Tag Archives: be smart

Modeling for Young Learners

Education is not a preparation for life; education is life itself. —John Dewey

Smart children are evident from the day they are born. You notice it in their eyes. They look at you with an alertness that astounds you. You were told a baby couldn’t focus, but this child seems aware of everything around her. Those eyes are so penetrating that it feels like she has a wisdom a baby just plain can’t have. But she does. You are observing genetic attributes. Genetics is one factor in determining how smart a child is.

As your baby grows, you notice he exhibits natural traits that seem different or more advanced than they appear in other children. Those traits may include:

  • Is alert or keenly observant
  • Is highly curious
  • Is intense
  • Is highly sensitive
  • Sees the funny as well as the serious sides of things
  • Asks questions
  • Makes connections, or puts things together in new ways
  • Learns with ease, or masters new skills quickly
  • Has an extensive vocabulary
  • Thinks abstractly.

But, nature alone will not ensure your child will grow up smart. No matter how smart she is at birth, education (or nurture) is the key to her development. Researchers have found that potential talent cannot be realized unless it is valued in the child’s environment.

The cliche, “If you don’t use it, you’ll lose it,” is true when it comes to being smart or talented. Parents and grandparents can nurture the characteristics you started observing on day one. Children learn by example. If they see you reading, they will want to read too. Reading to an infant establishes a pattern, or habit of reading. Soon he will be able to read to you. You can then introduce him to more complex literature by selecting books to read that he can understand and discuss, but not tackle alone. By the teenage years or even earlier, his personal growth may signal that the oral reading years are coming to an end. When that happens, he can tell you the books he would like you to read independently as he reads them too. Thus you can still discuss concepts, share ideas and feelings, and enjoy reading “together” for years to come.

If you are curious and ask lots of questions about the world around you, your young child will be encouraged to ask questions too. Don’t feel you always need to have the answers. You don’t want to model knowing it all. The curious child is full of “why…?” and “what if…?” questions. Ask her questions that start with “how might we…?” “what would happen if…?” “suppose…?” or “what are all the ways you can think of…?” to stimulate a variety of thoughts and responses.

If you are posing questions, you are talking with your child. If you are reading with him, you are talking with him. When you talk with your child in these ways, you are modeling the kinds of things that are important to you, and you are building his vocabulary and knowledge base. Studies of  language development in children from birth to age three have demonstrated that the more parents talked with their children, the faster their vocabularies grew and the higher their intelligence scores. Early language acquisition builds the foundation for comprehension upon which all later learning experiences are added.

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

I was deeply touched when my friend Nancy sent me photos of her reading to her grandchildren’s classes. Not only does it reinforce for me the importance of the message of “Grandma Says It’s Good to Be Smart,” but it shows Nancy being that model, not only for her own grandchildren, but for their classmates as well. Thank you Nancy for joining me in spreading the word that it is good to read, explore, question, imagine; listen, talk, and wonder. Thank you for joining me in sharing the message, “It’s good to be smart!”

Smart and ADD

I’m on vacation in the Caribbean, but I got to talking with someone about adults with Attention Deficit Disorder (ADD). I don’t think I’ve written much if anything on ADD or ADHD on this blog, so here goes – the story of Rand.  He was identified with attention deficit disorder (ADD) and struggled in school because he looked at the world in a different way. As an adult, Rand thinks his ADD has made him the creative and productive thinker he is today.

Rand’s Story

Rand’s parents were essentially the only people who recognized his talent when he was little. Because he had trouble paying attention and didn’t perform well when he went to school, Rand remembers, “The teachers didn’t think I was smart. I tested well, but the school chalked it up to being a fluke. My parents recognized that something had to be wrong, so they took me to a psychiatrist who identified ADD. With the help of professional knowledge, treatment, and medication, they were able to get me into more advanced math classes. The teachers didn’t favor this decision but complied with it. A few teachers believed in me, but most viewed my distractibility and my different learning style as signs that I was not as intelligent as others.”

Rand talked with me about his differences at age 25, elaborating on their effects on his life as an adult, and the implications they have for children. He says he doesn’t ordinarily tell people he has ADD until he knows them fairly well. “First, I don’t consider it a disorder. Second, people generally associate ADD with hyperactive adolescents. I recommend the book Driven to Distraction: Recognizing and Coping With Attention Deficit Disorder from Childhood Through Adulthood, by Edward M. Hallowell, M.D. and John R. Ratey, M.D., for those who want to understand more about ADD. ADD in adulthood is no different than it was in childhood, except that adults have [often] learned coping mechanisms and thus handle it better.

“I have what is now called ADHD, but without the hyperactivity. I think about that a lot. To say that I have no hyperactivity is actually wrong. If you look closely, you will notice that I am fidgeting. I always fidget, but I am not noticeably hyperactive. This is why at first they didn’t think I had ADD or ADHD, whichever you want to call it. It’s even harder for girls to be identified because they often don’t show the hyperactive signs.

“Calling ADD or ADHD an attention deficit is misleading. Actually I have too much attention. For example, if I am reading a student’s paper, I will be focusing so closely that when someone says something, I’ll jump sky high. It’s called hyperfocusing, which means you can get a lot done because you’re not focusing on anything else. It also makes you impulsive. You can get stubborn about going down a blind alley. So, hyperfocusing is a two-way street. Sometimes it irritates others or blinds you to tasks you should be doing. At other times the focusing works advantageously.

“The flip side of hyperfocusing is distractibility. When this trait is working well it is akin to free association. I can connect A to B when they don’t appear to be related. Because you are thinking about so many things at once, you are able to connect things that no one else sees. I always have about five different threads of thought in my mind; if I am working on a math proof, I’ll have three threads of thought working on the proof itself, one working on what I’m trying to prove, and one finding the problems with what I’m doing. It’s parallel processing. People with ADD understand this, but people without it usually can’t relate at all. This trait has been very helpful to me.

“If somebody told me now that they could take away my ADD, I wouldn’t do it. My medication helps me control the negative effects. I like my ADD as long as it is being controlled. I don’t know anyone else who is able to think about five things simultaneously. I like being able to hyperfocus too. I like being able to control when I do what, and that’s what my medicine helps me to do. ADD has its great sides, as well as its bad. Creativity is one of the largest positives.

“There is a closer relationship between creativity and logic than most people understand. I do a lot of logic. But I follow the chains of logic so far that my conclusions don’t look rational to a lot of people. I put things together that they have not been able to link, because they couldn’t go far enough to discover those links. Logical thinking incorporates creative thinking. My research specialization within computer science has to do with logic.”

Thinking back to childhood, Rand continued, “Throughout my childhood, I had to have the guts to tell everyone, ‘You are wrong! Just go away and leave me alone.’ My parents aren’t included in the ‘everyone.’ If they had been, I don’t know what would have happened to me. If I had listened to ‘everyone,’ I would have been in danger of becoming what they thought I was or should be.

“Now, it’s not everyone that I have to convince of my abilities. People sometimes say, ‘How did you do that! It’s strange, but if it works, okay.’ I have the credentials and confidence to prove that I know what I’m doing, and people believe me.

“What I really like,” he continued, “is finding people who don’t think they are good at something, but they really are. My discussion sections are almost always informal so that students will know they can talk with me individually. I have done my best not to listen to others when they said I was not smart. I knew I was, and I stuck by my convictions regarding my own abilities. In my life, when I believed in myself, good occurred. When I didn’t believe in myself, life was not so good. Recognition and support of ability and accomplishment raises any individual’s self-esteem, and that in turn can change society. Just think of Einstein. He was told as a child that he was not good at math. If Einstein had believed that, there would be no Einstein as we know him, and our world would be different—and not for the better. You can’t tell who is going to have what potential. If you pass any child up, you may be missing an Einstein.”

Rand advises young students who have what may be considered a disability:

  • Accept that you are not like everyone else and be happy about it. Who wants to be like everyone else anyway?
  • Don’t listen to others when they tell you you’re not smart. It doesn’t matter what they think. It just matters what you think.
  • There are going to be difficult days, but you will survive them.

For parents he adds, “When you ask a school for accommodations, don’t take no for an answer.”

Can Your Child Read a Menu?

Recently the Madison Urban League shared the trailer for an upcoming film, “TEACHED: A Film about Education in America.” Howard Fuller begins the 3 1/2 minute trailer by pointing out that students of color can now “sit at a lunch counter where they are welcomed, but they can’t read the menu.” To add to the appalling statistics we already know about the achievement gap/the numbers of poor children who end up in prison rather than college, the trailer states: “Of the students [of color] who do graduate it is estimated that 1 in 5 is still functionally illiterate despite the diplomas in their hands.”

Grandma Says It’s Good to Be Smart is currently being reprinted. Having sold 800 copies in the first year, some of them to community centers that serve poor families and provide educational resources to the children, my goal for this third printing is to reach more poor children in Madison, Milwaukee, and other communities. Talking about the text and the whimsical illustrations will encourage not only reading, but also questioning, imagining, and dreaming as well as vocabulary building. Talking is a skill not discussed in the book but one that precedes reading in the developmental process. For poor children, a structured reading setting will introduce vocabulary that they otherwise might not hear at this critical stage of learning. Statistics demonstrate that by age 3, children talk as much, but only as much, as their parents. These same studies point out that while professionals talk an average of 3,000 words per hour with their children, welfare families talk an average of 500 words per hour, with most of those words being in the form of commands.

Michelle Rhee states in the film that 3 good teachers in a row can change the trajectory of development for a poor child. I agree that excellent teachers can have a profound impact. That is what WCATY was all about from day one – 20 years ago! But, starting in kindergarten or first grade is too late and too little. The earlier they talk, the earlier they read, and the earlier they come to realize that there are high expectations for their achievement, the better our children’s chances for success. Let’s join Howard Fuller in addressing the issue of not only welcoming the children to the lunch counter, but assuring they can read the menu.

Link to the trailer:  http://www.youtube.com/watch?v=w0k5TF7PJbo

Creativity Revisited

The holidays are getting in the way of my blogging, but not in the way of my book sales. I am thrilled to announce that I have only 12 books left from the second printing, for an initial distribution in the first year that will be the full 800 from two printings. First-come, first-serve for the few copies left!

Recently Harvard Business Review posted an article on its blog entitled, “The Three Threats to Creativity.” I was happy to see that their thinking aligns with mine, although the ramifications of their findings to our children and country are depressing, to say the least.

The ingredients of creativity discussed in this article are:

1. Smart people who think differently. The concern is that a narrow focus on basic subjects is not only endangering the acquisition of deep knowledge, but it is also limiting the development of creative or inventive thinking.

2. Passionate engagement. This article repeats what I have written before: dreaming, intrinsic motivation and love of learning and challenge are keys to success. The upshot is that workers today are more often expressing frustration than enjoyment in their positions.

3. A creative atmosphere. The researchers find that workplaces are reverting to assembly-line type atmospheres rather than promoting openness, collaboration, and exploration.

I can only keep hoping that our education system will catch up with the times. May all your children and grandchildren know the joys of dreaming, exploration, challenge, collaboration and life-long learning in the home, their schools, and eventually in the workplace.

 

Reading, discussing, questioning, and thinking with Grandma.

Our Babies Need a Different Education

On October 26, public radio had a story on the skills today’s babies will need to master in order to become successful adults. Learning to crawl, clap, walk, and talk, they reported, are a beginning, but technology has expanded/changed what must become the face of education.

I say expanded because we need to start with the appalling statistics that I mentioned in my post on September 27. I repeat: this year, out of 30 developed or industrialized nations, our children ranked 25th in math, 21st in science, and 11th in literacy. Needless to say, the basics have not changed – speaking, reading, mathematics, and science will continue to be the bottom line. And, in a global economy and mobile society, speaking and reading will require something we as Americans have never been required to master in the past – competency in multiple languages.

The story emphasized the importance of creative thinking and problem solving. With technological machinery now able to accomplish many of the tasks that people were required to do in the past, it is the creative, effective, and efficient use of those machines that is left to human endeavor. Interestingly, one of the age-old problems with gifted programs is that some students are removed for parts of the school week to participate in what are called pull-out programs. Often the focus of those programs has been creative problem solving. The problem? Thirty years ago, we as educators knew that creative problem solving should be taught to all children in the regular classroom. It’s no longer a case of “should be,” but rather a fact that these skills must be taught to all children if they are to be competitive in the future job market. Gifted children do need appropriate curriculum and instruction, but pull-out programs that give them a hint of the basics for a successful future while others are left in the dark is NOT it!

Yes, we must tackle the problems of the achievement gap – the unconscionable problems of inequity within the system. And, for all children, we must address the issues of quality. Society today is nothing like it was when I was born. The education of our children, however, has not changed, not expanded. Outdated practices and content do not add up to quality. The system must change.

Advanced Placement (AP) Classes

Yesterday, students at West High School in Madison staged a protest against the district’s response to a complaint filed with the department of education by parents of gifted students. I understand the students’ desire to have a voice in decisions regarding their own curriculum, but I don’t understand the negative reaction to the district’s plan. As some of the parents have stated, the plan doesn’t go far enough, but it seems like a viable first step. Students district-wide would have an opportunity to take advanced or regular classes, as well as to complete work for honors credit in regular classes. If the issue for the students is the opportunity to take elective classes, the district administrator declares that current electives are not on the chopping block. Why would they be? Isn’t the district proposing to simply add more electives, i.e., Advanced Placement (AP) classes?

As one of the parents who filed the complaint pointed out, this newly announced plan addresses the need for more Advanced Placement classes at West High School, but it does not address the question of access. This might be the students’ issue also. Will freshmen and sophomores be able to take Advanced Placement classes if they have completed the prerequisite learning? This is what the parents want. Will any student who can demonstrate motivation as well as completion of prerequisites for an Advanced Placement class be allowed to register without formal identification as gifted or talented? Readiness and interest should be the factors under consideration, not identification. Is there an Optimal Match philosophy in the school plan that will guarantee all students the right to advance as fast as they are able and wanting to complete the curriculum in all areas of learning? Optimal Match is an issue of instruction – how and when the courses are available. Beyond committing to a more rigorous curriculum, the district must assure that it is well taught and available when and to whom it is appropriate. The “to whom” aspect must be clearly defined as any student, regardless of racial, ethnic, cultural, age, or economic background, for whom a curricular match is possible. This should be viewed as an opportunity to further close the achievement gap, not broaden it.

Serious Grandma Extends Special Price Through September

Several of you asked that I extend the offer of buy one, get half off the second Grandma Says It’s Good to Be Smart. For two reasons, I will continue that Grandparent’s Day special through September 30. First, it’s because you asked. Second, it’s because I care about learning and now, as school starts, is a great time to support it in a special way.

In July, David Brooks wrote a column in The New York Times regarding the value of books to disadvantaged children versus the advantages of participating in an Internet/games-based culture. Researchers from the University of Tennessee showed that children who read just 12 books over the summer did just as well upon the return to school as they would have had they attended summer school. Research from 27 countries showed that kids who grew up in homes with 500 or more books in them did better in school and stayed in school longer than children from families with fewer books. The final conclusion, though, was that the real debate was not books versus Internet, but how to build an Internet-based culture that would attract people to serious learning.

My concern is about serious learning. My concern is about giving positive reinforcement to children who engage in serious learning. To use a cliché, it takes a village to raise a child. Grandmas are key players in the village structure. For my “Start of the 2010-1011 School Year Special,” please still go to the “Contact Ellie Books” page for order details. And, buy one book for $10, with the second – for another child in the family or community – being just $5 through September 30.

"What if you were the lion in the zoo?"

Grandparent’s Day Special

In honor of Grandparent’s Day on Sunday, September 12, I have two special offerings. First, I will be reading and signing at the Oompa Toys store in Middleton between 1-3 p.m. on Saturday, the 11th. It will be great fun to see grandparents and their little ones on that occasion or to meet parents who might be getting the book as a gift to give Grandma on the next day.

Second, I am featuring a BLOG SPECIAL. For two weeks, from August 30-September 12, I am offering a “buy one copy of Grandma Says It’s Good to Be Smart, get a second copy for another grandchild or favorite little one, for one-half off.” Go to the Contact Ellie page of this website for the details.

Reaching Poor Smart Children

As our nation’s Supreme Court welcomes its newest confirmed member, Elena Kagan’s high school is in a turmoil over questions of diversity according to an article in The New York Times on August 4, 2010. Hunter College High School, for intellectually gifted students, has been ranked the top public high school in the country. Yet it has experienced a significant decline in numbers of black and Hispanic students served in recent years and debate over admissions policy has left a respected principal with no choice but to resign and faculty and students up in arms.

Justin Hudson was chosen by the faculty from among all the graduates of Hunter this year to be the commencement speaker. I read his speech in an attempt to better understand the emotion-laden situation. “I don’t deserve any of this…. We received an outstanding education at no charge based solely on our performance on a test we took when we were eleven years old. We received superior teachers and additional resources based on our status as ‘gifted,’ while kids who naturally need those resources much more than us wallowed in the mire of a broken system….”Justin told his classmates.

“We are playing God and we are losing,” he continued. “Hunter is perpetuating a system in which children who contain unbridled and untapped intellect and creativity are discarded like refuse. And we have the audacity to say they deserved it, because we are smarter than them. We have failed to inspire and uplift an entire generation of children. I am acutely aware of where I would be right now without (Hunter).

“I hope that I will use the tools that Hunter has given me as a means to provide opportunities to others … I hope that in the near future, (quality) education will not be a privilege for the few in this world.”

The problem is not Hunter High School, but the entire broken system to which Justin refers. When I was coordinator of gifted programs in the schools and later consultant for gifted programming at our state department of education, I stated that the ideal would be to eliminate my position. That could only happen if all students received a quality education. All children should be taught the skills of creativity in the regular classroom. All children should be able to learn as quickly and deeply as they are able. No child should be expected to wait for others to “catch up.” No child should be denied an opportunity based on ethnicity or economics. All children should graduate with the same curiosity and sparkle with which they started kindergarten.

My goal now for “Grandma Says It’s Good to Be Smart” is to get it into the hands of poor children through community centers, day care centers, and other community connections. At the same time, I am preparing to submit “Color Me Smart,” the story of children from diverse backgrounds who had doors of opportunity opened to them through WCATY, for publication. I need to reach a broader market. What I can do and what Justin can do are tips of the iceberg. It may seem like I can’t make a difference, but if I don’t try and you don’t try, what are the chances that “schooling” will improve? Wouldn’t it be nice to have children NOT hide their talents in school because they are proud to openly use and develop those talents? Will we ever be first in the world in education again?

Grandma Says It’s Good to Be Creative

On July 10, there was an article in Newsweek headlined, “Research shows that American creativity is declining. What went wrong and how can we fix it?”

Reading the article took me back to the early days of my career in gifted education when E. Paul Torrance was still alive and at the forefront of the research as well as development in the area of creativity. It takes me down memory lane in terms of all the work I’ve done over the years with direct or indirect goals and outcomes related to creativity development.

There are several important messages from the Newsweek coverage to discuss in relation to my current interest in writing and publishing children’s picture books on the topic of “smartness.” The first is the misunderstood definition of creativity. It is not just about imagination and playing with ideas. In reality creativity is the “production of something original and useful…to be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).” I hope and believe that in “Grandma Says It’s Good to Be Smart,” I portray the importance of encouraging our children to develop and use both kinds of thinking.

Second, the article reports that preschool children ask their parents about 100 questions a day. Often those questions start with, “why?” and tragically, as the article continues, it stops! I could never describe the issue of low motivation for learning that so often occurs by middle school if not in earlier grades better than with this quote from Newsweek: “They didn’t stop asking questions because they lost interest. It’s the other way around. They lost interest because they stopped asking questions.” It’s not all the fault of parents – some teachers encourage questioning and others don’t – but nevertheless parents need to keep the spirit of curiosity alive regardless of the school’s role in their children’s development from year to year.

Third in importance for today’s parents and grandparents to understand is the long-term benefit of promoting the skills that “Grandma” (in my book) says she values from early childhood on. The research points out that children whose curiosity, imagination, and divergent and convergent thinking are encouraged over time tend to excel, i.e. they finish high school and they finish college at much higher rates. This only makes sense. If they stop asking questions and start languishing in the classroom by or before middle school, a downward spiral is inevitable.

The bottom line of the Newsweek article is that although we have always valued creativity in American society, we are not purposely fostering it. We need to do that. Creativity doesn’t just happen!