Tag Archives: Common Core

Common Core State Standards for Gifted/Talented: English/Language Arts

As summer vacation draws closer, we want to remind educators of upcoming online opportunities for professional development!  We have one class underway: Teaching Outside the Lines, focused on Doug Johnson’s book by the same name, thinking about creativity in the schools today.

Our next class is EDTL:4096:0WKB, Topics in Teaching and Learning: Common Core State Standards for Gifted/Talented: English/Language Arts. This class begins on May 28 and continues through June 17, and it’s an important option for those who collaborate with classroom teachers or include ELA in their gifted programs.  This class helps you conceptualize the alignment of CCSS with classroom activities and assessments—WHILE differentiating the classroom for high-achieving students.  This class will use a book published as a service publication of NAGC’s, and edited by Dr. Joyce VanTassel Baska (Using the Common Core State Standards for English Language Arts with Gifted and Advanced Learners) and benefit from the expertise of the instructor, Gwen Livingstone Pokora.

You can read the National Association for Gifted Children’s page about Frequently Asked Questions about the Common Core and Gifted Education and review their main points about aligning standards (even if they’re NOT CCSS and might be a state-based version) to gifted education programming standards.  If you, or administrators and colleagues, wonder about the need for a class like this, review and / or share the NAGC Position Statement about the Common Core and Next Generation Science Standards for Gifted and Talented Students.

Some of your schools may still believe that the use of standards has made curriculum more challenging for ALL of your students—meaning the gifted program doesn’t really have to facilitate more challenging curriculum—but we know that’s NOT true.  Perfect your “elevator pitch” with this online only class beginning on May 28 (next week!).

We have two additional ELA-focused workshops as part of our 2019 Belin-Blank Chautauqua.  Chautauqua offers classes that meet for two days on campus, typically providing materials online through our ICON platform, as well as a project uploaded online after the meeting on campus:

EDTL:4096:0WKD Topics:  Writing for High Ability Learners, Jul 12 – 13, on campus;

EDTL:4096:0WKE Topics:  Bibliotherapy for the Gifted, Jul 17 – 18, on campus.

We also are offering another fully online class focused on the Common Core State Standards in Mathematics from Jul 17 – August 6:

EDTL:4096:0WKF Topics:  Common Core State Standards for Gifted/Talented:  Mathematics.

We welcome you and your colleagues to these and our other very focused professional learning opportunities over the summer! 

You can learn more about these at belinblank.org/educators.  Follow the link to “Register” for information about registering as a Distance and Online Learner (non-degree seeking)—you can even register as an undergraduate with the lower tuition rate of $324 if the graduate tuition won’t help you progress on your salary scale.  The full summer schedule is here:  belinblank.org/educators/courses

Message from the Director: The 4 “D’s” of Working With Highly Able Students

To fulfill our mission of “empowering and serving the gifted education community through exemplary leadership in programs, research, and advocacy,” the Belin-Blank Center relies on a 4-D service delivery model:

  • Discover individuals with high ability in a talent domain;
  • Develop the talent domain;
  • Describe, through research, the characteristics of individuals with high ability;
  • Disseminate, through writing and presentations, the results of our research and services.

Some months, it seems as though the Belin-Blank Center administrative staff and faculty are “disseminating” material on an almost daily basis.  Since the fall semester began, we have offered presentations both near (in the Blank Honors Center and on the UI campus) and far (Columbus, Ohio, at the Ohio Association for Gifted Children Conference).  Just a few days ago, the Belin-Blank Center administrative team disseminated our message at the Iowa Talented and Gifted Conference in Des Moines, and in early November, we’ll give more than a dozen presentations at the National Association for Gifted Children Conference (NAGC) in Indianapolis, IN.  In this issue of Vision, you’ll also read about five upcoming international presentations or workshops (The Netherlands, The Philippine Islands, Portugal, Australia, and India) that will be provided by Drs. Assouline, Croft, or Colangelo.

Of course, there is a lot of buzz, and a great deal of work, associated with the forthcoming Wallace Research and Policy Symposium (March 22-25, 2013).  Registration is now open!

Other “dissemination” products include the Gifted Child Quarterly special issue on twice-exceptionality, guest edited by Associate Professor Megan Foley Nicpon.  Usually a peer-reviewed journal is only accessible to the members of the professional organization; however, through the end of December, NAGC has made the special issue available for free download at http://gcq.sagepub.com/content/current.  In addition to the special issue on twice-exceptionality, NAGC has three new books on the core curriculum and gifted students including A Teacher’s Guide to Using the Common Core State Standards with Mathematically Gifted and Advanced Learners, co-authored by Professors Susan K. Johnsen, Gail R. Ryser, and Susan G. Assouline.

Stay tuned for the iBook release of Volume 1 of A Nation Deceived as well as the second edition of Packet of Information for Professionals (PIP-2), a comprehensive booklet that addresses the complex learning and socialization needs of high-ability students with an autism spectrum disorder (ASD), a specific learning disorder (SLD), or an attention deficit hyperactivity disorder (ADHD).

These dissemination products take a great deal of time and energy, but they are well worth the effort because they are so important in fulfilling our mission.  None of this would be possible without the tremendous commitment of the team of professionals – our faculty, administrative and clerical staff, and our undergraduate and graduate students.  I thank our staff for their dedication to serving high-ability students, their families, and the professionals who serve them.