Renzulli Center for Creativity, Gifted Education and Talent Development
- Helping Your 2E Child
- Technology Roulette in the Age of COVID-19
- Talking with Children About Their Giftedness
- Perfectionism and Productive Struggle
You can access all of these webinars here.
Podcasts for Parents
|Bright Now Podcast
|This podcast focuses on multiple topics about parenting and educating bright and curious kids from the Johns Hopkins Center for Talented Youth
|This podcast features discussions with leaders in the fields of psychology, education, and beyond, with an emphasis on gifted/talented and 2e (twice-exceptional) children and adults. Mind Matters explores parenting, counseling techniques, and best practices for enriching the lives of high-ability people.
|This podcast is for parents of strong willed children.
|This podcast aims at helping parents raising “differently-wired” kids do so from a place of confidence, connection, and joy.
Webinars for Parents
Self-Regulation for Learning: Essential Skills for Success
*this webinar is streamed on Facebook
Parents will learn about self-regulation for learning and be offered useful strategies to help their children be better prepared for the complexities of life on-line and beyond the K-12 setting.
Dr. Richard M. Cash is an award-winning educator who has worked in the field of education for more than 30 years.
Supporting Your Child’s Writing When You are Not Their Teacher
*this webinar is streamed on Facebook
The writing process is frequently stressful for students and may become an additional source of frustration for families during quarantine. Join Cori Paulet to discuss simple strategies you can use to reduce tensions and support your child’s writing without needing to be the expert.
Cori Paulet holds an MA in gifted, creative, and talented education from the University of St. Thomas, MN. Cori is an education consultant and writing coach.
|Perfectionism – What It Is, and How to Help
How do we encourage kids to “be all they can be,” without creating perfectionists? Pursuing excellence, while leaving behind perfectionism’s destructive anxiety, begins with an understanding of the psychology of perfectionism. Learn how to use this understanding to create perfectionism’s antidote.
Thomas S. Greenspon, Ph.D., is a licensed psychologist and licensed marriage and family therapist in private practice. He earned his B.A. from Yale and his Ph.D. in psychology from the University of Illinois. Tom lectures and writes on a variety of topics including perfectionism and the emotional needs of gifted children and adults.
|Home-Based Learning: 3 Tips to Get Ready! Schedules, Spaces, & Organizers
Let’s talk about getting ready for home-based learning! Students and parents both benefit from developing temporary home-based learning structures because they provide consistency and reduce stress on everyone. In this live chat Melissa will talk about how to “do school” from home by setting a consistent daily schedule, creating learner workspaces, and organizing information.
Melissa Malen, Ph.D. is a life-long student who is a Valedictorian and has earned a B.A. in Psychology from Illinois Wesleyan University, a Master’s in Counseling Psychology from the University of St. Thomas and a Doctorate in Education from the University of Minnesota. She coaches students to achieve their highest potential, specially while learning skills to support giftedness as well as giftedness combined with learning challenges such as ADHD, Nonverbal Learning Disability, ASD, anxiety or dyslexia.
CRITICAL THINKING: Use questions that demand higher level thinking skills; support of collections, hobbies: discussions of problems and possible solutions.
CREATIVITY: Encourage humor, jokes; share imaginative stories; provide diverse materials for projects and drawing; support crafts and art projects which begin with child’s own design.
RAPID LEARNING: Provide access to a rich variety of materials; frequent visits to the library; view instructional videos, television shows, computer sources; share skills.
CURIOSITY: Support investigations through family trips, library visits, museums, etc.
FACILITY OF COMMUNICATION: Designate “conversation times;” discuss common experiences, e.g., television shows, news; read together by taking turns; read same book and discuss; encourage diaries, letter writing; read magazines; play word games.
OBSERVATIONAL POWER: Provide access to visual materials – trips to museums; reproductions; discuss and analyze illustrations, magazine advertising; encourage visual design activities.
RETENTION: Respect and provide for particular interests with materials, trips, etc.
TASK COMMITMENT: Support projects while counseling realism in expectations; demonstrate tolerance of errors and shortcomings; request time commitments and allow for stretches of time for tasks.
INTELLECTUAL ABILITY: Support academic achievement; discuss ideas; share intellectual pursuits; establish groups which share respect for thinking and sharing ideas.
PREFERENCE FOR COMPLEXITY: Support advanced projects; connect student with experts in field of interest; channel interests into challenging material, activities, and projects.