Tag Archives: academically minded

Let Us Find and Motivate More Smart Kids

An article in the October 2 New York Times highlighted the success of an incentive program in which low income high schoolers are taking AP courses and earning college credit with high scores on the AP exams. The article emphasizes a rising concern that students and teachers are earning cash incentives as one part of a program that also provides teacher training, student tutoring, and lab equipment. I wonder how many people read it like I did — with a feeling of “YES, another story showing that ‘smart kids’ are not just a tiny predetermined group, but rather children from all economic, racial, and cultural backgrounds!”

One teacher from Massachusetts increased his AP class size by 8 times, and 70% of his new, enlarged student population received the necessary 3’s on the AP exam to receive college credit; 25% received a 5, the top score possible. One of the students who got a 5 reported that the after-school and Saturday classes and tutoring sessions helped a lot. When asked about the $100 incentive for getting at least a 3, he said,“There’s something cool about the money. It’s a great extra.”

The fact is, money or no money, the teachers in the program are believing in the kids and the kids, in turn, are believing in themselves. The statistics speak for themselves. A teacher in Arkansas had 9 kids in his AP math class 3 years ago, all the children of professionals. This year 65 kids from his math classes earned college credit with scores of 3 and higher. Organizers of the initiative say that over three years, the program has led to nearly 38,000 AP exams being taken in math, science and English, many of them by black and Hispanic students.

At the same time, an article recently published by the Association for Psychological Science rightly emphasizes that public schools must do a better job of identifying gifted students. It states, “the former president of CalTech observed that one truly excellent scientist is more valuable than 1,000 very good scientists.” Generalizing the statement to any field — writing, sports, investment — the author observes that the most gifted are not only very rare, but also existing within a large pool of high potential candidates, many of whom are not recognized for their potential. He points to opportunity and motivation as necessary to talent development, noting, “cases are legion in which the most unexpected individuals, confronted with a major challenge, rise brilliantly to the occasion.”

Money has not been a part of every equation where disadvantaged students have been given opportunity and motivation. In the new AP initiative, money may be a part of the motivation, but the results are clear. Whatever the motivation, it works. I heartily endorse any program that lets more students show they are smart. Who knows, one of those students may one day have the opportunity to show that he or she is the one who is so truly excellent as to be “more valuable” (we’ll worry about this definition later) than the 1,000 who are very good.

Gifted Pyramid Model Revisited

At the end of the WSJ article regarding Madison’s planned gifted program on August 10, one critic stated, “…the district already requires teachers to develop individual learning plans for every student and the talented and gifted plan duplicates that effort. If that function worked for every child, there would be no need for additional attention given to gifted students.”

I wish we could individualize for every student, but we don’t. When I introduced a philosophical model to DPI, it was to establish a clear pathway toward such an ideal. Here is the pyramid as it was intended to work. Let’s hope MMSD can so integrate their gifted plan that it seems as though “additional” attention is a thing of the past.

The base: Not every state, every district, is known for excellence in education. Wisconsin, including Madison, has earned a reputation for excellence in education. It is necessary that we examine and build on that reputation from the standpoint of these three premises:

  1. All students must develop to their fullest potential.
  2. There must be healthy regular programs in the schools to provide a foundation upon which excellence can be built.
  3. Excellence is attained only when the ideal of meeting differentiated individual needs is met.

Side 1: The model assumes active participation and sincere advocacy by significant players – administration, school board, staff, parents, community, and students.

Side 2: Support functions are a given in the school district now. This model makes clear that talent assessment is a part of individualization, parents must be involved in decision-making, counseling is often important, flexible pacing through any given curriculum is critical, staff development helps define and support each teacher’s roles, and coordination holds the parts together.

Side 3: This is the part we usually see and discuss (see my last post), but it does not exist as a lone triangle, just as one-third of this side cannot exist without the two functions above it. All programming begins in the regular classroom. When sharing this model with classroom teachers I always draw a dark line between regular classroom and special group programming to insure them that this is where their personal time commitment ends. The individual teacher must recognize the need for and help facilitate options beyond the classroom, but that is when the other support roles and functions kick in. Group programming and individualized services must be available to any learner should the regular curriculum not be a perfect fit.

Side 4: Evaluation completes the circle back to talent assessment and flexible pacing. This is outcomes-based education at its best. Talent assessment details the learning needs. Student outcomes should show an optimal match between those needs and the learning process. Pace, depth, and breadth of learning should be a correct match for each child. If not, back to the drawing board. Which support role, which function is not working properly?

 

I agree with the critic and made a similar statement years ago. If the system is working, I’m a “teacher of the gifted” or “gifted program coordinator,” but rather a learning coordinator ensuring the needs of all learners are met.

 

Let the Children Learn, Dream, and Reach Out for More

I read an article in the New York Times this week that made me nostalgic and hopeful at the same time that I continue to be alarmed by statistics that show little progress in three areas that greatly concern me.

First, we’re no closer to realizing an education system that will challenge all children than we were when I started my career (many years ago). With gifted children, this means that if they come to the classroom knowing what is about to be taught, the school has an obligation to find a way to take them to new levels of knowledge/understanding. When we know that happens in scattered schools across the nation, why can’t we ever learn to get it right?

Second, we continue to under-identify disadvantaged children from all ethnic and cultural backgrounds. In NYC, “black children made up 11 percent of this year’s gifted kindergarten classes, down from 15 percent in 2009-10. Representation of Hispanic students was 12 percent in both years. The school system as a whole is roughly 70 percent black and Hispanic.”

Third, why do we under-identify? Because we continue to rely on testing, not authentic testing of what is important in a child’s real world, but rote testing of facts and skills that disadvantaged children have had little or no opportunity to learn.

So why am I nostalgic and hopeful? One article stood out from all the rest. Entitled, “A Sleepaway Camp Where Math Is the Main Sport,” it immediately caught my eye. Is this a Talent Search-based program? Is it even WCATY (the program I founded) today? No to both questions. It is a program for NYC public school students entering 8th grade, where at least 75% of the students are eligible for free or reduced lunches. They represent a diverse population and their past experiences with challenge and opportunity were sadly lacking, but they have three positive characteristics in common: they love learning; they love math, and they are good at learning! Add to that, they love this program and are “cruising” through mathematical concepts that ordinarily most students wouldn’t see before college.

One of the criticisms of the program is that these children cannot catch up with their more privileged peers in the short time they attend the program. As I told parents of underachievers when they were considering attendance at a WCATY summer “camp,” it is true that their school may not have changed and that there will be a hard road ahead, but the children will have changed. They will dream bigger dreams; they will be aware of possibilities; they will refuse to stand still; they will seek additional opportunities; and they have found advocates who can help them to made valuable connections. I can tell many heart-warming stories of WCATY students who have done just that.

Grandma Says Start Advocating Early

Eric Heidin, Olympic skater and gold-medalist, once remarked that it all began because someone gave him some skates. This is an apt metaphor for advocacy. Someone must provide the skates. But Eric received more than that. Advocacy for him meant also receiving an arena, a coach, time for practice, competition, guidance, caring when he struggled and lost, and pride when he achieved and won. It means the same for all children with talents, whatever the field of endeavor. They must be given the materials and the tools for learning. They need someone who can feed their passions and guide them through the hard work and determination it takes to succeed. They need to stretch their limits and be respected for their goals and accomplishments. Advocacy for talent development is advocacy for excellence, whatever the domain. Advocacy for appropriate educational options is essential along every person’s road to success and happiness.

In the literature on talent development, Peggy Dettmer (1991, p. 170) presents stages of advocacy that she believes can help parents and teachers become more effective in bringing about educational change. Attention is the first stage, because if you are going to make a difference, you must first gain the attention of key people in whatever constituency you need to affect. After attention, the interest you’ve roused in the situation invites participation by those you need to assist you. Their concern for the students you’re trying to help should follow. Those who are concerned should be ready to get involved with your situation. As they grow in knowledge they should become more willing to make adjustments to the curriculum, policy, or program. This leads to their commitment and puts them in a position to provide encouragement for others to support your efforts. They will be able to help you promote an optimal match between learner characteristics and curriculum or program. Finally comes resolve to make the change successful, perseverance to see that this is accomplished, and progress toward realizing the educational goals you had in mind. Dettmer suggests that as your children go through school, you will need to cycle through the stages again and again at increasingly sophisticated levels.

These descriptors need not occur in any set order. You might or might not experience them as stages. Chances are your advocacy will require you to work at increasingly complex levels, but you might simply consider these helpful key words that inform your thoughts, feelings, and actions as you guide your child’s talent development.

“Grandma Says It’s Good to Be Smart” can help you to start advocating at the basic levels for your smart and talented children when they are preschoolers or in the early grades. In honor of National Gifted Education Week from July 17-23, I will offer a special sale of the book throughout July. See the Contact Ellie Books page of this blog for details.

Early Learning: Not a Fast Track to Kindergarten or College

On May 13, one month to the day after psychologist Sharyl Kato and I did a presentation for our 500-member Rotary Club on early learning in honor of “Week of the Young Child,” The New York Times printed an article entitled, “Fast-tracking to Kindergarten?” I certainly hope, and believe, that our audience knew that Sharyl and I were suggesting no such thing. To say this article is disturbing to me is putting it lightly. From this blog, it is clear that I am someone who believes in the importance of early childhood learning, so why am I loathing what I read? Because it tells the story of a 3-year old child being reprimanded by a teacher for sloppy writing. Because the children in these preschools are being forced to learn, sitting with workbooks, and being given homework. “Age 3 is the sweet spot,” said a leader of one of these organizations that tutor small children. He continues, “If they’re out of a diaper and can sit still … for 15 minutes, we will take them.”

I’m glad my point of view was expressed in the article by  Kathy Hirsh- Pasek, a psychologist at Temple University and the author of “Einstein Never Used Flash Cards.” Kathy states, “When you’re putting blocks together, you’re learning how to be a physicist.” When you’re learning how to balance things and calculate how tall you can make your building, you’re learning how to be a physicist. Having your kid drill and kill and fill in worksheets at 2 and 3 and 4 to the best of our knowledge so far does not give your child a leg up on anything.”

Some people, thankfully not too many that I personally know, get the wrong idea that because I wrote a picture book entitled, Grandma Says It’s Good to Be Smart, I am promoting ‘pushing’ young children to learn. If you look at the illustrations in the book and listen carefully to the message, it’s clear that I am in Kathy Hirsh-Pasek’s camp. Early learning is about talking, exploring, experimenting, imagining, asking questions, and doing all the things that just come naturally. A child in the book dances with her imaginary friend. A boy builds with his erector-set-like blocks. He hangs upside down from a tree. She imagines horses flying through the sky. Grandma asks them what if.. and other open-ended questions.

Early learning is about reading with your children, and sharing a love of books. It’s about catching young children in the act of noticing something they love and encouraging their curiosity about the world around them. It is encouraging their questioning with more questions as well as a search for answers. It’s helping them to dream about all the things they can be when they grow up and knowing that they can follow those dreams.

Early learning is not a fast-track to kindergarten or college. It’s about establishing a life-long love of learning. I’m not against early admission to kindergarten or college if it’s right for the  individual child. But early learning is good for all children. Learning to value their talents and abilities is good for all children. Realizing that learning is fun is good for all children. Fast-tracking is good for some. Negative feedback, dull workbooks, and sitting still for inappropriate lengths of time is good for none.

Calling All Savvy Aunts, Nanas, Bubbas, Dadimas

A week ago there was an article in The New York Times about grandmothers, in particular about what they want to be called. Many Hollywood stars, it seems, don’t want to be called ‘grandma’ as it makes their age all too clear to anyone who would hear them so addressed. Goldie Hawn, for instance, is known as ‘Glam-Ma.’ Some of the star’s choices are not that ‘cute.’

When I wrote Grandma Says It’s Good to Be Smart, I was afraid I might eliminate sales to grandmothers known as Grammie, Bubba, Nana, and the myriad of names based on cultural heritage. I was correct, which is sad. Although I wrote it for my grandsons, the book is based on my experiences as an educator. I wrote it for all young children. I could have entitled it, My teacher says… . But I wanted it to be from the me I am now. My hopes were that I could inscribe books for any grandmothers in ways that would personalize it for them.

This and another article about aunts has brought the issue of markets limited by titles back to the forefront of my mind. Calling All ‘Cool Aunts’: It’s Time to Get Savvy,’ is a book by Melanie Notkin, who also has a website: SavvyAuntie.com. Melanie says she’s “a proud PANK, which is short for Professional Aunt, No Kids.”

Years ago, I was a PANK, and recently my niece, in response to my post Establishing the Habit of Reading, wrote, “Reading is the love of my life, and without it I would surely be a lesser person. Fortunately, my love of reading was nurtured in my young years by a favorite aunt, a teacher, who sent me books for birthdays and Christmas. Today many of those same children’s and young adult books still grace my bookshelves. Of course, now my favorite aunt goes by the name ‘Grandma’, and encourages children all over the country to read. Thank you Ellie, for my love of books!”

In the promotion of Melanie’s book, nothing is said about the importance of books, reading , or growing up smart. But my sense of Melanie’s mission is that she believes in all three. My point in writing this short piece is to CALL ALL AUNTS, NANAS, BUBBAS, GLAM-MAS, DADIMAS, GODMOTHERS, i.e, all savvy women in the lives of children not their own. Talking reading, exploring, imagining, asking questions, dreaming, writing, experimenting, practicing, gaining confidence, and on and on – your little ones need your guidance as well as the guidance of their parent(s) or primary caregivers. They don’t automatically grow up smart, even if they are born full of curiosity, alertness, and quick learning ability. Our American society is sports oriented but not smarts oriented. Skills and interests must be nourished. Children need to hear how proud we are of their every accomplishment.

So change the name of my book, share it, and share it’s message. Savvy auntie says it’s good to be smart. Warm and wonderful godmother says it’s good to be smart. Nana says it’s good to be smart. Glam-ma, I would guess, says it’s good to be smart. After all, the ‘glam-ma’ I’ve followed on television and in movies over the years is quite a talented lady. And she’s passed it on to the next generation.

From Curiosity to Mentors to Career

In December 2010, Royal Society Publishing reported on a study completed by 8- and 9-year old scientists under the tutelage of a neuroscientist from University College, London. This morning, I was talking with a colleague about a mentoring program we ran for middle school students at WCATY. This conversation reminded me of the “Bee Study” and the role of mentors in encouraging young learners to pursue their interests.

In a commentary accompanying the children’s scientific report, a scientist wrote, “The perceptual and decisional abilities of insects [bees] are …  shaped as successful responses to environmental challenges. The same can be said of the children who carried out this research. The resulting article is a remarkable demonstration of how natural scientific reasoning is for us. The insatiable curiosity that characterizes childhood, combined with … scientific method, provides a powerful tool that allows us to prosper and grow.”

Our WCATY scholars and their mentors made similar observations. One student’s story shows how building on early curiosity ultimately defined his personal and career goals. Sebastien reports, “During middle school, I participated in a program that provided a stipend for me to do a mentor-guided project over the summer. That was my first introduction to hands-on, scientific research. I studied the effects of a virus on chick-embryo development with a biology professor at the local college. In retrospect, I recall almost nothing of my actual research at this young age, but I remember the lab and the excitement of doing research vividly.”

He goes on to say, “The summer before my junior year of high school, I became involved in biological research again, this time studying lighting effects on plants… I received a grant through the Howard Hughes Medical Institute to work with Ph.D. candidates in plant genetics. I had this full-fledged research experience. That’s when I knew for sure that genetics was my life. That is also why I entered the Siemens Westinghouse competition in science. My [lab] partner and I had pages of graphs and scientific results, and the next step was to figure out how to develop a bibliography and put together a scientific paper. From there we became regional finalists, regional winners, and went on to Washington, D.C. to become national semi-finalists against fifteen other teams and six individuals, the best of the best in the nation.

“I was never a person who as a child said, ‘Wow, I’ve got passion,’ but now people tell me I have it, and I guess that’s true. Passion is about things having a greater purpose. For me, a career in clinical genetics will be a way of giving back. It will be a way to honor all the mentors and people who have helped me, starting with my mom. So it’s more than love.”

Postscript: Last time I talked with Sebastien, he was in medical school pursuing his career goal, as determined and happy in his direction as ever.

Establishing the Habit of Reading

Did you know that 1 in 4 adults did not read a book in the past year? Worse yet, 50% of adults are unable to read an 8th grade level book. According to the 2003 National Assessment of Educational Progress (NAEP), 37% of 4th graders and 26% of 8th graders cannot read at a basic level. Reading statistics are grim.

Children learn to read by example. If they see you reading, they will want to read too. Reading to infants establishes a pattern, or habit of reading. Soon, they will be able to read to you. They can then be introduced to more complex literature if someone simply helps in selecting books they can understand and discuss but not tackle alone. By the teenage years or even earlier, students’ growth should start signaling that the oral reading years are coming to an end. As a parent, when that happened I independently read books that my sons recommended to me. Thus we continued to discuss concepts, share ideas and feelings, and enjoy reading ‘together’ until they left the nest. In fact, we still share titles, give each other books as gifts, and discuss mutually-read books today.

The modeling experience involves doing many things together—reading, talking, listening, exploring, thinking, wondering, laughing, and even crying together.

An interest in books may be encouraged through regular visits to the public library. Some smart children have an inherent respect for books from infancy on. Others need to learn this respect through careful instruction on how to treat a book. You will recognize your child’s natural tendencies and thus be able to guide him or her according to individual needs. Little children develop responsibility, as well as awe for storytelling and knowledge acquisition, by picking out their own books, taking them home, reading them (with and without you), learning to treat them with care, and returning them for another set of tales and experiences.

Although books may be attained at no cost through the library, it is good for the blossoming reader to start developing a personal library as well. Children’s books vary in expense. Books can be purchased at garage sales, book swaps, and used bookstores at a very small cost compared to the value of the investment. The possession of some books that can be called  ‘all mine’  brings deep pride and satisfaction.

However, the National Institute for Literacy points out that many children do not have access to books except through their classroom and school libraries. This is why they encourage caregivers to take on this important role. To summarize, reading with young children as the parent or caregiver is important because it:

  • gives children information on a variety of subjects
  • promotes language development and literacy skills
  • helps increase attention spans
  • raises reading levels
  • promotes relationships.

Parents and students ask questions as we read together

Autistic and Gifted

Every parent of an autistic child should read the books of Temple Grandin and see the movie about her life. While downplaying the autistic child’s need for personal relationships, Grandin  emphasizes their need to be identified as smart. She writes, “Autistic children will remain in their own little worlds if left to their own devices…. People with autism can develop skills in fields that they can really excel in. Where they really need help is in selling themselves.” She goes on to explain that it is now thought that Einstein might have had Asperger’s. He didn’t speak until he was three, he silently repeated words to himself, and he didn’t interact with his peers. He did poorly in school until he was sent to a school that allowed him to use his visualization skills. Later in life he told a psychologist friend, “I rarely think in words at all. A thought comes, and I try to express it in words afterwards.”

One of the smart, autistic children I worked with is Terra, who was diagnosed with Asperger’s Syndrome when she was in 2nd grade and who is now a graduate student living independently of her family. Terra’s mom, a special education teacher, admits that she wanted only to see Terra’s strengths and not her weaknesses when she was little. She says, “I didn’t want her labeled for her deficits in school. Kids with the learning-disability label are categorized based on their weaknesses. But Terra’s social and sensory deficits became more and more apparent as she approached middle-school age. I knew I needed to get an IEP [Individualized Education Plan] with Asperger’s listed. By pretending the issues don’t exist, you are denying the child her full development. You must work on the weaknesses, as well as the strengths.”

When Terra was in 7th grade, she took the ACT through Talent Search. She had a phobia against math, and those scores were low, but her English and reading scores were high, a 28 and 27 respectively, compared to a mean of 20 and 21 for college-bound seniors. Her mom sent her to me at WCATY. “My goal in sending Terra,” she reported, “was for her to see herself in relation to smart kids, rather than only in terms of her disability. I wanted to expand her world intellectually and build her confidence, and I hoped that maybe she would find a friend.”

Terra concentrated on the areas she excelled in – art and writing. She did grow intellectually, gained confidence, and made a friend – a close friend.

Her mother advises, “Do not push thoughts of the future on your children with multiple exceptionalities when they are not ready for thinking that far ahead. But do help them to develop their gifts. At the same time, don’t deny their limits. They must know and understand both their weaknesses and their strengths if they are to become all they can be.”

Like all mothers, Terra’s most wanted her child to be happy. “So much is heavy in her life,” she said, “But I can’t make her happy. The best I can do is to keep making connections and hope to get her in the right environment. She sees herself as being from another planet, an alien. Once we get her through high school, maybe the connections in the academic world will work. She is a little professor.”

The connections worked, and this little professor is succeeding in her academic world today!

 

Urban Prep: A Model for Excellence

I had the opportunity to hear several young men from Urban Prep Academies of Chicago speak this morning of their high school education. Their all-boys inner-city school expects the best from them; slacking off is not an option. The first graduating class experienced a 100% enrollment in college this past year, and it is expected that every graduating class to follow will achieve the same. One of the young men explained, “I wasn’t thinking of being college bound when I started at Urban Prep. But they kept saying, ‘college bound’ along with ‘we believe.’ Now I see why it is they repeat this over and over. They want us to become leaders. And, we’re going to college to graduate.”

Here are a few more words of wisdom shared in the presentation.

From the school leader, “We hear people refer to ‘those’ kids, but they’re really ‘our’ kids.” And, “You cannot demand exceptionality without showing them what it is. The key to our success [in addition to modeling] is passion. We discipline hard, educate harder, and love hardest.”

From the panel of three high school juniors: “Talent without character doesn’t cut it in the world. Urban Prep develops the character as well as the talent.”

“I was unguided and undecided when I arrived as a freshman. At Urban Prep, it all fell into place. I gained confidence in myself because of the resources I was given and the assets I see in the people around me. We all come in as raw materials, but we learn that we can become gemstones.”

“Knowledge is power; education is power; wisdom is power.”

A member of the audience commented, “It shouldn’t be necessary for these articulate young men to tell us this, it should be automatic to us. Excellence should be a way of life.” I agree that it should be a way of life, but unfortunately for the majority, it isn’t. Special services would not be necessary if all children were alike. Our age-grade paradigm might work if all children of the same age were alike. Mentors and corporate sponsors might not be necessary if all families could support their children academically, psychologically, socially, and of course financially. Gifted programs would not be necessary if every child could learn at his or her own pace. But these ‘ifs’ describe an ideal that does not exist in our society. It takes extraordinary commitment, compassion, discipline, and support for a whole school to turn every learner’s story into a success story.

As Kaleem Caire, CEO of the Urban League summed up, with 52% of our black and Latino boys not graduating from high school in Madison, and with only 7% of the very few boys-of-color who even take the ACT demonstrating that they are college ready, we are in crisis mode. Madison Prep, like Urban Prep, will turn these statistics around. We need to do in Madison what it seems to the clear-headed thinker to be common sense. We must put forth the passion that Kaleem models so well. We must rise to the challenge of turning a plan that is well into the making into reality. We must turn the ‘ifs’ of excellence into every day occurrences.  I can’t wait to hear that 100% of our boys from diverse backgrounds are graduating from Madison Prep as they are at Urban Prep, with graduation from college as the next goal for each and every one of them.

Young men from Urban Prep in Chicago