Young, Gifted, and Bored

This brings together much of the material that David has collected over his long career in gifted education. The anecdotes, examples of children s work and humourous touches that make his presentations so popular, are all here. His warm and patriarchal voice comes through strongly and as the reader, you know that this author is someone who cares very much about G&T children getting a fair deal. To be gifted and bored is indeed, a travesty. The components one would expect of any useful book about teaching able children are all here: identifying gifts and talents and looking out for underachievers; making good provision; paying attention to self-esteem; nurturing gifts and talents in the early years; and a few words on parenting . All is presented in a very concise and accessible format; and easy to dip into. G&T coordinators and leading teachers will find much to support their work in school, especially in terms of providing CPD for colleagues. The examples of celebrity individuals who were late developers: Albert Einstein was four years old before he could speak and seven before he could read … ; and those castigated by their teachers as indolent and illiterate (Roald Dahl) can bring an extra (enjoyable) dimension to any training you are planning, helping to get colleagues on side . More than this, there are practical resources that will help teachers in their identification of, and provision for, able learners. Higher order thinking skills, problem solving and creativity are at the heart of good G&T provision, and teachers are exhorted to plan for their inclusion in all lessons. Eight great strategies , sections on practical approaches to differentiation and a consideration of questioning skills are all designed to help them in that quest. –Dr Linda Evans, Editor of G&T Update

I found this short book revelatory. It sets out very clearly how a large number of children have potential for higher achievement and creativity, but often react with inattention and even antisocial behaviour in contemporary school environments. I suddenly understood why my son gets average marks in class, but occasionally top marks in exams! In well written chapters it sets out how to identify these gifted and talented children, and how to understand, teach, support and parent them. This is referenced to current government educational policy and school practice. I believe schools that enthusiastically pursue a special policy for these children, and work creatively with them, will see spectacular and rewarding results. In this way we can equip a generation with the capabilities needed in the twenty-first century. –Professor Philip Sugarman, Chief Executive, St Andrew s Healthcare