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Welcome to our blog.   Please note that this page is open to the public, so any comments made by members will be visible to the general public also.  At this time, only members can make comments to the posts. 


  • March 17, 2020 12:20 PM | Newenka DuMont (Administrator)

    Elaine Luther, artist, homeschooling mom and founding member of CGCC, has this lovely list of art projects to do at home!  

  • March 16, 2020 3:37 PM | Anonymous member (Administrator)

    Hello everyone,

    This game is adapted from one of Joyce's books (Comprehensive curriculum for gifted learners, 2d ed); my former students loved it!  Your family can easily build a Krypto deck out of index cards.  If you want to see the entire Krypto challenge, email me, and I will send it.

    Read on and have fun!

    Krypto

     "The game of Krypto is a card game that uses a deck of cards numbered 1-25 (three each of cards l-10, two each of cards  1-17, and one each of cards 18-25), A hand of five cards is dealt, then a sixth card that serves as a target number is dealt. The object of the game is to use all five cards in any order combined with any of the operations of addition, subtraction, multiplication, and/or division to obtain a result that is given by the number on the target card. Solutions may not be unique. Some hands may be unsolvable (packaging indicates this is the case in about 1/3,000 hands).

    Card-1      Card-2 Card-3  Card-4   Card-5

    Example:  Hand dealt:   5    12            3                7                   20

    Target card:  2

    Possible solution: 12 divided by (3 x 7 -20 + 5).  See they way in which all of the numbers on the cards listed above (5,12, 3, 7, and 20) produced the number on the target card (2).

    Play Krypto with a partner or small group. Call "Krypto" when you think you have a solution; present it orally. Keep track of how many hands you win.  

    Bonus question:  How do you think the developers of the game concluded that about 1 in every 3,000 hands is unsolvable? "

  • March 13, 2020 6:19 PM | Newenka DuMont (Administrator)

    We are all adjusting to our new world of social distancing and hoping that we can flatten the curve enough that our healthcare infrastructure is not overwhelmed. In real terms this likely means that many of us are home with our kids unexpectedly. And we don't really know what tomorrow will bring so it is hard to plan things. This could be very stressful for our children. I am certain that someone will come up with some excellent guidance that is specific to the pandemic, but in the mean time, the CDC has the following advice for parents for Helping Kids Cope With Emergencies

    Remember to find ways to keep in contact with people while you are practicing social distancing, so that you don't experience social isolation. Schedule phone visits (my kids would say "like the olden days"), catch up with friends on Skype or FaceTime, load up on great books, games, toys, audiobooks and movies at the library, and have everyone in your home come up with a pandemic project - sew that quilt, learn to knit, take up beading or woodwork, something that gets you and them off the internet and off the computer and keeps you sane.  

    Stay safe. 

  • February 24, 2020 2:50 PM | Anonymous member (Administrator)

    Invaluable information will be dispensed at the Bright and Quirky Summit! From the lens of a teacher, I hope that you are open to strategies presented at the Summit on how to work with your child’s teachers and administrators.  My aim is to show you the positive results of collaboration between parents and staff.

    I believe that parents are the best source of information about their children and that is particularly important when it comes to bright and quirky or 2e children.  In my former District, gifted resource teachers viewed parents as our partners in instruction and that helped us understand unique student learning, create opportunities for deep engagement, and give students a sense of control over learning opportunities. 

    A few quick examples: 

    • 1.     Helping with a processing question:  Alec always got the correct answer in algebra, but the way he wrote out his work never made sense; Alec became irritated when asked to explain how he arrived at his answer.   So I brought in Alec’s dad who figured out that Alec was writing out solutions to algebraic problems vertically.   I thought Alec, a transfer student, had been too shy to report his unique method.  His father thought Alec might have been testing me.  Either way, nothing else interfered with Alec's mastery of algebra. 
    • 2.      Deepening engagement:  Jacob’s parents told me that he had an interest in international affairs.  When it came time to begin the second grade unit on Presidents, I convinced the second grade team to extend learning to the international realm:  Jacob studied Nelson Mandela while the rest of the second grade studied U.S. Presidents.  Jacob’s report was so excellent that it landed on television (McNeil-Lehrer).
    • 3.      Giving the student control and recognition:  Sam, a student with ADHD, shined as a resident expert. In class, Sam whizzed through reading material and loved going to the library to learn more about topics related to our unit.  During the last five minutes of every class, Sam presented as an expert.   Making students resident experts was one of the most valuable tools in my arsenal.  Similarly, a mother of a student on the spectrum, Mike, taught me how to set up a Lego robotics program, and that was the beginning of our decision to run special programs at lunch, like Lego Robotics, Creative Writing, and Music Composition.  Mike ran the Robotics team and was very respected by his peers. The Social-Emotional benefits arising from these opportunities were enormous.

    As these examples indicate, parent involvement can foster positive interaction between parents and teachers.  I am certain the Summit will give you more details on developing student strengths, and it will also cover other critical issues, notably how protect a student from being marginalized because of learning deficits.   Enjoy the Summit, and in the spirit of learning, I leave you with one of the best articles on 2e I’ve ever read (below):

    *  Winebrenner, S. (2003). Teaching strategies for teaching twice exceptional students, Intervention and School Clinic, 38 (3), pp. 131-137.


  • February 21, 2020 10:41 AM | Linda Zanieski (Administrator)

    From the Museum of Science and Industry web site . . .

    Teen Advisory Committee

    Teens are invited to share their ideas on how MSI can better engage youth audiences in this new initiative.

    Applications are now open for the 2020 Teen Advisory Committee! Submit your application by the March 6, 2020 deadline.

    Join us this summer as we explore behind-the-scenes of the Museum’s exhibits, social media, special events, and more!

    Our Teen Advisory Committee (TAC) is seeking high school students who love science, to share their ideas on how MSI can better engage youth audiences. Members of TAC will have the opportunity to work side-by-side with senior Museum staff as they give feedback on a wide range of Museum content and discuss the museum’s future.

    MSI provides engaging and interactive experiences for youth, and people of all ages, in science and science-related disciplines. TAC is your opportunity to help make our vision to inspire and motivate visitors in the fields of science, technology, engineering and medicine come true.

    Eligibility

    • Youth ages 14–17 by July 9, 2020
    • Have access to the internet for online assignments
    • Be able to attend ALL meetings at MSI as scheduled

    Responsibilities

    Teen Advisory Committee members are required to attend four meetings, complete short online tasks before each meeting, and provide feedback on a variety of content topics. Members should be comfortable speaking in front of a group of their peers and senior Museum management.

    MANDATORY meetings (from 9:30 a.m. to 2:30 p.m.):

    • Thursday, July 9
    • Thursday, July 16
    • Thursday, July 23
    • Thursday, July 30

    Benefits

    All TAC members will receive:

    • 20 service learning hours
    • $50 Amazon or Target gift card
    • A voucher to visit MSI separately with friends and family (five people maximum)

    Also, participating in TAC will look great on resumes and college applications!

    Timeline

    • Applications open from January 13 – March 6, 2020 
    • Applications/essays reviewed from March 9 – March 27, 2020 
    • New committee members notified via email by Friday, April 3, 2020

    Click here for complete details.


  • February 06, 2020 3:54 PM | Linda Zanieski (Administrator)

    Institute for Education Advancement's (IEA) Caroline D. Bradley Scholarship offers one of the only merit-based, need-blind high school scholarships to highly gifted students across the United States.

    See the IEA web site for complete details. The following is a small portion of the complete information taken from the web site.

    Scholars receive a four-year high school scholarship to an optimally matched high school program intended to meet their unique intellectual and personal needs, as well as receiving individualized support, educational advocacy, and a network of like-minded peers.

    The Caroline D. Bradley Scholarship is a full four-year, merit-based high school scholarship. The Scholarship can be used nationally toward any high school or approved alternative educational program that best fits the Scholar’s individual intellectual, academic, and personal needs and goals. The Scholarship enables highly able middle school students to explore and access unlimited high school and early college opportunities that provide these young adults with the optimal educational match for their high school career.

    Criteria

    A Caroline D. Bradley Scholar is a young student who excels academically, displays a genuine quest for knowledge, thrives in the discovery process, is a leader among peers, and embraces the ideals of integrity, service, and honesty. CDB targets exceptionally gifted young people who seek a rigorous, diversified high school program but need assistance finding or attending the appropriate learning environment that will help them work towards and achieve their full potential. Through a highly selective, in-depth portfolio application and interview process, CDB annually identifies exceptional middle school students from across the country who best meet the following criteria:

    • Currently in 7th grade
    • Demonstrates exceptional academic ability and achievement
    • Has scored in the 97th percentile or above – or scored as “Advanced” – in one or more of the major academic areas of school-administered, nationally-normed standardized test for the past two years
    • Scores 20 or higher in either the Math or Reading component of the ACT or scores 500 or higher in either the Critical Reading or Math component of SAT Reasoning Test
    • Strives for excellence and continually seeks more rigorous academic challenges
    • Demonstrates leadership abilities
    • Exhibits creative thinking
    • Is extremely curious and has a thirst for knowledge
    • Exhibits a passion for learning
    • Is highly motivated
    • Embraces the merits of integrity and honesty
    • Demonstrates a high level of maturity and a strong sense of self
    • Seeks an accelerated, diversified high school program
    • Is a U.S. citizen who is going to attend a high school program based in the U.S.


  • February 05, 2020 7:36 PM | Linda Zanieski (Administrator)

    From the Northern Illinois University 'NIU STEAM' email today . . .

    We’re looking for teen leaders (Grade 7-10) who love science, technology, engineering or math; are interested in meeting others; and want to contribute ideas for and help manage our events. You’ll learn, eat and have fun with engaging activities. Contact jdymond@niu.edu for more information.


  • January 31, 2020 3:12 PM | Linda Zanieski (Administrator)

    From the Pritzker Military Museum and Library web site. Watch for participation from other organizations, too.

    #ColorOurCollections 2020

    Starting Monday, February 3rd and continuing through Sunday, February 9th we'll be participating in #ColorOurCollections week!

    Launched by The New York Academy of Medicine Library in 2016, #ColorOurCollections is a week-long coloring fest on social media, generally occurring on the first full week of February, organized by libraries, archives, and other cultural institutions around the world. Using materials from their collections, these institutions are sharing free coloring content with the hashtag #ColorOurCollections and inviting their followers to color and get creative with their collections.

    Stop by the Pritzker Military Museum & Library next week to take part in our week-long coloring competition! Kids 14-years-old and younger can submit their work to be included in a prize pool where the child with the best submission will be awarded a PMML gift basket at the end of the week!

    If you aren't able to make it to the Museum & Library next week, be sure to visit our website where you'll be able to download our #ColorOurCollections coloring book to work on from the comfort of your own home!

    As part of #ColorOurCollections week, we'll be offering 25% OFF membership to anyone whos walks in looking to become a member for the first time!

  • January 27, 2020 4:24 PM | Linda Zanieski (Administrator)

    Email received on 01/27/2020 from Northwestern Center for Interdisciplinary Exploration & Research in Astrophysics . . .


    CIERA Astronomer Evenings

    LAST FRIDAY OF THE MONTH DURING 2020

    Each Month is Different
    ~~~
    No Reservation Needed

    Beginning January 31, CIERA Astronomer Evenings kick off for 2020! CIERA Astronomer Evenings are special programs that take place on the last Friday of the month at Northwestern’s Dearborn Observatory (part of the weekly Dearborn Observatory public viewing sessions).

    Meet Northwestern astronomers and get to know their areas of research. Different experts host each time and are available to answer your astronomy questions. The evenings include a 10-minute introduction to a topic, followed by an open Q&A session and interactive demonstrations. Stop by any time during the two-hour window. Children are welcome.

    The talks are FREE and open to all!

    Our FACEBOOK EVENTS LISTING will be updated with each month's hosts and topic.


  • January 05, 2020 2:51 PM | Newenka DuMont (Administrator)

    A friend sent me a random link to an article in Readers Digest about one teacher's anti-bullying efforts.  It seems so simple and yet could be so effective...  And thus I share here:  

    https://www.rd.com/advice/parenting/stop-bullying-strategy/

About cgcc

The Chicago Gifted Community Center (CGCC) is a member-driven 501(c)(3) non-profit organization created by parents to support the intellectual and emotional growth of gifted children and their families. 

Become a member

We  are an all volunteer-based organization that relies on annual memberships from parents, professionals, and supporters to provide organizers with web site operations, a registration system, event insurance, background checks, etc. 

Contact us

info@chicagogiftedcommunity.org

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