Category Archives: Professional Development

Winter Break Opportunity for Professionals and Parents

The fall semester has flown by, and it’s almost 2020!  Happy holidays and we hope you are looking forward to exciting opportunities in the new year.  Goethe has a quote that seems so appropriate for a new year:  Knowing is not enough; we must apply.  Wishing is not enough; we must do.

Over the short winter break (December 30 – January 17, 2020), educators and/or parents can take advantage of one of our most useful classes entitled Current Readings and Research in Gifted Education (EDTL:4085:0WKA)!

As the title suggests, this is your opportunity to read that book you’ve heard about (or at least several chapters of that book, since a one-semester-hour class requires only about 150 – 175 pages of readings).  NAGC has awarded three 2019 book awards:

Scholar
Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools (Prufrock Academic Press) by Paula Olszewski-Kubilius, Rena F. Subotnik, and Frank C. Worrell

Practitioner
A Teacher’s Guide to Flexible Grouping and Collaborative Learning (Free Spirit Publishing) by Dina Brulles and Karen L. Brown

Parent/Caregiver
Differently Wired: Raising an Exceptional Child in a Conventional World (Workman Publishing) by Deborah Reber

If you attended a state conference or the national convention, you might have heard about other materials that would help you better advocate for or meet the needs of your own advanced learner(s).

You can also read research-based articles for this credit; we give you the tips you need to find your own journal articles (and while you are enrolled for credit, you have full access to all the online materials in the University of Iowa libraries!).  We can also help you find the most useful materials on a topic of importance to you (e.g., how to support twice-exceptional learners, or what articles would be most helpful to you for that upcoming professional development session you’re providing at your school later in January).

To participate in our classes, you must register with Distance and Online Education as a non-degree seeking student; for the State of Iowa Endorsement in Talented and Gifted Education, you may register as either a graduate or undergraduate student, regardless of your professional status; if you won’t benefit in other ways from the graduate credit, you can save tuition dollars.  Once you have your HawkID and password, you can follow the directions to register for the courses that interest you the most; follow belinblank.org/educators/reg

All of our classes fulfill strands required for endorsement.  All will help you better understand important issues in the field.  Billy Wilder, journalist, screenwriter, and filmmaker, is given credit for saying, “Hindsight is always 20 : 20.”  Let’s plan ahead for 2020, identifying and implementing best practices for gifted children.

This I Believe: Abby Wilcox

This is another example of an assignment completed for the Curriculum Concepts in Gifted Education class, based on “This I Believe,” an organization that builds on essays published by National Public Radio, and the thoughts captured during a radio show in the 1950s hosted by Edward R. Morrow.  From their Website:  Each day, Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt, Jackie Robinson, Helen Keller, and Harry Truman as well as corporate leaders, cab drivers, scientists, and secretaries—anyone able to distill into a few minutes the guiding principles by which they lived. These essayists’ words brought comfort and inspiration to a country worried about the Cold War, McCarthyism, and racial division.

In reviving This I Believe, executive producer Dan Gediman said, “The goal is not to persuade Americans to agree on the same beliefs. Rather, the hope is to encourage people to begin the much more difficult task of developing respect for beliefs different from their own.”

To read the other posts in this series, see below:
This I Believe: Nicole Behrend
This I Believe: Marcelina Bixler


This I Believe
by Abby Wilcox
Math Teacher in Ankeny, IA and completing the University of Iowa College of Education MA in Teaching, Leadership, & Cultural Competency

I believe all students deserve to feel like they are cared for and respected while they are learning to their highest potential. Students deserve to come to school each day knowing the people in the school believe they are capable of succeeding in academics and in life, in general. I believe educators should show up to work every day with a fire ignited inside them for their plan to help make the world a better place by educating the future within their classrooms. Growing up, my dad was my principal from K-6th grade. For this reason, I don’t think anything will ever feel more significant to me as an educator than striving to make students feel like school is a second home to them where they are cared for and appreciated.

Education is the foundation for future success, and it is important for educators to provide the best curriculum for the students who enter their buildings. Parents and guardians trust educators to provide what it best for their children, and we need to do that by being flexible and attentive to the needs of the individual students in our classrooms.

Although the needs of the gifted are tremendous, my hope is to continue to push students within the classroom so that all individuals believe they are gifted and capable of reaching goals they never imagined possible. The passion for education and learning is something educators and high-ability students should be proud of sharing with others around them. It is important to take this passion and energy and turn it into motivation for challenging tasks to create resilient, life-long learners. I definitely want all students to continue to feel like they are capable learners, but I also want to challenge my high-ability students. I want them to reach the point where parts of school are challenging to them now because they shouldn’t have to wait until later in their academic careers to face academic challenges. They need to be prepared for success beyond high school by facing challenges head on with the support of teachers. School shouldn’t be wasted time. It should be challenging and spark new ideas every single day. A child should never end a day of school feeling like they didn’t learn anything.

It can sometimes be hard or feel overwhelming for teachers to meet the needs of everyone in their classrooms, but it is important for teachers to lean on each other for support and build a foundation of educators who strive to empower. There will always be controversial topics about what is the right or wrong thing to do or teach students who are talented and gifted, but teachers need to trust in the abilities of their students and always support them as they grow and develop into world changers.

My role as a teacher of all students, including those labeled gifted and those not, will be to spread my passion and desire to be a lifelong learner onto others in the hopes that my excitement lights a spark within them to go and change the world someday.

Professional Learning Continues

Neil Gaiman, listed as one of the top ten living post-modern writers, is quoted as saying, “I hope that in this year to come, you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world. You’re doing things you’ve never done before, and more importantly, you’re doing something.”

Professional learning is one of the things that educators are always doing, independently, with their professional learning communities, and with the Belin-Blank Center!  We invite you to join us through the gifted-teachers listserv (belinblank.org/listserv), through our Facebook account (facebook.com/belinblank), through our blog (belinblank.wordpress.com), and through our professional development opportunities coming up (belinblank.org/educators/courses).  The varied classes we plan throughout the year provide you with tools to better support the needs of gifted and talented learners. 

To participate in our classes, you must register with Distance and Online Education as a non-degree seeking student; for the State of Iowa Endorsement in Talented and Gifted Education, you may register as either a graduate or undergraduate student, regardless of your professional status; if you won’t benefit in other ways from the graduate credit, you can save tuition dollars.  Once you have your HawkID and password, you can follow the directions to register for the courses that interest you the most; follow belinblank.org/educators/reg.  All of our classes fulfill strands required for endorsement.

Here is a list of what’s coming up; all of these are online and asynchronous. Some Spring classes have not been added to the schedule yet (courses with no instructor listed are facilitated by Dr. Laurie Croft):

  • Topics: Competitions for Elementary and Secondary Gifted Students (EDTL:4096:0WKB – 1 semester hour), final fall class, November 12 – December 4. (Dr. Jenelle Miller)
  • Current Readings & Research in Gifted Education (EDTL:4085:0WKA – 1 semester hour), winter session class shaped to your needs, December 30, 2019 – January 17, 2020.
  • Program Models in Gifted Education (EDTL:4199:0EXA – 3 semester hours), first spring class offered in an accelerated format from January 21 – March 14.
  • Identification of Students for Gifted Programs (PSQF:4121:0EXW – 3 semester hours), offered in an accelerated format from January 28 – March 27. (Dr. Susan Assouline)
  • Administration and Policy in Gifted Education (EPLS:4110:0EXW – 2 semester hours), offered from February 4 – May 1. (Dr. Randy Lange
  • Curriculum Concepts in Gifted Education (EDTL:4022:0WKA – 3 semester hours), offered in an accelerated format from March 23 – May 15.
  • Math Programming for High Ability Students (EDTL:4067:0EXW – 1 semester hour), February 26 – March 24. (Dr. Ann Lupkowski-Shoplik)
  • Gender Issues and Giftedness (RCE:4123:0WKA – 1 semester hour), March 23 – April 11. (Dr. Jolene Teske)
  • Differentiated Instruction for the Gifted (EDTL:4025:0WKA – 1 semester hour), April 13 – May 1. (Debra “Debbie” Judge)

The one-semester-hour classes included in the list above are offered in the three-week workshop format.  These classes have no additional technology fees and focus on one topic over three weeks.

The practicum experience required for the Talented and Gifted Endorsement is available every semester.

Questions?  Email educators@belinblank.org.

Gifted & General Education Collaboration

The Belin-Blank Center has asked Gerald Aungst, Curiosity Engineer (@GeraldAungst, www.geraldaungst.com), to teach pre-service and practicing teachers about Gifted & General Education Collaboration (course number EDTL:4153:0WKA), from October 8 through October 28. 

Referring to the class, he noted, “gifted learners aren’t gifted only when they are in their gifted education classes; it is critical for gifted teachers and general education teachers to work together. This collaboration can be challenging due to conflicting goals, competing schedules, or incompatible philosophies. Learn strategies for making it work despite the complications.” 

Describing collaboration as key for successful programming, the National Association for Gifted Children (NAGC) has a position statement dating back to 2014, emphasizing that, “Collaboration among gifted, general, special education and related services professionals is essential to meet the varied needs of today’s diverse student population.”

This online class, like all those offered through the Center (in partnership with the College of Education), fulfills a requirement in one of the strands (the Programming strand) necessary for the State of Iowa Endorsement in Gifted Education

Online classes have research support for benefits including “time for deeper reflection and the elimination of traditional professional development’s social and physical boundaries” (Edinger, 2017, p. 301).  Edinger cites Little and Housand (2011), who found that educators wanting to better serve gifted learners can benefit from online teacher professional development (oTPD) “since these small groups of teachers are separated from one another by distance, but can make professional connections to each other in an online environment” (p. 301).

This one-semester-hour asynchronous class is offered through Distance and Online Education at the University of Iowa; participants must register as Distance Education Nondegree-Seeking students (no cost for registration).  Classes offered in this focused workshop format have the same tuition for in- and out-of-state students, and they have no extra fees.  Tuition is currently $560 for graduate students per hour and $337 for undergraduate students per hour.  Anyone may register as an undergraduate through Distance and Online Education; undergraduate credit is accepted by the State of Iowa for the endorsement (you should always check with your own district if you want to apply the credit for other opportunities). 

More information about professional learning through the Belin-Blank Center is available at belinblank.org/educators.  Upcoming courses can be reviewed by following the links to the four strands at belinblank.org/educators/courses.

Reference

Edinger, M.J. (2017). Online teacher professional development for gifted education: Examining the impact of a new pedagogical model. Gifted Child Quarterly, 6(4), 300-312.

Effective Curriculum for Underserved Gifted Students

The Belin-Blank Center is offering a new book study this fall for one semester hour, available online from September 10 – 30 and taught by Dr. Kimberley Chandler. Effective Curriculum for Underserved Gifted Students, reviewing the book by the same name, helps educators better understand essential elements of curriculum design and delivery for gifted students.  Importantly, at a time when gifted programs are attempting to identify traditionally underserved students, the class will explain the need for a differentiated curriculum for typically underrepresented students, including children of poverty and those who are from culturally and linguistically diverse populations. Students will develop confidence in using practical, evidence-based strategies with high-ability learners.

Dr. Chandler noted that “This book study will help to bridge research and practice through examining effective strategies gleaned from various studies conducted with underserved populations.”

You can review upcoming credit options at belinblank.org/educators/courses; registration information is available at belinblank.org/educators/reg.  No out-of-state tuition or additional fees for this class.

Please share with your own social media networks!  Suggested hashtags include #gifted #GiftedEd #GiftedCurriculum #GiftedDiversity

Professional Learning in Fall 2019

Michelangelo is credited with saying, “the greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” 

Fall 2019 is the right time to expand our toolkits to learn new ways to support the needs of gifted and talented learners.  Of course, teachers earning their endorsements in gifted education have registered as distance learners and enrolled for credits this fall (courses with no instructor listed are facilitated by Dr. Laurie Croft):

  • Psychology of Giftedness (PSQF:4120:0EXW), offered over Fall semester. (Dr. Toni Szymanski)
  • The Introduction to Educating Gifted Students (RCE/EDTL:4137:0EXW and 0EXU) has two sections for the first time.  Offered in an accelerated format over the first eight weeks of the semester, the class has more students than ever before. (Drs. Laurie Croft and Kim Chandler)
  • Conceptions of Talent Development (EDTL:4067:0EXW), offered in the second eight weeks of the semester.
  • Beginning at the ITAG Conference, October 14-15, Des Moines, two semester hours of credit can be completed by teachers new to gifted education (RCE:5237:0EXW Seminar in Gifted Education –  TAG: You’re It).  This section helps guide participants through basics that they will need to consider throughout their first years in gifted education.

Several one-semester-hour classes, offered in the workshop format, are available this fall.  These classes have no additional technology fees and focus over three weeks on one topic:

  • EDTL:4096:0WKA Topics: Effective Curriculum for Underserved Gifted Students tackles one of the field’s greatest challenges through a study of the book by the same name (September 10 – 30, 2019).  (Dr. Chandler)
  • One or two semester hours can be earned by attending the ITAG Conference, October 14-15, Des Moines (PSQF:5194:0WKA Continuing Education Individual Study: Leadership in Gifted Education ITAG 2019), and completing projects of benefit to the gifted program.
  • Another semester hour (PSQF:5194:0WKC Continuing Education Individual Study: Identifying and Serving Young Gifted Children) begins at the ITAG Pre-Conference facilitated by Dr. Sally Beisser, Distinguished Professor of Education at Drake University, and continues online with Dr. Croft.
  • One or two semester hours are also available for those who have the opportunity to attend the National Association for Gifted Children (NAGC) Convention in Albuquerque, NM, November 7-10.  (PSQF:5194:0WKA Continuing Education Individual Study: Leadership in Gifted Education NAGC 2019).
  • One more semester-hour this fall, EDTL:4096:0WKB Topics: Competitions for Elementary and Secondary Gifted and Talented Students,  helps teachers understand the advantages and disadvantages of involving gifted learners in competitions.  (Dr. Jenelle Miller)

The practicum experience required for the Talented and Gifted Endorsement is available every semester.

Aim high as this new year begins.  Develop your understanding of the nature and needs of high-ability learners, as well as ways to begin to meet those needs.

Learn more about the professional learning opportunities available through the Belin-Blank Center, in partnership with the University of Iowa College of Education, by visiting belinblank.org/educators/courses.  Questions?  Email educators@belinblank.org.

This I Believe: Marcelina Bixler

This is a second example of an assignment completed for the Curriculum Concepts in Gifted Education class, based on This I Believe,” an organization that builds on essays published by National Public Radio, and the thoughts captured during a radio show in the 1950s hosted by Edward R. Morrow.  From their Website:  Each day, Americans gathered by their radios to hear compelling essays from the likes of Eleanor Roosevelt, Jackie Robinson, Helen Keller, and Harry Truman as well as corporate leaders, cab drivers, scientists, and secretaries—anyone able to distill into a few minutes the guiding principles by which they lived. These essayists’ words brought comfort and inspiration to a country worried about the Cold War, McCarthyism, and racial division.

In reviving This I Believe, executive producer Dan Gediman said, “The goal is not to persuade Americans to agree on the same beliefs. Rather, the hope is to encourage people to begin the much more difficult task of developing respect for beliefs different from their own.”

To read the first post in this series, click here.


This I Believe
by Marcelina Bixler
Proud Harrison Elementary (Davenport, IA) Teacher, also pursuing the University of Iowa College of Education MA in Teaching, Leadership, & Cultural Competency

I believe in believing in your students. I believe as educators we have many roles and responsibilities, we have at school for students of such diverse backgrounds and home life.  The role I believe that connects us to our students, not only in teaching and instructing, is building relationships with our students.

All my life I always knew what I wanted to be a teacher.  My mom would encourage me and say I would make a good teacher as I gave my younger brothers instructions and always made them be my students when I played school.  I think it was a nice way of saying I was a “bossy” sister.  Neither of my parents graduated high school, so they believed in me and supported my dream.  When I was in high school, just to be sure that education was the route I would take after high school, I took a couple of business classes and I was in a co-op class for Business Professionals of America.  I did the books and accounting for a local salon.  I remember one of my teachers asked what I wanted to be, which a teacher had never asked me before in school.  I responded proudly that I wanted to be a teacher.  She smiled and responded that I would make a good secretary and walked away.  I was crushed because as a teenager and student, you want your teachers to believe in you. I was an average student and had to work hard for my grades.  I was a bit crushed and wondered if college and my dream of being a teacher would be attainable.  Because I had a strong support system at home and I believed in myself…I became a teacher.

This is why I believe in believing in students.

Believing in their abilities, believing in their contributions, believing in their dreams, believing that we can get them one step closer and guiding them there. 

I believe in knowing our students’ abilities whether it is a disability to our talented and gifted.  What I don’t believe is that the talented and gifted are getting what they need in a pull out program once or twice a week in just the subjects of math and reading but also incorporating the arts.  We are motivators, encouragers, and believers in our students from the toughest of students to the most talented and gifted.  I believe our responsibility is a great one, but a rewarding one knowing we did our best in providing an education and built a relationship. I choose to believe in believing in students by knowing their abilities, learning styles, and interest so that I can challenge their strengths as well as work on what they need to progress in while building a relationship and providing a culturally responsive classroom.