Myth: Gifted students can succeed without help.

Reality: One of the biggest myths about gifted children is that they are able to succeed on their own without any assistance.  This is not necessarily the case and many gifted children will not be “just fine” on their own.  Similar to many students with disabilities and other high-risk populations which have barriers and needs, gifted students face difficulties in school unless they have access to individualized services and support.  The right services can help a gifted child develop appropriately and reach for their full potential.  Research suggests that a gifted child’s emotional adjustment is directly related to the extent to which a child’s educational needs are addressed.

Myth: Gifted children do not know they are gifted or different from others.

Reality: Although gifted children may not be aware of the term gifted, they often recognize very early that they are different from other children. They may have atypical or more intense interests, or larger vocabularies that turn away other children.  Their unusual sense of humor can get them branded as “weird.” Many young gifted children feel like they are unusual because they feel very different from everyone else and that no one understands them.  Telling children they are gifted and assisting them with understanding their strengths and weaknesses can help a child better understand these differences and view them more positively.

Myth: Gifted children naturally want to be “loners.”

Reality: Most gifted children do feel different from their same-age peers and many like to spend some time alone.  Gifted children may seek to find peers who share their interests, but these friends will not necessarily be from their own age group.

Myth: Gifted children always get good grades

Reality: Gifted underachievers are real. Some gifted children are bored and disengaged from being unchallenged in the classroom, therefore they stop really trying to get good grades. Other children spend so much time on academic pursuits unrelated to school that required work goes uncompleted. These students benefit from the guidance of an adult to help break the cycle of underachievement.

Myth: Gifted students’ emotional stability is significantly atypical relative to other children.

Reality: Although the available research shows that gifted children are as well-adjusted as other groups of children, they often experience uncharacteristic social and emotional development.  The tendency toward perfectionism, the susceptibility to depression and the uneven or asynchronous development of the gifted child can create tension within the child both at home and in the classroom.  A disparity between a students’ needs and the educational services provided, or from inadequate support to deal with peer and societal pressures, also can result in adjustment difficulties in their lives.

Myth: Gifted children are more mature (or “should be” more mature) than other children their age.

Reality: Regardless of extraordinary talent or ability in academic and other areas, gifted children generally show the same level of emotional maturity as other children their same age.  Adults should not expect gifted children to demonstrate a degree of maturity beyond their years.

The Institute for Educational Advancement (IEA) is dedicated to the intellectual, creative and personal growth of our nation’s gifted and high potential youth. Most gifted-centered organizations focus strictly on talent development and academic achievement but neglect the personal development of gifted children who are often misunderstood and misdiagnosed.  The Institute for Educational Advancement is uniquely focused on the development of the whole child, providing programming and services that support a child’s intellectual, emotional, social, spiritual and physical needs.  IEA provides both challenging educational programming and a nurturing community that families can count on to meet the distinctive needs of their gifted children.

Source: The Amend Group

Summer is right around the corner! With school being out, it may be difficult to keep your gifted child engaged. But what if there were a way to continue to cultivate your child’s intellectual and social development while contributing to a greater community of peers, scientists, innovators, and even federal agencies? That’s where citizen science comes in!

Citizen science is defined as the collection and analysis of data relating to the natural world by members of the general public, typically as part of a collaborative project with professional scientists.¹  

A great example of the participation in citizen science is the website and mobile application iNaturalist, which is a joint initiative between National Geographic and the California Academy of Sciences to understand when and where organisms occur. iNaturalist is built on the concept of mapping and sharing observations of biodiversity all around the world to help scientists, like those at the Global Biodiversity Information Facility, find and use data gathered by everyday people. Not only is this an interactive way to contribute to scientific research, but it’s an awesome opportunity to share and discuss your findings with fellow naturalists, neighbors, and members of your community.

If your child prefers a more specific area of interest, there are many websites and mobile applications that cater to data gathering as it relates to topics that are more niche. For example, the website and mobile application eBird takes advantage of the unique knowledge and experiences of the average birdwatcher. This initiative, founded and run by the Cornell Lab of Ornithology, allows for the gathering of information that powers data-driven approaches to education and conservation. They even host The Cornell Lab Young Birders Event, which aims to bring together teenagers with a passion for birds.

Alternatively, if your child is more interested in exploring a whole platform of people-powered research projects to choose from, look no further than Zooniverse.org. This website offers a multitude of citizen science projects to get involved with. From projects like “Killer Whale Count” to “The Cricket Wing”, there’s no shortage of projects for your curious child to find engagement and community in.

So take some time this summer to get outdoors, connect with others, and contribute to projects that make a difference in the world!

¹Language data is provided by Oxford Languages, part of Oxford University Press

This Summer, the Institute for Educational Advancement’s Academy program will be offering a wide variety of classes, including the online class “Electronics for Cosplay.” Cosplay (a portmanteau of costume play, the art of making fun costumes) is a unique opportunity to incorporate knowledge and experiments of electronics. To learn more, we talked with instructor Joan Horvath.

Why cosplay? There’s a lot of ways to learn about electronics, but what is it about the medium of cosplay that makes it ideal for a class?

Cosplay is a great motivator for design because it inherently tells a story. It can be hard for kids to come up with “an electronics project” that they really get into, but if we already know we want to be a blinky unicorn, then it’s easier to break that down and figure out some fun things that can be done with programmable lights, or maybe some servos to make things move or spin around.

Is the class mostly working with those programmable lights and servos, or is there also a lot of cutting/sewing/tailoring fabric involved?

Minimal hand sewing if any, probably some hot glue. Emphasis mostly on storytelling, and designing what the cosplay item is supposed to do. Then the main emphasis will be on figuring out what sensors to use, writing computer code to control the sensors (like an accelerometer to tell that the wearer is moving a certain way) and blinking lights or moving something in response to what is being sensed. So it is mostly a technical class, not a craft one. 

How do you think costumes tell stories?

Kids can imagine themselves as a fantasy character, and the costume or prop (we’ll probably mostly be making props, like a hat or necklace) helps them get into character, just like any other actor. So for instance if you have a necklace that glows green if you move fast enough than can warn your adversaries that you are supercharged and they better get out of the way! I’m also thinking they could make themselves a little “familiar” that moves a tail or an ear if it detects something. But the choices will be up to them. 

What can a student that takes this class do with the skills they’ve learned? How do you imagine their path in electronics continuing?

We will use a basic microprocessor that will teach them to code in a common computer language, or build on skills if they already know that. They will be able to take that for pretty much any future coding projects they want to do. Projects like this that mix hardware and software also are good background for robotics in particular and engineering in general going forward.

“Electronics for Cosplay” is an online Academy class for ages 12 through 14, taught on weekdays from August 1 to August 12. For more information about the class, as well as information about registering for Academy, see our program page here.

As the weather warms up, things open up, and summer vacation quickly approaches, I thought I would check in with a teacher to find out her summer tips for parents of 2E children. These recommendations are designed to help make returning to school in the fall smoother, make good use of your children’s time, and relax and enjoy your child.

1. Maintain the same routines and structures around their day as they would during the school year. Wake up, go to bed, and eat meals at regular times that are the same or close to what they do during the school year.
2. Just because school is out doesn’t mean learning has to stop. Check-in with your local library and join their summer reading program. IEA’s Academy is still taking applications for summer 2022! Join us online or in-person with advanced enrichment classes. IEA Academy – Summer 2022
3. Schedule time for outdoor activities, as well as regular, structured indoor and outdoor time.
4. Volunteer! Many organizations are looking for student volunteers. Check-in with your local nonprofits to see how you and your child can get involved. IEA is always looking for parent volunteers. If interested, click here.
5. Have fun – play, visit family and friends, and allow for downtime.

Have tips of your own that work? We would love to hear from you! Share your recommendations in the comments.

Have a fantastic summer!

What are some educational, personal and professional highlights and/or accomplishments of yours since graduating from high school?

I’ve been lucky to spend most of my time since graduating from high school as a student. At Harvard College, I was mentored by amazing professors in the history department, read lots of old books in archival libraries, helped to create an honor code system, and met friends with interests from astrophysics to Slavic literature that I still keep in touch with. I then spent a year at the University of Cambridge, where I donned long black robes for candlelit dinners in centuries-old halls, traveled across Europe, and lived with other graduate students from all over the world. I am now in my final year at Stanford Law School, where I have worked in legal clinics, interned for a federal judge, and learned how to use Zoom! None of this would have been possible without the support of the IEA team (particularly Bonnie!) and the CDB Scholarship while I was in high school.

What is a favorite IEA/CDB memory?

During high school, the CDB Seminar was a major highlight of my year. I loved getting to know the other scholars, learning about their interests, and hearing about their experiences in high schools across the country. We always had a good time together, whether we were wandering the Freedom Trail in Boston, scavenger-hunting through the San Diego Zoo, making ourselves sick tasting variations of Coke at the World of Coca-Cola in Atlanta, or exploring the laboratories of Silicon Valley startups. We had a great time during off hours, too. My best memory is from one night during my first Seminar, when the freshman cohort of Scholars stayed up together into the early hours of the morning getting to know each other in the hotel’s emergency stairwell. Eventually, we were sent to our rooms by hotel staff responding to noise complaints. The Scholar community includes a wide range of clever, curious people, and it was so much fun to get to know them for the first time.

What words of wisdom would you pass on to current IEA students?

First: value relationships with the advisers and mentors that you will meet as members of the IEA community. As a CDB Scholar, Bonnie Raskin was my most important counselor and confidant from high school placement onward, and our monthly email correspondence became my greatest impetus for self-reflection and greatest source of support. Students across IEA programs have access to incredible mentors and should seek out the transformative relationships they can form with those mentors.

Second: invest in relationships with other students within the IEA community. As a CDB Scholar, I met curious and compelling high school students from all over the country, and I know the same can be said for participants in other IEA programs. You never know when the people you meet through IEA will reappear in your life. For example, I reconnected with a fellow CDB Scholar on a backpacking trip in college, and we became (and are still) close friends. That wouldn’t have happened were it not for our initial introduction through IEA.

1. Take the Application Instructions and Directions Seriously:

Allow plenty of time to complete your application, so you have time to review and double-check it. Stay within the maximum word counts for your essays and short answers. This lets our selection committees know that you understand and know how to follow directions. Don’t include extra items if specifically given number  “limits” in certain categories such as recommendations. The CDB Scholarship asks for two recommendations. We know that you’re a spectacular applicant, but again this falls under the follow directions rule of thumb.

2. Start Your Preparation EARLY:

Be mindful of the CDB application deadline. To ensure you meet the deadline, start gathering everything you need, begin brainstorming essay ideas and request letters of recommendation months ahead of time as a courtesy to your recommenders who more than likely have a lot in their schedules to take care of aside from your recommendation… and potentially that for other program applicants in addition to yours. 

Be sure to check the deadlines of upcoming Upper Level SSAT test dates and register as early as possible to be assured of your requested test date and the location of your test center. You can also register to take the SSAT at home. Be sure to indicate that you’re in eighth grade when you’re registering. This will allow you access to the UPPER LEVEL SSAT which is the required SSAT option for the Caroline D. Bradley Scholarship. It also doesn’t hurt to do a “trial run” to the test site so you know in advance not only where it is but how long it will take to get you there whether driving or on public transportation. The less stress you can put into test day realities, all the better for you to focus your energy on the test itself… and not on getting there.

3. Recommenders:

Make sure that your recommenders know you well enough to support a POSITIVE letter of recommendation that makes it clear they know you in the context in which they are writing your letter and that they have the time to write and submit your recommendation in accordance with the deadline. It is YOUR responsibility to give your recommenders all of the necessary details and deadline information, not theirs to research. You do not want to make this process difficult for them, but should focus on presenting yourself in a positive light to any person willing to support your application. You can certainly provide your recommenders with details, as they may think highly of you but not remember your record-setting time in the 100 meter butterfly or the essay you had published in the school’s literary magazine. Many teachers and coaches routinely write multiple letters of recommendation over the course of an academic year. It’s fine if you supply them with appropriate data on YOU—which is not to say that YOU write your own recommendation for them to sign. Any recommender who asks you to do this is NOT a recommender that would be appropriate for you to utilize.

4. Don’t Lose Focus of the Detail:

Make sure that you know and are eligible for the specific requirements of the CDB Scholarship. Overlooking a direction or neglecting any of the submission requirements—i.e. not answering the required number of essay prompts, not submitting a work sample, not completing a parent or recommender statement—can disqualify an otherwise eligible applicant from consideration. Read the directions carefully, and don’t hesitate to reach out to a member of the CDB Scholarship team either by phone or e-mail if you have any questions.

5. The 7^th Grader is the Applicant- NOT Your Parent:

I’m going to let you in on an insider secret:  NO ONE on the CDB team wants to get a phone call from a prospective applicant’s parent that begins, “I’m filling out the application for my son/daughter…”  unless their question specifically refers to the Parent Statement  or general directions-related queries. The application is the responsibility of the student to complete. Yes—a parent or responsible adult can assist with making sure all elements of the application are in order, but it’s up to the actual applicant to be proactive when it comes to requesting the recommendations, school transcript and all of the essay writing and submission of activities, work sample, etc.

6. Stay Organized:

Keep track of various deadlines and test days with your planner or a calendar app. It’s also a good idea to keep an online or paper folder with all of the components of the scholarship application as “saved” documents prior to submission, as well as the specific people and dates you’ve gone to for your recommendations and school transcripts. Stay on top of the application components that others are responsible for in a respectful manner which does NOT mean asking them every week if they’ve completed and submitted your materials. With the CDB application, you can check online under your name to see if and when outside pieces of your application have been submitted.

7. Make Sure You KNOW The Scholarship That You’re Applying For:

It’s irritating to a reader when an applicant misspells the name of the scholarship or mistakenly lists the incorrect name if they’re applying for multiple scholarships.

8. Proof Your Work and Have Someone Else Review Your Application For Errors BEFORE You Submit:

It’s perfectly acceptable to ask another person—parent, teacher, older sibling—to read your work and ask for their input or to check your grammar and spelling. A second pair of eyes can often spot errors that you might have missed in the umpteenth reading of your work. But to be clear– this is application should be the work, ideas and creative submission of the applicant who is a 7^th grader, NOT THAT OF AN ADULT. Our readers are well versed in reviewing applications, and the “voice” we expect to be presented with is that of the student applicant, not an over-arching parent.

9. Pay Attention to Presentation:

If you’ve written great essays and have followed all of the scholarship directives and guidelines but submit an application that is sloppy or not what should be considered as a final draft, you could jeopardize your chances of being a stand-out applicant. All things being equal, the student who submits a neat and professional looking application is going to have an advantage over what appears to be a rushed and not well-proofed submission.

10. Be Original:

Many of our readers say that a great essay opening line or a slice-of-life story captures their attention and makes that applicant memorable. Write about specific aspects, experiences, memories or moments of your life in your responses to the various prompts that are unique to YOU.

11. Your Activities:

As important as your scholastic performance may be, we want to see what you do outside the classroom that has your interest and focus, which is why the CDB application asks for the time commitment and length of time that you’ve put into a particular commitment, as well as any leadership roles you have assumed in your extracurricular life. It’s fine to dabble in a lot of different pursuits, but the limited number of response slots on the CDB application are meant to reveal your passions— the areas that you have seriously devoted your out-of-school time, effort and outreach towards.

The Caroline D. Bradley Scholarship and the annual cohort of selected CDB Scholars takes into account more than an applicant’s numerics—grade point average and test scores.  Our team looks at each application as an amalgam of the multiple aspects of what contributes to present YOU as an accomplished, multi-faceted, high-potential individual, which we hope is indicative of the CDB application in all of its component parts.  We want you to be as engaged in the application process as we will be in its reading and getting to know you.

The theme of this year’s conference was Earth Science, with a special focus on equipping children with the tools necessary to problem-solve, innovate, and create change in a world with endless solutions.

It’s no coincidence that just days before the conference, Pasadena experienced a near record-breaking heatwave followed by plunging temperatures that brought on a flash hailstorm with pea-size ice pellets and gusty winds. At Academy, students in the Kitchen Chemistry 2 class excitedly put their gummy bear experiment on pause to step out onto the front porch and take in the wintery scene.

Students take a break to  investigate ice falling from the sky during Kitchen Chemistry 2.

The ECSTEM conference offered similar opportunities to learn from nature’s wonders, including keynote speakers and children’s book authors Jane Yolen and Heidi Stemple, who read from their book, I Am The Storm.

“A tornado, a blizzard, a forest fire, and a hurricane are met, in turn, with resilience and awe in this depiction of nature’s power and our own. In the face of our shifting climate, young children everywhere are finding themselves subject to unfamiliar and often frightening extreme weather (Yolen, 2019).”

This richly illustrated book told from the perspective of four children who find themselves adapting to extreme weather events thoughtfully depicts the call to shelter, swirl of emotions, and eventual passing of danger that leaves each child feeling as strong as nature itself.

If you haven’t read the book for yourself or in the company of a child, I recommend it. The final pages will have you chanting,

“I am loud like the tornado.

I am wild like the blizzard.

I am hot like the fire.

I am fierce like the hurricane.

I am the storm.

And when the storm passes,

as it always does,

I am the calm, too.”

Below you will find a list of resources from ECSTEM and other STEM-field experts that provide our young people of today with developmentally appropriate, culturally inclusive, real-world learning opportunities that are on the cutting edge of tomorrow.

ECSTEM

• STEM Library
• 2021 ECSTEM Conference Highlights

JPL/NASA

• Earth Science-STEM activities for kids
• NASA Climate Kids- What Is Climate Change?

National Academies of Sciences, Engineering, and Medicine’s Board on Science Education.

• 2022 Report on Science and Engineering in Preschool Through Elementary Grades (free downloadable pdf available)

And if you happened to miss Pasadena’s recent ice shower, here is how you can make your own hailstorm in a cup!

There will be some slight changes to kick-off Yunasa 2022. We’re excited to share that Yunasa Michigan will be moving to a new more intimate location in July. Building partnerships with organizations who share the same values in supporting our campers’ emotional, physical, spiritual, intellectual, and social well-being are important values to IEA and we feel lucky to be able to share this with a new place.

This summer, Yunasa Michigan will be held at Howell Nature Center in Howell, MI. Campers will get to witness some of their key landmarks from their Pleasant Lake, their fun-filled Tree House, to the beautiful greenery that surrounds the site! The Yunasa team has been collaborating and preparing for this upcoming season with the staff at Howell Nature Center and at YMCA Camp Shady Brook, and we are thrilled to connect with teams who are enthusiastic and passionate in serving the needs of our campers.

This is an exciting time for our families whether new or returning. If you’re interested in applying to our Yunasa program, the application is live!

You may find the link to the application here.

Please note that the deadline to submit your camper’s application is March 14, 2022.

If you have any questions regarding the program or application process, please contact the Program Coordinator, Issabela Tulalian at itulalian@educationaladvancement.org.

THE INSTITUTE FOR EDUCATIONAL ADVANCEMENT ANNOUNCES 29 RECIPIENTS FOR NATIONWIDE HIGH SCHOOL SCHOLARSHIP

The announcement of the latest class of Caroline D. Bradley (CDB) scholars is always a big deal here at IEA, and 2021 was no different. Last year, we announced 29 selections across the United States.

WHAT GOES INTO SELECTING A CAROLINE D. BRADLEY SCHOLAR?

Of course, interest at the very beginning of the CDB process is very high. Almost one full year ago, Bonnie Raskin gave applicants some additional insight about how a scholar is selected. It is sure to be helpful even to 2022 applicants!

ALUMNI SPOTLIGHTS

Our bite-sized alumni interviews proved to be very popular. In 2021, you especially liked our features on Valerie Ding, Caitlin Andrews, Sophia Barron and Scott Greenberg!

CDB CLASS OF ’21 – COLLEGE PLANS

When it came to college application season, our CDB Class of 2021 was incredibly successful. Here’s an accounting of where our talented scholars were headed!

BREATHING TECHNIQUES TO HELP CALM THE OVERACTIVE MIND

For those that needed a little help dealing with the year, our very own Nancy Kane used her professional yoga expertise to give some insight on breathing exercises. 

RESOURCE ROUND-UP: 7 RESOURCES FOR GIFTED GIRLS

We kicked off Women’s History Month last year with this handy post detailing links parents of gifted girls can check out. It’s got everything from essay contests to summer programs and more!

UNDERSTANDING SCREEN TIME AND GAMING FOR GIFTED STUDENTS

A lot of families are, understandably, interested in how video games and screen time can best be fit into their child’s schedule. In this post, we try to add some insight and provide resources for making these decisions.

COMICS FOR LITERACY

Comics are a fun, engaging and deep genre of literature. They’re also ideal for children at all reading levels! Here are some reading recommendations we made last year.

HOW TO FRAME PRAISE FOR CREATIVE YOUTH

There’s a lot of nuance in how you can give a child praise. In this post, we try to convey and expand upon a lesson learned in How to Talk so Little Kids Will Listen by Joanna Faber and Adele King.

SOCIAL, EMOTIONAL AND MENTAL WELL BEING AMIDST THE PANDEMIC

The pandemic remains top of mind for many of us, and we want the community to know we’re here for support. In this post, we’ve curated a list of resources that might help with coping with the various stresses and uncertainties: podcasts, blogs, books and more. They’re strong resources for all kinds of heightened and tense feelings.

Thanks to everyone for reading our blog in 2021. We’re certain you’ll love what we have in store for the coming year.

A recent trend is certain corners of the internet is young adults who were called “gifted” as children sharing how that label affected them, and the effects they share are usually negative. This Buzzfeed article (note: contains language) gathers quotes from other “former gifted kids,” so I’ll choose a few to frame my explanation of how IEA programs are actually an antidote to these negative effects, rather than part of the problem. 

Here are 3 quotes from former gifted kids and how IEA’s work is helping to break the cycle of negativity: 

“I had the experience I think a lot of ‘gifted’ kids have when they enter a world no longer ruled by classes and grades and discover they are no more well equipped to face the world than anyone else. All we have is a false superiority complex and massive disappointment in ourselves every time we don’t immediately excel at something.” 

Many gifted kids are underachievers or gifted in a way that doesn’t result in high grades. For those who are used to easily excelling in school, IEA creates an environment to be challenged, often for the first time, in a safe and supportive environment.  

“I entered a culture where everyone, teachers, parents, relatives, etc. valued me for my smarts, and so I used that as my yardstick to value other people for a long time. Nowadays I’m more interested in who shows compassion, loyalty, dedication, generosity, humor, etc.” 

IEA programs, in addition to helping our students grow intellectually, also helps them develop emotionally, socially, and spiritually. We place a high value on empathy and how to be the kind of friend to others that you would want to have yourself. 

 “I got into a lot of trouble. Even though I was a full academic year ahead, I was still not very intellectually stimulated, so I started trying to find ways to keep myself amused. These ended up not being very well thought of by authority figures.” 

It’s true that boredom can lead to negative behaviors. I’ve heard from several Academy parents that their children behave much better in Academy classes than they do at school because they are continually engaged in the material rather than waiting for the next assignment. IEA programs also teach students how to self-regulate to keep frustration to a minimum even when they are in over- or under-stimulating environments. 

 These former gifted kids may feel negatively impacted by their experience bearing that label, but our hope at IEA is that our students are empowered to keep growing in all aspects of self, even after they leave our programs. I believe IEA programs push students to feel challenged to strive toward their full potential as intelligent, compassionate, and creative young people!