Blog Archives

Taking a Closer Look at Mentorships

gtchat 07262018 Mentorships

 

Mentorships are an important part of gifted education for many gifted and talented students. They differ from internships or apprenticeships as these are vehicles that allow students to learn new skills and to investigate careers. Mentorships are relationships based on shared passions and values that are passed on to the student. It is more than a casual relationship.

Mentorships provide a student with someone who can encourage, inspire, and give insights by sharing time, talents and specific skills. Mentors, when properly matched, serve as role models. They can stimulate intellectual discovery, bring excitement to the learning process, and provide understanding of the student’s passions.

Intellectually and artistically gifted students can benefit when paired with masters in their fields such as artists, musicians, scientists, business professionals and scholars.  Multipotentiates specifically benefit from mentorships by honing in on a vision of their future self that is guided by a mentor with similar lived experiences in their areas of passion.  Well done mentorships provide depth and challenge to educational experiences for gifted students.

As with participation in any academic intervention, the gifted student should be an integral part in deciding if they want to have a mentor and will be a willing participant. Then, needs should be discussed. Special consideration should be given to availability, enthusiasm to mentor, expertise, and personal compatibility with the student when choosing a mentor. Mentorships should be monitored over time to ensure that the student is benefitting from the relationship and progress is being made towards initial expectations.

Resources available to locate mentors can be found in surprisingly simple places … local parent groups and schools or universities, local businesses, institutions supporting the arts, and  professional organizations. Locating mentors for gifted students can tap opportunities available within existing gifted programming such as educators and professionals in magnet schools, AP/IB programs, or governors’ schools.

Mentoring relationships can be differentiated by considering the specific needs of a student, where parties to the mentorship are located, expectations regarding ultimate goals to be achieved by mentoring, and time constraints. Mentorships can be classified as one-on-one relationships that revolve around in-person communication, online mentoring via electronic communication, or group mentoring that involve a mentor and multiple mentees.

If you are interested in learning more about mentorships, check out the resources below. A transcript of this chat can 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.

Head Shot 2014-07-14  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:

Mentor Relationships and Gifted Learners (1990)

Mentor Relationships How They Aid Creative Achievement (Torrance – Amazon 1984)

What is Mentoring?

How to Find a Mentor

Mentoring and Your Child: Developing a Successful Relationship (pdf)

Davidson Institute: Mentoring Guidebook (pdf; updated 2018)

Mentor: The National Mentoring Partnership

iMentor

The Mentor Group Inc.

Gifted Children and the Role of Mentors Blog Hop

Developing Mentorship Programs for Gifted Students (Practical Strategies Series in Gifted Education) (Amazon)

Finding Mentorship: Gifted Students Need Guidance, Too

Mentoring Gifted Children: It Takes a Village

Cybraryman’s Tutoring and Mentoring Page

Hoagies Gifted: Mentors for Gifted Students

NAGC: Peer Tutoring and Gifted Learners – Applying a Critical Thinking Lens

Sprite’s Site: Asking for Help – A Guest Expert Panel Q&A Session

Sprite’s Site: Purple Riding Boots

TX: Connecting Classrooms and Experts in New Braunfels and Comal County through our Guest Speaker Portal

Texas STEM Connections

Civil Air Patrol

Photo by NeONBRAND on Unsplash

Graphic courtesy of Lisa Conrad.

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Optimizing Asynchronous Development

gtchat 05102018 Asynchronous

The term asynchronous development was originally conceptualized by a group known as the Columbus Group. It is widely accepted today relating to gifted children. The Columbus Group defined asynchronous development as children whose inner experiences and awareness due to intellect and intensities were qualitatively different from the norm. They believed parenting, teaching and counseling required modifications in order for gifted children to develop optimally.

It is important to understand giftedness through the lens of asynchronous development. Initially, gifted children may not comprehend the role of asynchronous development in their lives on a very personal level. They need guidance. Society’s expectations of how a child should act and how a smart child should act put undue pressure on these kids that can have severe consequences for them and society.

There are paradoxes presented by asynchronous development. It can, but not in all cases, mean a child can achieve at levels well beyond what is expected for their chronological age. Asynchronous development may result in a child being placed in an academically appropriate place that fails to accommodate their social-emotional needs.

How does asynchronous development affect the behavioral and emotional aspects of giftedness? Once a child is identified as gifted, society tends to judge them solely on their achievements and how they perform without regard to social-emotional aspects. It can create a wildly different life experience for the gifted child; one that lacks the understanding and empathy of adults.

Adults can support a gifted child’s asynchronous development so that they aren’t overwhelmed by their ability to perceive the complexity of the world around them. Ideally, a gifted child’s social-emotional needs will be respected in conjunction with their gifts and talents. Recognizing the need is a good first step. Adults need to be hyper-aware of each gifted child’s unique challenges and develop individualized education plans that address the whole child.

Where can parents seek information about asynchronous development? One of the best books for parents is “Off the Charts.” It’s a compilation of works; many by members of the Columbus Group. The NAGC, SENG and IEA Gifted have extensive resources for parents seeking information on asynchronous development. State organizations may have additional local info as well. 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.

Head Shot 2014-07-14  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

Links:

Off the Charts: Asynchrony and the Gifted Child (Amazon)

Definition of Asynchronous Development in Children

Asynchronous Development: An Alternate View of Giftedness

Asynchronous Development in Gifted Kids

Many Ages at Once

The Neural Plasticity of Giftedness

Giftedness: The View from Within

Asynchronous Development

Asynchronous Development (NAGC)

UK: The Misidentification & Misdiagnosis of Gifted Children

Gifted Children Do Exist Here’s What Happen when We Deny It 

What I Want You to Know about My Gifted Son

Supporting Gifted Children

Parent Hot Sheet: Asynchronous Development (pdf) (NAGC)

Life in the Asynchronous Family

Asynchronous Development

The Columbus Group

Sprite’s Site: Beginning the Journey – Gifted 101

Giftedness As Asynchronous Development

4 Fabulous Ways for Kids to Pamper Mom on Mother’s Day

Image courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad

Early Learning Interventions for Gifted Kids

gtchat 04192018 Early Interventions

Is it possible to provide early intervention for gifted children without formal identification? Very young children have difficulty paying attention during testing and easily distracted. A young gifted child’s performance on tests can be highly variable and thus deemed not as reliable as for older children. That said, not only is it possible to provide early intervention without formal identification; it is often necessary.

There is strong support for early intervention for gifted children based on developmentally appropriate practice; taking both age and individual appropriateness into account (Bredekamp,1987; Bredekamp & Rosegrant, 1992). Informal identification should be based on teacher and caregivers’ observation across domains – cognitive, aesthetic, social-emotional, motor, language – taking into consideration expected behaviors for the age of the child.

“Early intervention is critical to support students’ cognitive and affective growth. Enriched and engaging environments during early childhood years can lead to enhanced educational success. Early enrichment as a form of intervention is even more critical for bright learners who come from poverty or traditionally underrepresented populations.” (Keri M. Guilbault, Ed.D.) “Early educational experiences of many young gifted children provide limited challenge and hinder their cognitive growth rather than exposing learners to an expansive, engaging learning environment.” (NAGC)

Characteristics ‘usually’ associated with early giftedness include excellent memory beyond expectation for a specific age; mature thinking on complicated tasks; or precocious development of a specific skill. Early giftedness may be expressed by self-management of personal learning; seeking new and novel experiences; early reading; delight in problem solving. Young gifted children may seek older playmates; engage in imaginative play; display an advanced vocabulary; demonstrate asynchronous development.

Special activities and/or accommodations provided in the early childhood classroom or child care environment  may include providing opportunities to interact with mental peers; opportunities to think both divergently and convergently – experiences with more than on answer. Very young gifted children need exposure to social situations which respect the contributions of less-able children and foster recognition of the worth of all abilities. Young gifted children are individuals with different needs. They shouldn’t be expected to take on additional tasks or those beyond development capabilities. Consider exposure to a variety of experiences.

What can parents do to make sure their child receives needed interventions during early childhood? They can create a portfolio of their child’s work to serve as a basis for consideration in later identification. They can keep a diary of milestones and skills attainment. Parents should take care not to place unnecessary expectations on their child. They can provide opportunities for exploration of interests with trips to the library, visits to museums and cultural events, and nature experiences. A transcript 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.

Head Shot 2014-07-14  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

Links:

Gifted Children Have Special Needs, Too

AUS: Identify Gifted Children

AUS: Gifted and Talented Education – Identification (pdf)

The Gifted and Talented Child: Best Practices for Identifying Gifted Students (pdf)

NZ: E-Portfolios as a Tool for Supporting Gifted Children in New Zealand Early Childhood Education Centres A Critical Appraisal

Early Enrichment for Young Gifted Children

Psycho-Pedagogical and Educational Aspects of Gifted Students, Starting from the Preschool Age; How Can Their Needs Be Best Met?

Small Poppies: Highly Gifted Children in the Early Years

Practical Recommendations and Interventions: Gifted Students (pdf)

A Different Perspective to the Early Intervention Applications during Preschool Period: Early Enrichment for Gifted Children

Serving Twice-Exceptional Preschoolers: Blending Gifted Education and Early Childhood Special Education Practices in Assessment and Program Planning (pdf)

Appropriate Practices for Screening, Identifying and Serving Potentially Gifted Preschoolers (pdf)

Growing Up Gifted: Developing the Potential of Children at School and at Home (8th Edition) (Amazon)

Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (Amazon)

Cybraryman’s Early Intervention Page

Image courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad

Equity and Access to Gifted Education

gtchat 04122018 Equity

Minority students including African Americans and Hispanics; ELL (English Language Learners); as well as low SES (socio-economic status) students are often left out of gifted programs. Today, we also need to be aware of bias against LGBTQ students, children of military personnel, homeless, and most twice-exceptional students.

Barriers to gifted education include school district policies that fail to recognize and value cultural diversity. Presumptions about low-income and minority students are given too much credence by decision-makers. Twice/thrice-exceptional students may not be achieving at acceptable levels and thus barred from participation in gifted programs. Schools tend to focus on disabilities which may be masking abilities.

The identification process can affect equity. Identification of giftedness is too often based on outdated information or research that doesn’t take into account cultural diversity and the needs of ELL students. Parents and students need to be better informed by school districts about the benefits and opportunities afforded by participation in gifted programs.

There are laws already in place to change this situation. Gifted education has been successfully argued under civil rights legislation. Also, twice-exceptional students are often covered by special education regulations. The legality of participation in gifted education programs is often dependent on state laws and regulation. Parents and teachers should check with state or national gifted organizations for laws applying to their particular state or country.

Parents can make a difference in their school district. They are passionate about the education of their children. Parents of gifted children should learn the lessons provided by parents of special needs children who took their battles to the courts. Parenting a gifted child is hard work – parents should become knowledgeable about state regulations regarding gifted education and who their state congressional representatives are as well as their child’s school’s written gifted policies. Parents also need to learn the ‘chain of command’ in their school district. Start with the child’s teacher, then administrator; and if necessary, school board.

There are practical steps can educators and policy makers can take to increase equity in gifted programs. These include seeing possibilities rather than limitations, seeking solutions rather than dwelling on obstacles, emphasizing student’s strengths over weaknesses, and improving communications with parents. Policy makers and administrators need to provide cultural sensitivity training for all educators, high quality course offerings that are culturally sensitive and ELL compliant, and expand access to rigorous curriculum. Administrators should provide PD in gifted education which would aid in achieving accurate identification, increase out of school opportunities for most at-risk students and engage community support for expanded opportunities. A transcript of this chat can 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.

Head Shot 2014-07-14  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

Links:

Gifted Cubed: Race & Culture

Gifted Cubed Printable Color Brochure

Want to Make Gifted Education More Equitable? First, Be Aware of the Political Winds That Drove (and Derailed) Innovative Policies in These States

Perspectives on Equity in Gifted Education (pdf)

Bright, Talented, & Black: A Guide for Families of African American Gifted Learners (Amazon)

The Rare District That Recognizes Gifted Latino Students

NY: White Plains Schools Focus on Increasing Diversity in Advanced Courses after Fed Investigation

Access and Equity through Career and Technical Education

Enhancing Professional Learning Strategies to Increase Students from Diverse Cultural Groups Participation in Gifted Programs

Report Shows Widespread Lack of Support for High-Ability, Low-Income Students in U.S.

County Aims to Break Down Racial Barriers to Gifted Classes

Equal Talents, Unequal Opportunities 2nd Addition (pdf)

Norwalk Schools Reveal Gifted Program Redesign

What to Do About a Generation of ‘Lost Einsteins’

A New Majority Low Income Students Now a Majority In the Nation’s Public Schools (pdf)

Universal Screening in Gifted and Talented Identification: Implementation and Overcoming Challenges

Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education

What if low-income, gifted students had the same support and connections as their affluent classmates?

5 Ways to Help Bright Low-Income Students to Excel

Report from National Center for Research on Gifted Education (pdf – PP)

Students in Poverty Less Likely to be Identified as Gifted

Effective Practices for Identifying and Serving English Learners in Gifted Education (pdf)

Parental Expectations for Asian American Men Who Entered College Early: Influences on their Academic, Career, and Interpersonal Decision-Making (pdf)

Recruiting and Supporting Underrepresented Students in Gifted and Talented Programs (pdf)

Identifying Gifted and Talented English Language Learners (pdf)

Underrepresentation of Minorities in Gifted and Talented Programs: A Content Analysis of Five District Program Plans (pdf)

Underrepresentation of Culturally Different Students in Gifted Education: Reflections About Current Problems and Recommendations for the Future (pdf)

Equitable Access for Underrepresented Students in Gifted Education (pdf)

Minority Students Underrepresented in Gifted Programs

Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education? (pdf)

Underrepresentation of Black and Hispanic Students in Gifted Programs (YouTube 5:14)

Building Diversity in Gifted Programs (TEDxABQED 6:41)

To Be Young, Gifted and Black (Amazon) Excerpt (pdf)

Young, Gifted and Black: Meet 52 Black Heroes from Past and Present (Amazon)

Income, Race Big Factors in Rates of ‘Gifted’ Students

Multicultural Gifted Education, 2nd ed. (Amazon)

Image courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

 

 

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