Archive for ‘giftedness’

May 4, 2014

Controversies and Misconceptions: Intelligence, IQ, and Gifted Education

intelligence IQ gifted educationIntelligence is a much more interesting, democratic, and dynamic process than a lot of people realize.

There’s a dangerous but all too prevalent misconception that some people are born intellectually gifted (and the rest of us aren’t). From this perspective, traditional models of gifted education make good sense. All one has to do is figure out who has the extra dollop of intelligence, call them ‘gifted,’ and segregate them with each other in order to give them special educational experiences. Under this misconception about the nature of intelligence, the best way to ascertain whether a person belongs to the gifted category (or not) is to administer an intelligence test. The resulting score—an intelligence quotient or IQ—is then interpreted as being stable over the person’s lifetime.

The more that’s being learned about the brain, however, the more that cognitive scientists and neuropsychologists are emphasizing the dynamic nature of intelligence and the diversity of developmental pathways that lead to gifted levels of competence and achievement. Ability is spread much more broadly across the population than the demographic distribution of IQ scores would suggest, and is much more amenable to environmental influences like family life and day-to-day experiences.

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March 28, 2014

From Apathy to Possibility: Scott Barry Kaufman’s Ungifted: Intelligence Redefined

ungifted: intelligence redefinedWhat’s it like to be on the receiving end of well-meaning sympathy for your learning disabilities, accompanied by low academic and career expectations? How does it feel to want to engage in the challenging learning activities that your friends in the gifted class are experiencing, and to be told you never will? Cognitive psychologist Scott Barry Kaufman—scientific director of the University of Pennsylvania’s Imagination Institute—describes his personal journey through special education, and what it taught him about the nature of intelligence, talent, and creativity.

I’ve been thinking and writing about these issues for a few decades, but nonetheless, my copy of Ungifted: Intelligence Redefined is full of underlines and dog-eared pages where I’ve marked research findings, quotes, and ideas I hadn’t yet encountered or thought about in the way Kaufman describes them.  This book gave me fresh perspectives on many important ideas in my field and deeper understanding of many of the foundational concepts, as well as introducing me to research findings I hadn’t seen.

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March 18, 2014

The Wonder of the Ordinary: A Crucible for Creativity, Talent, and Genius

the wonder of the ordinary

Parents can help their kids find their own particular kind of genius by encouraging their sense of wonder in the ordinary. You may or may not want your child to be a genius—an exceedingly rare and extraordinarily high achiever in a particular field—but you can help him develop his intelligence, creativity, and talents, by ensuring he has enough time for unstructured play and daydreaming.

In The Parent’s Tao Te Ching: Ancient Advice for Modern Parents, William Martin wrote, “Do you have agendas for your children that are more important than the children themselves? Lost in the shuffle of uniforms, practices, games, recitals, and performances can be the creative and joyful soul of your child. Watch and listen carefully. Do they have time to daydream? From your children’s dreams will emerge the practices and activities that will make self-discipline as natural as breathing.” 

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December 16, 2013

A Call to Action in Support of Giftedness and Talent Development

A Call to Action to Support the Development of Giftedness and TalentAn editorial in the New York Times on December 15, 2013, discusses the most recent (2012) findings of the Program for International Student Assessment (PISA), in which the US is once again in the middle of the pack in math and science–34th out of 65 countries. In order to address the declining economy, the author advocates more educational attention to developing giftedness and talent, especially in the STEM subjects, across the population:

http://www.nytimes.com/2013/12/15/opinion/sunday/in-math-and-science-the-best-fend-for-themselves.html?_r=0

The author reports the experts’ conclusions based on the PISA findings, showing that the best educational systems include “High standards and expectations; creative and well-designed coursework; enhanced status, development and pay of teachers; and a culture where academic achievement is valued, parents are deeply involved and school leaders insist on excellence.”

The author goes on to make several important suggestions in a call for action. These include increased federal and state government spending on gifted education and on teacher development; an increase in available options for acceleration; better access to early college admission; and more attention to psychosocial supports (such as mentoring and coaching leading to resilience and coping skills).

November 6, 2013

Canadian Aboriginal Students: What They Can Teach Us All about Gifted Education

rsz alanis-obomsawin-photo‘We are gifted and very talented. But you’re not going to find out the way you are asking us your questions.’ Alanis Obomsawin, award-winning filmmaker of Abenaki descent.[i]

Although I haven’t been able to find solid numbers on the participation of Canadian students from Aboriginal backgrounds in gifted education programs, there are many indications that it’s lower than we’d see in kids from non-Native communities. The lower participation rates are partly a result of the poverty of educational opportunities experienced by many of the children growing up in Aboriginal communities, as well as the social and economic conditions their families experience. There are, however, other factors operating here, too, factors that suggest that Native perspectives on giftedness and talent development have something to teach mainstream educators about gifted education.

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November 5, 2013

Love, Play, Reflect; Passion, Gratitude, and Grit: Parenting for Success and Happiness across the Lifespan

Love, play, reflect; passion, gratitude, and grit; a blog by Dona MatthewsChildhood giftedness is a great start, but it doesn’t predict happiness, success, or fulfillment across the life span. What does the research say about parents’ roles in helping their kids become happily productive adults?

  1. 1.       Love:

The single most important ingredient in the early days, weeks, and months of life is the security of a home environment characterized by loving warmth. Infants who develop an early attachment to a caregiver—usually a mother—do a lot better over the life span than those who don’t.  Parenting characteristics of a secure and loving environment include emotional attunement, reassurance and comfort, holding and snuggling, and listening and responding to children’s needs.

Kids do best whose early home experience includes warmth, acceptance, sensitivity, stimulation, and engaged conversation. That means limiting electronic (and other) distractions when you’re spending time with your kids. Device-focused parents don’t look their kids in the eye as often, hear what they have to say, pick up on their feelings, or transmit that sparkle in the eye that makes children (and adults) feel valued.

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July 30, 2013

The Challenge of Giftedness/LD: Frustration, Creativity, and Resilience

gifted/LDThe most frustrated kids I know fit the giftedness/LD profile. They have exceptionally advanced abilities in some areas (aka, ‘giftedness’) and problems in other areas (aka, ‘learning disabled,’ or ‘LD’).

It can take a long time before parents and teachers figure out the giftedness/LD situation, if they ever do. By then, too often, the child hates school, and is deeply unhappy. Her self-esteem is non-existent, she’s having trouble making friends, she feels like nothing’s good in her life. She’s on track for leaving school as quickly as she can, and she may or may not find career fulfilment.

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