We’ve moved the Prufrock Press blogs to a new location. You can now find all of our blogs consolidated into a single blog at blog.prufrock.com.

We’re sorry for the inconvenience. Our new blogging platform gives us lots of new, great ways to communicate with our readers. Stop by and give it a look.

See you there!

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If you previously subscribed to our RSS feed, please resubscribe to our new feed at blog.prufrock.com/blog/rss.xml.

We’ve moved the Prufrock Press blogs to a new location. You can now find all of our blogs consolidated into a single blog at blog.prufrock.com.

We’re sorry for the inconvenience. Our new blogging platform gives us lots of new, great ways to communicate with our readers. Stop by and give it a look.

See you there!

Attention RSS Subscribers:
If you previously subscribed to our RSS feed, please resubscribe to our new feed at blog.prufrock.com/blog/rss.xml.

Attending this year's Texas Association for the Gifted and Talented (TAGT) conference in Austin, TX? Stay in touch with other conference attendees through Twitter.

• Recommend conference events,
• share your thoughts about sessions,
• discover links to web sites that expand upon session topics,
• and learn about special offers from exhibitors.

Visit TAGT's "TAGT Tweets" web page for complete instructions for joining Twitter and following tweets about the TAGT conference. The page includes a short video about setting up a Twitter account, adding people whom you wish to follow on Twitter, how to find others interested in gifted education, and how to use the #tagt2011 hashtag.

 

In addition to my new website, you can 

 

Great new resources are becoming available with the pending 2012 opening of the Museum of Mathematics (MoMath) in New York City. MoMath will be the only museum in the United States dedicated strictly to mathematics. (The small one that previously existed on Long Island closed in 2006.) To read about the founder of this new museum, how it got started, and the types of exhibits that will be included, see the article about it that recently appeared in The New York Times.

The exhibits and programs at MoMath are designed to stimulate inquiry, spark curiosity, and reveal the wonders of mathematics. I can hardly wait until it opens.

A series of videos titled Math Encounters is already available. Some of these include

• The Geometry of Origami

• Symmetry, Art, & Illusion

• Soap Bubbles and Mathematics

Math Midway is a hands-on traveling exhibition that highlights the engaging and playful nature of mathematics. Math Midway is making appearances at science and technology centers across the country. A list of upcoming engagements is provided.

Math Mondays is a partnership between MoMath and the magazine Make: Online. The weekly column discusses fun, experiential, puzzling topics in mathematics. Some recent topics are

• Knit or Crochet a Dodecahedron

• Fold Your Own Hyperbolic Paraboloids

• Cut and Fold Escher

There is also an online store for MoMath that sells a variety of mathematical games and books.

 

• Accommodations for the Gifted Child in the Regular Classroom—characteristics of giftedness, manifestations of the gifted in the regular classroom, accommodations, and free resources and ideas for teachers.
• Davidson Institute for Talent Development - Gifted Overview—takes a look at the history of and the programs offered by the Davidson Institute for Talent Development, as well as information on identifying gifted students, characteristics, underachievement, perfectionism, and peer relations. 

• Motivation and the Gifted Child—extrinsic vs. intrinsic motivation, characteristics that effect motivation, and tips on how to shift motivation.
• Raising a Gifted Child—asynchrony, intensities, perfectionism, peer relations, and underachievement.

• provoke deep thought
• may not have an answer
• encourage critical thinking, not just memorization of facts
• require students to draw upon content knowledge and personal experience

• How do we form our identities?
• How does what others think about you affect how you think about yourself?
• How is identity shaped by relationships and experiences?
• What can you learn about yourself by studying the lives of others?
• When should an individual take a stand in opposition to an individual or larger group? 

• Universal Themes & Gifted Education
• Using Universal Themes with Gifted Students
• Using Universal Themes to Promote Higher Level Thinking
• Questioning Techniques for the Gifted
• Increasing Depth and Complexity in Curriculum for the Gifted

   

• Storm Chasing—Who are storm chasers? Can one make a living at the job? What does a typical chase look like? What is the best way to become a storm chaser?
• Storm Chasers on the Discovery Channel—This site is presented in Hollywood fashion, sensationalizing the storms. Here you will find impressive videos, a real-time weather tracker, and information about the vehicles and equipment used by storm chasers. The production crew of StormChasers also answers questions about their jobs.
• Storm Chasers from PBS—University of Oklahoma meteorology professor Howard Bluestein turned a boyhood fascination with severe weather into a career chasing tornadoes, working to shed scientific light on one of nature's most violent and unpredictable phenomenons. He and his graduate student “chasers” are featured in an IMAX film. An interview with the director of the film can also be found at this website. Learn about the development of Bluestein’s career. Included at this site are facts about severe weather and information about obtaining an activity guide for teachers (or parents).

 

• Specific resources
• Playing with LEGOs, Tinker Toys, Lincoln Logs, K’nex, Magna-Tiles, tangrams, and blocks of all shapes and sizes. She also provides ideas for using these building sets.
• Ways to use mathematical logic in everyday conversations
• Ideas for working with fractions

Deborah Mersino has become very active in the gifted community over the last few years. She brings a business perspective to the field and acts as a consultant, writer, and speaker to gifted and talented organizations and communities. She helps institutions and associations serving the gifted population with marketing communication strategies, including digital media tactics. She also acts as moderator of the weekly global #gtchat sessions on Twitter, where she helps connect parents, teachers, and advocates from across the world every Friday at noon and 7:00 p.m. (EST) to discuss critical issues relating to giftedness.

Recently, Mersino posted a blog entry titled CALL TO ACTION: Making Gifted Education Relevant Today. This post is worth reading. The article would make a good topic for group discussion. I urge you to take it to your gifted associations, gifted parent or teacher organizations, or college classes. She believes that "the current course for advocating on behalf of gifted learners is doomed; a radical shift in mindset is needed." Mersino has five suggestions for making gifted education relevant in today’s world. I am only listing them here. You will want to read the descriptions of each in detail

• Get rid of the word "gifted."
• Focus research on big picture education reform and simplify focus.
• Change the descriptor to the "Talent Development Movement" (no more “Gifted Education Movement”), and start tearing down protective, yet ultimately inhibiting, walls.
• Overhaul national and state nonprofit gifted associations’ missions and purpose.
• Give things away. Be generous.

The last couple of weeks have seen two important milestones pass.

My daughter, Christina, graduated from high school. I’m so proud of her and the young woman she has grow to be, and I’m excited that she will be moving on to attend college at the University of Oklahoma. On the other hand, watching her move on in her life comes with a tinge of sadness. With similar, if less intimate, emotions, I want to announce that Prufrock Press’ peer-reviewed journals (Gifted Child Today, the Journal for the Education of the Gifted, and the Journal of Advanced Academics) have been acquired by SAGE Publications. Like my daughter, Prufrock’s journals are moving on.

For more than twenty years, with the leadership of some wonderful editors, these journals have been an incubator for the best ideas in gifted education. The journals are at the forefront of gifted education practices and theory and they are a place where advocates and researchers in the field can discuss and debate what should happen next.

I love the work we have done with these journals, but the business side of running a successful academic journal has changed dramatically over the last five years. For journals to thrive, they need the specialized focus of a large journal publishing house. Several months ago, SAGE contacted me saying that they were enthusiastic supporters of gifted education and the journals we publish. As one of the leading international publishers of journals, SAGE could offer our journals increased availability, a wider audience, and a secure future.

I liked that their focus was on finding ways the journals could reach more readers, both nationally and internationally. In the end, I made the decision to move the journals to a new home at SAGE Publications. I am convinced that under the care of SAGE, the future growth of the journals is now secure and healthy.

This has been a bittersweet decision. The journals have been an intimate part of Prufrock Press, and I am incredibly proud of them. I know we have made a positive impact on practice and scholarship in the field, and I have loved working with the talented, creative editors of the journals. However, it is now time to send all of my kids off on their various new paths … to encourage them to move on.

In her article, Differentiated Instruction for Young Gifted Children: How Parents Can Help, Joan Smutny does an excellent job of explaining strategies that can be used in the classroom to address the needs of young gifted children, including

• Association for Library Service to Children (ALSC) publishes lists of award-winning books for young people, including Newbery and Caldecott winners.
• International Reading Association provides “Choices” reading lists. These are books chosen as favorites by children, young adults, teachers, and librarians around the country.
• 101 Great Books Recommended for College-Bound Readers is published by the College Board.
• Classic Novels offers one of many lists of the classics available on the Internet. This list was compiled by the Cincinnati Public Library. If your student owns an eReader (Kindle, Nook, etc.), many of the classics can be downloaded for free.

In addition to reading good books, children may enjoy creating their own books. There are a number of websites to help with this.

• Susan Kapuscinski Gaylord’s Making Books with Children lists resources, ideas for teachers, and ideas for families.
• ThinkQuest provides student-created ideas for constructing various types of books.

 

According to Willis, the best jobs in the future will go to applicants who have the

Parents can prepare students by

• helping children develop personal responsibility
• explicitly teaching how to focus attention, study, organize, prioritize, plan, and set goals
• teaching how to make the switch from memorization to mental manipulation by comparing and contrasting concepts and applying big ideas to solve new types of problems
• teaching how to evaluate sources of accurate information and then to use critical analysis to assess the veracity/bias and current/potential uses of new information
• finding out the topics children will study in the coming school months and then promoting interest by introducing things that relate to the topic, providing background knowledge and interest

 

• Civil War Trust: Saving America’s Civil War Battlefields—This site includes maps, apps for your smartphone, resources for teachers and students, Civil War blogs, and a list of Civil War anniversary events across the nation.
• The Civil War: 150 Years (Part of the National Park Service website)—Includes upcoming events, information on more than 70 parks in the National Park System that have resources related to the history of the Civil War, a database of those who served in the war, news stories from the time, and the history of African Americans in the war.
• North Carolina Civil War Sesquicentennial—This site has adopted three themes—freedom, sacrifice, and memory— which are explored across all aspects of the war.
• Civil War 150 (from The History Channel)—Offers an interactive experience that provides interesting information about who fought in the Civil War, weapons that were used, how people died, the five deadliest battles, paying for the war, West Point warriors, and other topics too numerous to list.
• Civil War Battlefield Medicine—General medicine, surgery, and primary sources.
• Pictures of the Civil War (from the National Archives)—Photographs of civilians and civilian activities; military personnel, equipment, and activities; and the locations and aftermaths of battles. Because wet-plate collodion negatives required from 5 to 20 seconds exposure, there are no action photographs of the war.
• Civil War Photos—Over 1,200 Civil War images.
• Selected Civil War Photographs (from the Library of Congress)—1,118 photographs of military personnel, preparations for battle, and battle after-effects.

 

• Conflicts in the Definition and Identification of Giftedness
• What Does It Mean to Be Gifted?  

 

• Alternative schools
• Community college classes
• Private schools, if they can be flexible with your student
• Serving Gifted Learners Beyond the Traditional Classroom: A Guide to Alternative Programs and Services
• Online high school courses
• Striking out on one’s own through homeschooling

• Free Guidebooks to Help Exceptionally Bright Children—look especially at the sections on Investigating Gap Year Opportunities, Volunteerism and Community Service, and Mentorships.
• Online Math Program Comparison for Gifted Students
• Mentors for Gifted Students
• Self-Directed Learning for Gifted Students
• Free Tutorial Videos on Math and Science  

 

• Why Arts Education Must Be Saved
• The Arts Are Essential
• Tucson Schools Enhance Learning with the Arts
• Dallas Schools Draw on the Arts Community
• Troubled Teens Explore Their Artistic Side
• Art in Schools Inspires Tomorrow's Creative Thinkers  

 

• Finding primary sources
• Evaluating primary sources (including, among other things, understanding the purpose of the website and the credentials of the person who created the website)
• Citing websites appropriately

Our best-selling Jacob's Ladder Reading Comprehension Program offers educators a wonderful tool for increasing reading comprehension and critical thinking skills among students. Whenever Prufrock Press exhibits Jacob's Ladder at education conferences, teachers ask questions about how the program works and whether the program can be used with all students in a mixed-ability classroom. I've prepared this blog entry in hopes of answering some of these questions.

Does Research Support Using the Program With All Students?

Emphatically, yes. Jacob's Ladder was developed at the College of William and Mary as part of a federally funded Department of Education research grant. Although there are many reading programs focused on developmental readers, there are very few research-based reading programs designed to teach advanced reading comprehension skills. Jacob's Ladder fills this gap.

Research conducted using Jacob's Ladder in Title 1 schools shows that the program increases reading comprehension skills for all students in a mixed-ability classroom. The researchers concluded, "when compared to students who used the basal reader only, those students who were exposed to the Jacob's Ladder curriculum showed significant gains in reading comprehension and critical thinking."

For an overview of the research supporting the use of this product, please download What Works: 20 Years of Curriculum Development and Research for Advanced Learners.

What Skill Sets Do the Ladders Represent?

The program is organized around the metaphor of ladders. There are six types of ladders representing different types of reading skills and each ladder has "steps" that represent increasingly difficult variations of the skills represented by the ladder. For example, Ladder A focuses on sequencing, implications, and consequences. At the lowest step of Ladder A, students sequence information found in a reading. At the highest level, students are asked to identify the short-term and long-term consequences of actions and events in a reading.

The types of reading skills addressed by each ladder are listed below:

• Ladder A: sequencing, cause and effect, and consequences and implications;
• Ladder B: identifying key details, classification, and generalizations;
• Ladder C: literary elements, inference, and interpretation of theme or central idea;
• Ladder D: synthesis of information through paraphrasing, summarizing, and creative synthesis;
• Ladder E: understanding emotion, expressing emotion, and using emotion; and
• Ladder F: planning and goal setting, monitoring and assessing, and reflecting.

How do the Readings and Ladders Work?

Each book in the Jacob's Ladder program contains between 8-10 short stories, 7-10 poems, and 4-6 nonfiction selections. Following each reading, a series of activities from the ladders are presented to students. Teachers may choose to have students complete all activities on the ladders or limit students to only certain activities presented. For example, emergent readers may be assigned activities from the lower steps of a ladder, while more advanced readers may be assigned multiple activities from the ladders.

Let's look at an example from Jacob's Ladder: Level 1: After reading one of Aesop's fables, students first encounter Ladder A, which includes the following tasks:

• list the events that occurred in the fable (Rung A1—sequencing),
• build a chart showing the various cause and effect relationships in the fable (Rung A2—cause and effect), and/or
• discuss the long-term consequences of one of the main character's actions (Rung A3—consequences and implications).

Next, from Ladder B, students would be asked to:

• discuss the mental images the fable created in their mind and list the specific details from the tale that supported the images (Rung B1—details),
• identify the actions of one character that could be characterized as helping another character (Rung B2—classifications), and/or
• determine the moral or "lesson" the fable is attempting to deliver (Rung B3—generalization).

Can I Use the Program With Cooperative Learning Groups?

Yes. Although the activities and readings can be done by students individually, Jacob's Ladder is ideal for small groups. The readings and activities may be used in a number of different grouping patterns. The use of small groups provides excellent opportunities for student discussion of the readings and collaborative decisions about the answers to questions posed.

Does the Program Include Assessment Tools?

Yes. Pre- and postassessments are included. The pretests should be administered, scored, and then used to guide student instruction and the selection of readings for varied ability groups. Both the pre- and postassessments, scoring rubric, and sample exemplars for each rubric category and level are included along with exemplars to guide scoring.

 

• Digital Delivery—Barseghian includes numerous websites that extend learning beyond textbooks, including Schmoop’s, the Kahn Academy, and many open education resources. Even though I consider myself quite knowledgeable about resources, many of the sites that are listed here are new to me.
• Interest Driven—Individualized learning technology creates a platform for tailoring education to the interests of children, beginning in elementary school. Links are provided that describe some schools that already incorporate this type of learning.
• Skills 2.0—The ability to teach collaboration, innovation, critical thinking, and communication are becoming easier with the technological revolution. Interactive abilities are broadening the reach of students and teachers to a global perspective. No longer is one’s learning confined to the classroom. Examples are given with links to more information. Tech companies are also looking for additional ways to develop new learning methods.

 

• Clarify issues
• Question assumptions
• Justify statements
• Understand the ideas of others
• Imagine consequences
• Relate different issues

• Imagine…
• Suppose…
• Predict…
• If…, then…
• How might…
• Can you create…
• What are some possible consequences…

Q.  What did Jack do when he got to the giant's castle?"

A.  Jack hid from the giant, found the goose that lays the golden eggs, was discovered by the giant, fled, reached the bottom of the vine, and then chopped it down. The giant, of course, tumbles down, breaks his neck, and Jack lives happily every after with his mother and his newly found wealth.

Q.  Did Jack trespass illegally? (In kindergarten terms, "Did Jack go into someone's house where he did not belong?"

A.  Yes!

Q.  Did Jack steal the goose that lays golden eggs?"

A.  Yes!

Q.  Did Jack, then, refuse to give back what did not belong to him?

A.  Yes!

Q.  Then did Jack escape down the bean vine and cause the giant to be killed?"

A.  Yes!

Q.  If Jack trespassed, stole, and murdered the giant, why is the giant the villain of this story?

 

• Roller Coasters
• Carousel
• Bumper Cars
• Free Fall Rides
• Pendulum Rides
• Ride Safety
• Related Resources 

 

• Advocating for Exceptionally Gifted Young People—What should you know about your child? What should you know about gifted education? How should you formulate a plan? How should you approach your child’s school? How can you monitor your child’s education?
• Investigating Early College Entrance: A Guidebook for Parents and a Guidebook for Students—How does one assess whether a student is ready for early college entrance? How might early entrance impact the family? What about scholarships and other financial aid?
• Investigating Gap Year Opportunities—A gap year is a “break from formal education to become more immersed in another culture, to volunteer domestically or abroad, to gain experience and maturity…” It is becoming more common in the U.S., especially for students who graduate early from high school. This guidebook discusses possible options for a gap year, the pros and cons of taking a gap year, and what colleges think of students who pursue this option.
• Volunteerism and Community Service—This guidebook provides resources, strategies, and valuable information to think about when considering the who, what, where, when, how, and why questions associated with volunteering.
• Mentorships—How does one search for a mentor? What types of mentoring relationships are available? What characteristics should a great mentor have?

 

• Cogito—Extensive list that is searchable by grade level, location, residential/commuter, eligibility, and program scope.
• Hoagie’s Gifted Education Page —Programs listed by country and by state.
• Imagine Magazine—Includes Talent Search summer programs, university sponsored programs, and directories and links to other programs.
• Institute for Educational Advancement (IEA)—Searchable by content, credit offered, grade level/age, and location.
• National Association for Gifted Children (NAGC)—Search by keyword and by state.

  

• Create a Line of Stem Cells—Learn what a stem cell is and help our scientists create a stem cell line!
• Design a Cell Phone—Help engineering director Elena design and manufacture a cell phone to help senior citizens get the most out of new technology!
• Deep Brain Stimulation—Help Dr. Vanessa Mei cut, probe, and drill her way to helping her patient cope with a movement disorder through brain surgery!
• Crash Scene—Help the highway patrol recreate a deadly crash by examining the evidence and calculating the forces.
• Virtual Hip Resurfacing—Take on the role of the surgeon throughout a hip resurfacing surgery.
• Virtual Hip Replacement—Take on the role of the surgeon throughout a hip replacement surgery.
• The Odd Machine—Learn how forces and simple machines can work together to create The Compound Machine.
• Virtual Knee Surgery—Take on the role of the surgeon throughout a total knee replacement surgery.
• Weather—Learn how to report and predict the weather at the underground W.H.E.D. weather caves.
• Simple Machines—Learn about simple and compound machines while you explore the House and Tool Shed.

• Virtual Frog Dissection 
• Cow’s Eye Dissection  

 

• calls for an action or opinion that it makes seem wise and reasonable.
• suggests that the action or opinion is moral and right.
• provides a pleasant feeling, such as a sense of importance or of belonging.

• What is Propaganda? —Communication that is meant to persuade or change public opinion. While the word often has a negative connotation, it is not necessarily bad. Propaganda is an attempt to change opinions by persuasively presenting new ones. It is important to recognize propaganda techniques and examine the purpose of the propaganda before making decisions.
• Propaganda Techniques—Eleven different techniques are listed and explained. The knowledge of these techniques enables students to analyze print and other media. Understanding the techniques opens the door to critical thinking and the ability to analyze information. 

• Have students collect advertisements and analyze what, if any, propaganda techniques were used.
• Apply propaganda techniques to current political discussions or to a unit in history being studied.
• Discuss how the use of technology has affected the use of propaganda.
• Have students take a stand on a topic of their choosing. Individually or in small groups, have them create an advertising campaign that uses a set of propaganda techniques.

 

• Logos is argument by logic.
• Ethos is argument by character and employs the persuader’s personality, reputation, and ability to look trustworthy. A sterling reputation is more than just good; it’s persuasive. An adult is more likely to believe a trustworthy kid and to accept her argument.
• Pathos is argument by emotion. It plays on one’s heartstrings. When a student learns to read your emotions and play them like an instrument, he is becoming a good persuader.

• Argue to teach decision-making. When you argue the various sides of an issue with your kids (“Beach or mountains this summer?”), they are learning to present different options (“Both!”) and then decide which choice to follow.
• Focus on the future. Arguments about the past (“Who made the mess with the toys?”) or the present (“Good children don’t leave messes.”) are far less productive than focusing on what to do or believe: “What’s a good way to make sure that toys get cleaned up?”
• Call “fouls.” Anything that impedes debate counts as a foul: Shouting, storming out of the room, or recalling past family atrocities should instantly make you choose the opposite side.
• Reward the right emotions. Respond to screaming and anger by not responding, except to say, “Oh, come on. You can do better than that.”
• Let kids win sometimes. When they present a good argument, there’s no better teaching method than rewarding them. My overreliance on the slow cooker, for instance, made my son beg for “dry” food. “Even the cat’s meals,” he said, “aren’t all wet.” Good point. I served hamburgers next. Very dry hamburgers.

• Listen and verbally acknowledge that you have heard what the other person has said.
• Take time to think. Don’t be afraid to say you’d like to think about a point for a while and respond later. This will give time to formulate an appropriate response.
• Acknowledge the other person’s points that you agree with.
• Stick with the main point and don’t get sidetracked.
• Don’t let feelings fester. Bring up topics sooner rather than later.
• Look for a win/win solution. 

 

• Cool Shakespeare Facts—Personal trivia, words and phrases that were created by Shakespeare, and information about the Globe Theatre.
• General Shakespeare Resources—Links to five major sites that cover a multitude of facts and opinions about the famous bard.
• Links to Every Single Shakespeare Work Online—Plays are divided into the categories of comedy, history, and tragedy. Shakespeare’s poems are also listed. Each link contains the complete work so you don’t have to go to the bookstore or library to get a play or sonnet.
• Links to Resources that Give Notes/Info/Explanations of Shakespeare Plays—Sites that will help you interpret the writings of Shakespeare.
• Shakespeare Festivals—A list of Shakespeare festivals (with Internet links) held in the United States and Canada.  

• Shakespeare for Gifted Students  
• Excellent Resources for Teaching Shakespeare to Gifted Students

 

• Tolerate “wrong” answers as children explore and fantasize.
• Sign children up for programs that foster creativity, such as Destination ImagiNation, Odyssey of the Mind, and Future Problem-Solving Program International.
• Invite children to come up with possible solutions for everyday problems, and listen to their ideas with respect.
• Ask open-ended questions and show interest in answers.
• Refrain from judging kids' ideas, even if they seem crazy or naive.
• Avoid paying too much attention to the outcome of kids' creative efforts. (You want them to be creative for the pure pleasure of it, not because they will receive praise.) 

 

• A place where they can post their writing and get feedback in the form of comments and reviews.
• Writing contests.
• Advice from adults who publish young adult books.
• Recommendations of recently published books for young adults.
• A forum where students can connect on a variety of subjects related to their writing.
• A blog which, among other things, contains interviews with published authors of books for young adults.

• A Paper Folding Project—Directions for creating a paper sculpture.
• Fractal Paperfolding—Instructions for making fractal cards.
• Origami Diagrams for Download—Contains simple to complex directions.
• Origami Gallery—At this site you can sort instructions according to simple, intermediate, and complex designs.

• If your student would like to join a group of origami folders, you can find contact information at Origami USA. International groups are also listed at this site. In addition, information is provided on forming your own group of folders.
• Mailing Lists and Social Networks—See what others are doing with the art of paper folding. Share your own work. Connect with fellow folders. 

• Simon Schubert
• Giang Dinh
• Paul Jackson
• Eric Joisel
• Brian Chan

 

• Reasons for Starting a Parent Group
• Ways to Organize Your Parent Group
• Pitfalls
• Building Support
• Turning Support Into Advocacy
• Tips for New Parent Groups
• Building an Accepting Culture
• Resources (Internet Resources are presented as hot links so you can connect directly to websites) 

 

• Character sketches from the book
• Challenging games and activities
• Ideas to extend concepts in the book (i.e., Greek and Latin roots, the coordinate plane, poetic meter, mathematical slope)
• Word challenges
• Discussion questions
• Noyce’s keynote address to the Iowa Science and Mathematics Teacher Educators Summit, titled Grand Challenges and Inspiration: Lighting the Fire in the Next Generation. The address is not only inspiring, but it is also filled with some excellent resources for working with gifted kids in math and science.
• From the same Iowa Summit, Noyce includes the transcript from her breakout session, Can Math and Literature Mix in the Middle School? The ideas the author presents might be used with middle school students, but could also be used with gifted students in upper elementary school. Suggestions are presented not only for Lost in Lexicon, but also for Flatland by Edwin Abbott and The Phantom Tollbooth by Norton Juster.
• Two teacher-created units using Lost in Lexicon: "Teaching Plot Structure and Types of Conflict," and "Teaching Characterization."

 

• General Blogs for Gifted Homeschoolers
• College Prep
• Science
• Math
• Writing
• The Arts
• Forums 

 

• Chemistry
• Engineering
• The five senses
• Forces and energy
• Life science
• Patterns
• Sound
• Structures
• Water

• Organs
• Muscles
• Skeleton
• Senses
• Nervous system

 

• The poor economy is limiting people’s discretionary funds.
• Since taking piano lessons is no longer the norm in American households, there is not a big demand for the instruments.

• work hard
• focus
• be responsible
• pay attention to details
• be self-reliant
• be creative

• Don’t expect your kids to enjoy learning music that you do not play in your own home. It may be too foreign to their ears. Play—and hopefully enjoy—a wide variety of types of music at home, including classical, jazz, folk, contemporary, and music from other cultures.
• Take your children to concerts of many types, letting them hear many types of music.
• Present music lessons as an honor, not a duty.
• Be willing to sit with your child during practice, especially in the beginning.
• Research and interview a variety of teachers before choosing one. It is very important that your child and the instructor are able to “connect” on many levels.

 

• Definitions—Lists information about more than a dozen kinds of puppets.
• Traditions Around the World—Traditions from 13 different countries.
• Puppet Building—Books, patterns, tutorials, materials, and suppliers.
• Using Puppetry—Puppet stages, plays, and scripts.
• Schools, Workshops, Internships, Scholarships, and Awards—A great section for those who are seriously interested in puppetry.
• Organizations—Links to organizations around the world.
• Festivals—Conferences and festivals in the United States and Canada.
• Exhibits and Museums—From around the world, with many in the United States.
• Resources—Books, mailing lists, newsgroups, and other puppetry Web sites.

 

In my blog entry today, I want to draw your attention to a particularly useful website for those who are considering enrolling a student in an online math program. Online math programs may be beneficial whether the young person participates during school hours or after school. It may serve as enrichment or acceleration and may offer classes in areas that are not readily available. An online math program may also be a good choice for a student who is homeschooled. The Davidson Institute has put together an Online Math Program Comparison. The information provided is a one-stop shopping experience when considering an online class. This database presents a table of the ten most popular online math programs used by Davidson Young Scholars. Included are Internet links to each program’s website, prices (one is free), topics offered, enrollment periods, whether or not the program is self paced, financial assistance, levels/grades offered, and age/grade requirements.

I would like to share some exciting news with you.

Today, my company, Prufrock Press, announced the acquisition of a wonderful publishing house, Cottonwood Press.

Colorado-based Cottonwood Press is a leading publisher of more than 85 engaging education products for the language arts classroom. Cottonwood Press' titles have been enthusiastically used in K-12 classrooms for 25 years.

This exciting and creative company built its reputation on quality language arts materials with a flair for humor and creativity. Cheryl Thurston, the publisher at Cottonwood, created a company beloved by language arts and English teachers around the country.

I am honored that Prufrock Press will be the new home for Cottonwood's excellent product line.

I invite you to learn more about our acquisition of this fine publisher of respected products. For more information, click here to read our press release about our acquisition of Cottonwood Press.

This year at the NAGC convention in Atlanta, GA, I'll be moderating an exciting panel discussion titled, "Social Networking for Gifted Education Advocacy, Professional Development, and Communications."

Web-based social networking tools allow parents and teachers to coordinate advocacy efforts, learn about gifted education resources, and share ideas about gifted education and parenting with a global community. Social networking tools like Twitter, Facebook, blogs, and web-based discussion groups offer a rich source of support and information about children who are gifted. This panel discussion will explore how parents and teachers of gifted children can use these tools to coordinate advocacy efforts and improve classroom practice

The panel is comprised of some of the country's most popular gifted education social networking advocates:

• Ian Byrd, Founder and Director, Byrdseed.com
• Carolyn Kottmeyer, Director and Founder, Hoagies' Gifted Education Page
• Deborah Mersino, Principal, Ingeniosus and #gtchat

Join us at the NAGC Convention for this great panel discussion:

Date: Saturday, November 13, 2010
Time: 2:30 PM to 3:30 PM  EST
Room: Atlanta Ballroom E

 

• More than 12 million immigrants arrived at Ellis Island in New York Harbor between 1892 and 1954. Now you can hear first-person accounts of their ocean journeys, daily life in their home countries, and experiences at the federal government’s former processing station. Ancestry.com is a subscription genealogy Web site that contains an incredible amount of information. Some information is free, including more than 1,700 taped interviews with immigrants.  
• Immigration and U.S. History presents an overview of four centuries of immigration in the United States.
• Digital History gathers together a multitude of research items. You will want to spend time clicking through the various resources on the left side of the page.
• The Library of Congress: Immigration Web site links educators to primary sources from the Library of Congress' online collections.

• The Urban Institute offers much statistical information on current immigration, including where immigrants are settling and information about children of immigrants.
• Migration Policy Institute: Country and Comparative Data presents an incredible amount of data. From where are immigrants coming? To which countries are they moving? Which countries are accepting people applying for asylum, and how many do they allow each year?
• U.S. Citizenship and Immigration Services is the official Web site to check when wanting to enter the United States legally. Readers will discover the various ways that a person can enter the U.S. and how the application process works.

• Why do people immigrate to other countries?
• What factors are considered when immigrants choose a destination country?
• In what ways has immigration been a positive influence?
• In what ways has immigration been a negative influence?
• How has the view of immigration changed or stayed the same over the years?

 

• Mentors for Gifted Science Students —October 12, 2007
• Keep Gifted Students Motivated through Mentoring—April 29, 2006
• Mentoring Gifted Children—November 25, 2005

• Finding a Mentor for Your Gifted Child—Lorel Shea of the BellaOnline Web site provides reasons why even young gifted students benefit from mentorships. She also gives tips for finding mentors. The author’s advice applies to students of any age who are gifted academically or have very strong interests.
• Mentoring: An Interview with a Davidson Fellow’s Mentor – Dr. Woodbury and 2010 Davidson Fellow Laureate Kyle Loh—The type of mentorship described here is for mature, highly gifted, highly motivated students who are in middle school or high school and have academic needs that far surpass what would be found in even specialized schools for gifted students. The student described in this interview was interested in stem cell research. He entered Rutgers University at the age of 13.
• Find out how one Davidson Fellows award recipient found a mentor for his project by reading his tips on locating a helpful professional—Find out how one Davidson Fellows award recipient found a mentor for his project by reading his tips on locating a helpful professional.
• Mentorships: A Guidebook—This guidebook, published by the Davidson Institute for Talent Development, helps students and adults determine if a young person is ready to pursue a mentorship and, if not, what alternatives are available. It includes parameters for setting up different types of mentorships and suggestions for finding mentors.

 

• a generation or two ago, grade skipping was more acceptable,
• students are far more ready to adjust to age differences when skipping a grade than we think they are,
• grade-skipping is an economical and effective way to meet the needs of highly able students, and
• when a student has strong academic abilities in just one or two subjects, that student should move to a higher grade for those specific subjects and stay with his age-peer group for the rest of the day. 

 

• Hobbie shops—both store fronts and online varieties have all kinds of materials and kits.
• Knitting, sewing, and quilting stores have not only supplies, but often offer free or low cost instruction.
• Home Depot often has building classes specifically for children.
• Local summer camps, workshops, and clubs such as Tinkering School in Los Angeles. Whether or not you live in Los Angeles, check out this website. There are some great sections for everyone, such as Fifty Dangerous Things You Should Let Your Children Do.
• Magazines such as Make where you will find an archive of fun projects for kids of all ages.

• When school isn’t the ideal place to educate kids, what should you do?
• Should schools be responsible for completely educating young people or should they be considered supplements to education provided at home?
• Are we adequately preparing kids for living and working in today’s world?
• How can we foster a natural love of learning?
• How can we allow and encourage young people to follow their passions, even though time consuming school assignments may make that difficult?
• How can parents best communicate their educational philosophy and the needs of their kids to teachers?
• How can parents play an active role in the education of their youngsters? What does “active role” mean?
• What does an educated person look like?
• How can parents and teachers help to keep the joy of learning alive?
• How will technology change the way we learn?

 

• Mars Exploration Program—Sponsored by the Jet Propulsion Laboratory at the California Institute of Technology, this site offers youth-friendly information, photos, and video about Mars.
• Spaceflight Now—This is basically an online news reporting site, focusing on space. The news is presented in both articles and in videos.
• Space Weather—Tells about and lists calendars for space events such as sunspots, solar flares, aurora australis and aurora borealis, meteor showers, and near-Earth asteroids. It also includes some excellent links to other space weather related websites.
• Universe Today—A collection of articles and images from news sources on topics such as using radio signals to weigh planets, creating a map of magnetic field lines of the sun, and helping NASA choose wakeup music for the final shuttle missions.
• Space for Europe—The European Space Agency provides a global approach to the study of space, with a special section for kids. There are also many articles and all kinds of videos on topics such as survival training for astronauts, the Hubble telescope capturing images of bubbles and baby stars, and venture capital funds backing business opportunities from space.
• NASA—This Web site offers an incredible amount of written information, as well as images, video, audio, and interactive activities. There are special sections for educators and for students. There is an area describing careers at NASA, including internship opportunities.
• The Planetary Society—This is the world's largest space-interest group. It is dedicated to inspiring the public with the adventure and mystery of space exploration through projects and publications. There are quite a few activities for kids.
• Space—One particularly interesting section of this website is "Entertainment" (click on tab near the top of the page). Here you will find articles such as How ‘Star Wars’ Changed the World and space video game reviews.

I'm so excited to announce that Prufrock Press now offers many of its best-selling titles as downloadable eBooks. Whether you seek classroom-ready activities that can be printed immediately for student use, or you want to leisurely read a book on your computer or eReader, Prufrock Press offers a wide selection of exciting eBooks!

As someone who enjoys reading our books, you will find our eBooks offer many advantages over traditional print books. eBooks provide a convenient, inexpensive, and immediate way to read the very best information from Prufrock Press.

Save 20% and Pay No Shipping Charges

For a limited time, save 20% when you purchase eBooks from Prufrock Press. I want to give my customers an incentive to try our new line, so all of Prufrock’s exciting eBooks are discounted at 20% off the retail price of print books through December 31, 2010. Plus, because there is no physical book to ship, you will save on shipping charges.

eBooks are convenient and immediately available. Keep your entire library of classroom materials and professional development books in one easy-to-reach location—your computer. Because eBooks are immediately downloadable, they are instantaneously available for use.

Click here for more information about Prufrock's line of eBook products.

 

• Self-Directed Learning—This website provides ideas for teaching self-directed learning and for becoming a self-directed learner. It also includes articles, archived newsletters, and links to other helpful websites.
• Self-Directed Learning—This article from ERIC includes an explanation of self-directed learning, lists its benefits, and discusses what teachers can do to help the process.
• The International Society for Self-Directed Learning—For those who really want to study the concept of self-directed learning. Here you will find back issues of this organization's journal.

 

• Hamlet
• Romeo and Juliet
• A Midsummer Night's Dream
• Macbeth

 

• characteristics of profoundly gifted children,
• initial signs of giftedness,
• things that parents can do to advocate for their child, and
• ways to work through the possibility of various types of homeschooling

 

• The genre provides students with compelling reads.
• Biographies offer role models that often emphasize specific character traits.
• Young people are able to see how real people overcome obstacles and solve problems.
• By reading several biographies about the same person, readers grow to understand how different authors may view that same individual.

 

• Amateur Entomologists' Society—This site from the U.K. tells how to collect and care for bugs, provides activities to learn about insects along with lots of interesting information, and talks about how to become an entomologist.
• BugGuide—Sponsored by the Department of Entomology at Iowa State University, this site helps you identify and classify all types of bugs. It has an incredible number of wonderful photographs.
• Cogito Conversation: Ainsley Seago, Insect Biologist & Illustrator—This interview with Dr. Ainsley Seago is a great resource for learning more about careers in entomology.
• The Lost Ladybug Project—This site provides all kinds of activities and lesson plans about ladybugs. Scientists also ask students to help find various types of ladybugs in different areas of the country and share that information. Instructions for collecting and sharing this information are listed.
• YouTube—YouTube continues to be an excellent resource for parents, teachers, and students. (Adults should always first screen content at this site for young children.) In the search box, type in words such as entomology, arachnids, and insects, or type in specific names of bugs. You will find videos from many reputable sources.
• National Geographic—Search using general or specific words having to do with bugs, and you will find a variety of educational videos, pictures, and articles.
• Nova—Search using general or specific words having to do with bugs, and you will find colorful slide shows, thoughtful articles, videos, and more.
• Google Images—Find photos of bugs that you are interested in by doing a search using relevant words.

 

• The Birth of a GT School: Making it Happen/How?
• Everyday Social Life of Gifted Kids: Proactive Support
• Going Crazy? Why Parenting the Gifted Can Be Tough
• IQ Testing: Who, What, Where, When, Why, & How
• Exploring the Power of Mentorships for Gifted Students

• RTI Action Network
• National Center on Response to Intervention

You can now download a complimentary copy of a special issue of Gifted Child Today on the topic of Response to Intervention (RtI) and gifted education.

RtI is a key component of educational reform in the United States. For gifted education, RtI represents many important opportunities and challenges. To help education professionals take a proactive look at the ways gifted education and the needs of gifted students fit within the RtI initiative, Gifted Child Today’s editor, Susan Johnsen, Ph.D., and the journal’s editorial board invited two prominent professors (Mary Ruth Coleman, Ph.D. and Claire E. Hughes, Ph.D.) to guest edit a special issue of GCT on the important topic of RtI and gifted child education.

After that special RtI issue of GCT was published in the summer of 2009, it quickly became one of the most widely read issues in the peer-reviewed journal’s history. In fact, Prufrock Press, the journal’s publisher, had so many requests for additional copies of that issue, extra copies from the original press run were quickly sold out. It seems that many individuals, universities, and gifted education programs around the country were using the special issue for professional development purposes.

To encourage the widest possible exposure of this important topic to gifted education professionals, Prufrock Press has made the decision to offer this issue of GCT free of charge as a downloadable PDF.

Click here to download a complimentary copy of the Summer 2009 issue of GCT.
Please note: The PDF is large (7.5MB) and, depending on your Internet connection, may take several minutes to download.

Prufrock Press hopes this free downloadable copy of GCT will be helpful to you as you explore the topic of RtI and gifted education. Please feel free to pass this information along to others who might be interested in this topic.

• Teaching Your Child Tolerance—Explains to parents why their own discomfort with the subject of tolerance should not get in the way, why tolerance is important, and how it can be taught at home.
• Teaching Tolerance—A wealth of information is provided to use with students of all ages. The current featured activity is Discrimination on the Menu. Discrimination on the Menu provides lesson plans for grades 3-5, 6-8, and 9-12. Discussion questions are challenging and thought provoking for even your brightest students. In other sections of the website, you will find articles from past issues of Teaching Tolerance magazine, classroom activities, teaching kits, and recommended resources.
• RaceBridges for Schools—This website provides videos, theatre games, lesson plans, and resources that build relationships and promote understanding of many different ethnicities. Be sure and scroll to the bottom of the first page of the website and click on “Other RaceBridges Projects” for even more ideas.

More students are qualifying for gifted kindergarten programs in hyper-competitive New York City schools, but a spike in the use of tutors and test-prep programs by privileged families may be playing an outsized role.

Apparently, parents in NYC are hiring tutors and buying IQ test-preparation materials for their four-year-olds! The problem is so bad that the results from the identification instruments used are becoming invalid. In this recent New York Times article, one Prufrock author, Dr. Susan Johnsen, makes an important point: “Any test is susceptible to test preparation, and that’s why you start to invalidate those assessments.” Dr. Johnsen supports the use of a wide variety of tools for assessing giftedness in kids.

Read the full article, "More Pre-K Pupils Qualify for Gifted Programs."

 

• If possible, choose sessions ahead of time and have alternatives ready in case a session is full. If a session does not meet your needs, leave immediately and go to one of your alternative choices.
• Write down the questions that you’d like to ask or goals that you’d like to accomplish. During sessions, ask general questions that will benefit everyone. Save questions that are specific to you for a time when you can speak to someone one-on-one.
• Print personal “business” cards. You may find that you want to exchange contact information with others that you meet.
• Wear a nametag so that people can more easily approach you. Look at other people’s nametags and start conversations with them. Don’t be afraid to introduce yourself to speakers and vendors, as well as attendees. You never know who you’ll meet and how they might be helpful to you. Here are a few opening lines:
  • Is this your first conference?
  • Did you learn anything new today?
  • Where are you from?
• Be sure to visit the vendors. You may learn about new programs, curricula, and ideas. There also may be prize drawings or freebies.
• Once you get home, follow through on contacting people you said you would contact, and check out those interesting products, services, and websites that you learned about. Share the information you learned with other parents or teachers.

 

• Johns Hopkins University Center for Talented Youth (CTY),
• Duke University Talent Identification Program (Duke TIP),
• Northwestern University Center for Talent Development (CTD),
• Center for Bright Kids (CBK), and
• Network For Teaching Entrepreneurship (NFTE).

• individualized education planning and counseling;
• advanced and college-level courses focusing on analytical, quantitative, writing, and reasoning skills;
• summer school programs on a participating college campus;
• a peer network of talented students to foster a culture of achievement; and
• career and leadership development programs to "encourage aspirations."

Let me give a quick notification to any gifted education coordinators, school counselors, or district-level diagnosticians involved with gifted child identification.

If you are currently using the TONI-3 as a part of your school's gifted child identification processes, please note that the TONI-4: Test of Nonverbal Intelligence, 4th ed., will be released in mid-May. The TONI-4 is a completely revised instrument and will replace the older version of the test.

The TONI-3 is no longer available, but we will be shipping the TONI-4 in just a few weeks.

           

• tenacity,
• networking with others of like minds,
• creativity,
• stress reduction,
• pride in one’s accomplishments, and
• setting and working toward goals.

• Museums: When you’re traveling, take time to visit railroad museums. For a list of railroad museums across the nation and throughout the world, visit RailMuseums.com.
• Train Stations: Click here for a list of train stations around the world. Some have historic architectural significance and some are very modern.
• Build a Model Railroad: Building one’s own model railroad is a fantastic way to enhance creativity, work on fine motor skills, manage money, learn to read and understand detailed instructions, and plan. Such hobbies often begin in childhood and continue long into adulthood. For learning all about building a model railroad, check out Building Your Model Railroad.
• Books: Want to learn about the history of trains and railroads and the people who were most influential in creating them? This information will help a student to understand the development of transportation and help put general history in perspective. One also can learn about today’s high-speed trains and commuter systems, the future direction of rail travel, and how that might influence societal trends. For a list of railroad books, go to sites such as RailroadBookstore or GoldenWestBooks.
• Train Clubs and Organizations: Clubs and organizations are a great place to not only learn about your hobby, but also to meet other people with the same interest. Adult members may act as mentors to young people, providing encouragement and expertise. For a list of model railroad clubs, go to RailsUSA and search by your state.
• Take a Ride: Consider a vacation by rail or just a ride downtown on a commuter train. See listings at TrainTraveling. Search local transportation systems such as light rail, subways, and elevated trains at local public transportation sites. 

 

• program design,
• program administration and management,
• student identification,
• curriculum and instruction,
• socio-emotional guidance and counseling,
• professional development, and
• program evaluation.

Increasingly, teachers grapple with the task of differentiating instruction in a way that challenges every student in a mixed-ability classroom. While there are many effective approaches to accomplishing this goal, Prufrock Press' series, Differentiating Instruction With Menus, is one of the best ready-to-use resources available on the topic.

In today’s podcast, I speak with Laurie Westphal, the author of Prufrock's Differentiating Instruction with Menus series. After teaching science for more than 15 years, both overseas and in the U.S., Laurie now works as an independent gifted education and science consultant and as a very popular Prufrock Press author.

I asked Laurie to join the podcast today to discuss the idea of adding student choice into a classroom as one way of differentiating instruction in a mixed-ability class of students.

Listen to the Podcast

Click here to listen to the podcast

(approximate length: 22 minutes)

Click here to listen to or subscribe* to this podcast on iTunes

(requires that you have iTunes installed on your computer)

* If you wish to receive notifications when new podcasts are posted, you need to subscribe to Prufrock Press' "Gifted Education Podcast" on 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.

When I was a kid, I loved mysteries and ghost stories and games. When I was about six, my parents gave me a board game called “Green Ghost.” For the life of me, I don’t remember the details of how the game was played, but I remember that the entire board game glowed in the dark. The point of the game was to make your way around a haunted house with trap doors and attacking ghouls. One fun gimmick of the game was that you had to wait until after dark to play it if you wanted to experience the glow in the dark effect.

As a teacher, I never lost my love for the good mystery. I tried to bring elements of the mysterious into the classroom. My high school students and I played with writing descriptive passages from the home of Jack the Ripper, collected local ghost stories, and discussed the ways in which mystery writers construct their tales.

When I first saw the prospectus for Science Sleuths: Solving Mysteries Using Scientific Inquiry, I was thrilled. The authors, two science teachers, wanted to develop a tool for teaching scientific literacy and inquiry using detective mysteries as their framework.

As the project developed, I became more and more excited. The authors began constructing a book with full-color “evidence” posters, crime logs, crime scene evidence, and a cast of questionable suspects. The crimes they created were intriguing—an art gallery heist, a mysterious death at a bed and breakfast (yes—they called it “Dead and Breakfast”), and a mysterious death at a software company.

Each of the activities in the book requires students to use inquiry, research, and the tools of scientific exploration to solve mysteries. Students must think and act like forensic detectives to succeed. Working in groups, students race to beat the clock as they attempt to determine which suspect should be charged with the crime.

I’m incredibly proud of this book. The authors have a knack for making science fun. The kid in me is pretty envious of the students who will get to experience Science Sleuths in their science classrooms.

I'm very excited to announce that Prufrock Press was featured in the March 1 edition of Publishers Weekly as one of the nation's fast-growing small publishers. The recognition comes on the heels of 21% sales growth for the company from 2007-2009, attributable to Prufrock's aggressive development of new titles, a market-driven approach to publishing, and soon-to-be-released digital editions of our books.

Prufrock Press was one of only 11 small publishers featured in the industry news magazine's annual list of fast-growing small publishers. Publishers Weekly's Small Publisher Standouts list highlights independent presses in the United States who were exemplary in terms of growth in sales, number of new titles released, and number of employees.

A Commitment to Digital Books

I was very pleased that the article took the time to emphasize our exciting plans for growth in 2010. For example, Publishers Weekly's 2009 list focused on small publishers with the "ability to seize opportunities quickly." The article specifically noted Prufrock Press' commitment to digital editions. While other small presses have taken a wait-and-see approach to digital content, we are committed to offering our books in digital formats to our customers. By the end of the second quarter 2010, we will offer digital editions of most of our titles through our website and through all major ebook channels.

Expanded Categories of New Titles

In 2009, Prufrock Press released 35 new titles. In 2010, we plan on releasing 50! We plan on adding new subject categories such as ADHD, behavioral disorders, and strategies for inclusive classrooms to our already growing line of products for parents and teachers of students with learning disabilities. We also plan to grow our advanced learning and gifted education line with exciting new curriculum products, professional development resources, and college planning guides.

I want to thank all of our customers for their ongoing support and feedback. We simply couldn't have grown so fast without the continued loyalty of our customers.

Click here for more information about Prufrock Press' listing in Publishers Weekly's Small Publisher Standouts list.

• students who need a bit more instruction to understand a concept,
• those who want to learn beyond what is being taught in the classroom, and
• students who are preparing for certain standardized tests such as AP, SAT, and GMAT.

A provocative eight-state initiative that could change the way high schools work was launched this week. The National Center on Education and the Economy announced a plan to pilot a national board examination for high school students. Results of the exam would allow many students to graduate two years early and attend junior colleges or move into the work force.

Each of the eight states (Connecticut, Kentucky, Maine, New Hampshire, New Mexico, Pennsylvania, Rhode Island and Vermont) have pledged that in selected schools, students will be given a national board examination at the end of their tenth-grade year. Students passing the exam could graduate from high school and immediately enter junior college or the work force. Those passing students wishing to enter more rigorous four-year universities could begin taking advanced college preparation classes. Students failing the national board exam would be required to begin taking remedial classes designed to prepare them to pass the national boards the following year.

The junior and senior years of pilot high schools would focus on either remedial education or advanced college preparation classes exclusively.

The Bill and Melinda Gates Foundation has provided a $1.5 million planning grant to help get the program running. According to the New York Times, the project organizers expect to cover additional implementation costs by applying for a portion of the $350 million in federal stimulus money designated for improving public schools.

To be honest, I'm not sure how I feel about this project. On the one hand, it will allow public high schools to intensely focus resources on two goals: helping struggling learners meet national standards and preparing advanced learners for the academic rigor of the university. However, it will dramatically change the way the last two years of high school are organized and experienced by students. I'm also a little less than enthusiastic about a plan that assigns struggling learners to remedial classes based on a single type of test. It is not clear how much flexibility is allowed under the plan.

Regardless, this project is incredibly interesting and has the potential to impact high schools in a significant way. It will be interesting to see if research data coming out of the pilot schools support the plan's implementation on a nationwide basis.

• Working Memory: A Better Predictor of Academic Success Than IQ? This article addresses several important questions such as: How important is working memory for long-term academic success? Which is more important, IQ or working memory? Can working memory be assessed?  
• Learning about Learning: An Interview with Joshua Waitzkin. In this article, the chess prodigy featured in the film Searching for Bobby Fischer is interviewed.
• Arts and Smarts: Test Scores and Cognitive Development. This article highlights the connection between the arts, academic performance, and improved cognition. 

 

• incredible galleries of snowflake photos,
• the classification of different types of snowflakes,
• books about snowflakes,
• information about the physics of snowflakes,
• snowflake activities, and
• tips on where to go to view the best snow crystals.

• the special microscope that is used, 
• the procedure for collecting the specimens, and
• an elaborate system for classifying snow crystals.

Under 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)

 

• Aerial Physics: Aerial Skiing
• Competition Suits
• Banking on Speed: Bobsled 

As 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.

 

• 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

• 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. 

• 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

• 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.

 

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:

• 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. 

• 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

 

• 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.

• 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.

• 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.

 

• 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.

• 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.

 

• 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.

• 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.

The 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.

• 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.

• 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 

• 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?  

I'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.

• 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.

In 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:

1. 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.
2. 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.
3. The use of acceleration results in higher achievement for gifted and talented learners.
4. The use of enrichment and curriculum enhancement results in higher achievement for gifted and talented learners, as well as other students.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.

 

• 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. 

Can'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.

• First Impression
• Types of Literature
• Literary Techniques
• Themes
• Evaluation and Review 

  

• 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