At this year’s National Association for Gifted Children (NAGC) Conference in Albuquerque, NM, I participated in the Julia Robinson Mathematics Festival. Teachers, parents and other conference attendees like myself, learned about educational tools, new advanced learning techniques and how to collaborate with each other all while playing games. This STEM event popped into my mind as I thought about what gifts I’ll be giving this holiday season.

There is no shortage of games and puzzles that are intellectually stimulating; Pylos, Quoridor, and the classic Rubik’s Cube are all examples of mentally challenging and fun games. Below you can find a variety of educational toys and games to consider giving to a gifted child this holiday season.

1. Botley: A robot ready to code right out of the box. 
2. Happy Atoms: Build, scan, and identify molecules. It’s advertised as the simplest way to learn about atoms, bonding, and chemistry. 
3. Sound-Activated Light Blocks: Imagination takes light with these Lego-compatible light blocks.
4. Symphony Musical Toy Orchestra for Kids
5. Kiwi Crate: Curate engaging art or science gift boxes for every age and interest. 
6. Lego Make Your Own Movie Activity Kit: Makes stop animation easy!
7. Archi-TECH Electronic Smart House: For the future architect
8. ROBOTIME 3D Wooden Treasure Box Puzzle: Unique model kits to build mechanical engineering
9. Think Box Inventor’s Kit
10. For inspiration, perhaps consider creating artwork using Rubik’s Cubes, as seen here.

Academy courses encourage students to take the lead in their learning process. But what do young inquisitive minds find so compelling about the content? Read on for five hallmarks of what makes these, and other fall courses speak to the heart and mind of gifted students, then check out our Academy Teachers page for info on the wonderful instructors who bring home the magic!

Academy classes are outside-the-box and taught by experts.

Hacker Calculus (Ages 12-14) with Joan Horvath and Rich Cameron

Students in this class will take an intuitive approach to calculus with minimal algebra and lots of 3D prints! Students will start off with models the instructors have developed and go beyond by learning to modify them and develop their own.

Siri, What’s Natural Language Processing (Ages 12-14) with Melissa Roemelle

This course will introduce students to the endeavor of using computers to analyze human language. Students will apply techniques in math, logic, and computing to intuitive exercises such as judging whether a word in an essay is misspelled or determining whether a social media post conveys positive or negative emotion.

Academy courses feed students’ curiosity through interdisciplinary discovery.

Math for Future Engineers (Ages 6-9) with Maria Melkumyan.

How do engineers design strong bridges, efficient transportation, and sturdy skyscrapers? Math! This class will explore the foundations of math that relate to engineering and will apply those topics to building projects.

Ka-Pow! Graphic Novels and The Hero’s Journey (Ages 9-12) with Alessandra Santucci.

This course will teach the tools necessary to balance art and language to construct narratives that bring the Hero’s Journey to life, from epic tales of adventure and allies to adversity and triumph! Students will learn and apply elements of creation unique to graphic novels including storyboarding, page layout, panel transitions, text distribution, and more to develop their own characters and stories.

They are collaborative and solution-oriented.

Govern and Sustain Your Own Country: Systems and Sovereignties (Ages 9-12) with Anita Russell.

Students in this class investigate what makes a country prosper and thrive, they will challenge themselves to build a system that will sustain a country of their own design. Through group discussion and creative projects, students will determine what laws their country will need, how will they make sure people follow them, and what will make their country flourish amidst inevitable challenges.

Final Appeal: To Kill a Mockingbird and the First Amendment (Ages 9-12).

This class will follow the award- NAGC curriculum by Dr. Shelagh Gallagher, which incorporates case study and problem-based learning specifically designed for gifted learners. Students will investigate a court case in which a teacher has been fired for using the novel To Kill a Mockingbird in her class and take on the role of members of the court of appeals who must decide the case by diving into the nuances of the First Amendment.

They are student-centered.

Executive Functioning: Training the CEO of Our Brain (Ages 10-14) with Amy Gilbertson.

In this course, students will gain empowering tools on how to approach their academic and personal lives with a sense of purpose, passion, and fulfillment. We will cover topics such as learning styles, motivation styles, time management, stress, effective leadership, communication, and how to break down goals into positive, sustainable action steps.

Active Algebra 2 (Ages 9-12) with Ellen Brown.

In this course, students will supplement mathematical exercises with brain breaks that support concentration, memory, and relaxation. Algebra concepts such as solving inequalities, factoring and building fluency with math symbols will be practiced with puzzles and independent exercises, while breathing techniques and movement exercises will be introduced at optimal intervals to bring body-mind awareness into the equation. Algebra 1 is not a prerequisite for Active Algebra 2, though please see the full description on our Course Description page for recommended background knowledge.

Academy courses encourage building, tinkering, art, experiments, role-playing, debate and in-depth discussion!

STEAM Building (Ages 6-9) with Cynthia Molt.

In this course, students will hone their creative engineering skills by building, testing, and improving upon their original designs for marble runs, bridges, catapults, and more. We will use the engineering design process, integrated with both artistic elements and advanced physics topics to create products that meet specific guidelines.

Secrets of the Snake (Ages 9-12) with Grayson Kent.

Take a lesson from Plato: Courage is knowing what not to fear! In this class, students will learn all about snakes, from their evolution and biodiversity to their locomotion and senses, to their colors and patterns and rightful place in the labyrinth of human history, religion and folklore. Students will have the opportunity to interact with live pet serpents, then build on their experience and knowledge to construct an original serpentarium.

If you and your child are curious to learn more about these or other Course Descriptions, please don’t hesitate to call us at (626) 403-8900 or email academy@educationaladvancement.org.

The Fall Academy application deadline is August 26. Click here to learn more and to submit your application today!

Dr. Gallagher at Yunasa West in Colorado

Shelagh Gallagher wears many hats – so many, in fact, that she has more great ideas than time to realize them. She is a Yunasa Fellow, an NAGC award-winning curriculum writer and consultant, a recruitment and program consultant for Diligence and Delight Learning Center in China,  an author, a professor, a conference keynote speaker and presenter, and mother to 20-year-old “light of my life” son Colin. A self-described “curriculum wonk,” Shelagh has naturally gravitated toward designing courses that “become an apprenticeship – not a place where you just learn facts.”

I had the pleasure of interviewing Dr. Shelagh Gallagher for her first-hand take on problem-based learning (PBL) curricula, her work with IEA and boccone dolche – her favorite pastry recipe.

How did you become interested in pursuing gifted education and pedagogy as a career field?

“I entered into my graduate program at the University of North Carolina at Chapel Hill thinking I would be a counseling psychologist for gifted and talented students – like Patti Gatto-Walden, another Yunasa Senior Fellow.” That all changed, however, when her studies and connections led her down a circuitous path of “exposure I’ve had to diverse people and perspectives on gifted education. It really had more to do with the programs and mentors I ended up working with.” Her first point of contact was June Maker, who focused on deep instruction and emphasized the importance of questioning and building lower-to-higher order thinking in lessons. Dr. Gallagher then spent time at Confratute with Sandra Kaplan, who focused on differentiated curriculum, and depth and complexity. After receiving her PhD, Dr. Gallagher took a position at the Illinois Mathematics and Science Academy, whose mission of helping students become problem finders, rather than problem solvers, resonated with her daily during her three years there. She was then hired by Joyce VanTassel-Baska, during the early years of her development of the integrated curriculum model. “It was a winding path that led me to problem-based learning and ultimately investing so much of my career in it, but it’s a spot that makes sense to me. Now I balance my interest in the psychology of giftedness with curriculum, and really, the two blend perfectly.  One is the study of gifted students’ unique qualities, and the other is creating curriculum to help develop those qualities into a capacity for deeper insight into the world.”

Dr. Gallagher’s father, Dr. James J. Gallagher, was an international leader in both special education and gifted education. In the 1970s, James Gallagher was the chief architect in the development of the Individualized Education Program (I.E.P.) and created a national framework for early childhood special education. Throughout his career, and upon his death in 2014, James Gallagher was heralded as an early and influential leader in the field of gifted education, with contributions ranging from research to policy, and even his own curriculum unit on leadership.

What is it that particularly inspires you within the field of Gifted education?

Simply put, Dr. Gallagher loves good curriculum: “I love the idea of putting that in front of kids. High-quality curriculum,” she laments, “is something we need more of. There is still a lot of work to do to create a national infrastructure for gifted education and curriculum – particularly for minority and low-income students. Our work is far from finished.”

Beginning in 2015, Dr. Gallagher joined IEA’s public policy consortium. With the group, Dr. Gallagher supported the idea of IEA working with nationally-recognized polling firms to create a poll to determine America’s opinions regarding gifted education in the United States. IEA President Betsy Jones and Dr. Gallagher co-authored a report on the survey results titled America Agrees: Public Attitudes Towards Gifted Education. “The new policy initiative has been a very rewarding experience. It’s been a great opportunity to work with Betsy on the America Agrees report,” she said. Dr. Gallagher and IEA staff shared these findings at the annual National Association for Gifted Children (NAGC) Advocacy and Leadership conference in Washington D.C. this month, and both she and Betsy presented an extended analysis of the findings at the NAGC annual conference in Minneapolis in November 2018. To read the full report, click here.

Why did you decide to focus on PBL curriculum?

“I’ve always been a fan of Jerome Bruner and inquiry-based education. Howard Barrows’ PBL model was based directly on Bruner’s philosophy. The idea that it’s discovery-based, that it reveals to students the structure of the discipline, and that it focuses on leading students into significant content from an expert’s point of view has always excited me.”

When I ask Dr. Gallagher where she gets ideas for new PBL curriculum, she doesn’t skip a beat: “Fortunately – or not – the world is filled with problems. There is no end to the possibilities to create curriculum – often ripped from current or historic headlines.” All of her PBL curricula are fact-based and rooted in real-world application: “The world is my resource and I love how students can tackle actual problems to solve.” Anytime she needs inspiration, she considers what would make a child’s eyes open wider or what would “expand the vistas of their understanding of the world.”

Do you have any new curriculum on the horizon?

A hearty laugh breaks out. “Oh, I always have ideas percolating; however nothing official I can announce. I can tell you that I have 2-3 curricula that I’m dying to write. Hopefully, I’ll find time to tackle them soon.”

What do you love most about working with IEA and Yunasa?

“Yunasa is such a special place – and truly one of the highlights of my year. I love having contact with the kids, and I love the work we do with the kids to ground them and give them a sense of self-efficacy and self-confidence. I experience them having such a sense of opening during the week. I love the colleagues I work with while I’m there.”

Dr. Gallagher with (from left) Yunasa Fellows Dan Tichenor, Amy Gaessar, Patty Gatto-Walden, and Michael Piechowski

What are some fun facts you think people would be interested to know about you?

“I paid my way through graduate school as a professional pastry chef, first at a high-end Southern-style restaurant, then at a gourmet retail store.” (Here, I can’t help but picture Dr. Gallagher in another hat: a chef’s hat.) When I ask her what her favorite pastry to make was, she didn’t hesitate: “Boccone dolche, which is Italian for ‘sweet mouthful.’ It’s comprised of three layers of meringue, in between which are a layer of chocolate, a layer of whipped cream, and a layer of strawberries.” Gallagher also sings in her church choir, which feeds her need to keep music a part of her life.

Her son, Colin, spent seven summers as a Yunasa camper in Michigan, enabling her to witness the transformative power of Yunasa and its programming in her own child. In 2018, Colin served as a counselor at Yunasa West and Yunasa Michigan and will return in this role in 2019.

In Fall 2018, IEA’s Academy program introduced Shelagh Gallagher curriculum into its course offerings with Ferret it Out: A Problem about Endangered Species and Animal Ecosystems, a course that is also running this spring due to popular demand. This summer, Academy is offering three Shelagh Gallagher curriculum courses: Black Death, The Penguin Predicament: A Problem about Animal Habitat and Survival, and It’s Electrifying! An Exploration in Water-Based Alternative Energy.

For a full list of Summer Academy classes, please click here.

All of Dr. Gallagher’s curricula is available to preview and purchase online through Royal Fireworks Press.

As a part of IEA’s effort to advance the cause of gifted students nationwide, IEA commissioned the first ever national survey assessing the American public’s views on gifted education. The summary covers the results of a national survey, completed in 2016, that sought to understand the public’s perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Benenson Strategy Group and The Winston Group.

“We are seeing overwhelming support for funding and resources to ensure that our brightest students’ minds are nurtured and supported, which hasn’t always been the case in the past,” said Elizabeth D. Jones, President & Co-Founder of IEA. “As a community, we are committed to advocating for what the public wants: helping our highest potential students succeed.”

The poll report contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. The goal of this document is to provide a tool for the gifted community, families, teachers and professionals alike to use when advocating for these unique learners.

The poll report was written by Jones and Dr. Shelagh A. Gallagher. The authors will be hosting a webinar presenting the results and answering viewer questions on March 26th at 11 a.m. PST/2 p.m. EST. The webinar is free and open to the public.

Additional contributors include: Alan Arkotov of University of Southern California, Dr. Jim Delisle, René Islas formerly of National Association for Gifted Children, Michael Petrilli & Chester Finn of Thomas B. Fordham Institute, Ann Smith of Gifted Support Center, Dr. Amy Shelton of Johns Hopkins Center for Talented Youth and Adam Umhoefer of American Foundation for Equal Rights.

The release of the full results was preceded by a poll summary, Public Attitudes Towards Gifted Education, released in August 2018. This document contains highlights from the results of the poll.

Read the full report.

For more information about IEA’s policy initiatives or any of IEA’s other programs and services, visit our Advocacy page. 

I am a big fan of the podcast renaissance that’s been happening the past few years. While I’m driving, walking or cooking, I can learn about new topics, catch up on the news of the week or listen as a team investigates a mysterious crime. We at IEA have already covered some of the best podcasts for gifted learners, so today I wanted to turn the focus toward podcasts about gifted learners. These are great resources for parents and educators supporting bright young minds.

Family Confidential: Guiding Gifted Kids
James T. Webb, Ph.D. is a guest on this episode of this parenting video podcast hosted by Annie Fox, M.Ed. This episode focuses on the special needs of gifted kids and how their parents can help them understand and use their gifts well.

Gifted Education Podcast

Prufrock Press produces a podcast for parents and educators of gifted children on topics such as learning options, differentiating instruction, and ability grouping.

Mind Matters Podcast

The Mind Matters Podcast features discussions with leaders in the fields of psychology, education, and beyond, with an emphasis on gifted/talented and 2e (twice-exceptional) children and adults. Mind Matters explores parenting, counseling techniques, and best practices for enriching the lives of high-ability people.

The Testing Psychologist Podcast Episode #19: Dr. Aimee Yermish

As a grown up gifted kid herself, Dr. Aimee Yermish definitely “gets it.” She coupled her lifetime of personal experience with a doctorate in psychology to build a highly successful practice working primarily with gifted and twice exceptional individuals. Drawing on her analytical background as a scientist and practical background as a teacher, she focuses on building self-understanding, self-regulation, and range of choice in life.

Giftedness Knows No Boundaries

Presented by the National Association for Gifted Children, this podcast shares brief glimpses into what is happening in the worlds of research, policy and best practices, with the goal of helping those who support gifted children.

The Talky Bit

Heather and Jon of The Fringy Bit chat about all things “fringy.” Whether you or your child is gifted, on the autism spectrum, has sensory processing disorder, or other higher needs, the pair is there to provide comradery.

Raising Life Long Learners Podcast

The popular blog in podcast form! Listen to find suggestions for encouraging your kids to be lifelong learners and helping your child see the world with fascination.

Schooled: Is Giftedness Real?

In this episode of Slate’s Schooled podcast, Sandy Darity, a researcher on giftedness at Duke, and Jeff Danielian, a Rhode Island teacher and giftedness advocate, discuss what giftedness means and how to best equitably identify bright young minds.

If you have a resource you’d like to share, please include it in the comments down below for other readers to consider! For additional resources appropriate for the gifted learner from preschool through high school, visit IEA’s online Gifted Resource Center.

It’s hard to believe, but we’re already well into the new year: 2019. Despite heavy rains – much-needed and welcomed throughout Los Angeles County – in IEA’s home city of Pasadena, CA, the future looks bright! With the rainfall comes the opportunity to recalibrate, reflect, and reenergize for an exciting year ahead. We have some incredible new initiatives and programs on the horizon and are looking forward to continuing to serve and support our amazing students, families, educators, and community partners.

We hope you’re as excited about this list as we are!

1. Celebrating Heart, Fostering Hope: On February 9, IEA will formally celebrate its 20^th anniversary with a gala fundraiser at the Annandale Golf Club in Pasadena. We’re so excited to share this incredible occasion with those that have helped shape IEA for two decades. If you’re unable to join in person, please consider donating, sponsoring, or providing us with a silent auction item. All money raised will go towards continuing to help serve the nation’s brightest and most deserving students, who drive our mission on a daily basis. For more information, please click here.
2. 18 years of Yunasa! Since 2002, and across 22 sessions, Yunasa has been providing gifted youth with award-winning programming, embracing them for who they are and helping them understand and work with the unique joys and challenges they face. This summer, Camp Shady Brook in Colorado and Camp Copneconic in Michigan will host campers, counselors, Fellows, and IEA staff for a unique, week-long experience like no other. Interested in applying? There’s still time!
3. Academy Additions: We’re introducing two new NAGC-award-winning Shelagh Gallagher curricula to our Academy offerings: Black Death and It’s Electrifying! – and that’s just in the spring session! Stay tuned for more additions in the summer and beyond, including a course for our youngest students, ages 6-9: The Penguin Predicament: A Problem about Animal Habitat and Survival.
4. Ready, set, make! On June 22, IEA will host its first-ever Maker Faire. Details about this one-of-a-kind event with makers, tinkerers, and creative minds coming soon!
5. Community: Now entering its second year of providing an academic and social home for the gifted community, IEA’s Learning Center at 540 S. Marengo is excited to welcome – and welcome back – families, educators, Externs, Bradley scholars, and community partners through programming, free events, open houses, workshops, trainings, and tours. Check out our Events page to see what’s on the horizon!
6. Our third content guide: In June, IEA will release its third content guide, which will focus on high schools throughout the United States that serve gifted students. We look forward to being able to provide our families with a well-researched, informative guide for their rising high schoolers. To view our two content guides released in 2018, please visit our IEA Publications page.
7. Calling all volunteers! IEA is launching its first-ever Volunteer program! Volunteers are an integral part of IEA. We rely on our volunteers to help support a variety of services for our community. Whether you’re working with students, engaging with guests at events, or performing administrative tasks, our volunteers help our programs thrive! Join IEA’s mission to ensure that each gifted child’s specific needs are met so that they can reach their full potential.
8. Brilliant scientists, brilliant students: LABS (Learning Among Brilliant Scientists) is in its second program year! Since its initial launch in March 2018, LABS has continued to build momentum with a great line-up of STEM professionals from Caltech, Cal State Los Angeles, and USC. They’ve shared their innovative work and research on such topics as astrophysics, molecular biology, computer science, ecology and evolution, biology and mathematics! The new year kicks off with an exciting LABS on Cancer Cells in the Blood! There are still spots available for the February 16 LABS Series: Living Monsters: Parasites, Pathogens, and Parasitoids.
9. Streaming live, coast to coast! Gifted Support Group meetings have gone digital! IEA is now livestreaming our meetings on Facebook and YouTube. We’re excited to be able to expand our outreach to non-local families and share gifted professionals’ amazing insight with our community. The next GSG meeting, on January 31, will focus on social emotional imagination in gifted education.
10. EXPLORE-ing a new location: EXPLORE is launching a program in Northern California! The program continues to garner great interest from applicants in NorCal, so this summer we’re hoping to make the leap up north to host students at 1 or 2 mentor sites. We’ll be able to expand our reach and serve more talented high schoolers!
11. Hot off the presses: IEA now has a 3D printer! Thanks to a generous grant from the Ahmanson Foundation, which is providing us with funds to transform our Learning Center, our programs are now equipped to provide students with 3D printing technology, design, and coding. Check out our first test print from Caroline D. Bradley Scholarship Coordinator, Mallory Aldrich:
12. Speaking of hearts: Academy is hosting it’s first-ever Valentine’s Day card-making event the week of February 4. Stop by during business hours to make cards for family, friends, teachers, and other special people in your life. Free of charge! Details located here.
13. Beakers and Bunsen burners and bacteria, oh my! Within a few weeks, construction will be complete on IEA Learning Center’s new wet lab! With three working stations, sinks, and a flat screen monitor, Academy and LABS programs will be able to provide an authentic science lab experience for students and educators. We look forward to seeing this amazing space transform into a space of hands-on inquiry that has been years in the making.
14. Student-led workshops: 2018 was a fantastic year for student-led workshops and there are already two planned for February: the third workshop in CDB Scholar Luke Gialanella’s Votes and Voices series – A Presidential History of the U.S. Two-Party System – and The Wonderful World of Poems with Cassidy Kao. We’re so grateful that our students love sharing their knowledge and experiences with each other!
15. Family and fun: When not working with and serving our incredible students, IEA staff enjoys cultivating their hobbies and pursuing their interests. Marketing and Communications Coordinator Nicole LaChance is looking forward to joining her family for some rock and roll excitement this summer: “I am going to see Aerosmith in June at their residency in Las Vegas with my family. Aerosmith is a special band for us and I have probably seen them at least 8 times already. It will be awesome to spend time with my family and see a great show we are all super excited about. Maybe I’ll even get lucky at the casino!”

What IEA programs or events are you most looking forward to in 2019

As part of the festivities, we will be honoring two groups instrumental to the founding of IEA.

IEA Senior Fellows

The Senior Fellows have years of experience working with gifted youth and shaping gifted discourse. Their expertise was crucial to the development of IEA through the research and implementation of the awarding winning Yunasa camps.  Their years of service as facilitators at Yunasa and advisors to IEA remain invaluable.

Dr. Patricia Gatto-Walden is a licensed psychologist who has worked holistically with thousands of gifted and profoundly gifted children, adolescents, and adults for more than 35 years. In her adjunct educational consulting practice, she has helped parents, educators, and administrators understand and accept the multifaceted inner world and needs of gifted individuals. Dr. Gatto-Walden additionally provides two-day comprehensive family retreats, entitled “educational consulting and family renewal,” which blend counseling and consulting services. She is a featured speaker at gifted conferences and educational workshops throughout the nation.

Michael M. Piechowski, Ph.D. is the author of Mellow Out, They Say. If I Only Could: Intensities and Sensitivities of the Young and Bright and Living with Intensity (with S. Daniels). Earning a PhD first in Molecular Biology and later in Counseling Psychology, he served as a faculty member at three universities and one small college. He has published extensively in the areas of emotional development, developmental potential of the gifted, and emotional and spiritual giftedness. He is one of the original designers of Yunasa. In 2016 he was given the Lifetime Achievement Award by SENG and the NAGC Global Awareness Network Annemarie Roeper Award.

Stephanie Tolan, M.A. is author of 27 books of fiction for children and young adults, including the Newbery Honor Award-winning novel Surviving the Applewhites and Applewhites at Wit’s End, Listen!, Welcome to the Ark, Flight of the Raven, and Ordinary Miracles. Her non-fiction writing includes Guiding the Gifted Child (co-author), Change Your Story, Change Your Life, and an article about highly gifted children that has been translated into more than 40 languages, “Is It a Cheetah?” She is a well-known lecturer and advocate for highly gifted young people.

The Lynde and Harry Bradley Foundation

The Lynde and Harry Bradley Foundation has been a pivotal supporter of IEA since the organization’s inception. Their generosity has assisted IEA in its general operations, public policy efforts, and technology program.

In 2014, with generous support from Sarah D. Barder, The Bradley Foundation has continued to fund the  Caroline D. Bradley Scholarship initiative.  Since its inception in 2002, the program has awarded 293 high school students with merit based scholarships. These students are provided with the resources and guidance to find and attend an optimally-matched high school program that meets their unique intellectual and personal needs. This guidance and support continues throughout their high school careers.

Support from The Bradley Foundation has enabled IEA to serve thousands of gifted children over the years and continues to help us fight for a population very much in need of services.

Join the Celebration!

Join us on February 9th at our 20^th Anniversary Celebration, to be held at The Annandale Golf Club of Pasadena, and help show our appreciation for these and other exceptional advocates for gifted education.

To sponsor and/or purchase tickets or a program ad to the event, click here.

When Leonardo da Vinci is mentioned, either in an academic setting or in a casual conversation, one of several knee-jerk references usually comes to mind:

• His inventions
• The Mona Lisa
• The Vitruvian Man, his painstakingly accurate depiction of the human form
• His influence on the Renaissance as a whole

What is more fascinating about da Vinci than his singular achievements, however, is that his portfolio of accomplishments – both achieved and never fully realized – spans more disciplines and fields than any other inventor, scientist, artist or influencer either before or since. (They don’t call him The Renaissance Man for nothing!)

Not one to rest on his laurels, da Vinci is oft quoted as having said, “Learning never exhausts the mind.” Did you know he is widely considered to be the father of architecture, paleontology, ichnology and dabbled – with varying intensity – in invention, painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history and cartography?

Whatever profession you most associate with da Vinci, here are some fun facts to get you excited about Genius Day X: Da Vinci and our upcoming Fall Academy classes.

Simply put, da Vinci loved water and anything associated with it. Though they never came to fruition in his lifetime, da Vinci developed plans for a SCUBA-like underwater breathing device, a life preserver, a diving bell and floating snowshoes.

This fall, Academy is running an NAGC award-winning curriculum course on sustainability, developed by Yunasa Fellow Shelagh Gallagher, called It’s Electrifying! Fueling the Future, which focuses on alternative forms of energy, including wave energy and tidal energy.

He also studied the erosion of rivers in Europe and figured out that the earth is older than previously believed, based on a scientific investigation of water and soil samples, maps and journals. Though discredited at the time, due to the cultural climate, da Vinci’s findings were eventually deemed accurate.

Is your child interested in learning about the universe’s origin, evolution and current structure? Check out IEA Academy instructor Tristan Murphy’s new class From Dust to Dawn: Constructing the History of the Universe, where students will gain a comprehensive understanding of our universe’s complex development into what it is today.

da Vinci was a creative writer – not in the style or vocabulary he chose, but in the physical act of writing he executed. He wrote most of his work from right to left – the opposite of traditional written print. The result of this writing was a mirror script, which was difficult for most people to read. Historians have postulated that he did so intentionally, in order to keep his writing secret, though it may be simply because he was left-handed, making this unusual writing style was easier.

Check out Academy’s Saturday class Page One: Creative Writing for an opportunity to delve into language, style, and genre – and possibly the chance to develop your own mirror script!

Flight was another big area of focus for da Vinci, who is credited as being the first person to study the flight of birds scientifically. He spent considerable time delving into the field of ornithology and used what he observed and analyzed as inspiration to try and replicate wings and flying apparatuses for humans using biomimicry. One of da Vinci’s designs that he never got off the ground (no pun intended) was the parachute. It wasn’t until the year 2000 that a South African skydiver finally tested da Vinci’s design by developing a prototype based on his sketches.

Is your child interested in similar types of STEAM constructs? Be sure to have them join the Tuesday afternoon course STEAM Building: Creative Constructs, where students will design and test things such as marble runs, catapults, parachutes, spaghetti bridges, and much more. Or, have your child try Inventioneers, a class based on genius inventors like da Vinci, where students will play the dual role of inventor and engineer and come up with their own genius invention!

da Vinci believed that sight was mankind’s most important sense, which is why he focused so heavily on art, architecture, biological studies, sketching and the written word. He is quoted as saying, “Painting is poetry that is seen rather than felt.”

Does your child have a knack for design and visuals? Do they enjoy creating appealing graphics and imagery? Be sure to sign them up for Web Design II: Form and Function on Monday evenings, where students will gain the skills needed to transform their own personally-designed website from functional to fabulous.

Though da Vinci’s list of accomplishments and endeavors may seem overwhelming, there’s no denying that his is truly a canon of inspiration and motivation. For more information on Genius Day X: Da Vinci: Restless Renaissance Rebel, visit the event webpage. This exciting day of learning is open to students in grades 4-8 and will take place at the breathtaking Getty Center on September 30th.

To view Academy course descriptions and register for fall courses, visit the Academy webpage. Apply by August 27^th!

What is your favorite work from da Vinci? Tell us in the comments!

Source: https://www.leonardodavinci.net/

When you recognize that your child may be gifted, and has not been identified as such, or has been identified as gifted but is not reaching his/her potential, then you will need to advocate for your child so they will receive the most appropriate services.  Children have a right to a safe, academically challenging and positive experience in school. (Kim Pleticha, Publisher/Editor Parent: Wise Magazine)

Advocating for your child requires research, preparation, identifying your child’s interests, strengths and skills, knowledge of the school system, and tenacity. Once you are ready to advocate for your child, here are some suggestions:

• Your first ally is your child’s teacher. If you are able to, volunteer at least a few times in the classroom so that you may observe how your child is performing; understand how the teacher addresses the individual needs of each student; and most importantly, develop a working relationship and rapport with the teacher.
• Start collecting documentation about your child, such as reports or observations from the teacher, and/or the coordinator; student work, test scores, report cards.
• Don’t wait until the first Parent/Teacher Conference to talk to the teacher.
• Familiarize yourself with the curriculum, the contact information of the Gifted and Talented Education (GATE) coordinator at your school, the types of assessments that are administered.
• Find out the assessment and identification process at the school or the district, and when the process starts. Some schools or districts begin the process at 2^nd grade, others at 3^rd  Some schools will identify students during their second semester in kindergarten.  Some districts will accept private assessments, some do not. At times, it is helpful to have a private assessment from a psychologist or consultation services from Institute for Educational Advancement (IEA), to provide as supporting documentation. Access the school district website to find out about their Gifted and Talented Education (GATE) program.
• Grade or subject acceleration may be an option. Acceleration allows students to move up a class or grade that matches their academic and cognitive abilities. It includes matching the level, complexity, and pace of the curriculum to the readiness and motivation of the student[1]. Examples of acceleration include early entrance to school, grade-skipping, moving ahead in one subject area, or Advanced Placement (AP). Research what your school’s policy is on acceleration.
• It is important to know that any type of testing administered by the school requires parent permission. Therefore, you must be informed if and when your child is being tested, the type of test being administered to ensure that it is appropriate, and that your permission is required to administer the test.
• Develop a plan that includes compromises because you are working for the best interest of the child. Parents are encouraged to think in terms of effectiveness, rather than correctness. Quite simply, this means searching for the most effective educational arrangement for your child that addresses the greatest proportion of her or his needs rather than looking for the “perfect” situation[2].
• Familiarize yourself with the terminology, i.e. differentiation, cluster grouping (for a complete list, go to nagc.org, Glossary of Terms).
• Research and join national and local advocacy groups such Institute for Educational Advancement (IEA), National Association for Gifted Children (NAGC), The Davidson Institute, Acceleration Institute, Support the Emotional Needs of the Gifted (SENG), and Hoagies Gifted Education Page. Join local parent groups, such as the Gifted Support Group at IEA, and attend workshops and parent conferences that provide information on gifted students and programs.

Resources:

• Institute for Educational Advancement
• National Association for Gifted Children 
• Davidson Institute 
• Educational Advocacy for Gifted Students, Julia B. Osborn,  2001
• A Nation Deceived: How Schools Hold Back America’s Brightest Students, Vol. 1, The  Templeton National Report on Acceleration, 2004
• NAGC’s Glossary of Terms
• Gifted and Talented Programs, Los Angeles Unified School District
• GATE, South Pasadena Unified School District
• Gifted and Talented, La Canada Unified School District
• Gifted and Talented Education, Alhambra Unified School District
• Gifted and Talented Education, Pasadena Unified School District

To learn more about how IEA advocates for gifted students, visit our Advocacy page.

References

[1] “A Nation Deceived: How Schools Hold Back America’s Brightest Students, Vol. 1”, The  Templeton National Report on Acceleration, 2004

[2] http://www.davidsongifted.org/Search-Database/entry/A10558

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Earlier this month, a few IEA staff members attended the National Association for Gifted Children’s 63^rd Annual Convention. The theme of this year’s gathering was “Imagine the Possibilities,” with a focus on what could happen if all gifted children had the chance to reach their full potential.

I had the opportunity to attend the pre-conference program, Identifying and Serving Gifted and Talented African American and Hispanic/Latino Students. The keynote speech for this portion of the conference was given by Superintendent Alberto Carvalho of Miami-Dade County Public Schools, the fourth largest district in the country. Since he came on board in 2008, the district has been conducting universal gifted screenings using cultural and language sensitive assessments (a good portion of the district’s Hispanic/Latino population are English Language Learners). As a result, the district’s proportion of African American and Latino/Hispanic students represented in gifted programs is double or more the national and state averages.

Carvalho himself has an interesting story, coming to this country with his parents as an undocumented immigrant, knowing no English, and working his way up from dishwasher to superintendent. He was the only one of his siblings to even graduate high school, which he kept stressing was all about having the opportunity to succeed. He emphasized that this is what gifted students, especially those from underserved populations, need.

This message resonated with me. How can we best serve students from all backgrounds? How can we make sure no one is being left behind, that every student has the opportunity to be challenged if they choose to do so? I left NAGC with a renewed sense of optimism about the futures of these students. I met so many dedicated people from around the country working hard to serve and challenge them, to make sure the someday no one will fall through the cracks. Being surrounded by a group of dedicated educators, advocates and parents helped me to imagine the possibilities for all gifted kids.

To close, I will leave you with my favorite quote from Carvalho, about the importance of universal gifted screening to make sure no students are being left behind and unchallenged: “If you’re a smart fisherman, you don’t put a hook in the water to try to catch all fish, you put a net.”

Further Reading/Watching:

•        Here is an article about the measures being taken in the Miami-Dade schools to diversify gifted programs.
•         Unfortunately, I couldn’t find a video Carvalho’s talk from the convention, but I found this video of him talking, in part, about the importance of reaching and challenging every child                 (he’s an engaging speaker).
•         A post from the IEA archives about the fight for diversity in gifted education.

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