Archive for ‘intelligence’

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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April 24, 2014

Play Outside! Twelve Ways to Health, Happiness, Intelligence, and Creativity, and to Environmental Sustainability

play outsideSpending more time outdoors, preferably in natural settings, may be the simplest, healthiest, and most economical remedy for the terrible increase in numbers of children diagnosed with social, emotional, and learning problems over the past two decades. It may also be the answer to many problems suffered by adults in our increasingly rushed, technology-focused lives. And on a global scale, there’s evidence that more people spending more time in natural spaces would contribute to solving the environmental challenges that are increasingly disrupting our lives. 

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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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March 9, 2014

Protect Your Child’s Playtime: It’s More Important than Homework, Lessons, and Organized Sports

protect your child's playtime

If you want your child to grow up to be confident, co-operative, intelligent, creative, and successful, protect his playtime from all the encroachments of life in a fast-paced, ambitious, technologically wired world.

Playtime is one of the most cost-effective investments a parent can make in a child’s education. It requires nothing more than time, space, and imagination. It does require your faith in her inner strength, her capacity to make her own fun; it requires stepping back and letting your child discover who she is, what she enjoys doing, and the ability to pursue her own interests.

While parental support for learning is enormously important to kids’ success, that can be tragically overdone. Instead of being filled with spontaneous improvisation and discovery, children’s time is increasingly being scheduled by adults and gobbled up by electronic devices. By robbing kids of ample time for imagination, exploration, and collaborative invention, we are taking away essential opportunities for them to develop the skills required for real achievement and fulfillment over time.

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March 1, 2014

Every Child Can Do Math: One Step at a Time, with Patience and an Open Mind

every child can do mathWe all know people who can’t do math. They’re better to take the easy math courses and drop out of math as early as possible. That’s what most North American teachers and parents think should happen, and that’s what usually does happen. The kids become adults who ‘can’t do math,’ avoiding careers they might otherwise be interested in, often passing on their ‘poor math genes’ to their kids.

In his Junior Undiscovered Mathematical Prodigies (JUMP) program, John Mighton has demonstrated that everyone can do math, even kids labelled ‘slow learners’ or ‘learning disabled,’ even those who are many years behind their age and grade in mathematical achievement.

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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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September 5, 2013

Seven Ideas for Encouraging Your Child’s Productive Creativity

????????????????????????????????????????????????????????????????????????????????????????????????????????Creativity is more accessible (and more effortful) than most people realize.  Most parents want their kids to experience the joy and fulfillment that come from productive creativity–the kind of creativity that makes a difference.

Here are seven ideas for parents who want to support their children’s productive creativity:

1. Curiosity. All kids are born curious. They want to understand more about the world around them. Support your child’s curiosity, and you’re taking the first and probably most important step toward him discovering the joys of productive creativity.

2. Passion. Support your child in finding out what she wants to learn more about. Whether it’s musical, artistic, athletic, intellectual, domestic, scientific or something else, follow her curiosities, and help her think about possibilities for further exploration. A passionate desire to go farther is at the heart of productive creativity.

3. Opportunities for learning. Productive creativity is built on knowledge and understanding. Your child needs something with which to be creative. Help him find opportunities to learn and to experience challenge in his areas of keen interest. Productive creativity happens in all domains–a scientist or a chef can be as productively creative as a musician–so help him feel free to follow his interests wherever they take him.

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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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