Guest Blogs

Strategic Plan Update

4/1/2023

If you are reading this article, we need you! The WATG board of directors has been diligently finalizing a strategic plan that will guide our work into the year 2028. Our plans involve YOU becoming an active or more active partner in helping strengthen the learning paths of students with gifts and talents.
Take a look at our Pillars of Excellence and the goals that we will work toward achieving. How might you help?

Become a WATG member. Member dues help support WATG outreach opportunities.
Become a WATG volunteer; We are working to find new and creative ways to engage volunteers in engaging with us in this work. More information will be available about this soon!
Write to your government representatives; we will help you with this.
Attend the annual conference.
Advocate to your District to have staff members attend the conference or other events.
Make a tax deductible donation to WATG. As a working board we are very careful with every contribution.

Do you have ideas on how you can contribute? Please contact us at watg@watg.org. We are ready to listen and take action.

Summer SOAR Camp 2023

3/1/2023

Despite the recent snow and cold, summer is fast approaching. As a parent of gifted kids (now adults), I eagerly awaited the summer months. Summer was a time when my children could finally be free from the challenges of trying to “fit the mold” that traditional classroom education so often places on gifted individuals. Being a rural Wisconsin teacher with summers “off”, we would make sure that our children got experiences that could not be found in a classroom setting. Researching, hiking, camping, stargazing, picnicking, experimenting, crafting, etc made up our summer days and nights. The only thing that was really missing were opportunities for our children to create friendships and see where they fit in with groups of other like-minded children and mentors. It was during this time that I dreamed of a traditional summer camp for gifted children. Fast forward (a few decades) to 2023 and “SOAR Camp Inc.” is entering its 8th year! Here is a peek into our mission and practice.

Nestled on a lake in the heart of Wisconsin’s northwoods, SOAR Camp provides gifted youth the opportunity to experience the joys of a traditional summer camp while exploring new talents and deepening their understanding of themselves. This unique camp draws upon decades of our experience working with and for gifted youth; we aim to foster an environment of creativity and growth without the pressure of grades. The goal of this camp, beyond being simply “camp,” is to teach gifted youth that they are not alone in their giftedness and to equip them with tools to succeed. For many of these students, their time at SOAR is the first time that they are not “different” from the rest; for many of them, it is the first time that they have conversations about what it is to be gifted and how to advocate for themselves.

SOAR is built with gifted children at its heart. It was created to offer traditional camp experiences to students who often require “different” educational opportunities. We offer it through sessions tailored to engage our campers in new ways. We use STEAM (science, technology, engineering, arts, and mathematics) activities, debate, improv, games, and outdoor sports to tap into creative and collaborative processes. At SOAR camp we teach students how to build social skills and form new, lasting friendships by living in rustic cabins and doing team building exercises with these same bunkmates. They learn about nature and challenge themselves to try new things in a structured setting. At camp they develop grit and the ability to endure sometimes new and difficult things with courage while becoming comfortable with their own personal skills and talents. We also teach them how to be still, and to enjoy introspection. Many of our children spend their days with each moment programmed in activities to better themselves or to learn new things; at camp we encourage them to stop and listen to the world around them and to listen to themselves.

SOAR Camp is also a space where kids can be silly and creative, messy and loud. We help foster a mindset of creativity rather than perfection. For many of these students, the drive for perfection is an overwhelming need. At camp we teach them that there will always be one step more and one step better, but you have to let it go. We plan activities to challenge the notion of perfectionism and tap instead into a “growth” mindset. We challenge the kids to ask what they learned and how they grew, rather than striving to simply be the best. At SOAR Camp we provide opportunities for our campers to practice and to fail. For children who so frequently succeed (sometimes with little effort), failure can be challenging. During camp week we specifically help them grow and learn the importance of practice (without the threat of bad grades) and we allow them the chance to fail in a safe environment.

At SOAR camp, our campers are also given the freedom to develop the skills of working collaboratively when it is genuinely the work of a “group”. Often gifted children have had negative experiences with group work because they worry about their grade, or the lack of participation of others in the group, or perhaps because they have a better understanding of the desired outcome and become frustrated with group work. Whatever the reason is, SOAR gives them a place to learn that group work can bring unparalleled results - especially when ideas, creativity, and effort are valued by a group of like-minded peers. Our campers learn to be both leaders and followers. They are able to collaborate and strengthen their leadership skills with peers who understand their experiences and difficulties.

SOAR camp is unique from other summer camps for gifted youth in that it is not dependent on test scores for participation. We recognize that some students do not prove their giftedness through standardized test taking and that giftedness comes in many forms. We talk about the five areas of giftedness (leadership, specific academic, intellectual, creative or divergent thinking, and the visual and performing arts) and encourage the growth and exploration of all of them during our time with the students. We believe in our mission to help gifted students get to know and advocate for themselves, and it is a message that our community of instructors and counselors understand and support.

Through generous donations, we are able to keep camp financially accessible to all students regardless of socio-economic status or life situations at the time of camp. We have a simple scholarship application process. No child will be left out of SOAR Camp because of an inability to pay the registration fee.

SOAR Camp is a partner organization of WATG. I thank WATG for allowing me to publish this piece. To learn more about camp, peek at pictures - and to apply, follow the link here https://chancetosoar.com/ to our home page. We appreciate any and all sharing of this information. Happy Spring! It is coming! And so is Summer SOAR Camp 2023!

Cathy Schmit
SOAR Camp Director

To Compete or Not to Compete? That is the Question

2/1/2023

Our world is full of competitions; some of them are for adults, and some of them are for children. But all of them beg the question…”to compete or not to compete?”

Over the years I have witnessed or run many competitions – sports events, music events, math olympiads, science olympiads, national geographic bees, spelling bees, quiz bowl, writing contests…the list goes on and on. There has always been niggling doubt in the back of my mind…are these competitions a good idea or a bad idea? What are the benefits? What are the drawbacks? Is competition healthy or unhealthy for children in particular? How can we use competition as a growing tool for children (and adults)?

It is no secret that gifted children can often be very competitive. Some of them seem intrinsically competitive; others may be absorbing a competitive spirit from a treasured adult or adults, or from the pervasive competitive spirit they witness in the media. Competition is ubiquitous. If this is the case, then how can we help our kids handle both winning and losing, self-aggrandizement or self-doubt, both gracefully and with perspective?

Here are some things I’ve learned over the years:

Children need to be taught that “life is like a baseball game; you win some, you lose some, and some get rained out.” Winning and losing competitions is part of life.
Children need to be taught how to manage anxiety during competitions. Many are not equipped to deal with the nervousness that can occur before, during, and after competition. Using visualization techniques, breathing techniques, mantras, “shaking out the nerves,” finding a sympathetic eye in the audience, fine tuning attention and focus – all of these can and should be taught. Children can be taught the difference between “eustress” (the good stress that propels performance) and “distress” (the paralyzing form of stress). These are life skills, and will benefit children throughout their lives.
Children must be taught how to be a good winner AND a good loser. They must be taught sportsmanship, whether on the field or in an academic setting. They need to be taught how to accept compliments (thank you will suffice), and how to give compliments to others. They should be taught to thank coaches who are guiding them. Conversely, they need to gracefully handle disappointment and loss, without criticizing or blaming. They need to learn to win and lose gracefully. This, too, is a life skill.
Children must be coached on risk-taking. Sometimes children will not compete because they are afraid to lose. They need to understand that we grow best when we are challenged just a bit out of our comfort zone, and that it is normal to be worried about performance. The most important thing is that they took the challenge and gave it their best effort. There are many biographies and autobiographies of people who took risks and grew professionally and personally. Bibliotherapy is a great way to help children see the world through another’s lens.

Over the years I have also watched how adults handle children’s competitions, and I’ve seen great examples of adult support and not-so-great examples of adult support. Here’s what I’ve learned:

Follow your child’s lead when attending competitions; sometimes children want you there, sometimes they don’t. Although it may be hard to understand, children often have reasons. Eventually those reasons will come out.
Adults model behaviors for children. Coaches and parents/caregivers who are good role models will be realistic encouragers; they will meet the child where he/she is, both from a talent perspective and from an emotional perspective. They will refrain from over-praising and over-criticizing. They will model maturity and keep their emotions, ambitions, and words in check. Additionally, adults can help children process how professionals in the media handle competition. There are outstanding examples and poor examples; talking about this helps children understand what is right and good.
The most heartwarming comment for a child to hear from a much-respected adult is, “I enjoyed watching you play” or “I enjoyed watching you compete.” (Some of the research calls this the “grandma compliment” 😀.) When we put our hopes, dreams, and egos aside, we can give a child a genuine compliment whether they won or lost.
Be sure to stress the “fun” over the outcome. Competitions can be nerve-wracking, but they can also be a lot of fun. Highlight the camaraderie, the teamwork, and the learning. Downplay the winning or losing.
Finally, parents and caregivers can send a huge message to children when they thank the coaches, referees, or competition organizers for giving of their time and talent to help young people grow. Again, the young people are watching. Adults thanking adults for being good role models and good teachers supports the idea that competitions are designed to help us grow and that young people are worth our time and talent.

Wherever you stand on the idea of competition…to compete or not to compete…I hope you will consider these suggestions to make competition more meaningful for young people. In the process, you may sort out some of your feelings about competition, too.

Jackie Drummer, Past President and Current Board Advisor
WATG

Not Just Any Book Signing: A Teacher’s Reminder

1/1/2023

I went to a book signing today. It wasn’t just any book signing and it certainly wasn’t just any author. Kate Laack, author of In the Shade of Olive Trees was a fifth grader in my class many moons ago. I will always remember her multipotentiality, which included brilliance with the written word. I’ve never ceased to be impressed by Kate, and this accomplishment is a big deal. She wrote a fantastic and compelling novel set in Italy.

When I walked in their door today, Kate’s mother met me and we chatted. She said, “I’ll always remember the day Kate came home and said that Mrs. K. told me I’m a gifted writer.” Today’s inscription from Kate read, “Mrs. K., this doesn’t happen without you. You dreamed it first.” Wow! It got me thinking about all the students I’ve had over the years. Am I still empowering gifted students? Am I still trying to make a difference like I did with Kate? I hope so.

I decided to share this story because Kate and her mother reminded me that it does matter that teachers put effort into reaching and teaching students with gifts and talents, even though these days it seems like all of the focus is on students who struggle and need interventions. Our professional goals are usually connected to serving the most struggling students, but all students deserve our attention. Today reminded me that we shouldn’t forget to see, really see, gifted students and tell them that they matter too. Even if gifted students never come up during staff meetings or goal setting sessions, I need to still be the teacher I was back in Kate’s day. Indeed, we all need to be inspirations for kids like Kate.

So often gifted students work on their own work outside of class; it motivates and engages them. I have known this for many years, so I opened a door for their creative expression by creating a student magazine. I’ve linked our latest issue here:
Mustang Magazine - Merry & Bright.
My magazine staffers are writers, artists, and video content creators in 4th - 6th grade. Some do this work on their own time; others have their curriculum compacted by their teacher and are able to contribute more work and be editors of our sections during school time. Mustang Magazine provides a chance for me to get to know what my students are interested in and passionate about, and then share their work with a real world audience. I didn’t have the magazine when Kate was in my class, but I think she would have loved it.

My challenge to you is to find ways to lift up the gifts and talents of your students. The possibilities are endless, and the rewards are often surprising. Make it your New Year’s resolution to try something with your advanced learners, and share your idea with us at WATG. We’d love to hear from you!

Sarah Kasprowicz, Past President and Current Board Member
WATG

WATG would like to thank Esther Vasquez Guendulain of the Appleton Bilingual School for translating this article into Spanish for our Spanish-speaking families and educators.

Guiding Gifted Readers

12/1/2022

It is no surprise that many high ability children are voracious readers. Though many of them “crack the code” and begin to read earlier than their peers, not all of them do. However, most gifted readers do have some things in common. They often read earlier, better, and more frequently. Naturally these factors encourage them to continue reading. Some read anything and everything they can; others are more selective and fall in love with specific genres, authors, or themes. Though gifted readers’ interests may parallel their peers, they are often more adventuresome and want to dig deeper. Sometimes they read everything they can on a topic of interest, only moving on when that passion is satisfied. (Note that some research suggests that boys may prefer non-fiction over fiction, and this is good to keep in mind, especially with reluctant readers). Most teachers, however, agree that reading is facilitated by finding the right kind of books at the right time for each child, and this is no easy feat.

In combing the research related to advanced readers, additional themes emerged:

They may read 3-4 times as much as other readers
They may continue to be avid readers well into middle school and beyond, when many children lose their desire to read
They may prioritize reading over other activities, and can usually be found with a book nearby
They are usually reading independently by grade 2
They often have favorite authors by grade 3
They often have established reading habits by grade 5 (for example, before falling asleep)
They generally remain avid readers for both pleasure and information into adulthood

What do they like in their books?

Sophisticated beginning-to-read books
Nuanced language
Multi-dimensional characters
Visually inventive picture books
Unusual connections; finding patterns and parallels within and among books
Abstractions and analogies
A blend of fantasy and non-fiction
Quantities of information on a favored topic
Books about other gifted children

How can we encourage them?

Eliminate work on skills already mastered, and allow students to progress at an accelerated pace
Offer many challenging materials with scaffolding as necessary
Guide gifted readers to exceptional books
Accept and give advice on reading selections; read what kids are reading and recommending

Finally, what are some rights that advanced readers deserve? These are from Bertie Kingore, 2002, and are awesome to consider:

The right to read at a pace and level that is appropriate for them, without regard to grade level
The right to discuss interpretation, issues, and insights with intellectual peers
The right to read and reread many books (and not finish every book they start)
The right to use reading to explore new and challenging information and to grow intellectually
The right to pursue self-selected topics through reading and writing
The right to encounter and apply increasingly advanced vocabulary, word study, and concepts
The right to guidance rather than dictation on what is good literature and how find the best books to read
The right to read more than one book at the same time (my favorite)
The right to discuss, but not have to defend, reading choices and tastes
The right be be excused to read when one has mastered school content

As the holiday season approaches, many of you may consider giving books to your children and adolescents. These resources may help you make some great choices:

Hoagies Gifted Education Page: Books for Children Featuring Gifted Children

Byrdseed: Books Featuring Gifted Girls as Main Characters

National Endowment for the Humanities: Summertime Favorites (probably just as good for winter :)

Stephanie Tolan's Picks for Books and Plays for All Ages

Five Book Series That Show Gifted People Being Creative

And finally, one of my all-time favorite anthologies, highlighting books for various age-levels by topic: Some of My Best Friends are Books: Guiding Gifted Readers from Preschool to Highschool

The days are short, the nights are longer. It’s cocoa and reading time! Enjoy yourselves and encourage your children and students to read, read, and read!

Jackie Drummer, Past President and Current Board Advisor
WI Association for Talented and Gifted

WATG would like to thank Esther Vasquez Guendulain of the Appleton Bilingual School for translating this article into Spanish for our Spanish-speaking families and educators.

Guiando a los Lectores con Talentos Excepcionales

No es sorpresa que muchos niños altamente hábiles son lectores voraces. Aunque muchos de ellos “descifran el código” y empiezan a leer mas pronto que sus compañeros, no todos ellos lo hacen. Sin embargo, la mayoría de lectores con talentos excepcionales tienen algunas cosas en común. La mayoría del tiempo leen a mas temprana edad, mejor y mas frecuentemente. Naturalmente estos factores los motivan a continuar leyendo. Algunos leen cualquier cosa y todo lo que pueden; otros son mas selectivos y se enamoran de géneros específicos, autores o temas. Aunque los intereses de los lectores con talentos excepcionales pueden ser paralelos a los de sus compañeros, son frecuentemente mas aventureros y quieren escarbar mas a fondo. Algunas veces leen todo lo que pueden de un tema de interés, yendo a lo siguiente hasta que su pasión se satisface. (Como nota, algunas investigaciones sugieren que los niños podrían preferir lo que no sea ficción en lugar de ficción, y esto es bueno de tomar en cuenta, especialmente con lectores reluctantes) Sin embargo, la mayoría de los maestros están de acuerdo que la lectura se facilita al encontrar los libros adecuados al tiempo adecuado para cada niño, y esto no es tarea fácil.

En combinación con las investigaciones relacionadas con lectores avanzados, surgieron temas adicionales:
·    Ellos podrían leer 3-4 veces más que otros lectores
·    Ellos podrían continuar siendo lectores ávidos fácil hasta la secundaria y más allá, cuando muchos niños pierden su deseo de leer
·    Ellos podrían dar prioridad a la lectura sobre otras actividades y se les puede encontrar usualmente con un libro cerca de ellos
·    Ellos usualmente leen de manera independiente para segundo grado
·    Ellos usualmente tienen un autor favorido para tercer grado
·    Ellos usualmente han establecido hábitos de lectura para quinto grado (por ejemplo, antes de ir a dormir)
·    Ellos generalmente se mantienen como lectores ávidos por las dos cosas, el placer y la información hacia su vida de adulto

¿Qué es lo que les gusta en sus libros?
·    Libros de inicio-de-lectura sofisticados
·    Lenguaje matizado
·    Caracteres multidimensionales
·    Libros de imágenes visualmente inventivas
·    Conexiones inusuales. Encontrar patrones y paralelos dentro y entre los libros
·    Abstracciones y analogías
·    Una mezcla de fantasía y no-ficción
·    Cantidades de información de un tema favorito
·    Libros sobre otros niños con talentos excepcionales

¿Como los podemos motivar?

Eliminar trabajos de habilidades que ya son dominadas y permitir a los estudiantes progresar a un paso acelerado
Ofrecer muchos materiales que los desafíen que incluyan niveles tanto sean necesarios
Guiar a los lectores con talentos excepcionales con libros excepcionales
Aceptar y dar consejos de selecciones de lectura; leer lo que los niños están leyendo y hacer recomendaciones

Finalmente, ¿cuáles son los derechos que merecen los lectores avanzados? Estos son de Bertie Kingore, 2002 y son maravillosos para considerar:

El derecho a leer al paso y nivel que es apropiado para ellos, sin que tenga que ver el grado
El derecho a discutir la interpretación, problemas y visión con compañeros intelectuales
El derecho a leer y volver a leer muchos libros (y no terminar cada libro que inician)
El derecho a utilizar la lectura para explorar información nueva y desafiante y crecer intelectualmente
El derecho a buscar temas seleccionados por ellos mismos a través de la lectura y escritura
El derecho a encontrar y aplicar vocabulario, estudio de palabras y conceptos cada vez más avanzados
El derecho a guía en lugar de que se dicte lo que es buena literatura y como encontrar los mejores libros para leer
El derecho a leer mas de un libro al mismo tiempo (mi favorito)
El derecho a discutir, pero no tener que defender, lo que gusta y se escoge en lectura
El derecho excusado para leer una vez que se ha dominado el contenido escolar

Conforme se acercan los días festivos, muchos de ustedes podrían estar considerando dar libros a sus niños y adolescentes. Estos recursos podrían ayudarle a escoger entre unas grandes opciones:

Hoagies Gifted Education Page: Books for Children Featuring Gifted Children

Byrdseed: Books Featuring Gifted Girls as Main Characters

National Endowment for the Humanities: Summertime Favorites (probablemente tan buenos como el invierno :)

Stephanie Tolan's Picks for Books and Plays for All Ages

Five Book Series That Show Gifted People Being Creative

Y finalmente, uno de mis antologías favoritas de todos los tiempos, libros sobresalientes para todos los niveles por tema: Some of My Best Friends are Books: Guiding Gifted Readers from Preschool to Highschool

Los días son cortos, las noches más largas. ¡Es tiempo de chocolate y lectura! ¡Disfruten y motive a sus hijos y estudiantes a leer y leer!

Jackie Drummer, Presidente anterior y Actual Consejero de la Junta de Gobierno Asociación para Telentos Exepcionales de WI

Mind, Brain, and the Education of Gifted Children:Take-aways for Parents and Teachers

11/1/2022

This is the first in a series of occasional columns related to neuroscience and gifted children (series title still TBA). Erin Miller and I wrote the book chapter* on which this column is based first because we are fascinated by the topic, and second because we wanted to dispel some "neuromyths" that are popular in education in general and in gifted education in particular. Here are a few take-aways from our work.

Educational neuroscience (AKA "mind, brain, and education") research is burgeoning but the field is still very young, so strong conclusions about practice are as yet fairly rare. One major conclusion, however, has to do with "neuroplasticity:" the brain physically changes over time as a result of the environment and experience. This argues for "talent development" approaches to gifted education.
There are interesting individual studies that include gifted students, but actual brain imaging (e.g. fMRI, functional magnetic resonance imaging) is very expensive, so study sample sizes tend to be small and replication studies are infrequent.
The brains of gifted and/or creative individuals are more similar to those of others than different, but there are some interesting differences in efficiency of information processing with different kinds of problem-solving. So far, neuroscience research tends to corroborate much parent and teacher observation: for example, gifted students tend to work more quickly and have better memories than others.
There is a strong temptation to over-apply neuroscience research results to educational practice. Some of what is recommended as "brain-based" practice has an actual neuroscience research foundation, but much is speculative (though often perfectly reasonable) advice about teaching or parenting.
One neuromyth that is popular in gifted education has to do with right-brain vs. left-brain and learning styles. While these are useful metaphors to describe learning preferences, there is no underlying neuroscience research to support that children should be taught in any particular way due to these preferences. All children can benefit from being taught in a variety of modalities.
One neuroscience research result that seems quite robust is the value of aerobic activity for brain function. It almost sounds too simple, but numerous studies have found that getting oxygen to the brain really does result in better mental performance.

Future columns will probably summarize individual neuroscience research studies (or small groups of studies) and highlight their relevance for gifted students and talent development. Topics will include social-emotional issues ("affective neuroscience"), creativity (the "default network"), and the importance of appropriate challenges for optimal brain development. Suggestions and questions welcome! Just email pclinkenbeard@watg.org.

"Take-aways" from *Miller, E. M. & Clinkenbeard, P. R. (2020). Mind brain, and the education of gifted children. In J.A. Plucker and C. M. Callahan (Eds.), Critical issues and practices in gifted education: A survey of current research on giftedness and talent development (3rd ed.). Washington: National Association for Gifted Children and Waco, TX: Prufrock Academic Press.

Pamela R. Clinkenbeard, Ph.D.
Professor Emeritus, UW-Whitewater, and WATG board member and past president

Celebrate Gifted Education Month!

10/1/2022

Each year, the Wisconsin Association for Talented and Gifted celebrates Gifted Education Month during October. We celebrate with our annual fall conference with its informative and thought-provoking keynotes and workshops, with ceremonies and awards for service to our students and our field, proclamations from our Governor and Department of Public Instruction, and activities that promote camaraderie and sharing among our constituents. It is our hope that educators, parents, and caregivers will take this momentum back to their communities and share with others. Here are some ideas to get you started:

Spread the news by following us on Facebook, Twitter, Instagram, and LinkedIn
Encourage friends, colleagues, and families to follow us too!
Use the hashtag #WATG when sharing information about our organization and its activities and services
Write an email to a school board member about the importance of gifted educational programming in your school district
Thank your superintendent/director of curriculum and instruction for supporting gifted and talented programming
Thank a teacher who has worked well with gifted students and share your kudos with others; when things are noticed, they get repeated!
Write your legislators about the importance of funding and legislation for gifted services in your district and our state
Share the Gifted Education Month Proclamation in your district and/or community
Share quotes from students about the importance of gifted and talented services in their educational lives; be positive and credit the kids!
Share quotes from prominent authorities in many fields celebrating curiosity, creativity, critical thinking, and talent; post them in faculty rooms with balloons and treats, or even in bathroom stalls (there is a lot of research that says that this is a great way to highlight your message)
Consider posting facts/resources about gifted education in various places in your school building, district, or community. NAGC (The National Association for Gifted Children) has many facts and ideas here. Additionally, our WATG website has many wonderful resources that can be showcased
Consider purchasing a book for your child’s teacher/s about gifted education; general education teachers receive very little training in serving able learners (and teachers already have a myriad of mugs:) Here are some excellent suggestions...
Contact your local library and request that they purchase books about gifted education for their collection; here is a linked list of possible titles
Become a member of your local organization, WATG.org, your national organization,
NAGC.org, the World Council for Gifted and Talented, or Supporting the Emotional Needs of Gifted
Consider stuffing teachers’ mailboxes with a small treat and a thank you for meeting the needs of their gifted and talented students. Examples include Kudos bars, Hershey kisses, Smarties, Lifesavers, pencils commemorating Gifted Education Month, etc.
Find your tribe and work together - one parent or teacher advocating alone becomes “that person”; two people become “those people”...and three or more become a movement!

However you choose to celebrate gifted education week, know that we at WATG appreciate your efforts. The kids do, too!

Jackie Drummer, Past President and Board Advisor
WATG

(WATG would like to extend a huge thank you to Esther Vazquez Guendulain of the Appleton Bilingual School for translating this article into Spanish for our Spanish-speaking families and educators. The translation can also be found in our website blogs.)

Your Student and Emotional Health

9/1/2022

It’s that time of year; students are going back to school. Administrators are wondering if they are sufficiently staffed for the school year. They are also wondering where they can cut corners and still fulfill their obligations to students and state requirements. Unfortunately, the first courses often cut are the arts - regular art classes, orchestra/band/choir, etc. - courses that have been proven to support emotional health in students. This is occurring during a time when parents/caregivers, teachers, and students are increasingly worried about emotional health issues.

So, my question to parents/caregivers and teachers is this: Are your children/your students getting enough of the arts? Numerous research studies have shown that students need the arts in order to maintain their emotional health. Why is this? The arts allow processing of emotional events experienced during the day. The arts allow a person to understand his/her world in a different way. The arts allow a person to give expression to what is learned and felt in a form differing from the world of facts and figures. The arts provide a creative break from often rigorous academic schedules.

As the Encyclopedia Britannica so aptly states: “It (ART) can be used to communicate ideas and thoughts; it can be used as a tool for self-expression, used as a form of therapy, or even as a means to find beauty in life. Art also captures a moment in time, historical events, social ideas and concepts, and political or social commentary.”

Often those of us who had “art” in school only remember the “stuff” we made in class or a brief experience: drawings, paintings, a clay pottery piece, a musical or drama experience - nothing more. But “experiencing art” provides much more than just “making something or doing something”.

Again, from the Encyclopedia Britannica: “Traditional categories within the arts include literature (poetry, drama, story, and so on), the visual arts (painting, drawing, sculpture, etc.), the graphic arts (painting, drawing, design, and other forms expressed on flat surfaces), the plastic arts (sculpture, modeling), the decorative arts (enamelwork, furniture design, mosaic, etc.), the performing arts (theater, dance, music), music (as composition), and architecture (often including interior design).”

Clearly the arts touch all parts of life. They are important in the lives of children and adults; all people benefit from time for self-expression, for emotional release, for expressing thoughts, and for creativity, on a regular basis.

Parents/caregivers, if your children don’t get enough time for the arts in school, perhaps you can provide a creative space where they can just doodle, paint or put “stuff” together, sing, dance, or create dramatic presentations. This dedicated space and dedicated time are critically important to their development and emotional health.

Teachers, perhaps students can carve out some “art/creativity time” when finishing their work; better yet, infuse the arts into your curriculum whenever you can. Allow students to explore something of their own interest, even if it doesn’t result in a finished project. Perhaps it will be a piece of art, or writing/poetry, or a comic book, or a piece of music; the possibilities are endless. Again, it’s not the final product that is so important; most important is the time, space, freedom, and encouragement to create.

Finally, parents/caregivers and teachers, carve out some time for your own emotional and creative release. Treat yourself to the joy of the arts! Your emotional health will benefit greatly from it.

For more ideas about the arts, visit these websites:

National Endowment for the Arts Home Page
https://www.arts.gov/

Americans for the Arts |
https://www.americansforthearts.org/

Google Arts & Culture
https://artsandculture.google.com

Dal Drummer, Artist
WI Association for Talented and Gifted Treasurer

Su Estudiante y su Salud Emocional
 
Este es el momento del año; los estudiantes regresan a la escuela. Los administradores se preguntan si tendrán suficiente personal para el año escolar. También se preguntan de dónde pueden recortar y aún cumplir con sus obligaciones para con los estudiantes y los requerimientos del estado.
Desafortunadamente, los primeros cursos que se recortan son arte – clases de arte regular, orquesta/banda/coro, etc. - cursos que se ha comprobado que apoyan la salud emocional en los estudiantes. Esto está ocurriendo en el momento en que los padres/tutores, maestros y estudiantes están preocupándose más sobre situaciones de salud emocional.
Así que, mi pregunta a padres/tutores y maestros es esta: ¿Están sus niños/estudiantes teniendo suficiente arte? Numerosos estudios de investigación han demostrado que los estudiantes necesitan arte para poder mantener su salud emocional. ¿Por qué es esto? El arte permite procesar los eventos emocionales que experimentan durante el día. El arte permite a la persona entender su mundo de una manera diferente. El arte permite a la persona dar la expresión a lo que aprende y siente en una forma que difiere del mundo de hechos y figuras. El arte proporciona un descanso creativo de horarios académicos que continuamente son rigurosos.

Como la Enciclopedia Británica acertadamente dice: “El (ARTE) se puede usar para comunicar ideas y pensamientos; puede ser utilizado como una herramienta de expresión, usarse como una forma de terapia o incluso como un medio para encontrar la belleza en la vida. El arte también captura un momento en el tiempo, eventos históricos, ideas y conceptos sociales y comentarios políticos o sociales.”

Muchas veces, aquellos de nosotros que tuvimos “arte” en la escuela, únicamente recordamos “las cosas” que hicimos en clase o una breve experiencia: dibujos, pinturas, una pieza que moldeamos, una experiencia musical o de drama – solo eso. Pero “experimentar el arte” nos da mucho más que solo “crear o hacer algo”.

Nuevamente, de la Enciclopedia Británica: “Las categorías tradicionales dentro del arte incluyen (poesía, drama, historia y más), el arte visual (pintura, dibujo, escultura, etc.), el arte gráfico (pintura, dibujo, diseño y otras formas expresadas en superficies planas), el arte plástico (escultura, modelar), el arte decorativo (trabajo de esmalte, diseño de muebles, mosaicos, etc.), el arte de expresión (teatro, baile, música), la música (como composición) y la arquitectura (muchas veces incluyen diseño interior).”

Claramente el arte toca muchas partes de la vida. Esas son importantes en la vida de los niños y adultos; todas las personas se benefician de tener un tiempo para expresarse a sí mismos, para liberarse emocionalmente, para expresar pensamientos y por creatividad, regularmente.

Padres/tutores, si sus hijos no están teniendo suficiente tiempo de arte en la escuela, quizás usted pueda proporcionar un espacio creativo donde ellos puedan jugar, pintar o pegar “cosas”, cantar, bailar o crear presentaciones dramáticas. Este espacio dedicado y tiempo dedicado son críticamente importantes para su desarrollo y salud emocional.

Maestros, quizás los estudiantes puedan tallar algo de “tiempo de arte/creatividad” cuando terminen su trabajo; mejor aún, incluir arte dentro de su currículo siempre que se pueda. Permita que los estudiantes exploren algo de su propio interés, aunque no resulte en un proyecto terminado. Quizás sea una pieza de arte, o escritura/poesía, o un libro cómico, o una pieza de música; las posibilidades son infinitas. Nuevamente, no es el producto final lo que es tan importante; es más importante el tiempo, espacio, la libertad y la motivación para crear.

Finalmente, padres/tutores y maestros, hagan tiempo para su propia liberación emocional y creativa. ¡Consiéntase a sí mismo para disfrutar del arte! Su salud emocional se beneficiará enormemente de eso.

Para más ideas sobre arte, visite estas páginas web:

National Endowment for the Arts Home Page | National ...
https://www.arts.gov/ 
 
Americans for the Arts |
https://www.americansforthearts.org/
 
Google Arts & Culture
https://artsandculture.google.com
 
Dal Drummer, Artista 
Tesorero, Asociación para Talentos Excepcionales de WI

Turning Leadership Potential into Action

8/1/2022

It never fails. In my almost 25 years of being in education, not a year has passed without me hearing (or saying) the words, “leadership potential” as in, “Megan has such leadership potential,” or “Adam has the potential to be a leader in our class.” Perhaps you have heard yourself or a colleague uttering those same words. But what comes next? How often do we move beyond those words and take steps to help students fulfill that potential? For me personally, I can honestly say that more often than not, I dropped the ball with the “what comes next” part. So a few years ago, I decided to make a conscious effort to help my students become better leaders.

Then I quickly realized that THAT would be easier said than done. I struggled to find resources that would help me truly teach my students how to be leaders. So I had to take a different approach. I spent time reflecting on students whom I had in past classes who really stood out to me as “leaders.” What I came to realize is that there were certain things that these students did naturally that others could be taught to do. And if I could help my students to do those things, well, then I could help them begin to become leaders.

So as we prepare for the start of a new school year, I thought I would share the five things that I have observed student leaders do differently. I hope these will be helpful to you as you grow your students’ leadership potential in 2022-2023.

Ability to facilitate compromise: All effective student leaders I have had in class find a way to bring the group together through compromise. They understand how to navigate the give and take that is necessary when group members don’t agree on a project topic or group roles. By teaching potential leaders what compromise is and allowing them opportunities to practice facilitating compromise, they will be better prepared to help resolve conflict in group situations quickly and productively.

Optimism: When I really thought about my “natural leaders,” I realized that they all had a “we can do this” attitude about just about everything. They didn’t sweat the small stuff. In group situations, they served as the group cheerleader and made the team believe they could be successful. They were expert encouragers.

Ability to facilitate inclusion: This is about more than making sure no one is alone. My student leaders took inclusion to the next level…they made sure everyone had a value and a voice. They made sure that each group member had a chance to share their ideas. They checked in with each group member to make sure that everyone understood the direction the team was taking. This also does not come naturally for many kids, but it can be taught and practiced.

Effective listening skills: Hearing and listening are two very different skills. To help develop the skill of effective listening, my potential leaders and I practice being active listeners. We talk about body language, rephrasing, connecting, etc. They feel very silly doing this at first, but it is amazing to watch them carry it over into the classroom once they become comfortable. This skill will serve them well for the rest of their lives.

Sincerity: Many parents and educators have noticed that often older elementary and middle school students speak two languages; English and sarcasm. Unfortunately, the latter doesn’t do much for developing their leadership potential! I work with my potential leaders to understand the important role that meaning what you say and saying what you mean plays in earning the respect of their team. The combination of kindness and sincerity in communication is imperative.

As this school year begins, you may want to focus on these five areas with your developing leaders. If you have other great leadership tips, please share them with us at WATG. We’d love to hear from you!

Nicole Meier
WATG Board Member

Poniendo en acción el Potencial de Liderazgo

Nunca falla. En mis casi 25 años dentro de la educación, no ha pasado un año sin que escuche (o diga) las palabras: "potencial de liderazgo", como en: "Megan tiene un gran potencial de liderazgo" o "Adam tiene el potencial de ser un líder en nuestra clase". Tal vez te hayas escuchado a tí mismo o a un colega pronunciar esas palabras. Pero, ¿qué sigue? ¿Qué tan frecuente nos vamos más allá de esas palabras y damos los pasos para ayudar a los estudiantes a desarrollar ese potencial? Para mi personalmente, puedo decir honestamente que más frecuentemente que no; lo dejo caer con la parte de " que sigue". Por lo que, hace unos años decidí hacer un esfuerzo consciente de ayudar a mis estudiantes a ser mejores líderes.

Es entonces que rápidamente me di cuenta que QUÉ sería más fácil decirlo que hacerlo. Se me dificultó encontrar recursos que me ayudaran a realmente enseñar a mis estudiantes a cómo ser líderes. Por lo que tuve que adoptar un enfoque diferente. Pase tiempo reflexionando sobre los estudiantes que tuve en clases anteriores que realmente destacaron para mí como "líderes". Lo que yo me pude dar cuenta es que, había ciertas cosas que estos estudiantes hicieron naturalmente que a otros podría háberseles enseñado. Y si pudiera ayudar a mis estudiantes a hacer esas cosas, bueno, entonces podría ayudarlos a comenzar a convertirse en líderes.

Así que, mientras nos preparamos para el inicio de un nuevo año escolar, pensé en compartir cinco cosas que he observado que los estudiantes líderes hacen diferente. Espero que estos sean de ayuda para usted mientras aumenta el potencial de liderazgo de su estudiante en el 2022-2023.

Habilidad de facilitar el compromiso: Todos los estudiantes líderes efectivos que he tenido en clase encuentran una manera de unir al grupo a través del compromiso. Ellos entienden cómo navegar el dar y tomar que es necesario cuando miembros de un grupo no están de acuerdo en el tema de un proyecto o los roles del grupo. Al enseñar a los líderes en potencia, lo que es el compromiso y al darles oportunidades para practicar el facilitar el compromiso, ellos estarán más preparados para ayudar a resolver conflictos en situaciones del grupo, de una manera rápida y productiva.

Optimismo: Cuándo realmente pienso en mis "líderes naturales", me doy cuenta que todos ellos tienen una actitud de "lo podemos hacer" en casi todo. Ellos no se preocupan por las pequeñas cosas. En situaciones de grupo, ellos son el motivador del grupo y le hacen ver al grupo que pueden ser exitosos. Ellos son expertos motivadores.

Habilidad de facilitar la inclusión: Esto es sobre más que asegurarse que nadie esté solo. Mis estudiantes líderes llevaron la inclusión al siguiente nivel… se aseguraron de que todos tuvieran voz y voto. Se aseguraron que cada miembro del grupo tuviera la oportunidad de compartir sus ideas. Ellos verificaron con cada miembro del grupo para asegurarse que todos entendieran la dirección que el grupo estaba tomando. Esto también no viene de una forma natural para muchos niños, pero puede enseñarse y practicarse.

Habilidades Efectivas para escuchar: Oír y escuchar son dos habilidades diferentes. Para ayudar a desarrollar una habilidad efectiva para escuchar, mis líderes potenciales y yo, practicamos escuchando activamente. Hablamos sobre el lenguaje del cuerpo, parafraseo, conectarse, etc. Ellos sienten muy tonto al hacer esto al principio, pero es asombroso ver como llevan esto al salón de clase una vez que se sienten más cómodos. Esta habilidad les servirá muy bien por el resto de su vida.

Sinceridad: Muchos padres y educadores han notado que los estudiantes mayores de primaria y secundaria hablan dos idiomas, inglés y sarcasmo. Desafortunadamente, el escalón no ayuda mucho para que desarrollen su potencial de liderazgo! Yo trabajo con mis líderes en potencia para entender el importante papel que haz lo que dices y di lo que es, juega en el ganarse el respeto de su equipo. La combinación de amabilidad y sinceridad en la comunicación es imperativa.

Cuando este año escolar inicie, puede que usted quiera enfocarse en estas cinco áreas en el desarrollo de sus líderes. Si usted tiene más buenas sugerencias, por favor compártalas con nosotros en WATG. ¡Nos encantaría escucharlas!

Nicole Meier
Miembro de la Junta de Gobierno de WATG

Chance in Giftedness

7/1/2022

Giftedness has been associated with some extraordinary skills and capabilities which stem from nature and nurture. We already know that there isn’t guaranteed genetic inheritance from parent to offspring. Even when we know everything about a parent's genes, we don’t know what combination of their genes would occur in their offspring. From a giftedness point of view, even though parents are gifted, there is unpredictability; for example, a child could look more like Mom, Dad or a combination of both, or could inherit intelligence from one parent or from both parents.

When it comes to the environment, there is even more unpredictability. For example, we cannot usually decide who our parents are, or which teachers will teach us. There are many things that we cannot determine – for example, how educated our parents are or how wealthy our family is, and many researchers have studied both of these things.

Gagné is one of the leading scholars in the field of gifted education. Gagné’s theory (Gagné's Differentiated Model of Giftedness and Talent) suggests that all talents are developed from natural abilities through learning and environmental factors. Chance is another important factor in talent development. Like Gagné, Tannenbaum’s Sea Star Model of Giftedness addresses the relationships between abilities and fulfillment of possibility. Tannenbaum did not believe that children who have abilities can necessarily become a gifted adult. They need to get exposed to broad ranges of experiences and information. Tannenbaum also believed that sometimes it was luck or chance that enabled some children with abilities to reach their full potential.

There is an additional interesting theory in developmental psychology that affects giftedness: Niche-picking. Niche-picking is simply the tendency of people to choose an environment that complements their heredity. Studies have shown that a match between training (nurture) and cognitive abilities (nature) lead certain individuals to be more likely than others to take advantage of training better than others. For instance, if you possessed innate musical skills, you would have more tendencies to take musical training than others, and then musical training would be more beneficial for you than others. This combination of nature and nurture would further your talent.

In summary, even though effort and motivation make a huge difference in developing potential abilities, chance is also a factor in giftedness. Sometimes the factors that we cannot control provide surprising results.

Dr. Uzeyir Ogurlu, Board Member
WI Association for Talented and Gifted

(WATG would like to extend its deep appreciation to Esther Vazquez Guendulain of Appleton Bilingual School for translating this article into Spanish for our Spanish-speaking families and educators. The translation can be found below.)

La oportunidad en los talentos excepcionales
Los talentos excepcionales han sido asociados con algunas habilidades y capacidades excepcionales que provienen naturalmente y se fomentan. Ya sabemos que no se garantiza la herencia genética de los padres a su descendencia. Aún cuándo sepamos todo sobre los genes de los padres, no sabemos qué combinación de genes ocurrirá en su descendencia. Desde un punto de vista de talentos excepcionales, aunque los padres tengan talentos excepcionales, no se puede predecir. Por ejemplo, un niño podría parecerse más a la mamá, el papá o una combinación de los dos; o podría heredar la inteligencia de uno de los padres o de ambos padres.
Cuando se trata del entorno, se puede predecir aún menos. Por ejemplo, no podemos usualmente decidir quienes son nuestros padres o quienes serán nuestros maestros. Hay muchas cosas que no podemos determinar. Por ejemplo, qué tanta educación tienen nuestros padres o qué tanta riqueza tiene nuestra familia; y se han hecho muchas investigaciones de ambas cosas.
Gagné es uno de los eruditos en el campo de la educación para talentos excepcionales. La teoría de Gagne (El modelo diferencial del talento excepcional de Gané) sugiere que todos los talentos son desarrollados de habilidades naturales a través del aprendizaje y factores de ambiente. La oportunidad es otro factor importante en el desarrollo del talento. Como Gagné, el modelo estrella de mar de talentos excepcionales de Tannenbaum’s, aborda las relaciones entre habilidades y realización de posibilidades. Tannenbaum no creía que los niños que tienen habilidades pueden necesariamente ser adultos con talentos excepcionales. Ellos necesitan ser expuestos a un amplio rango de experiencias e información. Tannenbaum también creía que algunas veces fué suerte o la oportunidad, que permitió a algunos niños con habilidades alcanzar su máximo potencial.
Hay una interesante teoría adicional en el desarrollo psicólogico que afecta el talento excepcional: selección-de-nicho. Selección-de-nicho es simplemente la tendencia de las personas a escoger un ambiente que complemente su herencia. Los estudios han mostrado que juntos, el entrenamiento (crianza) y las habilidades cognitivas (naturaleza) hace que ciertos individuos sean más propensos a aprovechar mejor el entrenamiento que otros. Por decir, si usted posee una habilidad musical innata, usted tendría más tendencias a tomar entrenamiento musical que otros, y entonces el entrenamiento musical sería de mayor beneficio para usted que para otros. Esta combinación de naturaleza y el de fomentar, mejoraría su talento.
En resumen, aunque el esfuerzo y motivación hagan una gran diferencia en el desarrollo de habilidades potenciales, la oportunidad es también un factor dentro del talento excepcional. Algunas veces los factores que no podemos controlar dan resultados sorprententes.

Dr. Uzeyir Ogurlu, Miembro decla Junta de Gobierno
WI Association for Talented and Gifted

(WATG desea extender su profundo agradecimiento a Esther Vazquez Guendulain de Appleton Bilingual School por traducir este artículo al español para nuestras familias y educadores hispanohablantes . La traducción puede encontrarse también en el blog de nuestra página web.)