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:

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.

 

• 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.

Macroadvocacy will be covered in the next issue of the Duke Gifted Letter. To subscribe (free), click here.

 

 

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.

 

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.

 

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.

 

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 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:

SENG (Supporting Emotional Needs of the Gifted)

• "Play Partner" or "Sure Shelter": What Gifted Children Look for in Friendship 

• 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

 

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:

 There are many ways that students can increase their storehouse of words.

The following websites represent just a few of the online activities that encourage students' vocabulary development:

 

Gifted students enroll in summer programs for a wide variety of reasons. They may choose to enroll in a summer program in order to:

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.

 

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:

 

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:

 

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:

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.

• 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.

• 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. 

• 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.  

• 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.  

• 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. 

 

 

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.

 

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:

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.

 

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.

 

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.

 

 

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:

 

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:

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.

 

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.

 

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.

                                   

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:

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.

  

 

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: