tag:blogger.com,1999:blog-69883547260628041592024-02-21T01:58:20.526-07:00a gifted journeyParenting gifted children can be a venture into unexpected, uncharted territory. A GT Field Journal: Observations, recommendations, rants and musings from along the way.kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-6988354726062804159.post-83045211296143728062014-10-10T13:47:00.001-06:002014-10-10T13:47:27.345-06:00Explore the Many Faces of Giftedness this October <div style="text-align: center;">
<i>a super learning opportunity for the GT community in Colorado </i></div>
<br />
The Colorado Association for Gifted and Talented (CAGT) will hold its annual state conference on Monday, October 20 and Tuesday October 21, 2014 at the Marriott Denver Tech Center, 4900 S. Syracuse Street in Denver, Colorado. Also, CAGT’s Parent Institute will be held on the evening of Monday, October 20. On Tuesday morning, October 21, CAGT and the Colorado Department of Education will co-sponsor the annual Leadership Forum. The theme for this year’s conference and its related events is <i>The Many Faces of Gifted</i>, acknowledging that each gifted child is different and comes from a unique background.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgnAphpw0WR3PN1lxEz5RH_sE5tVRUGZV02fQYI_W1xWJPLvxSaEO932efJAmfEYPB6_NgfATB4vNHltpCEoxcRCDU0z8ns3y8Dp7mFuosWAzKvSs-u_YZ0fBQaJ8Zx__QYYGsk7En91x2/s1600/Facesposter.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgnAphpw0WR3PN1lxEz5RH_sE5tVRUGZV02fQYI_W1xWJPLvxSaEO932efJAmfEYPB6_NgfATB4vNHltpCEoxcRCDU0z8ns3y8Dp7mFuosWAzKvSs-u_YZ0fBQaJ8Zx__QYYGsk7En91x2/s1600/Facesposter.jpg" height="320" width="240" /></a></div>
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<b>Conference Meets an Important Need</b></h3>
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There are about 67,000 gifted students in Colorado, children from every race, culture, gender and income level. In 2013-14 approximately 7.6% of Colorado’s K-12 public school population was identified as gifted and there are also gifted learners in other educational settings such as homeschool and private schools. These students have varying strengths, interests, and needs; some students have disabilities as well. <br /><br />It is a challenge to support the differences and uniqueness of every gifted child, in the schools and at home. However, as CAGT President, Dr. Blanche Kapushion, noted, "Supporting the academic and social-emotional development of gifted learners is imperative to Colorado's economic development and educational sustainability. The Colorado Association for Gifted and Talented has been supporting educators, parents, and students for forty years to assure that the multiple dimensions and faces of gifted learners is addressed and elevated. As we move into the next forty years we must be able to address the complex macro problems and potential for macro opportunities that will provide gifted learners with opportunities to be problem finders and problem solvers for our future.” <br /><br />Featuring local and international experts, the state conference introduces knowledge and strategies for the support of Gifted and Talented population. It is attended by teachers, administrators, parents and guardians, counselors, mental health practitioners, legislators, community leaders, and gifted students. Dr. Kapushion said that “through our state conference, we will bring together all the key players who are involved in assuring our gifted learners contribute to our future economic development and educational sustainability, locally and globally, and recognize the efforts of those who have worked toward this goal." <br />
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<b>CAGT Conference Details</b></h3>
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The conference <a href="http://www.coloradogifted.org/images/documents/2014ConferenceSchedule.pdf" target="_blank">schedule</a> offers two full days to gain knowledge and strategies to support the differences and uniqueness of every gifted child. The conference opens each day at 7:15 a.m. with registration, continental breakfast, and exhibitors; breakout sessions begin at 8:00. Check out the <a href="https://docs.google.com/document/d/1UZ4NPR1Z3F6o1SHM9xzRdfldZhTk6SiHxgwDspFYoRc/edit" target="_blank">Monday</a> and <a href="https://docs.google.com/document/d/1Qji1z6YI3jtUczRKMbVeTqKaaFCTpPfLtUq8cWSPUyc/edit" target="_blank">Tuesday</a> descriptions of the breakout sessions. There are 80 sessions to choose from, addressing the needs of children from early elementary through high school. A broad variety of topics are offered, including classroom instruction, parenting, creativity, advocacy, underachievement, arts, technology, twice-exceptional students, and of course, many areas of diversity. These sessions offer attendees—whether educators, parents, students, or mental health practitioners—the opportunity to customize their conference experience according to their professional or individual interests.<br /><br />In keeping with the theme, the conference will offer an intriguing and diverse array of keynotes. Mental health practitioners, educators, organizational leaders and parents will benefit from hearing from <a href="http://www.drdansiegel.com/" target="_blank">Dan Siegel, M.D.</a>, a world-reknown neurobiologist and author of <i>Mindsight</i>, <i>The Whole-Brain Child</i>, and <i>Brainstorm: The Power and Purpose of the Teenage Brain</i>. Dr. Siegel offers a scientifically grounded, integrated view of human development to promote the growth of vibrant lives and healthy minds. <a href="http://www.greatpotentialpress.com/authors/rosina-m-gallagher-ph-d-ncsp" target="_blank">Dr. Rosina Gallagher</a> will be another keynote speaker. She is an educational consultant and lead author of <i>Diversity and Equity in Illinois: Responding to Differences within the Gifted Population</i> and of <i>Educando Hijos Exitosos</i>. Dr. Gallagher brings her experience as a psychologist, a past President of SENG (Supporting Emotional Needs of the Gifted), and a member of both NAGC’s Parent Education Committee and Advisory Board. <a href="http://www.giftedguru.com/about/" target="_blank">Lisa Van Gemert</a>, Mensa's Education Liaison, will share her expertise; in addition to her work with Mensa, she conducts professional development sessions for thousands of teachers each year on best practices in the education of the gifted CAGT has also acknowledged the important by inviting keynotes from two local students who are already making a difference in the world: <a href="http://www.intel.com/content/www/us/en/corporate-responsibility/better-future/biometrics-gun-safety-at-your-fingertips.html" target="_blank">Kai Kloepfer</a>, an Intel Science and Engineering Fair winner, and <a href="http://www.denverpost.com/lifestyles/ci_25852604/xiuhtezcatl-roske-martinez-boulder-middle-school-student-has" target="_blank">Xiuhtezcati Roske-Martinez</a>, a 13 year old indigenous environmental activist and performer. <br /><br /><a href="http://www.coloradogifted.org/index.php?option=com_dtregister&controller=event&task=options&Itemid=277&eventId=35" target="_blank">Conference registration</a> is available on the CAGT website. Conference registration is $290 per person for both days and $190 per person for a single day, either Monday or Tuesday. The cost of the conference includes lunch and continental breakfast. Conference attendees receive a 2014-15 annual membership to CAGT and to a local Affiliate of their choice. Professional development hours and graduate credit will both be available.<br /><br />A number of attendees are staying at the conference hotel. There is a special CAGT conference rate at the <a href="https://resweb.passkey.com/Resweb.do?mode=welcome_gi_new&groupID=22793824" target="_blank">Denver Tech Marriott</a>. Staying at the conference hotel allows conference attendees to avoid a commute and get a refreshed start in the morning. It also gives time after the conference day to decompress and synthesize or to collaborate with fellow colleagues. Or this can be a chance to socialize; CAGT is having a free <a href="http://www.coloradogifted.org/images/documents/CAGT%20Trivia%202014.pdf" target="_blank">Trivia Night</a> on Monday evening from 7:30-9:00 p.m. in the hotel restaurant to make it easier to connect with old and new GT-minded friends. <b> </b><br />
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<h3>
<b>Parent Institute</b></h3>
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As in past years, CAGT will take advantage of having some much GT expertise gathered in Denver for the conference by offering a special event for parents and guardians. Monday night is CAGT’s <a href="http://www.coloradogifted.org/parent-institute" target="_blank">Parent Institute</a>, a great opportunity to hear from leading speakers in giftedness. This will be held 6:30 to 9:00 p.m. in the Evergreen Ballroom of the Denver Tech Marriott. The expert panel will feature Dr. Rosina Gallagher and Lisa Van Gemert, who are also conference keynote speakers (see above). Also on the panel will be <a href="http://www.nagc.org/bio/george-betts" target="_blank">Dr. George Betts</a>, a perennial favorite at the Parent Institute. He is Professor Emeritus at University of Northern Colorado, President-elect of the National Association for Gifted Children (NAGC), and author of several books, including <i>The Journey of Lifelong Learning</i>. <a href="http://www.amazon.com/Beverly-A.-Trail/e/B004ANAH5G" target="_blank">Dr. Beverly Trail</a> will also be on the panel. She is a professor at Regis University, past Chair of the NAGC Special Population Network and author of <i>Twice-Exceptional Gifted Children</i>. There will be time for audience questions to the panel. <a href="http://www.coloradogifted.org/index.php?option=com_dtregister&Itemid=278&eventId=33&controller=event&task=individualRegister" target="_blank">Parent Institute registration</a> is available on the CAGT website. The fee is $20 per person or for two adults from the same household. Spanish interpretation will be available upon request. Light refreshments will be served.<br />
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<b>Leadership Forum</b></h3>
<h3>
<br /></h3>
CAGT’s annual <a href="http://www.coloradogifted.org/leadership-forum" target="_blank">Leadership Forum</a> is held during the CAGT conference and co-sponsored with the Office of Gifted Education at the Colorado Department of Education. The 2014 Forum will be on Tuesday morning from 8:00-11:00 a.m. In keeping with this year’s conference theme, <i>The Many Faces of Gifted</i>, the forum will focus on diverse learning needs, culture and school climate for all gifted students. The special leadership session is an outreach to Colorado’s educational leaders who influence the learning of all students. Superintendents, central and building administrators, school leaders, university and community leaders, and legislators are encouraged to attend as a district or regional team organized with their local director of gifted education. <br /><br />Dr. Rosina Gallagher will speak on <i>Improving Student Outcomes for Underrepresented Populations</i>. Table talks and a question and answer period will follow her presentation. Forum participants will have the opportunity to discuss this and other important issues concerning gifted education. <a href="http://www.coloradogifted.org/index.php?option=com_dtregister&Itemid=279&eventId=34&controller=event&task=individualRegister" target="_blank">Leadership Forum registration</a> is available on the CAGT website. The cost of the Leadership Forum is $25 per person, which includes breakfast, materials and speaker.<br /><br /><br />
Questions about the conference events or registration? Email: <a href="mailto:CoGifted@gmail.com">CoGifted@gmail.com</a> <br />kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com0tag:blogger.com,1999:blog-6988354726062804159.post-3087150053166052682012-11-26T16:22:00.001-07:002014-10-10T14:22:43.906-06:00NAGC 2012 Recap<span style="font-family: inherit;"><span style="font-size: small;"><i><span style="line-height: 115%;">High
expectations, innovation, bullying, neuroscience, diverse populations,
curriculum, literacy, STEM, disengagement, peers, “grit”... to name just a few
topics. There was a lot to talk about in only four days!</span></i><span style="line-height: 115%;"> </span></span></span><br />
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<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">Last week in Denver I atten<span style="font-size: small;">ded</span><i> </i>the 59<sup>th</sup>
annual convention of the <a href="http://www.nagc.org/">National Association
for Gifted Children</a> (NAGC). The NAGC 2012 convention itself (Nov. 15-18) had
over 3000 attendees, 1000<span style="font-size: small;">+</span> from Colorado--educators, administrators, counselors,
researchers and a growing number of parents. <span style="font-size: small;">This does not include </span>attende<span style="font-size: small;">es of</span> the <a href="http://www.coloradogifted.org/">Colorado Association for Gifted Children</a>
(CAGT’s) “Parent Day at the National” on Nov. 17, which made available many
convention speakers and sessions,<span style="font-size: small;"> nor those attending<span style="font-size: small;"> the</span> National Consortium of Specialized Secondary Schools in Math, Science and Technology (NCSSSMST) adjoining conference<span style="font-size: small;">.</span></span> The NA<span style="font-size: small;">GC 2012 convention </span>theme was “Reaching Beyond the Summit:
Educating with Altitude”. In keeping with Colorado’s independent and motivated outlook,
the convention featured challenging sessions, opportunities to dialogue with
leaders in the field, time to network and collaborate, wonderful student entertainment,
and enthusiastic volunteers.</span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<h3>
<span style="font-family: inherit;"><span style="font-size: small;"><b><span style="line-height: 115%;">Considering
Consensus and Outliers</span></b></span></span></h3>
</div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">Talent Development was a recurring topic, generating much
discussion. It became clear through the course of the convention that the
definition of Talent Development is, itself, in development. The importance of
matching individual student interests to projects, thereby promoting engagement
and achievement, seem unanimously supported. And there is urgency about reaching
the many students whose abilities go unrecognized and unsupported due to economic
and cultural barriers. I heard firm commitment to a strong general education
base. Yet concern arose that strict focus on demonstrating high achievement will
leave some gifted students without vital support. What about students who aren’t
highly motivated, who are unable to perform due to disability, or whose don’t
find internal motivation in conforming to educational norms? In several sessions
it was asked if highly gifted or twice-exceptional children (gifted and with a
disability) are represented by statistics or policies. </span></span></div>
<div class="MsoNormal">
<h3>
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></h3>
</div>
<div class="MsoNormal">
<h3>
<span style="font-family: inherit;"><span style="font-size: small;"><b><span style="line-height: 115%;">Some
Highlights of the Convention</span></b></span></span></h3>
</div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">The Leadership Forum preceded the convention, bringing together
school district and community leaders to discuss unleashing the potential of
gifted students in varied local circumstances. This forum included an inspiring
presentation by Ron Berger, author of <i>The
Ethic of Excellence. </i>He spoke about using project-based learning to engage
students with real world problems. This kind of problem-solving gives students a
sense of themselves, as they do purposeful hands-on work as part of a team.
Berger shared a <a href="http://elschools.org/student-work">website</a> where
some projects are available as models already linked to Common Core standards. Speakers
from Denver Art Museum, the Cherry Creek Institute for Science and Technology, and
the Center for Bright Kids also shared examples of how educators can use assets
in the community to inspire and support gifted and talented students. CAGT,
the Colorado Department of Education, and NAGC are to be commended for co-sponsoring
this unique collaborative event.</span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">U.S. Dept of Education Asst. Secretary Deb Delisle spoke
at evening reception of the Global Awareness Network. Delisle has worked as a gifted
specialist, principal, district and Ohio state superintendent. In an inspiring presentation she noted that children
depend on us to model leadership,that “every decision we make tells students
what it is we value”. She spoke against false proxies we’ve created in
learning: finishing a course isn’t achievement, listening to a lecture isn’t
understanding, and getting a high score on a standardized test isn’t proficiency.
And she ended her presentation with a reminder that “behind every piece of
data, every number, is the heart and soul of a child wanting to achieve”. </span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">Throughout the convention there were many reflections on
the work of <a href="http://www.roeper.org/netcommunity/page.aspx?pid=1433">Annemarie
Roeper</a>, a foundational figure in gifted education who passed away this May.
An active and compassionate educator for over 70 years, Roeper founded a school
and wrote extensively, Her philosophy is tied to the child’s developing
worldview and on valuing self-actualization and interconnectedness. It
recognizes intellectual ability but also the importance of nurturing the unusual
creativity and deep concern for ethics found in gifted children. Educational
decisions that neglect or quash the gifted child’s “self”, including a constricted
definition of achievement, won’t ultimately benefit the child or the world.</span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">The dynamic closing speaker, Jonathon Mooney, was also
particularly memorable (similar present<span style="font-size: small;">ation in Oregon <a href="http://www.youtube.com/watch?v=8vtMJpadg-E" target="_blank">here</a>)</span>. Mooney, who has dyslexia
and ADHD, spoke of how he overcame predictions of failure, difficult learning environments
and narrow ideas of intelligence. He stressed that normality is contextual and
that the context of schools can make unusual children feel “broken” when what
they need is advocacy and motivation. He shared that it would be valuable for
children to ask “How am I smart?” instead of “How smart am I?”</span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<h3>
<span style="font-family: inherit;"><span style="font-size: small;"><b><span style="line-height: 115%;">Reflection</span></b></span></span></h3>
</div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">The last NAGC convention in Denver was in 2002. My husband
and I attended that convention together, only beginning to grasp the needs of
our gifted children<span style="font-size: small;">.</span> A decade later I was even more appreciative of the many
high quality sessions, glad of the creative and liberating uses of new
technologies, and also a bit discouraged that some foundational lessons have
not yet been taken to heart. But this is why we meet. For the children’s sake,
it is so important that ideas are aired, philosophies examined, and that those
who care about and <span style="font-size: small;">work </span>with gifted children find resources to strengthen and
refresh th<span style="font-size: small;">ose <span style="font-size: small;">efforts</span>.</span> </span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="font-size: small; line-height: 115%;">Experience with my own children’s struggles over the
years has certainly not diminished my sense of urgency regarding appropriately meeting
the needs of gifted students. There is intertwined global and individual importance
to empowering children to hear and value their inner call to care, engage, learn,
and create. And so it was meaningful to see people from so many places and <span style="font-size: small;">varied </span>personal
and professional backgrounds sharing and learning together in support of <span style="font-size: small;">these</span>
children. How wonderful to connect with others who already realize that
parenting, educating and (most important!) <i>being</i>
a gifted child are often achingly complex and challenging. I could use more
days where this kind of understanding was already the norm!</span></span></div>
kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com0tag:blogger.com,1999:blog-6988354726062804159.post-30823638783682440002012-11-09T22:00:00.000-07:002014-10-10T13:53:09.150-06:00First Grade Flow<div style="text-align: center;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="color: purple;"><i>May what I do flow from me like a river, no forcing and no holding back, the way it is with children. </i>~Rainer Maria Rilke</span> </span></div>
<br />
<span style="font-family: inherit;"><span style="font-size: small;">I thought I saw a familiar face at the store today. <span style="font-size: small;">F</span>inally<span style="font-size: small;"> </span>a name<span style="font-size: small;"> matched the countenance.</span> "Are you <span style="font-size: small;">Rhonda</span> Cratty?" </span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><span style="font-size: small;">The woman smiled, a glimmer of recognition suspended above her groceries. "Yes." </span></span><br />
<span style="font-family: inherit;"><span style="font-size: small;">I told her my daughter had been a student in her first grade class. That was over a decade ago but Mrs<span style="font-size: small;">. </span>Cratty remembered her enthusiastically and we caught up for a few minutes.</span></span><br />
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-size: small;">Leaving the store I felt a wash of gratitude for our experience with Mrs. Cratty. A lot of water has passed under the educational bridge for our family and sometimes the current only flowed due to frequent dredging. Second grade was a trial and we chose to homeschool for years after that. But first grade, with Mrs. Cratty, was a genuinely good school year. </span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><span style="font-size: small;">My daughter found school engaging <span style="font-size: small;">in first grade</span>. There was joy in the work and a lot of energy in classroom--neither random busy-ness nor outwardly driven production, rather a purposeful, natural energy. She especially remembers the science; they did lots of hands-on experiments. My recollection of the overall classroom was that it was organic: each part related to the whole.</span></span><br />
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-size: small;">Next May th<span style="font-size: small;">e</span> little first grader who loved science will be graduating from college, majoring in physics; she hopes to continue her studies in complex systems and ecology. That year of discovery in the classroom, with a great teacher acting as an encouraging guide for <span style="font-size: small;">a</span> novice explorer<span style="font-size: small;">, </span>was a good foundation. Thank you, Mrs. Cratty!</span></span><br />
<span style="font-family: inherit;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: inherit;"><span style="font-size: small;">And <span style="font-size: small;">Rhonda</span> Cratty now <a href="http://www.examiner.com/parenting-and-education-in-national/rhonda-cratty" target="_blank">writes</a> about ways to include educational lessons in daily life. Relevant and organic! You can see from her online posts how every day offers a opportunity to find a little more depth and flow as we connect with young people.</span></span>kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com0tag:blogger.com,1999:blog-6988354726062804159.post-4280659108459692692012-10-20T17:44:00.000-06:002014-10-10T13:55:41.918-06:00Giving with One Hand, Taking with the Other<span style="font-family: inherit;"><span style="font-size: 12.0pt;">The November/December 2012 issue of <a href="http://www.scientificamerican.com/sciammind/" target="_blank"><i style="mso-bidi-font-style: normal;">Scientific American Mind</i></a> is a special
issue focusing on the topic of Genius. </span><span style="font-size: 12.0pt;"><!--[if gte mso 9]><xml>
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the article “Nurturing the Young Genius”, Subotnik, Olszewski-Kubilius and </span>Worrell state that the chief goal of
identification and programming for gifted youth is “preparing young people for
outstanding achievement”(<i style="mso-bidi-font-style: normal;">Mind</i>, p.52) and that “the aim of our proposed framework is to increase the number of
individuals who can develop the innovative products and services and to deliver
the creative performances that can improve and enhance our lives (p.57).</span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><span style="font-size: 12.0pt;">There is something chilling about the stated
motivation behind the delivery of these boons. Should not
the students should be the primary beneficiaries? And should we not seek to educate
and support children, without reservation, because <i style="mso-bidi-font-style: normal;">it is the right thing to do</i>? </span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;"><span style="font-size: 12.0pt;">Gifted children must have opportunities and encouragement for learning, health and personal growth, not be penalized because of some false
idea of equality. But if they are not motivated to perform eminently according
to someone else’s standardized scale of ability, performance, conformity, and the
future, is that their failing or ours? Children should be supported as individual
learners simply because they are children and, as such, we have a responsibility to nurture
them--not because they had better deliver the goods.</span></span><br />
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<div style="text-align: center;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>Your children are not your
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<div style="text-align: center;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>They are the sons and daughters of Life's longing for itself. </i></b></span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>They come through you but not from you, </i></b></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>and though they are with you, yet they belong not to you. </i></b></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>You may give them your love, but not your thoughts. </i></b></span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>For they have their own thoughts. </i></b></span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>You may house their bodies but not their souls, </i></b></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>for their souls dwell in the house of tomorrow, </i></b></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>which you cannot visit, not
even in your dreams. </i></b></span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>You may strive to be like them, but seek not to make them like you. </i></b></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;"><b><i>For life goes not backward, nor tarries with yesterday.</i></b> </span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: small;"><span style="color: purple;">-Kahlil Gibran</span></span></span></div>
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kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com0tag:blogger.com,1999:blog-6988354726062804159.post-13403840197546756872012-10-01T21:25:00.000-06:002014-10-10T13:59:00.947-06:00Getting the Most out of the Opportunity<!--[if gte mso 9]><xml>
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</xml><![endif]--><span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">The opportunities
to learn and speak with others who “get it” about gifted children can be both
rare and enlightening. Therefore, I
believe we (families, educators, community members and other GT advocates) must
fortify ourselves when we can. The <a href="http://www.nagc.org/2012summary.aspx" target="_blank">NAGC Convention</a>/“Parent Day at the National” in November 2012 brings such an
opportunity for learning and support (and to Colorado -- where I happen to live!). I'd especially like to encourage folks to attend <i>and</i> share some thoughts about how to get the most out of it!</span></span><br />
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<span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">Attendance
is an investment of resources already, of course. However, putting a little further attention
into some details has added to what I have personally brought away from
conventions and conferences. These are some of the individual investments I
would suggest for you to get the most from the NAGC Convention and “Parent Day
at the National” experience:</span></span></div>
<ul>
<li><span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">Consider
your goals: Determine ahead of time what you hope to get out of the event. Spend
some time thinking or writing/drawing/talking out some priorities. How would
your attendance most benefit you and the gifted children in your life? In what areas do you most want to strengthen
your knowledge? What question(s) do you
most want to ask? </span></span></li>
</ul>
<ul>
<li><span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">Do
your research: It doesn’t have to be a lot; focus on what is most important to you.
The <a href="http://nagc.sclivelearningcenter.com/index.aspx?PID=4244" target="_blank">NAGC convention </a>schedule is online for those registered to attending from
the 15th-18th. The <a href="http://www.coloradogifted.org/" target="_blank">Parent Day schedule</a> is also available for those attending on the 17th.
Take the time to read an article if it will help you better understand a
session or ask a question. Look up the <a href="http://denverconvention.com/attend-an-event/venue-directory-map/" target="_blank">layout</a> of the convention center and
surrounding area. Know ahead of time where you want to be so you use your time
and energy well.</span></span></li>
</ul>
<ul>
<li><span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">Equip
yourself for success: Plan you time. Take breaks if you need them. Attend with a supportive friend or colleague
(you can reflect on ideas throughout the event and afterwards). Carry small
snacks and water (in Colorado you can’t have enough water!!) Wear something
comfortable and carry your belongings comfortably. At the site, ask NAGC volunteers
for directions. </span></span></li>
</ul>
<ul>
<li><span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">Be
flexible and prepared to challenge yourself a little: Ask that key question. Introduce
yourself. Meet people from other disciplines and places. (There are people
attending from everywhere, all interested in GT <span style="font-size: small;">--</span> business cards can be so
useful for keeping track of the folks you meet!) Seize an opportunity to learn or do something
new and perhaps even unexpected.</span></span></li>
</ul>
<ul>
<li><span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">Note
applications: As you go along, create some form of notes about how you (or
others you know) might apply what you are learning. It’s easy to think you will
remember but there can be so many good ideas that, by the time you get home, it <span style="font-size: small;">may be </span>hard to recall specifics.</span></span></li>
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<span style="font-family: inherit; font-size: small;"><span style="line-height: 115%;">These
suggestions should be thoughtfully adjusted to suit your needs. The most
important thing, for the sake of your child, student, and community, is to
proactively attend so that you can make a difference for gifted children. </span></span></div>
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<![endif]-->kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com0tag:blogger.com,1999:blog-6988354726062804159.post-3068510392509533002011-11-17T22:19:00.001-07:002014-10-10T13:58:09.424-06:00Don't Be a Turkey: Say Thank You<div style="color: #741b47; font-family: Georgia,"Times New Roman",serif; text-align: center;">
<b><i>At times our own light goes out and is rekindled by a spark from another person. Each of us has cause to think with deep gratitude of those who have lighted the flame within us. </i></b></div>
<div style="color: #741b47; font-family: Georgia,"Times New Roman",serif; text-align: center;">
<b><i>~Albert Schweitzer </i></b> </div>
<br />
<span style="font-family: inherit;">It's been a difficult year around here. Yet I was thinking today about all the things that actually went well, the people who were kind, supportive, or (sometimes unexpectedly) took on a challenge or went the extra mile. People I found inspiring, for their insight or for their generosity. Sometimes people pass through--or out of--our lives before we have the opportunity to thank them for the difference they've made. This is a reminder to let them know. Now.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">In our GT lives, challenging although these often are, there are almost certainly thanks to be given. More than five people, but it's a start. Some suggestions:</span><br />
<ul>
<li><span style="font-family: inherit;"><b>significant other/family member</b>: Sometimes we take our closest and most stalwart supporters for granted. Why not thank them for something that made a big difference to you? They may not even know if you don't tell them.</span></li>
<li><span style="font-family: inherit;"><b>a child</b>: Although they are younger that doesn't mean that kids can't give adults new insight, new motivation, new wisdom. Acknowledge someone who did this.</span></li>
<li><span style="font-family: inherit;"><b>a peer</b>: Thank another parent, educator or committee member, someone who offered support knowing what it is like to be in your situation.</span></li>
<li><span style="font-family: inherit;"><b>a resource</b>: Someone who you may not have even met in person may have provided information, help or inspiration through a book, an article, a presentation or online. Let them know.</span></li>
<li> <span style="font-family: inherit;"><b>across roles</b>: Are you grateful to someone who crossed lines of similarity in roles, who might have a different vantagepoint? A boss, someone you hired, a remarkable educator or a special parent when that is not your role. The extra effort on this person's part is all the more reason for thanks.</span></li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj39W8Et7b6at6rMpCdHvNT4MdZjh6OzpdbcieA2S3Z1fHiHKkbOwR-VwNe0fGPN1xsqsFeo1ULKk2DvJ24gnAmNazhGNI9dcsk7CPMtKdsGFZ5TcWpt9_zAkRsmvNa2RusnuJsy3QXX3Tp/s1600/turkey+for+blog.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj39W8Et7b6at6rMpCdHvNT4MdZjh6OzpdbcieA2S3Z1fHiHKkbOwR-VwNe0fGPN1xsqsFeo1ULKk2DvJ24gnAmNazhGNI9dcsk7CPMtKdsGFZ5TcWpt9_zAkRsmvNa2RusnuJsy3QXX3Tp/s320/turkey+for+blog.jpg" height="320" width="256" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit;">Not your average turkey; this one counts his GT blessings</span></td></tr>
</tbody></table>
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">You needn't be long-winded in your thanks, but do be specific and sincere. It can be spoken, a quick handwritten personal note, or even an email. Or you can not only thank that someone but also cc. others or express it publicly so that your appreciation is more widely known. Need some words to get you started? Try something like this: "<i>In this season of thanksgiving I was thinking about who I feel especially grateful for and you came to mind. I really appreciated when/how you _____________. This made a difference because _____________. Thank you.</i>"</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">It may take a moment's effort but your thanks can be very meaningful to the receiver. And the reflection benefits the sender as well. Parenting and educating gifted children can involve a lot of struggle. Finding ways to appreciate and express the positive lightens the load and the outlook for everyone. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Don't put it off. You--and others--will be grateful you did.</span>kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1tag:blogger.com,1999:blog-6988354726062804159.post-41881100004764457622011-09-20T12:45:00.001-06:002014-10-10T14:04:20.675-06:00The Child Buyer<div style="font-family: inherit;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmrsLWCQpa1q4Mjnz5Zh52U-8DY6AS17ra88KZagZcfSl3HTVAvlHmSqw-KP6msyB9TphLtFE42If4jIritx-wM14MqY227E2MFk3a9CWmCoyVfu1qWWZfwlfp7jY7N0YMycQVsdhvJXe4/s1600/The+Child+Buyer.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmrsLWCQpa1q4Mjnz5Zh52U-8DY6AS17ra88KZagZcfSl3HTVAvlHmSqw-KP6msyB9TphLtFE42If4jIritx-wM14MqY227E2MFk3a9CWmCoyVfu1qWWZfwlfp7jY7N0YMycQVsdhvJXe4/s320/The+Child+Buyer.jpg" height="320" width="185" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">John Hersey, <i>The Child Buyer</i>, NY, Bantam, 1960, ISBN 978-0-394-75698-1 (read <a href="http://archive.org/details/childbuyer030993mbp" target="_blank">online</a>) </td></tr>
</tbody></table>
I read a remarkable piece of speculative fiction last week. Although written in 1960 (before I was reading, or even born) and now out of print, I'm nevertheless surprised to never have heard of it before: <u>The Child Buyer</u> by Pulitzer Prize-winning American writer and journalist John Hersey. Sharp stuff.</div>
<br />
An excerpt:<br />
<div style="color: #274e13; font-family: Times,"Times New Roman",serif;">
BARRY RUDD: Mr Clearly kept referring to gifted students as the 'monster quotient' and kept talking about me as a 'deviate.'</div>
<div style="color: #274e13; font-family: Times,"Times New Roman",serif;">
SENATOR MANSFIELD: I noticed that was Miss Henley's favorite word, too, sonny. I don't blame you for bridling at that.</div>
<div style="color: #274e13; font-family: Times,"Times New Roman",serif;">
SENATOR SKYPACK: You got a better word for it, Mr Chairman?</div>
<div style="color: #274e13; font-family: Times,"Times New Roman",serif;">
BARRY RUDD: "While they were talking about their busybody old tests, I was having one of my regressive reveries--thinking that all my knowledge was innate; I'd been born with it. I'm often amnesic as to the source of my information, and I've just felt that I've 'Always known.' 'I just knew it.' When I used to believe in God I long had the image of facts and stories having been written in pencil on a sort of reel of microfilm made out of skin in my head by Him before I was born. I thought of God as being able to talk big and write <i>very</i> small.</div>
<div style="color: #274e13; font-family: Times,"Times New Roman",serif;">
SENATOR SKYPACK: Top off the rest of it, he's a blasphemer.</div>
<div style="color: #274e13; font-family: Times,"Times New Roman",serif;">
BARRY RUDD: I didn't intend any disrespect of your views, Senator. </div>
<div style="color: #274e13; font-family: inherit;">
<span style="font-size: xx-small;">(pp. 145-146, from 1964 Bantam Classic edition)</span></div>
<br />
<div style="font-family: inherit;">
Although the entire story unfolds in the format of Senate Hearings, every character comes across strongly with an individual voice and agenda. The result is a poignant commentary on just about everything: education, politics, psychology, group dynamics, child-rearing, loyalty, patriotism, self-image.... What I found most alarming was that the basic premise--the very title--never proves an issue; no one questions that there might <u>be</u> a "Child Buyer" at all! But the story isn't about the whether a company might legally purchase a ten year old boy, rather can the representative find the price of each very different townsperson so that the sale that Barry Rudd, a profoundly gifted child, might be arranged? </div>
<div style="font-family: inherit;">
<br /></div>
<div style="font-family: inherit;">
<span class="readable reviewText"><span id="freeTextContainerreview211851357">Wry, haunting, funny, heartbreaking, timeless. This is dark commentary, as pertinent today as ever. </span><span id="freeTextContainerreview211851357">In addition to the sad question of the gifted child's relationship with the larger society (outcast, curiosity, dependent, burden, commodity?)</span><span id="freeTextContainerreview211851357">, </span><span id="freeTextContainerreview211851357">it further begs a deep and terrifying human question: What is the price of our convictions?</span></span></div>
kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com2tag:blogger.com,1999:blog-6988354726062804159.post-55897378819249831952011-03-25T18:44:00.005-06:002014-10-10T14:03:23.942-06:00Going Up? A Gifted Education "Elevator Pitch"<div style="text-align: center;">
<span style="font-family: inherit;"> Do <u>you</u> have an elevator pitch for gifted education?</span></div>
<div style="text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://upload.wikimedia.org/wikipedia/commons/4/4f/Aiga_elevator.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/4/4f/Aiga_elevator.gif" height="320" width="206" /></a></div>
<br />
What if you suddenly have the (brief!) opportunity to speak with a key legislator, administrator, or perhaps skeptical educator or parent about gifted education (<i>note: actual elevator not required</i>). What will you say?<br />
<br />
A little preparation will help you think clearly, make the most of the moment, and forward the cause of gifted students.<br />
<br />
<span style="font-size: large;"><b>GT education is important:</b></span><br />
<ul>
<li><span style="font-size: large;"><b>For the </b><b>future:</b> </span>Confining students to educational environments they don't find challenging or supportive doesn't give them the tools necessary to become the innovators, the creators, the leaders, nor the involved members of the 21st century global community who they have the potential to become.</li>
<li><span style="font-size: large;"><b>For </b><b>educational best practices:</b></span> Teachers trained to work with gifted learners benefit <u>all</u> students. Many successful learning strategies now touted in regular classrooms due to their benefits in flexible grouping and academic rigor actually originated in gifted education. </li>
<li><span style="font-size: large;"><b>For meeting </b><b>children's needs:</b> </span> <u>Every</u> child deserves to have his or her academic and socio-emotional needs met. Gifted learners from disadvantaged backgrounds are particularly dependent on public schools to meet their educational needs, but these students are also especially likely to be unidentified and underserved.</li>
</ul>
Each of these points is a reason for advocacy and hours of discussion onto itself. However, the idea is to summarize and present three key points as to the value of gifted education in the time span of an elevator ride (approximately thirty seconds to two minutes).<br />
<br />
Be clear and brief. Speak with passion. Be prepared and flexible about answering questions--ask for the opportunity to have a more thorough discussion!<br />
<br />
<a href="http://www.nagc.org/uploadedFiles/News_Room/NAGC_Advocacy_in_the_News/NAGC%20MESSAGES%20%28for%20website%29.pdf">NAGC advocacy themes </a><br />
<ul></ul>
kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com4tag:blogger.com,1999:blog-6988354726062804159.post-13753854015995342552011-02-03T19:43:00.063-07:002014-10-10T14:05:26.841-06:00The Big PictureTrue Confession. I felt compelled to put my money where my mouth is this weekend. I joined the National Association for GIfted Children (<a href="http://www.nagc.org/">NAGC</a>).<br />
<br />
I've been a member of the local and state gifted affiliates for years and years. Not just an active participant "member" (which I'm certainly not saying isn't a sort that counts) but a paying "member" too. <br />
<br />
I used to have a NAGC membership many, many years ago after my oldest was first identified as gifted, but eventually let it lapse when I found that the resources I required went beyond those found in <a href="http://www.nagc.org/index.aspx?id=1180">Parenting for High Potential</a>. Our GT monies were being spent on books, conferences, homeschooling, early college.... I hope we've "payed it forward" for our community (and eventual grandkids) by staying involved with gifted education even while homeschooling. We had experience to spare, if not money!<br />
<br />
But at a recent GT meeting I found myself realizing that if I keep looking at it as the "monetary return on investment" I'm just going to continue to be frustrated, that I need to think about the potential value in another way:<br />
<ul>
<li>Do I want to put money into gifted advocacy at a federal level?</li>
<li>Do I want gifted education to have a louder "voice"? </li>
<li>Do I want parents to be better represented in gifted education?</li>
</ul>
Well, yes. <br />
<br />
So, again, none of this is to say that I think that being physically and immediately involved in kids' lives and educations isn't the absolute priority (and, indeed, <u>absolutely</u> exhausting). However, I believe that the Big Picture trickles down to that same exhausting microcosm. As my daughter reminds me about, oh, everything, "It's a system, mom!" While meeting individual needs is imperative, ultimately the situation will never improve if each parent and each educator continues to look ONLY at the nearest (and dearest) level.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://upload.wikimedia.org/wikipedia/commons/c/c3/Steve_Ryan_-_Stars_around_Polaris_-_Day_62_%28by-sa%29.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/c/c3/Steve_Ryan_-_Stars_around_Polaris_-_Day_62_%28by-sa%29.jpg" height="265" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;">Perspective: In our busy daily lives, we might notice the center point</span></div>
<div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;">--not the relation to the other factors or that they are actually moving</span>.</div>
<a class="external text" href="http://www.flickr.com/photos/29145750@N00/312672130/" rel="nofollow" style="font-family: "Trebuchet MS",sans-serif;"> Stars around Polaris - Day 62</a><span style="font-family: "Trebuchet MS",sans-serif;"> by Velo Steve </span></td></tr>
</tbody></table>
<br />
We ignore the Big Picture at our (exhausted) peril. Each GT parent and educator should not have to "re-invent the wheel", nor should they feel they are alone with their struggles, questions or celebrations. Therefore connecting to the larger gifted community is important, not just for ourselves but for others. <br />
<br />
Where I've connected in time, effort, and participation, it <u>has</u> made a difference for our family and for me personally. While any kind of involvement may not mean an immediate return, I've found over the years that what I've put in does have a way of "paying off" in the end. <br />
<br />
But I realized I might need to turn the perspective around and also consider the ways my individual choices impact the larger picture. And NAGC membership is a pretty straightforward way to connect, especially as they<br />
<ul>
<li>take a stronger role in <a href="http://www.nagc.org/index.aspx?id=3642">advocacy</a> </li>
<li>reach out more to <a href="http://www.nagc.org/index.aspx?id=956">parents</a>, and </li>
<li>have a <a href="http://www.nagc.org/index.aspx?id=108">strategic plan</a> to encourage the public's value and support of gifted learners. </li>
</ul>
No one can take on those Big Picture tasks individually, even though we all value them. But together we can contribute to their success.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
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<tr><td style="text-align: center;"><a href="http://upload.wikimedia.org/wikipedia/commons/d/dd/FlammarionWoodcut.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://upload.wikimedia.org/wikipedia/commons/d/dd/FlammarionWoodcut.jpg" height="332" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div style="font-family: "Trebuchet MS",sans-serif;">
<span style="font-size: small;">Looking beyond the immediate</span></div>
Camille Flammarion's <i>L'atmosphère: météorologie populaire</i> (Paris, 1888), page 163. </td></tr>
</tbody></table>
<a href="http://upload.wikimedia.org/wikipedia/commons/5/56/Girls_looking_in_a_telescope.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br />
</a>kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com3tag:blogger.com,1999:blog-6988354726062804159.post-66137517410075831452010-12-14T11:16:00.000-07:002014-10-10T14:06:13.866-06:00Promoting a Book that Promotes Twice-Exceptional UnderstandingI now interrupt the flurry of holiday advertisements with one of my own, but only because it feels too important to put off. This new twice-exceptional resource is one of the best I've EVER read. And the holiday break would be a great time for anyone to do a first pass of this book and be ready to use it in January.<br />
<br />
<i><b><span style="color: #990000; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif;">drum roll please...</span></b></i><br />
<br />
The book I think we've all (parents, educators, counselors, etc.) been waiting for: <a href="http://www.prufrock.com/productdetails.cfm?PC=1519"><u>Twice-Exceptional Children: Understanding, Teaching and Counseling Gifted Students</u></a> by Beverly A. Trail, Ed. D.<br />
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This book "gets it" and is the whole package: a discussion of the different twice-exceptionalities, the facets of their impact, what to about them. There is a solid RtI explanation at last! And a discussion of the continuum of needs and services (assessments, briefly what these might reveal about strengths and challenges, an overview of the different services and strategies the many specialists might collaborate to offer, and then real suggestions about what this might look like). Discussion of executive functioning, cognitive style, self-actualization. I love that socio-emotional is wrapped in as a significant component to academic success. References woven artfully into the easy-to-read text. Actual plans for accommodations!<br />
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As a parent and advocate for gifted students, I want this book--and the breadth and depth of information it offers in one place--to be something with which every one of my children's teachers is very familiar; I'm sure it is a reference that they would often reach for, that they would share with parents and even their students, and it would make everyone's lives easier! Some parents might initially shy away from the "educational" title and the charts and figures offered inside but many of these offer tools that are valid at home as well as in the classroom.<br />
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Sometimes the hardest part of determining how to help a twice-exceptional student is simply knowing what questions to ask along the way. The appendix here offers a Twice-Exceptional Planning Continuum to help teachers and administrators (and counselors and parents and students) consider the assessment data, plan interventions, and monitor progress (the chapters support the planning). Excellent points for discussion that could be used as an "outside" guide to take a meeting from a place of personal frustration to an active plan recognizing individual need and implementing change.<br />
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If all the stakeholders in gifted and twice-exceptional student education were to be familiar with the insights and suggestions in this book, so much practical progress could be made: everyone would be on the same page (so to speak) with a foundation and strategies for early intervention and twice-exceptional student success!<br />
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<span style="font-size: large;"><b>Read how to implement the change you want to see in the world! </b></span><br />
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<span style="font-size: x-small;">Note: I encourage you to support the HoagiesGifted webpage at no additional cost to you: click one of the Hoagies <a href="http://www.hoagiesgifted.org/shop.htm">affiliate links</a> before you shop, such as if purchasing this wonderful book via Prufrock Press or one of the booksellers.</span>kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1tag:blogger.com,1999:blog-6988354726062804159.post-59945828794139154522010-11-13T16:38:00.003-07:002014-10-10T14:08:32.196-06:00It's Not Rocket Science. Clearly.In 2005 the National Academies created a bipartisan group which strongly recommended 10 actions the federal government could take to enhance science and technology so the US would be globally competitive in the 21st century. Reading the report, it is as much about supporting innovation as about science."<a href="http://www.nap.edu/openbook.php?record_id=12999&page=1">Rising Above the Gathering Storm Revisited: Rapidly Approaching Category 5</a>", an updated 2010 report notes, the progress that has been made (or the lack thereof): <span style="font-family: inherit; font-size: small;"> "<i>The committee concluded that</i> <i>the United States </i><i>appears to be on a course that will lead to a declining, not growing, standard of living for</i> </span> <i><span style="font-family: inherit; font-size: small;">our children and grandchildren (p. 19).</span><br />
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Where does gifted education fit in?<br />
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<span style="font-size: small;"><b>Recommendation C: Make the United States the most attractive setting in which to study and perform</b> <b>research so that we can develop, recruit, and retain the best and brightest students, scientists, and engineers</b> <b>from within the United States and throughout the world. </b><a href="http://www.nap.edu/openbook.php?record_id=12999&page=30"><span style="font-size: x-small;">(p.30)</span></a><b><br />
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Gifted education is, of course, more encompassing than math or science. As is education in general. But basic "literacy" in science and math is critical to modern individual success. And fostering innovation is clearly proving to be central to the current and future health of the U.S. as a nation, not just in "the sciences" but in all the technologies and economies that innovation trickles down to and later supplies.<br />
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As Dr. Ann Robinson, president of the National Association for Gifted Children, noted in NAGC's <a href="http://www.nagc.org/uploadedFiles/News_Room/Press_Releases/NAGC%20-%20NSB%20National%20Release%20%20%289-15-10%29.pdf">press release about the report</a>, "If we fail to identify and cultivate our most promising minds beginning as early as possible, we will squander this talent and cripple our ability to compete and thrive in the years and decades to come" <br />
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This may well be a opportune time to promote gifted education. Apparently passé since the Cold War--"the best and brighest" are looking more relevant now. Dr. Sally Beisser's 2008 analysis of the<a href="http://www.forumonpublicpolicy.com/summer08papers/archivesummer08/beisser.pdf"> Unintended Consequences of No Child Left Behind Mandates on Gifted Students</a> corroborates sentiment found in the <a href="http://www.dukegiftedletter.com/articles/vol9no1_rb.html">Fordham Report</a>: “<i>Teachers want these advanced students to move up the list of education priorities because educating them properly is the right thing to do and because it’s good for the nation, but mostly because they see in their own classrooms youngsters whose considerable talents are not adequately challenged or fully utilized.</i>” Dr. Del Siegle noted in the <a href="http://www.nagc.org/uploadedFiles/Information_and_Resources/State_of_the_States_2008-2009/AP%20story%20%2811-21-09%29.pdf">State of the States in Gifted Education Report</a> that, "<i>In the age of Sputnik, we put money into math and science, and we ended up on the moon...We really need to consider that again. We cannot afford as a country to ignore talent</i>." The knowledge of the "right thing" isn't new. It only takes a national crisis for the support of innovation and sound educational practice to swing back into practical consideration.<br />
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Innovation should be valued and fostered. It is showing itself to be a national resource. This would indicate the importance of:<br />
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<li> providing a solid background in math and the sciences <br />
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<li>recognizing and nurturing creativity and potential in individuals</li>
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STEM (Science, Technology, Engineering, Math) should be finding considerable support among educators, legislators and the public. However, creativity and problem-solving skills must be actively nurtured alongside STEM disciplines. Although the rudiments might be imposed, originality itself cannot be decreed but must be cultivated.<br />
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The Gathering Storm recommendations clearly appreciate the importance of educators, K-20:<span style="font-size: small;"><i><span style="font-family: inherit;"> "The two highest priority actions for the nation, in the view of the Gathering Storm committee, are to provide teachers in every classroom qualified to teach the subject they teach and to double the federal investment in research" </span>(p.30)</i></span> And gifted education has long been a front-runner promoting creativity, <a href="http://www.alpspublishing.com/alm.html">autonomous learners</a> and high achievement in the classroom, a voice for the often unheard young innovators-to-be. <br />
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The mission is clear: support GT education so gifted students can become the inspirational innovators and creative problem-solvers that they deserve to be as individuals and so that they have been nurtured as future generations might hope and need. Further, value and make available strong GT education so it can provide models for general educational success. And let us do whatever we can to hasten this because the foundation required to become a rocket scientist (of whatever sort, as innovation indeed comes in many forms) is best started early.<br />
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Ask your legislators and community leaders if they've read the <a href="http://www.nap.edu/openbook.php?record_id=12999&page=1">Gathering Storm report</a> and what they are doing to ensure that the future of US innovation is supported <u>now</u>.<br />
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<span style="font-size: x-small;"> <b>We had more sports-exercise majors graduate than electrical engineering graduates last year. If you want to become the massage capital of the world, you’re well on your way.” </b></span></div>
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<span style="font-size: x-small;"><i>Jeff Immelt, CEO, General Electric</i> <i>Co.</i></span></div>
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<b><span style="font-size: x-small;"> If you don’t solve (the K-12 education problem), nothing else is going to matter all that much.”</span></b> </div>
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<span style="font-size: x-small;"><i>-Alan</i> <i>Greenspan,</i> <i>former Chairman,</i> <i>Federal Reserve </i></span></div>
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<span id="ctl00_ContentPlaceHolder1_lblHeader" style="font-size: x-small;">See also: the Davidson </span><span style="font-size: x-small;">Institute for Talent Development</span><span id="ctl00_ContentPlaceHolder1_lblHeader" style="font-size: x-small;"> 's National Statistics about "<a href="http://www.davidsongifted.org/db/Articles_id_10398.aspx">Why our Nation Needs to Educate our Gifted and Talented Youth</a>".</span>kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1tag:blogger.com,1999:blog-6988354726062804159.post-29823159663444368562010-11-11T17:11:00.001-07:002014-10-10T14:09:35.632-06:00Kurt Vonnegut: Dystopia toward a Better World<div style="color: purple; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; text-align: center;">
<span style="font-size: xx-small;"><b><span class="body">Laughter and tears are both responses to frustration and exhaustion. I myself prefer to laugh, since there is less cleaning up to do afterward. </span></b></span><span style="font-size: xx-small;"><span class="body">-Kurt Vonnegut, Jr.</span></span></div>
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Today is Kurt Vonnegut, Jr.'s birthday (November 11, 1922 – April 11, 2007).<br />
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We're big fans of his writing at our house. His dark wit was born not only of frustration and humor but also, I think (as with good speculative fiction in general), with a view toward having the reader revisit uncomfortable issues and take a closer look. Reframe. Look again and work harder. And ultimately make things better in the "real" world.<br />
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If you aren't familiar with Vonnegut's writing--or wonder what it might have to do with gifted kids--check out his dystopian take on intellectual elitism in the short story "<a href="http://www.tnellen.com/cybereng/harrison.html">Harrison Bergeron</a>".<br />
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<span style="font-size: xx-small;"><b>THE YEAR WAS 2081, and everybody was finally equal. They weren't only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.</b> </span><span style="color: #20124d; font-family: "Helvetica Neue",Arial,Helvetica,sans-serif; font-size: xx-small;">-from "Harrison Bergeron" by Kurt Vonnegut, Jr.</span></div>
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It's a scary world if the law is that everyone must be the same, even worse when Diana Moon-Glampers enforces it. Certainly some GT kids relate to the frustration that the story's brings to the fore. Although set in a nasty fictional place, Vonnegut's story also offers a venue to explore truths about identity and expectations.<br />
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Worth a read and a discussion. And thinking about how to apply truths from fiction to make the world we live in better.kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com2tag:blogger.com,1999:blog-6988354726062804159.post-5562755193437743042010-11-02T00:50:00.000-06:002014-10-10T14:12:10.802-06:00Get Smart! Try Gifted Advocacy with the Feds<div class="separator" style="margin-left: 1em; margin-right: 1em; text-align: center;">
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Last week I attended the SENG conference (in conjunction with the New England Conference for the Gifted) in Hartford, CT. There, among many thought-provoking sessions, I had the opportunity to hear Dr. Del Siegle (who wrote the <a href="http://www.nagc.org/uploadedFiles/PHP/Bill%20of%20Rights.pdf">Gifted Children's Bill of Rights</a>) speak about <a href="http://www.nagc.org/uploadedFiles/PHP/PHP_Articles/5.1%20PHP%20Effective%20Advocates%20ABCs.pdf">NAGC's ABCs of advocacy</a>.<br />
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I returned from the conference to my own state where, although there is a GT mandate it is only very partially funded (and some of that allocation is presently up in the air). As one can see from the <a href="http://www.davidsongifted.org/db/StatePolicy.aspx">Davidson Gifted Education State Policy</a> page, GT ed can range from mandated and fully-funded to nothing at all. And such policy has an enormous impact on the families who depend on public education for their children. This certainly includes low-income students but also a broader spectrum; private education is not an alternative readily available to many families economically, geographically, or for a number of other dynamics. <br />
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But if students, parents and educators presently find a need to appeal for gifted "rights" in practice--for the appropriate public education of those students who have "<a href="http://nlu.nl.edu/academics/nce/upload/NCE-Adjunct-Newsletter-Summer-2009.pdf">the ability to grapple with complexity</a>”--they may find they court only disappointment. There is no demand for consistency in how gifted students' needs are met within state educational systems nor across the US overall (see some of the boggling array graphed on <a href="http://www.hoagiesgifted.org/mandates.htm">HoagiesGifted</a>). And there is no federal gifted policy to ensure that teacher training includes identifying and serving GT students (especially important when so many gifted students are in regular classrooms). Nor is there federal funding to support this.<br />
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What to do??? Legislators may not realize gifted education is important unless:<br />
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<li>they hear from parents and educators (students too!)</li>
<li>they read about continuing GT needs in the papers (although a success story can make a good point as well)</li>
<li> the issues are presented as significant to the nation and future, as well as to a few impassioned individuals (who may also happen to be constituents)</li>
</ul>
Volume. Persistence. Personal connection. <br />
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<b>Get Smart!</b> Sign up for NAGC's <a href="http://www.nagc.org/legislativeactionnetwork.aspx">Legislative Action Network</a> to find out about advocating for gifted children, locally but with national intent.<br />
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kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1tag:blogger.com,1999:blog-6988354726062804159.post-47394346682478619222010-10-01T14:16:00.000-06:002014-10-10T14:13:37.926-06:00Sea-Change, Social Networking and Songs of the Deep<div style="color: #351c75; font-family: inherit; text-align: center;">
<span style="font-size: small;">Full fathom five thy father lies:</span></div>
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<span style="font-size: small;">Of his bones are coral made:</span></div>
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<span style="font-size: small;">Those are pearls that were his eyes:</span></div>
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<span style="font-size: small;">Nothing of him that doth fade</span></div>
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<span style="font-size: small;">But doth suffer a sea-change</span></div>
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<span style="font-size: small;">Into something rich and strange.</span></div>
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<span style="font-size: small;">Sea-nymphs hourly ring his knell:</span></div>
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<span style="font-size: small;">Hark! now I hear them—ding-dong, bell.</span></div>
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<span style="font-size: small;">--Ariel in <i>The Tempest (I, ii)</i></span></div>
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Apparently something about raising gifted kids inspires my husband and me to nautical references: eg."Why is the rum always gone?" So it's appropriate that just the other day I was telling someone I thought gifted education and legislation is undergoing a sea-change.<br />
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Social networking is doing this, by uniting and giving voice to the GT community. Many parts of the deep transformation, started years ago, are starting to show their luster in ways my husband and I might only have dreamed some dozen years ago when we set out on our family's the frantic quest for answers, understanding, guidance, and empathy.<br />
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In <i>The Tempest</i>, Ariel speaks of a transmutation where, although the basic form remains, its very nature has changed from something common into something fine. The GT community (or "<a href="http://www.ted.com/talks/seth_godin_on_the_tribes_we_lead.html%20">tribe</a>" as Seth Godin would say) isn't new or even common—and each step to the present have been fortified, sometimes again and again, by the innovation and generosity of its members—but its not an easily assembled community. Opportunities in the gifted community such as <a href="http://www.ingeniosus.net/gtchat">#gtchat</a>, blogs, Facebook, etc have changed the form a bit for some. For those who have the opportunity, face-to-face gatherings are never going to become less precious. But the impetus and the synergy created by social networks has ramped up, such that ideas, camaraderies, and energy move without the borders of geography, memberships, parent/educator roles or (gasp!) red tape.<br />
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Some issues that can be responded to quickly (although not always with finality):<br />
<ul>
<li>Individual parenting or teaching concerns</li>
<li>Legislative issues (eg.Javits funding)</li>
<li>Contacts between stakeholders/innovators/perspectives </li>
</ul>
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Some issues that can be more easily and quickly discussed/initiated across a boarder spectrum of stakeholders:<br />
<ul>
<li>Legislative issues (gifted rights, funding)</li>
<li>New ideas in education or parenting </li>
<li>Systemic change (because social networking breaks down "silos")</li>
</ul>
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<span style="font-size: large;"><b>A</b><b>hoy and let's hasten the sea-change!</b></span><br />
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Participate in <a href="http://www.ingeniosus.net/gtchat">#gtchat</a> on twitter. Or read—and comment on—some of the wonderful GT blogs listed below. Now that <a href="http://www.nagc.org/index.aspx?id=36">advocacy</a> can be initiated online and "go viral" (supported by the deep well of expertise already established) and now that the exchange of ideas is easier than ever, surely "something rich and strange" is on its way.<br />
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And I’ll be raising my glass of rum to that!kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1tag:blogger.com,1999:blog-6988354726062804159.post-49652140029648242982010-09-18T18:28:00.001-06:002014-10-10T14:14:46.797-06:00Apoxyomenos and the Lesson of Biomineralization<div class="separator" style="clear: both; text-align: center;">
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A friend sent me an email. She said she didn’t know who else she could tell, who else might not think she was being an "overprotective crazy parent".<br />
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She’d signed her four-year-old son up at a private gifted school. All seemed well until the school year was about to start and suddenly her son was not in with the expected teacher or classmates. She called them. No reply. She finally went to the school and they told her that after a twenty minute "interview" of her son and nine other children they could tell he wasn’t smart enough to be in with kids his own age and they wanted to put him in with the three-year-olds. Now they wanted to have her convince her son that this scenario would be better for him.</div>
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This is a little boy who has told me about corrosion. Because he knows ALL about corrosion (eg. I am trying to see if he’ll draw me a picture of "Apoxyomenos" because he knows all about him/it; I confess <i>I</i> didn’t but I now know it’s a 2000-year-old bronze statue of an athlete raised from the Adriatic Sea in 1999, the restoration of which has taught scientists a lot about <i>biomineralization</i> and how certain mineral deposits slow deterioration). I suspect that this little guy may have had a difficult time finding anyone else with his level of intensity or expertise about engineering among the nine other four-year-olds. Or he may have felt a little shy. Or just have been polite and let others speak. Regardless, he is one of the smartest children I’ve ever met (and I’ve met some doozies); the interviewer completely missed the boat.</div>
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Thank goodness his mom trusts her knowledge of her son better than I did mine at that stage of the game. I assumed that when I asked if my oldest might be gifted and teachers said, "Meh. He’s OK. Nothing special." that because they were "the experts", they must know and my instincts were wrong. That misplaced trust (and responsibility) was my mistake as a young parent, but my son paid for it. He grew increasingly depressed. We later found out he was bored out of his mind but trying desperately to fit in; he thought something was wrong with him. </div>
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Fortunately my friend told the crazy school—the "gifted" school—there was no way she was manipulating her child—or that he was attending there! Good for her! She clearly understands about intentional GT biomineralization: about providing a protective layer when needed, about preserving the important things, about modifying the situation, about recognizing and advocating for her son’s needs in a difficult environment.</div>
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Part of me rises up in furious indignation at what she is going through. But at this point another part sighs, beginning to feel resigned. I know this story only too well. As angry as it makes me, I cannot feel surprised. Little has changed in the 16 years since my oldest son was that age. And precious little in the eleven since my youngest son was four either. </div>
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Except that <u>their</u> childhoods are gone.</div>
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They are young men. My oldest son is a graduate student now, my youngest a junior in high school. (My daughter is a college sophomore.) We arrive at this current point following years of patchwork educational experiences—largely homeschooling after we realized finding “fit” in the system was an effort in beating our collective heads into the wall (I guess we all biomineralize in our own way).</div>
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However, such unmet needs were nothing new when my children were little either. In Stephanie Tolan’s 1985 article "<a href="http://www.stephanietolan.com/another_dimension.htm">Stuck in Another Dimension: The Exceptionally Gifted Child in School</a>" she noted the damage being done to gifted children who were unchallenged or held back out of ignorance, and she asked for change. That was <b>twenty-five</b> years ago! A generation.</div>
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I’ve been told that I expect too much. That I should be more patient. That change takes time. Well, how MUCH time? Seriously. How many childhoods or generations? Should I be patient if my children are only moderately depressed instead of mostly, due to their needs not being met? Should I be satisfied that the least-bad option has been to homeschool. That my oldest two couldn’t get public high school diplomas because the system was too rigid? Wouldn't it be better to create a safe, non-corrosive environment where learning and growing are the focus instead of forcing students, parents and educators to expend resources simply to keep children from being damaged?<br />
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Too late for my children but time is passing and it brings new, hopeful students every year. Because I wonder how in good conscious I can not do my best, having seen the damage we have, for any other mother's child if I can help mitigate it. Don't they deserve better? Instead, that four-year-old children who can speak passionately and knowledgeably about corrosion have their gifts go unrecognized, that their mothers are encouraged to hold them back, breaks my heart. Again.</div>
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So, I guess I’m not so resigned after all. I don’t want to be patient (perhaps I don't know how to be.) I want to support parents and educators like my friend, who know that a child who can get excited about Apoxyomenos and his lack of corrosion has amazing gifts that must be protected and nurtured. And I don’t think we should wait for this little guy’s childhood to pass by. He’s four and I think he’s waiting for us to catch up to him as it is. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbjRXhYmS9LYalx-cLb95Ow9yJjq7x0B8541Aq_mwXgs4cMxxGGHhEdq1PQYfFvl9y0pAhlGRfhrWl4KxuyYIE0i2olxZjKW8HAlEJAKj3JUCuykPUCHRwkpLSYXjhmHJWba6xkAfV9uSK/s1600/Apoxyomenos+biomineralization.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbjRXhYmS9LYalx-cLb95Ow9yJjq7x0B8541Aq_mwXgs4cMxxGGHhEdq1PQYfFvl9y0pAhlGRfhrWl4KxuyYIE0i2olxZjKW8HAlEJAKj3JUCuykPUCHRwkpLSYXjhmHJWba6xkAfV9uSK/s320/Apoxyomenos+biomineralization.jpg" height="320" width="241" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Thick incrustation that protected the bronze and patina from corrosion <span style="font-size: xx-small;">(photo: </span><span style="font-size: xx-small;">Croatian Conservation Institute)</span></td></tr>
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<tr><td style="text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicbdgZ747wYo9ZIWrORfTDTh1-Eeu74ECYmKawFx5_B-fO0gypvADkZwF_LXK0Vdcj0vOWvcgoGGD1Yu5Lfva1xCyQzhayLB8M6oCRx-el1NYvnJa1G_G2LDsbhu3FXGYbPCl0liDA9AED/s320/Apoxyomenos.jpg" height="320" style="margin-left: auto; margin-right: auto;" width="307" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">restored sculpture of Apoxyomenos</span>, preserved under the biomineralization <span style="font-size: xx-small;">(photo: American Chemical Society)</span> </td></tr>
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kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1tag:blogger.com,1999:blog-6988354726062804159.post-60174802440126146312010-08-18T22:22:00.002-06:002014-10-10T14:15:40.106-06:00Where There's Smoke. . .At several recent meetings of GT organizations, it's been asked, “Why don’t more people join? Why don’t they participate? Or pay?” <br />
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From my own experience I think the answer might be that if things are going well, other demands easily clamor more loudly for time and money (and with gifted children this may especially feel like the case; we are all stretched thin in many ways). Further, the value of investment in GT organizations may not have been strongly made. However, that is what it is—an <u>investment</u>: in resources, in legislation, in infrastructure and continuity, in a community.<br />
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Having a fire detector, a fire extinguisher, or a local fire station might not seem important until someone has a fire. Likewise, when a GT crisis comes—personal, legislative, for one’s family, for one’s neighbor, for the school or for the state—if nobody has remembered to make that investment then sadly the resources may be unavailable to resolve the situation in as quick and positive a manner as expected or hoped. Or to resolve them at all. We hear "gifted kids can make it on their own". But would we want to face a major fire alone? Of course not. And especially not when we know we can prevent catastrophe, or that we might instead have support should there be difficulty.<br />
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Therefore, I would like to reframe the idea of investment in GT organizations: If you know (or suspect) a child you care about is gifted, then <b>“there’s smoke”, therefore investing in “fire safety” is proactive and responsible</b>. Here are some things to consider:<br />
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Yes, a fire could happen to you.</b> My hope is that every child has a perfect childhood and that the adults in their lives find meeting parenting and educational needs to be a “piece of cake”. But meeting individual needs is terribly challenging regardless. And because gifted children are asynchronous with development and needs that often don’t match age or grade peer expectations or timing, that “cake” recipe is practically impossible to pull off. Family, educators and others can be caught off-guard, especially when twice-exceptionalities and overexcitabilities are thrown into the mix. The GT community is a wise investment. <br />
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Fire insurance cannot be purchased after the fire.</b> It’s nice to have a support network anyway, but if (when?) there’s a GT crisis in one’s life and one is kicking around the ashes of a schoolyear or parenting issue gone suddenly awry, it is of immense value to already have some resources in place. These children need unique support. So do the adults who love them and who work to meet their needs.<br />
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<b>There’s a lot to learn about fire safety.</b> Many—although certainly not all—GT crises can be avoided or scaled back by an investment in knowledge beforehand, such as that gained by reading, by attending GT seminars and conferences, by asking questions of those with experience and, of course, through anything that develops good relationships and communication. Learn as much as you can about these things—even if you don’t apply them firsthand, perhaps you can help someone else!<br />
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<b>Fire is a “public safety” issue.</b> Most GT organizations are non-profits, run by volunteers. None are making big money. Some school, local and state organizations disappear due to lack of funding and volunteers. Legislation and school funding also disappear. The only way to keep availability—not just for today but for future generations—is the ongoing support and involvement of the GT community. And then by teaching others without <u>immediate</u> need about the importance on ongoing vigilance. Gifted education has a huge longrange "trickle down" benefit for everyone in many ways.<br />
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<b>One person or even a small group cannot make an effective fire brigade.</b> Legislation efforts cannot be effectively organized spur-of-the-moment, yet sometimes immediate action is needed for best results. Other advocacy groups have long found power in sustained and organized numbers. Resources need to be kept supplied in order to be available when they are needed.<br />
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<b>You don’t have to be a fire safety expert to make a difference.</b> “Gifted” education conferences and resources are not for educators only. While some circumstances or "conflagrations" are best left to the experts, generally gifted education and parenting present situations where everyone benefits—especially the students—by having a more informed and responsible public working in collaboration with educators, counselors, legislators, students, etc. If there is a problem, we all need to work together to solve it and the more prepared everyone is, the better.<br />
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<b>Model fire prevention early.</b> If you become involved in GT advocacy and legislation, and teach students positive and appropriate self-advocacy, you share a powerful life skill. The state affiliate’s Legislative Day is a good example of effective use of resources.<br />
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<b>Fire safety is excellent resource management.</b> The things you learn, the time you give and even the money you spend will all come back to you in resources preserved (good parenting, good education information, limiting potential frustration), in the short term and big picture (not just your GT student now, but also hopefully many GT students being able to becoming fulfilled adults and contributing to the world).<br />
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<b>Start somewhere.</b> This “preparedness announcement” isn’t intended to be guilt trip, rather a change of perspective: GT education and involvement as an investment. No, you can’t build a fire station by yourself. But you can check the batteries in the fire detectors in your home, join the Neighborhood Watch, and perhaps check out that CPR class (see if some friends will join you!). There’s a wonderful and caring community of other volunteer and expert firefighters who would be delighted to have your support!<br />
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Remember, only YOU can prevent—or at least ease—GT fires. . . .<br />
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<tr><td class="tr-caption" style="text-align: center;">The US Forest Service has a catchy phrase there.</td></tr>
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kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1tag:blogger.com,1999:blog-6988354726062804159.post-63881354785784018812010-08-17T13:30:00.000-06:002014-10-10T14:16:55.262-06:00When Worlds Collide (Or Diverge): An Inaugural Blog<div class="MsoNormal">
<a href="http://www.nagc.org/">NAGC</a> (National Association for Gifted Children) sent out a poll and included in the questions was one asking about subscriptions to parenting magazines. While I no longer subscribe to any, the question provoked an apt launching point for this blog. <br />
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My two parenting magazine subscriptions:<span style="font-family: Symbol;"> <span style="font: 7pt "Times New Roman";"> </span></span><br />
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<li><a href="http://familyfun.go.com/">Family Fun</a>: Arch-typical Disney fantasy all they way. Amazingly cute and user-friendly crafts, costumes, snacks, vacation articles, recipes, health articles, etc. Nicely presented and packaged. <i>Pleasantville</i> in magazine form. A real “porch” read. I confess that I stilI love thumbing through it –the beautiful modern, if commercial, idylls written on those glossy pages–and it inspired some lovely birthday parties.</li>
<li><a href="http://www.lifelearningmagazine.com/about.html">LifeLearning Magazine</a>: Unschooling. Unrepentant and subversive. From our early years (perhaps our BEST years) homeschooling. I kept the subscription for a long time because it inspired me, speaking to autonomous learning and parenting better than any other single publication I read. But overall it wasn’t quite our family’s reality either. </li>
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Welcome to my world. Or worlds.<br />
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The whole magazine scenario, brought to the fore by the NAGC questionnaire, is a metaphor for our entire parenting and schooling experience. Because I don't think there's a magazine for the creative parenting undertaken at our house. Instead it's been vaguely charted territory, best addressed in the supportive emails found on the listserves of the incredibly generous gifted online community. But unfortunately there’s no <a href="http://www.hoagiesgifted.org/">HoagiesGifted</a> Magazine. No little piece of "home" to arrive in my mailbox, complete with photos and "how-to's" every month. (Not that my children would have enjoyed following a step-by-step—and, heck, I don’t do well with following directions myself—but some sort of a reference beyond "Thar Be Dragons" would have been nice, because the warning wasn’t going to do any good; the kids were launching us into Terra Incognita regardless.)<br />
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Nevertheless, I remember the tinge of remorse that accompanied the eventual intentional lapsing of both subscriptions in recognition that the children had grown older. For better or worse, that ship had sailed and we'd already whipped past the benefits to be gained or ideals marked by the magazines' charts. Had we wanted to add those ports? Had we managed to? Sometimes yes, sometimes no. But the ship sails on. . . .<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqTqM3DsDr8EwanR4nzEguWcpUl6toK9-z-dYV4qMa3Ma8-MBP4FRuemJ96H62hNE3fXMwfwbfmFAK6lBQj77C2u8XR384uHLD7FzeJxesdt8lfK5rE5E5j3jjH7H5KwvTl-Sjv-jJjMMq/s1600/Linnea+as+Lucia.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqTqM3DsDr8EwanR4nzEguWcpUl6toK9-z-dYV4qMa3Ma8-MBP4FRuemJ96H62hNE3fXMwfwbfmFAK6lBQj77C2u8XR384uHLD7FzeJxesdt8lfK5rE5E5j3jjH7H5KwvTl-Sjv-jJjMMq/s320/Linnea+as+Lucia.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #0c343d;">Here's a homemade Christmas card from many years back. Despite the the unschooling and the frequent fights with the system, clearly I've never been able to move past a certain desire to embrace the traditional. (We were stretching a bit further back than Norman Rockwell: the costuming is for St. Lucia and, yes, that is live flame atop my child's head.)</span></td></tr>
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Recognizing that gifted adults are unlikely to find a single destination in life appropriate or desirable to them, my husband and I have done our best to encourage our children to approach life's diversity as travelers: to live in many worlds (literally and metaphorically), to be at home in their own skins, to be flexible thinkers and creative problem solvers, and hopefully to know that they will always find safe harbor with us. Now they are reaching the age where it is less about equipping them for their own journeys and, alarmingly, more about seeing how they begin to fare.<br />
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As for those magazines and the sometimes-perplexing juxtaposition between the microcosms of expectations and reality they present: On the up-side, I can still whip up an awesome Halloween costume when the need arises. But I'm more pleased that I ended up with creative individualists who enjoy making their own.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2dS6dx1oOlp8-s63YcU-zo9Jomb17VdyYS9to9VhhRkRX_ipGrT5LTf0spXT6oZPFNPjpKj_zctUVoEM2_0L5VWBCHL-vJ786HzfVyMGYrirfczsy81RVAEhaj6h0L3SJXYedBGFT3yrZ/s1600/Linnea+cookiemonster+slayer.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2dS6dx1oOlp8-s63YcU-zo9Jomb17VdyYS9to9VhhRkRX_ipGrT5LTf0spXT6oZPFNPjpKj_zctUVoEM2_0L5VWBCHL-vJ786HzfVyMGYrirfczsy81RVAEhaj6h0L3SJXYedBGFT3yrZ/s400/Linnea+cookiemonster+slayer.jpg" height="400" width="267" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #0c343d;">CookieMonster Slayer: willing to wear costumes even without occasion to during her two-year stint at public high school, my daughter enjoyed classmates' responses to this not-so-Family-Fun costume two Halloweens ago.</span></td></tr>
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kathee joneshttp://www.blogger.com/profile/16977930866859000543noreply@blogger.com1