in Virginia, and are industrial tours, such as the

6 8 0 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 Blue Diamond Growers almond and exceptional experience than a your-own-fruit orchard (we've factory in Sacramento, Glen famous one. On our way to the tried cherries, apples, and berries), Canyon Dam in Arizona, Hershey Grand Canyon, we went 30 min- or help them plant a vegetable Chocolate U.S.A. in Oakdale, utes out of our way and took a garden in the backyard. Seeing California, and wineries in fascinating tour of the Grand where our food comes from and Temecula and Napa Valley, Canyon Caverns; it was reason- how things grow is a great lesson California. These behind-the- ably priced and much less crowd and a rewarding family outing. scenes tours are especially appeal- ed than its namesake. Another "The world's a wonderful ing for parents trying to satisfy summer, we spent an extra two place, with all sorts of fun stuff to their gifted child's curiosity about days getting from Los Angeles to do and experience." I think we how things work. The A.A.A. Lake Tahoe and explored the would all agree with Vicki Fogel guidebook for every state lists in- Gold Country, which boasts mu- Mykles' observation, and share dustrial tours; many of them are seums, gold panning, mine tours, her desire for our children to free,,but some have age restric- and rustic scenery. grow up with open minds and in- tions. So call ahead. Many interesting learning expe- teract with different kinds of peo- If you are visiting a National riences are waiting right in our ple. Start exposing them to a wide Park for more than a day, or you own neighborhoods and summer variety of cultural and education- are lucky enough to live near one, vacation is the perfect time to al experiences at a young age, so check out the Junior Ranger seek them out. The Mykles make that they are open to adventure Program, which incorporates his- a special effort to expose their and willing to try new things. Use tory, geography, and nature stud- son, now nine years old, to new your vacation time to seek out ies (as well as picking up trash!) ethnic foods. They research the some offbeat learning experiences, in order to earn badges or certifi- cuisine and shop for the ingredi- and cherish the ones that come cates. The quality of the programs ents to cook dinner at home, or your way unexpectedlythis is varies from park to park, and go to a restaurant (Japanese, the history and knowledge your they are not always well adver- Moroccan, Vietnamese, Indian, family will remember the longest. tised. You may wish to ask at the German, etc.) and ask the waiter Visitors Center about their avail- to describe the ingredients and the food's origins. Another local MARILYN MORRISON is the parent of ability. two gifted children. She is the Com- Often a lesser-known tourist at- activity, especially good for city municator Associate Editor for traction offers a more rewarding kids, is to take them to a pick- Parent Topics.

PARENT INVOLVEMENT: PAST & FUTURE

BY SHARON A. FREITAS

Istill carry a vivid memory of who joined the cause of gifted ed- who "passed." The first informa- my first experience at a confer- ucation after 1979, let me describe tional meeting held in the ence sponsored by the the early years of the GATE pro- Sacramento area, where I live, California Association for the gram and how CAG expanded to had about 10 families represented Gifted. Sitting at the round table, include parents at the leadership as the school psychologist and the I stared at the multitude of reflec- level. MGM resource teacher explained tions in the jeweled crystal ceiling. the parameters of the program I trembled as I realized that I had Back to the Beginning and all the wonderful projects in finally found themthe others In 1961, the State of California which the identified students who understood my passion. I began providing funds to school could be involved. Interested par- would not be alone anymore! districts to identify and serve stu- ents offered to assist with the Prior to that weekend, I had dents who scored in the top two weekly pull-out groups, drive on been the "lonely voice in the percent on an individual intelli- field trips, give lectures, and de- wilderness" in my school district gence test. Many districts jumped velop materials. The reality was, as I advocated for the students on the bandwagon and began to however, that the money allocated identified as Mentally Gifted test the top-achieving students to the program provided for only Minors (MGM). For those of you just to get the $50 for each one a small amount of the resource

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 7 teacher's time and an even smaller part of the proposed legislation to GATE program is continued, amount for materials. revamp the MGM program. At enhanced, and strengthened? The classroom teachers had lit- the State Parent Council business Where do I start and who can tle knowledge of what the pro- meeting held during the 1979 help me make a difference for gram was; the students were CAG conference in San Francisco, my child and other children in sometimes penalized for leaving 2,000 parents heard such noted my district, region, and/or the classroom to go to the MGM speakers as Jeanne Delp and Leo state? group, and parents had no one to McCarthy, as well as elected offi- ask about gifted education. They cers of the newly established State Parents must enlighten and in- began to develop their "parent Parent Council. form themselves about gifted edu- power" by going to school-board The parent representatives cation. Continued contact with meetings and asking "What is be- from each region provided sup- representatives from your local ing done for my child?" When port for legislation by serving as a school district, CAG affiliate or- many local school-district repre- link to the many local organiza- ganizations, and legislative mem- sentatives could not give a suit- tions that continued to grow. By bers will provide the communica- able answer, the level of concern 1982, there were 15 affiliate tion necessary to ensure that gift- became contagious. Parents orga- groups spread around the state. ed students' special needs are rec- nized "coffees," contacted local Continued threats to the validity ognized and met. legislators, and arranged public of the GATE program, the dwin- meetings featuring knowledgeable dling of funds from the state bud- SHARON A. FREITAS is the mother of speakers. From events such as nine gifted children. She served as get, and issues such as vouchers GATE program manager for the Elk these, many organizations of and demanded that both the affiliates Grove Unified School District for 25 for parents were established. This and the parents be ready at a mo- years, and is the new CAG State groundswell of local organiza- ment's notice to call and visit Parent Council Chair for 1996-98. tions began to serve the needs of their legislators. This role for par- both parents and educators by of- ents was further reinforced by the fering Saturday seminars with description included in Advocacy guest speakers, holding monthly Handbook for Gifted/Talented meetings to discuss issues and Education in California, pub- pending legislation, and sending lished by CAG in 1982. America is Cool! representatives to a three-day conference sponsored by the Looking to the Future To me America is cool! California Association for the Our children only travel through Gifted. school once, for a limited number With blue-haired punks of years. Parents cannot afford to Parent Involvement Formalized wait for budgets or trends to and bald-headed monks In 1979, Ruth Fenton, the chair change and waste these critical With crazy concerts of the CAG Parent Committee, learning years. The CAG State was instrumental in the establish- Parent Council intends to help and expensive cars ment of CAG's State Parent parents by providing more re- Council, whose primary goal was gional parent institutes, confer- To me America is cool stated by Fenton as "to save the ences, and evening "coffees" as With skater skatin' Program!" In an article for the well as current information via a Communicator that year, past- new publication, CAG Parent and surfers surfin' president Allyn Arnold praised Handbook, and regional newslet- the Council when he said, "These ters. A common thread through- With the stockmarket parents are dedicated and tireless out these increased efforts is to and the supermarket workers who are intent upon that provide an opportunity for par- goal. They need the support of all ents to ask themselves questions To me America is cool! parents who understand the ur- such as: gency of expressing their advoca- Why are the gifted and talent- Bryan Minkel, age 13 cy for gifted education." ed children of California given Grade 7, DeAnza Middle School Fenton presided over the first a low priority when state and Ventura conference of parent delegates school district budgets are set? from the 14 CAG regions, who What have I done as an impor- Linda Brug, teacher then presented a resolution to tant parent voice in my com- Assemblyman Dennis Mangers as munity to ensure that the

8 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 The Rosetta Stone or THE RITE OF AUTUMN The Blarney Stone? As I watched the summer leaving Thoughts on Traveling in Europe With Children

And shed her veils of green BY RAENELE Cent

From the rolling hills and valleys Ihave dreamed of taking my boys did not have the necessary children to Europe ever since I sense of history that comes only And all that lay between, saw Rosalind Russell, as Auntie with maturity and education. Mame, sweeping up her grand Furthermore, like all children, Autumn tread most thoughtfully staircase, a mural of Shangri-La mine live entirely in the present in the background, proclaiming to and neither the past nor the fu- Among the orchard trees her nephew, "I will open doors ture is very real to them. Even the for you, doors you never even Rosetta Stone, which we saw at dreamed existed." No matter that the British Museum, failed to And masked his presence there I was only 10 years old the first make much of an impression. time I saw "Mame"I simply Despite their lack of sophistica- By the chill upon the breeze. filed my dream for future refer- tion, however, they thoroughly ence. enjoyed Blarney Castle and the He kissed the leaves with scarlet Last summer, when my sons Normandy beaches. It was not, of were 11 and 13, I dusted off my course, the historical significance No rose could ever wear; dream and headed for Europe of these landmarks that thrilled with the boys in tow. We spent them, but rather the interactive With his breath he set them dancing four weeks touring Ireland, experience that they provided. No England, and France, and I did one stands around at Blarney Through the soft and smoky air. open doors for them. But they Castle telling you not to touch were not always the doors I had anything or boring you with ex- planned on, and to my surprise, planations of how people used to The hills he donned with velvet brown, my children opened a few doors live. And there are no 'Keep Off' for me, too. signs on the ruins of the German The sunset rich with gold, bunkers or in the shell holes on Children will only learn what they the bluffs at Omaha Beach. The The skies he paints with violet are ready to learn and what they boys could climb and crawl want to learn. Ihad a long agenda around, run and jump, touch and There the twilight will unfold. of "must do/must see." Right at experience to their heart's content. the top was a list of castles, How the earth is glorious manor houses, cathedrals, and churches. Very early in the trip, it m With autumn's fruitful boon became apparent that, to the boys, one cathedral is so much European Big Macs are no worse like any other that when you've nutritionally than American ones. As he crowns her with the harvest seen one, there is little reason to In addition to showing them the waste your time on any more. sights, I was looking forward to stars (They applied the same rule to introducing my boys to European churches, castles, and manor dining, especially French cuisine. And the silver harvest moon. houses.) At first, I was appalled Neither boy is a picky eater, so I that my children could be such thought it would be easy to inter- Sophie Pham, age 17 philistines. On reflection, I have est them in trying the local fare. Grade 12, Fountain Valley High School to admit that their reaction was Perhaps I shouldn't have been sur- Fountain Valley understandable. You need histori- prised to find that they were far Janet Barkawi, teacher cal perspective to truly appreciate more excited about going into an these structures, and even though Irish or English or French Mac- I had tried to prepare them, my Donald's than they were about

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 83 9 experiencing pub food in the British Isles or café dining in France. Reflections of CAG's While we ate most of our meals in local restau- rants, I did not veto the occasional American fast First Parent President food lunch. Children sometimes just want what they An Interview With Martha Flournoy are used to and certainly a Big Mac now and then didn't hurt them. Furthermore, I did not want to draw battle lines over food. Far more important BY MARILYN MORRISON than forcing them to try new foods was ensuring that they ate well-balanced meals at regular inter- I asked Martha Flournoy, who is finishing her vals. They have been introduced to continental din- two-year term as president of CAG, to comment ing; they have the rest of their lives to pursue the re- on the experience and the significance of being lationship. the first president of the organization to come from the ranks of parents, rather than educators, Kids need to maintain their normal level of physical of the gifted: activity when they travel.Although traveling itself is physically exhausting, it is an exhaustion that comes from driving long distances, waiting in lines, and Q.How did you make the transition from con- walking, walking, walking. Because I myself did not cerned parent of a gifted child to leader of a feel the need to engage in frequent periods of strenu- large, statewide advocacy group? ous physical activity, I lost sight of the fact that my A. As concerned parents,my husband and I boys did. I was reminded almost immediately: we have always been actively involved in the ed- hadn't been driving more than two hours our first day on the road when I pulled off so we could see ucation of our children. After investigation, the view. The boys were out of the car like a shot we decided to move our children from pri- and sprinting across the peat bog as fast as they vate school to our local public school pro- could go. I admired the view; they experienced the gram. We were impressed by the time stu- countryside in a different and more personal manner. dents had to interact with their intellectual peers, as well as by the differentiation of the curriculum at all levels. I was asked to be on the district parent advisory council and soon found myself its chair. Our coordinator was very involved in a regional GATE coordina- tors group and kept up on current issues and events. My district allowed me to attend the Since we traveled mostly by car and had few advance annual CAG conference, which gave me ac- reservations, we could stop whenever and wherever cess to a broader and more extensive knowl- we wanted.These unscheduled, unplanned stops edge base, thus raising my awareness and were vital to the children's health and good humor. level of understanding. This coordinator In Ireland and England, the boys would watch for asked me to run for the CAG Board as our sheep that they could chase. In Provence, they region's parent representative. Because of my skipped stones and waded in the streams. And when- personal interest, as well as this encourage- ever we had a picnic, whether it was at a roadside ment, it never occurred to me to say no! I somewhere or in a park in the heart of a city, I al- have never regretted it. ways allowed as much time as they wanted to run around. Traveling is always an adventure. Traveling with Q. Why did you want to serve as president of children is a 3-D adventure: you see things through CAG? the eyes of your children as you simultaneously see A. Therewas a need and I felt that I had some- them through your own eyes. It is a joy to witness your children learning all that travel teaches. It is a thing to contribute. The encouragement and joy to realize that you can learn from them, as well. confidence from others weighed heavily in my decision. I have always believed in giving back and devoting time to issues and causes RAENELE COTE'S sons are in sixth and eighth grades in about which I am passionate. the Orange Unified School District.

10 84 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 Q. During your term, what obstacles and chal- each group brings ideas, perspectives, and un- lenges faced you? derstanding to the organization and that there is A. One obstacle for me, as a parent, was the lack mutual respect. of formal training in the field. The kind of knowledge about gifted chil- Q. What do you hope to see as dren that I have is just that the future role of parents in gifted children, not gifted stu- CAG? dents. I did not have a sense A. As always, parents are in a of history, events, trends, or position to advocate for resources in the field, as a their children as no one else trained educator would. I was can. This role will never not familiar with the journals, change. Facts and figures basic texts, or organizations. will never replace experi- The first few years on the ences and influences that Board allowed me to fill in people and programs have some of the gaps, but I still on a child. Nrents need to have much to learn. become more involved politically in the issues surround- Q. What differentiated your ap- ing gifted education and the proach to CAG from that of needs of gifted children. We the educators who had previ- are all in this together and ously served as president? need to be supportive of A. I began my two-year term each other in achieving our with the charge to pilot some goals. parent support groups and to work toward more parent in- . What have you personally volvement and focus. I feel gained from the experience of being president of CAG? that we have kept this goal in . mind and that it is within A. It is hard to narrow my per- reach. sonal gains into a few lines. I have found myself doing Q. What did it mean to the orga- things I never would have nization to have a parent as . envisioned. I am much president for the first time? more computer literate than A. I hope that it meant good I would have been other- things for the organization as wise. I have gained knowl- a whole. We talk about high edge, perspective, and skills expectations for our children that will stay with me. I and I think that we need high have had the opportunity to expectations for ourselves. meet with leaders in the Others encouraged me and field, politicians who have expected that I could and the power to make or break would contribute to this orga- the program, students, and nization, long before I did. professionals who feel as The big thing is not that I am passionately as I do. I have the first parent president, but made many wonderful that the goals and the professionalism are main- friends. I have learned more about myself and about tained, regardless of who is president. I do not groups. I have learned how understanding, flexible, think that there is or should be any division be- dependable, and supportive my family is. It has been tween parents and educators, but rather that an experience of a lifetime.

BEST COPY AVALARE 11 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 85 BOOK REVIEW REVIEW BY JUDY LIEB

As an educator and parent, I found that often able to identify the advertising techniques used Reclaiming the Wasteland provided me with a in commercials for children, but not necessarily greater awareness of the positive and negative those found in advertising geared towards adults. aspects of children's television viewing. Dr. Abelman There are not many role models for gifted children takes the position that television viewing, if used on TV. Adolescent gifted children often believe the correctly, can be an enriching and educational expe- social and gender-role information presented on tele- rience for gifted children. vision unless this information is subjected to open Reclaiming the Wasteland is well organized and family discussions about critical television viewing. includes chapter summaries, TV tips, and valuable endnotes suggest- Why TV Fails Gifted Kids ing further research or reading. The Television programming has changed following comments on the six Reclaiming the over the yearsthe "family hour" is chapters provides an overview of Wasteland a thing of the past. The author pre- the work. TV & GIFTED CHILDREN sents the following tips for parents of gifted children: Kill the Messenger: The TV Effects Use the TV guide in the local paper Controversy to select appropriate shows. This first chapter sets the stage by Use the VCR and library rentals as describing some of the controversy an alternative to broadcast TV. that has surrounded children's tele- Subscribe to cable, if available and vision programming. The media ' feasible, as many quality children's professionals say that television has Bob Abelman, Ph D programs are found there. no effects on children. The social Avoid program-length commer- critics and media activists believe cials. that television has powerful effects Support public television (PBS). on all children. The government It's OK to let children watch TV agencies try to protect the freedom just for fun. of expression of broadcasters as well as look out for the public's in- The Reluctant Regulators terest. But, is television viewing Abelman discusses how decisions of "bad" for kids? Dr. Abelman takes the Federal Communications the position espoused by Wilbur Commission (FCC) have affected the Schramm and others in the early '60s that "For some types of programs available during primetime on children, under some conditions, some television is network TV. Many television activists have been able harmful. For other children, under the same conditions, to make improvements in children's programming, or for some children under other conditions, it may be culminating in the passage of the Children's beneficial" (p. 37). This theme runs throughout Television Act of 1990. Abelman believes that this Reclaiming the Wasteland. act "represents the best opportunity for gifted children to be served by local broadcasters" (p. 128), Facts About Giftedness/Questions About TV but that broadcasters still need to be educated as to Children take from TV. What they take from it and the needs of gifted children. what they do with the information is up to the individual child; Abelman says that parents should not Parental Discretion Advised worry if their young gifted child watches lots of tele- This chapter discusses television and family life and vision because viewing time tends to decrease as the provides information about parent mediation in chil- child grows older. Gifted children learn from TV and dren's television viewing. Most parents of gifted chil- are attracted to it as a natural source of information. dren engage in participatory mediation with their TV viewing is not a passive activity for gifted chil- children instead of restricting the amount of televi- dren. They are cognitively active while watching, sion watched. However, parents tend to underesti- and thus outgrow many of the programs for their mate the amount and types of television watched by age group and look for programs with more ad- their children, so mediation is often "too little and vanced plots and storylines (which may or may not too late." Many types of activity charts that encour- be appropriate for them). Young gifted children are age children to think about how much, what, and

12 8 6 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 BEST COPY MLABLE why they watch television are Far2weDO to anzanar provided. These activities would be excellent for use in a family (reflection on the book by John Houston) setting. "From our world through these portals to new horizons" The ABCs of TV Literacy Dr. Abelman says that television As apple orchards bloom in the spring has not destroyed our students. Television watched in school for The moss is dripping the fresh dew. educational purposes is more de- Outside the children are playing manding of students than TV watched at home. Television can While Papa paints Mt. Whitney. provide materials to help teachers Mt. Whitney is outlined by the golden rays of the sun, differentiate the curriculum for gifted students and provide a The sun of hope and freedom. "window to the world." Teachers The people here have been confined need to be selective in their choice of television programs for student But now they know they must wake up, use and curriculum that is appropriate for teaching critical viewing Wake up to start their life skills in school. As a baby starts his or her life. In conclusion, Dr. Abe lman emphasizes his message that total ab- In the gates the people imagine. stinence from television keeps They imagine the world without war. viewers from enjoying high-quality, enriching programs. He urges Slowly the'sun rises from the top of Mt. Whitney, parents to work with local broadcasters (where change is more The sun in all its glory. likely to take place) to improve Still the people imagine no war or racism. the quality of children's programming and to remember that above The sun melts the snow and dries the land. all, "Television is a storyteller and These people originated from the land of the rising sun an entertainer" (p. 217). But they have never seen a sun so full of hope as this one. Judy Lieb, Ed.D., is the GATE Coordinator in the Fullerton School These people feel as a number and not as a person, District and the Communicator Associate Editor for Technology. And the numbers-are sad.

Soon they will have to say Farewell.

Soon their memories of this place will vanish.

Soon Manzanar will be a monument, not a camp.

Now I visit Manzanar and see a place

A place of misery.

Leave your memories here.

Pick up your pieces here.

But whatever you do, don't forget to say

Farewell, Farewell to Manzanar.

Matthew Steinberg, age 12 Grade 6, Oakwood Elementary School North Hollywood Michelle Weiss, teacher

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 13 After the opening session taught videomaking workshops to keynote at the California Reflections GATE students in Fullerton and Association for the Gifted found that students absolutely Conference in March 1996, on Walking "swam" into the technology. With- Roger Wagner, the keynote out being told, they incorporated speaker, and I wandered into the computers for titling and mixers Speakers Hospitality Room. The With Roger for music. And, as young people Hospitality Room offered confer- above all, they wildly applauded BY HALL DAVIDSON ence attendees the opportunity to their own names in the credits as meet the speakers or they made copies of munch on ice cream their project for each sundaes, whichever team member. seemed more valuable. The subtext of Although there were a Roger's prescription lot of people eating ice is that the newest, cream, a few folks did hottest technology is venture over to ask not always what will Roger a few very specif- best meet specific ic questions about tech- school needs. Rarely, nology and its applica- in fact. The entry tion in their schools. .. point of technology Roger is the publisher into a school is be- and guiding light for coming less critical HyperStudio,an excel- since the unstoppable lent program for multi- convergent nature of media authoring, build- technology will soon ing presentations, con- put us in an environ- structing student portfo- - mentwhere word lios, and so on. I use I I processing, video, HyperStudiofor my graphics, and more own presentations and will be immutably have taught it in work- part of a single appli- shops. As a fan of the he said somberly. "More bang for cation. So, you might as well be- program, I expected Roger to of- the buck." He explained that gin where the buck bangs biggest fer it as a magic bullet for every cameras would allow everyone to (where the most impact is made school situation, but he surprised onstruct projects with the same on students). me. hardware. The technology would When you think about it, the A teacher came to himwith an encourage and enhance much of recommendation of a software exciting but daunting situation. the curriculum in an arts magnet publisher to buy video cameras is She had been approached by her and has the significant benefit of not so strange. If you want a district to set up a magnet school allowing students to publish on friendly peek at what the future's for the arts. To show its commit- videotape (a recurring Wagnerian convergent technology platform ment, the district was throwing in theme). Such VHS projects could will look like, try HyperStudio.It $7,000 for technology. Total. be sent home or shared with other imports video (from cameras, What technology should she buy? classes and schools. Videomaking, VCRs, laser discs, etc.), and it has Roger ruminated for a moment when done correctly, involves col- a pulldown menu with the com- then tapped his chin with his fin- laborative learning, problem solv- mand PRINT TO VIDEO in it. ger like Sherlock Holmes. "Before ing, and yields a student product. Roger knows. I tell you, are you willing to ac- Because students have such famil- cept an answer that will make iarity with the medium, video HALL DAVIDSON is director of educa- you rethink technology, force you tional services at PBS station KOCE projects are strongly self-evaluat- in Huntington Beach. He is the coor- to defend yourself before your ed and self-correcting. Finally, dinator of the California Student board, and guarantee you will get video will prepare the school for Media Festival, a joint project of the grief from teachers and parents?" California School Library Association the time when additional money (CSLA) and Computer-Using Educators he asked. She swallowed, nodded, becomes available, allowing for (CUE), which promotes video in the and took out her pen. more technology purchases. curriculum and encourages entries "Buy video cameras and VCRs," from GATE students. Call 714 -895- He was right, of course. I have 5623 or e-mail [email protected].

14 CALIFORNIA ASSOCIATION FOR THE GIFTED. SUMMER 1996 88 BY LINDA BRUG

TALKING ABOUT BOOKS

BY JODY FICKES SHAPIRO

Ican't imagine a life without Arriving late in the afternoon, from the precious suitcase and books. A teacher told me re- we gave the books to the chil- handed them to us to read to cently that a student had dren and they immediately sat them again and again. come to her class from a re- in the hammock with us so What if you were going to mote part of Mexico. He had that we could read to-them. some remoteplace where lived on a rancho far from Liz told them she would keep there was limited access to schools and any village books? What would life. Until he came to her youtakewithyou? school, he had never What books would you even held a book. Such a ask your parents to nev- story seems hard to be- ergive away? What lieve, but I did see for books do you want to myself how important make certain that your books are in third-world own children will read countries. some day? My family visited with I invite you to share one of our daughters your own favorite books who isin the Peace (and stories about books) Corps in El Salvador. Liz in this column. If you is living in a small vil- are like me, you can lage where even paper hardly imagine alife and pencils are precious without books. commodities. She keeps Please write to "Talk- an old suitcase in her lit- ingAbout Books," tle two-room houseno c/o Linda Brug, 3721 bathroom, no electricity, Sheldon Drive, Ventura, no running water, no CA 93003, and share glass in the windows, your thoughts about the and a leaky roof. In the Michael Fickes readingEl Autobus Magicoto Chando in best books in your life. suitcase are scraps of en- Gavilan, El Salvador. Notice the "magic suitcase." velopes and backs of old letters. There are pencils, too. the books at her house and r When the two children who they would be welcome to CALLING ALL STUDENTS! live on her property come over come to read them there. The Send your suggestions, to visit her, they love to take next morning the sun had stories, poems, art work, paper and pencils out of the barely come up before we suitcase and practice "writ- heardwhispering onthe ideas, or other types of porch.It was the children. ing" and drawing. writings to: When we visited, we brought They were patiently waiting books. We brought books in for us to get up so they could Linda Brug, 3721 Sheldon get the books. As soon as we Spanish. Magic School Bus Dr., Ventura, CA 93003. and Where's Waldo were two opened the door, they scram- of the titles in the assortment. bled in and pulled the books

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 15 89 BOOK KEEPING

BY JODY FICKES SHAPIRO

Summer is a time for fun and perhaps Meyer, Carolyn. Rio Grande Stories. time for just looking at the clouds pass- Moss, Marissa. Amelia's Notebook. ing overhead. It is also a time to read Wood, Nancy. Dancing Moons. some books you didn't have time to read during the previous school year. Take the time to Developing Empathy and Understanding select a number of these books to pack away Babbitt, Natalie. Tuck Everlasting. for that summer trip. Coman, Carolyn. What Jamie Saw. Cushman, Karen. The Midwife's Apprentice. Gaining Perspectives Through History Franklin, Kristine, ed. Out of the Dump (writings Avi. The Fighting Ground. and photographs by children from Alder, Elizabeth. The King's Shadow. W CdrOBOLI.TSVITSCG3 Guatemala). Cushman, Karen. Catherine, Called The Kindersley, Barnabas. Children Just Birdy. In-Between Days Like Me. Fleischman, Paul. Bull Run. McKenzie, Ellen Kindt. Stargone John. Freedman, Russell. Lincoln: A McKenzie, Ellen Kindt. Under the Bridge. Photobiography. Magorian, Michelle. Good Night, Mr. Tom. McGraw, Eloise. The Striped Ships. Paterson, Katherine. Bridge to Terabithia. Murphy, Jim. The Great Fire. Fri .l Pfd Sachar, Louis. There's a Boy in the Girls' LSEN. Paulsen, Gary. NightJohn. Bathroom. Salisbury, Graham. Under the Blood- Curtis, Christopher. The Watsons Go to Red Sun. Birmingham. Temple, Frances. The Ramsay Scallop. Celebrate the Spirits of Curiosity and Moral Dilemmas and Creativity Dealing With Consequences Dresser, Norine. I Felt Like I Was From Another Avi. Nothing But the Truth. Planet. Babbitt, Natalie. Knee Knock Rise. Fanelli, Sara. My Map Book. 11 Bunting, Eve. The In-Between Days. Greenwood, Barbara. A Pioneer Sampler. Jacques, Brian. Outcast of Redwall. Janeczko, Paul. Poetry From A to Z. Lowry, Lois. The Giver. S Lauber, Patricia. Seeing Earth From Space. Meyer, Carolyn. Where the Broken Le Tord, Bijou. A Blue Butterfly. Heart Still Beats. Parker, Steve. Brain Surgery For Beginners. Naylor, Phyllis R. Shiloh. Spinelli, Jerry. Maniac Magee. Peace Resources Cohen, Richard. Students Resolving Finding Kindred Spirits Conflict. Boyd, Candy. Daddy Daddy, Be Fine, Esther S. Children as Peacemakers. There. Scholes, Katherine. Peace Begins With You. Brooks, Bruce. What Hearts. Byars, Betsy. The Blossoms and the Green

Phantom. JODY FICKES SHAPIRO is the owner of Ventura's Fenner, Carol. Yolanda's Genius. "Adventures for Kids," a bookstore with a national, award-winning reputation. Previously a teacher, she is the George, Jean C. My Side of the Mountain. mother of gifted children. George, Jean C. Talking Earth.

16 90 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 STUDENT GRANTS A Child's Plea

Each year the California Association for the Gifted awards grants to GATE students, K-12. The grants are awarded to support student work in an area of interest or '- achievement. Grants up to $500 are awarded to individuals based on the following: 1) the originality of a project that advances learning or contributes to a field of endeavor, or 2) the need to subsidize an educational Silent as the dew, opportunity not available to the student with- my steps tread on frozen time. in the school district. The heavens align as my soul rips apart, This year over 60 grant proposals were re- Silently cursing my damnation ceived from students throughout the state. Yet roaring my eternal agony. The 1996 student grant winners are: Danielle A. Newlin, Age 10, Grade 5 I am but a child Patton Elementary School compared to the World; the Earth. Garden Grove Unified School District Eons has she existed Grant for musical production. and I for only a brief moment. And she has not committed Ryan Gipson, Age 11, Grade 6 such horrendous acts as I. Fairbanks School For this, I envy herher innocence. Del Paso Heights School District Grant for designing a rubber bottom home Nay, for am I not one soulless individual, that will deal with flooding problems. but a Speaker for many. The presenter and acceptor Nathan Ferris (grant shared with Morgan of all Sins and Crimes. Hall), Age 16, Grade 11 and Morgan Hall, I ask forgiveness for the havoc Age 14, Grade 12 I have caused: El Dorado High School Violence, Blindness, Ignorance El Dorado School District Please forgive all, Grant to determine the relationship between For I am still learning my place in the entirety. lactic acid and its effects on protein in cells.

Steven Rawnsley, Age 11, Grade 6 0 wondrous eternity! Patton Elementary School I sufferoh, how I suffer! Garden Grove Unified School District I cannot forgive myself these acts, Grant for advanced computer instruction. I cannot condone what I have committed. What good would it do? Neal Devaraj, Age 15, Grade 10 What was done cannot be taken back. Mira Costa High School I have only myself Manhattan Beach Unified School District to accept the shameful blame. Grant for exploring DNA. Forgive me the strife Adam Hargis-Bullen, Age 9, Grade 3 and the bloodshed Mil Iville Elementary School Forgive the mutilation Millville School District and the ignorance. Grant for developing computer graphics. I was young then Glen Cooper, Age 17, Grade 12 as I am now... Eureka High School Forgive me my humanity Kristen Judy Eureka School District Grade 12, Ventura High School, Ventura Grant for evaluation of Elk River watershed. Honorable Mention Barnes and Noble Young Poets Contest

CALIFORNIA ASSOCIATION FOR THE GIFTED. SUMMER 1996 9 1 17 GATE-ing to Know Me

BY SHERRY SIDESINGER, GATE teacher, Hueneme School District

Have you ever written in a journal or a diary? You may have used homemade journals constructed 3 with string and paper or you may have pur- Open your journal and start on the left side of the paper. chased a fancy leather-bound diary with a lock and You might start with some personal information. I decid- key. Most people have tried to write in a journal, at ed to include some... least for a period of time. Some famous people in history have kept journals and we have learned about Statistical Data their lives and times through their own words. Pioneer Full name women poured out their joys and sorrows in their di- Date of birth aries as they journeyed West. Anne Frank helped us Place of birth understand World War II from a young person's point Color of hair Color of eyes of view through her diary. More recently in her pub- Height Weight lished diary, Zlata Filipovic shared her life in war-torn Home address Sarajevo. My family members include: This summer might be a perfect time to create a Parents journal that you could reflect upon in years to come. Brothers and sisters Choose some special paper and get ready to find out Grandparents about YOU. Aunts and uncles Cousins 1 Pets Fold four pieces of 8 "x10" paper in half and fasten the pages together with string or staples. (You may decide to make yours a different size and length if Add other information you might include. you choose.) 4 2 On the next page, I included the following things: Make the first page a cover page. My journal looks like this. Personal Favorites Color(s) GATe-ins Subject(s) in school Author(s) to Know Book(s) Hobby(ies) Career(s)

An Music/song(s) Autobiographical Journal Television show(s) By Holiday(s) Friend(s)

Be creative! You may make the title whatever you choose. You might also like to add some art to the cover.

18 Q4) CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 A.,./ We all can imagine a "perfect day." On another page Choose another page to write about how you imagine write about what you imagine to be your perfect day. yourself in the future. Use this set-up if you like. Personal Goals Make pictographs to show five of your future The Perfect Day goals. Today is a holiday honoring YOU! Take us along as you do all of your favorite activities. Education Career

Morning

Afternoon Home Family

Evening Making a difference

9 Try to show yourself by writing a poem on another page. On another page you can enjoy reliving a week in your life. Here's one format you might like to follow. I Am Poetry Make a "name poem" to tell more about you. Dear Diary Here's an example: Damaged his arm in the baseball game Keep a brief 5-day record of your daily activi- And was a good friend of Gary's ties. You may be surprised at how busy you Never got to lunch on time are! Day 1

Day 2 10 Leonardo da Vinci was not only an artist but also an inventor. He wrote in a journal that could only be read by Day 3 placing a mirror up to the writing. In his journal he also drew things that he imagined and many of them, like the Day 4 helicopter, were invented hundreds of years later. On this page in your journal, imagine something that you Day 5 would like to invent and draw it. Then write a description of how it might work. Try writing it like Leonardo and then hold it up to a mirror and see how it works. 7 Ask someone in your family for a favorite recipe. Copy it 11 onto a journal page. Include a picture of your special Albert Einstein, a famous scientist and mathematician, dish, if you like. also kept a journal. Create an adventure story. At the Create a recipe on the next page that has the ingredi- end, your main character must solve a problem that ents that make up YOU. uses mathematical skills. Perhaps you could create a story that involves space travel or underwater travel. Have someone read your story and try to solve the problem.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 93 19 12 I Need to Think About it You might decide to use two facing pages to reflect on a Pondering character in a story. BY SANDRA KAPLAN A Special Friend Think of one of the most fascinating characters you've read about. Imagine having that character as a friend. Describe the character and her/his qualities that would make you want to be friends. Name of character Story/book The character is someone I think would be a good friend because These are patterns to represent how people think. Think about which of these patterns best represents how you think when you are asked to solve a math problem. Think about which of these patterns best represents howyou think when you are choosing what to wear to school. Think about which of these patterns Describe ways in which you are like this charac- best represents how you think when you are ter. reading a book. Why do you think differently in different situations? Each pattern of thinking shares a common Tell what you might do together as friends. feature. It is the need to pause, wait, deliberate, or consider: we call this pondering or the time we spend during the thinking process to incubate or let the things we think about take shape or become more clear. Sometimes pondering is time out from think- 13 ing to stare into space... On the back page it would be interesting to list some things you would like to learn more about or list some goals you would like to reach in your life. or do something else while our thoughts incu- Example: bate. I would like to see the Egyptian pyramids. I would like to swim in the Amazon River I would like to go on a camping trip in the Sierras. Sometimes pondering is exciting and feels like I'd like to learn to read hieroglyphics. a roller-coaster ride. I'd like to learn how to train llamas as pack animals. Sometimes pondering is restful.

The reason for thinking about something, and the context or setting in which we are thinking often determine our pattern for thinking. There are many tools or skills for thinking, and habits and attitudes that accompany and affect our thinking.

20 94 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 The tools and skills for When we are asked to may be pondering or taking thinking are sometimes sim- think with COMPLEXITY, the time to "mull it over" or ple like comparing or se- our pondering is more dif- incubate your thoughts be- quencing. Some tools are fused or general. We focus si- fore your ideas are formal- more difficult like judging or multaneously on several re- ized and finalized. noting ambiguity. How you lated things. It might look We can study our own pat- approach thinking has a re- like this. terns of thoughts, which is lationship to the quality of called metacognition, to your thinking process. For Pondering learn more about the value P.ondering of pondering. We also can example, the "I can't" atti- 0 Pondering tude affects your thinking study the great thinkers to differently than the "I can" Pondering 0 Pondering learn about the role of pon- philosophy or belief. COmpizvirl, dering in the thinking The DEPTH, and COM- process. Select a biography PLEXITY required for think- It takes time to think or autobiography of a great ing changes how we ponder. about solutions to problems thinker and examine the pat- When we are asked to study and decisions to make. tern of thinking used to cre- or consider something in Pondering is important be- ate an idea. Use the follow- DEPTH, our pondering is fo- cause it gives us time to de- ing workpage to explore how cused. It might look like this: fine solutions and make deci- ideas originate, how they are sions or judgments. Your valued, and why they are sig- Pondering pondering may appear to nificant. You may wish to others as if you are day- ponder as you complete the

E dreaming, wasting time, or workpage! P - Pondering ignoring the task. While it T SANDRA KAPLAN, Ed.D is Clinical H may not appear to others Professor, School of Education, that you are engaged actively University of Southern California. Pondering in the thinking process, you

Thinking About Thinkers: A Thinkingsheet

Select a thinker. Complete the thinkingsheet by describing the thinker's thinking. The thinker is

How did the thinker give birth to ideas?

How did the thinker gain acceptance of the idea(s)?

What was the significance or value of the idea?

What contributions have resulted from the idea?

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 95 21 La Casa con Alfombra Azul

Mamacita, baggin' groceries at the Shop n' Go. Her ten strong fingers slicin' through those bags, keepin' the line movin' My Mamacita is very strong.

Papa? Papa is in Renoor at least that's where his latest postcard came from. Papa says we're gonna be rich, just gotta wait for his lucky streak.

Mamacita, tired and hungry, comes home with our monthly groceries. Holdin' down four jobs a week, Mamacita is exhausted. "Brought you a little treat, gordita," Mamacita says with a smile, too weak to rise.

Mamacita has brought home cookies, one of them for me and one for Fernando. Mmmmmmmmmmm. Mamacita's paycheck must have been good this week. I lay down, chewin' my cookie.

One day, when I'm a famous dancer, my name will be known all around the world. Teresita...Elena...Lupe

I'll buy Mamacita a new pair of sneakers, Her's are all worn out, with duct tape laces.

Little Fernando'll get a soccer ball, He practices with my old teddy bear's head. He's good, very good.

And Papa? Papa'll get a brand new suit! This way he can go look for a job and look more "decent." But, best of all, I'm gonna buy us a house. With white curtains and blue carpets.

No more cold wooden floors. Real carpet which will cushion Mamacita's calluses. A yard with a swing set. And a kitchen with a stove. Laura Magid, age 14 Grade 8, Saklan Valley School Papa can prepare his famous plantanos. Moraga And I will make the main course. Kimberly Strain, teacher

22 96 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 I was preparing to enter medical school in September when I moved to California and began Just a Teacher studying for my teaching creden- I Wonder Why tial at UCLA. My friends thought BY ANGELBARRETr it was "such a shame that Angel couldn't cut it" and "such a I am human waste. Guess she's not as smart as I wonder why everyone thought." The only time I have second I hear the beating of the drums thoughts is when I compare the I see the outstretched hands pay scales or watch ER. I want to join, and be one of them During the March CAG conference, I was the tour guide at I am a member of the human race Euclid Gifted/High Ability Bilingual Magnet where I had taught for years. While visiting a I am a tiny speck in the universe fifth-grade class, one of my for- I wonder how mer preschool studentspulled out I hear echoes in emptiness her class picture. She had carried that photo in her notebook for I see a thousand other specks like me "I knew I wanted five years. I left the room in tears. I want to join, and be one with them Three years ago, I took my first to be a teacher out-of-the-classroom position. I am the universe when I was in Currently, I am an advisor, private consultant, university instructor, elementary and author. But first and fore- I pretend you are me and I am you most, I am and always willbe I feel your pain and my joy school." "just a teacher." I carry that hon- I touch the glass between me and my life or wherever I go. I still design curriculum and do I worn/ that I am not who I think I am demonstration lessons. My home I cry when I feel alone ust a teacher!" my high office is overflowing with poster school counselor scoffed at board, markers, and research ma- I am human me. "Is that all you want to terials. I recently went to the 99- cent store and bought oneof all be?" I understand we are bound together I knew I wanted to be a teacher the calendars for my picture files. when I was in elementary school. ...And every once in a while, I say a spirit is more than a body can staring out After all, I had been training for my colleagues see me hold years. As a gifted student, once I the window and remembering... finished my work, my assignment my classroom, mystudents...my I dream of love everlasting was to help the other children school. Just a teacher? YOUBET! I try to give back what I have been given complete theirs. I also volunteered U I hope you understand in children's centers and led ANGEL BARRETT is the Magnet I am the universe church activities. Advisor for the Los Angeles Unified To me, teaching was my natur- School District. al vocation. But I followed my high school Do you have a "just a teacher" Megan Brewer, age 13 counselor's advice and planned a story that you would like to Grade 7, Ladera Vista Jr. High premed curriculum. I was the share? We would like to publish Fullerton only premed student whose tran- some of those stories.Send your Donna Judd, teacher script included children's litera- manuscripts to Linda Brug, 3721 ture and student teaching. My Sheldon Dr., Ventura, CA 93003. college counselor thought it was a good idea that I had "something to fall back on" in case I didn't get into medical school. 97 BEST COPY CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 AMIABLE 23 CAG REFLECTIONS Continued from 1 Next year, we'll be celebrating JUDY ROSEBERRY Is the current CAG treasurer and a long-time mem- CAG's 35th annual conference ber of CAG. She is principal of College with about 75 people in with an expected attendance of Stanley Elementary School in Garden over 2,000. We've come a long Grove and was recently named attendance. In 1963, the group Principal of the Year by the officially became the California way since that first gatheringof Association of California School Association for the Gifted and 75 people. Revisit the journey Administrators. named Martinson as president. with us.

1961-1962 First California legislatio4i 1963 passes authorizing th Group officially be- gifted program. comes the California Association for the Gifted and named Ruth Martinson as Spring 1963 president. First annual conference is held at Long Beach State College with about 75 people attending. 1982 CAG rallies behind AB 1232. op

1979 AB 1040 replaces the Mentally Gifted Minor Program bill. CAG drafts much of the language for the bill under Assemblyman Dennis Mangers' leadership. AB 1040 broadens the program to include gifted and talented students and allows districts to 1983 use multiple identification criteria. The bill changes the entire funding structure for the GATE program and eliminates the The first State Parent Council use of GATE money for field trips unless authorized by the scholarships for parents are State Superintendent. awarded.

1987 1983 Federal legislation, CAG PAC is organized 1984 the Jacob K. Javits cePi in November under The May Seagoe Gifted and Talented the leadership of Scholarship begins. Grants Students Education Betty Ann Tetzke. are given to individuals Act, passes. The original CAG PAC pursuing research or members are Allyn Arnold, graduate studies in the area Lorraine Bostick, Jeanne of the gifted. Delp, David Hermanson, Carolyn Lee, Kenneth Schotz, and Janet Ward. BESTCOPYWOKE

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 24 1973 CAG begins the scholarship program for teachers, 1964 administrators, parents, CAG bylaws are developed. college, and university students.

1966 Jeanne Delp is the first president elected under the new bylaws. 1974 Jacob Jaws introduces Federal legislation.

1978 State Parent Council is formed under the leadership of Ruth Fenton. Each parent repre- 1975 sentative acts not only as a State Advisory Committee contact in his or her home begins to meet monthly region, but also as a 1978 and receive updates CAG provides the resource on advocacy from the California vij first student conference matters. State Department in conjunction with the of Education. annual CAG conference.

1987 1996 February 24, GATE day The annual CAG conference has in Sacramento, is orga- over 2,000 attendees. Thousands nized to protest of educators and parents, not Governor Deukmejian's only from the United States but proposal to eliminate also Mexico, Russia, Peru, the GATE program. Germany, Argentina, and the Students, parents, and 1990 Philippines, constitute the educators gather on the CAG sponsors the "At Risk membership of CAG. Conference" on October 27. steps of the Capitol to point out the need for The conference provides an special programs for the opportunity for parents and gifted. Funds are educators to better understand the social and restored. emotional factors of giftedness.

28 CALIFORNIA ASSOCIATION FOR THE GIFTED. SUMMER 1996 99CICOTmoo/ AVAll ABLE Gifted and Talented as well as special competitions, continued from 1 such as the Academic Decathlon, By the numbers... Science Bowl, and Odyssey of the able to broaden their definitions Mind, are supported in part by ...In 1961, the California Legisla- of giftedness and improve or ex- GATE funding. ture established the mentally gifted minors (MGM) program for stu- pand services to these unique Staff development activities de- pupils. dents scoring in the 98th percentile signed to improve the quality of or above on a standardized intel- instruction are frequently funded lectual abilities test. CURRENT PROGRAM with GATE funds. While some The purpose of the Gifted and ...In 1980, AB 1040 established the training programs (e.g., Advanced GATE program, allowed districts to Talented Education (GATE) pro- Placement or International Bacca- set their own criteria for qualifying gram is to provide challenging laureate) are content and course for the program, and permitted the curriculum and instruction for specific, often the teacher working expansion of services beyond the gifted and talented pupils who are with GATE students in a regular intellectually gifted to include stu- capable of achieving significantly classroom is trained in more gen- dents who were gifted and/or talented in a number of areas such as beyond the level of their peers. eral instructional techniques de- In many cases, even a good, specific academic ability, leader- signed to improve the quality of ship, performing and visual arts, quality educational program is teaching for gifted and talented and creativity. not sufficiently challenging for a students. student with special gifts or tal- -.725 districts in 58 counties current- By stimulating the gifted stu- ly have a GATE program. In 1980, ents, and GATE funding is used dents and by showing how all stu- 454 school districts and 160,000 stu- to design and deliver a supple- dents can learn when given the dents were participating in a GATE mental and differentiated educa- opportunity, GATE funding is tru- program. tional program for individuals or ly a catalyst for improving educa- ...For the 1994-95 school year, over groups of students with special tional programs for all. 320,900 or approximately 6% of pub- needs. More specifically, GATE lic school students were identified as funding is used for costs associat- POTENTIAL FUNDING gifted and talented. ed with identifying pupils and es- INCREASE ...The ethnic breakdown for identified tablishment of differentiated in- Of the almost $15 billion in the students in 1994-1995 was: 11.1% struction offered in special classes, 1994-95 California education of all Asians, 8.6% of all Whites, 8.1% special schools, extended day pro- budget, $31,539,268, or .1 of one of allFilipinos, 6.3% of allPacific Islanders, 4.2% of all Native Ameri- grams, or within the regular class- percent of the total budget funds room. cans, 3.3% of all African-Americans, (both federal and state), was set and 2.6% of all Hispanics. Individual program planning, aside for GATE funding. In a nutshell GATE programs are NOT mandated in the State of California. Dis- tricts may elect whether or not to apply for GATE funding. Their applications may be approved by the State Board of Education for one, two, or three years. In order to qualify for funding, districts must: identify gifted and talented students, and certify on the J-22 form that pupils are served each semes- ter for a minimum of 15 weeks. State law requires that these districts differentiate instruction for gifted and talented pupils an average of 200 minutes each week, ex- Staff development is a vital component of GATE programs. Diane Corbin, first-grade cept in school-based coordinated bilingual teacher at Valerio Elementary in Los Angeles, provides a hands-on science programs. workshop to teachers as part of the Creativity Pilot Program.

26 ®0 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 GATE funding is allocated according to a formula. Medium- Technology and large-size districts received approximately $6.50 per student in 1995-96. These figures were Reflections of a Sixth-Grade Teacher based on the average daily atten- BY GINGER BRITT dance (ADA) for the 1994-95 school year. Small districts that served fewer than a total of 51 Iknow exactly how it began, the were accomplishing more, and ac- gifted and talented were allocated fascination with things techno- complishing it more quickly and approximately $250 per student. logical. It started ten years ago effectively, with the use of equip- In recognition of the direct rela- with a craving for an overhead ment of fast-growing technolo- tionship between GATE programs projector so I could explore stu- gies. By no means have I given up and improved student achieve- dents' writing in a collaborative my beloved books and extensive ment, both the State Board of setting. It became more insistent writing experiences for myself or Education and State Superin- when I felt compelled to write a for my students. Instead, the tech- tendent Delaine Eastin have asked grant for an Apple lie computer nologies enrich these experiences each state legislator to increase so that I could find out what my in a multitude of ways. I believe the amount of GATE funding students were doing when they that I teach better and my stu- available in California for the went to computer class in the li- dents learn better because we 1996-97 school year. An increase brary. The AB803 grant awarded have access to the emerging tech- of $23 million would bring the to my school made me teacher-di- nologies. state GATE funding to $54.5 mil- rector of a long-standing technol- The biggest lion or about one percent of total ogy project and I was soon re- problem for me state categorical funding. This responsible for a lot of equipment. has been the ca- "How does all this quest will be discussed during Curiosity carried me through a bles. Providing state budget hearings in May and variety of Macintosh computers, electrical power is happen to a June. various CD players, a laserdisc a serious problem bibliophilea player, a fax machine, still image because of limited book lover first CATHERINE BARKETT is the Coordi- and video cameras, video outlets. My room nator for Gifted and Talented Edu- cation for the California Department recorders, television monitors, an often looks much and foremost? of Education. in-house video broadcasting net- like an out-of- How could I work, and, the newest link, e-mail control spider and the Internet. Although all of web with cables become so them now have a place in my of all kinds strung dependent on this CAG asks you to classroom program, for awhile, high and low, make a difference... each of them became the one crossing and re- equipment?" thing without which I absolutely crossing each oth- For more information about could not teach. Today, it is e- er. Two how you can contact your mail and classroom access to the Macintosh com- local legislator and encour- Internet. puters are cabled to the school- age him or her to support How does all this happen to a wide network, sharing laser print- this requested funding in- bibliophilea book-lover first ers, and bringing e-mail and the crease, CAG urges you to and foremost? How could I be- Internet to my students in the contact your regional CAG come so dependent on this equip- classroom. Six additional comput- representative today. ment? How did I acquire the con- ers with several CD players, three viction that my students must printers, a laserdisc player, a tele- have these experiences if they are vision monitor, VCR, and broad- to be able to compete equally as casting equipment compete for adults? The truth is that it could space with a video camera, a still not have happened otherwise. I image camera, an audio CD play- watched the students at work. I er, several tape recorders, other watched my colleagues at work. I supporting equipment, and 34 watched myself at work. All of us students in aged universal desks.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 101 27 Technology set up in a 30-year- and mystery photo because we scientific data using video. We do old school means that the visit of had no time for research. Next science with TEAMS (a distance- the Fire Marshall is accompanied year, we will write this adventure learning program from Los by our fervent hope that we and the student activities into our Angeles County Office of haven't added the new piece of yearly plans so that we can partic- Education) in which a video equipment in a connection that he ipate fully. teacher presents and performs will deem unsafe. My students have created tests that require complex or dan- My desk is always heaped high Hyper Studio stacks for Greek gerous equipment and materials. with papers and materials of all mythology. They sent research Classroom teachers work with the kinds. The time I used to spend questions around the world via video to set up and monitor organizing is now spent in keep- Kid Link and the Internet. They hands-on explorations by their ing things running. I am never offered e-mail responses to Santa students. Students use the fax ma- caught up with the scoring of pa- Claus letters from younger stu- chine, telephone, and e-mail to pers for my sixth-grade students. dents. They saw the first Hubble share data they collect and ideas Instead, I spend hours previewing shots, the entry to the Egyptian about process and what it may all software and video, and looking Museum in Cairo, and Greek mean. for the perfect resources to bring sculpture in museums and in We use our video network for ancient history alive, to make ge- Athens before they visited the the preparation for the sixth- netics understandable, to view the Getty Museum in Malibu. My grade Science Fair Juries. A single literature from another perspec- students have corresponded elec- student team demonstrates the tive. And then, things go wrong! tronically with pen pals thousands procedure for presentations and Equipment is disconnected and of miles away. Often the diversity discussion. Students in all sixth- has to be more reprogrammed. A in my classroom contrasts starkly grade classrooms practice discus- cable dies. A battery wears out. I with the homogeneity of their sion and making judgments under forget how it (whatever it is) pen-pal partners' classes. the direction of the classroom works! And still, the first thing I We present live teleconferences teacher. Common understandings do in the morning is check the e- and public interest broadcasts and preparations from the broad- mail to see what new and exciting throughout our school using our cast make the afternoon jury ses- messages await. in-house video network. This sions work smoothly and effec- E-mail and Internet access are spring my class began a weekly tively. truly revolutionary. This spring, school news broadcast, gathering And, believe it or not, we read our sixth-grade students tried to and presenting school news of im- more and probably better, we squeeze in Maya Quest '96, an portance in a limited amount of write more and definitely better, Internet field trip where students time. Scheduling interviews, and we have multiplied both our learn about the Mayan culture. tracking down accurate informa- information resources and ways We were excited by the idea of tion, meeting deadlines, and pro- to present and share information traveling in real time with an ar- ducing a product valued by others many times over. I have thought chaeological team through the up- develop marketable skills that will about the concerns of the anti- dates, photos, and journal entries be invaluable in both the academ- technology folks. I really don't see received from the Maya Quest ic and work worlds. Students how technology could replace me team via the World Wide Web learned a lesson that might be in my lifetime. I don't think it will and e-mail. We wanted to join in useful to some professionals when replace the book for pleasure the research and decision making, their e-mail returned several com- reading. However, look out text- but we couldn't squeeze enough plaints of inaccuracy after an ear- book publishers when teachers re- time this year from the already ly broadcast. Making a public alize that they can 'publish' on packed curriculum. The best we apology and presenting a re- the computer the exact up-to-date could do was shake our heads at broadcast underscored for these information they want for their the hard lives of the children as broadcasters the values inherent students, calling up words and we read their profiles and com- in the ethics of media journalism. pictures on the video screen. Why pared them with the photos on We publish incessantly, explore pay $30 plus for a textbook that the screen. We shivered at the mathematics through LOGO (a is already outdated and not pre- snakes met and at the food eaten computer program), simulate ex- cisely focused to your curriculum by the traveling team. We could periences on the computer, and if you can select precise text up- only guess at the weekly question provide common historical and dated the day before? Another

28 102 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 thing is in the process of being search the World Wide Web for a remains a roller-coaster ride with revolutionized: the field trip. Not range of reasons, to join in with some real highs and the occasion- only can we travel to distant other students in exploration and al low. It's exciting. It's some- places at the touch of a key and communication, and to write in times exhausting. It's always en- for pennies, but we can travel in draft, revised, and final forms. We riching. We wouldn't want it any real-time in interactive settings add video and other images to other way! As for me and my students, our our work. We watch CNN Stu- dent Newsroom each day, and we GINGER BRITT teaches sixth-grade computers, CD players, and video GATE at Laguna Road School in are the normal stuff of our work- broadcast regularly. We stay in Fullerton, CA. She was coordinator day, lending ease, speed, and re- touch with the world with video, of Project Links, a state-level two- model technology program for lan- sources that make our work more the Web, and e-mail. We succeed guage arts. efficient and effective. We go to and we fail. And we continue the the computer daily to keep struggle to maintain contact with records, to find information, to the ever-evolving technologies. It

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Call the CAG office at 415-965-0653 for ordering information.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 103 29

IWPRIT PAW MilLA.Ilil 1491 F The Great Influence

Sit. Of course there are those, So tell me, Who talk of greatness. How's it been? Oh, yes! Life in a cruel world. They have been there, But so have you. What could I say? Surely there have been times, To confuse what you've refused. In pain and in glory. Stand tall, Don't be afraid. But mind you, Are you blinded by excitement? All who have been there, Or just too ignorant to admit it. Know and respect the Influence, And all those it uses. I've been there, I know, For the Influence is all powerful, How the Great Influence works its way. And can't be fought alone. Resist! Don't let up! I have not yet found the way. It's only a trick. I lack the will, But who am I to tell you, The Influence leads you to Right. Nothing. But I shall endure There it is again, And so will you. Eating at your mind. Once we learn to dig within ourselves, Trust, Let the knowledge pass, Is the way. We will live at peace. The way to break free, From the wrath of Life. Justin Salerno, age 14 Grade 8, DeAnza Middle School Ventura Mrs. Linda Brug, teacher

104 30 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 MULTIMEDIA REFLECTIONS

The following articles are teacher reflections about the experience of participating in the Pioneer Multimedia Room at the March 1996 CAG Conference.

War, Genny and Shannon used a jectwhether it is research or a Kids Teach special computer program, story or whateverbe no longer Teachers About HyperStudio, to create a dynamic than two to three double-spaced presentation that incorporated typed pages. A page limit will Multimedia special audiovisual effects. help students narrow their topic Shannon's favorite task in cre- and project. A floppy disk can BY HATTIE BERESFORD ating the presentation was mak- only store about 1.4 megabytes of ing "buttons" that move the data, and these two to three type- When Genny Buford and viewer from one part of the pro- written pages will divide into Shannon Moon (two ject to another. Click on a button about six to nine pages (cards) in eighth-grade students in with the mouse and the screen a HyperStudio stack. The rest of my GATE English/ history Core fades to black and a new image the project can then be graphic at La Cumbre Middle School in appears. Magic! Genny became representations or animation that Santa Barbara) volunteered to be quite adept at designing borders illustrates the project in some cre- part of a multimedia project, they with just the right colors. ative way. had no idea what they were in We were the only group pre- Genny and Shannon demon- for. Neither did their teacher. senting at the conference who strated their project to the class Four months and 300 hours had used a PC version of and there are now 30 other stu- later, Shannon and Genny pre- HyperStudio to create the presen- dents who are waiting for me to sented their completed project, tation. The PC version wasn't as catch my breath so they can get Vietnam and the Civil War: A capable as the Macintosh version, their hands on the equipment. Comparison, to over 500 teachers but as we learned what it was ca- Since we only have one computer at the CAG Conference in March pable of doing, we became more with HyperStudio on it, I plan to 1996. efficient. The final project lacked use an "each one teach one" ap- Genny and Shannon were one some of the dynamics of the Mac proach to the intricacies (which of nine teams from Southern projects because we couldn't ac- the kids pick up faster than I) of California schools chosen to de- cess moviesonly stills from the the HyperStudio program. Genny velop a project which incorporat- laser discs. Nevertheless, the stu- and Shannon will teach the next ed multimedia technology. The dents created an outstanding pre- group of two, then that group project was jointly sponsored by sentation using the buttons, bor- will teach another and so on. CAG, Pioneer New Media ders, timers, and color and paint But, quite frankly, they'll just Technologies, and Hyper Studio. tools. have to get in line. Right now, I'm The Santa Barbara district GATE I learned a lot about the playing with it! My students just program also generously donated process as well; it would never finished creating "Utopian Soci- funds to pay for our transporta- take another 300 hours to create eties," and I'm saving examples tion, lodging, and meals. District this type of presentation. The re- of their projects by using the funds purchased a scanner to help search, of course, was time con- scanner to scan their writing and us import images into our presen- suming and we tried to cover too drawings into the computer. A tation. (We're very lucky in Santa much. I thought I'd been really great tool, the scanner. It looks Barbara! "Friends of GATE" and slick when I convinced the stu- and works like a Xerox machine, our District GATE Advisory dents that a comparison of all only instead of a piece of paper Council hold a fund-raiser each wars was too broad and would coming out the other end, the im- year to raise money for our pro- require an overwhelming job of age shows up on the computer gram.) research. Fifty pages later we screen where you can crop and Instead of a traditional pencil were still too broad with our top- size it and then save and use it and paper presentation of their ic. with HyperStudio. More magic! research and thinking on the sub- When I do this project again, I Next year, before the Utopia jects of Vietnam and the Civil will insist that the text of the pro- assignment, I'll bring in the com-

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 31 105 puter which is attached to a TV Shannon and Genny did not for- project orientation where they re- monitor and show examples to get their friends. (They are, after ceived training in the use of the next class, and finally I'll get all, 13-year-olds.) Tucked in their HyperStudio and selected their some of my closet space back. suitcases for the return trip to project topic "Architecture in the The more I use this multimedia Santa Barbara were the requested Ancient World." program, the more I see its poten- shampoos, soaps, and shower The students in the sixth-grade tial as a teaching tool as well. caps with the Hilton logo. Need- class then formed seven collabora- A multimedia program is not a less to say, the girls slept soundly tive groups and selected ancient substitute for student thinking on the long drive home and civilizations they would like to and creativity and especially not thoughts of multimedia were, for study. These cultures included: for hard-core research. It is, how- the moment, forgotten. Mayan, Egyptian, Greek, Japa- ever, an exciting presentation for- nese, Chinese, and Roman. Even- mat that allows for student cre- HATTIE BERESFORD teaches GATE at La Cumbre Middle School in Santa tually the students extended their Barbara, CA. study of ancient Roman architecture to include Italian architecture of a later period.

Study Topics After a collaborative group study of the cultural universals of their selected culture, the students were given the following tasks: (1) review the architecture of the assigned culture and select three Electronic structures for in-depth study, and (2) design a building which re- Research Report flects the architectural style of the "Architecture of culture being studied. Each collaborative group select- the Ancient ed a chairperson who made.spe- World" cific assignments and monitored the progress of the group. During BY LORETTA CLARK the study phase students used a Students demonstrate their project in the CAG/Pioneer laser disc, "Art of the Western Multimedia Room. World," and video clips from the ativity in the presentation. Also, tixth-grade GATE students "Second Voyage of the Mimi." Genny and Shannon made sur- Taft Elementary School in They also scanned pictures from prising insights into their project Srange participated in the books, encyclopedias, and maga- by presenting it in this manner. CAG/Pioneer multimedia project zines. They also went online to They shared these insights and by putting together their first find even more information. their project in a special session "electronic paper" to demonstrate The student chairpersons met at the CAG conference and in the their understanding of architec- with the technology team to cre- multimedia room. ture in the ancient world: This ate HyperStudio stacks. Time lim- Genny and Shannon instructed project replaced the traditional re- itations did not allow us to train hundreds of teachers on the use search report which typically cul- all chairpersons on the use of of multimedia in the classroom. minates a unit of study and is an HyperStudio to meet this objec- They calmed the nerves of the integral part of the sixth-grade tive. We did find that the chair- timid, computer-phobic teachers core social studies curriculum on persons trained on HyperStudio and responded to occasional ancient civilizations. were able to be more involved in grilling with equal aplomb. They the creation of the program. In answered thousands of questions Classroom Organization the future, all students will be with expertise. I generally stood Two students were selected for a trained on HyperStudio before back and watched them with technology team based on several they attempt electronic research some amazement. criteria including computer skills, reports. Although they worked a full leadership ability, organizational In the beginning, students on day and a half in the multimedia skills, and dependability. These the technology team and the room that weekend in March, students attended the CAG/Pioneer chairpersons created their own

32 106 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 systems for planning. Later, they nology team found it necessary to used the storyboard function on work during free periods, recess, Hyper Studio for the planning and and lunch. This would not be a Truth refinement of their stacks. Stu- problem, however, for a regular dents used some organizational classroom presentation because ideas from Help! I Have Hyper- the timeline could be altered as Truth, his exact age unknown, died Studio Now What Do I Do, by necessary. yesterday after being strangled by Karen Hein McBride and Eliza- beth De Boer Luntz. Differentiation Deception. He had lived in the town of Our year-long theme of change Technical Difficulties or How to focused on two pervasive themes: Salem for as long as anyone can re- Solve Problems Without an (1) Although change occurs over Answer Key time, similar architectural motifs member. Friends recall that he had Technical problems did surface may be found throughout many tried his hand at being a used-car from time to time. We developed different societies; and (2) archi- a support network in order to tectural styles of modern society salesman and an attorney, but had solve these problems. Our first are influenced by the architectural step was to consult a teacher at styles of previous civilizations. failed. He is best known for being a Taft who ha& more computer The project also led the students knowledge than we did. Next, we to in-depth exploration of com- member of the classic rock group, The contacted parents with extensive puter/technology terms, and ar- Seven Virtues. Truth is survived by his computer experience. If we still chitectural details and patterns. needed more help, we contacted Students engaged in lively discus- two sisters, Honesty and Verity, who, technicians at Pioneer Electronics. sions regarding ethical issues of Later, we memorized the technical labor exploitation and uses of the because of threats on their lives, have support numbers for Hyper Studio edifices such as the Coliseum. and Apple. These problem-solving Students also investigated the re- entered the Federal Witness Protec- experiences taught us the necessi- lationship of the assigned culture tion Program. He is also survived by ty of having a telephone near the to its architecture, architectural computer. Students learned to be styles spanning long periods of his nephew, Little White Lies, who has very specific in describing the time, and became aware of the types of problems they were expe- connection between architecture, long been shunned by the family be- riencing. The importance of ob- mathematics, science, and art. servation, precise communication, They also had the opportunity to cause of his involvement in the and following directions became create drawings reflecting their Pinocchio incident. Services will be apparent to students as they own interpretation of ancient ar- worked with technicians. chitectural styles. held at the County Courthouse at 1:00

Modifications Conclusion on Sunday. Mourners will be sworn in Although we had started with a The electronic research report technology team of two students, provides gifted students excellent at the door. Perjurers and prevarica- we had expanded the technology opportunities to access and com- tors will not be admitted. The family team to three students by our sec- municate information and ideas in ond meeting with Pioneer in Janu- interesting and powerful ways. has requested that in lieu of flowers, ary. This became necessary be- The experiences that lead to the cause of our departmentalized final product involved real-life donations may be made to the fund structure. The sixth graders only problem solving, time manage- had access to the computer during ment, and learning effective col- for the Preservation of Truth, Justice, social. studies, a 45-minute daily laborative strategies. and the American Way (POTJAW). period. Although this provided sufficient time for the collabora- LORETTA CLARK is a teacher at Taft Elementary School in Orange, CA. Alison Girod, age 14 tive groups to accomplish their Grade 8, Las Colinas Middle School objectives, it became very difficult Camarillo for the technology team and Mrs. Skip Harrington, teacher chairpersons to meet their objectives. As the deadline for project completion approached, the tech-

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 33 107 Pioneer/CAG dents create multimedia projects mini-projects with their "Little on the computer. I found that in Buddies" in the primary grades. Multimedia order to create a successful pro- We are in the beginning stages of Project at Oaks ject students needed solid research this process and aren't quite sure skills and had to follow through how long this will take, but stu- Hills Elementary all of the steps of the formal writ- dents and teachers alike are very School ing process. Once our topic was excited. selected, and research complete, I encourage teachers to take ad- BY BECKY KOCH the students created an outline or vantage of any training or special flowchart of their project. Notes programs offered on this topic taken during the research process and learn how to incorporate As we sat in the computer lab (using sources ranging from ency- multimedia technology into your at Pepperdine University ex- clopedias to the Internet) were classroom. Once I set aside my in- periencing a dynamic pre- then used to write text and draft securities about technology, I ac- sentation of Hyper Studio led by a bibliography. We discovered tually had fun! It is exciting for experts from Pioneer Electronics, that editing was significantly easi- all students, from GATE to Re- we were filled with feelings of er using a hard copy of the text. source. I am grateful to Pioneer both excitement and apprehen- All written text was printed, and CAG for this exceptional ex- sion. Would we ever be able to proofread, and edited several perience. I know it is something complete a project anything like times until it was just right. that my students and their fami- these that we were watching? While watching Brenton and lies will always remember. Now Could we possibly find our way Linnet present their project at the too, my classroom is marching through this multimedia maze? CAG Conference in March with forward in the world of multime- How much work would I end up such confidence and pride, the dia technology. doing to ensure the success of our value of student-related multime- project? Before the day was over, dia projects was impossible to BECKY KOCH is the GATE Coordinator at Oak Hills Elementary my students were fearlessly creat- miss. These kids still continue to School in Agoura, CA. ing a high-tech, multimedia pre- enjoy working on extra projects sentation. during their own free time. What At Oak Hills Elementary, we a joy it is to watch students re- are fortunate to have Pioneer search and design projects with laser disc players in each room. such endless enthusiasm. However, most of us continue to I found that providing time for use what we are familiar with students to explore and play with the VCRwhile the laser disc the program' is very valuable to Gladstone players gather dust. Hyper Studio the success of their projects. It al- has opened a new door and now lows them to focus on the content Elementary students enjoy using the laser disc of their project, rather than on School players, along with the Macintosh the "how-to's" of the program, computer, to create research pro- when a formal assignment is giv- Multimedia jects on their own. en. Project Our greatest challenge for the The next challenge we faced project was getting our equipment was how to disseminate all of our BY KAY MERCIA AND MARLA all together and everything up newfound knowledge throughout HUMPHREY and running. Once all cables were the school. We discovered what in place and everything was we believe to be a great solution. loaded onto the computer, we The students who participated in In October 1995, we became were on our way. To my delight, the project with CAG are now aware of a combined project the program was truly fun and our "Multimedia Student Men- between CAG and Pioneer New easy. With Hyper Studio, kids are tors." These students will share Media Technologies. It would in- able to create with ease projects what they have learned with other volve HyperStudio and the that appear technically difficult. GATE students at our site. These ExploreR Series of laser discs When we did bump into a prob- new student experts will then from Pioneer. After an introducto- lem, help was a phone call away. teach other students in their regu- ry meeting at the Pepperdine Teachers have asked how re- lar classroom. Once students are Satellite Campus, we began work- search skills and the writing comfortable with the program, ing with 10 fourth-grade GATE process are involved when stu- upper graders will work on fun students. Eight of the students

1 0 8 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 worked on a California Indian the Hyper Logo functions (a pro- project and two worked on an Monache High gramming language built into earth science project entitled School at the Hyper Studio), or any of the ad- "Restless Earth." (These topics vanced graphics features. How- were chosen because they are part CAG Conference ever, Hyper Logo provides an easy, of the fourth-grade core curricu- educational, and fun way to make BY LEVY WILLS lum.) professional-looking presenta- At the beginning of the project tions. we faced a major setbackwe did The CAG conference which The video capabilities for this not have the necessary computers Lew Wills, Ernie Lesseneger, project were limited because the and software. By the time the and Jason Tungate recently topic is historical and there are computers were up and running, participated in was designed to few royalty-free videos available. it was the beginning of January. demonstrate the uses of Pioneer Sound was added through the In the interim, the students had Multimedia equipment in the courtesy of KTIP Radio in Porter- outlined their projects, written the classroom. Even considering the ville. text, and chosen both stills and limited resources that we had to The process consisted of an in- video from the laser discs. Because work with, the possibilities for teraction between the available re- of our late technical start, we be- creative and informative projects search material and an idea out- gan working on Saturdays. If we were almost unlimited. line. For some material we had had not had a deadline for the Our project was created on a graphics, but no research, while March CAG Conference, we Macintosh 5200 LC at 100MHz. would have been able to manage We originally had only an exter- our time and project more effi- nal image digitizer (a device for ciently. This would have been transferring television signals beneficial both for our students from a TV to a computer) and a and for us as teachers. scanner to use in our project. We found the Inspiration soft- Later on in the project, we began ware program to be invaluable in using an AV Macintosh which al- creating webs (which were used lowed us to take live video off the instead of an outline to sequence Pioneer Laserdisc player and dis- the hypermedia stacks). A high- play it on the computer screen. light of the Indian project was a Our project's theme was Saturday interview with Jimi Romea broad subject that al- Castillo, a Tongva Indian tribal lowed us to make use of all of elder. The students were very in- Hyper Studio's features. Our pro- terested in his views on nature ject was divided into eight sepa- and culture, and he in turn was rate sections, each describing a Teacher learns from student in the CAG/Pioneer multimedia room impressed with their knowledge different aspect of Roman life. of California Indians and his tribe Every section had a menu bar at for other research material we specifically. We also had the stu- the bottom containing buttons could find no graphics to supple- dents write letters to the publish- linked to a vocabulary page, a ment the research to make it in- ing companies asking permission Latin Idioms page, and a credit teresting. to use their pictures in our pro- screen. A crucial design factor was to jects. We heard back from two of We are currently adding capa- make the program interactive so the companies, and they were bilities to our project in prepara- that students could choose sec- very pleased that students were tion for our presentation at the tions of interest rather than be acting in such an ethical manner. Palm Springs CUE Conference. forced through a "slide show." In the future, both of us plan Among the features we have The areas of interest were: archi- on creating other multimedia pro- added so far are a timed test and tecture, art, family life, econom- jects with our classes. This experi- a full screen video mode for view- ics, military, politics, and religion. ence has given us ideas and better ing the film clips. A description and bibliography time management skills. It has We have been working on this are available for this project. been worth the time and effort. project for four months and have DR. WILLS teaches at Monache High put over 200 hours into it. The School in Porterville, CA. You may KAY MERCIA and MARLA program would be appropriate write him at 960 N. Newcomb, HUMPHREY teach fourth-grade GATE for elementary, junior, or senior Porterville, CA 93257; e-mail: at Gladstone Elementary School in laustineporterville.k12.ca.us; or fax San Dimas, CA. high. Most classes would not use at 209-781-3377.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 35 109 UVUM DM@ 1UI n,PP-AgLIMDM

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Time Value Dated Material 110 COMMUNICATOR CALIFORNIA ASSOCIATIONFOR THE GIFTED

Gifted Education Politics: VOLUME 27, NO.4, FALL 1996

ISSUE HIGHLIGHTS School Reform

POLITICS BY USA JEFFREY

Gifted Bill of Rights Barbara Clark provides a declaration for Due to a growing concern Nation At Risk (1983), which gifted children about low student achieve- alerted everyone to the fact that the academic preparation of stu- Tech Net ment, the educational spot- How to connect with politics on the light is once again brightly fo- dents was inadequate. The study Net cused on public schools. As a re- contends that students need a cur- sult, the school reform movement riculum that will prepare them to You Can Make a Difference has initiated globally some excit- become active participants in a Parents provide several ways to get in- ing changes including some which democratic society. This curricu- volved and make a difference are aligned with gifted education. Pondering Politics in the Gifted education has been in exis- Classroom tence for a longer period of time Curriculum to complement the current than the school reform movement political climate and has a specialized focusto Young People's Pullout address the needs of gifted and For and by the student with a political talented learners. focus In spite of similarities between school reform and gifted and tal- CAG Leadership ented education, current research A message from the CAG president shows that most gifted and talented students receive little differentiated instruction. Gifted and talented students must not be left The idea of a balanced curriculum is part of the California State Frameworks. Students must not only acquire skills but also out in the rush to improve the ed- know how to apply them. ucational system. Classroom teachers must attend to the needs lum should include not only a of these students also. mastery of basic core subject skills but also opportunities to de- School Reform and Gifted velop the ability to apply this Education: Historical Perspective knowledgea thinking curricu- The school reform movement lum. began to blossom in the United By the 1990s it became clear States after the publication of A See SCHOOL REFORM, 26 CONTENTS

ISSUE HIGHUGHTS

PUBLISHED BY THE CALIFORNIA Gifted Education Politics: School Reform ASSOCIATION FOR THE GIFTED Lisa Jeffrey Executive Director, Carol Brown Spencer 415.965.0653 Fax 415.965.0654 PARENT TO PARENT, You Can Make a Difference The CAG Communicator Is published four times during the 8 "A Problem for One, a Solution for Many" year: Fall, Winter, Spring, and Summer. Opinions expressed Raenele Cota by Individual authors do not necessarily represent offidal 'Mons of the Association. Subscriptions are available to non- "Shaking Up the System" members at an annual cost of $25.00. Carol Schneiderman Knee

OFFICERS 1996-1998 How Can I Get Involved? Executive Committee President: Margaret Gosfie id 12 Lisa M. Heimlich Vice President Marge Hotter Secretary: Dana Reupert A Declaration of the Educational Rights of the Gifted Treasurer:JudithRoseberry 13 Child State Parent Council Chair. Sharon Freitas Past President: Martha Flournoy Barbara Clark Regional Representatives Bay Area Judy Witt Seven Characteristics of Highly Effective Technology Patty Bort 14 Leaders Capitol Nancy R. Craig Mary J. Paxton John A. Vaille Joshua Tree John P DeLandtsheer Darlene Dolan TECH NET, Government and Politics on the Net Mission Nancy Epstein 19 Judy Lieb Beth Ptak -Aaron Mt. Shasta Michael Ann Rossi Marla J. Doherty 3 Calendar Orange Iris Yamaolta S. Reimers Cote 3 Letters Pacific Undo Calvin Judith C. Smith From the President Palomar Marcia DIJiosis 4 Cherie K. Drummond Redwood Bruce DeWles 5 From the Editor Myra Kaye San Joaquin Cathleen Silva 5 News Notes Doris M. Pacheco Santa LuciaGeri Williams 6 On the Home Front, Raising Our Children to be Educated Voters, Margaret Rodrigues Marilyn Morrison COMMUNICATOR EDITORIAL BOARD Editor. Vicki Bortolussi 15 Young People's Pullout, Linda Brug Assodate Editors Curriculum: Angel Barrett 22 Hands-On Curriculum, Pondering Politics in the Classroom, Children's Topics: Unda Brug Parents: Marilyn Morrison Victoria Siegel and Sandra N. Kaplan Special Projects: Lisa Heimlich Technology: Judy Lleb 30 Picturing California, Barbara Becker Production: Madsteve Special Assistance: Ann Peake

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CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 2 BEST COPY AVAIABLE 112 CAG Founder Adds Insight presided over the conference, and I read the article on CAG Reflections Jeanne Delp was then selected to be CALENDAR by Judy Roseberry in the Commu- president for the following year. The nicator (Summer 1996). Since I was IRS made us make some changes in closely involved in the founding of the bylaws, and as the elected new OCTOBER 26, 1996 96 Conference Committee Meeting, the California Association for the president, Jeanne Delp signed the 10 A.M.-2 P.M. Sacramento Hyatt Gifted, I would like to correct some papers. Regency Hotel of the errors in the article. I am enclosing copies of the con- The ideas for the organization be- ferences for 1966, 1967, and 1968.1 OCTOBER 30-NOVEMBER 3 gan when Ruth Martinson and I at- have the originals and will try to find National Association for Gifted tended a meeting of The Council the copy of the conference at UCLA. Children Annual Convention, Indianapolis. Indiana. For informa- For Exceptional Children. At that Please note in the conference of tion, call the NAGC office time the Gifted were a part of spe- January 22, 1966, I am listed as at 202-785-4268. cial education. We were upset be- president. Jeanne Delp is listed as I ' cause at the national conferences the vice-president. She became president NOVEMBER 22-24, 5,- sessions on the gifted usually were after the vote at the conference. 1996 minimal and individuals involved in Through the years, I have watched CAG Board Meeting. Sacramento Clarion Hotel. special education were not very con- a dream come true. CAG has grown Sacramento cerned about the gifted. into a strong and effective organiza- We decided that it would be ap- tion through the efforts of many JANUARY 10-12, 1997 propriate to try to launch a state or- dedicated and excellent leaders. CAG Board Meeting. San ganization that would address itself Although I have not been very active Diego Town & Country solely to gifted education. for years in the organization, I have Hotel For various reasons, Ruth Martin- been and still am an ardent advocate son did not want to take on the role of gifted education. I do sincerely be- FEBRUARY 28-MARCH 2, 1997 of leading this effort. She asked me lieve that it is not appropriate to al- 35th Annual CAG Conference, to assume the leadership in getting ter the facts and not even mention `Discover Gold! Mining Gate Re- the organization started. This I my name in the history of the orga- sources," Hyatt Regency Hotel and agreed to do, and we spent consid- nization. I would appreciate rectifi- Sacramento Conference Center erable time in communicating with cation of the data. individuals who might be interested Sincerely yours, in the formation of an association Jean Wiener for the gifted. It took almost two years of: 1) getting key people in the Editor's Note field interested in developing the or- The information for the article, ganization; 2) scheduling and chair- "CAG Reflections," was taken from ing monthly meetings; 3) keeping in previous Communicators. Some edi- close contact with committee mem- tions were missing; some issues were bers; 4) working with committees to incomplete.Researching other develop a constitution; 5) setting up sources, such as interviewing Dr. APRIL 18-20, 1997 CAG as a tax-free state and federal Wiener, would have been appropri- CAG Board Meeting. LAX Hilton, education corporation; 6) recruit- ate. No disrespect was intended and Los Angeles ing the first members of the associa- Dr.Wiener certainly would have JUNE 6-8, 1997 tion; 7) designing and developing been a reliable source. The editor CAG Board Meeting. Santa Clara the program for the third annual and the author sincerely apologize to Westin Hotel conference for the new California Dr. Wiener and appreciate her in- Association for the Gifted. This was sight in correcting CAG's history. The work and contributions of Jean JULY 7-18, 1997 held at UCLA in 1965, and I was se- The University of Connecticut lected to be the first president of the Wiener are most respected. She has Confratute '97 In Storrs. CT. organization. (Two other confer- had a lasting impact on the profes- -Developing 'GNtedness' InAllof ences had been given on the gifted sionals in gifted education. Now it is Our Students.' To be placed on prior to the birth of the organiza- also known that she has had tremen- the mailing list for future brochures. contact Confratute '97, tion.) dous impact on the professional or- University of Connecticut. 364 On January 22, 1966, the fourth ganization known as the California Fairfield Road. U-7. Storrs. CT annual conference for the California Association for the Gifted. The 06269-2007. Or visit on the web at Association for the Gifted was held Communicator and CAG history www.ucc.uconn.edui-wwwgt. in Long Beach. As presidentI stand corrected.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 3 113 FROM THE PRESIDENT MARGARET GOSFIELD

To many of us, politics is a dirty parents' advisory group; find out how you can par- word, especially as we are in ticipate. If you are an educator, be sure that your the midst of a presidential elec- district is taking advantage of the various staff devel- tion and inundated with campaign opment opportunities sponsored by CAG, including rhetoric and television ads. Too of- Teacher Institutes around the state and the ten, politics is seen as evil but neces- Certificate of Completion program. Of course, re- sary, since we live in a complex member our annual conference, which includes both world and a democratic country. But local presenters and state and national leaders in the the world of politics can be vastly im- field who each year enlighten and inspire us. proved if we focus on raising the level of leadership. Yes, politics can be a dirty word; but we can use Raising the level of leadership is one of the goals our own politics, our own organized efforts, to real- of the CAG Board; we plan to focus on effective ize, even more than we have already done, the lofty leadership at all levels. As CAG president I hope to goals that justify our existence. use to the fullest the organizational skills I developed as a teacher, district coordinator, CAG regional representative, and conference chair to make our orga- Discover Gold! nization run smoothly and effectively. We have appointed able committee chairs who are already making plans to develop and implement their respective activities with the common goal of furthering the educational opportunities for gifted children throughout the state. At the regional level we will continue to emphasize the development of leadership committees so that the work of each region rests not only on the shoulders of its two regional representatives, but on those of a whole cadre of individuals who will join There's gold in them thar' hills! in seeing that all schools are made aware of the opportunities for gifted students and are stimulated to Don't miss CAG's 35th Annual Conference at the Sacramento Convention Center and Hyatt Regency make these opportunities a reality. Hotel, February 28March 3, 1996. To further this goal, we plan special efforts to as- Pan from 130 presentations on issues important to sist in the formation of and service to affiliate groups teaching and parenting gifted children. Dig into CAG's within the regions. We have found active affiliate Technology/Multimedia Room to design your own groups to be most effective as resources for both classroom strategies. And cashin with CAG's Keynote-on-a-pommel-horse by former G/T student parents and educators. If you do not already have a and gold medal Olympian Peter Vidmar. local affiliate group, we urge you to contact your re- Special Events include a Pre-Conference with Sally gional representative or the CAG office to request Reis and CarolynCallahan from theNational information on how to get one started. Research Center on the Gifted and Talented. Sign up Many opportunities for leadership exist at the lo- for Classroom Observations, Gold Country Tour, and Murder on the Delta King. Take the Night Train to cal level also, and CAG may assist you here as well. Dinner, tour Old Sacramento, and enjoy Melodrama at If you are a parent, you should know that every dis- the Eagle Theater. trict receiving funds for gifted programs must have a

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 4 114 FROM THE EDITOR VICKI BORTOLUSSO NEWS NOTES

--,..1L-111=IL ovember 1996. National presiden- Sacramen tial elections. The last such election ,---- Po °tics Favor ;:m3\ ars before the year 2000. So what, you may ask? What does politics have to do Coble e with our lives, with education, and, specifi- Attendance

,- cally, with gifted education. While in Hi.111. Like it or not, the answer to that ques- School tion is that politics has everything to do Students who are 11th and with the lives and the education of all stu- 12th graders can now at- dents, including those who are gifted. Thus, this issue of the Communi- tend community colleges as cator explores the political dimensions of gifted education. The goal is well as high schools without the that by understanding more about education as a political system, we school district losing any funding. can positively influence it rather than negatively falling victim to it. We Governor Wilson recently signed can be proactive rather than reactive. We can lead rather than follow. SB292 which allows for high One major educational political issue is school reform. Lisa Jeffrey school and community college at- provides a thorough look at what this important movement has to do tendance without fiscal penalty. Passage of this bill was the result with gifted education. School reform will continue to be a major issue of local advocacy which con- into the year 2000. As we understand it, we can shape it to reform gift- vinced legislators of the impor- ed education in the process. Educational reform is inevitable but not tance of making this technical yet fully defined. Where will gifted education fit in the education re- change to the policy which previ- form equation? What are the Goals 2000 and where do goals for gifted ously penalized students and education belong? What is the GATE funding picture? K-12 districts. Another aspect of politics is what are the roles of political science, political philosophy, and contemporary candidates in the curriculum? Plan Now Sandra Kaplan and Victoria Siegel provide a hands-on curriculum guide for Future on these topics that can be put to use immediately. Whether situated in the educational reform movement or in the classroom, Lisa Heimlich Communicators outlines how each individual can be an advocate for gifted education. Themes for upcoming issues In Marilyn Morrison's Parent Topics Section, she and two other parents of the Communicator are as give illuminating views of how parents can and must influence the gift- follows. Your ideas, articles, ed educational system. and other contributions are wel- To access important political information, Judy Lieb's Technology comed on Gifted At Risk; School Systems, including private Section gives important Internet connections. John Vail le identifies lead- schools, home schooling, technol- ership characteristics, which, hopefully, are connected to politics. For ogy, schools within schools, mag- our future leaders, the Young People's Pullout provides election connec- net schools, and other options; tions, readings, and writings by gifted students. Diversity. Communicator editors November 1996. A major election and many minor elections fraught want to include your work. Let with political issues. The Fall 1996 issue of the Communicator focuses them hear from you. on politics to make a difference in the future of gifted education. Read on!

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 5 115 ON THE HOME FRONT BY MARILYN MORRISON

RAISING OUR CHILDREN TO BE EDUCATED VO RS

n November 6, 1984, in the how important each issue is to study a curriculum which stresses midst of an agonizing 22 them and assume that "kidsif six key concepts: I have the right 0hours of labor, the pain of they're curious, if they ask ques- to vote; I have the responsibility delivering my first child was made tionsshould be included." In to vote; I gather information; I worse by the realization that there 1992, when the Marangells host- weigh the information; I make the was no way I was going to make ed political fundraisers at their decision and act upon it; I watch it to the polls to cast my vote for home, the kids helped decorate the election and continue my in- Geraldine Ferraro for vice-presi- the house and handed out flyers volvement. The program includes dent. Intellectually, I knew that in the neighborhood. During the debates, mock elections, and voter my vote probably wouldn't make recent battle over desegregation registration, culminating on elec- a difference in the final outcome. funding for magnet schools, the tion day with students voting side Emotionally, I wanted my voice to by side with their parents at offi- be heard. I wanted to know that I cial polling sites. According to had tried to help elect America's Cynthia Dunn, director of com- first woman vice-president. munications and development in Unfortunately, many Americans the group's national headquarters, are apathetic about the political Marangell children witnessed Kids Voting is a cooperative effort process, and our children are in- their parents making flyers and between school district superin- heriting that apathy. Democracy organizing the parents at their tendents, election officials, and depends on informed citizens school to respond to the crisis. As corporate sponsors. The program making informed decisions. Par- Susan pointed out, "They saw us exists in about 6,000 schools in ents and educators must teach get information, do research, and 40 states. In California, school kids why and how we vote, just call senators." Susan has served districts in Sacramento, San as we teach them how to recycle as a precinct captain and Ken has Francisco, and the Silicon Valley garbage and say no to drugs. It is volunteered at the polls on elec- currently participate. One inter- especially important to train gift- tion day. So their children are no esting accomplishment of Kids ed students to develop their infor- strangers to the voting process. Voting has been to increase adult mation-gathering skills and pre- Susan added, "We don't belabor voter turnout by an average of pare them to be active partici- itthe main thing is to show that 3% in areas where students were pants in the voting process. As we're involved and that it's im- participating in the program. Jean Frick, director of voter ser- portant to us.... It's mostly been The League of Women Voters vice outreach for the League of by example." has also launched a national Women Voters in Los Angeles, There are many resources avail- mock election project in which points out, "Our gifted and tal- able to help parents raise their students will study and vote on ented students are really going to children to be educated voters. two ballot initiatives. The results be setting the goals for the fu- One grassroots project which is of the mock election, with a tureas leaders, thinkers, artists." enjoying some success is Kids broadcast date of October 30, Susan and Ken Marangell, par- Voting USA, a nonprofit, nonpar- 1996, will be shown on CNN. ents of fifth-grade twins who at- tisan program whose goal is to Before every election, parents and tend Balboa Gifted/High Ability prepare current and future gener- teachers can obtain copies of the Magnet in Northridge, are teach- ations of citizens to participate in League's compilation of the pros ing their children about politics their government. Students in and cons of ballot initiatives as by just doing it. They explain kindergarten through high school well as literature and speakers for

6 116 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 assemblies or PTA meetings. with America Online, comes with researched and understand. Take Schools can also arrange to get trial AOL software so that you your children with you to the vot- copies of the film Why Vote? (in can download the latest campaign ing booth. My husband and I have Spanish or English) from the changes and be automatically up- always let our children punch the League or the public library. dated with the latest polls and ballot for us and have taught them As for most subjects, there is now news stories as well as be con- that our votes are private. Respect computer software to help you nected to politically active Web your children's opinions about is- learn about the election process. In sites. sues and candidates. They may dis- The Doonesbury Election Game: One such site is at http://www. agree with you, but if they have ar- Campaign '96 (©1995 Mindscape, mcrel.org/connect/plus/. Scroll rived at their opinions through re- Inc., Windows CD-ROM), you act down to "Civics" and click on search and can defend them, you as the campaign manager choosing "Political Participation" for a list must regard them as valid. your candidate, staffing your cam- of other election-related sites and The political process in our paign, creating advertising, manag- lesson plans, including "Rock the country is often frustratingly slow, ing the books, and even hiring a Vote." Formed in 1990 by mem- and it may be hard to convince dirty tricks specialist. The program bers of the recording industry, your children (and yourselves) that includes a large database of real- "Rock the Vote" is dedicated to one vote can make a difference. life voter attitudes and allows you protecting freedom of speech; ed- However, as Ms. Frick reminds us, to choose your candidates from the ucating young people about issues "Things don't change overnight, past, present, or your imagination. that affect them; and motivating but we can't be discouraged. When Vote America - Your Field Guide young people to participate by reg- we vote, we're setting a direction to Electing a President (©Virtual istering, voting, and speaking out. for our children and grandchil- Entertainment, Inc., Mac/Windows At home, discuss the issues on dren." CD-ROM) features an in-depth the ballot with your children. MARILYN MORRISON is the parent of look at the presidential candidates Make it clear to them that al- two gifted children. She is the including digital movies of cam- though it is important to partici- Communicator associate editor for paign speeches, the candidates' pate in every election, it is not nec- parent topics. stances on the issues, and public essary to vote on every item on the opinion polls. The program, de- ballot. Advise them to vote on the Do you involve your children/ signed to be used in conjunction races with which they are familiar students in politics? Let us know. and on the issues which they have Write to the Communicator editor.

Ballot A Ballot a YES NO YES NO 1. School will be year-round. 1. School 2.Recess will be replaced by 20 minutes of sit-ups and 2. Recess push-ups. 3.Only garlic flavored ice cream 3.Ice Cream will be served in the cafeteria. 4.There will be no homework 4. Homework on the weekends. S.Television will be in the classroom, but only educational S. Television programs will be viewed.

This is a sample Kids Voting USA Curriculum Activity,from the 4th-grade level, which teaches students the difference between making an informed vote versus an uninformed vote.

CALIFORNIA ASSOCIATION FOR THE GIFTED,FALL 1996 7 117 A PROBLEM FOR ONE, v A SOLUTION FOR MANY CAN MAKE BY RAENELECOTE

y mother, a wise and has always been good in math Editor's Note: In this wonderful woman, con- he taught himself most of the stantly reminded me multiplication tables in first while I was growing up that a grade. By the time he started sixth issue, we present two good education was my most grade, he was ready to study valuable asset. Unlike material higher math concepts such as al- possessions, money, or even beau- gebra. However, when I examined stories by parents who ty, it could never be lost or taken his math textbook, I was appalled away. Even if I were unlucky in to find that the entire book was my life and lost everything, my merely a review of concepts he liave successfully education would be the tool had mastered in the fourth and through which I could maintain fifth grades! He was not sched- improved the educationmy self-respect and regain a com- uled to begin studying pre-algebra fortable position in life. until seventh grade. I approached I never doubted her for a mo- the administration of the school of gifted students. ment, and I have preached the (a private one) and pleaded his same message to my own chil- case. dren, urging them to take their Advocacy is politics in schooling seriously, to study hard, and to take advantage of every opportunity. But sometimes that action at a grassroots is not enough. Sometimes the classes offered to them, even level, and we hope GATE and honors classes, were not challenging, and I found myself evaluating my role as a par- that these examples ofent. Was it enough to turn my The school was unable to place children over to their schools and Andrew in the seventh-grade pre- hope that the professional educa- algebra class because of logistical commitment, diplomacy,tors would do what was best for problems. As far as the school them? Or should I monitor their was concerned, that was the end classes myself and advocate for of the discussion. But I continued and persistence will changes based on my perceptions to insist that my child needed a of my children's abilities and edu- more challenging course of study. cational needs? When it occurred to me that there Inspire other parents were actually several others in his Strength in Numbers class who would benefit from an to become advocates I opted for an active role. So advanced math course, I proposed when my son's sixth-grade math that the school try a pilot pro- curriculum looked weak, I initiat- gram for qualified sixth graders for their children. ed an effort to change it. Andrew to study pre-algebra. Because

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 1 1s there were enough students to seventh grade; he is quite good in S KING UP create an entire sixth-grade sec- math and will study algebra this tion, the school's logistical objec- year. I began working with the THE SYSTEM tions became moot and the class middle school principal on his was established. The program was placement over a year ago. I was BY CAROL SCHNEIDERMAN KNEE such a success that the school will advocating not only for a special be starting its fourth year of pre- program for my son, but also to algebra classes for sixth graders expand the honors math curricu- This article illustrates how a this fall. lum by increasing the enrollment small group of parents of qualified seventh graders in al- gained a voice in a very New School, New Challenges gebra. There was only one sev- large school district. After two The spring before he was to begin enth grader enrolled in algebra in years of battling the critical issue seventh grade, Andrew decided he our middle school last year and of lack of space for gifted children wanted to leave the private school the year before. This year, there and enroll in our local public may be as many as fivemaybe middle school. Because he was next year we will have 10. completing pre-algebra, with honors, I assumed it would be no Advocacy Carries Responsibility problem to enroll him in algebra Being an advocate for your chil- in the middle school, even though drenis education is not an easy the class was made up exclusively task. It requires the dedication of of eighth graders. I was surprised a great deal of time and effort and a good measure of diploma- to find, however, that I had to --.41,01111111P mount another campaign to ency. Without diplomacy, all your sure that my son was enrolled in time and effort can go to waste. in appropriate academic programs the appropriate math course. It also requires a firm conviction in the Los Angeles Unified School Fortunately, Andrew had given that the changes you want in District, there is some positive me ample warning that he wanted your child's curriculum are vitally news to report. I hope that more to change schoolstiming is of necessary. If your commitment is parents will be encouraged to add the utmost importance when try- lukewarm, not only will you be their voices to the movement to ing to change the standard cur- easily discouraged, but school ad- improve gifted education in dis- riculum. Even if they have the ministrators will not take you se- tricts throughout California. best intentions, it is not easy for riously. In my case, the seeds of this school administrators to juggle Finally, keep in mind that ad- movement were planted soon af- schedules to accommodate special vocacy carries responsibility. If ter the devastating 1994 North- needs, and it can be impossible to you succeed in convincing your ridge Earthquake. At the time, my do so without adequate time. school to design a special pro- son was in fifth grade at a very I was able to convince the mid- gram for your child, monitor his popular top-scoring gifted/ high- dle school principal of the expedi- or her progress. Whether the pro- ability elementary school magnet ence of enrolling Andrew in alge- gram you advocated turns out to in the San Fernando Valley. Many bra. It was quite another matter be satisfactory or not, share your of the children had been admitted with the counselor. She informed insights with the school to aid in to the magnet in the third grade me that under no circumstances the development of future special when two additional classes were would she enroll a seventh grader programs. added. We had all waited years in algebra. Amazingly, her reason A good education, together for this opportunity and were was that seventh graders and with unconditional love, is the very pleased with the education eighth graders did not get along. best legacy you can give your that our children were receiving. However, because I had already children. Working hard as an ad- In shock after the quake, we persuaded the principal and be- vocate for their education is an banded together for comfort and cause I had time to maneuver, I expression of that love.II support and did everything within was able to override her veto. our power to keep our school RAENELE COTE is CAG's Orange open and to protect the children. My younger son is beginning Region parent representative.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 9 119 Room mothers telephoned par- children residing in many cities Most important, we recognized ents to inform them of the condi- within the San Fernando Valley that we could make a difference in tion of the school. When it was were being prevented from attend- this mammoth district if we com- safe for the children to return, we ing gifted magnets. bined our voices. served bottled water and cleaned, We realized that we represented We soon realized, however, that prepared, and inventoried earth- strong voting blocks for two board the battle for slots in high school quake supplies. Necessity had cre- members, and we urged parents to gifted/talented programs was even ated enduring friendships and a contact those board members with more daunting, and we knew that sense of cohesive community. the facts of their individual cases we had to take immediate action and demand solutions. When par- or face a more serious problem in A Different Kind of Disaster ents asked if we thought it would three years. In the San Fernando In the midst of the havoc wreaked do any good, we explained to Valley that year, there were only by the quake, our school commu- them that we had nothing to lose. about 900 available seats in gift- nity had to face the school board's The worst had already happened, ed/high ability magnets at the mid- devastating decision to reconfigure and we had to try. dle school level, even though there its magnet schools from a K-6 to a were over 2,000 students enrolled KS system. Persistence Pays Off at the elementary gifted/high abili- Board members refused our re- Parents became empowered and ty magnets. At the high school lev- quests to postpone the reconfigu- relentless. We discovered that we el, there were approximately 201 ration. On the heels of this up- were entitled to request certain available seats at a magnet for heaval, the quake delayed the due public information from the board highly gifted students located in date for magnet applications as and that, within limits, they were the Valley and only 300 seats set well as the announcement of the required to provide us with that aside in the entire Districtat a results of that application process. information. Not only were we vo- magnet in South Central Los We did not discover until gradua- cal advocates, we were articulate Angelesfor gifted/high-ability tion day in June that our children and well informed. high school students. were hopelessly mired on long Finally, one board member Again, we went into action. We waiting lists for the gifted middle agreed to meet with usfor the organized a group of parents, se- school magnets and that, due to first time, we felt like we were be- lected a name for our group, be- the District's rigid point system for ing heard. Angry parents packed gan writing letters outlining crucial magnet programs, they had little the crowded room and demanded issues, requested information perti- hope of ever being admitted to a action. District representatives nent to gifted education, and gifted magnet again. took notes and promised to ad- arranged meetings with our repre- We felt angry, betrayed, and dress our concerns. We continued sentatives. We urged parents to worst of all, helpless. The magnet the pressure, and the District call other parents and enlist them. rejection letters were received after worked feverishly to achieve an ac- Attendance at our meetings grew the last day of school, and we ceptable solution. in size until finally we insisted that could not obtain further informa- The result was success beyond one of the meetings be publicized tion on waiting list openings until our wildest dreams. A new middle through fliers sent home at desig- September. We had to do some- school magnet, in close proximity nated gifted magnets. thing. The strong bonds that had to our gifted/high ability elemen- Over 300 people attended that formed during those dark days af- tary school magnet, was expanded meeting and it lasted for hours. ter the earthquake became even to accommodate the displaced stu- We were exhilarated by the turn- stronger. The room mothers used dents. Two new honors classes out, and the three board members the telephone trees we had used af- were added in the sixth grade, and in attendanceMark Slavkin, ter the earthquake to contact par- bungalows were moved onto the Julie Korenstein, and David ents to see if their children had a campus to house the additional Tokofskywere impressed by the suitable place to attend school in students. Representatives from the passion of our cause and have the fall. We discovered two things: District's Gifted and Talented continued to support it. there were many parents facing the Office were consulted and quickly One of the items listed on our same crisis; and, due to the point established a program to meet the agenda of crucial issues was the structure for the magnets, qualified needs of these gifted students. establishment of a committee on

10 120 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 gifted education. The leaders of our group were invited to another II AM... meeting with top District staff I am creator, delightfully abstract members at which the Ad Hoc I wonder about life, and why we are here Committee on Gifted Education was designed and implemented. I I hear instructing voices from far and near was later asked by District staff I see vivid dreams, to become realities

members to attend meetings in I want my ideas to be saved forever, intact other parts of the vast District to recruit members from diverse I am a creator, delightfully abstract backgrounds and geographic ar-

eas. I pretend I am far from here, in a clouded world of twisted visions

Formal Committee Established I feel delighted and calmed, alone and at ease Once the committee began meet- I touch gently my world, held soft on the breeze

ing, we discovered that its mem- I worry of the truth, different than we may perceive bers had a lot in common. Generally, we wanted more chil- I cry when day upon day, time not permitting, to put my mind back dren to be identified and more I am a creator, delightfully abstract programs to be established that would suit the needs of gifted I understand that true desires are the only things that count children in every geographic area of the District. After identifying I say "follow your heart" and do what you must, time may run out problems with the District's cur- I dream that one day, my visions, will appear before me rent attempts to educate its gifted I try to triumph, and enjoy myself, let my life be students and presenting a series of recommendations to the I hope I am able, to do what I wish, what I lack Curriculum Committee last June, I am a creator, delightfully abstract. the Ad Hoc Committee received Brian Wood Grade 8, Cerro Vdla Middle School board approval to continue its es- Orange sential work this coming year. Joyce Krauser, teacher This has been a long, hard struggle, and there are more bat- tles yet to be won. The lesson to be learned is that we must all raise our voices and be heard. We must never sit back and say, NOT NOW "What good will it do?" Enlist

your friends and your neighbors, Not Now. When I can keep it to myself form your own organizations, be- So that I won't have to face the Others come informed, organize a tele- Later, when They have left phone and writing campaign to When I can present without an audience Because I am so afraid I might Fail. educate your representatives, While I am still calm speak at community and school Without worry of humiliation Please. Don't let Them see. board meetings, and schedule your own meetings with school Jasmine Bina board members. We must all raise Not Now. Grade 8, Cerro Villa Middle School our voices to help all of our chil- Orange Later, when They have left dren. rti Joyce Krauser, teacher

CAROL SCHNEIDERMAN KNEEserves as a parent representative on LAUSD's Ad HocCommittee for Gifted Education.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 121 11 has compiled a list of the 15 basic vote rather than disinterested citi- How Can I rights of gifted students today (see zens. related article). This list can be used In the next paragraph state that as a guide for educating not only gifted education is a top priority for Get Involved? the candidates but the electorate as you in this election and explain well. why. Has your son or daughter Being an advocate for A good step toward casting an been identified as gifted? Are you a gifted education at all educated vote this November is to teacher of gifted students? A brief contact incumbents and their op- explanation of such topics provides levels of government posing candidates as well as anyone background to the reader. Now you else running for office. Attend local can state your main concerns and BY LISA M. HEIMLICH rallies and debates to hear the can- questions. Use the list of rights (p. didates speak about the big issues 13) to develop a focus on what is Election Day is fast approach- in the campaign. Keep in mind that most important to you. Then write ing, and you can take an active you may not get specific questions about that issue. For example, if role in the process. Teachers, about gifted education answered in you are most concerned about gift- parents, students, and all concerned these settings. The best way to get a ed children being grouped with oth- individuals can help get out infor- candidate's attention is the old-fash- er gifted children for part of the mation about the needs of the gifted ioned way: writing a letter. In these school day to heighten understand- student population. Here are a few day of e-mail, letter writing might ing and provide challenges, write pointers to get you started in the seem obsolete. But whether you use about that being a fundamental right direction. your computer or the postal service, right of gifted children. Across the state this November, writing is still an effective way to Next ask the candidates how elections will be held for not just get your points across cogently. they feel about your concern or is- the presidency, but also for local When writing a letter to a candi- sue and if they would like to see school boards, municipal and coun- date, immediately identify who you more funding for this kind of edu- tywide offices, the California State cational experience. Explain how Assembly and State Senate, and the "The best way to get a gifted education is handled current- U.S. Congress. Not only will your ly in your district and how you votes be important in the usual candidiate'S'attention is would either like it expanded or sense, but all ballots cast will essen- the old-fashiOned way: kept at the same high standard. tially be taking a stand on educa- End your letter briefly and ask writing a letter." tion. It is vital that you become ad- for a reply as soon as possible so vocates for gifted students at this you can form your decisions about crucial time in history: budgets are the race. State that you will be shrinking, but the need for more /11\ 11111* sending an identical letter to all the specialized teacher training and oth- other candidates (and then do it!) er programs for the gifted is in- are. State which constituency you and that you look forward to hear- creasing. represent and that you are a mem- ing back soon. Be sure to include The first step for you is research. ber of a statewide organization such your address (or e-mail address) on Not all candidates were created as CAG. This will make it apparent the letter so it can be found easily equal; consequently, their view- that you are an expert on the sub- for a prompt reply. Keep in mind points on education, especially of ject you are writing about. Next that your letters need to be concise the gifted, may be radically differ- write about your deep interest in and to the point so that they are ent. Some candidates may not even the campaign including ways in read and taken seriously. have gifted students as part of their which you have gotten involved. You can have an effect on gifted agenda. It is your job, since you are Have you volunteered for a candi- education with just a little bit of educated about the needs of this date, helped host a debate or rally, dedication on your part these next special population, to inform these or read the campaign literature sent few months. So, get out there to candidates of the needs and rights to you in the mail? These are good meet those candidates, and happy of gifted children. Barbara Clark, things for you to note. They indi- letter writing. professor of education at California cate that you, your friends, and family are concerned voters who LISA HEIMLICH teaches in the San State University at Los Angeles and Francisco Unified School District and a past president of both the Califor- are most likely going to vote. is the associate editor for special nia Association for the Gifted Remember, busy campaign workers projects for the Communicator. (CAG) and the National Associa- need to concern themselves most tion for Gifted Children (NAGC), with people who are most likely to

12 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 122 Zectaration o the %bucationat MOOof tije Mitteb itb

BY BARBARA CLARK

Alt is the right of a gifted child to engage in Alt is the right of a gifted child to question appropriate educational experiences even when generalizations, offer alternative solutions, and other children of the grade level or age are value complex and profound levels of thought. unable to profit from the experience. ti At is the right of a gifted child to be intense, ASt is the right of a gifted child to be grouped and persistent, and goal-directed in their pursuit of interact with other gifted children for some part of knowledge. their learning experience so that they may be understood, engaged, and challenged. Alt is the right of a gifted child to express a sense of humor that is unusual, playful, and often rSt is the right of a gifted child to be taught rather complex. than to be used as a tutor or teaching assistant for the major part of their school day. Alt is the right of a gifted child to hold high N expectations for self and others and to be lilt is the right of a gifted child to be presented sensitive to inconsistency between ideals and with new, advanced, and challenging ideas and behavior with the need to have help in seeing concepts regardless of the materials and the value in human differences. resources that have been designated for the age group or grade level in which the child was ilOt is the right of a gifted child to be a high placed. achiever in some areas of the curriculum and not in others making thoughtful, knowledgeable, Alt is the right of a gifted child to be taught the academic placement a necessity. concepts that the child does not yet know instead of relearning old concepts that the child Alt is the right of a gifted child to have a low has already shown evidence of mastering. tolerance for the lag between vision and Cv actualization, between personal standards and Alt is the right of a gifted child to learn faster developed skill, and between physical maturity than age peers and to have that pace of learning and athletic ability. respected and provided for.

Cv Alt is the right of a gifted child to pursue Alt is the right of a gifted child to think in interests that are beyond the ability of the age alternative ways, produce diverse products, and to peers, are outside of the grade level curriculum, bring intuition and innovation to the learning or involve areas as yet unexplored or unknown. experience.

These rights have been reprinted with permission Car, from Communique, the newsletter of the National Alt is the right of a gifted child to be ideajistic Association for Gifted Children, Vol. V, No. 4, July and sensitive to fairness, justice, accuracy, and the 1993. Barbara Clark is a professor of education at California State University at Los Angeles, and past global problems facing humankind and to have a president of CAG and NAGC. forum for expressing these concerns.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 13 123 Seven Characteristics of Highly

Effective Technology Leaders BY JOHN A. VAILLE

After 22 years as a California CHARACTERISTIC 1 necessary to get the job done. teacher and principal, I Vision Build a Shared One. Senge uses the term "teacher" in must confess that I fre- As Seneca said a couple of thou- the same way that James MacGregor quently find myself alternating be- sand years ago, "When a man does Burns (1978) used the term "trans- tween scratching my head in con- not know what harbor he is mak- formational leadership." The fusion and mumbling "no; duh!" ing for, no wind is a right wind." teacher helps the organization con- when reading many of the leader- If you want to make a difference, front its models and assumptions ship/management books so popu- you have to have an idea of what and examine them. In the process lar these days. Stephen Covey, you want to do. A vision of a the leader and the organization Margaret Wheatley, and Peter technology-rich learning environ- learn ways in which to move for- Senge, among others, seem to be ment for a community's school is a ward. Senge's third leadership role everywherefrom PBS to the complex matter because it must en- is stewardship. His idea is that the shelves of airport newsstands. compass the ideas of many people. leader is also the servant of those Their ideas often seem to have It is a critical success factor of any she leads. A leader must stay in great relevance to my work and such vision that it be created and touch with those who have agreed other times to touch on themes owned by a sufficient number of to be led and be prepared to step which are outside my experience. people. aside for a time and let others ex- All these authors developed There is no better way to test a press their commitment to the vi- their theories in the context of vision than to expose it to the sion as a leader. If you insist in be- world economic systems. Much of harsh light of criticism. You will ing the sole torch bearer, you will what these authors have to say quickly learn if your ideas are clear only get burned. has not reached the ears of and your vision inspiring to others. Lao-tzu once said, "A bad California K-12 educators. While A clear vision, designed by those leader is one whom the people de- there are huge differences between affected, will provide you with spise. A good leader is the one public educational institutions that "right wind." people praise. The great leader is and privately held businesses, it is one whose people say, 'We did it important that these differences CHARACTERISTIC 2 ourselves.'" do not obscure some of these au- Assume leadership but be thors' messages for school people. prepared for new leaders to emerge. CHARACTERISTIC 3 This article is intended as a call to This characteristic is inextricably Include all stakeholders. leadership for the teachers and linked to Characteristic 3. Don't Become beholden to none. administrators who are Califor- be timid! Seize the leadership role. If a vision has life, it is in the nia's technology leaders. However, be sensitive to the im- minds of many. Don't forget to in- You may detect a similarity in portant relationship between lead- clude everyone who will be affect- my title to the incredibly popular ers and followers. ed by your vision. How many work of Stephen R. Covey. It is Anyone who is thinking about times have we seen a great school not entirely coincidental! Lists are assuming leadership ought to read technology plan scuttled because an effective method of organizing Peter Senge's book, The Fifth everyone forgot to include the thought. I have created a list of Discipline: The Art and Practice of board of trustees in the process? characteristics and actions which I The Learning Organization (1994). Educators often seem to avoid am convinced must be adopted by In it Senge defines the new work confrontation rather than seek it. California leaders wishing to be of the leader as designer, teacher, This tendency leads us to include effective in making systemic change and steward. our supporters and exclude those in schools and classrooms using The role of the designer is very who do not agree with us. No sig- technology. It is my list. You will often neglected by educators. We nificant change can take place (and undoubtedly think of other charac- stay "within the box" way too an ambitious technology plan is, teristics to add to your list. The crit- much, allowing existing conditions by definition, a significant change) ical challenge is for leaders to have a to limit our vision. Leaders who without all the players present at list of these issues and apply them. design can define the box and en- the table. Seek out the hard-to- sure that it contains all the tools See LEADERSHIP, 31

14 124 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 YOUNG PEOPLE'S PULLOUT BY LINDA BRUG

TALKING ABOUT BOOKS

Iwill always remember the read or write. Gradually Mr. year that I shared a special Tom's kindness and encour- book with my seventh-and- agement overcome Willie's eighth-grade class. I had just fears, and he becomes a hap- finished Good Night,. Mr. py, normal boy. Through as- Ton: by Michelle Magorian, sociation with other chil- and I knew that my students dren, especially Zach, he de- would love this book as much velops friendships for the TORNADO as I did. first time. Willie's Good Night, Mr. x-xxi NielM clotn unforgettable story Whirlwind destruction Torn isa sensitive looks optimistically story of an abused 11*".6c4z419"...tivil at the potential of A wicked dance across the Earth small boy and an el- patience, courage, Tornado Rumba derly man who takes and love to change

him in as an evacuee things for the bet- Michael Gries during World War ter. Grade 8, Cerro Villa II. The gradual de- Tom andWillie, Middle School velopment of their plagued by prob- Orange Joyce Krauser, teacher mutual caring creates a story lems that they cannot solve that captures the reader's in- alone, develop a mutual love terest. The author's vivid de- and respect that give them scriptions of a World War II courage. They need each oth- CALLING ALL STUDENTS! English village brings the nar- er. rative to life. The accurate his- Years later, students still re- Would you like to get pub- torical background serves as member reading that book in lished? Did you create a an integral part of the story. my class. If I had to choose a Goldberg cartoon and for- The central characters of book to take to a desert is- this book are William Beech land, I would choose Good get to send it in? You may and Tom Oakley. When he Night, Mr. Torn. still send it in and win a appears at Mr. Tom's door, What book would you copy of The Internet for Willie is nearly nine, but looks choose? I invite you to share Kids. Also send your art like a six-year-old. The thin, your own favorite books in malnourished boy is covered this column. work, stories, poems, or with bruises and cuts from his Please write to "Talking other types of writing by mother's beatings. Because of About Books," do Linda October 20th to: his years of abuse, everyone Brug, 3721 Sheldon Drive, and everything terrifiesthe Ventura, CA 93003, and Linda Brug, 3721 Sheldon boy. He does not communi- share your thoughts about Dr., Ventura, CA 93003. cate with anyone and cannot the best books in your life.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1996 ok at the list of names below and circle ose that you feel are leaders. Walt Disney Richard Nixon

n-Jesse Jackson Willie Nelson Eleanor Roosevelt Tom Cruise

Paul Revere Billie Holiday Billie Jean King Pope John Paul Ronald Reagan, Johnny Appleseed Oliver North Liza Minelli

Jane Fonda Susan B. Anthony nn Landers Malcolm X Adolph Hitler-- Martin Luther King

Lee Iacocca Hillary Clinton I, - c.. -.,, ,:. ,,,.:. Madonna .Walter.. . Cronkrte4, Neil Armstrong Cesar Chavez Look at the namesyou Winslow Homer Carl Sagan circled. What dothey have in common? Gary Larson Create a definition Florence Nightingale for a leader.

escribe wwhetould a leader be-like the foam/if/rigineach //minin g town in ..- grcityarea e late of Los 7800 uralfar Angeles ngco in Nebraska .4p-g -7,717-7.7 a small Is a hero always -ait Vietnamese unity leader? Why or in SanPrancisc why not?

1 2 (: CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 16 BEST COPY AVAILABLE 1,,

one o e, o °win we communities:tDescribe,mhat; ca/earn types.of challenges,thelleademivouldlace.... society more of leadersby about one a a colony inouter space of the and its research followinghe images Choose a renovated inner city slum the exan7p/es canyou leaders learn and and time about heroes. a multicultural metropolis through the your societyWhat comic research? a highly automated of the rom underground city films the 43' from '60s Peopie t'40s an underwater town magazine Bob Dylan from songs the .I Love '80s Lucy shows

Decide whatkind of a leaderwill be Not ever"" needed todeal is a leadoer.d '..;? with thefollowing What w ul cf`problems: tried increased racial ifeveryoneleader? tension to be d homelessness Do leaders gang warfare of the pastpossess !'d i the same qualities immigration, legal--(4. as leaders of the and illegal present? a nuclear war Explain.

Createthe perfect leader and designa comic strip completewith adventures. Based on material in Student Leadership Training: A Teacher's Guidebook prepared by GATE middle school teachers, Ventura Unified School District. 127 CALIFORNIA ASSOCIATION FOR THE GIFTED. FALL 1996 17 * * * * * * * * * * * * ELECTION CONNECTION

Can you name the candidates who are * Watch a week of political advertise- running for president of the United ments on TV. Keep track of the number States? Presidential elections only occur of negative and positive ads. Do you every four years; so until the November elec- think that the negative or the positive tion takes place, we will be bombarded with ads are more effective? Why? Ask fami- news of the candidates and who is winning ly members which ads seem more per- according to various suasive. polls. Why not take * Compile a list of the reasons advantage of history people should vote. Create a in action and try some bumper sticker encouraging peo- campaign activities of ple to vote. your own? Who knows? Maybe one day you * Many campaigns have used will be able to share songs to catch the American vote. your ideas in a cam- Use a familiar tune and write paign of your own. lyrics for a candidate.

* Create an elec- * Talk with your teacher about tion bulletin setting up a mock election at board in your room. Post some political your school. Voting could take place cartoons and advertisements from mag- the day before the real election so that azines and newspapers. What issues do you could compare your school results they seem to be targeting? Draw a car- with that of the nation. toon of your own highlighting one of the issues and share it with your family. * Create five questions you would like to ask the candidates. Watch a national * List the characteristics that you think debate to see if the candidates answer are important for a president to have. your questions. Read the newspaper, listen to TV and radio interviews, and research the can- * Visit the candidates on the World Wide didates to see which one appears to Web: possess the characteristics that you Bill Clinton - http://www.whitehouse.gov think are important. Bob Dolehttp://www.dole96com A site with other information about the * Imagine that you are a candidate for election: http://www.ipt.com/vote president. Create your own home page including information about yourself, * Write a one-act play comparing and ways to get voters involved in your contrasting the campaign strategies of campaign, and why voters should elect the candidates. you.

18 128 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 TECH NET BY JUDY LIEB GOVERNMENT AND POLITICS ON THE NET

There are numerous govern- previous elections, controversial take some practice to narrow the ment and political resources legislation, or political history search so that you get the right available on the Internet. which may be useful to students information. This article describes some of the and researchers. If you are a beginner, remember more popular sites available on There are many Internet books that to access the Internet, a ser- the World Wide Web, and a few available to help locate more gov- vice provider is needed (such as gopher, or text only, sites. They ernment and political resources. America Online, Telis, are organized into groups of fed- Be aware, however, that the CompuServe, or Prodigy, among eral government resources, state Internet changes daily and some others). To access the World Wide resources, local resources, and po- of the resources listed in books Web, use browser software such litical resources. (or even in this article) may be as Netscape or Web Crawler. The article is meant to provide out-of-date by the time of publi- I hope that this list of sites will a resource to teachers, parents, cation. To locate the most current be helpful as you learn more and students. It is not a compre- information available, you should about government and political hensive compendium of all avail- do a keyword search of World resources on the Internet. able government or political Wide Web sites using one of the Good luck on your government Internet sites. Individual political popular search engines such as and political tour of Internet sites. campaign Web sites are not listed Yahoo A Guide to the World but can be found as links on some Wide Web (www.yahoo.com). If JUDY LIEB, Ed.D., is the GATE coor- of the sites mentioned below. you have not used a search engine dinator in the Fullerton School Political information on the before, the directions on the District and the Communicator asso- Internet is usually very current. screen are usually clear. It may ciate editor for technology. Some sites provide archives of

FEDERAL GOVERNMENT RESOURCES can also search by congressperson, the name of a bill, or The White House - http://www.whitehouse.gov keyword. The White House World Wide Web site has more than If you are interested in government departments, most just a picture of the White House. It includes have Internet sites with information about their programs. The Interactive Citizens' Handbook Two examples are the U.S. Department of Education (http:// tours www.ed.gov) and the U.S. Department of the Treasury (http:// a virtual library www.ustreas.gov). hot topics White House for Kids Congressional Quarterly - gophercqalert.com messages from the president and vice-president This text-based site features a weekly report on Congress You can send electronic mail messages to the president and the status of bills. and vice-president. Their e-mail addresses are: president @whitehouse.gov and [email protected]. U.S. House of Representatives -http://www.house.gov The House of Representatives Web Server includes infor- Legi-Slate Gopher Service - gopher.legislate.com mation on the following This text-based service provides information on bills and a legislative process politician's support of or opposition to a certain bill. You schedules

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 19 129 who's who California Legislative Information - http://www.leginfo. organization and operation ca.gov laws Legislative information from the California Legislative Coun- empowering the citizen sel. Information on this site includes links to other sources Today's Events bill information Thomas - http: / /www.thomas.Ioc.gov Your Legislature Thomas is the official government site for Congress. It is legislative publications named for Thomas Jefferson and is one of the best feder- allegislative information resources on the Internet. California Online Voter Guide - http://www.calvoter. Information available includes org/home.html Congress This Week Thissiteprovides historical documents election results and bill texts other topics related to the legislative process voter issues.Itin- summaries'and status of cludes bills Your Voices Count committee representatives information Fall '94 Election other U. S. government Internet resources The Fall '96 Edition (debuted in September) Digital Sunlight (a call for electronic campaign disclo- STATE GOVERNMENT RESOURCES sures) California Assembly Web Server - http://www. California Online Voter Guide Spring '96 assembly.ca.gov San Francisco Online Voter Guide This site contains connections to Assembly members' home pages Election Results - http://www.election.ca.gov legislative calendars The secretary of state and Digital Equipment Corporation a bill search provide election results. This site will connect you to the Assembly committees election servers run by Digital. California codes - state government links LOCAL GOVERNMENT RESOURCES Fellowship Program information Local and State Government Resource - http://lcweb. Capitol Museum Tour loc.gov/global/state/stategov.html This is a resource page from the Library of Congress. It in- California Senate Web Server- http://www.sen.ca.gov cludes The Senate Web Server provides information about the Cali- meta-indexes for state and local government infor- fornia Senate and its members. Features include mation Senate leadership state maps Senator homepage state government information legislation links to City Net and USA City Link bill text analysis statutes USA CityLink Project - www.usacityhlink.com history and notes This site has information primarily on relocation and California codes tourism for all the states. I found my hometown listed un- searchable California codes der a "region." However, if you do some searching, you Senate committees and offices can also find government information.I was able to get in- legislative schedules formation on the city council, meetings, phone numbers How to Participate in the Lawmaking Process and frequently asked questions. County government infor- ballot measures and election news mation is also available. = Senate Internet services City Net - http://www.city.net California Codes and Laws - http: / /www.Ieginfo.ca. This site includes most of the cities of the world and it is gov/calaw.html searchable. Once a city is selected, City Info is one of the This is the site to visit if you want an easy way to search menu choices. Under City Info select City Web Sites, then for the text of California Codes. It can also be reached from Government. You can find information about the mayor, the Assembly and Senate Web Pages. city council, departments, commissions, and committees, as you might guess. This site is best for large cities. BEST.COPY MUM CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 20 130 POLITICS Politics Now - http://www.politicsnow.com National Journal,The The Political Participation Project - http://www.ai.mit. A service of ABC News, The Washington Post, The Los Angeles Times, and News- edu week, this site is updated daily. Links to each of the news This project is a research program at the Massachusetts the site are also avail- Institute of Technology. It has many links to political infor- agencies or publications sponsoring mation sources on the Internet. able. The menu includes Hot List Project Vote Smart - http://www.vote-smart.org News This one-stop political shopping site has Views links to candidates' home pages Campaign '96 speeches of presidential candidates Issues representatives by zip codes Interaction links to organizations related to politics This site is searchable and is indexed.

The Valley

I once saw a valley, Then the valley became dim a valley of life I looked to the horizon Like no other I had ever seen. for the setting sun and couldn't find it.

I saw, nestled in the valley's warmth A lamb yearning for a first drink.

Over the newborn lamb I saw an eagle Touch the sky and soar Downward as I realized it wasn't the sun, It had always done. but my life that was fading. In my last moments I saw

Where the eagle landed the lamb still nursing, I saw a brook. the eagle soaring An ancient brook the brook entertaining Which spoke of an open ear The far off places the rose still dancing it's been and of It all kept on going the joys seen without me. along its shores. And at this last moment my insignificance was

Overhanging this brook known to me and Was a rose bud only me.

Which I watched Ruben Montiel Open into a blossom Grade 12, Ventura High Ventura of unparalleled Tanta Lang, teacher beauty and purity.

21 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 13 1. BEST COPY AVAILABLE HANDS-ON CURRICULUM

behavior of the voters and then use the same data PONDERINGpeurrics to predict how these voters might vote in future elections. IN THE CLASSROOM Present students with actual election statistics from the 1990 and 1986 elections. Interpret these BY VICTORIA SIEGEL AND SANDRA N. KAPLAN statistics to explain the political behavior of voters during the election. Compare students' inter- This unit is divided into three sections: pretations of the statistics to those made by politi- 1. Studying Political Science: Think like a political cal analysts reporting in primary documents such scientist. as newspapers, journals, and magazines. 2. Studying Political Philosophy: Think like a political philosopher. STUDYING POUTICAL PHILOSOPHY: 3. Studying Contemporary Candidates: Think like THINK UKE A POLITICAL PHILOSOPHER a researcher. Discuss with students the fundamental question of political philosophers: Who should rule? Students can select or be assigned a section of the Present students with the beliefs of two famous unit, or students can move developmentally through political philosophers. Make their beliefs the basis the entire unit. of a discussion of candidates running in the 1996 local and presidential elections. STUDYING POUTICAL SCIENCE: PLATO LOCKE THINK UKE A POLITICAL SCIENTIST Plato believed that ruling Locke believed that lead- Introduce students to the role of the political sci- was a skit. He believed that ers are appointed by the entist as that of an individual who studies the be- those who displayed the people and are responsi- havior patterns of people as they relate to politi- greatest skill for leadership ble to them. cal conditions and influences. ought to be given the au- Ask students to think like a political scientist by thority to rule society. interpreting data from a fictitious election (see Oak County City Council results, below). Investigate the concepts of politics and political Together, analyze the data to explain the political leadership proposed by philosophers and theorists

Oak County City Council - Election for City Councilperson

Farmers Industrialists Suburbanites

Age 20-39 Age 40-70 Age 20-39 Age 40-70 Age 20-39 Age 40-70

22 139 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 such as - Aristotle Va - Saint Thomas Aquinas - Niccolo Machiavelli - Jean Jacques Rousseau - Confucius - Karl Marx - Sun Yat-sen As we walked through the fields of gold, Compare these ideas to those proposed by contemporary political philosophers. O Have students state their own political viewpoints and The leaves breaking under our feet, apply them to a historic or contemporary political leader. The delicious, smoky fragrance will lead us further

STUDYING CONTEMPORARY CANDIDATES: into this paradise, THINK LIKE A RESEARCHER As we sit in the crackling leaves, we will sort out and plan

our future.

Every breath smells stronger from the nearby maple tree, Discuss with students the relationship between the use of skills and popular appeal to define leaders. His eyes, the color of an emerald, glow without fading 'Use these statements to develop a student debate on the

role of leadership: in 1. Leaders are born, not made. 2. Time and events, not skills or personality, make the leader. my eyes, Have students relate these statements to historic and contemporary leaders with information gathered from The jewel that now lies on my finger, glimmers as the the leaders' biographies. Introduce students to the Candidate Profile Research sun-filled room adds excitement to those long, tedious Sheets (pp 24 and 25).

1. Discuss the various attributes of a leader. days. 2. Have students select one or more of the leadership attributes to use in analyzing a candidate. 3. Direct students to research in print media (newspa- I can feel his heart as it beats, in rhythm, in my blood, pers, periodicals), electronic media (TV, radio, Internet), and campaign literature and ads for evi- I can still smell the dried grass on that wonderful, dence of how the candidate exhibits the attribute(s). 4. Over a period of time, have students make entries miraculous aftemoon. for each time they view, hear, or read about the attribute. Though my heart burns like a red, flaming torch, 5. Ask students to use their cumulative evidence to determine the reliability of the attribute on the scale. 6. Have students summarize their own perceptions of I still remain in secret the candidate in relationship to the attribute studied. The students' completed research sheets can be used For sometimes he seems a secret to me. to create a class profile of the candidates and/or to prepare student debaters to participate in debates Holly Amstein, age 10 about the candidates. Grade 4 Los Angeles VICTORIA SIEGEL is coordinator of Euclid Gifted/High Ability Bilingual Magnet in Los Angeles and the former CAG educator From an assignment based on Witch of Blackbird Pond by representative from the Mission Region. SANDRA N. KAPLAN is a clinical professor, School of Education, University of Southern Elizabeth Speare. California, past president of CAG, and president-elect of NAGC.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 133 23 Candidate Profile Research

Office Candidate

Attribute Evidence Evaluation

Print media(newspapers, IIK Reliability Index Relationship periodicals) between 1 2 3 4 5 Oa ), .la blot.: Date Date Date Conclusion: )216' words

and

action

Ability to persuade Other media (radio, TV, and/or inspire o° 0 Internet) followers Reliability Index ..* 1 2 3 4- 5

Date Date Date Conclusion:

Campaignliterature and #* campaignads Reliability index

1 2 3 5

Date Date Date Conclusion:

24 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 134 Candidate Profile Research

Office Candidate

Attribute Evidence Evaluation

Print media(newspapers, Reliability Index periodicals) Vision of direction 1 2 3 4 5 Or course of Date Date Date Conclusion: action

51.---.----/L

o Other media (radio,TV, Internet) Knowledge 4 0 Reliability Index about issues

Ti..., 1 2 3 4- 5 animmACE=NE% - - , Date Date Date Conclusion: "LP

Campaignliterature and campaignads Reliability Index

1 2 3 4- 5

Date Date Date Conclusion:

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 135 25 SCHOOL REFORM twelfth grade. A state assessment is currently being Continued from 1 developed. A total of 49 states are in the process of that systemic change was needed including compre- developing standards (American Federation of hensive, coordinated change in key areas of educa- Teachers, Spring 1996). Once state assessment tools tion: teacher preparation, curriculum, standards, as- and standards are in place, all teachers must know sessment, methodology, and staff development. the curriculum thoroughly, know how to deliver in- Additionally, increased community/family involve- struction, and know how to evaluate whether stu- ment and local school site control were seen as ways dents are learning the material. The teacher should to address the needs of students at individual school conduct various types of assessment, including per- sites. Efforts to develop systemic reform in Califor- formance-based assessment, throughout the year that nia can be seen in charter schools and schools with are appropriate to the unit of study. site-based management. In addition to the involvement of educators in such models, a larger number School Reform Requirements of parents, business leaders, and politicians help Ideally, a school implementing school reform search for solutions to educational woes. On March should have a knowledgeable instructional leader 31, 1994, President Clinton signed the GOALS who involves all members of the school community 2000: Educate America Act which provides seed in decisions made for the benefit of students. In high schools students may be included in the decision- making process. Parents should feel welcome at the high school and should support the educational process at home as well as actively contributing to student achievement. Students achieve through involvement in meaningful instruction. - Instruction no longer focuses solely on a linear, skills-based curriculum, but on a balanced curriculum where students not only acquire skills, but learn how to apply them. This balanced curriculum is part of the California State Frameworks. Depth of knowledge in a subject area is preferred over breadth. School reform has brought an emphasis on higher order thinking skills, problem-solving strategies, and cooperative-learning strategies in the classroom (EdSource, 1994). There has also been an infusion of technology into the curriculum, though budget con- straints result in a lack of consistency from district to district. Teachers who utilize students' prior knowledge in the search for meaning are successfully implementing the California subject frameworks, often described as the "thinking curriculum" (California Department of Education and California Association for the Gifted [CDE & CAG], 1994).

The Thinking Curriculum

A recent national survey by the University of Virginia reveals that gifted stu- The thinking curriculum incorporates components dents in special programs, separate classes, or pull-out programs show previously described as appropriate for gifted and greater achievement than gifted students in regular classes. This special pro- talented learners: gram is at San Jose Highly Gifted Magnet in Los Angeles Meaning is central. Students acquire knowledge money to each state willing to develop its own plan to the extent that they make connections. to reach the national education goals. Knowledge and thinking are interdependent. Systemic reform includes the notion that grade lev- Thinking requires something to think about, and el standards can help educators provide a consistent knowledge makes thought more powerful, that academic program to students regardless of their ge- is, the more one knows about a given subject, ographical, economic, or ethnic background. the greater the possibility of advanced thought Standards become meaningful to parents, students, about that subject. and educators when tied to assessment. In California Multiple solutions are typical. Many problems standards will be established in each subject area and tasks have more than one correct solution. and at every grade level from kindergarten through

26 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 136 Understanding the perspective, approach, or so- special programs, separate classes, or pull-out pro- lution offered by someone else serves to enhance grams show greater achievementthan gifted students understanding of not only one's own thought, in regular classes. Some special programs exist for but also of the many alternatives not selected or gifted and talented students and serve as laboratories imagined. of innovation; however, few of these innovative ap- Collaboration helps. Students who share an in- proaches have made their way into the regular class- terest, task, or goal learn by testing their ideas room. with one anotherlistening, evaluating, and re- A national survey of elementary school programs fining their thinking as they pool their expertise. found that 84% of assignments for gifted students Effort is valued. Learning and knowledge are were the same as those made to thewhole class. complex, and the construction of meaning de- "Most academically talented students, [however] pends on extended effort. have already mastered up to one half of the required (CDE & CAG, 1994)

Commonalities in Instruction for Gifted and Talented National Education Goals and the Thinking Curriculum

Gifted and Talented The Thinking Curriculum By the year 2000: Instruction All children in America will start school ready to meaningful, student centered meaning is central learn. depth, complexity, novelty, depth over breadth acceleration The high school graduation rate will Increase to at least 90%. higher order thinking skills higher order thinking skills multiple solutions are typical problem-solving strategies All students will leave grades 4, 8, and 12 having collaboration helps cooperative learning demonstrated competency in challenging subject matter including English, mathematics, science, Gifted Students and School Reform foreign languages, civics and government, eco- The purpose of the thinking curriculum is to en- nomics, arts, history, and geography. Every hance learning for all students. School reform has school in America will ensure that all students focused on providing instruction that will enable learn to use their minds well so they may be pre- low achieving and average students to work on pared for responsible citizenship, further learning, grade level (Report to the State Board, 1996). In and productive employment in the nation's mod- GOALS 2000 the national education goals want "all em economy. students to use their minds well, so they may be pre- U. S. students will be first in the world in mathe- pared for responsible citizenship, further learning, matics and science achievement. and productive employment in our nation's modern economy." The statement raises several questions for Every adult American will be literate and will pos- educators of gifted and talented students: sess the knowledge and skills necessary to com- Are gifted and talented students participating in pete in a global economy and will exercise the programs that encourage them to use their rights and responsibilities of citizenship. minds well? Every school in the United States will be free of How do educators prepare students who per- drugs, violence, and the unauthorized presence form above grade level to maximize their poten- of firearms and alcohol and will offer a disciplined tial? enviornment conducive to learning. Do these students need special attention, or is it sufficient to simply surpass grade level expecta- The nation's teaching force will have access to tions? programs for the continued improvement of their professional skills and the opportunity to acquire Are gifted and talented students participating in pro- the knowledge and skills needed to instruct and grams that encourage them to use their minds well? prepare all American students for the next centu- The answer may depend on where the student ry. spends the school day. Most gifted and talented students spend the majority of the school day in regular Every school will promote partnerships that will in- in classrooms where little is done to differentiate the crease parental involvement and participation curriculum for their special learning needs (Delcourt, promoting the social, emotional, and academic 1994). A recent national survey administered by the growth of children. University of Virginia reveals that gifted students in

27 CAUFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 137 curriculum offered to them in ele- help students work towards their tellectual ability, talent, and cre- mentary school" (Ross, 1993). potential. Although the structure ativity while acknowledging the Middle school reform does not of the school may change and strengths of all students in the specifically address the needs of laws can be promulgated, the classroom. gifted and talented learners. most vital action still occurs in The successes of Javits grant Opportunities for these learners the classroom where the most im- projects, other innovative pro- are "scattered and uncoordinat- portant participants are the stu- grams, and research regarding ed" (Ross, 1993). The college dents and the teacher. Professional gifted and talented students need preparatory curriculum for acade- development is a key component to be communicated to all educa- mically gifted high school stu- for implementing change. In fact, tors. Ideally, teachers should have dents allows for little flexibility. one of the national education the opportunity to observe and Additionally, many of these stu- goals states, "The nation's teach- communicate with participants in ing force will have ac- innovative programs. Technology cess to programs for will offer another way for re- the continued improve- searchers and educators to share ment of their profes- information more effectively. Ifall sional skills and the educators continue to grow and opportunity to acquire become more effective in the the knowledge and classroom, the instructional pro- skills needed to in- gram will improve for all students struct and prepare all including the gifted and talented. American students for the next century." Do gifted and talented students Large numbers of edu- need special attention, or is it sufficient to simply surpass grade 4.4 cators must know how to differentiate the cur- level expectations? riculum for gifted and All students, including those talented students. with special talents or gifts, need Since most intellectual- to work to their ability level. ly gifted students are Within this population there are found in regular class- levels of giftedness, as Dr. Linda Technology is an effective tool for both educators and students. rooms rather than spe- Silverman points out. She states, dents are able to become honor cial schools or separate classes, "Mildly, moderately, highly, and students even though they may teachers must know how to dif- extraordinarily gifted children are spend little time studying. A high ferentiate in a heterogeneous as different from each other as school valedictorian related the classroom. Gifted and talented mildly, moderately, severely, and consequences of not acquiring students present another challenge profoundly retarded children are systematic study skills: for teachers already responsible from each other, but the differ- Ibreezed through classes in for second language learners, spe- ences among levels of giftedness 12 years, graduated from cial education students who are are rarely recognized." Another high school as the valedicto- mainstreamed, district paperwork, fact that is not always recognized rian, and then almost flunked and student discipline problems. is that gifted and talented stu- out of college because I never Curriculum compacting, telescop- dents come from every economic learned to work hard at ing, and other methods of ad- and ethnic group. All of these stu- learning. I feel angry, jealous, dressing the needs of gifted and dents need to receive the attention and cheated about the poten- talented learners must become a needed to help them work to tial that was lost as a result part of the regular classroom whatever their potential may be. of my high school's lack of teacher's repertoire. These meth- There is wide support for gifted special programs for the gift- ods enable teachers and students students to receive special atten- ed. (Ross, 1993) to plan an individual program for tion. The results of a 1992 Gallup the student that may incorporate poll about challenging the bright- How do educators prepare stu- greater flexibility, independent est students were as follows: dents who perform above grade study, acceleration, and ability 61% Schools should do more level to maximize their potential? grouping within a heterogeneous than they are. When teachers know how to classroom. Additionally, these 35% Schools should continue address the special needs of gifted methods can be used in ways that to do the same. and talented students, they can allow for the development of in- 2% Schools should do less.

28 1 3d CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 In the same poll 84% said they paratively small in number. They Public Agenda. (1996). Given the cir- would support the funding for a will spend years in the K-12 edu- cumstances teachers talk aboutpub- program to provide a more chal- cational system. They can be liceducation today. New York. lenging education for the smartest guided to focus their intellects Reis, S. M., Westberg, K. L., and most gifted children as long and talents to become the best in Kulikowich, J., Caillar, F., & as it did not reduce what was of- their chosen fields. They need Herbert, T. (1993). Why not let high fered to average and slow learn- professionals trained to challenge ability students start school in ers. "Little difference existed in and nurture them to strive to January? The Curriculum Compacting the responses of parents with chil- reach their highest levels of per- Study (Research Monograph 93106). dren identified as having special formance. Ideally, our culture will Storrs, CT National Research Center abilities and in the responses of begin to value and model for our on the Gifted and Talented. parents who did not" (Ross, youth an appreciation for intellec- Report to the state board of education 1993). Additionally, only 34% of tual and creative talents. on gifted and talented education. respondents in another survey (1996, January) thought mixing fast learners and REFERENCES Ross, P. 0. National excellence: A case slow learners in the same class so Bracey, G. W. (1994, January). Tips for for developing America's talent. that the slower students learn readers of research. Phi Delta Washington, D.C.: U. S. Department from the faster students would Kappa. of Education Office of Educational improve academic achievement California Department of Education & Research and Improvement. (Public Agenda, 1996). Additional the California Association for the Silverman, L. K. Scapegoating the gifted: funding is expected for the GATE Gifted. (1994). Differentiating the The new national sport. Images, 6 W program in California for the core curriculum and instruction to 91-92. Indiana Association for the 1996-97 school year. This funding provide advanced learning opportu- Gifted. would provide additional oppor- nities. Sacramento: Department of U. S. Department of Education. (1994). tunities to more effectively identi- Education. Federal initiatives to support sys- fy students eligible for GATE and Delcourt, M. A. B., Loyd, B. H., temic reform. The ERIC Review. to develop programs that will en- Cornell, D. G., Goldberg, M. D. Access ERIC, vol. 3 F. (1994). Evaluation of the Effect of hance the achievement of Califor- LISA JEFFREY is a commissioner on nia's gifted and talented students. Programming Arrangements on the Department of Education Through school reform, educa- Student Learning Outcomes. Curriculum Development and Charlottesville: The University of Supplemental Materials Commission tors have the opportunity to raise and the Coordinator of Baldwin Hills the ceiling or highest academic Virginia. Gifted/High- Ability Magnet in Los level as they raise the floor or EdSource. (1994). The rhetoric of re- Angeles. minimum level that is acceptable form. (Ross, 1993). To accomplish this task, educators must develop the ability to nurture and challenge the various levels of abilities Making Sense out of GATE found in the regular classroom including the academically gifted Funding learner. Looking for value for GATE dollars? During the recent Olympic Games, viewers saw a relatively $200 in GATE funding can buy some supplemental ma- small group of athletes compete. ) terials or part of a field trip that will benefit a limited All of the athletes were extremely number of students for a specified amount of time. focused and had spent years train- Investing that same money in professional staff devel- ing to hone their physical talent. opment opportunities such as the CAG Conference orthe CAG They represented the best in their Institutes can enable an educator to learn effective ways ofteaching field. Their professional trainers differentiated instruction across the curriculum. knew how to challenge and nur- So that same money would benefit an average of 32 students a ture them to strive to reach their year multiplied by the number of yearsthat educator remains in highest level of performance. Their countrymen took pride in teaching. Now that most identified gifted students are in the regularclass- their athletic abilities and show- it makes sense to make ered the winners with adulation room and only limited funds are available, and wealth. every cent count. GATE students are also com-

29 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 139 Picturing California Gifted and BY BARBARA BECKER Talented Because art and music belong naturally in social studies, I integrate the visual arts into the fourth-grade study of Education California. California's land has always shaped the way people live. The. programs for gifted and talent- first inhabitants of California found it to be a land rich in plants ed students are not mandated and animals. It is a place that is rainy and dry, hilly and flat, noisy by federal law. As a result, gift- and quiet, hot and cold. It is a state of four regions: the coast, the ed programs vary widely from state central valley, mountains, and deserts. to state (Ross, 1993). According to While studying why Pat O'Connell Ross, however, the California's regions are number of gifted programs in the different and the eco- United States has increased signifi- nomic impact of the cantly. Twenty years ago, there were state's natural resources seven states with legislation and from these regions, the funding for gifted and talented edu- fourth graders looked at cation programs. By 1990 there were their state in terms of its programs in every state. Addi- visual beauty. Edward tionally, model programs for gifted Weston wrote, and talented students have chal- "Everything worth lenged educators to improve curricu- photographing is in lum and teaching strategies and en- California." He was re- couraged them to raise expectations sponding to the diversi- for all students. (Ross, 1993). ty of textures around In California, districts may choose him on the Monterey whether Or not to participate in the Peninsula. Gaining in- GiftedandTalentedEducation spiration from Weston's (GATE) program. Districts choosing comment, the fourth to participate receive approximately graders painted Califor- S6.57 per average daily attendance nia rather than pho- (ADA) (Report to the State Board of tographing it. Education [Report to SBEI, 1996). A wide variety of activi- Students participating in the GATE ties were incorporated program are to receive differentiated into this unit including instruction. Higher level thinking designing flags for the concepts are used to teach units various regions, making through novelty, complexity, accel- papier-mache and clay eration, and depth. The Report to representations of the the State Board of Education states, fruits and vegetables of in many cases, even a good quality California, drawing mis- education program is not sufficiently sions found throughout challenging for a student with spe- the state, and creating cial gifts or talents, and GATE fund- artifacts and tools from ing is used to design and deliver a natural materials found supplemental and differentiated cur- in California. The unit riculum and instruction for individu- "Picturing California" als or groups of students with spe- enabled students to study all aspectsof Californiaearly history, cial needs in order to raise achieve- geography, economics, and culturesby utilizing study skills, map ment° (Report to SBE, 1996). Due to skills, critical thinking, and visual learning. lack of funding, no data has been compiled to evaluate California's BARBARA BECKER is the magnet coordinator and art instructor at GATE program. Wonderland Gifted/High Ability Magnet in Los Angeles.

30 140 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1996 BEST COPYAVAILABLE LE< kE SKIP there, but don't forget that you CHARACTERISTIC 7 Continued from 14 are attempting change in a sys- Stop the numbers game. The number of computers per convince and bring them in. If you tem. A change in one area always student or networks in a class- can't sell the vision to these people, affects the whole organization. room has become the end product then the idea needs work. Senge (1994) puts it this way: of so many of our state's pro- Don't allow one constituency to "Dividing an elephant in half does grams and initiatives. It is a num- take over the vision and begin to not produce two small elephants." bers game. This game constitutes exclude others (and don't become It is important to place any action a real threat to technology's use in the keeper of the flame yourself.) I you choose to take in the context schools. What difference does it have created a somewhat twisted of the entire system and to view make if the computer-to-student aphorism for this characteristic: that system as a living one. ratio is 21:1 or 12.1:1 if a posi- Success has many parents, and tive effect on student learning they all want sole custody. The CHARACTERISTIC 6 can't be shown? It is dangerous to corollary is that failure is always Concentrate on solutions. reduce the ratio without creating your kid. California's leaders must stop thinking of technology as hard- any real change in education. What happens when the ratio de- CHARACTERISTIC 4 ware boxes and software bundles. clines to 1:1 and there is no im- Create a network and use it. I think we are all pleased when provement in educational out- You can't do everything alone; we hear that the governor and the come for students? ask effective education- Technology could become al technology leaders. ) just one more broken ed- They establish and ucational promise. maintain a very active This is the short list of es- rolodex of colleagues whom they superintendent are taking action sential characteristics and advice can call when they need advice or to make technology part of the for educational technology lead- help. These networks take advan- everyday educational lives of ers. The leadership thing is a com- tage of technologythey use e- teachers and students. On the bination of preparation, timing, mail, listserves, and databases to other hand, proposals to place sensitivity, and perseverance. Each communicate and to keep track of businesses' cast-off computers and of us has a role to play in the resources. volunteer-installed networks in challenge of making technology The only way to start a network classrooms are distractions from an effective part in the education- is decidedly low tech. My best the main issuetechnology is an al lives of teachers and students. in contacts invariably begin when I investment in the future citizens hear someone make a remark of California. Technology in which interests me and I take the schools is not the end but the REFERENCES means to our real objectiveim- Burns, J. M. (1978).Leadership.New time to discuss it with him or her. York: Harper & Row. The key is to engage the person in proved student achievement and Covey, S. R. (1992).Principle-centered a meaningful exchange of ideas education. leadership.New York: Simon & which ends in an exchange of busi- Educators have been distracted Schuster. Covey, S. R. (1990).The seven habits of ness cards (e-mail addresses, what- from this goal as well. The department of education reports highly effective people: Restoring the ever). Once you have made a con- character ethic. NewYork: Simon & tact, keep it alive. (The use-it-or- that 65% of California schools Schuster. lose-it rule applies to nothing if have created a technology use Senge, P. (1994).The fifth discipline: not to networks.) It takes a lot of plan. These plans too often focus The art and practice of the learning work to maintain a network, but on the particular hardware and organization. software setup a team has identi- Wheatley, M. (1992).Leadership and the cost-benefit ratio is great. the new science: Learning about fied. The missing ingredient is a organization front an orderly uni- CHARACTERISTIC 5 clear statement of each plan's an- verse. SanFrancisco: Berrett-Koehler Attack one problem at a time swer to the question: What changes but remember the system. in teaching and learning will take JOHN VAILLE has been an elementary place as a result of the use of tech- teacher, county staff development If you are a fan of bumper- coordinator, and school principal in sticker philosophy, this idea can nology? Technology is an effective his 22 years in California schools. He also be expressed as, "Think solution to real educational chal- was the executive director of lenges. Make the case for those Computer-Using Educators, Inc. (CUE) globally. Act locally." Identify the for several years. John currently works critical changes needed to bring solutions; don't suggest another for the Stanislaus County Office of your vision to reality. Choose the solution looking for a problem! Education. Contact him at jvaille@aol. com. most important changes and start

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