Study Questions

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Summer 2010, Volume 22, Issue 3
Parenting

1. What is creativity?

2. Is creativity something with which a person is born, can it be taught, or is it a combination of both?

3. How does one determine who is creative?

4. How is creative thinking different from critical thinking?

5. How should schools handle creativity?

6. What should parents know about creativity?

7. Can one be creative in one area but not another?

8. Do high intelligence and creativity necessarily go hand in hand?

Spring 2010, Volume 22, Issue 2
Creativity

1. What is creativity?

2. Is creativity something with which a person is born, can it be taught, or is it a combination of both?

3. How does one determine who is creative?

4. How is creative thinking different from critical thinking?

5. How should schools handle creativity?

6. What should parents know about creativity?

7. Can one be creative in one area but not another?

8. Do high intelligence and creativity necessarily go hand in hand?

Fall 2009, Volume 22, Issue 1
Critical Thinking

 

1. What is critical thinking and why is it important? Is it an isolated skill?

2. Can critical thinking be taught? At home? At school? If so, how should it be taught?

3. If a person does think critically, should he be expected to use those skills across all domains?

4. How is critical thinking different from creative thinking?

Summer 2009, Volume 21, Issue 4
Affective Development

 

1.   Should we expect gifted students to have affective issues that are different from other children? If so, what are they?

2.   How does one’s emotional intelligence figure into giftedness?

3.   How can parents’ and teachers’ comments and expectations help set a child up for success or failure?

4.   Do children with high intelligence and advanced creative skills deal more successfully with life challenges?

5.   Is the asynchronous nature apparent in academic development of gifted children also apparent in their social/emotional development?

Spring 2009, Volume 21, Issue 3
Early Learners

1. What advice would you give to parents of young children about giftedness?

2. If a child appears precocious at a very early age, should parents be concerned? If so, about what should they be concerned?

3. How can the parent who feels his young child is very bright know whether or not his feelings are accurate?

4. Where can the parent of a gifted young learner find support?

5. How can teachers work with gifted students when they have so many different levels of ability in their classrooms?

6. What techniques work with gifted children who are preschool through primary grades?

Winter 2009, Volume 21, Issue 2
The Brain and Giftedness

1. Is the latest research about the brain being used in valid ways in education?

2. What areas of the brain produce giftedness, and are there specific areas of the brain identified as producing creativity, academic abilities, and/or talents in the arts? Why is it important for us to know this? 

3. Are the brains of gifted students different form average learners? 

4.  In what ways does recent brain research help us to parent and teach gifted students, utilizing practical strategies at home and in the classroom?

5.  Will students better understand themselves and their way of learning by teaching them about the brain? 

6.  What benefits would there be for educators and parents to understand the technology of brain research applied to gifted children?

Fall 2008, Volume 21, Issue 1
Math & Science

 

1. In what ways is technology changing the face of math and science education?

2. Can we expect traditional schools to serve the needs of our most advanced math and science students? If not, what do those students need to do to enhance their own education?

3. What advanced curricula are available in math and science for elementary school students?

4. What specialty schools are available for elementary through high school students for math and science?

5. What role should mentors play in the education of high level students in math and science?

Summer 2008, Volume 20, Issue 4
Parents and Teachers Working Together

1. How should language arts curriculum for the gifted look different from the regular curriculum?

2. How can language arts curriculum be effectively differentiated?

3. How can technology and Internet resources be used to address the needs of the gifted?

4. What can parents do to help gifted students in the area of language arts?

5. Are there effective strategies to help teachers make the time to thoroughly critique student writing?

6. How can teachers find the time to read and be familiar with the many books that may be used in a differentiated curriculum?

Spring 2008, Volume 20, Issue 3
Language Arts

1. How should language arts curriculum for the gifted look different from the regular curriculum?

2. How can language arts curriculum be effectively differentiated?

3. How can technology and Internet resources be used to address the needs of the gifted?

4. What can parents do to help gifted students in the area of language arts?

5. Are there effective strategies to help teachers make the time to thoroughly critique student writing?

6. How can teachers find the time to read and be familiar with the many books that may be used in a differentiated curriculum?

Winter 2008, Volume 20, Issue 2
Acceleration & Advanced Curriculum

1. What constitutes advanced curriculum for gifted students?

2. What needs and/or abilities must a student exhibit to be a candidate for advanced curriculum?

3. Who are the children who need advanced curriculum and when and how does a teacher (or parent) decide that?

4. Under what settings should advanced curriculum be used?

5. How can a teacher set up advanced curriculum if there are only a few children in the classroom who would benefit from it?

6. What are some examples of existing advanced curriculum?

7. What guidelines should be used for creating advanced curriculum?

8. What are the various types of academic acceleration and when is each appropriate?

9. What does research say about acceleration for gifted kids?

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Fall 2007, Volume 20, Issue 1
Cultural Diversity

• What types of programs exist that embrace a variety of cultures within the curriculum?

• How are we accommodating school populations that are becoming increasingly diverse?

• In what ways can we think about cultural diversity? A variety of primary languages? A variety of socio-economic levels? A variety of ethnic backgrounds? Religious backgrounds? Lifetime experiences?

• How are we addressing this diversity in gifted education?

• What are the issues in working with gifted education and cultural diversity?

• Should teachers receive training in a second language?

• Should teachers receive training in English as a second language?

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Summer 2007, Volume 19, Issue 4
Online Learning

• How has online learning changed gifted education?

• How is online learning evolving? What is working and what needs to be improved?

• What is the future of online learning?

• Some people criticize online learning because there is not classroom interaction. How is this need being addressed?

• What are the benefits of online learning and who does it benefit the most?

• Are there disadvantages to online learning?  Are there children who do not benefit from it?

• How are teachers being prepared to work with online learning?

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Spring 2007, Volume 19, Issue 3
Gifted Kids At Risk

• Which gifted kids are at risk?

• Why are they at risk?

• What are we concerned may come from being at risk?

• What can we do to minimize that risk?

• What causes some gifted kids who are at risk to succumb to that risk?  What causes some to overcome the risk?

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Winter 2006, Volume 19, Issue 2
Revisiting Differentiation

• Does differentiation in the classroom mean the same thing today that it meant five years ago?

• If not, how is it different?

• What evidence is there that differentiation is happening more often in the regular classroom?

• How has technology helped teachers to differentiate?

• How have changes in whole-school scheduling made differentiation more effective?

• Are there successful differentiation techniques that you have used?

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Fall 2006, Volume 19, Issue 1
Unique Techniques and Programs

• What are some unique techniques for working with gifted students?

• What are some unique programs being used with gifted students?

• What makes these techniques and/or programs different?

• Why might they be effective?

• Are there ways of utilizing community resources in the public schools that present more possibilities for gifted students?

• How can we encourage teachers to try new, innovative ways of working with gifted students?

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Spring 2006 - Volume 18, Issue 4
Learning Problems

• What kinds of learning problems or disabilities might gifted students have?

• How are learning problems diagnosed within giftedness?

• How is giftedness diagnosed within learning problems?

• Should learning problems and giftedness be handled together or separately?

• What are some effective methods that have been used?

• What does research say about learning problems and giftedness?

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Spring 2006 - Volume 18, Issue 3
The Art

• In what ways do the arts contribute to the general education of gifted students? What is the value of the arts? What is the definition of the arts?

• Can we expect the schools to address the needs of students who are gifted in one of the arts?

• What are the responsibilities of parents and schools in introducing students to and developing the arts?

• Is it important for schools to be specifically funded in the arts?

• How can the arts be integrated into the general curriculum?

• What types of outreach programs are available for the arts?

• Some schools have Arts Days or Culture Days where the regular school day is replaced with a series of classes on the arts that children attend. Are there guidelines for developing such days?

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Winter 2006 - Volume 18, Issue 2
Social / Emotional 

• Should we expect all gifted kids to have social/emotional issues? What research supports this, one way or another?

• Are the social/emotional issues of gifted kids different or the same compared to other students?

• What are the best ways to approach social/emotional issues with kids?

• Are there things that teachers and parents might say or do that might exacerbate or ameliorate social/emotional issues?

• If we expect gifted students to have social/emotional issues, might this become a self-fulfilling prophecy?

• What about synchrony in development?

• How does age-appropriate maturity affect children who are accelerated?

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Fall 2005 - Volume 18, Issue 1
Parenting 

• In what ways can parents be most supportive of their students in public and private schools?

• In what ways can parents be most supportive of their students outside of school?

• When is it time to advocate for one’s children, when is it time to teach children to advocate for themselves, and when is it time to just let things be?

• What are the most effective ways to incorporate balance between home, school, friends, outside interests?

• What are the real essential concepts that children should learn as they are growing up?

• Are there ways to help parents figure out what they really value in raising children?

• What do parents need to understand to help their students prepare for education after high school?

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  Summer 2005 - Volume 17, Issue 4
  Technology

  • In what ways is technology being used in the classroom? How are teachers using it? How are students using it? Is it integrated into the curriculum or is it taught separately?

  • What inroads are Internet classes making in education? What populations of students are using this technology? How does it mesh with public education?

  • How effective is technology in promoting differentiation in the classroom?

  • Do homeschoolers use technology in different ways than students who are schooled in the public or private sectors?

  • How is technology being used in staff development?

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  Spring 2005 - Volume 17, Issue 3
  Outside Interests

  • Why is the development of outside interests important?

  • What are possible outside interests that might be developed by a student?

  • What are some practical ways that we can help students find outside interests and develop them?

  • What are some case studies of students who have pursued outside interests and carried these interests into adulthood? In what ways has this manifest itself?

  • How can students pursue outside interests through summer programs and through enrichment programs during the school year?

  • How can one find a mentor to help a child pursue an outside interest?

  • What are some ways that homeschoolers can pursue outside interests?

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  Winder 2005 - Volume 17, Issue 2
  Curriculum Possibilities

  • What commercial curricula are already available for high-ability students?

  • What are the characteristics of curricula for high-ability students?

  • What are some practical strategies that classroom teachers can use to modify curricula for high-ability students?

  • How can we encourage schools/teachers to modify, create, or use commercial curricula that is appropriate for high-ability students?

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  Fall 2004 - Volume 17, Issue 1
  Professional Development

  • What existing models for GT professional development are working?

  • We talk so frequently about getting teachers to differentiate, yet we usually do not differentiate our conference presentations or staff development. What are some ways that can be accomplished?

  • Can we force teachers to implement what they learn in staff development? If we can’t force them, how can we strongly encourage them?

  • Should staff development for the gifted be mandatory for classroom teachers? Where in the country is it mandatory and do we know if this approach is making a difference?

  • In what states/schools are pre-service teachers required to take at least some classes that address gifted education? What needs to take place to require this in more colleges and universities?

  • What type of staff development is necessary for GT resource teachers?

  • What can parents do to encourage GT staff development in their school districts?

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  Summer 2004- Volume 16, Issue 4
  Closing the Gap

  • Questions—to specifically address the gap among students who have the potential to succeed beyond their regular grade level as determined by national and state standards

  • Why is there a gap in education between potentially high-ability students of low-income and color and other-youth?

  • Are there schools/programs in the country that are being effective in closing the gap?  If so, where are they and to what do they attribute their success?

  • What agencies and organizations are targeting this issue?  What are their goals, and how might they be used as resources?

  • What other resources (books, people, conferences, etc.) are already in place that might be helpful?

  • What research is available on this subject?  What are the finds of the research?  What research indicates how to solve the problem?

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  Spring 2004 - Volume 16, Issue 3
  Alternative Schools

  • What types of alternative schools are available that address the needs of talented and/or highly academic students?

  • What are the criteria for being admitted to these schools?

  • What possibilities are offered throughout the country? Is there a concentration in certain parts of the country?

  • What are the advantages and disadvantages of sending a student to an alternative school?

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  Winter 2004 - Volume 16, Issue 2
  Middle and High School

  • What are the characteristics of highly-able students in middle and high school?

  • What social emotional issues might students have in this age group?

  • What is appropriate curriculum for students in this age group?

  • What do we, as parents and educators, need to know about this particular age group?

  • What is important for us to concentrate on during this particular time period? (i.e. students need to make decisions about career paths and college so that they can be properly positioned)

  • How should parents select an appropriate school?

  • How does one make the decision between public and private school?

  • What characteristics should a teacher have that will help address the needs of this age group?

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  Fall 2003 - Volume 16 Issue 1 Early Childhood and Elementary School

  • What are the characteristics of highly-able students in early childhood and in elementary school?

  • What social emotional issues might students have in this age group?

  • What do we, as parents and educators, need to know about this particular age group?

  • What is important for us to concentrate on during this particular time period?

  • What is appropriate curriculum for students in this age group?

  • How should parents select an appropriate school?

  • How does one make the decision between public and private school?

  • What characteristics should a teacher have that will help address the needs of this age group?

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