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Hours: 2

Directions:  Read the article. Reflect on your practices and try to incorporate some questions that begin with “How…?” or “Why.. ?” get kids talking about what they know and would be unanswerable by Clever Hans. It takes practice to incorporate them. Write and submit a one page reflection after implementing these questions with your class discussing things you noticed among your students after implementing more How...? or Why's...?.

Submit:  Gifted PD Submission Form

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Never Ask A Question A Horse Could Answer - Robert Kaplinsky

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If you’ve ever asked students a question only to have tentative responses come back like “Yes… No… Uh… Yes…”, then you’ll enjoy this story. In the early 1900s, there was a famous horse named Clever Hans that amazed people because of his intelligence. At first Hans was able to count objects and then tap his…

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Hours: 2 per recorded session.

Directions: Watch the recorded session (preferably in order of the progressions) and write a short reflection about the recording.

Submit: Gifted PD Submission Form

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Progression A:
The 5 Practices for Orchestrating Productive Mathematics Discussion

The 5 Practices provide a model for facilitating discussions in mathematics classrooms based on the thinking of students.

Jan. 17, 2024

3:30 - 4:30 p.m.

Introduction to the 5 Practices for Orchestrating Productive Mathematics Discussions - Setting Goals & Selecting Tasks
Dive into the heart of effective mathematics teaching by exploring Margaret (Peg) S. Smith and Mary Kay Stein's 5 Practices for Orchestrating Productive Mathematics Discussions. These practices are the cornerstone of fostering meaningful interactions and productive discourse in the classroom. By unraveling the intricacies of these practices, you'll gain invaluable insights into creating an environment where learning flourishes.

We begin our webinar series focused on Step 0: Setting Goals & Selecting Tasks, where participants dig into the teaching preparation that drives successful goal setting and the tasks that lead to productive discourse.

Feb. 21, 2024

3:30 - 4:30 pm

Practice 5 for Orchestrating Productive Mathematics Discussions - Connecting Student Ideas to Learning Goals
In our final webinar of the series, participants will examine and understand the essential fifth practice for orchestrating productive mathematics discussions, connecting. By connecting students' ideas to learning goals, we foster an environment where students become the authors of their learning journey. Learn how to guide and ask questions that actively bridge student thinking to mathematical learning goals, ensuring an atmosphere of active thinking and participation.

Progression B:
Mathematical Language Routines

Mathematical Language Routines (MLRs) help teachers "amplify, assess, and develop students' language" in math class, "emphasize the use of language that is meaningful and purposeful, not inauthentic or simply answer-based . . . [and] can and should be used to support all students learning mathematics."

Source: Understanding Language/ Stanford Center For Assessment, Learning, And Equity Stanford University Graduate School Of Education

Progression C:
Differentiation in a Student-Centered Math Classroom

Build student-centered math classrooms that prioritize equitable access and engagement as essential foundations for mathematical success. Each session of this series examines the effective strategies and tools needed to create vibrant math classrooms where all students thrive.

Progression D:
Elements of Student-Centered Math Instruction

Unlock the potential of student-centered math instruction as we delve into distinct elements that cultivate an engaging, impactful, and safe learning environment for all students.

June 28, 2024

11:30 a.m. - 12:30 p.m

Developing Multiple and Varied Checks for Conceptual Understanding Explore diverse approaches to assessing and reinforcing conceptual understanding in mathematics. In this webinar, we examine the different types of assessment and their roles in guiding instruction, from entry points to continuous formative assessment. We'll discuss "Entry" points to CFU, Check For Understanding, (discourse, self-assessment, etc.) and "Routes" into planning CFUs (technology, strategies, routines, systems).

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Professional Learning for Mathematics | Ohio Department of Education and Workforce

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The Ohio Department of Education and Workforce, in partnership with the Ohio ESC Association, offers a professional learning series to expand educators’ understanding of Ohio’s Learning Standards for Mathematics and the Standards for Mathematical Practice.
This four-part webinar series supports educators in fostering mathematical discourse and language routines in the classroom:

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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The Institute for Arts Integration and STEAM

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Looking for activities that encourage creative thinking in the classroom? Try these 5 ideas for engaging instruction in any subject.

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Hours: 2

Directions:  Follow one of the 8 links on the website. Write a one page summary of what you learned about the topic you choose.

Submit:  Gifted PD Submission Form

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Educators need specific resources and strategies for teaching gifted kids, and I could (and do) spend days and days on helping them find those resources an develop those strategies. (See my Speaking page for more on that).

This post came about when I received an email from a reader who wrote in part:
I love love love your page and all the support you are giving to the gifted community [Okay, so maybe I didn't have to keep that part in, but it was so nice, don't you think?]. I have a maybe unusual situation but believe you have probably some ideas to help. I have a gifted 7yr old who is just finishing 1st grade. Her teachers have recognized that she does not fit the mold, and since they can't skip her, are looking for ways to challenge her and provide enrichment for her. They are genuinely open to suggestions but admit they have no experience to draw from.
Now some of you parents who have not encountered this type of teacher before (see Why School's Not Fair to Gifted Kids ) may want to pause and just think about this. I know I did a little "She's so lucky!" dance.

If you're new to gifted as an educator, you need to find the essential resources to get you started. If you just start poking around, you can easily become overwhelmed by the {amazing but} impossible-to-process amount of information available.

So I'm going to share (in no particular order) what I believe to be the most essential resources & tips you need, why you need them, and what to do with them.

If you're an educator, thank you so much for caring about gifted kids enough to spend your precious time preparing to better teach them.

Why you need it:

Too many educators think of acceleration as an all-or-nothing proposition in which some tiny little socially awkward and too-dressed-up kid skips three grades and goes to school in a den of big kid lions, becoming Doogie Howser and missing every joy of childhood.

Nothing could be further from the truth. Do you remember the opening scene of the Fellowship of the Ring when says, "But they were all of them deceived"? It's like that. Educators are deceived about acceleration.

Acceleration takes many forms, and even its most adamant opponents don't argue against its most common iteration: Advanced Placement.

offers the best research in acceleration (far better than anecdotal stories in manner of labor horror stories mean people tell), information about its methods and pedagogy, and ways to incorporate it even in schools where it's not an actual policy.

What to do with it:

download and read A Nation Deceived and become an acceleration convert.

consider ways (even micro-ways) you can incorporate some acceleration in your classroom. For example, can the child work with students from another grade on a single project? Can the child take an online class? Can you let the child (gasp!) read ahead?

Why you need it:

Because Ian Byrd is one of the best and most genius voices in gifted education today, and his website shares practical, drag-and-drop tips. His lesson suggestions include ideas for teaching the way gifted kids think. He is a teacher's teacher, a gifted grown-up still in touch with his inner gifted kid, and you could find no better internet mentor or model than Ian.

In the interest of full disclosure, Ian and I are friends, and I'm connected with his Byrdseed TV , but we're friends because he's spectacular. I was singing his praises long before I ever met him.

What to do with it:

to his newsletter

sign up for a month of Byrdseed TV. For the cost of a venti chocolate chip Frappuccino, you can learn a lot of practical tips from real educators like you.

if you're a social media person, follow him on and/or .

Why you need it:

SENG is your portal to quality information about the affective domain. They offer SENGinars, and lots of free online reading to help you understand exactly what is making that kiddo tick.

You will never fully meet the needs of gifted youth unless you understand the way they think and feel and how that differs in distinct ways from typical learners.

What to do with it:

browse their resource library

sign up for a SENGinar (you can all watch together, so sign up the school and have a watching party)

4. Let student interest drive the train.

Why you need it:

Interest allows learning extension to be a lure rather than a push. Find out what the child is interested in, and then guide exploration of that topic during the time the rest of the class is working on already-mastered material.

It is poor pedagogy to punish children for giftedness by making them do more of the same work. This is not a strategy; it is surrender. It is guaranteed to drive a love of learning out of even the most joyful of students. If you do nothing else, stop this archaic and indefensible practice.

Independent research projects and project-based learning (alone or in small clusters of gifted students) about things that interest them will make you their fave teacher ever.

You can learn more at , in Todd Stanley's book Project-Based Learning for Gifted Students , and the website. PBL sites before you spend a lot of time browsing useless sites.

What to do with it:

Don't spend all your time on this. Send the kids on a learning adventure to find and complete a project that speaks to them.

Read at least a couple of articles on PBL and think of three ways you can use it in your classroom to better serve your gifted kids.

5. Follow the right people.

Why you need it:

There are people who invest a lot of time in best practices of the gifted. You don't need to reinvent the wheel - just find them.

They will help you find more resources, save you time, and answer questions. They will be your team, a professional learning community that helps you serve gifted kids better, and, I the end, your friends in meaningful ways.

You simply cannot do it all, and you could spend a lot of time trying to figure out how. Rely on other educators and even those outside education to keep your mind and classroom fresh.

The list below will get you started. Add on only as time and energy permits. It's better to follow five people with great ideas than 1,000 people who don't really help. In fact, a great Twitter strategy is to only follow seven or eight people. You will never overwhelm yourself.

What to do with it:

Find your medium. Are you a Facebook person? Twitter? Pinterest? Whatever works for you, do that. Don't add "Must change social media habits" to your to-do list. It's not necessary. So which one do you like best? Stick with that one.

For Facebook, connect with

Ginger Lewman (Even more spectacular on , and a real PBL expert)

@gifted_guru (that's me, too!)

Create a separate account just for GT ideas and keep that feed pure. You could start an account with only these people, and you would be full of ideas.

Once you're ready to add on, go see who the people you are following follow. That's a great place to start to add to your virtual team.

Why you need it:

The Library of Congress (affectionately known as the Mother Ship) is the THE resource for teachers of the gifted. Start at their teacher page and never look back.

From information on how to use primary source documents (they'll need this for their research projects), to webcasts of authors from the National Book Festival, to fantastic lists of books, to lesson plans you can search by standards, you will find what you need to meet the needs of the most cognitively greedy of any student possible.

What to do with it:

Why you need it:

This isn't on the list just because I work at , promise. The lesson plans, TED Connections, and other resources are just terrific. American Mensa is a sanctuary for gifted kids and adults (including a billion people in my family - although perhaps I'm somewhat given to hyperbole).

Home to the Mensa Foundation's truly amazing Excellence in Reading program, the site offers young readers the opportunity to connect with spectacular literature that stays appropriate, no matter the lexile.

TED Connections are perfect for GT students because they can be discussion or written response. TED talks that are appropriate for students are augmented with high-level thinking questions and extension activities and resources.

They are created by teacher request, so if you have a topic you want a lesson plan on, or a TED talk you think merits a TED Connection, email them and share your idea.

What to do with it:

Explore the lesson plans. They're designed to be done by a student without a teacher, so they are easy peasy.

Challenge a student (or yourself) to complete a level of the Excellence in Reading Program.

Use a TED Connection to create a vibrant class discussion.

Why you need it:

This is the teacher section of America's attic. You can get lesson plans, resources, virtual tours, science webcasts, and on and on. You cannot help but love it, and it's safe to send students there, which makes it even more amazing. Their tagline is "Seriously amazing," and that is not hyperbole.

You could literally just use this site to let students explore and learn. Don't worry about the right grade level. GT kids are kind of like self-leveling cement - they'll find their level if you leave them alone. Caveat: you may not always like it!

What to do with it:

Quit your job and read the site. Just kidding. Kind of.

Visit the site and find two things your students would be interested in.

The National Zoo is part of the Smithsonian, so be sure to check out its cool online resources , like the animal webcams . My fave? The Naked Mole Rat Cam, of course. There's just something about seeing the phrase "Playing Naked Mole Rat Live" that I love.

So there you have them - 8 tips & resources to get you started.

You'll find that they are somewhat of a rabbit hole that will lead you further into Giftedland, but I promise that you'll love the journey.

If you don't see a top-tier resource or great person to follow here, please share in the comments!

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8 Essential Tips & Resources for Educators of Gifted Kids

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Educators need specific resources and strategies for teaching gifted kids, and I could (and do) spend days and days on helping them find those resources an develop those strategies. (See my Speaking page for more on that).

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https://forms.gle/szCs7w6367TVRXtB6

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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Publisher: Davidson Institute

Being a regular classroom teacher can be both an exciting and overwhelming experience. There are so many curriculums to cover, so many standards to meet, and so many things to learn. It can seem as though you're being stretched in an infinite number of directions. And, the most challenging part generally isn't the teaching; it is managing student behavior. Without a doubt the most difficult student in your classroom is generally the one who finishes every assignment in less than five minutes and requires constant redirection. We hope you will find these tips helpful.

With areas of the curriculum that are sequential, such as mathematics and spelling, how about giving the end of the year test during the first week of school. If you have students who can demonstrate competency at 80 percent or higher, you will save them an entire year of frustration and boredom if you can determine exactly what their ability level is and then offer them curriculum that allows them to move forward. Formal assessments can be extremely helpful, however, they are expensive and there is generally a back log of students waiting to be tested. Conducting informal assessments is a useful and inexpensive tool that will offer a lot of information.

Piaget's Stage Theory of Development
Bloom's Taxonomy

Tip #6: Learn About Distance Learning Opportunities
The choices available to teachers and parents in this area have exploded in the past several years. Distance learning opportunities have dramatically increased options for meeting the needs of gifted students. Programs such as Art of Problem Solving math and the Johns Hopkins Center for Talented Youth Online courses, as well as a myriad of online high school and college courses including online AP classes, are a great way to substitute more challenging curriculum for students who demonstrate proficiency with grade level material. Of course, these classes generally aren't free, but they are an option that many parents are willing to pay for. Search the free online Davidson Gifted Database to find resources recommended by students, parents and teachers.

Another reason that many teachers are afraid to try acceleration is that they are concerned about the student's level of social maturity. Research has demonstrated time and time again that acceleration is effective for many reasons and that social maturity is rarely an issue. Several studies have shown that social age is correlated with mental age - not chronological age. So, not only is it generally in the student's best interest academically to accelerate, it is in his/her best social interest as well! The same goes for students in high school. If a student is ready for college work, encourage them to take college courses or to consider an early college entrance program. Indeed the student might need a bit of tutoring to get up to speed and/or may need some extra support initially, particularly with writing and/or organization, however, gifted students learn very quickly and my experience has been that these supports can generally be removed after a reasonable adjustment period.

Blunder Number One: Asking Your Gifted Students To Serve As Tutors For Students Who Are Struggling. Gifted children think and learn differently than other students. Asking them to serve as tutors can be a frustrating experience for all parties involved. This should also be remembered when putting together learning teams or group projects. Putting your strongest student with your students who are struggling is likely to be a painful experience for everyone. Imagine developing a cycling team with someone like Lance Armstrong as one member and then selecting other members who have either just learned to ride their bikes or are still relying on training wheels to help them gain their balance. It is unlikely that anyone in this group is going to have a positive experience.

Blunder Number Two: Giving Your Gifted Students More Work When They Finish Early. It is common practice to give students more work if they complete their assignments early. This is counterintuitive if you consider that if the student is completing his/her work in an efficient manner, it is likely that the work is too easy. Let's once again consider our cyclist. Would you have the cyclist who finished the race first continue to ride, on a stationary bike no less, until all of the other cyclists finished the race? What if that cyclist was given an opportunity to participate in more challenging races or had the opportunity to develop his/her talents in related areas - wouldn't that be a better use of his/her time?

Blunder Number Three: Only Allowing Gifted Students To Move Ahead When They Complete The Grade/Age Designed Work Assignments With 100% Accuracy. It is important to remember that gifted students think and learn differently and can be extremely rebellious. No one - not adults, not children and especially not gifted children - likes to be bored! Gifted students, thanks to their ability to reason, will purposely choose not do something merely because they "must" do it, particularly if it seems pointless to them. They would rather spend their time thinking or reading than completing worksheets that are too easy. Focus on your students' strengths, not their shortcomings. Offer them opportunities that are consistent with their abilities - lead them from where they are. Depending how long they have been in the system, it may take them a while to trust you. So, don't be surprised if there isn't a miraculous overnight change. Be consistent and positive and remember, you may be the first teacher who has offered them an opportunity to actually learn, rather than regurgitate and they may not know how to handle your responsiveness. Don't fall in to the trap of saying, "See, I told you he wasn't gifted, I gave him one tough assignment and he failed." Gifted students generally haven't had to work to succeed. Give them time to build their, often atrophied, wings in a safe environment.

Tip #9: Utilize Outside Resources
There is a lot of information in this article, and it is likely you're feeling a bit overwhelmed! Here is the best news so far . . . you are not alone and you don't have to come up with all of the answers by yourself. There are several national organizations devoted entirely to assisting gifted young people and the professionals who serve them. The three most notable organizations are the National Association for Gifted Children, University of Iowa's Belin-Blank Center for Gifted Education and the Davidson Institute for Talent Development. As a first step, join the Davidson Institute's free Educator's Guild. Members have access to electronic mailing lists and a Facebook discussion group to exchange ideas, locate resources and discuss issues with other educators all over the country. The Davidson Institute also provides participants of the Davidson Young Scholars program and their parents, free services as well. In addition to these national organizations, you may also wish to find organizations at the state and local level that focus on meeting the needs of gifted students. It isn't necessary to turn your world upside down to be an effective teacher of gifted students, you just have to be flexible, knowledgeable, and be willing to try new things. Gifted students cannot fend for themselves and it is up to you to begin the exciting adventure of making a difference to the gifted students in your classroom (if you haven't already done so)! After all, one person can and does make a difference.

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Tips for Teachers: Successful strategies for teaching gifted learners - Davidson Institute

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This article by the Davidson Institute offers a list of tips for teachers. It focuses on suggestions any teacher can use in the classroom to aid their

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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Welcome to day one of a five day series - How I Teach Gifted Kids in a Large Family - a look into our day to day homeschool, broken down a subject at a time. You may want to take a moment to subscribe by email so you don't miss a post. To easily find all the topics later, consider pinning yesterday's post where I'll link each article as it's posted.

Today's topic is a biggie. Language Arts is a huge subject that covers reading, spelling, grammar, vocabulary, handwriting, writing, and speaking. And my age-ranges run the gamut from a toddler learning not to put books into his mouth, to a preschooler discovering the sounds letters make, to a first grader chomping at the bit to be able to readers harder and harder material, all the way to an independent 11-year-old with definite ideas about what he likes and doesn't like. Throw in their asynchronous learning abilities, giftedness, and a few sensory issues, and it can be quite a challenge to make sure everyone is learning.
So how do we do it around here? This post contains affiliate links. Thank you for your support. The short answer is... I don't.
Coming from a public school teaching background, it was really hard to keep myself from getting Trevor {the only one homeschooling in the beginning} a separate curriculum and program for everything. After all, I'd always taught subjects in isolation in my classroom. Sure, we did thematic units and author studies and other creative things, but I still had to use the district's spelling, grammar, reading, and writing programs. There was a block of time each day devoted to each of these subjects.
And in the beginning, Trevor had a spelling,, grammar, writing, and reading all laid out for him.
We're a little more relaxed now.

I try to integrate as much of our learning as I can into interest-based topics that include all subjects. When I find points of weakness, I pull materials to address those. Let me break it down by kiddo...

What Language Arts Looks Like for My Eleven Year Old Son

Often, Trevor is working on a lapbook that has been purchased from Currclick or downloaded from Homeschool Share because he has shown an interest in learning about a specific topic. He'll work on that during independent time - any time I'm with one of the little ones or doing something else. What I love about these is that he is busy researching {using library books we've checked out and the Internet}, synthesizing information into manageable chunks, writing, reporting, and then sharing his work when he reports to me or shows his finished products to friends and family.

I read aloud often to expose all of the kids to classic literature as well as great contemporary books, and Trevor reads books and magazines of his choice throughout the day.

Because he thrives on challenges, and always wants to seem {and become} smarter, I post vocabulary challenges, word puzzles, and play word games often with him.A simple thing we've implemented this year, that has really taken off, has been to assign him a "word of the day" using a printable from Mama's Learning Corner. Sometime before lunch, Trevor must define the word using the printable and be ready to share the definition with the family at the table. For the rest of the day, anyone who uses the word correctly in conversation can earn a sticker for their sticker charts.

Trevor has taken this challenge further by using the Lego Movie Maker app to create stop motion animations that define the words, then showing us the video after sharing the worksheet with us at lunch.

We talk about grammar, spelling, and word usage in the context of his writing and I correct it then and there. Trevor, like most gifted kids, doesn't need {or want} a lot of repetition to completely understand a new concept. So, once I've explained it, and he's demonstrated an understanding, I move on. Though he knows that if he makes the same mistake, we may pull some worksheets at that point for remediation.

I love using puzzles and word play, and often draw word images on the whiteboard to greet him in the morning. We also play lots of fun games!

What Language Arts Looks Like for My Six Year Old Daughter

When we took Molly in for a well-visit at the pediatrician when she was sixteen months old, the doctor asked us how many words she could say. Brian and I looked at each other, and I told him that she could say anything you asked her to, and could carry on a sophisticated conversation if she was comfortable. Our doctor looked at us, smirked a bit, and jotted something down.

Then Molly pointed to the doctor's desk and said, "Doctor C---, why do you have a blue square on your desk?" The doctor's jaw dropped. "I have colleagues with whom I've worked for over a decade who cannot pronounce my name that well. I can see what you mean now," he said.
And Molly has continued amazing people with her precocious and highly developed vocabulary, maturity, sensitivity, and kind heart ever since.
Language Arts for my extremely bright six-year-old includes daily reading - her to me, me to her, and her to either the baby or four-year-old Logan. We have sight words encircling the ceiling in our kitchen, I write messages to her on the white board and in a special journal where we have an ongoing conversation. She received a diary for Christmas in which she writes and draws stories and notes to herself. She sends notes to friends and is already drawing and writing out Valentines to everyone she's ever met.

I haven't started any spelling programs with her because she's been trying to figure things out on her own, and is doing a fabulous job. Like Trevor, she works on lapbooks based on her interests, and shares those with family and friends alike.

In some ways, teaching a gifted kid like Molly - one whose strengths and passions lie in the Language Arts - is easy. She's motivated and driven to learn, and loves words. All I need to do for her is to have things - books, papers, pens, workbooks, activity books, and games - strewn about and she'll make them her play.

What Language Arts Looks Like for My Little Ones

Having and teaching gifted kids at home, while little ones run around, can be extremely challenging. Some gifted kids, like Molly, are highly motivated and intrinsically driven. No matter how many interruptions happen, she'll just keep on moving forward. Some kids, like Trevor, are easily derailed. A diaper needs changed? He's off building a Lego ship while you're distracted.

It can make for some long days...

And make it tough to give the little ones the attention they need.
But, honestly, the most important thing at this age {4 and 1} for Logan and Isaac is to view learning and reading as fun and exciting. I put out baskets of board books, have the LeapReader and books accessible, and have lots of letter activities and games around at all times. And we read. A lot.
I try really hard to give Logan and Isaac attention in the morning first thing before I do anything with the older kids. I also try to include them as much as possible with anything we do at the kitchen table. If Molly is working on a printable or worksheet, Logan will often get out one of her activity books too.
There are so many different strategies for teaching gifted kids at home - probably as many strategies as there are gifted kids. What are some of the things that work for you?
There are so many fabulous and fun resources available to have on hand for little ones that it's hard to pick our favorites. But, I've included some in the carousel below. Check them out and put them on your wishlist. Your little ones will love them, learn from them, and free you up to work with those older ones who are asking tough questions and chomping at the bit to learn more and more.

For more information on Gifted Kids, Check Out:

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How I Teach Language Arts to My Gifted Kids

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Welcome to day one of a five day series - How I Teach Gifted Kids in a Large Family - a look into our day to day homeschool, broken down a subject at a time. You may want to take a moment to subscribe by email so you don't miss a post.

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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Ron Turiello's daughter, Grace, seemed unusually alert even as a newborn.

At 7 months or so, she showed an interest in categorizing objects: She'd take a drawing of an elephant in a picture book, say, and match it to a stuffed elephant and a realistic plastic elephant.

At 5 or 6 years old, when snorkeling with her family in Hawaii, she identified a passing fish correctly as a Heller's barracuda, then added, "Where are the rest? They usually travel in schools."

With a child so bright, some parents might assume that she'd do great in any school setting, and pretty much leave it at that. But Turiello was convinced she needed a special environment, in part because of his own experience. He scored very high on IQ tests as a child, but almost dropped out of high school. He says he was bored, unmotivated, socially isolated.

"I took a swing at the teacher in second grade because she was making fun of my vocabulary," he recalls. "I would get bad grades because I never did my homework. I could have ended up a really well-read homeless person."

Turiello, now an attorney, and his wife, Margaret Caruso, have two children who attend a private school in Sunnyvale, Calif., exclusively for the gifted. It's called Helios, and it uses project-based learning, groups children by ability not age, and creates an individualized learning plan for each student. For Turiello, the biggest benefits to Grace, now 11, and son Marcello, 7, are social and emotional. "They don't have to pretend to be something they're not," says Turiello. "If they can be among peers and be themselves, that can really change their lives."

Estimates vary, but many say there are around 3 million students in K-12 classrooms nationwide who could be considered academically gifted and talented. The education they get is the subject of a national debate about what our public schools owe to each child in the post-No Child Left Behind era.

When it comes to gifted children, there are three big questions: How to define them, how to identify them and how best to serve them.
1. How do you define giftedness?
One of the most popular definitions, dating to the early 1990s, is "asynchronous development." That means, roughly, a student whose mental capacities develop ahead of chronological age. This concept matches the most popular tests of giftedness: IQ tests. Scores are indexed to age, with 100 as the average; a 6 year old who gives answers characteristic of a 12 year old would have an IQ of 200.

But there are problems with this framework. No 6-year-old is truly mentally identical to a 12-year-old. He or she may be brilliant at mathematics but lack background knowledge or impulse control.

In addition, IQ tests become less useful as children get older because there is less "headroom" on the test, especially for those who are already high scorers. "It's like measuring a 6-foot person with a 5-foot ruler," says Linda Silverman, an educational psychologist and founder of the Institute for the Study of Advanced Development.

Recent intelligence research de-emphasizes IQ alone and focuses on social and emotional factors.

"There's research that these other things like motivation and grit can take you to the same exact academic outcomes as someone with a higher IQ but without those things," says Scott Barry Kaufman, a psychologist who studies intelligence and creativity at the University of Pennsylvania and the author of the book Ungifted. "That's a really important finding that is just totally ignored. Our country has a narrow view of what counts as merit."

Of course, as the definitions get broader, the measurements get more subjective and thus, perhaps, less useful. Some centers for gifted children put out checklists of "giftedness" so broad that any proud parent would be hard-pressed not to recognize her child. Things like: "Has a vivid imagination." "Good sense of humor." "Highly sensitive."
1(a). How many students should be designated gifted?
It can be useful for education policy purposes to think about giftedness as it relates to the rest of the special education spectrum. Silverman argues that just as children with IQ scores two full standard deviations below the norm need special classrooms and extra resources, those who score two standard deviations above the norm need the same. By her lights, the population we should be focusing on is the top 2.5 percent to 3 percent of achievers, not the top 5 to 10 percent.

Scott Peters disagrees. He's a professor of education at the University of Wisconsin-Whitewater who prepares teachers for gifted certifications. He says the question that every teacher and every school should be asking is, "How will we serve the students who already know what I'm covering today?"

In a school where most children are in remediation, he argues, a child who is simply performing on grade level may need special attention.
2. How do you identify gifted students?
The most common answer nationwide is: First, by teacher and/or parent nomination. After that come tests.

Minority and free-reduced lunch students are extremely underrepresented in gifted programs nationwide. The problem starts with that first step. Less-educated or non-English-speaking parents may not be aware of gifted program opportunities. Pre-service teachers, says Peters, typically get one day of training on gifted students, which may not prepare them to recognize giftedness in its many forms.

Research shows that screening every child, rather than relying on nominations, produces far more equitable outcomes.

Tests have their problems, too, says Kaufman. IQ and other standardized tests produce results that can be skewed by background cultural knowledge, language learner status and racial and social privilege. Even nonverbal tasks like puzzles are influenced by class and cultural background.

Using a single test-score cutoff as the criteria is common but not considered best practice.

In addition, the majority of districts in the U.S. test children for these programs before the third grade. Experts worry that identifying children only at the outset of school can be a problem, because abilities change over time, and the practice favors students who have an enriched environment at home.

Experts prefer the use of multiple criteria and multiple opportunities. Portfolios or auditions, interviews or narrative profiles may be part of the process.
3. How do you best serve gifted students?
This is the biggest controversy in gifted education. Peters says many districts focus their resources on identifying gifted or advanced learners, while offering little or nothing to serve them.

"There are cases where parents spend years advocating for students, kids get multiple rounds of testing, and at the end of the day they're provided with a little bit of differentiation or an hour of resource-room time in the course of a week," he says. "That's not sufficient for a fourth-grader, say, who needs to take geometry."

While this emphasis on diagnosis over treatment might seem paradoxical, it's compliant with the law:

In most states the law governs the identification of gifted students. But only 27 percent of districts surveyed in 2013 report a state law about how to group these students, whether in a self-contained program, or pulled out into a resource room for a single subject or offered differentiation within a classroom. And almost no states have laws mandating anything about the curriculum for gifted students.

In addition to a need to move faster and delve deeper, students whose intellectual abilities or interests don't match those of their peers often have special social and emotional needs.

"I believe that every single day in school a gifted child has the right to learn something new - not to help the teacher," Silverman says. "And to be protected from bullying, teasing and abuse."

Helping gifted students may or may not take many more resources. But it does require a shift in mindset to the idea that "every child deserves to be challenged," as Ron Turiello says.

That's why, paradoxically, many of the gifted education experts I interviewed didn't like the label "gifted." "In a perfect world, every student would have an IEP," says Kaufman.

As it happens, federal education policy is currently being reconfigured around some version of that idea.

"The whole NCLB era, and really back to the first Elementary and Secondary Education Act in the 1960s, was about getting kids to grade level, to minimal proficiency," says Peters. "There seems to be a change in belief now - that you need to show growth in every student."

That means, instead of just focusing on the 50 percent of kids who are below average, teachers should be responsible for the half who are above average, too. "That's huge. It's hard to articulate how big of a sea change that is."

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Who Are The 'Gifted And Talented' And What Do They Need?

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The controversies over gifted education start with identifying who qualifies for that title.

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Hours:  2

Directions:  Submit a one page reflection about the video you watched.

Submit: Gifted PD Submission Form

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Gifted, creative and highly sensitive children | Heidi Hass Gable | TEDxLangleyED

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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Just this week, a teacher came to me to get advice about how to help a gifted student who is failing her class. Another teacher wanted suggestions about a behavioral plan for an out-of-control student who is gifted. "What do I do about a gifted student who won't write?" asked a coworker.

True teacher concerns about meeting the needs of a special, but often misunderstood, group of students. Let's be honest. Most of the discussion about gifted education revolves around identification and under representation issues. While these concerns are discussed and debated over and over again, the needs of the 3 million gifted students right in front of us are put on the back-burner. It's time we started putting an added emphasis on meeting the unique needs of the current gifted population.

My experience teaching an enrichment program for students identified as gifted has given me important insight into gifted students and gifted programs. While policymakers and theorists ponder the future of gifted education, I strongly believe teachers could better serve gifted students now by following these recommendations.

Recognize That Gifted Students Are Exceptional-Education Students

For years, there have been debates about how to foster the development of gifted children. These controversial issues include skipping grades, creating full-time gifted programs, or employing pull-out enrichment programs. The truth is all service models have advantages and disadvantages. What I've learned is that teachers' assumptions about gifted students are more important than a particular structure for teaching them. Unfortunately, many teachers who do not receive training about teaching gifted students believe gifted students are simply really smart kids. On behalf of teachers who teach gifted programs and parents with gifted students, I will say this is perhaps the most exasperating belief a person can have about this complex group of students. Last year, a parent of gifted children wrote a blog post that gets to the heart of this issue.

If you want gifted kids to be successful, you must believe that gifted education is exceptional education. Many teachers do extraordinary things to help students with learning disabilities be successful. However, when it comes to students who are gifted, some teachers are inflexible and resentful of the behaviors characteristic of being gifted. Not a week goes by when one of my students' regular education teachers doesn't give me an earful about my students' lack of organizational skills, continuous questioning of authority, or underachievement. I do understand their frustrations; however, these behaviors are actually characteristics of gifted children. Can you imagine teachers berating children with disabilities because of their characteristics? While it may seem counter-intuitive to focus on gifted students in the same way we focus on those with disabilities, it really makes sense.

Gifted kids have a host of complicated issues, including overexcitability, asynchronous development, heightened emotional sensitivity, and perfectionism. These issues need special attention and care. Simply put, gifted students have exceptional needs with their exceptional gifts. Treating gifted students as exceptional-education students goes a long way towards meeting their needs. In all honesty, simply remembering they are exceptional-education students can make your days with this difficult population more pleasant.

I know I would not have lasted this long in gifted education if I did not believe this. I once taught a student, Ethan, who was not only one of the brightest kids I ever worked with, but the most obstinate student one can imagine. Each week was a struggle. Intellectually, he was a precious gem, but behaviorally, he was a thorn bush! This student would opt himself out of any group work, crumble up papers, and talk incessantly. Eventually I made it a point to treat every interaction with this student from an exceptional-education perspective. I modified his assignments and used an individualized discipline plan with him. I am thrilled to say this shift enabled me to help this student flourish, as well as decrease my blood pressure.

Nurture Their Gifts

Gifted students do not excel in everything. Some seemingly excel at nothing. In today's high-stakes education system, we over-focus on bringing students up to proficiency levels in math and language arts. Yes, these are important goals, but we need to start taking a broader perspective. Not every kid is going to be a rocket scientist or an English professor; however, they all will be citizens. Students who are gifted have the abilities to do extraordinary things in their talent areas-things that few other students may be capable of doing.

We owe it to our students and our society to uncover students' gifts and nourish them. If a student has an outstanding ability as an actor but is terrible at math, then we should focus much more on acting than math. Wouldn't you rather have a great actor than a mediocre engineer? In other words, much of our academic focus in gifted education should be on providing students with resources and support so they can become the best they possibly can be within their gifted areas.

I make it a point to find my students' gifts. Sometimes it's obvious; other times I need to actively search for them and stay opened-minded. I couldn't quite grasp where Ethan's gifted ability lay. Many gifted students are talkative, but he never stopped talking. Finally, it dawned on me that speaking was his gift. Instead of trying to squelch it, I channeled it. I was able to nurture his gift through vocabulary activities, literature circles, presentations, and group work.

Plug Them In

I teach gifted students who score at top levels on standardized tests. I teach gifted students who score at the bottom levels. Some are clumsy; some are terrific athletes. A few are great artists, and a few think crayons are like kryptonite. Many feel like they fit in nowhere. I know I truly cannot meet all their needs in my classroom. Instead, I try to plug them into an area that will give them a challenge, fulfillment, a sense of belonging, and excitement. When children have these opportunities in life, they are more likely to "grin and bear it" when asked to do something they find adverse. And they will let you know if something is adverse to them. Don't the aspects that you love about teaching help you push through those that you don't?

I have seen significant academic, social, and behavioral results when gifted students find their niche, and so will you. Aubrey was a painfully shy and quiet student in my class, which sometimes prevented her from reaching her goals. This all changed when she got plugged into an Odyssey of the Mind program. She found a place to express her creativity and quirky sense of humor in the club, which helped her open up in my class. Teachers should encourage students who are gifted to take courses they think might be a good fit, join after school clubs, participate in sports and weekend STEM programs, act at the theater, and enter art competitions. In addition, this a great opportunity to partner with parents. We should seek their input about programs in the community. I frequently use my email distribution lists as a means to share opportunities I learn about from parents, and I recommend you do the same.

Use the 4 C's in Lesson Plans

One of the issues students who are gifted deal with is multi-potentiality. This means they can excel at several things and have difficulty choosing one on which to focus. My elementary gifted students have a multitude of academic and personal interests. One week they may want to be magicians or cartoonists, and the next week they want to be archaeologists or mathematicians. Even adults who are gifted are known to be "career switchers." When students' interests vary so much, teachers can't modify the curriculum quickly or deeply enough to keep pace. The most important thing we can do is to provide them with the skills that will be valuable, regardless of what they eventually pursue.

In our 21st-century economy, communication, collaboration, critical thinking, and creativity, or the 4 C's, are considered to be the most valuable skills we can teach students. Much like a gifted student's interest, our schools can't keep pace with the ever-changing needs of our workplaces. It has often been noted that most of the jobs that will be available to our students haven't even been thought of yet. Teachers need to ensure gifted students are proficient in the 4 C's by providing opportunities to practice these skills in all curriculum areas. We need to ensure that most of our lessons include the 4 C's as essential elements. Additionally, using these skills as a framework for differentiated instruction is an excellent strategy. One means I use to differentiate for my high fliers in math is to have them collaborate to create additional challenging problems to the ones they first complete independently. This way, I am reinforcing important math concepts while focusing on the higher-order thinking skills necessary for the 4 C's.

In the end, the most important thing a teacher can do for gifted students is to add value to their lives and education. Teachers should appreciate them for who they are and find a way to nurture their gifts.

What are some more ways you are adding value to the lives of your gifted students?

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Gifted Ed. Students Are More Than Just Really Smart Kids (Opinion)

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Gifted children have a host of complicated issues that need special attention and care from educators, says Anthony Colucci.

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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Psychologists who study gifted children are familiar with the following scenario: A child is referred to their school psychologist because of "behavioral problems in the classroom," problems that often include descriptions such as "inattentiveness," "sass," and "outbursts." Following a battery of tests, the school psychologist reports the surprising results. No, the child does not suffer from attention deficit disorder or oppositional defiant disorder. The child "suffers" from...giftedness.

Giftedness can be as much a curse as a blessing. It depends a good deal on the environment within which that giftedness finds itself. To a harried teacher with lesson plans to cover before the bell rings, the seemingly incessant questions of gifted children can seem like a special kind of hell. Gifted children often find age-appropriate lesson plans boring because their cognitive skills may extend well beyond the schoolwork and lessons contained in those plans. On the playground, they can exhibit a trait termed an "unstoppable urge to create" by Dr. Joan Freeman, a specialist in the needs of gifted children. This "urge to create" makes it difficult for gifted children to simply "play by the rules." Although they quickly learn the rules of a game, they just as quickly become bored with them and want to change them - frequently leading to consternation on the part of other children who often find solace and comfort in routine. As adults, the gifted can find the workplace, with its many rules and often rigid power hierarchy, a particularly stressful work environment.

Research indicates that giftedness also is associated with intellectual, emotional, imaginational, sensual, and psychomotor "over-excitabilities". Gifted individuals tend to be emotionally sensitive and empathic, making the normal rough and tumble of the playground stressful for them. Because they often feel they are held to higher standards than their peers, they can find it difficult to accept criticism (anything short of perfection is felt as failure). Their over-excitability can make them stand out from peers (and not in a good way), leading them to feel isolated and misunderstood as children and as adults.

Given these problems, one might wonder whether giftedness is more curse than blessing. But giftedness also carries potential for greatness - not just for the gifted individual, but for those who stand to benefit from their accomplishments. We tune in to sporting events to watch gifted athletes perform amazing feats for our teams. We buy the new inventions created by the gifted that make our lives easier and richer. We read the books and watch the movies that emerged from the minds of those who have a natural talent for story-telling.

So what do the gifted need to reach their full potential? Research shows that these are perhaps the three most important factors:

1. Being with others who are like them. If you've ever watched the TV show "The Big Bang Theory," you know the importance of this factor. The show's main characters are brilliant male and female "nerds" who fit in just fine with each other and stand out like tarantulas on white bread everywhere else. No matter who you are, you need to feel there is a place you belong. A good deal of research indicates that gifted adults who are in frequent contact with other gifted individuals are more likely to feel belongingness and satisfaction, whereas those whose social environments do not include other gifted adults feel isolated and dissatisfied.

2. Education settings that challenge them intellectually. In one study, gifted adults who had participated in advanced placement courses in high school were surveyed 15 years after graduation. Eighty-five percent of participants described their academic experiences in advanced classes as positive, and 88 percent of participants indicated that they would support advanced placement for their children if it were recommended by the school. Another study compared successful and unsuccessful men who were identified as "geniuses" during childhood. Their results showed that, even among geniuses, educational achievement was the major determiner of success in adulthood.

3. Not being treated differently. In her book Gifted Lives , Dr. Joan Freemen points out that once parents, teachers, and peers see that gifted children are advanced, then they start treating them differently. But, as she emphatically points out, they are advanced only in certain areas and are normal children in every other way. Just being labeled "gifted" can create emotional and social havoc. In one longitudinal study, over 100 children labeled "gifted" child were matched for age, sex, and socioeconomic status (SES) with two others in the same school class. The first matched child had an identical IQ score, and the second was chosen at random. The results showed quite startlingly that the group labeled "gifted" had significantly more emotional problems than the unlabeled gifted group during childhood. By 2005, the labeled and unabeled gifted groups (now in their 40's) were not very different in life outcomes, but both groups were much more successful than the randomly selected group. The factors that predicted life outcome for the labeled and unlabeled gifted groups were hard work, emotional support, and a positive, open personal outlook.

You can find more information about giftedness, including how to determine whether you or your child is gifted, in my previous article on gifted testing.

Copyright Dr. Denise Cummins July 15, 2014

Dr. Cummins is a research psychologist, a Fellow of the Association for Psychological Science, and the author of Good Thinking: Seven Powerful Ideas That Influence the Way We Think.

More information about me can be found on my homepage.

Follow me on Twitter.

And on LinkedIn.

Image: iStock

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Even the gifted need these three things to succeed.

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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1. Many gifted students try to reach an impossible goal - perfection.

While it is normal and healthy to have high expectations for your child, it's important to make sure these expectations don't negatively impact their mental health. Signs of unhealthy perfectionism are procrastination or unnecessarily long amounts of time devoted to already excellent projects. It's wonderful to strive to do your best, but prolonged perfectionist tendencies can lead to stomach problems, obsessive-compulsive disorders, and even eating disorders in hopes to maintain full control of their lives. Help your student accept that perfection is unattainable and set reasonable yet high academic goals and accept that no one - themselves included - is perfect.

2. Because of the pressures of rigorous schoolwork or extracurricular activities, many gifted and talented students have little free time.

Academic challenges are often fun to students with exceptional intelligence, but constant pressure and no time to relax can wear this fun away. The heavy workload of an accelerated program can cause a lot of stress and strain on young minds. It can take a toll very quickly and lead to burnout. To prevent this, make sure you help your child schedule time for themselves and encourage rest and relaxation, especially in regards to healthy habits and a full night's sleep. It is vital to make sure your child has time to themselves as well as time to interact with friends and family. Here are some additional ideas of activities your gifted child may enjoy.

3. Gifted children are often very socially mature for their age, but this can cause them to have problems interacting with their peers.

Middle and high school are difficult transitions for any student, but the pressure can be worse on exceptional students. Many children with average academic capabilities see their gifted peers as "show-offs," and try to distance themselves. In other cases, the gifted or talented student may have trouble finding similar interests to other children their age. It's easier to find friends when interests and intellect are similar.

4. Talented and gifted students may have trouble focusing on schoolwork that doesn't interest them or they don't naturally excel at.

Accelerated children are used to academic curriculum coming naturally to them - it's part of being gifted! However, there will always be difficult or uninteresting subjects and it's important to address that. Students who are gifted in some areas aren't always gifted in every area and often get frustrated or bored with things they aren't immediately good at. High expectations can make it difficult to ask for support. On the other hand, when students pick up new material quickly, they can become bored and leave the rest of their peers behind and cause disruption in an ordinary classroom.

5. Organization skills can also be a problem with gifted students as many are abstract thinkers.

While it is more common for male students to become distracted and disorganized, this is an issue that afflicts everyone. It is easy to become overwhelmed for abstract thinkers, as it can make it difficult to break down large projects into easy pieces. Visual aids like a homework planner and calendar are excellent, and old-school pencil and paper can also help the organization process.

It's important to remember that gifted and talented students are still children and are in need of parental and educational support. The problems listed above can be easily dealt with in an environment suited to accelerated children, like our trained staff at The Tenney School. The one-on-one approach and specialized support group help our students succeed, even in the face of these challenges.

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5 Common Struggles of Gifted and Talented Students

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Gifted and talented students are often the envy of their peers and naturally succeed in an academic setting. However, these gifts are not without their pitfalls. Exceptional students need emotional and social support to make sure they take care of themselves as well as reach their maximum potential.

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Hours: 2

Directions:  Read the article.  Implement one strategy or idea you learned from the article in your classroom for your gifted and/or high achieving students. Write a one page summary of the strategy or idea you implemented and reflect on the experience.

Submit:  Gifted PD Submission Form

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Has your gifted child been struggling with some social, emotional, or academic issues lately? Giftedness comes with a surprising set of problems, ranging from perfectionism and competitiveness to friendship issues. Learn about these common challenges and some steps you can take to manage them and help your child thrive.

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If You Have a Gifted Child, Here Are the Problems That Could Arise

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Has your gifted child been struggling with some social, emotional, or academic issues lately? Giftedness comes with a surprising set of problems, ranging from perfectionism and competitiveness to friendship issues. Learn about these common challenges and some steps you can take to manage them and help your child thrive.

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Hours: 2 per course

Directions: Complete a Literacy Academy On Demand course and write a short reflection on the content and how you implemented it in your classroom to meet the needs of your gifted students.

Submit: Google PD Submission Form

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Hours:  2

Directions:  Submit a one page reflection about the video you watched.

Submit: Gifted PD Submission Form

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The Stigmas of Giftedness | Allison Kinzer | TEDxYouth@BHS

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Hours:  2

Directions:  Submit a one page reflection about the video you watched.

Submit: Gifted PD Submission Form

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Gifted Underachievers: Not A Contradiction In Terms | Jordan Box | TEDxUNISA

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Hours: 15

Directions: Register on p. 15 of the ESC PD catalog: https://drive.google.com/file/d/1gtAJ5KTr954HGxAJpk9q0QvskogYVo3s/view

Submit: Gifted PD Submission Form

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Join the Gifted Guy, Todd Stanley, live, as he shares strategies that can be used today to challenge your gifted students! This PD is perfect for differentiating instruction, promoting rigor, depth, complexity, and supporting educators' professional learning.

When: Nov. 5th 2025 from 8:30-3:00

Where: NwOESC

Register online at https://www.eventbrite.com/e/a-teachers-toolbox-for-gifted-education-with-todd-stanley-tickets-1470736996949?aff=oddtdtcreator

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A Teacher’s TOOLBOX for Gifted Education with Todd Stanley

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Eventbrite - Northwest Ohio Educational Service Center presents A Teacher’s TOOLBOX for Gifted Education with Todd Stanley - Wednesday, November 5, 2025 at Northwest Ohio Educational Service Center, Archbold, OH. Find event and ticket information.