Inspired by Mihalyi Csikczentmihalyi's concept of flow, the Belin-Blank Center's FLOW stands for Focused Learning On your Work . These experiences are designed to engage educators with the most relevant issues in serving the needs of talented and gifted students in a convenient setting.

"The best moments in our lives are not the passive, receptive, relaxing times… The best moments usually occur if a person's body or mind is stretched to its limits in a voluntary effort to accomplish something difficulty and worthwhile."
Mihalyi Csikszentmihalyi

FLOW experiences will use the webinar format, utilizing Zoom for participation. Instructions for connecting to Zoom will be sent upon registering.

No webinars currently scheduled. Please check back.

Previous FLOW Opportunities (webinar format) Available for Purchase

To purchase a recording of a previous webinar for $30 please contact the Belin-Blank Center at belinblank@uiowa.edu.

Problem-Based Learning (PBL) is a collaborative process that immerses students in real-world, complex situations, allowing students to both deeply understand the content areas associated with the situation and improve skills in research, higher-order thinking, decision making, and more. Participants will learn more about the fundamentals of PBL that engage students and enhance learning.

Presenter: Shelagh Gallagher, Ph.D.

Above-level testing is one of the best-kept secrets in gifted education. It's an extremely powerful way to help us find the students who need gifted education services and to match those services to their academic needs. Learn about useful tests and other tools. What do the results mean? What options do students have based on test results and other information? How can Talent Searches supplement the information gathered in school? What resources are available to educators and students? A few hours invested in understanding students' capabilities can provide a rich set of information that helps us truly tailor their educational experiences.

Presenter: Dr. Ann Lupkowski-Shoplik

This Webinar will focus on identifying and serving this unique, intra-ethnically diverse group of students. Implications, recommendations, and practices for learning, teaching, and leading will be shared. When programs, services, and advocacy are part of a dynamic infrastructure designed to meet the needs of our best and brightest Hispanic/Latino students, opportunities for experiencing success know no boundaries.

Presenter: Dr. Jaime Castellano

The commonly used term for gifted students who also have disabilities is “twice-exceptional,” a simple phrase that does little to suggest the complexities in meeting the needs of twice-exceptional (2e) learners. Participants will explore ways of better understanding and meeting the needs of 2e students, including developing academic strengths and facilitating social-emotional growth.

Presenters include:

  • Alissa Doobay, Supervisor, Psychological Services, Assessment and Counseling Clinic, Belin-Blank Center
  • Joy Goins, Staff Psychologist, Assessment and Counseling Clinic, Belin-Blank Center
  • Megan Foley-Nicpon, Associate Director for Research and Clinic, Belin-Blank Center, and Associate Professor, Counseling Psychology Program
  • Susan Assouline, Director, Belin-Blank Center, and Myron & Jacqueline Blank Professor of Gifted Education

The National Association for Gifted Children has provided national standards for Pre-K through Grade 12 Programming Standards in Gifted Education. Standard 2, Assessment, notes that "Students with gifts and talents demonstrate advanced and complex learning as a result of using multiple, appropriate, and ongoing assessments." Pre-, formative, and post-assessments are all important when providing appropriate programming for high-ability learners, but as Rick Wormeli has noted: "Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning?" Following the Webinar, those who enroll in the workshop will focus on readings from Wormeli's book, Fair Isn't Always Equal (required for workshop).

A Nation Deceived, the two-volume publication that explored the strong research basis supporting the acceleration of gifted and talented learners, is ten years old! Updates to the research are available in the new publication, A Nation Empowered, due out in 2015. The workshop reviews new findings, as well as helping participants develop appropriate policy for their schools, districts, and/or states.

Dr. Volker Thomas
April 1, 6:30 - 7:30PM
“Gifted children have gifted parents!” This statement implies the giftedness is embedded in family dynamics. This webinar will explore a) how family interactions are related to giftedness; b) give an overview of methods that explore these interactions; and c) give suggestions how counselors and educators can effectively work with families of gifted children.

Counseling is considered an integral part of educating the gifted child. This webinar session will a) provide a historical overview of counseling the gifted; b) highlight 10 major areas of research related to counseling the gifted individual; and c) apply these findings via recommendations for practice for counselors, teachers and other educators.

The Iowa Acceleration Scale (IAS) has been successfully used by educators and administrators throughout the country since 1998 to objectively determine if a student would benefit from whole-grade acceleration. The IAS guides a child study team (including educators, teachers, parents, and other professionals) through a discussion of the academic and social characteristics of the student.

Nicholas Colangelo Support for gifted and talented programs and services has not been consistent throughout history in the United States. One of the challenges is the continuous sense of anti-intellectualism, even though that same hostility is rarely apparent toward those who excel in sports, dance, art, or music. Additional challenges have included a belief that gifted programs are "elitist," and that talented learners will "make it on their own."

Dr. David Lohman The Cognitive Abilities Test (CogAT) is a K-12 group-administered instrument designed to assess students’ abilities in reasoning and problem solving using verbal, quantitative, and nonverbal symbols. The Webinar will provide an opportunity to explore the use of the CogAT (new Form 7) for the identification of gifted students, including traditionally underrepresented students. Participation will provide opportunities to better understand identification issues in general, and the benefits of including the CogAT as one option among multiple measures, in particular.