Have you heard about this year’s WATG fall conference, Hands On-Minds On: Now More Than Ever? In a few short weeks the WATG fall conference will go virtual. The fall conference is always a time to meet new people, reconnect with friends and colleagues, and to learn some new tips and strategies for working with and/or parenting students who are gifted.
The virtual format will be a bit different from past years, but it still promises to provide the same opportunities for learning and renewal. Have you previewed the conference yet? If not, I recommend you visit the website at: https://www.watg.org/annual-conference.html There you will find tabs on the left to explore registration information, a conference schedule, keynote speaker bios, other highlights, and information about the parent to parent session and teen conference-both on Sunday. The teen conference focuses on Engineering Design Using the Arduino Uno and is facilitated by Maria Isabel Mendiola Ramirez, an award-winning teacher from Mexico, and Peter Haydock, a former teacher and curriculum developer who worked for National Geographic and Smithsonian.
There are many sessions on a variety of topics including differentiation, social-emotional learning, STEM topics, equity and diversity issues, and creativity. This year’s keynote speakers are Dr. Marcia Gentry speaking about Equity in Wisconsin on Monday, and Dr. Brian Housand speaking about the future of gifted education on Tuesday. There are three different registration levels which provide broader access to attend.
Mark your calendar for Sunday through Tuesday, October 18, 19, & 20, 2020, and go to www.watg.org to register. Enjoy the conference!
One of the things that many gifted students, parents, and teachers have mentioned to me over the summer is how they have been communicating with others, near and far, when we can’t always be together due to COVID-19. Families, friends, individuals, partners, teachers, students, relatives, and people in the community have been finding ways to communicate even though our plans may have drastically changed over the past few months.
It is important to remember that communication is highly valued even if we are not face-to-face. Many people have used Zoom, FaceTime, or other streaming apps to keep contact going over these months. Others talk on the phone more often. Still others use written or voice communication. It doesn’t matter which method you use, what does matter is that you keep in touch with people.
This is especially true as teachers and students return to school. Regardless of how students and teachers return to school, excellent communication is key to success. Communications should include the schedule of your school (whether in the classroom or online) and the schedule for school assigned work (e.g., whether students need to be in class online at a specific time or if they can work on assignments in their own way and on their own timeframe). If your family will not return to school at all and has chosen home-schooling, this also requires communication with the school.
As we begin the new school year, let’s all remember to continue to communicate with each other. We are all living, working, and playing in this changing time. Our lives are moving forward, and schooling is moving forward. A little understanding, and empathy goes a long way as we communicate with each other on a daily basis. I have added some resources to help you communicate with your child’s teacher/s and school. Have a wonderful year!
Ten Tips for Talking To Teachers (for students)
Dr. Jim Delisle, Judy Galbraith
How to Talk to Teachers: 10 Tips for Student Success
Talking with Your Child’s Teacher
How Two-Way Communication Can Boost Parent Engagement
10 Tips for Teachers When Working with Parents
During these past six interesting months I have had the time to read for pleasure. Normally, I don’t make the time nearly as much as I should because of work and other factors. I love reading, but the lack of time often gets in the way. This past spring, I started reading some children’s literature because I love this genre. I thought the stories would be a quick read, which would then motivate me to continue reading. I was right. I started with the children’s series, The Magic Tree House, that my own child loved, and after reading some of the newer books in the series I could see why our love for the series continues. I also enjoyed the Magic School Bus series. Some of you may know that the author of this series, Joanna Cole, passed away in July. She brought fiction/non-fiction and science to a whole new level with the stories about Mrs. Frizzle and her science class, a favorite of many children/adolescents.
While reading these books, I often thought about gifted children and adolescents and how many of them often have a voracious appetite for reading. They often begin reading early, or if reading late, they may begin by reading entire paragraphs and can read and comprehend far above their age/grade level. They can be held back in school in terms of reading selections, or may be told what they have to read. For these reasons, reading outside of school becomes especially important for them. This self-chosen reading has many names: leisure reading, recreational reading, reading for pleasure, and many more, I’m sure. The point is, it is child/adolescent driven. The child/adolescent has full control over what, when, why, where, and how they read.
Some gifted children/adolescents may prefer e-books on a tablet or cell phone because they can read anywhere. Others prefer hardcover or paperback versions because they like to feel every page. Still others prefer audio books because reading words is a tedious and difficult process. Some children/adolescents read at specific times during the day or evening and have a routine they follow. Others have specific places they read -- in their favorite bean bag chair, outside in the shade of a tree, or in a homemade sheet “tent” in the family room. Some children/adolescents read until they finish a complete chapter, while others are okay with stopping at a certain section within a chapter. Still others love to read book series and are relentless in their pursuit of reading (and perhaps collecting) every single book in the series, plus every new book in the series for the rest of their lives, regardless of how old they become. Some read one book at a time; others read many books simultaneously.
When children/adolescents are asked why they read, there are as many reasons as there are children. Some say it is because it transports them to other places or times. Others say it is their escape from people or the world for a short time, and still others have different reasons.
Some children/adolescents consider books to be almost sacred, and not to be desecrated by writing in them, annotating, or anything else; they are just to be read and savored. That is okay. Respect for these practices and beliefs is necessary.
Whatever the reason for reading, reading during childhood/adolescence is one of the best ways to develop mind, body, and spirit (it’s even good for adults). For gifted children, it may be the only time they have to use their imagination in ways very different from the real world, especially in school.
I encourage parents to give their gifted children/adolescents time during these last few weeks of summer vacation to read for pleasure -- whatever, wherever, whenever, and however they want to read (within reason, of course).
As adults, we know we are in a very stressful time this year with so much being unknown about how back to school will proceed, and how to keep children/adolescents safe and healthy. The concerns are many. Giving our children/adolescents time to immerse themselves in reading before the back-to-school rush, anxiety, and stress commence is a gift.
Below are some web links related to leisure reading. For more details, please talk with your local librarian. They have a wealth of knowledge and resources for all ages. Most libraries have online checkout, with e-books and audio books available to download, so one does not even have to go to the library and risk exposure, if that is a concern. Hopefully, library visits will be an activity we all can safely return to together sometime soon.
Leisure Reading Resources
Leisure Reading: A Joint Position Statement of the International Reading Association, the Canadian Children’s Book Centre, and the National Council of Teachers of English (2014)
Why Some People Become Lifelong Readers
Joe Pinsker, The Atlantic (9/19/19)
2020 Summer Reading Lists, Birth-Grade 8
Assoc. for Library Services to Children (ALSC)
Division of the American Library Assoc. (ALA)
Topical Book Lists, Birth-Grade 8
Young Adult Library Services Assoc. (YALSA)
Division of the American Library Assoc. (ALA)
List of Children’s Book Series
List of Children’s Book Series
List by alphabetical order, age group, grade level equivalent, genre, and more
List of Children’s Book Series, Alphabetical Order
List of Children’s Book Series, Age Group (0-16+)
We are in the summer days of hot weather, insects, spontaneous thunderstorms, and rain. This year, many communities have limited access to traditional summer activities. Many community swimming pools and parks remain closed, and summer camps are unavailable. For many families, summer will be spent at home. While for some this may feel overwhelming since they have been at home since early spring, others are searching for different activities to fill the days since school is now out for the summer.
There are many activities to do at home, in the yard, and with each other. I’d like to propose an activity for children, youth, and even adults--having a penpal--handwriting and mailing letters. Why on earth would I recommend handwriting a letter when texting, email, and other instant communication methods exist? There are many reasons.
Research shows several benefits of engaging the mind and the body to write a letter, especially when writing in cursive. When the mind and body are both engaged, brain activity and creativity increases, retention increases, cognitive function is influenced, and signing one’s name provides practice for a legally binding signature. In addition, it is fun to hear from others through a letter that is more than 280 characters. The wait time between writing a letter and receiving a reply can help build delayed gratification skills, which are the opposite of the immediate gratification of texting, or platforms such as Twitter, and Instagram.
How does one begin? The first question to ask is this: to whom should I write? Think of family members or friends who are out of town or in a different state, someone who is in a nursing or assisted living home such as a grandparent, aunt, or uncle; or someone who lives nearby such as a cousin, or friend who you may not see as much as you did in the past. Anyone who wants to try something different is a good person to partner with to write letters. For someone who wants to explore other ways to get a penpal, there are many websites, gleaned from an Internet search, that offer ideas for finding a penpal, including teacher websites linking students with other students, penpals with veterans, and others. See the links at the end of this blog post.
The next question to ask is this: what should I write about? The first response may be “anything you want”. Here are some ideas to get you started:
-daily activities (what you do in a day)
-all about your pets
-what you play with your pet
-favorites, such as foods, TV shows, movies, books, etc., music, subjects in school
-arts that you like
-musical instruments you play
-weather near your home
-what you like to cook
Depending upon whom you write to, you may also write about your family, although keep in mind privacy and security when sharing personal information.
A final question to ask is this: what questions can I ask my penpal? You may turn the ideas above into questions for your penpal, or consider new ones such as:
-where have you traveled?
-if you had three wishes, what would you wish for?
-what do you like about where you live?
-do you have a garden?
Why should gifted students bother handwriting letters when their minds work at warp speed and it is likely that their hands can’t write quick enough to get their thoughts on paper? Sometimes, the physical act of doing something different can be engaging and stimulate other actions and thoughts. To help with the fast ideas/slow writing dilemma, the student could write a list of ideas on paper or in digital forms so they can get ideas down quicker. Writing may provide a means for relaxing in a new and different way when it can be done in a comfortable setting.
I am a huge advocate for gifted students (and all students) having the opportunity to do schoolwork using technology and digital tools. Note-taking, annotating using digital books, and writing essays, papers, etc. are tools that help gifted students do schoolwork in a way that helps get their thoughts and responses “down on paper,” using technologies that may support and extend their abilities. However, there are times when gifted students can learn from doing a task that is hard for them or different from what they are accustomed to (such as handwriting); this will help practice delayed gratification, a necessary life skill. After all, waiting for a return letter in the mail takes time.
Mailing letters may pose a barrier for many families, due to the cost of postage stamps or lack of stationary. Fancy stationary isn’t necessary. Plain paper or lined notebook paper is just fine to use. A student may need to compose an email and send it to his or her penpal so that postage is not necessary. If families do not have access to a device, internet, or email, the public library has devices that are available. Another idea is to write to people in your own household and leave letters in a specified place that serves as a mailbox. Sometimes it is easier to write things down than to say it to someone in person, so there are additional benefits to having a penpal in one’s own family.
So, if you’re looking for a way to have fun this summer, try writing letters, however they are done, and discover the joy of connecting with others.
Pen Pal Tips and Ideas for Kids, 4/5/2020
A Simple Guide to Pen Pal Writing, Homeschool Notes, 3/22/18
Are There Any Benefits to Having a Penpal in the Digital Age?, Ivy Ngeow, 3/25/19
The Benefits of Handwriting for Young Children, Susan Brunk, 8/18/2016
Writing in Online and Multimedia Environments: Why Digital Writing Matters in Education
Paige Donahue, 5/18/2016
Articles and Educational Resources
Why Handwriting Is Still Essential in the Keyboard Age, Perri Klass, M.D., 6/20/16
Writing Letters to a Pen Pal, Lesson Plan by Scholastic
9 Powerful Apps to Help Kids Learn Cursive Writing
The end of school is here, albeit a very different end of school this year. For many families the end of the school year came in March when schools closed, and learning shifted to the home. For others, school continued in some fashion until the end of May or early June. Now that school is officially over, it is time to think about summer.
COVID-19 still has us concerned about catching the virus, spreading the virus, or otherwise being at risk or putting others at risk. Perhaps we’re worried about grandparents, young children, or those with health issues.These are valid concerns. Even though Wisconsin has ‘opened up’ and the state is no longer on restriction, many families are choosing to remain so to some degree to keep themselves safe and healthy. That is a perfectly fine decision; however, how do we keep our kids busy this summer with many traditional summer activities now considered at-risk behavior, and many events, such as summer camps and programs, cancelled? After all, gifted kids have minds and/or bodies that never stop.
Below is a list of activities to not only keep youngsters (and adults) occupied, but also to work on building their bodies and minds while outside. Below the list of activities are links for websites with even more outdoor ideas. The lists could be endless so there are only a few activities and resources listed. I encourage you to investigate your favorite places online; better yet, ask your gifted student to do the investigating and inform the family of what they learned. Many of these links have unique activities and ideas for the summer that do not include actually being at the location. You may even start some new traditions with some new activities.
Always remember to follow CDC guidelines and practice social distancing if playing with others outside your own family. Wear a mask, wash hands a lot, use hand sanitizer when soap and water are not available, and disinfect equipment after use to limit the spread of germs (balls, chalk, gardening tools, jump rope, etc.).
Here are some guidelinesHow to Protect Yourself & Others, Centers for Disease Control and Prevention (CDC).
Enjoy the summer months together with your family. It is sure to be a summer as unique as this year has been.
Activities to Build the Body and Mind
Fine Motor (Small Muscles) Skills
Dig in dirt or sand
Sidewalk/driveway chalk art
Blow bubbles with bubble mix you make
Play with a ball (catch, basketball, softball, dodgeball, badminton)
Collect leaves, rocks
Make mud pies
Wash the car
Gross Motor (Large Muscles) Skills
Climb a tree
Play in water
Jump rope by yourself or with family members, reciting the rhyme you created (see Creativity below)
Play with a ball
Exercises (jumping jacks, lunges, squats, run in place)
Field Day Activities
Distance runs (run around the perimeter of the yard)
Ball throw (shot put)
Long jump (short jump)
Frisbee throw (discus)
Hurdles (use a box or something with age appropriate height)
Make up your own games
Make new rules for well-known games
Create the rhyme to recite while jumping rope
Sidewalk/driveway chalk art
Write letters to family or friends
Read a book (many libraries have curb-side pick-up, or are open for limited use, and for eBook checkout online)
Write a short story or book
Keep a journal
Websites with Activities
Keeping Kids Active and Safe During the COVID-19 Pandemic
Johns Hopkins University
Nature-Based Activities to Do While Practicing Social Distancing
University of Minnesota Extension
Keeping Children Active During the Coronavirus Pandemic (free PDF)
American College of Sports Medicine
How To Keep Kids Engaged During COVID-19
Wisconsin Public Radio, Central Time Podcast
Playing It Safe While Getting Cooped-Up Kids Outside, National Geographic
National Park Resources, National Geographic
Junior Ranger Online, National Park Service
Family Activities to Try During Closures-COVID-19 Checklist
Ohio, Department of Health
101 Ideas to Keep Your Kids Busy During Coronavirus Closures, Forbes
Explore.org Animal Live-Cams, World’s Largest Nature Network
Live cameras of wild and domestic animals around the world.
Explore.org Free Nature Lesson Plans
How to Make These Next Few Weeks A Little Easier, Courtesy of Birds
All About Birds, The Cornell Lab, Cornell University
CESA 6 COVID-19 Resources
CESA 6, Curricular and Instructional Support (click links of subjects for resources)
CESA 6 Websites and Lesson Ideas (including extended learning for GT)
COVID-19: Travel, Wisconsin Department of Health Services
Keep Children Healthy During the COVID-19 Outbreak, CDC
Physical Activities Guidelines for Americans, 2nd edition
U.S. Department of Health and Human Services
When one considers the time students spend in a school building, always with other students and adults, when do they have the time to be alone with their thoughts, to process what they are learning, and to just think?
If there is no time to be by one’s self, how do students learn to occupy themselves when they are alone?
Why are people who prefer to be alone labeled as introverts and often viewed negatively?
In our fast-paced instant-gratification world, how do children and youth learn to value solitude?
These are some questions I’ve been asked about children, youth and adults, including those who are gifted.
Many gifted students crave solitude because that is when they think deeply and ponder and process the vast ideas in their minds. School typically does not allow time to do deep thinking, pondering or processing. Students are always with other students and adults, and then often go to after-school activities, also with others. There is not time for solitude, which is vastly different from loneliness.
According to the Oxford dictionary found online, loneliness is “sadness because one has no friends or company,” or “the fact of being without companions; solitariness,”
(https://www.lexico.com/en/definition/loneliness) while solitude is “the state or situation of being alone” (https://www.lexico.com/en/definition/solitude)
Early in my time as a Navy wife when my husband was deployed overseas, a wise Admiral’s wife told me that there is a difference between loneliness and solitude, and as a Navy wife, we become comfortable with the solitude afforded by Navy life. She said we often crave our solitude when the family is together, and life is busy. She encouraged me to make time for myself in solitude to rejuvenate, think, create, and reflect and that by doing so, both I and my family would grow stronger. That was wise counsel that I have never forgotten. Now that the global pandemic has required people to remain at home for health and safety reasons, I find that being content with solitude is reassuring.
Gifted children and youth, and even adults can find comfort in solitude, even during these fearful times. Gifted children and youth may be strongly feeling the pain throughout the world brought on by the coronavirus. Taking care to limit the amount of news reports may help them cope with the endlessly changing statistics, medical advances, and global and state restrictions and conflicts. Focusing on learning about one’s self and being content with one’s self is a skill that is lifelong and important in our changing world.
During this time of alternate learning environments and methods, with many parents serving as the primary teacher in the home, many gifted children (and many adults) still crave solitude. This time at home provides a good opportunity for parents to teach their children how to be content when they are alone (something many adults may need to learn and practice, as well). It is a journey that a family may go on together, while practicing the skills of solitude vs. loneliness, even for a few minutes each day. It is a skill you can help your children learn so they may thrive in a complex world.
A quote attributed to Pablo Picasso is worth considering: “Without great solitude, no serious work is possible.”
Below are various approaches and research about solitude and loneliness as a place to begin to learn about each state of being. There are many other approaches, viewpoints, research, and writings about these topics. Explore your own areas of interest as you see fit.
Study Shows Solitude Can Be Good for Mental Health
Teens Who Seek Solitude May Know What’s Best for Them
Interview with Christine Fonseca about Introverted Gifted Students
The Davidson Institute for Talent Development, 2014
The Virtues of Isolation, Brent Crane
The Atlantic, March 30, 2017
5-Part Series on Solitude by Jennifer Stitt
Published by the Garrison Institute
1) Listening to Silence, Jennifer Stitt
The Garrison Institute, Sept. 12, 2017
2) A Short History of Walking, Jennifer Stitt
The Garrison Institute, Oct. 11, 2017
3) The Difference Between Loneliness and Solitude, Jennifer Stitt
The Garrison Institute, Nov. 14, 2017
4) The Courage to Be in Solitude, Jennifer Stitt
The Garrison Institute, Dec. 19, 2017
5) Solitary Encounters: Making Our Selves and Our Stories, Jennifer Stitt
The Garrison Institute, Jan. 23, 2018
5 Ways Solitude Can Make You More Successful, Backed by Science, Amy Morin
Inc., August 27, 2018
7 Science-Backed Reasons You Should Spend More Time Alone, Amy Morin
Forbes, August 5, 2017
The History of Loneliness, Jill Lepore
The New Yorker, April 6, 2020
What’s the Different Between Solitude and Loneliness? Dean Griffiths
Psychreg, Dec. 25, 2019
The Relationship Between Psychological Symptoms, Creativity, and Loneliness in Gifted Children
Journal for the Education of the Gifted, March 27, 2018
Loneliness: Often the Norm for Gifted 2/e Children and Adults, Julie F. Skolnick
Nov. 29, 2017
To Prevent Loneliness, Start in the Classroom, Ashley Fetters
The Atlantic, October, 17, 2018
This time of alternate living and learning environments has impacted most of us in ways we didn’t expect, with long-term effects remaining to be seen. For exceptional students including those who are gifted, twice-exceptional, with disabilities, and other students, this uncertain time may be especially difficult. Schedules have changed, learning materials may have changed, teaching delivery has changed, and family life has changed. We can look at this time with fear and anxiety, or we can try to see the positive things we can take from it.
For many parents of gifted students, at some point in the past, you may have had a thought or two about what it would really be like to enroll your students in a virtual school or to homeschool so that they could learn at their pace and have their needs met. Considering the ramifications of this is often a scary thought and one that many parents wish they could try, but do not because of a variety of reasons. Now that all learning is happening at home, many parents are involved in their child’s learning, even if it is simply to ensure that the student gets the work done that is assigned by teachers -- hard copy packets of papers and tasks, or online lessons and live video classes.
Parental involvement at home in the current situation is not much different from what is required when a student is enrolled in a virtual school. Students are assigned a teacher or teachers and work independently and with classmates to learn. Sometimes there is a live video class, and other times there are readings, labs, and other tasks that must be done away from the computer. Virtual schooling does not equate to seven hours of learning in front of the computer. There is much learning that occurs away from the computer screen, for those parents concerned about that issue. Some virtual schools provide services and classes for gifted learners, so ask the school about those services.
Another myth about virtual schools and homeschooling is that students miss out on socialization. That is untrue for most virtual and homeschool situations. While there may be very restrictive homeschool groups that desire to keep students isolated, in my experience they are very rare. Most virtual and homeschool learning occurs with time for group learning with others, often face-to-face via live video or in-person. Field trips, clubs, video classes and discussions are only a few ways that students who learn outside of the school building keep up with their friends. In addition, there are the typical after-school activities such as scouts, sports, and church activities. Also, for those gifted (and other) students who need down time, virtual and homeschooling provides that time for solitude and alone time to think deeply, ponder, and process what they are learning, time they typically do not get in school before all the after-school activities. With activities being curtailed at this current time, gifted students may find the time to more deeply explore their areas of interest, and/or may discover new topics.
Parents often do not think they are capable or qualified to teach their own students. Many parents lack confidence that they are able to teach their students everything that is covered in the regular classroom. Other parental concerns may be that they do not want to be in the dual role of parent and teacher. Many gifted students have had negative school experiences and parents do not want to be in the role of teacher during the transition from regular school to the virtual or homeschool environment. These are valid concerns. One way to address these concerns is to enroll your student in a virtual school rather than doing homeschooling. In a virtual school your student will have teachers and classmates, similar to regular school, so the parent can be in the role of guide on the side, rather than the teacher assigning work to the student. This has worked for many parents, and has given them confidence that they can help their students learn. It has secured the parent/child relationship by having the teacher as the one who assigns and grades schoolwork. For other parents, homeschooling provides the opportunity to teach their students and is a successful option for their family.
Take this time of alternate living and learning environments to explore schooling options that may have been in the back of your mind for a while, and try it out since there is little choice with the current school closures. You may find that you are much more qualified than you thought and that your students learn more and in different ways than you ever imagined.
To enroll in a virtual school many parents must use Wisconsin’s Open Enrollment. The deadline for open enrollment applications is 4:00 p.m. on April 30, 2020. The application and details are available on the DPI website:
List of Wisconsin Virtual Schools (scroll down to the list):
If you live in a district that has a virtual school, talk to the person in charge of the virtual school to inquire about the process for enrolling.
WI DPI Home-Based Private Education Program (Homeschooling). There is a form on the website below that must be completed annually by parents who homeschool their students.
I recently read an article by a mother who was writing about her experience as a visual-spatial learner in school. She shares her story and some of her experiences trying to learn the way schools teach. As one gifted visual-spatial youth once told me “For me this is a great picture…trying to fit a round peg in a square hole. Will it go in? Sure. But will it actually fit? Of course not. It’s not supposed to. As Dr. Seuss said: “why fit in when you were born to stand out?” The trouble is, many gifted visual-spatial students have a hard time fitting in because most people do not understand them, and school is not built for them, even though visual-spatial skills are key in STEM fields. Many times, these students are referred for special education, put on medication, or seen as needing behavioral intervention. Often, these interventions are predicated on grave misdiagnoses.
The author of the article, Ms. Currivan, gives a few suggestions for helping visual-spatial students learn. Two of these suggestions are engaging in homeschooling, and accessing schools built on meeting the needs of students who learn differently from the linear-auditory way most often found in schools. Many of the things that Ms. Currivan shares are very familiar to me, both as a parent of a gifted learner and as a teacher. While there have been conflicting views over the years about how children learn, and about learning styles, one thing is sure: if you know a student or adult who is a visual-spatial learner, you know that they learn differently. This kind of learning is often in conflict with the manner in which most schools teach students; learning is geared toward linear-auditory learners. I recommend the article to learn about students and adults who may seem different from others, and who may seem to learn differently than others.
A very important point to keep in mind for both parents and teachers is if you have a child or youth who learns differently from you, do not discount their way of learning; instead, value it. In your view, if they are having difficulties, investigate rather than diagnose or make assumptions or judgments based on your biases just because they function differently. We tend to misunderstand ways of learning that we cannot relate to or comprehend. If I see the world in a linear-auditory manner and a student sees the world in a visual-spatial manner, our two approaches could not be more different. We each see things the other does not, and yet both contribute to understanding the whole. That does not mean that one is right, and one is wrong and must be fixed. It simply means that different approaches to parenting and teaching are necessary. This is where teaching from a foundation of Universal Design for Learning is key.
Valuing differences in learning and living in the world makes our journey more diverse and robust. Learn from the students who you think are different, remembering that they may need time to trust you and learn how to express what is in their mind, because they rarely get to do so. By asking them how they learn, how they see things, how you can best help them learn, you will further develop your parenting and teaching skills and better meet your students’ needs.
How I Struggled in School As a Visual-Spatial Learner. There’s a Solution.
Teresa Currivan, July 26, 2017
Visual Learning and Teaching: An Essential Guide for Educators K-8
Susan Daniels (2018). Free Spirit Publishing, Inc.
Visual-Spatial Learners: Differentiation Strategies for Creating a Successful Classroom, 2nd Ed.
Alexandra Shires Golon (2017). Prufrock Press
Raising Topsy-Turvy Kids
Alexandra Shires Golon (2004). Denver, CO: DeLeon Publishing.
Available on Amazon.
Upside-Down Brilliance: The Visual-Spatial Learner.
Linda K. Silverman (2002). Denver, CO: DeLeon Publishing. (out of print).
Available on Amazon.
Journal for the Education of the Gifted
CEC TAG Journal (The Association of the Gifted)
Special Issue: Rethinking Human Potential: A Tribute to Howard Gardner
March, 2020, Vol. 43, Issue 1.
Gifted Development Center, Visual Spatial Resource
Gifted Development Center, Visual Spatial Resource-Books and Resources
Center for Spatial Intelligence and Learning, Temple University
Universal Design for Learning
Ask the Doctor