will never forget looking down at an
aerial view of the Grand Canyon through
a pair of stereoscopic glasses. It is one
of those moments that, upon reflection,
strengthen my belief in the power of edu-
Our professor gave a brief introduction
to the principles of stereo photography,
explained how to use the odd looking
glasses, and proceeded to hand out mate-
rials to the class. Within a few minutes, a
series of “wow’s,” “whoa’s,” and “ohhh’s”
came from various areas of the cluttered
geology lab/classroom. A classmate of
mine lifted his head and looked at me
with such a strong sense of wonder and
amazement that I can still picture it today.
He had seen it!
I must admit that it took me a little
longer than others to see what all the fuss
was about, but I assure you that when the
image came into perspective and I found
myself looking one mile down into a can-
yon I had never visited before, my exhila-
ration could have been heard in the halls.
Thoughts immediately filled my head.
“Why had I never heard of this before?”
“Are there other places to view?” “Can I
take this home?” “Can we do this again?”
Time stood still for those few moments.
But soon the realization that I was not
hovering above the Grand Canyon, but
standing in a classroom, took hold when
someone dropped something to the floor.
As I glanced around, past all the bent
heads, I saw my professor, who was sim-
ply smiling. It was to be a grin that I would
come to know on many occasions in that
class about the history of the Earth.
I often find myself waiting for reactions
in a similar way. It may be the slides I
have handed out illustrating cell division,
or the re-growth of crystals under a hand
lens. Perhaps it is the viewing of a photo-
graph by Ansel Adams, or the reading of
a sonnet from Shakespeare. Whatever the
catalyst, one thing is always certain. After
a few moments, when the audible excite-
ment has died down, students begin to lift
their heads and look at me. I know what
they are thinking and so I smile.
For me, that is what education is about:
providing moments of discovery.
I have greatly enjoyed assembling
this issue of
Teaching for High Potential
Bob Seney and Brian Housand have
returned with their columns, and we are
pleased to add several new contributors:
Jennifer Beasley presents “The Curriculum
Connection,” Gail Herman offers “Arts:
Minds in Motion,” Eric Mann puts his spin
on “iMATHination,” and Bob Schultz gives
us “Happily Ever After.”
You will also read about the Iowa Twice-
Exceptional Project, supported through the
Javits grant program. Susan G. Assouline
and Megan Foley Nicpon take us through
their process of discovery, description,
documentation, development, and dis-
semination. Suzanna E. Henshon provides
us with resources to aid you in encourag-
ing your students to publish. George Fohl
suggests that meaningful and authentic