WATG, in partnership with the Department of Public Instruction, hosted a series of in-person and virtual sessions through the Four Corners Grant to support student talent development across Wisconsin. Educators played a vital role in promoting participation, and collaborative efforts like the Jane Goodall “Roots and Shoots” project provided meaningful, real-world leadership experiences for students. WATG continues to offer enriching opportunities, including its upcoming fall conference.
This blog post explores the tension between creativity and imitation in an age dominated by social media and AI. It warns that constant exposure to repetitive content and over reliance on tools like ChatGPT can diminish original thinking, even for gifted individuals. True creativity thrives on unique perspectives, and we must be mindful to preserve and nurture our own creative abilities.
This post explores the power of student choice as a strategy for differentiation in the classroom, especially for gifted learners. It highlights how giving students voice in their content, process, product, and pacing enhances motivation, creativity, and deeper engagement. The article introduces the Student Choice Board, a flexible tool structured into three tiers – “Try It,” “Stretch It,” and “Make It Yours” – to guide student autonomy while aligning with core learning goals. Practical classroom examples across subject areas demonstrate how choice fosters ownership and meaningful learning. A customizable Canva template is also provided.
This blog post reflects on a powerful leadership workshop experience through Jane Goodall's Roots & Shoots Program, hosted by WATG and the Wisconsin Department of Public Instruction. Over 60 students from Glen Hills Middle School participated in activities focused on self-reflection, empathy, and community leadership. Highlights included the "Tree of Hope" activity, where students explored their passions, goals, and personal identities through creative expression. Testimonials from 4th and 8th graders emphasize the emotional and personal impact of the workshop. The event concluded with a Glen Hills Cleanup activity, reinforcing the importance of taking meaningful action.
This insightful post by Nikki Radcliffe explores the often-overlooked emotional challenges faced by gifted learners, including perfectionism, asynchronous development, and social isolation. While gifted students may excel academically, they can struggle with stress, anxiety, and emotional regulation if their social-emotional needs are not met. Radcliffe advocates for integrating social-emotional learning (SEL) and metacognitive strategies into gifted education to support students' mental health. She offers practical tips for educators such as fostering a growth mindset, encouraging reflection, providing emotional support, and promoting realistic goal-setting. The post emphasizes the importance of balancing academic rigor with emotional wellness so gifted students can thrive holistically.
In this inspiring student-authored post, 8th-grader Benjamin Byers shares how pursuing personal interests through school programs and extracurriculars has fueled his intellectual growth and future career aspirations in engineering. From participating in Future Cities and NASA STEM clubs to conducting science fair research and mastering 3-D printing, Benjamin illustrates how engaging in interest-driven learning builds critical skills like teamwork, communication, and creativity. He advocates for schools to support diverse student interests, noting how such support boosts motivation, academic success, and social belonging. His experiences underscore the power of gifted programming, clubs, and dedicated teachers in helping students find purpose and community.
In this creative and reflective piece, Dal Drummer makes a compelling case for embracing doodling and artistic expression as valid and powerful learning tools. Drawing on personal experience as a lifelong doodler and art educator, Drummer explains how visual and artistic engagement can enhance memory, understanding, and student participation – especially for those who learn best through nontraditional methods. Supported by recent research and personal anecdotes, the post advocates for integrating the arts across the curriculum and recognizing drawing as a legitimate form of processing and demonstrating knowledge. It encourages educators, parents, and caregivers to model creative learning and to celebrate the cognitive benefits of doodling.
Jackie Drummer explores the dual nature of perfectionism among gifted children and adults, acknowledging its potential to both hinder and motivate. She emphasizes the importance of reframing perfectionism into a healthy, growth-oriented mindset. Drawing on Dr. Carol Dweck's work on growth mindset and Dr. Kenneth Ginsburg's insights, she offers practical strategies for adults to model resilience, self-compassion, and process-focused learning. The post includes thoughtful discussion questions to guide conversations about perfectionism, success, and emotional well-being.
In this post, a concerned parent and educator warns of the profound harm that dismantling the U.S. Department of Education would cause for students, especially those who are low-income, have disabilities, are twice-exceptional, or are gifted. The post outlines the Department's historical mission to ensure equal access and foster educational excellence, and highlights how recent efforts to strip funding and oversight from public schools threaten to destabilize essential support systems. The author calls on educators, parents, and advocates to raise their voices, defend public education, and push back against policies that jeopardize the rights and futures of vulnerable students.
In "Questioning is the Door of Knowledge," Dr. Uzeyir Ogurlu explores the vital role that questioning plays in the learning process, describing it as a powerful indicator of intelligence and a critical component of higher-order thinking. Referencing Bloom's Taxonomy, he explains how formulating thoughtful questions requires deep understanding and analytical thinking. In an age where technology can provide instant answers, Dr. Ogurlu urges educators and adults to encourage students to ask meaningful questions – emphasizing that the act of questioning fosters curiosity, reflection, and deeper learning. He also highlights how modeling this behavior can empower students to embrace learning and overcome the fear of "not knowing."
