Global #gtchat Powered by TAGT is a weekly chat on Twitter that takes place on Thursdays at 8 p.m. ET/7 p.m. CT and 5 p.m. PT in the U.S. For one hour, parents, educators, advocates and experts in the field of gifted and talented gather to share resources, links, authentic life experiences and insights about gifted issues.
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented @TxGifted#TAGT ~ Thanks for joining us to chat about “Optimizing Asynchronous Development” #gtchat
I’m Lisa Conrad ~ moderator, advocate for gifted children, conference presenter, blogger and parent of 2 gifted adults from Pittsburgh, PA. Please take a minute to let us know who you are and from where you’re tweeting! #gtchat
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented @TxGifted#TAGT ~ Thanks for joining us to chat about “Optimizing Asynchronous Development” #gtchat
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented @TxGifted#TAGT ~ Thanks for joining us to chat about “Optimizing Asynchronous Development” #gtchat
Carol Bainbridge from Northwest Indiana - writer about gifted kids at giftsforlearning dot com, parent of one gifted adult, and advocate for the verbally gifted. #gtchat
Carol Bainbridge from Northwest Indiana - writer about gifted kids at giftsforlearning dot com, parent of one gifted adult, and advocate for the verbally gifted. #gtchat
Hello, Benna from Chapel Hill. Middle School Gifted Specialist, a strong advocate 4 gifted students who live somewhere between asynchrony and dyssynchrony. Thank you for the third space here #gtchat#giftedED
Are you new to Twitter chats? We use the Q1) / A1) format for #gtchat … Please remember to use the #gtchat hashtag to participate in the conversation. This will make sure that other chat participants see your tweets. #gtchat
Lurking to learn? Please say ‘hi’ and then view a livestream from Participate Learning at https://t.co/1zR97oWQw0 Enjoy the chat! All the links and a summary of this chat will be posted later on our blog at https://t.co/BXpCBWEY56#gtchat
Hello, Benna from Chapel Hill. Middle School Gifted Specialist, a strong advocate 4 gifted students who live somewhere between asynchrony and dyssynchrony. Thank you for the third space here #gtchat#giftedED
Our first question is coming up; let’s get ready to chat! Please preface your responses with A1) Excited to collaborate and share ideas with you today about optimizing asynchronous development! #gtchat
A1) The term asynchronous development was originally conceptualized by a group known as the Columbus Group. It is widely accepted today relating to gifted children. #gtchat
A1) The Columbus Group defined asynchronous development as children whose inner experiences and awareness due to intellect and intensities were qualitatively different from the norm. #gtchat
A1) One to define asynchronous development in gifted kids is it is the discrepancy between cognitive development and social-emotional development. It can also be a discrepancy within one of those areas as well. #gtchat
A1) The Columbus Group defined asynchronous development as children whose inner experiences and awareness due to intellect and intensities were qualitatively different from the norm. #gtchat
Evening, Everyone! I'm Beth Frizzell, teacher of gifted students, here in Texas, mother of two gifted adults, and blog writer about gifted challenges. #gtchat
#gtchat I'm Emily, mental health counselor for gifted and 2e kids, mom to two 2e kids, and host of the @MindMattersPod - a podcast focusing on gifted development through the lifespan.
Evening, Everyone! I'm Beth Frizzell, teacher of gifted students, here in Texas, mother of two gifted adults, and blog writer about gifted challenges. #gtchat
#gtchat I'm Emily, mental health counselor for gifted and 2e kids, mom to two 2e kids, and host of the @MindMattersPod - a podcast focusing on gifted development through the lifespan.
A2) Without understanding asynchronous development, people are not likely to understand gifted kids. They will misinterpret their behaviors, seeing them as immature because their emotions are age-appropriate while their intellect can be years ahead. #gtchat
A2) Initially, gifted children may not comprehend the role of asynchronous development in their lives on a very personal level. They need guidance. #gtchat
A2) Keeping asynchronous development in mind when working with gifted kids is important to avoid misinterpreting behaviors or missing giftedness. #gtchat
A2) Asynchronous development explains why gifted can think and experience life differently from age peers and why they need modifications in teaching parenting and counselling #gtchat
A2) Understanding Asynchronous development helps the whole child. A 6th grader may talk to you about sports cars like a college professor, but then needs to go hang out with friends and act like a 6th grader. #gtchat
A2) It’s really the only way the behavior of gifted kids makes any sense. Otherwise teachers/parents misread and misinterpret GT kids. These aren’t the kids the parenting books are talking about. #gtchat
A2) it is important because without that lens the expectations of our gifted kids are unreasonable. Just because my 2nd graders are verbally or mathematically working years ahead of same age peers doesn’t mean their emotions are also years ahead. #gtchat
A2) Without understanding asynchronous development, people are not likely to understand gifted kids. They will misinterpret their behaviors, seeing them as immature because their emotions are age-appropriate while their intellect can be years ahead. #gtchat
A2) Asynchronous development explains why gifted can think and experience life differently from age peers and why they need modifications in teaching parenting and counselling #gtchat
A2) @gtchatmod#gtchat Social & emotional needs must be addressed for all students. With G/T it presents a special challenge because intellectual ability may outpace receiving & valuing.
A2: Understanding asynchronous development helps one understand gifted kids. Asynchronous Development helps to explain WHY gifted Ss may appear different than same-age and/or intellectual-age peers. #gtchat
I@gtchatmod A2) I wish teachers in the schools could see asynchronus behavior in g/t kids and not just see them as "too sensitive" or crybabies #gtchat
A2) Society’s expectations of how a child should act and how a smart child should act put undue pressure on these kids that can have severe consequences for them and society. #gtchat
A2) Adults who understand the children's asynchronous development can locate their needs. Knowing their needs makes them feel safe. Safety leads to learning #gtchat
This is crucial to understand as teachers otherwise we'll miss the boat for these students in terms of their learning, social and emotional needs. #gtchat#edchatnz#whatisschool
A2) It’s really the only way the behavior of gifted kids makes any sense. Otherwise teachers/parents misread and misinterpret GT kids. These aren’t the kids the parenting books are talking about. #gtchat
So true. When my kid was young and I started reading parenting books, I had no idea what kids they were talking about. I figured it had to be kids on another planet.
#gtchat
A2) It’s really the only way the behavior of gifted kids makes any sense. Otherwise teachers/parents misread and misinterpret GT kids. These aren’t the kids the parenting books are talking about. #gtchat
A1) I like the expression "many ages at once" better than "mismatched". This is who they are and how they are wired, so they do not fit neatly into the expected developmental stages in multiple areas. The cognitive characteristics are easiest to accept by others it seems. #gtchat
I@gtchatmod A2) I wish teachers in the schools could see asynchronus behavior in g/t kids and not just see them as "too sensitive" or crybabies #gtchat
A2) The asynchrony may be more pronounced with 2E children. To put it crudely, they may not know what to do with their own brains because their thoughts vs. the world around them are so frustrating. @gtchatmod#gtchat#TAGT
A2) It will help us be more understanding when the inevitable meltdowns happen, right after the intense discussion about black holes with a 6 year old. #gtchat
A1) I like the expression "many ages at once" better than "mismatched". This is who they are and how they are wired, so they do not fit neatly into the expected developmental stages in multiple areas. The cognitive characteristics are easiest to accept by others it seems. #gtchat
A3) Asynchronous development can, but not in all cases, mean a child can achieve at levels well beyond what is expected for their chronological age. #gtchat
So true. When my kid was young and I started reading parenting books, I had no idea what kids they were talking about. I figured it had to be kids on another planet.
#gtchat
A2) It’s really the only way the behavior of gifted kids makes any sense. Otherwise teachers/parents misread and misinterpret GT kids. These aren’t the kids the parenting books are talking about. #gtchat
Yes - I got the “too sensitive” comments all my life. Learning about GT development and characteristics has led to self acceptance as an adult. I wish someone had told me as a child! #gtchat
I@gtchatmod A2) I wish teachers in the schools could see asynchronus behavior in g/t kids and not just see them as "too sensitive" or crybabies #gtchat
A3) A child may be capable of understanding a great many things, and deeply, but may not have a mature appreciation for them. Ever had gifted students shape their speech by quoting movies? They're trying to analyze & cope. #gtchat@gtchatmod#TAGT
We are already half way through our chat! Thank you for sharing so many inspiring thoughts about optimizing asynchronous development! Please remember to use the #gtchat hashtag to participate in the conversation. #gtchat
A3) Oh, wow. I’ve got a whole list of examples. 1st grader crying like her heart would break over an earthworm the neighbors captured and wouldn’t let go. The worm deserves its freedom, too! The other kids thought she’d lost it. #gtchat
A3) Asynchronous development may result in a child being placed in an academically appropriate place that fails to accommodate their social-emotional needs. #gtchat
A3) Another way I see asynchronous development often is with existential depression. Gifted kids have these Big questions but not the life experience/maturity to put it into context. #gtchat
A4) Once a child is identified as gifted, society tends to judge them solely on their achievements and how they perform without regard to social-emotional aspects. #gtchat
A3) Schooling itself is a paradox for gifted learners. We have already normed what age-appropriate behavior & learning should be for each grade level. This is a riddle to me! #gtchat
A3) Another way I see asynchronous development often is with existential depression. Gifted kids have these Big questions but not the life experience/maturity to put it into context. #gtchat
A4) They can logic their way through things like mini-lawyers, but can't have hugely disproportionate emotional responses when their logic doesn't get what they want. Then, they get disciplined for being disrespectful, etc. #gtchat
A4) Sometimes the expect all GT Ss to be "Teacher Pleasers". They may sit is class already knowing everything and play around for something to do. #gtchat
Or forgotten about. Sometimes people don't always understand the importance of being able to understand the social and emotional needs of gifted students. It's wrongly assumed they'll cope with anything 'because they're gifted.' #gtchat
A4) It’s precarious for these kids. It can lead to feelings of isolation. Kids who don’t understand themselves and where they fit as gifted individuals may see themselves as weird or damaged in some way. They are at greater risk of anxiety & depression. #gtchat
A4) Many things may seem to unpredictably cause extreme reactions--which may make further study difficult, or the opposite: lead to such intense study that others view it as obsession (9-yr-old me with effects of nuclear weapons tbh) #gtchat@gtchatmod#TAGT
A4) It can mean that kids are self aware of their social emotional differences but not understand the reason behind those differences which can lead to frustration and isolation. #gtchat
A4) Because gifted students can carry on high level conversations with adults, they are expected to be more responsible and emotionally mature than they may because of their asynchronicity. "You know better than that! You should be the example, role model, etc." #gtchat
A4) Asynchronous development can create a wildly different life experience for the gifted child; one that lacks the understanding and empathy of adults. #gtchat
A4) Gifted can feel like aliens because their interests and concerns are not typical of age peers and their reactions to situations are not understood #gtchat
Right - they can internalize the negativity around them, which can destroy their self-esteem and any positive image they might have had about themselves.
#gtchat
A4) It’s precarious for these kids. It can lead to feelings of isolation. Kids who don’t understand themselves and where they fit as gifted individuals may see themselves as weird or damaged in some way. They are at greater risk of anxiety & depression. #gtchat
A4) In my professional opinion, social and emotional development tend to run closer to chronological age, or even lower. This can be masked by high vocabulary, in-depth analysis, & interest in mature topics. Adults may thus miss kids who struggle emotionally #gtchat
A4) Because gifted students can carry on high level conversations with adults, they are expected to be more responsible and emotionally mature than they may because of their asynchronicity. "You know better than that! You should be the example, role model, etc." #gtchat
Q5) How can adults support a gifted child’s asynchronous development so that they aren’t overwhelmed by their ability to perceive the complexity of the world around them? #gtchat
Samantha from Indianapolis though currently tweeting from Harrisburg, PA waiting on delayed flight! Have been attending great conference on SEL #gtchat
A4) In my professional opinion, social and emotional development tend to run closer to chronological age, or even lower. This can be masked by high vocabulary, in-depth analysis, & interest in mature topics. Adults may thus miss kids who struggle emotionally #gtchat
Precocious children need adults who can connect with them. We need more intergenerational learning community to foster curiosity, dialogue, and values. Our children are more than "standards" #dewey#gtchat
Samantha from Indianapolis though currently tweeting from Harrisburg, PA waiting on delayed flight! Have been attending great conference on SEL #gtchat
A5) Talk to Ss about what it means to be Gifted and let them know that it is normal for GT Ss and that they are not alone. Provide a safe space for them to talk about it. #gtchat
A5) Ideally, a gifted child’s social-emotional needs will be respected in conjunction with their gifts and talents. Recognizing the need is a good first step. #gtchat
A5. As educators, we need to make sure that we're opening up conversations around asynchronous development so that everyone is aware of the gifted students' social and emotional needs and that these are equally as important as their academic needs. #gtchat
A4) They need to learn about their giftedness. It needs to be a conversation had often that helps them to understand why they think and feel differently. They already recognize that, but need help understanding it and viewing it as normal for them, then strategies for it.#gtchat
A5) Adults need to be hyper-aware of each gifted child’s unique challenges and develop individualized education plans that address the whole child. #gtchat
A5) Be selective in what you present; try to anticipate reactions. Teach about ways to be emotionally prepared and how to respond ways that help learning--and tell the student this is what you're doing and why. Make reaction & action part of the lesson #gtchat@gtchatmod#TAGT
A5) They require so much patience, understanding, & guidance, especially for their emotional needs. Ross Greene’s methods work well because they involve the child as a problem solving partner. GT kids don’t respond well to coercive discipline. #gtchat
Q5) How can adults support a gifted child’s asynchronous development so that they aren’t overwhelmed by their ability to perceive the complexity of the world around them? #gtchat
A5) Protect them from images! They may have deep concern about war-torn areas, for example, but aren’t ready to emotionally process bloody images. Empower with how they can contribute to issues, teach how to advocate, use their voices #gtchat
A5) Really hard to do! Parents can just try to keep communication open, discuss issues as honestly as possible but with a sense of hope and optimism #gtchat
It is hard. Sometimes what you try to do to help them backfires and makes them feel worse. You never know how those clever buggers will interpret what you say!
#gtchat
A5) Really hard to do! Parents can just try to keep communication open, discuss issues as honestly as possible but with a sense of hope and optimism #gtchat
Q5) How can adults support a gifted child’s asynchronous development so that they aren’t overwhelmed by their ability to perceive the complexity of the world around them? #gtchat
A6) I would hope from their student’s G/T teacher or school district G/T coordinator or, here in Texas, the Advanced Academics Specialists at the regional service centers. But we also have a responsibility to get the word out and reach out to parents #TAGT#gtchat@gtchatmod
A6) NAGC, SENG and IEA Gifted have extensive resources for parents seeking information on asynchronous development. State organizations may have additional local info as well. #gtchat
A6) Linda Silverman’s Gifted 101. SENG - support groups, conferences, website. Hoagies’ Gifted Education Page. Davidson Institute website. 2e Newsletter. #gtchat
A6) I would hope from their student’s G/T teacher or school district G/T coordinator or, here in Texas, the Advanced Academics Specialists at the regional service centers. But we also have a responsibility to get the word out and reach out to parents #TAGT#gtchat@gtchatmod
A6) I would hope from their student’s G/T teacher or school district G/T coordinator or, here in Texas, the Advanced Academics Specialists at the regional service centers. But we also have a responsibility to get the word out and reach out to parents #TAGT#gtchat@gtchatmod
My takeaway is that it's more crucial than ever to raise awareness of asynchronous development through conversations and resources, otherwise our gifted students needs won't be met - or understood. #gtchat
Yet another great chat - but depressing. Some of these topics depress the heck out of me - but them I've been told I'm too sensitive for my own good. ;)
#gtchat
Final thoughts: the asynchrony is by far the biggest challenge facing gifted kids and their parents. It makes everything so much more complicated in terms of navigating the world. That’s why having GT peers that understand is such a comfort. #gtchat
