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AUTHOR Gosfield, Margaret, Ed. TITLE Communicator, 1999. INSTITUTION California Association for the Gifted. PUB DATE 1999-00-00 NOTE 208p.; The CAG Communicator is published four times a year. AVAILABLE FROM California Association for the Gifted, 5777 W. Century Blvd., Suite 1670, Los Angeles, CA 90045. (subscription $25 per year). Tel: 650-965-0653; e-mail: CAG [email protected]; Web site: http://www.CAGifted.org. PUB TYPE Collected Works Serials (022)-- Guides Non-Classroom (055) JOURNAL CIT Communicator: California Association for the Gifted (CAG); v30 n1-4 Win-Fall 1999 EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Ability Identification; Advocacy; Book Reviews; *Child Rearing; Curriculum; Early Childhood Education; Elementary Secondary Education; *Gifted; Labeling (of Persons); Middle Schools; Moral Development; Music Education; Parent Child Relationship; Parent Participation; Parent School Relationship; Parenting Skills; Poetry; Portfolio Assessment; Preschool Education; *Reading Instruction; Reading Strategies; Social Development; *Talent Development IDENTIFIERS *Differentiated Curriculum (Gifted); International Baccalaureate

ABSTRACT These four 1999 issues of the "Communicator" address reading needs of gifted children, middle schools, parenting the gifted, and the needs of young gifted children. Featured articles include: (1) "Academic Advocacy for the Forgotten Readers--Gifted and Advanced Learners" (Reading TaskForce of the California Association for the Gifted);(2) "Creating Lifetime Readers: Parents Can Make a Difference" (Jody Fickes Shapiro); (3) "Meeting the Needs of Highly Able Children" (Cindy Dooley); (4) "Reading with Young Children" (Nancy Ewald Jackson and Cathy M. Roller); (5) "Scratched Heads and Guffaws" (Bruce Balan); (7) "What Do You Mean Gifted Kids Can't Read?" (Elaine Weiner): (8) "The Gift of Poetry in the Classroom" (Julia Candace Corliss); (9) "Engaging Students in Reading" (Peggy Buzanski); (10) "Gifted Readers and Reading Instruction" (David Levande);(11) "Curriculum To Promote Advanced Reading"; (12) "This We Believe: Philosophy of National Middle School Association Supports Gifted Learners: Does Practice Measure Up?" (Commuter Staff);(13) "Teaching Kids to Care: Character Development and the Middle School Student" (James R. Delisle); (14)"What Parents Want To Know about Gifted Middle School Students and Aren't Afraid To Ask" (Linda Brug); (15) "Addressing the Needs of Middle Grade Gifted Students" (Evelyn Hiatt); (16) "Middle School: The Balancing Act" (Elinor Ruth Smith);(17) "Social Development or Socialization" (Linda Kreger Silverman);(18) "The Middle Years Program for International Baccalaureate" (Barbara Lateer);(19) "Dilemmas in Talent Development in Middle Grades: Two Views" (Margaret Gosfield);(20) "Using Portfolios Effectively in Middle School" (Debra Johnson);(20) "Dilemmas in Talent Development in Middle Grades: Two Views" (Margaret Gosfield); (21) "'Pushy Parents.' Bad Rap or Necessary Role?" (Arlene R. Devries);(22) "Parenting for the New Millennium" (Barry Ziff);

Reproductions supplied by EDRS are the best that can be made from the original document. (23) "Living Successfully with Your Gifted Youngster" (Judith Roseberry); (24) "Labeling: To Tell or Not To Tell" (Paul Plowman);(25) "What Parents Need to Know about Curriculum Differentiation" (Kathleen Patterson);(26) "School to Work" (Louise Stevens);(27) "Creative Ways To Identify Talent in Your K-3 Classroom" (Joan Franklin Smutny);(28) "Understanding and Encouraging Young Gifted Children: Social and Emotional Issues" (Elizabeth Meckstroth); (29) "Brain Development and the Importance of Early Stimulation" (Barbara Clark);(30) "Advocating for Young Gifted Children at School" (Sally Y. Walker);(31) "Portfolios: Documenting the Needs of Young Gifted Learners" (Bertie Kingore); and (32) "Music Education for the Young Gifted" (Kayleen Asbo). Each issue includes curriculum ideas and book reviews.(CR)

Reproductions supplied by EDRS are the best that can be made from the original document. Communicator, 1999

S. DEPARTMENT OF EDUCATION Of ce of Educational Research and Improvement PERMISSION TO REPRODUCE AND E CATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it. M ourri-ford Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1

N BEST COPY AVAILABLE 3 r- O Kl California Association for the Gifted Volume 30 Nos. 1-4 CALIFORNIA ASSOCIATION F 0 R THE GIFTED

Academic Advocacy for the VOLUME 30, NO .1WINTER 1999

ISSUE HIGHLIGHT Forgotten ReadersGifted and

GIFTED READERS Advanced Learners

Reading is a key component in every BY THE READING TASK FORCE OF THE CALIFORNIA ASSOCIATION child's education. As we support the FOR THE GIFTED efforts to assist those children need- ing remediation, we must also be THE CASE FOR ACADEMIC Advanced readers regressing mindful of the reading needs of gift- ADVOCACY to the norm when left without ed and advanced learners. This issue Advocating on behalf of gifted stu- resources and classroom sup- addresses these questions: dents is among the most important port commensurate with their Why is academic advocacy nec- activities undertaken by the Cali- needs and abilities essary and what actions can we fornia Association for the Gifted. Advanced readers relegated to take? However, supporting statutes and independent reading or fiscal appropriations are not the groups that have insufficient What model reading programs only types of advocacy; now is the teacher instruction and inter- have proven effective for gifted time to engage in academic advo- and advanced readers? action cacy. The contemporary emphasis How can parents provide role on reading, and state and national We recognize that all educa- models and encourage reading initiatives related to developing tional reforms elicit both positive at home? "every child a reader by third and negative responses; we choose What teaching strategies and grade," has potentially serious to view the potentially detrimental activities best complement the consequences for students who can effects of the current reading learning styles of gifted read- read and read well. Consider the reform activity as an opportunity ers? following common occurrences in to define new areas of need for our school systems: Where can we find guidance in both teachers and students in the selecting books for advanced Disproportionate academic field of gifted education. The cur- readers? and fiscal resources directed rent crises in teaching and pro- toward students experiencing moting literacy for students also difficulty in learning to read highlights the need for advocacy Insufficient information avail- UPCOMING ISSUE on behalf of those students who able regarding gifted and HIGHLIGHTS can read and read well. advanced readers in both edu- There are a number of issues Spring - Middle Schools cational literature and class- and outcomes related to the con- Summer - Parenting room practices temporary emphasis on develop- Fall - Young Gifted Advanced readers recognized ing literacy. The intent of this Winter - Math & Science only by test scores, when rec- article is not to refute the value of ognized at all See ADVOCACY, 33

3 Academic Advocacy for the Forgotten ReadersGifted and 1 PUBLISHED BY THE CALIFORNIA Advanced Learners ASSOCIATION FOR THE GIFTED PARENTS The CAG Communicator is published four times during the year: Fall, Winter, Spring, and Summer. Opinions expressed by indi- Creating Lifetime Readers: Parents Can Make a vidual authors do not necessarily represent official Difference, Jody Fickes Shapiro 6 positions of the Association. Subscriptions are available to Children's Bookstores 7 non-members at an annual cost of $25.

OFFICERS 1998-2000 PARENT TO PARENT Executive Committee Beyond the Pages of a Book, LaDona Hein 8 President: Marge Floctor 9 Vice President: Cathleen Silva Children's Books Online Secretary: Dana Reupert Treasurer: Judith Roseberry Meeting the Needs of Highly Able Children, Cindy Dooley 10 Parent Representatives Chair Sharon Freitas Educator Representatives Chair: Linda Calvin Reading with Young Children, Nancy Ewald Jackson & Cathy M. Roller 11 Past President Margaret Gosfield Scratched Heads and Guffaws, Bruce Balan 12 Regional Representatives Bay Area Felicia Stuckey-Smith What Do You Mean Gifted Kids Can't Read?, Elaine Weiner 14 Lynn Gatehouse Capitol Nancy R. Craig Kathleen 0. Patterson The Gift of Poetry in the Classroom, Julia Candace Corfiss 16 Joshua TreeJohn P. DeLandtsheer Darlene Dolan Engaging Students in Reading, Peggy Buzanski 18 Mission Marilyn C. Morrison Phyllis Greenberg Gifted Readers and Reading Instruction, David Levande 19 Mt. Shasta Rita Stanley Marla J. Doherty Orange Darlene Boyd HANDS-ON CURRICULUM S. Raenele C6t6 The Forgotten Books, Brian Crosby 25 Pacific Linda Brug Judith C. Smith Reading Logs, Bette Gould 26 Palomar Marcia DiJiosia 28 Cherie K. Drummond Curriculum to Promote Advanced Reading Redwood Bruce De Vries Teri Gow BOOK REVIEWS San JoaquinMaurine Anderson Doris M. Pacheco Ella Enchanted, reviewed by Natalie Cohen 24 Santa LuciaSharon Regner Some of My Best Friends Are Books, Vicki S. Kleinman reviewed by Virginia McQueen 30 COMMUNICATOR EDITORIAL BOARD Reading: A Workbook for Ages 4-6 31 Editor Margaret Gosfield, gosfield @aol.com Enrichment Readingthe Gifted Child 31 Associate Editors Curriculum & Technology: Virginia McQueen, The Gifted Reader Handbook 31 [email protected] Buoy: Home At Sea 32 Children's Pages: Debra Johnson, [email protected] Parent Topics: La Dona Hein, [email protected] Special Projects: Richard Boolootian, [email protected] Calendar 3 Advising Editor: Paul Plowman, [email protected] 3 Production: Madsteve Letters From the President 4 SUBMISSION OF MATERIAL From the Editor 5 To submit articles for publication, send hardcopy anddisk (Mac or PC) saved as a text (ASCII) file or submit arti- Young People's Pullout 21 cles by e-mail. All submissions will be given careful consideration. Photos and camera-ready artwork are particularly desirable. Send all material with name, address, phone number, fax number, and Internet address to Margaret Gosfield, Communicator Editor, 3136 Calle Mari- posa, Santa Barbara, CA 93105, Tel: 805-687-9352, [email protected]. The Communicator staff reserves the right to edit all material in accordance with APA style and Communicator policy. HOW TO REACH CAG CAG OFFICE LETTERS TO THE EDITOR REPRINTING OF MATERIALS 5777 W. Century Boulevard. Suite 1670 Margaret Gosfield Articles appearing in the Communicator may be reprinted Los Angeles. CA 90045 3136 Calle Mariposa. Santa Barbara, CA 93105 as desired unless marked by CD or reprinted from another Tel: 310.215-1898 Fax: 310-215.1832 Tel: 805-687-9352 Fax: 805-687-1527 source. Please credit the Communicator and send a copy e-mail: CAG [email protected] e-mail: [email protected] of your publication containing the reprint to the editor. www.CAGifted.org

2 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 BEST COPY AVAILABLE 4 CALENDAR

CAG BOARD MEETINGS Suggestions for Youth Pages Sharing the Information JANUARY22-24, 1999 I'm a parent GATE representative at Perhaps I should have asked you-all Sacramento Hyatt first, but I posted [a description of an elementary school. I wanted to let Board Meetings are open to the you know I like the new feature for the fall issue] to the GT-Special list- public. If a meeting Is scheduled in serve... GT-S targets parents and your area and you wish to attend, students, but I did have a couple please call the CAG office for specific comments on it. educators of twice-special kids. It Information. The deadline date for the contest is a fairly new list and has a good, is way too soon according to some international following. 'Hope you CAG CONFERENCE teachers I've spoken to and I won- don't mind the publicity. COMMITTEE MEETINGS der if in the future you may consider Janine Packett JANUARY16, 1999 making the deadline date further Santa Clara Westin into the future. I only received my Editor's Note Communicator last week and with Thanks for sharing the information. 37TH ANNUAL the November school activities, it We encourage as many people as CAG CONFERENCE was the general decision to not even possible to become members of MARCH 5-7,1999 present the contest to the students. CAG and receive the Communica- CAG 37th Annual Also, printing some of the instruc- tor as a member's benefit. But for Conference, "Navi- tions on the dark blue background those who choose, the option of gating New Path- ways." Westin Hotel makes it very difficult to photocopy, being a subscriber only is also avail- and Santa Clara Con- at least for our machine. able. Please see the application form vention Center, In the future, I'd like to see our on the back cover. Santa Clara, CA students taking part in your contests and hope you'll consider some NATIONAL of my comments. List Rings True Just read your article, and enjoyed INTERNATIONAL Susan Yip CONFERENCES it immensely. Your "Common myths Commodore Sloat Elementary JULY 30-AUGUST 1, San Francisco and assumptions" list could have 1999 come directly from the mouths of 18th Annual SENG P.S. I especially enjoyed reading the both my son's teacher and the school Conference, principal. Our GATE budget shows "Reflecting on Our article on effective communication Past, Envisioning Our Future." with your child's teacher. teacher education funds turned back Chicago, IL in unused for the last three years. I Editor's Note don't know of even one teacher who AUGUST2-6, 1999 We agree on both points in regard has attended a GATE conference or 13th Biennial World Conference of the World Council for Gifted to the students' challenge page. You any GATE training in our entire dis- and Talented Children, "Gifted will find this issue's challenge page trict. and Talented: A Challenge for the easier to photocopy. Also, we have Donna Woods New Millennium, Istanbul, Turkey. decided to run student responses For details, call 818368-7501.. two issues later rather than the one following. That way we can extend the deadlines. Thank you for sharing your ideas. CORRECTION The California Association for the Gifted serves its members in many valuable In the fall issue, we inadver- ways: Thanks tently listed an incorrect Institutes and conferences for Thanks for sending me a copy of e-mail address. For those educators and families Parenting strategies to nurture the Communicator. We are proud wishing to reach Dr. Martin to have our center's research giftedness Eaton for more information Advocacy to assure funds for included in the Fall issue. on his Learning for Success GATE programs Joe Renzulli, Director program, the correct e-mail Publications about differentiated National Research Center on the curriculum and contemporary Gifted and Talented address is: issues affecting gifted students Storrs, Connecticut learningforsuccess@earthlink. CAG is a mission-driven, volunteer net. administered, non-profit association.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999

BEST COPYAVAILABLE 5 FROM THE PRESIDENT MARGE HOCTOR

Iam pleased with the Editor's One effective way to meet the needs of these stu- choice of reading as a focus for dents is to focus on skills they will need to become this issue of the Communicator. proficient users of electronic media. The fact that the The acquisition of reading skills has Internet is the source of a wealth of information always been a key component when makes it important that students acquire sophisti- planning educational programs for cated reading skills in order to successfully find students. At present, reading is information. They will need to know more than just receiving even more focus. With the how to locate and save information. In order to California Department of Education's goal that every search and find information useful for a specific child be a reader by third grade, and the expectation research assignment, students will need a variety of that students participating in the primary class size reading skills including skimming and scanning, reduction program will improve reading skills, there finding topic or main idea, separating relevant from has been a tremendous increase in staff development irrelevant, judging material for accuracy, and recog- opportunities for teachers of reading. nizing bias based on the content of the material or A major concern however, is that much of the the source of the information. These are skills that focus is on children who are struggling to learn to can be taught whether or not a school or classroom read. These children are of concern and educators has access to the Internet by using textbooks, maga- are obligated to meet their needs, but the recent zine or journal articles, or information downloaded focus of staff development programs has been on from Internet sites. them to the exclusion of the able reader. How do we In addition to this issue of the Communicator, meet the needs of students who go quickly from CAG is involved in other projects supporting the requiring instruction on "learning to read," to being needs of the able reader. One such project in process ready for instruction on "reading to learn." is an International Reading Project involving our Sis- I recently attended a three-hour reading seminar ter Organization for gifted students in Moscow, for primary teachers. The entire session focused on Russia. Led by Sandra Kaplan in California and strategies for the student who is having trouble Natasha Choumakova in Moscow, 4th through 6th learning to read. The only time devoted to the capa- grade students in gifted classes in four public schools ble reader was when I asked a question. My ques- in Moscow are developing Russian fairy tales and tion was answered briefly and then the discussion accompanying reading comprehension questions moved on. There were no follow-up sessions written in English which will be sent to GATE planned to address the advanced reader. classes in California. California students are devel- Students who come to school reading, or who oping American legends with accompanying ques- learn very quickly once provided formal instruction, tions to be sent to Russian classes. are in the unique position of being in the minority in You will find information throughout this issue most classrooms. They are often required to go which will be useful to you as you become or through the same learning process as the rest of the continue to be an advocate for appropriate read- class, used as a tutors, or left on their own to do ing opportunities for gifted and advanced learn- "independent study." ers.

4 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 FROM THE EDITOR MARGARET GOSFIELD

The inspiration for sents the advantages of poetry in the classroom and the focus of this dedicates a poem to all teachers who "bring the gift issue began two of poetry into their classroom." Brian Crosby shares years ago when CAG's his remedy for making sure that high school gifted Board of Directors students are exposed to literary classics. established a Reading Bruce Balan speaks to both teachers and parents Task Force under the when he urges us to recognize that the first step in leadership of Special introducing children to read is to let them read what Projects Chair, Sandra they want to read. Their choices might not be ours, Kaplan. The purpose of but if we expect to create strong readers, our most the task force was to important task is to instill in them the love of read- prepare and distribute an advocacy document that ing. He shares some of his own growing up experi- would focus attention on the needs of gifted readers ences and the reading choices that helped shape his in a school reform environment that centers almost own thinking and later writing. We are very pleased exclusively on children who need remedial reading that Bruce will be a featured speaker at our annual assistance. CAG does not oppose efforts to serve conference, serving as the keynote speaker for the children with reading problems, but just as in many student seminar and presenting a special address for other educational arenas, the issue has.to do with adults at the parent conference on Sunday. proportion. Readers who already read and read Jody Fickes Shapiro goes a step further by recom- well, should not be neglected while remediation mending that parents continue to read out loud to efforts are being made for others. and with their children well into their teen years, A draft document was prepared and distributed at giving many compelling reasons for doing so. last year's annual conference along with an invita- La Dona Hein presents the questioning techniques tion to readers to respond with suggestions for that Deborah Kleffman, a GATE parent in Pleasan- improving the paper. After many recommendations ton, employs in reading discussions with her chil- and with considerable thought and revision, we have dren. prepared a final draft. The youth section includes a student book review Dissemination of the document to all our mem- by Natalie Cohen, and we hope to include student bers through the Communicator seemed a natural reviews in succeeding issues as well. We learned very course; and it followed that we could focus even quickly that we had misjudged the amount of time we more attention on the needs of gifted readers by need to allow for student responses to challenges. devoting an entire issue to the topic. The results are Therefore, the deadline for all challenges included in in your hands. the fall issue are being extended, along with new ones Supplementing the advocacy article, David to engage students. From now on, selected student Lavande provides us with background information responses will appear two issues after the first appear- and recommendations for model reading programs ance of a challenge item, providing the additional for gifted students. Cindy Dooley's recommendation time needed. We hope all parents and teachers will of flexible grouping elaborates on a specific model encourage their children and students to participate. and points out that with such flexibility, teachers I would like to again invite you to JOIN THE can shift groups at any time to accommodate stu- DISCUSSION. Tell us what you like about this issue dent interests as well as instructional needs. of the Communicator and where you see need for Several classroom teachers share their experiences improvement. We would especially like to hear in teaching reading and literature to gifted students. about your school or district's means of accommo- Peggy Buzanski combines theories of multiple intelli- dating gifted readers, and how parents encourage gences and stages of moral development in preparing reading experiences at home. If we have a sufficient classroom reading activities for her students, while response, we will make plans to print them as a spe- Elaine Weiner points out some of the gaps that cial feature in another issue. We must continue to gifted readers may have in their reading skills but share ideas to accomplish our goal of providing the which are often overlooked. Candace Corliss pre- greatest possible support for our gifted learners.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 7 PARENTS

Creating Lifetime Readers: Parents Can Make a Difference

BY JODY FICKES SHAPIRO

Four times a year I have the privilege of speaking to a group of new parents at one of our local hospitals. I have no ti problem convincing these eager moms and dads that their babies need books. This generation of young parents are the beneficiaries of literacy campaigns such as the Association of Booksellers for , Children and American Academy I of Pediatrics' Twenty Minutes a Day. They have seen articles about .I I I II I I early language development and I I the role that books play in developing vocabulary and attention most valued part of our day when match their imaginations if not span. My task is merely to show my children were approaching their reading skill. them the best books available. adolescence. We could always go The babies' immediate responses back and reread a passage or a Support for reluctant readers to the books just reinforces my chapter in a book when we inter- There are some children who, message. rupted ourselves to discuss some- for whatever physical reason, are My difficulty is convincing thing. Unlike the passive viewing of not comfortable readers. These parents to continue reading aloud a television program or movie, we, are the children who must be read to their children into their early the readers and the listeners, were to by a combination of parents, teens. For many reasons parents always in charge of the pacing. teachers, peers, and books on begin to drop that activity too tape. At some point in their matu- soon. I am often asked, "Why Children's interests exceed ration, they will become readers. continue reading books aloud to their recreational reading And for the few who never my kids now that they can read level develop a love of reading or any on their own?" Our kids often have interests inclination to read for pleasure, at Here are some reasons why: that exceed their recreational least they have been kept cultur- reading level. I am making a dis- ally literate. They know Charlotte Establishes lifelong commu- tinction between formal tested and Wilbur, and that superheros nication reading level and "recreational" like Ulysses and Achilles are not One of the most significant rea- reading level. We can all decode just cartoon characters. They have sons to continue reading aloud to more difficult text but wouldn't pored over David Macauley's older children, is that it lays the necessarily sit down to read a psy- buildings and unbuildings, devel- groundwork for lifelong commu- chology textbook for relaxation. oped a relationship with Lincoln nication between parent and child. There are authors who write won- through the fine text of Russell At an age where children begin to derfully well, like Lloyd Alexan- Freeman's Lincoln: A Photobiog- develop closer ties with their peers der, for example, whose "Prydain raphy, or even memorized a Shel than their families, the simple Chronicles" can be read aloud to Silverstein poem after repeated daily act of reading together keeps eight-year-olds but aren't often requests to "read it again." open the channels of communica- read independently until several tion. Books as a catalyst for mean- years later. Therefore parents can Provide role models ingful conversation became the introduce children to books that There are many ways to encour-

6 8CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 age more reading in a home environment or in a classroom besides The CAG Board's List of reading aloud. Adults who read Favorite Childrens' Bookstores for pleasure are models. Talking about and quoting from articles in We asked members of the CAG Board of Directors to share with us the names newspape or magazines are some of their favorite childrens' book stores. We chose not to include any national things adults often do among chains in the list since they are much broader in scope; we are aware, how- themselves. Include children in on ever, that many have significant collections of childrens' books within their those experiences and encourage larger stores. We encourage you to frequent these and other local bookstores them to read aloud things they to assist you in supporting your gifted reader's need for good books. want to share. Provide a variety of reading material in the home. FRESNO NAPA Pegasus Books & Gifts for Napa Children's Book Co. Give gifts of books. Use public Young People 1239 First Street and school libraries. Find like- Mission Village Shopping Center Napa, CA 94559 minded parents through your own 349 E. Shaw Avenue 707-224-3893 PTA, church or neighborhood Fresno, CA 93710 who are interested in a child and 209-221-8524 REDDING Redding Bookstore parent book discussion group sim- Petunia's Place 1712 California ilar to the adult reading groups 2017 W. Bullard Avenue Redding, CA 96001 that are gaining popularity. Fresno, CA 93711 530-246-2171 Teachers are using reading cir- 209-438-1561 cles in the classroom to evoke REDLANDS IRVINE Frugal Frigate book-centered active interaction Whale of a Tale 9 North 6th Street between students. Some middle University Center Redlands,CA 92373 schools are opening their libraries 4199 Campus Drive, Suite A 909-793-0740 to the students at the lunch recess Irvine, CA 92612 for book clubs. Our own book- 949-854-8288 SAN JOSE Hicklebee's Children's Books store, Adventures for Kids, spon- LA JOLLA 1378 Lincoln Avenue sors a family reading group in the White Rabbit Childrens' San Jose, CA 93125 summer. Perhaps you have an Bookstore 408-292-8880 independent bookstore in your 7755 Girard Avenue community that would be inter- La Jolla, CA 92037 SAN FRANCISCO 619-454-3518 Cover to Cover ested in working with you as well. 3910 24th Street You may have ideas we haven't LAVERNE San Francisco, CA 94114 thought of and would be willing Mrs. Nelson's Bookstore 415-282-8080 to share them with other parents 1030 Bonita Avenue and teachers who read the Com- La Verne CA 91750 SAN MARINO 909-599-4558 San Marino Toys and Books municator. 2424 Huntington Drive Just don't give up the opportu- LOS ANGELES San Marino, CA 91108 nity to share the treasure trove of Children's Book World 626-309-0222 children's literature with your 10580 1/2 Pico Boulevard own family. We have so many Los Angeles, CA 90064 TARZANA 310-559-2665 PAGES adults who have confessed that 18399 Ventura Boulevard they read children's books as MISSION VIEJO Tarzana, CA 91356 much for their own enjoyment as Reading Rhinoceros 818-34-BOOKS for their kids. All it takes to get 24000 Alicia Parkway started is a good book and the Mission Viejo, CA UKIAH 714-588-0898 The Mendocino Book Company willingness to share a block of 102 South School Street twenty relaxed precious minutes a MONTROSE Ukiah, CA 95482 day. You and your kids are worth Once Upon A Time 707-468-5940 it. 2284 Honolulu Avenue Montrose, CA 91020 VENTURA 818-248-9668 Adventures for Kids JODY FICKES SHAPIRO is a children's 3457 Telegraph Road literature consultant and owner of Ventura, CA 93003 Adventures for Kids children's book- 805-650-9688 store in Ventura, California. She is also the parent of two gifted sons.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 7

J. PARENT TO PARENT

Beyond the Pages ofa Book Comprehension-type questions BY LADONA HEIN What would you do if you had the same problem as the Reading to and with your tainers, their names, colors, and character in the story? child is one of the most numbers. What happened first, second, important privileges you will Many children automatically third in the story? have as a parent, and modeling of have a desire to learn to read and How would you describe the reading can be done in many gifted children often display this main character? ways. Children often let you know interest at a very young age. It is How would you write the when they are ready to listen to a up to us to spark their curiosity. ending of the story? Would it story, but it is of utmost impor- Reading for pleasure and reading be the same or different? tance to make books and other for information can be the same written materials available at a or different. Gifted children enjoy It is important to ask these very young age. challenge beyond just, "What questions naturally. One or two of There is more color is John's shirt?" They are the preceding questions could be to reading than eager to learn more. It is up to us asked after reading a couple of simply picking to stimulate their thinking. This pages. Reading should be enjoy- up a book, can often be accomplished by able whether it is for pleasure or reading the questioning strategies. for information. Your child story, or walk- Deborah Kleffman, parent of should not feel a quiz is necessary ing through the two gifted children in the Pleasan- every time you read together. If #0. pictures when a ton Unified School District shares your child enjoys it, then keep child is very the following questioning tech- asking questions. If you sense this young. You niques when reading with her chil- is not the approach to take when want the story dren and finds them very useful: reading with your child, do not to flow and to continue. captivate the Skill builder-type questions child. It is Can you touch the page where Making Reading Relevant important to be the new paragraph begins? Deborah maintains that as chil- enthusiastic, How many paragraphs can dren get older, it is important to dramatic, and you find on this page? help them make what they are relaxed. You What is the root word in reading relevant to real life. She should also be "digging"? suggests that parents talk to their sensitive to the Let's look at the punctuation children about how reading needs of your in this sentence. (Pointing out changes as we have life experi- child; some various forms of punctuation ences; she shares this personal children like to assists the child in reading, event: be read to often writing, and speaking. and for long What was the important My 4th grade daughter and I periods of time. information we learned in read Of Mice and Men out Others like this story? loud together. She had com- short stories What is the superlative form plained that the plots of the and short peri- of stories at school were too ods of "book What is an adjective and how boring. The vocabulary was time." is it used in the preceding sen- fine, but the plots were lack- Before children enter school it tence? Can you think of ing. is fun to create an awareness of another adjective that might print. A bulletin board can be be better? Many issues were raised: displayed in the kitchen entitled, Why do you think the word Foreshadowing. When the "I can read." Children can dis- begins with a dog was shot, it foreshad- play cereal boxes, fast food con- capital letter? owed the killing of Lenny.

8 1 0 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 CHILDRENS BOOKS ONLINE Euthanasia and Dr. Ker- vorkian were discussed. Ore- With our current busy lifestyles, many of us find it convenient to shop for gon laws regarding doctor- books online (though nothing can compare with the pleasure of browsing assisted suicides were dis- through a well-stocked bookstore!!). Our thanks to Sharon and Dennis Freitas, CAG's Parent Chair and Webmaster, respectively, for providing the cussed. I asked my daughter selected sites listed below. what she thought of these topics. We discussed the pro Association for Library Service to Just for Kids and con arguments in these Children www.just-for-kids.com/ examples. Then I shared our www.ala.org/alsc Just for Kids offers thousands of personal family values on the The Association for Library Service books for and about kids, all at a topics. We were able to get to Children is interested in the im- discount from full retail. They list into a real world contempo- provement and extension of library books by age levels including: rary discussion on the topic services to children in all types of Infant and toddler, ages 4-8, ages of mercy killings. libraries. It is responsible for the 9-12, and young adult. You should evaluation and selection of book be mindful that when seeking and nonbook library materials and books for gifted children, you may I would also stop the story for the improvement of techniques need to look at a higher age level and say, "Did you know that of library service to children from than given. adults are reading between preschool through the eighth grade the lines on what just hap- or junior high school age. You may They also list books by topic. You pened here? That sentence to especially wish to click on "For will find "gifted" as a subhead us, because we are adults Parents & Caregivers" and "Cool under "Educational." with more life experience, Sites for Kids." let's us know that Curly's LandMark Editions wife is going to be big trou- Barnes and Noble www.LandmarkEdltlons.com ble. Let me tell you about the www.barnesandnoble.com LandMark Editions publishes racial and labor climate when Barnes and Noble claims to be the books for students by students. They hold a contest each year, this story was written." I world's largest bookseller online. A search of "children's literature" inviting students to submit original later asked her how things yielded 8,114 titles available for works for publication. At least one have changed since then and purchase, and an additional 4,055 book is selected each year from what aspects of human out of print and used titles. You each of three age levels ranging nature are timeless in this can also click on "kids" to view from six to nineteen years of age. story. their complete list of topics of books for children. Some books Winning entries from 1986 There were definitely items in are available at a discount price. through 1997 are available for the novel that we did not dis- purchase. The site also includes cuss, because they went over Children's Literature rules and guidelines for the 1999 her head and I felt she didn't www.childrenslitcom contest with a deadline for manuscripts of May 1, 1999. need to be exposed to them at Children's Literature publishes a monthly newsletter of reviews, and her age. also publishes bibliographies and YAHOO! other guides to children's litera- www.yahoo.com Parents are powerful role models ture. Its website includes sample Yahoo offers an extensive and in everything they do, and reading reviews and profiles of authors easy mode of purchasing books is no exception. Children recog- and illustrators. You may also pur- online, with most books sold at a nize the importance adults attach chase books online. discount. If you access Yahoo to reading, and the pleasures and through CAG (www.CAGifted.org), benefits it provides. Reading to Children's Literature also provides CAG will receive a portion of the and with your child is not a sim- a searchable index by category of proceeds. ple matter; it goes far beyond the children's literature resources available on the Internet. Topics in- Yahoo also provides extensive pages of a book. clude book reviews, storytelling, search possibilities; a search for writing, reading, publishers, best- "children's literature" resulted in a LADONA HEIN is Associate Editor for sellers, award-winning book selec- match of six categories and 194 Parent Topics and invites parents to tions including Newbery and sites for children's literature. share their experiences in raising gift- Caldecott, and more. ed children. She can be reached by e- mail at [email protected].

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 9 A literacy program developed through the use of flexible grouping accommodates the needs of students with a range of abilities through a variety of whole class, small group, partner, and individual activities. Whole class and small group settings are used to provide heterogeneous activities that allow students to view themselves as a community of learners who have common interests and goals. While these experiences are important in a literacy program, homogeneous small group and partner activities and individual differentiated learning experiences must be included to challenge Meeting the Needs of each student to develop new skills and strategies. When homogeneous small group, partner, and Highly Able Readers individualized activities slightly beyond students' current levels of literacy development are provided, Through Flexible Grouping each student develops new understandings about the theme of BY CINDY DOOLEY study and moves toward a higher level of communicative competence. The challenge of meeting the ing and language arts program in When flexible grouping is used, needs of diverse readers in a which a variety of differentiated the composition of small groups heterogeneous classroom learning experiences are provided and partnerships is not fixed, but while creating a community of is one means through which these shifts as new groups are formed to learners in which students work goals can be achieved. accommodate students' interests together to accomplish shared and instructional needs. In this goals is daunting for most class- Flexible Grouping setting, students do not view room teachers. In this classroom, As criticisms of ability grouping themselves as members of fixed all students are provided opportu- grew (Allington, 1980; Barr, 1989; small groups or partnerships asso- nities to develop a sense of self- Indrisano & Parratore, 1991) and ciated with particular ability lev- efficacy as they complete whole language perspectives els. Instead, students see meaningful learning experiences emerged as alternative approaches themselves as members of a vari- that enable them to acquire to literacy instruction (Goodman, ety of collaborative groups in important skills and concepts that 1986), whole class reading which their contributions are not they do not individually possess. instruction became common in only valued, but essential to the At the same time, establishing an many classrooms (Lapp & Flood, successful completion of a task. environment in which all learners 1992). However, the use of whole see themselves as competent mem- class instruction in which the Theme-Centered Literacy bers and equal contributors to the same materials and processes are Programs classroom learning community used with all students makes it The selection of an appropriate seems to suggest that the needs of difficult to address the needs of theme is crucial to the success of a the group, rather than the individ- individual students. In response to language arts curriculum that uti- ual, are of utmost concern. How the weaknesses of both ability lizes flexible grouping to meet the does the teacher of a heteroge- grouping and whole class instruc- needs of individual learners within neous group of students achieve tion, flexible grouping emerged as a community environment. The these seemingly contradictory a viable instructional format guidelines that follow can be used goals? The use of flexible group- (Flood, Lapp, Flood, & Nagel, to select a theme that provides ing within a theme-centered read- 1992). See HIGHLY ABLE READERS, 35

10 12 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 Reading and writing skills are likely to develop in parallel sequences, develop in predictable sequences, but there is evidence that one but individual children's develop- area may develop more rapidly With Young ment across skill areas may be than another. uneven. Literacy-related activities 5. While learning to read involves Children are most likely to nurture a child's much more than learning to development if they are geared to name letters and recognize An abstract of a report from the the child's current level of under- their sounds, learning letter National Research Center on the standing and interest. The reasons names and sounds and the rela- Gifted and Talented why some children become preco- tionships between them is an cious readers are not well under- important part of early literacy BY NANCY EWALD JACKSON & stood. Precocious readers are development. CATHY M. ROLLER likely to have a solid repertoire of 6. Reading failure in later years reading skills, but individuals dif- can be prevented by the early This report provides research- fer in their relative strengths, and identification of reading diffi- based answers to questions precocious readers may not be culties, followed by appropri- parents and teachers often equally advanced in other skill ate instruction. ask about how reading and writ- areas, such as writing or reason- 7. Precocious reading is an exam- ing develop from infancy to about ing. Precocious readers are likely ple of giftedness as defined by age 6 years. The unusually rapid to remain good readers, but chil- the Jacob K. Javits Gifted and development of these skills in dren who have not started early Talented Students Education some young children is considered often catch up. Early assessment Act of 1988. in a major section on precocious of a child's reading and writing readers. Precocious reading ability skills may facilitate the develop- Reproduced with the permission of is a form of gifted intellectual per- ment of appropriate curriculum the National Research Center on the formance that may appear alone for both precocious and slow-to- Gifted and Talented in Storrs, Con- or together with other kinds of develop readers. necticut. To obtain a copy of the full gifted performance. However, this report, call the center at 860 -486- report was not written only for Conclusions 4676. The report was issued in those who are concerned with the 1.During the preschool years, 1993 and costs $15. development or education of gifted children begin understanding children. Much of the report that print has meaning, that addresses general questions about writing takes particular forms, COME, SEEK A BOOK the development of reading and and that words consist of sets writing ability in young children of sounds. Come, let us seek a book who may have other gifts. Each 2. Effective story reading involves With math and fun and major section of the report was talking about the story and lis- games written so that it can stand alone, tening to the child's reactions. Where lions and all creatures and each contains a separate refer- 3. A child's mastery of oral lan- ence list and list of recommended guage is likely to be one of the Have fun and create names resources for parents and teachers. most critical factors in a child's Come, let us meet Rapunzel The research literatures summa- success in reading. In early rized in this report reveal that lit- reading development, the The prince and the emperor eracy development begins very child's developing knowledge too early as the 2- or 3-year-old child of letters, sounds, words, and Where stories seek and acquires a broad base of knowl- aspects of a story is important. pages peek edge and skills in the context of a In later development, wide- wide range of activities and experi- ranging knowledge of the To see the smile on you ences. Learning to identify and world and the ability to express Come, let us share some art print letters and words are impor- it becomes more critical. Of Picasso and Mattise tant parts of beginning to read and 4. In early writing as in early write, but early literacy develop- reading, preschool children ini- Just come and let us seek ment also encompasses learning tially use unconventional forms Let us seek a book about the nature of stories, the that gradually develop into the characteristics and functions of conventional forms used by Alexa Shoenfeld, Age 8 Mirman School, Los Angeles print, and the sound patterns of adults. A child's early reading oral language. Aspects of reading and writing skills sometimes

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 13 11 SCRATCHED HEADS AND GUFFAWS

Introducing Kids to Good-Books

BY BRUCE BALAN

Go Dog Go. A Wrinkle in Time. realize that, truthfully, I may have forget listening to Mrs. Roseberry The Lorax. Half Magic. The Out- forgotten. Because missing from read A Wrinkle in Time as I sat siders. Charlotte's Web. The BFG. the list at the top of the page are dreaming the story, head upon The Peep-Larssons Go Sailing. these books: deskso hot and lazy in the The Hobbit. Frog and Toad Tom Swift and his Spectro- Southern California late-summer Together. The Stupids. I Was a marine Selector (Or Polar- heat (no air conditioning in the Second Grade Werewolf. The Ray Dynasphere. Or bungalows). It is a wonderful Chocolate War. 20,000 Leagues Flying Lab. Or Jetmarine. memory that I will cherish. But, Under the Sea. The Cay. Or. Well, Tom's list is a after school when I returned long one.) home, did I pick up classics like These are some of my all-time Homer Price these? No way. Having parents favorite children's books. But The Mad Scientist Club that were teachers and who under- look at the titles again. Can Series stood the value of letting me pick you tell which of them I actually Farmer in the Sky, Glory my own path into the world of lit- read as a child? Probably not. So Road, Starman Jones and erature, they encouraged me to I'll tell you. everything else by Hein- read whatever I wanted. And I did. One third. That's it. Some of lein I soon found out that there simply these books I am sure you've read. The Encyclopedia Brown were not enough Tom Swift books Some you may never have heard Series available on the planet. of. But for me, the books in this Love Story Have you ever read one? How list have all had an impact on my about The Hardy Boys or Nancy life. And, as I've just admitted, Wait! Love Story? Yes, Love Drew. These books don't exactly most of them have had that impactStory. I'll come back to that later. meet the definition of great litera- on my adult life. One of the rea- I devoured all the books in this ture. I'm sure if I picked up one of sons I became a children's book second list during fourth, fifth and my tattered Tom Swift Jr. books author is because I love books. I sixth grades in the gifted program today, there would be a great deal love reading. And I love reading (then called MGM) in the Garden of writing that would make me children's books. In my profession, Grove Unified School District. cringe. But at ten years old, it was I am never without a reason to And it was these books, as well as simply the best. Does it matter pick up a children's book. It's part a few from the first list, that what I think of these books now? of my job, I am allowed say. helped me to discover that the Research. So I've read many more ability to read was one of the Our Favorite Books Are children's books as an adult than greatest gifts I had been given. Favorites Because They Are as a child. Of course, I do have to I was fortunate that Mrs. Clunk Ours own up to the unfortunate fact and Mrs. Roseberry, my fourth- We hunger for our children to that I've also spent more years as and fifth-grade teachers, felt it was excel. We unconsciously feel that an adult than as a child. important to read out loud to their great books contain some sort of When people ask me what classes. Mrs. Clunk first intro- magic that can help young people makes a great children's book, I duced me to the wonders of Nar- make their way in the world. We tell them what I think. But if I nia in C.S. Lewis's The Lion, The have experienced intense joy read- stopped for a moment, I would Witch and the :Wardrobe. I'll never ing certain books and want to

12 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 14 share that experience with these which really don't contain the age kids to read what they enjoy. small beings we love so much. We kind of writing that appeals to a know reading is good for us and great many children. This Isn't Court therefore, reading good books is If our kids don't want to read If I went back in time to visit the really good for us. We want our the "great" books we've discov- child I wasjourneying there with kids to be happy. ered, what will they read? Surely my professional appreciation for All of these seem like wonderful not that mass-market, repetitious children's literature intact I'm reasons to allow us to direct the slop. No, please! Not series! sure I would be appalled by some reading habits of our children. Yet When my Cyber.kdz books of the reading choices I made. But not one of them overcomes the were first published, I often ran seeing where those choices have fact that our children are not us. into a wall of dismissal when try- lead me, how can I condemn They are different people growing ing to promote the books to them? Few people judge me today up in a different time. What librarians and reviewers. "A on my childhood addiction to appeals to them makes us scratch series?" they would say, and turn Tom Swift. I was lucky that no our heads. What appeals to us, away. Granted, there are many one judged me back then either. makes them guffaw. Which is Judging a child's choices does not why, when trying to introduce promote a love of reading. kids to good books, the first step 66... allowing a is to let them read what they Support Unconventional want. But isn't our opinion worth young person the Selections something? It depends on what freedom to fly off I promised that I would get back those opinions are based. to that question about Love Story. I want adults to read children's the reading rails How did it get on my second list? books. I think it is healthy When I was in sixth grade, my because children's books help us they may have father died of leukemia. This was shift our sometimes rigid grown- shortly after Erich Segal's book hit up perspective toward one of created for the bestseller lists. If you've never acceptance. Just holding a chil- read it, it's important to know dren's book has that effect. Imme- themselves is the that one of the main characters in diately we are less judgmental of the story also dies of leukemia. I what is insidenot in terms of sign of a sensitive don't remember who first mentioned the book to me, but I do quality but in terms of what is parent or teacher. 99 allowed to happen. That's a good know that my mother and my thing. But because writers, pub- teacher, Miss Jennings, both lishers, editors, librarians, review- encouraged me to read it. It was a ers, and educators are almost series which are not well-written. profound experience. I remember always adults, we sometimes lose And now the media corporations sobbing with grief when Jenny perspective about what makes a that own publishing houses bom- diedgrief for her, her husband, really great children's book. There bard us with a hit until we can't my mother, my family, myself. are thousands of children's books stand it anymore. But that isn't And those tears, along with the that adults appreciate which are the point. The same people who ones I shed upon my first solo not interesting to many kids. scoff at today's series, grew up reading of Charlotte's Web, ran Because most children's book reading their own series: The down my cheeks, over my chin, awards are chosen by adults, Bobbsey Twins, Nancy Drew, The across my neck to my chest. And there are prestigious award win- Hardy Boys, and, of course, Tom there, flowed into my heart where ners that don't appeal to young Swift. I know hundreds of people they instilled forever the desire to people. Why? Because these who love children's books. They experience emotion with a book books are written by adults for read the books. They sell the in my hand. adults who enjoy children's litera- books. They create the books. It was, I believe, a bold move to ture. And that's fine. As I said, I They breathe children's literature. let a sixth grader read a book like think all adults should read chil- And there isn't one that read only Love Story. But allowing a young dren's books. But we need to be "classics" when they were young. person the freedom to fly off the honest about what makes a good We need to remember that reading rails they may have cre- book. And it isn't always what engendering a desire to read is the ated for themselves is the sign of a we, as adults, decide. We need to most important element in creat- sensitive parent or teacher. Of tell the truth about books that ing strong readers. The best way course, judgment is called for. But may be praised by adults, but to create that desire is to encour- See BALAN, 41

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 13

r. 1 5 a book club; reading for pleasure What do You Mean Gifted Kids seems to have more casual expectations for "thinking." Perhaps the chil- Can't Read? dren relate thinking expectations of pleasure reading to the informal repose of sitting in corners to read. The Subtleties of a Supplemental Reading Program When these skill gaps are analyzed, there seems to be a common set of BY ELAINE WIENER habits.

Inadequate vocabulary This can be due to English as a developing second language. However, this problem also exists for many native English speakers. We can only speculate causes: Inadequate vocabulary can be affected by after school day care where children are with many other children for several hours, speaking to very few adults. Vocabulary can also be influenced Very articulate readers, Katrina by the level of leisure reading books With all the fanfare for McLellan,Bryan Wong,Kevin being relegated mainly to joke books, Nguyen, and Ben Kwon read for improving reading skills for pleasure in Mrs. Wiener's class- etc. Children, today, are given con- the average learner, public room. siderably more power over choices focus seems to bypass our GATE chil- not permitted in past eras. dren who are so fluent and such vora- keep the curriculum at a high level It can also be due to a general lack cious readers. while pulling out moments to "mend" of conversation in the home simply Within the field of gifted educa- the missing skills. The trick is to rec- because dinner hour no longer exists tion, we want neither to stress basic ognize when there are missing skills at a table or is so late in the day that skills by tediously waiting for mastery because the children are so adept at bedtime occurs before time is available before moving on; nor do we naively compensating for what they don't to talk. think the basics will magically take knowand don't know they don't The scapegoat "TV" is still a care of themselves while we revel in know. vocabulary killer if the programming those more illusive creative strategies. This is the moment when their skills is not wisely chosen; even if it is wisely Most gifted programs employ paral- slip right through our judgments. chosen but there are no adults around lel approaches so that we weave a Because these children are often very to define the vocabulary or discuss basic skills foundation with invigo- intuitive, can transfer knowledge from what was learned, a potential oppor- rating mental challenges. discipline to discipline, and above all tunity for developing vocabulary may However, as in diets and philoso- can grasp ongoing discussions, it is not be lost. phies, it is difficult to keep a balanced always discernible that they do not There is also the possibility that program. Sometimes there is a gray understand what they are reading. our whole society has become so area which slips by us. It hovers like Frequently they cannot infer relaxed in its manners and manner- a time warp, between the realm of answers from logical observations in isms that its language patterns are at adequate reader and gifted reader. the story. Repeatedly they omit lower demanding levels of under- There is always a group of gifted chil- sequences of events when asked. standing. dren who fit into this puzzling zone. Lower and middle level questions are Logically, it can be a combination It is a category we could call, "Some- more difficult for these students and interaction of all the above and thing's MissingBut What?" These because those questions require facts more. children sound like gifted readers, more than judgments as evidence for look like gifted readers, and can their responses. Poor "physical" reading habits answer certain questions at the high- These contrasting errors may occur Because these children skip or gloss est levels of thinking because, indeed, more easily in a supplemental reading over words they do not understand, they are gifted. But something is still program where the focus is reading they develop a skipping habit. We all missing. many works by one author or several skip words and infer meaning from And here is where we must strive to children reading the same book as in the sentence, but when this happens

14 6CALIFORNIAASSOCIATION FOR THE GIFTED, WINTER 1999 too often, the "skips" almost out- events, search together for these details very helpful to children with tracking number the "reads." And in time, the in the related book. But, in addition, problems, it is used here to break the skips are done from habit, not neces- provide passages from test booklets or skipping habit. sity. At first glance, it would appear Weekly Readers, etc. for continuing that the reading material is too diffi- practice. Pull whole paragraphs cult. But under supervisioninclud- These are short, brief passages, Inference skills are improved by ing just having the teacher sit and we analyze them to death. We requiring answers which are not obvi- nearthe children have no trouble NEVER call them reading. We call ous and live between the lines; how- understanding with just a moment's them skills. We call them "brain exer- ever, whole paragraphs must be pulled thought. This is really a concentration cises." The approach is one of a detec- out so the children who have this problem, but so many "body" actions tive, looking for clues to the errors. problem can see, step by step, how we are involvedeyes, head, armsit Children learn many reading strategies arrived at the answers and opinions. feels "physical." in basic reading programs which often This is done to emphasize the impor- fail to transfer to other books where tance of reading many details to come Poor inference skills, but not thinking without worksheets or writ- to a conclusion. An added benefit is really poor inference skills ing is expected. that children who do not have this Even brilliant human beings must weakness share their own thinking know facts from which to infer any Pull vocabulary from a reading and their quick insights are amazing. meaning. It turns out that most ofcircle book It is difficult for them to break the the time the problem is that the chil- When several children are reading process down so we can see how they dren did not read all the information. duplicate copies of one book for read- got there. Inadvertently, skillful chil- Sometimes this is vocabulary related, ing circles, pull vocabulary from that dren receive metacognitive lessons in but more often it involves passages book for a small prep session before their own thinking, while providing which require some thought and the children start reading. Although examples to other children who still patience and maturity. have difficulty with such subtleties. Lazy habits Great literature, to me, This is a tricky judgment has always been sacrosanct. because, as adults, we allow Pulling it apart for skills ourselves the right to skim practice invariably has been over laborious passages or forbidden in my mind. areas we find less interest- These ideas are suggested ing. We have the privilege, in with a cautious approach. our private reading to do as Use sparingly and choose we wish. However, this is a wisely. But do use exam- right of passage after we ples from the book itself as know how to answer ques- a kick off for other practice tions when we have to. materials. Children seem When are children allowed Lucia Rafaneili, Kendra Hart, and Kim Dang demonstrate their to accept evidence for error this freedom without creat- excellent reading skills in Mrs. Wiener's class. with greater belief if it ing bad habits? comes from the exact These four problem areas seem to vocabulary pre-teaching is common in source. evolve from inadequate vocabulary fine basic reading programs, it is rarely On Fridays, we read anything, in and a lack of focus which then con- done in "literature" reading. any way, with no rules, no focus. And tribute to sloppy, lazy, though logical of course, I am a contented teacher habits. The following suggestions Use scribble sheets when a child comes to meespecially work well in combination with a basic No one wants to stop reading for a on Fridayto say, "Mrs. Wiener, reading program. definition of a word. Require an Mrs. Wiener, 'digress' is in my book, agreement that the children will scrib- and I knew what it meant!" I also Design mini-reading lessons ble words they don't know on a scrib- have hope for new habits when one of Design mini-reading lessons for the ble sheet to add to a collection which the youngest says, "Mrs. Wiener, I'm sole purpose of "mending" specific can later be used in unlimited ways for reading between the lines." skill deficits. These are the deficits vocabulary practice and usage. which appear in our discussions from ELAINE WIENER teaches a combina- the supplemental reading program. Use black bookmark tion 1-3, self-contained GATE class at For example, if the children could Use a black bookmark to keep chil- Allen Elementary School in the not recall the sequence of several dren's eyes tracking. Although this is Garden Grove Unified School District.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 .. 15 j'.sJ. 17 The Gift of Poetry The Gift of Poetry in the Julia Candace Corliss Classroom Poetry, Poetry is her name BY JULIA CANDACE CORLISS When she enters your life Poetry uses images created with it will never be the same. words to communicate with the She flies The classroom language reader or listener (Livingston, around the world arts/English curriculum must 1990; Heard, 1989; Denman, looking for places to reside include poetry in order to 1988; Packard, 1992; Paz, 1973; looking for ones to bestow her gift upon. encompass the full range of the Oakeshott, 1959; Gallagher, She seeks out the hearts of those potential of language for human 1982). A poet arranges images who fear not to risk their all expression. Howard Gardner considering how they will appear and answer her clarion call writes of poetry as being linguistic together. That which distinguishes those who will soar with their imagina- intelligence exemplified. In his dis- one poet from another "lies in the tions cussion of linguistic intelligence, character of the images he is apt and fling their spirits into the center he notes that semantic, phonologi- to delight in and in the manner in of life cal, and syntactical aspects of lan- which he is disposed to arrange and learn guage are of prime importance to them" (Oakeshott, 1959). The about her precious gift the poet. "In the poet, then, one poetic image contradicts rational, as they strive sees at work with special clarity scientific laws (Paz, 1973) and to read and write. the core operations of language: opens up another way of seeing. It 1) sensitivity to word meanings, is this ability of poetry to open up With Poetry you must be ready 2) sensitivity to word order-gram- another way of seeing that makes for all the multitudinous word choices mar, rules, syntax, 3) sensitivity to it especially valuable in working she presents sound, rhythm, inflection, and with gifted students. Poetry invites with her images sometimes fleeting meter, and 4) sensitivity to differ- developing writers to view the other times bold. ent functions of languageto world in new ways. "It presents With Poetry you must be ready excite, convince, stimulate, convey for her comings and goings fresh perspectives on life and and her demand for discipline information, or please" (Gardner, upends stereotyped ways of think- perseverance 1983). The poet, then is possessed ing" (Cullinan, Scala, and and unswerving belief in your inner song. of an intelligence which connects Schroeder, 1995). Thus, poetry is him to the highest potential with a powerful medium which Then, one day respect to the use of language. enhances students' facility with she breathes her gift into you Gardner describes how the young language. and carries you poet reads published poets, imi- The writing of poetry begins to that wondrous place in the light tates their voices, attends to lan- with the reading of poetry and the where your now poetic inner sight guage, loves language, and teacher's role is to ignite the love brings other poet-souls into heart view through practice, ultimately finds of language by bringing her or his and together her own voice while attaining own joy of language to students you spread your wings great fluency with language. From through reading poetry aloud and touch minds this perspective, immersion in performing poetry in the class- and take flight. poetry has the potential to nurture room. For instance, when students the growth of linguistic intelli- hear a poem read aloud or see the Away you wing into vast word skies gence, and it is this potential teacher act out a poem, the lan- capturing feelings and thoughts which earns poetry its rightful guage embedded within that poem frozen in time with rhythm place in the elementary class- becomes part of their vocabulary and sometimes rhyme. room's language arts/English cur- and they are then able to draw Images and beats that repeat riculum designed to help gifted upon that language in speaking, resound in your soul students realize their greatest reading, and writing (Cullinan, and you know that come what may potential as writers and readers. Scala, and Schroeder, 1995). life will never, ever be the same as it was before she came. Poetry as a Vehicle Building Student Self-Confi- Yes, Poetry is her name. In my own teaching experience, I dence as Writers This poem is dedicated to all teachers who have found poetry to be a vehicle In working with gifted students bring the gift of poetry into their classrooms. for children to liye through expe- who are developing as writers, I riences with reading and writing. have found that poetry releases

16 CALIFORNIAASSOCIATION FOR THE GIFTED, WINTER 1999 them from the concern students often have about length and about STARTING YOUR POETRY SHELF finishing; since poetry pieces are Children's Poetry Books generally much shorter than stories or essays, they can therefore Recommended by Julia Candace Corliss be finished more easily. Students can even do several drafts of a poem without feeling multiple Altman, Susan and Lechner, Susan, Eds. trated by Catharine O'Neill. New York: Dela- drafts as a burden. There is a (1993). Followers of the north star: carte Press. rewarding sense of accomplish- rhymes about African American heroes, ment for writers who see a grow- heroines, and historical times. Illustrated McCullough, Frances. (Ed.) (1971, 1989). Earth, air, fire & water, Rev. Ed. New York: ing pile of finished pieces. It is by Byron Wooden. Chicago: Children's Harper & Row, Publishers. possible to have that happen Press, Inc. sooner with poetry than with Bagert, Brod. (1995). Elephant games Nye, Naomi Shihab. (1995). The tree is older prose. This factor helps build stu- and other playful poems to perform. Illus- than you are: A bilingual gathering of poems & dents' self-confidence as writers. trated by Tim Ellis. Honesdale, PA: Boyds stories from Mexico with paintings by Mexican By reading, writing, talking about, Mill Press, Inc. artists. New York: Aladdin Paperbacks, an playing with, and performing Imprint of Simon &Schuster Children's Division. poetry, students explore the Begay, Shonto. (1995). Navajo visions sounds and rhythms of language, and voices across the mesa. New York: Nye, Naomi Shihab. (Ed.) (1992). This increase their vocabularies, and Scholastic Inc. same sky: A collection of poems from around are exposed to multiple layers of the world. New York: Four Winds Press. meaning through the interplay of Bryan, Ashley. (1992). Sing to the sun. New York: Harper Collins Publishers. Panzer, Nora (Ed.) (1994). Celebrate feelings, language, and images. America in poetry and art. New York: It is important to immerse stu- Carlson, Loh M., Ed. (1994). Cool salsa: Hyperion Books for Children. dents in the richness of language Bilingual poems on growing up Latino in available through poetry. I read the United States. New York: Henry Holt Prelutsky, Jack. (Ed.) (1983). The Random poems aloud to my students... and Company. House book of poetry for children. poems that move me, that open up Illustrated by Arnold Lobel. New York: new vision and insight for me. I Cook, Roy J. (Ed.) (1958). One hundred Random House. invite my students to seek out and and one famous poems, Rev. Ed. Chicago: bring back to class poems that do Contemporary Books, Inc. Soto, Gary. (1992). Neighborhood odes, il- the same for them, and to share lustrated by David Diaz. San Diego: Harcourt Brace Jovanovich. them with me and their class- Cumpian, Carlos. (1994). Latino rainbow. Illustrated by Richard Leonard. mates. I cultivate my own joy by Chicago: Children's Press, Inc. Sullivan, Charles. (Ed.) (1991). Children of continually seeking out new poems promise: African-American literature and that touch me, and I bring that joy Feelings, Tom. (1993). Soul look back in art for young people. New York: Harry N. to my students, because I too wonder. New York: Dial Books. Abrams, Inc., Publishers. believe that "the reading and writing of poetry must begin with the Goldstein, Bobbye S. (Ed.). (1992). Inner Sullivan, Charles. (Ed.) (1994). Here is my joy of it." (Heard, 1989) Below chimes: Poems on poetry. Illustrated by kingdom: Hispanic-American literature and are ten suggestions for immersing Jane Breskin Zalben. Honesdale, PA: art for young people. New York: Harry N. yourself and your students in the Boyds Mill Press, Inc. Abrams, Inc., Publishers. joy of poetry throughout the year Turcotte, Mark. (1995). Songs of our ances- and thereby making poetry a living Hughes, Langston. (1994). The dream tors: Poems about Native Americans. presence in your classroom. keeper and other poems. Illustrated by Brian Pinkney. New York: Alfred A. Knopf. Illustrated by Kathleen S. Presnell. Chicago: Children's Press, Inc. Ten Suggestions for Poetry Koch, Kenneth and Farrell, Kate. (Eds.) Immersion (1985). Talking to the sun: An illustrated Wong, Janet S. (1994). Good luck gold and 1. Begin and end the day with a anthology of poems for young people. other poems. New York: Margaret K. poem that you read aloud. New York: The Metropolitan Museum McElderry Books. Invite students to respond by of Art Department of Special Publica- simply saying: "What did you tions. Wood, Nancy. (1993). Spirit walker. make of that poem?" Or, do Illustrated by Frank Howell. New York: not invite response. Let the Larrick, Nancy. (Ed.) (1991). To the moon Delacorte Press (A Doubleday Book for Young Readers). poem linger in the air for a and back: A collection of poems. Illus- See POETRY, 39

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 17 BEST COPYAVAILABLE 191 when Mrs. Reed tries to stop him, Engaging Students in Reading she is hit with the whip. Angered BY PEGGY BUZANSKI by the whipping, Patty Reed's father begins a fight and the team- Some of my fondest memories Stage Sixethical principles ster is stabbed in the shoulder. involve reading books. Read- After reading and examining the Ultimately, he dies. The members ing transports me to text, students write scripts in order of the wagon train decide to ban- unknown places and times, escap- to perform skits demonstrating the ish Mr. Reed and send him out ing the routine of everyday life; I stages of Kohlberg's moral devel- into the wilderness without a rifle have always thought of books as opment. They challenge the audi- or food. This provides a perfect friends. I am told that I was reading ence to identify the character and opportunity to assign roles and by age 4, and when I went to the level of moral development levels of response based on kindergarten, I managed to make being portrayed. This activity Kohlberg's theory of moral devel- trouble because all I wanted to do exercises many of the intelligences. opment. was read and talk. All the teacher Bodily-kinesthetic intelligence is Another way to engage student wanted me to do was repeat the readers is through painting. letter names. But how do you Authors weave a tapestry of words entice someone to find joy in read- which lends itself to graphic repre- ing when they have not experi- sentations. Accessing spatial intel- enced the delight of a good book? ligence gives the reader the There are countless ways for opportunity to take the written students to dig deeply and think word and transform it into a complexly while reading. In my painting. Every text provides this GATE classroom, we use a variety opportunity, but one of my of texts, reading and analyzing favorites is the opening to Island nonfiction as well as fiction. The of the Blue Dolphin, by Scott following strategies are ones that I O'Dell. O'Dell writes: have used successfully to entice reluctant readers into the world Our island is two leagues of books. They are based on the long and one league wide, principles of curriculum differenti- and if you were standing on ation, Gardner's multiple intelli- one of the hills that rise in gences, and Kohlberg's stages of "Gifted students the middle of it, you would moral development. need to look at a think that it looked like a Gifted children need to look at a text from different fish. Like a dolphin lying on text from different points of view. points of view." its side, with its tail pointing While reading Patty Reed's Doll, toward the sunrise, its nose The Story of the Donner Party, by pointing to the sunset, and Rachel K. Laurgaard, children are used when children are actively its fins making reefs and the assigned different roles based on participating in any kind of dra- rocky ledges along the shore. characters in the book and matics. The linguistic intelligence Kohlberg's stages of moral devel- is engaged while writing scripts. Scott O'Dell goes on to give opment. The intrapersonal intelligence descriptions of the island which Lawrence Kohlberg developed a examines the text through the eyes the reader can readily visualize as theory that people go through cer- of the character in the book. Stu- a picture. The reader examines all tain stages in their approach to dents then reflect on their own the information and words and morality and responsible behavior development according to uses watercolors to create a paint- to themselves and others. I teach Kohlberg's theory. ing depicting the island. The my students Kohlberg's stages of One scene in the book readily watercolors create the effect of a moral development which include: lends itself to this lesson. An alter- shimmering sea surrounding the Stage Zeropleasure vs pain cation is described in which a island. Watercolors also have the Stage Oneobedience vs pun- teamster from the Grave's family is advantage of blending well, and ishment taking his oxen over a particularly do not require as much precision Stage Two"eye for an eye" difficult part of the trail. The as other media. Stage Threenice girl/good boy teamster's oxen become entangled Every author develops a story State Fourlaw and order with the Reed's oxen. Mr. Grave's with a beginning, middle, and end. Stage Fivesocial contracts teamster whips the animal and See ENGAGE STUDENTS, 19

18 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 4% 0 The sequencing of events involves assigned viewpoint while keeping Books. the logical-mathematical intelli- a journal. The assigned roles are: Gardner, H. (1993). Multiple intelligence while reading; however, the environmentalist, politician, biolo- gences: The theory in practice. passage of time is often a difficult gist, newspaper reporter, and kid New York: Basic Books. concept for young readers. Assist- in the community. By examining Kohlberg, L. (1981). The philosophy ing students to create timelines' the mystery from all these view- of moral development, Vol. 1. enables them to organize the points, students are then invited to San Francisco: Harper and Row. events in an order necessary to think like a specialist and look at Lazear, D. (1994). Multiple intelli- analyze the text. In the book, By the book with those "eyes." At the gences approaches to assessment: the Great Horn Spoon!, by Sid end of the week, we have panel Solving the assessment conun- Fleishman, the trip from San Fran- discussions. The students write drum. Tucson: Zephyr Press. cisco via Sacramento and then to questions from their assigned per- Hangtown in the gold fields, pro- spectives, and then meet in their Student Books vides students with an opportunity expert groups to discuss their Fleischman, S. (1988). By the great to create a story map based on the notebooks and to prepare for horn spoon! Boston: Little, author's words and sequencing of panel discussions. Brown, and Company. events. The possibilities are never end- George, J.C. (1991). Who really "Grand Conversations" is an ing. These are a few ways to to killed cock robin? An ecological activity that provides an excellent entice reluctant readers to become mystery. New York: Harper- way to engage the interpersonal engaged and discover the wonder- Collins of America. intelligence. This works well with ful world of books. Laurgaard, R. (1981). Patty Reed's any type of text. The only prereq- doll: The story of the Donner uisite is that you read the material References Party. Provo, UT: McCurdy His- ahead of time and create a series Armstrong, T. (1987). In their own torical Doll Museum. of five or six challenging, open- way: Discovering and encourag- O'Dell, S. (1960). Island of the blue ended questions. The groups dis- ing your child's personal learning dolphins. New York: Dell Pub- cuss the answers to the questions style. Los Angeles: Jeremy P. lishing. in a conversational setting. The Tarcher. more provocative the text or ques- Armstrong, T. (1993). 7 kinds of PEGGY BUZANSKI is a fourth-grade tions, the more animated the dis- smart: Discovering and using GATE magnet teacher at Marguerite cussions become. your natural intelligences. New Hahn Elementary School in Cotati- Who Really Killed Cock Robin, York: Plume, Penguin Group Rohnert Park USD. She is also a dis- by Jean Craighead George, offers Armstrong, T. (1994). Multiple intel- trict mentor teacher in reading, and another opportunity for children ligences in the classroom. ASCD. was named the CAG Redwood to see different points of view. Stu- Gardner, H. (1983). Frames of Regional Teacher of the Year in 1998. dents are divided into specialist mind: The theory of multiple She can be reached at buzanski@ teams and read the book from an intelligences. New York: Basic sonic.net

Gifted Readers and Reading Instruction

BY DAVID LEVANDE same age. They use words easily, grasp abstract ideas quickly accurately, and creatively in new (Witty, 1971). Children who have exceptional and innovative contexts and speak ability in reading and work- in semantically complex and syn- Cognitive needs of gifted ing with text information are tactically complicated sentences children considered gifted readers (Mason (Bond & Bond, 1983). Clark (1983) outlined cognitive & Au, 1990). Gifted readers read Their cognitive ability mirrors needs that differentiated gifted voraciously, perform well above their language ability and there- children from others: their grade levels, possess fore, the cognitive abilities of To be exposed to new and advanced vocabularies and do gifted readers vary from the norm. challenging information about well on tests (Vacca, Vacca & Those gifted in reading have a the environment and the cul- Gove, 1991). They usually have unique ability to perceive relation- ture. advanced language abilities in ships, solve problems, demon- To be exposed to varied sub- comparison with children of the strate observational skills, and to jects and concerns.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 21 19 To be allowed to pursue ideas ers benefit from special programs sociograms, time machine as far as their interests take and may be penalized if not pro- models, newscasts, games them. vided with special attention to based on story themes and To encounter and use increas- help achieve full potential (Tuttle, simulation role-playing activi- ingly difficult vocabulary and 1987). In short, they need the ties should be encouraged concepts. same diagnostically based instruc- To be exposed to ideas at rates tion that should be afforded to all Shaughnessy (1994) recom- appropriate to the individual's learners (Bond & Bond, 1983; mended expanded literacy activi- pace of learning. Carr, 1984; Rupley, 1984). ties for the gifted. Guest speakers To pursue inquiries beyond al- in the classroom, creative writing lotted time spans. Features of programs for and connecting books with televi- gifted readers sion or movies are examples of Many children later identified as A major concern of teachers of recommended activities. gifted enter school knowing how to reading is providing quality differ- Four general options are avail- read. Approximately half of the entiated instruction for the highly able to meet the needs of gifted children classified as gifted by intel- able readers in their classrooms. A students: (a) special classes or ligence tests could read in kinder- logical means for providing such schools for the gifted, (b) acceler- garten, and instruction is ability grouping. ated programs (skipping grades), nearly all of Gifted readers should be grouped (c) mainstreaming gifted students "The greater the them could together so they can feel safe in in regular classrooms, and (d) read at the verbalizing and sharing their enrichment programs for main- ability in beginning of insights (Sakiey, 1980). Students streamed gifted students first grade grouped by ability for reading (Schwartz, 1984). reading, (Burns & instruction were found to have the greater Broman, increased understanding and Acceleration and individual 1983). Their appreciation of literature. enrichment the need for reading abili- Two avenues available to meet the ties develop Guidelines for working with needs of gifted readers in the a special naturally, gifted students classroom are reading acceleration without for- Researchers, (Bartelo & Cornette, and individual enrichment (John- program mal instruc- 1982; Bagaj, 1968; Cornette & son, 1987). Reading acceleration tion, in home Bartelo, 1982; and Sakiey, 1980) involves placing students on their commensurate environments have presented some general instructional level in reading with- where liter- guidelines for working with gifted out regard to grade placement. with that acy is valued students: Enrichment involves delving ability" and language Instruction in basic word atti- deeper into reading material at the usage is tude skills should be kept to a student's grade level. encouraged minimum Reading programs for the gifted (Durkin, Challenging materials should should take into account the indi- 1966). They have been immersed in be made available, especially to vidual characteristics of the chil- a print-rich environment and have young gifted readers dren, capitalize on the gifts they "puzzled-out" for themselves how Instruction should facilitate possess, and expand and challenge to read (Tea le, 1982). critical and creative reading their abilities. Tasks should be Gifted readers are so advanced Use of analogies should be commensurate with ability and that they have little to gain from studied, especially in classes for achievement. the reading materials and activi- older gifted students Renzulli (1988) recommends ties normally given to others of Inductive, rather than deduc- that activities for the gifted their age and grade. They require tive instruction should be pro- emphasize higher level thinking far less drill and practice than vided skills, controversial issues, and their peers (Witty, 1985). Gifted Flexibility in assignments less structured teaching strategies. readers have special needs just as should be provided Polette (1984) suggested heavy other exceptional learners do. The Unnecessary repetition in in- emphasis on the following factors: greater the ability in reading, the structions should be eliminated higher cognitive levels of thinking, greater the need for a special pro- Students' divergent and diversi- critical reading, vocabulary devel- gram commensurate with that fied interests should be nur- opment, wide exposure to litera- ability (Hoskisson & Tompkins, tured ture, productive thinking, 1987; Wallen, 1974). Gifted read- Independent projects such as See GIFTED READERS, 41

20 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 t 22 YOUNG PEOPLE'S PULLOUT

Aaarrrgh! Another Book Report!

Tired of writing book reports? There are lots of different ways you can "report" on a Fantasy or Science Fiction Book or Story book you've read. We have given you three SCI-FI EDITOR or FANTASY EDITOR suggestions for a different kind of report. But we'd like to hear about interesting and Divide a chart into three sections: unusual book reports you have made. Tell us the general theme or style of your "report" and Realistic, Nonrealistic, and Combination. list the steps another student should follow to do something similar. List events, people, and items from your We'll choose the best to publish in the summer story that fit into each category. issue of the Communicator. If your entry is chosen, you'll receive a $25 gift certificate from Draw conclusions, and cite the evidence Barnes & Noble bookstore. Make sure you include the entry form on page for them, as to whether the book should 22 with your submission. be called Realistic, Nonrealistic, or a Combination of both. Any Book, Story, or Poem

SCRIPTWRITER Any Book, Story, or Poem

Write a script for a scene in a book you WINDOW DRESSER have read. Follow the format below. Brief description of setting Ask your teacher for bulletin board space. Names of characters and a brief Create a store window for a book, story, description of each or poem you have read. Include some of Dialogue the following: Stage Directions (Remember you a background to match the main setting must tell your actors and actresses cut-outs or models of the main charac- how to say the words, how and ters where to move, and what to do with quotes from the story or your own state- any props they must handle during ments to invite others to read the story the scene. These directions are usually questions about the story written in parentheses.) a brief review with your recommendations *If you really like your script, act it out real objects related to the story with your friends for the class.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 21 23 Student ICo DgOri(12 1mT! c11(2-Ag,2 CHALLENGE Remember Dr. B? He's Center our science wizard who'll be presenting you with interesting facts and challenging questions. Did you figure out the last Here's a new regular feature for kids challenge about El Nifio, El Fuego, and La the Student Challenge Center! We'll Nina (Check page 26 of the fall 1998 is- challenge you to solve problems, sue)? Well, here's another challenge to create new mind puzzlers, or present your brain. evidence to prove something in an original and clever way. For each chal- way is 4 oat INeriyOVblowOha lenge, we'll select one or more sub- cavidle, +.,e flame goes out, by+ missions to publish in a future issue. vvtet.1you 610W Or,embers oey6vr5+ And, if your entry is selected, you'll vf flame? also receive a gift certificate from Barnes & Noble bookstores. Make sure your response is complete and to the point, but be creative as well! Don't

Name forget to include an entry form with your submissions. Age Grade

Address

City State Zip

Teacher's name

Name of School School District BarnesNoble I certify that the submission is original and created by the student.

Student signature We are proud to announce that we have

Parent signature a sponsor for our Student Challenge Center. The Barnes & Noble Bookstore Send all submissions with an entry form to: office in Encino, California will provide Debra Johnson Associate Editor for Youth $25 gift certificates to students whose 3425 Santa Cruz Drive Riverside, CA 92507 entries are chosen for publication. E-mail: [email protected] Entries for challenges from this issue (winter THANK YOU BARNES & NOBLE! 1999) must be received no later than April 20, 1999 to be considered for publication.

22 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 24 "TO READ OR NOT TO READ THAT IS THE CHALLENGE"

Watching the video of a favorite book can be very enjoyable; the characters we've become familiar with are given faces to go along with their personalities, and the setting of the story becomes more real and alive. The presentation of the plot on video helps us to develop a better understanding of the story's message.

However, students are often tempted to just watch the video or to listen to an audio tape rather than to read the printed page.

Your challenge is to write an essay entitled "To Read or Not to ReadThat is the Challenge." The purpose of your essay is to persuade someone who doesn't like reading to read a book instead of viewing it on video or listening to it on an audio- tape. Your essay should explore the benefits and drawbacks of reading books compared to watching videos or listening to audiotapes.

Students whose essays are selected for publication will receive a $25 gift certificate from Barnes & Noble bookstores.

Look familiar? Photography Contest We published this Prove the Ek;sterice of Ar challenge in the fall issue, and realized afterward Air is an essential element sustaining life and yet, we that we had not given can't "see" it. How might you prove the existence of air you enough time to visually? What tell-tale signs illustrate that air, though prepare your entries. invisible, is a reality? What effects of air can you see in the world around you? But it's such a good one Get your camera out and start looking for a great shot that we're running it that proves air exists. again. In fact the deadline for all the fall Each entry should include: 1. Jumbo size (3 x 5) color or black and white print challenges has been photograph (no slides or negatives accepted) extended to April 20, 2. Written summary explaining how the photograph 1999. provides evidence of the existence of air So. get out your camera Only two (2) photographs per entry and one entry per and liven up your think- person will be accepted. ing. We'd like to see what you can do!

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 BEST COPY" AVAILABLE 23 25 WHAT IS POETRY?

ELLA ENCHANTED What is Poetry? By Gail Carson Levine (1997) Harper Poetry is all writing paperback, $4.95, hardback, $14.95, 232 pp. It is as smooth as a rock that has ISBN 0064407055 been REVIEWED BY NATALIE COHEN In the ocean for many, many years. Ella Enchanted is a Cinderella story by Gail Carson Levine. Ella of Frell struggles throughout the story against a spell put on her by a fairy, Lucinda. When Ella was born, Lucinda proclaimed that Ella would always be obedient. When Lucinda made Ella obedi- What is Poetry? ent, her intentions were good. She just didn't consider the draw- Poetry is as beautiful as a red backs. Ella never really had a close relationship with her father, Sir rose Peter, before her mother's death; but after Ella's mother died, her In the middle of a green, grassy father became more and more hostile. Unlike the classic Cinderella, Ella's field father never dies. Dame Olga, the On a hot and sunny day. "stepmother" isn't mean to Ella at all. However, Ella's father decides to send Ella off to finishing school to learn eti- quette along with Dame Olga's two What is Poetry? daughters, Hattie and Olive. Hattie is Poetry smells like a home baked the worst one, caring only about her- lIK self, and acts condescending to Ella all Chocolate cookie that has the time. Her younger sister Olive isn't A very sweet aroma. 4; much better, only caring about money. I When Ella gets to finishing school, things get worse. She only has one friend, Areida of Ayortha, and the Writing Mistress is the only What is Poetry? teacher that she doesn't despise. In addition, Hattie learns of Ella's Poetry sounds like a choir in perfect obedience and begins ordering her around. However, many times Ella finds a loophole and humorously tricks Hattie. But when harmony Hattie orders Ella to stop being friends with Areida, Ella runs Poetry sounds like the joyful away. Sir Peter and Ella have many servants. Ella's favorite servant is Melody of the wind on a fall day Mandy. Mandy gave Ella a book of fairy tales as something to read while at finishing school. Ella finds letters and fairy tales in Poetry is a magnificent rainbow on the book, and every time she opens it there is something different. a blue sky. It is there that Ella finds a letter from Dame Olga to Hattie and learns that Hattie wears a wig! When Ella runs away, she takes What is Poetry? Hattie's wig with her! It's the ball of energy This is a humorous, yet touching book about growing up and being strong. Ella, unlike Cinderella, doesn't wait for Prince Inside me that lets Charming to come rescue her. This story has a little more of a twist than Cinderella, but I have only told you a little bit of the Me express myself. story. If I were you, I'd read the whole thing. Jason Sorger, Age 10 NATALIE COHEN is 9-years-old and in the 6th grade at Rolling Hills Mirman School, Los Angeles Preparatory School.

24 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 26 HANDS-ON CURRICULUM

The Forgotten Books Getting Gifted High School Students to Read and Understand the Classics

BY BRIAN CROSBY

When assigning indepen- lowing day we simply go around complete Dickens book in a short dent reading to gifted the room, up and down the rows, time span. students, do you observe with each student mentioning one All group members take their them selecting Little Women or thing about Dickens which had own notes. Students are encour- Walden? While a few may, most not been previously mentioned. aged to write directly in their do not choose the old, thick books The class is divided into thirds books if they have their own with tiny print. and each group chooses which copies, and are given three extra The bulk of classic literature Dickens novel it wishes to read. credit points for doing so. Each overflows with modifiers and Teachers may provide a one-page group chooses a representative to clauses. With less than half the overview though I prefer letting present the most pertinent points book in dialogue format, most of its novel to the rest of the class. studentsincluding gifted ones Everyone listens carefully, takes easily lose concentration; they notes, and begins to discover con- choose instead to read books with nections between the three books, more modern, minimal writing noting the similarities that make styles, heavy on conversation and the books Dickensian. light on description. In addition to the usual exposi- While students shouldn't be tory essay, students can be given a force-fed the classics, offering brief comprehension test to assess quick synopses of them available the advanced students put this their understanding of the book. in reference books such as Out- together themselves, instructing With the recent introduction of standing Books for the College them to read the first couple of the Stanford 9 test in California, I Bound, published by Young Adult pages before deciding if they like a have begun to incorporate Stan- Library Services Association, can book. They write their chosen ford 9-like comprehension ques- jump-start a child's interest. titles on pieces of paper which are tions on tests. (See box on page 26 Teachers already losing instruc- collected; we then vote to deter- for an example of questions for tional days to more required test- mine the top three Dicken selec- the Dickens unit.) ing may not want to make room tions. Invariably the three groups Since comprehension is the in the curriculum for Ethan end up being disproportionate most difficult thing for any stu- Frome, most likely collecting dust which serves as an excellent lesson dent reading a classic novel, creat- on the top shelf in the book room. for the smallest group in sticking ing these questions, though After all, where does a teacher to a minority or less popular view, time-consuming, can be tremen- find the time? and not feeling intimidated to join dously beneficial for students to By focusing on just one particu- the larger ones. gain experience in close analysis lar author over a carefully They are to read the book as of great literature. Because the planned two-week period, teach- homework; after about 10 days A.P. test demands a certain knowl- ers can reveal to their students the they discuss it in class. I offer edge of classics and analysis, it new old books. them some guidelines including behooves today's language art My sophomore English honors character analysis and thematic instructors to strengthen gifted students study Charles Dickens in material, as I sit in their groups to students' exposure to such books the following fashion. First, they try to keep them focused. They which many would not read on all research Dickens using the receive between 2 and 3 hours of their own. Internet or the library, bringing in in-class time for their discussions In addition to the Dickens unit, at least 30 "fast facts" about him over the course of 5 to 6 days; this I make agreements with my stu- (other than his birthdate and the allows slower readers to feel less dents that for every Dean Koontz number of his children). The fol- overwhelmed about reading a or Danielle Steele selection in their

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 25 27 independent reading list, they SAMPLE COMPREHENSION QUESTIONS FOR DICKENS UNIT must read a classic. In addition to the teacher's Read the following passage from being received for good or encouragement, the responsibility A Tale of Two Cities and choose for evil, in the superlative of motivating students to do more the best possible answer. degree of comparison only. reading of the classics can be shared by parents who can read It was the best of times, it was 1. "Epoch" can be best aloud a passage from one of the the worst of times, it was the described as: books, asking their child to age of wisdom, it was the age a. age explain it. This turns into both an of foolishness, it was the b. time enjoyable activity as well as an epoch of belief, it was the c. place instructive one to the parent, who epoch of incredulity, it was the has probably read some of the season of flight, it was the sea- 2. Which of these would best books at an earlier time. English son of darkness, it was the help you understand this teachers have already found that spring of hope, it was the win- story? repeated readings can provide new ter of despair, we had every a. the history of the time insights into great literature. thing before us, we had noth- b. the characters of this time Through a reexamination of the ing before us, we were all c. the author of this piece oldies but goodies, teachers can going direct to heaven, we more effectively prepare their were all going direct the other [answers: 1) a, 2) a] gifted students with the tools to way, in short, the period was unlock the density of the older lit- so far like the present period, erature. that some of its noisiest authorities insisted on its BRIAN CROSBY teaches advanced English classes at Hoover High School in Glendale Unified School District.

Reading Logs on to another. This record sheet back later and see how their read- provides the information needed ing tastes and experiences have BY BETTE GOULD by adults and children to propose changed. or determine "what's next." Teachers might decide that The "Reading Log" sheet is The column for noting whether their advanced readers need a designed for individual chil- or not the reading was shared, change from the standard book dren to keep track of their and if shared, the method for report and substitute this log independent reading experiences. sharing, is useful as it asks readers sheet for one of the reports Asking children to note the type, to consider including others in the required during the school period, or genre, of the book read allows reading process. indicating that sampling a variety the students, teachers, or parents The rating stars encourage read- of reading genres is a worthy goal to track interests. Teachers and ers to reflect upon what was read, of independent reading. The mes- parents may then introduce chil- and it is useful in recommending sage of such a log is that we don't dren to a particular author within works to others. The first rating is necessarily need to share or a favored genre; or they may done immediately after reading a report on everything we read, but encourage children to sample a given book. The second rating is that it is nice to have a record of variety of genres which may not made when the log is complete our reading interests, progress, have been previously encountered. and after comparing all entries. and responses to different types Often young readers are pleas- The two ratings may be quite dif- of written matter. antly surprised upon reading their ferent. first play, poetry book, or autobi- For families, completed log (See Reading Log, page 27) ography. Other times, readers sheets can be saved along with need the luxury to dwell within a other school or recreational BETTE GOULD is an educational con- particular type of reading until records of a given year or time sultant and writer in Chatsworth, CA. feeling satisfied and ready to move period. Children will love to look

26 28 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 Page Title/Author/Illustrator Reading Log PateStart PateFinish Type Yes Shared? How? No RatingInitial Rating Final ABACLB AutobiographyAdventureClassicBiography Type Yes No 4:1-1.4;14;141 HHSFLFC HumorHistoricFolkloreFictionContemporary Yes No NNFNWMMG MagazineNewspaper Article NovelNon-fictionMystery Yes No SSSFPBPPL ShortSciencePicturePoetryPlay Story Book Fiction Yes No * I didn't enjoy it; Ratingyou can skip this one. Yes No **** Very good. I liked* * * Good. Try it, you** So-so. itmight a lot. like it. Yes No 4;z4;1.N;z4:1 * * * * * Terrific book, all.recommendhighly to Yes No 9 Adapted from The Teacher's Book of Lists, S. Madsen & B. Gould. (1994). Glenview, IL: GoodYear Books, A Division of Addison Wesley Longman, Inc. 30 Curriculum to Promote Advanced Reading

Skill Development Reading Mats The relationship between the dimensions of depth Developed to promote high-end or sophisticated and complexity and the skills of reading were identi- reading strategies for gifted and advanced readers, fied as a strategy to develop advanced reading abili- Reading Mats provide a format for teacher-directed ties. A major purpose underlying this relationship or individualized reading. The major objectives to be was to illustrate to teachers and students that the accomplished from using the Reading Mats include study of the dimensions of depth and complexity are 1) development of an awareness of genre not typi- aligned with the skills of all disciplinesincluding cally used in the teaching of reading, 2) identification the skills of reading. of connections between many and varied genre, 3) generalizability of the skills of reading and the Skills of Stanford 9 Dimensions of dimensions of depth and complexity to all forms of Depth/Complexity genre, and 4) importance of many and varied genre to learning and understanding information in-depth. Use of figurative language Language of the disciplines Students use the Reading Mats to guide their reading and understanding of many and varied genre. All Define specific facts Details mats share a common design: introduction and use of Identify relations of Patterns a genre, questions to stimulate the relationships events in a story between the genre and the skills of reading compre- Sequence Over time hension and the dimensions of depth and complexity. Infer, predict, formulate Unanswered questions questions The development of Reading Mats was supported by Provide reasons why, Rules EMMA RODRIGUEZ, Roosevelt Cluster leader, Los Angeles determine cause/effect Unified School District, drawn by VICTORIA SIEGEL, Note multiple meanings Points of view Administrative Assistant, Roosevelt Cluster, and designed by SANDRA KAPLAN.

Reading Mat

1. What big idea connects these two types of reading materials?

2. How is the language of the disciplines the same or different in

these reading materials?

28 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 31 Reading Mat

Visit With a nfiction Egypt chapterr book OA MA A With a brochure

1. What details describe these reading materials?

2. What rules are used in each reading selection?

3. What trends make these reading materials important and usable?

Reading Mat

With a nfiction Ties Angeles Mmes chapterr book -",--..".". With a newspaper article

1. What details distinguish each type of reading material?

2. What rules and patterns are the same

between these types of reading materials?

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 29 32 B O O K R E V I E W S

SOME OF MY BEST FRIENDS ARE States did not purchase a single solution of personal problems BOOKS: GUIDING GIFTED READERS book during the entire year. The through directed reading," (defini- FROM PRE-SCHOOL TO HIGH second sentence says, "Ten per- tion cited from Webster's Third SCHOOL cent of the people read 80% of New International Dictionary) is by Judith Wynn Halsted the books read each year." The discussed as a way to assist gifted (1994) Gifted Psychology Press, challenge is for you to ensure that children with their unique set of paperback, $22.00, 430 pp. the gifted children under your emotional needs. Using language ISBN 0-910-707-24-3 jurisdiction are among that ten that everyone can easily under- percent. stand, the section concludes with REVIEWED BY VIRGINIA McQUEEN Part One of the book discusses a discussion of current restructur- the social and emotional needs of ing practices within the educa- The title of this interesting the gifted student. The author tional system with emphasis on and valuable book stems labels the chapters, "The Heart of how such practices affect the from an incident wherein a the Child," and, "The Mind of the gifted student. young mother, worried that Child," and she describes the spe- Part Three is entitled, "The her gifted child was spending too cial developmental needs of gifted Books." Specific titles are cited for much time reading by himself, children. There are many anec- use in specific situations, followed admonished him to go outside and dotes to illustrate the well- by a section which discusses dif- play with his friends. "But Mom," researched information about ferent types of books with sugges- he replied, "some of my best gifted learners with references to tions on how to use them to guide friends are books." And therein lies specific age-appropriate titles. gifted children. The last section is the tale. an annotated bibliography catego- If you have ever had questions rized by age and grade of the about the role of all types of child. The author has selected and books in a child's development, defined fifteen characteristics of this is the book for you. Described MY gifted children such as intensity, as a guide for parents, teachers, drive to understand, and sensitiv- librarians and counselors, it HST HIE cDS ity. Those characteristics are used answers questions, defines educa- in the annotated bibliography for tion terminology, and provides use in selecting a particular book information to guide anyone who BOOKS to fit a given situation. For interacts with gifted children relat- instance, Evan's Corner by Eliza- Guiding Gifted Headers ing to the choice and use of from PreSchool beth Starr Hill, New York: Holt, books. The author has broad to High School Rinehart, Winston, 1967, is sug- experience as a teacher, librarian, gested as a book for children in A Guide for Parents. Teachers. Librarians counselor, and parent and uses her and Counselors kindergarten through grade two experience to present practical with the characteristic of a "drive uses for books to meet the emo- to understand." It was chosen to tional and intellectual needs of Part Two, labeled by the author assist children who are not famil- children with high ability. She as, "The Process," begins with iar with cities. The illustrations in writes in an easy-to-read style that descriptions of what to expect in the book reveal the details of life leads the reader through opening readers from a beginning reader in the inner city for the young anecdotes, definition of terms, through the high school level. reader. The book In the Time of rationale for use of strategies to Types of readers are discussed the Bells, by Maria Gripe, New guide readers, and suggestions for with easy to use suggestions for York: Delacorte, 1965, is sug- when to use each strategy. The teachers and parents in assisting gested for use with children in three parts of the book are each the reluctant and the mature grades three through five who followed by a reference list reader to enjoy reading and to use have the characteristic of "sensi- The preface includes some star- books to understand real-life situ- tivity" because the main character, tling statistics which make a com- ations. Bibliotherapy, "the use of Arvid, thinks that he is insensitive pelling case for reading the book. selected reading material as thera- and does not like people. This sec- It states that in 1992, as many as peutic adjuvant in medicine and in tion of Halsted's book is an excel- 35% of families in the United psychiatry; also: guidance in the lent resource for selecting the right

30 33CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 book to guide a child to better READING: A WORKBOOK making inferences, and creative understanding of self and situa- FOR AGES 4-6 thinking. tions. by Susan Amerikaner with A number of the activities are The last part of this interesting illustrations by Leesa Whitten similar to items found in nonver- book is a set of well-planned and (1992) Lowell House, Juvenile bal assessment instruments used easy-to-use indexes which cross Contemporary Books to identify young gifted children. reference books cited, authors, paperback, $4.95, 96 pp. They could provide good practice and situations for the best use. ISBN 0-929923-83-9 for children to become familiar Halsted, an educational consul- with this type of assessment. tant for Halsted Academic Advi- ENRICHMENT READING sors in Traverse City, Michigan, THE GIFTED CHILD (GRADE 6) The Gifted Reader Handbook: has made book selection for gifted by Peggy Kaye Grades 3-6 is intended for teach- children so much easier and sensi- (1995) American Education ers and includes suggestions for ble with this work. I only wish it Publishing different ways to the use the book, had been available when I was a paperback, $4.95, 72 pp. an organizational chart showing librarian and when my child was ISBN 1-56189-436-2 which skills are emphasized in the young. This book is definitely the best of its kind on the market THE GIFTED READER HANDBOOK today. It would make a valuable by Anthony Fredericks The GiftedM. addition to the reference library of (1988) Scott, Foresman & Co. Reader anyone who seeks to understand paperback, $9.95, 84 pp. Handbook and serve gifted children. ISBN 0-673-18754-3

VIRGINIA McQUEEN is Associate This trio of activity books Editor for Curriculum and Technology. offers a variety of supple- She is recently retired from a distin- mentary reading activities to guished career with the San Jose develop and extend the skills of Unified School District. gifted readers.

Reading: A Workbook for Ages 4-6 is directed toward parents for CAG's 1999 use at home with their young chil- various activities, and perforated Pre-Conference pages for easy tear out and repro- offers two choices duction. inll'..71,. 1 tg The largest section contains a Research Day group of 24 worksheets which at Research Day features Carol Tomlin- first glance appear much like the son, University of Virginia, who will ordinary and overused classroom present research conducted by the 41,04..1) ditto. But closer examination National Research Center.You'll also be the first to learn the results shows a difference. Each work- of a new CAG-sponsored study IA; sheet starts with a section that about California's gifted programs ) i emphasizes two thinking skills and students. IIMp,1- ...., designed to "reinforce and extend N...''---_,-.8..-,_-..-14::: students' cognitive processes." CAG and The College Board ------s------4-:,s6-----ty The second part contains two cre- Present Strategies for ,...... ,...... ative extensions that support prac- Secondary Educators tice in elaboration, fluency, New this year, this pre-conference dren. The author specifies in the originality, or flexibility, and usu- session focuses on strategies for preface that the activities are ally require resources found at teaching students at the sec- home or in the library. ondary level. CAG and The College designed to teach children "how Board present methods for differ- to think, not how to find the right The remainder of the book is entiation and developing critical answer." Since some of the chil- made up of a variety of activities, thinking and communication skills. dren will be nonreaders, consider- projects, and "story energizers." able parent involvement is These activities also emphasize Friday, March 5, 1999 required. Skills emphasized in the both thinking skills and creative 9:00 a.m.-3:30 p.m. book are deduction, understand- extension skills. An answer key is ing relationships, sequencing, provided.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 .!t. 3 4 BEST COPYMAILABLE 31 Enrichment ReadingThe Gifted The book provides for both ment in the reading process. It Child opens with a message to the enrichment and parent involve- includes an answer key and teach- child, inviting him or her to have ing suggestions for parents; differ- THE GIFTED CHILD fun at home with reading activi- ent editions of the book are ties in the form of games, contests, Enrichment available for grades 1-6. puzzles, riddles, information, sto- REA 1,NG Sophisticated readers don't just ries, and "all sorts of surprises." happen. Young readers must be The particular book reviewed nurtured with a broad variety of was written for 6th graders and opportunities that develop reading contained a great variety of activi- skills and understanding. These ties. Some samples include prac- three books assist parents and tice with idioms in "Laugh Your teachers in providing such oppor- Head Off," drawing conclusions tunities. with "Figure It Out," and creating vivid images with "Pictures in My Mind." Al0/1111,X trIMMION 14.7147=10

CYBERSPACE JUNKIE BUOY: HOME AT SEA by Bruce Balan Eyes against screen, Illustrated by Raul Colon (1998) Delcourte Press, Glass to glass in infinite hardcover, $14.95, 69 pp. ISBN 0-385-32539-8 reflection. Nightly gazer of a virtual Childrens' author Bruce Balan never thought about it in that way readily admits that he writes before." He obviously takes universe, books for children of all delight in wordsmithing and there ages. His latest are many memo- Astronomer of information, book, Buoy: Home rable lines for one Working, resting, and at Sea is is a gem to savor. that will be enjoyed Buoy is all about adventuring simultaneously, by readers from pri- the sea and the hap- mary age to eighty penings of the sea Connected to every outlet in and beyond. about the animals, the real world. Balan has a the wind, the ships, remarkable ability and the sky. But it is Reaching further into the to tell a tale in the DRUCKII LA also all about you matrix, brief space of two or anJE COLON and all about me. It Separate from all that is three short pages. is about how we are Among the many all connected to one three-dimensional, solid. tales within the book another and how are those of a small family forced fragile is life and yet how endur- Bursting in on electric to ride out a storm with their dis- ing. pulses, abled boat tied to Buoy's mooring Buoy is a quick read and one ring, the antics of a group of crabs that your child will ask to have And fiber-optic beams of about to set forth to see the world read over and over again, and you light, in an egg carton, and the practice will be glad for the opportunity to and performance of a concert cre- do so. Instantly anywhere, ated by Buoy and his pals, Seal and Gull. Hear Bruce Balan in person at And everywhere but home. There is a freshness about the 1999 CAG conference in Mark Krel, Age 12 Balan's use of language that some- Santa Clara; he will be speak- Mirman School, Los Angeles times takes one's breath away, and ing Sunday morning, March 7. leaves one remarking inwardly, "I

32 Q CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 ADVOCACY reading is faster than the manual's sure their own reading behaviors. Continued from 1 suggested allocation of time for Accurate reading perceptions are the factors contributing to the the lesson. They usually become dependent on providing students improvement of reading, but frustrated and lifeless in this con- with the most expert practices rather, our concern is the degree text. When they are made to expe- commensurate to their functioning to which these factors support or rience reading as it is outlined for level; for gifted and advanced align themselves with the needs, the more typical reader, gifted and readers this includes models that interests, and abilities of gifted advanced readers are indirectly exceed reading at age or grade lev- students and advanced readers. taught to become underachievers, els. We must make available to Two important factors are class never stretching themselves to gifted and advanced readers the size reduction and the selection of meet new challenges. benchmarks against which they new language arts texts and read- Additional issues and concerns can assess their reading progress ing materials. related to advocating on behalf of and set their reading achievement gifted and advanced readers goals. Class size reduction include perceptions as readers, Reduction in class size to 20 stu- reading strategies, and reading Reading strategies dents for each teacher in the pri- choices. Strategies to accommodate the mary grades has been hailed by needs of advanced readers have teachers and parents alike as a Perceptions as readers ranged from those that demand welcome relief for overworked Students develop perceptions of more sophisticated reading mater- teachers and a key to improved themselves as readers as a result ofial to those that require more instruction for students. And interactions with the reading cur- sophisticated analysis of the mate- indeed, smaller classes should riculum, instructional strategies, rial read. These strategies seem allow for more individual atten- and other readers. An educational timeless and are certainly valuable tion to each student. However, if setting with an abundance of for advanced readers. However, teachers do not alter or differenti- resources stressing simplistic these strategies are not sufficient ate curriculum or academic expec- vocabulary and fundamental skills in the context of today's tech- tations for the learners, gifted and leaves gifted and advanced readers niques and demands for teaching advanced readers gain little from without adequate referents to and learning reading. Just as the class size reduction. They are actu- assess their own reading abilities. body of knowledge about how to ally being short-changed in the Interacting only with others who teach reading and the materials class size reduction movement. are having difficulty reading dis- available for students to read The consequences of improving torts perceptions of the self as a change, so must the definition and reading for some students should reader. If gifted students always articulation of strategies that chal- not place other studentsthose perceive themselves as the best lenge the advanced readers. who can read wellat jeopardy. readers in class, their perceptions It is incumbent on every teacher of self can be just as harmful as of reading to employ the instruc- Selection of new language when poor readers perceive them- tional practices needed to develop arts texts and reading materi- selves as the most inferior readers all levels of readersincluding the als in the group. Opportunities to sophisticated readers. Teachers are Consider also the selection of new perceive oneself relative to others encouraged to include a variety of language arts texts and reading who are equal to, better than, and strategies and techniques to facili- materials. This should be a won- less adept than we, are paramount tate the improved skills of derful opportunity to add new to adequate self-efficacy. It is advanced readers. These may materials, some chosen specifically essential that gifted and advanced include: to support advanced readers. readers have consistent opportuni- Encouraging companion or However, when we find teachers ties to assess themselves against family reading of different adhering strictly to the teacher's models representative of the genre to gain multiple per- manual of newly adopted school behaviors and reading choices of spectives of the same topic reading series, and faithfully fol- sophisticated readers if they are to Assisting students to recog- lowing the outline of lessons progress rather than regress in nize and prioritize basic read- appropriate only for typical read- their development as readers. ing skills such as drawing ers, advanced readers again suffer The current emphasis on raising conclusions, identifying the from neglect. Most gifted and the levels of reading proficiency main idea, and summarizing, advanced readers already know for poor readers leaves insufficient depending on the type of the skills presented in regular models for gifted and advanced reading material and the pur- reading texts, and their rate of students to emulate and to mea- pose for reading that material

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 1 33

Z63 Assigning students to read mental to the development of children the art of browsing across time periods to note sophisticated readers. through books and selecting the similarities and differences Conversely, keeping gifted and books for purchase. They need to within genre over time advanced readers away from cur- be shown systematic ways to buy Requiring students to read rent and popular reading material books by using the suggestions on the author's biographic because it is believed to be too booklists, becoming aware of sketch while reading the easy or valueless for such students authors, sifting through a genre or author's work to recognize is also detrimental to them. Both selected section of the bookstore, the correlation between moti- parents and teachers must work to and surveying the books "On vation, talent, and achieve- develop the tastes of gifted and sale" or in the bargain section. ment advanced readers and to trust that Children need to develop the art Challenging students to read they can and will make appropri- of consumerism when buying several different selections ate selections of reading material books rather than perceiving it as within the same time frame without our constant intervention. a chance activity. according to one's mood or Students are consumers and can Even where there are many for- circumstance, and to identify be taught to judiciously apply cri- mal structures for students to how and why our tastes or teria to make selections once such engage in book discussions, the interests for certain reading criteria are developed. The avail- informal at-home discussions material change over the ability of so many diverse and about reading material should not course of a day or a week. interesting materials in this day be discounted. Sitting around the Encouraging students to read and age demands that students be dinner table, driving to the mar- a "shelf" of books written by taught skills to develop reading ket, and waiting through half-time a single author consumerism as an integral fea- at a basketball game are opportu- Assigning students to read in ture of a good reading program. nities to chat about different sets or read a fiction and non- forms of reading materials. fiction source about the same In addition to books, parents topic at the same time to A CALL TO ACTION need to introduce children to a compare the nature and scope As academic advocates for variety of reading materials to of the information. advanced readers, parents and edu- demonstrate how they stimulate cators must take steps to promote different types of discussions. Par- Reading choices excellence as well as equity. We ents may use newspaper editorials, Reading choices depend upon must not allow advanced readers brochures, programs for different what students are encouraged to to be underserved by default. kinds of events, touring books, read and how reading materials and instruction manuals for the are made available to them. At home basis of informal reading chats to Sophisticated readers need to be We know that an essential con- help their children understand and exposed to classical literature as tributing factor in developing experience the means by which well as current material such as strong readers is the value parents different genre evoke different Newbery and Caldecott winners. place on reading to and with their forms of discourse. Advanced readers need expo- children. Evidence also indicates sure to the literature that tran- that parents tend to diminish their At school scends the popular reading involvement with their children's Many schools are now governed material of today. Most impor- reading habits as they grow older by School Site Councils. It is tantly, the at-home or at-school and more proficient as readers. imperative that parents have a rep- educator needs to assume the Parents should recognize that it is resentative for gifted children on responsibility of introducing just as important for them to help these site councils, and that a sophisticated readers to sophisti- sustain a child's abilities to read as teacher of gifted students partici- cated materials. To argue that it is to initiate the child's interests pates in the decisions regarding Dickens' novel, Hard Times, is in learning how to read. Books policy and expenditure of funds too outdated for today's youth, and other reading materials governed by the site councils. minimizes both the value of the should abound in homes, while These advocates must stress the reading material and the reading going to the library signals to chil- need for appropriate staff develop- tastes of our students. The reluc- dren the importance the family ment for teachers of reading, tance to introduce students to places on books and reading. ensuring that they are fully aware classics in favor of the more cur- Browsing in bookstores can be of the needs of advanced readers rent, popular, and much-talked- a recreational'as well as an acade- and are mindful of the resources about reading material is detri- mic activity. Parents need to teach needed to support those needs.

34 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 37 Finally, they must ensure that Teacher Association are both HIGHLY ABLE quality reading materials are avail- important advocates for children, READERS able for use by advanced readers. and must be made aware of the Continued from 10 This can be accomplished both in need to support advanced and the selection of textbooks and sup- sophisticated reading habits and students access to heterogeneous plementary books at the school readers. Many members of the and homogeneous learning experi- site, and parents can join together California Association for the ences. in an effort to provide quality Gifted also belong to other associ- The theme must be suffi- materials for the classroom or ations. Each of us must convey the ciently broad so that it can be school library through gifts. For message concerning advanced and divided into subtopics that example, a birthday club in which gifted readers to other associa- vary in complexity and children and parents donate books tions in order to build a network abstractness. in the name of a child on that of concern and the possibilities for A range of appropriate read- child's birthday can make an united action regarding advanced ing materials must be avail- important contribution to the total readers. able to support the theme. collection of quality materials. As advocates of gifted and The theme should create advanced readers, we do not deny opportunities for students to At the district level the importance of promoting gen- investigate real-life situations The participation of parents on eral literacy and providing for and utilize authentic materials advisory committees involve them, those who need remedial assis- and resources. as state regulations demand, as tance. For a democratic society to An appropriate theme sug- key decision makers in some mat- flourish, it is essential that we gests a variety of learning ters that govern gifted programs. have a literate public. But a experiences that address the The concern for advanced reading democracy also needs the leader- goals, standards, and objec- is important for both differenti- ship of its advanced thinkers. tives of the required curricu- ated curriculum and professional Neglecting gifted readers at an lum. development. Decisions regarding early age is not only a disservice Finally, a theme should cap- differentiated curriculum should to them personally, but detrimen- ture students' interests, focus on the appropriateness of tal to society as a whole. We must arouse curiosity, and promote print and and other resources promote academic advocacy for engaged learning. available to augment state texts the forgotten readersgifted and and promote in-depth, out-of- advanced learners. Sources for Themes grade-level expectations for inde- Themes in a reading and language pendent study. Decisions The CAG Reading Task Force was es- arts curriculum which can be used regarding professional staff devel- tablished in 1997 and presented a with flexible grouping emerge opment should focus on ensuring draft form of this paper at the 1998 from a number of sources. that the district curriculum spe- annual conference. Sandra Kaplan Topics in the social studies cialists have outlined the reading served as the chair and principal and science content areas skills and strategies that promote writer; contributing members of the reflect many of the character- advanced reading, and that they task force were Darlene Dolan, istics of appropriate themes have incorporated these skills Margaret Gosfield, Marge Hoctor, and for diverse learners and pro- within performance criteria and Geri Williams. mote integration of the cur- assessment instruments and activi- riculum. Biographical themes, such as ties so that gifted students are Please join the discussion byletting explorers, inventors, heroes, assessed commensurate to the us know what your school or district and heroines can be used to instruction they receive and the is doing to serve its gifted readers. create heterogeneous and abilities they can master. What actions have your textbook or homogeneous learning experi- other committees taken to ensure ences. At the state level service to gifted readers and how Themes that focus on other While the California Association were they accomplished? What read- genres, such as historical and for the Gifted is a primary advo- ing activities have been particularly realistic fiction, folk tales, cacy voice for gifted students and enjoyable and effective at home? Shar- myths, mysteries, and fan- their needs, it also is necessary to ing ideas with each other will help us tasies, can also be used. advocate for gifted students all to reach our advocacy goals. Conceptual themes exploring through other state associations. E-mail the editor at [email protected] courage, friendship, democ- The California Reading Associa- or fax to 805-687-1527. tion and the California Parent racy, change, exploration, or

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 35

) (b. A S./1 38 survival support the development content, processes, and products. As require a range of basic and advanced of a range of learning experiences. with open-ended activities, the content critical and creative thinking skills. Finally, the themes suggested in a of differentiated activities emphasizes basal reading program can be key concepts, principles, and general- Product Differentiation expanded to create an abstract izations rather than isolated facts and Finally, learning experiences for homo- theme that is more compatible data. Although multileveled learning geneous groups and individual stu- with a program that uses flexible experiences focus on the unit theme, dents may differ in the products that grouping to meet the needs of the nature of the content or the materi- students are asked to create. Products highly able readers and other als reflect the unique needs of a partic- can range from single-faceted to multi- diverse learners. ular learner or group of learners. faceted (Tomlinson, 1995). Whereas a single-faceted product requires a lim- Heterogeneous and Homoge- Content Differentiation ited number of steps or sources of neous Learning Experiences The content of a thematic unit can be information, a multifaceted product When flexible grouping is used within differentiated in several ways. First, entails numerous steps and several a thematic literacy program, both het- content can be developed using a con- sources of information must be con- erogeneous and homogeneous learning tinuum that includes both simple and sulted to create the product. Differen- experiences are provided. Activities for complex information (Tomlinson, tiated products can also be developed heterogeneous groups of learners are 1995). Simple content emphasizes the by varying the extent to which prod- essential for building the sense of a core elements of the "big picture" with ucts require comprehension or trans- learning community whose members few details, while complex content also formation of information (Maker & work together to achieve common includes the intricate details that pro- Nielson, 1996). Products reflect trans- goals. However, tasks designed for a vide a more comprehensive conceptual- formation when there is evidence that heterogeneous group of students may ization. Second, content can be information has been synthesized, be too difficult for some and require developed using a continuum that reinterpreted, extrapolated, general- little effort from others. Therefore, it is includes both concrete and abstract ized, or viewed from a new perspec- essential that the open-ended activities ideas. Concrete content emphasizes key tive. are used to create learning experiences information whose physical properties The successful implementation of a for heterogeneous groups of students. can be seen, touched, or heard (Maker thematic unit that emphasizes both & Nielson, 1996). Abstract content, heterogeneous and homogeneous Open-ended Activities on the other hand, focuses on concepts learning experiences demands a careful Open-ended activities allow students that are not concrete, principles, gener- sequencing of whole group and small to make decisions about the nature of alizations, and theories. group, partner, or individual activities their responses. They may choose the (Tomlinson, 1995). Units often begin content that will be included in the Process Differentiation with a whole class activity in which project, the types of processes used to A second means for creating appro- the theme is introduced through a sim- explore the content or create the prod- priate curriculum for diverse learners ulation, an open-ended activity, or an uct, or the type of product. While is through the differentiation of the appropriate picture book. The intro- most heterogeneous learning experi- processes that are used to explore the ductory activity is followed by a vari- ences use similar content for all stu- unit content. The learning experiences ety of heterogeneous and homoge- dents, teachers create open-ended designed for individual and homogeneous partner and small group activi- activities when they allow students to neous groups of students include a ties and individual projects. Whole choose the processes they will use to range of skills and strategies that help class activities and instruction are complete the task and/or select the students further develop their individ- interspersed throughout the unit. The type of product they will create (Hert- ual literacy competencies. In addition following discussion of a Civil War zog, 1998). These open-ended activi- to using a variety of literacy processes unit illustrates the flow of these flexi- ties reflect some aspects of the to develop differentiated activities, ble grouping patterns. differentiated activities that are used in tasks are created that differ in the homogeneous learning experiences. types of thinking processes that are Flexible Grouping in a Civil War needed to interact with the content Unit Multi leveled Activities (Maker & Nielson, 1996). Although A thematic unit focusing on the Civil In addition to the open-ended activities appropriate, differentiated learning War begins with the reading of the pic- that are used in heterogeneous group experiences actively engage all stu- ture book Nettie's Trip South (Turner, settings, programs using flexible group- dents in critical and creative thinking, 1987) to a heterogeneous group of ing also provide multileveled activities the specific nature of a task elicits dif- fifth-grade students. This powerful that address the needs of diverse learn- ferent levels of analytical, synthetic, story about a young girl's introduction ers in homogeneous and individual set- and evaluative thinking. Therefore, to slave trading prompts students to tings through the differentiation of activities should be planned that think critically about the nature of

36 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 39 slavery and the circumstances that ini- ing instruction in a variety of language prepare a dramatization for the class. tially led to its acceptance by some and arts skills and strategies that reflect the Struggling learners recreate a scene rejection by others. After reading and learning needs of each group of stu- from Thunder at Gettysburg, while discussing the book as a class, students dents. For example, students who have typical students reading Shades of are asked to complete an open-ended difficulty reading learn to identify ele- Grey dramatize a new ending for the writing task in which they share their ments of plot in Thunder at Gettys- selection that is consistent with the personal reactions in a journal, poem, burg, while highly able readers characters' traits and behaviors as they or persuasive essay. Not only do these examine the use of foreshadowing in have been developed by the author. projects reflect the characteristics of Across Five Aprils. Advanced readers are asked to extend open-ended activities, they also reflect At various points in this phase of their thinking beyond the novel as they characteristics of differentiated learn- the unit, the teacher initiates whole create a drama using character profiles ing experiences. The content that stu- class discussions using questions and a complex conflict provided by dents include in their writing can be applicable to each of the novels that the teacher. Although the products simple or complex, the processes used students are reading. During these dis- seem similar, the content, thinking to complete the writing tasks require cussions, students provide responses to processes, and literacy skills required different literacy skills and varied lev- questions such as, "What is the basic to create them differ (product differen- els of critical thinking, and the prod- conflict in the story? How are the tiation). ucts can reflect comprehension or characters changing as the story pro- During the whole class activity in transformation of information from gresses? What are you learning about the third phase of the unit, students the selection and class discussion. people's views of the Civil War?" Each share information or new understand- In the second phase of the unit, of these questions requires critical ings that evolved from the small small group, partner, or individual pro- reading of the selection (Dooley, group, partner, or individual study in jects and activities are either assigned 1993), yet the complexity of the read- the second phase. In the Civil War by the teacher or selected by the stu- ing material engages students in vary- unit, students present the dramatiza- dents and reflect heterogeneous or ing levels and types of analytic tions they prepared within their homo- homogeneous learning experiences. In thinking. For example, highly able stu- geneous groups. The whole class this phase of the Civil War unit, the dents reading Thunder at Gettysburg discusses the ambivalent feelings that teacher selects the novels Across Five would not be challenged by these individuals who were close to the Aprils (Hunt, 1964), Shades of Grey questions, but struggling readers using fighting experienced and evaluate how (Reeder, 1989), An Island Far from this selection are engaged in appropri- effectively the dramatizations reflected Home (Donahue, 1995), and Thunder ately challenging levels of analysis. these inner conflicts. To challenge all at Gettysburg (Gauch, 1975) to use When highly able students answer learners, including highly able readers, with small homogeneous groups of stu- these same questions as they read these discussion questions are carefully dents. All students are reading histori- Across Five Aprils, appropriately chal- designed to prompt a variety of think- cal fiction that explores the inner lenging levels of analysis are required ing processes and to encourage the conflicts of characters as their views due to the complexity and intricacies transformation of information about the war are challenged. At the of the plot in this selection. To provide Whole class instruction focusing on same time, the reading levels and com- further opportunities for critical read- skills or strategies that many students plexity of these novels differ (content ing, each novel group discusses a vari- do not possess also takes place in the differentiation), enabling the teacher to ety of analytic and evaluative third phase of the unit. In the Civil offer appropriately challenging materi- questions designed for their particular War unit, the teacher provides instruc- als that will assist students in further selection (process differentiation) and tion on drawing conclusions and mak- developing their reading skills. As the the unique needs of the group mem- ing inferences as the class reads Pink teacher introduces the novels that the bers. For instance, process differentia- and Say (Polacco, 1994), an advanced class will be reading, she emphasizes tion is used when highly able readers picture book in which a black Union that many historical fiction selections are asked to determine if the author soldier comes to the aid of a white have been written about the Civil War created a realistic portrayal of life dur- Union soldier as they both try to hide and that to explore a greater number ing this time period. from the Confederate army. However, of selections, small groups of students A variety of activities and projects those students who have demonstrated will be reading different novels. can be initiated during and after the the ability to draw conclusions and When homogeneous groups or part- reading of these novels by homoge- make inferences engage in challenging nerships are used in the second phase neous groups of students in the second activities that provide opportunities of the unit, instruction is provided that phase of the unit. In some units, stu- for further literacy or concept develop- enables students to develop new skills, dents may engage in similar activities ment instead of participating in the strategies, and understandings. As stu- that vary slightly in the types of prod- whole class instruction. These students dents read the Civil War novels, the ucts they are asked to develop. For read Pink and Say independently and teacher rotates among groups provid- example, students in each novel group then choose an individual differenti-

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 37 40 ated activity to complete, such as com- from his extended research on the individual activities associated with paring a Civil War political or military Underground Railroad by creating an flexible grouping, the needs and inter- leader to one of today's leaders or cre- oversized map that traces several ests of diverse learners can be ating a new plan for Reconstruction important escape routes. The signifi- addressed. Optimal heterogeneous that might prevent some of the prob- cance of important points along these learning experiences use open-ended lems that actually occurred. routes are explained on tiny flags activities that inherently provide a When homogeneous activities have glued to the map. A second student degree of differentiation as students been used in the second phase, hetero- creates a reader's theater for several select the content, processes, or prod- geneous activities are often utilized in important scenes in the book and ucts they will use to complete tasks. the fourth phase of the unit. In the enlists others in her group to perform Multileveled learning experiences used Civil War unit, literature circles are it for the class. While another student in homogeneous small group and indi- used to provide opportunities for stu- writes the speech that Truth rose to vidual settings are systematically dents to select their own reading mate- give at the end of the book, the fourth planned to offer a range of tasks that rials. Students who select the same member of the group creates a dio- differ in the complexity and abstract- novel form a group (usually heteroge- rama of an important scene in the ness of the content, the complexity of neous) and decide to either read the book. The variety of projects sug- literacy skills and thinking processes novel aloud within their group or read gested by the teacher provides oppor- that are used to explore the content, it independently. When the novel is tunities for students to select and the extent to which products are read independently and a student appropriately challenging, differenti- multifaceted and transformational. selects a novel that includes text ated tasks. Creating multileveled learning experi- beyond his current reading level, the The sharing of individual and small ences that focus on a common theme teacher tapes the novel (or asks a stu- group projects in the final phase of the facilitates the development of differen- dent to tape it) to ensure that each stu- unit allows all students to develop a tiated curriculum which can be used to dent is able to participate in the greater understanding of the Civil War appropriately challenge highly able literature discussion. After reading one and the conflicts that people who lived readers. or more chapters of the novel, students during this time period experienced prepare journal responses in which within themselves and among their References they share their interpretations, discuss families. In this heterogeneous setting, Allington, R. L. (1980). Poor readers interesting or particularly meaningful the teacher asks questions that encour- don't get to read much in reading passages, or make connections age students to refine the concepts groups. Language Arts, 57, 872-876. between the reading and their own they constructed during the unit and Barr, R. (1989). The social organization lives. These open-ended journal to develop generalizations that reflect of literacy instruction. In Cognitive responses allow each student to partic- significant ideas that emerged during and social perspectives for literacy ipate in the group's discussion of the their study and discussions. research and instruction: The thirty- reading, but they elicit different types eighth yearbook of the National of content, engage students in different Conclusion Reading Conference. Chicago: The types of thinking processes, and pro- The range of diversity within typical National Reading Conference. vide opportunities for students to sum- classrooms necessitates that teachers Dooley, C. (1993). The challenge: Meet- marize or transform information. develop approaches to reading and ing the needs of gifted readers. The Upon completion of the selection, language arts instruction that accom- Reading Teacher, 46(7), 546-551. these heterogeneous groups of students modate the needs and interests of indi- Flood, J., Lapp, D., Flood, S., & Nagel, develop projects which reflect impor- vidual students, particularly highly G. (1992). Am I allowed to group? tant understandings or new informa- able learners who have often mastered Using flexible patterns for effective tion they acquired during their reading the content and skills of the regular instruction. The Reading Teacher, and small group discussions. Students curriculum. At the same time, teachers 45(8), 608-616. may complete projects individually or recognize the importance of creating a Goodman, K. (1986). What's whole in develop collaborative projects that classroom environment in which stu- whole language? Portsmouth, NH: require each group member to make a dents see themselves as a community Heinemann. significant contribution. For example, of learners with common goals and Hertzog, N. B. (1998). Open-ended one literature group collaborates to interests. The use of flexible grouping activities: Differentiation through create a mural that portrays important within a thematic literacy curriculum learner responses. Gifted Child Quar- events in The Perilous Road (Steele, allows classroom teachers to achieve terly, 42(4), 212-227. 1958). Students in another literature both of these goals. Indrisano, R. & Parratore, J. R. (1991). group who read Who Comes with Through the carefully planned cycle Classroom contexts for literacy learn- Cannons? (Beatty, 1992) complete of heterogeneous whole group activi- ing. In J. Flood, J. Jensen, D. Lapp, & individual projects. One student ties and heterogeneous and homoge- J. Squire (Eds.), Handbook of demonstrates what he has learned neous small group, partner, and research on teaching the English lan-

38 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 41 guage arts. New York: Macmillan. POETRY 9. Make poetry part of the curricu- Lapp, D. & Flood, J. (1992). Teaching Continued from 17 lum year round by selecting poetry reading to every child, 3rd. ed. New moment and then go on with the to share with students connected York: Macmillan. day. Choose poems you love. to as many of your units of study Maker, C. J. & Nielson, A. B. (1996). 2. Have a poetry shelf on a bookshelf as possible. Encourage students to Curriculum development and teach- in your classroom and display seek poems connected to a particu- ing strategies for gifted learners. poetry books in your classroom. lar unit of study with which you Austin, TX: pro-ed. Encourage students to read poems are engaged. One example of inte- Tomlinson, C. A. (1995). How to differ- to themselves and to each other. grating poetry into a unit of study entiate instruction in mixed-ability For instance, have a designated would be to have a Thanksgiving classrooms. Alexandria, VA: Associa- time once a week when partners Reader's Theatre program in tion for Supervision and Curriculum choose a poetry book and read which students practice a perfor- Development. poems to each other. At the end of mance reading of Thanksgiving the sharing time, ask students to poetry where each child reads a Children's Books Cited share with the whole class any- poem or perhaps partners read a Beatty, P. (1992). Who comes with can- thing they noticed about poets' use poem together. Present this poetry nons? New York: Scholastic. of language while reading these in a program of Reader's Theatre Donahue, J. (1995). An island far from poems to each other. for younger students or invite par- home. Minneapolis: Carolrhoda 3. Display printed poems so students ents to the classroom to see the Books, Inc. can read and reread poems. performance. Gauch, P. L. (1975). Thunder at Gettys- 4. Engage students with choral 10. Have a poetry celebration. One burg. New York: Bantam Books. poetry readings and memorization. format is to have students write Hunt, I. (1964). Across five aprils. Include body or hand movements and perform original poems. Chicago: Follett Publishing. as often as possible when "doing" Another format is to have a Polacco, P. (1994). Pink and say. New a poem. Encourage dramatic play themed performance where stu- York: Scholastic. with poetry so that students chore- dents perform poems published by Reeder, C. (1989). Shades of grey. New ograph their own poems to per- other poets. Create an audience by York: Macmillan. form. inviting other classes and your stu- Steele, W. 0. (1958). The perilous road. 5. Have one or more children pan- dents' parents to the performance. New York: Scholastic. tomime a poem while the teacher Turner, A. (1987). Nettie's trip south. reads the poem aloud. Then, have Conclusion New York: Macmillan. one or more other children read Reading and writing poetry has been that poem aloud while others pan- and continues to be a beacon of light DR. CINDY DOOLEY is Associate Professor tomime the poem. Switch roles that helps me push back the dark and at Western Illinois University, Macomb, between readers and actors. see with more penetrating vision all Illinois, in the Department of Elementary Repeating a poem is definitely that I experience in life. I share poetry Education and Reading . appropriate. with my students in the belief that it 6. Keep a file of favorite poems. One can be a beacon of light for them too. file will steadily become multiple Poetry enriches the language develop- The Sphinx files as time passes. Be sure to doc- ment of my students as it enriches ument the sources of your poems their lives. It seems to me that a class- Here among the stones you lie, on file. Choose a few of your room devoid of poetry is a barren In between tombs very high. favorites and memorize these place, and so I urge you to bring Stirring history up in mystery poems to share with your students. poetry into your classrooms that it Begin with one and steadily may nurture the growth of your stu- Through your number one ene- increase your repertoire. dents as readers, writers, and sentient myTime. 7. Keep your own notebook of human beings. The students I teach Your face makes us shake in ter- favorite poems. Share this with continually inspire me to seek new ror students and have them keep their ways to communicate, and invariably own poetry notebook, recording this communication takes the form of What beast am I describing in favorite poems, writing, or draw- poetry, because the language of the great myths? ing responses to those poems, and poet with its precision and elegance The Sphinx. sharing these notebooks with speaks directly to the heart and mind of the receiver. I feel that there is no Clarisse Lianne McLeod, Age 9 classmates. Los Nogales School 8. Play cassette tapes or CDs of poets greater gift I can give my students than Pleasant Valley School District reading or reciting their own the love of poetry, so that long after I work. am gone their lives will continue to be

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 39 enriched by the reading and writing of poetry. Truly, poetry is a gift that keeps on giving. Give the 37th Annual CAG Conference gift of poetry to yourself and your students. You will always be glad "Navigating New Pathways" you did. This year's theme celebrates the transition of a landscape of References fruit farms called the "Valley of the Heart's Delight" Cullinan, B. E., Scala, M. C., & to the Heart of Silicon Valley. Schroder, V. C. (1995). Three voices: An invitation to poetry across the curriculum. York, ME: Stenhouse Publishing. Denman, G. A. (1988). When you've made it your own... teaching poetry to young people. Portsmouth, NH: Heinemann Educational Books, Inc. Gallagher, T. (1982). The poem as time machine, 1979. In Hall, D. ORS'\= (Ed.). Claims for poetry. (pp. 7*.=. 104-116). Ann Arbor, MI: Uni- versity of Michigan Press. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic- Design adapted from an illustration by Ruben Rosas Books, A Division of Harper- CollinsPublishers. Santa Clara, CaliforniaMarch 5-7, 1999 Heard, G. (1989). For the good of the earth and sun: Teaching poetry. Portsmouth, NH: Heine- Featured Speakers mann. CAROLYN CALLAHAN, Professor, University of Virginia, Livingston, M. C. (1990). Climb National Research Center into the bell tower: Essays on poetry. New York: Harper & JAMES DELISLE, Professor, Kent State University, Ohio Row, Publishers. CAROL ANN TOMLINSON, Associate Professor, Oakeshott, M. J. (1959). The voice University of Virginia, National Research Center of poetry in the conversation of STEVE WOZNIAK mankind. London: Bowes & Co-founder Apple Computer Bowes. Packard, W. (1992). The art of Bruce Bolan Jon Pearson, Consultant, poetry writing. New York: St. Author of Children's Books Los Angeles Martin's Press. Barbara Clark, Professor Perry Reeves, Director, Paz, 0. (Translated by Ruth L.C. California State University Educational Marketing Support, Pioneer New Media Technologies Simms). (1973). The bow and at Los Angeles the lyre: The poem. The poetic Marcy Cook Judith Roseberry, Principal, revelation. Poetry and history. Math Consultant, Author Garden Grove Unified School District Austin, TX: University of Texas Nancy Johnson, Consultant, Elinor Ruth Smith, Consultant, Press. President, Pieces of Learning San Diego Saundra Sperling, Education Sandra Kaplan, Clinical Professor, Director, Mar Vista Institute, DR. CORUSS is a Lower School University of Southern California Culver City teacher at the Mirman School in Los Angeles. Call the CAG office at 310-215-1898 if you need a conference brochure.

40 43CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 BALAN You Can't Hurry Love GIFTED READERS Continued from 13 In my most recent book, Buoy, Continued from 20 so is a gentle touch. Suggest, don't Home at Sea, I've tried to seize my imaginative thinking, visualiza- force. Be ready when the time passion for the ocean and all of its tion, exploration of values, and a comes, but let the reader choose mystery and beauty, and lay it out language arts approach. Frezise the time. My mother knew how to on the pagebelieving in my (1978) advised rapid pacing and do this. heart it is a canvas and my words timing: "going deeper" into a are paint, and praying that I am topic, less rigidly structured learn- Practice What You Preach able to wield my pen as profi- ing environments, and provisions I certainly never realized it as a ciently as the talented artist who for critical thinking, reading and child, but today I am incredibly illustrated the book. Did I accom- writing. aware of how much my parents plish my goal? That's for the read. My mother and my second reader to decide. Is my book a Model reading programs for father still recommend books to children's book? Some think so, gifted learners me constantly. That exemplifies and some don't. I am aware that Specific instructional programs for the advise we hear about in other my readers may be ages eight or gifted readers vary from school to aspects of life: setting an example eighty. I believe I am wise enough school and district to district. The is important. It works for reading to know that my book will never most common programs specially as well. A home or classroom that appeal to all children or all adults. designed for the gifted are is filled with the love of books, But it matters not. For my goal is described below. and reverence for the delights they to touch a reader's heart the same The triad enrichment model bring, will engender those quali- way so many authors have (Renzulli, 1977) provides gifted ties in its occupants. Children, touched mine. That may be one children with the opportunity for especially smart children, are well- reader only. It may be hundreds. I self-directed reading and indepen- tuned to hypocrisy. Singing the would like it to be thousands. But dent study. The enrichment triad praises of great books while ignor- touching one is a good thing. consists of three types of activities: ing them ourselves does little to Because once touched, I know (1) Exploratory activities in which achieve our goal of creating strong they will be forever smitten. students investigate avenues of readers. Besides, reading good The fuel of literacy is powerful. interest and then decide on a topic books is hardly hard work. When the spark is ignited, it is or problem to study in depth, (2) very unlikely to go out. Today, activities in which students are Everything Will Change our kids may not read the great provided with the technical skills Eventually, I did graduate from literature we desire them to. But and thinking processes needed to my infatuation with Tom and his the wonderful thing about good investigate the research topic or inventions. Partially because I had books is that they don't go away. problem selected in step one, (3) read all of the books in the series. As long as that spark is there, and investigative activities in which But it was also time to move on. I we continue to fan the flames with students explore their topic or left science fiction behind as well. care and respect, the desire for solve their problem through indi- I went on to discover the works of good books will be ever present in vidual or small group work. Stu- the great English writers of the our children's lives. The books dents then develop an end product eighteenth and nineteenth cen- will be waiting patiently for the that reflects their learning. turies. For many years I stub- readers to discover them. The Inquiry reading (Cassidy, 1981) bornly refused to read anyone readers will. At their own time. At also enables the gifted reader to who was alive. These days, my their own pace. And, I hope, with conduct research on topics of wife's rampant book consumption the confidence that comes from interest. In this four-week pro- exposes me to all types of authors having made their own discoveries gram for grades three and up, stu- I never would have considered. I on their personal path into litera- dents select a topic, carry out am also amazed that sometimes I ture. research, and present their finding greatly enjoy non-fiction. If you to others. The approach can be would have asked me what I'd be Author BRUCE BALAN is a product of used by classroom teachers during reading today just three years ago, California's gifted education program the time usually reserved for basal I would never have guessed. The and now lives and works in Los Altos, reading instruction. same goes for me when I was ten. California; his most recent book is Trevise (1984) recommended Or twelve. Or fifteen. In life, the Buoy, Home at Sea. You can find more that teachers have gifted readers one thing we can count on is about Bruce and his books at Bruce read and discuss literacy classics change. The same is true for the Balan's Office on the Web at http://cy- as part of the Junior Great Books books our children choose. ber.kdz.comibalan. Reading and Discussion Program.

CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 41 414 Junior Great Books is a highly grades. (ERIC Document Repro- Press. developed, structured program duction Service No. ED 020086) Renzulli, J. (1988). The multiple encouraging careful reading of Bond, C. W. & Bond, L. T. (1980). menu model for developing dif- complex materials. Discussions of Reading instruction for the pri- ferentiated curriculum for the the readings are designed to be mary grade gifted student. Geor- gifted and talented. Gifted Child challenging and interesting and to gia Journal of Reading, 5, 33-36. Quarterly, 32, 298-309. focus on the universal themes that Bond, C. W. & Bond, L. T. (1983). Rupley, W. (1984). Reading teacher are present in the books. Reading and the gifted student. effectiveness: implications for Other recommended instruc- Roper Review, 5, 4-6. teaching the gifted. Roeper tional models for gifted readers Burns, P. and Broman, B. (1983). Review, 7, 70-72. include AIME (Swaby, 1982), The language arts in childhood Sakiey, E. (1980). Reading for the reading-strategy lessons (Good- education. Boston: Houghton- gifted. (ERIC Document Repro- man, Burke & Sherman, 1980), Mifflin. duction Service No. ED 186881) DRTA (Bates, 1984) and vocabu- Cassidy, J. (1981). Inquiry reading Schwartz, L. (1984). Exceptional lary development through litera- for the gifted. The Reading students in the mainstream. Bel- ture (Howell, 1987). Teacher, 35, 17-21. mont, CA: Wadsworth. Clark, B. (1983). Growing up Shaughnessy, M. (1994). Gifted and Conclusion gifted. Columbus: Merrill. reading. Paper presented at the Gunning (1992) provided an Durkin, D. (1966). Children who Annual Meeting of the Interna- excellent summary of the charac- read early. New York: Teachers tional Reading Association (San teristics of a model program for College Press. Antonio). gifted reader: Frezise, R. (1978). What about a Swaby, B. (1982).The A.I.M.E.: a To grow intellectually, gifted reading program for the gifted? classroom model for the reading students need challenging The Reading Teacher, 31, 742- instruction of gifted readers. books. They need fiction with 747. Indiana Reading Quarterly, 270- complex plots and carefully Goodman, Y., Burke, C. & Sher- 277. developed characters, and man, B. (1980). Reading strate- Teale, W. (1982). Learning to read informational books that gies focus on comprehension. and write naturally. Language explore topics in depth. They New York: Holt, Rinehart and Arts, 59, 555-570. should read books and peri- Winston. Trevise, R. (1984). Teaching reading odicals that spark their imagi- Gunning, T. (1992). Creating read- to the gifted. In A. Harris & E. nations, broaden their ing instruction for all children. Sipay (Eds.) Reading on reading horizons, and cause them to Boston: Allyn and Bacon. instruction. New York: Long- wonder and question. Hoskisson, K. & Tompkins, G. man. (1987). Language arts content Vacca, J., Vacca, R. & Gove, M. Equity demands that the excep- and teaching strategies. Colum- (1991). Reading and learning to tionality of gifted readers be rec- bus, OH: Merrill. read. New York: Harper Collins. ognized and that appropriate Howell, H. (1987). Language, liter- Wallen, C. (1974). Fostering reading programs designed to meet their ature and vocabulary develop- growth for gifted and creative unique needs be made available. ment for gifted students. The readers at the primary level. In All students, including those gifted Reading Teacher, 40, 500-504. M. Labuda (Ed.) Creative read- in reading, deserve an educational Mason, J. & Au, K.(1990). Reading ing for gifted learners: A design program designed to help each instruction for today. New York: for excellence. Newark, DE: individual achieve his or her full Harper Collins. I.R.A. potential. Mitchell, B. (1982). An update on Witty, P. (1981). Reading for the the state of gifted education in gifted and creative student. References the U.S. Phi Delta Kappan, 63, Newark, DE: I.R.A. Bartelo, D. & Corneae, J. (1982). A 357-358. Witty, P. (1985). Rationale for fos- literature program for the gifted. Polette, N. (1982). Reading, writ- tering creative reading in the (ERIC Document Reproduction ing, research with gifted children gifted and creative. In M.Labuda Service No. ED 233333). K-8. Englewood, CO: Educa- (Ed.) Creative learning for gifted Bates, G. (1984). Developing read- tional Consulting Associates. learners. (2nd ed.) Newark, DE: ing strategies for the gifted: a Renzulli, J. (1977). The enrichment I.R.A. research based approach. Journal triad model: Guide for develop- of Reading, 27, 590-593. ing defensible programs for the DR. LEVANDE is in the Education Bigaj, J. (1968). A reading program gifted and talented. Mansfield Department of Southern Connecticut for gifted children in the primary Center, CT: Creative Learning State University, New Haven,

42 CALIFORNIA ASSOCIATION FOR THE GIFTED, WINTER 1999 45 CAG PUBLICATIONS

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"This We Believe" Philosophy of National Middle School Association supports gifted VOLUME 30, NO.2, SPRING 1999 learners; does practice measure up? ISSUE HIGHLIGHT Prepared by The Communicator Staff GIFTED EDUCATION IN MIDDLE SCHOOLS We wish to thank noted author and ity Grouping in the Middle Grades: consultant, Susan Winebrenner, who Achievement Effects and Alterna- Early adolescence is a particularly first examined the beliefs of the tives, (1993). Some districts, echoing challenging time for all participants National Middle School Association in Oakes' position that ability grouping students, educators, and parents. juxtaposition to the beliefs held by is undemocratic, have completely Adding giftedness and gifted educa- advocates for gifted education, and eliminated homogeneous grouping tion to the mix intensifies the de- provided the inspiration for this article. for gifted students in their middle mands on all involved. This issue schools, and others have severely seeks to provide ideas and informa- Controversy has surrounded the restricted ability grouping, claiming tion to help make this period both placement of and service to that the needs of gifted students can more exciting and more calming. It gifted students in public mid- be met through solid middle school dle schools ever since the publication addresses such questions as: philosophy and practices. of Jeannie Oakes' Keeping Track Advocates for gifted education What are the special needs of (1985), and continued with the maintain that democracy demands middle school gifted students? appearance of Robert Slavin's Abil- See THIS WE BELIEVE, 38

How can we most effectively meet their academic needs?

Is "socialization" really the top priority at middle school? Teaching Kids To Care

What position does the National Character development and the middle school student Middle School Association hold regarding gifted education? BY JAMES R. DELISLE hit the airwaves of our local TV sta- tions. This was no soap opera, this What resources are available to It had all the trappings of a bad was an act of random violence in a assist parents, educators, and kids? soap opera: Brian, a young father world growing increasingly blase of two, with a budding career in towards personal acts of terror from telecommunications, suffered a which even the innocent cannot stroke at age 29. Bravely, and with escape. As a middle school teacher UPCOMING ISSUE the help of his wife and family, he of children old enough to be aware HIGHLIGHTS slowly recovered, only to suffer a of terrorism and gifted enough to be second stroke after someone threw a sensitive to the ripples of pain that Summer - Parenting rock through his car window, hitting such an event stirs, I knew it was Fall - Young Gifted Brian in the head, causing extensive time to act; for when children are Winter - Math & Science neurological damage. old and wise enough to care, it is The news of this personal tragedy See TEACHING KIDS TO CARE, 41 48 CONTENTS

"This We Believe" 1 Teaching Kids to Care, James Delisle 1 PUBLISHED BY THE CALIFORNIA PARENTS ASSOCIATION FOR THE GIFTED What Parents Want to Know About Gifted Middle The CAG Communicator is published four times during the year: Fall, Winter, Spring, and Summer. Opinions expressed by individ- School Students and Aren't Afraid to Ask, Linda Brug 6 ualauthors do not necessarilyrepresentofficial positions of the Association. Subscriptions are available to non- PARENT TO PARENT members at an annual cost of 525. It's Never Too Early for College Prep, Cherie K. Drummond 8 OFFICERS 1999-2000 Executive Committee Selected Readings: Gifted Education and Middle School 9 President: Marge Hoctor Vice President: Cathleen Silva Addressing the Needs of Middle Grade Gifted Students, Secretary: Dana Reupert Evelyn Hiatt 10 Treasurer: Judith Roseberry Parent Representatives Chair. Sharon Freitas Middle School: The Balancing Act, Elinor Ruth Smith 12 Educator Representatives Chair. Linda Calvin Past President: Margaret Gosfield Social Development or Socialization, Linda Kreger Silverman 14 Regional Representatives Bay Area Felicia Stuckey-Smith The Middle Years Program for International Lynn Gatehouse Baccalaureate, Barbara Lateer 17 Capitol Nancy R. Craig Kathleen O. Patterson HANDS-ON CURRICULUM Joshua Tree John P DeLandtsheer Darlene Dolan Mona Lisa With a Mustache, Karen Buxton 18 Mission Marilyn C. Morrison Super Sentences, Carol Ann Tomlinson 22 Phyllis Greenberg Mt. Shasta Rita Stanley How to Do Real Research, Shirley Patch 24 Marla J. Doherty A Little Pre-Assessment Goes a Long Way, Steven Kahl 31 Orange Darlene Boyd S. Raenele Cede Using Portfolios Effectively in Middle School, Debra Johnson 34 Pacific Linda Brug Judith C. Smith Palomar Marcia DiJiosia ANALYSIS Cherie K. Drummond Dilemmas in Talent Development in the Middle Grades: Redwood Bruce De Vries Ten Gow Two Views, Margaret Gosfield 26 San JoaquinMaurine Anderson Doris M. Pacheco BOOK REVIEWS Vicki S. Kleinman Santa Lucia 20 Ideas for Teaching Gifted Kids in the Middle and High School and 20 More Ideas for Teaching Gifted Kids COMMUNICATOR EDITORIAL BOARD in the Middle and High School, reviewed by Maryanne Gray 15 Editor: Margaret Gosfield, [email protected] The Gifted Kids Survival Guide: A Teen Handbook 16 Associate Editors Curriculum & Technology: Virginia McQueen, Cyber.kdz 3: The Great NASA Flu, reviewed by Andy Johnson 30 [email protected] Cyber.kdz 5: In Pursuit of Picasso, reviewed by Matt Lebourveau 30 Children's Pages: Debra Johnson, [email protected] Parent Topics: La Dona Hein, [email protected] Special Projects: Richard Boolootian, [email protected] Calendar 3 Advising Editor: Paul Plowman, [email protected] Letters 3 Production: Madsteve From the President 4 SUBMISSION OF MATERIAL From the Editor 5 To submit articles for publication, send hardcopy anddisk (Mac or PC) saved as a text (ASCII) file or submit articlesby e-mail. Young People's Pullout 27 All submissions will be given careful consideration. Photos and camera-ready artwork are particularly desirable. Send all material with name, address, phone number, fax number, and Internet address to Margaret Gosfield, Communicator Editor, 3136 Calle Mariposa, Santa Barbara, CA 93105, Tel: 805 -687- 9352, [email protected]. The Communicator staff reserves the right to edit all material in accordance with APA style and HOW TO REACH CAG Communicator policy. CAG OFFICE LETTERS TO THE EDITOR REPRINTING OF MATERIALS 5777 W. Century Boulevard, Suite 1670 Margaret Gosfield Articles appearing in the Communicator may be reprinted as Los Angeles, CA 90045 3136 Calle Mariposa, Santa Barbara, CA 93105 desired unless marked by © or reprinted from another source. Tel: 310-215-1898 Fax: 310-215-1832 Tel: 805-687-9352Fax: 805-687-1527 Please credit the Communicator and send a copy of your e-mail: CAG [email protected] e-mail: [email protected] publication containing the reprint to the editor. www.CAGitted.org

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999:: BEST COPYAVAILABLE L E T T E R S CALENDAR

CAG BOARD MEETINGS Fall Issue on Teaching Hoagies' Web Page JUNE 4- 6,1999 The fall issue of the Communicator One of your subscribers described Los Angeles Airport Hilton which highlights teaching gifted chil- your wonderful current issue of the Board Meetings are open to the dren is a treasure house of pertinent Communicator, and its article by Dr. public. If a meeting Is scheduled in your area and you wish to attend, please call information. Its timeliness and appro- Levande...What I'd like is to get a the CAG office for specific priate discussions of new paradigms in copy of this particular issue (so that I Information. the field of gifted education help us all can put it on my website). CAG SUMMER to focus on and develop plans for Carolyn Kottmeyer TEACHER INSTITUTES more effective communication to Hoagies' Gifted Education Page AUGUST 16- 20,1999 teachers, administrators and parents as www.ocsc.com/hoagies/gift.htm Summer School for Teachers part of the team. Thank you for a Santa Barbara highly useful edition of the Commu- Editor's Note AUGUST 21- 22,1999 nicator. The Levande article on model read- Curriculum Writing Sheila Smith, Coordinator ing programs has since been posted at Santa Barbara Gifted/Talented Programs the above website; the Communicator 38TH ANNUAL Los Angeles Unified School District has also been added to the Hoagies' CAG CONFERENCE Journals section. Sharing information MARCH 3-5, 2000 and promoting communication are "Century of ReflectionsHonoring Texas Response to Reading our primary goals, and we are pleased the Past, Imagining the Future" Issue to have made this connection. Century Plaza Hotel, Los Angeles Congratulations on a fine issue of the NATIONAL & Communicator. The worthy theme INTERNATIONAL was developed in useful ways for A Parent's View CONFERENCES parents, educators, and students. Thanks so much for a terrific issue of JULY 30-AUGUST 1,1999 You'll probably get some new sub- the Communicator! The final version 18th Annual SENG Conference, scribers based on my compliments of the title article read very well. It "Reflecting on Our Past, Envisioning was a great idea to make reading the Our Future" about the issue in my graduate class- Chicago, IL, For more information, es. Keep up the good work! entire focus of one issue. It's integral to call 330572-7935 Kathy Hargrove, Director so many other areas of learning. AUGUST 2- 6,1999 Gifted Students Institute and Deborah Kleffman 13th Biennial World Conference of Pre-College Programs Pleasanton, CA the World Council for Gifted and Tal- Southei.n Methodist University, ented Children, "Gifted and Tal- Dallas, Texas ented: A Challenge for the New Millennium," Istanbul, Turkey. For details, call 818-368-7501.

SEPTEMBER 24- 26,1999 Annemarie Roeper Symposium "Psychological Approaches to Understanding the Gifted Self" Chicago, IL, For more information, The California Association for the Gifted call 330-672-7935 serves its members in many valuable - ways: NOVEMBER 3- 7,1999 National Association of Gifted Chil- Institutes and conferences for dren (NAGC), US educators and families U "Pathways to the Millennium" Parenting strategies to nurture Albuquerque, New Mexico USA giftedness For information, call 202-7854268 - S Advocacy to assure funds for GATE programs Publications about differentiated curriculum and contemporary issues affecting gifted students

CAG is a mission-driven, volunteer administered, non-profit association.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 r-o 3 FROM THE PRESIDENT MARGE HOCTOR

conversation I once had with classes, they will not have the opportunity to interact a successful gifted adult has with the heterogeneous school population. Students stayed with me for years. who takes GATE language arts, science and/or social This individual had survived numer- science may remain with the same students in all other ous serious health problems through- classes as a result of scheduling. Many also express the out his life. When he asked me to opinion that middle school is a time for socialization guess what he considered the worst rather than intellectual stimulation. We need to take a time of his life, it seemed obvious to methe surg- second look at this philosophy. Social interaction is eries. He said, "No, it was when I was in middle important, but not at the cost of sacrificing the intel- school." He was in a gifted program in elementary lectual growth of students and the opportunity to school, and high school advanced placement classes interact with their mental peers at least part of the met his needs. In middle school, however, he had no time during these important developmental years. classes with his intellectual peers and spent most of his A recent study called Academic Diversity in the time being taught things he already knew. He felt Middle School: Results of a National Survey of Mid- alone and isolated and considers those years a total dle School Administrators and Teachers conducted by waste of time and the worst of his life. Carolyn M. Callahan, Tonya R. Moon, and Carol Recent emphasis on education and research regard- Ann Tomlinson from the University of Virginia reveals ing students at all levels of development, has resulted in that "it is the belief of nearly half of the principals and more attention to the importance of meeting the intel- teachers that middle school learners are in a plateau lectual needs of the middle school child. This issue of learning perioda theory which supports the idea the Communicator provides a wealth of information that basic skills instruction, low level thinking, and and resources for parents and educators of these mid- small assignments are appropriate." As Carol Ann dle grade students who are "Caught in the Middle." Tomlinson stated at the recent CAG Conference, the The middle school student is often the first to be latest research tells us that is absolutely not true; the overlooked when considering K-12 academic pro- brain is still developing at this age and it is imperative grams for gifted students. There are many elementary that it be nurtured and stimulated. programs designed to meet the diverse needs of stu- There are good programs in place, and we should dents including gifted learners; and while there are learn from them as we seek to improve gifted educa- presently few "gifted programs" at the high school tion in general. I hope the information in this Commu- level, at least advanced classes are offered for those nicator will aid you as you discuss the important issue who wish to take advantage of them. of the needs of our gifted adolescents with your col- Many middle school educators express concern that leagues; we must provide them with a quality educa- if gifted students are scheduled into GATE academic tional experience in middle school.

4 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 FROM THE EDITOR MARGARET GOSFIELD

The topic of gifted ing Kids to Care," while a reprint of Social Develop- education in middle ment or Socialization? includes Linda Silverman's per- schools is of special suasive arguments against the myth that gifted middle interest to me because I schoolers' greatest need is to be placed in heterogeneous was a middle grade level classes so they can learn to get along with other stu- teacher for 20 years. In dents; in fact, they are comparatively very well adjusted. the beginning, we were Finally, Barbara Lateer describes how one middle school part of the old MGM in the San Jose Unified School District has been accepted (mentally gifted minors) by the International Baccalaureate Organization to program, though in our implement the Middle Years Program. district it was called ELO We have also tried to explore the position of the (Enhanced Learning Opportunity). Even then, the term National Middle School Association in relation to the "gifted" was considered elitist and one that had to be issues of gifted education in two presentations. High- used sparingly, if at all. I taught social science to 7th and lights of the National Middle School Association philos- 8th grade gifted students; the students had a similar ophy are presented in the article, "This We Believe," combination class in language arts. while a review and analysis of a book published by the When our school changed from a junior high school Association is also includedDilemmas in Talent to a middle school in 1982, the big question was, what Development in the Middle Grades: Two Views. will we do with the incoming gifted 6th graders? Our We have practical recommendations for parents in district had decided that 6th graders in general would Linda Brug's article, "What Parents Want to Know participate in academic core classes (English, reading, About Gifted Middle School Students and Aren't Afraid social science, and math) with a single teache>j and two to Ask." This is followed with more practical advice additional courses with content specialist teachers. This from Cherie Drummond who delineates what parents would ease the transition from self-contained elemen- and students need to do in preparing for college during tary classes to departmentalized secondary classes. But the middle school years. would it be advisable to put gifted students together for We have an especially rich offering of ideas for teach- four periods every day? The decision makers could not ers to try in their classes. Carol Ann Tomlinson from the bring themselves to make such a drastic move, and dur- University of Virginia shares a successful strategy for the ing the first year, gifted 6th graders were together only development of vocabulary in her "Super Sentences: A one-period a day for an exploratory class. It quickly Delightful Way to Challenge Young Wordmongers," became clear that this was not adequate; these young- while Debra Johnson describes the benefits and methods sters needed more challenge in academic arenas. At a of preparing middle school student portfolios. Karen district level meeting, one brave principal spoke up and Buxton provides a pick-me-up lesson plan in "Mona stated, "If we're going to serve these students appropri- Lisa With a Mustache" and Shirley Patch differentiates ately, we need to bite the bullet and provide them with a the curriculum in "How To Do Real Research." Steven GATE core program." Kahl shares the wisdom and benefits of pre-assessing So, what does it take to serve gifted middle level stu- students at the beginning of the year in order to differen- dents appropriately? In this issue we have tried to tiate curriculum as the school term progresses. address this question from a variety of perspectives. In And, of course, we have another Student Challenge looking at the philosophical and program issues related Center. We are pleased that responses are coming in for to middle school gifted education, we are fortunate to the winter challenges; look for the best to be published have the results of a six-year project carried out in Texas in the summer. and reported by Evelyn Hiatt from the Texas Education The middle school years are a challenge for all Agency. Consultant Elinor Ruth Smith points out the involvedparents, educators, and students. We hope difficulties inherent in programs at this level in her arti- this issue of the Communicator provides insights and cle, "The Balancing Act." Jim De lisle from Kent State ideas to assist in meeting that challenge. Please let us University presents an inspiring prescription for "Teach- know what you think; we'd like to hear from you.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 P A R E N T S

should find a place to work and read What Parents Want to Know About that is away from distractions such as the television and the telephone. Gifted Middle School Students and Academic Concerns Aren't Afraid To Ask Many parents share that they have had some questions or concerns about BY LINDA BRUG the assignment book, it verifies the an academic program or specific specific assignments for parents, mak- assignment. As a teacher I always rec- How much time should my 7th ing it easier for them to encourage ommend that parents call a teacher grade child spend on home- and support their reluctant students. with those concerns since he or she can work?" "What if I don't like It is important to make the student most effectively address the concern or the friends my child hangs around responsible for getting the signature assignment. Many teachers are defen- with?" "What do I do with an under- while the parent needs to contact the sive when parents go to an adminis- achiever?" These are just a few of the teacher if the student fails to do so. trator instead of going directly to them, questions posed to me during an Rewards and consequences make this and perhaps a better relationship can annual GATE middle school parent system effective. At times it is also be formed when a teacher, student, session held in our district. As a GATE appropriate for the parent to set stan- and parent address concerns together. teacher and parent of a middle school dards for the quality of work, but par- Obviously there are times when a par- child, I have frequently pondered the ents must allow students to learn the ent must discuss issues with an admin- same questions. skills necessary to successfully com- istrator when all other avenues have plete assignments. Never do the home- been exhausted. Homework work for your child. As a parent it is During these sessions I try to orient important to remember that you must Underachievement parents to some of the challenges let your child make mistakes since that Inevitably the plight of the under- of the middle school years. Parents is the way that we all learn those achieving gifted student is discussed at are always concerned about the bal- important lessons. length. It is a myth that gifted stu- ance of parental involvement in daily dents can get a good education on homework. In my opinion it is Time Management their own. Gifted students are proba- important to monitor the completion Many times students need help in bly the most underachieving of all of homework throughout the middle developing a time management pro- groups within the school population. school years. It is important for par- gram. I share a couple of ways to use This is perhaps the most difficult prob- ents to have early contact with their time effectively such as first analyz- lem for teachers and parents to solve, child's teachers. Open House is a ing how time is used and misused. and the best advice that I can give par- good time to really listen to the Students should establish priorities, ents is to help their child find a passion expectations of the teachers. If a budget time, set a deadline, and give in life. Each child has to find a passion child does not seem to be doing priority to hard jobs. Frequently stu- and each at a different pace. Some homework or matching the expec- dents put assignments off until the last find it in the second grade and others tations of a teacher, parents should minute and cannot create a quality don't find their passion for years. If a make contact with that teacher product. A large calendar and assign- child is interested in how things work, quickly; do not wait until home ment book can help students break try to provide old machines that they notices or grades arrive. If there is a down an assignment and complete can take apart and examine. Try to concern the parent, child, and portions of the assignment in reason- provide books about the subject for teacher should meet together to cre- able time blocks. them to read. Summer school classes ate a plan for improvement. Many students are unorganized. are often available for special classes in As a teacher I find that all students While most teachers require a binder, art, photography, or music. It is impor- need assignment books. Many schools it is important for students to learn to tant, however, not to over schedule even provide them for their students. file papers and homework assignments your child's time. Children need time Assignment books make it easier to in the appropriate areas. Traditional to ponder as well as to act. develop student responsibility while tabs help with this organization along Interestingly, involvement in at the same time facilitate communi- with a weekly backpack clean-out. As extracurricular activities has been cation between teacher and parent. I students get older their homework found to be a much better predictor of have found that when a teacher signs requires more concentration. Students real-world success than are high IQ

53 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 scoresor even good grades. Lead- your house, at least you know where ers at the high school do; give them a ership and peer counseling classes they are. At most, you can have a pos- call. Parents can also provide valuable should be encouraged for those tal- itive influence on them and their peers. experiences for their children by tak- ented in the interpersonal area. Sum- Remember to continue to spend time ing them to museums, family vaca- mer enrichment programs are available with your adolescents even though tions, and new places that create for those students interested in meet- they appear to be pulling away from curiosity and wonderful memories for ing new people and exploring new you. This is time well spent. all. ideas. Parents should call their district Even though gifted middle school GATE office for additional informa- Preparing for High School students present a challenge, their sense tion. Finally, parents want to know howof humor and unique view of the they can best prepare their middle world remind us of the great gift they Peer Influence school student for high school. Read, have to offer the world. As the session continues, the discussion read, and read some more. I hand par- predictably moves to the importance ents a reading list and remind them to LINDA BRUG developed the GATE core of peers at the middle school level. It continue reading aloud to their child. program at DeAnza Middle School in is important for parents to acknowl- Students who are good readers are Ventura Unified School District. She edge the influence of peers at this age. more successful in all subjects. If your now teaches Advanced Placement Parents should know their child's child's teacher doesn't have a reading classes at Ventura High School. She also friends and frequently invite them to list prepared, perhaps the school librar- serves as CAG's Educator Representative hang out at their house. If they're at ian or ninth grade language arts teach- for the Pacific Region.

RELATIONSHIPS: GIFTED KIDS WHEN HOMEWORK'S AND THEIR PARENTS BEYOND YOU

Excerpts from The Gifted Kids' Survival Guide, in the chapter on Let's face it, there are times when your kids "Relationships." (See a review of this book on p. 16) need help with their homework and even you as an adult can't help. Try these two What Gifted Students Want from Their Parents websites with your children. According to our survey, these are the top ten things gifted students wish their parents would do (or not do): www.scri.fsu.edu/-dennisi/CMS.html 1. Be supportive and encouraging; be there for us; be on our side. Cyberspace Middle School is designed 2. Don't expect too much of us; don't expect perfection. and updated by Dr. Larry Dennis, in the 3. Don't pressure us, be too demanding, or push too hard. Department of Physics at Florida State 4. Help us with our schoolwork/homework. University, especially for middle school 5. Help us to develop our talents. students.lt is supported by the US National Science Foundation, the US 6. Be understanding. Department of Energy and Florida State 7. Don't expect straight A's. University. Originally started as a home 8. Allow us some independence; give us space; trust us, because chances page for middle school science teachers are we know what we're doing. it has become a website which not only 9. Talk to us; listen to us. provides assistance with science projects 10. Let us try alternative educational/special programs. (p. 229) but offers an activity center, resource guides, new discoveries in science, and a Six Reasons Why Parents Are the Way They Are space for letters from fans. 1. Some parents believe that if they set their expectations high, their children will naturally rise to meet them. http://tristate.pgh.net/-pinch13/ 2. Parents often see themselves reflected in their children. pi nc hright. htm This web site has received more than 3. Sometimes parents make demands on their children in an effort to fulfill their own hopes and dreams. 105 web awards for 11-year-old B.J. Pinchbeck and his dad. They boast that 4. Perhaps one (or both) of your parents is also gifted. it can help you find anything you need to 5. Parents suffer frequent memory lapses. assist with homework. It is endorsed by 6. Parents are worriers. (p. 230-231) National Student Association.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 7 to 54 PARENT TO PARENT

Instead, it should be viewed as family looks into these possibilities _411Mmm_ a developmental time that early, life is much less hectic during should be maximized, since it the senior year. The family will is time that can never be already know which scholarships reclaimed later. should be available and what the Colleges are looking for stu- applications require. dents who will be successful at Some of the following points the university level as evi- exemplify good parenting, which denced by grades, standard- continues to be fundamental in the ized test scores, long term middle years. commitment to meaningful activities, "balance" among Strive for and expect excellence, not 11 the many facets of life, and perfection. Be aware that gifted chil- intellectual and academic dren can be very hard on themselves motivation and prowess. and "pushy" parents can drive them Parents and students alike from excellence into perfectionism; have an awesome responsibil- this in turn may cause the oppo- ity during the middle school siteunderachievement. But do set ri years; many of the decisions the expectation of excellence. made by students now will impact their high school and Be a positive advocate for a post secondary life. Not every challenging curriculum for your stu- gifted student wants to nor dent. If children are able to be "suc- should attend a four-year col- cessful" by getting "good grades" lege. However, that determi- with little effort, they will not 0 n. nation is premature at this develop the crucial study skills col- stage; you should strive to leges require. (Also see the student keep all options available. section for "take the most rigorous, So what steps should parents yet enjoyable, curriculum available and students take during mid- to you.") This is also a time for I dle school? Here are two lists exploration of interests, a time to try of things that have proven to new subject areas without fear of the be helpfulone for parents, and one grade on the transcript for college. My child is only in middle for students. Be aware of the high school and col- school (or junior high). I lege requirements to ensure that don't need to think about PARENTS your student is on a college bound college planning yet, do I?" Yes, you Financial aspects must be considered. path, should that be the optimal do! Too often people start thinking College costs continue to escalate choice when the time comes. about college in the latter years of much faster than the cost of living. high school. However, unless an For those who can, a regular or Establish a positive learning exceptional foundation has been laid forced savings program is an excel- environment. Assist your children in in previous years, that is too late. lent idea. For all, it is important to acquiring sound study habits includ- Parents of middle school children start exploring scholarship opportu- ing a set time and an appropriate need to work with their children to nities. Most of the money is avail- Place to study. Review school work prepare for their future, whether or able on a need basis, but there are with students. Help students under- not a four-year college is the goal. also some high quality, but not Ivy stand the relationship between learn- Careful planning and preparation is League, schools who award merit ing and earning. Recognize that just essential. Some people view the mid- scholarships to attract stellar stu- completing daily homework doesn't dle school years as a time for "tread- dents. Some scholarships are constitute "studying". Work daily ing water" or "do no harm" directed toward specific populations, on long term projects. Read ahead thinking that students just need to whether by ancestry or occupation, in assignments, or read collaterally "get through" that time without or any other particulars. Most of to the content being emphasized in being mentally or physically injured. these are available annually, so if a See COLLEGE PREP, 44

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 55 Selected Readings Gifted Education and Middle Schools

The following list of readings has been Epstein, J. L (Feb 1990). What Mat- excerpted from the ERIC Clearing- ters in the Middle GradesGrade Span house on Disabilities and Gifted Edu- or Practices? Phi Delta Kappan, 71(6) cation (ERIC EC), The Council for 438-44. EJ402382 Exceptional Children. The full list can A 1988 Johns Hopkins University survey be found on its website at www.cec. ) gathered data on organizational varia- sped.orglericec.htm. This document tions among schools containing grade was last updated in January of 1998, am( seven to study how grade span affects and compiled by Sandra Berger. school programs, teaching practices, and student progress. This article BURTON-SZABO, S. (Jan-Feb 1996). reports selected results on the relation Special Classes for Gifted Students? gifted education were assessed. Site of grade span to school size, grade level Absolutely. Gifted Child Today Magazine, visits were made to five MS sites and enrollment, school goals, report card 19(1), 12-15,50. 0519842 five CL sites at the elementary, middle, entries, and relevant trends. This article makes a case for special and high school levels. Studies showed classes for gifted students and answers that gifted students' needs can be met ERB, T. 0. (1992). Encouraging gifted objections to special classes raised by within these programs, with appropriate performance in middle schools. the middle school movement and the planning and implementation. Midpoints Occasional Papers, 3. cooperative learning movement. A sam- Available from National Middle School ple "Celebration of Me" unit taught to COLEMAN, M. R., & GALLAGHER, J. Association, Columbus, OH 43265. gifted seventh graders which involved (Nov 1992). Middle School Survey No Abstract Available poetry, literature, personal development, Report: Impact on Gifted Students. art, music, and physical fitness is out- Chapel Hill, NC: Gifted Education Policy ERB, T. 0. (1994). The Middle School: lined. Studies Program. ED353728 Mimicking the Success Routes of the This study investigated attitudes of edu- Information Age. Journal for the CLINKENBEARD, P. R. (1991). Unfair cators from both the middle school Education of the Gifted, 17(4), 385- Expectations: A Pilot Study of Middle movement and gifted education, by 406. EJ489440 School Students' Comparisons of means of a survey of 400 members of This article examines the unique organi- Gifted and Regular Classes. Journal for relevant professional organizations. The zational structure of middle schools and the Education of the Gifted, 15(1) 56- survey focused on six interest clusters: the historical context leading to their 63. 8441230 (1) grouping strategies, (2) identification development. A true middle school is Analysis of essays comparing experi- issues, (3) curriculum modifications, (4) described as providing personalized cur- ences in gifted and regular classes writ- teacher preparation, (5) program evalua- ricula for the learning needs of diverse ten by sixth grade gifted students found tion, and (6) the emotional/social needs learners through use of problem-oriented that many students felt teachers and of gifted students. interdisciplinary teams and flexible peers outside the gifted class had unfair grouping practices. expectations of them. Other topics ELMORE, R., & ZENUS, V. (1994). addressed by students included grading, Enhancing Social-Emotional GALLAGHER, J. J., COLEMAN, M. R., & group work, lack of acknowledgement for Development of Middle School Gifted NELSON, S. (Spr 1995). Perceptions of effort, treatment by peers, and teacher Students. Roeper Review, 16(3), 182- Educational Reform by Educators Rep- expectations. 185. EJ481450 resenting Middle Schools, Cooperative Thirty sixth graders in accelerated math- Learning, and Gifted Education. Gifted Coleman, M. R. , & Gallagher, J. J. (Sum ematics classes were taught in coopera- Child Quarterly, 39(2) 66-76. EJ505156 1995). The Successful Blending of tive learning teams for 12 weeks. The perceptions of 175 gifted education Gifted Education with Middle Schools Students appeared to benefit academi- teachers and 147 middle-school teach- and Cooperative Learning: Two Studies. cally, personally, and socially from the ers concerning gifted education needs Journal for the Education of the Gifted, cooperative learning strategies used to were compared. Gifted educators dis- 18(4) 362-84. EJ511771 teach mathematics, cooperative learning agreed with proponents of cooperative Features of programs that successfully skills, effective communications, internal learning concerning student needs and blended the middle school (MS) model locus of control, and personal responsi- disagreed with middle-school educators or cooperative learning (CL) model with bility in decision-making. See SELECTED READINGS, 46

CALIFORNIA ASSOCIATION FOR THE GIFTED,SPRING 1999 t.

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adding depth and complexity to the curriculum, as this is a requirement Addressing the Needs for services to gifted students in the state of Texas. In following years, of Middle Grade the instructional teams received ongoing professional development and support from project consul- Gifted Students tants. Additionally, Dr. Sandra Kaplan did on-site observations and BY EVELYN HIATT provided feedback designed both to track the progress of the teachers Addressing the needs of gifted from the Carnegie Corporation to and to give them new targets to students is difficult at any implement the Turning Points rec- attain following the visits. Not all grade span, but there are ommendations statewide, the Texas campuses responded positively to unique issues that confront the edu- project was collaboratively designed the increased expectations that were cator at the middle school level. by the Divisions of Middle School placed upon them. However, valu- Since 1990, and the Carnegie publi- Education and Advanced Academic able information on providing cation of Turning Points: Preparing Services at the Texas Education appropriate services for gifted mid- American Youth for the 21st Agency. Relying heavily on the work dle school students was obtained Century, middle schools have been of Dr. Sandra Kaplan, the project even from those campuses that with- undergoing profound changes that addressed the question, "If teams of drew from the project. often appear to conflict with appro- teachers are provided in-depth propriate educational practices designed fessional development in curriculum Depth and Complexity to meet the unique needs of gifted development and instructional Depth and complexity are increas- students. However, on closer analy- strategies usually used with gifted ingly common terms when dis- sis, use of the recommendations learners, is it possible to meet the cussing the education of gifted included in Turning Points can offer academic needs of gifted learners students. The Texas State Plan for exciting opportunities for serving within the heterogeneous class- the Education of Gifted Students advanced level students. room?" requires that curriculum and instruc- In Texas, which embraced Turning The project, which began in 1993 tion for gifted students be modified Points as an opportunity to focus on and continues through the 1999 in terms of pacing, depth, and com- middle grades education, the poten- school year, has had mixed results. plexity. However, the first compo- tial controversy between practition- During the first year, all teachers nent of the training was to provide a ers of middle school and gifted received a 10 to 12 day overview of solid grounding in the attributes of education was addressed head on. curriculum development and class- both depth and complexity. As used One of 15 states to receive a grant room models. The emphasis was on by Dr. Sandra Kaplan, the term

10 ,4 CALIFORNIAASSOCIATION FOR THE GIFTED, SPRING 1999 "depth" refers to exploration within also is necessary for students to encouraging them to use the lan- a discipline. How do teachers and understand the rules that governs a guage of a discipline can their opin- students dig deeper into the curricu- specific discipline. This covers areas ions be offered in a knowledgeable lum? There are a number of attrib- as diverse as how the parts of gov- manner. utes that are critical, both for ernment interact with one another, Just as depth provides a firm building academic awareness of a to the way in which scientific experi- foundation within a discipline, com- discipline and for assuring that the ments are carried out. Sometimes plexity focuses on building under- needs of motivated and advanced educators overlook the importance standing within and across students are met. First, teachers can of "just the facts," but these details disciplines. As we look at subjects introduce students to the language will be critical building blocks in over time, across disciplines, and of the discipline. What does it mean more fully developing the other from multiple perspectives, those to hold "revisionist" views of his- dimensions of depth. subjects become richer and more tory? What does it mean when a lit- Two of these dimensions, patterns complex. When we study views of erary work is a "revision"? Many and trends can only be established if the Civil War from primary sources times, teachers and parents unwit- the student has a good grasp on the as opposed to the PBS program, The tingly talk down to students, think- details and rules of the disciplines. Civil War, we see how interpreta- ing that is the best way to be By studying patterns, students will tions of events have changed over understood. However, students with become more aware of recurring time. When students study that same deep interest in a discipline want to events, elements, events, and ideas event by reading speeches made in know, and need to know how pro- that are repeated over time. Empha- the Confederate Congress and the U. fessionals in that field talk to one sizing trends enables students to S. Congress, they begin to under- another. Because students are start- identify the various factors that stand the different perspectives in ing specific subject area courses at affect and influence major concepts which the war was viewed. Students the middle school level, it is particu- 'and ideas within a discipline. It is use the knowledge they have gained larly important that teachers at this important for students to under- to begin to draw more sophisticated level talk to the students using an stand the patterns and trends of a conclusions about issues, concepts, increasingly sophisticated vocabu- discipline because these dimensions and events within disciplines. lary. allow students to knowledgeably Another way of adding depth to a speculate on the final three dimen- The Change Process discipline is to emphasize its sions of depthfocusing on the big Probably the most important les- detailsthose things that make it ideas, which define the principles, son learned in the project is that unique from other subject areas. It theories and generalizations of an adding depth and complexity to the area of study, ethical general curriculum is a difficult and issues and the unan- time-consuming task. While this oon swered questions of a may sound obvious, it is at the heart discipline. These last of the oft-stated truism, "If all teach- components of depth ers used 'gifted strategies' all stu- are not to be viewed dents would perform like gifted as topics to be pre- students." Adding depth and com- sented late in a stu- plexity and using strategies that dent's school career. allow for an open-ended curriculum '1:6 a:3317Z-fif Students at all grade requires a change in what many levels are often asked teachers have been doing in their to comment on ethical classrooms, and change is always an LaTC considerations in the uncomfortable process. Some teach- stories they read or in ers simply did not wish to go historical and scien- through that process at the same tific events. However, time they were going through other only by offering stu- middle grade reform. Further, in dents the opportunity order to be successful, teachers had I II _I II to consider the details, to be proficient in their discipline. patterns, and trends of Many middle grade educators were a discipline can we not required to obtain and do not I I I I provide students with have a content specialty. This means the evidence they need it is difficult for them to add depth II II II to present their view- or complexity to their lessons. Two points. And only by See ADDRESSING NEEDS, 48

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 11 Middle School: The Balancing Act

BY ELINOR RUTH SMITH

fiddle school is often a time advanced courses in high school, students and expect gifted students of increased expectations may create added pressures. On the to take lessons to a more complex and pressures for gifted stu- other hand, in middle schools which level on their own, they may suffer dents, heightened anxieties for their target instruction toward average from a lack of direction and feelings parents, and conflicting views on the of neglect while at the same time part of teachers and schools about experiencing pressures to succeed at their responsibilities to the students. the highest levels. Somewhere in middle school there Whatever form services to gifted occurs a shift from viewing the students at the middle level may gifted student as someone with abili- take, there are several important ties in need of development to seeing issues to consider. Among them are this student as one who should development of a valuing of intellec- unfailingly produce and achieve at tual activity and achievement, cre- the highest levels as measured by ation of an appropriate balance work output and grades. Accord- between cognitive and psychosocial ingly, at this level, many gifted pro- needs, and exploration of connec- grams consist of honors and tions between the curriculum and advanced classes, foreshadowing the world outside school. what is to come in high school. Oth- ers leave gifted students to fend for Valuing Intellectual themselves in regular classes where Achievement teachers, often untrained, are Modeling and teaching scholarly expected to modify curriculum to behaviors and habits of mind can meet the needs of a few gifted stu- help students develop an apprecia- dents. tion for intellectual achievement and The disconnections that may for their own intellectual abilities. accompany the transition from ele- Providing opportunities for practic- mentary to middle school include ing scholarly behaviors makes it pos- having to adjust to the styles and sible to establish expectations for demands of several teachers instead scholarliness and high levels of dis- of one, an increase in homework course in the classroom. Though assignments, less personal contact some students come to these more with each teacher, less dependence naturally than others, it is important on assistance from teachers, and to remember that for many students greater responsibility for self-moni- these behaviors need to be taught. toring during the school day. These Of course, this requires a rich cur- occur amid the onset of the physical riculum which, rather than focusing and social-emotional changes of solely on acceleration of pace and adolescence. All students must learn quantity of work, centers on real to cope with theses. Gifted students, problems and issues, incorporates however, often experience additional student interests, is more abstract stresses. and complex, and emphasizes depth For some, especially those who over coverage. The teaching and sailed through unchallenging cur- learning strategies must involve riculum in elementary school, inquiry, higher level thinking, and increased expectations for achieve- development of creativity with stu- ment, almost as proof of their gifted- dents acquiring an understanding of ness, may be an unexpected jolt. the problem solving and investiga- Parents' sense that school now tory processes in which they engage counts for more, coupled with con- both within and across various disci- cern over the right sequence of plines. When accompanied by learn- courses to pave the way for ing how to evaluate their own

12 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 5,9 thinking and products through failure are all among the psychoso- If we are to engage gifted middle approaches such as the self-reflec- cial needs of gifted adolescents. school students in the rigorous cur- tion part of the portfolio process, Organizing curriculum and instruc- riculum for which they are particu- these strategies provide students tion to incorporate opportunities for larly suited and build the skills with powerful tools for further acad- learning in these areas is essential to necessary for achievement not only emic study and their future life the personal development and acad- in academic settings, but in careers involvements. emic achievement of gifted students. and life, middle school must allow For students accustomed to mea- The middle school years are a time for the exploration of the connec- suring their accomplishment by sim- during which many are forming the tion between the school curriculum ple completion of tasks and sense of values and motivation and students' personal qualities, per- assignments with the least expendi- which underlie these developments sonal interests, possible careers, and ture of effort and with little concern and will be the basis for present and quality of life. Middle school is a for standards of quality, it takes time future accomplishments. critical turning point for many and patience at this level to help gifted students. It can be a time for them see the need to evaluate their Exploring Connections turning students toward success by work against qualitative standards. The degree to which gifted middle focusing not only on academic abili- While completion certainly is one school students are able to experi- ties, but equally on developing cre- goal of assigned work, learning to ence personal connectedness to the ative abilities, personal values, evaluate one's work for its intellec- curriculum and instruction in which decision-making abilities, and inter- tual quality and skill of execution as they are participants, is a large fac- personal skills, all of which connect appropriate is necessary to develop- tor in determining their level of to foster positive self-concept, self- ing a value for scholarliness and motivation for school. Further, esteem, self-directedness, and ulti- intellectual achievement. involvement with experts and men- mately achievement. tors in various fields, a focus on stu- Balancing Cognitive and dent interests and real problems, Balancing Act Psychosocial Needs attention to social-emotional needs Middle school, the bridge between The tendency to emphasize acade- and attendant learnings, and devel- the elementary years and the more mic achievement over social-emo- opment of scholarly behaviors all independent years of high school tional development for gifted middle enhance students' perceptions of and later adolescence, is the perfect school students compounds their connections between school and the time to focus on all these issues. inclination to rely on cognitive skills world outside school. Training gifted students to habits of in decision making, personal prob- Sometimes both parents and independence, scholarliness, self- lem-solving, and self-examination, teachers, out of concern for steering knowledge, and engagement with leaving out their emotions. Having the proper course for their gifted rigor is the role of the middle done a lot of analytical self-exami- students' future education, overem- school. It is a balancing act. nation during the elementary phasize the outward measures of Not any of this is a new concep- yearsmuch earlier than their age achievement such as grades and put tion or based on new understand- peersmany gifted adolescents little emphasis on the effort and ings. It is the execution on a resist the self-examination that most learning the grades symbolize. Like- school-wide basis that is rarer than young people do appropriately at wise, there is often an emphasis on it ought to be. Maintaining the this age level. Furthermore, middle the gifted student as achiever of shifting balances in the school throws students into an envi- good grades rather than as home/school/student partnership, as ronment in which there is suddenly scholar/learner/self-directed individ- well as between the academic and an emphasis on socialization, an ual with unique abilities, personal the personal, the cognitive and the area in which many gifted students interests, and individual preferences. affective, and between school and lack skills because of their uneven For the student this can give the the non-school world takes skill, development. impression that all that counts are understanding, and persistence. By Gifted middle school students can grades, causing a disconnect doing so we create powerful models benefit greatly from curriculum that between learning and school for gifted students and benefits that includes attention to the affective achievement and leading to the kind we can't afford to overlook for all domain as well as strategies for of cynicism seen in some students students. examining moral, ethical, cultural, who are going through the motions and interpersonal issues. Issues of of school without much self-invest- ELINOR RUTH SMITH is an educational self-esteem, perfectionism, accep- ment. As one student put it, "School consultant and also teaches in the tance of giftedness, dealing with oth- is the place you go to learn to do GATE certificate programs at the Uni- ers' expectations, feeling different, what someone else wants you to versity of California at Riverside and stress management, and coping with do." San Diego.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 60 13 Editor's Note: The need for "socialization" is an argument many proponents of heterogeneous grouping use to eliminate ability grouping for gifted students in middle schools. Gifted students have so many problems in getting along with othersor so the argument goesthat the important thing at middle school age is to put them "in the real world" in heterogeneous classes so they will be better able to function in later years. But does this argument hold true? Read what one expert in the field has to say about the issue. The following article is reprinted by permission of the author and the Gifted Development Center in Denver, Colorado.

Ammajor concern of parents and educators is the social adjust- ent of their gifted children. All provisions for gifted students ability grouping, acceleration, pullout programs, full day programs, special schools, homeschoolingare held suspect on the grounds that they will "prevent the children's social adjustment." Indeed, the remarkable emphasis on the school as an agent of socialization makes one wonder if anyone really cares about the development of these children's abilities or if all that is impor- dren were seen as more trustwor- on the issue of cooperative learning tant is whether they fit in! thy, honest, socially competent, as therapy for socially maladjusted, As a psychologist who has spent assured and comfortable with talented students. The assumption over 30 years studying the social and self, courteous, cooperative, sta- that gifted children are more likely emotional development of the gifted, ble, and humorous, while they than others to have a variety of per- I believe we need to clearly differen- were also seen as showing dimin- sonal and social problems is not sup- tiate between the concepts of social ished tendencies to boast, to ported in the literature. Thus, the development and socialization. An engage in delinquent activity, to pill of cooperative learning may be immense amount of research has aggress or withdraw, to be domi- prescribed for a perfectly healthy accumulated over the last 70 years neering, and so on. (N. Robinson patient. (A. Robinson, 1990, p. 35) on socialization of the gifted, indi- & Noble, 1991, p. 62) Up to this point we have been cating that gifted children tend to addressing primarily the issue of enjoy greater popularity, social It would appear obvious from socialization. According to the dic- adjustment, and social competence, these studies that gifted children are tionary, socialization is the ability to earlier psychological maturity, and highly socialized. It is interesting that adapt to the needs of the group. fewer indications of psychological the context of most of these studies Gifted children are very adaptable, problems than their less gifted peers was some form of special provision particularly girls. But at what price? (Silverman, 1993). In their recent for the gifted, such as special classes If one works very hard at fitting in comprehensive review of the litera- or acceleration. Clearly, then, gifted with others, especially when one ture, Nancy Robinson and Kate children's socialization does not suf- feels very different from others, self- Noble report: fer the slightest when special provi- alienation can result. And this is Perusal of a large group of studies sions are made for their learning exactly what we find in so many of preadolescent children revealed needs. Ann Robinson advises par- "well adjusted" gifted youth and [that] ...as a group, gifted chil- ents and educators to speak plainly adults. In their desperation to

14 61 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 belong, they have given up or lost R E V U E W S touch with vital parts of themselves. B O O K Social development, on the other hand, is not the pressure to adapt, but a deep, comfortable level of self- 20 IDEAS FOR TEACHING acceptance that leads to true friend- GIFTED KIDS IN THE MIDDLE AND HIGH SCHOOL ships with others. and Lasting friendships are based on 20 MORE IDEAS FOR TEACHING mutual interests and values, not on GIFTED KIDS IN THE MIDDLE AND HIGH SCHOOL age. Individuals with good social Edited by Joel McIntosh development like themselves, like (1992 and 1994 respectively) other people, demonstrate concern Prufrock Press, paperback, $19.95, 132 pp. and 135 pp. for humanity, and develop mutually ISBN 1-882664-05-1 and ISBN 1-882664-15-9 rewarding friendships with a few kindred spirits. Social development REVIEWED BY MARYANNA GRAY goes hand in hand with self-actualization, whereas socialization is The back covers of both books describe them as compendiums of information merely the desire to conformoften for middle and high school teachers. The description fits perfectly. Not only the opposite of self-actualization. do the volumes contain proven lessons, they contain articles which focus The research indicates that special on important issues in secondary GATE education. provisions for the gifted foster good Joel McIntosh, editor of both volumes, has compiled the best arti- social development (Silverman, cles from the first two years of the Journal for Secondary Gifted Edu- 21CD 1993); this, rather than fitting in, cation. The volumes offer tested classroom activities proven to ODEAO should be our aim for them. work for students in grades 6-12, activities developed by master teachers across the nation. Readers will find many of the ideas directly ' REFERENCES applicable to their classrooms and others that can be easily adapted. Robinson, A. (1990). "Response to Topics cover science, math, social studies, humanities, language arts, Slavin: Cooperation, consistency, and cross-curricular lessons. Other articles deal with issues facing and challenge for academically tal- gifted education in secondary schools. For example, an article by ented youth." Journal for the Edu- Marsha J. Stephanson entitled "Changing Attitudes" offers an cation of the Gifted, 14, 31-36. excellent game plan for educating teachers, administrators, coun- Robinson, N.M., & Noble, K.D. selors, and students. Clearly written, the article is buttressed with (1991). Social-emotional develop- research and offers an impressive bibliography. ment and adjustment of gifted chil- While it would be impossible in the scope of this review to dren. In M.C. Wang, M.C. touch on all the forty ideas, a small sampling will give an idea of Reynolds, & H.J. Walberg (Eds.) the breadth of ideas contained in the volumes. Articles range in con- Handbook of special education: tent from a lesson involving a field trip to a local cemetery to "Star Research and practice, Volume 4: Struck," an activity for young astronomers. Cross-curricular lessons Emerging programs (pp. 57-76). range from the creation of a college databank to a very interest- New York: Pergamon Press. ing unit focusing on our relationship with the Biosphere. More gen- Silverman, L.K. (1993). Social devel- eral topics include an article on establishing mentorships and opment, leadership and gender. In another on creative problem solving. L.K. Silverman (Ed.), Counseling I have already tried two different activities and found the instruc- the gifted and talented (pp. 291- tions to be clear and the ideas to be successful. One of these which 327). Denver: Love. was based on an article by Joel McIntosh involved the use of SCAMPER. I adapted it to a career unit I was teaching. A second LINDA KREGER SILVERMAN, Ph.D., is lesson I tried in my own classroom involved suggestions found in a licensed psychologist and director of Dr. Frederick Coston's article entitled, "Words, Words, Words." My students the Gifted Development Center in were fascinated with the etymology of the words suggested by Dr. Coston and Denver, Colorado. She is a noted it now becomes my task to continue the work. author, editor, researcher and interna- I recommend these books as valuable additions to both secondary teachers' tional lecturer on all aspects of gifted- and coordinators' libraries. The information contained in the books makes them ness. You can find her website at useful to a wide audience and the clarity of the presentations makes them user httpJ/www.gifteddevelopment.com. friendly. Click on "resources" and you will find many articles on a large variety of top- MARYANNA GRAY is GATE Coordinator for Santa Barbara High School District in ics related to giftedness. Santa Barbara, CA, and a language arts teacher at La Colina Junior High School.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 BEST COPY AVAILABLE 15 THE GIFTED KIDS' SURVIVAL GUIDE: directed straight to students. The a sample teacher observation A TEEN HANDBOOK authors do hope that a lot of teachers checklist by Judy Galbraith & Jim De lisle and parents will read it as well. Since a list of "Maddening Myths" books for and about gifted children are related to giftedness Itnenseal. E..pan.441. kiplamtme not usually found in local bookstores, "Gifted People Speak" - two lacie and since students don't often peruse very short autobiographical the catalogs in which they're listed, accounts SU E r7Re4. adults will most likely be instrumental Guide in putting the book into the hands of Clearly, the authors have worked hard F A teenage gifted readers. to include a variety of learning strate- 4 L. Teen Wandflooh The authors cover a great variety of gies to engage all types of readers. topics and issues of interest to gifted Other chapter titles include: young people, including some that Intelligence judi6trir3 adults often shy away from discussing IQ tests and testing with them. Each topic is presented Taking charge of your life from a variety of angles and with many Taking charge of your education (1996) Free Spirit Publishing, modes of expression. For example, Relationships paperback, $14.95, 395 pp. the text of the first chapter is devoted On being a teenager ISBN 1-57542-003-1 to the topic, "On being gifted" and www.freespirit.com includes the issues of definitions and There are a lot of quotes in this book. labeling of giftedness and their inher- Many are simply sprinkled in the mar- Readers who have been in the field ent problems. gins or partially take up text space; oth- of gifted education since the mid- But text alone is not especially ers are boxed to draw attention to 1980's will need little introduc- appealing to teenagers (or to adults, in them. Some quotes are from well- tion to the revised edition of the Gifted fact), so within the 17 pages of the known writers, but at least as many are Kids' Survival Guide, except to be told chapter, you will also find: from students themselveskids talk- that it's even better than the original. a full page cartoon ing to kids. One of our favorites is You will find the same forthright style quotessome by gifted educa- from Bill Cosby who 'says, "I don't and lively presentation of facts, step- tion specialists, some by stu- know the key to success, but the key by-step strategies, practical guidelines, dents, and some by celebrities to failure is trying to please every- inspiring quotations, and short essays a list of 15 people who proba- body." All are appropriate and related based on information collected from bly wouldn't have been identi- to the topic at hand. hundreds of gifted teenagers. fied as gifted including This book is a "must have" for In their introduction, authors Gal- Beethoven, Einstein, and Walt gifted teenagers, their teachers, and braith and Delisle state emphatically, Disney parents. Please note that the compan- "This is not a book about gifted young a chart showing categories of ion book, The Gifted Kids' Survival people. It's a book for gifted young giftedness along with character- Guide For Ages 10 and Under is also people." And indeed, the language istics of each available in a revised and updated edi- and content of the book are always "Quick Answers" page tion.

rtvir defftecty at tie CO47 Plaza,/

38th Annual CAG Conference

"Century of ReflectionsHonoring the Past, Imagining the Future"

March 3-5,2000

18 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 63 The Middle Years Program for International Baccalaureate

BY BARBARA LATEER

In the shadow of San Jose City that know how to serve the world mobile professions received a com- Hall sits Burnett Academy, an community and use a knowledge mon pre-university education inner city middle school of 750 base to solve problems that are regardless of geographic location. It students in San Jose Unified School global as well as local in nature. At has expanded to include regional District. Students are bussed from all Burnett Academy we have embraced offices and representatives on all the over this large urban district under the vision of the International Bac- continents. It is truly an interna- the guidelines of a court mandated calaureate Organization, IBO, and tional organization. desegregation effort. The student taken the journey to bring that Our teachers were trained to body reflects ethnic and economic vision into reality for our commu- embody the unique characteristics of diversity. nity. the program within the curriculum A three-year process has resulted and total school offerings. The IBO in a successful bid to become autho- International Baccalaureate describes the unique characteristic of rized to teach the International Bac- Organization Background the Middle Years Program (MYP) as calaureate Middle Years Program There has been much to learn offering an educational approach (IBMYP) at Burnett, the only middle during these three years. We started that embraces yet transcends tradi- school in northern California teach- tional school subjects. The curricu- ing the program. lum includes all disciplines and That small sentence does not integrates them so that the student is begin to tell the story of the IBMYP The Middle Years presented with a holistic view of and how it affects the students, staff, knowledge. The social and intellec- and community. Undertaking such a Program offers tual development of the adolescent is program involves taking many snap- the focus of the MYR The common shots of past, present, and future "an educational themes embedded within and across practices in order to improve student the disciplines are: achievement. It calls for taking a approach that approaches to learning which comprehensive look at curriculum embraces concentrate on developing and staff development. It requires effective study skills making a commitment to an inte- yet transcends community service grated curriculum that offers the health and social education opportunity to develop sound judg- traditional environment ment and make wise choices in a set- homo faber (man the make; ting that teaches students how to school subjects. concerned with the products of learn and evaluate information criti- the creative and inventive cally. It goes beyond the awareness genius of people) that the business community is demanding that the educational sys- by getting to know the organization Each of these themes is reflected tem produce employees with inter- and what it represents. The Interna- in the teaching strategies and the cultural sensitivity, excellent tional Baccalaureate Program has learning activities for all students. communication skills, a willingness three parts. The Primary Years Pro- to continue their academic studies, gram is for ages 3 through 12. The Student Assessment knowledge of global issues, and an Middle Years Program is a five-year Student Assessment is part of the awareness of their social responsibil- program for grades 6-10. The everyday teaching and learning, and ity. It is a transformation of a staff, Diploma Program is for the junior is centered in an individual portfolio student body, and community for and senior years of high school. Pro- of achievement. The portfolio has a total commitment to rigorous cur- grams are authorized by the Interna- self-evaluation and the demonstra- riculum and standards on a global tional Baccalaureate Organization tion of the skills acquired and results scale. (IBO), a nonprofit education foun- of achievement in each academic Many educators would like to be dation based in Geneva, Switzer- area. A major part of the portfolio is part of a system in which the educa- land. It was begun in 1960 to ensure the personal project, a five-year tion of its students produces citizens that children of parents in highly See BACCALAUREATE, 50

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 17 HANDS-ON CURRICULUM

Gothic, the much lected fairly easily if you have access copied portrait of to a networked computer or to art a farmer, his wife, .CDs. The serious appropriation* and his pitchfork, that causes the most consternation works equally among my students is always that of well. Marcel Duchamp of the Dada school, who painted a realistic Appropriate- Mona Lisa with a mustache and ness for Gifted beard. Learners Collecting commercial Mona Lisa The rigorous and appropriations is easy once you start focused thinking looking. Have you seen the February that characterizes 8 issue of The New Yorker featuring art criticism and "Monica Lisa"? The prize of my the rich detail and collection is a picture of a Mona research skills that Lisa made from 63 pieces of toasted characterize art bread. During this unit, students history are valu- become engrossed in their attempt able learning expe- to answer the unanswered question: riences for gifted What makes the Mona Lisa such a students. Because cultural icon? art instruction typically focuses on The Culminating Activity studio art, even The culminating studio art activity students in art may seem daunting, but it can be classes have little done, even with 160 students a day. exposure to this Cover desks with newspapers, bor- mental discipline. row supplies from the art teacher This unit demon- (borrow the art teacher as well dur- strates what teaching his/her prep period), enlist adult ers of advanced volunteers, and have a source of students have water. always known It is essential that students spend "harder" is not synonymous with considerable time sketching with By the time we reach the "grimmer." pencils before painting, or the final Renaissance in my seventh This unit of study follows a for- work will be clumsy and less grade world history class, the mat developed by Dr. Sandra thoughtful. In addition to the for- school year is 'almost gone and Kaplan which defines a learning mula aspects of portraiture, provide teacher and student enthusiasm is activity as having four components: students with these guidelines: waning. This week-long unit, devel- content, thinking skill, research Include posed hands oped collegially with Jill Pease of the activity, and student product. Ele- Make the face fill most of the Art Education Office of the Sacra- ments of depth and complexity page (the single biggest mento County Office of Education, within the content itself provide cur- problem) revives us all. This lesson uses the riculum differentiation for advanced Incorporate a meaningful Mona Lisa as an example of the students. background. humanistic world outlook that characterizes the Renaissance and fol- Collecting Samples The resulting artwork makes a spec- lows a textbook lesson on that You probably do not have on hand tacular wall display. Figures 1 and 2 period of time. In the eighth grade the materials used in this lesson, but on page 19 illustrate two "Mona's" curriculum, Grant Wood's American copies of works of adcan be col- unique in style and theme that

"appropriation is an art education term that refers to an artisic interpretation of a new work in the style of a particular school of art, a specific artist or an individual piece of work.

18 65 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 Aesthetic Discovery Check List resulted from this activity. Our Title of Work: "Modern Mona Gallery" was Artist: shifted from the classroom to the main hall, so eager were students to DESCRIPTION have their work admired by a wider Describe exactly what you see in this work: a scene, objects, and/or design audience. elements.

KAREN BUXTON is Curriculum Spe- ANALYSIS cialist in Language Arts and GATE for Sensory Properties the San Juan USD. She is also a member of the faculty for CAG's summer Line (circle those which apply) teacher institutes. direction: vertical, horizontal, diagonal, curved qualities: thick, thin, smooth, wavy, jagged, graceful, awkward, continuous, interrupted Shape/Form (circle those which apply) geometric, organic (from nature) Color hue (name of colors) what color(s) dominate this work? Texture (circle those which apply) smooth, coarse, shiny, dull, hard, soft

Space/Perspective (illusion of three-dimensional space) (circle those which apply) overlapping shapes linear perspective (objects appear smaller as they recede into space) Figure 1. Mona Lisa in the style of aerial perspective (colors appear softer as they recede into space) Calvin & Hobbs light/dark (chiaroscuro or tenebrism) Formal Properties -The organization of elements within a composition Emphasis - What is the primary focal point? Balance (circle one) - Symmetrical or Asymmetrical Movement (circle one) Dynamic or Static Rhythm - Elements of motifs which are repeated? Varied? Unity - How does the artist unify the work? Technical Properties What media has the artist used? Is there evidence of some of the tools used? Does the choice of materials enhance the subject or ideas which the artist is communicating? Expressive Properties What feelings do you experience when viewing this work? Do these feelings relate to the humanistic ideas typical of the Figure 2. A Star Trek Mona Lisa Renaissance?

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 19 66 Lesson Plan Mona Lisa

Content Activity Differentiated for Higher Level Research Product Depth & Complexity Thinking Skill

DAY 1

Students consider the Mona Lisa as . Analyze Careful observation of Completion of an illustration of fine art and as an . Recognize attributes a reproduction of the Aesthetic example of the humanistic values of Mona Lisa Discovery Check . Judge based on criteria the Renaissance: List (see p. 19) . note detail (depth) . pose unanswered questions for future research (depth) . recognize the criteria used to understand art (rules)

Guiding Questions: . Referring to sensory, formal, and technical properties, how did the artist communicate ideas or feelings through this work? . How were these ideas typical of Renaissance humanism?

DAY 2

In groups of four, students read and . Determine bias Reading of one of Three-minute discuss one of eight articles related . Note ambiguity eight separate articles, small group to the Mona Lisa and then briefly arising from ranging in difficulty summary present their article to the class: conflicting levels for heteroge- presentations . discern point of view information neous classes. (complexity) Art texts and periodi- . summarize (details and patterns) cals (especially Art . note differences in historical News) are rich sources accounts (complexity) of articles, as is the Internet.

Guiding Questions: . Did your research help answer any of yesterday's questions? . Why are there discrepancies among our sources? . How should a researcher resolve these discrepancies?

20 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 67 Lesson Plan

Content Activity Differentiated for Higher Level Research Product Depth & Complexity Thinking Skill

DAY 3 & 4

Students differentiate between Compare and contrast Observation of commer- Reach consensus commercial and serious appropriations Judge with criteria cial appropriations on where to place of daVinci's Mona Lisa and then (t-shirts, advertisements, a variety of Mona investigate one serious appropriation: Classify salt and pepper shakers, Lisa appropria- f ormulate possible interpretations Interpret etc.), and serious tions on a continu- of a work of art (details, ethics, Hypothesize appropriations with um from crass rip- unanswered questions, different interpretive information offs to museum perspectives) on the artist/period: quality fine art. . modify interpretations with Andy Warhol, Mona Lisa Write a newspaper information about artist/period review comparing Robert Rauschenberg, (trends, change over time) and contrasting a Mona Lisa Mona Lisa appro- Jean Baptiste Corot, priation with the Woman with a Pearl original. Marcel Duchamp, L .H. O. O. Q. Marisol, Mona Lisa

Guiding Questions: What's the difference between commercial and serious appropriations of daVinci's Mona Lisa? How has your artist changed daVinci's original painting? What meaning does the original Mona Lisa have within your new work of art? What is the meaning of your appropriation? Does the title of your work give a clue to its meaning?

DAYS

After considering the essential quali- Determine relevance Observation of daVinci's Reproduction of ties of the Mona Lisa, students de- See relationships Mona Lisa an original sign and paint their own "Modern appropriation of Recognize attributes Observation of daVinci's Mona's" drawing of the ideal the Mona Lisa note common features used in face, noting similarities using poster paint Mona Lisa appropriations, e.g., with contemporary smile, hand placement (pattern) instructions for portraits select specific aesthetic elements (e.g., eyebrows on line to convey a particular message with tops of ears) (details, pattern, ethics)

Guiding Questions: How can you recognize a Mona Lisa appropriation? Why is she so often "appropriated"? What's the message of your modern Mona?

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 Ss 21 HANDS-ON CURRICULUM

Acouple of years ago, I shared it like new found was walking toward wealth. my office at the uni- After Brad's fourth "learn-

versity when I felt a tap on L ing cycle," I thought to my shoulder. As I turned, a r myself, "These kids are broad smile met me. The learning pretty substantial face was familiarbut 'vocabulary, begging for changed, as is often the case more, and loving it," And I when you've taught seventh realized I needed to switch grade and met a student a the process from an decade or so hence! "Mrs. "extracurricular" pursuit T!" he exclaimed, "I was to a core part of our lan- passing through Char- guage arts curriculum. lottesville and I saw your Super sentences were born

license tag in the parking lot. I and had a long and happy I had to come tell you I can life in our world. still say all the super sentences! Every one of them!" The Way They Worked To prove it, he began. "The Here's how we worked precipitous incline of the tor- with super sentences. tuous cliff rendered dubious I'd create two super sen- their unhampered descent." Another your sentence. You figure it out." I tences. (Later, students developed smile, "See?" he said, and rattled off wrote it on a hall pass and slid it them too and proposed them for another one. across the desk to him. our study.) Because my classes "Okay," he said. "I will." were academically diverse, I'd The Birth of an Idea And he did. By the end of lunch, create one sentence for students Like many good teaching strate- he and two friends were walking up whose forte was not vocabulary, gies, the birth of super sentencein to peers in the hall and casually say- and a more complex one for the my classroom was serendipitous, ing, "Hey, did anybody ever tell you wordmongers among us like and followed the lead of the kids. you're inebriated with the exuber- Brad. It's important to note that Here's how they were born. ance of your verbosity?" Nearly all even the less challenging sen- An advocate of humor as a tool the recipients were impressed. One tences were plenty challenging. for guiding student behavior, I girl cried. By the next morning, I'd In fact, the "precipitous incline" quipped to a chatty fella one day, heard the line in three classes. sentence first spouted by my thir- "Brad, you surely are inebriated As Brad left class that day, he ty-something former student was with the exuberance of your ver- said, "Give me another one of those the "easier" of two sentences in bosity today!" His eyebrows raised, sentences." a set. The words sometimes the chatter stopped. I moved on. At I was stuck, I'd given him the only came from books we were read- "The precipitous incline of the tortuous cliff rendered dubious their unhampered descent."

the end of class, however; Brad came one I knew and I knew it only ing, sometimes from vocabulary to me and said, "Say that again." because my own 9th grade English texts or lists, and sometimes "What?" I had forgotten what I'd teacher used to say it to us. Never from my headI'm a wordmon- said to him. one to squelch student interest, how- ger too. "You know. The sentence with ever, I smiled and said, "You bet! the big words." Come by on your way to lunch and I'd put the two sentences on the "Oh," I recalled, and I repeated it. I'll have one for you." board where they'd stay for a "Tell me what it means," Brad I made up another doozie. Brad couple of weeks. On the day we laughed. came for it. He and his lunch bud- began working on a set of super "Not on your life," I smiled. "It's dies translated it, learned it and sentences, students carefully

22 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 69 copied the sentences they were When it was time for a test, I'd The words were in a context, assigned into a notebook. Then leave the current sentences on the which gave them meaning, and each person checked someone board and circle several words in "clues" compared to the isola- else's sentence to make sure it each. Students had to copy their tion of random lists. was right. sentences perfectly, define each The level of difficulty of the sen- circled word, and write a smooth tence was appropriately chal- Each student worked with a dic- and appropriate translation for lenging for the learner. tionary to "translate" his or her their sentences. There were oral and visual sentence into a smooth version a components to the learning 4th grader could understand. While each student was assigned process. (That's not easy, given multiple one of the two sentences, they'd Repetition over time made a dictionary definitions, suffixes, spent days hearing both sen- huge difference. etc.) Further, each student had to tences, choral speaking both, The sentences were fun. We be able to give a clear, brief defi- listening to translations and defi- laughed as we learned. nition of each underlined word nitions of both, and so on. Kids helped one another suc- in the sentencetough words Therefore, they were encouraged ceed. that I had underlined. Ultimately, to define any words they could All students got bonuses for students worked in pairs or from "the other" sentence, and extending their learning. threes to smooth out their pro- translate it if they could. The posed translations. Finally, we'd typical pattern was that the For students whose strength was go over translations and defini- wordmongers had both sentences language, the opportunity for word

ifThe prodigious prestidigitator purloined the prestige of the pulchritudinous psychic by prognosticating through a presentiment the popular proclivities for the preeminent political pursuant."

tions as a whole class so that down pat. Virtually all other play and growth was limitless. Sen- everyone was comfortable with students could do some or even tences could be long, puns, allitera- the outcome. much, of "the other" sentence. tive, theme-based, and so on. Their vocabulary was well beyond grade The next day, I'd begin class Then a new pair of super sen- expectationsand joyful. maybe for 10 minutesby ask- tences would goon the black- If "The precipitous incline of the ing a couple of students to vol- board and the cycle would begin tortuous cliff rendered dubious unteer to read each sentence, and again. An important facet of the their unhampered descent" was the we'd work on pronunciation. new cycle, however, was that easier sentence in a seventh grade We'd then choral read the sen- we'd always review all past super super sentence pair, what might a tences a couple of times. A stu- sentencesreciting, defining, more advanced super sentence look dent or two would offer their translating, as we learned the like? translations, and I'd ask about new ones. On each subsequent Well, my thirty-something former individual words with questions test, newly assigned sentences studentby then, the dad of a such as, "Who can tell us what were required. "Old" ones were young adolescent himselfremem- precipitous means? Who knows encouraged and always tackled bered those super sentences too. I a synonym for incline?" with gusto by most corners from joined him in laughing and reciting, memory! "The prodigious prestidigitator pur- We'd follow this format each day loined the prestige of the pulchri- for a few minutes for about 8-10 Why They Worked tudinous psychic by prognosticating days. In that time, I'd begin to Kids who never liked vocabulary through a presentiment the popular ask the students to choral speak loved super sentences. The word- proclivities for the preeminent politi- the sentences with their eyes mongers were in heaven. The suc- cal pursuant." closed, and to translate or define cess rate was high. Retention was with no notebooks. We never amazing. (Compare that to the list- DR. CAROL ANN TOMLINSON is an made a big deal out of memoriz- a-week approach.) There were a Associate Professor at the University ing the sentences. It just hap- number of reasons why super sen- of Virginia in Charlottesville. She was pened. The rhythm of the words tences were a winner. Among those a major speaker at the recent CAG did it for us. reasons are the following: conference in Santa Clara.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 23 HANDS-ON CURRICULUM

How To Do Real Research

BY SHIRLEY PATCH

To reinforce the research skills students have learned in the process dents are given computer access time taught during their National of completing a research project. to search for illustrations using Clip History Day and Project Citi- Next, students create a graphic Art, Corel, and other resources. zen investigations, my students are organizer, such as a flow chart or a Finally, they use available technol- asked to create a one-page brochure mapping device, which depicts the ogy programs such as Claris Works, that will explain appropriate major components of research pro- Pagemaker, My Color Marketing research procedure and concepts to ject techniques and contents. Materials, and Publisher '98 to pro- incoming students the following Students outline the topics they duce a published brochure. year. To illustrate the complexity of think will be most beneficial to new The published student brochures a research project, the brochure students who have never created a are used to assist students new to must include the use of an analogy. documented research project before. advanced research techniques. An analogy is then developed to Lesson Design guide their explanation of research SHIRLEY PATCH teachers at Andrew The lesson begins with a review dis- methodology, and a draft of a Carnegie Middle School in Orangeville, cussion of the most important ideas brochure is designed by hand. Stu- CA.

Prepare We:ourself

If you were going to run a marathon, which is a 26-mile race, it would take a lot of preparation, training, and planning. The same amount of work is needed to prepare for a research project. You can't go out and expect that the good sources will be right there waiting for you to pick It's a marathon! Running a marathon is used them up. Here are some tips to help you as the analogy plan for all of the work that lies ahead:

*Reread what the teacher assigned and/or any Graphic elements enhance rules that you must follow. the design of the brochure and reinforce the analogy Write down and answer: What is my final The three steps of any project: goal? How do I want this research project to Prepare yourself. turn out? Run, the race. Push for the finish. Subheads use vocabulary *Create a time line that includes check related to the analogy. points, or specific dates by which you need to have certain parts of your project done. Related vocabulary is also sprinkled judiciously within *Get an overview of your subject out of the encyclopedia, but do not include it in your the text of the brochure paper or bibliography.

HOWsus TO DO Borrow a research manual from the library RUSAIICH that you will closely follow throughout your project. Two manuals to look for are A Arts Manual for Writers of Term Papers, Theses, and Dissertationsby Kate L. Turabian and the /ILAHandbook for Writers of Research Papersedited by Joseph Gibaldi. They will show you the exact format for the body of your report, bibliography, and footnotes. t)Follow these steps, and you, will have taken your first "stride" to a Each of the brochure's six strong finish! panels prOvide research tips

24 t. 7 1 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 Push for the Finish: Pun theROM Research Is a Marathon. gotten You have been "running" for quite some race off? You have time now and you are ready to put A marathon yourself, And you're has begun, long. It is a race and the race that is yourself ready, everything you have together and go for takes a lotof time about 26 You don't one. A research and energy miles pace yourself? a strong finish. You read all of the You have but remember, early. Follow to put all works the to finish burned out too information that you have gathered and it, ifyou ofyour time same way. want to be want m and energy steps to besure that you You have get quality into these six easy you think, "How am I ever going to get Procrastinatingto rememberresults. possible: information all of this put together?" It is really very makes to pace get all of the stressful, but the yourse/f. doesn't finishing whole if there are simple, if you just take each part little by help your everything project project is the first *Start by askingyour teacher little. assigned,grade either. week useful. you need As soon would really be By starting to start as the sources that enough time right working to perfectaway, you on *Skint over all of your notes, writing down p r o j e c t give yourself your school orlocal library . Two of these every part *Take that list to find any important dates, topics, and quotes that These are parts may of the entire of them you can bibliogrphy.the thesis be new and see how many sources as well. you intend to include in your final project. statement to you. for additional controlling The thesisand the there. Look primary and placed idea of statementis variety of both the whole isthe You need a *Go back and review your initial plan sheet, annotatedat the beginning project, and is secondary sources. so you don't forget anything you wanted to informationbibliography of the has all paper. An include in the project. except as a regular of the sources andtake serious that each bibliographysame *Read all of those all of the paragraph entry to write down explaining isfolloweddoes, notes. Be sure *Make your first rough draft. Write it out, useful. If how the by a for thebibliography you continue source information needed edit it yourself and type it up. This way it and try to do to work was the best that hard enough, and you can, immediately! will be easier for someone else to read and done until you won't project is close to be libraries and dothe edit. Take the time to develop a strong thesis days beforedue. Turning the day to larger the due repon in the *If possible, go statement. Make sure that you include and P date shows too many true, but that you same. document historical quotes in the body of you could have it also didn't better. made your may mean but be careful to your report. project just that the Internet, There a little bit *Then, search author and are certain that contain an n you are questions only use articles *Have it edited by a couple of people, such just perfecting" to information. justea few: your papask yourself publishing as parents, teachers, or classmates. Each of "Do l bore er. Here a variety are some people them will help you in a different way. sources? ofprinimy to interview *If you can, try in history Did/ rise and secondary during the time correct grammar who were alive primary *Print out a "rough final copy" and have it work? researching. These throughout that you are information edited one more time. .1s my bibliography my. you valuable correct? rces can give *Do I showal/ points *DO /hang of view? *Now, you are ready to cross the. finish line! ePehything wanted? that the Man your own Project! Reread it, adding in any little details that you id teacher think it needs, and then, turn it in! trn an alysi ent all ideas that were 1101 Illy What did the teacher assign?

"How to Do Real Research" example was designed and written by Topics and/or rules: AMANDA JOHNSON. She was 12-years-old and in the 7th grade when she created her brochure using the analogy of running a marathon.

Final goal and due date:

Goals along the way: How To Do Real Research Analogies Here are some other analogies that Patch's students have used to create their research brochures. Solving an equation Time line A roller coaster ride A metamorphosis Programming a computer Gourmet cooking Research Vocabulary The Americas Cup race Annotation: part of a bibliography that tells how the source was helpful to you Climbing Mount Everest Primary Source: a first hand account of the piece of history The Super Bowl Secondary Source: information that is not Drawing a comic strip fictional, but not a first hand account either Footnote: documentation at the bottom of a Launching a rocket page showing from where ymir ideas came Theses Statement: statement at the beginning Spring cleaning showing what is written in the paper Charity fundraiser brochure designed by Armando Johnson

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 7 2IBEST COPY AVAILABLE 25 DILEMMAS IN TALENTED DEVELOPMENT ered in the belief that this sort of IN THE MIDDLE GRADES: TWO VIEWS ventilation is an unpleasant but Edited by Thomas Erb with chapters by Paul George, necessary part of the process of Joseph Renzulli & Sally Reis reconciliation. (p.9) (1997) National Middle School Association paperback, $25.00, 193 pp, ISBN 1-56090-123-3 He does express hopefulness that www.nmsa.org such a confrontation will bring greater and more accurate under- REVIEW AND ANALYSIS BY MARGARET GOSFIELD standing, leading to better schools for all middle school students. There Note* While the writer is also the edi- Joseph Renzulli and Sally Reis as is little encouragement, however, in tor of the Communicator, this analysis advocates for gifted and talented that he invariably refers to those in was written as an individual and not education. After these chapters had gifted education as "advocates" as a representative of the California been written, the authors exchanged often used as a negative termwhile Association for the Gifted. To the best papers to give them the opportunity those in middle school leadership are of the this writer's knowledge, mem- to respond to one another. Chapters always called "educators." bers of CAG's Board of Directors are four and five consist of those George presents and develops not generally familiar with this publi- responses, with a final chapter by four propositions: cation, and they certainly have not Dr. Erb. This point/counterpoint taken a position on its contents. It did presentation is very effective, as both PROPOSITION ONE seem appropriate, however, that the authors and readers have the oppor- There is no hard evidence to views of middle school tunity 'to examine suggest that gifted and tal- leaders regarding ser- and respond to ented (GT) students cannot vices to advanced learn- points made in the have virtually all of their rea- ers be included in this early chapters. sonable academic needs met special issue featuring in the context of the regular gifted education in mid- George Attacks classroom. (p.11) dle schools. The real opening salvo comes in chap- There is no evidence whatsoever In his introductory ter two written by of a decline in test scores in remarks, editor Erb Dr. Paul George, a American schools, yet advocates prepares us for a member of the fac- of the gifted often claim that the provocative reading ulty of the Depart- regular classroom has become experience. In his ment of Educational such a poor learning environ- words: Leadership at the ment that GT students should be University of withdrawn and isolated from the Whether you are a Florida. He has spe- general populations. Such pro- Middle school advocate or an cialized in middle school education, grams proliferate in American advocate for the gifted, you will instructional grouping, and Japanese school districts on the assump- not be able to read this volume education. With this background, he tion that the regular classroom is without having an emotional as surely has the experience to speak no longer suitable for GT stu- well as an intellectual reaction. on the topic. Dr.George states imme- dents. (p.13) This book is not a tepid attempt diately, however, that he intends to to patch over different views of take aim at gifted education and George states that in spite of gov- how to develop the gifts and tal- blast away with both barrels. In his ernmental and other reports in the ents of middle school learners. words: media, regular classrooms are as (p.6) good or better than ever and refers Hence, what follows is intended to the Sandia National Laboratory How right he was! to be just thatas complete a Report (1992) as his evidence. The second chapter is written by catalog of criticisms and con- George claims furthermore, that the middle school proponent and critic cerns about the current status of "advocates" for gifted education of gifted education, Paul George, gifted education and the middle have used the media reports to sup- followed by a chapter written by school as can be mustered, deliv- See ANALYSIS, 52

26 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 73 YOUNG PEOPLE'S PULLOUT

Student Vive Le Moustache! Men wear moustaches (or mustaches) for many reasons. Some CHALLENGE want to save time by not shav- ing. Others think a beard makes them more handsome. Some Center may wear a beard to keep warm

PR OT. 33M1 33141rA in winter. aon,Viiimiaom Kings, emperors, presidents In this issue we've got two challenges PRODUCES AM INST.% MTAMFOISS and other leaders wore beards for you: "Dr. B's Sidebar Science" on LUXURIANT MOUSTACHE and mustaches which were TIIM SLOOTIICST LIP. page 29 and "Vive Le Moustache!" on copied and adapted by the gen- this page. eral population. In some soci- Send your submissions with an entry form to: eties, beards and mustaches designated class status or ethnic Debra Johnson origin. Even women have been know to disguise themselves Associate Editor for Youth with a mustache or beard. Try one or more of the following: 3425 Santa Cruz Drive Riverside, CA 92507 Design an original mustache (or snap some photos E-mail: [email protected] of real people with mustaches) and give it a name. Entries for challenges from this Issue (spring "Handlebars" were trendy in the 1920s. 1999) must be received no later than July 20, Design a mustache for a famous individual that 1999 to be considered for publication. personifies his or her personality or occupation. Create a mustache that's not only unique but also STUDENT CHALLENGE ENTRY FORM utilitarian. Create a gallery with pictures or photos of people Name with mustaches. Think of as many different or unusual uses for Age Grade mustaches as you can. Then draw an original car- Address toon to illustrate your most interesting idea.

City State Zip Send in your entries with a Challenge Entry Form. The best will be published in the fall issues of the Teacher's name Communicator and will receive a $25 gift certificate Name of School from Barnes & Noble.

School District

I certify that the submission is original and created by the student. This is a mustache for "Doc." Student signature Can you figure Parent signature out why?

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 27 aeml] oAthg ZULERW place that many people move straight into without chart- ing a course or having a map to guide the way. But if you Feu l0 d0® Z©heoU set future goals, you'll have a map to guide you in mak- Oatid.scas ing the right choices and helps avoid those life experiences that will only delay your arrival at your destination. BY DEBRA JOHNSON Complete the following survey to find out how much you know about setting goals for your life. Then tally hen you travel to unfamiliar places, it is wise to your score and match it to the description provided at have a road map to plot your course or desti- the end of the survey. You can find a guide for developing nation. A map helps you turn at the right places your own personal goals and a plan for your future on and avoid getting lost. The future is another unfamiliar page 29.

Check only one response for each statement. Yes No Sort of Never thought about it

1.I have a personal definition of success.

2.I know what truly makes me happy in life.

3.I daydream often about my future life.

4.I have a strong desire to succeed in all that I do.

5.I know what I want to be doing 3-5 years from now.

6.I make a list every day of tasks I want to accomplish.

7.I am committed to being a lifelong learner.

8.I know what I want to major in when I go to college.

9.I have researched various careers to find what interests me.

10.I always keep my options open.

Scoring: 4 points for each YES, 3 for each NO, 2 for SORT OF and 1 for NEVERTHOUGHT ABOUT IT

Now add-up your score and record it here:

Results of Goal SettingSurvey

If you scored between: remember,once one goal is reached, it becomes easier to 85 -100 points reachothers. You have a chart plotted for your future. You know what you need 30- 69 points to do to reach your goals in life and have possibly even begun Settinggoals for the future is something that really your journey. If you haven't already done so, it will be helpful to appealsto you, but you need some guidance. It is some- keeping you on course to write down your goals and keep a jour thinthat you have never really put as a priority Maybe nal or portfolio of your progress. Remember they are your goals. nowis the time. Use the goal setting activity that follows They can be revised at any time you choose. thesurvey to begin plotting a successful chart for your 70 - 84 points future. You have done some thinking about your future, but you haven't 0 729points settled on any particular plan. You have several interests and it is Youhaven't been thinking about the future much at all. difficult for you to narrow the possibilities. This is good. The more Well,maybe you have, but only on a day-to-day basis. To interests you have the more choices you have. But it is better to helpyou move into the future more prepared, begin now by focus on becoming an expert in one or two areas. If you don't completingthe goal setting activity on page 29. focus on something, you may never reach your destination. Also

28 75 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 ©]'] BOO lEITCamaG A Goal Setting Activity

Step 1:Think about yourself. Write down some things that make you happy. IsET' Step 2:Write your definition of success. Success means dif- OgriaiDg ferent things to different people. Does success mean money, security, helping others, prestige, family, improving the environment, solving problems, a career, or a degree? We can all relate to Dr. B's latest Step 3:Whatever your definition of success is, the key to success lies in your ability to strengthen your desire to suc- challenge: ceed. Write the steps you need to take in order to succeed according to your definition of success. List some people "MI dobeans you know who could help in your quest for success. vs Step 4:Think about where you would like to be in 3-5 g;ve gas?" years from now. What would you like to be doing? Next, Creative entries obviously are outline the major steps necessary to put yourself there. winners, but don't forgetyou Step 5:Now that you have a future plan, it is important to also must give a scientific expla- focus on the present time. List all of the specific things you nation. Mail in your entry with a want to accomplish today at school and in your personal life. List only those things that are possible or realistic for Student Challenge form. you. At the end of the day, evaluate your progress. How did you do? Repeat this step each day keeping your future plan in mind at all times. The following goals are applicable to everyone: 1. Become a lifelong learner. Education is the key to opportunity and allows us to keep up with our everchanging world. MO Z9 wand too 1 VECH-Epri©EO? 2. Establish clear education plans. Not everyone knows Try this website: what they want their major to be in college. Some people do not make this decision until after they have www.toonacat.com/kids/index.html entered college. Visiting a career counseling center, talk- If you want to post your story, poetry, or other cre- ing to your teachers and parents, and researching vari- ative endeavors visit this site.There is opportunity ous careers are some of the ways you can begin to find to join ToonaCat's Kids Club, The Creative Place for your direction. Kids, download a crossword puzzle, ask questions, 3. Become an efficient, successful student and always put read stories, and link to other sites, The site has a forth your best efforts. Develop good study and health message to kids to always check with a trusted habits. Don't look for the easy way to do things, but adult before sending any information to someone challenge yourself to follow the path that requires you on the Internet and states that it "tries very hard to travel beyond your present limits. to maintain a safe web page."

If you have any goal-setting tips that you would like to share with other middle school students, please send them to:

Debra Johnson, Associate Youth Editor BarnesNoble California Association for the Gifted The Student Challenge Center is sponsored by the' 3425 Santa Cruz Drive Encino office of Barnes & Noble Bookstore. Look for Riverside, California 92507 the first challenge winners in the summer (July) issue You will be notified if your tips are selected for publication. of the Communicator. F

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 29 7 6 BEST COPYAVAILABLE Book Reviews

Cyber.Kdz: 3 The Great NASA Flu Cyber.Kdz: 5 In Pursuit of Picasso By Bruce Balan By Bruce Balan (1997) Avon Books paperback, $3.99, 162 pp. (1998) Avon Books paperback, $3.99, 145 pp. ISBN 0-380-78516-1 ISBN 0-380-79499-3

.111q NIP

REVIEWED BY ANDY JOHNSON REVIEWED BY MATT LEBOURVEAU

Deeder is the focal point of The Great NASA Flu. He If the action and mystery stops, you are not reading is a hacker from the Netherlands. However, he is not Cyber Kdz: In Pursuit of Picasso by Bruce Balan. For some sort of scum like the hackers who mess with those new to the series, these books are about a group data. No, Deeder just likes to explore the Net, search- of international kids who, online, are the Cyber Kdz. ing for viruses to kill. For Deeder, it is like a game, one Online chatting between these kids is interesting because where he works to see what he can see while not touch- of the different languages used and the techno-talk. Fifth ing anything. Suddenly it is no longer a game. When in the series, this book is about the journey of a tech Deeder's father, a brilliant artificial intelligence pro- nomad through Europe named Steve Roberts. Steve's grammer, is called to the Kennedy Space Center to bicycle is named Behemoth (which stands for Big Elec- work on a program to launch the space shuttle, Deeder tronic Human-Energized Machine. Only Too Heavy). is allowed to go because it is only for the summer. Behemoth weighs 580 pounds and features solar cells, three computers, GPS, a talking theft alarm, and 105 However, when the program is finally complete, it goes gears. One might describe Behemoth as not only inter- wacko and the shuttle launch is aborted. Deeder's father esting but unique. is blamed and he almost loses his job. Deeder is con- Steve's tech nomad travels are interrupted when he vinced that it wasn't his dad's fault, and that some receives a plea for help from one of the Cyber Kdz, Loren A.I.program. Now scum planted a deadly virus in the Jouet from France. For decades, the belief that Loren's Deeder, with the help of key pals, Sanjeev in India, uncle Pierre stole eleven original art pieces by Picasso, Tereza in Brazil, and Josh in New York is setting out to Miro, and Dali has damaged his uncle's, Loren's and prove that his dad was framed, and to uncover the Loren's family's reputation. However, after finding new power-hungry corporation that is responsible. It all evidence, Loren believes he can locate the paintings adds up to a deadly race to kill the virus before it kills and save his uncle's as well as his own reputation and the space shuttle. name. When Loren asks Steve to recover the paintings, I quite enjoyed this book as well as its perspective on his request draws the attention of others who seem to the Internet. Cyber.kdz 3: The Great NASA Flu is want the paintings enough to kill. acceptable reading for kids ages 10 through 14, although With more twists and turns than the French Alps Steve I believe those 12 and 13 will enjoy it the most. Any- rides over In Search of Picasso is exciting and fun to read. one who enjoys teen mysteries or cyberspace books will Easy explanations of difficult terms and online chatting definitely like this one, and anyone whose computer has in the book help the reader to feel like one of the cyber been hit by a virus will be able to relate. Overall, this Kdz. was a great book, and one of the best I have seen in its genre. [Matt has logged off]

ANDY JOHNSON is an eighth grader attending La MATT LEBOURVEAU is an eighth grader attending Colina Junior High School in Santa Barbara, CA. La Colina Junior High School in Santa Barbara, CA.

30 - CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 7'7 HANDS-ON CURRICULUM

Imagine the reputation of a dents' academic readiness lev- physician who prescribed ALittle Pre-Assessmentels and interests. Over the the same medication for all years, I have assembled a of her patients. Regardless of Goes A Long Way number of reliable pre-assess- the symptoms various patients ment activitiesas well as presented, the doctor sent BY STEVE KAHL classroom management exer- them all to a pharmacist for peni- cisesdesigned to set the stage for cillin. Why bother with any individ- ongoing differentiation of the cur- ual diagnosis if all patients can riculum. benefit from a course of antibiotics? After all, office visits are time con- Setting the Tone suming and cumbersome. Of course, From the first day of class, stu- such a doctor would be sued for dents are arranged in an alphabet- malpractice, and rightly so. ical seating chart, A to Z from Similarly, however, many well- left to right. This allows me to get intentioned teachers outline their to know their names more course curricula without diagnos- quickly. It also keeps students ing the academic needs of their from sitting with their buddies. students. Middle school, high After I learn their names, I adjust school, and college educators regu- the seating chart to support the larly duplicate their first-semester students' various learning needs as assignment sheets in the summq they become apparent. without assessing readiness, inter- On the first day of school, I do ests, and learning profiles of their not lecture the students about my new students. expectations and I do not pass out As a result, many educators at a syllabus or course outline. all grade levels aim for the middle Instead, I ask the students to write pin as they would while bowling, silently about the best class of hoping to reach all students, but their lives. I give them questions to often discovering the limitations of help focus their thoughts on posi- such an approach. In such a situa- tive student conduct such as, tion, gifted students may lose "How did the students conduct interest in school altogether while themselves in this 'best class of enduring another year of unchal- students do the same assignments in their lives' to help make it such a lenging curriculum. Overwhelmed the same way, often in the name of great class?" students may give up attempting to equity. On the second day of class I ask complete grade level assignments for Teachers who differentiate the students, one at a time, to name which they lack adequate prepara- curriculum, however, have a differ- examples of positive student conduct. tion. ent definition for equity. Differentia- These examples are written on the Indeed, as gifted education expert tion encompasses giving each overhead as each student shares it Barbara Clark has noted, we tend to student an appropriate academic from the written paper. Once the enroll students in courses based challenge based on pre-assessment at positive conduct statements have upon their birth year. At the elemen- the beginning of the year as well as been collected on a central list, I ask tary level many children are not at the start of each unit of instruc- the students if any of them would ready for kindergarten at the same tion. To do this for 120-150 stu- dislike being in a class where students age. Class assignments at middle dents, the typical number for which act in the ways they have listed. No and high school are based on the age a secondary teacher is responsible, one ever raises a hand. Together, we of the student. At a typical high requires organization and some decide that these are the standards of school, for example, all freshmen techniques to develop a student pro- conduct to which they will be held enroll in Algebra 1, or higher, ready file. This article will show how to accountable in my class. On the next or not. All sophomores enroll in quickly develop a student profile. day each student receives a typed World History. Within most sections Before planning a year's curricu- rubric form, outlining these stan- of those courses, teachers require all lum, it is important to verify stu- dards. (See Figure 1, p. 33)

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 31 78 Collecting Vital Statistics Along the vertical axis of the similar effectiveness is to have the Obtaining information in a quick graph are terms which indicate the students create colorful, image-laden and efficient manner is a key to get- student's degree of competence in timelines illustrating the ten most ting started. I ask students to com- each of the above items. The terms crucial events of their lives. As they plete a brief information card on the are arranged in ascending order and share these large visual aids with the second day of class. Using 5x8 index expressed as: not yet skilled, some- class, useful information is noted. cards, color coded by class, students what skilled, skilled, and highly are asked to list the following: name skilled. For each skill, the student Acknowledgement Circle and address; parents' names, jobs, assesses personal strength by placing Another strategy is to have students phone numbers, and availability; the a dot on the graph. Once all the dots take part in a circle of acknowledge- names of their last four English have been marked, the student con- ment, where they begin by standing teachers; their curricular and nects the dots with lines to complete and forming a circle. Various cate- extracurricular interests and activi- the graph. (See Figure 2, p. 33) gories to which they might belong ties; their membership in various The student then writes at least are then presented. These might academic programs and other one paragraph for each skill, include those who: speak more than groups; and the grade they intend to explaining his strengths and weak- one language, play a sport, play a earn in the class. This information nesses in that area. This activity cul- musical instrument, like solving jig- can be tailored to any class depend- minates in a letter to me explaining saw puzzles, enjoy public speaking, ing on the age group. everything the student thinks I need have held official or unofficial lead- To round out the background to know in order to teach him effec- ership positions, are considered information, students take a learning tively. This gives me a great deal of problem solvers by their friends, and style quiz, and write the results on information about the student's so on. the back of the card. They are also thinking, reading, and writing skills. When a student belongs to a cate- asked to identify which of Gardner's I keep this portfolio throughout the gory named, he goes to the center of intelligences is their strongest or year, using it to modify lessons and the circle and gives a high five sign to weakest. Many students may need a activities for various levels of readi- the other members of this group. If the quick review of Gardner's work to ness and interest. student is the only member of a group, assist them in making this decision. On the day the students turn in he takes a bow. This gives another their portfolios, a ten minute block opportunity to record information. At Creating the Pre-Assessment of time is given to a competition to the end, each student gets a chance to Portfolio see who has read the most books. name a group he or she belongs to that For homework, students assemble a Students write down their book has not yet been used. This affords the portfolio of their greatest works, titles and the one with the largest opportunity to discover other enthusi- including their best essay, poem, number receives a prize. These asts of that activity. short story, and one other wild card papers are also included in the port- These pre-assessment strategies piece of writing. The portfolio must folios and provide information and activities allow teachers to dif- include a table of contents and an about what students read and how ferentiate curriculum throughout introduction to each writing sample. often they read. the year, and to be more successful Perhaps the most powerful item in teaching to the interests and skills in the portfolio is each student's self- Personal Museums of a diverse student population. To assessment, expressed in a collection On the next day, I model my own those who question sacrificing a of short narratives and also on a personal museum for the students. week of the curriculum for pre- corresponding graph. On the third This is a collection of five to ten assessment, I assure you that the day of class, students are asked to items that embody my interests, val- information obtained during the complete a graph that demonstrates ues, and accomplishments. As both first week of school helps to shape their various competencies in the curator and docent for my museum, the curriculum more efficiently, language arts. Along the horizontal I explain each item in the exhibit, allows more time to teach, and axis of the graph are listed the skills offering concluding remarks about affords more confidence that the and values that will be emphasized my identity. I then assign the stu- lessons are appropriate for the stu- in English class. These include read- dents to create and exhibit their own dents I teach. ing comprehension, oral reading, personal museums over the next two analysis of literature, essay writing, days. During the presentations, their STEVE KAHL is the GATE Coordinator poetry writing, fiction writing, interests, accomplishments, family and English teacher at Independence grammar/mechanics, discussion, life, and personality are noted either High School in the East Side Union debate, speech, creative thinking, in their portfolios or on the backs of High School District, San Jose, Cali- critical thinking, problem solving, their information cards. fornia. He has been CAG Teacher of collaboration, and work ethic. An alternative assignment with the Year for the Santa Lucia Region.

32 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 PERSONAL CONDUCT STANDARDS

(Note: These standards were acquired through the method mentioned in this article) Each standard will be measured using a range of zero to four. Four represents superior modeling of a particular standard. Three represents effective demonstration of a particular standard. Two represents some success at meeting a particular standard. One represents little or no success at meeting a particular standard. Zero represents no apparent attempt at meeting a particular standard.

Participates regularly Uses time well

Helps to make other students feel comfortable in Cooperates with other students and the teacher class Works for excellence Uses humor regularly and appropriately Works to develop an intimate community of learners Demonstrates respect for other students and the teacher Is open minded

Listens attentively to student speakers and to the Tolerates diverse beliefs, lifestyles, personalities teacher Works toward common class goals Demonstrates enthusiasm for the subject matter Develops adult-adult relationships with other students Supports other students in learning and teacher Is well prepared for class Works to get to know other students

Figure 1. Personal Conduct Standards

Self-Assessment of English Skills Highly Skilled

Skilled

Somewhat Skilled

Not Yet I I I I Skilled I I I I I I I I CC X)0 Cl CP 10 A C/) 0ry CD y O _0. MI m. "Al cf, 2 w CD 2: (1,. 0 ". 3 0) 0 A: s., cr co =,t) 5' 7-7. iX 0 CD 5' s< 5 50 C ,...0 E. =. a7 as ee.7 0c Cri t, 7 ct, on = 0 as 3 0 0 Cif4 a> Era c1 92 5 CD w - m 5'

Figure 2. Self-Assessment of English Skills

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 33 HANDS-ON CURRICULUM

three-ring binder; a book, or a folder. Or perhaps you are more into technology and conjure up a computer e-1INN disk? While most of us probably envision one or more of these things, these images alone do not provide a complete definition of portfolios. Vicki Spandel and Ruth Culham developed portfolio training materials in 1993, and their definition states that "...any portfolio exists II first and foremost in the heart and mind of the designer; who selects with care those works and artifacts that best tell the story of who that person is nowand who he or she is I II II' 11 becoming"(Kimeldorf, 1994). By using this definition we assign own-

: D : 111 ership of the portfolio to each student and define it as a unique tool that paints a picture of his or her accomplishments and goals. papers were flying everywhere. Dad, My Hero." The night was defi- We also need to understand the Kids were repeatedly question- nitely a success for all. That is when rationale for using portfolios. What ing the value of each item I knew I was committed to the port- is the purpose? being considered for their portfolios. folio process and determined to Marten Kimeldorf's book, A As I began reviewing individual make it work effectively. Teacher's Guide to Creating Portfo- portfolios, I realized that somewhere Student portfolios can be used at lios, provides an excellent rationale we had missed the portfolio boat. any grade level, but the process for portfolio use as he quotes Robert There seemed to be no rhyme or rea- described in this article is particu- Tierney. Tierney states: son to our effort. Each portfolio was larly useful at the middle school no more than a scrapbook of stu- level. This is a time when adcoles- By encouraging students to dent work. My frustration level was cents need to begin focusing on self- engage in self and peer evalua- at its height. learning and exploring possible tion, teachers empower stu- Well, I am not a quitter, but this career paths. However; guiding mid- dents to take control of their first attempt at teaching my students dle school students in developing own learning. When students the portfolio process was enough to effective portfolios is a challenge help determine the criteria for make me say, "Never, again!" This that requires a high level of commit- assessment, they can make rea- task was more than I wanted to deal ment from teachers. Teachers need sonable decisions about the with and the process was quite time- to understand the process com- quality of their own work. By consuming. pletely and believe in the value of engaging students in self-assess- Then something amazing hap- keeping and maintaining the portfo- ments, students learn they are penedBack-to-School Night. lios. ultimately responsible for their Back-to-School Night occurred own learning. It is in this area about a week after our paper-flying Understanding the Purpose of that portfolios are so powerful event. I was still not very happy with Portofolios (Kimeldorf,1994). our final portfolios, but the parents To help students develop an under- appeared very happy. Students were standing of portfolio, we must first In developing our rationale for the flipping through their samples of define portfolio for ourselves. What utilization of portfolios, it is also work and talking about what they images come to your mind when important to reflect upon findings of had learned. One dad even had a you hear the word "portfolio"? Do recent educational research on tear running down his cheek as his you think of a shoe box or other assessment. Through many research son revealed his essay entitled, "My storage container? Maybe you see a efforts, we know that effective

34 81 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 schools are those that have been thinking and self-reflection (you never know what students will found to frequently monitor student skills come up with). Since students seem progress using a variety of assess- Assists in management and to go off in many directions, it is ments.This variety of assessments, evaluation of self learning. important for teachers to be very known as multi-dimensional assess- Motivational flexible and to see themselves as ments, includes performance-based Helps students discover them- coaches or mentors rather than dis- assessments, portfolios, and indirect selves as learners pensers of information. It is also nec- testing measures. Boosts student self-concept essary for teachers to value and In Caught in the Middle, it is Assessment emphasize thinking skills and believe stated: Assists in documenting what that students should take an active students know and are able to role in their learning. Assessment programs for the do The third key is an understanding middle grades should be com- Helps students demonstrate of the challenges of creating a port- prehensive; they should include their attainment of specific folio. Many students have limited measurement of a broad range learning objectives experience regarding development of of educational goals related to Provides a tool that assists in self-knowledge. They need time to student achievement and pro- demonstrating that a student reflect and think about their per- gram effectiveness; the primary has the skills and attitudes nec- sonal life experiences. They also purpose of middle grade assess- essary to be successful need to begin to confront three criti- ment should be to compile data cal life-planning questions: which lead to-improved cur- The Process of Portfolio Who am I? riculum and instructional pro- Development What have I accomplished? grams and more effective There are three keys that are vital to What do I want to become? student support services (Mid- developing middle school portfolios dle Grade Task Force Report, that are effective. The first key is stu- Figure 1 illustrates the implemen- page 112). dent control. Students should deter- tation of an effective portfolio pro- mine what should go in the gram. Benefits of Portfolios portfolio, why it should go in, what Once the rationale has been estab- story the contents will tell, and how Storage lished, it is important to look at the the contents should be organized In considering possibilities for stor- benefits of portfolios. These benefits and displayed. age, it is important to note that there fall into the three categories: The second key is teacher as facili- are two types of portfolios that will Instructional tator. Teachers need to be willing to be utilized by studentsthe collec- Helps students accomplish aca- turn control over to students trust- tion portfolio and the showcase demic goals ing them to pick their best work. portfolio. The collection portfolio Aids in development of critical They need to be willing to take risks will hold all work samples related to specific learning and personal goals set by each student. Later students will select samples from their collection portfolio to put in their final Portfolio Development Process showcase portfolio. As its name suggests, the showcase portfolio will hold the best samples of student work. Collection Portfolios Showcase Portfolios The size of the work samples to be collected, the space available for storage, and the amount of money available to spend are all considerations that must be addressed during Phases of Development the storage phase of the portfolio 1. Storage 4. Sorting development process. Some possible 2. Contents 5. Showcasing storage ideas are: 3. Filing 6. Uses Use folders for the collection portfolio, stored in a central location or kept with the student, and a three-ring binder Figure 1. Portfolio Development Process for the showcase portfolio.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 35 82 Use a three-ring binder for the provide the focus for each student's evaluation tools that will aid in the collection portfolio, kept with portfolio. The items that will be selection of items for the showcase the student, and a student added to the collection portfolio and portfolio. Then have students designed container for the finally the showcase portfolio will be arrange their collection portfolio showcase portfolio. items that demonstrate progress contents according to date. During Use folders for the collection towards these goals. this time, students should be allowed portfolio, stored in a central An autobiography is the next time to talk to their peers and their location or kept with the stu- important content item that should teacher about the progress they see dent, and student designed con- be included; it not only provides a in their work. Any work not selected tainers for the showcase forum for self-reflection, but also for the showcase portfolio should go portfolio. provides a sample of each student's home with the students. Throughout writing at the beginning of the port- the sorting process, teachers should The three-ring binders with the folio development process. The be guiding students in reflecting plastic sleeves on the outside covers autobiography might include: back- upon the progress revealed in their are great for allowing students to ground information, interests, future work. personalize their portfolio. Students dreams, successful experiences, and can design their own personal logo academic and personal challenges. Showcase Preparation or other personalized drawings and This is a time in which students slide them into the plastic sleeve on Filing may design their own portfolio giv- the outside cover of the binder. To eliminate an over flow of papers, ing the showcase portfolio a more Many teachers who have used this papers, and more papers, it is neces- personal touch. Along with samples method have found that it is better sary to teach students a filing system of student work, the following to laminate the student drawings during the beginning stages of port- should be included with the show- before sliding them into the plastic folio instruction. Options include case portfolio: sleeve of the binder. Without lamina- having students file their own A showcase portfolio statement tion, the drawings or writing will papers, having portfolio aides do all giving the purpose of the port- rub off on the plastic. This can be a the filing, or having students file folio and the categories of work problem if the binders are to be their own papers with aides check- that are represented in the port- reused by future students. ing the files occasionally for misfiled folio papers. Copies of learning and personal Contents Each work sample filed should be goals The first content items are the learn- dated and filed in chronological An autobiographical essay ing and personal goals. Learning order. There should also be a work- Student reflective responses for goals should include both long and ing inventory cover page to identify each area being assessed short term goals for individual stu- the samples placed in the folder. A A parent conference form that dent learning in each curricular area. record of observed behaviors may provides parents with an Long-term learning goals should be also be included in the collection opportunity to express, in writ- more general and the short-term portfolio to organize anecdotal ing, their thoughts concerning learning goals more specific. The records and other items that docu- their child's portfolio state frameworks and standards, dis- ment progress toward learning and A presentation evaluation tool trict curriculum guides, and district personal goals. that can be used by individual standards should be utilized in help- students after student-led con- ing students to develop learning Sorting ference presentations. goals. Learning goals should also Sorting of the work samples in the address student expectations and collection portfolio can begin any- Uses student behaviors. time it is convenient or meaningful The contents of the showcase port- Personal goals for student portfo- to the teacher or students. Students folio provides evidence of what stu- lios should be limited to only two or begin by reflecting upon the contents dents know and are able to do, and three goals. These may be revised of their collection portfolios and the how well they are achieving. Com- quarterly or at other times when stu- progress they have made to deter- bined with the reflections written by dents evaluate their progress mine which items should be dis- students, the contents of the show- towards these goals. Personal goals played in their showcase portfolios. case portfolio provide teachers with should address academic as well as To begin the sorting process, first a good idea of appropriate grades social aspirations and each goal establish a criteria for what should and the materials to back up grading should suggest results that would be put into the showcase portfolio. decisions. Therefore, the use of the demonstrate accomplishment. This is a perfect time to review showcase portfolio is valuable in The learning and personal goals goals, writing rubrics, and other contributing to multidimensional

36 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 83 assessment. Anotheruse of showcase portfo- *Mop.011.1 lios is in student-led conferences. In Eno.,.....:=...... om , fact, the showcase portfolio is the central focus of parent conferences led by students. It provides students .10°.° ilt 2.* with an easy-to-follow format in " which to discuss their achievements /ell, ii 4 ti . lg..A.m. Dot* with their parents. En ElYawl.* 0.1Inglis Prior to conducting student-led _,.... conferences, students should be given opportunity to practice the Advocating for Gifted English This guidebook presents an conference procedures with their Language Learners overview of the gifted English peers. Students should be able to An Activity Handbook for Professional language learner. The activities can be used for inservice or for communicate the learning and per- Development and Self-Study sonal goals of their portfolio and individual self-study. English and Item No. P-05 $12.00/copy illustrate to their parents areas of Spanish version. success and areas in which they need more growth. Order Form The main factors that will ensure Ship To success in the development of suc- LAST NAME FIRST NAME MIDDLE INITIAL cessful portfolios for middle school students is planning and team work. MAILING ADDRESS Students and teachers should work together to develop a timeline of portfolio events that need to take CITY/STATE/ZIP COUNTY place prior to parent conferences or ( ) ( ) PHONE Home Work SCHOOL DISTRICT at the end of assessment periods. This effort will reap great rewards Bill To for all and will eliminate the confu- LAST NAME FIRST NAME MIDDLE INITIAL sion that can lead to papers flying everywhere. MAILING ADDRESS

References

California Department of Educa- CITY/STATE/ZIP COUNTY tion. (1987). Caught In The Mid- ( ) ( ) PHONE Home Work dle: Educational Reform for SCHOOL DISTRICT Young Adolescents in California. Quantity Discount Sacramento, California. 10-50 copies $11.50 51-100 copies $11.00 101+ copies $10.00 Kimeldorf, M. & Espeland, P. (Ed.). (1994). A Teacher's Guide to Item No. City Price Each Total Creating Portfolios For Success P-05 in School, Work, and Life. Min- Sales Tax - Add 7.75% neapolis: Free Spirit. Shipping & Handling $4.00 minimum DEBRA JOHNSON is a sixth-grade 15% of Total for orders of 3 to 100 copies 10% of Total for orders over 101 copies teacher and GATE site coordinator at Grand Total Almeria Middle School in Fontana. She also serves as the Associate Editor for Personal Check # District Check # Youth Pages for the Communicator, Purchase Order # and as a member of the executive CHARGE: board of the Riverside Chapter of Phi MasterCard Visa Delta Kappa. For additional informa- Card No. Exp. Date tion or to request sample worksheets, Authorized signature. contact Debra at DebJoAnneaol.corn. Mail with check or charge information to California Association for the Gifted, 18548 Hawthorn St., Fountain Valley, CA 92708 Fax: 714-962-8804

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 8 4 37 BEST COPY AVAILABLE THIS WE BELIEVE the middle school years; educators in schools are grounded in understand- Continued from 1 gifted education can heartily support ing that young adolescents are capa- them as well. Six general tenets are ble of far more than adults often that all students be provided with an identified, followed by six major assume" (p. 15). Furthermore, pro- education that meets each individ- areas or program components. The moting high achievement, "requires ual's particular requirements or summary statement reads as follows: adults to start where students are, needs. Just as modifications in the National Middle School Associa- understanding their individual curriculum are made for learners tion believes: needs, interests, and learning styles, who cannot keep up with the major- Developmentally responsive then fashioning a substantive cur- ity of learners their age, modifica- middle level schools are charac- riculum and pace learning to meet tions should also be made for those terized by: individual levels of understanding" who can far outpace the majority. Educators committed to (p. 16). Few advocates, however, have young adolescents This implies that pretesting should examined the philosophy and rec- A shared vision occur regularly and students should ommended practices espoused by High expectations for all not be required to repeat or engage middle level educational leaders. An adult advocate for every in lengthy review of material already The National Middle School student mastered. Individual pacing of learn- Association describes itself as the Family and community parting implies that gifted learners only association devoted entirely to nerships should be encouraged and be pro- education of young adolescents, A positive school climate vided with the means to surge for- with membership primarily of mid- ward as their abilities allow, not dle level teachers and administra- Therefore, developmentally having to wait for everyone in the tors, and members in all 50 states, responsive middle level schools class to catch up before moving on. Canada, and dozens of other foreign provide: Perhaps the greatest concern to countries. Conference attendance in Curriculum that is challenging, parents of gifted students is that recent years has surpassed 10,000 integrative, and exploratory their children be provided with chal- registrants. The organization serves Varied teaching and learning lenging curriculum. NMSA warns as "a voice for professionals and approaches that others interested in the education of Assessment and evaluation that Given the developmental diver- young adolescents." As such, the promote learning sity in any middle level class- voice of the NMSA is an important Flexible organizational struc- room, gearing curriculum to one which gifted education practi- tures students' levels of understanding tioners must listen to carefully. Programs and policies that fos- is a daunting task. In addition to While differences regarding the ter health, wellness, and safety different rates of development efficacy and equity of ability group- Comprehensive guidance and and learning styles, varying cul- ing and cooperative learning teach- support services. (p.11) tural backgrounds and prior ing strategies have generated experience must be taken into considerable discord between middle In confirming middle school account. Efforts to reduce track- school professionals and gifted and advocacy for all young adolescents, ing and to include students with talented educators, it is important to emphasis is placed on educators special needs in regular classes review the philosophy developed by who "make sound pedagogical deci- increase the diversity even fur- middle level advocates and professions based on the needs, interests, ther. Adapting curriculum so as sionals before dismissing their and special abilities of their students. to challenge each and every stu- efforts. This article will focus on spe- They are sensitive to individual dif- dent requires significant collabo- cific portions of the position paper ferences and respond positively to ration among regular and special entitled, This We Believe, which was the natural diversity present in mid- education teachers, counselors, first prepared by the National Mid- dle level classrooms" (p. 13). school social workers, parents, dle School Association in 1982, then This statement implies that the and the students themselves. revised and approved by its Board of special needs of gifted learners, In essence, every student Trustees in 1995. All references are including their advanced intellectual needs an individualized educa- to the 1995 revised document, 6th needs and social and emotional tional plan. Both content and printing, June 1998. needs should be taken into consider- methods must be individualized. Portions of This We Believe: ation when planning and delivering As a first step, teachers can pro- Developmentally Responsive Middle service. vide choices among learning Level Schools read like a parent's In the section entitled, High opportunities, ranging from dream as the answer to the best pos- Expectations for All, NMSA recog- those that tax even the most sible place for a gifted child during nizes that "successful middle level gifted and talented students to

38 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 those that enable the least capa- students are considered "special Press. ble to succeed with a reasonable needs" students as they are in the Slavin, R. (1993). "Ability Grouping expenditure of effort. Indepen- field of gifted education; but if yes, in the Middle Grades: Achieve- dent study, small group work, then the implication is that parents ment Effects and Alternatives," special interest courses, and of gifted children should also be reg- The Elementary School Journal, apprenticeships are other means ularly consulted in determining 93, 5 (May 1993): 535-552. by which curriculum can chal- learning programs for their children. Winebrenner, S. (Nov. 14, 1998). lenge students through address- The next segment tells us that, Teaching High Ability Students ing individual needs. (pp. 21, 22) "continuous, authentic, and in Middle School Classrooms. appropriate assessment and evalua- Presentation at annual conven- Individualizing curriculum as tion are essential components of the tion of the National Association described above appears to match learning process at any age level, for Gifted Children, Louisville, the requirement of "differentiating providing information that students, KY. curriculum" defined by leaders and teachers, and family members need practitioners in gifted education. It to plan further learning" (p. 26). implies that factors such as increased This statement could come depth and complexity, opportunity straight out of a text on gifted edu- for novelty, and a faster rate of cation, and among other things, sup- learning should be available to gifted ports the notion that gifted learners Sold Up River learners in middle level schools. should not be held back or slowed A reflection of slavery days The section on varied teaching in their learning to match the pace before the Civil War. and learning approaches explains of the majority of learners. that "teaching techniques should In fact, there is very little in the BY SARAH BUSTER enhance and accommodate the document even remotely antithetical diverse skills, abilities, and knowl- to the best learning practices appro- I was standing there. edge of young adolescents, cultivate priate for all learnersincluding My hair was everywhere. multiple intelligences, and capitalize gifted learners. While we may dis- But I didn't care. on students' individual learning agree on specific practices, especially styles" (p. 24). In so doing, it is those of heterogeneous vs. homoge- I was standing there expected that, "Varying forms of neous classes, and the appropriate group work are used, depending on use of cooperative learning, the Waiting for someone to call the purpose, with students at differ- stated philosophy and recommended their bid, ent times clustered randomly, by practices are highly laudatory. Those My brother Sid, ability, by interest, or by other crite- middle schools carrying out the phi- Was crying for Ma, ria" (p. 25). losophy and standards established Furthermore, by the NMSA ought to be applauded She was sold along with Pa. for doing so; those who are not need Individual differences are also to be held accountable. A man called out, accommodated through numer- It is up to you to determine how The man was fat and stout. ous opportunities for student well your middle school is living up I had been sold up river choice, both within the regular to the philosophy outlined. The classroom and in electives and check list on page 40 may assist you As I watched Sid stand on the co-curricular programs that in doing so. block. appeal to students with special I began to quiver, as we talents or interestsintellectual, References athletic or artistic. School per- National Middle School Associa- walked to the dock. sonnel consult with families of tion. (1998). This We Believe: students who have special needs Developmentally Responsive Where will Sid go? in determining the best educa- Middle Level Schools, A Position I may never know. tional programs for those stu- Paper of the National Middle dents. (p. 25) School Association, 2600 Corpo- rate Exchange Drive, Suite 370, Sarah Buster is an eighth grade This clearly implies that opportu- Columbus, Ohio 43231-1672, 1- GATE student at Sequoia Middle nities should be made available for 800-528-NMSA, 1995, Sixth School in Fontana. Sarah wrote gifted students to be grouped Printing, June 1998. this poem when she was in the together, at least part of the school Oakes, J. (1985). Keeping Track, fifth grade. day. It is not clear whether gifted New Haven: Yale University

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 e S6 39 MEASURING UP TO PHILOSOPHY How well does your middle school serve gifted and talented learners?

Always Usually Sometimes Never Don't Know

Advocacy 1.Administrators, teachers, and research specialists work together to plan for the special needs of gifted learners.

High Expectations 2.Pretesting occurs regularly in the disciplines

3.Students are not required to repeat material already mastered

4.Students are permitted to go through material rapidly when capable of doing so, and give evidence of mastery as they progress

Curriculum 5. Curriculum is regularly modified to challenge gifted learners

6. Teachers provide choices among learning opportunities including ones that challenge gifted learners

7. Meaningful independent study opportunities, small group work, special interest courses, and apprenticeships are available

Teaching/LearningStrategies 8.Ability grouping of gifted learners is planned and consistent

9.Meaningful offerings are available to students with special talents or interestsintellectual, athletic, and/or artistic

. , 10.Parents are consulted in determining the best educational programs for gifted learners

Assessment 11.Systems for continuous, authentic, and appropriate assessment and evaluation of gifted learners are planned and implemented

12.Gifted learners are not held back nor made to wait for slower learners before moving on, , . in their own intellectual pursuits

40 2110 1y CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 ki TEACHING KIDS TO For as long as structured society has ment that prepares them to CARE existed, there have been calls to make sense of the real world and Continued from 1 teach our young people the ethics of gives them the tools to change it. everyday living. In recent times, The difference is that gifted chil- our job, as adults, to help our chil- though, this idea has been met with dren know this and can articu- dren act upon that caring. concern or criticism by factions of late it, while others just accept it. ...So we began: two classes of parents and educators who fear that (Roeper, 1995, p. 142) middle school students who decided a particular set of values will be to let Brian know that 56 kids in a taught. Yet, when I consider the So, how is character education town 20 miles away were concerned goals of character educationinstill- done effectively in the schools? about him and his family. The stu- ing a sense of community pride and Where does one begin to act upon dents each wrote letters, attaching personal integrity with a willingness the caring that is inherently a part of them to "the world's largest greeting to reach out to another human childhood? Let me count the ways. card," sending messages of hope and beingI wonder which political or comfort. religious sensitivities I am offending. Character education begins We heard nothing back. I am not quite sure how to teach the from the inside out The next month, November, we life lessons of compassion, humility, Itis difficult for children to care delivered a "cornucopia of con- perseverance and hope apart from about the well-being of others if they cern," more cards and letters for the everyday life experiences of oth- do not feel safe, comfortable and at Brian and his children to read over ers. If, indeed, service is the rent we ease with themselves. Indeed, in our Thanksgiving dinner. pay for our time spent on Earth, world of increasingly-fractured fami- Still, no response. then these life lessons must exist in lies and the academic homage paid Then, for the winter holidays, the both our homes and our schools. to statewide tests that compare chil- children wrote and produced a video This is especially true for middle dren and schools rather than envi- of skits and songs and bad jokes, school students, whose awareness of sioning each child as a unique entity, hoping that Brian might get a ho-ho- themselves grows with every oppor- this sense of self is difficult for some ho out of their collective antics. tunity they get to identify with oth- children to find. And on December 20, we heard ers. And, when giftedness is added William Purkey and John Novak back: into the equation, the need for char- (1996) recommend adopting school "Dear Boys and Girls," the letter acter education in the middle grades policies that invite children to learn, began, "our family has been so very is even that more stunning. Who based on the following principles: pleased and deeply touched by your among us has not met a twelve year 1. People are able, valuable and wonderful notes of encouragement old who is "gifted in the heart," responsible and should be treated and get well wishes for my husband, aware of the fragility of the human accordingly Brian, following the incident of the spirit? Who among us has not seen a 2. Teaching should be a cooperative rock throwing. You have been an gifted teenager angry at some arbi- activity inspiration to us and have helped to trary decision that reduces another 3. People possess relatively untapped renew our faith in people by your individual's dignity or autonomy? potential in all areas of human care and concern. With this kind of Who among us has not comforted a development positive support, we will survive this gifted young person who saw vividly ordeal." the dissonance between an adult's Purkey and Novak believe that Thus began "Project Person to words and his actions? For the school policies and programs can Person," our middle school's greatest reason of allthe preserva- have a profound effect on children's attempt to provide help or a "thank tion of hope in the human condi- self-concepts and school achieve- you" to those in our community tioncharacter education is a basic ment. Everything from the way who needed either. skill. In today's complex world, classroom rules are worded (See Fig- learning to care is equally as impor- ure 1) to the way students are Character education and the tant as learning to read. One of greeted by the school bus driver in gifted middle school student gifted child education's greatest and the morning, to the content of teach- Down through history, in warmest thinkers, Annemarie ers' comments on students' projects countries all over the world, Roeper, notes this necessary connec- and papers will have an impact on education has had two great tion between the world of school the way children see themselves as goals: to help young people and the world outside of the class- learners...and as people. Only when to become smart and to help room: the power of the school climate is them become good. Children need to live in a world considered can one hope to institute Thomas Lickona, 1991, p. 6 that is relevant. They need to a character education program. It grow in an educational environ- might be a truism that "to give

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 41 respect one must first get respect", I would invite my real grandma, who was injured by an unknown but without this personal founda- because she died before I was assailant, and the responses of mid- tion of self-worth, there is little one born. Everyone says I look like dle school students to this injustice. can do to positively affect the lives her but I don't even know who Other "Project Person-to-Person" of others. she is. I'd also invite my third activities completed within this same grade teacher, Ms. Heflin, school within a five-year period because she retired during the included: CLASSROOM RULES year because of a heart problem. Transporting more than 2,000 1. Walking in the hall prevents Next, I'd invite my little cousin, teddy bears with personal mes- accidents. Eric. I'd like to get to know him sages of hope to families who 2. Be mature and serious during as if he were my brother. ( I do had lost their homes and posses- fire drills. have another cousin, but he isn't sions in a hurricane. (The mayor allowed to do anything that'll get of Charleston, SC wrote the kids 3. Enjoy chewing your gum at home. him hyper, like playing football). a great thank you letter!) Sending thank you letters shaped 4. When in groups, talk in six- When a classroomor, better yet, like playground equipment to a inch voices. a teamof students complete this local toy manufacturer that had 5. Ask before you use. activity, and the responses are lined distributed $17,000 worth of 6. People can be hurt by both up side-by-side on construction free toys to local family shelters words and actions, so choose paper and displayed for all to see for the winter holidays. (Two both with care. (we arranged ours to look like a cen- months later, the company's Please remember. Kindness is tipede; hence, the "Bug Myself" CEO sent us some prototype contagious! activity title), you have a visual dis- toys, to see which ones we

(De lisle and De lisle, 1996. p. 6) play of children's dreams, hopes, thought little tykes would like uncertainties and memories. From best.) Figure 1. Classroom rules here, it is but one short step to see- Creating 35 hand-decorated ban- ing yourself as connected to others ners made out of muslin and dis- Character education activities both inside and outside of the school tributing them (through the U.S. share some common elements environment. Army) to men and women sta- Classroombased lessons to teach tioned in Bosnia. (Soldiers wrote middle school children about their Character education is best back their thanks, complete with world share several qualities. First, taught within a community photos of our banners hanging in they involve both cognitive and In 1912, a recently-arrived Euro- their tents or barracks.) affective learning opportunities, call- pean immigrant wrote a letter home For community residents who ing on students to think, feel, and to his relatives. In it he said: "When were just beginning a "Stop react simultaneously. Next, they are I came to America, I experiential, based on the belief that heard the streets were Read the four "buggy ideas." Then choose and write middle school children already paved with gold. When know much about themselves and I got here, I found out the world around them, and that three things: first, the You are allowed to invite they are always curious to learn streets weren't paved Three people, living or more. In addition, they are product with gold; second, they dead, to your home for focused, allowing students to weren't paved at all; and dinner. These might be demonstrate in a concrete way the third, I was expected to famous people; they might depth of their thinking and feeling. pave them." alto be people from your Finally, they must be holistically As parents and other personalfamily history. By evaluated, removing from the stu- educators, it is one of writing about whom you dents' minds the "curse" of a letter our jobs to serve as the will invite and why you or number grade, which would be mortar while our chil- will invite them, you'll be telling us something about an artificial barometer of a project's dren lay the bricks to The kinds of things and the next generation. quality. people you enjoy. An example of the above type of Taking character educa- classroom activity can be seen in tion into the community Figure 2. In response to the question is one way to do just about inviting any three people to that. dinner who had ever lived, one This article began Figure 2. "Bug Myself" Reprinted with permission sixth-grade student wrote: with the story of a man from Free Spirit Press, Growing Good Kids, p 27.

42 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 BEST COPYAVAILABLE 89 smoking" program, students fashioned filtered cigarettes out Important Reminders in Designing Character Education Projects of brown and white construction 1. Startprojects that will impact others outside the school community only paper, and wrote messages of after the students and teachers inside the school community have had a support to these folks trying to chance to get to know each other. kick the habit. The "cigarettes" were distributed the first night of 2. Involve parents as volunteers and idea generators for projects. Not only class. (Weeks later, an older gen- might they have great ideas, they may also have influential "connections" in tleman came to our class clutch- the community with whom students can communicate. ing our now-worn homemade 3. Don't "overdose" the students on community service by doing one activity cigarette, thanking us for being after another. Instead, have different classrooms or grade levels undertake his "anchor" when he needed different projects, or pursue one or two (no more) large-scale projects each one.) year that are schoolwide in focus. Working in cooperation with the 4.If your school has a Student Council or other student leadership group, con- Peace Corps, the students sold or sider running at least some of these projects through them, as you already raffled off food and gifts donated have students there who are committed to leadership and challenge. by local groceries and department stores to raise money to 5. Don't expect that every student will be excited about character education furnish a secondary school li- projects, and do not force participation upon all students. Often, the more brary in Nepal. (Months later, reluctant students get pulled along by the excitement of other students any- we received back a 10-page diary way, so try to let this occur naturally. of the Peace Corps volunteer's 6. Do projects that are small in scale but may still be large in impact. Sending four-day trek through the get well wishes to one individual is teaching students the message that the Himalayas to purchase and world gets better one day, one person at a time. transport the books, as well as 7. Don't focus solely on fund-raising activities. This may limit participation to photos of the "library," that was students who can "afford" to be charitable. little more than a storage shed filled with books, two tables, and 8. Keep a journal, diary or scrapbook of the activities undertaken in successive many happy students!) years. Studentsand otherswill be amazed at the personal history that Inviting into school the Director such chronicles represent. of the local Animal Protective League, who spoke of the care Figure 3. Important Reminders in Designing Character Education Projects and responsibility of pet owner- ship. She brought in Snuggles, a lieve there are such nice people in ter way to tap into the wisdom and terrier mix puppy, and the stu- the world. Here are people who kindness of childhood than through dents, collectively, wrote a letter you'll never know and will never school-based activities that are best for the local newspaper's know you, yet they are willing to measured by using the yardsticks of "Adopt-A-Pet" column asking help." empathy, compassion and hope. for someone to take Snuggles ...Back to Brian, our first "Project into their home. (The letter was ...and that's the point of leader- Person to Person" recipient of good published and someone adopted ship, isn't it? Not responding to a wishes and sincere support. Brian's Snuggles that same day.) call for help or a need for a thank progress was slow (it still is), and he Refurnishing an entire home for you because of what you might get was not able to visit our classroom a household of seven who had in return, but rather, what you might that year, as he had wanted to do. lost all of their uninsured posses- help others gain by your recognition However, his wife and children did sions in a fire. Championed and that we all share the same space in visit, and they became our unofficial coordinated by three sixth this ocean of existence called life. "room family," comrades in hope graders, the students solicited Character education programs and bearers of Brian's messages to help from all members of the may or may not help to improve two classrooms of children who communityfriends, neighbors, scores on standardized tests, but took the time to help a onetime relatives, businesses. what character education will do is stranger who had grown to become Everythingfrom clothing to bring together a community of our friend. lamps to a refrigeratorwas col- learners who are seeking answers From my perspective as the lected and distributed to the fam- whose solutions begin in the soul teacher, the greatest lesson learned ily, whose mother gave this mes- and emanate outward. For those that year is one that can never be sage: "It sort of restores your middle school students who are measured by a test: the capacity to faith in people. It's hard to be- "gifted in the heart," there is no bet- care.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 References: Resources in Character Education Delisle, D. and Delisle, J. (1996). Growing good kids: 28 activities to The Character Education Partnership (CEP). This is the "flagship" opera- enhance self-awareness, compas- tion of many other service learning and character education programs. sion and leadership. Minneapolis: The CEP publishes its own journal, Character Education Journal, sponsors Free Spirit Publishing. national and regional conferences, and has developed "Eleven Principles Lickona, T. (1991). Educating for of Character Education," which is available on its website. Contact CEP at character: How our schools can 800-988-8081, 91816th St. NW, Washington, DC 20002. Website: teach respect and responsibility. www.character.org New York: Bantam Books. Standing Tall: A Character Education Service Learning Program, pub- Purkey, W.W. and Novak, J. M. lished by The Giraffe Project. This curriculum guidebook for grades 6-9 is (1996). Inviting school success: A filled with ideas for implementing charactei: education in your community. self-concept approach to teaching, Also, it introduces students to "giraffes," people across the world who learning, and democratic practice "stick out their necks." Contact the Giraffe Project at (360) 221-7989, PO. (3rd Edition). Belmont, CA: Box 759, Langley, WA 98260. Website: www.giraffe.org Wadsworth Publishers. National Youth Leadership Council (NYLC). This organization reviews Roeper, A. (1995). Annemarie Roeper: national character education/service learning programs available world- Selected writings and speeches. wide for K-12 students. Their publication, Learning by Giving K-8 Service Minneapolis: Free Spirit Publish- Learning Curriculum Guides," are especially helpful and practical. A jour- ing. nal, The Generator, is devoted to service learning, as is their quarterly newsletter, Making the Case. An annual conference is offered. Contact DR. DELISLE is Professor of Education NYLC at (612) 631-3672, 1910 W. County Road B, St. Paul, MN 55113. at Kent State University in Ohio and a Website: www.nylc.org middle school teacher of gifted stu- Quest International The mission of Quest is "to nurture responsibility dents in Twinsburg, Ohio. His newest and caring in young people where they live, learn, work and play." By sup- book, Once upon a mind: The stories porting adults who work with young people, Quest offers programs and and scholars of gifted child education, materials useful for educators and counselors, including Skills for Adoles- will be published by Harcourt-Brace in cence (Grades 6-8) and Skills for Action (Grades 9-12). Contact Quest at 1999. (800) 446-2700, PO. Box 4850, Newark, OH 43058. Website: www.quest.edu

COLLEGE PREP tion, Meeting the Challenge (1996). different strengths and opportuni- Continued from 8 Intrying to match colleges and ties. Some are better suited to meet students, there are many good the needs of certain children. Hence, school to deepen and broaden choices. The best selection will be it is worthwhile now to develop a understanding. This approach is made when parents know and sense of learning styles and student especially helpful to under-chal- understand their students. What are needs. In high school it will be easier lenged students. Help them explore the individual learning needs? Are to correlate student needs with col- areas of interest, to make connec- there disabilities that need to be lege strengths. tions between their interests and accommodated?, Assist students in what is being studied in school. developing and recognizing their Assist in developing time manage- value systems, interests, and pas- ment strategies. Typically the inten- Get to know and understand your sions. Help them to recognize what sity and varied interests of GATE children and help them get to know is and is not important to them in children involve them in many activ- themselves. If you don't already life. Recognize that children are indi- ities and that can lead to over exten- know about the characteristics of viduals, not clones of parents. They sion, or "burn out" without the wise gifted children, now is a good time to frequently have differing values, counsel of parents. Colleges look for learn. That knowledge base will be interests, and goals, and although the well balanced child, one who is beneficial in understanding your chil- that may be difficult for parents to actively involved in the community, dren. One source of "characteristics accept, abide we must. academics, and school organiza- of the gifted" is the CAG publica- In addition, different colleges have tions. Time management becomes

44 91 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 the key, and with parental support it everything they need to do. Be a sup- is even better because it can be easily becomes a life-long skill. porter. For example, by knowing updated. Include the basics of name; your child, you will recognize address; phone number; e-mail; fax Visit college and university cam- whether you will need to prepare the number; schools attended; grades puses with your children. On any computer profile (described in the received; in school and out of school vacation, weekend excursion, or student list) or if your child can activities; standardized exams taken, occasionally even for an evening out, readily accept the responsibility. their dates and the scores; dates of try to incorporate a visit to a college jobs; community service; honors and campus. At this time, the informa- Begin the process of "letting go" awards; educational and/or career tion sessions and tours aren't impor- gradually now, if you haven't goals. The profile will be very help- tant (they are crucial by the junior already. Believe it or not, the next ful later in completing college appli- year), but letting students get the four to six years will fly by. While cations and when requesting teacher "feel" of a campus is. Each school you are still the parent with the and counselor recommendations. has its own culture and atmosphere. responsibility for your children, they The profile will provide them with The physical appearance may be need to increasingly know them- quick reminders of you as a student. how the school is remembered, but selves and become self-reliant. We it is the "feel" that will be the deter- need to support and guide them in Look for special summer (or break) mining factor in whether or not the this effort so that when they do programs and participate whenever student ultimately applies to or leave the nest, they will be able to possible. There are a variety of talent chooses to attend. Even though they handle all the day-to-day decisions searches for middle school students may not recognize it, students begin successfully. that provide opportunities for stu- to form a sense of where they will be dents in grades 6-8. Two of these comfortable. STUDENTS programs are the UCI Academic Tal- Be sure to visit a variety of types Students need to take an active role ent Search at the University of Cali- and sizes of colleges and in different in the college preparation process. fornia at Irvine, and the IAAY, The locations of the country if at all pos- Here are some key topics to con- John Hopkins University program. sible, but definitely visit those sider. There are various other programs schools around you. Try to incorpo- such as Super Camp, and many rate private and public, small and Read, read, read. Studying for the local programs to explore that are large, four-year and two-year col- SAT and other standardized exams fun and will build skills needed for leges, and universities on your tours. doesn't begin in high school and cer- success. Look at the buildings, where the tainly not the weekend before the A side benefit of some of these school is located compared to the exam. Studying and taking practice programs is that they are held on surroundings, and consider what the exams is helpful, but the test mea- college campuses. As noted in the surroundings are like. Does your sures knowledge acquired over time. preceding parent section, college student feel comfortable in that envi- Vocabulary plays a major role and campus visits are essential. These ronment? Involve children in the one of the best ways to build vocab- programs give the student exposure planning of trips and researching ulary is by reading. Students should to different surroundings, often on something about the colleges in the keep a vocabulary journal in which college campuses, and to people area. Assist them in taking owner- each unknown word is written, later from varying parts of the country. ship of the planning process. Ulti- defined using a dictionary, and then These programs will not only be mately the choice they make for used in sentences. Reading most intrinsically beneficial but will also their post secondary lives is theirs anything is acceptable, so long as the look good on the college profile or alone, difficult as it may be to student is engaged, but classics that resume. accept; therefore, their early and interest the student should be inter- continuous involvement without mingled. Remember that most col- Get to know and understand your- pressure is essential. leges require the SAT or ACT as part self. The more you recognize what of the application process, and makes you "feel" good, e. g. being Develop a supportive and nurturing regardless of what is thought of stan- alone or with others, in large groups relationship including open channels dardized examinations, they are uni- or in small ones, the easier it will be of communication. Be a coach in versal measures colleges can and do to make decisions later. Would you encouraging your children to do the use to assess future success and com- like to be in another part of the things they need to in preparation patibility with a given institution. country for a brief time, to experi- for post secondary education as well ence a "real" non-California winter? as helping to keep them motivated Start a student profile NOW if you What would it be like to be in the now. See the accompanying list for have not already done so. A file deep south or on the East coast? Do students, and encourage them in folder is workable, but the computer you like rural or metropolitan areas?

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 45

.on St2 Participate in extracurricular activi- will be very beneficial in college SELECTED ties. Admission counselors look for where everyone is in the top of class! READINGS well rounded students and ones who Now is the time to learn these skills. Continued from 9 have made commitments to specific activities. For example, one who has Community service is highly on the value of ability grouping and the participated in a particular sport or regarded by college counselors. Seek social consequences of being labeled music activity since the primary opportunities through already exist- gifted. grades shows something quite differing contactspossibly through a ent from the one who suddenly joins religious institution or activity, Gifted Education and Middle Schools sports in high school to build a through scouts, in political cam- (1996). Videotape and Book. Reston, résumé. paigns, in charities, or with animals. VA: Council for Exceptional Children. A Again, seek your passions and product of the National Training Begin to find your passion by explore your interests. Program for Gifted Education. Based on exploring a variety of activities. Not The process of preparing for col- a Council for Exceptional Children all gifted children want to attend lege starts early. Whatever a stu- Symposium on Gifted Education and college, nor should they. Although dent's age, begin now to develop a Middle Schools (Reston, VA: January, this may sound like heresy, it is very nurturing relationship, to get to 1995). ED398666 important that each person is know and understand your student, This book and video are based on a allowed to find and follow the path to help him or her get a "feel" for symposium of leaders in the fields of which will bring the most happiness. different colleges, to establish good gifted education and middle-level edu- That may mean that a trade school study habits and a personal profile. cation, which was held to identify and or a two-year college would be bet- Parents and students working explore areas of agreement in often con- ter for an individual than a four-year together during the middle years will trasting philosophies. Emphasis is on college. Identifying possible career make the college search odyssey in identifying areas of agreement between choices early by job shadowing, high school a much smoother jour- the fields, areas of tension, and promis- research, talking with people in a ney. Happy hunting! ing directions that could engage educa- given occupation, volunteering in tors in mutual planning of appropriate the same or related job is very help- CHERIE K. DRUMMOND is the parent services for all middle-school students. ful. If you are rather sure about your of two highly gifted children in college career choice, it will help in the col- and medical school. She serves as the GUERRERO, J. K. (1995). Serving the lege selection process. For example, CAG representative to the Board from Advanced Middle School Learner in the if you know you want to be a nurse, the Palomar region, is an active GATE Heterogeneous Classroom. Paper there are only certain schools that advocate, college counselor, and Edu- presented at the Annual Meeting of the have nursing programs. If you are cation Consultant.She can be reached American Educational Research unsure, there are many colleges with at [email protected]. Association (San Francisco, CA, April a liberal arts focus. 18-22, 1995). ED385361 Resources The Chapter 2-Carnegie Middle School Take the most rigorous, yet enjoy- Berger, S. (1994). College planning for Project was designed to develop educa- able, curriculum available to you. gifted students. Reston, VA: The tional programming and to provide Although technically speaking, the Council for Exceptional Children. appropriate services to advanced and middle school or junior high grades Custard, E. (Ed.) & Katzman, J. gifted learners within the restricted mid- "don't count", the curriculum (1998). The best 311 colleges: dle school environment. This study clearly leads into the high school. 1999. Princeton, NJ: The Princeton examined the extent to which trained For example, if a foreign language is Review. (The number of colleges teachers could effectively implement taken each year in the middle years, changes each year; see advanced instructional techniques and by high school the student will be www.review.com.) curricula for gifted students in a hetero- taking the fourth year of the lan- Galbraith, J. & De lisle, J. (1996). The geneous middle school environment. guage. College counselors will know gifted kids survival guide: A teen the student has had the preceding 3 handbook. Minneapolis: Free Spirit MCEWIN, C. K. & THOMASON, J. (Apr years. The curriculum does count. Publishing. (Includes study skills 1991) Curriculum: The Next Frontier. Most courses have prerequisites. and preparing for college.) Momentum, 22(2) 34-37. EJ428991 There may also be ways to work in Peterson's Guides, (1998). Peterson's Discusses the national movement to those academic and extracurricular college money handbook: 1999. improve middle school education with awards on the application or Princeton, NJ: respect to school reorganization, curricu- resume. In addition, developing The college board website: lar issues, instructional strategies, and excellent study skills and knowing www.collegeboatd.Org various ways of applying the middle how to cope with rigor and stress school concept.

46 93CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 MCPARTLAND, J. M. (Feb 1990 ). tracking, whether it should be abolished, Academically Talented. Journal for the Staffing Decisions in the Middle the movement toward inclusiveness in Education of the Gifted, 15(3) 206-38. Grades: Balancing Quality instruction schools, strategies to meet all students' 9445874 and Teacher/Student Relations. Phi needs, and the process of untracking. Comparison of the fields of gifted educa- Delta Kappan, 71(6) 465-69. 9402386 tion and middle school education indi- Staffing patterns can significantly affect SICOLA, R K. (Fail 1990). Where Do cates some major differences in such educators' efforts to provide high-quality Gifted Students Fit? An Examination of areas as organizing for instruction, how instruction and create positive Middle School Philosophy as it Relates students learn, mainstreaming, delivery teacher/student relations in the middle to Ability Grouping and the Gifted of instruction, affective needs, and the grades. State data and Johns Hopkins Learner. Journal for the Education of the concept of giftedness. University survey results are used to Gifted, 14(3) 37-49. Special Issue: show how staffing patterns serving one Educational Reform: Impact on Gifted. TOMUNSON, C. (1994). Gifted goal may interfere with accomplishing 9420045 learners: The Boomerang kids of middle another goal. Corrective staffing mea- The emphasis of middle school philoso- school? Roeper Review, 16(3), 177- sures are suggested. phy on heterogeneous grouping is exam- 182. 9481449 ined in relationship to the needs of A variety of beliefs and practices central PETERMAN, F. P. (May 1990). Success- gifted learners. Arguments supporting to middle schools may cause special dif- ful Middle Level Schools and the such grouping based on developmental ficulties for gifted learners. Such prac- Development. NASSP Bulletin, 74(526) needs of young adolescents, social dis- tices often focus on potentially 62-65. 9408482 crimination, and the need for positive competing goals of student competen- Discusses Joan Lipsitz's 1984 treatise role models are considered. Cooperative cies versus student excellence and on ideal middle level school characteris- learning is seen to be an unproven include such practices as heteroge- tics. Many middle schools' creative instructional method with this popula- neous grouping, cooperative learning, approaches to programming and instruction. and an absence of clearly defined mid- tion (through interdisciplinary team dle school curricula. teaching, interest-based activities, the- STANLEY, J. C. (Feb 1985). A Baker's matic schoolwide events, creative prob- Dozen of Years Applying All Four TOMLINSON, C. (Jan-Feb 1995). "All lem solving, and hands-on experience) Aspects of the Study of Mathematically Kids Can Learn": Masking Diversity in and responsiveness to young adoles- Precocious Youth (SMPY). Roeper Middle School. Clearing House, 68(3), cents' developmental needs embody the Review, 7(3) 172-75. 9316881 163-66. 9498923 best features of effective gifted pro- Since its inception in 1971, the Study of Suggests that the cliche that "all kids grams. Mathematically Precocious Youth has can learn" validates educational prac- expanded from a local program serving tices that mask middle school learners' PLUCKER, J. A., & MCINTIRE, J. 19 mostly seventh graders to a national diversity. Presents case studies of two (1996). Academic survivability in high- program with an enrollment of 1,600. middle school learners, one student who potential, middle school students. This article discusses trends experE could not read, and one who was gifted. Gifted Child Quarterly, 40(1), 7-14. enced during the 13-year period and Suggests that the hard truth is that mid- 9527594 their implications for the program's dle schoolers differ greatly in the ways Qualitative methodology examined future. they learn and in their learning needs. behaviors and strategies used by 12 high-potential middle school students STEVENS, M. (Mar 1992). School TOMUNSON, C. (Spr 1995). Deciding when they did not feel challenged in Reform and Restructuring: Relationship to Differentiate Instruction in Middle school. Data analysis found students to Gifted Education. In: Challenges in School: One School's Journey. Gifted engaged in the following behaviors: Gifted Education: Developing Potential Child Quarterly, 39(2) 77-87. 9505157 selective attention, focused curricular and investing in Knowledge for the 21st A case study examines the experience involvement, involvement with others, Century. Columbus: Ohio State Dept. of of a middle school mandated to provide humor, participation in extracurricular Education. ED344408 differentiated instruction for academi- activities, and lack of effort/selected This chapter reviews recent trends cally diverse learners and considers fac- effort. Few teachers associated these toward increasing emphasis on excel- tors affecting movement toward behaviors with lack of challenge. lence in American business and applies differentiated classrooms. Clarity in these trends to school reform and defining the concept is discussed, along POOL, H., & PAGE, J. A. (Eds) (1995). restructuring in the context of gifted edu- with administrative barriers, issues Beyond 'hacking: Finding Success In cation. related to changing expectations, and Inclusive Schools. Bloomington, IN: Phi need for professional support. Delta Kappa Educational Foundation. TOMUNSON, C. (Spr 1992). Gifted ED386873 Education and the Middle School Move- VAN-TASSEL-BASKA, J.; OLSZEWSKI- This collection of papers addresses ment: Two Voices on Teaching the KUBIUUS, P.; & KUUEKE, M. (1994). A

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 47 3 4 Study of Self-Concept and Social ADDRESSING NEEDS that assignment long after it had Support in Advantaged and Continued from 11 been turned in to the project consul- Disadvantaged Seventh and Eighth tants. Grade Gifted Students. Roeper Review, strategies that have been used in 16(3)425-191. EJ481451 Texas to assist them in this are: Advanced Placement/ This study investigated differences International Baccalaureate among intellectually gifted students of Teacher as Scholar Vertical Teaming junior high age participating in full time Part of the professional development Although the Carnegie Project did intensive programs for the gifted. Find- that was offered teachers in the not use vertical teaming as a compo- ings indicated some differences based Carnegie Project included a unit nent of its professional development, on ethnicity and gender, but most differ- developed by Kaplan on Teacher as Advanced Placement/International ences were observed between lower and Scholar. This unit required that Baccalaureate Vertical Teaming is higher socioeconomic groups, particu- teachers respond to questions such another way Texas is enhancing aca- larly for social support and social and as, demic instruction at the middle behavioral self concept. What is the vocabulary of my grade level. discipline? Most secondary school educators ERIC Digests are in the public domain Who are the individuals who are familiar with College Board and may be freely reproduced and dis- impacted my discipline? Advanced Placement (AP) and Inter- seminated, but please acknowledge What are some of the major national Baccalaureate (IB) pro- your source. This publication was pre- resources of my discipline? grams. These programs typically are pared with funding from the Office of What are the unanswered ques- available for junior and senior stu- Educational Research and Improve- tions in my discipline? dents in high schools and most ment, U.S. Department of Education, teachers at those grade levels are under contract no. RR93002005. The The relationship between depth very articulate about the courses. opinions expressed in this report do and complexity and the questions However, it was found in Texas that not necessarily reflect the positions asked of teachers should be obvious. many middle school teachers had or policies of OERI or the Department If teachers are going to use the lan- never seen AP or IB questions and of Education. guage of the discipline with students, had little idea of what was expected they must be familiar with its vocab- for students who participated in ulary. Teachers themselves must those courses. This meant that stu- Coming your way grapple with the unanswered ques- dents destined for those AP or IB tions of the discipline if they are to courses often did not have the requi- this fall... ponder them with the students. site skills and knowledge to perform Teacher as Scholar has another well in the classes or on the exami- CAG important element considered neces- nations. To alleviate this problem, sary when working with advanced districts were encouraged to initiate Teacher and gifted learners. It required the vertical teams of middle and high Institutes teachers to become scholars them- school teachers. Vertical teaming selvesto go back to the disciplines certainly is not new. However, by they taught and reexamine them. focusing on knowledge and skills One of the outcomes of services for needed in AP and IB, the standard gifted students should be that they used in vertical teaming was raised learn the attributes of scholarly considerably. behavior. Those attributes can best In the ideal vertical teaming situa- be taught by those who are scholarly tion, teachers from grades six themselves. By being asked to read through 12 in the same discipline the latest research in their disciplines meet together. Usually, one of the and by examining the latest contro- first things done is a review of ques- versies being discussed by experts in tions from recent AP/IB examina- their fields, teachers often remember tions. Often, this is the first time the initial enthusiasm they had for middle grade teachers have seen the their discipline. Because of the heavy high standards that their students Watch your mail for workload most teachers have, it is will have to meet in order to partici- dates, details and difficult to go out and study the dis- pate in these classes. Over the course registration forms ciplines they teach. With Teacher as of the meetings, teams analyze the Scholar , this was made an "assign- vocabulary students will need on the ment" and many continued with examinations, the skills that are

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 95 required, and the scope of the con- cific disciplines, complexity empha- mathematics teachers might suggest tent. This is then compared with the sizes greater understanding of multi- that if a student is doing well in his- curriculum currently being taught to ple perspectives, cross-disciplinary tory he spend more time in mathe- determine what knowledge and con- connections, and changes that occur matics to remediate a skill, a student tent is adequately covered and what over time. Instructional teams usu- who has a passion for science might is missing. Teachers discuss which ally are composed of, at a minimum, be excused from English (if she is components of the curriculum they English, mathematics, science and keeping up) so that she might spend most enjoy, which they are most social studies teachers on one grade more time doing an independent comfortable teaching, and which level. study project in earth science. Cur- they might need assistance in imple- In Turning Points, it is stressed rently, flexible scheduling rarely ben- menting. They determine when that these teachers should have the efits individual students, but it could vocabulary, skills, and content will same students and should be given a and should be considered by teach- be introduced and reinforced and common planning period during ers as a way to support the academic review appropriate assignments for which they can jointly plan the cur- passions of young students. students at the varying grades. riculum for the students. During this The Carnegie Project in Texas did Many times, these meetings result in planning period, teachers can exam- enhance education for all students; it unintended outcomes. Middle ine links in their instruction to deter- was, however, less successful in ade- school teachers receive mentors in mine when elements of complexity quately meeting the needs of highly their discipline who can help them can be seamlessly woven into their advanced and gifted youngsters. gain more knowledge in a risk-free instruction. For example, if the his- This was true, not because of recom- setting. At the same time, many high tory teacher is discussing the Indus- mendations made by Turning school teachers enjoy the opportu- trial Revolution in class, the science Points, but because of misunder- nity to discuss the needs of adoles- teacher might emphasize how scien- standing of the recommendations. cents in the classroom, an area that tific discoveries led to the develop- Turning Points does call for an end has been emphasized at middle ment of machinery that made to tracking. So do most educators school for almost a decade. industrialization possible. The Eng- who are sensitive to the hardships Vertical teaming, sometimes called lish teacher might include readings tracking has caused for both gifted "pre-AP" or pre-IB" instruction, is from that periodreadings that and non-gifted learners. However, not designed for gifted students stressed both the wonder and the Turning Points also stresses meeting alone. Indeed, its primary purpose is concern over the growing industrial- the the individual needs of students. to improve and upgrade the educa- ization of society. The history and This means that the instructional tion of all students. However, this English teachers might work needs of the gifted are just as impor- improvement is the first step to together on a unit that compares tant as those of students requiring enhancing services for advanced and some of the writings on the indus- extra assistance. While the Carnegie gifted learners. If even a small com- trial revolution with writings taking report suggests several instructional ponent of what is normally done in place currently on the information options, many educators, in the gifted programs can be appropriated age, and ask students to ponder effort to end tracking, implemented by the general school program, ser- some of the unanswered questions both heterogeneously grouped vices for advanced students can be related to "progress." By taking classes and stressed, either overtly or refined so they more adequately advantage of the instructional teams covertly, the dominance of whole address the students' needs. Addi- to increase the complexity of the group instruction at the expense of tional information on AP vertical curriculum, instruction can become any other form of instruction. This teaming may be obtained from the much richer for all students. is neither suggested nor condoned regional College Board office, while Turning Points also encourages by Turning Points. information on the IB Middle Years the use of flexible scheduling to Program may be obtained from the enable students to have longer or Classroom Strategies International Baccalaureate office in shorter time periods with given dis- A heterogeneous class does not and New York. ciplines. Indeed one of the rationales should not mean one size fits all. Developing teachers with good of the instructional team is to have Heterogeneous grouping can backgrounds in their disciplines is teachers plan "science days," for address many of the needs of gifted the first step to introducing depth example, so that more complicated students if an array of teaching into the middle school classroom. experiments might take place. strategies and resources are Because the middle school reform Because the four teachers included employed. As a start, middle school movement highlights instructional on the team have the same students, classes should include texts and teaming of grade level teachers, it also is possible to provide flexible other materials from the high school adding complexity is easier to scheduling for students who are so that more advanced learners have accomplish. If depth focuses on spe- advanced in an area. Just as the more sophisticated materials to use.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 49 Learning centers should include occur when they do not have the BACCALAUREATE activities appropriate for a broad opportunity to interact with other Continued from 17 range of students, possibly from students who have the same "afflic- fourth grade to twelfth grade, so tion." It does not destroy the middle endeavor that continues throughout that all students might use the same school concepts introduced by the the MYP years; it demonstrates the center while focusing on appropri- Carnegie report to provide these stu- skills and attitudes outlined in the ately challenging tasks. Teachers dents some time together. In fact, common themes and embodies the might have some students reading to Turning Points strongly recom- objectives of the MYP. It may take themselves while they work with mends student advisory periods, the form of an essay, an artistic pro- other students on either challenging something that may be used to meet duction, science experiment, an assignments ranging from below to the affective needs of gifted learners. invention, or a presentation of busi- well above grade level. It is particu- In many cases, Turning Points ness or management skill. The larly important for students to be was unfairly used as an excuse to assessment process is closely super- learning or refining their abilities to end practices that administrators felt vised by the MYP teacher and is work independently and small hurt students other than those who organized within the criteria of the groups of students might be working were gifted and in need of advanced IBO. in the library or with high school level services. This led to confusion As a staff we had to look at our mentors on a variety of long-term and confrontation when none was grading system and bring it into the assignments. necessary. By carefully reading the framework. We also needed to look Students might be a part of two report and by realizing that it advo- at the way we have and will be cooperative learning groups, Group cates on behalf of all middle school assessing our students giving them A and Group B for this example. It students, including those who are more responsibility for their own is important to remember that one gifted, Turning Points recommenda- achievement. Program evaluation is of the purposes of cooperative learn- tions can be used both to strengthen a yearly mandate. A team of educa- ing is to have students learn to work the general school program as well tors visits at least once during the together harmoniously. Anyone who as the services for gifted adolescents MYP teaching cycle to assess the has worked with gifted students at the same time. It takes patience, effectiveness of the program. Com- readily acknowledges that these stu- hard work, and determination, but mendations and recommendations dents often need to learn this charac- it canand mustbe done. are part of the visit based on the teristic most when working with IBO established criteria. We are others of like ability. To assure that REFERENCES learning to make decisions based on this happens, Group A might be a Carnegie. (1989). Turning points: the effectiveness of what we do. This heterogeneous group of students and Preparing American youth for the is a shift in how we look at ourselves may be used when the objectives of 21st century, Carnegie Council on and very closely aligned to the Cali- an assignment make such groupings Adolescent Development, Carnegie fornia and federal mandates which appropriate. Group B might be a Corporation of NY. have recently been enacted. group that is more academically The College Board, Western Regional homogeneous, when advanced and Office, 2099 Gateway Place, Suite Authorization gifted students could work together; 480, San Jose, CA 95110-1017, Authorization to become a MYP is again based on the objectives of the 408-452-1400, www.college- granted by the IBO after a site has assignment. board.org. completed a self-study, received Grouping gifted students together International Baccalaureate Organiza- training, developed a curriculum still seems to be the primary point of tion, North America-Caribbean which reflects the IBO criteria, and contention when it comes to services Regional Office, 200 Madison undergone a formal IBO review. in the middle schools. While clearly Avenue, Suite 2301, New York, Our authorization process included some academic needs may be met in NY, www.ibo.org. completing the 16-part application the heterogeneous class, others needs Kaplan, S. (1994). Teacher as scholar, checklist and creating a thick report can not. This is particularly true at unit of study, duplicated. of our accomplishments in the plan- the middle school level. Educators Texas Education Agency. (1996). ning stage. This process gave the who work with adolescents know Texas State Plan for the Education opportunity for the staff and com- that being accepted by their peers is of Gifted/Talented Students. munity to look at the total curricu- one of the critical needs of all middle Austin, TX. lum, plan the budget to reflect the school students. Many gifted stu- curricular and other needs, review dents feel different and, in fact, are EVELYN HIATT is the Associate Senior our resources, focus on student different in the way they learn and, Director of the Division for Advanced needs to accomplish the IBO objec- as important, how they think about Academic Studies for the Texas Educa- tives, seek broad community input learning. Feelings of isolation often tion Agency in Austin, TX. for our campus, assess staff qualifi-

50 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 cations to plan for appropriate staff may observe on the campus. "I have spent by staff and community that development, and assess financial the opportunity to learn different brought us to this exciting phase of and technical support for our subjects on a world-wide standard continued implementation. It is also endeavors. It has been a catalyst to and I identify with students around difficult to document the combined develop a carefully planned and the world," is a pretty strong state- efforts put forth by staff, commu- defined education for our students. ment from a middle school student. nity, and students. It is not difficult, The value of success through work however, to log or document the Program Requirements is reflected in the comment, "You enthusiasm found on the Burnett The program calls for eight subject have to really want to succeed to campus and the excitement for areas concurrently every year for succeed in IB. Once you see the learning that is present in every every student. The eight required reward you can obtain, you know class. It is also not difficult to docu- subjects to be taught in the program you can succeed." Students tell their ment the increased achievement of are English, foreign language, audience on the video, and in person students who are having an acade- humanities (defined as history and to campus visitors, that they learn mic experience that promotes enthu- geography), science, mathematics, how to study and how to learn and siastic, productive, and happy the arts, physical education, and they feel prepared for going on to lifelong learners. technology. Within our district we higher levels of study. Another stu- have a six period day. Court man- dent is quoted as, "School is tough, Note: Recent legislation in Califor- dated bussing to achieve integration but you get plenty of support." That nia has been passed to assist high pretty much dictates our school day. support comes not only from well- schools in the amount of $25,000 By integrating technology and arts trained staff, but from classes that annually to offset the cost of the IB into all subjects the requirements for teach time management, critical Diploma Program. The MYP at this curriculum and teaching strategies thinking skills, advanced learning time does not receive any state assis- were met. In our program the tech- skills, and leadership. Students see tance and must rely on local sources nology and art teachers integrate school as a good place to be. for funding. those subjects into other regularly A list of schools, the programs scheduled courses within the school Staff Excitement and guidelines, regional offices, day. Technology is integrated pri- The staff is also excited about the regional representatives, and general marily into the Language classes. Art program. They feel supported in information may be obtained from is integrated into the history and their teaching efforts with the train- the North American and Caribbean social studies classes. ing they have received, the coordina- Regional office at 200 Madison Teachers need to plan and deliver tion and integration of curriculum, Ave., Suite 2301, New York, NY lessons to show all subjects within and the common objectives for 10016, 212-696-4464 or the IBO the areas of interaction outlined teaching and learning. The positive website: www.ibo.org. above. To accomplish this we spent attitude of the students and the high the first year visiting other MYP standards of the program energizes BARBARA LATEER was a middle sites and looking at the curriculum. them and helps to provide fertile school assistant principal and an ele- The second year we planned and ground for their teaching efforts. mentary principal before coming to developed our curriculum within the This program requires continued, Burnett Academy as its principal and MYP guidelines. The accreditation careful, and coordinated planning. leader in bringing the authorization of visit from the IBO took place during At Burnett, this task is carried out by the IBMYP to that site. the third year. This last process is Gail Uyehara, a former language similar to other accreditation arts teacherwho now coordinates processes such as the WASC for high the five-year MYP at Burnett Acad- schools. At the end of these three emy and San Jose High Academy. For the latest news years, the entire staff will have She works half time at Burnett for received training in either New all students in grades 6,7, and 8, and and information, and York, Quebec City, Toronto, or half time at San Jose High Academy Montreal from the IBO. where the MYP is offered to student a vast array of gifted in grades 9 and 10. San Jose High Student Response Academy has offered the lB resources, check the Students are very enthusiastic about Diploma Program in grades 11 and the MYP. We produced a video fea- 12 for several years. By expanding CAG website at turing Burnett students which was the program to include the MYP, mailed to all incoming sixth graders. students may be enrolled in the lB www.CAGifted.org. Personal testimonies on the tape program for as many as seven years. reflect the positive attitude visitors It is difficult to log the long hours

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 51 ANALYSIS the best teachers assigned to and the George makes in this section is in Continued from 26 best teaching strategies used in gifted reference to the U.S. constitution. education classes, again denying He states: port their claim that advanced learn- resources for the students as a whole ers are not adequately served in reg- (p. 23). Parents of gifted children The state must do its best, with ular classes. As he so frequently will no doubt be surprised to learn its limited resources, to provide a does, George uses loaded words in how much power they have! `uniform' education to all stu- claiming that there is no need to dents, assisting those who need "permanently remove and isolate PROPOSITION THREE help to reach the minimum level gifted and talented students in rigid In their eagerness to establish of uniform standards. Asking the ability groups" (p.18). effective programs, some advo- schools to organize and operate cates for gifted and talented so as to provide enrichment PROPOSITION TWO students have been guilty of beyond a curriculum which pro- The implementation of GT pro- less than professional activity in vides a uniform curriculum may grams frequently involves spe- their interpretation of the evi- be unconstitutional. (p. 34) cial grouping arrangements dence on middle schools, gifted which provide GT students with programs, ability grouping, and Renzulli and Reis Present His- learning privileges which are related issues, and the recom- torical Narrative denied to the other middle mendations which they issue After such a blistering attack, it was school students, depriving these for school programs related to a relief to move on to the Renzulli students of their proper share of that research. (p.26) and Reis chapter entitled, "Gifted- the resources that the school ness in Middle School Students: A has to offer. (p.20) George describes the most Talent Development Perspective." "widely circulated" writings of sup- While this chapter is twice the length George argues that by 1994, "in porters of gifted education as "unin- of George's, its content is much virtually every state the average formed," "premature in their more familiar to readers in the field school district was becoming more conclusions," "unconcerned" about of gifted education and will not be and more financially desperate" (p. anything but the "narrow academic extensively presented. They open by 20). He maintains that under such achievement of the smallest and acknowledging the existing contro- conditions, any money spent on pro- already most privileged group of stu- versy, stating that it has at times grams for gifted students deprives dents in the school" (p. 26). He been acrimonious, and that their the rest of the student body of badly characterizes these supporters as purpose is to attempt to reach a needed resources. He also claims selfish in the extreme and ponders "rapprochement" between the par- that classes for gifted learners are why they are not working instead to ties. They also pay homage to the often smaller in size than regular solve the larger social school prob- middle school movement as the one classes, thereby taking more than lems of segregation, racism, income that "shows the greatest potential their fair share of teaching resources. inequality, and the disintegration of for real and lasting change" (p. 48). He cites no evidence for this claim, the cities (p. 27). He ends this sec- Renzulli and Reis describe a but in my 20 years of teaching in the tion by stating that if advocates for broadened conception of giftedness middle grades, the opposite was usu- gifted would show more concern for as it has evolved from the narrow ally the case; gifted classes were the school as a whole, others would prescription of Terman's "top one filled to capacity with "adds" at the be more responsive to their needs (p. percent" of students scoring on the beginning of the school year; and 33). My own experience has been Stanford-Binet Intelligence Scale to when gifted transfer students arrived that parents of gifted children are the more inclusive perception held during the year, school administra- often the most involved, participat- by most practitioners today. They tors believed they had no alternative ing in PTA activities such as school acknowledge that the earlier, narrow but to place them in,and increase fund-raisers and band boosters. definition was justly criticized, but the class size of the gifted classes. We They are in for a another surprise to note that newer definitions bring were finally able to persuade district learn how selfish they are. their own challenges, including the officials to agree that no gifted class subjectivity involved in many mea- should be larger than the average for PROPOSITION FOUR surements used today. This leads to that grade level in regular classes; we Educators have more urgent a description of the similarities and considered that to be great progress. concerns which require the con- differences of "schoolhouse gifted- George also accuses parents of certed energy and commitment ness" and "creative-productive gift- gifted children of using political of all of us. (p. 33) edness." They explain that while clout to unfair advantage; because of both are important, the second per- their contacts, they manage to have The most astonishing statement mits the student to become a "first

52 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 99 hand inquirer" rather than simply a favor of heterogeneous classes. Par- controversy and contention existing learner of prescribed lessons. They ents of these middle school students between the leadership and practi- believe this change in emphasis is worry that insufficient challenge at tioners in the fields of middle school critical. this time will leave their children and gifted education. unprepared for the rigors of high For over 15 years we have advo- school, and beyond that for college. George Responds cated labeling the services stu- They go on to clarify the difference Professor George begins his response dents receive rather than labeling between ability grouping and track- chapter in a much milder tone, com- the students. We believe that our ing (i.e., tracking as a placement in plimenting Renzulli and Reis for field should shift its emphasis which the child remains throughout their broadened concept of gifted- from a traditional concept of the school years, and ability group- ness, their emphasis on talent devel- "being gifted" (or not being ing which is flexible and changes opment, and the reasonableness of gifted) to a concern about the according to need and over time) (p. the schoolwide enrichment model. development of gifted behaviors 70). But he quickly gets back to the busi- in students who have high ness of lambasting supporters of potential for benefiting from spe- Schoolwide Enrichment Model gifted education. A considerable cial educational services. (p. 56) This groundwork brings them to a portion of this chapter is devoted to description of the Schoolwide his characterization of "advocates" Reasons for Differentiated Enrichment Model which was first for gifted education whom he Curriculum introduced by Renzulli more than believes aim at destroying the public They go on to identify and cite evi- 20 years ago. Briefly, for those not school system. He castigates Ren- dence for several reasons why cur- familiar with the model, it incorpo- zulli and Reis for continuing their riculum differentiation is necessary rates three types of learning: "fusillade of negativity" against the including: Type I enrichment is designed to American public schools. 1. The trend in "dumbing down of expose students to a wide variety of textbooks" makes providing ade- disciplines, topics, occupations, hob- I refuse to give silent acceptance quate challenge for advanced bies, persons, places, and events that to the erroneous claims of the learners difficult, particularly would not ordinarily be covered in bankruptcy of the regular class- when districts buy only one text- the regular curriculum. All students room. I refuse to believe that an book, usually at grade level. should be exposed to Type I enrich- adequate rationale for the educa- Textbooks have decreased in dif- ment. tion of gifted students cannot be ficulty by as much as 2 to 3 years Type II enrichment consists of developed except on the corpse in grade level from the levels at materials and methods designed to of the regular classroom. I can- which they were written in the promote the development of think- not endorse any proposed rap- 1940's (p. 62). ing and feeling processes; some prochement between middle 2. Textbooks contain significant enrichment activities are general school educators and advocates repetition of material, with only such as creative thinking and prob- for the gifted that is built upon about 25% of the pages in a typi- lem solving, while some are specific acquiescence to what I regard as cal seventh and eighth grade and involve advanced instruction in errant claims. (pp. 117-118) mathematics text containing new an interest area selected by the stu- content (p. 63). dents. At one point he likens good teach- 3. There is a mismatch between stu- Type III occurs when students ers to shepherds caring for their dent ability and instruction and become interested in pursuing a self- flocks whose tasks are "to move a assignments that are too easy selected area and are willing to com- herd of sheep forward at an appro- encourage underachievement mit the time necessary for advanced priately rapid pace, while they (p. 64). content acquisition and process encourage stragglers to keep up, training in which they assume the search for those should stray, and Renzulli and Reis acknowledge role of the firsthand inquirer, the one look out for the dangers to the that there is much controversy earlier described as "creative-pro- progress and safety of all" (p. 123). regarding ability grouping, particu- ductive" giftedness (pp. 96-97). In my opinion, the image of gifted larly at the middle school level. While the Schoolwide Enrichment students (or any students) as sheep is Within-class grouping is common in Model may be considered by many not pleasant to contemplate. elementary schools while honors in the field as only one of many pos- George goes on to list 17 reasons and Advanced Placement classes are sibilities for delivering services to to prefer heterogeneous classrooms, common in high schools. However, middle level advanced learners, the many of which have merit, and fol- in the middle years, the philosophy presentation is persuasive and lows them with "special benefits to is against ability grouping and in offered as a possible solution to the the gifted student" including:

CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 53 1 0 0 "overlearning is not always a sports development activities need to bad thing band and chorus be eliminated. the helper often learns more extracurricular activities such as 4. The Schoolwide Enrichment than the one being helped clubs (pp. 156-157) Model offers a promising path they will gain social acceptabil- Their ending statement reads as for encouraging talent develop- ity follows: ment. they will have more realistic 5. "Enrichment clusters" fit well self-concepts (pp.137-138) Perhaps, instead of placing all with middle school curricular the blame for the growing dissat- options. Almost incredibly he concludes isfaction with our schools on 6. Teacher collaboration will lead with a section that specifies that aca- programs for gifted students, we to students' needs being better demic rigor should never be allowed could end this response with a met. to be overbalanced by affective and call for unity, creativity, and a 7. Integrated curriculum can be a social concerns, and that "We must commitment to work together to useful vehicle for balancing never, ever, reduce the educational provide challenging, rewarding deductive and inductive learn- experience of gifted students to that learning experiences for all stu- ing strategies. (pp. 180-182) of teacher's assistant, cooperative dents in our schools while simul- learning leader, or tutor" (p. 143). taneously realizing that these Professor Erb even suggests that However, is it not precisely because learning experiences will never some ability grouping may be these things happen on a regular be the same for everyone. (174) acceptable. "From the perspective of basis that parents and leaders in the middle school concept, there is gifted education see a need for spe- Erb Provides Moderation no reason to not have grouped cial programs? Despite his argument After completing this portion of the classes within a heterogeneous that theoretically the needs of gifted text, the question in my mind was, team" (p. 191). He rightly points students can be accommodated in "Is this the best the National Middle out that the strength of the middle regular, heterogeneous classrooms, it School Association could do? With school concept is that a teaching isn't happening. all their resources, don't they have team can make this happen whereas someone less extreme to act as a it could be very difficult for teachers Renzulli and Reis Respond spokesperson?" Fortunately, it was working in isolation. For their part, Renzulli and Reis sys- not the best they could do, for the tematically examine the four propo- publication is saved by the culminat- Conclusion sitions originally delineated and ing chapter of editor Erb. Professor Reading this book made me angry proffer alternatives of their own and Erb brings a refreshing draught of at times, but it was indeed provoca- pointed examples of errors in moderation, restoring some confi- tive, and provided insights into George's evidence and/or conclu- dence in responsible middle school issues of which I had not been fully sions. In a discussion regarding the leadership. aware. And many of the recommen- "sanctity" of heterogeneous class- Professor Erb chooses to focus his dations made, especially by Dr. Erb, rooms in the middle school move- remarks on the curricular and are ones that gifted education teach- ment, they suggest that it is usually instructional aspects of the dilemma ers and parents should consider and not the classroom teacher or site since the primary audience for the profit from. Perhaps the inclusion of principal who are, in fact, trying to book is that of educators and this is an extreme viewpoint can renew our respond to legitimate parental con- the area in which they have the most commitment to providing appropri- cerns, who hold fast to heteroge- influence and ability to make pro- ate educational experiences for neous grouping; the real culprits are ductive change. He then presents gifted learners and to work toward a district officials or consulting seven statements and recommenda- rapprochement with moderates in zealots. tions, which can be supported by the middle school movement so that They also identify the additional most teachers and parents of gifted all studentsincluding the gifted programs a school would have to learners. They include: will be better served. eliminate if it truly had no differenti- 1. Current practice does not deal ated services which cost more than with (academic) diversity. MARGARET GOSFIELD is a former regular education, George's argu- 2. Identification of those who can middle school teacher and gifted edu- ment for eliminating programs for benefit from services for the cation program specialist for Ventura gifted learners. These would include: gifted needs to be inclusive, not Unified School District. She is the special education for those with exclusive. immediate past president of CAG and physical and learning disabili- 3. Class and racial barriers that the current Communicator editor. ties prevent participation in talent

54 CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 CAG PUBLICATIONS

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I PHONE Home Work SCHOOL DISTRICT Advocacy in Action Advocacy 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 educa- Item No. Oty Price Each Total ( tion.

The Challenge of Raising

Tlu, Challenge of Your Gifted Child Item No. P-03 $12.00/copy Sales Tax - Add 7.75% Roisifiv Your Shipping & Handling Here's a guidebook to answer parents' most $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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( Joining Forces District Check # A Guide to Forming Support Organizations for Ice* Fonrmfl Purchase Order # Gifted and Talented Children Visa MOD* Item No. P-04 $5.00/copy CHARGE: MasterCard Exp. Date CAG's step-by-step guide to forming affiliate Card No 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

BEST COPY AVAILABLE CALIFORNIA ASSOCIATION FOR THE GIFTED, SPRING 1999 P2 55 A No A

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

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"Pushy Parents"...Bad Rap

VOLUME 30, NO.3, SUMMER 1999 orNecessary Role? ISSUE HIGHLIGHT BY ARLENE R. DEVRIES

PARENTING THE GIFTED My Abigail, who has been gifted speak up for the.needs of grade-skipped to second bright children. How can 'you effec- Establishment and development of grade, is in a classroom tively do that? Here are some tips. optimal learning environments for with a fine teacher whom I respect; gifted youth require parents and but Abbey runs out of things to do ESTABLISH RAPPORT. WITH THE educators to work together. In this ALL THE TImEI.She is reading chapter SCHOOL issue we focus on: books and there is no one with whom Be a friend to the school. Let teach- she can discuss them. I'm happy to ers and administrators know you Guidelines for parents at home help in any way, but meanwhile, appreciate their efforts. When was and school there's my little petunia in the onion the last time you wrote a note of Advocacy actions that work patch, marking time and suffering appreciation to school personnel? the slings and arrows of children Let them know you recognize their Effective use of parent volun- who are not her intellectual peers initiatives and the time they spend teers and who have not learned respect with your children. Be specific. Early The need to foster adult gifted- for others." in the year, write an "anticipatory ness This mother's concern is echoed praise" note to your child's teacher over and over across the country, as telling him or her how you are look- Federal and state career exploration programs parents of bright children are asking, ing forward to your child being in "What can we do?" How much do their classroom because...of the you speak up for your child and excellent science activities they do; how much do you back off? Are the gerbils they loan to student "pushy" parents getting a bad rap, helpers for the weekend; or the myr- or is this a necessary role? iad of paperback books available in Schools are a reflection of our their classroom. Share information society, and parents are a vital part about your child that might be help- of the culture. Tax paying parents ful to the teacher: Express your will- havemore power than educators. ingness to discuss any concerns the Without parent support and advo- teacher may have about your child, cacy, gifted education would not and offer to be of assistance UPCOMING ISSUE survive. The universal goal of educa- throughout the year. HIGHLIGHTS tion is to meet the needs of students. Parents can aid schools in delivering appropriate education in many Fall - Young Gifted Parents of gifted children, though representing a small percentage of ways. Some involve working directly Winter - Math & Science the students, are minority stakehold- with students. Others are behind- Spring - Identification ers in the schools and deserve to the-scenes activities that send the Summer - Developing Passion, have their children's educational message to teachers that you care Leadership, Ethics needs met. It is vital that parents of See PUSHY PARENTS, 32 CONTENTS

Pushy Parents...Bad Rap or Necessary Role? Arlene Ft DeVries 1

PUBUSHED BY THE CALIFORNIA PARENT TO PARENT ASSOCIATION FOR THE GIFTED Clipping Coupons, Sharon Freitas 6 The CAG Communicator is published four times during the year. Fall, The Best of Both Worlds, Carol Danz 7 Winter, Spring, and Summer. Opinions expressed by individual authors do not necessarily represent official What Parents Need to Know positions of the Association. Subscriptions are available to non-members at an annual cost of S25. About Curriculum Differentiation, Kathleen Patterson 22

OFFICERS 1998-2000 The Greatest Myth of All, James Alvino 8 Executive Committee President: Marge Hoctor Fostering Adult Giftedness, Sharon Lind 10 Vice President: Cathleen Silva Secretary: Dana Reupert Parenting for the New Millennium, Barry Ziff 12 Treasurer. Judith Roseberry Parent Representatives Chair: Sharon Freitas Living Successfully with Your Gifted Youngster, Judith Roseberry 15 Educator Representatives Chair Linda Calvin Past President: Margaret Gosfield Parents in the GATE Classroom, Glenda R. Thomas 17 Regional Representatives Bay Area Felicia Stuckey-Smith Labeling: To Tell or Not To Tell, Paul Plowman 21 Lynn Gatehouse Capitol Nancy R. Craig Ask, Learn & Act, Virginia McQueen 31 Kathleen 0. Patterson Joshua Tree John P DeLandtsheer CAREER EXPLORATION Darlene Dolan Mission Marilyn C. Morrison School to Work, Louise Stevens 28 Phyllis Greenberg Mt. Shasta Rita Stanley Finding the Resources: School-to Career Programs Marla J. Doherty in California, Victoria Bortolussi 30 Orange Darlene Boyd S. Raenele Cote Pacific Linda Brug Judith C. Smith BOOK REVIEWS Palomar Marcia DiJiosia Raising Your Spirited Child and Cherie K. Drummond Redwood Bruce De Vries Raising your Spirited Child Workbook, reviewed by Judith Smith 18 Teri Gow San JoaquinMaurine Anderson Parents Guide to Teachers of Gifted Doris M. Pacheco Teachers Guide to Parents, reviewed by Virginia McQueen 19 Santa Lucia Vicki S. Kleinman Marilyn Lane Gifted Parent Groups: The SENG Model, reviewed by Marla Doherty COMMUNICATOR EDITORIAL BOARD 20 Editor: Margaret Gosfield, [email protected] Associate Editors Calendar 3 Curriculum & Technology: Virginia McQueen, [email protected] Letters 3 Children's Pages: Debra Johnson, [email protected] From the President 4 Parent Topics: La Dona Hein, [email protected] From the Editor 5 Special Projects: Richard Boolootian, [email protected] Advising Editor Paul Plowman, [email protected] Young People's Pullout 23 Production: Madsteve

SUBMISSION OF MATERIAL To submit articles for publication, send hardcopy anddisk (Mac or PC) saved as a text (ASCII) file or submit articles by e- mail. All submissions will be given careful consideration. Pho- tos and camera-ready artwork are particularly desirable. Send all material with name, address, phone number, fax number, and Internet address to Margaret Gosfield, Communicator Editor, 3136 Calle Mariposa, Santa Barbara, CA 93105, Tel: 805-687-9352, [email protected]. The Communicator staff reserves the right to edit all material in accordance with APA style and Communicator policy.

REPRINTING OF MATERIALS HOW TO REACH CAG Articles appearing in the Communicator may be reprinted as CAG OFFICE LETTERS TO THE EDITOR desired unless marked by 0 or reprinted from another source. 5777 W. Century Boulevard, Suite 1670 Margaret Gosfield Please credit the Communicator and send a copy of your pub- Los Angeles, CA 90045 3136 Calle Mariposa, Santa Barbara, CA 93105 lication containing the reprint to the editor. For electronic Tel: 310-215-1898 Fax: 310-215-1832 Tel: 805-687-9352 Fax: 805-687-1527 reprinting, please contact the editor. e-mail: CAG [email protected] e-mail: [email protected] www.CAGifted.org

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 BEST COPY AVAt 1 0 7 0 t° L E T T E R S CALENDAR

Unable to Find ERIC Website inspiring. The literature suggests CAG BOARD MEETINGS In the spring issue on middle many gifted children have an unusu- SEPTEMBER 17- 19,1999 schools, an ERIC website was given ally high degree of empathy. The Palm Springs Marquis Hotel for a "full list of readings," but I strategies he suggests provide ways NOVEMBER 19- 21,1999 was unable to access this website. Is to empower them to use that quality Hyatt Islandia, San Diego there another way for me to obtain and energy in ways that benefit both JANUARY 21- 23,2000 this list of readings? I would appreci- the community and themselves. Hyatt Regency, Sacramento ate your assistance in this matter. Hilary Cohen APRIL 7-9, 2000 Thank you for this wonderful Torrance, CA Fairmont Hotel, San Jose issue of the Communicator! Keep up JUNE 2- 4,1999 the fine job of sharing relevant and Doubletree Hotel, Monterey up-to-date information that educa- Additional Copies Available Your latest issue of the Communica- lloard Meetings are open to the tors and parents of gifted students public. If a meeting Is scheduled In your tor is particularly timely for me and need to be effective in achieving their area and you wish to attend, please call my school...my school, a junior the CAG office for specific educational goals. Information. Annie Muat high school, is embarking on a new, more appropriate model of deliver- Editor's Note CAG SUMMER ing the curriculum to our gifted stu- TEACHER INSTITUTES Thank you for bringing this to our dents. Thus, this Communicator will attention. That website has changed; AUGUST 16- 20,1999 be very relevant to all of us involved. Summer School for Teachers you should now be able to find it at Now, here is my big request. Is Santa Barbara www.accesseric.org. Click on "sites" there any way...I can get from 10 to AUGUST 21- 22,1999 and then "disabilities and gifted edu- 20 copies of the publication for my Curriculum Writing cation." team of teachers and administra- Santa Barbara tors? Ernest Byarushengo 38TH ANNUAL Delisle on Teaching Kids to CAG CONFERENCE Care Park View Intermediate School Lancaster, CA MARCH 3-5, 2000 Thank you so much for your recent "Century of ReflectionsHonoring issue focusing on middle school the Past, Imagining the Future" Editor's Note gifted students. At present, we are Century Plaza Hotel, Los Angeles We do make a limited number of home schooling due to an unfortu- additional copies each issue. They nate experience with a local private NATIONAL & may be purchased for $5.00 each INTERNATIONAL school. But wouldn't it be wonderful plus tax and shipping. Call the CAG CONFERENCES if all our kids could have middle Office at 310-215-1898 to make AUGUST 2 -6,1999 school teachers like Jim Delisle! His 13th Biennial World Conference of your request. article on teaching caring was most the World Council for Gifted and Talented Children, "Gifted and Talented: A Challenge for the New Viva Mona Lisa with a Mus- Millennium," Istanbul, Turkey tache! For details, call 818368-7501. The California Association for the Gifted I haven't written a fan letter since I SEPTEMBER 24- 26,1999 serves its members in many valuable was 10 years old and that was to Annemarie Roeper Symposium ways: some film star whose name I've for- "Psychological Approaches to Understanding the Gifted Self" Institutes and conferences for gotten. But I had to write to tell you Chicago, Illinois educators and families how much I enjoyed Karen Buxton's For more information, call 330.672- Parenting strategies to nurture hands-on curriculum activity (Spring 7935 giftedness 1999). It was well-written, orga- Advocacy to assure funds for GATE NOVEMBER 3- 7,1999 programs nized, and contained just the right National Association of Gifted Chil- Publications about differentiated amount of detailthe daily schedule dren (NAGC) curriculum and contemporary was especially helpful. The unique "Pathways to the Millennium" issues affecting gifted students Albuquerque. New Mexico subject matter should inspire stu- For Information, call 202-7854268 CAG is a mission-driven, volunteer dents as well as teachers. I loved it! administered, non-profit association. Sheila Madsen Northridge, CA

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 106 BEST CDF"Y-AVAILABLE- FROM THE PRESIDENT MARGE HOCTOR

ast month I purchased a multi- they can possibly be. An intelligent instruction book function travel alarm clock and a would surely be helpful. Successful parents need to learn portable hair dryer. Both came as much as possible about how to provide the best for with extensive instruction manuals and their children. They need to know what the experts say diagrams as to how to make them about questions like how to support the perfectionist; work properly and what to do if prob- how to deal with the bright child whose main mission in lems occurred. I have all of the infor- life is to challenge every thing and everyone; how to mation I need to be a successful owner stimulate the underachiever/underproducer; and how a of these appliances and even an 800 number to call for parent can be a successful advocate for their child at additional help! Wouldn't it be great if children also school. came with a manual and diagrams containing full par- Even with the best information, interactions between enting instructions. parents and children can be difficult and exhausting at This week I read an interesting feature story in Mac times. To have the best responses to everchanging chal- Addict magazine focusing on the Macintosh Computers lenges on a daily basis will never be easy. But parents Featured articles "4 Horrid Mac Disasters...and How to who are armed with good information and insights Survive Them," and "20 Ways to Keep Your Mac Up about gifted children are likely to have consistently and Running" gave me volumes of information about more productive and positive reactions and responses to what to do when the computer forgets what it really the actions and behaviors of their children. should know (system error), defiantly refuses to do There are valuable resources available. This issue of what you ask (program crashes), can't find what you the Communicator provides a wealth of information tell it to go and get (file not found), and last but not about the questions and issues involved in raising gifted least, what to do when the system completely crashes children as well as lists of additional resources and how and you see the "Sad Mac" on the screen. I am reason- they can be acquired. In addition, there are two publica- ably prepared to be a successful computer owner. tions that will be extremely helpful. The CAG publica- If only it were that easy to successfully parent gifted tion, The Challenge of Raising Your Gifted Child is an childrento have all the information and diagrams excellent resource for effective parenting of gifted chil- needed to solve their problems and to master all neces- dren. Parenting for High Potential is available on a sub- sary parenting skills. But the young don't come with a scription basis from the National Association for Gifted manual or an 800-help number. Even with manuals Children and contains informative articles for parents providing complete guides to parenting behavior, there and activities for gifted children. is still no guarantee that we will be perfect parents. We cannot offer a comprehensive manual or an 800 Thousands of VCRs in homes and schools endlessly help number, but we hope that this issue of the Commu- blink 12:00 in spite of instruction books. Water heaters nicator and the additional recommended resources will come with instructions to drain them at least once a provide guideposts for the wondrous adventures and year. Most of us don't. challenges that continuously occur during the successful Parents want to be the absolute best loving parents growth of children into young adults.

4 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 MARGARET GOSFIELD

h, Those Pushy recommendations for helping gifted children become Parents!" How independent and self-sufficient. 0well I remember There are several parent-to-parent items of interest. 1- the title of a CAG confer- Sharon Freitas, the current chair of the CAG Parent ence workshop I attended Representatives presents an at-home activity in which shortly after becoming children can learn and earn by clipping coupons for the J coordinator of gifted and family. Carol Danz describes her experience in gaining talented education in our district approval for a part-time homeschool program district. As a teacher, I for her two gifted children, while Kathy Patterson always found the parents demystifies the term, "differentiated curriculum." Mar- of my gifted students to be the most supportive in the cia DiJiosia does something similar in providing terms school and considered them a distinct asset. And despite and definitions regarding testing procedures used in the workshop title, the presenter did also, for she gave identifying gifted youth. numerous suggestions for administrators and teachers Two articles on career exploration should be of inter- to utilize the talents and skills of parents to enhance est to both parents and educators. Louise Stevens of the programs for gifted children. U.S. Department of Education describes the federally The California Association for the Gifted recognizes funded program that includes a component for gifted the need for a partnership between home and school, students which encourages the exploration of and prac- and that is why the number of parent representatives is tice in possible career choices; she also provides exam- equal to that of educator representatives on its board of ples of projects in progress. Victoria Bortolussi, dean at directors. Everyone benefits from our joint discussions. Moorpark Community College, follows with details of We include parent concerns in every issue of the the California program and how to get involved. Communicator; but just as we focused on the teaching Paul Plowman takes up the issues of labels and aspect of giftedness in the fall 1998 issue, we now focus whether or not parents should tell their children they are on the parenting aspect and how the two interrelate. "gifted." He points out both appropriate and inappro- The lead article by Arlene DeVries discusses the pop- priate uses of labels. James Alvino, editor of Parenting ular stereotype of "pushy GATE parents" and demon- for High Potential, shatters the myth presented recently strates the important role parents have as advocates. by David Cohen which suggests that parents have small Continuing with the advocacy theme, Virginia influence on the development of their children. McQueen gives practical advice as to what questions In the youth pages we publish our first Challenge parents should ask about their local programs, what winners! We are pleased to send $25 Barnes and Nobles they should know, and the actions they may take in gift certificates to Yesenia Becerril of Fontana, and Far- becoming effective advocates. In a complementary arti- yar Borhani of Irvine. We hope additional students will cle, Glenda Thomas shows teachers how to utilize the take up the new challenges in this issue; we'd especially talents of parents in the classroom with numerous like more entries from northern California! examples and guidelines in her article, "Parents in the Also in the youth pages is an interview with GATE Classroom." author/publisher Judy Galbraith, who answers ques- Sharon Lind suggests that parents will better under- tions posed by gifted students regarding their interac- stand and support their gifted children once they come tions with parents. to terms with their own giftedness in her article, "Fos- CAG and the Communicator staff consider the active tering Adult Giftedness," while perennial favorite, participation of parents to be vital to the success of any Judith Roseberry, gives at-home guidelines for living program for gifted children. And now parents, we'd like successfully with gifted children. In the same vein, Barry to hear from you. What have you found useful, and Ziff offers "Parenting for the New Millennium" with what would you like to see in upcoming issues?

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 108 PARENT TO PARENT

children's special projects saving Clipping Coupons accounts. This works well with grades three A Profitable "At Home" Economics Lesson and above, and also can be a subtle way to reinforce math skills if the BY SHARON FREITAS children write down the amounts and add them up on paper. Don't Living within a budget is always coupons to the boxes, cans, or pack- pull out the family calculator!! This a challenge and more so if there ages on the shelf. Be sure to take can be extended to include the use of is only one salary coming in. only the ones you want to purchase coupon items when children wish to Many strategies such as buying food because after the children find the help plan menus and cook meals for in bulk, joining a co-op, and grow- products, they will naturally want to the family as part of a scouting ing a garden may help, but often take them home and enjoy them. badge requirement. they only engage the adult. Clipping, The third step is to encourage the Using a coupon to introduce a redeeming, and planning meals with now "coupon empowered children" new food to the family can also be coupons is a to select and purchase nutritious fun as well as broadening the family family activity foods; this opens the door to discus- palate. Many stores also advertise with no age sions about the necessary food that they "double" the face value of limits and groups, menu planning, and even the coupon so this can be very lucra- many different meal preparation. tive; I have seen children earn $12 to individual As children grow older, there are $15 during one market visit because benefits. Try many additional ways to utilize they planned and prepared well in one or more of coupons, especially if they wish to advance. these strate- earn extra money for special pro- The not-so-obvious lessons are gies; they have jects. Have your children set up their many, including how to live within a both obvious envelopes with coupons that are budget, how to plan nutritious and and not-so- "cents-off" foods that the family appealing meals, and learning the obvious bene- normally eats; check them against value of advanced, written prepara- fits that can be the weekly grocery ads and decide tion. The time children and parents adapted to any together which items are needed for spend together with this project is size family the family meals. Set up a contract priceless. The lifelong lessons with any age with your children (they like it to be learned from this activity will be children. in writing) to encourage them to remembered when the child 0 It all begins find the items that match the becomes a parent and the process with maga- coupons which you will purchase. begins over again. zines and the After the children help put away the Sixth grader Garrett Freitas, age daily newspa- groceries, review the register slip SHARON FREITAS lives in Sacramento 12, collects coupons for baby pereither with them to determine the amount and is the mother and grandmother of food and supplies for Madison, his 4-month-old sister. your own sub- of money saved by the redeemed many gifted children. She is the current scriptions or coupons; credit that amount to your chair of CAG's Parent Representatives. ones you are recycling for an art project. Helping children cut out Sample Contract coupons neatly will enhance their small motor abilities as well as eye- Guidelines for Coupon Redemption hand coordination. Offer them a Coupon must match a nutritious food item that the family normally eats penny a coupon and you will soon Expiration date must be valid have a great pile to sort through. Note use of coupon on shopping list The second step works well with If these conditions are met, the value of the coupon(s) will be paid to: preschool age or older children. Have them pick out coupons with (child's signature) pictures of food items that they like by (parent's signature) to eat; take those with you to the on (date of payday)!!! store and help the children match the

6 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 109 The Best of Both Worlds Part-time Public School and Part-time Homeschooling for Elementary Gifted Children

BY CAROL DANZ

Imagine being granted the was in place. With this infor- opportunity to provide mation in hand, we pressed on enrichment for your gifted with what we knew we wanted children at home one or two to do for our own children, and days a week, while they con- we began to prepare a formal tinue to receive the benefits of proposal. their public school experience It was necessary to first gain an the rest of the time. Recently I understanding of the provisions received approval for such a within the California Education proposal, and to our delight, Code that would allow parents we now provide the best of . - s II II I to administer IEPs to their own both worldspart-time pub- gifted children. The Deputy I I i- lic schooling and part-time General Counsel for the Cali- homeschoolingfor our ele- I . I III fornia Department of Educa- mentary age daughters. tion informed us that our As a parent and former proposal could come under the high school teacher, I thought our vided with added enrichment activi- Independent Study clause (Educa- children would benefit academically ties. Without that necessary class- tion Code Section 51745 and fol- from homeschooling. I also believed room enrichment or differentiation, lowing; Title 5 of the California they could benefit from the social- we believed our daughters were des- Code of Regulations, Section 11700 ization and basic instruction pro- tined to mostly grade-level learning and following). vided in their public school experiences and deprived of learning The Counsel's e-mail memo to us classrooms. Since I have a high which matched their abilities and stated: school teaching background, I did interests. They were also too young Independent study is an alter- not feel adequately competent in ele- to participate in our district's very native to classroom instruction. mentary education methodology, limited after-school G/T (Gifted/Tal- It allows students to carry on and therefore did not choose to pur- ented) enrichment program. their education outside the sue homeschooling as a full-time classroom based on a written option for my children. As a result DOING OUR HOMEWORK agreement. The agreements of our successful proposal, we now We knew what we wanted to do. include requirements consistent provide our children with the best of However, we discovered there was with the local school district's both worlds by keeping them at no precedent for such a proposal. In course of study, and general home one or two days per week for discussion with the head of the Cali- supervision of each pupil's inde- at-home enrichment. It "buys time" fornia Department of Education's pendent study by a credentialed for our children to receive the office for gifted education, we were employee of the school district "gifted education" they are unable told that our request for an IEP in which the child is enrolled. A to receive at school. (Individualized Educational Pro- child may pursue their (sic) As many parents of high ability gram) for our gifted children was studies through this alternative children repeatedly attest, there are reasonable. In fact, some districts do full-time or part-time, depend- numerous frustrations facing gifted provide IEPs for gifted children, but ing on the school district's poli- youth in classrooms where their they are usually in districts where no cies, the child's interests/needs needs are not addressed. Our own G/T program is in place. In those and certainly, abilities. A dis- children were expressing frustration districts, IEPs are usually adminis- trict should assess the child to because their lessons provided little tered to gifted students on a part- determine whether independent of "anything new." They also com- time basis by district personnel. In study would be workable for plained of boredom since they mas- our own district, IEPs applied only the child and his or her situa- tered classroom content in a short to special education students and no tion. If the child would be able period of time, but were not pro- provision for IEPs for gifted children See BEST OF BOTH WORLDS, 35

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 As a movement within the larger symphony of "Nature vs. Nurture," THE GREATEST Cohen's score strikes some familiar chords. Nature and nurture work together to some degree, but inborn potential limits parental influence; biology constrains rearing. It's not one or the other, Cohen asserts: "Neither genes nor rearing alone can fully account for why individuals differ MYTH more or less in their talents, temperament, character, and preferred behav- OF ALL ior." So far, so good. But Cohen is a BY JAMES ALVINO genetic determinist whose stance on the nurture side of the debate threat- ens the very foundation and purpose t may be the most insidious myth of all. The of gifted education and magazines like Parenting for High Potential to help one advanced by researcher David B. Cohen parents make a difference in their children's lives. Nurture clearly takes a in Stranger in the Nest (Wiley, 1999), which .back seat: Parents can help a sensitive child suggests that parental influence on a child's per- to be more secure, a hyperactive child to be more self-controlled, even a talented child to be more sonality, intelligence, and character is minimal at fulfilledbut only when the bio- logical imperative underlying best. It should make even the most convicted these traits isn't so great as to counteract the effort to persuade advocate of gifted education shudder, as it ulti- and instruct. In other words, children either have mately implies that cream rises to the top, that it or they don't. If they do, fine; we can help them. If they don't, forget it. gifted kids can and will make it on their own. Cohen points out that genes bias individuals, that "Strong genetic dis- Cohen presents three "guiding hypotheses" positions tend to restrict the range of likely or even possible behavior." While there is nothing radical in this with compelling evidence mostly from studies of statement, he takes it to the next level in asserting that genes powerfully identical twins: influence not only intelligence, personality, and psychological adjust- The influence of heredity and prenatal life (na- ment, but also attitudes, religious values, vocational choices, and even ture) is surprisingly strong hobbies. Is there nothing left for parents to do? The influence of rearing and family life (nur- "Parenting is essential to a child's survival as a person," Cohen says, ture) is surprisingly weak "but it has much less impact and even less predictable effect than we have imagined on the development of intel- The effects of nature and nurture are surpris- ligence, personality, and character, all of which makes a child unique." The ingly perverse. problem here is both in the philosophy and the research design. Isn't a person's "survival" on multiple levels

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 AVAILABLE BEST COPY .-, a product of intelligence, personality, concluding that children actively cre- of our lives, woven tapestries rich in and character? How does one sepa- ate their worlds in mental life, but meaning that simply are not rate these variables from the concept this is precisely what free will is: The reducible to the laws of Mendel. of "survival," either philosophically ability to think whatever we want. This is our experience, is it not? And or empirically? Reality, and the existential choices we whether or not it turns out that the In not wanting to acknowledge make in shaping our reality, is an out- supposed foundation each of us that a child may be like clay in a picturing of our thoughts. The Indian posits in explaining our world and potter's handsthe extreme nurture sages have long taught that "The who we are is illusory, it matters not viewCohen takes the extreme world is [literally] as you see it." in terms of the meaning, the direc- nature view: Even our environments, Cohen's third hypothesisthat tion, and the energy we give to our he contends, are partly genetically perversity characterizes the effects of lives and to our children. determined. Kiss free will goodbye, a both nature and nurtureis again The law of cause and effect is concept ruled out as "obsolete" in rooted in genetics. He claims that realjust not as an expression of the face of "genetic evidence" "A major reason for this seeming genetic cl&erminism to account for derived from his studies of twins and perversity of psychological develop- the diversity of psychological devel- adoptees. He also appears to ignore ment is that a child inherits a ran- opment. Far more fundamental is the impact of environment, includ- dom half of each parent's genes, and the principle of cause and effect as it ing child-rearing, on the chemistry these will interact differently with applies to behaviors and relation- and biology of the brain. the different prenatal environment ships, as it applies to nurture. In It is here that Cohen's theories, of each pregnancy." Out of this short, all actions have conse- "In short, all actions have consequencessometimes unseen, sometimes unintendedthat we must live with by virtue of exercising our free will" regardless of the validity of his data, genetic cauldron comes autonomy, quencessometimes unseen, some- begin to lose their credibility. It inventiveness, and "unpredictabil- times unintendedthat we must live seems difficultindeed contradic- ity" of personality, which Cohen with by virtue of exercising our free toryto maintain genetic determin- again says indicates the limits of will. This is how the universe works. ism with its absence of free will, on parental influence. (This principle This is what we should keep in mind the one hand, and to assert, on the probably could be used to explain as we raise our gifted children, and other, that "Genetic influence the student massacre at Columbine this is what we should convey to our affects... our self-determination, our High School in Littleton, CO, and children in helping them exercise ability to create as well as react to why everyone seemed clueless and and inform their decision-making. environments, including family envi- dumbfounded over what motivated From this vantage point, parents ronments." the perpetrators of this tragedy.) can make a significant difference in This is the essence of Cohen's sec- The problem with the assertion of the lives of their children, can still ond hypothesis, that genes, not par- unpredictability is that it undermines exercise significant "parental influ- ents, are responsible for children's the basis of scientific discovery, that ence." I wouldn't throw in the towel resiliency, for their ability to bounce being the principle of cause and just yet. back from early adversity. Genes are effect. It probably is the case that also responsible for the "proactive personality is unpredictable, but if REFERENCE: qualities of childhoodthe self-gen- true, it means that neither nature Cohen, D. (1999). Stranger in the nest: erating and creative qualities which nor nurture can fully explain in a Do parents really shape their mean that children, far from pas- causal sense the behavioral out- child's personality, intelligence, or sively experiencing their worlds, comes associated with psychological character? New York: John Wiley actively create them in mental life development. And it may mean that & Sons. and in the social arena." research findings based on the data Call it the greatest paradox in the of genetic anomalies (identical DR. JAMES ALVINO is Executive Direc- unfolding of psychological develop- twins) are not projectable across the tor of the United States Academic ment: Genetic determinism and its general population. Decathlon. "The Greatest Myth of All" lack of free will are at the root of With cause and effect and unpre- is copyright material from the June creativity, including its spontaneous dictability at odds, we are left with 1999 issue of Parenting for High energy and novelty, and the choices freedom, with choice, with differing Potential, a publication of the National we make in actively creating and degrees of motivation, with memo- Association for Gifted Children experiencing our worlds. That's a lot riesgood and badthat shape our (NAGC, Washington, D.C. This mater- to swallow. worldview, with experiences that ial may not be reprinted without per- The fact is, Cohen is correct in have been absorbed into the fabric mission from NAGC.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 9 1 Recently I had the pleasure of participating in an Internet conference with parents in Australia about the social and emotional needs of gifted children. During the two weeks of dialogue one parent, Michelle, said, "My own experience (and I suspect that of many other parents of gifted children) is that my awareness of giftedness came about after becoming a parent. In the process of learning about how to respond to the child's needs, we parents often find ourselves discovering many things about ourselves and perhaps even dealing with a few painful memories of our own childhood experiences." She went on to say, "It's something I've noticed in my discussions with other parentswhile many of them accept their child's giftedness and associated traits, they seem to be in 'denial' about their own giftedness, or at varying stages of dealing with it." Michelle's comments are not unusual. Frequently parents and teachers express concerns about fostering growth in gifted children while dealing with the often painful process of coming to terms with their own giftedness and potential. It is difficulta sort of developmental double-whammyto go through your own developmental phases while at the same time teaching, guiding, and/or parenting gifted children. Giftedness in adults can be viewed through a 411111111, number of lenses. For this article, I want to focus on five key affective needs of gifted adults: acknowledging your own gifts; nurturing your identity development; giving yourself permission to be a growing, changing, imperfect person; taking advantage of and coping with overexcitabilities; and learning practical coping skills. In order to improve self- wi esteem and self-efficacy, it is vital for adults, as well as children, to have a firm affective foundation from J which to act. By focusing on these five needs, adults can begin to foster their own giftedness and will become better role models for gifted children by showing them the importance and value of addressing personal strengths and needs.

ACKNOWLEDGE YOUR OWN GIFTS I ° n n A The first step towards building a strong social and emotional base is to recognize and acknowledge one's own strengths or gifts. For many adults this

A facet of who they are has either gone unnoticed, 11 o . 0 e 11 been ignored, or was not expressed for cultural rea-

A sons. So, if you have not already done so, take time 0 o over the next few days to list your personal assets. Look at those around you whom you believe are s gifted. What characteristics do you share with them: intense curiosity, keen sense of hiurior, creative or artistic bents, sensual or emotional sensitivity, intense imagination, deep concerns about social issues, tenacious academic abilities, superior interpersonal skills, etc? If this is a difficult task for you,

10 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999

' 113 ask your partner, friends, children, tion, affiliation, and affinity, is understand the supersensitivity or family. Seek their input and valida- instrumental to fostering adult gift- overexcitability frequently found in tion. edness. the intellectually or creatively gifted. The next step is to be honest with Dabrowski described overexcitabili- yourself and then open with others GIVE YOURSELF PERMISSION TO ties (OEs) as a heightened ability to about your own concerns or confu- BE A GROWING, CHANGING, IM- receive and respond to stimuli. sion surrounding your giftedness. PERFECT PERSON Found to a greater degree in the cre- How do you feel being different Another facet of the process of meet- ative and gifted, overexcitabilities from your friends, family, cohorts at ing your own needs is to give your- are expressed in increased sensitivity, work? How do you feel about talk- self permission to be a person in a awareness, and intensity, and repre- ing openly about your strengths? growth process. Try to accept per- sent a real difference in the fabric of How do your gifts enhance your sonal imperfections and recognize life and quality of experience. life? How do they make your life that growth tends to move through Dabrowski identified five areas of more complicated? Self-evaluation, peaks and valleys rather than on a intensitypsychomotor, sensual, asking these questions, should straight progression upwards. Many intellectual, imaginational, and emo- enable adults to feel more comfort- gifted individuals are born with a tional. able with who they are and to sense or understanding of how A person may possess one or become more willing to share them- things (ideas, morality, justice) more of these OEs. Individuals with selves with others. This openness should be. They see more possibili- these characteristics view the world leads to modeling for children, pride ties, imagine greater outcomes, and through a different lens. They are in our assets, and a willingness to have loftier ideals than others. They often perceived as people who over- work on our weak points. can see from an early age what per- react or are just too intense. It is this fection looks like. As a result, their turbulent, complex and rich inner NURTURE YOUR OWN IDENTITY peers, teachers, and significant oth- experience that can be a blessing or DEVELOPMENT ers hold inappropriate or overly a burden to the intense, gifted per- Often gifted adults, out of compas- inflated expectations for them. son and those around them. Adults sion or obligation, focus on the These expectations, whether directly may need to deal with and take development of their children, stu- stated or implied, are sensed by the advantage of their intensities and dents, or partners while ignoring individual and he or she responds by help turn any dissonance into more their own. As Michelle said, "They trying to be perfect in order to meet of a symphony. (Please see Lind, seem to be in 'denial' about their the expectations of others. But 1994 and Lind, 1996 for additional own giftedness, or at varying stages achieving perfection is difficult and information.) of dealing with it." This leads not often unrewarded by the outside As a beginning, accepting that only to inappropriate modeling for world. So it is paramount for gifted OEs are hereditary and are part of a children, but also to unmet needs as individuals to try to develop realistic person's essence has a remarkably an adult. and satisfying expectations for them- freeing and validating effect. The The key is to take the time to find selves and others. next step is to recognize that individ- reinforcement, encouragement, nur- uals with discrepant OEs sense they turing of ones strengths and pas- TAKE ADVANTAGE OF AND COPE are speaking in different languages, sions. Andrew Mahoney (1998) has WITH OVEREXCITABILITIES or operating from different perspec- described four primary constructs Understanding the innate character- tives, or dealing with different cul- which are the "underpinnings that istics which may accompany gifted- tures relative to their colleagues, shape and influence identity" (p. ness also helps to foster adult friends or family members. They are 223). See figure 1. giftedness. The work of Kazimierz out of sync. Feelings of alienation Making an active effort to meet Dabrowski (1902-1980) provides an and misinterpretation are experi- your needs for validation, affirma- excellent framework in which to enced by both the overexcitable and the non-overexcitable individuals Mahoney's Primary Constructs within a relationship. This mismatch within a family or at work, or in Validation Personally acknowledging one's giftedness personal relationships can lead to Affirmation Gaining continual reinforcement and acknowledgement about one's giftedness from others difficulties. Affiliation Allying oneself with others of similar interests, passions, overex- Mutual respect, credibility, and citability, talents, etc. understanding may be hard to Affinity Developing a sense of calling or purpose connecting oneself with establish or maintain because the world there is a lack of shared experience or reality. Figure 1. Primary constructs that shape and influence Identity See GIFTED ADULTS, 36

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 11 PARENTING for the NEW MILLENNIUM

BY BARRY ZIFF

As young boys growing up in especially those who are

the 1940s and 50s, my attempting to parent and edu- t brother and I always under- cate the gifted child. V stood our roles in the family and the Exhaustive research has rules we were to obey without ques- demonstrated that a child's tal- tion. At school, we were expected to ents, abilities, and potential always do our best work, to be will be lost if not nurtured, and friendly and courteous, and listen parents have the greatest respectfully to our teachers. At opportunity to stimulate those home, we each had specific chores inherent abilities, especially at and responsibilities. We were an early age. Schools and expected to keep our room clean teachers can and do make a and tidy, set the table for dinner, and significant difference in the feed the dogs. As we grew older, we lives of children. However, par- became responsible for completing ents have the ultimate respon- more chores. Our parents did not sibility to create an atmosphere provide special praise or rewards for which will produce a child who completing our daily tasks. We were has a positive attitude and is usually recognized with a simple, capable of being successful in "Thank you." today's challenging and competi- Parenting in today's fast paced tive world. Parenting a child to world seems to be much more com- become a happy and successful plicated. Often, children have sched- adult becomes the ultimate chal- ules that are as busy as their parents. lenge. Parents often give the responsibility of raising their children to grandpar- PARENTAL SUPPORT A MUST ents, child care-givers, and teachers. Many parents raise their children as We can help our children by Raising an individual to be happy they were raised, or a fantasized ver- allowing them to be involved in sat- and successful is not an easy task for sion of the actual situation. Some isfying experiences which help to two parents who are committed to parents rely on instincts, and some build self-confidence. In fact, the doing an effective job, and even less live from day-to-day and situation- best preparation for adulthood is to promising for those who abdicate to-situation with no guidance, guide- experience a satisfying childhood in the responsibility to others. For most lines or thoughtful goals. All parents which children learn to function people, parenting will be the most have special hopes, dreams, and independently and acquire confi- challenging continuous activity they aspirations for their children, and dence in their own abilities. This will encounter in their lives. My when a child does not live up to may mean that children will experience has led me to believe that those expectations, the child and the encounter difficult situations which there are no simple or immediate parents experience a great deal of they must learn to resolve. When solutions to the many questions and stress. To live and learn is the nat- parents protect their children from issues that concern parents today. ural order for all children. Learning difficult situations, they do not allow The needs of children and families occurs in all situations. We need to their children the opportunity to vary greatly from community to remind ourselves constantly that develop strategies and learn how to community and from family to fam- children are not all the same, nor do deal with and overcome problems. ily. However, there are basic con- they respond to situations in the Allowing children to resolve prob- cerns common to all parents and same manner. lems helps to build self-esteem.

12 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 Self-confidence is not an inherited These and other such experiences characteristic, but rather, something contributed to her becoming a suc- we all learn from our experiences. cessful and competent individual. As CAG PARENT REPS' From our earliest moments of life, a grown woman, she is very we begin to accumulate information resourceful, independent and capa- TOP TEN about ourselves and our world. ble. By taking advantage of common These early experiences play an everyday experiences, we can help The eleven regional representatives on the important role in forming the kind our children learn to become inde- CAG Board of Directors prepared the fol- of people we become. Each new pendent and responsible. lowing list as their top recommendations experience is interpreted in light of for parents seeking resources for assist- all the beliefs and attitudes we have WHOSE JOB IS ITT ing them in parenting their gifted children. accumulated within our perception To provide an example of parenting of "self." By the time your children behavior that produces dependent Websites reach school age, their self-concepts and underachieving children, I share www.CAGifted.org are already well-formed by all the the following situation. A mother California Association for the Gifted (with experiences they have encountered. was in the act of tying her 11-year- links to other sites for gifted) This is why it is so important that old daughter's shoelaces. I com- parents play an active role in their mented that the daughter was old www.accesseric.org:81 childrens' lives during these sensitive enough to tie her own shoelaces. ERIC (articles on gifted children) early years of development. The mother responded that because www.amazon.com When my daughters were young, she was the mom, it was her job. Amazon (book finder) we went to the local park on a regu- This was her job when her daughter lar basis. On one such occasion my was a toddler. Her daughter needed Books older daughter asked me to buy her a different kind of support now due Guiding the Gifted Child by James Webb, Elizabeth Meckstroth, & "...the best preparation for adulthood is to Stephanie Tolan, 1982, Gifted Psychology Press experience a satisfying childhood in which Children the Challenge by Rudolf Dreikurs, 1964, Plume/Penguin children learn to function independently and The Challenge of Raising Your Gifted Child by the California Association for the Gift- ed, 1998

acquire confidence in their own abilities." The Gifted Kids' Survival Guide by James Delisle & Judy Galbraith, 1998, an ice cream cone from a vendor to her age and maturity. This inci- rev. Free Spirit Publishing who happened to be pushing his cart dent reflects the overly involved par- nearby. I told her that she would ent. As parents, we need to be Magazines need to buy the ice cream herself. intimately involved in our children's Parenting for High Potential We discussed how much the choco- lives; however, our involvement produced by the National Association for late swirl cone cost and how much needs to be appropriately moderated Gifted Children change she should receive from the by the personality and maturity of imagine money I gave her. I walked with her our children. produced by Johns Hopkins University over to the vendor and stood by her side as she made her request. She PRACTICE DECISION MAKING Publishers thanked the vender and asked if she Parents can provide their children Free Spirit Publishing could buy her sister a cone. The fol- with many opportunities by sharing lowing week, I stood behind her the responsibility for making deci- Gifted Psychology Press when she purchased the ice cream. sions. Asking questions like, "Do Each time, I commented on how you want to wear the blue or green SENG (Supporting Emotional Needs of the well she dealt with the situation. In dress today?" helps children learn to Gifteda model for parent discussion the following weeks, she was able to make decisions and become respon- groups) go to the vendor without my sup- sible. The parent in this situation has Talent Search (for summer programs port. She was proud of her ability to already set the limits and expecta- for gifted students) be so independent and capable of tions by providing choices which are asking and getting what she wanted. See NEW MILLENNIUM, 37

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 116 13 "You're Going to Takea Test..." BY MARCIA DIJIOSIA

you're going to take a test..." These are words other influences are instrumental in determining the that can strike fear in the hearts and minds of outcome;a score of 100 is an average score, 120- most people. Testing is usually performed in 129 is superior and 130 and above is very superior; order to make decisions about the individual. There crystallized intelligence looks at what a person has may be instructional or curricular decisions, selection been exposed to and learned up to a finite point in for employment, placement or classification decisions, time, while fluid intelligence looks at how a person and sometimes personal decisions. Testing allows for learns, reasons and processes information additional information in a measured way so proper norms judgments can be made in an objective manner. when a person or group is compared to a general The vocabulary that surrounds assessment is often reference group; most often stated as an age, grade, complicated and foreign. When the teacher, counselor, percentile or standard score norms; when norms or school psychologist reports scores to the parent, a are used in testing, the test is referred to as norm- look of bewilderment often crosses the parent's face. referenced; most reliable when a variety of socioe- The following is a quick glossary of terms that may conomic levels, ethnicities and geographic areas are aid in better understanding the testing process. used and with good representation in numbers percentage vs. percentile ability testing percentage refers to the number of correct answers Describes what a person has learned (achievement as a fraction of all problems or tasks presented, per- testing) or indicates the mastery of specific skills centile is the percentage of the group that was sur- (content or criterion-referenced tests) passed by the individual's score aptitude testing raw score Predicts future performance in an area; usually used usually the total number of correct answers earned for selection and placement decisions for jobs on the test before being converted into a standard average score or percentile score The score that represents the middle of all of the reliability group; the mean or average of the central tendency the accuracy of a particular testing measure; it must or general pattern of a score to appear; usually the be consistent and have the ability for the results to mean is represented by a score of 100 or a 50%ile be reproduced bell curve standard deviation Describes a normal distribution of scores within the the measure of the distance from the mean or aver- population; the pattern follows a format that shows age score; usually 15 or 16 points, depending on the greatest numbers fall within the middle range the test; a child is usually considered gifted when and drop off in numbers as they reach the outer scoring two standard deviations above the mean ends on either side and highly gifted at three standard deviations (see Figure 1) stanine standard scores divided into parts numbered one through nine and a mean of five test environment the setting and general attitude presented to the person being assessed in order to elicit the best and -3 SD -2 SD -1 SD Mean +1 SD + 2 SD +3 SD most accurate test results 55 70 85 100 115 130 145 validity Figure 1. Bell curve the degree to which a test provides information which is relevant to the decision intelligence tests Were used to determine the IQ or intelligence quo- Armed with a glossary of terms, the layperson is tient by dividing the mental age multiplied by 100 better able to sift through the information reported on by the chronological or actual age; standard scores standardized achievement tests and other assessments are now used so that the same mean and standard performed upon their children. Recently, achievement deviation (see below) can be used for all age tests have been reported in the news as teachers will be groups; a high IQ score does not ensure success as graded on the effectiveness of their instructional meth-

14 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 ods by the gains their students make each year. Formerly, achieve- Living Successfully with ment tests were administered in order to ascertain the progress a child had made during the school your Gifted Youngster year for curricular and placement decisions. Now it is becoming a BY JUDITH ROSEBERRY political tool for ranking schools decisions as much as possible. They and grading the effectiveness of High level crave the answers, the solutions and teachers. intelli- the understanding of the family A variety of methods are used to gence structure. Even though they seem determine eligibility for GATE makes too young to know or care about placement. Usually an ability test is demands the light bill, the impending divorce administered to predict the stu- upon gifted of relatives, or the problems affect- dent's capacity to succeed in an youngsters. ing the economy, they often are very advanced educational program. Behaviors aware and have only their parents to The main focus of the program result from turn to for answers. It is very impor- will dictate the type of test given. these demands that certainly have tant that these questions be dis- Some districts may look for high- implications for those of us who live cussed and answered whenever achieving students while others with or teach bright young people. possible. search for students with higher In the school setting we can order thinking skills and abstract develop programs and curricula to HIGH STANDARDS FOR THEM- reasoning ability. meet these "demands" or character- SELVES Within the classroom, teachers istics of the gifted student. At home Gifted youngsters have high stan- construct tests that show how it is quite a different matter. The dards for themselves. This is not much a child has mastered about a same characteristics take on a differ- always evident in the way they keep particular subject. Pretests help ent look. While there are many char- their rooms and belongings, or how with grouping of students and com- acteristics of gifted youngsters, six neat their work is when submitted pacting of the curriculum. Culmi- have been selected to demonstrate to the teacher. Some students have nating tests aid teachers in knowing the difference between those behav- such high standards for themselves, who has need of additional atten- iors at home and at school. they choose not to turn in work for tion and which students are able to fear that it will be found less than move on to new material. CRAVING FOR KNOWLEDGE acceptable. Coming to grips with During a person's lifetime, many Gifted kids want to know! They are their own standards is a difficult testing situations will be presented. curious and want to be in on every- task for some of our youngsters. If emphasis is placed upon provid- thing that's going on. At school they This takes time, experience, and lots ing a comfortable testing environ- want to know why the teacher does of conversation between parents and ment and fair measures are utilized, certain things, why some children children. the information needed will be seem to have different assignments, It is also difficult for them to accurate and reliable. That is when or why the teacher and other adults accept the adult standards we force testing becomes a positive and behave the way they do. upon them. A room cleaned by an worthwhile experience. At home this same craving for eight-year-old will seldom satisfy an knowledge takes on the personal adult. The standards of behavior we REFERENCES: tone of the family and questions are expect from our children take time San ler, J. (1974) Assessment of chil- quite different. "How much money to develop and become a part of dren's intelligence. W.B. Saunders is in the checking account?" or their way of life. We need to be care- Company. "What were you and Dad arguing ful to be aware of the sensitive Thorndike, R. and Hagen, E. (1977). about last night?" Questions are not natures of our children and how Measurement and evaluation in always asked in an appropriate or they view our critique of their work, psychology and education. John socially acceptable manner Ques- their cleaning attempts, or their Wiley and Sons. tions sometimes seem inappropriate responses to happenings around for the age of the child. Questions them. MARCIA DIJIOSIA is the CAG Educa- can frequently be asked at difficult tor Representative for the Palomar times or in front of other people. QUESTION GENERALIZATIONS Region, and Senior GATE Psycholo- Something says to the gifted AND CHALLENGE AUTHORITY gist, San Diego Unified School Dis- youngster"Find out!" They need Something in gifted youngsters tells trict. to be involved in family issues and them to question generalizations and

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 15 challenge authority. This happens in rooms where students are free to Young people must be treated the home or at school and in other express ideas and thoughts even with respect and courtesy. They parts of the child's community. It's when those ideas and thoughts are must learn to offer the same in safer to do this questioning at home, unusual or "off the wall." return. Parents must be careful not so parents receive most of it. Teach- Sometimes student expressions to give in to their youngsters merely ers are not protected from this char- seem argumentative to parents or because they are bright and verbal acteristic of the gifted learner. They teachers. This is closely related to and able to make a good argument. are frequently challenged or ques- questioning authority. However, They need strong parenting to go tioned during the teaching day. they need to have safe places to along with high ability and poten- Some of the questions are personal question what is and suggest why it tial. and have nothing to do with acade- might be. They need patient listeners mics. Gifted kids want to know even when the ideas seem unusual or JUDITH ROSEBERRY is CAG treasurer everything that is going on. destined for failure. The truly cre- and past president, and the principal Our children need to be trained to ative thinker may seem so unusual at Stanley Elementary School in Gar- challenge and question in a socially to those within the classroom or den Grove. She is also on the Advisory acceptable manner. They do not home that the thinker is dismissed as Committee of Parenting for High come with automatic courtesy and a "dreamer" or worse yet, "a Potential. politeness in this area of their lives, weirdo." Reflect upon how our way and we must give them very specific of life has been impacted by such direction and practice. dreamers or creative thinkers. It is critical for homes and class- LONG ATTENTION SPAN AND rooms to encourage such thinkers. It Coming your way ABILITY TO CONCENTRATE is fearsome to consider that we may Gifted youngsters have the ability to lose some brilliant solutions to prob- this fall... concentrate for long periods, and lems, or miss out on original therefore they need longer blocks of thought because we are too busy or time for working and thinking. Par- because we do not know how to CAG ents must make provision for this value the creative thinker. INSTITUTES need. Creative youngsters need to learn Their hearing is interesting to con- how to present ideas, how to frame sider. They sometimes seem unable questions, how to get done what teachers to hear a parent or teacher when must be done to bring their thoughts directions are being given. Indeed, and ideas to fruition. We must teach parents sometimes they are far away in a them how to present themselves, thought pattern that helps them tune how to convince people, how to per- out the rest of the world. Sometimes suade, how to lead from an ethical administrators they hear parents or teachers but base of knowledge. give award-winning performances of "not hearing." Other times they SEEKING OTHERS LIKE THEM- truly can be totally absorbed and SELVES INTELLECTUALLY NOT unable to hear. Interestingly, they Gifted children reach out to others also seem able to hear their names like themselves intellectually. This mentioned from the farthest end of can cause problems when students the house when the discussion does seek out older friendsor even not include them. We really must adults in some casesto enjoy simi- expect this, and work with them to lar hobbies, activities and conversa- concentrate, focus on the speaker, tions. This is where parents must and listen to clues from the speaker. step in, make decisions based on Maturity helps youngsters become their knowledge of the youngster better listeners. and the activities involved. It is not always appropriate for younger chil- See page 46 for NEED TO EXPRESS THOUGHTS, dren to be involved with older chil- IDEAS, AND FEELINGS dren regardless of their intellectual dates and details Our brightest youngsters need the abilities. Standards in the home must opportunity to express themselves. be clearly understood and parents This does not mean only in the arts; must stand firm about rules and reg- we must provide homes and class- ulations of the family.

16 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 119 Parents in the GATE Classroom

BY GLENDA R. THOMAS

parents volunteering in the an individual student's behavior or phone calls to parents who didn't classroom can be a positive achievement with anyone who is attend the initial meeting and ask experience if there is careful not part of the professional team. I questions to complete an informa- set up and management. Just as the have found that if the expectations tion card. I also make calls to those teacher establishes an effective class- are established and communicated parents who listed some special room management program early in with the parents early and clearly, skills that can enrich our curricu- the year, so too must she establish problems do not occur. If some situ- lum. procedures for parents to volunteer ation does surface, I immediately in the classroom. Like any good address the concern in a private talk MATCHING PARENT STRENGTHS program, using parent volunteers with the volunteer. WITH CLASSROOM NEEDS effectively requires planning, sched- Each year the parent volunteers uling, and flexibility on the part of RECRUITING VOLUNTEERS have different strengths. Some years the classroom teacher. The benefits, Back-to-school night is an excellent my students participate in advanced academically and socially, can be time to talk to parents about your drawing, painting, music, and dance rewarding for students, teachers, expectations and how they can activities because I have parent vol- and the parents themselves. assist. Plan the agenda so that your unteers with special talent in the I have used parent volunteers in parent volunteer program is a prior- fine arts. In other years parents my GATE classes to broaden all ity item. Have sign-up sheets or share their cultural backgrounds, areas of the academic curriculum. blank information cards available ethnic traditions, and native lan- Volunteer parents have guages. I plan the year's helped my class deal with special projects and activi- emotional stresses when a ties according to the par- class experienced tragedy. I ents' skills, hobbies, have used parents to assist careers, and interests. The with physical fitness activi- following are examples of ties and some of those ever how parent volunteers present fund raising events. have enriched my 5th Within any group of GATE grade GATE curriculum. parents there are hidden One of my first parent resources that can add rich- volunteers was Karen H. ness to your classroom. Back-to-school night is an excellent time to talk to parents Her information card was Finding and developing about your expectations and how they can assist. filled with interests and their opportunities to serve expertise in areas in which is the key to success. for parents to fill out. Ask parents I had no special talent. In fact, her Many beginning teachers have to list their own occupations, hob- background and interests were concerns and do not know how to bies, and interests, and those of almost too good to be true. I knew utilize parents in the classroom. The their spouses. Don't let the shy ones something about this mother, as she teacher must be comfortable work- get away. Ask them to think of had been a valued volunteer in her ing with parents for the collabora- ways they can help in the education son's classes each year since the section to be effective. Teachers need to of their children. Almost anyone ond grade. I had reason to believe be ready to help parents understand can help on field trips, work on she could really do the things she the importance of being fair to all class projects, do some clerical claimed. students, and to avoid showing work, or assist with correcting Mrs. H. conducted her on-going favoritism towards their own child. assignments. With a little prodding, gymnastics training (tumbling) once Volunteers must be good role they will come up with more ideas each week. She had started this models and use judgment when on how they can help. My experi- activity when her son was in the handling occasional student out- ence has been that working parents second grade. By now, he and his bursts. All members of the class- will plan ahead and take a day off classmates were pretty good and room community must show from work to help in the classroom their performances were featured in respect and appreciation for the or for field trips once or twice a school assemblies. contributions of others. No adult year when they feel their contribu- should ever discuss (gossip about) tions are important. I make a few See PARENT VOLUNTEERS, 38

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 I no 17 BOOK REV IEWS

RAISING YOUR SPIRITED CHILD: ways to interact with her child. She dren to monitor their own feelings, A Guide for Parents Whose Child is turned to the latest research in child express them appropriately, and More Intense, Sensitive, Perceptive, development, communication, per- develop the social skills needed to be Persistent, Energetic sonality, temperament and type. responsible members of a family or by Mary Sheedy Kurcinka Kurcinka defines "spirited child" social group. as one whose temperament or "pre- The concluding section is an ferred style of responding" is more encouraging essay reinforcing the Raising pronounced than that of other chil- value of working with, rather than Your dren in several temperament traits. against or in spite of, the child's tem- Spirited kids are those who have a perament; the reward is a strong life- Spirited high degree of intensity, persistence, time relationship. Of my three gifted Child sensitivity, and perceptiveness, and children the youngest also fits the A GUIDE FOR PARENTS low adaptability. In addition, some definition of spirited. Unfortunately WHOSE CHILD IS MORE INTENSE SENSITP/E PERCEPTIVE spirited children show some combi- this book wasn't available when she PERSISTENT ENERGETIC Mary Sheedy Kurcinka nation of behavior patterns that are was an infant and toddler, when I less predictable, more hesitant in could have used it most. Although I new situations, more serious in tem- recognized the importance of perament, and with more energy acknowledging my children's emo- RAISING YOUR SPIRITED CHILD than is typical. Most children have tions and helping them recognize WORKBOOK these characteristics to some degree, their own feelings and act appropri- by Mary Sheedy Kurcinka and all of the characteristics have ately, it was different from the way I both positive and negative associa- learned to deal with my emotions, RAISING YOUR tions. It is the degree to which each and it required effort to learn a new SPIRITED is present that determines whether way of interacting with them. or not a child is spirited. Raising Your Spirited Child does- Kurcinka provides a description n't directly focus on giftedness, but C H I LD of each trait and invites readers to adults familiar with the characteris- WORKBOOK rank their children at the degree to tics of giftedness will recognize simi- which they demonstrate the trait on larities to the traits of "spirit."

.4 G, 641 "' pan,, wvott+n a weighted scale. Totaling the score Knowing the characteristics of gift- for each of the individual traits gives dre, rtad, no, edness doesn't necessarily provide an indication of whether the child is NRCIIIIIIMMUFMAILDSFEK1ES the tools for working through the best described as "cool," "spunky," associated problems, but approach- or "spirited." A similar ranking for ing the behaviors of gifted children, (1992 and 1998 respectively) adults can highlight potential areas or all children, as expressions of HarperCollins, paperback $13.00 of conflict within a family. personality traits presents new Reprint edition 302 pp. Raising Your Spirited Child is options. Although the concrete and $14.00, 306 pp. organized into sections that give examples and suggestions are mainly ISBN 0-06-016361-5 and detailed descriptions, real life exam- from early childhood, any adult who ISBN 0-06-095240-7 ples and concrete suggestions for lives or works with children can recognizing spirit, as well as work- apply the principal of recognizing REVIEWED BY JUDITH SMITH ing with, living with, and socializing and honoring temperament to any with spirit. Kurcinka encourages age. Similarly, the suggestions for The term "spirited child" was parents to acknowledge and rein- communication patterns and teach- coined by Mary Sheedy force the positive aspects of each ing strategies for each trait can be Kurcinka to describe the child trait. Observing the child's tempera- applied whether the child has a mild most authors label as "difficult," ment allows parents to choose the or strong degree of one or all of the "strong willed," or "stubborn." The strategies most likely to work and to personality traits that combine to book came from her experiences in modify schedules and environments form spirit. The book is organized teaching classes for the parents of to create successful interactions. This so readers can refer to just the trait spirited children. As the parent of approach should not be confused they are working with or to specific one of these children herself, she with permitting children to do what- situations that are common sources needed support and wanted better ever they want. It is teaching chil- of conflict. Each chapter is packed

18 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 8 000\7fr''VotkILABLE 121 with information, suggestions, and PARENTS GUIDE TO TEACHERS OF GIFTEDTEACHERS GUIDE TO PARENTS examples but the style is lively, conversational, and easy to read. By Sandra Warren, Illustrated by Corbin Hillam Raising Your Spirited Child (1990) Workbook is a recently published Trillium Press, paperback, $9.99 companion to the original book. It is ISBN 0898245079 designed to simulate the experience of actually attending one of the spir- REVIEWED BY VIRGINIA MCQUEEN ited child workshops led by Kurcinka through the Minnesota his short guide for parents of gifted stu- Department of Children, Families dents and for teachers who work with par- and Learning. Like the original, it ents of the gifted offers sound advice for gives numerous examples and spe- working together. It is liberally sprinkled with cific suggestions, but Kurcinka has humor and cartoon drawings that hit home. also created a composite group for The guide is cleverly printed back-to-back so the reader to participate in. The that when you are finished with the parent exercises that would stimulate dis- guide, the teacher guide may be read by flipping cussion in the group are presented the book upside down and turning it over. with room to write responses. The The opening chapter includes an introspection reader is then encouraged to imagine of one's own attitudes and reactions to school, being part of the group and compare and is followed by one that demonstrates the the responses with those of other need to be an informed parent. Myths and reali- families. The success of this ties of giftedness are spelled out with tips for approach will depend on the coping with the real world. Directions for work- reader's motivation to work on the ing within the school system are next in line exercises, attempt to practice the with a section on recognizing and building a new ways of thinking about the positive working relationship with the teacher. traits of spirit, and try new An annotated bibliography for collecting facts approaches to common situations. through printed, electronic, and video media is Either Raising Your Spirited Child included for quick reference. The 47-page parent or the Raising Your Spirited Child guide ends with a "School Experience Inventory Workbook can stand alone as a for Parents;" when completed and shared with guide for working with spirited chil- teachers and staff, the Inventory will give concise dren. They complement and extend information and save time in establishing com- each other, however, and would be munication with the school. most powerful when used together The introduction for teachers also asks them by parents or in an actual parent to be introspective about their attitudes and group. teaching strategies regarding gifted students. It encourages teachers to look at Helping children learn the com- the hopes and expectations of parents for their gifted children from concep- munication and problem solving tion through school age. To assist in building empathy, the teacher is asked to skills that allow them to express consider the parents' point of view as they cope with the questions and often their feelings, needs, and personality unthinking comments at family get-togethers and social gatherings about the in ways that are healthy for them- positive and negative behaviors of their gifted children. There are suggestions selves and respectful of others for communication links between home and school to promote a team requires time and effort from all the approach to the education of the child. The teachers' guide ends with a adults in their lives, especially par- lengthy section on how to start and continue community organizations ents. Kurcinka doesn't suggest any which promote education for the gifted. shortcuts, but there are few things in The illustrations in this useful book are done by Corbin Hillam in such a life more important or more reward- way that you cannot help but laughingly relate them to personal experiences. ing than building strong relation- The purpose of the guide is stated in the forward by author Sandra Warren : ships with our children. "Developing and nurturing the potential of our gifted children is a shared responsibility. Together we are rearing our future.". The descriptor "small but JUDITH SMITH is CAG Parent Repre- meaty" aptly applies to this guide packed full of tips and suggestions to bene- sentative for the Pacific Region and fit everyone associated with the education of gifted children. Co-President of the Tri-County GATE Council. She can be reached at: bob- VIRGINIA MCQUEEN is Associate Editor for Curriculum and Technology and a judysmith@earthl ink. net. retired GATE educator, parent, and advocate.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 122 19 GIFTED PARENT GROUPS: for Facilitators of the SENG Model The manual is read as part of this The SENG Model Guided Discussion Groups. training. It can also be read as an by James T. Webb & Parents of gifted children often introduction to the SENG parent Arlene De Vries note that it is difficult to find people groups, for increasing one's inter- (1998) or resources to assist them in sup- personal skills, or to consider train- Gifted Psychology Press, porting their children's social and ing as a discussion group facilitator. paperback $26.00, 146 pp. emotional development. In 1980, This book would be an asset on ISBN 0-910-707-29-4 parents of Dallas Egbert learned just any school site's GATE parent/ www.GiftedPsychologyPress.com how scarce appropriate services teacher resource shelf. The back of were when their extremely bright the book alone has enough informa- REVIEWED BY MARLA DOHERTY 16-year-old son attempted, and later tion to warrant the purchase. Webb succeeded at committing suicide. It and DeVries include appendices that Once in awhile a book comes was from this tragedy that SENG list books, publishers, periodicals, along that is balm to some was born, as part of the psychology organizations, and Internet tender spot in life. This is one department under founder and first resources pertinent to parents and of those books. It makes the world Director, Dr. James Webb. The best educators of gifted students. a better place. solution to problems is prevention, Consider giving this book to your While parenting gifted children is and the SENG parent groups help child's principal, guidance coun- an intensely joyful life experience, it parents stay one step ahead of the selo4 school psychologist, GATE is also a uniquely challenging one. special challenges of raising gifted parent advisory council, or GATE Parents of gifted children need kidschallenges that may be inter- coordinator. If it can prevent or information, resources, reassurance, nal to the child, external, or due to sooth some problem for even one and a safe forum for discussing pos- mismatches between the child and family, it will have served its pur- sible problems and preventive his or her environment. pose. strategies. Gifted Parent Groups: Launched in 1981 by the SENG The SENG Model is a manual to (Supporting Emotional Needs of the MARIA DOHERTY is the CAG Parent assist parents, guidance counselors, Gifted) program, these discussion Representative for the Mount Shasta coordinators of gifted programs, groups are usually led by two Region, and GATE Coordinator for school psychologists, and interested trained facilitators. New facilitators Sequoia School, Shasta Elementary others in training to guide parent are trained by experienced ones or School, and Igo-Ono-Platina District, discussion groups for parents of by the authors themselves, James all in Shasta County. Ms. Doherty gifted/talented/highly able kids. It Webb and Arlene DeVries, two peo- guides SENG discussion groups In her should be noted that this book is an ple who have done a lot to make region and may be contacted at 530- updated version of the authors' ear- the world a more user-friendly place 225-0020, 530-225-0080 x 119, or 530- lier publication, Training Manual for gifted kids and their parents. 241 -1045.

Tat-ff tAe. defftwiy,a tac Cortapy, Plaza,/ 38th Annual CAG Conference, March 3-5, 2000

"Century of ReflectionsHonoring the Past, Imagining the Future"

We're turning the century at the Century Plazaone of the world's most celebrated and luxurious hotels. Noted authorities on gifted eduction will be the major speakers. Point/Counterpoint discussions will be held on key issues and California gifted educators will be featured in our California Showcase presentations.

20 123CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 Labeling: To Tellor Not To Tell

BY PAUL PLOWMAN

any of each person. They need to under- During the first month of my par- stand that being "gifted" is not bet- employment, a high official in the ents terjust different. Division of Instruction called me are filled with into his office and demanded to great uneasi- PURPOSES FOR USING LABELS know why I had included my earned ness upon So let us explore the purposes labels Stanford degree, FAD., after my learning that serve. The immediate purpose is to name on a letter I had written. Here their children provide information. They give us I was leading a new, state-wide have been ideas of what to expect whether it be charge to promote excellence identified as gifted. They wonder, garlic olives, patriotic poems, through the Mentally Gifted and ask themselves: advanced math, or all A's on a Minors' Program, and was being What is meant by the term? report card. They are doors to chastised for displaying a label that Should we rush down to the understanding. signified excellence or high intellec- nearest community college and They also trigger emotion. Note tual achievementa major purpose enroll in a gifted parenting two frequently observed bumper of the MGM program. course? stickers: On still another occasion, I was Do we treat our children differ- "Proud parent of an honor stu- the Department of Education's rep- ently now? May we still expect dent." resentative on a Western Association them to do the dishes and cut "My kid can beat up your honor of Schools and Colleges evaluation the grass? Or should we, as student." team reviewing a large high school supportive parents, take over in Los Angeles. In the opening ses- chores so giftedness can flour- The "honor student" is the focus sion at the school, the chairman ish? of both sayings; but one is very posi- introduced team members to the Should we encourage only tive and the other negative. Let me high school faculty and to district those friendships which might share some experiences in which personnel. He expressed pleasure in contribute to advanced intellec- labels had negative and positive presenting each individual, naming tual and creative ability? responses. their areas of expertise and their Should we tell our children they In the early 1960s I was employed doctorate degrees. Unfortunately, are gifted, or will that just cre- by the California Department of the Department had not sent my create problems? Education, as the first consultant for dentials, and at the very end of the the new Mentally Gifted Minors' introductions, the chairman looked Hold on parents! Your children Program. One day I noticed a very over at me and in what seemed a are still the same children they were attractive brochure circulating very condescending manner said, prior to being identified as gifted. among the professional staff, which "Mr. Plowman, tell us something They still need a parent's love and highlighted high achievement in a about yourself." I replied, "My doc- nurturing. This new label of "gifted" California high school. It featured torate is from Stanford in General or "talented" should not become a beaming faces of scholarship recipi- School Administration." Suddenly I stumbling block for you in your ents who were described as out- was a full fledged, not a peripheral, relationships with your children. standing in academic, leadership, member of the team. Labels do Gifted children already know athletic, and musical achievement. indeed provide information and they whether told directly or notthat One of the state consultants had ini- provoke emotion. they are different from most of their tialed the brochure and written As we all know, labels are both age peers. It is natural for them to words to the effect of: inclusive and exclusive in nature. feel out of sync with children who Isn't it nice to be bright? Parents And in some cases, they mean differ- prefer picture books and comics love you. Your teachers idolize you. ent things to different people. A can while they enjoy adventure and And someday you'll lead us all of peaches is exclusively a can of enlightenment from the printed down the path to socialism. peaches. The labels, "Soroptimists," page. It is not necessary for you to Clearly the identification of and "Rotarians," and "Elks" identify focus on the label, but it is impor- focus on talented and gifted children groups of varying but like-minded tant that you help your children had triggered negative emotions individuals with shared interests and understand and cope with individu- within this "professional" consul- missions. The term, "skydiver," defi- alityto appreciate the uniqueness tant. See LABELING, 40

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 124 21 What Parents Need To Know About Curriculum Differentiation

BY KATHLEEN PATTERSON

As the Capitol Region Parent civil wars in many countries, and to know more. Depth can involve Representative, parents often some are still occurring in the world looking at patterns (there are pat- ay to me, "My child has been today. How are the causes of these terns in math, in literature, in a civil identified as gifted. Now what?" events similar? How are they differ- war), looking at rules (again there The answer is a complex one that I ent? Complexity can also be done by are mathematical rules, rules govern- will try to simplify and summarize. looking at an issue from different ing the English language, rules in Gifted and talented students are perspectives. How would your view government), or looking at the ethics those whose learning characteristics of offshore drilling differ if you were of an issue. and thinking abilities differ signifi- the owner of the oil well, an Differentiation can provide a cantly from those of their chrono- oceanographer or a marine biologist? richer, more meaningful learning logical (same age) peers. They tend experience, not just for gifted chil- to learn basic information quickly "Differentiation can dren but for all children. These and easily. They are often resistant provide a richer, lessons, discussions, approaches may to "relearning" what they already be done with a whole class, with know and may develop behavioral more meaningful flexible groups within a class (chil- problems or become underachievers learning experience" dren may change groups periodically if not appropriately challenged. In in order to be taught at the appro- order to meet their potential they priate level) or in the form of tiered may need modification of the core ACCELERATIONis the easiest form lessons which have specific learning curriculum (that basic information of differentiation to use. It is useful objectives for individual students that students are responsible for in the area of math but is also used according to their needs. While dif- knowing). That modification is in other subject areas. Ideally stu- ferentiation is good teaching for all called "differentiation." dents should be pretested before a students, it is critical for gifted stu- Although some differentiation unit is taught. If students demon- dents if we are to keep them occurs naturally with good teaching, strate mastery of content in that area engaged in the educational system the majority of teachers need specific they are not required to sit through and enable them to reach their full training in recognizing the character- instruction about material they potential. istics of gifted students, understand- already know but are given more It is also critical that parents of ing what differentiation is and how advanced content. This is called cur- gifted children learn how to recog- to make it happen in the classroom riculum compacting. If the pretest nize differentiation in the classroom in a consistent and purposeful man- shows areas of weakness, those and encourage and support teachers ner. When differentiation is used areas could be addressed before stu- in its use. Parents can do this by consistently and frequently over dents move on. attending classes or conferences, time, it raises achievement levels for NOVELTYis introducing an area of reading books, or joining a GATE all students in the class. study that is new to the student. It is advocacy group. Start by talking to There are several pieces to the dif- most effective if the student chooses the program coordinator in your ferentiation puzzle; they include: or has input into the subject based district. Find out what type of pro- Complexity on his or her own interests. This gram your district offers and what Acceleration might take the form of a contract learning opportunities may be avail- Novelty with the teacher for an independent able for parents. Get involved. Par- Depth study project and could be what the ent involvement can be one of the student works on when he has com- most important factors in insuring a COMPLEXITYcan be seen as mak- pacted out of some content area. successful learning experience for ing connections or seeing relation- DEPTH involves digging deeper children. ships. One way to do this is to look into a subject. Too often the curricu- at a subject or type of event over lum in California deals with many KATHLEEN PATTERSON is the CAG time. During a unit on the civil war issues, but in a superficial manner. Parent Representative from the Capi- in America, a teacher may introduce Gifted students sometimes have tol Region. She can be reached at: the fact that there have been many intense interest in a subject and wish [email protected].

22 -125 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 YOUNG PEOPLE'S PULLOUT

success was the amount of dedica- Bridging the Generation Gap tion and passion they had for their work. There are many myths and An Interview With Judy Galbraith misconceptions that should be avoided when considering certain BY DEBRA JOHNSON career paths. If a person is passion- ate about his or her work, then the from Almeria Middle School in possibility for success is great. Fontana, California prepared questions to ask Ms. Galbraith for her profes- STUDENT:At my house, it seems my sional advice. grades and school work are the only things my parents talk about with STUDENT:When my dad was young, me. I wouldn't mind if it was just he wanted to become a doctor, but every once-in-a-while, but it is all he never did. Now, he wants me to the time. I have many interests, hob- become a doctor. I really do not bies, and friends that would make want to be a doctor. How can I pur- great topics of conversation. When I sue my own dreams without disap- bring up these other topics, my par- pointing my dad? ents don't listen. They simply GALBRAITH:There may be no way to change the topic back to the impor- Oh, just forget it!" Is that what not disappoint your dad. Nonethe- tance of academics in my life. How you sometimes think after a con- less, it may help to try to show him can I change the topic of conversa- versation with your parents? that what you want to do is worth- tion and take the focus off of me Have you ever spent hours searching while and productive. In time, par- and my school work? for the right words to make a special ents usually come around. GALBRAITH: Itis important to remem- request of your parents? Do you won- Remember to be sincere in your ber to try and look at things from der why sometimes they just don't communication with your dad. your parents' point of view. Rightly seem to "get it"? If communicating Express a genuine respect for his or wrongly, grades and performance with your parents makes you frus- opinions and concerns. It may also are one way parents have to develop trated and confused, don't worry. This help to look at the situation from a perception of their success as par- is a problem that has been around for a your dad's point of view. Ultimately, ents. If your grades and perfor- long time. In fact, solving this commu- he hopes to spare you from making mance are exceptional, then they nication problem is commonly known mistakes in terms of career choice. may think they must be doing as "bridging the generation gap." I once counseled some parents something right! Also, parents are We were fortunate to interview Judy concerned about their daughter's very aware, through news reports Galbraith recently, and get some expert desire to become an artist. The idea and other information sources, that advice. Judy Galbraith is the author of of their daughter becoming a a drop in grades and performances The Gifted Kids Survival Guide; she "starving artist" just didn't appeal can be a danger signal alerting them has a master's degree in guidance and to them. The parents were encour- to specific problems that suggest counseling of the gifted and has aging their daughter to pursue a they should be concerned. worked with and taught gifted youth, career in the area of computer tech- It is really important to commu- their parents, and their teachers. In nology. In our conversation about nicate honestly with your parents. 1983, she started Free Spirit Publish- this situation, I pointed out to the Maybe they are not aware of your ing, which specializes in self-help books parents that as an owner of a pub- frustrations. You need to be forth- for children and teens. lishing company, I knew many right and discuss your concerns. It To address the topic of bridging the artists who were very successful in might be possible for you and your communication gap between gifted their profession (none of them were parents to set aside a certain time kids and their parents, GATE students so-called starving!) The key to their See GENERATION GAP, 27

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 23 TIPS FOR MEETING THE Student CHALLENGE Each issue of the Communicator contains at least one Challenge for students. The results are published two issues later. Entries are evaluated for creativity, demonstration of thinking skills, use of CHALLENGE the Challenge criteria, and the written portion of the solution. The scoring grid used for judging is shown below. This information will allow Center you to review your Challenge solution using the same criteria as the Challenge judges. Each Challenge has four criteria or requirements. These are creative solution, high level thinking and/or problem solving, use of specific cri- Send your submissions with an entry form to: teria published for the Challenge, and the written description. Your entry should show how you solved the Challenge. You should explain Debra Johnson the thinking and problem solving that went into the solution and the Associate Editor for Youth uniqueness or originality of the results. Age is taken into consideration 3425 Santa Cruz Drive also. Riverside, CA 92507 To be published a Challenge solution must receive: E-mail: [email protected] 1. No marks below the "Meets criteria" column Entries for challenges from this issue 2. At least 2 marks in the "Greatly exceeds (summer 1999) must be received no later criteria" column than October 20, 1999 to be considered for OR publication. 3. At least 3 marks in the "Exceeds criteria" column

U, , t , 0) 45 a) fr-, a) ir3 ici 'T STUDENT CHALLENGE ENTRY FORM a) 5 .c. -c c6.3 U w C0 w -0 to >... a) .,-. CO 'C. a) 'I;a, Er) O.) CO CD COB 4) '.'t 2 Name -8 E 8 `g E a)c.) xv '6

Age Grade Creative solution

Address Evidence of high level of thinking/problem solving City State Zip Exemplary written description Teacher's name

Name of School Uses criteria as noted in the Challenge

School District

I certify that the submission is original and It has been very exciting to receive so many answers to the Challenge created by the student. Column. The students who entered have really given the editors a chal-

Student signature lenge to review and score the entries. We look forward to reviewing the good works that you will continue to enter. Good luck! Parent signature BarnesNoble

The Student Challenge Center is sponsored by the Encino office

24 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 127 20th Century Chal- na, Erg, Sti (11F -g lengeThe Mission is 7- Possible! As we move into the 21st century, it's a challenge to the human Be careful...Dr. B's challenge for Now spirit to try and imagine all of the this issue is a tricky one. 0/- possibilities that await the human race. After all, we have accomplished many great and wonderful "Now doesa feats during the 20th century. We Frisbee fly?" ...- walked on the moon, the microwave was invented, modes of transporta- Creative entries obviously are 0 .. tion expanded, medicine progressed winners, but don't forgetyou 0 to great heights, and the use of per- also must give a scientific expla- sonal computers drastically en- nation. Mail in your entry with a . hanced and changed the ways in Student Challenge form. 11 which we communicate with each other.

Because so many inventions and dis- PLASTICS coveries originated in the 20th century it seems like an almost impossible task to identify only one as the most important. But, that's exactly what we are challenging you to do. VhenswparA..,,Pw00 Your mission or challenge, should the continent has an average altitude of you choose to accept it is: 7500 feet C ...., 1. Select the discovery or invention ....,, it is twice the size of the United States .0 you believe has made the greatest a contribution to our world during about 80% of Incoming radiation from the O. the 20th century. sun is reflected back and 20% absorbed

2. Identify the person(s) responsible. it covers 2.04 million square miles

VI3.Illustrate in a creative manner its size doubles in winter your reason(s) for making this choice. between 1000 to 4000 people live here

Mail your entry with a Student interesting temperatures have been Challenge form. recorded here over time 4.% '91.-

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 BAST COPY AVAILABLE 25 MulgA ghE

In the Winter 1999 issue of Dr. B's Side Bar Science, we had this challenge: We have a winner from the Winter 1999 challenge section: Yesenia Becerril is an "Why is it that when you blow on a candle, eighth grade GATE student at Almeria the flame goes out; but when you blow on Middle School in Fontana, CA. Her teachers are embers they burst up in flames?" Karen Gallimore and Doug Bergquist.Yesenia will receive a $25 gift certificate she can use at any Barnes The best answer we received was from Faryar and Noble bookstore. Congratulations Yesenia!

Borhani who said: To Read or Not to ReadThat is the Challenge By Yesenia Becerril I Now days, who has time to read? Although many people

To know why candle flames go out when you makesome kind of attempt to read, it just isn't enough to moti- blow, you first need to know how a candle is vate them to continue the habit. People now have easy access lit. When you put a match up to the wick of the candle, a bit of the wax melts, and acts as to books on audio tape or on video tape to either listen as the fuel to ignite the candle. When the match is book is read to them, or to help interpret the book for them visu- held up to the wick andignitesthe candle, ally. that is called the flash point. The reason that A book on audio tape is pretty okay, but it will deprive the when you blow a candle and the flamegoes outis because a candle has a poor flash point. person of actually reading the book. Throughout the years in

The reason for an ember, like wood, bursting up in various public elementary schools, I have observed that teach- flames when you blow is because when you light ers first read to you and then you read to them. I know that the fire it needs oxygen. The only place the fire can the teachers don't have you read because you are a magnif- get the oxygen is from the air. The human body has lots of oxygen in it and when you blow it uses some icent reader or have a lovely voice. They have you read of it. SO when you blow at the fire you're blowing because reading increases a person's vocabulary and it's like oxygen which enlarges the fire. when you run in P.E. to stay healthy and fit. Well, reading is

Definitions. like runningonly for the brainbecause it helps keep it in 1. Rash point (n). The lowest temperature at which good shape. If an audio cassette is reading to you, the mind the vapor of a combustible liquid can be made to ignite. isn't running or staying in shape and your spelling and vocab- 2. Oxygen (n). A nonmetallic element constituting ulary aren't getting any better over time. I guess since many 21 percent of the atmosphere by volume that people think that they can do without exercise sometimes (like occurs as a diatomic gas. me, for example(, and if they don't exercise once or twice, it

won't hurt them; but if they get into the habit, then they

won't be so fit and healthy. I think it works the same for the

Faryar is a 5th grade student at the Pegasus mind; hearing an audio tape once or twice won't do any dam- School in Irvine, CA. His teacher is Wendy Cox. age, but if you put off reading for yourself for a long time then Faryar will receive a $25 gift certificate to be the brain won't be getting enough exercise and it will become used at any Barnes and Noble bookstore. Con- lazy and slow. gratulations Faryar! Continued on 27

26 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 1-29 Many talented musicians play both the piano and guitar. TO READ OR NOT TO READ If this isn't possible for financial reasons, your might earn Continued from 26 the money to buy a guitar and pay for lessons yourself.

As for books on video tape, most videos based on books are pretty Or, maybe you have a friend who could teach you to play the guitar. good. The only problem I see with books on video is that they some- If you continue your piano lessons, you may come to times change the story a bit to comply with the script. I remember appreciate it down the road. Sometimes, it is hard to see when I was in third grade, the teacher read a book called The Phan- the future value in the things we do as a young person. When I was a child, I wanted to take piano lessons but tom Tollbooth and it was a really good book. Well, she showed us my parents could not afford the lessons or the piano. the movie and I saw that some parts in the book were changed or Instead, I learned to play the viola, which was what my that some of the things the characters said were either wrong or com- father wanted me to play. Through my viola lessons, I learned an appreciation for orchestral music that has pletely cut off. I also remember that the really far off and crazy parts remained with me throughout my life. I also learned how that could only be imagined by the reader were completely cut out to read music which is a great skill no matter what of the movie. Although the movie may be good, it might deprive you instrument you play.

of wonderful things such as the parts that were really good in the book One thing you may consider is discussing the possibility of a time frame with respect to piano versus guitar but were cut off in the movie. Well, something else will also be cut lessons (if you can only choose one.) For example, if you off the great feeling you get when you have completed the book. agree to lessons for a certain length of time and still pre-

In its entirety, reading will never be replaced by any new creation. fer the guitar, then your parents may let you switch.

One of the greatest gifts a child or an adult can receive is the gift of STUDENT:My parents are very strict. Every day of my life is reading. Not only is reading fun, but it is essential to everyone's daily scheduled with school work, homework, church respon- lives. Although reading does take time, I can assure you that the time sibilities, and home responsibilities. I never get to do kid stuff. How can I get my parents to relax and let me be a will be well-spent. If you choose to get a book on audio tape or video, kid before my childhood is over? it can turn out to be very good and you might enjoy it. But don't let GALBRAITH:Some parents thrive on having every day sched- it become a habit whenever you want to read a book. Reading can uled and organized. Unfortunately, you may not appreci-

be fun and it will teach you self-determination by not giving up ate this lifestyle. For some people, many responsibilities and too busy a schedule can lead to serious stress and until you come to the end of the book. Reading will increase your anxiety. You need to talk with your parents and express vocabulary and your ability to read. Everyone should read and your concerns. Hopefully, you can work out a healthy experience everything associated with reading to learn that balance that will allow you to have time for kid stuff and your daily responsibilities, too. the oldest and simplest way will give you the most bene-

fit. EDITOR DEBRA JOHNSON:What is your best advice to parents of gifted kids? GALBRAITH:Make sure that your kids know that you love them just the way they are. Unconditionally. Kids need to GENERATION GAP hear this message often to ensure they get the message. Continued from 23 We need to help our kids be themselves. Attempting to mold our kids is a natural, well-meaning parental ten- every week in which you discuss your grades and acade- dency. But in this "molding" effort, we need to ask our- mic performance. Then set boundaries. At other times selves if we are doing what we are doing for ourselves or throughout the week, your conversations could focus on for our kids. If a young person is losing his or her enjoy- your life outside of school work. ment in life, it is a sign that we may be pushing or pres- suring rather than supporting them. It is also important STUDENT:My mother is making me take piano lessons. I for parents to value the issues kids consider important. don't like playing the piano, I prefer playing the guitar. Find opportunities to negotiate and compromise, and to What do I do? ask questions and listen. Remember that kids go on to GALBRAITH:Is there a reason why you could not do both? happy productive lives when they pursue their passions.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 130 27 the Gifted on a national effort to School to Work identify and publicize School to Work programs that best served A Strategy for Engaging and Encouraging gifted and talented students. Gifted and Talented Students A technical review process was used to ensure that all submissions BY LOUISE STEVENS were thoroughly and impartially evaluated. An outside review panel How would you respond to a job shadows was assembled comprised of experts program that enabled gifted problem-based learning in gifted education and STW. Sub- students to learn beyond the internships missions were evaluated according limits of the school curriculum, to project-based learning to criteria consistent with guidelines learn from professional specialists, field Research made available to all applicants. to learn through addressing real classroom consultants problems and issues and to learn association-sponsored group FIVE BEST PRACTICES AND SIX through projects combining the stu- internships UNIQUE APPROACHES SELECTED dents' natural interests with career- e-mail mentoring BY PANEL related applications? School to Work The designation Best Gifted Educa- programs can provide such opportu- School to Career activities such as tion/STW Practice signifies excellent nities for gifted and talented young- those described above, provide progress in implementing a compre- sters. gifted and talented students oppor- hensive STW system serving high The School to Work Opportuni- tunities to: achieving/gifted and talented stu- ties Act passed by Congress in 1994 pursue self-directed learning dents. The designation Unique provides funding and program apply critical and creative Gifted Education/STW Approach development information to support thinking recognizes a unique program ele- education initiatives that engage stu- learn and apply research skills ment. Unique Approaches did not dents in exploring careers and apply- develop and use communica- present all key components of a ing and expanding school learned tions skills in a professional set- comprehensive STW system (school- skills in real world settings. The Act ting based, work-based, and connecting evolved based on research indicating learn beyond the limits of the activities), or provide sufficient that most students were leaving high school's course curriculum information about how gifted and school with vague goals related to demonstrate their competence talented students are served. going to college or getting a job. Ten and receive recognition Selected Best Practice Programs years following graduation 30% connect with mentors who share the following characteristics: were still wandering from one mini- might advise and assist them specifically serve gifted and tal- mum wage job to the next. Of those with their career and academic ented students who entered college, 50% dropped goals demonstrate a school-based out before graduating. Of those who learning component that sup- pursued college through graduation SO, WHAT'S NEW? ports and builds on a work- many spent the first years exploring The savvy and energetic teacher based learning component, and options and thus ended up funding reading these examples might provide students with high level additional years of school to fulfill respond, "So what's new? For academic and technical skills requirements of their newly discov- decades I have been pursuing pro- and opportunities for career ered majors. The intent of the jects like these with my gifted and exploration and guidance STWOA is to provide students with talented students." demonstrate a work-based opportunities to identify career What is new is that through the learning component connected related strengths and interests, to School to Work Opportunities Act, to academic classroom learning, explore career options through each state has received funds to initi- and prepare students for the research, job shadows and intern- ate such project-based and commu- diverse skills needed in today's ships and to learn academic and nity-based learning and most high-performance workplaces technical skills through projects and recently, the National School to present connecting activities problem solving as opposed to rote Work Office has been collaborating that build and maintain link- memorization. with the National Association for ages between students, educa- Locally initiated activities that Gifted Children, the Council for tors, the workplace, parents, have been funded under the Act Exceptional Children, the Associa- and others in the community include: tion for the Gifted and the Council provide evidence about effec- career guidance of State Directors of Programs for tiveness, including indicators

28 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 d1 that it could be replicated in diverse settings throughout the Sample Projects country address identified priorities such Two of the five Best Practice selections and one of the six Unique Approach projects are briefly as strategies to improve math described here as examples of strategies for linking gifted and talented with community and science achievement, serve resources, learning opportunities and career possibilities. gifted students in rural and urban areas, enhance middle LINCOLN PARK ACADEMY-HARBOR BRANCH OCEANO- tors, conduct research, develop and present projects school achievement, and pro- GRAPHIC INSTITUTION, INC. A SCHOOL WITHIN A in which they contribute to their community, explore mote linkages with institutions WORKPLACE (FLORIDA): This advanced and innova- career possibilities, and engage in a trial job search. Course objectives have been adapted to fit the State's of higher learning. tive science education and technology model connects science teachers and gifted students, elementary Advanced Social Studies objectives. through high school, with working scientists. The pro- The Independent Study/Mentorship course includes RESPONSE FROM GIFTED STU- gram was developed by the St. Lucie County School- six broad learning assignments and assessments, per- DENTS AND PARENTS to-Career Partnership involving Harbor Branch sonalized by students' choices for career exploration. Gifted and talented students and Oceanographic Institution (HBO') and Lincoln Park The class is held the last period of the day, so that stu- their parents have been quick to Academy (LPA), an academic magnet school (grades 6- dents can spend at least three hours a week at the appreciate the opportunities and 12) and site of the county's International Baccalaure- workplace. During the 1997-1998 school year, stu- advantages from participation in ate (IB) program. dents interned in pediatrics, law, social work, chemi- School to Career activities. Particu- The program features a pioneering pre-college cal engineering, optometry, computer engineering, larly at the high school level, specific marine science academy for juniors and seniors. Teach- orthodontics, television broadcasting, and real estate. courses for gifted and talented stu- ers and students spend 4-5 hours on alternating days Contact Information dents are rare. There are A.P. and at HBO' in a fast paced,rigorous research environ- Ms. Jane Wilson, Gifted and Talented Teacher, Central I.B. classes which are indeed ment applying technologies that are integrated with the High School, 88 Jaguar Drive, Beaumont, Texas 77702, designed to challenge academically IB curriculum. 409.981.7100; Ms. Ann Pennington, Director, School- talented students, but these classes Students conduct experiments, collect data for to-Careers, Texas Education Agency, Division of Pro- by necessity follow a format focused scientists, participate in summer intemships, and com- grams and Instruction, 1701 Congress Avenue, Rm on preparing students for qualifying plete a 4,000-word essay and portfolio of laboratory 2-145H, Austin, TX 78701, 512.936.2232, apen- exams. School to Work programs experiences for the IB diploma. Intensive science fair [email protected]. challenge gifted and talented stu- summer camps are held for entering 9th graders, and dents to pursue their interests, to field and laboratory activities engage middle school stu- ROLE MODELS AND LEADERS PROJECT (VIRGINIA): apply their knowledge, to stretch dents. Seniors design marine science activities for Unique Approach: Twenty Saturday morning science their thinking and to begin exploring students from nearby Lakewood Park Elementary and technology mentoring sessions for at-risk minor- possible futures. School. ity and female gifted high school students. The Cen- Students interested in the highly competitive IB pro- ter for Excellence in Education (CEE), founded by the gram apply during 8th grade. Twenty-five percent of the late Admiral H. G. Rickover, established the Role Mod- RESEARCH SCHOOL TO CAREER 125 IB students in the first two years of the program els and Leaders Project (RMLP) in 1991 to increase the OPTIONS IN YOUR COMMUNITY are non-Caucasian, and a majority have been girls. This number of minorities and girls who pursue careers in To find options for your school or initiative has received awards from the National Sci- science, technology, and business. Juniors and seniors district to participate in, begin with ence Foundation, Florida STW, and the Florida Depart- attend 20 Saturday sessions at corporate and educa- the School-to-Work website: ment of Education. tional facilities during a 12-month period. Students http//www.stw.ed.gov/. Through the Contact Information learn about scientific concepts and their relevance to website you can access your state Program information: Dr. Susan B. Cook, Education various professions, career and college planning School-to-Work plan. State School- Director, HBOI, 5600 U.S. 1 North, Fort Pierce, FL options, and how to conduct a job search. RMLP has to-Work grants funded under the 34946, 561.465.2400, x.502, [email protected]. Ms. been adopted in Washington, DC, Los Angeles, and Act are for five years. The fifteen Mary Gregory, Science Curriculum Specialist, St. Lucie Chicago, with 750 students completing it. states that received their funds in County School District; Means Court Center; 532 No. Contact Information 1994 are in the process of structur- 13th St.; Ft. Pierce, FL 34950, 561.468.5155. Ms. Jeneen Robinson, Metropolitan Washington ing sustainability plans to maintain National Coordinator, Center for Excellence in Educa- activities beyond the funding period. INDEPENDENT STUDY/MENTORSHIP AT CENTRAL tion, 7710 Springhouse Road, Suite 100, McLean, VA Other states that received funds as HIGH SCHOOL (TEXAS): This collaboration between 22102, 703.448.9062, [email protected]. Mr. Manuel M. recently as 1998 are just now identi- Central High School and the Southeast Texas School- Arellano, Los Angeles Site Coordinator, Phineas Ban- fying programs with promise. For to-Work Partnership offers teachers an integrated, ning H.S.; 1527 Lakme Ave., Wilmington, CA, 90744, educators in California, the state academic curriculum in which students address work- marellan @lausd.kl2.ca.us. Marc Siciliano, Chicago Site School-to-Work contact is Jim Row- place or community challenges. Teachers facilitate Coordinator, John G. Shedd Aquarium, Lakeview H.S. land, who can be reached at 916- students' independent studies, and community lead- 4015 No. Ashland, Chicago, IL 60613. 654 -9690 or e-mail at ers spend time in the classroom. Students select men- [email protected]. See SCHOOL TO WORK, 42

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 132 29 Finding the Resources What Parents and Educators Need to Know About School To Work Programs in Califor- nia

BY VICTORIA BORTOLUSSI Colleges and schools are changing at the California School to Career to address the needs of the learner website www.stc.ca.gov or by calling We all want our children to rather than the objectives of the 1-800-962-8821. The state has been be happy, and as they teacher. The teacher and the student divided into regions, similar to the grow older, we also hope can learn together. Part of what they CAG regions, including K-12 and they will be independent. To be talk about is the student's future. colleges. I am the regional school to happy and independent, we hope That is where School to Career, Cali- career coordinator for a region our children will find a profession or fornia's version of the School to which includes San Luis Obispo, career that will be both personally Work Act, comes in. This educa- Santa Barbara, Ventura, and Bakers- and economically fulfilling. As par- tional reform initiative specifically field. Our region is cochaired by ents and educators we have this mandates that gifted students be Sandra Mittlestead who works hope and responsibility. We know included in receiving grant funds closely with Ron Fontaine at the education is more than "training for which now have been given to every Bakersfield Office. All regions have a job." But is also more than learn- county in California. This funding a K-12 regional chair and one from ing to be an educated individual. ends in two years, so it is important the community college. The regions More importantly, schools and col- that you act now to get the share have only a small amount of funding leges, teachers and parents, must all that should rightfully be used to to coordinate the county grants. The model and teach learning how to enable gifted students to explore significant dollars are with the learn as our lifelong profession. future professions and learn how to county grants and to learn more In addition to lifelong learning, get where they want to go. about them, one needs to contact there must be lifelong earning, and the county School to Career grant that involves a profession or career. NATIONAL LEARNING CENTER directors. Specific information about We need to help our children dis- School to Work for gifted students is contact people is available on the cover what they might want to be so important nationally, that individ- website or by telephoning. The when they grow up and help them uals in the U.S. Department of Edu- regional coordinators can assist in achieve those goals, all the while cation have been employed to supporting and making the contact. knowing that what they actually devote full time to it. More informa- Every grant awarded must become as they grow will be con- tion can be obtained by contacting address the following requirement: stantly changing. So flexibility is also the national School to Work Learn- the key. ing Center at 1-800-251-7236. Participation of All Students: The School to Career movement Provide a description of how has many people employed at the the partnership will provide California Communities state level to administer millions of equal access and service to all Currently Receiving Grants dollars annually to local school dis- students, including outreach, Los Angeles County Office of tricts. California received its funding recruitment, enrollment, and Education (Downey) late, so we are in the last two years placement to all segments of East Bay School-to-Career Partner- of the funding cycle. We do not the community. This includes ship' Project (Hayward) expect School to Work/Career to be adult students, out-of-school Napa County Office of Education renewed for political reasons. How- youth, disabled students, GATE (Napa) ever, much of what the funds can students, students in non-tradi- Orange County Department of and should do is institutionalize tional schools and mainstream Education (Orange County) what is being called systemic students (see STWOA, and Sacramento Regional School-to- changechange to the educational National STW Office Glos- Career Alliance (Sacramento) system. It is important that gifted sary). Demonstrate that broad Workforce Silicon Valley' (Santa learners have a significant and spe- segments of the community are Clara) cial role in this change so it serves represented on local STC part- East San Gabriel Valley' Regional their needs. nership boards, advisory Occupational Program groups, councils etc. (West Covina) CALIFORNIA WEBSITE More information can be obtained See FINDING RESOURCES, 41

30 s. CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 .#` t,p it. 133 Ask, Learn, & Act Become an Effective Parent Advocate

BY VIRGINIA MCQUEEN

best which we called the Mentally funded, and the laws which support Gifted Minors (MGM). specially funded programs are essen- It has been an interesting time to tial information to being an be in education. There are just as informed participant. There are two many questions in my mind today as common modes in California: there have been answers accumulat- school-based model - the site Education has become a political ing over the years. In fact, many of makes decisions on how to theme at state and federal lev- the answers have changed as the spend the state allocated GATE els. The goal is to improve stu- education system has evolved. One funds for that school site dent achievement with no excuses might conjecture that changes in district managed model -deci- permitted. This is a very laudable society have the most effect on edu- sions are made primarily at the goal, however, it has certain ramifi- cation; however, within the past few district level for a district-wide cations for the gifted. With an years the most significant force for program emphasis on raising test scores there change has come from the business may be a tendency for drill and community and law makers who If a site is school-based there must practice to prepare for norm-refer- want to make the system "better" to be a council drawn from the total enced tests, and that takes up pre- compete in a world economy. school community that is responsi- cious time within the school day that Change is the name of the game! ble for activities focused on improv- could be spent in learning and Confusion cannot be part of the ing student achievement. District applying critical thinking and prob- change game, however, if we are to based committees may be general lem solving skills. provide the best for those students and include representatives from all "Differentiation" or modification who will become the movers, shak- groups or may be designated for of the curriculum, is an established ers, and leaders for the next genera- specific programs such as Special effective teaching strategy appropri- tion. This article refers specifically to Education, English Language Learn- ate for gifted education; however, it the rules and regulations for Califor- ers, or Gifted and Talented Educa- is not an integral part of the norm- nia schools, but the underlying prin- tion (GATE) students. Parents of referenced test scenario. As schools cipals for meeting the needs of gifted students should be represented strive to improve achievement special needs students should have within any group that has responsi- scores, we must not allow the state no geographical bounds for parents bilities for program planning and standards for gifted education to be of gifted children. Using the laws evaluation. neglected. The role of parents as and regulations as guides, the ques- advocates for all students at the tions to ask and some information Action:Ask your site principal or school site and district level is to help you find your own answers the district GATE coordinator for a important. The participation of are presented here. They are not copy of the site and/or district GATE GATE parents at the school site in meant to be all inclusive or pro- plan and become familiar with it. the planning, implementing, and found, rather some questions to get evaluating of programs is essential you started or continue on your own STUDENT IDENTIFICATION to ensure the appropriate teaching, personal quest to be an advocate for Ask:How are GATE students iden- curriculum content, and environ- your gifted child. tified in my district? ment for learning to occur for gifted students. PROGRAM OPTIONS You should know:In California, Advocacy for gifted students has Ask:How are decisions about the each district establishes its own iden- been a personal quest for 35 years. It Gifted And Talented Education tification criteria subject to approval began in the post Sputnik era when (GATE) program made in the dis- by the State board of Education. It the United States was scrambling to trict and at my child's school? What must be comprehensive and include catch up and then excel in the space are my opportunities to be involved? procedures for identification which age. For the first time in California, examine the student's abilities to legislation was written to provide You should know:The governance participate in the program regardless programs for the brightest and the model for schools, how they are See ASK AND LEARN, 43

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 31 134 PUSHY PARENTS tification project. Donate time children and gifted education in gen- Continued from 1 and plantings. eral. Read books, attend confer- Organize a fine arts day. Invite ences, talk to parents in neighboring and that you understand the monu- local artists and performers. districts. Visit with teachers and mental tasks they are facing with Offer to teach an after-school or other professionals, and with area limited time and money. Some sug- Saturday class in an area of your and state gifted consultants to dis- gestions are listed here. expertise or interest. cover the acceptable practices in Serve as a mentor to an individ- gifted education. ual student, perhaps with one Educators, parents, and commu- To know yourself and know your who is accelerated in reading or nity persons are appointed to serve children is the most important ele- mathematics. on district committees such as: dis- ment of all. Are you comfortable Serve as a coach for Future Prob- trict advisory committees, textbook with who you are? Do you under- lem Solving, Odyssey of the selection committees, building par- stand your children's abilities and Mind, Academic Decathlon, Ju- ent-teacher committees, financial shortcomings? What are your nior Great Books, Math oversight committees, and building strengths? How can you make them Olympiad, History Day, or Sci- and property committees. Parents work for you? What are your liabili- ence Fair. who support individual school ties? What traits do you have in Organize a lending library of board members in their campaigns common with your children? Many professional materials for parents for office, also have their ear when a parents have found the SENG (Sup- and educators. concern about gifted education porting Emotional Needs of Gifted) Assist in compiling, editing, or arises. Attending school board meet- model of guided discussion groups printing a newspaper or antholo- ings, or better yet, being a candidate helpful in understanding both them- gy of student work. for the school board, indicates you selves and their children. This ten Provide career exploration for care about education. A friendly face week series based on the book, students. gets a warmer reception when it's Guiding the Gifted Child, provides Compile student interest surveys. time to discuss a difficult situation. opportunities to read, discuss, and Use the Internet to research a interact with other parents to better topic being studied in class and BE INFORMED understand the behaviors and par- share the information and web- What do you need to know to be an enting skills needed to support gifted site with the class. effective advocate? More than you children. Being confident in your Research material for a local mu- think! Understand the budget, the own abilities is the first step to suc- sic concert, drama production, or educational philosophy, board mem- cess. art exhibit. Share the informa- bers' positions, and the organization with students and transport tional hierarchy of your entire USE EFFECTIVE them to the performance. school system. What is the district COMMUNICATION TECHNIQUES Judge contests such as science mission statement and what are the Educators and parents share some fairs, mock trial competitions, or board policies? Who has the power common goals for the emotional, invention conventions. and who makes the decisions? Read social, and academic growth of chil- Arrange for a guest speaker, a the board minutes to understand the dren. Both want students to acquire field trip, or a student shadowing issues facing the school system. some basic knowledge, some think- experience. Attend board meetings and observe ing and problem-solving skills; to Transport students to the public who speaks, how they dress, what develop their gifts, talents, and cre- library and assist them in a com- style is effective. ativity; to attain social skills, a good puter search or the use of the ref- Next, become an expert on gifted self-concept, and a lifelong love of erence room. education, both in your district and learning. To achieve these goals for Organize and lead a book discus- nationally. What is the district policy your children, it is imperative that sion group. statement regarding gifted educa- parents and educators become part- Offer to videotape a school tion? What is the funding source? Is ners rather than adversaries. event. it adequate? What are the state regu- Although the child the school sees is Make computer mailing labels or lations and funding guidelines? Who the same child you send out the computer generated certificates is the coordinator of gifted educa- door each morning, teachers and for students. tion and who is on the staff? In what parents relate to the child from dif- Assist in collating and preparing talent areas are students served? ferent perspectives. Each has unique a mailing. What assessment methods are used insights into the child's needs, aspi- Donate books or a magazine to identify gifted students? What are rations, interests, and aptitudes. subscription to the school library. the program components for serving Cooperation between school and Spearhead a school ground beau- these children? Learn about gifted home can be powerful in contribut-

32 235 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 ing to students' success later in life. tests, introduce them in a way that is Does the identification method When you wish to communicate not threatening to the teacher. Not, use multiple criteria? with the school, follow the chain of "See, I told you she was smart," but Are teachers who serve the gifted command by talking first to the rather, "I know you are interested in supportive and have they classroom teacher. He or she has the each individual student, and I received appropriate training? most knowledge about your student. thought you might enjoy seeing Are there multiple programming Teachers are increasingly more these examples of Mary's work." components designed to meet in- informed about gifted children and Parents can share the child's out-of- dividual needs and learning their educational needs, but are also school interests, skills, leisure time styles, and are they articulated hampered by the constraints of the activities, and home responsibilities; across grade levels? educational system in which they things the child especially enjoys Is there an emphasis on problem work and the demand to meet the about school or experiences the solving, higher-level thinking, diverse needs within their classroom. child finds frustrating; any unusual and student-generated products Many teachers have had no formal happenings that might affect the of high quality? preservice training in gifted educa- emotional well-being of the child. Be Is curriculum presented at an tion and only limited inservice. specific about concerns. Focus on appropriate level and pace? Despite these handicaps, most are solutions or problem-solving Do students have opportunities willing to cooperate with parents in attempts that can be achieved in to interact with ability-level finding appropriate educational small steps. Try to come to an agree- peers? solutions. ment on a plan of action. If the sug- Does the program have a com- True communication is hearing gestion is one you cannot accept, ponent for parent and communi- what others say, sensing what they reflect on the possibilities and indi- ty involvement? are feeling, and responding empathi- cate you will follow up at a later Does the program address the cally to both. An attitude of "What date. Express a willingness to work social and emotional needs can we do together for my child?" together and to be informed. Be pos- unique to gifted students? receives a more positive response itive about the child, the teacher, and In addition to academics that are than one of blaming or asking, the school. recognized as part of the total "What are YOU going to do?" Pre- Only after conferring with the school curriculum, are there pare for a conference by discussing child's teacher should you move on after-school and Saturday enrich- with your child his or her feelings to the next person in command. ment opportunities in the areas about school. Identify specific Even then, it is wise to inform or of student interests? behaviors or interests in your child. include the teacher in a conference Does the program have a system- To establish a common understand- with the principal. Other persons atic and on-going evaluation? ing, initially ask for the teacher's that might be helpful are the super- overall perception about the child. visor or director of gifted education JOIN WITH OTHER PARENTS Then build on the positives as and curriculum supervisors. If you Parents joining together can speak shared by the teacher. Be diplomatic, are still experiencing frustration over collectively for the needs of gifted respectful, and tactful. Learning the your child's education, it might be children. A parent support group educational jargon and the terms for appropriate to talk to the director of offers moral support and an oppor- various gifted education delivery elementary or secondary education, tunity to increase your knowledge methods increases your credibility an assistant superintendent, or a about gifted students and appropri- and respect with the teacher. Be superintendent. Involving the board ate educational opportunities. Meet aware of your body language and of education is a last resort! Educa- with a nucleus of other parents who the words you choose. You may tors dislike being questioned by the share a concern for the needs of want to avoid some "hot button" board of directors and this can lead gifted children. Involve the district words such as, "bored," "brilliant," to hostile feelings toward a parent coordinator. Perhaps he or she will "always," "last year!" Some "soft- by administrators. be willing to give you names of ener" phrases might include, "I'm other parents, or notify them of a curious about..." "I'm wondering KNOW WHAT TO EXPECT FROM A meeting time and place. Establish a if...," "Can you help me under- GIFTED PROGRAM minimum structure for the group: stand..." It is far better to ask ques- Parents can effect change in the officers, bylaws, meeting date, dues tions than make demands. "Have gifted program if they ask questions structure. Funds will be needed for you thought about...?" "I wonder such as the following: communication, refreshments, and what would happen if...?" Does the district have a clearly mileage for speakers. Plan interest- If you bring examples of products written plan with a philosophy ing and informative programs. At produced outside the school day, or and goals specifically for gifted one of the first meetings, school per- results from private psychological students? sonnel might give an overview of the

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 33 district's gifted and talented educa- awards or achievements. Ehrlich, V. (1985). Gifted children: A tion program, its structure, person- If parents feel supported, guide for parents and teachers. nel, and funding. Communication informed, and connected with other New York: Trillium Press. with members and programs of parents, they can become a powerful Renzulli, J. (1994). Schools for talent interest to parents are essential for advocacy group. When the president development: A practical plan for maintaining a successful group. of the parent group addresses the total school improvement. Mans- These program ideas have been board of education or writes to the field Center, CT: Creative Learning used: a presentation on the charac- administration, it is as a representa- Press, Inc. teristics of gifted children; a parent- tive of all the gifted children in the Steele, K. (1996). Involving parents in child creative writing night; a district, not just a single person schools. Dayton, OH: Pieces of discussion of state legislative issues; advocating for his or her child. Learning. planning, searching and applying for There is power in numbers! Walker, S. (1991). The survival guide college; creative activities in the for parents of gifted kids. Min- home; the social-emotional needs of Are pushy parents getting a bad rap? neapolis: Free Spirit Publishing, gifted children; competitions for Perhaps. But informed parents who Inc. gifted students; parents as volun- advocate for their gifted children are Webb, J., DeVries, A. (1998). Gifted teers; a summer opportunities fair; a a necessity if gifted education pro- parent groups: the SENG model. local librarian sharing the latest grams are to survive! Scottsdale, AZ: Gifted Psychology books for children and parents; fam- Press. ily games night; parenting young REFERENCES: Webb, J., Meckstroth, B., Tolan, S. gifted children; appropriate com- Alvino, J. (1985). Parents' guide to (1994). Guiding the gifted child. puter games and websites. raising a gifted child. Boston: Little, Scottsdale, AZ: Gifted Psychology Some parent groups reach out to Brown, and Co. Press. the community by enlisting the Barclay, K., Boone, E. (1996). The mayor to issue a proclamation for parent difference: Uniting school, ARLENE DEVRIES is the Community Gifted Education Week, providing family, and community. Arlington Resource Consultant in Gifted Educa- scholarships to summer programs; Heights, IL: IRI/SkyLight Training tion for the Des Moines, Iowa Public organizing Saturday or summer and Publishing Co. Schools, and president of Iowa Tal- enrichment classes taught by their Dunn, R., Dunn, K., Treffinger, D. ented and Gifted Association, as well members, contributing books or (1992). Bringing out the giftedness as a national consultant working with magazines to school libraries, or in your child. New York: John parents of gifted children. She can be honoring gifted students for special Wiley and Sons, Inc. reached at deyriesepo-1.star.k12.1a.us.

Call for Articles In this issue we included Carol Danz' article, "The Best of Both Worlds." It was the result of a reader who had an experience to share; she contacted us and we encouraged her to describe the steps required in setting up a part-time homeschool program for her children. We know there are others with experiences or ideas that could benefit our readers. If you are hesitant to write yourself, let us know your idea so that an editor can interview you and turn in an article. Think about what you could contribute to one of our upcoming themes. Issue Theme Manuscript deadline Winter 2000 Math and Science for giftedstudents October 15, 1999 Spring 2000 Identification: Best practices and new trends January 15, 2000 Summer 2000 Developing passion, leadership, and ethics in gifted youth April 15, 2000 Fall 2000 Special needs of highly gifted children July 15, 2000 Guidelines for Article Submissions: 1. Manuscripts should be between 1000 and 2500 words 2. E-mail or send a disk (Mac or PC) with manuscript saved as text (ASCII) file (e-mail preferred) 3. Send or fax a hardcopy (double-spaced) of your manuscript 4. Include a cover sheet with your name, address, telephone, fax number, and/or e-mail with a brief biography Submissions should be sent to: Margaret Gosfield, Communicator Editor, 3136 Calle Mariposa, Santa Barbara, CA 93105. Tel: 805-687-9352, Fax: 8-5-687-1527, e-mail: [email protected] The Communicator staff reserves the right to edit all material in accordance with APA style and Communicator policy.

34 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 137 BEST OF BOTH office who were well-versed in edu- rewriting of this advocacy proposal. WORLDS cation code provisions. Continued from 7 PUTTING THE PLAN INTO ACTION DISTRICT CONCERNS The ILP is employed much like any to achieve as well or better Our district had legitimate concerns homeschool operation. The advan- then the child would be a can- about a proposal such as ours.They tage to this is that a parent can rely didate for independent study. included: on the school to provide basic state- Talk with your district about parents might not adequately mandated instruction; what is the possibility. implement an ILP once drawn taught at home is largely driven by up and approved student interest. Depending on one's BUILDING A CASE FOR A PRO- parents might not be willing to preferences, a parent can enrich that POSAL learn gifted education method- basic content or present something This meant that the opportunity for ology before attempting to entirely separate to their children. such a proposal lay in the hands of teach gifted children at home For example, while our daughters our own school district. With the there might be a flood of were learning about Africa in help of friend and mentor, Dr. Robin requests for the option and the school, we pursued a study of Schader at the National Research district needed time to work "Inventions" at home, something Center for the Gifted and Talented through a pilot program first our daughters were very interested (NRC/GT), as well as valuable prior approval of teachers, prin- in. Naturally it had to be modified resources from NRC/GT and CAG cipal, and superintendent was for our 5-year-old and our 7-year- (and a good credit card!), I began necessary to assure curriculum old. the process of drafting an Individu- compacting for our children Our plan currently falls under our alized Learning Program (ILPto Monday through Thursday. district's Independent Study/Home- distinguish it from an IEP). I school Charter umbrella, overseen depended a great deal on NRC/GT As a result, assurances of parent by our Director of Independent resources and several of Renzulli's responsibilities and approval of Studiesthe "credentialed books. Much like an IEP, the ILP interested parties were written into employee" under whom we operate. enabled me to pursue a "student the proposal. (Note: parents need The proposal is currently a pilot with special needs" proposal for our not be professional educators to pro- program for this school year; the gifted children. Without it, it would vide suitable at-home enrichment for results will then be reviewed by the have been more difficult for the dis- their gifted children. Parents merely superintendent, and with his trict to justify my part-time home- need to do some homework and use approval, it will be presented to our school request. the wealth of resources available to local school board; we hope it will It was also essential that I had a us to do so!) then be offered to other parents of good working relationship with our Dr. Schader stressed the impor- gifted children within this district for children's teachers, principal, and tance of not "steam rolling" anyone the next school year our superintendent. As Site Council with our idea. We found the gentle To say that this is a rich experi- President, PTA board member, and persuasion approach absolutely nec- ence for our family would be an member of the district Parent Advi- essary in maintaining dialogue with understatement. We are able to sory Committee, I was able to have the necessary parties. It was also apply the ideas from CAG confer- regular communication with these critical that I tempered my occa- ences and NRC/GT research results people, all of whom were critical to sional overenthusiasm and newly to our daughters' homeschooling the process. acquired knowledge of these matters experience. This has truly excited I first approached our daughters' in our discussions. them about learning. Our children teachers casually about the matter As simple as the request sounds, it express enjoyment for their home- Without boring or overwhelming took some tenacity in getting it school days while also benefiting them with details, I asked for their approved. Tuning was also an from the special experiences of their input on the idea. We determined important factor. To my good for- public school classrooms. They are that since Fridays were largely tune, the time was now ripe in our pursuing learning at a level matching review days with little new material district for such an idea because our their abilities and interests. What a presented in class, they would be district homeschool charter had just joy this has been for us as parents! good days for home enrichment. been put into place and other pro- Upon receiving their input and sup- gressive programs had also been CAROL DANZ is currently a full-time port, I proceeded to speak to the recently approved. The entire mother working on a master's degree principal, and eventually the super- process took approximately two in gifted populations using this pro- intendent. We then contacted indi- years of self-education, as well as a posal as part of her thesis. She may be viduals at the county education great deal of drafting, writing, and reached at [email protected].

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 35 138 GIFTED ADULTS increased stress, intensity, and feel- and style of dress (Nowicki, Continued from 11 ings of differentness which are often 1992). Verbal and nonverbal skills outcomes of being gifted. improve interpersonal communi- Finding a common language to cation and help individuals better describe experience and express RECOGNIZE AND DEAL WITH fit in when they wish to, try to needs is difficult and takes a STRESS change the system if necessary, great deal of work. Everyone deals with stress on a daily and most importantly treat them- Others may be perceived as basis. But frequently gifted individu- selves and others respectfully. warped or psychologically dam- als have increased stress reactions aged and thus incapable of hold- because of their psychomotor; sen- REFERENCES ing up their part of relationships. sual, intellectual, imaginational, and Faber, A. and Mazlish, E. (1980). Values may differ greatly creating emotional makeup. There are many How to talk so kids will listen and fractures in relationships. programs and books about stress listen so kids will talk. New York: Finding common areas of inter- reduction. The key components are Avon. est or passion may be difficult. to (1) learn to identify your own Lind, S. (1994.) "Understanding inten- stress symptoms: headache, back sity in gifted children." Communi- In order to help to counter these ache, pencil tapping, pacing, etc. cator, 25,(S), 22-24. negatives we can try the following: (2) develop strategies for coping Lind, S. (1996). "Teaching about Respect and honor individual with your stress: talk about your overexcitabilities in the classroom." differences. feelings to someone, do relaxation The Dabrowski Newsletter, July, Model acceptance of differences. exercises, include physical exercise 1996, 3-4. Adjust expectations to incorpo- regularly into your day, change your Mahoney, A. (1998). "In search of the rate individual differences. diet, do daily meditations/visualiza- gifted identity: From abstract con- Assume that the reality described tions, ask for help, develop organi- cept to workable counseling con- by the other person is OKtry zational and time management skills structs." The Roeper Review, 20, not to automatically look for and (3) develop strategies to prevent (3), 222-226. pathology. stress: make time for fun, develop a Nowicki, S. et al. (1992). Helping the Be sure both people in the rela- cadre of people to help, advise, child who doesn't fit in. Atlanta: tionship are knowledgeable humor you, become more tolerant Peachtree Publishers. about OEs. of your own and others' imperfec- Reframe for one another. Try to tions. Take time to map out a plan RESOURCES describe your experience in a for you and your family members to Adderholdt-Elliot, M. (1986). Perfec- way that makes sense to the oth- deal with stress. (See Hipp, 1985 for tionism: What's bad about being er person. Use metaphors, exam- additional information.) too good? Minneapolis: Free Spirit ples from literature, art, theater, Publishing. the animal kingdom, etc. LEARN AND USE EFFECTIVE Hipp, E. (1985). Fighting invisible Seek like people to provide the COMMUNICATION SKILLS tigers. Minneapolis: Free Spirit emotional, intellectual, imagina- Good communication skills are use- Publishing. tional, sensual, physical support ful on multiple levels, from improv- Margulies, N. (1991). Mapping inner you are unable to get within the ing the chances of getting what you space: Learning and teaching mind relationship. want, to nurturing and facilitating mapping. Tucson: Zephyr Press. Remember that overexcitabilities growth in others. Regardless of one's Simon, S. (1988). Getting unstuck: are innate abilities which need to motivation for learning these skills, Breaking through your barriers to be accepted with grace as one the outcomes will include less stress, change. New York: Warner Books. would accept shoe size, or hand- greater self-acceptance, greater Watts, J. (1990). In search of perspec- edness. understanding from and about oth- tive. Columbus, OH: Ohio Psycho- ers, and less daily friction at home, logical Publishing Company. LEARN PRACTICAL COPING work or in the grocery store. SKILLS When learning communication SHARON LIND, M.S. Ed., is a private The first four affective needs of skills be sure to include both ver- consultant for affective, gifted, and gifted adults can be greatly facili- ballistening, responding, ques- parent education. She focuses on tated and enhanced by incorporating tioning, telephoning, problem emotional and social development; two basic coping skills: recognizing solving (Faber and Mazlish, 1980) curriculum and program design; staff and dealing with stress, and learning and nonverbalrhythm and use development; and guidance issues for effective communication skills. The of time, interpersonal distance and grades K - 12. She can be reached at two sets of skills are vital because touch, gestures and postures, [email protected] or 12302 SE they help individuals deal with the facial expressions, tone of voice, 237th Place, Kent,WA 98031.

36 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 NEW MILLENNIUM able to control situations in which tionally rather than rewarding them Continued from 13 we find ourselves, some situations materially when receiving top are the result of choices we make. grades. Although gifted children are acceptable to the parent. This is an Many parents do not allow their very intelligent and understand con- essential element in providing a sup- children to make mistakes or to fail. cepts beyond their years of experi- portive psychological environment. By protecting our children from dif- ence, they are still socially and With the encouragement and sup- ficulties, we do not allow them to emotionally children. Be patient and port of significant adults, gifted stu- learn how to confront and solve fair in all interactions. However, do dents have the integral ability to problems. If you intervene when not allow them to be manipulative. make sense of their world and be your children have peer conflicts, It is not necessary for children to get involved in making meaningful deci- they will not know how to solve everything they want. In fact, it is sions concerning their own activities. such conflicts as an adult. If you do harmful and sends a false message In this type of supportive environ- your children's homework or science about reality. ment, children learn to respect and projects, not only do you prevent By providing guidance and emo- accept the values and decisions of them from learning to face the con- tional support, parents can nurture their parents. Such an atmosphere sequences of their actions, but you their children as much as their chil- also provides the opportunity for the also rob them of the feeling of dren's maturity dictates. Obviously, development of self-respect and pos- accomplishment that comes from a less mature or younger children need itive self-esteem. Helping your child job well done. The support you pro- more support and guidance in mak- develop an "I can do it" attitude is vide may help your children for the ing decisions. Children are all an important first step in this moment, but lessens the likelihood uniquely different, and parents must process. Such phrases as, "I can't," that positive attributes such as perse- learn to recognize their child's needs "I should," "I don't care," "There is verance and determination will be and be ready to support and encour- nothing to do," and "Do I have to?" learned. age their endeavors. should not be accepted by parents. As stated earlier, much of who we Parents can change a negative atti- BE A ROLE MODEL are and how we act is learned. How tude into a positive attitude by con- You can help your children become we think determines how we feel, sistently following these guidelines: happier and more successful by act- and how we act is determined by Provide challenging opportuni- ing as a role model. Discuss issues our thoughts and feelings. There- ties and activities openly and deal with life creatively. fore, developing positive attitudes is Share in activities that are novel Your willingness to take a risk and an important step toward becoming and interesting. live life creatively will be an inspira- successful and happy. There are no Provide a variety of nurturing tion for your children. Also, by pro- simple answers, however, there are experiences and activities viding quality time for your children some guidelines. Redirect a child's attention from you will develop a close relationship. negative to positive It is important to play together. Visit CLUES LEADING TO A HAPPIER Reject whining or inappropriate parks, museums, historical places, LIFE behavior and athletic events. Have family Think of life as a process of meetings to discuss issues or con- choices As a parent, it is your responsibil- cerns. Allow family members an Listen to and trust your inner ity to guide and support your chil- equal opportunity to express their voice dren's choices. Point out the opinions. Helping your children Take responsibility for yourself alternatives and consequences of learn to prioritize their time is very Experience each day more fully their choices, and allow them to useful and meaningful. Too often, Dare to be different make decisions appropriate for their gifted children become over sched- Do what you do best age. uled. This causes a great deal of anx- Open yourself up to others iety and many important tasks, such Be willing to take risks INSTILL RESPONSIBILITY as homework, are not completed. By Treat others with respect and Helping your children become sharing strategies you have learned dignity responsible for themselves is key to to manager your time, you can their becoming successful and model successful behavior for your No one said it was easy being a happy. Many young people take on children. parent. Parents are human too. the role of "victim," blaming others Sometimes you are tired or sad, and for their failures, unhappiness, and PROVIDE LOVE AND SUPPORT, sometimes you don't even know the problems. We need to realize that NOT REWARDS answer. But that's okay, because we can control our attitudes, and It is very important to validate your you're not expected to be perfect even though we may not always be children by loving them uncondi- either. As each of us has the oppor-

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 37 140) tunity to interact with a child, it SUGGESTED READING: Purrfect parenting. Tucson, AZ: seems important to stop for a Bed ley, G. (1985). The big-r. Irvine, Fisher Books. moment and reflect upon those situ- CA: People-Wise Publications. Perino, J. & Perino, S. (1981). Parent- ations and circumstances that had a Clark, B. (1997). Growing up gifted. ing the gifted: Developing the powerful and lasting influence on Columbus, OH: Merrill Publish- promise. NY: R.R. Bowker. our lives. Remembering the qualities ing/Prentice-Hall. Webb, J., Meckstroth, E. & Tolan, S. of those people who helped to Galbraith, J. (1991). The gifted kids (1982). Guiding the gifted child. change our lives in positive ways survival guide. Minneapolis: Free Dayton, OH: Ohio Psychology may provide a guide for how we Spirit Publishing. Press. interact with others. Our greatest Golant, S. (1991). The joys and chal- contribution may be to have a role lenges of raising a gifted child. NY: BARRY I. ZIFF, Ph.D. is principal at the in making a positive difference in the Prentice Hall. Mirman School for gifted children in life of a child. That child may be Guhl, B. & Fontenelle, D. (1987). Los Angeles, CA. your son or daughter.

PARENT VOLUNTEERS mances for the general public even read to them and explained the made enough from ticket sales to meaning of the old English expres- Continued from 17 cover our out-of-pocket expenses. It sions. Then he progressed into a SPECIAL EVENT SUCCESS was a wonderful learning experience kind of reader's theater with stu- I asked Karen to brainstorm with for students, and I was convinced dents reading scenes from Shake- me ideas for a musical stage produc- that parent help would always be a speare's works. The students began tion that could involve all students part of my teaching. Karen and I to study and rehearse their parts in my 5th grade. Together we came were mutually grateful for what we before each Shakespeare lesson. up with an idea that was a huge suc- had accomplished together. She really Weekly topics included the Eliza- cess; "Fashions through the Cen- wanted to play an active role in her bethan theater, geography related to tury" featured the clothing fashions, son's education. I needed the energy the play being studied, and clothing historical events, and popular music and talent that this mother had to and costumes of the times. for each decade of the 1900's. Again share. The students were the real win- Later in the school year, at the with Karen's help, we recruited ners. I've had individual students tell students' request, our class per- other parents to form the planning me years later that the play was a formed a shortened version of and working committees. While the highlight of their fifth grade year. Romeo and Juliet for the whole script was being written, another school. Mr. G. helped organize other parent researched and recorded on IN LOVE WITH SHAKESPEARE parents into committees to browse tape the popular music of each Mr. G. was another parent who the thrift stores for articles of cloth- decade. Another parent designed the really had an impact on my stu- ing, accessories, and props, and to fashions, and the whole class dents. At back-to-school night he make the costumes. In addition to worked on scenery and stage light- volunteered to introduce Shake- learning about the world of Shake- ing. It all came together on show speare to my class. When I asked speare, all of the students showed week with students dressed in fash- him to give me more details, he was improvement in their self-confi- ion costumes, singing songs, and vague and I was skeptical. He was a dence, poise, patience, and their abil- speaking their lines on cue. Two stu- firefighter by occupation and had no ity to work as a team. dents, dressed as the Wright Broth- real claim to expertise, but he was Mr. G. brought a love for litera- ers, walked the runway while the interested in Shakespeare as a ture into the classroom. He wasn't a chorus sang "My Flying Machine." hobby. He wanted the students to teacher or a scholar, but he had a A boy in his little league uniform love the Bard as he did. I invited him passion for Shakespeare which he played the role of Jackie Robinson, to talk to the class about Shake- willingly shared with the class. We as the class sang "Take Me Out to speare, thinking that would be the were fortunate that his work sched- the Ball Game." A group of girls end of it. His talk with the students ule as a firefighter allowed him the dressed as flappers and danced the was very inspiring. The students time to volunteer in the classroom "Charleston." Everyone had a role gave him their complete attention on a regular basis. in the production. Karen directed and showed more interest than I the choreography and I was busy expected. PROFESSOR ENRICHES CLASS- directing backstage traffic. From then on Mr. G. came to ROOMSON GAINS SELF-CONFI- The afternoon, all-school, pro- class every week and did Shake- DENCE gram was a hit. Two night perfor- speare with my students. First he Professor K. was another parent

38 141 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 whose contributions made a differ- that lasted all year long. ecological conditions. One year Mc ence. At one of my "Parent Volun- P. brought his professional sur- teer Meetings," Professor. K. offered COUNSELING EXPERTISE veyor's transit and demonstrated its to do a guest presentation on the Mrs. F was a family and marriage use in laying out a topographical music of strings. He was a music counselor whose daughter was in map of the park. professor at a local university, and my class. During the year she his son was a student in my class. I arranged to conduct a class discus- ANNUAL FAMILY POTLUCK was pleased to include him in our sion to help me deal with some neg- One event that has always been a schedule for two reasons. First, the ative attitudes and personality highlight of the year involves volun- music program at our school had conflicts that were escalating to the teers in a family potluck dinner. All been cut nearly to the bone and point of involving the whole class. students complete an extensive study these students needed more general Mrs. F. facilitated a class meeting to and report on one of the United information in that area. Secondly, I discuss the problem behaviors and States. They prepare a "show and was concerned about Prof. K's son. their impact on others. Under her tell" including costumes, products, He was smaller than his peers and guidance, the students recognized and important features of their state was frequently the target of the the problems and established a plan shown on a salt-ceramics map. Fol- other students' jeering and teasing. I for improvement. She also had a pri- lowing their brief presentations in saw him as a sensitive boy who had vate session with the students who the multi-purpose room, we all line low self-esteem and was a semi-iso- were more directly involved. up for the potluck dinner. Parents late in the class. On another occasion one of our are encouraged to bring food repre- On the afternoon of the presenta- classmates died in a car accident. senting a state in the US. It is a fun tion, Eric K. helped his dad carry The entire school was shocked with way to meet in a social environment several boxes and cases into the grief, and our regular school coun- and to highlight what the students classroom. Prof. K. was experienced selor was not available. I knew Mrs. have studied. and at ease in front of a class. His F. well enough to feel confident that talk was punctuated with brief she would be professional, use dis- BENEFITS FOR ALL demonstrations of making music. cretion, and could conduct counsel- Over the years, I have had many He showed several old and new ing sessions in a constructive and parent volunteers help with tasks stringed instruments and described positive manner. She was a tremen- such as transportation on field trips, how each part contributed to the dous help to the students in coping keeping scores on "jog-a-thon" day, qualities of the music. He passed with their grief. and assisting in the classroom in a around a very valuable, century-old, Over the years, I have used volun- hundred different ways. When par- violin for the students to see and teer parents to enrich and extend my ents take the time from their busy touch. Then he played a short pas- curriculum, to add new dimensions schedules to volunteer in the class- sage on each of his display instru- to classroom activities, and to pro- room, it makes a strong statement ments to show the subtle differences. vide resources to the students. The about their values and attitudes. The students were very attentive. few examples cited above serve to When they are involved they are The finale of the event was when highlight some of the benefits of invit- supportive, and this is usually Prof. K. and his son, Eric, played a ing parents to be a part of the GATE reflected in the attitudes of their sons violin duet together. It was positively classroom. There are many other and daughters. I gain as a teacher, breathtaking. examples that could be described. the students gain from the enriched Up until that time the students Mrs. W. was a judge. Our class curriculum, and even the parents had not treated Eric with respect. made a very special field trip to her gain. Parents have stated that they They were unwilling to include him courtroom one day. Students have had a fun and productive year. in their games. He was the last one enjoyed trying on her robe, sitting in They enjoyed being involved, know- to be picked on a team, and they the jury box, and seeing the judge's ing what was going on in the class- did not want to be paired with him chambers in the back room. room, and having satisfaction from during work or study time. Now Mrs. A. taught students to play being an important part of their they were amazed that this boy the song flute a half hour each week. child's education. could stand in front of them and Students developed music skills that play the violin with such talent. might have been ignored without GLENDA THOMAS, MA, is a retired They were really impressed and so Mrs. A's talents. GATE teacher from the Sacramento was I. In fact, they stood to give Mr. P. was an engineer who City Unified School District. Currently him a rousing "bravo," and asked helped me in an ecological park unit. she supervises student teachers and for another song. Seeing the grin on Each year students surveyed a neigh- interns at California State University, his face was priceless. Eric had borhood park and designed an ideal Sacramento. You may e-mail her at: gained new status with his peers recreation area to meet specified [email protected].

39 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 1-4142 LABELING large reservoir of untapped ability FINAL THOUGHTS Continued from 21 including children from disadvan- As mature adults, we recognize the taged backgrounds and disabled need at times to down play our use likely excludes me but not a friend children. We must be very careful to of terms, so as not to raise red flags who enjoys stepping off into space. not misuse labels. or antagonize others. In my judg- The terms "gifted" and "tal- ment, it is perfectly all rightespe- ented" have a number of meanings, APPROPRIATE USES OF THE LA- cially in the beginningto refer to a resulting in confusion for parents BEL gifted program as an enrichment or and educators alike. There is a sub- Labeling children "gifted" may advanced learning program. The stantial body of research which vali- mean: non-negotiable aspect is that student dates identification of and 1. Recognizing a category of chil- participants must be clearly identi- programming for gifted children. dren whose characteristics and fied by appropriate selection criteria Publishers, state departments of edu- needs entitle them to differenti- and in educational programs cation, county offices, school dis- ated and more challenging uniquely suited for advanced learn- tricts, and institutions of higher learning. ers. Hopefully those individuals who education have spent decades per- 2. Providing a focal point and a first saw red may come to recognize fecting advanced materials and model for differentiating the and accept, and appreciate the fact strategies which engage gifted chil- curriculum and instruction. that gifted individuals have raised dren at higher cognitive levels, in 3. Providing documented need for the standard of living for all of us. depth, with greater complexity, and legislation assuring adequate During times of trouble we seek the at accelerated rates, preparing them funding. services of gifted individuals a for our fast moving information and 4. Establishing the basis for more gifted plumber, a gifted auto technological age.Therefore, instead rigorous inservice education, mechanic, a gifted surgeon, or what- of abandoning the terms, we must curriculum development, indi- ever gifted person will help to solve be sure they are clearly defined and vidual instruction, and evalua- our problems. that we agree on their meaning in tion. Parents must be especially alert to whatever context we are working. S. Highlighting academic excel- not wittingly or unwittingly flaunt Let us look, therefore, at some lence as an appropriate empha- their children's giftedness with state- instances in which the use of the sisalong with excellence in ments such as "Mary was identified label "gifted" is appropriate and athletics, business, technology, as gifted. Was your daughter?" Pro- when it is not. and artistic production. gram support and survival depends 6.Identifying and challenging upon our being sensitive to the feel- MISUSES OF THE LABEL children for whom we should ings and needs of othersin this Labeling children as "gifted" may have higher expectations. case, parents whose children have mean that we are: 7. Preparing more sophisticated not been identified as gifted. 1. Focusing on differences (setting teachers who are skilled in fos- The purpose of this article was to people apart from one another) tering higher intellectual introduce the reader to a few com- instead of promoting gifted- inquiry, critical thinking, cre- mon sense ideas about labeling. It nessfocusing on separateness ative problem solving, and might be wise for parents to sit rather than wholeness. extended awareness. down with teachers and administra- 2. Creating a class of children per- 8. Making school an interesting tors to brainstorm the pros and cons ceived as intrinsically better and worthwhile place for chil- and best uses of labeling; reach a than other children. dren whose lives are guided by consensus; establish policy; and 3. Reducing incentives to work a different drummer, who move forward with greater aware- harder to achieve high goals. thrive on expanding their capa- ness, understanding, and effective- 4. Valuing children for what they bilities, playing with ideas, see- ness. can do rather than for what ing new relationships, solving Good luck. they are. problems, guiding adults (e.g. 5. Assigning the best teachers to in computer technology), and DR. PAUL PLOWMAN is the Advising teach gifted children and other for some, participating in the Editor of the CAG Communicator. Past teachers to teach those who are adult world (e.g. managing experiences include: 25 years as a Cal- not gifted. their own stock portfolios). ifornia State Consultant in Gifted Edu- 9. Motivating excellence in all stu- cation; conference speaker, federal We don't know a book by its dents and in all aspects of life. projects director, and president of the cover. The world of appearances 10. Reducing school dropout rates Council of State Directors of Pro- presents us with blinders that causes resulting from boredom and lit- grams for the Gifted. He can be us to fail to recognize giftedness in a tle challenge. reached at: [email protected].

40 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 FINDING RESOURCES used as venture capital, develop new real-life curriculum and work-based Continued from 30 methods for making school relevant learning experiences to prepare our to real life for thousands of students young people for the challenges of $58 MILLION PLUS IN CALIFOR- across the nation. living and working in today's com- NIA Since May of 1994 when Presi- petitive, technologically driven envi- The state of California will be dent Clinton signed the School to ronment," said Secretary Riley. awarding at least 58 county grants Work Opportunities Act into law, The administration awarded the this year, averaging at least $1 mil- more than 42,000 employers have grants on a competitive basis from lion dollars per county, totaling over formed School To Work partner- 215 applications submitted nation- $58 million. Also, $20 million have ships with educators, parents, wide. These awards were funded by been directly awarded to sites students, organized labor, and com- STW dollars appropriated in 1995. including San Diego, Los Angeles, munity,' organizations. Businesses Under current budget proposals and San Francisco. that cannot find employees with which could drastically reduce 1996 "School to Work is one of the strong academic and job skills are School to Work funds, no new state most promising examples in Amer- recognizing that School To Work or local grants would be awarded ica today of a community's commit- provides answers to this problem. next year, despite great interest to ment to their (sic) children's future," "School to Work gives high begin school-to-work programs. said President Clinton. "The linking school students the tools to apply Investment in states and communi- of the classroom and the workplace what is learned in the morning at ties currently participating also is an exciting approach to learning school directly to what is earned in would be reduced or eliminated. and earning for young Americans. the afternoon," stated Richard Therefore, it is important that your This partnership inspires students, Reich, former Secretary of Educa- school or district become involved employers and teachers to do their tion who headed the School to Work now in order not to miss out on the very best. And with our best work- Grant Awards. "This will give a new dollars available. ing for America, we can look for- generation of Americans the oppor- ward to setting the pace for global tunities their parents and grandpar- VICTORIA BORTOLUSSI, Ph.D., is Dean, competition as we enter the 21st ents had before themto earn their Instructional Advancement, at Moor- century." way into the middle class to achieve park Community College and the School To Work dollars have been the American dream." School To Career coordinator for Region committed to 81 communities in 42 "School to Work joins the con- 8 in California. She is also the immedi- states and Puerto Rico. Those funds, cepts of high academic standards, ate past editor of the Communicator.

Past Issues Available

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 tax and shipping. Call the office at 310-215-1898 to make your request. Vol. 30. No. 2, Spring 1999 Gifted Education in Middle Schools Vol. 30 No. 1, Winter 1999 Gifted Readers Vol. 29. No. 4, Fall 1998 Teaching Gifted Students Vol. 29 No. 3, Summer 1998 Social and Emotional Needs of Gifted Students Vol. 29 No. 2, Spring 1998 Talent and the Arts Vol. 29. No. 2, Winter 1998 Gifted Education in High Schools

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 41 44 SCHOOL TO WORK The School-to-Work contact in each youngsters to identify their interests, Continued from 29 office is aware of current activity in set their learning goals, and seek out your region and can connect you resource people who can help them On the School-to-Work website with coordinators of recognized achieve their potential. The time is you can also find descriptions of all local School-to-Work programs. right and the resources are available five Best Practices and six Unique Regional Office contact numbers are to get your students involved. Approaches for involving gifted and available on the U.S. Department of talented students in career explo- Education website at: http://www. Note: We wish to thank Lorraine ration and community -based learned.gov. This site also provides infor- Kleinwaks, formerly of the National ing (keyword search: gifted) Finally, mation on currently posted Depart- School-to-Work Office, who coordi- through the website, you can learn ment of Education grant nated the program review process of grant opportunities to fund initia- opportunities. If you have specific that identified the Best Practices and tives in your school district and questions regarding funding, model Unique Approaches serving gifted events and conferences where school programs or printed resources, staff and talented students. to career practitioners gather to at the School-to-Work Learning share best practices. Center at 1.800.251.7236 is ready LOUISE W. STEVENS, Ph.D., Program Another source of information is to help. Specialist for the U.S. Department of the Regional Office of the U.S. Motivated gifted and talented Education Region X, 915 2nd Avenue, Department of Education located in learners need not be constrained by #3362, Seattle, WA 98174 your area. There are ten regional course descriptions or school walls. 206-220-7803 fax: 206-220-7806 offices throughout the United States. School to Work programs encourage

SCHOOL TO WORK IN ACTION

MICHAEL teed employment with the project (including recogni-

Michael was a gifted high school senior-800 math tion on research papers) through his undergraduate

score on his SAT. He was interested in biomedical years.

research but had essentially "used up" the science MEUSSA

curriculum at his high school. Through his district's In conjunction with a French class assignment to

School-to-Work program he was able to secure an conduct a tour of a French city in French, Melissa

internship with the Fred Hutchinson Cancer contacted a local travel company that runs European

Research Center for which he received advanced tours. She and her guidance counselor eventually

science credit. As his intern project he taught a drew up a contract with the company indicating what

two-day DNA unit for the advanced biology class, Melissa could learn through a 5 hour per week

sharing cutting edge research from his Fred Hutch internship in lieu of her 6th period class. The firm

project. Based on his outstanding commitment to hired Melissa during the summer following her junior

the project, his mentor, an adjunct faculty at the year. She has spent the past two summers in France

University of Washington, offered Michael a sum- translating for tour groups while earning money to

mer research position, tuition vouchers and guaran- fund her undergraduate education.

42 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 145 ASK, LEARN & ACT schools is very complex, but know- CURRICULUM Continued from 31 ing the basics of funding and ser- Ask:What kind of curriculum vices required by the laws which should my child receive as an identi- of economic, cultural or linguistic create the funding helps in under- fied GATE student? backgrounds. This is an equal edu- standing how the system works and cation access issue which ensures assisting the system in working, You should know:The regulations that all students have equitable especially for the gifted. The educa- state that a differentiated or modi- access and opportunity to partici- tion of students is funded by state fied curriculum, varied learning pate in and benefit from high quality and federal governments. Local gov- opportunities, and varied environ- curriculum and extracurricular ernment funding goes to support all ments must be provided within the activities. It should be evident students and is usually not directed GATE program. The opportunities through practice that "giftedness" at special needs groups such as provided must be based on assessed occurs in all cultures and ethnic gifted students. Monies that supple- needs of those students identified as groups and all groups should be rep- ment programs for special needs stu- GATE and extend the students abili- resented in the district's program. dents are called "categorical funds" ties, sensitivities, judgment, thinking Decisions regarding individual and are to be used for students who skills, and self concepts. There must student identification for the GATE qualify using criteria defined in the be a site GATE plan that shows the program should be based on multi- law or directives given to school dis- options provided to meet the stu- ple criteria. Some of the most com- tricts for establishing criteria. dents needs and the teaching strate- monly used measurements within In California the GATE program gies used to meet those needs. districts are: has been the smallest categorical The core curriculum, usually achievement scores fund. The district receives money defined as math, reading/language tests which produce an I.Q. or from the state based on the average arts, history, and science, must be equivalent daily attendance of the entire dis- expanded and include pacing, levels teacher observations trict. The district must include a of complexity, depth, novelty, and portfolios of student work budget and allocation of funds in its other expectations regarded as state-approved GATE plan. appropriate for gifted students. All principals, teachers, and other Compliance with the law requires There should be evidence that chal- staff should be trained in the identi- that the GATE expenditures are con- lenging assignments are provided for fication process. Once identified, sistent with the budget and program those with above grade level individual students should have description in the state-approved achievement in reading and math. access to the programs that are most application the district submits. The This means that student needs appropriate for their individual abili- district must show that the GATE should drive the program rather ties, interests, and needs. The criteria funds are spent on GATE students than the student being made to fit must be included in the district's as described in the plan. GATE into a program planned before application to the Department of funds are supplemental and may not assessing needs. Ideally a combina- Education for GATE funds. be used to provide items funded out tion of acceleration and enrichment of regular education monies such as should be part of the program. Action:When informed of the dis- text books and instructional materi- Evidence of high quality work trict's wish to test your child for the als that all students should receive. should be available. Unwritten in the gifted program, or status therein, Supplemental texts that are used for document, but certainly understood, take the opportunity to contact the accelerated or in-depth instruction is the need for high quality teachers person who sent the notice. Ask to for GATE students to provide differ- to deliver the high quality curricu- receive an explanation of the testing entiated curriculum and based on lum and provide the high quality process and any publications the dis- student needs as stated in the plan learning environment. During a trict has concerning policies and are examples of appropriate expen- CCR, a visiting team would look for practices for gifted education such as ditures. The specific amount of evidence that students receive appro- a GATE Handbook. GATE funds allocated to your priate and challenging opportunities school is determined by the type or to excel in a differentiated curricu- FUNDING types of program in place lum. This curriculum may be offered Ask:How is money allocated for through extended learning activities, the GATE program at the site and Action:If your school's individual part-time grouping or clustering, the district? How much is allocated allocation is not clear from the dis- independent study, or acceleration to the school? Who decides how it is trict plan, ask for specific school throughout the school day. A peri- spent? budget information from your odically conducted needs assessment school principal or the district coupled with student data and input You Should Know:Funding for GATE Coordinator. from parents, student and staff are

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 43 part of the program planning Action:Ask the site principal what PROGRAM QUALITY REVIEWS process. training the staff at your school has (POR) received related to teaching GATE Ask:What is a Program Quality Action:Establish a practice of dis- students. Ask to see the staff devel- Review? cussing the work and assignments opment plan and the requisite com- your child does at school and at petencies the district has adopted. You should know:Gifted and Tal- home. Become familiar with the ented Education has historically texts and instructional materials PROGRAM EVALUATION been a part of the Program Quality brought home. Look for modifica- Ask:How do I know whether or Review under a section for Special tions of the curriculum that offer not the specific GATE program at Needs Students. It looks at student challenges for your student. Review my child's school is effective? work and achievement data for work produced by your child and determining a plan for program encourage self-monitored discipline You should know:Two processes improvement. The PQR guide and to produce high quality products. for evaluation of programs are in training materials include the state Attend meetings where expectations place in California. The Program standards and samples of student and practices of the school are pre- Quality Review (PQR) is a state work as well as very specific guide- sented so that you know how to mandate which must be conducted lines for the review assessment mea- support your child. by every school site during a three sures for program effectiveness. The or four year cycle to assess the qual- achievement data must be examined TEACHER TRAINING ity and effectiveness of programs for all students and then disaggre- Ask:What kind of training do provided by the school for all stu- gated, or separated out, into data teachers of gifted children receive in dents. At the conclusion of the ini- for each of the special needs groups. the district? tial year-long review, a program Each school must report its achieve- improvement plan must be written ment data showing the percentage You should know: Itis required that and submitted with a plan for of students who score at or above the district have clearly defined req- implementation to take place over proficiency levels in reading/lan- uisite competencies for all teachers the next two to three years. The sec- guage arts and mathematics for including the ability to provide dif- ond process for evaluation is the total school and special needs ferentiated or modified learning Coordinated Compliance Review groups. This means that there is a opportunities for GATE students. A (CCR), a state and federal mandate separate reporting line for the Eng- professional development plan for which is conducted on a three or lish Language Learners, Special all teachers based on a needs assess- four year cycle to ensure that all stu- Education students, and gifted stu- ment of teachers' needs relative to dents are receiving the appropriate dents. A suggested yearly growth GATE students should be in place. services as provided under the law. goal percentage is calculated for Written lists of staff competencies Commendations are given for items each site so that 90% of all students and how they are applied in the that exceed the requirements. If will be achieving at or above the selection of personnel who teach the items are found to be out of compli- proficiency level within ten years. gifted should be available. Stated ance, the district has 45 days to sub- This system gives the entire selection procedures for personnel mit a plan for bringing the item into school and each special needs group to teach the gifted are to be fol- compliance. Both the PQR and the a yearly achievement goal. Gifted lowed. The district must submit a CCR processes begin with a self- students are assessed and reported staff development plan as part of its study and encourage parents and out as a group on their achievement application for GATE funding community be involved. There is based on what they learn in class. which includes several required specific language in both the PQR Expectations to achieve rest heavily components: and CCR guides that address the on those gifted students who are not clearly defined requisite compe- needs of gifted students. Parent academically oriented. Enrichment tencies for all teachers including involvement is the opportunity to be activities funded out of GATE funds the ability to provide differenti- part of a valuable process for may not meet the academic needs of ated or modified learning improving programs for all stu- a gifted student. The needs of the opportunities for gifted students dents. underachieving gifted should be rec- a professional development ognized within the PQR process plan based on a needs assess- Action:Ask the site principal or dis- and addressed the same as the needs ment of teachers' needs relative trict GATE coordinator for the sum- of highly motivated achievers. to gifted students mary of the latest GATE parent The program quality for all stu- written criteria for the selection survey and site achievement data. dents, but particularly for the gifted, of personnel to teach gifted stu- should be assessed on the basis of dents norm-referenced tests such as the

-147 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 Stanford Achievement Test (SAT 9), quality differentiate opportunities district level designed for parent writing and math samples taken for learning that meet the students' participation such as the District several times during the year, portfo- particular abilities and talents." This GATE Advisory Committee, or the lios which contain student work translates into five specific action school-site committee. Volunteer to done over time, and teacher obser- areas which the district must have in be a member of the advisory com- vation. All work should reflect the place in order to comply with the mittee. use of critical thinking, creativity, California State Education Code and and problem solving skills. the statutes which authorize the ADDITIONAL INFORMATION Part of the Program Quality CCR. These areas include: Ask:Where canIget more informa- Review process is to look at all parts identification tion that will help me understand of the school's program including teaching and learning more about gifted education? school climate and community staff development involvement, to make sure that each parent and community involve- You should know:There are many student receives appropriate curricu- ment reliable sources of information lum and instruction delivered in an funding. about gifted education. There are environment conducive to learning. international, national, and state As a member of the PQR Leadership The CCR guide establishes what a organizations for the support of Team, parents of gifted students can visiting review team should look for gifted education. The California be effective in making sure that the when testing compliance. This docu- Association for the Gifted offers needs of the gifted are included in all ment also can guide staff and par- publications specifically designed for school improvement plans and that ents to plan for programs. parents which outline the Education achievement data for gifted show Code and give information on advo- the required percentage improve- Action:Find out when the CCR self- cacy and bibliographic references. ment. review is scheduled for your school As an advocate organization, Cali- site. Ask to be part of the group of fornia Association for the Gifted Action:Find out when your school is parents interviewed during the CCR works closely with the California scheduled to conduct a Program process. Ask to see or get copies of Department of Education to include Quality Review. Ask if you can be a the five-page Gifted and Talented appropriate language along with part of the PQR Leadership Team as Education portion of the CCR teaching and learning strategies a parent or community representa- guide. included within publications such as tive. Become a member of the State Curriculum Frameworks and School Site Council or other groups PARENT INVOLVEMENT the compliance documents that will at the site where information on stu- Ask: How can I be involved in plan- assist educators and parents to pro- dent achievement, school planning, ning and evaluating the GATE provide the best learning opportunities and budgets is part of the regular gram at my school and/or in the for gifted students. agenda. district? Action:Call the California Associa- COORDINATED COMPLIANCE You should know:The California tion for the Gifted at 310-215-1898 REVIEWS (CCR) State Education Code and the Coor- for information and your regional Ask:What is the Coordinated Com- dinated Compliance Review statute representative's name and number. pliance Review? require the ongoing participation of Call the GATE Office at the Califor- parents of gifted students in the nia Department of Education at You should know:The Coordinated planning, implementation, and eval- 916-657-3706 for information and Compliance Review did not include uation of the program. There should guidelines. Gifted and Talented Education as a be meetings throughout the year in separate component for many years. which parents are actively engaged Check the following websites: Compliance items were included in this process. Surveys, gathered in California Association for the gifted under the Categorical Programs sec- a timely manner, should be summa- at: www.CAGifted.org , the Califor- tion. During the 1998-99 reviews, rized and communicated to all con- nia Department of Education GATE Gifted and Talented Education was cerned with the GATE program. An at: www.cde.ca.gov /ci/branch/eltdiv, reinstated with a specified program outreach to all parents should take a and the National Association for goal and five related dimensions. variety of forms in appropriate lan- Gifted Children at: www.nagc.org. The program goal is, "To identify guages. gifted and talented students, includ- VIRGINIA MCQUEEN is Associate Edi- ing those from diverse social, socioe- Action:Parents can assist this tor for Curriculum & Technology for conomic, linguistic and cultural process by becoming aware of and the Communicator and a retired GATE backgrounds, and provide high attending meetings at the site and educator, parent, and advocate.

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 43 45 13411. Ung... Mon ....:=7...... 1999 CAG Am... N0 FALL INSTITUTES 41>-.. it016 r 2 e .ii ZscIx n, A* TEACHER INSTITUTES Teacher Institutes offer beginning and ad- Msbaenlaw...... o. A I.. Alwnne Oft.= 1 vanced instruction in differentiating the ...... ,... curriculum through depth, complexity, novelty and acceleration. A technology strand Advocating for Gifted English This guidebook presents an will offer ways to use the computer and Language Learners overview of the gifted English the Internet to differentiate the curricu- An Activity Handbook for Professional language learner. The activities lum. can be used for inservice or for Development and Self-Study individual self-study. Text in Eng- Traditional Format Item No. P-05 $12.00/copy lish and Spanish. Attend topical seminars and workshops on developing and teaching differentiated Order Form curriculum in the disciplines. This tradi- Ship To tional format institute will be offered at the following date and location: LAST NAME FIRST NAME MIDDLE INITIAL Saturday & Sunday, October 2-3, 1999 MAILING ADDRESS Santa Rosa Hilton, Santa Rosa

NEW! Observation Format

CITY/STATE/ZIP COUNTY Our new format offers the opportunity

I I I ) to observe classroom demonstrations PHONE Home Work SCHOOL DISTRICT with master teachers, attend follow-up Bill To seminars, and write differentiated curriculum. Three institutes are scheduled LAST NAME FIRST NAME MIDDLE INITIAL on the following dates and in the fol-

MAILING ADDRESS lowing locations: Saturday & Sunday, September 25-26, 1999 Hyatt Regency Alicante, Anaheim CITY/STATE/ZIP COUNTY Saturday and Sunday, October 9-10, 1999 I I I ) Palm Springs Marquis Hotel, Palm PHONE Home Work SCHOOL DISTRICT Springs Quantity Discount 10-50 copies $11.50 51-100 copies $11.00 101+ copies $10.00 Saturday & Sunday, October 16-17, 1999 Best Western Stockton Inn, Stockton

Item No. Oly Price Each Total Pre-registration fee: $250 per person P-05 On-site registration: (if space available) Sales Tax - Add 8.25% $275 per person Shipping & Handling Continental breakfast (both days), lunch $4.00 minimum 15% of Total for orders of 3 to 100 copies (Saturday only) and materials included. 10% of Total for orders over 101 copies Schedule Grand Total Saturday: 8:00 a.m.-5:00 p.m. Personal Check # District Check # Sunday: 8:00 a.m.-12:00 p.m. Purchase Order # One-day Parent and Administrator In- CHARGE: stitutes are also scheduled as part of MasterCard Visa CAG's fall line-up of institutes. Watch Card No. Exp. Date your mail for a brochure describing Authorized signature: these events or call the CAG Office for Mail with check or charge information to California Association for the Gifted, 18548 information. Hawthorn St., Fountain Valley, CA 92708 Fax: 714-962-8804

46 CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 :6EST.CapY AVAIILABLE 14.E 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

PHONE Home Work SCHOOL DISTRICT Meeting the Challenge A Guidebook for Teaching Gifted Students Bill To Meeting the Item No. P-01 $12.00/copy Here's a guidebook to answer teachers' most Challenge LAST NAME FIRST NAME MIDDLE INITIAL frequently asked questions about gifted educa- 4 Uutdav44j, 0mM CO,/ tion, plus lists of available resources, an easy- MAILING ADDRESS to-use annotated bibliography and CAG's comprehensive glossary.

CITY/STATE/ZIP COUNTY

PHONE Home Work SCHOOL DISTRICT 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 on behalf of gifted and talented children and their appropriate educa- tit;.Essats. 44.4:44,4th Item No. thy Price Each Total far 414::4d 7713.7..:717 tion.

The Challenge of Raising

The Challenge of Your Gifted Child Item No. P-03 $12.00/copy Sales Tax - Add 8.25% Raising Your Shipping & Handling Here's a guidebook to answer parents' most $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

Personal Check

Joining Forces District Check #

A Guide to Forming Support Organizations for Purchase Order # Gifted and Talented Children Visa Item No. P-04 $5.00/copy CHARGE: MasterCard Exp. Date CAG's step-by-step guide to forming affiliate Card No. 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

CALIFORNIA ASSOCIATION FOR THE GIFTED, SUMMER 1999 47 0 A

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

NAME: Last First Middle Initial PREFERRED MAILING ADDRESS:

CITY/STATE/ZIP: CA COUNTY:

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

MEMBERSHIP/SERVICE CATEGORY ROLE SPECIAL SKILLS/INTERESTS (for mailing addresses outside the U.S., add $10)

PAYMENT ENCLOSED Personal Check # CHARGE: MasterCard Visa District Check Card No Purchase.Order # Exp. Date

Mail with check or charge information to California Association for the Gifted, 5777 W. Century Blvd., Suite 1670 Los Angeles, CA 90045; Phone: 310-215-1898; e-mail: CAG Officel @aol.com; website: www.CAGifted.org

NON-PROFIT ORGANIZATION U.S. POSTAGE PAID alifornia Los ANGELES, CA ssociation PERMIT No. 31 921

e ifted

ERIC Clearinghouse Janet Drill 1920 Association Drive Reston. VA 99(1Q1-t5RQ

Time Value Dated Material --r CALIFORNIA ASSOCIATION FOR THE GIFTED

Creative Ways to Identify Talent

VOLUME 30, NO.4, FALL 1999 in Your K -3 Classroom BY JOAN FRANKLIN SMUTNY ISSUE HIGHLIGHT Here is Isabella. At the age of 4nated by art. By first grade, he had YOUNG GIFTED CHILDREN she was helping her mother begun a cartoon series called "Fly By Young gifted children go largely calculate and compare prices Night," a play on words he thought unidentified and underserved. Since on a grocery list at the supermarket quite clever. It consisted of little they often do not enter programs for in their neighborhood. Numbers humorous vignettes about a fly gifted until 3rd or 4th grade, parent intrigued her. She counted every detective who investigates wrong- expertise in recognizing their talents moment she could and seemed hun- doing at night. His mother has and advocating for their children is gry to do more. Now she is six and amassed piles of evidence of James' especially vital.This issue attempts to in school, she sits mute in her seat prodigious creative gifts, yet his provide a variety of resources and and barely speaks. Isabella is still information for both parents and teacher only remarks on his reading learning English and feels safest teachers including: disability. Recently, she made him sit when she is silent. The teacher has in the corner for doodling on his The importance of early brain no knowledge of her talent in math. stimulation notepad during a spelling class. Here is James, a first-grader fasci- See IDENTIFY TALENT, 33 Creative means of identification The value of portfolios to document giftedness Advocating for young gifted chil- Understanding and Encouraging dren at school Young Gifted Children Recognizing and developing creativity Social and Emotional Issues Social and emotional issues of young gifted children BY ELIZABETH MECKSTROTH The importance of play ne of the most rewarding and difficult parts about parenting gifted children is that we can't hide. What we are speaks so loudly thatsome- A special focus on young gifted times our sensitive, empathetic children can't hear what musicians 0 we are saying. So we teach what we are. This means that our essential job is to model that it is good to grow up and to take good care of ourselves. Just as children who UPCOMING ISSUE live in a house where English is spoken will learn to speak English,so shall HIGHLIGHTS they learn to be problem solvers instead of problem finders, to includeexer- Winter - Math & Science cise as part of their lifestyle, and to compassionately express their feelings and needs, or not. Spring - Identification Starting with Paul Torrance, wise devoted professionals have found that Summer - Developing Passion, having a mentor is a greater predictor of success than intelligenceor creativity. Leadership, Ethics Parents are built-in mentors. Two of the most valued life goals of gifted chil- Fall - Highly Gifted dren are self-respect and happiness. If our young children observe thatwe are See YOUNG GIFTED, 37 152 CON TENTS

Creative Ways to IdentifyTalent inYour K-3 Classroom Joan Franklin Smutny 1

PUBLISHED BYTHE CALIFORNIA Understanding and EncouragingYoung Gifted Children ASSOCIATION FORTHE GIFTED Elizabeth Meckstroth 1 The CAG Communicator is published four times during the year. Fall, Winter, Spring; and Summer. Opinions expressed by individ- PARENTS ualauthors donotnecessarily representofficial Brain Development and the Importance of positions of the Association. Subscriptions are available to non- Early Stimulation, Barbara Clark 6 members at an annual cost of 925.

OFFICERS 1998-2000 Advocating forYoung Gifted Children at School, SallyY.Walker 8 Executive Committee Portfolios: Documenting the Needs of President: Marge Hoctor Young Gifted Learners, Berne Kingore 10 Vice President Cathleen Silva Secretary: Dana Reupert Resources for Parents 14 Treasurer: Judith Roseberry Parent Representatives Chair. Sharon Freitas A Kaleidoscope of Life withYoung Creative Children, Karen Meador12 Educator Representatives Chair. Linda Calvin Past President: Margaret Gosfield The Role of Play in a Differentiated Curriculum Regional Representatives forYoung Gifted Students, Sandra Kaplan 15 Bay Area Felicia Stuckey-Smith Lynn Gatehouse Young Children SAIL Far, Patricia L. Hollingsworth 16 Capitol Nancy R. Craig Kathleen 0. Patterson Resources forTeachers, 23 Joshua Tree John P DeLandtsheer Laura Schiffman BOOK REVIEWS Mission Marilyn C. Morrison TheYoung Gifted Child: Potential and Promise, Phyllis Greenberg Mt. Shasta Rita Stanley an Anthology, reviewed by Margaret Gosfield 18 Maria J. Doherty Orange Darlene Boyd Nurturing the Gifts andTalents of S. Raenele Cod Primary Grade Students, reviewed by Kristen Worden 18 Pacific Linda Brug Judith C. Smith The Gifted Kids' Survival Guide: For Ages 10 & Under 19 Palomar Marcia DiJiosia Cherie K. Drummond Great Books I Have Read: A Reading Journal and Redwood Bruce De Vries Activity Book, reviewed by Linda Brug 20 Teri Gow San JoaquinMaurine Anderson Doris M. Pacheco The Nicholas Effect: A Boy's Gift to the World, Santa Lucia Vicki S. Kleinman reviewed by Margaret Gosfield 20 Marilyn Lane Your Gifted Child: How to Recognize and Develop the COMMUNICATOR EDITORIAL BOARD SpecialTalents inYour Child from Birth to Age Seven Edtor. Margaret Gosfield, [email protected] reviewed by Marilyn Morrison 21 Associate Editors Curriculum &Technology: Virginia McQueen, CreativeThinking and Problem Solving forYoung Learners, [email protected] reviewed by Martha Highfill 22 Children's Pages: Debra Johnson, [email protected] I Parent Topics: Jennifer Beaver, jebeaver@aolcom I HANDS-ON CURRICULUM Special Projects: Richard Boolootian, [email protected] Roundtable Heroes, Elaine S. Wiener 24 Production: Madsteve

SUBMISSION OF MATERIAL ImaginingTrees, Joan Franklin Smutny 32 To submit articles for publication, send hardcopy anddisk (Mac or PC) saved as a text (ASCII) file or submit articles by FOCUS ON MUSIC e-mail. All submissions will be given careful consideration. Pho- Music Education for theYoung Gifted, Kayleen Asbo 28 tos and camera-ready artwork are particularly desirable. Send all material with name, address, phone number, fax number, Nurturing aYoung Gifted Musician, Virginia McQueen 29 and Internet address to Margaret GosfiekL Communicator Edi- tor, 3136 Calle Mariposa, Santa Barbara, CA 93105,Tel: 805-687- My Love for Music, Jennifer Wey 31 9352, [email protected] Communicator staff reserves the right to edit all material in accordance with APA style and Com- municator policy. Calendar 3

REPRINTING OF MATERIALS Letters 3 Articles appearing in the Communicator may be reprinted as From the President 4 desired unless marked byor reprinted from another source. From the Editor 5 Please credit the Communicator and send a copy of your publication containing the reprint to the editor. For electronic reprinting, please contact the editor.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 BEST COPYAVAILAP,W r3115 3 CALENDAR

CAG BOARD MEETINGS Summer Issue Makes I was quite surprised since the NOVEMBER 19- 21,1999 Connections review was done on a copy that Hyatt Islandia, San Diego I especially liked the article on the came out originally in 1987. Ironi- JANUARY 21- 23,2000 need to foster adult giftedness cally, a revised edition just came off Hyatt Regency, Sacramento [Sharon Lind, "Fostering Adult Gift- the presses at Royal Fireworks APRIL 7-9, 2000 edness"] and the links of recom- about a month and a half ago. Fairmont Hotel, San Jose mended web sites. In fact, I sent the Much of the information inside is JUNE 2- 4,1999 list of sites off to someone today in the same but there has been some Doubletree Hotel, Monterey response to an inquiry on my web updating, especially the resources. Board Meetings are open to the site. Thanks! There were no e-mail addresses or public. if a meeting Is scheduled in your Terrie Gray, Ed.D. web sites in 1987. Plus, so many area and you wish to attend, please call the CAG office for specific Founder and Director wonderful new resources, theories Information. ED's OasisConnecting, Celebrating, and ideas have emerged since then. and Inspiring Teachers (Price is still 9.95) 38TH ANNUAL www.edsoasis.org Also, Trillium Press has changed CAG CONFERENCE it's name to Royal Fireworks. If you MARCH 3-5, 2000 Author Shares Revised have members having trouble find- "Century of ReflectionsHonoring Edition Information the Past, Imagining the Future" ing Trillium Press, that's why. Their Century Plaza Hotel, Los Angeles What a surprise to open up my copy address is the same, Royal Fire- [of the summer] Communicator to works, First Avenue, PO Box 399 find a wonderful review of my book, NATIONAL & Unionville, NY, 10988-0399, e-mail: INTERNATIONAL Teacher's Guide to Parents of the [email protected]. CONFERENCES Gifted/Parents of the Gifted's Guide Thank you again for making NOVEMBER 3- 7,1999 to Teachers. I really appreciate the room in your newsletter for such a National Association of Gifted kind words and the fact that people wonderful review. Children (NAGC) "Pathways to the Millennium" still see value in the advice and infor- Sandra Warren mation contained therein. Albuquerque, New Mexico Strongville, OH For Information, call 202-785-4268

JULY 31-AUGUST 4, 2001 14th Biennial World Conference of the World Council for Gifted and Talented Children, Barcelona, Spain For details, call 818-368-7501.

The California Association for the Gifted serves its members in many valuable ways:

Institutes and conferences for educators and families Parenting strategies to nurture giftedness Advocacy to assure funds for GATE programs HOW TO REACH CAG Publications about differentiated curriculum and contemporary CAG OFFICE LETTERS TO THE EDITOR 5777 W. Century Boulevard, Suite 1670 Margaret Gosfield issues affecting gifted students Los Angeles, CA 90045 3136 Calle Mariposa, Santa Barbara, CA 93105 CAG is a mission-driven, volunteer Tel: 310-215-1898 Fax: 310-215-1832 Tel: 805-687-9352Fax: 805-687-1527 e-mail: CAG Officel @aol.com e-mail: gosfield @aol.com administered, non-profit association. www.CAGifted.org

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 ,:.115 4 FROM THE PRESIDENT MARGE HOCTOR

It has always been difficult for me to include the following: understand why some educators are What are the reliable measures to assess gifted willing to defer the identification of potential in young students? and services for young children who Does giftedness sustain itself without academic demonstrate potential for giftedness school-based support? until they are older. Contemporary edu- Is it true or false that the primary grades are so cational practices and research discuss busy teaching skills that there is no time for a dif- the importance of early identification ferentiated curriculum? Why? and services for primary age children. Do gifted young learners "grow out of" giftedness? The old cliche "early ripe, early rot" is as outdated as School personnel and families of potentially gifted the Royal Upright Standard Typewriter. Parents and children have an obligation to support each child's inter-' educators attending to the needs of the young gifted ests and provide opportunities to stimulate that poten- child are significant factors in the development of potential. Gifted young children in districts where formal tial and success in the fight against underachievement. identification is delayed until 3rd or 4th grade are enti- The issue of early childhood education for gifted stu- tled to have their abilities recognized by primary teach- dents needs to be addressed in both formal and informal ers; they are entitled to receive appropriate challenges in settings. Questions about the why and how of an early the school setting. The development of potential cannot childhood gifted program need to be responded to with be deferred until the child is older. The needs of gifted adequate references and supported by research data. children do not materialize "later"; they exist in early Some issues that should be addressed by those working childhood. The adults in their lives have an obligation with educators and parents of young gifted students to see that those needs are met.

Meet Jennifer Beaver Our New Associate Editor for Parent Topics

With this issue we are pleased to introduce to business plans. As you can see, her professional our readers Jennifer Beaver, the latest qualifications, are outstanding. member of the Communicator Editorial On a personal basis, she and her husband have Board. Jennifer is replacing La Dona Hein who left an eight-year-old son who has participated in the the Board to focus on her new job as the GATE con- local GATE program since first grade; hence her sultant to the California Department of Education. interest in gifted education. In her application for Jennifer comes to us with considerable experience the Editorial Board Jennifer stated, "As Associate in the field of communication, having done editing Editor of Parent Topics, I will bring both my and publishing for various non-profit and profes- professional and parental experience to CAG. In sional organizations on a volunteer basis for some dealing with gifted children and their issues, time. And for the past dozen years, she has run her there are as many questionsmore, probably own company, J.E.B. Communications, which pro- than answers. I'd love to help you examine vides a variety of communication services including both." the writing of magazine articles, newsletters, We feel privileged to have Jennifer join the brochures, and Web sites to develop marketing and Editorial Board; welcome!

4 .1155 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 FROM THE EDITOR MARGARET GOSFIELD

Some experts sug- to assist in the identification process by providing evi- gest that the most dence of gifted behaviors at home. underserved group Additional articles directed especially toward parents of gifted children is that of include Elizabeth Meckstroth's thoughtful recommenda- preschool and primary tions for addressing the social and emotional needs grade students. For a vari- young children, and Sally Walker's article on advocating ety of reasons, many for young children at school. school districts do not Barbara Clark updates our information on brain establish formal programs development and provides practical recommendations for gifted children until for stimulating the brain from prenatal stages through third or fourth grade. As a district coordinator, I'm the age of five, while Karen Meador share ideas for fos- afraid that I was as guilty as the next in underserving tering creativity in young children. this group of children. With limited resources, even the Teachers have much to choose from also with Patricia process of formal identification of another segment of Hollingsworth's description of the summer activities of the school population posed a monumental task. Also, the SAIL project, a federally funded Javits project which since objective test measurements of young children are she directs in Tulsa, Oklahoma; Sandra Kaplan chal- less reliable than for older children, it was easier to lenges us to see the value of play in determining focus on strengthening the existing program. I admired resources and services for young gifted children. Elaine and, in fact, envied those who already had primary pro- Wiener outlines a successful research project in her grams in place. description of "Roundtable Heroes," while Joan. I also believe That less information is available regard- Franklin Smutny shares suggestions on how to combine ing identification of and service to young gifted. There- art and science using trees as the unifying theme. fore, it seemed appropriate to devote an issue to this We have a special feature on music this issue and you topic in order to encourage better identification and might ask why we focused on musicwhy not also a appropriate service for young gifted children. young mathematician or a young linguist? It was just You will find the work of Joan Franklin Smutny in coincidental that at the time CAG was involved in the many places throughout this issue, and perhaps she selection and presentation of the first Nicholas Green should be listed as a co-editor. For indeed, she not only award in California, we were also confirming Kathleen provided a lead article and a hands-on curriculum piece, Asbo, a gifted teacher of young musicians, to discuss the she gave me many recommendations and contacts for importance of early musical instruction for gifted chil- writers on the various issues related to service to young dren. The opportunity to interview young violinist, Jen- gifted children. Joan is the director of the Center for the nifer Wey, and her family seemed too good to pass up. Gifted at National-Louis University in Evanston, Illi- So with Jennifer's essay on her love of music, we provide nois. We had many late-night phone conversations a trio of articles devoted to nurturing young musical tal- while she was in the midst of her "Summer Wonders" ent. program for young gifted students in June and July. You will also find a larger-than-usual number of book Many thanks to Joan for her assistance on this issue. reviews this issue. That is in keeping with the belief that Joan starts us out with an article on identification of people have relatively few resources on their reference the young gifted, one of the most difficult issues facing shelves pertaining to young gifted. The books reviewed the field. One of her recommendations is that teachers should assist you in augmenting your collection, and we develop portfolios to document the strengths of individ- hope this issue as a whole will promote better identifica- uals in their classes. Bertie Kingore develops the portfo- tion and service to the young gifted children in your lio theme more fully in her article encouraging parents homes, schools, and districts.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 5 P A R E N T S

Brain Development and the Importance of Early Stimulation

BY BARBARA CLARK

For many years parents and receives is critical to the future level sense of sight, taste, and hearing are teachers have believed that of ability and talent the child will in place long before birth and the gifted children were solely the possess. Within this interaction sense of smell has already begun as result of a unique pattern of genetic may be found the way to create gestation ends. By 6 months in the programming that was determined giftedness. womb the fetus hears clearly and at birth. It was thought that in Infants vary greatly from birth in responds to the mother's speech. By some mysterious way this genetic temperament, activity level, and 8 months the neural circuits are as inheritance gave the fortunate child reaction to sound, light, and touch. advanced as those of a newborn special abilities and unusual poten- Such variation is now considered and there are indications that mem- tial. While there is no doubt that normal and strong preferences are ory has already begun. REM-style already being dreaming seems to occur while the shown at 6 weeks infant is still in the womb. of age. Just what During this prenatal period the do we know support for later expressions of about the capa- intelligence are enhanced or inhib- Ce bility of infants ited. There are many factors that that can guide us influence this intellectual growth in providing the including physical factors such as most appropriate nutrition and substance abuse. stimulation to One of the most important fac- foster optimal tors in support of enhanced growth development for seems to be the attitude and emo- children? How tional health of the mother. This is early can children considered by some researchers as learn? What is the factor having the single greatest appropriate for effect on the well being and future them to learn? welfare of the unborn. Surrounding What difference herself with a pleasant, low tension can early stimula- I II I producing, stimulating, healthy

1 I tion make? A environment may be the best way a brief look at some mother can ensure her child an of the recent find- optimal beginning. What provides the genetic inheritance of each child ings from research on child devel- pleasure, stimulation, and low lev- provides the basis for a unique opment and optimizing learning els of tension for each mother will potential, the realization of that can provide a guide for parents and be different and requires some potential and the level of ability teachers as they try to answer these thought and planning. But when and talent that will be available to questions. creating optimal development, the each child requires far more. realization that this period is Research is uncovering more Prenatal Stimulation important and the care given to and knowledge about the impact of A number of studies in the past by the mother at this time can not stimulation on the interaction decade have shown that we have be overestimated. Patterns of per- between the environment and the previously seriously underestimated sonality and rhythms of living are genetic pattern that determines the the abilities of infants. A summary established during this important development of each individual. It of medical-scientific evidence shows and very early period of stimula- has become clear that the level and that infants are highly complex and tion. type of stimulation the infant advanced even prior to birth. The See EARLY STIMULATION, 42

6 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 157 EXAMPLES OF ACTIVITIES TO STIMULATE BRAIN DEVELOPMENT

BY BARBARA CLARK

From birth to 10 months games, matching and sorting, finger games, imitative Carry baby in front pack or other soft carrier when pos- play and on and on and on. Such games facilitate concept sible. This allows caregiver to do chores and talk to baby development, and give practice in planning and carrying while baby watches, listens, and naps next to heartbeat. out complicated projects, anticipating consequences, and Respond to the infant's activity and signals (e.g., awak- developing skills of problem solving. ening and looking); offer objects for baby to look at. Use familiar lullaby or nursery rhyme tapes at nap and bed- This establishes feeling of inner locus of control, ability times. This provides security in routine and encourages lan- of child to affect the environment. guage skills. Place mobiles over the crib patterned with a variety of Include the child in your activities whenever possible: shapes and colors. Use patterned sheets, and change the When cooking, allow the child to use bowls and utensils; position and surrounding of the infant. These details when writing allow the child to write with crayons; and when will develop visual complexity skills, stimulate curiosity, painting allow the child to paint with water. These activi- and nourish growth of intelligence through heightened ties build self-esteem while giving the child a better under- interaction with the environment. standing of your work. Change the position of the crib in the room. This increases visual stimulation. From 2 years to 5 years Play vocal games, provide a variety of sounds and speech Provide objects for manipulation, such as blocks, bowls, patterns, and introduce real words by naming baby's and boxes. Through touching, moving, and banging, coor- body parts, pets, and toys. Familiar sounds are of high dination is learned and relationships can be experienced. interest to infants. These are important pre-language expe- Label your actions as you do them; label the child's riences that build vocabulary, initiate conversation, and actions as he or she does them; encourage talking while establish baby's preconceived control of its life. thinking. These activities facilitate the use of language for Encourage new games invented by the baby such as "drop thinking and aid the development of metacognition. toy" or "hide baby:' This increases inner locus of control Share much of the decision making with the child by giv- and motivation. ing choice and discussing the consequences of each Provide toys such as mirrors, moving and pop-up toys, and choice. This allows the child to become an independent objects for stacking, dropping, throwing, and banging; play thinker and good decision-maker. games with all parts of the baby's body; play, talk, and Include the child in resolving arguments and differences. interact with baby during all caregiving activities and shop- This allows the child to discover strategies for resolving dif- ping trips. These experiences promote intellectual stim- ferences and alternatives for more unacceptable behav- ulation ior to resolve arguments. Look at books and talk to baby; read to baby. These activ- Encourage the development of the child's intuitive insights, ities allow symbols of language to become familiar and imagination, and intuitive are important as a source of fun and pleasure. skills by their use in From 10 months to 2 years mathematics, theory building Make scrapbooks with the child of pictures of animals, (hypothesizing), cars, trips, and the child's interests; read books with the storytelling,and writ- child; make books familiar. These are vocabulary and pre- ing (e.g., poetry, rid- reading activities. dles, and fantasies). Play games linking action and words; read books with Children have consid- baby linking action and words. These experiences allow erable intuitive ability; it the toddler to see the need for reading words and their should be acknowledged function. and used. Provide toys and household objects for stringing, nesting, Provide intellectual digging, pounding, screwing, and construction. Also mag- peers with whom the nets, magnetic letters, alphabet blocks, prisms, flashlights, child can interact and puzzles, magnifying glasses, household tools, and on play and adults with and on and on. These activities give intellectual stimu- whom they can be lation, support later learning, and strengthen percep- friends. This facilitates devel- tion and problem-solving activities. opment of language, self-concept, Play games like hide & seek, treasure hunts, guessing and higher level thinking.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 158 7 U.:; P A R E N T S

Advocating for Young Gifted Children at School

BY SALLYY. WALKER

Becky bounded into the while remediating weaknesses. smart is not too smart, and adapt kindergarten class. Her Myths still abound that gifted chil- to minimal classroom expectations. enthusiasm was evident. She dren will make it on their own, They may equate learning with had waited for 5 years, or so it that they enjoy teaching others, "effortlessness." If this happens, seemed to her parents, for this day. that they like being used as exam- the child may be denied opportuni- For the last year she had counted ples or that they cannot be identi- ties to struggle or to process new the days till she would go to "real" fied until they are older, at least not informationboth invaluable life school. Pre-school and day care skills. Without parental help did not count. Here she would and support, the gifted child be able to learn, share, and do may never reach his potential. important things. The school's counselor, psy- Becky's parents were also chologist, administrator, gifted enthusiastic. Her excitement itt program coordinator and/or was contagious. The oldest curriculum specialist may be child, Becky dominated her helpful. younger siblings. Her vocabu- Parents, however, are the first lary was larger than her physi- line of defense when a child no cal being. Her curiosity and longer enjoys school or is not questions were never-ending being challenged by it. Here's and rather exhausting. She how you can advocate through loved reading and had a stock- action while joining with the pile of books, most of which school to form a solid, produc- she has been reading since age tive partnership: 3. Her parents did not "teach" Communicate. Share your her to read; she somehow concerns and observations. Lis- cracked the code and began to ten to your child's teacher for devour books. This added to clues to behavior. What is the her wealth of information and teacher's perception? Does the questions. teacher sense a problem? Is the Soon, however, Becky's par- "...the young gifted child teacher overwhelmed with stu- ents noticed that her enthusi- dents of diverse abilities, inter- asm for school had changed. may learn that being too ests? Is there an awareness that Instead of being up and ready smart is not too smart, your child has some special for school, she procrastinated. ability or interest? Some days she complained of a and adapt to minimal Document. Start document- tummy ache or cried. School classroom expectations." ing the child's work, books had become a place to avoid. read, pictures of projects. Some She became quiet and withdrawn. until third grade. abilities are easier to showcase, What had happened? What should Most gifted programs start in especially those in graphic or Becky's parents do? How could her third grade, so why do anything performing arts or athletics. attitude have changed so dramati- earlier? Numerous program Other talents are less visible to cally? options can be made available the casual eye, and it will be Becky's parents are not alone. prior to that time. Experts report, more challenging to build a Hundreds of parents with bright, however, that only about 4% of portfolio. precocious, gifted children face the gifted children actually receive the Identify. Remember that not all problem of getting the school or service required for their special teachers can identify young teacher to acknowledge and sup- abilities. In fact, the young gifted intellectually gifted or creative port their children's strengths, child may learn that being too children. In fact, the gifted child

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999

1 15o may be more of a pain than a things do go well. Help inform to common questions. pleasurea situation that may decision-makers without alien- They like consistency and order cause a teacher to criticize ating them. View yourself as a in the world even though their rather than embrace his talents. partnernot an enemy. own areas may be a mess. They Have solid evidence ready that Advocate. Urge challenging pro- enjoy challenges and complex the child really is gifted and grams for all children. They all ideas. They think in many differ- deserves special consideration. need accommodations to help ent directions and generate Volunteer. A teacher has lots of them reach their greatest poten- abstract ideas. Their critical think- work and too little time. Even if tial. ing aids them in making good, you can't come into the class- Parent. Education is not the perceptive evaluations. Their striv- room there are plenty of ways to school's job alone. Once the ing for perfection goes beyond the help. Type children's dictation, child is in school the parents' academic as they strive for truth, record books on tape, locate role in education has not justice, and social consciousness. resources for units of study, help stoppedit has only become They are sensitive and empathic to arrange speakers, trips, treats. shared. Continue to read and towards others, and are aware of Join. Join local, state, and talk to your child, take her their own strengths and weak- national gifted organizations. places, play games with him, nesses. Their mature sense of Encourage your child's teacher marvel at nature, enjoy hobbies humor helps them lighten their to join, too. Provide informa- together. Watch TV together heavy loadsthough it may be tion about the state gifted con- and talk about the show. turned in anger to sarcasm. ference and encourage teacher Gifted children can be both They are not easy children to participation at the event. Share rewarding and challenging. While teach. They do not fit the norm or information or articles on gifted they learn easily and rapidly, they the mold, and may even aggravate children or teaching strategies. are quickly bored by routine, drill, the teacher. Form a parent group so that and repetition. When denied or Most of all they need parents you can relate to others with lacking stimulation, they may who care and support them. Model similar concerns. make their own. Given paper, glue, excellence. Your actions speak Smile. Keep relations positive. string, markers, and scissors, they loudly. Be careful not to express nega- can create for ages. tive feelings about the teacher They are well-informed, often in DR. SALLY WALKER, author of the or school to the child. This the most unusual areas. They are award-winning Survival Guide for serves no positive purpose. observant, alert and use all their Parents of Gifted Kids, is the execu- Support. Support the school senses. Not only do they possess a tive director of the Illinois Associa- where you can; many schools great deal of information, they tion of Gifted Children. A former have gifted site councils that retain and apply it. Their curiosity teacher, she works with parents and would welcome your participa- leads them to question. They are educators to recognize and program tion. Send thank-you notes and often creative, imaginative and for the special needs of gifted and be vocal in your praise when inventive, giving unusual responses talented children. She can be reached

DON'T MISS THE CAG PARENT CONFERENCE! SUNDAY, MARCH 5, 7:30 am-3:00 pm

As part of it's yearly conference, CAG's Parent Conference addresses issues especially for parents. The 2000 conference begins with a keynote address to both parents and students by Myron Dembo entitled "Developing Study Habits and Strategies for Success." Then join the entire conference for brunch with Christopher Nance, NBC News meteorologist, and visit the exhibits where 100 vendors offer useful and imaginative materials appropriate for gifted children. After brunch choose two presentations from the full program, (language translation available for keynote address and selected presentations) and gather at a reception hosted by CAG's Parent Representatives. You'll meet members of your local CAG affiliates and GATE parent groups, and see a demonstration of CAG's website. Cost is $50 for members; $60 for nonmembers. Brunch is included. On-site registrations carry a $15 surcharge and brunch may not be included. Call the CAG office for a brochure.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 160 PAR ENTS

Portfolios: Documenting the Needs of Young Gifted Learners

BY BERTIE KINGORE thickness) as a portfolio container to organize a few products your child has produced. Pho- One ignored role of portfolios is self-nomination by tographs can be used to represent large or three- children with exceptional learning needs. The products dimensional items. children develop can provide clear documentation of Keep the portfolio small. Six to ten items are prob- their readiness and potential. ably sufficient to represent your child's talents. A small sampling of carefully selected products arents have the right and need to be active part- makes a more thoughtful presentation than a large ners with schools in planning and supporting the scrapbook approach. Educators are more likely to education of their children. Parents of gifted chil- have time to attend with interest to a sampling. dren may need to be advocates who defend, support, Date each product. It is significant for authenticity and plead the case of their children's talents and needs. and achievement-level comparisons to note when As an advocate rather than an adversary, assume the each item was completed. clear stance that you want what all parents want for Read your school district's mission statement and their children: the opportunity for children to learn as definition of giftedness so you can more directly much as they are ready and able to learn. All children match the selections in your child's portfolio to the deserve to learn at their optimum readiness leveleven school's philosophical stance. For example, when the gifted. your school's program serves academic giftedness Portfolios increase the credibility of your advocacy in language arts, math, and science, you want to for your gifted child by documenting the depth and include products from your child that demonstrate complexity of your child's work. Documentation advanced talents in one or more of those areas. through product examples increases the likelihood that Review lists and discussions of the characteristics a parent's perception of the child's needs is accepted of giftedness. Prepare brief annotations to accom- and respected. The products illustrate each gifted char- pany each portfolio product that explain how acteristic of the child that a parent has observed. your child demonstrated a specific characteristic The use of a portfolio to substantiate a child's gifted through that product. potential is particularly needed when the child is: Describe additional exceptional behaviors fre- Very young and not yet recognized as advanced by quently displayed by your child, such as indepen- adults at school. dent thinking, problem solving, and questions Advanced in one subject area and not in all. about topics or concepts not typically asked by New to the area so the child's potential has not young children. You are in a unique position to been demonstrated in that school. recount to others the process as well as the prod- A student in a school where the curriculum is not ucts of your child's learning. differentiated for able learners. Share written anecdotes of the child's expressed In an atmosphere of societal bias against excep- perceptions of school that suggest advanced sensi- tionally bright people. tivity and unexpected points of view. Use your Part of a system where budgets are being tightened child's own words to describe the challenge or and schools want to cut programs for gifted learn- lack of it in learning situations. For example, chil- ers. dren often tell adults that they are bored. What do they really mean if they say "bored"? Record Gifted children can and should be encouraged to what your children say about when and how they learn to diplomatically present their own cases for their are bored at school. educational needs. However, with young children, parents have more tools with which to plead the case. Examples of Portfolio Products Products that effectively advocate giftedness demon- How Do Parents Begin? strate depth, complexity, and the ability to process and Use a pocket folder or photo album (one-inch See PORTFOLIOS, 46

10 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 i1 6 1 EXAMPLES OF PORTFOLIO PRODUCTS

PRODUCT EXPLANATION PURPOSE

Art Natural, creative explorations (rather than Art reflects developmental levels and in- crafts) terests.

Photographs Take a photograph of your child's math manip- Photographs can represent three-dimen- ulatives and patterns, sculptures, models, diora- sional products while using minimum stor- mas, block constructions, science experiments, age room. They provide a record of the or organizational systems. product when no paper product is otherwise involved.

Audio tapes A child records oral story problems using math Audio tapes can indicate oral language de- concepts, literature retellings, poems and sto- velopment, fluency, and concept mastery. ries written by the child, ideas, and problem solutions.

Dictations An adult writes a child's dictated explanation of Dictation increases adults' understanding a product or process. Adults prompt these dic- of why and how children do something. It tations with statements such as: "Tell me about indicates oral language development, vo- your work" and "Tell me how you did that cabulary level, fluency, and concept mastery.

Writings A child uses lined or unlined paper and writes Written products measure awareness of numerals, letter-like shapes, letters, words, sen- print concepts, emergent literacy, fine mo- tences, stories, or poems. The accent is on the tor skills, and organization. child's construction of meaning rather than exact letter formation and standard spelling.

Reading Level Provide one or two examples of books or print- All gifted children do not read advanced- ed material the child can read independently level materials at an early age. However, (not material the child has memorized). since advanced learning opportunities often require more reading independence, educators are interested in the reading level of a child.

Graphs or charts A child produces a graph or chart to demon- Graphs or charts demonstrate specific strate simple investigations. For example, a skills or concepts applied in the task, data child folds a piece of paper in half and then sur- recording strategies, higher-level thinking, veys and tallies the opinions of family and and organizational skills. neighborhood members on an issue of concern to the child. As another example, a child makes a chart by cutting and pasting on a paper words and pictures she or he has categorized in some advanced way.

Computer products A child uses a computer to create products. For Computer-generated products Indicate example, a child types and prints out stories us- computer literacy, emergent literacy, and ing simple computer software. topic-related academic skills or concepts applied in the task.

Video tapes Video tapes are wonderful ways to document A video presents a significant visual record performing arts and processhow a child and celebration of skills and behaviors. completes a task. They are less applicable to substantiate academic skill development due to the increased equipment and time hassle necessary to show the tape. Limit tape entries to three or four minutes if they are to be reviewed by educators.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 162 11 strated in a product that many enjoyed. The previous scenario illustrates A KALEIDOSCOPE one of the components of creative thinking, originality, which "...results when something is cre- OF LIFE WITH ated for the first time" (Meador, 1997, p. 38). Some of the other YOUNG CREATIVE CHILDREN components of creative thinking including fluency, flexibility, and elaboration will also be discussed in BY KAREN MEADOR this article. Another example of a young child's original thinking follows. There is no single snapshot of a music until he knew the piece by Mom stood by the door and young creative child or model heart and could sing along. His watched as Kristen leaped off the to which a youngster can be teacher played chords to embellish school bus. It was their usual rou- compared. Yet, parents and pri- the song, and Brandon was thrilled tine to meet outside and walk in mary and early childhood teachers with the results. together, and today Kristen, a first describe episodes in which young Brandon's new song was creative grader, was waving a large piece of children display creative thinking, as indicated by Amabile (1989) and paper. As the child grew closer, and these combine to provide an Parnes (1970) who describe cre- Mom could see that the large paper interesting kaleidoscope of scenar- ative behavior as that which is had been constructed by taping ios. This article is written for par- novel or unique and appropriate or many regular-size pieces together ents, however, it also provides relevant. "It's a Beautiful Morning and that these had been jaggedly valuable information for teachers. and Day Today" bore no similarity cut into an oval. When the two got The scenarios help guide readers to any other familiar music, and inside, Kristen explained that this toward recognition and under- while Brandon had written one or was a design for a doll blanket and standing of creative thinking in two songs during his piano lessons, that Mom "must" make it immedi- young children, and the article he had previously used a formula- ately! "The problem," Kristen said, includes valuable suggestions for driven approach to writing. The "is that the blankets won't stay on parents. song was quite appropriate within my dolls, so I've made one that music genre for children, and Bran- will." She showed her mom how Originality don's creative thinking was demon- the oval blanket had a second small "It's a beautiful morning and day today...." Six-year-old Brandon came racing back in the house after his mom sent him out to catch the morning school bus. "Write it down, write it down," he said. "Brandon, you're going to miss the bus," cried his mother. "No," Bran- don replied, "write it down before it goes away." He was singing the words and tune to an original song he composed while waiting out- doors. His mom grabbed the tape recorder, they successfully captured the song, and Brandon managed to get on the bus. Later that day, he and his mom brought the vocal treasure to his piano teacher, and Brandon refused to do anything during his lesson until the teacher wrote down every word and note. The remainder of the lesson Bran- "Children also need psychological space where they can play don played from the transcribed

12 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 163 piece attached at the top forming a played her creativity in countless Eventually, Mario asked and was cap to cover part of the doll's head. other ways including elaborate hat- allowed to take the drawing home, The bottom of the blanket was making, a project that lasted sev- and he returned it following com- designed to fold up over the doll's eral months. On her own, she pletion. It was easy to see why he legs; then the sides would fold in figured out how to use various sizes needed extra time. Mario repre- toward the doll and velcro would of paper bowls to create small hats. sented his home, a red brick struc- hold it in place creating a neat She produced a large number of ture, in grand detail. Each brick package. Although Mom tried to hats, adorned with ribbons, fabric, was drawn separately as were the explain that she would need to feathers, buttons, and other items, shingles on the roof. Additionally, make the blanket later, Kristen per- and each hat had an entirely differ- Mario included the shrubs around severed and finally they went to ent look. As her skill increased, she the house and the sidewalk leading work. First, they tested Kristen's began to take liberties with the to the front door. This depiction idea using scrap fabric and made a basic structure of the hats such as varied greatly from those produced few adjustments to the design. cutting away the rounded portion by his peers due to Mario's elabora- Finally Mom made the new doll of the bowl leaving only the rim or tion, a concept defined in Webster's blanket from a soft fabric and Kris- putting two rims together. Kristen's 1995 dictionary as the result of ten proudly displayed it to her fluency, "...the ability to produce a something "planned or done with friends. Mom never asked what the quantity of ideas, answers, or prob- careful attention to numerous child was supposed to have been lem solutions" (Meador, 1997,p. details or parts." Mario's drawing doing in school while she was 1), in hat production contributed to was an indication of his skill in cre- designing the blanket. her becoming an expert at the task, ative elaboration and the detail Kristen used original thinking and this led to more original and with which he viewed the world at when designing the doll blanket. unusual products. a young age. Mario continued to Her mom indicated that the child display creative thinking, and in had not previously seen either the Elaboration fifth grade he wrote an elaborate oval shape in a blanket or the vel- A first-grade teacher's directive ask- 15-page short story that intrigued cro at the bottom. Kristen might ing students to draw where they his classmates, teachers, and others. have piggybacked on the idea of lived also resulted in a creative Some of the previous examples her own hooded bath towel used product. Most students completed describe creative products in the when she was a baby to create the the task in less than 15 minutes, arts, and perhaps the most obvi- cap for her doll blanket. yet, Mario wanted to continue his ously beautiful essence of creativity work during recess. Although he is captured in artistic forms. Yet, Fluency worked diligently, he still did not we must not narrow our definition As Kristen grew older, she dis- finish before the class returned. to this domain. Engineers, doctors, machinists, plumbers, and others all use creative thinking at one time or another especially when facing a new dilemma or problem. Creative thinking is a necessary component of problem solving and is described by Torrance as "the process of forming ideas or hypotheses, testing hypothesis, and communicating the results" (1995, p. 23). Problems encountered by adults may include things such as how to manage a formal dinner for a large number of people in a small house and how to entertain small children in the dark when the elec- tricity has gone out and they are frightened. While we may readily recognize these situations as problems, those faced by children, viewed from an adult perspective, e thoughts without fear of being laughed at or reprimanded." may not seem like problems at all. See KALEIDOSCOPE, 44 164 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 13 RESOURCES FOR PARENTS

Alvino, J. (1985). Parents' guide to raising a gifted Perry, S. (1995). If... Venice, CA: Children's Library child: Recognizing and developing your child's Press. potential. New York: Ballantine Books. Porter, L. (1999). Gifted Young ChildrenA Guide Blizzard, G.S. (1990). Come look with me: Enjoy- for Teachers and Parents. St. Leonards NSW, Aus- ing art with children. Charlottesville, VA: Thomas- tralia: Allen and Unwin. son-Grant. Rimm, S. (1995). Keys to parenting the gifted child. Clark, B. (1997). Growing up gifted: Developing New York: Barron's Educational Series. the potential of children at home and at school. (5th ed.). Columbus, OH: Merrill Rimm, S. (1983). How to parent so children will Publishing/Prentice Hall. learn. Watertown, WI: Apple Publishing Co.

Clark, B. (1986). Optimizing learning: The inte- Saunders, J., & Espeland, P. (1991). Bringing out grative education model in the classroom. Colum- the best: A resource guide for parents of young gifted bus, OH: Merrill Publishing Co. children. Minneapolis, MN: Free Spirit Publishing Inc. Galbraith, J. (1984). The gifted kids' survival guide for ages 10 er under. Minneapolis, MN: Free Spirit Shaklee, B. (1995). Creating positive learning envi- Publishing Inc. ronments: Young gifted children at home and in school. Understanding Our Gifted, 7 (3): 1, 8-9. Halsted, J. (1995). Some of my best friends are books: Guiding gifted readers from preschool to Smutny, J., Ed. (1998). The young gifted child: high school. Scottsdale, AZ: Gifted Psychology Potential and promise, an anthology. Cresskill, NJ: Press. Hampton Press.

Harrison, C. (1999). Giftedness in Early Child- Smutny, J., Walker, S., & Meckstroth, E. (1997). hood Education. (2nd ed.). Sydney NSW, Aus- Teaching young gifted children in the regular class- tralia: Gifted Education Research, Resource and room: Identifying nurturing, and challenging ages Information Centre. 4-9. Minneapolis, MN: Free Spirit Publishing Inc.

Katz, E. (1994). Affective education: Self concept Smutny, J., Veenker, K., & Veenker, S. (1989). Your and the gifted student. Boulder, CO: Open Space gifted child: How to recognize and develop the spe- Communications. cial talents in your child from birth to age seven. New York: Ballantine Books. Knopper, D. (1995). Parent education: Parents as partners. Boulder, CO: Open Space Communica- Snowden, P., & Christian, L.G. (1999). Parenting tions. the young gifted child: Supportive behaviors. Roeper Review, 21(3): 215-221. Kurcinka, M.S. (1991). Raising your spirited child: A guide for parents whose child is more intense, Walker, S. (1991). The survival guide for parents of sensitive, perceptive, persistent, energetic. New gifted kids: How to understand, live with, and stick York: HarperCollins. up for your gifted child. Minneapolis, MN: Free Spirit Publishing Inc. Payne, L.M., Rohling, C. (1994). Just because I am: A child's book of affirmation. Minneapolis, Note This resource lists for parents was prepared by Joan MN: Free Spirit Publishing Inc. Franklin Smutny.

14 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 165 The Role of Play in a Differentiated Curriculum for Young Gifted Students

BY SANDRA KAPLAN

The value and relevance of playbut rather to respond to both the blocks to form a freeway like the one in the educational life of young mental and chronological needs of he travels on to get to his elementary gifted students is often at the these children. school. The first-grader is so busy center of the controversy of develop- constructing the freeway that he is ing and selecting educational experi- Play as a Stimulus to a oblivious to the teacher's request to ences for young gifted children. Some Differentiated Learning come to the reading table for the educators and parents believe that Experience day's guided reading lesson. play is too unsophisticated for young Mandy is a young gifted student who Roberto's teacher goes over to the gifted students and inhibits or deters excels in the areas of science and student and decides that the intricate intellectual growth. Advanced and math. She is attracted to the Dress- freeway he has constructed will be academically rigorous learning is per- Up Learning Center in the multiage, the basis for an independent study. ceived to parallel instructional mate- primary classroom to which she is Four questions are defined for rials that are more authentic or Roberto to explore, each of aligned to the disciplines. It is which is related to a discipline- assumed that a compass and defined math, language arts, or an atlas provide greater value social studies standard. Recog- to learn map skills than a set nizing Roberto's superior aca- of blocks and toy cars and demic prowess in reading, the trucks. While this is a typical teacher replaces teacher- response to items of play as directed reading time with instructional materials, it is self-directed independent study important to recognize that experiences, incorporating materials used for play can reading across different con- support academic challenges in tent areas. the core or basic curriculum as The use of play as a stimu- well as differentiated curricular lus to academic challenges experiences. accomplishes several goals nec- First- grader Jeffery, a student in Patricia Hollingworth's The intellectual abilities of essary for gifted students. First, Project SAIL program (see p. 16), illustrates the value young gifted students are often of play in his castle design. the use of play allows gifted used as the determining factor students the enjoyment of in choosing appropriate activities and assigned. Her current interests span being a child while simultaneously materials for these children. Young dressing up to play "the queen" and pursuing the academic rigor of which gifted children reading several years asking questions about chemical a young gifted child is capable. Sec- above grade/age level assignments are reactions and infinity. While she is ond, the natural inclination for chil- believed to be too mature to be inter- playing at the Dress-Up Learning dren to play is used as a positive ested in the traditional literary selec- Center, the teacher conferences with rather than negative attribute for tions for children their chronological Mandy, asking her about the outfit intellectual development, thus pre- age. The variance between mental she is wearing: Who are you dressed- venting children (and educators) and chronological ages often associ- up to be? What are you wearing? from making an arbitrary selection ated with young gifted children cre- Why did you choose these particular between play or academic endeavors. ates dissonance in defining what is garments to portray the role you are Third, when play is used to define developmentally appropriate for assuming? The teacher questions learning opportunities, motivation them. about the garments Mandy is wear- and the potential for academic suc- The basic question is whether edu- ing evoke another related question: cess are heightened. cators and parents should choose What types of fabrics are used to cre- educational experiences that support ate these garments? The discussion of Play as a Follow-Up to the mental or chronological ages of synthetic versus natural fabrics stim- Academic Challenges young gifted children. The answer is ulates Mandy's inquiry into the role Sam has just finished completing his not to minister to one dimension of of chemistry in fabric and clothing. report on inventors and inventions. the young gifted child over another, Roberto is actively laying out See PLAY, 49

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 166 15 co Young Children SAIL Far A Javits Project to Develop Gifts and Talents of Economically Disadvantaged Students

BY PATRICIA L. HOLLINGSWORTH

Van, car, and bus loads of stu- dren can understand advanced and of the influences on us today. I dents arrived on the campus of complex themes when they are believe the teaching style of this pro- The University of Tulsa. Every- taught with an active interdiscipli- gram is incredibly innovative." one was looking for a parking spot. nary approach. And while students Each day for three weeks, stu- But these were not college students K-12 participated in the project, this dents participated in classes in art, these were students from kinder- article will focus on activities related writing, drama, math, and research, garten through high school on to primary-age students. all of which focused on a particular campus for Project SAIL. Advanced and complex curricular time period. University School teach- Project SAIL is a three-year US materials may not be developmen- ers led the classes and modeled the Department of Education Javits tally appropriate for all children. teaching strategies. Participating grant to identify and develop gifts However, they may be developmen- teachers and parents observed, and talents in economically disad- tally appropriate for gifted children helped with individual instruction, vantaged students. The content and if they are taught in age-appropriate and later took turns employing the Methods are based on those used for ways such as active learning. Active strategies with the students. many years at University School at learning includes the learner in the Debbi Cook, a second-grade par- The University of Tulsa, a school for process. Active learning is dynamic ticipating teacher from Tulsa, wrote: gifted children. and engaging. Many advanced ideas "Integrating the curriculum makes The focus of the Javits program is and concepts can be taught to young content more interesting. Using art active interdisciplinary learning. The students if done in an engaging, not only makes learning more fun SAIL acronym stands for Students' active, and novel way. for children, but addresses a learning Active Interdisciplinary Learning. Michelle Peeples, a Project SAIL style not tapped in the traditional The content is the interdisciplinary participating teacher who teaches classroom. Drama accomplishes this study of historical time periods from first grade, wrote: "My first impres- also, plus provides a vehicle for dis- ancient Egyptian to early modern. sion of this program was, 'How are playing to others what the students The purpose of this study was for they going to teach first graders facts have learned. students to be aware of recurring his- about history I hadn't learned until torical patterns represented by the late high school and through col- Art art and architecture of the time and lege?' To my amazement, the stu- The children had art with a teacher to be able to recognize antecedents in dents have not only learned facts in "period" costume who discussed our own time. Even very young chil- about history but they can see some the values, architecture, and art of

I .

16 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999

; 167 the time period being studied. For At the Egyptian Center there were described the lotion on their hands. example, during the study of the mummies to wrap, canopic jars to They were discussing how Egyptians Romans, a toga-clad Augustus Cae- fill, pyramids in the sand, as well as had used lotions to keep skin soft. sar explained the virtues of the an array of books. The Classical The words were written on the board Roman Empire by having the stu- Center had architecture blocks, a as the students said them. Students dents draw the Pantheon. During keystone arch, and a three-foot who were able to write some of the the Baroque study, the wife of Peter model of the Parthenon. The words did so in their journals, others Paul Rubens discussed life and Medieval had a castle, plastic armor wrote short sentences. The writing homes of royalty and Ruben's paint- to wear, and plastic blocks to create was interactive, open-ended, and a ing of Daniel and the Lions' Den. stained glass windows. The Baroque natural extension of discussion. During the Romantic period, Edgar palace, made from plastic Allan Poe and Annabel Lee visited. modular blocks, was large The explanations and the drawings enough for several children to were woven together so that the stu- play inside. dents were active and involved as Once children had visited they learned. the centers and completed the Each day, the students, teachers, 3-ring worksheet, they were Ipko vQ and parents did a group chant with free to choose to continue to movements that kinesthetically read, write, or play with the recalled all the time periods from center materials. On the Egyptian to modern. Additionally, Egyptian bulletin board some each classroom had large posters children drew pictures of pyra- depicting simplified versions of each mids and pharaohs, others time period studied. These posters wrote a few words about and the chant were used to reinforce Egypt, and others wrote sen- the concepts taught. Games were tences. "Egypt is mostly played with the posters such as desert." "They had chambers arranging the posters in chronologi- for the dead people." This cal order and identifying the time extra time allowed children to period. explore the topic in their own favorite learning mode. Research The research centers for the kinder- FOCUSING ON INTERDISCIPLINARY LEARNING, art, music, Music During Research drama, research, math, and writing activities were garten, first, and second graders had Classes integrated into each content area. A second-grade queen topics such as the Classical Period, During the Medieval study conducts a tour of the Louvre, displaying student art projects the Middles Ages, the Renaissance, Gregorian chants were played. originating from the study of various historical periods. the Baroque, the Neoclassical, and The children dramatized being Romanticism. These were unusual stiff sculptures from the Middle In writing class, these young topics for young children and cer- Ages while they sang their own ver- students often used productive tainly unusual for young economi- sions of chants. At another time thinking to describe objects related cally disadvantaged children. At Renaissance music was played as to the time periods. One day they least that is what the participating students danced around a maypole. described the Parthenon using many, elementary teachers thought at first. Bach was played for the Baroque varied, single words. Next they used Children came to the research period, Mozart for the Neoclassical, those words to create analogies. centers in small groups. Each group and Berlioz for the Romantic. The students looked at pictures of had a paper with three large inter- Near the end of the three-week the Parthenon and discussed the locking rings on it. In one ring was program participating teacher Ruby importance of balance to the the name of the time period and the Duckett wrote: "Project SAIL has a Greeks. The students stood in a bal- values of the period which had been unique approach to teaching. At first anced and then in an unbalanced introduced at various other centers I was apprehensive about teaching way. Next they orally completed the such as drama, art, and writing. The small children about ancient history following analogy: "The Parthenon topic heading for the second circle and architecture. But now it seems columns are as balanced as was "Daily Life" and for the third as natural as learning the alphabet." ." Answers included "Arts." The children used books, mini-blinds, butterfly wings, a boat. displays, and hands-on objects, such Writing These were all written on the board as architecture blocks, to draw or "Smooth," "cool," "refreshing," the for students to select and write in write about the topics. kindergartners called out as they See PROJECT SAIL, 48

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 BEST COPY AVAILABLE 17 I1 8 BOOK R E V I E W S

THE YOUNG GIFTED CHILD: NURTURING THE GIFTS Potential and Promise, an Anthology AND TALENTS OF Edited by Joan Franklin Smutny PRIMARY GRADE STUDENTS (1998) Edited by Susan M. Baum, Sally M. Reis, Hampton Press Inc., Lori R. Maxfield paperback, $35.00, 582 pp. (1998) ISBN: 1-57273-109-5 Creative Learning Press, Inc. paperback, $32.95, 370 pp. II REVIEWED BY MARGARET GOSFIELD ISBN 0-936386-71-1 www.neca.com/clp tilloan Franklin Smutny's anthology

on young gifted children has to be NurturingGiftsledTalents or the most comprehensive publication Primary Grade Students of its kind. Moreover, a list of the authors of its 41 chapters reads 414 like a "Who's Who" in young gifted education. From the opening article by Barbara Clark, "The Beginnings of Giftedness," to Sally Walker's "Successful Parenting," to Joan Vydra and Judy Leimbach's

"Planning Curriculum for Young Gifted Children," to the final chap- Ward by Susan M. Baum ter on "Technology-Based Instruction for Young Gifted Children" by Sally M. Reis Sandra Berger and Jay McIntire, the book covers the broad range of Lori R. Maxfield questions and issues related to young gifted children at home and at school. As a resource on young gifted children, this is a book you will return to again and again. The book is divided into typical sections including: Identification: Creative Strategies and Techniques (6 articles) REVIEWED BY KRISTEN WORDEN Special Populations: Challenges and Opportunities (9 articles) Parenting the Gifted Child: Enabling and Encouraging Parents Have you been looking for more (6 articles) information on teaching the pri- Meeting Social and Emotional Needs to Effect Growth mary gifted child? In most schools, (6 articles) the primary gifted child "doesn't exist" Creating Effective Educational Experiences for Gifted Young because of problems with identification Children (14 articles) and beliefs about giftedness that apply only to older elementary students. This In their chapter on planning curriculum for young gifted students, book tries to redefine giftedness and Vydra and Leimbach remind us that often everything "comes easy" bring us past traditional thinking. for children in preprimary and primary classrooms. Such children do According to many of the contributing not experience the important lessons of perseverance or the pleasure authors, we should be looking at the of accomplishing a challenging task. These children are being cheated whole child during the identification in their school experience. Vydra and Leimback recommend educa- process, including not only the tradi- tors consider compacting, pacing, acceleration, enrichment, and cre- tional test scores or IQ but also looking ative-thinking activities that are specially selected to challenge and at the commitment level, creativity, inter- excite young gifted children. ests, and learning styles of the child. I found one of my favorite chapters in the parent section, but, it The book is actually a compilation of was in fact directed toward teachers. Gina Ginsberg Riggs' article, a variety of articles geared specifically "Parents of Gifted Children: Sheep in Wolves' Clothing?" should be toward the education of young children. mandatory reading for all teachers of gifted studentsand parents This format makes it easy to read as well too. In a lighthearted but serious manner, Ginsberg Riggs illustrates as easy to refer back to for specific infor- ways for teachers to make supporters out of parents who might oth- mation. It is divided into four main erwise be yearlong banes of their existence. parts: Joan Franklin Smutny's opening perspectives are remarkably well 1. Identifying gifts, interests and learn- done as are her introductions to each section; and her choices of writing styles ers and topics are outstanding. This book should be in the library of 2. Program and curricular models for every parent and educator working with young gifted children. talent development

18 ,169 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 THE GIFTED KIDS' SURVIVAL GUIDE: For Ages 10 & Under By Judy Galbraith (1999) Free Spirit Publishing 3. Curricular ideas and strategies paperback, $9.95, 97 pp. 4. Putting it all togetherclass- ISBN 1-57542-053-8 room management. www.freespirit.com

Although it is primarily written This classic guide for gifted children has for teachers and administrators of been revised and updated and should be a gifted programs, many of the articles top-of-the-list item for anyone parenting can be beneficial to parents of young or teaching a young gifted child. However, it advanced children as well. should be on your list simply because you are The beginning section of the book the one who needs to put it into the hands of describes the different learning styles your special child. The book itself is written and how they are important to the specifically to and for kids. education of all children. It discusses Galbraith surveyed hundreds of youngsters what to look for in planning your to learn more about their feelings about, and identification process for young responses to being gifted to add to her already gifted children. One of the articles in extensive background of information. She then the second section discusses exem- wrote a book that engages young readers in plary models of gifted programs language that is always lively, clear, and to the point. from across the nation. These were She immediately gets young readers involved with a "Quick Quiz" to very interesting to read and provided determine whether or not this book is for them. And she invites responses high standards to compare my own throughout by providing space for kids to add their own ideas and program to as well. Many special thoughts to that of the author and other kids. For example, early in the programs are described to assist in book she lists the "8 Great Gripes of Gifted Kids." the development of a gifted program 1. We miss out on some classes and activities other kids get to do. for the young learner. 2. We have to do extra work in school. In addition to the curricular ideas 3. We get teased for being smart. and strategies, many examples of 4. Other kids ask us for too much help. portfolios and planning ideas are 5. The stuff we do in school is too easy and it's boring. given. I found several terrific bibli- 6. When we finish our schoolwork early, we often can't work ahead. ographies to add developmentally 7. Our friends and classmates don't always understand us. appropriate resources to my 8. Parents, teachers, and even our friends expect too much of us. We're advanced curriculum. The articles supposed to get A's and do our best all the time. also discuss the benefits of curriculum compacting and allowing stu- Then she asks her young readers if they have gripes not listed, and pro- dent interests to help drive your vides lines to add their own. And of course, she addresses the various teaching. The management section gripes and what kids might do about them. gives several ideas for including the Topics include discussions regarding the nature of giftedness, good and advanced child in the heterogeneous bad things about G/T (gifted and talented) programs, and great ways to classroom setting. turn on the brain. Also included: I think one of the authors said it Last resort: 12 things GTs do when they're bored silly in school best, "Teachers must take charge of 10 ways to make school more cool the curriculum rather than passively What if your teacher says No? following guides and programs." How to cope with teasing This book gives guidance to the On friends and friendships teachers of primary gifted children The perfection infection (and cure) and helps them take charge of that and more. curriculum. Galbraith's final words to her young readers: KRISTEN WORDEN lives in Pasadena, It's not easy being GT. But I hope this book has made it a little easier CA and teaches at the Euclid for you. You know now that (1) you're not alone, (2) you have Gifted/High Ability Magnet in East Los rights, and (3) you can stick up for your rights. I hope you'll be free Angeles, which is part of the Los to be all you can be...and have fun along the way. Angeles Unified School District.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 i.17 O BESTCOPYAVAILA 19 BOOK REVIEWS

GREAT BOOKS I HAVE READ: plete for each section. I especially their reading experiences. At the A Reading Journal and Activity Book appreciate the variety of subjects back of the book there is an offer- Written and Illustrated by and authors included since young ing of activities such as construct- Bev Armstrong readers will be introduced to mem- ing puppets of their favorite Reading List by Jody Fickes Shapiro orable stories and distinct authors. characters and inventing a new (1998) There are opportunities to read cover for their book. Finally, a Learning Works science books, humor, or historical batch of bookmarks is included for paperback, $8.95, 48 pp. fiction. Classics and award winning readers to color and cut. ISBN:0-88160-287-6 books are listed as separate cate- There are many books out on gories with books such as My the market that list books for chil- REVIEWED BY LINDA BRUG Father's Dragon, The Book of Three, dren but this one is different. It is and Roll of Thunder, Hear My Cry designed to motivate and guide the If you have been looking for a included on the reference list. reader to different reading experi- book that motivates children to ences. With this attractive format read, pick up this inviting journal children can reward themselves by and activity book. Designed for recording their own reading. Chil- children ages 6-10, this book greets dren will enjoy the format and its reader with large appealing illus- adults can use these lists to expand trations on each page. The book is their own reading or read aloud to divided into 20 different sections their children. with each section displaying a short And as a bonus, Great Books I list of books in a certain category. Have Read will become a special The list consists of current favorites record of reading to keep and share and classics followed by a brief syn- with family and friends. opsis of, or comment about each story. LINDA BRUG teaches Advanced Place- The unique format gives the ment and honors history classes at reader a place to list the books read If a young reader were to com- Ventura High School in Ventura, CA. in that category and a collection of plete this journal, their reading She is also the CAG Educator Repre- stickers at the back to place next to foundation would be complete. As sentative from the Pacific Region and those completed. In addition there readers complete their books the the Co-President of theTri-County is a puzzle or other activity to corn- author challenges them to extend GATE Council.

THE NICHOLAS EFFECT: A Boy's Gift to the World By Reg Green Previously Reviewed (1999) O'Reilly & Associates Teaching Young Gifted hardcover, $24.95, 246 pp. Children in the Regular Class- ISBN 1-56592-597-1 room: Identifying, Nurturing, and Challenging Ages 4-9 REVIEWED BY MARGARET GOSFIELD (1997). Authored by Joan Franklin Smutny, Sally Yahnke Seven-year-old Nicholas Green was a clever Walker & Elizabeth Meck- young gifted child, full of energy, enthusiasm, stroth, this 230-page book is and imagination; he had so much to look for- available in paperback for ward to while vacationing with his family in Italy on $8.95. Free Spirit Publishing, that fateful night in 1994. The family had planned the ISBN:1-57542-017-1 trip for months and checked out library books by the You'll find a review in the Fall armloadbooks about Italy, ancient history, and 1998 Communicator, Vol. 19, mythology. Nicholas couldn't get enough! He was in No. 4. his element upon their arrival in Rome and delighted his parents during a visit to a fine Greek temple by

20 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 171 announcing inside that he was the YOUR GIFTED CHILD: god Zeus, and then running out How to Recognize and Develop the Special Talents onto Italian soil and proclaiming in Your Child from Birth to Age Seven that he was now Jupiter. The lessons By Joan Franklin Smutny, Kathleen Veenker, & Stephen Veenker of the dual Greek and Roman gods (1991) Ballantine Books and the many library books had not paperback, $10.00, 212 pp. been lost on him. ISBN: 0-345-36830-4 Almost within the next moment, REVIEWED BY MARILYN MORRISON however, his name was in headlines around the world. The story of the My child is disman- board to higher-level drive-by shooting by robbers mis- tling all the small thinking. Other sugges- taking the Greens for a car they appliances in our tions are made for Y.O.U.R thought was carrying jewels, the house to see how they developing preschool- death of Nicholas, and his parents' workwhat should I ers' skills in math, sci- decision to donate his organs to do?" "My three-year-old UFTEI ence, art, music, and Italians in need, touched millions of son can already read social studies, and par- heartsin Italy, in America, and where can I send him to CHILI ents are wisely encour- countless places everywhere. nursery school?" "My Nowt Recognize and Develop aged to "keep your The Nicholas Effect is not the daughter hates kinder- the Special Talents inlhur options open for all Child from Birth to Age Seven typical book reviewed in a journal garten because it's too erormanyraliftintil SIllithIONA your child's potential. for the education of gifted children. easywhat should I say Don't specialize too It has no tips on parenting, and no to her teacher?" Questions like early." effective teaching strategies. It is these, from desperate parents of Your Gifted Child contains many instead, a father's story of his young young gifted children, are the ones I helpful lists of traits and behaviors gifted child whose life was cut tragi- hear most often as a regional parent commonly observed in gifted chil- cally short, and the family's representative for CAG. The job of dren, and provides an introduction response to this event as well as the developing and nurturing a child's to many of the top names and theo- response of the world to their potential giftedness falls first on the ries in gifted research. Parents are actions. parents, and many feel unprepared, also shown the steps to becoming The seven individuals who especially if this is their first child. A advocates for gifted education, received organs from Nicholas were book such as Your Gifted Child: including excellent tips on talking to given new life; their families gained How to Recognize and Develop the their child's teacher, organizing a new hope. But the total effect of the Special Talents in Your Child from parent advocacy group, and testify- action was multiplied many times as Birth to Age Seven is a wonderful ing before the school board. people in Italy and elsewhere heard resource for these early years, and Although it was written almost 10 the story and joined the Greens in serves as an excellent primer on years ago, Your Gifted Child still their efforts to strengthen the organ gifted education. accomplishes its goal of arming par- donor program. The book is not a guide to creat- ents with an understanding of the According to the Greens, ing "superbabies." Instead, it basic elements and jargon of gifted "Nicholas' story increased aware- encourages parents to expose their education, and offering them con- ness of the shortage of organ donors children to many different experi- crete ideas for everyday activities around the world, and we are grati- ences, both academic and nonacade- with their children. There are, how- fied by that. But to us, he was not a mic. Indeed, the authors suggest that ever; many new resources on gifted- collection of organs, but a bright, "curiosity is the key element in the ness available today, notably gifted, and imaginative little boy." emerging toddler" and that giving through the Internet, and the book And for that reason, they established infants every opportunity to learn seems dated in its lack of current the Nicholas Green Distinguished from their curiosity is the most listings. A revision would certainly Student award of which Jennifer important thing parents can do to be welcome, but Your Gifted Child Wey was the first California recipi- develop their children's intelligence. continues to be a concise, insightful ent (see article on page 29). Creativity, problem-solving skills, guide for parents seeking practical Told by a loving father who is and the importance of play are answers to their questions about the also a talented writer; the story is emphasized throughout the book, as challenge of raising a young gifted powerful, moving, and inspira- is the significance of reading to chil- child. tional; it also prompted me to dren, beginning in infancy. The attach my organ donor patch to my authors offer specific ideas for draw- MARILYN C. MORRISON lives in Van driver's license without further pro- ing children into the experience of Nuys, CA and is the CAG Parent Repre- crastination. reading and using books as a spring- sentative for the Mission Region.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 172 21 B O O K R E V I E W S

CREATIVE THINKING AND PROBLEM SOLVING FOR YOUNG LEARNERS have a great time with this activity By Karen S. Meador, Illustrated by Christopher M. Herren and it encourages not only flexibil- (1997) Teacher Ideas Press ity but also fluency! paperback, S21.50, 1SS pp. "Originality results when some- ISBN 1-S6308-S29-1 thing is created for the first time." Meador reminds us to look at cre- REVIEWED BY MARTHA HIGHFILL ations from the child's point of view. If it is the first time the child yes, creativity ple, after reading has produced an idea, then it is can be taught! "Little Miss Muf- original, although we may have This book fet," encourage seen it somewhere else before. This shows how to nurture children to brain- reminder has changed the way I creativity and prob- storm a list of view all of my students' work. lem- solving abilities other insects that Again, related literature examples with your students, could have sat are listed as well as complete lesson children, and grand- next to Little Miss plans. children, using flu- Muffet. Next, list Meador continues to elaborate ency, flexibility, and words that rhyme on ways we can teach and encour- originality. While pre- with the insects age children to become creative. I sented to grades K-4, that they choose. found this book to be a useful it goes even further Narrow it down resource which has techniques that and gives clear exam- to one and then are exciting and can be easily used pies of ways to adapt lessons for write a new rhyme. This turns read- immediately. "Creative people gen- older and younger children. This ing time into a fluent, fun activity. erate sparks that ignite not only book is an excellent resource that In class the next day they can act their own ideas but also those of includes complete cross-curricular out or share their new rhyme! others." Let's all "seize opportuni- lesson plans, including complete Meador gives many examples of ties to build a fire." lists of related literature. ways to encourage fluency using "We must start by caring about nursery rhymes, math, science, and Reference their creativity, nurture their think- social studies. Davis, G. & Rimm, S. (1994). Edu- ing, and help them become all that Davis and Rimm define flexibil- cation of the gifted and talented. is possible." E. Paul Torrance ity as "the ability to take different (3rd. ed.). Columbus, OH: Pren- (1979) explains that fluency is the approaches to a problem, think of tice Hall. ability to produce and consider ideas in different categories, or view many alternatives. We can encour- a situation from several perspec- MARTHA HIGHFILL teaches a self-con- age children to be fluent by asking tives" (1994, p. 189). tained first-grade GATE class at Rose divergent questions for which there Meador explains that flexibility Avenue Elementary School in Oxnard, are no clear-cut answers or limita- moves thought patterns out of nat- CA. tions to response types. Meador ural ruts. "Who?" " what?" explains that this encourages chil- "when?" and "where?" questions dren to participate without the fear stimulate flexible thinking by sug- Mark Your of being wrong. gesting individuals consider specific Calendars! The ability to be fluent is impor- sides of an issue. Flexibility is tant because it magnifies the range highly necessary for creative think- 38th Annual CAG Conference of possibilities for creativity. A sam- ing and for life. An enjoyable lesson MARCH 3-5, 2000 ple question is, "How many ways in flexibility is to give a variety of can a ruler be used?" I have used objects to small groups of students "Century of Reflections the guidelines for encouraging flu- and have them come up with alter- Honoring the Past, ency in class as well as sharing native uses for the items. Examples Imagining the Future" ideas with parents to use at home. I given are coffee mugs, shoes, and encourage parents to ask open- clipboards. This activity can easily Century Plaza Hotel ended questions as they read with be adjusted for different age groups Los Angeles their children each night. For exam- by your selection of items. Children

22 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 173 RESOURCES FOR TEACHERS

Borland, J.H., & Wright, L. (1994). Identifying young, poten- Johnson, N. (1996). Look closer: Visual thinking skills and tially gifted, economically disadvantaged students. Gifted Child activities. Beavercreek, OH: pieces of Learning. Quarterly 38(4): 164-171. Kingore, B. (1995). Portfolios for young children. Under- Bredekamp, S., & Copp le, C., (Eds.). (1997). Developmentally standing Our Giftech 7(3): 1, 10-12. appropriate practice in early childhood programs (Rev. ed.). Kingore, B. (1993). Portfolios: Enriching and assessing all stu- Washington, D.C.: National Association for the Education of dents, identifying the gzfteth grades K-6 Des Moines, IA: Lead- Young Children. ership Publishers. Bryant, MA, Keiper, M., & Petit, A. (1995). Month by month Kitano, M. (1986). Counseling gifted preschoolers. Gifted with children's literature. Tucson, AZ: Zephyr Press. Child Today (July/August): 20-25. Carter, P., McNeer, M., Faber, D., & Faber, H. (1992). Explor- Kitano, M. (1982). Young gifted children: Strategies for ing biographies. New York: Scholastic. preschool teachers. Young Children (May): 14-24. Center for Talented Youth (CTY) Publications and Resources, Leimbach, J. (1991). Primarily thinking. San Luis Obispo, Ed. (1992). Identifying and cultivating talent in preschool and CA: Dandy Lion Publications. elementary school children. Baltimore: Johns Hopkins Univer- sity. Locker, T, & Christiansen, C. (1995). Sky Tree Portfolio. Stuyvesant, NY: Sky Tree Press. Clark, B. (1997). Growing up gifted. Developing the potential of chikben at home and at school (5th ed.). Columbus, OH: Mer- Milios, R (1993). Imagi-size: Activities to exercise your students' rill Publishers/Prentice Hall. imagination. Dayton, OH: Pieces of Learning. Clark, B. (1986). Optimizing learning: The integrative educa- Porter, L. (1999). Gifted young children-a guide for teachers tion model in the classroom. Columbus, OH: Merrill Publish- and parents. St. Leonards NSW, Australia: Allen and Unwin. ing Co. Roeper, A. (1990). Educating children for life: The modern Cohen, L.M., Burgess, A.C., & Busick, T.K. (1990). Teaching learning community. Monroe, NY: trillium Press. gifted kindergarten and primary children in the regular classroom Samara, J. & Curry, J., Eds. (1994). Developing units for pri- Meeting the mandate. Eugene, OR: Oregon School Study mary students. Bowling Green, KY: KAGE. Council. Sattler, J.M. (1992). Assessment of children. San Diego, CA: Cook, C., & Carlisle, J. (1985). Challenges fir children: Creative Jerome M. Sattler, Publisher, Inc. activities fig. gifted and talented primary students. West Nyack, NY: The Center for Applied Research in Education, Inc. Shaklee, B. (1995). Creating positive learning environments: Young gifted children at home and in schooL Understanding Our Feldhusen, H. (1986). Individualized teaching of gifted children Giftech 7(3): 1, 8-9. in regular classrooms. East Aurora, NY D.O.K Publishers. Smutny, J.E, Ed. (1998). The young gifted chik Potential and Fisher, M. (1992). Early childhood education for the gifted: The promise, an anthology. Cresskill, NJ: Hampton Press. need for intense study and observation. Journal fir the Illinois Council of the Gifted 11: 6-9. Smutny, J.F. (1999). Guest Editor. Special issue on the young gifted child. Roeper Review, 21(3), February/March. Fogarty, R (1991). Integrate the curricula. Palatine, IL: IRI/Sky- light Publishing. Smutny, J.F., Walker, S.Y., & Meckstroth, EA. (1997). Teach- ing young gifted children in the regular classroom: Identifying Gallagher, J., & Gallagher, SA (1994). Teaching the gifted nurturing and challenging ages 4-9. Minneapolis, MN: Free child (4th ed.). Boston: Allyn & Bacon. Spirit Publishing Inc. Graham, T (1982). Let loose on Mother Goose: Activities to teach Torrance, E.P., & Sisk, D. (1997). Gifted and Talented Children math, science, art, music, lift skills, and language development. in the Regular Classroom. Buffalo, NY: Creative Education Nashville, TN: Incentive Publications. Foundation. Harrison, C. (1999). Giftedness in Early Childhood Educa- tion (2nd Ed.). Sydney NSW, Australia: Gifted Education Note This resource lists for teachers was prepared by Joan Franklin Research, Resource and Information Centre. Smutny.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 174 23 HANDS-ON CURRICULUM

finesse that I know it could be done by those with such talent. V Before teaching the basics of research, it is very important to impress upon children that research is something they've waited for all their lives. At Back-to-School Night, parents are told that research is the one piece of curriculum which ties in r all subjects. It is a curriculum which will be used throughout their children's livesin college and beyond. This is a very good time to present an overview of all the research for the year including the Roundtable at the end of the year. Providing this information in print, without exact dates is handy, but will need to be reis- sued a month before the Round- table with exact dates. It is also

.11111. vital to describe the costumes in a very candid manner. Some Ateacher's fantasy of a great research unit where the children parents make very elaborate cos- lesson is as glorious as any study famous historical figures. The tumes. George Washington can look Hollywood production. Such culminating activity finds them authentic from head to toe, but fantasies, obviously, are built in the dressed like their hero or heroine, George Washington can also look mind. They are ideal lessons which sitting around a formally set round spectacular with just a hat and an always work. When they are imple- table, and portraying their famous historical "attitude." The reality of mented and the parts fit together personages as they properly eat and life is that sometimes a child has when the fantasy is actualizedit is drink.This activity is the highlight of more or less "opportunity" than a "high" which lives in one's mem- the year because there are several other children. But if the objective is ory. I've always thought that a specific, sequential processes leading clear and manners prevail, each teacher's résumé should list fantasy to the end result. The tightly woven child can make do with what is lessons which come true! fabric of this unit is responsible for available. Other parents and the An ideal lesson is a lesson which the success of its end. teacher also help the child who has teaches important facts. An ideal les- The accompanying activities are little help at home. Never has any son has concepts which propel stu- part of my regular CORE or GATE child been deprived. Each child dents into a depth of learning which curricula, but with the Roundtable always looks so genuine or authentic then transfer to other subjects and as the end goal. At any point, or aristocratic or homespunas situations. An ideal lesson provides according to a teacher's style, parent though he or she simply walked out values which are derived from the help could be integrated. Because of history into our lives. This is also content so naturally that lecturing or this fantasy evolved over many just the right time to invite parents moralizing isn't necessary. And the years, I find it easier to do this to the eventwhen they are caught ideal lesson has a hands-on compo- myself. Each detail of the final pro- up in the description. nent which weaves all the learning duction is so essential to the overall The research unit is a very specific together, internalizes it, and moti- effect, that having total control how-to unit used in Garden Grove's vates children to listen, study, seems easier to me than conducting District GATE program for nearly learnand love it while they do it. a cadre of people helpers. 40 years . It teaches note taking in a The closest I have ever come to However, I have seen colleagues sequential manner so that young my fantasy of that ideal lesson is a orchestrate parent help with such children are guided through this

24 1'75 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 process until they can master each step on their own. There are repeated practice activities, each one LESSON PLANS having less teacher direction. Once children are independent Introducing Students to Research researchers, they still practice this art Before teaching children how to research, which includes with small reports and one full ani- taking notes, a sign is put up every day stating how mal report. Biography research is the many more days before the unit begins. On that day, chil- last research project of the year. By dren dress like scholarsseriously and formally. They this time, even the first-grade chil- wear their best clothes: dresses, ties and jackets. A big dren read well enough to participate. speech about attitude being more important than GATE children usually read far clothes protects the child who "looks" like a scholar beyond their grade level. With this fact in mind, teaching this unit to without any special attire. They search and RE-search for first, second, and third graders is not candy around the room because learning research unusual. Focus on the fact that the should be a delicious adventure. It also introduces the reading level will be from second definition of the word "RE-search," meaning searching grade to sixth grade, if not higher. over and over and over, which is what true investigating Since the heroes for the Roundtable does. are limited to historical figures not living, reading other biographies Collecting Biographies for Research during the year is allowed. When a Biographies are collected in several ways. After 34 years child asks for a hero who is not per- I own many, but for years I checked out dozens from mitted for the Roundtable event, the large libraries. Children can also go to their local library. student is encouraged to simply Each child needs 3 biographies about the same hero, in "read" that book. Research is a the simplest format they can find. That means larger laborious task. Not all books need print when possible. A fair amount of time is spent think- to be part of a research project. ing about which hero to pick. Homework is assigned to Early in the year, when most first graders cannot yet read well enough, at talk about it at home. Browsing in the school library is material can be read to them by the done. The teacher can describe various lives in little mini teacher in a reading group setting, or stories. Choosing is not a shallow task. by a parent, or by a tape. The step- IF Aladdin paperback books published by MacMillan by-step process of the formal 0 has a series with larger print called "Childhood of research unit can be taught orally. Famous Americans." These books can be purchased, However, GATE children learn to but the same series exists in old hardbacks in read so quickly, this is often not libraries. Of course there are many other biographies needed. In a 1-2-3 combination, the not quite as easily read. Two goals can simultane- older children carry the younger O ously be reached with these biographies: traits which children along. model values and a knowledge of American heroes. Censorship is an issue not usually Founding Fathers, presidents, social reformers, scien- dealt with in the early grades. Aside tists, and inventors have been the favorites. Heroes from research "skills" and historical who are well known for their myths become real peo- facts, the main objective of this unit ple. Less well-known heroes who are deserving are is the group of traits gleaned from the reading which, hopefully, will be elevated to a more appropriate place of honor. emulated. Therefore, many historical figures are not made available. Reading and Writing There are many years to come As the research about the children's heroes is being where full choice occurs. done at school, the teacher walks around helping, watching, and collect ing a class list of traits from their read- ELAINE WIENER teaches self-contained ing. If the child shares a piece of the story, ask him to GATE classes of 1st, 2nd, & 3rd graders tell you what this shows about the hero. The child will (sometimes combined) at Allen Elemen- derive traits such as honesty, courage, perseverance. If tary School in the Garden Grove School necessary, you can upgrade the child's vocabulary with a District. She may be reached at Allen School: 714-663-6228.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 176 25 thesaurus or by simply asking for a synonym. they must practice speaking them out loud or It is very exciting to see the children use answers fail to come out of the mouth. When those traits when talking about their heroes. a child can't find an answer from his report or Break into many "small groups" to briefly and his mind, quick extra research usually discov- casually talk about the heroes along the way ers it. The encyclopedia often is the solution, to cut the tedium of writing. The research and I do this research with the child at reading, writing, and small chat groups time is school. It rarely is needed. limited to 45-60 minutes daily, but every 1.Who are you, and what is your claim class begs for longer time. This whole writing to fame? process should take one or two months 2.Tell us about your family in your child- depending upon the amount of interruptions. I hood. use my Social Studies time, although it cer- 3.Did you have any heartaches in your tainly falls into reading and writing categories childhood? (I've seen the adults tear as well. up at the answers to this question.) 4.Describe a normal working day in your O Completing the Report life. When the report is finished with all its proper 5.Were there distinct patterns in your partstitle page, table of contents, text, and habits or behavior in your life? bibliographya cover is created and lami- 6.Did you have any heartaches in your nated. The hero's report now is read over and adult life? (Another tear jerker.) over, only by the owner, until the child feels 7.What roadblocks did you face, and like he or she is that hero. No one is allowed how did you overcome them? W to read another's report because it is top 8.Did your point of view ever conflict secret with other points of view? 9.Who was the greatest influence in tO Practicing to be Heroes your life? For two weeks we practice marching to 10.If you could change anything in your Clarke's Trumpet Voluntary, from our room to a life, what would it be? (Difficult) grassy area with trees. Trumpet concerti or 11. Do you have some words of wisdom voluntaries seem to have the most regal for the young person who brought you z sounds, and Clarke's Voluntary is my favorite. back?(During the original research, Walking straight with heads up like royalty is the encyclopedia is used especially O not automatic. Very few children are born with for this question.) that sense of regal entitlement. It has to be 12. Other questions evolve naturally along taught. Walking straight and veering off in a the way, according to the skill of the synchronized rhythm to four different tables adult. (Questions 5 and 8 come from also has to be practiced. In addition, it is no differentiated lessons all year.) easy feat to rehearse sitting down at a round table, one child at a time in rotation. The Big Day Arrives On the day of the event, round tables for Essential Questions to Prepare eight children and one adult are set as ele- During the two weeks that we are practicing, a gantly as possible with linen table cloths, set of questions and the report are sent flowers, matching paper plates and cups, and home for homework after discussing them at place cards. Each plate has a clear plastic school. These are the main questions they cup which holds M & M's, peanuts, and other will discuss and answer at the round tables. goodies which don't squish or melt. The drink They need to memorize answers at home. is to insure that thirst doesn't tie up the Children think they know these answers, but tongue. The children eat and drink in the

26 BES-OPY or CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 177 most dainty way. It keeps them busy and question and the process is repeated until relaxed for at least an hour. every question has been answered by each child. Setting these tables is a great amount of Choosing these adults takes courage. You work. I do this early in the morning long want the person to be importanta board before school starts. The materials needed member, a district office administrator, a com- are put into the classroom closest to the cho- munity leader. But it is a guess as to who will sen spot the night before. The best helpers be able to work well with children. I have I've ever had were children who had been always chosen adults who have a quick sense part of the Roundtable in previous years. Set of humor in the adult world, and in two one whole table yourself so that any helpers decades I have never chosen unwisely. Never can use it as a model. (With the new 20-1 choose your school principal. He or she is too law, fewer tables are now needed.) Even indispensable and can be called out in an though this sounds like a lot of rushed work, emergency at any point. Allow a principal the the enthusiasm and excitement more than pleasure of wandering and enjoying it all with- compensate for that. out responsibility.

Processional: Pomp and Circumstance as Creating a Memory Heroes Standing back from the grassy area, the The music plays, the children, dressed as scene is four tables spread out under trees, their heroes, march down the corridor to the looking formal and elegant, and eight little round tables, and in synchronized fashioned bodies dressed up like great historical figures as we practiced, they sit down at their table, around each table. It is a view to remember. quickly but one child at a time. Parents and When all the questions are finished, time is visitors are off to the side watching the allowed to chit chat. The adults ask the march, and after the children are seated each heroes to turn the place cards around to see gathers close, but not too close, to their who the child was who brought that hero back child's table. to life. The adults usually ask the children about themselves and why they chose that Adult Participation particular hero. Important adults from the community or the district office are already sitting at each table Recessional : Return to Childhood with their own set of duplicate questions When all is finished, the majestic Clarke Trum- which the children have already studied. The pet Voluntary is played again, the cue for the adult makes the first self-introduction, and children to stand at the same time, thank the then, one at a time, the children introduce adult, and in synchronized fashion, leave the themselves as their heroes. table, one group at a time to join together at The adult asks the same question to each the corridor to walk with heads high back to child, but rotating out of order at the table so the room. Once back at the room, the regal that no child knows when he will answer. It is manners, the self control, the mature very important to have the same question heroesdisappear. Poof! Then it's time to go answered by each child before going on to outside to run and yell and be kids again. The the next question because the comparisons teacher goes to bed early that night, though and contrasts are automatically realized. very proud and feeling like her teaching fan- There is an immediate connection when the tasy came true. children see the universality of experiences among different heroes and different eras. The adult controls when to continue to a new

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 17 8 BEST COPY AVAILABLE 27

r Music Education for the Young Gifted Recipe For Developing A Music Lover

BY KAYLEEN ASBO

A11 children are inherently year-old had discovered for herself year of instruction, when they are musical at birth. They coo the principles of transposing music a about eight. and babble melodically half step higherfrom C Major to Emma is four and she has been before they speak in coherent words, Db Majorand was able to execute studying for about six months, yet their tiny chubby bodies dance or it, perfectly, at her first go. she has already internalized a sense bobble whenever they hear songs, Emma has an intuitive under- of how music is constructed. Later, they thrill in the percussive sounds standing of the basic rules of music. she will acquire a sophisticated of banging a wooden spoon on a When she sits at the piano to impro- vocabulary for these things that she pot, and will sing "Twinkle Twinkle vise, her "songs"aren't chaotic, they already understands, full of terms Little Star" twenty times at a stretch. like sequence and motivic develop- I don't believe that I have ever met a ment; but it is clear that she already preschooler who does not like knows that music is both formal music, from whom it does not bub- structure and emotional expression. ble up spontaneously irrespective of Once when asked whether a song ability. I believe that the life of a was happy or sad, she thought a bit small child requires a healthy diet of and then said, "It's not happy or fresh air, good food, love, and lots of sad. It's cloudy and sleepy." She was music. All children need music. right. However, the musical needs of Musically gifted children show young children differ radically from this combination of imagination and one another depending on the structural understanding. Max, an nature of their gifts. By the time they extremely precocious boy, figured reach the typical age of first instru- out all the scales on the piano after mental instruction (7), very few chil- being shown one at his first lesson. dren are processing music as an He changed a note in a piece he was independent phenome- learning because it nonthat is, very few chil- "In choosing students for my studio, I "sounded odd the way it dren have an intuitive graspnever screen for aural ability. I select was written." Investigation of the structure, organiza- proved that his music had a tion, and meaning of musicthem because I like the way their eyes typographical error, and he simply by listening or play-twinkle or the way they smile shyly, or had correctly surmised the ing. The ones who do, we composer's intentions. After typically identify as musi- often because they have a creative or listening to a classical cally gifted. They can hear unique way of expressing themselves." sonatina, he stated a song or look at a page poignantly, "I think that the and somehow bring it to life without don't trail off into nothingness or human tear ducts must be wired to much (or any) explanation or prac- cacophony. Although there are ques- respond to certain sounds." tice. tionable choices and harmonies that A few examples will illustrate don't quite work, she somehow The Musically Precocious what this kind of ability looks like. "knows" to repeat and imitate a For musically gifted children, the My student Emma happily played a musical idea. She plays the same pat- most important task is to find a joke on me the other day. She asked tern higher or lower, departs from teacher who can challenge and guide me to figure out what she did differ- and returns to the first melody to them. They are hungry for experi- ently to one of her songs, Gurlitt's make a recognizable form (ABA), ences that stimulate both their intel- Little Waltz. Listening for wrong and always ends with chords that lectual and emotional connection to notes or altered rhythms, I sat across make the song sound finished (what music, for chances to explore their the room momentarily stumped. She musicians call an authentic cadence). own creativity through composition erupted into a fit of giggles. "I I didn't teach her this. I don't usually and improvisation. They learn and played it on the black keys!" she teach this to my students until they memorize things with almost fright- crowed exultantly. This little four- are well into their second or third See MUSIC EDUCATION, 52

28 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 PARENT TO PARENT

Nurturinga Young Gifted Musician Jennifer Wey, 1999 California Recipient of the Nicholas Green Distinguished Student Award

BY VIRGINIA MCQUEEN and three-year-old sistec Juliaenne. Dad writing them down. is a marketing director at a high-tech She attended preschool and began playing the violin is not an easy firm in California's Silicon Valley. reading before entering kindergarten. task, but young Jennifer Wey, Mother was a software engineer and She has always had a good attention makes it look easy. If you were worked until Jennifer was two. At that span and new concepts seemed to fortunate enough to hear her perform time Mom saw that Jennifer's shyness come easily to her. during a recent youth concert, you and other needs would best be met if She was in many activities such as would agree. This young lady not only she were at home full-time. Since then gymnastics, other sports, art lessons plays the violin with great virtuosity, she she has been active in church and other and painting, but music was her love at was recently named the California recip- service-oriented volunteer opportunities a very early age. Her grandmother, a ient of the Nicholas Green Distin- which she feels is a positive model for music teacher, told me that she had guished Student award. The essay she children. Jennifer goes to public school good pitch when she sang. She liked to wrote as part of her application is in Saratoga, California. listen to classical music and enjoyed printed in this issue of the Communi- Jennifer's mother answered many moving to it. She fell in love with the cator (see p. 31). In an interview Jen- questions with conviction and insight violin when she was three. At four she nifer's mother shared some insights to regarding the parenting of a gifted child. began to play the piano. She was fas- nurturing and rearing a young talented McQueen:At what age did you become cinated by the harmonica and began child and Jennifer offered playing it for fun. For her her views of the subject as eighthbirthdayshe well. received a guitar as a pre- Jennifer loves to make sent, fulfilling yet another music and has a goal to musical dream. make everyone that will listen, a music fan. Jennifer McQueen:You have a began studying the violin three-year-old daughter. with the Suzuki method Does she show any of the when she was three years same characteristics as Jen- old. This method was devel- nifer did at that age? oped in Japan by Shinichi Wey:The two are quite Suzuki, a violinist, educatoc different. They have dif- philosopher, and humani- ferentpersonalities. tarian who wanted to help Julieanne is also very musi- children fulfill their capa- cal and verbal. However, bilities as human beings. THE WEY FAMILY: Calvin, Jennifer, Sefen, and younger sister Julieanne has her own Julleann. However, the teaching and mind about how she will learning of music is not the main pur- aware that Jennifer had extraordinary do things. Jennifer was easy to work pose of the method; the primary pur- abilities? with. pose is to make good citizens and noble Wey: She talked and walked before she human beings. According to Suzuki, if was one year old. We read stories to her McQueen:What are your expectations a child hears fine music from the day of from the very beginning. Soon she for Jennifer and how do you commu- birth, and learns to play music, the would hold the book and pretend that nicate them to her? child develops sensitivity, discipline, she was reading them herself. She would Wey: I want her to be happy and to be and endurance which brings about a memorize stories like "The Three Lit- the best that she can be. Beginning at a beautiful heart. This philosophy is cer- tle Pigs," and "read" them back to us. very young age we taught her that, tainly being developed in Jennifer and She began to make up stories on her "You need to know what you want. If is demonstrated within her family. own. As she learned to write, she wrote you work hard you can do anything Nine-year-old Jennifer shares a home stories as well. Even today, much of you want." I want to encourage her to with her parents, Sefen and Calvin Wey, her time is spent making up stories and be good at something that she loves so

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 29 0 that she can be happy. own age, but mellow. At church she story and it is different. I feel the way I saw her talent in music when she likes to be with the little ones in the the music is. If it is fast it is usually was two. In many different activities nursery. exciting. If I am angry, I play some- music was and is the easiest and most McQueen:How does Jennifer feel about thing calm. fun for her. Violin has always been school? I get nervous when I play for judges easy. She has never had a hard time Wey:She likes school. That is very and think to myself, "Why don't you with it. important to us as parents. We are stop looking at me?" but then I just get We attend church every Sunday happy as long as she is happy and into the music and it carries me away. and are active in Sunday School. This enjoys school. In second grade there was When I perform, I meet people that gives Jennifer spiritual lessons and a female engineer from Lockheed cor- are pretty nice, but mostly, I just want helps her in growing. It gives her con- poration that worked with Jennifer as to get it over with. fidence when she is in trouble and a mentor through the school. It made has a downside as well as in good math more exciting for her. This year McQueen:What do you do to prepare times. We let her know that we are there has been none. She does well in for a performance? much blessed to have her as our school and although she is advanced in Jennifer:Practice a lot! I have to focus daughter. her studies, she thinks it is no big deal. a lot. Without music there would not be much to do. McQueen:How do you support her Jennifer had ready and assured answers to work toward the expectation to be when she was interviewed. McQueen:Do your friends at school the best that she can be? know that you are a musician? Wey:I tell her that this (music) is your McQueen:What words would you use Jennifer:Yes, I play for them. gift. You have to put in some time and to describe yourself? some work. You have to know that Jennifer:Musical, creative, likes to read McQueen:What do they think about you will do well and it will do well for and write stories, likes to play with lit- that? you. I attend all of her music lessons and tle kids better than older kids. Jennifer:They think it's pretty good. performances and I am active with After I play they sometimes say things other parents in the music lessons. McQueen:What do you like to do like, "You are pretty good," or, "I wish most? I could play like that." That makes me McQueen:Who were Jennifer's early Jennifer:I like to read mysteries and fan- feel pretty good. playmates? tasy stories, write stories, and play the Wey:She was very shy, so I tried to violin. McQueen:If you were writing an arti- make play groups so that she would cle about yourself, what would you have the opportunity to interact with McQueen:What do you like to do the write? others her own age. The violin groups least? Jennifer:I would probably say that were a good place to have friends. I Jennifer:Homework! It is boring! music is important. It is not really tir- made friends with other parents in the ing and hard. In the summer I practice Suzuki violin groups for three to four McQueen:If you could do anything around one hour a day because I have years. She is still more comfortable for the rest of your life, what would it many other activities. During school I playing with one or two friends at a be? practice about two hours every day time than with a large group. Jennifer:I would like to spend the rest and in my free time I just play music. of my life doing my favorite things: Someday I would like to play at McQueen:How does she get along talking to my sister; playing with friends Carnegie Hall because people have told with her peers as a nine-year-old? (who are not really picky and really me that really good musicians play Wey:She has always been mature. Per- nice); and writing stories. there. haps that comes from being an only child for six years. She converses very McQueen:Do you use a computer for McQueen: What advice would you give capably with adults as well as children. anything? to other children? Her teachers have always reported that Jennifer:I like to use it to draw and to Jennifer: Whatever you do you should she is always willing to help other chil- write stories. have fun. dren with their work when she is finished. McQueen:How does your music make When Mrs. Wey was asked what else Classmates like her. She does not you feel when you are playing for your- she would like to share with parents she act bossy or pushy. Her music is self and when you are performing for offered this: Try to do a lot of volunteer something she enjoys and shares with others? work to model doing things for other others. It is not something she boasts Jennifer: Ilike the way music makes me people so that your children will know about to her friends. I would describe feel. I can imagine all sorts of things that it is important to work hard and her as very cautious with children her when I am playing. Each piece has a do good things..

30 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 181 SPOTLIGHT ON YOUTH

My Lov for Music

BY JENNIFER WEY

Jennifer Wey was nine years old and in the third grade at Saratoga Elementary School when she wrote her essay as part of the application for the Nicholas Green Distinguished Stu- dent Award. Jennifer was the first California recipient of this award which includes a $500 US Savings Bond. She lives with her parents, Sefen and Calvin Wey, and sister Julieann in Saratoga, CA.

Ihave loved music from the start. I my violin tightly, and walked on stage. that my playing the violin has made was first introduced to music when After I played my piece, the judges others interested in music makes me my mother was pregnant with me. smiled at me, and I thought, "Well, it feel that I have accomplished a good She wore a belt that played music wasn't too bad!" That day was a great thing. around me. I think that this is one of day for me. I won the 1st place in the I love music and I want other kids the many reasons I got involved in competition, got three new trophies, to love it too. Because of that, I have music. and even shook hands with one of many things I want to be when I grow When I was three, my mother took me my judges! From then on, competing up that can help show children and to observe a string orchestra. She didn't seem too hard for me anymore. their parents that music is great. asked me if I was interested in any of Being involved in music has had a In the morning, I would like to be the instruments and I told her that I positive effect on my life. It has helped a kindergarten teacher. I would gather liked the violin because of the high me to become more patient because of all of my students every few days, and pitched sound and also because I the patience I need to make music play the violin, piano, guitar, or har- thought that the violin was the cutest sound nice, and it has also given me monic for them, hoping that they thing on earth! My mother agreed to something challenging to focus on. would get interested in music. In the boy a tiny violin for me and from That something is also something that afternoon, I would want to be a music then on the violin and I have been I love. Playing the violin has also teacher. I would teach my students very close buddies. helped me to become more creative in the artistic side of music and show Another one of my close buddies is the my writing. I love making stories that them fun music games to help them piano. Our friendship started when I go with music. Doing this helps me to learn new techniques. In the night- was four. My parents took me to a understand the music better. time, I would be a performer. I would piano store and a man showed us Not only has my involvement in like to share my music with other many different pianos. After he ran his music had a good effect on me, it has music-lovers and play all kinds of fingers on a piano from one end to the also sparked the interest of music in music to entertain people, especially other, I immediately said, "Yes, this others. Take my sister for example. old and younger ones. In my spare keyboard is mine now!" Since then, a She's only two and she is already inter- time, I could do many things. I could second musical instrument entered ested in music. When I play fast and read, write, draw, and so on! But most my life. happy songs, she jumps up and down of all, I want to write stories. To say When I was about five, my parents happily. When I play sad and slow that another way, I want to be an signed me up for my first competi- music, she dances dramatically. It author. I want to write stories about tion, which was the Overseas Chi- makes me feel happy that I've made everything, but I think most of my nese Music Competition. I didn't quite someone that is so young, interested stories are going to be about music; know what that long word, "compe- in music. Whenever I visit my grand- some will probably be about me or tition" meant, and so I asked my parents, I would play music for them. other musicians, and well, much, mother; she told me about the judges The joyful expression on their faces much more! and the trophies. I wanted to scream make me feel warm and satisfied. The point is that music is some- and run away. I didn't like the idea of Besides my family, my music has also thing that can be so easily loved. So, competing with people I didn't know. had a good effect on people I don't I want to convince kids that music is However, I knew that I had to com- even know. My old violin teacher, a good thing and that it isn't some kind pete, and that there weren't any other Ms. Jan Ryan, told me many times of horrible, boring homework. But options. When it was time for me to that the kids who watched me play the for now, I think I'll just stay happy, perform, I took a deep breath, clutched violin wanted to play it too! The fact work hard, and enjoy my music.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 182 31

1/4.: ,. HANDS-ON CURRICULUM

The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry

If these sources are difficult to acquire, you can improvise with whatever is available through your school and by mining the many different nature books and magazines on the market. I have used Thomas Locker and Candace Christian's Sky Tree Portfolio extensively because it integrates science and art and is ideal for young children.

To Begin Allow the children time to think about experiences they have had with trees. Discuss the different parts of the treeroots, bark, branches, leaves. Through a series of questions and informal discussions, you can talk about how each of these parts contributes to the life of the tree. I always find it helpful to show a class of young children pictures of different kinds of trees and have them contribute their personal experiences with trees they know. That way you can discuss the needs of the tree for light, minerals, and water in different contexts and they will see how trees respond very specifically to different environmental surroundings. Have books and magazines around for this initial Most young children I know love trees. They exploration. Ask them to look at a tree and think touch them, feeling the rough bark against about light and the fact that the leaves on the branches their fingers. Sometimes they'll look up the take the light from the sun and convert it into energy trunk to the highest branch and imagine standing for the tree. You can ask: Is your tree in a forest? If so, there, or watch a crow family fluttering at the top. then it lives in a shady place. If you were a tree, how They are quick to tell me about that special tree in would you get the light you need? The study of how their backyard they learned to climb, the tree that light brings energy to plant life is only one aspect of holds the swing at their friend's house, or the large trees. Here are some other areas you could explore maples in the park where they play games. They often with kids, using resources such as pictures, diagrams, draw trees and sometimes they pick a leaf off a branch and videos. and trace it on paper, studying the veins that make a The two main groups of trees, broad-leaves and web across the bright green surface. conifers. Trees are an excellent subject for integrating art, sci- Dfferent places where trees livethe poles, temper- ence, language arts, and even history. Guided by the ate zones, tropical areas and how these climates teacher, children can choose sources to develop project affect trees (e.g., the huge barrel-shaped trunk of ideas of their own. With adjustments, these activities the Baobob tree helps the tree to store water and can be used for kindergarten through third grade. protect is from evaporation during the dry season). Basic resources I would recommend are: What happens to trees in different seasons (includ- Sky Tree Portfolio featuring a series of paintings ing dry and wet for tropical climates). by Thomas Locker printed on a collection of 14 What happens to trees during the night and in the posters (text by Candace Christiansen) day. Forest Life by Barbara Taylor Insects and animals that depend on trees and that The Forest Has Eyes by Elise Maclay (illustrated provide nutrients for them, and people who live in by Bev Doolittle) the forest and depend heavily on trees. Have You Seen Trees? by Joanne Openheim (illustrated by Jean & Mou-sien Tseng These are just a few options. More will evolve as Trees and Forests by Scholastic See TREES, 50

32 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 BEST COPY AVAILABLE IDENTIFY TALENT development, particularities in from class assignments into the Continued from 1 learning styles, talents, and cultural ways and byways of imaginative and linguistic differences, teachers "what if" scenarios. He may feel Here is Sam, who entered kinder- do not always recognize who they absolutely lost in the simplest math garten reading third-grade books. are. problems because he thinks so dif- Now he is in first grade reading ferently from what the assignment Charlotte's Web and yet he can Broadening the Scope requires. These students will show hardly spell. At first he was in an The first step in finding young flashes of true talent, but may seem accelerated reading group, but his gifted children is to prepare for the so inconsistent that they are over- eccentric spelling and practically diversity of talent in your class- looked as candidates for gifted pro- illegible handwriting have slowed room. In any student population, grams. him down. Also, when the teacher homogeneity of talent rarely exists. If you teach in a culturally and asks him questions about his read- In the kindergarten through third- economically diverse school, you ing, he sometimes misses basic grade classroom, the variation may discover different kinds of tal- facts, and embellishes storylines or between different gifted children ents as well as attitudes toward mistakes them. increases considerably. First of all, them. Research on the cultural val- Here is Grace, a second-grade physical, social, and cognitive ues and traditions of your commu- child who always seemed quite development is rapid and variable nity will guide you to the sorts of average. Then one day, the teacher in young children. Cognitive and talents and interests likely to did a living history unit on Pli- motor skills come suddenly: one emerge from your students. It will mouth Plantation. Grace decided to moment the skill is not observable; also sensitize you to areas of U.S. put herself in the shoes of the native then it suddenly appears. Since this schooling and society that may be inhabitants of Massachusetts dur- is the case, the use of one method uncomfortable to a gifted Latina ing that time. She wrote and illus- of identification yields few results. student, for example, or to a gifted trated stories, drew up maps, read Testing, for example, may work at child from a local housing project. voraciously, and recounted details one time and not at another; obser- Children from nonmainstream of the time perioddetails that the vations may yield insights into one communities will trust you more if teacher had never taught. The child's language ability, while for you demonstrate an understanding teacher wondered how she could another, it may be a highly imagi- of their needs and sensibilities. have had Grace so long in class and native story dictated at home to the There are young gifted minority or never noticed her ability. child's mother. Another student, bilingual students who will camou- Here is Leon, a kindergartner who at one time struggled to read flage their talents because their cul- whose only real interest appears to school-assigned texts, may sud- ture discourages individual be climbing onto tables and shelves denly catch up and surpass class- distinction or at least the kind of and humming tunes to himself. mates who had helped him attention that America places on According to his mother, Leon is a previously, or a child who reads exceptional ability. Americans are talented violinist, but he is losing sixth-grade books may have mas- so used to the competitive, individ- interest in his daily practice ses- tered spelling and handwriting at ualistic framework for achievement sions. When the teacher asks him to the level of those at the lower end that they do not always realize how play for the class, he refuses. When of the class. alien this can be to other cultures. If she asks why, he says that he wants There may be a gifted student in you have children who seem to learn to play the tunes in his your class with learning disabilities, uncomfortable with special atten- head but he can't do it. someone who rarely performs at tion, you can provide quieter, less In kindergarten through third- the level of her true potential. An overt ways for identifying their grade classrooms, there may be any LD gifted child often feels frus- strengths and letting them know number of reasons why teachers trated with her performance that you have noticed their fine may miss gifted children. They can because of the gap between poten- work. range from the unevenness of early tial and execution. She has a quick childhood development to cultural grasp of material presented in class A Creative Approach to differences, learning disabilities, and can analyze a number of ele- Identification unique or unconventional learning ments simultaneously, but in the Identifying different kinds of gifted styles, low socioeconomic back- process of expressing her thoughts children in a K-3 classroom ground, and emotional problems. or solving problems, breakdowns demands a more creative approach All the gifted children described arise that hinder the full develop-, than may be commonly used in here may be at some risk of becom- ment of her ideas. Then there is the schools. Creativity is a practical ing invisible in the classroom. highly creative childthe student and realistic way to discover hidden Because of such factors as uneven who cannot seem to stop diverging talents in young students, whether

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 8 4 33 it is uneven development, learning I once did a questionnaire in Loves playing with number con- disabilities, learning preferences, which one of the inquiries was this: cepts and figuring out how to language or cultural factors that "Please recall a time when you felt solve math problems in unique make them invisible. Using a vari- your child exhibited special qualities ways. ety of approaches over an extended (this may include anything from a Learns quickly and applies period of time gives your students general perception of talent to cre- knowledge to new contexts with many alternative venues and con- ative thinking, perceptiveness, ease. texts for expressing their abilities curiosity, originality, unusual empa- Has vivid imagination and ability and provides you with a more accu- thy for others, integrity, sensitivity to to improvise games or toys from rate picture of their strengths and issues involving justice, kindness, or commonplace materials; can gen- development. compassion, etc.). How did these erate other options for doing qualities manifest themselves?" One something in the spur of the mo- Consulting Parents parent responded like this: ment. I always encourage beginning with As a toddler, our son had an Is extremely creativemakes up parents. Parents are usually the first incredible curiosity about fans. elaborate stories, excuses; sees to notice the unusual qualities of This expanded to furnaces and many possible answers/solutions; their gifted young children. They are air conditioning. He inspected spends free time drawing, paint- their children's most accurate judges every "unit" within a five block ing, writing, building, experi- and are in a unique position to radius! Once he felt satisfied menting, and inventing. observe unusual flashes of talent "on years and years laterhe Has spontaneous and whimsical the wing" so to speak. A mother expanded his interest to sense of humor. may catch her five-year-old son anatomy and space as well as Likes to play with words. humming a complete aria on key music!" Absorbs the speech patterns and from the Three Tenors performance vocabulary of different people on television, or reading most of the This short piece could only come and imitates them in stories, words from several library books from a parent. Where else than in a rhythms, or games. she had read to him several days home would such observations Is often singing, moving rhythmi- before. A mother once told me that arise? I have found these kinds of cally, or using mime in self-ex- her six-year-old daughter surprised commentscommunicated either in pression. her one day by drawing a picture of person or on paperto be critical to Is responsive to music and can the world and including Africa, the process of recognizing and devel- improvise with easily memorized Asia, and North and South America oping talent in a K-3 classroom. tunes, rhythms, or sounds. in considerable detail. She had mas- Is a leader in organizing games tered all the basic shapes, placed Using Checklists and resolving disputes. them in the correct places on the A practical way to find gifted chil- Is sensitive to the feelings of oth- map, and identified them in her own dren in the early years of school is to ers, empathic in response to oth- handwriting. The mother said that look for particular kinds of behav- ers' sorrows or troubles. all of this took place without her iors and characteristics. Checklists Expresses concern about world kindergarten teacher or anyone in are useful aids to this process. Here problems such as near extinction the family teaching her geography. is a list parents and teachers have of animal species, political injus- An introductory letter to parents found helpful: tice, and poverty. can be an effective way to begin the Has a long attention span for ac- Has a high intuitive gift and a school year. A checklist (choosing tivities that interest him/her. willingness to follow "hunches" items in this article) is a simple way Works independently and uses even if he or she cannot justify that parents can provide you with initiative. them at the moment they come. some indication of their children's Loves books and reading activi- abilities and interests. If you allow ties. You can expand, exchange, or some space for free comments, you Is extremely curious about many delete any number of items to adapt can gain some valuable insights that thingsasks "Why?" "How?" the list to the unique strengths, inter- might ordinarily be buried in a "What if?" ests, and needs of your student pop- checklist that does not allow for Raises insightful questions about ulation. You might also like to spontaneous responses. Through abstract ideas like love, and jus- consult the Fisher Comprehensive anecdotal information, you may find tice. Assessment of Giftedness Scale: keys to a student's unique talents Discusses and elaborates on ideas What to Look for When Identifying and educational needsor the spe- in complex, unusual ways. Gifted Students (Fisher, 1994). It cific learning problems keeping a Is very interested in cause-effect ranks children's sensibility which is child from realizing his potential. relationships. their keen consciousness, enthusi-

34 tS5 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 asm, interest, in-depth focus, and to use the checklists as a guide to the achievement. The process of compil- serious concern. The scale compares development of your room and cur- ing evidence should reach beyond this essence of giftedness with chil- riculum. If, for example, one of the the confines of a classroom and inte- dren's classmates, not national items on your checklist is creative grate what the child is capable of at norms. The scale also assesses areas problem solving or musicality, then home and elsewhere. Portfolios proof precocious development, applied you need to explore how to incorpo- vide authentic assessment. Such evi- motivation and creative output, aes- rate these elements into the life and dence is valuable in determining thetic perceptions, and much more. culture of your classroom. Perhaps instructional plans, especially for This broader view deepens the scope you can organize your room and children in kindergarten through for finding gifted children beyond learning centers thematically. It is a third grade. test scores. simple matter to integrate music, Advantages of portfolio assess- theater, art, science, history, and lan- ment are that it: Adapting the Curriculum for a guage arts in the study of a particu- Validates your observations and Variety of Talents lar subject or theme. Gifted students hunches about a child. There is no point in looking for a love mixing media and exploring a Enables you to speak more infor- wide range of talent in the classroom variety of facts, impressions, and matively with parents and sup- unless the classroom offers learning experiences of a subject in their pur- port staff about your plans. situations that allow that talent to suit of new ideas. Builds a concrete bridge between express itself. This seems obvious, One of the children described ear- you and parents so you can both but some teachers do not recognize lier in this article was a child who see what the other is talking how vital creative teaching is to never appeared other than average. about. identifying talent, especially among When the teacher encouraged the Helps you evaluate the child's nonmainstream populations. By cre- children to explore history imagina- progress. ative I do not mean solely artistic tivelyto research the subjects that Guides you to a more child-cen- (although the arts have a vital role to interested them, put themselves in tered response curriculum. play in the curriculum). I mean the hearts and minds of those who Broadens your ideas and choices divergent, explorativefull of lived then, and use whatever materi- to offer your children. impromptu inspirations and intu- als were at handGrace came alive. Justifies what to look for in iden- itive leaps, inventive, innovative. Talents that had lain fairly dormant tifying other students and be- Bright children need maneuvering through years of learning skills and comes a learning tool for you. space in the projects they do. They receiving knowledge passively, sud- Creates a source of pride and ac- need to feel that they have some- denly made themselves known when complishment for the child. thing to bring to the study and prompted into action. There are exploration of a subject and that many children out there of all eth- A portfolio is a strength model, they can, at least occasionally, use nicities and cultures who may not be not a deficit one. It is a collection of media and methods they choose. strong auditory or visual learners products and observations about I like to encourage teachers of and they may never grow in class- children at home, at school, and in young children to evaluate the learn- rooms where this kind of learning their community. Because expres- ing space (the physical room where dominates. Providing learning expe- sions of giftedness vary among their class meets) and the curricu- riences where children interact with young children and cultures, you lum, and to ask themselves these a subject in personal, creative, as will be looking for evidence of talent questions: to what extent does the well as analytical ways, enables in a variety of domainscreative, daily classroom experience I provide those students with other learning intellectual, kinetic, emotional, and allow young gifted children of many styles to feel challenged and excited. intuitive. You can use tapes (audio different types, sizes, races, socioeco- and video), projects the children nomic backgrounds, learning styles Developing Portfolios have worked on, or notes casually and preferences to express them- One of the most effective ways to written as part of the portfolio. selves? What talents do I rate above document talent in young and espe- Gifted children in kindergarten others and to what extent does my cially minority, economically disad- through third grade do not always teaching emphasize these particular vantaged, creative, or learning stand out. In many students, their gifts? Sometimes, teachers realize disabled learners is to collect a wide age makes talent appear elusive and that they have paid less attention to range of their work, and to gather inconsistent. Teachers are baffled by a particular talent area because of many observations and anecdotes a young child who reads advanced pressures to adhere to a strict cur- describing behavior from parents texts, but can hardly spell, or that a riculum of academic content and and community members. This child with an exceptional gift in skills. information could take the form of music cannot read notes on a page. A good rule of thumb to follow is an ongoing portfolio and record of Other talented students may be

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 35 learning English and feel out of what he is taught and how far he highly gifted child, or a girl from a place or fall behind the rest of the can go. A model of deficiency housing project is verbally preco- class because of poverty or some exerts a profound influence on his cious despite the fact that she other disadvantage. Covering a thinking and keeps him from ever speaks in a dialect. Be prepared for wider ground of talent than one or discovering the talents that lie dor- the unpredictable. Enjoy the sur- two identification measures can pos- mant within him. A kinetic learner prise of discovering rare talents you sibly embrace will help you to gain a who does exceptional work in never noticed before. truer picture of the children in your hands-on, explorative activities, but classroom and enable you to only performs moderately well References respond more effectively to their through a predominantly visual Fisher, M. (1994). What to look for educational needs. model of instruction, needs as when identifying gifted students. much validation and attention as Manassas, VA: Gifted Education Organize Seminars for the child whose learning style is Press. Parents, Teachers, and more visual. A bilingual child may Kingore, B. (1993). Portfolios: Community Leaders exhibit real talent in poetic lan- Enriching and assessing all stu- The more informed parents, teach- guage and yet still struggle with dents, identifying the gifted, ers, and community people are comprehension in some areas. grades K-6. Des Moines, IA: about the nature of giftedness in Helping the adults in these stu- Leadership Publishers. young students, the more that can dents' lives recognize the full spec- Smutny, J.F., Walker, S.Y., & Meck- be done for them. In addressing trum of talent in young children stroth, E.A. (1997). Teaching parent and teacher groups, I find will pave the way for greater educa- young gifted children in the regu- people hungry for information on tional opportunity and self-expres- lar classroom. Minneapolis, MN: this topic and eager to try new sion in the classroom. Young Free Spirit Publishing. ways to identify talent and meet the students need to feel free to "fall in Smutny, J.F. (Ed.) (1998). Potential unique educational needs of bright love" with something (Torrance, and promise: The young gifted young students in the classroom. 1983), to test their strengths in child, an anthology. Cresskill, Many of them are surprised to dis- activities that challenge and capti- NH: Hampton Press. cover that giftedness is far more vate them. As the teacher, you can Torrance, E.P. (1983). The impor- complex than the stereotype held create this freedom in the class- tance of falling in love with up by our society. I once met a par- room, even in the most structured something. Creative Child and ent who at first did not believe her areas of the curriculum. As you Adult Quarterly, 8(2): 72-78. young son to be gifted because he communicate with parents, use could not read or write. Yet he pos- checklists, analyze test results, JOAN FRANKLIN SMUTNY is Director sessed an extraordinary artistic tal- assess the wide range of assign- of the Center for Gifted at National- ent. One day, he surprised her by ments and projects your students Louis University in Evanston, Illinois. meticulously labeling a series of do in the classroom, and develop She has co-authored six books on dinosaurs he had drawn. Focusing your portfoliosyou may meet gifted education and was the 1996 on reading and writing, this mother with some surprises. You may find recipient of NAGC's Distinguished Ser- initially failed to see the gifts of her strengths and abilities in children vice Award. Her latest book, The Young son or to recognize that, in some you formerly thought were intellec- Gifted Child: Potential and Promise, an children, it takes time for skills to tually average. You may discover Anthology, is reviewed on page 18. catch up with talent. that a young boy you considered a She can be reached at 847-256-1220 As a teacher or gifted coordina- behavior problem is actually a or by fax at 847-256-7605. tor, you might first talk to the principal about having seminars for parents or other teachers that will communicate the most current research on giftedness in young f o r high potential children. Part of ensuring the future developing your child's gifts & talents development of these bright young students is creating an awareness of To subscribe to NAGC's full-color publication for parents, write to their existence and special needs. The impact such a recognition can NAGC 1707 L Street, NW, Suite 550 have should never be underesti- Washington, DC 20036 mated. A gifted six-year old with a disability may languish in a class- Tel: 202-785-4268 or visit their website at www.nagc.org room where his disability dictates

36 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 187 YOUNG GIFTED Fundamental to facilitating our acteristics of giftedness in the Continued from 1 children's development into joyful, younger children as exhibited by enthusiastic respected adults is to the first identified gifted child. not self-respecting and happy, will acknowledge that, in many ways, Compared to their gifted children, we have much credibility? As par- their needs, perceptions, and expe- parents tend to view their lower ents, if we don't set limits for our- riences are qualifiably different achieving children as less compe- selves and carve out time for from many of their friends. And, tent than they actually are. A activities and relationships that nur- congruently, before parents can mother told me that her younger ture and inspire us, who will? encourage their children to develop daughter was a "late talker"; she Emotional Intelligence popular- their selves, they need to acknowl- did not speak in sentences until 18 ized the theme that a person's suc- edge their own uniqueness. months, four months later than her cess in lifethat is becoming the Although studies show that gift- gifted child! person you want to beis about edness runs in families, most par- There are also instances when 20% dependent on innate intelli- ents of gifted children do not think the younger child will surpass an gence and the rest on factors such that they are more intelligent than older sibling in academic achieve- as social arts, impulse control, the norm. They recognize giftedness ment. Some parents are reluctant to stress and anxiety management, in their children but feel ambivalent accommodate the younger child's relationships, motivating oneself, about admitting and honoring simi- learning needs appropriately for delaying gratification, and self- lar qualities in themselves. One of fear that the older child may feel awareness. This essential learning the most frequent reactions I hear insulted. Is it a right decision to starts in the first days of infancy. from parents who read Guiding the hold one child back to make Being gifted means "pushing the Gifted Child is something like, "I another child feel better? Can we envelope." What is abnormal for saw myself on those pages. Now I depend on what one child needs to our children's age peers may be know why I never fit in. I always determine how we treat a sibling? normal in families with gifted chil- felt that I was on the outside look- Equity is unfair, even damaging. dren. What issues emerge when ing in." In conceding giftedness in I've seen children resent their sib- parents suspect that a child comes themselves, parents begin to make lings when they figure out that their with exceptional intelligence? Let's paradigm shifts in their own self- life chances are determined by what look at some situations and ways concepts and how they live their their sibling needs and wants. we can understand and support our lives. Each child seeks to find his spe- children. cial place in the family. Children in Energy the same family naturally compare Paradigm Shifts into A fundamental factor in family themselves with other children in Giftedness relationships is energy: ours and their home. This can have pervasive Recognizing that a child has excep- theirs. It is not unusual for gifted detrimental effects on the children tional intelligence initiates a para- children to operate at a higher whose abilities do not match up. digm shift regarding how we energy level and to require less They often measure their value by perceive our roles as parents and sleep than average children. This the amount of power, attention, our expectations and hopes for our can render their parents exhausted and time that they receive from children. Whenever a child is recog- and fragmented. Weary mothers their parents. Gifted children are nized as gifted, parents encounter a concede, "There just isn't enough adept in drawing parental atten- vast range of ambivalent emotional of me to go around." Feeling over- tion, often in subtle ways. Their reactions which often include con- whelmed by time, energy, and advanced language, reasoning abil- fusion and anxiety about their new social claims can have a devastating ity, and creativity often enable them "job description." Parents may feel impact on the parents themselves to gain control. Rivalry often that their role has become more and their families. It's worth taking ensues from siblings who are vying serious; that their children deserve time to set necessary limits and to for this parental focus. Parents have special care and they wonder if they refuel. a crucial role in being sensitive to can measure up to the challenges. appreciating each child's unique Many factors complicate recogniz- Siblings qualities and balancing the amount ing and coming to terms with gift- Sibling relationship issues have a of power, attention, and time they edness. One father reflected, "Now significant effect on our young chil- give to each child. To encourage the I've stopped seeing Joey as some- dren. Inherently, the older sibling younger children, try not to ask the body who's always trying to chal- will have developmental advantages older child to "take care of" the lenge me, but as someone special over the younger ones. Parents tend not-much-younger child. This rein- who sees things differently from to expect less of the younger chil- forces the roles of the capable and me...and he could be right!" dren and to look for the same char- inept ones.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 37 188 Head of the household constructive, appropriate self-con- Brainstorm alternatives: In what This is a sort of sly, insidious issue. trol in young children: ways might I make that happen? Sometimes power and dominance Tell children what they are likely Evaluate consequences: How roles are shifted in a family with a to expect. Allow plenty of lead might this work for me and highly intelligent child. Parents may time and give notice before they against me? For and against feel intimidated by a child who can have to stop doing something or others? "outsmart" them. When parents start an activity. Using a timer Find acceptance: How might I suspect that their child knows better helps keep you out of the time integrate this change? solutions than they do and depend squeeze. Do it! on the child for direction, the roles Give explanations and reasons Reevaluate: What did I learn? and boundaries between parents for what you want them to do. How did it help? What might I and gifted children become blurred Help them distinguish between try next time? and vague. However, it's not fair to those things which they have children to permit them to run the control over and those they do The Importance of Listening family! That's too heavy a burden! not. Adults who care about young gifted Yet, at a very young age, gifted chil- Develop shared control. Help children can provide the safe haven dren are sometimes observed to be children and family members ne- they need to express their deep feel- the head of the householdto be gotiateand preferably come to ings. Proactive listening with critical the one around whom many deci- consensusas to how they will care is especially necessary with sions are madesometimes even to cooperate and assume shared gifted children because most of hold the purse strings. Conse- control. You, as the parent, will them are essentially introverts. That quently, parents may begrudge their define limits of possible choices. is, they tend to protect their very child for "manipulating" them. The consequences of each alter- vulnerable feelings inside them- Even very young children need to native needs to be understood. selves. What they reveal may not be know the reasons for rules and to nearly as significant as what they participate in the decision-making Especially for young children, the guard within them. process so they learn how and why crux of control is in their perceiving Listening builds trust. When you decisions are made. However, par- that they have choices and that they listen, you convey that what your ents must maintain their primary really can make decisions that work child has to say is important and role as head of the household and for them, rather than be victims. you build self-esteem. We tend to provide the security that young chil- Gifted children's usual astute aware- trust people who listen closely dren need. ness, vivid imagination, and excel- because we think they have such lent memory enable you to work good judgment! How do you win Control and Choice with these control tendencies, help- your child over to want to listen to Ratings of parents and teachers and ing them learn to make wise you? Listen, listen, listen. self-reports repeatedly document choices. From preschool on, gifted When Renee wrote her college that intellectually gifted individuals children tend to show more focused application essay on the person who at all ages exhibit the following time and energy, willpower, and had influenced her life the most, she characteristics: perseverance for what they want, picked her mom. Not for all the car Self-sufficiency that is, their goals. pooling to lessons, not for helping Independence her with homework, not for taking Autonomy Problem Solving her on trips, nor for sitting with her Dominance and individualism Raise your children on the basis of, during piano practice, but because, Self-direction "How are we going to work this "You always listened to me and you Nonconformity (P. Janos, N. out?" It's not the obstacles and set- never made me feel that my ideas Robinson, 1985, p. 165) backs that determine if people live were stupid." Mom influenced her productive, satisfying lives, but the most by giving her courage and Isn't that a relief?! Many parents rather how they respond to daily self-understanding when she think that control issues ensue from challenges. Help children brain- demonstrated that Renee was worth their lack of parenting skills! Gifted storm, role-play, and try out new hearing. people tend to have a strong sense ways to react. Use creative problem Careful listening can be a lifeline. of internal control, and it doesn't go solving while talking and thinking It can convince children that there is away with age. In any given house- through your own decisions and someone who thinks that they are hold, there are probably several coaching your children. valuable and worth understanding. people rivaling for their own self- Find the facts: What is involved? Listening says, "You matter to me; control. Define the problem: What what you do and think and feel Here are some ideas to develop would I like to be different? matters to me." It teaches how to

38 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 489 interact with respect and under- identify their feelings, they can dren are developmentally more standing and thus, enables your then do something about what advanced, their personalities are child to be a safe friend. Your listen- their feelings are telling them. usually more like those of older ing creates courage, understanding, "I'm mad," might mean feeling children than most age-mates. and trust for your child to eventu- "left out" or "embarrassed" be- Some of the friend-making issues ally be his or her own source of cause they feel shunned on the for young children are that they power, possibility, and safe place. playground. Later, you can help may: Careful listening might be the sin- the child look for constructive Make up intricate rules for gle most important activity you can solutions to this lonely situation. games and create complex play. do for your children's social and Remember: Accepting and un- They gravitate to children who emotional development. Here are derstanding do not mean agree- also crave complicated play and some hints for careful listening: ing. leave others not wanting to play. Listen, listen, listen. This may in- Remember: Feeling something Come across as bossy because volve making an appointment does not mean doing or being they can be so creative and want for listening at another time something. This is part of a to organize the play to suit their when you can give your full at- process of making constructive new ideas. tention. decisions about choosing behav- Realize that they sometimes see, Listen with your entire body, iors. feel, know, and can do things mind, and spirit as if nothing Arrange private time together. A that others do not. This can be else at that moment matters as few intimate minutes a day is frightening and alienating. much as this child's thoughts usually healing and meaningful. and feelings. No blame. Blaming leaves the Parents and teachers can help Listen to understand what a sit- blamer helpless. Asking ques- their children in making friends in uation means to the child, rather tions that encourage children to many ways: than to respond. Listen as if this find solutions to try creates con- Promote cooperation rather than child has something important fidence. competition. Most gifted chil- to give to you. Strive to give life to their ideas. dren desperately want to fit in. Take the child seriously. Be aware of your positive to Help children look for the rea- Respond with: slight head nods; negative response ratio and the sons that another person might "Mmmm...Uh huh,... I see." ways you give life and death to have for his ideas or (mis)behav- Reflect essential bits of your or your child's thoughts iors. your child's thoughts and feel- Mirror rather than praise. Help them find a variety of rela- ings. Mirroring reflects what a project, tionships: perhaps one child for Repeat and paraphrase what feeling, or idea means to a child. computer sharing, another for you hear. Do not add you own Praise tells what it means to you. playground romping, and anoth- ideas. Be careful to use your er for math games. child's own words rather than Friends Role-play social situations. Let your interpretation. It's unfair to allow children to per- them experience the impact of Ask for clarification and amplifi- petuate socially inappropriate their own behaviors. cation: "I'd like to know how behaviors. They are harmed if they Play charades. Children need to you might have felt about that. do not learn what behaviors will learn to read nonverbal cues and What were some of the ways work for them and against them. be aware of their own social you were feeling when he said What good is it to be highly skilled messages, otherwise they feel that? What are some of the and talented if other people want to they have no control over how things you are feeling now?" close you out? Parents and teachers people treat them Allow them to own their feel- can privately be a safe haven. Chil- Be a safe friend. How we inter- ings. "I get it that you're furious dren can receive comfort from tod- act with respect and understand- with Rachel!" Restrain express- dlers and pets, but they also need to ing teaches children how to be a ing your advice, evaluations, the- learn social skills that will facilitate friend, and thus, enables them to ories, and your own experiences. their ways in this world. have safe friends. It is important to focus your at- Who is a peer and in what set- tention on gathering informa- ting? We may be concerned that a "A Zillion Feelings" tion, feelings, and understanding young child does not have any real Young gifted children may endure what they signify to the child. friends; however, friends do not stress for many reasons. They expe- Respond to their feelings. Affirm have to be chronological peers. rience life more intensely. The brain their feelings. Help them label Young gifted children tend to select that drives them intensifies every their feelings. If children can older playmates. Because gifted chil- encounter. They cook on more

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 3 burners! Given the same situation, Our emotionally astute children are you! You kept on trying, even gifted kids will experience more perplexed about wondering how when you weren't sure how it stress than average children. other children can be so inconsider- would turn out!" Our intensely emotional children ate. Feelings of loneliness can come Break the task down into small, may be bearing enormous loads of from experiencing that no one else attainable goals. A sense of fail- feelings that accumulate from fears, knows what it is like for you. ure comes from inappropriate concern about death, anxieties, goal setting. "Inch by inch, its a love, loneliness, deep caring for oth- Perfectionism cinch. Yard by yard it's hard." ers, and excruciating self-scrutiny. Seeking perfection is not all bad, Learn to play two measures a When they are joyous, their radi- but certain behaviors associated day. ance lights up the whole house! with this ideal become concerns. It's Acknowledge learning. "What When they are disappointed, the the anger and avoidance and defeat did you learn while you were weight of the world is on their that we want to dissuade. doing this?" "What might you shoulders. Perfectionism can be situational. try next time?" "How might Their feelings can be complex Sometimes adults and children's you do it differently next time?" and ambivalent. Timmy, age 6, goals conflict. Children can Ask, "What's good about it?" explained to his mother that while attribute great importance to and Discover meaning. "What were other children have only one feeling totally immerse themselves in a pro- you thinking about when you at a time, he has many feelings at ject that we think is a waste of time put the smile on the cat's face?" once, sometimes a zillion feelings! and interferes with what we want Honor time invested. "You gave Children can experience an entire them to do instead. A situation of a lot of your time to this. It must range of reactions simultaneously. perfectionism can also be mislabeled have been important to you." Sometimes emotional sensitivity and as "overachievement" when chil- intensity affects children to the dren are doing more than we think Self-Soothing point of inhibition; they feel so is good for themwhen we think Most children have not lived long much that they are almost para- they should be satisfied with less. enough to know many coping man- lyzed to act for fear that they might Perfectionism is not pathology, agement skills. Their usual response make the wrong action or get a neg- and usually the child is not compul- to frustration is to withdraw or lash ative reaction from someone. sively seeking perfection. But, espe- out. Yet childhood is a crucial win- Emotional intensity can extend to cially in the early years, children's dow for shaping lifelong emotional somatic expressions. Often children resources, experiences, and fine natures. As emotional habits become cannot find the words they need to motor control are not able to established, they are harder to describe what they are feeling. Or, accommodate the intricacies of their change later in life. Children need to perhaps, they have not yet learned mental models. They just can't turn be able to have some ability to regu- how their deep feelings represent out what they envision in their elab- late their moods and keep distress responses to what they are experi- orate imaginationsa breach from swamping their ability to encing. Their little bodies can take between performance and ideals. think. Parents can reinforce emo- over and beg for comforting Here are some things that parents tional management, that is, help through headaches, stomach aches, can do to help young children young children find positive ways to and rashes. achieve what they intend and to soothe their own feelings. We can Our young children can also help them accept and learn from change the way we feel by what we absorb and respond readily to the their attempts: think! feelings of others. Sara came home Reward trying. "Do your best" Their mind is a place to try out from second grade and told her can be damaging. If we say, "It's new experiences. Mentally walk mother that she hated math. Her OK how it turned out, as long children through experiences; mom reminded her that she was as you did your best," we imply review other possible behaviors and doing very well in math. Sara that this project represents their anticipate consequences. Instill an explained that the other kids were best effort. Not everything is attitude of, "I can manage." having trouble learning it. Emotion- worth doing our best! Have children pretend there is a ally sensitive children are often pro- Encourage children to try out a TV set in their heads. Introduce tective and considerate of their skill without being committed to them to the awareness that they peers' feelings. Sometimes, they can- high performance. Sometimes, if always think in words and pictures, not conceive the idea that other it's worth doing, it's worth doing sort of like a TV set. They need to children just do not feel what they poorly! Risk the attempt. check if their thoughts are working feel. Shirley, age 5, explained to her Expect progress, not perfection. for or against them. If their thinking father, "I understand other children Done may be better than perfect! is not helping them, they can switch better than they understand me." Applaud persistence. "Look at channels!

40 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 181 Encourage reading books. It's Kurcinka, M, (1991). Raising your logical disorders of childhood, called bibliotherapy and available to spirited child: A guide for parents (3rd ed.). NY: John Wiley & you and your kids by searching whose child is more intense, sensi- Sons. through The Book finder available in tive, perceptive, persistent, energetic. Janos, P. & Robinson, N. (1985). the children's sections of most NY: HarperCollins. Psychosocial development in libraries. It classifies age-appropriate A practical popular resource for intellectually gifted children. In books for you or children to read to teachers and parents of children R. Horowitz & M. O'Brien help them understand and cope with who exhibit many characteristics of (Eds.), The gifted and talented: an enormous range of stressful situa- giftednesschildren who sometimes Developmental perspectives (pp. tions such as death of a pet, divorce, seem overwhelming to themselves 149-195). Washington, DC: friends moving, and much, much and to their caretakers. The book American Psychological Associa- more. has hundreds of specific suggestions tion. Use music, dance, physical exer- to help children self-monitor and Keirouz, K. (1990). Concerns of cise to release tension. develop control of themselves. Some parents of gifted children: A suggestions are effective to help har- research review. Gifted Child A Parting Gift ness qualities of giftedness to serve Quarterly, 34(2) 56-63. Parenting gifted children is asyn- children, rather than restrict them. Meckstroth, E. (1998). Complexities chronous parenting. Your children of giftedness: Dabrowski's theory, are going to be ready to do some Payne, L. & Rohling, C. (1994). A In J. Smutny (Ed.) The young things before you think they should leaders guide to just because I am: gifted child: Potential and be and they are going to be finished A child's book of affirmation. Just promise, an anthology. Cresskill, with some thingslike flute because I am. Minneapolis: Free NJ: Hampton Press, Inc. lessons!before we want them to. Spirit. Paley, V. (1999). The kindness of As adults, we get as much out of an This treasure is loaded with warm children. Cambridge, MA and activity as we want to and often can fuzzy, easy ideas, and activities to London: Harvard University go on to something else. I've learned convey self-esteem and confidence. It Press. that nobody really knows just the holds specific ideas on decision mak- Parker, M. & Colangelo, N. (1979). right things to do for gifted children. ing, dealing with mistakes, sadness, An assessment of values of gifted We can try options, evaluate if they taking care of yourself, fears, and students and their parents. In N. are working, then develop the next more. All appealing and ready-to- Colangelo & R. Zaffrann (Eds), change of course. There's a whole use with reproducible Home Hand- New voices in counseling the world out there and no one has a outs for parents. A course on gifted. Dubuque, IA: consciousness great enough to fore- self-esteem and confidence for Kendall/Hunt. see all the full-of-wonder and joyful preschool, early elementary, day Silverman, L. & Kearney, K. (1989). possibilities that we and our children care, and the home. Parents of the extraordinarily can experience. gifted. Advanced Development I, For two decades now, I've been Smutny, J., Walker; S., & Meck- 41-56. asking parents of gifted grown-up stroth, E.A. (1997). Teaching young Stern, D. N. (1985). The interper- children what they now see in hind- gifted children in the regular class- sonal world of the infant: A view sight as the most important message room. Minneapolis: Free Spirit. from psychoanalysis and devel- I can pass on to parents of young Many ideas presented in this arti- opmental psychology. USA: Basic gifted children. Their response is cle have been adapted from the Books. almost always something like, "Tell chapter, "Understanding and Meet- Webb, J., Meckstroth, E., & Tolan, them to trust themselves; they know ing Children's Social and Emotional S. (1982). Guiding the gifted their child best." Needs," which I wrote for this child. Dayton, OH: Ohio Psy- book. chology Press. Super Valuable Resources Jenkins, P. (1996). The joyful child. References ELIZABETH MECKSTROTH, M.Ed., MSW, Santa Rosa, CA: Asian Publishing. Alvarado, N. (1989). Adjustment ofcoordinated the development of the (707) 542-5400. adults who are gifted. Advanced Supporting Emotional Needs of Gifted This is a heartwarming and schol- Development I, 77-86. Children and Adults organization arly sourcebook of activities and Goleman, D. (1995) Emotional (SENG). She is a co-author of Teaching ideas for releasing children's natural intelligence. NY: Bantam Books. Young Gifted Children in the Regular joy, useful for parents and teachers. Hetherington, E. & Martin, B. Class and Guiding the Gifted Child: A Topics include learning styles, praise, 1986). Family factors and psy- Practical Source for Parents andTeach- music and stress, change and much chopathology in children. In H. ars. She can be readied at more. Quay & J. Werry (Eds.), Psycho- [email protected].

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 192 41 ejl EARLY STIMULATION they will approach problems and it think clearly about quantities and Continued from 6 influences their worldview. The applying numerical concepts to their locus of control establishes patterns world. By 5 months of age infants Stimulation for Infants? When of personality such as whether can track moving objects visually and Why infants will see themselves as leaders and can sense object permanence. To understand the importance of or victims; taking responsibility or Not only do they anticipate the stimulation early in a child's life, the giving blame; being focused or dis- reappearance of an object that capability of infants must be appre- tracted. The locus of control is moves behind a screen, but also if a ciated. Infants are born with depth largely determined by how infants different object emerges, they will perception, eye-hand coordination, are treated by their caregivers. An look back to the screen to find the sensory coordination, and skin sensi- inner locus of control results when missing object. Experiences that tivity. They express emotions and infants' actions influence what hap- infants have at 6 months can be are strongly attracted to faces and pens to them; while an external remembered 2 years later. Such evi- voices, being especially partial to locus of control results when the dence indicates that infants are far their parents. Very early, even by 2 caregivers or external conditions more capable than we have

days, infants recognize and mimic .. determine all action. The quantity, assumed. expressions and gestures that they timing, and degree of consistency of Neuroscientists are studying cannot see themselves perform. Not the caregiver's responses to the what happens in the brains of only do babies as early as 72 hours infant play important roles in devel- infants when they learn to talk or old copy the actions of adults, they oping and reinforcing the infant's develop concepts. Studying the mimic emotional expressions such as belief that his or her behavior can brain's organization and responses smiles, frowns, and looks of sur- affect the environment. Successful to learning in infants will continue prise. They demonstrate, learn and adults are found to be those with a to aid psychologists and educators remember, and show distinct prefer- strong inner locus of control. to enrich and optimize develop- ences for certain sounds, shapes, and At 2 1/2 months an infant's mem- ment. However, we already know tastes. At 3 weeks they have devel- ory is very developed, very specific, from the available research that oped rules and theories. Infants less and incredibly detailed. By 3 months parenting must be very flexible and than a month old have recognized of age infants begin to show curios- individually tailored to the unique images of objects that they have only ity, anger, pleasure, and assertive- needs of each infant. felt in their mouths. Psychologically ness. They know what to expect babies are found to be aware, from their mothers and are dis- How to Appropriately expressive, and affected by their turbed by deviation too far from the Stimulate InfantsCreating interactions with others, possessing usual routine. Animation and simple the Responsive Learning an understanding of self from day playful exchanges of vocalizing and Environment one. smiling by caregivers begin to estab- When we consider the amount of At around 6 weeks infants can lish the patterns of healthy socializa- stimulation usually available to distinguish color, calculate distances tion. By 3 months future language infants, especially those who are as to reachable or non-reachable, development is evident. Early laugh- kept in a basket or enclosed crib and see shapes and intensity of light. ter at complex events is seen as a with their field of vision restricted, it Infants enjoy stimulating experiences good predictor of advanced intelli- is easy to see how much more could in which excitation mounts if not gence. be done to take advantage of this too fast or too high. They are bored Researchers suggest that as young sensitive learning period. It is not by situations of low stimulation or as 4 months babies have a rudimen- only the quantity of stimulation that sameness. Between 8 to 12 weeks tary knowledge of the way the seems to influence intellectual devel- the infant's capacity for interaction world functions. Many regard opment but the quality of interac- dramatically develops and the infant infants from birth to 4 months as tion as well. Differentiated, begins to smile, vocalize, and hold universal linguists able to distinguish meaningful interaction is necessary. eye-to-eye contact. each of the 150 sounds that make The most effective stimulation will An unexpected and important up all human speech and who can, occur in a responsive environment. finding is that by 2 months infants by 6 months, recognize speech The key is to follow the lead of the have developed a locus of control, sounds of their native tongue. Some child. Each infant is unique and the that is, a belief that they are either researchers believe that there may be patterns of response will differ. Both important to what is happening a biologically programmed core of people and objects in the environ- around them or that things happen knowledge in many cognitive skills. ment can be growth producing only to them without any involvement on It has been found that as early as 5 if they have some meaning or use for their part. This is very important as months infants have a rudimentary the child. Appropriate stimulation it determines to a large extent how ability to add and subtract and to can occur during everyday tasks as

I2 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 X193 90% of all interactions with infants your words and that each action has time of rapid growth for the toddler occur during caregiver activities such long-term as well as short-term con- it is important that all modes of as feeding, changing, and bathing. sequences. Positive guidance has learning be nurtured; physical, cog- proved far more productive of good nitive, emotional, and intuitive. Stimulation forToddlers behavior than punishment. Many characteristics of giftedness (10 months through 2 years) may already be evident and should This period has been established Intellectual Development be supported. as the most decisive for intellectual During Early Childhood After 3 years of age an educa- development. It will bring essential (2 through 5 years) tional program with other children growth in language, curiosity lead- Language is a mental tool that becomes important. The more ing to motivation, social develop- allows thinking to be more abstract, planned educational experiences a ment, and intelligence. During this flexible, and independent from any child over 3 years has, the better that period, however, the major driving immediate stimuli. Language builds child does in intellectual, language, force for the child seems to be the cognitive processes, in part, by personal, and social development. curiosity. Unreasonably applied lim- allowing the child to imagine, By age 4 years children are very ver- its and controls can cause frustra- manipulate, and create new ideas, bal, alert, curious, attentive, active, tion, leaving an aimless, internally and by facilitating a shared experi- and can easily be engaged in the unmotivated child as a result. Allow- ence and exchanging social informa- excitement of learning. At this age ing a toddler to freely explore the tion with others.To directly influence children show emotions that make it environment, made safe by having the future development of higher relatively easy to provide an appro- dangerous items placed out of reach, mental functions, research suggests priate learning environment respon- is the single most important action giving children chances to hear and sive to the child's needs and to ensure intellectual growth. Tod- practice language both oral and interests. While these children still dlers are remarkably curious about written early in their lives. As chil- live in a "me first" world, by watch- things adults would find totally dren continue to develop language ing them they will let you know uninteresting, such as hinged doors, of their own, there are a variety of everything you need to know to cellophane wrappers, tiny pieces of strategies that can be used to sup- enhance their intellectual develop- dust, and plant leaves. Expect fasci- port them. ment. Affection and responsiveness nated repetitions of exploration. As Affirm what the child says and to the child's needs, a stimulating the toddler experiments and inter- expand it. and varied environment, encourage- acts with the environment, guidance Ask a question about the child's ment of exploration and indepen- is necessary, but whenever possible, statement. dence, and fair discipline show a the natural environment should be Expand the vocabulary by read- high correlation with positive child used to provide correction for the ing books with the child. development. child's misjudgments. In this way Ask open-ended questions natural consequences can themselves while reading. The Results of Early become teachers and the child can Stimulation begin self-initiated, autonomous During the 2- through 5-year Itis important to understand aver- learning. period the child's mental powers age developmental patterns of Also, during this period of begin- show rapid growth. Speech, mobil- infants and children so that ning mobility, the pattern for disci- ity, and increasing social involve- advanced and accelerated develop- pline will be established. As a part of ment all add to the fast-paced ment can be noticed. It is also creating a responsive learning envi- intellectual development. While 2- important to be aware of how to ronment the way that children are year -olds may seem inflexible and optimize learning for all young chil- disciplined communicates the beliefs are very vocal in their demands, dren for it is during this early period and values of their family; it also their curiosity is high and their that giftedness is nurtured. Once the contributes to their understanding of energy is abundant. While they parent or other caregiver begins to appropriate ways to handle prob- enjoy routine, they seem to have dif- notice exceptional ability or unusu- lems, and models behaviors of sup- ficulty making up their minds. By 3 ally rapid development other con- port and guidance or induces anger years old children become much cerns must be addressed. If children and fear. Methods of discipline can more secure about their world. Lan- begin to show ability ahead of their enhance or inhibit the curiosity, guage and motor abilities are devel- same-age playmates that are 1/4th to inquiry, and confidence that opti- oping rapidly and social skills are 1/2 their age (e.g., a 3-year-old that mizes learning. While each child increasing. This age group needs is a year or 1 1/2 years ahead or a 4- responds differently to various meth- caregivers to explain and model year -old that is 1 or 2 years ahead) ods of discipline, keep in mind that behaviors such as generosity, altru- they may be considered gifted in your actions teach far more than ism, and care for others. During this some area(s). Early development of

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 19 language skills, including reading, Bowman, B. (1993). Early childhood KALEIDOSCOPE are perhaps the easiest to spot, how- education. In L. Darling-Ham- Continued from 13 ever, advanced reasoning skills, a mond (Ed.). Review of research in long attention span, and unusual education Vol. 19 (pp.101-134). Young children encounter problems amounts of imagination, curiosity, Washington, DC: American Educa- during play such as how to pretend and/or risk-taking could be signs of tional Research Association. to cook dinner without a toy stove. an accelerating neural system. Chamberlain, D. (1993). Babies are Usually they pretend a chair, box, There are special issues that may not what we thought: Call for a or something else is a stove and arise when you find you are parents new paradigm, International Jour- solve their problem without adult of young, gifted children. Be pre- nal of Pre-and Peri-Natal Studies, assistance. Children may also enjoy pared to: 4, 1-17. "dressing up" and assuming vari- Accept your child as different; Clark, B. (1997). Growing up gifted ous pretend roles while they play. wishing that your child were (5th ed.). Columbus, OH: The example below illustrates how "average" may seem to the child Merrill/Prentice Hall. a four-year-old handled the prob- like rejection and become damag- Diamond, M. (1988). Enriching lem of how to be a dog. ing. heredity: The impact of the envi- One Friday morning, unbe- Use developmental timetables ronment on the anatomy of the knownst to his mother, Jordan only as guides. It is likely that in brain. New York: The Free Press. decided to be a dog. He demon- many areas your child will not Fergusen, M. (1993). Frustration strated the first hint of this when he follow the timetables of more response traced to patterns in hung a sock over each ear and average learners and special mod- infancy. Brain/Mind Bulletin, crawled into the room where his ifications will be necessary. 18(7), 1 8c 6. mom was working. Mom was not Tolerate diplomatically sugges- Goode, E., & Burke, S. (1990). How sure what to think until she heard tions of family, neighbors, and infants see the world. U.S. News & Jordan bark, a real sign that he friends, who believe that you are World Report, 109(8), 51-52. meant to be a dog. Jordan the dog pushing your child; they could Grunwald, L. (1993, July). The amaz- barked in several different tones, limit the level and type of experi- ing minds of infants. Life, 46-60. but after Mom played along, petted ences you provide for your child. Raymond, C. (1991, January 23). Pio- the dog-child, and repeated "nice Consider your needs and those of neering research challenges doggy" many times, she returned to the rest of the family, the family accepted notions concerning the her work. Jordan, however, was time available, and the family cognitive abilities of infants. The not through playing dog, nor was budget when meeting the needs Chronicle of Higher Education. he satisfied with the amount of of your gifted child. A balanced A5-A7. attention his mom allowed him. approach is important and will Restak, R. (1986). The infant mind. Soon, he returned, crawling into go far in allowing a view of life Garden City, NY: Doubleday. the room with a plastic bowl in his that is optimistic, energetic, and Robinson, N. (1993). Parenting the mouth, and dropped it in front of joy-filled (Robinson, 1993). very young, gifted child. Research- Mom. Based Decision Making Series No. Jordan then began to whine like The evidence in this article sup- 9308. Storrs, CT: The National a dog and rub his face against ports the importance of optimizing Research Center on the Gifted and Mom's leg. When Mom failed to the early periods of learning if the Talented, The University of Con- recognize his need for food, the child's potential is to be actualized. It necticut. dog-child began to howl, and is increasingly clear that the roots of White, B. (1975). The first three years finally Mom decided to get with the intelligence can be found not only in of life. Englewood Cliffs, NJ: Pren- plan and find the dog some food. the genetic endowment of the indi- tice-Hall. Jordan ate the Cheerios Mom pro- vidual, but also within the early vided from the bowl in a dog-like experiences the individual has with DR. BARBARA CLARK is Professor of manner, eventually tired of the the environment. Early stimulation Education at California State Univer- game, and later Jordan the boy is vitally important to optimal devel- sity, Los Angeles and author of Grow- returned. opment of the lives of children. ing Up Gifted: Developing the It appears that Jordan's behavior Potential of Children at Home and At was creative. If he had not seen References School. She is the current president of socks placed over someone's ears to Bodrova, E., & Leong, D. J. (1995). the World Council for Gifted andTal- make them look more dog-like then Tools of the mind: The Vygotskian ented Children, and past president of we can describe this as original. He approach to early childhood educa- both the California Association for the may have used flexible thinking tion. New York: Merrill/Prentice Gifted and the National Association when he did not get food from Hall. for Gifted Children. Mom the first time he entered the

195 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 room. Davis and Rimm describe solved. The children are watching, way Max's mom put him to flexibility as "the ability to take dif- and they are quick to catch on to bed without any supper? ferent approaches to a problem, what parents accept and model. What do you think should have think of ideas in different categories, happened instead? or view a situation from several per- Ask Good Questions. Standard If you were a Wild Thing, what spectives " (1994, p. 189). If Jor- what, where, and when questions, would Max look like? What is dan's goal was to bark to get food such as "What is your teacher's another way for Max to get and when this did not work he name?" "Where did you go after from his room to where the approached the problem differently school?" and "When do you have Wild Things live? by getting a bowl, then he was a recess?" do not encourage creative flexible thinker. thinking or discussion. When a Provide Creative Space. Young cre- All of the scenarios depict real child replies with what is often a ative children often make things children whose creative thinking single word answer, parents must and although individual pieces, resulted in tangible products includ- ask another question to gain any such as the hats described above, ing a song, a picture, a doll blanket, real information. Plan to ask ques- may be completed quickly, others and hats. In many other instances tions that give the child a chance to may take several days or longer. creative thinking is not so obvious, be fluent and elaborative or to give Families experience difficulty when such as when it involves a different original ideas that may come from a siblings rearrange projects, when way of doing something resulting in unique perspective. Following are a company comes and the child's the same action or product as the few suggestions for types of open room needs to be neat, or when old way. For example, a young child questions that allow the child to adults simply can no longer stand who has been taught to count the think of multiple answers. what appears to be a mess. Much silverware when setting the table for anguish will be spared if children dinner may instead choose to say How would change if are provided a space where they the name of each person to be What would happen if can place their work without fear seated while getting it. This results What do you think about of sibling or adult invasion. It is in the appropriate table setting, and vital that children learn to think even though the child could easily What do you think should have about, plan, and implement cre- count, it may have been more inter- happened? ative ideas and to then persist until esting to complete the task using If you were ,what would satisfied with a task. It is hard to people's names. Later, in school, cre- look like? (perspective) commit to this when they fear their ative thinking may be demonstrated What is another way to project may be dismantled at any as students provide alternative time. methods for completing math prob- One of the easier ways to ask Children also need psychological lems. questions and initiate conversations space where they can play with cre- Children use creative thinking in with children is to begin by reading ative thoughts without fear of being obvious or subtle ways during prob- a book. Children especially benefit laughed at or reprimanded. At lem solving, when producing things, from hearing stories about book times an adult's first instinct is to and a multitude of other ways. characters who model creative remark that the idea is "crazy" or Adults may recognize it by the way thinking and a short picture book "silly." Yet, it is best if children can children put words together in an resource list is provided at the end avoid inappropriate adult reactions interesting form or the extent to of this article. A more complete list and self-criticism until they have which they describe an occurrence. and other suggestions may be found fully explored an idea. The phrase in Creative Thinking and Problem "interesting idea" is often appropri- Suggestions to Encourage Solving for Young Learners ate when children want some type Creativity (Meador, 1997). Following are of reaction to their creative Value Creativity. What are your questions about Where the Wild thoughts. own views about creativity? It is Things Are (Sendak, 1963) based At times it is difficult for adults important to continually expand on the questions starters listed to determine whether a child is our views and definitions of creativ- above. exercising creativity or simply get- ity in order to encompass multiple How would the story change if ting into trouble. No matter how domains and facets of our lives. the Wild Things lived by the novel the lipstick drawing created Look for creativity. Whether at a sea? on a wall by a youngster, adults do concert, business meeting, the gro- What would happen if the not want to encourage this inap- cery store, or watching television, Wild Things did not let Max propriate activity. In this case, the note unique ways in which informa- become King? child must learn where and with tion is presented and problems are What do you think about the what tools he or she must draw.

CALIFORNIA ASSOCIATION FOR THE GIFTED,FALL 1999 45 Creativity can bloom in the same Yorinks, A. (1990). Ugh. New PORTFOLIOS environment where children learn York: Michael di Capua Books. Continued from 10 responsibility and respect for the property of others. Recommended for Parents reorganize information to produce a Amabile, T. (1989). Growing up product unique for that age or level. Summary creative: Nurturing a Lifetime of The products may substantiate your Children display their creativity in Creativity. New York: Crown child's interest and expertise in top- ways that will surprise, delight, Publishers, Inc. ics that are not typical. or possibly upset adults. Their cre- Meador, K. (1997). Creative think- Products selected for a portfolio ative abilities emerge in an environ- ing and problem solving for must be completed by the child ment that values and encourages young learners. Englewood, CO: without assistance for two impor- creative thinking, and early forms of Teacher Ideas Press/Libraries tant reasons. Foremost, because creativity may evolve into important Unlimited. your child's self-esteem is influ- problem-solving and product devel- Meador, K. (in press). It's in the enced by his or her competent per- opment during later years. Learn to bag. Dayton, OH: Pieces of sonal achievements. Remaking look for and enjoy the kaleidoscope Learning. (available Fall 1999) products into adult projects risk young children provide as they prac- Saunders, J. (1991). Bringing out children acquiring feelings of doubt tice creative behaviors. the best: A resource guide for and ambiguity about their abilities. parents of young gifted children. Secondly, the portfolio will be Recommended Picture Books Minneapolis, MN: Free Spirit taken more seriously when the Anaya, R. (1995). The farolitos of Publishing. products look child-appropriate Christmas. New York: Hyperion rather than adult-level perfect. Edu- Books for Children. References cators are suspicious of products Carle, E. (1996). Little cloud. New Amabile, T (1989). Growing up that suggest extensive adult inter- York: Philomel Books. creative: Nurturing a lifetime of vention. Day, A. & Darling, C. (1997). creativity. New York: Crown A portfolio should be an integral Mirror. New York: Farrar, Publishers, Inc. reflection of what a child has Straus, Girox. Davis, G., & Rimm, S. (1994). The learned rather than artificial activi- Emerson, S. & Post, H. (1994). education of the gifted and tal- ties and isolated skills. The list on The magic boots. Layton, UT: ented. (3d ed.). Boston, MA: page 11 is meant to prompt ideas Biggs Smith. Allyn and Bacon. of the wide range of products that Gray, L. (1993). Miss Tizzy. New Meador, K. (1997). Creative think- might be appropriate for young York: Simon & Schuster. ing and problem solving for children's portfolios (adapted from Kilborne, Sarah (1994). Peach and young learners. Englewood, CO: Kingore, 1999). Blue. New York: Alfred A. Teacher Ideas Press/Libraries Knopf. Unlimited. To Whom Do You Show the Mathers, P. (1998). Lottie's new Parnes, S (1970). Creativity: Portfolio? beach towel. New York: Unlocking human potential. Work within the structure of the Atheneum Books for Young Buffalo, NY: Creative Education school system. If your child is in Readers. Foundation. school, begin with your child's Mc Naughton, C. (1996). Oops! Sendak, M. (1963). Where the wild teacher. If no teacher currently San Diego: Harcourt Brace & things are. NY: Harper & Row. works with your child, or if you do Company. Torrance, E. P. (1995). Developing not feel satisfied, proceed as neces- Perry, S. (1995). If. Venice, CA: creative thinking through school sary to meet with the next person Children's Library Press. experiences (originally published empowered to help: the counselor, Ross, T. & Barron, R. (1994). in 1959). In E. P. Torrance (Ed.). principal, coordinator of gifted Eggbert the slightly cracked egg. Why fly? (pp. 21-46). Norwood, education, if one is available, and New York: G. P. Putnam's Sons. NJ: Able. curriculum or subject area coordi- Say, A. (1996). Emma's rug. nators. Each of these individuals Boston: Houghton Mifflin. KAREN MEADOR, PH.D. is a consultant has demanding work loads so make Schenk de Regniers, B. (1997). in Early Childhood, Elementary, and appointments in advance and be What can you do with a shoe? Gifted Creativity in San Marcos,TX. well-prepared to build your case in NY: Margaret K. McElderry She is also the author of Creative a succinct, tactful manner. Books. Thinking and Problem Solving for Yamaka, S. (1995). The gift of Young Learners; you can find a review A Final Encouragement Driscoll Lipscomb. New York: of this book on page 22 of this journal. As parents, accept the inevitable Simon and Schuster we can not do and say what is right

46 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 all the time. We can, however, sin- Reference out Nonsense: Activities to Encourage cerely love our children enough to Kingore, B. (1999). Assessment: High-Level Responses and Literature continue to try to support what is Time-saving procedures for busy Celebrations: Catalysts to Higher-Level in their best interests. Be an advo- teachers (2nd ed.). Austin: Profes- Book Responses. She served as the cate whose only motive is to ensure sional Associates. Shelton Professor of Education at your gifted child's right to an Hardin-Simmons University, 1980-98 appropriate education. If we are DR. BERTIE KINGORE is the president and was namedTexas Gifted Educator motivated by children's best inter- of Professional Associates in Austin, of theYear in 1992. She can be reached ests and not our ego needs, our TX. She is the author of 15 books and at Professional Associates, P.O. Box efforts will usually guide us in the numerous articles for professional jour- 28056, Austin,TX 78755-8056. most appropriate direction. nals. Her books include Teaching With-

rae/(iteeffeiegat deeeetuiPlaza/ 38th Annual CAG Conference, March 3-5, 2000

The 2000 conference introduces a variety of new sessions presented by a panel of experts: specialized clinics, controversial debates, provocative panel discussions, in-depth two-hour training sessions, and differentiating in specific content areas.

You'll also have the opportunity to cloose from over 100 workshops during the 3-day conference, attend the optional Pre-Conference, visit classrooms, participate in special events that take place in interesting venues through- CALIFORNIA ASSOCIATION FOR THE GIFTED out the city, and learn how to effectively navigate the Web in the CyberClassroom. Sunday features a daylong conference for parents and a Student Seminar for youth, /,/ grades 6-12. O Festured speakers include: Myron Denbo, USC Barbara Clark, California State University, Los Angeles CENTURY OF REFLECTIONS

HONORING THE PAST, IMAGINING THE FUTURE Jerry Flack, University of Colorado P/7 Sandra Kaplan, USC William McComas, USC Sidnie Myrick & Catlin Robinera, UCLA Writing Project Edgar Mitchell, astronaut Christopher Nance, meteorologist, NBC news Sally Reis, University of Connecticut Linda Sheffield, University of Kentucky

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 .198 47 PROJECT SAIL emphasize the movement of drapery. lem. Students had not committed Continued from 17 They contrasted this approach to math facts to memory and no painting and sculpture in the Middle amount of jingles, jumping to num- their journals. Ages. They did the exercise again bers, or classroom games had Other days students compared an using music from these two time brought them to the point of inter- ancient Roman city to our city periods. nalizing basic math facts. Now our today. A Venn-type diagram was put The end of the three weeks culmi- students are confident, competent, on the board and the students were nated with a Summer Drama Festi- and winning top math awards. asked to show what it meant. val. Each class performed an original Kumon is not meant to be a total Another day students compared and ten-minute play that focused on a math program. The reforms that the contrasted kings and queens. To the time period. One class dressed as National Council of Teachers of surprise of the adults, there were few fairies and performed their own ver- Mathematics and others are propos- differencesqueens can be moms, sion of A Midsummer Night's ing are needed. However, that is not kings can have beardsbut many Dream. Another class created a play a reason for an either/or dichotomy. similarities. based on Greek and Roman mythol- A program, like Kumon, that is All of the primary grades used ogy, while another class marched to highly sequential, self-teaching, and compare and contrast diagrams dur- "Yankee Doodle Dandy." that provides for the necessary ing the program. A second grade "overlearning," is an essential group compared Romanesque Math adjunct to any program that hopes architecture with Gothic. The simi- The math program included hands- to make the most of students' math larities were that both were large on problem solving math and an potential. and made of stone. They said that individualized program called Kumon is particularly good for Romanesque castles had round win- Kumon Math. With the former, stu- young children because it helps them dows, had moats, and thick walls. dents explored spatial and visual develop fine motor skills as they They said the Gothic cathedrals had activities involving geometric shapes, develop their math skills. Kumon pointed arches, spires, and rose win- math problems with manipulatives, begins with colorful mazes and dot- dows. Many adults would have dif- and a variety of number systems to-dot activities. Because Kumon is ficulty being so accurate. including Egyptian and Roman individualized, it allows children While studying the Baroque numerals. Students were involved in who are mathematically talented to period, students learned of the elab- problem solving, learned about sym- continue to more advanced levels orate and exotic food eaten by kings metry, built architectural elements, without waiting for the rest of the and queens. As an introduction to learned about the invention of plus class. A by-product of Kumon is the writing, students were shown kiwi and minus, and created their own way it develops focus and concen- fruit. They touched, smelled, and ate number system. tration in students. it if they wished. Next they created Kumon is a Japanese math analogies. One student said the kiwi method developed over 35 years ago Conclusion was like "soft coconut," another by Toru Kumon to help his son who The purpose of Project SAIL is to said it was like an "egg with fur." was having difficulty with math. identify and develop gifts and talents Kumon is an extremely sequential in economically disadvantaged stu- Drama set of worksheets designed to dents. In order to reach that goal, Children learned about the ideals develop students' speed and accu- the program provides in-depth staff and concepts of each of the time racy in math. This individualized development for teachers and pro- periods by being kinesthetically math program provides a way for motes involvement of parents in involved. When discussing the stabil- basic math facts to become auto- their children's schools. The 55 par- ity of the ancient Egyptian culture, matic for students. For the most ents and teachers involved in Project the students made themselves into part, Kumon is totally self-teaching. SAIL this summer will be back in pyramid shapes, one of the most sta- Therefore a classroom teacher can the fall for the Parent and Teacher ble shapes on earth. When learning have 20 students on 20 different Institute, in the winter for the Win- about the Greeks' value of balance stages of Kumon. ter Drama Festival, and in the spring and harmony, the children stood in University School has used math for the Renaissance Fair. Their stu- balanced and harmonious ways. manipulatives, calculators, higher- dents will return with them as they They then contrasted this with level thinking and problem solving perform their original plays for the unbalanced and unharmonious since the school began in 1982. Stu- Drama Festival and exhibit their ways of standing and interacting. dents always understood math con- original products at the Renaissance During the study of the Baroque cepts, enjoyed math, and did well on Fair. period, they moved in swirling and standardized tests. Yet, until our stu- SAIL curriculum and books are energetic ways using scarves to dents began Kumon, we had a prob- based on interdisciplinary active

48 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 199 learning. Each time period from PLAY cator to the young gifted child with ancient Egyptian to Romanticism is Continued from 15 the intent to motivate the student to addressed through the major values transcend the current play experi- or ideals of the era. For example, the His report includes a table of con- ence to enter another level of play or prime values of ancient Egypt were tents, bibliography, glossary, and academic investigation. permanence, stability, and the index. As a final product to augment Mario was creating a tower of promise of an afterlife. Students their reports, the students are to blocks, books, and other assorted learn how the art, architecture, and select a medium to demonstrate items to determine how high he daily life reflect those ideals. As they their understanding of the topic. could stack them before "they came learn about the seminal ideals of Sam has selected to use the Our tumbling down." While the play each time period, they are able to Community toy basket to create a activity was typical of young chil- compare and contrast the Classical floor model of the inventions affect- dren at play, the teacher recognized with the Neoclassical or the Baroque ing our life. He has planned to build Mario's giftedness and felt the need with the Renaissance. We have a city with the toys and label all the to respond to it. Walking over to the found these materials to be effective inventions within his city created of teetering tower of objects, she asked not only for the young students at toys from the basket. He asks the Mario if he knew how tall buildings University School but also for the teacher if he and his friends can were stabilized and fortified against economically disadvantaged stu- "play invention" in the city once it is earthquakes. "Strong glue," retorted dents in Project SAIL. constructed. Mario. Young gifted children have needs Kim has finished reading the This encounter led the way for the that are unlike those of other chil- chapter book she had been assigned teacher to ask three more questions: dren. They have a huge thirst for in her kindergarten-first grade class- 1) What trends in architecture have knowledge. They ask endless ques- room. She is heading toward the enabled us to build tall skyscrap- tions. Who? What? Where? Why? sandbox on the playground adjacent ers without concern for them to When? They want to know all the to her classroom to create a scene to topple? facts and are good at remembering illustrate the main idea of the story 2) How has the use of different even the most minute details. and one event that depicts the con- materials over time in the con- Their brains seem wired to want flict between the characters. She has struction industry facilitated and need more intellectual stimula- collected flowers, sticks, and other taller and safer structures? tion than other children. It is almost assorted items to create her scene. 3) What is meant when we state as if their neurons are most happy that structure follows function? when they are sending messages and Play Experiences as a Bridge The teacher immediately supplied developing their dendrites. For very to Differentiated Learning Mario with a shopping bag filled bright children, learning and acquir- Opportunities with books and pictures related ing knowledge seem to be intrinsi- Careful observation of children at to architecture and buildings. cally satisfying. We can and must play is a method used to assess the provide for the needs of young gifted needs, interests, and abilities of stu- The artificial dichotomy between children. dents. Educators intervene with chil- play and work, or play and acade- dren at play for a variety of reasons: mic challenge, is as superficial as the DR. PATRICIA HOLLINGSWORTH is the to discern the purposes or arbitrary division between the gifted Director of University School atThe objectives for their activities child or giftedness and play or the University of Tulsa; she is the principal to determine the level of sophis- role and importance of play in a investigator and project director for tication and proficiency at young gifted student's life. While Project SAIL funded by a US Depart- which they are functioning some play must be enjoyed by ment of Education Javits grant. She is to define the potential interests young gifted children for its natural a member of the Board of Directors of and direction other learnings value as it should for all children, the National Association for Gifted can take as a consequence of play for young gifted children can be Children and Past President of the their involvement in the play the preface, follow-up, or bridge to Oklahoma Association for the Gifted, process. an advanced or differentiated learn- Creative, and Talented. ing experience. Recognition of a child's giftedness For more information about University and the need to differentiate learning DR. SANDRA KAPLAN is clinical pro- School, Project SAIL, or SAIL books call for the child should enable educators fessor at the University of Southern 918-631-5060, fax 918-631-5065, to redefine their interactions with California. She is the immediate past- e-mail [email protected]., or write the young gifted child at play. A dif- president of NAGC. She is CAG's Chair University School at TU, 600 South Col- ferent set of questions used as of Special Projects and is the project lege, Tulsa, OK 74104. prompts can be directed by the edu- director for a Javits grant.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 200 49 t TREES beauty and artistry communicated by the artist. The Continued from 32 combination of science and art will enable young students to explore different ways of expressing scientific children interact with the different materials you pro- facts creatively, and conversely, their creative ideas will vide. prompt them to seek to dig deeper into the science behind their stories, poems, drawings, sketches, even Integrating Subjects and Media dramatizations. Students can represent the daily After exposing the children to different kinds of trees, process of making food for themselves; of the kinds of climates, and environments, ask them to choose a tree animals, birds, and insects that surround them; and of species and to imagine they are that tree. Give them their feelings about seasonal and other changes. plenty of time to talk about the different possibilities, review pictures, storybooks, posters, or even watch a Encouraging Divergent Thinking and short video on forests. Next, stimulate their imagina- Production tions through a series of leading questions: I always find it helpful to offer suggestions on how Where do you live? they might approach their imaginative work. What What kind of climate do you live in? Is it dry? should they focus on? Here are some ideas that have Rainy? Cold? Warm? worked well with young gifted children (you will have What kind of land surrounds you? Woods? to adjust them to the age and ability of the children Rocks? Desert? Hills? you teach. I encourage them to use whatever medium What kind of bark do you have? What do your or media they likewriting, painting, sketching, dia- leaves look like? How tall are you? grams, oral tellings, silent movement, dramatization. What kinds of animals live around you? Inside If you are a very old tree (200 years old perhaps), you? Who crawls or hops on you? tell or show a couple of the most amazing events What do you have that helps the animals around in human history you have seen. you? Think about your most favorite seasonwhy do Are there other trees around you? How tall are you love it best? What are you doing in that time? they? How wide? How does it feel? What are the greatest needs of trees like you? Tell a story about how you, as a tree, saved a person's life. Or tell a story about a special person Children can respond to these questions by drawing, who stopped someone else from chopping you writing, or discussing their thoughts with the teacher down. or with each other. Catalysts are critical to this Express how you feel about your leaves. what do process. I use Thomas Locker's Sky Tree Portfolio you like best about them? What do they do for because each poster is a work of art and depicts a sin- you? How does the sun feel when it's beating gle tree in a wide range of seasons, weather conditions, down on them? Tell a story about your leaves. and times of the day. On the back of each poster, What would you say was the scariest moment in author Candace Christiansen raises questions about your life? (Possibilities: anything that would each tree and provides a couple of paragraphs on endanger the trees bark, roots, access to sunlight; some vital aspect of tree science. For example, on the or human actions such as chopping to widen a back of "The Summer Tree" painting, she asks: "What road or make room for a foundation, chemical does the tree do during the long summer days?" She applications.) How did you survive? continues: "All summer the tree bathes its leaves in the Focus on the animals that live in and on you. light of the sun. The leaves also take in air. The roots Who are your favorites? The squirrel family who are actively absorbing water and minerals from the sleeps at night in the hollow on one side of your soil. The water, air and minerals meet in the green trunk? The crow family who sleeps in a large nest leaves and with the help of the sunlight, the tree cre- on your highest branches? The sparrows who ates its own food: sugars. No human being or animal chirp around you all day long? can create sugar out of air, earth and water. It must be interesting to be a tree!" The portfolio is an exquisite There are many other possibilities. This is just to get blending of art and science that invites young gifted them started. When gifted children are thinking about children to enter the world of trees with knowledge what to do, I try to keep them focused on what most and imagination. interests them about trees and I offer suggestions on You can produce a similar effect as The Sky Tree how they might explore these interests. I also help Portfolio by collecting and laminating photographs them consider what media would give them creative and calendar pictures and writing some text of your latitude and enable them to display their understand- own under each. In this way, the children discover ing. If they enjoy drawing, I point out that they can some new facts about trees, while also feeling the draw the inside of the tree, or sketch the unique, inter-

50 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 connecting shapes of the bark in a wonderfully varied world of trees. Louis University, 2840 Sheridan close-up vision of a piece of the The mighty tree stands over Rd., Evanston, IL 60202. 847- trunk. They can also create an the bushes* 251 -2661. expressive painting of the tree at a Like a mighty king Maclay, E. (1998). The forest has particular moment, or a series of Standing proud and tall eyes. Illustrated by Bev Doolit- images on the theme of the tree's Swaying with joy in the wind tle. Shelton, CT: The Greenwich rootthe relation of a tree's roots the bushes quivering Workshop Press. to people's roots. A poem or story in the presence of this charac- Openheim, Joanne. (1995). Have can accompany this, or a dramati- ter you seen trees? Illustrated by zation. its once green leaves turn Jean and Mou-sien Tseng. New For gifted children, this process bright yellow and red York: Scholastic Inc. can go on for some time. With falling one by one on the dark Scholastic. (1995). Trees and some guidance and encouragement soil forests. A voyage of discovery from you, they can begin to experi- for it is fall now; the leaves book. New York: Scholastic Inc. ment and even diverge from origi- raked up Taylor, B. (1993). Forest life. Pho- nal representations. The poetically but its green leaves will come tographed by Kim Taylor and inclined might attempt to represent again. Jane Burton. A Look Closer the feelings deep inside the tree A poem by a young gifted child in a cre- Book. London: Dorling Kinders- when winter arrives and the birds ative writing class taught by Joan Franklin ley. fly south. Another might choose to Smutny write a letter from a tree to JOAN FRANKLIN SMUTNY is Director humans, pleading for them to stop Sources of the Center for Gifted at National- chopping the forests and telling Cherry, L. (1990). The great kapok Louis University in Evanston, Illinois. them a history of its own tree fam- tree: A tale of the amazon rain She has co-authored six books on ily. Another child might create a forest. San Diego: Harcourt gifted education and was the 1996 series of science diagrams and mix Brace & Co. recipient of NAGC's Distinguished Ser- these with expressive images of Locker, T (1995). Sky tree portfo- vice Award. Her latest book, The Young treeshighly subjective and origi- lio. (Featuring a series of paint- Gifted Child: Potential and Promise, an nal. Young gifted children will love ings by Thomas Locker printed Anthology, is reviewed on page 18. She the process of mixing media, on a collection of 14 posters). can be reached at 847-256-1220 or impressions, ideas both scientific Text by Candace Christiansen. 847-251-266, Fax 847-256-7605. and artistic, and finding a way to Sky Tree Press. Available at The create a new vision of the rich and Center for Gifted, National-

Computer Software for Young Gifted Children

Arthur's Teacher Troubles Storybook Weaver (ages 6-10) (ages 6-10) A program to motivate children in creating their A humorous interactive own person stories developed by MECC. SoftKey, spelling program developed International, One Athenaeum St., Cambridge, MA by the Learning Company. 02142. Tel: 800-227-5609, www.edmark.com SoftKey, International, One The Writing Center (ages 6-10) Athenaeum St., Cambridge, Helps children type, design, and print their own MA 02142. Tel: 800-227-5609, www.softkey.com writing. Developed by the Learning Company. My First Encyclopedia (ages 3-6). SoftKey, International, One Athenaeum St., very easy to use, with no reading required! Offers Cambridge, MA 02142. Tel: 800-227-5609 fascinating and fun exploration of ten areas of www.softkey.com learning. A Parents' Choice Award winner. Knowledge Adventure, Inc. 1311 Grand Central Printed with permission and taken fromTeachingYoung Gifted Children in the Regular Classroom, by Smutny, Ave., Glendale, CA 91201. Tel: 800-542-4240, Walker, and Meckstroth. Free Spirit Publishing, Inc. www.adventure.com 1997.

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 202 51 MUSIC EDUCATION mental window for such musical music, and will be in their element Continued from 28 aptitude, with pronounced gains in when introduced to a Bach fugue. "talent" emerging from early expe- They will actually like music theory ening rapidity, and need new pieces riencesand the earlier they occur, (a rarity amongst performers), constantly. My typical musically the more powerful they are. A com- approaching every piece of reper- gifted six-year-olds will memorize mon factor with almost all of my toire as a mystery to be unraveled. close to 100 songs in the course of musically gifted students is an early Questions such as, "Where is the their first year of study (Annie set enriched environment, where music main theme?" "What happens to it the all time record with 128). (singing, dancing, percussion in the middle or the end of the These students love playing in instruments, focused listening) was piece?" "What is different between duets and ensembles, and it gives as much a part of daily toddler life these two lines?" "How are these them a thrill as high as any they as coloring or blocks or Playdoh. two pieces alike?" "Why do you will know in life. Many of these New parents, take note! think the composer chose this par- children thrive on performing and ticular chord?" "Why did Mozart go into an altered state (my beloved Developing MusicalTalent use such a dissonant sound here?" student Allegra named it "Music There is another kind of student will captivate their interest. Land") that brings out a magical however, who is also capable of I have one student, now an quality when they are in front of an becoming a superb musician. This accomplished young pianist of nine, audience. For these children, music is the gifted child who is not inher- who I first "hooked" into music is their primary language. A day ently musical. My favorite com- during first grade by spreading out without playing is like a day with- ment from members of the musical/mathematical equations out speaking. Often, they begin audience after a recital or competi- .1)40 > J) on the floor and ask- begging their parents for lessons at tion is, "...but all your students are ing him to find the ones that were an extremely young age. One little so talented; they are all so musical! incorrect. We then played war with girl simply said, "I will die if I don't How did you find them?" a set of rhythm cards, and he get lessons. It is more important However, relatively few of my would rattle off the sum of both than food." Vacations away from students actually begin as musically rhythms (half note plus dotted their instruments can make them gifted. In choosing students for my quarter note equals three and a half crabby and edgy, or morose and studio, I never screen for aural abil- counts). This was his favorite part moody. You will find them finger- ity. I select them because I like the of the lesson, and the base on ing away their pieces on their laps way their eyes twinkle or the way which we built his love of music. or on the restaurant table. they smile shyly, or often because Stories of young prodigies fill up they have a creative or unique way Verbal Talents the biography shelves, but in truth, of expressing themselves. Fre- Other students discover a passion these students are extremely rare. quently they are best friends with a for music through language and The average music teacher may current student. The qualities of storytelling. I have them write encounter only one in an entire curiosity, passion, and perseverance words or lines of poetry in their career, while a prestigious peda- are far more critical than "ear." For musical scores, much like Erik Satie gogue may still have only a half- me, it is critical to first sense a did. I may ask, "What fairy tale dozen at any time. They are every spark of connection with the indi- does this remind you of?" or "Does teacher's dream; in the words of a vidual and then identify what the this theme sound like a grumpy colleague, "they are the ones that nature of their giftedness might be. father, a witch, a troll, or the bully you live for." I can then turn their nonmusical at school?" "What about this Parents can tilt the odds towards abilities into a bridge, or a transla- onea baby, Bambi, your little sis- producing a major talent through tor for the abstract world of sound. ter?" We'll take a favorite poem or intensive early exposure. Emma, for Discovering a new student's profile, nursery rhyme, clap it out, decipher example, participated in Kinder- following the multiple intelligence the rhythm, and then they will set it musik classes as a toddler, had model of Howard Gardner, is my to musictheir own music. weekly Orff instruction at her first task as a teacher. preschool, and lives in a home Visual-spatial Students where she is surrounded by classi- Hooking Onto Math Judges at music competitions are cal musicall factors which pre- Some students may be mathemati- often taken aback by my visual pared her for musical excellence cally oriented and excel at chess or spatial students. Their scores well before she began her first games of logic. These students will almost resemble medieval illumi- piano lesson. find the musical expression of logic nated manuscripts, for I ask them There is much evidence to sup- fascinating. They will love using the to draw in the margins what the port the idea of a critical develop- tools of analysis to "decode" music makes them think of and

iF 52 2'03 CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 then highlight the themes them- through community music cen- tainly produce a home brimming selves in the colors they "sound" ters, conservatory prep pro- with the joy of music. like. (Interestingly, everyone seems grams or in progressive to agree that the March in D from preschools). The underlying References the Anna Magdalena Notebook is philosophies of both of these Gardner, H. (1983) Frames of mind: bright golden yellow). programs encourage both con- The theory of multiple intelli- In my studio we'll sometimes ceptual and creative understand- gences. New York: Basic Books. mime the music, or choreograph ing of music in age-appropriate Machover, W, & Uszler, M. (1996). hand gesturesala Mark Morris. ways. Sound Choices: Guiding Your Students will have research hunts Find the very best teacher you Child's Musical Experiences. (e.g., find out what kind of clothes possibly can, one who is both an Oxford University Press. the nobility wore in 18th century excellent musician and Wilson, E & Roehmann, E, (Eds.). Europe) before we embark on, say, extremely skilled at working (1990). Music and child develop- a Lully minuet or a Bach French with young children, and begin ment: Proceedings of the 1987 suite. Knowing that the men wore lessons between 4 and 6 years of Denver conference, The Biology of elaborate wigs and high heels to age. music making, court gives them an entirely differ- If your child doesn't seem partic- ent understanding of "dance ularly musical at first, do not KAYLEEN ASBO is a pianist, com- tempo." despair. Find ways to connect poser, researcher, and music educator By using a child's naturally the music they are studying to specializing in working with gifted occurring abilitieswhether they the things they are already good children. She is on the faculty of the be verbal-linguistic, visual-spatial, at. San Francisco Conservatory of Music, logical-mathematical or kinesthetic, Continue making music a family where she teaches Early Childhood the music comes alive. It is trans- endeavor by playing duets, Pedagogy, and San Domenico School lated to a system that they are going to concerts, and listening Music Conservatory, where she already intimately familiar with to and talking about new music directs the Honors Program. She also and adept at. By taking a nonmusi- together. has a private piano studio at her cal approach to musical education, home in Petaluma, CA. She may be ironically the students become bet- Following this recipe may not yield reached by e-mail at: [email protected] ter, more advanced and more pas- a concert pianist, but it will cer- com.com. sionate musicians. For those new parents who would like to have music be an Parenting the Very Young, Gifted Child integral part of their children's lives, Nancy M. Robinson, Ph.D. I offer the following "recipe" for Seattle, WA creating budding virtuosos: November 1993 Provide a steady stream of high National Research Center on the Gifted and Talented quality musical recordings from No. 9308 birth (Mozart, yes, but even Topics covered: more, Bach) with a wide range What does "giftedness" mean in a very young child? of instrumental combinations and moods and expressions. How does one know whether a child is gifted? Practice an instrument yourself, Does a gifted child need a special school? Special lessons? even at a beginning level, or at What other aspects of development need attention? the very least, sing and dance What about friends and playmates? with your baby while you listen How do ethnicity and gender relate to giftedness? to CDs. Let your child "catch" Will precocious young children remain gifted in the long run? your enthusiasm for music. Enroll in an early childhood When should my child enter elementary school? program that combines music Where can I turn for help? and movement with parent par- The National Research Center can be reached at: ticipation. Music Together, Kin- University of Connecticut dermusik and Music Garden all 362 Fairfield Rd., U-7 have good things to offer. Storrs, CT 06269-2007 Around age 3 or 4, seek out any Tel: 860-486-4676 Orff or Dalcroze Eurythmics www.gifted.uconn.edu/nrcgt.html offerings in your area (found

CALIFORNIA ASSOCIATION FOR THE GIFTED, FALL 1999 2 0 4 53 .1 . . 1X1101W, r7 4* mam my

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Advocating for Gifted English Thisguidebook presents an Language Learners overviewof the gifted English languagelearner. The activities An Activity Handbook for Professional canbe used for inservice or for Development and Self-Study individualself-study. Text in Eng- Item No. P-05 $12.00/copy lishand Spanish.

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calag. 01.11 Advocating for Gifted English IS.111111 Lee... Learn Order Form Language Learners An Activity Handbook for Professional Ship To Development and Self-Study

nfi Item No. P-05 $12.00/copy LAST NAME FIRST NAME MIDDLE INITIAL Alms.* Ls /Jaw* 0 synwelha.1.1... 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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