Our Legacy: CONFERENCE ISSUE: The Choice is Ours …

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Member, National Association fOr Gifted Children (NAGC)

Our Legacy: The Choice is Ours

Pau~ S~ocumb, Ed. D.

G ifted education is a special program designed to meet the

needs of a special population. Establishing identification criteria and implementing programs for gifted learners is based on the assumption that the regular program cannot fully meet these students' special needs. Because of the special needs a special intervention is needed in order to help these students meet their full potential.

This assumption and goal is shared by all such targeted populations: special education, bilingual, Title I, compensatory education, etc. All are programmatic interventions whose sole purpose is to help these students develop to their fullest potential.

For whatever reason gifted education is not typically perceived as an essential "special program." Because most gifted programs service students who are being successful in the regular program, it is sometimes difficult for classroom teachers and administrators to see gifted education as an intervention. One of the greatest challenges facing gifted education in Texas, as well as the nation, is the identification and servicing of under-represented populations in the gifted program. These include gifted children who are dyslexic,language learning disabled, non-English speak-

(see SLOCUMB, page 23)

FALL 2004

CONFERENCE ISSUE:

ENRICHING THE LEGACY

Our Legacy: The Choice is Ours Paul Slocumb

From the President Judy Bridges

E)(ecutive Director's Update Jay Mcintire

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2

3

I\cJvflnCCJrJ F'lacCJlmmt and lile) (;iflECKj Leamor

Cecelia Boswell 4

"h"ping the World Mom by Aiom Forester & Wada

Book Reviewb Michael Cannon

Coil for Articles

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28

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FROM THE PRESIDENT

Judy Bridges

I began my year as President at the Annual Meeting of the Membership by sharing two quotations to which I often refer, I would like to dose by retlecting upon the past year with these quotes in mind, Theodore Roosevelt wrote:

It is not the critic who counts, not the one who points out how the strong man stumbled or how the doer of deeds might have done them better.

The credit belongs to the one who is actually in the arena, whose face is marred with sweat and dust and blood; who strives valiantly, who errs and comes up short again; who knows the great enthusiasms, the great devotions, and spends himself in a worthy cause, who, if he wins, knows the triumphs of high achievement, and who if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who know neither victory or defeat.

During the 2004 Association year, TAOT has detlnitely been in the arena addressing OfT accountability, 01 T funding, school finance legislation, SBEC rules, and annual Javits appropriation support, reestablishing the Of T Coordinators' Division and the Research Division, establishing the Dual Language Multicultural Division, consolidating and refining internal regulatory documents, initiating the Legacy Book Award, and making preliminary preparations for the Texas Legacy Endowment. Thus, we continue to be devoted to the provision of appropriate services for the gifted and talented.

Is our task finished? I hope not, but I do hope that we have honored our predecessors with our etforts to continue the dream and inspired our successors to greater heights. Each of us knows that the children of Texas depend upon us to strive constantly to ensure that their unique needs are met through programs that are adequately staffed and funded, a truly worthy cause.

The 2005 Association year will face another legislative session, What challenges will the new session bring? What challenges will occur in your district, in your school, in your child's school? Despite the level of ditllculty, I would urge you to dare greatly-aspire to be a champion, The worst result will be the strengthening of your resolve

(see BRIDGES, page 9)

PUBLICATIONS EDITOR Michael Cannon

PRESIDENT Judy Bridges

PRESIDENT·ELECT Bobbie Wedgeworth

FIRST VICE-PRESIDENT Fara Green

SECOND VICE-PRESIDENT Patti Staples

THIRD VICE-PRESIDENT Joanna Baleson

SECRETARY~REASURER Dr. Keith Yost

IMMEDIATE PAST-PRESIDENT Tillie Hickman

EXECUTIVE DIRECTOR Jay Mcintire

Th~ T~~~\~ A~~oci!ltiol1 for Ihe Gifled ;jl~d 'r~1~1l1~u (TAC,T) i.~ ;! nonprQI'it orguni7.!ltioll of pnrents lind profc~~iolll\b pn'))I)(')lin.!! .,pproprinte education for gifted und talented ~[LLdel)[~ hI lll~ .~I;Jl~ urT~~,,~.

TAGT 1imrpo b lh~ 11t'lic,:i,1I jOlll"llll1 oftheTexllsA,socilltion fOI" the Gifted ;)'Ild Tal~nlcLl. It i.~ rLJnli~hed fOllr til11CS 1\ yenr in January, Apdl, JUly, ,LIla Ol.:l()h~r. Th~ ~LJb.~c,:ription is !I benefit for TAGT melllb~['s. AnllLl;ll dLl~s <Ire $~S - $55

Material appcal'illg irl1f:!lIIpo lTIay b~ reprinted unless otherwise noted. When copying all aJ'tiL:le !l1~,J~~ J..:ilc T~mp() ,Jnd TAGT !lslhe source. Wc apl)J'eJ:i,ne J:Ul)I~~ (If!lublk;Jli~JI1~ J..:qnl.~ining T~/JJf1(J J'cprinls,

TACH do~~ nol !;ell itR !llember~hip li~1 to advel'li~eJ'~ ('JJ' olher par1it!~. I lnw~v~r, m~l11ben;hip nllme, lind !Iddrc~~e~ aJ'E: mad~ ;lvail,Jhlc l"~lJ' .lpprov\,.d ro~ellrch requeRts, If you do nO! wi~h youJ' Ililme II) bt! lll,ld~ avail,Jb1~ forGrr-rell~ted J"eRearch, plca~e wriJe 10 TAGT;J.J Jht! addrl!~~ bdJ.1W,

I\ddre~s correspondence conccJ"Jliog Ihe "lh,J~ A~~m:i'JliJ.lJl tilr lhe Gifl~d lind TIllented (including subsCI'II>tioll qu(!~tion~) 10 7i1GT. 406 £a.H Ilrll STI'i:l!f, Sf/lrl! 310, Au.l"fil!, 1e.mr, 7H1{J} ·2ri/7. Call TNJT at 512/499-8248. FAX 512/499-8264.

ADDU,;;.')S CORRECTION REQUESTED.' l'l~a~~ JIJ)lil"y '1AC"T if y~llJ ,U"(: moving or if your mailing addrc~~ ha.'l ChaJlgl!d. '1ACH mJb1iJ,:,Jtionsllre sent vin third-claR; mnill1nd al'c /J/!I

fUI'W;1J'dt!d hy Ih~ P~lSI OfliJ,:~, Bc SIJJ"e to renew your I11cmbcl'~hip. You will JW! r!!!l:E:ive TI\OT plJbliJ,:,Jlion~ or !ll!lilings after your meJllbE:J'~1)11) expiraliuJl dal~.

[O;;~IONS EXPAESSED BY INDIVIDUAL AUTHO~~-~~ NO';-[

NEC~.~SARILY REPRESENT OPFICIAL POe'T'ON~ . .?~ .. ~~GT.

2 TEXAS ASSOCIATION FaA THE GIFTED AND TALENT"D • TEMPO' FALL 2004

EXECUTIVE DIRECTOR'S UPDATE

Extra! Extra!

The TAGT conference returns to north Texas for the first time in 6 years I (With apologies to our members and friends in region 16, the DFW area does count as north Texas to those of us in the capitol area.)

Dallas area educators and parents are in for a treat. The conference schedule is packed with more than 300 sessions, including many new topics and presenters as well as some traditional favorites. This year our keynote speakers will be Sharon Lind, an expelt On social and emotional needs of gifted children and Miss Texas, a Rice graduate with a double major in mathematical economic analysis and sport management. We think you'll find her to be a gifted speaker, too.

Our conference as the place to go to recharge mental batteries and tm up on new ideas. Attendees will be reinvigorated by their interactions with one another and with presenters, by examining materials in the exhibit hall before tbey decide whether or not to purchase them, and by going to tbe special events associated with TAGT, like Creativity Potpourri, the Student Showcase, and the Annual TAGT Members' Meeting.

If you are ready for in-depth information that takes you into the heart of a topic and hones your expertise, try a preconvention workshop. These full-day offerings cover tbe Gifted Performance Standards Project, Differentiation for Gifted Students in APIIB classes, and Avoiding Misdiagnoses of Gifted Students. There are complete descriptors of these on our web site at txgifted.org.

Do you ever wander into TAGT's exbibit hall with its 200 booths (15% of which offer non-education goods or services) and wonder how to identify the cream of the crop? We've found a way to help. This year's confer-

Jay Mcintire

ence will feature the inaugural Legacy Book Awards. These awards will identify and celebrate the best new books for scholars, educators, and family members of gifted children, as well as for gifted children themselves. You'll be able to purchase these invaluable additions to your library in the exhibit ball at discounted prices as long as supplies last.

If you're not from the area, it's no accident that we're calling you to Dallas to recharge your intellectual batteries. Take in some of the many cultural sights, sounds, and experiences available before, during, and after the TAGT conference dates (but not during session hours), In fact, there's so much going on in Dallas to feed your brain that you may feel compelled to stay through the weekend. Following is a very truncated list of exciting options during the period from November 17-21.

Jesus Morales, a sculptor you may be familiar with from his "Diamondback Ruin Totem" at the Gateway Center of the University of North Texas, will have two installations around town, "Rock, Roll, and Play," and "Earth and Heaven Landscape."

The Grand Chapiteau will be in Dallas for the newest Cirque de Solei! production, "Varelai." If you have not seen one of their performances, you won't want to miss this opportunity. Get your tickets early!

Dallas's Stars and Mavericks will both play home games while we're in town. If you're a sports fan or bave a family member tbat would enjoy nights of high-paced action, go to a game. For world-class performers of another type, catch to the World Gymnastics Champions' Tour.

FALL 2004. TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED

(see MCINTIRE, p, 27)

3


Advanced Placemenf9and the Gifted Learner: An Overview of Differentiation and Rigor Found in Coursework

T he AP TASK FORCE was organized for the purpose of defining

elements of pacing, depth, and complexity that are present in Advanced Placement"course objectives and guidelines that make it appropriate for gifted learners. The members of the task force were charged with the following:

• Find examples of differentiation for G/T learners in Advanced Placement" Objectives and Guidelines.

• Find what is explicit in AP course descriptions that is appropriate for and/or meets the needs of gifted learners.

Courses analyzed: AP Biology, AP Calculus AB, AP English Language & Composition, and AP U.S. History.

The committee chose AP Biology, AP Calculus AB, AP English Language & Composition, and AP U.S. History because these courses are most often tested and because the Texas State Plan/or the Education of the Gifted and Talented references the four core areas: mathematics, science, social studies, and language arts.

Each course analysis evaluated only documents that are made available through College Board for ALL Advanced Placement" teachers. Course syllabi, Building Success" documents, and varied course outlines

Cecelia Boswell

distributed through week-long AP Institutes were not included. The documents analyzed are the Teacher's Guide to the Advanced Placement" (course name) and Course Description for (course name), called the ACORN book, and teacher and student lab manuals for AP Biology. These guides, May 2002-2003, are available online.

BACKGROUND Texas Advanced Placement Incentive Program (TEC &28.051-28.058), along with funds designated for Gifted and Talented Services, guide the AP Task Force . In addition to the goal stated by the 77'h Session of the Texas Legislature, increased participation of underserved and economically disadvantaged students in AP and IE programs, the AP Task Force targets the retention of students identified for G/T services in the secondary school years and the increase in their participation with the Distinguished Achievement Plan (DAP).

PURPOSE The purpose of the AP Task Force document is to serve as a resource for AP teachers and consultants. It is arranged to include information about the members of the AP Task Force, factors guiding the Task Force, tindings, and recommendations.

The aim of the task force was to analyze what is overt, found in ACORN books and Teacher's Guides not what may be implied or what individual teacher~ and/or AP consultants may incorporate. This work

4 TEXAS ASSOCIATION FOR THE GIFTED AND TA,ENTED • TeMPo • FA,L 2004


seeks to provide a baseline for College Board, AP consultants, and AP teachers as they work to meet the needs of gifted learners enrolled in these four Advanced Placement" courses,

The document, when published, will include the following information: • A list of the TASK FORCE TEAM MEMBERS,

their job titles, district or Education Service Center, and city are presented for contact reference.

• PURPOSES, WORKING DEFINITIONS, and ASSUMPTIONS are provided to add insight into the analyses' foundation.

• RESOURCES and REFERENCES are offered

AP English Language & Composition Judy O'Neal, Region 4 ESC Ann Jackson. Crosby ISD

AP U.S. History James Collett, Region 18 ESC Terry Little, Midland ISO

Advisors Karol Howell, TEA Cecelia Boswell, Ed.D., Region 14 ESC

as a means to understand how Task Force Team The members of this committee were selected for their

•

•

Members used current research and best practices to guide this work. Each content area includes, at its analysis' conclusion, web addresses and resources particular to the subject. The FINDINGS include the RUBRIC that guided analyses and each subject area's analysis with a summary of results by subject area. A final SUMMARY is provided to add insight into the process and product. APPENDICES:

APPENDIX A defines terms that the Task Force Team Members used throughout the process. APPENDIX B lists "Characteristics of Gifted" that Task Force Team Members agreed on to guide thinking about gifted learners. APPENDIX C provides overall scores and averages across content areas and rublic elements. APPENDIX D includes Performance Standards for Exit Level as determined through the Performance Standards Pilot Projects. APPENDIX E describes the elements of Depth & Complexity as presented by Sandra Kaplan, Ph.D.

PARTICIPANTS APBiology Gaile B. Thompson, Region 14 ESC Charlotte Taggart, Abilene ISD

AP Calculus AB Ed Brady, Region 14 ESC Ward Roberts. Wichita Falls ISD

expertise with gifted education and/or Advanced Placement" courses. The group met over time to gain expertise with gifted learners from poverty through work with Dr. Paul Slocumb, to learn more about the elements of depth and complexity as defined by Dr. Sandra Kaplan and presented by Jim Coffey, Region 15 ESC, and to study gifted curricula through the Paral· lel Curriculum (2002).

A group of teachers from Carrollton-Fanner's Branch edited and validated the work of the task force. We are indebted to them for their efforts that were thorough and thought provoking. This team, under the direction of Suzy Hagar, Executive Director of Advanced Academics for Carrollton-Fanners Branch ISO, included the following AP teachers: AP English Literature Barbara Taylor AP Language Composition Sharon Harris AP U.S. History Amber Pool AP Biology Mark Adame

WORKING DEFINITIONS For purposes of this document, Working Definitions of Advanced Placement" and Gifted were based on College Board materials and the Texas State Plan for the Edu,'ation of the Gifted and Talented. The document defines the following:

Advanced Placement,© What Advanced Placement" is meant to be What AP isn't meant to be

Gifted/Talented, What GfT is meant to be What G/T isn't

FALL 2004. TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED

(see BOSWELL, page 10)

5


Shaping the World Atom by Atom: The Implications of Nanotechnology for Gifted and Talented Students

"If I were asked for an area of science and engineering that will be the most likely to produce the breakthroughs of tomorrow, I would point to nanoscale science and engineering." - Neal Lane Assistant to the President for Science and Technology (1998 - 2001)

Envision a doctor using a protein marker to direct a tiny nanoshell to a cancer cell, then destroying it with invisible light. Envision nanoclay bricks on your house changing permeability with changes in the weather to maximize energy efficiency. Envision new nanotube materials up to twenty times stronger than KevlarTM, the material used in bulletproof vests. Envision low resistance power lines as thin as fishing line, frictionless bearings, and solar farms on the moon heaming energy back to earth via microwaves, and you are envisioning the future of nanotechnology.

According to Wade Adams, through scientists and engineers at Rice University's Center for Nanoscale Science and Technology, the future is taking shape in the ability to control single atoms and molecules, one at a time. Existing technology has given science the ability to process chemicals to produce millions of ditlerent molecular structures in large quantities. Many commercially used plastics, ceramics, semiconductors, metals, glass, and fabrics are produced this way. Nanoscience takes us even smaller, allowing scientists to move and stack single atoms. The way that atoms are arranged and the various shapes, structures, and surfaces they form on the nanoscale determines their

Tina Forester Wade Adams

material properties such as electrical conductivity, melting temperatures, optical properties, hardness, and mechanical strength.

So how small is nanoscale? The word nano means billionth (from the Latin word for dwarf). Prefacing any unit, say one second gives us a nanosecond, or one billionth of a second. A nanometer is a billionth of a meter. The bottom of the letter I typed on a personal computer in Times New Roman font-size 10, spans about one million nanometers. Red blood cells are thousands of nanometers in width. DNA molecules are about 2.5 nanometers wide, and atoms are about one tenth of a nanometer in diameter.

Natural nanotechnology has taken place continuously for millions of years without human intervention. Photosynthesis, the transformation of light and carbon dioxide into biochemical energy takes place using nanoscale molecular machinery. In animals ATP, the molecular level fuel for cellular activity, is produced through natural nanoscale activity on mitochondrial membranes. Scientists around the world are looking at natural structures like the albone abalone shell, a nanostructure that is both crack resistant and selfmending, in hopes of emulating the process. Biomimetics, a field of engineering that "borrows" ideas from natural systems and adapts or mimics them into creative human uses, has followed this pattern for decades. Examples in biomimetics include VelcroTM, a commercial fastener developed from the examina-

6 TEXAS ASSOCIATION FOA TH. GIFTED AND TALENTED· TEMPO· FALL 2004


tion of the hooked spines of burdock burr, improved hydrophone designs developed in part through the critical examination of the ears of seals, sensitive infrared detectors from the thermal organs (pits) of some snakes, and fiber-reinforced plastics from the two-phase composite fiber construction of bamboo,

With so much to gain, an international push has begun to advance nanotechnology, The United States, Japan and Europe are all making significant investments in research and development. According to the National Science and Technology Council, Committee on Technology, "Whoever becomes most knowledgeable and skilled on these nanoscales will probably find themselves well-positioned in the ever more technologically-based and global economy of the 21st century." According to Dr, Adams, "The U.S. investment in nanoresearch is likely to pass one million billion dollars by 2006. The total worldwide market for nanotechnological materials and products is expected to reach a trillion dollars by 2012. There are now more than one hundred nanotech products on the market."

Implications for the education of gifted and talented students lie in the newness of the field and the breath and complexity it will entail. Opportunities for growth appear as endless as the visionary application of the technology to the student's field of interest. The innovative use of nanotechnology will become as diverse and as socially transforming as the development of running water and systems of drainage, the production and dissemination of electricity, the development of antibiotics, and the advancement of computer technology. Within the laws of quantum mechanics, the fields of physics, engineering, biology, information technology, medicine, energy technology, environmental sciences, and manufacturing, and may more will change dramatically.

The extent to which we and our students will be ready to embrace these changes depends upon our willingness to advance classroom science and mathematics in an integrated, differentiated manner. Concept formation will be a critical skill for our new, young scientists. Heuristic learning and the scaffolding of facts, rules, discipline-related concepts, principles, univer-

sal concepts, and generalizations need to be revisited.

In 1996, Rice University Professors Richard Smalley, Robert Curl, and Harry Kroto (a visiting scientist from England) won the Nobel Prize in Chemistry for their discovery of Carbon-60, A year later Dell Butcher Hall was dedicated as the headquarters for nano-related research. The Rice University Center for Biological and Environmental Nanotechnology was founded in 2001. Rice University, a leader in nanoscience and engineering research, and home to Nobel laureates Richard Smalley and Robert Curl along with nearly 90 other nanofaculty, offers research education and outreach programs to certified teachers enabling them to bring the concept and language of nanotechnology into the classroom. Funded through the National Science Foundation, the three-part program offers highly motivated teachers opportunities for evening, summer or full-year research partnerships in the field. Called the IPCNanotechnology Experience for Teachers or IPC-NET, the course is sponsored by the National Science Foundation and is open to high school and middle school science teachers. The course refreshes core IPC concepts then connects them to ongoing research in nanotechnology. Teachers progress through lectures, discussions, and demonstrations of ongoing research (such as the solubility of carbon nanotubes), then develop plans to bring course mateJial back to the IPC classroom. Teachers develop lesson plans and classroom demonstrations that stimulate student interest in science. This stipend educational experience allows science-motivated teachers the opportunity to network with other teachers interested in leading-edge technology. Program participants are eligible to return to Rice as summer researchers and apply for a school yearlong professional development sabbatical. For more information on the IPC- Nanotechnology Experience, interested teachers should visi t the Rice University webpage or contact Dr. Kristen Kulinowski, (713) 348-

8211.

Nanoscience and nanoengineering, the ability to control matter at the atomic and molecular level, will provide tremendous opportunity in the tlelds of physics, engineering, mathematics, biOlogy, industrial technology, energy production and storage, and medicine. It

FALL 2004· TEMPO. TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 7


holds the promise of the next industrial revolution as well as the hope of renewable, reusable energy to fuel a rapidly growing world economy. The world our students and our children will inherit will encompass new ideas and expanded problems as well as promise. Nanotechnology offers new avenues for scientific problem solving. Perhaps a poster I admired in the halls of Rice University states it best in a single-line slogan: "Be a Scientist, Save the World!"

RESOURCES

Rice University Center for Nanoscale Science and Technology (CNST, 2004).

National Nanotechnology Initiative. Panel Interview: Dr. Wade Adams, Executive Di

rector for the Center for Nanoscale Science; Dr. Howard Schmidt, Executive Director of Carbon Nanotechnology Laboratory; Dr. Kristen Kulinowski, Executive Director of Center for Biological and Environmental Nanotechnology; and Dr. Robert Hauge, Technical Director of Carbon Nanotechnology Laboratory. Rice University. (Feb. 2004)

Rice University Center for Nanoscale Science and Technology (CNST, 2004) Carbon Nanotechnology Laboratory. Rice University: Houston.

Rice University Center for Nanoscale Science and Technology (CNST, 2004) Shared Equipment Authority. Rice University: Houston.

Rice University Center for Biological and Envi" ronmental Nanotechnology (CBEN, 2002) Creating Sustainable Nanotechnologies to Improve Human Health and the Environment. Rice University: Houston.

Rice University Center for Biological and Environmental Nanotechnology (CBEN, 2003) Integrated Physics and Chemistry - Nanotechnology Experience for Teachers (IPC-NET): Linking the Integrated Physics and Chemistry curriculum to new areas of scientific inquiry. Rice University: Houston.

HOUSTOn Chronicle, Feb. 02, 2003. Eric Berger. Science of the Tiny: Nanotechnology enthusiasts laying path for innovation.

The New York Times National, Oct. 10, 1996. "Buckyballs" Earn Nobels for Scientists.

Scientific American, Special Issue: Nanotech, The

Science of the Small Gets Down to Business. September,2001.

Von Oech, R. (1998) A Whack on the Side of the Head. Warner Books: New York.

OTHER SOURCES OF INTEREST

Crandall, B.C.(ed.) (2000) Nanotechnology: Molecular Speculation in Global Abundance. The MIT Press: Cambridge, MA.

Gross, M. (1999) Travels to the Nanoworld: Miniature Machinery in Nature and Technology. Persesus Publishing: Cambridge, MA.

Ratner, M. & Ratner, D. (2003) Nanotechnology: A Gentle Introduction to the Next Big Idea. Warner Books: New York.

1111a Forester is a Gifted and Talented Specialist at Tomball Elementary School in Tomball ISD. She is currently working on her doctorate at the University of HouSlon in lhe field of Education~ Curriculum & Instruction, with an ernphasis on Gifted and Talented Studies. MI's. Forester i, a tireless advocate for gifted children, has worked in gifted education for Over twenty years, and has presented both nationally and abroad. Her latest pl'esentation, Creativity and Malhematics was presented before the World Coullcil for Gifted Education in Adelaide, Auslralia. Mrs. Forestet is a I'cgular writer for Tempo magazine where she enjoys a position on the editorial board.

Dr. Wade Ada", .. is the Director of the Center for Nanoscale Science and Technology at Rice University, which coordinates and supports nanoscience and nanoengineeting I'eseatch of Over 80 faculty members. He has more than 190 research publications, four patents (one licensed), and has given over 500 technical presenlation,. Prior to heading the world-class research learn at Rice University; Dr. Adam5 served in the senior execlItive ranks of the US Ail' Force as Chief Scientist of the Materials and Manufacturing Directorate of the Air Force Reseal'ch Laboralory at Wright-PatteI'son Ail' Force Buse, Dr. Adams was educated at the U.S. Air Force Academy, VandeI'bill Univer,ity, and the University (Jf Massachusetts. For the past 32 years he has conducted research in polymer physic" concentrating on structure-property relations in high-performance organic materials. He is international1y known for his research in high-pel'fotmance rigid-rod polymer fibers, X -ray scattering studies offibers and liquid crystalline films, polymer dispel'sed liquid crystal" and theoretical Sludics of ultimate polymer properties. He is a Fellow of lhe American Physical Society and the Air Force Research Laboratory, and represents Rice Univel'sity as the Chairman "fthe Board

of the Texas Nanotechnology Initiative.

8 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED· TeMPO· FALL 2004


(from BRIDGES, page 2)

and skills, the natural consequence of being actively involved,

During the Olympics the entire world focuses On choosing, supporting, and recognizing the most gifted athletes for either the summer or winter games, Whether or not the Olympic athlete qualifies for the finals of an event, qualifies for a medal, or only qualifies for his/her team, the athlete, their coaches, and supporters are credited for the efforts that resulted in that placement. Academic Olympians deserve the same attention, devotion, and credit.

In the field of gifted and talented education, credit belongs to the universities and research centers that continue to provide us with information that drives appropriate services and with skilled professionals to provide those services, Credit belongs to professional staff developers and consultants who bring the results ofresearch into staff development opportunities. Credit belongs to the superintendents who recognize and support the needs of gifted children, Credit belongs to the orr coordinators who continue to update the services in their districts through research and advocacy. Credit belongs to the teachers to whom the burden of providing services belongs. Credit belongs to the parents who volunteer regularly and advo-

cate as needed for their children. But, the greatest credit belongs to the children who thrive when we live up to our responsibilities, who strive valiantly when we don't, and who survive patiently when they or we know both victory and defeat.

The amount of credit we receive usually is determined by our successes, so, in closing, I would urge you to measure ours, yours, and others' successes by the following definition penned hy an unknown author: That person is a success who has lived well, laughed often and loved much; who has gained the respect of intelligent men and the love of children; who has filled his niche and accomplished his task; who leaves this world a better place that he found it, whether by an improved poppy, a peli'ect poem or a rescued soul; who never lacks appreciation for earth's beauty or fails to express it; who looks for the best in others and gives the best he has,

To all of you and the gifted and talented children of Texas, may your Jives be measured by how well you fill your niche, may you leave the world a better place, may you experience the earth's beauty, may you see the best in others and may you give the best that you have.

The Free Spirit"') Gifted & Talented Library! The first books published by Free Spirit were The Gifted Kid.' Survival Guide. more than 20 years ago.

Today, we continue to be committed to the social, emotional, and educational needs of gifted children and teens.

"A gem tha.t should be the first book that parents, grandparents, and

ehildeAi'B providers read when they wonder 'Is this child gifted?'''- TAG

(THE A9SOCiIA110N FOa THE GIFTED)

INCLUDES:

• The Gifted Kids' Survival Guide: f:"or Ages 10 & Under • The Gifted Kids' SUfvlval Guide: A Te8n Handbook • Wilen Gifted Kids Don't Have A.II the Answ&rs

• Perfectionism • Stand Up for YOur Gifted Child

• The SUfvlval Guide for Parent5 of Gifted Kids • You Know Your Child Is Gifted When." • Teaching Gifted Kids In the Regula, Cla!fSrQl)m • Teaching Youni Gifted Children In the Reguhit ClasSroom • The Survival GLilde for Teacher5 of Gifted Kids

VI.1t us at TAGT In Dallas,

November 18-19

(booth oJ215)

Gifted & Talented Ubrary: 1_ MFS242.1170 ... $l63.95 (over 13% _nPI) Titles also available Individually,

f . 't urder 24 huur~,~ (I.w . c:,}H loll free 1-ROO-735-7323 • f<lx 1-612-337-5050 • IJIIIIIlC WWVII frt.w~pirll.CI)"1 rep SPl]"} PlJH! IS 1-11 N(~ 217 Fifth Avenue Nurth. SUIte 20U • MHlI1(!.mf)II~, MN 55401 • help"klds~'frcc!;plrlt cum



(from BOSWELL, page 5)

Common Ground, and A word of caution that reminds the reader that not all gifted learners are gifted in all academic areas.

ASSUMPTIONS Also, certain assumptions have been made on the part of the Task Force members.

• The teacher has training in the nature and needs of gifted learners and exposure to assessment and to cuniculum differentiation. It is supposed that the teacher has attended an week-long AP Institute.

• The teacher will have the course descriptions (ACORN book) and the Teacher's Guide and have had instruction in their uses.

• Advanced PlacementI' is defined in the local ISD GIT and district/campus plan as a part of the array of services for gifted students.

• Students enrolled in an AP course designated as the GIT course have strength in that academic area.

RUBRIC This rubric is designed to encompass elements of differentiation that guide curriculum for gifted learners. The elements are divided into CONTENT, PROCESS, PRODUCT, and AFFECT. The following are references by number as shown in the rubric.

I. Principles of a Differentiated Curriculum: National/State Leadership Training Institute for Gifted and Talented (1976). "Principles of a Differentiated Curriculum for the Gifted/Talented." A new generation of leadership. Los Angeles, CA: Office of Ventura County Cali· fornia Superintendent.

2. Bridging the Gap: Purcell, et al. (2002). "Bridging the Gap: A Tool and Technique to Analyze and Evaluate Gifted Education Curricular Units." Gifted Child Quarterly 46:4

3. Kaplan: Kaplan, S. (2000). "Kaplan's Elements of Depth and Complexity," Texas Education Agency, Division of Advanced Academic Services.

4. Texas State Plan: Texas Education Agency. (1998). "Texas State Plan for the Education of GiftedlTalented Students." [on-line 1 Available:

http://www.tea.state.tx.us/gted. 5. Performance Standards: Dean, B. (2003).

Gifted/Talented Student Performance Standards. TEMPO 23:3,1,8-18. [on-line 1 Available: http://www. performancestandards. org

6. Poverty: Slocumb, P. & Payne, R. (2000). Removing the mask: Giftedness in poverty. Highlands, Texas: aha! Process, Inc.

Other guiding documents not referenced in the rubrics include the following: College Entrance and Examination Board and Educa

tional Testing Services. (2003). Advanced Placement Program Course Description (ACORN books). New York, NY.[on line] Available: http:// www.apcentral.com

College Entrance and Examination Board and Educational Testing Services. (2003). Teacher's Guide to the Advanced Placement Course in (course !lll.l:lk). New York, NY. [on line) Available: http:// www.apcentral.com

Tomlinson, C, Kaplan, S., Renzulli, 1., et al. (2002). The Parallel Curriculum. Thousand Oaks, CA: National Association for Gifted Children. Corwin Press, Inc,

RUBRIC The following rubric was developed using the resources listed previously and characteristics of gifted learners. CONTENT 1. Presents content related to broad

issues,themes, or problems I. PrincipJes of a Differentiated Curriculum for the GiftedlTaJented, 1976 3. Kaplan, 2000, Multiple Perspectives, Big Idea 5. Performance Standards: Dean, 2003, A, B, E (See Appendix D.)

2. Integrates multiple disciplines I. Principles of a Differentiated Curriculum for the Gifted/Talented, 1976 3. Kaplan, 2000, Big Idea, Across Disciplines 5. Performance Standards: Dean, 2003, C

3. Presents comprehensive, related, and mutually reinforcing experiences

10 TEXAS ASSOCIATION FOR THE GIFTED AND TAcoNToD • TEMPO • FALL 2004


1. Principles of a Differentiated Curriculum for the Gifted/Talented, 1976

4. Allows for In-depth learning of a selfselected topic I. Principles of a Differentiated Curriculum for the GiftedlTalented, 1976 3. Kaplan, 2000, A. Language of the Discipline B. Details C. Rules D. Patterns E. Ethics F. Trends G. Unanswered

Questions H. Big Ideas 5. Performance Standards: Dean, 20m, All

5. Addresses dilemmas, controversies, biases, and ethical questions involved in the discipline 3. Kaplan, 2000, Ethics 5. Performance Standards: Dean, 2003, D, E

6. Addresses "unanswered questions," or issues still not understood about this discipline 3. Kaplan, 2000, Unanswered Questions 5. Performance Standards: Dean, 2003, D

7. Requires students to formulate questions; predict and hypothesize about these questions; and judge the credibility of these explanations

an area of strength 4. Texas State Plan: Texas Education Agency. 1998, 3.3: Pacing 5. Performance Standards: Dean, 2003

12. Integrates fine arts with content learning 6. Poverty: Slocumb, P. & Payne, R., 2000

13. Accelerates learning of basic skills through complex presentation 6. Poverty: Slocumb, P. & Payne, R., 2000

14. Links emotion and experience to learning 6. Poverty: Slocumb, P. & Payne, R., 2000

PROCESS 1. Develops independent or self-directed

study skills 1. Plinciples of a Differentiated Curriculum for the Giftedrralented, 1976 5. Performance Standards: Dean, 2003, A

2. Focuses on open-ended tasks 1. Principles of a Differentiated Curriculum for the Giftedrralented, 1976 5. Performance Standards: Dean, 2003, All

3. Integrates basic skills with higher-level thinking skills 1. Principles of a Differentiated CU1Ticuium for the Gifted/Talented, 1976

3. Kaplan, 2000, Details, Rules, Patterns, Trends, 4. Unanswered Questions, Big Idea, Over Time

5. Performance Standards: Dean, 2003, A, C Develops complex, abstract, and/or higher order thinking skills

5. Performance Standards: Dean, 2003, B 8. Fosters connection between content and

potential career fields and/or leadership opportunities 2. Bridging the Gap: Purcell, et aI., 2002 3. Kaplan, 2000, Big Idea 5. Performance Standards: Dean, 2003, I

9. Offers opportunities for students to engage in activities aligned with students' strengths, preferences or interests

2. Bridging the Gap: Purcell, et aI., 2002 5. Performance Standards: Dean, 2003

10. Pulls information from varied resources and media (such as texts, books, articles, and primary source material) 2. Bridging the Gap: Purcell, et aI., 2002 5. Performance Standards: Dean, 2003, F

11. Allows for the acceleration of content in

1. Principles of a Differentiated Curriculum for the Giftedrralented, 1976 3. Kaplan, 2000, A. Across Disciplines B. Multiple Perspectives C. Over Time 5. Performance Standards: Dean, 2003, A, B, C, E

5. Develops a research-oriented model for acquiring and synthesizing Information 3. Kaplan, 2000 5. Performance Standards: Dean, 2003

6. Encourages the acquisition of skills, methodologies, and dispOSitions of professionals practicing in that field 2. Bridging the Gap: Purcell, et aI., 2002 5. Performance Standards: Dean, 2003, I

7. Offers an array of learning opportunities that include whole-class, small-group, and individual Instruction and activities

FALL 2004. TEMPO· TEXAS ASSOCIATION FoR THE GIFTED AND TALENTED 11


4. Texas State Plan: Texas Education Agency. 1998, 2.1,2.2 5. Performance Standards: Dean, 2003, All 6. Poverty: Slocumb, P. & Payne, R., 2000

8. Offers out-of-school learning options 4. Texas State Plan: Texas Education Agency. 1998, 2.3 5. Performance Standards: Dean, 2003

9. Offers assignments that include visual and verbal components 6. Poverty: Slocumb, P. & Payne, R., 2000

10. Uses graphic organizers to develop concepts 6. Poverty: Slocumb, P. & Payne, R., 2000

PRODUCT 1. Develops products that challenge existing

ideas and produces "new" Ideas 1. Principles of a Ditferentiated Curriculum for the GiftedlTalented, 1976 5. Performance Standards: Dean, 2003, E, H, I

2. Bridging the Gap: Purcell, et aI., 2002 5. Performance Standards: Dean, 2003, G, H

5. Offers opportunities for students to interact with role models, community resources, or professionals In the field 2. Bridging the Gap: Purcell, et aI., 2002 5. Performance Standards: Dean, 2003

6. Offers opportunities for In-class projects and homework 6. Poverty: Slocumb, P. & Payne, R., 2000

AFFECT 1. Encourage the development of self-under

standing 1. Principles of a Differentiated Curriculum for the Gifted/Talented, 1976 5. Performance Standards: Dean, 2003

2. Encourage growth and change In the student's abilities and personality 2. Bridging the Gap: Purcell, et aI., 2002 5. Performance Standards: Dean, 2003

2. Develops products that use new tech- 3. niques, materials, and forms

Includes mentors/tutors who share common Interests and talents with students.

1. Principles of a Differentiated Curriculum for the GiftedlTalented, 1976 5. Performance Standards: Dean, 2003, F

3. Evaluate student outcomes through selfappraisal, criterion referenced, and/or standardized Instruments I. Principles of a Differentiated Curriculum for the Gifted/Talented, 1976 5. Performance Standards: Dean, 2003

4. Develops products related to real-world applications or problem solving

1

6. Poverty: Slocumb, P. & Payne, R., 2000

FINDINGS Content area specialists analyzed their curriculum according to the following scale:

1 indicates that the element was not present,

2 suggests that there is potential in the lesson, but the inclusion of the element is not overt, and

3 signifies that the element is found.

Indicates that the element was not present BIOLOGY #5 Offers opportunities for students to Interact with role models, community

resources, or professionals in the field

Rating: Examr,:!I!i!§! fQUDd In course descrir,:!tiQD§; This item depends upon the 1 availability of community resources for each school district, and upon the choices Not Present made by individual teachers.

12 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED. TEMPO - FALL 2004


CALCULUSAB #2 Rating;

1 Not Present

Focuses on open-ended tasks Exam~les found In course d~Ii~[lg~IQn!ii; In AP Calculus there is often more than one method for arriving at an answer. The Teacher's Guide even states that "multiple approaches to "problem solving" are "essential." TEACHER'S GUIDE, p. 48 For example, students might be asked to "find the volume of a solid of revolution," in which they could use either the "disk method" or the "shell method." TEACHER'S GUIDE, p. 97 Also, in the grading of free response problem on the AP Calculus exams, the scoring guides are sometimes set up to allow for different solution strategies. ACORN, p. 67 Nonetheless, most calculus tasks are "closed" (meaning that there is only one cor-rect answer). Subtle differences in the way students approach calculus problems therefore do not necessarily meet the criteria for being "open-ended tasks."

2 Suggests that there is potential in the lesson, but the inclusion of the element

is not overt

ENGLISH LANGUAGE AND COMPOSITION #4 Allows for In-depth learning of a self-selected topic

Rating; Examgleli fQr course descri~tions;

"Students should read widely and reflect on their reading through extensive 2 discussion, writing, and rewriting." 'Teachers ... can complement the efforts of Potential their students by guiding them in their choice of reading, by leading discussions,

and by providing assignments that help students develop critical standards in their reading and writing." ACORN, p. 5

" ... students should write in informal as well as formal contexts to gain authority and learn to take risks in writing ... ACORN, p. 8 " ... [T)he community of the class room is vitally important to improving students' facility with writing. Small and large groups should become opportunities for students to talk about their ideas as well as their own backgrounds, to negotiate assignments and responses, and to listen and learn from others. Teachers need to be extemporaneous as well as organized ... and to derive tasks that involve students in real inquiry and real talk. Students learn to extend their own knowledge as they articulate their ideasand question them in the presence of others." ACORN, p. 8

Subtopics A-G are covered in the bullets on page 9 in the AP Course description. Subtopics A-O are covered on pages 20-21 in the teacher's guide.

• There is significant potential for students to fulfill this differentiated principal lEteachers allow students to self-select topics of study.

FALL 2004· TEMPO· TEXAS ASSOCIATION FOA THE GIFTED AND TALENTED 13


3 Signifies that the element is found

US. HISTORY #1 Presents content related to broad issues, themes, or problems

Rating; Examples form course description:

3 Major interpretive questions from themes ("special themes" "thematic coverage") Observed ACORN, p. 4

14

"Themes" not defined, no examples" Themes" appear in several of the course syllabus samples in the TEACHER'S GUIDE

No consistent definition of theme; most are topics or discipline sub themes. A consistent problem with themes In U S History is the use of the term "theme" to refer to topics, such as The Civil War or ideas such as Immigration. In terms of GT education, the term theme is reserved more for broad, interdisciplinary ideas, such as Change. See Appendix A.

"Readings" on "special themes" ACORN, p. 4 Alternatively "problems and topics" ACORN, p. 4 Essays may require students to "analyze common themes in different time periods (e. g., the concept of national interest in United States foreign policy) ACORN, p.18

Concept of "theme" not clearly defined, no distinction of different levels of thematic approach, no indication of interdisciplinary themes

Topic Outline ACORN, p. 5-16 topic",chronological eras, i. e., America and the British Empire, 1650-1754 political, social, foreign policy, cultural categories

DBQ documents-"unlikely to be the familiar classics" "chosen to illustrate interactions and complexities within the material" ACORN, p. 19

Multiple Perspectives "To the extent that mainstream U. S. History has a central focus, it has changed from political, diplomatic, and economic history to social and cultural history (now almost universally meant in the anthropological sense) that searches to define the relationship between work, religion, ideology, family structure, gender roles, social classes, and the larger processes of history, such as the Industrial Revolution and urbanization." TEACHER'S GUIDE, p. 1 Does not match current patterns of the multiple-choice exams

"We must present them with a great amount of factual information and different interpretive points of view." TEACHER'S GUIDE, p. 3

"There is no right way to teach the course." TEACHER'S GUIDE, p. 7

"The major events must be covered ... It is not enough to cover a few major events in depth ... It is not enough ... to pick several themes and follow them throughout the year." TEACHER'S GUIDE, p. 7

Activity a-Music TEACHER'S GUIDE, p. 10 This is an optional activity

TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED • TEMPO' FALL 2004


CONTENT SUMMARIES Content summaries offer the insight of the two professionals who analyzed the course in their area of expertise. Their summary reflects both the content of the course and elements established in the rubrics, including needs of gifted students form poverty.

Advanced Placement Biology Charlotte TaggaJt Oaile B. Thompson Many strategies for gifted students were found embedded in the Advanced Placement Biology CUlTiculum. However, to truly meet guidelines of the Texas State Plan for Education of the Gifted and Talented additional strategies are needed. The AP Biology curriculum was best aligned with Rubric Domains of Content and Process, but weaknesses remained within the Product and Affect Domains.

Within the Product Domain, the laboratory component of AP Biology is very important in providing gifted students the opportunity to use technical equipment and complex analysis methods in research and development of their ideas. However, there is little opportunity for in-class project work because of time concerns. Also, there is no specific accommodation for working with professionals as role models. The Affective Domain was least represented in the AP Biology cUlTiculum in that there are no provisions for mentoring of students nor One-on-one development of individual skills and abilities promoting growth and change.

In order to transform the AP Biology Course into CUlTiculum appropriate for orr students, teachers must include individual project work of the student's choosing with class time provided for at least part of this work. In addition, individual mentors and tutors from the community of professionals from the surrounding geographical area should be assigned to students for enrichment and growth within areas of individual strengths.

Advanced Placement Calculus AB Ward Roberts Ed Brady According to the AP Calculus guide books, students of this course must take a complex and abstract set of concepts and rules and apply them to solve real-world problems. However, while this process begins to ad-

dress many of the needs of OiftedfTalented learners regarding advanced content and process, it only slightly covers the other needs of TIT students regarding product and affect.

AP Calculus found 35.7% of the Content descriptors were covered and 30% of the Process descriptors. However, AP Calculus AB scored ") 's" on 42.9% of the Content descriptors and 40% of the Process descriptors. The "Not Present" descriptor was assigned to fifty percent of the Product descriptors and 100% of theAffect descriptors.

AP Calculus can be modified to cover orr differentiation. A suggestion is for teachers and students to use more varied resources, partidcularly to make more connections to calculus- and math-related career fields, If an AP Calculus teacher were first to focus on these areas, themnanh of the other areas could be covered as a didrect result. For example, having access to varied resources related to math-related career fields might provide greater opportunities for students to investigate self-directed and open-ended topics. In this way, the AP Calculus course could meet many more of the OT learner's needs, such as:

• In-depth learning of a self-selected topic • Addressing ethical questions involved in the discipline • Connecting between content and career fields • Aligning with student's individual strengths • Developing self-directed study skills • Using open-ended tasks • Immplementing a research-oriented model • Employing self-appraisal • Interacting with community resources • Encouraging growth and change in student's abilities and personal outlooks • Including mentor/tutors who share common interests and talents with students. School districts also have other options to meet

the needs of OIT learners in mathematics. Because AP Calculus lacks some strength in meeting the needs of orr learners regarding process, product, and affect, high schools may need to look at other math courses to satisfy this need. In particular, the AP Statistics course may be very useful in fulfilling these requirements. Because the AP Statistics course deals with collecting and analyzing data from a multitude

FALL 2004' TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 15


of resources and applications, it has the potential to meet all of the needs listed above (which Calculus AB does not address).

Advanced Placement English Language & Composition Ann Jackson Judy O'Neal

Because the focus for AP Language and Composition is to help students become "skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and [to become] skilled writers who compose for a variety of purposes" and who write "effectively and confidently in their. .. courses across the curriculum and in their [future] professional and personallives" (ACORN, p. 7), the course offers ample opportunity to meet the needs of O/T students. For example, organizing the content thematically around a broad-based idea or issue will add complexity to a teaching unit. Also, teachers should allow some student choice in reading and/or writing assignments for O/T differentiation.

Teachers are encouraged in the AP Course description to give students opportunities to see relationships in all types of reading and writing samples. The analysis and interpretation skills developed as students review another author's use of rhetorical strategies and techniques can help students reveal patterns, trends, rules, and the language of the discipline. These analytical skills give students the foundation to develop their own writing styles. Teachers are encouraged to give students oppOltunities to write in "informal as well as formal contexts to gain authori ty and learn to take risks in writing" (ACORN, p. 8). Writing can be a therapeutic outlet for a student's feelings or a means for his/her special interest to emerge. Interactive jour" nal writing, for example, can help a students develop self"understanding and can assist the teacher in understanding the individual needs of a student.

The AP Course Description falls short of making connections between the content of writing and potential career fields. Providing students with opportunities to interact with professional writers in various fields relevant to the student's world can add more depth to the cUITiculum. Having students actually publish their own work offers a relevant out-of-school learning option.

AP and OIT workshops keep teachers abreast of innovative strategies to motivate students and to differentiate the curriculum for the O/T student. Although there is no prescribed syllabus for this course, the sample syllabi in the AP English Language and Composition Teacher's Ouide offer valuable activities and strategies to guide new and experienced AP teachers.

Advanced Placement U.S. History Terry Little Jim Collett TheAP U.S. History contains elements that meet several aspects of the rubric of OT elements. In other areas, however, the course fails to adequately support aspects of quality gifted curriculum. Some limitations are inherent in the course. With thoughtful application, other elements can enrich the basic framework. The summaries below of the four major rubric areas describe course strengths and offer suggestions for improving aspects for gifted students.

CONTENT AP U.S. History is constructed around a comprehensive chronological study of American history from the colonial era to the present. Topics, often framed within historical eras, focus on dilemmas, controversies, and ethical questions. Complex historical readings and broad utilization of primary sources challenge students to use inquiry skills, such as formulating questions and proposing and defending hypotheses. The social studies sub disciplines (geography, economics, government, etc.) are regularly integrated. A lack of interdisciplinary themes creates a major content weakness. With planning, themes such as "Change" or "Systems" can enrich the standard approach, allowing for more in-depth understanding of topics and issues and integration of other disciplines (;Ianguage arts, science). PROCESS AP U.S. History requires students to learn and apply a rich range of historical skills. These include: critical reading and analysis of a variety of texts; use of research skills to locate and structure information; and the construction of historical interpretations (through essays and document-based questions). These tasks allow limited open-ended creativity in the composition within these structures. A variety of more open-ended learning opportunities (cooperative learning, debates, simulations, etc.) can be incorporated

16 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED· TEMPO. FALL 2004


with discretion, to enhance the paramount objective of preparing for the AP Exam. PRODUCT The required course products (standardized exam, essays, DBQ) appraise students through both standardized and criterion-referenced instruments, The stringent content requirements allow little opportunity for highly innovative products that create "new" ideas, techniques, or forms, AFFECT: AP u.s. History, with its focus on humans and social systems, will naturally relate to certain student interests, The controversies, the ethical dilemmas, and the conf] icti ng interpretations wi II inspire individual students to pursue particular topics in more depth, to develop their own self-understanding, as well as fostering the growth of abilities and more complex viewpoints, Inclusion of relevant personal historical aspects such as oral or local history can also enrich affective elements. Instructors should encourage these interests, so long as they do not disrupt the completion of the full content spectrum,

GENERALIZATIONS Final comments are based on summaries from each content area, Snggestions are also provided for directions to take the educator toward differentiation for gifted learners enrolled in AP courses,

Biology Many strategies for gifted students are embedded in the AP Biology curriculum, especially in the Content and Process Domain. The Affective Domain was least represented. Because this is a concern, the products necessary to show growth with content and to express interests and creativity within the subject area do not meet the needs of the gifted learner. Taggart and Thompson raise the issue of time, specifically, in-class time to complete projects. Teachers must include individual project work of the students' choosing, with class time provided for at least part of this work, There are no provisions for mentoring students. Mentors and professionals from the community or other sources should be assigned to students for enrichment and growth within area of individual strengths and interests.

If these two issues could be accommodated, the

bulk of curriculum differentiation would be met.

CalculusAB Calculus AB addresses many of the needs of gifted learners in the Content and Process Domains. The course slightly covers other needs regarding the Product Domain, but was not present in the Affective area,

As noted by Roberts and Brady, career connections and varied resources are not established in this curriculum. Teachers must use more varied resources and make more connections to Calculus and math-related career fields.

If these two requirements could be infused in the curriculum, strength in Content and Process would be attained. Their inclusion would also help students develop their interests through products and in the Affective area,

A recommendation of Roberts and Brady is that schools provide gifted learners with alternative upperlevel mathematics courses, such as AP Statistics because they have the potential to meet all of the needs that Calculus AB does not.

English Language & Composition English Language and Composition provides the most evidence of differentiation strategies across all domains, Jackson and O'Neal consider the curriculum close to meeting the needs of their gifted students.

A suggestion is that teachers organize the content thematically around a broad-based idea or issue to add complexity. Another is to allow student choice in reading and!or writing assignments to meet elements of the Affective Domain.

Individual interests through work with mentors! tutors or with experiences in career related opportunities are not accommodated, One way to accomplish this goal is to provide students with opportunities to

interact with professional writers!mentors and to publish their own work.

An explicit effort to incorporate the Content Element #12, "Integrates fine arts with content learning," to meet the needs of gifted students from poverty should be attempted,

The fIndings of this team were that AP teachers must attend O!T training sessions in order to under-

FALL 2004. TEMPO • TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 17


stand, then meet, the needs of gifted students in or within their AP class(es). In addition to professional development in curriculum for gifted learners, AP English educators could also add Slocumb's "Giftedness in Poverty" to their selections for new learning. While many of the connections between the nature and needs of the gifted learner and the AP English Language and Composition curriculum are present, or have strong potential for inclusion, without clear attention to gifted learners' needs, differentiation requirements are not present.

U.S. History The Content Domain in AP U.S. History focuses on dilemmas, controversies, and ethical questions, yet allows little opportunity for development of innovative products. Inclusion of interdisciplinary themes will increase in-depth understanding of topics and issues.

AP U.S. History appears strong in Pro,·e.\·s and Affective areas. Focus on humans and social systems helps to develop self-understanding and to foster personal growth as required in the Affective Domain.

Since the Affective area tends to be weaker in the other subject areas, U.S. History may accommodate the needs of gifted learners who do not have that opportunity in other subjects.

As the summary of Little and Collett articulates, there is little time to create original products. However, an effort toward freeing up time through curriculum compacting for work toward this goal may spark

RUBRIC ELEMENT #

an interest for a product to be included in the Distinguished Achievement Plan (DAP) Or work with the Performance Standards project. One suggestion is to provide student opportunities with relevant personal historical aspects such as oral or local history to enrich affective elements. As noted above, if students, especially those from a low socioeconomic status, were given the opportunity to work with mentors/tutors on a DAP or Performance Standards project, the requisite of Affective element #3, "Inclusion of mentor and tutors," could be met. All Content and #7 in Process, "Varied instructional models," could move to a 3 if educators are given time to understand and incorporate information from Slocumb (2000).

Other generalizations: • The AP English Literature & Composition course consistently provides the most evidence of differentiation strategies in each category. • AP CalculusAB course consistently provides the least evidence of differentiation strategies in each category. • Biology scores sufficiently in every category except AFFECT.

• US History scores sufficiently in every category except PRODUCT.

GIFTEDNESS IN POVERTY Districts must meet the needs of all representative populations. One of the populations that traditionally has been not been identified and is underserved are

Descriptor Content 12 Integrate fine alts with content learning

13 Accelerates learning of basic skills through complex presentation 14 Links emotion and experience to learning

Process 7 Offers an array of learning opportunities that include whole-class, small-group, and individual instruction and activities

9 Offers assignments that inc\ ude visual and verbal components 10 Uses graphic organizers to develop concepts

Product 6 Offers opportunities for in-class projects and homework Affective 3 Includes mentorsltutors who share common interests and talents

with students

18 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED· TEMPO· FALL 2004


I. Element # Biology CalculusAB English U.S. History

Content 12 1 13 3 14 2

Process 7 3 9 3 10 2

Product 6 1

Affective 3 1

gifted students from poverty. The following elements based on the work of Paul Slocumb, "Removing the Mask: Giftedness in Poverty" (2000) have been included in these analyses to ensure their inclusion in differentiated curriculum.

The table on the facing page lists and defines specific criteria for meeting the needs of gifted learners from poverty. Other criteria defined for all populations may also apply.

The issue of giftedness in students from poverty is addressed through analysis of elements that relate specifically to these students' educational needs. An overall look is supplied that adds insight about AP curriculum across content areas and its relationship to differentiation for this population of gifted students.

Only U.s. History addressed Affective Needs, #3, "Includes mentors/tutors who share common interests and talents with students." Only English Language & Composition addressed Product #6, "Offers opportunities for in-class projects and homework." All three addressed Process #9, "Offers assignments that include visual and verbal components." All, but U.S. History addressed Content #13, "Accelerates learning of basic skills through complex presentation."

L&C 1 1 2 3 3 2 2 3 2

2 3 2 3 3 3 1 2 3

2 3 2

1 2 3

This table summarizes the findings as they relate to needs of gifted learners across content areas. At least one content area noted a 3 (the element of differentiation was present) at least once in all areas except Content #12, "Integrates fine arts with content learning."

RECOMMENDATIONS To meet the needs of gifted learners within an AP course: Thematic Presentation of Content Thematic organization of each content area and/or integration of content areas around a broad-based theme or issue would strengthen AP course strategies. This approach meets the learning characteristics of gifted and allows for personal choice and interests across all socioeconomic levels. Workshops are available through Education Service Centers, school districts, and Texas Association for GiftedlTalented that instruct educators how to organize strategies thematicall y. The inclusion of this strategy within AP two-day workshops or weeklong institutes would be valuable.

Curriculum Compacting The issue of time was brought up in each content area. All subject areas expressed the lack of time to delve deeply into the content or the time for gifted students

FAll 2004· TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TAlENTED 19


to develop their interests through self-selected topics. Advanced Placement," while more rigorous in content, is no different that any subject area for gifted students. One strategy that accommodates the learning needs of gifted is curriculum compacting. A determination of what the student already knows about the subject with advancement into the unknown is the essence of cUlTiculum compacting.

lfthe subject area falls into a content area learning strength for the student, (s)he knows a great deal about the subject and can add to his/her knowledge base through self-directed learning. This technique is found in literature related to cUlTiculum for gifted learners and in professional development opportunities for gifted.

A search through Google reveals eight pages of sites that explain the process. The following websites have articles that explain Curriculum Compacting: www.sp.uconn.edu/-nrgct/sem/semart08.htm 1 www.sp.uconn.edu/-nrgct/news/faI1996.html

Performance Standards Project and Distinguished Achievement Plan Throughout this document references have been made to the Performance Standards Project, Exit Level. Rider 69 enacted by the 76'" Legislature directed the Texas Education Agency to develop statewide standards and assessment system to measure the performance of gifted and talented students in the areas of English/Language Arts, mathematics, social studies, and science. As stated before, all Texas districts are mandated by law to provide advanced level services as outlined by the Texas State Plan for the Education of Gifted/Talented Students. Services for gifted students build from and expand on the general school program provided to all students. Through the Performance Standards Project districts provide opportunities for students to create innovative products and performances that reflect indiViduality and creativity in advanced ways when compared to their peers and build on the general school curriCUlum, including Advanced Placement" courses. While this project is currently voluntary, it makes available a focus for educators of gifted secondary students. Coupled with the Distinguished Achievement Plan, both offer an opportunity for gifted students to develop their strengths and to

express their interests. It is imperative that gifted students have access to these opportunities.

Websites for further information about this project and the graduation requirements may be found at the following: www.performancestandards.org www.tea.state.tx.us/rules/tac/chapter074/ch074b.html

TEA Questions and Answers) The document includes portions of the TEA, Advanced Academics, Q & A" that relate to questions and answers about curriculum differentiation and Advanced Placement for gifted learners. The "Q & A" is found at the following address: www.tea.state.tx.us/gted/

Rice University Siva Kumari at Rice University's School of Continuing Studies provides workshops for the specific purpose of integrating gifted education strategies into AP institutes. Her website provides the following information about the workshop:

Learn to differentiate the CU1Ticuium to meet the needs of gi fled and talented students in your AP classes. This workshop will present both the latest research on the learning needs of the gifted and talented students and practical, classroom strategies for meeting those needs. On both days (June 17, 18 and June 18,19, 2004) general sessions on the overall topic will be followed by breakout sessions led by experienced practitioners in the four core content arcas. This workshop is supported hy the Texas Education Agency.

You may access further information through the web site: www.scs.rice.edu/scs/Teacher professional_development

Lighthouse Documents Advanced Placement and (TEKS) Texas Essential Knowledge and Skil1s are the foundation for materials cal1ed The Lighthouse Project for AP teachers in English/Language Arts (developed 2000-2001), Mathematics (developed in 2001-2002), Science (developed 2002-2003), and Social Studies (in development 2003-2004). Vertical teams of AP teachers developed the documents, which correlate Pre AP strategies and AP

20 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED· TEMPO. FALL 2004


courses to the TEKS. They are offered in AP training sessions across the state.

Lighthouse documents are printed and distributed through the Statewide Initiatives office at Region XIII Education Service Center (Contact Marilyn Peebles, 512-919-5392). Many activities found in these documents serve the gifted educator. Those that do not meet differentiation standards may be slightly adjusted to meet this goal. Website: www.tealjghthouse.org

A Final Word The AP Task Force found strengths and weaknesses in Advanced Placement" strategies for gifted students. At its core, the findings indicate that, while the rigor of content is present in AP coursework, differentiation for gifted learners is frequently overlooked and must be directly addressed.

The educator who is aware of the nature of gifted learners will accommodate their learning needs. Whether through thematic presentation, curriculum compacting, or differentiation of strategies, an overt attempt must be made in order for differentiation to occur.

A combination of Advanced Placement" coursework with Pelformance Standards work would be optimal for gifted students at the high school level. The Exit level Performance Standards model should be incorporated into the gifted students coursework to assure curricular rigor and to allow movement toward the Distinguished Achievement Plan (DAP).Along with AP Institutes to provide educator training with the deep and rich content for all students, the educator's application of strategies for gifted learners will create an atmosphere of learning that meets their needs and provides society with learners who are ready to meet the challenges of tomon·ow.

REFERNCES

College Entrance and Examination Board and Educational Testing Services. (2003). Advanced Placement Program Course Description (ACORN books). New York, NY. [on-line) Available: http://www.apcentral.com

College Entrance and Examination Board and Educational Testing Services. (2003). Teacher's Guide to the Advanced Placement Course in (course name) . New York, NY.

[on-line) Available: http://www. http:// www.apcentral.com

Dean, B. (2003). Gifted/Talented Student Performance Standards. ]EMPO 23:3, 1,S-IS. [on-line) Available: http://www.performance standards.org

Kaplan, S. (2000). "Kaplan's Elements of Depth and Complexity," Texas Education Agency, Division of Advanced Academic Services.

National/State Leadership Training Institute for Gifted and Talented (1976). "Principles of a Differentiated Curriculum for the GiftedlTalented." A new generation of leadership. Los Angeles, CA: Office of Ventura County California Superintendent.

Purcell, et al. (2002). "Bridging the Gap: A Tool and Technique to Analyze and Evaluate Gifted Education CUlTicular Units." Gifted Child Quarterly 46:4

Slocumb, P. & Payne, R. (2000). Removing The mask: Giftedness in poverty. Highlands, Texas: aha! Process, Inc.

Texas Education Agency. (I 99S). "Texas State Plan for the Education of GiftedlTalented Students." [on-line) Available: http://www.tea.state.tx.us/gted.

Tomlinson, C., et al. (2002). The Parallel Curriculum. Thousand Oaks, CA: National Association for Gifted Children. Corwin Press, Inc.

Cecelia Boswell, Ed.D .. is the state director for AP/IB ProjecTs. She works in Region 14 ESC, Abilene. As an educator for thirty-two years, she has taught all grades from K-12, has been the consultant for GIT at Region 14 ESC, and is now directing fbur state-wide projects related to gifted and advanced academics. Cecelia earned a B.A. and M.Ed. from Tarleton State University and an Ed.D. from Texas Tech University. She and her husband of thirty-six years have two children andfour grandchildren.



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(from SLOCUMB, page 1)

ing, the emotionally disturbed gifted, attention-deficit disordered (ADD) and attention-deficit hyperactivity disordered (ADHD), and the poor gifted. These students are often referred to as the "twice exceptional gifted."

Bertie Kingore (1997), described the diversity of gifted students in the following analogy.

"Being gifted is like having a really nice car. But the environment in which you drive affects your forward momentum. • The gifted from a nurtured, enriched background

has the car with an outside accessory package. Everyone can see, admire, and serve thetalents.

• The low-socioeconomic status gifted has the car, but may not yet have the keys to dri ve it.

• The highly gifted or prodigy gifted has the car but may only be allowed to drive within the city limits and must follow all the usual traffic signs, such as slow, caution, speed limit, and stop.

• The underachieving gifted has the car, but is considered too young to drive it.

• The language-different gifted has the car, but the signs and directions are in another language so it cannot go anywhere.

• TheADD/ADHD gifted has the car, but the electrical ignition system is wired differently so it stays in motion when others want it to stop.

• The culturally-diverse gifted has the car, but it has a shrink-wrapped cover over it which clouds

its potential. • The physically challenged gifted has the car, but

the air conditioning is broken. The mechanics are kept so busy trying to fix the air conditioning that the car never gets to be driven.

• The gifted female has the car, but she may selfsabotage or be around others who think she does not deserve it. Many wonder what her daddy does!

Being gifted is like having a rally nice car. Our challenge is to help all educators and parents to become sensitive to the diversity of the gifted so their cars can safely enter the high-speed freeway to learning." A major goal of gifted education must be the de

velopment of students with latent potential. The twice exceptionally gifted and the gifted poor fall into this category. If gifted education is to become an integral part of the No Child Left Behind effort, it must take on as its mission the identification and servicing of these twice exceptional students. Gifted education cannot be perceived as a reward for only those performing students. Gifted education must reflect the diversity of the larger system if equity of opportunity for all students is to become a reality.

Because poverty often brings with it other sets of challenges which are frequently labeled as a disability, the statistics ofthe underrepresentation of the poor gifted is an indicator of the larger picture. As the chairperson of a task force selected to look at these issues

Texas K-8, 2002-03 Data Texas Education Agency

Racial General Gifted Discrepancy Inequity Group Population Ranking

White 41% 56.8% +15.8% 1

Black 14% 8.5% -5.5% 3

Hispanic 42% 28.8% -13.2% 2

Asian 3% 5.6% +2.6% 4

Native American .03% .03% +1-0% 5

FALL 2004. TeMPO· TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 23


Low Socio-Economic by Racial Group

Racial General Gifted Discrepancy Inequity Group Population Ranking

White 24% 10% -14% 2

Black 69% 55% -14% 2

Hispanic 80% 69% "11% 3

Asian 32% 18% -14% 2

Native American 44% 27% -17% 1

Low Socio-Economic All Students

General Gifted Inequity Population Low SES Discrepancy Low SES

50.4% 28.3% -22.1%

statewide. I requested information from the Texas Education Agency to ascertain the degree of under -identification of poor children in the state of Texas. Using free and reduced lunch data, I requested the numbers of students identified as gifted by racial group and by racial and socio-economic group for grades K-8. High school data was not requested because high school students often do not participate in the free and reduced lunch programs even though the students may qualify. The numbers show the wide disparity in the identification of students from middle class and the poor. Though there are discrepancies by racial group, the discrepancies by race and socia-economic show an even greater discrepancy.

See the above tables and conclusions drawn from

this data.

Conclusions: What do the numbers say? Student populations represented in the gifted program should be proportionate if equity is to exist. For example, if 50% of the population is of one racial or economic group, then 50% of the identified gifted population should reflect that racial or economic group. The K"8, 2002-03 Texas data reflected the following.

GENERAL POPULATION: • 41 % of the student population was white, yet they

represented 56.8% of identified gifted students. This is an over-identit'ication of white students by +15.8%.

24 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' FALL 2004


• 14% of the student population was Black, yet they represented 8,5% of identified gifted students. This is an under· identification of the Black population by -5.5%.

·42% of the Hispanic population was Hispanic, yet they represented 28.8% of identified gifted students. This is an under-identification of Hispanic students by -13.2%.

• 3% of the student population was Asian, yet they represented 5.6% of identified gifted students. This is an over-identification of Asian students by +2.6%.

• .03% of the student population was Native American, and .03% was identified as gifted. This is equitable.

LOW SOCIO-ECONOMIC POPULATION: • Of the 41 % white students in tbe general popula

tion, 24% of them participated in the free and reduced lunch program, yet only 10% of poor white students are identified as gifted. This is an underrepresentation of poor white by -14%.

• Of the 14% Black students in the general population, 69% of them participated in the free and reduced lunch program, yet only 55% of poor Black students are identified as gifted. This is an underrepresentation of poor black by -14%.

• Of the 42% Hispanic students in the general population, 80% of them participated in the free and reduced lunch program, yet only 69% of poor Hispanic students are identified as gifted. This is an under-representation of poor white by -II %.

• Of the 3% Asian students in the general population, 32% of them participated in the free and reduced lunch program, yet only 18% of poor Asian students are identified as gifted. This is an underrepresentation of poor Asian by -14%.

• Of the .03% Native American students in the general population, 44% of them participated in the free and reduced lunch program, yet only 27% of poor Native American students are identified as gifted. This is an under-representation of poor Native American by -17%.

OVERALL LOW SOCIO-ECONOMIC POPULATION:

• In the 2002-2003 school year, 50.4% of the overall student population participated in the free and reduced lunch program in Texas. Of these 28.3% of identified gifted students were poor. That is an under-representation of poor children in programs for the gifted of -22.1 %.

Of the total K-8 student population, 8.14% were identified as gifted in the 2002-03 school year.

SO WHAT IS THE ISSUE? The issue facing Texas and 49 other states across the United States is embedded in the numbers. Texas was one of 44 states in the last biennium that showed a budget deficit. In 2002-03 school year 50% of the students statewide were on free and reduced lunch. More importantly, however, is the under-representation of poor students in every racial group-white, Asian, Native American, Black, and Hispanic students. Of the 41 % white K-8 student population, 24% of them were on free and reduced lunch. That is over onehalf. Of the 14% Black population, 69% of them are free and reduced lunch. Of the 42% K-8, Texas Hispanic student population (the fastest growing population in Texas) 80% are on free and reduced lunch. If the gifted students from poverty are not identified and served, who is going to pay the bills in this state in the future? Who will lead the masses out of poverty if these students enter adulthood as "free lunch adults?"

WHAT MUST BE DONE? To meet this challenge is going to require a paradigm shift in gifted programs. The perceptions of giftedness must become as diverse as the population it is attempting to serve. One size does not fit all, not even for the gifted. Identification of students with latent potential cannot begin and end with a standardized test score. Teachers who perceive there are parents at home supporting the efforts of their identified gifted children must acknowledge that some of their gifted students will have a single, poor, working parent who has limited resources. Resources that are lacking in the home must be provided in the school if these students are to be successful. Assuming our gifted students value uca-

FALL 2004. TEMPO· TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 25


demics must be exchanged for teaching the valuing of academics. Activities that are cute must be exchanged for activities that really count and have a real pay-off for learning. The lack of mentors in a community must be offset by bringing mentors into the school so students are provided appropriate, nurturing role models. And for boys from poveliy the challenge is to make academics a "cool" guy thing and not just a girl thing.

National statistics show the largest number of children in poverty is white, but the higher percentage is Black and Hispanic. Of the Black and Hispanic populations (refer back to the data) there is a greater percentage in poverty. As educators of the gifted we need to help Black and Hispanic poor students make a major paradigm shift. That shift is that earning a scholarship, and excelling in academics is not a "white" thing; it is a human thing that belongs to all. Because relationships and having friends is so important in poverty, Black and Hispanic gifted students from poverty will often reject academics because they do not want to face the rejection oftheir peer group. They also don't want to be accused of "trying to be white." Breaking this mindset is critical if students from poverty are going to pursue their talents and abilities in gifted programs. It also underscores the importance of finding Black and Hispanic mentors for these students.

WHAT WILL ENRICH OUR LEGACY? The truly enriched legacy for gifted education in Texas must be that no gifted child is left behind, regardless of racial or ethnic group, disability, or economic status. The future for your children, grandchildren, your retirement, and your overall future is dependent on no gifted child being left behind. If the best and brightest in every group is not developed, then equity of opportunity in the workplace and in a community is nonexistent. The rich will get richer and the poor will get poorer and middle class will become smaller. The result will be a polarized society. Enriching the legacy of gifted education in Texas requires that our programs become as diverse as the larger, overall student population. When we choose to achieve this, everyone wins.

REFERENCES

Kingore, Bertie, Tempo, Texas Association for the Gifted and

Talented, Volume 17, Number 2 (pp. 1-6), Spring 1997. Payne, Ruby K. (2003). A Framework for Understanding

Poverty (3rd Revised Edition). Highlands, TX: aha! Process, Inc. Slocumb, Paul D. and Payne, Ruby K. (2000). Removing t"e

Mask: Giftedlless in Poverty. Highlands, TX: aha! Process, Inc. Slocumb, Paul D. (2004). Hear Our Cry: Boys in Crisis.

Highlands, TX: aha! Process, Inc. www.usatoday.comJgraphicsJcensus2000JusnavJusnav.htm

Dr. Paul Slocumb has been a professional educator since 1966. He is a past president of TAGT and the 2003 recipient (if' the President's Award. He is the coauthor of Removing the Mask: Giftedness in Poverty with Dr. Ruby Payne, and the author a new book, Hear Our Cry: Boys in Crisis. Dr. Slocumb is currently writing and consulting fulltime. He has been actively involved in gifted education and TAGT for more than 25 years.

26 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED • TEMPO • FALL 2004

Meet the Needs of All Your Students! Get More Value in a Single Subscription

• Differentiated performance tasks at three levels

• Standards-based scoring rubrics

• Annotated benchmark papers

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• Teacher notes for assessment and instruction

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(see MCINTIRE, p. 3)

That's only the tip of the iceberg, as there is an Annie Leibovitz display, a "Gershwin Spectacular," performances of "Mame," and the Moscow Ballet will be in town to perform their "Nutcracker." Leos Janacek's challenging "Jenafu" will be performed by the Dallas opera.

The openings of the "First Ladies' Exhibit" and the "Splendors of China's Forbidden City" will be on Saturday and Sunday, respectively. There is also an exhibit of sculpture and paintings commissioned to honor the great Chilean poet, Pablo Neruda.

Think of the great cultural opportunities of Dallas as part of our conference experience, just as the TAGT conference is a part of your ongoing professional development. Without the arts, sports, professional development, and collegial networking, I don't know how I'd get out of bed in the morning, much less stay productive and happy all year long. Your experience in Dallas at the TAGT conference and beyond will allow you to put on a smile and be at youI' very best through the long and challenging school year.

I hope to meet you in Dallas or to rekindle our friendship.

Parents and Classroom Teachers Wanted to Write for Tempo

We are actively seeking articles from parents and classroom teachers. You have invaluable expertise and information to share with the readers.

Check the Call for Articles, page 30, for upcoming themes.

If you have an idea for an article or have other questions, contact the editor.

"~-",.,.

FALL 2004· TEMPO' TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 27


BOOK REVIEWS

Webb, J., Gore, J., Karnes, F. and McDaniel, A. Grandparents' Guide to Gifted Children. Great Potential Press. 2004.

Grandparents are not often mentioned in the field of gifted education, and this new book seeks to remedy that lack. The core if the book is the contention that grandparents are often in a better position than parents to recognize that a child is bright or gifted. Their greater life experiences and perspective makes them

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at times better judges of ability. The authors, all of whom are grandparents, use their professional and personal insight to provide a useful and interesting text for a very particular market.

Characteristics of gifted children and attendant concerns are addressed tlrst to give the reader the information needed to decide if their grandchild is possibly gifted.

One of the most valuable parts of the book are those chapters that deal with approaches that grandparents should keep in mind when interacting with their gifted grandchild. Understanding the special needs and interests helps the grandparent to foe LIS activities and time together for the greatest potential. Also addressed are the issues of divorce, care providing and how to cope with becoming the permanent care giver for a gifted child.

Advocacy and dealing with schools are topics that also receive complete coverage. Of particular interest is the final chapter on estate planning. a field not discussed in most books on gifted children, but useful and interesting in this context. The book ends with appendices of websites, support groups, and recommended readings for grandparents.

This is a unique book in the field and one that fills an important niche. A great gift for the involved grandparent.

Lambros, A. Problem-Based Learning In Middle and High School Classrooms: A Teacher's Guide to Implementation. Corwin Press. 2004.

If yOll have wanted to try problem-based learning, but

28 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED' TEMPO' FALL 2004

THE LAST WORD

were intimidated or put off by the apparent difficulty of the process, this book could make a real difference. In addition, it is directed at middle school and high school teachers, whose particular situations are often neglected in books of this type. The opening chapter gives an overview of Problem-Based Learning (PBL) and cites teacher experiences and some research to substantiate the need for and efficacy of this type of learning.

There are separate chapters on middle school and high school to better address the specific needs of each situation. The chapters follow the same format, beginning with introducing problems to students, example problems, and sources of problems.

Chapter 4, "And the Problems Is", gives characteristics of good problems with directions on how to develop original ones. The issue of state standards is also addressed, with examples of guidelines on alignment and implementation. Assessment, often seen as a difficulty with PBL, is thoroughly covered in its own chapter, emphasizing authentic assessment and portfolios. Connections with other approaches, including cooperative learning and service learning receive attention as well.

One of the more useful features of the Resources section are the Guidelines for Facilitating PBL, with an excellent list of do's and don'ts. If you are considering trying PBL, this is an excellent resource for the upper grades. The author has also written a volume for early grades, Problem-Based Learning in the K-8 Classroom, also available from Corwin.

Droit. R·P, Astonish Yourself: 101 Experiments In the Philosophy of Everyday Life, Penguin Compass.

Have you ever looked around and thought, "Is this all there is?" Have you had the experience of looking at something very familiar to you and suddenly realizing that you have really no idea who or what they are?

This book aims to shake its readers out of their preconceived ideas of everyday reality and make them take a real look at life. The basic idea behind this book is that philosophical insight can be achieved when you take time to really examine what you see, experience, and say. It is, as the Introduction reminds the reader, a book of entertainment, not serious philosophy. It attempts to provoke tiny moments of enlightenment that make life more interesting.

The activities are fascinating, ranging from Eat a nameless substance, Walk in an Imaginary Forest, Play the Animal, Invent Lives for Yourself, Enter the Space of a Painting, to the more disturbing Kill People in Your Head and Hurt Yourself, Briefly.

These activities are great for refocusing the mind and many can used with students or your own children as a springboard for interesting discussions.

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FALL 2004. TeMPO· TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED 29

Call for Articles Guidelines for Article Submissions Articles are solicited that address the theme of the issue from both the practic,d and theoretical points of view.

Spring 2005 EMOTIONALIBEHAVIORAL DISORDERS IN

GIFTED LEARNERS

Tempo welcomes mauuscdpts from educators, parents, and other advocates of gifted education, Tempo is a juried publication and manuscripts are evaiuated by members of the editorial board andlor other reviewers.

Deadline: December 1, 2004

Summer 2005 MEASUREMENT AND TESTING

Deadline: March 1, 2005

Please keep the following in mind when submitting manuscripts: I. Manuscripts should be between 1000 and 2500

words on an upcoming topic. 2. Use APA style for references and documentation. 3. Submit three copies of your typed, double

spaced manuscript. Use a I 1/2 inch margin on all sides.

4. Attach a 100 - 150 word abstract of the articie. 5. Include a cover sheet with your name, address,

telephone and FAX numbel' andlor e-mail address. Fail 2005

CONFERENCE ISSUE Deadline: June 1, 2005

Send ail submissions or requests for more informatiou to:

TAGTEditor 406 E. 11th Street,Suite 310 Austin, TX 78701-2617

Texas Association for the Gifted and Talented

Membership Application See www.txgifted.orgfor additional in/ormation.

N.mc' _____________________________________ ~-------------------Maijjng Addrc!>f;' ____________________ Cily' ______________ State' _____ Zip' ________ _

Busilless/School Di~trict_.. School ESC Region ___ _ Teiephone(home) 1 ____ (wol'k) f ____ _ Fax ___ 1 _____ _ Emajl Addrefis: ____________________ _

PLEASE CHECK ONE THAT BEST APPLIES: a Teacher CJ Administrator/Coordinator CJ Business/Community Member Q Counselor CJ Parent CJ School Board Member CI Studcnt

_ DASIC MEMBER 535 sI:!N8.PITS: • TAGT New.ll~uer (unlin(;) • Pel'odl~ cll1ol1 [Jpdnle~ • Reduc~d Fee~ al All COI\f¢I'¢t1~~~

__ fULL MEMBER $l~

RECEIVES BASIC a€Nl':prT~. t:J.J.1.S.: • T~III!/u QuurlHly JOIII'I1;1.1 • A~~e~~ In Members.only Section ()fWet>oil(: • 11I.~llIhl.\' Annual Direc\ul"y!.'lt S¢llolm~blps lind AWllrds (aV,\i!lLblo:: oJlllin¢ 01' mailed upon rcque~l) • TAGT Pin WillI AnnulIl Conference AltI!mhmn;

__ SCHOOL MEMBER :\ilOO

RECEIVES I'ULL BENEFITS, f..LJ.!1i.: 'Two ndditiolllli copie.~ of T~mpu .mLlIII.Y;jdlf.I' Ekcrroilic overview Pre.'I'!ntllriull \.'IrTACjT Scholar~hip~ >lnd Aw'lIu~ (S<.:hool Inll~r (t~~igllate n prim"r), c\mtll\~1 J.lCr"~OII II~ rh~ memher to receive Ihe~e benefir~ \.'Irl bl.':Mlf of rh~ In~lilution)

__ lIUSINESS MEMBER $100

RECEIVES FULL aBNI;.FIT~, E:J..Lt.S.:. Web link P\1~rclltO TAGT W~\:I~he • Pleferenti;!1 M'lrketing OPI'OI'rtt~lrI~~ Ihrnughoulthc Yc;}r

__ LIFETIME $400 (IN/.J/VmUAT .. r; ONLY)

RECEIVES FULL MEMBER BEI'II:;t'lrS FOR LIFE!

III addtllollio YOIl!' nflllIDr Mflllbcrsllipl 'liN Unt ilM/1lI 1010111 II TAGT DMslollJor a ImallJf!~, __ Gfr Coordln-Ators nlvl~11)1l $10 _ .... _ DURI LIIIla:UlIgC Muilitultllral L1M~loll $10 BENEI'ITS: 'N~lwu\"kitl:,; OPt)OI'w(\lrl~~ RI_nnmllil Newslelter.~ • Divi~ioll M¢Ilt\.l¢r~hip Directory

DOLLARS FOR SCHOLARS: Muk~ ~ tnx_deductible contribution r\.'l till.': TAGT SCI)o\~rl;hip Prngrllm! _I'riend ($5-24) _i"'~llron ($H_99) _B~nl;;rll¢tOr ($100 01' more)

TEXAS LEGACY ENDOwMENT~ Support gifted ic;}rnillg 1l~~LI~ fl.'\" )',~al'~ to¢om~! _Tutor ($50-99) _Memor ($ t 00-4(9) _Scholar ($500-999) _Mal't~r ($ I ,()"}().4,999) _rrol"¢~~Or" (1i~,~)(X)_9,999) _S'\V"nt ($10.000-1-) .. _ .Other Amount ($ _____ I

PARENT AFFILIATE GROUP MEMlIE[.ISHIP~ __ Plea~c cont;}ct mil with 1110I~ itlformnrion on this group.

$, ____ TOTAL AMOUNT ENCLOSED 0 (:l)~k/ll1(\ney Order Itl ___ _ Pr;,"~~ I'II/d 1/1I"i1llt:lt/il.H1tl4 'N,) plIydwse (mf~r.l nC(·ep/l.'d. N("."JI,))a.l·

Signature: _________ fly ;'rrtyin,' r", 1"~I"t:.::I'hlp. !lOll h~r~~y ~~t~(O\"i>~ TAOT I" i"f"rlll ytlU ~(I.-..:ll'ntty vi" t~ll, ~,.,~it, '" In,.it "rIle"' •. ,Itldatt . or olh~r nnjiO;I rct,.led 10, ~iacJ ~duc.'lion 1\11\\ l)'oIJ"\"d~lII~ )X'~ip~nl I" il. Mi.,i",..

Ca.rd Card Payments: 0 Vi!ia U Master Card Cl Discover a Americiln Expl'ess Card Number _____________________________________ Exp, Date ______ _ Catd Holder Name Signature ________ .,.---____ -= ___ _ Cardholder Address Cily State Zip

Retu['o fo['m and dues to: Texas As!>ociation for the Gifted and Talented, P. O. Box 200338, HOllSlQn, 'fX 77216-0338,

30 TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED· TeMPO. FALL 2004


TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED

2004 EXECUTIVE BOARD

EXECUTIVE COMMITTEE REGIONAL DIRECTORS

President JUDY BHIDGES (4.32) 689-14~O Mldl~~nd ISD )300 E. W~11 Mi!.lllllld" 'IX 7S1701 jh"M:(",f.'Ii(,I'l"!8.lll'l

Presldent·Elect BOIlBIE WEDGF.WOIt'I'H (281)5?l1.:l.110 4003 Sl\,~d T"'l"Iw,:c Kuly, TX 77450 J"'l!dll~II·l!rIIIIi>'H"ff,llml./"I:,"i!1II

Fir'~t Vice-President FARA G~lml'l (~IJ~) 997-0216 EI P'I.IO ISD 44 CI~lo L)Or'rloJl.I AIIIIIOlly. NM 88021 f!;I"I!~1I564fi@(/I!I'I''''''

Second Vke"Pl't'sldent P,\1~1'I S'r"'I'LI!:S (9()l)737-7~43 flll'i~ISD 1920 Clmk~vill~ SI~CI Puri~, TX 75460 1',llllpll!.f®pilri.\'I,~d.11I.'1

Third Vlce-Pl'esldent J(II:umu Dnlcson (281) 474-700.:1 c.r.!. [11~.

P. 0, Box 792 SIO;!brook, TX 775R6-330(i ibilie.WII@JIl:',I'/I'II'/I,('f!llI

S(!(:n:tllJ"yffressul'eI' DR. KRITII YOST mI13S17-7185 T()l11ball ISD 1!l19 CQrrnl L1l'iv~ HOllolOrl, TX 77090 k.rIl.l/@·,11}r)·JI~J.I"I!l11

Immed'~te Past Presldl!nt TII.I.I);: HICKM,t,1" (409) 942-8606 Odol11 A<.:ad~my, 8fllul11onr ISD 2550 W~.~t Vlrgllll!1 B~IILimonr, TX 77705 ,(·/ji(·klllillrGl'/I'.I"I:mm

Publications E(I~tor MICHAlS!. CANNON (915)77!'i-3988 1:1 "11~(lISD ~~21 Martin LlIlle EI PJ.~o. TX ,oWn 1111"(',10'iOOO®,I'allllll.1:1I!11

Executive Director J",' l'v1clNTIR);: (512)499,82411 TAGT 406 ]:;llotllth SL Suit~ 310 A\I~tin. TX 711701-2617 jllll:imIH'@lxgljifil,(IIX

II

III

IV

V

VI

VII

VIII

IX

X

PATRICIA RENDON XI (~)~(')) 984-6237

~9~bow~~~~:h\lni()r bli(lburg. TX 7!'i54t plllly.I~'lIdrlll@(',n·I'IIt"I/.III/:

KATHR.\'ON HUMES XII (MIl) ~l6~-6UOO. IlXt. 223 A.C. J()ne~ I~igh ~ch(lol 1902 N. Adlllll~ B~~vlll¢. TX 78102 k/iI!lII~,r0' beel'III~I,(d (',\(.; ,II'!I

DAUSSA BRANDENBURG XIII (36t) ~73-0731, ext. 262 R¢J.:IOTlII1 ESC

~~~t~I~:,J1X L~;;OI dlll'(('liI@'!.ld.!lel

D~, LAURA MACKA\' XIV (:i:SI) 332-2]59 CI~I\r Creek ISD 2136 Lok~lVtn(1 LillIe I ,~t~,ell¢ Cil)" TX 775n /'lllm®/eX/(I'llwl~/;('.I'.,"rg

MARIIIKTH MORRIS XV (409) 9.'it_t'lz F.St R¢~iol1 V 2295 Delaw'l!'e Be~ul1lol1t, Til: 77703 1IIIII"'/';@e,K5.11!!/

DR, BARDARA POLNICK XVI ('Hc<) 321-6949 SIII1I H()u~ton StUIC Un(\'el'~ily 2302 Snhlcri(t,e¢ Conroe, TX 77384 d(·_III.'II@I.'.(dwlIg~.,IIi.'I!'l!d(!

Jo~ STOKES XVII

(')03) 904-1347 S,\bintl ISO ~801 Chllndler St, Kilgor¢, TX 75662 ~III!IKII.mlliIIC@hIIIIIWII'(""'1

XVIII BILLl£ VII(l':I~ (903) 7,37_7434 PlIri~ )S1.1 n70 Omb,lIl1 Street r'lri~, TX ?S460 bvl"/i" @>11(ll"i,l'i.I'ri.II~1

CtlESTA OWENS XIX (940) 969-141 I Wir::hitJ Fall~ ISD 4102 R~I~~I\1 WI~hitll Fall~, TX 76~09 (·/IIrCII.I'W' ,(\\', I"l "'11m

SHliRI P~.YBON XX (972) 7~R_ t ~84 C~ri'ollt\!II-F;\lmer~ Brnnch ISL1 2205 P,lrkhaven Dr. PIJno, TX '7~U7~ piyli"Jl.I'(/!'r::fl1i,yri.frill

FALL 2004. TEMPO. TEXAS ASSOCIATION FOR THE GIFTED AND TALENT"D

R{)n~RT THOMPSON

(;)17)428-2269 TXU Elee(ri~ 10~OTltnb~r Vi~w Dr. B~tlr\lrd, TX 76021-33',\0 l.flilI!lIIPWII@,,/I(·';/O/.>;:II.IIt"/

OR, JANIS FALl. <:l.:I4) 501-2625 Kill(!(!n ISO 902 R~v. R.A A.mMn:r\lmbie Dr. Kllk~!1, TX 7654] JWI. F'lilfl>/;III~"II/.I'd.'I!'~

MICHKUE SWAIN (SI2)464-~O~3 i{(l1111(1 Rock ISO 1311 Round Roc~ Av¢, Round R<xk, TX 78681 Mit·/If/Ii.'_SIl'llill@ml!lldm('kl,lrI,,,"~

DR. MAR\' CHIUSTOPHER (]25)670.1510 J.Jllrdil\-SlmmOrl~ Univer.lity f. O. Box 16225 Abilene, TX 7969S mdl!'i(@II"'!/,(.('lirr

MARY JANE McKINNl1".V em) 6~9·J400 S.\n Angelo ISD 100 C(lltOnIVO<)o.i S~ln AI:r,~I(), TX 76901 lI(imck '1)."·<".11"1

KAY HARVlc\' (806)665.1210 307 Lin.;il~ L1l', t"~lmj.lll, TX 79065 Iwl"I'I.'I"@,I<!II.II',\',II('I

C1.AIRF; KING (806) '66-Z0SS t~lb\.l\)¢k ISD

l~~l:.:,t;X 79424 d(II'l'kiIIK>JI'l"II.I".II~1

LYNN LYNCH

(432) 561-4349 ESC IR 2811 LIIFol'~" Blvtl P. 0, Box 605110 Midland, TX ")71 I 1i),11('iI(l!lI!,\'('18,1It"1

SHERYL MAXSOM (91~) 4]4-054B Y~leta ISD 9tiOO Slm~ DI ]:;1 PiI~\I. TX 79925 ,Y!IIII.I".WIII~yl,(d.!I~1

CARl.OTA RODRIGUEZ (21 0) 2~~-HOO Z626 C~ntllry R~nch S,ln Antonio, TX 78l~ I <"md@I('x(I,;,llfl

EDITORIAL BOARD

PUBLICATIONS EUl'l'OR

MICHAEL CANNON ~15) 778-3988

I ?aso ISD 5521 Martin Lane EI Paso. TX 79903

EDITORIAL BOARD MEMBERS

KAREN FITZGERALU 713/365·5671, txt. 1 ~OO S8ri).§ 8nmch ISD 9 I orkche.~tcr Street Houston, TX 77079

TINA FORESTER 9361931-2182 WindSWK!lt Ranch, TWHBEA 13227 F 362 Waller, TX 77484

DR. JoveR E. KVLE MILLER 9721613-7591 2600 MotJe~ Drive Mesquite, 'I x.as 75 I 50

ELIZABETH MON'n::S

9151755-2556 3303 Moonli~ht EI PasO. TX 990'

GAIL RYSER 5121451-3246 PRO~ED PubH!ihin~ 8700 Shoal Creek Ivd. Austin, TX 78757-6897

DR.MARVSMY 8301792-7266 Schreiner Univet'si[y 2100 Memorial Blvd, Kerrville. TX 78028

TERRIE W. TURNER g06) 935·4031

uma!>ISD PO Box 715 Pumas. TX 79029

31

'; (. , ",,(," I .-; ,I

"Ie ,I ':

~ Texo$ Association fot the Gifted and Tolented

27th Annual Professional Development Conference for Educators and Parents

Dallas Convention Center November 17-20, 2004

Texas Association for the Gifted and Talented 406 E. 11th Street, Suite 310

Austin, ,x 78701

For more Information call (512) 499-8248 or visit us online. at www.txgifted,org.

Texa, A,sodatian for the Gifted and Talented 406 East II th Street, Suite 310 Austin. Texa, 78701-2617

Non.Profit 0(9. U, S. Pc!r.lage

PAID AUslin, Texas

713767

Pemlit No, 941