Bobbie and Linda's Blog

Bobbie Gilman and Linda Silverman will use this opportunity to share their thoughts, feelings and reactions to events informally.

Great Books, Great Publishers

In the past few weeks, I have had the privilege of reviewing two new books from authors I admire.

Giftedness 101 in Sweden

In May, Linda Silverman’s book, Giftedness 101, was translated into Swedish. This led to a flurry of articles in Swedish newspapers, psychology journals and online media. Here is one of the interviews that emerged from this new interest in Sweden.


“The school psychologist stopped testing after our child scored high enough to get into the gifted program.” “We have been told that it doesn’t matter how high a child’s IQ score is, since there aren’t any programs in our school for highly gifted children.” “I don’t want to know my child’s IQ.” “High IQ scores aren’t important; they don’t make people more successful.” “There aren’t enough exceptionally gifted kids to worry about.” “What are the benefits of taking another IQ test? We know our child is gifted. Isn’t that enough?”

I have heard comments such as these for decades, and each time I cringe. Who cares about the outliers? We do.

An Interview with Linda Silverman on Visual-Spatial Learners

The visual-spatial learner construct came to me as I was trying to make sense of the puzzling behavior of some children during IQ testing. A 4 year old we tested is a good example. This profoundly gifted boy kept saying, “I don’t know” to every question. When he was coaxed, he got all the answers right. (I think his puppet was asked the questions a second time, and he had a very smart puppet!) I tried to figure out why he thought he didn’t know, when he really did. It occurred to me that when he was asked the first time, he might have gone blank. Perhaps answers just came to him all at once in an “Aha!" He didn’t know when that would happen or how he got the answers. Maybe he saw things in his head, but didn’t take a series of steps to get to his answers, so he couldn’t retrace his steps. All he could do is wait until the answers popped into his head. Then I noticed other children like him.

The Difference Between Girls and Boys

In 1979, Miriam Darnell created Druidawn, a fantasy role-playing game, designed to motivate students to write creatively. Druidawn teachers work online with small groups of 7- to 14-year-olds all over the world. These writing clubs help improve social skills, teamwork, and problem solving skills. Talented young writers have the opportunity to publish their work in Druidawn anthologies. Reluctant writers are encouraged to embrace the writing process with joy rather than anger or fear.

Giftedness as a Way of Being

Gifted people prefer complexity. We can turn the most mundane endeavor into an art form, a creative challenge, experimenting until we discover how to attain the most elegant, satisfying solution. Are we going for easy? Efficient? Time-saving? Of course not! Those are other people’s goals. We took an oath before we were born to strive for our personal best in all endeavors. Call it perfectionism. Call it mindfulness. I call it fun!

A Good Friend

“Everyone has a gift for something, even if it is the gift of being a good friend.” This pearl of wisdom was written by opera singer, Marian Anderson.

Monitoring Anxiety in Your Gifted Child

There is a thin line between anxiety being a normal byproduct of their often perfectionist drives or becoming something that is detrimental to their overall health and well being.

How Peyton Manning Changed My Life

I have never been a football fan. In fact, when a famous Denver Bronco player came into our office to have his children tested, I had no idea who he was. I only knew that he was big. He seemed to take up the entire room. I wouldn’t be surprised if he had to duck to get in the front door.

The Truth about Overexcitabilities

What is overexcitability (OE)? Is there empirical evidence that gifted children and adults have greater OE? Does OE portray gifted children as emotionally needy and peculiar? Why is the concept controversial? Can we distinguish OE from AD/HD, sensory processing disorder, and other issues? How should we respond to OEs?

We are in a unique position at GDC/ISAD to answer these questions. We have been studying overexcitability since 1980, shortly after the concept was introduced in gifted education. We create and distribute the instruments to assess OE and guide research.


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