Tag Archives: parent alert

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

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.

Comments on Gifted Program in Madison

As the first state consultant for gifted in Wisconsin, here are a few of my comments based on the article in the Wisconsin State Journal, Nov. 7, 2010:

1.  Federal definition – If Howard Gardner had published Frames of Mind: The Theory of Multiple Intelligences before the federal government issued a definition, chances are we wouldn’t be saddled with categories that make little sense to most people. Leadership and creative abilities are not parallel to academic or artistic ability. For that matter, neither is intellectual ability. The reason children are most often identified in language arts and math is that it is easy – there are objective measures. Intellectual, creative and leadership potential cross these two domains, and the other six domains of smartness or intelligence, as defined by Gardner. A district can deal with the definition even though it’s not the ideal way to consider learning needs.

2.  The chart that lists characteristics of the bright child versus the gifted child – this chart has been used for at least three decades to great disadvantage in the field, in my opinion. Why? Because, as written, it perpetuates the problem of labeling. The purpose of identification is not to label, but rather to provide a curricular fit for a child who needs challenge. The characteristics listed on the chart are indeed indicators of different abilities or skills, but they don’t line up in two succinct columns, and I loudly protest the use of them to label a child as gifted versus smart or bright. Whatever the degree or kind of talent as well as skill strength, each child needs an appropriately paced and level of content.

3.  Superintendent Nerad stated, “Our responsibility is to take every child from where they are to their next level of learning, whether they’re kids in the middle, kids that are already meeting our proficiency standards, or kids that are experiencing achievement gaps.” The first phrase of this statement is perfect! Regarding the different types of kids listed, be aware that these are not discreet categories. For example, kids experiencing achievement gaps can be meeting proficiency standards and in the middle, when they should be soaring.

4.  Not implementing the MMSD TAG Plan now – I was the DPI consultant for Gifted Programs when MMSD did not meet the requirements of Standard (t) in 1990 (it was before I left DPI at the beginning of 1991). Twenty years to establish compliance, and now, as I read the timeline, March 2011 is not a firm date to require the plan to be put into action. I don’t understand the issues in Madison. As I read it, the parents are asking for more options that will allow students to go as far and fast as they require to “take them to their next level of learning.”   They are not advocating for either labeling or elimination of existing options. It sounds like Mr. Nerad sees it similarly to me. So, let’s get on with it!

 

Waiting for Excellence in Education

Waiting for high expectations. That’s what all the good teachers and good schools featured in the “Waiting for …” excellence in education documentary had in common. We can all agree on that.

Waiting for world class standards. Good schools are based on curricular models AND instructional models that are demonstrated to yield results.

Waiting for there to be good teachers in every classroom. Waiting for every child to have access to the curricular models and teachers who will inspire them to be all they can be.

Waiting for accountability.

I feel a little like Geoffrey Canada says he felt when he realized he couldn’t turn the problems with education around as easily as he had hoped the day he started teaching. After a 40+ year career in education, and having made a positive difference in the lives of lots of children, I had still lost hope. It wasn’t enough. As one parent had said to me, “It felt a little like building a beach, one grain of sand at a time.”

This movie both rekindles my hope and exacerbates my worry. Why did I exit the movie crying? Because Bianca, Daisy,  Anthony and the other children in the movie each represent so many children like them. I was crying tears for the children whose stories had just touched my heart, but moreover for all the children without guaranteed options.

We are asked to act. Beyond what I am already doing in taking my WCATY message to the next generations through children’s books and parenting support, I resolve to take these steps:

  1. I join the team of concerned citizens who will work with Kaleem Caire and the Madison Urban League toward the goal of opening a top notch school for boys who are not making it in the system – Madison Prep.
  2. I pledge to share my background in instructional philosophies and models that go beyond world class curriculum in setting the stage for excellence in education, i.e., my message to Madison Prep is the same as it was to Madison Country Day School: World class curriculum is great, but it is just the base. Individual pacing and relevancy, high expectations, inspiring teaching, supported learning, accountability … these must all be added to the curricular base.
  3. I will continue to establish mentor programs and/or work as a mentor when that is the best choice for making a difference. In particular, as I left the movie theater, I thought, “Madison Prep, if it is over-subscribed as I expect it will be, will have the same problem as the great schools in the movie that were portrayed as using a lottery system of selection. Maybe what we need are mentors for all the children who DON’T get selected.” Maybe the students and parents of the students who do get selected could become a part of the mentor team. This is an idea that excites me. We’ll see where it goes.

 

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.