Tag Archives: self-confidence comes with accomplishment

Music Smart

In “Color Me Purple,” my book for children ages 8-12, the character Gommgi is music smart. She loves music and is recognized for the excellence of her piano performances. In this photo, I met a music smart child in the making. The research says that smart children often hum and sing early, have the ability to reproduce songs easily, show a strong desire to play an instrument, and display an emotional sensitivity to music. Little Maeve, while playing at her Grandma’s, broke into lullaby as she hugged and rocked her doll. She decided her lilting version of “Twinkle, Twinkle Little Star” needed piano accompaniment, and after playing one chorus invited me to join her in a duet version. Yes, Maeve definitely is showing an early love and talent in music!

Wherever their curiosity and interest takes them, catch the moment!

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Abuelita dice

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Children in a 2012-13 kindergarten immersion Spanish-language classroom received personal copies of Abuelita dice que es bueno ser inteligente for Christmas. At the end of the school year they wrote their own stories and shared them with me .IMG_1977

The teacher told me how one little boy had gained in confidence between December and May. Another little boy affirmed his teacher’s comment that he carried his copy of the book to and from school every day by taking it out of his backpack and showing me the sticker that marked it as his and his only!

What delightful outcomes. What charmingly smart children!

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.

Pyramid Model

In the investment world, pyramid is a bad word. A pyramid scheme is structured with an initial recruiter who is on top. This person recruits a second person, who is required to invest money that is paid to the initial recruiter. Then the new recruit must recruit more people under him and so on and so forth.

In gifted education, pyramid is a good word. The Richardson Foundation of Texas originally coined the name and concept in the early 1980s based on sound research. When I was Consultant for Gifted Programs with the Wisconsin Department of Public Instruction in the late 80’s, we developed our own pyramid model for the state. Now the Madison School District, in an attempt to be in compliance with the state standard for gifted programs, is planning to adapt a pyramid plan. Interestingly, the Wisconsin State Journal article on the plan (August 10, 2011) doesn’t label it a pyramid.

With the gifted education pyramid, you start at the bottom rather than the top of the triangle denoting direct curricular options. Enrichment and differentiation options exist for all children in the regular classroom. Differentiation means that each child should be able to proceed through an appropriate curriculum at his or her own pace. For teachers to be able to successfully differentiate for a classroom of diverse learners, training, materials, and support are necessary. The concept of creativity explains the enrichment component perfectly. In the 70’s and 80’s, gifted programs typically followed what was called the pull-out model. Certain children were identified as gifted, usually using test data, and then pulled out of the regular classroom for 1-3 times a week for enrichment. Often this enrichment entailed learning how to be creative and participating in creativity activities. This was neither what the identified children needed nor what the children back in the classroom didn’t need. On top of that, the pulled-out kids were labeled “the gifted.” With the pyramid model, creativity is back where it should be.

The middle of the gifted pyramid is where “pull-out” now occurs. But, if administered correctly, it will be by interest and broad ability as opposed to labeling and narrow ability.   The best way to present it is as the ensemble model. This is where high schools do best and middle and elementary schools could use the upper grades as the model for expanding options. Many children leave the classroom for various ensembles, groups, or teams based on their interests and talent areas.

At the top of the model, an individual child’s learning needs are so great as to go beyond the capacity of the group and its leader. The familiar example is the musically talented child for whom private lessons become necessary. The difference here is that the top of the pyramid is not where individualized education starts. It’s where it leads because of demonstrated interest and ability in the classroom and in the ensemble. The teacher’s obligation – at the bottom or middle of the pyramid – is not to provide the individual lessons or even to necessarily set them up, but to recognize the need and see that the necessary resources are contacted so that the child, regardless of cultural and economic background, has the opportunity to pursue the area at an appropriate depth and pace.

I hope that a comment in the newspaper that “one goal of this [plan] is to sort kids” is not true. The pyramid model de-emphasizes labeling. Of course kids recognize the person with exceptional talent and achievement. But they are more apt to naturally admire and support this person if the pyramid works as it should.

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.

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.

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!