Last week in Denver I attended the 59th
annual convention of the National Association
for Gifted Children (NAGC). The NAGC 2012 convention itself (Nov. 15-18) had
over 3000 attendees, 1000+ from Colorado--educators, administrators, counselors,
researchers and a growing number of parents. This does not include attendees of the Colorado Association for Gifted Children
(CAGT’s) “Parent Day at the National” on Nov. 17, which made available many
convention speakers and sessions, nor those attending the National Consortium of Specialized Secondary Schools in Math, Science and Technology (NCSSSMST) adjoining conference. The NAGC 2012 convention 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.
Considering Consensus and Outliers
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.
Some Highlights of the Convention
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 The
Ethic of Excellence. 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 website 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.
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”.
Throughout the convention there were many reflections on
the work of Annemarie
Roeper, 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.
The dynamic closing speaker, Jonathon Mooney, was also
particularly memorable (similar presentation in Oregon here). 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?”
Reflection
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. 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 work with gifted children find resources to strengthen and
refresh those efforts.
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 varied personal
and professional backgrounds sharing and learning together in support of these
children. How wonderful to connect with others who already realize that
parenting, educating and (most important!) being
a gifted child are often achingly complex and challenging. I could use more
days where this kind of understanding was already the norm!
