Category Archives: Advocacy

Common Terminology in an Uncommon Field

With little experience with the concept of gifted education prior to their child being identified (unless they participated in a program themselves), most terminology is new to parents. Many teachers also have limited exposure to gifted education prior to beginning their teaching careers.

Unique terms such as overexcitabilities or the idea of perfectionism in very young children can be confusing at first. Also, terms such as cluster grouping, self-contained classrooms versus full-inclusion classrooms, and acceleration may be new to many.

Perhaps the term ‘gifted’ itself is the most controversial term in gifted education. Many educators and some parents would prefer not to use the term. Others have decidedly opposing ideas about the word’s definition. Unfortunately, this has at times slowed how the field of gifted education has responded to actually helping gifted children grow and develop their potential abilities.

What are some general education terms that are also useful in gifted education? Terms such as universal screening, pre-assessment, curriculum compacting, scaffolding, and differentiation are used universally in both fields. It’s important to understand general education terms to be a successful advocate. Educators appreciate a willingness by parents to learn the terminology and be able to engage in intelligent dialogue.

Learning the jargon or terminology aids in a parent’s understanding of what will be discussed in meetings with teachers and school personnel regarding their child’s education. Intelligently conversing with educators will gain their respect for parents and ultimately benefit the relationship for all stakeholders; especially the student.

What resources are available for learning the lingo of gifted education? Gifted organizations such as the NAGC and state websites generally provide a list or terms for both parents and educators. Resources and links to these organizations can be found below. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa 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

Resources:

CO: The Principal’s GT Handbook – A Consolidated Resource (pdf)

NAGC: Glossary of Terms

Frequently Used Terms in Gifted Education (pdf)

Gifted Education Glossary of Common Terms (pdf)

Understanding Your Gifted Child From the Inside Out: A Guide to the Social and Emotional Lives of Gifted Kids  (Prufrock – aff. link)

PAGE: A Glossary of Terms for Gifted Education

Acronyms, Terms, and Other Things We Need to Know

Davidson Gifted: A Glossary of Terms Used in Educational Assessment

Different Uses of the Term “Gifted”

Your Guide to Education Lingo

NAGC: Administrator Quick Guide to Gifted Education (pdf)

Dictionary of Educational Jargon

Sprite’s Site: Stories of the OEs

Reforming Gifted Education (GPP)

Davidson Gifted: The Underachievement of Gifted Students: What do we know and where do we go? (2000)

Emotional Intelligence in Gifted Students

Sprite’s Site: The G Word

Acronyms, Terms, and Other Things We Need to Know

Image generated at Wordcloud.com by Lisa Conrad.

Graphic courtesy of Lisa Conrad.

 

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Accelerating GT Students

 

Academic acceleration is a cost-effective way to meet many of the needs of gifted students across the spectrum which is hampered only by myths debunked long ago. It is, however, only as good as its implementation. A well-researched educational plan that is responsive to individual student needs can make all the difference in success or failure for the student.

With all the research in existence, why do some educators/admins still balk at acceleration? It only takes one poorly executed attempt at acceleration for a single student to influence school administrations for decades thereafter in a school district. Unfortunately, too often decision makers do not take the time to review the research involving academic acceleration. Outdated information propagated at the undergraduate level is rarely challenged.

Pertinent information that should be included in consideration of acceleration is test scores, psychological evaluations, and teacher and parent observations. An often forgotten part of acceleration is taking into consideration how the student feels about acceleration and the possible effects on the family. If a child does not want to be accelerated, it probably won’t work.

Every school district should have a policy on acceleration. This will ensure that the process is equally applied to all students; everyone is aware of the option to accelerate; and provides guidelines for the process. Administrators should take a deep dive into all the avenues of acceleration and make the information available to their faculty and parents to aid in the decision-making process and to provide adequate resources.

For most GT students, the earlier the acceleration; the easier it is to minimize knowledge gaps. Most students being considered for acceleration are generally identified as to having above-grade level abilities. For older GT students, knowledge gaps can be addressed by such avenues as summer school, tutoring, online classes, the use of mentors, or independent study.

Parents who want to support the acceleration process need to keep open lines of communication with school administrators and those teachers who will be directly involved with their child’s program. They should take the time to talk to their GT child about all the facets of acceleration as well as other family members who may be affected by the child’s acceleration. It’s always better to work through the issues beforehand. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa 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

Resources:

Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject (pdf)

Dual Enrollment: Participation and Characteristics (pdf 2019)

Understanding Acceleration Implementing Research-Based Practices for GATE (pdf)

Life in the Fast Lane: Effects of Early Grade Acceleration on High School and College Outcomes

Subject Acceleration: Who, What, How?

Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject

Mathematically Gifted Accelerated Students Participating in an Ability Group: A Qualitative Interview Study

Acceleration or Enrichment? Which one is better for gifted kids?

A Nation Empowered Vols. 1 & 2 (Free Download)

What One Hundred Years of Research Says About Ability Grouping and Acceleration for Students K-12

Why is Academic Acceleration (Still) So Controversial?

Why Am I an Advocate for Academic Acceleration?

Possible Economic Benefits of Full-Grade Acceleration

Academic Acceleration: Is It Right for My Child?

NAGC TIP Sheet: Acceleration (pdf)

LesLinks: Acceleration (LiveBinders)

Cybraryman’s Acceleration Page

Sprite’s Site: Columbus Cheetah, Myth Buster – Myth 6

Sprite’s Site: Belonging – A Place of Sanctuary

Acceleration Institute

Hoagies: Academic Acceleration

Duke TIP: Academic Acceleration and Ability Grouping Work

Davidson Young Scholars – How We Can Help

College Versus Kindergarten and Radical Acceleration

Image courtesy of Flickr   CC BY-NC-ND 2.0

Graphic courtesy of Lisa Conrad

The G Word Film

 

This week, Global #gtchat Powered by TAGT welcomed Director/Producer Marc Smolowitz, Producer Ron Turiello and Danielle Holke to discuss their new film The G Word which seeks to answer the question, “Who gets to be ‘Gifted’ in America and why?”

The factors used to decide who is ‘gifted’ in America today are much the same as they have been for decades; factors shrouded in myths and prejudices that need to be exposed and corrected. In recent years, new research on neurodiversity and intelligence are expanding our perceptions on what giftedness entails. This information needs to inform policy decisions.

Where are some of the unlikely places ‘gifted’ people can be found? As our friends at the National Association for Gifted Children have said – there are no boundaries to giftedness. It crosses all economic, cultural, & gender identity sectors of our society. Gifted people are found at Ivy League schools as well as in prisons. They can be the superintendent or janitor at your child’s school.

“Failure for gifted people to thrive can come from a life of feeling out of sync, feeling like a misfit, and knowing one is an outlier. When one’s giftedness, quirks and all, are embraced and nurtured, giftedness thrives.” ~ Celi Trepanier, M.Ed.

Some ‘gifted’ people thrive while others don’t. Lack of early identification and misdiagnosis can place a child on the wrong path at the very beginning of their school careers. Perhaps surprising to some, where they live can affect availability of services. Rural schools with few identified GT students do not see gifted education as a priority when resources are limited.

“GT students often are singled out, ostracized, endure bullying because they learn, speak, focus, etc. differently than the norm in the general ed classroom. That may originate from peers, but it also may originate from teachers. It’s a painful experience kids can’t escape.” ~ Margaret Thomas

Many special education programs are unequipped to teach twice-exceptional students. In the past, too many decision/policy makers saw the disability before ability and the child as someone who needed to be fixed rather than support abilities. Lack of professional development in the area of twice-exceptionality has allowed myths to flourish that hinder the exceptional.

“I truly believe that twice-exceptional is the savior of gifted in the 2020s. Our nation is so focused on deficits this has allowed gifted to have a seat of the table again in ways it hasn’t in many years” ~ Marc Smolowitz

What are the risks of maintaining the status quo in gifted education for our society? If society continues to settle for the status quo, we fail our brightest children … their ability to succeed in life. Status quo is just that … stagnation … and society as a whole also loses the opportunity to progress. GT kids aren’t obligated to help society at large, but their contributions can make a difference.

There are many challenges which face gifted education in the next decade. Only 6 states in the U.S. actively support gifted education. Advocacy must be at the forefront. Including coursework in gifted education at the undergraduate level is imperative to cultivating new leadership, high quality research, and maintaining funding. A transcript of this chat may be found at Wakelet.

We at #gtchat offer our congratulations to The G Word film, Marc Smolowitz, Ron Turiello and their entire crew for the completion of a successful Kickstarter in support of production of the film!

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa 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

Resources:

Mind Matters Podcast: The G Word Film with guest, Marc Smolowitz (39:04)

Meet the Experts | Who Gets to be Gifted in America and Why? (Vimeo 12:13)

EXCEPTIONAL MINDS | A Story from the Forthcoming Documentary THE G WORD (Vimeo 8:31)

THE G WORD | 1st Promo (Vimeo 6:01)

Colin Seale On Being An Exception To The Rule (Vimeo 1:14)

Dr. Joseph S. Renzulli Discusses The Schoolwide Enrichment Model (Vimeo 1:00)

Producer Ron Turiello Explains What’s So Important About THE G WORD (Vimeo 2:04)

Thoughtleaders and Experts Featured in THE G WORD (Vimeo :59)

ZIP CODE 85349 (San Luis, Arizona) (Vimeo 8:00)

My Family Still Calls Me Gabby (Vimeo 6:49)

Gifted Support Group: Hidden Challenges for Gifted and 2E Students (YouTube 26:22)

What is the Excellence Gap?

Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students

Black Intelligence (Vimeo 8:36)

Filmmaker Explores Giftedness at FDL Ojibwe School

NAGC: Giftedness Knows No Boundaries

An Independent Filmmaker Highlights Gifted Students of San Luis

Bill to End Ban on Pell Grants for Prisoners Gains Traction

Rural Communities Test Ways to Hook Gifted Students

Why Egalitarian Societies Need Gifted Education (YouTube 59:17)

The G Word Highlights NSD HiCap Program

Gifted Children and Adults: Neglected Areas of Practice (pdf)

Image courtesy of The G Word film

Graphic courtesy of Lisa Conrad.

Rethinking Underachievement and Potential

 

What constitutes underachievement and who determines when a child is underachieving? Does the definition change over time based on what society values? A simple definition of underachievement is ‘performing below expectations.’ This begs the question … who determines what is expected? In education, it may mean meeting/exceeding the standards. In society, are accomplishments enough? Regardless of how it is defined, underachievement must be dealt with in some manner due to the consequences often faced by students in the situation. The effects can be devastating for some and have a lifelong impact.

Potential is equally a term whose definition is up for debate. Whether in the eye of the beholder or determined by others, the expectation is that it must be fulfilled if one is to be seen as accomplished; a success. When a person fails to live up to their potential, it is generally a reason for calls to ‘fix’ the situation; even if the person in question doesn’t want fixed.

Underachievement has real life consequences that can extend well into adulthood. Gifted underachievers may have very different reasons for finding themselves dealing with those consequences. Causes of underachievement range from learning difficulties to lack of study skills or motivation to teacher mismatch or school policy.

Once underachievement envelops a student’s life; it can develop into apathy, disrespect, or a desire to conform to peers in an attempt to be popular. It may eventually cause social-emotional issues when a student’s ‘gifted’ identity is challenged.

What can schools do to counteract underachievement in gifted students? Gifted underachievers can benefit from incorporating depth and complexity in their learning, accelerating the pace of learning, allowing the free expression of creativity, and grouping with intellectual peers. Schools can reduce boredom and increase engagement of gifted underachievers by allowing students to experience “control, choice, challenge, complexity and caring teachers” (Kanevsky & Keighley, 2003). Research suggests that engagement can be encouraged by “enlisting gifted students’ social-emotional imagination, creativity, sense of purpose & empathy for others.” (Gottlieb, Hyde, Immordino-Yang & Kaufman, 2016).

Parents must advocate for the determination of the cause of the underachievement first so that schools provide appropriate interventions and then be willing to work with school personnel to address the causes. They may need to consider additional testing and counseling with a licensed mental health professional. Parents can nurture a love of learning by providing opportunities outside traditional schooling that appeal to their child’s interests and abilities. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1PM NZST/11 AM AEST/Midnight UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa 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

 

Resources:

Cleverness and Common Sense-Your True Potential: Human Gifts and Talents! (Podcast)

Raising Your Spirited Child: A Guide for Parents Whose Child Is More Intense, Sensitive, Perceptive, Persistent, Energetic (Amazon)

Your Own Worst Enemy: Breaking the Habit of Adult Underachievement (bn)

Gifted Underachievers (why it makes sense, and how to deal with it) (YouTube 8:32)

Solving the Riddle of Underachievement: Kenneth Christian at TEDxSacramento (YouTube 8:49)

In Defense of the High School Underachiever | Rachel Hawley | TEDxYouth@Wayland (YouTube 16:45)

Reversing Underachievement: Stories of Success

Who is the Gifted Underachiever? Four Types of Underachievement in Gifted Children

What causes gifted underachievement?

Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students

Underachievers Under-the-radar: How Seemingly Successful Gifted Students Fall Short of their Potential

How to Help your Underachieving Gifted Child

8 Ideas for Building Intrinsic Motivation to Learn in Students

Underachievement in Exceptionally Gifted Adolescents and Young Adults: A Psychiatrist’s View (pdf)

Gifted Underachievers: A Contrarian Position or Two

Beware of Underachievement in Successful Students

Underachievement: A Story in Process

When You Don’t Live up to Your Potential

 

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

 

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