Conference+Keynote

Jim Delisle's presentation entitled Highly Gifted, Barely Served" was based around the voices of gifted children and offered inspiring and motivating words. More than once, he invoked that a true scholar stands up to his convictions even if they are not popular, including his personal disdain for the adage that "all children are gifted in some way".

These are some of the other points that stood out:
 * we are in a world transfixed by mediocrity over substance
 * giftedness exists in some children and it does not in others
 * IQ tests still matter because they tell which children excel in relation to their age mates
 * whether or not they choose to display it, gifted students think ahead and differently from their peers
 * Delisle outlined what he called his "New Directions"
 * 1) we must defend the term gifted
 * 2) gifted children need time every week to be together
 * 3) the inclusion movement does not have a positive impact on gifted education
 * 4) we must shoe we understand that high achievement may not be a goal when mediocrity is more common

Thoughts from another: In addition to the items above, these are some other things that spoke to me.
 * This is a time that "equity is valued over excellence"
 * Delisle referred to Joseph Campbell and his exortation to "Follow your bliss"--this is one of my favorite guidelines for living. Delisle also said, "Show me your passion, not your product. Someone you are NOT something you do."
 * GS students need some time each week that they are with other gifted students--"opportunity for communion."
 * Teaching is not so important as creation of sparks that fly (socially-emotionally) when GS students are with other GS students. We need to build a sense of community. When "like minds get together so do like hearts."

In his second breakout session, Jim gave a handout that helps to describe gifted kids that I felt was really appropriate. He sums it up in one word: INTENSITY. He mentions that intensity can be a strength and a weakness and that it takes many forms including the following: 1. INTENSITY OF THOUGHT: "Her mind is always whirring" These are the kids that can't fall asleep at night because they can't stop thinking. In relation to this, Jim discussed the difference between interest and passion and the importance of helping gifted kids identify their passions. 2. INTENSITY OF PURPOSE: "Once he makes up his mind to do something, he's not satisfied until it's accomplished." 3. INTENSITY OF EMOTION: "She internalizes everything anyone says about her." 4. INTENSITY OF SPIRIT: "He's always looking for someone less fortunate who needs help." This is the characteristic we often refer to as that intense sense of fairness and justice that we see in our kids. 5. INTENSITY OF SOUL: "She asks questions that philosophers have asked for centuries and gets upset when we can't give her definitive answers to them."

I saw so many of my kids in these descriptors, but was also troubled by something. I feel that for many of my kids they are lacking the intensity I'd like to see especially in anything related to school; they only want the path of least resistance and claim they aren't interested in or passionate about anything. I then ask "Am I doing all I can to help them unearth and cultivate their passions?"

_____________________________________________________________________________________________________________________________________ Another Perspective on our keynote speaker:

Jim Delisle's poem about the "G" word was very insightful. He certainly knows what "gifted" looks like.

Some highlights that will stay with me as a gifted educator include, but are not limited to the following:

"the needs of gifted students won't go away" "not all students are gifted just as all students don't have some form of mental retardation" "enrichment for all students is not what gifted students in the regular classroom need...Howard Gardner's multiple intelligences are just wrong ...it simply makes everyone else feel good about themselves." "the inclusion movement is an albatross, it does not have a positive impact on the education of gifted children"