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Your Learning Path: A Framework for Creating and Considering

Learning Environments
Directors Corner
by Kate Bachtel
Normalizing the experience of being an outlier while simultaneously facilitating connection to
community is a challenging paradox to navigate. Whether you explore homeschooling,
unschooling, public, independent or blended learning program options, the search process
can feel overwhelming.
In Change of Heart: What Psychology Can Teach us About Spreading Social Change , Nick
Cooney shares, Effective activism starts with a specific goal and ends with measurable
results (2011, p. 26). In the absence of data, we can fall victim to perceptual biases. This
article will help you craft your own learning objectives and evaluation practices.
Turn Inward
Start with what works. What are your childs passions? What modes of learning and expression are they drawn to
when afforded choice? Focusing on childrens strengths and interests will help frame how they are seen. This is
important because gifted children are often so empathic that they feel how others perceive them and internalize the
messaging.
Below are a few factors to consider when creating or selecting learning environments. Determine which aspects of
development you can support on your own and which might require outside assistance.
Does your child have sensitivities to certain lights, sounds, foods, scents, etc.? Will the physical space be
comforting and inspiring for them or distracting and over-stimulating? If possible, have your child participate in
co-creating the space. Sharon Linds article (2001) on overexcitabilities is a good resource for growing
understanding of varied sensitivities.
Creativity. Where do we provide tools and supplies for creation (including gardens, science and design thinking
labs, kitchens, music and art studios)? What problem solving frameworks and strategies will be taught?
Emotional. What coaching, resources and portion of instruction will be devoted to the development of discrete
emotional skills and competencies, such as optimism and emotional literacy?
Spiritual. Paul Torrance and Dorothy Sisk share, Developing spiritual intelligence in yourself and others will
bring about a number of outcomes including an increased awareness or attention, trust, a willingness to be
vulnerable, simplicity, egalitarianism, sensitivity, caring, harmony, balance, cooperation, sharing and a
reverence for life and mother earth (2001, p. 138).
Physical. John Medinas Brain Rules (2008) teaches that exercise enhances cognition. How will you ensure
your child will have ample opportunities to get their wiggles out? Gifted children with high energy levels may
have a greater need for movement.

Sociopolitical. The communities children are a part of influence their identity development. Challenges can
arise when a childs sociopolitical development exceeds that of the adults caring for them. Are we adapting to
unjust systems or working to transform them? Watts and Jaegers (2013) five stages of sociopolitical
development can both grow awareness and support empowerment.
Does your child trend introvert or extrovert? Will the environment and social dynamics feed their need to
interact with others or spend quiet time alone to reflect and refuel?
P. Susan Jackson, who developed the Integral Practice Model for the Gifted, shares, It is vital we provide
knowledgeable parenting, teaching and psychological support that is truly congruent with the needs of sensitive,
intense, creative and dynamic learnerslacking an informed and mindful approach we may inadvertently squander
remarkable abilities and crush the animating essence at the core of their being that fuels their passion for learning and
gives meaning to their existence (personal communication, November, 2014).
Learn everything you can about the unique development of gifted individuals. Take on the role of scientist be curious
and play with a variety of tools, approaches and strategies. Modeling being a learner is the best way to teach a
growth mindset. Keep in mind what works today, may not work tomorrow.
Your Educational Philosophy: Why Learn?
What do you believe to be the purpose of education? Answering this question prior to starting the process of creating
or selecting learning environments is critical. Consider crafting a personal learning mission statement. Stick to it. Use
your mission statement as a filter to guide decision-making. Do you believe the goal to education is to create
innovators and changemakers? Then a traditional program emphasizing content standards will not be the best fit.
Life and learning are inseparable. Dr. Patricia Gatto-Walden explains, Every person is made up of five domains
mind, heart, body, spirit and social self and each domain is significant and vital to health and well-beingin order to
be whole and contented in our life, its important to recognize and learn to listen to all five domains of the self (2013,
p. 174). Moreover, Dr. Gatto-Walden and SENG Founder, Dr. James Webb, (2013) both speak to gifted individuals
search for meaning and desire for their lives to have purpose. Giving fuels. What impact do you want to have in your
local and extended communities? Ensuring your child has opportunities to contribute will enhance their easefulness
and life satisfaction.
Do Curriculum, Instruction & Outcomes Align with Objectives?
Think of curriculum as the recipe, instruction as the process of cooking and outcomes as how the food tastes.
Depth, pace and complexity are the pillars of responsive gifted curriculum and instruction. Maupin (2014) informs,
Boredom, though a dangerous hindrance to effective learning for brains that crave motion and stimulation, can
become even more troubling when it manifests itself in negative behaviorsMany bright children are adept at finding
or manufacturing stimuli outside the curriculum when they do not find it challenging (p.43). Consider the explicit,
implicit and null (what is not being taught) curricula. Do they align with objectives? For example, if you want your child
to be multicultural, provide opportunities to participate in bilingual communities where diversity is celebrated. Look for
evidence of outcomes beyond test scores. If possible, talk with current and former families and staff. Ayers (2001)
states, greatness in teachingrequires a serious encounter with autobiographybecause teachers, whatever else
they teach, teach themselves (p.122). The profound impact of authentic, caring relationships between child and
teacher cannot be underestimated. Remain open to finding educators in unexpected places; some of the most
important life lessons are not always learned from teachers.
Leadership Structure & Evaluation
When the structure of schooling conflicts with our aspirations or with the innovations we hope to introduce, it is likely
that the structure will alter the innovation or modify the aspiration rather than the reverse. The school changes the

incoming message more than the incoming message changes the school (Eisner, 1994, p.8).
Leadership structures within learning environments (whether home, school, or other program) implicitly teach about
power. Traditional hierarchical models do not teach the sharing of power and collaboration we expect of students.
Additionally, culture trickles down. Consider flipping assessment with emphasis at the top. How is the school board
being assessed? Administration? Teachers? Consider having students play a role in evaluating teachers. Dr. James
Delisle (2014) shares, Gifted students are uncannily shrewd when it comes to determining which teachers are worth
listening to, and which are not (p.184). Rubrics can help effectively communicate expectations, ensure accountability,
protect from perceptual biases while also providing a framework for communicating growth opportunities in a
constructive and timely manner.
How will student growth be measured? Will there be multiple channels and modes to demonstrate learning? Threetwo-one surveys are a quick, easy and highly informative tool. For example, share three learning activities that you
most enjoyed, two things you are curious to learn more about and one thing you would change if you could.
Gifted individuals sensitivities are a source of power that can transform unjust systems, but also render them
particularly vulnerable. Few organizations effectively delineate between conflict and bullying. Conflict is inevitable;
however, we can protect from bullying and harassment. The key difference between the two is that with bullying there
is an imbalance of power and intent to cause harm (Coloroso, 2009). Even organizations with clear policies and
procedures often confuse the two. Never wanting to be a burden, empathic individuals can be stealth at hiding their
struggles. To put an end to tragic outcomes, we must proactively protect all from both the physical and psychological
injuries that can occur with bullying and harassment.
Finally, how will community development be assessed? If a program states its mission is to grow life-long learners,
how will they evaluate and communicate progress in the direction of this goal? Thoughtfully crafted questions can
illustrate internal growth opportunities and lend insight into the extent to which parents are viewed as partners. You
might consider inquiring: What was the most challenging decision the community had to make recently? Who was
invited to provide input? Who had final say? What was the impact of the decision?
Summary
Identifying beliefs, strengths and needs will empower you to make effective decisions in alignment with your personal
learning objectives and values. I encourage you to reclaim your assessment power how will you evaluate your
childs learning and community contributions? Rather than waiting for an educational superhero or heroine to land on
your doorstep, remember that the power to create your childs (and your own) learning path resides with you. Gifted
individuals deserve enough fuel for their learning flames to burn brightly too. Shine on the world needs you!
References:
Ayers, Wlliam. (2001). To Teach: The Journey of a Teacher. New York: Teachers College Press.
Coloroso, Barbara. (2009). The bully, the bullied and the bystander. Preschool to High School How Parents and
Teachers Can Help Break the Cycle. New York: William Morrow Publishing Company.
Cooney, Nick. (2011). Change of Heart: What Psychology Can Teach Us About Spreading Social Change. New York:
Lantern Books.
Delisle, James. (2014). Dumbing Down America: The War on Our Nations Brightest Young Minds (And What We Can
Do to Fight Back). Waco: Prufrock Press, Inc.
Eisner, Elliott W. (1994). Cognition and Curriculum Reconsidered. New York: Teachers College Press.
Gatto-Walden, Patricia. (2013). Heart of the matter: Complexities of the highly gifted self. Neville, Christine;
Piechowski, Michael and Tolan, Stephanie Editor (Ed.), Off the Charts: Asynchrony and the Gifted Child. Unionville:

Royal Fireworks Press. (pp. 158-182).

Lind, Sharon. (2001). Overexcitability and the gifted. The SENGVine Newsletter. 1 (1) 3-6.
Maupin, Kate. (2014). Cheating, Dishonesty & Manipulation: Why Bright Kids Do It. Tucson: Great Potential Press.
Medina, John. (2008). Brain Rules. Seattle: Pear Press.
Sisk, Dorothy and Torrance, Paul. (2001). Spiritual Intelligence: Developing Higher Consciousness. Buffalo, NY:
Creative Education Foundation Press.
Watts, R.J., Williams, N.C., & Jagers, R.J. (2003). Sociopolitical development. American Journal of Community
Psychology, 1(1), 185-194.
Webb, James T. (2013). Searching for Meaning: Idealism, Bright Minds, Disillusionment and Hope. Tucson: Great
Potential Press.

Kate Bachtel, M.Ed., is a multicultural, student-focused learner, educator and equity advocate dedicated to
establishing healthy and sustainable learning communities to inspire and empower tomorrows innovators and
changemakers. This is why she founded SoulSpark. From a family of educators, Kate has been studying education
for as long as she can remember. She has served kindergarten-eighth grade children and families in a variety of roles
in public and independent schools and most recently spent three years at the heart of the successful opening of a K-8
school for gifted learners. Kate has previously worked as a Talented and Gifted Education Advisor in Boulder Valley
School District and as a director of a summer program for gifted learners. She is also a SENG Model Parent Group
Facilitator. Kate has spoken at local, national and international conferences on topics including: Social and Emotional
Development, Nurturing the Strengths-based Aspects of Sensitivities, Girls Leadership, Introduction to Giftedness,
Growing Innovative, Introspective & Inspiring Leaders and Leadership Practices that Promote Student Empowerment
& System Health.