Tag Archives: gifted education

Professional Development in 2020

Oprah Winfrey is one of the many notables that have contributed thoughts for the new year, saying, “Cheers to a new year and another chance for us to get it right.”

At the Belin-Blank Center, we have been getting professional development right for four decades!  We invite you to join us through the gifted-teachers listserv (belinblank.org/listserv), through our Facebook (facebook.com/BelinBlank), and Twitter (@belinblank) accounts, through our blog (belinblank.wordpress.com), and through our professional development opportunities coming up (belinblank.org/educators/courses).  We know that you are committed to understanding the varied needs of gifted/talented children, and learning about ways that parents, teachers, and friends can meet those needs. 

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, organized in chronological order. All of these are online and asynchronous. Courses with no instructor listed are facilitated by Dr. Laurie Croft):

  • 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.
  • Practicum in Gifted Education (various start dates for different populations—EDTL:4188:0001 is for full-time students in the College of Education and spans the entire semester; EDTL:4188:0EXW is for educators who want to earn more than one hour of practicum, March 24 – May 9; and EDTL:4188:0WKA is for educators who want to earn the one required hour of practicum, April 14 – May 4.  One ICON site that opens in January.).
  • 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)
  • 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)
  • Curriculum Concepts in Gifted Education (EDTL:4066:0EXW – 3 semester hours), offered in an accelerated format from March 23 – May 15.
  • 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 (0WKA) format.  These classes have no additional technology fees and focus for three weeks on one topic.

Questions?  Email educators@belinblank.org.

Belin-Blank Fellowship Program

The new year, 2020, will be the 40th year for The Connie Belin & Jacqueline N. Blank Fellowship Program in Gifted Education.  This prestigious fellowship program attracts applicants from across the United States and often has at least one participant from another nation. 

The Belin-Blank Fellowship is designed for educators who are NEW to the field of gifted education and have not already had opportunities to learn as much as they want and need to know about the gifted/talented students in their schools and districts. 

Please share details about the Fellowship with colleagues and friends who have an interest in Gifted Education!

Forty years of experience have convinced the Belin-Blank Center that the most effective way to provide meaningful educational experiences to gifted students is to provide a special program for classroom teachers, school counselors and psychologists, and school administrators.  Through an immersive educational journey, educators will develop the skills to better understand and work with gifted students as well as the knowledge and skills to provide leadership for others.

Varying approaches to professional development in gifted education exist, but no program provides the incentives for educators, as well as the intensive individualized approach, offered by this fellowship program.  The Belin-Blank Fellowship Program in Gifted Education makes it possible for a select number of educators, nominated by their schools/districts, to participate in professional development in gifted education.

The Fellowship will take place from June 21 – 26, 2020; the application process begins by January 27 and ends on March 2, 2020

Please visit belinblank.org/fellowship for more details.  Invite those who will serve as effective allies in developing the talents of our gifted learners to apply in late January.  Contact educators@belinblank.org with questions.

Invent Iowa Winner Featured on Good Morning America!

Congratulations to 6-year-old Charles Smith (Ottumwa Community School District) for his appearance on Good Morning America! Charles is a winner of our 2019 Invent Iowa competition who went on to win 1st place in his grade level at the National Invention Convention

Charles invented the Benge Beacon, a device to help firefighters find the exits in a smoky house. See his invention in action and watch his national television debut! (Trust us, you won’t regret it.) 

Charles also won $5,000 in seed money and a mentorship opportunity with entrepreneur Chelsea Hirschhorn through the SSK Kidventor $25,000 giveaway! 🤩 (Watch the announcement here: https://gma.abc/2O3XmJW)

After all that excitement, Charles got a hero’s welcome open returning home to Ottumwa and getting back to school. Watch here: https://www.kyoutv.com/home/2019/11/11/first-grade-inventor-welcomed-home-at-eisenhower-elementary/

We are so proud of you, Charles! Keep up the GREAT work.

For information about how your student can follow in Charles’ footsteps, check out Invent Iowa!

How We’re Supporting Academic Talent in Rural Iowa

The Jack Kent Cooke Foundation recently published a new report on rural education programs that develop academic talent. The report, “Small Town, Big Talent: Identifying and Supporting Academically Promising Students in Rural Areas”, highlighted the work that is being done across the state of Iowa through the STEM Excellence and Leadership program, administered by the Belin-Blank Center.

The program takes place extracurricularly in rural school districts throughout the state. Teachers identify talented middle-school students with interests in math and science, increase their aspirations, and engage them in advanced, in-depth coursework to prepare them for STEM opportunities at the highest levels.

The Jack Kent Cooke Foundation’s report makes the following recommendations for organizations and educators working with rural schools. Here’s how Iowa’s STEM Excellence and Leadership program realizes these 9 ideals. 

  1. Use quantitative testing appropriately. We believe that every child deserves to learn something new every day, including the ones that ace every test. It’s often the case that bright students are ready to learn things beyond the level of the grade they are in—but how can you tell what level would be more appropriate for a particular student? One way, called above-level testing, is to give a younger student a test that was developed for older students. In the STEM Excellence and Leadership program and at the Belin-Blank Center, we use above-level testing to uncover information about a student’s academic abilities and learning needs, helping parents and teachers discover what that student is ready to learn. Learn more.
  2. Use educator and community feedback. The STEM Excellence and Leadership program is grounded in the philosophy of place-based learning and provides support for educators to have agency in shaping their local programs around the needs and interests of their students and communities. This means that each program implements a unique curriculum that leverages local strengths, opportunities, and needs. Local districts have strong voices in their programs, which have incorporated prairie restorations, algebra, rocketry, butterfly gardens, probability, robotics, statistics, and invention conventions.
  3. Use student interviews. We gather feedback from STEM Excellence and Leadership students by visiting classrooms, conducing focus groups, and sending out surveys. Understanding how students experience our programs is key to living up to our ideals and knowing the extent to which we are truly inspiring excellence and nurturing potential.
  4. Pay special attention to underserved populations. Research shows that rural students have fewer STEM educational opportunities, are less likely to attend a four-year college, and less likely to major in STEM than their urban and suburban peers. We believe talent is not bound by zip code and neither should be opportunities for advanced STEM learning.
  5. Expose promising rural students to people and opportunities outside their home communities and connect talented students with older, near-peer role models cultivating a robust peer community. Students who participate in the STEM Excellence and Leadership program come together in the spring to attend a Student Research Conference at the University of Iowa. There, they learn about research conducted by undergraduate students from rural Iowa communities and hear presentations from Iowa high school students conducting original research. Scholarships sponsored by a grant from the National Science Foundation are also available to support STEM Excellence and Leadership students in attending Belin-Blank Center summer programs, where they spend their days taking a deep dive into a topic of their choice with like-minded peers. Through these summer programs, students have access to valuable university-level resources and experts. They also live in a residence hall with their classmates and get a taste of life as university students. 
  6. When possible, provide consistent engagement throughout the year. STEM Excellence and Leadership is a year-long program with a fall and spring session. With programming before school, after school, on the weekends, and during the summer, STEM Excellence and Leadership programs create bountiful STEM opportunities for rural students throughout the year.
  7. Encourage professional development in schools. A hallmark of the STEM Excellence and Leadership program is that communities of teachers from a variety of disciplines come together to learn about the identification of STEM talent, the needs of gifted learners, and principles of math and science education. Summer professional development programs create communities that understand and support the development advanced STEM learning ecosystems within and across districts.
  8. Provide acceleration and enrichment opportunities. Through administering the STEM Excellence and Leadership program, we are able to support educators across the state in creating STEM ecosystems that provide acceleration and enrichment opportunities for rural students.

We would like to acknowledge the support of the Jack Kent Cook Foundation for a Rural Talent Initiative grant and a Talent Development Award that have supported the implementation of the STEM Excellence and Leadership program and the Student Research Conference. Additionally, a National Science Foundation Advancing Informal STEM Learning grant supports current STEM Excellence and Leadership programming and research and rural STEM talent 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.

Will We See You in Albuquerque?

Our staff is gearing up to head to the National Association for Gifted Children Annual Convention from November 7-10 in Albuquerque, New Mexico!

If you will be attending too, be sure to check out our presentations and stop by our booth in the exhibit hall to say hello! Here’s where you can find us:

We hope to see you there!

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.