WISCONSIN ASSOCIATION FOR TALENTED & GIFTED

Wisconsin Association For Talented & Gifted

  • Get Involved
    • Membership
    • News
    • Meet The Board
    • Gifted Listserv
  • Resources
    • Resources
    • Advanced and Accelerated Learning in WI
    • WATG Blogs >
      • News from the Board
      • Noticias de las Mesa Directiva
      • Gifted in Perspective
      • Dotados en Perspectiva
      • Ask the Doctor
      • Gifted @ Home
      • Student Voices
      • Guest Blogs
      • Tools to Use Today
      • From the Bookshelf
      • GT Meanderings
      • Advocacy Blog
    • Podcasts
    • History
    • Pioneer Profiles
    • Awards & Scholarships
    • G/T groups across the state
    • Past Newsletters
  • Equity
  • Advocacy
    • Advocacy
    • Advocacy Blog
  • Annual Conference
    • Keynote Speakers
    • Logo Contest
    • Teen Conference
    • Past Conferences
  • Contact Us
  • Get Involved
    • Membership
    • News
    • Meet The Board
    • Gifted Listserv
  • Resources
    • Resources
    • Advanced and Accelerated Learning in WI
    • WATG Blogs >
      • News from the Board
      • Noticias de las Mesa Directiva
      • Gifted in Perspective
      • Dotados en Perspectiva
      • Ask the Doctor
      • Gifted @ Home
      • Student Voices
      • Guest Blogs
      • Tools to Use Today
      • From the Bookshelf
      • GT Meanderings
      • Advocacy Blog
    • Podcasts
    • History
    • Pioneer Profiles
    • Awards & Scholarships
    • G/T groups across the state
    • Past Newsletters
  • Equity
  • Advocacy
    • Advocacy
    • Advocacy Blog
  • Annual Conference
    • Keynote Speakers
    • Logo Contest
    • Teen Conference
    • Past Conferences
  • Contact Us

Leisure Reading

8/1/2020

0 Comments

 
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.
 
Happy reading!

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)
http://www.literacyworldwide.org/docs/default-source/where-we-stand/leisure-reading-position-statement.pdf
 
Why Some People Become Lifelong Readers
Joe Pinsker, The Atlantic (9/19/19)
https://www.theatlantic.com/education/archive/2019/09/love-reading-books-leisure-pleasure/598315/
 
2020 Summer Reading Lists, Birth-Grade 8
Assoc. for Library Services to Children (ALSC)
Division of the American Library Assoc.  (ALA)
http://www.ala.org/alsc/publications-resources/book-lists/2020-summer-reading-list
 
Topical Book Lists, Birth-Grade 8
ALSC
http://www.ala.org/alsc/publications-resources/book-lists
 
YALSA Booklists
Young Adult Library Services Assoc. (YALSA)
Division of the American Library Assoc.  (ALA)
http://www.ala.org/yalsa/booklistsawards/booklists
 
List of Children’s Book Series
Wikipedia
https://en.wikipedia.org/wiki/List_of_children%27s_book_series
 
List of Children’s Book Series
List by alphabetical order, age group, grade level equivalent, genre, and more
KidsBookSeries.com
 
List of Children’s Book Series, Alphabetical Order
https://www.kidsbookseries.com/list/sorted-alphabetically#A
 
List of Children’s Book Series, Age Group (0-16+)
https://www.kidsbookseries.com/list/sorted-by-age-group
 

0 Comments

Connecting with Others

7/1/2020

0 Comments

 
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
    -hobbies
    -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.

Blogs

Pen Pal Tips and Ideas for Kids, 4/5/2020
https://www.momtrends.com/featured/pen-pal-tips-and-ideas-for-kids

A Simple Guide to Pen Pal Writing, Homeschool Notes, 3/22/18
https://www.homeschoolnotes.com/guide-to-pen-pal-letter-writing/

Are There Any Benefits to Having a Penpal in the Digital Age?, Ivy Ngeow, 3/25/19
http://writengeow.com/benefits-of-penpal-in-digital-age/

The Benefits of Handwriting for Young Children, Susan Brunk, 8/18/2016
https://www.steppingstoneschool.com/the-benefits-of-handwriting-for-young-children/

Writing in Online and Multimedia Environments:  Why Digital Writing Matters in Education
Paige Donahue, 5/18/2016
https://www.aaeteachers.org/index.php/blog/1634-writing-in-online-and-multimedia-environments-why-digital-writing-matters-in-education

Articles and Educational Resources

Why Handwriting Is Still Essential in the Keyboard Age, Perri Klass, M.D., 6/20/16
http://buildingrti.utexas.org/sites/default/files/documents/WhyHandwritingIsStillEssentialintheKeyboardAge_NY_TIMES.pdf

Writing Letters to a Pen Pal, Lesson Plan by Scholastic 
https://www.scholastic.com/teachers/sponsored-content/USPS/writing-letters-to-a-pen-pal/

9 Powerful Apps to Help Kids Learn Cursive Writing
https://www.educatorstechnology.com/2017/10/9-powerful-apps-to-help-kids-learn.html


0 Comments

Outdoor Summertime Fun

6/1/2020

0 Comments

 
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
Scavenger hunt
Sidewalk/driveway chalk art
Blow bubbles with bubble mix you make
Play with a ball (catch, basketball, softball, dodgeball, badminton)
Gardening
Collect leaves, rocks
Make mud pies
Wash the car
Stacking cups
Fishing



Gross Motor (Large Muscles) Skills
Climb a tree
Play in water
Kick ball
Jump rope by yourself or with family members, reciting the rhyme you created (see Creativity below)
Hopscotch
Play with a ball
Sidewalk/driveway bowling
Exercises (jumping jacks, lunges, squats, run in place)
Bike ride
Skateboarding
Scooter ride
Rollerblading
Walking


Field Day Activities
100-yard dash
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)
Relay Run


Creativity Skills
Pretend play
Make up your own games 
Make new rules for well-known games
Create the rhyme to recite while jumping rope
Sidewalk/driveway chalk art
Obstacle course
Write letters to family or friends 
Birdwatching


Calming Skills
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
Create art
Meditate
Yoga


Websites with Activities

Keeping Kids Active and Safe During the COVID-19 Pandemic
Johns Hopkins University
https://hub.jhu.edu/2020/04/20/keshia-pollack-porter-keeping-kids-active-during-covid-19/

Nature-Based Activities to Do While Practicing Social Distancing
University of Minnesota Extension
https://extension.umn.edu/natural-resources/nature-based-activities

Keeping Children Active During the Coronavirus Pandemic (free PDF)
American College of Sports Medicine
https://www.exerciseismedicine.org/assets/page_documents/EIM_Rx%20for%20Health_%20Keeping%20Children%20Active%20During%20Coronavirus%20Pandemic.pdf

How To Keep Kids Engaged During COVID-19
Wisconsin Public Radio, Central Time Podcast
https://www.wpr.org/how-keep-kids-engaged-during-covid-19

Playing It Safe While Getting Cooped-Up Kids Outside, National Geographic
https://www.nationalgeographic.com/family/2020/04/playing-safely-outside-coronavirus/

National Park Resources, National Geographic
https://www.nationalgeographic.org/idea/national-park-resources/

Junior Ranger Online, National Park Service
https://www.nps.gov/kids/junior-ranger-online.htm

Family Activities to Try During Closures-COVID-19 Checklist 
Ohio, Department of Health
https://coronavirus.ohio.gov/wps/portal/gov/covid-19/families-and-individuals/coping-with-covid-19-anxiety/Family-Activities-to-Try-During-Closures-COVID-19

101 Ideas to Keep Your Kids Busy During Coronavirus Closures, Forbes
https://www.forbes.com/sites/tarahaelle/2020/03/15/101-ideas-to-keep-your-kids-busy-during-coronavirus-closures/#1fb4b68874a4

Explore.org Animal Live-Cams, World’s Largest Nature Network
Live cameras of wild and domestic animals around the world.
https://explore.org/livecams

Explore.org Free Nature Lesson Plans
https://explore.org/education

How to Make These Next Few Weeks A Little Easier, Courtesy of Birds
All About Birds, The Cornell Lab, Cornell University
https://www.allaboutbirds.org/news/how-to-make-these-next-few-weeks-a-little-easier-courtesy-of-birds/

CESA 6 COVID-19 Resources
CESA 6, Curricular and Instructional Support (click links of subjects for resources)
https://www.cesa6.org/covid19.cfm

CESA 6 Websites and Lesson Ideas (including extended learning for GT)
https://docs.google.com/document/d/1Ql86a9eUg04PzUrOmCYpN0iMkxCE7CBqm-tqIJbwT_g/edit

COVID-19:  Travel, Wisconsin Department of Health Services
https://www.dhs.wisconsin.gov/covid-19/travel.htm


Keep Children Healthy During the COVID-19 Outbreak, CDC
https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/children.html

Physical Activities Guidelines for Americans, 2nd edition
U.S. Department of Health and Human Services
https://health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf


0 Comments

Solitude or Loneliness?

5/1/2020

0 Comments

 
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.

Further Reading-Solitude

Study Shows Solitude Can Be Good for Mental Health
https://www.jhunewsletter.com/article/2019/04/study-shows-solitude-can-be-good-for-mental-health

Teens Who Seek Solitude May Know What’s Best for Them
https://www.sciencedaily.com/releases/2019/03/190322163339.htm

Interview with Christine Fonseca about Introverted Gifted Students
The Davidson Institute for Talent Development, 2014
http://www.davidsongifted.org/search-database/entry/a10815

The Virtues of Isolation, Brent Crane
The Atlantic, March 30, 2017
https://www.theatlantic.com/health/archive/2017/03/the-virtues-of-isolation/521100/

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
https://www.garrisoninstitute.org/blog/solitude-silence/

2) A Short History of Walking, Jennifer Stitt
The Garrison Institute, Oct. 11, 2017
https://www.garrisoninstitute.org/blog/short-history-of-walking/

3) The Difference Between Loneliness and Solitude, Jennifer Stitt
The Garrison Institute, Nov. 14, 2017
https://www.garrisoninstitute.org/blog/loneliness-solitude/

4) The Courage to Be in Solitude, Jennifer Stitt
The Garrison Institute, Dec. 19, 2017
https://www.garrisoninstitute.org/blog/the-courage-to-be-in-solitude/

5) Solitary Encounters:  Making Our Selves and Our Stories, Jennifer Stitt
The Garrison Institute, Jan. 23, 2018
https://www.garrisoninstitute.org/blog/solitary-encounters/

5 Ways Solitude Can Make You More Successful, Backed by Science, Amy Morin
Inc., August 27, 2018
https://www.inc.com/amy-morin/5-ways-solitude-can-make-you-more-successful-backed-by-science.html

7 Science-Backed Reasons You Should Spend More Time Alone, Amy Morin
Forbes, August 5, 2017
https://www.forbes.com/sites/amymorin/2017/08/05/7-science-backed-reasons-you-should-spend-more-time-alone/#5ebcd0f51b7e

Further Reading-Loneliness

The History of Loneliness, Jill Lepore
The New Yorker, April 6, 2020
https://www.newyorker.com/magazine/2020/04/06/the-history-of-loneliness

What’s the Different Between Solitude and Loneliness?  Dean Griffiths
Psychreg, Dec. 25, 2019
https://www.psychreg.org/difference-between-solitude-and-loneliness/

The Relationship Between Psychological Symptoms, Creativity, and Loneliness in Gifted Children
Journal for the Education of the Gifted, March 27, 2018
https://journals.sagepub.com/doi/10.1177/0162353218763968

Loneliness:  Often the Norm for Gifted 2/e Children and Adults, Julie F. Skolnick
Nov. 29, 2017
https://www.withunderstandingcomescalm.com/loneliness-often-norm-gifted-2e-children-adults/

To Prevent Loneliness, Start in the Classroom, Ashley Fetters
The Atlantic, October, 17, 2018
https://www.theatlantic.com/education/archive/2018/10/loneliness-prevention-schools/573280/

​
0 Comments

Alternate Learning Environments

4/1/2020

0 Comments

 
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:
https://dpi.wi.gov/open-enrollment

List of Wisconsin Virtual Schools (scroll down to the list):
https://sms.dpi.wi.gov/OEParent/Faqs.aspx#virtual

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.
https://dpi.wi.gov/sms/home-based

​
0 Comments

Different from Me: Visual-Spatial Learners

3/1/2020

0 Comments

 
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.




Article

How I Struggled in School As a Visual-Spatial Learner.  There’s a Solution.
Teresa Currivan, July 26, 2017
https://medium.com/@teresacurrivan/how-i-struggled-in-school-as-a-visual-spatial-learner-4411aea3faab


Books

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

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.


Websites

Gifted Development Center, Visual Spatial Resource
https://www.gifteddevelopment.com/resources/visual-spatial-resource

Gifted Development Center, Visual Spatial Resource-Books and Resources
https://www.gifteddevelopment.com/resources/visual-spatial-resource/books-and-resources

Center for Spatial Intelligence and Learning, Temple University
https://news.temple.edu/related-stories/center-spatial-intelligence-and-learning

Universal Design for Learning
http://www.cast.org/our-work/about-udl.html#.XlqaxS2ZPYU

​
0 Comments

Open Enrollment

2/1/2020

0 Comments

 
February is a time to look toward spring, hopeful that the heavy winter months are behind us, although March is still to come, and March always seems unpredictable.  In Wisconsin, February also starts the public school open enrollment period. This year open enrollment runs from February 3 to April 30, 2020. This is a time when parents may explore schooling options for their children outside of their own geographic school district (except for districts involved in school voucher programs throughout the year).  

In this blog I have written about open enrollment each February for the past few years, so you may wish to check the archived blogs for additional information.  The best way to get accurate information about open enrollment is by going to the DPI website (listed below), and by talking to the school and school district that you may be considering.  Consider that even virtual schools are included in open enrollment. Remember, also, that the school district to which you wish to enroll must accept your child; it is not automatic.

During this time many school districts hold open house sessions for families considering open enrollment.  I encourage you to attend the open house sessions, take your student, meet teachers, and look around the school.  If you think a particular school looks promising, ask about visiting during school hours to get the feel of the school when students are there, and have your child shadow a student for a day.  Talk to other families in that district. Do your research. Selecting a school via open enrollment is similar to conducting a college search for a high school student. Gifted students may need something different from what their home school district can or will offer, and open enrollment is often a good option to meet their needs. However, it is a highly individualized decision.

The open enrollment website at DPI is given below.  It includes the forms, deadlines, and other information necessary to learn about and apply for open enrollment.  Also below is an example of a public virtual school’s open enrollment informational web page: Wisconsin Connections Academy, part of the Appleton Area School District.  The web page will give some idea of how school districts may provide open enrollment information. In case you did not know, WI Connections Academy offers services for gifted students.

Making a decision about where your child will attend school is often a difficult one.  It may take a long time to decide (making sure your child has a voice in the decision), and you may second guess yourself.  This is normal. Know that many other parents have gone through the process of trying to find a school that is a good fit for their gifted student.
  

Open Enrollment Resources
WI Department of Public Instruction (DPI) Webpage for Public School Open Enrollment
https://dpi.wi.gov/open-enrollment

WI Connections Academy, Appleton Area School District Open Enrollment Web Page
https://wca.aasd.k12.wi.us/cms/one.aspx?pageId=10554938

0 Comments

Advocacy

1/1/2020

0 Comments

 
January 2020.  Does it seem as though it is the year 2020?  Time seems to be flying by with the years coming and going one by one.  At the start of this year there is disagreement as to whether the year 2020 is the start of the new decade or the end of the current decade.  There are explanations for each side, some with scientific or mathematical facts and others without it.  That is a question for students who are gifted to debate.
 
Regardless of the outcome of the decade question, we are now in a new year, and 20 years into this century.  What is important to students who are gifted, their parents, and teachers?  One thing that is very important for every student, parent, and teacher is advocacy.  We advocate for ourselves, our children, or for others many times throughout the year. 
 
Do you ever try to convince your boss to give you that particular Friday off so you can meet your friends for a long weekend away?  Has your child ever tried to talk you into letting him go to school late so he could sleep in a little after a late night at some event?  Have you ever tried to convince the principal to allow a particular student to take your class because you knew she was up to the challenge even though she was a year or two below the grade that normally takes the course?  These are all examples of advocating for someone or something.
 
Advocacy has specific skills and approaches that must be learned in order to be most effective.  Sometimes we, as parents, think our children should come with an owner’s manual with instructions, and advocacy should be an included topic.  To help with that, below is a list of links with information about advocacy for parents, and teachers.  You are welcome to explore links in both categories, but I listed them in the two categories in case you have little time to explore the information.
 
I would like to point out a few resources listed below.  Several of the resources highlight advocating for students with disabilities. While gifted students do not usually have a disability (unless they are twice-exceptional), they have exceptional learning needs.  Parents and teachers who work in special education with students with disabilities have a long history of developing and using advocacy skills.  These skills and approaches are easily transferable and applicable to giftedness if one substitutes giftedness in place of disability.  This applies to the resources below from Wrightslaw, and Rick Lavoie.  Both are experts in the field of disabilities, and their writing applies to giftedness as much as disabilities. 
 
As we start the new year, I encourage you to be positive, collaborate with others, and use your advocacy skills to work together so students who are gifted have an appropriate education in order to impact their world in extraordinary ways.
 
 
Advocacy Resources
 
For Parents and Teachers
 
Gifted Advocacy-List of Resources and Links
Hoagies Gifted (2019)
https://www.hoagiesgifted.org/advocacy.htm
 
 
Advocating for Your Child-Getting Started
Wrightslaw, Pamela Wright (2016)
https://www.wrightslaw.com/advoc/articles/advocacy.intro.htm
 
 
Tips for Parents:  Advocacy-Working with Your Child’s School
The Davidson Institute (2015)
http://www.davidsongifted.org/search-database/entry/a10558
 
Advocate for Your Child
NAGC
https://www.nagc.org/get-involved/advocate-high-ability-learners/advocate-your-child
 
 
 
For Parents
 
From Emotions to Advocacy:  The Parents’ Journey
Wrightslaw, Pamela Wright (2018)
https://www.wrightslaw.com/advoc/articles/Emotions.html
 
 
Best Practices in Self-Advocacy Skill Building
Center for Parent Information and Resources (2018)
https://www.parentcenterhub.org/priority-selfadvocacy/
 
 
Advocating for Your Gifted Child
Institute for Educational Advancement (2017)
https://educationaladvancement.org/blog-advocating-for-your-gifted-child/
 
 
How Can I Advocate for My Gifted Child?
Gifted Today, Duke Blog, 2016
https://blogs.tip.duke.edu/giftedtoday/2016/11/04/how-can-i-advocate-for-my-gifted-child/
 
 
Skills for Effective Parent Advocacy-Parents
The Pacer Center (2010)
https://www.pacer.org/publications/fasttraining/ParentAdvocacy/English/FAST%20Skills%20for%20Effective%20Parent%20Advocacy.ppt
 
 
 
For Teachers
 
Advocating for Gifted Programs in Your Local Schools
NAGC
https://www.nagc.org/get-involved/advocate-high-ability-learners/advocating-gifted-programs-your-local-schools
 
 
Teaching Strategies That Advocate Your Students
Teach Hub
https://www.teachhub.com/teaching-strategies-advocate-your-students
 
 
Teachers as Advocates:  If Not You-Who?
Julia Link Roberts and Del Siegel
Gifted Child Today, January 2012
(Journal Article)
https://journals.sagepub.com/doi/pdf/10.1177/1076217511427432
 
 
Educators Must Believe in and Advocate for Their Students
The Edvocate, TED Talk by Rita Pierson
https://www.theedadvocate.org/educators-must-believe-in-and-advocate-for-their-students/
 
 
Everyday Engagement
Introduction:  The Teacher as Everyday Advocate
ASCD (2011)
http://www.ascd.org/publications/books/109009/chapters/Introduction@-The-Teacher-as-Everyday-Advocate.aspx
 
 
Fighting the Good Fight:  How to Advocate for Your Students Without Losing Your Job
Rick Lavoie (2008)
https://www.readingrockets.org/article/fighting-good-fight-how-advocate-your-students-without-losing-your-job
0 Comments
Previous
Forward

    Ask the Doctor

    Picture
    Dr. Wanda Routier, Former WATG Board Member

    Archives

    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    August 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    August 2019
    June 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    June 2018
    May 2018
    April 2018
    March 2018
    February 2018
    December 2017
    October 2017
    September 2017
    August 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    August 2016
    June 2016
    April 2016
    February 2016
    January 2016
    September 2015
    August 2015
    April 2015
    March 2015
    February 2015
    January 2015
    December 2014
    November 2014
    September 2014
    May 2014
    March 2014
    January 2014
    December 2013
    August 2013
    May 2013
    March 2013
    December 2012
    November 2012
    May 2012
    March 2012
    January 2012

    Categories

    All

    RSS Feed

Picture

Get Involved

Advocacy
News
The Board

Resources

​Blogs
History
Pioneer Profiles
G/T Groups

Conference

Scholarships

Contact Us