GiftedSources

10/05/2026

We spend a lot of time trying to understand the people we work with—but how often do we make it easier for others to understand us? I like the idea of creating a simple “10 Basics to Know About Me” profile. Not a résumé. Not a personality test. Just a practical snapshot of things like:

how I work best
how I prefer to communicate
what motivates me
how I like to receive feedback
what I bring to a team
what helps me get started on a project
what I’m passionate about

Imagine using something like this with a new team, a class, a leadership group, or even at the beginning of a collaborative project. A little self-awareness—and a little willingness to share it—can prevent a lot of misunderstanding. The better we understand how people work, communicate, and contribute, the easier it becomes to build stronger teams.

What would be one thing you would want others to know about you?

10/02/2026

Gifted education is not about giving some students “more work.”
It is about recognizing that some learners need different work—greater complexity, faster pacing, deeper thinking, more choice, and opportunities to pursue ideas beyond the standard curriculum.

A student can be gifted and still struggle.
They can be gifted and disorganized.
Gifted and anxious.
Gifted and bored.
Gifted and twice-exceptional.
Gifted and overlooked because they do not fit the stereotype of the “high-achieving student.”

That is why gifted education matters. The question is not, “How do we give advanced learners more?”

The better question is: “What does this learner need in order to keep growing?” That is a question worth asking for every student.

09/30/2026

I’m excited to share that Sara Runge and I will be presenting at the National Association For Gifted Children Annual Convention this November!

Our session, “Lead From Within: Empowering Gifted Middle & High School Students to Lead Themselves,” focuses on something we both care deeply about: helping gifted and advanced learners recognize their strengths, develop confidence in their voices, and see themselves as leaders.

Gifted adolescents don’t just need opportunities to achieve—they need opportunities to understand who they are, what they bring to the table, and how they can use their strengths to make an impact.

During this extended 90-minute session, we’ll share practical, classroom-ready strategies for building:
Leader identity
Student agency and voice
Strengths awareness
Confidence and decision-making
Authentic leadership opportunities

Participants will leave with tools and activities—including identity work, personal brand statements, and micro-PBL experiences—that can be integrated into everyday instruction.

NAGC 2026
Saturday, November 7
9:15–10:45 AM CT
S201CDE

We would love to see fellow educators, gifted coordinators, counselors, and anyone passionate about helping young people discover the leader within themselves. Because leadership doesn’t begin with a title. It begins when students recognize that their voice, choices, and ideas matter.

NKU College of Education

09/28/2026

I’m excited to share that Jilliane McCardle and I will be presenting at the National Association For Gifted Children (NAGC) Annual Convention this November!

Our session, “From Programming to Practice: Adapting Lessons in the General Education Classroom,” focuses on a challenge many educators face: How do we provide meaningful advanced learning opportunities for gifted and high-potential students within the realities of the general education classroom?

We’ll share practical ways to move from gifted programming standards to everyday classroom practice using strategies such as:
Curriculum compacting
Flexible grouping
Learning centers
Differentiation of content, process, product, and learning environment

Our goal is to help educators make differentiation feel manageable, purposeful, and immediately usable—not like one more thing added to an already full plate. Participants will be able to take an existing lesson or unit and begin thinking about how small, intentional changes can create greater challenge, choice, and opportunity for advanced learners.

Differentiation doesn’t always require a completely different lesson. Sometimes it starts with rethinking the lesson already in front of us.

09/25/2026

Ever tell students, “Go introduce yourself,” “Talk to someone new,” or “Ask a good question” — and then realize we rarely teach them how?

The Conversation House gives students a simple visual map for starting and sustaining a conversation. Instead of memorizing a script, they can think about a few easy places to begin:

Places
Where have you been, or where would you like to go?

Ideas
What’s something you’ve been thinking about lately?

People
Who matters to you?

Interests
What do you love to do in your free time?

Pets
Do you have any pets? Tell me about them.

School + Work
What are you learning or working on?

The most important part, though, is at the bottom of the house: The house is a memory map, not a script.

Students don’t need to move through every topic. They can choose one, listen closely to the answer, and ask a genuine follow-up question. That is where the real skill develops. Conversation is not about having the perfect thing to say. It is about being curious enough to listen, notice what matters to someone else, and keep the conversation moving naturally.

Ask. Listen. Follow up. Remember.

These are simple skills, but they can build confidence, connection, leadership, and a stronger sense of belonging.

01/21/2026

We are excited to share that we are presenting at this year’s National Association for Gifted Children (NAGC) Teachers Summit on February 11!

Our session, The Leadership Lab: Strategies to Develop Student Voice and Agency, focuses on practical, identity-centered tools that help middle and high school gifted and advanced learners lead their learning with confidence, purpose, and meaningful engagement.

We’ll explore routines that build autonomy, structures that elevate student voice, and strategies that empower learners to take ownership of their growth—because when students lead, classrooms transform. We are honored to learn alongside educators who believe in potential, brilliance, and the power of students’ voices.

Learn more here: https://www.nagc.org/2026-teachers-summit

01/08/2026