Watson School of Education AIG Program
Foundations Courses: EDN 552 & 553
EDN 552: Introduction to Gifted Education
Summer 1: May 19 - June 21, 2011
(See syllabus for schedule of f2f & online dates)
EDN 553: Social-Emotional Development & Support of Gifted Learners
(August 24-December 12, 2010 / R / 5:00-7:15 pm)
E. J. Caropreso
Us Pink Monkeys have a tough time finding one another.
Now, before you start calling the loony bin to make sure my room is ready, let me explain. Some time ago, some behavioral psychologists were studying a tribe of monkeys and how they interacted with one another. For some reason which only a behavioral psychologist could hope to understand, they dyed one of the monkeys pink and placed it back in the tribe. The other monkeys attacked it so viciously that they had to race to its rescue before it was killed.
Lesson: Being different is dangerous.
The trouble is that we all learn to wear our Brown Monkey suits to avoid being attacked, which means that we not only can't really relate to the other Brown Monkeys, we have a hard time identifying the other Pink Monkeys.
(You might want to share this analogy with your intellectually gifted children. Other Pink Monkeys do exist; eventually we find each other. This has helped my kids deal with the problem of being different. It seems to me G/T people are fated never to have great, whacking crowds of friends, simply because there are so few of us. It tends to be a lifelong issue that doesn't end just because we grow up. But we almost always develop a few deep friendships that do tend to endure through the years, and these friendships are very satisfying and fulfilling relationships. I rather suspect that most of the parents who participate in TAGFAM are Pink Monkeys, themselves. As you see, we do manage to find ways to contact one another. Hang in there!)
©1999 Cici Clovis, reprinted with permission of the author
by Kaye Starbird
Tony's drying dishes / and cleaning out the hall / And all he did was use the phone / to make a friendly call./
For Tony's being punished / (which happens more and more) / Because he's only four years old / and much too smart for four./
A case of what I mean is this: / His parents thought it prattle / When Tony asked if he could phone / his uncle in Seattle./
So Tony's parents answered "Sure" / Only to check too late / and find he'd talked from coast to coast / for fifty minutes straight,/
which started Tony hollering. / He wasn't fresh or bad, / He'd asked to call Seattle, / and they let him, and he had.
Tony's in the corner / upon the Naughty Stool, / all because he tried to do / the work in nursery school.
When Tony tired of coloring, / To vary his routine / Miss Keith, his teacher, had him make / a bowl of plasticine. /
But even though he made the bowl / Miss Keith looked fierce and smitten / to note that on the back of it /
MADE IN JAPAN was written. / And since it didn't seem to help / when Tony told Miss Keith / he only wrote what all cheap bowls/
had written underneath... / Not really liking fierceness much, / He took a pencil, WHOOM / and fired it in a rubber band /
across the silent room.
Tony's in the corner / Where he's been sent again / Because - at four - he reads and writes / like someone nine or ten.
Upset about the Bowl Affair, / Miss Keith - appearing grimmer - / Decided Tony might enjoy / a lovely first grade primer. /
The trouble was that later on / when she was less forbidding / and asked if Tony liked the book, / he answered "Are you kidding? /
My dog can run. My ball is fun. / My kitten is a pet. / See Mother cook. See baby look. / How boring can you get?" /
And just to warn some future child / the story wasn't bearable, / he scribbled on the title page: / "Don't read this book. It's terrible."/
Since Tony, what with this and that, / was no example-setter, / the teacher said to stay at home / until he acted better. /
Which didn't bother Tony much, / for what could be forlorner / than spending half your waking hours / restricted to a corner?
So now he's sweeping sidewalks / and beating scatter rugs, / and though he keeps his mind alert / by watching birds and bugs. /
He's sick of being punished / (which happens more and more) / because he's only four years old / and much too smart for four. /
He's sick of how his mother says / in accents sad and moan-y: / "He's brilliant, but / I don't know what / we'll ever DO with Tony.
("Tony" Copyright © Kaye Starbird; http://www.hoagiesgifted.org/tony.htm)
Dear Mom-I-am, dear Mom-I-am, we have a problem, Mom-I-am. / Your son won't do what he must do. He drives me crazy, yes it's true!
He will stall and squirm and hum, and leave all of his work undone. / He dreams and will not pay attention, have you considered medication?
With other kids he does not play, he is alone much of the day. / Something does not seem quite right, because I know he must be bright.
He seems to learn, despite the rest, but the work is not his best. / He is disruptive, yes it's true. He just won't do what he must do!
Yes, teacher, I can really see, how frustrating all this must be, / A child who does not meet the norm, a child whose mold won't fit the form.
I've had him tested on WISC-III, by your approved test agency. / He scores far higher than the mean, there's more to this that can be seen.
So help us, help us find the way, to teach this child best if we may. / He is not like the rest you see, he acts and thinks far differently.
We need another way to teach him, another way to finally reach him. / Not the normal thing you do, but something altogether new!
What! Something new - go bar the door! We've not done it that way before! / If we do this thing for you, then all the rest will want it too!
Change our ways, that can't be done. Same for all, not changed for some. / All children are gifted, yes it's true! Just MAKE him do what he must do!
Please, please, teacher, hear me through. The laws say you must help us, too. / His needs are different than the rest, we CAN help him to do his best.
We can make this easy too, it will not be more work for you. / This can work out, you will see. Try it, try it, please, for me?
All right, all right, if I must. I still maintain this is not just. / But first there is red tape you see, tests and checks and IEP.
And after weeks and months of proving, finally we can begin moving. / Then I'll try it and we'll see, if this method is the key.
Hey, I see something, yes I do! We have found something he will do! / No more fiddle, squirm and hum, no more worksheets left undone.
He's zipping through, he's learning fast, he's doing his best work at last. / Why did I put up a fight? I guess dear Mom, that you were right.
Copyright © 1998 by MaryBeth_Northrup-EMN002@email.mot.com
Syllabus: Summer 1, 2011
Blackboard Log in
AIG Program Application
Summer 2010 Syllabus
Summer 2009 Syllabus
Summer I 2008 Syllabus
Summer I 2007 Syllabus
CEC - ESEA Recommendations (2010)
(@ Archive: input Manning to locate article)
(Implications for Gifted Education & Identification)
Identification & Development Resources
Gifted Learner Profiles
Guest Speaker Resources
Watson School of Education AIG Licensure Program
AIG Foundations Courses (EDN 552 & 553)
Social-Emotional Development & Support of Gifted Learners
(August 24-December 12, 2010: See syllabus for schedule of f2f & online dates)
"The truly creative mind in any field is no more / than this: A human creature born abnormally, / inhumanly sensitive. To him...
a touch is a blow,
a sound is a noise,
a misfortune is a tragedy,
a joy is an ecstasy,
a friend is a lover,
a lover is a god,
and failure is death.
Add to this cruelly delicate organism the overpowering / necessity to create, create, create- - -so that
without the creating of music or poetry or books or / buildings or something of meaning, his very breadth
is cut off from him. He must create, must pour out / creation. By some strange, unknown, inward
urgency he is not really alive unless his is creating."
--Pearl S. Buck--
Fall 2010 / R / 5:00-7:15 pm
E. J. Caropreso
(I no longer have an office phone but your VM goes directly to my email, so, please leave your email address & and I will reply asap.)
Fall 2010 Syllabus
Blackboard Log in
Fall 2009 Syllabus
Fall 2008 Syllabus
Fall 2007 Syllabus
Week 2 Core Readings
ECU Gifted Education Conference: Wednesday, September 22, 2010; 1:00 - 6:00 pm
Porter Transformation Model
Sharon Begley: "But I did everything right!"
2009 WSE-AIG Conference Presentation: Assessment: Building a Framework for Successful Learning
About.com Gifted Blog
Quotes about Gifted Learners
Watson School of Education PDS EC Contact List
NAGC Conference Materials/Resources
2009 Conference Presentations
Gifted Development Center: Conceptual Challenges to Measuring Full Range of Giftedness
Resources from NAGC 2008
NAGC 2008: My Itinerary
Examples: Class Web Resources
What do gifted kids (& adults) look like? (act like, talk like, sound like...!)
Using Drawing to Identify Gifted Children
Interpreting Drawing Scores
Asynchronous Development: Looks like...
Music & Movement (psychomotor exceptionality)
Mozart Rondo: Accomplished Adult Performer
Jonny Lang's Parents' Birthday Greeting (Born 1981!)
Jay Greenberg: Facebook
Just What the Heck is a GM Anyway?! (Answers.com)
Visual Art: Developmental stages of art & examples
(cognitive/aesthetic/affective; psychomotor exceptionality)
Draw Your World: Children's art (Temporarily off-line)
Links to Abstracts, Articles & Other Readings
The Social Coping Scale: Swiatek & Dorr (1998)
NCLB & Fleeing Gifted (Goodkin & Gold editorial)
Are we failing our geniuses? (Time)
Prodigies: Then & Now (60 Minutes: Temporarily off-line)
Prodigies: Blessed & Cursed? (Boston Globe)
Child Prodigies: 2 sides of the story (The Star-online)
Why prodigies fail (Psychology Today)
Brendenn Bremmer's Story (CBS News)
Brendenn Bremmer's Backstory: What was happening in 1998? (Hoagie's Site)
Youth Mental Health Update: Genius Denied
Dabrowski's Theory: Assorted Articles
Twice Exceptional Gifted Learners
PsycWeb.com (DSM IV & More)
ADHD Diagnostic Resources: National Resource Center on ADHD
Misunderstood Minds: Mel Levine & PBS
Resilience.net (Clearing house resource)
Resilience Guide: A Collection of Resources
An overview of resilience in gifted children (Roeper Review, 94)
Risk and resilience in gifted/LD children (Roeper Review, 2000; core LR)
Implications of risk-resilience in gifted/LD children (Roeper Review, 2005; updated LR)
Dr. Julia Hare: Biographical Notes (TheHistoryMakers.com)
Assignments & Materials
Final Course Project
Models in Development
Creativity Supplemental Reading
Abstracts on Creativity and Gifted Learners