Moving Past Perfectionism and Procrastination: Helping Students Overcome these Traits like Superheroes

Moving Past Perfectionism and Procrastination: Helping Students Overcome these Traits like Superheroes Lori Comalie-Caplan Gives Parents and Teachers a Clear Path to Defeating These Twin Villains “With great power comes great responsibility.” Teen superhero, Peter Parker, learns this very important truth in his double life as Spiderman. Flying above the city, fighting evil, and using his “Spidey-Sense” comes with a cost. Every superhero has a personal battle to fight. Gifted and talented students, with their super brain powers, often discover perfectionism and procrastination are their personal nemeses. Left to their own devices, these “evil twins” leave a path of anxiety, doubt, and inaction. Parents and teachers: never fear! We can teach students to fly past these twin challenges like superheroes! In this 1-hour course, “Moving Past Perfectionism,” Lori Comalie-Caplan shows parents and teachers of G/T students the signs that students are struggling with perfectionism, and provides straightforward interventions for both [...]

By |2016-11-05T00:46:13+00:00September 13th, 2015|Categories: Social & Emotional|0 Comments

Self-Regulation Strategies in the Gifted Classroom

Self-Regulation Strategies in the Gifted Classroom Opening the doors to a journey of autonomous learning “Little by little, one travels far” ― J.R.R. Tolkien Have you ever found yourself lost in a new city? I once got lost in Washington D.C., pregnant, with an injured foot, and no idea where my nearest metro station was. A well meaning passerby stopped to help guide me. But, to my frustration, he gave me bad directions. He didn’t know how to help me on my journey, and he sent me many painful steps in the wrong direction. Good intentions alone won’t put your students on the right path and poor directions can be unproductive. You have to have a firm roadmap in your own mind to guide gifted students. In this 1-hour course, “Self-Regulation in the Gifted Classroom,” Richard M. Cash, Ph.D. lays out a roadmap for teachers to guide their gifted students [...]

By |2016-11-05T00:46:13+00:00August 25th, 2015|Categories: Gifted Students|0 Comments

Gifted, ADHD, Either, Neither, or Both?

Gifted, ADHD, Either, Neither, or Both? Navigating the misdiagnoses between gifted and ADHD and forging a new path towards clarity. As Juliet famously said of her lover Romeo: “What is in a name? That which we call a rose by any other name would smell as sweet.” So what is in a name? Does it matter? Would anyone be fooled if we call a marigold, a rose? Those who have ever smelled a marigold would probably argue, no. So even if we call a rose by another name, no one is fooled because we know what a rose smells like. But what if you’ve never seen a rose, or know what one smells like? Here’s a case in point. Years ago, my husband and I were in the middle of an expensive remodel of our kitchen when my precocious son pointed out that the brand new cabinets were exactly the [...]

By |2016-11-05T00:46:14+00:00August 25th, 2015|Categories: Gifted Students|0 Comments

Screening, Identification and Assessment: Identifying Gifted Students for Success

Screening, Identification and Assessment: Identifying gifted students for success Athletic programs can do it, so why can’t we? Marjorie Gestring: At just 13 years old, Gestring is youngest person to ever win an Olympic gold medal. Wayne Gretzky: One of the greatest hockey players of all time, Gretzky began skating at the age of three and was playing hockey by age six. Madison Keys: At the age of 14, she beat Serena Williams to become one of the youngest women to ever win a Women’s Tennis Association Tour match. Nyjah Huston: The skateboarder appeared in his first X Games competition at age 11. The youngest competitor in X Game history. Lucy Li: An 11-year-old California girl who became the youngest person to ever qualify for the U.S. Women’s Open. These are just a few of the athletic superstars who were identified and developed at an early age, but there are [...]

By |2016-11-05T00:46:14+00:00August 17th, 2015|Categories: Uncategorized|0 Comments

Building Differentiated Math Projects

Complex Math and the Krispy Kreme Doughnut: Building Differentiated Math Projects Ian Byrd Shares Tools for Creating Math Projects that will Intrigue and Motivate Students If you’re like me, this post had you hooked with three little words: Krispy Kreme Doughnuts I try my best to stick to a healthy diet, but every now and then I just need a good dose of gooey, sugary goodness. Mmmmm, doughnuts! Hopefully I’ve got your attention, because now I’m going to bring up a subject that puts me in a comatose state faster than eating a dozen donuts in a single sitting (stop judging me)! That’s right, this post is really about math! I’m more of a literature gal, so I don’t get nearly as excited about math as I do a great book. So what do doughnuts have to do with math? Everything, says former G/T student and now G/T expert Ian [...]

By |2016-11-05T00:46:14+00:00August 4th, 2015|Categories: Uncategorized|0 Comments

Advanced Learners Will Advance With Differentiation

Inquiry, Connection, Autonomy: Advanced Learners Will Advance With Differentiation What Differentiated Instruction (DI) really means, and why Advanced Placement (AP) classes aren’t using it. *Disclaimer: The following paragraph contains poor grammar and the misuse of language. Sensitive readers may become flustered. Supposably it was him and I’s plan to meet for an expresso. But for all intensive purposes he stood me up. Irregardless, the day went really good. Now take a deep, calming breath. That paragraph can’t hurt you anymore. Misused and misunderstood words may wreak havoc on a grammarian’s nerves; but when an educator doesn’t understand the meaning of “differentiated instruction,” it’s the advanced learners who suffer. Does the thought of using differentiated instruction for an AP class rub you the wrong way? In this 1-hour course, “Inquiry, Connection, Autonomy: Advanced Learners Will Advance With Differentiation,” Carrie Simpson, Ph.D, reveals the top misconceptions educators of advanced learners have about [...]

By |2016-11-05T00:46:14+00:00August 3rd, 2015|Categories: Uncategorized|1 Comment

Understanding the Four Most Common Mental Health Issues in Students

The Not-So-Fab Four: Understanding the Four Most Common Mental Health Issues in Students What do you picture when someone mentions a student with ADHD? Maybe a child running wild about the classroom? Perhaps you imagine a visibly frustrated student, constrained to a chair and desk, unable to focus on an assignment? But how would you direct the wild-child to engage in your lesson? What strategy would you pull out to try and diffuse the agitated student, and allow him/her to  finish the assignment? ADHD, mood disorders, depression, and conduct disorders can dramatically change the specific classroom needs for students with mental health issues. Lisa Van Gemert gives a solid foundation for understanding these four issues, and supporting students who deal with them, in her one-hour course, “Not So Fab Four.” A former teacher, school administrator, and now consultant and Mensa member, Ms. Van Gemert uses the experiences she gleaned in [...]

By |2017-09-29T16:36:20+00:00July 27th, 2015|Categories: Social & Emotional|0 Comments

Understanding the Neurology and Overexcitabilities in Gifted Students

Understanding the Neurology and Overexcitabilities in Gifted Students When different wiring requires different strategies I recall with cheeks aflame one particular visit to a restaurant during which my gifted child unleashed a cataclysmic tantrum . What set him off? I have no memory of what flipped the switch. But my memory is forever stung by scoffing gawks of disapproving patrons and with my child’s expression of terror at his own loss of control. The kid had spent the entire day at appointments with me. No wiggling, no talking, no activity allowed. His gifted brain was working overtime, firing off brilliant, lightning-speed synapses into the monotone, fluorescent abyss I had trapped him in all morning. I had unintentionally set up all the elements of a major meltdown. Back then I didn’t know gifted children’s rapid-fire brains are prone to overexcitabilities that many parents and educators fail to understand or integrate into [...]

By |2017-05-11T19:21:14+00:00July 20th, 2015|Categories: Social & Emotional|Tags: , , |0 Comments

Demystifying Differentiation in the Classroom

Demystifying Differentiation in the Classroom Mission (Im)possible: How to engage a diverse classroom without leaving any students behind Good day, teacher. Your mission, should you choose to accept it: Today you will  begin facilitating a unit on weather to a gifted, insecure left-brain thinker, a gifted and disengaged right-brain thinker, an average student, and a lower-level student who, truthfully, is still struggling to understand your previous unit. However, there are a few catches: You actually have 21 students, not 4 You also need to prepare them for standardized testing You don’t have time to create curricula to cater to each student’s level of ability You can’t leave anyone behind; each student needs to gain critical thinking skills Does this mission sound daunting? Impossible even? Does it also sound all too familiar? "Difficult" should be a walk in the park for you. As educators face these daily challenges, trainer Bob Iseminger [...]

By |2016-11-05T00:46:14+00:00July 13th, 2015|Categories: Uncategorized|0 Comments

Gifted and Thriving: The importance of equipping gifted students to thrive

Gifted and Thriving: Redefining the “T” in G/T The importance of equipping gifted students to thrive in every area of life Reading glasses are a badge of honor in the aging process. They’re evidence that your eyes have been so well used that they now require a little help. The problem with reading glasses is that they make it impossible to see off into the distance. What a great metaphor for working with gifted kids! Sometimes we have our reading glasses on and we focus on what students need today. But what about 20 years down the road? Are we giving them the skills they need to thrive long term? In this one-hour course, “Gifted and Thriving”, Mike Sayler, Ph.D. encourages educators to take off the reading glasses and put on their long-distance lenses. He also explains why taking this long-term perspective with G/T students is just as essential to [...]

By |2016-11-05T00:46:14+00:00July 8th, 2015|Categories: Gifted Students|0 Comments