6 ABCs of Being Smart: U is for Understanding · 6 ABCs of Being Smart: ... he ring of the final...

May

201

5 Vo

lum

e 4

| Is

sue

6

%0

r

a note from the editor

parenting for high potential

Inside 6

Best-selling author and newspaper columnist Regina Brett has said:“Summer is the annual permission slip to be lazy.

To do nothing and have it count for something. To lie in the grass and count the stars. To sit on a branch and study the clouds.”

If you have gifted children in your life, you know that sitting on a branch or counting the stars may only last a few minutes at best. Their boundless energy and curiosity will ultimately win over—and they will want to do something.

Summer is an important time to keep gifted children’s minds inspired and engaged, by creating experiences we normally don’t have time for during the school year. From summer-long projects in service-learning to quick boredom busters, this issue brings you dozens of ideas for how to keep your gifted child engaged over the next few months.

Also, be sure to check out the resource listing on universities and colleges that offer extensive programs (camps, enrichment, residential, schools) along with advocacy, counseling, consulting, and other services. See what kinds of programs, services, and support are available in your area, or a neighboring state, both in the summer and year-round.

So, what’s your plan for the dog days of summer? I hope Parenting for High Potential helps you create some awesome adventures and make lifelong memories for your gifted child and family.

Kathleen Nilles, [email protected]

6 Superb

Strategies for Summer Success

6 School’s Out for Summer! (And, Now What Do I Do with My Gifted Kid?) . . . . . . . . . . . . . 2By Kathleen Nilles

6 Service-Learning in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4By Jean Metzger and Kathy Frazier

6 Universities Aren’t Just for Big Kids! . . . . . . . . . . . . . . . . . . . . 8By NAGC Headquarters Team

6 ABCs of Being Smart: U is for Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

V is for Viewpoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15By Dr. Joanne Foster

May 20152 PHP | Parenting for High Potential

time-tested tips

School’s Out for Summer! (And, Now What Do I Do with My Gifted Kid?)

By Kathleen Nilles

The ring of the final school bell dismissing children for summer can be both a blessing and a curse for gifted parents.

Everyone looks forward to a break from the day-to-day school routine (including parents!), but how can parents entertain curious, energetic minds during the dog days of summer?

This month, we dug through the Parenting for High Potential archives to bring you 8 strategies for keeping your gifted child engaged, excited, and ecstatic when school’s out.

Nancy Hertzog, Chair Lake Forest Park, WA

Janette Boazman Irving, TX

Gerry Charlebois Lewisville, TX

Lisa Conrad Ambridge, PA

Denise Drain Indianapolis, IN

Rosina Gallagher Chicago, IL

Stephanie Georgiades Tampa, FL

Jake Giessman Columbia, MO

Mary Greene Las Vegas, NV

Keri Guilbault Bel Air, MD

Kristin Humbargar Underhill, VT

Susan Jackson Fountain Hills, AZ

Kathy Jones Chanute, KS

Michele Kane Long Grove, IL

Diana Reeves Mansfield, MA

Jennifer Ritchotte Greeley, CO

Kathleen Robinson Parker, CO

Rhoda Rosen Evanston, IL

Joan Franklin Smutny Wilmette, IL

Carolyn Welch Northbrook, IL

Editor-in-Chief: Kathleen Nilles

Editorial Assistant: Denise Notz

Layout & Design: Julie Wilson

Parenting for High Potential is published 8 times a year, 4 print issues and 4 digital issues, and is distributed as a membership benefit by the National Association for Gifted Children (NAGC). The views expressed in the magazine are those of the authors and do not necesarily reflect the views of NAGC or its Board of Directors. Copyright © 2015. National Association for Gifted Children, 1331 H Street NW, Suite 1001, Washington, DC 20005. 202-785-4268. www.nagc.org.

For advertising information, contact [email protected]

Published by

To access digital issues of Parenting for High Potential, visit http://nagc.org/resources-publications/nagc-publications/parenting-high-potential

Visit NAGC and Parenting for High Potential on

2014–2015 Parent Editorial and Content Advisory Board

NAGC Staff Liaisons: Karen Yoho and Kathleen Nilles


time-tested tips

1 Summer Campalooza. Summer camp has been one of the top ways parents through the gener-ations have kept their kids busy

during the summer months. Often gifted kids have special interests or needs beyond the typical park district offerings. This short article helps parents ask the right questions and provides resources for camps off the beaten path. Exploring Summer Camp Options by Desiree R. Lindbom-Cho, April 2013.

2 Selecting After-School Programs: Guide for Parents. It can be confusing how to select an appro-priate program for your gifted

child. This article provides an in-depth look at how to evaluate program focus, quality of engagement, and motivation for learning, along with the different types of programs required based on your child’s levels of expertise. Resources include university enrichment programs, cultural and creativity summer programs, academic and enrichment competitions, and online resources. Selecting After-School Programs: A Guide for Parents by Dr. Stephen T. Schroth, March 2007.

3 Talent Development Programs. Talent development programs exist across the country to provide research-based assessment, advanced academic

programs, and resources to enhance gifted education. Summer is prime-time for your child to explore a new area of interest or expand a current one through one of the many rigorous program offerings. Tools of the Trade by Renee Bacher, March 2010.

4 What to Do with the Young’uns? Often, many organized programs don’t officially start for gifted children

until they are starting or have completed kindergarten. So, how do we meet the needs of the under 6 set? These two articles focus on ways parents can keep the summer a sunny success for young gifted children by coupling at-home explora-tions with inquiry-based, investigative-re-lated activities outside the home. The Pivotal Role of Parents in Expanding the World of Young Gifted Children, December 2011, and Beyond School Walls: What Parents Can Do To Widen the Horizons of Their Gifted Learners, December 2014, both by Joan Franklin Smutny.

5 Create Your Own Home Camp! One way to extend learning opportunities for children is for parents to create their own camp

experiences. Learn how to set up your own home-based camp for older and

younger siblings alike. Summertime and the Livin’ is Easy by Dr. Christy D. McGee, July 2013.

6 Plan an Art Museum Treasure Hunt! Museum treasure hunts can range from the simple to very complex,

and often require very little prepa-ration. This comprehensive article shows you how to turn an art museum visit into a fun game, including treasure hunt ideas, art

categories, how to talk about art, and how to be an “art detective.” This timeless piece is a must-read before venturing out to a museum or art gallery this summer. The Art Museum Treasure Hunt by Partricia L. Hollingsworth, December 1998.

7 Boredom Busters. Inevitably, parents will hear, “I’m bored!” at one time or another this summer. This quick read reminds us of

simple ways we can find new places to see, new things to do, or familiar faces with whom to play on days where the children need a change of pace. I’m Bored: Spring Fever and the Gifted Child by Desiree R. Lindbom-Cho, March 2013.

8 All the World’s a Stage. Summer’s a great time to explore creative pursuits, so if your child has a flair for the dramatic, you must read

this article. These practical tips provide how-to’s for ways parents can nurture their child’s dramatic talents. This article includes tons of resources for helping young kids, adolescents, and teens explore acting, directing, producing, filmmaking, playwriting, makeup, costume design, technical crew, and theater games. Discovering the Next Superstar: Exploring Drama, Theater, and Acting with Children by Chris Gilman, June 2007. 0


making a difference

Service-Learning in Action By Jean Metzger and Kathy Frazier

In today’s society, children are inundated with information from the world around them. At school, they are engaged in critical reading and writing, along with an increased rigor in math, science, and social studies. At home, they might savor some

time to delve into a favorite book, spend quality time with family and friends, or explore the unlimited number of apps, websites, video games, computer programs, and digital tools. While children have these various opportunities at their reach, there’s often one valuable component missing from the learning process: a meaningful connection that ignites a passion to learn and to make a difference in the world.

How can parents and teachers help children accomplish a meaningful connection to learning? Service-learning is one way

“ Ser v ice-learning occurs through a cycle of act ion and ref lect ion. Personal and social development is l inked with academic and cogni t ive development . T he ex per ience enhances unders tanding; unders tanding leads to more ef fect ive act ion.”

—Jane t S. Eyler, Vanderbil t Univer si ty


making a difference

students can connect academics to real-world experiences—while linking meaningful service to learning.

What is service-learning? Service-learning combines service to the community with

student learning in a way that improves both the student and the community.1 Service-learning is experiential and hands-on, yet is based on a strong curriculum and academic foundation. It incorporates instruction and reflection, while teaching civic responsibility and strengthening communities.2 Through service-learning, kids work on real problems to help solve a community issue, thus making the learning experience authentic.

What is the difference between service-learning and volunteerism?

Service-learning is more than volunteerism or community service. According to the American Psychological Association, service-learning and civic engagement can be related but are not the same thing.3 Service-learning differs from community service or volunteerism in two distinct ways:• The service activity is integrated with academic curriculum

and content.• Students engage in reflection activities after their service

experience and apply their learning in real-life activities.4

What evidence supports service-learning? According to global youth service movement Generation On,

students benefit from service-learning in several ways, including:• Greater sense of the purpose for learning• Deeper understanding of themselves and empathy and

respect for others• Opportunities to explore skills and interests and to network

for career readiness• Guided practice in taking action as socially responsible global

citizens• Increased self-efficacy as they address community needs5

A national study of Learn and Serve America programs also suggests that effective service-learning programs improve academic grades, increase attendance in school, and develop personal and social responsibility. Whether the goal is academic improvement or personal development, through service-learning students develop important skills, such as critical thinking, communication, teamwork, civic responsibility, mathematical reasoning, problem solving, public speaking, scientific, research, and analysis.6

What do children learn through a service-learning project?

Engaging children in service projects provides many benefits: • Academic Outcomes. While involved in developing a

service-learning project, children are actively engaged in research, problem solving, and critical and creative thinking

loving the elderly

10,000 Random Notes of KindnessWhen 14-year-old Jacob’s grandfather died in 2010, it left a permanent impact on him. He was struck by the vulnerability of the elderly and was motivated to begin volunteering at nursing homes. There he discovered that the elderly are often neglected, receiving little love and kindness in their final, most precious stage of life.

This inspired him to create www.lovefortheelderly.org, a website that collects anonymous letters of kindness and sends them to elderly people in nursing homes and assisted living facilities. In one year, Jacob has received and distributed over 10,000 letters from across the world.


making a difference

as they develop and implement an action plan to help solve a real-world problem. Service-learning is interdisciplinary, and may involve math, writing, reading, and humanities. It also enhances technology skills.

• Social Outcomes. Involvement in service-learning provides opportunities to collaborate and develop leadership skills. Communication skills improve as kids share their ideas, motivate others to join in their cause, work with community partners, and make presentations.

• Intrapersonal Skills. Gifted children often experience anxiety related to their emotional intensity. They listen to the news and feel worried about their future. Service-learning empowers them to believe they can make a difference in the world. It strengthens their moral development. Gifted children who have tendencies toward perfectionism soon learn that they may face obstacles as they pursue imple-mentation of their action plan. Service-learning helps them change their mindset related to setbacks and view them as opportunities to learn, grow, and stretch their creative limits.

Lastly, P21, the Partnership for 21st Century Learning, stresses the importance of the 4C’s in preparing students for their future.7 The 4C’s include: • Critical Thinking and Problem Solving • Communication • Collaboration• Creativity

Service-learning provides children hands-on experience in practicing the 4C’s in real-world situations.

Whether parents are looking for a stimulating summer activity, or teachers are looking for new ways to spice up their curriculum, there are many reasons adults should explore service-learning projects with their children. In addition to benefiting the kids, adults will undoubtedly reap the rewards of a service-learning adventure. 0

Creating Successful Service-Learning Projects: Step-by-Step

The following framework will help you guide your child in developing a successful service-learning project.

1. Help Select a Meaningful Issue. Think about issues in your school, neighborhood, city, state, or global community. Read the newspaper, listen to the news, and explore the Internet. Take an “awareness walk,” “conduct a “gripe session,” and encourage your kids to think about issues about which they are passionate.

2. Research the Issue. Create a research plan. This might include scouring books, magazines, newspapers, and the Internet; conducting interviews; or creating a survey. Investigate service-learning projects others have created to help resolve the issue.

3. Develop a Project. Think about the topic selected and important challenges discovered through research. Focus the goal of the project. Do not make it too narrow

or try to solve the entire problem. Consider the following criteria in selecting a project: Cost, Resources, Time, Interest/ Passion, Acceptance, Need, Long-Term Effects, and Transportation.

4. Create Goals and a Vision. Imagine the outcome of your project. Develop goals to help accomplish your future vision.

5. Write an Action Plan. Giving your project a name will bring it to life. List the steps of implementation. Are there friends or classmates that might join in your cause? Are there partnerships you can form with community organizations or experts? Create a timeline. Consider obstacles you might face and how you would overcome them.

6. Take Action. Follow your plan and revise when necessary. Reflect, Evaluate, Celebrate.


making a difference

ResourcesWebsitesCorporation for National and Community Service

www.nationalservice.gov Future Problem Solving Program International

www.fpspi.orgGeneration On

www.generationon.orgGlobal Youth Service Day

www.gysd.orgYouth Changing the World

www.ysa.org

BooksFrazier, K., & Reynolds, E. (2012). Power up your creative

mind. Marion, IL: Pieces of Learning Publishing. Lewis, B. A. (2005). What do you stand for? For kids: A guide to

building character. Minneapolis, MN: Free Spirit Publishing. Lewis, B. A. (2008). The teen guide to global action: How to

connect with others (near and far) to create social change. Minneapolis, MN: Free Spirit Publishing.

Lewis, B. A. (2009). The kids guide to service projects: Over 500 ideas for young people who want to make a difference. Minneapolis, MN: Free Spirit Publishing.

Grants for KidsKids Care Club. Help your son or daughter start a Kids Care

Club. Kits are available at no cost. Ideas to support your son/daughter’s project are displayed at this site. http://www.generationon.org/kids-care-clubs

The Pollination Project. Provides $1,000 individual grants to change makers who wish to start projects that promote compassion around the world. https://thepollinationproject.org/

Authors’ NoteJean Metzger is a Gifted Intervention Specialist at Moreland Hills Elementary School in the Orange City School District in Pepper Pike, Ohio. She has dedicated her entire 20+ years of teaching to the field of gifted. Jean has presented at local, state, and national conferences in the areas of instructional technology, creative problem solving, service-learning, bibliotherapy, and social emotional needs of gifted children. Jean was awarded the Ohio Association for Gifted Children Teacher of the Year Award, Best Buy Teach Award, and the Industrial Information Institute for Education Outstanding Educator Award.

Kathy Frazier is the Gifted Education Specialist at Orange High School in the Orange City School District in Pepper Pike, Ohio, and an adjunct professor at Kent State and Walsh University. She is author of Future Problem Solving Teacher Activity Units and Power Up Your Creative Mind. Kathy has presented at national, state, and world gifted conferences in the areas of service-learning, creativity, problem solving, instructional processes, and instructional technology. Kathy was awarded Ohio Gifted Teacher of the Year and International Future Problem Solving Coach of the Year.

Endnotes1College of Southern Maryland. (2015). www.csmd.edu/ILC/Service-

Learning.html.

2National Service-Learning Clearing House. (2015). www.gsn.nylc.org.

3American Psychological Association. (2010). Civic engagement. www.apa.org/education/undergrad/civic-engagement.aspx.

4College of Southern Maryland, 2015.

5Generation On. (2015). www.generationon.org.

6College of Southern Maryland, 2015.

7The Partnership for 21st Century Skills. (2015). www.p21.org.

At Your Service

Want to know more about service-learning? The NAGC archives can help! Be sure to access these articles from the January 2012 issue of Parenting for High Potential:

• How to Help Your Child Make a Difference in the World Through Service-Learning by Dr. Alice W. Terry

• The Call to Meaning Through Service and Guardianship by Dr. Patricia Gatto-Walden

• Parent to Parent: Teaching Your Child to Give Back by Dr. Christy McGee

• Insights: Nurturing Empathy in the Young and the Gifted by Mariam Willis January 2012 1


Character is the ability to carry out a good resolution long after the excitement of the moment has passed. — Cavett Robert

The year 2011 is in our rearview mirror and 2012 is on the road in front of us, perhaps

with a New Year’s resolution mapping some of our behavior. I’ve had mixed success with my resolutions over the years. The resolutions that

I was invested in, connected with, and enthusiastic about stood the test of time. Being resolute means to be unwavering, undaunted, determined in action, and persistent. These are the characteristics that

come to mind when I think of the passionate endeavors of gifted children highlighted in this issue of PHP.

One of my resolutions this year is the same as it has been for some time: educating and informing those who do not understand the needs of gifted children and the consequences of needs that go unmet. Another resolution is to eat less sugar and curb my consumption of coffee. I can already tell you the one with which I’ll have the most success. On an editorial note, the ABCs of Being Smart column will now appear exclusively in our online editions. Happy New Year from PHP. 0

Dr. Jennifer L. Jolly, Editor-in-Chief [email protected]

6 A Message From the President ........................................................ 2 By Dr. Paula Olszewski-Kubilius, NAGC President

6 How to Help Your Child Make a Difference in the World Through Service-Learning ..................................................... 4 By Dr. Alice W. Terry

6 ABCs of Being Smart . . . E is for Education ................................... 8 By Dr. Joanne Foster

6 The Call to Meaning Through Service and Guardianship ............ 10 By Dr. Patricia Gatto-Walden, Chair, Global Awareness Network

6 Parent to Parent: Teaching Young Children to Give Back ............ 12 By Dr. Christy McGee, Chair, Parent and Community Network

6 Insights: Nurturing Empathy in the Very Young and Gifted .......... 14 By Mariam Willis, NAGC Parent Outreach Specialist

“ ”a note from the editor

Volu

me

1 Is

sue

4

%0

6 How to Help Your Child Make a Difference in the World

Through Service-Learning By Dr. Alice W. Terry Page 4


parent resources

Universities Aren’t Just for Big Kids!Look to local universities and colleges for gifted resources

Did you know that many local universities and colleges offer valuable resources for parents of gifted children? Not every university offers services for gifted—and not every university offers the same services—but it’s definitely worth it for parents to investigate the services their local university may offer:

Schools, Courses & Camps• Schools (Pre-K-12, early entrance, and distance learning)• Summer camps, both day and residential • Weekend enrichment programs • Online mentoring and courses

Consulting, Counseling & Testing• Assessment and testing services, for either their own programs

or talent searches• Telephone or in-office consultations

• Counseling services, for students and parents• Specialty services, such as for twice-exceptional students

Events• Annual parent and family days• Parent support groups

Resources • Gifted resource libraries• Legislative policy advocacy• Magazines and newsletters• Online listservs

While not necessarily inclusive, take a look at the list on the following pages as compiled by NAGC. If you know of a university that should be included on the list, please let us know! Contact Carolyn Kaye at [email protected]. 0

‘ Spencer had an amazing year...’h

Say thanks today. www.nagc.org/nagc-annual-fund

“ I have no doubt that his successes—both socially and emotionally— have come from the joint efforts of his gifted specialist and his Math/Science teacher. They have provided him endless support, love and encouragement.” —Erin Gribben, parent

Where would our gifted children be if not for the caring, committed teachers who have inspired them to reach higher, learn more, and do better?

Please show them your appreciation with a tax-deductible gift in their name to the 2015 Annual Fund.

We would be pleased to recognize the teacher you’ve honored in NAGC’s 2015 Year in Review. Spencer Gribben and Ms. Courtney Fowler,

his Math/Science teacher

4243 Teacher ad 2015.indd 1 5/5/15 11:33 AM


parent resources

University Services for Parents and Families

Scan this map to find universities/colleges within your state or region that provide programs, services, and resources to gifted children and their families. Match the number with the listing on the following pages to identify the appropriate university/college. Then, use the icon system below to identify which services/resources/programs are offered at each location. Contact [email protected] if you know of additional programs or changes to keep this list current.

(Originally compiled in September 2013.)

54

65

2

50

8

9

49

46

48 47

41

2019

11

129

23

24

4

3

17 18 1615

31

14

21

40

28

26

10

2752

5153

1242

3739 38

3433

43

45

25

30

7

13

22

32

36 35

44

55

56

Advocacy (Legislative & Policy)

Assessment & Testing

Consultation (Telephone or In-Office)

Counseling

Distance Learning

Schools (Early Entrance and/or Pre-K-12)

Summer & Weekend Enrichment Programs (Day and/or Residential)

Other (Resource Library, Newsletter/Magazine, Listservs, Parent Seminars, etc.)


parent resources

1 Samford UniversityBirmingham, AL

Dr. Patti Wood [email protected]

http://www.samford.edu

2 Arizona State UniversityGlendale, AZ

Dina Brulles [email protected]

http://education.asu.edu /

Herberger Young Scholars Academy Kimberly Lansdowne [email protected]

www.herbergeracademy.asu.edu

Barrett Summer Scholars Taylor Whitney [email protected]

3 Arkansas State UniversityState University, AR

Dr. Julie Lamb Milligan [email protected]

http://www.astate.edu

4 University of Arkansas at Little RockLittle Rock, AR

Jodie Mahony Center for Gifted Education Dr. Ann Robinson [email protected]

http://ualr.edu/gifted

5 Stanford UniversityStanford, CA

Stanford Pre-Collegiate Studies Program [email protected]

https://spcs.stanford.edu/

6 University of California, BerkeleyBerkeley, CA

Academic Talent Development Program [email protected]

http://atdp.berkeley.edu

7 University of Southern CaliforniaLos Angeles, CA

Sandra Kaplan [email protected]

www.rossier.usc.edu

8 University of DenverDenver, CO

Institute for the Development of Gifted Education Norma Lu Hafenstein [email protected]

www.du.edu/idge

Ricks Center for Gifted Children www.du.edu/ricks

9 University of Northern ColoradoGreeley, CO

Center for the Education and Study of Gifted, Talented, Creative Learners Jennifer Ritchotte [email protected]

www.unco.edu/cebs

10 University of ConnecticutStorrs, CT

Lisa Muller [email protected]

http://www.gifted.uconn.edu/

11 University of South FloridaTampa, FL

Elizabeth Shaunessy-Dedrick [email protected]

http://www.coedu.usf.edu

12 Georgia Regents UniversityAugusta, GA

Paulette P. Harris [email protected]

http://gru.edu/

13 University of Hawaii at HiloHilo, HI

Hawaiian EDventure [email protected]

www.hawaiianedventure.com/

14 Northwestern UniversityEvanston, IL

Center for Talent Development [email protected]

http://www.ctd.northwestern.edu

15 Ball State UniversityMuncie, IN

Kristie Neumeister [email protected]

http://www.bsu.edu

16 Indiana Wesleyan UniversityMarion, IN

Jim Elsberry [email protected]

www.indwes.edu

17 Drake UniversityDes Moines, IA

Dr. Sally Beisser [email protected]

http://www.drake.edu/soe/endorsements/gifted/

18 University of IowaIowa City, IA

Belin-Blank Center [email protected]

http://www2.education.uiowa.edu/belinblank/




Counseling

Distance Learning





parent resources

19 Emporia State UniversityEmporia, KS

Connie Phelps [email protected]

http://www.emporia.edu/elecse/sped/gifted.html

20 Wichita State UniversityWichita, KS

Dr. Kay Gibson [email protected]

http://www.wichita.edu/thisis/

21 Northern Kentucky UniversityHighland Heights, KY

Kimberly Clayton-Code [email protected]

http://gifted.nku.edu

22 Western Kentucky University Bowling Green, KY

The Center for Gifted Studies Dr. Julia Link Roberts [email protected]

www.wku.edu/gifted

23 Louisiana State UniversityBaton Rouge, LA

Jennifer Jolly [email protected]

http://uiswcmsweb.prod.lsu.edu/education/GraduatePrograms/Curriculum_and_Instruction/Gifted_Education/item49280.html

24 Louisiana State University ShreveportShreveport, LA

Cathy Singletary, Ph.D. [email protected]

http://www.lsus.edu/




Counseling

Distance Learning




www.ctd.northwestern.edu | 847/491-3782

Center for Talent Development Northwestern University

EXPLORE ALL OUR PROGRAMS ONLINE

Dynamic Pathways for Gifted Learners

Online Courses: Gifted LearningLinks Advanced subject matter, individualized pace and one-on-one engagement with instructors.

Northwestern University’s Midwest Academic Talent Search (NUMATS) Research-based assessment identifies academic ability, measures growth and connects students to resources and opportunities for advanced students.

Age 4 through Grade 12


parent resources

25 University of Louisiana—LafayetteLafayette, LA

Christine Briggs, Ph.D. [email protected]

http://curriculum.louisiana.edu/about-us/centers/center-gifted-education

26 University of Southern MaineGorham, ME

Jim Curry [email protected]

http://usm.maine.edu

27 Johns Hopkins University Baltimore, MD

Center for Talented Youth Chuck Beckman [email protected]

http://www.cty.jhu.edu

28 University of St. ThomasMinneapolis, MN

Karen Westberg [email protected]

http://www.stthomas.edu/celc/academics/giftedcreativeandtalentededucation/

29 Mississippi University for WomenColumbus, MS

Arden Mason [email protected]

http://web3.muw.edu

30 Lindenwood UniversitySt. Charles, MO

Mary Gismegian [email protected]

http://www.lindenwood.edu

31 Maryville University of St. LouisSt. Louis, MO

Steve V. Coxon [email protected]

http://www.maryville.edu/gifted

32 Truman State UniversityKirksville, MO

Joseph Baldwin Academy for Eminent Young Scholars Jana Morton [email protected]

http://jba.truman.edu/

33 Hunter College New York, NY

Hunter College Center for Gifted Education Dr. Elissa Brown [email protected]

Hunter College Campus Schools Hunter College Elementary Hunter College High School

www.hunterschools.org

34 Lehman College, CUNYBronx, NY

Christy Folsom [email protected]

www.lehman.cuny.edu

35 St. John’s UniversityQueens, NY

Dr. Seokhee Cho [email protected]

http://www.stjohns.edu/academics/schools-and-colleges/school-education/center-gifted-education

36 Teachers College, Columbia UniversityNew York, NY

James Borland [email protected]

http://www.tc.columbia.edu/c%26t/giftedEd/

Hollingsworth Preschool Lisa Wright [email protected]

http://www.tc.columbia.edu/centers/hollingworth

37 Meredith CollegeRaleigh, NC

Dr. Tisha A. Duncan [email protected]

http://www.meredith.edu

38 University of North Carolina at CharlotteCharlotte, NC

Michael S. Matthews [email protected]

http://education.uncc.edu/spcd

39 Western Carolina UniversityCullowhee, NC

Sharon Dole [email protected]

http://www.wcu.edu/academics/departments-schools-colleges/CEAP/ceap-depts/stl/special-education-programs/academically-or-intellectually-gifted-certification-k-12.asp

40 Cleveland State UniversityCleveland, OH

Susan Rakow [email protected]

http://www.csuohio.edu/cehs/departments/C_F/cf_gift.html




Counseling

Distance Learning





parent resources

41 The University of TulsaTulsa, OK

University School Debra Price [email protected]

http://utulsa.edu/academics/university-school/

42 College of CharlestonCharleston, SC

Julie Dingle Swanson [email protected]

http://cofc.edu/academics/graduate-degree-progs/certificateprograms/cert-gted.php

43 University of South CarolinaColumbia, SC

Thomas P. Hebert [email protected]

https://www.sc.edu/

44 University of Tennessee at ChattanoogaChattanooga, TN

Carol Taylor [email protected]

www.utc.edu

45 Vanderbilt University Nashville, TN

Vanderbilt Programs for Talented Youth Gem Thomerson [email protected]

http://pty.vanderbilt.edu

46 Baylor UniversityWaco, TX

Susan Johnsen [email protected]

http://www.baylor.edu/SOE/EDP

47 Lamar University Beaumont, TX

Dorothy Sisk [email protected]

http://www.lamar.edu/

48 Texas State UniversitySan Marcos, TX

Dr. Susan Field Waite [email protected]

http://www.education.txstate.edu/ci/

49 University of North TexasDenton, TX

Anne N. Rinn [email protected]

https://www.coe.unt.edu/educational-psychology/certification-programs/gifted-and-talented-education

50 Utah State UniversityLogan, UT

Scott L. Hunsaker [email protected]

http://teal.usu.edu/htm/endorsements/gt

51 College of William & MaryWilliamsburg, VA

Carol Tieso [email protected]

http://education.wm.edu/index.php

52 George Mason UniversityFairfax, VA

Beverly D. Shaklee [email protected]

http://www.gmu.edu/

53 University of Virginia Charlottesville, VA

Carolyn M. Callahan [email protected]

http://www.virginia.edu

54 Whitworth UniversitySpokane, WA

Sharon Page [email protected]

http://www.whitworth.edu/gifted

55 University of WashingtonSeattle, WA

Robinson Center for Young Scholars Dr. Nancy Hertzog [email protected]

robinsoncenter.uw.edu/

56 Univeristy of Wisconsin-MadisonMadison, WI

Wisconsin Center for Academically Talented Youth www.wcaty.wisc.edu

[email protected]




Counseling

Distance Learning





unconditional utterings

ABCs of Being Smart: U is for Understanding By Dr. Joanne Foster

Here are 10 useful guidelines to help you think intell igent ly and sensi t ively about gi f ted and high-abil i ty learners, and how to suppor t them emotionally, socially, and academically.

Understanding . Find out all you can about giftedness—its conceptual base, its implications, its joys, and its complexities.

Uncover . Carefully sift through reputable sources of information about gifted learners and approaches to gifted education. Thoughtfully consider the material and the various—and sometimes conflicting—perspectives. Be mindful of what’s best for your own child and family dynamic.

Uniqueness . Appreciate that giftedness is an “individual differences” phenomenon.

Uncertainty . Realize that there’s a lot we have yet to learn about high-level development. Children, too, experience bouts of uncertainty—about themselves, about their place in the ever-changing world, and about what they can and cannot do.

Unconditional love . Know that this is a given—and never compromised.

Uneven development . Accept that develop-mental pathways are diverse, and that developmental asynchrony is not uncommon.

Unusual circumstances . Recognize that each set of circumstances, each child’s span of growing up years and opportunities for authentic self-discovery, each learning environment, each social milieu, each transition, and each set of educational decisions has its very own stamp of distinction and has to be reflected upon and addressed accordingly.

Untrained teachers… Unconscionable! . Advocate for more teacher preparation, training, and professional growth programs that will enable educators to be more competent and targeted in their work with gifted learners.

Unwavering resolve . Provide support, encour-agement, and guidance on an ongoing basis to help children develop and maintain a strong sense of self and well-being.

Unequivocal . Acknowledge and stand up for the irrefutable right for appropriate, meaningful educa-tional experiences for all children.

Parenting for High Potential is continuing to look for ways to deliver content in the way you want it!

We’re happy to announce that the PHP brand will expand in Fall 2015 with the launch of a new, digital sister

publication—PHP2GO! All Parent Associate members will receive this mobile-friendly version of PHP quarterly

(October, January, April, June)—focusing on an all-important, current issue in the gifted landscape.

Members will continue to receive PHP in print form twice-yearly (August & February) to offer increased

timeliness and relevance to academic and social-emotional issues parents of gifted children encounter.

Look for the Parenting for High Potential Back-to-School print issue in your mailbox this August!

COMINGATTRACTIONSstudent-led conference

PHP2GO | Issue 1 | 1 | 2014 | NAGC


2GOIt’s Time to Revamp the Parent-Teacher Conference Process: Let’s Include the Child!Take a moment to reflect on the parent-teacher conferences

you’ve attended or what parent-teacher conferences were

like when you were in school. In many instances, the par-

ent-teacher conference has not changed a great deal over the

years. The typical routine often goes something like this:

• The school sets aside a date for parent-teacher conferences.

• Parents sign up for a time to meet with their child’s teacher.

• On conference day, during their timeslot, the parents and

teachers meet for a short time. • There is discussion of the child’s academic progress and behavior.

• The child, for whom the conference is being held, waits outside

of the classroom or at home to get a report from the parents.

• Post conference, parents report what they feel is best for the child

to hear and in a way they want their child to hear the news. They

may or may not discuss all of what was said in the conference.

What’s missing from this process? The child is missing from this

process. The child, the most important stakeholder, is visibly ab-

sent and a passive participant in the process. Other problems occur

with this model: • Gifted children who participate in curriculum enrichment or

gifted pullout programs often have a special teacher for those

classes. Because conferencing frequently takes place with only

the general education teacher, the development and the progress

of the gifted learner in the gifted setting is not always discussed

when the parents and the general education teacher meet.

• When gifted children are accelerated, they often have multiple

teachers. This can lead to multiple parent-teacher conferences

where the gifted student is left outside of the conversation.

• Parents often choose to conference with the one teacher that is

perceived to be accountable for the largest portion of their child’s

academic profile and expect that teacher to share reports from

their child’s other teachers. Now, clear the traditional image of parent-teacher conferences

from your mind and contemplate a conference process and set-

ting that has the potential to bring together multiple teachers to

collaborate on the growth and development of your child. Pic-

ture a process that allows for active student participation, posi-

tive psychological growth, planning for academic achievement,

self-evaluation, and the development of a strong and trusting

team of the child, parents, and teachers.

By Dr. Janette Boazman

ResourcesBailey, J., & Guskey, T. (2000). Implementing student-led conferences. Thousand Oaks, CA: Corwin.

Benson, B., & Barnett, S. (2005). Student-led conferencing: Using showcase portfolios. Thousand Oaks, CA: Corwin.

Kinney, P. (2012). Fostering student accountability through student-led conferences. Westerville, OH: Association for Middle

Level Education.Kinney, P., Munroe, M.B., & Sessions, P. (2000). A school-wide approach to student-led conferences: A practitioner’s guide.

Westerville, OH: National Middle School Association.


very important perspectives

V is for Viewpoints by Dr. Joanne Foster

Here are 15 VIPs—Very Important Perspectives—for parents to consider when supporting their child’s high-level development. The order

makes sense to me personally, however I invite you to prioritize this list for yourself because then you’ll be thinking even more carefully about the points!

• Values . Integrity, honesty, respect, compassion…What’s on your list of virtues that children should learn and that can’t be compromised?

• Verify . Help children find the truth, relevance, and meaning in what they undertake. It will spark their interest and motivation.

• Voice . Kids have to be able to express their opinions, concerns, and ideas—and possibly even vent—and that means parents have to listen (preferably attentively) and respond.

• Venture . Explore, discover, play—these are all action verbs that pave the way for learning and personal growth from infancy right through adulthood.

• Venue . The dictionary defines venue as “a place of action,” and it might be a home, a school, a store, a park, a beach, a museum, a gallery, or anywhere children can acquire varied experience of the vast world around them. The more venues visited, the more vistas, and vantage points.

• Vision . Following that thought, the more kids see, the more they learn.

• Volition . The act of choosing whether to put forth effort, to be creative, to engage in activities, to collaborate with others—these are just some of the many choices that affect children’s well-being and achievement levels. Kids have to be

willing to try, and to learn from their mistakes.

• Versatility . Children may want to pursue a variety of whims and interests (and why not?) but they might need support switching from one area of focus to another, and they likely won’t be equally adept at every-thing they try. Be available to offer guidance and encouragement when kids’ inclinations veer.

• Vicissitudes . Life is full of ups and downs. Nothing is really certain, and goals can be hard won, so children have to learn about resilience and a growth mindset.1

• Vigor . Children who demonstrate vitality, vivaciousness, and vehemence, including strengths of character and conviction, are forces to be reckoned with. (Very positive forces.)

• Volunteerism . It’s imperative that we show children how they can contribute to the community because we all belong to humankind. Continue to reinforce children’s commitment to the greater good.

• Vanguard . It means being at the forefront of a movement. Is your child a leader or a follower? Being on the frontline of anything takes courage and grit. (You might say valor.)

• Victory! . Success comes in different guises, and there is no one measure of it. How do you gauge success? More importantly perhaps, how does your child? Maybe determining happy

productivity is one way.

• Vulnerability . Even the most capable children are capable of being upset, or hurt; they may also have difficulty academically or socially. Part of being a good parent is to give them the tools to stay safe and confident, and to overcome challenges.

• Vigilance . In the whole scheme of things, it’s smart for parents to be watchful and wise. But wait—that’s the letter W. Next time…

Author’s Note Joanne Foster, Ed.D. has more than 30 years’ experience working in the field of gifted education. She teaches at the University of Toronto, and writes and presents extensively on a wide range of topics across North America. Her most recent book is Not Now, Maybe Later: Helping Children Overcome Procrastination (Great Potential Press, 2015).

Endnotes1Matthews D. & Foster, J. (2013). Mindsets

and gifted education: Transformation in progress. http://community.mindsetworks.com/blog-page/home-blogs/entry/mindsets-and-gifted-education-transformation-in-progress

6 ABCs of Being Smart: U is for Understanding · 6 ABCs of Being Smart: ... he ring of the final...

Documents

Transcript of 6 ABCs of Being Smart: U is for Understanding · 6 ABCs of Being Smart: ... he ring of the final...