Gifted Education Communicator, 2001. INSTITUTION California Association for the Gifted

Home , Once Upon a Mind, The Gifted (season 1), The Gifted (season 2)

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AUTHOR Gosfield, Margaret, Ed. . TITLE Gifted Education Communicator, 2001. INSTITUTION California Association for the Gifted. ISSN ISSN-1531-7382 PUB DATE 2001-00-00 NOTE 262p.; Published quarterly. Formerly known as "Communicator." For volume 31, see ED 449 608. AVAILABLE FROM California Association for the Gifted, 15141 E. Whittier Blvd., Suite 510, Whittier, CA 90603 (annual subscription rate, $35) .Tel: 562-789-9933; e-mail: [email protected]; Web site: http://www.CAGifted.org. PUB TYPE Collected Works Serials (022) JOURNAL CIT Gifted Education Communicator; v32 n1-4 Spr-Win 2001 EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Disadvantaged Youth; Educational Trends; Elementary Secondary Education; Equal Education; *Gifted; Grouping (Instructional Purposes); History Instruction; Mentors; *Professional Development; Program Development; Regular and Special Education Relationship; Social Sciences; *Talent

ABSTRACT Four issues of this periodical of the California Association for the Gifted focus on:(1) issues in gifted education;(2) professional development;(3) history and social science for gifted learners; and (4) equity and excellence. Among major articles are the following: "Profoundly Gifted Guilt" (James R. Delisle); "Grouping the Gifted: Myths and Realities" (Karen B. Rogers); "Synchronizing Gifted Education with General Education" (Sandra N. Kaplan); "A Call to Action" (James J. Gallagher); "Overcoming Bias in Gifted and Talented Referrals" (Del Siegle); "Administrators Are Keys to High Quality Programs" (Carolyn R. Cooper); "Mentors in Print" (Susannah Richards); "Gifted Education and Social Studies: Engaging All Learners" (Michael M. Yell); "Creating Simulations for Social Studies Classrooms" (Mary Pat Vargas); "Giftedness in Poverty" (Paul D. Slocumb); "Equity in Gifted Programs: How Do We Measure Up?" (Elinor Ruth Smith); and "DISCOVER: Changing the Way We Think about Education" (C. June Maker and Robert A. Lane). Each issue also includes regular departments covering educational trends, parent questions, underrepresented populations, a teacher focus, hands-on curriculum, Web Watch, software review/s, and book reviews. (Some individual articles contain references.) (DB)

Reproductions supplied by EDRS are the best that can be made from the original document. Gifted Education Communicator Volume 32 n1-4 Spr-Win 2001 California Association for the Gifted

Margaret Gosfield, Editor

U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS BEEN EDUCATIONAL RESOURCES GRANTED BY INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization S. Mountford originating it. 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

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CAG Executive Committee 2000-2002 National Advisory Board President Ernesto Bernal University of Texas-Pan American Cathleen Silva George Betts University of Northern Colorado, Greeley Vice President Carolyn Callahan University of Virginia Dana Reupert Barbara Clark California State University, Los Angeles Secretary Tracy Cross Ball State University Sharon Freitas James Delisle Kent State University Treasurer Judith J. Rosebeny Maureen DiMarco Houghton Mifflin Co. Chair, Educator Representatives Jerry Flack University of Colorado, Colorado Springs Nancy Craig Mary Fraiser University of Georgia, Athens Chair, Parent Representatives Judy Galbraith Free Spirit Publishing, Minneapolis Cherie Drummond James Gallagher University of North Carolina, Chapel Hill Julie Gonzales Colorado Association for Gifted & Talented Gifted Education Communicator Evelyn Hiatt Texas Education Agency Editor Sandra Kaplan University of Southern California Margaret Gosfield [email protected] Frances Karnes The University of Southern Mississippi Associate Editors Felice Kaufmann Consultant, Bethesda, MD Parent Topics Jennifer Beaver Sharon Lind Education Consultant, Kent, WA [email protected] Elizabeth Meckstroth Counselor/Consultant Special Projects Richard Boolootian Maureen Neihart Clinical Child Psychologist, Billings, MT [email protected] Sally Reis University of Connecticut, Storrs National Affairs Shirley Ching Joseph Renzulli National Research Center on the Gifted & Talented [email protected] Sylvia Rimm Curriculum Virginia McQueen Family Achievement Clinic [email protected] Ann Robinson University of Arkansas at Little Rock Book Reviews Elaine Weiner Annemarie Roeper Roeper Consultation Service [email protected] Karen B. Rogers University of St. Thomas Departments Judith Rosebeny Consultant, Fountain Valley, CA Educational Trends Catherine Barkett Elinor Ruth Smith Educational Consultant, San Diego, CA Internet Resources Carolyn Kottmeyer Joan Franklin Smutny National Louis University Illustrations Jon Pearson Robert Sternberg Yale University Software Review Patricia Robertson Stephanie Tolan Consultant, Charlotte, NC Children's Literature Jody Fickes Shapiro Carol Ann Tomlinson University of Virginia Underrepresented PopulationsJoan Franklin Smutny Joyce VanTassel-Baska College of William & Mary Teacher Feature Carol Ann Tomlinson Sally Walker Illinois Association for Gifted Children illustrations Ken Vinton James Webb Gifted Psychology Press/SENG

Gifted Education Communicator ISSN 1531-7382 is published four times a SUBMISSION OF MATERIAL year: Spring, Summer, Fall, and Winter. Opinions expressed by individual To submit articles for publication, send hardcopy and disk (Mac or PC) authors do not officially represent positions of the California Association for saved as a text file or submit articles by e-mail. All submissions will be the Gifted. given careful consideration. Photos and camera-ready artwork are partic- CAG OFFICE ularly desirable. Send all material with name, address, phone number, fax Susan Seamons, Executive Director number, and e-mail address to Margaret Gosfield, Gifted Education 5777 W. Century Boulevard, Suite 1670 Communicator Editor, 3136 Calle Mariposa, Santa Barbara, CA 93105, Los Angeles, CA 90045 Tel: 805-687-9352, [email protected]. The editorial staff reserves the Tel: 310-215-1898Fax: 310-215-1832 right to edit all material in accordance with APA style and Gifted Educa- e-mail: [email protected] www.CAGifted.org tion Communicator policy. LETTERS TO ME EDITOR REPRINTING OF MATERIALS Margaret Gosfield Articles appearing in Gifted Education Communicator may be reprinted 3136 Calle Mariposa, Santa Barbara, CA 93105 as desired unless marked by C or reprinted from another source. Please Tel: 805-687-9352Fax: 805-687-1527 e-mail: [email protected] credit Gifted Education Communicator and send a copy of your publication containing the reprint to the editor. For electronic reprinting, please Letters should include your full name, address, telephone, and e-mail address. Letters may be edited for clarity and space. contact the editor.

ADVERTISING BACK ISSUES For advertising rates and information, contact the CAG office at 310-215- Additional copies and back issues may be purchased (if available) for 1898 or visit the CAG website at www.CAGifted.org. $5.00 per copy. To order, contact the CAG office. Spring 2001, Vol. 32, No. 1 ISSN 1531-7382 Gifted Education Communicator A Journal for Educators and Parents

ISSUES IN GIFTED EDUCATION

FEATURES TALKING ABOUT BOOKS 50 Themes Encourage Book Discussions 17 Profoundly Gifted Guilt Jody Fickes Shapiro James R. De lisle 20 Grouping the Gifted: Myths and Realities BOOK REVIEWS Karen B. Rogers 52 Once Upon a Mind: The Stories and Scholars of Gifted Child Education,reviewed by Hilary Cohen 26 Standardized Testing: The Villain or the Hero? Carolyn M. Callahan 52 Talent in Context: Historical and Social Perspectives of Giftedness,reviewed by Jean Drum 30 Synchronizing Gifted Education with General Education 54 Reading List Recent Releases Sandra N. Kaplan 36 Up from Downtime 2 Meet the Editorial Board Mary S. Pfeifer 3 Introducing GEC Departments 6 Calendar of Conferences DEPARTMENTS 7 From the Editor NATIONAL FORUM 10 Standards and Standards Plus: A Good idea or a New Cage? Joseph S. Renzulli Coming In the Summer Issue (June 2001)

11 Standards: On Misconceiving a Positive Concept Professional Development in Gifted Education Barbara Clark Articles directed toward specific audiences: EDUCATIONAL TRENDS Teachers 14 The Impact of Content Standards on Gifted Parents and Talented Education Counselors Catherine Barkett Administrators Coordinators PARENTS ASK THE EXPERT 16 "How can I help my children deal with difficult social Professional development models: situations?" .11m Gallagher shares the North Carolina Arlene R. De Vries module approach Cheryl! Adams discusses the pros and cons of UNDERREPRESENTED POPULATIONS online delivery 38 Advocating for Gifted Girls Evelyn Hiatt describes professional develop- Joan Franklin Smutny ment in Texas, a legislative mandate TEACHER FEATURE Sandra Kaplan delineates the California 40 When Good Grades are Bad: How Can Teachers Help Teacher Institutes Parents Keep a Balanced View of Achievement? Carol Ann Tomlinson Additional features Degree programs in gifted education HANDS-ON CURRICULUM Summer options for professional development 42 "Reshape One's Foot to Try to Fit Into a New Shoe": The Multiple Uses of Task Cards Fall (September) - History and Social Science Sandra N. Kaplan Winter (December) - Special needs of minority WEB WATCH and English language learners 48 Starting Points Carolyn Kottmeyer Cover: SOFTWARE REVIEW Pedro Ramirez, at CAG's summer school in Santa Barbara, Calif.; Parents - 49 Finding inspiration Marcelino & Elvia Ramirez Patricia Robertson Photo by Geneva Wayne

CALIFORNIA ASSOCIATIONFOR THE GIFTED 1 Meet the Editorial Board

The California Association for the Gifted is a volunteer orga- Associate Editor for Curriculum nization as is its editorial board. All editors give generously Virginia McQueen of their time and expertise to make Gifted Education Com- Virginia McQueen has made gifted education the municator the best journal possible. focus of her career since 1963 when she was appointed a teacher for the Mentally Gifted Minor's Editor program. A graduate of Pacific Lutheran University, Margaret Gosfield she also holds a master's degree in administration Margaret Gosfield has been actively involved in from California State University, San Jose. gifted education for the past 30 years. Early in her Her 35-year tenure in the San Jose Unified School District teaching career she was asked to develop the GATE included teaching in self-contained classes, cluster groupings, pull- (Gifted and Talented Education) program at her out programs, and as a district GATE resource teacher. She went on school in Ventura, California; it became the junior to become an administrator for the GATE program, principal of a high model for the district. She served as the district's program GATE magnet school, and district manager of GATE and Categor- coordinator from 1989 until her retirement in 1997. She holds a B.A. ical Programs. and M.A. from the University of California, Santa Barbara. Virginia has served on the CAG Board as Affiliates Chair and Gosfield was the recipient of CAG's first Teacher of the Year award Santa Lucia Regional Representative, and president of the regional in 1985. She joined its board of directors as a regional educator rep- affiliate. In her position as Associate Editor for Curriculum she will resentative in 1990. In 1994 she was elected vice president, becom- focus on bringing practical and theoretical information on issues for ing president in 1996, and has served as journal editor since 1998. all constituents. She can be reached at [email protected]. She can be reached at [email protected]. Associate Editor for Special Projects Associate Editor for Parent Topics Richard Boolootian Jennifer Beaver Richard Boolootian has more than 40 years of expe- Jennifer Beaver comes to us with considerable experience in the field rience in teaching, writing, research, and media proof communication, having done editing and publishing for various duction. He holds a B.A. and M.A. from California nonprofit and professional organizations on a volunteer basis for some State University, Fresno, and a Ph.D. from Stanford time. And for the past dozen years, she has run her own company, University. J.E.B. Communications, which provides a variety of communication From 1957 through 1967 he served as an Associate Professor of services including the writing of magazine articles, newsletters, Zoology at UCLA. In 1967 he founded his own business, Science brochures, and websites to develop marketing and business plans. Software Systems, Inc., and also served as a teaching science con- She and her husband have a 10-year-old son who has participated sultant to the Mirman School in Los Angeles. In 1984 he joined the in the local GATE program since first grade; hence her interest in staff of the Mirman School full time as Chairman of the Science gifted education. Jennifer will make use of both her professional and Department, and now serves as the Community Relations Officer. parental experiences while seeking and preparing resources for par- He offers a traveling Summer Science Program focusing on unique ents of gifted children. She can be reached [email protected]. science experiences for 9- to 13-year-old students. As the Associate Editor for Special Projects, Richard will over- Associate Editor for National Affairs see a variety of activities, especially those related to the field of sci- Shirley Ching ence. He can be reached at [email protected]. -J Shirley Ching has been involved with gifted education since 1980 when her daughter entered the GATE Associate Editor for Book Reviews program. She became a parent advocate for the Elaine Wiener gifted, a teacher advocate for the gifted, and finally Elaine Wiener has been teaching gifted children in a sixth-grade GATE core teacher from 1991-1999. Garden Grove, California for most of her career. She earned her B.A. from the University of California, Berkeley and She has a B.A. degree from University of Califor- M.A. from Azusa Pacific University. nia at Los Angeles, and over the years studied with She headed a district committee on language arts standards in Ven- such luminaries in the field as May Seagoe, Ruth tura, California, developed a language arts program for her gifted stu- Martinson, James Gallagher, Jeanne Delp, and Sandra Kaplan. dents, and presented workshops on developing and assessing She has served on the Board of Directors of the California Asso- curriculum. She was a 1994 STB Fellow for the Center of Talented ciation for the Gifted and written numerous articles published in the Youth, reviewed and edited GATE resources, and published a 70-page Communicator. She was named the Orange Region Teacher of the anthology of student writing in 1995. Year for CAG in 1989. Currently she teaches a self-contained GATE After more than 25 years in public education, she left teaching in class at Allen ElementarySchool in Garden Grove. 1999 and joined the board as Associate Editor, National Affairs. She Elaine brings a wealth of knowledge and experience to the edi- can be reached at [email protected]. torial board along with a love of books and a propensity for good writing. She can be reached at [email protected].

2 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 Introducing GEC Departments

We at Gifted Education Communicator are pledged to pro- named the 1974 Virginia Teacher of the Year. vide practical information and ideas to our readers; we Tomlinson is the current president-elect of the National Asso- think our new departments will assist us in keeping our ciation for Gifted Children and will assume the presidency in Sep- promise. These short, one- or two-page presentations can tember of 2001. She is coordinating an NAGC project to produce easily be reproduced for distribution at parent meetings or to faculty a series of professional development modules to train teachers and and support staff. We believe there is something for everyone within counselors. Tomlinson's most recent publication is The Differ- the GEC Departments; let us know what you think. entiated Classroom: Responding to the Needs ofAll Learners, published by the Association for Supervision and Curriculum NATIONAL FORUM Development in 1999. A topic of current interest or controversy in the field will be featured ASK AN EXPERT each issue in the National Forum. This ongoing feature is designed to answer par- Two or more discussants will pre- ent questions. The colunm is coordinated by sent differing viewpoints in order Jennifer Beaver, Associate Editor for Parent to encourage thoughtful examina- Topics. She will select from the many question and discourse among our read- tions received by CAG from parents and seek ers. We are grateful to Joseph Renzulli for starting us off with his experts to prepare practical answers. Beaver "think piece" on standards and to Barbara Clark for her discerning can be reached at [email protected]. response. We thank Arlene DeVries of the Des Moines Public Schools The National Forum is coordinated by Associate Editor for for serving as our first expert. DeVries is the Community Resource National Affairs, Shirley Ching. To submit suggestions for topics Consultant in Des Moines as well as a member of the Board of and possible discussants, please contact her at [email protected]. Directors of SENG (Supporting Emotional Needs of the Gifted). She facilitates parent discussion groups using the SENG model EDUCATIONAL TRENDS with Catherine Barkett she and James Webb created. Gifted education cannot exist in a vacuum but must operate as part of the larger world of general edu- SOFTWARE REVIEW with Patricia Robertson cation. Catherine Barkett will select some aspect of Mainstream software is not always appropriate for 1 general education each issue and examine its impact use in gifted education classrooms. Patricia on the field of gifted education. Barkett is especially Robertson will introduce and examine software qualified for the task after working 22 years in var- that engages students and teachers in high-end ious roles for the California Department of Education. These include learning and assists them in organizing their her duties as Coordinator of Gifted and Talented Education and ideas or final products. Administrator of the Curriculum Frameworks and Instructional Robertson is an educator living in northern California and has Resources Office. She is currently California Curriculum Consul- experience as a classroom teacher, library media specialist, tech- tant for McDougal Littell, part of Houghton Mifflin. nology coordinator, and administrator. Ms. Robertson has been involved with technology in education for almost 20 years. She WEB WATCH with Carolyn Kottmeyer has designed and taught many professional development seminars As the Internet becomes a larger and more comprehensive source of and has presented at numerous conferences. She is the co-author information and an ever more popular place to exchange ideas, it of two books on using the Internet in the classroom. seems imperative that we make web recommendations to our readers. Carolyn Kottmeyer is the webmistress of Hoagies' Gifted Edu- TALKING ABOUT BOOKS with Jody Fickes cation Page (www.hoagiesgifted.org) and promises to provide GEC Shapiro readers with links to the best of the Internet regarding parenting and Jody Shapiro loves children's literature and educating gifted children. loves talking about books with both children and Kottmeyer serves on the Board of Directors of SENG (Support- adults. However, you should expect more than ing Emotional Needs of the Gifted) and writes for the Hollingworth just a laundry list of current or classical chil- Center's journal, Highly Gifted Children. dren's literature in this department. Shapiro constantly seeks ways to engage children and their parents and TEACHER FEATURE with Carol Ann Tomlinson teachers with the books she loves. In this first column she Teachers as well as parents have many questions describes a method of establishing parent-child groups for the concerning how they can best meet the needs ofpurpose of reading and discussing sets of books with common gifted students. Addressing these questions will be themes. Carol Ann Tomlinson, Associate Professor of Edu- Shapiro is a former school librarian, children's literature cational Leadership, Foundations, and Policy at the consultant, and owner of Adventures for Kids children's book- University of Virginia. Tomlinson spent many years store in Ventura, California. She is currently on a two-year teaching in public schools in North Carolina and Virginia and was adventure in Australia, but will send us her colunm via e-mail.

CALIFORNIA ASSOCIATION FOR THE GIFTED 3 Introducing GEC Departments

UNDERREPRESENTED POPULATIONS with tickle our funny bones as well as make unforgettable visual reminders Joan Franklin Smutny of the written word. As educators and parents of gifted children, we Jon Pearson is an internationally known speaker, know that one of the field's thorniest problems is learning skills consultant, and author. He has per- identifying and serving children who come from formed on stage and television and in schools for backgrounds which may mask their giftedness or more than fifteen years and has worked with over a make appropriate service difficult to deliver. This million students, teachers, parents, and administra- department will serve as a means of increasing awareness and pro- tors across the United States, Canada, and Asia. The viding follow up resources. U.S. government selected him to tour schools Joan Franldin Smutny, the coordinator of this department, will throughout the Orient. He travels widely and works with all ages and write some of the columns herself and will seek experts in particu- sizes of audienceskindergarten through university. lar areas to write others. Smutny is director of the Center for Gifted at National-Louis University, Evanston, Illinois. She directs special Ken Vinton is trained in art education, printmaking, summer programs in the Chicago area for gifted students including and lithography and has been teaching art for more disadvantaged, minority, and bilingual children. Her most recent than 25 years. He has illustrated three books, the most books are Stand Up for Your Gifted Child by Free Spirit Publishing recent being You Know Your Child is Gifted When... and Underserved Gifted Populations by Hampton Press. published by Free Spirit Publishing. He has presented at gifted conferences throughout the United ILLUSTRATIONS with Jon Pearson and Ken Vinton States. He continues to create and sell his own art- Creativity is one of the hallmarks of gifted production and GEC has work, and reports that, "I enjoy what I'm doing and bring that with its own illustrators to make us sit up and take notice. They will me to every session."

Two to Three Week Residential Experiences

Apprenticeships With Eminent Mentors July/August 2001 for Gifted High School Students Targeted Sites Include:

Journalism - CNN Atlanta Science of Perception and Illusion Robotics Botanical Research California Earthquake Center Jet Propulsion Laboratory (JPL) Invention & Innovation Symphonic Music - Pasadena Pops

"Since the Initial Internship in Georgia, I was able to report for CNN at the Democratic National Convention. And my piece was aired on CNN A Non-Profit Orginazation Serving our Nation's Most Gifted Youth Headline Nes7PM! Can you believe it?" Onthe Web: www.educationaladvancement.org Courtney McColgan, Journalism Apprentice Summer 2000 Email: [email protected], or (626) 403-8900 Institute for Educational Advancement

4 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 SCIENCE CAMP WATONKA Boys 7 - 15 In the Poconos at Hawley, PA Offering Qualified instruction and laboratory work in astronomy, biology, chemistry, computer science, ecology, electronics, geology, ham radio, physics, photography, robotics and rocketry The sciences are incorporated into a fun filled, camper selected program that also includes archery, arts and crafts, mini-bike riding, riflery, sailing, swimming, tennis, trips, windsurfing and woodworking, etc. Private Lake. American Camping Association accredited. 4 and 8 week sessions. www.watonka.com For catalog write: D. Wacker, PO Box 127 Hawley, PA 18428. Phone (570) 857-1401

AN EXCITING SUIVIMER OPPORTUNITY FOR YOUR GATE STUDENTS June 24 through August 101 2001 Academy re-CollegePrograms One week Residential/Commuter Residential/Commuter Program for Program for students entering students entering grades 11 12. grades 7 10. -=2.1rmil The High School Our Middle School Program offers gifted Program offers gifted high school juniors and students the opportunity seniors an opportunity to not only enrich to attend regular UCI their education among University classes and peers of like abilities, receive official university but enables them to set credit. In addition, their goals towards a students attend non- future career in highly academic credit college preparatory workshops. universities like UCI Call Diana Chan at (949) 824-5069 to request our UCI Pre-College Academy Programs brochures Note There will be a brief parent/student orientation on April 21, 2001 at 1 00-3 30 p na. in the UCI Social Science Hall (100).

CALIFORNIA ASSOCIATION FOR THE GIFTED 5 cALENDAR OF CONFERENCES

MARCH 8-10, 2001 JUNE 25-JULY 1, 2001 Georgia Association for Gifted Children (GAGC) 15th Annual Conference on the Autonomous Learner Model for the 23rd Annual Conference Gifted & Talented "Gender and Gifted: Cultural Expectations" "Creating the Optimum Learning Environment" Georgia Center for Continuing Education, University of Georgia, Estes Park, Colorado Athens, Georgia Contact 800-345-2577 or [email protected] Contact: Priscilla George JULY 9-20, 2001 E-mail: [email protected] 23rd Annual Confratute www.gagc.org University of Connecticut at Storrs MARCH 15-17, 2001 Contact Jo Ann Easton at 860-486-4826 The North Carolina Association for the Gifted and Talented and www.gifted.uconn.edu Parents for the Advancement of Gifted Education JULY 13-15, 2001 2001 NCAGT/PAGE Conference SENG (Supporting Emotional Needs of the Gifted) "Bringing Heart and Soul to Gifted Education" "Diverse Social and Emotional Needs of the Gifted: Remove the The Adam's Mark Hotel, Winston-Salem, North Carolina Barriers and Release the Power" Contact: 910-326-8463 Hilton Irvine/Orange County Airport, Irvine, California E-mail: [email protected] Contact: 602-399-9090 www.ncagt.org www.SENgifted.org MARCH 30-31, 2001 JULY 31-AUGUST 4, 2001 Becker College and The Association for the Education of Gifted World Council for Gifted and Talented Children Underachieving Students 14th Biennial World Conference "Maximizing Potential: Reversing Underachievement" "The World of Information: Opportunities and Challenges for the Becker College, Worcester, Massachusetts Gifted and Talented" Contact: Dr. Gail N. Herman Barcelona, Spain E-mail: [email protected] Contact: 818-368-7501 www.cowc.org/news/conf/maximize E-mail: [email protected] APRIL 27-28, 2001 www.worldgifted.org Pennsylvania Association for Gifted Education SEPTEMBER 21-23, 2001 "Mission: Explore New Perspectives" Annemarie Roeper Symposium 2001 Marriott City Center, Pittsburgh, Pennsylvania The Fourth Annual Symposium on the Intricate World of the Gifted Contact: Dee Weaver Individual E-mail: [email protected] "Toward Wholeness: Mind, Heart, Body, & Spirit" www.penngifted.org O'Hare Marriott, Chicago, Illinois APRIL 27-29, 2001 Contact: Ray Swassing, [email protected] or Betty Hollingworth Center for Highly Gifted Children Meckstroth, [email protected] 14th Annual Hollingworth Center Conference www.xsnrg.com/roeper/index2.html Sheraton Colonial Hotel, Wakefield, Massachusetts NOVEMBER 7-11, 2001 E-mail: [email protected] National Association for Gifted Children (NAGC) www.hollingworth.org 48th Annual Convention MAY 18-19, 2001 Cincinnati Convention Center, Hyatt and Regal Hotels, The Wallace Family National Conference on Gifted Education in Cincinnati, Ohio Rural Schools www.nagc.org The University of Iowa, Iowa City, Iowa Contact: Jerilyn M. Fisher at 1-800-336-6463 or 319-335-6148 E-mail: [email protected] If your organization has a state or national event planned, please www. u iowa .edu/-bel inctr/specia l-events/ru ra I contact Shirley Ching at [email protected] to list your information.

6 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 FROM THE EDITOR

Is the field of gifted education ready for of gifted education to general education. She identifies times when a new national journal? We believe the it behooves gifted educators to work in tandem with those in general answer is yes, and invite you to join us education toward shared goals. And she suggests times when gifted in our mission to serve gifted children. education needs to keep its distance from general education in order Our goal is to provide practical information to best provide for the needs of gifted children. and resources that can be used by educators We include two additional feature articles: Jim Delisle of Kent and parents in their daily work with gifted State University has prepared an article addressed to parents of pro- children. foundly gifted children who often feel inadequate in parenting We appreciate the outstanding professional and research jour- their precocious children. In fact, many other parents may see nals in the field of gifted education and feel especially indebted to themselves in this picture and gain useful insights as well. Mary those doing the original research necessary to legitimatize and Pfeifer of the Minnesota Gifted and Talented Development Cen- move the field forward. However, after many years teaching gifted ter piques our interest with an experiment dealing with ADT students and working with other educators and parents, we recog- (assigned downtime) and the waste of time it caused one of her gifted nize a need for dissemination of the research information and students. resultant best practices in a form directly usable by practitioners in A totally new feature of the journal is the creation of departments. the fieldparents and educators who live and work with gifted chil- These are short columns which you can easily photocopy and dis- dren on a daily basis. tribute at parent meetings or to educators and support staff. Most Some of you are long-time members of California Association of these will be ongoing features written by individuals with exper- for the Gifted or subscribers to the Communicator and we are tise on the topic; we are grateful to the department authors for their pledged to retain the best of that journal, but also to expand it and willingness to give freely of their time and ideas. Other departments make the Gifted Education Communicator even more useful to read- will be coordinated by our editors who will seek experts on a vari- ers. Some of you are reading our journal for the very first time as ety of subjects. Of particular note is a department we are calling a result of our efforts to go beyond the boundaries of California and the National Forum. Each issue we will select a topic of current inter- offer the journal to a national audience. To you we say welcome, est or controversy in the field and invite national figures to express and we hope you will like what you see. different viewpoints. We thank Joseph Renzulli and Barbara Clark It is our practice to focus each issue on a particular topic or theme for starting us off with the topic of standards as related to gifted edu- related to gifted education and to seek experts to prepare articles. cation. In order to provide a broad thematic range each year, we focus one Another new feature of Gifted Education Communicator is the issue on a content or subject area, another on a component of pro- appearance of advertisements; sponsors help us keep costs down gram design, one on a specific subpopulation of gifted children, and and enable us to disseminate important information to a wide finally a wild card or editor's choice. Recent themes have included: audience. We believe that the services and products they provide mathematics and science in gifted classrooms (Vol. 31, No. 1); will be useful to you as well. identification of gifted children (Vol. 31, No. 2); encouraging pas- We are proud of our newly established National Advisory Board sion, leadership, and ethics in gifted children (Vol. 31, No. 3); and (see inside front cover). We have already received important infor- highly and profoundly gifted children (Vol. 31, No. 4). mation and worthy recommendations from them and consider their In this issue our theme is somewhat broader than usual with support a valuable asset. three feature authors and topics: Karen Rogers of the University of Starting a new venture is always a bit intimidating, but exciting St. Thomas shares the latest results of her continuing research on the as well. The planning and organizing of the past two years must now effectiveness of grouping gifted children in school; she dispels long- face the testthe test of whether or not this journal can provide use- held myths and presents convincing evidence regarding the reality ful tools for you, the busy practitioner, as you work to provide the of grouping practices. Another issue of ongoing interest is the impact best educational opportunities possible for gifted children. We of standardized testing on gifted children and gifted education. Car- look forward to your feedback and suggestions which will help us olyn Callahan of the University of Virginia presents both positive and mold this publication into one that consistently provides stimulat- negative factors for us to consider. Sandra Kaplan of the University ing and useful material. of Southern California shares a provocative piece on the relationship MARGARET GOSFIELD, Edttor

CALIFORNIA ASSOCIATION FOR THE GIFTED 7 1 11 Tri-County GATE Council If You Need Information About Atascadero USD Carpinteria USD Conejo Valley USD Gifted Goleta Union Elem SD Guadalupe Union Children Hope Elem SD Hueneme SD ..You Need Our Las Virgenes Lompoc USD Publications Lucia Mar USD Mesa Union SD Montecito Union SD * Technology Moorpark USD * Effective classroom strategies Oak Park USD * Social/emotional characteristics Ocean View SD * Parenting Ojai USD Oxnard Elem SD

Paso Robles USD FAO Pleasant Valley SD Rio Elementary San Luis Coastal USD Santa Barbara High SD Santa Maria Union HSD rinop Santa Maria-Bonita SD Santa Paula Elem SD SUBSCRIBE NOW Santa Paula Union HSD 1 YEAR - 4 ISSUES Simi Valley USD Individual $35 / Institution $48 Somis Union SD Ventura USD Also available: Books, Tapes, Back Issues The Tri-County GATE Council salutes CAG and wishes it success UNDERSTANDING OUR GIFTED in launching the new ...leading journal since 1988 GIFTED EDUCATION COMMUNICATOR Order publications from our Web: www.openspacecomm.com Ventura, Santa Barbara, and or call: San Luis Obispo Counties 800-494-6178 pen Space Communications For information about monthly meetings 1900 Folsom, Suite 108 Boulder, CO 80302 or to be put on the mailing list, (303) 444-7020 / Fax (303) 545-6505 call 805-652-7276 do rothy @ openspacecom m .com

8 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 THE I,trma c .ool

FOR THEACADEMICALLYGIFTED

4: I: U A A

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I. Standards and Standards Plus A Good Idea or a New Cage?

BY JOSEPH S. RENZULLI

Some advocates gifted programs have not had the kinds of vening experiences. The misuse of standards for gifted educa- rigid, predetermined curriculum that char- and tests is based on the mistaken belief that tion have jumped acterizes regular education has allowed us to we can legislate results by creating list after on the standards bandwagon without a great help bright young people investigate complex list of standards and using high-stakes tests deal of thought about the very predictable problems and venture into advanced levels of as gun-to-the-head enforcers of these stan- practical implications of this current national creative productivity. The academic and artis- dards. Lists of content standards, if applied fad. One need only reflect back to the behav- tic strengths, and the interests and learning to gifted education, will turn it into a fancy ioral objectives movement or the perfor- styles of targeted students, should be the version of the one-size-fits-all curriculum mance contracting fad to realize that these major rationale for special program oppor- that gifted education advocates have so des- kinds of imposed regulations on learning tunities rather than yet another long list of perately tried to escape. Even process stan- have not improved schools and seldom last pre-selected standards that will immediately dards, if overly specified and taught in a longer than the gurus and politicians who depersonalize what has been the uniqueness mechanical fashion, can create a predeter- think they can legislate results. of what we call qualitative differentiation. minism about learning that makes both con- If standards are good for all students, it Hard on the heels of prescribed standards will tent and process acquisition the ends of is argued, then it is obvious that we should come prescribed curriculum that teaches to learning rather than means that should be have "standards plus" for the gifted! At first the standards, and we will judge our effec- applied to attacking interesting real-world glance, this assertion seems to make sense tiveness with nicely correlated standardized problems. who could be against high standards for tests. We will, in effect, recreate the very In the final analysis, the only thing that we our nation and super standards for the gifted? educational model we have been trying to can legislate is equality of opportunity. All Whenever I think about the standards issue, escape. By so doing, we will turn control of kinds of excellenceintellectual, moral, sci- I like to point to a metal sculpture on my our programs over to bureaucrats and com- entific, technological, artistic, academic, and desk that shows a man in a cage clutching mittees far removed from the unique inter- commercialwill flourish when we make the bars, while behind his back the door to action that should take place between and heroic efforts to create greater access to a the cage is wide open. The sculpture is sym- among students and teachers who want to broad range of superlative opportunities that bolic of Eric Fromm's classic book, Escape wrestle with an interest-based problem that should be made available to young people From Freedom (1941), in which the author does not have a canned solution. We will with high potentials. When opportunity is maintains that many people, given the oppor- have standardized gifted education! given its due, results will become a function tunity, will turn their backs on freedom. Let me put this another way: How would of the ways in which individuals make use of Many advocates of gifted education you feel if I accused you of trying to "stan- the resources and encouragement that special believe that freedom from an inadequate dardize" gifted students? Shouldn't pro- programs should provide. regular curriculum is precisely why we need grams for gifted students liberate the mind special programs for exceptional students. and the spirit of young people rather than try- These thoughts are based on a conversation Standards and standards plus may sound ing to make learning conform to some pre- about the standards issue in gifted education good, but they are clearly a throwback to determined standard? Although not jumping with Don Treffinger. the lack of freedom that characterizes so on the standards bandwagon is counterin- much of regular education. We should not tuitive to what many may view as common Reference forget that the standards movement came sense, we should remember that the people Fromm, E. (1941). Escape from freedom. into being because large numbers of low- who history has deemed to be gifted con- New York: Rinehart. achieving students are not measuring up on tributors to the arts and sciences and other basic competencies. Do we want to use the walks of human life have always been per- Professor JOSEPH S. same rationale as the basis for developing sons who have defied standard ways of doing RENZULLI, Ph.D., is programs that are supposed to be qualitatively things. director of the Neag Cen- different? How then should standards fit into edu- ter for Gifted Education Many gifted program models are char- cation in general and gifted education in and Talent Development acterized by the kinds of academic freedom particular? I believe that long lists of stan- at the University of Con- that allow for original investigative activities dards and the current mania about high- nectkut; he also directs and variations in expressiveness that are stakes testing have, in effect, become the The National Research designed to meet the diverse and unique curriculum rather than the things that should Center on the Gifted and needs of gifted students. The very fact that be the bookends that surround rich inter- Talented.

10 GIFTED EDUCATION COMMUNICATOR, SPRING2001 Standards: On Misconceiving a PositiveConcept

? BY BARBARA CLARK

1110 A posit. .ve concept they should have was "content standards." the same way will be improved, guaranteed, \\ \with excitmgl poten- The term used for ways students could learn required. Education can now be termed, tial for making learning more powerful and and show they had learned was "perfor- "standards driven." teaching more effective has been miscon- mance standards." And the written clarifi- But was that the concept of standards ceived, misconstrued, and widely misinter- cation of the teacher's expectations of how that Lewis (1995), Linn, (1994), Wiggins & preted. well the students performed was called a McTighe (1998), and others writing so enthu- Before the "new assessment," when only "rubric." Here is where the problem began. siastically about the standards movement the Webster definition of standards was used, Unfortunately, the term "standards" was today intended when they first introduced the there was a void. Students did not know already being used in education. The way idea of standards clarifying what students what concepts or skills they were expected most school people, from administrators to should know and be able to do? No, and to learn, only the pages that were assigned. classroom teachers and district evaluators therein lies the problem and the confusion. They had a schedule of when subjects would to teacher educators, use this term can be From the research on implementing the be presented, but not why nor what they summed up in the phrase "setting the stan- new idea of standards it was discovered that would be expected to accomplish. They knew dards" or "meeting the standards." This use students learned significantly better, their there would be assignments, like papers, of standards is logical, as it matches the skills and knowledge base increased, and problems, questions at the end of the chap- time-honored definition found in Webster, their grades improved (American Association ter, and tests, but it was unlikely that these "Something set up and established by author- for the Advancement of Science, 1995; assignments would require that they under- ity as a rule for the measure of quantity, National Center on Education and the Econ- stood ideas or performed with skill. Seldom weight, extent, value, or quality"; synony- omy, 1997; Newmann, 1997). Students began was understanding and actual performance mous with "criterion," and " yardstick." to understand what they were being taught. evaluated. By using the word "standards" previously They began to feel like partners in the learn- Then an idea was put forward. What ifused for a very different idea, the new con- ing process and their motivation to learn teachers would write down what students cept of standards to clarify content and per- improved. Many of them actually began to should know and be able to do and share it formance was lost. What is being practiced enjoy learning. Instead of "doing" assign- with their students? What if teachers would in most of today's classrooms is clearly Web- ments they worked on projects and per- develop a lot of possible ways students could ster's concept of standards. formed a variety of tasks of their choosing. learn those things and show that they had This conceptualization supports the prac- Even tests were different because they mea- learned them? And what if teachers then tice of establishing criteria for performance sured what the students had been doing. The gave their students some choice in how the that may be achieved and assigning levels, classroom became a center for a variety of students learned what they should know and labels, or grades to identify such achieve- ways of learning and for a variety of learners. be able to do and in how they showed that? ment. By this definition, a standard becomes For the gifted learner these ideas are of What if once this was done, teachers wrote part of a determination of quality and quan- even more consequence. For a very long down what they really used as their own cri- tity necessary to achieve identified levels or time, learning opportunities for gifted chil- teria for evaluating what students had done norms. The standard is to be attained. The dren have been limited except for the few, too when: (a) it was very well done, (b) it was child, the teacher, and the school can all be few. Research continues to reflect the lack of good, (c) it was just OK, (d) it was just not rated on the standard they reach. The success opportunity for continuous growth and adequate, or (e) they didn't get it at all? of the teacher can be judged by such a rating. progress available to gifted learners in the reg- The idea was to have written clarification This comparison can be made child to child, ular classroom (Westberg, Archambault, of what students should know and be able to teacher to teacher, school to school. The Dobyns, & Salvin, 1993). There is no one do at the end of any course of study, as well numbers can be published and used to direct person or persons on whom the blame can be as stated ways that would be acceptable to the the money allotted to each district, distributed placed. It is a complex pattern of lack of teacher for them to learn this knowledge and to each school, and paid to each teacher. knowledge base in giftedness, lack of money, these skills and to show the teacher that they Cwriculum can be designed that will increase lack of time, lack of energy, lack of desire, had indeed learned them. The student would the numbers, strategies and materials can be lack of belief. But, with the ideas of the new be given this information along with clari- adopted to facilitate such increases, and stan- assessment came the possibility that atypical fication of what was required of the student dards can truly create standardi7ation. Every children could be better served. Using cur- to succeed. The term used for the knowl- child can learn and the likelihood that all riculum designed for understanding could edge that students should learn and skills children will learn the same things in much provide for the more advanced learning needs rlo

15 CALIFORNIA ASSOCIATION FOR THE GIFTED 11. of gifted students. Allowing students to everyone is using "standards," the concept National Center on Education and the Econ- choose among performance standards to find they found beneficial, as they have sug- omy. (1997). Performance standards: ways to learn that would be more closely gested. What is happening in the classrooms, English language arts, mathematics, sci- suited to their diverse and complex needs in the schools, and in the administrators' ence, applied learning. Pittsburgh, PA: could make it easier to meet those needs. offices is far from the promise of what this University of Pittsburgh. Revealing the expectations involved in eval- positive concept held. What is happening is Newmann, F. M., & Associates. (1997). uation could help both the teacher and the that the exciting potential for making learn- Authentic achievement: Restructuring gifted student realize the levels of achieve- ing more powerful and teaching more schools for intellectual quality.San Fran- ment to which such students were capable effective has been misconceived and mis- cisco:Jossey-Bass. and make the limitations of lower expecta- construed. As educators, especially those in Wiggins, G., & McTighe, J. (1998). Under- tions obvious. These were the promises. gifted education, now rail against the limi- standing by design. Alexandria, VA: Asso- In actual practice, the emphasis on stan- tations of standards, the new concept of stan- ciation for Supervision and Curriculum dards has led to more use of the logical inter- dards and all it could have been has truly Development. pretation of standards and has resulted in become an opportunity missed. Westberg, K. L., Archambault, F. X. Jr., even more limitations, more sameness in the Dobyns, S. M., & Salvin, T. J. (1993). curriculum and instruction, and more stan- References An observational study of instructional dardization. The very things that the exciting American Association for the Advancement and curricular practices used with gifted new ideas were intended to change have now of Science. (1995). Assessment of authen- and talented students in regular class- been supported. Gifted learners aren't the tic performance in school mathematics. moms. Storrs, CN: The National Research only students to be disadvantaged by this Washington, DC: Author. Center on Gifted and Talented. malpractice, but they have been damaged Lewis, A. (1995). An overview of the stan- the most. dards movement. Phi Delta Kappan, BARBARA CLARK, Ed.D. Is Professor Emeritus at Those who began this latest standards 76(10), 744-750. California State University, Los Angeles. She is movement must now lead us out of the Linn, R. (1994). Performance assessment: past president of both the California Association morass. They must insist that all of education Policy, promises, and technical measure- for the Gifted and the National Association for understand their intent, their very good ideas. ment standards. Educational Researcher, Gifted Children. She Is currently the president of They must not assume that all is well and 23(9), 4-13. the World Council for Glfted and Talented Children.

Understanding By Design

One of the primary works related to the current standards desired results (goals or standards)and then derives the cur- movement Is that of Grant Wiggins and Jay McTighe, Under- riculum from the evidence of learning (performances) called for standing By Design (1998). In order to illustrate the importance by the standard and the teaching needed to equip students to of standards in curriculum design, the authors present their perform. Backward Design Process. ...the approach to curricular design we are advocating is logi- Identify cally forward and commonsensical but backward In terms of con- desired ventional habits, whereby teachers typically think in terms of a results. if series of activities or how best to cover a topic. This backward approach to curricular design also departs from Determine another common practice: thinking about assessment as some- acceptable thing we do at the end, once teaching is completed. Rather than evidence. creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may Plan learning not completely or appropriately assess our standards), backward experience and instruction. design calls for us to operationallze our goals or standards in terms of assessment evidence as we begin to plan a unit or course. It reminds us to begin with the question, What would we Figure 1.1.stagesin the Backward Design Process (p. 9) accept as evidence that students have attained the desired under- Why do we describe the most effective curricular designs as standings and proficlenclesbefore proceeding to plan teach- "backward"? We do so because many teachers begin with ing experiences? textbooks, favored lessons, and time-honored activities rather than deriving those tools from targeted goals or standards. We Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexan- are advocating the reverse: One starts with the endthe dria, VA: Association for Supervision and Curriculum Development.

L 12 GIFTED EDUCATION COMMUNICATOR, SPRING2001 I 6 INTRODUCING 16 NEW INTERACTIVE UNITS FOR 2001

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17 CALIFORNIA ASSOCIATION FOR THE GIFTED 13 EDUCATIONAL TRENDS

assessments may offer standards-based infor- The Impact of mation to parents and educators. And in some districts, part of the annual evaluation of teachers includes an assessment by the Content Standardson principal of how well teachers teach to the standards. Gifted and The quality of content standards varies tremendously from state to state. Many states are in the process of evaluating and improv- Talented Education ing their standards. Although there are different ways of evaluating standards, several BY CATHERINE BARRETT criteria seem obvious and noncontroversial. This is the first in a series of articles that examine the impact of national educational First, the standards must clearly state what the trends on gified and talented students. This article addresses content standards; the next arti- students should know or be able to do. If a cle will look at the impact of national testing systems. standard is not written clearly, it is impossible to determine whether or not it has been Agood gardener knows that the way dards were an attempt to describe what stu- met. For example, one Florida standard to get all the chrysanthemums in a dents should know and be able to do at each begins, "The students understand the power field to bloom at the same time is to grade level in content areas such as mathe- of language" (Florida, Language Arts, Grades cut off their heads just when they matics and language arts. Most of those stan- 6-8, D2). If Florida had stopped there, we start to bloom. That forces all the plants onto dards have been revised and improved in the would not really understand what behavior to the same time schedule and they all bud and last ten years. Many people feel that these look for in students to gauge whether or not bloom at the same time. early attempts at standards lacked the clarity they had met that standard. Wisely, Florida The analogy to public education's treat- and specificity of standards now used by went on to add a clear goal for the grade span, ment of gifted and talented students is star- many of the individual states, but credit goes "The student distinguishes between emo- tling. We would hope that educators would to these organizations for fueling a debate on tional and logical argument" (Florida, Lan- encourage all students to bloom as early and a national level about what constitutes good guage Arts, D 2.3.3). as often as they can; but in fact advanced stu- content standards. In the last 20 years, vir- Second, the standard should be measur- dents are often treated like precocious early- tually all states (with the exception of Iowa able. While we might all agree that enjoyment budding chrysanthemumsthey are told to and Idaho) have established content stan- in reading is a laudable goal for students, it stop thinking, slow down, and to wait for the dards that describe what students should be is very difficult to measure a student's "enjoy- other students to catch up. In short, their able to do in at least one content area. Most ment level" and unfair to rank students or heads are cut off. evaluate programs on this basis. Fur- The movement toward the estab-"In the last 20 years, virtually all statesthermore, we want students to do more lishment of content standards offers than just read for pleasure. Part of educators two possibilities: to encour-(with the exception of Iowa and Idaho) being a good reader is reading what age gifted and talented students tohave established content standards...inyou need to read (such as bus sched- master standards on their own ules or job applications) in order to advanced time table, and to move on toat least one content area." achieve a goal, even though many more difficult standards, or to hold people do not find that kind of read- gifted and talented students back until all have established standards in mathematics ing "enjoyable." students are ready to master a set of standards and language arts, many have standards in the Third, the standards should identify skills and then move on together. I hope that the four core areas, and some have established and understandings that are worth achieving. standards movement will be the impetus for standards in other content areas such as Consider this example, taken from Califor- institutionalizing encouragement for all stu- visual and performing arts, health, geogra- nia's English Language Development Stan- dents to learn at their own optimal paces, but phy, economics, and physical education. dards: "Begin to be understood when I fear that it has the potential to do just the California, Florida, Texas, and other states speaking, but may have some inconsistent use opposite. have insisted within the last few years that of standard English grammatical forms and The standards movement has taken the publishers use their content standards as the sounds (e.g., plurals, simple past tense, pro- nation by storm. Within the last 20 years basis of instructional materials development. nouns [he/she]). (ELD Standards, Early Inter- various professional organizations such as the As a result, content standards are now visi- mediate Level, Grades K-3) National Council of Teachers of Mathemat- ble in many textbooks, and the larger pub- This standard is not written as something to ics (NCTM) and the International Reading lishers are offering periodic standards-based aspire to. We don't want students to aim for Association (IRA) offered their constituents assessments as a part of their instructional inconsistent use of proper English. Instead, this content standards developed by educators package. Some districts are now using stan- is a benchmark or stepping stone describing a throughout the states. These content standards-based report cards, and statewide stage through which a student may pass as he

14 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 or she works toward attainment of a standard. Fourth, the standards should be attainable, and yet provide challenges at the same time. If a standard is unattainable, students will become discouraged and cease trying; if it is too easy neither students nor educators will take it seriously. Several national organizations offer educators their services in comparing state standards to the best in the nation and the world and evaluating the alignment between their content standards and their statewide testing programs. ACHIEVE, a nonprofit, nonpartisan mmer/ organization run by a board of directors that includes Louis V Ger- stner, Jr., Chairman and CEO of IBM Corporation, Philip M. Con- dit, Chairman and CEO of the Boeing Company, Tommy G. Specia Thompson, Governor of the State of Wisconsin, James B. Hunt, Jr., Governor of the State of North Carolina, provides such a service. As Program states continue to compare their content standards with one another, Check out what's and to borrow from and adapt the best, we may see the beginning of going on at the a national convergence of opinion on what students should know and University of Southern be able to do. California this summer: The standards movement could have a huge impact on gifted and talented pupils determined primarily by four factors: 1) How a state determines sufficient mastery of the standards (generally, how they establish the cut scores or proficiency levels in High school their testing program). If the cut score is too low, the standards seminars for will become a minimum threshold, easily reached by many stu- college credit dents and offering few a challenge. If the cut scores are too high, all but the gifted and talented students may become discouraged. One compromise is to measure achievement in terms Science Program of levels (below basic, basic, and exemplary, for example). on Catalina Island 2) Whether the pressure to ensure that all students have the opportunity to learn the standards shifts the focus exclusively on low for middle school achievers, under the misguided theory that "gifted students can and high school teach themselves." girls 3) Whether a state has a statewide testing program that is closely aligned with its content standards and looks at the progress of sub-groups as well as the total population. Alignment, and the ability to separate scores for groups of students, should help place Sports the focus equally on all students. camps 4) Whether the state offers financial incentives for students (or educators of students) who show mastery of the standards by exemplary performance on the statewide achievement tests. Financial incentives may increase the focus on gifted and talented pupils. Through the involvement of parents and educators in the standards- Young actors' reform movement we can ensure that standards are worth striving for. workshop Readers who would like more information about content standards and programs that compare the achievement of students across states are encouraged to visit the following websites in addition to the web- For more information site of their own state education agency: e-mail us at: Achieve www.achieve.org [email protected] Fordham Foundation www.edexcellence.net or call: National Assessment of Education Progress, NAEP (213)740-8748 www.nces.ed.gov/nationsreportcard/site/home/asp Third International Study of Math and Science, TIMSS www.timss.org United States Department of Education, USDE www.ed.gov

CATHERINE BARKETT Is currently California Curriculum Consultant for McDougal Uttell, part of Houghton Mifflin.

IR CALIFORNIA ASSOCIATION FOR THE GIFTED 15 PARENTS ASK THE EXPERT

"How can I help my children deal with difficult social situations?"

This column will feature experts in the field riences with just one person can become the Social behaviors tend to be one of three of gifted education, answering questions catalyst to elicit appropriate responses in styles: aggressive, passive, assertive. The from parents in the field. Our first expert is other social settings. aggressive person dominates others. The atti- Arlene Devries from the Des Moines Public Does your child prefer to spend time tude is, "I count; you don't count." Passive Schools in Des Moines, Iowa. alone? Unlike the general population with a individuals are reluctant to express their own majority of extroverts, the more gifted the needs and are quite willing to appease oth- t is baffling to child, the higher incidence of introversion. ers. They act as if, "I don't count; only you adults that highly Introverts get energy from within, need time count." Assertiveness is the more desirable capable children alone, and often feel drained by intense inter- behavior. Students with this style stand up for with much intel- actions with others. On the other hand, extro- their own rights, but also respect the feelings lectual prowess and verts are energized by being with others and of others. Their basic message is, "I count, intuitiveinsight tend to have more friends than do introverts. but you count also." often appear to lack Adults need to be sensitive to the child's Adults may need to spend time with gifted "common sense" preferred style. Being alone gives one time children to help them identify their usual social skills. Our to read, think, reflect, and create. Often we style, perhaps even role play appropriate immediate reaction expect our children to be surrounded by behavior. For example, if a friend comes to ARLENE R. DEVRIES is to respond with a friends when they would rather spend time play, the child can practice going to the door killer statement such alone. and welcoming them with, "Come in. I'm as, "For someone so smart, you sure can act The dilemma for educators and parents is glad you're here." Children need to learn dumb." Upon further reflection, we begin to determining if the child is spending time appropriate ways in which to negotiate var- understand that the child may-be lost in his alone because he really prefers it, or if the ious activities: "What would you like to play? own thoughts, which are usually of more child is withdrawing because poor social We can build a city with the Lego's or we can interest to him than the events surrounding skills and low self-confidence lead to fear of play a board game?" "Would you like apple him, or may not see the value of conventional rejection. Social skills may need to be mod- juice or milk with your snack?" To practice responses that appear trite to him. eled and taught. for the time when friends leave, role play Just what are social skills and what do we Does your child observe you relating in going to the door with them: "Thank you for expect from these students? Linda Silverman a positive way to peers? Discussions about coming. I had a good time. Please come suggests socialization is "the ability to adapt friendship are appropriate at any age. Explor- back again." to the needs of the group:' while social devel- ing even a few basic questions can be bene- Older children may need to practice step- opment is "not the pressure to adapt but a ficial: What traits make a good friend? Can ping forward to greet a person with a firm deep comfortable level of self-acceptance you think of a time when you displayed those handshake and direct eye contact. During that leads to true friendships." The pressure qualities? What do friends do? other activities simple reminders might be to adapt to socially accepted standards may Information to include as you discuss necessary: "Look at the person who is speak- be in conflict with the expression of their abil- how to develop friendships: ing," or "It is impolite to read a book during ities and their current value system. The far- Listen to each other; talk together; help a group discussion." ther they are from the mean, the more they each other; encourage each other; try to Avoid nagging or putting pressure on may have to give up to mold to society's see each other's point of view; use kind your children to be more social. Acknowl- expectations. words; share feelings; treat each other edge that social skills may be difficult for Students are more likely to respond with with respect; know that sometimes it's them. Label their behavior as independence, appropriate social skills if they are with oth- okay to disagree. which you admire. Affirm the positive expe- ers of similar interest and ability. If the con- Let others know you are interested and riences you observe and discuss with them versation is not interesting or stimulating to care about them and their activities. what they did, how it felt, and what they them, they disengage and do not feel com- Be the first to say "hi!" Don't always could do next time in a similar situation. pelled to respond in a socially acceptable wait for someone to speak to you. Children who feel loved and accepted can manner. Adults should be aware of children's Be accepting of classmates who think relax and face social situations in a manner interests and talents. They should put them and act differently than you. Temper your that is comfortable for them. in places where they are likely to find others expectations, as not everyone will mea- with whom they feel comfortable. Often sure up to your standards. ARLENE DEVRIES is a parent advocate and the summer schools for gifted students or pre- Be sensitive to the difference between Community Resource Consultant for the Des collegiate programs such as music, art, sharing some things you do well and Moines Public Schools. She is a member of the drama, computer, or sports camps provide "bragging" about how good you are. Board of Directors for the National Association for opportunities for these students to interact Learn how to share honest opinions with Gifted Children and SENG (Supporting Emotional with others like them. Positive social expe- tact so others' feelings are not hurt. Needs of Gifted).

16 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 Profoundly Gifted Guilt By JAMES R. DELISLE

I've been involved with the care and nurturing of gifted children for almost 25 yearslonger than I've been a dad, longer than I've been a husband, and almost as long as I've been literate! So, of course, I thought I'd seen and heard it all in this field of study that has become my life's passion. I wouldn't call myself jaded, but I was, perhaps, a bit too smug about the completeness of my knowledge of gifted children. During the past year, however, I have had the privilege of getting to know a large number of profoundly gifted children and adolescents. These powerfully bright and intense young people presented real-Parents of profoundly gfted kids want to go to Dr. Spock's office ities that I had not experienced pre-and ask him how to raise kids who don't fit the typical patterns he viously: a seven-year-old girl taking college courses; a 14-year-old boydiscusses in his books. whose need to help others caused him to raise thousands of dollars for cancer ing this living plaything, Jeffrey was holding underestimate the effects of our own impor- research; two 10-year-olds whose knowl- the kitten as it slept, rocking it back and tance on the lives of our children. edge of physics far surpassed any college stu- forth, tears streaming down his face. When What are some of the statements that I've dent I know; and an 11-year-old whose high Jeffrey's concerned mother asked what was heard from parents of profoundly gifted chil- school graduation prank (with several other wrong, her young son calmed himself enough dren? Here are some samples. seniors) involved releasing three pigs into his to tell her this: "This is the most beautiful suburban high school, each of the three pigs creature that has ever existed." Jeffrey's "I'm not smart enough to help my child." adorned with a number: 1, 2, and 4. "I think mother's question to me? "Will he ever not From a very young age, profoundly gifted they're still searching for Pig be this sensitive?" The answer was obvious. children have both knowledge and insights #3!" Ken giggled. This Texas mom, and other parents of that can realistically be described as uncanny. Perhaps the most touch- profoundly gifted children I have had the With very little direct instruction, and often ing story came from the good fortune to meet, share the concerns of limited exposure to the wider world around mother of a five-year-old all parents: "Will my child be happy and them, profoundly gifted children just seem to who spoke to me at one of successful?" and "How can I help my child know a fact, a theory, a concept, a truth. To my seminars in Texas. She to become a good person?" But there are many of their parents, this is scary, for they wasn't sure whether Jef- also some unique concerns to being the are unable to point to the genesis of this wis- frey was "truly gifted" parent of a child who may, indeed, be the dom in their children. How, then, can these in the test-taking, IQ family's smartest member. I have noticed parents take credit for what their children sense, but she was what I have come to call PGG or "Pro- know or how they learned it? When this sit- definite about one foundly Gifted Guilt," which is the feeling uation repeats itself often enoughas it will thing: his emotional sen- that, in some important ways, parents ofwith profoundly gifted childrensome of sitivity to everyone and extremely gifted children feel unable to their parents begin to feel a loss of ownership everything around him. adequately raise the child they have been in their parenting. This is only one small step To illustrate, Mom given. These genuine feelings of inade- away from feeling inadequate as a parent. spoke ofJeffrey's reac- quacy are simultaneously well meaning and At some point, almost all parents realize tion to getting a pet ill-placed, for when we downplay our com- that their children know more than they do kitten. About three petencies as parents, we do a disservice to about particular topics. Generally, though, this days after receiv- both our children and ourselves, as we occurs when the children become teenagers,

211, CALIFORNIA ASSOCIATION FOR THE GIFTED 17 when it is safe for parents to admit that they you describe the decision to allow a 10-year- or that she asks questions about the origins don't remember enough algebra to help with old to begin taking college courses?) and of human life at the age of three, or that he their 10th grader's math assignment. But parents of profoundly gifted children often is going to start taking a high school geom- when this situation presents itself time and feel as if the wrong decision will result in the etry class instead of third grade math, they again when the child is six or eight years old, most awful of consequences. begin to get funny looks. Some people lis- a different parental attitude prevails, gener- What is often forgotten is that in almost tening to such parents think they are lying or ating the onset of inadequacy that is woven every case, a decision is reversible. So, if the making up stories just to make other children into the statement, "I am not smart enough grade skipping doesn't work out as well as look bad. Others think these are evil parents to help my child." it was assumed it might, or if the counselor who push, push, push their child for their own The truth is, parents are not necessarily chosen is someone who doesn't respect the selfish satisfaction. Still others (and they are seen by even the most brilliant of children as child appropriately enough to help her, gears often relatives) ignore the comments alto- the font of all knowledge, the annotated bib- can be switched or a new direction can be gether, refusing to see the profoundly gifted liographer of all that is true and wise. Instead, taken. Just like the child who frets so much child as being anything other than a typical kids, even profoundly gifted ones, see mom about the huge assignment coming due that child who is just "a little bit smart." and dad as the people who give them baths, he never begins to do it, parents of pro- The effect of these reactions often leads prepare their meals, pick them up at soccer, foundly gifted children must realize that the parents of the profoundly gifted to say very and embarrass them in front of company. worst decision is no decision. They need to little about their child's progress to anyone, Sure, it is a bonus to be for fear they will be stereotyped seen as an adult who knows as "that type" of parent. Perhaps a little something about this there will be a neighbor or close and that, but the Academic friend who both believes and Decathlon is seldom run in relishes the stories that are the family room or the I shared, but these understanding kitchen. Wise parents know souls are rare. So, the parents that it is OK to say "I don't choose to go underground, talk- know" in answer to even a ing only with each other yet feel- young child's question. ing frustrated that the birthright Whether parents then of every parenttelling stories choose to learn the answer about your kidis being denied together with their child is because the child they have is up to them, but the reality is that effective consider the possible side effects, good and more unique than common. parenting has less to do with book smarts and bad, of various options, and go with the one A good solution is to actively seek out par- more to do with hugs. And these hugs are that makes the most sense to them at the ents of other profoundly gifted children (the things that every parent can dole out to their moment. No one can predict what lies ahead World Wide Web has made this easier). When children with wild abandon! in two weeks, two months, or two years, but a parent of a profoundly gifted child finally keeping an open mind to switching in mid- hears someone say those beautiful words, "I'm sure if I do the wrong thing I'll just stream is one way to alleviate the guilt that "Yeah, I know what you mean. That hap- ruin this child!" any but the optimal choice will bring ruin on pened to us last year with our daughter," a Maybe the suggestion has been made that a a brilliant young life. As my son would say, curtain is lifted and the play begins. Another profoundly gifted child be accelerated sev- "Ain't gonna happen." answer is to write down the child's landmark eral grades in school. Or maybe the hint has events, witticisms, and insights. These can be been given that the child's high intellect com- "I want to talk about my gifted child but I shared, either moments or years later, with the plicates social issues enough that counseling seldom do." spouse who wasn't there to hear or see them should begin. Or perhaps grandma has Parents earn bragging rights the minute their or with the child who asks, at age 30, "Dad, warned that if you don't get him out of that child is born. When she first walked, when was I always like this?" And finally, the computer class and into a sandbox that boy he first spoke a sentence, or which college strongest of parents might just choose to will have troubles for the rest of his life. accepted the twins are all legitimate mile- forge ahead and brag anyway, developing Whom do you believe? How do you decide? stones that parents are expected to share all the while a resilient shell that protects Where do you turn? with their friends and relatives. Usually, there against the looks and the words that can hurt Parents of profoundly gifted children is a quid pro quo attitude about this among if they are taken too inwardly. often feel isolated in seeking solutions to adults: "You talk about your child for a while, these and other life dilemmas. Even parents then I'll tell you about mine." "I'd rather have a child who is 'normal' of moderately gifted children may not be This social discourse generally runs than one who is gifted." able to give much advice, as the problems smoothly, as the stories are believable and the Some parents of profoundly gifted children they are seeing or the situations they are range of embellishments are within bounds are so alarmed by the animosity that others encountering bear little resemblance to the that parents can understand and appreci- demonstrate toward their child's intelligence enormity of the issues as perceived by par- ateuntil you are the parent of a profoundly that they come to believe that giftedness is ents of the profoundly gifted. Each dilemma gifted child. For when parents begin to say more of a burden than a blessing. Indeed, seems dire and life-changing (how else could that their child began reading at 18 months, some even see extreme giftedness as a hand-

6 18 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 22 icap, as personally disabling as a profound Conclusion retrace mistaken steps, changing solutions mental or physical challenge. How sad when "Drissle, drassle, drussle, drome that did not work and forging new direc- the gift becomes a liability, as it denigrates Time for this one to come home" tions that lead to better places. They want to the joy and wonder of early and deep insight. These classic words from an antiquated Sat- learn as much as they can about who gifted What parents of profoundly gifted chil- urday-morning cartoon, "The Rocky and kids are, so that when they get one they will dren need to realize is that if their child is pre- Bullwinkle Show," remind me ofjust how old know what to do with her. And they want to cocious far in advance of his years, this is I really am! In case you were not, like me, go to Dr. Spock's office and ask him how to normal behaviornormal for the child, as the around when the Earth was still cooling, the raise kids who don't fit the typical patterns individual that he is. This is not to say that the words come from a gifted scientist, the Pro- he discusses in his books. child's performance or depth of understand- fessor, who sends his gifted lab assistant, But no parent of a profoundly gifted child ing is typical, but there is a vast difference Sherman, to different historical events via his wants to give back the child. Yes, profoundly between being "normal" and "typical," just Way-Back Machine, a time machine that gifted children may be challenging kids to as there is a major distinction between their helped teach little kids like me about both raise, but most of the challenges come from opposites, "abnormal" and "atypical." No ancient Greece and the Founding Fathers. clouding our own adult minds with fears one wants to be abnormal, but does anyone Sherman's adventures almost always made an that are unfounded or guilt that is not really care if they are atypical? It's a lin- impact on history, but his curiosity often got deserved. Like Sherman, it's time to come on guistic nuance that carries over into one's him into trouble, causing the Professor to home and recapture the magic that exists in feelings of adequacy. bring back his young charge with the "drissle, the minds and hearts of our profoundly gifted To be sure, there are major challenges to drassle, drussle, drome" spell cited above. childrenand their parents. raising any child, but the added element of It's weird to remember that spell after all profound giftedness gives a whole new mean- these years, but I write the words here JIM DELISLE is a professor of education at Kent ing to the word "complex." Still, if parents because they seem to fit this article's con- State University and a part-time teacher of mid- can refrain from using the "n" wordnor- clusion. Parents of profoundly gifted kids, dle school gifted students In Twinsbuig, Ohio. His malin front of their children, their play- like Sherman, sometimes want to go back and latest book (with Judy Galbraith) Meeting Gifted mates, their relatives, and their teachers, rearrange history. They want to make the Kids' Social and Emotional Needs, will be published perhaps a whole new era of understanding world a place where all gifted children are by Free Spirit Press In Fall, 2001. can begin. It's worth a try. understood and accepted. They want to 13TH ANNUAL MIRMAN SCHOOL SUMMER SCIENCE EXPLORATIONS 2001 A Dynamic Program in Which Science and Technology are Combined to Give Students a First-Hand Experience With Scientists at Work

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17. 23 CALIFORNIA ASSOCIATION FOR THE GIFTED 19 GROU I G TnE AND By KAREN B. ROGERS

IFew topics in education have aroused as much passion, both positive and negative, as ability grouping. Jeanie Oakes' book, Keeping Track (1985), spurred a national movement to eliminate grouping practices for students of all abilities. With her powerful appeals to emotion, she argued that tracking students had led to a system for maintaining inequity for the poor, the culturally diverse, and the less able in America's schools. One principal, react- ing to her message, wrote in Educational Leadership,

The answer to the debate on ability grouping is not to be found in new research. There exists a body of philosophic absolutes that should include this statement: The ability grouping of students for educational opportunities in a democratic society is ethically unacceptable....It should become a moral imperative along with the beliefs that slavery is immoral and that all people are created equal under the law. (Haistings, 1992, p.14)

24 20 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 IFTED

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25 CALIFORNIA ASSOCIATION FOR THE GIFTED 21 Then too, educational writers such as Paul George and Robert Slavin have tried to argue similarly for the elimination of tracking A Student's Perspective By Tristan Ching using a somewhat more reasoned approach. At one point, Slavin stated,

My middle school GATE classes were both a highlight Because of the anti-egalitarian nature of ability grouping, the and a turning point In my academic career. Looking burden of proof must be on those who would claim its effec- back, I believe they saved me. As a shy eleven-year- tiveness and indispensability.... There is much research still to old, I was Just beginning to cave in to social pressure that be done to understand the effects of ability grouping...on implied that It wasn't "cool" to appear too smart, let alone student achievement, and more important, to study the effects passionate and enthusiastic about learning. I stopped rais- of alternatives to between-class ability grouping. However, we ing my hand In class, not from fear of being wrong, but from know enough after 70 years of research on the topic to justify fear of being right. moving away from tracking and beginning a search for instruc- My GATE classes showed me how wrong I waswrong, tional methods capable of enhancing the achievement of all that is, to be satisfied with smart, and wrong to place such a learners. (Slavin, 1993, p. 549) high value on being right. Got the right answer? Great, but what did I do to get the right answer? Could I have taken a Why, then, when you read how reason and emotion appear to agree more interesting and provocative path? Did I take the intel- on the "bad effects" of grouping, am I continuing to write this arti- lectual road less traveled? And what would I do with all the cle? Perhaps it is because this issue is of such great importance to Information and Ideas I received along the way? gifted children. Moreover, what the general education writers are argu- It was an exciting time, made even more exciting by the ing accounts only for the perspectives of the poor and the culturally fact that my peers not only accepted my enthusiasm, but diverse who are not gifted. Or perhaps it is because these writers have also nurtured and Inspired it.I remember watching one of misled this country's current crop of teachers and administrators, lead- the shyest girls In the class chant and play a drum in front ing them to believe the inequity, moral reprehensibility, and anti- of the class to present her findings about an ancient culture achievement arguments about grouping, with little actual research we had been studying and flush with pleasure when the or even scholarly study to back the arguments up. class clapped loudly as she finished. I remember one of the It all comes down to the myths about ability grouping, often most popular guys in the class ahead of me standing up to arising out of emotional, political, and economic foundations, and read a poem he had written and the entire class falling the realitieswhat the actual studies about grouping have found out silent at Its sorrowful beauty. These two were my role mod- about academic, social, and psychological effects. For the remain- els. My personal and Intellectual mantra became the three der of this article, I would like to take you on a tour of the research, words that hung above my English teacher's desk, "Take a both past and present, to see where the realities lie. I will use my com- Risk." prehensive meta-evaluation of the 14 research syntheses conducted TRISTAN CHING Is a recent graduate of Stanford University with on various forms of grouping published by the National Research Cen- a B.A. In English and an M.A. In Dance Education. She Is a ter on the Gifted and Talented in 1991. Added to this will be an update dancer with Robert Moses Kin and a Pilates trainer in San Fran- of all the research on grouping conducted since that time (an addi- cisco. tional 56 studies).

Myth 1:Grouping is not a "picture" of the real world. In our adult lives, particularly in our work and home lives, we must work together in groups almost continuously. Reality:A recent National Public Radio broadcast (1995) studied the work patterns of adults in the Los Angeles area, finding that approximately 35% of these adults were working from home, with infre- quent trips to a centralized location for meetings with others. The reporter viewed this as a picture of the decades to come, whether because of messy transportation issues, the efficacy of technological/electronic transmissions, or the economic efficiency of fewer business centers and buildings to maintain. In fact, it is likely that the 21st century will witness much more individual work done without workers coming to a central place to do business. Each will be accountable for his or her own work, which may be added to other workers' tasks. The "group" project by which all sink or swim may be a 'dying concept. At no time in this democracy have adults been forced into having their friends chosen for them. We tend to make friends with others who think and act like we do, people with similar occupations and interests (Schunk, 1996). Yes, we must be able to communicate Do not pass GO, do not collect... clearly with all echelons of society in order to buy our groceries, shop, have repairs made on our homes, gas up our cars, and make

22 GIFTED EDUCATION COMMUNICATOR, SPRING2001 4e.00 bank transactions, but this skill is not so pervasive nor so difficult PERSPECTIVES ON GROUPING to learn to warrant 13 years of cooperative group work in preparation. A Parent's PerspectiveBy Frank Stuhr Myth 2:Grouping is elitist, undemocratic, and racist. Disproportionate Ifound the article on ability grouping by Karen Rogers to numbers of Asians and Whites are found in high ability groups, and offer a reaffirming message to educators and parents on other cultures, such as African American and Hispanic are under- the benefits of grouping based on ability. Having four chil- represented. "Politically powerful" parents of gifted children insist on dren with varying degrees of academic success and motiva- maintaining these power inequities for their children's "protection." tion, I can see practical examples of several of Dr. Rogers's Reality:Since 1990 and the inception of the Jacob Javits Act, all fed- observations. eral government funds in gifted education have been focused on One criticism of grouping has focused on the assumption finding and educating underserved and underrepresented popula- that gifted role models would be excluded from classrooms tions of gifted learners. As a part of the evaluation process, projects with at-risk students. The contention is that this would some- funded must enumerate underrepresented students identified and how deprive less motivated students from identifying with served through the innovative methods undertaken in the grants. In and emulating higher achieving students. One of my children fact, none of these grants has been awarded to any project for which is very intelligent and very artistic but has never been moti- the primary goal was to identify and serve the more "traditional" gifted vated to achieve academically. He has been in both public child. and private schools, has been exposed to all levels of stu- Furthermore, the majority of projects undertaken involve programs dents over the years, and has consistently gravitated toward in which gifted children are grouped for instruction. Hence, we can peers with similar interests. He admires artists and singers call neither gifted education, in general, nor grouping, in particular, and others who share his passion. In fact, I think most stu- racist. In fact, the survey studies of numbers of ethnic minorities dents associate with others of similar Interests. Athletes tend engaged in grouped programs make the assumption that high-abil- to congregate and socialize together, and scholars find com- ity groups are formed to separate out the "riff raff" and to maintain mon interests in social and academic venues. Individuals find the status of the "in group" (Oakes, 1985). Emil Haller (1989), role models and friends with common views. I do not feel among others, however, has found that group placement is a result that inclusion of gifted students into the general program of a student's specific and current performance, rather than skin color would alter this dynamic. or economic class. His experiments using student case studies have I think one of the most significant conclusions alluded to shown this time and time again, since the mid-1980s. Other factors in the article is that grouping works. Both high- and low-abil- may be leading educators to under-identify deserving children for ity students achieve greater progress over the years with the gifted grouping opportunities, such as lack of awareness of cultural performance grouping model than with heterogeneous group- values that contradict the general notions of giftedness, such as task ing. My daughter had always performed well in grammar commitment, desire to achieve, and persistence. This would suggest school. Not until she entered her GATE program In middle that major professional development is in order, not that grouping school was she challenged beyond her "comfort zone." I have be eliminated. noticed that in these classes, a healthy competitiveness among students develops which drives them to reach their Myth 3:In schools that use ability grouping, the "good" teachers get potential. My son, on the other hand, is now in classes where the "good" students. The worst teachers are those responsible for low- we can closely track hls progress and have daily communica- ability classes. tion with his teachers. The structure and teaching style of my Reality:The research on effective teachers of the gifted often concludes son's classes meet his needs but would not apply to my with a list of personality, experiential, and cognitive characteristics that daughter. In my family's experience, ability grouping has had best match the needs and abilities of gifted students. Often when peo- an effective influence on my children's education. ple outside the field look at this list, they will remark that all students FRANK STUHR lives with his wife and four children In Ventura, Cal- should have teachers like this. But is it true? Look at this list compiled ifornia. He is employed as a podiatrist In private practice wtth some across the work of Clark (1997), Gallagher (1994), and Davis and Involvement in clinical teaching. His 13-year-old daughter has been Rimm (1998) and decide whether these characteristics would be crit- in the GATE program since third grade. ical to the education of an average child or a child with special needs. Some characteristics, such as training in gifted education, high intellectual ability, expertise in a specific intellectual or talent area, genuine interest and liking for gifted learners may not be so directly A. relevant to all learners, but the remainder are. Ig Extensive training in gifted education High degree of intelligence and intellectual honesty 1../at, Expertise in a specific intellectual or talent area vamill:k Emig. 5 A genuine interest in and liking of gifted learners

Recognition of the importance of intellectual development )11. Strong belief in individual differences and individualization 1111 Highly developed teaching skill and knowledge of how to I I 11111 1.1 I teach 101 fETERochlEcos

g CALIFORNIA ASSOCIATION FOR THE GIFTED 23 Self-directed in their own learning, with a love for new, cacy for learning....Peers who readily master skills may help advanced knowledge teach skills to observing students, but may not have much Level-headed and emotionally stable impact on the self-efficacy of those students who experience Heath in 1997 canvassed gifted students to find out what they learning difficulties....For the latter, students with learning dif- thought made a good teacher. Their list looks like a shopping list for ficulties who have mastered the skills may be excellent mod- all students, except for "moving through class materials quickly" and els. (Schunk, 1996, p. 113) "consistent provision of accurate feedback." Patience What happens when students are grouped with others of similar Sense of humor abilities and interests is most often a function of who becomes the Moves quickly through learning material role model in each classroom. It is just as likely that a charismatic Treats each person as an individual severe underachiever might become the role model for anti-estab- Doesn't have to be a "sage on the stage" all the time lishment behavior in a gifted class as a discipline problem might Consistently gives "accurate" feedback become the role model for anti-establishment behavior in a low-ability group. Again, there are factors other than the act of grouping that What is being said here is that there probably is not a single par- affect the learning climate in grouped as well as whole grouped or adigm for the "good" teacher. What makes the teacher of the gifted ungrouped classes. "good" or "effective" might be highly damaging to a low-level learner and vice versa. Myth 5:Ability grouping is rigid: once you're in one group level, you can't get out. Myth 4:When gifted students are grouped for instruction, this Realtty:There is a reality to this myth for one kind of groupingtrack- removes the role models at-risk students need to succeed and behave. ing, also known as full-time ability grouping. If children are placed Reality:What decades of research on role models has told us, espe- in a low or middle track, what chance would they have to acquire all cially the work of Albert Bandura (1964) and Dale Schunk (1996), they are supposed to learn in that track and on the side be picking up is that individuals are most likely to choose a "role model" among those all they need to learn in order to be successful in the next highest track? whom they perceive to be at about their own level but experiencing It would be close to impossible for children to move up a track. some sort of success (attention, financial rewards, praise, friendship, However, lack of focus, underachievement, disciplinary issues, or a etc.). A low-level student will not choose a gifted student as a role developmental plateau could all lead to children moving down a model because (a) he or she doesn't want to be like the gifted student track. Hence, the permanence or rigidity of tracking seems to be a real- or (b) he or she doesn't think it's possible to be like thattoo much ity. change would be involved. But as previous research has pointed out, there are many forms Observing peers performing a task increases students' self-effi- of ability grouping that do not seem to be so inflexible. Perfor-

A Teacher's PerspectiveBy Shirley Ching times she appears to reinforce the myth. I can't imagine a world After a lifetime partnership with California schools, I've in which Interactions with all echelons of society are limited to lived through the pendulum swings that define public edu- services received and rendered. Grouping is an accepted practice cation. Teaching became, for me, the thoughtful compila- in our society. Athletes are assigned levels in school and out. tion of new ideas and discarded reforms. After 20 years of Musicians, dancers, artists enroll in varying levels of classes teaching the gifted in homogeneous and heterogeneous set- based on both ability and achievement. The gifted are no differ- tings, I'm convinced that some grouping is essential for equity ent. The problem, I think, is that many see gifted placement as a and effectiveness. The burden of proof is on us to save grouping status symbol instead of a vehicle to educate. Our responsibility from the next pendulum swing. is to rectify that view and not reward cooperative students or chil- Though Rogers dismantles some of the most common myths dren of activist parents with misplacement in gifted classes. We about grouping, she doesn't prove the indispensability of the do not remove underachieving gifted students who appear lazy or practice. In order to do so, she must show that the gifted have rebellious because they do not seem to deserve the special treat- special needs which require grouping. In my experience, gifted ment of being grouped in classes for gifted students. Using group- learners often understand a concept best through abstract rea- ing only when grouping is necessary for any subgroup will make it soning. Hands-on experiences muddle the big picture for some. an egalitarian alternative. Skipping the concrete and starting with the abstract may be indispensable to reach the gifted, but inappropriate for other stu- SHIRLEY CHING entered the California public school system as a dents, and impossible to practice In a heterogeneous setting. To non-English-speaking kindergartner and left with a B.A. from the make her case, Rogers must document other needs of gifted University of California at Berkeley. After more than twenty years students that grouping alone can satisfy. working with the gifted as a parent and a teacher, she left public On her tour of the research, Rogers fails to dispel the most school teaching and is presently an associate editor of Gifted Edu- disturbing myththat grouping is anti-egalitarian and elitist. At cation Communicator.

24 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 A vi 2 mance grouping for specific subject instruction, flexible within- low-ability students tend to acquire more self-confidence in their abil- class grouping, cluster grouping, cross-grade grouping, and pullout ities when in mixed-ability groups. This leaves us with a dilemma: groups all rely on students' current levels of performance and what their self-esteem is not damaged when grouped but their self-con- they already know about what is being taught as the criteria for fidence improves when they are not grouped. Unfortunately, self- group placement (Rogers, 1993). Each of these is defensible as a prac- esteem is less high (but perhaps more realistic) for high-ability tice, because up-to-date assessment data are used to place children students when they are grouped but their self-confidence only in the groups they "need" to be in for the best focused and appro- improves when they are given challenges slightly beyond what they priately paced and differentiated instruction. For all of these forms think they can do and then they succeed (Hoekman, 1998). This is of grouping, the gifted have shown substantial academic effects, rang- not likely to happen when gifted students are placed in a mixed-abil- ing from approximately one-third of a year's additional achieve- ity group without the challenge and appropriate pacing they require. ment to nearly three-fifths of a year's additional growth. For average and lower achieving groups, the academic effects have been smaller Myth 7:Low-ability and average-ability students' achievement is lim- but positive. The key with any form of performance grouping, how- See GROUPING, page 34 ever, is to focus on what is being taught, not on who is being grouped. The studies since 1990 have pointed consistently to the following conclusions about performance grouping (Rogers, 1998): UP CLOSE with Karen Rogers 1. Advanced students benefit academically more than low-ability students (e.g., Berge, 1990; Gamoran, Nystrand, Berends, & LePore, Gifted education has been an 1995; Goldring, 1990; Hooper, 1992; Richardson & Fergus, 1993). important 13rt of Karen Roger's 2. Homogeneous groups are more beneficial academically for all abil- life from a very early time. She ities than heterogeneous grouping (Cohen & Lotan, 1995; Hacker was born and raised on a farm In the & Rowe, 1993; Lou, Abrami, Spence, & Poulsen, 1996; Slate, Jones San Joaquin Valley of California. Even & Dawson, 1993). though she attended a small school, it 3. Continuous progress alone (i.e., cross grading, mastery learning) was part of the MGM (Mentally Gifted makes no academic difference unless it is combined with a vari- Minors) program established by Califor- ety of instructional approaches (Hall & Cunningham, 1992; nia as its first program for gifted chil- _ Veenman, 1995). dren. She recalls that Mr. Keeney, the 4. Small-group learning is academically more advantageous than principal of the school, taught the MGM classes. whole-group learning (Hallinan, 1994; Jones & Carter, 1994). Rogers went on to Berkeley to earn her bachelor's degree. One study found this not to be true in teaching basic math facts: It was a time of student protest and she had to cross the whole group drill and practice was found superior for retention picket line to get to classshe couldn't afford not to go to (Mason & Good, 1993). class. She went to San Diego State University for her master's 5. What is done when students are grouped (i.e., instructional qual- degree as well as her California teacher's credential and ity, curriculum coverage, instructional time, class size) is more taught 1st, 2nd, 5th, and 6th grades in San Diego. Her first directly related to achievement than just being placed in a group class, a combination of advanced first graders and regular (Kulik, 1992; Pallas, Entwisle, Alexander, & Stluka, 1994). second graders provided her next interest in gifted education. 6. Low-ability students benefit academically when paired with a She observed that the first graders processed information so high-ability student but the converse is not true (Carter & Jones, differently from the second graders. She needed to find out 1994; Hooper, 1992). more about them as learners. 7. Both high- and low-ability students benefit from more social inter- Her husband's work took them to Minnesota where Rogers actions when grouped within a class with like-ability peers earned a second master's degree as well as her Ph.D. Her (Berge, 1990; Chauvet & Blatchford, 1993; Hacker & Rowe, original plan was to do her thesis on the effects of grouping of 1993). gifted children and collected all the material then available. Other factors dictated a change of topic, but the material on Myth 6:Low-ability students' self-esteem is irreparably damaged when grouping was still waiting for analysis. The opportunity to they are placed with other low-ability students. delve deeper into the topic came when Joe Renzulli asked her Reality: This myth was roundly rejected in Kulik & Kulik's multiple to prepare the first monograph in the Research Based Deci- meta-analyses of the 1980s and early 1990s. In each synthesis they sion Maker series shortly after the establishment of the found that performance on paper and pencil measures of self-esteem National Research Center on the Gifted and Talented. Since was somewhat more positive for low-ability students in grouped that first publication in 1990, Rogers has continued to update classrooms, with a similar pattern also found for average-ability stu- her research on grouping gifted children on a regular basis. dents. The explanations, although not documented at the time, were When asked about a goal for gifted education, Rogers that these students were less likely to be intimidated by those who replied that she would like to "figure out how we can offer answered the teacher's questions more rapidly and were more likely gifted klds a daily, rigorous curriculum" going beyond pull-out to experience success when the instruction had been tailored to their or other minimal services. That remains a part of her endeav- needed pace and level of complexity. ors in her teaching and research at the University of St. Self-confidence, an aspect of self-esteem, has been studied in the Thomas in Minneapolis. decade since the Kuliks' work. Both the research teams of Carter and Jones (1994) and Fuligni, Eccles, and Barber (1995) have found that

CALIFORNIA ASSOCIATION FOR THE GIFTED 25 STANDARDIZED TESTI/ THE VILLAIN 0

By CAROLYN M. CALLAHAN

he continuing evolution of the reform movement has been accompanied by an increased emphasis on testing both for assessing the outcomes of reform and for judging the degree to which schools and/or students have met accountability standards. The increased emphasis on tests, particularly as they are used in high-stakes accountability situations, has generated considerable debate. In this debate about testing, it seems easy to find the villains in the black hats and the good guys in the white hats. on the watc However, scrutiny of the education literature reveals that the wearers of the black and 'Hainirfithe I white hats switch identities depending on the article one reads or the presentation one hears. In some articles, we see standardized testing held up as the bane of our existence andper- formance assessments touted as the best thing since sliced bread. In the political arenawe hear that standardized tests, particularly in the form of standards assessment, are going to be the saviors of the educational system by raising the bar and giving teachers and students the

26 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 motivation to attain new heights of achievement. us an opportunity to gather data on those gifted stu- Even within the standardized-testing field the dents who may annoy or confuse teachers leading debate over the merits of objective assessments and them to miss the manifestations of ability and performance assessments as reliable and valid achievement or the learning disabilities which means of assessment continues (Linn, 2000). may have masked potential. The underachieving Further, within the general debate we can find gifted child is often recognized when test scores more specific concerns about the effects of the on aptitude or standardized achievement tests belie standardized, high-stakes testing movement on the grades that have been assigned by teachers. particular populations ranging from culturally dif- The development of standardized assessments ferent students to low SES students and gifted stu- in some states and as part of the New Standards dents. It is quite true that within the field of gifted Project has been predicated on the development education we have relied heavily on standardized of carefully considered outcome descriptors that assessments in several ways. The identification of suggest the importance of complex and in-depth gifted students has traditionally relied very heav- understanding of the disciplines. In classrooms ily on the results of standardized achievement tests, where teachers have been able to see the impor- particularly in the areas of reading, mathematics, tance of reaching toward those goals for gifted stu- and language arts. Even though the use of stan- dents in lieu of the emptier process-oriented dardized intelligence and achievement testing for activity of many gifted classrooms, the students identification of gifted students has been widely have benefited. These high quality standards have criticized by many for being culturally biased and also provided a common language of the disci- a source of discriminatory policies (e.g., Davis & plines expressed in terms of the important con- Rimm, 1998; Frazier, Garcia, & Passow, 1995), they cepts, principles, and generalizations of the are still widely used because of the very charac- disciplines that lend themselves to unbounded teristics of standardized tests: standardization of the differentiation. Further, the authentic assessment tasks, the administration, and the scoring of the of tasks developed as part of the New Standards tests; the opportunity to compare student perfor- Project demand a level of performance beyond the mance to norms; reliability of results; and (in the basics which integrates and extends learning and case of objective tests) ease of scoring. Many pro- engages both the teacher and learner in sustained grams for gifted students have used the results of effort. standardized assessments as part of the evaluation of success of their program. In some cases, "One judgments are made on the basis of general systemic and achievement tests like the Stanford 9 or the Iowa potentially dan- Tests of Basic Skills. Sometimes state or local test results are used. And sometimes results of specific gerous effect of standardized tests like the Advanced Placement standardized exams or International Baccalaureate exams are tests stems used as standards against which program success is judged. from a mismatch Clearly, the benefits or detriments in the use between *Ned of any form of test or in the use of data from any students and curriculum that is particular test relates to the ways decision-makers use scores. Test scores that are perfectly valid offered" for making one set of decisions or for one purpose may be useless, or even provide misleading infor- Potential Negative Effects on Gifted Students mation, in other settings. Except in those cases and Gifted Programs where obviously the test developer has not While the potential of the standards and the pos- attended to the principles of good test construc- itive benefits of some assessments may benefit tion, it is usually naive to ask, "Is this a good test?" gifted learners and the classrooms where they or to claim, "That test is bad." To laud or to con- learn, the current high-stakes testing movement to demn assessment tools without looking at their reliance on single-test scores for judging success characteristics and the ways in which decisions are has raised concerns about the impact of these made using test scores is unwarranted. assessments on the population of gifted students.

Potential Benefits in Standardized Assess- Psychometric issues ments for the Field of Gifted Education One systemic and potentially dangerous effect of Standardized assessments have benefited the field standardized tests stem from a mismatch between of gifted 'education in two distinct ways. First, gifted students and curriculum that is offered (or carefully developed instruments have provided should be offered) to gifted and talented students

CALIFORNIA ASSOCIATION FOR THE GIFTED 27 and the kinds of achievement objectives errors having a negative impact on scores finding. For example high school students measured by many standardized assessment hence lower scores and less reliability (or report answering questions on a reading tools. This mis-match presents a validity consistency) for the measure. assessment without reading the passage, issue for many standardized assessments A psychometric issue stemming from the but by matching words in the responses to not in the degree to which they might mea- ignorance of some educators lies in the words in the passage (McNeil, 2000). sure the state-level goals and objectives for expectations set for achievement measured Meyer (1996) has argued: the average student, but in whether they mea- by standardized assessments. In some Cali- In a high-stakes accountability sys- sure appropriate outcomes for gifted and tal- fornia districts, administrators are setting tem, teachers and administrators are ented students. While these tests cannot be the goal of having 90% of all Title I stu- likely to exploit all avenues to criticized for assessing the students' current dents achieve above the national median on improved measured performance. For level of performance, they may well be an a standardized achievement test within the example, teachers may "teach nar- inadequate measure of growth or accom- next 10 years (Linn, 2000). While such bla- rowly to the test." For tests that are plishment during a given year of instruc- tant acceptance of the Lake Wobegon effect relatively immune to this type of cor- tion. is not the fault of test manufacturers, it is ruption, teaching to the test could Not only does test validity depend on the indicative of the lack of understanding of induce teachers and administrators particular use of the data from standardized test score distributions and potential mis- to adopt new curriculums and teach- tests, but the reliability of the tests for a uses of test score data. ing techniques much more rapidly given subgroup like the gifted is also affected than they otherwise would (p.140). by the fact that gifted students most often Educational Issues score at the extreme of the distribution of Within the discussion of educational reform However, Linn (2000) counters that it is scores. Because gifted and talented students where standardized assessment plays a key "unclear that there is either the know-how are screened and identified on the basis (at role in both guiding the direction and devel- or the will...to develop tests that are least partially) of scores on standardized opment of reform efforts and in judging immune to this corruption" (p. 12). As a assessments, then the gifted student popula- the effects of those efforts, the focus is most consequence, we see teachers who feel that tion represents the highest scorers. This often on raising the bar for the general pop- the directives to improve test scores con- makes their scores subject to a phenome- ulation or raising the test scores of the at- strain their ability to teach a full and com- non called regression to the mean. Simply risk population. Note that the political plex curriculum. "Content areas assessed for put, students who score very high on one rhetoric seldom is about achievement, but a high-stakes accountability system receive administration of a test are likely to have most often about the scores. And seldom do emphasis while those that are left out lan- their score move toward the mean or center we hear any discussion of the population guish" (Linn, 2000). Not only do some of the distribution on a second testing. This who is already at the bar or has surpassed areas languish, there is considerable evi- occurs because of error factors in testing. If the bar. And more sadly, the conversation in dence that only those objectives specifi- a student has already given the correct answer schools has changed from one of curriculum cally measured by the assessment tool are to nearly every item on a test, then everything to one of numerical test scores. "Principals given any attention. has been going right for the student. Not report there can be little discussion of chil- Teachers faced with the pressure of being only has the student entered the testing sit- dren's development, of cultural relevance, of held accountable for (and often having their uation with more knowledge, but all of the children's contributions to classroom knowl- competence judged by) the number of stu- potential error factors (guessing, mismark- edge and interactions, or of those engaging dents who reach a minimum performance ing an answer, distractions, poor directions, sidebar experiences that are at the margins level are faced with decisions that may lead unclear items, etc.) have not negatively of official curriculum where children often them to focus their instructional efforts on affected his or her score. But during a retest do their best learning" (McNeil, 2000, p. those most likely to make the difference in situation with the same test or a parallel 730). Instead students may even spend valu- achieving those goals. Those who have form, that student cannot really do any bet- able instructional time in pep rallies where already reached the goal are given less ter and is more subject to the effects of those "students are drilled on such strategies as the attention because the teacher can count on pep rally cheer 'Three in their performance. Most effort is directed at a row? No, No, No"the marginal students who the teacher (McNeil, 2000, p. 730). believes can be brought up to the level of (The cheer is based on the competence with the focused attention on advice that seldom are instruction. One teacher categorized the three answers in a row on students in his classroom as "those who a multiple choice test the have it and don't need me, the kids I can same option.) bring up to 'proficient,' and the 'no chance' Some argue that high- kids." He admitted he would concentrate and stakes testing using stan- expend his efforts on drills aimed at the dard assessment results in middle group. increased learning as evi- Unfortunately, the traditional standard- d e n ce d by test score ized achievement test fails in its emphasis improvement. But other on isolated skills and bits of knowledge evidence contradicts that with little attention to abstract, transfor- 3 2 28 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 mational, complex, and interdisciplinary How can we expect minority children who At the Classroom Level notions. In a recent research study we con- have been drilled in low-level basic skills Do not allow a single test score to be ducted in which we were introducing teach- and learning-fragmented information, to the realm for your instruction. Quality ers to high-level, complex curriculum based learn the cognitive skills and the high-level standards should guide curriculum deci- on national curriculum standards, we were concepts that would lead them to high-end sions, but be sure all students are engag- told, "We would like to do that and maybe performance in the disciplines, or to levels of ing in the highest level of the standard after the [state] testing is over in May we can, performance that would result in identifica- that their potential allows. but right now we have to teach basic skills tion as gifted? Develop authentic tasks and assessments only." When pressured on the issue of offer- to supplement traditional forms of assessing the tasks we were proposing to students Ethical and Moral Consequences ment. who had already mastered the skills of the Recent discoveries of teacher and adminis- Always teach beyond the minimums. state assessment at the given grade level, trator cheating on state assessments (Smith, Know the capability of your students and the teachers responded that they could not do 2000) presents a fmal dilemma to parents of stretch the students to the very limits of that: "Everyone needs to have the same students who witness or hear of such behav- their potential. opportunity to learn." Sometimes that interior. What is the message to students who Interpret test scores wisely and interpret pretation is self-imposed, but there is con- see the adults in their lives respond to the the scores in light of the instrument from siderable evidence of external pressure pressures of the testing situation with uneth- which they are derived. (McNeil, 2000). ical behavior? Advocate at the local and state level for The overreliance on a single test score appropriate and meaningful standards based on indirect assessment of competence What Can We Do?A brief review of practices and assessments. (multiple-choice, true-false, or fill-in-the- and actions that might alleviate some of the blank tasks are not the ways in which real concerns: Closing Thought people faced with real tasks demonstrate While the pressures of accountability stan- competence) may be leading students to (1) At the State and Local Policy Level dards and assessments are likely to continue, measure their self-worth through a limited Advocate for setting state and local stan- we cannot allow ourselves to settle for the and inappropriate lens, (2) not gain compe- dards that reflect a high level of complex role of victims. Our knowledge of the ways tence in using knowledge in arithmetic and understanding in the disciplines. Do not in which children learn meaningfully, of cog- engaging problem-solving, and (3) an inabil- settle for standards that reflect isolated nitive science, and of the importance of ity to see the relevance and importance of facts and low-level learning. authentic learning and assessment must be learning in school. Advocate for multiple types of assess- continually brought to the political table so Some would argue that the solution is in ments as part of any high-stakes assess- that policy-makers can come to understand stretching the limits of the test boundaries to ment plan. the importance of a more balanced approach include the levels of excellence that represent Reduce the pressures of year-by-year, to judging the outcomes of instruction. the highest performance we might expect teacher-by-teacher assessments (Linn, from our gifted and talented. Not only is 2000). References there little evidence that any traditional Davis, G. A., & Rimm, S. B. (1998). Edu- assessments have achieved this goal, Duke At the School Division Level cation of the gifted and talented (4th ed.). (1998) has pointed out the futility of our Carefully scrutinize the messages that Boston: Allyn & Bacon. attempts to define that level, "Excellence, by test preparation activities give. Frazier, M. M., Garcia, J. H., & Passow, A. its nature, is open-ended. It exists on the Carefully examine the messages that H. (1995). A review of assessment issues frontiers of individual achievement. The idea "rewards" give. Are we only willing to in gifted education and their implications of standards of excellence is an oxymoron" learn or perform if there is a pizza party for identifiling gifted minority students. (p.689). at the end of the journey? How do we Storrs, CT: National Research Center on teach the value of learning for its own the Gifted and Talented. Unintended Consequences for Poor and sake if the only measure of worth is a Linn, R. L. (2000). Assessment and account- Minority Gifted Students score on an achievement test? ability. Educational Researcher, 29(2), While we may lament the degree to which the Encourage staff to incorporate authentic 4-16. educational experience of gifted children assessment and authentic learning into McNeil, L. M. (2000). Creating new inequal- from the dominant culture may be limited by their instructional plans. Knowledge will ities: Contradictions of reform. Educa- the narrowing of the curriculum in response be retained for longer periods of time tional Leadership, 81, 728-735. to high-stakes tests with a constricted uni- because it will be meaningfully incor- Smith, L. ( 2000, July 29). Fairfax teacher verse of content, the effects on gifted minor- porated into a student's cognitive frame- quits: Students allegedly got improper ity students may be even more devastating. work and students will be more engaged exam help. The Washington Post, B1, B4. "[M]any schools replace the regular cur- in learning. riculum in minority students' classrooms Help teachers see the value of develop- CAROLYN CALLAHAN, Ph.D. Is Professor of Edu- with test-prep materials that have virtually no ing the full potential of all students. They cation in the Curry School of Education at the Uni- value beyond practicing for the test. The will need encouragement to not be sat- versity ofVirginiaand Associate Director of the scores go up in those classrooms but the isfied with minimal performance. National Research Center on the Gifted and Tal- quality goes down" (McNeil, 2000, p. 730). ented.

3 3 CALIFORNIA ASSOCIATION FOR THE GIFTED 29 Synchronizing Gifted Education with General Education There needs to be a constructive tension between gifted and general education

BY SANDRA KAPLAN

Synchronizing gifted education with general education does not mean abdicating support for gifted education or blurring the unique qualities that identify it. The concept of synchronizing gifted education with general education creates controversy moreamong educators and parents of gifted children than among general education educators. Fear of losing the status and impact chronize with general education in order that both can satisfy the needs of all students. it has taken gifted education so long to gain, fear of Isolation vs. Integration distorting the mission of gifted education, and fear of Today's educational demands seem to determine the degree of flex- being absorbed by general education work against the ibility gifted education must have in relationship with general education. Too much isolation from general education can weaken acceptance of synchronization between these two gifted education and, conversely, too much integration with general education can obscure the distinct purpose and attributes of gifted programs. education. Survival of gifted education in both contemporary and future educational environments requires defined degrees of isolation and integration between general and gifted education. The strength of any educational program is the Gifted education has struggled to maintain its position and alignment with general education. There have been instances when iso- degree to which it can both achieve independence and lation or separation from general education has contributed to the identity and individuality of gifted education and have even sustained accept dependence in order to fulfill its goals. The the life of gifted programs. Examples of the benefits derived by maintaining distance from general education are seen in school districts "test" of gifted education in today's societywhere where money and space are issues. When separate money isear- marked by the state to support gifted education, districts are more education is seen as failing, where a teacher shortage likely to provide classrooms, personnel, and resources designated specifically to promote the welfare and advancement of gifted stu- is inevitable, where academic success is perceived to dents. Budgetary entries solely designated for the gifted, which often are the result of years of advocacy, illustrate how separation be too difficult for students to attain, and where test can be an asset rather than a detriment. Isolation from general education is most effective for gifted scores are equated with successis its ability to syn- education when decisions regarding curriculum and instniction:

a 6+ 30 GIFTED EDUCATION COMMUNICATOR, SPRING2001 34 are prescriptive riculum and that deviations from the core will curriculum as an end fulfills teachers' and are directed toward all students lead to test scores that are lower than what parents' concerns to attend to the gifted, demand general rather than specific one expects from gifted students. The teach- whereas administrators are apt to question the professional development ers' need to teach to the test or adhere pri- perceived secondary position of the core reinforce conventional responses to marily to the regular curriculum often curriculum. However, the argument about cognitive and affective goals of school- outweighs their need to differentiate the cur- the readiness of the gifted due to prior knowl- ing. riculum. The perceived negative outcome edge and ability to learn more quickly pro- discourages teachers from differentiating vides the justification for the differentiated Maintaining programmatic distance from curriculum, or they use this perception as an curriculum as an end in itself. Regardless of situations in which general education is excuse to absolve them from differentiating the position (means or ends) given to the stressing normed and at-grade-level expec- the core curriculum. core curriculum or the differentiated cur- tations is vital. The consequences of affilia- Standardized testing has caused educators riculum, the concept of deferment of either tion could be misunderstood as affirmation. to (a) define the outcomes of a basic or core curriculum is unacceptable for gifted stu- Under such circumstances gifted education's curriculum, and (b) specify the nature and dents. Teachers who defer the differentiated isolation from general education may be scope of the core or basic curriculum. These curriculum until the testing date comes and viewed as a positive. two factors necessitate delming a means/ends goes place gifted students at risk in the same Integration with general education implies relationship between gifted and general edu- way that teachers who defer the core cur- recognizing shared or overlapping goals cation: the need to teach the curriculum that riculum for the differentiated curriculum between general and gifted education. The will be tested and the differentiated curricu- place gifted students at risk. integration of gifted with general education lum that is expected for gifted students. Deciding that a differentiated curriculum is most appropriate when decisions regard- Determining the position of gifted education will be the means to the end rather than an ing curriculum and instruction: as a means (the curriculum and learning end in itself, shifts the curricular emphasis focus on furthering high-end learning needed to attain designated outcomes) or an enabling educators of the gifted to accom- support individual differences for both students and teachers inquire about the meaning and definition of academic challenge.

Demonstrating how gifted education dili- gently supports diversity among students is an example of a mutually held goal of both

gifted and general education, and further I illustrates the benefits of integration between the educational programs. The quantity and type of isolation and integration to be forged between gifted and general education must be based on decisions which satisfy the needs, interests, and abilities of gifted students. Advocates striving to end (the stated outcome to be achieved) is modate both the regularity and expecta- meet the academic and affective needs of dependent on the nature and scope of the tions of the core or basic and differentiated gifted students must ask themselves the ques- gifted program and district in which it resides. curriculum. The fear of jeopardizing gifted tion: when does collaboration or integration In some situations, gifted education serves the students' attainment of high scores and the between gifted and general education provide students best as a means to the end. Teach- fear of a differentiated curriculum dimin- greater opportunities for gifted students and ers can justify a differentiated curriculum ishing the value or importance of the core when is independence or isolation between as the route to attaining the knowledge and or basic curriculum can be resolved when these programs most effective? skills correlated to the core curriculum mea- the core curriculum is the end and the dif- sured by the standardized test. As a means to ferentiated curriculum becomes the means Standardized Testing Related to the end, teachers can assure administrators to the end. Differentiated Curriculum and parents that compliance with the dis- The influences of standardized testing on trict's demands for the gifted can be met Prescribed Curriculum the development and implementation of a dif- without forfeiting the core curriculum and its Curriculum programs demanding teachers' ferentiated curriculum are simultaneously affiliation to the standardized test. strict adherence to a step-by-step guide to helpful and harmful to the education of gifted Designating the differentiated curricu- instruct the curriculum serve as inhibitors to students. lum as an end rather than a means is another the design and implementation of a differ- The harmful aspect of the impact of stan- choice for educators. It demands a greater entiated curriculum. Given a prescribed cur- dardized testing on a differentiated curricu- degree of understanding about curriculum. As riculum, teachers of the gifted are perplexed lum occurs when teachers believe that an end, the differentiated curriculum becomes about when, where, and how to incorporate favorable test scores are solely dependent the goal and the core curriculum one of the the needs of gifted students into it. Many pub- on the administering of the basic core cur- means to the end. Naming the differentiated lishers warn that deviations from the pre-

35 CALIFORNIA ASSOCIATION FOR THE GIFTED 31 scribed curriculum outline will be deleteri- those perceived to be "truly gifted." tors are less likely to be honored or recog- ous to the desired outcome. In addition, The support for inclusiveness seems to nized when teachers are hired with emer- administrators' demands that lesson plans spark the opposing factor of exclusiveness. gency credentials and the teaching population adhere strictly to the curriculum as it is pre- The political correctness of supporting diver- is represented by increasing numbers of scribed, inhibit teachers' willingness to pro- sity can give way to a new form of "identi- novice teachers. mote interdisciplinary learning through fication prejudice." This identification There are alternative methods of select- independent study. Rather than attempting to prejudice revolves around the concept of ing teachers of the gifted, but they are often reconcile the prescribed and differentiated maintaining a gifted program that does not rejected by conventional educators of the curricular demands, teachers often acqui- become tainted with students or factors that gifted. However, even teachers without esce to one curriculum or the other, or sim- alter existing concepts of who gifted indi- extensive classroom experience could meet ply let the most dominate curriculum reign. viduals are or what the curriculum and ser- the criteria to teach the gifted if greater Neither of these positions is appropriate. vices for gifted students should be. For emphasis were given to what the teachers Several techniques allow teachers to example, it is not unusual for a teacher or par- can offer to gifted students and a differen- adhere to the specifications of the pre- ent of an immigrant emergent English-lan- tiated curriculum. For example, a new scribed curriculum while attending to a dif- guage learner to question the degree of risk teacher who has spent five years as an archi- ferentiated curriculum. These techniques involved in the placement of this student in tect offers background experiences which include "paralleling" or teaching two cur- the existing gifted program including its dif- can support a differentiated curriculum riculums, the prescribed in tandem with the ferentiated curriculum. In most cases, the equal toor perhaps even more appropri- differentiated. Another technique is "clus- student is expected to perform in an estab- ate tothe education of gifted students tering" or using the core curriculum's con- lished gifted program and adjust to the norm than a teacher who merely offers a certain cepts and skills as the centerpiece while of that program. number of years taught. the differentiated curriculum's concepts and The real issue is that altering the existing A second alternative answer to the ques- skills are used to reinforce the core. These gifted program creates prejudicial concern on tion, "Who should or will teach the gifted?" strategies are effective and efficient meth- the part of parents and students whose expec- is to insist that knowledge about the gifted ods by which to link both curriculums with- tations for a gifted program have been shaped and the design and implementation of dif- out sacrificing either of them. over the years and see alterations in the pro- ferentiated curriculum become integral fea- gram as the causes and effects of responding tures of "beginning teacher training." Identification of Gifted Students to diversity. Threats from parents to leave Emergency credential teachers need basic The need for identification and the process public education for private schools which do understandings of how to teach; teaching used to identify gifted children have always attend to gifted children intimidate those the gifted should be a basic area of learning been fraught with concerns and inequities. attempting to comply with the recognized and for these teachers. The integration of teach- Who should be tested, what instruments contemporary demands of the diversity ofing the gifted within the new teacher train- should be used, and how the identification today's population. ing modules also would allow the spill-over process should be reflective of the school dis- Combating identification prejudice is effect from gifted to general education, thus trict's population are questions that consis- most effective when educators and parents enhancing the new teachers' abilities to pro- tently emerge and are debated. Today, while recognize that gifted students are diverse. vide for all students. everyone agrees that the identification Educators of the gifted need to discuss and General education and gifted education process must be modified to respond to the implement the concept of developmentally cannot coexist as adversaries nor can they linguistic, academic, cultural, and economic appropriate differentiated curriculum. They maintain a relationship that is consistently diversity among students, there is also a con- must consider how to teach, not just to expect amicable. There needs to be a constructive cern that modification may lower the stan- that gifted children are innately ready for a tension between gifted and general education dards for entrance into programs for gifted differentiated curriculum. They must become causing each to reassess, redefine, and reaf- children and the services they include. An aware that contemporary literature supports firm the means by which they respond to their argument can then be made that this could the concept that it is not enough that we constituentsthe students. This construc- decrease the appropriateness of services for merely recognize potential in gifted chil- tive tension between general and gifted edu- dren, but that we must develop it. cation should be the catalyst that causes both programs to invent and implement curricu- Shortage of Teachers lum and instruction that further the goals The contemporary national crisis of the lack for which each strives. General education of qualified new teachers could have a sig- should improve because of its relationship to nificant impact on the choice of teachers of gifted education and gifted education should the gifted. Traditionally, teachers who have improve because of its relationship to general proven their academic and pedagogical education. prowess have been selected as those most capable of teaching gifted students. In addi- SANDRA KAPLAN, Ed.D., is Clinical Professor at tion, teachers who have a sufficient number the University of Southern California. She is the of units or attained a certificate or credential immediate Past President of the National Asso- to teach the gifted are assigned to the gifted ciation for Gifted Children and on the Advisory program. However, these traditional indica- Board of the California Association for the Gifted.

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37 CALIFORNIA ASSOCIATION FOR THE GIFTED 33 GROUPING, continued from page 25 issue differs in differing grouping levels, but Pattern 1.Mixed-ability groups have "mixed" the time spent on discipline and behavior results. ited by the groups into which they are placed. modification is not discrepant. More recently, Dyads of low- and high-ability students are Chauvet and Blatchford (1995) have found now being studied rather than small groups. Reality:As pointed out earlier, Slavin's (1993) that subjects placed in random mixed-ability Thus far, the researchers who have looked at best evidence synthesis of the research on groups performed significantly less well than this in the six studies I have found, conclude regrouping by performance level for specific those in either friendship groups or like-abil- that the low-ability students speak out more, instruction found slight positive gains for ity groups. behave more appropriately, and stay on task low- and average-ability groups when the more but with no differences in overall indi- curriculum itself was appropriately differen- Myth 9:Without brighter students in a class, vidual achievement. The high-ability dyad tiated for these groups. The effects were zero the quality of discussion and pro-academic members gain little from the interaction (e.g., when differentiation could not be docu- norms go way down. Cohen & Lotan, 1995; Jones & Carter, 1994). mented. Thus, this myth could be true if Reality:The "quality" of a discussion is a per- Hence if our goal is to socialize low-ability instruction is not monitored, but it would be ception of the teacher, who may enjoy having students, dyads work. If our goal is to improve wrong to believe that the grouping itself lim- a higher level of thinking going on for per- their academic achievement, dyads are not the its achievement. As the more recent research sonal pleasure. Such discussion, however, answer. For neither goal are dyads appropri- has shown, smaller groups are superior to may be very intimidating and alienating to ate for high-ability students. bigger groups for overall achievement (Cohen lower level students in the class whose pace & Lotan, 1995; Lou et al., 1996), and homo- of learning is considerably slower (Start, Pattern 2: Like-abiliry groups produce higher geneous groups are superior to heteroge- 1995) and whose capacity for using higher academic effects for gifted learners than neous groups for overall achievement, class order thinking may be more limited and infre- mixed-ability groups. participation, and pro-academic behavior quent (Nasca, 1980). This brings us. to the A variety of studies since 1991 have come to (Hacker & Rowe, 1993; Hooper, 1992). issue of what purpose gifted students serve in this conclusion, from comprehensive syn- The goal of schools must be to develop the the school system. Are they there to raise the theses of research (e.g., Goldring, 1992; Lou potential of all students as far as possible. We average of the school on measures of school et al., 1996; Rogers, 1998). There just does- must never choose an instructional man- performance and mastery? Are they there to n't seem to be any way around the fact that agement or delivery strategy that limits any teach those who are struggling with the reg- gifted learners do better in every respect child's potential. It is clear, however, that the ular curriculum and its mastery? Are they when they are placed together with others act of grouping itself is not limiting. Care there to make the teacher's job easier or more who are performing at their levels and share must be taken when like-ability grouping is pleasurable? their interests and abilities. At the same time, used that the curriculum and the instruc- When we think clearly about this, gifted the achievement effects for other ability lev- tional delivery practices are appropriate to the students are there to learn, not to be exploited els are not so dramatic or definitive (Richard- group and aimed slightly beyond what stu- for the benefit of others. This means that son & Fergus, 1993). Alternatives to dents at that performance level think they are these students' curriculum needs to be com- like-ability groups have not produced earth- capable ofin Vygotsky's "Zone of Proxi-pacted in recognition of what they have shaking results and more research and exper- mal Development"if we are to make the already mastered, and they need exposure to imentation needs to take place to fmd the most of the potential in any group. advanced knowledge and skills at a consid- best alternatives for these students (students erably faster pace and with less review and of ability levels other than gifted). At some Myth8:Too much time is spent on discipline practice than provided for students of other point, however, educators will have to weigh and behavior modification in low-ability ability levels. With this new knowledge and effort against outcome. Grouping lessens a groups. skill, they need to apply and produce at teacher's efforts to help students master what Reality:The argument here is that low-abil- higher levels of complexity and abstraction they have not accomplished by homogeniz- ity groups become behavioral landmines and than other students. Compacting could cer- ing pacing and complexity needs. Hence, it that teachers must be disciplinarians first and tainly take place in a heterogeneous setting, is a fairly easy means for developing the teachers last. Most interestingly, Jeanie Oakes' but the difficulties of appropriate pacing and potential of gifted learners. The academic study did not find significant differences in variable frequency of complex, abstract appli- gains are substantial and documented. What the amount of instructional time expended cations make the heterogeneous setting an we want, however, are substantial effects for when low and high tracks in junior and senior impractical placement for most gifted stu- all students. This means time-intensive indi- high schools were compared (1985), but the dents if their potential is to be fully developed. vidualization/tutoring/mentoring efforts will expectations for homework time expendi- be required for these other levels of ability. tures were significantly different (42 min- The New Realities What should not happen, however, is to elim- utes on average for high tracks vs. 14 minutes Most of the research that has taken place inate performance grouping for gifted students for low tracks). Is the myth, then, more an since my foundational paper in 1991 has when it does get us where we need to be issue of teacher expectations than a grouping come to the same conclusions we have seen with academic outcomes. issue? Do teachers generally assume that in this discussion of myths and realities, but low-achieving students are more likely to three new patterns of research on grouping are Pattern 3: Smaller groupings for instruc- misbehave and act out and likewise assume emerging and it will be interesting to see tion produce higher academic effects for all that higher achieving students will not? Per- what they add to our understanding of the students than whole-class instruction. haps the type of disciplinary or behavioral merits of grouping for all ability levels. Only one study in recent years has suggested

34 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 4 38 benefits for whole-class instruction: when it on learning science process skills using Hooper, S. (1992). Effects of peer interaction is used for drill and repetition of low-level microcomputers. Journal of Research in during computer-based mathematics convergent skills, such as math computation. Science Teaching, 27, 923-954. instruction. Journal of Educational The direct instruction research of the late Carter, G., & Jones, M. G. (1994, October). Research, 86, 180-189. 1970s reached similar conclusions. The ques- Relationship between ability-paired inter- Jones, M. G., & Carter, G. (1994, Septem- tion, then, is how much of what we aim to actions and the development of fifth ber). Verbal and nonverbal behavior on teach students in schools today is low level graders' concepts of balance. Journal of ability-grouped dyads. Journal of and convergent? If one looks at standards Research in Science Teaching, 31, 847- Research in Science Teaching, 31, 603- from state to state, the aim has consistently 856. 620. been to move toward higher order learning, Chauvet, M. J., & Blatchford, P. (1993, Sum- Kulik, J. A. (1992). An analysis of the patterns, and concepts rather than details and mer). Group composition and national research on ability grouping: Historical facts. curriculum assessment at seven years. and contemporary perspectives. Storrs, Many educators have used time as the Psychology & Special Educational Needs; CT: The National Research Center on the explanatory factor among differing perfor- 35, 189-196. Gifted and Talented Research-Based mance levels for students: some students Clark, B. (1997). Growing up gifted: Devel- Decision Making Series. need more time to learn than others. If this oping the potential of children at home Kulik, J. A., & Kulik, C.-L. C. (1992). Meta- is so, then students will need to be placed in and at school. (4th ed.). Upper Saddle analytic findings on grouping programs. smaller groupings according to the amount River, NJ: Prentice-Hall. Gifted Child Quarterly, 36, 73-77. of time they need to master the standards. Cohen, E. G., & Lotan, R. A. (1995). Pro- Lou, Y., Abrami, P. C., Spence, J. C., & And with standards becoming more and ducing equal-status interaction in the het- Poulsen, C. (1996). Within-class group- more high end, the need for adequate time to erogeneous classroom. American ing: A meta-analysis. Review of Educa- master them becomes more and more criti- Educational Research Journal, 32, 99- tional Research, 66, 423-458. cal. We can't expect the majority of students 120. Mason, D. A., & Good, T. L. (1993). Effects to sit around while the slowest ones begin to Davis, G., & Rimm, S. (1998). Education of of two-group and whole-class teaching on master what all can learn. This would fly in the gifted and talented. (4th ed.). Boston, regrouped elementary students' mathe- the face of full potential development for MA: Allyn & Bacon. matics achievement. American Educa- all. More experimentation must take place Fuligni, A. J., Eccles, J. S., & Barber, B. L. tional Research Journal, 30, 328-360. with what the composition of these small (1995). The long-term effects of seventh Nasca, D. (1983). Questioning directions for groupings should look like. Will these be grade ability grouping in mathematics. the intellectually gifted. Gifted Child friendship groups rather than like-ability Journal of Early Adolescence, 15, 58-89. Quarterly, 27, 185-188. groups? Are friendship groups the same Gallagher, J. J., & Gallagher, S. (1994). Oakes, J. (1985). Keeping track: How schools thing as like-ability groups (do we choose Teaching the gifted child. Boston, MA: structure inequality. New Haven, CT: others to be our friends based on the simi- Allyn & Bacon. Yale University Press. larity of their abilities and interests to ours)? Gamoran, A., Nystrand, M., Berends, M., & Pallas, A. M., Entwisle, D. R., Alexander, K. Do dyads prove to be more academically LePore, P. C. (1995). An organizational L., & Stluka, M. F. (1994). Ability group effective than groups of three or four? Do analysis of the effects of ability grouping. effects: Instructional, social, or institu- single-gender groups change the complexion American Educational Research Jour- tional? Sociology of Education, 67, 27-46. of achievement in some subjects, such as nal, 32, 687-715. Richardson, A. G., & Fergus, E. E. (1993). math and science? Goldring, E. B. (1990). Assessing the status Learning style and ability grouping in Our work on the grouping issue and how of information on classroom organiza- the high school system: Some Caribbean it impacts gifted children is far from done. We tional frameworks for gifted students. findings. Educational Research, 35, 69- have a strong research base for our current Journal of Educational Research, 83, 76. practices, but we also have some responsi- 313-326. Rogers, K. B. (1991). The relationship of bility for contributing to an understanding of Hacker, R. G., & Rowe, M. J. (1993, March). grouping practices to the education of grouping practices' effects on the achieve- A study of the effects of an organization the gifted and talented learner Storrs, ment of all students, regardless of ethnic ori- change from streamed to mixed-ability CT: The National Research Center on the gin, socioeconomic class, ability, motivation, classes upon science classroom instruc- Gifted and Talented Research-Based and performance levels. Perhaps there are tion. Journal of Research in Science Decision Making Series. even more effective ways to manage the Teaching, 30, 223-231. Rogers, K. R. (1993). Grouping the gifted: instruction of gifted learners. Let's be on the Haistings, C. (1992, October). Ending abil- Questions and answers. Roeper Review, cutting edge in finding those ways. ity grouping is a moral imperative. Edu- 16,8-13. cational Leadership, 50(2), 14. Rogers, K. B. (1998). Using current research References Hall, D. P., & Cunningham, P.A. (1992). to make "good" decisions about grouping. Bandura, A., & Kupers, C. J. (1964). Trans- Reading without ability grouping: Issues National Association for Secondary mission of patterns of self-reinforcement in first grade instruction. National Read- School Principals Bulletin, 82(595), 38- through modeling. Journal of Abnormal ing Conference Yearbook, 41, 366-390. 46. and Social Psychology, 69, 1-9. Hallinan, M. T. (1994). School differences in Schunk, D. (1996). Learning theories: An Berge, Z. L. (1990, November). Effects of tracking effects on achievement. Social educational perspective. (3rd ed.). Upper group size, gender, and ability grouping Forces, 72, 799-820. Saddle River, NJ: Merrill.

15. .7 3 9 CAUFORNIA ASSOCIATION FOR THE GIFTED 35 Schunk, D. H., & Zimmerman, B. J. (1996). Modeling and self-efficacy influences children's development of self-regulation. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 154-180). Cambridge, England: Cam- IIp p bridge University Press. Slate, J. R., Jones, C. H., & Dawson, P. (1993). Academic from skills of high school students as a function of grade, gender, and academic track. High School Journal, 76, 245- Downtime 251. Slavin, R. E. (1993). Ability grouping in the middle grades: By MARY S. PFEIFER Achievement effects and alternatives. Elementary School Journal, 93, 535-552. With the increased use of computer applications, fax machines, cell Start, B. (1995, August). The relationship of instructional phones, and pagers for quickened communications, none of us pace and ability differences in concept attainment. has avoided system downtimes. "Downtime" occurs because the Paper presented at the national conference of Support- system cannot handle your request and the requests of other users ing the Emotional Needs of the Gifted. San Diego, simultaneously. As a result the system must assign a wait time. Building our CA. tolerance for inevitable downtime is often difficult to negotiate. For some of Veenman, S. (1995). Cognitive and noncognitive effects of us, waiting creates frustration and anxietya kind of road rage on the infor- multigrade and multi-age classes: A best-evidence syn- mation highway. For others, downtime is a welcomed timeouta kind of thesis. Review of Educational Research, 65, 319-382. relaxed oasis on the same highway. However, and most important, downtime assures us that we should not expect the system to work perfectly and that KAREN B. ROGERS, Ph.D., is Professor of Gifted Education at the none of us will get the job done as planned. Recently during a system down- University of St. Thomas In Minneapolis, MN. She specializes in time, I imagined a parallel downtime existing in school classrooms. research on "best practices" In gifted education and has writ- Actually, the classroom phenomenon of downtime is not new. Every ten two books and numerous book chapters and articles. She year, teachers have supported downtime in the classroom. Students have sits on the editorial boards of many journals in the field of gifted accepted and practiced downtime. Parents and community have continued education, including the national advisory board for the Gifted Edu- to fully fund downtime. So, what's significant about the occurrence of down- cation Communicator. time in the classroom? Would repeated downtime in a school classroom be dysfunctional and wasteful? What effect would its prevalence have on students' education?

PRE-COLLEGE PROGRAM A Little Inquiry -\ To understand the effects of downtime in the classroom on an individual student, I engaged the assistance of a secondary student for whom I served as a mentor, tutor, and intellectual provocateur. This student was probably the most gifted student among those I have tutored. She was attending a secondary school that touted its differentiated curriculum and instruction, its integrated content focus, and its freedom to accelerate learning in meeting the needs of each student. I asked her to help me explore the phenomenon of downtime Plan Your by collecting data in her classroom over a one-month period. Future in Art For purposes of this study, downtime was defined as any period of time during classroom instruction and guided practice when a teacher assigned the and Design student to wait. Assigned downtime (ADT) would be identified by such ars ZaaDillEMSV prompts as "since you're finished with your work, why don't you sit quietly and read a book or something" or "let's have a free day tomorrow because killHWYVaral. - it's the end of the week." The student investigator designed a data collection vehicle that would not only record the incidence of assigned downtime but Now high school students can spend an entire summer at one of America's included the length of time for each ADT. We sampled how much ADT this premier schools of art, design and architecture and visit the cultural and artistic student was experiencing in her classroom during the month. capital of the U.S. Live on the beautiful Pratt Brooklyn campus. Study either in Brooklyn or at our Manhattan SoHo campus. You'll choose from Painting & Results PrattDrawing, Illustration, Photography, Graphic During the twenty school days of the month studied, the student was assigned Design, Architecture, Fashion Design, and more, Draw it. Build it. Make it.while earning college credits. ADT daily. The length of the assigned downtime ranged from the shortest interval of 10 minutes to the longest interval of an entire school day. We did

Pratt Institute Visit our website at not count the school counselor's suggestion that because the student was so Center of Continuing & Professional Studies ProStudies.prattedu or far ahead in math, she should sit out math instruction for the year. Given this 200 Willoughby Ave., Elklyn, NY, 11205 718-636-3453 ext 408 Email us at 295 Lafayette St NY, 10012 212-461-6040 ext 408 prostudy@pratiedu school's philosophy and organization, and this student's academic achievement, attendance, and positive attitude, a significant amount of downtime had

36 GIFTED EDUCATION COMMUNICATOR, SPRING2001 4 0 been assigned. Extrapolating the data collected to reflect ninemonths of a school year, we determined that two years (18 months) of her high schooledu- cation could be chalked up to ADT. Her high school educationcould have Educator to Educator stopped at the end of 10th grade since all that remained was ADT.The stu- Publications dent used this data to launch a search for a school that would meether intel- too lectual and emotional needs. Some students may find the amount of ADTis ndependent Study $18 a break from challengingexpectations and, therefore, put forth the minimum by Sandra N. Kaplan & Bette Gould efforts required to get by. Others may need a series of breaks in the day to sus- Independent study for all students, tain focus and effort. Still others, like this student, may considerADT a with special sets for gifted and waste of time and talent while needing more depthand breadth in their cur- advanced students. Grades 1-12 riculum and instruction. My student investigator commented, "Whathappened Available March, 2001 to 'be all you can be'?" The Flip Book $16 Up Rom Down A Quick & Easy Method for Several recommendations emerged from this little inquiry. Developing Differentiated Learning I. Students need to be aware of the amount of time they are assignedby teach- Experiences ers or aides to do nothing. Once students are awarethat doing nothing is by S. Kaplan, B. Gould & V. Siegel not challenging, self-advocacy is required. Students need tobe equipped A no-fail way to differentiate. with the skills to self-advocate with school counselors and classroom teach- Our bestseller. Grades 1-8 ers in a tactful, yet assertive manner to decrease ADTand to increase learning opportunities and expectations of performance. Parents and guardians Frames: Differentiating the will need to lend their children varying degrees of support in dealing with Core Curriculum $17 ADT. by Sandra N. Kaplan & Bette Gould 2. Students need to be prepared for inevitable ADT, taking responsibilityfor Frames for depth & complexity, their own learning. ADT allows students to focus on their interests, critical & creative thinking, thematic curiosities, and need for learning more. With the availability of person- interdisciplinarity, and more. alized learning plans and goals, resources and materials, as well as teach- Grades 1-12; 23 fully illustrated ready-to-use ers' support for higher expectations, students are able to utilizetheir frames time for greater inquiry and personal satisfaction. Systems: A Thematic $23 assigned 3. Classroom teachers and aides should monitor their randomly Interdisciplinary Unit downtime in the course of a school day. Beyond the ADT frequency fac- by Sandra N. Kaplan & Bette Gould indi- tor, practitioners must explore the effects of assigned downtime on A curricular unit on the global topic, vidual students as well as others in the classroom. What message does ADT Systems. A blueprint for developing give students about academic and behavioral expectations, use of resources, units on other themes. respect for the intellect, and the value of an education? Grades 1-8 4. Classroom teachers and aides must take time to know each of their student's needs so that they are challenged to be all that they can be. Like The Teacher's Book of Lists $20 the data collector in this inquiry, students are often seen as able learners by Sheila Madsen & B. Gould who will succeed no matter what happens in school. Left often to float, One of our favorites for teachers of gifted and talented students are denied a fair share of the educational all students, including gifted ones. resources and opportunities. Reducing ADT teachesstudents that learn- 121 lists, 333 activities, ing can be personalized, requires inquiry and resources outside the school- 63 task cards & worksheets, room, and honors the pursuit of "expertness." 508 book titlesneed we say more? 5. Any amount of ADT is not automatically assumed to be a flawed prac- Publisher: GoodYearBooks tice. Indeed, any worker needs a few breaks in the day in order to stay fresh and focused. The amount of ADT is different for different individuals; therefore, too much ADT or too little ADT is relative to the individual. Contact us for order forms, quantity discounts Fortunately, this little inquiry has produced many more inquiries needing or rush orders. We also plan attention. How prevalent is ADT in the classroom? How does ADT affect the unique programs based on school education of average or below average students? Do teachers know how to or district requirements. For information: fill in the blanks of downtime for students? Finally, if I use my system's down- Ask for John Gould time to generate these kinds of ideas, results, and reflections, I too will be up FREE! Tel: 818-341-0067 from downtime. Student activity book when you Fax: 818-700-0028 order Systems. [email protected] MARY S. PFEIFER is the Director of Minnesota Gifted & Talented Development Cen- While supply lasts. Educator to Educator ter at the Minnesota Department of Children, Families and Learning. Prior to coming Publications to the Department 12 years ago, she was a teacher, principal, and central office director for 20 years In the Minneapolis Public Schools.

CALIFORNIA ASSOCIATION FOR THE GIFTED 37 41 UNDERREPRESENTED POPULATIONS

3)Use learning contracts to enable gifted Advocating for Gifted Girls girls to advance. Learning contracts, commonly used in curriculum compact- BY JOAN FRANKLIN SMUTNY ing, provide opportunities for talented female students to set their own pace This column will focus on a variety of gmups within the gifted community whichare under- and create projects that interest them. represented for a variety of reasons: language and cultural barriers, inadequatesearch and This is especially useful for female stu- identification programs, racial or other biases, physicalor mental challenges which mask dents who do not want to draw attention their giftedness. In future issues we may focuson a particular group in more depth; this col- to themselves. umn will serve as a means of awareness and provide follow up resources. 4)Integrate creative/imaginative with critical/analytical thinking. Gifted girls some- Gifted girls doing, and the learning styles she prefers times abandon subjects (such as math or need the when tackling assignments. The teacher can science) because the instruction is too watchful also seek out alternative means to identify her linear. Many prefer to use imaginative as care of a talentssuch as portfolios, interviews with well as analytical approaches to solving parent or teacher the family, and observations by community problems and processing information. to help them sur- members. 5)Use role-playing. When conducted sen- mount the social sitively, role-playing allows a flexibility pressures and gen- Helping Gifted Girls in School in self-expression that benefits gifted der bias that can Teachers and parents have a role to play in girls. Some girls find that becoming hamper their freeing gifted girls from the negative impact "someone else" gives them a sense of development. Bar- of gender stereotyping and social pressures independence and freedom to act more bara Kerr wrote that our society has "made at school. The following situations may hin- boldly than they would ordinarily. it the norm for gifted women to lead an aver- der girls' full participation in the classroom: 6)Provide leadership opportunity. Leader- age life, and gifted women have largely greater recognition of boys' abilities than ship can often be intimidating for gifted adapted to that norm" (1994, p. 171). To girls' (expressed in school, media, and girls. But once teachers understand their stop this "average life" from becoming the home) particular strengths and talents, they can "norm," informed parents and teachers must greater expectation of math and science gradually introduce opportunities for advocate for gifted girls, taking a more active achievement in boys them to assume more leadership. They role in their growth and education. encouragement of submissive and obe- could, for example, help coordinate a Research has proven that the process of dient behavior of girls group project or act as resident experts in adapting to a lower standard of achievement discouragement of girls expressing strong a subject they love and know well. Teach- begins in childhood and, as a rule, gifted opinions ers and parents need to be sensitive to the girls are quick to absorb the subtle messages less detailed feedback for work done by fact that this kind of role may be unfa- around them. "Do well but don't be too girls than that done by boys miliar to gifted girls. They may need spe- assertive." "Don't raise your hand too much." discouragement of leadership roles for cial support to overcome their timidity "Don't ask too many questions." "Don't be girls and self-doubt. too forceful about what you think." highly competitive activities that girls "Don't...Don't...Don't." By age 11, many find intimidating Encouraging gifted girls without focusing gifted girls feel unsure of their potential, sex-role stereotyping in the curriculumtoo much attention on them can often be a minimize or hide their talents, and often per- and social dynamics of the classroom balancing act. Gifted minority girls have a form below their ability. If unchecked, this particular challenge negotiating the tension pattern of underachievement can continue Teachers can help gifted girls by incor- between the need to be loyal to their peer through adulthood. porating some of the following practices into group (who may see school achievement as the day's instruction: a "white thing") and the need to fulfill them- Finding Gifted Girls 1) Respond to gifted girls' work with more selves as talented people. Unfortunately, The first crucial step in advocating for gifted specific suggestions and comments. Be some of these gifted girls find the social and girls is to identify their talents. Examining supportive and positive, but not generic emotional costs too great and prefer to be tests, homework assignments, or other con- in the feedback offered. invisible among a community they know ventional measures may not provide enough 2) Minimize competition. Gifted girls often and love rather than suffer the isolation they information. If a teacher notices keen insight back off in highly competitive situa- think will accompany a successful acade- in a girl she thought was average, she can tions. Learning groups, hands-on activ- mic performance. They require particularly look more closely at her work, behavior, and ities, and independent projects help them determined advocates who can help them attitude. She can determine the circumstances to learn without feeling a conflict negotiate the conflict they feel between their in which these qualities appeared, the class between their talents and their need to need to belong and their need to fulfill them- activities the girl appears most comfortable belong. selves.

38 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 4 2 Role Models for Gifted Girls biographies, pictures, media that portray Gifted girls need constant exposure to the girls and women in a wide range of roles? accomplishments of women. Underrepre- What is the subtext of different materi- sented in the curriculum and the media, als girls are exposed to (e.g., games, toys, female achievement is still something of a books, learning aids)? silent history. I have found women's biogra- How might I as a parent or teacher pro- phies a superb catalyst for discussions about vide materials that offer alternative views gender roles and female talent (see source and insights into female ability and listed on National Women's History Pro- accomplishment? ject). Girls in my writing workshops often focus on biographies in their own essays, Some advocates find opportunities to particularly on the obstacles prominent strengthen themselves in the process of Reseurso Moterials 1.1. VIOKKassotfts - hAsterfals women have had to overcome to reach their helping a struggling gifted girl. They won- COMMe...44te (32-11041Namas-on Scirtnr. K. mar. goals. When talented girls learn how women der, "In what ways am I a strong female ma pIlEr & ossalatas, Int. EDUCATIONAL MATERIALS have contributed to a variety of fields (includ- model for my daughter or student? Do I for...... 1.4*. ing those dominated by males), they feel express myself with freedom and confi- For the Most Comprehensive empowered to pursue their interests more dence?" This line of questioning can lead Catalog of GiftediTalented confidently. When talented girls also under- them to become models of strength and Materials Available! stand that girls and women who want to do resiliencyable to empower gifted girls Visit Our On-line Catalog more than the "norm" cannot avoid diffi- through difficult times. culties along the way, they will be better www.awpeller.com equipped to deal with them. RESOURCES Videocassettes Games American Association of University Women Resource MaterialsBooks (AAUW). (1992.) How schools short- Computer Software CD-ROM change girls. Washington, D.C.: American Hands-on Science Kits& more! Association of University Women Edu- cational Foundation. peller & associates, Inc. EDUCATIONAL MATERIALS Kerr, B. (1994). Smart girls two: A new psy- 800-451-7450 / fax 973-423-5569 chology of girls, women, and giftedness. Dayton, OH: Ohio Psychology Press. National Coalition for Women and Girls in Education. (1992). The task force reports: Teaching strategies for girls in math and Summer Learning science. Washington, D.C. & Fun for Girls National Women's History Project: A catalog of resources for honoring and celebrating Summer Challenge women. Windsor, CA. Hands-on investigations into the Orenstein, R, in association with the Amer- physical and mathematical worlds ican Association of University Women. answer questions like "Where in (1994). Schoolgirls: Young women, self- the Solar System is ...?" and esteem, and the confidence gap. New "Animal, Vegetable, or Mineral?" York: Doubleday. For girls entering grades 7-9. Piirto, J. (1991, April). "Why are there so American Experience few? Creative women: Visual artists, International girls improve their mathematicians, musicians." Roeper English language skills and learn Gifted girls sometimes abandon subjects Review 13: 142-147. about U.S. history, culture, and arts. such as math or science because the Rimm, S. (1998). See Jane win: The Rimm For girls ages 12-16. report on how 1,000 girls became suc- instruction is too linear. Both boarding programs also cessful women. New York: Crown. offer athletics and field trips. Sadker, M., & Sadker, D. (1994). Failing at July 1-28, 2001. Both teacher§ and parents can make a fairness: How America's schools cheat difference in this area. Reviewing sources and girls. New York: Charles Scribner's Sons. For more information, call materials in the environment, they can con- Smutny, J.E (1998). Gifted girls. (Fastback). Director Christopher Hampton sider some of these questions: Bloomington, IN: Phi Delta Kappa Edu- 860/409-3692. Do the toys, books, clothes, games, cational Foundation. Miss Porter's School posters in the home or school environ- Farmington, CT 06032 JOAN FRANKLIN SMUTNY Is director of the ment encourage gender roles or project www.missporters.org females as the "weaker sex"? Center for Gifted, National-Louis University, Do gifted girls have access to stories, Evanston, IL

4 3 CALIFORNIA ASSOCIATION FOR THE GIFTED 39 TEACHER FEATURE

ogists talk about two orientations to learn- When Good Gradesare Bad ing. One focuses on knowing and understanding; the other on performing. How Can Teachers Help Parents Keepa Balanced View Students with a performance orientation of Achievement? are centered on "getting it right" and getting good grades. They don't seek rich and challenging learning experiences, BY CAROL ANN TOMLINSON ety of home-based and school-based learn- but rather predictable ones. They learn to ing options. I've worked with some for whom be safe students. They'd rather have a This column will present issues especially a C in a course is just fine, thank you. Sadly, teacher give them a blueprint for an A pertinent to teachers of gifted students. Each I've worked with some whose own lives are than to think their way through knotty issue will include a common challenge or so full for one reason or another that they pay problems with ambiguous solutions. vexing pmblem and provide teachers with little attention to their children's schooling. Trouble is, the latter orientation is a less suggestions to ease or improve the situa- That said, like many other teachers, I've robust preparation for life than the former. tion. also worked with many parents of bright In the real world, people who develop and kids who are at least single minded about use their talents fully seek opportunities At its core, their students' achievement. At worst, they that stretch them. They are willing to of course, have a take-no-prisoners approach that makes risk "failure" because they understand high it clear that, "This is an A student, and any- they learn most in settings which chal- achieve- thing less is a reflection on the teacher." For lenge them, and in which errors are often ment has a lot going those parents, and the young people in their a product of that challenge. for it. It suggests a homes, teachers sometimes need to be ready 4. Too much emphasis on achievement can child learning to to diplomatically point out that the quest for lead to perfectionism There's a line of accept responsibility good grades can run amok. demarcation between the student who a young person enjoys doing well and the student who's developing his or her When Achievement Matters Too Much obsessed with it. A student with a com- capacity as a learner, The purpose of this article is not to reject the fortable approach to the pursuit of qual- a student who takes pride in good work. value of achievementor achievement as a ity in school can say, "I blew it in school These are clearly positive traits, and most value. Doing well on important things is today, but generally I don't. Let me have teachers and parents would be delighted if all likely desirable for both the achiever and another whack at this, and I'll probably students invested in doing well in school. society. However, because very bright kids do better next time. On balance, I'm a A focus on achievement has its liabilities can achieve at high levels, that achievement good student." A perfectionist is haunted too, however, especially when good grades can come to occupy too great a place in life. by the specter of lost points on a test, lost become the focus of achievement. Particu- Here are some of the ways in which that can status as a performer. Not only does this larly at risk of the pitfalls are parents ofbe a problem: student ache when there's an academic highly able students (and their children). 1. Children can begin to believe people glitch, but also fears there might be one Because good grades take center stage in only really like them because of their even when there's not. Perfectionism can our way of doing school and in our society grades. When students' self-worth lead to all sorts of uncomfortable and it's a good idea to take a look from time to becomes synonymous with their GPA, potentially serious problems over time. time at some of the snares of over-accentu- class rank, or honor roll status, their per- 5. Students who value the trappings of ating grades, as well as at some approaches sonhood is diminished. Kids need unam- achievement too much often lose toler- to helping parents of advanced learners biguous assurance that people love them ance for people who do less well than develop a balanced perspective on school because of who they arenot because of they do. Good grades not only become achievement. grades or status they bring home. too important in the students' own self- Before that discussion, it's important to 2. When grades begin to matter too much, estimation, but also in their estimation of note that parents of highly able kids vary even a hint of failure becomes unac- the worth of others. Not surprisingly, this widely in their perspectives on schooljust ceptable. For some students, a B is a dis- perspective makes them prickly to be as their children do. It's inappropriate, there- aster. Not knowing an answer in class is around. fore, to assume they all have the same take a humiliation. Not only is that a huge 6. Some bright students suffer from a dif- on their children's achievement. I've worked pressure for a young person, but when a ferent sort of problem related to too much with parents of bright kids whose school child learns to avoid "failure" at all costs, success in schools. These young people focus seems to be ensuring that it doesn't he or she has closed a door on important make very good grades with very little interfere with enjoying family activities. I've personal growth. Unwillingness to be effort. Because they know they didn't worked with some who see school as a nec- wrong is a hallmark of a closed mind. really have to work hard to get the grades, essary encumbrance, but who focus on 3. When success matters too much, stu- they feel they didn't earn the grades. It's "really" educating their kids through a van- dents lose out on real learning. Psychol- easy for these students to get a sense that

40 GIFTED EDUCATION COMMUNICATOR, SPRING2001 el: 44 they've somehow "fooled" adults, but 5.Actively support your student in pursuing a synonym for high grades, and that who we they also struggle with the fear that if challenging learning opportunities rather are is bigger than what we do, practice someone gave them challenging tasks, than only safe ones. Let them know you're strategies like these on a daily basis. They they'd be unable to succeed. This "impos- far happier for them when you see them help their bright young people develop a bal- tor syndrome" causes a sense of long- struggle with an idea or grapple for an anced perspective on achievement. term guilt and insecurity for many highly insight than when you see them reel in a Eighth-grader Lindsey elected to take a able young people when success comes formulaic A. Be sure they see you seek very rigorous history class in which A's were easily time and time again. and enjoy challenges as well. a rarity. Most of her friends opted for an 6.Help your child compete against him or easier history option in which A's were read- Suggestions to Share with Parents herself more than against others. To set, ily available. Asked why she made the choice, Sometimes, students themselves seem in work for, and achieve personally chal- she said, "My mom has always said school relentless pursuit of high grades. Sometimes, lenging and satisfying goals ought to be is about learning more than it's about grades. very well-meaning parents contribute to far more cause for celebration than mak- I'm going where I know I'll be using my grade mania. In either case, parents are the ing an A against standards set for some- time to learn something. The rest will take adults in the family and can play a key role one with less ability, opportunity, or care of itself." in helping their children see achievement in support. Ben's dad was proud of his son's writing a balanced way. Here are a few suggestions talent and worried because school expecta- teachers might share with parents at the right tions failed to stretch that talent. At his sug- time and in the right way. Of course, it's also gestion, he and Ben read biographies of important that teachers subscribe to these writers to see what they could learn about the suggestions as well. They are the other key writing life. "These people write," his dad adults in most young people's lives. reflected to him, "to fmd their own meaning, Some of the suggestions here are impor- to refine their own ear. They keep at it tant for some bright youngsters at some junc- because it satisfies them. I don't think we read tures in their lives. None of the suggestions about a single writer who said, 'I'm good is applicable to all highly able kids. Not all enough." "What he taught me," Ben said, "is very bright children suffer from an overem- to write from inside myself, for myself. phasis on achievementand even when they Grades aren't much help." do, their experiences and needs vary. Cathy called her mom from college on I. Take the long lookbe clear on the kind Sunday evening. She'd missed a class on of person you want your child to become. 7. When your child finds herself in a chal- Friday to be part of a weekend-long Habitat Then work in that direction. If we want lenging learning situation, help her perfor Humanity project. The professor had kids to grow up to be hungry learners, severe. Don't panic. This is a rare chance approved her absence and said she could intellectually curious, joyful about learn- for a really bright kid to gain some cop- make up anything she missed on Monday. ing, creative, and empathetic, that ing skills. It's better for the student to Sunday night, however, Cathy learned the requires a different set of experiences hit an intellectual wall when you and a professor had assigned a major paper on Fri- than the "grades first and foremost" teacher can help her learn to scale it, day. It was due Monday. No exceptions. She approach. than for the same thing to happen for was near tears when she told her mom there 2. Continually let your child hear the many the first time when she's a college fresh- was no way she could produce a good paper things you value in him or hera sense man and 1,000 miles from home. The overnight. When Cathy finally stopped talk- of humor, truthfulness, courage, polite- message needs to be, "Hang in there. ing, her mom paused, and then said quietly, ness, willingness to help others, a goofy Figure out how to get better at this stuff. "Your self-worth has never hinged on a grade, smile. Be sure grades don't become more That will serve you better than bailing and it never will." important than the really important out. I'm here to give encouragement." Lucky kids, I think. All of them, by the things. 8. If it doesn't happen on its own, help your way, make good grades in school. Each of 3. Be sure your kids know you make mis- child find some situations in which at them, however, understands achievement to takes. Be honesteven overtabout least some degree of failure is a natural be something far richer, more complex, and times you fall short of goals. Let your consequence of engaging in the activity. more balanced than what's in a gradebook or kids hear how you make decisions on That's surprisingly hard to come by for on a report card. Their parents have seen to where you'll invest your time and effort some very able kids. These kids can get that. Teachers can help these and other par- and how you cope with the imperfec- hooked on perfection because it continents by making them aware of the varied tions those sorts of choices inevitably ues to seem within their reach. Learning issues and solutions related to achievement, cause. to live at peace with imperfection is lib- grades, and success in learning. 4. Let your child know that creativity, effort, erating for perfectionists. It also teaches and persistence are more reliable pre- patience with the imperfections in all CAROL ANN TOMLINSON, Ph.D., is Associate dictors of adult success than are straight people. Professor at the University of Virginia and presi- A's. Research and the experience of those dent-elect of the National Association for Glfted who make an indelibly positive mark on Examples from the Real World Children. our world will back you up. Parents who understand that learning is not

CALIFORNIA ASSOCIATION FOR THE GIFTED 41 4 5, "Reshape One's Foot to Try to Fit Intoa New Shoe" The Multiple Uses of Task Cards

By SANDRA N. KAPLAN

Task cards are developed by teachers to present to students Task cards offer learning objectives or assignments which support information related to learning experiences or opportuni- student abilities to develop and practice independent learning skills ties. They communicate what students are expected to do and habits. and how they should proceed. A task card defines a learning experience, delineating for students both the parameters within Task Card Design which to perform the task and the anticipated outcome. Itmay also The design and format of task cards are fundamental to their viability offer content or suggestions about where to get information. and practicality. An effort to use certain elements ina regular and Task cards offer teachers a way to provide a wide variety of stu- predicrtable way will contribute to student success with the learning dent-centered curricular opportunities to gifted students, making tasks. If each card within a set of task cards follows the same design, them especially functional in heterogeneous classroom settings. students need to use less effort to decipher the requirements of each In most classrooms, task cards are used to enhance the existing stan- task and can maximize their success in working on an independent dards-driven curriculum as well as introduce new curriculum. basis.

1Motivation or stimulus to evoke stu- 1 What does the proverb mean? dent's interest and participation "You can't measure the ocean witha ladle."

3 3

Thinking skill to Content to access and apply and practice assimilate; the pur- Prove the relevance of the proverb pose of this type of with evidence from a historical study or task event.

4 5 4 5

Content-oriented Use your textbook. resources and references

Product to deve op to Design a chart that demonstrate achieve- Illustrates the relation- ment of the task ship between the proverb and the event you are studying.

4 6 42 GIFTED EDUCATION COMMUNICATOR, SPRING2001 HANDS-ON CURRICULUM

The set of task cards on pages 46 and 47 uses Chinese proverbs 1. Be assigned a time to work at the center as a bridge or motivation to developing criticalthinking in 2. Self-select a period to work at the center interdisciplinary studies. The interdisciplinary studies of the 3. Use the center on a rotational basis. tasks are standards-driven. The skill area is interpreting meaning of figurative language; the content will come from various Using Task Cards as Part of a Teacher-Directed Lesson disciplines. Two optional uses of the task cards follow. The task cards can be used as components of comprehensive lesson plans. Using Task Cards as Part of a Learning Center Motivation:To stimulate curiosity and interest and lead toward A learning center is a designated area in the classroom that provides the input of the lesson. a comprehensive set of learning experiencesrelated to a theme (in Input:To provide reference or background information for the this case figurative language) and communicated through a set of task lesson. cards. The learning center can augment or enrich an existing teacher- Output:To illustrate how to synthesize and present information. directed curriuclum or it can be use to introduce a curricular expe- Culmination:To promote discussion and debate to provide clo- rience of an area of study that presents a new or nontraditional sure to the lesson or to motivate future or continuedstudy. learning opportunity reflective of the needs and interests of gifted stu- Assessment: To form a basis for an evaluative conference with dents. Students can: individuals or groups about what and how learning has taken place.

OUR LEARNING CENTER INTERPRETING PROVERBS

Quict tomer can run deep. It is useless to apply minor remedies to a nal* problem. CNote the ambignity in interpreting the Proverb

Describe the meaning of this proverb es it relates to understanding the impact of4

In relatiOnship to a scientific theory or principle

Reed neaapapers nd megetine articles interview a scientist. Share your Ideas by teaching a lateen Describe your findings in a diagram. to your agora.

e You can't refuse the thine you need An ant may well &sway a whole dant. just because there is a slight chance to fail. ici)Relate the meaning of this proverb to a CJudge sty ulterla the relevance of this proverb historical event or a historical personality es a charetteristic of a literary or historic PesenelitY.

2. Read a biography or autobiography 81)0, Use your test end printery documents horn en

Write a case study or personality profile to share Menet searell to define this relationship

In written or illustrated teen. DbutJudginente

SOCIAL STUDIES SCIENCE

RESOURCES TOOLS FOR PRODUCTS

4 7 CALIFORNIA ASSOCIATION FOR THE GIFTED 43 HANDS-ON CURRICULUM

Lesson Plan - Strategy: Instructional Deductive Reasoning

Standard: (Complete with appropriate state standard.)

Objective: Students will be able to define and exemplify figurative speech patterns in the form of Chinese proverbs and relate these to areas of study in literature, science, and social studies. They will demonstrate understasnding in written or graphic products. Model of Teaching

Motivation Introduce the following symbols to students asking them to describe what they mean in the various contexts in which they are used. cDi

Explain to students that they will be studying the meaning of what is said by others.

Present the Purpose of Discuss the meaning of the skill infer and interpret as it relates to ideas, such as the Lesson the headlines on the front page of a newspaper. Define the causes and effects of many and varied interpretations and inferences aligned to the same headline or communication. Introduce or review the concept of a proverb and the reasons why proverbs evoke many and varied interpretations.

Introduce the ideas Present one of the task cards to the students. Read and discuss the selected To Be Decoded task helping students to identify and label the components of the card: proverb, thinking skill, content area, resources, and product.

Solicit Assumption Read the proverb on the task card and ask students to state their assumptions regarding its meaning. Write these assumptions on a chart to be kept and used as a reference at the end of the lesson.

OUR ASSUMPTIONS

Proverb"

Name Interpretation

44 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 48 HANDS-ON CURRICULUM

Introduce the Task and Inform students how they will collect information (in written or graphic formats) to Research define, prove, or exemplify the proverb. Note the research materials to be used to find the needed evidence. Note that all students could research a single topical area in a discipline to decipher the proverb or they can be divided into groups with each group investigating a different area of study in different disciplines.

Share and Summarize Ask students (or groups) to share the information they found that helps to define, prove, or exemplify the proverb. Use one of these retrieval charts to record the students' responses.

Proverb'

Evidence to Support Negate

Proverb: " V,

Evidence From:

Social Studies Science Literature

La11- A

Use the data on the charts to summarize the evidence. Discuss the degree to which the information from the references evidences, clarifies, and supports the mearning of the proverb. Discuss the meaning of ambiguity and its role in interpretations and historical andlit- erary analyses.

Verify Stated Revisit the original assumptions stated by the students. Discuss why original Assumptions assumptions may or may not be consistent with evidence gleaned from research.

4 9 CALIFORNIA ASSOCIATION FOR THE GIFTED 45 #1 It is useless to apply minor remedies to a major problem.

Describe the meaning of this proverb

in relationship to a scientific theory or principle.

Interview a scientist. CD Describe your findings in a diagram.

#2 Quiet water canrun deep.

Note the ambiguity in interpreting this proverb

as it relates to understanding the impact of

inventions and discoveries on society.

Read newspapers and magazine articles.

Share your ideas by teaching a lesson

to your peers.

46 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 50 #3 You can't refuse the thing you need just because there is a slight chance to fail.

Judge with criteria the relevance of this proverb as a characteristic of a literary or historic personality.

Read a biography or autobiography.

Write a case study or personality profile to share your judgments.

An ant may well destroy a whole dam.

Relate the meaning of this proverb to a

historical event or a historical personality.

Use your text and primary documents from an

Internet search to define this relationship

in written or illustrated form.

51 CALIFORNIA ASSOCIATION FOR THE GIFTED 47 and information on how to order the full Association book lists: www.ala.org/parents. Starting Points studies. You'll find more print resources in These lists include Caldecott Medal books, "Grouping: A Short, Data Based Primary Newbery Medal books, plus more great lists, BY CAROLYN KOTTMEYER Journal Research Sources Bibliography" by including the Coretta Scott King books about Joseph S. Renzulli. the black experience and Pura Belpré books Welcome to "Web Watch," a reg- Other articles on grouping include, from about the Latino experience. ular feature of the new Gifted the University of Oregon, "How Should We And if you're feeling like a bit of a rene- Education Communicator. This Group to Achieve Excellence with Equity?" gade, check out their 100 Most Frequently column will provide links to the by Bonnie Grossen, a Fordham Report "The Challenged Books of the last decade: www. best that is available on the Internet relating Tracking and Ability Grouping Debate" by ala.org/alaorg/oif/top100bannedbooks.html. to parenting and educating gifted children. Tom Loveless, and in Education Week This list includes classics Of Mice and Men The column will be presented in two parts: "Debate Over Ability Grouping Gains High by John Steinbeck, Forever by Judy Blume, one for parents and educators, and one for Profile" by Peter Schmidt. Each of these arti- The Catcher in the Rye by J.D. Salinger, and kids. cles details the differences between tracking The Adventures of Tom Sawyer and The Let's get started by dispelling some of the and grouping, and the first two articles go into Adventures of Huckleberry Finn, both by myths of gifted education, with the help of the great detail of the nuts and bolts of grouping Mark Twain. National Research Center on the Gifted and and its benefits to all students. If you like Stephanie Tolan's fiction, visit Talented (NRC/GT). One of my favorite arti- And to make your life easier (and typing her new site and reading list: www.stephani- cles to share with people new to gifted edu- URLs less of a nuisance), links for all these etolan.com/novels.htm. Tolan writes novels cation as well as those familiar with it is articles, and more, are available on for young people that feature gifted children "Distinguishing Myths From Realities: www.hoagiesgifted.org/grouping.htm. as primary characters. Welcome to the Ark, NRC/GT Research" by Marcia Gentry and and many other great fiction books for young Karen Kettle, http://www.sp.uconn.edu/ For the Kids: Reading Usts adults are included, along with books for nrcgt/news/winter98/wintr983.html. Here Each issue of Web Watch will have some- the middle and young readers. I must admit, you'll find a brief quiz and the research ref- thing for the gifted children in our lives. I love Stephanie's books, too! erences to back up the myths and realities This issue features reading lists that really hit For more book lists, including Biogra- they've found in gifted education. Some are the spot with gifted kids with all varieties of phies for Gifted Students, Books for Children intuitive (we all know them), but some are interests. First, a varied list that offers tons ofFeaturing Gifted Children, and Smithson- more interesting and worth your time and reading for children who are reading books ian Magazine Notable Books for Children, attention. Try the quiz yourself! many years above their age level: GT-World's visit www.hoagieskids.org/kidrdlst.htm. Book List www.gtworld.org/gtbook.htm. Happy reading! For the Adults: Grouping This is a great list to check when your stu- Now that we've dispelled some myths, let's dent or child liked a particular book, and CAROLYN KO1TMEYER Is the webmistress of Hoa- take a look at ability grouping resources to you're looking for more books at a similar gies' Gifted Education Page www.hoagiesgifted.olg follow up the feature article by Karen level. and Hoagies' Kids and Teens Page www. Rogers. Ability groupingnot to be con- Next check out the American Library hoagiesidds.org. fused with trackingallows like-ability children to be grouped together for a specific subject or for a certain period of time. These groups can be formed and reformed in dif- "COBBLESTONE MAGAZINES offer readers ferent subjects, as the children's strengths and interests vary. Much of the research available education experiences uncommon in children's on ability grouping on the Internet is pub- magazines. . .from graphic design to editorial lished by the NRC/GT Here you can find articles including "Cluster Grouping Coast conten4 they hold a unique, essential pfrice in to Coast" by Patricia A. Schuler and "Within- Class Cluster Grouping and Related Strate- publishing fir children." gies: Brief Summaries" prepared by Joseph Cathryn M. Mercier, Associate Director,Center for the Study Renzulli and Harry Milne. There are of Children's Literature, Simmons College, Boston, MA abstracts of the most popular research studies on grouping, "The Relationship of Cobblestone Publishing Company A Division of Cricket Magazine Group Grouping Practices to the Education of the 30 Grove St., Suite C, Peterborough, NH 03458 Gifted and Talented Learner" by Karen B. toll-free 1-800-821-0115 Rogers and "An Analysis of the Research on E-mall [email protected] Ability Grouping: Historical and Contem- www.cobblestonepub.com porary Perspectives" by James A. Kulik,

48 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 5 2 SOFTWARE REVIEW

Users who are just getting started will find the template collection very helpful. Finding Inspiration There are 35 templates for such topics as Goal Setting, Historic Period, Poetic Analy- BY PATRICIA ROBERTSON portion of the diagram around or relinking to another topic). URL hyperlinks can be added sis, Vocabulary, and Venn Diagram. Each How many to the Inspiration document so teachers and template included in the program opens with times have students can provide links to related websites. a description of how to use that template. The you worked "Spell Check" helps eliminate typos and directions and examples can be removed and with your spelling errors. the template can be modified before saving students to develop Users can move between the Diagram the document. With Inspiration users may an outline, plan a and Outline views with a mouse click. develop documents that they wish to use project, compare two Changes made in one environment are auto- again. These documents can also be saved as sets of data, outline matically updated in the other. In Outline templates and will appear in the Templates the plot of a novel, view, the document can be exported and folder. or brainstorm solu- opened in a presentation program such as There is a clearly written manual that tions to a problem? If you ended up with Microsoft PowerPoint. In Diagram view, the includes a step-by-step tutorial and a descrip- pages of chart paper hung all over the room document can be exported as a graphic to be tion of how to use templates included with or with a whiteboard full of scribbles, you used in a word processing or presentation the program. Additional support is available will appreciate Inspiration from Inspiration program. from the program's Help menu and from the Software, Inc. website. The website is also filled r3 Weather 1:1 with useful ideas about how to Inspiration is a visual learning Spell 41 011rteIfbt kp1c RapitE unit MAROS Create Cxeatt Position Arrartie tool that provides a way for stu- use the program in a variety of dents, teachers, and even parents to subject areas. Although it's easy to get those elusive ideas down on start using the program as soon as paper in a way that can be saved, it's installed, there are many reorganized, and printed. advanced features that the user Ideas are entered in outline form will want to explore over time. or more commonly as graphic and These include several options for text symbols that are connected to organizing the diagram, format- one another. A "Rapid Fire" feature ting, linking to additional Inspi- allows thoughts to be entered as ration documents, and printing. fast as the user can type. The pro- The program runs on both gram provides a complete set of Windows and Macintosh plat- organizational and formatting forms. The current version options. Inspiration 6 includes more Sno w requires a Macintosh or Power pk ;el,: Macintosh running System 7.0 or than 1250 symbols. Included are 14 o o 414 V a p, standards such as flowchart sym- higher or a Wmdows machine with bols and geometrical shapes as well as sym- How does Inspiration fit into the instruc- a 486 processor or higher, Windows 95, 98 bols representing animals, states, food, tional program? The program is particularly 2000 or NT 4.0. A CD ROM drive and 20-30 computers, and planets. Users can paste or useful for learners who are nonlinear thinkers MB of hard disk space for a full installation import additional graphics from other sources or who prefer to see ideas presented in a are also required. A 30-day trial version can and create their own custom symbol libraries. graphical format. It is a great tool for devel- be downloaded from the Inspiration Soft- Let's imagine a scenario that will help oping a whole-class project. This works espe- ware website. explain how Inspiration works. A group of cially well if the classroom is equipped with students needs to develop a project about a large screen projection device. A teacher can Inspiration 6 the impact of water on the development ofalso develop a blank template that can be Inspiration Software, Inc. California. used as a handout for students working in www.inspiration.com In the illustration, the main idea, Cali- small groups. For example, students can Phone 503-297-4676 fornia Water, appears in the center of an explore the interaction of characters in a Fax 503-297-4676 Inspiration worksheet. Press a function key novel in an interesting and dynamic way. to start "Rapid Fire" and begin typing all Small-group work can be recorded and shared PATRICIA ROBERTSON is an educator with expo- the ideas that come to mind: Sources, Cli- with the entire class. Planning for a field trip dence as a classroom teacher, library media spe- mate, Agriculture, Geography. Add ideas to or activity can include a "Checklist" feature cialist, technology coordinator, and administrator. each subtopic. Continue to build the pre- that places a check box in each component to Ms. Robertson has been involved with technology sentation by adding ideas and rearranging help track progress. Additional sample activ- In education for nearly 20 years. She can be ideas among levels (as easy as dragging a ities are included with the application. reached at: [email protected].

53 CALIFORNIA ASSOCIATION FOR THE GIFTED 49 TALKING ABOUT BOOKS

Lowry's fans will be happy to know that Themes Encourage Gathering Blue, published this past fall, is a companion piece to The Giver. Also set in a future time, it presents an entirely different Book Discussions society. This one is brutish and primitive. Kira, mourning the death of her mother, is BY JODY FICHES SHAPIRO rules that promote courteous conversation in placed under the protection of the Guardians which each participant has equal standing. because of her gifts as a needle worker. She, uring the last After discussing the set of prepared questions, like The Giver 's Jonas, will be used to help several years the group is asked if anyone has any other preserve the people's history of themselves. I have had the thoughts or responses they wish to add. By And like Jonas, she uncovers some serious A14, low. pleasure of then, even the quietest of participants tends discrepancies between what appears to be and writing occasionally to be comfortable enough to offer any bril- what really is the truth about the world in for the CAG Commu- liant insights they have not had the oppor- which she lives. nicator; now I am tunity to express. The "last chance" option equally pleased to sometimes evolves into the liveliest part of "We try to find books in which the become a regular con- the session. tributor to the new authors provide no slick solutions Gifted Education Communicator. Mostly I Theme: Against The Tide or easy answers." have been a matchmaker. I want you to get What about the books we have read? The together with my favorite books to meet their most successful, generating the most enthu- The other two titles also generated inter- characters and enrich your lives in the siasm, was The Giver by Lois Lowry. We read esting discussion. Certainly the children process. Well-written children's books are The Giver as part of the theme, "Against the understood Marty's dilemma in Shiloh when as pleasurable for grown-ups as for the audi- Tide," along with Kneeknock Rise by Natalie he is forced to return a stray dog to its abu- ence for which they were originally intended. Babbit and Shiloh by Phyllis Naylor. In all sive owner. When a second opportunity to And if you read the same good books as three titles, the protagonist must make deci- rescue Shiloh presents itself, Marty takes your children and students, you have an sions that fly in the face of prevailing com- another course that mires him in serious immediate connection, a common meeting munity rules. deception. The question of what might have ground, a basis for serious nonthreatening been Marty's correct course of action was discussion, and an opportunity to remain in hotly debated by the children and their par- touch with our children's interior lives at the ents. They wondered what they would have crossroads of their moral and intellectual done in a similar situation and talked about development. alternatives. Eight years ago our bookstore began a Natalie Babbitt may have had lbsen's The special summer program to encourage book Enemy of the People, in mind when she wrote discussions between parents and middle Kneeknock Rise. Like the doctor in lbsen's school students. And because of repeated play, young Egan finds himself unable to requests by parents of younger children, we communicate the truth about a natural phe- added a session for elementary-age students nomenon that serves as the town's economic and their parents. We wanted to offer a struc- base. In the case of Kneeknock Rise, the tured venue for meaningful conversation The Giver, which received the coveted community has evolved an entire mythol- between children and adults. Our intention Newbery Medal in 1994, is one of the most ogy about the monstrous Megrimum who is was to model an interaction that can be used provocative and thoughtful novels ever pub- said to dwell at the top of the rise. When in a home or school setting as well. I'd like lished for middle school readers. Set in a Egan sets out to find the monster, he discovers to share this model with you. future society where life seems to have more than he expected. One of the most The idea is fairly simple. We pick three become beautifully organized and simpli- provocative lines of the book in speaking books that have a related theme. We try to fied, 12-year-old Jonas is chosen to become about belief says, "If your mind is made up, find books in which the authors provide no the next "Receiver of Memory," the com- all the facts in the world won't make the slick solutions or easy answers. It is hoped munity's most honored life assignment. As slightest difference." that the adults as well as children find the his training advances, he begins to recognize ideas a basis for good discussion. Families the price that must be paid to maintain a Other Themes who sign up for the program purchase the "perfect society." For many young readers, the Among the other themes we have explored titles, receive a set of prepared questions, questions that arise in reading the novel may with middle school students were "Kids You and agree to read the books and consider be startlingly new, and Lowry's ambiguous Might Otherwise Never Meet," "Inside My the questions ahead of each meeting. ending offers great fodder for thoughtful Shoes," and "Odd Ones Out." We begin the first session with ground discussion. In the three books selected to examine the

50 GIFTED EDUCATION COMMUNICATOR, SPRING2001 54 theme, "Kids You Might Otherwise Never keep from his friends and his parents his Meet," the issue of racial prejudice was a own disgust of the town's annual Pigeon BOOKS WITH THEMES common thread. All three authors explored Shoot. What makes it even more difficult is The True Confessions of Charlotte Doyle serious issues with marvelous wit and humor, that his tenth birthday is fast approaching Avi, 1990, Orchard creating characters the readers would want to when he will be expected to fully participate hc 0-531-05393-X, pb 0-380-71475-2 as a Wringer. Ten is the magic age in which have as real-life friends. Maniac Magee, Kneeknock Rise author Jerry Spinelli's "bigger than life" all the boys in town "get" to help at the event Natalie Babbitt, 1994, Farrar by wringing the necks of the wounded CAROL FENNER pb 0-374+44260-6 pigeons. And to make matters even more painful for Palmer, he has been hiding a pet The Ear, the Eye, and the Arm pigeon in his bedroom from his parents and Nancy Farmer, 1994, Orchard hc 0-531-06829-3, pb 0-14-037641-0 friends. One interesting question that arises from the story is why Palmer feels he cannot Yolanda's Genius unburden himself to his own parents. Carol Fenner, 1995, Atheneum Avi's The True Confessions of Charlotte hc 0-689-80001-0, pb 0-689-81327-9 Doyle is set in the mid-nineteenth century on Gathering Blue a transatlantic voyage where a young woman Lois Lowry, 2000, Houghton finds herself in the most improbable situation hc 0-618-05581-9 character, walked a line down the middle ofof being the only passenger and only female The Giver a town divided by racial tension. Maniac aboard a ship fraught with mystery and sub- Lois Lowry, 1993, Houghton seemed impervious to the potentially dan- terfuge. The book is written as a diary of her hc 0-395-64566-2, pb0-440-219078 gerous situation in which he was placing dangerous adventure. While the book is a Shiloh himself. Carol Fenner's heroine in Yolanda's compelling read, its ending is even more Phyllis Naylor, 1991, Atheneum Genius also faced down a gang of tough hc 0-689-31614-3, pb0-689-83582-5 ldds that threatened not only her own brother, The Great Gilly Hopkins but other children on the school playground. Katherine Paterson, 1978, Harper We chose this book in part because we felt hc 0-690-03837-2, pb 0-06-440201-0 that our primarily white readership needed to Maniac Magee meet Yolanda and her family in order to gain Jerry Spinelli, 1990, Little Brown some perspective on what life is like for an hc 0-316-80722-2, pb 0-316-80906-3 African American living in the greater sub- Wringer urban Chicago area. For its insightful explo- Jerry Spinelli, 1997, Harper ration of giftedness, Yolanda's Genius, should hc 0-06-024913-7, pb 0-06-4440578-8 be on every GATE reading list. And if you've never met The Great Gilly Hopkins, then you have one more of life's surprising. Avi's award-winning novel is one treats in store. Katherine Paterson's New- of those rare books that, in spite of its female difficulties children face in their transition beiy Honor winner, written in 1978, remains protagonist, finds a receptive audience with from their protected lives into the harsher a perennial favorite. Gilly is a foster child in boys as well. world of adolescence. a last-chance placement with warm-hearted The third novel we considered in the sum- Parents need not abdicate involvement Maime Trotter. She's an angry and unhappy mer of 1999 has an even more improbable with their children at this critical juncture, but child, fantasizing about reconnecting with her setting, Zimbabwe, 2194. Tendai and his two must find constructive ways to maintain open irresponsible mother and burdened with a siblings escape their technologically con- communication. Book discussion groups can large dose of antipathy toward African Amer- trolled environment and the protection of be a means of opening nonthreatening com- icans. She too is bright, resilient, and unfor- their parents so that he can earn a scouting munication, of sharing ideas, and of being part gettable as is the gifted storytelling of the badge. Almost immediately they are kid- of a socializing experience. inventive Paterson. napped and forced to work as slaves in a plastics mine. Meanwhile their parents launch For Information After Littleton, ColoradoSummer 1999 a citywide search, hiring three mutant detec- For a more detailed description and support We had no idea how timely our theme, "Odd tives, The Ear, the Eye and the Arm, to res- statement of family reading groups, contact Ones Out," would be in the summer of 1999, cue them. Nancy Farmer has written a science the editor at: [email protected] or send a following the tragic events in Littleton, Col- fiction masterpiece that stands uniquely stamped self-addressed envelope to Adven- orado. The books selected dealt with kids alone in the body of children's literature for tures for Kids, 3457 Telegraph Road, Ventura, who were constrained from communicating its humor, adventure, and imagination. CA 93003 and request Parent Child Book fully with their parents. In each case the lack Talking about the "Odd Ones Out" in the Discussion Groups Information Sheets. of candor with parents caused the protago- three novels led to more personal discus- nist to behave independent of parental pro- sions of kids' experiences as outsiders at JODY FlCKES SHAPIRO Is a children's literature tection or support. different times in their lives. For the adult par- consultant and owner of Adventures for Kids chil- In Wringer by Jerry Spinelli, Palmer must ticipants it was an opportunity to consider the dren's bookstore in Ventura, CA.

5 5 CALIFORNIA ASSOCIATION FOR THE GIFTED 51 Once Upon A Mind: In seven compact chapters, the book Talent In Context: The Stories and Scholars of ranges from a history of gifted child edu- Historical and Social Gifted Child Education cation, through identification, creativity, curriculum and program planning, instruc- Perspectives of Giftedness By James R. Belisle tional styles and strategies, and social and By Reva C. Friedman and (2000) Wadsworth Publishers emotional needs. It explores practices Karen B. Rogers (Thompson Learning Systems) including the fashionable "best practices" (1998) American Psychological Association paperback, $38.95, 299 pp. and those with staying power. Further top- www.apa.org ISBN: 0-15-503192-9 ics of interest such as perfectionism, depres- hardcover, $34.95, 218 pp. sion, underachievement, ADD/ADHD, and ISBN: 155798493x REVIEWED BY HILARY COHEN others are surveyed in chapter eight. Each chapter ends with a short list of guiding REVIEWED BY JEAN DRUM questions for the reader using it as a text and a targeted list of key resources. A detailed bibliography and index are also provided. Delisle's delight in his subject and respect for his readers are manifest throughout. We meet his mentors and his colleagues, who are invited to share their views. We learn from Linda Silverman of a visit by If MORN AL AND SO( IAL PPIOPECIOVES Eleanor Roosevelt to the Roeper City and ONcal,rINEss

Country School and how that meeting fUlirP RI.Nd C.Fnedman affected the development of Sesame Street. Karen B Rogers We hear from Paul Plowman about the ori- Yes, it's a textbook, and that makes it pricey. gins of the Marland Report. And Alexinia But don't let that put you off. After stating Baldwin relates her views on identifying and that, "Generally, there is nothing quite as dry serving gifted children from minority as...a textbook," Jim De lisle explains why groups. "My one-year-old is a genius at keeping us Once Upon A Mind is not. In writing it, he The special concerns of gifted girls and up at night!" "Albert Einstein is the greatest asked himself, women, of gifted members of minority com- genius of our time." "She's a genius at bak- munities, and of the twice-exceptional are ing yummy lemon pies." "Leonardo da Vinci What if a textbook was written that considered throughout. And, unlike many was a genius at both painting and sculpture." appealed to the senses as well as the other works about gifted children, this one Genius has become almost an all-purpose mind? What if the facts and figures acknowledges openly the different levels word, and the authors of this book recognize were accompanied by stories and of giftedness and the importance of address- this fact when they write, "Over the past images of the people who derived ing the distinctive needs of children at these 4,000 years, there have been seismic shifts in these facts and figures? What if a different levels. the ways this phenomenon has been recog- textbook were...personal? Most important, while providing a solid nized, operationalized, and investigated: from grounding in the background and develop- divinely inspired to continuous with ordi- And this one is. Through narratives, ment of gifted child education in the United nary behavior; from an expression of pro- excerpts, and illuminating sidebars, the States, Delisle also reminds us to use what found neurosis to the sine qua non of author accompanies the reader through a we know. He gives the reader insight into supranormal functioning; from mysterious history of the people and ideas important to how things got the way they are and per- and inexplicable to highly accessible, under- gifted child education. Beginning with the mission to question some of the accepted standable, quantifiable, and replicable." first recorded instance of standardized test- heroes and received wisdom. In this volume, 16 scholars in the field of ing more than 2000 years ago in China, he This book is a valuable contribution to gifted studies explore some of the aspects of leads us briskly through the ages. We meet the short shelf of must-have reading on the phenomenon known as genius and offer Comenius, the seventeenth-century author gifted child education. Whether you are a insights on how it is viewed from the per- of "arguably the first gifted child education professional or parent, you will learn much spective of today's culturally derived values text ever written," and learn how Francis from this book and have a good time along and political forces. There are three main Galton contributed to Alfred Binet's the way. sections: Cultural Contexts, Interpersonal thoughts on measuring the intellect. Then, and Intrapersonal Contexts, Conceptualizing Delisle asks us to consider how later theo- HILARY COHEN and her husband homeschool and Reconceptualizing Giftedness. rists, practitioners, researchers, and parents their profoundly gifted daughter In Los Angeles The authors further identify five major have built on the foundations established by County, California. themes. Terman, Hollingworth, and Torrance. There is a dynamic interplay of social and

52 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 461 5 6 BOOK REVIEWS

historical forces on conceptualizing and nurturing talent. Talent must be examined in an interdisciplinary way, using the best ideas of biology, anthropology, sociology, history, and psychology. The expression of talent must be viewed ecologically in a variety of con- University of California, Irvine texts and systems. Academic Talent Search The influence of others on the expression of talent cannot be overrated; high-level production does not take place in isolation. Expertise (outstanding performance in a particular field) adds to but does not replace more traditional conceptions of giftedness and talent.

This work is an ambitious project, and the chapters range far and wide in examining giftedness, talent, expertise, production, and performance against the background of the present day and a society which is, above all else, diverse. ATS It makes for interesting and challenging reading. ouragio In the first section, the traditionally viewed competing values of equity and excellence are discussed in the area of talent development. Gifted women have a chapter, but sadly we learn what is already well knownby anyone who has 90, spent time in the field of giftedness: even at the dawn of the 21st century, smart 0 p.1 girls become gifted women who must spend time and energy in a balancing .g act between longing to let their cognitive ability race ahead at willand needing to rein it in so that they can also maintain relationship values that are impor- `4.3 Era rtz142 tant to society. Genetic engineering doesn't awaken great enthusiasm onthe perception part of the author, but a chapter on educational methods and the http://www.admissions.uci.edu/ats/ of giftedness in China and Japan opens up some thought-provoking cultural (949) 824-7484 perspectives. The second section is at the same time stimulating and frustrating. It discusses the role of the family in nurturing giftedness, theprevalence of giftedness and how it is defined, and if and how "unique creative people" collaborate. These chapters seem to ask more questions than they answer. Ask- ing questions that haven't been satisfactorily answered is, of course, the pri- Learrtim ilaverttkres mary function of research, and this section leaves little doubtthat we have much to discover about these areas. The third section is titled "Conceptualizing and Reconceptualizing Gift- fi5r VE:ots & Teerts! edness," but it might well have "and then conceptualizing some more and reconceptualizing again" added to it. Three authors agonize over definitions for giftedness, genius, expertise, and talent. How do these concepts differ? How do they connect with one another? Who has them? How are they demonstrated? Is one "better" than the other? Do they all connect to form an umbrella of exceptional ability? If so, how? As we finish this last section of the book, we realize that despite much outstanding research, hard work, high-level thinking, and earnest cogitation we still really don't know how we want to defme giftedness. It exists. No one denies that, but at some level we are, deep down, uneasy with the idea of giftedness. We think perhaps if we call it talent, it won't be so bad. If we think of it as P4611C SPEIVIWg 10111411 expertise, maybe it will seem less pretentious and more democratic. And since Mock Trial * Speech Writing giftedness seems to be a good thing generally, can't we fix it so that lots and aInterview Simulation lots of people are gifted? These comments are by no means meant to disparage aLeadership Training Summer camps for kids the contents of this section, but rather to acknowledge that these authors make and teens entering grades 6-12 at Stanford, UC Berkeley, it clear to us just how enormously difficult it is for educators, psychologists, UCLA, UC Davis and the sociologists, biologists, and other interested scholars to deal successfully with HTMLaJava a Photoshop University of San Diego. the phenomenon that we loosely call giftedness. We need to be gifted enough aPagemaker a Web Design www.educationunlimited.com to keep working and finding answers. crIwg tatestio? [email protected] Voice a Movement JEAN DRUM is recently retired as a GATE classroom teacher in Garden Grove, Cali- aImprovisation fornia and currently teaches English as a second language at both Golden West Com- munity College and Garden Grove USD. She is a former edItor of the Communicator.

CALIFORNIA ASSOCIATION FOR THE GIFTED 53 Reading ListRecent Releases

We wish to give our readers information Gifted Children and Legal Issues: Hardcover (April 2000) regarding new publications in the field of An Update ISBN: 1567504981 gifted education. Please note that this is a list- by Frances A. Karnes, Ronald G. Marquardt ing only, and should not be considered as an $22.00; Gifted Psychology Press On the Social and Emotional Lives of Gifted Children endorsement by Gified Education Commu- Hardcover (January 2000) by Tracy L. Cross nicator or the California Association for the ISBN: 0910707340 $19.95; Prufrock Press Gifted. Gifted Education Comes Home: A Case for Paperback (2000) Self-Directed Homeschooling Aiming For Excellence: Annotations to the ISBN: 188266473 by Lisa Rivero, Maurice Fisher (Editor) NAGC Pre-KGrade 12 Gifted Program $16.00; Gifted Education Press The Pretenders: Gifted People Who Have Standards Spiral-bound 60 pages (July 2000) Difficulty Learning by Mary S. Landrum, Carolyn M. Callahan, ISBN: 0910609403 by Barbara P Guyer, Sally E. Shaywitz Beverly 0. Shaklee $17.95; High Tide Press $29.95; Prufrock Press, National Association Giftedness Has Many Faces: Multiple Paperback (January 2000) for Gifted Children (joint publication) Talents and Abilities in the Classroom ISBN: 1892696061 Paperback (November 2000) by Starr Cline, Abraham J. Tannenbaum ISBN: 1882664728 $34.95; Winslow Press Stand Up for Your Gifted Child: How to Hardcover (April 2000) Make the Most of Kids' Strengths at And Still We Rise: The Trial and Triumphs of ISBN: 1890817945 School and at Home Twelve Gifted Inner-City High School Stu- by Joan Franklin Smutny dents Helping Gifted Children Soar: A Practical $14.95; Free Spirit Publishing by Miles Corwin Guide for Parents and Teachers Paperback 160 pages (March 2001) $25.00; William Morrow & Co. by Carol A. Strip, Gretchen Hirsch (Contributor) ISBN: 1575420880 Hardcover 432 pages (April 25, 2000) $18.00; Gifted Psychology Press ISBN: 0380976501 Paperback (October 2000) Standards and Benchmarks for Education ISBN: 0910707413 of Gifted & Talented Assessing CPS Performance by Lois F. Roets by Donald J. Treffinger Ayudando A Nifios Dotados A Voiar: Una $39.00; Leadership Publishers $19.95; Prufrock Press Guia Prfictica Para Padres y Maestros Ring-bound (January 2000) Paperback 60 pages (June 1, 2000) by Carol A. Strip, Gretchen Hirsch ISBN: 0911943722 ISBN: 1882664663 $18.00; Gifted Psychology Press Paperback (February 2001) Talents Unfolding: Cognition and Being Gifted in School ISBN 0-910707421 Development by Laurence J. Coleman, Tracy L. Cross by Reva C. Friedman, Bruce M. Shore (Editors) $49.95; Prufrock Press Jump Start: ideas to Move Your Mind $39.95; American Psychological Association Hardcover 515 pages (July 30, 2000) by Beatrice J. Elye, Catherine A. Southwick (APA) ISBN: 1882664590 (Contributor) Hardcover (January, 2000) $18.00; Gifted Psychology Press Compenduim of Research-Based ISBN: 1557986436 Paperback (January 2001) Information on the Education of Gifted ISBN: 0910707405 Uniquely Gifted: Identifying and Meeting and Talented Students the Needs of the Twice Exceptional by Karen S. Logan Meeting the Social and Emotional Needs of Student $20.00; DIANE Publishing Co. Gifted and Talented Children by Kay Kiesa (Editor) Paperback (August 2000) by Michael J. Stopper (Editor) $34.95; Avocus Publishers ISBN: 0788185209 $27.95; David Fulton Publishers Paperback (July 2000) Paperback (June 2000) ISBN: 189076504X Creativity and Giftedness in Culturally Diverse Students (Perspectives on Methods and Materials for Teaching the Whatever Happened to the Quiz Kids?: The Creativity) Gifted and Talented Perils and Profits of Growing Up Gifted by Giselle Esquivel, John C. Houtz, Editors by Frances A. Karnes, Suzanne M. Bean, by Ruth Duskin Feldman, Chuck Schaden $23.95;"Hampton Press Editors $23.95; iUniverse.com Paperback (July 2000) $49.95; Prufrock Press Paperback (September 2000) ISBN: 1572732253 Hardcover 745 pages (June 1, 2000) ISBN: 0595007279 ISBN: 1882664582 Enhancing Creativity of Gifted Children: You Know Your Child is Gifted When...: A A Guide for Parents and Teachers On the Edge and Keeping on the Edge: The Beginner's Guide to Life on the Bright Side (Perspectives on Creativity) University of Georgia Annual Lectures on by Judy Galbraith, Ken Vinton (Illustrator), by Joe Khatena Creativity (Publications in Creativity Pamela Espeland (Editor) $24.95; Hampton Press Research) $10.95; Free Spirit Publishing Paperback (June 2000) by E. Paul Torrance (Editor), Russell H. Yeany, Paperback (June 2000) ISBN: 1572732296 University of Georgia ISBN: 1575420767 $65.00; Ablex Publishing Corp

'.r 54 GIFTED EDUCATION COMMUNICATOR, SPRING2001 58 Recent Issues of Communicator Available

Vol. 31. No. 1. Winter 2000 Mathematics and Science in Gifted Classrooms Articles include: Developing and Serving the Needs of Mathematically Promising Students by Linda Jensen Sheffield A Vision of Science that Can Decrease Perfectionism by Robert Arthur Schultz The Art of Teaching Science to the Gifted by Richard Boolootian Mathematically Gifted Girls by Kari Sharif-Freidig

Vol. 31 No. 2, Spring 2000 identification of Gifted Children Articles include: The On-going Dilemma of Effective Identification Practices in Gifted Education by Joyce VanTassel-Baska When a Child Doesn't Make GATE by Jackie Linn Roles and Responsibilities by the Communicator staff Nontraditional Screening by Sandra Kaplan, Emma Rodriguez, and Victoria Siegel

Vol. 31. No. 3. Summer 2000 Encouraging Passion, Leadership, and Ethics in Gifted Youth Articles include: Gifted Education and the Romance of Passion by Felice Kaufinann The Risky Business of Leadership by Maureen Neihart I'm a Noun, Not an Adjective: Nurturing Leadership in Gifted Young Women by Hilda Rosselli The Development of Leadership and Gifted Youth by Frances Karnes and Jane Chauvin

Vol. 31, No. 4, Fall 2000 Serving Highly and Profoundly Gifted Children Articles include: Defining the Few by Annette Revel Sheely and Linda Kreger Silverman Regardless of Age...Making Radical Acceleration Work by Jill Howard Overexcitability and the Highly Gifted by Sharon Lind The Problem of Pain by Stephanie Tolan

The CAG Office carries a limited supply of past issues of the Communicator. They are available at a cost of $5.00 per copy plus shipping. Call the office at 310-215-1898 to make your request.

t:ft 59 CALIFORNIA ASSOCIATION FOR THE GIFTED 55 CAG PUBLICATIONS

EMMA 11...... P/IY7 Advocating for Gifted English Language Learners Order Form An Activity Handbook for Professional Ship To . t pri Development and Self-Study iAfi item No. P-05 $12.00/copy LAST NAME FIRST NAME MIDDLE INITIAL 1111.1...fsLea Mom.* Deerlsa u I.emalbala Owl Im. This guidebook presents an overview of the MAILING ADDRESS gifted English language learner. The activities can be used tor inservice or for individual self- study. Text in English and Spanish.

CITY/STATE/ZIP COUNTY

Meeting the Challenge PHONE Home Work SCHOOL DISTRICT A Guidebook for Teaching Gifted Students Bill To Meetingthe item No. P-01 $12.00/copy

Challefive Here's a guidebook to answer teachers' most LAST NAME FIRST NAME MIDDLE INITIAL 4 Utrettett474 frequently asked questions about gifted educa- Tr rkrrigGij7.1 SWIen, tion, plus lists of available resources, an easy- MAILING ADDRESS to-use annotated bibliography and CAG's comprehensive glossary.

CITY/STATE/ZIP COUNTY

Advocacy in Action PHONE Home Work SCHOOL DISTRICT An Advocacy Handbook for Gifted and Talented Education Quantity Discounts for items P-01, P-02, P-03, P-05 item No. P-02 512.00/copy 10-50 copies $11.50 51-100 copies $11.00 CAG's step-by-step guide to effective advocacy 101+ copies $10.00 on behalf of gifted and talented children and their appropriate education. Item No. City Price Each Total

The Challenge of Raising Mr Challenge of Your Gifted Child item No. P-03 $12.00/copy Raising kir Sales Tax - Add 8% Here's a guidebook to answer parents' most Shipping & Handling Gifted Child frequently asked questions $4.00 minimum 15% of Total for orders of 3 to 100 copies concerning gifted children, plus 10% of Total tor orders over 101 copies resources, both traditional and Grand Total electronic, to make parenting easier. If you need RUSH delivery, call the CAG office 310-215-1898

Personal Check # Joining Forces ID District Check # A Guide to Forming Support Organizations for O Purchase Order # Gifted and Talented Children item No. P-04 55.00/copy CHARGE: O MasterCard ID Visa

CAG's step-by-step guide to forming affiliate Card No. Exp. Date organizations in support of gifted and talented Authorized signature: children and their appropriate education. Mail with check or charge information to California Association for the Gifted, 18548 Hawthorn St., Fountain Valley, CA 92708 Fax: 714-962-8804

6 0 56 GIFTED EDUCATION COMMUNICATOR, SPRING 2001 Med .ducati©BCMIEURtlEaCR Published by the California Association for the Gifted (CAG)

NAME. Middle Initial Last First

PREFERRED MAILING ADDRESS.

CITY/STATE/COUNTRY/ZIP.

E-MAIL ADDRESS: PREFERRED PHONE: ( ) SCHOOL DISTRICT:

Yes! Please sign me allp fon. a 1-yeav subscwintion $35-4 issues ofGifted lEducation Communicatov (for mailing addresses outside the U.S., add $10)

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140° Gifted Education Communicator Information and practical solutions for parents and educators

GIFTED EDUCATION COMMUNICATORis designed to be a practitioner's journalproviding you with the information and strategies to apply the theory,research, and best practices in the field. Noted leaders and experienced parents address a broad range of themes and issues related to educating and parenting the gifted. The high quality of articles has made the journal a highly respected publication in the field of gifted education. You'll find these regular features in each issue of Gifted Education Communicator Feature theme articles by national leaders in the field Parent-to-parent articles Hands-on curriculum National calendar Parent question column Educator question column...and more

UPCOMING THEMES: SummerProfessional Development in Gifted Education; FallHistory andSocial Science; WinterSpecial Needs of Minority & English Language Learners

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Professional Development Gifted Education Comanicatov Published by the California Association for the Gifted (CAG)

CAG Executive Committee 2000-2002 National Advisory Board President Ernesto Bernal University of Texas-Pan American Cathleen Silva George Betts University of Northern Colorado, Greeley Vice President Carolyn Callahan University of Virginia Dana Reupert Barbara Clark California State University, Los Angeles Secretary Tracy Cross Ball State University Sharon Freitas James Delisle Kent State University Treasurer Judith J. Roseberry Maureen DiMarco Houghton Mifflin Co. University of Colorado, Colorado Springs Chair, Educator Representatives Jerry Flack Nancy Craig Mary Fraiser University of Georgia, Athens Chair, Parent Representatives Judy Galbraith Free Spirit Publishing, Minneapolis Cherie Drummond James Gallagher University of North Carolina, Chapel Hill Past President Julie Gonzales Colorado Association for Gifted & Talented Marge Hoctor Evelyn Hiatt Texas Education Agency Sandra Kaplan University of Southern California Gifted Education Communicator Frances Karnes The University of Southern Mississippi Editor Margaret Gosfield Felice Kaufmann Consultant, Bethesda, MD [email protected] Sharon Lind Education Consultant, Kent, WA Associate Editors Elizabeth Meckstroth Counselor/Consultant Parent Topics Jennifer Beaver Maureen Neihart Clinical Child Psychologist, Billings, MT [email protected] Sally Reis University of Connecticut, Storrs Special Projects Richard Boolootian Joseph Renzulli National Research Center on the Gifted & Talented [email protected] National Affairs Shirley Ching Sylvia Rimm Family Achievement Clinic [email protected] Ann Robinson University of Arkansas at Little Rock Curriculum Virginia McQueen Annemarie Roeper Roeper Consultation Service [email protected] Karen B. Rogers University of St. Thomas Book Reviews Elaine Wiener Judith Roseberry Consultant, Fountain Valley, CA esw@worldnetattnet Elinor Ruth Smith Educational Consultant, San Diego, CA Departments Joan Franldin Smutny National Louis University Educational Trends Catherine Barkett Robert Sternberg Yale University Internet Resources Carolyn Kottmeyer Stephanie Tolan Consultant, Charlotte, NC Illustrations Jon Pearson Carol Ann Tomlinson University of Virginia Software Review Patricia Robertson Joyce VanTassel-Baska College of William & Mary Children's Literature Jody Fickes Shapiro Underrepresented PopulationsJoan Franldin Smutny Sally Walker Illinois Association for Gifted Children Teacher Feature Carol Ann Tomlinson James Webb Gifted Psychology Press/SENG illustrations Ken Vinton

Gifted Education Communicator ISSN 1531-7382 is published four times a SUBMISSION OF MATERIAL year: Spring, Summer, Fall, and Winter. Opinions expressed by individual To submit articles for publication, send hardcopy and disk (Mac or PC) authors do not officially represent positions of the California Association for saved as a text file or submit articles by e-mail. All submissions will be the Gifted. given careful consideration. Photos and camera-ready artwork are partic- CAG OFFICE ularly desirable. Send all material with name, address, phone number, fax Susan Seamons, Executive Director number, and e-mail address to Margaret Gosfield, Gifted Education 5777 W. Century Boulevard, Suite 1670 Communicator Editor, 3136 Calle Mariposa, Santa Barbara, CA 93105, Los Angeles, CA 90045 Tel: 805-687-9352, [email protected]. The editorial staff reserves the Tel: 310-215-1898Fax: 310-215-1832 right to edit all material in accordance with APA style and Gifted Educa- e-mail: [email protected] www.CAGifted.org tion Communicator policy. LETTERS TO ME EDITOR Margaret Gosfield REPRINTING OF MATERIALS Articles appearing in Gifted Education Comnumicator may be reprinted 3136 Calle Mariposa, Santa Barbara, CA 93105 Tel: 805-687-9352Fax: 805-687-1527 as desired unless marked by © or reprinted from another source. Please e-mail: [email protected] credit Gilled Education Communicator and send a copy of your publica- Letters should include your full name, address, telephone, and e-mail tion containing the reprint to the editor. For electronic reprinting, please address. Letters may be edited for clarity and space. contact the editor.

ADVERTISING BACK ISSUES For advertising rates and information, contact the CAG office at 310-215- Additional copies and back issues may be purchased (if available) for 1898 or visit the CAG website at www.CAGifted.org. $5.00 per copy. To order, contact the CAG office. 6 4 Summer 2001, Vol. 32, No. 2 ISSN 1531-7382 Gifted Education Communicator A Journal for Educators and Parents

PROFESSIONAL DEVELOPMENT

FEATURES SOFTWARE REVIEW 55 The Complete National Geographic 8 Summer Options for Professional Development Patricia Robertson Shirley Ching TALKING ABOUT BOOKS 10 A Call to Action 56 Sparking the Reading Appetite James J. Gallagher Jody Fickes Shapiro 16 Professional Development Through Distance Learning Cheryll M. Adams BOOK REVIEWS 58 Methods and Materials for Teaching the Gifted,reviewed 18 What Works vs. What's Best by Elaine Wiener Evelyn Hiatt & Ann Wink 58 Staff Development: The Key to Effective Gifted Education 22 Overcoming Bias in Gifted and Talented Referrals Programs,reviewed by E. Parnelli Sharp Del Siegle 59 The Multiple Menu Model: A Practical Guide for 26 Parents as Learners and Teachers Developing Differentiated Curriculum,reviewed by Karen Sylvia B. Rimm Buxton 29 Specialized Counseling for Gifted and Talented Students F. Richard Olenchak 2 Calendar of Conferences 32 District Coordinators Utilize Advisory Councils Priscilla Shaver 3 From the Editor 34 Administrators Are Key to High Quality Programs Carolyn R. Cooper 38 NRC/GT: Professional DevelopmentNot An Event E. Jean Gubbins

DEPARTMENTS EDUCATIONAL TRENDS 5 Tailoring Professional Development Catherine Barkett Coming in the Fall Issue (September 2001) PARENTS ASK THE EXPERT History and Social Science for Gifted Learners 6 "How can parents support a child's passion?" Sally Walker National Standards

UNDERREPRESENTED POPULATIONS Primary Sources on the Web 40 Meeting Needs of Artistically Gifted Students Social Science and Public Service Joan Franklin Smutny Using Autobiographies TEACHER FEATURE 42 What is the Teacher's Role in a High Quality Classroom? Problem-based Learning Carol Ann Tomlinson Using Historical Fiction HANDS-ON CURRICULUM 48 Teaching Scholarship Student Projects Sandra N. Kaplan Resources ESPECIALLY FOR NEW TEACHERS 52 Must-Have Books for Educators of the Gifted and Winter (December 2001)Equity and Excellence Talented Spring (March 2002) - Social and Emotional Jerry Flack Needs WEB WATCH Summer (June 2002) Assessment 54 Professional Development Carolyn Kottmeyer 6 5 CALIFORNIA ASSOCIATION FOR THE GIFTED CALENDAR OF CONFERENCES

JULY 9-20, 2001 OCTOBER 46, 2001 Neag Center for Gifted Education and Talent Development & Kansas Association for the Gifted Talented & Creative Connecticut State Department of Education Capitol Plaza Hotel, Topeka, KS "Confratute 2001" 316-799-2315 University of Connecticut, Storrs, CT www.kgtc.org 860-486-4826 www.gifted.uconn.edu OCTOBER 11-12, 2001 Wisconsin Association for Talented & Gifted JULY 13-15, 2001 "Gifted Kids in Focus: Differentiation & Beyond" SENG (Supporting Emotional Needs of the Gifted) Olympia Resort, Oconomowoc, WI "Diverse Social and Emotional Needs of the Gifted: Remove the 920-991-9177 Barriers and Release the Power" www.focol.org/watg Hilton Irvine/Orange County Airport, Irvine, CA 602-399-9090 OCTOBER 12-13, 2001 www.SENGifted.org Washington Association for Educators of the Talented & Gifted (WAETAG) JULY 31AUGUST 4, 2001 "Wings to Fly" World Council for Gifted and Talented Children Doubletree Inn, Seattle, WA 14th Biennial World Conference www.waetag.org "The World of Information: Opportunities and Challenges for the Gifted and Talented" OCTOBER 14-16, 2001 Barcelona, Spain GIFTED ASSOCIATION OF MISSOURI (GAM) 818-368-7501 20th GAM Conference E-mail: [email protected] Tan-Tar-A Resort, Lake of the Ozarks, MO www.worldgifted.org 816-380-2412 www.mogam.org AUGUST 19-20, 2001 Fourth Biennial Australasian International Conference on the OCTOBER 20, 2001 Education of Gifted Students Minnesota Council for Gifted and Talented "Creativity and Diversity" O'Shaughnessy Education Center, University of St. Thomas, St. Hilton on the Park Paul Campus East Melbourne, Australia "On Behalf of Gifted Kids" E-mail: [email protected] 952-927-9546 613-9637-2304 www.mcgt.net www/sofweb.vic.edu.au/futures NOVEMBER 1-3, 2001 SEPTEMBER 21-23, 2001 Virginia Association for the Gifted Annemarie Roeper Symposium 2001 Ninth Virginia Conference for the Gifted 4th Annual Symposium on the Intricate World of the Gifted "Educating for Equilibrium: The Whole Child" Individual Williamsburg Marriott, Williamsburg, VA "Toward Wholeness: Mind, Heart, Body, & Spirit" 804-365-4551 O'Hare Marriott, Chicago, IL www.vagifted.org Contact: Ray Swassing, [email protected] or Betty Meckstroth, [email protected] NOVEMBER 7-11, 2001 www.xsnrg.com/roeper/index2.html National Association for Gifted Children (NAGC) 48th Annual Convention SEPTEMBER 30OCTOBER 2, 2001 "Bridging New Frontiers" Michigan Alliance for Gifted Education Cincinnati Convention Center, Hyatt and Regal Hotels, "Steer the Course to Excellence" Cincinnati, OH Crowne Plaza, Grand Rapids, MI 202-785-4268 734-677-4404 www.nagc.org www.geocities.com/Ikaiser_1823 DECEMBER 5-8, 2001 SEPTEMBER 30OCTOBER 2, 2001 Texas Association for Gifted and Talented Iowa Talented and Gifted Association 24th Annual Conference "Mindful Connections: Creating Links for Iowa's Gifted" "Gifted Students in the Global Community" Five Season's Hotel, Cedar Rapids, IA San Antonio, TX 515-225-2323 512-499-8248 x205 www.uiowa.edu/itag www.txgifted.org

If your organization has a state or national event planned, please contact Shirley Ching at [email protected] to list your information.

2 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 66 -

professional development is an geographic locations. essential component of any gifted Evelyn Hiatt and Ann Wink of the Texas Education Agency share education program. Cathy Bar- information about the Texas legislation requirement that all educa- kett says it best in her Educa- torsadministrators and counselors as well as teachershave spe-

, tional Trends column: "...you can have the cific training in gifted education. They acknowledge that the best standards, the highest quality instruc- requirement is minimal, but consider it essential for improving pro- tional materials, and the most defensible fessional development in gifted education in Texas. assessment system in the world, but they make very little impact with- In addressing specific stakeholders, Priscilla Shaver offers coor- out good teaching." Or good parenting, or good counseling, or good dinators suggestions on how to develop or strengthen an advisory administrative support for that matter. council in order to make the local program more effective. Carolyn In the early '70s there were few training opportunities in California Cooper provides practical no-nonsense advice for site principals in for a young teacher given her first assignment teaching middle their school leadership roles. Richard Olenchak addresses the much school gifted students. I remember my frustration when trying to shape overlooked area of counselor training; almost no school counselor curriculum with no local guidelines and few resources. What a joy in the country receives training in the special needs of gifted learn- when the opportunity came to attend my first conference sponsored ers and he offers a model that local schools and districts could use by the California Association for the Gifted. Here were people who to establish such training. Parents are also an important component not only shared my enthusiasm for teaching gifted students, but of professional development as Sylvia Rimm points out in her arti- were willing to share their expertise and experience. It was a long wait, cle, Parents as Teachers and Learners. And for teachers we offer an however, until the next year's conference time rolled around again. article describing summer options for training, as well as a thought-

Even today training in gifted education is hard to find, espe- flu by Del Siegle on awareness taining to avoid bias when mak- cially in some parts of the country. In this issue we present impor- ing referrals in gifted education. tant information for all stakeholders in gifted education: Classroom You will find a new department in this issue, Especially For New teachers as major potential beneficiaries are a given, but we also offer Teachers. This was suggested to me by a former student who had just articles addressed parents, coordinators, counselors, and site admin- begun his first middle school assignment of teaching gifted students. istrators. We also provide different models of professional training He expressed the need for "nuts and bolts" items that teachers new and resources for local people to choose from. to gifted education can use while becoming acclimated in the field. James Gallagher of the University of North Carolina at Chapel The first contribution is by Jerry Flack of the University of Colorado Hill challenges us with a Call to Action in discussing the need for at Denver. He provides us with his list of ten Must-Have Books in training specialists to provide appropriate learning experiences for Gifted Education. The list is intended for new teachers, but experi- gifted students. He also delves into alternative models of personnel enced educators may well benefit from examining it and comparing preparation, as well as the roles to be played by local leaders, insti- it to their own list of ten must-have books. tutions of higher education, and professional associations. Launching of the Gifted Education Communicator was exciting, Cheryll Adams of Ball State University describes how her uni- and we are very pleased by the positive response it has received. We versity provides for distance learning in training people for gifted edu- hope you will continue to share your ideas for improvement and to cation. An individual can take all the course work necessary to request specific topics that will help you and your colleagues enhance obtain an Indiana endorsement in gifted education by electronic your effectiveness as indispensible providers of education for gifted means, accommodating students with busy schedules and disparate children. MARGARET GOSF1ELD, Editor

67 CALIFORNIA ASSOCIATION FOR THE GIFTED 3 Do your students know how to design eye-catching advertisements, create scale models of their dream homes, giveconvincing and informative speeches, analyze what's under the microscope, read primary sources, put on puppet shows, invent new products, pen short stories, solve problems, help the world, ask questions, and answer them?

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4 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 EDUCATIONAL TRENDS

year, and organized in such a way that it helps Tailoring Professional each participant be a better teacher today, tomorrow, and next week? The following suggestions are offered with teachers in mind, but Development the same principles apply to professional development for people in other roles and with other BY CATHERINE BARKETT responsibilities: 1. Survey the participants beforehand, and development, ask yourself what made them tailor the professional development to their so. Change does not happen easily. Just as needs, and those of the populations of stu- research tells us that many students must dents they teach. This sounds so simple, and professional development is this year's encounter a new word as many as 10 or 12 yet how often is it done? hot topic in education reform dis- times in order to attach meaning to it, new 2. Design professional development so that it cussions. Almost all states have stan- behaviors usually have to be practiced many makes the participants' lives and jobs eas- dards and statewide assessment times in order to make them habits. If you did ier. Teachers are often overwhelmed with systems, and many are working to provide participate in professional development that competing responsibilities. A professional teachers with curriculum materials that align. had a lasting impact on your life, you probably development activity that prepares them But there is a growing realization that you began to use the new ideas and behaviors for what they will be teaching tomorrow, can have the best standards, the highest qual- immediately, while the training was fresh in next week, and next month, and from which ity instructional materials, and the most defen- your mind. they leave feeling organized, better pre- sible assessment system in the world, but they If you think about how professional devel- pared, and enthusiastic, will be much more make very little impact without good teaching. opment in education is typically organized, effective than one that imposes new respon- President Bush and many state governors have you will see that it is generally not designed for sibilities on an already overcrowded sched- proposed professional development activities maximum effectiveness. For one thing, pro- ule. designed to increase the content knowledge fessional development activities are designed 3. Tie the professional development directly and teaching ability of classroom teachers. for educators in general, not for teachers of the to the curriculum the teacher is using, espe- The most ambitious proposal to date is the gifted, for example; therefore there is little cially when new instructional materials "Intensive Professional Development in Read- chance that it will be specifically relevant or rel- have just been adopted. To increase the ing and Math Initiative," from California's evant for the latter. teachers' repertoire of effective practices Governor Gray Davis. It provides $830 million Time schedules and teachers' contracts dic- such as curriculum compacting, for exam- over three years to districts to support training tate when and for how long professional devel- ple, show teachers how to do this by appli- for 250,000 teachers. If legislation passes to opment will occur in school districts. Brain cation to a history unit they may be starting implement this plan, districts in California research tells us to train in small doses and next week. Make the connections between will be able to qualify for $2500 per teacher reflect, so that there is sufficient time for the the professional development and the day- (twice that amount for elementary teachers new information to be processed from short- to-day classroom activities explicit. If the who receive training in both reading and math) to long-term memory. Nevertheless, we tend to instructional resources are comprehensive, if they provide professional development that organize professional development in rela- they will include suggestions or materials is tied to the new standards-based instruc- tively long periods of time, such as a day, or a for differentiating instruction for gifted tional materials recently adopted by the State week, and we cram as much training in as we and talented pupils. Board of Education. can. Summer institutes, such as the 40-hour 4. Provide professional development in small When you have recovered from contem- course in algebra, have become very popular. doses, and design activities for teachers to plating the enormity of this professional devel- This model offers teachers sophisticated con- try in their classrooms immediately, so that opment undertaking, think back over the tent and method, such as using the Pythagorean they can practice while the training is fresh professional development opportunities you theorem to derive the line-of-sight distance in their minds. Build into the schedule a have had in your career, and ask yourself how formula in August, and expects teachers to time when participants will come back effective they have been. You'll probably recall remember the content and the recommended together to discuss what they tried, and large rooms, overhead projectors or videos, teaching sequence six to eight months later how it worked. If possible, ensure that the perhaps some group activities, and smiling when they reach the appropriate point in the professional development system is presenters. Now ask yourself which of these curriculum. designed so that someone checks back activities had any impact on your effective- As teachers and administrators plan to pro- with the participants periodically to observe ness in your work or your personal life. Is it a vide professional development in their schools, their progress and encourage continued short list? Sadly most professional development how can we maximize the chances that the implementation of effective practices. activities fail to make any positive lasting effect money and time will be well spent? How can on the participants. we design professional development that is CATHERINE BARKETT Is currently California Cur- If you are one of those lucky enough to tailored to the particular needs of teachers and riculum Consultant for McDougal Littell, part of have benefitted from effective professional students, provided in small doses throughout the Houghton Mifflin. 6 k 69 CALIFORNIA ASSOCIATION FOR THE GIFTED 5 PARENTS ASK THE EXPERT

"How can parents supporta child's passion?"

Whoever Encourage your expert to try different forms and persevering, he demands more from said that of final products: written, oral, visual, you, his parents. Usually more time is parent- kinesthetic, or technological. She can have required, time to answer or research ques- ingis fun putting the research information into a tions, time to nurture curiosity, time to easy has never been form that can be shared and enjoyed by work with the school and teachers, time to a parent! Parenting others. Remind him to credit sources. pursue the area of interest, time for practice a child with a pas- Share with your child how to determine and scheduling. Become more involved sion is a special chal- the reliability of a source. Just because with the school. Not all interest areas are lenge. It may take something is in print does not mean that it covered by the basic school curriculum. you into areas that is true. What might be the possible hidden Because of this you may need to work with SALLY WALKER you did not know agendas? What would the writer have to the school to make adjustments and about, and may gain by leading people to think this is true? allowances for special lessons and prac- never have cared about knowing. It may at What is the background of the source? tices. Time again is an issue. Driving time times try your patience. You have produced What experience has the source had? What to lessons, to practices, to visit with peers a dinosaurologist! You may be tired of liv- credentials does the source have? with similar interests must also be consid- ing with, hearing about, eating, sleeping, Explore careers that relate to the passion. ered. and thinking about dinosaurs. Be thankful! Some student's early passions stay with All parents need to applaud and encour- It could be live reptiles that capture your age their children's efforts. And in the case child's passion. of parenting gifted and talented children, There are certain things to help they may face additional responsibili- and support the child who has ties of locating more resources and become so impassioned by a opportunities. This may mean particular interest and who making more monetary and is so hungry for informa- time commitments. It may tion. First of all, don't be mean monitoring of goals threatened by a belly button and progress, setting sched- high expert. You have lived ules, rules, and expectations. longer, have more experi- As children become older, ences, and are wiser. You are demands on parents' time, still in charge, even though there finances, and emotional resources will be days when you may not feel "Oh the Places You'll Go..." tend to increase. this way. That's natural. This child expert With all the other responsibilities fac- may one day qualify for a scholarship, find ing parents, why should they wish to sac- a cure for one of the world's ills, or help oth- them and grow. If they can find a career rifice further in order to promote a talent or ers. Take pride in your child's expertise that includes their love of learning, their passion? In part, of course, to be a parent and give support for what your child does. sense of fulfillment may increase. Inter- is to feel a responsibility for the fullest Supporting the learning associated with view people who have chosen the career. development of a child's potential. And in a passion is not always as easy as it sounds. Share interview skills. Find out what skills addition, the experience of promoting and It means extra trips to craft or other supply are involved and what schooling is required. observing this development is a source of stores. It entails going to the library for It's never too early to start planning, saving, joy. Shared family time has its own great extra books, or enrolling in a special class. and setting goals. value and sharing the child's passion by It means monitoring the computer while Find a mentor for your child who shares fostering it is one way of drawing the fam- your expert searches for new sites and peo- the same passion. It may not be an age ily together. The whole family enjoys and ple with whom to chat. peer, but an intellectual peer. Learning can learns. As Dr. Seuss wrote, "Oh the Places This is the ideal time to teach research come from a retired person who has the You'll Go..." skills. Once your expert has the topic in same hobby, the "resident expert" who lives mind, assist in determining the pertinent on the other side of town, or a relative. SALLY WALKER Is Executive Director of the questions. What does he want to know? Sharing the joy of the subject is exciting and Illinois Association for Gifted Children and is a How will she find out? What sources of rewarding. An added benefit is that it can nationally known speaker and writer In gifted information will be best to use? Other basic lead to networking. education. She is the author of The Survival skills may include: making searches, locat- Gifted and talented children require Guide for Parents of Gifted Kids and co-author ing information, taking notes on cards, and more of parents. Because your child is of Teaching Young Gifted Children In the Regu- jotting down sources for later reference. more intense, intelligent, aware, extreme, lar Classroom.

6 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 1 4 7 PARENTS AND PROFESSIONAL DEVELOPMENT Eady PreparatoryLearn-ing Magellan Day School, EPL Are you one who thinks that when it comes to professional development, parents sit on the sidelines while the schools do their thing? Wrong! Parents need to be involved in this aspect of education as in everything else. Improved professional training means your child will get a better education. So, what can For Children Who Love to Learn you do? Here are some ideas from members of the CAG Board of a Develops academic rigor and creativity. Directors. 23 Provides opportunities bo struggle with complex ideas. Individual Support Activities se Promotes active involvement in science and Join a parent group so you are kept up to date on profes- computer technology. a Encourages understanding and appreciation of the sional development opportunities. perceptions of other learners. Attend training sessions yourself so you are knowledgeable Develops academic, social, and leadership abilities about the field of gifted education. to support learning over the life course. Learn the language of education in order to ask questions Focuses on learning, not competition and grades. that will lead to better training. Collect information about specific training opportunities and Enrollment Is ongoing. share them with other parents and educators. To request application materials or receive more information, contact: Assist your child's teacher or school librarian in setting up a library of gifted education resources for parents and educators. The Wisconsin Center for Gifted Learners 217 Contribute a book or other resource on gifted education to West Dunwood Road Milwaukee,WI 53217 your child's teacher or school library. 414-351-4441 investigate how teacher and parent training fits Into your dis- Fax: 414-351-9792 trict's plan for gifted education. Email: wcoleexecpc.com Invite your child's teacher to attend a workshop with you. URL: http://execpc.comfrwcgl Volunteer for your school's site council or advisory committee so you will be in a position to advocate for professional training. Volunteer for your district's gifted advisory committee and advocate for professional training. Be a community advocate for professional training, pointing Developing Dimensions out its importance when parents complain that they must find baby-sitters for their children on professional training Saturdays and Summer 2001 days. The Wisconsin Center for Gifted Learners 217 West Dunwood Road, Milwaukee, WI 53217 Group Support Activities 414-351-4441 Provide scholarships for both parents and educators to Fax: 414-351-9792, Email: laniftmx,gag, attend professional training classes, workshops, and confer- URL: htlp://execpc.com/wcgl ences. Interdisciplinary Organize a speaker series on specific topics pertinent to Leadership Studies gifted education and schedule it at a convenient time for Available to Students both teachers and parents. 5-12 Lobby district administration for parent and educator train- years ing in gifted education. of age. Lobby the school board to offer greater incentives for educa- Develop tors to take professional training in gifted education. Academic, social, and Sponsor a team (teacher, parent, administrator) to attend a leadership abilities. specific professional training event. Mentorships/ Preview and make recommendations for purchase of profes- Assistantships sional training resources. For students Purchase books on gifted education for the district or school Ages 12 and Older. professional library. Sustainthe love of Organize a local conference on gifted education. Learning. Sponsor a presenter for educator and/or parent training. Take die Journey..

CALIFORNIA ASSOCIATION FOR THE GIFTED 7 Summer Options for Professional Development Take in a summer session to hone your teiching skills

BY SHIRLEY CHING

Teaching the gifted is exhilarating Conference and Family Vacation -the gifted , all those drummers marching to dif- Combination 'Differentiatedinstruction ferent beats in one classroom. Many Teachers, administrators, and parents who are ,Myths and realities about gifted learners view their first assignment in gifted short on money and time ma'y prefer to com- Curriculuni Compacting-, ,, , education as a gift, a reward for years of bine their professional deyeloprnent With a _ -- Middle ichool gifted eauc\ation devoted service, innovative teaching prac- family vacation. Conference§-Offer a chOice .7-- ''. ./\ \ \ tices, or popularity with students, parents, of workshops that meet individual needs'and'" ,The conference fee iS\ $495\ ' \., roomN and \ board ' and administrators. Then reality sets in. personalize the experience for the gifted odu/ y for a single adult ranges from $535 to$650. Though teaching the gifted has unique cation participant. Thoughtful selectioy, of For adults sharing 0.Oom the fee is $385- rewards, it also has unique challenges that sessions can make the conference *n out- $465,,With an dditional fee of $125 for a demand shifts in attitude, technique, pacing, standing learning vehicle. The 15th Inter- child' sharing the pareritroom. Each par- and skills. national Conference on the Autonomous ticipant receives a three-ring handbook which The fortunate few have mentors knowl- Learner Model sounds promising in this cat- contains descriptions and handouts for all pre- edgeable in the field whose advice and guid- egory of summer options: sentations. Two semester hours of graduate ance paves the road to success. A few others credit are available from the University of teach in districts that prepare their teachers The 15th International Conference on the Northern Colorado for $272. with quality staff development programs in Autonomous Learner Model gifted education. Most teachers are not so for- June 26 - July 1, 2001 Summer Institutes tunate. Gifted education is rarely a priority or Estes Park Center/ YMCA of the Rockies Summer institutes are more intensive pro- adequately funded. Experts in the field are Estes Park, Colorado grams providing in-depth training and sys- scarce. Those new to gifted education discover 800-345-2577 tematic instruction. This option does not that any help offered is like the blind leading E-mail: [email protected] lead to a degree but offers graduate credit. the blind. The resource specialists and admin- www.alpspublishing.com/conference/ The CAG (California Association for the istrators in the district may never have taught lineup.html Gifted) Demonstration Summer School offers the gifted, or their teaching was long ago and Located just minutes from Rocky Mountain a unique opportunity for teachers of the perhaps never effective. National Park, the Estes Park Center/YMCA gifted to convert the theory behind differen- Resourceful teachers read and attend of the Rockies, a modern, full-service con- tiated curriculum into the practice of differ- workshops, but the wealth of information ference center and family resort, is the site for entiated instruction. tends to overwhelm them. Full-time teachers the 15th International Conference on the rarely have time to weed through the research Autonomous Learner Model (ALM). Par- CAG Demonstration Summer School or integrate all the ideas generated from work- ticipants and their families can use all the August 13-17, 2001 shops into an meaningful whole. After a year camp facilities and are housed in private La Colina Junior High School or two of teaching the gifted, the complexity rooms with baths. All meals are included. Santa Barbara, California of the task becomes apparent. Teachers dis- Day programs sponsored by the YMCA for 310-215-1898 cover that teaching the gifted involves a thor- children over three years old are offered for E-mail: [email protected] ough grounding in their content area, more a separate fee. www.cagifted.org complex resources, an understanding of the CAG's yearly summer school for teachers is psychological and social implications of gift- The conference opens with a three-hour pre- in its seventh year. Under the direction of edness, more extensive curriculum planning, sentation on the Revised Autonomous Sandra Kaplan, lectures, seminars, and work- and longer hours grading. Learner Model by authors George Betts and shops related to differentiated curriculum as To best serve their gifted students and not Jolene Kercher. Sixteen 70-minute sessions well as observations of these theories and waste time reinventing the wheel, teachers are offered each day on a variety of topics. practices are scheduled over the five days of need help in mastering the art and science of Participants may attend 16 sessions during the the institute. Teachers especially appreciate gifted education. Summer is the ideal time for conference. the demonstration classrooms in grades 1-8 most teachers to develop that mastery, but in which master teachers of the gifted show what options are available? Information for Following is a sampling of sessions offered: them how to put into practice the knowl- the following sample summer options pertain A model for designing differentiated cur- edge and strategies they have just acquired. to the year 2001, but all are ongoing pro- riculum by educators and learners A weekend curriculum writing session is an grams and offered on a yearly basis. Social and emotional development of added bonus for those wishing to extend ' 72 8 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 their experience. Storrs, CT 06269-3007 860-486-0616 Fax: 860-486-2900 E-mail: [email protected] Sample topics for the novice gifted education JUNE 21-22, 2001 teacher include the following: The University of Connecticut offers a Three Western Kentucky University Differentiating the core curriculum in Summers Program leading to a Master of Summer Workshop depth and complexity Arts degree or a Sixth-Year Diploma beyond Lexington, KY Thematic interdisciplinary units of study the master's degree in gifted and talented 270-745-4301 Models of teaching and their relation- education. The program requires three con- [email protected] ship to differentiating the curriculum secutive summers on campus and four dis- Learning centers and independent study tance learning classes. Most candidates JUNE 24-29, 2001. as strategies to differentiate the curricu- complete their degrees with 36 units and 3- Texas Association for the Talented and Gifted lum 4 weeks for each of three summers in late Professional Development Summer Nature and needs of gifted students: char- June and early July. Institute acteristics and psychosocial issues Southwestern University, Georgetown, TX The emergent English language gifted The unique combination of features of 512-499-8248 student Three Summers includes: www.txgifted.org Flexible scheduling with the same inten- Sample topics for the advanced gifted edu- sity and quality as the regular academic JUNE 25-27, 2001 cation teacher include the following: year's Talent Development Program Center for Gifted Education, The College Beyond the icons of depth and com- Exceptional faculty including Joseph of William and Mary plexity Renzulli and Sally Reis Summer Institute: Integrated Curriculum Including philosophy in the core cur- Fostering of creativity in participants so Model riculum degree graduates not only acquire knowl- Williamsburg, VA 757-221-2362 Advanced strategies to promote reading edge and skills to implement an effective http://cfge.wm.edu and writing gifted program, but also contribute cre- Performance indicators related to differ- atively to the field JULY 9-20, 2001 entiating the core curriculum Individual plans of study based on a can- Neag Center for Gifted Education and Bridges from advanced to sophisticated didate's interests, experience, and pur- Talent Development & Connecticut State core content skill clusters pose Department of Education Breadth and depth with required core Con fratute 2001 The cost of the institute is $425 and includes courses and extensive offerings from par- University of Connecticut, Storrs, CT lunch (does not include the weekend cur- ticipation in Confratute, UConn's summer 860-486-4826 riculum-writing session). The sessions run conference/institute www.gifted.uconn.edu daily from 8:00 a.m. to 4:00 p.m. Three con- Continuous faculty-student communi- JULY 15-20 or JULY 22-27, 2001 tinuing education credits are available cation, advisement, and mentoring via University of Virginia on-site conferences and e-mail corre- through the University of Southern Califor- Curry School of Education nia for $250. CAG hotel rates are available. spondence Sixth Annual Summer Institute for Educators on Dealing Effectively with Graduate Degree Programs Offerings include: Academic Diversity in Heterogeneous For teachers who want to specialize in gifted Creativity Classrooms - Exploratory and Advanced education and become leaders in the field, a Curricular options for high ability learn- Institutes graduate degree program may be desirable or ers 804-924-7161 necessary. Degree programs can develop Understanding the social and emotional teachers' expertise in working with the gifted, needs of the gifted AUGUST 13-17, 2001 prepare them to coordinate or administer Research on talent development California Association for the Gifted Demonstration Summer School and gifted programs at district or state levels, or Advanced curriculum differentiation Parent Seminar develop the skills to train, research, or inno- Curriculum compacting Santa Barbara, CA vate. However, full-time teachers often have Problems, issues, and solutions to per- 310-215-1898 family or financial obligations that make fectionism www.CAGifted.org full-time study impossible. Graduate pro- Schoolwide Enrichment Model grams that require only summer residencies August 25, 2001 may best meet their needs. The Three Sum- Editor's Note: Western Kentucky University mers Program at the University of Con- The need for high quality professional devel- New Teacher Institute necticut may be ideal. opment in gifted education is critical. Please Western Kentucky University share your summer program experiences Bowling Green, KY 270-745-4301 Three Summers Program with us. Address all reviews and recom- [email protected] The Talent Development Program mendations to Shirley Ching at schingi30 University of Connecticut @aol.com. 2131 Hillside Road, U-7

921 7 3 CALIFORNIA ASSOCIATION FOR THE GIFTED 9 A CALL TO ACTION Preparing Specialists for Gifted Students

BY JAMES J. GALLAGHER

s we look forward to the 21st century and what it will hold for us as educators of gifted students, one of the most central unsolved problems is how to prepare a cadre of effective specialists who can excite and energize our gifted students. I recently published an article in Gifted Child Quarterly entitled "Unthinkable Thoughts" (Gallagher, 2000), which included questions that are so painful to professionals that there is often an informal conspiracy of silence about them. The trouble is if we don't discuss them, we don't do anything about them either. One of these thoughts was: Is there really such a thing as special personnel preparation for teachers of gifted students? Too often the specialist in gifted education has pasted together a course

"Specialists should be the general education teacher's window to t

10 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 74 here, a workshop there, and a summer insti- Table 1. CAG Recommended Professional Development Standards tute somewhere else, to gain certification. So there are two central questions: Why does this PROFESSIONAL GROWTH hit-or-miss preparation happen? What can be Minimum done about it? 5.1.1M The district provides professional development opportunities related to gifted As is often the case in education, the learners on a regular basis and based on a yearly needs assessment. answer to the question of why it happens is Commendable money or the lack of it. When we look at other 5.1C The district encourages teachers completing professional growth hours for credential renewals to focus on gifted education as their area of growth. specialties designed to teach children with disabilities, for example, we fmd that the Office Exemplary 5.4E A district professional development plan to accommodate different levels of of Special Education Programs in the US teacher competency (novice, intermediate, advanced) is in place. Department of Education has provided more than $90 million to higher education pro- INSERVICE TRAINING grams in these special education specialties Minimum (Twenty-first Annual Report to Congress, 5.4M Individuals' selected to conduct inservice for teachers of gifted learners have 1999). Without such a subsidy, few institutions recognized knowledge or expertise in the area of gifted education. of higher education would be involved in the Commendable preparation of special educators; the rela- 5.4C The district promotes the concept of teacher-to-teacher professional develop- tively small number of students in the various ment in addition to contracting experts to conduct inservice. This may include the con- special education specialties makes it eco- cept of peer coaching, applying the training-of-trainers model of inservice, and peer nomically unfeasible for a college or univer- review discussions and sessions. sity to carry sufficient faculty to conduct Exemplary such a personnel preparation program. 5.4E The district identifies support personnel both inside and outside the district with Gifted education programs currently have expertise in meeting the needs of gifted learners. Personnel are available for individ- no federal and few state subsidies for per- ual consultation, district, and school inservice presentations. sonnel preparation, and consequently there is only limited interest among higher education institutions to begin or maintain such tions of a race car driver, 2) the eye-hand make familiar compound words.... programs. This means that if students wish coordination of a successful athlete, and 3) Using materials in the blue folder to take higher education programs in this the decision-making capabilities of a wise Jenna will look around the classroom field, they must often travel long distances to judge, there wouldn't be many cars on the and in books to find examples of com- find one, or must scrape together various highway. There would be a few, to be sure, pound words. Using materials in the substitutes and convince their state depart- since every now and then one could find purple folder Tijuana will write a poem ments of education that their postgraduate such an exceptional driver. But the goal of that uses compound words she gener- efforts add up to a certificate in this field. engineering cars and highways has been to ates to make the story interesting. ... Recently, the California Association for allow persons of modest or average skills to In the green folders, Dillon will find the Gifted (CAG) prepared a set of recom- be able to operate the vehicle. a story that the teacher has written. It mended program standards (CAG, 2000) We are faced with an analogous situa- contains correct and incorrect com- designed to specify what is required to effec- tion when we demand or suggest all that a pound words. Dillon will be a word tively educate gifted students. Professional general education teacher should do to pro- detective, looking for "villains" and development was one of the important com- vide a fine education for gifted students, as "good guys" among the compound ponents, and two of the relevant standards are well as meeting the needs of all other stu- words. listed in Table 1. The standards are impres- dents. For example, Winebrenner (2000) sive, and we can hope they will be put into suggests that the elementary classroom Let us think about these suggestions for effect. But, while standards tell you where teacher could take some children who have differentiation for a moment. The first teacher you want to be, they do not tell you how to mastered the regular math lesson and have a Must know enough about mathematics and get there, or even what happens if you don't cluster group or subset of gifted students in different bases to evaluate the students' math get there. math working their problems in base 5 exercises in base five. Tomlinson complains instead of the traditional base 10. about hazy or fuzzy lessons when a teacher Do We Need Super Teachers? Tomlinson (2000a) provides an instructive may ask a student to 'learn something about Do we really need specialists in gifted edu- example of differentiation of lessons for a pri- black holes.' But the assignment is fuzzy cation anyway? Can't general educators with mary teacher working on compound words. because the teacher's own knowledge about some directed inservice experience handle the Students' names are listed at the learn- black holes (or base 5) is incomplete. job? Let's consider that if the license for dri- ing center; one of four colors is beside The teacher with the four different colored ving a car required the aspiring driver to each name ....For example Sam must folders must create these differentiated exer- demonstrate 1) the reactions and percep- decide the correct order of pairs to cises (probably the night before), and will oroader world of instruction and knowledge about gifted students"

75 CALIFORNIA ASSOCIATION FOR THE GIFTED 11 NORTH CAROLINA MODULES now be faced with the task of assessing these four different assignments plus those for the other twenty students in the class. The same problems exist for The state of North Carolina has one of the most extensive educational pro- tiered assignments, lessons pitched at different con- grams for gifted students in the United States. The state invests over 30 ceptual levels for students of differing abilities. Essen- million dollars a year in this special field. The size of the program means tially the educator is teaching a "class-within-a-class" there is a continual need for a large number of qualified teachers or spe- and we must ask, where does one teacher get the time cialists to fill the many positions available. However, there has been a dis- and energy to do all these things (Gallagher & Gal- tinct lack of higher education facilities in the state capable of providing a lagher, 1994)? systematic personnel preparation program for certification in this field. To engage the classroom in problem-based learn- Key people in the field at the state level looked for some alternative to the ing, for example, the general educator must not only standard higher education approach that was falling short of producing produce challenging ill-structured problems, but should well-prepared teachers for local programs. Ann Harrison, Mary Ruth Cole- have access to a range of materials to be ready when man, and Judith Howard (1995) designed a series of modules that can be the students take off in all different directions in an effort delivered at the local level; each module consists of a series of ten-hour to fmd data that will solve the given problem (Gallagher, experiences that enables teachers to accumulate sufficient experience to Stepien, Sher, & Workman, 1995). gain certification, either in combination with college and university Are there teachers who can do all these things, and courses, or workshops organized or approved by the State Department of do them well? Yes, there are. You and I have met them. Public Instruction. But they are as rare as the super drivers noted earlier. One shouldn't plan a program for gifted students, or any These field-based programs were designed to parallel the standard college group of students, on the expectation of superhuman courses that lead to a certificate in this field. effort from extraordinary human beings. There just North Carolina College Courses Leading to a Certificate in Gifted aren't that many around. The job of educators, similar Education to the automobile designers, is to create a learning environment where ordinarily capable teachers can be Course I Introduction to Gifted Education expected to perform effectively. Course II Curriculum DifferentiationImplementing the Rather than expecting superhuman efforts by indi- Curriculum Framework I vidual teachers, there must be a team effort in which Course III Teaching/Learning Strategies: Implementing the each member brings specific skills and talents to the Curriculum Framework II tasks. And the team must have time for planning and preparation. One of the contributions of the middle Course IV Problems and Issues in Gifted Education (Practicum) school movement is that it has incorporated joint planning and team teaching into its approach (Slavin, There are 8-10 modules based upon a set of state adopted competencies 1991), but such planning and collaboration rarely that can be taken in each of these four courses. All teachers seeking certi- appear in other school settings. fication must take a selection of these ten-hour modules in the areas of Introduction to Gifted, Differentiation of Content, and Teaching/Learning How to Differentiate the Program for Gifted Strategies. Students? Another 30 modules have been outlined and developed that add to the If the school psychologist has his tests, and the pedi- original required modules, and teachers are encouraged to take some atrician can write prescriptions, what is the nature of modules from each Core area to comprise their necessary hours for certifi- our specialty in educating gifted students? One of cation. For example, some of the modules fitting Core Course I: Introduc- the key elements must be differentiation of the cur- tion to Gifted Education, are #6 Underserved Populations and #11 riculum. We can take advantage of the fact that gifted Curriculum Compacting. Core Course II: Curriculum Differentiation could be students already have mastered much of the regular complemented by #20 Creative Thinking and #23 School-wide Enrichment. curriculum, and they provide a different set of challenges for educators (Reis, Burns & Renzulli, 1992). A cadre of 25-30 experienced professionals have been identified who are But differentiation does not just mean something dif- capable of presenting these modules. Using this consumer friendly ferent, it means lessons that provide important new approach (teachers can take one of these modules in a weekend) near skills or information to the gifted student. But how does their home base, many teachers have been able to achieve certification in one do that? the education of gifted students.

Harrison, A., Coleman, M. & Howard, J. (1995). Personnel preparation: Aca- What Should Be the Focus of Training? demically gifted. Raleigh, NC: North Carolina Department of Public Instruc- Before a proper discussion of the manner of person- tion. nel preparation can be held, we should first agree upon the nature of the service delivery model in which we For more information about the North Carolina modules, contact Valerie wish such trained personnel to work. While the resource Hargett at the North Carolina Department of Public Instruction, Excep- room or pull-out, model has been popular in the edu- tional Children Support Team, 919-807-3987. cation of gifted students, it has now been augmented by a specialist who plays a support role for the general

50.

4.% 76 12 GIRID EDUCATION COMMUNICATOR, SUMMER 2001 education teacher (Clark, 1997). gifted, LD gifted, and culturally diverse practice-based theory of professional edu- Let us consider specialists in gifted edu- gifted. cation (Ball & Cohen, 1999). Some of the cation and what their role should be in such models now in use are: a team. They should operate as master teach- One of our past and present mistakes has North Carolina Modules: A series of ers supporting and aiding the regular teacher been to assume that all these skills must be 10-hour modules encompassing the with technical assistance, meaning regular possessed by one person instead of concep- requirements for state certification in access to materials, demonstrations, and tualizing a team of people, each contributing gifted education; local delivery of mod- advice. They should be the general education particular expertise to the whole. If the goal ules provides easy access for students. teacher's window to the broader world of is to produce individuals with these capa- NAGC Academies: Short-term training instruction and knowledge about gifted stu- bilities, then how do we do this? What alter- institutes focusing on particular topics dents and their learning. Some of the skills native models of personnel preparation are such as performance based assessments. and knowledge the specialist should master available? Distance Learning: Personnel prepara- are the following: tion courses delivered by interactive tele- Ability to help regular teachers differ- Alternative Models for Personnel vision or website lessons. entiate lessons so that particular content Preparation Summer Programs: Intense one or two goals can be met, and knowledge of how The traditional way to develop an educa- week sessions focusing on personnel to raise the conceptual level of lessons to tional specialty has been to supplement a preparation content such as the annual meet the needs of gifted students (Gal- standard certification program in elemen- Confratute at the University of Con- lagher & Gallagher, 1994). tary, middle, or secondary with an additional necticut. Development of or access to a library ofhigher education graduate program in the Specific Skill Training: Institutes or differentiated lessons so that regular specialty (Parker, 1996; Council for Excep- workshops with the goal of student mas- teachers do not have to create novel tional Children, 2000). This "add on" tery in one or more sets of teaching skills lessons on a daily basis. approach has been successful in special edu- such as problem-based learning. Ability to demonstrate how to engineer cation because of major federal subsidies strategies such as cluster grouping and that convinced higher education to invest Some of these models are described in tiered assignments. faculty slots in areas such as mental retar- greater detail in other sections of this issue. Ability to gain access to materials that can dation and learning disabilities (Kirk, Gal- make feasible such strategies as the prob- lagher, & Anastasiow, 2000). Local Staff Development lem-based learning approach. Lacking such subsidies, gifted education The heavy use of local staff development Ability to help the general education has had a strong presence in only a few insti- programs to upgrade personnel in gifted edu- teacher compact lessons for particular tutions of higher learning; therefore, the tra- cation in many school systems suffers from students. ditional higher education means of a problem of quality control. There is inad- Ability to apply special assessment pro- establishing a cadre of specialists in this equate assurance that instructors of these cedures and devices to help evaluate the field has had to be supplemented by a vari- short-term workshops or seminars (too often progress of gifted students. ety of activities sponsored by state depart- such local sessions are one-shot affairs not Knowledge and skills to cope with spe- ments of education, professional associations, linked to any larger plan or system of instruc- cial problems such as underachieving or other sources. What seems required is a tion) are sufficiently knowledgeable about the special needs of gifted students or the special methods of meeting those needs. At a min- NATIONAL ASSOCIATION FOR GIFfED CHILDREN ACADEMIES imum, the instructor should have credentials that assure those hiring the specialist that The National Association for Gifted Children (NAGC) recognizes the importance of per- a quality presentation will be made. Both sonnel preparation in gifted education and has taken actions designed to upgrade the the NAGC standards and the California stan- capabilities of its members. One important activity has been the development of dards call for this requirement since this is a NAGC Academies. These Academies are designed to: field that seems to attract more than its share Support on-going professional development for constituents and members of the of wandering troubadours selling dubious field. goods. Provide advanced level learning opportunities in focused topical options. Also the teachers attending such sessions Provide one option to support the NAGC Professional Achievement Certificate should be required to demonstrate a breadth (PAC). of quality work, for example, through a port- To date, three academies have been held: performance-based assessment, curriculum folio of work, or the construction of differ- differentiation, and program evaluation. The Professional Achievement Certificate is entiated units, or a paper on a related not designed to legally replace other certificates but, at present, is designed as a per- significant issue in gifted education. No sonalized mentoring experience. However, these Academies can be another small credit should be given for such training with- step in terms of the organization (NAGC) assuming greater responsibility for the pro- out definitive evidence that the participant has fessional development of its members. mastered the instruction, and is able to demonstrate the ability to differentiate For more information about the academies, contact NAGC at 202-785-4268. instruction and curriculum.

CALIFORNIA ASSOCIATION FOR THE GIFTED 13 The Production of Differentiated Materials a production task well suited for higher edu- A survey of how many teachers need A Higher Education Role cation personnel, many of whom would be additional preparation and in what areas. The role of higher education in these alter- interested in these "organization of knowl- A survey on personal preparation native personnel preparation models has edge" goals and might require only modest resources that are available, including often been a problematic one for educators compensation from community or state potential summer programs, distance of the gifted. Since there is no federal sub- departments of education sources to become learning, module presentations, etc. sidization as there is with other special edu- involved. Design of a phased-in action plan to cation specialties, there has been a tendency increase the capabilities of personnel to leave higher education personnel and insti- Role of Professional Associations with small steps in year one, broadening tutions out of the personnel preparation plan- If these ideas seem reasonable, then we must to year five. ning for gifted students. Typically the address the question, "Who is going to bell The attempt would be to create a necklace alternative models mentioned earlier are pre- the cat?" Who is going to see to it that the var- of learning and skills from a set of individ- sented by state or local personnel with little ious alternatives of personnel preparation ual and separate instructional pearls. "One shouldn't plan a program for gifted students, or any group of students,on the expectation of superhuman effort from extraordinary human beings." higher education participation; but that would are put into action throughout the states? One of the phrases that we have repeated seem to be an unwise choice or reaction. We know that higher education has not been over and over again in North Carolina is that One of the most pressing needs for per- a major player in this field with the excep- the status quo is not an option. We can't sonnel preparation programs is the avail- tion of some outstanding individuals. We meet the challenges of the twenty-first cen- ability of special materials designed to know that the thinly staffed state depart- tury information age with the limited orga- supplement the general curriculum. Such ments of education would be unlikely to nizations and resources we now have. But materials can be specific illustrations for carry out these strategies even if they could unless we can show precisely what is needed differentiated lessons, or "back-up" materi- convince their superiors of the merits of the to reach our gifted students, we won't stand als to enrich particular school units. This is alternative methods. a chance of getting them. We know also that Currently there is some federal legislation such changes in person- in the hopper, HR 490, The Gifted and Tal- PROFESSIONAL DEVELOPMENT DIVISION OF THE nel preparation do not ented Students Education Act of 2001, which NATIONAL ASSOCIATION FOR GIFTED CHILDREN occur by accident or almost passed last session as part of the Ele- coincidence, they require mentary and Secondary Education Act Reau- The National Association for Gifted Children (NAGC) active development and thorization. Among other things this bill will has a special Professional Development Division attention. So when we say authorize and provide help for states to sup- (PDD) chaired by Susan Hansford. to each other, "Why does- port professional development. With Presi- The primary purpose of the Professional Development Divi- n't someone do some- dent Bush supporting education, we can have sion is to improve the quality of personnel preparation pro- thing about this?" the some reasonable expectations for success grams in gifted education, and to further the development of answer is, there is no and that will allow us to provide more sup- leadership within the field of education for the gifted. Current "someone," just us. port to teachers on the firing line than we division interest areas include: Our professional organi- have been able to do before. Inservice and staff development zations must provide the I once presented a statement on what the Leadership leadership to get this cost was of not providing support in this Administration done. The California fashion (Gallagher & Gallagher, 1994). What Program standards for higher education Association for the Gifted is the cost of the sonata never composed? The The Professional Development Division has been actively has already developed medical discovery never made? The political involved in the development of the NAGC Gifted Program standards which read compromise to avoid war never achieved? It Standards and other service publications for NAGC. The divi- very well. And it spon- is hard to quantify such losses, but we should sion regularly sponsors two projects: the Division Newsletter sors summer and week- resolve that whatever that cost is, it is too and the Administrators' Leadership institute. The newsletter end institutes to high. A small investment in the teachers is mailed to division membership at least twice each year. implement them. I am working with gifted students now can yield The PDD Institute is held annually at the NAGC convention. asking my own state, great returns later on. Each institute focuses on current issues related to the goals North Carolina, to estab- of the Division. 1 ish a task force to References Membership in the Professional Development Division con- develop a five-year plan Ball, D. and Cohen, D. (1999). Developing sists of members in good standing of the National Associa- for the upgrading of per- practice, developing practitioners: Toward tion for Gifted Children with expressed interest and sonnel preparation for a practice-based theory of professional commitment to the goals of the Division. New members are gifted education. I would education. In Y. Darling-Hammond & G. welcome at any time. For additional information call NAGC at suggest that such a task Sykes (Eds.). Teaching as the learning 202-785-4268 or check the website at www.nagc.org. force conduct the follow- pmfessions (3-32). San Francisco: Jossey- ing: Bass Publishers. 7,9 14 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 California Association for the Gifted (2000). Proposed standards for educating gifted UP CLOSEwith James Gallagher students. Clark, B. (1997). Growing up gifted (5th Editor's note: We asked James Gallagher to share with readers some of the experi- ed.). Columbus, OH: Merrill. ences, people, and ideas that led him to the field of gifted education and that sustain Council for Exceptional Children. (2000). his continued interests and efforts. What every special educator must know: When I was about six, I went to a special school for gifted Special education teachers of students with kids run by University of Pittsburgh. It was a very open, gifts and talents. Reston, VA: CEC, 58- exciting kind of education where there were 15 kids in 61 the class. The teachers were really good teachers. In fourth Gallagher, J. (2000). Unthinkable thoughts: grade we had a debate about the Neutrality Actwhen Roo- Education of gifted students. Gifted Child sevelt gave 50 destroyers to England. I didn't appreciate it at the Quarterly, 44(1), 5-12. time, of course, but afterwards, and after thinking about it, I real- Gallagher, J.J. and Gallagher, S. (1994). ized that I had a really wonderful opportunity. I suppose ( carried Teaching the gifted child (4th ed.). New- that over. ton, MA: Allyn and Bacon. The person who started me out on gifted education was Sam Kirk, a preeminent special Gallagher, S., Stepien, W, Sher, B., & Work- educator and my mentor at the University of Illinois. He didn't care a lot about gifted but man, D. (1995). School, science and math- used a project in gfted in the local schools to entice me to leave Michigan State and join the ematics: Implementing problem-based Institute for Research on Exceptional Children at Illinois. learning in science classrooms. School Sci- ence and Mathematics, 95(3), 136-146. When Sputnik came, Illinois got excited about the area of the gifted and passed some legis- Kirk, S., Gallagher, J., & Anastasiow, N. lation which opened the door for a lot of special kinds of activities. At the University of Illi- (2000). Educating exceptional children nois, I started a research project with some money I got from the Office of Education, which I (9th ed.). Boston: Houghton Mifflin. would not have been able to get had there not been a Sputnik. I Just hit the right seam in history. We set up microphones and audiotapes and taped 200 classroom sessions and Olszewski-Kubilius, P. (1997). Special summer and Saturday programs for gifted coded the thinking of gfted students and teachers as it was revealed by tape recordings. Out students, In N. Colangelo & G. Davis of those 200 sessions, I came away with an understanding about instructional strategies and how people were trying to work with these students. My book, Teaching the Gifted Child, (Eds.). Handbook of gifted education really came largely out of that experience and all of that rich set of data that I was able to (180-188). Boston: Allyn & Bacon. collect. Parker, J. (1996). NAGC standards for personnel preparation in gifted education: During the early seventies I became a regular contributor to the Leadership Training Institute A brief history Gifted Child Quarterly, 40, run by Iry Sato with Sandy Kaplan and Jim Curry. Harry Passow was also a major contributor 158-164. and it was my chance to interact with him from that time on. I became active in the profes- Reis, S, Burns, D., and Renzulli, J. (1990). sional associations after my three year stint in the US Office of Education as Bureau Chief to Curriculum compacting. Mansfield Cen- the Bureau of Education for the Handicapped and eventually became president of TAG, ter, CT: Creative Learning Press. NAGC and the World Council. I also served as editor of the Journal for the Education of the Slavin, R. (1991). Are cooperative learning Gifted for eight years and that was a wonderful way to keep in touch with what is happening and "untracking" harmful to the gifted? in the field and occasionally shaping that direction. Educational Leadership, 48(6), 68-71. During that time I had an outstanding student, Mary Ruth Coleman with whom I worked on Tomlinson, C. (2000). Reconcilable differ- the journal, and carried out a series of research projects on the intersection of gifted stu- ences: Standards-based teaching and dif- dents with the middle schools movement and cooperative learning. We later became joint ferentiation. Educational Leadership, directors of STAGE (State Technical Assistance for Gifted Education) which led to the reform 58(1), 6-13. of education for the gfted in North Carolina. My five year interaction with a regiment of Twenty-first Annual Report to Congress capable professionals here in gifted education in North Carolina helped me remain upbeat (1999). Washington, DC: Office of Spe- about our cause. cial Education Programs, U.S. Depart- Finally, the emergence of my daughter, Shelagh, as a figure in the field was a satisfying and ment of Education. stimulating event. She coauthored the last Teaching the Gifted Child with me and her work in Winebrenner, S. (2000). Gifted students need problembased learning is, in my judgment, a major contribution. an education, too. Educational Leader- ship, 58(1), 52-56. I remain interested in policy development in this field and have tried to help the design of legislation that would provide some continued support in this field. The thing that keeps me JAMES J. GALLAGHER is the Kenan Professor of going is the phenomenal youngsters that we deal with. They chart the upper limits of the Education at the University of North Carolina at human intellect for their age. Once you have seen a student solve Pascal's Triangle in about Chapel Hill, Frank Porter Graham Child Develop- thirty seconds you know it is humanly possible to do that because the evidence is sitting ment Center. Gallagher has long been a standard right in front of you even if you don't know how he did it (Incidentally, neither does he!). bearer for professional training In the field of Furthermore, there seems to be good evidence that even more remarkable products or feats gifted education. He is the author of many arti- lie ahead. That should be good enough motivation for anyone. cles and books including Teaching the Gifted Child.

CALIFORNIA ASSOCIATION FOR THE GIFTED 15 Now you can "go to class" anywhere this system, many sites can be connected, since only the instructor is seen on the television screen. When the courses were offered you're getting your gifted endorse- rapidly evolving vehicle for course delivery on Saturdays, quite a few of our learners ment how?!" This was the incredu- in our technologically literate society. In this commented that they liked this method lous response one of my students article, I will focus on programming in which because no one could see them on-screen and received when she commented to a the delivery may be synchronous (occurring they could attend class in their warm-ups colleague that she was taking her third grad- in real time), asynchronous, or a combination and with no make-up! I will admit there are uate level gifted class through distance learn- of the two, coupled with either two-way few other instructors who know their students ing. Distance learning can be broadly defined audio/two-way visual or two-way audio/one- by their voices rather than their faces. as an interaction between a teacher and stu- way visual. Another series that we offered in two- dent when they are separated by distance way/one-way format was the Legacy 21 pro- (Keegan, 1988). One of the earliest instances Synchronous Programming gram. This was a series of eight programs of distance learning within this broad defi- Until recently, all our gifted endorsement over two years that dealt with nearly every nition was the correspondence course. A programming via distance learning was deliv- aspect of gifted education. Hosted by Dean Roy more narrow definition encompasses non- ered in the synchronous format using both the Weaver of Ball State University's Teachers contiguous communication between teacher two-way audio/two-way visual and two-way College, this series was broadcast over cable and learner using only technology to medi- audio/one-way visual systems. An advan- television complete with a toll-free number for ate communication (Garrison & Shale, 1987). tage of the two-way/two-way system, of viewers to call in their questions. Tracy Cross, Actually, one can get the entire gifted course, is that both presenter and partici- Felicia Dixon, David Dixon, Vicki Vaughn, and endorsement from Ball State University pant can see and hear each other in real time. I prepared and delivered the various segments through a combination of televised and Inter- Unfortunately, in this format, only four sites covering social and emotional needs of gifted net courses. Of course students can still can be viewed at the same time. If there are children, characteristics, programming, par- choose the traditional classroom setting, or more than four sites participating, the pre- enting, identification, assessment, and new mix and match the different formats. Eval- senter has to constantly choose which groups trends in the field. uations and conversations with participants to put on screen. This adds an additional indicate that students like the choices, and the element to be juggled along with the myriad Asynchronous Programming distance learning classes provide an oppor- of buttons and gizmos, and may lower the At Ball State, our main asynchronous format tunity to fit professional development into a comfort level of the presenter! is the Internet. We currently offer Develop- busy work and family schedule without the In the two-way/one-way format, the par- ment of Creative Thinking, one course in need for a long commute to campus. Distance ticipants see and hear the presenter, but the the gifted endorsement, totally on the Inter- learning via television and Internet is a presenter only hears the participants. Under net. Developed by Mary Rizza, this course 80 16 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 "4 is popular even with students not interested in the gifted endorsement. Students view the ability to "come to class" at their convenience, by log- ging on to the course website, as a distinct advantage, particularly when trying to juggle work and family. At least one out-of-state university has Are distance learning classes more expensive than regular enrolled students in this class because of low enrollment in its own on- classes? site class. Not at Ball State University. The fee structure is the same as that of regular classes. Combination Programming If I live In California and want to take a Ball State class Currently three three-credit hour endorsement courses are offered which via the Internet do I pay out-of-state tuition? use a combination of televised and Internet classes. Using the Black- No, there is no additional fee over and above the regular cost board Course Info platform, a wonderful tool for developing Internet of tuition. courses, these classes axe taught with half the instruction televised in real- How do I get course material? time through the two-way/one-way system, and half the instruction Books, including instructor reading packets, are ordered delivered via the Internet. All the students are school personnelteach- through a toll-free number provided to students upon regis- ers, counselors, school psychologists, principals, and gifted and talented tering for the class. coordinators. Broadcast once a week, the classes start at 3:30 p.m. and end at 5:00 Do I have to use a special Internet provider'? p.m. During this time, new material is presented, students offer their opin- No. You simply need access to the Internet and e-mail. Ball ions on the course readings as well as providing practitioners' insights State will provide you with an e-mail account here, but you through recounting their personal stories of gifted children in their can change it to your own personal e-mail quite simply. classrooms. Because of the time delay between my asking a question How do I become acquainted with my classmates? and the student responding on the telephone line, the term "wait time" Each student has a webpage established through the Black- has definitely acquired new meaning! After the first day of class, stu- board platform. You go to your page, put in your informa- dents realize they may be called upon to respond just as in a traditional tion, and submit it. You then have an instant webpage. There classroom, erasing any preconceived idea that distance learning is pas- is even a place for your photograph if you want to supply sive in nature. one. Students have access to each other's webpages. Class Continuation Assignments on the Internet make up the additional hour and a half normally spent in the classroom with the instruc- What if I need a question answered or need to contact the tor. See Figure 1 for a copy of the continuation assignment following instructor, especially if we are In different time zones? The instructors have e-mail and check it regularly. Unless an the first class meeting. instructor is out of the office (and she will usually let you Figure 1. Class Continuation Assignment know that in advance), you will receive a reply very quickly.

Won't I be spending a small fortune on postage, mailing Class Continuation Assignment January 10 supplies, and FedEx to get my assignments to the instruc- Please read the following article from the American School Board tor on time? Journal: http://www.asbj.com/current/coverstory.html. No! Within the course pages there is a Dropbox into which Write a two-page reaction paper, substantiating your arguments you can upload files to the instructor. The instructor can then with research when possible. Be sure to identify when you are download, read the assignment, make corrections, and gving your own opinion, not backed by research. upload the assignment to you. You may also send files via an Mail, e-mall, or use the file drop to submit your work. e-mail attachment or by fax.

Due January 16. Are there other distance learning programs dealing with gifted education? Yes. The University of North Carolina-Charlotte offers The continuation assignment expands what was covered in the first courses via two-way interactive video within North Carolina. half of the Class, but students complete it at their convenience rather than The contact is Dr. Kristen Stephens within the traditional three-hour time frame. ([email protected]). The University of South Florida Students fax, e-mail, or upload files via CourseInfo to submit their offers an online master's degree in gifted education. The con- assignments. There are two homework documents to be completed tact is Dr. Hilda Rosselli ([email protected]). each week, the Process Journal and the Reading Reflection (see Figures 2 and 3). When we want to share visually, students send their work to me to show in class on-screen. In addition, there are project pages within Cour- seInfo that allow students to upload files to a Group Page for everyone to view or download. Group work is facilitated by using pages designated for each group, allowing the members of that group to communicate with each other via a private chat room, discussion board, and an area to share files among themselves. The final outcome can be shared within a file area that can be accessed by all class members. Announcements, course documents such as handouts and PowerPoint

CALIFORNIA ASSOCIATION FOR THE GIFTED 17 presentations, course information, files, external links, and assignments all have designated areas on the course website. For the convenience of both the instructor and students, there is an on-line grade book. Students can access their own grades privately at any- time. If the student knows she faxed an assignment and doesn't see VI a grade within 48 hours, I will usually get an e-mail from the stu- Figure 2. Process Journal Professional Development for Edw

EDPSY 621 Reading Reflection BY EVELYN HIATT AND ANN WINK PROCESS JOURNAL ENTRY Name: Session Date: What I learned in this session that will benefit me and/or my G/T program: A word, phrase, or picture that describes this session: What I plan to do with this information in the next 12 months: Unanswered questions and/or comments: dent, checking to be sure I received the assignment. Each assignment is labeled with point value, and the students' accumulated points are always available, allowing them to estimate their grade at any time. A tape of each class is maintained by the Department of Continuing Education and can be accessed by a student who has to miss a class. The current classes offered via the Blackboard CourseInfo platform are password protected and are available only to those enrolled in the course. An earlier version of one of the assignments can be found at www.bsu.edu/classes/adams2/gift2520. Please feel free to access this website if you are interested in viewing a sample of the course's activities. Figure 3. Reading Reflections

READING REFLECTIONS

Name: Reading (chapters, articles, etc.): Something that I read that squared with my belief: Something that I read that is still circling in my mind: Three points that I will remember from this reading: First Homework Prompt for the Reading Reflection: The Callahan article, "A Critical Self Study of Gifted Educa- tion," in the front of the reading packet is a good summary of the field over the last several decades. Please use this as your reading for the Reading Reflections paper for this week. Leaders in gifted child Due by Monday, January 15. education in Texas all

You may contact meat [email protected] or visit the Center for agree that the staff Gifted Studies and Talent Development website at www.bsu.edu/teachers/services/ctr if you would like more infor- development component of the mation about the content of the distance learning courses. Texas mandate is indispensable CHERYLL M. ADAMS is the director of the Center for Gifted Studies and Talent Development at Ball State University in Muncie, IN where she for a meaningful and effective also teaches courses on gifted education. She was affiliated with the National Research Center on the Gifted and Talented for three years at the program of gifted education. University of Virginia, and Is a member of the Board of Directors of NAGC.

18 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 82 rs of the Gifted in Texas

In an era of local control, mandating professional development is a risky business for state departments of education. This is particularly true when it comes to certification or endorsements that are added onto a teacher's standard teaching certificate. During the 1990's most states limited or eliminated various certifications. For example, many 1"'"'N states including Texas moved away from eitiftlft their previous requirement of specific science certifications for chemistry, \ physics, or biology, and began grant- ) ing a general science certification. Prior to adoption of new rules for services for gifted students by the Texas State Board of Education in 1996, the possibility of a certificate in gifted education seemed highly unlikely. A new state agency, the State Board of Educator Cer- tification (SBEC), had just been created by the Texas Leg- islature and was reviewing all state certifications and endorsements. It was deemed inappropriate to preempt this new agency by creating a certification procedure within state board rules, and it was anticipated that it would be several years before require-

83 CALIFORNIA ASSOCIATION FOR THE GIFTED 19 "There is a second category of training required by state rule. All who have decision-making authority over services for gifted stu ments for new certifications were adopted. students. These professionals must receive ers had no knowledge of the nature and A voluntary endorsement in gifted education a minimum of thirty hours of training prior needs of gifted students or how their districts was already in place, but since it was not to providing instruction to students. Only in selected students to participate in programs. required, few teachers pursued this option. extenuating circumstancesa teacher For the first time they became active par- While the state board recognized the sensi- vacancy occurring in the middle of a school ticipants in the assessment process and new tivity of the situation, it was reluctant to year or immediately before the start of students had the opportunity to receive high implement a state-mandated program with- schoolmay training take place after the level challenging instruction. Each district out professional development training teacher is actually providing services that are determined which workshops its new teach- requirements. A compromise enabled the part of the gifted program. In those cases, ers would attend, however, and district mon- state board to require some training for all the 30 hours must be completed before the itoring visits often revealed that districts educators involved in gifted education, end of the teacher's first semester of instruc- had not selected the most meaningful train- although those requirements were minimal tion to gifted students. State rules require ing opportunities available. at best. that training occur in three areas: nature While requirements to begin teaching in and needs of gifted students, student assess- a gifted program are minimal, the require- Texas Rules Relating to Professional ment, and curriculum development. ment of ongoing training fosters continued Development Although these categories are imposed by growth. Professionals often realize what 89.2 Professional Development (Texas the state, local districts may select the spe- training they need only after they begin to Administrative Code) cific workshops or training sessions that work in a specific field. The 30-hour School districts shall ensure that: teachers will attend. In addition, there is a requirement initiates a teacher's training 1. prior to assignment in the program, six-hour annual professional development and the ongoing requirement enables them teachers who provide instruction and to take advantage of pro- services that are a part of the professional development gram for gifted students have a opportunities to meet minimum of 30 hours of staff devel- their individual needs. opment that includes nature and needs This approach is sup- of gifted/talented students, assessing ported in the overall pro- student needs, and curriculum and 6 fessional development instruction for gifted students; model that the Texas 2. teachers without training required in 6 Education Agency sug- paragraph (1) of this section who pro- gests districts use as part E vide instruction and services that are of the teacher evaluation part of the gifted/talented program component. This sys- must complete the 30-hour training tem, Professional Devel- requirement within one semester; opment and Appraisal 3. teachers who provide instruction and System (PDAS), services that are a part of the pro- requirement for teachers to continue teach- requires that principal and teacher meet to gram for gifted students receive a ing gifted students. discuss professional growth and target pro- minimum of six hours annually of As noted earlier, the current provisions fessional development to support the goals professional development in gifted reflect the compromise between state man- chosen. It is recognized that districts may education; and dates and local control. Services for gifted not always use this opportunity to focus on 4. administrators and counselors who students are mandated and do receive state the needs of gifted students. For example, have authority for program decisions funds, but typically the program is heavily teachers may be sent to PowerPoint train- have a minimum of six hours of pro- supported by local district funds as well. If ing a useful technique for the general fessional development that includes professional development provisions were student population rather than a session nature and needs of gifted/talented too burdensome, all the money might be on "Developing High Standards for Ser- students and program options. used for training leaving none for materials, vices for the Gifted," which more specifi- curriculum development, and other pro- cally emphasizes the target population. Basic Requirements gram needs. However, over time many more teachers The Texas rules relating to professional By requiring three areas of training, the do engage in meaningful training programs development for educators working with state focused district attention on what it than would have done so without this gifted students fall into two categories and considered the most important needs related requirement. reflect a balance between local control and to services for gifted students. This proved There is a second category of training state regulation. The first category impacts to be particularly important at the secondary required by state rule. All administrators, teachers who provide services for gifted level. Many middle and high school teach- including superintendents, principals, and

20 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 8 4 inistrators, including superintendents, principals, and counselors, s must receive at least six-hoursof professional development."

counselors, who have decision-making requirements. The state advocacy group, six-hour staff development requirement is authority over services for gifted students Texas Association for the Gifted and Tal- the issue most frequently discussed, with must receive at least six-hours of profes- ented (TAGT), working with the state most discussions relating to what should and sional development. This one-time train- department, began offering an Awareness should not count. The state continues to ing requirement must cover the categories Certificate in Gifted Education. This Aware- stand firm on allowing the district to decide, of nature and needs of gifted students and ness Certificate can be obtained only by in the hope that the training will be per- program options. attending training approved by TAGT's Edu- sonalized to meet the needs of the individ- This component has proven to be a most cation and Training Committee. Individu- ual teacher or the district's gifted program. important rule related to gifted education in als or institutions wishing to have the As experts in the field of professional devel- Texas. It reflects the need for state admin- training they offer approved must complete opment have continuously advised, the key istrators to listen carefully to the teachers in an application for review by this committee. to effective staff development is follow-up. the field. For years, teachers of the gifted Even the sessions at the annual TAGT con- Therefore, the initial 30-hour training and told us that the most disheartening part of ference are screened and not all are the annual six-hour professional develop- their job was attending good training ses- approved for Awareness Certificate credit. ment update continue to be critical pieces sions where they learned things that could In addition, the certificate requires that the in successful programming for gifted stu- really improve their teaching effectiveness, recipient complete 45 hours of approved dents. but then found no support for innovation staff development, 15 hours more than the The system that Texas uses for profes- when they returned to campus. While there state requirement. Not only has this sional development in gifted and talented was much grumbling on the part of many improved the quality of staff development education is imperfectone that was born administrators over this requirement, there programs offered, it has provided stan- of necessity and that survives because of also was high praise from others. For every dardization that allows districts to accept a law. But the result is a more well-informed superintendent who signed statements say- teacher as a qualified professional even group of educators and improved services ing he had no authority for gifted program before employment begins. The TAGT delivered by better prepared teachers. The decisions and therefore didn't need any Awareness Certificate is proof that a teacher current minimal requirement has planted training, there were scores of principals, has not only received the required training the seed for more substantive training in the central office staff, and superintendents but has attained it from instructors with future. We must move forward cautiously who confessed they had had no real idea of assured expertise in gifted education. to find the right balance between high the needs of this special population until expectations for required training and what they went to training. These fine adminis- The Future is realistically feasible to ask of districts trators began to support and implement The optional university endorsement con- with limited resources. This said, leaders in changes in their local districts. tinues to receive minimal interest because gifted child education in Texas all agree that The same was true for counselors. Teach- of cost and limited access to approved uni- the staff development component of the ers often report that counselors can make or versity programs. In general, teachers pur- Texas mandate is indispensable for a mean- break a program, but this was the firstsuing the endorsement are in large ingful and effective program of gifted edu- required training in gifted education for metropolitan areas with access to universi- cation. this important group of administrators. As ties. A few districts offer to cover at least with secondary school teachers, counselors part of the cost if a teacher pursues this EVELYN HIATT is senior Director of the Divi- often had been told who the gifted students additional endorsement. sion for Advanced Academic Services at the were with little or no input on their part. This Recently the State Board for Educator Texas Education Agency. She has served as first taste of training whetted their appetites Certification formed a task force to develop president of both the Texas Association for the for more, and now sessions often appear on state standards for teachers of the gifted Gifted and the Council of State Directors for the the calendar of statewide counselor work- and the development of an exit test. The cur- Education of the Gifted. She currently serves on shops. The sessions count toward the train- rent goal is to have the standards and exit the Council of Foundation, the governing body ing counselors must have to keep their test in place within two years, at which of the International Baccalaureate Organiza- licenses and to fulfill the requirement oftime the optional gifted and talented tion. training in the nature and needs of, and endorsement is to be replaced by a required program options for gifted learners. license for all future teachers of the gifted ANN WINK Is Director of Elementary Gifted Edu- in Texas. cation In the Division for Advanced Academic Improving quality by partnering with the After 10 years, challenges still remain for Services at the Texas Education Agency. She state advocacy organization (Texas districts to provide appropriate training for has more than 20 years experience in the field of Association for the Gifted and Talented) their administrators, counselors, and teach- gifted child education ranging from classroom One of the concerns that emerged early ers, and discussion of a required endorse- teacher to state-level director. She has been a pre- was the quality of the training received by ment continues to be an item on the senter at both state and national conferences on teachers and administrators to meet the legislative agenda of TAGT. The annual gifted education.

8 5 CALIFORNIA ASSOCIATION FOR THE GIFTED 21 Overcoming Bias in Gifted and Talented Referrals Teachers must recognize specific characteristics of giftedness in order to overcome biases of gender, culture, socioeconomic status, and the fear of 1 misidentification

BY DEL SIEGLE

Several years ago, a friend of mine position to observe them in a variety of situ- tifiers of gifted students that Pegnato and commented that classroom teachers ations and under a variety of conditions. And Birch reported. Hoge and Cudmore (1986) were nominating more males than since teacher ratings play an important role in suggested there is very little empirical foun- females for her district's gifted and tal- identifying gifted students, their beliefs, stereo- dation for the negative evaluation so often ented program. My own experiences as a types, biases, and expectations can influence associated with teacher judgment measures. gifted and talented coordinator had not whether students are included in or excluded Rohrer (1995) found that while teachers' pre- revealed any such preference. We decided to from gifted and talented programs. conceived notions of giftedness could pre- develop a series of hypothetical student pro- Whether or not teachers are qualified to clude children with certain personality traits files to assess teacher nomination bias, to identify gifted students has been the topic of from consideration for gifted programs, over- explore the interaction of gender with stu- much debate throughout the years (Gagne, all, "teachers were able to recognize intellec- dent interests and work habits, and to dis- 1994; Hoge & Cudmore, 1986; Pegnato & tual potential in students who were not the cover which student characteristics might Birch, 1959; Rohrer, 1995). For the past 40 stereotypical White, fit, well-adjusted, high- preempt or promote student nominations to years, there has been a general perception achieving students" (p. 279). gifted and talented programs (Powell & Siegle, that teachers are poor at identifying gifted Renzulli has been a proponent of teacher 2000). The purpose of this article is to provide and talented students. This perception nominations as part of an identification sys- a review of that and other research on teach- stemmed from a frequently cited 1959 study tem because teachers may recognize student ers' identification of gifted and talented stu- by Pegnato and Birch which reported that strengths that standardized tests miss. The dents, and to provide classroom teachers and teachers were poor at identifying students Scales for Rating the Behavioral Character- gifted and talented coordinators with sugges- with IQ scores over 130. This perception per- istics of Superior Students (SRBCSS) that he tions for avoiding future identification bias. sists despite later research findings to the developed with his colleagues in 1976, and Although standardized achievement tests contrary. revised in 1997, are among the most popular and intelligence tests play a key role in the Gagne (1994) criticized the methods identification rating scales for nominating identification of gifted and talented students, employed by Pegnato and Birch (1959), and students for gifted programs. Hunsaker, Fin- many school districts include teachers' ratings after reanalyzing the data, found that "teach- ley, and Frank (1997) reported that teachers of students as part of their selection criteria. ers do not come out worse than most other were able to successfully identify student tal- Often these ratings are used to form a pool of sources of information [for the identification ents when they used the SRBCSS and other students to be tested, and increasingly are of gifted and talented students], including student rating scales. They found that student included as part of a total identification sys- some subgroups of the Otis [group intelli- "nominations based on thinlcing abilities, gen- tem. Because classroom teachers interact most gence test]" (p. 126). More recent research eral gifted behaviors, and special learning frequently with students, they are in a unique indicates that teachers are not the poor iden- skills were related to later performance on 86 22 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 T.$ expected differences. When students do not conform to these stereotypes, they draw attention to themselves. Teachers who were asked to nominate students for gifted and talented programs based on hypothetical student profiles were more likely to select profiles where the students' behavior did not match expected gender stereotypes (Powell & Siegle, 2000). For example, a voracious reader who is male will receive higher ratings than a voracious reader who is female from a teacher who believes that females love reading more than males. Similarly, a female who excels in mathematical problem solving will receive higher ratings than a similar male from teachers who believe that boys are better at math than girls. Academic skills are not the only characteristic that gender perceptions influence. Teach- ers are much more likely to nominate disorganized introverted boys than disorganized introverted girls (Powell & Siegle, 2000). Bernard (1979) found that "irrespective of the sex of teacher or student, or course of study, students who are perceived as masculine in role orientation are likely to be evaluated more highly than students who are not" (p. 562). Dusek and Joseph (1983) also found that "teachers were more likely to expect high achieving students, regardless of gender, to be creativity, group skills, and language abili- (Sadker & Sadker, 1995) and give them more masculine or androgynous, and low achieving ties" (p. 19). detailed instructions (Oliveres & Rosenthal, students, regardless of gender, to be feminine While research appears to support the use 1992). Not only do males receive more atten- or undifferentiated" (p. 338). Teacher training of teachers' ratings of student behaviors, there tion, but the quality of this attention is higher should include opportunities to reflect on the is also a body of research that suggests that cer- than that received by females. However, while gender stereotypes they hold and how those tain biases exist when rating students. The males appear to receive more attention, there stereotypes can influence their selection of stu- remainder of this article will focus on those is no evidence that their overall skills are rated dents. biases and how they can be addressed. In higher than females. addition, suggestions for promoting teacher Gender bias in nomination appears to be Esoteric Nature of the Talent awareness are included with each of the fol- related to specific characteristics being rated, The esoteric nature of students' knowledge lowing sections. and the bias may surprise some educators. influences educators' selections. Non-producers who were interested in airplane design di Efforts should also be made to help and flying were more likely to be nominated than producing students who were interested teachers understand that there isn't an in dinosaurs, a topic of interest to most elementary students (Powell & Siegle, 2000). all-purpose gifted child, and children do This consideration of the nature of the student interest influenced classroom teachers more not need to exhibit gifted characteristics than it influenced gifted and talented specialists. in all aspects of their livesM Unexpected interests, as well as unexpected gender performances, produce unex- Gender Issues Gagné (1993) reported that males were pected behaviors that attract attention. In some One area of concern in identifying students for thought to be more able in areas requiring cases, this may increase the likelihood of stu- gifted programs is gender bias. Research has physical or technical skill, and females were dents being nominated for gifted and talented shown that teachers spend more time inter- perceived as performing better in the areas of programs. Tannenbaum (1986) described acting with male students in verbal and non- artistic talent and socioaffective domains. gifted traits as being both scarce and valued. verbal ways (Mann, 1994; Oliveres & Overall, boys and girls exhibit different inter- It may be that some students are nominated for Rosenthal, 1992; Sadker & Sadker, 1993). ests and talents (Benbow, 1988; Gagne, 1993). a program because they do not "fit the mold," Teachers face male students when talking Teachers develop stereotypes based on these rather than for the gifted behaviors that they

'7 CALIFORNIA ASSOCIATION FOR THE GIFTED 23 exhibit. This finding is supported by the higher what they think is a lifelong prediction might by nominators...were more effective than ratings Powell and Siegle (2000) found for be helped by considering Renzulli's (1979) those ones in which the traits to be rated or nonproductive student with an esoteric inter- statement that individuals are gifted only at checked are not so obvious" (p. 181). Selec- est over the producing student with a common certain times, under certain conditions, and in tion committees should be specific about the interest. Teachers need to be aware that "being certain circumstances. Therefore, teachers skills the teacher is being asked to evaluate. different" is not a sufficient reason for inclu- "are actually only being asked to recommend A Chinese proverb notes that when one sion in a gifted program. certain services for certain children at a cer- doesn't know to which port one is sailing, no tain point in time, under certain circum- wind is favorable. The first step in identifi- Attention to Weaknesses Rather than stances... [which] removes a great burden cation is defining what types of students will Strengths from the shoulders of ...[those] who are con- benefit from the program and training teach- A third area of concern with teacher nomi- cerned that their identification amounts to a ers to recognize those traits. Gifts and talents nations is the tendency for classroom teach- 'forever' label" (Weber, 1999, p. 188). come in various domains. Teachers should be ers to focus on student weaknesses rather than Teachers may also fear that they will harm provided with specific criteria which matches student strengths. Powell and Siegle (2000) students by placing them inappropriately in the area of talent that a program is designed found that gifted and talented specialists gifted programs. Ample research evidence to service. tended to give students higher ratings than documents the effectiveness of acceleration do classroom teachers. It may be that those and enrichment for students. Teachers need to Culture and SES trained in gifted education concentrate more have access to current research to dispel their Culture, more than race, appears to be a fac- on students' strengths rather than their weak- fears of doing harm to children through accel- tor in student selection. Students from dif- nesses. Programs for the gifted often focus on eration or enrichment. ferent cultures will exhibit gifts and talents student strengths and interests, and the gifted differently. Those who are being asked to and talented coordinators may be more sen- diCulture more than race, nominate students should be aware how talent sitive to this. Classroom teachers, on the other manifests itself in different cultures. For exam- hand, are often cast in a role of diagnosis and appears to be a factor in ple, bringing honor to the group, rather than remediation and therefore may be more sen- student selection. to oneself influences Native American stu- sitive to student weaknesses. Perhaps the focus dents' behaviors. A teacher who is not aware on weaknesses rather than strengths stems Students from different of this can easily overlook talented individu- from teachers' past experiences in nominating als from that culture. students for remediation programs. cultures will exhibit gifts Recent research showed that Hispanic stu- Teachers seldom have any reluctance in dents who were nominated for gifted pro- identifying students for remedial help in core and talents differently. grams received ratings similar to Anglo subjects, or in sending them to a specialist for students who were nominated; however His- instruction to improve weaknesses in basic Specificity of the Talent panic students who were not nominated skills. Somehow, the reverse must be made The first step in identification should be to received much lower ratings than Anglo stu- clear; the needs of gifted students are just as clearly define what is meant by gifted. With- dents who were not nominated (Plata & Mas- strong and as worthy of specialized instruc- out a clear definition, those who are asked to ten, 1998). Because perceived weaknesses tion as any other special category of students nominate students must rely on the stereo- limit student selection opportunities, and dif- (Weber, 1999, p. 187). types they have personally developed, result- ferent groups may exhibit traits that teachers Teachers require training that focuses on ing in the inherent biases previously described. view as weaknesses, culturally diverse stu- student talent areas. Efforts should also be When left to their own devices, teachers tend dents are at a disadvantage. made to help teachers understand that there to focus on skills associated with academic The socioeconomic status of students also isn't an all-purpose gifted child, and children performance when nominating students to influences teacher ratings. Low SES males do not need to exhibit gifted characteristics in gifted programs and less on creativity, lead- were seen as less attentive and low SES stu- all aspects of their lives. This awareness may ership, and motor skills (Guskin, Peng, & dents overall were seen as less confident also increase teachers' recognition of strengths Simon, 1992; Hunsaker et al., 1997). This (Guskin et al., 1992). This may be a problem over weaknesses. may be because of the perception that services in small communities where teachers are well The paradox between the exhibition of for gifted programs ought to be limited to acquainted with their students' families. The age appropriate behaviors in a young child and academic skills. While these perceptions are adage, "The acorn doesn't fall far from the the display of mental capabilities beyond his appropriate for academic-based programs, if tree" can be detrimental for talented students years creates a disequilibrium not easily dealt a program is based on recognizing and devel- from impoverished conditions in close-knit with by classroom teachers who have not oping a wide range of student talents, then communities. As early as 1984, Birch warned received training in working with gifted stu- checklists describing specific behaviors in that when the social, cultural, and personal dents (Weber, 1999, p. 185). the other domains should be used by teachers. interests of students are not considered, edu- Borland (1978) showed that accuracy was cators fail to recognize and react to children's Fear of Misidentification improved by asking teachers for nominations individual strengths. Another reason classroom teachers focus on based on specific characteristics, rather than student weaknesses over strengths is their fear global judgments. Kolo (1999) found that Opportunity to Demonstrate One's Talent of misidentifying students. Classroom teach- instruments which "explicitly and very clearly Lastly, teachers won't recognize student talent ers who express fear about labeling a child for spell out the traits or characteristics to be used if their classroom environments don't pro-

24 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 88 vide opportunities for students to demonstrate ematical reasoning ability in intellectually A comparison of methods. Exceptional their talent. This is particularly problematic for talented preadolescents: Their nature, Children, 25, 300-304. young children. "Because the emphasis for the effects, and possible causes. Behavioral Plata, M., & Masten, W. G. (1998). Teacher rat- majority of young students is on the acquisi- and Brain Sciences, 11, 169-232. ings of Hispanic and Anglo students on a tion of basic skills in academics, students Bernard, M. E. (1979). Does sex role behav- behavior rating scale. Roeper Review, 21, who have already mastered these skills may ior influence the way teachers evaluate 139-144. not even receive the opportunity to demon- students? Journal of Educational Psy- Powell, T., & Siegle, D. (2000, Spring). Teacher strate the range of their capabilities during chology, 71, 553-562. bias in identifying gifted and talented stu- an average class period" (Weber, 1999, p. Birch, J. W. (1984). Is any identification pro- dents. The National Research Center on the 185). cedure necessary? Gifted Child Quarterly, Gifted and Talented Newsletter, pp. 13- Students may turn off in classrooms where 28,157-161. 15. there is limited academic challenge and intel- Borland, J. H. (1978). Teacher identification Renzulli. J. S. (1979). What makes gifted- lectual stimulation. Powell and Siegle (2000) of the gifted: A new look. Journal for the ness: A reexamination of the definition of found that students who chose not to engage Education of the Gifted, 2, 22-32. the gifted and talented. Ventura, CA: Ven- in classroom assignments were rated lower Dusek, J. B., & Joseph, G. (1983). The bases tura County Superintendent of Schools than students of a similar profile who did of teacher expectancies: A meta-analysis. Office. engage in classroom assignments. Such stu- Journal of Educational Psychology, 75, Renzulli, J. S., Smith, L. H., White, A. J., dents may be classified as underachievers 327-346. Callahan, C. M., & Hartman, R. K. (1976). and end up being underidentified as well. Gagne, E (1993). Sex differences in the apti- Scales for rating the behavioral charac- Despite demonstrating productivity related tude and talents of children as judged by teristics of superior students. Mansfield to personal interests, these students were sel- peers and teachers. Gifted Child Quar- Center, CT: Creative Learning Press. dom recommended. This is unfortunate, since terly, 37, 69-77. Renzulli, J. S., Smith, L. H., White, A. J., involvement in gifted and talented programs Gagné, E (1994). Are teachers really poor Callahan, C. M., Hartman, R. K., & West- may provide the intellectual stimulation many talent detectors? Comments on Pegnato berg, K. L. (1997). Scales for rating the of these students seek through personal inter- and Birch's (1959) study of the effective- behavioral characteristics of superior stu- ests. Baum, Renzulli, and Hebert (1995) found ness and efficiency of various identifica- dents. Mansfield Center, CT: Creative that students who had the opportunity to tion techniques. Gifted Child Quarterly, 38, Learning Press. explore advanced projects related to personal 124-126. Rohrer, J. C. (1995). Primary teacher con- interests often reversed their underachieve- Guskin, S. L., Peng, C. J., & Simon, M. (1992). ceptions of giftedness: Image, evidence, ment pattern. Do teachers react to "Multiple Intelli- and nonevidence. Journal for the Educa- Teachers also need to be aware that send- gences"? Effects of teachers' stereotypes tion of the Gifted, 18, 269-283. ing students to gifted programs does not imply on judgments and expectancies for stu- Sadker, M., & Sadker, D. (1993). Fair and that their own teaching is inadequate (Weber, dents with diverse patterns of gifted- square? Creating a nonsexist classroom. 1999). They may be reluctant to nominate ness/talent. Gifted Child Quarterly, 36, Instructor, 102(7), 44-45, 67-68. students if they fear that these nominations 32-37. Sadker, M., & Sadker, D. (1995). Failing at suggest that they are unable to meet the aca- Hoge, R. D., & Cudmore, L. (1986). The use fairness: How our schools cheat girls. demic needs of gifted students in their class- of teacher-judgment measures in the iden- New York: Touchstone Press. rooms, and that therefore they are failing as tification of gifted pupils. Teaching and Tannenbaum, A. J. (1986). Giftedness: A psy- teachers. Teacher Education, 2, 181-196. chosocial approach. In R. J. Sternberg & The first step in solving a problem is to Hunsaker, S. L., Finley, V. S., & Frank, E. L. J. E. Davidson (Eds.), Conceptions of gift- identify it. Cooncfmators of gifted programs can (1997). An analysis of teacher nomina- edness (pp. 21-52). New York: Cambridge improve student identification by providing tions and student performance in gifted University Press. teachers with information on identification programs. Gifted Child Quarterly, 41, 19- Weber, P. (1999). Mental models and the iden- bias. They can also give teachers opportuni- 24. tification of young gifted students: A tale ties to examine their biases and stereotypical Kolo, I. A. (1999). The effectiveness of Niger- of two boys. Roeper Review, 21, 183-188. beliefs about gifted and talented students and ian vs. United States teacher checklist and can propose specific student identification inventories for nominating potentially The work reported herein was supported under criteria that matches the district's gifted and tal- gifted Nigerian preschoolers. Roeper the Educational Research and Development ented program definition. Such training will Review, 21, 179-183. Centers Program, PR/Award Number go a long way toward improving referrals for Mann, J. (1994). The difference: Growing up R206R000001, as administered by the Office of gifted and talented programs. female in America. New York: Warner Educational Research and Improvement (OERI), Books. U.S. Department of Education. References: Oliveres. R. A., & Rosenthal, N. (1992). Gen- Baum, S. M., Renzulli, J. S., & Hébert, T. P. der equity and classroom experience: A DEL SIEGLE Is an assistant professor at the Uni- versity of Connecticut and serves as co-editor of (1995). Reversing underachievement: Cre- review of the research. New York: Queens ative productivity as a systematic inter- College. [ERIC Reproduction Service No. the newsletter disseminated by the National vention. Gifted Child Quarterly, 39, ED 366 701] Research Centr on the Gifted and Talented. He is 224-235. Pegnato, C. W, & Birch, J. W. (1959). Locat- a member of the Board of Directors for the National Association for Gifted Children. Benbow, C. P (1988). Sex differences in math- ing gifted children in junior high schools:

69 CALIFORNIA ASSOCIATION FOR THE GIFTED 25 as Learners and Teachers

BY SYLVIA B. RIMM

parents and educators are partners in guiding gifted children toward self- fulfillment and in helping them contribute to society. If these partners communicate well, they are more likely to be supportive of each other. Parents should understand the educational goals of teachers, and teachers must acknowledge the perspective of parents. Parents often feel intimidated about parenting gifted children. Faced with their chil-

dren's high IQ scores, adultlike vocabulary, , and exceptional wisdom or talent, some parents mistrust their ability to guide a child who is so different. Parents may worry that the children are smarter than they are and assume they must follow their children's direction instead of providing needed parental guidance. While it is true and often repeated that gifted children are children first and gifted second, it is also true that sometimes their unusual talents are so powerful and obvious that parents feel isolated and frightened about 4> the whole parenting process. It is wise for parents to join local, state, and national organizations for guidance and ler/ ,..4i4iiiiiiiiiaccotetgr support. Schools, too, should provide training programs for parents that sensitize them Parents need opportunities to come together to learn to the ways gifted children are like and unlike other children. Such programs help parents new information and to share insights into parenting gain confidence, prevent gifted children from their gifted children. internalizing pressure, and can enhance the communication between home and school.

Will Parents Participate in Parent A basic or awareness-level format, held at In economically disadvantaged areas, it Training? least once during the school year, offers an becomes even more important to attract and Schools that hold parenting courses usually evening meeting for parents to better under- hold parents in order to provide their children garner excellent participation and parent stand the special needs of gifted children. A with the support they need. Offering a light appreciation. Some parents may require regionally known speaker attracts larger audi- evening meal and child care for younger prompting to take part; in general, however, ences. Advertising and communication, how- children can add to the likelihood of excel- parents of gifted children especially feel the ever, make the most difference in the size of lent attendance. A local business or industry need for support. Parenting courses improve the audience. If there is an accompanying might be willing to support such a parent- communication between teachers and parents program for the gifted children, more parents child evening and also encourage achievement for gifted are likely to participate. Furthermore, if there A more in-depth format that includes six children. is an art exhibit or brief performance by to eight weekly sessions provides a good children prior to the program, more parents follow-up to the introductory awareness Tried-and-True Formats will be willing to leave the comfort of their evening. One-and-a-half- to two-hour ses- These classes can have a variety of formats. homes. sions, combining presentation, discussion,

4 {) 26 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 and video material, permit parents to apply nership between parents and teachers in guid- save their children from some terrible pitfalls what they learn to their own families and give ing gifted children. It has been used with of giftedness. insight into the ideal home-school partner- great success in many school districts. ship. Such classes can be led by teachers, Settinglimits. There are philosophical dif- counselors, or school psychologists within the Basic Elements In a Parenting Course ferences as to how parents should set limits school district if they have appropriate train- Following are a number of elements that for their children, gifted or otherwise. ing. Ideally, attendance could be between 8 make up the core of good courses for parents Although there is considerable research that and 12 parents, and times for these meetings of gifted children. suggests that authoritative familiesneither should vary to attract different parent audi- authoritarian nor too liberalseem to raise ences. Day, evening, or weekend classes may Characteristics of gifted children.Sensitiz- the best-adjusted children, children's gifted- be effective for different audiences. ing parents to the range of characteristics of ness may mislead parents to overempower Attracting fathers may be more difficult; gifted children will help them understand them because they seem so adultlike at times. emphasize that they too are an essential part their own children's similarities and differ- Parents who set limits positively, as coaches, of parenting. Depending on resources, con- ences compared to other children. Charac- not judges, were found to be important to the sider offering courses for fathers or single teristics of gifted children are shaped by both success of over a thousand women (Rimm, parents. The more parent involvement, the genetics and environment. The praise and Rimm-Kaufrnann, & Rimm, 1999). Avoid- more likelihood of success for your gifted ing overempowerment is equally important students. for parents of all children, and overempowerment is less likely to occur if parents feel The Content of Parent Training Courses more confident in their parenting. A course The content for a single presentation can that grants parental leadership builds confi- vary, and can be based on any interesting dence in the parents and security in the chil- topic about gifted children. There are also dren. many books from which topics can be taken, including those listed in the sidebar on p. 28. Parents and teachers working together. Topics such as characteristics of gifted- Because of the many variations in family ness, emotional and social adjustment, structure today, the "united front" no longer ADHD and gifted children, underachieving means agreement between only two parents. gifted children, creativity and giftedness, The parenting team may include one, two, gender issues and achievement, your school's three, or four parents, curriculum for gifted children, or assess- grandparents, nannies, ment of giftedness, are all appropriate. child-care providers, There are several books available espe- day-care providers, cially for training parents of gifted children, and teachers. With so including Guiding the Gified Child (Webb et cI many individual dif- al., 1982) and Parenting for Achievement ferences affecting i'''''&--.\- \ (Rimm, 1994). The latter uses the accom- f gifted children, they panying books How to Parent so Children can easily feel pres- Will Learn (Rimm, 1996) and Keys to Par- 77 C7r71.5,) sure, avoid effort, and enting the Gifted Child (Rimm, 2001b). ..., manipulate adults in In crafting a curriculum, I recommend ways that will harm including fundamental information found their accomplishment, in any good parenting course along with learning, and self-con- some additional information specific to gift- fidence. When chil- edness. Providing giftedness information dren can manipulate without teaching basic parenting may lead adults against each parents to assume that certain behavioral attention given to gifted children helps estab- other, their power may make them opposi- problemssuch as overempowerment, emo- lish their identity as being gifted in particu- tional and defiant. Although adults don't tional intensity, and perfectionismmust be lar areas and encourages them to define necessarily have to agree on everything, chil- acceptable behaviors of a gifted child. Too themselves, their motivations, and their pres- dren grow in confidence when their guiding many children have been brought to Family sures. Parents and teachers dramatically teams agree on the main principles for rais- Achievement Clinic for help after their par- affect the characteristics that emerge; there- ing them. ents have helped generate problems for them fore, educating adults to the power they have Helping parents compromise with each by misguided acceptance or fostering of in shaping direction and self-concept is a other at home, and having parents and teach- inappropriate behavior because the children priority. Too often gifted children are para- ers support each other, are crucial compo- are gifted. lyzed by their self-definition as a "brain," and nents of raising all children. This becomes I recommend elements based on the Par- they can be crippled from developing as a more complicated with gifted children enting for Achievement course, which I total person. Adults set children's expectations because school curricula may not be suffi- developed specifically for fostering the part- early; parents who are aware of this power can ciently challenging, and parents, in their

91 CALIFORNIA ASSOCIATION FOR THE GIFTED 27 appropriate advocacy for their children, can become or seem oppo- their children admiring the other more powerful parent. sitional to the school. Healthy advocacy requires some delicate bal- Parents who feel good about themselves, who are interested in their ancing, and parenting classes give schools the opportunity to teach careers, and who are respected by their partners, are most likely to parents how to be positive advocates for their children without garner the respect and identification of their children. Although life undermining the school's own authority. is not kind enough for parents to feel good about themselves all the time, the better they make their own lives, the better role models they Providing enrichment and acceleration.From the preschool years will become for their children. onward, parents must understand how to tie together what teachers Although each of these main topics for the content of parenting and they themselves provide for their gifted children. Determining classes could be the subject of a single class, leaders of classes will when to get professional intervention and how to find it also plays need to be sensitive to the special interests of the particular parents an important role in maintaining appropriate challenges in school and in their classes. When parents are both learners and teachers, there in life. A thorough understanding of available school programs will will be flexibility in parenting classes, and gifted children will ben- also help. Parents can also learn how they can volunteer to provide efit. enrichment as adult mentors. SYLVIA RIMM is director of the Family Achievement Clinic In Cleveland, OH Social-emotional issues.Pressures, perfectionism, peer issues, emo- and a member of the National Association for Gifted Children's Board of Direc- tional intensity, and underachievement are a few importantaware- tors. She has written numerous books on parenting and other topics, and ness topics. How parents and teachers can support gifted children is an internationally renowned speaker. during during periods when they feel themselves alone is especially important in light of recent violence perpetrated by gifted individuals. Although there is no evidence that gifted children havemore HELPFUL PARENT GUIDEBOOKS problems than others, they certainly have some differentones. What Kids Need to Succeed: Proven, Practical Ways to Raise Depending on the conununity, children known as "geeks" or "brains" Good Kids may struggle with special peer issues. Parents need guidance to Benson, P. L, Galbraith, J., & Espeland, J. (1998), Free Spirit determine when these problems are within normal development Publishing and when there is pathology that requires special psychologicalor psychiatric help. The Challenge of Raising Your Gifted Child California Association for the Gifted. (1998) Role models and mentors.Parents, of course, shouldn't try to cre- Education of the Gifted and Talented (4th ed.) ate children in their own images. But because we do know that chil- Davis, G. A., & Rimm, S. B. (1998), Allyn & Bacon dren unconsciously copy other people in creating their own identities, The Gifted Kids' Survival Guide: A Teen Handbook it is important to realize that children are watching and copying Galbraith, J., Delisle, J. R., & Espeland, J. (Eds.). (1996), Free Spirit parental behaviors and attitudes. Understanding what qualitiesare Publishing. more likely to elicit unconscious copying is very useful. The Gifted Kids' Survival Guide for Ages 10 & Under Research from social learning theory suggests that there are Galbraith, J. (1998), Free Spirit Publishing three variables that make a difference in whether children identify with their parents. Once aware of these variables, parentscan encour- Parenting for Achievement age children's identification with positive role models in their envi- Rimm, S. B. (1994), Apple Publishing Company ronment (Rimm, 1995). The three variables are: nurturance, or the Why Brigit Kids Get Poor Gradesand What You Can Do warmth of the relationship between the child and a particular adult; About it similarities that children see between themselves and the adult; and Rimm, S. B. (1995), Crown Publishing power of the adult as perceived by the child. How to Parent So Children Will Learn When a parent cares a great deal about the child, the child feels Rimm, S. B. (1996), Crown Publishing a closeness that promotes the wish to be like that adult. This wish is enhanced when the child sees characteristics within him or herself See Jane Win: The Rimm Report on How 1000 Girls Became Successful Women that resemble those of the adulte.g., similar hairor eye color, personality, humor, or enjoyment of similar activities. Rimm, S. B., Rimm-Kaufman, S., & Rimm, I. (1999), Crown Publishing. The issue of appropriate power is the most difficult toconvey. Par- ents who deprecate themselves or who are demeaned by their part- How Jane Won ners are not great candidates for identification, because children are Rimm, S. B., & Rimm-Kaufman, S. (2001a), Crown Publishing likely to see them as powerless. Parents who are seenas respected Keys to Parenting the Gifted Child by their partners, by other people in the community,or even by Rimm, S. B. (2001b). (2nd ed.). Barrons Educational Series, Inc. their children's friends, are more likely to be figures chosen for identification. Your Gifted Child Smutny, J. F., Veenker, K., & Veenker, S. (1989), Ballantine Books In a divorce, if a parent compares the child to the other parent with whom the first parent doesn't get along, the child ismore likely to Guiding the Gifted Child see the other parent as a role modelnot exactly what the first par- Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982 ), Ohio Psychol- ent wishes. Also, parents who seem dependent and powerless, and ogy Press who complain about the other parent not providing support,may find

-0 28 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 -92 ON@DE dI&ARM

i°fRigcorEn6VE_GEb0 corJgnb Neglect Or Ignorance?

BY F. RICHARD OLENCHAK

high intelligence are vulnera- Last September I had a ble because their abilities are call from a parent so out of synchrony with other whose career assign- aspects of their development; ments cause her to however, concerted efforts uproot her family every few toward counseling gifted years; she asked me about youth did not appear until the counseling for her three ele- 1970's (St. Clair, 1989). More mentary school children, all recently, Delisle (1992) of whom are identified as detailed adjustment concerns, gifted. As our conversation while Silverman (1993b) progressed, it became clear implored counselors to rec- that she was interested in ognize that gifted pupils have counseling because each of specialized affective needs her children was experienc- because they are so far from ing some difficulty with the the norm, just as do those with family's frequent moves. I con- mental challenges at the other templated recommending that end of the theoretical bell she see the school counselor or curve. Presently, Cross (2001) school psychologist as a first and Coleman and Cross step until she detailed the (2001) delineate various social behaviors her children were and psychological features experiencing: night sweats and associated with giftedness and vivid nightmares, anxiety, restlessness, labile Although such a small survey can hardly be talent that demand direct attention if such stu- attitudes, and fading task attention and com- termed conclusive, since it targeted the most dents are to flourish not only as gifted pupils pletion. When she added that these charac- renowned school counseling and counsel- but as individuals in society. teristics had increased with each successive ing psychology programs, it gives cause for We do not as yet have empirical evidence relocation, it was clear that my original ideas concern. A follow-up survey of course cat- attesting to the vulnerability of gifted and tal- for advice would be inadequate; I was aware alog information at 12 universities where ented youth, but work in progress does rein- that few counselors in the area were trained gifted and talented education is considered force the notion qualitatively. Case studies to work specifically with gifted and talented to be of national prominence revealed sim- continue to suggest, quite logically, that being students and that professional development ilar results. In spite of the presence of excel- different from one's peers prompts at least was often absent for school counselors. The lent preparatory programs in the teaching some psychosocial concerns during the caller and her children ultimately received the of gifted and talented at each of those uni- developmental years. This belief caused 335 assistance they needed from a colleague who versities, programs for developing coun- parents, school personnel, and counseling specializes in gifted and talented youth. As selors fail to require even one course professionals to agree that gifted and tal- for myself, I set out to investigate the state of associated with gifted and talented children, ented children do have needs different from counseling preparation for work with gifted let alone requiring training in their affective those of others their age, and as a result and talented students around the nation. development. Is this phenomenon a result ofrequire differentiated counseling (Moon, By searching the course catalogs of 25 neglect, or a misunderstanding of the needs 1997). The fact of human differences, par- leading universities where preparation in of gifted and talented children? ticularly when related to giftedness, is not school counseling and counseling psychol- popular in most societies and is often met ogy are major enterprises, my suspicions From Then Until Now: What the Literature with hostility by the majority (Alsop, 1997). were virtually confirmed: there is an absence Tells Us Perhaps more critically, giftedness and its of special counseling preparatory courses at Concern for the affective development of haunting feeling of difference tend to cause both the preservice and graduate levels for gifted students is not new. Hollingworth internal struggles about identity and one's work with gifted and talented students. (1931) suggested that young people with ability to balance personal needs with social

2 3 CALIFORNIA ASSOCIATION FOR THE GIFTED 29 and family demands (Greenspon, 1998; result of this complex interaction of distinct that total assimilation of gifted students into Moon & Hall, 1998; Olenchak, 1999). needs caused by giftedness coupled with the rest of schooling will, in some way, make Much has been written about techniques needs unique to the individual, Delisle it more palatable to those who insist that gift- to address the affective needs of gifted and believes that all the adults in gifted chil- edness is ipso facto elite. talented students. Ranging from single strate- dren's lives must become actively involved in The National Board for Professional gies to comprehensive systems, researchers their counseling. Teaching Standards (NBPTS) is expanding recommend that counselors and other pro- In contrast, Colangelo (1997) concen- its influence on nationwide educator training. fessionals employ approaches such as bib- trates on counselors specifically. Although he While its areas of recognition include virtu- liotherapy (Frasier & Mc Cannon, 1981; readily acknowledges the importance of ally all of the academic disciplines and also Hebert, 1991, 1995), cinematherapy (Drews, every adult in counseling gifted and talented fields such as counseling and exceptional 1964; Milne & Reis, 2000), role playing and youngsters, he accentuates the role of coun- (special) education, there are not only no sociodrama (Olenchak, 1991; Torrance, selors as linchpins in serving the affective standards established in gifted and talented 1979), and imagery (Goff & Torrance, 1991). development of gifted students. His model education, there is no mention that it is, in Researchers have also developed entire aims at helping counselors assess the nature fact, a separate field. models for serving the affective develop- of existing parental-school interactions and Consequently, in a field not recognized as ment of gifted and talented students. Silver- determine how those interactions might be having an identity by those responsible for man (1993b) states that "... regardless of enhanced; if parents respond positively, that national teacher training programs, it is highly the talent domain in which giftedness is a bonus. unlikely that counseling related to that field expresses itself, gifted and talented individuals share certain intellectual and personality traits... both the intellectual and the i Efforts should also be made to help personality differences of this group must be teachers understand that there isn't an taken into account in designing appropriate counseling programs" (p. 51). Her "Devel- all-purpose gifted child, and children do opmental Model for Counseling the Gifted" addresses intellectual and personality char- not need to exhibit Ofted characteristics acteristics as foundations for intervention. She concludes that "counselors need to in all aspects of their lives. 99 understand these essential facets of the gifted person and to employ them constructively in Colangelo (1997) predicted that "coun- would receive significant regard. In spite of the therapeutic process" (Silverman, p. 52). seling and psychological issues would the research attesting to the need for gifted Also utilizing the characteristics associ- become one of the distinguishing features in and talented education, and the clear evi- ated with giftedness to determine counseling the education of gifted children" (p. 354). dence of the unique affective development of provisions, VanTassel-Baska (1998) recom- Indeed, from the research and the large num- gifted and talented children, the fact remains mends three specific types of counseling: ber of publications focusing on the affec- that much of education continues to view able academic program planning matched to tive dimension of giftedness, it seems students as though they "will make it on learners' cognitive needs; life and career reasonable to believe that Colangelo was their own." Amidst this climate, it is no won- planning that presents atypical options; and correct in his prediction. Yet, with so little der that gifted and talented programs wax and psychosocial counseling focused on the available in the way of formalized counselor wane and that specialized training for per- preservation of affective differences. Though training for addressing the needs of gifted and sonnel to support such students is difficult to this traits-based structure somewhat parallels talented students, one wonders why the find. Silverman's, VanTassel-Baska emphasizes inquiry from the research community has a confluent approach in which teachers and failed to translate into the establishment of But They Are Still There: A Model for parents also assume responsibility for key counseling preparatory programs. Professional Development of Counselors roles in counseling. Her rationale for sharing The needs of gifted and talented students the responsibility is that school counselors too A Bigger identity Problem deserve accommodations just as do those of often are confronted with large caseloads, To those who are familiar with general edu- children with other types of special educa- tend to have inadequate training and sup- cation, the dearth of training programs in tional needs. In the absence of provisions in port, and frequently are restricted by admin- counseling able students should not be sur- school for gifted and talented children and in istrative requirements (VanTassel-Baska & prising. There remains an education-wide the vacuum of preparatory programs for Baska, 1993). belief that gifted and talented students will counselors to serve them, what can be done? Delisle (1992) focuses on systems for achieve success without special services. A professional development plan for individualizing counseling by recognizing Work by authors such as Sapon-Shevin (1987, school counselors can be created and imple- that every adult in a gifted child's life is crit- 1994) even charge that special school accom- mented by local school districts, by consor- ical to self-development. He explains that modations for gifted students can cause "dam- ti a of districts, by regional and state giftedness imposes one set of counseling age" to nongifted pupils. And in gifted and educational agencies, or by local, state, or needs and each individual gifted child's per- talented education itself, there have been sig- national counseling association members. sonal situation demands another, and the nificant efforts to downplay the unique dimen- Though not resulting in academic degrees, two sets do not necessarily overlap. As a sions of this population. Perhaps the belief is special certificates can often be arranged

30 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 94 through professional organizations or through Figure1. FOUNDATIONS OF COUNSELING state agencies that train counselors. Developmental Model for Professional Development of Counselors of Gifted and The Developmental Model for Profes- Talented Students (DM-PDC) sional Development of Counselors of Gifted and Talented Students (DM-PDC) is con- Stages Examples of Components structed on the basis of the characteristics of gifted and talented children as identified in Counselors master methods for networking the the research literature, and on the impor- Stage A: The Meaning of Giftedness school community as a means first, for assessing tance of extrapolating those generic traits to Networking the School Community how professionals, parents, and students viewgift- individual students and to their personal cir- Focus Group Discussions edness theoretically and in practice, and second, cumstances. Just as counselors of gifted stu- Fact Seminars for addressing changes in perceptions that may dents often recommend a developmental Individual Dialogues approach in contrast to a remedial one, a Simulations need to be made to enhance accuracy and fairness. similar approach should be taken regarding the professional growth of such counselors. A developmental model creates an environ- Stage B: Feelings of Difference Counselors master how to apply bibliotherapy and ment in which school counselors are able to Bibliotherapy & Cinematherapy cinematherapy specifically with gifted and talented expand professionally, much as a develop- Diverse Talent Honor Seminars students, as well as strategies for showing teach- mental model for counseling gifted youth Diverse Talent Discussion Groups ers how to integrate these techniques with class- enhances their educational growth. The DM- Role Playing & Sociodrama room content to enhance appreciation for PDC proposed below is predicated on knowl- Teamwork & Team-Building giftedness. edge of both affective and cognitive needs of Multicultural Appreciation gifted youngsters as a group, on the ways in which those needs are manifested in individual gifted students, and on a solid general Stage C: Feelings of Inner Conflict Counselors master strategies for arranging and foundation in counseling. Unlike other pro- Peer Group Discussions guiding peer group discussions not only with fessional development models, the DM-PDC Personalized Counseling groups of gifted and talented students but also is based on specific psychosocial needs asso- Journal Writing with groups of mixed ability students to facilitate ciated with giftedness. Creative Problem Solving Skills cross-ability understanding of inner conflict. Goal-Setting Stage A: The Meaning of Giftedness. Using Mentorships a historical timeline as a framework, it is important that counselors, like other educators, understand the nature of giftedness. actualized. Paper definitions may or may Stage B: Feelings of Difference. The value And while a survey of such characteristics is not depict the ways people translate them into of self is fundamental to effective human useful, it is important also that counselors practice. Simply because schools say they functioning, so it is essential to recognize the understand that gifted and talented people are support gifted and talented students does need to help gifted students handle their feel- individuals, each one unique. Thus a marriage not ensure that such youngsters actually ings of difference. Unfortunately, few proof the traits approach, as advocated by Sil- receive the appropriate cognitive and affec- grams for gifted and talented students address verman (1993 b) and VanTassel-Baska tive accommodations needed. Counselors this matter at all (Howley, Howley, & Pen- (1998), with Delisle's (1992) personal growth working with gifted students must be blood- darvis, 1995; VanTassel-Baska & Baska, perspective is appropriate. hounds as they set about tracking what is hap- 1993), as giftedness is often downplayed by Tracing the progression of gifted and tal- pening to each individual gifted student with schools and gifted students alike. In fact, ented definitions through history reveals the regard to how the paper definition is put gifted students may well engage in "disiden- manner in which definitions have changed. into practice. tification" (Coleman & Cross, 2001) dealing It is impossible to address counseling of Counselors must look well beyond pub- with their differences by masking them gifted and talented students unless profes- lished definitions and into specific situa- through behaviors considered not to reflect sionals understand that this population tions. How do teachers and other adults or value high ability. Berating other gifted stu- includes not only those who perform com- connected with individual gifted children dents, "hanging out" with peers who are mensurate with their ability, but also those interpret giftedness generally and in each either not gifted or who openly criticize gift- who do not. It is also critical that counselors gifted child specifically? How does the edness, becoming involved in activities for are aware that the population of able stu- school as a community celebrate or deni- which they have marginal talent, and posing dents embraces not only those who have grate giftedness? This implies that profes- inane questions or telling jokes, are attempts great broad intellectual ability but also those sional development for counselors will to cope with feelings of difference by deny- who have significant giftedness in but a sin- include not only textbook material about the ing one's gifted status. gle dimension. meaning of giftedness but also strategies for It is important that counselors understand Ultimately, it is critical for counselors to determining what is really happening to chil- the ways gifted and talented students either become keenly aware of how the definition dren with respect to how their giftedness attempt disidentification or, more commonly, of giftedness employed in their schools is impacts their lives. See Specialized Counseling, 44 55 CALIFORNIA ASSOCIATION FOR THE GIFTED 31 bility of each council member is to attend District Coordinators Utilize meetings, to participate on a council committee, to serve as a liaison between campus and district, and if needed, to help recruit new Advisory Council council members. Your first meeting may include the development of a mission state- BY PRISCILLA SHAVER ment and council goals. For example, the mission may be to to address current issues re you hav- pie seldom refuse a personal invitation. and concerns facing the gifted and high- ing trouble Therefore, I highly recommend that you speak ability students. The goals may seek to do the funding to people in person or over the phone to invite following: your gifted them to serve as a member of the council. Heighten public awareness of the needs and enrichment pro- Meeting Logistics. Decide on a time and and concerns facing students with excep- gram? Have you place to hold advisory council meetings. tional abilities been getting little After your first meeting, the group may Work to ensure that gifted and enrichment support in your decide to change the meeting place and time. programs are in line with the district's efforts to provide There is no magical place or day or time. mission, standards, and goals quality services for Each year it may be different depending on Offer support and assistance to the dis- gifted and highly able students? Do your space availability, needs, and convenience of trict's gifted and enrichment programs growth and improvement packages for the group. Become aware of local, state, and national enhancing program services rarely get Communication. Send a letter or post trends and politics impacting such pro- approved? Then it is quite possible that you card to each member as a reminder for each grams are in need of developing or strengthening meeting. Work to benefit all high-ability and gifted your advisory council. Agendas. Prepare an agenda for the first learners. Oftentimes educators consider only the meeting. In doing this, it is helpful to have the professionals in their building or school dis- assistance of two or three members of the Committees. Since the list above is com- trict when seeking program support. In fact, council whom you view as prospective lead- prehensive, it may be helpful to divide the we can all benefit by involving both family ers for the year's work. This procedure is group into committees to reach the goals members of our students and members of our helpful not only for planning and facilitating and objectives set. We have created four community in helping to raise our kids prop- this and future meetings, but more impor- committees: public relations, program devel- erly. Just as it is important to involve parents tantly, it shifts the focus to the group rather opment, parent and school support, and state and community members when students are than the coordinator or other school person- and local community liaisons. at risk of failing or dropping out of school, nel. It has been my experience that people it is also vitally important to seek this aid and A sample agenda for the first meeting who serve on a school or district level coun- participation for the benefit of our gifted Welcome and introductions cil or committee, wish to see the "fruit of their and highly able learners. Council purposes labor" within a short timeline. One member A gifted and enrichment advisory coun- Topics of interest and committees for explained that serving on the council was her cil is an organized group consisting of par- the year "extracurricular" activity in life. She is a ents, school staff, and community members Future meeting dates, times, and loca- medical doctor and is extremely busy. Need- who meet to ensure appropriate services for tion less to say, she carefully chooses where to gifted and enrichment students. Although Election of officers spend her "free time." If individuals are not this group is not an official decision-making engaged in specific projects or products, body, it can play a powerful role in influ- Officers. The people you choose to serve membership in the council and attendance at encing decision-makers of a school or district. on the leadership team may very likely meetings are poor. This article will offer suggestions on how to become the officers of this year's council. Committee work is a great way to involve organize an advisory council, what to do Officers may include: president, president- all members in areas of their strength or when one is organized, and specific actions elect, secretary, and treasurer. In our council interest. Each committee selects a leader this group can take to solicit support. the treasurer's job is simply to collect money whose job it is to help the group meet its There are several steps to creating an for refreshments. There are no dues! The goals for the year. For example, the public advisory council though these these steps contribution of money to the refreshment relations committee may write brief articles do not necessarily have to be done in order. fund is a voluntary donation and may not be for the school or local community paper on Membership. Decide who should be part necessary if a budget already allows for such various topics relating to parenting bright of the council. Administrators, counselors, purchases. The role of a president is to work youngsters, homework hints, etc. The school teachers, parents, and community members with the coordinator to plan and facilitate the support committee may wish to work on make up the council in my district. Determine meetings. The president-elect is the follow- projects related to the school gifted and which people within these groups have a ing year's president. The secretary is respon- enrichment activities. One project could be keen interest in gifted and high ability stu- sible for writing and reporting the minutes of to develop a resource bank of community dents; this factor is essential in the choice of each meeting. members, which can be called on to serve as whom to invite. It is my experience that peo- Council responsibilities: The responsi- guest speakers, or to find places of business

ret 32 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 9 6 or other objectives for student field trips. respond to any questions or concerns, but is personnel and to have school personnel The state and local liaison committee may present primarily to support rather than lead appreciate the efforts and commitments of focus on state policy regarding credit by this presentation. council members even when all objectives examination, funding for gifted programs, School politics. A vital task of the gifted have not yet been attained. In fact, I have etc. Letter writing campaigns can have a education coordinator is to encourage the made our school district administrators hon- positive result in making politicians aware of district and the council to work together suc- orary members of the council, and keep them the needs and desires of their constituents. cessfully. Of course, it would be nice if pol- informed of upcoming meetings and agen- This proactive approach ensures that the itics did not exist in school business, but it das. This gesture reinforces the concept that needs of our high ability and gifted students does. Therefore it behooves the coordinator everyone can and should be involved in the are seriously considered by decision-making to handle things carefully. If members of the process of caring and working together to bodies at all levels. The program development council come across in a critical or demand- serve our gifted and high ability students committee is the heart of this council. This ing manner, it may work against them. It is appropriately. committee assists in conducting program important that council members understand As you can tell, the role of an advisory evaluations to determine strengths and weak- that they can't make a positive influence on council is very important. It may be easy nesses. Results can take the form of formal those they offend. There is wisdom in know- for an administration to turn down requests district requests for additional staff and funding when and how to communicate the made by the gifted education coordinator, but ing for the purpose of program improve- requests of the council. it is much more difficult to say no to an ments or growth. The coordinator is the key person to organized group of vocal yet positive parents Parent education. You may wish to ensure that district protocol is followed when and community members who believe they spend the first twenty minutes of each meet- submitting the council's recommendations. are working with the district to ensure a ing with a guest speaker on a topic chosen It is also important that the coordinator pre- quality education for all students. Every by the council. Possible speakers include pare the district's superintendent of instruc- school system has a mission statement that district personnel, community members, tion or immediate supervisor with specifies that all students are important, and university professors, and parents. If mem- information about the recommendations that all students should be engaged in acad- bers come to hear the guest speaker, the before the letter is submitted. This "head's up" emic challenge. Yet only minimal attention odds are that they will stay for the rest of the is a friendly way of preparing district adminis usually given to the needs of the gifted and meeting and participate in their committee istrators for the council's presentation. highly able. An advisory council can be a groups. Nobody likes to be caught off-guard and major force for ensuring that these students Another idea is to conduct a book or discussing the contents of the letter of rec- are not overlooked. articles study with council members on top- ommendation prior to the actual presentation ics related to giftedness, such as creativity, is a courtesy gesture which often yields pos- Resources underachievement, or perfectionism. Once itive results. ASCD Smartbrief. (October 2000). Smart- a topic has been chosen, copies of the arti- The coordinator is the liaison between [email protected]. cles or book must be made available to those the council and district officials. However, it Silverman, Linda. Developing Parent Advo- members choosing to participate. If using a is helpful for the coordinator's administrative cacy Groups. Denver, CO: Gifted Devel- book, divide it into readable amounts for superiors to recognize that members of the opment Center. specific discussions so that it can be finished council are free to go the school board if Texas Education Agency Division of within a designated time. Members can then they feel that they are not receiving appro- Advanced Academic Services. (1996). read on their own time and enter their priate attention or support. A reminder of this Texas State Plan for the Education of thoughts in a notebook or some type of truth from the coordinator to administrators Gifted/Talented Students. Austin, TX: paper collection. When members meet, allow may be especially needed if a potential uproar Texas Education Agency. time for them to discuss what was read with is brewing among council members. A pos- Whittenburg, Becky. (1998). Strategic the group and to share reflections from their itive way to preempt such a complaint going parental involvement: Developing stu- journals. to the board is to invite a member of the dis- dent advocacy and leadership. Tempo Recommendations to the superinten- trict's upper administrationsuch as the 18(4), 21-23. Austin, TX: Texas Associ- dent. Each year our council submits a letter superintendent of instruction or the coordi- ation of the Gifted and Talented. of recommendation to the district's superin- nator's supervisor to the next council meet- Parental and Community Support and tendent of instruction. A copy of this letter is ing to discuss the issues of concern. This Involvementgopher://gopheted.gov:1000 presented along with a request to share the technique may provide an opportunity to 1/00/initiatives/goals/back/states/doc3.bct. letter with the district's decision-making resolve the matter with a minimum of team. The letter and presentation occur some- unpleasantness or conflict. PRISCILLA SHAVER Is coordinator of the Gifted time during the period from February to It may be helpful to remind council mem- and Enrichment Programs in Northside Indepen- May, as this is the time when decisions are bers that district officials may differ from dent School District in San Antonio, Texas. She made on funding issues for the following them as regards relevant policies because has been an educator for 22 years with 13 years school year. they have wider concerns than those of the devoted to gifted education. She received her mas- The council's president and president- council. Therefore, it is important that counter's degree at the University of Connecticut elect are usually the best people to make the cil members remember that they may not under Joeseph Renzulli and is an active member presentation to the decision-making team. get all that they request. The goal is to have of the National Association for Gifted Children and The coordinator should attend in order to the council continue to work with school the Texas Association of the Gifted and Talented.

9 7 CALIFORNIA ASSOCIATION FOR THE GIFTED 33 level services. Does your staff believe bright School Administrators Are people should boast about their outstanding abilities? Contribute positively to society? Not do anything special as citizens? Key to High Quality Programs Finally, what should your high-end learners do with their talents? Should they do BY CAROLYN R. COOPER extra work in and out of class? Develop their artistic and academic talents as fully as pos- School administrators have been between a child's budding talents and sible to become creative producers? Do more plagued for decades with less-than- the kinds of nurturance provided. (Pas- of the same assigned work as others do? complete information about serving sow, 1985, p. 24; emphasis added) This question focuses the work ahead to gifted and talented students. Neither The responsibility for determining the develop appropriate services for your high- the purposes for providing special services types of learning opportunities needed by end learners. Keep in mind the old saying, "If to this population nor how to do so has been students with promise rests with educational you don't know where you're going, any explained in simple terms. We do know, leaders. Passow defined giftedness as "the road will get you there." Then consider what however, that services for gifted and tal- potential for becoming either an outstanding political price you're willing to pay for not ented students are seldom actually integrated producer or performer, not just a consumer, planning accordingly. into the total school curriculum (Cooper, spectator, or amateur appreciator of ideas," 1995), and as isolated add-ons, they are often (p. 25) the action-oriented approach that Identification of Talents suspect with staff members who receive no today is known as talent development. Share with your staff Passow's definition of communication as to what these services potential giftedness, "which denotes promise are designed to achieve. To shed some light Keys To High Quality rather than fulfillment and probabilities rather on what bright students (high-end learners) A program of high-quality services for high- than certainties about future accomplish- really should be doing in school, this article end learners has five key features (Renzulli, ment," and emphasize that, collectively, describes briefly the five key features admin- Callahan, & Archambault, 1978), as follows: you're looking for potential giftedness and istrators must understand about this topic Philosophy: A solid foundation, or ratio- promise, which may take some of your teach- and provides proven, practical tips on imple- nale ers aback temporarily. Many believe gifted- menting them, as well. Identification of Talents: A procedure ness must be present already in the students Before we proceed to the "how to" of for finding students whose talents require we select to receive high-end learning ser- providing high-quality services for our special services vices. Not so! Their budding talent is unfold- advanced students, let's defme both "high-end Curriculum: A defensible curriculum to ing, and our job as educators is to foster that learners" and "talent development." Students nurture student talents development continuously through appro- who successfully engage in rigorous educa- Teachers: Trained talent development priate learning opportunities and guidance. tional pursuits at levels significantly beyond specialists and mentors To find students with talents, form a that of their age-mates are high-end learners. Organization, Operation, and Account- schoolwide identification team (Cooper, They may be participating in one or several ability: An efficient, economical, and 1995) of three or four classroom teachers, one services beneath the high-end learning effective plan for serving students specialist who knows virtually every student canopy, examples of which are gifted edu- in the school (art, RE., librarian), a delegate cation, dual enrollment (in high school and Important points about each should help from the administration, and the talent devel- college simultaneously), Advanced Place- as you consider the issue of serving your opment specialist. This team reviews stu- ment (AP) courses, and others. bright, talented students appropriately. dent data inclusively, incorporating all "Talent development" brings together available evidence that will represent a stu- several types of learning experiences for stu- Philosophy dent's talents in a positive light. Multiple dents with potential or demonstrated talent. What does your staff believe about bright criteria must be used, therefore, and used This concept acknowledges that individuals individuals in general? You cannot assume honestly. Frequently a school's identifica- possess different types of talents and need you know where each staff member stands on tion team considers the student's IQ score planned purposeful opportunities to develop this crucial issue of program development. Yet first, then terminates the review process if them on the same continuum as profession- a basic under-standing of it must be firmly members don't think the score is high enough als with those same talents use to progress in place before any discussion can take place to warrant advanced-level services. This is from the novice stage of development to the about which services will be provided for arrogant, myopic, and a bastardization of expert stage. your advanced learners. Biases must emerge the multiple criteria function. Further, this What educators and psychologists rec- and be recognized. Only after a frank and practice is blatantly dishonest, relying on ognize as giftedness in children is open discussion about the advanced-level scores to deny students opportunities to really potential giftedness, which service needs of bright students can you develop the talents for which they show denotes promise rather than fulfill- develop the appropriate opportunities. promise. Identification is not a golf game; ment and probabilities rather than cer- What does your staff believe bright peo- human performance cannot be reduced to a tainties about future accomplishments. ple should do in society? This step of the phi- single score! How high these probabilities are in losophy discussion defines the intended In using multiple criteria, explain to the any given case depends on the match outcomes for students receiving advanced- identification team that it must not apply 9 8 34 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 4. 0 the same criteria to every student reviewed. level research, analyze data they've collected, ined in our earlier discussion of philosophy, Talents differ from student to student, so or bind a book they've written. And some it offers the widest range of services for data sources must also differ; hence a large may need to work with peers, learning to appropriate talent development. With this body of evidence must be collected from cope emotionally with being more able than focus, students learn to contribute new which to draw. In reviewing data on a high- some of their friends. An appropriate con- knowledge to their fields of interest in a ability child with a learning disability, for tinuum offers multiple services. genuine real-world way. instance, the identification team will find Defensible curriculum to foster talent These three types of learning experiences different strengths from those of a non-dis- development embraces the following prin- comprise the Enrichment Triad Model (Ren- abled child of high ability. The LD youngster ciples: zulli, 1977), the curricular approach to talent is probably a reluctant reader in school, so his There is no "gifted" curriculum. It's development I find most defensible. Stu- language arts grades should not be included human behavior that's giftedwith the dents research a real-world issue or topic of in the team's discussion of his abilities. The right stimulus. deep concern to them personally. (Yes, this body of evidence must be large enough to How a student responds to a stimulus means investigations of several topics are hold its own without every criterion being what he or she doesis what denotes underway simultaneously.) This research is met. This is not a process of comparing stu- gifted behavior. intensemore difficult than most students dents with each other but of finding stu- The curriculum bridges intended student could or would care to pursue, requires the dents with promising talent who need outcomes and a student's potential to use of primary resources seldom found in specially-designed services to develop that achieve them. school libraries, consumes the student's atten- talent appropriately. One that does less, in my Services transform student potential into tion nearly every waking hour; and the gifted opinion, is evidence of educational negli- production. student absolutely loves pursuing the topic gence (Cooper, 2000). Curricular services advance the student just as the practicing professional does! Stu- Knowledgeable administrators must from the novice stage toward becoming dents, parents, and school personnel clearly ensure that the procedure for finding stu- experts in their talent areas. understand why particular services have been dents with talent is valid and equitable. Four curriculum components differ sig- selected for this student, and how they are Remember: find students' strengths (talents), nificantly from the general curriculum: matching talent development needs. and don't be misled by what they cannot do. knowledge, the student as learner, the We must not allow their talents to die! teacher, and creativity. Different Teacher Behavior Too The curriculum must be adjusted for Students selecting topics of their own inter- Curriculum: Meeting the "Match" depth, complexity, and pace according to est to investigate require different types of Criterion a student's ability to learn at an advanced teaching also. For instance, Zak, a bright To help students develop their talents, we level. first-grader, decides to research the Loch must design a continuum of services to offer Learning experiences for high-end learn- Ness monster to answer a technical ques- as needed. Since no two students come to us ers acknowledge their multiple intelli- tion that greatly interests him. The fact that with identical talents or needs, a defensible gences, learning styles, and their need to the topic is not in the Grade One Science Cur- curriculum for bright and talented students be firsthand inquirers. riculum is immaterial, as is the source of must offer a range of services broad enough this interest (Renzulli, 1978; Gardner, 1995). to accommodate all students as their talents To accommodate the differences in For high-end learners like Zak, most of the emerge. Initially this sounds impossible, but advanced-level students remains our chal- standard curriculum as prescribed by guides it's easier than it appears. lenge, requiring rational decision-making, and textbooks and presented to students in a While a few students' extraordinary per- based on a body of evidence documenting a didactic manner is inappropriate. Teachers formance in math may require radical accel- student's strengths, and purposeful planning. lecture; students consume the information. As eration, for example, several other Services that don't meet Passow's match cri- choices are few, learning is relatively sterile. advanced-level students may simply need terion I call "grab bag activities," which I ftnd Teachers of high-end learners must aban- their math curriculum compacted for a while both fraudulent and actionable. don this rigidity and see these students as (Renzulli & Reis, 1985), thereby excusing What should services actually do for stu- firsthand inquirersinvestigators fueled by them from repeating content they have dents? Bright students need three types of their passion to become experts on their top- already mastered. This service buys students planned purposeful learning experiences. ics of personal concern. These students are time to pursue in great depth the topics of First, they all need to explore their worlds as aiming to be creative producerscontribu- their respective interests, opportunities that widely as possible to identify topics, issues, tors to their fields of interest. Their thirst occur too rarely in schools. The work they or problems they would like to pursue in for knowledge is insatiable, and teachers produce in this time is highly advanced, rig- depth. Second, they need to learn process must honor their commitment to burrowing orous, and thoroughly engaging. skills in creative thinking: learning-how-to- into their topic as professionals do. The continuum of services may also offer learn; advanced research; technology; and The successful teacher of bright and tal- mentoring. For some students, working with oral, written, and visual communication. ented students must first ask the questions a mentor in their field of mutual interest They will need these skills as they investigate asked by investigative researchers within may be precisely the match needed for the their chosen topics. particular fields of knowledge (Renzulli, student's budding talent to develop appro- The third type of learning is the essence 1983). This is one of the reasons why teach- priately. Other students may require targeted of talent development: creative production. ers who work with high-end students of any skill instruction on how to conduct high- Of the possible intended outcomes exam- age must be specially trained in the pedagogy

90 CALIFORNIA ASSOCIATION FOR THE GIFTED 35 and practice of gifted education. These teach- content expert; the specialist is the student's gifted and talented education research and ers are specialists. manager and methodological assistant. methods. This responsibility should be nego- After helping students narrow their The talent development specialist pos- tiated into their contract or otherwise com- research questions, these specialists alter- sesses an extraordinary mix of natural teach- pensated as an extra duty since it requires nately play the roles of facilitator, instructor, ing ability: experience in teaching bright, observing individual teachers, videotaping for and manager of the three kinds of learning talented students, indefatigable energy, and conference purposes, planning, teaching, experiences found in the Enrichment Triad an unshakable belief that students of all ages and following up with each teacher to ensure Model mentioned earlier. As facilitator, the can impact their world positively. This spe- mastery of the skills taught. talent development specialist identifies stu- cialist must believe gifted behavior can be Another leadership responsibility is that dents' individual interests through an inter- produced in certain people, at certain times, of adjusting schedules so that students already est inventory, and then invites appropriate and under certain circumstances (Renzulli, advanced in science, for example, are in experts to share their knowledge with young- 1978) and be sufficiently competent to help advanced-level science classes with other sters wishing to meet with them. high-end learners combine their talent, task students similarly advanced. We often group The instructor role is more traditional: commitment, and creativity to produce gifted by math ability, but we aren't as savvy when the talent development specialist teaches stu- behavior in their area of interest. it comes to other areas. Students bring talents dents to apply specific process skills required to school in many disciplinesnot just math for creative production. Zak's teacher, for Organizing and Operating Accountable or reading! example, taught him how to borrow primary Services Bright students learn best when interact- sources of authoritative information on the This "nuts 'n' bolts" section looks at admin- ing with other bright students. They stimu- Loch Ness monster from university and pub- istrative leadership and staff development; late each other's capabilities, be they lic library collections; his elementary school budget; space and facilities; student progress intellectual, kinesthetic, or artistic. We have library was limited to books containing infor- assessment and evaluation of services; and recognized this fact in athletics for a century mation he already knew communication and public relations. Recog- or more: Mark McGuire and Sammy Sosa, Zak also learned decision-making skills nition of these factors has grown out of my for example, didn't get to be baseball stars from the specialist. Like all researchers con- long experience as a gifted and talented edu- from playing with inferior athletes. Florence sumed by a topic, he needed to learn when cation administrator. Joyner-Kersey didn't climb to the top of her to stop seeking more information about his Administrative leadership and staff running game by competing with neophyte subject and begin analyzing his data. In her development. We administrators know edu- "wannabe's." instructor role, his talent development spe- cational leadership is more than support. The principal must create the setting that cialist taught him how to graph his data and One principal I know collects Civil War nurtures gifted behavioradvanced level test his hypotheses about the validity of each memorabilia as a hobby and eats lunch in his grouping of students in their areas of strength. theory he'd encountered in his research. She office once a week with a fourth-grade boy Counselors or assistant principals who also referred him to a math teacher for help likewise interested in the Civil War. This develop the schedule will tell you it won't in understanding the statistics he'd found. mentoring has paid off handsomely; the work, but it can. We must begin placing You may be asking, "Why aren't these two youngster, who, until working with an adult more importance on accommodating stu- types of enrichment experiences appropriate as passionate as he is about the topic of their dents' learning needs than on creating the air- for all students?" They are. Types I and II mutual interest, had not been performing tight schedule. Currently many secondary enrichment are on the continuum of services anywhere near his potential; now he feels val- schools place the proverbial cart before the for high-end learners also, because they teach idated and is producing impressively in every horse. The schedule is created first; next essential skills that bright, talented youngsters class! kids are stuffed into its slots without regard applyin a significantly different way from All teachers working with bright talented for the strengths that need serious challeng- how other students use themin their students of any age must receive "basic training. Then we all stand around, shaking our advancement from novice to expert. ing" in working with this population, regard- heads as we wonder why our bright kids are The most professionally stimulating role less of the number of years they have been bored and not producing anywhere near their the talent development specialist performs is in the classroom! Teachers are not born potential! as manager of a student's investigation. This knowing how to work effectively with this Another example of strong administrative demanding role includes asking tough ques- type of exceptional student, and osmosis leadership is requiring teachers to compact tions that help students actively discover doesn't work well either! A fundamental curriculum and then making it happen. Men- knowledge instead of consuming it passively responsibility of school administrators is to tioned earlier, compacting is a simple three- from a didactic presentation. Also, since the arrange for training that will best accom- step process of (1) pre-assessment, (2) specialist yields to students' expertise on modate each teacher to be trained in the crediting what the youngster already knows their respective topics, she is not offended by manner he or she learns best. and excusing him or her from repeating it a youngster saying he doesn't need her close Teachers need immediate feedback and while teaching only weak or missing con- supervision at that particular time. Instead, constructive criticism from peers already cepts and skills ; and (3) in the time "bought" she moves along to check on other students' trained in gifted education so they can from eliminating needless repetition of pre- progress or switches to her instructor role and become stronger in each of the three roles viously-learned material, substituting the teaches a small group of students a certain required of them. Thus, administrators must opportunity for advanced-level, rigorous process skill they all need to continue their make sure each school has a multi-grade- pursuit of a topic or issue of deep personal work. In Type III learning, the student is the level cadre of teachers trained in current concern to that particular student. Research 1 00 36 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 ) on a real-world issue of genuine concern to a gifted refrigerator? The "Creative Produc- nurturance your school provides for them. a student is a more authentic, more production Lab" conveys the message that serious tive use of that student's time than sitting work is being done there. References through another presentation of content Student progress assessment and eval- Callahan, C. M. (1995). Using evaluation to already mastered. But the key here is the uation of services. To what degree are high- improve programs for the gifted. The principal. You must insist that teachers com- end learners receiving services that match School Administrator, 52 (4). pact curriculum for bright students need- their budding talents? How do you know? Cooper, C. R. (1995). Integrating gifted edu- ing time to pursue their individual interests How confident are you with the quality of cation into the total school curriculum. productively. Phasing in this requirement data from your stakeholders? Evaluation is The School Administrator, 52 (4). over a three-year period has been found to nothing if it isn't used to guide decision- Cooper, C. R. (1998). The administrator's be successful. making as a result (Callahan, 1995). Do you blueprint for talent development: Deci- Compacting their curriculum permitted have sufficient data to make informed decision-making based on knowledge. Paper some students I know to study intensively the sions about the structure of services you're presented at the annual conference of the history of their school, a topic that deeply offering your bright, talented youngsters as National Association for Gifted Children interested them. The multifaceted product well as about the quality of products the stu- (NAGC), Louisville, KY. they created included a video depicting the dents are creating? If creative production is Cooper, C. R. (2000). Gifted and talented school's history, a fashion show featuring stu- your intended learner outcome, why not ask education. In S. Tonnsen (Ed.), What prin- dent and teacher attire throughout the some high-end learners to show you their cipals should know about .... Springfield, school's existence, and a collection of letters management plans when you next visit the IL: Charles C. Thomas Publishers, Ltd. former students sent as living memories of Creative Production Lab? Strong adminis- Gardner, H. (1995). The unschooled mind: their school. Personal research of this mag- trative leadership and evaluation can work How children think and how schools nitude seldom occurs without buying time together here. should teach. New York: Basic Books. for it by compacting the standard curriculum. Communication and public relations. A Passow, A. H. (1985). Intellectual develop- Budget. Principals need to create a tal- common complaint from classroom teachers ment of the gifted. In F. R. Link (Ed.), ent development line item in their annual is not knowing which services their high-end Essays on the intellect. Alexandria, VA: budgets. This strengthens staff ownership by students are receiving from the talent devel- Association for Supervision and Cur- "legitimizing" talent development, making opment specialist or how the students are riculum Development. it visible to all stakeholders. Budgets for faring. Teachers need thorough knowledge of Renzulli, J. S. (1977). The enrichment triad talent development need to support the these services so they can converse about model: A guide for developing defensible achievement of learner outcomes. Creative their students' participation with parents, programs for the gifted and talented. production, for example, requires minimal guidance counselors, and, at the secondary Mansfield Center, CT: Creative Learn- expenditures for Type I enrichment as pre- level, readers of college applications. The ing Press. senters often donate their time. Some funds talent development specialist should send Renzulli, J. S. (1978). What makes giftedness? are needed for Type II how-to books, classroom teachers monthly updatesa half- Re-examining a definition. Phi Delta Kap- advanced-level reference materials, and non- sheet of paper is most effectiveon their stu- pan, 60. print data sources, many of which local dents' work in the Creative Production Lab. Renzulli, J. S. (1983). Guiding the gifted in businesses will donate. And your parent Principals too need to regularly request each the pursuit of real problems: The trans- support group or PTA may contribute most client group's assessment of the talent devel- formed role of the teacher. The Journal of of your Type III supplies such as computer opment program. How informed do parents Gifted Behavior, 17 . software, blank videos, data-collecting feel about the services their children are Renzulli, J. S., Callahan, C. M., & Archam- equipment, scientific supplies, film, batter- receiving to match their talents? How valu- bault, F. X. (1978). Key features: A prac- ies, and small motors for robots and other able do students themselves believe these tical model for program evaluation. mechanized products that students create. services are, and what do they think should CONN-CEPT 6: Supplement on evalua- The school's financial outlay can be minimal. be improved? We need to communicate with tion and resource directory. Connecticut Space and facilities. Here is a tip that them more often than merely at budget time State Department of Education. seems trivial but has enormous political pay- if we want their continued support. Renzulli, J. S., & Reis, S. M. (1985). The off: designate the room where talent devel- schoolwide enrichment model: A com- opment services are provided as the "Creative Conclusion prehensive plan for educational excel- Production Lab." Cutesy names for this space The purpose of this article has been to give lence. Mansfield Center, CT: Creative belie the rigor and seriousness of purpose fellow administrators practical advice about Learning Press. pursued there. "Wiggle Worms" or "Kettle's serving gifted and talented students, or high- Kittens" just won't cut it with the rest of end learners. Five key features that provide CAROLYN R. COOPER, Ph.D. Is the State Spe- your staff' They're ridiculous to begin with, the structure and quality of services appro- cialist in Gifted and Talented Education for the and they invite sniping: "We're just a plain priate for these youngsters have each been Maryland State Department of Education. She old 'Grade 3 room,' but the smart kids go to described briefly with the intent of helping also consults with school districts nationwide, pre- the 'Wiggle Worms' room." Neither you nor you make more informed decisions. Ulti- sents nationally and internationally, and pub- your high-end learners need this kind of ten- mately, students should achieve more dra- lishes in Journals and magazines for school sion. And, for goodness sake, don't let staff matic results when the correct match is made administrators and for parents ofbright,talented call the place "the gifted room." Does it have between their budding talent and the type of children.

'1,6 1 CALIFORNIA ASSOCIATION FOR THE GIFTED 37 0 NRC/GT: Professional Development Not an Event

By E. JEAN GUBBINS

"Reforms don't spread in places where teach- challenging opportunities for students to Professional development is a planned ers do not have the capacity to implement demonstrate their mathematics or science program of learning opportunities to them." skills, or address students' affective needs. Of improve the performance of the Linda Darling-Hammond, AERA (1998) course, the level of change required to administrative and instructional staff respond to any of these identified needs (NRC/GT, 1996) What does professional develop- would vary by person. Most likely, a quick ment mean to you? Is it a peri- fix would not be appropriate for any plan to I, too, reviewed the list of 16 principles odic calendar event? Is it based change one's curriculum, instructional style, of professional development in gifted and on your school district's needs? Is or classroom climate. Far too many times, a talented education and checked the appro- it a time to discuss critical issues related to mediocre plan is created just to do something priate boxes as I reflected on my experiences school district priorities? Is it mandatory atten- different. We really do not know if the plan as an educator for over three decades. I dance at a workshop? Are professional devel- will result in improvement or the desired recalled several early experiences with for- opment opportunities self-initiated? To what change. We may just want to try something mal and informal approaches. Mandatory extent have you benefited from professional without really analyzing the best way to attendance at a presentation on a topic cho- development opportunities? approach an articulated plan that is respon- sen by administrators was not always well How would you answer the questions sive to the identified needs at the school, received. above? Do you think that your answers grade, or personal level. We do not always Sometimes people, myself included, would be similar to those of other staff attend to the context in which the change assumed the role of reluctant learners or members? Why or why not? Try to gather must take place. disinterested attendees. The presentation some informal data by asking your col- The following principles [see page 39] topic may have been selected by someone's leagues about their views of professional consider the person, as well as the environ- identified need, but those of us who were not development. Developing a working under- ment, the process, and the end product (e.g., engaged in the topic may not have recog- standing of how professional development changes in behavior, knowledge base, and nized or even agreed with the focus. Clock- is viewed by staff members is a critical step instructional approaches). Take a moment watching was a popular habit. I empathized in creating an effective plan tailored to your and review the 16 principles that emerged with presenters who were clearly passion- school needs, the needs of each staff mem- from our research. We are sure that you will ate an very knowledgeable about their top- ber, and the needs of students as well as their soon recognize that many of these principles ics. Many of them learned to read their parents. are also reflective of literature beyond the audiences and to make adjustments in their Several years ago, we designed a survey field of gifted and talented education. Go pre-planned presentations. Obviously, this of professional development practices in ahead and place a check under "agree" or was not always an easy task. But this is gifted education. We thought long and hard "disagree" next to each of the following what we ask of ourselves as we work with about the type of information that we wanted NRC/GT research-based principles. young people everyday. Shouldn't we also to know. We conducted a thorough review of Count the number of checks you have be able to adopt this same professional the literature, attended conferences, con- under the heading of "agree." Did you agree stance with adults? vened groups of professionals with various with more than 10 principles of professional At times, reluctant attendees connected prior experiences, and drafted potential development? What were your personal pro- with topics. You could see the changes in par- items. We wanted to know the extent to fessional development experiences that ticipants: body language, level of focus, which professional development was really seemed to result in similar principles? Did engagement in questions and answers, or tied to the overall visions of school districts. you recall your early or current involvement level of participation in hands-on activities. Some of the resulting data from the survey in professional development opportunities? Successful professional development expe- were highlighted in an earlier newsletter Professional development has many def- riences are not a given. Missing the mark is (Westberg et al., 1998). Looking back on the initions. There are also multiple terms used a reality. However, if people are encouraged data and the outcomes from several studies in textbooks, journals, and newsletters, such to share their ideas for the types, styles, or over the last 10 years of The National as staff development or inservice. Obvi- topics of professional development oppor- Research Center of the Gifted and Talented ously, the preferred term or phrase is a per- tunities, the potential for experimenting with (NRC/GT) led to a synthesis of professional sonal choice, as long as people understand suggested strategies and practices will most development principles. Over and over, one the definition. In our survey of professional likely increase. word captured the essence of the principles: development practices, we wanted to make Designing formal professional develop- CHANGE. Change is certainly difficult; it is sure that one definition guided the responses. ment opportunities in response to identified a process. We may be acutely aware of the We crafted several definitions and finally needs is not difficult. One approach would need to restructure a curriculum unit, develop wordsmithed one that reflected our views: be to ask teachers and administrators to list

38 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 1 02 the outstanding achievements of the school. Then, ask them to list areas of improve- Do you agree with the NRC/GT research-based principles? ment. Review the lists, check for common topics, and summarize the input. Return the AgreeDisagree lists for additional input by asking staff members to select their first priority for 1. Professional development requires a personal and professional commitment to make a change in existing their school. What needs are identified most strategies and practices. often? Share the summary of needs with staff members and discuss possible Professional development opportunities have to be in approaches to addressing identified needs. response to an identified need: school level, grade level, Involving faculty at each phase of planning small group, or individual. professional development opportunities will Professional development must be multi-faceted and certainly require a little more time, but the responsive to varied learning styles. effort will be worthwhile. Professional development needs to go beyond knowledge Remember that professional develop- acquisition; knowledge and experiences must be applied. ment is not an event. It is an ongoing opportunity to help you meet your goals as they Professional development may require mentor/protégé relate to your role as an educator. Each of us experiences. who has chosen to be an educator under- 0 El 6.Professional development may be more effective with stands what an enormous responsibility it is opportunities to observe master teachers in similar to work with youngsters and adults who roles, engage in collegial coaching, and demonstrate prac- touch our lives. Changes in practices, instruc- tices. tional styles, or curriculum are realities in 7. Professional development requires time for reflection places where people have the talent, com- (e.g., How does this new strategy or practice add to my mitment, and resources to implement them. repertoire? Should this new strategy or practice replace Are these the places where you want to a former one?). work? Are these the places where you want CI El 8.Professional development needs to have an impact on your children to attend school? students, teachers, curriculum, school policies, or school procedures. References Darling-Hammond, L. (1998). Evaluating 9.Professional development needs to be valued. the Annenberg challenge: Strategies and El CI 10.Professional development requires a desire to learn. Life- earlyfindings. Invited presentation at the long learners want and need opportunities for continual Annual Conference of the American Edu- growth. cational Research Association, San Diego, El 0 11.Professional development requires a "personal growth CA. plan" (e.g., What do I want to accomplish? What job will The National Research Center on the Gifted I seek? What skills do I need? How will new skills make and Talented. (1996). Professional devel- a difference in the school or community? How will stu- opment practices in gifted and talented dents benefit?). education: District level survey. Storrs, CT: University of Connecticut, The 0 CI 12. Professional development requires prolonged time, practice, feedback, and reflection. National Research Center on the Gifted andTalented. Professional development needs to be differentiated CI 0 13. Westberg, K. L., Burns, D. E., Gubbins, E. J., (e.g., What do I know? What do I need to know? How will Reis, S. M., Park, S., & Maxfield. L. R. I seek opportunities to learn? How will I share the expe- (1998, Spring). Professional development riences with others?). practices in gifted education: Results of El El 14.Professional development plans should reflect creative a national survey. The National Research problem solving guidelines (e.g., find the problem, iden- Center on the Gifted and Talented tify the problem, and seek sources to resolve or redefine Newsletter, pp.3-4. the problem).

El 0 15.Professional development requires administrative and col- E. JEAN GUBBINS. Ph.D. Is Associate Director of legial support and a willingness to experience failure. the National Research Center on the Gifted and Talented and edits the NRC/GT newsletter. El 0 16.Professional development requires the collection, analysis, and application of school-level and district-level This article has been reproduced with the per- data to make informed decisions. mission of the National Research Center on the Gifted and Talented and appeared first in the NRC/GTE Newsletter of Fall 2000.

1G3 CALIFORNIA ASSOCIATION FOR THE GIFTED 39 UNDERREPRESENTED POPULATIONS

dreds of New York City school children and Meeting Needs of Artistically designed movement sequences to assess dance potential in both trained and inexperienced dancers. Combined with teacher Talented Students observations and informal interviews of the child and parent, auditions can be reliable BY JOAN FRANKLIN SMUTNY Identification measures of exceptional ability. Superior artistic work demands high intelli- How many gence and mental functioning (Clark & Zim- Artistic Talent Development artistically merman, 1984). Yet, many artistically gifted Designing appropriate classes for artistically gifted chil- children do not test well and may not show gifted students demands as much thought dren pass their ability in other subjects. Even tests and planning as in other subject areas. Pro- through the educa- designed to measure creative or artistic abil- gram designers must consider the follow- tional system with ity may fail to identify specific gifts. For ing critical factors: qualifications of arts little or no support example, the Torrance Test of Creativity is a teachers for gifted students; content that sig- for their talents is superb measure of creative thinking (a cru- nificantly advances skill level; activities and unknown. What is cial dimension of artistic giftedness), but is projects that encourage creative expression, known is that three not intended to measure specific artistic abil- experimentation, and innovation; opportu- decades after the ities. On the other hand, Gordon's (1980) nities to display or present completed projects Mar land report which included artistic abil- music tests specifically isolate musical poten- through performances or art exhibits; and ity in its definition of giftedness (1972), tial. Called the Primary Measures of Music exposure to the lives and achievements of most schools in the U.S. still do not identify Audition, they require no previous musical professional artistspast and present. or serve artistic children. According to a training or experience. In the area of visual Teachers. Teachers should be accom- report by Ross (National Excellence: A Case art, Clark and Zimmerman (1987) describe plished artists who can offer advanced train- for Developing America's Talent, 1993), stu- a drawing test that measures a child's tech- ing and expose gifted children to the dents with exceptional talent in the visual and nical skill, rhythm, balance, composition, professional arts world. For example, while performing arts continue to be underserved mood, and imagination. young visual artists practice their craft, they by gifted programs. Most measures of artistic talentinclud- should also learn about the role of the art There is a strong rationale for making the ing the two just mentionedcan still fall critic, art historian, and art theorist (Clark & arts an essential feature of gifted education. short when it comes to children with no prior Zimmerman, 1984). In addition, teachers Seeley (1989) argues that the arts enhance training or experience. For this reason, Goertz need to avoid spending too much time on sensitivity, self-expression, and creative (2001) recommends using a range of crite- skills and technique, especially with gifted responses to complex pmblems. Goertz (1990; ria: "a panel of experts to observe and rec- students. Artistic children have an innate 2001) demonstrates how the arts increase the ommend the student; an exercise that requires need to create. Teachers who do not allow skills of observation, abstract thinking, and creative problem finding and solving, peer them to experiment and innovateto write problem analysis. and self-nominations, interviews, and an art scripts, direct, design sets, compose scores or Education in art is an invitation to use portfolio" (p. 478). Students without much choreograph dance sequencesmay inad- the reasoning skills of an artist. The exposure to the arts will obviously not have vertently turn them away from their talents. artist visualizes and sets goals to fmd a portfolio of art products. To compensate for Technique. As in other subject areas, and defme the problem, chooses tech- this, Goertz proposes observations and inter- students with exceptional ability in the arts niques to collect data, and then evaluates views as means to include children with should be able to move at a faster pace and and revises the problem solution with "potential talent" rather than just "actual- a more advanced level. This may involve imagination in order to create.... The ized talent." separate or individual lessons in music, artist, in his or her creative process, In the performing arts, educators can dance, or theater (Gallagher & Gallagher requires a high-order thought process. design auditions that target specific abili- 1994, p. 262); in the case of visual art, a (2001, p. 476) ties in both experienced and less experi- child may take a studio art class at a higher enced children. For example, theater auditions grade level. Versatile arts teachers can often Smutny, Walker, and Mecksfroth (1997) can create a series of improvisations with differentiate instruction for exceptional stu- recommend using the arts with young children body movement, expression, and speech. dents who want to progress faster. But par- (K-3). Exposing artistic students to painting, Rather than auditioning one child at a time, ents should also be informed about their drawing, poetry, music, theater, and film at an small groups could respond to a variety of children's talents and involved in getting a early age gives them experience with a range theater exercises while judges look for orig- mentor or outside master teacher to spend of learning styles and art media. This signifi- inal movement, spontaneous invention, more concentrated time with them. cantly advances original thinking and sup- expressive speech, emotional power, etc.. Creative expression. Gaining skill and ports the potential of artistically gifted children For a number of years, Jacque D'Amboise of technique is indispensable to mastering any during their most formative years of school. the American Ballet Theater auditioned hun- art form. However, technique is also a lower 04 40 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 -7:- 4. level of mental functioning. Gifted artists dren to art reviews; encourage gifted writ- see little by little through every paint- often feel there is little of them in their work, ers to compose reviews for school papers ing I work at. And every painting I cre- and hunger for creative challenges that take or news releases for a community paper. ate is part of me going out little by little them beyond technical excellence. In visual Display and presentation of talents. To to all of you. (Nechita 1996, p. 80) art, for example, teachers should encourage gain exposure to the art world, artistically students to use a variety of arts media and gifted children need opportunities to display References instructional materials to stimulate original their work or perform for the school and Clark, G., & Zimmerman, E. (1987). Finding thinking and art expression (Goertz, 2001). community. The practice of exhibiting and the special spark: Accelerated and enriched "What keeps gifted children on the path of performing gives young artists valuable expe- curricula for highly talented art students. the art they love is the opportunity to express rience and training. These activities need Roeper Review, 10, 10-17. their ideas freelyto be unique, to commu- not be confined to the school. Children can Clark, G., & Zimmerman, E. (1984). Edu- nicate a vision, to invent." design exhibits for local banks, coffee shops, cating artistically talented students. New A piano teacher once wondered why a tal- and libraries. They can also present theatri- York: Syracuse University Press. ented student of hers was losing interest in cal and dance performances for community Gallagher, J. J., & Gallagher, S. A. (1994). music. He stopped practicing and seemed stages during fairs, special events, or as part Teaching the gifted child (4th ed). Boston: reluctant to come to his lessons. When she of a fund-raising effort for the school. Allyn and Bacon. asked him about it, he quickly responded, "I Exposure to the lives of real artists. Goertz, J. (1990). The role of art in cognition: want to make up my own music." He then Talented children often gain inspiration from A problem solving approach. In S. Bailey, astonished her by demonstrating several short other artists they see or know. For this reason, E. Braggett, & M. Robinson (Eds.), The pieces he had created that showed a true tal- teachers and parents should expose artistic challenge of excellence: "A vision splen- ent in composition. This child was ten. From students to biographies and documentaries did." New South Wales, Australia. then on, the teacher redesigned her lessons. about artists, visit museums and photography Goertz, J. (in press). Searching for talent The first half was devoted to developing exhibitions, attend theater, dance and mime through the visual arts. In Smutny, J. F. technique and learning new repertoire; the performances, as well as special film festi- (Ed.), Underserved gifted populations. second half focused on scoring and compo- vals. Opportunities to interact with working Cresskill, NJ: Hampton Press. sition. artists and participate in special workshops Gordon, E. (1980). The assessment of music aptitudes of very young children. Gifted diTeachers should be accomplished artists Child Quarterly, 24, 107-111. Marland, S., Jr. (1972). Education of the gifted who can offer advanced training and and talented (Report to the Congress of the United States by the U.S. Commissioner of expose gifted children to theprofessional Education). Washington, DC: U.S. Gov- ernment Printing Office. arts world. Nechita, A. (1996). Outside the lines: Paint- ings byAlexandra Nechita. Marietta, GA: In a larger school setting, arts teachers give them a deeper understanding of their art Longstreet Press, Inc. may doubt the feasibility of having students field, and for many young artists, provide a Ross, P. 0. (1993). National excellence: A create within the context of group projects or much needed vision for their future. case for developing America 's talent. productions. However, there are manageable Washington, D.C.: U.S. Government Print- ways to accomplish this. Here are some Concluding Thoughts ing Office. examples. Artistically gifted children rarely have oppor- Seeley, K. (1989). Arts curriculum for the In a dance, give children a chance to tunities to develop their creative talents in gifted. In J. VanTassel-Baska, J. E Feld- make suggestions about certain move- school or in academic gifted programs. To husen, K. Seeley, G. Wheatly, L. Silver- ment sequences; set aside sections of the begin addressing the potential of this under- man, & W. Foster (Eds.), Comprehensive music for improvised movement or child- served population, educators need to consider curriculum for gifted learners (pp. 300- choreographed movement within a larger including the arts as an essential dimension 313). Boston: Allyn & Bacon. piece. of gifted education (not as a mere adjunct). Smutny, J. E, Walker, S. Y., & Meckstroth, E. In a theatrical production, allow gifted The arts are not dispensable. Artistically A. (1997). Teaching young gilled children writers to add new scenes where appro- gifted children should never feel that their tal- in the regular classroom. Minneapolis, priate (this can be useful when a play ents lack the value of more "serious" subjects MN: Free Spirit Publishing, Inc. needs more parts); give artists an oppor- such as, math, science, social studies, or lan- tunity to design sets or parts of sets; guage arts. They need to learn that their JOAN FRANKUN SMUTNY is director of the Cen- encourage sound experts to help with all artistic gifts and sensibilities, far from ban- ter for Gifted at National-Louis University, the sound requirements for the production. ishing them to the margins of their school or Evanston, Illinois. She directs special summer pro- In a mural, discuss the children's ideas on society, can give them the means to create. grams in the Chicago area forgiftedstudents both concept and design; set aside sec- Alexandra Nechita put it well: including disadvantaged, minority, and bilingual tions for individual creations and embell- Sometimes I get so immersed in my children. Her most recent books are Stand Up for ishments. paintings I'm just somewhere else. I Your Gifted Child and Underserved Gifted Popu- In performing arts exhibits, expose chil- create my own universe that you get to lations.

4g'ot 105 CALIFORNIA ASSOCIATION FOR THE GIFTED 43. TEACHER FEATURE

themor that it's a negotiable element in What is the Teacher's Role in extraordinary classes. Not at all. What these folks are clarifying is that what draws them to the subject, or cements them to it, is some- a High Quality Classroom? thing that makes both them and the subject matter more "human." BY CAROL ANN TOMLINSON class was taught, and most particularly the Teaching is about building lives. It is the role of the teacher. Said one student this teacher who sculpted us into something more Idid something week, "She would take time to find quotes artful than we'd beenthe teacher who this week I often that reminded her of us and share them with helped us find a firmer footing than we'd had a .1 do.Iasked a us individually. It let me know she cared to beforewhom we revisit in our memories. group of adult know who I wasthat she did know who I Of course the curriculum mattered. Sci- students to reflect on was. And when I looked around the class- ence, math, music, or computer science were and then describe the room, I realized she was doing the same part of the teacher's vehicle for helping us best classes they've thing for everyone else." Another response become stronger. But it was the teacher who ever taken. This time went this way, "She made our work full of proved we could master the ideas and skills. the students were purpose. It made us feel important, like we Subject matter was the con-imon language about to graduate were doing something that would make a through which we tested our thought. It was from a five-year difference." a symbol for the bond we shared with each teacher education program. Often the stu- "The class was fun, surprising," said other, with the world we were going to inherit. dents are doctoral candidates. It makes no dif- another student. "We never knew what would But in important ways, the "stuff" took a ference as far as I can tell. The answers that happen next, but we always knew the teacher back seat to the bonding, the quest, and the emerge are remarkably the same, and are would make sure something interesting meaning. interesting for both what they say and what would happen!" Yet another respondent Since my most recent encounter with the they don't say. reflected, "I didn't like her subject but I was descriptions of best classes, I've heard a vet- These students know I teach curriculum; in love with music, and my teacher cared eran educator for whom I have great respect in fact most of them are beginning a gradu- enough to show me how music was con- make a related comment, and I've recalled a ate curriculum class when we work with the nected to her subject. She let me use music conversation with ninth graders. Both helped question. However, what's largely missing to learn, and what I learned was to like her me understand the significance of the teacher from descriptions of "best classes" is any subject." as well. The educator said, "I hired teachers mention of what the who loved kids, and then students learnedof"Teaching is about building lives. It is the teacher I taught* them to teach curriculum. Often math. You can't do it the there is not even a sug- who sculpted us into something more artful than other way." She's right, I gestion of what thewe'd beenthe teacher who helped us find a believe. The teacher's class was about. The affection and respect for dominant response in firmer footing than we'd had beforewhomwe students is the tether that virtually every connects the teacher and instance is a discus- revisit in our memories." the taught. sion of instruction The ninth graders how the class was taughtincluding a solid That's how it goes nearly all the time. Of"got it" too. I watched them develop a love focus on the role the teacher played in the course if I ask, students do say that they affair with a classroom in which the teacher class. learned a lot of chemistry or developed a pas- had a somewhat fragile grasp of her sub- I'm a curriculum junkie. I wake up in sion for writing or a sense of the realness ofject. Although she was an older teacher, she the middle of the night pondering disciplinary history in those classesbut for them, that was new in the classroom and new to teach- concepts, thinking taxonomies, and rubrics. was a given. "Of course we learned," they're ing literature. Several times I watched as I am absolutely certain that it makes a huge saying, "but it's how we connected with the she "taught" students incorrect meanings of difference what a teacher teaches. That is teacher that stands out." terms, or suggested "iffy" interpretations of central in my professional creed and in the readings. It was clear to me, however, that the profession I practice. Having said that, I am Musings on the Power of the Teacher students were transformed in her classroom. not surprised at the dearth of conversation It no longer surprises me, if it ever did, that They were respectful of her, of one another, about the beauty of mathematics or the pro- even highly able adult students with a proof what they studied, and tasks they com- fundity of literature in descriptions of "best fessional focus on education largely omit pleted. They entered and left the room with classes." In fact those things are subtexts in descriptions about curriculum when they something I kept wanting to call "reverence." what the adult students say. talk about the best classes they've ever taken. It is true that the content errors were there Responses typically describe how the It's not that curriculum is unimportant to and that the kids knew it. In talking with 106 42 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 kI .21-. several of them one day, I broached the sub- 3. Give each student opportunities to be at watching you a lot as you work lately, and ject gently. Yes, they said, they knew there the center of your universe. When I was I made a wonderful discovery about..." were content errors, and generally they fig- a brand new and clueless teacher, my or "As I've watched you recently, you've ured them out and corrected their own learn- first professional mentor gave me a dif- taught me something I hadn't understood ing. "Then why," I asked them, "is this class ficult and potent piece of advice. Her before..." How elegant to be worth the so important to you?" Without hesitation, name was Mrs. Gardner. She was near- teacher's timeto teach the teacher! one of them answered, "For nine years, teaching the end of her days as a teacher just 5.Compliment your students. Compliments ers have told us what to think. This teacher as I was experiencing my first days. We have to be honest, of course. Kids are has shown us that we can think and how to taught in a challenging high school set- great hokey-detectors. Compliments can think." Not only did they get it. They helped ting, and students were absolutely dif- come in many forms. "Here's a book (or me get it as well. ferent with her from what they were with a cartoon, or a joke, or an idea) that Who we are and what we do as teachers meand in fact, from what they were reminded me of you..." "Last night I was is far more profound in young lives than with most of our colleagues. Again there thinking about the work you've been what we teach. If we care to transmit our sub- was this thing I could only call "rever- doing, and I had an idea that I think may ject matter, we had better first be about the ence" for her and all things that tran- be useful..." "I thought you might like..." business of connecting with the kids whom These are powerful indicators to a student we wish to teach. that he or she mattersthat he or she is worth the teacher's timethat he or she Connecting with Kids is worthy as a person. What is it teachers do that make them 6.Set goals that are a little scary to the stu- builders of lives? There are many routes to dentand then make sure the student connecting with kids, and many great teach- reaches them. Precisely which goals are ers probably link with learners at a level of a bit intimidating will, of course, vary such automaticity that they can't tell you with different learners. But there is little precisely how they do it. Most great teach- that is more ennobling than realizing that ers, however, have cultivated a repertoire of a person you respect believes you are ways to connect with kids in classrooms that spired in her classroom. Of course I better or more capable than you had are usually over-populated and time-starved. thought it was magic. It took years before thought yourselfl Here are a few ideas. I understood how she conjured the magic. 7.Scaffold success. "Tell me how your pro- 1. Study your students. Take a minute every She gave me a clue early on, however. "I ject is going." "What's the next step you'll da)i to remember that the tennis shoes are mark my success each day," she said, "by be taking in your work?" "Whom can attached to lives, each one full of stories, whether each of my students can go home you show this to so that you get some dreams, and warts. Take notes on the with a personal Mrs. Gardner story." high quality feedback?" "What do I need kids individually and as a group. Pick out That's a tall order when kids file through to do in class to make sure you have the a few to study each day or each week. your life 150 per day; it's no simple task knowledge and skill to do an outstanding Think about what works for you when if you teach 25 or 30. Most days, how- job?" "Who would like to stay after you absolutely, positively must learn ever, Mrs. Gardner earned the right to school one day this week so we can work something. Then apply those strategies to sleep on a successful day. together to make sure your work is on the knowing, thinking about, and under- How does a teacher invite students to right track?" These and a score of simi- standing each kid who entrusts a signif- center stage in her universe? Maybe it lar statements suggest that a student's icant portion of his or her life to you! happens when a teacher stands daily at work is worthy of a teacher's time and 2. Develop a taste for the kids you find the classroom door and as each student thought. Such options also facilitate least attractive. We all have tastes. It's enters, initiates a personal exchange; development of a community of learners human. It's also our obligation as class- sometimes those moments make the day in which students collaborate rather than room leaders to help each student build for a student. Maybe it happens because work in isolation. a lifeeven those we wish someone else a teacher finds time to meet with indi- were teaching this year! Of course, viduals and small groups in conferences. Personal Reflections about Connection beneath whatever is unappealing to us is Those hard-won moments may happen in When I ask my students about their most another of those lives full of stories and class or during a planning period. I was powerful classes, I also think about the ones hopes. When we learn to find signifi- always amazed at the power of a con- that were most significant in my own life. I cance in each student, we become more versation that took place when I called a loved fourth grade math because my teacher deserving of the title "teacher." Further, student to my room for a few minutes selected me to walk to the edge of the play- when students see us accepting of kids during my planning period. ground each afternoon at 1:30 to meet her who are prickly or even outcasts, both the 4. Watch the kids and reflect aloud. There's young son as he got off his school bus. I left model and the message are huge. Most much power in a comment to the class math for a minute each day to do that, and important, of course, is the likelihood about the growth, or tenacity, or com- returned as much like a grown-up as I could. that we position ourselves to make a pos- passion you've observed. I taught with I spent much of eighth grade copying itive difference in the life of someone someone who used to say to her stu- quotations from books of quotations in a who may have a particular need of it. dentsjust often enough, "I've been spiral notebook. Mr. Arnold let me do that

107 CALIFORNIA ASSOCIATION FOR THE GIFTED 43 instead of some projects he had in mind. He indulge me in my debilitating fears, but said ciples of research she taught me outside of told me it was important that I wanted to rather, "I need you to make a speech at a class. How could I not remember them, for develop an ear for language. The meaning of civic club for me later this month. We have they were evidence that an important person this to an awkward adolescent was that I just enough time; let's meet in the afternoons thought me important. I had to get it right. Mr. was doing important work. Up to that point, for the next couple of weeks to get you ready." Arnold and Ms. Parker affirmed that I had I had never felt that what I did was important. I was too terrified to tell him no. He simply something to say. How could I not like writ- I learned to love writing even more in llth showed me a mountain that I was sure I could ing after that? grade because Ms. Parker read our work not scale, and took me out to dinner with his I can't recall a single teacher whose class aloud in class with such reverence. The notes family to celebrate the fact that I did. would be on my "best class" list who taught she put on my papers were encouraging too. "stuff" without first connecting with stu- I know now, of course, that my 12th grade Making the Link dents as individuals. In fact, I can't even writing was dreadfully shallow and soupy, In no instance did any of these teachers do recall their classes. even for a 16-year-old. She accepted my more for me than they did for others. In no Is it important to know math well in order offerings with respect, however, and I kept instance did they hover over me. What they to be a great math teacher, to know science writing. did, however, was to study me, and accept as deeply in order to be a great science teacher, Mrs. Morgan showed me how to do a a potential achiever an awkward and not to have a passion for music in order to be a quantitative research project in 12th grade. especially promising kid, give me a chance great orchestra teacher? I absolutely think so! I don't know to this day why she did it. The to be at the center of their universe, talk to me But I have no evidence it's enough. I think a work had nothing to do with her class really. about what I was doing and what I could do, great teacher constructs durable and trust- And it took time for her to move me through compliment me with concrete challenges, worthy bridges between herself and her stu- the project step-by-step. I remember that and invest enough of themselves to ensure dents (often using subject matter as part of study with amazing clarity, for Mrs. Morgan that I succeeded beyond my own vision of the construction material), then issues the shaped who I was because she believed in me possible success. irresistible invitation, "Come see this magic and took the time to show me I could do The telling thing is this: I'm sure I learned world I love. I care for you so much that I something special. fractions in fourth grade, but I don't remem- must share it with you!" a Mr. Lugenbeel completely transformed ber that part. I remember feeling trusted and me. I was dreadfully shymute with fear of honored, and as a result, I found a new deter- CAROL ANN TOMLINSON, Ph.D., is Associate speaking up. Mr. Lugenbeel and a high school mination to like math. While I don't remem- Professor at the University ofVirginiaand presi- assistant principal conspired to enroll me in ber what I learned in Mrs. Morgan's dent-elect of the National Association for Gifted his high school speech class. He didn't psychology class, I remember the basic prin- Children.

SPECIALIZED COUNSELING critical aspects of self-concept plays out in the tional well-being and personal development. continued from 31 lives of individual gifted students. Issues such as unsparing self-criticism, tendency toward perfectionism, feelings of try to camouflage their abilities. Though Stage C: Feelings of Inner Conflict. While inadequacy or of being an impostor, and bal- counselors cannot change negative situa- many people internally debate the circum- ancing exogenous with endogenous expec- tions single-handedly, it is important that stances of the world as it exists juxtaposed tations are among the numerous potential counselors learn strategies for changing oth- against the world as it ought to be, gifted and problems that gifted students are likely to ers' opinions regarding individual differ- talented individuals tend to contemplate these confront at some point. A comprehensive ences. For example, training in multicultural contrasts more frequently and with greater professional development program for coun- appreciation can easily be extended to incor- intensity than others (Nelson, 1989). Inner selors will include training and experiences porate the acceptance of giftedness, and pro- conflict of this sort has been theorized to relevant to the inner conflicts of gifted stu- grams aimed at improving acceptance ofspur further self-development (Assagioli, dents (Robinson, 1996). If counselors lack people with other exceptionalities also can be 1965; Dabrowski, 1972; Jung, 1954; Maslow, such background, not only will they be unable adapted to address schoolwide attitudes about 1968; Mahoney, 1998). However, if such to facilitate formation of confidential rela- giftedness and talent. psychic pain is to be channeled positively, tionships for gifted students with other adults, To deal with the affective issues con- counseling is required; young people in par- they will be unlikely to serve that role them- cerning gifted students, counselors must ticular will require an adult confidante who selves. have training that specifically addresses self- can provide trustworthy advice and unwa- concept. Strategies for developing self-knowl- vering assistance. Although some gifted and Explaining the Model edge, self- acceptance, social relationships, talented students find this personal level of Figure 1 illustrates the relationship of each self-expectations, risk-taking, and self-esteem support at home or through mentors, it is stage of the DM-PDC to the foundations of are critical components of an appropriate likely that many lack such "built-in" support counseling useful for implementing inter- professional development program. While structures. Consequently, the presence of ventions. Sample intervention strategies, such strategies can be delivered through counselors with appropriate training in gift- while not discussed in this article, are aligned group counseling of able students, coun- edness and the psychological needs of gifted with each stage of the model. Though these selors must also address how each of these and talented youth is pivotal to their emo- strategies are not restricted to the specific

GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 108 stage with which they are aligned-each can gifted in school: An introduction to develop- 41(1), 16-25. be used with other stages depending on an ment, guidance, and teaching. Waco, TX: Moon, S. M., & Hall, A. S. (1998). Family ther- individual gifted student's needs-the align- Prufrock Press. apy with intellectually and creatively gifted ment presented is the most likely application Cross, T. L. (2001). On the social and emotional children. Journal of Marital and Family Ther- of each intervention. Note that the stages of lives of gifted children. Waco, TX: Prufrock apy, 24(1), 59-80. the DM-PDC are dynamic: professional . Press. Nelson, K. C. (1989). Dabrowski's theory of pos- development is sequential from stage to Dabrowski, K. (1972). Psychoneurosis is not an itive disintegration. Advanced Development, stage, but is also circular, illustrating the illness. London: Gryf. 1,1-14. need for on-going professional development Delisle, J. R. (1992). Guiding the social and emo- Olenchak, F. R. (1991). Wearing their shoes: A for counselors across all three stages. tional development of gifted youth: A practi- case study of reversing underachievement in cal guide for educators and counselors. New a gifted child through role playing. Under- Conclusion York: Longman. standing Our Gifted, 3(4), 1-7. Counselors occupy a pivotal position in serv- Drews, E. M. (1964). The creative intellectual Olenchak, E R. (1999). Affective development of ing the affective development of gifted and style in gifted adolescents. In Being and gifted students with nontraditional talents. talented students. Often based in single becoming: A cosmic approach to counseling Roeper Review, 21(4), 293-297. schools, counselors can serve many roles in and curriculum. (Third report of Title VII, Robinson, N. M. (1996). Counseling agendas for on-site advocacy and support for gifted Project No. 647-I, National Defense Act of gifted young people: A commentary. Jour- pupils. While counseling gifted students is 1958. Grant No. 7-32-0410-140). Washington, nal for the Education of the Gifted, 20(2), obviously the crucial task that counselors DC: Department of Health, Education, and 128-137. must fulfill, they can also become attitude Welfare. Sapon-Shevin, M. (1987). Giftedness as a social change-makers by sharing knowledge and Frasier, M. M., & McCannon, C. (1981). Using construct. Teachers College Record, 89(1), skills with other adults who can, in turn, bibliotherapy with gifted children. Gifted 39-53. improve the school climate for gifted and tal- Child Quarterly, 25(2), 81-85. Sapon-Shevin, M. (1994). Playing favorites: ented students. First, however, counselors Goff, K., & Torrance, E. P. (1991). Healing qual- Gifted education and the disruption of com- must become involved in a program of sys- ities of imagery and creativity. Journal of munity. Albany, NY: State University of New tematic professional development in order to Creative Behavior, 25(4), 296-303. York Press. enable them to perform their critical coun- Greenspon, T. S. (1998). The gifted self: Its role Silverman, L. K. (1993a). The gifted individual. seling responsibilities. Since few counseling in development and emotional health. Roeper In L. K. Silverman (Ed.), Counseling the preservice or graduate programs offer such Review, 20(3), 162-167. gifted and talented (pp. 3-28). Denver, CO: training, it is critical that schools and school Hebert, T. P. (1991). Meeting the affective needs Love. districts themselves embark on professional of bright boys through bibliotherapy. Roeper Silverman, L. K. (1993b). A developmental model growth programs about giftedness for their Review, 13(4), 207-212. for counseling the gifted. In L. K. Silverman counselors. The DM-PDC represents one Hebert, T. P. (1995). Using biography to counsel (Ed.), Counseling the gifted and talented (pp. significant means for developing and imple- gifted young men. Journal of Secondary 51-78). Denver, CO: Love. menting such a program, and its special Gifted Education, 6(3), 208-219. St. Clair, K. L. (1989). Counseling gifted stu- strength lies in its developmental focus, seek- Hollingworth, L. S. (1931). The child of very dents: A historical review. Roeper Review, ing evolutionary growth of counselors much superior intelligence as a special problem in 12(2), 98-102. as counselors seek step-by-step growth in social adjustment. Mental Hygiene, 15(1),1- Torrance, E. P. (1979). Developing creativity their students. Lacking this type of sweeping 16. instructional materials according to the socio- professional development effort for coun- Howley, C., Howley, A., & Pendarvis, E. (1995). drama model. Creative Child and Adult Quar- selors, it is probable that many gifted and tal- Out of our minds: Anti-intellectualism and terly, 4(1), 9-19. ented students will languish emotionally in talent development for American schooling. VanTassel-Baska, J. (1998). Counseling talented schools. Can schools ethically tolerate this New York: Teachers College Press. learners. In J. VanTassel-Baska (Ed.), Excel- neglect, and can society afford to suffer the Jung, C. G. (1954). The development of person- lence in educating gifted and talented learn- consequences? ality. Princeton, NJ: Princeton University ers (3rd ed.) (pp. 489-510). Denver, CO: Love. Press. VanTassel-Baska, J., & Baska, L. (1993). The References Mahoney, A. S. (1998). In search of the gifted roles of educational personnel in counseling Alsop, G. (1997). Coping or counseling: Families identity: From abstract concept to workable the gifted. In L. K. Silverman (Ed.), Coun- of intellectually gifted children. Roeper counseling constructs. Roeper Review, 20(3), seling the gifted and talented (pp. 181-200). Review, 20(1), 28-34. 222-226. Denver, CO: Love. Assagioli, R. (1965). Psychosynthesis: A manual Maslow, A. (1968). Toward a psychology of being of principles and techniques. New York: (2nd ed.). New York: Van Nostrand Reinhold. F. RICHARD OLENCHAK, Ph.D., is Professor and Hobbs, Dorman. Milne, H. J., & Reis, S. M. (2000, January-Feb- Director of the Urban Talent Research Institute Colangelo, N. (1997). Counseling gifted students: ruary). Using video therapy to address the in the College of Education, University of Hous- Issues and practices. In N. Colangelo & G. A. social and emotional needs of gifted children. ton. He Is a member of the Board of Directors of Davis (Eds.), Handbook of gifted education Gilled Child Today, 23, 24-29. SENG (Supporting Emotional Needs of Gifted), for- (2nd ed.) (pp. 353-365). Boston: Allyn and Moon, S. M. (1997). Specialized counseling ser- mer member of the Board of Directors for the Bacon. vices for gifted youth and their families: A National Association for Gifted Children and cur- Coleman, L. J., & Cross, T .L. (2001). Being needs assessment. Gifted Child Quarterly, rently a candidate for NAGC President-Elect.

a. 1 1Oi CALIFORNIA ASSOCIATION FOR THE GIFTED 45 Help for lifeontheBRIGHT SIDE!

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110 46 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 e. . Announcing The 18th SENG Conference Supporting Emotional Needs of the Gifted July 13-15, 2001Irvine Hilton Hotel-Irvine, CA

This exciting SENG Conference is for educators,parents, counselors, psychologists, gifted adults, and children aged 7-14. Special Pre-Conference Workshops: Conference Speakers Include: Adults Without Peers: A Discussion on Gifted Adults Ed Amend Andrew Mahoney Highly Gifted Children S. Raenele Côtd Rick Olenchak SENG Model Parent Support Groups Susan Daniels Karen Rogers Camouflaged Gifted: From Disabilities to Hidden Talents Arlene DeVries Joanne Rand Schwartz Conference Topics Include: Marcia Dijiosia Annette Revel Sheeley Sharon and Dennis Elinor Smith ADHD and Giftedness Enhancing relationships Freitas Sheila H. Smith Highly Gifted Children Adult gifted Nancy Johnson Jim Webb Home-schooling gifted Advocacy Kathi Kearney Affective Needs in the children Kathleen Kustusch NOTE: Early registration Internet Resources Classroom Sharon Lind ends June 15. Emotional Intensity Underachievement For additional information and registration forms visi the SENG web site at wwwsengifted.org, or contact Supporting Emotional Needs of the Gifted P.O. Box 6550Scoitsdale, AZ 85261(602) 399-9090e-mail: [email protected]

h)101 I I h I I 11; iP June 24 through August 101 2001 Academy - 11 Programs One week Residential/Commuter Residential/Commuter Program for Program for students entering students entering grades 11 12 grades 710 'F.=."'o! The High School Our Middle School Program offers gifted Program offers gifted high school juniors and students the opportunity seniors an opportunity to not only enrich to attend regular UCI their education among University classes and peers of like abilities, receive official university but enables them to set credit. In addition, their goals towards a ci students attend non- future career in highly academic credit college preparatory workshops universities like UCI Call Diana Chan at (949) 824-5069 to request our UCI Pre-College Academy Programs brochures Note There will be a brief parent/student orientation on Apnl 21, 2001 at 1 00-3.30 p m in the UCI Social Science Hall (100)

111 CALIFORNIA ASSOCIATION FOR THE GIFTED 47 HANDS-ON CURRICULUM Teaching Scholarship

BY SANDRA N. KAPLAN

The development of an appreciation to learn cannot be left tenacity. to chance nor can it be considered a natural attribute of gift- The following lesson on "Tenacity" uses the deductive reasoning edness easily activated by challenging curriculum. An mode of teaching. analysis of research and the experiences of educators indi- This lesson has been developed and field-tested as part ofa Jav- cate a need to plan and implement curricular experiences that directly its Department of Education Grant (OEM): Curriculum Project teach gifted students the responsibility learners have for their own T.W. O. ability. This concept has been developed into a series of lessons related to "Scholarliness" or the "Role of Becoming a Scholar." Germane SANDRA N. KAPLAN is Clinical Professor at the University of Southern Cal- ifornia. She is the immediate Past President of the National Association for to these lessons is introducing gifted students to the importance of Gifted Children and on the Advisory Board of the California Association for some traits of a scholar: curiosity, pondering, academic humility, and the Gifted.

Lesson Plan - Tenacity

Objectives: Students will determine the relevance of perseverance as tenacity to attainsuccess, realize achievement, or recognize one's potential by studying the work style and ethics of scholars and their accomplishments. They will summarize their knowledge in the development of a case study. Model of Teaching: Deductive Reasoning

Motivation Present adages to studentsandask them to interpret eachsaying:

A rolling stone A stitch in time Keep your nose gathers no moss saves nine to the grindstone

The early bird No pain, Keep the pedal catches the worm no gain to the metal

Discuss these sayings about"workers" and "working" withrespect to trends, perspective, and ethics. Summarize thevariousinterpretations givenbystudents.

Introduce Review the differences betweenbig ideas in the form of a generalization,principle and the theory. (Generalization: statementlinking two or more concepts;Principle: a law; Big Idea Theory: a belief). Practice defining the meaningof these big ideas about work.

48 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 11 2 Introduce Compare the different forms of these big ideas. the BigIdea GENERALIZATION Work is a means of survival. (cont.) PRINCIPLE Work must be rewarded. People receive compensation for their work. THEORY From each according to his ability; to each according to his need (Karl Marx). ,

Introduce students to the following theory: ( Tenacity is more important than ability. ) Discuss.the contextual meaning of both "tenacity" and "ability." Create a mini word wall or "Study Ledge" that displays synonyms related to these words found in the big idea.

'N tenacity hard work (.r .1 ability

State Ask students to write their initial interpretation of the theory on a 3x5 card that will be the placed and sealed in an enve ope. Assumptions As I understand the theory, tenaci >< Present students with the profiles of historical figures who have reached prominence. Note, Research that the individuals to be studied should meet these criteria: 1. accomplished in a specific discipline 2. tenacious, perseverant 3. above average ability or talent 4. recognized as a contributor Use these profiles to conduct research to validate or negate the theory under study. The following profiles of scholars can be used as part of the lesson.

Born January 17, 1706, in Boston, Massachusetts, Benjamin Franklin became a printer, writer, scientist, inventor, businessman and statesman. Franklin was a Renaissance man. As the 15th child in

.- his family, Franklin went to work at age 10. He was ambitious and - intent on self-improvement. He became a skilled printer while reading widely and developing a writing style. Starting with no capital, he advanced _ rapidly and through his publishing of Poor Richard's Almanac, became a household word. Hewas active in the community, helping to establish the first U.S. lending library, as wellas an academy that evolved into the University of Pennsylvania. He contributed manyinventions such as the fuel-efficient Franklin open stove, bifocal lens, light- ening rod, etc.He is most famous for his involvement with the Constitutional Convention and his famouskite experiment, demonstrating that lightning is an electrical discharge. (www.biography.com)

, 113 CALIFORNIA ASSOCIATION FOR THE GIFTED 49 Research (cont.) Born in Landport, Hampshire, England, UK, Charles Dickens was the son of a clerk in the navy pay office. In 1814 he moved to London, then to Chatham, where he received some schooling. He found a menial post with a solicitor, then took up journalism, becoming a reporter at Doctor's Commons. Dick- ens worked relentlessly, producing several successful novels, which created a Shakespearean gallery of characters. He also campaigned against many of the social evils of his time. His novels have provided the basis for many successful adaptations in the theatre, in the cinema, on radio, and on television. (www.biography.com)

iologist and botanist, born in Heinzendorf, Austria Gregor Mendel was ordained a priest in 1847. After studying science at Vienna (1851-3), he became abbot at Brno (1868). He researched the inheritance traits in plants, especially edible peas, and his experiments in hybridity in plants led to the formulation of his laws of segregation and independent assortment. His principle of factorial inheritance and the quantitative investigation of single characters have provided the basis for modern genetics. (www.biography.com)

In 1934 in New York City was born a brilliant man named Carl Sagan who would later become a world renowned astronomer. Sagan attended many prestigious universities throughout the nation. His enthusiasm for space science and the possibility of intelligent life elsewhere in the universe stimulated the public's interest through such mediums as television and books. The movie Con- tact starring Jodie Foster was inspired by Carl Sagan's enthusiasm for space science. The main character of Contact, Ellie Arroway portrays Sagan's life in miniature. While not sharing Sagan's awards and rapport with the public, Ellie Arroway is a brilliant, driven, self-reliant young astronomer obsessed with SETI. Dr. Arroway endures scorn and ridicule from the public and the science world for her dedication to discovering signs of extrater- restrial life, just as Sagan has. (www.biography.com)

Share There may be insufficient research from the profiles provided in this lesson to prove or and disprove the theory. Discuss with students the need to research independently to Summarize gather additional or different information. Teachers may substitute other individuals or profiles for students to research if they wish. Introduce students to the concept of a Study Team and Case Study approach to analyze an individual

Case Study - "an intensive analysis of an individual unit (as a person or community) stressing developmental factors in relation to environment."

t 50 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 Share Discuss the major categories usually found in a case study. and Summarize Case Study (cont.) Biographical Data Interest Inventory Diagnosis Behavior Patterhs Interventions

Inform students that the case study outline could guide their discussion about the individuals they researched. Discuss the profiles of the individuals. Use the information from this discussion as a transition to determine whether or not the students can prove the generalization. Use this chart to guide the application of evidence from the profiles to prove or disprove the theory. Encourage students to give specific evidence in the form of an attribute, quote, or incident. Tenacity is more important than ability.

Prove Disprove

Consider using the completed chart as the basis of a debate with students assuming the AGREE (Pro) or DISAGREE (con) positions.

Verify Distribute the envelopes with students stated assumptions. Have students discuss the rela- Stated tionship between their original interpretation of the theory and their current opinion or reac- Assumptions tion to the theory as defined by their research. Discuss the relationship between fact and opinion and how they shape points of view.

Culmination Instruct students to prepare a Personal Profile that represents a self-assessment related to their tenacity and ability. Note these examples of personal profiles. foMH Hifi HHHH Evidence of Display of Who I Am... Tenacity Abilities I think tenacity is Work Visual than Play Verbal ability because Academic Kinesthetic

Social Other

115 CALIFORNIA ASSOCIATION FOR THE GIFTED 51 ESPECIALLY FOR NEW TEACHERS

Must-Have Books for Educators of the Gifted and Talented

BY JERRY FLACK pedia that attempts to survey and define this most important but intan- Every field has its literature and gifted gible psychological construct. Given the imprecise nature of the child education is certainly no excep- subject matter, they succeed to a remarkable degree in bringing tion. There is a wealth of scholarship forth a valuable reference work that serves both general and schol- in the field, initiated in the 1920s arly audiences. Its nearly 200 articles include: specific fields of by Lewis Terman at Stanford University. In study such as art, music, dance, design, architecture, and political sci- the past decade there has been a great ence; creativity related to circumstances such as genetics, birth increase in the number of gifted education order, and cultural differences; educational programs and courses; scholarly texts and practical strategy books. and 23 biographies of creative individuals such as Charles Darwin, The beginning teacher of gifted education Leonardo da Vinci, Sylvia Plath, Jean Piaget, Alexander Graham Bell, can profit mightily from the wisdom found Georgia O'Keeffe, and Virginia Woolf. Creativity affects and enriches in the books listed below. Of course, any list of ten must-have books us all in music listened to, invented tools used, or art and design in gifted child education necessarily omits at least a score of other observed. When experts offer explanations of how it works to make outstanding titles and authors. Although they are not listed here, cer- life better, readers should take note. tainly the books of E. Paul Torrance, Carol Tomlinson, Donald J. Tre- ffinger, Sandra Kaplan, Robert Stemberg, Carolyn Callahan, Howard WORK LEFT UNDONE: CHOICES AND COMPROMISES OF Gardner, and many others should become a part of the wise teacher's TALENTED FEMALES, by Sally M. Rels. Creative Learning Press, reading agenda. The author is confident that energetic new teachers 1998 will ultimately find their way to all the great resources in gifted child One of the most compelling issues facing education. These ten must-have books are listed in no particular order parents and teachers, and indeed, gifted of preference. students themselves, is the issue of equity for gifted females. Across the years, a num- TEACHING YOUNG GIFTED CHILDREN IN THE REGULAR CLASS- ber of scholars have examined this critical ROOM: IDENTIFYING, NURTURING, AND CHALLENGING AGES 4- issue and have written wisely and infor- 9, by Joan Franklin Smutny, Sally Yahnke Walker, and Elizabeth A. matively about it. Sally Reis has written Meckstroth. Free Spirit Publishing, 1997 what may well be the definitive book on the Primary teachers of gifted children state topic. Work Left Undone should be read by that they simply could not teach young every teachernot just those who teach gifted children without this book. It is giftedfor as Reis points out, many girls indispensable. Since formal identification hide their giftedness and may not even be b of preschool and primary-aged children identified. This is powerful reading. Her use of case studies is par- as gifted students is rare, two features of ticularly effective. The human stories cause the statistics to resonate this eminently practical book are espe- with the reader and take on personal significance. Indeed she writes cially valuable. First, the authors provide so well and explains research so cogently that the reader experiences relevant activities for all children. And the feeling of having a fascinating personal conversation with her second, they furnish numerous ways in about this vital subject. which teachers can observe gifted and talented behaviors while children learn and play. The authors also THE MULTIPLE MENU MODEL: A PRACTICAL GUIDE FOR DEVEL- share pages of valuable information-gathering forms such as "About OPING DIFFERENTIATED CURRICULUM, by Joseph S. Renzulli, My Child," that help classroom teachers learn about the special tal- Jann H. Leppien, & Thomas S. Hays. Creative Learning Press, ents young gifted children possess but have yet to exhibit at school. 2000 Finally, the authors provide informed discussions about such relevant Perhaps no topic in gifted education is more talked about today than issues as grouping, social and emotional needs, and assessment. "differentiated curriculum." The need for differentiation is univer- This book is a gem. sally recognized, but the question remains, "How do you do it?" This book provides the answers. It opens with a knowledge menu, providing ENCYCLOPEDIA OF CREATIVITY, 2 vols. By Mark A. Runco & a worthy introduction to knowledge and how it is constructed. The Steven R. Ptritzker (Eds.). Academic Press, 1999 authors then move on to menus of instructional strategies, sequences, Creativity is one of the most critical elements of gifted behavior, yet and products, including excellent examples of teacher-created mate- remains one of the most elusive concepts in the field. The authors rials. They also provide a wealth of templates teachers can use to have weighed in with a massive, two-volume, 1660+ page encyclo- design their own differentiated curriculum. This is a must-have vol-

52 GIFTED EDUCATION COMMUNICATOR, SPRING 200C, 1 i ume for new teachers who are serious about creating appropriate cur- sacrifice scholarship, the authors write in a style that makes this book riculum for gifted and talented learners. a pleasure to read.

GROWING UP GIFTED: DEVELOPING THE POTENTIAL OF HANDBOOK OF GIFTED EDUCATION, 2nd edition, by Nicholas CHILDREN AT HOME AND AT SCHOOL, 5th edition, by Barbara Colangelo & Gary A. Davis (Eds.). Allyn and Bacon, 1997 Clark. Merrill, 1997 This is an erudite work that contains writ- Since 1979 Barbara Clark's Growing Up ings by the top scholars in the field, and Gifted has been a boon to both parents and answers almost every question a teacher or educators who wish to better understand parent is likely to ask. The scope is stag- the nature of giftedness and how to nur- gering and the expertise of the authors is ture it. It is an omnibus text with tremen- impressive. Howard Gardner writes about dous breadth, covering definitions, multiple intelligences. C. June Maker writes identification, programs, special popu- about enrichment and acceleration. S. Lee lations, and differentiated content and Winocur writes about critical thinking. A instruction. However, additional strengths specially strong section is that on counsel- of Clark's work are her explanation of ing, which offers valuable insights for teachers, parents, and school brain research and its applicability to counselors. Overall, the best experts in the field write about 44 com- gifted students, and her emphasis on the pelling topics of interest. brain's intuitive capacity. Clark's own model of integrating intellectual functions (intuitive, cognitive, affective, and physical/sensing) TEACHING GIFTED KIDS IN THE REGULAR CLASSROOM: is particularly well explained and is accompanied by fine model STRATEGIES AND TECHNIQUES EVERY TEACHER CAN USE TO lessons. Growing Up Gifted also places special emphasis on young MEET THE ACADEMIC NEEDS OF THE GIFTED AND TALENTED, gifted children, no doubt one reason why the book is so popular with revised, expanded, updated edition, by Susan Winebrenner, Free parents. Spirit Publishing, 2000 Almost from the day the first edition was published in 1992, Susan EXCELLENCE IN EDUCATING GIFTED & TALENTED LEARNERS, Winebrenner's book became a classic in the field. Moreover, it is a 3rd edition, by Joyce VanTassel-Baska (Ed.). Love Publishing, book that has transcended the relatively small field of gifted child 1998 education and has become popular in professional teacher libraries There are many strengths in this text, but perhaps the greatest is the everywhere. One of the great strengths of Winebrenner's book is its expertise of the five authors of its 28 chapters: Joyce VanTassel-Baska, ease in use. The author provides a multitude of forms busy teach- John Feldhusen, Linda Silverman, Kenneth Seeley, and Camilla ers need to instantly begin compacting, enriching, and accelerating Benbow. Each brings to the book his or her particular expertise. For the curriculum for their students. She also provides Extension example, Silverman writes wisely and informatively about Menus of activities to challenge gifted students, and addresses vir- Dabrowski's concept of overexcitabilities and visual-spatial gifted tually every discipline within the curriculum. In the new edition of learners. Benbow explores acceleration as a method of meeting the the book, she provides a special chapter for parents, and expanded academic needs of gifted learners. VanTassel-Baska outlines a com- information on identification. Winebrenner was a classroom teacher prehensive model for program development. A particular bonus is and a gifted education specialist for many years, and her experience the devotion of separate chapters to specific disciplines such as and wisdom shine through the pages of this very practical resource. math, science, social studies, language arts, and the arts and humanities. The writing is uniformly excellent, and although it is the prod- THE GIFTED KIDS' SURVIVAL GUIDE: A TEEN HANDBOOK, by uct of five separate people, the chapters flow together seamlessly. Judy Galbraith & Jim Delisle. Free Spirit Publishing, 1996 This book has seen several editions and revisions, all of which are EDUCATION OF THE GIFTED AND TALENTED, 4th edition, by Gary excellent resources for gifted and talented students. The best thing A. Davis & Sylvia B. Rimm. Allyn and Bacon, 1998 about this resource is its potential to empower students. For exam- Davis and Rimm attempt to place all the ple, recently a middle school student patiently and tactfully set up a EDUCATION Of THE critical information teachers should have conference with her grade-level principal and all her teachers. At the about teaching gifted students in one com- meeting she politely and diplomatically expressed her concerns prehensive volume. This is the best stan- about the lack of challenge in her present education. The adults Wel/az C4 dard textbook in the field, and is used in were impressed by how well Rachel approached the problem and countless gifted education courses across enthusiastically began to differentiate the curriculum for her. Where the nation. The text has several positive did she gain her idea for the conference? From The Gifted Kids Sur- features. First, it is truly comprehensive vival Guide. This book is filled with information that answers stu- including a history of the field, gifted dents' questions about being gifted and provides strategies for them

Gary A. Dads Sytylta B. Rimm characteristics and identification, pro- to make their education and their lives more fulfilling. gramming options, administrative adaptations, curriculum models, creativity, underachievement, gifted JERRY D. FLACK, Ph.D. Is Professor of Education and President's Teaching children with disabilities, parenting, and much more. Indeed, it is dif- Scholar at the University of Colorado. His publications include: From the Land ficult to think of a subject Davis and Rimm have overlooked. The sec- of Enchantmen Creative Teaching with Fairy Tales; inventions and inventors; ond great virtue of this text is its readability. While they do not Lives of Promise, Odysseys; and Voyages and inventing.

tr. CALIFORNIA ASSOCIATION FOR THE GIFTED 53 4. Ow 117 WEB WATCH

started when I tried to explain why Grammy Professional Development had no power when we did, even though she lives just over the hill! BY CAROLYN KOTTMEYER Interactive sites grab everyone's atten- a few Internet resources to get you started. tion. Build A Bridge at www.pbs.org/wgbh/ My perspective is that of a parent, A number of U.S. colleges and universi- nova/bridge/build.html lets you choose your but this is an area where I see a lot ties are beginning to offer gifted education site, design a bridge, and see how your results of room for improvement. My programs at the masters degree level. A few work. kids have been in school for a of these programs even offer distance learn- Interactive geology sites are cool. Geol- combined total of nearly eight years, and ing options, so that you can "attend" from out ogy Labs On-Line at vcourseware3.calstatela. during that time I've been told things that of state; among these are at Ball State Uni- edu/GeoLabs/ includes Virtual Earthquake, would curl your hair. versity in Indiana, University of North Car- Virtual River (Flooding and Discharge), and "Gifted is like a light switch, you're olina at Charlotte, and the University of Virtual Dating (no, not girls and boys, but either gifted or you're not." South Florida. Check out the ever-growing Isochron or Radiocarbon dating), with more "It doesn't matter what grade she's list at Continuing Education www.hoagies- Virtual projects coming soon. These virtual placed in. Gifted kids will learn in gifted.org/continuing_ed.htm. experiments allow you to change the para- spite of us!" Many people have accepted some popu- meters, and see how the slightest change "We were told that our daughter lar misconceptions. For example, most peo- can make a big difference in the results. needed to repeat a year in math ple have heard of Dr. David Elldnd, author of Don't miss the Virtual Fly Lab at vcourse because she's 'too intuitive" The Hurried Child and Miseducation: ware3.calstatela.eduNirtualFlyLab/IntrVfly Preschoolers at Risk. From the titles you Lab.html. This is an interactive genetics Don't get me wrong; I know there are might get the impression that he is against experiment! And for the queasy parents of some great educators out there, but I believe subject and grade acceleration for gifted brave scientist children, there's even a Virtual there is much work to do in professional children, but you would be wrong. Read his Frog Dissection Kit at www-itg.lbl.gov/ development to bring everyone up to speed essay, Acceleration, published in the journal vfrog/. I kid you not! regarding the development and education of Young Children, 43, 4, May 1988, at For lots of good text and graphic infor- gifted children. www.hoagiesgifted.org/elkind.htm. mation, plus action games to demonstrate the Last issue I recommended that you take Then there is David Goleman's Emo- power of Plate Tectonics and Super Storms, the National Research Center quiz on "Dis- tional Intelligence. It is a best-selling book check out Discovery Channel's Earth Jour- tinguishing Myths From Realities: NRC/GT based on theories developed by two scientists neys at www.discovery.com/exp/earthjour- Research" www.sp.uconn.edu/nrcgt/ from the University of New Hampshire and neys/earthjourneys.html. news/winter98/wintr983.html. Yale. See Promotional Intelligence Younger kids enjoy the Magic School If you didn't know all of the research- at www.salon.com/books/it/1999/06/28/ Bus Activity Lab at place.scholastic.com/ based answers, it's probably not your fault! emotional/ and continue through all four Magic SchoolBus with changing activities; Consider the miniscule amount of time spent pages of the article for a surprising look at right now it has the Habitat Match-Up game on topics relating to gifted children during the relationship between emotion and intel- and Gets An Earfula game about sounds, your professional education. One Ph.D. in ligence as determined by the research. and more. education told me that during his entire time For more research and information on Neuroscience for Kids at faculty.washing as a student earning three degrees, he the education of gifted children from cur- ton.edu/chudler/neurok.html allows kids (and received perhaps two hours on the gifted riculum adjustments to grouping to other teachers, and parents!) to explore the nervous child. That was the total time for a bachelor's educational theories, see Hoagies' Gifted system, from sensory systems and the spinal degree, masters, and Ph.D.all in educa- Education Educators page at: www. cord right to the effects of drugs. You can also tion. And it wasn't two credit hours, just two hoagiegifted.org/educators.htm. play Synaptic Tag or Brain Games. hours. Others in similar programs around For more science sites on many different the country include zero hoursnothing at Kids' Korner science topics, check out Hoagies' Kids Math all on the gifted student. Yet gifted students Let's look at science. Science sites on the and Science Links at www.hoagieskids. comprise 2.5 to 5 percent of the student pop- Internet abound, but which ones do kids org/kidsMnS.htm. ulation, perhaps more. That's not a large come back to again and again? population, but it certainly warrants more How Stuff Works at www.howstuff CAROLYN KOTTMEYER is the webmistress of than two hours of training. works.com/ is one of the greatest science Hoagies' Gifted Education Page www.hoagies- In most states, as in most countries, edu- answer sites. From common household gifted.org and Hoagies' Kids and Teens Page cators have had pretty much to fend for them- machines to aviation to engines to electron- www.hoagieskkls.org. She serves on the SENG selves in seeking training in gifted education ics, it includes just about anything you want Board of Directors (Supporting Emotional Needs and it has been difficult. The situation is to know about. For example, our family has of the Gifted), and writes occasionally for the somewhat improved now as the Internet used this site to answer questions on UPC Hollingworth Center's Highly Gifted Children and begins to provide more possibilities. Here are codes and power distribution gridswhich for Our Gifted Children.

.. 54 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 118 SOFTWARE REVIEW

The Complete National Geographic

BY PATRICIA ROBERTSON decades. The advertisements over the decades rial. Boolean Searches are also supported provide a fascinating look at the way our thus providing students with practice in effec- How many society has evolved. The breadth of infor- tive search techniques. Search results are times have mation in this set provides resources for presented in a list that be printed. Clicking on you found almost any teacher or student over a wide a listed article prompts the user to insert the old National range of subjects and grades. correct CD ROM. A list of Related Topics Geographic maga- Although the set is licensed for use on a gives the student avenues for further explo- zines piled in the cor- single computer, more than one student can ration. ner of a classroom or use the set effectively. When starting the Using the software takes a bit of getting the library? Always program, the user is presented with a Sign In used to. Be sure to take a close look at instal- a great source for Screen and can select the appropriate user lation options. If your computer has enough pictures, National name. When students find articles that they hard disk space and the option is available, Geographic is also a vast repository of writ- want to find again, they can use the Book- be sure to install the entire database and reg- ten information covering the late nineteenth marks option to create an entry for that ister all the CD ROM disks. Searches will and the entire twentieth century. The problem source. Bookmarks are saved under each then run faster, and users can access any CD with using this resource effectively has always user's name and will be there the next time ROM in the entire collection without rerun- been the huge volume of information spread the user signs on. ning the installer program. over more than 9000 articles. Even Articles can be printed in their if you knew just what you were ------'" rThe Complete National Geographic entirety or selected pages can be umizazi EMNIEM MEI 0,7 Ts liE5 CM IiiM looking for, finding the exact issue _ printed in black and white or color. I SearCh Resuris Fo-r-7,ond. tills: 4 could be a challenge. Finally, a

11.9 CALIFORNIA ASSOCIATION FOR THE GIFTED 55 TALKING ABOUT BOOKS

Sparking the Reading Appetite

BY JODY FICKES SHAPIRO influenced our children's visit to Egypt. Macaulay's newest contribution to our Several years kids to spark interest or encourage a bud- understanding of construction, Building before Rus- ding passion and also give them a broader Big, takes us into the lofty world of sky- sell Crowe view of their own world. The important scrapers, bridges, and other massive engi- reminded us message is that books are filled with mar- neering projects to explain why a certain of our fascination velous and useful information and enter- structure is designed and built in a partic- withgladiators, tainment. ular way. His books open up worlds, show- Richard Watkins' If your family is hooked on the latest ing solutions to big challenges one brick at Gladiator dispelled "survival" craze, seize the moment and a time. the notion that there hold it captive while you read Jennifer was anything romantic about being one. Armstrong's The Spirit of Endurance. Her The first known gladiatorial combat in account of Sir Ernest Shackleton's attempt Rome occurred in 264 BC as part of a to lead the first expedition across the nobleman's funeral. It caught on to such an Antarctic in 1914 is a true (not staged or extent that by the time of Julius Caesar,contrived for ratings) edge-of-your-seat huge spectacles featuring extravagant glad- adventure. When Endurance was trapped in the ice, leaving the crew marooned, they had to attempt daring feats of immense courage, trekking their way through RICIIARD WATKINS unmapped mountains against overwhelm- %."771hit.' -1141.°1111111 ing odds. It took a leader of immense courage to save them all. Armstrong's For kids who'd rather do than read, think graphic text is supplemented with original about a cookbook or hands-on art guide. photos and paintings that add another Help children realize that attractive non- dimension to understanding the drama. fiction can be accessible and appealing Architect and children's author David resources for information. Consider for iatorial contests were employed to ensure Macaulay's work is a perfect example of example, Blue Moon Soup, featuring chef political success. Many of the combatants what we mean when we say informative Gary Goss' delicious and nutritious col- were captives of the Roman Empire's con- and entertaining. We cannot begin to count lection of soups for four seasons. Such quering armies, brought to Rome to be the hours our family has spent poring over tempting concoctions as "Best Buddy auctioned off in slave markets. Others the black-and-white detailed drawings of Soup" that combines tomatoes and (yes!) were criminals or free men, often desper- Castle as this medieval structure is assem- oranges are cunningly illustrated with Jane ate, looking for a way to earn gold and bled, page by fascinating page. Or esti- Dyer's watercolors that capture Goss' secret glory. Watkins brings their world to life. mate how much the reading of Pyramid ingredient, "essence of humor." One has only to go to a modern football And if Blue Moon Soup proves a suc- game, bullfight, or boxing match to rec- cessful appetizer, move on to "more than ognize that the influence of those ancient a cookbook" The Good Housekeeping days, over 1600 years ago, still exists. Illustrated Children's Cookbook which Gladiator is one of those books you can gives kids a good start toward indepen- hand to almost any reader, from age eight dence in the kitchen. Fifty-one recipes are and up, and know it will be read with supplemented with other useful informa- enthusiasm and its excellent black-and- tion like how to wash lettuce, test for done- white illustrations studied in detail. In ness, and handle hot foods. Marianne addition, follow-up discussion can lead to Zanzarella's instructions are illustrated insights about the history and sociology of with Tom Eckerle's photographs. Or sam- violence in sports. ple the possibilities of Passport on a Plate There are many other books like Glad- that features 100 recipes gleaned from the iator that parents and teachers can offer kitchens of a dozen different countries.

56 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 .120 The guide to a gastronomical tour is Diane Simone Vezza with art There are so many wonderful resources out there for your provided by Susan Greenstein. The "difficulty rating system" is a children to enjoy. A gifted kid in your life may bring many chal- useful tool of this multicultural offering. It helps a parent know how lenges, but also great rewards. Seeing a child's face light up much assistance might be needed in the kitchen to accomplish a when a particular book sparks interest and enthusiasm is always successful outcome. Parental assistance is not necessarily a draw- a special moment. We wish you many such moments.

Author's note: We would love to have input from you about your children's favorite nonfiction titles. Please e-mail me atjodyshapiro@big- pond.com or drop a note to the editor at 3136 Calle Mariposa, Santa Barbara, CA 93105. We will use some of your suggestions in future columns.

JODY MIES SHAPIRO Is a children's literature consultant and owner of Adventures for Klds children's bookstore In Ventura, CA.

USEFUL AND ENTERTAINING NONFICTION

The Spirit of Endurance back, however, because cooking is a lovely way to spend quality Jennifer Armstrong, 2000, Crown family time. 0-517-80091-8 Art projects also can begin with inspiration from a well- designed book. Klutz publishers are standouts in the "how to do Drawing for the Artistically Undiscovered it" genre. One of their latest is A Book ofArtrageous Projects which Quentin Blake, 1999, Klutz Press even on its cover (of copper foil to be used for several of the pro- 1-57054-320-8 jects), offers activities designed to expose children to a variety of A Book of Artrageous Projects 2000, Klutz Press 1-57054-185-X

Blue Moon Soup Gary Goss, 1999, Little Brown 0-316-32991-6

Building Big DRAWiNtt,,A,::,f,4.,0.,;.,..4 David Macaulay, 2000, Houghton Mifflin 0-395-96331-1

Castle art experiences. Collage, sculpture, painting and drawing (paints David Macaulay, 1977, Houghton Mifflin 0-395-25784-0, 0-395-32920-5 paper and brush come packaged with the book), weaving, etching, sun printing, designing a coat of arms, illumination, and creating an Pyramid alphabet font, are among the possibilities. David Macaulay, 1975, Houghton Mifflin Drawing for the Artistically Undiscovered is another particu- 0-395-21407-6, 0-395-32121-2 paper lar favorite because artist Quentin Blake offers an irreverent but Passport on a Plate effective approach. To illustrate the philosophy of the book, it is Diane Simone Vezza, 1997, Simon & Schuster packaged with pencils but no eraser. Blake says there are no mis- 0-689-80155-6 takes, only sometimes there are bigger successes. It happens occa- Gladiator sionally that our perfectionist gifted and talented children get Richard Watkins, 1997, Houghton Mifflin frustrated when things don't come out spectacularly the first time 0-395-82656-X, 0-618-07032-X paper around, and then give up. This book may help to turn that around The Good Housekeeping Illustrated Children's with its deceptive informality while providing basic and essential Cookbook drawing lessons. There are lessons on shading, perspective, and Marianne Zanzarella, 2001, Hearst Books drawing the human body. Every page has a drawing tip with illus- 158-816-0114 trated examples. and an invitation for the student to do his own drawing.

CALIFORNIA ASSOCIATION FOR THE GIFTED 57 .74 1 2 BOOK REVIEWS

Methods and Materials for Section II: Instructional Planning and Staff Development: Teaching the Gifted Evaluation The Key to Effective Gifted "Layering Differentiated Curriculum for the Edited by Frances A. Karnes & Education Programs Gifted and Talented" by Sandra Kaplan Suzanne M. Bean addresses educators' needs to blend the best By Reva C. Friedman and Karen B. Rogers (2000) Prufrock Press of the many models, theories, and philoso- hardcover, $57.90, 725 pp phies, including core curriculum. (1998) Joint publication by NAGC & ISBN: 1-882664-58-2 "Evaluating Learner and Program Out- Prufrock Press comes in Gifted Education" by Carolyn M. www.apa.org REVIEWED BY ELAINE WIENER Callahan includes sane, sensible purposes paperback, $19.95,125 pp and uses of assessments with many examples. ISBN: 1-882664-41-8 Other topics in this section are curriculum models, process skills, product development, REVIEWED BY E. PARNELL! SHARP and writing units.

Section III: Strategies for Best Practice I "Materials and Methods for Teaching Ana- lytical/ Critical Thinking Skills in Gifted Education" by Sandra Parks includes an appendix that is worth the cost of the whole book. There are 725 pages and it costs $57.90! "Developing the Leadership Potential of And you should still run (via the Internet) Gifted Students" by editors Bean and Karnes to Prufrock Press to buy this book. It has provides us with important historical and everything you always wished you would or current information for a vital subject. could have learned, everything you should Other topics in this section are problem have learned, everything you possibly once based learning, creative thinking, research Do you need ideas for designing and facili- knew but couldn't hold in your immediate skills, affective education, independent study, tating staff development for teachers? Are you recall, and fine points your professional mentorships, co-operative learning, and sim- looking for suggestions for developing infor- pride knows you ought to have access to ulations. mational sessions for parents? How can you about modern day gifted education . evaluate the effectiveness of your current If you buy this book you can immedi- Section IV: Supporting and Enhancing staff development? The co-editors of this ately clean out your files, because editors Gifted Programs book offer valuable information addressing Karnes and Bean have collected, organized, Public relations, advocacy, locating and these and other questions relating to staff and categorized all the information you obtaining money, teaching on a shoestring are development in general and staff develop- always intended to organize and categorize all topics which provide details and lists ment specifically for gifted education. for yourself. In addition, they did so with the which will save you time and teach you how. The beginning chapters of the book help of 24 very impressive contemporary The bibliographies, appendices, lists of address staff development in general. Some names in the field. Here is a sampling; only networks, and teacher resources alone are topics covered are a brief history of staff a few of the many fine articles can be men- worth the addition of this book to your development, types and formats for staff tioned in a short review. library. It would be wise to savor Methods development, the difference between inser- and Materials For Teaching the Gifted for vice and staff development, and considera- Section I: Characteristics and Needs of its use as a reference, because trying to tions for adult learners. Much information is Gifted Learners read straight through can be tedious provided for staff development as a process. "Gifted and Talented Learners: Many, Var- though reading a chapter a night might be The importance of establishing goals and a ied, Unique, and Diverse" by Sally Reis a fine New Year's resolution. Novice teach- vision are presented, as well as ways to iden- and Melissa Small includes a compact intro- ers and experienced teachers alike couldtify, collaborate with, and plan for all role duction of attempts to define giftedness, easily be put off by the sheer abundance of groups involved. Methods and sample sur- while updating today's variety of gifted stu- material included. However, the beauty lies veys for following up and evaluating staff dents. in the thought that so many insightful peo- development are included. References to "Planning the Learning Environment." ple are looking out for our gifted children. such prominent staff development basics as by Barbara Hunt and Robert Seney pro- Hall, George, Rutherford's Stages of Con- vide lists of characteristics of learning envi- ELAINE WIENER is Associate Editor for book cern, Robert Garmston's presentation ideas, ronments and strategies with which to reviews for Gifted Education Communicator and and a "Do's and Don'ts" checklist for before, implement them. can be reached at esw@worldnetattnet. during, and following a staff development activity are available for the reader. 122 58 GIFTED EDUCATION COMMUNICATOR, SUMMER2001 BOOK REVIEWS

Staff development for gifted education adds several key components to the The authors stress the importance of teacher expertise general process. A knowledge base of the nature and characteristics of gift- in a content area, believing that an understanding of the edness, strategies for working with gifted students, and the need to work with concepts and methodology of a field of study is essential all educational personnel about giftedness are critical elements toinclude in to crafting meaningful units for students that mirror the staff development for gifted education. Throughout the book, the co-authors thinking and activities of professionals in the field such weave these elements into the basic tenetsof general staff development. as writers, scientists, or historians. The joy for these teach- Extensive references to resources such as books, journals, websites, and ers and their students is the pursuit of an academic pas- organizations to assist staff developers with research and materials are pro- sion in a dispassionate, scholarly (and entirely rewarding) vided. manner. In addition, the co-editors include several sample documents. A staff Ironicallyand sadlythe very comprehensive qual- development template is included. Four examples of staff development using ities that make the Multiple Menu Model so valuable for this template for different role groups are shared with the reader. Surveys for some teachers also limit its usefulness to other teachers. various groups and functions are located in the appendices. As one who has presented many workshops on develop- This book provides basic components of effective staff development pro- ing differentiated curriculum, I know that many teachers grams to anyone developing and presenting staffdevelopment for gifted welcome the concept of differentiation, but find themselves education. Whether you're new as a staff development provider or a veteran, unwilling or unable to write units themselves. While con- you will find valuable information, ideas, and materialsin this book, a joint straints of time and the pressure to teach predetermined publication of the National Association for Gifted Children and Prufrock Press. standards-based units of study contribute to this reluctance, the fact remains that for many teachers the joy of teach- E. PARNELL! SHARP, is the Coordinator for GATE and Staff Development for the Ven- ing lies not in lesson development but in classroom inter- tura Unified School District in Ventura, CA. actions with students. But the acknowledgment that the Multiple Menu Model is not a panacea should not detract from its significant contributions to the literature of differentiation.

The Multiple Menu Model: A Practical Guide for KAREN BUXTON Is K-12 Program Specialist for Curriculum and Developing Differentiated Curriculum Instruction for the San Juan Unified School District in Carmichael, By Joseph Renzulli, Jann Leppien, and Thomas Hayes California. She has also been part of the faculty for summer institutes sponsored the California Association for the Gifted. (2000) Creative Learning Press paperback, $24.95, 132 pp. ISBN: 093638686x

REVIEWED BY KAREN BUXTON The Wisconsin Center for Gifted Learners

Teaching is an art with two distinct components: lesson design and lesson implementation. For those for whom the joy of teaching lies in weaving Summer 2001 together the fabric of a unit of study, The Multiple Menu Model: A Prac- Support Services for Professionals and Parents tical Guide for Developing Differentiated Curriculum by Joseph Ren- zulli, Jann Leppien, and Thomas Hayes, part of the University of .0 Graduate Level Courses in Gifted Education Connecticut's GATE think tank, provides valuable support. In about 100 - At-Risk Gifted Students pages, this slim volume presents templates and fully developedsample units - Designing Problem-based Learning Curriculum - Literature Circles in the Regular Classroom of study for: - Curriculum Practices to Accommodate High Instructional objectives and student activities from listening to judg- Ability Students in the Regular Classroom ing with criteria Instructional strategies from lectures to literature circles Instructional sequences to ensure transfer of learning from developing 217 West Dunwood Road motivation to practical application Milwaukee, WI 53217-3108 "Artistic modification" or personalizing knowledge from sharing per- 414-351-4441 Fax: 414-351-9792 sonal experiences to pointing out controversies Email: yagjaufusan Instructional products from concrete charts to multimedia presentations, URL: http://execpc.com/",wcgi and abstract concepts from empathy to acceptance of ambiguity.

Teachers who are familiar with the differentiated principles of depth, It is better to build children than to repafr complexity, novelty and acceleration developed by Sandra Kaplan will find men and women.' that Renzulli's templates provide a scaffolding that assists in designing differentiated, high-end learning experiences.

.!1 1 2 3 CALIFORNIA ASSOCIATION FOR THE GIFTED 59 CAG PUBLICATIONS

6.00.. 0.1.111. Advocating for Gifted English Order Form Language Learners An Activity Handbook for Professional Ship To Development and Self-Study

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Advocacy in Action PHONE Home Work SCHOOL DISTRICT An Advocacy Handbook for Gifted and Talented Education Quantity Discounts for Items P-01, P-02, P-03, P-05 Item No. P-02 $12.00/copy 10-50 copies $11.50 51-100 copies $11.00 CAG's step-by-step guide to effective advocacy 101+ copies $10.00 on behalf of gifted and talented children and their appropriate education. Item No. Oty Price Each Total

The Challenge of Raising

The Challenge qf Your Gifted Child Item No. P-03 $12.00/copy Sales Tax - Add 8% Raisiiigjour Here's a guidebook to answer parents' most Shipping & Handling $4.00 minimum Gifted Child' frequently asked questions 15% of Total for orders of 3 to 100 copies concerning gifted children, plus 10% of Total for orders over 101 copies resources, both traditional and Grand Total electronic, to make parenting easier. If you need RUSH delivery, call the CAG office 310-215-1898

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5 Gifted Education Communicator Information and practical solutions for parents and educators

GIFTED EDUCATION COMMUNICATORis designed to be a practitioner's journalproviding you with the information and strategies to apply the theory, research, andbest practices in the field. Noted leaders and experienced parents address a broad range of themes and issues related to educating and parenting the gifted. The high quality of articles has made the journal a highly respected publication in the field of gifted education. You'll find these regular features in each issue of Gifted Education Communicator. Feature theme articles by national leaders in the field Parent-to-parent articles Hands-on curriculum National calendar Parent question column Educator question column...and more

UPCOMING THEMES:SummerProfessional Development in Gifted Education; FallHistory and Social Science; WinterEquity and Excellence

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CAG Executive Committee 2000-2002 National Advisory Board President Ernesto Bernal University of Texas-Pan American Cathleen Silva George Betts University of Northern Colorado, Greeley Vice President Carolyn Callahan University of Virginia Dana Reupert Barbara Clark California State University, Los Angeles Secretary Tracy Cross Ball State University Sharon Freitas James Delisle Kent State University Treasurer Houghton Mifflin Co. Judith J. Roseberry Maureen DiMarco University of Colorado, Colorado Springs Chair, Educator Representatives Jerry Flack Nancy Craig Mary Fraiser University of Georgia, Athens Chair, Parent Representatives Judy Galbraith Free Spirit Publishing, Minneapolis Cherie Drummond James Gallagher University of North Carolina, Chapel Hill Past President Julie Gonzales Colorado Association for Gifted & Talented Marge Hoctor Evelyn Hiatt Texas Education Agency Sandra Kaplan University of Southern California Gifted Education Communicator Frances Karnes The University of Southern Mississippi Editor Margaret Gosfield Felice Kaufinann Consultant, Bethesda, MD [email protected] Sharon Lind Education Consultant, Kent, WA Msociate Editors Elizabeth Meckstroth Counselor/Consultant Parent Topics Jennifer Beaver Maureen Neihart Clinical Child Psychologist, Billings, MT [email protected] Sally Reis University of Connecticut, Storrs Special Projects Richard Boolootian Joseph Renzulli National Research Center on the Gifted & Talented [email protected] Sylvia Rimm Family Achievement Clinic National AffairsShirley Ching schingi3O®aol.com Ann Robinson University of Arkansas at Little Rock Book Reviews Elaine Weiner Annemarie Roeper Roeper Consultation Service [email protected] Karen B. Rogers University of St. Thomas Departments Judith Rosebeny Consultant, Fountain Valley, CA Educational TrendsCatherine Barkett Elinor Ruth Smith Educational Consultant, San Diego, CA Author interviewsFelice Kaufinann Joan Franklin Smutny National Louis University Internet ResourcesCarolyn Kottmeyer Robert Sternberg Yale University illustrationsJon Pearson Stephanie Tolan Consultant, Charlotte, NC Software ReviewPatricia Robertson Carol Ann Tomlinson University of Virginia Children's LiteratureJody Fickes Shapiro Joyce VanTassel-Baska College of William & Mary Underrepresented PopulationsJoan Franklin Smutny Sally Walker Illinois Association for Gifted Children Teacher TalkCarol Ann Tomlinson James Webb Great Potential Press/SENG IllustrationsKen Vinton

Gified Education Communicator ISSN 1531-7382 is published four times a SUBMISSION OF MATERIAL year: Spring, Summer, Fall, and Wmter. Opinions expressed by individual To submit articles for publication, send hardcopy and disk (Mac or PC) authors do not officially represent positions of the California Association for saved as a text file or submit articles by e-mail. All submissions will be the Gifted. given careful consideration. Photos and camera-ready artwork are partic- CAG OFFICE ularly desirable. Send all material with name, address, phone number, fax Susan Seamons, Executive Director number, and e-mail address to Margaret Gosfield, Gifted Education 15141 E. Whittier Boulevard, Suite 510 Communicator Editor, 3136 Calle Mariposa, Santa Barbara, CA 93105, Whittier, CA 90603 Tel: 805-687-9352, [email protected]. The editorial staff reserves the Tel: 562-789-9933Fax: 562-789-9833 right to edit all material in accordance with APA style and Gifted Educa- [email protected] www.CAGifted.org tion Communicator policy.

LEITERS TO THE EDITOR REPRINTING OF MATERIALS Margaret Gosfield Articles appearing in Gifted Education Communicator may be reprinted 3136 Calle Mariposa, Santa Barbara, CA 93105 as desired unless marked by C or reprinted from another source. Please Tel: 805-687-9352Fax: 805-687-1527 credit Gifted Education Communicator and send a copy of your publica- e-mail: [email protected] tion containing the reprint to the editor. For electronic reprinting, please Letters should include your full name, address, telephone, and e-mail contact the editor. address. Letters may be edited for clarity and space.

ADVERTISING BACK ISSUES For advertising rates and information, contact the CAG office at 562-789- Additional copies and back issues may be purchased (if available) for 9933 or visit the CAG website at www.CAGifted.org. $10.00 per copy including postage. To order, contact the CAG office. 128 Fall 2001, Vol. 32, No. 3 ISSN 1531-7382 Gifted Education Communicator A Journal for Educators and Parents

HISTORY AND SOCIAL SCIENCE FOR GIFTED LEARNERS

FEATURES HANDS-ON CURRICULUM 58 Diving into Word Play with Gifted and Talented Students 11 Wanted: Gifted Students in Social Sciences Susannah Richards Jack O'Connell ESPECIALLY FOR NEW TEACHERS 12 Promoting the Discipline 60 My Short List of Essential Teacher Traits Sandra Kaplan Shirley Ching 16 Creative Autobiography Jerry Flack WEB WATCH 62 Social Studies for Educators 19 Challenges in Teaching Gifted Learners in Carolyn Kottmeyer Social Studies Classes Margaret A. Laughlin SOFTWARE REVIEW 22 Mentors in Print 63 HyperStudio 4.0 Susannah Richards Patricia Robertson 25 Gifted Education and Social Studies: Engaging All TALKING ABOUT BOOKS Learners 64 Creating Shared Family Memories Michael M. Yell Jody Fickes Shapiro 29 We the People...Project Citizen: A Gifted ideal BOOK REVIEWS Susie Burroughs 67 Stand Up for Your Gifted Child: How to Make the Most of 30 Creating Simulations for Social Studies Classrooms Kids' Strengths at School and at Home Mary Pat Vargas Reviewed by Sharon Freitas 34 Coffee for a Cause 67 Left Back: A Century of Failed School Reforms Sara Jordan and Chelsea Durdel Reviewed by Elaine Wiener 36 History Matters 68 How to Use Problem-Based Learning in the Classroom Kelly Schrum and Roy Rosenzweig Reviewed by Melissa Ewart 38 Project P-Bliss 2 Calendar of Conferences Shelagh A. Gallagher 3 From the Editor 41 Social Studies Resource List Linda Brug and Deborah Haze lton

DEPARTMENTS Coming in the Winter Issue EDUCATIONAL TRENDS (December 2001) 6 Standardized Testing: is it Good for Gifted Students? Equity and Excellence Catherine Barkett Gifted Children in Poverty PARENTS ASK THE EXPERT 8 "How can I help my child flourish In our existing school Gifted Minority Children environment?" Gifted English Language Learners Julie Gonzales

PARENT TO PARENT Spring (March 2002) - Social and Emotional Needs 10 Just What is Social Studies? Summer (June 2002) - Assessment Jennifer Beaver Fall (September 2002) - Language Arts UNDERREPRESENTED POPULATIONS 44 Meeting Needs of Gifted Underachieversindividually Joan Franklin Smutny

TEACHER TALK Cover: 47 Standards and High Ability Learners: What's Glacy Guijo and Loraine Lawton prepare a class declaration in a Teacher to Do? Oxnard, CA Carol Ann Tomlinson Photo by Geneva Wayne :4--1 2 9 CALIFORNIA ASSOCIATION FOR THE GIFTED 1 SEPTEMBER 21-23, 2001 OCTOBER 25-27, 2001 Annemarie Roeper Symposium 2001 AGATE-New York O'Hare Marriott, Chicago, IL Marriott at Wolfroad, Albany, NY www.xsnrg.com/roeper/index2.html www.agateny.org

SEPTEMBER 26-28, 2001 OCTOBER 26-27, 2001 Mississippi Association for Gifted Children Society for the Advancement of Gifted Education Crowne Plaza Hotel, Jackson, MS Grant MacEwan College, City Centre Campus 601-924-0068 Edmonton, Alberta, Canada 780-438-4384, www.ucalgary.ca/-gifted.uc SEPTEMBER 30-OCTOBER 2, 2001 Iowa Talented and Gifted Association OCTOBER 26-27, 2001 Five Seasons Hotel, Cedar Rapids, IA West Virginia Association for Gifted and Talented 319-364-2527, www.uiowa.edu/-itag Days Inn, Flatwoods, WV www.geocities.com/wvgifted/page6.html SEPTEMBER-30-OCT0BER 2,-2001 Michigan Alliance for Gifted Education NOVEMBER 1-3, 2001 Crowne Plaza Hotel, Grand Rapids, MI Virginia Association for the Gifted 734-677-4404, www.geocities.com/Ijkaiser_1823 Williamsburg Marriott, Williamsburg, VA 804-365-4551, www.vagifted.org OCTOBER 4-6, 2001 Kansas Association for the Gifted, Talented, & Creative NOVEMBER 7-11, 2001 Capitol Plaza Hotel, Topeka, KS National Association for Gifted Children 316-799-2315, www.kgtc.org/conference.htm Cincinnati Convention Center, Hyatt and Regal Hotels, Cincinnati, OH 202-785-4268, www.nagc.org OCTOBER 11-12, 2001 Wisconsin Association for Talented & Gifted NOVEMBER 26-29, 2001 Olympia Resort, Oconomowoc, WI South Carolina Consortium for Gifted Education 920-991-9177, www.focol.org/ -watg Charleston, SC 803-796-6111 OCTOBER 11-13, 2001 Colorado Association for Gifted and Talented DECEMBER 5-8, 2001 Holiday Inn Southeast, Aurora, CO Texas Association for Gifted and Talented 303-368-4401 Henry B. Gonzalez Convention Center, San Antonio, TX 512-499-8248, www.txgifted.org OCTOBER 11-13, 2001 Tennessee Association for the Gifted FEBRUARY 3-5, 2002 Franklin Marriott Hotel & Cool Springs Conference Center, Franklin, TN Illinois Association for Gifted Children 615-599-8635 Chicago Marriott Downtown, Chicago, IL 847-963-1892, www.iagcgifted.org OCTOBER 12-13, 2001 Maryland Coalition for Gifted and Talented Education FEBRUARY 21-22, 2002 Turf Valley Conference Center, Ellicott City, MD Kentucky Association for Gifted Education 410-313-6800, www.howard.k12.md.us/gpt Lexington, KY 270-745-4310, www.wku.edu/Dept/Academic/Education/KAGE OCTOBER 12-13, 2001 New England Conference on Gifted and Talented FEBRUARY 21-22, 2002 Holiday Inn by the Bay, Portland, ME Nebraska Association for the Gifted 202-873-3380, www.necgt.org DoubleTree Hotel, Omaha, NE 402-561-6000, www.nebraskagifted.org OCTOBER 12-13, 2001 Washington Association of Educators of the Talented & Gifted FEBRUARY 28-MARCH 1, 2002 Double Tree Inn, Seattle WA Oklahoma Association of Gifted, Creative, & Talented www.waetag.org University of Central Oklahoma, Edmond, OK 405-521-4287, http://title3.sde.state.ok.us/gifted/OAGCT.htm OCTOBER 14-16, 2001 Gifted Association of Missouri MARCH 1-2, 2002 Tan-Tar-A Resort, Lake of the Ozarks, MO New Jersey Association for Gifted Children 573-874-0683, www.mogam.org Princeton Marriott Forrestal Village, Princeton, NJ 609-586-6133, www.njagc.org OCTOBER 19-20, 2001 Florida Association for the Gifted MARCH 1-3, 2002 St. Petersburg Hilton, St. Petersburg, FL California Association for the Gifted 904-491-4694 Wyndham Hotel & Convention Center, Palm Springs, CA 562-789-9933, www.CAGifted.org OCTOBER 20, 2001 Minnesota Council for Gifted and Talented O'Shaughnessy Education Center, University of St. Thomas, St. Paul Campus If your organization has a state or national event planned, please contact Margaret 952-927-9546, www.mcgt.net Gosfield at [email protected] to list your information.

2 GIFTED EDUCATION COMMUNICATOR, FALL 2001 130 FROM THE EDITOR

Like a kid in a candy shop! That's Social Studies: Engaging All Learners." Finally, Susie Burroughs how I felt in preparing this issue ofshares information about "Project Citizen," a national program for Gifted Education Communicator encouraging good citizenship in middle school students. with its focus on social studies. Mindful of our goal of providing practical and useful information Twenty years of teaching middle school his- for those in the field, we have several additional articles with spe- _ tory and geography classes for gifted students cific recommendations for classroom use. Jerry Flack suggests ways made me feel right at home with the topic, in which "Creative Autobiography" can fit into social studies class- and seeking new materials and effective rooms, while Mary Pat Vargas shares the fruits of her labor in practices, finding researchers and practitioners with important infor- designing a project for her students, "Creating Simulations for Social mation to share, reconnecting with the California Council for the Studies Classrooms: The Lewis and Clark Example." Problem-based Social Studies, and making contacts with the National Council for learning is presented by Shelagh Gallagher in "Project P-BLISS: An the Social Studies, were sources of much pleasure. Perhaps the Experiment in Curriculum for Gifted Disadvantaged High School Stu- biggest treat was opening the spring issue of Social Education and dents," and Susannah Richards guides us in the use of "Mentors in finding the lead article coauthored by a former student who's now Print: Bringing the Social Sciences to Life With How-to Books." grown up and with a Ph.D. in history, and whom you will meet in The very nature of social studies often leads educatorswith the the feature "History Matters." help of parentsto incorporate social action activities into the class- We are committed to devoting one issue each year to a content room. One such activity takes place annually in Twinsburg, Ohio, area, and our plan is to do that in the fall when most school partic- where gifted students in Jim Delisle's Project Plus seminars raise ipantseducators, students, and parentshave a large part of the money for children at a local hospital through "Coffee for a Cause." school year remaining to implement new ideas and materials. When We are pleased to share a description of this activity written by stu- it comes to social studies classes, students are usually grouped het- dent participants Sara Jordan, Chelsea Durdel, Stephen Keller, Brit- erogeneously in the belief that since the goal of the discipline is to tany Dan, Shannon Suveges, and Ryan Hawkins. Congratulations on shape exemplary future citizens, students need practice working work well done. with all types of people including their school agemates. Therefore, You will also find a number of sidebars throughout the issue with those of us in gifted education must ensure that gifted students useful information. Of particular note are the national content stan- receive appropriately differentiated curricula in their daily social stud- dards for the disciplines of civics and government, economics, and ies classes, whether grouped heterogeneously or homogeneously. geography. We think it is important for all readers, including parents, We begin our theme feature articles with reminders of why social to have easy access to these standards. We invite you to go to the web- science is important for gifted students. Senator Jack O'Connell in sites for each of them to see the accompanying backup materials. Due the California State Legislature is a former high school government to space limitations we have not included the national history stan- teacher; he points out the significance of social science to American dards, but again urge you to access them on the Internet. Websites democracy in "Wanted: Gifted Students in Social Science." Sandra for the first three are included with the respective standards; you can Kaplan reinforces this theme in "Promoting the Discipline" as she find the national history standards at: www.sscnet.ucla.edu/nchs- articulates the value of social science in teaching scholarliness, pro- standards. moting leadership, and developing self-concept and identity. Our regular contributors have many interesting things to share with We wish to thank the National Council for the Social Studies for readers in our ongoing departments. In this issue, we introduce a new its collaboration on this issue. It generously gave permission for us feature: Felice Kaufinann, gifted education consultant from Bethesda, to reprint, "History Matters: The U.S. Survey Course on the Web," Maryland interviews an author who will share his or her experiences which appeared in the April issue of their professional journal, and insights in gifted education. We've named this department, "In Social Education. In addition, three of their board members prepared Their Own Words," and Kaufmann starts off with a session with Jerry articles especially for us. In her article, "Challenges in Teaching Gifted Flack. Learners in Social Studies Classes," Margaret Laughlin demon- We hope this issue provides information and ideas for all partic- strates how teachers can implement specific national history content ipants in gifted education. Good reading to you! standards in ways appropriate for gifted learners. And classroom teacher Michael Yell shares his methods in "Gifted Education and MARGARET GOSFIELD, Editor 131 E CALIFORNIA ASSOCIATION FOR THE GIFTED California Council for the Social Studies

CCSS Mission Statement CCSS promotes and supports quality social studies education through service, advocacy and leadership development. We are collectively committed to strengthening the teaching of the social studies disciplines through professional development, public awareness and collaboration at local, state and national levels. Our practices demonstrate a pro-active approach to the dynamics of change while maintaining traditions that provide stability and continuity through high standards for educational excellence. Benefits Sunburst is the official newsletter of the California Council for the Social Studies and is published four times each year. Most issues are 20 pages in length and provide a wide variety of news about curriculum developments in California, professional growth opportunities (including CCSS and NCSS conferences), organizational news, social studies products, and commentary on the state of social studies in the Golden State. In addition, exemplary lesson plans are published as "Class Acts" in each issue, frequently with useful teaching resources. The "Webwise" column provides valuable suggestions and recommendations on the use of the Internet in social studies classrooms at all grade levels. Receiving Sunburst is an automatic benefit of CCSS membership.

The Social Studies Review, official journal of the California Council for the Social Studies, is a nationally recognized and very respected history-social science publication. Over 2,400 subscribers enjoy two annual theme-based issues, over 100 pages in length, with "cutting edge" commentary and ideas for classroom teachers, curriculum consultants, and college-university educators. A large number of "special interest" articles, from authors around the country, and a series of regular "review" columns add interest and applicability for classroom teachers, student teachers, community college instructors, instructors of higher education, and anyone with a general interest in the current status of history-social science education. By joining CCSS you to can receive the Review

Statewide Conference Riverside Convention Center March 1-3, 2002 Conference 2002 "With All Deliberate Speed" Mastering Literacy, Standards and Assessment

To Join CCSS and/or conference information, contact Sarah Zepeda, Executive Secretary PO. Box 902470, Palmdale, CA 93590; (661) 533-2277; e-mail: [email protected]

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Standardized Testing: grading scale of the Florida FCAT (Florida Comprehensive Assessment Tests). Florida Is it Good for Gifted had planned to raise the passing score requirement each year, in the belief that this would encourage continued achievement Students? gains.

BY CATHERINE BARRETT Georgia: The Atlanta Journal advises the public that the State Education Agency is looking to fill the post of "Director of the This is the first part of a two-part thecurriculum-toward the teaching ofunim--Office of Education Accountability," This series. The first part discusses the portant facts and lower-order thinking skills? accountability czar would be responsible for issue and gives a national snapshot Testing systems vary a great deal; some setting the passing scores for various cur- of the use of standardized tests. The states test only in mathematics and reading, riculum exams and for grading the 1900 second part focuses on what standardized while others test in many more subjects. public schools based on their test score tests can and cannot measure, and what can Many states also include a writing assess- results. be learned from them. ment, science and history assessments, and Kentucky: Scoring on the General Edu- By the end of the 12th grade, it would not a few also test in areas such as visual and per- cation Development or GED high school be unusual for a gifted student to have taken forming arts. Multiple choice format is by far equivalency exam is to be revised, according more than 100 hours of standardized assess- the most popular, but states are becoming to the Courier-Journal. ments. Every state except Iowa and Nebraska increasingly sophisticated in the develop- Minnesota: The Minneapolis Star Tri- has a statewide testing system to measure stu- ment of standardized tests that require other bune reports that "More than twice as many dent achievement. Many states also have an types of answers. In order for a test to be con- Minnesota high school seniors as last year exam that students must pass in order to sidered standardized, the test must be given failed the state basic skills tests given in graduate from high school. President Bush and scored under the same conditions for Apriltheir last chance to meet that gradu- has proposed a national student assessment all students. ation requirement before school's out." program similar to NAEP (National Assess- One has only to read the newspapers to Texas: The Dallas Morning News reminds ment of Education Progress) which most understand how controversial standardized readers that while they may be enjoying states already use. The United States partic- testing is. A review of newspapers across increases in students' achievement scores ipates in the international comparison of stu- the country in June, 2001 yielded the fol- this year, in 2003 a tougher version of the dent assessment in mathematics and science. lowing articles: state test goes into effect, coupled with a In addition to state and national tests, most Alaska: The Anchorage Daily News push to end social promotion. gifted and talented pupils will take stan- reports that 66% of students pass the read- In viewing just a smattering of newspa- dardized college entrance and Advanced ing portion of the graduation exam, but only pers across the country, it is easy to see that Placement or International Baccalaureate 44% pass the mathematics part. Because of standardized testing is news everywhere. exams. But is all this testing good for gifted poor test scores statewide last year, the leg- How these tests are used is a pervasive con- students? Does it provide us with the infor- islature has approved a bill to delay from cern across the states. Proponents and oppo- mation that enables us to make decisions 2002 until 2004 the requirement that stu- nents face off on the questions of whether or about the effectiveness of programs and the dents pass the test in order to graduate. not so much testing is good for students, Tuture success of individuals? Or does it Florida: The Sun SentineL notes that edu- and what kinds of tests should be used, if any. waste students' time and needlessly skew cation officials plan to delay toughening the Most of the debates center on the effect of "Most of the debates center on the effect of testing on students in general, with few discussants looking at specific Oioups of students such as the gifted and talented."

134 6 GIFTED EDUCATION COMMUNICATOR, FALL2001 4.. testing on students in general, with few dis- Opponents of standardized testing usually background knowledge, or test-taking skills, cussants looking at specific groups of stu- oppose all types of such tests. Multiple choice rather than what has been learned in the dents such as the gifted and talented. tests are the most common format used in classroom, and that they take valuable time Proponents of standardized testing argue standardized testing, and they take the brunt away from learning. Opponents and propo- that it provides an objective and fair com- of the criticism. Writing assessments in which nents agree that multiple choice tests are not parison of student achievement across students are given a writing prompt, a certain designed to measure creativity. schools, districts, and states. If students amount of time to respond to it, and the Understanding what standardized tests receive individual scores, those scores pro- responses are scored by a panel of readers, can and cannot do, and how their results can vide parents with a measure of how their receive much less criticism. These writing appropriately be used, may be the key to child's achievement compares with that of assessments can be standardized if they are determining whether or not their benefits other students. In some cases, standardized given under the same conditions for all stu- outweigh their defects. In the next issue we tests can be used to help evaluate whether or dents, and scored uniformly. Criticism usu- will examine the following questions: not reform efforts have resulted in improved ally centers around the charge that the writing Can standardized tests measure cre- student achievement on standardized tests. prompts are culturally biased, and that scor- ativity or higher-order thinking skills? They provide a measure of accountability. If ing is unreliable. Is there evidence that taking standard- a school offers AP mathematics classes, but Critics of standardized multiple choice ized tests improve student learning? their students are not passing the AP exams, tests argue that these tests measure only a What reliable information can we get this raises questions regarding the quality very small portion of what a student might from standardized tests, and how of such classes and how well students are pre- know, that they tend to emphasize recall of should this information be used? pared. And to the extent that the standardized memorized, isolated facts, and that they do test correlates with other measures, such not give us a good measure of higher-order CATHERINE BARRET! is currently California Cur- scores can predict how a student would score thinking skills. Arguments are also made riculum Consultant for McDougal Uttell, part of on other tests or in other situations. that multiple choice tests may be measuring Houghton Mifflin.

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-tr 135 CALIFORNIA ASSOCIATION FOR THE GIFTED 7 PARENTS ASK THE EXPERT

"How can I help my child flourish in our existing school enviromnent?"

It has been 21 basis. Yet when common sense prevails, ity or talent. Ask for suggestions to years since our when the focus remains on the child's needs, encourage your child's interests and tal- family crossedthe anxiety of speaking up and making ent outside the school. Ask what you theColorado choices for our children in their school years can do to help in school. state line eager to can result in extraordinary possibilities for Be a conduit of continual feedback to the settle into a commu- high-potential learners. school and the teacher(s) about your nity of young fami- The following tips offer practical advice child's learning progress from the home -lies clustered around-that can-lead to discovering the best for your perspective. Provide descriptions of your a neighborhood ele- child within an existing school system and child's attitude about learning, going to mentary school in a community. school, assignments, responses to try- JULIE GONZALES highly reputable ing new things, making mistakes, and school district We were convinced this would Work with Teachers peer relationships. be the beginning of a wonderful experience Begin with information you can validate Be aware of any changes in these or for our growing familywhich then about your child. Collect and share other related areas since they can be an included a bright-eyed daughter in first grade examples of your child's interests and indication of a diminished learning expe- reading at tenth-grade level, and her baby creativity with the classroom teacher rience and related strain to the social- brother. at the beginning of the school year. If emotional well-being of the child. Watch The story of our expectations and the you don't tell "the system" about your for signs of discouragement, disen- mixed results we experienced in the system chantment, or disconnectedness. Don't with our four highly able children (the head- wait for subtle changes to become fes- count increased by two in the following tering frustrations. years) is a common tale among families of Seek common ground with your child's the gifted. When we first began this journey teacher(s). Focus your discussion around as young parents, we had very little under- the learning needs of your child, not the standing of the issues regarding exceptional gifted label. Join in the discussion and children. We were not yet aware of the poten- design of a learning plan based on your tial of our children's innate and unique abil- child's unique abilities, interests, and ities. We did not know the general lack of needs. Seek educational strategies with understanding and professional training in the goals that clearly measure both academic area of gifted education that awaited us in our and social-emotional growth. Establish children's classrooms and principals' offices. a reasonable timeline for assessing We had no idea there would be little encour- whether these goals were met and why. agement or support from neighbors and Generate student, teacher, and parent friends as we began to question what was responsibilities to help meet these goals. available and what was missing for gifted child, those who are responsible as Focus on optimal performance as a mark learners. There were multiple barriers ahead teachers, counselors, and specialists of excellence. and no functioning support group for parents may never see what you see or know of gifted children. It was often a lonely and what you know. This information serves Involve Yourself politically uncomfortable journey. as critical documentation and support- Offer your time and personal contribu- ing evidence in the process of referral tions to the classroom, media, technology, Bloom Where You're Planted and identification for programming ser- visual and performing arts centers, or Now, as the third of our four children recently vices. gifted resource rooms. Perhaps you can graduated from "the system," I can share a Establish a respectful communication organize field trips, special speakers, or very different perspective that perhaps will link with your child's teacher(s). Intro- before-and-after school classes that are give guidance and positive direction for oth- duce yourself and ask for a time to share interest-based or related to the class- ers. Parents, as well as teachers of the gifted, information about your child that will room curriculum. Connecting activities need to know that there is tremendous work, help in the instructional plan; include might include trips to the local water or attention, commitment, and immeasurable details such as interests, strengths, spe- utility plants, the various branches and patience required in raising a gifted child. The cial learning needs, and examples of levels of government (justice, legisla- family, no matter how small or large, feels the activities your child does at home "for ture, city council), research and tech- intensity of the current concerns on a daily fun" that demonstrate exceptional abil- nology industries, performing arts 1 3 6 8 GIFTED EDUCATION COMMUNICATOR, FALL 2001 7 organizations, farming bureaus, local businesses, media D I I operations, medical, or communication centers. Gather a list of local professionals and hobbyists willing Eariy in my parent/school "career" within the system, I created a to share their interests and expertise as speakers, instructors, or mentors to students with common curiosities. new position on our PTCO (Parent Teacher Community Organi- Invite immigrants to share their native culture and lan- zation) board. I called myself the enrichment coordinator. I found the old very oldfile box full of names of neighborhood guage. Seek resources and connections that enhance program parents who had at one time volunteered to share their professional options for gifted children. Find community and business experiences and personal hobbies and interests. These people had support for school events and activities that benefit all never been called but had signed the beginning-of-the-year interest students, including the gifted and talented. forms year after year. I called them and began to build an extraordinary resource file. Build a Community of Giftedness Those who came forward had two options. One was to bring their Encourage opportunities to learn from the experts and collections, slides, sample products, and career tales to the class- build partnerships for public support. Network on room as a snapshot of the real world as it related to a particular behalf of advanced learners. Participate on school and unit of study. Social studies and science units were the easiest to district committees that focus on academic excellence connect. The second option was to create mini-classes before and and accountability. Join local, state, and national orga- after school taught by community volunteers in their area of exper- nizations that support and advocate for gifted children. tise. All students could sign up (first come, first serve) for these Attend workshops and conferences that provide enlight- classes, but the level of discussion was often more complex and ened perspectives on the unique needs and programming attracted those with the more curious minds. Classes included such options to meet the needs of gifted children. Join con- topics as ornithology, marine biology, rocketry, architecture, calligra- structive advocacy efforts to increase support for gifted phy, and foreign language. education at the local, state, and national level. Seek The foreign language classes were tremendous successes. The opportunities for purposeful dialogue and positive demand spread from one neighborhood school to another. Eventu- change with teachers, administrators, and public offi- ally, I had to start a non-profit business In order to create a means cials. for providing materials, program management, teacher recruitment, Celebrate excellence and those who support it. Create sys- teacher training, and curriculum written in Spanish, French, and Ger- temic change through personal integrity, professional man. There were very few resources available for elementary level respect, and a willingness to find solutions. Know your second language Instruction. The foreign language classes attracted school and district philosophies and match their vision native speakers from the surrounding communities who loved work- to the needs of all learners. Gather multiple examples of ing with young children and were willing to receive some pedagogi- subgroup test data over time to measure and evaluate aca- cal training. I built a foreign language resource bank that spread demic growth for highly able students. from school to school across the district, state, and beyond. Who Invite policy makers to roundtable discussions on mat- would have imagined? ters of concern. Raise the awareness and common under- There were obstacles along the way: principals who thought this standing of the issues in order to set a clear path to was overload for the children (the program was always optional); address the educational needs of the gifted. drawing up simple contracts for language teachers (nothing is sim- Create informal opportunities for dialogue such as ple); working with volunteer parent managers (always unpre- "brownbag" lunches with key educators, parents, and dictabie); and dealing with district liability Issues for after-school school board members. Build positive working rela- programs. There were always bumps in the road, but the outcomes tionships with the gatekeepers in the system. Be respect- were overwhelmingly positive. Some of the students In the after- ful of the teaching professionbeing a "know-it-all" will school classes found the subjects so fascinating that volunteer com- get you nowhere. Take time to say "thank you" publicly munity instructors became future mentors. Often students held on and encourage your children to express their apprecia- to their interests in subsequent school years, and some became pro- tion to teachers and staff each and every year. fessionals in the same fields. The enormous number of students who had three or more years of foreign language enrichment Discovering the best for your child within the school com- classes, some in several languages, forced higher levels of language munity may also mean discovering the best about you as a classes to be offered at the middle school level. Early language parent and advocate for gifted children. instruction produced many future fluent speakers of second, third, and sometimes fourth languages. The renewed Interest lead to other JULIE GONZALES is the Parent/Community Liaison for the Office federal grant projects subsidizing early instruction in Chinese, Japan- of Gifted and Talented Education In the Cherry Creek School Dis- ese, and Russian languagesall offered in communities with signifi- trict In Englewood, Colorado. She coordinates statewide advocacy cant numbers of immigrant families speaking these languages. efforts for the Colorado Association for Gifted and Talented and All of this started because a parent of gifted children knew there is the Parent Member of the Board of Directors of the National was a need for enhanced learning experiences. Association for Gifted Children. She has authored and edited sev- Julie Gonzales eral parent handbooks, her most recent being Excellence through Partnership. - 3 7 CALIFORNIA ASSOCIATION FOR THE GIFTED 9 PARENT TO PARENT

Ken Burns was an active citizen when he Looking at photos of children from other Just What is created the PBS series on the Civil War parts of the world and asking how he or to demonstrate the dynamism and rele- she knows where they're from Social Studies? vance of that period of U.S. history. Asking what scientists, fire fighters, High school students were active citi- pilots, lawyers, and other professionals BY JENNIFER E. BEAVER zens when they convinced their school to do switch from Styrofoam to paper cups As a kid, I didn't give it too much after conducting an environmental and For older children, Perrone advises: thought. Social studies was what cost analysis. Asking questions about homelessness, came in a certain book at a certain drugs, and conflict time. There was a bit of history, Another organization, the Center for Civic Discussing different regions of the United some current events, the occasional bit ofEducation, focuses on the civic and democ- States and their demographics, history, culture from other lands. Generally, social ratic principles contained within the social and traditions studies seemed defined more by what it studies framework. The nonprofit educa- Talking about historical incidents and wasn'tmath, science, music, artthan by tional corporation offers curricular, teacher their relevance what it was. When the editorial board began training, and community-based programs. to discuss this issue, however, I suddenly In fact, it would seem that there are "social needed to know: What is social studies? What Does This Mean to Me and My studies moments" all around us. We had sev- Child? eral lively discussions about impeachment What the Experts Say I began to realize that my child had literally when President Clinton was in the White Fortunately, there are several organizations been spoon-fed social studies since first House. And, when it comes to understanding dedicated to defining, promoting, and study- grade, when a continuous stream of mys- how our government works, my son is an ing social studies. The National Council for tery guestsparents and others willing to authority on the IRS and the social security the Social Studies (NCSS), for example, share themselves and their knowledgetaxcourtesy of his two self-employed par- provides this definition: "Social studies is the arrived bearing latkes for Passover and ents. Social studies may be understandable integrated study of the social sciences and tamales for Cinco de Mayo. Fast forward to and relevantafter all. humanities to promote civic competence." fifth grade, where the kids cooked their own This still seems a bit vague. What, after apple dumplings and cornbread as part of a Resources all, are social sciences and humanities? full day of Colonial Day activities. Center for Civic Education They're catchall terms that never quite sat- Social studies could be palatable, I real- 5146 Douglas Fir Road isfy. We get closer to the heart of the matter ized, with the right mix of ingredients; it Calabasas, CA 91302-1467 with the NCSS list of 10 social studies didn't have be dry stuff from a mimeographed 818-591-9321, www.civicaorg themes: culture; people, places, and envi- sheet. "What can I say about Benjamin ronments; individuals, groups, and institu- Franldin?" wailed my son when presented Familyeducation.com tions; production, distribution, and with some terse information about this very www.familyeducation.com/home.html consumption; global connections; time, con- interesting patriot. "He's so boring!" Yikes. type "social studies" under parent search; tinuity, and change; individual development If Ben sounds boring, we're in trouble. click on "go" and identity; power, authority, and gover- So what can be done to make social stud- nance; science, technology, and society; and ies relevant and interesting? I vote for more National Council for the Social Studies civic ideals and practices. hands-on activities, better discussions, and a 8555 Sixteenth St., Suite 500 The NCSS further specifies that the dis- little more passion. Most of the social stud- Silverspring, MD 20910 ciplines usually included in social studies ies worksheets and textbooks I've looked at 301-588-1800, www.ncss.org are: anthropology, archaeology, economics, have all the excitement of watching grass geography, history, law, political science, grow. Let's rely a bit more on the wealth of Perrone, V (1994). 101 Educational Con- psychology, religion, and sociology. That multimedia materials and the imagination versations with Your Kindergartner-1 st still seems like a tremendous amount of stuff and dedication of parents. Grader New York: Chelsea House Publish- to place in one category. Author Vito Perrone, author of the ers. I began to have a better sense of the poten- progressive series that begins with 101 Edu- tial synergy of social studies when I read cational Conversations with Your Kinder- Perrone, V. (1994). 101 Educational Con- the NCSS description of active citizens and gartner-1st Grader suggests such activities versations with Your 5th Grader New York: how they relate to United States history: for younger children as: Chelsea House Publishers. Fannie Lou Hamer was an active citizen Looking at maps and having them iden- when she organized voter registration tify oceans, deserts, swamps, and moun- JENNIFER BEAVER Is the Associate Editor for for Mississippi's Black citizens during the tains. Parent Topics for Gifted Education Communicator; civil rights movement of the 1960s. Asking questions about the seasons she can be reached at [email protected].

10 GIFTED EDUCATION COMMUNICATOR, FALL2001 Pae WANTED: Gifted Students in Social Sciences

BY JACK O'CONNELL

My career in public service started licensing standards. Accountants need to be evening news and watch one of the innu- at Oxnard High School in Oxnard, able to monitor changes in state and federal merable civil wars in other parts of the world. California. While the course cat- tax law. Even a 'dot com' millionaire needs Social science is just as vital for gifted stu- alog called my class "Govern- to know how to assess the impact of legisla- dents as for others in our schools. Indeed, our ment" and my students called it "Anarchy," tion on her company, how to navigate labor society needs the skills and talents of our that experience was a critical juncture in my laws and product safety standards, and how gifted students in solving some of our most career in public life. It illustrated for me the to be a good corporate citizen in her com- vexing problemsfrom overcrowded school importance of social science education in munity. facilities to the energy crisis. We simply can- the fabric of our democracy. The basic fabric of our civic life depends not afford to let our gifted students skip this Social science in part on the way in which we educate our vital subject. is vital to the edu- students for participation in our democracy. Standing in the Senate chamber, with its cation of our stu- The public institutions which we all trea- grand and ornate decor, it is easy to think of dents, including those who are gifted and talented. While only a handful of our social science ,t students will become histo- SEN. JACK O'CONNELL California State rians or econ- Legislature omists, the real benefit of social science is the background it gives our students for participation in our democracy. For some of us, social science has led to a career in public service. I have been fortunate enough to have served in the California legislature since 1982 and that tenure has allowed me to write a number of pieces of legislation which I believe have improved our public schools. I authored the class size reduc- tion laws, the high school exit exam, the Not all students will choose a career in public service, but beginning teacher salary incentives, and, even students who enter the private sector benefit from a of course, extension laws for California's gifted and talented education program. solid backgroundin the social sciences. Each year I lead the crafting of Cali- fornia's education budget as Chair of the sureour community theaters and public the Capitol as the center of our state's democ- Senate Budget Committee's Subcommittee art, our youth recreation programs and senior racy. But I would argue that the real heart of on Education. In that role I've been able to centers, even our raging city council debates our civic life is in the social studies classes increase funding for gifted programs around about the fate of a baseball field or stop of our schools. That is where it all begins. the state. signall hinge on the ability of our com- Clearly, not all of our students will munities and public institutions to engage in SENATOR JACK O'CONNELL represents San Luis become Senators, or public safety officers, peaceful public discourse and problem solv- Obispo and Santa Barbara Counties, and western or university professors. For students who ing. Our public schools, among many other Ventura County. For the last 19 years he has eventually enter the private sector, a back- responsibilities, are charged with educating been one of the strongest advocates for public ground in social science is critical in their pro- all of our students for participation in that education in the California legislature. He serves fessional lives as well. Doctors and lawyers process. If ever we need a reminder of how on the Advisory Board of the Califomia Associa- need to know how to track changes in state vital this training is, we need only turn on the tion for the Gifted.

CALIFORNIA ASSOCIATION FOR THE GIFTED 11 Ala

7 AIL

Promoting the Discipline Often an ignored discipline, social studies can teach scholarliness across the disciplines, promote leadership, and develop self-concept and identity

BY SANDRA KAPLAN "We haven't purchased new social studies studies," commented a veteran teacher. texts in five years because all our monies are The study of many disciplines seems to going into the purchase of literature text- In addition to the external forces shaping follow social, political, economic, books," said an elementary teacher. educators' responses to the social studies and academic trends. Some disci- discipline, the internal forces related to the plines appear to be highlighted at cer- "Social studies isn't on the test, so we are not educational process have contributed to the tain times while others get pushed into teaching it," remarked a principal. current position of social studies. The dimin- obscurity due to societal values, economic ished professional opportunities to develop conditions, and academic emphasis. Social "With the emphasis on learning to read before teacher expertise in the area of social stud- studies is an example of a discipline that has the third grade and the two-hour block of time ies seriously affects the preparation of edu- been both the centerpiece of the curriculum designated for reading, who has time to cators to teach the discipline. The lack of and the "forgotten" or ignored discipline. worry about teaching social studies?" asked collegiality focused on discussion about the The contemporary external and internal forces a first-year primary teacher. teaching and learning of social studies affects that affect the priority given to each discipline the degree of excitement and stimulation has relegated social studies to an ancillary or "The faculty decided to rank our subjects. teachers experience regarding the discipline. "enrichment" discipline; the result is that Here's the order we decided to give the dis- The dearth of activities associated with the social studies is viewed as less important by ciplines: reading, writing, spelling, math, teaching and learning of social studies even educators than are other disciplines. science, art, physical education, and social carries over to the students who subsequently 4 0 12 GIFTED EDUCATION COMMUNICATOR, FALL 2001 distance themselves from the social studies dents through the study of history. awarded to the California Association for discipline. Educators of the gifted can alter the per- the Gifted, California Department of Edu- ceptions and subsequently the value accorded cation, and the University of Southern Cal- "We study the presidents in February. That's to social studies in today's educational set- ifornia), has identified three major universal our social studies. Oh, we also study holi- tings by considering the following activi- themes for this curriculum: relativism, con- days," said one fourth grader in response to ties. Each of the activities has been designed vergence, and diffusion. These themes are the inquiry about learning social studies. to promote the teaching of social studies as focal points for investigations in the social an integral part of the daily curriculum. sciences in order to answer these questions: "I watch the History Channel with my dad to Relativism. What is meant by the con- learn social studies," remarked a sixth grader. Compliance cept that descriptions and values of The process of identifying students as gifted events, people, places, and times are rel- "Is social studies what we did during the carries with it the responsibility to educate ative to the perceptions and experiences election? I ran for the senate just like Diane them in accordance with their recognized of individuals and groups? Feinstein did. But, I lost," said a third grader. Ai "We did a states project. Each of us studied Educators of the ffifted can alter the one state and did our report in the shape of the state. I did my report on Hawaii," replied perceptions and subsequently the value a student. accorded to social studies in today's The theoretical, practical, cognitive, and 99 affective importance of social studies for all educational setting... students is agreed upon as seen in the literature. However, the value of social studies for gifted students needs to be addressed from potential. The accepted principles of a dif- Convergence. How does the point where several vantage points. ferentiated curriculum are used as guides to political, social, technological, psycho- 1. If one of the goals for educating gifted ensure that the curriculum complies with logical, and economic information about students is to develop scholarliness and this educational responsibility. something meet, provide greater clarity not just to achieve scholarship, the learn- The principles of a differentiated cur- or new meaning? ing of social studies provides the back- riculum as originally defined by the Diffusion. What are the contributions or ground for more scholarly literature, National/State Leadership Institute for the effects of diffusion to the development of science, and mathematics. Gifted in 1976 can also be used as guides to society? What factors facilitate or inhibit 2. If the development of social or intellec- define the role of social studies in meeting the diffusion process past, present, and tual leadership is a desired outcome of the demands of these principles. For exam- future? education for gifted students, the learn- ple, one of the principles of differentiation ing of social studies is crucial to under- emphasizes "the study of broad-based uni- Another example of the use of broad- standing the ramifications of leadership versal themes, issues, and problems." The based themes to facilitate interdisciplinary and its relationship to personal and social social studies discipline is recognized as the inquiry is noted in the frames shown below power. area from which universal themes and broad (see Figure 1). They are from a set of lessons 3. If the development of self-concept and based issues and problems emanate most designed to facilitate students' comprehen- identity are vital to realize one's poten- readily. A social studies curriculum designed sion of social studies analogous to several tial, the learning of social studies provides for gifted students with funding received social science disciplinarians: historian, the information supporting the individual from the federal Department of Education anthropologist, political scientist, geogra- and collective identities of gifted stu- (OERI Javits Curriculum T.W.O. grant pher, and economist.

History as History as Revolution History as Discovery History as Exploration Satisfying Needs

Figure1. Frame Examples

4 CALIFORNIA ASSOCIATION FOR THE GIFTED 13 Students are instructed to either use these Alignment While these examples of alignment seem frames as prompts for investigating the top- The process of alignment can be used to obvious, teachers often need only to develop ics under study in social studies, or as a underscore the priority that should be given an awareness of the options to align the means to categorize or organize informa- to the social studies discipline while at the "have to" of curriculum demands with the tion gathered about a topic. Students must same time providing teachers with a method "can do" of curriculum possibilities in order apply critical thinking skills to substantiate to teach social studies without sacrificing to excite their interest in teaching social stud- the relevance and validity of the information the disciplines of language arts and math ies. Alignment also provides these educa- sorted into the frames. currently emphasized (see Figure 2). tors with solid grounds to justify their involvement with the social studies disci- Current Disciplinary Emphasis Alignment to Social Studies pline. Importantly, the suggested areas of alignment do not dissipate but rather reinforce 1 r: Reading literature Reading biographies, autobiographies, and enrich other disciplines. Perhaps the 0 % historical fiction most significant type of alignment would '5 e be relating the social studies standards to Learning to read Reading in the content area ii the language arts standards (see Figure 3). In g 1 Writing Writing as a social scientist: editorials, this method, both disciplines are taught simultaneously. While the primary discipline could 3 ca journals easily be language arts, the secondary dis- e * Conceptual development Introducing concepts that connect to literature cipline could be social studies. It can serve I and mathematics: change, systems, as a means to the end or desired outcome. i relationships The value of a discipline can not be tZS dependent on its relevance to the current E Mathematics Indicating quantitative analysis in social el educational thrusts. One of the merits of a dis- .e sciences c.) cipline is its relevance to support and clarify Figure 2. Alignment other disciplines. Social studies is a pathway to and from all other disciplines. Our students need to comprehend that interdisciplinarity Primary Discipline: Language Arts is not a contrived relationship among disciplines but the natural integration of disci- Standard: Students will understand and compare the use and importance of figurative and literary speech. plines that contribute to and reinforce one another.

Secondary Discipline: Social Studies SANDRA KAPLAN, is Clinical Professor at the Standard: Students will understand the meaning of the symbols that define the United University of Southern California, and past pres- States as a democracy. ident of both the California Association for the Gifted and the National Association for Gifted Figure 3. Alignment of language arts and social studies standards Children.

History Through the Performing ArtsBY RON FINK

"It's no secret that if you want your students to remem- students; a small sampling is listed below. And the really good news is ber something, you sing it. Kids remember lyrics, and that you can be musically timid and still find these tremendously useful. one way to make history come alive is to have your students act it out: PerformingHistory.com provides: This quote by fifth-grade teacher Jeff Lantos at Marquez Charter School in Miracle In Philadelphia (Constitutional Convention of 1787) Los Angeles, is a strong reminder that to teach history and social science Hello Louisiana (Louis and Clark expedition). without a performing arts component is to miss a crucial avenue into stu- Water and Power (A 15-year-old girl working in a cotton mill in Massa- dents' brains. chusetts)

Over the last several years I have seen dozens of classes perform musical Bad Wolf Press has available: plays connected to their history curriculum, and I am always struck by the 13 Colonies (Colonial American history through the signing of the Bill of sheer joyfulness that kids bring to the enterprise. Gifted students espe- Rights) cially welcome theater, as it adds a new dimension to their studies. Not Gold Dust or Bust (California gold rush) only do they absorb a tremendous amount of information, but they learn The Texans: Birth of the Lone Star State (Arrival of Europeans through to work as a team, respect the various talents that each brings and push annexation in 1845) their imaginations into overdrive. Do the kids always sing well? No, they Sources: frequently don't, but they most certainly retain the history that they per- Bad Wolf Press Performing History form. 888-827-8661 310-672-1668 Fortunately there are fine materials available for teachers and their gfted wwwbadwolfpress.com www.perforrninghlstory.corn 142 CONTENT STANDARDS IN ECONOMICS

STANDARD 1 Productive resources are limited. Therefore, people can not have all STANDARD 12 the goods and services they want; as a result, they must choose Interest rates, adjusted for inflation, rise and fall to balance the some things and give up others. amount saved with the amount borrowed, which affects the allocation of scarce resources between present and future uses. STANDARD 2 Effective decision making requires comparing the additional costs of STANDARD 13 alternatives with the additional benefits. Most choices involve doing a Income for most people is determined by the market value of the little more or a little less of something few choices are "all or productive resources they sell. What workers earn depends, primarily nothing" decisions. on the market value of what they produce and how productive they are. STANDARD 3 Different methods can be used to allocate goods and services. STANDARD 14 People acting individually or collectively through government, must Entrepreneurs are people who take the risks of organizing productive choose which methods to use to allocate different kinds of goods resources to make goods and services. Profit is an important and services. incentive that leads entrepreneurs to accept the risks of business failure. STANDARD 4 People respond predictably to positive and negative incentives. STANDARD 15 investment in factories, machinery, new technology and in the health, STANDARD 5 education, and training of people can raise future standards of living. Voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations STANDARD 16 within a nation, and usually among individuals or organizations in There is an economic role for government in a market economy different nations. whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address STANDARD 6 environmental concerns, define and protect property tights, and When indMduals, regons, and nations specialize in whatattempt they canto make markets more competitive. Most government produce at the lowest cost and then trade with others,policies both also redistribute income. production and consumption increase. STANDARD 17 STANDARD 7 Costs of government policies sometimes exceed benefits. This may Markets exist when buyers and sellers interact. This interaction occur because of incentives facing voters, government officials, and determines market prices and thereby allocates scarce goods and government employees, because of actions by special interest groups services. that can impose costs on the general public, or because social goals other than economic efficiency are being pursued. STANDARD 8 Prices send signals and provide incentives to buyers and sellers. STANDARD 18 When supply or demand changes, market prices adjust, affecting A nation's overall levels of income, employment, and prices are incentives. determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in STANDARD 9 the economy. Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able STANDARD 19 to buy. Competition among buyers increases prices and allocates Unemployment Imposes costs on individuals and nations. goods and services to those people who are willing and able to pay Unexpected inflation imposes costs on many people and benefits the most for them. some others because it arbitrarily redistributes purchasing power. Inflation can reduce the rate of growth of national living standards STANDARD 10 because individuals and organizations use resources to protect Institutions evolve in market economies to help individuals and themselves against the uncertainty of future prices. groups accomplish their goals. Banks, labor unions, corporations, legal systems, and not-for-profit STANDARD 20 organizations are examples of important institutions. Federal government budgetary policy and the Federal A different kind of institution, clearly defined and Reserve System's monetary policy influence the overall enforced property rights, is essential to a market levels of employment, output, and prices. economy. Source: National Council on Economic Education www.economicsamerica.org STANDARD 11 Used with permission. From Voluntary National Content Standards In Money makes it easier to trade, borrow, save, invest, Economics, copyright @ 1.997, National Council on Economic and compare the value of goods and services. Education, New York, NY, www.ncee.net

CALIFORNIA ASSOCIATION FOR THE GIFTED 15 Creative Autobiography Adding a Meaningful Dimension to

\ Social Studies \BY JERRY FLACK

Autobiography: The next thing like living one's life over again. Benjamin Franklin The two most important words in this lives. Autobiography can be more than just Before teachers and parents send young peo- article are creative and autobiogra- an exciting introduction to the lives of writ- ple out into the battlefield of society to face phy. Autobiographies and collections ers and artists; it may also be used to help life's tribunals and critics, let them first make of memoirs and self reflection offer gifted students become more aware of their each aware of his or her remarkableness, students exciting human stories as well as own creative strengths. singleness, and uniqueness. Build students' models of good writing and storytelling. Recognizing and realizing a creative life creative confidence through autobiographi- Second, ideas are given for autobiographical does require courage. And courage begins cal experiences. projects designed to provoke creative with confidence in one's mettle and one's A word about choice. No student should responses in gifted students of all ages. ability to succeed. Wise teachers provide be expected to complete every project As today's talented youths prepare to abundant opportunities for gifted students described here. The wise teacher offers enter into the larger world, their parents and to examine their lives autobiographically, choices from which students may select pref- teachers want them to be as well armed as noting and celebrating the things for which erences. Of course, teachers may choose one possible. Social science teachers have long they have great love and in which they excel. or two projects they want all their students to used biography as a means of illuminating the Young gifted people who discover their pas- complete so that there is a shared, common histories of the leaders of the nation and the world. Biographies allow students to connect "Through autobiographies talented historical events with real people, and at the students come to appreciate what they have same time, they provide role models of leadership and good citizenship. Autobiogra- in common with other students and recognize phies add to the process by helping students become part of the historical scene as they that their differences contribute to the rich prepare for their future roles in society. diversity of a strong and vibrant society. Autobiography, in its various forms, may be one of the best tools existent to share sions and their creative strengths feel good classroom experience. Other teachers may with gifted students in order to prepare them about themselves. And those who feel good want to make autobiography an all-year expe- to meet the creative challenges and oppor- about themselves develop confidence and rience. Students would then complete many tunities they will encounter the rest of their orient their talents to creative productivity. of the activities for an ever-growing autobi-

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1 4 5 CALIFORNIA ASSOCIATION FOR THE GIFTED 17 each student to fmd out everything he or she can about the day on which each was born. Anyone who is going to IN THEIR OWN WORDS take autobiography seriously ought to learn at least a little about the world as it was on that day. So, the project Welcome to "In Their Own Words," a series designed to inspire, encour- serves as a terrific library research project, though it can age and intrigue readers in these "tough times." In this feature we will pn9- also be done on the Internet, where any number of Inter- vide first person accounts of experiences, people, and ideas that have net sites provide great resources. They can be located captivated and sustained leaders in the field of gifted child education in using search terms such as "on this day" and "this day in hopes of encouraging you to reflect upon the same. This column is under history." the direction of Felice Kaufinann, Gifted Education Consultant from The History Channel has an especially fine site, "This Bethesda, MD. We hear first from Jerry Flack Professor ofEducation and Day In History" at www.historychanneLcom/tdih. This President:s Teaching Scholar at the University of Colorado, Colorado offers separate pages for automotive, Civil War, cold war, Springs. crime, entertainment, literary, old west, technology, Viet- Jerry Flack nam War, Wall Street, and World War II history for every day of the year. It provides information about historical I first became engaged in the education of the gifted in a junior high school where I taught English and drama. I had never heard of "gifted education" events and world headlines for every day of at least the past but my principal had, and he asked me to create the school's first program several decades. for gifted students. Upon reflection, we had several positive things going for Internet sources do not provide local and regional infor- us. We were a school system under federal court-ordered bussing so there mation that students may want to know about their day of was never any question that we would have a program that was racially bal- birth, such as the names of local politicians, the local anced. Also, we did not have to agonize over quotas or anything such as weather conditions, and what movies were playing in their that. We just did what we believed to be right. hometown cinemas. For this latter information, local news- I fell in love with the field for at least two reasons. I loved the students and papers on microfilm at the local library are a treasure marveled at the creativity and productivity they demonstrated. I also loved chest. Bound volumes of periodicals such as Time, Sports the fact that I never had a discipline problem. The second cause for my love Illustrated, and Seventeen are also filled with valuable affair was all the fun I had creating projects for these young people. It was information. Most libraries have reference books such as the most creative teaching I have ever done. "A Book of Days" (several reference companies produce I did not have a single gifted education textbook and I had never attended a such a volume with varying titles) which will provide workshop or taken a college course about teaching gifted children, but information about every day of the year, including February together, the students and I learned a lot about gifted child education. That 29, throughout recorded history. The births and deaths of first year with gifted students was probably my best and certainly my famous people for any given day, as well as the great his- favorite year of teaching. torical events are shared. Deaths of the famous on each day are also listed. I think the biggest frustration I have experienced is one shared by people all over the nation. 'That is the so-called ebb and flow of gifted child education. The following questions may guide students in search- The good years with money available to schools for programs for the gifted ing their birth days: are energzing, but it seems that just when things are running successfully, What headlines dominated the news? we have budget cuts, personnel and priorities change, and gifted child edu- What were the best-selling stocks in the stock market? cation is back at the bottom of the heap. Who was president? governor? mayor? I believe the most exciting things happening in the education of gifted stu- What were the weather conditions? dents right now are the new conceptions of intelligence and the new devei- What were the most popular movies, books, songs? opments in curriculum differentiation. I find Howard Gardner's multiple What was the average cost of an apartment rental? intelligences theory especially exciting because Gardner causes us to seek How much did a new car cost? giftedness In areas the field has not often explored (e.g., the naturalist Intel- Choose five items from the grocery store ads and list ligence). Carol Ann Tomlinson, Sandra Kaplan, Joyce VanTassel-Baska and their prices. others are providing valuable curriculum frameworks that make sense and What projections were included in the horoscope col- also make gifted child education easily defensible. umn? I really thrive on the interactions I have with my colleagues in the Creativity Was any special sports event in progress? (World Division of NAGC. I think it Is important for teachers, at all levels, from Series, Super Bowl) kindergarten to graduate school, to have colleagues with whom they can What was the most exciting thing in the state or regional exchange ideas and seek advice. I find people In our field to be remarkably news? willing to share. What great historical events occurred on the day of the I have sometimes described the education of gifted and talented students year you were born? as the Research and Development Department of general education. So What famous people were born throughout history many features of gifted programs such as cluster grouping, independent on your birthday? study, future problem solving, and differentiated education plans evolved from programs for gifted and talented students. Our field keeps developing An added benefit is that students can improve inter- new ideas and plans that are ultimately adopted by the larger mainstream. viewing skills with this project as they develop questions I believe that is something of which to be very proud. to ask their mothers, fathers, and grandparents about their Felice Kaufmann See Autobiographies, 50 146 18 GIFTED EDUCATION COMMUNICATOR, FALL2001 Challenges in Teaching Gifted Learners in Social Studies Classes

BY MARGARET A. LAUGHLIN

The highest function of the teacher launching of Sputnik in 1957; but this inter- of giftedness respond to challenges in consists not so much in imparting est lasted only about five years when the philosophies and theories of giftedness. They knowledge as in stimulating the pupil focus of attention shifted to serving the dis- are based on characteristics of learners, edu- in its love and pursuit. abled and disadvantaged in the "War on cational approaches, research, and changes Henri Frederic Arniel Poverty" programs as a part of the Great in the global community such as technology (1821-1881), Swiss philosopher Society movement. Interest in gifted pro- development, demographic changes, urban- grarns today is high among parents of gifted ization, and cultural diversity among oth- Throughout history the education of and talented children and others who are ers. Often giftedness refers to students who gifted young people has been a chal- committed to educating these youth to their perform at high levels of intellectual, creative, lenge to society. For example, in full potential. and academic skills and/or exhibit leadership ancient Sparta military skills were A continuing question is: "How can teach- competencies. The latter may be embedded valued, while in Athens, upper class males ers challenge gifted students to excel in their quietly into the curriculum. Many gifted stu- attended private schools for both dents perform well in the visual and academic and physical fitness. r performing arts that heighten sen- Plato, however, accepted both sitivity and creatively. The arts also females and males on the basis of offer emotional outlets and other their intelligence and physical sta- mediums of expression for talented mina rather than on family social learners (Seeley, 1989). position. The Romans reserved the These notions recognize that stu- opportunity for higher education dents identified as gifted need to for males although at times some have experiences and opportunities females were included. For exam- which extend beyond the walls of the ple, Cornelia, the mother of the regular classroom both in curriculum Roman statesmen Gaius and content and instructional strategies. Tiberius Gracchus was offered edu- As teachers develop curriculum, cation. During the Renaissance, attention needs to be given to the Europe recognized and rewarded Because social studies classes are often overall goals and objectives which gifted men of the arts such as should be reasonably broad rather Michelangelo, da Vinci, Boccacio, heterogeneous, students have the than narrow. Most often the regular Bernini, and Dante, among others opportunity to develop skills classroom instruction fails to chal- (Colangelo & Davis, 1991). for future adult living in a complex society lenge gifted students to their full China, as early as the Tang capacity for learning. Ideally, cur- Dynasty (618 BC), brought child prodigies academic learning and meet their intellectual riculum content to promote integrated learn- to the imperial palace where their gifts were and other needs both now and in the future?" ing includes adjustment for differentiation, nurtured. The Chinese leaders realized that Curriculum choices and instructional activ- thinking skills at various levels, and explo- even the most gifted of young people would ities to meet their intellectual capacities do ration of universally accepted moral, ethical, not develop to their potential without special not just happen; they must be well planned and spiritual values (Ehrlich, 1983, 220). training. This is also true today in China and in advance to meet student needs in both While there are many instructional elsewhere as talented young people often the affective and cognitive domains. Stu- approaches used to meet the needs of gifted receive specialized training in athletics and dents must engage in activities that require students such as pull-outs, acceleration, cur- the arts. Sumerian children during the them to work primarily at the higher cogni- riculum compacting, leadership activities, Tokugama period in Japan (1604-1868) tive levels of Bloom's taxonomy: analysis, and numerous others, gifted children often received intellectual training as well as train- synthesis, and evaluation (Swissinger, 1985). enjoy engaging in developing their personal ing in the martial arts. Poor children were The planning of curriculum content and the interests in order to use and expand their trained in loyalty, obedience, and diligence selection of instructional strategies are com- creative abilities. While gifted learners often to serve the government (Tsuin-chen, 1961). plex, dynamic, and offer special challenges prefer to work alone, it is important they In the United States, both historically and to teachers. There is a need to develop an have opportunities to interact with class- at present with a few exceptions, interest in expanding knowledge base in gifted educa- mates and others in a range of group learn- gifted and talented young people has waxed tion. ing activities. A balance of instructional and waned. There was a resurgence of inter- Historically, there is no common defini- approaches is important. Several starter activ- est in gifted and talented education with the tion of what it means to be gifted. Definitions ities are suggested here to offer teachers a 141 CALIFORNIA ASSOCIATION FOR THE GIFTED 19 beginning point for developing curriculum content and selecting instructional strategies. Of course, there are many more activities and content areas that could be used when working with talented learners. It should be noted that often social studies classes are not tracked but students are grouped heterogeneously on principle. Since stu- National Standards dents of various talents and interests will need to work, recreate, and live with others in the larger community, they should have the oppor- for Civics and Government tunity while in school to develop skills and proficiencies for successful adult living in a complex society after their school years have been com- K4 CONTENT STANDARDS pleted. The instructional activities suggested may be adapted for use I. What is Government and What Should It Do? as needed in a regular classroom or extended for brighter students as A. What is government? appropriate. B. Where do people In government get the authority to While true for most if not all content areas, this is especially true make, apply, and enforce rules and laws and manage for social studies. For social studies teachers this challenge is especially disputes about them? great since the major overall goal of most social studies programs C. Why is government necessary? focuses on the development of citizenship for a democracy and the D. What are some of the most important things development of skills for effective citizenship responsibilities and governments do? practices in a global and ever changing political, social, cultural, and E. What are the purposes of rules and laws? economic context. F. How can you evaluate rules and laws? G. What are the differences between limited and unlimited National Social Studies Standards governments? Social studies teachers can begin by examining the social studies H. Why is it important to limit the power of government? curriculum standards developed by the National Council for the Social II. What are the Basic Values and Principles of American Studies (NCSS). The social studies standards, Expectations of Excel- Democracy? lence (1994), have identified ten standards and related performance A. What are the most important values and principles of expectations: seven discipline and three interdisciplinary standards. American democracy? They address three instructional levels: early grades, middle grades, B. What are some Important beliefs Americans have about and high school. They are as follows: themselves and their government? I.Culture (anthropology) C. Why Is it important for Americans to share certain values, II.Time, Continuity, and Change (history) principles, and beliefs? III.Places, People, and Environment (geography) D. What are the benefits of diversity in the United States? IV Individual Development and Identity (psychology) E. How should conflicts about diversity be prevented or V Individuals, Groups, and Institutions (sociology) managed? VI. Power, Authority, and Governance (political science) F. How can people work together to promote the values and VII.Production, Distribution, and Consumption (economics) principles of American democracy? VIII. Science, Technology, and Society (interdisciplinary) IX. Global Connections (interdisciplinary) Ill. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American X. Civil Ideals and Practices (interdisciplinary) Democracy? A. What is the United States Constitution and why is it In addition, social science discipline-specific standards have been important? developed for civics (National Standards for Civics and Government, B. What does the national government do and how does it 1994); economics (Voluntary National Content Standards in Eco- protect individual rights and promote the common good? nomics, 1997); geography (Geography for Life: National Geography C. What are the major responsibilities of state Standards, 1994); and history (National Standards for History, 1996). governments? The NCSS standards should be viewed as overarching and most social D. What are the major responsibilities of local governments? studies teachers should be at home in using the NCSS standards and E. Who represents you in the legislative and executive the standards in their discipline speciality in their planning of curriculum branches of your local, state, and national governments? content and selecting instructional strategies for gifted and talented students. IV. What is the Relationship of the United States to Other Three of the NCSS standardsone for each of the various grades Nations and to World Affairs? levelsare used as examples for suggested starter-learning activities. A. How is the world divided into nations? Examples of possible social studies content and starter activities for B. How do nations interact with one another? a given standard are described. Teachers are encouraged to develop these V. What are the Roles of the Citizen in American Democracy? and other instructional activities appropriate for their gifted students A. What does it mean to be a citizen of the United States? and specific teaching situations. State and local district standards B. How does a person become a citizen? and mandates should not be ignored in planning for gifted students since C. What are important rights in the United States? state assessment expectations are usually based on state and district D. What are important responsibilities of Americans? standards and benchmarks. See Challenges of Teaching Social Studies, 53

20 GIFTED EDUCATION COMMUNICATOR, FALL 2001 k 148 E. What dispositions or traits of character are important to the are government and politics necessary? What preservation and improvement of American democracy? purposes should government serve?

F. How can Americans participate in their government? B. What are the essential characteristics of limited and G. What is the importance of political leadership and public unlimited government? service? C. What are the nature and purposes of constitutions? H. How should Americans select leaders? D. What are alternative ways of organizing constitutional governments?

5-8 CONTENT STANDARDS II. What are the Foundations of the American Political I. What are Civic Life, Politics, and Government? System? A. What is civic life? What is politics? What is government? Why A. What is the American idea of constitutional are government and politics necessary? What purposes should government? government serve? B. What are the distinctive characteristics of American B. What are the essential characteristics of limited and unlimited society? government? C. What is American political culture? C. What are the nature and purposes of constitutions? D. What values and principles are basic to American D. What are alternative ways of organizing constitutional constitutional democracy? governments? III. How Does the Government Established by the Constitution II. What are the Foundations of the American Political System? Embody the Purposes, Values, and Principles of American A. What is the American idea of constitutional government? Democracy? B. What are the distinctive characteristics of American society? A. How are power and responsibility distributed, shared, and limited in the government established by the C. What is American political culture? United States Constitution? D. What values and principles are basic to American constitutional B. How is the national government organized and what democracy? does it do? III. How Does the Government Established by the Constitution C. How are state and local governments organized and Embody the Purposes, Values, and Principles of American what do they do? Democracy? D. What is the place of law in the American constitutional A. How are power and responsibility distributed, shared, and limited system? in the government established by the United States Constitution? E. How does the American political system provide for B. What does the national government do? choice and opportunities for participation? C. How are state and local governments organized and what do IV. What is the Relationship of the United States to Other they do? Nations and to World Affairs? D. Who represents you in local, state, and national governments? A. How is the world organized politically? E. What is the place of law in the American constitutional system? B. How do the domestic politics and constitutional F. How does the American political system provide for choice and principles of the United States affect its relations with opportunities for participation? the world? IV. What is the Relationship of the United States to Other Nations C. How has the United States influenced other nations, and to World Affairs? and how have other nations influenced American A. How is the world organized politically? politics and society? B. How has the United States influenced other nations and how V. What are the Roles of the Citizen in American Democracy? have other nations influenced American politics and society? A. What is citizenship? V. What are the Roles of the Citizen in American Democracy? B. What are the rights of citizens? A. What is citizenship? C. What are the responsibilities of citizens? B. What are the rights of citizens? D. What civic dispositions or traits of private and public C. What are the responsibilities of citizens? character are Important to the preservation and D. What dispositions or traits of character are important to the improvement of American constitutional democracy? preservation and improvement of American constitutional E. How can citizens take part in civic life? democracy? E. How can citizens take part in civic life? Source: Center for Civic Education 9-12 CONTENT STANDARDS Reprinted with permission. National Standards for Civics I. What are Civic Life, Politics, and Government? and Government. Copyright 1994, Center for Civic Education, Calabasas, CA. www.civiced.org/stds/html. A. What is civic life? What is politics? What is government? Why

CALIFORNIA ASSOCIATION FOR THE GIFTED 21 MENTORS IN PRINT Bringing the Social Sciences to Life With How-to Books

BY SUSANNAH RICHARDS

The wealth of print materials avail- set of content information and methodolog- further investigations in that field (Renzulli, able today makes it possible to find ical skills. While the content may differ from Leppien, and Hays, 2000). These might books that discuss the history of sus- discipline to discipline, some methodologi- include procedural skills such as how to pension bridges, books that contain cal skills are fundamental to most of them, develop surveys, collect, and interpret data. directions for building one, and books that such as the ability to communicate effec- In addition, how-to books may be able to provide both. In other words, how-to books tively or to access information. Other how- stimulate an interest in a particular social for the social sciences are much more than to skills may be more discipline-specific science area such as archaeology as a result cookbooks with procedural steps for com- such as a how to cross-examine a witness in of students drawing logical conclusions about pleting a set recipe; these books include a trial or how to read microscopic slides. A past human life and activities. background content information while pro- strong how-to book will address both general For example, The Civil Rights Movement viding guidance for hands-on experiences skills and those more specific to the field. for Kids (Turck, 2000) is a how-to book that that encourage students to integrates an enormous amount of histori- take an active role in cal information about the civil rights move- their learning. ments with hands-on activities for Today's how-to students to increase their understand- books are plentiful, ing of the movement. The accessible, accurate, how-to portion of the affordable, inviting, book outlines and well designed. various activ- They act as both ities for teaching tools and s t u - references that open dents up new worlds and to learn help students acquire about the new skills. many dimen- Given the diver- sions of the civil sity in the field of rights movement. The activi- social science as well ties are diverse and well con- as the wide variety structed, and include the steps of student interests, to conduct a survey, create sym- it is sometimes dif- bols to illustrate beliefs, par- ficult for teachers"Books, although not as personable as ticipate in a food drive, and and parents to create make gumbo, a Southern appropriate individ-living people, may fill some of the roles recipe that the fighters might ual learning environ- have eaten. More importantly, ments; therefore, it isof mentors" how-to books like this provide necessary to look for an opportunity for teachers and alternative ways to mentor students in their There are three types of books that can be parents to guide children in constructing areas of interest. One way to partially fill the viewed as how-to books: 1) books that meaning as a result of their active involve- void is by helping students connect with inform; 2) books that teach procedural knowl- ment in learning. resources that enable them to acquire the edge, and 3) books that ignite an interest. How-to books lend themselves to a vari- necessary skills required by members of a How-to books can be thought of as resources ety of teaching situations. For example, given field. Books, although not as person- that allow students to pursue independent Ancient Greece! 40 Hands-on Activities to able as living people, may fill some of the investigations because they provide students Experience this Wondrous Age (Hart and roles of mentors. In particular, how-to books with the "knowledge-how" skills (Renzulli Mandell, 1998), would be ideal to use as a can fill a niche by acting as mentors in print, and Reis, 1997). These books provide stu- complete learning center. Playing the Mar- providing students with both the necessary dents with the needed skills to take their ket (Isaacson, 2000) could be given to a stu- background information and skill develop- ideas and transform them into products or dent who wants to learn more about how ment to accomplish a goal or complete a pursue a particular goal. They also provide the stock market works. Students working on project. a way for students to acquire the "knowledge- a History Day project could conduct their Each social science discipline has its own how" skills that will enable them to pursue own research project using Research Comes

22 GIFTED EDUCATION COMMUNICATOR, FALL2001 150 AliveM Guidebookfor Conducting Original Press (www.creativelearningpress.com) carry to this guidebook. Clear directions are Research with Middle and High School Stu- a variety of mentors in print. When searching, included for using a recorder, conducting dents (Schack and Starko, 1998). remember that many of the mentors in print an interview, transcribing the recording, and Available resources for educators and will be shelved within a specific discipline. developing products such as short articles or parents can be found by searching the library, There are many additional how-to books for full-length biographies. bookstore or Internet. Another great way to the social sciences, however, this list is limited find great how-to books is by asking people to books that are currently in print. A Student's Guide to Conducting Social in the field what they use. Once you locate Science Research potential materials, it is necessary to deter- "A strong how-to book B. Bunker, H. Pearlson, & J. Schulz mine which books best meet student needs. 2000, Creative Learning Press The list in the sidebar provides criteria that will address both This book provides students in grades 6-12 define an exceptional how-to book. While with hands-on activities for data-gathering many of these questions cannot be applied to techniques. The authors discuss the rela- every book, they can help educators, par- general skills and tionship between research and life experi- ents, and students evaluate the value of a ences while providing a nine-step approach particular how-to book. those more specific to to research. Beginning with deciding what to Having a wealth of available how-to books research and concluding with ideas for future allows educators and parents to take advan- the field." investigation, each section takes students on tage of the teachable moment when a child a step-by-step exploration of how to answer expresses an interest in history or in any area Research Skills a research question. of the social sciences. These resources make Chi Square, Pie Charts and Me it possible to provide students with the skills S. Baum, R. Gable, & K. List Research Comes Alive! A Guidebook for they need to seize the opportunity and pursue 1998, Royal Fireworks Press Conducting Original Research with Mid- the development of a product in a manner sim- For grades 4-12, this hands-on guide outlines dle and High School Students ilar to that of a practicing professional. These the research process, types of research, man- G. M. Schack, & A. J. Starko how-to books offer students a chance to iden- agement plans, presentation of studies, and 1998, Creative Learning Press tify a problem and make a difference in their statistical techniques for students. This is a For students in grades 7-12 and the com- community, to learn about the legal system fabulous resource for adults to use to teach panion to Looking for Data in All the Right while testing their prowess in a mock trial, and children how to be researchers. Places (Starko and Schack, 1992), this is a to interpret data from a survey they designed, comprehensive guide to conducting research distributed and collected. Like It Was: A Complete Guide to Writ- with middle and high school students. The The remainder of this article lists some of ing Oral History authors cover how to develop a research the exceptional examples from the wonderful S. C. Brown question, different types of research, differ- world of how-to books to help mentor students 2000, Teachers and Writers ent types of data gathering techniques, tech- pursuing social science-related projects. Book- For grades 6-12, the author's history of the niques for analyzing data, and outlets for stores and catalogs such Creative Learning civil rights movement serves as a backdrop sharing information.

CHOOSING EXEMPLARY HOW-TO BOOKS

What makes this author a credible source to write about the topic? Does the author use real-life examples and stories to Illustrate certain points? Is the book current? Note the copyright date. Does the author include an up-to-date bibliography and list of Does the author note any prior knowledge needed by the reader? related resources? Can the reader learn about specialized tasks related to the field of Does the book include a glossary of terms, index, and table of interest? contents? Does the author include accurate background information? Does the book include informative illustrations, photos, and charts Does the book provide comprehensive coverage of the topic? that help to clarify the described process?

Does the book provide ideas and activities Is the book organized in such a way that learning can occur by for future exploration? reading a part of the book rather than the whole thing?

Does the author use age-appropriate Note: These criteria were adapted and elaborated from a list language and instructions that are easy to that appeared in Briatico, D. (1999, December). Finding the follow? Are the instructions presented In a best how-to books for kids. Parenting for High Potential, logcal format? p. 24-26. Does the book address both the content and process skills related to the field? Susannah Richards

151 CALIFORNIA ASSOCIATION FOR THE GIFTED 23 HistoryExploration Amy, and their 6-year-old brother Tad. The For grades 6-8, this how-to book uses a mock Pyramids! 50 Hands-on Activities to Expe- activities in the book are organized by sea- trial approach to teach students the legal rience Ancient Egypt son, and include both the how-to and back- aspects of trials. Four mock trials serve as A. Hart & P. Mandell ground for making a lariat, keeping a pioneer examples of both civil and criminal cases. 1997, Williamson Publishing diary, measuring distance, and using authen- Ancient Greece! 40 Hands-on Activities to tic recipes of the times. Additional assets You decide! Applying the Bill of Rights to Experience this Wondrous Age are the glossary of terms, bibliography, and Real Cases A. Hart & P. Mandell index. G. B. Smith & A. Smith 1999, Williamson Publishing 1992, Critical Thinking Software Knights & Castles! 50 Hands-on Activities The Civil Rights Movement for Kids: A For grades 7-12, this book has students act to Experience the Middle Ages History with 21 Activities as judges in examining, discussing, and A. Hart & P. Mandell M. C. Turck deciding on seventy-five U.S. Supreme Court 1998, Williamson Publishing 2000, Chicago Review Press cases related to the Bill of Rights. Each case These Kaleidoscope Kids books for ages An amazing introduction and exploration of includes opportunities for students to develop 6-12 provide dozens of activities for stu- the civil rights movement for kids ages 9 an understanding of the relevant amendment dents to discover and experience different his- and up, this book provides a wealth of infor- and its applications. torical time periods. Each book includes mation about the movement along with a cookbook directions for activities such as wide variety of suggested learning experi- Additional Resources making a catapult in Knight and Castles ences that include organizing a workshop Bridges! Amazing Structures to Design, while also inviting students to ponder larger on nonviolence, staging a lunch counter play, Build and Test issues such as the Egyptian origins for many and making buttons to express oneself. The C. A. Johmann & E. J. Rieth of the cures that doctors still .use today. Inte- book concludes with the complete text of 1999, Williamson Publishing grated throughout each book are historical Title VII of the Civil Rights Act of 1964, The Another Kaleidoscope Kids book for ages facts and pieces of trivia that kids find both Voting Rights Act of 1965, and suggested 7-12, this how-to book begins with the ques- important and interesting. resources and children's books on civil rights. tion, "What do you want to be?" Readers are asked to test options, solve problems, design Civil War for Kids:A History with 21 Activ- Service Opportunities and build, and imagine what bridges of the ities The Kid's Guide to Service Projects future might be like. J. Herbert B. Lewis 2000, Chicago Review Press 1995, Free Spirit Publishing Playing the Market Lewis and Clark for Kids: Their Journey This book for students in grades 5-7 provides K. Isaacson of Discovery with 21 Activities ideas for simple activities to large-scale pro- 2000, Dale Seymour Publications J. Herber jects. It begins with an outline of the criteria For grades 5-8, this book brings the stock 2000, Chicago Review Press for identifying a successful service project, market into the classroom. It is an ideal ref- Targeted for students ages 9 and up, both of and concludes with an outline of the how-to erence for students who want to learn the these books bring different aspects of history steps for exploring and implementing the how-to of choosing stocks, reporting and to life with accurate facts, anecdotes, and time project. The author provides descriptions of calculating commissions, and tracking invest- lines. They include easy to follow directions over 500 service ideas organized around ments. It also includes some information for activities such as learning military signals areas of interests and needs for numerous top- about different stock exchanges. used in the Civil War, and reading wigwag ics including animals, fighting crime, liter- codes or making moccasins and tracking acy, politics and government, and hunger. References animals as did members of the Lewis and Briatico, D. (1999). Finding the best how-to Clark expedition. The Kid's Guide to Social Action (Revised) books for kids. Parenting for High Potential, B. Lewis (December) 24-26. Wild West Days: Discover the Past with 1998, Free Spirit Publishing Renzulli, J. S. & Reis, S. M. (1997). The Fun Projects, Games, Activities and This guidebook for grades 4-12 explains schoolwide enrichment model: A how-to guide Recipes "power skills"letter writing, interviewing, for educational excellence. Mansfield Center, D. King speech making, fund raising, and media cov- CT: Creative Learning Press. 1998, John Wiley eragewhich can be used by students to Renzulli, J. S., Leppien, J. H., & Hays, T. S. Designed for students ages 8-12 and part of make a difference. It contains examples of (2000). The multiple menu model: A practical the American Kids in History Series that real students who have been successful in guide for developing differentiated curriculum. includes the Civil War Days, Pioneer Days, campaigns related to social issues. Samples Mansfield Center, CT: Creative Learning Press. and Colonial Days, this book includes dozens of actual projects and blank forms help read- of hands-on projects and activities to help ers get started on their own projects. SUSANNAH RICHARDSIsa research assistant at students learn about the Wild West. To set the the National Research Center on the Gifted and stage for the hands-on portion of the book, Legal Issues Talented at the University of Connecticut, where there is an introduction to the time period in Jury Trials in the Classroom she is also pursuing a doctorate in Educational which we meet the Thayer Family and their B. M. See Psychology with an emphasis on gifted and tal- 12-year-old son Tom, his 11-year-old sister 1998, Teacher Ideas Press ented learners.

24 GIFTED EDUCATION COMMUNICATOR, FALL2001 152 Gifted Education and Social Studies: Engaging All Learners

BY MICHAEL M. YELL

One may hear a thousand lectures, and read a thousand volumes, and at the end of the process be very much where [he or she] was, as regards knowledge. Something more than merely admitting it into the mind is necessary, if it is to remain there. It must not be passively received, but actually and actively entered into, embraced, mastered. The mind must go to meet what comes to it from without. John Henry Newman, The Idea of the University

This quotation is remarkable in a number of ways. To begin with, it points out the need for active and engaging teaching in order to help students embrace content. In this regard the statement could have been made today by such educational thinkers as John Goodlad, Theodore Sizer, or Richard Paul. But what is perhaps most remarkable is that this statement was written by John Henry Newman in 1852. Newman was a contemporary of Henry David Thoreau, Abraham Lincoln, and di Based upon a concept called orbital Sojourner Truth, yet his statement rings truer now than ever. studies by Chris Stevenson, orbital It is particularly true of social studies, which unfortunately, has the reputation of investigations evolve from, or 'revolve being too lecture- and worksheet-oriented, and is sometimes noted for mind-numbing around' the existing curriculum.Pg coverage of dates, names, and "factoids." Although I have met many excellent teachers of history and social studies, my 26 years help them embrace our subjects. This task eyes and ears, students must utilize their in the classroom (teaching world history and charges us with enriching our teaching for all writing, speaking, and thinking skills as tools American history as well as every social sci- students as well as providing in-depth chal- of learning. They must combine prior learn- ence in every secondary grade level) have lenges for our gifted students. ing, new information, and their own questions also shown me that this charge is not entirely in developing new understandings. They without merit. Too often the steady steam of Enrichment for All must be invested and engaged in the instruc- places, names, and dates students are In order to enrich the social studies curricu- tional process (see resource sidebar). expected to passively absorb drowns out the lum for all students, teachers must teach for rich stories, human dramas, and opportuni- depth as well as breadth, and utilize a vari- Differentiated Challenges for the Gifted ties for student engagement our disciplines ety of interactive and engaging teaching When social studies lessons involve deep should provide. Perhaps it is not surprising strategies. In this way, students can become thinking and the students are exposed to a then that history and social studies are fre- active participants in their own learning. variety of engaging teaching strategies, social quently listed among students' least favorite For students to become active partici- studies is enriched for all students. Yet, there classes. pants, they must be involved in a variety of are still students who need further challenges. The task of social studies educators must instructional strategies engaging a variety As many teachers know through experience, be to engage the minds of our studentsto of thought processes. In addition to their in every heterogeneous class there almost

15a CALIFORNIA ASSOCIATION FOR THE GIFTED 25 always are a number of students who operate at higher intellectual levels than others within their age cohort. It is important that these students pursue instructional opportunities that National History Day challenge them. Over the past eight years I have worked to provide higher- "The mission of National History Day is to improve the teaching and learning of history in elementary and secondary level differentiation opportuMties for my gifted students at the schools so that students become better prepared, knowledgeable Hudson Middle School in Hudson, Wisconsin. In the Hudson citizens." School District, our gifted program is known as "Zenith." A district committee consisting of teachers, a Zenith coordinator from each school, and the director of pupil services, identifies gifted students for the program with the use of standardized test scores, grades, teacher checklists, and comment sheets.

Orbital Investigations The needs of students who are in the gifted program can be According to the MID website, National History Day is not a day addressed through a variety of differentiated curriculum adap- at all, but a year-long activity to engage students in grades 6-12 in tations. I call the type of differentiation program that I use the process of historical research, analysis, and presentation of find- "orbital investigations." ings. Based upon a concept called orbital studies by Chris Steven- A new theme is presented to teachers and students each acad- son, orbital investigations evolve from, or "revolve around," the emic year. The theme is always broad so that students can investi- existing curriculum. As with many curriculum differentiation gate topics of personal interest and share their results in a great programs, students can choose their own topic for investiga- variety of ways at district, state, and national competitions. Pre- tion based upon their interests and on the curriculum (see sentations include dramatic performances, imaginative exhibits, mul- resource sidebar). timedia documentaries, and research papers. I teach seventh grade social studies. The sixth and seventh National History Day was established 25 years ago and has an grade social studies curriculum at Hudson Middle School is outstanding track record of providing a challenging and exciting world history; the sixth grade curriculum focuses on Africa and method for students to practice critical thinking and problem- East Asia while the seventh grade includes what is usually solvingskills they will need throughout life. referred to as western historythe Middle East and Europe. I wait until the second quarter before introducing the idea of 2001-2002 Theme: Revolution, Reaction, Reform in History orbital investigations to my Zenith students. By that time, the "Revolution, Reaction, Reform in History" has been selected as the Zenith students have been identified and I know my students theme for 2001-2002. The NHD website includes an extensive very well. Occasionally there are students who are not in "Theme Narrative" which gives many suggestions to help stu- Zenith but request to take part in orbital studies. If these students make interesting and feasible choices. They are encouraged dents have shown excellent working skills, high grades, and to consider not only political and military revolutions, which come interest, I allow them to participate as well. first to mind, but also to explore economic, social, scientific, and I invite the Zenith students and the Zenith resource teacher spiritual revolutions and reforms. A lengthy sample of suggested to bring their lunches to my classroom for an orientation ses- topics is available to help students start thinking about their own sion on orbital investigations. During that meeting the program investigations. is introduced to the students, and they are told that they can State Coordinators choose a topic that interests them and can use our entire cur- All 50 states participate in the NHD competition and each has a state riculum as a basis for their investigations and final products. coordinator able to provide teachers and students with additional We discuss ideas they might investigate, products they may cre- information including recommended resources within the state. Most ate, and brainstorm possible topics. Usually they have two to state competitions are held in April and May. three weeks to work on their chosen topics. After discussing the program, they can choose to become involved or stay National History Day - June 9-13, 2002 within the regular curriculum. National History Day culminates in June with next year's final com- As one would expect, many interesting topics are chosen petition slated for June 9-13,2002 at the University of Maryland and many creative and excellent products result from the at College Park. There are two levels of entries: Juniorgrades 6-8; orbital investigations. In the past school year, for example, one Seniorgrades 9-12. Students may enter as individuals or as of my gifted students conducted a project investigating the groups in the categories of exhibits, performances, and documen- beginning of writing; she had e-mail exchanges with a professor taries. Research papers may be submitted by individuals only. You from the Middle East specializing in the development of writ- can find all this information and much more on the National His- ing. Several others worked together to study weapons from tory Day website: www.thehistorynet.com/NationalHistoryDay, Rome and the Middle Ages and created a "museum" which or you may contact them at 0119 Cecil Hall, University of Mary- included written posters and intricately made models of siege land, Collge Park, MD 20742, phone 301-3144139. weapons and catapults; and two others created a display of ancient Egyptian, Greek, and Roman healing practices includ-

26 GIFTED EDUCATION COMMUNICATOR, FALL 2001 154 ing written descriptions of these practices and models of their early medical tools. RESOURCES

Process and Product Resources for Engaging Teaching Strategies I explain to students that while they are involved in their investiga- History alive! Teaching Students In the Diverse Classroom (1999) Bower, B., Lobdell, J., & Swenson, L. tions, their grades will be based on their notebooks where they keep Palo Alto, CA: Teachers' Curriculum Institute records of research, ideas, and final products, as well as their final www.hlstoryalive.com products or performances. In other words, if a student works for four Strateges for Teachers: Teaching Content and Thinking Skills weeks, the grade for those four weeks is totally based on the orbital (1996) investigation. Eggen, P, Kauchak, D. The students have several choices for the final project; they can do Needham Heights, MA: Allyn & Bacon/Longman a performance, a "museum display," or a written report (I know some wwwablongman.com in gifted education tell students they cannot use more traditional writ- inspiring Active Learning A Handbook for Teachers (1994) ten reports; this is unfortunate in that many of the gifted students I have Harmin, M. worked with over the years treasure writing, and prefer to express their Alexandria, VA: Association for Supervision and Curriculum ideas in that way). If some students decide to work in groups, each stu- Development dent must have an individual component on which he or she can be wwwascd.org graded. Models of Teaching (2000) Joyce, B., Weil, M., & Calhoun E. "Instead of," not "In addition to" Needham Heights, MA: Allyn & Bacon/Longman www.ablongrnan.com This type of investigation, however, cannot be added on top of the regular curriculum. Students are told in the orientation session that Cooperative Learning & Social Studies: Toward Excellence and their participation in the orbital investigation program is not done in Equity (1998) Morton, T addition to regular class work, but instead of regular class work. Stu- San Clemente, CA: Kagan Cooperative Learning dents work on their investigations with the help of our school's http/kagancoopleam.com Zenith resource teacher. They are generally not in my classroom dur- Improving Social Studies and History Instruction Using Practical, ing the time that they are working on their investigations. The stu- Engaging, Exemplary Teaching Strategies (2000) dents conduct their research using primary sources as much as Yell, M possible, and use the processes that historians use. Bellview, WA: The Bureau for Education and Research (BER) Those students wwwber.org involved in investiga- Uncovering History: Strategies for Content Exploration (forthcom- tions use their final ing, 2002) products in National Yell, M., Scheurman, G., & Reynolds, K History Day. National Washington, DC: The National Council for the Social Studies History Day is a year- wytw.socialstudies.org long education pro- Resources for Curriculum Differentiation , gram that engages Teaching Ten to Tourteen-Year-Olds (1996) students in grades Stevenson, C. 6-12 in the process of New York: Allyn & Bacon/Longman research and interpre- wwwablongman.corn tation of historical The Differentiated Classroom: Responding to the Needs of All topics. Students pro- Learners (1999) duce dramatic perfor- Tomlinson, C. mances, imaginative Alexandria, VA: The Association for Supervision and Curriculum exhibits, multimedia Development wwwascd.org PRODUCTS. Creative and excellent documentaries, and products result from the orbital Investigations research papers based Teaching gifted kids in the regular classroom (1998) Winebrenner, S. on an annual theme. These projects are then evaluated at local, state, Minneapolis, MN: Free Spirit Publishing and national competitions. It is a program that is excellent for use in www.freespirit corn gifted education social studies programs. Social studies is replete with many such programs that can be used National History Day and Other Social Studies to provide deeper challenges for the gifted student. In addition to Programs National History Day, another program is "Project Citizen: We the The website for National History Day is People" (see sidebars). www.thehistorynetcom/NationalHistoryDay Many social studies links can be found at wwwsocialstudies Practical Concerns org the official website for the National Council of the Social A number of practical concerns must be addressed with this differ- Studies. entiation program. How each concern is addressed has evolved over time.

155 CALIFORNIA ASSOCIATION FOR THE GIFTED 27 The first concern was grading; because Often they will work in the Zenith resource opportunities for the gifted. students were working on independent pro- teacher's room, and when that person is not In order to enrich the social studies class- jects, it was obvious that they could not be available, in the media center or in an open room for all, social studies teachers should first graded on the same basis as the other stu- area outside of my classroom. However, my work to expand their repertoire of active teach- dents. The Zenith students who choose to initial concern with the ability of students to ing strategies, and provide lessons that exam- become involved in this program are graded work independently outside of the classroom ine topics in depth with students. Using an upon the investigation and their final prod- has not really been much of an issue either. orbital investigation format or other curricu- uct. Their grade is based upon a rubric which The students involved in the orbital investi- lum differentiation opportunities will provide is shared with students and includes the work gations are generally quite capable of work- gifted students with the deeper challenges they do on their investigation, as well as ing independently on projects they are they often crave. Tying in differentiated cur- their final product. The rubric is shared with interested in. Students are told during their ori- ricular opportunities with a well-known pro- the students as soon as they choose to become entation that their work will be largely inde- gram, such as National History Day, provides involved and includes students' self-assess- pendent, and if they do not feel that they can an extra bit of motivation, as well as an excel- ments as well as the assessments by the do it, they should not become involved. lent experience for the students. Zenith teacher and myself. My experience with orbital investigations The content and the processes of social Although an original concern involved has demonstrated that involving gifted stu- studies are rich and vital; it should be an how students would catch up on information dents in such differentiated opportunities not inquiry for both students and teachers. The they missed while conducting their investi- only provides important and essential oppor- most important requirement for enriching gations, this has turned out to be less of a tunities to the students, but is a rewarding social studies for all students is for the social problem than anticipated. The gifted stu- opportunity for them and for me as the teacher. studies teacher to embrace that inquiry. dents who choose to become involved really have no problem picking up information that Enriching the Social Studies for All MICHAEL M. YELL teaches seventh grade social they missed. I assign them a few readings Students studies at the Hudson Middle School in Hudson, containing some of the missed information Social studies is a subject area with rich and WI. He was named Teacher of the Year by the and ask them to be in the classroom for vital content. Teachers have a wide array of National Council for the Social Studies in 1998. overview and review lessons. I have found resources to help them develop and use He was awarded the 1996 Teacher of the Yea that when it comes time to take a test these engaging strategies in order to help their stu- award by Hudson district's parent council for the students do excellently even on the portions dents explore this content; these include Gifted and Talented, for his differentiation program of the curriculum they missed while they resources that can be used to enrich the learn- for gifted students. He can be reached at were out of class. ing of all students as well as provide deeper [email protected].

NATIONAL HUMAN SYSTEMS: Standard 9: The characteristics, distribution, and migration of GEOGRAPHY STANDARDS human populations on Earth's surface. The Geographically Informed Person knows and understands... Standard 10: The characteristics, distributions, and complexity of Earth's cultural mosaics. THE WORLD IN SPATIAL TERMS: Standard 11: The patterns and networks of economic Standard 1: How to use maps and other geographic representa- interderpendence on Earth's surface. tions, tools, and technologies to acquire, process, and report information. Standard 12: The process, patterns, and functions of human settlement. Standard 2: How to use mental maps to organize Information about people, places, and environments. Standard 13: How forces of cooperation and conflict among people influence the division and control of Earth's surface. Standard 3: How to analyze the spatial organization of people, places, and environments on Earth's surface. ENVIRONMENT AND SOCIETY: Standard 14: How human actions modify the physical PLACES AND REGIONS: environment. Standard 4: The physical and human characteristics of places. Standard 15: How physical systems affect human systems. Standard 5: That people create regions to interpret Earth's complexity Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources. Standard 6: How culture and experience influence people's perception of places and regions. THE USES OF GEOGRAPHY: Standard 17: How to apply geography to Interpret the past. PHYSICAL SYSTEMS: Standard 7: The physical processes that shape the patterns of Standard 18: To apply geography to interpret the present and Earth's surface. plan for the future. Standard 8: The characteristics and spatial distribution of Source: National Council for Geographic Education www.ncge.org/publications/tutorial/standards ecosystems on Earth's surface. Permission granted by the National Geographic Society

28 GIFTED EDUCATION COMMUNICATOR, FALL 2001 156 legislation to regulate the use of hand- We the People...Project Citizen: held cellular phones while driving. Who Let the Dogs Out? Eighth-grade students attending the Choctaw Tribal A Gifted Idea! Schools (Philadelphia) studied the importance of animal control laws in their BY SUSIE BURROUGHS teachers, parents, community members, and/or appropriate governmental officials. county. The students' action plan called Is there a research-supported means to This "hearing" serves as the culminating for stricter enforcement of public policies successfully provide students with oppor- activity for the project. It is, first and fore- already in place and establishment of an tunities to develop and enhance their most, the students' time to show what they animal shelter. information-processing skills in mean- know. It may, however, also become the vehi- A Park for Ellisville. Eighth-grade stu- ingful, interesting contexts? How can we cle by which they actually impact public dents at South Jones Middle School comprehensively integrate essential process policy-making. Their action plan, if pre- (Ellisville) addressed the need for an sldlls with appropriate subject area content? sented to those who possess the power to improved municipal recreational area for Is it possible to develop structured, yet flex- make the recommended policy changes, can children. The students' action plan out- ible, learning activities for students that are ultimately serve as a blueprint for modifi- lined a site layout for a new city park. simultaneously problem-based, student-cen- cation of standing public policies or imple- Recycling at Tupelo High School. tered, cooperative, and experiential in nature? mentation of new public policies. Ninth-grade students at Tupelo High The answer to all of these questions is yes, School (Tupelo) analyzed the problem I and we have to look no farther than We the 5eite of waste of potentially recyclable mate- People...Project Citizen. Project Citizen, a rials at their school. Their action plan nationally recognized academic program, suggested initiating a schoolwide recy- effectively offers students opportunities to cling campaign. develop and enhance their information-processing skills within a student-driven frame- In the same way the range of topics for work of learning. Enacted by Congress and After completion of the project, students study are as varied as the communities in funded through the U. S. Department of Edu- and teachers may submit the portfolio to which the students live, so too is the variety cation, Project Citizen is administered by district, state, and national competitions. of instructional settings in which Project the Center for Civic Education in coopera- Winning state portfolios that advance.to the Citizen can and is being utilized. Teachers of tion with the National Conference of State National Exhibition and Competition are the social studies, language arts, and sci- Legislatures. Targeting the middle grades, the made available for viewing and judged at ences are all having remarkable success with primary goal of Project Citizen is to create the National Conference of State Legislators the program in their classrooms. Due to its in young people an understanding of public annual meeting. The range of topics selected lack of content specificity, Project Citizen policy-making in order to empower them to by students for study and the depth of the provides a framework for high-interest, com- become informed and responsible partici- research and analysis conducted by the stu- prehensive study that can be adapted to a sin- pants in state and local government. dents continue to impress and amaze all gle content area or as an interdisciplinary unit The project is designed as a simple six- involved in the program. of study. Furthermore, teachers of gifted stu- step process. Students first identify a public With Project Citizen now in its fifth year, dents have discovered that while the pro- policy problem that exists in their community. students all over the nation have begun to gram defines the project steps in concrete Working as a team, they must gather and look around their communities and to iden- sequence, the lack of fmite parameters for the evaluate pertinent information on the prob- tify public policy issues and problems that scope of the project allows students, as the lem. Then, the students examine and evalu- need addressing. They have begun to learn authors of their project and the owners of their ate alternative solutions to the problem. After what investments must be made, both in learning, to expand and extend their project deciding on the single best solution, the class time and energy, if solutions are to be found as they deem necessary and appropriate proposes a new or improved public policy, and achieved. Thousands of middle school truly a gifted idea! and an action plan is developed. Finally, the youngsters have begun to hone the skills For more information about Project Cit- students, both as a class and on individual they will employ as participating adult citi- izen, please visit the Center for Civic Edu- bases, reflect on what they have learned and zens in their communities and states. cation's website at www.civiced.org. or call how they learned it. What follows are brief synopses of four 818-591-9321. In addition to the skills development Project Citizen portfolios developed by stu- aspect of Project Citizen, the program dents in Mississippi this past school year. SUSIE BURROUGHS is an Assistant Professor of includes an exemplary performance assess- Each serves, respectfully, as a prototype of Education at Mississippi State University. Her ment component. Students are required to the possibilities for considering state, county, teaching experience includes middle and sec- document and exhibit their investigations, city, and school level policy matters. ondary gifted social studies education. She is cur- analyses, conclusions, and recommendations Drive Now, Talk Later. Sixth-grade stu- rently the Mississippi Coordinator for the We the in a class portfolio, to include a display board dents from Colmer Middle School People... Programs, serves as the Executive and three-ring binder. Having become experts (Pascagoula) studied the dangers of using Director of the Mississippi Council for the Social on their topic of choice, the students present cellular phones while driving. The stu- Studies, and is a member of the National Coun- their research, findings, and action plan to dents' action plan recommended state cil for the Social Studies Board of Directors.

CALIFORNIA ASSOCIATION FOR THE GIFTED 29 The use of simulations was already well established in my school district when I began my assignment as the gifted and talented education teacher. It took only one personal experience for me to understand why they were so popular. Simulations provide opportunities for stu- W dents to participate actively in reenacting history. Oftentimes they are required to 0 0 0 0 I assume the same roles as specific people in history, participate in decision-making that I I will affect their success on their journey, and complete projects that challenge their I I I ' skills as researchers. Of the many explorers who braved the e unknown territory west of the Mississippi River, Meriwether Lewis and William Clark's encounters are among the most fascinating. When they began their journey into the unknown from Fort Mandan, the Corps of Discovery, as Lewis and Clark called their group of men, consisted of 33 men, one woman, Sacagawea, one slave named York, and a dog called Seaman. Their experiences with Indians, the encumbrance of a new baby, battles with forces of nature, reoccur- ring sicknesses, lack of food, the general logistics of 'an exploration of that length, and the multitude of their accomplishments is an extraordinary story, one worthy of shar- Gig ing with students. The book, Undaunted Courage by Stephen Ambrose (1996), ignited my curiosity and I a remained captivated by the Corps of Dis- covery to the end. There are countless adventures to savor from the journey, but the success of the expedition is a testament of good for- ILL@ tune, human endurance, cooperation, teamwork, scientific discovery, and political conquest. It is a story that deserves more than a few pages in a social studies textbook.

Reasons for Choosing Lewis and Clark I had several reasons for wanting this expedition to serve as the basis for a simulation. The journey of Lewis and Clark was students. And if they weren't initially extremely exciting and adventurous and enthralled, the multiple tales of the laxative bound to appeal to students. The story effect of Dr. Rush's thunderbolts will no of the Corps of Discovery is unique as doubt draw them in. The great variety of few adventure novels have so many adventure lends itself to easy preparation of encounters with bears, waterfalls, mos- a differentiated unit. quitoes, thieves, sandstorms, prickly I knew that most children have heard of pears, and diseases. It provides interest Sacagawea, and this background knowledge for even the most discriminating gifted would give them some measure of confidence as they began to investigate an event COMPLEMENTARY TALENTS AND TEAMWORK Clark as mapmaker, negotiator and diplomat in history they otherwise knew little about. with Native Americans, Lewis as leader and naturalist, and the cooperation of the Corps of Most historians agree that Sacagawea was a Discovery contributed to the success of an extraordinary journey. remarkable young woman. I delighted in the fact that she was the only woman on the

30 GIFTED EDUCATION COMMUNICATOR, SUMMER 2001 1 5 8 %map 1805-013

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THE GOAL As students complete tasks, they collect journey cards that translate to miles forwarda race from Fort Mandan to the Pacific Ocean

duration of the simulation. Various types of described in the journals of Lewis and Clark. resource materials are essential in order to The role-playing rotates each time the sim- provide experience with many categories of ulation is played so that each child may text at different reading levels. It is important receive more than one experience in each that students further develop their skills as role. researchers, read historical text for pleasure, The goal of the student corps in the sim- succeed at divergent knowledge acquisition, ulation of Lewis and Clark is to complete and be able to choose the appropriate source tasks enabling the team to collect journey for information gathering. The resources cards that translate to miles forward. The related to Lewis and Clark provide opportu- corps begin their pirogue (canoe) journeys at nities for all these objectives. Fort Mandan and race to be the first to reach Lewis and Clark traversed a large part the Pacific Ocean. Student corps may also a a of North America on their journey. Sent by encounter unfortunate obstacles slowing their President Thomas Jefferson, they were the progress, moving the corps backwards if first to chart the area west of the Missis- they research improperly or if they fail to

. . A a sippi River. This historical event serves as an complete all their tasks for the day. Lewis and opportunity to strengthen students' geo- Clark were blessed with an amazing amount graphical awareness in a purposeful way. of luck, and therefore, chance is a realistic The maps used during the simulation were element of the simulation. dated 1803. Only 15 states had achieved statehood by that time and students must Roles Within The Simulation journey and I looked forward to the students rely on the use of latitude and longitude for Role-playing is the primary component of the discovering this information. I was eager to landmarks in research. Lewis and Clark simulation; the explorers ask my female students if they would con- would not have succeeded without the unfail- sider a journey into the unknown with 32 Putting the Simulation Together ing cooperation of the entire corps. The unfamiliar foreign men in need of baths. (It The success the students and I enjoyed with Corps of Discovery included two captains, turned out that not many would.) The simu- previous simulations gave me a valuable interpreters, journal writers, and many pri- lation enables students to uncover inaccurate template to start with. I used past experi- vates. Each member of the Corps had distinct presumptions concerning Sacagawea's con- ences and the statistics from recent student gifts to contribute and remarkably, at no time tributions to Lewis and Clark's achievements. surveys to develop activities, roles, and rules during the real journey were the contributions There is a multitude of resources available I knew were popular and successful with of any individual ignored or undervalued. concerning Lewis and Clark's journey, students. There are several examples of cooperation in including easily accessible, high quality To begin the simulated journey of Lewis the history of Lewis and Clark's journey, information on the Internet. It is easy for and Clark, students are grouped in corps including the time when the Corps reached students to contribute to a class library for the and assigned roles similar to the ones a fork in the Missouri River. Because they

CALIFORNIA ASSOCIATION FOR THE GIFTED 31 159 were explorers in uncharted territory, Lewis interpreter in the simulation plays a role sim- necessary if the corps is to move any distance. and Clark often relied on Indian reports, ilar to Meriwether Lewis. He or she is respon- The tasks are cross-curricular, designed to be their Corps' advice, or their intuition to guide sible for writing a postcard to President completed independently, and they make use them toward the Pacific Ocean, Captains Jefferson describing the ethnography of the of the seven intelligences. Lewis and Clark never abused their roles as Indians in the vicinity of the corps. leaders and as a result, the Corps always Opportunities for Depth, Complexity, and proceeded on, even when they believed the c2/.24/kca5 Novelty captains to be headed in the wrong direction. Simulations are not simply a diversion from I wanted the students' encounter with the gok, tvc, cri; actose. 4a.a.,. tor..:6 reading, comprehending, and repeating the journey of Lewis and Clark to mirror the 4to Pee«, ova- ca,y6, rue, textbook, although they provide that as well. 4e, cc 90eltel. ant: G interpersonal experiences between the two thaoti Idh , They are also an opportunity for students to captains and the Corps of Discovery as evr,e, .itot7, kalsb explore areas of interest in depth and inde- closely as possible. Therefore, the roles stu- tot,41.1., ca,v4a edh, cSaayaieze,a, _tateveciv tfab ( pendently, essential options for gifted students assume in their corps are modeled te,CoVet, ae, COttt. dents. Simulations also provide invaluable after real people and their responsibilities "te",4e,teya6 kneaded,of,agr,66 wett. interpersonal experiences, a life skill often _Rete, real, o4 foto-Me., 10 are historical reflections of true events. overlooked when a regular classroom teacher talte, aft4 Captain. Wise decision-making is one of is inundated with meeting national and state the hallmarks of a good leader. Unfailing th ioasdevel standards. support comes with fair leadership. In addi- One might ask how a teacher can justify tion to other responsibilities, the captain in introducing a simulation that may encompass the simulation may overrule any decision only a small part of the required curricu- his or her corps makes, especially the deci- lum. When choosing a simulation, the oppor- sion regarding the daily dilemmaa prob- tunity to share historical information should lem modeled after an experience faced by the be just one of many objectives. There are Corps of Discovery. many benefits to be gained in addition to Journal writer. The extraordinary story of knowledge acquisition including those listed the Lewis and Clark expedition was made below. known to us only because the captains and Inherent in most social studies simulations several of the men of the Corps of Discovery are a multitude of opportunities to explore kept diaries of their daily adventures, though history, construct knowledge, and dissect some wrote more often than others. Lewis information providing the differentiation and Clark both succeeded remarkably in needed by gifted students. Videos, describing the unsurpassed beauty of Jan.1, 1806 Internet sites, historic fiction, and the landscape. The journal writer in the Dear President Jefferson, textbooks present students with a vari- We have the winter in the Mandan Indian village simulation is encouraged to do the same ety of resources to aid in research. and made some good frineds. We found that they as the men of the Corps of Discovery: hunted buffalo ond to do that, they disguised them- The simulation of Lewis and use creativity to describe the events of the selves in wolf skins (which buffalo are not afraid of) to Clark's journey contains various multi- day, location of the corps, the weather, stalk these great beasts. They also had a buffalo disciplinary tasks for the role-play- and provide commentary on the cohe- society, where worriers would put on war paint to ing privates. Students may further perform ceremonial dances and wielded lances, club, siveness of his or her corps. shields and guns in a frenzied pantomime of real develop their communication, writ- Interpreter. President Jefferson fighting. ing, arts and crafts, mapping, and made it clear that documenting the Sincerely, research skills, making connections ethnography of the Indian tribes William Clark between all the subjects. Several encountered along the way was an "challenge activities" that may require important aspect of the journey. As the sophisticated skills or knowledge, are journey progressed, it was apparent that ROTATING ROLE-PLAYING ROLES AND RESPONSIBILITIES also integrated into the simulation. language barriers might hinder the suc- Fulfilling tasks required by their roles based on real Like other similar simulations, that cess of the journey. In order to overcome people, students keep a diary, sketch observations dur- of Lewis and Clark can easily be mod- ing the journey, and write postcards to President this handicap the Corps hired Touis- Jefferson ified. If using all the tasks seems time- sant Charbonneau at Fort Mandan, a consuming or daunting, teachers may Frenchman, who spoke French and alter this element. A teacher may Hidasta, a native language. He brought one Privates. As with any journey, there is an choose to offer a reduced number of tasks on of his young wives, Sacagawea, who spoke abundance of day-to-day tasks to be com- any certain day without affecting the outcome Hidasta and also Shoshone, her native lan- pleted. A team effort and participation of or participation level of the simulation. guage. When the Corps met the Shoshone each member is essential. The simulation The tasks are intentionally designed for Chief, Lewis and Clark were able to trade for recognizes the key contributions of the pri- students (acting as privates) to complete valuable horses to continue the journey to the vates in the Corps of Discovery and seeks to independently, however, assistance can eas- Pacific Ocean over the Bitterroot Moun- imitate their importance by stipulating that ily be injected when needed. It is essential to tains. As a valued member of the corps, the tasks completed earn a journey card that is provide just enough scaffolding to enable 160 32 GIFTED EDUCATION COMMUNICATOR, FALL 2001 148 students to know what questions to ask. This scaffolding teaches stu- eration, and tenacity all exceptional models of behavior I want dents to think Any task may be completed cooperatively, however, my students to discover and duplicate. the corps team must consider the time involved; working together sometimes decreases the number of completed tasks. Completed References tasks earn journey cards that are translated to miles. Ambrose, S. (1996). Undaunted courage: Meriwether Lewis, Participating in cooperative teams is valuable experience that Thomas Jefferson, and the opening of the American west. New helps to improve interpersonal skills and nourish personal growth. York: Touchstone. Gifted students benefit from the challenge of negotiating with peers Vargas, M.P.(2000) Lewis & Clark: A simulation of the corps of of the same or higher intellectual capacity, interests, and enthusiasm. discovery. Carlsbad, CA: Interact Rotating role-playing provides gifted students with practice in leadership positions. The role-playing captain is given ultimate author- MARY PAT VARGAS is the GATE teacher for Union School district in San Jose, CA., where she teaches a pull-out program for grades 3, 4, and 5. dine story of Lewis and In 2001-2002, she assumes the additional role of serving as a resource teacher providing assistance for meeting the needs of gifted students In Clark provides interest for regular classrooms..

even the most discriminating TIPS FOR A POSITIVE SIMULATION EXPERIENCE

Have students help contribute to a classroom library. Encourage gfted students. them to bring in a variety of books at multiple reading levels. Label the books appropriately so they can be easily returned. ity, a true test of the gifted child's communication, conflict-resolution, and organizational Skills. Encourage students to use the Internet at home and in school. Set up a log or binder for them to record useful or Interesting sites. Allow them to bookmark the most notable sites on the Competition is often a popular aspect of offering simulations. In classroom computers. classrooms, opportunities for gifted students to work together in competing teams are often not permitted because of the unfair advan- Request parent help before and during the simulation. Many tage their skills seem to present. In reality, although gifted children activities are hands-on; an extra pair of hands to provide assistance with organization and assembling materials for the day is are unique, their needs, talents, and interests are as varied as any other helpful. group of children. Simulations provide excellent opportunities to utilize authentic Allow choice when grouping students. Enthusiasm is usually assessment. Gifted children quickly understand that authentic assess- higher when students are excited about the peers they will be working with. Compromising by creating teams of children with ment is their opportunity to demonstrate responsibility. Many sim- various levels of enthusiasm produces fair competition and can ulations, including Lewis and Clark, provide opportunities for students be done by allowing some measure of choice. to pursue areas of interest, and to respond creatively. The products of these activities can be scored using rubrics or grades if the teacher Try a few projects yourself. You know the abilities of your students best and will then be prepared to scaffold learning appro- is required to record specific measurements of progress priately if it's needed. To summarize, the benefits of simulations include: differentiated learning, choice, independent projects, cooperative teams, role- Be honest. You don't need to know all the answersjust know playing, competition, cross-curricular activities, and authentic where to find them. assessment. They all serve to broaden the scope of a social studies Expect a noisy classroom. Simulations are opportunities for simulation well beyond its historical prospective. Gifted students ben- active learning and creative thinking. Competition encourages efit from encouragement in seeking information from multiple students to be curious about the activities going on around sources including teachers, peers, students outside of class, adults at them. home, or in the community. They will gain experience in problem- Remain flexible in determining the amount of time dedicated to solving by negotiating, researching, and working hard. A positive sim- the simulation. You may need to adjust the suggested rewards ulation experience results in a learning environment in which students (Lewis and Clark journey cards) depending on the abilities and accept responsibility for their own learning. interests of your class. The men of the Corps of Discovery proceeded on when private Spend time modeling cooperative behavior. Cooperative learning Cruzzate accidentally shot Lewis in the buttocks and refused to may be new to some students. What to say and how to say it admit it. They proceeded on when prickly pears penetrated their during negotiations should be demonstrated often. Groups that thin moccasins making the portage around the Great Falls painful and are able to divide tasks efficiently and negotiate fairly are usually the most successful. difficult. They proceeded on when, after exhausting their supplies, they gorged themselves with dried fish from the Nez Percé, and Because the tasks are self-directed, interpretation of the require- suffered miserably for many days after. They proceeded on when in ments will vary Remain consistent in your assessment when the words of Meriwether Lewis they "Suffered everything Cold, awarding credit for completed tasks. Be fair in your judgment of penalties. Hunger & fatigue could impart." The members of the expedition Mary Pat Vargas worked together as a well-disciplined family. Their story is crowded with examples of teamwork, unfailing support of leadership, coop-

1 CALIFORNIA ASSOCIATION FOR THE GIFTED 33 that not everyone who goes into the hospital comes out of it. People spend lives filled with anguish there; some even die. The chil- COFFEE dren in these X-rays were never going to play a sport after school, or go to a concert, FOR A CAUSE or any of the other things that these visiting children studying their images would be Children Helping Children doing when they walked out of the hospital doors. The children in the X-rays were going BY SARA JORDAN AND CHELSEA DURDEL to die. The students' eyes began to water as this n December 6, 2000, a group of sev- new realization of life's fragility dawned on enth grade students went on a tour of them. How would it feel to be given the a children's hospital in Akron, Ohio. information displayed on the X-ray boards? 0The students had an enjoyable and "Who tells the children what's going to engaging experience as they were guided happen to them?" asked a girl in the tour through the burn center and neonatal inten- group. sive care units, and were surprised by the col- After a fervent pause, the nurse responded orful and buoyant overall atmosphere of the with a reflective, almost thankful, "It's not my place. For many of the students, however, the job. The family's doctor bears that awful most memorable aspect of the trip was not the news." CAT scan machine or the three-dimensional The seventh grade studentsuswere mural lining the lobby. complete strangers to these children in the Headed by Kent State professor and per- The group was led to the radiology area black-and-white pictures. We wanted to sonal friend, Dr. James Delisle, Project Plus of the hospital, in which several black-and- helpbut how? Now, in our eighth grade has been a fun, exciting, and enlightening white pictures were hanging on an X-ray year, we have helped the children on the experience. We've gone to many remarkable board. The images displayed several human X-ray boardand others. places through this program, including a bodies, evidently those of kids, and were homeless shelter, the Federal Reserve Bank of flecked with white blots. A nurse explained How We Helped Cleveland, the FBI, a local historic cemetery, that the children in the pictures were a few Now, it's been a year since we visited Akron and Kent State's world famous Liquid Crys- of their patients, and the white splotches Children's Hospital. The group of students on tals Institute. But most students would agree dotting their small shapes were an incurable tour were gifted children taking part in a that none of the visits impacted us as much as and fatal form of cancer. monthly seminar series as part of an enrich- the trip to Akron Children's Hospital. The students, for possibly the first time in ment program called Project Plus in the Last year, in response to that trip, Project their lives, realized what a hospital truly is. Twinsburg, Ohio Public Schools. It was one Plusers organized the first annual "Coffee for It isn't a place where men and women in of this article's co-authors (Sara) who had a Cause," a fund raiser in which students green scrubs and starched lab coats give asked the nurse about the children in the throughout the middle school grades pre- check-ups and run tests. They discovered pictures. sented their talents in writing, music, dance, and drama to raise money for the hospital's Burn Center. This regional burn center had a summer camping program for chil- drenwhowere recovering from severe burns that had, in some cases, totally disfig- ured their faces; we thought our money should go to these kids who had been injured so badly. Plans were -- made to perform at a local coffee house, with a portion of the proceeds of coffee and pastry sales going to the hospital. After

34 GIFTED EDUCATION COMMUNICATOR, FALL 2001 more than two hours of poetry recitations, from a recently-arrived immigrant to I vocal and instrumental solos, dance rou- America from Europe in 1912: "Before I tines, and dramatizations from Hamlet, the coming to America, I heard the streets students raised $331.20. were paved with gold. When I arrived, I . .1 Although we considered the night a learned three things. First, the streets I I" 111 11. success, there were a few weren't paved with gold. - .:111 . 1 II 11 drawbacks to using the local Second, they weren't paved coffee house. First, it was at all. And third, I was small and crowded, and the expected to pave them." noise produced by the very In our own small way, active cappachino machine the performers served, sometimes drowned out the almost 100 years later, as a voices and music. Second, different kind of construc- the coffee house gave only a tion crew: one that built A Celebration of dreams, not roads. percentage of the profits to Tiairiskairg Teen Talent 111.1 our cause, meaning less to benefit the Our third annual "Cof- Akron Chinfren's 1 111.1.1 money would go to the lloapital Burn Unit fee for a Cause" is already burned children. If we could TaneFutlY se,Ved b Twinsbun scheduled for April 19, W-4001 ditola students, Mends . I - 11 I" move the fund raiser to a and Melee, AolviSorY Committee 2002. If you can attend, we'd or the Twinsburg [Jiver/ I - 5 AIeH n. won love to have you share in our more open location that I I:1 would allow us to keep all pastries and our learning. :111.1I the proceeds, we could help more children. 1 .5 1 Keeping this in mind, we decided to How The Night Begins move the second annual "Coffee for a In what has become a tradition, of sorts, "Coffee For A Cause" evenings begin with Cause" to our local library. The Young 1 1 :111. Adult librarian, Ms. Laura Leonard, was the same poem: :.1111"Ill very happy to help by hosting us in such a Poetry S. " " worthy cause. A hanging bedsheet served What is poetry? as our backdrop, and participants either It is such a simple word, I "11 stood in front of it and presented, or behind Yet so hard to define. 1 I it, with their silhouettes visible on the sheet in a medium known as "bacldighting." Far from just rhyming, Donated pastries and coffee were sold Poetry is a portal between "1" 111 1111 . . while over 40 students in grades 7-12 destinations. . I . recited well-known works by Langston Poetry takes you away from normal I I I " 111I "I Hughes or Maya Angelou. Others recited life . II I 11 II. I their own poetry or prose, written in their And into a rebirth, into imagination.

language arts classes. Still more performed .1"1/ I 1 scenes from our upcoming eighth grade Poetry creates a division between -.51 S. .1 I class play, "Flowers for Algernon" (the those I I scene where Charley meets the father who Who are poets gave him up to a state institution twelve And those who are not. years earlier). Students from the Twins- burg High School Jazz Ensemble enter- Poetry is a work of art that has a mind tained at intermission ("Zoot Suit Riot") Of its own I 1 and even Britney Spears made an appear- Poetry describes what does not exist ance, in the form of Stacy Steele, an eighth But always has. grader who performed "What you see is I 1 I. what you get." Poetry opens your eyes The whole evening was filled with To see what is invisible I II. . 5 music, drama, talent, miscues, and laughs. Poetry lets you hear the silence. I UI We also raised more than $530 while man- Stephen Keller, age 13 aging to get more than 200 students and 5 - community members to come to the library The student writers of this article are all grad- .11 -1. 1..1 on a beautiful Friday evening. uating eighth graders in the Twinsburg School . . I . We think it is a very good thing to use District in Twinsburg, OH, and members of Pro- "I" I I ject Plus, an enrichment program for gifted our work and our talents to help other peo- "II S. - 1 "I ple we do not even know. It goes along students created and led by James Delisle " I . from Kent State University In Kent, OH. with one of Dr. Delisle's favorite quotes D 3 Eighth-graders in Christa Como's U.S. History class spell out the year's work H-I-S-T-O-R-Y

Haydock Intermediate School, Oxnard, CA

space for dialogue and learning as well as helping make student work public in new History Matters formats (Rosenzweig & Bass, 2001; Bass, Errikson, Eynon & Sample, Eds. 1998). But The U.S. Suvey Course on the Web these possibilities do not fully address the challenge of finding and using quality Inter- BY KELLY SCHRUM AND ROY ROSENZWEIGlarge context of the social studies curriculum, net sources. In light of the phenomenal growth can prove invaluable. Internet sites allow of the Internet, its increasing importance in Type "Abraham Lincoln" into an Inter- teachers to enhance inquiry-based learning by the social studies classroom, and the incred- net search engine and you will receive bringing primary resources into the class- ible time required to identify quality sites, anywhere from 300,000 to 1,000,000 room, and they allow students to follow their teachers need tools for navigating its vast "hits." You will find yourself scrolling interests and exert greater control over their but uneven resources. This article will explore down lists of websites for the Abraham Lin- learning environment. Using digital media in one such tool, History Mattersa free, non- coln University School of Law, Abraham social studies classrooms can also help bridge commercial website designed to assist social Lincoln Camp, the "Hideous Jabbering Head the gap between reading and writing through studies and history teachers at high schools of Abraham Lincoln," and the online auction online interaction, extending the time and and colleges around the world. of a "green painted plaster figure" of Lincoln. Meanwhile, you might miss Navigating the Web out on some terrific Web-based History Matters (history resources, including the original Lin- matters.gmu.edu) was devel- coln letters at the Library of Con- oped by the American Social gress American Memory site or the ...... History Project/Center for documentary history of Lincoln's vatticuNT Media and Learning at The law practice collected by the Illi- JAPANEs"_ City University of New York nois Historical Preservation Soci- ucun,i NLTICE and the Center for History and ety. This example illustrates one of cal 6,rd New Media at George Mason ...... , the most common complaints by . University. This website aims to teachers about the Internet: there is 13.4, twei kb, 41 Rory DefethinLmge meet a range of pedagogical, an overwhelming amount of "infor- professional, and classroom mation" available and it is of varied WESTERN DEFENSE COMMAND AND FOURTH ARMY WARTIME CIVIL CONTROL ADMINISTRATION needs. It features useful and quality and relevance for the class- Pizsiclio of San Frarrico, California innovative teaching materials, room. Teachers often do not have May 3. 1942 valuable primary documents, the time to locate and make effective INSTRUCIIONS and threaded discussions with use of the best online resourcesto TO ALL PERSONS OP leading historians on teaching find the substantive, quality sites JAPANESE U.S. history. Visitors to the site that will enhance teaching in social ANESIRY will find depth as well as studies classrooms. And the lack of breadth, with materials rang- Living in the Following Azea: control over content, validity, and ing from a discussion on texts Alla I" tbAt ;oriole of tht Cinr of las Amyl*, Onte of Califoreia, %rill& that bonder, Iminte * the lob& * which reliability opens new challenges Korth Figueroa Strot MKT &IbA followbe Ibt With c!r Lot /moles Riitr; liAkC4 southerly aml follow* the and contexts in teaching liaa to Egt Pim Now; dime volerly oa Eut riat Moe* to &met.. Street; awe s5tariroL Almada fltreet when sending students to the Inter- to Ent TkintStrest; avitIvwestvrlyon.Eut Tht4 OtriS to Main ativet; tbsace native* vs tdvis Otrset toPint women's history, to a blues net (Risinger, 1998). DIGITAL BLACKBOARD This section contains over 40 teacher-tested song on domestic work, to a Yet the Internet also offers amaz- lessons developed by individual teachers, the Ubrary of Congress,series of sketches detailing one ing opportunities for social studies and National Archives. Using various teaching and learning strategies, soldier's experiences in World teachers by providing tools that, students study controversial topics in stepby-step assignments withWar II. when used effectively within the links to multiple resources. 6-4 36 GIFTED EDUCATION COMMUNICATOR, FALL2001 WWW.History edited collectionsto these exciting teach- An essential function of History Matters, is ing tools. The Internet has dramatically to serve as a gateway to prescreened, quality changed this situation, offering teachers and websites. It does this through an annotated students the opportunity to experience the guide called WWWHistory. There are cur- drama and excitement of reading handwrit- rently more than 400 such websites and their ten diary accounts of the Civil War or exam- : number is growing rapidly. Each website is ining World War II propaganda posters. The carefully evaluated by professional historians analysis of primary documents, and the struc- I S for content, depth, and reliability. The anno- tured inquiry learning process that is often tations summarize each site's content as thor- used in such examinations, is widely recog- oughly as possible, and emphasize its utility nized as an essential step in developing stu- for teachers and students. In addition, the dent interest in history and culture. And - o: annotations highlight o special features; men- 'o tion sites that are par- el WOFife The Webof Afe4 ticularly easy or .00 .eo e difficult to navigate; and forewarn visitors about any potential problems, such as o I sites that are "under construction." - . . Each site chosen for WWWHistory is Wekome to The Great Chicug i Fire and The Web of Memory, a indexed and search- commemorative exhibition created by the o able by the type of Chicago Historical Society and Northwestern University website (archive, electronic essay, gateway, journal organi-66 While thousands of primary source documents are zation, syllabi/assignments), now available on the Web, the ones you will find at type of resource (text, History Matters have all been screened, edited, images, audio, and video), and topic cov- and carefully contextualized for classroom use by ered. Topics include ten time periods from professional historians" are searchable by keyword, topic, or time "Three Worlds Meet, period, with transcriptions provided for every Beginnings to 1620" to "Contemporary U.S., while primary documents are essentially audio segment. 1968-Present." as well as twenty-two the- fragmentary and contradictory, requiring For example, you can listen to Laura matic categories that include African Amer- both close reading and contextualization to Ellsworth Seiler recall campaigning for suf- icans, Consumer Culture, Labor, and Women. discover their meaning, they are an invaluable frage on an automobile tour after college, You might start by visiting some of the sev- teaching tool (Bass, 1997). with her mother in tow as chaperone: enteen "Best of the Web" sites, or by searching for a specific time period or theme. A fast Many Pasts When I got [to a new town], I had to search engine allows you to search by topic, Several features of History Matters enhance contact all these women and get them time period, or keyword to quickly identify the use of primary documents for both teach- organized. And then I had to make a quality resources for lesson plans, lectures, ing and student research. Many Pasts contains street speech, and that was in the days projects, assignments, or student research. more than 500 documentsin text, image, when you could still rent cars where and audiothat highlight the experience of the back went down. So we would Bringing Primary documents into the "ordinary" Americans. While thousands of rent a car and put an enormous banner Classroom primary source documents are now avail- across the back of it, letting it down, Primary documents are the "raw material" of able on the Web, the ones you will find at and I would stand up on the back seat historical research. They provide students History Matters have all been screened, and make the speech. with a sense of reality and complexity of edited, and carefully contextualized for class- the past, and represent an opportunity to room use by professional historians. The Or you can hear "William Brown" (pseu- interact with real people and problems. Yet, new "Featured Document" section will high- donym) describe the impact of witnessing a until recently, social studies teachers and light specific documents and provide sug- 1902 lynching in Jacksonville, Florida, at library media specialists had little direct gestions about how they can be used in the the age of five: accessoutside of textbook photographs or classroom. In addition, all the documents See History Matters, 55

165 CALIFORNIA ASSOCIATION FOR THE GIFTED 37 still be missing and data or ethical consid- PROJECT P-BLISS erations may conflict. Still, just like in the real world, a decision must be made. Ill-structured problems have the added An Experiment in Curriculum for advantage of being almost inherently interdisciplinary, allowing for many and varied Gifted Disadvantaged High School Students examples of how different disciplines approach the same topic, and how they inter- BY SHELAGH A. GALLAGHER sect when problem-solving. They also provide a firm attachment to the real world, f all gifted students, those who are scientist would not perform an experiment serving as exemplars of how different disci- economically disadvantaged are before having a question to answer, students plines touch the everyday lives of individu- among the most difficult to serve, in a PBL class do not start learning until als. 0since they live in settings which they are focused on an ill-structured problem often suppress natural passions for acade- to solve. What is Project P-BLISS? mics. Of all gifted disadvantaged students, Project P-BLISS is a curriculum development adolescents may be in greatest danger of The III-Structured Problem and evaluation project funded by the Jacob underachieving, as peer pressure and low Using ill-structured problems is a key element K. Javits Gifted and Talented Program in expectations inhibit their inner desire to pur- of PBL. Ill-structured, real-life problems dif- the US Department of Education. The grant, sue their gifts. Of all the academic subjects, fer from the well-structured problems ofwhich is directed from the University of social studies could be most enticing to gifted most school textbooks in several ways. First, North Carolina at Charlotte, operates through disadvantaged adolescents, by revealing the the initial situation lacks part of the infor- a series of collaborative networks throughout many possible relationships between selfmation necessary to develop a solution or North Carolina. Curriculum experts, Acad- and society, opening possibilities unimagined even to precisely define what the problem is. emically Gifted (AG) specialists, and prac- in their home environments . These were the New information must be gathered before the ticing teachers worked together in Project underlying ideas that gave birth to Project P- problem can be defined or resolved. Sec- P-BLISS to develop and test five social stud- BLISS: Problem-Based Learning in the ies units designed to engage gifted disad- Social Sciences. The premise was that dis- vantaged high school students. advantaged gifted adolescents, when pre- if I learned that fairness is sented with rigorous, relevant curriculum, P-BLISS Partnerships could learn to like learning as they explore not always equal. I also Each part of the P-BLISS team plays an the many ways they create identities both as important role in the operation of the project. individuals and as members of society. learned that it is best if you Curriculum and AG specialists write materials, provide teacher training, and oversee Basics of Problem-Based Learning (PBL) find all the research you can implementation of the units. AG teachers In most classroom problem solving, students to base the problem on rather and coordinators from these districts not encounter problems only after they have only helped to pilot-test the units, but they been presented with a body of information. than look in one book and find were also an integral part of the early design Often, the problems students face as practice of the units. exercises are so narrow in focus that most of a little piece of information the information they read never gets used. In The Structure of P-BLISS Units addition, the problems are presented to stu- and stop, to never Ove up, A Framework: Problem-Based Learning. dents after all information is "taught," send- and to base your decision The P-BLISS units were written to fit into ing the implicit, though false, impression three parts of social studies curriculum: two that problems only arise in venues where all fairly (don't pick sides).97 units were designed for American studies, the information needed for solution-building two for world studies, and two for govern- is already at hand. Ironically, these prob- Project P-BLISS student ment classes. Each of the units uses Problem- lems don't actually require much problem- Based Learning (PBL) as the overall solving, but rather the simple application of curriculum framework. The orientation of the appropriate algorithm at the right place ond, there is no single "right" strategy or PBL to ill-structured problems was an exact and at the right time to acquire a right answer. strategies to use to solve the problem. Many match with the stories that comprise history. Problem-based learning inverts the order paths can and should be explored. Third, as In each of the five units, students found of learning as it is traditionally found in new information is gathered the problem themselves transported in time, place, and classrooms. In PBL learning begins after definition changes, sometimes as a result of role, to a pivotal moment in history. In the students are confronted with an ill-struc- refinement, sometimes because new data American studies problem Gateways, stu- tured problem. This way, students know why alter the problem solver's perspective. Finally, dents start out the unit by finding a memo like they're learning: all of the information they students will never be 100% sure that they the one in Figure 1 on their desks. gather for a unit of study is learned for the have made the "correct" selection among Eventually, the students find themselves purpose of resolving the problem. Just as a solution options because information may embroiled in the midst of the various forms of

38 GIFTED EDUCATION COMMUNICATOR, FALL 2001 114, Chinese Exclusion Acts, some of the most con- A Touch of Sophistication: Making it on curriculum and on their students. Just as troversial immigration legislation in the "Gifted." Advanced content and PBL struc- hoped, the teachers had a chance to see their nation's history. To solve the problem, stu- ture serve as a platform to integrate the fol- students in a differentbetterlight. Not dents have to look at the history of Chinese lowing forms of curriculum differentiation. only did the predictable students engage in immigration to the US, the evolution of reg- Conceptual Focus: Each of the units critical thinking and self-directed research, ulations regarding immigration, and the effect makes purposeful use of the National teachers noticed that students who did not that economics has on attitudes toward new Council of Social Studies (NCSS) theme seem typically "gifted" emerged as good immigrants. Similarly, the other P-BLISS Individuals, Groups, and Institutions as thinkers and investigators during the unit. units place students squarely in the midst of the larger abstract idea behind each of the a different historical controversy. A brief sum- problems. It is nice to see them really involved in mary of the units is presented in Table I. Thoughtful Reasoning: Reasoning skills something and to have students who A Cornerstone: Important Content. Of are developed throughout the units never or rarely participate take the critical importance to the project is that each through the use of graphic organizers lead...I have seen a group of students of the five units aligns with the requirements and question prompts for classroom dis- who have done what was necessary to of the North Carolina Standard Course of cussions. get by really take hold of this problem Study and with the national standards for Discussion of Ethics: Each unit includes and fly with it! social studies, American studies or world a framework for thinking about the eth- studies. The units all cover the required con- ical dilemmas broached by the problems It is refreshing to see a few of my tra- tent, but that's just the beginning. The problems under study ditional underachievers (although I that engage the P-BLISS students draw them Authentic Assessment: A Problem Log have been telling them for months deeper into the content, revealing the intrigu- has been designed for each unit to serve how bright they are) really succeeded. ing circumstances and complex relationships as both a portfolio of student work and as I am wowed by them! We are getting that make history fascinating. To remedy the a reflective journal for students to record some excellent dialogue out of the problem of scarce resources Resource Disks, their thoughts and feelings about the experience and some passionate floppy disks with primary resource materials, problem. pitches. are included with each P-BLISS unit. Infor- mation included on the Resource Disks Effects of the P-BLISS Units. In addition, most of the teachers recog- includes Supreme Court rulings, photographs, The P-BLISS units were tested, revised, nized that because the units were set up so and congressional legislation. tested, and revised again. Each unit was that they could "let go," allowing the students tested in at least three to take more charge of classroom discus- different classrooms. sion and direction, they had more time to House of Representatives Many of the units coach critical thinking skills rather than United States Congress were tested with very focusing on direct instruction of content. Internal Memorandum different groups of For some teachers, the changes in their own students, from honors ideas about learning were the most profound February 11, 1882 level classes to het- of all. "I didn't believe I could do it," one Nemo to the Representatives fram California erogeneous groupings teacher said, "but I did...it was scary for me From: Office of Thomas Geary, Congress with only one or two at the beginning, letting go, but the kids were Re: Your Support for the Attached Bill Components identified gifted stu- up to itit was amazing to see them work!" dents in the group. Students were also enthusiastic about The attached list of carponents for the bill we are Research data was their P-BLISS experiences. Several described drafting regarding Chinese immigration to the United gathered during the with remarkable clarity the effects of learn- States needs your attention, and, hopefully, your support. We are sure you are receiving considerable second round of testing through an ill-structured problem. mail from California voters about the tidal wave of ing; both quantitative Chinese immigrants that is causing economic and and qualitative data As I began to answer some of the social chaos in your state. We believe that this state supported the effec- questions I found that some led in the of affairs can no longer be ignored. tiveness of the units wrong direction or into a brick wall. to enhance both learn- But as time went on we worked out the The final text for this bill will be asseMbled over ing and classroom quirks I found that this was a lot of the next week. Therefore, we need your reactions to engagement. small problems inside one high prob- these pieces by Friday. Please tell us which you are P-BLISS teachers, lem. As we worked out the small prob- willing to support, whidh you are inclined to reject, many of whom began lems that huge problem began to which you wish to see changed in some way, and any the project concerned shrink in size. new conponents you wish to add. about taking two Thank you for your attention to this weeks out of a jam- I learned that fairness is not always matter. packed year to teach equal. I also learned that it is best if you an additional unit, fmd all the research you can to base the came away with a problem on rather than look in one Figure 1. Example of an III-structured problem new perspective both book and find a little piece of infor-

CALIFORNIA ASSOCIATION FOR THE GIFTED 39 Table 1. P-BLISS Units C-SPAN IN THE CLASSROOM

Subject Area Unit Title Brief Description The cable network C-SPAN was created by AmpriraS rahlp rnmpanips as a public American History Who Stands tor Children Students are placed on tne iyationai service activity. Many educators are aware Child Labor Commissin studying the of the "gaveko-gavel" coverage of ses- status of child labor in the Progressive sions of congress: C-SPAN televises the Era House of Representatives while C-SPAN 2 televises the Senate. But did you know Gateways Caught between the desire to serve a that they also produce a variety of com- constituency who would exclude Chinese immigrants and the US ethic panion series appropriate for classroom of equal access to all, students must use? And the best part for teachers is a "C-SPAN in the Classroom" feature with struggle with the Chinese Exclusion Act and Geary Laws of 1882 and 1892. free membership, materials, and ideas for teaching history and government.

European History ToFarm orNot toFarm Students experience the struggle of a Their 20th anniversary series, "American yeoman farmer who Is caught up in Presidents: Life Portraits," profiled the 41 the Enclosure Movement at the dawn men who had served as chief executive of the Industrial Revolution. and was a winner of the 1999 Annual Peabody Award. Go to www.american. Government A Just Prosecution As Assistant District Attorneys, presidents.org, click on the name of any students are faced with the compelling president and you will find the following case of a juvenile who has committed choices: a violent crime. As they prepare their biographical facts case, they must decide whether or not key events of each presidency to try the alleged perpetrator as a presidential places juvenile or an adult. reference material teacher guides impasse The Lakota Indians and the Park Service governing Bear Butte State Furthermore, you can watch the entire Park are at loggerheads over the use series online! of the park. Students must try to A series on American writers runs through create an acceptable compromise December 2001, and includes In-depth between closing the park for religous discussions of 45 writers, begnning with ceremonies and keeping the park William Bradford of Plimouth Colony and accessible to tourists. ending with Neil Shehan. Programs are historical In nature, illustrating the back- Note: One unit, centering on the Zapatista uprising in Mexico, is undergoing substantial revi- ground events that influenced the writers, sion following the last presidential election in Mexico. their individual works, and major aspects of their careers.

mation and stop, to never give up, and vantaged middle school students. Curriculum Another C-SPAN feature which both teach- to base your decision fairly (don't pick developed under the new grant will inte- ers and parents will find useful is the weekend airing of shows related to non- sides). Also, don't try to find or use grate social studies and science under the PBL umbrella as one part of a coinprehen- fiction books. C-SPAN 2 carries "Book TV; information that you don't need. If 48 broadcast hours of author Interviews, you're working in groups, split up the sive program model that moves from the book talks, book festivals, and analysis of work equally, and try to do your part to regular classroom to the gifted resource room non-fiction works. the best of your ability. and beyond. For current events, a choice program is "Washington Journal," which airs daily and Many of the teachers observed that these For information about P-BLISS or Insights includes journalists from Washington, D.C. attitudes lasted as a kind of "afterglow" of units, please contact Dr. Shelagh Gallagher discussing issues and responding to critical inquiry and questioning that lasted at the University of North Carolina at Char- viewer phone questions on the the impor- throughout the year. Some teachers even lotte, Department of Counseling, Special tant topics of the day. claimed that this ultimately helped students Education, and Child Development, 9201 "America & the Courts" is another series on state end-of-year achievement tests. University City Blvd., Charlotte, NC 28223- of interest and airs Saturday evenings. It 0001 [email protected]. often features a Supreme Court justice Next Steps either gving a public talk or being Inter- Project P-BLISS units are in the final stages SHELAGH A. GALLAGHER teaches at the Uni- viewed, so that one can learn something for dissemination. Gateways and To Farm versity of North Carolina at Charlotte and Is the about their qualities of mind, their general or specific views, and their personalities. or Not to Farm should be available in the fall. project director for a federal Javits grant on Prob- In the meantime, many of the participants in lem-Based Learning. She presents regularly at C-SPAN--a national treasure In the "vast P-BLISS are now involved in Project national and regional conferences and Is the co- wasteland." Insights, a model program for gifted, disad- author of Teaching the Glfted Child. WI 40 GIFTED EDUCATION COMMUNICATOR, FALL2001 I

ognize the potential of a struggling student, Meeting Needs of Gifted they tend to see the underachievement as a problem within the childrather than as a response to conditions at home or in school. UnderachieversIndividually They will make comments to parents such as, "If he'd just apply himself more and stop BY JOAN FRANKLIN SMUTNY icant number of underachievers respond to distracting the rest of the class, maybe he'd similar challenges in more or less similar get better grades." As noted by ways. Commonly cited characteristics of the National underachieving gifted students include (Van What Are the Most Promising Solutions Excellence Tassel-Baska, 1992; Whitmore, 1986; Rimm, to Underachievement? report (Ross, 1986; Baum, Owen & Dixon, 1991): Examine the problem individually. 1993), there is a low self-esteem Underachievement covers a broad spectrum "quiet crisis" in the consistently negative attitude toward of situations from a minor school problem education of gifted school and learning with a fairly obvious cause to a more students today reluctance to take risks or apply one's entrenched long-term pattern. Since under- "quiet," because few self achievement is such a varied and complex people raise their discomfort with competition phenomenon, each case must be examined voices on behalf of underachieving gifted lack of perseverance individuallywith no preconceptions. As children in our schools. It could be argued lack of goal-directed behavior Hansford (2001, p. 316) observes: "Under- that the "quiet" response has reinforced the social isolation achievement is very specific to the individ- crisis and perpetuated a neglect of Amer- weaknesses in skill areas and organiza- ual child; intervention and remediation of ica's talent in all sectors of society. Research tion underachievement must be individually has estimated that about half of all identified disruptiveness in class and resistance to developed and implemented." gifted students do not perform well acade- class activities. Create a teacher-parent collaboration. mically (National Commission on Excel- Teachers and parents need to work together lence in Education 1984; Richert, 1991). My experience in school districts has and pool their information and experience This estimate does not include the thousands shown that many educators and administra- regarding the child. Most interventions in of gifted who remain unidentified because of tors do not understand the scope of the under- the literature involve parent-teacher collab- underachievement or because of other factors orations (e.g., Rimm, 1986, 2001), where such as poverty, cultural difference (see Peter- diThe stereotype of they can coordinate their efforts and help son, 1999), geographic isolation, or learning the child progress more effectively. Some disabilities. giftedness is still so of the questions teachers and parents can explore together are: What Are the Common Characteristics of strong that even the In what areas has the child shown excep- Gifted Underachievers? tional ability? Researchers recognize that underachieve- most observant What are the child's preferred learning ment is a diverse phenomenon with a variety styles? of determinants. Whitmore (1989) identi- educators tend to What insights do parents and teachers fied three broad causes for underachieve- have about the child's strengths and prob- ment in gifted children; equate giftedness lem areas? lack of motivation to apply themselves in What does the child say about self-needs, school with achievementm interests, and school experiences, and environments that do not nurture their how is this information to be interpreted? gifts and may even discourage high achievement phenomenon among gifted What external factors might be influ- achievement students, nor are they likely to recognize it in encing performance in schoolculture, disabilities or other learning deficits that their own schools. There are two reasons for bilingualism, gender, family history? mask their giftedness this. First, the stereotype of giftedness What factors in schoollack of intel- what it looks like and how it appears in the lectual challenge, social isolation, Children in all three categories tell a sim- classroomis still so strong that even the difference in learning style and think- ilar story. All manifest a discrepancy between most observant educators tend to equate gift- ingcould cause this withdrawal from potential (as seen from test scores, products, edness with achievement. A despondent, dis- school and learning? or observations of parents, relatives, or neigh- organized, and rebellious student who rarely This kind ofjoint exploration yields use- bors) and achievement in school. Despite performs well is typically not thought of as ful insight into the nature of the child's abil- the uniqueness of each individual, a signif- "gifted." Second, even when teachers rec- ities and the root of the problem.

ko; v 44 GIFTED EDUCATION COMMUNICATOR, FALL2001 1 72 Social Education Western Europe National Council for the Social Studies, 7 issues yearly, journal, Teachers' Curriculum Institute membership benefit, $55.00 yearly multimedia kit, $399.00 This journal provides valuable information and ideas for middle and high The kit includes excellent interactive activities for high school students suroDt-Itsachers. Many of ihe urilLs and lessons p uvi e \Nap for wulti mauy vvayb iou a teaU rer to otter ci II e pnijects. students to engage in research. Excellent resource for the teacher of organized with challengjng questions offered by the authors. gifted students. Decisions Decisions: Immigration Kongo: A Kingdom Divided Tom Snyder Productions Ernest O'Roark and Eileen Wood 1997, multimedia kit, $150.00 2000, National Center for History in the Schools (UCLA) This work is appropriate for advanced middle school or high school paper, $12.00, 65 pp. students who play the role of president of the U.S. facing a recurring One of the excellent world history units designed for middle and high dilemma in U.S. history. Students learn to apply the lessons of the school students. In addition to primary source documents and a history of U.S. immigration policy. It is excellent for discussion and simulation, short pieces of historical fiction accompany the lessons. research. The packet includes 25 student reference books, a CD-ROM, and teacher's guide with lesson plans and reproducibles. Avenging Angel? John Brown, the Harpers Ferry Raid and the "Irrepressible" Conflict Egyptian News (History News Series) John Pyne and Gloria Sesso Scott Steedman 1999, National Center for History in the Schools (UCLA) 1997, Candlewick Press paper, $13.50, 109 pp. hardcover, $15.99, 32 pp., 156-402-8739 One of a number of excellent American history units for middle and high This fascinating resource for middle school students studying ancient school students. It includes an excellent collection of primary source civilizations is presented in the form of a newspaper; students learn documents and a variety of activities that challenge the gifted student. about ancient life in the areas of sports, fashion, farming, religion, politics, and building. Others titles in the series include Greek and Apple Pie Music Roman news; each book inspires students to create their own. 1994, Queue CD ROM, $75.00 UNDA BRUG teaches AP history at Ventura High School In Ventura, CA. This CD explores how American music has reflected and expressed DEBORAH HAZELTON teaches a thlrdgrade GATE cluster at South Oceanside various aspects of U.S. culture. In addition to the music itself the CD Elementary School In Oceanside, CA. Both are members of the Board of looks at the different eras of music with text. Almost half the music is Directors for California Association for the Gifted. from archival recordings with authentic performers. It is excellent for all ages.

Research Comes Alive Gina Schack and Alane Starko Musical plays for musically 1998, Creative learning Press paper, $30.95, 300 pp., 0-936386-75-4 timid teachers... and their This is the complete book on research. It helps the student and teacher gifted students. by taking the process one step at a time. It is especially good at demonstrating for students how to conduct original research as an historian. Many activities are included in this book designed for students Twenty different shows in grades 7-12. coordinated with your curriculum, grades K-9. You Decide! Applying the Bill of Rights to Real Cases Only $29.95 each! George Smith and Arlene Smith 1992, Critical Thinking Books and Software software, $23.95, 0-89455-440-9 Includes CD and You decide is excellent for advanced middle school or high school Teacher's Guide. students as it casts students in the role of judges, analyzing, discussing, and deciding actual U.S. Supreme Court cases. The set includes an We've made it fun and easy to doeven if you answer guide with the Court's decisions for 75 cases. have absolutely no musical experience.

Imperial China and Feudal Japan Call: 1-888-827-8661 for a free catalogue. Teachers' Curriculum Institute multimedia kit, $399.00 Visit our website to look at scripts, hear This comes with excellent interactive activities with superb background information and is perfect for the advanced middle school learner. It songs, and read teacher comments and reviews. includes great instructions for teachers contained in lesson guides, slides, placards, overheads, and an audio tape. www.badwolfpress.com Modem Latin America Teachers' Curriculum Institute multimedia kit, $399.00 The kit provides interactive activities with superb background information. It is perfect for the advanced high school learner. It includes Bad Wolf Press great instructions for the teacher with slides and overheads. . \ 17/ CALIFORNIA ASSOCIATION FOR THE GIFTED 43 Children Just Uke Me Community Map Kits Barnabas & Anabel Kindersley Thomas Bros. Maps 1995, DK Publishing (Unicef) paper/kit, $150.00 hardcover, $19.95, 79 pp., 0-7894-0201-7 This map kit is great for a unit on your local community as you can order This large picture book investigates children from all seven continents 35 laminated desk maps and one class map of your own community looking at housing, food, play, education, customs and daily living facts (28" by 34"). and information. This book is great for comparing cultures, neighborhoods and children. Appropriate for students in all grades. Lewis & Clark Mary Pat Vargas Journeys in Time: A New Atlas of American History 2000, Interact Publishing Elspeth Leacock and Susan Buckley paper, $56.00, 127 pp., 1-57336346-4 2001, Houghton Mifflin Co. Through this simulation, students learn about the history of the hardcover, $15.00, 50 pp., 0-395-97956-0 Northwest Passage, explore the geography , and form Corps of their own By tracing journeys of the past that shaped our nation, this picture book facing real-life dilemmas. The unit includes National and California shows the changes that took place over time. Various journeys can be standards using games, cooperative group projects, and research. compared and contrasted. Grades 2-5. Excellent for grades 5-8.

Places in Time: A New Atlas of American History MIDDLE AND HIGH SCHOOL Elspeth Leacock and Susan Buckley Timetables of History 2001, Houghton Mifflin Co. Bernard Grun, Ed. hardcover, $15.00, 45 pp., 0-395-97958-7 3rd ed., 1991, Simon and Schuster This picture book features 20 sites in time that shaped our history using paper, $22.00, 736 pp., 0-671-74271-X maps, visual facts, and simple written descriptions of the time and the This resource is a must for all students and teachers. Beginning with people. Grades 2-5. 4241 BC, this reference shows what was happening simultaneously in the world in seven areas: history and politics; literature and theater; Systems of Civilization religion, philosophy, and learning; visual arts; music; science and Catherine A. Little technology; and daily life. 2000, College of William & Mary (Center for Gifted Education) paper, $25.00, 277 pp. Japanese-American Internment-Ufe in the Camps: Photo Collection This publication includes a series of 25 lessons comparing the ancient 1999, Jackdaws Egyptian and Chinese cultures to your own community. The units are photos, $28.00, 12 posters and guidebook intended for grades 2-3. With these primary source pictures, students can discuss various aspects of the Japanese internment experience. They can accompany Cities, Citizens and Civilizations (Timeline Series) other primary source documents and literature or serve as an Fiona Macdonald introduction to a role-play activity. A full Jackdaws packet of broadsheets 1992, Salariya Book Co. Ltd. and historical documents is available as well. Grades 6-12. paper, $8.00, 47 pp., 0-531-15287-1 The Timeline series of books provides a resource for all students The Road to the White House: The American System of studying individual topics using high interest pictures and easy reading Representational Democracy captions. Appropriate for all grades. Lisa Kaenzig 2001, College of William and Mary (Center for Gifted Education) The Story of Clocks and Calendars: Marking a Millennium paper, $25.00, 200 pp. Betsy Maestro This is a good middle school unit with an in-depth look at democracy and 1999, Lothrop & Lee & Shepard Books a thought-provoking study of presidential campaigns. It also includes hardcover, $15.95, 50 pp., 0-688-14548-5 campaign simulations. This picture book records the history of people marking time. It spans the globe introducing the reader to calendars, clocks, lunar cycles, and Tragedy at Kent State astronomy. It is a great resource for all students working on an Bill Lacey investigation of the differences and similarities of people. 1997, Interact booklets and teacher's guide, $18.00, 20 pp. Social Studies and the Young Learner This is one of many Interact re-creations of turning points in 20th century National Council for the Social Studies, quarterly journal, membership U.S. history. Students relive the confrontation at Kent State and benefit, $55.00 yearly, 32 pp. experience different points of view. Each simulation includes background This journal provides a wealth of ideas for the K-6 teacher including field information, script narration and debriefings. It is part of the "Activator" trips, simulations, book reviews, and units. Many of the units and series of simulations that can be completed within one class period. lessons provide ways to enrich lessons for the gifted child. The resources and suggestions connect history to the real world and make it US. History Through Cartoons come alive. There is a wide variety of topics and areas of study spanning 1997, Mindsparks the elementary grade levels. paper, $12.95 per time period, $88.00 complete set This is a series of cartoons relating to eight different periods of U.S. Years in Photographs history: Revolution; The Young Nation; Civil War and Reconstruction; The George Sullivan Gilded Age; The Age of Reform; Prosperity and Depression; World War II; 1999, Scholastic Inc. and The Cold War. Overhead transparencies of cartoons are provided paper, $9.00, 96 pp., 0-590-22858-7 along with discussion questions and background for each cartoon. The photos and descriptions in this picture book are organized by Middle and high school students are challenged to understand the decades. This is an excellent way to promote motivation using photos to meaning of these historical cartoons. stimulate curiosity before beginning a unit. 170 42 GIFTED EDUCATION COMMUNICATOR, FALL 2001 Teaching Social Studies to Gifted Students Recommended Resources

BY LINDA BRUG AND DEBORAH HAZELTON

ELEMENTARY Eyewitness to America A System in Conflict: The American Civil War David Colbert, Ed. Carrie Beth Adams 1998, Vintage Books 1999, College of William & Mary (Center for Gifted Education) paper, $16.00, 662 pp., 0-679-76724-X paper, $25.00, 207 pp. Here is a great resource for primary source documents and letters from This publication includes a series of 20 lessons for 5th and 6th graders the past. Teachers can pick and choose original documents written at in their study of the civil war. There are assessments, group activities, the time period being studied. These letters are fantastic for showing and powerpoint project ideas. Many of the lessons include perspective different perspectives. Grades 3-12. and related pieces of literature. Geography is Everywhere Social Studies Excursions: 1(-3 Dorothy Connet, Ed. Janet Alleman and Jere Brophy 1993-2000, Thomas Bros. Maps 2001, Heinemann Quarterly Newsletters, free, 7-9 pp. paper, $27.50, 319 pp., 0-325-00315-7 These newsletters include class projects and lessons for grades K-6. It This resource is comprehensive in that it offers lessons on food, is a small edftion and some issues are more extensive than others, but clothing, and shelter that not only provide a broad base for learning but you can find great ideas. also an in-depth look into these topics. The unit on food covers the food pyramid, farming, and food over time. 100 Colonial Leaders Who Shaped North America Samuel Willard Crompton Folk Tales 1999, Bluewood Books Beth Amer paper, $7.95. 107 pp., 0-912517-35-2 1996, Interact Publishing This resource book offers short biographies of individuals who helped paper, $52.00, 67 pp., 1-57336-228-X shape the history of the United States in the colonial period. The Students explore folk tales from around the world using print material as biographies give a personal history, contributions, and personal well as an audio tape with 14 folk tales included. There are home sacrifices. The entries are in chronological order. Other books in the activities, a culminating Folk Tale Festival, and student summary logs. series include biographies of artists, authors, military figures, and Students will discover the elements of a folk tale and that many tales scientists. share the same details from other parts of the world. The annotated list of folk tales is great for locating more in your own library. Pilgrims Myron Flindt Fantastic Book of 1001 Usts 1994, Interact Publishing Russell Ash notebook, $53.00, 70 pp., 1-57336-110-0 1999, DK Publishing In this simulation, students compete against the first Pilgrims in order to paper, $14.95, 208 pp., 0-7894-3412-1 do a better job of surviving. Students work in teams to cross the Atlantic This book of lists provides an interesting resource to students studying a and build a colony. There are Fate cards to build in consequences and variety of topics. It includes charts, graphs, dates, and timelines for such dangers. The unit can be planned out over time or you can do the whole topics as World War II, film, artists, and food production. Grades 2-6. simulation in three full days. The flexibility in structure is a plus for all There are several other titles in this series for history. teachers. Grades 2-4.

Teaching and Learning History in Elementary Schools Incredible Edible Geography Jere Brophy and Bruce Van Sledright Veronica Getskow 1997, Teachers College Press 1998, Thomas Bros. Maps hardcover, $56.00, paper, $27.95, 312 pp.,0-8077-3608-2, paper, $12.00, 64 pp., 0-58174-1804 0-8077-3607-4 Geography ideas in this book enhance the study of map skills using This book includes a detailed accounting of research and the history of hands-on materials and several projects are edible. Field trip excursions teaching history and social studies in the elementary grades. The are suggested and include investigations. Great for grades 2-6. authors examine three different 5th grade teachers and collect data and interviews on a sampling of students in a pre/post examination. The last Boomtowns of the West (Ufe in the Old West Series) chapter goes over the implications for curriculum and instruction and Bobbie Kalman provides suggestions. 1999, Crabtree Publishing paper, $8.00, 30 pp., 0-7787-0110-7 Letters of a Nation A great resource for upper elementary grades while studying the Andrew Carroll, Ed. Westward Movement or the Gold Rush. Chapters cover opportunities, 1997, Broadway Books dangers, business, customs, and daily life. Other books in the series paper, $15.00, 423 pp., 0-7679-0331-5 include Miners, Homes of the West, and Railroads. This collection of letters spanning 350 years of American history is a wonderful resource for teachers studying a specific time period. The letters can be used to illustrate different points of view.

;: 11 S-9 CALIFORNIA ASSOCIATION FOR THE GIFTED 41 Stay focused on the child's gifts. When tically from the convergent style rewarded by ferentiated curriculum with a variety of learn- examining a child's underachievement, schools. Janos and Robinson state that schools ing styles and a supportive teacher who val- always begin by focusing on strengths; a "tend to reward the less original students and ues learning over performance (Emerick, deficiency approach encourages the child may, indeed, exacerbate the problems of some 1992; Dweck, 1986). to focus on weaknesses even more than creative children" (Peterson 2001, p. 326). Rimm's Trifocal Model (1986, 2001) is before. At each point the investigation needs Avoiding competition (Rimm, 1986) and one of the most comprehensive approaches to find the most effective ways to involve the acceleration, these underachievers often to underachievement. The model operates child in the pursuit and exploration of per- improve once they fmd themselves in classes on the philosophy that underachievement is sonal talents and interests. This builds the where they can use their talents in creative learned, and therefore achievement can also confidence and strength the child needs to thinking, learning, and expression. be learned. Rimm examines the three major manage problem areas. A gifted under- influences on a child's lifehome, school, achiever once wrote Sylvia Rirnm a letter that and peer cultureand seeks to understand expresses perfectly the importance of focus- how these areas contribute to the child's ing on the gift: underachievement. Rimm's analysis of the I remember you told me to continue defense mechanisms an underachiever uses and explore my creativity through to establish "dependent or dominant rituals" writing and acting because that is how (2001, p. 353) provides keen insight into the I would truly find my strengths. I subtle dynamics between a child and the remember how you taught me to man- adults in his life that reinforce a pattern of age my life strategically because this nonproductive behaviors. would help my confusing and random, inconsistent behavior. I finally A Final NoteThe Importance of remember that you told me to never be advocacy afraid to express myself no matter Each underachieving gifted child has what others thought. (2001, p. 350) special characteristics, gifts, and challenges that require a unique response. Create an individual plan for the Some form of advocacy has to take child. The plan designed for the child place for any solution to work has to emerge from the nature of indi- (Smutny, 2001b). Because of their vidual gifts and the root causes of low self-esteem, gifted under- the underachievement. An underachievers need, as Rimm (1986; achieving Native American child, for 2001) points out, mentors or role example, who suffers from low skill models with whom the children can development due to poverty, inadequate identify and in whom they can confide schooling, and low self-esteem needs an when they face obstacles. Children who do individualized pro- not feel good gram that willdi In many respects the absence or presence of about themselves provide mentoring have a particu- in the develop- advocacy can determine whether or not a child larly difficult time ment of personal sustaining inter- gifts, open-ended overcomes underachievement. ests or persever- projects that allow ing when they free exploration and divergent thinking, and Creative students need solutions that give have problems. For gifted children, this prob- also special intervention to strengthen skills them both the freedom to create and the sup- lem is greatly exaggerated by the height- (Scruggs & Cohn, 1983). Research on cul- port in skill and organization areas where they ened sensitivity and insight that accompany turally different and disadvantaged gifted are weak. Baum, Renzulli, and Hebert (1995) giftedness. students has produced a number of effective used Renzulli's Type HI enrichment to design This is where advocacy comes in. In many models (Smutny, 2001a) that educators can an intervention model that addresses the cre- respects the absence or presence of advocacy use to help reverse underachievement. These ative needs of gifted underachievers and that can determine whether or not a child over- models show how factors such as cultural dif- also helps them complete projects in a sys- comes underachievement. The children I ference and impoverishment lead to under- tematic way. In this model, teachers can have seen emerge from difficult school expe- achievement and the kinds of interventions address individual needswhether they be riences were those who had a special person children need to overcome the barriers that limited skills, poor goal-making, or trouble in their lives who was committed to their have isolated them from their own talents. with sequential taskswithout making the success when they were not themselves com- In a number of cases, a difference in learn- child's weaknesses the primary focus or lim- mitted, who cared for them when they felt ing style has hindered the progress of a gifted iting the work options or activities. Research alone or inadequate, who supported them child. Peterson (2001) points out that creative bears out that underachieversparticularly through all their doubts and fears. The gifted children have a tendency to underachieve those whose problem is school-based child who wrote to Rimm (2001) credited her because their thinking style diverges so dras- change for the better when they have a dif- with the support, affection, encouragement,

173 CALIFORNIA ASSOCIATION FOR THE GIFTED 45 and wisdom that true advocates bring to National Commission on Excellence in Educa- sity-based summer program for a highly able their role, and it changed the course of this tion. (1984). A nation at risk: The imperative but poorly achieving Indian child, Gifted child's life. This is the quality we all must for educational reform. Washington, DC: Child Quarterly 27(2) 90-93. bring to the gifted underachievers in our U.S. Government Printing Office. Smutny, J. E (2001a). Underserved gifted pop- schools and homes. Peterson, J. S. (2001). Underachievers: Students ulations. Cresskill, NJ: Hampton Press. who don't perform. In IF. Smutny (Ed.), Smutny, J. E (2001b). Stand up for your gifted References Underserved gifted populations (323-348). child. Minneapolis, MN: Free Spirit Pub- Baum, S. M., Owen, S. V., & Dixon, J. (1991). Cresskill, NJ: Hampton Press. lishing, Inc. To be gifted and learning disabled. Mansfield Peterson, J. S. (1999). Giftedthrough whose Van Tassel-Baska, J. (1992). Planning effective Center, CT: Creative Learning Press. cultural lens? Journal for the Education for curriculum for gifted learners. Denver, CO: Baum, S. M., Renzulli, J. S., & Hebert, T. P. the Gifted 22(4): 354-383. Love. (1995). Reversing underachievement: Cre- Richert, E. S. (1991). Patterns of under- Whitmore, J. R. (1989). Re-examining the con- ative productivity as a systematic interven- achievement among gifted students. In M. cept of underachievement. Understanding tion. Gifted Child Quarterly, 39(4), 224-235. Bireley, & J. Genshaft, (Eds.), Understand- Our Gifted 2(1) 10-12. Davis, G. A., & Rimm, S. B. (1994). Education ing the gifted adolescent: Educational, devel- Whitmore, J. R. (1986). Preventing severe under- of the gified and talented (3rd ed.). Boston: opmental, and multicultural issues (139-162). achievement and developing achievement Allyn & Bacon. New York: Teachers College Press. motivation. In J.R. Whitmore (Ed.), Intellec- Dweck, C. S. (1986). Motivational processes Rirnm, S. B. (2001). Underachievement: A con- tual giftedness in young children: Recognition affecting learning. American Psychologist, tinuing dilemma. In J.F. Smutny (Ed.), and development. New York: Haworth Press. 41(10), 1040-1048. Underserved gifted populations (349-360). Emerick, L. J. (1992). Academic underachieve- Cresskill, NJ: Hampton Press. JOAN FRANKLIN SMUTNY is director of the Cen- ment among the gifted: Students' percep- Rimm, S. B. (1986). Underachievement syn- ter for Gifted at National-Louis University, tions of factors that reverse the pattern. Gifted drome: Causes and cures. Watertown, WI: Evanston, IL. She directs special summer pro- Child Quarterly, 36(3),140-146. Apple Publishing. grams In the Chicago area for gifted students Hansford, S. (2001). Underachieving gifted chil- Ross, P. (Ed.). (1993). National excellence: A including disadvantaged, minority, and bilingual dren. In J.E Smutny (Ed.), Underserved gifted case for developing America's talent. Wash- children. Her most recent books are Stand Up for populations (309-322). Cresskill, NJ: Hamp- ington, DC: US. Government Printing Office. Your Gifted Child and Underserved Gifted Popu- ton Press. Scruggs, T. E. & Cohn, S. J. (1983). A univer- lations.

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ELEMEI.Tm.,A.R:x7 ,.^17113 JUNIOR ElIGI-1 1618o MULHOLLAND DRIVELos ANGELES, CA 90049 310/476-2868 WEB SITE: WWW.MIRMAN.ORG TEACHER TALK

that is in the context of meaning (for exam- Standards and High Ability Learners: ple, the student will use scientific processes to pose a question that shows understanding What's a Teacher to Do? of issues related to the environment and to propose a method of seeking solutions). For BY CAROL ANN TOMLINSON teacher ensure that he or she develops rather all students, the standards are richer and than stunts the growth of advanced learners more defensible if they are heavy with "c's," The standards movement is engulf- in the face of a standards-based curricu- "p's," and "s2's." Those standards are ing schools across the country like lum?" designed to help learners understand the Kudzu spreads in the summer South. essential organization, meaning, and prac- It seems to have no natural enemies Suggestions to Consider tices of a discipline. All learners benefit able to stop its growth, and almost overnight, In part, whether standards have a more from standards of that quality. Certainly it'sgobbling up positive or more negative impact has to do. bright learners with particular skills or inter- school cultures and with the quality of the standards themselves, ests in a particular discipline benefit from teacher repertoires. in part with the needs of particular learners them. Such standards foster a student's jour- The standards move- relative to the standards, and in part with how ney toward expertise in the discipline. They ment and its accom- we craft curriculum and instruction based on are open-ended, abstract, and deal with issues panying high-stakes standards. The suggestions that follow draw that are fuzzy and curiosity-provoking. testing are a presence on all those factors. If your standard's document is heavy on to be reckoned with, Classify your standards. Take a look at "f's" and "s 1 's," high end learners will be and educators,it the standards document you are expected to poorly served by a curriculum based solely seems, are only in the address. Think about the quality of the stan- or largely on those standardsas will vir- early stages of reckoning! dards. It's worth a little time to go down the tually all other students. The task of the Like most significant initiatives in edu- list of standards and classify them. In the teacher in that instance is to build a frame- cation, the standards movement is com- margin beside a particular standard, write an work of conceptual meaning and purpose- plexreplete with questions that have no "f" if the standard focuses on acquisition of ful skills into which he or she can integrate easy answers. Perhaps, some suggest, stan- facts. Write a "c" if the standard focuses the shallow standards. That process takes dards are the best vehicle we have in schools on one or more important concepts in the dis- some time and struggle from teachers. It to ensure equity of learning opportunity for cipline. Write a "p" if the standard helps won't all be finished quickly or with confi- all learners and to engage us in a shared students understand and grapple with a guid- dence. That's fine. It's called professional conversation about curriculum. Others fear ing principle in the discipline. Write an "sl" growth and comes from grappling with the oppositea standard way of dealing if the standard focuses on a lower level tough issuesin the same way our students with a non-standard school population, and skillmeaning one derived from knowl- the likelihood that all we know of excellent edge or comprehension level on Bloom's GRAPPLING WITH STANDARDS pedagogy will be sacrificed at the altar of test Taxonomy, or one that is taught out of the Teachers can hang on to scores. context of meaning or purpose (for example, standards and also use other A short column cannot broach those two the student will write a business letter). viewpoints fully, let alone the convoluted Write an "s2" if the standard emphasizes a approaches for advanced questions and issues that lie beneath the skill that is at a high cognitive level or a skill learners by focusing on who surface of the issues. It is important, how- they teach and how they teach ever, for teachers to ponder questions that might help us defensibly PO. shape our professional practice in too 11 beset

1 the face of the engulfing vine. , For purposes of Gifted Educa- , 7 United tion Communicator and its empha- _ . sis on high ability learners, I'd like to pose a broad question and then make a few suggestions for teachers ) who grapple with a movement generally imposed upon them, but who still wish to do well by their stu- dentsincluding those with advanced performance or potential. Here's the question. "How does a

.+ s. 175 CALIFORNIA ASSOCIATION FOR THE GIFTED 47 grow from that sort of mental struggle. Stan- is have a sense of where each student is on their suitability for a particular animal. What dards developed by national professional a learning journey and do whatever we can the teacher has done for advanced learners organizations, college textbooks, and experts to move that student forward as efficiently is to cause them to deal with abstractions and effectively as possible. Odds are, not more explicitlyto place them in the fore- only will students be far stronger learners, ground of thinking and productionand to but standardized test scores will fare better do so with slightly more complex and multi- as well. faceted directions. Provide connections to contexts beyond Teach Standards with a Difference the standard. Teach the same standard, but I When students know what we are trying to have advanced learners connect it with con- teachand we know they dowe need to texts beyond the standard. For example, a make an honest professional effort to teach teacher working with the same students on those students things they don't already habitats might ask advanced learners to know! That's so evident that it sounds fool- compare the habitats of people and animals ish, but in classrooms across the country in the same ecosystem, looking for both every day, kids wait for others to be taught common and dissimilar featuresand then in the disciplines are great sources of sup- and re-taught things they already know. to draw a conclusion about habitats for var- port as we develop meaningful frameworks There are many ways, of course, to extend ied members of the same ecosystem. This for teaching. teacher has asked students to connect two Assess students' knowledge of stan- id If what we teach causes species in the same ecosystem. On the other dards. Find out what your students already hand, the teacher might ask these learners to know about the standards you're teaching us to abandon concerns examine how the habitats of the same ani- and what they don't know. Chances are, mal would change before and after land some of your students could pass the stan- about who we teach development in their locationonce again, dards test before the year begins. We have no drawing conclusions about what they learn. right to celebrate end-of-the -year "success" and how we teach, we will In this instance, the teacher has asked stu- for those students if success means waiting dents to compare, not species, but circum- nine months to demonstrate what they knew no longer be teachers. 9, stances, or perhaps to look across time before the year began. Finding out where stu- periods. A teacher can have all students dents are in their knowledge, understanding, the learning of advanced students. The work with the same standardbut ask and skill related to the standards gives teach- National Association for Gifted Children is advanced learners to make connections ers knowledge and permission to vary publishing a curriculum model called the (using the facts, vocabulary, concepts, prin- instruction based on learner need. A stu- Parallel Curriculum Model. It suggests to us ciples, and skills key to the standard and dent cannot learn what you teach about the at least four ways we can challenge highly discipline) across times, places, subjects, standards if there are huge gaps in that stu- able kidseven in a time of standards. and cultures. dent's prior knowledge and skill. On the Hang on to the standards as the essence Ask advanced learners to work like other hand, there is nothing for a student to of the curriculum if that is either the expec- experts in the discipline. Teach the same learn if you teach only what that student tation or the wise thing to do pedagogically standard to everyone, but ask advanced already knows. Bright kids clearly fall into (which would be the case, for example, with learners to work like experts in the discipline. the latter group with dismaying frequency in most of the national standards documents It's important for all learners to simulate schools, and they hunger for the chance to created by the key professional groups). But what practitioners in a field do in their work. grow outside the box of prescribed curricu- think about one of these approaches for kids Thus all learners in a class may be involved lum. Many bright learners have gaps in their who are advanced in their capacity to learn in studying and gathering data on bird habi- learning as well, however, and need carefully and ahead in learning. tats near their school in order to understand targeted "outside the box" assistance to fill Emphasize key concepts and princi- the impact on birds of the school and its those holes. ples. Teach them the same standard as oth- inhabitants. Advanced learners might There are few classrooms in this country ers, but emphasize the key concepts and develop a position paper on the steps which where it makes sense to forge ahead in cov- principles implicit in the standard. For exam- students, teachers, and administrators should ering a curriculum on a lockstep timetable, ple, many students in third grade classrooms take to make the property a more bird- with identical pedagogy, and xeroxed knowl- may create habitats for a particular class of friendly place. They could draw on data the edge for all learners. The notion that a animals. Highly able learners might do the whole class gathered, look at steps taken in teacher should get every learner to the same same, but create a museum exhibit that other areas to support bird populations, and point of readiness for the same standard- labels, describes and explains each of the key make formal recommendations in a format ized test administered to everyone on the features of the habitat based on the ecosys- like that of a professional environmentalist. same day and in the same fashion, makes tem in which it is located, and the particu- What the teacher has done in this instance absolutely no sense to anyone who has taught lar needs of the animal. The teacher's lesson is to have these students work in a fashion for a week. The irony, of course, is that we for everyone still focuses on the standardmore like an expertdrawing on more pro- succumb to the pressure and teach as though related to understanding a habitat; all stu- fessional level knowledge and skillswhile we embraced the logic. The best we can do dents are dealing with habitat features and having all students engage in the skills of a

48 GIFTED EDUCATION COMMUNICATOR, FALL2001 professional in the discipline. of working are or are not a match for the teach more effectively using high quality Allow for reflections on what is work of an environmentalist. What do you standards (whether they are given to us or we learned. Teach the same standard to every- learn about yourself from this exploration? have to craft them), our students and our one, but have more advanced learners reflect In this instance, the teacher has helped all profession will be well served. On the other more fully and deeply on what they learn students think about themselves in relation hand, if our race to do the impossible and about themselves by understanding how a to the work of a professional, but has asked indefensiblemake everyone alike by test professional in a field works. All students in more advanced learners to take the explo- daycauses us to be less effective teachers the class might keep reflective journals about ration furtherto be more thorough and than in the past, then the standards movement their work as researchers, about what they specific in their analysis. will be a catastrophe. Worse, we will have let learned from talking with and reading about that happen. If what we teach causes us to environmentalists, and how they felt about The Bottom Line abandon concerns about who we teach and the match between their own talents and Several years ago in Phi Delta Kappan, a how we teach, we will no longer be teachers. interests and the class work with ecosys- colleague of mine, Dan Duke, wrote some- The good news is what it always has tems. Advanced learners might work from thing I wish I'd thought. In essence it said been. An artful and responsive teacher will a more abstract and introspective set of ques- that excellence is a highly individual concept. teach artfully and responsively regardless tions. For example: Describe a day in the life It happens on the frontiers of individual of the circumstancesor the degree of chal- of an environmentalist. Now, write a story in growth. He concluded with the line, "The lenge those circumstances present. which you are the environmentalist. What term 'standards of excellence' is an oxy- would your days be like at work. Next, write moron." CAROL ANN TOMLINSON is Associate Professor an analysis and explanation of how you He's right. The standards movement is at the University of Virginia and president of the think your talents, skills, interests, and ways here. If we learn as professionals how to National Association for Gifted Children.

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1'77 CALIFORNIA ASSOCIATION FOR THE GIFTED 49 AUTOBIOGRAPHIES Autobiographical Timelines teachers? What did their first report cards continued from 18 The winner of the Newbery Medal for The say? Each gifted student's timeline will be Whipping Boy tells the story of his life that unique because each youth has a unique and recollections of their birthdays. in many ways has been much more fantas- special life story. Timelines should be filled Once completed, A Day In The Life is a tic than any magic trick he ever dreamed of. with symbolic words, facts, drawings, and project students will want to share with their Sid Fleischman begins with his boyhood in even photographs. Autobiographical time- families and keep in a very special place to San Diego and his discovery of the world of lines are fun for students of all grade levels pass on to their own children somewhere magic. It was a passion he held onto for to create. Be sure to remind students to store down life's road. years, indeed becoming a professional magi- them safely, as no doubt they will one day cian and writing a book on magic tricks that want to share these creative products with My Travels: Past, Present, Future remained in print for over fifty years: In their own children. Dr. Mae Jemison is a person of firsts. She was addition to high points, such as his experi- a student of chemical engineering at Stanford ences with family and friends, he also Self-awareness Maps. at sixteen. She was the youngest medical describes the embarrassment of being In 1941, Yoshiko Uchida was just months officer in the Peace Corps. She was the first laughed at when forced to read aloud in his away from graduating with honors from the woman of color in the world to travel into second-grade classroom and failing miser- University of California in Berkeley when space. Her Find Where the Wind Goes is ably. Nevertheless, he soon found a passion Japan bombed Pearl Harbor, the United States extremely valuable for gifted students as a les- for reading which translated into a love for entered World War II, and her life changed son in how to achieve one's dreams. More- writing by the time he reached college at forever. Uchida and her family were among over, the writing is first rate and the stories San Diego State College. the 120,000 west coast Japanese-Americans are utterly fascinating. One of the outstand- Fleischman served in the Navy during who were imprisoned for the duration of the ing features of the book is the author's rec- World War II and tells would-be young writ- war. She was sent to the Topaz concentration ollection of her parents and of how they ers how he wove many of these life experi- camp in Utah. In The Invisible Thread, shattered the stereotypes of gender roles in ences into his fiction. He has lived an Uchida, who died in 1992, writes of her tran- their own home. They served as wonderful incredibly rich life. He has been a screen- quil and happy childhood in California in the role models to Jemison and her siblings. writer for movie projects for John Wayne, a 1930s, and then of her agonizing and humil- Equally fine are Dr. Jemison's accounts ofnewspaper reporter, a magician, and an iating experiences during World War II. One how she developed a passion for subjects award-winning writer of children's litera- of the miracles of this memoir is that she such as geology and astronomy, reading vora- ture. writes without rancor and with such tran- ciously and driven by curiosity. Her accounts Sid Fleischman's The Abracadabra Kid: quillity and poignancy. One of the lessons to of of her research for science fairs are fas- A Writer's Life is not only great fun to read, be gained by gifted young readers from this cinating, as are her accounts of medical but is also highly informative about the writ- most inspirational autobiography is that one school, the Peace Corps in Africa, astronaut ing process. The author provides several can find some good in even the most horri- training, and travel into space aboard the pages of writing tips or professional secrets. ble circumstances. Uchida used her experi- Endeavor. Here is an inspirational story well He shares in a joyful manner how to live a ences at Topaz as material for her many worth reading by every gifted student. It is an good, clean, exciting, and happy life. Sid children's books including Journey to Topaz inspiration for how to turn one's gifts into Fleischman offers a remarkable timeline of and The Bracelet. real-life successes, and about facing and his colorful, rich life. Anita's Lobel's autobiography of her expe- meeting obstacles and learning to overcome Learning how to read timelines is an riences as a Jewish child during World War them. essential social studies research skill, and II in Poland is a searing portrait of a stolen Mae Jemison's life was a journey in every one way students develop their understand- childhood and of the degradation Jews faced sense. She was born in Alabama, went to ing of themespecially younger students in Europe during that terrible time. The elementary and secondary schools in is to engage them in completing personal author was born into an upper middle class Chicago, graduated from Stanford University, timelines. Direct students to tape several family in Krakow, Poland. She was used to was a Peace Corps doctor in Africa, and ulti- pieces of paper together, forming scrolls. a fme home and clothes and toys, and, impor- mately went into space as a NASA astronaut. (Adding machine tape works well, especially tantly as it turned out, she had a Catholic Using 8 1/2 by 11 inch outline maps of the for rough drafts.) Students should place line nanny, Niania. Lobel was just 5 years old United States or the world, have students markers on their scrolls for the number of when the Nazis invaded Poland and began to devise a map legend of symbols that indicate years they have lived. round up Jews for transportation, first to the places of important events in their lives. Next, they need to do some research. ghettos and then to concentration camps. Where were they born? Where do they live They remember what they did last week, The family split up immediately for the sake now? Where did they go for their best vaca- but probably not the events of the first few of safety for Lobel and her younger brother. tion ever? Where do their grandparents live? years of their lives. Did Mom or Dad keep The children first went to the countryside Why do they want to go to college? Where baby books that recorded the ages at which to hide in their nanny's home, and later hid do they want to live and work as adults? they learned to speak, crawl, and walk? What with her in a Catholic convent. But ulti- These maps serve as wonderful props as stu- pranks did they pull during their "terrible mately the Nazis raided the convent (on dents share in small groups aspects of their twos?" How old were students when they Christmas morning) and the children were lives, past, present, and future. learned to ride a tricycle? What nursery sent first to the Plaszow, and then to the schools did they attend? Who were their first Auschwitz concentration camps. Food was

50 GIFTED EDUCATION COMMUNICATOR, FALL2001 frt 1 7 never plentiful, even before the concentration genre, and of Benjamin Franldin's The Auto- can be accessed through the Calgary site, and camps and fear of capture was ever-present. biography of Benjamin Franklin (1791) as this site has hundreds of links to others as In the concentration camps they faced degra- being the true beginning of American liter- well. dation and were constantly cold, hungry, and ature. Here is a book for mature gifted stu- The culminating activity or adventure of sick. This is the story of a stolen childhood. dents who want to sample some of the this project may well be to have students At the end of the war Lobel and her greatest writers on the American experience. write their own autobiographies. Elemen- brother were transferred by the Red Cross to Here are colonists, slaves, generals, Indian tary and middle school students have not Sweden, where they spent the next two years leaders, women's rights advocates, and great lived long lives, but each has a personal story recovering from tuberculosis. Miraculously, authors. All have powerful, enlightening sto- that is worth recalling and describing. all four members of her immediate family ries to tell and do so brilliantly. Secondary Students who have participated in any of survived World War II, and at the end of the gifted students seeking out good models for the activities will be primed to write their memoir, No Pretty Pictures, they are arriv- autobiography will find none better than autobiographies and will probably have lit- ing in the harbor of New York city, passing these. tle trouble beginning the task. Even so, it the Statue of Liberty to begin a new life in The memoirs are presented in chrono- may be helpful to provide them with at least the United States. logical order, beginning with Mary Row- a basic outline, both for collecting data and Portions of the lives of Yoshiko Uchida landson's account of her capture by the for outlining and organizing the informa- and Anita Lobel were horrible and tragic. Yet, Wampanoag Indian leader Matocomet in tion. One possible outline to share with stu- as awful as their World War II experiences 1676, a full century before the were, both endured and triumphed as adults. American Revolution. Her They possessed strength of character, account was first published in : courage, and fortitude. Ask students to exam- 1682. Her story is followed by ine their own lives. What are their strengths? autobiographical accounts by . . Do they have weaknesses that they can per- Puritan minister Jonathan .55 I. haps overcome? Self-awareness maps offer Edwards, Benjamin Franklin, gifted students opportunities to review their Black Hawk, Elizabeth Cady personal qualities, their gifts and talents, and Stanton, Henry David Thoreau, the traits that might be changed or strength- Frederick Douglass, Walt Whit- 0 ened. man, Mark Twain, Helen Keller, Regardless of age, participants enjoy cre- Richard Wright, and so on ' ating such maps. Begin by displaying and through contemporaries such as examining a variety of maps: road maps, Joyce Carol Oates, Annie Dil- . 0 0 S. treasure maps, historical maps, and hand- lard, and Sherman Alexie. drawn directions to someone's house. Talk Because the list of writers is so 0 about the things found in maps such as direc- extensive and so distinguished, . - S. I, tion indicators, legends, and landmark nota- there is something for every .11 tions. Then ask students to create reader in this fine collection. autobiographical maps. Do they have moun- - . tains of opportunities awaiting them? Are Electronic Resources 0 SI there rivers of strong ambition flowing An increasing number of chil- through their lives? Are there some islands dren's authors and illustrators 11 .1 of self-doubt or fear? How about a stream of have web sites that contain first- S . - creativity? What nouns, verbs or adjectives person accounts of their lives, 0 . 0 might describe some of the major highways work habits, and works-in- : in their lives? What words would be appro- progress. When readers have . : priate names for some of the pathways or access to computers and the I. 0 quiet back roads in their lives? The creation Internet, tremendous opportuni- of self-awareness maps is fun and often stim- ties are open to them for new ulates insight for the autobiographical car- learning. The best general site is tographers. The sharing of maps with others The Children's Literature Web . - is a good way to initiate discussions about Guide from the University of similarities and differences of interests, tal- Calgary: www.acs.ucalgary. 1 15 ents, experiences, and goals. ca/dkbrown/. Jan Brett, Madeleine I:Engle, Jean Craig- Writing An Autobiography head George, Eric Carle, Vir- The Norton Book ofAmerican Autobiography ginia Hamiliton, Dave Pilkey, .5 - edited by Jay Parini is a rich collection ofKatherine Paterson, Patricia memoirs of great breadth and distinction. Polacco, and Leo and Diane Dil- In his introduction, Parini speaks of autobi- lon are among the many authors ography as being an essential American and illustrators whose web pages 1. 79 CALIFORNIA ASSOCIATION FOR THE GIFTED 51 dents is shown in the accompanying sidebar. serves as both entertainment and as example. of War New York: Greenwillow Books. Obviously teachers and parents may add The questions famous writers pose and McCloskey, R. (1941). Make Way for Duck- to or delete from this list as seems appro- answer may provoke today's young writers to lings. New York: Viking Press. priate, based upon factors such as age and cir- consider similar inquiries. The example of Martin, Jr., B. (1967). Brown Bear Brown cumstances. Teachers working with younger blending both art and words to tell one's life Bear What Do You See? Illus. by Eric children will most likely want to involve story may similarly motivate young writers Carle. New York: Henry Holt. parents in helping children write their auto- to illustrate their memoirs. Moore, A. (1990). Broken Arrow Boy. Kansas biographies. From their own memories and Autobiographical reading, research, and City, MO: Landmark Editions. experiences, and through the use of baby writing activities may lead students of all Parini, J. Ed. (1999). The Norton Book of books, parents will be able to help students ages to a better understandings of and appre- American Autobiography. New York: Nor- with the earliest chapters in their autobi- ciation for their own special gifts. Autobi- ton & Co. ographies. Parents will also be especially ography for students should always be Uchida, Y. (1993). The Bracelet. Illus. by helpful in locating and lending students pho- celebrations. It should be a celebration of the Joanna Yardley. New York: Philomel. tographs of themselves to illustrate their diversity of humanity, even within the micro- Uchida, Y. (1991). The Invisible Thread. New autobiographies. cosm of one classroom. York: Julian Messner. Although most autobiographies have been Autobiography also awakens and reminds Uchida, Y. (1985). Journey to Topaz. Berke- penned by adults, there are some notable students of the obligation their gifts entail ley, CA: Creative Arts. exceptions. One of the best by a young per- to use these as productively and creatively as son is Adam Moore's Broken Arrow Boy, a possible. One of the most gifted choreogra- JERRY D. FLACK, Ph.D. is Professor of Education prize winner in the "Written & Illustrated phers of the twentieth century summed it and President's Teaching Scholar at the Univer- By..." competition (Landmark Editions, 1402 up best: sity of Colorado, Colorado Springs. His publications Kansas Avenue, Kansas City, MO 64127), an You are unique and so am I. Ifyou do include: From the Land of Enchantment; Creative exemplary contest for gifted student authors not fulfill that uniqueness, it is lost to Teaching with Fairy Tales; inventions and inventors, and illustrators. Students may also find the world. No matter how uncomfort- Lives of Promise, Odysseys; and Voyages and Anthony Reynoso: Born to Rope appealing. able it may be, you must pay your debt inventing. Although actually written by Martha Cooper, to the life that has been permitted you. Anthony's story is told entirely in the first per- And do it with as much courage as son. possible. Documentary photographer Jill Krementz Martha Graham has created an entire series of autobiographical books such as A Very Young Gar- Resources 40th Annual CAG Conference dener Six-year-old Ashley is a gardener, and Ada, A. F. (1994). Where the Flame Trees SPARKING POTENTIAL spring is her favorite time of year. Ashley is Bloom. New York: Atheneum. IGNITING THE FUTURE shown growing flowers from seed and also Ada, A. F. (1998). Under the Royal Palms. going to the garden center. She has two gar- New York: Atheneum. dens: one for flowers and one for vegetables. Carle, E. (1996). The Art of Eric Carle. New Through splendid color photography by Kre- York: Philomel. mentz, readers see Ashley work her garden Carle, E. (1987). The Very Hungry Caterpil- through the summer, reap the benefits of lar. New York: Philomel. her work in the fall, and even enjoy her win- Cooper, M. (1996). Anthony Reynoso: Born dowsill garden in the winter. I n A Very Young to rope. Photos by Ginger Gordon. New Musician, ten-year-old Josh Broder is learn- York: Clarion Books. ing to play the trumpet as well as music the- Fleischman, S. (1996). The Abracadabra ory, and participating in improvisational jam Kid: A Writer's Life. New York: Green- sessions. In this photo-essay, written as an willow. autobiography, Josh introduces his family, his Fleischman, S. (1986). The Whipping Boy. CONFERENCE 2002 fifth-grade class, and his school jazz band, New York: Greenwillow. MARCH 1-3, 2002 and takes readers with him to Interlochen, the Hopkins, L. B. (1995). Pauses: Autobio- internationally famous music camp in north- graphical Reflections of 101 Creators of Palm Springs Wyndham Hotel ern Michigan. This book too can serve as a Children 's Books. New York: Harper- great model for upper elementary gifted stu- Collins. Palm Springs Convention Center dents who want to tell their own stories. Jemison, M. (2001). Find Where the Wind Goes: Moments from My Life. New York: For Information Conclusion Scholastic. contact the CAG office Autobiographies provide today's gifted stu- Krementz, J. (1991). A Very Young Gardener 562-789-9933 New York: Dial Books. dents with fine reading opportunities. They www.CAGifted.org serve both to inspire young people and as Krementz, J. (1991). A Very Young Musician. models of what young writers may emulate New York: Simon & Schuster. in creating their own memoirs. Good writing Lobel, A. (1998). No Pretty Pictures: A Child 180 52 GIFTED EDUCATION COMMUNICATOR, FALL2001 CHALLENGES OF TEACHING about several other cultural or national future changes mean to them personally, to SOCIAL STUDIES groups. their families, and to society in general. It is Gifted children should be asked to extend important that students consider the ways continued from 20 their knowledge and thinking skills beyond in which anticipated changes may impinge Global Connections for Young Learners so-called basic information content and upon their rights, life styles, and goals. Teachers in the early grades (1-4) may decide encouraged to stretch their intellectual capac- Change is life itself. to focus on the NCSS standard related to ities. For example, they could be asked to Over thirty years ago Alvin Toffler wrote Global Connections as young learners draw maps of their family homeland or home the book Future Shock (197 0) which offered become aware of others living in the world, area; tell stories describing family back- various scenarios for future changes. Tof- and develop an understanding that events in ground and include pictures or drawings of fler suggested the likelihood of subterranean other parts of the world influence their lives. special people; share artifacts, traditions, cities, development of impermanence and a This awareness is important as social stud- and customs; and tell about interesting parts throw-away society, creation of MondayFri- ies content prepares young learners for civic of their culture or country that intrigued day friendships, invention of more powerful competencies in a rapidly changing multi- them while gathering information. To extend computers and other teclmologies resulting cultural world. Globalization is a fact and the lesson, students could be asked a series in information overload, fractured families, cannot be ignored. The social studies cur- of "what if" questions about the cultures and other significant changes (Toffler, 1970). riculum needs to teach about diverse people and countries studied. For example, "What Students should be invited to read Future and perceptions by developing knowledge if there were no fast food restaurants in your Shock or a teacher-prepared packet of related based on interconnections of the world, life culture or country?" or "What would your life reading selections and to create a list of experiences, complexity of people, and skills be like if you lived in your culture or coun- "shocks" suggested by Toffler. including perspective consciousness, open- try at present?" After constructing a list of "shocks," stu- mindedness, and resistance to stereotyping In addition, students could write imaginary dents should identify which predicted (Merrifield and Subedi, 2001,278). conversations or dialogues between them- changes have already taken place and then Young learners are curious about their selves and other people from the cultures or determine their impact on society in gen- world and ask a multitude of questions about countries studied; or write poems, songs, fic- eral and their impact on their personal lives. a range of topics of particular interest to tional stories, or television or radio scripts; Using five of these changes, have students them. They may ask, "Who lives on the other draw pictures of various local scenes (activ- rank order their importance to individual side of the world?" or "Why is it dark at ities) or buildings; create flags, dances, students or to the community in general. night?" or "Why do trees grow tall?" and murals, or mobiles; or role play incidents After a discussion of the "shocks" or changes, thousands of other questions to satisfy their that may have occurred (or could occur) in small groups of students should work to curiosity. their countries. These activities are suggested achieve a consensus on a priority ranking, if Many teachers in the early grades have as ways to encourage student creativity and possible, and indicate reasons for their rank- developed instructional units on self, family, to extend learning beyond the walls of the ings. Students should also describe the think- neighborhood, or community that provide a classroom. Some students will probably ing and reasoning processes they used in content base for the asking of even more involve their parents or others in the learning making decisions. If a consensus of priori- questions. After initial enthusiasm for the activities thereby encouraging them to become ties cannot be achieved, a "minority" report unit topic being studied, it is not uncommon involved in the school. The lesson described should be prepared indicating why a con- for gifted children to become bored and pay above with various modifications can be used sensus could not be achieved. (Agreement is less attention in class as their minds wander with the whole class or with gifted children not the primary goal in this activity, but to other topics of current interest. to encourage and extend their learning to the rather, it is meant to encourage students to use For example, suppose a cluster of gifted larger community "outside the box" (adapted their creative thinking and reasoning skills in students representing different cultures and from Smutny and colleagues, 1997). problem-solving.) traditions are assigned to a single, early- Students may also be asked to discuss grade classroom. In studying about self and Changing Patterns for Middle Grades positive and negative aspects of the social and family, talented students want to know more Social studies teachers in the middle grades technological changes predicted by Toffler. about their own lives and family back- (5-8) often want students to develop an Questions could include: "To what extent grounds, family traditions and customs, cul- awareness of changing political, social, and do you (the student) think these changes will ture, countries of origin, and other related economic patterns as young people study be accepted or rejected by future genera- "why," "how," "when," "what," and "where" future trends and consider future images. tions?" "Why is it likely that people in the questions. Since students in the early grades The NCSS standards Time, Continuity, and next half century will remember the past are likely to have limited reading and writ- Change (history), Individuals, Groups, and with nostalgia and enjoy discussing the way ing skills, the use of oral history as an instruc- Institutions (sociology), and Science, Tech- it used to be as they reflect on the past?" tional strategy is likely to be appropriate. nology, and Society (interdisciplinary) have "What reasons might they offer for their Children decide on a series of questions to implications for teaching about future and responses?" "What are some of the unin- elicit responses from family members, neigh- future changes. tended consequences of those changes?" bors, and others. After gathering the requested The world is constantly changing and "What additional 'shock' changes might be information, children share their findings values related to the past, now, and the future anticipated in the future and what will be their with classmates. This sharing of informa- need to be explored. Young people are inter- likely impact on future society?" (adapted tion contributes to classmates' knowledge ested in the future and think about what from Stewart, 1985).

181 CALIFORNIA ASSOCIATION FOR THE GIFTED 53 High School Emphasis on People, Places, students may wish to write their own version tered global education. In E. W. Ross and Environment of King Arthurincluding pictures, draw- (Ed.). The social studies curriculum: Pur- Currently high school social studies teachers ings, and perhaps musicand then share poses, problems. and possibilities. (Rev. (9-12) often utilize large chunks of instruc- their original work with classmates and per- ed.). Albany: SUNY Press, 277-290. tional time which they teach in 90- to 100- haps others in a public setting (e.g., parent National Council for Geographic Education. minute blocks of time several times each teacher meetings or with younger children (1994). Geography for life: National geog- week. Given the longer class periods, teach- at school assemblies). The new versions raphy standards. Washington, D. C.: Author. ers often restructure their course goals, con- should include information about the geo- National Center for History in the Schools. tent, and selection of instructional activities. graphic terrain, castles, historical context, (1996). National standards for history. Usually they include the use of several clothes, and recreation. They should also Los Angeles: Author. instructional activities during the extended include Arthur's influence on those around National Council for the Social Studies. time block and/or they may include in-depth him, his own self-image, and so forth. Stu- (1994). Expectations of excellence: Cur- projects which are especially suitable for dents and teachers who decide to include riculum standards for social studies. gifted students. this or a similar learning activity are limited Washington, D. C.: Author. At times social studies teachers may only by their own imagination and creativ- National Council on Economic Education. decide to develop an integrated learning ity. (1997). Voluntary national content stan- activity in cooperation with the languages arts Clearly there is an abundance of impor- dards in economics. New York: Author. teacher. The social studies teacher may decide tant social studies content available for Seeley. K. (1989). Arts curriculum for the to use the standard People, Places, and Envi- gifted students to experience in programs at gifted. In J. VanTassel-Baska, et al. (Eds.). ronments and the standard Individual Devel- all grade levels. Quality learning experi- Comprehensive curriculum for gifted opment and Identity. Appropriate language ences including fast-paced instruction offer learners. Boston: Allyn and Bacon. arts standards related to reading several types gifted students challenging opportunities Smutny, J. E, Walker, S. Y., & Meckstroth, E. of genres and using writing in various forms to learn. Gifted students can have high- A. (1997). Teaching young gifted chil- are also identified. level intellectual exchanges and interac- dren in the regular classroom: Identifiring A recommended theme or topic is that of tions with key ideas, and at the same time nurturing, and challenging ages 4-9. Min- King Arthur since there are many versions develop and use their critical, logical, and neapolis, MN: Free Spirit Publishing. and interpretations of his life and times. In creative thinking skills. They can expand Stewart, E. D. (1985). Social studies. In R. fact, there are ongoing discussions and their communication skills at the same time. Swassing. Teaching gifted children and research studies as to whether or not King During their K-12 school years, gifted stu- adolescents. Columbus, OH: Charles E. Arthur really existed, and if so, whether or not dents should have an opportunity to study Merrill. it was in the fifth or sixth century. Students social studies content drawn from synoptic, Swassing, R. H. (1985). Teaching gifted chil- may be assigned to read one of the follow- behavioral, and policy studies as preparation dren and adolescents. Columbus, OH: ing or other versions of King Arthur and for assuming active citizenship responsi- Charles E. Merrill. determine how the authors or film makers bilities in subsequent years. Tennyson, A. (1974). Idylls of the king (Cam- portray Arthur and his followers. bridge edition, presented as part of the Sir Thomas Malory wrote Le Morte References Complete Works of Tennyson). Boston: d'Arthur in the 15th century in English Ashe, G. (1985). Discovery of King Arthur Houghton-Mifflin. although the title is in French; T. H. White London: Guild Publishing. Toffier, A. (1970). Future shock. New York: wrote The Book of Merlyn as a part of the Center for Civic Education. (1994). National Bantam. five-volume series known as The Once and standards for civics and government. Cal- Tsiun-chen, 0. (1961). Some facts and ideas Future King; and Alfred Lord Tennyson abasas, CA: Author. about talent and genius in Chinese history. wrote Idylls of the King in the 1800s as still Colangelo, N., & Davis, G. A. (Eds.). (1991). In G. Z. F. Bereday & J. A. Lauwerys another version of the life of King Arthur. Handbook of gifted education (2nd ed.). (Eds.). Concepts of excellence in educa- Geoffi-ey Ashe contributed to the Arthurian Boston: Allyn and Bacon. tion: The yearbook. New York: Harcourt, literature by writing The Discovery of King Ehrlich, V C. (1981 ). A philosophy of edu- Brace and World. Arthur in 1985. cation on the gifted early childhood vis- White, T. H. (1977). The book of Merlyn. Class discussions should bring out dif- a-vis parents expectations. In A. H. (Part of the five-volume Once and future ferent perspectives as students consider the Kramer, D. Bitan, N. Butler-Pao, A. Evy- king series). Austin and London: Uni- historical, geographic, and cultural settings ota, & E. Landau (Eds.). Gifted children: versity of Texas Press. and context of the story. Is it likely that peo- Challenging their potential. New per- ple who lived during this historical time spectives and alternatives. New York: MARGARET A. LAUGHLIN is a professor of edu- frame responded in the ways people World Council for Gifted and Talented cation at the University of Wisconsin-Green Bay. described in the story respond? Why might Children. She has just completed serving on the Board of different authors writing about the same Malory, T. (1981). Le Morte d'Arthur (writ- Directors for the National Council for the Social story offer more than one perspective? How ten in English with a French title and Studies and is president-elect of the Wisconsin are the stories similar? How are they differ- translated as Tales of King Arthur). New Council for the Social Studies. She has ent? What part(s) of the story could be true? York: Schocken. co-authored and co-edited several books and arti- What part might be fiction? Merryfield, M. M., & Subedi, B. (2001). cles on social studies and social studies educa- After further discussion and dialogue, Decolonizing the mind for world-cen- tion.

54 GIFTED EDUCATION COMMUNICATOR, FALL2001 1 8 2 HISTORY MATTERS students to analyze music and race at the students the process of analyzing primary continued from 37 turn of two centuries. An upcoming activity sources and to enrich their knowledge of the will address strategies and tools for reading daily lives of free African Americans in the You see, we had to live so danger- historical cartoons. antebellum South. Schulkin begins by ask- ously down there. My mother told me, ing, said, "Son, I know you're a good boy. Learner Guides You don't, haven't given me any trou- In addition, a series of Learner Guides is What important conclusions can be ble, but if they ever put their hand on being developed in collaboration with the drawn from examining sets of very you they'll trump up something, and Visible Knowledge Project at Georgetown brief primary source documents? What they'll never let you get away." and I University. These guides will provide back- are the limitations of such sources? knew that. ground and strategies for using various pri- How does one utilize quantitative data mary sources. Some guides will be available in an effort to answer qualitative his- You can read documents by and about in a traditional written format with a bibli- torical questions? What other sources Marcus Garvey, black nationalism, and the ography of related Web resources. Other of information are needed in order to Universal Negro Improvement Association guides will experiment with an interactive, place a set of primary source docu- (UNIA), including the celebratory song "The multimedia format. The first set of written ments into the proper historical con- Black Star Line," and criticism by integra- guides will explore the specifics of using text? tionists such as WE.B. DuBois and Robert oral history, photographs, letters and diaries, Bagnall. You can read the debate about the and early film for research and teaching. Bill Friedheim at Borough of Manhattan "bobbed-hair craze" or explore the influ- The first interactive guides will emphasize Community College created the lesson ence of this new style through a Mexican- the strategies and techniques used by schol- "Instructions to All Persons of Japanese American song. Text documents also include ars to read, interpret, and contextualize pri- Ancestry" to deepen student understanding the last words of the Haymarket Martyrs, mary sources in various formatsincluding of the experience of Japanese internment in letters home from Polish immigrants, and his- fiction, speeches, songs, political cartoons, the United States during world War II and to torian William Langer's recollections of and photographs. These guides will be use- promote student-centered collaborative trench warfare in World War I. Primary doc- ful to teachers in several ways. You can use inquiry. "The WPA 'Life Histories' Web- uments allow students to explore politics them to learn new ideas for incorporating tra- site: Between the Wars," developed by Bill and polling, to study the impact of religion ditional and non-traditional sources into the Tally of the Center for Children and Tech- on American society, to listen to a blues song classroom. And, you can send students to nology, aims to help students examine dif- written after the death of President Franklin the guides to learn how to use a multitude of ferences in American life between the 1930s D. Roosevelt, or to read a ballad by Bonnie documents. and the 1990s. As part of the New Deal, the Parker of the notorious team of Bonnie and Works Progress Administration (WPA) paid Clyde. Classroom teaching Tools unemployed writers to compile "life histo- Several features of History Matters directly ries" of ordinary Americans. Students explore Making Sense of Evidence address the classroom needs of social stud- a specific subject as three ordinary Americans Finding primary documents, however, is only ies teachers, from syllabi and lesson plans, described it, and consider ways that other half the challenge. Teaching students to ana- to formats for displaying student work people's views differ from their own. lyze and contextualize documents, to place through new media. them within the larger context of American Syllabus Central history, is another thing entirely. Making Digital Blackboard This feature of History Matters provides Sense of Evidence offers engaging interac- Many teachers have asked for examples of another forum for sharing information, in tive exercises to help students explore the his- successful Web-based assignments. Digital this case through annotated syllabi. These syl- torian's craft. For example, photographs are Blackboard offers more than 40 teacher- labi explain creative approaches to teach- valuable historical resources, but they must tested lesson plans drawn from individual ing, with particular emphasis on using be studied critically as interpretations rather teachers and from such respected institu- technology and developing innovative ways than as "facts." One interactive exercise tions as the Library of Congress and the to organize the teaching of standard history examines the problem of photographs as his- National Archives and Records Administra- and social studies. torical evidence. Viewers explore how Farm tion. It helps teachers use the Internet to For example, Professor David Jaffee of Security Administration (FSA) photogra- communicate and share lesson ideas: What The City College, The City University of phers Walker Evans and Dorothea Lange lessons work and why? What tools can be New York, shares and annotates the syllabus created both their famous and less well- applied to other lessons? How can teachers from his course "U.S. Society 101." He known imagesfrom choosing subjects and successfully introduce difficult and contro- explains his efforts to integrate new media determining how to frame them to altering versial topics? into his course: "I have been most interested them for presentation. Like other forms of For example, a lesson plan submitted by in having students see images as historical historical evidence, these images reflect the Carl Schulkin (1998), a high school history evidence and as historical forces rather than views of their creators as well as the intended teacher in Kansas City, Missouri, is entitled as mere illustrations." He shares his suc- audiences. Another exercise investigates how "Utilizing the Registers of Free Blacks for the cesses and frustrations (often caused by lim- film narratives have changed since the ear- City of Staunton and Augusta county, Vir- ited technical support), and reflects on the liest days of the medium, while a third allows ginia, 1803-1864." It was designed to teach course overall: 183 CALIFORNIA ASSOCIATION FOR THE GIFTED 55 I would say my teaching has had to Equally important for engaging students is I think that is what is most exciting become both more structured and the notion that studying history and social about education today. more open with the use of new media. studies can and should be fun. In that spirit, The need to organize multimedia History Matters offers a regular quiz, "Puz- In another recent interview, Leon Litwack, materials and focus assignments has zled By the Past." The October 2000 pre-elec- the Pulitzer-Prize winning historian who has introduced more structure in my teach- tion puzzle, for example, invited visitors to taught more than 30,000 students during the ing, but the ability to let the students connect third party candidates with their past thirty years at the University of Cali- locate materials on their own and com- parties. Earlier puzzles have investigated fornia, Berkeley, reveals how he first devel- pare their findings with each other intelligence tests from the 1920s or chal- oped an interest in history: has made for a more open teaching lenged viewers to find inaccuracies in his- format. torical photographs. An archive of past [It] began with the education imparted puzzles contains both the puzzles and their by my neighborhood and my immi- Students as Historians answers. grant parents....I came to be fasci- As teachers begin to incorporate new media nated by the story of how my parents into social studies classrooms, there is Professional Development and Resources came to this country from Russia (and increasing interest in making these projects While placing student work and teaching ultimately hitchhiked out to California) visible and available for fellow students, tools on the Web begins to strengthen the edu- and by the experiences of my neigh- families, and communities, and as models for cational community, classroom teachers still bors, most of them immigrants from other teachers. Students as Historians presents frequently feel isolatedcut off from fellow Mexico. My neighborhood then, examples of the kinds of projects students, teachers as well as from academic develop- exposed me to a diversity of cultures, from high school to graduate school, have ments. History Matters offers several features languages, and histories. I thought it to done on the Internet. Topics range from an that seek to alleviate these feelings by help- be a unique and valuable education. exploration of the U.S. Capitol as an Amer- ing social studies teachers connect with oth- But I found nothing about their expe- ican icon to oral histories of women who ers working on similar topics at high schools, riences in my courses in social studies lived before, during, and after the Second community colleges, colleges, and universi- and history. World War. ties around the world. It provides models of In one example, students at South excellent teaching, forums for discussing Litwack discusses his passion for teach- Kingston High School worked with the history topics with leading scholars, and a ing the survey and his dedication to making Brown University Scholarly Technology series of essays that helps answer the eternal history come alive, even in large lecture group to create the website, "The Whole student questions: "Why should I care about courses, since "for most of the students [it is] World Was Watching: An Oral History of history?" and "How does it affect me today?" perhaps the only history course they will 1968." In spring 1998, twenty high school take in college. That is the challenge. I have sophomores conducted oral histories with Secrets of Great History Teachers one chance at them, one opportunity to thirty Rhode Islanders about their recollec- This feature consists of a series of inter- engage them in the study of the past. tions of the year 1968, creating "a living views in which distinguished teachers share history of one of the most tumultuous years their strategies and techniques. High school, Talking History in United States history." The site contains community college, and university teachers Talking History is a more interactive fea- transcripts, audio recordings, and edited sto- offer their perspectives on what drew them ture than the former, offering social studies ries, as well as a glossary, timeline, bibliog- to teaching history and social studies, what teachers the opportunity to engage with lead- raphy, and notes from the organizers. Project they find exciting about teaching, and how ing teachers and scholars on teaching key coordinator Linda Wood writes, "Together, they engage students in active learning about subjects covered in social studies courses. In the students and the narrators constructed a the past. Philip Bigler, the 1998 National October 2000, professor James Horton of unique document, a record of the past as teacher of the Year and a history teacher at George Washington University introduced a remembered in the present." She reflects thomas Jefferson High School for Science forum on African American history by stat- that students who thought that history was and Technology in Northern Virginia, dis- ing that boring cusses his favorite classroom assignments for making history come alive: "lots of histori- after three decades of teaching African were turned on by their direct involve- cal simulations where students stage presi- American history and issues related to ment in the stories of people who were dential elections, debate great issues... race in America, I am still sometimes there as events occurred. Oral history recreate the trial of John Brown, etc...." He taken off-guard by my students. Even is an example of the best kind of learn- also shares his goals and strategies of teach- at the beginning of the 21st century, ing because it actively engages the ing the survey: they are often surprised, fascinated, students, using their natural curiosity even shocked, when we discuss the about other people to provide an emo- I try to make sure the students have history of African Americans. Some- tional context too often missing from good outside readings that make his- times outraged, they demand to know textbook lessons. (www.stg.brown. tory come alive. We do just about why they haven't heard this story edu/projects/1968) everything. You also have to change before. your instruction to the personality of Puzzled by the Past a class. It is different year to year and Teachers from a wide range of schools

56 GIFTED EDUCATION COMMUNICATOR, FALL2001 1 8 4 and backgrounds actively participated in the context and explore the complex factors that American history, History Matters will also forum, shaping the discussion and raising contribute to their existence today. Current add new interviews on teaching secrets and issues such as the role of African American and upcoming Past Meets Present essays strategies, new syllabi and lesson plans, and history within the larger context of U.S. his- compare the politics of the two presidential a new puzzle every other month. tory. Topics ranged from reparations for the impeachment trials and examine the histor- descendants of slaves to a discussion of ical context for such hot contemporary top- References teaching slavery in elementary schools; from ics as the Second Amendment, capital Bass, R. (1997). Engines of inquiry: A prac- classroom and teaching resources to the punishment, national drug policies, and the tical guide for using technology to teach debate over the Willie Lynch letter. In the last electoral college. American culture. Washington, DC: example, a fraudulent document, reportedly American Studies Association. a speech to Virginia slaveholders in 1712, cir- Reference Desk Bass, R., Errickson, T., Eynon, B., Sam- culated widely on the web and incited pas- Finally, a Reference Desk serves as a gate- ple, M. (1998). Intentional media: The sionate debate. Talking History provided a way to quality websites for information about crossroads conversations on learning forum for discussing the content of the let- using new media in the classroom. Pre- and technology in the American culture ter, the need to question sources, and one screened, annotated links lead to valuable and history classroom. Works and Days. respondent's strategies for testing the letter's resources on citing digital resources, under- 31/32, 16 (Spring/Fall). validity (Rosenzweig, forthcoming). standing copyright and fair use laws and Risinger, C.F. (1988). Separating wheat Messages from previous forumscov- how they apply to classroom practices, eval- from chaff Why dirty pictures are not the ering topics such as Asian American his- uating digital materials, and addressing real dilemma in using the Internet to tory, the U.S. Constitution, women's history, national and state history and social studies teach social studies. Social Education and the vietnam War eraare well archived. standards. 62(March) 148-150. Forums for the 2000-2001 year include dis- Rosenzweig, R. The road to Xanadu; The cussions with Emily Rosenberg on American In Conclusion present and future of digital history. Imperialism (December 2000); David Mont- Each feature of History Matters offers valu- forthcoming in Journal ofAmerican His- gomery on Labor History (March 2001); able information and ideas for teaching history. and Alan Brinldey on the Depression and the tory and social studies. Taken all together, this Rosenzweig, R. & Bass, R. (2001). New Deal (April 2201). For the 2001-2002 website creates an interactive community of Rewiring the history and social studies academic year, look for discussions with history and social studies teachers, offering classroom: Needs, frameworks, dangers, Fred Hoxie on Native American History, opportunities for teachers to engage in dia- and proposals. Forthcoming in Journal Eric Foner on Reconstruction, Tom Bender logue with leading scholars and share sug- of Education on Internationalizing U.S. History, Linda gestions with each other about how best to Rosenzweig, R. & Thelen, D. (1998). The Gordon on Family History, and Christine use both Web and non-Web resources to presence of the past: Popular uses of Heyman on Religious History. teach U.S. history effectively. history in American life. New York: History Matters is committed to improv- Columbia University Press Past Meets Present ing the teaching of history and social stud- Schulkin, C.R. (1998). High voltage teach- When adults were asked to describe their ies in a free, non-commercial environment, ing: Using new media to electrify stu- experiences with history classes in elemen- as schools, teachers, and students learn to dents and classrooms. Works and Days tary or high school, a nationwide represen- access and manipulate new media. The 31/32 16(Spring/Fall). tative sample responded most frequently resources on History Matters reflect a com- with the word "boring." (Rosenzweig & The- mitment to teaching about the lives of ordi- KELLY SCHRUM is a Visiting Assistant Professor len, 1998). Yet social studies teachers know nary Americans, to engaging students in at George Mason University and Assistant Direc- that the past is far form boringit is excit- the analysis and interpretation of primary tor of the Center on History and New Media. She ing, challenging, and most important, rele- documents about the past, and to making the has worked extensively in the areas of new media, vant. In Past Meets Present, prominent Internet a vehicle for democratizing edu- history content development, and teacher train- scholars engage with some of today's most cation. To that end, History Matters encour- ing. controversial topics and discuss them in light ages social studies teachers to submit any ROY ROSENZWEIG is College of Arts and Sciences of the past. You can read an analysis by Eric suggestions, syllabi, lesson plans, or student Distinguished Professor of History at George Foner in which he discusses the controversies projects that might benefit other teachers. Mason University, where he also heads the Cen- surrounding the film Amistad, exploring the History Matters recently received a sub- ter on History and New Media. His mast recent problems faced by the film's producers and stantial grant from the National Endowment book, co-authored with David Theien, Is The Pres- the historical shortcomings of the film and for the Humanities and is currently expand- ence of the Past Popular Uses of History in Amer- its accompanying study guide. Foner also ing its contents. This expansion will add ican Life. raises questions about the messages behind hundreds of new website annotations and Hollywood's portrayal of history as enter- primary source documents, dozens of new This article has been reprinted by permission tainment. online assignments, a new series of topicalfrom the April 2001 issue [65(3)134-139] of Or, you can follow a discussion of sweat- discussions, new interactive activities, and Social Education, the official journal of the shops past and present by Harry Rubinstein many other features. In addition to a myriad National Council for the Social Studies. Refi and Peter Liebhol, in which they place the of new images allowing students a visual erences have been converted from the orig- current debate on sweatshops in historical glimpse at various aspects of life throughout inal to that ofAPA style. 185 CALIFORNIA ASSOCIATION FOR THE GIFTED 57 HANDS-ON CURRICULUM

Diving Into Word Play with Gifted and Talented Students

BY SUSANNAH RICHARDS

.R.R. Tolkien spent his whole life wonder- language. Such activities can be used to create an interest and excite- ing about language. His love of language led ment in words that will enrich the lives of students and provide teach- him to create a language of Elvish, a highly ers with a direction for planning process skills learning. For those gifted detailed language with its own vocabulary, and talented students who may be like John Marsden, who once said, grammar, history and poetry. Since there was no one with whom he "I collect words wherever I go and rejoice in their beauty or despair could speak Elvish, he created an imaginary land called Middle over their poverty, " here are a few suggestions to send your students Earth complete with good-natured, small, fat, hairy-footed creatures on meaningful word adventures. that he shared with the world in a fantasy called The Hobbit. SUSANNAH RICHARDS is a research assistant at the National Research Cen- Many gifted and talented students have an interest in words and ter on the Gifted and Talented at the University of Connecticut where she language, but few teachers capitalize on this interest. There are many is also pursuing a doctorate in Educational Psychology with an emphasis activities teachers can use to stimulate a fascination with words and on gifted and talented learners.

INNOVATIVE IDEAS FOR WORD PLAY STUDENT ACTIVITIES

Read Books about Word Play Create a list of words that you think would be O.K. for The Word Eater by Mary Amato is an intriguing book for anyone who thinks Flip to eat; justify your answers. that we can do without words. In it, Lerner Chanse finds a worm, Flip, who has Develop a cause-and-effect story that focuses on the dis- an appetite for words. When Flip eats a word, it disappears. Students can be appearance of a word. For example, what if "eat" were to asked to consider the ramifications of what happens when both words and disappear? the corresponding items disappear. For example, what happens when Rips eats the oxygen right out of her science experiment? Follow-up activities can be used to enhance this wonderful story.

Picture Books about Word Play Create a concept map showing the relationships of some For the mathematically talented student who loves words, G is for Googol is a related mathematical terms. mathematical vocabulary feast. Twenty-six high-level mathematical terms from Write an alphabet book focusing on math vocabulary. abacus to zillion are presented with their definitions and relationship to the mathematical world.

Word Puzzles to Introduce Word Play Diagnose the relationships among words in the list pro- Teachers can use word puzzles designed to stimulate word play. For sample vided. word puzzles, Plexers by Dave Hammon, Tom Lester, and Joe Scales, provides Develop your own word puzzles by creating visuals using students with an opportunity to practice their analytical skills and learn new the words in the list. A few phrases that lend themselves phrases. It also encourages students to examine their thinking processes (or to word puzzles are: Cat in the Hat, falling star, don't cry metacognition) in relation to others. How a student solves a word puzzle is a over spilt milk, wish upon a star, American Revolution, reflection of problem-solving ability. What are the strategies that the students sleep under the covers, and six of one half, half a dozen used to solve the puzzles? Students might benefit from a "think aloud" where of the other. they work out the relationship based on the presented information as in the classic: MAN BOARD Students might also examine how words are presented. They might ask themselves how the visual presentation adds information to aid in the interpretation of the puzzle. For example, in the puzzle, tIValne, one can see that Val is in tine so the word must be Valentine. Plexers and More Plexers, Games Magazine and Games Magazine books are wonderful sources for word puzzles.

58 GIFTED EDUCATION COMMUNICATOR, FALL 2001 IS 6 INNOVATIVE IDEAS FOR WORD PLAY STUDENT ACTIVITIES

Use Complex Vocabulary to introduce Word Play Choose a vocabulary word to feature in a story. Be sure Complicated vocabulary comes to life in The Weighty Word Book by Paul M. you understand the meaning of the word and it's context Levitt, Douglas Burger, and Elissa S. Guralnick. In this book, 26 vocabulary before you create a complete story to explain it. words from abasement to zealot are brought to life with a short story that uses a pun to illustrate the word's meaning. For example, "when people are stubborn, like Polly, who left home to become a dog-mat tick, those people are called dogmatic."

Diagnose Career-Related Words Generate a list of -ologies and -ographies with their To introduce a unit on careers, discuss the meaning of -ology (a branch of related meanings. learning) and ography (the study of). Although students may have heard the Create a list of humorous names for people in different term, archaeology, they may not know that it is the study of the past through professions. For example, would you want to have Dr. materials and remains. Check out the Internet web page of www.ology.amnh. Grippo pull your teeth? Would you trust a wedding planner org/ for information on different types of -ologies and -ologists. who is Mary Bliss or Dr. Speck the optometrist?

Humorous Stories to introduce Words - Design a costume to illustrate the meaning of a word for Sometimes students attach the wrong meaning to a word as demonstrated a vocabulary parade. by Sage in Miss Alaineus: A Vocabulary Disaster. This clever story is a perfect Describe an event in which you turned a mistake into place to begin using humor to teach new words. something good.

Use Cartoons and Art to Stimulate an interest in Words Construct your own palindromes. You might build your For those who are fascinated by symmetry, Jon Agee's trio of palindrome palindromes from the inside out, or play with groups of let- books may hit the spot: Go Hang a Salami! I'm a Lasagna Hog! and Other ters that spell different words forward and backward. Palindromes, So Many Dynamos! and Other Palindromes, Sit on a Potato Pan, Otis! More Palindromes. Agee, a frequent contributor to the New Yorker, has a wonderful sense of humor that appeals to highly able learners who are interested in cartooning and art. Each palindrome is illustrated with an image that brings the palindrome to life.

Invent Words to Stimulate an Interest in Word Play Research the origin of these and other expressions that Who says that we can't make up our own words? Authors have always cre- Shakespeare added to the English Language. ated new words just as Lewis Carroll did in Jabberwocky. J. K. Rowling has fortune-teller lady-bird zany had a lot of success with the words she invented; consider your status as a fair play watch-dog long-legged muggle. William Shakespeare invented almost 2000 words and expressions, horn-book hot-blooded never-ending many of which are commonly used today. In this age of technology there are mimic hundreds of new words that have only recently become a part of our vocabu- Identify the patterns that make up Elvish, Klingon, or lary. Remember when surfing was done in the water? Going one step further another invented language. than inventing words, Tolkien invented the language of Elvish, and Invent a new language of your own. Klingon is the language for Star Trek.

Books and Resources to Support Word Explorations

The Word Eater The Young Writer' s Companion New Directions in Creativity (Flve volumes Mary Amato Sarah Ellis including Mark A, B, 1, 2, 3) 2000, Holiday House, ISBN: 082341-468X 1999, Groundwood Books. ISBN: 088894117 Joseph Renzulli, Carolyn Callahan, Unda Smith, Mary Renzulli, and Barbara Ford The Best of an Almanac of Words at Play Piexers and More Piexers 2000, Creative Learning Press William Espy Dave Hammon, Tom Lester, & Joe Scales Mark A (K-1) - ISBN 0936386797 1999, Merriam-Webster, ISBN: 0877791457 1983, Dale Seymour Mark B (2-3) - ISBN 0936386800 ISBN: 0866511105, ISBN: 0866511113 Mark 1 (3-5) - ISBN 0936386819 A Children's Almanac of Words at Play Mark 2 (4-6) - ISBN 0936386827 William R. Espy Word Circus: A Letter-Perfect Book Mark 3 (5-8) - IS8N0936386835 1982, Random House, ISBN: 0517564602 Richard Lederer 1998, Merriam-Webster, ISBN:0877793549 G is for Googol: A Mathematical Alphabet Miss Alaineus: A Vocabulary Disaster David Schwartz, illustrated by Marissa Moss Debra Frasier The Weighty Word Book 1998, Tricycle Press, ISBN: 1883672589 2000, Harcourt, ISBN: 0152021639 Paul M. Levitt, Douglas Burger, and Elissa S. Gurainick Susannah Richards 2000, Court Wayndlprergl, 1570983135 ESPECIALLY FOR NEW TEACHERS

gifted students know when you are only and help them to distinguish between My Short List going through the motions. If you want to laughing at someone and laughing with inspire passion, you must be passionate. someone. Model self-acceptance, and be of Essential 2. Know your subject.Know what you ready to laugh at your own mistakes and want your students to know. It is not idiosyncrasies. Share some of your own enough to read the student texts and childhood gaffes to show you are still in Teacher Traits teachers' manuals ahead of time. You touch with the child within. must know your course material, what 4.Respect your students.Don't talk BY SHIRLEY CHING came before, and what comes after. Do down to your students. There's no reason No educational outside research. You don't have to know to say "take away" when "subtract" is program is everything, but you need to know enough the correct term. No one likes to be great without to understand your students' questions patronizednot even first graders! When great teach- and to be a resouxce. It's also your job to teaching writing skills to sixth graders, ers. But knowing what stimulate and challenge your students use thesis, precise, concise, and elaborate constitutes greatness difficult to do if you haven't mastered the from day one. Using standard terminol- is half the battle. Is subject. Gifted students can be very crit- ogy from the beginning will save you there an archetype that ical. They know when you aren't pre- time and ease communication. new teachers of the Don't treat gifted students with awe. gifted can use as a model? Does a teacher of "You're so smart. I love teaching you." the gifted have to be gifted? Experts in the Generic compliments like these suggest field have compiled lists of "must have" that you only like smart kids. Too much characteristics for teachers of the gifted. Par- fawning may also make your gifted stu- ents and students have their own lists. If all dents feel like freaks, geeks, or falsely the lists were combined, we'd have the pro- entitled. Praise them for a well-written file of a brilliant, charismatic teacher with essay, a fresh point of view, or an unusual impeccable character and endless patience. solution to a problem. Your opinion will It is difficult, impossible actually, to be carry more weight if you give meaning- everyone's idea of the perfect teacher. How- ful praise. ever, teaching the gifted for twenty years 5.Be open and flexible.Have a yearlong has given me an insider's look at the quali- plan based on what you want students to ties that distinguish the successful from the know by the end of the year and how less-than-successful teacher of the gifted. you expect them to get there. You set the This list is informally based on observations goals, but the paths to the goals should be of outstanding teachers of the gifted and open and flexible, dependent on indi- feedback from my gifted students. Since this vidual student needs, interests, and learn- column is designed to mentor new teachers ing styles. Each class is different and of the gifted, the traits listed are ones that can has different strengths and weaknesses. be developed over time. Reading material, assignments, and pro- 1. Proceed with passion.You love teach- jects should be geared to maximize learning, your subject(s), your students. Show ing for your particular group of students. your love and excitement. Find interest- If you have a quiet, reserved group, you ing approaches and projects that make pared. It's not necessary to be brilliant to may create more opportunities for oral the journey an adventure. Take work- teach the brilliant, but you must be interaction and presentation. If your shops, read, and explore. Develop a reper- knowledgeable and able to connect the group has limited opportunities to see toire of instructional strategies that fits pieces. the world, add more field trips. your style and goals. Variety adds spice to 3. Develop your sense of humor.Teach- Schedule enough time for discus- your classroom, but variety means inte- ing and learning may be 90% work and sions that may go off track. Gifted stu- gration of strategies and activities into a 10% fun, but the percentages will appear dents are commonly good readers and meaningful whole with mastery of desired reversed with regular injections of humor. proficient in using the Internet. They concepts and skills. Be the lifelong learner Laughter can lighten pressure and enable need a chance to bounce ideas off their you want your students to be. Profes- students to take more risks. It can also classmates and practice in really listen- sional development in gifted education is release your frustration and help you ing to other ideas. Your classroom should a must. It will feed your passion and develop realistic expectations. Gifted stu- fill voids in a gifted student's education. develop your creativity. Teachers of the dents are quick to see absurdities. Encour- Distance learning and home teaching are gifted are under intense scrutiny. Your age them to express their humor freely efficient, but they can't provide the peer 188 60 GIFTED EDUCATION COMMUNICATOR, SPRING2001 support, diversity, or stimulation of a who have tried to teach their subject change one life, inspire one student, we've well-designed classroom. Take advan- but were off track or wrong. I also made a difference. If we can change many tage of student excitement and involve- admire how you regard us with respect lives and inspire thousands, we are teachers. ment. Diverge from your plans when by treating us like people rather than necessary. children. I like how you teach us to My former English teacher changed 6. Don't live In an Ivory tower.Stay have hope when dealing with the real my life. Her inspiration has made a involved, informed, and a part of the world. Sixth grade boy, 1994 lasting impression on me. Flavia once world. Pursue new interests. You'll be wrote, "Some people come into our more interesting and effective if you can My teacher is exuberant, in other lives and quickly go. Some people draw examples from life or the news to words, she is full of life. When she move our souls to dance. They awaken illustrate ideas. Model depth and breadth teaches, she teaches with enthusiasm, us to new understanding with the pass- as a teacher and a person. not like the other teachers at this ing whisper of their wisdom. Some Better rapport is possible if you have school. She makes school fun. Her people make the sky more beautiful to some understanding of your students' class is always full of giggles and gaze upon. They stay in our lives for worldtheir music, heroes, style, TV chuckles. Sixth grade girl, 1999 awhile, leave footprints in our hearts, shows, movies, latest trends, and jargon. and we are never, ever the same." Even if the current pop culture appears We may not be paragons, but we must try to Eighth grade girl, 2000 morally corrupt, try to see it through move in that direction with professional your students' eyes to find the attraction development, feedback from peers and stu- SHIRLEY CHING Is Associate Edttor In charge of and redeeming values. Don't be totally dents, and a healthy work ethic. If we can national affairs for Gifted Education Communicator. out-of-touch or judgmental. Student- teacher communication is a two-way street. You may not be on the same page, but you should be in the same book. If you want to enlighten your students, be University of California, Irvine ready to be enlightened by them as well. Academic Talent Search 7. Feel free to be uniquely you.Gifted students run the gamut from conventional to cutting edge, painfully shy to gregari- ous. They may be athletes, computer nerds, bookworms, underachievers, artists, or pathfmders. We try to bring out the best in our students while accepting their individuality and weaknesses. Teach- ers of the gifted are equally diverse. Hon- oring your own uniqueness sets the stage for greater tolerance of individual differences and development of self-confidence in your students. Read your S manuals, review the literature, observe peers, and go to workshops, but incor- .4vcouragiii, porate what you've learned into a revised 6- plan that still reflects your own style. No one likes phonies, especially young people who are looking for their own spirit bo'syo or identity. You'll give more to your students if you give yourself instead of a car- bon copy of your imagined "ideal." f.) This is a partial list, a personal list, developed after years of teaching the gifted. I included traits that were most often cited by students a3 as notable in their notes, essays, commen- trair/j1v2 taries: I appreciate how you answer my ques- http://www.admissions.uci.edu/ats/ tions no matter how unimportant or irrelevant they may seem. I admire (949) 824-7484 you because you know so much about what you teach. I know some teachers

18 9 CALIFORNIA ASSOCIATION FOR THE GIFTED 61 WEB WATCH

War I and II, you can find them all and with Social Studies for Educators many topics in between. This is a site to wander around for hours! BY CAROLYN KOTrMEYER ThinkQuest website design contest, and it h.i.p. Pocket Change traces American does just that; it follows the story of a defen- history through our coins. It includes games, The Internet is full of curriculum dant in a murder trial, along with sidebars and cartoons, and even an on-line "camp." This units, some providing only the controversial issues. This is the real thing. site will intrigue any child interested in coins information to teach a subject, oth- For more ThinkQuest sites, visit the or American history. ers providing everything from soup ThinkQuest Library and find websites on Seven Wonders of the Ancient World to nuts, with pre-tests, quizzes, and tests, and history and government, people and places, can you name all seven? One? Two? This site all the materials in between! We often think philosophy, religion and mythology, society, details the sites in words and photographs, of the Internet mostly for math and sci- and culture, and more! and provides lists of forgotten, modern, and ence, but there's plenty for social studies Choices and Consequences consists of natural wonders, and links to more infor- there, too. resource units, each containing a case study mation about each of them! How many have Schoolhouse, home of the Encarta Les- based on actual trials involving teenage per- you visited? Visit them all, virtually! son Collection contains detailed social stud- petrators and victims. Case studies include ies curriculum units for grades K-12, on "Teen Pranks," "Daring Your Friends," For even more social studies related sites, subjects from anthropology and civics to "Fighting," and "Stop Sign Case." In each, check out Hoagies' Kids and Teens Page of U.S. and world history, and much more in students view a videotape created by Court links. between. You can find a unit for elementary TV describing the facts of the case, includ- students on Abraham Lincoln, or Harriet ing actual trial footage and interviews with CAROLYN KOTrMEYER Is the webmIstress of Tubman; or a unit for secondary students principal participants and their families. Stu- Hoagies' Gifted Education Page www.hoagies- dents then discuss the critical gifted.org and Hoagies' Kids and Teens Page Did you know elements of each case, engage www.hoageskids.org. She serves on the SENG -Mazy t in role-playing exercises, and Board of Directors (Supporting the Emotional

"ha nge SEARCH / write about the implications of Needs of the Gifted), and writes occasionally for the case. the Hollingworth Center's Highly Gifted Children For additional sites, check and for Our Gifted Children. out Hoagies' Page of Internet Investigations. WEBSITES ,;.; Kids' Korner Schoolhouse Encarta Collection Social Studies sites and topics www.encarta.msn.com/schoolhouse cur...to beak ..nad Ins wen... ter wad Uno ana *en... roe. new tad Past for our children abound on the U.S. Geological Survey it Internet. Here are some of my www.usgs.gov/education favorites. Anatomy of a Murder The United States Mint site Pocket Change traces American Ben's Guide to U.S. Gov- library.thinkquestorg/2760 history through coins. The colorful, appealing site has con-ernment for Kids includes sec- Think Quest Library tests, games, cartoons, activities, and tips on coin collect- tions for every age group, from www.thinkquestorggibrary/search. ing. A section for teachers provides information and lesson grades K-2, through 9-12 as html plans. well as parents and teachers. Hoagies Internet Investigations on propaganda and public opinion in.politics You can learn about state and national gov- www.hoaglesgifted.org/investiga- and advertising; or the early struggle of ernments and their respective responsibilities, Hons.htm women to gain the right to vote in women's or how laws are made, or historical docu- Ben's Guide to U.S. Government history. ments, at a variety of age levels. There are bensguide.gpo.gov U.S. Geological Survey's (USGS) games and activities, and for parents and Encyclopedia Smithsonian Learning Web includes units for K-12 on teachers, there is information on using Ben's www.si.edu/resource/faqh.l.p. subjects from exploring caves and global as a learning tool with curriculum links, and PocketChange change, to land and people, and map adven- more. www.usmint.goy/Kids tures. Teachers' guides for all units are Encyclopedia Smithsonian, like it's real included, along with reproducibles, a glos- life namesake contains a little bit of every- Seven Wonders of the World ce.eng.usEedu/pharos/wonders sary, a bibliography and more. thing. From the history and culture of Africa Anatomy of a Murder:A Trip Through where you can make a virtual visit to the Hoagies Kids and Teens Page www.hoagieskids.org/kids.htm Our Nation's Legal Justice System is a National Museum of African Art, to an Amer- winning site written by children for the ican history timeline, to world cultures, World

62 GIFTED EDUCATION COMMUNICATOR, FALL2001 SOFTWARE REVIEWS

actually having HyperStudio. presentationtool that can be used by even Hyper Studio 4.0 Although it's an easy matter to create a very young children is a helpful addition to simple stack, it takes some time to explore all any classroom's software inventory. Using a BY PATRICIA ROBERTSON of the program's capabilities. Teachers might HyperStudio project as an evaluation instru- consider a cooperative learning activity that ment provides both students and teachers yperStudio will build a cadre of student experts who with a concrete product that can be evaluated, 4.0 is a recent can support each other and will ease the discussed, and revised. upgrade to a learning curve for students who join the For teachers and students who want to pre- long-time class later in the year. Divide students into plan their presentations, HyperStudio pro- favorite that further groups of two or three. Ask each group to cre- vides several Symbol Libraries that can be increases a student's ate a project that demonstrates a particular used with Inspiration (reviewed in Spring ability to create feature of HyperStudio. Beginners can 2001). Preplanning helps students learn orga- imaginativeand explore something as simple as ways to cre- nizational skills and may shorten the total powerful presenta- ate or format cards. More advanced users can project development time. If a program like tions. The program develop a stack to demonstrate how to use Inspiration isn't available, creating a dia- is at once a simple authoring tool that can be Internet resources or a stack that demon- gram that includes major project elements used by very young presenters and a power- strates Stack-to-Go. helps focus students on the critical elements ful tool for integrating many elements into a With an increasing emphasis on perfor- of the finished product. single presentation. mance-based assessment, an authoring and In March 2001, HyperStudio 4.0 won a Creating a Hyper Studio stack can prestigious CODIE Award from the treasureTreestk - Card el be more than simply designing and Software Information Industry Asso- linking a few cards. Students seem to [This is a treasure trea It ciation for the Best School-based Ele- be especially intrigued with fonts, col- stands alone on a bleak mentary Software. The program comes ors, and clip art, and Hyper Studio still and windy plain. on a CD that includes both Windows provides a wealth of options that allow Underneath the stark and Macintosh versions and a substan- students free creative rein. A new Drag- tree is a chest tial amount of additional material. Come closer... undo the and Drop capability speeds up the pro- Morph 2.5 which allows users to create latth...open the lid.. ject development process. The program morphing images to add to their pre- on my, what a surprise!! provides tools that allow students to sentations is also included. Click on the arrow and include Internet resources in their pro- tell us what you found.4 HyperStudio is impressive for the jects. Buttons or graphic objects can be amount of support materials offered to linked to websites. For example, click- users. Ready-made lesson plans are ing on a globe in HyperStudio can lead included as are student projects and the student to a world history site. With resources for extending the capabilities this feature, users can easily organize of the program. Although the program websites for research or jump quickly to a comes with only a User's Guide included, HyperStudlo 4.0 selected site during a presentation. Clicking additional manuals are included on the Knowledge Adventure, Inc. on a button or graphic object can play music, 1-800-545-7677 HyperStudio CD. Many of the tutorials can or streaming video. www.hyperstudio.com be viewed on screen or printed using Adobe Teachers can prompt students to create a Acrobat Reader, which is included on the Suggested retail price: $199.95 (Teacher's record of their work by incorporating menu CD. Since some of the manuals are quite Edition); $69.95 (Student's Edition) functions such as the Save Stack As... com- long, look carefully at Acrobat Reader print mand. A new feature allows users to create System Requirements: Macintosh PPC options. If possible, use the two-sided print- 601 or better with 8 MB free RAM; Mac OS a Stack-to-Go that can be shared with friends ing option that will save quite a lot of paper. 8.1 or newer, 8.6 for Online Help; or Win- or family, or can be sent as an e-mail attach- Additional tutorials and feature specific dows Pentium 100 Mth 32 MB RAM; Win- ment. When opened by the recipient, the dows 95, 98, NT 4.0 or newer; 2000, and documents are available on the HyperStu- stack runs just as it did when it was created. a Sound Blaster compatible Sound Card. dio website. New features are added fre- This capability increases the option for col- Both versions require QuickTime 3.0 quently so it's worth checking back laborative learning among students in dif- (QuickTime 4 full install preferred),a 4x occasionally. ferent areas. Classes could easily work on a CD-ROM drive, 256 colors or higher, an collaborative project that brings together active TCP/IP connection for Internet- PATRICIA ROBERTSON has been a classroom research on topics such as conservation, based features, and Internet Explorer 4.5 teacher, library media specialist, technology coor- housing costs, or local history in different or Netscape Navigator 4.7 (Netscape 6 not dinator, and administrator. She has been involved areas. The HyperStudio Player is another supported). with technology in education for nearly 20 years. way to allow users to view a stack without She can be reached at [email protected].

CALIFORNIA ASSOCIATION FOR THE GIFTED 63 TALKING ABOUT BOOKS

Creating Shared Family Memories

BY JODY FICKES SHAPIRO have had a parent or teacher who read to the experience. you. Talk to other parents, lobby the daily Although my children and I didn't adore Most parents newspaper for more coverage of children's every Roald Dahl book with equal fervor, he of gifted books, and ask your child's teachers for their certainly gave us many hours of entertain- children list of favorites. Consult Jim Trelease's The mentespecially on cold and rainy days. I under- Read-Aloud Handbook your local children's particularly recall one occasion when we stand their role in librarian, and your independent children's had a range of ages to keep occupied, includ- developingtheir bookseller who usually has the inside track ing a 16-year-old who considered himself too children's literacy. on the best new publications and often pro- sophisticated to snuggle up for a story with Readers of Gifted vides a newsletter that highlights them. six year olds. As I read aloud from James and Education Communi- Here are some of my own favorites for the Giant Peach I heard him call out from the cator probably read starters. Over the course of writing this col- adjoining room. "Read that line again, I did- aloud almost daily to their preschool children umn I will add more titles. n't hear it." from infancy. I speculate, however, when Kids learn about the hazards of farm life on these children reach school age and read the Canadian prairies from Incident at Hawk's independently, parental reading aloud Hill, how to cope with the death of a friend becomes less frequent, if continued at all. , from Katherine Paterson's Bridge to Terabithia, Many parents believe that once their chil- and to be careful what to wish for in Bill Brit- dren's literacy skills are established, it's unnec- tain's folksy The Wishgiver. When my own essary. If reading ability were the only benefit ,^ derived from reading aloud, they might be correct. But it is not. Sarah, Plain and Tall Just as we parents assume the initial task Patricia MacLachlan

of decoding words and language for our chil- 1. TIT I. 9TFD mania dren, we continue to oversee the process of :11-15bC decoding the world of experience and the language of the "heart." But most often we Gifted children as young as four or five become administrators, relinquishing an should be started on chapter books. Stories active role. We turn to the professional teach- like Charlotte 's Web, the first of the Laura ing community to assume the next step in our Ingalls Wilder "Little House" series, Joanna children's intellectual developmentwe Hurwitz's "Russell" books, and Ruth Gan- enroll them in school. We sign them up for nett's My Father's Dragon and its two sequels extracurricular sporting and arts experiences are great beginners. Also "must reads" are kids thought I was the world's most difficult for additional enrichment and to develop Sarah Plain and Tall, Stone Fox, Stargone mother I read them Willo Robert's ground- their socialization skills. Many of us also John, and Dragonling. Chapter books offer breaking book, Don't Hurt Laurie and we had commit our children to some formalized a serious look at the issues of child abuse. religious training in the hopes of awakening About the B 'nai Bagels offered us an oppor- and expanding their moral lives. We drop tunity to explore honesty and good sports- them off at school, at the soccer field, and at manship, and Ida Early Comes Over the Sunday School. And we stand on the side- Mountain exposed them to living in the South lines, waiting to pick them up. It becomes during the Great Depression and, even more increasingly difficult to find or give enough importantly, what it means to be a good friend. quality time for real and sustained family Together our family escaped into Lloyd communication. Alexander's thrilling and dangerous land- By continuing to read aloud daily, you can scapes in The Book of Three and its sequels. remain active in the development of your Taran Wanderer, the fourth of the series, children's intellectual and spiritual lives. offers early teen readers a thoughtful look at Select books that challenge and entertain, the opportunity to hear stories with more the complicated journey of self-discovery. I expand awareness of the world, generate fully developed characters and themes. By have to confess that not all series held us as thoughtful discussion, and whet the appetite reading a longer book over successive days, firmly. We couldn't make it past the third to read more. Rediscover books that res- a sustained relationship to a book's slowly book of C. S. Lewis's "Chronicles of Narnia" onated with you if you were lucky enough to developing plot adds a deeper dimension to although we tried valiantly. In earlier years rt9 2 64 GIFTED EDUCATION COMMUNICATOR, FALL2001 the details of Laura's wedding dress in These Cure, which brilliantly dramatizes the insid- published only in the fall of 1999. Instead we Happy Golden Years were skipped, but that ious outbreaks of anti-Semitism of the Mid- read Judy Blume's novels when our kids was only when we re-read the entire series for dle Ages, are important additions to the body reached puberty because she was among the the second time. If my children were still of literature that helps children understand the first writers to broach the topic of sexual teenagers, we would savor the swashbuckling, inevitable and tragic outcomes of racial dis- development for young readers. In the midst twisting, and turning prose of charismatic crimination and religious persecution. of Are You There God, It's Me Margaret, one Brian Jacques's "The Redwall Series." And of the boys offered me the opportunity to stop I could never have convinced them at seven ems. lirmaT in case I was feeling uncomfortable reading or eight that they were too young to hear to them about shopping for bras. I assured "Harry Potter." The only book they asked me him that I was only unhappy with Blume's to stop reading because it was too scary was writing style, and confessed that as I read, I A Wrinkle in lime. They were in fifth and edited the bad grammar but not the story. I sixth grades, and waited to read it on their told them that some day they would marry own when they got to middle school. and they should know the kinds of things girls needed to deal with. Russell Hoban's classic fantasy, The Mouse and His Child, has been reprinted to be cherished by a new generation of families. Lois Lowry's Newbery Medal winner, It's brilliant metaphor works both as a read- Number the Stars, with its focus on the brave aloud adventure and a thoughtful philo- Danish Resistance to the Nazis, is a good sophical exploration wherein a wind-up toy introduction to this genre for 9- or 10-year- mouse father and son set out hand-in-hand olds. Mature listeners will applaud the dar- on a perilous life adventure to discover how ing of Polish heroine Irene Gut Opdyke, to become self-winding. When I read it to my who saved Jewish lives while serving as a sons at ages eight and nine, I was amazed at housekeeper to a Nazi military officer. Her autobiography, In My Hands, stands as an Because I wanted my kids to understand inspiring testament to the power of a single the necessity of the civil rights movement I righteous human being. Naomi Shahib Nye read them Roll ofThunder Hear My Cty, and provides a thoughtful complement to books we wept over Sounder In this past decade I on the Holocaust in her novel, Habibi, which would have broadened my own education explores the uneasy co-existence of the Pales- as well as theirs while reading aloud the tinian Arabs and the Israelis. Walter Dean Myers biography of Malcolm X. And we would have stayed up way past bed- time to finish Christopher Paul Curtis' The how intuitively they grasped the depth of Watsons Go to Birmingham, 1963. (There Hoban's story. The younger one (who, inci- were a couple of times when I broke the dentally, is now passing his love of reading unwritten promise that I wouldn't read ahead. on to his own classroom of third graders) hap- Somehow they could always tell.) There are pened to be taking a ceramics class at the few books as successful in sending the reader time. Twenty-three years later, I still have on an emotional roller coaster as this story of his sculpture that captured the tenderness of a family journey from Flint, Michigan to The Mouse and His Child. Birmingham, Alabama during the ugly and The hours our family spent reading aloud tragic events of the early '60s. Before "The helped our kids decode their world, find the Watsons" they would already have heard Before our sons began high school I words and opportunities to articulate ideas, A.A. Milne's classic Winnie the Pooh so that selected young adult books relevant to issues and examine choices and possibilities. The Curtis's deliciously wicked humor could be they would encounter. It made it possible to beauty of a book is that as a reader you are fully appreciated. Curtis' second novel, New- open up discussion of serious topics in a in control. You can start and stop, read and bery Medal winning Bud, Not Buddy, set in comfortable way within a safe, non-judg- reread. Day after day, the words remain on the the Depression Era in Michigan, gives a mental family environment. The conse- pages, waiting for reader and listener to bring sense of the African-American experience quences of drinking and driving were them to life. They are waiting to enrich our during that period of labor unrest and eco- poignantly exposed in Cynthia Voigt's Izzy, lives. They are waiting to create shared fam- nomic hardship. Willy-Nilly; we think it should be required ily memories. We entered the darkest period of the twen- eighth grade reading. Whirligig by Paul Fleis- tieth century together through such stories as chman expands the topic to include con- JODY FICHES SHAPIRO Is a children's literature When Hitler Stole Pink Rabbit and Island on cepts of mediated conciliation and restitution. consultant and owner of Adventures for Kids Bird Street. Jane Yolen's Devil's Arithmetic, We would have read Speak to open a dis- bookstore In Ventura, CA. She can be reached at joined more recently by Sonia Levitin's The cussion about responsible dating, but it was [email protected].

9 3 CALIFORNIA ASSOCIATION FOR THE GIFTED 65 READ-ALOUD BOOKS (In the case of series, only one of the titles has been listed.)

The Mouse and His Child Malcolm X; By Any Means Necessary Russell Hoban Walter Dean Myers The Book of Three 2001, Arthur Levine, $16.95 1999, Polaris, $5.99 Lloyd Alexander 0-439-39826-2 0-590-98759-3 paper 1999, Holt, $18.95, $5.99 Rip-Roaring Russell Habib! 0-8050-6132-0, 0-440-40702-8 paper Joanna Hurwitz Naomi Shlhab Nye Speak 2001, Harpercollins, $4.25 1999, Slmon&Schuster, $16.00, $4.99 Laurie Ha Ise Anderson 0-06-442155-X paper 0-689-80149-1, 0-689-82523-4 paper 1999, Farrar, $16.00, $7.99 Redwall in My Hands 0-374-37152-0, 0-14-131088-X paper Brian Jacques Irene Gut Opdyke Sounder 1987, Putnam, $22.99, $6.99 2000, Knopf, $18.00, $12.00 Wm. H. Armstrong 0-399-21424-0, 0-399-23629-5 paper 0-679-89181-1, 0-385-72032-7 paper 1969, Harpercollins, $15.95, $5.95 When Hitler Stole Pink Rabbit island on Bird Street 0-06-020143-6, 0-06-440020-4 paper Judith Kerr Url Orley Are You There God, It's Me Margaret 1997, Paperstar, $5.99 1984, Houghton, $16.00, $5.95 Judy Blume 0-698-11589-9 paper 0-395-33887-5, 0-395-61623-9 paper 1991, Laurel Leaf, $5.50 Dragonling (Collector's Edition) Bridge to Terabithia 0-440-90419-6 paper Jackie French Koller Katherine Paterson The Wishgiver 2000, Minstrel, $5.99 1978, Crowell, $15.95, $5.95 Bill Britten 0-7434-1019-X paper 0-690-01359-0, 0-06-440184-7 paper 1990, Harpercollins, $5.95 About the B'nal Bagels Don't Hurt Laurie 0-06-440168-5 paper EL Konigsburg Willo Davis Roberts Ida Early Comes Over the Mountain 1985, Yearling, $4.50 1988, Aladdin, $4.99 Robert D. Burch 0-440-40034-1 paper 0689-71206-5 paper 1990, Puffin, $4.99 A Wrinkle in Time Harry Potter and the Sorcerer's Stone 0-14-034534-5 paper Madeleine I:Engle J.K. Rowling Bud, Not Buddy 1973, Farrar, $17.00, $6.50 1999, Arthur Levine, $19.95, $6.99 Christopher Paul Curtis 0-374-38613-7, 0-0440-49805-8 paper 0-590-35340-3, 0-590-35340-3 paper 1999, Delacorte, $16.95 The Cure Roll of Thunder, Hear My Cry 0-385-32306-9 Sonia Levitin Mildred Taylor Watsons Go to Birmingham, 1963 1999, Silverwhistie, $16.00, 4.95 2001, Phyllis Fogelman, $17.99, Christopher Paul Curtis 0-380-7398-X, 0-15-201827-1 paper 0-8037-2647-3, 0-14-038451-0 paper 1995, Delacorte, $16.95, $5.99 Chronicles of Narnia (Boxed set-7 Volumes) The Read-Aloud Handbook (5th ed.) 0-385-32175-9, 0-440-41412-1 paper CS. Lewis Jim Trelease James and the Giant Peach 1994, Harpercoilins, $34.65 2001, Penguin, $22.55, $15.00 Roaid Dahl 0-06-447119-5 paper 0-808503243, 0-14-100161-5 paper 2001, Puffin, $5.99 The Lion, the Witch and the Wardrobe Izzy, Willy-Hilly 0-14-130467-7 paper CS. Lewis Cynthia Voigt incident At Hawk's Hill 1994, Harpercollins, $16.95, $7.95 1986, Atheneum, $18.00, $5.50 Allen Eckert 0-06-447104-7, 0-06-027724-6 paper 0-689-31202-4, 0-689-80446-6 paper 1998, Little Brown, $15.95, $6.95 Number the Stars Charlotte's Web 0-316-21905-3, 0-316-20948-1 paper Lois Lowr E. B. White Whirligig 1989, Houghton, $16.00, $5.99 1999, Harpercollins, $24.95, $5.95 Paul Fleischman 0-395-57106-0, 0-440-22753-4 paper 0-06-028298-3, 0-06-440055-7 paper 1998, Holt, $16.95, $4.99 Sarah, Plain and Tall Little House in the Big Woods 0-8050-5582-7, 0-440-22835-2 paper Patricia Maciachlan Laura Ingalls Wilder Three Tales of My Father's Dragon 1985, Harpercollins, $14.95, $4.95 1953, Harpercollins, $16.95, $5.95 Ruth Stiles Gannett 0-06-024101-2, 0-06-440205-3 paper 0-06-026430-6, 0-06-440001-8 paper 1997, Random, $16.95, $5.99 Stargone John Devil's Arithmetic 0-679-88911-6, 0394890485 paper Ellen Kindt McKenzie Jane Yolen Stone Fox 1992, Holt, $6.95 1990, Puffin, $5.99 John Gardiner 0-8050-2069-1 paper 0-14-034535-3 paper 1987, Crowell, $15.89, $4.95 0-690-03983-2, 0-06-440132-4 paper Jody Fickes Shapiro

19 4 66 GIFTED EDUCATION COMMUNICATOR, FALL 2001 BOOK REVIEWS

Stand Up for Your Gifted Child: tact information for the National Women's Left Back: A Century of How to Make the Most of History Project and a search engine for kids Failed School Reforms Kids' Strengths designed by librarians called KidsClick! The By Diane Ravitch, PhD at School and at Home author has recognized that parents and students are motivated by the use of technology (2000) Simon & Schuster By Joan Franklin Smutny and has included e-mail and website hardcover, $30.00, 555 pp. (2001) Free Spirit Publishing addresses whenever possible. ISBN: 0-684-84417-6 paperback, $14.95, 190 pp. Parents are always urged to be advocates ISBN: 1-57542-088-0 for gifted education. This book gives them REVIEWED BY ELAINE WIENER tools to be advocates first for their own gifted REVIEWED BY SHARON FREITAS child, and in doing do, they also become If there is a lesson to be learned from visible supporters of gifted education. The the river of ink that was spilled in the Sitting down to briefly thumb through strategies provided are practical and can pro- education disputes of the twentieth cen- this new, interesting looking book duce positive relationships between the home tury, it is that anything in education that was a mistake! Thinking only to read and school for the child as well as the parent. is labeled 'a movement' should be avoided a few pages, pick out a few resources, Teachers who need and want to find ways of like the plague." and then put the book on the shelf for further motivating and challenging the gifted child So starts the first reference didn't happen. Once involved, this in the classroom could also utilize many of 1 paragraph of the book grabs the reader for a joyous ride, the suggestions intended for parents. The conclusion to Diane beginning first where many parents begin, classroom teacher who is also a parent of a Ravitch's book, Left trying to understand what giftedness is! gifted child could find this book especially Back. If you've Joan Smutny is a familiar name, both as helpful when coaching other teachers, par- wondered how we an author and as a nationally known pre- ticularly those new to the classroom. managed to land senter. This par- The final page of each chapter is a short where we are in ent focused book recap of ways parents can "Take A Stand," education, as have is written in the illustrated as a signboard on a stick. Instead I, this is the ultimate same style as she of summarizing the points made in the chap- book to answer that speaksvery ter, the author provides a list of questions to question. In many direct and per- reflect on and some activities to initiate. ways, it is an example of "Watch out what you sonal. It makes How can a parent fail to become an advocate ask for; you may get it." Haw m linke the Masi youfeel as or begin to be proactive with such a roadmap! The evolution of modern day education, it Ws' Stung Ms at klmol and at Hama though you have Kudos to Joan Franklin Smutny. in my opinion, was a painfully foolish voy- WMM found a friend age. Ravitch soothes my hindsight-malaise WWI II and an advocate SHARON FREITAS is the secretary for the Cali- with "We cannot understand where we are who will be at fornia Association for the Gifted, and previously and where we are heading without knowing your fingertips to served four years as chair of the parent repre- where we have been." Left Back certainly help you when you are struggling to under- sentatives. She lives in Sacramento, CA. does that! stand and when you are helping others to Her objective in writing this history is to understand your gifted child. "trace the origins of America's seemingly One of the innovative features of this REMEMBER permanent debate about school standards, book is the use of shaded boxes that stand out. curricula, and methods." To do this, she If you purchase books through At the beginning of each chapter these short tells a story about educators and intellectual Amazon.com, you can have a paragraphs are the voices of gifted students arguments which dichotomized progressive and parents who have been there, describing portion of the purchase price and traditional education into battlegrounds. many of the same experiences that the reader credited to CAG if you use our This is a very long book because it is a may have had. Later, a magnifying glass is website. Go to very long story. Ravitch tells us that "each added to the shaded box to indicate resources www.CAGlfted.org generation supposes that its complaints are that can be used to "Find Out More." click on the CAG Bookstore and unprecedented and...those who seek the An example from Chapter 3 entitled then on Amazon.com 'good old days' will be disappointed, for in "Helping Your Child Cope with Friendships, fact there never was a Golden Age." And she Family, and Feelings," refers the reader to goes on to tell us the whole story in such Find Out More about the use of biographies amapn.com. an engaging style that the entire history is to provide powerful role models for gifted captivating. The details are repetitive, at children. The two references include con- times, because so many different people

95) CALIFORNIA ASSOCIATION FOR THE GIFTED 67 BOOK REVIEWS

and methods contributed to the larger events. about subject matter than children. But at choice in how and what they learn; and how This repetition is necessary to one's aware- their best, both philosophies have made it encourages them to work collaboratively on ness of how some unbelievable circum- valuable and complementary contributions the common goal of solving a problem. stances evolved. to American education." Delisle then carefully guides teachers Ravitch is a very precise researcher who through the steps needed to make this strat- describes many educators on many fronts to This is a beautifully written book and should egy work in the classroom. He stresses the highlight both sides of this battleground. In be a standard in one's library. Diane Ravitch importance of a well-written problem and the process, there were names new to me is a prolific writer and currently holds the expounds on the necessary elements a prob- who were unsung heroes. They were Brown Chair in Education Studies at the lem statement should have, placing empha- unheeded as they saw the handwriting on the Brookings Institution and edits Brookings sis on the fact that all statements should have wall, predicting the events of today's edu- Papers on Education Policy. content and skill objectives, be curriculum- cational problems. based, and grounded in student experience. Diane Ravitch is known as a conserva- ELAINE WIENER is Associate Editor for Book After this problem statement has been tive educator. This can often be seen in the Reviews for Gifted Education Communicator. She established, Delisle then leads the teacher generalizations she makes after presenting teaches a self-contained class for gifted stu- through a detailed description of the PBL information which is factual and backed dents at Allen Elementary School in Garden Grove, process, constantly giving helpful examples up with extensive notes per chapter and a CA. She can be reached at esw.ca@worldnet. from all disci selected bibliography. att.net. plines. Evaluation Often her generalizations are blended of this learning into the factual part of her text and are "cut process, for both and dried" so that the reader has to be alert How to Use the teacher.and the to separate fact from opinion. She is a clear student,isan thinker who sweeps out the superfluous. Problem-Based Learning essential element Therefore, at times, important nuances are in the Classroom of the success of ignored. Philosophies of education have By Robert Dellsle this strategy, and causes and reasons which can soften harsh as a result, Delisle (1997) Association for judgments. I share her views in most mat- offers several eval- ters; nevertheless, I would have preferred a Supervision and Curriculum uation questions cleaner delineation. Development (ASCD) and formats from which teachers can pick One example is Ravitch's personal opin- paperback, $12.95, 106 pp. and choose. In fact, it is the templates for ion regarding constructivist educators. She ISBN: 0-87120-291-3 checklists, lessons, evaluations, and rating writes, "It became axiomatic among con- forms that make this book teacher-friendly. REVIEWED BY MELISSA EWART structivists that 'knowledge is not trans- The second half of this meaty, 100-page mitted directly from one knower to another, ne of our greatest desires as educa- manual is devoted to case study lessons from but is actively built up by the learner.' This tors is to enable our students to think various disciplines and grade levels. Each les- meant that teachers must never lecture or critically and apply their knowledge son takes the reader through the whole PBL 'tell,' that any memorization was intolera- 0to real-life situations. Problem-based process as it is played out in the classroom. ble, that instruction was a discredited form learning is a strategy that encourages students At the end of each lesson there is a helpful of behaviorism, and that up-to-date teach- to move beyond rote memorization and regur- section called "Implications for Other Teach- ers viewed themselves as 'facilitators' ofgitation of material to the acquisition and ers" in which Delisle gives suggestions of learning." retention of new knowledge and skills learned possible adaptations of the lesson to other dis- And just as the reader wants to engage by solving problems that are relevant to stu- ciplines or units of study. Ravitch in debate over such a one-sided dents' lives. In Delisle's "how-to" manual, he Delisle does such a commendable job conclusion, there appear other conclusions clearly and successfully defines Problem- explaining the PBL process and providing that describe teachers as thinkers who pull Based Learning (PBL) and explains why it examples, that by the end of the book, read- in new information, balance it with old tried is important to implement this strategy in the ers are confident that Problem-Based Learn- and true teaching, and prevail. classroom. ing is possible to immediately implement Generally speaking, she isfair in pre- In the first chapter, Delisle makes a strong within their classrooms. senting various points of view, and her mod- case as to why the strategy of solving prob- eration shines in this statement: lems creates a connection between the stu- MELISSA EWART teaches a GATE core program "At their extremes, [progressive and tradi- dents' lives and their learning; why it of language arts and history at LaColina Junior tional education] both sides can be faulted, cultivates active engagement from all stu- High School in Santa Baibara, CA. She also taught the one for demeaning intellectual and aca- dents; how it promotes interdisciplinary a demonstration class in CAG's 2001 Summer demic standards, the other for caring more learning; how it allows students to have Institute.

1 I) 6 68 GIFTED EDUCATION COMMUNICATOR, FALL2001 e .muenhii.ommaigagr Published by the California Association for the Gifted (CAG)

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Equity and Excellence

11991 Gifted Eckeion Comanicatov Published by the California Association for the Gifted (CAG)

CAG Executive Committee 2000-2002 National Advisory Board President Ernesto Bernal University of Texas-Pan American Cathleen Silva George Betts University of Northern Colorado, Greeley Vice President Carolyn Callahan University of Virginia Dana Reupert Barbara Clark California State University, Los Angeles Secretary Sharon Freitas Tracy Cross Ball State University Treasurer James Delisle Kent State University Judith J. Roseberry Maureen DiMarco Houghton Mifflin Co. Chair, Educator Representatives Jerry Flack University of Colorado, Colorado Springs Nancy Craig Mary Frasier University of Georgia, Athens Chair, Parent Representatives Judy Galbraith Free Spirit Publishing, Minneapolis Cherie Drummond James Gallagher University of North Carolina, Chapel Hill Past President Colorado Association for Gifted & Talented Marge Hoctor Julie Gonzales Evelyn Hiatt Texas Education Agency Gifted Education Communicator Sandra Kaplan University of Southern California Editor Margaret Gosfield Frances Karnes The University of Southern Mississippi [email protected] Felice Kaufmann Consultant, Bethesda, MD Advising Editor Sharon Lind Education Consultant, Kent, WA Barbara Clark Counselor/Consultant [email protected] Elizabeth Meckstroth Clinical Child Psychologist, Billings, MT Associate Edttors Maureen Neihart Parent TopicsJennifer Beaver Sally Reis University of Connecticut, Storrs [email protected] Joseph Renzulli National Research Center on the Gifted & Talented Special ProjectsRichard Boolootian Sylvia Rimm Family Achievement Clinic rabassoc@pacbeffnet Ann Robinson University of Arkansas at Little Rock Curriculum & CalendarAnn MacDonald Roeper Consultation Service [email protected] Annemarie Roeper Jim Riley Karen B. Rogers University of St. Thomas Consultant, Fountain Valley, CA Departments Judith Roseberry Educational TrendsCatherine Barkett Elinor Ruth Smith Educational Consultant, San Diego, CA Author InterviewsFelice Kaufmann Joan Franklin Smutny National Louis University Internet ResourcesCarolyn Kottmeyer Robert Sternberg Yale University IllustrationsJon Pearson Stephanie Tolan Consultant, Charlotte, NC Software ReviewPatricia Robertson Carol Ann Tomlinson University of Virginia Children's literatureJody Fickes Shapiro Joyce VanTassel-Baska College of William & Mary Underrepresented PopulationsJoan Franklin Smutny Sally Walker Illinois Association for Gifted Children Teacher TalkCarol Ann Tomlinson James Webb Great Potential Press/SENG IllustrationsKen Vinton Book ReviewsElaine Weiner

Gilied Education Communicator ISSN 1531-7382 is published four times a SUBMISSION OF MATERIAL year: Spring, Summer, Fall, and Winter. Opinions expressed by individual To submit articles for publication, send hardcopy and disk (Mac or PC) authors do not officially represent positions of the California Association for saved as a text file or submit articles by e-mail. All submissions will be the Gifted. given careful consideration. Photos and camera-ready artwork are partic- CAG OFFICE ularly desirable. Send all material with name, address, phone number, fax Susan Seamons, Executive Director number, and e-mail address to Margaret Gosfield, Gifted Education 15141 E. Whittier Boulevard, Suite 510 Connnunicator Editor, 3136 Calle Mariposa, Santa Barbara, CA 93105, Whittier, CA 90603 Tel: 805-687-9352, [email protected]. The editorial staff reserves the Tel: 562-789-9933Fax: 562-789-9833 right to edit all material in accordance with APA style and Gifted Educa- e-mail: [email protected] www.CAGifted.org tion Communicator policy.

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ADVERTISING . BACK ISSUES For advertising rates and information, contact the CAG office at 562-789- Additional copies and back issues may be purchased (if available) for 9933 or visit the CAG website at www.CAGifted.org. $10.00 per copy including postage. To order, contact the CAG office. Winter 2001, Vol. 32, No. 4 ISSN 1531-7382 Gifted Education Communicator A Journal for Educators and Parents

EQUITY AND EXCELLENCE

FEATURES SOFTWARE REVIEW 53 All the Time in the WorldTimainer 6.0 6 Giftedness in Poverty Patricia Robertson Paul D. Slocumb 12 Mentoring and Poverty: Change the World TALKING ABOUT BOOKS Phillip Franshaw 54 Gifting the Gifted Jody Fickes Shapiro 15 Coyotes That Crossed in the West Diana Freudensprung BOOK REVIEWS 19 Equity In Gifted Programs: How Do We Measure Up? 57 Removing the Mask: Giftedness in Poverty Elinor Ruth Smith Reviewed by Ruth Wharton 24 DISCOVER: Changing the Way We Think About Education 57 A Framework for Understanding Poverty C. June Maker and Robert A. Lane Reviewed by the Special Needs Committee of the California Association for Gifted 27 Open GATE Marjorie Fox 58 Advocating for YOUR Gifted Child Reviewed by Cherie K. Drummond 29 A Practical, 3-Step Screening Strategy for Finding More Underrepresented Population Gifted Students 58 Reaching New Horizons: Gifted and Talented Education Saundra Scott Spar ling for Culturally and Linguistically Diverse Students Reviewed by Margaret Gosfield 30 Recruiting Teachers for Bilingual Gifted and Talented Programs 2 Calendar of Conferences Ernesto Bernal 3 From the Editor 32 America's Dynamic DuoEquity and Excellence Marla Doherty

DEPARTMENTS EDUCATIONAL TRENDS Coming in the Spring Issue 4 Can Standardized Tests Measure Gifted Thinking? (March 2002) Catherine Barkett Social and Emotional Needs of the Gifted UNDERREPRESENTED POPULATIONS Traits/Characteristics 35 Identifying Young Gifted Disadvantaged Children Roles & Responsibilities in the K-3 Classroom Joan Franklin Smutny The Emotional Brain Resources TEACHER TALK 37 Tiered Lessons: What Are Their Benefits and Applications? Summer (June 2002) Assessment Carol Ann Tomlinson Fall (September 2002) Language Arts HANDS-ON CURRICULUM 44 Opening the Door to the American Public School System Abriendo la Puerta al Slstema de Escuelas Publicas Amerlcanas Sandi Ortiz Ishii Cover: WEB WATCH Students ponder a question posed in Irene Guzmán's class at Heninger 52 Answering Questions School in Santa Ana. Carolyn Kottmeyer Photo by Geneva Wayne

CALIFORNIA ASSOCIATION FOR THE GIFTED 1 k

DECEMBER 5-8, 2001 MAY 3-5, 2002 Texas Association for Gifted and Talented Beyond IQ: Highly & Profoundly Gifted Henry B. Gonzalez Convention Center, San Antonio, TX Wakefield (Boston), MA 512-499-8248, www.txgifted.org www.geocities.com/giftedconferenceplanners/index.html

FEBRUARY 3-5, 2002 JUNE 28-30, 2002 Illinois Association for Gifted Children Beyond IQ: Highly & Profoundly Gifted Chicago Marriott Downtown, Chicago, IL Four Points O'Hare, Chicago, IL 847-963-1892, www.iagcgifted.org www.geocities.com/giftedconferenceplanners/index.html

FEBRUARY 6-7, 2002 JULY 12-14 Arizona Association for Gifted and Talented SENG (Supporting Emotional Needs of Gifted) Sodexho Conference Center, Phoenix, AZ Doubletree-Minnapolis Park Place, Minneapolis, MN 602-482-8415, www.azagt.org 206-498-6744, www.sengifted.org

FEBRUARY 6-8, 2002 OCTOBER 10-12, 2002 Arkansas Gifted and Talented Education Advocacy for Gifted and Talented Education in New York Austin Hotel-Convention Center, Hot Springs, AR Atheneaum Hotel Chautauqua, NY http://agate.k12.ar.us/Srs.htm 716-326-4478, www.agateny.org

FEBRUARY 20-22, 2002 OCTOBER 13-15, 2002 Kentucky Association for Gifted Education Gifted Association of Missouri (GAM) Marriott's Griffin Gate Resort, Lexington, KY Tan-Tar-A Resort, Lake of the Ozarks, Missouri, USA 270-745-4301, www.wku.edu/kage www.mogam.org/www/conference.shtml

FEBRUARY 21-22, 2002 OCTOBER 18-19, 2002 Nebraska Association for the Gifted New England Conference on Gifted and Talented Education Double Tree Hotel, Omaha, NE Marriott Hotel, Quincy, MA 402-561-6000, www.nebraskagifted.org www.necgt.org

FEBRUARY 28, MARCH 1-2, 2002 OCTOBER 30-NOVEMBER 3, 2002 Georgia Association for Gifted Children National Association for Gifted Children (NAGC) Georgia Center for Continuing Education Adam's Mark Hotel, Denver, CO University of Georgia, Athens, GA 202-785-4268, www.nagc.org www.gagc.org/page3.html If your organization has a state or national event planned, please contact Margaret FEBRUARY 28, MARCH 1-2, 2002 Gosfield at [email protected] to list your information. Indiana Association for the Gifted 317-705-1660, www.iag-online.org/confpg.htm

FEBRUARY 28-MARCH 1, 2002 Oklahoma Association of Gifted, Creative, & Talented 40th Annual CAG Conference University of Central Oklahoma, Edmond, OK 405-521-4287, http://title3.sde.state.ok.us/gifted/OAGCT.htm SPARKING POTENTIAL

MARCH 1-2, 2002 IGNITING THE FUTURE New Jersey Association for Gifted Children Princeton Marriott Forrestal Village, Princeton, NJ 609-586-6133, vvww.njagc.org

MARCH 1-3, 2002 California Association for the Gifted Wyndham Hotel & Convention Center, Palm Springs, CA 562-789-9933, www.CAGifted.org

MARCH 14-16, 2002 North Carolina Association for Gifted and Talented/PAGE CONFERENCE 2002 The Adam's Mark Hotel, Winston-Salem, NC 910-326-8463, www.ncagt.org/index.shtml March 1-3, 2002 APRIL 4-6, 2002 Palm Springs Wyndham Hotel Montana Association of Gifted and Talented Education Great Falls, MT Palm Springs Convention Center [email protected] APRIL 25-27, 2002 For information, contact the CAG office Pennsylvania Association for Gifted Education 562-789-9933 Harrisburg Hilton & Towers, Harrisburg, PA www.CAGIfted.org 215-661-1680, www.penngifted.org/events/Conference2002

20'? 2 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 FROM THE EDITOR

eople have long viewed equity and vidual can be assessed by observing problem-solving skillsand excellence as antithetical forces. The conversely, problem-solving skills and over all learning capacity r- belief was that you could have one or can be improved by learning 'through' or 'by applying' one's strongest the other, but not both. That view is intelligences." She illustrates how the strategiesare now used in both rzx- no longer tenable. As the demographics of assessment and curriculum programs and their impact when used in our nation continue to change, as the children various cultures and languages. in our schools come increasingly from vary- Elinor Ruth Smith reminds us that we have been talking about the ing backgrounds and cultures, and the world issue of equity and excellence for decades. She providesa cogent becomes ever more interdependent, we can- description of the causes of underserved children inour schools and not afford to leave some children behind follows this with succinct "Do's" and "Don'ts" for ameliorating the because they are children from poverty, speak a different language, situation. And she challenges us to think deeply about whetheror not or share a different culture. The challenges of the twenty-first cen- we have the will and the determination to carry them outfor if not, tury require that we develop the gifts and talents of all childrenno we can expect to be discussing these problems again a decade from matter what their backgrounds. The authors in this issue bear testi- now. mony to what can be accomplished given the determination, intel- Gifted children who speak a language other than English offer ligence, and passion of educators and parents willing to collaborate another challenge to educators and parents. Ernesto Bernal shareshis with one another. thoughts regarding recruiting and retaining gifted bilingual teachers, The lead article by Paul Slocumb addresses the issue of gifted chil- thereby addressing a crucial component in that challenge. Weare dren from poverty. Slocumb presents his thesis that poverty is thecon- grateful to Allyn & Bacon for permitting us to reprint Bernal's chap- dition that crosses all racial and culturalgroups and which presents ter from the new book, Reaching New Horizons: Gifted and Talented the greatest challenge in programs for gifted children. His article as Education for Culturally and Linguistically Diverse Students.We well as the book he coauthored (see review onpage 58), provides a invite you to find additional related topics especially those regard- thoughtful, theoretical framework for discussion of the issue of ing the identification and service to these children in this book poverty and gifted children. edited by Eva Diaz and Jaime Castellano (see reviewon page 58). During our many e-mail exchanges, Paul put me in contact with Parents are another critical component. Immigrant parentsare typ- two individuals willing to share remarkable illustrations of the fac- ically unfamiliar with the American public school system andnot able tors of poverty which require a different mindset when adults seek to readily assist their school-age children in succeeding within the to make a difference in the lives of children. Philip Franshawwas born system. Sandi Ortiz Ishii, herself the daughter of immigrant parents, into inner-city poverty. His story of growing up and overcoming obsta- shares her experiences and provides guidelines for Spanish-speak- cles provide inspiration for all. The resiliency he developed through ing parents of the children she teaches in Garden Grove, California. the firm guidance of his mother and the support oftwo athletic Her district calls on her often to give parent workshops in Spanish. coaches provides examples of how great a difference an adult can For us she provides the English translation as well! We inviteyou to make in the life of a child. Phillip ends his story with the admoni- have her recommendations translated into whatever languageyour tion to adults to mentor a child and change the world. parents need. Because of space limitations, we could not include all Diana Freudensprung completes the trio of articles witha narration of her materials in print. But you may go to the CAG websiteat of her experience at a summer institute directed by C.June Maker www.cagifted.org/gec.htm and download additional parent workshop held at the University of Tucson in Arizona. The desert environment materials. In particular, see her guides for introducingparents to higher of Tucson where Freudensprung was a strangerwas a great contrast education and suggestions for preparing children for college. to the Gulf Coast region of Texas where she lived and worked as an Finally, Marjorie Fox describes a special program whichsupports assistant principal in a large urban middle school. Her reflectionsabout highly gifted, low-income students in San Diego. Collaboration what a child coming from another culture and perhaps speakinga dif- between the Human Development Foundation and the San Diego City ferent language must feel upon entering school in Americashould Schools along with additional private and public agencies, provides give pause for all educators. an action plan for people who really want to get things done. Simi- And what was that institute all about? June Maker and RobertLane lar collaborative efforts should be encouraged throughout thecoun- share information about the DISCOVER ( Discovering Intellectual try. Strengths and Capabilities while Observing varied Ethnic Responses) This issue of Gifted Education Communicator is full of promise Project and particularly their work in identifying and servingNative a promise both to and from. There is a promise to the children, who American children. through no fault of their own have been denied the recognition and Through her research Maker determined that the most important the service they deserve, that it shall be forthcoming. There is also component in success was "superior ability to solve complex prob- a promise from educators and parents that we will not rest until it has lems." And she concluded that, "A fascinating two-way relationship been accomplished. appearedthe level of any given intelligence possessed by an Mdi- MARGARET GOSF1ELD, Editor

203 CALIFORNIA ASSOCIATION FOR THE GIFTED EDUCATIONAL TRENDS

ing and improved student learning. Data Can Standardized Tests from TIMSS (the Third International Math- ematics and Science Study) show that stu- dentsfromcountriesthathave Measure Gifted curriculum-based examinations are significantly higher in achievement than students Thinking? from other countries, even when matched for comparable levels of economic devel- BY CATHERINE BARKE1T opment. Where state exams were instituted early in the United StatesConnecticut, This is the second of two articles about that the student must 1) figure out the main Kentucky, North Carolina and Texasthey assessment. In the last issue we dis- idea of each paragraph, 2) identify support- show the greatest increases in reading and cussed standardized tests in general ing details in each paragraph, and 3) decide mathematics on the NAEP (National Assess- alid presented a national snapshot which sentence does not fit within this struc- ment of Educational Progress). It appears of their use in the United States. In this arti- ture. Hardly a rote task! Instead students are that well-designed tests help focus students cle we address three questions. asked to apply what they know about good and teachers on the most important aspects writing, as if they were editors. of a curriculum. Question: Can standardized tests mea- In another prompt, students read a passage sure creativity or higher-order thinking about White Fang, and are asked: Question: What reliable information can skills? we get from standardized tests, and how Standardized tests are often faulted by peo- Which of these sentences from the story should this information be used? ple who say that such tests only measure BEST illustrates the wild side of White Educators misuse test results when they rote learning and basic skills, as opposed to Fang's nature? apply the results to purposes for which these talents such as creativity and the use of higher A. He knew an overpowering desire for the tests were not intended. Numerous exam- order thinking skills. Is this a fair criticism? protection and companionship of man. ples are available. Tests that were designed Remember that a standardized test is one B. Upon his inward sight was impressed a by states to give summary information about that is administered under standard conditions succession of memory-pictures. the general achievement levels of students to all participants. In other words, all test-tak- C. Here in the running stream where ice might be used to evaluate teacher perfor- ers have the same instructions, the same was beginning to form, he hid his trail. mance, or make decisions about placements amount of time, and the same scoring. Stan- D. Then, and quite suddenly, he became for individual students, even though the test dardizing the conditions under which a test aware of loneliness. was never designed for those purposes. Tests is taken does not relegate the test automati- designed to measure student achievement cally to a category of basic skills, or rote Asking students to choose the best alterna- might be used to identify gifted students recall testing. An obvious example of a test tive involves comparison and evaluation of even when no gifted students were included that measures creativity is a writing prompt each of the choices. in the norming process, and the test was not that is scored according to a rubric that Well-designed questions are not easy or designed for this purpose. In order for us to rewards students for creative techniques such inexpensive to develop, but they illustrate use test information reliably, we need to as humor, persuasive ability, or original think- the possibilities, even in a highly structured examine the purposes for which the tests ing. When administered under standard con- format like multiple choice, for assessing were created, and the populations on which ditions and scored fairly, these tests are students' advanced abilities. they were tested, or normed. Assessment is a tool, and like any tool, it considered "standardized." ' Many other standardized tests measure Even multiple-choice tests, which are 'higher order thinking skills. For more exam- can be used well, or poorly. Parents and edu- often maligned, can assess higher order think- ples, the reader is referred to Advanced Place- cators would be well advised to ask questions ing skills if the questions are designed prop- ment and International Baccalaureate Exams about the purposes of the tests, the way in erly. Take for example the following questions as well as the LSAT and MCAT. which the tests were constructed, and the reli- from the promotional material the California ability and validity of the tests. Most important State Department of Education offers regard- Question: Is there evidence that taking are the data we gain from assessmentwhat ing its High School Exit Exam. In the first, standardized tests improves student learn- information can these data provide us and the student has read an essay describing how ing? how can we best use the information? the different functions of the two halves of When student learning improves, it is usually the brain might influence personality and difficult to determine why. Students don't CATHERINE BARKETT is California Curriculum behavior. Then the student is given four sen- learn in a vacuum; there are usually many dif- Consultant for McDougal Littell, part of the tences from the essay and is asked: "Which ferent factors influencing achievement. But Houghton Mifflin publishing company. She served of these sentences does NOT fit well in the there are some conlelations that suggest a pos- previously as the GATE consultant in the Califor- paragraph in which it is found?" Consider itive relationship between standardized test- nia Department of Education.

4 GIFTED EDUCATION COMMUNICATOR, WINTER2001

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The lack of racial and cultural diver- dle income families even though their life grounds that are different from middle-class sity in programs for the gifted has experiences are far less rich than those ofAmerica do not fare well on traditional become a major concern in many middle-class students. As a result, they all too assessments. Thus, they go unidentified and school districts and states. While often go unidentified and unserved. unserved. Why? They don't meet the stan- some have made great progress in this area, Most identification processes are based dardthe cut-off score(s). efforts to identify gifted children who come upon the notion that all students must be This discrepancy is apparent in gifted from low socioeconomic backgrounds have treated alike. Consequently, gifted and tal- programs throughout this country. Though not fared as well. Frequently, a lack of diver- ented identification processes are frequently districts have made efforts to eliminate this sity in gifted programs is often viewed as too based upon absolute cut-off scores for per- disparity by using standardized tests that few students from different racial or ethnic formance on achievement tests , ability tests, purport to be more culturally fair, disparity groups. The larger issue is not one of race or teacher recommendations, grades, or a myr- remains. Until school personnel address cultures, but one of economics. Identifying iad of other data sources. The expectation that existing factors that continue to perpetuate gifted students from middle-class homes, "one size fits all" is defended as "fair." Sys- this disparity, school districts will continue regardless of their racial or cultural group, is tems adopt such procedures because they to have minimal success in identifying and easier than identifying giftedness in poverty. want to rely on hard data if they are called serving this subpopulation effectively and It is underrepresentation of gifted children upon to defend their choices. In the process efficiently. "Judging all students as though they have accessto the same resources may be treating themequally but it is not equitable." from poverty that crosses all racial and cul- of developing systems of fairness in which Point #1: Reframing the purposes of gifted tural groups and that presents the greatest all students are treated equally, equity is lost. education. challenge. Parents want their children to have what Gifted education is a special program. Spe- Frank Frankfurter, former U. S. Supreme they perceive to be the best program, with the cial programs exist to address special needs Court Justice said, "There is nothing so best curriculum, for the best students, with that are not typically met by the mainstream unequal as the equal treatment of unequals." the best teachers the school district has to program and the regular classroom teacher. Potentially gifted students who come from offer. This environment sets the stage for a Thus, special programs for the gifted should poverty, however, are frequently expected to system that is based upon equality rather be created and staffed with teachers who meet the same criteria as students from mid- than equity. Students who come from back- have been trained in meeting the needs of this

6 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 20 6 special population. While this is certainly polishing bright, able learners. They must Standardized testing, textbooks, and social appropriate, students identified and served provide the intervention that helps all gifted interactions within the school require vocab- are typically those who meet criteria that students realize their potential. For students ularies and sentence structures that are well align with school systems' middle-class from poverty to reap the benefits of such a developed in standard, formal English. norms to the exclusion of students who look program, schools must revisit the means In a longitudinal study of 42 families and behave differently. One of the largest used to identify this population. They must with preschool age children, Hart and Risely groups of students who look and behave dif- also abandon practices that increase the like- (1995) identified many of these disparities. ferently consists of those who come from. lihood that these students will drop out of The 42 families were divided into four groups poverty. their traditional, middle-class gifted pro- including: parents who were professional The use of IQ scores, standardized grams. Those practices include expecting and managerial workers; parents who worked achievement scores, and teacher rating scales that all gifted students must: in offices and hospitals; parents who were in that look at giftedness from a middle-class Make high grades consistently construction, factories, and service jobs; and perspective will generally yield a gifted pop- Display good behavior, be model stu- families on welfare. The findings include ulation that achieves academically. There is dents the following: nothing wrong with identifying students Have parents who are actively involved Between the ages of 11 and 18 months, who should be identified and served. When in their child's academic program the average number of parent utterances the result, however, is a gifted population that Be able to work independently outside of per hour was 642 for the professional does not reflect the demographics of the the school day group, of which 482 were addressed to larger school population, then the identifi- Be able to produce products that require the baby. In the office and hospital group, cation process needs to be re-examined. resources outside the school parents averaged 535 utterances per hour, While the identification process is criti- Be eager to learn of which 321 were addressed to the baby. cal, the right teacher is even more critical. A Be able to work productively with other In the construction and factory worker master dentist is not shocked to see a patient gifted students group, parents averaged 521 utterances in need of major dental work. Though the Such practices, such mindsets, almost per hour, of which 283 were addressed to dentist might be appalled that someone has certainly eliminate many potentially gifted the baby. In the welfare group, parents become so negligent about oral hygiene, it students from poverty. Systemically, districts averaged 394 utterances per hour, of would not deter the master dentist from must design gifted and talented programs which 197 were addressed to the baby. working on the patient. Master dentists know that their skills can produce beautiful smiles.

Master dentists see beyond what I is to what can be, given the appropriate treatment over time. II Such is often the case with potentially gifted students from poverty. It takes a master teacher who can see the potential behind the mask of poverty. Gifted students already achieving do not need "fixing." with curriculum and master teachers that Finding: The major difference among They usually need a little polishing, requir- produce results that would not be produced the four groups was in the number of ing the skills of a good dental hygienist, not if the intervention were not provided. verbal exchanges that occurred, and this necessarily those of a master dentist; but difference was strongly associated with the for the gifted from poverty it is absolutely Point #2: Recognizing the disparity and sig- socio-economic status of the families. essential. nificance of environmental opportunities In The utterances of professional parents All students have the right to master teach- the Identification process were not only greater in number but also ers. Potentially gifted students from poverty, Students who come from poverty do not richer in the use of nouns, modifiers, however, must have the services of master come to school with the same experiences as past tense verbs, declarative sentences, teachers. Gifted students who are not from those from middle class. Affluence buys and affirmative feedback. In the welfare poverty typically have master parents who opportunities not usually afforded students families, the utterances were both fewer can offer the many opportunities that come from poverty. Educated parents typically in quantity and less rich in nouns, mod- with money. Master teachers are the ones provide their children with a quality and ifiers, verbs, past tense verbs and clauses. who must become advocates for students range of experiences that have a positive After initiating or responding to their from poverty once those students have been impact on things measured in school. In children, welfare parents continued talk- placed in programs. They must be the ones addition to vacations, books, quality day- ing to their children less than half as who can visualize the potential of these stu- care programs, computers, and a host of often as did working-class parents. dents. They must know that because of their other goods and services, educated parents Finding: In each hour of their lives, wel- interventions, the beautiful smile can become almost always provide their children with fare children received less than half the a reality. daily interactions that develop facility with language experience of working-class Gifted programs must be more than just language, a skill critical to success in school. children.

s"3 207 CALIFORNIA ASSOdIATION FOR THE GIFTED 7 Professional parents gave their children an formance in school. Schools are middle- ically, such students are much more likely to average of five prohibitions per hour class institutions. As such there is an expec- be referred for testing for a disability. whereas the welfare parents gave their tation that when children enter school they: children an average of 11 prohibitions Can speak in complete sentences Point #3: Recognizing the disparity in early per hour. Additionally, the welfare parents Ask questions childhood experiences and factoring that into gave more negative imperatives ("Don't," Use declarative sentences to express the identification process. "Stop," "Quit") than professional families. wants, needs, and feelings When school personnel use traditional mea- Professional parents gave their children Sequence, and work cooperatively with sures such as IQ and achievement scores to affirmative feedback every other minute, other children by displaying socially identify giftedness, most of those identified more than 30 times per hour. This was acceptable behaviors as gifted will be those who come from fam- twice as often as that of working-class Understand cause and effect relation- ilies who have enriched language experi- parents, and more than five times as often ships ences in their home environments. In as that of parents in welfare families. Removing the Mask: Giftedness in Poverty, Finding:Children in welfare families Students who come from poverty typically Slocumb and Payne (2000) purport that in heard a prohibition twice as often as they do not have preschool experiences that put educated households children have environ- heard affirmative feedback. these things in place. Therefore, without fac- mental opportunities that push their skills toring in the environmental circumstances, and performance higher. These opportunities The language experiences of children during chances are slight that the student from outside the school environment result in preschool years significantly affect their per- poverty will be perceived as "bright." Iron- higher measured test performance in school.

Table 1 Differences in Environmental Opportunities

Resources Result of sufficient resources Result of insufficient resources

Financial Health care, books, toys, computers, vacations, trans- Lack of prenatal care; poor nutrition; lack of physical portation, food, shelter space for adequate motor development; lack of experiences through toys and play for children; unemployment; basic necessities lacking

Impulsive behavior; lack of causal reasoning; lack of Ian- Emotional Task commitment; persistence; ability to reason through and verbalize situations and solve problems, guage to express feelings; physical punishment of chil- articulate feelings; ability to control anger and behav- dren for misbehavior; may curse at children when ior scolding them; models aggression to resolve conflict

Mental Ability to read, write, and compute; presence of Absence of books, puzzles; parents unable to read to books, magazines, puzzles, and games; ability to func- children; dependence on television for entertainment tion with day-to-day tasks, learning new things as and information; limited job possibilities; poor problem needed; can problem-solve soMng skills; little experience with abstract reasoning; decisions made on basis of likes and dislikes

Spiritual Environment of hope, empowerment, inner strength, Personal efforts perceived to be insignificant; feelings of self-worth, purposefulness hopelessness; dependence on fate and luck

Physical Healthy; able to perform daily routines; ability to work; Poor health; diets high in sugar and fats; poorly developed sensory motor and ocular motor systems; adults . alert; energized miss work and have no sick leave benefits

Support systems Friends and relatives available to help in times of Quality day care unavailable; older children caring for need; ability to hire help when needed; can find younger children; high stress levels because there is no answers when needed; physical and emotional sup- help; feelings acted out rather than verbalized and dealt port available from others with logically and rationally; lack of knowledge about how to deal with institutions

Relationships/ Presence of nurturing adults; feelings of love, caring, Feelings of being isolated; unable to find answers; feel- role models safety; knows help available in times of need; trusts ings of abandonment and victimization; unable to show others; attitude of "I can" affection toward others; distrust of others

Hidden rules Adheres to rules of social class; is accepted by social Unable to understand rules in workplace; loses jobs; dif- class to which he/she belongs; can adapt and survive ficulty in communicating with social-service organiza- in social situations; knows expectations of group tions because of lack of understanding of "rules"; distrust of institutions

Note: From Removing the Mask: Giftedness in Poverty, by P D. Slocumb and R. K. Payne,2000

8 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 611 .2 0 8 In poor, uneducated households, children the U.S. Department of Education defined formance in relationship to the student's have limited access to environmental oppor- gifted and talented students as "Children environmental opportunities can reveal tunities that have a positive impact on skill and youth of outstanding talent who per- strengths that would otherwise go unde- and performance levels. They don't get iden- form at remarkably high levels of accom- tected in processes steeped in middle-class tified as gifted because their skills are lower plishment when compared with others of values and behaviors. than the expectations, not because of their their age, experience, or environment." In intellectual potential. The less opportunity in practice, environment and experience are Point #5: Detecting the strengths of the environment, the lower the test scores will rarely considered and the comparative factor students hidden behind the mask of poverty. be as measured by the school. When gifted typically used is that of age (grade level). Stu- Systems must look beyond the mask of children are identified on the basis of tradi- dents who come from poverty are in fact poverty to see the strengths and talents that tional measures without factoring students from poverty bring to in the impact of the environment, iiiNhen gfted children are identified on the system. For example, a what gets identified is opportu- five-year-old student who nity and not giftedness (Slocumb comes to school and has a and Payne, 2000). the basis of traditional measures storehouse of knowledge about To identify gifted students dinosaurs or the NASA space from poverty, their environment without factoring in the impact of the program would probably be must be a component in the iden- perceived as a very bright stu- tification process. The Environ- environment, what gets identified is dent. The five-year-old who mental Opportunities Profile comes to school and knows all (Slocumb & Payne, 2000) the words to a variety of rap achieves this. The Environmental opportunity and not gftedness songs by a popular rap artist, or Opportunities Profile (EOP) is the names and statistics of all designed as an interview instrument to not compared with their peer group. They are the players on a national basketball team, account for the lack of resources within the compared with their grade-level peers, might not be perceived as bright, especially environment that inhibit or delay the learn- regardless of the differences that exist if the student does not display an interest in ing process. Poverty is more than just not hav- between their home environments and sub- the-content the school presents. ing money. "Poverty is the extent to which an sequent life experiences: Educators must be trained to focus on individual does without resources" (Payne, identifying students who have the ability to 1998, p. 16). The availability or lack of Point #4: Using non-traditional measures store knowledge rather than focusing on resources yields very different results. Stu- to identify non-traditional students. judging the merits of the knowledge the students from poverty, middle class, and even Lacking resources within their environment, dents have stored. The young student from from wealth may lack some of these students from poverty typically do not per- poverty is going to reflect a knowledge base resources. It is the degree to which a student form as well on standardized tests as do of tliose things that are valued in the culture lacks these resources that determines the students from middle-class backgrounds. of poverty. Entertainment is one of those extent of a student's impoverishment. Table Using more non-traditional measures, how- values. The degree to which students' from 1 illustrates the impact these resources have ever, .can reveal strengths within students poverty have such information stored when on the home environment of children from poverty. To discover these strengths, it compared to their peers who come from Identifying elements within the environ- is helpful to assess them on activities and poverty is what needs to be considered. It is ment that inhibit a child's development allows performances in which language is not the the job of the program to provide such stu- school personnel to calculate a "handicapping driving force. Most standardized tests require dents with opportunities and motivation to score" much as one might have for a game a facility with language that most students want to store other kinds of information. of golf. Use of the EOP, results in a numer- from poverty simply do not have. Problem- Middle-class educators tend to recog- ical score that can be juxtaposed against solving activities using manipulatives are nize the creativity inherent in a cleverly scores based on a student's performance on helpful. Portfolios that show a student's abil- written story created by a child as part of a standardized tests. The following, diagram ities in the areas of critical and creative language arts activity. However, when the illustrates this paradigm. thinking are also useful. Teacher rating student from poverty spins an original, clever scales, such as the Slocumb-Payne Teacher tale to convince the teacher that someone else Perception Inventory (Slocumb & Payne, committed an offense, the creativity is not School Environmental 2000), that have teachers look at the con- acknowledged and the behavior is admon- Performance Opportunities comitant attributes of giftedness are essen- ished. tial because gifted students from poverty Gifted students from poverty are not frequently manifest their gifted attributes going to look like middle-class gifted stu- in socially unacceptable ways. dents in a multitude of ways. It is the job of The identification process needs to look the program, however, to identify these stu- Resources affect student performance. at a preponderance of evidence rather than dents and then to channel their gifts and Judging all students as though they- have establishing cut-off se-ores. Looking at a talents in a manner that allows them to be access to the same resources may be treating variety and a wide range of student perfor- successful in a middle-class system. Stu- them equally but it is not equitable. In 1993 mances over time, and looking at that per- dents who are survivors in poverty develop

20 9 CALIFORNIA ASSOCIATION FOR THE GIFTED 9 SlocumbPayne Teacher Perception Inventory A Scale for Rating Superior Students from Diverse Backgrounds

The scale is designed to obtain a teacher's perception of a student's characteristics as a potentially gifted/talented student within the context of a particular classroom or school. The items are derived from the research literature dealing with characteristics of gifted and creative people. Each descriptor is designed to be "two sides of the same coin." There are 19 items total; three illustrations are given below.

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1. Curious about 1. Obnoxious with 2 1 information; inquisitive; 1 2 3 4 3 questions; likes to doesn't accept information "stump" people with hard at first glance; questions questions; enjoys and pushes for more questions with "shock information value"; questions authority; unwilling to follow rules

4. Understands subtleties 4. "Smart mouth"; master 1 2 3 4 3 2 1 of language in his/her at putdowns of others; primary language; uses uses humor in destructive language in powerful way; manner; unable to relate displays unique sense of to peers because his/her humor; able to use sense of humor isn't as language to build personal sophisticated; class clown relationships

13. Unwilling to learn facts 13. Sees patterns in 1 2 3 4 3 2 1 to support generalizations; things; can transfer can be great "talker" but is learning to new situations; sees the big picture; unable to produce because discovers new information; work lacks substance. supports generalizations with facts/details.

For more information, see Slocumb and Payne (2000) as reviewed on page 58.

10 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 2.0 many skills and talents. It is their creativity, learners who are gifted are either excluded poverty. Because those from the middle class their problem solving, and their perseverance from the differentiated gifted curriculum do not understand the culture of poverty any that has allowed them to survivein some because of limited experience, or the expe- more than people from poverty understand cases under extreme circumstances. That rience is given to students in a limited man- the middle class, there will be those who does not mean that they will do well on ner." The same is true of gifted students say, "I don't want my child in the same class standard creativity worksheets. Could the from poverty. with those kids." Having a diverse gifted middle-class gifted student survive in the stu- To get students to the higher end of learn- population begin together in the early grades dent's neighborhood of poverty for three ing requires that teachers understand the and then move through the system, allows days? culture of poverty and help students tap into those involved time to learn and appreciate their life experiences as a source of energy one another. School personnel must be will- Point #6: Differentiating the differentiated to move to higher levels of learning. Under- ing to shift the paradigm for gifted education, curriculum for gifted children in poverty. standing concepts and generalizations related and they must be willing to fight the politi- Top-end teaching yields top-end results; to systems may require that teachers under- cal fight. bottom-end teaching yields bottom-endstand systems that are integral parts of learning. Students from poverty are fre- poverty, such as bartering, food stamps, and Conclusion quently perceived as deficient learners hidden communication systems. When these Gifted students come from all segments of because of their lack of experience. Poverty are used as referents for students, they can the Student population. When one population is a world based on concreteness not abstrac- be brought forward to understand more is served disproportionately in comparison tion. When survival is a driving force, deal- complex, abstract systems that are part of the to other subgroups in the student population, ing with abstract ideas does not generally differentiated curriculum for the gifted. equity is compromised. Gifted students from have concrete pay-offs. For example, doing What is part of the students' concrete world all segments of the population must have the well in school so one can go to college of poverty must be used as the bridge to get same access to the gifted program. To appears very abstract to someone in poverty to the higher learning. achieve equity and excellence for all gifted because it is in the future and does not help students, school personnel must begin the one survive in daily life. To a middle-class Point #7: Districts must deal with political process of examining current practices in person who is future oriented, this does not realities while being responsive to the needs identification and in instruction. This will appear logical. Middle-class families rec- of a more diverse gifted population. bring about change. School personnel must ognize that education is a critical component As school districts move toward a more be willing to accept the challenges that come in one's success in the future job market as inclusionary, diverse gifted program, they with this change. The system must advocate an adult. must face some realities. Programs that have for those students who have no advocate. Much of schooling is abstract, studying served middle-class gifted students for many Gifted students in poverty must be given a things that happened long ago, labeling years cannot be changed quickly. Redefining voice and that voice begins with educators words and phrases so language can be dis- the purpose of the gifted program and devel- who are committed to equity and excellence sected and manipulated, and trying to under- oping an identification process that includes in gifted programming for all students. stand things like cells and chemical reactions more diversity may not be popular among the that cannot be seen. Not seeing the rele- school's constituents. School personnel References vancy of school learning to daily survival in should never refrain from identifying and Hart, B. and Risley T. R. (1995). Meaning- the neighborhood, and lacking essential life serving a gifted student from poverty when ful differences in the everyday experi- experiences in the environment produces found at any grade level. Systemically, how- ence of young American children. students who come to school with skill gaps. ever, a district needs to transition into its Baltimore, MD: Paul H. Brookes Pub- These skill gaps become a major focus for new model slowly and methodically. A new lishing Co. educators. How can students be gifted when generation of gifted programming must be Kaplan, S. (1999). Teaching up to needs of they do not know the basics? Programs created. the gifted English language learner. focusing on what student are missing, all but Districts need to begin at the primary Tempo. 19(2), 1, 20-21. guarantee that students from poverty will grade levels and then move that more diverse Payne, R. (1998). A framework for under- never "catch-up" with the other middle- group of gifted students up through the sys- standing poverty (revised edition). High- class gifted students. tem. Training teachers along the way in effec- lands, TX: aha! Process Inc. (Formerly Students from poverty must be afforded tive teaching practices for this more diverse RTF Publishing Co.) the same high level learning as gifted stu- gifted population must be done as the pro- Slocumb, P., and Payne, R. (2000). Remov- dents from middle class. The challenge is to gram expands to subsequent grade levels. ing the mask: Giftedness in poverty. High- fill-in the learning gaps while teaching to the This grade-by-grade expansion is not only lands, TX: aha! Process Inc. (Formerly higher end of learning. Commenting on the politically smartit is the way to build suc- RTF Publishing Co.) instructional needs of gifted students who are cessful programs. Parents have an image of limited English language learners, Kaplan what their school district's gifted program is PAUL SLOCUMB, Ed.D., Is an author and con- (1999, p. 20), states "fill-in-the-gaps activ- and is not. When that image begins to shift, sultant for aim! Process, Inc. He is also an ities must be identified as inherent features parents will have to be re-educated. Some adjunct staff member of the University of Hous- of an exemplary differentiated gifted cur- will be very reluctant to embrace a program ton where he teaches graduate couries In curriculum and not just as good teaching prac- that includes a more diverse population, riculum and Instruction for the gifted and tices. Too often, limited English language especially one that includes students from talented.

CALIFORNIA ASSOCIATION FOR THE GIFTED 11 Mentoring and Poverty Change the World

BY PHILLIP FRANSHAW I am blessed. My mother nurtured my curiosity beneath a firm hand until she determined I could take care of myself. What do you see when you look into the eyes of a child? Then she left welfare and joined the ranks of the working Hope? Promise? poor, taking a job at a local refinery. She was the first female processing engineer at Atlantic Richfield. Such work When you speak to children, what do you learn? Do your entailed ten-day, eight-hour rotating shifts of manipulating questions reveal their ambition? Their passion? pumps and valves, monitoring circuit boards, and, if necessary, fighting fires. Because overtime meant another full shift at 150% rate of pay, mother took as much overtime as INe Must see children. We must listen to she could get. But after a sixteen-hour day at the refinery, she had time only to sleep in order to return to work. children. All children have the capacity She would answer the alarm for work regardless of the to succeed. This point is especially impor- torment she suffered. As a young black female, she was perceived as an intruder in a white male environment. She tant for children in poverty. These chil- answered the racist jokes and sexual comments with a sharp tongue that would blunt the offense without escalating the dren are often ignored because they lack the personal tension. Ultimately, she earned the respect of her associates. resources necessary to protect and promote theirright to Early Responsibilities a promising future. Each day they face a worldof hunger, Alone my mother bore the burden of providing for my younger brother, Greg (eighteen months my junior), and me. violence, and neglect. Survival is their principal moti- My father left the scene long before my memory could vation, and innocence a luxury they can ill-afford. record his presence. There was little tolerance for childish behavior as our roles and responsibilities were clear. My Nonetheless, children in poverty can achieve and pros- mother provided food, clothing, and shelter. I was the "man of the house" charged with performing well in school, main- per if someone takes an interestif someonedares to taining the house, and caring for my brother. make a difference. Each September my mother escorted me to the local public school so that she could meet my new teacher. She explained to this principal caregiver that she worked long hours and often would not be available for parent conferences; but if there were ever a problem, she wanted to be called at work. She promised to remedy the issue right away. Such remedies were swift and severe. I learned early to mitigate negative communication between home and school by achieving good grades and often accepting the school's prescription for discipline rather than risk a home solution. I was a precocious child prone to questioning everything. I often completed my assigned work before the other students, and then would talk. I earned straight A's but teachers found my conduct disruptive. Report cards included little praise and I often thought myself lucky to survive the event without a lashing. Greg struggled in school but he was a nice boy. I was not "My teachers determined that I would be less sufficiently mature to be of any material benefit to him as a tutor or role model. Nonetheless, I protected him from the drug and criminal elements in our neighborhood. We seldom disruptive in class if I were separated from the had a baby-sitter; there was no need. Fear of my mother's wrath was a great motivator. As a first grader, I would pick masses, so I attended classpart-time." Greg up from the nursery after school and then proceed directly home. The streets were dangerous, so mother

12 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 tp rfe instructed us to hold hands and walk home including football, basketball, tennis, swim- halls, I began to project myself into such a carefully and quickly. She identified all ming, track, and cross-country. I had nei- place. I imagined myself as a college student potential predators; she told us to avoid ther the skill nor the coordination for most enjoying the opportunities and benefits that strangers and lock the doors. We were not sports, but I could run well. Coach Capers come to those who are educated. permitted to play outside when my mother encouraged me to work hard. His mantra Our conversations over time turned from was away. She would call at random intervals Everyone likes to win; few are willing to sports to my dreams. We talked about to make sure we were inside. So, we watched pay the pricestill rings clear. It was not attending college, owning businesses, televisionhours and hours of it. enough to train or compete in school and .exploring space, and practicing law or med- When she expected to work late, mother AAU events. He insisted that I also become icine. He showed me that my only limita- would prepare dinner and leave it on the a student of the sport. I traveled with him tions were those that I placed upon myself. stove. At other times I cooked. I learned my across the state of Texas to attend meets. It Any of these random ideas seemed out of way about the kitchen at an early age, prepar- did not matter if boys or girls were compet- reach without money, since money is the ing hot food like macaroni and cheese, ham- ing. I developed a passion for the sport. force that turns the wheel that spins the burger dishes, and other simple oven, broiler, Through this passion, I developed disci- world. Suddenly I felt lost until he reminded or stovetop meals before the age of nine. pline and grew to understand the meaning of me that Your only limitations are those Many of those that you place on your- early meals were "Coach Capers encouraged me toself He encouraged me disasters, but we to remember that edu- threwnothing cation will unlock any away. work hard. His mantraEveryone door. He would tell me, Following din- Dream while complet- ner, I completed likes to win; few are willing to pay ing the work at hand. my chores including clearing the the pricestill rings clear." A New Opportunity table, then clean- During my ninth-grade ing the kitchen and dishes. If I failed to do commitment. Then he exposed me to some- year, the dream began to unfold with a call a complete and thorough job, mother would thing that changed my life completely. One to my mother from my English teacher, Mrs. make me do it over. I remember her waking day he invited me to work with him selling Thorne. Instead of reporting some offense, me once at midnight to wash all the dishes programs at Rice University football games. she recommended that I attend a Jesuit all plates, bowls, coffee cups, glasses, and sil- As one can imagine, I was thrilled with preparatory school. My mother stated flatly verwareafter she found a dirty plate in the watching the spectacle of college football, that she could not afford the expense of pri- cabinet. The lesson she taught me was: Any especially with the chance to see young foot- vate education. Mrs. Thorne persisted and job worth doing is one done well. ball players like Tommy Kramer, Billy convinced my mother to complete an appli- Simms, Everson Walls, and Earl Campbell. cation and permit me to sit for the entrance Someone Takes an Interest Yet the spectacle gave way to the majesty of exam. I was later offered a scholarship. In middle school, I was tall, awkward, and not the university environment. Walking across That fall I found myself commuting very popular. Acne, glasses, and a serious campus past dorms, libraries, and lecture twenty miles each way to a place so foreign demeanor left me on the fringe of the "cool" crowd. My teachers determined that I would SIGNIFICANT FACTORS THAT ASSIST CHILDREN be less disruptive in class if I were sepa- ON THE ROAD OUT OF POVERTY rated from the masses, so I attended class part-time. On Mondays I picked up assignments; Wednesdays I submitted the work; and 1. No significant learning takes place without a significant relationship. Fridays I was permitted to sit in class and take 2. Children in poverty are frequently robbed of their childhood because they must assume the tests. The rest of the time was spent in the adult responsibilities at a young age. library and gym. I worked quietly in the library without 3. Resiliency comes about when children see their situation as temporary; they determine to not be a victim at a young age. interruption. After completing my work, I read or went to the gym. Robert Capers, the 4. Perseverance is developed under the umbrella of survival. head coach, noticed that I was seldom where 5. Exposure to another world, another way of life is critical. Visiting a university can give a one would think I was supposed to be. He concrete image of a dream that was at an abstract level. took time to learn how I had been displaced in the school and often permitted me to sit in 6. Students from poverty must have support systems. A coach or other educator can fill that role. his office and read Sports Illustrated or just talk. He was the first male to ever show an 7. Behaviors among children from poverty are diagnostic and frequently the result of not interest in me. His white skin had no bear- understanding the middle class rules by which schools operate. ing en-our felitionship. I grew tOiovehimãs -Paul Slocurnb a father. I attempted to play a variety of sports

CALIFORNIA ASSOCIATION FOR THE GIFTED 13 that it could have been on another planet. The school activities was always a problem. My degrees at Georgetown University and the Jesuit's academic demands were significantly mother could never drive me. From time to University of Texas at Austin. In addition to greater than anything I had encountered time, I would ride the bus ninety minutes enjoying a loving family and a successful before. I had three-to-five hours of homework one way. When I could get a seat, I would career in finance, I listen to children. I each night. Math class was strenuous, and I do homework or study. Other times a class- share my time. Two years ago I piloted a found myself in the middle of the pack rather mate would pick me up. Neither situation sports-based mentoring program which than at the top of the class. was convenient or dependable. However, served as many as twenty-four young men Socially I felt isolated. I was one of five- when Coach Martinez realized transporta- who dreamed of attending Stanford, Har- black students in the sophomore class. We tion was an issue, he created a solution. He vard, Duke, and University of Michigan. I seldom saw one another except at lunch drove a great distance out of his way before am President and Head Coach of the Space when we ate together. White students openly and after school for me as one of many stu- City Stars, a sports-based mentoring pro- threw about racial slurs without teacher dents that he took care of. We drove across gram using basketball as a medium to fos- restraint. Reaction by black students resulted town in three different directions before ter communication and cooperation among in expulsion so we didn't complain. The arriving at school. I was often the first to be Houston area youth. Children of different playing fields, courts, and the track were the picked up and the last dropped offout racial, religious, and socioeconomic back- only places where white and black students the door at 5:30 a.m. and in as late as 8:30 grounds participate in this program bring- mixed. p.m. ing with them a diversity of talent and After my first two weeks at Jesuit, I cel- The ride permitted me to see how others experience. Such exposure fosters an aware- ebrated the Labor Day holiday by not open- lived. I thought I had it bad, but nothing in ness and appreciation for the diversity of ing a book, only to find myself sobbing my experience prepared me to witness the their community nurturing the communi- Monday night before school. I did not want squalor from which others emerged. Riding cation and cooperation skills necessary to to return. The commute, the expectations with Coach Martinez I developed an appre- succeed from the classroom to the board between home and school, and the isolation ciation for the strength of the human spirit room. I continue to develop other programs were too much. Mrs. Thorne called me in the and its capacity to find higher ground. that will allow children the ability to see the midst of my breakdown and calmed me. She Sometimes we would stop for donuts or infinite wonder of their own imaginations. declared that she never thought quitting burgers. Coach Martinez talked to us about would be among my many new experiences. school, girls, drugs, and alcohol. He treated Mentor a child and change the world. This challenge spurred me to pull an all- us with such compassion and magnanimity nighter to complete Tuesday's homework. I that we believed there were no obstacles PHILLIP FRANSHAW lives in Houston, Texas committed myself to finishing the year. Only only opportunities. where he is a husband, father to three children, at year-end would I consider the question of and President and Head Coach of the Space City remaining enrolled. Conclusion Stars. He can be reached at plfranshawa Until then I found solace in running. After I remained at Jesuit and went on to earn hotmail.com. class each day, I would head down to the field house to meet Jerry Martinez, the Jesuit track coach. He was often thought to be mean and uncompromising, but I came to know differently.

Overcoming Obstacles I I Coach Martinez demanded consistent, quality performance, and permitted no distractions. Only academic performance I superseded training. I struggled with math. I II I IS I The instructor, a six-foot-five, two hundred I . 1 I II I forty-pound priest whom I imagined as Darth Vader in a cassock, intimidated me. His name was Fr. Laniger. Coach Martinez instructed me to speak with him and forbade me to train until we came to some resolution. -

Fr. Laniger and I wrestled over Algebra .1 :: II an additional hour each day. Communica- III : tion eased my fear of him, and success in the classroom relieved much of my anxiety about the school environment. I accepted the fact I II III that I could not change the social fabric of the Jesuit community, but I could earn the respect I 1 of its members. Transportation to and from Jesuit and

1.4 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 ." 214 0

' S. Aaik

Recently I reached a point in my The Institute included an incredible group cut down on expenses. I was prepared to career where I felt a desperate need of educators: Todd Seiler, author of Think share the room with another Institute par- for revitalization. I was an assistant Like a Genius and Breaking the Mind Barrier; ticipant, but learned that this person had can- principal in a large urban junior high Richard Shope, NASA Science Educator and celed. Again, I was alone. school with a population of more than 1200 mime artist who studied with mime master The next morning I was amazed at the students. My days were filled with disci- Marcel Marceau; Ron Anderson, a nationally brightness of the sun glaring into my room pline referrals, parent conferences, and more and internationally known artist; Sylvia at 6:15 a.m. This was very different from the discipline referrals. I had previously been a Rodgers, Associate Professor for Gifted Edu- Gulf Coast area of Texas where I lived. Why gifted and talented program facilitator and cation at University of Arizona; and Rex Jim, had I not seen the size of the mountains and acutely missed the world of educating gifted lecturer for Navajo Community College on the slope of the terrain the night before? students. Navajo language and philosophy. I located a map of the university, found the My deputy superintendent, Dr. Paul The Institute was an intense seven-day cafeteria, and began to walk and walk and Slocumb, was my mentor as well as my boss experience in which I was expected to attend walk. I noticed the heat was very different and my friend. He recognized my need for classes from 8:00 a.m. to 5:00 p.m., complete from what I was used to in my part of Texas. renewal and suggested a trip to Dallas, Texas, a field study, design an interdisciplinary unit By the time I arrived at the cafeteria I had to hear a speaker by the name of June Maker from that field study, complete a position developed leg cramps. I checked my map and who was working with multiple intelligences paper, produce products involving all of the to my dismay, found that my first class was and gifted students in poverty. I had previ- multiple intelligences, review research, inter- on the opposite side of campus. There was no ously attended a workshop given by Howard pret case studies, observe and participate in time for breakfast, and in spite of my leg Gardner and this sounded like a great enrich- gifted and talented assessment, and somehow cramps, off I went. ment session. Little did I know the trip would find time to eat and sleep. Nonetheless, I con- In my first class I discovered there was no have such impact on one from Texas. The my life. "...the Navajo teacher by the name oflargest portion of the During Dr. Maker's Judy invited me to be part of her group.classconsisted of session I again felt the Navajo teachers from an spark of new ideas. I I had an intense feeling of relief.Arizona reservation, a waited to speak with group of teachers with her after the session and Someone had finally accepted me. their principal from Ten- asked how I might How could I have these feelings? I amnessee, teachers from expand my knowledge Alaska, and several edu- and understanding of an adult!" cators from California. the ideas she had pre- We were expected to sented. Dr. Maker said she had plans for an sidered this to be an opportunity of a lifetime. choose a partner for the first activity. I knew institute at the University of Arizona and I was not able to convince any of my col- no one in the class and quickly found I was was currently seeking funding. We exchanged leagues to attend with me, so off I went the odd person out. Dr. Maker became my addresses but I did not hear from her for alone. partner. The morning progressed and soon more than a year. Then in March 1998, a let- it was time for lunch. Everyone quickly dis- ter came with the return address: Dr. June Starting the Journey appeared and I began my long trek across Maker, University of Arizona, Tucson, Ari- I had never been to Arizona and had no idea campus for lunch. zona. She invited me to attend her Discoverwhat to-expect. I arrived in Tucson at appfox- Institute for working with culturally diverse imately 9:00 p.m. and settled into the uni- A Navajo Teacher Nameed Judy and gifted students from poverty. versity dorm room I had reserved in order to When I finally arrived at the cafeteria, I

V..C; CALIFORNIA ASSOCIATION FOR THE GIFTED 15 again had severe leg cramps. One of the Connections dents live. We drove through part of the Navajo teachers walked over to my table and My, days were filled with classes, research, desert at dusk and watched tarantulas come introduced herself as Judy. She quickly rec- and exchanges at every meal about the out of the cooling desert to the warmth of the ognized that I was not from Arizona and Navajo and Texas cultures. They shared how highway. I stood with my Navajo friends on suggested that I significantly increase my nature was a vital part of their teaching a deserted road gazing up at a mountain and intake of water, as it was currently 107 because of its importance in their culture. viewing with awe the observatory sitting degrees outside. She explained that Arizona They shared their difficulties in working upon the highest peak. It was then that Judy heat was tricky because the humidity was so with -administrators who did not understand turned and said, "Ah, look behind you! The low. I thanked her for the tip and promptly the significance of including parts of their coyotes crossed in the west. It is a Navajo sign purchased several bottles of water before cultural background within their teaching. of good luck." starting my long walk back to class. They shared their frustrations of working On my journey back to Houston, I The afternoon class went very quickly, with obviously gifted yet intensely poor stu- reflected on my Arizona experiences and and once again I began the journey across dents within the gifted and talented program, began to understand the difficulties and feel- campus. This time I was searching for the where funds were just not available for the ings which culturally different students must library in order to complete my late afternoon extra support system these students needed. go through in American schools. My expe- research and to type my notes. By the time We discovered that in spite of the distance that rience took me to a place with very different I reached the library, all computers were separated us, in spite of our different cultures, terrain and temperature. I had physiological taken and the library closed at 7:00 p.m. we shared the same difficulties and con- problems from the temperature that I did Now I began to feel stressed! I completed my cerns. We had connected. not readily understand. I felt an intense alone- research and shortly before 7:00 p.m. noticed ness as I had no colleagues or friends to sup- Judy at one of the computers. She motioned " I seek out opportunities port me. I did not know the system within the me over to the computer and explained that university to access computers. I did not computer time was on a reserved basis. She to say to that culturally understand one word of the Navajo language took me to the reservation desk and helped different student those nor did I understand their culture. I became me schedule computer time for the rest of the painfully aware of my pronounced Texas week. I thanked her and then went off to my four important words, drawl. Reflecting back, I am certain that little learning took place during those first dorm with my bottles of water, my com- 'Tell me about you.'" puter séhedule for the rest of the week, a three days. It was only when I felt accepted substantial amount of untyped notes, and an by my Navajo friends that the intended learn- overwhelming feeling of aloneness. We were expected to complete several ing began to take place. If I felt this much The third morning began as the first and projects as part of the Institute. Throughout the anxiety as an adult, what tremendous anxi- second: long walks to breakfast, long walks remainder of the week I worked with the ety must a child experience when facing a to class, and a day with more work than I ever Navajo group. Their connection to nature was new learning environment! imagined I could complete. However, there apparent in each project. We were required to was one differencethe Navajo teacher by design and create a symbol for each multiple A New Resolve the name ofJudy invited me to be part of her intelligence using broken tiles and a sand- Since my experience in Arizona, I've become group. I had an intense feeling of relief. box; our group included an animal or a com- careful never to let a culturally different stu- Someone had finally accepted me. How ponent of nature in each one we designed. dent go unnoticed. I take great care to rec- could I have these feelings? I am an adult! We were expected to research and visit a ognize a project so carefully created by an At lunchtime, the Navaho teachers invited site of educational importance in or around economically disadvantaged student who me to ride in their van to the cafeteria. Most Tucson, and develop an interdisciplinary unit created something literally from nothing. I of the conversation was spoken in Navajo related to that site. Most of the group chose seek out opportunities to say to that cultur- until one of them realized that I did not to visit Native American art galleries or ally different student those four important understand the language. The group decided museums. I chose the Biosphere, an encap- words, "Tell me about you." that out of respect for me, they would speak sulated man-made environment located in the My career in education has been revital- only English when I was with them. During mountains above Tucson. My Navajo friends ized. I credit my deeper understanding of lunch they asked me questions about edu- advised me to look at how, in their opinion, culturally diverse and economically disad- cating gifted students in Texas and how the the Biosphere was not compatible with the vantaged students to a caring and supportive identificatiori process worked in my district. terrain of the mountains and how the design- deputy superintendent who nurtured my need They asked many questions about Texas and ers chose not to be conscious of the natural for knowledge, an innovative professor who and wanted to know why I had such a heavy surrounding. I had not considered viewing the allowed me the opportunity to expand that Texas drawl. I explained I had never lived Biosphere from that perspective. From their knowledge, and six Navajo teachers who anywhere except Texas and they said that suggested observation, a unit emerged. took the time to give me the experience of no one in their group had visited Texas. We "...the coyotes that crossed in the west." agreed to continue our conversation after The Last Night we completed our nightly research in the My last night in Tucson was shared with my DIANA FREUDENSPRUNG is principal at library. And they invited me to join their six Navajo friends. They took me through one Wessendorff Middle School In the Lamar Con- study group which gave me an even greater of the reservations where we saw some of the solidated Independent School District in Rosen- feeling of acceptance. intense poverty in which some of their stu- berg, Texas.

16 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 2 1 6 The National Research Center on the Gifted and Talented RESEARCH-BASED RESOURCES FOR PARENTS

The following resources are monographs designed What Parents Need to-Know About Recognizing and primarily for parents and educators. Encouraging Interests, Strengths, and Talents of Gifted Some Children Under Some Conditions: TV and the High Elementary School Children Potential Kid M. A. B. Delcourt, 1998 R. Abelman, 1992, RBDM 9206, $15.00 A9819, $0.50

Considerations and Strategies for Parenting the Gifted What Parents Need to Know About Recognizing and Child Encouraging interests, Strengths, and Talents of Young J. Alvino, 1995, RM95218, $10.00 Gifted Children M. A. B. Delcourt, 1998 Helping Your Child Find Success at School: A Guide for A9818, $0.50 Hispanic Parents 1994, RM94202, $3.00 What Parents Need to Know About Encouraging Talented Girls in Mathematics Family Influences on the Achievement of Economically. M. K. Gavin, 2000 Disadvantaged Students: implications for Gifted A0021, $0.50 identification and Programming S. L. Hunsaker, M. M. Frasier, L. L King, & others What Parents. and Teachers Should Know About 1995, RM95206, $5.00 Academic Acceleration Lo que los Padres y los Maestros Deberian Saber sobre Reading With Young Children la Aceleracitin AcadémIca N. E. Jackson, & C. M. Roller, 1993 A. Guenther RBDM 9302, $15.00 EnglishA9815, 1998 SpanishB9907, 1999 Parenting the Very Young, Gifted Child $0.50 N. M. Robinson, 1993 $8.00, RBDM 9308 What Parents of Gifted Students Need to Know About Television Viewing Parents Nurturing Math-Talented Young Children Lo que los Padres de Aiumnos Dotados Necesitan Saber B. Waxman, N. M. Robinson, & S. Mukhopadhyay, 1996 sobre ver Television RM96230, $8.00 D. Siegle EnglishA9405, 1994 The following resources are brochures designed primarily SpanishB9405, 1994 for parents and educators. Some brochures are available in Spanish. $0.50

What Parents and Communities Need to Know About What Parents Need to Know About Early Readers Bilingual Children: interpreting and Translating Lo que los Padres Necesitan Saber sobre los Lectores Lo que Deben Saber los Padres y la Comunidad Acerca Precoces de los Niños y hivenes Bilingues Que interpretan y D.Siegle Traducen EnglishA9403, 1994 H. Brookes, & C. Angelleli SpanishB9403, 1994 EnglishA9817, 1998 $0.50 SpanishB9911, 1999 $0.50 For more information, see the National Research Center website at: www.gifted.uconn.edu/resource.html#parent. If What Parents Need to Know About Recognizing and you would like to receive a hard copy version of their Encouraging Interests, Strengths, and Talents of Gifted products, e-mail your postal address to them at: Adolescents [email protected]. or phone them at: 860- M. A. B. belcourt.1998 486-4676. A9820, $0.50

CALIFORNIA ASSOCIATION FOR THE GIFTED 17 :..vAS or ie is!

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FOR THE ACADEMICALLY GIFTED

A A D

. Equity in Gifted Programs: How Do We Measure Up?

BY ELINOR RUTH SMITH

concerns about equity in gifted programs have been raised periodically since the inception of the programs. Like so many issues in education that arise repeatedly over the years, continued discussions of how to achieve both equity and excellence in gifted education serve as a reminder of our scant progress. Our advances, often hesitant, move us unsteadily toward rather ill-defined goals. Some key factors in our society, our schools, and perhaps in ourselves seem to stand in the way of understanding and dealing with the underlying causes of inequity as we strive to shape programs of the highest quality. What are these factors and what challenges do they pose? What changes can we make to minimize their impact? These are some of the questions I ask as I work and speak with educators, parents, and students in various school districts questions not too different from those that were asked twenty or thirty years ago. Equity in gifted programs is more than Addressing inequities in our gifted pro- identifying numbersprogram quality, grams by focusing solely on numbers and on finding the "right" tests sometimes yields retention of students in programs, and improvement in the numbers of students student outcomes are also important from underrepresented groups. Yet, unless we attend to questions-of retention of the students in the programs and how to develop

CALIFORNIA ASSOCIATION FOR THE GIFTED 19 appropriate program services for them, we much more rapid cycles. At the same time educate students, especially in our low per- are likely to have only temporary results. that children are exposed through media forming schools. Many of these schools Desire for immediate results can also lead to and technology to a whole world of ideas and serve children of poverty and children from the use of indefensible strategies that, in the images, both positive and negative, and cultural and language groups underrepre- end, do more harm than good. Inequity in spend hours alone within the confines of sented in gifted programs. Accountability is gifted programs has deep roots in the culture home, many children's opportunities for the word of the day. A number of schools and of our society and our school systems, as well self-directed experiences outside the home school systems react to this pressure by as in the ways these affect all of us. Will- are limited. This is a paradox. Teachers can instituting rigid, top-down, one-size-fits-all ingness to examine these might allow us to no longer assume a commonality of prior programs aimed at rescuing failing students. come to some longer-lasting, more defensi- experiences among students. Effective cur- Some of these instructional approaches are ble solutions if, indeed, we truly want solu- riculum planning and instruction require highly scripted, allowing for no variance to tions. more frequent assessment, both formal and meet individual needs for differentiation or informal, with greater attention to outcomes for the kinds of student activity through Societal Factors for individual students. which gifted behaviors become evident. It is impossible to deny the stigma attached Children who need to learn in a different way over centuries to certain ethnic groups in are overlooked. Sometimes these approaches American society. Prejudices against these tend to penalize the very children we are try- groupsNative American, Hispanic, and ing to help. African Americanstill do exist and it is no The current teacher shortage is another surprise that they are the groups most over- factor which impacts most heavily those looked for gifted and other school programs schools in low socioeconomic areas and associated with excellence. Though many diverse communities. These schools, the efforts over time have successfully eradi- most difficult in which to teach, have the cated some overt forms of discrimination, it greatest turnover and, therefore, high per- is difficult to get rid of all traces of stigma centages of inexperienced teachers. Once that has for so long trained and more seeped under the skin Teachers can no longer assume a commonalityconfident, a num- into our very bone. ber of these new Like True Son in Con- of prior experiences among students. teachers opt to rad Richter's The Light transfer to schools in the Forest who, perplexed by having to School Factors in which teaching is less demanding. Insta- leave his Indian family, wondered if his School systems, whether K-12 or postsec- bility of staff coupled with greater chal- father had left some tiny trace of white blood ondary, though seemingly dynamic institu- lenges to meet can make it unlikely that in his veins, some of us wonder about the lit- tions, are hierarchical and accomplish there will be a strong focus on gifted edu- tle traces of stigma left under our skin; oth- change with great difficulty. They are full of cation. Instituting and maintaining gifted ers are unaware that's even possible. This contradictions. Decision-making about edu- programs in these schools is problematic affects us all. cational issues is not always in the hands of unless they have dynamic leadership com- Culture and society change in many ways. the educators. In the hierarchy of concerns, mitted to serving the needs of all children, Families today represent an increasingly those who ought to be the top priority are including the gifted. Too often the programs greater variety of cultures and lifestyles and often not. The amount of money a program are devalued or watered down in the name have widely differing beliefs about anddraws, rather than the importance of the of equity and fairness and the underrepre- expectations of school and, similarly, of needs it serves, often determines how much sented become the most underserved. gifted programs. This presents additional serious attention it receives. In some areas, Few teacher-training institutions are challenges for schools and teachers. In areas the gifted program becomes an added preparing new teachers for diverse and dif- in which children come from many differ- responsibility for an already overburdened ferentiated classrooms. The range of instruc- ent language, cultural, and socioeconomic administrator who may understand little tional needs in many classrooms taxes the groups, schools and school staffs are called about gifted education. Added to that, fre- abilities of even the most experienced teach- upon to develop greater cultural compe- quent changes of personnel with no require- ers. Nor are most schools willing to face the tence in order to recognize the varied expres- ments for prior knowledge, particularly at the difficulty by adjusting the range from class sions of gifted behaviors and to understand administrative level, are common occur- to class in order to better serve all students how to serve these children well. We must rences causing us to lose ground each time and use teachers' talents in more effective be willing to give careful consideration to the rather than make continuous, steady ways. need to continually revamp our identifica- progress. Long-range planning and groom- As far as understanding cultural diversity tion and program strategies to accommodate ing of future leaders can alleviate some of is concerned, we seem to know most about these changes. this. the superficial aspects of the varied cultures School children themselves present var- Public pressure and heightened expecta- we encounter, such as, food, dress, important ied and ever-changing challenges for school tions about what students should know and people in the culture, and important holidays; staffs. Changes in the students as a result ofbe able to do at each grade level are placing most of us understand little about what is societal influences seem to be occurring in increasing demands on schools to better deeply meaningful to people of those cul-

20 GIFTED EDUCATION COMMUNICATOR, WINTER2001 tures and what they believe defines them. styles, social and emotional needs, and grams is appropriate, but not as a means Many educators are unaware of how and personality characteristics. For gifted stu- of avoiding the effort of devising a defen- when their own values are clouding their dents from diverse backgrounds, suc- sible screening and identification process perceptions of the children they must educate. cessful outcomes, including retention in for all aspects of the program, including Lack of awareness can cause the best of the program, are more likely if a variety the intellectual area. intentions to miss the mark. of program options can be combined to Don't focus on identification numbers to The prevailing view among those who meet their needs. the exclusion of program issues. Quality have had little experience with gifted children Don't expect gifted students from diverse of program, how well the program suits and little or no training in gifted education is backgrounds and their families to share students' needs, retention in the program that high achievement in school is synony- your values about school and the role of of those identified, and student outcomes mous with giftedness. This misconception education in their lives. Survival needs, are important. Without these, identifi- can lead to poor practices with respect to loyalty to family, and cultural tradition cation serves no valid purpose. identification procedures, program options, may take priority over education for some Don't wait until upper elementary grades and classroom approaches. In such to identify and serve gifted stu- cases underachieving gifted students. Students from diverse dents in need of differentiated cur- cultural and linguistic groups riculum and instruction will not may disengage from school receive these services, thus com- early without the appropriate pounding their risk for disengage- curriculum and instruction. ment from school and for Don't be smug about continued failure. your or your school's level of etP frclIPL cultural competence. Becom- Do's and Don'ts ing culturally competent The above are a few of the factors requires ongoing self-examina- which play a role in our inability tion. Refusing to self-examine to make greater strides and more leaves hidden vestiges of prej- lasting changes in properly udice and stigma deep in one's identifying and educating gifted 44=7 bones. Subtle forms of preju- children from diverse, underrep- dice, such as expecting less of resented populations. How might children from certain groups in we change what we do and how the name of giving them expe- we do it to accommodate or min- riences of success that will imize any negative impacts of make them feel good, can be these factors? Based on what I more harmful than overt ones, have seen a few schools doing suc- for they leave children power- cessfully, here are some suggested less to fight back. Unless we do's and don'ts for those working make this effort, all our other with gifted programs. Don't expect gifted students from accomplishments will be under- mined. We are all works in The Don'ts diverse backgrounds and their families progress. Don't ask people to perform tasks or services for which they to share your values about school and The Do's are ill prepared. If classroom Do make sure that students teachers are not routinely pro- the role of education in their lives." have equal opportunity to be vided with training in how to screened. Opportunity to be recognize gifted abilities in diverse pop- families. Acknowledging the family's screened should not be dependent on age ulations, they should not be the main values may be the first step to building of the student, school attended, class- source of referrals for screening and a relationship of mutual respect. Respect room placement, socioeconomic level, assessment. Similarly, don't place gifted can be the basis for allowing students to or cultural or linguistic group. Monitor children from underrepresented cultural make their own decisions at the appro- for equal access on an ongoing basis. groups with teachers who have neither the priate time concerning whether to live in Do begin identification and program ser- instinct nor the training nor the cultural one or the other culture, straddle the two, vices at the earliest levels. Because chil- competence for working with them. or become bicultural. dren form their view of themselves in Don't expect one kind of program or one Don't place gifted students from under- relation to school and learning at an early program option to meet the needs of all represented cultures in a visual and per- age, gifted students who are at risk are in gifted students. Even without consider- forming arts option just as a way of danger of forming a negative view which ing-cultural diversity; gifted students are quickly increasing their numbers in the they may carry with them "throtighciut a diverse group with respect to ability lev- program. Legitimate placement of stu- their school experiences. els, areas of strength, interests, learning dents in visual and performing arts pro- Do use multiple measures for identifi-

CALIFORNIA ASSOCIATION FOR THE GIFTED 21 cation, including both test and non-test follow-up in the implementation stages the program is helping them achieve the data. At no time in the identification to be effective and have lasting results. expected results. process should one test or measure be the Thorough in-depth training over time determining factor. In addition to test of small numbers of committed staff These are a few ideas gleaned from working scores, data collected should include from varied sites so that they can become with gifted programs in a variety of schools information from parents, the students trainers and mentors to others seems to and school districts The list is not finite. themselves, and teachers. Other evidence work well. Remember, though, that the You can probably add to it. These do's and of exceptionality might be anecdotal trainers themselves need periodic oppor- don'ts can be separated into those which information and student work samples, as tunities to come together for support are simply good program practices, those well as information on environmental or and to further their own learning. which are just common sense, those which personal conditions that might inhibit Do long-range planning that addresses all require changes in the ways we and our school performance or depress test aspects of the program, paying atten- schools succumb to societal influences, and scores. All information should be con- tion to and prioritizing the trouble spots those which require fundamental changes in sidered together, rather than any one and how all the pieces of the puzzle fit our own attitudes and behaviors. The latter piece of evidence alone determining the together. Fragmentation of the program are the difficult ones. They require deter- outcome of the assessment. detracts from the success of the whole, mination, resolve, and persistence. Do we Do have the data gathered reviewed by a particularly for underrepresented stu- have the will power or will we be writing committee or study team composed of dents. If those with responsibility for articles addressing this issue again in another trained staff. A team of people working identification, for example, are unfa- ten or fifteen years? toward cultural competence, who under- miliar with curricular and instructional stand giftedness, and who are able to practices in varied program options, ELINOR RUTH SMITH is a freelance consultant interpret the data should make the rec- retention of students in the program can specializing in the education of gifted students. ommendations about identification, be seriously damaged, particularly if In addition to consulting for schools and school placement, and appropriate options for inappropriate placement decisions have districts, she is also an instructor for the GATE Cer- program services. been made. Similarly, those responsible tificate Programs of the University of California Do develop a variety of options for pro- for the instruction need to know the at both the San Diego and Riverside campuses. gram services to meet varying student kinds and results of assessment that were needs. Traditional program options may done so that instruction can be more tar- not be appropriate for some students. geted and effective for individual stu- There are those who need a combina- dents. tion of services such as multi-age group- Do consider piloting new program ing, cluster class placement, mentoring, options, identification procedures, and Summer Learning or interdisciplinary seminars, to name a staff development approaches on a small & Fun for Girls few. Decisions about these should be scale before implementing them uni- Summer Challenge made based on student assessment data. versally. If piloting is done with volun- Hands-on investigations into the Be creative. teer schools and staffs, the cooperative physical and mathematical worlds Do seek out parents and community process can help determine what works, answer questions like "Where in the members of diverse backgrounds to par- what doesn't, and what needs to be Solar System is ...?" and "Animal, ticipate in some aspects of the program, altered. It can also help determine Vegetable, or Mineral?" For girls such as as members of advisory groups whether the approaches are cost effec- entering grades 7-9. or in parent education or other activi- tive. Feedback from the users can be June 30-July 27, 2001 ties. Students from underrepresented extremely valuable to successful use on groups may be hesitant about participat- a wider basis at a later date. When pilot American Experience ing in the gifted program, especially if projects are successful, they have the International girls learn about U.S. cul- they see few students like themselves potential to generate positive interest for ture, improve their English language participating. They may have difficulty the next phase of implementation. skills and prepare for college. explaining the program to the peer group Do build evaluation into all aspects of For girls ages 12-16. from whom they have been separated. identification and programming. A par- June 30-August 2, 2002 Seeing members of their own community ticular approach may look good on paper Both boarding programs also involved may increase the chances that and feel right to those involved. Only by offer athletics and field trips. they will stay. Invitations by mail may not carefully planned evaluation strategies For more information, call Director be enough to get the participation you will you be able to identify the intended Wendy Allertonn want. Personal contact may be neces- outcomes and know whether and when 860/409-3692. sary. they are achieved. As mentioned above, Do provide ongoing staff development some school districts focus so much on Miss Porter's School followed by on-site support as programs the numbers of students from diverse Farmington, CT 06032 are implemented. Staff development, backgrounds being identified that they www.missporters.org whether on instructional practices or rec- forget to look at whether the students are ognizing giftedness, requires supportive remaining in the program and whether

22 GIFTED EDUCATION COMMUNICATOR, WINTER 2001

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*:: 4 15 The DISCOVER Assessment, developed by observing thousands of children, can be used with children ages ' three and up, as well as with adults

problem-solving skills. Instead, an individual might solve certain types of problems in a superior way, yet be average or below average with others. This observation fit 4 perfectly with Gardner's theory and other theories suggesting that we all have more than one type of intelligence, and the DIS- COVER staff began categorizing problem- solving strategies according to identified intelligences (then seven). Eventually Maker's research not only verified many aspects of multiple intelligences theory but also showed overwhelming evidence that different intelligences can be effectively assessed by observing how many and which DISCOVER problem-solving strategies an individual uses. A fascinating two-way relationship appearedthe level of any given intelli- Changing the Way gence possessed by an individual can be assessed by observing problem-solving skills and conversely, problem-solving skills and We Think About Education overall learning capacity can be improved by learning "through" or "by applying" one's BY C. JUNE MAKER AND ROBERT A. LANE success. She eventually determined the most strongest intelligences. important component of exceptional suc- As an example of how problem solving The DISCOVER Projects (Discovering cess was the superior ability to solve com- relates to different intelligences, consider Intellectual Strengths and Capabil- plex problems. The DISCOVER Projects the following problem: a heavy rock needs ities while Observing Varied Eth- were created to study, categorize, and mea- to be moved to the top of a hill. A person nic Responses) began in 1987 under sure a broad spectrum of "problem-solving with a high degree of Linguistic Intelligence the direction of C. June Maker at the Uni- strategies" used by various age groups of dif- may employ strategies such as asking other versity of Arizona. At the time, Dr. Maker fering ethnic, economic, and cultural back- people what ideas they have, or may find it had been analyzing various new theories of grounds. helpful to organize a plan of action by first intelligence, the most notable of which was Dr. Maker and staff soon realized that writing out thoughts. A person with high Howard Gardner's Theory of Multiple Intel- even though patterns of problem-solving Spatial Intelligence may approach the prob- ligences. She also had been studying groups ability emerged, individual strategies dif- lem by drawing a diagram of the various of gifted children, as well as successful sci- fered substantially according to the cate- components needed to do the job, or by entists who had overcome disabilities, to gory of problems presented. It became making a physical model of the process. A isolate factors contributing to exceptional obvious that there were very few "generic" person with a dominant Musical Intelli-

The implementation of DISCOVER in a school setting tends to levelthe playing field for "at risk children and children from diverse cultural backgrounds...not by changng or lowering standards but by more accurate and flexible assessment and teaching methodologes. 79

f) Al ov7ird 24 GIFTED EDUCATION COMMUNICATOR, WINTER2001 C. tk Apt gence, or related artistic abilities, might not ural areas of strength. This fact alone sug- based curricula for all grade levels. So care whether the rock gets moved at all but gested that children sitting quietly behind a researchers opted instead to design experi- might become excited about contributing desk listening to an instructor may not be the mental curriculum models in the form of to strategies that move the rock in a "novel" best model for learning and, in some cases, guidelines for schools or individual teachers, "showy" or otherwise "interesting" way and actually may be detrimental. For example, demonstrating how they could reshape their likely will be more concerned about aes- high-energy children with high Bodily- existing curricula. As a result, each school thetics and elegance of the project, rather Kinesthetic Intelligence are often misdiag- using the models developed its own "ver- than cost or practicality. On the other hand, nosed as having Attention Deficit Disorder sion" or prototype of a DISCOVER Cur- a person with higher Logical-Mathemati- and given drugs to calm them down when riculum. There were many variations and, of cal Intelligence may first want to course, some were more effective know why the rock has to be moved than others. Part of future curricu- to the top of the hill in the first lum development efforts will be to place and is there an alternative collect and analyze these examples or if not, how much does it weigh for good ideas that can be incorpo- and what resources are available, rated into a full DISCOVER Cur- or would it be more efficient to riculum. make the hill smaller first! Of The key idea of the curriculum course, such extreme reliance on models (and central to any new only one intelligence is rare. An DISCOVER Curriculum) is that stu- individual is a complex combination dents use their dominant intelli- of all the intelligences, in various gences to stimulate learning in all degrees. subjects, especially weaker ones. After thousands of children were After a child is assessed and a pro- observed, 119 effective problem- c- The DISCOVER Assessment Is used extensively to identify giftedfile developed to show his or her solving strategies were recorded and students in Bureau of Indian Affairs schools, since much of the combination of strengths, the learn- organized into a performance-based research and development has included Native American students. ing experience can be customized, assessment instrument now known allowing the student to learn weaker as the DISCOVER Assessment. subjects by using the familiarity Observers rate the level of different and comfort of natural strengths. intelligences possessed by an indi- For example, a child with low oral vidual based on their problem-solv- and written linguistic skills will ing skills in that area. The not learn math effectively by lis- assessment can be used, in its numer- tening to lectures or reading a text- ous forms, with children ages three book, but may catch on quickly and up, as well as with adults. The when the concepts are presented in assessment's effectiveness has another way. Consider the high- attracted considerable attention, energy child example above. This especially as an alternative to tradi- child might have difficulty con- tional assessment methods for iden- centrating during a traditional addi- tifying gifted students and as an tion/subtraction lesson but will "ethnically and linguistically fair" understand the concepts quickly assessment of abilities. Today the and permanently if allowed to walk DISCOVER Assessment is used in or jump forward and backward the many states and several countries, proper number of spaces along a despite its continued evolution as a 66Central to any newDISCOVERCurriculum number line on the floor. Probably research project. this child will learn the alphabet But simply assessing children's is that students use their dominant more quickly by forming the shape intelligences and their use of effec- intelligences to stimulate learning in all of the letters with his or her entire tive problem-solving strategies was body. On the other hand, a child not enough. Teachers needed cur- subjects, especially weaker ones.P9 with high musical intelligence will riculum ideas that would take advan- learn letters best by singing the tage of the assessment results. exactly the opposite should occur. These "ABC'' song, whereas high Spatial Intelli- DISCOVER researchers began looking children learn best (and very effectively) gence children might respond best to letters at connections between three components by moving their bodies in the learning that are three-dimensional, colorful, and problem solving, multiple intelligences, and processfor them, lack of movement actu- graphically detailed, or to making letters in learning ability. They determined that each ally retards learning! a tray of sand. of us approaches all-problems primarily -The sCope of the DISCOVER its-earth- Classrooms using DISCOVER Curricu -through the filter of our dominant intelli- grants at that time was not large enough to lum models may look similar to traditiona gences; we learn best by first applying nat- develop full-scale, multiple intelligences- classrooms but actually are designed to teach

CALIFORNIA ASSOCIATION FOR THE GIFTED 25 the same lesson many different ways at the to have an inordinately high percentage ofoften are used to identify and serve gifted same time. All children in the class eventu- Caucasian students in programs for the gifted students, we believe all students can, and ally learn the same core subject matters, but and a disproportionate number of cultur- should, benefit from these ideas and from by using methods of their own choosing, as ally and linguistically diverse students in educational programs customized to their guided by their teacher(s). As a bonus, this programs for children with disabilities, pri- individual abilities. While maintaining strong teaching method not only improves learning marily because of antiquated assessment support for academic excellence, we are but also increases students' task engage- instruments or placement practices. These committed to seeing all children assessed ment, resulting in fewer discipline problems. percentages usually change considerably accurately, regardless of external factors or after implementation of DISCOVER, more barriers. We also want to make sure their Diversity, an important Goal and Result of closely reflecting actual school demo- innate abilities, once recognized, are DISCOVER graphics. There is no quota or predefined expanded and challenged in ways that will The DISCOVER Projects are built upon strategy to achieve these results. Such bal- help them not just pass the next exam, but numerous forms of diversity, including cul- ancing occurs naturally. be more successful in life. Our nation cur- tural, linguistic, ethnic, geographic, and age, Not surprisingly, these results have rently is struggling in a national debate about as well as different intelligences, philoso- prompted considerable attention from the how to best prepare students for the new phies of teaching, and methods of learning. Office of Civil Rights and school districts century. We think DISCOVER will play a For example, the problem-solving strate- recognizing the need to serve their student key role, by offering exciting, research- gies that form the checklist used with the populations more fairly. The DISCOVER based alternatives to the relics of past think- DISCOVER Assessment were derived from Assessment is used extensively to identify ing that are holding our students back. Our observing problem solving in various cul- gifted students in Bureau of Indian Affairs ultimate goal is to spark creativity and tures and languages, with young and old schools, since much of the research and engagement in the learning process, helping participants, and with individuals possess- development has included Native Ameri- transform what might otherwise be a nec- ing a wide variety of backgrounds and skills. can students. DISCOVER is perhaps the only essary chore into a life-long thirst for growth Likewise, the DISCOVER curriculum mod- instrument designed and used first with and knowledge. els incorporate materials and methods Native children. appropriate to the populations being served. Data from numerous pilot projects and C. JUNE MAKER is a Professor In the Department As a result, the assessment and curricu- implementation experiments show the DIS- of Special Education, Rehabilitation, and School lum models are adaptable and are designed COVER Assessment and Curriculum Mod- Psychology at the University of Arizona in Tucson to be accurate with a broad spectrum of els, used together, do increase test scores and where she coordinates a graduate degree program groups, even when that broad spectrum overall academic performance. At the same in education of the Ofted. She has a passion for exists within a single school or classroom. time, they increase creativity and critical Identifying and serving Ofted and talented chil- Schools around the world are struggling thinldng. Of course, significant change often dren and youth who are underserved including with the fact that there simply is no "one- takes years because of the difficulty of those with disabilities, culturally and linguisti- size-fits-all" strategy for teaching. Educators changing attitudes and methodologies. But cally diverse, and those in rural areas. are looking for ways to more effectively the eventual results well justify the efforts. teach students, with consideration of a range In Tucson, Arizona, Maker's staff worked ROBERT A. LANE Is a businessman with a science of different backgrounds, language skills, with one particular school for seven years, background, in charge of design and develop- and learning abilities. The DISCOVER Pro- along-side other like-minded organizations ment for the DISCOVER Projects. lie focuses on jects were designed specifically to address and projects (in a school reform effort), and incorporating new technology into existing DIS- this issue. saw the students' average standardized test COVER instruments and future expansion of the The goal is to find the innate abilities of scores rise from a percentile in the low 20s projects, nationally and internationally. each child (or adult), regardless of potentially the first three years, up to the mid 60s in the diverse external factors, and develop these seventh year. Currently DISCOVER staff are abilities in appropriate ways. This does not analyzing results of a multi-year project on mean a lowering of standards. But it does a much larger scale, where an entire dis- perhaps mean arriving at the standards in dif- trict in St. Paul, Minnesota uses the DIS- ferent ways, taking advantage of diversity COVER Assessment with 4,000 children and helping each individual achieve suc- every year. cess by using his or her strengths. Present activities include preparations for a significant new stage of developmen- Results tal research that will integrate more tech- The implementation of DISCOVER in a nology into the assessment process, create school setting tends to level the playing field a much more extensive series of Strength for "at risk" children and children from Profiles and produce national standards- diverse cultural backgroundsagain not by based curricula for all grade levels. See the changing or lowering standards but by more DISCOVER web site at www.discover. accurate and flexible assessment and teach- arizona.edu or call 520-622-8106 for more ing methodologies. We find frequently that details about past and future projects. schools with mixed ethnic populations tend Although DISCOVER methodologies

26 GIFTED EDUCATION COMMUNICATOR, WINTER2001 OPEN GATE San Diego Supports Highly Gifted, Low-income Students

BY MARJORIE FOX

Awell-educated population is our country's greatest asset. And diversity is our greatest strength. A crit------V N.- ical element of those factors is that .. \ -,, ,:..:**------highly gifted, low-income children tend dis- tN, -.._ , , proportionately to miss appropriate educa- , ,,. tional opportunities. That situation is being \ addressed in San Diego, California through c,------2.--N the OPEN GATE program. The OPEN GATE program provides Ity-4 educational opportunities for children with , very high potential and limited economic \CSLI, (' means. OPEN GATE was initiated in Feb- ruary 1998 through a partnership between The most valued resource for OPEN GATE students are the San Diego City Schools Gifted And Talented Education (GATE) Seminar pro- their tutors who provide the necessary encouragement and gram for highly gifted children and the Human Development Foundation (HDF). positive motivation essential for academic success. The GATE Seminar program is designed for students who need extraordinarily high- level, advanced, and challenging curricular Goals and Objectives participation in classroom activities (e.g. activities; those with extremely high ability The primary goal of the OPEN GATE pro- serving as translators to Spanish and according to tests but low school achieve- gram is to provide all eligible students with Vietnamese speaking families; making ment; and those who are divergent thinkers. the resources necessary to achieve their costumes for school plays; helping to The GATE Seminar program provides potentials. This goal is met through the fol- repair classrooms; serving as chaper- highly gifted students with daily self-con- lowing objectives. ones on field trips; assisting with the tained, 20-to-1 student/teacher ratio classes, parent English as Second Language whereas the regular GATE program serves Objective #I: Increase students' stan- (ESL) class; serving on school coun- gifted students in classes of 35 children. dardized achievement scores to the 80th cils) GATE Seminar was established when and 90th percentiles in three years. the San Diego City Schools District found Most students entering OPEN GATE inObjective #3: Make systemic changes that a high and disproportionate percentage third grade are second language students necessary to include all qualified stu- of extremely able students were subject to: with below average reading scores on their dents. high dropout rates standardized achievement test (SAT 9). At The school board has committed to add high suicide rates the end of the second year, OPEN GATE one classroom per site each year for three behavioral problems in the classroom students' reading scores averaged at the years to maintain a consistent population of 81st percentile; their math scores averaged 60 new students per year. Locating these Highly gifted, low-income children, if at the 94th percentile. classrooms at magnet schools will help left without the appropriate level of educa- resolve the transportation issue for the entire tion, are especially vulnerable to the nega- Objective #2: Assist parents to become low-income, highly gifted child population tive influences of low-income neighborhood active participants in their children's in the OPEN GATE program. The school environments. Without positive educational education. board has also agreed to provide express challenges, their leadership potential can Parents are required to meet these mini- school bussing to these classrooms. be turned toward negative activities. The mum requirements: intention of OPEN GATE is to align these transporting children to a school that Criteria for Enrollment promising young students with the resources has a Seminar/OPEN GATE class, or In order to enroll in a San Diego City they need to nurture their gifts, support allowing-them to ride school busses Schools GATE Seminar classroom and the their education, and promote their leadership attendance at all parent student confer- OPEN GATE program in the third grade, potential in a positive direction. ences students must meet the following criteria:

CALIFORNIA ASSOCIATION FOR THE GIFTED 27 227 family income which qualifies students mine the focus for each student's tutoring Schuch, GATE program manager, prior to for the federal free or reduced lunch sessions. This information is then conveyed her retirement. Dr Schuch has since joined program to the tutor. the Human Development Foundation's a score of 99.6% or better on the Raven Board of Directors. Progressive Matrices Test Collaboration Additional collaborators include the fol- parents willing to participate actively in Community collaboration is essential in lowing: their children's education order to serve low-income populations. San Diego Public Library has agreed to Administration of the OPEN GATE pro- purchase the necessary books for an The OPEN GATE program supports rel- gram is conducted primarily by the Human accelerated reading comprehension pro- atively large numbers of minority popula- Development Foundation, a nonprofit 501 gram tions that reflect San Diego's diverse (c) 3 organization. Mentor San Diego provides mentor- population. Students often come from immi- The primary collaborator in this project training for tutors grant or refugee families; most are second is the San Diego City Schools GATE UCSD PAL program and the Bishop's language learners and represent a broad Department and the school board. The School provide a summer academic and spectrum of ethnic backgrounds. They are school board has approved district funding leadership program enrolled in grades 3-5, in preparation for for HDF's proposal to place one new class- Joy of Sports provides an after-school success in middle school and beyond. room building per year for three years, at an tennis and life skills program The Raven Progressive Matrices Test is inner city magnet school. Each new class- SDSU Literacy Center provides addi- administered to second graders by the San room will accommodate 20 new students tional academic assessments and tutor- Diego City Schools GATE Department psy- each year, leading to a consistent population ing chologists in order to identify GATE qual- of 60 students at the school site. SDSU and UCSD work study programs ified students. The Raven is a nonverbal The most valued resource for OPEN assist in recruiting tutors test comprised of patterns and puzzles GATE students are their tutors who pro- designed to determine the level of native vide the necessary encouragement and pos- Finally, collaboration for funding intelligence without relying on verbal skills, itive motivation essential for academic includes the State of California, Secretary native languages, or cultural backgrounds. success. Each year, students are matched of Education's office, Community Devel- Those who score at the 99,9 percentile or with college student tutors by family lan- opment Block Grant, The Sandra Brue higher qualify for the GATE Seminar pro- guage, gender, and location. Foundation, Polito & Muscio, Inc., Mis- gram. Students scoring at the 99.6 per- San Diego State University (SDSU), sion Federal Credit Union, the Galinson centile or higher with additional economic Department of Special Education is also a Family Foundation, Price-Galinson Col- or social factors also qualify. major collaborator in the OPEN GATE pro- laborative Fund, The Purkayastha Family For its part, OPEN GATE provides the gram. The Department recruits students Foundation, The Robins Family Founda- following resources: working toward their teaching credentials to tion, Simon & Elsie Winer Foundation, the tutoring in English language skills and become OPEN GATE paid tutors. In addi- Samuel and Katherine French Fund, (SAIC), study habits tion, a tutor training program has been The Susan Scott Foundation, The San Diego the cost of transportation to school or designed and implemented by Associate Foundation, Irene & George Kassens Dis- school bus transportation Dean Margie Kitano and her team. The cretionary Fund, San Diego National Bank, the cost of transportation for parents to training emphasizes teaching English lan- the Leon Strauss Foundation, and several participate in class activities guage skills to highly gifted, second lan- individual donors. funds for school supplies and field trips guage learners. independent testing and assessments These college student tutors serve as Program Challenges role models for the children to pursue higher Communication with parents is one of the OPEN GATE Student Assessments education, and to bridge the communication program's greatest challenges and it is cru- Academic assessments are conducted when gap between schools and their families. cial to each student's progress. Therefore, each student enters the program. The results Most family members speak little English translation is a key element of the program's are made available to the appropriate and have little or no formal education, and success. Program brochures and documents teacher. The assessment includes five aca- tutors often serve as translators for teachers are translated into four different languages: demic instruments to rate student's literacy and families. Spanish, Cambodian, Tagalog, and Viet- skills including: Dedicated Seminar teachers are essential namese. Translators are availabie at parent Qualitative Developmental Spelling to student success in the program. They meetings. Inventory also ensure that the appropriate resources Historically, many qualified students Developmental Reading Assessment reach individual students. Without the extra- from low-income families did not enroll in Five-Minute Writing Sample ordinary efforts of these teachers, OPEN Seminar classrooms for the following rea- San Diego Quick (informal reading GATE would not be possible. The Seminar sons: assessment) teachers also provide professional guidance safety concerns for young children tak- Peabody Picture Vocabulary and mentoring to the tutors who are devel- ing public transportation by themselves oping their careers in education. parents without personal transportation These assessments are reviewed with The OPEN GATE program was devel- to attend school activities the student's classroom teacher to deter- oped under the direction of Barbara Moore- frequent changes in parent work schedules

28 GIFTED EDUCATION COMMUNICATOR, WINTER2001 2.2 8 fti) siblings attending other schools parents unaware of the educational advan- tages available to their children A Practical, 3-Step Screening

Of these, transportation is the primary barrier Strategy for Finding keeping qualified, low-income children from enrolling in the program since their families are More Underrepresented Population concentrated in those areas of the city where there are fewer Seminar classrooms. Gifted Students Addressing the family's social needs is often BY SAUNDRA SPARLING required for a child's academic success. One fam- scuff ily on the verge of homelessness was assisted by With a little tweaking, teachers' lesson planning and daily roll book OPEN GATE in moving to an apartment near a record-keeping can become tools to uncover patterns of potential school with a Seminar classroom. The student's giftedness and intellectual talent in students. It is especially use- English language skills were far below average, ful when seeking more students currently underrepresented in gifted but as a result of his new learning environment, programs (e.g. Spanish speakers, students of color, children of poverty, and he became a grand prize winner of a city wide children with special needs). Three steps are involved. public library essay contest, and was honored by In each core subject area and across at least a six-month period, offer sev- the mayor and the city council; he also presented eral lessons that allow students to perform in an open-ended response format his prize winning essay to the Governor's office specifically related to district gifted screening criteria. Open-ended is defined in Sacramento. His mother was encouraged by her here in two ways: Allowing for multiple strategies to generate a given correct son's success as well; as a single parent she did- response and allowing multiple correct or creative responses for the same ques- n't drive and spoke very little English. Now, she tion or problem. For example, one criteria used by the Los Angeles Unified stands at the top of her class in a parent ESL School District Gifted and Highly Able Magnet requires that students demon- program at her son's school. strate four types of thinking and problem-solving skills. Among these is, "Use alternative methods in approaching new or unfamiliar mathematical prob- Conclusion lems." To apply the screening strategy, plan several lessons across the school The program has doubled in size each year. year in which students can be observed generating alternative mathematical Presently, 180 (60 at each site) low-income stu- problem-solving methods. dents are participating in OPEN GATE. In addi- When recording students' scores for each lesson, circle or highlight per- tion 10 students have been promoted to middle formance outliersscores far above the basic score range for the class. (See school; all had been below average in reading figure. 1) upon entering the program. Students averaged in the 80th percentiles in reading scores and 90th Figure 1. Sample Roll Book Marking percentiles in math scores when completing grade Non-Routine Math Problems: Alternative Problem-solving Methods five. OPEN GATE has provided these young stu- StudentL1-9/25 L2- 10/20 L3-11/15 L4-1/25 L 5-2/20 L6-3/20 dents the opportunity to excel in Seminar classes they would not otherwise have attended. Already 1 2 1 1 3 1 2 some have received academic scholarships; some 2 10 11 10 15 14 12 are attending the Preuss School at UCSD. None 3 19 16 20 22 15 20 of the children would have been enrolled in GATE Seminar classes without the resources and advo- 4 7 10 12 9 7 '8 cacy provided by OPEN GATE. 5 5 8 7 5 8 8 With these measures of success the San Diego 6 14 13 15 14 16 15 City Schools and the Human Development Foun- dation, through OPEN GATE, are concretely L = Lesson addressing current business and social challenges in San Diego. Because of San Diego's unique Over the six-month period, look for the patterns of high ability that emerge. circumstances and rich multicultural heritage, (Note student #3 in Figure 1.) Patterns of unusually low performance can also the OPEN GATE program is poised to be a leader be identified. (Note student #1 in Figure 1.) of similar developments across California and By using this procedure, teachers can build a body of solid evidence upon the country. which to base gifted referralsevidence that can uncover high performance abilities in often overlooked students. MARJORIE FOX is President and CEO of the Human Development Foundation. For additional Information SAUNDRA SPARLING is an associate professor in the Department of Special Educa- you may reach her at the OPEN GATE Program, P.O. Box tion at California State University, Northridge, working in the area of gifted and tal- 231665, Encinitas, CA 92023, e-mail: HDFinternational ented education.

:*7 .06 CALIFORNIA ASSOCIATION FOR THE GIFTED 29 Mr75.6r4777rITI Z774 =TM r7277111111i17.1

speaking peers, even under the best of circumstances This in turn affects the pro- vow gram's demographics (Bernal, 1998) and requires the bilingual GT students to "catch up," a demoralizing prospect for many students and their parents, which is made even worse if the GT program is not prepared to deal sensitively with these culturally different learners 'h At present, however, the outlook for public school districts is not so bleak, especially for those that have in place strong GT and bilingual programs and a cadre of well prepared bilingual teachers A few viable examples of bilingual GT programs exist (see, e g , Barkan & Bernal, 1991, Gal- lagher, 1991, Perez & Bernal, 1996), and others are starting up Early in 1997, a joint meeting in Washington, DC, of the U S Department of Education's Office of Bilin- Recruiting Teachers for Bilingual Gifted and Talented Programs

BY ERNESTO BERNAL nic equity has been noted (Bernal, 1997b), gual Education and Minority Languages especially in California and Texas, states Affairs (Title VII-OBEMLA) and the Javits From Jaime A. Castellano, Eva I. Diaz, Eds., that give some latitude to school districts in Program (GT) of the Office of Educational Reaching New Horizons: Gifted and Tal- specifying the tests and steps used to nom- Research Improvement (OERI) augured well ented Education for Culturally and Linguis- inate and identify children for GT programs. for a new departure in federal funding oppor- tically Diverse Students, (2002) by Allyn & One reason why the number of language- tunities for bilingual GT program develop- Bacon. Reprinted by permission. Ch. 12, minority students in GT programs remains ment and evaluation. In 1997, for example, Recruiting Teachers for Bilingual Gifted and so low is that most districts rely too heavily Javits Program funded the Region One Edu- Talented Programs, by Ernest M. Bernal, on testing in English to select or identify GT cation Service Center in south Texas for pp. 237-249, excepting material appearing students, because school personnel fre- three years to produce a bilingual GT cur- on pp. 243-246. (See book review on p. 58) quently cannot provide for assessment, much riculum. less for accelerated instruction, in these stu- There have always been a few elementary It has long been established that students dents' first languages. The author's experi- school GT programs that offered a course in from nondominant ethnic groups are gen- ence of visiting dozens of GT programs a modern language for enrichment, whereby erally underrepresented in educational suggests that, in addition, few GT teachers language was studied as a separate subject, programs for the gifted and talented (GT) know English as a Second Language (ESL) but that is not what is contemplated in this (O'Connell-Ross, 1993), and that language- methods. (A similar situation exists in spe- book or in this chapter. Instead, what is pro- minority students are especially underiden- cial education [Wald, 1996].) The result of posed is nothing less than a GT program that tified (Bermudez & Rakow, 1993). The this deficit in GT programs is that bright stu- offers content instruction in two languages matter of general underrepresentation has dents who enter school and are less than to English-language learners (ELLs), using received considerable attention over the past proficient in English are selected for the appropriate methodologies. thirty years or so, and some progress in eth- GT program later than their native-English- The essential element in implementing

30 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 such a curriculum, of course, is in recruit- willingness to take the lead from their stu- ies. Given the chance, some of these teach- ment of highly proficient bilingual teachers dents in order to capitalize on the "teachable ers may want to engage in teaching acade- who can also become good teachers of the moment," is in itself an important form of mic content through these media as well. gifted. This chapter deals exclusively with recognition. This, coupled with the oppor- These teachers, of course, could benefit the recruitment of experienced teachers for tunity to add a GT credential to their pro- from an internship in a bilingual program as bilingual GT programs. It does not address fessional qualifications, can be a very well as the inservice or formal coursework preservice models because there are none persuasive inducement to dedicated educa- necessary to secure a bilingual credential. that are designed to certify teachers in both tors. fields simultaneously and economically, that San Diego's recruitment effort was built Financial incentives and Scholarships for is, without having to "add" a complete cer- around six schools with the greatest per- Training and Certification/Endorsement tification program through postgraduate or centage of Spanish-speaking ELL students. Diaz-Rico and Smith (1994) describe a graduate courses. Baseline studies (Perez & Bernal, 1996) recruiting technique for bilingual teachers indicated that relatively few children in these that includes financial support for teacher Approaches to the Recruitment of schools were selected for the GT program, credentialing. This technique has been Bilingual Teachers for the Gifted and regardless of their proficiency in English. A employed successfully to secure bilingual Talented Classroom Title VII (OBEMLA) grant was initially teachers for GT programs in California, Ari- Despite general shortages in the number of obtained, pursuant to a proposal submitted zona, and Texas, in the author's experience, qualified bilingual teachers (Bernal & in consultation with the schools. Information and the formal coursework or workshops Amabrisca,1996, Boe, 1990; Wald, 1996), was shared with the bilingual teachers, who to prepare these teachers for their enhanced experience over the years indicates that bilin- indicated their interest and were subse- roles has been paid by using local funds, the gual teachers can be positively recruited to quently trained to meet the district's require- state's allocations to the districts for GT Bilingual gfted and talented programs require highly professional, creative bilingual teachers who are able to promote higher order thinking skills. serve bright ELLs in GT programs (Bernal, ments for local GT credentialing. (Details of programs, and special federal grants awarded 1989, 1990, 1995; Perez & Bernal, 1996). their training are presented later in this chap- to the schools or to universities. Region Recent experiences in the Chicago Public ter.) In addition, many of these teachers took One's Javits Project in Texas, for example, Schools and in the El Paso, Texas, Inde- university coursework in the area of the has sponsored five to ten teachers per year pendent School District (ISD) suggests that gifted. to attend graduate education courses in gifted bilingual teachers who have been specifically In El Paso, the appeal to service seemed education to obtain a GT teaching creden- prepared to teach in two-way bilingual pro- to be further strengthened by the obvious col- tial. grams can transfer their skills into a GT laboration between the district's bilingual Some districts have also used local setting. These teachers know how to teach and GT program directors, the associate monies to pay bonuses to bilingual teachers, English-proficient learners and ELLs in superintendent in charge of the geographic but in these instances, the teachers have each other's languages. What these teachers area, the articulated support of a respected been assigned either to compensatory or to need to learn are the ways to accelerate and school principal, and the fact that the pro- non-GT, two-way bilingual classrooms. It enrich the classroom setting in ways that posal for an ethnically and linguistically remains to be seen whether such bonuses differentiate a good gifted program from an integrated, bilingual GT program had been would be made available to bilingual teach- albeit innovative but "regular" program. endorsed enthusiastically by the parents ers assigned to work with gifted children in Anecdotal observations of this author sug- whose children would participate. In both a bilingual mode. gest that this transition is not so difficult for San Diego and El Paso, the teachers were effective, bilingually fluent teachers who also trained and visited regularly by uni- Release Time, Travel to Professional already are on the frontiers of educational versity professors and consultants who had Meetings, and Other Perquisites development. an interest in the bilingual GT project or Release time; money to support travel to had a stake in the participating schools' suc- professional meetings that support the work The General Appeal to Service and cess. of the bilingual GT program, where the Professional Growth Another source of bilingual teachers that teachers can meet other teachers to share Designating certain bilingual teachers for should not be overlooked is the GT pro- ideas and practices; a larger budget for teach- recruitment, in the experience of the Diego gram itself. Many GT programs, in the ing materials and hardware/software in two City Schools (Bernal, 1995; Perez & Bernal, author's experience, have used native speak- languages; an extra computer for each of the 1996), seems to be very effective. Selecting ers of modern languages as well as highly classrooms; a special fund for field trips; and bilingually fluent teachers with a penchant proficient second-language speakers of these the like have variously been- used (Diaz- for-creativity and for promoting-higher order languages to enrich the GT students' cur- Rico & Smith, 1994). Done collaboratively thinking skills, teachers who also possess a riculum by offering foreign language stud- Recruiting Bilingual Teachers, 40

CALIFORNIA ASSOCIATION FOR THE GIFTED 31 Americans." Our goal was to balance our efforts to be accepted and accepting with America's Dynamic Duo our desire to further our daughter's learning. Thanking the two teachers for their work Equity and Excellence with Nina, we expressed our appreciation for her positive school experience. The lead BY MARLA DOHERTY teacher gave a report of her good progress. Then he zeroed in on our concern. "Nina, is the math at your level?" He had eliminated

2 , our dilemma. Now we had only to tactfully discuss the issue. Nina hesitated slightly before surprising us with her answer. "Ye...es." Nina explained that she had done this work before in advanced math classes, but since instruction now was in Swedish and she C. was excited to learn the language, it helped to already know the math. The teacher nodded, visibly relaxed. His next comment took us equally by surprise. Finns, he said, don't have advanced courses "because we believe in equal opportunity." With apparent interest, he awaited our reaction. Many thoughts flashed through our minds. Would our answer affect their treatment of Nina? Should we address our coun-

1 try's stance toward equal opportunity? How could our reply depict the issue's complexity? Since America's founding that dynamic duoequality of opportunity and freedom of individual pursuithave been dueling for preeminence. In education, we often describe these seemingly opposing goals as equity Deciding to broach the subject tactfully if opportunity arose, vs. excellence.

we stepped into darkness. Candlelight cued us that this Finns are proud of their country and their parent-teacher conference was going to be a new cultural schools. For centuries a battlefield between Sweden and Russia, Finland experience. During my husband's 2000-2001 Fulbright declared its independence from Russia in 1917. Finns enjoy the 15th highest standard Teacher Exchange, our family was living in Vaasa, Finland, and we of living in the world. Tax-paid medical care were eager to hear how our 13-year-old Nina was progressing at is provided to all citizens. Literacy is virtually 100%. Children ages 7-16 attend free, school. public school where free lunch is served to In the first weeks, the prefect had helped even greater curiosity to her classmates.) all and instruction in English and other for- us with some early issues. Bilingual educa- Our concern now was that Nina had eign languages begins early. tion had taken on personal meaning when all already mastered the level of math presented Finns both criticize and emulate Amer- three of us tackled Swedish-to-English trans- in class this year. We knew that Finland has ica. One Finnish video promoting tourism lation of homework. Nina's class in Finnish no gifted education services. Furthermore, said that Finland is modern like the United was taught in Swedish, one of Finland's two Finnish teachers might not appreciate par- States, but that Finns don't know whether to official languages, at her Swedish-speaking entsespecially American parentsexpress- be pleased or embarrassed by that. A photo school. Her untrained ear was dizzy with a ing a concern that could be viewed as exhibit in Tampere, a communist strong- swirl of Swinnish. Finland's official, tax- criticism. Living abroad made us de facto hold in 1917, depicted unflattering scenes in supported, Lutheran religion is observed by ambassadors for the United States; the mis- the life of one wealthy American family. 85% of the population, and religion is a reg- sion of Fulbright Teacher Exchanges is to Many Finns have relatives in North Amer- ular class. (The teacher announced in class increase mutual international understand- ica; many mentioned having visitedor one day that our religion is a minority in ing. We debated whether or not to even raise wanting to visitthe US. In the emigration Finland of less than 1%; this made Nina an the issue; we didn't want to appear as "ugly wave in the early twentieth century, the

32 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 United States was both a beacon of hope and voice dissatisfaction with our systems; we are ers, these high-participation activities a reason for sorrow to Finland. Men departed particularly savage toward our schools. which naturally attract teens' interest for jobs and a better future and many failed Finns, who value consensus and a high strengthen students' critical thinking skills. to contact their wives afterward; America degree of nationalism, often misunderstand Despite severe criticism of our schools, was called "the Widow-Maker." Exposés Americans. We are both patriotic and vitri- America does an impressive job; we educate aired on state-run television explored racism olic; how can Americans love their country, annually over 53 million students in grades in America; news articles on America cast they wonder, if they so openly and vigorously K-12, a larger percentage of the US popula- a bleak look at overweight youth, violence criticize it? Americans feel at home with tion and including a greater degree of cultural in schools, and inefficient elections by dis- this seeming contradiction. In our drive to diversity than at any time in history. Bureau interested voters. improve the United States, we regard dif- of the Census figures for 1999 show that Many Finns speak excellent English, ferences of opinion as healthy. 66% of 25-to 29-year-olds in the US have especially the younger generations. I asked completed some college coursework and one teen why she had entered her school's In a 1999 study by the International Asso- 32% of high-school completers have earned Teaching Content in English program, where ciation for the Evaluation of Educational a bachelor's or higher degree. some academic subjects were taught in Eng- Achievement, 28 nations assessed their Finland, consistent with its national goals lish. "To find a job abroad." I asked Netta, 15, 14-year-olds' knowledge of common demo- and character, likewise pushes for excel- how it is that she and her friends speak with cratic principles. Americans can both applaud lence. This nation of only 5.5 million is an American accent while increasing its influence in their teachers speak with a"Gifted education is so new to us that it international trade and rela- British accent. She shrugged tions. Finland's Nokia, the and smiled. "Music. TV." is not yet a topic of discussion. It is even world's largest manufacturer of cell phones, aims to cap- Ironically, the very perva-rather somewhat taboo. I would like my ture 40% of the world market siveness of images from in handheld communication the United States makes itstudents to know about gifted education. devices. Hosting the presi- more difficult for others to dency of the European Union understand America. Images I believe we may have a need for this." in1999, Finland earned inter- seen and heard every day in national acclaim for its lead- American music, movies, Susann Sfitistrom, Professor of Teacher Education, Abo Akademiership. video games, TV programs, and commercials are typically shallow or and decry the results. American students' Like American parents of gifted students, artificialyet so ubiquitous that non-Amer- total civic knowledge (i.e., content and skills) several Finnish parents told us that they icans are certain they know America. Amer- was above the international average with no want more challenges for their children ica's national character is deeper, its diversity nation scoring significantly higher. In civic in their schools. Susann Sjöström, Professor richer, and even its sheer size greater than skills, American students scored signifi- of Teacher Education at Abo Akademi, intro- many of our friends in Finland at first real- cantly higher than the international average duced a lesson on gifted education to her stu- ized. and highest of all participating nations. We dent teachers. According to Sjöström, "Gifted Friends and acquaintances envisioned our can be pleased at how our schools success- education is so new to us that it is not yet a life at home to be like televised reruns from fully prepare students for life in democratic topic of discussion. It is even rather somewhat Bay Watch, Dynasty, and The Bold and the society. taboo. I would like my students to know Beautiful. Almost daily, someone mentioned However, in typical American fashion, about gifted education. I believe we may the racism, poverty, violence, and godless we can also lament the results. In civic con- have a need for this." commercialism in America that they saw tent, American students were only slightly In a spring 2001 survey I conducted of 63 featured on their TV screens. We shared above average, with six of the 28 nations Finnish student teachers and administrators, books, maps, postcards, and snapshots that scoring higher. We might cry, "Is this the responses indicated a belief that gifted edu- we had brought from home to show some- best we can do? With the resources and can- cation could be beneficial. Responding to the thing of our lives, which could more accu- do-it-iveness of America, can't we better following statement, "Educators today appro- rately be titled The Bold and the Bumbling. prepare our youth?" priately meet the special learning needs of Through listening and sharing we found both Fingers could be pointed at the study's gifted students," 69% of the respondents dis- commonalities and differences among our results which uncover what may be part of the agreed. However, 98% agreed that, "Schools friends, colleagues, and neighbors in Fin- problem; while 89% of US students report- should provide instructional opportunities land. edly read about democracy from a textbook that meet the special learning needs of gifted Stepping outside our culture for a year and 88% fill in worksheets, only 45% debate students." gave our family a chance to see the Ameri- and discuss ideas and a mere 40% engage in can forest for the trees. Americans have role-play (e.g., mock trials). American par- araphrasing Thomas Jefferson, a pro- believed, with historic success, that improv- ents and educators advocating gifted educa- fessor warned my class of student ing .society_advances democracy and self- tion would be the first to shake their heads. F"teachers, "Nothing- is- so unfair as actualization. We search for better ways to do Debating, discussing, and role-play demand equal treatment of students. Would I tell a things. With American gusto, we openly no special funding. Guided by skilled teach- student whose grandmother died the night

^.1.' CALIFORNIA ASSOCIATION FOR THE GIFTED 33 233 before and who didn't meet today's due date that I cannot make an allowance? Treat- STRATEGIES TO ENHANCE ACHIEVEMENT ing her the same as everyone else would be AMONG GIFTED MINORITY STUDENTS unfair." When schools appropriately challenge all students, including our gifted, we build up From Underachievement Among Gifted Minority Students: Problems and Promises. ERIC EC Digest #E544 society's pool of talent, positive leadership, by Donna Y. Ford and Antoinette Thomas4997 life-saving solutions, and creativity. We develop each child's unique potential to GOAL/OBJECTIVE achieve satisfying career choices, meaning- To affirm the self-worth of students and convey the promise of greater potential and suc- ful life goals, and important contributions to cess society. According to Albert Einstein, "All To provide social and emotional support that is valuable in human society depends Recommended Strategies: Supportive upon the opportunity for development Provide opportunities for students to discuss concerns with teachers and counselors accorded to the individual." Address issues of motivation, self-perception and self-efficacy When schools do not help students Accommodate learning styles develop their gifts, societies choose, by default, an inequitable system whereby only Modify teaching styles (e.g., abstract, concrete, visual, auditory) families' personal fortunes finance enrich- Use mastery learning ment opportunities. Children from more Decrease competitive, norm-referenced environments fortunate circumstances enjoy enrichment Use cooperative learning and group work through private means, such as lessons, Use positive reinforcement and praise travel, and educational supplies. Equal Seek affective and student-centered classrooms opportunity for achievement of individual Set high expectations of students potential encourages both equity and excel- Use multicultural education and counseling techniques and strategies lence. Involve mentors and role models ur immediate response to the teachers involve family members in substantive ways would confirm or confront stereotypes about the US, and possibly affect their GOAL/OBJECTIVE 0 To help students develop internal motivation attitude toward Nina, toward us, and toward gifted education. Facing the teachers, we To increase academic engagement and self-efficacy knew that our response could not portray Recommended Strategies: intrinsic the many faces of American education. Yet Provide constructive and consistent feedback we could speak from our perspective. I Give choices, focus on interests replied that we too believe in equal oppor- Vary teaching styles to accommodate learning styles tunitythe opportunity for individual chil- Provide for active and experiential learning (e.g., role plays, dren to reach the potential within themselves; simulations, case studies, projects, internships) and while it often fails to happenideally, Use bibliotherapy and biographies students move ahead in their learning as they Use mentorships and role models are ready. Adopt an education that is multicultural - culturally relevant and The teacher nodded. Advancing some personally meaningful, an education that provides insight and students more quickly in math, he said, was self-understanding being considered. Have nurturing, affirming classrooms After leaving, Nina said that it had seemed most important to show the teachers her gen- GOAL/OBJECTIVE uine excitement at attending their school. To improve students' academic performance in the specific area(s) of difficulty. Nina had balanced her need in math with other enriching opportunities. We weren't RecommendedStrategies: Remedial implement academic counseling (e.g., tutoring, study skills, surprised; Americans feel comfortable bal- test-taking skills) ancing seemingly opposing goals. Equity Teach time management and organization and excellence: not a duelbut a dynamic duo. Use individual and small group instruction Use learning contracts, learning journals. MARLA DOHERTY, teacher, SENG-tralned facili- ERIC Digests are in the public domain and may be freely reproduced and disseminated. tator of Guided Parent Discussions to Support the You may find the whole of this article at their website: Emotional Needs of Gifted students, and mother http://ericec.org/digests/e544.html. of two, lives with her husband and younger daughter, Nina, in northern California.

34 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 UNDERREPRESENTED POPULATIONS

Give them an overview of the different Identifying Young Gifted Disadvantaged ways talent can express itself (e.g., problem-solving ability, insightfulness, Children in the K-3 Classroom creativity, artistry, musicality, improvisational ability, sensitivity toward others, BY JOAN FRANKLIN SMUTNY allow children to slip through the cracks of leadership, physical grace and agility). the system. Explain that you're meeting with them Thousands of There are alternative instruments such as because you'd like their input on the abil- young gifted Torrance's Tests of Creative Thinking, and the ities and learning styles of their children, children pass non-reading Raven Progressive Matrices that this will help you adjust class activ- through our Test, both of which have leveled the playing ities to fit their needs. schools every year field for culturally different gifted children. Have materials you can share with them, unidentified and But even the most culture-fair tests are, at as well as lists of books and other unserved. In a longi- best, only a partial assessment of actual abil- resources they can use to learn more on tudinal study, Tor- ity. As a teacher once put it to me, many of their own. rance (1980) tells the these students need time to show their abil- story of Tammy Deb- ities: Observe Behavior bins, a talented first grader from the pro- Our school has a pull-out program for Consulting with parents at the beginning of jects with an IQ of 177. Like many young gifted first and second graders. The the year gives teachers a head start on under- children, Tammy had an imaginary friend. problem is that the testing and ranking standing the unique abilities and learning The school didn't understand this and tried system pretty much excludes the bilin- needs of their students. In this regard, the to suppress it, along with her other gifts. By gual and minority kids. I'm thinking Fisher Comprehensive Assessment of Gift- third grade, Tammy's performance and cre- of Kendra who can't sit still long edness Scale (Fisher, 1994) is an excellent ativity had become average. Torrance enough to take a test. Yet she's got an resource for guiding educators through the reported that Tammy never used her talents incredibly sharp wit and always has the process. Teachers and parents examine chil- in high school or afterwards and that her most original solutions to problems dren's in-class and out-of-school behaviors greatest frustration in life was that she was- we work on. But because she speaks in response to their environment. The scale n't "very smart"(p. 52). in a dialect, won't pay attention for ranks children's sensibilitytheir keen Tammy's experience demonstrates why long, and turns in sloppy and incom- insight, enthusiasm, interest, in-depth focus, early identification for high ability minority plete work, she'll never get in our pro- and creative output. When combined with students is so critical. Yet, a number of obsta- gram, and that's sad. She's one of those Multiple Intelligences (Gardner, 1993), the cles make this difficult. For one, many hidden treasures that you can only Scale covers broad areas of potential ability schools in the United States don't offer pro- notice over time. in young minority students (Fisher, 1997). grams until the third or fourth grade because In many cases, teachers need to consider standardized testing is considered less reli- Network with Parents new ways of thinking about and observing able in the primary grades and they don't Among disadvantaged and culturally differ- giftedness. Fundamental to a fair assessment have alternative methods to identify gifted- ent populations, parents may or may not rec- of ability are the following: ness. Second, schools that have poor and ognize the abilities of their childrenthe Look for giftedness in more domains culturally different students often adopt a "hidden treasures" in their midst. In cases than the academic (e.g., creative imag- "deficit orientation" to their population. That where they know little about giftedness and ination, wit, improvisation, kinesthetic is, they tend to look on these children as never think of their children in this way, abilities, and hands-on problem solving). needing some form of remedial education teachers should be willing to provide infor- Become aware of your own ideas about before developing their talents and abilities mation and guidance. Here are some useful what giftedness looks like or what behav- (Kitano & Perez 1998, pp. 120-121). guidelines for communicating with parents: iors indicate high potential. Don't assume Talk to the parents in a way that doesn't that gifted children are early readers or Recognize the Limits of Testing make them feel you're correcting or even high achievers. Don't assume that an It's important to realize that, as a general "enlightening" them. Your only interest is athletic child with little interest in acad- rule, standardized tests are inadequate mea- in sharing information you think may be emics or a bilingual student struggling sures of ability in young children. Young useful. with English is unlikely to be gifted. minority students face an additional chal- Discuss the stereotype of the gifted child Look beyond "good" or "bad" behav- lenge in the cultural bias of many testing (book nerd, academically inclined, high ior. Consider the role that good behavior instruments (Bernal, 2001). Normed on pre- achiever) and how it has blinded society plays in your or your school's assess- dominantly white, middle class students, to other kinds of gifted children and ment of- a-child's-ability. Do-teacher- stariddrdized tests measure ability in terms of deprived them from getting the support pleasers get more opportunity as a reward the dominant culture (Torrance 1998) and they need. for their good behavior? While problem

j CALIFORNIA ASSOCIATION FOR THE GIFTED 35 te3 tT4 235 behavior needs to be addressed, some and achievement. Here is a story from a sec- we will find that in developing new ways to gifted kids act up because of frustation or ond-grade teacher: fmd these children, we have also gained a key boredom. The gym teacher just told me some- to serving them. Create activities that demand higher thing interesting about James. Sup- level thinking and creative solutions. It posedly, a big fight was about to break References is obvious that a child who needs hands- out yesterday between a friend of Bernal, E. (in press). Delivering two-way on activities to process information and James and some bully from the neigh- bilingual immersion programs to the analyze problems will not show these borhood. James stepped in between gifted and talented: A classic yet pro- abilities if no such activities occur in the them and managed to sort out their gressive option for the new millennium. classroom. Be willing to incorporate dif- disagreement peacefully. He impressed In J.F. Smutny (Ed.), Underserved gifted ferent learning styles and materials so his friends so much that he's the talk populations. Cresskill, NJ: Hampton that more young students can demon- of our grade right nowwhich is Press, Inc. strate their strengths. amazing because he's such a quiet, Fisher, M.D. (1997). A sensibility approach Allow students to express their ideas in unassuming little guy. This ability to identifying and assessing young gifted different ways. For example, a child James has to think quickly on his feet children. In. J.F. Smutny (Ed.), The young from another culture may have a novel and lead others had never occurred to gifted child: Potential and promise, an solution to a problem, but may express me. There's no test we have for that! anthology. Cresskill, NJ: Hampton Press. this better through diagrams and drawings But now I'm thinking that this gift Fisher, M.D. (1994). Fisher comprehensive than verbal or written expression. Offer may be the key to reach James in the assessment of giftedness scale: What to young students a variety of ways to show classroom. look for when identiffing gifted students. what they are learning. Manassas, VA: Gifted Education Ask children about their work. Don't diDon't assume that Press. assume that you know what a student is an athletic child Gardner, H. (1993). Frames of trying to do or whether or not it works. mind: The theory of multiple It may be that their ideas are more inter- with little interest intelligence. Tenth Edition. New esting or sophisticated than their abilities in academics or a York: Basic Books. to express them. Uneven development Kitano, M.K., & Perez, R.I. is common in young children and cultural bilingual student (1998). Developing the potential differences may enhance this phenome- struggling with of young gifted children from non. low-income and culturally and English is unlikely linguistically diverse back- When assessing the behavior of young to be grftedwg grounds. In J.F. Smutny (Ed.), children, teachers need to be sensitive to dif- The young gifted child: Potential ferences in learning style, development, and Concluding Thoughts and promise, an anthology. Cresskill, NJ: cultural background that influence the way It is unlikely that standardized testing will Hampton Press. they process information and respond to lose its authority in the schools, even for Navarro, M. (2000). Book Review: Contexts activities in the classroom. Howard Gardner's young students. So, if we want to cast our nets for promise: Noteworthy practices and multiple intelligences (1993) and E. Paul more effectively over the "hidden treasures" innovations in the identification of gifted Torrance's (1998) creative positives are help- (e.g., culturally different and disadvantaged students, by Carolyn Callahan, Carol A ful sources for designing comprehensive gifted young children), we need to make Tomlinson, & Paula M. Pizzat. Commu- checklists and opening up the classroom to identification an ongoing process where stu- nicator 31(2): 23-25. a more diverse range of gifts and talents in dents have some choice in the way they show Torrance, E.P. (1980). Growing up creatively young children. their abilities. We also need a weighting sys- gifted: A 22-year longitudinal study. Cre- tem that confers equal value over all the cri- ative Child and Adult Quarterly, 5(3), Collect Student Work teria used to identify young children (e.g., test 148- 158, 170. As an adjunct to documenting observed scores, checklists, portfolios, and observa- Torrance, E.P. (1998). Talent among chil- behaviors, collecting actual samples of chil- tions). dren who are economically disadvantaged dren's work expands the process of identifi- Becoming more aware of the limitations or culturally different. In J.F. Smutny cation even more. These samples could of traditional identification practices and the (Ed.), The young gifted child: Potential include: art work, science experiments, con- benefits of using more sources, teachers can and promise, an anthology. Cresskill, NJ: struction projects, essays, conversations (writ- ensure that fewer eligible students are Hampton Press. ten down or recorded), footage of problem excluded from the services and programs solving activities, and anecdotes. Obviously, they need. This is a vitally important goal as JOAN FRANKLIN SMUTNY is director of the Cen- there are cases where a child's work does not greater numbers of gifted minority children ter for Gifted at National-Louis University, result in a product we can see. This is where look to us for advocacy and for opportunities Evanston, IL. She directs special summer pro- anedotes become useful in filling in the to enter the world of gifted education as grams in the Chicago area for gifted students blanks. Parents and community leaders as equal citizens. As we embrace a larger vision including disadvantaged, minority, and bilingual well as other teachers can contribute their sto- of what early identification means to the children Her most recent book is Underserved ries as an ongoing written record of abilities thousands of underserved minority students, Gifted Populations (In press).

36 GIFT-ED EDUCATION COMMUNICATOR, WINTER 2001 3 6 TEACHER TALK

Why Tiering? Tiered Lessons: What Are Their Student readiness affects student learning. It's a simple truth that is difficult to address Benefits and Applications? in the classroom. Any teacher who has taught more than half an hour has observed BY CAROL ANN TOMLINSON what happens to a student who can't keep up with the pace of work, complexity of expla- jason was con- on common learning goals much of the nations or directions, or who has gaps in fused about time. knowledge that serve as barriers to growth. what the Similarly, the teacher has likely observed the teacher was boredom (and perhaps misbehavior) in stu- explaining, and his dents who are ready to move ahead with the face made that clear subject when both the pace and complexity to the teacher. Tia was of the class is less advanced than is the frustrated too. She learner. knew the teacher was Beyond what teachers observe in the about to explain again (for at least the third classroom, psychologists recognize the time) something she already understood. impact of student readiness on learning Although the students weren't aware of it, from their classroom observations as well. their teacher was frustrated too. She needed They tell us that when tasks seem frequently to be sure each of her students was com- out of reach to a student, the student fortable and competent with what she was becomes anxious, which, in turn negatively trying to teach, but it was clear to her that affects student motivation and achievement. the work she planned was frustrating some Likewise, psychologists tell us that students students, boring others, and seemed to who are bored in a class undergo a decline accomplish her goals for still other stu- in motivation and achievement. Even when dents. It was difficult to make the class a the latter group earns A's for work that is too good fit for all of her learners when their easy, they are not really succeeding. That is, past experiences, background knowledge, they are not growing, but rather "marching and pace of learning varied so widely. in place." They are likely to develop a certain disdain for the system that gives them Tiered Lessons to the Rescue fraudulent grades, at the same time they One instructional strategy of great benefit get addicted to easy A's. in any class where students learn at varying Psychologists tell us that we teach best paces and to varied depths is the strategy and students learn best when task difficulty called tiering. This instructional strategy is a match for learner readiness. The Russ- allows a teacher to accomplish two critical ian psychologist Vygotsky echoes the find- things at once. First, tiering allows the ings of many others in his field when he tells teacher to keep all students focused on the us that people learn only when the work they same essential learning goals. Second, tier- do is in their "zone of proximal developing enables the teacher to develop student ment." That is, we learn when the work is tasks and products that are at appropriate just a little too hard for us. If the work is way levels of complexity for the varied learners too difficult, we are frustrated. If the work in the classroom. is too easy for us, we function in an inde- In essence, a tiered lesson enables all TIERING TO THE RESCUE! pendent zone and do not extend our knowl- students to work on common goals, but at edge. Learning happens when a student a degree of difficulty appropriate for their "A tiered lesson enables all understands much of what a task calls for, current individual needs. Many elements students to work on but has some uncertainly about how to in a classroom can be tieredfor exam- common goals, but at a accomplish the task. An effective task cre- ple: learning centers, journal prompts, math ates both the comfort and the uncertainty problems, homework, products or projects, degree of difficulty and then provides a support system to bridge learning contracts, and tests. Tiering is a appropriate for their current the gap. great approach whenever teachers realize individual needs." More -recently, brain researchers-have they have students of varying readiness lev- examined activity in the brain as learners els, but still need to work with all students interact with learning tasks. Their conclu-

CALIFORNIA ASSOCIATION FOR THE GIFTED 37 sions echo the observations of both teach- are asked to adjust the contents of a box ofdesigned to help each student stretch his or ers and psychologists. Brain researchers items so that it contains the same number of her current understanding and skill related also tell us that we learn only when we are items as a poster depicting the same items. to latitude and longitude just a bit. Some stu- moderately' challenged. Again, we learn They also tell what someone should do to dents will be given maps with latitude and when tasks are a little too hard for us. When make any set of items bigger and smaller longitude labeled. The map also contains tasks are out of a student's reach, activity in than another set of items. At a still more names of several places students should the thinking part of the student's brain lit- advanced level, students not only work with know about from earlier studies. Students erally shuts down, and the student's energies a much larger number of items in the box will also be given names of several cities turn to protecting himself or herself from and on the poster, but also show many ways along with their latitudes and longitudes. harm or humiliation. When the work is too to make the box of items bigger and smaller Students will locate the new places accu- easy for a student, that learner also is not in than the poster of items. rately on the map, and use their relationship a thinking mode, but rather shows the brain Over time, Ms. Page changes the items to familiar places to make predictions about activity of early sleep. Therefore, say brain in the boxes and on the posters, changes the temperature, weather, language, food researchers, if we want students to learn, we number of items, changes the directions, sources, and occupation of the less familiar must try to design learning experiences that and moves students among the tasks as they places. Finally, students will be asked to are just in front of a student's knowledge, grow in their competency with counting. explain how they arrived at their conclu- understanding, and skill. sions. The problem, of course, is that what is Students more comfortable with the con- moderately challenging for some students cepts of latitude and longitude will be given in a class may well be too easy for some oth- names of obscure locations, with no latitude ers, and too advanced for yet another group and longitude provided. They will need to of learners in the same room. That's where find out the missing data and use it to locate tiering comes in. Tiering enables teachers to the places on the map. These students will have students work on the same learning then need to determine more familiar places goals, but at degrees of complexity likely to that are relatively near the new places, locate match students' varied zones of proximal them on the map accurately, and create a development. chart that makes predictions about climate, culture, economy, and leisure activities in What Does Tiering Look Like? those places based on what they know about It's helpful to look at some the familiar locations they snapshots of tiering in action. selected as points of compar- We'll take a look at four sce- ison. They will also need to narios involving tiering. justify their comparisons. - Both groups have the same Tiering in Kindergarten essential task, but the degree .11 I Math of difficulty, or complexity of Early in the year, students in the tasks, varies to match the Ms. Page's kindergarten class differ widely She may also vary the number of tasks at the current readiness of students to deal with the in their comfort with numbers and counting. counting center. She continues to use tier- central concepts and skills of the lesson. They practice counting individually and as ing, however, to ensure that all students can a class in many ways, many times a day. One practice counting independently on tasks Tiering in Middle School Literature way Ms. Page tries to deal with students' that are appropriately geared to their current In her eighth grade literature class, Ms. varying proficiency levels with counting learning needs. Leandra is working with her students on is through a tiered learning center on count- abstracting themes from poems. That is a ing. There are four color-coded tasks at the Tiering in Fourth Grade Social Studies. very abstract concept, and is difficult for center. Students find their name on a chart Mr. Larsen is working with his fourth some students, but relatively natural for to learn which color task they will complete graders on using latitude and longitude to others. The teacher has developed a tiered during a given day. The simplest task asks locate places on a map and make predictions task to help all students progress in their students to count a small number of items about the nature of the places based on their comfort with identifying themes in poetry. in a box and a small number of items on a latitude and longitude. Some students are The lesson was a quick and easy one for her poster. Students record an answer and tell familiar with the concepts as the unit begins. to create. She decided to work with four lev- whether there were more items in the box or Others catch on quickly. For some students, els of difficulty. All students will need to on the poster.. however, the concepts are abstract and read a poem, develop a statement that sug- At a slightly greater degree of difficulty,' murky. Mr. Larsen knows this from observ- gests both a theme for the poem and an students are asked to count larger numbers ing the students as they work in class, from explanation of how the student arrived at his of items in a box and on a poster and to draw classroom discussions, and from students' or her conclusion about the theme. which had the larger number of items and written work. To make the task a match for the stu- which had the smaller number of items. At Today, he will ask students to complete dents, she selected four different poems for a somewhat more advanced level, students a tiered task on latitude and longitude. It's analysis. Some of the poems deal with more

38 GIFTED EDUCATION COMMUNICATOR, WINTER2001 38 concrete and familiar topics, have accom- Conclusion panying pictures that provide clues about the The idea of tiering is not so difficult, and it Something To Consider poem's meanings, are categorized in the can go a long way in alleviating the frus- NNAT Nagler! Nonverbal Ability Test book in ways that suggest themes, and so on. tration of teachers and students alike when Some of the poems are more abstract, may common learning goals are in place for stu- in his role as an external evaluator of a Jav- its grant in three rural districts along the deal with more complex topics, may have dents whose readiness for those goals is U.S.-Mexico border, Ernesto Bernal made a more complex vocabulary and/or allusions, diverse. comparison of two "non-verbal"testing are not illustrated, and so on. All students For advanced learners, tiering is a message instruments: the Raven Progressive Matrices will analyze a poem for theme and be pre- that learning should be challenging, that suc- (RPM) and the Naglieri Nonverbal Ability Test pared to explain how they approached the cess should be earned, and that continued (NNAT). Although the sample studied was analysis, so the teacher can conduct a whole growth in school is non-negotiable. All those small, the newer NNAT appeared to have class discussion on that topic. The actual things serve advanced learners far better greater predictive validity in this rural population of Mexican American children than task, however, is more likely to be appropri- than do automatic A's on work that calls for did the Raven. ately challenging for more students than if all little new knowledge, skill, or understanding, students had interpreted the same poem at in a setting that implies that once a student Professionals agree that no single test instru- this point in their learning. achieves the norm, they can coast. ment should determine the identification Remember when you plan tiering, the and placement of children in programs for the gifted. There is also agreement that we need Tiering in Twelfth Grade Government. goal of a tiered lesson is not to create two, to continue to refine our methods and mea- Ms. Weingartener and her high school gov- three, four, or five totally different tasks. suring instruments in our quest for equal ernment students are exploring the elastic- Rather, it is to create several versions of access and service to all children in our ity of the U.S. Constitution. Right now, they essentially the same task at varied degrees of schools. Bernal's work suggests that we are looking at the evolving way in which the difficulty. Especially when combined with should look closely at the NNAT as another document has been interpreted as times small group teaching, effective tiering can possible measure to add to our repertoire. change in order to grant freedoms and pro- boost the engagement, motivation, and The NNAT is similar in format to the Raven tections to a wider group of citizens. The achievement of far more students in a class- with four item types: pattern completion, class will have a seminar on Friday in which room. reasoning by analo0/, serial reasoning, and students will be prepared to support or spatial visualization. It is available from The Psychological Corporation. refute the premise that the Constitution was CAROL ANN TOMUNSON is Associate Professor

written so it could evolve with an evolving at the University of Virginia's Curry School of Bernal, E. (2001). Empirical methods for select- society. Specifically, students will illustrate Education, where she is currently Professor of Edu- ing tests for identification of gifted and talented their positions with evidence related to cational Leadership. She Is also president of the CLD students. Unpublished manuscript. rights for minorities, women, and young National Association for the Gifted. people under the 14th Amendment. In this school, there are more materials available at a more basic readability level on rights for women and African Americans. In addition, students generally are more famil- - iar with issues surrounding these popula- III tions. Thus some groups will select one of these groups to study in preparation for the seminar. Reading material on more recent immigrant groups and on rights for young people are generally more complex, and, in - . I... III addition, students are less likely to be familiar with issues surrounding rights for these populations. -I . More advanced groups will select from these less familiar populations for their I preparation. All students will have a guide

for their research that suggests ways of pro- .I 1 ceeding efficiently and key questions for I D - I I inquiry. All students will contribute to the

seminar and wrap-up discussion that fol- .

lows. However, matching topics and I II resources to student readiness is likely to prompt both more success and more . I 1. -engagement for students in the clas thud 'I . had they all worked with the same resources and target topics.

CALIFORNIA ASSOCIATION FOR THE GIFTED 39 If/ itt. RECRUITING BILINGUAL them the actual commitment of the school grams, however, make explicit provision for TEACHERS district's bilingual and GT programs to sup- dispelling the stereotypes of minority students port the new program with resources; train- (Tonemah, 1992), much less for incorporat- continued from 31 ing them as necessary in GT or in bilingual ing multicultural or bilingual education into with other teachers at the sites where the methodologies; and then allowing them to GT classrooms. Neither do they prepare the bilingual GT program will operate, benefits network with each other, with the GT and teachers of the gifted to help the parents of can accrue to students and teachers who are bilingual coordinators, and with their school these children to better support their children. not formally a part of the program. To avoid principals in order to evolve the bilingual GT The skills of working with parents can be internal problems at a school site where the curriculum over several years. learned on the job, of course, out of a sense bilingual GT program is being implemented, In the author's experience in consulting of urgency to help certain children. The mul- each and every perquisite should help the and evaluating bilingual GT efforts in five ticultural educational concerns, however, bilingual GT teachers bring the new program projects involving seven school districts, will probably not be so readily addressed on line, as it were, and support active exper- high levels of commitment from the district (Banks, 1994) unless strong leadership and imentation and professional sharing as well. result in (1) the selection of a highly com- direction is provided at the program level Innovative programs are, perforce, resource- petent and stable cadre of teachers and (2) and at the school site to make these accom- hungry (Fullan & Miles, 1992). The other the design and implementation of a sound modations without sacrificing the GT pro- teachers at the site can be convinced of the and efficacious curriculum. Lesser levels gram's standards or rigor (Bernal & desirability of these expenditures and oppor- of commitment, provided that good training Amabrisca, 1996), or unless a particularly tunities if they (and their students) can also is forthcoming, will still yield high-quality sensitive and willing group of teachers benefit from the new desktop printer and teachers, but their levels of frustration sub- decides to take on the task (Ford, Grantham, software, can access the new fiber-optic sequent to deployment in their new roles & Harris, 1997) of preparing all of today's GT line that runs by their classrooms to the GT without good support will burn them out, students to function together effectively and classroom, can receive training in gifted- cause them to experience high turnover rates, peacefully in twenty-first century America. ness and the process of nominating students and not yield a sensible, integrated curricu- WIthin the gifted education literature, for the program as a way of meeting their lum from them. empirically based articles about staff devel- obligation to earn some continuing profes- opment are extremely few in number sional educational credit, and can learn about The Preparation of Bilingual Teachers for (Johnsen, 1998, p. 29). The experience of using GT instructional methods (Beecher, a Gifted Bilingual Program two districts is recounted here from the point 1995) in their regular classrooms. The short inservice courses offered by dis- of view of one who observed many of the tricts or agencies of the state to prepare staff development activities take place. Keep Effective Recruitment is Contextually teachers to teach gifted children typically in mind that in both districts, the teachers Bound to the Conditions of Good Reten- address such topics as the nature of gifted- selected had high levels of fluency and lit- tion ness, its assessment, basic instructional eracy in the non-English language of choice, Good leadership working through a cross- strategies (such as improved questioning which was Spanish in these instances. role group of professionals (Fullan & Miles, techniques and brainstorming), the cultiva- San Diego City Schools' Project EXCEL 1992), in short, can reduce professional tion of higher order thinking skills (includ- (Bernal, Perez, & Rode, 1997) began the envy and give the bilingual GT teachers the ing creativity), and the special needs of GT inservice preparation of their bilingual GT opportunities to receive the necessary train- students. In Texas, state guidelines to achieve teachers by using a local certification process ing, work and bond together, plan the bilin- the "acceptable" level of compliance for the that incorporated certain major topics and gual units and the applications of the professional development of GT teachers objectives, which are adumbrated as follows: strategies, and secure the public recogni- are general: the nature and needs of GT stu- Characteristics and behaviors of GT tion and administrative support to protect dents, assessing student needs, and cur- students them through the "vulnerable" period and riculum and instruction for gifted students To gain an understanding of the varied consolidate their commitment to the pro- (Texas Education Agency, 1996), although expressions of cognitive, social, and emo- gram. Ultimately, it may reasonably be extended participation by teachers, coun- tional characteristics and behaviors of expected that these outstanding teachers selors, administrators, and even local school gifted students and the concomitant needs will play an integral role in recruiting minor- board members is required to achieve the arising from the students' atypical devel- ity students and teachers into gifted educa- "recognized" and "exemplary" levels of opment tion (Ford, Grantham, & Harris, 1997). review. Some schools also provide some To understand special needs within the The basic process of recruitment, then, if release time for the inservice teachers to gifted population not simple, is disarmingly straightforward, visit each other's classes or observe an expe- To understand the impact of culture, eth- in the professional sense. It consists of iden- rienced GT teacher work with GT students. nicity, socioeconomic status, home lan- tifying exceptionally creative and proficient University-based credentialing programs guage, and other factors on the bilingual teachers from either GT educa- take the time to explore these topics in development, expression, and recognition or bilingual education; inviting, them to greater depth; introduce special topics, such tion of giftedness participate in shaping the new bilingual GT as the teacher's role in counseling the gifted; venture; pointing out the particular contri- study instructional models for the gifted; Identification and assessment of the GT butions one is expecting them, as individu- and frequently provide supervised practice. students als, to make to the overall plan; showing Very few district, state, or university pro- To become familiar with the district's

40 GIFTED EDUCATION COMMUNICATOR, WINTER2001 ets 240 GATE identification philosophies and & Rode, 1997). in the district attracted some of the teach- procedures The teacher training program for the El ers who, having been recruited to EXCEL To understand how cultural, ethnic, and Paso program was linked from the begin- as new teachers to the district, were, by the socioeconomic factors can affect the ning to a particular school and to the needs end of their second year, eligible to bid on assessment and achievement of individ- and desires of the teachers who were invited jobs in more favorable school environments, ual students to participate by the GT and bilingual pro- where less poverty and less crowding and gram coordinators and the school principal better facilities were available. The South- Differentiated curriculum and (Bernal, 1999). Mesita School was consid- east region of the district has traditionally instruction for GT learners ered the ideal site, because the parents were been plagued by high teacher turnover, and To understand curricular differentiation well organized and wanted dual language Project EXCEL was not immune. The for the gifted instruction for their GT children. Grades 1 schools in this region are large and over- To be able to build, from the core pro- to 3 were selected to start the project, crowded, and many new teachers feel over- gram, a differentiated curriculum because the GT parents were clamoring to whelmed by the situations they encounter. To be able to plan a classroom program see a well-organized GT program at these However, most teachers stayed in the pro- based on student assessment data levels. The three teachers were already gram because of their commitment to these To become aware of the variety of learn- dually certified in bilingual and gifted edu- same schools, especially to the children in ing styles exhibited by GT students and cation; indeed, one of them was teaching in these settings. teaching strategies appropriate to meet the gifted program at the selected school. All The moral seems clear: Select teachers their instructional needs three accepted the challenge and became who are more experienced and committed to To acquire knowledge of several classpart of the planning group, which there- working in these school settings. Care must room management techniques after met frequently with consultants, uni- be taken, of course, not to accept any teach- To develop an awareness of the variety of versity professors from the area, and district ers whose marginal skills have forced them program models appropriate for gifted administrators in what this author observed to take refuge in these types of sites, but education to be an atmosphere ofjoint decision mak- local recruitment of known teachers seems To become knowledgeable about current ing and a commitment to excellence. to be a definite plus. It also seems likely issues that affect the education of the The preparation of the El Paso teachers that inner-city schools that adopt an innov- gifted, to identify trends in the field, and continued into the summer before the pro- ative GT program will have a somewhat to be able to utilize current research in GT ject started and consisted of a course in higher turnover rate than will programs in the education to improve program imple- two-way bilingual immersion methodology affluent suburbs. Project evaluators on larger mentation (Montes, 1998), the district's planned inser- projects should consider making turnover vice in bilingual and GT, opportunities to comparisons within these sites part of their Parenting the gifted review and purchase many new educational evaluation reports. To acquire a variety of resources to share materials, and joint planning for accelera- with parents on parenting skills and tion and continuity of curriculum across Summary understanding the gifted child at home the years. By February of the project's first Ford et al. (1997) remind us that teachers To learn how to involve parents in the year, a teacher for the fourth grade was from nondominant ethnic groups not only planning, implementation, and evaluation selected. This teacher had completed student "work effectively with minority students," of classroom and site GT programs teaching in the program's third grade dur- but "also have a positive influence on the ing the fall term. This process, which development of White students" (p. 216). Professional development involved all of the stakeholders in the pro- Given the relative scarcity of teachers from To enhance the teacher's understanding ject, not only yielded a teacher who was a nondominant ethnic groups and the rela- of self as learner and the impact of self- "known quantity" for the program, but also tively high potential of GT students to pro- knowledge on gifted students' learning provided her with mentoring in a support- vide the leadership, the material innovations, To acquire the knowledge and ability to ive, site-based environment, which, gener- and the cultural substrate necessary for defend the appropriateness of GT edu- ally, is so important to the success and social change, perhaps more teachers of cation retention of bilingual teachers (Gonzales color should dedicate their efforts entirely To learn about professional and lay orga- & Sosa, 1993). to the education and moral formation of nizations that promote gifted education the gifted. To be provided with information about Teacher Retention in the Bilingual Gifted Multicultural education can promote opportunities for continued professional and Talented Program multicultural understanding among the development in GT education The San Diego program's experience with gifted. Bilingual GT education has the teacher turnover occurred mainly in the potential to achieve parity for culturally All training sessions involved the teach- period between the second and third year of and linguistically different learners in the ers in discussion and "make and take" activ- the program. Not many of the Project GT program. In ethnically and linguisti- ities, and follow-up at each campus occurred EXCEL teachers left, but reflection on the cally integrated settings, bilingual/multi- through the project coordinator and other experience suggests that a number of fac- cultural GT education can also promote the -observers -(Perez-& Bernal, 1996); so that tors were involved; including demographic academic-skills and lifetime achievements levels of implementation were reported in the and bureaucratic influences. The Post and of all GT children preparing to live as adults annual evaluation summaries (Bernal, Perez, Bid provisions for new openings elsewhere in the new millennium. As with any cur-

w.:(7. n41 CALIFORNIA ASSOCIATION FOR THE GIFTED 41 ricular innovation, bilingual GT education plexion of GT education: The demo- clinical and educational approaches. depends on the quality of the teachers graphic shift could revitalize the field. Boston: Allyn & Bacon. recruited and the quality of the support given Baylor Educator. 22(1), 10-17. Gonzalez, F., & Sosa, A. S. (1993, March). them. Recruitment of such teachers, if done Bernal, E. M. (1998). Could gifted English- How do we keep teachers in our class- on a highly personalized basis, is not diffi- language learners save gifted and talented rooms ? The TNT response. IDRA cult, experience shows, but retention of good programs in an age of reform and inclu- Newsletter, 20 (3), 1, 6-9. teachers whose services are in demand sion? Texas Association for the (Gifted Johnsen, S. (1998). Staff development for requires, initially, good training and, later, an and Talented. Tempo, 18 (1),11-14. gifted education. Texas Association for the exceptionaleven giftedadministrator and Bernal, E. M. (1999, December). Second Gifted and Talented. Tempo, 18 (2), 29-31. a program that calls on the teachers' initia- year evaluation report on Mundos Montes, E. (1998). Sharing the wealth. Texas tive and creativity to keep it dynamic. Unidos-Connecting Worlds. Evaluation Association for the Gifted and Talented. report to El Paso ISD. Tempo, 18 (2), 12-25. References Bernal, E. M., & Amahrisca, E. (1996, O'Connell-Ross, R (1993). National excel- Banks, J. A. (1994). Multicultural educa- November). A survey of bilingual/ESOL lence: A case for developing America's tal- tion: Historical development, dimensions, program directors and a survey of bilin- ent. Washington, DC: U.S. Department of and practice. In L. D. Darling-Hammond gual/ESOL teacher-preparation programs Education, Office of Educational (Ed.), Review of research in education in arizona to determine the priority needs Research and Improvement. (pp. 3-49). Washington, DC: American of educational personnel. Paper presented Perez, R. I., & Bernal, E. M. (1996, March). Educational Research Association. at the Sixth Bilingual Education Insti- Project EXCEL: Gifted bilingual. Paper Barkan, J. H., & Bernal, E. M. (1991). Gifted tute, Phoenix, AZ. presented at the meeting of the South- education for bilingual and limited Eng- Bernal, E. M., Perez, R. I., & Rode, R. western School Boards Association, San lish proficient students. Gifted Child (1997). Project EXCEL: An elementary Diego, CA. Quarterly, 35 (3), 144 147. school bilingual program for gifted Eng- Ray, J. (1997). The gifted student in the reg- Beecher, M. (1995). Developing the gifts lish-language learners. Unpublished man- ular classroom: A survey. Texas Associ- and talents of all students in the regular uscript. ation for the Gifted and Talented Tempo, classroom: An innovative curricular Boe, E. E. (1990, September). Demand, sup- 17 (4), 18-20. design based on the Enrichment Triad ply, and shortage of bilingual and ESL Robinson, A. (1998). Cooperative learning, Model. Mansfield Center, CT: Creative teachers: Models, data, and policy issues. curriculum access, and the challenge of Learning Press. In U.S. Department of Education, Office acceleration. Texas Association for the Bermudez, A. B., & Rakow, S. J. (1993). of Bilingual Education and Minority Lan- Gifted and Talented Tempo, 18(1), 1,6-7. Examining identification and instruction guages Affairs, Proceedings of the 1st Slavin, R. E. (1990a). Point-counterpoint: practices for gifted and talented limited research symposium on limited English Ability grouping, cooperative learning English proficient students. In L. Malave proficient students' issues, September 10- and the gifted. Journal for the Education (Ed.), Proceedings of the National Asso- 12, 1990 (pp. 23-83). (ERIC Document of the Gifted, 14 (1), 3-8. ciation for Bilingual Education Confer- Reproduction Service No. ED 341 262.) Slavin, R. E. (1990b). Research in coopera- ences, 1990 and 1991 (pp. 99-114). Crawford, J. (1997). Best evidence: Research tive learning: Concerns and controversy. Washington, DC: NABE. (ERIC Docu- foundations of the Bilingual Education Educational Leadership, 42, 52-54. ment Reproduction Service No. ED 360 Act. Washington, DC: National Clear- Texas Education Agency (1996, November). 871.) inghouse for Bilingual Education. Texas state plan for the education of Bernal, E.M. (1989), October). Year two Diaz-Rico, L. T., & Smith, J. (1994). Recruit- gifted/talented students. Austin, TX: TEA, (1988-89) evaluation report, Title VII ing and retaining bilingual teachers: A Division of Advanced Academic Ser- bilingual gifted projects, Tucson U.S.D. cooperative school-community-univer- vices. Unpublished report. sity model. Journal ofEducational Issues Tonemah, S. A. (1992, November). The Bernal, E. M. (1990, April-May). The gifted of Language Minority Students, 14, 255- American Indian teacher training pro- migrant student. Paper presented at the 268. gram: The next to the last piece of the puz- National Migrant Education Conference, Ford, D. Y., Grantharn, T. C., & Harris, J. J., zle. Paper presented at the meeting of the San Antonio, TX. III. (1997). The recruitment and reten- National Indian Education Association, Bernal, E. M. (1995, May). An evaluative tion of minority teachers in gifted edu- Albuquerque, NM. overview of Project EXCEL. Unpublished cation. Roeper Review, 19 (4), 213-220. Wald, J. L. (1996). Culturally and linguisti- report. San Diego, CA: San Diego City Fullan, M., & Miles, M. (1992). Getting cally diverse professionals in special edu- Schools. reform right: What works and what does- cation: A demographic analysis. Reston, Bernal, E. M. (1997a, February). Gifted Eng- n't. Phi Delta Kappan, 73, 744-752. VA: National Clearinghouse for Profes- lish-language learners: Opportunities for Gallagher, R. M. (1991, November/Decem- sions in Special Education. enriching the gifted and talented pro- ber). Programs for gifted students in gram. Invited address to the West Texas Chicago Public Schools: Yesterday, today, ERNESTO BERNAL, Ph.D., is Vice President of the Association for the Gifted and Talented, and tomorrow. G/C/T; 14 (6), 4-8. San Antonio Gifted Education Foundation and El Paso, TX. Gopaul-McNicol, S., & Thomas-Presswood, works as an educational consultant. He previ- Bernal, E. M. (1997b, Spring/Summer). T. (1998). Working with linguistically and ously served as the Dean of the School of Edu- Some thoughts on the changing corn- culturally different children: Innovative cation at the University of Texas-Pan American.

42 GIFTED EDUCATION COMMUNICATOR, WINTER2001 sW 242 100 I ' h ' I' J June 23 through August 9, 2002 Academy 11 Programs One week Residential/Commuter Residential/Commuter Program for Program for students entering students entering grades 11 12 grades 710 - The High School Our Middle School Program offers gifted Program offers gifted high school juniors and students the opportunity seniors an opportunity to not only enrich to attend regular UCI their education among University classes and peers of like abilities, receive official university but enables them to set credit In addition, their goals towards a students attend non- future career in highly academic credit college preparatory workshops. universities like UCI Call Diana Chan at (949) 824-5069 to request our UCI Pre-College Academy Programs brochures.

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BY SANDI ORTIZ ISHII BY SANDI ORTIZ ISHII TRANSLATOR: CARMELITA FIERRO TRADUCTORA: CARMELITA FIERRO

parents carry the awesome responsibility of guiding their chil- Los padres tienen la gran responsabilidad de guiar a sus hijos dren through childhood with the hope that they will become durante su infancia, con la esperanza que ellos lleguen a ser happy, productive, self-sufficient adults. This task is made unos adultos felices, productivos e independientemente more difficult by the complex society we live in today. As suficientes. Esta tarea se hace más complicada, por la a parent of a third-year university student, I know that I have been sociedad tan compleja en la que vivimos hoy. Como padre de un assisted in parenting him by other family members, as well as by estudiante en su tercer ano de universidad, yo reconozco que en ese experts who shared their knowledge and experience with me. papel, yo he sido apoyada por otros miembros de la familia, pero Having a child that is gifted adds another complex dimension tambien por expertos que han compartido su conocimiento y to the task of understanding and parenting a child. Gifted children experiencia conmigo. have intellectual and creative drives within them that must be met. El tener un nirio dotado agrega otra dimension compleja a la tarea Understanding your children's gifts and learning to meet their del entendimiento y el papel que el padre desemperia en el crec- needs can help them blossom to their full potentials. Most of the imiento de su hijo. Nifios dotados tienen abilidades intelectuales time this giftedness leads them to higher education where their gifts y creativas que necesitan ser suplidas. El de poder interpretar los can be more fully explored, and hopefully developed into person- dones de sus hijos y el de aprender a aquilatar sus necesidades, ally fulfilling careers. pueden ayudarles a florecer en sus más completas posibilidades. In order to best meet the needs of your gifted children, you as La mayoria de las veces, este don les llevará a las escuelas supe- parents have the prime responsibility to guide, oversee, and disci- riores donde su don puede ser con más precision explorado y tal pline your children as they make their way through the American vez desarrollado, para la realización de una carrera profesional, que public school system. It is important that you understand and no solamente serd lucrativa, pero altamente satisfactoria en su involve yourself in the American school system as you guide your vida personal. gifted children; they will then have more opportunities to maximize De manera de encontrar las mejores posibilidades para sus their success as they reach mature and independent adulthood. news dotados, ustedes como padres, tienen la responsabilidad The following information has been derived from my experi- primordial de guiar, cuidar y disciplinar a sus hijos a travez de "sus ences as an educator, parent, and student. It outlines some basic prin- caminatas" en el sistema Americano de escuelas pOblicas. Es ciples and ideas in preparing children to take charge of their importante que ustedes entiendan y se envuelvan con el sistema de learning and gives a basic interpretation of the American school escuelas Americano a la misma vez que ustedes guian a sus hijos system. Your role and influence as parents is enormous; it is impor- dotados; ellos entonces tendran mas oportunidades de tui exito max- tant that you take the time and effort needed to make it positive. im, al alcanzar su madurez como adultos. La siguiente información ha sido extraida de mis experiencias Editor's Note: como una educadora, madre y estudiante. Esto enfatiza algunos prin- Usually our hands-on curriculum department provides ready ideas cipios basicos e ideas en preparar a los nifios de hacerse cargo de for use with students in the classroom. This time we present mate- su aprendisaje y se les da una interpretación básica del sistema esco- rial to be used in parent education workshops. If you have Span- lar Americano. Su papel e influencia como padres es enorme; es ish-speaking parents, you have a head start in preparing your muy importante que ustedes tomen el tiempo y el esfuerzo nece- presentation. If you need a different language for your parents, we sario para un logro positivo. suggest that you have the English version translated into whatever language is appropriate, since the basic ideas are valuable for all parents. If you wish to download this material, you may go to our website at www.cagifted.org/gec.htm. Please credit Gifted Education Communicator for any material you reproduce.

44 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 Eight Keys Ocho Claves to Open the Doors Para Abrir las Puertas to Success at School del Exito en la Escuela

1. Let your child know you value achieve- Deje que su hljo/a sepa que usted valora 4104 ment in school. 41)Pw el logro escolar.

2. Help your child to develop strong language 2. Ayude a su hijo/a a desarrollar fuertes CeWP skills. Smsi destrezas del lenguaje.

3. Parents must make their children under- 3. Sus hijos deben saber que usted cree en .40;M4 stand that they believe their children will be cOmP el éxito de ellos tanto en la escuela como en successful both in school and, later in the el trabajo. workplace. 4. Los padres deben proveer a sus hijos un 4. Parents must provide a strong family sup- 4); fuerte apoyo familiar. port system for their children. 5. Los padres que crean un fuerte lazo 5. Parents who nurture a strong family bond 40m0 familiar en el hogar ayudan a sus hijos a at home help their children to develop a pos- desarrollar una lmagen positiva de ellos itive image of themselves and their culture mismos y de su cultura, asi como a ganar and to gain the self-confidence necessary to confianza en si mismos para enfrentar meet the challenges they face at school and desaffos en la escuela y en la comunidad. in the community. 6. Ayude a sus hijos a entender que su 6. Help your child understand that his or her futuro puede ser brillante con preparación y titem future can be bright with preparation and trabajo. Las historias de éxito inmedlato no hard work. Instant success stories don't usu- suceden con frecuencia en la vida real. La ally happen in real life. The great majority of mayorfa de los adultos exitosos tlenen que successful adults had to deal with many enfrentar muchos desatios y obstaculos en challenges and obstacles along the way. . su camino.

7. Do not let your child use cultural biases, or 7. No deje que su hijo/a utilice 40ww prejudices held by people at school or in the 40mal predilecciones culturales o prejulcios de community, as an excuse for failure. personas en la escuela o en la comunidad como excusa para el fracaso. 8. Parents should become involved in their child's school and extracurricular activities. 8. Los padres deberfan participar en las By encouraging a "social bond" with the (Opm actividades escolares y extracurriculares de school and the community, they will help sus hijos. El alentar un lazo social" entre la him or her to grow in confidence and self- escuela y la comunidad ayudard a su hijo/a esteem. a crecer con confianza y aprecio en sf mismo. Hine, Candis. (1994). Helping Your Child Find Success at School: A Guide for Hispanic Parents. Hine, Candis. (1995). COrno Ayudar A Su Hijo A Tener Exito en la Storrs, CT: National Research Center on the Gifted and Escuela: Guia Pam Padres Hispanos. Talented. Storrs, CT: NRC G/T El Centro Nacional de Investigacion sobre el Dotado y el Talentoso.

CALIFORNIA ASSOCIATION FOR THE GIFTED 45 The Demands of Giftedness Los Requisitos de la Genialidad

Premises Premisas 1. High-level intelligence makes certain demands upon the 1. Altos niveles de inteligencia traen ciertas demandas en el gifted child. niho dotado. 2. Behavior of gifted children results from these demands. 2.El comportamiento de los nihos dotados resulta de estas 3. There are curriculum implications inherent in these demandas. demands. 3. Hay implicaciones del programa de estudios inherente en estas demandas. 1. To crave for knowledge-to satisfy the need to feel progress in what he is learning 1. El de anhelar el conocimiento- el de satisfacer la 2. To feel the need to focus on or devour a subject necesidad de sentir el progreso de lo que se esta aprendiendo 3. To make observations; to see relationships 2. El de sentir la necesidad de enfocar o asimilar un tema 4. To place high standards on himself 3. El de hacer observaciones - el de relacionarse con otros 5. To be creative or inventive; to seek an unusual or unique approach to an assignment 4. El de poner altas normas de conducta en si mismo 6. To question generalizations 5. El de ser creativo o inventivo - el de buscar un modo original o anico de abordar un puesto 7. To be serious-minded; to be intolerant (usually) of foolishness or silliness 6. El de inquirir acerca de generalizaciones 8. To concentrate-to become totally absorbed in a task-to 7. El de obrar con seriedad- el de ser intolerante have a longer attention span (usualmente) sobre tonterfas o frivolidades 9. To explore wide interests at a maturity beyond his chrono- 8. El de concentrarse - el de totalmente ser absorto en una logical age tarea-el de tener una concentración más duradera 10. To be sensitive to honor and truth 9. El de explorar intereses más amplios a una madurez ma's alla de s edad cronologica 11. To express ideas and reactions (sometimes seen as argu- mentative) 10. El de ser sensible al honor y la verdad 12. To resist routine, drill; to require unique ways of 11. El de expresar ideas y reacciones (algunas veces parece pursuing drill argumentativas) 13. To work alone 12. El de resistir la rutina-el de requerir modos peculiares de adquirir esa rutina 14. To be intolerant of stupidity 13. El de trabajar en solitud 15. To seek order, structure and consistency 14. El de ser intolerable a la falta de inteligencia 16. To do critical, evaluative thinking (may lead to critical attitude toward self and others) 15. El de buscar orden, estructura y consistencia 17. To be rarely satisfied with the simple and obvious 16. El de tener una mentalidad crftica y evaluativa (pudiese tender a tener una actitud crftica a si mismo y hacia otros) 18. To be impatient with sloppy, disorganized thinking 17. El de raramente estar satisfecho con lo simple y obvio 19. To be sensitive or empathetic 18. El de ser impaciente con una mentalidad desordenada o 20. To have his intelligence responded to desorganizada 21. To seek out his mental peers 19. El de ser sensible y comprensivo 22. To be friendly and outgoing 20. El de que su intelecto sea apreciado 23. To use his power of abstraction; to see and point out cause 21. El de buscar aquellos similares a su intelecto and effect relationships 22. El de ser amigable y sociable 24. To have time for thinking-solitude 23. El de usar su fuerza de abstracción-el de ver e indicar las 25. To pursue a learning pace of his own (may be fast or slow) relaciones de causa y efecto 26. To be outstanding in several areas but average in some 24. El de tener tiempo de pensar-la solitud. -Jeanne Delp, Garden Grove Unified School District, 25. El de buscar un propio ritmo de aprendizaje (puede ser Garden Grove California rapido o despacio) 26. El de sobresalir en varias areas, pero intermedio en algunas

-Jeanne Delp, Garden Grove Unified School District, Garden Grove, California

46 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 Scholarliness

Scholars spend time pondering Eruditos son minuciosos en ideas and problems. examinar ideas y problemas.

Scholars considers themselves "half Eruditos piensan de si mismos como full." They exercise academic humility "mitad lleno." (Son modestos by realizing that they will always have more to académicamente al piensar que siempre hay más que learn. aprender.)

Scholars has both long and short term goals for Eruditos se imponen metas de larga y corta vision themselves.They have a vision for the future. para si mismos. Ellos visualizan su futuro.

Scholars view ideas and problems from multiple Eruditos se enfocan en ideas o problemas usando perspectives. varias perspectivas.

Scholars come prepared to learn. They bring their Eruditos llegan a la escuela listos para el aprendisaje. tools with them and are ready with "Minds On." Ellos traen sus herramientas del aprendisaje con ellos y su intelecto siempre esta iluminado y listo para Scholars save ideas, documents, and unfinished aprender. work so that they may come back to them later. Eruditos tienen cuidado de retener ideas, documentos, Scholars are curious. They ask thoughtful questions. y trabajo sin terminar para poder completarlo despues.

Scholars look at a variety of resources, whether it is Eruditos displayan curiosidad. Hacen preguntas de reading a book in their free time or whether they are un hondo pensar. conducting research on one particular topic. Eruditos se investigan Varios recursos, sea leer en su Scholars exercise their intellect by trying challeng- tiempo libre o el de hacer investigaciones en una area ing tasks. especifica.

Scholars always do professional work. They do their Eruditos ejercitan su intelecto haciendo trabajos que best and neatest work as they "Shoot for the Stars." son un reto para él.

Scholars take intellectual risks. They think "Outside Eruditos presentan siempre un trabajo profesional. of the Box.." Ellos siempre presentan lo mejor y con una alta organizaci6n en sus trabajos, mientras siguen su motto Javits Grant, Curriculum Project T.W.O. Funded by a grant "Alcanzan la Estrellas." from the U.S. Department of Education, OERI, Sandra Kaplan, Project Director Eruditos toman riesgos intelectuales. No les da temor de crear ideas fuera de lo normal.

Javits Grant, Curriculum Project T.W.O. Funded by a grant from the U.S. Department of Education, OERI, Sandra Kaplan, Project Director

CALIFORNIA ASSOCIATION FOR THE GIFTED 47 El Papel de los Padres

Aslstencla de los Padres para Una apoyo son importantes. Recuerden...i El Educaclon con Ex Ito tiempo que es más dificil para dar carifio Apoyen a los nifios como estudiantes. a un nifio es el tiempo que lo necesitan Trabajen con su hijo diariamente. más! Establezcan una area especifica de estudio con un horario fijo para su Conpartan su Sabidurla tarea. Establezcan responsabilidad, respeto y No mal estimen su propio criterio aunque reglas con todos los miembros de la familia. no hallan terminado su educación previa o tuvieron bajas calificaciones. Ayuden a su nifio a ComunIcación construir metas para su futuro basado en la Mantengan una linea abierta de comunicación sabiduria que obtuvieron de sus experiencias entre Uds. y sus hijos. Comuniquense con la anteriores en su vida. No te devalues delante de escuela pam ayuda, apoyo o simplemente para tus hijos, dales un buen ejemplo. Si hay un tema saber como van sus hijos. Sea honestos con en el cual no puedan ayudarles, mandenlos con ustedes mismos y sus nifios. Haganles preguntas alquien que este capacitado para hacerlo: un texto que requieran una respuesta más amplia... LQUe que este disponible, sus condiscipulos, sus fue lo que te caus6 mas interés hoy? Lanno maestros, etc. resolviste ese problema dificil? I,Quienes son tus mejores amigos y que es los que más valoras en Cuidado de no Limitar la Individualidad ellos? Mantengan communicación con su escuela No pongan a las nifias en un diferente nivel de los cuando necesiten ayuda o apoyo o simplemente nifios en relación a su tarea escolar. Para que las mantenganse informados del progreso de su hijo nifias reconozcan que la inteligencia es una en la escuela. virtud, ellas pudiesen necesitar su apoyo y aprobaci6n para reconocerlo . Los medios de Sea Visible en la Escuela comunicaciOn en este tiempo, bombardean a las Ayuden o apoyen la escuela y el salon de clase lo jovenes con mensajes que no necesariamente más que puedan. Los nirios desarollan un sentido apoyan los valores familiares. Esto puede causar de buena estima de ver a sus padres ayudando en que las nifias sobresalientes en sus estudios su escuela. Nunca fallen de asistir a las funciones primarios pierdan la noción de esa meta anterior escolares, conferencias o actividades especiales. cuando entren a sus afios formativos. Tengan cuidado con el impacto que estos medios de Aprendan en el Hogar communición negativos pueden causarles a ellas Ayuden a sus hijos en proyectos escolares o tarea y mantengan una comunicación abierta y en casa cuando sea necesario. Provean honesta. actividades de enriquecimiento para toda la familia,ejemplo: museos, conciertos etc.. Construyan sus Metas Ensefienles que Uds. todavia aprenden por medio Hablen del futuro con sus hijos. Ayudenles a de leer etc.. Establezcan visitas semanales a la construir metas cortas y de largo plazo. biblioteca y ofrezcan un buen ejemplo, lean Estudiantes que edifican metas propias, terminan libros tambien. teniendo un éxito mejor que aquellos que no las hicieron. Nunca es demasiado temprano para que No Se Les Olvide el Caritio Uds. inculquen a su hijo, a la probabilidad de una Los nifios piensan que los padres son lo más universidad en su futuro. Su opiniOn es de gran cercano a Dios. (Ann los adolescentes valor para su nifio, ya sea que Uds. hayan ido a la comparten ese pensamiento!) Los abrazos y universidad o no.

48 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 The Role of the Parent

Parenting for Educational Success important. Rememberthe time when Support your child as a student. children deserve love the least is when Work with your children daily. they need love the most! Establish a specific study area with a a regular time for homework. Share Your Wisdom Establish responsibility, respect, Don't be self-effacing even if you and rules with all the members of the family. were a poor student or never finished formal schooling. Help your children set goals for Communication their future based on the wisdom you have Maintain an open line of communication gained from life experiences. Don't demean between yourself and your children. Be hon- yourself in front of your children, give them a est with yourself and your children. Ask them good example. If there is a subject you can- open-ended questionsWhat was the most not help them with, then send them to where exciting thing you learned today? How did they can get help, such as a resource text, you solve that complex problem? Who are their peers, or their teachers. your best friends and what do you most value about them? Stay in communication with the Beware of Stereotypes school when you need help, support, or sim- Don't treat girls differently than boys when it ply want knowledge as to how your children comes to school work. Girls may need extra are doing in school. support and validation that intelligence is a virtue. Today's media bombards girls with Be Visible at School messages that don't necessarily support your Help or support the school or classroom family's values and this can cause girls that whenever possible. Children gain a sense of are high functioning in elementary to become pride to see their parents helping out at sidetracked as they reach the adolescent school. Never fail to attend school functions, years. Be aware of its impact on your girls conferences, or special activities. and keep the communication open.

Learn at Home Set Goals Assist your children at home with school Talk about the future with your children. work or projects when necessary. Provide Help them set short term and long term goals enrichment activities for the whole family for their future. People who set goals for such as museums and concerts. Establish themselves end up having greater academic weekly visits to the library and offer a good success than those who don't. It is never too example. Show them that you are still learn- early to have your children begin thinking of ing by reading books yourself. college in their future. Your opinion is greatly valued by your children, whether you are col- Don't Forget Affection lege educated or not. Children feel their parents are the closest thing to God in their lives. (Even adolescents share this belief!) Hugs and support are

r.-)4 6,2 2J CALIFORNIA ASSOCIATION FOR THE GIFTED 49 The Role of the Student

THE PRIMARY STUDENT THE ROLE OF THE SECONDARY STUDENT Preparation Responsibility Come to class on time and prepared with Make the decision to be a responsible student. all the things that are necessary for the Follow all the recommendations of the primary school dayhomework, pencils, and student. books. Attendance During School Attendance is very important at this level. Some Pay attention, follow instructions, take advantage of teachers don't allow make-up tests, no matter class time and work during class to alleviate the what excuse you may have. amount of assignments you need to take home. Ask, Basic Skills ask, ask if there is something you don't understand. You should have a solid understanding of all the The best students are never afraid to ask questions basic skills by high school. If not, seek outside when something is unclear. tutoring or assistance. Homework Homework Keep a list of all your homework. Keep your papers You should have homework five or six days a organized with your name and date. Work in a place week. If you have too little homework or are at home that allows you to concentrate. Don't do bored, it is possible that you are in classes that homework late at night when you are tired. Go over are too easy and not college prep courses. Speak your homework when you finish to be sure you didn't with your counselor. miss anything. Involvement Organization Get involved in clubs, organizations, sports, Organize your study space, both at home and at activities, and in the "life" of high school. This school. Organize your back pack. Use folders to keep should be a busy time in your life, but it should- your different subject areas separated. Keep a list of n't simply be spent studying. These activities are phone numbers of fellow students in case you have essential when filling out university and scholar- questions or are absent. ship applications. Study Try to do your homework at the same time each day; Set Goals that way it becomes habit. If you don't have Set goals for yourself after graduation. Follow homework, read a book. all the guidelines the counselor gives you for college preparation. Get to know your counselor; Friendships he or she is your greatest resource in high Be wise in your choice of friends. They should reflect school. Keep a calendar of deadlines for college your family values and help you be a better person. applications and scholarships. Your friends can be a great academic support system as you grow older. Communication This time in your life just before graduating, is full of important decisions that need to be made. Seek the advice of your parents regarding these decisions. They understand and love you more than anyone else in this world.

50 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 El Pape! del Estudiante

EL ESTUDIANTE PRIMARIO EL ESTUDIANTE SECUDARIO Preparaclon Responsabllidad Llega a clase a tiempo y preparado con Haz la decision de ser un estudiante todas las cosas que necesites para el dia responsable. Sigue todas las sugerencias del escolartarea, lapices, libros etc. estudiante primario.

Durante la Escuela Asistencla Pón atención, sigue instrucciones, toma ventaja del La asistencia es muy importante en éste nivel. Algunos tiempo en la clase para alivianar la cantidad de maestros no dejan tomar examenes tardios, no importa materias asignadas que llevas a que han de hacerse en que la excusa. el hogar. Pregunta, pregunta, pregunta si hay algo que no haz entendido. Los mejores estudiantes son Aptitudes Básicas aquellos que no tienen temor de hacer preguntas Ya debes de tener un entendimiento sólido de todos cuando algo no está muy claro. los aptitudes basicas para la preparatoria. Si no, debes de buscar asistencia educativa fuera de la escuela o Tarea dentro de la preparatoria. Manten una lista de toda tu tarea. Manten tus hojas organizadas con tu nombre y fecha. Trabaja en un Tarea lugar de tu casa donde te puedas concentrar. No hagas Tus dias para tareas deben de consistir de 5 a 6 cada tu tarea demasiado tarde cuando estas cansado. semana. Si tienes muy poca tarea o estas aburrido, Repasa tu tarea cuando hayas terminado para estar puede ser posible que tu estes asistiendo a clases muy seguro de que no te falt6 alga faciles y no apropiadas para un nivel de preparaci6n Organización para la universidad. Consulta con tu consejero. Organiza tu espacio de estudio tanto en el hogar como en la escuela. Organiza tu mochila. Usa cuadernos Envuelvete para separar las diferentes materias. Manten listos Participa en clubs, organizaciónes, deportes, contigo nameros de teléfono de tus compafieros de actividades y en la vida de la preparatoria. Este estudio, en caso que tengas preguntas o estes ausente. periodo debeth ser un tiempo muy ocupado en tu vida, pero no debe de ser enfocado simplemente en el Estudia estudio. Dichas actividades son esenciales para cuando Trata de hacer la tarea al mismo tiempo cada dia, de tu llenes las aplicaciónes para universidades o becas. manera que esto se haga un habito contigo. Si no tienes tarea, lee un libro. Forjate Metas Forjate metas para despues de la graduaci6n. Sigue Amistades todas las instrucciones que el consejero te de para tu Usa sabiduria al escojer tus amigos. Ellos deben preparación en la universidad. Trata de conocer a tu reflejar los valores de tu familia y ayudarte a ser una consejero, el o ella es tu más grande recurso en la persona mejor. Tus amigos pueden ser un gran sistema secundaria. Lleva un itinerario para fechas de de apoyo académico durante tü crecimiento a la aplicaciónes en la universidad, becas, etc. madurez. Comunicackin Este tiempo antes de graduar esta lleno de decisiónes importantes que se necesitan hacer. Busca la guianza de tus padres en referencia con estas decisiónes, ellos te conocen y te aman más que nadie en este mundo.

CALIFORNIA ASSOCIATION FOR THE GIFTED 51 WEB WATCH

out the Whale Club, a website for marine Answering Questions mammal enthusiasts of all ages. Not to be left BY CAROLYN KOTTMEYER out, my younger daughter suggests Snow Crys- gifted child alike, are sure to bring a smile to tals, and of course, The Cheetah Spot. For Parents your face. Finally, no gifted kid's favorite websites col- One of the hardest things for parents of gifted The last resource is the biggest and is par- lection is complete without the perennial kids is explaining themto schools and teach- ticularly useful for all those with exception- favorite of kids and parentsthe SET Game ers, to friends and relatives. Yes, they are chil- ally and profoundly gifted children; this new Site. Don't miss the daily SET puzzle and dren. But they are also gifted. All the time, 24 resource collection is wonderful! Assembled daily Quiddler puzzle, free and on-line to hours a day, 365 days a yearnot just for by the Davidson Foundation with help from enjoy! three hours one day a week, or just in school. professionals, parents, and children, PG And often, the more gifted the child, the more CyberSource is the single greatest collec- CAROLYN KOTTMEYER is the webmistress of different, and the more difficult it is to tion of both on-line and references to off-line Hoagies'Gifted Education Page www.hoagies- explainwhy your child feels more com- information, tools, books, and even toys, for gifted.org and Hoagies' Kids and Teens Page fortable with older children, why your child our children. www.hoagieskids.org. She serves on the SENG wants to learn what is thought appropriate Board of Directors (Supporting the Emotional for children years older, why your child has Kids' Korner Needs of the Gifted). more adult friends than children. Sometimes, What? Why? How? Our gifted kids ask us it's hard to understand them ourselves! question, after question, after question, regard- Here's a list of some of my favorite Inter- less of their age or their fields of most inter- WEBSITES net articles for parents. Hopefully these est. The second hardest thing about gifted Analogy Anthology, www.hoagiesgifted. resources will prepare you for your explana- kids, or maybe even the first, is explaining to org/analogles.htm tionsto yourself, to your school, to your them. Here are a few resources to answer Stuck in Another Dimension, familyand help you understand your gifted those questions, and maybe help them fmd the www.stephanietolan.com/another_ child better in the process. answers themselves the next time! dimension.htm Analogy Anthology Sometimes, the eas- The widest variety of questions is answered The Walking Argument, www. iest way to explain anything is with an anal- at How Stuff Works. From diesel engines to gifteddevelopment.com/Articies/The%20 ogy, a comparison to something the person DSL, from book publishing to root beer, from Walking%20Argument.html already understands. Here you'll find a col- the sun and stars to the toaster, microwave Coping With Stress, www. lection of analogies to explain giftedness oven, and clothes dryer, this is a terrific site gifteddevelopment.com/Articies/Cop- from shoe size to runners to race cars to the to find out How Stuff Works! ing%20With%20Stress.html classic, "Is It A Cheetah?" There is an anal- With a movie out by the time this issue is You Know You're The Parent of a Gifted ogy here for everyone. published, the J.R.R. Tolkien page is certain Child When, www.hoagiesgifted.org/ Stuck in Another Dimension: The to be popular with our kids. From his family parent_of.htm Exceptionally Gifted Child in School by tree to amazing graphics collections, there is PG CyberSource, www.pgcybersource.org Stephanie Tolan. This is one of the first essays something here for every Middle-earth lover. How Stuff Works, www.howstuffworks.com I read when I was new to gifted, and con- Don't miss Geology Labs On-Line where fused and unsure of what was "wrong" with you can visit a virtual earthquake, virtual river J.R.R. Tolkien, www.csclub.uwaterloo. ca/u/rellpper/tolkien/rootpage.html my child. A comforting piece for parents, if for flooding, and experiment with virtual isochron no other reason than to know that you are not and radiocarbon dating! Geology Labs On-Line, vcourseware3. calstatela.edu/GeoLabs alone! Don't miss the other articles on Tolan's For many kids (and their parents!) a picture page, as well as her fiction collection for chil- is worth a thousand words. Time Life Photo Time Life Photo Site, dren and young adults. Site has nearly that many pictures with col- www.pathflnder.com/photo The Walking Argument by Linda Sil- lections from pop culture to science, from pio- World of Escher verman Do you live with this child? How do neer women to the country doctor, and lots www.worldofescher.com/gallery you deal with a child who can out-lawyer any more. Fibonacci Numbers, good lawyer? Here are a few hints, and One of my personal favorites since child- www.ee.surrey.ac.uk/Personal/R.Knott/ againremember that you are not alone. And hood is the work of M. C. Escher. The World Fibonacci/flbnat.html a quick second resource from Dr. Silverman of Escher provides a gallery of all my Whale Club, www.whaleclub.com is Coping With Stress. This is a great one for favorites, and also has links to Penrose, another SnowCrystals, www.fts.caltech.edu/ every parent and every gifted child. mathematical / artistic genius. -atomic/snowcrystals When it all gets too much, take a moment And I can't overlook my older daughter's The Cheetah Spot, www.cheetahspot.com to read You Know You're The Parent of a favorite: Fibonacci Numbers. From honey- SET Game Site,www.setgame.com Gifted Child When... This collection of bees to flower petals, this amazing mathemat- observations from parents of the young and old ical sequence appears everywhere! Also check

52 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 ta 2 Many students like to use graphics to All the Time in the World enhance their work, and the program includes a large number of clipart pictures. Students Time Liner 6.0 the contributions of a particular individual or are not limited to these choices, however. Graphics can be created in draw or paint BY PATRICIA ROBERTSON group. Teachers and students will appreciate the programs. Photographs, pictures, drawings, Choosing soft- variety of options available to TimeLiner and maps can be scanned, saved in a com- ware for a users. Before creating a new timeline, users patible format and imported into TimeLiner classroom or will select the type of timeline that they will 5.0. If a student wants to include personal create. It might be a standard (traditional) photographs, most film processors now offer rat' computer lab is often a difficult timeline. Students who don't want a timeline the option of having pictures printed to disk Atask. Does the soft- tied to a particular year might create a or to a CD ROM. These images as well as ware offer enough monthly, weekly, or daily timeline. Creating photographs taken with a digital camera can flexibility? Can it be a geologic timeline allows users to cover a then be imported directly into a timeline. used in more than time period beginning as early as 100 million TimeLiner 5.0 also allows students to add one situation? Can years ago. A custom timeline can organize URI2s for websites to their work. Clicking the software meet the needs of different data such as temperature or percentages. the link will take the viewer directly to the learners? Is it easy enough for students to use Information is entered using a dialog box selected website on any Internet enabled com- without extensive training? Time Liner 5.0 that prompts the student to add notes, a puter. A student who wants to add a written or by Tom Snyder Productions is a audio note to a timeline can do so Holidays and Celebrations very flexible program that can quickly and easily. be used in a variety of curricular Task.). Coy) Several presentation options Fsbruary gr.* areas and offers options for stu- Lzeohlt ardtlay) provide multiple ways to present Febnay Ze2r9) data. Each timeline can be printed dents at a variety of levels. MalOn LOW King Day)

The definition of timeline is Cetoter )617WeintONA/ or presented as a slide show. A timeline can be copied and broad enough that TimeLiner 5.0 Yobsk, Uay \ JnnvpJy ME-A Gdnbe, InClapeagsrn inserted in a word processing doc- can be used in many curricular Vakainek De s FebnaY ument. Timelines can also be areas. A science teacher might 'An. Jul toto use the program to illustrate exported as graphics. In general, Federal Holidays stages in seed germination or the Other Holidays timelines that are three pages wide developmental phases of a mam- or less will be exported most suc- mal's life. History teachers might Timelines can be simple or complex and uéed in a variety of curriculum cessfully. A graphic exported as a want to ask students to track areas by students of any level JPEG file can usually be included events in an ongoing major news story or graphic or a sound file. Each event can also on a student created webpage. show the history of their town or school. be assigned to a category which must be TimeLiner 5.0 users can count on many English teachers might have students orga- user defmed. This feature is useful if students support features available through the com- nize the works of an author such as William want to use a variety of formats to display panies website at www.tomsnyder.com/ Shakespeare or John Steinbeck to examine their data. Data can also be imported from a index.asp. Included on the 7imeLiner Online how their writing evolved over time. Stu- word processing file enabling students to do page are correlations to state standards, tips dent biographies are a natural use of this some of their work ahead of time. for teachers and students, and some sugges- program. Fine arts classes might trace art tions for fmding clipart and media to enhance as it developed during the Renaissance and presentations. TImellner 5:0 TimeLiner 5.0 provides many opportu- then tie this development to political changes Tom Snyder Productions nities to approach a subject in a very per- occurring in the same time period. Bilin- 800-342-0236 gual users can elect to use the program in www.tomsnyder.com sonalized way. If a topic can be organized in Spanish by choosing that option from the a linear fashion, this program allows stu- Suggested retail price: $79.95 View Menu. dents of any level to develop a project that System Requirements: CD ROM Drive The Merge feature allows several groups reflects their grade level, learning style and Macintosh: PowerPC or better: MacOS to create their own timelines and then merge subject matter expertise. 8.1, 133 Mhz, 256-color monitor (640x480 each one into a master timeline. Using this resolution) feature will permit the teacher to break an PATRICIA ROBERTSON has been a classroom assignment into more manageable parts. Stu- Windows: Win 95 or higher: Pentium 133 teacher, library media specialist, technology coor- dents-wilt-be-able-to-go-more deeply into a Mhz, 256-color_monitor_.(640x480_reso, dinator, and administrator. She has been involved smaller, more focused segment. Students lution). with technology in education for nearly 20 years. might focus on a location, a time period, or She can be reached at jnrpsrepacbell.net.

CALIFORNIA ASSOCIATION FOR THE GIFTED 53 3 : II

Gifting the Gifted

BY JODY FICKES SHAPIRO Mist by Mingfong Ho intrigued us not only Four Voices is a delightful activity. Make for it's incredible paintings by Jean and Mou- some time for reading poetry with family and It's the time of year Sien Tseng but also because of Ho's moti- friends during the holiday season. when even non-list vation for translating eighth century Tang Teenagers appreciate the collections of makers are driven Dynasty poetry that has so long been part of Naomi Shahib Nye, particularly What Have to that expediency the literary experience of Chinese children. You Lost? poetry by young adults exploring to get the right gifts to the many faces of loss. Its photographs by the right kids. It helps Michael Nye add another level of poignancy. at least to write down Her collection of love poems, I Feel a Little names and ages. A Jumpy Around You: Paired Poems by Men few other pertinent and Women, with a mixture of humor, irony facts like, "loves and passion, will earn you a high mark for Monty Python," "wants to be a lawyer like excellent taste from any number of teenagers Uncle Fred," or "planning to run away from or a newly engaged couple you want to home when he gets his driver's license," are impress. helpful but not critical. And to give you a Janet Wong's Behind the Wheel, explor- head start, here are a few suggestions. What ing the metaphors of driving, will be near and about getting a great poetry book for each of He dear to the heart of those fifteen-year-olds your own children, relatives, students and sten counting the days till the big drivers test. friends? Sparkling fresh and stunningly illus- Lee Bennett Hopkins's Pass the Poetry trated is Julia Cunningham's The Stable Rat She wanted her own children, being raised so Please, currently in its third edition, and and Other Christmas Poems. Cunningham's far from their ancestral homeland, to know Paul B. Janeczko's Poetry from A-Z are are unique voice, accompanied by Anita Lobel's something of their heritage. Coincidentally, both invaluable tools for any teacher or par- richly colored paintings make this a sharing- at the time this lovely book was published, I ent on your list who has (or you wish did aloud feast for ear and eye. was reading Nien Cheng's compelling mem- have) an interest in bringing children and For younger children, intriguing shape oir, Life and Death in Shanghai, in which she poetry together. poems found in two collections by Joan Gra- describes her imprisonment during the mad- ham, Splish Splash and Flicker Flash, will ness of the "cultural revolution." What main- kay, so if poetry isn't ringing bells for invite many re-readings and are great spring- tained her spirit and sanity, she says, was you, what about building on the remembering and reciting to herself, the enthusiasm for reading that poems of the Tang dynasty she had learned J.K.Rowling's Harry Potter series as a child. 0 has awakened in most of our youngsters. Consider, too, a collection of poetry as a Kids aren't pining away waiting for book present for an entire family to enjoy. Poet Jack number five to appear. Instead they have Prelutsky has edited several anthologies taken up Lemony Snicket's A Series of including The Beauty of the Beast and Twen- Unfortunate Events, that witty and melo- tieth Century Children's Poetry Treasury that dramatic series that follows the three Baude- would make handsome additions to any fam- laire orphans as they try to foil the dastardly ily's library. Count Olaf, scheming to wrest from them ****** II A joint their rightful inheritance. It's a sophisticated, boards for a child's creativity. Your friends who family read vocabulary stretching romp, extending over love camping will thank you for helping them aloud session many installments. (The first is aptly named relive summer memories through Kristine of poetry from The Bad Beginnings.) Discovered initially by O'Connell George's newest collection, Toast- PaulFleis- older readers, including university students, ing Marshmallow: Camping Poems. This is chman's Joyful the series written for ages 10 and up has George's third collection to celebrate the Noise, a col- JOYFUL been attracting a huge audience of all ages pleasures of life in the outdoors and nature. lection of NOISE who appreciate its send-up of maudlin Like the first two, The Great Frog Race and poetry about Poems for Two Voices romantic fiction. As its pseudonymous author Other Poems and Old Elm Speaks: Tree insects scripted Lemony Snicket (who pretends to never Poems, it is beautifully illustrated in rich for two voices PAUL FLEISCHMAN illustrated by Era Redd., reveal his real self in public and sends a full-color oil paintings by Kate Kiesler. or Big Talk: stand-in replacement for public appearances) Another favorite of ours, Maples in the Poemsfor warns readers at the outset, "If you have

54 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 45 1 picked up this book with the hope of finding picture-book biography, Traveling Man: The a measurement of love as revealed in "A a simple and cheery tale, I'm afraid you Journey of Ibn Battuta, 1325-1354. Ibn Bat- map of my heart." It has been been unavail- have picked up the wrong book, altogether." tuta recorded his 30 years of travel that took able for several years and we have been nag- Reissues and new works by author ging the publishers to bring it back. So, Tamora Pierce are buildingi following. Her hooray! It belongs in every child's library. spirited stories feature young women train- Two last suggestions that might resonate ing for and the culture of knighthood in both with someone specialone for the scientist The Song of the Lioness Quartet series and on your list and one for the sports or ancient in her follow-up Protector of the Small. A history buff. First is Q is for Quark: A Science whole new generation of readers are dis- Alphabet Book by David Schwartz and illus- covering Anne McCaffrey's Dragon Riders trated by Kim Dover. Schwartz offers up of Pern series and Ursula LeGuin's classic A Fa.,tence Alphabet Book fairly comprehensive and coherent explana- Earthsea fantasies. And along with old stand- I tions for a gamut of terminology from Atom bys like Phantom Tollbooth by Norton Juster to ZZZ (sleep phenomenon). It is published in the same accessible format as his previous, and Bed-knob and Broomstick by Mary Nor- bus..? thriJ butwarLy Nem. by lin. nom, ton, authors from overseas like Great Britain's G is for Googal, a selection of math termi- Eva Ibbotson (Secret of Platform 13 and nology presented alphabetically. Which Witch) and Australia's Emily Rodda him from Tangier, Morocco to China, trav- And fmally, a generously illustrated, award (Rowan of Rin series) are finding an eager eling though the Middle East, India and winning import from Australia, Olympia: audience in America. Turkey. Rumford's watercolors alone would Warrior Athletes ofAncient Greece, has to be be worth a journey through this lovely book; the answer to that really hard to please child Many gifted readers prefer books and the text, quoted from translations of Ibn who would rather be doing just about any- about real things and people, how- Battuta's own writings, opens a window into thing else but read. Author Dyan Blacklock ever, and the challenge is to find fourteenth century Asia. and illustrator David Kennett have designed nonfiction books that are both Gandhi is the subject of Demi's newest a book filled with information on the eighth well written and stimulating. Laurie Lawlor, picture-book biography as she traces the life century BCE games that inspired our mod- a talented writer of historical fiction as well of a "scared shy child" who became a "great, ern Olympics. We think it will absolutely good, generous man." Her notes include some grab a reluctant reader as well as the visual of Gandhi's sayings which could be used to learner's attention. spark meaningful discussion, particularly in We hope this column is a help and inspi- light of our contemporary concerns. ration. Books have so often provided an One hooray I am taking public is the reis- island of comfort and sanity to us that we sue of Sara Fanelli's My Map Book which is wish others this experience as well. The best one of the most "gifted-friendly" works I to you in the coming New Year. have seen in my years as a librarian, bookseller, and literature consultant. Brilliant in JODY FICKES SHAPIRO is a children's literature its simplicity, it is a primary introduction to consultant and owner of Adventures for Kids graphic representation. "Maps" are time bookstore in Ventura, CA. She can be reached at lines, floor plans, anatomy charts, and even [email protected]. as nonfiction, accomplishes that balance in Helen Keller: Rebellious Spirit, published this past summer. Illustrated with photographs, it offers an in-depth look at a SCIENCE remarkably gifted woman; she was born in the the South during the harsh period of reconstruction of the late nineteenth cen- CAMP WATONKA tury, and lived to witness both world wars and Boys 7 - 15 In the Poconos at Hawley, PA the tumultuous years of the Vietnam era. Offering Qualified instruction and laboratory work in astronomy, biology; chemistry, Another new contribution for older read- computer science, ecology, electronics, geology, ham radio, physics, photegraphy, ers is Jan Greenberg's and Sandra Jordan's robotics and rocketry. The sciences are incorporated into a fun filled, camper selected Vincent Van Gogh: Portrait of an Artist; it is program that also includes archery, arts and crafts, mini-bike riding, riflery, sailing, illustrated with color-plates and includes swimming, tennis, trips, windsurfing and woodworking, etc. quotes from letters, and is also indexed. This Private Lake. American Camping Association accredited. 4 and 8 week sessions. pair have previously collaborated on biogra- www.watonka.com phies of architect Frank Gehry and contem: For catalog write: D. Wacker, _PO Box 127 -Hawley, PA 18428. porary artist, Chuck Close. Phone (570) 857-1401 James Rumford has created a stunning

'255 CALIFORNIA ASSOCIATION FOR THE GIFTED 55 GIFT LIST (Note:Inthe case of series, usually only the first title has been listed. Also as a guide a suggested readership may be indicated))

Olympia: Warrior Athletes of Ancient Vincent Van Gogh: Portrait of an Artist What Have You Lost? Greece Jan Greenberg & Sandra Jordan Naomi Shahib Nye, Ed. Dyan Blacklock 2001, Delacorte 1999, Greenwillow 2001, Walker 0-385-32806-0 0-688-16184-7, 0-380-7330-7 paper (13+) 0-8027-8790-8 Maples in the Mist Alanna: The First Adventure (Book 1, Life and Death in Shanghai Mingfong Ho The Song of the Lioness Quartet) Nien Cheng 1996, Lothrop Tamora Pierce 1988, Penguin 0-688-12044-X 1989, Random House 0-14-010870-X (adult) (note: This may be difficult to find but worth 0-679-80114-6 paper the effort.) The Stable Rat and Other Christmas First Test (Book 1, Protector of the Poems Pass the Poetry Please Small series) Julia Cunningham Lee Bennett Hopkins Tamora Pierce 2001, Greenwillow 1998, Harper 2000, Random House 0-688-17799-9 0-06-446199-8 paper (adult) 0-679-88917-5 paper Gandhi Secret of Platform 13 The Beauty of the Beast Demi, Eva Ibbotson Jack Prelutslw, Editor 2001, Margaret McElderry 1998, Dutton 1995, Knopf 0-689-84149-3 0-525-45929-4, 0-14-1302806-0 paper 0-679-87028-X

My Map Book Which Witch Twentieth Century Children's Poetry Sara Fanelli Eva Ibbotson Treasury 1995, Harper 1999, Dutton Jack Preluts1v, Editor 0-06-026455-1 0-525-46164-7, 0-14-130427-8 paper 2000, Knopf 0-679-89314-8 Big Talk Poetry from A-Z Paul Fleischman Paul B. Janeczko Rowan of Rin 2000, Candlewick 1994, Atheneum Emily Rodda 0-7636-0636-4 0-02-747672-3 (11+) 2001, Greenwillow 0-06-029707-7 Joyful Noise Phantom Tollbooth Paul Fleischman Norton Juster Traveling Man: The Journey of ibn Bat- 1988, Harper 1988, Random tuta, 1325-1354 0-06-021852-5, 0-06-446093-2 paper 0-394-81500-9, 0-394-82037-1 paper James Rumford 2001, Houghton Great Frog Race Helen Keller: Rebellious Spirit 0-6180-8366-9 Kristine O'Connell George Laurie Lawlor 1997, Clarion 2001, Holiday Q is for Quark 0-395-77607-4 0-8234-1588-0 David Schwartz 2001, Tricycle Press Old Elm Speaks A Wizard of Earthsea 1-582-46021-3 Kristine O'Connell George Ursula K. Le Guin 1998, Clarion 1984, Bantam The Bad Beginnings (Book 1, A Series of 0-395-87611-7 0-553-26250-5 paper (12+) Unfortunate Events) Lemony Snicket Toasting Marshmallows Dragonflight (Book 1, Dragon Rider of Pern 1999,Harper Kristine O'Connell George series) 0-06-440766-7 2001, Clarion Anne McCaffrey 0-618-04597-X 1991, Ballantine Hostile Hospital (Book 8, A Series of 0-345-33546-5 paper (12+) Flicker Flash Unfortunate Events) Lemony Snicket Joan Bransfield Graham Bed-knob and Broomstick 2001, Harper 1999, Hougbton Mary Norton 0-06-440866-3 0-395-90501-X 2000, Harcourt 0-15-202450-6, 0-15-202456-5 paper Splish Splash Behind the Wheel Janet Wong Joan Bransfield Graham I Feel a Little Jumpy Around You 1999, Margaret McElderry 1994, Houghton Naomi Shahib Nye, Ed. 0-689-82531-5 0-395-70128-7 1996, Simon&Schuster 0-689-805518-7, 0-689-81341-4 paper, (13+) -Jody Fickes Shapiro

56 GIFTED EDUCATION COMMUNICATOR, WINTER 2001

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Removing the Mask: for gifted students of generational or situa- should be required reading in all teacher Giftedness in Poverty tional poverty. The author reiterates through- training, pre-service, and in-service pro- By Paul Slocumb & Ruby Payne out the text that an equitable identification grams. This book provides a wealth of back- process is only a partial solution to the issue ground information through case histories (2001) aha! Process, Inc. of equity. Once students are identified, and experiential vignettes that are extremely paperback, $25.00, 380 pp. changes within the traditional program must thought-provoking and when internalized, ISBN: 1-929229-00-3 occur in order for these students to partici- cause much reflection and discussion as to 800-424-9484 pate fully and to stay in the program. Train- why many of our well-intentioned efforts ing for teachers and other support staff is have not yielded success in teaching children REVIEWED BY RUTH WHARTON essential in facilitating the paradigm shift from impoverished backgrounds. Removing the Mask: Giftedness in necessary to truly remove the mask which Dr. Payne challenges us to complete Poverty provides an alternative hinders our recognition of characteristics of inventories which clearly expose our vul- method of examining the many giftedness in children of poverty. nerability should we suddenly fmd ourselves issues surrounding equity and access in situational poverty. Much discussion is for quality education. A large segment of RUTH WHARTON is the Director of Special Edu- given to the differences between situational our population traditionally left out of pro- cation Staff Development for the Los Angeles poverty, cases wherein one's economic sta- grams for gifted education are the children Unified School District. She chairs the Special tus suddenly changes as the result of job of poverty, yet their numbers continue to Needs Committee for the California Association loss, death of a spouse, or illness, as opposed increase in other special needs programs. for the Gifted. to people born into generational poverty Removing wherein one has never experienced a higher the Mask: Gift- socio-economic level. edness in Pov- A Framework for Reading and sharing this book with a erty is written colleague is of great benefit as if offers many Understanding Poverty especially for opportunities for discussion and clarifica- practitioners By Ruby Payne tion of Dr. Payne's position on the effects of who are sin- (1998) aha! Process, Inc. poverty. Of particular interest are the surveys cere in their paperback, $22.00, 153 pp. which allow the reader to determine whether commitment to ISBN: 0-9647437-2-8 or not they could survive in a state of poverty identify and 800-424-9484 A wealth of support materials and train- appropriately ings are available throughwww.aha.process. REVIEWED BY the Special Needs serve the best comfor those interested inpursuing in-depth Committee of the California Association and the bright- understanding of the framework and its for Gifted est from all cultures and socio-economic potential for systemic change. levels. Many of our programs at local, state, Educators have struggled in recent and national levels fall short of the mark years with a myriad of issues focus- The Special Needs Commtttee is one of six stand- when compared to the recommendations ing on school reform, restructuring, ings committees of the California Association made in this book. Unlike many authors, diversity, and the impact of cultural for the Gifted; It meets regularly as part of sched- Slocumb and Payne go far beyond the accu- differences and socio-economic status on uled meetings of the Board of Directors. sation and fault-finding stage to offer instru- achievement. Ruby Payne observed that pat- ments, Environmental Opportunities Profiles, terns of achievement of middle and high rubrics for reading and writing assessments, income students from African-American and REMEMBER and peer nomination forms which have been Hispanic cultures were often no better than If you purchase books through successfully used in the identification of stu- those students from lower socio-economic dents living in environments of poverty. levels. This observation led her to question Amazon.com, you can have a The "one size fits all" practice under the why this situation existed since these stu- portion of the purchase price guise of treating students as equal leads prac- dents appeared to have the same opportuni- credited to CAG if you use our titioners in many educational arenas to set up ties as the Anglo students in their school. She website. Go to parallel programs that are grossly unequal quickly surmised that the language and prac- www.CAGlfted.org because they use a standard screening and tices in our schools are often incongruent click on the CAG Bookstore and service delivery model regardless of the stu- with the language and traditions maintained then on Amazon.com dents' background and environmental expo- in the home. She coined the terms "formal" sure. and "informal register" to further explain -While much of-the content in this text how language is often interpreted by those of amaz,on.com. focuses on identification, it is also strong in non-dominant cultures. the areas of program design and curriculum Understandingthe Framework ofPoverty

CALIFORNIA ASSOCIATION FOR THE GIFTED 57 257 BOOK REVIEWS

Advocating for YOUR At the meeting, nationally known speaker teacher and a commitment to continue edu- Gifted Child and author, Susan Winebrenner, offers many cating themselves about exceptional learn- parental tips including the following: ers. Although the video is aimed at parents, A video written and directed by Sandra War- find the special abilities in each child it is also worthwhile for anyone working ren featuring a talk to parents by Susan and nurture them with the gifted, especially those new to the Winebrenner Produced at Kent State Uni- avoid comparisons among siblings and field. The end of the video has ten discus- versity Teleproductions. other children sion starter questions that could be used in VHS, color, $50.00, 45 min. don't label kids with our expectations any setting and could spark enlightening ASIN: 1880175010 value kids for who they are, not for their dialogue. accomplishments CHERIE K. DRUMMOND is the Parent Repre- REVIEWED BY CHERIE K. DRUMMOND sentatives Chair for the California Association for She discusses the topics of "twice excep- the Gifted, an education consultant, and an I'm bored. I really want to learn, but he just tional," "perfectionism," and "striving for instructor in the GATE Certificate Program at gives us workbook pages," complains excellence." She speaks in depth about intel- the University of California, San Diego. Elizabeth, eldest child in the Bauman ligence not being the same as effortlessness, family. These familiar comments, often and the need for real learning to take place heard in families of gifted children, are Eliz- with an appropriately challenging curriculum. abeth's response to a phone call home from "High grades are not a guarantee that real Reaching New Horizons: her teacher as portrayed in the opening scene learning happens," and "grades and class Gifted and Talented Education of the video tape, Advocating for YOUR rank do not matter until high school" are for Culturally and Linguistically Gifted Child. two points she uses to encourage parents not Diverse Students This informative video tape begins with to place top value on the perfect report card. By Jaime A. Castellano & Eva I. Diaz, a typical family scene. Children are doing With this foundation demonstrating the Editors homework and mother is preparing for din- need for parental and self advocacy for excep- ner when a phone call comes in from Eliza- tional learners, Winebrenner shares several (2002) Allyn and Bacon beth's teacher. He indicates there is a problem strategies for advocating "without turning paperback, $46.00, 336 pp. with Elizabeth. Her attitude toward school has the teacher off." ISBN: 0-205-31413-9 changed, she is unable to concentrate, has a First, get the mission statement of the 800-666-9433 lack of follow through, is unable to sit still, school or district. Using the language of the REVIEWED BY MARGARET GOSFIELD and fits the profile of a student with learn- statement, ask the teacher to explain how ing problems, or even a disability. Incredu- the special needs of your child are being The field has waited a long time for lous, Mrs. Bauman indicates she has never met. A typical complaint of teachers is that this book and I predict that it will had difficulty before, has always done students won't do their work. But indeed, become a landmark publication! With advanced work, is always doing research at they will do their own work; it is the teacher's 15 years of service as a district pro- 'home, is writing her own novel, and flies work they won't do. Winebrenner calls this gram coordinator for gifted and talented edu- through homework. Elizabeth says she the "confusing pronoun syndrome." Gifted cation, I know that identifying and serving already knows what he is teaching and com- learners often complain of being bored, and underrepresented populationsprimarily plains that the teacher won't answer her ques- this bears investigation. Winebrenner says gifted Hispanic students in my districtis tions. there are two kinds of bored: when students L one of the The stage is set for the parents to begin are pretty sure they already know the mate- most vexing learning about giftedness and positive rial, or when they learn faster than the way issues fac- approaches to advocating for their child's material is presented. Parents can ask the REACHING new HORIZONS ing practi- Glftd Um. Cuiturally needs. Mrs. Bauman calls a friend to share teacher to provide an opportunity for stu- UnWs&A, Dims* Stud. tioners in the problem and is invited to a parent meet- dents to demonstrate at the beginning of a ' the field. It ing featuring Susan Winebrenner, author of learning sequence that they already know ...e isvexing Teaching the Gifted in the Regular Class- the material to be presented. If they pass the because so room. She'protests, saying, "You know we "test," a different, appropriate learning oppor- much labor don't believe in the 'gifted stuff'; we just want tunity should be presented. hasgone her to be a regular kid." The friend says, She concludes with words from a gifted into efforts "That's the problem. She probably is not just learner who says that his teachers might as toreduce a regular kid. We had a similar problem with well have ridden with Jesse James-fa- all the disparity our son and started learning about gifted the time they stole from him, and urges us all with less than satisfactory outcomes, and learners and their special needs." She con- to avoid the "Jesse,Janies" syndrome. because there have been so few guidelines for vinces Mrs. Bauman to come to the meeting The video concludes with the Baumans practitioners in the field. and to bring her husband. preparing for their visit with Elizabeth's At last we have a book to serve as a prac-

58 GIFTED EDUCATION COMMUNICATOR, WINTER 2001 tical guide in achieving our goal of both equity and excellence in iden- Therefore, schools aimed primarily at (1) shaping behaviors, tification and service to "culturally and linguistically diverse students," (2) alleviating perceived social problems, and (3) reinforcing to use the terminology of the editors. standing social structures rather than cultivating cognitive The book is a collection of essays, the heart of which is contained skills and intellectual abilities. These industrialist aims (i.e. in Section III, Identifying and Nurturing Gifted Potential and Bilin- unity, social order, and obedience) were further supported by gualism, and Section IV, Strengthening Teacher Preparation and capitalistic emphasis on 'citizenship training' for culturally and Parent Involvement. Chapter after chapter illustrates program mod- linguistically diverse immigrant people. (p. 3) els, assessment instruments, teaching strategies, and parent involvement programs that work. Most highly recommended are the She also seems to go to great lengths to identify and castigate the following: state and federal policies of Republican leaders while praising those Chapter 5 - Renavigating the Waters: The Identification and of Democrats. This left-liberal bias provides an inaccurate histori- Assessment of Culturally and Linguistically Diverse Students for cal picture at best, and certainly is not conducive to collaboration Gifted and Talented Education by Jaime Castellano with those of us who believe the public school system has been a Chapter 6 - Gifted Education Program Options: Connections to positive force in supporting American ideals. I suggest that you leave English-Language Learners by Jaime Castellano these chapters until last so they don't put you off for the rest of the Chapter 10 - Portraits of Success: Programs that Work by Nilda book. Aguirre and Norma Hernández The book as a whole, however, promises to become a valuable asset Chapter 12 - Recruiting Teachers for Bilingual Gifted and Talented for practitioners. Ernesto Bernal states in the foreword that, "Mov- Programs by Ernesto Bernal ing into the area of educating the culturally and linguistically gifted Chapter 13 - A Parent-Family Involvement Model to Serve Gifted student still requires a certain level of courageous experimentation Hispanic English-Language Learners in Urban Public School Set- and badly needed documentation and evaluation. As of now, there is tings by Rosina Gallagher. no magic wand." This book does not contain magic, but it goes far The only questionable aspect I found in the book appeared in the in providing the tools needed by those who are working to better iden- opening chapters. Eva Diaz presents an historical analysis in two parts: tify and serve this special population of gifted children. the 1850s to 1980s, and 1990s to the present, that might better have been omitted. Her description of the historical role played by pub- MARGARET GOSFIELD is editor of Gifted Education Communicator, however, lic schools in promoting assimilation into American society by the opinions expressed herein are her own and do not necessarily represent immigrants is entirely negative. the views of the California Association for the Gifted.

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CALIFORNIA ASSOCIATION FOR THE GIFTED 59 254 CAG PUBLICATIONS

Advocating for Gifted English Order Form Language Learners An Activity Handbook for Professional Ship To Development and Self-Study

Item No. P-05 $12.00/copy LAST NAME FIRST NAME MIDDLE INITIAL

This guidebook presents an overview of the MAILING ADDRESS gifted English language learner. The activities can be used for inservice or for individual self- study. Text in English and Spanish. CITY/STATE/ZIP COUNTY

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PHONE Home Work SCHOOL DISTRICT Advocacy Advocacy in Action An Advocacy Handbook for Gifted and Talented Education Quantity Discounts for Items P-01, P-02, P-03, P-05 Item No. P-02 $12.00/copy 10-50 copies $11.50 51-100 copies $11.00 CAG's step-by-step guide to effective advocacy 101+ copies $10.00 in Action on behalf of gifted and talented children and their appropriate education. Hsuiboo& fa 000 end 'Nontad Iteer:a, Item No. Qty Price Each Total

The Challenge of Raising - PIP Challenge of Your Gifted Child Item No. P-03 $12.00/copy Sales Tax - Add 8% Raising Your Here's a guidebook to answer parents' most Shipping & Handling Gifthd Child $4.00 minimum frequently asked questions 15% of Total for orders of 3 to 100 copies concerning gifted children, plus 10% of Total for orders over 101 copies resources, both traditional and Grand Total electronic, to make parenting easier. If you need RUSH delivery, call the CAG office 310-215-1898

CI Personal Check # Joining Forces El District Check # A Guide to Forming Support Organizations for ElPurchase Order # Gifted and Talented Children CHARGE: CI MasterCard Item No: P-04 $5.00/copy El Visa CAG's step-by-step guide to forming affiliate Card No. Exp. Date organizations in support of gifted and talented Authorized signature: children and their appropriate education. Mail with check or charge information to California Association for the Gifted, 18548 Hawthorn St., Fountain Valley, CA 92708 Fax: 714-962-8804

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