Gifted Cubed – The Expanded Complexity of Race and Culture in Gifted and 2e Kids
Posted on: March 4, 2015
Dr. Doresa Jennings on YouTube
This week, Global #gtchat Powered by TAGT joined with Gifted Homeschoolers Forum to introduce their latest free brochure, “Gifted Cubed – The Expanded Complexity of Race and Culture in Gifted and 2E Kids.”
Our guest and primary author of Gifted Cubed was Dr. Doresa Jennings. Dr. Jennings is a well-respected adjunct professor at the University of Alabama – Huntsville and Colorado State University – Global Campus in Communications Studies. She also homeschools her 3 profoundly gifted children. In the past, she has worked for NASA and the CDC.
“Gifted Cubed” – a free printable brochure (pdf) from GHF
So, what exactly is ‘gifted cubed’? It refers to children of color with learning differences/difficulties who are also identified as gifted. Unfortunately, when the first two labels are present, the possibility of gifted is often overlooked by schools. Add in the fact that these children may choose not to participate in gifted programs for cultural reasons or their lack of diversity and you see the reasons for the inequitable makeup of these programs.
As Dr. Jennings pointed out, “Often kids who ‘look different’ from others [at] their age-level of ability are seen as misbehaving or even pathological. These kids are more likely to be medicated rather than appropriately identified.” Michelle Mista, a homeschooling mother in San Francisco, added, “Some minorities are labeled troublemakers, period; and the issue is so endemic that their being gifted isn’t even considered. There’s also the issue in cultures where smarts = achievement; giftedness is [not seen as] a possibility.”
Moving forward, what needs to be done to ensure that these kids will be identified and have their needs met? GHF’s brochure is a good start to raise awareness that the problem exists. Educating teachers and parents about the identification process will help as well. All children deserve to have their educational and social-emotional needs met regardless of ethnicity, language, learning differences or being gifted. A full transcript of this chat may be found on our Storify page.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Links:
“What is Gifted Cubed?” from Gifted Homeschoolers Forum website
Gifted Cubed – The Expanded Complexity of Race & Culture in Gifted & 2e Kids brochure (pdf) from Gifted Homeschoolers Forum
The Rise of Homeschooling among Black Families
Parenting the Culturally/Racially Diverse Gifted Child from SENG
Highly Capable Native American Students: Who are They? (YouTube 16:09)
Gifted and Minorities Resources and Links from Gifted Homeschoolers Forum
Black Parents Exercising their Options: Educating their Gifted Children by Dr Joy Davis via Gifted Homeschoolers Forum
Morning by Morning: How We Home-Schooled Our African-American Sons to the Ivy League (Amazon)
Giftedness in Underserved Populations: A Call to Action by BobYamtich
Underachievement Among Gifted Minority Students: Problems & Promises (1997)
Diversity & Gifted Children: Are We Doing Enough? from IEA Gifted
Recruiting and Retaining Culturally Different Students in Gifted Education (Amazon) by Donna Y. Ford
Racism and Sexism in Diagnosing A.D.H.D. by Donna Y. Ford
Unequal Childhoods: Class, Race, and Family Life, 2nd Edition (Amazon) by Annette Lareau
Kids Don’t Want to Fail: Oppositional Culture and the Black-White Achievement Gap (Amazon) by Angel L. Harris
Bright, Talented, & Black: A Guide for Families of African American Gifted Learners (Amazon) by Joy L. Davis
Why Aren’t More People of Color Labeled ‘Gifted’? Unlocking the Genius in All of Us
In “Human Empathy through the Lens of Social Neuroscience”, Jean Decety and Claus Lamm define empathy as, “the ability to experience and understand what others feel without confusion between oneself and others.” They go on to explain, “Knowing what someone else is feeling plays a fundamental role in interpersonal interactions.”
Although there was not a consensus on whether or not empathy could be taught, the benefits of exposing students to the idea of empathy were seen as a move in the right direction. It was asserted that modeling empathy works best for some, but others agreed that it was a skill susceptible to training &enhancement programs; such as direct narratives and class discussions.
Teaching empathy can benefit the overall school climate and gifted students in particular. Infusing the school climate with empathetic behavior has a residual effect on co-workers and staff.
What are some ways teachers can model empathetic behavior for their students? Teachers should treat each student with respect and expect the same in return. They can model empathy by getting to know their students and practicing empathetic listening. One way teachers can create a caring atmosphere in their classrooms is by adding ‘empathy leader’ to student ‘jobs’. Another way in the early years would be to include examples of empathetic activities such as having young students share what they like about each other.
Finally, we looked at ways parents could extend the learning. First, they need to address their child’s own emotional needs and help them deal with negative emotions at home. Parents should seek opportunities to model empathetic behavior in everyday life such as using times of discomfort as opportunities to understand empathy; for instance, talking about a distressing news story. They should provide opportunities for kids to help others without a material reward … foster sense of doing the right thing. A full transcript of this week’s chat may be found on Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Links:
Compassion & Empathy: School Climate Essentials
Teaching Empathy: Are We Teaching Content or Students? from Edutopia
Building a Caring Classroom Culture: An Action Plan
Creating More Compassionate Classrooms from Edutopia
Building Social & Emotional Skills in Elementary Students: Empathy from Edutopia
Teaching Empathy: Evidence-Based Tips for Fostering Empathy in Children
The Children We Mean to Raise: The Real Messages Adults Are Sending About Values (pdf)
How Parents Can Cultivate Empathy in Children (pdf)
Empathy Teacher’s Guide Grades 3 – 5
Tips on Helping Your Child Develop Empathy
Unleashing Empathy: How Teachers Transform Classrooms with Emotional Learning
Emotional Intelligence Needs a Moral Rudder
Teaching Empathy to At-Risk Kids
13 Top Games That Teach Empathy
Building Community in the Classroom Page from Cybraryman
Rethinking How Students Succeed
Elevating Empathy on Pinterest
Empathy: The 21st Century Skill
4 Unexpected (& Science-Backed) Ways to Develop Empathy
Does Literature Make You Empathic?
The Development of Empathy An Essential Life Skill!
Nurturing a Kinder, Gentler Child With Empathy
The Relationship Between Emotional-State Language and Emotion Understanding: A study with School-age Children (pdf) by Veronica Ornaghi and Ilaria Grazzani
Human Empathy Through the Lens of Social Neuroscience (pdf) by Jean Decety* and Claus Lamm
Empathy: Why It’s Important, Why We Should Nurture It in Our Kids
Start Empathy: Equip Students. Transform Our Schools. Change the World
Empathic People are Natural Targets for Sociopaths
Empathy Stretching: Helping Children Exp Switching Places Seeing/Feeling Another Side by Dr Michele Borba
BLOOM 50 Things to Say, Think & Do with Anxious, Angry, & Over-the-Top Kids by Dr Lynne Kenney
Empathy and Kindness Go Hand in Hand
3 Amazing Breakthroughs in the Science of Empathy
Why We Should Teach Empathy to Improve Education
Video Links:
Sesame Street: Mark Ruffalo: Empathy (YouTube 2:28)
Brené Brown on Empathy (YouTube 2:53)
5 Minute Film Festival: Videos on Kindness, Empathy & Connection from Edutopia
Empathy: The Heart of Dabrowski’s Theory – Linda Silverman
Should Achievement Be the Sole Determinant for Inclusion in a Gifted Program?
Posted on: February 18, 2015
Image courtesy of Flickr CC 2.0 License
Inclusion of a particular student in a gifted program is often predicated on how the term ‘gifted’ is perceived by those determining entrance requirements. When schools have a talent development mind-set, gifted programs seem to promote achievement as the primary goal. High-achievers are sought after while twice-exceptional and under-performing students are usually overlooked. Lack of a federal policy on gifted education has led to a widely disjointed approach to how local school districts determine who participates in a school’s gifted program.
Is there a difference between gifted and high-achieving? Bertie Kingore in her consummate piece, “High Achiever, Gifted Learner, Creative Thinker” explains it this way:
“Identification of gifted students is clouded when concerned adults misinterpret high achievement as giftedness. High-achieving students are noticed for their on-time, neat, well-developed, and correct learning products. Adults comment on these students’ consistent high grades and note how well they acclimate to class procedures and discussions. Some adults assume these students are gifted because their school-appropriate behaviors and products surface above the typical responses of grade-level students.
Educators with expertise in gifted education are frustrated trying to help other educators and parents understand that while high achievers are valuable participants whose high-level modeling is welcomed in classes, they learn differently from gifted learners. In situations in which they are respected and encouraged, gifted students’ thinking is more complex with abstract inferences and more diverse perceptions than is typical of high achievers. Articulating those differences to educators and parents can be difficult.”
It was agreed by most that many gifted students are high-achievers, but that alone should not be the sole determining factor; who receives gifted services should be based on a much more comprehensive procedure.
When asked if gifted programs should cater only to high performers, the answer was a resounding, “No!” Many pointed out that gifted children who do not perform according to ‘standards’ may well be the ones who need help the most. As Cait, school psychologist and blogger at My Little Poppies, pointed out, “You’d leave so many behind. The outliers, the creatives, the square pegs- those who think differently.” Gifted programs which address social and emotional needs may be the last glimmer of hope for some students.
Should students who are not performing up to expectations be left-behind in favor of students who ‘want’ to learn? This was obviously an emotionally charged question. Students with high ability who are stuck in unchallenging academic environments may tune out and not even try to achieve. Molli Osburn, the Creative Math Coach, observed, “Lack of challenge leads to lack of engagement, which leads to lack of achievement.” Curriculum design and programs need to be tailored to motivate and inspire gifted children. Susanne Thomas, Director of Gifted Homeschoolers Forum Online, noted that “We lose the slow, deep, rich thinkers. We lose so much. Gifted education shouldn’t be a reward, but a program that is MEETING NEEDS.”
Finally, the discussion turned to what criteria should be used in gifted screenings. Jade Rivera, educator and coach suggested, “Recommendations from knowledgeable adults that have experience with gifted theory and the child.” Culture, socio-economic levels, portfolios, qualitative assessments, observation, and parental insights were all mentioned as important aspects in identification. For a more in-depth look at this topic see the full transcript at Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Links:
Gifted Under Achievers from Jo Freitag
Underachievement of Verbally Gifted Children
Potential Doesn’t Equal Performance
Comparison of High Achievers’ & Low Achievers’ Attitudes, Perceptions & Motivations (pdf)
Promoting a Positive Achievement Attitude with Gifted & Talented Students
Achievement Versus Ability Why One Isn’t a Sign of the Other
Is It a Cheetah? by Stephanie Tolan
What is the Right Score for Admittance to a Gifted Program?
Gifted Underachievers: Underachieving or Refusing to Play the Game?
London G&T: Teacher Tools for Identifying Gifted & Talented Students
When Kids Qualify for Gifted Programs, but Don’t Sign Up
Texas Education Agency Gifted Talented Education
To Show Or Not To Show (Work) from Byrdseed Gifted
Many factors come into play when considering the best options for educating a gifted student. Each one has their own preferences in how they like to learn, but the allure of online options include the opportunity to take challenging classes not offered at local schools, the ability to progress at their own speed, and collaborating with intellectual peers and mentors. Some students also prefer the peace and quiet gained from working in a solitary environment.
Online education is also beneficial to gifted students who live in rural areas where gifted programming and advanced courses are scarce, adaptable to the needs of twice-exceptional children, homeschool students and students who want to want to participate in blended learning. Of course, Internet access plays an important role for students who choose online options. A full transcript may be found at Storify.
Check out the links below for some of our participants favorite resources. Disclaimer – mention of any program during the chat or in this blog post should not be considered an endorsement.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Links:
For Frustrated Gifted Kids, A World of Online Opportunities (Audio available)
Distance Learning for Gifted Students: Outcomes for Elem, Middle, & HS Students
New Mathematics Program Developed by Stanford University Transforms Online Education
EPGY Now GiftedandTalented.com
GHF Online from Gifted Homeschoolers Forum
Johns Hopkins Center for Talented Youth
K12 Programs for Advanced Learners
Online High Schools Attracting Elite Names
Independent Learning from Duke TIP
Gifted Learning Links from CTD at Northwestern University
How Are Teachers and Students Using Khan Academy?
By Not Challenging Gifted Kids, What Do We Risk Losing?
Gifted Adolescents’ Talent Development Through Distance Learning
Blended Learning Transforming Gifted Education
Learn Online with Duke TIP eStudies
UK: OLP Online Programme for Able Young Students
“Do you have too many tabs open?” proved to be a rhetorical question during this week’s chat on Twitter. For many the answer was “yes” and defining multipotentiality was much easier than living with it. Many definitions were offered – from having the potential to pursue many different passions and succeed to “the risk of becoming a pretty good generalist at the risk of specialization” (Amy Harrington). To another participant (Denise @ddigiova) multipotentiality meant, “Never [being] bored. Always learning. Always growing. Diverse experiences and relationships.”
“Ultimately [multipotentials] have to make a choice – what is most meaningful, fits with one’s values.” ~ Dr. Gail Post
Although gifted people may not be good at everything, they are often good at many things. It was quickly noted that the benefits are often the drawbacks as well. So many paths can cause high stress levels, overscheduling, confusion and depression. Multipotential persons often find it difficult to choose a career or when they do; sticking with it. For gifted students who display multipotentiality, they often are never challenged until college when studies become difficult.
Finding focus is an important facet of dealing with multipotentiality. Lisa B. of Canada suggested that, “Perhaps it’s best to focus on one passion at a time, but move through different passions in the different seasons of life.” Seeking inspiration from peers and mentors can help a multipotential person focus on their passions. Dr. Gail Post stated, “Ultimately [multipotentials] have to make a choice – what is most meaningful, fits with one’s values.”
Advice for parents: “Emphasize the importance of continually learning and taking on new challenges; not settling because they’ve been labeled as ‘smart’.” ~ Amy Williams
Finally, the discussion turned to guiding a multipotential child. Parents should attempt to tune into their child’s passions and look for ways to help them explore ideas and potential careers. They can also expose children throughout their lives to opportunities to work with peers, mentors, and professionals. Amy Williams summed it up this way, “Emphasize the importance of continually learning and taking on new challenges; not settling because they’ve been labeled as ‘smart’.” For a more in-depth review of this chat, see the transcript at Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Links:
Multipotentiality: When High Ability Leads to Too Many Options from Lisa Rivero
Counseling Gifted Adults – A Case Study by Paula Prober
Multipotentiality Among the Intellectually Gifted: “It Was Never There & Already It’s Vanishing” (pdf)
A Parent’s Guide to Gifted Teens: Living with Intense & Creative Adolescents (Amazon)
Good at Too Many Things? from Byrdseed Gifted
Experience of Giftedness: Eight Great Gripes Six Years Later from Davidson Gifted
Multipotentiality: Multiple Talents, Multiple Challenges by Douglas Eby
Multipotentiality Resources from Douglas Eby
The Gifted Adult: A Revolutionary Guide for Liberating Everyday Genius (Amazon)
Developing Multiple Talents – The Personal Side of Creative Expression by Douglas Eby
Refuse to Choose! A Revolutionary Program for Doing Everything That You Love (Amazon)
Multipotentiality: Issues & Considerations for Career Planning from Duke TIP
Career Development in Gifted Students & Multipotentiality (pdf)
Cybraryman’s Multipotentiality Page
The Perils of Multipotentiality
Are You A Multipotentialite*? from Paula Prober
On Crystals, Psychosynthesis & Unearthing Your Multipotentiality
Many Cloaks in the Closet by Jen Merrill
A Multi-Talent’s Growth with Dr. Edith Johnston
A Myriad of Ideas: Personal Development for Multi-Talented Individuals (book) by Dr. Edith Johnston
Are Multipotentialites the Innovators of the Future?
9 Ways to Explain Your Multipotentiality to Non-Mulitpotentialites
Why David Bowie is a Prime Example of Multipotentiality
Challenging Gifted Students
Posted on: January 27, 2015
Challenging gifted students is often overlooked by educators already overwhelmed with a wide range of ability levels in today’s inclusive classrooms. Teachers cite the pressures of dealing with a culture of testing, lack of preparation time, and reduction in support staff as constraints on their time to adequately work with students who are admittedly working well beyond the expected standards.
This week’s #gtchat on Twitter sought to raise awareness of the real consequences of not challenging this population and to consider the many ways gifted students could be challenged in the regular classroom, the self-contained gifted classroom and outside of school as well.
Why should teachers be concerned about students who are working beyond established grade-level requirements? Many mistakenly believe that gifted students can make it on their own and that time spent with them takes away precious time from students who ‘really’ need help. This mindset unfortunately results in promoting classroom disruption by students bored with unchallenging material; creating students who fail to learn persistence, develop low self-esteem, and loose the love of learning. In essence, it subverts the nature of education.
Just as harmful as lack of challenge; so, too, are methods that have been used by teachers who are not certified or have not received professional development in gifted education. Using gifted students as teaching assistants, piling on additional work which lacks depth and complexity when regular assignments are completed early, assuming they excel at everything and thus failing to adequately cover new material should all be avoided.
What strategies do work in an inclusive classroom? If inclusion is the only option, flexible ability grouping is essential. Consideration should be given to students’ passion as well as ability. Pre-assessment, tiered lessons geared to the student’s ability level recognizing complexity and novelty, independent study based on student interests, curriculum compacting, and valuing student voice can work when teachers and administrators acknowledge the needs of gifted students.
The idea of a self-contained, multi-aged gifted classroom was preferred by participants in our chat. These classrooms were more likely to have a teacher trained in gifted education and more leeway could be given to creative approaches to teaching. They also provided the opportunity for students to work with intellectual peers and to progress based on mastery rather than simply by grade-level. A full transcript of this chat may be found at Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Links:
By Not Challenging Gifted Kids, What Do We Risk Losing?
Challenging Mathematically Gifted Students in Elementary CGI Classrooms (pdf)
Purdue Education Researchers Look for Ways to Challenge Gifted Students
What it Means to Teach Gifted Learners Well
Challenging Gifted Students in the Regular Classroom
Are We Failing Gifted Students?
The ABCs of Challenging Gifted & Talented Kids
Challenging Gifted Students in Every Classroom (pdf)
How to Challenge Gifted Students
Meeting the Needs of the Academically Gifted (pdf)
Challenging the Gifted from Duke TIP
Four Ways to Reduce Behavior Problems from Byrdseed Gifted
Challenging Gifted Learners: Teaching the Way Gifted Stds Think (Math)
How Do I Enrich Investigations to Sufficiently Challenge Gifted Students?
STEM has become an alternative in some U.S. school districts for gifted programming. In order to understand the reasoning behind this decision, our chat first focused on whether or not school districts should be required to offer a gifted program at all. Most people agreed that it was necessary, but also reasoned that the program must be funded and properly administered by knowledgeable faculty and staff.
Strong opinions were voiced concerning the need to provide all students what they need to meet their potential at any level. The concept of mastery-based education was introduced as an alternative for education which in part could eliminate the need for special academic programming. However, it was pointed out that STEM programs do little to address the social and emotional needs of gifted students.
‘Is STEM a Viable Alternative to a Gifted Program?’ Many present felt it was not an alternative but should be a component part. Some had good experiences when STEM programs were combined with Ability Grouping. The addition of ‘A’ (arts) was welcomed by all.
The discussion then turned to finding some positive attributes of STEM programming if it is the only option available. Here are some of the responses- It was noted that a well done STEM program can increase a student’s appreciation for mathematics; offer a challenging curriculum which gifted students need; and provide increased interaction with professionals through mentoring & job shadowing. Enhancing STEM programs by integrating communication, verbalization and writing skills as well as incorporating passion-based and project-based learning would improve these programs for gifted students. A more collegiate atmosphere in STEM courses could stimulate creative thought. A full transcript may be found on our Storify Page.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Links:
Gifted Education: Full STEAM Ahead NJAGC Annual Conference 2015
STEM: Meeting a Critical Demand for Excellence
Statewide Public High Schools for Advanced Students
National Consortium of Secondary #STEM Schools
STEM – Its Importance and Promise for Gifted Students (pdf)
Cultivating Talent: Gifted Children and STEM
STEM Resources for Educating Gifted Students (pdf)
STEM and Gifted Education: Questions and Answers for Parents (pdf)
STEM ming the Tide: Colorado Response to National Crisis in STEM Education (pdf)
Partner with STEM to Enhance Opportunities for Gifted Children
STEM to STEAM Education for Gifted Students (Amazon)
Relationship Between #STEM Education & #Gifted Education – Part 1
Relationship Between #STEM Education & #Gifted Education – Part 2
Energizing Your Gifted Students’ Creative Thinking & Imagination (Amazon)
Why did ‘nerd’ become a dirty word?
K – 12 Summer Programs from The Texas Association for the Gifted and Talented
Is Your Gifted Student Being Supported in Public School?
STEM vs. STEAM: Why The “A” Makes All The Difference
Partners Create STEM Hubs in Ogden Schools
The Value of STEM Education Infographic
STEM Graphic: Courtesy Lisa Conrad
Photo: Courtesy of Pixabay.
