http://resources.prufrock.comRSS feeds for Gifted Children and Gifted Education Publisher - Prufrock Press60#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=385http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=385&PortalID=0&TabID=37http://resources.prufrock.comUnder NCLB, the academic progress of high-ability learners who are economically disadvantaged, English Language Learners, or historically underprivileged minorities has stagnated. That is the conclusion of a new report from the Indiana University Center for Evaluation and Education Policy. The report, Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education, concludes that after nine years of NCLB, these students "represent a smaller proportion of students scoring at the highest levels of achievement." In fact, the report makes it clear that while high-ability students from traditionally "over-represented groups" faired relatively well under NCLB, high-ability students from traditionally under-represented groups have made little progress. The report concludes, "whatever the effectiveness of ESEA/NCLB in shrinking the achievement gap at the level of minimum competence, there appears to be little comparable improvement at the advanced level." From the report, "the final conclusion is clear: there has been little progress in substantially reducing excellence gaps since the passage of NCLB." Download Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education (PDF format, 1.7 MB)JMcIntoshSat, 06 Feb 2010 21:08:00 GMTf1397696-738c-4295-afcd-943feb885714:385#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=384http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=384&PortalID=0&TabID=37http://resources.prufrock.com  NBC Learn has teamed up with NBC Olympics and the National Science Foundation (NSF) to produce a 16-part online video series that highlights the science behind winter sports, demonstrating how athletes preparing for the Vancouver Winter Games ski, skate, jump, and curl their way to Olympic gold. Each video illustrates how scientific principles apply to competitive sports. This is a great opportunity for educators to incorporate the Olympics into the classroom. It will engage both athletes and non-athletes alike with video titles such as: Aerial Physics: Aerial Skiing Competition Suits Banking on Speed: Bobsled  In each video, an NSF-supported scientist explains how a specific scientific principle applies to the sport. The athlete’s movements are captured on high-speed camera and then slowed down to illustrate scientific principles such as Newton’s Three Laws of Motion, the Law of Conservation of Angular Momentum, friction drag, speed, and velocity.   Athletes who are featured in the videos include: Rachael Flatt (figure skating)—straight-A high school senior Julie Chu (hockey)—two-time Olympic medalist and Harvard graduate John Shuster (curling)—2006 Olympic bronze medalist Emily Cook (freestyle skiing)—2006 Olympian J.R. Celski (short track speed skating)—2010 Olympic hopeful Liz Stephens (cross-country skiing)—2010 Olympic hopeful   For more information, see the article, The Science of the Olympic Winter Games.CFertigFri, 05 Feb 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:384#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=382http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=382&PortalID=0&TabID=37http://resources.prufrock.comAs a teacher or parent of gifted children, you know that finding others who share your passion for gifted education can be difficult. Finding information, resources, and support for gifted children can be a struggle. However, I believe that the growth of social networks offers a way to overcome the isolation that many advocates for gifted children feel. The opportunities to become involved with other gifted education advocates using the Internet and social networking are numerous and rapidly growing. For example, one gifted education advocate with whom I recently corresponded, Deborah Mersino, organizes weekly online chats during which gifted supporters from across the globe join in something called a "Twitter chat." If you are interested, join Deborah for a Twitter chat tonight to discuss "Delving Into the Digital Age: Tools & Tips for Teachers and Parents of Gifted Kids" at 7:00 p.m. EST. If you miss tonight's chat, simply visit Deborah's blog to find the date and topic for the next chat. Anyone can join the discussion, and doing so is very easy. To participate in tonight's chat, simply visit TweetChat, follow the set-up instructions, and use the special "hashtag" #gtchat in step 2 of the setup process. Yesterday afternoon at Prufrock Press, my staff and I launched two exciting opportunities for our customers to connect and discuss gifted education topics of interest. As of yesterday, we began using both Twitter and Facebook to help our customers and other gifted education supporters to reach out to one another. Twitter Follow the ongoing discussion about gifted education and advocacy for gifted education by following our Twitter feed. My staff and I have started posting lots of interesting ideas, resources, and comments related to gifted education. By following us on Twitter, you can join in that discussion. All you need to do is join Twitter and follow our Twitter feed. Click the icon below to join the discussion on Twitter! Facebook Become a fan of Prufrock Press on Facebook. We have big plans for building interesting and engaging content for our Facebook page. My editors will be encouraging discussions, posting pictures from gifted education conferences, and keeping you updated on the latest news in gifted education. We want our Facebook page to be a rich source of news and information about advocating for and teaching gifted children. However, don't just become a fan of our page--visit the page, post your ideas, and join in the discussion. Click the icon below to join the discussion on Facebook! I want to emphasize that my staff and I want to use our Twitter and Facebook presence to help connect our customers and fans with each other. We will use these tools to build an exciting, interactive social network focused on friendships, information, resources, and support. The more gifted education supporters who join us, the more exciting the experience will be. So, get involved today by joining Ms. Mersino's weekly chats, following Prufrock Press on Twitter, or becoming a fan of our page on Facebook.JMcIntoshFri, 29 Jan 2010 23:48:00 GMTf1397696-738c-4295-afcd-943feb885714:382#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=378http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=378&PortalID=0&TabID=37http://resources.prufrock.com  The Duke Gifted Letter always contains informative articles. The current issue contains a useful article about advocating for one’s gifted child. The article, titled Administrators of Gifted Programs: Paying Attention to the “Man Behind the Curtain, by Rick Courtright, explores best ways to interact with your administrator of gifted programs. The administrator of the gifted program (AGP) could hold any one of several professional roles in a school system: the designated coordinator of gifted education at the central office the superintendent or a principal a "lead teacher" the gifted resource specialist in a school There are two different types of advocacy: Microadvocacy—seeking to alter attitudes, beliefs, and practices of those who work with one child. Macroadvocacy—bringing changes that affect many students—attitudes, practices, policies, and resources at the district, state, or national level.   You might be concerned with microadvocacy when a teacher does not recognize your child’s high abilities and is not providing enough challenge. For a variety of reasons, it is always the best political strategy to begin with your child’s teacher. Courtright lists things to remember when working with teachers. Be sensitive to the fact that the teacher must share her time and attention with all students in the classroom, including those with disabilities and English language learners. Offer compliments about the positive aspects of your child’s relationship with the teacher and the classroom environment. Include what you are willing to do as a parent to be supportive. Consider including students who are in the upper grades in the conversation. Offer some specific strategies that you would like to see implemented, such as alternative assignments, compacted, lessons, or a referral for screening/evaluation for advanced learning opportunities. Do your homework ahead of the meeting to understand what is allowed by district policy and what is not. Confine the discussion to your child only. Do not discuss other children. Treat the teacher as a professional.  Macroadvocacy will be covered in the next issue of the Duke Gifted Letter. To subscribe (free),click here.CFertigFri, 29 Jan 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:378#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=379http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=379&PortalID=0&TabID=37http://resources.prufrock.com The Duke Gifted Letter always contains informative articles. The current issue contains a useful article about advocating for one’s gifted child. The article, titled Administrators of Gifted Programs: Paying Attention to the Man Behind the Curtain, by Rick Courtright, explores best ways to interact with your administrator of gifted programs. The administrator of the gifted program (AGP) could hold any one of several professional roles in a school system: the designated coordinator of gifted education at the central office the superintendent or a principal a "lead teacher" the gifted resource specialist in a school There are two different types of advocacy: Microadvocacy—seeking to alter attitudes, beliefs, and practices of those who work with one child. Macroadvocacy—bringing changes that affect many students—attitudes, practices, policies, and resources at the district, state, or national level.   You might be concerned with microadvocacy when a teacher does not recognize your child’s high abilities and is not providing enough challenge. For a variety of reasons, it is always the best political strategy to begin with your child’s teacher. Courtright lists things to remember when working with teachers. Be sensitive to the fact that the teacher must share her time and attention with all students in the classroom, including those with disabilities and English language learners. Offer compliments about the positive aspects of your child’s relationship with the teacher and the classroom environment. Include what you are willing to do as a parent to be supportive. Consider including students who are in the upper grades in the conversation. Offer some specific strategies that you would like to see implemented, such as alternative assignments, compacted, lessons, or a referral for screening/evaluation for advanced learning opportunities. Do your homework ahead of the meeting to understand what is allowed by district policy and what is not. Confine the discussion to your child only. Do not discuss other children. Treat the teacher as a professional. Macroadvocacy will be covered in the next issue of the Duke Gifted Letter. To subscribe (free), click here http://www.dukegiftedletter.com/subscribe/index.php .CFertigFri, 29 Jan 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:379#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=380http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=380&PortalID=0&TabID=37http://resources.prufrock.com    The Duke Gifted Letter http://www.dukegiftedletter.com/ always contains informative articles. The current issue contains a useful article about advocating for one’s gifted child. The article, titled Administrators of Gifted Programs: Paying Attention to the Man Behind the Curtain http://www.dukegiftedletter.com/articles/vol10no2_connex.html , by Rick Courtright, explores best ways to interact with your administrator of gifted programs. The administrator of the gifted program (AGP) could hold any one of several professional roles in a school system: the designated coordinator of gifted education at the central office the superintendent or a principal a "lead teacher" the gifted resource specialist in a school   There are two different types of advocacy: Microadvocacy—seeking to alter attitudes, beliefs, and practices of those who work with one child. Macroadvocacy—bringing changes that affect many students—attitudes, practices, policies, and resources at the district, state, or national level.   You might be concerned with microadvocacy when a teacher does not recognize your child’s high abilities and is not providing enough challenge. For a variety of reasons, it is always the best political strategy to begin with your child’s teacher. Courtright lists things to remember when working with teachers. Be sensitive to the fact that the teacher must share her time and attention with all students in the classroom, including those with disabilities and English language learners. Offer compliments about the positive aspects of your child’s relationship with the teacher and the classroom environment. Include what you are willing to do as a parent to be supportive. Consider including students who are in the upper grades in the conversation. Offer some specific strategies that you would like to see implemented, such as alternative assignments, compacted, lessons, or a referral for screening/evaluation for advanced learning opportunities. Do your homework ahead of the meeting to understand what is allowed by district policy and what is not. Confine the discussion to your child only. Do not discuss other children. Treat the teacher as a professional.   Macroadvocacy will be covered in the next issue of the Duke Gifted Letter. To subscribe (free), click here http://www.dukegiftedletter.com/subscribe/index.php .CFertigFri, 29 Jan 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:380#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=381http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=381&PortalID=0&TabID=37http://resources.prufrock.com  The Duke Gifted Letter always contains informative articles. The current issue contains a useful article about how to advocate for your gifted child. The article, titled Administrators of Gifted Programs: Paying Attention to the "Man Behind the Curtain," by Rick Courtright, explores the ways in which you can successfully interact with your child's administrator of gifted programs. Remember that the administrator of gifted programs (AGP) could hold any one of several professional roles in a school system. The APG could be: the designated coordinator of gifted education at the central office, the superintendent or a principal, a lead teacher, or the gifted resource specialist in a school. In the article, Courtright highlights two different types of advocacy, microadvocacy and macroadvocacy: Microadvocacy refers primarily to the work of individual parents who are attempting to bring about individual changes for their children. According to Courtright, "Microadvocacy involves seeking an alteration of attitudes, beliefs and practices of those who work most closely with one child: the teacher, guidance counselor, gifted resource teacher or specialist."  Macroadvocacy refers to the work of parents, practitioners, and policy makers who are seeking to change the educational landscape for a large number of children. As Courtright notes, "Macroadvocacy involves the process of bringing change(s) that affect many students—the attitudes, practices, policies and resources at the district, state or national level." You might decide to try microadvocacy when a teacher does not recognize your child’s high abilities and is not providing enough challenge. Courtright argues that, for a variety of reasons, it is always the best political strategy to begin with your child’s teacher. In the article, he lists several things to remember when working with your child's teacher. Be sensitive to the fact that the teacher must share his or her time and attention with all of the students in the classroom, including those with disabilities and English language learners. Offer compliments and let the the teacher know if you admire something that he or she has done inside the classroom. Mention what you are willing to do as a parent in order to be supportive. If your child is in the upper grades, consider including him or her in your discussions with the teacher. You may even wish to bring your child along when you meet with the teacher face-to-face. Offer the teacher some specific strategies that you would like to see implemented, such as giving your child alternative assignments, compacted lessons, or a referral for additional screening and evaluation. Before you meet with the teacher or with someone else at your child's school, research the school district's rules and regulations so that you can fully understand the district's policies. Confine the discussion to your child only. Do not discuss other children. Remember that the teacher is a busy professional. Treat him or her with respect and understand that the teacher may not be available to you at every moment. Schedule meetings ahead of time and plan for them accordingly so that you can use that time efficiently.  Macroadvocacy will be covered in the next issue of the Duke Gifted Letter. To subscribe (free), click here.CFertigFri, 29 Jan 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:381#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=377http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=377&PortalID=0&TabID=37http://resources.prufrock.com    The January/February 2010 issue of The Atlantic features a noteworthy article titled, What Makes a Great Teacher? Although the article does not focus on gifted education per se, it is still worth a close read. The article discusses specific attributes that excellent teachers with exceptional track records tend to display in the classroom. (It is important to note that these attributes are based on research that was conducted by the nonprofit organization, Teach for America, which advocates for teacher reform. It is also important to note that the group's research focuses solely on teachers who work in underperforming school districts where the primary goal in the general education classroom is to get students to perform at or above grade level.) The article outlines several specific recommendations that the organization makes for recruiting and hiring successful teachers, particularly in underserved communities. For those of us in the gifted education community, the traits identified in the article may be ones that we should perhaps consider first before we consider any additional teacher characteristics that might be specific to gifted education. (See my previous blog entry titled, Training and Competencies of Teachers of the Gifted.) Amanda Ripley, the author of The Atlantic article, writes that although parents worry about sending their children to the “right” schools, statistical research shows that the schools themselves do not matter as much as the quality of the individual teachers. Ripley notes: “Teacher quality tends to vary more within schools—even supposedly good schools—than among schools. But we have never identified excellent teachers in any reliable, objective way." Teach for America (a nonprofit organization that recruits college graduates to spend 2 years teaching in underperforming, high-poverty schools) has been working to change this. According to Ripley, the organization has spent more than a decade rigorously studying the educational outcomes of kids in underperforming school districts in an admirable attempt to explain "why some teachers can move those kids three grade levels ahead in one year," while others are unable to accomplish this. By following students in underperforming school districts and analyzing the techniques and attributes of the school districts' teachers, the organization concluded that the most effective teachers in those school districts displayed five professional qualities. They: tended to set big goals for their students; were perpetually looking for ways to improve their effectiveness; avidly recruited students and their families into the process; maintained focus, ensuring that everything they did contributed to student learning; planned exhaustively and purposefully—for the next day or year ahead—by working backward from the desired outcome; and worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls. (para. 26-27) Teach for America has also carefully studied what to look for when hiring candidates for its program. Many of the assumptions that they held in the early years of the program about which candidates would make exceptionally effective teachers were found to be unreliable. However, three traits stood out as very important. Such traits included: A history of perseverance. (Recruiters at Teach for America believe that tenacious, goal-oriented individuals tend to "work harder and stay committed to their goals longer.") A positive, happy attitude. (As Ripley notes: "Teachers who scored high in 'life satisfaction'--reporting that they were very content with their lives--were 43 percent more likely to perform well in the classroom than their less-satisfied colleagues.") A record of achievement. (Ripley writes: "Recruits who have achieved big, measurable goals in college tend to do so as teachers. And the two best metrics of previous success tend to be grade-point average and 'leadership achievement'--a record of running something and showing tangible results.")  A master’s degree in education was found to have no impact on classroom effectiveness.   Teaching as Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap, by Steven Farr, the vice president for knowledge development and public engagement at Teach for America, will be released next month. The book lays out the model that the organization uses. Given the success ratio of Teach for America, this is a book that we should all consider studying.CFertigFri, 22 Jan 2010 10:50:00 GMTf1397696-738c-4295-afcd-943feb885714:377#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=376http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=376&PortalID=0&TabID=37http://resources.prufrock.com  Psychology Today recently featured a provocative article on its website, titled, Parenting: Do You Want a Gifted or Hard-Working Child? This particular article caught my eye because it presents an alternative way of thinking about parenting gifted kids. I wanted to share it with the gifted education community because it provides some food for thought. The author of the article, Jim Taylor, notes that although "the world is full of gifted failures," parents continue to "hope beyond hope that their children are gifted." Kids often feel the same way. According to Taylor, whenever he asks a group of kids whether they would rather be gifted or hard working, almost all of them say that they would rather be gifted. In their view, being gifted means that that they are not only destined for success, they won't have to work that hard for it either. Hard work and perseverance are crucial components of success. However, many people tend to negate the importance of hard work and practice and instead believe that achievement is based on ability alone. This is a dangerous misconception, particularly for gifted kids. Because learning comes so easily to them when they are young, gifted kids often fail to learn that there is an important link between effort and outcome. They assume that their achievements are a result of their natural ability and that, conversely, their failures are a result of their ability, as well. As Taylor writes: "If gifted children attribute their successes to their ability, when they fail--which they inevitably will sooner or later--they must attribute their failures to their lack of ability (they must be stupid or untalented)." Unfortunately, this kind of misguided thinking can lead kids to give up on a task prematurely because they fear that they aren't good enough. They don't understand that effort is just as important to success as ability. If these kids continue to succeed with limited effort, they will eventually find themselves in an environment (such as a selective college or university) where nearly everyone is gifted. As Taylor writes: "At this point, giftedness isn't what ultimately determines who becomes truly successful. What separates those children who are simply gifted from those who are gifted and successful is whether they possess the skills to maximize their gifts. Unfortunately, these children will find that their inborn talent is no longer sufficient to be successful. Because everything comes so easily to them, many never learn the skills--hard work, persistence, patience, perseverance, discipline--that will enable them to become truly successful."   Taylor even goes so far as to say that parents should not tell their children that they’re gifted because it will put an unnecessary burden upon them. As Taylor writes: "Instead of emphasizing your children's giftedness, you should talk to them about the attitudes and skills--which are under their control--that they will need to fully realize their talents." Taylor also believes that we should not tell a child that he or she has great potential because having potential means that a youngster has done nothing yet. Potential implies eventual adult success, and, as Taylor writes, we are simply not very good at predicting who will become successful in life. According to Dr. Anders Ericcson, a professor at Florida State University who has studied expert performance in sports, music, mathematics, and other activities, the single greatest predictor for success is how many hours a person has practiced an activity. The more hours one practices, the better he or she is. (Remember the 10,000 hours rule that Malcolm Gladwell championed in his book, Outliers? That rule is based on a study that Ericcson conducted. According to the 10,000 hours rule, it takes approximately 10,000 hours of deliberate practice to achieve mastery.) As Taylor writes: "Hard work means children putting in the necessary time, sticking with it when it's not always fun, persevering in the face of setbacks and failures, and developing all of the skills necessary to become successful."   And so now we have one more way of looking at the capabilities and possibilities of young people. Be sure to check out the comments section at the bottom of Taylor's article for an ongoing discussion of his viewpoints.CFertigFri, 15 Jan 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:376#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=375http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=375&PortalID=0&TabID=37http://resources.prufrock.com   There is a common misconception that gifted children experience more social and emotional troubles than average children. However, research shows that most gifted young people are well-adjusted and have a strong circle of friends. For a clearer understanding of the importance of gifted children's friendships, you will want to consult the following resources: The Davidson Institute for Talent Development The Institute's website offers numerous links to articles that expand on this theme, as well as information about a wide variety of books that discuss friendship and giftedness. Articles that may interest you include: Tips for Parents: Gifted Children’s Friendships Tips for Parents: Socialization and the Profoundly Gifted Child The Impact of Giftedness on Psychological Well-Being Highly Gifted Children and Peer Relationships Aspects of Personality and Peer Relations of Extremely Talented Adolescents A Cross-Sectional Developmental Study of the Social Relations of Students Who Enter College Early Friendship Patterns in Highly Intelligent Children SENG (Supporting Emotional Needs of the Gifted) "Play Partner" or "Sure Shelter": What Gifted Children Look for in Friendship  The Duke Gifted Letter Harnessing Gifted Girls' Emotional Strengths How Do I Know if My Child Is in the Right Peer Group? Finding True Peers Networking Is Fun! Networking Is Easy! Social Disinterest CFertigFri, 08 Jan 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:375#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=374http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=374&PortalID=0&TabID=37http://resources.prufrock.com  Advanced vocabulary development is essential for students for many reasons. It not only helps students excel at college admissions tests, it also helps them succeed in a wide variety of endeavors. For example: Increasing students' vocabulary encourages them to use more descriptive words when writing or speaking and enables them to communicate their thoughts more clearly. Understanding the meaning of a wide range of words allows students to comprehend their reading more easily, thus increasing their retention. Having a larger vocabulary helps students' verbal communication flow and helps them to avoid making unnecessary noises such as "umm" and "uhh" when they speak.  Using richer and more colorful words helps students project a more intelligent image. Having the right vocabulary for planning and solving problems helps students maximize their thinking skills.  There are many ways that students can increase their storehouse of words. Students can increase their vocabularly significantly by reading widely and actively, noticing and looking up new words as they read. Students should also seek out classics and other books that require them to pay close attention and think deeply about language and ideas. Students looking for a fun and relaxing way to learn new words should try playing crossword puzzles and word games. These activities help students to not only learn new words, but also learn alternative meanings for words. Students wishing to deepen their vocabulary further should study the meanings of root words, as well as prefixes and suffixes. These devices help students guess the meaning of words that they do not already know. They also help students gain a broad understanding of language. Students who wish to experiment with the words that they use on paper should try using a thesaurus when they write. They will not only learn new words this way, but they will also gain a richer appreciation for choosing the right word in a sentence. The following websites represent just a few of the online activities that encourage students' vocabulary development: FunBrain: Rooting Out Words has good exercises for students in elementary and middle school. English Games features a variety of vocabulary games for all ages, ranging from simple games for elementary school students to advanced games and quizzes for high school students who are studying for the SAT and ACT. Number2.com offers free online test preparation, including a vocabulary builder. This website includes practice sessions that adapt to a student's ability level. The website requires students to set up a free account. SuperKids: PSAT and SAT Vocabulary Flashcards and Matching Games allows students to study and learn more than 1,000 words that are frequently found on the PSAT and SAT exams. Word Games From Merriam-Webster has more than a dozen different online word games that students may enjoy. CFertigFri, 01 Jan 2010 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:374#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=372http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=372&PortalID=0&TabID=37http://resources.prufrock.com  Gifted students enroll in summer programs for a wide variety of reasons. They may choose to enroll in a summer program in order to: spend valuable time with others who are at a similar intellectual level, concentrate on a specific area of interest or ability, enhance their academic study with additional enrichment opportunities, burnish their credentials so that they have a better chance of gaining entrance to an elite college, "try out” an academic area of interest, or earn early college credit. Cogito is an online community for gifted youth that is sponsored by Johns Hopkins University. As of today, the website has listed more than 430 summer programs in all academic areas. These programs are located all over the United States, as well as the world. Most of the programs listed are designed for middle school and high school students, but some programs are designed for elementary school students, as well. Some programs are residential and some are commuter. Opportunities can be sorted by title or by organization. There is also a search engine built into the website that allows you to sort by grade level, acceptance requirements, and location. You also may want to check out Hoagies’ Gifted Education Page: Summer and Saturday Programs for more summer enrichment ideas.   Selecting an appropriate summer program for your student can seem like a daunting task. NAGC (National Association for Gifted Children) has several articles that you may find helpful as you sort through your list of choices. How to Choose a Summer Program Questions to Ask When Researching a Summer Camp Summer Camps: An Opportunity for Exploration, Focus, and/or Fun? Remember that many of these programs have strict deadlines for admission. Whatever your reason for enrolling your student in a summer program, be sure to start the process now before it is too late.CFertigFri, 25 Dec 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:372#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=371http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=371&PortalID=0&TabID=37http://resources.prufrock.com  Do you have a budding young artist at home or at school? Or do you know one that you would like to inspire? Try paper art. Students can easily experiment with this medium at home or at school, using inexpensive, easy-to-find materials to create fanciful pieces of art. Depending on the project, the process of working with paper art may include copying another artist's previous designs or techniques. There’s nothing wrong with learning paper techniques by copying. The creative part comes when individuals take those copied techniques and use them in different ways to generate fresh interpretations. Here are some great places to look for inspiration and ideas, whether your student is copying another artist's techniques or creating her own: Copying YouTube—Search for “Paper Art,” or “Origami,” or “Paper Folding,” to name just a few, and you will find all kinds of videos showing how to create paper art. Magazine Mosaic—Create an original mosaic using a paper plate and cut up magazine pieces. Creating 100 Extraordinary Examples of Paper Art—I promise that you will love this website. Here, 13 artists showcase their amazing pieces of paper art. Some of the artists featured here use simple materials, while others resort to the unexpected to create stunning work. WebUrbanist—Here, more artists showcase their paper art. There are some repeats from the preceding website, but this website is still worth viewing. Jen Stark's Paper Art—Here is a video showing how one artist uses very inexpensive materials to create wonderful examples of paper art. CFertigFri, 18 Dec 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:371#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=373http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=373&PortalID=0&TabID=37http://resources.prufrock.comThe National Association for Gifted Children recently released its "State of the Nation in Gifted Education" report. The report offers a frustrating picture of this nation's commitment to providing a quality education to our most talented students. The report concludes. . . Gifted programs are embarrassingly underfunded--Gifted education is without support at the federal level, and states do a poor job of funding programs. Thirteen states have no gifted education funding at all, and most other states provide only token support. Teachers are untrained and underprepared--Training in gifted education identification and teaching methods is seldom a requirement for teachers, even teachers working in specialized programs for gifted students. Services offered to gifted students are haphazard and piecemeal--Gifted students often can expect fragmented and uncoordinated services and opportunities. Gifted education has no accountability--Absent any reporting or accountability measures to ensure that services are delivered equitably, there is no way that local districts or states can monitor and improve gifted education services. The report's "Executive Summary" concludes that: Our nation needs a comprehensive, national gifted education policy in which federal, state, and local leaders work together to ensure that all gifted and talented students are identified and served by well-trained teachers using challenging curriculum to meet their advanced learning needs. Supporting teacher training and professional development, designing and sharing model identification and service programs, and eliminating policies that obstruct students from receiving appropriate instruction are core elements of a national strategy to support our most advanced learners. A greater investment in these children is a greater investment in our nation's future. (p. 4) "Amen," I say. But I have little optimism that this problem will find its solution on the national level. My experience with gifted education over the last 20 years leads me to believe that there is little will at the national level to tackle this problem. Politicians and special interest groups discount gifted education as elitist and unnecessary, regardless of the realities that gifted kids are facing in our schools. On the other hand, at the local level, parents of gifted children hear such nonsense and call it ridiculous. These parents have real kids who are gifted and need quality services. They push schools and administrators to implement programs at the local level. As a result, we have a patchwork of quality programs and wide disparities in gifted education from one school district (or even one school) to the next. I wish I had more optimism about gifted education leadership and funding at the national level. However, over and over, it seems that truly effective advocacy is wielded by parents at a grassroots level. Unfortunately, this fact will continue to cause wide disparities in gifted education until we find the national will to face this country's shoddy approach to educating gifted children.JMcIntoshMon, 14 Dec 2009 20:07:00 GMTf1397696-738c-4295-afcd-943feb885714:373#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=370http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=370&PortalID=0&TabID=37http://resources.prufrock.com   Back in the 1970s and 1980s, Benjamin Bloom’s Taxonomy was widely used (and often misused) in classrooms. It was misused when educators assumed that if they taught the highest levels on the taxonomy, then all of the needs of the gifted would be addressed. It was also misused when educators assumed that they could jump right to the highest levels, negating the importance of the lower levels. For example, an educator might ask a student to read a book and evaluate the character's actions, but not ask the student to support his or her conclusions with evidence from the book. Bloom’s Taxonomy was eventually updated, or revised, in 2001.Whether you apply the original version or the revised version, Bloom’s Taxonomy is still a good tool when used appropriately because it encourages higher level thinking skills. Some websites that are helpful when trying to understand and use Bloom’s Taxonomy include: Key Words, Model Questions, and Instructional Strategies—Here you will find great lists of starter words and questions for all of the levels of the Taxonomy. The Differentiator—Here is a wonderful online tool that you can use to create objectives for differentiated instruction. Bloom's Taxonomy Blooms Digitally—This website applies Bloom’s Taxonomy to tech learning. Bloom's Taxonomy Mathematics Chart—This website applies Bloom’s Taxonomy to Math. CFertigFri, 11 Dec 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:370#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=369http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=369&PortalID=0&TabID=37http://resources.prufrock.com   I am often asked the question, "What does it mean to be gifted?" and my standard answer usually is, "I have no idea." I realize that is a rather strange response from a gifted and talented specialist, but it is an honest answer. I will then expand my reply by stating that although there isn't a universal definition of giftedness, I still consider myself an advocate for students who have strong interests and/or strong abilities in one or more areas.   I am not alone in realizing that there is not a universal definition of giftedness. Even the National Association for Gifted Children (NAGC) acknowledges this.   For a broad discussion of the many definitions of giftedness, you can consult previous blog entries on this website, including: The Label of Gifted--Is There a Better Way? April 16, 2005 The Label of Gifted Education, September 21, 2007 Concomitant Characteristics of the Gifted, November 2, 2007 Profoundly Gifted, December 26, 2008 The Evolving Definition of Giftedness, February 20, 2009 David Shenk's Giftedness Controversy, July 31, 2009  As you can expect in the evolving world of technology, a few of the links in these blog entries are no longer valid. Nevertheless, you will find a rich exploration of the various theories of giftedness.   We shouldn't get too hung up on the definition of gifted. No one is denying that students need educational paths that suit their strengths and interests (and some of these needs are quite high). However, we also shouldn't let the definition of a word cause stumbling blocks that hinder the process of those needs being met.CFertigFri, 04 Dec 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:369#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=368http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=368&PortalID=0&TabID=37http://resources.prufrock.com   Bringing weekly speakers into the classroom broadens the interests of gifted students and encourages individual passions. It also makes it possible for some students to find an exciting new area of passion. By inviting speakers to your classroom, you will: expose your students to a wide range of subjects and people, show them that their interests and ideas are valued, and help them to begin their career education at an early age. The classroom is also a much more intimate and valuable setting than a school assembly.   Here are a few examples of speakers that I used at the elementary school level in the Denver, CO, area:   Student interest: Astronomy Speaker: A female scientist from The National Center for Atmospheric Research (NCAR) brought a wonderful slide show on solar flares and explained their many effects to students.   Student interest: Animation Speaker: The owner of a local animation company brought in a short video about his company, presented some animation production cels, showed the kids how to make flip books using their own animations, talked about jobs in animation, and explained the education that one should have in order to follow a career in animation.   Student interest: Snakes Speaker: A member of the local herpetological society brought in some live snakes and talked about his own personal interest in the animals, their life habits, and what we should all know and understand about snakes.   Because it can be very time consuming for teachers to find speakers, parents can play a vital role with the teacher's guidance. Here are some suggestions for setting up a similar program: Survey students to find out areas of interest that they would like to learn more about. Do not give them a list of possibilities to check off. Instead, just have each child write on a piece of paper at least three things that he or she would like to explore. These ideas do not have to be academic. Have a small group of volunteer parents sort through the students' ideas and try to group them. Are there some recurring themes? Have the same group of parents brainstorm about places where they might find speakers that would address student interests. After discussing their ideas with you first, parents can begin making contacts. Once schedules are set up for speakers, ask parents to contact the speaker again a week or two in advance to confirm the date and time and find out if there is anything special that the speaker will need. Make sure that parents keep you informed of any communication that occurs between them and the speakers.  Locating Potential Speakers Start close to home. Are there people you know personally that would match a student's interest? Are there parents at the school that have a strong personal interest or profession that would match another student's chosen topic? What are some of the companies in your community that might have individuals that could present? Many larger companies actually have speaker bureaus. What about people who work at museums, theaters, orchestras, or universities? Or, what about individuals who work as mathematicians, authors, or cartographers? No matter what the interests of the students may be, you can probably find a speaker nearby if you live in a large metropolitan area. Don't be afraid to approach people. They can always say no, but I think you will be surprised by the people who say yes.   Setting Up Guidelines for Speakers Decide what day and time you would like to have the speaker. (I always chose Friday afternoons, because it was a nice end-of-the-week activity.) We tried to have a speaker every week that it was possible. Be clear about exactly what time you need the speaker to start, the physical condition of the classroom, the types of students that they will be working with, and whether or not you want the talk to be interactive. Sometimes those outside the school system don't understand the difficulties that are presented when an expected person doesn't show up right on time, and so be careful to explain all of that.   Making the Speaker Feel Welcomed Make certain that the class has reviewed appropriate behavior for honoring a guest in the classroom. Remind them that this is a special occasion and a privilege. Have someone meet the speaker at the front door of the school building. This could be a parent and/or student (depending on the grade level). Let the speaker know how much the class is looking forward to the presentation. Have the student or students who chose the area of interest briefly explain to the class why they selected that particular topic. Decide on a way to thank the speaker for taking time to come to the classroom. Students may write letters, draw pictures, create something to send to the speaker, or anything else that you feel suits the situation.  It takes quite a bit of time and organization to set up a program like this in a classroom, but I know that you will find it well worth the effort. CFertigFri, 27 Nov 2009 10:00:00 GMTf1397696-738c-4295-afcd-943feb885714:368#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=367http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=367&PortalID=0&TabID=37http://resources.prufrock.com    Harvard University professor and noted political philosopher, Michael Sandel, has taught his legendary moral reasoning course, Justice, for nearly 30 years. Now, Harvard has made this excellent course available (free) over the Internet. This course is a real exercise in critical thinking. Sandel prods his students to not only think deeply about some of the thorniest moral dilemmas that humans face, but to also rethink their positions from an alternative perspective. After all, important moral questions are "never black and white." As noted on the website: "Sorting out these contradictions sharpens our own moral convictions and gives us the moral clarity to better understand the opposing views that we confront in a democracy. . . Professor Sandel believes the process of thinking one's way through the difficult moral questions of our day—figuring out what we think, and why—helps make us better citizens." If gifted students are mature enough to discuss deep moral dilemmas and examine their own thinking, then this course will be well worth their time. The course also presents an excellent opportunity for gifted students to engage in challenging discussions, both at school and at home. The Internet version of Justice includes 12 very interesting lectures. During the lectures, Professor Sandel engages his students at Harvard by calling upon them in class and asking for responses to the dilemmas that he presents. Before viewing a lecture, students can read a synopsis on the website. Then, after viewing the lecture, they can create a private Discussion Circle online and invite their peers to post answers to Sandel's questions. For those who want to extend their learning even further, several of the lectures offer additional readings that can be found right on the website—no need to buy books or search for materials—in addition to interactive quizzes and discussion guides for beginning and advanced students. If you know of a mature, gifted student who would benefit from this course, I highly recommend that you take a look at all the materials available. The Justice lecture series also can be found on some public television networks. CFertigFri, 20 Nov 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:367#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=366http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=366&PortalID=0&TabID=37http://resources.prufrock.com   I am not an advocate for one educational method over another. Instead, I prefer to look at the attributes of various models and apply what works best. After all, what works for one family, or for one child, may not work for another. If you read my book, Raising a Gifted Child: A Parenting Success Handbook, you will see that my mission is to inform students, parents, and teachers about the many educational possibilities that are available to them so that they can make better choices in the future. Whether or not you homeschool your child, you will find that many helpful ideas come from homeschooling networks. Parents choose to homeschool their children for a variety of reasons. One common reason is that they have found that their children's academic needs are simply not being met through traditional schooling. At A to Z Home's Cool Homeschooling, there is an entire section dedicated to homeschooling gifted children. This website provides answers to the following questions: Why do some parents choose to homeschool their gifted students? How does one know where to begin the process of homeschooling? Where can one find mentors? Where can one find good distance learning programs? What problems might one encounter when homeschooling gifted students? How can the social needs of a homeschooled gifted child be met? Where can high-quality resources such as books, forums, and e-mail lists be found?   Much of this information can be important to both parents who homeschool their children and to parents who offer their children a more traditional education. Parents and teachers should remember that it is possible to combine traditional schooling with homeschooling. For example, a young person may attend regular school for part of the day and then be homeschooled in an area of particular strength after school.CFertigFri, 13 Nov 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:366#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=365http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=365&PortalID=0&TabID=37http://resources.prufrock.com   Are you looking for meaningful enrichment for your math student? Do you have a young person who is capable of more in-depth math reasoning than is offered in the regular school environment? Do you have a youngster who is excited about mathematics and you want to encourage that excitement? Math circles may offer the stimulation that your student needs. The programs place precollege students and mathematical professionals together in informal settings. Some math circles focus on high school students, while others focus on students as young as 5. There are also math circles for teachers available that help classroom teachers learn to use high-level problems and questioning techniques. All of these groups meet after school or on weekends in informal environments where they work together on interesting problems. Some math circles prepare students for high-level competitions, and some avoid competition completely. The groups introduce members to deep mathematical ideas that are not normally covered in classrooms, and they encourage students to tackle tough mathematical questions for themselves. This concept of study originated in Hungary more than a century ago and soon spread over Eastern Europe and Asia. It is widely believed that it is the presence of these circles that has enabled the youth of countries such as Russia, Bulgaria, and Romania to outperform the United States on average at the International Mathematical Olympiad. Only recently have math circles started in the United States.   To learn more, visit the website for the National Association of Math Circles. At this site, you will find a list of existing circles in 26 states; information about summer programs; and lots of resources, including a database of sample problems. There are some excellent videos that you will want to watch that demonstrate the hows and whys of the program. If you are not able to find a math circle in your area, you can read through the detailed tutorial on how to establish one. Math circles may be initiated by teachers, parents, or universities. Ambitious students may also get a program rolling.   Math circles are just one more of the many options available for able students. Never accept the idea that you are limited to the resources available in your immediate school community.CFertigFri, 06 Nov 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:365#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=362http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=362&PortalID=0&TabID=37http://resources.prufrock.com  Playing video games is often a big part of the lives of today’s youth. Why not capitalize on this trend from an educational standpoint? Many gifted students will enjoy learning about the history and development of video games, and they may also enjoy learning about potential careers in the field. Like so many other advances in technology, video games began for pure amusement; but their applications have spilled over into the broad fields of information sharing and education, including in the military and in many corporations. Some websites that your student may enjoy exploring include: The Video Game Revolution—This PBS site explores the history of gaming, how a game is made, and the impact of gaming on the world. It also offers personal stories about gaming (both positive and negative), quizzes, and retro games that kids can actually experience. The site contains both audio and video, and is interactive. Cogito, the math and science website sponsored by Johns Hopkins University that I can’t say enough good things about, has some excellent resources on video gaming, including camps and workshops, competitions, and information about careers. Search on a variety of terms, including “careers in video games.”   For older, serious students, there is the annual Game Developers Conference where attendees can avoid the expensive full access registration by purchasing a pass for just the Game Career Seminar. The Game Career Seminar is a full day program designed for students and individuals interested in learning how to break into the video game industry.  CFertigFri, 30 Oct 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:362#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=364http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=364&PortalID=0&TabID=37http://resources.prufrock.comI'm so proud to announce that three outstanding books published by Prufrock Press have been named winners of the prestigious 2009 Legacy Book Awards, which recognize outstanding books published in the United States that have long-term potential for positively influencing the lives of gifted children. The Legacy Book Awards are sponsored each year by the Texas Association for the Gifted and Talented (TAGT), the largest state advocacy group of its kind. This year, the Legacy Book Awards recognized three outstanding books for educators, parents, and students. Strategies for Differentiating Instruction: Best Practices for the Classroom (2nd ed.), by Julia L. Roberts, Ed.D., and Tracy F. Inman; Raising a Gifted Child: A Parenting Success Book, by Carol Fertig; and Social-Emotional Curriculum With Gifted and Talented Students, edited by Joyce VanTassel-Baska, Ed.D., Tracy L. Cross, Ph.D., and F. Richard Olenchak, Ph.D., are the winners of the 2009 Legacy Book Awards. For more information, visit our 2009 Legacy Book Award announcement page.JMcIntoshTue, 27 Oct 2009 20:50:00 GMTf1397696-738c-4295-afcd-943feb885714:364#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=357http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=357&PortalID=0&TabID=37http://resources.prufrock.com   If you are an advanced math student, teacher, math contest sponsor, homeschooling parent, or math mentor, you may be interested in today’s blog entry. The Art of Problem Solving (AoPS) website was founded in 2003 to create interactive educational opportunities for avid math students. The website offers textbooks, online classes, and other online resources for the top middle and high school math students in the English-speaking world. AoPS is run by highly qualified specialists who have graduate degrees from some of the best schools in and out of country. Included among the website's many student users are winners of major national contests such as MATHCOUNTS, ARML, and the USA Mathematical Olympiad. Bookstore The bookstore on the AoPS website has several excellent features. For example, the bookstore offers online pre- and posttests for each of the texts in the AoPS introduction series. This feature helps students evaluate their current skill set, and choose the most appropriate text level as they move through the series. The bookstore also offers many excellent books for math contest preparation. In addition, the bookstore offers recommendations for math materials for children as young as 2 years old. Online Classes AoPS online classes are designed for high-performing math students in grades 6-12. In these classes, students learn from instructors who have won national mathematics competitions and who have trained others to do the same. Detailed information about each of the instructors is provided on the site. Online opportunities are also offered for math students who wish to interact with others of their own ability. Other Online Resources Additional resources include the following: An online forum and individual blogs so that students can chat about math and other topics. Free virtual classrooms called Math Jams that provide improvisational problem-solving sessions, reviews of major math contests, and informational sessions about prominent programs, college admissions, and other topics. Alcumus, a (currently) free, customized learning experience that adjusts to student performance in order to deliver appropriate problems and lessons. Alcumus includes more than 1,100 problems with solutions, more than 60 video lessons, and detailed progress reports. As a student gets stronger, Alcumus automatically provides more challenging material. Conversely, if the student is having difficulty with a particular topic, Alcumus provides additional practice problems. For the Win!, an online multiplayer math game, based on thousands of problems from MATHCOUNTS, AMC, and other sources. A wiki that supports educational content that may be useful to students of mathematics, science, computer science, technology, and other problem-solving subjects. A resource section that has additional articles, books, and excellent Internet links. CFertigFri, 23 Oct 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:357#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=363http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=363&PortalID=0&TabID=37http://resources.prufrock.comIn 2008, Dr. Sally M. Reis (University of Connecticut) prepared a National Association for Gifted Children (NAGC) position paper listing facts that we know to be true about gifted education. She limited this list to include only conclusive statements that can be supported by many years of research findings about gifted education. Certainly, she could have included others; however, the idea behind this list was to collect those statements that had so much solid support, they could be considered established facts. As I read over Dr. Reis' list, I found it frustrating that what we do in schools diverges so radically from what we know is best for gifted kids. How many gifted children attend schools where most, if not all, of the facts listed below are ignored? How many parents have heard a school administrator reject acceleration as an option for gifted kids? How many untrained general education teachers "differentiate" for gifted students by just giving them more work? How many schools ignore high-ability learners in order to myopically focus exclusively on teaching minimum skills to struggling learners? The NAGC position paper is helpful for gifted child advocates because it explicitly establishes what we know to be true about gifted education. Let me share the information included in Dr. Reis' report: The needs of gifted students are generally not met in American classrooms where the focus is most often on struggling learners and where most classroom teachers have not had the training necessary to meet the needs of gifted students. Grouping gifted students together for instruction increases achievement for gifted students, and in some cases, also increases achievement for students who are achieving at average and below average levels. The use of acceleration results in higher achievement for gifted and talented learners. The use of enrichment and curriculum enhancement results in higher achievement for gifted and talented learners, as well as other students. Classroom teachers can learn to differentiate curriculum and instruction in their regular classroom situations and to extend gifted education strategies and pedagogy to all content areas. Gifted education programs and strategies are effective at serving gifted and high-ability students in a variety of educational settings and from diverse ethnic and socioeconomic populations. Gifted education pedagogy can also reverse underachievement in these students. The curriculum and pedagogy of gifted programs can be extended to a variety of content areas resulting in higher achievement for both gifted and average students. Some enrichment pedagogy can benefit struggling and special needs students when implemented in a wide variety of settings. Some gifted students with learning disabilities who are not identified experience emotional difficulties and seek counseling. High percentages of gifted students do underachieve, but this underachievement can be reversed. Some gifted students do drop out of high school. Gifted education programs and strategies benefit gifted and talented students longitudinally, helping students increase aspirations for college and careers, determine postsecondary and career plans, develop creativity and motivation that they can apply to later work, and obtain more advanced degrees. Read the entire NAGC position paper, "Research That Supports the Need for and Benefits of Gifted Education." The position paper includes references to the research studies that support each of the conclusions listed above.JMcIntoshMon, 19 Oct 2009 22:13:00 GMTf1397696-738c-4295-afcd-943feb885714:363#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=359http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=359&PortalID=0&TabID=37http://resources.prufrock.com  One of the best ways to learn about gifted education is to attend a conference dedicated to the subject. These conferences offer sessions of interest for parents, teachers, beginners, and experts alike. They are also great places to meet like-minded people with similar interests. Every month of the year, a gifted education conference is held somewhere in the United States. However, the size and nature of these conferences tend to vary widely. Some of the smaller conferences cater to strictly regional or state-specific interests, while many of the larger conferences cater to national, or even international, audiences. Some conferences simply cover the general subject of gifted education, while others cover very specific topics such as curriculum, advocacy, science, math, or social-emotional issues. No matter how big the conference may be, however, you can almost always count on finding a vendor area full of books, magazines, and journals dedicated to gifted education, as well as educational games, toys, and kid-friendly computer programs. In addition, you can often find a plethora of information about programs, classes, and camps for gifted kids. There are several ways to find out where and when to attend a gifted education conference. Probably the two most comprehensive lists can be found at: The Prufrock Press website. Here, under the "Parenting Gifted Children" section of the website, you will find a comprehensive list of events compiled from the “Meetings” listing that appears in each issue of Gifted Child Today. Hoagies' Gifted Education Page. On this website, you will find an extensive list of upcoming conferences stretching out several years.  So treat yourself to the experience of learning along with others who share your interest in gifted education. Plan to attend a conference this year and/or plan in advance to attend one next year. Better yet, make it a goal to attend at least one conference every year. You will walk away feeling stimulated and full of fresh, new ideas.CFertigFri, 16 Oct 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:359#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=358http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=358&PortalID=0&TabID=37http://resources.prufrock.com   For years, parents have been warned about the dangers of overscheduling their kids. Critics of overscheduling say that it leads to stress and burnout. But is that true for all young people? Laura Vanderkam's recent op-ed in The Wall Street Journal, The Myth of the Overscheduled Child, argues that many kids like being challenged and busy. And, often, it's quite good for them. Like many of us, students are happiest when they throw themselves into meaningful projects such as practicing with a sports team to improve their game, or performing independent computer science research. They enjoy making progress toward their goals. In USA Today's College All-Stars Gifted in Class and Beyond, plenty of examples are provided of gifted college students who excel not only in academics, but also in outside interests. The college students profiled in the article keep busy with hobbies, sports, and community service, and they all juggle these activities efficiently.   Perhaps the success of a highly scheduled child is at least partially due to his or her ability to self-regulate. Laura Vanderkam notes in her USA Today op-ed, The Secret of School Success, that self-regulation is the ability to stop, think, make a plan, and control one’s impulses. These skills are necessary for success in school and in life. They can also help a young person manage a busy existence. After all, the ability to control one’s impulses is critical for choosing constructive projects over nonconstructive activities. The capacity to problem solve is also essential to productively organizing those activities.   However, certain widespread practices of modern parenting don't help older children learn to master themselves. We hate to see children make mistakes or, worse, fail, and so rather than challenge children and teens to self-regulate, parents often choose to make decisions themselves and “rescue” young people from their mistakes. Parents will often "help" their kids with science fair projects, and check their homework before it's turned in. Rather than allow kids to plan their own course of study, they will mark kids' tests on their calendars. When a child forgets her homework at home, well-meaning moms and dads will race to school with the forgotten assignments, rather than take the opportunity to coach the child to solve her own problems. All of these common actions have positive immediate outcomes, but they undermine kids' self-regulation skills.   Perhaps by improving self-regulation in children, we will not need to worry about their overscheduled lives. Instead, we can allow young people to fit a variety of challenging academic, community, and personal interests into tight schedules, and feel confident that our kids understand how to do this in a positive, satisfying manner.CFertigFri, 09 Oct 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:358#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=361http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=361&PortalID=0&TabID=37http://resources.prufrock.comCan't attend gifted education's largest convention? Not a problem! Now you can watch the National Association for Gifted Children's most captivating convention speakers at home on your computer. This year, for the first time, NAGC is offering a convenient and inexpensive "Virtual Convention." As a virtual conference participant, you will be able to hear and see important presentations during the conference from any computer that has Internet access. In fact, I am so excited by this concept that I contacted NAGC and offered for Prufrock Press to sponsor the Virtual Convention this year. Don't let shrinking budgets and travel restrictions keep you from being a part of the largest and most informative national conference devoted to classroom innovation, gifted education, and high-ability learners. Register for the NAGC Virtual Convention and experience a full-day of content-rich sessions on Saturday, November 7. Attendees will have access to 17 live convention sessions. NAGC is offering three different convention strands: practical ideas for teachers, support for parents, or a focus on critical issues. Those who register to participate virtually will also be given access to an online portal in which they can discuss topics, post documents, etc. in order to reach out to fellow attendees in advance of the live webinars. Update [10/15/09]: NAGC Virtual Convention attendees can receive one university continuing education unit (CEU) throught the University of California at Irvine. This CEU may be used to document professional development hours and can be submitted to your district to meet requirements for salary advancement. Visit NAGC's Virtual Convention home page for more information or to register.JMcIntoshFri, 02 Oct 2009 20:50:00 GMTf1397696-738c-4295-afcd-943feb885714:361#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=360http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=360&PortalID=0&TabID=37http://resources.prufrock.com   I’m pleased to let you know that my book, Raising a Gifted Child: A Parenting Success Handbook, has received a 2009 Legacy Book Award in the category of Parents/Family. The award honors “outstanding books published in the United States that have long-term potential for positively influencing the lives of gifted children and/or youth and contribute to the understanding, well-being, education, and success of students with gifts and/or talents.”   Raising a Gifted Child is a compilation of the first 3 ½ years of this blog, woven together with real stories about real kids and parents. It is packed with resources that are useful for not only students and parents, but also for teachers. The book takes a positive approach to education, empowering those who are interested in helping kids with strong abilities and strong interests. As one reviewer stated, “Chapter Seven, ‘Specific Subjects’ is full of many suggestions and links for parents and children to explore. Various programs, competitions, print resources and clubs are mentioned, and all are categorized by subject and described by the author. This section in itself is a good reason to buy this book.”   Prufrock Press walked away with winners in every category of the Legacy Book Awards this year. In the category of Educators, Strategies for Differentiating Instruction: Best Practices for the Classroom (2nd ed.), by Julia L. Roberts and Tracy F. Inman, won the prize. In the category of Scholars, Social-Emotional Curriculum with Gifted and Talented Students (Critical Issues in Equity and Excellence in Gifted Education), by Joyce VanTassel-Baska, Tracy L. Cross, and F. Richard Olenchak, won the award.   Prufrock Press is to be congratulated for its dedication to gifted education through the many excellent books and periodicals that it publishes and the resources that it offers on its website.CFertigFri, 02 Oct 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:360#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=356http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=356&PortalID=0&TabID=37http://resources.prufrock.com                                     The website Guidelines for Reading and Analyzing Literature was compiled by Dr. Tina L. Hanlon, associate professor of English at Ferrum College in Virginia. Although the guidelines were originally assembled for college students, they are equally applicable to gifted high school students and, with some minor adjustments, also can be used by gifted youngsters in middle school and upper elementary school. The higher level thinking skills presented on the website provide an excellent model for teachers to use with almost any piece of literature. The guidelines also are helpful for parents who want to have in-depth book discussions with their kids. And homeschoolers: I know that you too will appreciate the useful information provided on this site. Hanlon breaks down the process of reading and analyzing literature into five steps: First Impression Types of Literature Literary Techniques Themes Evaluation and Review  I like this particular website because the information, while extensive, is presented in a form that is very easy to scan quickly. It also contains universal ideas that can be used immediately. CFertigFri, 25 Sep 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:356#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=353http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=353&PortalID=0&TabID=37http://resources.prufrock.com     Although social networks on the Internet started out with connecting friends for purely social reasons, they have since grown into valuable networking tools for adults. Now, parents, teachers, and other professionals interested in the field of gifted education can easily connect with one another over the Internet. Twitter, Facebook, and online message forums seem to have the most to offer gifted education right now. Educators post information about curriculum, classroom techniques, and upcoming conferences, while parents post interesting family activities, places to visit, and useful links. Questions are often posed through online forums, and answers from online users around the country, or even world, are quickly offered. Deborah Mersino has an excellent three-part series on her Ingeniosus blog that explains how Twitter can promote advocacy and learning. She does an excellent job of explaining exactly how Twitter works and offers step-by-step instructions on getting started.   The Davidson Institute for Talent Development also has a growing collection of gifted groups on both Twitter and Facebook.   You may want to consider becoming part of the following discussion forums, as well: About Gifted Children Forum  BellaOnline Gifted Education Website Forum Davidson Gifted Issues Discussion Forum Gifted Education 2.0  Gifted Homeschoolers Forum Gifted—OGTOC MyGiftedLife Forum  Purdue Gifted Education Resource Institute Social Network Teachers Net: GATE Teachers Chatboard CFertigFri, 18 Sep 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:353#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=352http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=352&PortalID=0&TabID=37http://resources.prufrock.com   What a surprise! For this week’s blog, I chose the topic of social/emotional activities for the gifted. I like to provide free information to readers, and I thought that it would be easy to find material about this topic to post on the blog. However, it wasn’t easy at all! There is a lot of information available about why gifted kids may need support, and there are also basic guidelines for setting up support groups. In addition, there are several books available on the subject, but these books can be costly. When it comes to finding actual, hands-on strategies that a parent or teacher can use with gifted kids, it can be very difficult. My guess is that there are readers out there who have developed their own successful strategies for working with gifted kids. I invite you to share those ideas by adding a comment to this blog entry. There is obviously a strong need for your suggestions. Meanwhile, below are a few links that I did find.   The following links can be used as jumping off points for your own discussions about issues that gifted students may struggle with over time. Frequently, young people may not be able to attach names to some of their issues, and they may not realize that others wrestle with the same concerns. Don’t hesitate to modify the information provided below to suit your group of students. Emotional Intelligence Activities for Children Ages 8-10: Thirty-three pages of activities for elementary students. Gifted kids will be able handle these issues at even younger ages. Emotional Intelligence Activities for Teens Ages 13-18: Thirty-four pages of activities for teenagers. These activities can also be used with younger gifted students. Teaching Social Skills: Six steps to teaching social skills, plus a list of 24 social skills to teach gifted kids. If you are interested in actually purchasing books, here are a few resources: Free Spirit Publishing specializes in social and emotional issues and strategies. Prufrock Press also has books on the subject. Search using the words “social emotional” for a list of possibilities. SENG (Supporting Emotional Needs of the Gifted) lists recommended books under the link to “Articles and Resources.” CFertigFri, 11 Sep 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:352#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=351http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=351&PortalID=0&TabID=37http://resources.prufrock.com   Passion drives an individual and creates self-motivation. Some students easily develop strong interests that motivate them. However, for many others, discovering their passion is not always so simple. How can we, as adults, help these kids uncover their desire to learn? I suggest that this can be accomplished in two ways: first, by exposing kids to a wide range of subjects, interests, and experiences, and second, by allowing kids to observe first-hand another person’s excitement for a topic. Parents and teachers may assume that a student's passion must be academically driven in order to be important. However, this is not true. A student's profound interest in just about any socially acceptable area can be very significant. For example, when a student is driven by an extracurricular passion, they will often find reasons to work harder on academic areas that support that interest.  Eleven-year-old Tyler Befus found his passion in fly fishing. (Listen to this interview to get a sense of Tyler’s intensity, and his ability to articulate his passion.) Fly fishing led Tyler to write two books about the subject, develop his marketing skills, and practice public speaking at a very young age. It also motivated him to study entomology, and master the fine art of fly-tying. In addition, Tyler developed skills through fly fishing that would serve him well throughout his life, such as the ability to organize information and see patterns, as well as the ability to persist in the pursuit of his goals and overcome obstacles. Tyler’s father exposed him to fly fishing at a very early age, and, luckily for Tyler, one of the first interest areas that he was exposed to was one that stuck. Most people need to be exposed to a large variety of topics before they latch on to one that suits them. Adults should expose kids to a wide variety of experiences, and realize that youngsters may develop interests that are quite different from those enjoyed by the rest of the family. It is also important that adults supplement kids' academic pursuits by introducing them to different types of music, dance, theater, film, sports, hobbies, and people. After all, if a student's exposure to different experiences is limited, then how can they be expected to develop an interest in something suited to their personality?   Once your kid does find a topic that she wants to pursue, support their interest by increasing their exposure to that subject through books, extracurricular clubs, information on the Internet, supplemental classes, or perhaps summer camps devoted to that interest. You may also want to introduce your kid to mentors that have excelled in their area of interest.    Don’t be upset if your kid seems passionate about one topic, and then suddenly wants to move on to something else. This is a time for experimentation, and it may take a while for them to find a passion that sticks. After all, even you may find that your interests wax and wane at different periods of your life.CFertigFri, 04 Sep 2009 07:01:00 GMTf1397696-738c-4295-afcd-943feb885714:351#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=350http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=350&PortalID=0&TabID=37http://resources.prufrock.com    I have always been a big fan of Sandra Kaplan at the University of Southern California. She has created wonderful techniques for increasing depth and complexity of curriculum—attributes that are at the core of gifted education.   Kaplan’s chart, Facilitating the Understanding of DEPTH and COMPLEXITY, presents teachers with easy-to-follow prompts, key questions, thinking skills, and resources that provide ideas for differentiating curriculum. These ideas can be applied to many subjects including language arts, science, social studies, and math. The prompts and key questions are very helpful when developing universal themes. A few examples include:   Prompt Key Questions Thinking Skills Resources Patterns What are the reoccurring events?   What elements, events, ideas, are repeated over time?   What was the order of events? How can we predict what will come next? ·Determine relevant vs. irrelevant ·Summarize ·Make analogies ·Discriminate between same and different ·Relate Timelines   Other chronological lists Ethics What dilemmas or controversies are involved in this area/topic/study/discipline?   What elements can be identified that reflect bias, prejudice, and discrimination? ·Judge with criteria ·Determine bias Editorials   Essays   Autobiographies   Journals Over Time How are the ideas related between the past, present, and future?   How are these ideas related within or during a particular time period?   How has time affected the information?   How and why do things change or remain the same? ·Relate ·Sequence ·Order Timelines   Text   Biographies   Autobiographies   Historical documents   View the entire chart at the link above and use it as a guide when developing curriculum for the gifted or when differentiating lessons in the regular classroom. If you have used Kaplan's material in developing units or lessons, please share them through comments at this post. CFertigFri, 28 Aug 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:350#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=349http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=349&PortalID=0&TabID=37http://resources.prufrock.comFor some teachers, building differentiated learnings objectives, lesson plans, and units is part of the fun of teaching. It comes naturally for these teachers. For others, it can be a real challenge. For either group, writing learning objectives can require a commitment of time. As schools increasingly emphasize the use of varied, differentiated learning objectives, a teacher's planning time can be stretched. For those wanting to save a bit of time or add a spark of creativity to their learning objectives ... enter Ian Byrd, a creative and energetic California teacher. Ian has developed a clever Web application called "The Differentiator." This is a fun little tool that allows you to use a Web interface to build learning objectives by choosing from a set of predefined thinking skills, content, resources, student products, and group sizes. For example, using Ian's site, I created the following in a matter of seconds: Students will contrast [thinking skill] the multiple points of view of green energy [content] using newpapers [resource] to create a press conference [product] in groups of three [group size]. You may need to do a little additional editing after you build an objective. The Differentiator is free, and it is certainly worth giving it a try. Once Ian realized how popular The Differentiator was, he spent some time this summer building a more comprehensive tool called ExtendAMenu. This new tool allows you to build differentiated learning objectives using various types of extension menus and keep a record of those objectives stored online. Ian has posted a screencast demonstrating the use of ExtendAMenu. ExtendAMenu costs $20. Win a Free Set of Differentiating Instruction With Menus  Ian and I have worked up a special drawing that will allow four lucky teachers to win a free set of Laurie E. Westphal's elementary-level Differentiating Instruction With Menus or her middle school level Differentiating Instruction With Menus (each set is a $79.80 value). To enter the drawing, visit the ExtendAMenu contest page. Finally, if you just want to read Ian's thoughts and practical ideas for the gifted education classroom, you can visit his Web site Byrdseed: Practical Ideas for Your Gifted Classroom. The Web site if full of solid information about gifted education and gifted children.JMcIntoshSun, 23 Aug 2009 23:10:00 GMTf1397696-738c-4295-afcd-943feb885714:349#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=348http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=348&PortalID=0&TabID=37http://resources.prufrock.com   Beginning August 26, the National Association for Gifted Children (NAGC) will offer Webinars on the second and fourth Wednesdays of each month (plus a monthly “Parent Night”). These Webinars on Wednesdays (WOW) will be free through 2009! This is a fantastic opportunity to get high-quality, professional development without leaving your home or office. Sessions will be broadcast over the Internet with the ability to listen, view slides, access handouts, and pose questions. Presenters will be experts in the field who will share practical advice, as well as updates on the latest issues in gifted education.   The Webinars are designed for classroom teachers, counselors, graduate students, parents, G/T coordinators, and administrators. Although WOW is free through 2009, you must register, as a limited number of “seats” are available for each session.   Registration for each session opens about 2 weeks before the event and closes when capacity is reached. You will want to register as soon as possible for each session as they are certain to fill up quickly. As you will see, the first session is already at capacity.   Here is a list of upcoming topics.   Date & Time Title Registration Opens August 26  7 p.m. EST Classroom Indicators of Giftedness with Mary Slade, James Madison University, Harrisonburg, VA Moderator: Nancy Green Registration Is Closed - Capacity Reached September 9 12 p.m. EST Differentiation Overview with Jennifer Beasley, University of Arkansas, Fayetteville, AR   August 27 Parent Night September 16 7 p.m. EST Back to School. Back to Gifted with Robin Schader, NAGC Parent Resource Advisor   September 3 September 23 7 p.m. EST Things Administrators Should Know about Gifted Education with Joyce VanTassel-Baska, College of William & Mary, Williamsburg, VA   September 10 October 14 12 p. m. EST Pre Assessment: What Are the Tools?    September 24 October 28 7 p.m. EST Examining the Myths and Truths of Gifted Education   October 15  CFertigFri, 21 Aug 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:348#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=347http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=347&PortalID=0&TabID=37http://resources.prufrock.com   In the Duke Gifted Letter article, Teaching Gifted Children: National Guidelines and State Requirements, Sarah Boone points out the following: “Since no national degree or certification requirements for gifted educators exist, all policy and funding mandates come from the state and local levels. As a result, requirements for teacher training and ongoing professional development vary widely from state to state and in many cases from district to district within a given state.” Some teachers are naturals when it comes to teaching gifted students, intuitively understanding the individual needs of this group. Much more often, special training is required for teachers to understand how these kids think and learn, what methods and materials are available to use with them, and how to work positively with their parents. Unfortunately, many gifted programs employ teachers who have no training in gifted education. Do you know the qualifications of the person who teaches your gifted child? Do you know where your state stands on gifted education policies? Gifted education policies are determined by states and often individual districts. Some states or districts have specific requirements for educators to fulfill before they are allowed to teach gifted students, but most do not.   In an effort to offer guidelines, the National Association for Gifted Children (NAGC) created a position statement titled Competencies Needed by Teachers of Gifted and Talented Students. The competencies they list include: knowledge of the origins and nature of high levels of intelligence, including creative expressions of intelligence; knowledge and understanding of the cognitive, social, and emotional characteristics, needs, and potential problems experienced by gifted and talented students; knowledge of advanced content and ideas; ability to develop a differentiated curriculum appropriate to meeting the unique intellectual and emotional needs and interests of gifted and talented students; and ability to create an environment in which gifted and talented students feel challenged and safe to explore and express their uniqueness. While these competencies are very important, they also are vague.   NAGC also has developed Pre-K–Grade 12 Gifted Program Standards and NAGC-CEC (NCATE) has developed Teacher Preparation Standards. These sets of standards offer guidelines for states, districts, and universities to provide minimal and exemplary preparation of teachers and of programs to meet the needs of gifted students. For more information on your state's standards regarding gifted education click here.  CFertigFri, 14 Aug 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:347#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=346http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=346&PortalID=0&TabID=37http://resources.prufrock.com The Interactive Resources at the Carnegie Hall Web site provides a range of music appreciation instruction for young learners through advanced musicians. Here is a sampling of what is available. A History of African American Music Here you can trace the musical contributions of African Americans from the time of slavery to today’s popular styles. An interactive timeline organized by year and genre includes notable Carnegie Hall performances. Photos and historical information are partnered with streaming audio.   Listening Adventures This section was designed to teach kids, ages 6–12 about sound, music notation, text, and instruments in a fun, interactive exploration. Teacher resources are included along with the following adventures: “The Young Person’s Guide to the Orchestra, by Benjamin Britten” where students join Violet as she embarks on an instrument safari, guided by her uncle Ollie, collecting all the instruments of the orchestra. “Carnegie Hall Animated History” hosted by Gino the cat who leads an adventure through Carnegie Hall from its founding in 1891 to the present day. It includes a game featuring important figures from this landmark music venue's past. “Dvořák’s Symphony No. 9” teaches kids about the structure of the symphony as well as the instruments that are played. This is done with help from Dvořák himself via excerpts from his letters and instructive comments about his life. Engaging activities are also included. Interactive Performance Guides This section is suited for more-advanced learners, exploring issues of technique, interpretation, and composition. Leon Fleisher's master classes focus on technique, interpretation, and performance in the four late Schubert piano sonatas. This section will be best understood by advanced piano students. “The Emerson String Quartet: The Bartók Quartets, A Guide for Performers and Music Lovers” is intended for performers who are preparing these pieces as well as listeners and concertgoers who wish to learn more about the Bartók quartets and about the many musical decisions that must be made in order to perform these demanding works. This section includes video footage, written commentary, and an animated score. Much of the video was taken during a workshop given by Emerson members in 2003 and has been supplemented with additional video of Emerson members and others speaking about the quartets. In addition to these wonderfully interactive segments, the Sound Insights section of the Carnegie Hall Web site has a wealth of musical information. Additional sections include video, audio, and written material about composers, artists, and other music personalities.CFertigFri, 07 Aug 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:346#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=345http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=345&PortalID=0&TabID=37http://resources.prufrock.com   David Shenk, author of The Genius in All of Us, to be released next year, has created a blog of the same title for The Atlantic magazine. The Genius in All of Us focuses on initiating and perpetuating a research-based conversation about the nature of giftedness and the institutional responses that are filtered through gifted education. Many will find Shenk’s research and resulting conclusions controversial. Some will find him threatening to their view of giftedness; others will find his views heartening. But this controversy is what makes him interesting, creating potential for field-enhancing questioning and discussion. Shenk hopes to post blog entries several times a week and is off to a good start with the following titles: The End of Giftedness How Genes Really Work The Truth about IQ Should Kids Know Their Own IQs?  Some of the broad areas he plans to cover in the future include: How brains work Where child prodigies come from What nature/nurture really means The creative process and work habits of high achievers The roles of parents, schools, culture, and technology  I am curious to see where Shenk goes with all of his ideas—if he makes convincing arguments for his view of intelligence, what implications this will have for future research in gifted education, and what suggestions he will make for parents and educators.CFertigFri, 31 Jul 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:345#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=344http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=344&PortalID=0&TabID=37http://resources.prufrock.comEducation.com just posted a great article on "Addressing Back-to-School Social Anxiety" with your children. From the article: Many preteens and teens are less than enthusiastic about the prospect of returning to school in the fall. But how can parents know when anxiety about the social challenges of the new school year is more serious than normal back to school jitters? Is your child just shy and introverted, or does she not want to return to school because she has social anxiety? Is it “just a phase” or does it constitute a disorder? The article includes several important insights from Dr. Bonnie Zucker, the author of Prufrock Press' Anxiety-Free Kids: An Interactive Guide for Parents and Children. In the article, Dr. Zucker offers great tips for overcoming social anxiety and several suggestions for using the summer months as an opportunity for preteens and teens to work on their social skills. Recently, the Washingtonian magazine named Dr. Zucker one of the top 10 therapists in Washington, D.C. I'm very proud to have her as one of our authors.JMcIntoshFri, 24 Jul 2009 21:08:00 GMTf1397696-738c-4295-afcd-943feb885714:344#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=343http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=343&PortalID=0&TabID=37http://resources.prufrock.com   We all know people who have been through a lot but are able to bounce back—emotionally strong, physically healthy, happy, and able to achieve. We also know individuals who appear to have every advantage but fall apart at the first sign of trouble. The difference is resilience. Resilient people are able to adapt, despite risk and adversity. When things happen unexpectedly or take a wrong turn, gifted children are just as susceptible to the intense vulnerability that accompanies struggle and tragedy whether it results from something beyond their control or is simply caused by errors in judgment. Given the right tools, young people can gain control over how they react to situations. Children can learn to be more resilient by becoming more optimistic in response to difficulty. "Seven Parenting Solutions to Help Kids Rebound from Mistakes," an article in Michele Borba's blog, Reality Check, offers some great advice for parents (teachers, these are good techniques for the classroom as well). Using colorful anecdotes, Borba lists concrete ways to teach kids to bounce back from difficult situations, see mistakes as learning opportunities, and keep trying. In addition to teaching techniques, she suggests that teachers and parents use optomistic language when addressing students in a vulnerable state. Visit her web site to read the detail behind each of the following suggestions: Be an example of bouncing back; Set realistic expectations; Start a “bounce back!” motto; Create a “Stick to It” award; Help children see mistakes as opportunities; Respond to errors noncritically; and Offer support only when needed.  Michele Borba's article also appears in her soon to be release book, The Big Book of Parenting Solutions: 101 Answers to Your Everyday Challenges and Wildest Worries (Published by Jossey-Bass). In Duke Gifted Letter’s article Promoting Resilience, Maureen Neihart discusses how adults can help children develop the ability to bounce back. Neihart recommends: Praising effort rather than performance; Reading hopeful, optimistic stories with resilient characters, discussing the challenges the characters face, and the choices they make; Helping the child brainstorm many possible reasons for a situation to prevent the development of black-or-white thinking; and Doing anything and everything possible to enhance the child’s relationships with caring adults.  In Mental Toughness, Resiliency, and Endurance, Fernette and Brock Eide recommend: Modeling resiliency for young people; Praising effort and perseverance more than accomplishment; Encouraging risk-taking and boldness; and Allowing kids to fail, but being ever ready with unconditional emotional support, context (failure is one of the best ways to learn), and redirection toward the future. CFertigFri, 24 Jul 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:343#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=341http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=341&PortalID=0&TabID=37http://resources.prufrock.com       Kristin Hokanson (elementary teacher turned high school tech coach) maintains The Connected Classroom Web site. Hokanson understands the growing importance of technology in our lives and urges teachers and parents to incorporate technology into their children’s learning experiences. Connected Classroom contains many interesting sections. Today, I’d like to tell you about News Sites for Kids.   News Sites for Kids offers a comprehensive list of links to news that kids can understand. Many of these links also offer lesson plans or teaching ideas such as the following listed on The New York Times Learning Connection: In the novel "To Kill a Mockingbird," Atticus Finch tells Scout, "You never really understand a person until you consider things from his point of view-until you climb into his skin and walk around in it." And the Buddha is supposed to have said, "You will not be punished for your anger; you will be punished by your anger." Choose one of these quotations or find another expression about human nature by searching an archive of quotations, such as About.com's Quotations page or Bartleby.com. Then read The New York Times for a week, looking for articles that support (or refute) the expression you chose. Good starting places are the Opinion, N.Y./Region and U.S./National sections. Then write an essay that explains the degree to which the expression seems to be true, backed by the examples you found.   As always, teachers should check sites out first to make certain they are appropriate for the learning levels of their students.   Links for the younger set include: Kids Post (from the Washington Post) Time for Kids Online CBBC News Student News Net Scholastic News Weekly Reader For upper elementary and older: CNN Student News New York Times Learning Connection PBS Newshour for Kids The Internet Public Library Newspapers Collection National Geographic News EconEdLink  Hokanson has including additional links to visual sites using world maps to organize the day's headlines, world newspapers, commercial newsites, and sites that help teachers develop lesson plans about current events and the nature of journalism.CFertigFri, 17 Jul 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:341#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=342http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=342&PortalID=0&TabID=37http://resources.prufrock.comThe National Association for Gifted Children has called for "emergency" action to save federal funding for gifted education. However, if you wish to help, you must act before the end of business today. Federal funding for gifted education is on the chopping block, and your action is needed. The only federal funding for gifted child education is known as the Jacob K. Javits Gifted and Talented Students Education Act. While small in comparison to other education programs, this funding supports important programs and research focused on identifying and serving disadvantaged gifted students. These limited funds were cut out of the proposed 2010 federal budget. Please consider e-mailing or calling your congressperson and asking that at least $7.5 million be reinstated in fiscal year 2010 for the Jacob K. Javits Gifted and Talented Students Education Act. Please suggest to your congressperson that funds currently earmarked for local special projects be directed to fund the Javits Act. These special projects funds have already been budgeted, so ask that some of these dollars be allocated toward gifted education. By simply shifting these funds, federal spending would not be increased. The National Association for Gifted Children has posted detailed instructions related to contacting your representative in Congress. Keep in mind that you must act today.JMcIntoshThu, 16 Jul 2009 18:33:00 GMTf1397696-738c-4295-afcd-943feb885714:342#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=340http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=340&PortalID=0&TabID=37http://resources.prufrock.com  Mathematics education in the United States is often criticized as ranking behind that of other countries. For a sampling of such evidence, you can review a study conducted by the American Institutes for Research or highlights from TIMSS 2007.   Online mathematics learning offers one possible solution for advancing math abilities in highly engaged and self-motivated students. Global Education is an organization that endeavors to raise the proficiency level of capable students so that they will be prepared for the world’s elite universities. The main goal of the program is not to educate mathematicians but to help students acquire as much useful analytical ability as possible to be successful in the future. Though Global Education was established in 2003, it employs proven teaching methods developed to support math education in the 1960s. Predicated on the premise that mathematically gifted students (from about Grade 6) should be allowed to pursue math education outside the strictures of a traditional classroom setting, Global Education presents rich content in an interactive forum that naturally facilitates individual enrichment. Four to five 50-minute sessions weekly supplant the traditional text book, challenging gifted students to acquire additional math skill by relying upon previous knowledge and their own innate abilities. Using live video and audio, the program was developed by and is taught by many of the foremost mathematics experts in the world, including contributors from the Ivy League, Russia and Central and Eastern Europe. All of the teachers are able to instruct in English. Here’s the part that may really catch your attention: In an effort to promote this program, no tuition will be charged through the summer of 2010. Please be aware that specific, upper-end hardware is required for participation. If you have a very capable student, you may want to look at the Global Education Web site and contact them for more information.  CFertigFri, 10 Jul 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:340#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=339http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=339&PortalID=0&TabID=37http://resources.prufrock.com   Here’s a new idea—a wiki hosting literature and related lesson plans that focus on both intellectual and emotional development in gifted kids. Newly created by Lynette Breedlove, GTKidsBooks provides a place for educators and parents to recommend and share books with  gifted children. Breedlove anticipates the wiki to include great lesson plans posted by teachers using the books suggested. You can join the wiki and contribute. To be included, a book must: feature a character who exhibits gifted and talented characteristics deal with some issue that gifted children often face A chart summarizes book titles categorizing them as adult or young-adult novels, chapter books, picture books, or self-help. At present detailed information for specific books is limited, however, as the wiki is fleshed out, book data will possess rather comprehensive detail including recommended ages, themes related to giftedness, and linked lesson plans.   As always, wikis grow through the participation of followers, so join GTKidsBooks and contribute to the process. With your help this could become a great resource.CFertigThu, 02 Jul 2009 13:49:00 GMTf1397696-738c-4295-afcd-943feb885714:339#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=338http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=338&PortalID=0&TabID=37http://resources.prufrock.comPrufrock Press recently released Advanced Placement Classroom: Macbeth, the last installment in its four-part Advanced Placement Classroom series. Like the series' previous installments, including volumes devoted to Romeo and Juliet, A Midsummer Night’s Dream, and Hamlet, this teaching resource focuses on developing advanced reading comprehension and analytical skills while providing students with a greater historical context for understanding the story and its tempestuous cast of characters. Co-author, Daniel Lipowitz has taken this a step further, hosting none other than Macbeth, who, fresh from the battlefield, joins him in this episode of his podcast series Lip On-Line. In this "Monster Interview," Lipowitz transcends time acquiring  affectations of Elizabethan linguistics to create an interview persona appropriate for his Shakespearean subject.  Set immediately after the murder of MacDonwald, the interview primarily focuses on Macbeth's (and to a lesser extent Lady Macbeth's) literary reputation, to which the Scottish rogue supplies a unique perspective.  Not unlike the exercises in AP Classroom: Macbeth, Lipowitz's podcast offers an interactive and introspective method of examining the play.  And it's fun. Listen to the Podcast Click here to listen to the podcast (approximate length: 14 minutes)JMcIntoshTue, 30 Jun 2009 19:44:00 GMTf1397696-738c-4295-afcd-943feb885714:338#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=337http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=337&PortalID=0&TabID=37http://resources.prufrock.com   When I read a book that has special meaning for me, I often write down quotes that I feel are important. Such was true with The Last Lecture by Randy Pausch with Jeffrey Zaslow. Pausch was a very successful professor of Computer Science, Human Computer Interaction, and Design at Carnegie Mellon University. When he wrote the book, he knew he would die in a matter of months. He wanted to leave something for his young children that would show them who he was and teach the things that he would not be there to teach them as they grew up. The book is filled with wonderful stories of the author’s childhood and sprinkled with bits of wisdom that he gleaned over the years. While Pausch was an accomplished computer scientist, the things he says about parenting and education are very applicable to the gifted community. Some of my favorite quotes are…   We didn’t buy much. But we thought about everything. That’s because my dad had this infectious inquisitiveness about current events, history, our lives. In fact, growing up, I thought there were two types of families: 1.     Those who need a dictionary to get through dinner. 2.     Those who don’t.   We were No. 1… “If you have a question,” my folks would say, “then find the answer.”   The instinct in our house was never to sit around like slobs and wonder. We knew a better way: Open the encyclopedia. Open the dictionary. Open your mind. (p. 22)   All my life, she (his mother) saw it as part of her mission to keep my cockiness in check. I’m grateful for that now. Even these days, if someone asks her what I was like as a kid, she describes me as “alert, but not terribly precocious.” We now live in an age when parents praise every child as a genius. And here’s my mother, figuring “alert” ought to suffice as a compliment. (p. 23)   Coach Graham worked in a no-coddling zone. Self-esteem? He knew there was really only one way to teach kids how to develop it: You give them something they can’t do, they work hard until they find they can do it, and you just keep repeating the process. (p. 37)   Getting people to welcome feedback was the hardest thing I ever had to do as an educator…It saddens me that so many parents and educators have given up on this. When they talk of building self-esteem, they often resort to empty flattery rather than character-building honesty. I’ve heard so many people talk of a downward spiral in our educational system, and I think one key factor is that there is too much stroking and too little real feedback. (p. 113)   There are no better role models than people like Jackie Robinson and Sandy Blatt. The message in their stories is this: Complaining does not work as a strategy. We all have finite time and energy. Any time we spend whining is unlikely to help us achieve our goals. And it won’t make us happier. (p. 139)   This is an excellent book to read with older kids, perhaps starting at upper elementary school through high school. Take a look at The Last Lecture Web site, click on Online Extras and then The Last Lecture Educator’s Guide for some excellent discussion questions and writing ideas.CFertigFri, 26 Jun 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:337#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=336http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=336&PortalID=0&TabID=37http://resources.prufrock.com      Every Friday I look forward to listening to Ira Flatow’s program, Science Friday, on NPR. Each week, the program focuses on interesting science topics in the news and provides an educated, balanced discussion of the issues at hand. Panels of expert guests join Flatow, himself a veteran science journalist, to discuss these topics and to answer listener questions during the call-in portion of the program. Science Friday Kids’ Connection is an educational resource based on Flatow’s Program. A database created in partnership with McREL (the Mid-continent Research for Education and Learning in Denver, Colorado), Kids’ Connection incorporates a variety of programs, available via podcast or streaming, that satisfy benchmarks selected from national science standards for grades 6-8. The database utilizes these standards along with Science Friday program content to optimize search results, enabling students, parents, and teachers to locate programs that best address specific subjects. For example, if you choose the topic “Characteristics of the Earth System,” three benchmarks pop up. The resource page for Benchmark 1—Knows that the Earth is comprised of layers including a core, mantle, lithosphere, hydrosphere, and atmosphere—links to Science Friday’s program on “Preparing for Natural Disaster.” In addition, these benchmarks are supplemented by numerous (notice that I underlined “numerous”) linked curriculum activities. Kids’ Connection is an excellent resource for teachers, parents who want to learn with their children, homeschoolers, and other kids who wish to explore topics in-depth. Teachers can use this resource to extend or differentiate their curriculum,  providing an engaging alternative for students who have already mastered the fundamentals. These students, along with children exploring the site from home, will be able to participate in the further study of a subject of interest while being introduced to new topics. Parents—if you have a child who loves science and is not challenged in school science classes, I encourage you to spend some time with your son or daughter and this resource during the summer. If it works for you, suggest it as an alternative for independent study in the fall. This is a Web site well worth exploring. CFertigFri, 19 Jun 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:336#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=335http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=335&PortalID=0&TabID=37http://resources.prufrock.com   It’s that time of year again. Summer is upon us and I know many of you are looking for good books for your kids to read as well as notable recordings, videos, and software. Here are some links that will offer guidance.   Association for Library Service to Children (ALSC) Lists book and media awards, including the Newbery, Caldecott, Sibert, Wilder, Carnegie, Batchelder, Belpré, Geisel, and Odyssey awards and the May Hill Arbuthnot Honor Lecture. Includes Children’s Notable Lists, identifying the best of the best in children's books, recordings, videos, and computer software.   Young Adult Library Services Association (YALSA) Includes book awards lists in various categories along with a number of lists dedicated to audiobook and film recommendations for accelerated young adults.   Best-Loved Books: A Unique Reading List for Gifted Students in Grades 6-12 A teacher of gifted students lists books that, over the years, “were requested the most often, provoked the most interesting discussions, and were remembered and mentioned years after they were read.”   2009 Summer Reading Programs for Students Information about goal-oriented summer reading programs from Scholastic and Barnes and Noble.CFertigFri, 12 Jun 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:335#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=334http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=334&PortalID=0&TabID=37http://resources.prufrock.com   The Institute for Educational Advancement (IEA) offers three- and four-week summer apprenticeship programs for gifted high school students. Each year, the program places high school freshmen, sophmores and juniors in challenging, hands-on learning experiences provided by an esteemed group of participating mentors in various professions. This year's participants are located at several sites in Southern California and include the Los Angeles Superior Court, Art Center College of Design, and the Japanese American National Museum.  The programs run from July 12 through August 8. During this time, apprentices spend weekdays working with their mentors on pre-arranged projects. At the end of the program, they will present their work to fellow participants and other interested parties. Apprentices live on the Occidental College campus and IEA staff transport the students to and from apprentice locations. In addition, IEA will provide enriching evening and weekend activities, as well as other general opportunites for apprentices to socialize with their intellectual peers. Past program participants rave about their experiences and many have gone on to attend prestigious universities. The original application deadline for this program has past, but there are still some spaces available. Call 626-403-8900 if you are interested in applying. IEA will continue to accept applications until all spots are full. Specific information on the program, including apprenticeship sites and participating mentors can be found here. Financial aid is available. This truly sounds like a wonderful opportunity. I urge you to explore this program.CFertigFri, 05 Jun 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:334#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=333http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=333&PortalID=0&TabID=37http://resources.prufrock.comAs the nation embarks on high school graduation season, the New York Times blog, "The Choice," ponders several important issues raised in a study that sought to compare male and female high school valedictorians. Published last summer in Prufrock Press' journal, the Journal of Advanced Academics, the study reveals significant disparities for parents and educators to consider as we examine gender issues among gifted students. The blog's author, Jacques Steinberg, writes: The goal of the study, by an economics professor at Meredith College in North Carolina, was to examine the college choices, intended majors and career aspirations of high-achieving boys and girls, and see if there were any differences. Specifically, the study examined 150 valedictorians from high schools from the Raleigh-Durham area of North Carolina, and surrounding counties.Its main conclusion? That when stacked up against the boys, the female valedictorians tended to choose less selective colleges and plan careers in lower-paying occupations. While the girls were more likely to major in the humanities and social sciences, the boys were more likely to plan to major in math, computer science and engineering. The results of this study seem to indicate that out-dated thinking about the education and career choices are still alive and well, even among our brightest young men and women. While this study was somewhat limited in scope, it raises important questions about how we parent and educate bright and talented females. Certainly, an excellent education can be received at less selective colleges, and majoring in the humanities and social sciences may be more about one's passions and interests than low expectations. However, these choices should be based on explicit decisions about what is best for a talented student, rather than social expectations imposed on young women by schools, parents, and the media. Read the full text of the blog post, "Do the Ambitions of High School Valedictorians Differ by Gender?".JMcIntoshWed, 03 Jun 2009 17:40:00 GMTf1397696-738c-4295-afcd-943feb885714:333#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=332http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=332&PortalID=0&TabID=37http://resources.prufrock.com   Earlier this month, Johns Hopkins School of Education hosted a summit and roundtable discussion titled Learning, Arts, and the Brain. Much of the information from this summit and roundtable can be found at the Dana Foundation Web site. Included are the following: Music Training Changes Brain Networks  Research by Ellen Winner, professor of psychology at Boston College; Gottfried Schlaug, professor of neurology at Beth Israel Deaconess Medical Center and Harvard Medical School; Michael Posner, professor emeritus at the University of Oregon; and Elizabeth Spelke, professor of psychology at Harvard University. Why the Arts Matter: Six Good Reasons for Advocating the Importance of Arts in School  Jerome Kagan, Daniel and Amy Starch Research Professor of Psychology, Emeritus at Harvard spoke about the importance of the arts in education. The Arts Will Help School Accountability  Comments by Mariale Hardiman, Assistant Dean, Urban School Partnerships, and Chair of the Department of Interdisciplinary Studies in Education at the John Hopkins University School of Education. Learning, Arts, and the Brain from the Dana Press Blog  Contains numerous posts about the Learning, Arts, and the Brain summit and roundtable. The blog also contains many additional posts of interest on the importance of the arts in education. Arts Educators Should Be Asking One Key Question  This article reflects on ways we might incorporate brain research and the arts into the classroom. Learning, Arts, and the Brain  A conversation with Michael S. Gazzaniga, director of the University of California, Santa Barbara’s SAGE Center for the Study of the Mind and its Summer Institute in Cognitive Neuroscience. The Dana Foundation has just started Arts Ed on the Web, a bimonthly feature in which Web sites devoted to arts education are highlighted. You’ll want to bookmark this. In the first posting (May 26, 2009) you will find an arts integration resource site, an education portal for teachers with lesson plans and videos, and a music education project featuring Yo-Yo Ma. CFertigFri, 29 May 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:332#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=331http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=331&PortalID=0&TabID=37http://resources.prufrock.com   I experienced another interesting conversation yesterday while traveling to the airport in a shared van. The woman sitting next to me was flying to Tennessee to watch two of her children compete in the Global Finals for Destination ImagiNation (DI). DI is an exciting, creative enrichment program that engages kids in critical thinking, teamwork, time management, and problem solving. She told me about the wonderful enrichment teacher who works at their neighborhood school. Each year, the teacher is able to recruit parents who are willing to make the necessary time commitment to work with teams of youngsters who compete in Destination ImagiNation. What a wonderful experience for the students at this neighborhood school.   We then went on to have a general conversation about education, gifted education, parenting, etc. She told me that next year two of her children will attend a magnet/charter school that focuses on international studies. There, they will have a choice of languages on which to focus. Her children have decided to concentrate on Chinese. This woman had really done her research and was a very positive advocate for her kids, finding educational options that fit their needs.   My question to this fellow traveler was, “How do parents find out about the various choices in their school district?” It was then I realized that the shuttle driver had been listening intently to our conversation. When I asked my question, he laughed. He indicated that he had several children at home, was not pleased with their school situation, and did not realize that he had choices. He, too, had wondered how one finds out about opportunities.   So often, parents feel that their children are trapped in whatever educational program is closest to their home. They often cannot afford to move to a “better” neighborhood and don’t realize that there are alternatives.   So, I want to present you with some information. I also hope that others will comment on this blog entry, sharing possibilities that I have not listed. Right now, I will just talk about actual physical (as opposed to virtual) schools that might be available to you in your area. In my book, Raising a Gifted Child: A Parenting Success Handbook I discuss many more educational options.   Situations vary from state to state and from district to district. You often won’t know if these possibilities exist unless you ask.   The Education Commission of the States (ECS) provides an online database for open enrollment.  To one degree or another, open-enrollment policies allow a student to transfer to the public school of his or her choice. There are two basic types of open-enrollment policies: intradistrict and interdistrict. The Web site cited here is an excellent resource. In many cases, students are not locked in to attending their neighborhood or even their district schools.   The U.S. Department of Education provides information on charter and magnet schools across the country. Charter schools are public schools that operate with freedom from many of the local and state regulations that apply to traditional public schools. Some of them have very innovative philosophies. Magnet schools are designed to attract students from diverse social, economic, ethnic, and racial backgrounds. They focus on a specific subject, such as science or the arts; follow specific themes, such as business/technology or communications/humanities/law; or operate according to certain models, such as career academies or a school-within-a-school. Once you understand the general concepts of charter and magnet schools, you can search the Web sites of your local school district and surrounding districts to see what is available.   It is important to know how the students in your school and in schools you are considering perform on state tests. Look at sites such as SchoolMatters where you can search for information by school or state. This Web site is also able to list schools within a state from highest scoring to lowest scoring in reading and in math. It will be much easier for your child to perform at a high level if he attends a school where the norm is to perform well.   Please feel free to share additional information by hitting the “Comment” button at the top of this blog entry.CFertigFri, 22 May 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:331#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=330http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=330&PortalID=0&TabID=37http://resources.prufrock.com    Teachers, students, and parents will find the following Web site valuable. Activities found here can be used to teach grade-level topics, to accelerate, and to enrich.   NRICH is a project created by the mathematics and education departments at The University of Cambridge. The Web site contains thousands of free mathematics enrichment materials including problems, articles, and games. The information is helpful for students (ages 5 to 19), teachers, and parents. All the resources are designed to develop subject knowledge, problem-solving, and mathematical thinking skills. The Web site is updated with new material on the first day of every month.     Young people are able to practice writing about their mathematical thinking at the Web site. Being able to clearly state one’s process for solving a problem assures that the student truly understands the mathematical process. By practicing this skill, we are able to eliminate the standard response, “It’s hard for me to explain how I got the answer.” By assessing student writing, teachers are also able to identify fallacies in reasoning. Examples of past problem solutions are provided as models. Students can send in solutions to current problems that are posted, knowing that those solutions might be published on the Web site in the future.   There is also a forum that is monitored by a team of mathematicians (click on Ask NRICH at the top of the page). You can join in an existing discussion or start a new conversation of your own.CFertigFri, 15 May 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:330#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=329http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=329&PortalID=0&TabID=37http://resources.prufrock.com   The way in which we get our news is morphing, with a heavy emphasis on technology. As journalism changes, newspapers remain important primary document resources. Archives of print media help us trace trends and ideas in history. There are numerous resources available to teach students about the value of journalism and how to be critical consumers of news. Here are a few. Newseum is an interactive museum in Washington D.C. that offers five centuries of news history. There are also links at the Newseum Web site that have good teaching tools. Under the Education link, the section titled Teacher Resources has some great lesson plans for grades 6-12 that highlight the headlines and front pages of newspapers. Today’s Front Pages is a very interesting section where you will find the day’s front pages from 767 newspapers, across 72 countries. High School Journalism: Lesson Archive is sponsored by the American Society of News Editors. Here you will find lots of ideas to teach about advertising, bias, copy editing, critical thinking about the media, decision-making, design, diversity, editing, editorial cartoons, editorial writing, entertainment journalism, features, First Amendment, graphics and design, interviewing, journalism ethics, journalism history, libel, news values, online journalism, photography, reporting, story ideas, and more. If you truncate the URL as I have here, you will find even more great information. The New York Times Daily Lesson Plan is an archive of lesson plans that blends daily news with higher-level thinking skills. There are some excellent ideas for teaching students to analyze what they read and see. As always, remember that very bright students are capable of working beyond the suggested grade levels of lesson plans. The Web sites here are designed for teachers, but parents will also get many ideas for working with young people at home.   Is your student interested in a career in journalism? Have him check out some of these sites. ASNE: Careers Broadcast Media and Journalism Career Guide CFertigFri, 08 May 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:329#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=328http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=328&PortalID=0&TabID=37http://resources.prufrock.comAlthough I have made gifted education my business, I'm frequently stumped when it comes to specific questions I receive via e-mail about parenting gifted kids. Frankly, any wisdom I might have about the questions I receive would be dwarfed by the collective wisdom of other parents of gifted children and the excellent Web resources available. As such, I've developed some recommended online starting points for parents of gifted kids who are seeking help, information, and answers. This list is by no means comprehensive! There are hundreds of fine Web resources for parents of gifted children. However, the resources below, in my opinion, ought to give you a good start. Local Support Groups for Parents of Gifted Children Most importantly, if you are not already a member of a local support group for parents of gifted children, I would suggest you that join such a group. To locate a group near you, contact your state's National Association for Gifted Children affiliate. Your state's affiliate should have some knowledge of the various local support groups in your area. Parent support groups are wonderfully helpful as you navigate the issues related to parenting a gifted child. E-Mail Listservs Let me suggest that you join one of the e-mail listservs devoted to parents of gifted children. Subscribe to one of the listservs below and pose your question to the members of the mailing list. You are sure to get a quick response from one of the hundreds of other parents who subscribe to these lists. GT-Families Listserv — This is a listserv for families of gifted and talented children. To subscribe, send a message with "subscribe GT-Families firstname lastname" in the body to listserv@listserv.icors.org. TAGFAM Listserv — Similar to the listserv above, this also is for families of gifted and talented children. To subscribe, send a message with "subscribe tagfam firstname lastname" in the body to listserv@listserv.icors.org. American Psychological Association's Gifted Child Listserv — This is an e-mailing list of more than 400 researchers, scholars, parents, and educators who are interested in information concerning gifted children and advocacy on the behalf of gifted children. To join the list, simply send an e-mail to Ashley Edmiston asking that you be added as a member of the CGEPNETWORK listserv. Web Sites There are many excellent Web sites that might be helpful to you; however, I would recommend that you first visit the following: Davidson Institute for Talent Development — The Davidson Institute for Talent Development Web site features a database of many excellent online articles about parenting and educating gifted children. Although the Davidson Institute is devoted to supporting profoundly gifted children, the database of articles found on its Web site provides helpful information for parents of any gifted child. Hoagies' Gifted Education Page — If you visit no other Web site, visit this wonderfully rich source of information and support for those of us involved with gifted children. Hoagies' Gifted Education Page offers resources, articles, books, and links. I highly recommend it. Prufrock Press' Gifted Education Web Resources and Blogs — Over the years, we have tried to provide lots of free, unbiased information, articles, and links for parents of gifted children on our site. Start by visiting the Parenting Gifted Children section of our Web site. Then, visit Carol Fertig's Gifted Child Info Blog. There are many other fine online resources for parents; however, I wanted this blog post to give you the resources you need to "get your feet wet." Once you have explored the options above, you'll want to visit Web sites hosted by the National Association for Gifted Children, Supporting Emotional Needs of the Gifted, and the many other online resources you discover along the way.JMcIntoshTue, 05 May 2009 21:27:00 GMTf1397696-738c-4295-afcd-943feb885714:328#Comments15http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=327http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=327&PortalID=0&TabID=37http://resources.prufrock.com   Some schools are doing away with the label of “gifted and talented” yet still attempting to address the academic needs of bright students. Two schools in Maryland are participating in a pilot program in which second-graders are tested to see if they qualify for accelerated and enriched instruction. The qualifying students are then placed in accelerated classes that are tailored to their strengths. The theory behind this concept is that children don’t need to be labeled to get the instruction they need.   I have personally seen schools where students are labeled as gifted but do not receive an education that is appropriate for their academic needs. I have also see situations where young people are not formally identified, yet are subject-accelerated or are taught with the aid of in-depth studies using high-level thinking skills that are well above grade-level expectations. These same students may be linked with mentors or offered intense enrichment classes that are geared toward specific strengths. So I ask: Is the label necessary or even desirable?   Wrestling with Misconceptions: Is the Gifted Label Good or Bad? (scroll down the page to see the article) by Dona J. Matthews and Joanne F. Foster presents some of the pros and cons of the label and how it affects students. It may help you look at the term differently.   The basic questions I ask are: Is the label of “gifted” necessary to get an appropriate education? Does the label of “gifted” assure an appropriate education? On the many listservs and forums to which I subscribe, I frequently see questions from educators asking advice on what methods to use to identify gifted students. I can assure you, that there are no definitive answers given other than that multiple criteria should be used. There is no consensus on which criteria should be employed or what the cutoffs should be.   I am sure I am dating myself when I tell you that when I was in public school, we never heard the word “gifted.” We did, however, know that some kids were smart and some kids were very smart. We also knew that there were students who dedicated themselves to their studies, working very hard. Those who were academically strong and applied themselves were provided with more difficult work or advanced classes. Expectations were high and it was considered an attribute to be asked to take on more challenge.   So I ask you (and would love to hear your comments): Is the label “gifted” necessary? Does it improve education or should we expect that a top-notch education be provided even without the label?CFertigFri, 01 May 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:327#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=326http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=326&PortalID=0&TabID=37http://resources.prufrock.com    Educators and parents often become frustrated in their efforts to promote gifted education. Perhaps it’s time for us to learn some lessons from the corporate world about promoting our field more effectively.   Deborah Mersino has combined nearly 20 years of national marketing communications experience with her passion for gifted education to form Ingeniosus. As part of her work, she has started a blog that contains lots of good ideas for incorporating business sensibilities into the educational realm—specifically in the area of gifted education. Using concrete examples, Mersino cites ways in which school communities unconsciously shut parents out. She is sympathetic to the concerns of both parents and teachers and her goal is to form strong partnerships between the two groups. Among her ideas for creating good, efficient, and informative communication is the use today’s technology.   Mersino’s goal is to create situations in which parents and teachers listen to one another, are both empathetic and pragmatic, and show respect. She focuses on examples, trends, and tactics that help bolster impact and strategies that help alleviate tensions.   Too often, teachers develop wonderful curricula for working with very bright kids, but lack skills to educate parents about classroom activities. When teachers are able to bring parents on board with gifted/talented programs, mothers and fathers will volunteer, spread the word, rally around, and become partners in education.   Teachers and district coordinators should read this blog on a regular basis for innovative ideas to keep parents informed about gifted education in the schools. There is a link at the blog that will allow you to subscribe via RSS feed or you can subscribe directly by emailing Deborah. CFertigFri, 24 Apr 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:326#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=325http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=325&PortalID=0&TabID=37http://resources.prufrock.com   Recently there was an article in the National Post (a Canadian newspaper) that discussed the research of Larisa Shavinina, a gifted education expert from the Université du Québec en Outanouais. Shavinina examined the backgrounds of more than 50 science Nobel laureates between 1981-2005 through personal interviews, autobiographies, and public documents. She found that they all had at least one teacher who was very important to them and acted as a role model. These formative teachers were enthusiastic, inspiring, and used “a playful spirit” that sparked a passion for science.   Many of the Nobel Prize winners were not considered gifted when they were young. They were often normal or sometimes underachievers. Some were twice exceptional (gifted with learning disabilities).   Professor Shavinina eventually hopes to include in her study science laureates from 1901-2006. She plans to discover when each winner’s first exceptional scientific talent was identified, the advantages and disadvantages of different educational approaches, and the factors that influenced their successes.   As parents, we need to figure out how to find inspiring teachers. In addition to classroom teachers, mentors can also play a significant role in inspiring students. You will find blog entries on mentors by using the search function in the right column on this page.   On a side note, you can click on this link to find out what various Nobel Prize winners read when they were young. It’s very interesting.CFertigFri, 17 Apr 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:325#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=324http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=324&PortalID=0&TabID=37http://resources.prufrock.comHere we go again! As many of you know, once a year, I need to clear out some of our out of print or older overstocked titles to make room for our exciting new releases for the next school year. During the sale, we offer a selection of titles at drastically reduced prices. The books I have placed on clearance are in perfect condition. Many of these wonderful titles have been quite popular over the years, but I simply have too many in inventory, and I want to sell them while they are still great tools for the classroom. I know it's a cliché, but do act quickly. We're truly clearing out odds-and-ends, so once a title sells out, we pull it off the Web site (I had to pull one title off the site just 4 hours after the sale began today). Save money on exciting classroom materials during Prufrock's year-end inventory clearance. Order before May 15 and receive these books for 99¢–$1.99! Supplies are limited. Click here to visit our 2009 "Web-Only Clearance" sale. [Link Removed: Sale Ended on May 15, 2009] School and School District Purchase Orders Accepted Online If you need to make purchases using a school or school district purchase order you may do so online. Our online shopping system accepts purchase orders.  JMcIntoshWed, 15 Apr 2009 22:00:00 GMTf1397696-738c-4295-afcd-943feb885714:324#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=323http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=323&PortalID=0&TabID=37http://resources.prufrock.comIncreasingly, teachers and parents of gifted children use the free service, Twitter, to stay connected and keep informed. What is Twitter? Think of Twitter as a microblog. A post on Twitter, called a "tweet," is limited to 140 characters. Each of the following would qualify as tweets on Twitter: Thursday, the school board will consider increasing funding for gifted programs. Please, everyone, come to the meeting and show support. Anyone know of a great unit for gifted students on the topic of how the stock market works? Help! Thursday night is "Math Camp" at the school. Anyone have some fun math activities that students and parents would like? A tweet on Twitter is much like a publicly available text message from your cell phone (in fact, while Twitter is an online service, you can receive and send tweets to and from your cell phone). Gifted Education Supporters on Twitter As other social networking sites become cluttered with extraneous gimmicks and advertising, Twitter remains a nice, simple tool for networking with others who share a similar interest. On Twitter, you will find tweets from other teachers of the gifted, gifted and talented state associations, gifted parenting groups, and more ... all sharing ideas and information. In the last two days, I've read Twitter posts about gifted education teaching positions that are opening at a new school for the gifted, about an important Ohio Senate committee hearing on gifted education scheduled for next week, and about tips for encouraging parent involvement in a gifted classroom. All of that was available on Twitter. Get involved with Twitter. For the service to reach its full potential as a communication tool for gifted education supporters, it needs you to join in the discussion. Like any social networking site, Twitter thrives on participation from its members, so join the service, encourage other gifted education supporters to join, and start tweeting! Twitter lets you limit the tweets you see and read to just the few people you want to "follow," so you need a way to find people with interests like yours. Let me give you one "secret" tip for finding those people. Go to the bottom of your Twitter page, and choose "Search." This directs you to Twitter's advanced search where you can search for topics or issues about which people are posting (the search link at the top of the page only lets you search by user name). This advanced search tool is an easy way to find others who are posting on topics important to you. Follow My Gifted Education Tweets on Twitter Lately, I've been doing a bit more posting on Twitter. If you would like more frequent updates about gifted education, special needs learners, and my thoughts on education publishing, click here to follow me on Twitter.JMcIntoshFri, 10 Apr 2009 21:14:00 GMTf1397696-738c-4295-afcd-943feb885714:323#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=322http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=322&PortalID=0&TabID=37http://resources.prufrock.com   Gifted kids relish theme-oriented studies. These studies allow students to study a topic in-depth and at a higher-level of thinking than many traditional units.   One fun, interesting, and non-conventional theme for study is Dragons in Children’s Literature. If you have a student who might find this topic interesting, there are some good resources available.   Tina L. Hanlon, Associate Professor of English at Ferrum College in Virginia, has assembled an annotated bibliography on Dragon’s in Children’s Literature. Included in the bibliography are picture books, novels, poems, background resources, and a paper/essay (the essay is particularly interesting) that Hanlon presented at the Children’s Literature Association Conference in June 2002. Using the extensive information that Hanlon offers could be a basis for a wonderful study of dragons (from those in Beowulf to Harry Potter) and their role in literature. Sometimes dragons are regarded as a symbol of evil and, as Hanlon states, sometimes as ”watered-down images resulting from the attempts of modern Americans to protect innocent children from the violence in traditional literature.”   Links to additional supportive materials can be found at The Dragon Theme Page, created by the Educational Technology Center at Kennesaw University in Georgia.   Material on the Web sites listed above could be a basis of study for very young children through high school students and beyond.CFertigFri, 10 Apr 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:322#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=321http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=321&PortalID=0&TabID=37http://resources.prufrock.com   Do you have a student who is interested in the weather? Weather affects our lives every day, yet it is a subject that few of us understand in-depth.   Meteorology and climatology are sciences that deal with the atmosphere and its phenomena. In addition to predicting the weather, scientists attempt to identify and interpret climate trends, understand past weather, and analyze today’s weather.   Meteorological research is applied in air-pollution control, agriculture, forestry, air and sea transportation, and defense. Meteorologists might analyze or develop numerical models, monitor rainfall and issue river stage warnings, or fly in aircraft investigating hurricanes.   Employers include Airlines Armed Forces Atmospheric Research Centers Business Corporations Colleges/Universities Engineering Firms Government Agencies Local, State, and National Weather Services Manufacturers of Meteorological Instruments Newspapers Private Consulting Firms Professional/Technical Journals Radio and TV stations Satellite Research Centers If you want to teach about various aspects of weather, or if you have a student who is interested in the subject, there are some great resources available on the Internet.   Cogito This is an excellent science/math Web site for academically talented youth. Search on “Weather” to find articles, Internet links, contests, book reviews, reports, interviews, and information about educational expeditions.    National Oceanic and Atmospheric Administration (NOAA) In the upper right quadrant of this Web site, you will see a couple of rows of rectangular boxes, including Weather, Satellites, Oceans, Climate, Coasts, and Research.   The University Corporation for Atmospheric Research (UCAR) Check out the section “Students and Educators,” which contains many good informational resources; classes and quizzes (many of them free); career information; a data base of colleges and universities; digital libraries; teaching/learning modules; webcasts; podcasts; and animations.CFertigFri, 03 Apr 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:321#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=320http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=320&PortalID=0&TabID=37http://resources.prufrock.comThe topic of today's podcast is one that impacts many children, including those who are gifted. In this podcast we discuss the topic of helping children who suffer from anxiety disorders. Research shows that if left untreated, children with anxiety disorders are at higher risk to perform poorly in school, to have less-developed social skills, and to be more vulnerable to substance abuse. When do a child’s anxieties cross the line from typical worries to an anxiety disorder, how do you know if your child suffers from anxiety, and what can you do to help? To answer those questions, I've invited Dr. Bonnie Zucker to discuss this important topic with me. Dr. Zucker is a clinical psychologist who conducts therapy with children and families in both her private practice and at the National Center for Phobias, Anxieties, and Depression in Washington D.C. Dr. Zucker is the author of Prufrock Press’ recently released, Anxiety-Free Kids: An Interactive Guide for Parents and Children. Listen to the Podcast Click here to listen to the podcast (approximate length: 38 minutes)   Click here to listen to or subscribe* to this podcast in iTunes (requires that you have iTunes installed on your computer)    * If you wish to be receive notifications when new podcasts are posted, you need to subscribe to Prufrock Press' "Gifted Education Podcast" in iTunes or subscribe to the "Podcasts" RSS feed in the left column of this blog (see "Categories/RSS"). Click here to read instructions on using RSS feeds.JMcIntoshMon, 30 Mar 2009 18:16:00 GMTf1397696-738c-4295-afcd-943feb885714:320#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=319http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=319&PortalID=0&TabID=37http://resources.prufrock.com   In past blog entries, I have talked about the importance of teaching universal themes and using essential questions. (Use Search Entries button on the right to find and read these previous entries.) I continue that discussion here.   Marion Brady who, over the span of his career, has been a teacher, administrator, and author, is a person with strong ideas about what our educational system should look like. He feels that traditional curriculum is fragmented, emphasizing the need to "cover the material," without providing an umbrella under which students can understand and apply their learning. Brady offers this umbrella through his curriculum titled, Investigating Systems (IS).   In the spirit of the current movement to offer open sourceware (free classroom materials online), the author provides IS for download. (You do have to register, listing personal identification information, to be able to download the curriculum.)   To give you an idea of the content of the curriculum, I am including its Table of Contents. Organizing Information (Investigating Patterns, Investigating Relationships, Analytical Categories) Analyzing Systems (Systems with Human Components) Major Human Systems: Societies Investigations of Structure Investigations of Environment Investigations of Patterns of Action Investigations of Shared Ideas The Dynamics of Change Change and Stress Constructing New Knowledge In addition to the free curriculum, there is also a place for online comments and discussions. Rather than viewing this curriculum as fully finished, Brady sees it as a work in progress; therefore, input from those who use the material is valued.   Whether you are a teacher or a parent, whether or not you choose to use the curriculum in its entirety, you will find that this curriculum will help you better understand the concepts of universal themes and essential questions and how to use these in the education of students at home and at school.CFertigFri, 27 Mar 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:319#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=318http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=318&PortalID=0&TabID=37http://resources.prufrock.com Coming up next week is an online seminar that will target program leaders in gifted education—preschool through grade 12. Check it out and see if it is something in which your school/district should participate. It will take place on March 26 from 4:00-5:45 p.m. Eastern Time.   The webinar titled, Develop Your Program Using the National Gifted Ed Standards, will address the following questions: What are the national standards for preparation of teachers of the gifted? What is the implication of accreditation standards in teacher preparation programs for Pre K – 12 teachers, schools, and districts? At the end of the session, participants will be able to Describe the national gifted education standards. Identify ways that school districts can use the standards. Plan specific activities for implementing the standards in professional development. The presenters are tops in the field: Susan Johnsen, Joyce Van Tassel-Baska, Diana Montgomery, and Margie Kitano.   To participate, one only needs a speakerphone, a computer, and a high-speed Internet connection. Administrators can arrange for as many individuals as they would like to participate for one low price. Teachers and educators can earn .2 Continuing Education Units (CEUs).   The sponsor of the online seminar is the Council for Exceptional Children (CEC), which is “dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.”CFertigFri, 20 Mar 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:318#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=316http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=316&PortalID=0&TabID=37http://resources.prufrock.comI recently had the chance to be interviewed by Laura Vanderkam, a co-author of Genius Denied and the author of the Gifted Exchange Blog. If you get a chance, click this link to read the interview. It's a short piece, but it covers a wide range of gifted education topics (changes in the field of gifted education over the last 20 years, differentiated instruction, and some opportunities the field faces in coming years), and it touches on some of the publishing plans here at Prufrock Press. Thanks to Laura for conducting the interview and posting it on her blog!JMcIntoshThu, 19 Mar 2009 16:47:00 GMTf1397696-738c-4295-afcd-943feb885714:316#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=315http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=315&PortalID=0&TabID=37http://resources.prufrock.com   Curriculum is meaningful when students can relate it to other aspects of their lives. This is more likely when material is taught using themes that integrate many subjects.   Integrated curriculum organizes education so that it links together the humanities, natural sciences, mathematics, social studies, music, and art. It views learning and teaching in a holistic way, reflecting the real world and prepares children for lifelong learning. Integrated curriculum includes A combination of subjects An emphasis on projects Sources that go beyond textbooks Relationships among concepts Thematic units as organizing principles Flexible schedules Flexible student groupings Teachers often learn the theory behind good curriculum development, but they are too often expected to create their own materials. It is difficult to find enough time to keep “reinventing the wheel.” There are a couple of very good resources for integrated curriculum that contain already-developed teaching units that target gifted students.   William and Mary Curriculum In my blog, I have frequently mentioned the units developed by the Center for Gifted Education at The College of William and Mary. These units contain in-depth activities that develop high-level thinking skills and encourage students to relate the material to their own lives. I have personally used several of these units and know teachers who have used others. The material is excellent! Units are available for elementary through high school. Titles include The Weather Reporter, Spatial Reasoning, Patterns of Change, and Defining Nations: Cultural Identity and Political Tensions.   Institute for the Development of Gifted Education The units developed by the Ricks Center for Gifted Children at University of Denver use critical thinking, problem finding, problem solving, and evaluating as an overlay for the content areas included in each topic. Multiple teaching strategies are used to address specific learning styles, individual needs, and intellectual abilities. Units are available for pre-kindergarten through grade 8. Titles include Arctic/Antarctic, Architecture, Natural Disasters, and United Nations.CFertigFri, 13 Mar 2009 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:315#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=314http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=314&PortalID=0&TabID=37http://resources.prufrock.com   As parents and teachers, we want to stimulate the thinking of gifted kids by posing open questions and teaching students how to create their own open questions. A closed question is one that can be answered with either a single word or a short phrase (i.e., "How old are you?" or "Where do you live?" or any  question that can be answered with either "yes" or "no"). An open question, however, requires a longer, more involved response and does not have one correct answer; instead, it causes the respondent to think and reflect.   There are several resources available for teachers to create open questions in the classroom. Parents can use these same resources to guide interesting conversations with their children and promote good problem-solving skills.   Open questioning techniques include essential questions and critical thinking questions.     Creating Essential Questions This Web site lists seven key components that essential questions have in common.   Examples of essential questions include: What are the ramifications of cloning? What is intelligence? Are we really free? Where does perception end and reality begin? Does history really repeat itself? Are there any absolutes? Are there other more pressing issues that deserve consideration before space exploration? What was the greatest invention of the 20th Century? Promoting and Assessing Critical Thinking Although the information provided at this site is designed for college students, most gifted students are fully capable of using the techniques. I especially like the generic questioning stems, such as: What are the implications of …? How does … tie in with what we have learned before? Do you agree or disagree with this statement? What evidence is there to support your answer? There are also very good suggestions for using critical thinking in student writing. The act of writing requires students to focus and clarify their thoughts before putting them down on paper.   Questioning in the Classroom Although this Web site was developed specifically to identify questions to be asked in science or math, the concepts can easily be transferred to many other subjects. Questions are divided into four groups: direct information, relational, divergent, and evaluation. Questions are also posed to reflect critical thinking. Examples include: What can you change to try to make ____ work/happen? Where have you seen something like this before? How can you use what you’ve learned? Question Brainstormer The form at this Web site can be used to generate essential questions to be used in class.CFertigFri, 06 Mar 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:314#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=313http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=313&PortalID=0&TabID=37http://resources.prufrock.com   Archaeology is the scientific study of the history of human cultures. It can be a compelling topic of interest for gifted kids and is often not included in school curriculum. Below are Internet links for students of all ages.   Archaeology Archaeology is the publication of the Archaeological Institute of America. This site includes articles, reviews, information on local shows, interviews, breaking news, a blog, interactive digs, and videos.   Cogito.org Search for “Archaeology” and you will find a few good links on becoming an archaeologist as well as an interview with Tristan Barako, the senior researcher for the NOVA/PBS documentary, The Bible's Buried Secrets. A link is provided to watch all 13 episodes of this program on your computer.   Crow Canyon Archaeological Center Located in southwestern Colorado, this center has a wonderful reputation for education. Click on Archaeology Adventures and you will find information on middle school and high school summer camps.   Dig: The Archaeology Magazine for Kids Created by Cobblestone Publishing Company, this site offers information on this magazine, which is designed for the younger set. There is also information—state-by-state—of archaeological activities and a section titled Ask Dr. Dig where readers can ask questions of a real archaeologist.   How to Become an Archaeologist Written by a museum teacher at the Royal Ontario Museum, the author tells  how to pursue the field of archaeology as a profession, beginning in elementary school.   Kids Dig Reed Another site designed for younger kids, students are guided through games, puzzles, and a virtual archaeological tour to understand how people at a farmstead survived 150 years ago.   National Geographic—Archaeology Section A newsfeed on the ancient world, including articles, photos, and videos.   NOVA Search for “Archaeology” for all kinds of information related to the high- quality programs that appear on the PBS program, NOVA.   Open Educational Resources (OER) Search for “Archaeology” and you will find all kinds of free lesson plans.   See also: Prufrock’s Gifted Education Blog for additional resources.CFertigFri, 27 Feb 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:313#Comments3http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=310http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=310&PortalID=0&TabID=37http://resources.prufrock.com   The definition of giftedness has always been controversial. In recent years, authorities have continued to explore the meaning of the word.   This last fall, a live chat was held by Education Week with three editors (Frances Degen Horowitz, Rena F. Subotnik, and Dona J. Matthews) of the book The Development of Giftedness and Talent Across the Life Span. The following are some of the points made in the chat.   There is a growing body of evidence that suggests giftedness is not static. Instead, gifted behaviors can appear at different points in one’s life, and once in evidence may or may not continue. Rather than thinking about whether a student is “gifted” or not, we should focus on subject-specific programming options that meet advanced learning needs. The more options that are available to support gifted development, the greater the chances that child's learning needs will be met.   Some individuals may have pre-dispositions towards high abilities, which can be nurtured through the environment. In addition to nurturing these pre-dispositions, we also need to foster gifted-level development more broadly in more diverse learners. Both agendas are essential, and we shouldn’t choose one or the other.   Giftedness is developed in three stages: Helping students to fall in love with the topic or area Providing advanced skills and knowledge of the topic or area and sharing the values associated with it Coaching to help refine individual voice and contribution There is much research that should still be done as we try to understand the definition of giftedness. We need to ask: How and why do some young children teach themselves to read? How does a prodigy's brain develop? What happens when a young person has intense instruction or when a strong ability is ignored? There should be also be more longitudinal studies of talent development in specific domains and intervention studies of effective instruction and programming in each of those domains.   The Development of Giftedness and Talent Across the Life Span discusses important variables that affect functioning, including: ethnic minority status and how it can be both an advantage and disadvantage in talent development. the role of social skills in successful expression of talent. CFertigFri, 20 Feb 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:310#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=312http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=312&PortalID=0&TabID=37http://resources.prufrock.comI've always enjoyed the subject of archaeology. In fact, one of the first science books Prufrock Press published was Hands-On Archaeology: Real-Life Activities for Kids (now in its second edition). Written by renowned archaeologist John White, Ph.D., this book shows any teacher or parent how to help kids become young archaeologists. Imagine the thrill students will experience as they discover artifacts from the past. There isn't a single student who won't love the activities in this book! Today, I received a brochure from the Center for American Archeology advertising their 1-week to 3-week archaeology summer programs for kids. The CAA's High School Field School offers teenagers the opportunity to participate in authentic archaeological research designed to learn more about the prehistoric peoples of the Lower Illinois River Valley, one of the richest archeological regions in the Midwestern United States.  Working with the CAA staff and interns, teens will have the chance to learn the basics of field excavation, laboratory processing, and how archeologists develop their interpretations of sites based upon the information they collect.  It’s a great way to explore the field of archaeology in a hands-on manner. The program sounds both fun and educational, and I wanted to bring it to your attention.   Limited scholarship support is available for girls, and students 16+ can earn college credit. For more information, visit the CAA's High School Field School information page.JMcIntoshWed, 18 Feb 2009 19:53:00 GMTf1397696-738c-4295-afcd-943feb885714:312#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=311http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=311&PortalID=0&TabID=37http://resources.prufrock.com   Do you have a talented high school student who would like to pursue a possible career in the arts? There are a variety of summer programs that are worth considering. Some of these schools also offer programs during the school year. The following is only a sampling of what is available. To find more, use an Internet search engine or talk with a local high school art teacher or counselor.   Boston University College of Fine Arts Boston, MA The emphasis of this program is drawing, painting, and sculpture.   Cornell University Summer Programs for High School Students Ithaca, NY Classes include Introduction to Architecture and Art as Experience.   InnerSpark at California State Summer School for the Arts Velencia, CA This program offers four weeks of exploration, discovery, and hard work designed to unleash creative power. Talented high school students receive intensive training from professionals in music, theatre, video and film, visual arts, dance, creative writing, and animation.   Interlochen Summer Arts Camp Northwestern Michigan More than 2,500 of the world's most talented and motivated young people attend this camp each summer. They learn and perform with peers and educators.  Areas of focus include creative writing, dance, motion picture arts, music, theatre, and visual arts.   School of the Art Institute of Chicago Chicago, IL Here, students expand their creative talents and develop a strong portfolio for college admission while receiving college credit. Students study art, design, and writing.   School of the Visual Arts (SVA)   New York City This program is designed for high school students who want to enhance their creative skills, learn more about a particular field of art, or develop a portfolio. Course offerings include animation, filmmaking, screenwriting, cartooning, painting and drawing, sculpture, printmaking, graphic design, and photography.CFertigFri, 13 Feb 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:311#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=309http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=309&PortalID=0&TabID=37http://resources.prufrock.com   Whole grade acceleration, or grade skipping, is recognized in the field of gifted education as one of the most successful ways to address the needs of students who are advanced in their abilities. However, it is not the answer for all gifted kids. The Iowa Acceleration Scale: A Guide for Whole-Grade Acceleration K-8 (IAS) is a tool to help parents, teachers, and administrators determine if grade acceleration is appropriate for a particular student. The third edition of this instrument has just been released. Training for its use will be offered via the Internet. Here is the information you will need to participate. Date of Webinar: Saturday, February 21, 2009 Time: 9:00 a.m. to 12:00 p.m. (U.S. Central Standard Time) Cost: $120 (includes the IAS 3rd Edition Manual) Participation is limited to the first 50 computer registrations. (One computer per registration, but you may have multiple participants viewing that computer.)   Registration deadline: Monday, February 16, 2009 Online registration Technical Requirements: high-speed Internet access and speakers connected to your computer. To ensure that you have the necessary computer capacity, click here. Required Materials: IAS 3rd Edition, available for purchase at a reduced rate from the Belin-Blank Center. Instructors: Drs. Susan Assouline, Nicholas Colangelo, Clar Baldus, and Laurie Croft. Training Format: Lecture/Presentation, case studies via stream video, and opportunities for Q&A during the training. Academic Credit(optional): One-semester-hour of credit; multi-media format from February 21 to March 20. Cost to participant: $180 (the Belin-Blank Center is providing participants a $181 scholarship that will cover the remainder of the graduate tuition). Contact Laurie Croft with questions about the credit option or to get a copy of the credit registration form. IAS training is required to participate in the credit option. CFertigFri, 06 Feb 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:309#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=308http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=308&PortalID=0&TabID=37http://resources.prufrock.com   Here is a good Website that will help teachers to highlight February, which is Black History month. There are many possibilities here for higher level thinking skills. While the activities are designed for the regular classroom, they are also open-ended. With proper guidance, groups of gifted students could take the concepts to a much deeper level.   AT&T’s Patchwork of African-American Life contains Websites that integrate the Internet into classroom learning around the subject of African-American life.  In addition to learnign about Black History, students are asked to draw their own conclusions about specific situations and defend them.  Each bulleted item below presents Black history in a different way.  Some activities are inidividal, some are group activities, and some suggest working with other schools. Black History Hotlist—These links can be used as a jumping off point for independent research or to support an area of focus that the teacher chooses to emphasize. Black History Past to Present—Here you will find an interactive treasure hunt and quiz. Web sites  that provide appropriate ways to find answers to the quiz are included. At the end of the exercise, students are asked to compose a thesis and essay stating what they feel are the most important aspects of African-American history. Sampling African America—This section engages students by helping them to feel personally connected to African-American history. It attempts to connect the student emotionally, thereby enabling him to feel that the subject is personally important. Little Rock 9, Integration 0—Through this WebQuest, students learn about nine African-American students who, back in 1957, chose to attend an all-white high school in Little Rock, Arkansas. Tuskegee Tragedy—In this WebQuest, students explore the issues of the Tuskegee Study and question the comparisons some people make to the study and such topics as abortion, gun control, and concentration camp experiments. By the time the study was exposed in 1972, a number of men had died of syphilis, others were dead of related complications, wives had been infected, and children had contracted the disease at birth. CFertigFri, 30 Jan 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:308#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=307http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=307&PortalID=0&TabID=37http://resources.prufrock.com   The use of universal themes has been discussed in this blog on a couple of occasions: Universal Themes & Gifted Education (September 5, 2005) Using Universal Themes With Gifted Students (August 1, 2008)   The topic is so important for gifted students and so sought after by parents and teachers that I want to visit it again.   In education, we are often accused of delivering a curriculum that is not relevant to today’s students. If we teach (or have discussions at home) using universal themes, the material presented does become relevant.   A universal theme is a timeless, broad, abstract idea that can be used to tie together literary works or understand broad concepts in history. It is one to which all people can relate. It transcends race, gender, and creed.   In good literature, themes are implied rather than directly stated. By looking carefully at a universal theme, students are able to explore what that theme reveals about people, about their relationships, and about life in general. What motivates people to action? What causes a person to change? What human weaknesses and strengths do we see in others? Powerful universal themes explore concepts in depth. For example, rather than just study the facts of war/conflict, it is more interesting and meaningful to figure out how conflict changes the lives of all people involved.   If you visit the previous blogs mentioned above, you will find many ideas for using universal themes as well as many potential concepts that can be used as universal themes. Below are additional possibilities.  Conformity/Nonconformity Free will vs. fate Growing up Hate Hypocrisy Martyrdom Restrictions of society Temptation By using universal themes, you will make learning relevant, provide umbrellas under which details become easier to remember, and give students a framework of understanding that they can carry with them the rest of their lives.CFertigFri, 23 Jan 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:307#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=306http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=306&PortalID=0&TabID=37http://resources.prufrock.com   Cartooning and animation are great outlets for those who have visual-spatial strengths. They also involve problem-solving skills, especially once one enters the realm of political cartoons or storyboards. There are many jobs available in this field for talented individuals, including film, advertising, video game design, print media, and instructional design.   My June 20, 2008 post on Cartooning and Animation for Gifted Kids has been very popular. Because of this interest, I am writing another blog on the topic with more resources. Here are some good Web sites, arranged in alphabetical order.   Animation & Cartooning Contains all kinds of information on careers in the fields of animation and cartooning.   Animation Arena Offers information and advice on careers in animation.   Arts Work: Political Cartooning Created for older, more mature students, this site offers lessons in political cartooning.   Cartooning Basics The best part of this Web site is the section on free classroom handouts.   Glossary of Drawing Tips Includes almost 300 quick tips for drawing cartoon characters and objects.   How to Be a Cartoonist Written by Chris Browne, who creates the comic strip Hagar the Horrible. He offers advice on how to become a cartoonist.   Jim Gilbert’s Cartoon Factory Offers regularly updated cartoon drawing lessons.   Learning How to Draw and to Draw Cartoons – for Children Lists numerous drawing lessons, arranged alphabetically.CFertigFri, 16 Jan 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:306#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=305http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=305&PortalID=0&TabID=37http://resources.prufrock.com   Whether you are a parent or a teacher, there are some great resources to help you encourage students to think analytically about the books they read.   From University of Connecticut’s Schoolwide Enrichment Model Reading program, comes Using the SEM-R Bookmarks. I like the suggestions provided at this Web site because they explain how adults can model the thinking they want to develop in children. For example:   “How would the problem change if the story took place elsewhere? The teacher could say, ‘I’ll show you how I might answer that question. First I would think of a different place or setting—maybe here in Willimantic. Then I would think about what is different between Willimantic and the setting in the book. (She could talk about some of these differences.) Now I would think about how these differences might change the problem.” By modeling all behavior, we help students to better understand. Be sure and download the “Bookmarks” provided at the beginning of the article. These bookmarks provide 28 pages of good higher level questions to pose when discussing books of all types. Even if you haven’t read the book that the child is discussing, you can elicit a conversation with these questions.   Thinking about Thinking: What Makes a Good Question? provides a unit that builds on Bloom’s Taxonomy of Higher Order Thinking Skills. The five session unit helps students understand what makes a “fat,” or open-ended question. Young people then take that understanding and critique existing questions that have been written for literature units. Finally, the kids practice writing their own good questions for books that they read.CFertigFri, 09 Jan 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:305#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=304http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=304&PortalID=0&TabID=37http://resources.prufrock.com   Don’t miss the opportunity to introduce your students to the historical significance and excitement of the upcoming presidential inauguration. The following Web sites can be relied on for accurate, in-depth information.   Joint Congressional Committee on Inaugural Ceremonies Offers extensive information about all things having to do with the presidential inauguration. The history section is especially detailed and interesting.   Presidential Inaugural Committee Contains the schedule for the days leading up to, through the days following the inauguration. There is a link to the committee’s Flickr page, with lots of related photos.   United States Secret Service Information on security at the upcoming inauguration and the role of the Secret Service in protecting government officials.   The Inaugural Addresses of the Presidents Where you can read the inaugural address from 54 inaugurations.CFertigFri, 02 Jan 2009 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:304#Comments3http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=303http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=303&PortalID=0&TabID=37http://resources.prufrock.com   There are many different levels of giftedness. Profoundly gifted kids are so advanced that they may have a very difficult time finding peers. They often skip several grades and/or begin college before they enter adolescence. This group of students makes up a very small portion of the population and resources are difficult to find. Here are some that you may find helpful:   To better understand various levels of giftedness, read What Is Highly Gifted?  Exceptionally Gifted? Profoundly Gifted? And What Does It Mean? Carolyn K. helps us better understand the meanings of each of these terms and how they are determined. Exceptionally and Profoundly Gifted Students: An Underserved Population by Miraca U. M. Gross explains the developmental differences of this group of young people, pressures they feel, and provides recommendations for addressing their academic needs. Raising a profoundly gifted child can be a real challenge. In Profoundly Gifted Guilt, Jim Delisle discusses the frequent concerns of parents of profoundly gifted children.   In Tips for Parents: Helping Parents Understand Their Profoundly Gifted Children, Barbara Clark applies brain research to profoundly gifted children and recommends ways to work with them.   The Davidson Young Scholars program provides free services designed to nurture and support profoundly gifted young people. Students and their parents receive assistance through consulting services, an online community, annual get-togethers, the Ambassador Program, and guidebooks.   The Texas Parents for the Profoundly Gifted provides both planned and spontaneous activities. The organization has an informational e-mail loop to discuss topics of importance.   PG Retreat: A Gathering Of Families With Profoundly Gifted Children is an annual event that provides opportunities for children to meet, socialize, play with, and learn from others who are developmentally advanced. While the children are engaged in their activities, parents listen to speakers. The 2009 retreat will take place July 2–6, 2009, in Colorado Springs, CO. CFertigFri, 26 Dec 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:303#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=302http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=302&PortalID=0&TabID=37http://resources.prufrock.com   The Khan Academy is a great, free resource for those students who need help understanding math concepts or for those who want to work beyond what is offered to them at school. The academy was founded by Salman Khan (Sal) with the hope of using technology to foster new learning models. Sal currently is an investment professional in Palo Alto, CA and has held positions in venture capital, product management, and engineering. He received his MBA from Harvard Business School. He also holds a master's degree in electrical engineering and computer science, a BS in electrical engineering and computer science, and a BS in mathematics from the Massachusetts Institute of Technology. He has worked with students of all ages.   Posted on his Web site are more than 600 videos covering everything from basic arithmetic and algebra to differential equations, physics, and finance. Singapore Math is included as is SAT preparation. And these videos will cost you nothing. For an overview of the video offerings, check out this YouTube video. This is a great resource for kids who love math or who need a little help or reinforcement. More and more individuals are posting legitimate math tutorials on YouTube. I found that, when searching, it helps to add the word “tutorial” to your search. For instance, if you search for “calculus tutorial,” you will be more successful than if you just search for “calculus.”     CFertigFri, 19 Dec 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:302#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=300http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=300&PortalID=0&TabID=37http://resources.prufrock.com   Whether you are new to gifted education or you are experienced, but looking for information to support your teaching, program development, and parent communities, you will find that there is a plethora of information available on the Internet. Here are just a few.   The Davidson Institute Educators Guild This is a free, national service for professionals committed to meeting the needs of highly gifted students. The Guild offers An electronic (email) discussion group where members interact with one another to share experiences and ideas, receive advice and resource recommendations, ask questions, and increase their knowledge about gifted education. Consulting services based on members’ needs. Information may include lesson plan ideas, differentiation strategies, assessment tools and options, GT program design, tools for advocating, and staff development opportunities. eNewsletters delivered to your mailbox, plus archived newsletters. A host of resources, including lesson plans.  Hoagies’ Gifted Education Page for Teachers, Counselors, Psychologists, and Administrators of the Gifted Hoagies’ provides links to professional reading lists, reading lists for kids, classroom resources, and basic information on gifted education.   National Association for Gifted Children (NAGC): Educators’ section  Here you will find gifted program and teacher preparation standards, plus extensive resources on many aspects of gifted education.   Supporting the Emotional Needs of the Gifted (SENG) As the title implies, this organization has an emphasis on the emotional needs of the gifted. It offers an articles library, audio library, and a bibliography of recommended readings.   The Teaching Gifted Children’s section of Prufrock Press Inc.  There is lots of good information here, including information for teachers new to gifted education an introduction to gifted education and teaching methods gifted education events, organizations, and resources links to the two Prufrock blogs: Gifted Children Information Blog and Gifted Education Blog CFertigFri, 12 Dec 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:300#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=301http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=301&PortalID=0&TabID=37http://resources.prufrock.com   Whether you are new to gifted education or you are experienced but looking for information to support your teaching, program development, and parent communities, you will find a plethora of information available on the Internet. Here are just a few sites:   The Davidson Institute Educators Guild This is a free, national service for professionals committed to meeting the needs of highly gifted students. The Guild offers: An electronic (email) discussion group where members interact with one another to share experiences and ideas, receive advice and resource recommendations, ask questions, and increase their knowledge about gifted education; Consulting services based on members’ needs. Information may include lesson plan ideas, differentiation strategies, assessment tools and options, GT program design, tools for advocating, and staff development opportunities. eNewsletters delivered to your mailbox, plus archived newsletters. A host of resources, including lesson plans. Hoagies’ Gifted Education Page for Teachers, Counselors, Psychologists, and Administrators of the Gifted  Hoagies’ Page provides links to professional reading lists, reading lists for kids, classroom resources, and basic information on gifted education.   National Association for Gifted Children (NAGC): Educators’ Section Here you will find gifted program and teacher preparation standards, plus extensive resources on many aspects of gifted education.   Supporting the Emotional Needs of the Gifted (SENG)  As the title implies, this organization has an emphasis on the emotional needs of the gifted. It offers an articles library, audio library, and a bibliography of recommended readings.   The Teaching Gifted Children’s Section of Prufrock Press Inc. There is lots of good information here, including information for teachers new to gifted education; an introduction to gifted education and teaching methods; gifted education events, organizations, and resources; and links to the two Prufrock blogs: Gifted Children Information Blog and Gifted Education Blog. CFertigFri, 12 Dec 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:301#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=299http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=299&PortalID=0&TabID=37http://resources.prufrock.comParenting gifted children can be a challenge. Parents are often presented with a menu of learning opportunities for talented kids. From special accelerated classes and dual-enrollment college programs, to homeschooling and online courses, the decisions about quality learning opportunities can seem endless. Last week, I sat down with Carol Fertig, the author of the new book, Raising a Gifted Child: A Parenting Success Handbook, in order to help make sense of some of these many options. In addition to authoring her new book, Carol is the editor of the periodical Understanding Our Gifted, which is published by Open Space Communications. She is also the author of Prufrock Press' very popular "Gifted Child Information Blog." She is a parent and has been involved in gifted education as a teacher and administrator for more than 20 years. In our interview, Carol and I touch upon a wide range of learning options for gifted kids and ways that parents can become involved in sorting through those options. In her interview, Carol makes reference to four important Internet resources: Education Commission of the States: a reference source for current state policies regarding dual enrollment and other educational options. Open Courseware Consortium: a listing of colleges offering free courseware online. Cogito: an exciting online resource for young people interested in math and science. Gifted Education Forums: a listing of forums for parents of gifted children. Listen to the Podcast Click here to listen to the podcast (approximate length: 17 minutes)   Click here to listen to or subscribe* to this podcast in iTunes (requires that you have iTunes installed on your computer)    * If you wish to be receive notifications when new podcasts are posted, you need to subscribe to Prufrock Press' "Gifted Education Podcast" in iTunes or subscribe to the "Podcasts" RSS feed in the left column of this blog (see "Categories/RSS"). Click here to read instructions on using RSS feeds.JMcIntoshMon, 08 Dec 2008 19:22:00 GMTf1397696-738c-4295-afcd-943feb885714:299#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=298http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=298&PortalID=0&TabID=37http://resources.prufrock.com    Many gifted students have been diagnosed with attention deficit hyperactivity disorder (ADHD).   A New York Times article, A New Face for A.D.H.D., and a Debate, questions whether attention deficit is a good thing or a bad thing, giving experts a chance to thrash out the argument. The viewpoint that ADHD may be more blessing than curse has been brought to the forefront since the world learned that Michael Phelps, the Olympic superstar, was diagnosed in elementary school.   “Children with the disorder typically have trouble sitting still and paying attention," the author states. "But they may also have boundless energy and a laserlike focus on favorite things — qualities that could be very helpful in, say, an Olympic athlete.” Some doctors now pushing for a new view of the disorder that focuses on its potential strengths rather than solely on its challenges cite that, often, children with ADHD are highly creative.   Should ADHD be considered a trait rather than a disability? Perhaps it should be added to the list of concomitant characteristics.   If you do a search on “ADHD Famous People,” you will find long lists of historical figures who are thought to have had difficulty focusing coupled with very high energy. Of course the compilers of these lists can only have made assumptions that the people they included had the disorder.   For more contemporary, inspirational stories, check out this article in ADDitude Magazine.CFertigFri, 05 Dec 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:298#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=296http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=296&PortalID=0&TabID=37http://resources.prufrock.com   If you want to be wowed by the capabilities of highly gifted, highly motivated middle school, high school, and college students, take a look at News & Views—Young Scientists on the Cogito Web site. These young people are incredible!   Cogito has gathered information on winners of science awards from all over the world, including Davidson Fellows, Global Challenge Awards, Intel International Science & Engineering Fair, Fields Medal, Siemens Westinghouse Competition, USA Computing Olympiad, and more. In addition to competition winners, many more students are presented who are working on very advanced science projects. These are projects that one would expect from only established research scientists. As of this writing, there are 155 articles on the Web site about these young science students. Some examples are Daniel Burd, who found a way to reduce the time it takes a plastic bag to decompose from 20 or more years to just three months. Tara Adiseshan, who is investigating a cure for endangered amphibians. Ahana Datta, who devised a plan to apply nanotechnology to making catalytic converters. Anshul Samar, who created a chemistry game and a company to produce and market the game. Tiffany Dinkins, who spent a summer working to uncover the mysteries of how genes affect brain function. Kayson Conlin, who is working on an electromagnetic invisibility cloak for buildings and vehicles that can be turned off and on at will. CFertigFri, 28 Nov 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:296#Comments4http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=297http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=297&PortalID=0&TabID=37http://resources.prufrock.comThis blog features a new media format. I'm experimenting with podcasting as a way to share information here on the blog. I wanted a way that I could bring my readers some short, focused interviews about topics important to gifted education. Simply click on one of the links at the bottom of this entry to listen to the podcast (use the latter link if you have iTunes installed on your computer). Today's topic is one that impacts gifted kids in schools on a regular basis. In the past, gifted children often were placed into special gifted classes or accelerated learning groups. The thinking went that gifted children learned at a faster pace than other kids, and if you could group gifted children together it was easier for those students and their teachers to move at a faster pace through the class' subject matter. However, the practice of grouping students by ability has become a controversial topic in many schools. As a result, during the last few years we have seen the dismantling of special gifted classes. We've seen teachers move away from the use of ability groups in their classrooms. How are gifted students affected by this change and does it make sense to move away from ability grouping? To answer these questions, I've invited Todd Kettler to join me in discussing this topic. Todd is the director of Advanced Academic Services at Coppell ISD (Coppell, TX), a district outside of Dallas. Todd is on the editorial advisory board for the Journal of Advanced Academics and is the chairperson of the Texas Association for the Gifted and Talented's Research and Evaluation Committee. Todd makes reference to the research supporting ability grouping in his interview. For more information on this topic, there are two excellent resources: Gifted Child Quarterly, 51(4), a special issue on best practices for gifted education published by the National Association for Gifted Children, and Best Practices in Gifted Education: An Evidence-Based Guide by Ann Robinson, Bruce M. Shore, and Donna L. Enersen, an excellent book that offers an overview of effective practices in gifted education. Listen to the Podcast Click here to listen to the podcast (approximate length: 25 minutes)   Click here to listen to or subscribe* to this podcast in iTunes (requires that you have iTunes installed on your computer)    * If you wish to be receive notifications when new podcasts are posted, you need to subscribe to Prufrock's "Gifted Education Podcast" in iTunes or subscribe to the "Podcasts" RSS feed in the left column of this blog (see "Categories/RSS"). Click here to read instructions on using RSS feeds.JMcIntoshMon, 24 Nov 2008 23:55:00 GMTf1397696-738c-4295-afcd-943feb885714:297#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=295http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=295&PortalID=0&TabID=37http://resources.prufrock.com   Do you ever have specific questions about gifted education, but you don’t know where to turn? Do you want to know what gifted education issues are being discussed by others but don’t want to join a listserv that might flood your email box? An Internet forum might be just what you need. An Internet forum is an online discussion site where you can ask questions and get answers or you can just observe the questions and answers of others.   There are a number of forums dedicated to gifted education. Here are a few, along with some recent topics of discussion.   About.com: Gifted Children Preschool Home—incredibly bright/School—lazy Music and learning   Bella Online: Gifted Education How gifted-friendly is your state? Exploring fine art with children Radical acceleration and early college   Gifted Education 2.0 Book recommendations for gifted readers grades 4–6 Information on upcoming conferences Recommendations for online GT endorsement programs   GT Cyber Source Parenting and advocacy Identification, testing, and assessment Grade skipping   Gifted - OGTOC When to seek professional help Enrichment No Child Left Behind Act   Teachers.Net: Gifted/Talented Teachers Chatboard Early entry to kindergarten policies Web-based math programs Compacting/Learning Contract Advice  CFertigFri, 21 Nov 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:295#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=294http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=294&PortalID=0&TabID=37http://resources.prufrock.com   Is innovation dead? Are we encouraging our young people to be creative innovators?   In a podcast titled Tough Economy Doesn't Help U.S. 'Innovation Gap', author Judy Estrin is interviewed about her new book Closing the Innovation Gap: Reigniting the Spark of Creativity in a Global Economy. Estrin wants to encourage the renewal of innovation in America, closing the gap between where we used to be and where we are now, and between where we are now and where we could be in the future. She believes that this key trait has been stifled by the school system, by an emphasis in society on efficiency, and by the use of threats in our country to scare people rather than inspire them.   The author states that certain core values are needed to foster deep innovation. These core values include Questioning of both self and of the ways in which we do things Willingness to take risks Openness Patience Trust Estrin feels that our current educational system is set up to produce people who test well. What we really need is for people to ask questions, not just answer them. The way in which many of us currently teach and parent kids stifles the core values listed above and, therefore, stifles innovation. We can influence the educational system by working with certain nonprofits, electing officials who promote innovation, and encouraging the respect of science in society.   As parents, we should encourage kids to explore, think, and ask questions. We should also really listen to children and engage them in critical thinking discussions. One organization that Estrin believes is helpful is Sally Ride Science.   For related blog entries on this topic, search (upper right corner of this page) on Creativity, Questioning, and/or Critical Thinking. While Estrin focuses her discussion primarily on science and technology, innovation, creativity, and critical thinking are needed across all disciplines.CFertigFri, 14 Nov 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:294#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=293http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=293&PortalID=0&TabID=37http://resources.prufrock.comI'm very pleased to announce our newly released Jacob's Ladder Reading Comprehension Program. We just got back from exhibiting at the annual conference of the National Association for Gifted Children (NAGC). We took plenty of these books to display and sell at the conference, and we sold out on the second day! I heard from so many people at the conference that they are looking for a field-tested reading program that works with kids of all ability levels--including gifted children. When field-testing this program, the staff at The College of William and Mary's Center for Gifted Education found solid achievement gains among mid-level and struggling students. The key difference between this product and others is that it also showed solid gains among gifted students. So many other programs really are geared to only address the needs of struggling students. This program offer a great tool for teachers in mixed-ability and gifted classrooms. I've created a combination pack that allows you to buy the entire series at a savings ($109.95 for the complete set). Developed by the Center for Gifted Education at The College of William and Mary, the Jacob's Ladder Reading Comprehension Program targets reading comprehension skills in learners by moving students through an inquiry process from basic understanding to critical analyses of texts. Students in grades 2–8 will learn to comprehend and analyze any reading passage after completing the activities in these books. In the form of three skill ladders connected to individual readings in poetry, short stories, and nonfiction, students move from lower order, concrete thinking skills to higher order, critical thinking skills. Each book, geared to increasing grade levels, includes high-interest readings, ladders to increase reading skill development, and easy-to-implement instruction. The ladders include multiple skills necessary for academic success, covering language arts standards, such as sequencing, cause and effect, classification, making generalizations, inference, and recognizing themes and concepts. To read more about this exciting new reading program visit the Jacob's Ladder Reading Comprehension Program product page on the Prufrock Web site.JMcIntoshMon, 10 Nov 2008 23:22:00 GMTf1397696-738c-4295-afcd-943feb885714:293#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=291http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=291&PortalID=0&TabID=37http://resources.prufrock.com   When someone is bored, they don’t like what they’re doing, but don’t know what else to do.   I can remember that when I was a young child, I often sat around the house saying, “I’m bored.”   With a little smile on his face, my father’s consistent reply was, “Carol, you’re always bored.”   There was nothing I felt like doing at the time. No one ever felt sorry for me, though, and no one ever tried to rescue me from my boredom. Each member of the family went about his or her business and did not consider it their responsibility to entertain me. There was plenty I could do if I chose to take on the task.   Today’s parents and teachers often feel that their kids must be engaged at all times. But by rescuing young people from their boredom every time it pokes its head above the surface, we may be denying them the chance to figure out their own boredom-relieving tactics.   Children need to understand that life isn’t always fun, that everyone gets bored occasionally—or dislikes the task at hand—and we all have to do things that we’d rather not.   In the article We Try Our Best to Avoid It, but Boredom Has Its Benefits. Today, It's a Lost Art Form, the author states: “As more and more people seem to recognize, the universal experience of being bored—unengaged, detached, afloat in some private torpor—may be far more precious, fruitful, and even profound than a surface apprehension might suggest.”   Perhaps it would be interesting to create a regular discussion group around the subject of boredom to help kids better understand it. Some possible activities follow: Have students articulate their own feelings about boredom. What does it mean? Are they ever bored? If so, when? How do they handle it? Are there other ways they can handle boredom? Find out how others have handled boredom. How do characters in the books they read address the subject? What about people who lived in other times? Have students interview family and friends and ask them how they handle boring times. What are the similarities and differences? Have students do the activities in the lesson plan, How Did Civil War Soldiers Battle Boredom? Students are asked to make a Venn diagram comparing things they do to combat boredom with the activities Civil War soldiers did to do the same. Create a list of all the things one could do when bored in school or at home. Allow kids to be very creative with this. CFertigFri, 07 Nov 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:291#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=292http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=292&PortalID=0&TabID=37http://resources.prufrock.com   What should you realistically expect from a gifted student, from the child’s teacher and school, and from yourself as a parent? Where can you find great resources to provide the best education possible for your young person? What are the many conventional and unconventional ways to educate a bright student?   I am pleased to announce that my new book, Raising a Gifted Child: A Parenting Success Handbook, has just been released by Prufrock Press. The book addresses all of the questions above and will appeal to parents, teachers, and discussion groups.   Written in a very easy-going style, it is chock-full of real stories of gifted kids. One of my favorite parts of the book is the chapter titled Specific Subjects. Here, one can find a multitude of resources to either encourage or reinforce student strengths in language arts, math, science, social studies, foreign language, fine arts, technology, and thinking skills. There also is a whole chapter on nurturing creativity.   If you find the information on this weekly blog helpful, you also will appreciate the information available in this book.CFertigFri, 31 Oct 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:292#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=288http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=288&PortalID=0&TabID=37http://resources.prufrock.com   Just as many children love learning about dinosaurs, they also love to learn about whales. Although there are many different types of whales, the information here focuses on the North Atlantic Right Whale.   Right whales were so named because early whalers considered them the "right" whale to hunt. In the early centuries of shore-based whaling, right whales were virtually the only large whales the whalers were able to catch for three reasons: The right whales often were found very close to shore where they could be spotted by lookouts on the beach. They were relatively slow swimmers so the whalers could catch up to them in their whaleboats. Compared to other species of whale, right whales killed by harpoons were more likely float, and thus could be retrieved by the whalers and towed back to shore. Tale of a Whale, from Smithsonian Education, has great information for teaching and learning about the North Atlantic Right Whale. Using the lessons provided, students experience work that is similar to that of real whale researchers by identifying an individual whale according to patterns of callosities and also identifying migration patterns. There also is a link to the New England Aquarium Web site where students can learn more about whale research and play an interactive whale identification game.   For background information and more photos, check out Right Whales (from National Geographic) The North Atlantic Right Whale Consortium (NARWC) American Cetacean Society Fact Sheet North Atlantic Right Whales (from NOAA's National Marine Fisheries Service) CFertigFri, 24 Oct 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:288#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=290http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=290&PortalID=0&TabID=37http://resources.prufrock.com   National Chemistry Week is October 19–25. There are some great resources available for students during this week of celebration or anytime during the year. The mission of National Chemistry Week is to reach the public, particularly elementary school children, with positive messages about chemistry. The theme of this year’s National Chemistry Week is Having a Ball with Chemistry. The focus is to show how chemistry plays a big part in all kinds of sports and games.   The education section of the American Chemical Society Web site has numerous resources for students in kindergarten through graduate school. There also are programs available for educators and scientists. If you look at the bottom of the page, you will see that the site is available in numerous languages. Poke around on the Web site and you will find online publications; activities, puzzles, and games; interviews with chemists from a kid’s point of view (great for learning about potential careers); podcasts; and information on Project SEED, which is a summer research program for economically disadvantaged students to experience what it’s like to be a chemist. Rohm and Haas (a company that develops innovative technologies and solutions for the specialty materials industry) and The Franklin Institute (a leader in the field of science and technology learning) have teamed to produce a set of seven online videos that address the theme of this year’s National Chemistry Week. The videos explain how science has impacted a variety of kids’ favorite sports, like bicycling, snowboarding, hockey, and basketball. The videos show how a combination of physics, chemistry, and materials enable participants’ abilities to improve and also increase safety. This is a great way to see how science is applied to the sports industry. The videos will be available online beginning October 19.   Terrific Science: Empowering Teachers Through Innovation provides a large selection of fun activities to support this year’s National Chemistry Week’s theme of Having a Ball with Chemistry. These include activities about topics such as the Speedo LZR Racer® swimsuit that was the hit of the 2008 Beijing Olympics, impact and puncture testing of sports helmets, the importance of iron in our bodies, the chemistry of heat packs applied to sports injuries, and the effectiveness of sunscreen products.CFertigFri, 17 Oct 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:290#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=289http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=289&PortalID=0&TabID=37http://resources.prufrock.com        Well, if nothing else, the financial crisis we’re experiencing is raising our awareness of economics. We’re all trying desperately to better understand what is happening—where we have come from and where we are going. We should view this as a good teaching opportunity, especially for middle and high school students. There are excellent resources that are available to help. Remember that very bright students often can handle content that is intended for older students. Bright middle school students, or even upper elementary children, may benefit from material that is intended for high school. If you look at the Economics Classroom link below and click on resources, you also will find economics lesson plans for students as young as  in kindergarten.   The Annenberg Foundation has created a series of free online videos for both teachers and students including Economics U$A—Twenty-eight half-hour video programs that explore the fundamentals of economic history, theory, and practice, including microeconomics and macroeconomics, through interviews with Nobel Prize-winning economists. The series features Milton Friedman, Paul Samuelson, John Kenneth Galbraith, Walter Heller, and others. In each program, case studies of major economic events show how economic theory relates to the real world. Inside the Global Economy—Thirteen one-hour video programs offer a multinational perspective on how the global economy and market affect individuals, businesses, and industry. The series features 26 case studies, with follow-up analysis, from more than 20 countries, balancing widely held American views with opinions from around the globe and inviting comparison of the strategies used in international economics today. The Economics Classroom: A Workshop for Grade 9–12 Teachers—Eight video workshops and associated print and Web site information is intended to assist high school teachers in developing strategies to effectively teach the fundamentals of economics and personal finance. This site also provides a number of classroom-tested lesson plans and links to a variety of useful additional resources. CFertigFri, 10 Oct 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:289#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=287http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=287&PortalID=0&TabID=37http://resources.prufrock.com    Etymology is the study of the history of words. It explains when a word entered a language, from what source, and how its form and meaning has changed over time. It is fun, interesting, and helps to build vocabulary.   Internet sites Calliope: Muse of Eloquence: English Words from Classical Mythology This Web site takes words from mythology, explains their meanings, and helps students understand the influence of those words on today’s vocabulary. This is accomplished through interactive exercises and worksheets.   Behind the Name: The Etymology and History of First Names Students can search the origins of their names and that of friends and relatives.   Books English from the Roots Up (Vols. 1 & 2 and also flashcards) The system explained in these books can be used at home or at school to teach the Greek and Latin roots of words. It is a valuable system for students in elementary school through high school. The system helps students develop their vocabulary and enables them to recognize roots that will help them decipher the meanings of new words.   Red Hot Root Words: Mastering Vocabulary with Prefixes, Suffixes, and Root Words (Books 1 & 2) Students improve their mastery of the English language and acquire the keys for understanding thousands of words by studying Greek and Latin word parts (prefixes, root words, and suffixes).   Building Language; Caesar’s English I & II; and Word Within the Word I, II, & III Each of these books build understanding of vocabulary and help boost SSAT and SAT scores.CFertigFri, 03 Oct 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:287#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=286http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=286&PortalID=0&TabID=37http://resources.prufrock.com   There are a couple of great anatomy Web sites available for kids. The first two listed here are interactive and suitable for bright, middle to late elementary school kids. The sites can be used either at home or at school and are both entertaining and educational.   Interactive Body At this Website from the BBC, you will find interactive computer activities that teach about the organs, muscles, skeleton, senses, nervous system, and puberty. Students use drag-and-drop to place various parts of the body and learn about the function of each.   Edheads At this site, students can participate in virtual hip replacements and virtual knee replacements. Viewers also have the opportunity to diagnose different patients who might need knee or hip replacements. There are also videos of real people who have had the replacements, explaining what it was like before and after the surgeries. In addition, students can learn about “interesting people” who have jobs that are related to hip and knee replacements. This feature of the Web site introduces students to possible career paths.   Kids Online Resources (OLR) At this site, there are numerous links to biology resources, several that relate directly to anatomy.CFertigFri, 26 Sep 2008 19:59:00 GMTf1397696-738c-4295-afcd-943feb885714:286#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=285http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=285&PortalID=0&TabID=37http://resources.prufrock.com   All research points to the virtues of beginning foreign language early in life—as early as preschool. Both parents and teachers appreciate ways to enrich foreign language instruction for their students who are gifted in this area.   As we become more and more global-centric, multilingual skills become even more important. We need to move beyond learning the traditional one foreign language to being comfortable speaking several languages.   The following include some helpful resources for teaching or learning a foreign language.   Teaching Gifted Pupils: Modern Foreign Language This Web site comes from the U.K. It contains ideas for enriching and extending pupils' experiences in foreign languages that include using everyday classroom events as an opportunity for spontaneous speech; expressing and discussing personal feelings and opinions; using a range of resources, including games, songs and poems; using the target language imaginatively and creatively (i.e., creating newspapers, quizzes and tongue-twisters); listening, reading, or viewing for personal enjoyment short stories, short novels, poetry, fairy tales, and plays. writing short stories and poetry. Language Camps for Youngsters Here you will find an extensive list of language camps for students of all ages.   Foreign Language Software: An Alternative to Classroom Learning? This is an article in the Duke Gifted Letter, which reviews a couple of software programs that teach foreign languages.   If you do an Internet search on “Foreign Language Online,” you will find many free resources, including games for learning languages.CFertigFri, 19 Sep 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:285#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=284http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=284&PortalID=0&TabID=37http://resources.prufrock.com   Do you want to have a more thorough understanding of gifted education so that you can better serve the needs of your students and their parents? Have you considered taking a class or two or perhaps working on a degree in gifted education? Here is a great resource for you.   The National Association for Gifted Children (NAGC) has put together a University Directory of Programs and Services in Gifted Education. At this site, you will find lists of universities and colleges offering coursework or degree programs in gifted education by state. coursework by university that leads to a certificate or endorsement, an undergraduate degree with an emphasis in gifted, an M.S., an Ed.D., or a Ph.D. universities that offer online courses in gifted education. By using this information, you can find out if there is a program close to you, and if there isn’t, where you can take online classes.CFertigFri, 12 Sep 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:284#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=283http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=283&PortalID=0&TabID=37http://resources.prufrock.com   Over the years, we have run the gamut with the role of praise and reward when working with students. When I was a young child I can remember hearing adults say, “Don’t tell him he did too good of a job or he’ll get a swelled head.” Praise was not readily given. At least in my environment, reward for tasks completed was never even considered. We were expected to do well without praise or reward.   When my children were young, self-esteem became a big issue. Adults became very sensitive to building the good feelings that children had about themselves. Praise, and often reward, was lavished upon these young people.   Today, we are offered a middle ground.   Both teachers and parents often are eager to motivate their kids in school. In two articles, Daniel T. Willingham, at University of Virginia, discusses the role of praise and the role of reward in motivating students.  The emphasis of Willingham’s research is the application of cognitive psychology to K–12 education.   Role of Praise   Research indicates that praise can motivate and guide children—but there are circumstances under which praise is not beneficial. If you try to use praise for your own ends or even in a conscious attempt to help the student, it is likely to go wrong. If, on the other hand, praise is an honest expression meant to congratulate the student, it will likely be at least neutral or even helpful to the student. Whether or not praise is beneficial depends on when and how it is used. For praise to be helpful, it must be sincere—In order to receive praise, the child must have done something praiseworthy. The content of the praise should express congratulations (rather than express a wish of something else the child should do).   emphasize process, not ability—The target of the praise should be not an attribute of the child, but rather an attribute of the child’s behavior. be immediate and unexpected—Praise should immediately follow the praiseworthy act; however, praise that comes like clockwork presents a potential problem: The student may start to work with the expectation of being praised. The author offers examples of constructive praise and encouraging comments.   Role of Reward Here the author tackles the question of creating an atmosphere in which students want to learn vs. one in which they do minimal work to earn a promised reward.   Are rewards immoral and dehumanizing? What happens when rewards stop? How can rewards decrease motivation? What makes rewards more or less effective? Are rewards worth it?   Willingham likens using rewards to taking out a loan. You get an immediate benefit, but you know that you will eventually have to pay up, with interest. He suggests three guidelines to the use of rewards: Try to find an alternative—The obvious alternative is to make the material intrinsically interesting. Use rewards for a specific reason, not as a general strategy—One example is when a student has lost confidence in himself to the point that he is no longer willing to try. Plan for the ending—If students are told at the start of the rewards program when it will end, there may be fewer complaints when the goodies are no longer available. CFertigFri, 05 Sep 2008 17:10:00 GMTf1397696-738c-4295-afcd-943feb885714:283#Comments3http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=282http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=282&PortalID=0&TabID=37http://resources.prufrock.comLast week, I spoke with a friend of mine who was in the middle of finishing two weeks of teacher orientation. On one afternoon, the teachers at her school heard a presentation about gifted children. During an afternoon break, one of my friend's table-mates commented that she imagined most gifted kids would be able to play the guitar because she only knows one gifted person, and he plays the guitar with great skill. Another teacher explained how shocked she was to learn during the previous year that one of the boys in her class was gifted. She was shocked because "he never sat still." How could you be gifted and be out of your seat so much? Then, last week, CNN posted an article by a free-lance journalist titled, "Is Your Kid Really Gifted? Probably Not." The money quote from this article was: "Gifted" has become one of the most tossed-about words in the parenting lexicon. Unfortunately—sorry, but let's get this out of the way right up front—it's also one of the most misused. While there were many things about this article with which I disagreed, I did think this one paragraph held much truth. There is no end to the misceptions about who gifted kids are and how best to serve them. Even among experts, there is some disagreement. Currently, there is a solid debate raging on in the gifted education community about whether we should only identify gifted kids who are performing at high levels or whether we should include kids who show potential for high performance, but do not yet (and may not ever) exhibit it. The most infuriating aspect of this discussion is that giftedness exists along a continuum of human performance and ability. There is not a single agreed upon "line" we can draw that says, "on this side of the line you are gifted, and on that side you are not." Anytime a school or counselor makes the decision to label a child gifted, there is an element of the arbitrary in that decision. A couple of years ago, Prufrock posted an article titled "Definitions, Models, and Characteristics of Gifted Students" by Dr. Susan K. Johnsen. I invite you to read this article in its entirety. The article offers an overview of the many ways giftedness has been conceptualized and the many characteristics of gifted kids. The article explains that there are many types of gifted individuals. For example, some exhibit gifted abilities and exceptional intelligence in many areas and some tend to exhibit gifted abilities in only specific subject areas. In other words, what a gifted child "looks" like can vary as much as snow flakes. For example, Dr. Johnsen explains that kids with exceptional general intellectual abilities might exhibit the following characteristics to a high degree: Has an extensive and detailed memory, particularly in an area of interest. Has vocabulary advanced for age—precocious language. Has communication skills advanced for age and is able to express ideas and feelings. Asks intelligent questions. Is able to identify the important characteristics of new concepts, problems. Learns information quickly. Uses logic in arriving at common sense answers. Has a broad base of knowledge—a large quantity of information. Understands abstract ideas and complex concepts. Uses analogical thinking, problem solving, or reasoning. Observes relationships and sees connections. Finds and solves difficult and unusual problems. Understands principles, forms generalizations, and uses them in new situations. Wants to learn and is curious. Works conscientiously and has a high degree of concentration in areas of interest. Understands and uses various symbol systems. Is reflective about learning. On the other hand, according to the article, a child with exceptional talent in the specific subject area of mathematics or science might exhibit the following characteristics: Is interested in numerical analysis. Has a good memory for storing main features of problem and solutions. Appreciates parsimony, simplicity, or economy in solutions. Reasons effectively and efficiently. Solves problems intuitively using insight. Can reverse steps in the mental process. Organizes data and experiments to discover patterns or relationships. Improvises with science equipment and math methods. Is flexible in solving problems. The point I would like to make in this blog is that being gifted may look quite different from one child to the next. A little less overconfidence in our clarity about who the gifted child is and is not might be helpful as the school year begins. Let's keep that idea in mind as we look for those kids who might need special gifted education services. Now, if you don't mind, I believe I will go back to sitting still while I play my guitar.JMcIntoshMon, 01 Sep 2008 23:21:00 GMTf1397696-738c-4295-afcd-943feb885714:282#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=279http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=279&PortalID=0&TabID=37http://resources.prufrock.com   It may surprise both parents and teachers to learn that philosophy is a very accessible topic for children of all ages. Peruse some of the sites listed below and you will see what I mean. Philosophy is especially appropriate for gifted children who benefit from the exploration of ideas. The information provided here can easily be used both at home and at school and will help adults incorporate philosophical questioning into the daily lives of their children.   Institute for the Advancement of Philosophy for Children (IAPC) Until recently, philosophy was thought to be too difficult and uninteresting a subject for children. It has now been found that children not only are capable of understanding philosophy but need and appreciate it for the same reasons that adults do. Philosophy offers children the chance to explore ordinary but puzzling concepts, to improve their thinking, to make more sense of their world, and to discover for themselves what is to be valued.   The IAPC publishes curriculum materials in Philosophy for Children for use in grades K–12. The curriculum consists of novels for students and manuals for teachers. Each novel is about 80 pages in length and is written in informal language, without technical terminology.   Philosophy for Children: Philosophical Questions from Children’s Stories What is courage? Do the lives of kids require them to be brave? Philosophy for Children was created by Mount Holyoke College. All you need to do is to read aloud one of the children’s books suggested by the site to a group of elementary school children, and then use the question sets provided to guide the discussion of issues.    Be sure to watch the short video of fifth graders discussing whether judgments about art are purely subjective, and also listen to the podcast interview with Professor Thomas Wartenberg about the often overlooked philosophical concerns of young children and the deep philosophical issues raised by children’s books. The resources section at this site contains a rich list of other Web sites that will help guide adults when teaching philosophy to kids.   Philosophy for Kids This Web site was developed by Gary Matthews, Professor of Philosophy at the University of Massachusetts, Amherst. It poses stories and questions to guide parents or teachers in philosophical discussions with young children.   Books by David A. White Philosophy for Kids: 40 Fun Questions That Help You Wonder About Everything! Questions include: “Who are your friends?” “Can computers think?” “Can something logical not make sense?” and “Can you think about nothing?” This book, designed for young people ages 10 and up, is packed with activities arranged around the topics of values, knowledge, reality, and critical thinking. The book includes activities, teaching tips, a glossary of terms, and suggestions for further reading.   The Examined Life: Advanced Philosophy for Kids This book, designed for students in grades 7–12, offers ways teachers can help students grapple with age-old questions about the nature of friendship (Aristotle), time (Augustine), knowledge (Plato), existence of God (Aquinas), perception (Berkeley), freedom and society (Rousseau), and many more.   Books by Paul Thomson and Sharon M. Kaye Philosophy for Teens: Questioning Life's Big Ideas In this book, created for students in grades 7–12, the authors examine some of life's biggest topics, such as lying, cheating, love, beauty, the role of government, hate, and prejudice. Both sides of the debates are covered on every issue, with information from some of the world's most noted philosophers. Each chapter includes discussion questions, thought experiments, exercises and activities, and community action steps to help students make reasoned, informed decisions about some of life's greatest debates.   More Philosophy for Teens: Examining Reality and Knowledge  Created as a companion book to their first book (above), the authors examine some of life’s toughest questions, including identity, God, the universe, freedom, and the meaning of life.CFertigFri, 29 Aug 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:279#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=278http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=278&PortalID=0&TabID=37http://resources.prufrock.com   Every once in a while I like to remind readers about other blogs on gifted education. If you look on the left column of this page as you scroll down, you will come to a section titled Other Blogs. I try to keep an updated list there of all the other blogs that focus on gifted education.   There are two blogs that have recently come to my attention:   The “More” Child This blog deals with “extreme giftedness, education, homeschooling, parenting and more…as seen from the Washington, DC suburbs.” It is written by a mom of two girls--one highly gifted, one profoundly gifted--living in Montgomery County, Maryland. Her family has experience with normal school, magnet school, and homeschooling...and the girls are not yet out of middle school.   Unexpected Gifts: Discovering and Nurturing the Strengths of Every Child The author of this blog has her M.A. and is an educational consultant who specializes in providing academic advocacy services for gifted and twice-exceptional children and their families. She has 15 years of teaching experience in public and private schools, the last ten as a classroom teacher in a school for gifted and talented. She is an adjunct faculty member for the Technology in Education program at National-Louis University in Wheeling, Illinois, and presents regularly to various educational and professional groups.   I also want to make a point of reminding you of Unwrapping the Gifted. When this blog first started, I announced it in one of my entries. Tamara Fisher maintains this blog for Teacher Magazine. Tamara is a K-12 gifted education specialist for a school district located on an Indian reservation in northwestern Montana and president-elect of the Montana Association of Gifted and Talented Education. She is also co-author of Intelligent Life in the Classroom: Smart Kids and Their Teachers. In this blog, Fisher discusses news and developments in the gifted education community and offers advice for teachers on working with gifted students. She does an excellent job.CFertigFri, 22 Aug 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:278#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=277http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=277&PortalID=0&TabID=37http://resources.prufrock.com   We’re right in the middle of the Beijing 2008 Summer Olympic Games. Few Americans are in school right now, but parents may want to supplement their student’s summer learning using the Olympics. Teachers may want to start the school year with a review of the Olympics. Whether you are a parent or a teacher, there are lots of good resources available. When working with gifted individuals, do not feel that you need to stay with suggested grade level curricula or ideas; instead, move up one or more grade levels to find more appropriate material. Here are just a few of the wonderful resources available online.   The Amazing Olympic Games The Academy of Achievement includes student materials, teacher facilitation guides for grades 4–12, and video clips of former Olympic champions.   Griffin Publishing Group  Series of 16 inexpensive booklets of activities surrounding the Olympics.   The Official Web Site of the Beijing 2008 Olympic Games This site is filled with the history of the Olympics and all kinds of statistical information about the 2008 Summer Olympics, including information about all participating athletes. There are also lots of photos and video clips.   Olympic Games - Curriculum Context This Web site from Australia features key Internet links and learning ideas tied into the Olympics theme. Learning ideas include drug use at the Olympics, classical Greek mythology, China, and languages that are used at the Olympics.CFertigFri, 15 Aug 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:277#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=276http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=276&PortalID=0&TabID=37http://resources.prufrock.com   Shakespeare never grows old. He was an outstanding observer of life and created many immortal characters that profess and embody human nature. His characters often capture traits that are universal. He used rich literary devices, compelling plots, and had an enduring wisdom and wit. He also wrote many unforgettable lines that are imbedded in our culture. He continues to be the most-quoted author in the English language.   There are many resources available to help teach about Shakespeare. Here are just a few.   Publishers   Prufrock Press has a new Advanced Placement Classroom series for the upper level classroom, grades 7–12. Currently, there are three books that present background material and activities for teachers for Hamlet, A Midsummer Night’s Dream, and Romeo and Juliet.   The Writing Company has an extensive collection of books, videos, posters, simulations, and other resources on William Shakespeare.   Curricula   Navigators are collections of questions and activities intended to support group or independent study of selected literary pieces. The Center for Gifted Education at The College of William and Mary offers Navigators for three of Shakespeare’s plays: Henry IV, Part 1; Hamlet; and Twelfth Night. These Navigators are designed for students in grades 9–12.   Web Sites   OpenSourceShakespeare Complete texts of Shakespeare’s plays, sonnets, and poems. This site also includes search tools and statistics.   Mr. William Shakespeare and the Internet Numerous resources on all things Shakespeare.   Shakespeare Resource Center Includes Shakespeare’s will, the authorship debate, language, the Globe Theatre, Elizabethan England, and theatre companies.   The Plays of Shakespeare Activities for teachers to use when teaching Shakespeare.   For Fun and Learning   Shakespeare's Insults for Teachers (Shakespeare's Insults) This book is filled with insults that teachers can share with their students to help them really get into Shakespeare's language, such as "Your brains are useless, boil'd within thy skull."CFertigFri, 08 Aug 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:276#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=274http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=274&PortalID=0&TabID=37http://resources.prufrock.com   Back in September 2005 I wrote a blog entry titled Universal Themes & Gifted Education. Universal themes give any unit meaning. Themes give a common reason for students to read many different books, including books on different ability levels, which is excellent for differentiation. Universal themes can be used with any subject, but they are especially suited for literature and social studies.   A Sampling of Universal Themes   Anger Friendship Loyalty Bullies Good vs. Evil Making Choices Belonging Grief Memories Bravery Guilt Peace Challenges Honesty Separation and Loss Commitment Innocence and Experience Survival Courage Jealousy Trust Customs and Traditions Leadership Values Diversity Loneliness Violence Forgiveness Love       Activity to Begin a Unit Upper Elementary through Adult   1.      Divide students into groups of 5–7 and give each a large sheet of paper and markers. Ask the participants to brianstorm everything they can think of about the given theme. (You may want to review the rules of brainstorming before you begin this activity.) Give them plenty of time and don’t worry about silences. 2.      After sufficient time to think and write, ask the students to look at their lists and see if there are ways they can group their comments. 3.      Next, have them label each group of comments with a generalization. 4.      Have each group of students share results, allowing them time to explain their reasoning. 5.      As a class, find some common generalizations that can be used for the entire class.   A number of years ago, I participated in this activity while attending a conference session. At first, I was skeptical, thinking that it wouldn’t be a worthwhile exercise, but in the end, I was amazed at the depth of the discussion.   Next, I tried the activity with a class of gifted fifth graders. The discussions that the students had were phenomenal and gave real meaning to all the reading they did later in the unit. Each day, the kids could hardly wait to come to class to continue the discussions about the theme. I think that one of the reasons that students enjoy learning this way is because there are no right or wrong answers when discussing anything that is related to the theme. Instead, the universal themes and generalizations are used as a framework to help them think and to value their thinking. They do have to be able to support their ideas, which was far more meaningful that just spitting back facts or predetermined answers.   For more ideas about universal themes, check out Universal Themes and Generalizations. Remember that the generalizations listed here are only suggestions. You and your class may come up with different generalizations.CFertigFri, 01 Aug 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:274#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=275http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=275&PortalID=0&TabID=37http://resources.prufrock.comIf you teach Internet research skills to gifted students or if you spend time yourself looking for great gifted education teaching ideas or parenting tips, the newly launched Cuil Web search engine may be of interest to you. Cuil (pronounced "cool") seems like a good option for students conducting Web searches because the search results display is free of advertisements and sponsored search results. Also, the layout and images used for search results are more pleasing to the eye. I think kids would be more attracted this kind of design than they would those of other search sites. For those of us used to other seach engines, Cuil's two- or three-column layout is a little hard to get used to. However, once I got familiar with the way Cuil organizes search results, I found it to be a reasonable alternative to other search engines. One nice feature of the site is that it is more graphically attractive that other search sites. Each search result is displayed with an image than is (theoretically) associated with the site. Cuil is still working out a lot of kinks in this area. Conduct a search for "Gifted Education" and notice that almost all of the images displayed next to search results are covers of books published by Prufrock Press. I don't mind, but I suspect the Gifted Education Program Web site for the Victoria, Australia, schools isn't too keen on having our old "Clearance Sale" graphic representing their site. I'm sure Cuil will resolve some of it's rough edges over time. Overall, it is a search engine that you may wish to recommend to your gifted students when they conduct Web research. [Update: April 10, 2009] After watching this seach engine evolve over the last several months, I'm going to have to withdraw my recommendation. Frankly, it's just not very accuarate with it's results (seach for "Gifted Education" on Cuil and the National Association for Gifted Children doesn't even appear on the first page). The pictures that Cuil associates with web sits seem arbitrary, and the "Explore by Category" section to the right of the results is so random that it is of limited value. I thought this site would develop into an exciting, advertising-free, and visually-oriented search engine, but it has beed a disappointment.JMcIntoshThu, 31 Jul 2008 17:07:00 GMTf1397696-738c-4295-afcd-943feb885714:275#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=273http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=273&PortalID=0&TabID=37http://resources.prufrock.com For many years it was believed that boys were superior to girls in math, but research in the current issue of the journal Science reports that the gender gap has become a myth. Janet Hyde, a psychologist at University of Wisconsin, and her collaborators at University of Wisconsin and University of California, Berkeley culled data from federally mandated (No Child Left Behind) annual math tests administered in 2005, 2006, and 2007 to 7.2 million second- through 11th-grade students in 10 states. They found little difference between boys' and girls' average math scores. The study was funded by the National Science Foundation. Today, girls are increasingly sticking with math classes through school, with girls and boys taking advanced math in high school in equal numbers and women receiving nearly half of all bachelor degrees given in math in the U.S. Even though girls increasingly take the most difficult math classes, and girls and boys now perform equally well in math in school, researchers still need to better understand why females seem less likely to pursue careers in math-intensive technology and science fields. Currently, women make up only 15% of doctoral candidates in engineering programs. Furthermore, despite evidence that girls are performing as well as boys in math classes, many parents and teachers still believe girls struggle in math. We need to get the word out to the high school teachers and counselors that girls are as good as boys at math. Hyde thinks mothers who grew up with math stereotypes need to be especially careful. "Even if you believe you can't do math, you can just keep quiet about it," she said. The study's most disturbing finding, the authors say, is that state tests mandated by the NCLB law are doing a poor job of challenging both boys and girls, as few tough math problems being asked. Using a four-level rating scale, with level one being easiest, the authors said that they found no challenging level-three or -four questions on most state tests. The authors worry that teachers may start dropping harder math from their curriculums because "more teachers are gearing their instruction to the test." To learn more about this study, read the current issue of the journal Science. You can also read about the study and listen to a podcast of interviews about it at National Public Radio (NPR).   Time Magazine contains an article titled “The Myth of the Math Gender Gap.”  CFertigFri, 25 Jul 2008 22:40:00 GMTf1397696-738c-4295-afcd-943feb885714:273#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=272http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=272&PortalID=0&TabID=37http://resources.prufrock.com   As the excitement builds this fall with the upcoming election, teachers and parents will want to have good resources at hand to help gifted students understand the election process. Here are just a few resourses. If you have other good resources to share, please list them in the comments area of this blog entry.   Specific Curricula   Rutherford Public Schools in New Jersey has developed curricula for their gifted program, grades 7–8. The information is very general and includes objectives, course outline, curriculum content standards, assessments, resources, and activities.   One of the resources used in the Rutherford Public Schools curriculum is the Interact simulation The Presidential Election Process. Interact recommends this curriculum for grades 5–8. If you scroll down on this page, you will see that Interact materials were recommended in my June 28, 2008 blog entry.   The Center for Gifted Education at The College of William and Mary offers The Road to the White House: Electing the American President for gifted students in grades 6–8. The concept of systems forms the basis for this exploration of American government that focuses on the election of the president within its constitutional context. Students investigate the chronology of the campaign and election, and study documents and statistics related to presidential elections in American history. In addition, the unit explores the concept of leadership as it emerges both in the process of being elected and in the context of being a president.   General Resources   The U.S. government's Electoral College site explains the Electoral College system, presents historical election results, and contains links to many teaching resources.   Background information provided by Trenton Public Schools includes the history of the campaign to date and links to major party and candidate Web sites.   The Library of Congress learning page on elections is filled with the history of elections and political movements in the United States. There are also lesson plans on women’s suffrage.   Fact Monster from Information Please explains how a president gets elected. Follow links on the left side of the page to find extensive information on Campaign 2008, presidential conventions, and facts about U.S. elections.   FactCheck.org monitors the factual accuracy of what is said by major U.S. political players in the form of TV ads, debates, speeches, interviews, and news releases.   PolitiFact.com rates the accuracy of candidates' statements on their records, attacks on opponents, and organizes statements by issue/topic. CFertigFri, 18 Jul 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:272#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=271http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=271&PortalID=0&TabID=37http://resources.prufrock.comIf you are like me, you gather a lot of news, teaching ideas, and parenting tips from the Web. Each day, I visit several news sites, technology sites, teaching blogs, and gifted education blogs and sites. If I had to check every one of those sites to see if new content had been posted on a given day, I would spend a great deal of time checking each site individually. Thankfully, there is a solution to this: RSS (Really Simple Syndication). An RSS "feed" is an easy way for a Web site to notify users of new content, as if to say, "I've got a new article posted. Here is the title of the article and a sample of what it is about. Would you like to read the article?" RSS offers a fantastic way to keep up to date with your favorite Web sites' most recent posts. In fact, both of Prufrock's blogs have several handy RSS feeds located on the left side of the page (see "Categories/RSS"). The links to the RSS feeds are the little orange broadcast icons. Finding Newly Posted Web Articles is Easy With RSS There are several great tools out there designed to help you with RSS feeds. For example, Bloglines.com is a free, Web-based RSS reader (or "aggregator"). You set up a Bloglines account, add the RSS feeds from your favorite Web sites and blogs, and then Bloglines keeps up with new content posted to those sites. For example, in the image to the right, you can see a small sample of some Web sites I like to read. The feeds that are not in bold are sites that do not currently have new information. The ones in bold have new articles, and the number in parenthesis tells me how many. If I want to read the new articles, I simply click on a feed's title and I get a summary of all the new content. Some browsers like Safari (Mac or PC) and Internet Explorer 7 (PC) have RSS capability built right in. Want to test if your browser can manage RSS feeds without special plug-ins? Just click this link to the RSS feed for my blog. If you get a listing of articles, you have an RSS-capable browser. If you get a bunch of code, you'll need to use a Web service like Bloglines, a browser plug-in, or a stand-alone application. If you use Safari on your Mac or PC, Apple has posted simple instructions for using RSS feeds. If you use Internet Explorer 7, Microsoft has posted instructions as well. There is a pretty general video overview of RSS titled, "How to Use RSS Feeds" at videojug.com. It's not detailed enough to explain everything, but it offers a nice advance organizer. For a more thorough, step-by-step explanation, click here to read an article by Paul Stamatiou titled, "Getting Started with RSS."JMcIntoshMon, 14 Jul 2008 04:56:00 GMTf1397696-738c-4295-afcd-943feb885714:271#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=270http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=270&PortalID=0&TabID=37http://resources.prufrock.com   The Duke Gifted Letter, which always has interesting information (be sure to subscribe to their e-mail list), recently published an article titled, "Teaching Gifted Children: National Guidelines and State Requirements." A brief summary follows:   Requirements for teachers to have had training in working with gifted students vary from state to state, district to district, and sometimes school to school, heading off in many different—sometimes contradictory—directions.   Frequently, regular classroom teachers have had no instruction in understanding or working with gifted students. Only six states (Alabama, Connecticut, Kentucky, New York, Oregon, and Washington) mandate that classroom teachers receive any training in gifted education.   Shockingly, even teachers of gifted programs may not be required to have specialized training.   Requirements for teacher training and ongoing professional development are very uneven. There are no national certification requirements, and only 34 states require that gifted students be identified. Only 29 states require that gifted services be provided.   The National Association for Gifted Children (NAGC) and the Council for Exceptional Children (CEC), and its division, The Association for the Gifted (TAG), recently completed a three-year collaborative project to develop a set of research-based standards for educators: The Teacher Knowledge and Skill Standards for Gifted and Talented. Joyce VanTassel-Baska and Susan Johnson, who served on the standards task force, recommend that the regulations overseeing the administration of gifted education programs in every state involve teacher training in conjunction with the new standards, and that the standards be linked to state-based university programs in gifted teacher education.   While a summary of the standards are included in the Duke Gifted Letter, you can see a more detailed list here.   Briefly, the ten standards include teacher knowledge and understanding of the following: Foundations Development and Characteristics of Learners Individual Learning Differences Instructional Strategies Learning Environments and Social Interactions Language and Communication Instructional Planning Assessment Professional and Ethical Practice Collaboration CFertigFri, 11 Jul 2008 08:00:00 GMTf1397696-738c-4295-afcd-943feb885714:270#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=269http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=269&PortalID=0&TabID=37http://resources.prufrock.com In the not-too-distant past, homeschoolers had valid concerns about applying for college admission. How would they be able convince higher education officials of their accomplishments and capabilities? But in recent years, the homeschooling movement has grown by leaps and bounds and even the most select institutions of higher learning now have procedures in place for admission of this group of independent learners. A recent example was cited in the Chicago Tribune article "From Home School to Top Schools." Chelsea Link, homeschooled beginning at age 5, was recently accepted to Yale, Harvard, Princeton, Columbia, University of Chicago, Stanford, and Northwestern. Of course, she has a stellar résumé with perfect scores on the SAT and ACT, and also aced all of her AP exams. In addition, she is the reigning world Irish harp champion. Chelsea also augmented her home learning with enrichment classes, lots of travel, and immersion in Chicago’s rich arts scene. Almost two million American students are educated at home, and more than 80% of colleges have formal policies for assessing these applicants—up from 52% in 2000.   Homeschoolers are learning to package themselves. One way they do this is to rely more on outside sources to document scholastic rigor. This may include credits for college classes, online instruction from such credible groups as Stanford University’s Education Program for Gifted Youth, and recommendations from tutors and mentors. It also is important for homeschoolers to prepare detailed course descriptions of their independent course of study.   Colleges and universities are most impressed by a student’s genuine intellectual curiosity, which can’t be faked. Chelsea certainly has demonstrated this intellectual curiosity. She most likely would excel no matter what her environment because of her intense interest in learning. She loves literature and theater. For the last three years, she has taught Shakespeare classes to 40 youngsters. She studied the harp in Ireland most summers since she was ten. She also is intensely fond of French and reaps praises from her French tutor of ten years.   There are not many students like Chelsea, who have a strong intellectual interest, tenacity, and support of parents, but for those who fit into this category, the possibilities are unlimited.   CFertigMon, 07 Jul 2008 22:37:00 GMTf1397696-738c-4295-afcd-943feb885714:269#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=268http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=268&PortalID=0&TabID=37http://resources.prufrock.comCollege Entrance for   In the not-too-distant past, homeschoolers had valid concerns about applying for college admission. How would they be able convince higher education officials of their accomplishments and capabilities? But in recent years, the homeschooling movement has grown by leaps and bounds and even the most select institutions of higher learning now have procedures in place for admission of this group of independent learners. A recent example was cited in the Chicago Tribune article From Home School to Top Schools http://www.chicagotribune.com/news/chi-homeschool_18apr18,0,4804863.story . Chelsea Link, homeschooled beginning at age five, was recently accepted to Yale, Harvard, Princeton, Columbia, University of Chicago, Stanford, and Northwestern. Of course, she has a stellar résumé with perfect scores on the SAT and ACT, and also aced all her AP exams. In addition, she is the reigning world Irish harp champion. Chelsea also augmented her home learning with enrichment classes, lots of travel, and immersion in Chicago’s rich arts scene.   Almost two million American students are educated at home, and more than 80 percent of colleges have formal policies for assessing these applicants—up from 52 percent in 2000.   Homeschoolers are learning to package themselves. One way they do this is to rely more on outside sources to document scholastic rigor. This may include credits for college classes, online instruction from credible groups such as Stanford University’s Education Program for Gifted Youth, and recommendations from tutors and mentors. It is also important for homeschoolers to prepare detailed course descriptions of their independent course of study.   Colleges and universities are most impressed by a student’s genuine intellectual curiosity that can’t be faked. Chelsea has certainly demonstrated this intellectual curiosity. She most likely would excel no matter what her environment because of her intense interest in learning. She loves literature and theater. For the last three years, she has taught Shakespeare classes to 40 youngsters. She studied the harp in Ireland most summers since she was ten. She is also intensely fond of French and reaps praises from her French tutor of ten years.   There are not many students like Chelsea who have a strong intellectual interest, tenacity, and support of parents, but for those who fit into this category, the possibilities are unlimited.CFertigMon, 07 Jul 2008 22:32:00 GMTf1397696-738c-4295-afcd-943feb885714:268#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=266http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=266&PortalID=0&TabID=37http://resources.prufrock.com  Interact is a publisher that offers curricula that is unique and creative. The units often are used as supplements in the regular classroom but can be used in a separate enrichment class. Many of the units involve interaction between students through simulations. I have seen Interact curricula used successfully in classrooms that consist of many different abilities. I knew one teacher who always had an Interact simulation going in his classroom. His students (including the gifted students) were so excited to go to school each day to work on the activities. Each Interact unit includes a teacher's guide, purpose and overview, daily lesson plans, student materials, time management guidelines, and support materials.   If you do a search on “gifted” at the Interact Web site, results will show curricula particularly suited to high-ability students; however, many of the regular units also work well for students who are academically strong.   Unit subjects include language arts, social studies, math, science, and character building.   A few examples are   Character Matters Grades 1–4 Up to 20 hours for preparation, planning, and performance Description: Welcome to a monthly meeting of the Fairy Tale Advice Council. Led by Rapunzel, a handsome prince, and a recovering wicked witch, the council offers help in character building to folk and fairy tale creatures. In this fun and humorous musical, the Big Bad Wolf learns the Golden Rule, Cinderella gets help in managing her anger at her bullying stepsisters, and Jack and the Giant discover that their differences are cool. Will Humpty Dumpty take responsibility for his fall? Can Baby Bear forgive Goldilocks? And will the magic mirrors tell the evil queen the truth about who is "the fairest of them all?"   Game Factory Grades 3–7 A flexible structure allows for lengthening or shortening the time required Description: Cheatum Swindle is running the Goodwin's game factory into the ground by producing unfair games, and it's up to your students to use their arithmetic skills to save the company! Students work in pairs performing hands-on experiments with spinners, dice, coins, and cards to test the probabilities of Cheatum's games. The flip of a coin or the roll of the die determines the moves they make as they advance through the factory, examining games for fairness. As they find problems, they make modifications and record reasons for their decisions. In the final push to save the company's reputation, student pairs design their own games and present them with an explanation of their fairness.   Advanced Placement Short Story: Challenging Approaches for Honors, Gifted, and AP English Classes Description: A sophisticated collection of 36 teacher plans and student handouts based on seven short stories (included) by well-known writers. The activities may be used in many ways. They may heighten awareness of how plot, theme, character, setting, point of view, and style interconnect; they may give students practice in answering the sort of multiple-choice and essay questions they will meet on the AP exams; or they may simply illuminate the art of the short story as practiced by some of its masters: E.B. White, Katherine Mansfield, Langston Hughes, Tillie Olsen, Raymond Carver, Sean O'Faolain, and Bernard Malamud. Index. Supplemental reading list.   Black Gold Grades 5–8 Up to 15 hours of instruction Description: Black Gold is a challenging, multi-disciplinary study of petroleum and our reliance upon this vanishing fossil fuel. The science, geography, research, mathematics, and language arts activities center around the global dynamics of petroleum production and consumption. Your students will create a map of the world showing the magnitude of petroleum reserves and consumption, and trace major transportation routes and techniques; use a variety of research tools, analyze information, and present and defend their conclusion; buy and sell crude oil at a commodity market (at their desks or via e-mail); and devise techniques to clean up a disastrous oil spill.  CFertigSun, 29 Jun 2008 00:07:00 GMTf1397696-738c-4295-afcd-943feb885714:266#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=265http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=265&PortalID=0&TabID=37http://resources.prufrock.comThe Hoagies' Gifted Education Page has reprinted an article that offers an overview of International Baccalaureate (IB) schools and considers whether they meet the special needs of gifted children. The article, titled "To IB or Not IB," provides a special focus on IB's implementation in Michigan's public school system; however, overall the article is informative for anyone interested in IB schools and gifted children. [Modified on July 14, 2008] One of this blog's readers, Jonna, commented that the article I've cited above is not as general as she expected. She felt that it focused a bit too much on Michigan's public school system. I think she has a good point. I did a bit more research and found an article on the topic of AP and IB programs from Gifted Child Today that was published back in 2002. I believe the information still holds true, so I am providing that article in the form of a downloadable PDF for those of you would would like to read it. Click this link to download "The Advanced Placement Program and the International Baccalaureate Programme: A History and Update" from the Winter 2002 issue of Gifted Child Today.JMcIntoshSun, 22 Jun 2008 17:25:00 GMTf1397696-738c-4295-afcd-943feb885714:265#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=263http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=263&PortalID=0&TabID=37http://resources.prufrock.com Looking for a fun summer activity for your kids? Try cartooning and animation. An interest in this area could actually turn into a wonderful creative career opportunity. There are some great Web sites that will help bright students learn this craft.  Cartoonster A set of tutorials to teach the art of animation.   Larry’s Toon Institute An animation expert from Disney offers free online lessons in animation.   Make Beliefs Comix Gives kids the opportunity to create their own comic strips using templates.   Read a couple of articles from Imagine Magazine (published by Johns Hopkins University) telling about the pursuit of education and careers in computer animation Art and Craft My 3D World: Adventures in Computer Animation Also, check out your local library for books on cartooning and animation.CFertigFri, 20 Jun 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:263#Comments3http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=264http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=264&PortalID=0&TabID=37http://resources.prufrock.comThe evidence that the nation's current education initiative, No Child Left Behind (NCLB), harms the academic achievement of advanced students continues to mount. According to two studies performed by the Thomas B. Fordham Institute in Washington, increased emphasis on helping students with a history of lower academic achievement results in lower performance for high achievers. Today, the New York Times ran a good article, "Report Sees Cost in Some Academic Gains," which reviews the study's results and the implications of those results.  JMcIntoshThu, 19 Jun 2008 22:43:00 GMTf1397696-738c-4295-afcd-943feb885714:264#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=262http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=262&PortalID=0&TabID=37http://resources.prufrock.com   An oxymoron it is not—twice exceptional, 2e, GT/LD, gifted with learning disabilities—these are all labels given to people who are very bright, yet have learning difficulties. The phenomenon is much more common than most people realize.   There are online resources to help parents and teachers better understand and work with students who fit into this category.   2e Newsletter: Lots of free articles and an online newsletter to which one can subscribe.   Twice Gifted: Lists characteristics of children who are gifted but are visually impaired, hearing impaired, or have physical disabilities. Suggests strategies to use with students who are twice exceptional. The Web site also discusses savants, those with Asperger’s syndrome, and gifted students who suffer from depression.   Uniquely Gifted: There are many resources, including articles and personal experiences of both parents and students. A long list of types of disabilities is presented with links to supporting information. Also included are treatments, training, and therapies to use with twice exceptional students. Numerous support groups and email lists are given.   Explore these resources for a better understanding of kids with learning difficulties and suggestions of ways to help them compensate, while taking advantage of their wonderful strengths.CFertigFri, 13 Jun 2008 00:14:00 GMTf1397696-738c-4295-afcd-943feb885714:262#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=261http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=261&PortalID=0&TabID=37http://resources.prufrock.com   Mary Anne was perplexed by her preschooler. The child seemed quite precocious at times and Mary Anne wasn’t sure what to do about it. Should the child be tested to see what her true abilities might be? Should Mary Anne be looking at gifted school opportunities? Should she be doing anything special at home?   The American Association for Gifted Children at Duke University has suggestions for parents with questions like those of Mary Anne. At this site, you will find information about characteristics of very young gifted children, appropriate activities that stimulate learning, identification and testing, and preparing your child for school.   At the Augusta Web site from Australia, you will find the article Parenting Gifted Preschoolers, which lists both normal and advanced development in very young children as well as a list of activities to do with gifted preschoolers.   Each of the above Web sites will give you lots of fun ideas for working with your precocious preschooler.CFertigFri, 06 Jun 2008 09:33:00 GMTf1397696-738c-4295-afcd-943feb885714:261#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=260http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=260&PortalID=0&TabID=37http://resources.prufrock.com   SCAMPER is an acronym for a list of words that can help you and your students think differently about a problem area and enhance creativity.   S Substitute What or who can be used instead? What other ingredients, place, or time? Other material? Other Process? Other power? Other place? Other approach? Other sounds? C Combine What materials, features, processes, people, products, or components can be combined? A Adapt Is there anything that can be changed? What else is like this? What could be copied? M Modify, Magnify, or Minify Can you change the meaning, color, motion, sound, smell, form, or shape? Can you distort it? P Put to Other Uses Are there new ways to use or reuse it? Is there another market? E Eliminate Can you reduce time, effort, or cost? Can you remove part of it? R Rearrange Can you interchange components or patterns? Can you change the pace or schedule? Can it be reversed?     Just a few possible ways to use SCAMPER.   Read a simple story. What elements of SCAMPER could be used to rewrite the story? If you get stuck on a writing assignment, will the ideas from SCAMPER help you to keep going? Create your own invention. Take any common object and think about how it might be changed or improved upon. Think about the history of some common invention, such as the telephone. Go back to the earliest phone you can find and see how the elements of SCAMPER were used to improve each generation of the communication device. Take a current social or political problem and discuss how elements of SCAMPER might be applied to come up with possible solutions. Use SCMAPER to analyze a Web site or a brochure. Can you find ways that the Web site or brochure might be improved? Take any common object—a penny, a shoe, a table. How can you apply the elements of SCAMPER to come up with a new and creative use of the object? CFertigThu, 29 May 2008 21:19:00 GMTf1397696-738c-4295-afcd-943feb885714:260#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=259http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=259&PortalID=0&TabID=37http://resources.prufrock.com   The ongoing discussion of the definition of intelligence and how to measure it continues with a recent article in Education Week.   Robert J. Sternberg is a nationally known psychologist who has spent much of his career designing new measures that might more accurately capture the full range of students’ intellectual potential. He believes that conventional assessments measure only a narrow subset—memory and analytical skills—and do not necessarily measure all the abilities students need to succeed in life, namely a combination of practical, creative, and analytical skills.   While traditional assessments are frequently good predictors of success, plenty of people succeed without ever fitting that pattern—people like Virgin Airlines founder Richard Branson or filmmaker Steven Spielberg, both of whom were high school dropouts.   A team of Yale University researchers is taking Sternberg’s ideas and rethinking tests that schools use to identify students for gifted and talented programs. Dubbed Aurora Battery for the colorful spectrums created by the northern and southern lights, the assessment is being translated and tested with tens of thousands of students between 9 and 12 in the United States, England, India, Kuwait, Russia, Saudi Arabia, Spain, and other countries. Aurora is a comprehensive battery that includes a group-administered paper-and-pencil test, a parent interview, a scale for teacher rating of students, and some observation items.   With the Aurora assessments, scholars hope to get a read on the skills that make the Bransons and Spielbergs of the world successful, as well as the academic skills that intelligence tests have traditionally measured.   The new assessment could yield a very different pool of gifted students—one that includes a higher proportion of those from traditionally underrepresented minority groups. It also has the potential to capture a population of students with a more varied and better-qualified array of skills.CFertigFri, 23 May 2008 21:00:00 GMTf1397696-738c-4295-afcd-943feb885714:259#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=258http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=258&PortalID=0&TabID=37http://resources.prufrock.com   Not every school is a good match for every child. Homeschooling can be an ideal academic alternative for gifted children because it provides an education tailored to individual intellectual, social, and emotional needs. The flexibility of homeschooling allows children to set the pace of learning and work from a wide variety of educational materials. It also allows more time to pursue interests not covered in the classroom and to find experts willing to share their specialized knowledge. All of these attributes are beneficial to very bright children.   Gifted Homeschoolers Forum (GHF) is a non-profit, all-volunteer organization that works to support, educate, and advocate for families choosing alternative educational paths for their gifted children. It was originally founded to support gifted homeschoolers in California but, because of technology, is now able to make its information available to everyone. This Web site has many resources that are beneficial to parents who homeschool their children. Links include the following: Favorite traditional and non-traditional curriculum resources Information about twice-exceptional (2E) kids Blogs Organizations Mailing lists Books and publications Nationwide distance and short-term residential programs for gifted children Regional resources Articles about homeschooling If you are considering homeschooling your child or you already are a homeschooling parent, you will likely find lots of helpful information at this Web site.CFertigFri, 16 May 2008 09:32:00 GMTf1397696-738c-4295-afcd-943feb885714:258#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=257http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=257&PortalID=0&TabID=37http://resources.prufrock.com   Do you have a student who is preparing a graduation speech right now? Do you have a gifted student who wants to work on his or her verbal skills, especially public speaking?   American Rhetoric is a great resource. It has a database of and index to 5,000+ full text, audio, and video versions of public speeches, sermons, legal proceedings, lectures, debates, interviews, other recorded media events, and a declaration or two. They are great examples to watch, listen to, and learn from.   In addition to great examples of speeches, there is a compendium of  more than 200 audio (mp3) clips illustrating 40 different rhetorical devices. These devices, or stylistic figures, are techniques used in both writing and speaking. For each rhetorical device, there are definitions and examples, both written and audio. Audio examples are taken from public speeches and sermons, movies, songs, lectures, oral interpretations of literature, and other media events.   This entire Web site is a great teaching and learning tool.CFertigFri, 09 May 2008 00:01:00 GMTf1397696-738c-4295-afcd-943feb885714:257#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=255http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=255&PortalID=0&TabID=37http://resources.prufrock.com There was an interesting interchange this past week on the Washington Post Web site. In What to Do With Gifted Students?, staff writer Jay Mathews talks about a letter he received from a mother of a very gifted student. (The boy was reading a college-level book in third grade.) Mathews admits that he has not been very sympathetic with parents of gifted students, but this one is an exception. In fact, he was so sympathetic, he invited readers to respond. In a nutshell, the student in question had received rejections from a number of colleges/universities. The parents had focused on learning, not grades. The boy’s standardized test scores were very high and he had taken many advanced courses and scored very well on final tests. However, his grades were not great. He often didn’t do all of his assigned work, so received zeros. The classes didn’t move fast enough for him, so he did different work on his own and handed notes to the teacher and classmates.   After college rejections, the parents and student found out that many schools of higher learning do not look at things like AP scores until after students are admitted. (The boy had so many high scores on AP tests, that he would be qualified to place out of about a year of college.) The fact that his GPA (3.275) was low, in the minds of the admissions department, indicated to those decision makers that the boy is lazy.   In retrospect, the mother wishes that she had homeschooled her son. If he had been homeschooled, the colleges would have looked at the same scores that they now ignore.   The conversation of reader responses to this dilemma is worth reviewing. Since the staff writer who put all this together selected the responses to include, he was able to offer a variety of ideas by articulate people. You will not have to wade through a lot of the same comments written in a poor fashion. This article and letter responses would make a great discussion point for a group of parents, educators, or graduate students. I highly recommend that you read it.CFertigFri, 02 May 2008 09:20:00 GMTf1397696-738c-4295-afcd-943feb885714:255#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=256http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=256&PortalID=0&TabID=37http://resources.prufrock.comAs many of you know, once a year, I need to clear out some of our oldest or overstocked titles to make room for our exciting new releases for the next school year. Each May, we offer a selection of titles at drastically reduced prices. The books I have placed on clearance are in perfect condition. Many of these wonderful titles have been quite popular over the years, but I simply have too many in inventory, and I want to sell them while they are still great tools for the classroom. Save money on exciting classroom materials during Prufrock's year-end inventory clearance. Order before May 31 and receive these books for 99¢–$1.99! Supplies are limited, so please act quickly. Click here to visit our "Web-Only Clearance" sale. [Link Removed: Sale Ended on May 31, 2008]  School and School District Purchase Orders Accepted Online  If you need to make purchases using a school or school district purchase order you may do so online. Our online shopping system accepts purchase orders.  JMcIntoshThu, 01 May 2008 18:00:00 GMTf1397696-738c-4295-afcd-943feb885714:256#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=254http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=254&PortalID=0&TabID=37http://resources.prufrock.com   The most extensive compilation of African American biographies ever written has recently become available and promises to be an excellent resource for gifted students who want to learn about the heritage and contributions of this group. This resource is sure to be a treasure trove for independent study, classroom projects, or just plain interesting reading. Watch the ten-minute PBS interview in which editors Henry Louis Gates Jr. and Evelyn Brooks Higginbotham (both from Harvard) talk about their work on The African American National Biography (Oxford University Press, 2008). The interview is excellent and will give you a real feel for the project.   African American National Biography includes biographies of more than 4,000 African Americans throughout 500 years, dating back to the arrival of Esteban, the first recorded African explorer to set foot in North America. Entries range from Aaron, a former slave without a last name, through Paul Burgess Zuber, a 20th century lawyer and professor. The series includes national heroes and historical figures such as Martin Luther King Jr. and Frederick Douglass. But the biographies also include Sissieretta Joyner Jones, a 19th century opera singer; Richard Potter, a magician, sword swallower, and ventriloquist who owned 175 acres in New Hampshire and died in 1835; and the pistol-packing, fist-fighting Mary Fields, also known as Stagecoach Mary, of the late 19th century.   The entries were written by more than 1,700 contributors in response to a call that was put forth in 2001. In addition to those names published in the printed series, an additional 2,000 names will be included in a forthcoming online database, as part of the African American Studies Center digital archive, available through the Oxford University Press Web site. Gates and Higginbotham have compiled a massive database that includes 12,500 names.   The 8-volume set of African American National Biography is expensive—just under $1,000, so encourage your schools and libraries to make the purchase.CFertigFri, 25 Apr 2008 17:44:00 GMTf1397696-738c-4295-afcd-943feb885714:254#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=253http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=253&PortalID=0&TabID=37http://resources.prufrock.com   Asynchronous is a term that describes uneven development. It can mean uneven development academically, physically, and/or emotionally (i.e., a student is a whiz kid at science, but can’t throw a ball). It can describe uneven development between subjects (i.e., a student reads years ahead of his classmates, but is at grade level in math).   We often expect children to meet certain development standards. We know that they should begin to crawl by a certain age, and then go on to walk and run. We expect them to talk when the baby books say they should talk and then recognize colors and shapes, begin reading, learn to share toys, etc. Teachers also have both academic and social expectations at each grade level. But, children do not necessarily develop just as expected.   In Nurturing Giftedness in Young Children, Wendy C. Roedell states   Versions of the following conversation can often be heard when young gifted children start school. "Bill doesn't belong in kindergarten!" the parent cries. "Look, he's reading at the fourth-grade level and has already learned two-column addition." The teacher or principal, having already decided this is a 'pushy parent,' replies, "Well, Mrs. Smith, Bill certainly doesn't belong in first grade; he hasn't learned to tie his shoelaces, and he can't hold a pencil properly, and he had a tantrum yesterday in the hall."   The problem is that both parties are probably correct. This story is an example of asynchronous, or uneven, development. Few children meet developmental expectations across all areas each year of school; however, the disparity can be exacerbated when a child has especially high abilities in one or more academic areas.   It is especially difficult for teachers in primary grades to address advanced academics in children who are socially immature. It is easier to differentiate in a classroom where students are older because they are often socially mature and able to work independently or in small groups without constant supervision.   Parents and teachers may need to get very creative when trying to meet the needs of young children with asynchronous development, especially in the early grades. A combination of techniques may be employed, including the use of volunteers in the classroom, moving students to a higher grade for part of the day, and small group work with motor and social skills.CFertigFri, 18 Apr 2008 09:43:00 GMTf1397696-738c-4295-afcd-943feb885714:253#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=252http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=252&PortalID=0&TabID=37http://resources.prufrock.com There are many summer opportunities for gifted students. (See previous posts from the blogs available at the Prufrock Web site: Quality Summer Opportunities for Gifted Students, Language Immersion Programs for the Gifted, and Summer Programs for the Gifted.) Still one more opportunity is the Summer Institute for the Gifted (SIG), which runs eleven three-week residential sessions in seven states. It also offers several non-residential day programs. In 2007, the Institute served over 2,000 academically gifted students in grades K–11.   All applicants to SIG programs require evidence of high academic ability and/or achievement. Documentation includes the following: Participation in Academic Talent Search Programs A score at the 95th percentile or above in at least one major content area or ability section of a nationally-normed standardized test, or at the highest performance level on a state test Score in the gifted range on the PSAT, SAT, ACT, or SSATB Be identified as gifted and/or have participated successfully in a local or school gifted program If none of the above are available, two letters of recommendation can be submitted. Residential programs for students in grades 4–11 will be held this summer at the following locations. (You can click on each school to find out more information.) Amherst College Bryn Mawr College Emory University Princeton University grades 7–11 UC-Berkeley UCLA University of Michigan-Ann Arbor University of Texas at Austin Vassar College   Day programs for students in grades K-6 will be held at: Bryn Mawr College Fairfield University Manhattanville College Moorestown Friends School Stuart Country Day School Affiliate ProgramsCFertigFri, 11 Apr 2008 16:22:00 GMTf1397696-738c-4295-afcd-943feb885714:252#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=251http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=251&PortalID=0&TabID=37http://resources.prufrock.com   Jan Brett is a popular author/illustrator of children’s books. She is especially fond of drawing animals. At her Web site is a series of videos that could easily be used at school, at home, or through a homeschooling experience to encourage artistic talent. From the time Brett was in Kindergarten, she knew she wanted to be an illustrator of children’s books. The videos include interviews that share how this talented lady became interested in drawing, and the events in her youth that inspired her. She also talks about how she gets the ideas for the books she publishes now. In addition to the interviews, there are more than a dozen videos where Brett shows how to draw various animals and objects, breaking down the process into small, easy-to-follow steps. She includes a dolphin, rhinoceros, creature of the deep, lion, baby polar bear, hedgehog, chick, African okapi, bunny, elephant, horse, and Siberian husky.   This Web site is an excellent resource for students who want to do an in-depth study on a children’s author/illustrator. It could also serve as an inspiration for those who would someday like to publish their own work.   After watching the videos, students may want to create their own illustrated books for fun.CFertigFri, 04 Apr 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:251#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=250http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=250&PortalID=0&TabID=37http://resources.prufrock.com   Recently, I had a request from a teacher about how to identify creatively gifted students at her school. The Center for Creative Learning has in-depth information on this subject. ·         Assessing Creativity: A Guide for Educators. This 121 page PDF file was originally published by the National Research Center on the Gifted and Talented, at the University of Connecticut. ·         Database of more than 70 instruments used to assess creativity.   However, before considering the assessment of student creativity, one should ask a few basic questions. 1.      What is the purpose of the identification? 2.      If a child is identified, will that child be treated differently? 3.      What areas of creativity are you assessing (i.e., scientific, art, music, school project development, general problem solving, oration)? 4.      Is your assumption that children are born creative or that only certain young people have that potential?   When we talk about someone being generally gifted, it is best to state the area of high ability. The same is true for describing a person who is creatively gifted. We simply can’t expect any individual to be creative in everything. So, we must ask ourselves, what information do we expect to gain from these formal assessments?   As students advance in age and abilities, it is probably most accurate to have experts in specific fields determine creativity, as only they will have enough knowledge compare these students with the general population.   Pairing youngsters with others who are creative in similar ways is beneficial as these students will appreciate one another and feed off of one another’s ideas. (Aside: Remember that it is possible to be creative in ways that are not acceptable, in which case you wouldn’t want to pair kids.)   We should not forget that it is very beneficial for all young people to frequently be offered opportunities to be creative both at home and at school. Creativity is not a static attribute.   For more information on aspects of creativity, be sure and visit previous blogs. Creatively Gifted Children Enhancing Creativity through Elaboration Using Fluency to Stimulate Creativity Creative Flexibility: Bending Gifted MindsCFertigFri, 28 Mar 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:250#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=249http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=249&PortalID=0&TabID=37http://resources.prufrock.comGifted education supporters in the U.S. Senate are circulating a "Dear Colleague" letter urging the appropriations committee to allocate $11.25 million for the Jacob Javits Gifted and Talented Students Education Act in 2009. The Jacob Javits Gifted and Talented Students Education Act is the only federal program that specifically addresses the needs of gifted and talented children. The act was passed in 1988 to support the development of talent in U.S. schools. The Javits Act does not fund local gifted education programs. The purpose of the Javits Act is to orchestrate a coordinated program of scientifically-based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools to meet the special educational needs of gifted and talented students. The Javits Act focuses resources on identifying and serving students who are traditionally underrepresented in gifted and talented programs, particularly economically disadvantaged, limited English proficient, and disabled students, to help reduce gaps in achievement and to encourage the establishment of equal educational opportunities for all U.S. students. Click here to download a PDF file that offers an overview of some of the ways in which the Javits program is making a difference for students from underrepresented populations. Contact Your Senators and Urge Support We have until April 1 to help secure Senate cosigners for the letter. Please contact your senators and urge them to support gifted children by adding their name to the Grassley/Dodd letter which urges the appropriations committee to allocate $11.25 million for the Jacob Javits Gifted and Talented Students Education Act. Click here for a copy of the letter, as well as the list of senators who have already added their names. Fifty three members of the House of Representatives have already cosigned a similar letter. Contacting your senators via the Web is easy. Just visit the U.S. Senate's Web site, locate your senators, and fill out a brief Web form.  When I filled out my two senators' Web forms, I wrote the request copied below. Feel free to use some or all of the information I wrote when you contact your senators. I am writing Senator [NAME OF SENATOR] to urge [HIM/HER] to support gifted children and gifted education by adding [HIS/HER] name to the Grassley/Dodd "Dear Colleague" letter which is currently being circulated in the Senate that urges the appropriations committee to allocate $11.25 million for the Jacob Javits Gifted and Talented Students Education Act in 2009. The Jacob Javits grants are very important to gifted education and gifted children. The Javits Act focuses resources on identifying and serving students who are traditionally underrepresented in gifted and talented programs, particularly economically disadvantaged, limited English proficient, and disabled students, to help reduce gaps in achievement and to encourage the establishment of equal educational opportunities for all U.S. students. I hope the Senator will support the Jacob Javits Act by signing the Grassley/Dodd letter. Thank you for considering this request. Best wishes, [YOUR NAME] JMcIntoshFri, 21 Mar 2008 15:38:00 GMTf1397696-738c-4295-afcd-943feb885714:249#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=248http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=248&PortalID=0&TabID=37http://resources.prufrock.com   Resources for teaching economics to students is not something we hear a lot about, and yet knowledge in this area is something that is vital for one’s entire life. Strategies for teaching this are available for all ages. As a teacher, parent, or student, here are some you might want to investigate.   There’s an article in The Duke Gifted Letter that reviews two board games for parents who are interested in teaching their children the complexities of the stock market: Bull Market, by the Great Canadian Game Company Inc. for ages 8 to adult, and Stock Market Tycoon, by Vida Games LLC for ages 12 to adult.   There are also lots of links to Web sites for students of all ages at Hoagies’ Gifted Education Page.   The National Council on Economic Education (NCEE) offers much information for teachers in grades K–12. There are both free materials and those that can be ordered from their catalog.   TheCollege Board offers Advanced Placement (AP) courses in microeconomics and macroeconomics. These courses may or may not be available at your local high school, but you can find detailed information on each course on this site. Very bright, highly motivated students can also take AP classes online through institutions such as Northwestern University’s Center for Talent Development.   The National Economics Challenge is a competition that takes place in 35 different states. There are two different divisions: one for high school students taking Advanced Placement, International Baccalaureate, honors, college level, or two-semester classes; the other for students enrolled in all other general or one-semester economics classes. There are monetary prizes for both students and teachers.   It is possible for a student to have dual enrollment in high school and college, remaining with his age peers at his home school while taking one or more classes at a local college. You can read about an unusual partnership that was created between an Illinois high school and university to provide duel enrollment courses in economics that actually took place on the high school campus. Through the school partnership, administrators and teachers recognized that the high school audiences present special challenges for methods used most frequently on the college campus. Through this partnership, economics courses were taught by a tenure-track university faculty member and limited to honors students. Details are provided about the modifications made, especially in regards to disciplinary actions, grading policies, and scheduling.CFertigFri, 21 Mar 2008 09:01:00 GMTf1397696-738c-4295-afcd-943feb885714:248#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=247http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=247&PortalID=0&TabID=37http://resources.prufrock.com   The Chicago Tribune recently ran an article titled Can 100 Students Agree on Complex Foreign Policy? It's Debatable telling about a competition where more than 100 students in grades 5-8 from six schools debated the following topic: Should the federal government increase its public-health aid to sub-Saharan Africa? Every claim made by students had to be supported by a quotation from a public source, so the kids really had to do their homework before the competition. We don’t hear a lot about speech and debate competitions for middle and high school students, but where they exist, they provide young people with real-world issues to research and open-ended questions to answer. Speech and debate can greatly improve critical thinking, communication skills, and self confidence in the public arena.  There are several speech and/or debate organizations you might want to look at. Even if your school does not sponsor these opportunities, the Web sites have great resources that can be implemented in the classroom or in family discussions. National Forensic League Debate and Speech Honor Society  This is the nation's oldest and largest debate and speech honor society.   National Association for Urban Debate Leagues   This organization currently works with 311 urban high schools and 51 urban middle schools in school systems with approximately 87% people of color and 78% low-income student populations. Urban Debate Leagues have proven to increase literacy scores by 25%, to improve grade-point averages by 8 to 10%, to achieve high school graduation rates of nearly 100%, and to produce college matriculation rates of 71–91%.   International Debate Education Association (IDEA) IDEA develops, organizes and promotes debate and debate-related activities in communities throughout the world.CFertigFri, 14 Mar 2008 09:00:00 GMTf1397696-738c-4295-afcd-943feb885714:247#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=246http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=246&PortalID=0&TabID=37http://resources.prufrock.com   The feature article in the winter 2008 Duke Gifted Letter is titled Formula for Social Emotional Disaster: I+S+O=SED Cubed: Intensity plus Sensitivity plus Overprotection equals Social Emotional Disaster.   The primary role and responsibility of parents is to protect their children from physical, social, and emotional harm, but author Debra Troxclair believes that parents of gifted children tend to have a propensity for overprotection.   Gifted children often ·         are very sensitive to the expectations of others, causing them to feel different. ·         have a strong sense of idealism and justice. ·         have high expectations of themselves and others, sometimes causing frustration. ·         possess strong emotional depth and intensity. ·         are sensitive to inconsistency between ideals and behaviors.   Since it can be very difficult for parents to watch their children struggle with these traits, the adults may automatically and unconsciously step in to make their kids feel better. This may be the exact opposite of what is needed.   There are two types of overprotective parents: ·         indulgent—characterized by guilty, anxious parental attachment ·         controlling—characterized by high supervision, discouraging independent behavior   One thing that can be especially detrimental to a child is overhearing parents point out errors made by teachers, principals, and school districts. Hearing these comments can cause the young person to become confused about the natural balance of roles, giving the child too much power.   When coming to a child’s aid, parents need to consider if they are really meeting the needs of their youngster or if they’re really trying to satisfy their own fears.CFertigSat, 08 Mar 2008 23:00:00 GMTf1397696-738c-4295-afcd-943feb885714:246#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=244http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=244&PortalID=0&TabID=37http://resources.prufrock.com   Individualized learning can help a person of any age move through a subject at his or her own pace. Neither kids nor parents need to wait for their schools to figure out how to arrange for individualized learning. There are other choices, including private lessons, technology (much of it costing no more than an Internet connection), and mentors.   I am personally rediscovering how individualized learning works. For quite a few years I’ve been thinking about becoming proficient in several languages and also studying piano. A couple of months ago I took the plunge.   For a foreign language, I decided to start with French. The last time I studied a language was in college. Technology has totally changed the way I can now learn. Rather than spend a lot of money on a class that has a set time schedule and curriculum, I’ve subscribed to a couple of French podcasts over iTunes (free). The podcasts include pdf files on vocabulary and grammar, which I download and print out to accompany the audio podcasts. That way, I can both see and hear the language. I’ve also signed up for an online class at LiveMocha. I learned about this Web site from an article in The New York Times, titled Learning from a Native Speaker, without Leaving Home. I can progress through the LiveMocha course at my own pace with both visuals and audio. I also have the opportunity to communicate with real native speakers by writing, talking together, and even using a Webcam. Once I feel that I have a reasonable understanding of the language, I will join a group in my community that gets together with the sole purpose of speaking the language.   The second thing I’m doing is studying piano. (I had taken lessons as a child, under duress, and had never done very well.) I knew that I needed formal, private instruction for this. I interviewed four different piano teachers. Each had a very different style. I am very pleased with the person I chose. He is explaining techniques to me that no one had ever explained before. My teacher does not write lesson plans before working with me; instead, he listens to what I have practiced and watches the way I am using my hands, and then teaches me according to my performance on lesson day. While there is a general plan for the areas we will cover, the real value is in discovering where I am with my studies at a particular time and figuring out what needs to be taught. I can’t think of a better way to learn.   Before starting on either of these learning pursuits, I made a commitment to myself to work hard and enjoy each. The coupling of motivation, plus the individualized learning seems to be the perfect match. When hearing my enthusiasm for French and piano, some of my friends have used the words “obsessive” or “highly focused.” Sometimes, in gifted education, we more kindly say a person has a real passion.   We hear so much about the benefits of individualized instruction, but it isn’t easy to accomplish in a school setting. At least for some subjects, individualized instruction is the best way to learn. Remember that there are options outside the school setting to learn at one’s own pace.CFertigFri, 29 Feb 2008 10:05:00 GMTf1397696-738c-4295-afcd-943feb885714:244#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=245http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=245&PortalID=0&TabID=37http://resources.prufrock.comOne of our authors, Sandra Berger, recently pointed me toward a great Web site for parents of children needing extra math challenges beyond what’s offered in the classroom. Art of Problem Solving is a Web site geared to boost problem solving and other math skills through online courses, an interactive community, and textbooks for contest preparation. The site’s newest focus is Math Jams, a series of online courses aimed at helping students in grades six and up who are planning to participate in MATHCOUNTS, a national mathematics contest. According to the site: Math Jams are free online classes hosted by Art of Problem Solving for a variety of purposes. Some Math Jams are improvisational problem solving sessions, some are informational sessions about prominent programs, or college admissions, or other topics of interest to our students. Other Math Jams include reviews of major contests, such as the USAMTS or the AMC series of tests. Instructors employ the same Virtual Classroom for the Math Jams as used in our more structured online classes. Upcoming courses include Introduction to Geometry (March 3–August 18, Mondays from 6:30 p.m. to 8 p.m. CST) and Introduction to Number Theory (February 28–May 15, Thursdays 6:30 p.m. to 8 p.m. CST). The Introduction to Geometry class includes a full course in geometry for students in grades 7–10 who have a strong background in the basics of algebra. The Introduction to Number Theory course covers fundamental principles in number theory, such as divisors and multiples, prime numbers, composite numbers, remainders, number bases, and modular arithmetic for grades 6–9. To enroll, or for more information on the courses (including diagnostic tests), visit the Art of Problem Solving course information page. In order to attend a Math Jam, you must first log on the Art of Problem Solving Forum, then click the Classroom button on the left panel of the site up to 15 minutes before the Math Jam begins. The Virtual Classroom should then open automatically. One of the biggest benefits I’ve found of this site is that the Math Jams courses and membership in the community forum are free—a great resource for parents!  JMcIntoshWed, 27 Feb 2008 22:17:00 GMTf1397696-738c-4295-afcd-943feb885714:245#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=243http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=243&PortalID=0&TabID=37http://resources.prufrock.com   The Washington Post published an interesting article this week on teaching critical thinking skills. The term seems to mean different things to different people. It might mean reading deeper into what is written. understanding why historical events happened, rather than simply memorizing facts. using analysis, synthesis, application, and reflection. discerning judgment. All kinds of organizations are devoted to studying critical thinking.   According to the educational nonprofit group Foundation for Critical Thinking, a practiced critical thinker will raise vital questions and problems, formulating them clearly and precisely. gather and assess relevant information, using abstract ideas to interpret effectively. reach well-reasoned conclusions and solutions and test them against relevant criteria and standards. think open-mindedly within alternative systems of thought. communicate effectively with others to solve complex problems. A controversy seems to be whether critical thinking can be taught without content knowledge, and whether the skills can be transferred from one situation to another.   As Daniel T. Willingham, a psychology professor at the University of Virginia, says, “To understand the structure and the nature of poetry, you need to read a lot of poems. It’s the same thing with mathematics and science.”   Teachers and parents need to make certain that students know the difference between memorizing material and understanding it, that they are open to different ways of thinking, and that they learn as much as they can about as much as they can.   “The easiest way to encourage critical thinking is to force [students] to question everything,” said Michael Tabachnick, professor of physics at Delaware Valley College in Doylestown, PA, who teaches a course in it.   “Question me, question their parents, their pastor, everything,” he said. “It doesn't mean you can’t believe, but you must question. Is it true? Is it opinion? Is it justified by fact? . . . Students eventually learn to analyze. Some will do it better than others, but you can always get them to at least question.”CFertigFri, 22 Feb 2008 10:01:00 GMTf1397696-738c-4295-afcd-943feb885714:243#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=242http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=242&PortalID=0&TabID=37http://resources.prufrock.com In society today there is a great emphasis on being social and having lots of friends, but some people savor being alone and are most productive in this state. There are many ways to consider learning styles and personality types. One way is to classify a person as either an extrovert or an introvert. The extrovert's main interests are with the outer world of people and things, while the introvert is more involved with the inner world of concepts and ideas. Well developed introverts can deal competently with the world around them when necessary, but they do their best work inside their heads, in reflection.   According to The Gifted Introvert, extroverts outnumber introverts 3 to 1.   Many teachers (and parents) are extroverts. It is very difficult for an extrovert to understand an introvert. Therefore, an adult may see the introverted student as someone with a problem, not as simply someone with a different personality type. This may lead to attempts to get the young person to be “friendlier,” to work in large groups, to talk more often and more spontaneously, and to be more outgoing and interactive.   There is nothing wrong with being an introvert. It does not need to be cured. It simply needs to be understood and accepted. Of course adults need to be able to tell when the introversion (or extraversion) is dysfunctional, but normally introverted students don't need to be changed to match other students.   Introversion: The Often Forgotten Factor Impacting the Gifted lists some of the characteristics of introverts. Are territorial—desire private space and time Are happy to be alone—they can be lonely in a crowd Become drained around large groups of people; dislike attending parties Need time alone to recharge Prefer to work on own rather than do group work Act cautiously in meeting people Are reserved, quiet and deliberate Do not enjoy being the center of attention Do not share private thoughts with just anyone Form a few deep attachments Think carefully before speaking (practice in their heads before they speak) See reflection as very important Concentrate well and deeply Become absorbed in thoughts and ideas Limit their interests but explore deeply Communicate best one-on-one Get agitated and irritated without enough time alone or undisturbed Select activities carefully and thoughtfully So, don’t try to change kids who are introverts. Don’t think there is something wrong with them. There are many advantages to being an introvert. Introverts don’t always need to have people around. are quite happy to entertain themselves or to learn on their own. are potentially more productive, because they can get right to the task at hand rather than being distracted by others. CFertigFri, 15 Feb 2008 10:02:00 GMTf1397696-738c-4295-afcd-943feb885714:242#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=241http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=241&PortalID=0&TabID=37http://resources.prufrock.comI would like to ask the readers of this blog to consider joining a dedicated group that speaks up for gifted kids. For many years, I have had the great pleasure of collaborating on many exciting projects with the Council for Exceptional Children's The Association for the Gifted (CEC-TAG). CEC-TAG is made up of individuals from across the nation and world who are devoted to gifted children. Speaking Up for Gifted Kids Without a Strong Voice I think this organization has touched my heart because of its tireless work for gifted children, especially those gifted kids who don't fit our preconceived notions—gifted kids from diverse backgrounds, gifted kids with Asperger's syndrome, gifted children with physical disabilities, and other children who are twice-exceptional. Simply put, this is an association dedicated to challenging assumptions about gifted children and championing their cause. I am a member of this organization, and I would like to personally invite you to join me in becoming a member as well. Join CEC-TAG and Receive Exciting Benefits The benefits of joining this professional organization are very compelling. Your annual membership includes the following: Four issues of the Journal for the Education of the Gifted (JEG) per year (includes online access to current and past issues) Six issues of Teaching Exceptional Children Four issues of Exceptional Children Quarterly newsletters from CEC and from CEC-TAG A discounted member rate for all meetings of CEC and TAG 30% discount on all CEC products 10% discount on Prufrock Press products Peer-to-peer support A network of colleagues who are leaders in the field of gifted education For 50 years, CEC-TAG has been the leading voice for special and gifted education. CEC-TAG establishes professional standards for teacher preparation for the field, develops initiatives to improve gifted education practice, and ensures the needs of children and youth with exceptionalities are met in educational legislation. Become a member of a team of professionals devoted to (a) improving educational opportunities for individuals from all diverse groups with gifts, talents, and/or high potential; (b) sponsoring and fostering activities to develop the field of gifted education; (c) supporting and encouraging specialized professional preparation for educators; and (d) working with organizations, agencies, families, or individuals who are interested in promoting the welfare and education of children and youth. How to Join CEC-TAG You can join CEC's TAG Division in two ways. Download a CEC-TAG Membership Application Click here to download a membership application in PDF format that can be completed and mailed or faxed to the CEC offices. Join Online Visit the Web site of the Council for Exceptional Children and select the "Membership" tab near the top of the Web page. Please remember to join the TAG Division when your reach the division membership area of the online membership application. Thank you for considering this request. I honestly believe in the cause of this organization, and I hope you will consider joining CEC-TAG.  JMcIntoshTue, 12 Feb 2008 23:18:00 GMTf1397696-738c-4295-afcd-943feb885714:241#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=240http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=240&PortalID=0&TabID=37http://resources.prufrock.com   February is Black History Month and there are rich resources available to learn about important African Americans and their contributions to history. With a click of the computer mouse, teachers and students can access audio interviews, music, video, photographs, text, and Internet links from reputable sources. You can read biographies, listen to live performances of spirituals, hear great speeches and discussions about cultural influences, learn about important movements, and view study guides.   Here are just a few of the resources available. Smithsonian African-American Heritage Teaching Resources   Black History at History.com The Library of Congress If you are an iTunes user, go to iTunes U and see the free downloads on Black History Month that are available for your computer or MP3 player.CFertigWed, 06 Feb 2008 20:04:00 GMTf1397696-738c-4295-afcd-943feb885714:240#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=239http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=239&PortalID=0&TabID=37http://resources.prufrock.comThis week, Prufrock Press launched its new online journals platform. We now offer online access to current and past articles from all of Prufrock's gifted education and advanced academic journals. We've been working on this project for more than a year, and we're very proud of this new online resource. The site features the following: 10 years of back issues for most journals (with more to come); Articles searchable by journal, title, author, and abstract; Complimentary article downloads for current journal subscribers; and Pay-per-view options for nonsubscribers. Active subscribers have complimentary access to any journal to which they subscribe. If you are a current subscriber, login information and a temporary password will be published on the back of the next journal issue you receive in the mail (the Winter 2008 issue of Gifted Child Today has already been mailed and includes this information). For non-subscribers, the Web site offers a pay-per-view option. Let me invite you to visit Prufrock Press' Online Journals for Gifted Education and Advanced Academics. Alternatively, you can reach individual journals directly by clicking on the following links: Gifted Child Today (GCT) online Journal of Advanced Academics (JAA) online Journal for the Education of the Gifted (JEG) online Journal of Secondary Gifted Education (JSGE) online JMcIntoshSun, 03 Feb 2008 00:40:00 GMTf1397696-738c-4295-afcd-943feb885714:239#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=238http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=238&PortalID=0&TabID=37http://resources.prufrock.com There are several different elements of creativity. I have talked about a couple of those elements in past blogs. Using Fluency to Stimulate Creativity and Creative Flexibility: Bending Gifted Minds offer important explanations and suggested activities. Another important element of creativity is the use of elaboration—to embellish, enhance, and enrich. Elaboration allows for the addition of significant detail to basic ideas, making thoughts and products more complex and intricate. Think of the artwork in Where’s Waldo? books or Richard Scarry books. Young children delight in the pages completely filled with minute illustrations. Consider a very detailed description of a place or person. After finishing the passage, you have a clear picture of what that place or person is like. You cannot only “see” the object of interest, but you can also “smell,” “hear,” and perhaps “feel” it. Examples of elaboration activities you can practice with kids include the following: Give each student a blank piece of paper along with pencils, crayons, or markers. Instruct them  to draw a simple house by sketching a square with a triangle on top of it for the roof. Next, set a timer for five minutes. During the allotted time, students should add as many details to the picture as possible. At the end of the five minutes, share the pictures and talk about them. Encourage children to add more details as they see/hear the ideas of others that they like. The object is to make the pictures as elaborate as possible. Sit down at the computer. Have your student or even a whole class take a seat near you. (You are going to do the typing.) Write a simple sentence, such as, “The boy walked down the street.” Together, generate questions and answers that will allow for the elaboration of the story. Why was the boy walking down the street? Was he by himself or with someone else? Can we replace “walking” with another word? What did the boy see around him? How was he feeling? What was he wearing? Fire the questions out as quickly as possible and insert answers before, in the middle of, and after the original sentence. You will be surprised at how you can turn a simple sentence into an elaborate story. Have a child or a small group of children help plan a party including invitations, decorations, games, food, and entertainment. Use everyday materials that are found around the house. The more detailed the decorations are, the better. This party can be for people, pets, or stuffed animals. It might be fun to have it theme oriented. Review classified ads and human interest stories with your young person. Look for ideas that evoke images. Take turns creating stories based on the mental images created from the ads. For example: “Lost—bag of pearls in blue velvet bag somewhere between Main Street and 7th Avenue after large dog grabbed it out of owner’s hand. If found, please call 644-5983.” What kind of story can be created using elements from this ad? What kind of a person would walk around with a bag of pearls? How did the person acquire the pearls? What was the person going to do with the pearls? Where did the dog take the pearls? The possibilities for a great story are endless. Encourage students to put lots of detail into their school projects, when appropriate. When a young person tells you something, encourage him to elaborate with statements like, “Tell me more.” CFertigFri, 01 Feb 2008 10:00:00 GMTf1397696-738c-4295-afcd-943feb885714:238#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=237http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=237&PortalID=0&TabID=37http://resources.prufrock.com Keeping track of all the books I read has always been a problem. I’ve floated from one system to another. Recently, a friend told me about GoodReads. At first I was skeptical because I figured it was just another gimmicky Web site, but I tried it and now I am hooked. I think it would also work for gifted kids. In fact, in addition to students using it as a way to keep track of books they’ve read, it also encourages them to write and to communicate with others about their reading. The Web site is free and you can keep recorded information as private as you want. Right now, I am only sharing my input with one other person, though I’ve invited a couple of friends who are also avid readers to join.   As a parent, you would want to monitor the way in which your young person uses the site. While GoodReads is a useful tool for any age, like any public site, it is probably most appropriate for emotionally mature students who will use it appropriately. If you have elementary or middle school children, you may want to first test it with your own books to see if you are comfortable with it.   Let me tell you the parts I really like: I can list all the books I have read and rate each on a scale of one to five. I can list the dates on which I finished each book. I can easily access a summary of a book or information on the author. This is good, because sometimes I can’t immediately recall the theme of a book if I read it several years ago. By clicking on edit, I can record anything I want about the book. Sometimes, I find it helpful to write down meaningful quotations or passages. Sometimes, I just want to remember a particular impression I had, or cite what I learned from the book. I can also write my own review of the book. By clicking on the title of a book I’ve read, I can see comments that others have made after reading it themselves and click again to see threads of discussion about the book. I can also rate the reviews of others.  I am also able to list books I am in the process of reading and books I want to read. For those who like to organize information, this is a great way to do it. The books I read become my friends, and when I go back years later and review some of the things I have written, the words bring back warm memories.   If I choose to become “friends” with others on GoodReads, I receive an email every time these people post books they have just finished, or reviews they have written. That way, I can keep up with the interests of others.   A group of readers can be formed by a parent or teacher to discuss books read in class or through a homeschool group. GoodReads is one way to be able to organize and voice opinions outside of class.   Aside: If you had access to my section of GoodReads, you would see that I just finished reading Interpreter of Maladies, by Jhumpa Lahiri and am a little more than half way through War and Peace, by Leo Tolstoy. Both are well worth reading. CFertigFri, 25 Jan 2008 02:02:00 GMTf1397696-738c-4295-afcd-943feb885714:237#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=236http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=236&PortalID=0&TabID=37http://resources.prufrock.comI am thrilled to announce that Prufrock Press has acquired a group of selected titles formerly published by Zephyr Press. Some of these books are fairly recent releases and some are classics. I always felt that Zephyr had some wonderful titles, and I wanted to bring a select group of them over to Prufrock. I felt that they would be great additions to our growing line of products supporting gifted and advanced learners. I had been working for almost a year to get these titles, and I'm proud to announce that the agreement is complete and the books are in our warehouse! You can see the entire line of products in a special area of our online catalog devoted to the titles formerly published by Zephyr Press. However, let me take a bit of time to tell you about some of these exciting books. Strategies for Great Teaching: Maximize Learning Moments This is a fun book filled with quick and creative teachings ideas that help students make connections with the content you are teaching. For example, this book offers lessons in which students play the part of television reporters, interviewing other students about content they have learned; create visually complex pictures and graphs to represent information or concepts; use mathematical symbols to capture their understanding of relationship and events inherent in the content; and play a classroom version of the old television game show, "The $10,000 Pyramid," to identify patterns and seek meaning. I like the practical, teacher-friendly way the authors share their strategies. They provide lots of examples to illustrate the teaching ideas they share.   A Kid's Guide to Creating Web Pages I love this book. Written for kids who want to create their own Web pages, the language and instructions are easy to follow and straightforward. The book leads readers step-by-step through the basics of building a Web page. This is an exciting book for any kid who wants to move beyond the basics of "canned" Web 2.0 Internet tools. The emphasis for this book in on fun and creativity. Also, the lead author of this book is a teenager! Literally written by a kid for kids, this book is a great guide for young Web designers.   Brain Food: 100+ Games That Make Kids Think All about fun ways to get kids to stretch their brains in creative and complex ways, this book contains more than 100 mental exercises guaranteed to make kids think. The book includes word games, math games, logic games, memory games, and much more! I like the fact that this book has a bit of an international flavor. It is filled with fun games from around the world that challenge and stimulate young minds. From the Japanese strategy game Hasami Shogi, the traditional African game Wari, to the deductive game Witch Hunt, to the word challenge Wordbuilder, this book is packed with mind stretching tools that encourage complex thinking skills.   Learning vs. Testing: Strategies That Bridge the Gap Okay, I'm not a fan of the cover, but what is inside this book makes it a real winner. As teachers and parents, we all know bright kids who just don't perform well on tests. There seems to be a disconnect between the child's learning and their ability to perform well on typical school assessments. Yet, for better or worse, these assessments are a part of their educational experience. In this book, the author offers practical strategies to help students learn how to learn and process information in ways that more closely match how they are being tested. Intended for teachers and parents wanting to help raise student grades and test scores in reading, spelling, math, and vocabulary, the strategies provided are designed to bridge the gap between how students learn and how they are tested.   More Exciting Books ... That is just four of the twelve books we acquired. For the sake of brevity, I'll save my discussion of the other titles for a future blog post. However, I will tell you that these additional titles include some spectacular books for social studies teachers, math teachers, and teachers interested in employing problem-based units in their classroom. Stay Tuned to hear more about these new titles!JMcIntoshThu, 24 Jan 2008 21:01:00 GMTf1397696-738c-4295-afcd-943feb885714:236#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=235http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=235&PortalID=0&TabID=37http://resources.prufrock.comThis week, one of my readers wrote to me with the following question: My son is 10 and loves history, but no kids his age share that interest. I think he would enjoy meeting people his age who also like history! Are there any history camps out there? Or any “young historian clubs” or anything? I have no idea where to go to look for something like this. Do you know of anything, or could you point me in the direction of someone who might? In writing this blog, I quite often find that I get a question for which I am not the best person to compose an answer. This was the case here, so I turned to Sandra L. Berger, the author of our recently published, The Ultimate Guide to Summer Opportunities for Teens. I'll post Sandra's Response below. Because the parent posing the question was from Michigan, that state is slightly more represented in the response. The following programs will have information and/or sponsor courses that may interest your son. This is not a complete list, but it should give you a good start. Please do not be put off by the word “gifted” in the program titles. The term describes a program, not a child. These programs often include a diversity of children who are interested in advanced topics. It's likely that the Center for Talent Development (CTD) will have something for your son. At the very least, he will find peers who share his interests—many math kids are equally interested in history. To enroll in CTD, your son will need to take an above-grade level test—Midwest Academic Talent Search (MATS). The deadline is February 4. The Center for Talented Youth, another talent search program, at Johns Hopkins in Baltimore offers summer enrichment classes throughout the U.S. The Duke Talent Identification Program (TIP), a third talent search program, is located at Duke University. Check with local universities. Many universities offer special summer enrichment programs for talented young people. For example, Michigan State University Youth Programs offers a variety of summer programs for students your son's age. The Summer Institute for the Gifted has numerous courses on history and philosophy. They tend to be on the expensive side so be sure to apply early if you want to inquire about financial assistance. Check with your state’s gifted education association. They may be able to point you in the right direction. Visit the National Association for Gifted Children's Web site for a list of state affiliates of NAGC. Visit the web site of your state's department of education. For example, the MI Department of Education sponsors summer opportunities for children who live in your state. Your state’s government or historical society may sponsor some event. For example, the Michigan state government Web site lists several resources and programs for kids.. Jr. Discovery offers summer enrichment programs for students completing grades 6–8. The four-week program features the "Skills for the Mind & Body" curriculum where students can choose from over 30 interactive workshops. JMcIntoshSat, 19 Jan 2008 00:30:00 GMTf1397696-738c-4295-afcd-943feb885714:235#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=234http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=234&PortalID=0&TabID=37http://resources.prufrock.com   In the not so distant past, spots in elite schools in the United States were reserved only for the wealthy. Even today, many very capable students and parents of capable students feel that any college education, let alone at one of the nation’s top schools, is out of reach. Some students with great potential see no point in working hard in school because they feel they will have no opportunity to go on to a higher education, believing it simply can’t happen financially.    We need to let these students know that it is possible for them to get the best education at the best schools. They need a reason to work hard and explore options for learning. That may include going beyond the traditional school system. (See the many posts at this blog for possibilities beyond a traditional education.)   There actually seems to be a competition now among some of the elite schools of higher learning to recruit students from low and middle class homes. At some of these schools, if the family earns less than $60,000/year, the students pay no tuition.   Some of the schools that are making it possible for more students of lower incomes to attend include Columbia, Duke, Harvard, Princeton, Stanford, University of Pennsylvania, and Yale. My guess is that more will follow. This is all part of a growing national movement to combat the rapidly rising cost of higher education and to ensure that elite universities don't shut out all but the wealthiest students. Tuition at many private colleges and universities has risen so much in recent decades that even families earning close to $200,000 a year may struggle to afford it. Under the plan announced by Drew Faust, president of Harvard, families earning more than $60,000 will be expected to pay a small percentage of their annual income for tuition and room and board, rising to 10% for those earning between $120,000 and $180,000 a year. All families that qualify for financial aid will receive that aid in grants, rather than being required to take out loans. So let’s get the word out and give capable students an incentive to set high academic goals. CFertigFri, 18 Jan 2008 21:28:00 GMTf1397696-738c-4295-afcd-943feb885714:234#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=233http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=233&PortalID=0&TabID=37http://resources.prufrock.com Teaching critical and creative thinking is vital to the future of our youth. The Future Problem Solving Program International (FPSPI) is a program that really hones in on this subject. We all have problems we’d like to solve. Some people aren’t very good at math. Some people have nosy neighbors. Some people go to bed hungry at night. No matter how small or how big the problems are, we’d like to solve them. It’s hard to solve a problem, though, unless we understand the problem very well. Who is involved in the problem? What is the problem? When and where does the problem occur? Why does the problem happen? How does it occur? The first step in successful problem solving is defining and describing the problem. This is just one type of thinking fostered by FPSPI. The program (for students in grades 4–12) stimulates critical and creative thinking skills and encourages young people to develop visions for the future through both individual and team activities. It nurtures global awareness not only through choice of topics, but by knowing that the same problems are being studied by over 250,000 students annually, including those from Australia, Canada, Hong Kong, Korea, Malaysia, New Zealand, Russia, and the United States.   Curricular and co-curricular competitive activities, as well as non-competitive activities are offered.   Through FPSPI, students learn to formulate and attack complex, ambiguous problems analyze and better understand material improve in oral and written communication work together in a team. You can get an idea of the scope of current and future topics by reading their descriptions at the program’s Web site.   2007-2008 Topics Body Enhancement Simulations Technology Neurotechnology Debt in Developing Countries Child Labor   2008-2009 Topics Olympic Games Cyber Conflict Space Junk Counterfeit Economy Pandemic   Even if your student never participates in the formal program, the organization’s website contains good instructional materials for creative and critical thinking. Materials include both written offerings available for purchase and also links to other Web sites.CFertigSat, 12 Jan 2008 20:14:00 GMTf1397696-738c-4295-afcd-943feb885714:233#Comments4http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=232http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=232&PortalID=0&TabID=37http://resources.prufrock.com   The NAGC (National Association for Gifted Children) Convention was held in November. Each year, I like to read through the entire catalog of presentations so that I can form general impressions about categories that were considered important.   Disclaimer: I do not have access to information about presentation proposals that were submitted nor do I have information about how the presentations were chosen. I do not look at this information to make judgments; only to observe trends.   Like everything else in society, certain topics wax and wane. Someone else may interpret this very differently than I do. But, for the record, this is what I see.   Some of the topics that were considered top priorities in the past 10-30 years that I see no longer getting the same attention include Underachievement Multiple Intelligences Pullout/enrichment Advocacy GT resource teachers Affective issues Identification Learning Styles Differentiation Theory of giftedness Topic trends that I do see increasing are The integration of technology into the curriculum rather than treatment as a separate subject Interest of programs on an international level (in fact, at the NAGC convention this year, a strand was added titled “International”) Special schools and programs Less talk about specifically meeting the needs of the gifted and more emphasis on the need for an increase in general academic rigor, including the need to let students advance at a faster speed I would love to hear the ideas of others on these trends. You can always leave a comment at this blog entry or email me if you would prefer that others do not see your comments.CFertigFri, 04 Jan 2008 21:56:00 GMTf1397696-738c-4295-afcd-943feb885714:232#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=230http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=230&PortalID=0&TabID=37http://resources.prufrock.com Lately, we seem to be on a roll with more and more tools becoming available for advanced science students. (Click on the Science category in the column on the left of this Web page to see recent entries.) And now, yet another resource is available. More and more very reputable universities are making available free video and audio clips, animations, lecture notes, and assignments online. Now MIT has taken that concept one step further and created Highlights for High Schools. This new site takes the information that MIT had already made available through what’s known as OpenCourseWare and has created a site that categorizes that information to match the Advanced Placement (AP) physics, biology, and calculus curricula.   The site also has just plain interesting, free courses appropriate for gifted high school students, including a class that teaches how to design sets for theater and one on designing toys (both under the heading of Knowledge in Action: Build Stuff).   There are also high school courses created by MIT students such as Guitar Building; a course exploring Gödel, Escher, and Bach; and Combinatorics, a fascinating branch of mathematics that applies to problems ranging from card games to quantum physics to the Internet.   You can also subscribe to an online newsletter that will keep you up-to-date on new courses and other information.   An estimated 10,000 U.S. high school teachers and 5,000 U.S. high school students already visit MIT OpenCourseWare each month, and MIT expects Highlights for High School to make MIT’s course materials even more useful to these audiences.CFertigFri, 28 Dec 2007 10:00:00 GMTf1397696-738c-4295-afcd-943feb885714:230#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=231http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=231&PortalID=0&TabID=37http://resources.prufrock.comPBS is scheduled to air a touching documentary about a man struggling with Asperger's syndrome, an autism spectrum disorder that renders him unable to read social cues and makes him prone to obsessions. Nicky Gottlieb was a child of extraordinary talents and odd behavior. Diagnosed at 20 with Asperger's syndrome, he is like a gifted child in a man's body. This sensitive and candid film by his sister chronicles his struggle to leave the shelter of his loving family. In most areas the film will air on Tuesday, January 8 at 10 p.m. (EST). However, check your local listing. Click here to visit the PBS Independent Lens Web site for more information.JMcIntoshSat, 22 Dec 2007 06:02:00 GMTf1397696-738c-4295-afcd-943feb885714:231#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=229http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=229&PortalID=0&TabID=37http://resources.prufrock.com Acceleration—moving students ahead at a faster pace than normal—is probably the most effective way of accommodating the abilities of highly able students. While we often think of acceleration in terms of grade skipping, that is only one of many ways to advance a student. If you are interested in more information on acceleration, or support materials for your advocacy in this area, you will want to view the information posted at the Web site for the Institute for Research and Policy on Acceleration (IRPA) at the Belin-Blank Center. The comprehensive site is divided into the following sections:   Questions and answers about acceleration—There are general Q&As as well as specific Q&As for parents, teachers, and administrators.   Research—Currently, there is a substantial annotated bibliography posted on acceleration.   Stories of acceleration—Numerous stories of students are listed. There is also a place to submit your own personal stories of acceleration.   Information about staff members at the center   Resources—Listed with Internet links are information on various centers and organizations across the country that support acceleration; early entrance programs; distance learning; policies and practices; and the Iowa Acceleration Scale, which is designed to help decision makers determine if grade acceleration is appropriate for a particular child.   Information on grants—Grants are available for new research on acceleration and also to assist in the dissemination of existing research.   Slide presentation—Available for download, this presentation can be used when giving talks on acceleration.CFertigFri, 21 Dec 2007 10:00:00 GMTf1397696-738c-4295-afcd-943feb885714:229#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=228http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=228&PortalID=0&TabID=37http://resources.prufrock.com   The Siemens Competition in Math, Science, and Technology, one of the nation's most prestigious student science contests, gives young people the opportunity to demonstrate and be rewarded for their intense research. Awards were announced Dec. 3, and girls walked away with top honors in both individual and team categories.   Sixteen-year-old Isha Jain, a senior at Freedom High School in Bethlehem, Pennsylvania, was awarded a $100,000 scholarship for her studies of bone growth in zebra fish. The tail fins of the zebra fish grow in spurts, similar to the way child’s bones do.   Janelle Schlossberger and Amanda Marinoff, both 17-year-old seniors at Plainview-Old Bethpage John F. Kennedy High School in Plainview, New York, will split a $100,000 scholarship for creating a molecule that helps block the reproduction of drug-resistant tuberculosis bacteria.   Alicia Darnell, a 17-year-old senior at Pelham Memorial High School in Pelham, New York, won a $50,000, second place for research that identified genetic defects that could play a role in the development of Lou Gehrig’s disease.   This year, 48% of the contestants and 11 of the 20 finalists were female. It was the first year that girls outnumbered boys in the final round.   Eighty percent of the competitors were from public high schools. One team of finalists consisted of home-schooled girls.   The interest in science for many of the competitors began at home and they began working with mentors at early ages. Three-quarters of the finalists have a parent who is a scientist. Many of the schools whose students were represented have close ties to nearby universities or research labs. As James Whaley, Siemens Foundation President notes, “There are very few [high] schools that have the resources or labs to support this high level of research.”   For more information, see the following:   Girls Make History by Sweeping Top Honors at a Science Contest   Girls Dominate the Siemens Competition    A podcast that can be downloaded to your computer from the Scientific American. In this podcast, winner Isha Himani Jain and team titlist Janelle Schlossberger each discuss their projects. Joseph Taylor, lead judge and winner of the Nobel Prize in physics, talks about the competition and also his life and work.CFertigFri, 14 Dec 2007 00:36:00 GMTf1397696-738c-4295-afcd-943feb885714:228#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=227http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=227&PortalID=0&TabID=37http://resources.prufrock.com   There are more and more groups of professionals who are committed to making information freely available to the public through the Internet. Many universities and scientists are willing to share their lectures and expertise. Instructional videos are available for students of all ages—elementary through graduate school. SciVee is operated in partnership with the Public Library of Science (PLoS), the National Science Foundation (NSF) and the San Diego Supercomputer Center (SDSC). It has a relatively new Web site that contains some material for elementary students and larger quantities of material for older students through scientists. Young people who are interested in careers in science will be fascinated by the various topics being studied. Just seeing what is going on at different universities may help students focus on their future objectives.   Examples of videos available at the site include Where Does Water Go When It Rains? Dissections, and Freezing by Boiling. There is also much information on highly sophisticated topics that will be appealing for highly able high school students.   Bio-Alive Life Science is another open access Web site. Available here are university lectures and videos on the human skeletal system, tissue engineering, and aging genes to name just a few.   Some scientists have been amazed at the number of people who are watching university lectures on the Internet now. Viewers come from a wide age range: Some are elementary school children, many are high school students, and others are adults who want to know more about science for a myriad of reasons.   Remember that these new uses of technology are still in their infancy; they are certainly on the verge of exploding, changing the way we learn. CFertigFri, 07 Dec 2007 23:45:00 GMTf1397696-738c-4295-afcd-943feb885714:227#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=226http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=226&PortalID=0&TabID=37http://resources.prufrock.com When I took my first serious history course in college, the president of the university (a history buff himself) spoke to our class and encouraged us to submit our papers to various journals for publication. Being rather inexperienced, it had never occurred to me to submit anything I had ever written to anyone for publication. In my mind, I was "just" a student and couldn't imagine anyone being interested in what I wrote.  Now it is possible not only for serious college students to publish their work, but for serious high school history students to publish the papers that they have researched. The Concord Review gives young people this opportunity. The Review is the only quarterly journal in the world to publish the academic expository research papers of secondary history students. Papers may be on any historical topic, ancient or modern, foreign or domestic, and may be submitted in two categories: short (1,500-2,500 words) and long (4,000-6,000 words).   Many of these young authors have sent reprints of their papers along with their college application materials. Their research has helped them to gain admission to some of the nation’s (and world’s) best universities.   High school teachers also use The Concord Review in their classes to provide examples of good historical writing. What a wonderful opportunity for students to see the work of age peers who have taken their work seriously.   Included on The Concord Review Web site are more than 60 sample essays for both students and teachers to view so they can get an idea of the quality of work accepted.   At this site, you also will find information about The National Writing Board, an independent assessment service for the academic writing of high school students of history. Each submission is assessed by two readers who know nothing about the author. These readers spend more than 3 hours on each paper. Three-page evaluations, with scores and comments, are then sent, at the request of the authors, to Deans of Admissions at the colleges to which they apply.CFertigFri, 30 Nov 2007 14:00:00 GMTf1397696-738c-4295-afcd-943feb885714:226#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=225http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=225&PortalID=0&TabID=37http://resources.prufrock.com As technology continues to evolve, it becomes more and more of an embedded educational tool rather than a stand alone entity. Web sites like YouTube are very popular with young people. Why not combine student interest in video as a creative device with academics? The ultimate product gives students a chance to share their research and creativity with a real-world audience. In addition, there can be the motivation of possible prizes. Entering video competitions is one way to accomplish this. If the following don’t meet your needs, continue to do online searches for video competitions or contests, as I expect there will be more and more available in the future. C-SPAN’s StudentCam  Middle School Students (grades 6-8) High School Students (grades 9-12) This is an annual documentary competition that encourages students to think seriously about issues that affect our communities and our nation. It invites students to identify a current political topic of interest and produce a short (up to 10 minute) video documentary that creatively explores an issue.   Quantum Shift TV Elementary School Students (grades 1-6) Junior School Students (grades 7-9) Senior School Students (grades 10-12) Contest is open to students in the U.S. and Canada Develop and execute an environmental, human rights, or social justice project and submit two videos about the project.   Westinghouse N-Vision Program Middle School High School Prepare a video on positive aspects of various forms of energy, including nuclear energy.   World Affairs Challenge Grades 6-12 This competition encourages students to create short, research-based videos about a global topic based on an overarching theme, which for this year is Global Health. Students work in teams to research Global Health issues, and then create their presentations.CFertigFri, 23 Nov 2007 17:00:00 GMTf1397696-738c-4295-afcd-943feb885714:225#Comments3http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=224http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=224&PortalID=0&TabID=37http://resources.prufrock.com   A few weeks ago, I wrote a blog about using fluency to stimulate creativity. Flexibility is yet another element to be considered when encouraging creative thought and actions. While fluent thinkers try to come up with many ideas, flexible thinkers look for great variety.   Flexible thinkers go beyond the bounds of orthodox thinking and look for alternatives others fail to see. While rules are used as guidelines, they are not used as straightjackets that curb thinking. Flexible thinkers are those who are creative problem solvers.   Flexibility requires that people escape from ruts and try new things. These thinkers are able to shift gears easily. They look for new ideas everywhere. They are not afraid of change.   Flexible thinking also can help a person move through difficult situations more easily. Imagine a violent wind. Some of the older trees are large and rigid and are able to withstand the gale-force winds, but sometimes that same rigidity causes them to snap and break. The younger, smaller trees are very flexible. Their coping mechanism for survival is to bend with the wind. This bending gives them resilience, and they are able to withstand great adversity. People are much like the trees. At some time during one’s lifespan, everyone has to endure difficult times. Sometimes it is helpful to be strong and rigid, but other times it is flexibility that allows one to be resilient—to bounce back more quickly—to see that there are choices and that there are different ways to look at problems and solutions—to be creative.   Student activities for practicing flexibility Take a concrete object, such as a table, and have students imagine what it would look like from the point of view of an insect, a baby, an adult, and an elephant.  List as many unusual family vacations as possible. The wilder and wackier the better (i.e., trip to the moon, vacation in a cave or underwater sea area, visit different amusement parks and ride all the roller coasters). Share fairy tales that have been written from different points of view. Read books such as history, biographies, or political accounts that are written from different points of view and discuss. What are all the ways you could make it fun to clean your room or do other chores? (i.e., have a race with a timer, give yourself a small reward every half hour, pretend you are preparing for the visit of a queen) When trying to resolve a conflict between students, have each young person analyze the disagreement from the other person’s viewpoint. Give students a list of 50 inventors (or any other groups of people, animals, objects, etc.). How many ways can they categorize this group? (Examples for inventors: male/female, century in which the inventor lived, types of inventions, native countries, last names that begin with the same letter) Discuss the way one family member’s actions might be interpreted by other members of the household. (Kids being noisy at bedtime might be seen as fun for the children but disturbing for the parents. Mom or dad telling kids to go out and play might feel like a healthy suggestion for the parents but rejection for the youngsters. Kids not wanting to eat certain foods may feel like an exertion of choice for the children but rudeness to the cook.) Try to explore these options in a nonjudgmental manner. You may find the different interpretations interesting. Practice switching activities quickly and efficiently (i.e., school, to home, to piano lessons, to soccer practice, to dinner, to homework, to bedtime). CFertigFri, 16 Nov 2007 21:01:00 GMTf1397696-738c-4295-afcd-943feb885714:224#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=223http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=223&PortalID=0&TabID=37http://resources.prufrock.comTwo of my most respected authors are hard at work on the revision of their best-selling book, The Ultimate Guide for Student Product Development & Evaluation, and they are requesting your students' participation. This book, released more than 7 years ago, offers a step-by-step introduction to confidently using creative projects in your classroom. The authors give ideas for integrating projects into your existing curriculum, ways to help students plan and create their projects, and easy, effective evaluation strategies. The book also provides strategies for making sure that your students' hard work is noticed by other students, parents, and community members. As an additional part of this book, the authors feature several students and the exciting products they've created. Now, it's time to revise this best-selling book with new products and expanded evaluation rubrics. The new edition will also feature several new students and the creative projects they have completed. Seeking Students With Creative Classroom Projects and Products If you know a student who would like to be featured in this book, please click the link below to download a PDF of the authors' invitation for inclusion in the book. Click here to download a PDF of the authors' invitation for students to submit a summary of their project. The submission deadline for this project is February 1, 2008. If you have any questions, please do not hesitate to contact the authors: Frances Karnes, Ph.D., or Kristen Stephens, Ph.D.JMcIntoshTue, 13 Nov 2007 22:14:00 GMTf1397696-738c-4295-afcd-943feb885714:223#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=222http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=222&PortalID=0&TabID=37http://resources.prufrock.com  I am a great fan of the various language arts curricula that has come out of the Center for Gifted Education at The College of William and Mary. It is truly geared towards the gifted learner, employing high level thinking skills and a strong writing component. Two relatively new types of units are Navigators and Jacobs Ladder. Navigators are collections of questions and activities for group or independent study that use selected novels or picture books. Navigators are designed for grades 1-12. These novel studies encourage advanced readers to develop their skills for analyzing and interpreting literature through structured questions and activities that highlight themes and concepts, literary elements, and real world connections. They also help students to develop vocabulary and writing skills by exploring and emulating the language and style used by authors. Several Navigators for grades 2-3, 3-4, 4-5, 3-5, 3-6, and 4-6 are available online, for free, so you can get a taste of the structure and questioning techniques used. Jacobs Ladder targets reading comprehension skills in highly able learners in grades 3-5. The three skill ladders use individual readings in poetry, myths/fables, and nonfiction. Students move through an inquiry process from basic understanding to critical analyses. Ladder rungs are organized to increase complexity in intellectual demand. They are all based on Paul’s (1992) Elements of Reasoning Model. Here is an order form for materials.CFertigSat, 10 Nov 2007 04:34:00 GMTf1397696-738c-4295-afcd-943feb885714:222#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=217http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=217&PortalID=0&TabID=37http://resources.prufrock.comBusinessWeek recently ran an article about the current state of science and engeneering education in the United States. I haven't reviewed the actual research report cited in the article, but BusinessWeek does a nice job of summarizing the results. The article, The Science Education Myth: Forget the conventional wisdom. U.S. schools are turning out more capable science and engineering grads than the job market can support, contridicts conventional wisdom. According to the article, the U.S. is doing a good job of preparing students in science and engineering. From the article: The authors of the report, the Urban Institute's Hal Salzman and Georgetown University professor Lindsay Lowell, show that math, science, and reading test scores at the primary and secondary level have increased over the past two decades, and U.S. students are now close to the top of international rankings. Perhaps just as surprising, the report finds that our education system actually produces more science and engineering graduates than the market demands. JMcIntoshSat, 03 Nov 2007 18:29:00 GMTf1397696-738c-4295-afcd-943feb885714:217#Comments3http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=216http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=216&PortalID=0&TabID=37http://resources.prufrock.com Patrick was consistently the first to raise his hand in class and he always had the correct answer. The problem was, he never gave anyone else a chance to contribute. Can we show Patrick other ways to demonstrate his knowledge? Should he be moved to a class that is more challenging? Both at home and at school, Joslin had a terrible time moving from one activity to another. She would get so “into” whatever she was doing that she hated it when her parents or teacher would ask her to switch to something else. Would it help to give her advanced notice of when to expect a change, with several reminders? Seneca was curious about everything, so he had lots of questions. The problem was that he had so many questions that it was annoying and often intimidating to others. Can we give Seneca projects that require a lot of idea generation? Should he be taught skills for finding his own answers rather than asking everyone else? Every behavioral characteristic has its positive and negative side. This includes characteristics that gifted children tend to have. These two-sided attributes are known as concomitant characteristics. While we should not excuse bad behavior, we can help direct kids to positive outcomes. We also can learn to be more tolerant ourselves by understanding that someone else’s seemingly irritating behavior also may have a very positive side. Some examples are:   Characteristic Positive Aspect Negative Aspect Verbal proficiency Good at articulating Dominates the conversation Accelerated pace of learning Can move through material quickly Gets frustrated with the pace of learning Ability to concentrate and persist Is able to focus on a task and learn in depth Resists interruption Seeks order Likes to plan ahead and keep everything neat Difficulty with spontaneity Sense of humor Entertaining and resilient Uses humor in inappropriate ways that distract or offend Heightened self-awareness; feels different Realizes the potential of being unique Feels isolated and self-consciousness High expectations Sets high standards Critical of self and/or others when high expectations are not met Self-confident, leader Able to influence others Perceived as bossy Huge store of facts and long memory Learns quickly Becomes bored and impatient with others Creative Innovative thinker Disruptive Many interests Has many possibilities in life Has difficulty choosing between interests Goal oriented Gets tasks done Viewed as stubborn and inflexible  Deep thinker Conceptualizes on a greater level Hates deadlines Perfectionist Does everything well Avoids tasks for fear of not doing them perfectly  CFertigFri, 02 Nov 2007 17:36:00 GMTf1397696-738c-4295-afcd-943feb885714:216#Comments5http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=215http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=215&PortalID=0&TabID=37http://resources.prufrock.com There are a number of elements of creativity that teachers and parents can use to stimulate their students (and themselves). Fluency—the ability to come up with many ideas—is one of those elements. It is difficult to find innovative ideas if one can’t generate many from which to choose. You can have a lot of fun with these activities. The exercises fill odd moments (waiting in line, driving in the car) with stimulation and can also help generate ideas for projects. Brainstorming techniques are used when working on fluency. When brainstorming,   No criticism is allowed. Defer any judgment until a large number of alternatives have been produced. (If you judge too quickly, you risk shutting people down.) Freewheeling is desired. The wilder the ideas, the better. (From those crazy ideas might come some very sensible ones.) Quantity is desired. Include the small, obvious alternatives, as well as the wild, unusual, clever ones. (The more ideas one can generate, the greater the chances that one of those ideas will be a good one.) Combine alternatives and hitchhike upon alternatives to produce even more ideas. (Often young children will complain: “He stole my idea.” But, it’s a compliment to take someone else’s idea and change it slightly or expand upon it.) For fun activities try some of the following: List all of the words you can think of that begin with a certain letter, certain two letters, certain three letters, etc. List all of the synonyms/antonyms you can thing of for a certain word. Name all the objects you can think of that are white and edible, or mean and yet soft. Name uses for a bale of hay or a needle or a broom. What are all of the uses (conventional or nonconventional) you can think of for a fork? Think of all of the possible presents you could give to a person if you had no money. If you ask at your local bookstore, you will find books that list suggested topics for brainstorming. Some ideas for using brainstorming for academic subjects include: How many aspects are similar/different between two books? How many ways did WWII affect the culture of the U.S.? List as many equations as you can where the answer is 6. (3 + 3, 2 x 3, 26 – 20, etc.) Name as many kinds of penguins as you can and their natural habitats. List all the possible settings for a scary story. How many different techniques can you think of to make a presentation to the class? For some great ideas for “take offs” on basic brainstorming, see Tools for Creating Ideas.CFertigFri, 26 Oct 2007 19:08:00 GMTf1397696-738c-4295-afcd-943feb885714:215#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=214http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=214&PortalID=0&TabID=37http://resources.prufrock.com   Teaching advanced levels of social studies often is sorely neglected until more complex classes are offered in high school. However, teachers should be aware that there are excellent, research-based curricula available developed by the Center for Gifted Education at the College of William and Mary  and made available by Kendall/Hunt Publishing Company. Every teacher I know who has used any of the units has raved about them. They are not only written at a much higher level than regular curriculum, but they really get kids excited about learning.   The units: are interdisciplinary; use abstract concepts such as systems, cause and effect, and how things change over time; place heavy emphasis on higher order reasoning; provide historical analysis using primary sources; include in-depth study of content; and employ the skills of discussion, writing, and research. There are a couple of cautions. When a grade level is given for a unit, teachers need to understand that it is truly for gifted students at that level. Don’t be fooled into thinking you should get a unit that is at a higher grade level. Also, the units typically provide a list of resources that you will need to purchase elsewhere, so don’t assume that the expense of the curriculum is the entire cost of teaching the unit.   It would be well worth your time to visit the Kendall/Hunt Web site and investigate the units that would be appropriate for your grade level.   Units include   Grades 2-3:      Gift of the Nile   Ancient China: The Middle Kingdom Grades 4-5:      Building a New System: Colonial America 1607-1763   The World Turned Upside Down: The American Revolution Grades 5-6:      A House Divided? The Civil War: Its Causes and Effects Grades 6-7:      The 1920s in America: A Decade of Tensions   The 1930s in America: Facing Depression Grades 6-8:      The Road to the White House: Electing the American President Grades 10-12:  Defining Nations: Cultural Identity and Political Tensions   Post-Colonialism in the 20th Century   Primary Sources and Historical Analysis   The Renaissance and Reformation in Europe  CFertigFri, 19 Oct 2007 17:15:00 GMTf1397696-738c-4295-afcd-943feb885714:214#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=213http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=213&PortalID=0&TabID=37http://resources.prufrock.com Amber Hess is a passionate science student who has won awards at many prestigious science competitions. She was an Intel Science Talent Search Finalist, a semifinalist for the Siemens Westinghouse competition, and she won a First Place Grand Award in Chemistry at the Intel International Science and Engineering Fair (ISEF). She qualified to compete at the California State Science Fair five times, winning 4th, 3rd, and two 1st place awards. Hess is now attending MIT where she is majoring in chemical engineering. In her article How to Find a Mentor, she stresses the importance of a mentor/advisor, stating that the vast majority of winners of top fairs have mentors and the vast majority of students have to find their own mentors.   Hess gives specific steps for finding a mentor and stresses the importance of students finding their own mentors. It is, she states, the only way they’ll appreciate the advisor. She also feels strongly that mentors respond when contacted by motivated students, not motivated teachers.   Many other valuable tips for participating in science competions can be found at the Science Buddies Web site where this article is posted.   Pat Limbach, an associate professor of chemistry at the University of Cincinnati, has also written an interesting article about mentoring titled Mentoring Minority Science Students: Can a White Male Really Be an Effective Mentor? Limbach has successfully mentored many minority students. In his article he describes the importance of understanding cultural differences, including family and personal expectations.   If you are a serious science student or a potential mentor of one, you will want to read these articles.CFertigFri, 12 Oct 2007 16:01:00 GMTf1397696-738c-4295-afcd-943feb885714:213#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=212http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=212&PortalID=0&TabID=37http://resources.prufrock.com Ning is a relatively new technology available for discussion groups, and Gifted Education 2.0 has been formed for gifted education. When I first viewed the site, I was skeptical because one needs to join before discussion threads can be accessed. I didn’t want to give out any information that might cause me to increase the spam on my email or cause me to be associated with something I would later regret. After viewing the other members’ profiles, I gained some confidence by seeing some highly recognizable names in the field of gifted education. It’s been about three weeks since I joined, and I haven’t felt any negative repercussions.   It’s free to join Gifted Education 2.0. Ning makes its money from ads by Google that you see along the righthand side of the page.   There are some very interesting discussions going on at this site, but it takes a bit of investigating and playing around to understand how it all works. Having some skills in technology also is helpful.   Start out by clicking on either “Forums” or “Groups” at the top of the page. Remember that almost everything you see is layered. In other words, if you click on “Forums,” then “Book Discussions,” you are only seeing the opening page of that discussion. Click on “Novels for Book Discussions” and scroll down the page. You will see extensive postings on this topic with teacher suggestions.   Some of the additional categories of discussions at the site are: topics where advice or feedback are requested; tech tools; science, technology, engineering, and mathematics; conferences and workshops; news items; creativity; preschoolers; parenting; elementary education; middle school education; and high school education. Remember. This technology is in its infancy. Add your own discussion groups or reply to existing postings and watch it grow.CFertigFri, 05 Oct 2007 15:36:00 GMTf1397696-738c-4295-afcd-943feb885714:212#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=210http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=210&PortalID=0&TabID=37http://resources.prufrock.com When I was a young child I was forced into piano lessons. Each time I protested, my mother said, “You will thank us when you get older.” The funny thing is that I do now thank my parents, but it took me many years to get to that stage.   With my own children, I took a different approach. I told each of them that they would only be allowed to take piano as long as they practiced. One of them took me up on it and one did not.   If you do an Internet search on “children music lessons benefits” you will find a plethora of reasons why young people should pursue an instrument. At the very least, learning an instrument helps round out a young person’s general experiences, helps him to better understand the music that is heard every day, promotes discipline and persistence, and helps with motor skills. Gifted children have the potential to gain a lot from music lessons.   In Lessons for Life, Matthew Erikson, a Star-Telegram staff writer, discusses the value of having a child learn an instrument. He also acknowledges the difficulty parents have working their way through the maze of choices. Some of the points he covers are:   When do you know if your child is ready for music lessons? First, your young person should be able to: follow instructions, count, recite the alphabet, and concentrate for 30 minutes. Parents need to be: ready for a long-term commitment, including weekly trips to the teacher’s studio and supervising at-home practice; and willing to stick with lessons for 6-12 months to evaluate the child’s progress. How do you choose the right instrument for your child? Parents should expose young children to a wide variety of sounds. Kids often gravitate toward musical instruments they’ve been around. Family concerts performed by orchestras are good venues for exposure. Wind and brass instruments can be a poor match for a young child’s small lips. Some people believe that the piano offers a good foundation. Don’t get caught up in stereotypes of boys playing big, noisy instruments and girls playing softer, more delicate instruments. Respect your child’s choice. Be practical. What kind of instruction is available in your area and how far are you willing to drive? How much will it cost? Costs of instruments can vary widely. Decent upright piano--$1,000 Violin--$300 Flute--$1,000 Many band instruments can be rented from music stores for $20-30/month, with the option to buy.   A very cheap instrument can actually be harder to play.   Lessons will probably run $30-60/hour, but may be a lot more in some areas of the country. A good teacher will be much more skilled at instructing your child.   How do you find the right teacher? The first teacher your child has is essential in setting the right tone and establishing good playing habits, so research this well.   You and your youngster may want to first observe a lesson to make certain you are comfortable with the way the teacher interacts with students.   To find a teacher, check out the Web site for the Music Teachers National Association (MTNA) for a list of questions to ask. On the same Web page, you will find a box to fill out to find a certified music teacher in your area.CFertigFri, 28 Sep 2007 15:00:00 GMTf1397696-738c-4295-afcd-943feb885714:210#Comments2http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=211http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=211&PortalID=0&TabID=37http://resources.prufrock.comI'm so excited to tell you about Prufrock's newest release, The Ultimate Guide to Summer Opportunities for Teens: 200 Programs That Prepare You for College Success. I think this book is a fantastic addition to our line because it focuses on quality summer learning experiences. Record numbers of teens are applying to selective universities and the competition to gain entrance into college is tougher than ever before. With today's teens becoming increasingly more involved in college preparation, their summers are no longer filled with days by the pool or hours of TV and video games. The Ultimate Guide to Summer Opportunities for Teens: 200 Programs That Prepare You for College Success helps teenagers find the coolest, most exciting, and most fulfilling summer programs across the United States. The author, college-planning expert Sandra L. Berger, provides students and parents with advice on using summer opportunities to help gain entrance into selective universities, and guidance on researching, choosing, applying for, and making the most out of summer programs. In this directory, students will be able to explore more than 200 of the best summer opportunities in the areas of academic enrichment; fine arts; internships and paid positions; leadership and service; math, science, computer science, and technology; and study abroad or international travel. In preparing this book, my staff helped the author build a database of more than 1,000 great programs for kids. Then, through careful evaluation by the author, that list was culled down to a little more than 200 exemplary programs for teens. I'm proud to announce this fine new resource for parents, teachers, counselors, and students that features the very best programs designed for college-bound teens.JMcIntoshWed, 26 Sep 2007 21:10:00 GMTf1397696-738c-4295-afcd-943feb885714:211#Comments3http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=209http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=209&PortalID=0&TabID=37http://resources.prufrock.com  About 2 ½ years ago, one of my blog entries was titled The Label of Gifted: Is There a Better Way?  You might want to revisit it and also look at the reader comments that follow the article. Today I am no closer to an answer to the question about the label of “gifted.”   In a recent Washington Post article, Labels Aren’t What Kids Need, high school English teacher Patrick Welsh brought up a number of issues about identification and programming for gifted education that are worth considering.   One of the problems with the term is that educators and parents often look at kids as gifted or not gifted, rather than looking at abilities on a continuum. Can a gifted program meet the needs of all able children? Can the needs of a highly gifted child be met in a regular gifted program? What happens to the child who is very capable in math but not in language arts? What happens to the youngster who is intensely interested in geography, but the gifted program is designed for more mainstream subjects?   Kids who are selected for a particular program often are given enrichment activities, from which all students would probably benefit. While the students in the gifted program may be capable of moving more quickly or studying a topic more in depth, can you understand why the parent of a “regular student” may want his less capable child to also be exposed to this enrichment?   How does a school handle the problem of some parents regarding the label of gifted as a status symbol? (Note: I am not saying that the kids are not very capable, but I am saying that SOME parents regard the label as a status symbol without truly understanding the real needs of a small percentage of students.)   How do we handle the affective consequences of labeling, both for students who are identified and students who are not? As Welsh states in his article, “When we apply this tag to a tiny group of children . . . we are in effect saying that the rest are ungifted and untalented. We’re denigrating hard work and perseverance, telling children that no matter how much effort they put forth, they just can’t measure up to their special peers.”   “Just as bad, we’re telling those on whom we deign to bestow the coveted label that they have it made; we’re giving them an overblown sense of their intellectual abilities and setting them up to fall short when they face real challenges later . . . What most parents don’t realize is that the gifted label can harm not only those who don’t receive it, but also those who do.” (See the research of Carol Dweck.)   Welsh goes on to suggest a highly sensitive topic: “. . . school administrators are caught in a political and moral trap. They have to assure mostly white middle-class parents, who provide most of the tax dollars for the schools, that their children can progress academically without being held back by lower-income kids.” Can we be honest with ourselves? How much of this is true? When I was a kid, the term gifted was foreign to my ear. Everyone did, however, agree that some kids were very smart in some areas. Some kids were even very smart in all areas. At least in the district where I went to school, the system may have done a better job of trying to challenge all of the students all of the time.   There obviously is no perfect solution to the controversy of the label “gifted” and how it should be handled. But, let’s not shut the door on some of the realities of the dilemma by feigning to believe that there must be a perfect solution.CFertigFri, 21 Sep 2007 14:54:00 GMTf1397696-738c-4295-afcd-943feb885714:209#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=208http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=208&PortalID=0&TabID=37http://resources.prufrock.comIf you are involved with students in grades 6-12 and want to engage them with hands-on history projects, Prufrock has just released an exciting resource for you. Thousands of students across the nation each year participate in history fairs at the local, regional, and national level. Until now, however, these students and their parents and teachers have had to rely on their own ingenuity and skill to develop history fair projects. Creating Award-Winning History Fair Projects: The Complete Handbook for Teachers, Parents, and Students fills that gap. This exciting new release provides all of the following: successful tips for developing exciting projects, practical tools for middle school and high school, strategies for organizing and planning, and ready-to-use planners and student handouts. The only comprehensive guide of its kind, Creating Award-Winning History Fair Projects also gives teachers and administrators tips for organizing and conducting history fairs at the local level to showcase their students' work. The author, an experienced regional history fair coordinator, judge, and coach, provides teachers, parents, and students everything they need to ensure blue-ribbon success! To find out more about this exciting new social studies resource or to browse samples of the book's inside pages, please visit the Creating Award-Winning History Fair Projects Web page.JMcIntoshWed, 12 Sep 2007 17:23:00 GMTf1397696-738c-4295-afcd-943feb885714:208#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=207http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=207&PortalID=0&TabID=37http://resources.prufrock.com A new study from Vanderbilt University finds that the future career path and creative direction of gifted youth can be predicted well by their performance on the SAT at age 13. The study offers insights into how best to identify the nation’s most talented youth, offering opportunities for educators and policymakers to develop programs to cultivate these individuals. The current study looked at the educational and professional accomplishments of 2,409 adults who had been identified as being in the top 1% of ability 25 years earlier at age 13. Significant differences in the creative and career paths of individuals were found, with those showing more ability in math having greater accomplishments in science, technology, engineering, and mathematics, while those showing greatest ability on the verbal portion of the test going on to excel in art, history, literature, languages, drama, and related fields. The key was to administer the SAT at a young age. When students take the test in high school, the most able students all score near the top, and individual differences are harder to see. Using the test with gifted students at a young age creates the potential to help shape that person’s education. Overall, the creative potential of these participants was extraordinary, with individuals earning 817 patents and publishing 93 books. With this knowledge, the policy question becomes: How best can we support these individuals, especially during their formative years?  For more information, see: the press release from Vanderbilt , SAT Exam, Taken at Age 13, Can Predict Career Path of Gifted on Bloomberg.com, and Future Career Path of Gifted Youth Can Be Predicted by Age 13 by SAT on Science Daily.  CFertigSun, 09 Sep 2007 23:00:00 GMTf1397696-738c-4295-afcd-943feb885714:207#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=206http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=206&PortalID=0&TabID=37http://resources.prufrock.com   Blogging about gifted education is growing. Unwrapping the Gifted, written by Tamara Fisher and published by Teacher Magazine, is the latest to hit the scene. Each new blog that is created (scroll down in column on left to find a list with links) approaches gifted education from a slightly different perspective, and each is a valuable resource for a different reason. I really encourage you to visit the different blogs often.   Tamara Fisher is a K-12 gifted education specialist in northwestern Montana and president-elect of the Montana Association of Gifted and Talented Education. With Karen Isaacson, she is also coauthor of Intelligent Life in the Classroom: Smart Kids and Their Teachers. In her blog, Fisher discusses news and developments in the gifted education community and offers advice for teachers on working with gifted students. She presents some interesting analogies about understanding and working with this population of kids, as well as thought-provoking questions. Her aim is to “generate some timely thought, reflection, discussion, and questions.” She does a good job of modeling higher-level thinking questions by posing open-ended questions for teachers to consider.   Be sure and read through reader comments after each post as they offer a variety of perspectives on gifted education and also offer strategies that other teachers have used successfully.   The two most recent posts on Unwrapping the Gifted are about the meaning of the term “gifted” and how gifted kids may be “shut out of class participation because they’re perceived as being ‘already where they need to be.’”CFertigFri, 07 Sep 2007 17:43:00 GMTf1397696-738c-4295-afcd-943feb885714:206#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=205http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=205&PortalID=0&TabID=37http://resources.prufrock.com Since 1993, The National Science Foundation (NSF) has been working to broaden the participation of girls and women in science, technology, engineering, and mathematics (STEM). According to their Research on Gender in Science and Engineering program, there are five myths about girls and science. Myth: From the time they start school, most girls are less interested in science than boys are.  Reality: In elementary school there are about the same number of girls (66%) as boys (68%) who report liking science. But, by second grade, most students portray a scientist as a white male in a lab coat. Children often draw women scientists as severe and not very happy. There is a stereotype of the relationship between gender and careers in science. By eighth grade, boys are twice as interested in STEM careers as girls.  Myth: Classroom interventions that work to increase girls' interest in STEM run the risk of turning off the boys. Reality: Interventions that work to increase girl’s interest in STEM, such as showing images of women scientists, also increase such interest among the boys.  Myth: Science and math teachers are no longer biased toward their male students. Reality: Teachers, without realizing it, often treat boys differently than they do girls, explaining more to boys when asked for assistance, while just simplifying experiments for the girls.   Girls Creating Games was created as an afterschool and summer program designed to support the interest of middle school girls in computers and information technology. Its goal is to increase the number of females in the IT workforce.  Myth: When girls just aren't interested in science, parents can't do much to motivate them. Reality: Parental support has been shown to be crucial to a girl's interest in science, technology, engineering, and math. Parents can make girls aware of the range of science and engineering careers available, the relevance of these jobs in society, and the types of courses and grades necessary to put students on a path to a STEM career. A guide for parents can be found at Sally Ride Science.  Myth: At the college level, changing the STEM curriculum runs the risk of watering down important "sink or swim" coursework. Reality: Women often perceive "Bs" as inadequate grades and drop out, while men with "Cs" will persist with the class. Effective mentoring and "bridge programs" that prepare students for challenging coursework can counteract this. To help retain both women and men in engineering schools, programs should: have students work in pairs on programming in entry-level computer science and engineering courses, and provide coursework in spatial visualization. One of the most effective interventions is mentoring. MentorNet, a virtual e-mentoring network and community offers award-winning, research-based, technology-leveraged mentoring programs that pair young people with professionals working in STEM careers in industry, government, and higher education. Additional, helpful resources funded by the National Science Foundation are available online.  Many women have made significant contributions to the advancement of science. Go to Women in Science to hear some of their stories.CFertigWed, 29 Aug 2007 22:28:00 GMTf1397696-738c-4295-afcd-943feb885714:205#Comments5http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=204http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=204&PortalID=0&TabID=37http://resources.prufrock.comOn Monday, August 27, 2007, the Washington Post ran an interesting column titled "The Gifted Children Left Behind." The piece focused on the impact that the No Child Left Behind (NCLB) initiative is having on gifted children in many public schools. From the article: The law is causing many concerned parents [of gifted children] to abandon public schools ... These parents are fleeing public schools not only because, as documented by a recent University of Chicago study, the act pushes teachers to ignore high-ability students through its exclusive focus on bringing students to minimum proficiency. Worse than this benign neglect, No Child forces a fundamental educational approach so inappropriate for high-ability students that it destroys their interest in learning, as school becomes an endless chain of basic lessons aimed at low-performing students. I'm excited to see this issue beginning to get the attention it deserves. NCLB's emphasis on ensuring that all students meet minimum standards is having a devastating impact on gifted children and their experience in many schools.JMcIntoshWed, 29 Aug 2007 21:53:00 GMTf1397696-738c-4295-afcd-943feb885714:204#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=203http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=203&PortalID=0&TabID=37http://resources.prufrock.com   The August 16 issue of TIME Magazine features an article titled Are We Failing Our Geniuses? In the article, John Cloud criticizes the American school system, saying that it “has little idea how to cultivate its most promising students” and that it spends a disproportionate amount of money on students with learning disabilities, often ignoring the need for money to meet the needs of gifted students.   He cites that “many school systems are wary of grade skipping even though research shows that it usually works well both academically and socially for gifted students—and that holding them back can lead to isolation and underachievement.”   While I agree with much of what Cloud says in this article, I do question some of his conclusions. He states that, while the most recent data indicate that U.S. universities are awarding more doctorates than ever before, the rate of annual increase has fallen dramatically. In 1979 it hit nearly 15% for the year, but for more than a decade now, the number has grown less than 3.5% a year. His assumption is that we are now coasting and the implication is that this is because we are not adequately attending to the education of the gifted. While it may be true that there was a dramatic increase in the number of doctoral candidates following the post-Sputnik era, I question whether the number of students seeking advanced degrees should be expected to increase by high percentages every year. Are there that many people who would benefit from a doctorate? Is a doctorate important to all high-level professions? Is this really a valid measure of opportunities available for gifted students?   Cloud also states that the year after President Bush signed the No Child Left Behind Act (NCLB) in 2002, Illinois and Michigan cut large amounts of funding from gifted education. Yet, he offers no documentation explaining the link between the cuts and NCLB. Although there may be a link, he did not provide evidence. He just came to that conclusion on his own.   The premises of Cloud's article revolve around The Davidson Academy, a public school for profoundly gifted students that has received a lot of press. But, this is not perfect either. The school’s admission policy relies on test scores. One consequence of this is that its population does not mirror the population of our country. Both girls and African Americans are represented in disproportionately small numbers.   A couple of forum threads from The Math Forum@Drexel Website discuss Cloud’s article.   One discusses the question of who should be adapting to differences in ability, geniuses or average people? “Special schools for genius children? If the genius child is not adequately exposed to the rest of society, how then will she/he cope later in life? What about educating all of us 'average people' more effectively, so that we can learn how to live with and work with real genius, giving them adequate emotional support at least, even if we cannot quite match them intellectually? This route is barely explored anywhere in any society or school.”   The other questions some commonly used terms or phrases. “The continued assertions that a) there is some monolith called the ‘education industry’ and b) a bias against exceptionally bright students remain, as far as I can see, undefined and unsupported, especially the former.”CFertigSat, 25 Aug 2007 22:49:00 GMTf1397696-738c-4295-afcd-943feb885714:203#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=202http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=202&PortalID=0&TabID=37http://resources.prufrock.comIf you have not already received your copy, the Prufrock Press Fall/Winter 2007 catalog will arrive in your mailbox soon. In this catalog, you will discover more than 30 new products designed to help you teach gifted children and advanced learners. If you are not currently on our mailing list and would like to receive a copy of our latest catalog by mail, please visit our catalog request page. Built into every product we develop is a commitment to helping you challenge kids and grab their interests. Our most important goal is to offer ideas for the classroom and home that no bright child can resist. In an age when many publishers are developing drill-and-practice learning materials focused on basic skills, Prufrock continues to develop high-quality, challenging products that demonstrate our commitment to helping you achieve outstanding performance from your students. Visit the "New Releases" Section of Our Web Site As you may know, Prufrock's line includes more than 400 products for gifted education and advanced learning. This season, we've added more than 30 new books and kits designed to help you teach gifted and advanced learners. Ready-to-Use Differentiated Curriculum for Gifted Children and Advanced Learners Professional Resources Focused on Critical Issues in Gifted Education Exciting Teaching Resources for Every Subject Area Activity Books that Challenge Advanced Learners I invite you to visit the "New Releases" section of our Web site. There you will find many new and exciting tools for challenging gifted children and advanced learners.JMcIntoshSat, 25 Aug 2007 21:34:00 GMTf1397696-738c-4295-afcd-943feb885714:202#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=201http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=201&PortalID=0&TabID=37http://resources.prufrock.comI'm very excited to announce that Prufrock Press is now the proud owner of McGee-Keiser Academic Programs, one of the nation's most respected publishers of differentiated curriculum for gifted and advanced learners. If you have been seeking curriculum that inspires depth and complexity of learning, Prufrock's new differentiated curriculum products offer just that! These exciting, ready-to-use curriculum kits include everything you need to create fun, engaging, differentiated units for the classroom. This new line of products includes: Multiage Thematic Curriculum (perfect for pull-out programs and multigrade classrooms); Single Grade Thematic Curriculum (great for teaching advanced learners in grades K-6); and Topic Specific Curriculum (a wonderful collection of units that ranges from a unit on the science of the jumping bean, to arranging a reader's theater in your classroom, and lots more). Challenge advanced learners and save valuable planning time with this exciting line of products. The units in this series contain everything you need, including: hands-on, research-oriented activities, step-by-step lessons, correlations to national standards, and complete assessment rubrics. Visit the "Differentiated Curriculum" area of our online store to see these exciting new additions to Prufrock's growing list of titles that support advanced and gifted learners.JMcIntoshWed, 15 Aug 2007 00:15:00 GMTf1397696-738c-4295-afcd-943feb885714:201#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=200http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=200&PortalID=0&TabID=37http://resources.prufrock.com   A new book, A Class Apart: Prodigies, Pressure, and Passion Inside One of America's Best High Schools, will be released this month.   In the spring of 2006, author and Washington Post reporter Alec Klein—a Stuyvesant alum—spent a semester with the teachers, students, and parents of the school to find out what makes it so special. (The New York City public school is so selective, that it admits only 3 percent of the kids who take its intense entrance exam.) The school is well-known academically and its alumni include several Nobel laureates, Academy Award winners, and luminaries in the arts, business, and public service.   The book is filled with personal stories of students and educators, whose stories are hilarious, sad, and powerfully moving. The book also tackles the question of elitism in public education.   Some of the high schoolers at Stuyvesant are off the charts with their abilities. One student profiled in the book is incredibly gifted, but unable to cope with her devastating addiction to heroin.   What can other schools learn from the success of Stuyvesant? The author touches on the importance of parental involvement, regardless of family wealth. (Many are immigrants who run delis or drive taxis.) The level of trust within the school creates a home away from home for students.   To get a feel for the author’s style, you can read an excerpt from the book.CFertigThu, 09 Aug 2007 21:51:00 GMTf1397696-738c-4295-afcd-943feb885714:200#Comments1http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=199http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=199&PortalID=0&TabID=37http://resources.prufrock.com   The debate about the nature of intelligence and giftedness continues.   A recent (August 3, 2007) news release from the Association for Psychological Science relates research results concerning autistic kids and intelligence tests.   Led by psychologist Laurent Mottron of the University of Montreal, a team gave both autistic kids and normal kids two of the most popular IQ tests used in schools: the WISC, which relies heavily on language; and the Raven’s Progressive Matrices, which measures the ability to infer rules, to set and manage goals, and to do high-level abstractions. The Raven’s presents arrays of complicated patterns with one missing, and test takers are required to choose the one that would logically complete the series. The test demands a good memory, focused attention and other “executive skills,” but—unlike the WISC—it doesn’t require much language.   The difference between the scores of the autistic and normal children on the WISC and the Raven’s test was striking. Not a single autistic child scored in the “high intelligence” range of the WISC. In fact, a third of the children with autism had WISC scores in the mentally retarded range. Yet fully a third scored in the “high intelligence range” on the Raven’s.   The scientists ran the same experiment with autistic and normal adults, with the same result.   While it is probably true that people with autism possess extraordinary perceptual skills, and that they use unique cognitive pathways for problem solving, their intelligence clearly goes far beyond rote memory and perception to include complex reasoning ability.   I would like to know…   Because autism is a spectrum disorder and it affects each individual differently and at varying degrees, how did the team from the University of Montreal chose its subjects? Did they choose kids who were high functioning or not? Does that make a difference when considering the results of the study?   What implications does this research have for the education of autistic children?CFertigThu, 09 Aug 2007 21:41:00 GMTf1397696-738c-4295-afcd-943feb885714:199#Comments0http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/RssComments.aspx?TabID=-1&ModuleID=-1&ArticleID=198http://resources.prufrock.com/DesktopModules/DnnForge%20-%20NewsArticles/Tracking/Trackback.aspx?ArticleID=198&PortalID=0&TabID=37http://resources.prufrock.com   There is a great Web site available for students (elementary through high school) and teachers titled Neuroscience for Kids. The site, maintained by Eric H. Chudler at University of Washington, provides a wealth of information on the brain in fun, clear, easy-to-understand terms and illustrations. Not only is there great information, but there also are experiments, activities, questions and answers, other links and resources, and a place to sign up for a free newsletter.   The table of contents includes (click on "Explore" to find this) The World of Neuroscience Brain Basics “Higher” Functions The Spinal Cord The Peripheral Nervous System The Neuron Sensory Systems