tag:blogger.com,1999:blog-200243062024-02-02T01:10:35.185-07:00Educating the Gifted and Talented“People should be free to find or make for themselves the kinds of educational experience they want their children to have.” -John Holt-Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-20024306.post-11397892584657688832007-11-08T22:12:00.000-07:002007-11-08T22:57:27.366-07:00How to deal with existentialism in gifted youngsters<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZbNCeKIY-YqDUr9DnjP6l6rxsM03lzwzfyJzBn46skHALV9RmEWZtIgN59qh-9YoY3RS2wTJODs8B-bXoLDfVaBhroJ7AdfwFa9-ZRhZnbOxeX0pVL0GBAfoCQIe8DhG96Yn5/s1600-h/sadness.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZbNCeKIY-YqDUr9DnjP6l6rxsM03lzwzfyJzBn46skHALV9RmEWZtIgN59qh-9YoY3RS2wTJODs8B-bXoLDfVaBhroJ7AdfwFa9-ZRhZnbOxeX0pVL0GBAfoCQIe8DhG96Yn5/s320/sadness.jpg" alt="" id="BLOGGER_PHOTO_ID_5130713362760078946" border="0" /></a><br /><div style="text-align: center;"><span style="color: rgb(0, 0, 153);">"</span><span style="color: rgb(0, 0, 153);">Gifted people can become cynical because they can “see</span><br /></div><div style="text-align: center;"><i style="color: rgb(0, 0, 153);"> through” people, they empathize<br />and perceive the dark side too</i><span style="color: rgb(0, 0, 153);">."</span><br /><span style="font-weight: bold; color: rgb(0, 0, 153);font-size:85%;" >-Elizabeth Meckstroth-<br /><br /><br /></span><span style="color: rgb(0, 0, 153);"> "</span><i style="color: rgb(0, 0, 153);">The point is that the danger lies in having an exceptional IQ in an environment completely lacking in intellectual peers. It's the isolation that does the damage, not the IQ itself</i><span style="color: rgb(0, 0, 153);">."</span><br /><span style="font-weight: bold; color: rgb(0, 0, 153);font-size:85%;" > -PrometheusSociety.org-</span><br /><br /><div style="text-align: right;"><br />(photo from: <a href="http://thesituationist.wordpress.com/2007/08/01/guilt-and-racial-predjucie/">The Situationis</a>t)</div><div style="text-align: left; color: rgb(0, 0, 153);"><span style="font-weight: bold;"><br /><br />Some (many?) gifted individuals experience the world as if they are observing it from within a glass bubble. When they talk, it is as if no one really listens to what they are saying. This can leave them alienated, lonely, frustrated and even pained. How can they deal with that?</span><br /><br /><br />Ginger Lewman, a GT teacher and also Director of a charter school that serves predominantly gifted students says "..we need to be having these types of conversations with kids on a regular basis. .. I think the BEST thing I've seen .. are the Ten Power Questions..from a book called <a href="http://www.amazon.com/How-Think-Like-Leonardo-Vinci/dp/0440508274">How to Think Like Leonardo da Vinci: Seven Steps to Genius Every Day</a>.<br /><br /><b>10 Power Questions</b><br /><br />• When am I most naturally myself?<br />• What is one thing I could stop doing, or start doing, or do differently, starting today, that would improve the quality of my life?<br />• What is my greatest talent?<br />• How can I get paid for doing what I love?<br />• Who are my most inspiring role models? Do I apply their lessons daily?<br />• How can I best be of service to others?<br />• What is my heart’s deepest desire?<br />• What are the greatest obstacles to the fulfillment of my dreams and goals?<br />• What are the blessings of my life? Do I recount them every day?<br />• What legacy would I like to leave?<br /><br />I encourage my students to consider a couple of these questions at a time. In fact, these are PERFECT blog starters, but some will have pretty personal answers too that should not be publicized.<br /><br />Either way, it gets high/middle schoolers to consider things beyond tomorrow and beyond their daily dramas.<br /></div><span style="font-weight: bold;font-size:85%;" ><br /><br /></span></div>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-74242643288668989552007-10-03T12:02:00.000-06:002007-10-03T12:20:38.163-06:00Gifted dropouts deserving of federal aid<p style="font-family: georgia; color: rgb(0, 0, 153); font-weight: bold;">From <a href="http://www.edweek.org/ew/section/tb/2007/09/24/3661.html">Eduction Week Talk Back</a>:</p><p style="font-family: georgia; color: rgb(0, 0, 153);">In a recent <a href="http://www.edweek.org/ew/articles/2007/09/26/05carnevale.h27.html"><i>Education Week</i> Commentary</a>, economist Anthony P. Carnevale writes that high-achieving students from working families are often overlooked in American education. Students from affluent families benefit from active and involved parents, while children in poor families receive some help through programs such as No Child Left Behind. </p><p style="font-family: georgia; color: rgb(0, 0, 153);"> </p><p style="font-family: georgia; color: rgb(0, 0, 153);">One solution he proposes is to develop individualized standards for each child that will complement state, or even national, standards.</p><p style="font-family: georgia; color: rgb(0, 0, 153);"> </p><p style="font-family: georgia; color: rgb(0, 0, 153); font-style: italic;">What do you think? Are students from working families often left out of education reform? What can be done at the federal level to help these students?</p><p style="font-family: georgia; color: rgb(0, 0, 153);">------------</p><p style="font-family: georgia; color: rgb(0, 0, 153);"><label style="font-weight: bold;">Response From:</label><span style="font-weight: bold;"> Conny Jensen</span>, GT Advocate - 10/03/2007 1:57PM </p><p><span style="font-family:Arial;"><span style="color: rgb(0, 0, 153);font-family:georgia;" >After interviewing and supporting gifted students at one of our local high schools I found that it is most often the ones who "fail in school" who are most at risk of never going on to college.</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" > Although I had no access to personal information I intuited that most who had failing grades were from working class families. Gifted kids from wealthier families often ended up in the International Baccalaureate program; an indication perhaps that their parents indeed contribute to pushing them toward success in higher education.</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" > So, failing gifted students leave school without a diploma, but not because they do not understand what they were supposed to learn - often they understand a whole lot more which makes them cynical about "education".</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" > These kids, leaving school with their self-esteem crushed, seen as failures by school and often by their parents as well, are not likely to pursue the GED needed to get federal student aid if they want to go to college.</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" > I would suggest that the federal government allow these bright dropouts to receive federal student aid so they can immediately start college. The money could be given as a loan they will not have to pay back if they are successful!</span><br /></span></p>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1115772091684849362007-09-28T15:26:00.000-06:002007-11-08T23:01:55.833-07:00Nurture a child's thinking skills<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpeaQCunySEnGxn71OGMD_brtAacsmxfKgLf5-PTrZOe9abLxYXmMt4nfwPCKui0Yg3EVD5mmdIu4IE7PQqm060zWwdwyEbSv-8xr1AftFLlf3X-GY_XsJgTQyybxXIY1gCRBS/s1600-h/question.gif"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpeaQCunySEnGxn71OGMD_brtAacsmxfKgLf5-PTrZOe9abLxYXmMt4nfwPCKui0Yg3EVD5mmdIu4IE7PQqm060zWwdwyEbSv-8xr1AftFLlf3X-GY_XsJgTQyybxXIY1gCRBS/s320/question.gif" alt="" id="BLOGGER_PHOTO_ID_5130716691359733362" border="0" /></a><br /><span style="color: rgb(0, 0, 153);">Harvard graduate and author, Sandra Parks, showed Greeley educators how important thinking skills are to each child’s success in school. At a workshop for District Six teachers she gave examples on how to nurture thinking in the classroom. </span><br /><br /><span style="color: rgb(0, 0, 153);">Inadvertently but fortunately I did many of the things that Sandra suggests. Watching videos of my children’s early years I noticed how much I talked with them! The spoken interaction greatly boosted their reasoning skills. My many questions gave them opportunity to ponder and express themselves. I also urged them to explore and feel, and this awareness stimulated their thinking. Studies of the brain show that focused interest, and sensory experience, actually lead to increased intelligence. The more exciting the information is that enters the brain, the more synapses, or connections, are formed to expand a person’s understanding.</span><br /><br /><span style="color: rgb(0, 0, 153);">Children also become competent readers when exposed to words they understand. The more words they know, the better they can think, whereas not being able to name what they see can stunt intellectual growth, sometimes even severely. Words are truly the stepping stones to knowledge!</span><br /><br /><span style="color: rgb(0, 0, 153);">To nurture children’s understanding, adults need to be responsive. Taking time to answer questions with care and patience will invite more wondering still. It’s when kids are curious that they analyze and learn! Yet, questioning and class discussions are often thought to be less important than learning facts. In his book, “Schools Without Failure “, education expert Dr. William Glasser writes, “A totally quiet, orderly, unemotional class is rarely learning. Quiet and order have no place in education as valued assets”. </span><br /><br /><span style="color: rgb(0, 0, 153);">Scientists too, find that learning must be exciting. Neurons literally only function when stimulated. Sadly, high demands put upon teachers leave little room for excitement or personal interaction with students. According to Rexford G. Brown “The lecture mode, known to be the least efficient way of presenting information, dominates far too many classrooms”. Walking the hallways of my daughter’s Junior High it always surprised me to not find a single classroom with desks arranged in a circle. Students always face the teacher and except for those in the front row, all look at other students’ backs too. Not exactly the best situation to get to know each other. Circle time, much like it was experienced in preschool or kindergarten, is still the best way to open up to each other and feel accepted.</span><br /><br /><span style="color: rgb(0, 0, 153);">Education only improves when teachers and students are involved with each other through thinking. Reasoning with peers and teachers fosters curiosity, which in itself is a way to understand and learn more. Students will develop a skill that leads to success in life more than anything else that’s taught in school. Glasser stresses “We must show that questions are just as important as answers. Factual answers are worthless unless they are linked to ideas and thinking. We must teach children to question without fear and to inquire into topics they and even their teacher don’t understand.”</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-40056929334634825832007-09-18T00:01:00.000-06:002007-09-24T17:31:09.999-06:00Dutch Gifted Teens' Needs Overlooked Too<span style="color: rgb(0, 0, 153);font-family:georgia;" ><br /><br />In the summer of 2000 we met for the very first time. Seven mothers subscribed to an Internet mailing list about Dutch gifted teens. This first encounter was kindly planned around my vacation in The Netherlands as I am the only one who lives elsewhere. We gathered at the train station in Utrecht, a city centrally located and easiest to reach for all.</span><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0ySq9Dv3P4wK9xHy3bgERa3JZCt_C_ghkYJ3h4WXbXvHowwF1AsO8FZhGsAibKgMHldf7kPU9E2tWHMJTEWzveCzSGgkrYsDYqWWNUUkcId-wSlOPnHP_Ef_QGuN8spNItQAt/s1600-h/oudegracht.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0ySq9Dv3P4wK9xHy3bgERa3JZCt_C_ghkYJ3h4WXbXvHowwF1AsO8FZhGsAibKgMHldf7kPU9E2tWHMJTEWzveCzSGgkrYsDYqWWNUUkcId-wSlOPnHP_Ef_QGuN8spNItQAt/s400/oudegracht.jpg" alt="" id="BLOGGER_PHOTO_ID_5111429406489524994" border="0" /></a><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" >Going up to the first two women who stood waiting was only briefly awkward. The four others soon followed, and after introductions and espresso we headed into the old city center. We descended a wooden staircase to one of numerous terraces on the stone wharf that lines the water of “Oude Gracht”(see photo). It is a canal like those in Amsterdam, only more narrow. This strand of bricks also gives access to various restaurants, quaintly housed in dungeon-like cellars underneath the street.</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" >Sitting by the water’s edge, which attracted more and more people as the sun broke through the clouds, we enjoyed our conversation. Interacting was easy for we have all walked in the same proverbial pair of shoes. Without exception we have teens who, despite being gifted, are not succeeding in the public school system. In the ongoing fight for suitable education for our children we experience similar obstacles, frustrations, and pain.</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" >Changes in instruction for highly capable students in The Netherlands seem to occur even more slowly than in the U.S. and Dutch students too sometimes become emotionally traumatized in the process! Whatever small improvements we, as gifted advocates, may help accomplish usually come too late to benefit our own children. Patience, hope, and limitless stamina are prerequisites to support our kids the best we can, especially when they have already been adversely affected!</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" >Though Holland’s secondary schools offer four different levels of academic challenge, gifted students can also be found in the easiest one and in vocational schools due to underachievement. On the other hand, the hardest level (which guarantees entrance into universities, much like the International Baccalaureate programs in the U.S.) is no certainty that gifted students will succeed. Clearly it is not that they are intellectually unable, just that their learning needs require a differentiated approach. Rigor is usually only synonymous with strictness and can especially stifle the curiosity and unconventional thinking that many gifted students display.</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" >All of us found that we not only encounter a lack of understanding for our gifted kids in the school system but among friends, siblings, parents, and sometimes even spouses as well. If the people in our private lives are not aware of the challenges and also the dark side that giftedness can bring, it is even harder to foster understanding and empathy in others!</span><br /><br /><span style="color: rgb(0, 0, 153);font-family:georgia;" >That was indeed a somber realization but one that must never be allowed to overshadow the need to keep fighting for our children’s well-being in school. We will continue to share our frustrations, trials and, occasional triumphs. We simply must keep doing what we can to make people understand that gifted kids are different from the norm and need to be understood and accepted!</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-87050138972707373622007-09-03T17:34:00.000-06:002007-09-03T17:37:59.497-06:00Highly Recommended Books<span style="font-family:georgia;"><span style="font-weight: bold;"><br />Guiding the Gifted Child</span> - A practical resource for parents and teachers</span><br /><span style="font-family:georgia;">Webb, Meckstroth, Tolan </span><br /><br /><span style="font-family:georgia;"><span style="font-weight: bold;">Standing Up For Your Gifted Child</span> - How to make the most of kids' strengths. </span><br /><span style="font-family:georgia;">Joan Franklin Smutny </span><br /><br /><span style="font-family:georgia;"><span style="font-weight: bold;">Gifted Children</span> - A guide for Parents and Teachers </span><br /><span style="font-family:georgia;">Virginia Ehrlich </span><br /><br /><span style="font-weight: bold;font-family:georgia;" >Managing the Social and Emotional Needs of the Gifted</span><br /><span style="font-family:georgia;">Connie Schmitz & Judy Galbraith</span><br /><br /><span style="font-family:georgia;"><span style="font-weight: bold;">The Gifted KIds' Survival Guide</span> - A Teen Handbook</span><br /><span style="font-family:georgia;">Judy Galbraith and Jim Delisle </span><br /><br /><span style="font-weight: bold;font-family:georgia;" >The Social and Emotional Development of Gifted Children - What do we know?</span><br /><span style="font-family:georgia;">A Service Publication of the National Association for Gifted Children</span><br /><span style="font-family:georgia;">Maureen Neihart, Sally M. Reis, Nancy M. Robinson, Sidney M. Moon</span><br /><br /><span style="font-family:georgia;"><span style="font-weight: bold;">When Gifted Kids Don't Have All the Answers - How to Meet Their Social and Emotional Needs</span> </span><br /><span style="font-family:georgia;">Jim Delisle & Judy Galbraith</span><br /><br /><span style="font-weight: bold;font-family:georgia;" >"Gifted" is not a dirty word - Thoughts about being bright in an average world</span><br /><span style="font-family:georgia;">Nancy Alvarado Stone</span><br /><br /><span style="font-weight: bold;font-family:georgia;" >Genius Denied - How to stop wasting our brightest young minds</span><br /><span style="font-family:georgia;">Jan & Bob Davidson</span><br /><br /><span style="font-weight: bold;font-family:georgia;" >Upside-Down Brilliance - The Visual-Spatial Learner</span><br /><span style="font-family:georgia;">Linda Kreger Silverman</span><br /><br /><span style="font-weight: bold;font-family:georgia;" >The Gifted Adult - A Revolutionary Guide for Liberating Everyday Genius</span><br /><span style="font-family:georgia;">Mary-Elaine Jacobsen</span><br /><br /><span style="font-weight: bold;font-family:georgia;" >Gifted Grownups - The Mixed Blessing of Extraordinary Potential</span><br /><span style="font-family:georgia;">Marylou Kelly Streznewsky</span><br /><br /><span style="font-weight: bold;font-family:georgia;" >They can but they don't - Helping students overcome work inhibition</span><br /><span style="font-family:georgia;">Jerome H. Bruns</span><br /><br /><span style="font-weight: bold;font-family:georgia;" >The Childhood Depression Sourcebook - Diagnosis, Treatment and Strategies</span><br /><span style="font-family:georgia;">Jeffrey A. Miller</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-4881547197070794582007-09-03T17:08:00.000-06:002007-09-17T23:36:20.845-06:00Learning about giftedness when a child is young "Is A Good Thing!"<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF4uFw7MsqQu2rTiotjoKbhk-RKjDlZxMhSGHrDlVVSb32mXP5x2pkTozOznzA5CoNITTe2r30DGQijKaclBia_BPtQsxEp-VxGnsF6GIF6IK6xwjTTnFbNeQjsL89XvyE0OXc/s1600-h/AvaMom.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF4uFw7MsqQu2rTiotjoKbhk-RKjDlZxMhSGHrDlVVSb32mXP5x2pkTozOznzA5CoNITTe2r30DGQijKaclBia_BPtQsxEp-VxGnsF6GIF6IK6xwjTTnFbNeQjsL89XvyE0OXc/s200/AvaMom.jpg" alt="" id="BLOGGER_PHOTO_ID_5106370271042844338" border="0" /></a><span style="font-style: italic;font-family:trebuchet ms;" >It is great when parents seek info regarding giftedness before their child has even entered school! I did not learn about the complex issues tied to high intelligence until my daughter was in middle school. She had breezed through elementary school with A's and I never stopped to wonder if she had been challenged.</span><br /><br /><span style="font-family:trebuchet ms;">Later, due to underachievement and depression (it's hard to say which came first) she lost academic self-confidence and self-esteem. She dropped out of high school in 10th grade. At 20 she regained interest in learning and now, at 23, she will graduate Summa Cum Laude with a degree in philosophy. Click <a href="http://sfireblue.blogspot.com/2006/08/phoenix-rises-profile-of-gifted.html">here</a> for more about her journey.<br /></span><div style="text-align: left;"><span style="font-family:trebuchet ms;">-------------------------------</span><br /></div><br /><span style="font-family:trebuchet ms;">Even though each Greeley-Evans school has a half time GT teacher, you are your child's most important advocate!</span><br /><br /><span style="font-family:trebuchet ms;">These </span><a style="font-family: trebuchet ms;" href="http://sfireblue.blogspot.com/2007/09/highly-recommended-books.html">books</a><span style="font-family:trebuchet ms;"> I found especially helpful for learning about giftedness. Some are available at the Weld County libraries; others can be purchased from </span><b style="font-family:trebuchet ms;"><span style="font-weight: bold;">www.freespirit.com</span></b><br /><ul style="font-family: trebuchet ms;"><li>Many excellent articles can be found at: <a title="http://www.gt-cybersource.org/ReadArticleNew.aspx?NavID=2_0" href="http://www.gt-cybersource.org/ReadArticleNew.aspx?NavID=2_0">GT-CyberSource ~ Read an Article</a></li></ul><span style="background: white none repeat scroll 0% 50%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"><span style="font-family:trebuchet ms;">Some parents worry and believe they may not be able to homeschool their gifted child because they are not gifted themselves. Remember though, as parents you are likely the only people who can and will truly empathize with your child when he or she experiences the shadowside of giftedness, such as intense frustration, unhappiness due to loneliness; the feeling that no one "out there" really understands how sensitive and caring he or she is and that their experiences can therefore be intense and difficult to process.</span><br /><br /><span style="font-family:trebuchet ms;">You can give public schooling a try as long as you regularly touch base with your child's teacher to make sure your son or daughter receives appropriate challenge. If your child's needs are not met, homeschooling may be an option.</span><br /><br /><span style="font-family:trebuchet ms;">Tour several schools to get a feel for the staff and the building environment. Be sure to meet with the GT teacher too. We visited several schools before deciding in what "school boundary" to purchase a home.</span><br /><br /><span style="font-family:trebuchet ms;">In retrospect I wish I would have pulled my daughter out of Junior High when she started to fail and got deeply discouraged about school. I too thought I wasn't capable of homeschooling. I now know she would have been able to educate herself more efficiently by pursuing areas of interest at a time she was ready to tackle them. You can always call in the help of a tutor for the tougher subjects like math or sign your child up for on-line classes.</span><br /><br /></span><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioN60jGltQYt9msBx76mN1Q_PEEM-5ifXsDifie4WKiePVa9gJP5l8Fq9aERHzLJSGT9uFyg6Lfo9PSyS-ArnGoVmpO8MiqyaYvy25cr5kWRvQGOJS8N0Y1dBTZvUwJfvqlMW1/s1600-h/MarkonMom.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioN60jGltQYt9msBx76mN1Q_PEEM-5ifXsDifie4WKiePVa9gJP5l8Fq9aERHzLJSGT9uFyg6Lfo9PSyS-ArnGoVmpO8MiqyaYvy25cr5kWRvQGOJS8N0Y1dBTZvUwJfvqlMW1/s200/MarkonMom.jpg" alt="" id="BLOGGER_PHOTO_ID_5111413570945104546" border="0" /></a><br /><span style="background: white none repeat scroll 0% 50%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"><span style="font-family:trebuchet ms;">The most important thing is to be supportive of your children and to accept them for who they are and to respect what they may want to do in life. Our 20-year-old son is gifted too. He did graduate from high school, but wanted to work before starting higher education. He's had several different jobs already, mostly blue collar ones. Right now he's working for a company that makes dumpsters. He likes the job because it offers him much variety including welding, and at the end of the day he can see exactly what his labor has produced. It is not clear where his life's journey will lead, but as parents we simply want him to be content and do what he enjoys.<br /><br /><br /></span></span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-214845014524235832007-09-03T16:39:00.000-06:002007-09-03T16:42:59.066-06:00Advice for anyone!<div style="text-align: center;"><span style="color: rgb(51, 51, 153);font-size:130%;" ><br /><span style="font-family: trebuchet ms;">The Manifesto for Children</span></span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">E. Paul Torrance</span><br /><br /><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Don't be afraid to fall in love with something</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">and pursue it with intensity.</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Know, understand, take pride in, practice, develop, exploit</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">and enjoy your greatest strengths.</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Learn to free yourself from the expectations of others </span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">and to walk away from the games they impose on you.</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Free yourself to play your own game.</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Find a great teacher or mentor who will help you.</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Learn the skills of interdependence.</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Don't waste energy trying to be well rounded.</span><br /><span style="color: rgb(51, 51, 153); font-family: trebuchet ms;">Do what you love and can do well.</span><br /></div>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-79780643610798709502007-09-03T16:10:00.000-06:002007-09-03T16:30:39.773-06:00Are you gifted?<p style="text-align: left;"><span style="font-family:times new roman,times,serif;font-size:100%;"><span style="font-family:verdana;"><span style="font-style: italic;font-size:100%;" ><span style="font-family:georgia;">You have a gifted child, so..are you gifted? Read the following to see if it rings true for you.</span></span><br /></span></span></p><p style="text-align: left;font-family:georgia;"><span style="font-family:times new roman,times,serif;font-size:100%;"><span style="font-family:verdana;"></span>An excerpt from <a href="http://www.talentdevelop.com/articles/GITW.html">Giftedness in the Workplace</a> by Dr. Mary-Elaine Jacobsen<br /></span></p><p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" ><br />In general, the gifted exhibit sensory and emotional sensitivity, difficulty in accepting criticism, extraordinary empathy and compassion, passionate dedication to causes, deep concern and worry, overwhelming feelings of responsibility for the well-being of others and the advancement of humanity, and become easily outraged by injustices and inhumane acts.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Not unexpectedly, gifted adults are prone to periods of existential depression. On the other hand, one of the more glaring traits of giftedness is extraordinary goal orientation that coexists with a relentless curiosity.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Challenge seems to be more of a need than a want, and feelings of being driven or pressured to understand and excel are the companions of achievement. Entelechy (from the Greek entelekheia meaning full realization, a vital force urging one toward self-actualization) is the sum and substance of their remarkable self-motivation and perseverance.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >We can see evidence of adult giftedness in a broad knowledge base that is woven together over time and easily linked to new information. They also display a habit of self-monitoring and self-guidance, personal insight and metacognition --- often in the form of harsh self-scrutiny.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Gifted adults generally rely on their pliable thinking and unusual perceptivity. They share an ability to see through the veneer, to quickly ascertain problems (adept problem-finders) and reinterpret things beyond traditional views.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >They can cut through complex issues to the heart of the matter and move directly toward creative solutions by combining intellectual strengths (e.g. verbalizing internal images).<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >The astute observer will detect signs of adult giftedness in their love of puzzles and preference for complexity, their penchant for original responses, and fondness of novelty. These characteristics become all the more obvious when they stay the course and tolerate ambiguity long after others have bowed out of the investigation.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >The gifted adult often displays a tendency to be excitable, especially when something new tweaks challenges their imaginations. They may appear to have unusually high levels of energy (not hyperactivity), shifting from one area of interest to another without loss of zeal.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Sometimes excitability is evidenced by overt expressiveness, love of intense discussion and debate, the ability to concentrate for long periods of time, multiple interests that reflect their multipotentiality, and by complaints of being easily bored.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Frequently gifted adults in counseling report a history indicative of uneven or asynchronous intellectual, emotional, psychomotor, language, and/or social development (e.g. reasoning ahead of language skills; complex ideas ahead of ability to sufficiently express; emotional maturity lagging reasoning).<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >They may be proud of their exceptional intelligence and high academic achievement or self-conscious and baffled about experiences of underachievement despite their recognized exceptional ability.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >When gifted adults feel free to reveal information about their inner lives they often admit to being perfectionists and complain that they have find mundane tasks intolerable.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Many report feeling driven by, and often suffering from, exceedingly high standards for themselves and others; pulled toward high achievement by their profound idealism while simultaneously engaging in devitalizing self-criticism.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Particularly for the gifted female, it is not uncommon to find a self-perception distorted by accompanying feelings of being a failure, a fraud or impostor, or a belief that it is others who are truly gifted.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Contrary to popular opinion and faulty expectations of nerdism, the gifted adult commonly shows unusual psychosocial maturity, popularity, charisma, trustworthiness, social adjustment and relationship competence.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >For many of them, leadership is a natural role that is upheld by self-assuredness and an excellent sense of humor.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Despite their abilities, the gifted experience recurring feelings of isolation and being largely misunderstood. Most have been aware since early childhood that they are inherently different, though they may not know in what ways, and typically believe their differences are disreputable.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Likewise they may eventually admit to chronic experiences of deep loneliness in spite of a preference for working alone. In addition, many have been berated for being picky, perfectionistic, or overly-committed to orderliness because neither therapist nor client realize it is normal for the gifted to seek security by systematizing.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Gifted adults may fail to respect their own need for solitude, reflection, and time to daydream or play with concepts and ideas. They may shame themselves when their strong bids for autonomy result in a pattern of butting heads with authority figures when most have never been told that they challenge tradition because of their deep personal values and a reverence for truth and authenticity.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Overall, the gifted adult is almost entirely unaware that the so-called excesses of their nature are the very same traits that underpin excellence. With help, as gifted adults discover their true identities, they can rewrite their histories in terms of assets rather than liabilities.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >They may come to understand a gifted child’s tears and rage over playground unfairness or pointing out politically incorrect truths were early signs of moral leadership.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >They may finally realize that badgering teachers and parents with questions and getting into all kinds of investigative mischief often foreshadows entrepreneurism and innovation.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >They may also discover that when the gifted child’s touchiness seems excessive, it may be a harbinger of profound empathy, the kind revered in social reformers and servants of the poor and needy.<br /> </span></p> <p style="text-align: left; font-family: georgia;"><span style="font-family: times new roman,times,serif;font-size:100%;" >Thus, a corrected personal history is fundamental for self-support, a prerequisite for confidently embarking on new ventures in a world that is still stuck on stereotyped notions about the gifted.<br /> </span></p><span style="font-family: georgia;font-size:85%;" ></span><span style="font-family: times new roman,times,serif;font-size:-1;" ><br /> </span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com3tag:blogger.com,1999:blog-20024306.post-39323348392228193872007-09-03T14:22:00.000-06:002007-09-03T14:32:54.150-06:00Bad Math TeachersIn his article <span style="color: rgb(204, 0, 0);">"When Teachers Don't Make the Grade"</span> which I accessed<br />through the National PTA website, Jay Matthews, education reporter for the Washington Post wrote:<br /><br />"Take, for instance, my daughter's math teacher. I did nothing about him.<br />My wife had written a letter to our son's high school principal about a<br />struggling Spanish teacher a few years before, and that had prompted no<br />action. We figured that this case was also hopeless. My daughter endorsed<br />our decision to butt out. She found a way to survive. Her subsequent math<br />teachers were better, restoring her interest in the subject and eventually<br />making her the only family member ever to take math electives in college."<br />--------------<br /><br /><span style="color: rgb(0, 0, 153);"><span style="font-weight: bold;">I responded to him:</span> Your daughter was lucky that she did not get turned off to math. That is</span><span style="color: rgb(0, 0, 153);"> what happened to mine because of an unforgiving 9th grade math teacher. She</span><span style="color: rgb(0, 0, 153);"> was exceptionally good at math and even won a class award for some</span><span style="color: rgb(0, 0, 153);"> difficult problem. However, there was no understanding by the teacher that</span><span style="color: rgb(0, 0, 153);"> she had extreme difficulty doing lots of "practice" (?) problems she knew</span><span style="color: rgb(0, 0, 153);"> how to do but that were repetitious in nature.<br />In the end her homework</span><span style="color: rgb(0, 0, 153);"> remained incomplete and resulted ultimately in a failing grade even though</span><span style="color: rgb(0, 0, 153);"> her test scores were still high! Not exactly fair.</span><br /><br /><span style="color: rgb(0, 0, 153);">She dropped out of 10th grade, got her diploma by alternative means, went</span><span style="color: rgb(0, 0, 153);"> on to the community college to get general credits out of the way and to</span><span style="color: rgb(0, 0, 153);"> build her GPA and is now at a four year college where she's majoring in</span><span style="color: rgb(0, 0, 153);"> philosophy with a minor in environmental studies. She still has to take the</span><span style="color: rgb(0, 0, 153);"> math requirement but intends to do it by CLEP. And...she still dislikes</span><br /><span style="color: rgb(0, 0, 153);">math thanks to that one teacher who did not nurture her obvious talent!</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-89577279031270182792007-08-07T22:30:00.000-06:002007-09-07T22:01:13.600-06:00Rote learning can halt achievement.<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9s9jqtqSaqUtWTxTssHO7TvwhN2c7VPgqClcvQiWz4B3FIZ3wF-RFlTfFsKntUIfwKkLed0J_A_XATqOHpoKUu5kQ4dFQa4ssKI40cwDSpJ_oIELwcv4jNgptDvOahrHwy7P2/s1600-h/ani-mouse.gif"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9s9jqtqSaqUtWTxTssHO7TvwhN2c7VPgqClcvQiWz4B3FIZ3wF-RFlTfFsKntUIfwKkLed0J_A_XATqOHpoKUu5kQ4dFQa4ssKI40cwDSpJ_oIELwcv4jNgptDvOahrHwy7P2/s200/ani-mouse.gif" alt="" id="BLOGGER_PHOTO_ID_5107678440771794658" border="0" /></a><br /><br /><br /><p style="color: rgb(0, 0, 153);" class="MsoNormal"><span style="font-family:Arial;"><span style="font-style: italic;font-size:130%;" >Predictable classroom procedures and rote learning can cause learning problems. It can lower and even halt achievement, particularly in identified gifted students. In fact, they can even start to fail the easiest of tasks! Marylou Kelly Streznewski, a Program Specialist in Gifted Education, writes that researchers have found that the brain of a gifted individual has more complex connections and faster activity between them. “Their minds do, literally, race.” she says in her book “Gifted Grownups”.</span><o:p></o:p></span></p> <p style="color: rgb(0, 0, 153);" class="MsoNormal"><span style="font-family:Arial;"><span style=""> </span>The result of having a more active brain is that, in order to learn at all, gifted students need more new and challenging content. If they do not get that, mental functioning slows and gets disorganized or even blocked. “Prolonged deprivation can result in irreversible damage”, according to the author. <o:p></o:p></span></p> <p style="color: rgb(0, 0, 153);" class="MsoNormal"><span style="font-family:Arial;"><span style=""> </span><span style="font-weight: bold;">Virginia Ehrlich</span>, who wrote <span style="font-style: italic;">“Gifted Children</span>”, would agree. She says, “Many bright youngsters leave school out of sheer boredom and frustration”. So, it is therefore critical that schools adapt the curriculum to meet these students’ special needs. Some schools are starting to do just that, but it needs to happen in all classrooms and especially immediately for all students who are currently at risk of failing. When falling grades are not noted and taken seriously by teachers or parents, chronic underachievement can set in. If not reversed in time, emotional damage caused by a severely lowered self-esteem can negatively affect the student, sometimes for good! <o:p></o:p></span></p> <p style="color: rgb(0, 0, 153);" class="MsoNormal"><span style="font-family:Arial;"><span style=""> </span>According to educator <span style="font-weight: bold;">Jerome Bruns</span>, as many as 20 percent of American students do not routinely do the work that teachers assign even though they are intellectually able to understand and do it. He calls it work inhibition. Of the students analyzed, almost all had average or high intellectual abilities, with 36 percent having IQ scores in the superior to very superior range. For the latter group work that is too easy or boring especailly can cause aversion.<o:p></o:p></span></p> <p style="color: rgb(0, 0, 153);" class="MsoNormal"><span style="font-family:Arial;"><span style=""> </span>Yet, despite their refusal or “inability” to do assigned work, many “failing” students still did well on exams and scored average to high on achievement tests. Virginia Ehrlich urges parents and teachers to take such results into account when evaluating the child. She says they are a truer reflection of the child’s level of performance. Failing classes is clearly not always because of lack of ability but rather of not completing homework. Since homework completion is factored into the final grade, not doing it becomes a punishment and distorts the picture of a student’s true ability!<o:p></o:p></span></p> <p style="color: rgb(0, 0, 153);" class="MsoNormal"><span style="font-family:Arial;"><span style=""> </span>Research by Bruns, cited in his book <span style="font-style: italic;">“They Can But They Don’t”</span>, found that students with weak skills obtained at least C’s if they turned in their assignments, while students with excellent knowledge obtained D’s and F’s if they did not complete their work. “Teachers do not give low grades to students who “try”, he says, “but they will fail a brilliant child who doesn’t.” <o:p></o:p></span></p> <p style="color: rgb(0, 0, 153);" class="MsoNormal"><span style="font-family:Arial;"><span style=""> </span>Many gifted students may be underachieving. In one Greeley high school in the first half of 2000, almost 25 percent of all identified gifted students had a GPA of C or lower. Doubting their abilities and seeing their credits for graduation dwindle, these students may likely become the next crop of dropouts. Forcing them to retake classes is often insulting and futile as many could have passed if only test scores had counted! <o:p></o:p></span></p> <p class="MsoNormal"><span style="font-family:Arial;"><span style="color: rgb(0, 0, 153);"> To educators gifted underachievers seem to be “unmotivated”, “lazy”, or having behavior problems. They usually recognize that they are capable of doing better but often do nothing more than blame the student for not applying him or herself, causing the student to feel even more like a failure. Yet, it is the teacher who can offer relief by seeking the student’s feedback on how he feels he can perform better and allow for necessary adaptations in work and alternative methods of assessmen</span>t.<o:p></o:p></span></p>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com2tag:blogger.com,1999:blog-20024306.post-68549922855325292692007-06-22T17:26:00.000-06:002007-06-22T17:40:27.810-06:00Focus on intellectual development!<span style="color: rgb(0, 0, 153);font-size:100%;" ><span style="font-style: italic;">Many parents whose gifted kids excel in school with straight A's are not aware of special needs besides academic challenge. Others whose equally gifted kids are failing likely believe it is their child's fault! Teachers who do not understand what giftedness is often believe this also. They see no reason to offer the gifted student support; in fact they do not really believe some students are "more gifted" than others. Wanting to appear politically correct they will say that all kids are gifted. “Turn this around”, says psychologist and giftedness expert Linda Silverman, “and see how much sense it makes if they were to say, all kids are retarded!”<br /><br /></span></span><span style="color: rgb(0, 0, 153);">Kids who lag far behind average students in their understanding and in the speed and ease with which they can process information need adaptations. The same is true for students who are mentally advanced, the ones we call the gifted. They are far ahead of average students in their understanding and in the speed and ease with which </span><span style="font-style: italic; color: rgb(0, 0, 153);">they</span><span style="color: rgb(0, 0, 153);"> can process information. They too need adaptations!</span><br /><br /><span style="color: rgb(0, 0, 153);">Most regular classroom teachers still do not have training in meeting the needs of intellectually advanced students, so it’s up to parents to help bring about the much needed changes. Parents should inform themselves about the various effective strategies in which their children can and should be taught. For example they can and should insist that a school make use of cluster grouping, compacting, cross grade level grouping, subject or grade skipping and in some instances even allow their child to attend school half-time.</span><br /><br /><span style="color: rgb(0, 0, 153);">Due to the competitive nature of high school and the ensuing track to college much revolves around high GPA, ACT and SAT scores. Few people, whether they be parents, teachers, community members or the students themselves, realize that straight A's can actually hint at debilitating underachievement. Underachievement because the student is usually capable of more challenging material and debilitating because the student does not want to risk losing perfect grades by actually doing more challenging material. So, grades remain more important than nurturing the intellectual and social-emotional development of students.</span><br /><br /><span style="color: rgb(0, 0, 153);">Academic challenge is very important, but not enough for the few GT kids who are non conformist and who, through observation and analytical thinking, are likely smarter than many adults around them! These students, the brightest among the bright need help not hindrance in pursuing their goals and fulfilling their potential.</span><br /><br /><span style="color: rgb(0, 0, 153);">Due to the reorganization that has taken place in District Six it is important that parents’ voices for the support of gifted education are heard. They need to find out what sensible options there are for gifted children whose talents and intelligence should be seen as a valuable resource to the community but who often end up as “the forgotten”</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com1tag:blogger.com,1999:blog-20024306.post-72012927142580123052007-06-22T16:13:00.000-06:002007-06-22T16:20:25.631-06:00What Gifted Students Need<span style="font-family: verdana;"><span style="font-style: italic; color: rgb(0, 0, 153);">By listening to many gifted high school students I have come to the following beliefs:</span><br /><br /><span style="color: rgb(0, 0, 153);">--There's still a strong need for staff development so that regular classroom teachers get an understanding of the needs of, and an appreciation for, GT students as a whole but in particular for those who do not excel or who are at risk of failing and dropping out of school.</span><br /><br /><span style="color: rgb(0, 0, 153);">--It's important to promote cluster grouping of GT students at all levels and place such clusters only with those teachers who are knowledgeable about GT needs, who like these students or who are actively showing interest in learning about GT issues.</span><br /><br /><span style="color: rgb(0, 0, 153);">--Many GT students do not possess an appreciation for their talents, strengths and interests and often feel insecure about themselves. Although many do remember participating in pullout programs at the elementary level, they do not know they were identified as GT or what that implies. Some believe that they are not gifted anymore when they enter middle and/or high school if no GT program/guidance is visible or available.</span><br /><span style="color: rgb(0, 0, 153);">As a result, many GT students do not receive guidance to choose appropriate courses when they start high school. A majority do not realize that they may be able to skip introductory courses such as Composition I or Integrated Science I, etc., in order to be challenged at a level that is better suited to their needs.</span><br /><br /><span style="color: rgb(0, 0, 153);">--Often GT students believe that accelerated classes or AP courses are too difficult and they'd rather not take those out of fear it may lower their GPA. Many feel they have to get straight A's and often their parents expect them to get A's as well. There's a need for appropriate counseling of these students (and their parents) regarding this drive to “succeed” at all costs.</span><br /><br /><span style="color: rgb(0, 0, 153);">-For some students alternative schooling ( the Aims Diploma Program or the GED exam) is and should remain an option which should be presented to them, their parents and also to our community in a positive manner so that students feel comfortable to pursue such option without shame or loss of self-confidence. </span><br /><br /><span style="color: rgb(0, 0, 153);">--In middle and high school a lack of socializing with intellectual peers may make these students feel different from the norm and can cause disfranchisement from school. Promoting discussion groups or a "mandatory" elective in "GT 100" where students can learn about characteristics related to their giftedness, where they can meet others like themselves and where they can learn self advocacy for their needs would be a way to instill and nurture self esteem in GT students.</span><br /><br /><span style="color: rgb(0, 0, 153);">--At the very minimum schools should create an electronic discussion board for their GT students as a means to get in touch with others like themselves, to inform them more easily about issues that pertain to them and to give them an opportunity to hone their reasoning and discussion skills. </span><br /><br /><span style="color: rgb(0, 0, 153);">--Schools should also promote a GT area on their websites with information regarding giftedness, identification, and available services and books for students and parents.</span><br /><br /></span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-12009378933687783362007-04-07T21:02:00.000-06:002007-09-07T22:18:29.839-06:00This puts it in perspective!<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU6wPEtzMYzHVV_xYfJMX9a_6sP43-V9XqZsjSHZbsHSNOlIsdD95waf-D72gFAA4xg4tARKDJnBscFums7sHl6LKg87_Lg2gnPfbq73LqLRRFou1N8-QllN-e1l5_nSs6bQt_/s1600-h/answer-boy.gif"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU6wPEtzMYzHVV_xYfJMX9a_6sP43-V9XqZsjSHZbsHSNOlIsdD95waf-D72gFAA4xg4tARKDJnBscFums7sHl6LKg87_Lg2gnPfbq73LqLRRFou1N8-QllN-e1l5_nSs6bQt_/s200/answer-boy.gif" alt="" id="BLOGGER_PHOTO_ID_5107682911832749906" border="0" /></a><br /><br /><br /><br /><br /><span style="font-style: italic; color: rgb(0, 0, 153);font-family:verdana;" ><span id="role_document" style="color: rgb(0, 0, 128);font-size:100%;" >From </span></span><span style="font-style: italic; color: rgb(0, 0, 153);font-family:verdana;" ><span id="role_document" style="color: rgb(0, 0, 128);font-size:100%;" >the book,<span style="font-weight: bold;">"Out of our Minds - Gifted Children Left Behind"</span> </span></span><span style="color: rgb(0, 0, 153);font-family:verdana;" ><span id="role_document" style="color: rgb(0, 0, 128);font-size:100%;" ><span style="font-style: italic;">by Deborah L. Ruf, Ph.D. She describes the various characteristics and abilities of children with different IQ levels. She categorizes the various levels as follows:</span><br /><br /><span style="font-size:85%;">Level 1: </span></span></span><span style="color: rgb(0, 0, 153);font-family:verdana;" ><span id="role_document" style="color: rgb(0, 0, 128);font-size:100%;" ><span style="font-size:85%;">IQ of 120-130</span></span></span><span style="color: rgb(0, 0, 153);font-family:verdana;" ><span id="role_document" style="color: rgb(0, 0, 128);font-size:100%;" ><span style="font-size:85%;"> (90th-98th percentiles; 4 - 6 per 100 children)<br />Level 2-3: IQ of 131-134 (98th -99th percentiles; 4 - 6 kids per grade level)<br />Level 4:IQ of 135-140 (99th percentile; 2 or 3 kids per grade level)<br />Level 5:IQ of 141 and up (above 99th percentile; only 4 in 1 million school kids)<br /><br />This is why it is important to find out the IQ score of your child(ren)! In Greeley-Evans schools the results of the student's test are kept in a </span><span style="color: rgb(255, 0, 0); font-weight: bold;font-size:85%;" >red folder</span><span style="font-size:85%;">. Set up an appointment with the GT teacher to view it!</span><br /><br />If you click on the following link you'll learn more about IQ score and interpretation. You'll also find an interesting and important study which I have copied below.<br /></span></span><ul style="color: rgb(0, 0, 0);"><li><span style="color: rgb(0, 0, 153);font-family:verdana;" ><span id="role_document" style="color: rgb(0, 0, 128);font-size:100%;" ><span style="color: rgb(255, 0, 0);"><span style="font-style: italic;">"It appears that once children of above average intelligence begin formal education there's a real possibility that their intelligence will dwindle if their intellectual needs go unmet</span>!"</span></span></span></li></ul><span style="color: rgb(0, 0, 153);font-family:verdana;" ><span id="role_document" style="color: rgb(0, 0, 128);font-size:100%;" ><span style="color: rgb(0, 0, 0); font-weight: bold;"><br /><a href="http://www.audiblox.com/iq_scores.htm">The Milwaukee Project</a></span><br /></span></span><p class="MsoNormal" style="text-align: justify;"><span lang="EN-ZA">In the late 1960s, under the supervision of Rick Heber of the University of Wisconsin, a project was begun to study the effects of intellectual stimulation on children from deprived environments. In order to find a “deprived environment” from which to draw appropriate subjects for the study, Heber and his colleagues examined the statistics of different districts within the city of Milwaukee. One district in particular stood out. The residents of this district had the lowest median income and lowest level of education to be found in the city. This district also had the highest population density and rate of unemployment of any area of Milwaukee. There was one more statistic that really attracted Heber’s attention: Although this district contained only 3 percent of the city’s population, it accounted for 33 percent of the children in Milwaukee who had been labeled “mentally retarded”! [<span style="font-weight: bold;">Of interest is that according to Bruce Perry, a child psychiatrist. most cases of mental retardation are not because of birth defects, but because of neglect in childhood</span>]<br /></span></p> <p class="MsoNormal" style="text-align: justify;"><span lang="EN-ZA">At the beginning of the project, Heber selected forty newborns from the depressed area of Milwaukee he had chosen. The mothers of the infants selected all had IQ’s below 80. As it turned out, all of the children in the study were black, and in many cases the fathers were absent. The forty newborns were randomly assigned, 20 to an experimental group and 20 to a control group. </span></p> <p class="MsoNormal" style="text-align: justify;"><span lang="EN-ZA">Both the experimental group and the control group were tested an equal number of times throughout the project. An independent testing service was used in order to eliminate possible biases on the part of the project members. In terms of physical or medical variables, there were no observable differences between the two groups. </span></p> <p class="MsoNormal" style="text-align: justify;"><span lang="EN-ZA">The experimental group entered a special program. Mothers of the experimental group children received education, vocational rehabilitation, and training in homemaking and child care. The children themselves received personalized enrichment in their home environments for the first three months of their lives, and then their training continued at a special center, five days a week, seven hours a day, until they were ready to begin first grade. The program at the center focused upon developing the language and cognitive skills of the experimental group children. The control group did not receive special education or home-based intervention and enrichment. </span></p> <p class="MsoNormal" style="text-align: justify;"><span lang="EN-ZA">By the age of six all the children in the experimental group were dramatically superior to the children in the control group. This was true on all test measures, especially those dealing with language skills or problem solving. The experimental group had an IQ average of 120.7 as compared with the control group’s 87.2! </span></p> <p class="MsoNormal" style="text-align: justify;"><span lang="EN-ZA">At the age of six the children left the center to attend the local school. By the time both groups were ten years old and in fifth grade, the IQ scores of the children in the experimental group had decreased to an average of 105 while the control group’s average score held steady at about 85. One possible reason for the decline is that schooling was geared for the slower students. The brighter children were not given materials suitable for their abilities and they began to fall back. Also, while the experimental children were in the special project center for the first six years they ate well, receiving three hot, balanced meals a day. Once they left the center and began to attend the local school, many reported going to classes hungry, without breakfast or a hot lunch.</span></p>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1171520733625221342007-02-14T23:16:00.000-07:002007-06-22T19:57:43.483-06:00HB 1244 GT education mandate<span style="color: rgb(0, 0, 153); font-family: georgia; font-style: italic;font-family:georgia;font-size:100%;" > My sincere appreciation goes to Representatives Peniston and Solano for their initiative to have schools serve </span><span style="font-style: italic; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;font-size:100%;" >every</span><span style="color: rgb(0, 0, 153); font-family: georgia; font-style: italic;font-family:georgia;font-size:100%;" > exceptional child! This bill is especially welcome in light of the study by the </span><span style="color: rgb(0, 0, 153); font-family: georgia; font-style: italic;font-family:georgia;font-size:100%;" >National Research Center on the Gifted and Talented</span><span style="color: rgb(0, 0, 153); font-family: georgia; font-style: italic;font-family:georgia;font-size:100%;" > (NRC/GT) which found that “in elementary classrooms across the United States, high-ability students received the same type of instruction and material at the same pace as their classmates, more than 80% of the time (</span><span style="color: rgb(0, 0, 153); font-family: georgia; font-style: italic;font-family:georgia;font-size:100%;" >Reis</span><span style="color: rgb(0, 0, 153); font-family: georgia; font-style: italic;font-family:georgia;font-size:100%;" >, 1994). These high IQ or gifted students often find themselves unchallenged, underachieving, and even exhibiting depression, anger, or other difficulties.”<br /></span><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > Indeed, in Greeley-Evans schools, a 2002 survey with open ended questions returned by 962 identified GT students in grades 3-12, found that only 10% of students appeared generally challenged, meaning in most subjects. Very few students said they were challenged because of hard work, new content or critical thinking, things many wished for! Of the 300 elementary GT students almost 20% said they wanted “harder work”. </span><br /><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > As a long-time GT advocate in Greeley-Evans school district Six I have seen how even failing gifted students do not receive timely and/or effective intervention strategies to succeed. Yearly as many as 25% do not graduate! To their school, district, or the Colorado Education Department, they merely become a statistic, but for the students this fact usually translates to loss of self esteem and academic self confidence. </span><br /><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > A study by </span><span style="font-weight: bold; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >Camilla P. Benbow</span><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > of John Hopkins Talent Search participants (quoted in </span><span style="font-weight: bold; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >Nancy Alvarado Stone</span><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >'s book "Gifted is not a dirty word") reveals that gifted students who do not experience any challenge of accelerated material, or class and grade skipping, get robbed of their self confidence and self esteem. The untapped potential of these students who often do not finish school is a huge loss to American society! Giftedness expert </span><span style="font-weight: bold; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >James Gallagher</span><span style="font-family: georgia;"> </span><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >recognized this when he said:</span><br /><br /><span style="font-style: italic; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > "Gifted students are the difference of what we are and what we could be as a society" </span><br /><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > Currently under </span><span style="font-weight: bold; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >No Child Left Behind</span><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > gifted students’ educational needs are endangered even more as time and resources will be prioritized for the assistance of low performing students. Often, gifted students have already reached proficiency and instead of accelerating through school in order to go on to more challenging education in college they are “kept behind” at grade level where their intelligence is not nurtured and as a result may actually diminish.</span><br /><br /><span style="font-weight: bold; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > Lewis Terman</span><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > in his famous longitudinal study of 1528 gifted students noted: “While in elementary and in secondary school, those who were allowed to accelerate according to their intellectual potential were more successful. Those not permitted to accelerate developed poor work habits that sometimes wrecked college careers.”</span><br /><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > Giftedness expert and advocate </span><span style="font-weight: bold; color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >Leta Hollingworth,</span><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > too, believed that gifted children are the “original thinkers” of their generation and therefor require instruction to help them develop attitudes and drives related to productive habits and leadership.</span><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >It is a concern that gifted students too, (until age seventeen) are mandated to be in school full-time, for 1056 hours without any free time left to socialize, or explore personal interests. Previously the requirement was 360 hours per semester for full-time student status, or even the possibility of part-time basis in certain circumstances.</span><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" >Such confinement of intellect will make the emergence of eminence in this population even more difficult! In order for giftedness to come to full fruition it needs flexibility, not the rigid regimen of schooling!</span><br /><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > Yet, some instructional practices (mandated under NCLB for low performing schools and/or districts to receive federal funds) have already resulted in all our Greeley-Evans elementary schools eliminating recess in order to "maximize instructional time". More disconcerting is that in kindergarten children do no longer get to play with toys, blocks or puzzles! In short, there is no quality education going on especially since these children's teachers also no longer have the time or freedom to meet their students' varied needs or build a personal and caring relationship with them. All are prerequisites to nurture and foster the intelligence of children, gifted or not!</span><br /><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > In your consideration of this proposal then, I urge all of you to sympathize with these wonderful students who shine like bright stars when they eagerly start formal schooling but who slowly lose luster when their learning needs are not met. <span style="font-weight: bold;">Please support HB 07 - 1244.</span></span><br /><br /><br /><span style="color: rgb(0, 0, 153); font-family: georgia;font-family:georgia;" > President Greeley EAGLES - Affiliate of the Colorado Association for Gifted and Talented</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1167414068329961002006-12-29T10:17:00.000-07:002006-12-29T10:49:52.126-07:00High Sensitivity<span class="post_inner"><span id="body0"><span style="color: rgb(51, 51, 255);">On the GT message boards at http://giftedissues.gt-cybersource.org I posed the following question with following it the dialogue with another poster regarding this subject.</span><br /><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">I wrote</span> "Much of what is generally known and applied regarding gftedness and high intelligence focuses on academic achievement. I therefore especially like that Annemarie Roeper and Jim Delisle advocate for the socio-emotional needs of the gifted. Because of what I learned from them I drew the conclusion that high intelligence is equated with deep thinking, feeling and caring. However, I have since found that only a small percentage of people with IQ's of 130 and above display such characteristics <img src="http://giftedissues.gt-cybersource.org/BB/images/graemlins/default/confused.gif" alt="" height="15" width="15" /> .<br />Has research ever been done to determine how common high sensitivity (Dabrowski's over-excitabilities) is in gifted individuals?</span></span> "<br /><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">Trinity:</span><span class="post_inner"><span id="body1"> "1) have your run across high levels of deep thinking, feeling, and caring in people with IQ levels below 130?<br /><br />2) It seems reasonable, and I hope it's true, that as we adults become better advocates for gifted children then they will get their emotional needs met - which I believe includes academic challenges that give them the same amount of opportunity for challenge and growth as any other student, and they will naturally grow up better able to show their natural endowment of deep thinking, deep feeling and deep caring."<br /><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">I responded:</span></span></span><span class="post_inner"><span id="body2"> "I would have to say yes. Even though both my children and my husband have IQ's above 130, I am borderline with 129 (according to an on-line trial Mensa test). I never ever considered myself cognitively gifted probably because I did not shine in school. Language was my strength, math, physics and chemistry terrible weaknesses. I don't think I could even pass a college algebra class here unless I am more open to learning such concepts now that I'm older (I have a foreign higher vocational degree in journalism and college math was not a requirement).<br />My parents were both very caring, very sensitive but not of high (over 130) intelligence. Above average for sure and because of that high sensitive nature they were in my opinion anyway very gifted! That's why it would be interesting to see how sensitivity is spread out in people according to IQ.<br /><br />I do agree with you that when socio-emotional needs are met in early life maybe more kids with high intelligence will keep their sensitive nature. Maybe school takes it out of many? On the other hand it seems possible that some people are born with a high speed brain but not necessarily with the enriching software to use on it. Maybe it is nurture (of home environment) that adds the caring component to nature (of genetic intelligence)?"<br /><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">Trinity</span>: </span></span><span class="post_inner"><span id="body3">"One of my favorite books on the subject is "IQ and Intelligence" by N. J. Mackintosh. It's really full of interesting ideas!<br />I'm curious how you can state that "small percentage of people with IQ's of 130 and above display such characteristics" I have many dear friends and have no idea what their IQ's are. I don't know what my own IQ is. When talking about high ability learners, it's important to realize that IQ tests were not designed to measure them. Each test picks it's own upper limit as well. This is a fasinating area and I'm glad that you are interested. I will say of the few people who's IQs I know, that they seem to have the full range of human strengths and frailties.<br /><br />I am also grateful that you also bring up a very important issue for Advocates of Gifted Children. The word "Gifted" iteslf is a very difficult one. On one hand it seems to be recognized by a great many people to at least mean: highly intelligent. On the other hand, it seems to instantly put everone on the defensive, as if it imply that some people are "gifted" and everyone else is "worthless." I have observed this many times. I believe that a creator created each human precious, with many gifts and challenge areas. So I find myself hamstrung. I've settled for "children who are not appropriatly challenged by the normal age-appropriate cirricula" when trying to Advocate for my son. Any suggestions will be much appreciated."<br /><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">I responded</span>: </span></span><span class="post_inner"><span id="body4"><i'm curious="" how="" you="" can="" state="" that="" small="" percentage="" people="" with="" of="" 130="" above="" display="" such="" characteristics="" many="" dear="" friends="" and="" have="" no="" idea="" their="" s="" are="" i="" don="" t="" know="" what="" my="" own="" iq="" is="">"Of course my observation is far from scientific but I have in fact talked with quite a large number of high school students (over 150 to date) who are identified as gifted; the vast majority of them are cognitively gifted besides also being academically gifted and a much smaller number who are also creatively gifted. I volunteer at my son's high school in the GT Office to help the GT coordinator take inventory of the GT kids on his roster. Although all of these kids are simply delightful to meet with and their intelligence practically sparkles in their eyes I can say that I intuit that not a majority of them has the kind of sensitivity that Delisle and Roeper mention and which I see in my daughter and other family members.<br />I also advocate on the Gifted and Talented Board in our school District and as such have met with adults who more likely than not also have high intelligence, yet I have not recognized that high sensitivity and caring in them."<br /><br /><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">Trinity </span><span style="font-style: italic; color: rgb(0, 0, 0);">"</span></i'm></span></span><span style="color: rgb(0, 0, 0);" class="post_inner"><span id="body3">The word "Gifted" iteslf is a very difficult one. On one hand it seems to be recognized by a great many people to at least mean: highly intelligent. "</span></span><span class="post_inner"><span id="body4"><i'm curious="" how="" you="" can="" state="" that="" small="" percentage="" people="" with="" of="" 130="" above="" display="" such="" characteristics="" many="" dear="" friends="" and="" have="" no="" idea="" their="" s="" are="" i="" don="" t="" know="" what="" my="" own="" iq="" is=""><i will="" say="" few="" people="" who="" s="" iqs="" i="" know="" that="" they="" seem="" to="" have="" the="" full="" range="" of="" human="" strengths="" and="" frailties=""><br /><br /></i><span style="color: rgb(255, 0, 0); font-weight: bold;">I responded: </span>"True enough; if only teachers were convinced of that also, but they do seem to assume that gifted kids should be good at everything."<br /><i will="" say="" few="" people="" who="" s="" iqs="" i="" know="" that="" they="" seem="" to="" have="" the="" full="" range="" of="" human="" strengths="" and="" frailties=""><br /></i></i'm></span></span><span class="post_inner"><span id="body4"><span style="color: rgb(255, 0, 0); font-weight: bold;">Trinity </span><span style="color: rgb(0, 0, 0);">"</span><span style="color: rgb(0, 0, 0); font-weight: bold;"><span style="font-style: italic;">..</span></span></span></span><span style="color: rgb(0, 0, 0);" class="post_inner"><span id="body3">it seems to instantly put everone on the defensive, as if it imply that some people are "gifted" and everyone else is "worthless."</span></span><span class="post_inner"><span id="body4"><i'm curious="" how="" you="" can="" state="" that="" small="" percentage="" people="" with="" of="" 130="" above="" display="" such="" characteristics="" many="" dear="" friends="" and="" have="" no="" idea="" their="" s="" are="" i="" don="" t="" know="" what="" my="" own="" iq="" is=""><i will="" say="" few="" people="" who="" s="" iqs="" i="" know="" that="" they="" seem="" to="" have="" the="" full="" range="" of="" human="" strengths="" and="" frailties=""><the word="" iteslf="" a="" very="" difficult="" seems="" to="" instantly="" put="" everone="" on="" the="" defensive="" as="" if="" it="" imply="" that="" some="" people="" are="" gifted="" and="" everyone="" else="" is="" worthless=""><br /><br /></the></i><the word="" iteslf="" a="" very="" difficult="" seems="" to="" instantly="" put="" everone="" on="" the="" defensive="" as="" if="" it="" imply="" that="" some="" people="" are="" gifted="" and="" everyone="" else="" is="" worthless=""><span style="color: rgb(255, 0, 0); font-weight: bold;">I responded</span>: "Gifted people are merely different! They can become "worthless" especially when formal schooling saps them of motivation.</the><i will="" say="" few="" people="" who="" s="" iqs="" i="" know="" that="" they="" seem="" to="" have="" the="" full="" range="" of="" human="" strengths="" and="" frailties=""><the word="" iteslf="" a="" very="" difficult="" seems="" to="" instantly="" put="" everone="" on="" the="" defensive="" as="" if="" it="" imply="" that="" some="" people="" are="" gifted="" and="" everyone="" else="" is="" worthless=""><br /><br /></the></i></i'm></span></span><span class="post_inner"><span id="body4"><span style="color: rgb(255, 0, 0); font-weight: bold;">Trinity </span></span></span><span style="color: rgb(0, 0, 0);" class="post_inner"><span id="body3">"I've settled for "children who are not appropriatly challenged by the normal age-appropriate cirricula" when trying to Advocate for my son." </span></span><br /><span class="post_inner"><span id="body4"><i'm curious="" how="" you="" can="" state="" that="" small="" percentage="" people="" with="" of="" 130="" above="" display="" such="" characteristics="" many="" dear="" friends="" and="" have="" no="" idea="" their="" s="" are="" i="" don="" t="" know="" what="" my="" own="" iq="" is=""><i will="" say="" few="" people="" who="" s="" iqs="" i="" know="" that="" they="" seem="" to="" have="" the="" full="" range="" of="" human="" strengths="" and="" frailties=""><the word="" iteslf="" a="" very="" difficult="" seems="" to="" instantly="" put="" everone="" on="" the="" defensive="" as="" if="" it="" imply="" that="" some="" people="" are="" gifted="" and="" everyone="" else="" is="" worthless=""><i've settled="" children="" who="" are="" not="" appropriatly="" challenged="" by="" the="" normal="" appropriate="" cirricula="" when="" trying="" to="" advocate="" for="" my="" son="" any="" suggestions="" will="" be="" much="" appreciated=""><br /></i've></the></i><the word="" iteslf="" a="" very="" difficult="" seems="" to="" instantly="" put="" everone="" on="" the="" defensive="" as="" if="" it="" imply="" that="" some="" people="" are="" gifted="" and="" everyone="" else="" is="" worthless=""><i've settled="" children="" who="" are="" not="" appropriatly="" challenged="" by="" the="" normal="" appropriate="" cirricula="" when="" trying="" to="" advocate="" for="" my="" son="" any="" suggestions="" will="" be="" much="" appreciated=""><span style="color: rgb(255, 0, 0); font-weight: bold;">I responded</span>: I think that is what all children deserve; to learn something new and hopefully in an engaging and exciting way as well; not simply by "drill the skill". There are some good resources; I particularly like the following as an inroduction for teachers. <a href="http://go.hrw.com/resources/go_sc/gen/HSTPR078.PDF" target="_blank">http://go.hrw.com/resources/go_sc/gen/HSTPR078.PDF</a></i've></the></i'm></span></span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1154755497019454022006-08-04T22:52:00.000-06:002007-09-04T09:31:25.154-06:00“The Phoenix Rises” Profile of a gifted student<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://photos1.blogger.com/blogger/1842/1994/1600/AVA.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="http://photos1.blogger.com/blogger/1842/1994/320/AVA.jpg" alt="" border="0" /></a><span style="font-style: italic; color: rgb(0, 0, 153);font-family:georgia;font-size:100%;" >How was it possible that Ava, a highly gifted and excellent student, would ultimately fail and drop out of high school? Aren’t gifted kids supposed to sail through school on their own? Shouldn’t they be happy with “easy A’s” and the satisfaction of scoring at the top level of standardized tests? Ava’s story is one of disillusionment and despair; hope and resurrection. </span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >As a toddler Ava seemed bright and eager to learn. At two she knew colors and shapes and quickly memorized the whole alphabet simply because some big letters on a magazine caught her interest. She began to draw real shapes and even people when her age peers were happily scribbling. Even still her parents didn’t know that Ava was “gifted.” She seemed “bright” and a little precocious. “Gifted” children were prodigies who created sophisticated works of art or solved difficult math problems—or so they thought. Ava wasn’t like that!</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >Many myths prevail in our society about who is Gifted and what the signs of giftedness are. Parents of highly gifted pre-school children often marvel at their child’s early timetable without realizing that their little one is “gifted”. They lovingly accept their child as she is and delight in her new skills and the amazing questions or observations she makes as well as in her incredible sensitivity and ability to empathize. It is usually in hindsight that we recognize “the signs”. Ava was identified in the second grade as a G.A.T.E. (Gifted and Talented Education) student, but even then no one explained the acronym or what “that” meant to her parents. A strong and positive home-to-school partnership is essential in the development and support of gifted and especially highly gifted students. This didn’t happen in Ava’s case.</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >Until high school Ava was a straight-A student excelling in everything she did. She was gifted across the spectrum; intellectually and creatively, in art, music, math, and language use. As a child she never complained about being bored. Her mother believes that Ava “probably sensed that school was about conformity and compliance” and that she towed the line. Years later Ava now remembers, “In 4th grade, staring at the clock and willing the hands to turn more swiftly towards 15:00, it occurred to me and it was crushing to think that as bored as I already was on a daily basis, it was mandatory that this torture would last for another eight years!” It was in high school that Ava finally gave up.</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span> <span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >It started with a “B” in eighth grade math. What a HUGE blow to Ava’s self esteem! She had become a “selective consumer” according to When Gifted Kids Don’t Have All the Answers by Jim Delisle. Ava stopped doing homework that just seemed useless and repetitive. Why bother when she could pass the tests with high scores without the boring work? School felt meaningless and empty of challenge. Depression set in and this caused great pain and a feeling of helplessness for all in her family. Her mother felt that, “Without hope, joy, or self-worth left, Ava’s once bright spirit was reduced to a faint ember!”</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >Ava’s depression was clinically diagnosed and yet no real academic intervention was offered. She was expected to “do the work”—the exact same work that all the other students were required to do. Her mother learned that students with depression qualify for Special Education services and she advocated through the “proper channels”, going from teacher to administrator to school board with no avail. Appropriate services for Twice Exceptional students were simply not in place. No one knew what to do or how to even sympathize—after all, wasn’t she a “highly” gifted student? In the few short years that have passed much more information has been brought to light by the efforts of the NAGC (National Association for Gifted Children), 2e sessions at our annual CAGT conference, and by internet newsletters such as 2e: Twice-Exceptional Newsletter (www.2eNewsletter.com). There is hope for students such as Ava, their families who love them, and the educators who want to make a difference.</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >The struggle for Ava to stay engaged with school and life in general worsened before it got better. In the 9th grade she failed several classes. Severely depressed, she simply could not force herself to do repetitious “drill and kill” work. “Differentiation” or ability-based work that would explore content at a deeper level was not yet the buzz in education. Ava’s pain and humiliation were real and debilitating. She now says that she has become a “cynical misanthrope.” She knows how people should ethically act toward each other but through her negative experiences is now distrustful. </span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >Ava explains: “I suppose a high I.Q. is something to be proud of, but it’s brought me more grief than advantage in a world dominated by conformity and mediocrity. The effects of greater intelligence are deeper than most realize or are even natively capable of realizing due to their limited abilities to empathize. [The effects] include heightened senses (and thus a greater tendency towards distraction), a keen and painful awareness of injustice, a greater capacity for emotional agony and psychological torment, a constant whirlwind of thoughts, and truly being one’s own greatest enemy.”</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >Depleted of academic self-confidence and self-esteem, Ava left school at age 15 feeling like a total failure. Four months later a slot opened up for the Weld County High School Diploma Program at Aims Community College. A last resort for many failing students and in Ava’s case a true life saver, the self-paced program teaches students the basic skills needed for a job. Ava graduated from the program early, in December 2000. She was sixteen, but it would take four years for her to fully recuperate from her depression and to conquer her fears of academic inadequacy.</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >Now, like the mythical Phoenix rising from the ashes, Ava is nearly 22 years old with two full, successful years of college behind her. She has received two awards for scholarship based on her excellent work and insightful writing. The first was awarded by Aims Community College and the second by the University of Northern Colorado to which she transferred last fall. Ava is majoring in Philosophy with a minor in Environmental Studies. At last her education offers her mind the intellectual stimulation it craves and a match with her deep sense of compassion and commitment to wildlife and the environment. Ava says that Philosophy and especially Logic should be mandatory subjects in schools. She firmly believes this kind of education would make the world a better and more tolerant place for all.</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >“What I learned of the world even so young pained me greatly. I was instilled with a respect for life by my mother, and she saw to the nurturing of my love of animals and nature. Today my love of the environment is so strong that the destruction of little else will bring me to tears so fast or so hard. I mourn its loss as others might mourn their parents, and I revere it as one might revere their god(s). It is everything to me, but so should it be to others. I will not say as I normally do that that is what I think; I know it is true, and it is an ethical standard and moral judgment I absolutely refuse to dance around and weaken with subjectivity. All else rests on it.”</span><span style=";font-family:trebuchet ms;font-size:85%;" ><br /><br /></span><span style="color: rgb(0, 0, 153);font-family:georgia;font-size:85%;" >There is hope. “I have not figured out what precisely I wish to accomplish in such a large, complex world,” says Ava, “but my personal path is relatively clear; I must strive to seek and accept the truth as well as help others to see it.”</span><span style="font-size:85%;"><br /></span><br /><span style="font-size:85%;"><span style="font-family:arial;">Written by Conny Jensen, Greeley Eagles CAGT Affiliate President. Edited by Anne Dunlevie, President of the Gifted Education Team of Eagle County. Our thanks to Ava for sharing her story. </span></span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com2tag:blogger.com,1999:blog-20024306.post-1146686533642875772006-05-03T14:00:00.000-06:002006-05-10T10:44:51.463-06:00Gifted students left behind by structure<span style="font-family:georgia;">Do you have or know a child who is gifted? Is school a good fit for his or her needs, or do lessons seem too easy and repetitious? Material merely based on the acquisition of facts cheats them out of practicing problem-solving and critical and analytical thinking, important skills college professors say are missing in most high school graduates. If schools do not adapt for higher-level thinking needs, many gifted students may never be able to show what they are really capable of. </span><br /><br /><span style="font-family:georgia;">In the Sept. 15, 1999, Education Week article "Confusing Harder with Better," educator Alfie Kohn mentions that parents often are unhappy about the ease with which their children can finish worksheets, but Kohn writes, "They ought to be complaining about the fact that the teacher is relying on worksheets at all." Author Stephanie S. Tolan, who advocates for highly gifted children, would agree and wrote: "Giving these children simple bits of information is like feeding an elephant one blade of grass at a time -- he will starve before he even realizes that anyone is trying to feed him."<br /><br />Gifted individuals who are creative, can think logically and understand ethics can make valuable contributions to society that could benefit us all. However, such skills and talents and the capacity to care deeply must be nurtured. This is especially important for gifted youths from minority and low socio-economic backgrounds who lack access to enrichment activities that help develop their talents.<br /><br />Education can and should make a difference, but experts estimate that up to half of all gifted students are intellectually "starved" in school each year. Between 20 percent and 25 percent leave high school without a diploma --and worse, often without their self-esteem and academic self-confidence intact.<br /><br />More frustration may now come their way in the form of Colorado Senate Bill 73. If passed, it will extend compulsory schooling by two years, from age six to 17! What about capable students who fail high school but could do well in college? Without a diploma they are not eligible for financial aid and have to wait until they can pass the GED exam. Currently that is possible at age 17, but the bill will change it to 18. Much knowledge could be forgotten in a year!<br /><br />High school students will also be mandated to attend school for 1,056 hours per year. Fully scheduled days without free hours will negatively impact independent study options as well as working or attending college after school. There will be less time for homework and personal interests. In an excellent article about struggling students who fail to complete homework ("If they'd only do their work!" Educational Leadership, Feb. 15, 2006) Sanda Balaban, coordinator of a homework audit, mentioned, "One of the key findings was that many of our students had after-school jobs that impeded their ability to complete work outside of the school day."<br /><br />Academic excellence should be about quality not quantity, and not be confused with rigor, such as long school days and lots of drill homework just to keep students busy. In reality many intellectually gifted students, especially the highly gifted ones, actually need less of what school mandates. Instead, they need greater freedom and flexibility to explore what is more meaningful and useful to them. </span><br /><span style="font-family:georgia;"></span><br /><span style="font-family:georgia;">Currently, half-time enrollment is still a possibility in individual cases, which can be a lifesaver for gifted students for whom schooling remains a poor or harmful fit. SB 73 can change all that which is all the more reason for parents to become knowledgeable about how schools can and should meet their gifted students' needs.</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com1tag:blogger.com,1999:blog-20024306.post-1144819508952979092006-04-11T23:06:00.000-06:002006-04-12T07:21:54.070-06:00Little sympathy for failing students<span style="font-family:georgia;">I wonder how it is possible that schools accept students into the Gifted and Talented program without educating the parents about the meaning of giftedness or high intelligence and the problems that can arise. These two different characteristics do not always coincide in an individual but when they do, beware! Such a child and yes, adults also, will have a much greater challenge ahead to find meaning in this world. They experience the world in a qualitatively different manner from others and often are critically aware of things that others don’t see or brush off as unimportant. </span><br /><br /><span style="font-family:georgia;">Their perception and analytical thought process coupled with intense feelings can make them feel quite alone and even "alien" in this world. Some will experience chronic mental anguish throughout their lives. The stress of not finding peace of mind and of spirit puts them at risk for depression and despair. I believe that students who possess these two traits are the most at-risk of failing in our schools. </span><br /><br /><span style="font-family:georgia;">It’s a wonderful experience for me to volunteer in the GT Office at my son’s high school and come face to face with these students who harbor so much potential and appear to be so full of zest! Yet, it’s equally disheartening to see how some of them have become disappointed with school, and even worse, with themselves.<br />It strikes me as odd how many GT students do not possess an appreciation for their talents, strengths and interests and often feel insecure about themselves. Maybe they, just like society, believe that in order to be gifted you have to accomplish great things. If you don’t you are simply not gifted!</span><br /><span style="font-family:georgia;"></span><br /><span style="font-family:georgia;">Pervasive lack of understanding for their needs by teachers and society alike, cause a lack of sympathy for them when they fail. The faulty conclusion that they are lazy robs them of their academic self confidence and even more unforgivably, of their self esteem as well. If they cannot find unconditional acceptance and support from their families or friends depression and substance abuse can follow.</span><br /><br /><span style="font-family:georgia;">For these students alternative schooling, including the GED exam, is and should remain an option which should be presented to them, their parents and also to the community in a positive manner so that students feel comfortable to pursue such option without shame or loss of self-confidence. </span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com1tag:blogger.com,1999:blog-20024306.post-1144441898569837842006-04-07T14:28:00.000-06:002006-04-07T15:04:22.370-06:00Don't ignore signs of unhappiness<span style="color:#333399;"><span style="font-family:georgia;">It took me too long to realize that being intellectually gifted can be more a burden than a blessing. As a parent I marvel at my daughter's capabilities and intellect. Up until 9th grade she was a straight "A" student, but then her grades started falling dramatically. Since coming to a new town, starting midway through 6th grade in a new school, my daughter had not been happy. She had no friends who were mentally her equal or classmates by whom she felt understood. School too had become uninspiring.</span><br /><br /><span style="font-family:georgia;">Though seemingly coping for all that time, the burden, of not being accepted and resenting school ever more, became too heavy to bear. She slipped into a depression and confided to me she had considered suicide!! After one of her frighteningly dark moods I could no longer sit back and hope things in school would improve, so I acted and wrote a letter to all her teachers to share about her situation.</span><br /></span><span style="font-family:georgia;"><br /><span style="color:#333399;">After several conferences and continued persistence on my part she was screened and qualified for special education and an individual learning plan was developed. My daughter was to get differentiation of homework and assignments, but the intervention came too late. Due to incomplete homework she had already failed a total of five classes which included honors geometry. She took that course again during summer school, and finished two weeks early with an "A". The teacher was in awe about her math capability and did not understand why she was in his class in the first place!<br /><br />It should not come to a crisis before teachers are willing to differentiate, or for parents (myself included) to take action. I have learned, almost too late that as parents we need to be alongside our gifted children every step of the way to support and speak out for them! Parents as well as teachers need to be sensitive to the early signs of stress so that a full blown depression can be prevented.<br /><br />Talk to teachers until something gets done for your child! Start a support group in your school for parents of GT identified kids to exchange experiences. There is strength in numbers. Together parents can think of solutions or compromises for the problems gifted kids may encounter. Don't hesitate to meet with the Director of Elementary, Secondary or Gifted Education when there's a problem you feel is not getting resolved! </span></span><br /><span style="font-family:georgia;"></span><br /><span style="font-family:georgia;color:#333399;">Become visible and show that your child's education and well being is important! No child, gifted or not, should be ignored when school performance falls.<br /></span><span style="font-family:georgia;"></span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1144036922394915682006-04-02T21:52:00.000-06:002006-04-02T22:02:02.396-06:00Talents need nurture and practiceI believe that everyone is born with talents that lie dormant. It is only in a nurturing and stimulating environment that they can rise to the surface. A child who has no continuous access to pencils and paints may enjoy drawing very much, but will not be able to practice enough to truly excel at it.<br /><br />If the child <em>does</em> have the necessary tools, in addition to a great love for a particular interest, he will likely enjoy practicing it. It is probably no accident that gifted children, whose accomplishments are often far above the norm as compared to those of their age mates, actually do practice that talent a lot more. It's as if they are driven to do so and it often turns them into perfectionists.<br /><br />So, if a lot or maybe all of it depends on strong interest and practice, it may be no wonder that among gifted children there's only a small percentage who manifest as geniuses or prodigies. As Joseph Joubert said "Genius begins great works; labor alone finishes them."<br /><br />First posted on the Prufrock GT Blog - Apr 29, 2005.Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1143809669168737892006-03-31T05:46:00.000-07:002007-02-25T23:50:01.382-07:00CO SB 73: Compulsory Schooling till seventeen<span style="font-family: verdana; color: rgb(0, 0, 153); font-weight: bold;"></span><span style="font-family: verdana; color: rgb(0, 0, 153);">Under what circumstances will a student be eligible to graduate? What about the highly gifted student who has skipped one or more grade levels during the elementary years and enters 9th grade at age 12 or 13? Will this student still be forced to stay in school until 17, even if he or she has exhausted the curriculum by age 15 or 16?</span><br /><br /><span style="font-family: verdana; color: rgb(0, 0, 153);">It is of grave concern to me that this bill will turn education even more into the "one size fits all" kind. I believe the risk is high that some students will incur enormous mental damage if they become unmotivated, unable to efficiently function and learn, or suffer from depression that goes unrecognized or untreated.</span><br /><span style="font-family: verdana; color: rgb(0, 0, 153);">When I mentioned this proposal to my then 18 year old son (ready to drop out at the start of his last semester in high school) and my sister, they both said "I imagine some kids may want to kill themselves!"</span><br /><br /><span style="font-family: verdana; color: rgb(0, 0, 153);">School is indeed hellish and torturous to some students who have special learning needs or who are teased and shunned by peers. One gifted student shared the following with me:</span><br /><br /><div style="font-family: verdana; color: rgb(0, 0, 153); font-style: italic;" align="left"><span style="font-size:100%;">"I've never heard of half-time schooling, and I'm a Junior at Thompson Valley. I don't think it has really ever been an option, but I haven't ever discussed that sort of thing with any adults or counselors. I don't know of anyone who's only there half the time physically - plenty of us are there only half the time mentally!"</span></div><br /><span style="font-family: verdana; color: rgb(0, 0, 153);"> At least, do not force juniors and seniors to be in school for 1056 hours! That is a full course load each and every day, not counting homework! The measure would then also negate the possibility to enroll half-time, robbing students of mixing high school with work or college, and in some case </span><em style="font-family: verdana; color: rgb(0, 0, 153);">that</em><span style="font-family: verdana; color: rgb(0, 0, 153);"> could literally be a life saver. It would have been for our failing daughter in 10th grade, but school thought it ridiculous for her to only attend school for the classes she could still muster motivation for.</span><br /><br /><span style="font-family: verdana; color: rgb(0, 0, 153);">The result? She dropped out at age 16 and it took her four years (with depression) to recover her self esteem and academic self confidence. Still, with only the equivalent of 9 grades under her belt, she excelled once she started junior college at 20. She is now 22, in her last year at UNC, majoring in philosophy and excelling still.</span><br /><br /><span style="font-family: verdana; color: rgb(0, 0, 153);">This fortunate outcome will not happen to all or even most discouraged students and in my advocacy work I've met too many. If only you could see these bright students who are so crushed! I feel strongly you should see these gifted underachievers during CAGT's Legislative Day as well! They are the face of education at its worst due to lack of understanding by schools for their special needs.</span><br /><br /><span style="font-family: verdana; color: rgb(0, 0, 153);">Many of them could have been helped with dual enrollment just to be away from tedious schoolwork and to be among mental peers, but many school districts are not eager to promote it. My son was cheated out of that opportunity. Our district was going to let him take two classes, even wanted proof of that for CDE, yet was not willing to pay for his classes, even though my son qualified for reduced lunch.</span><br /><br /><span style="font-family: verdana; color: rgb(0, 0, 153);">It aches me to think of the negative impact this bill will have on some of the brightest students who will be stuck in a system which does not understand, or care for, them.</span>Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1142649752033235062006-03-17T19:21:00.000-07:002006-03-17T19:44:00.230-07:00Perfectionism hard wired into gifted individualsNot all students who excel are intellectually gifted, but along with a drive for high accomplishment usually some other characteristics of giftedness surface as well. Many gifted individuals have an urge to do things perfectly and can obsess at length over making even the smallest mistakes. They tend to minimize accomplishments and maximize their flaws.<br /><br />Mary-Elaine Jacobsen, author of the book The Gifted Adult, says perfectionism, intensity and drive are traits that are hardwired into gifted individuals. Their strong sense of how things should be all too often translates into a personal fear of falling short and can lead to procrastination. An example is when students barely study or when they can not bring themselves to hand in homework that's incomplete, even if it means zero points are factored into their grades! The reasoning that they could have done better if only they had spent more time or effort, helps save face. It’s painful and embarrassing for them to try their best and then getting a grade that’s below their expectations.<br /><br />Praise in a gifted child’s young years for easily "earned" A's rather than for learning more difficult material can lead to disillusionment and failure in school. It confuses these children to receive compliments for something they themselves do not consider to be extraordinary. Constant praise makes them think that when real effort is required to learn something new they must not be as capable as they thought. Research has shown that gifted students who do not receive any academic challenge do indeed lose self confidence and self esteem!<br /><br />Many gifted students of all ages want and need school work that’s more intellectually demanding but quite a few do not choose accelerated classes in high school. They fear such courses are difficult and could result in a lower grade point average. When grades are average teachers and parents all too often begin to think the student is lazy. Worse, they may even wonder if the student is gifted!<br /><br />As long as giftedness remains equated with genius and excellence gifted kids are robbed of the right to simply be human and to make mistakes. The reality is that very few gifted individuals develop into genius and it’s a big misconception that gifted kids always excel or learn without problems. Just as other students of more average intelligence gifted kids should receive support and understanding when they falter or fail. Along with academic adaptations they especially need support and guidance to deal with their concerns and perceptions regarding learning and living.<br /><br />Gifted individuals often experience intense anxiety and impatience. Their minds may stay so active that falling asleep can be a problem, especially when intensity translates into vivid imaginings of all sorts of worry. In school they may seem uninterested and bored, something which often stems from lack of proper mental input. It's difficult for gifted kids whose brains are literally "geared" for faster processing to adjust to a slow pace of instruction or to a curriculum that offers them no interest or real life relevance.<br /><br />Stephanie Tolan, author of young adult and children's fiction, compares gifted children to cheetahs, the predatory mammals built for speed. She says a cheetah in a zoo is still a cheetah even though it’s kept from moving fast. So it is with gifted students whose minds do not get opportunity to kick into high gear because the material is too easy.Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1142648285873734462006-03-17T18:35:00.000-07:002006-07-08T17:53:22.026-06:00Rejection can lead to depressionIf a student is in any way different, or has the courage to have opposing ideas, others may taunt, tease or ignore that individual altogether. "The nail that sticks up gets hammered down." As a result affected teens may become rebellious or turn emotional pain inward by cutting themselves, using alcohol or drugs, and sometimes even committing suicide.<br /><br />Surprisingly, rejecting those who differ may be biological. In her book "The Nurture Assumption", Judith Rich Harris writes that "When a chimpanzee was stricken with polio and returned to his group as a cripple, the members of the group attacked him. Dislike of strangers, translates very easily into dislike of strangeness. If you are different you are not one of us." It takes courage to be a non-conformist, or, as Robert Heinlein writes in his book <em>Gulf</em>, being a pink monkey among brown monkeys is a fatal mistake. And so, most children will adapt.<br /><br />Having or not having a group to identify and socialize with is indeed of great importance to school children. According to Harris --more than having a friend--it is peer acceptance that predicts life fulfillment in adulthood. A survey showed that a third of college students blamed peers for feelings of dejection. Students who had been well adjusted before, changed after being rejected, laughed at, taunted, and bullied by peers. Some even became physically ill when in school. Canadian sociologist Anne-Marie Ambert calls it peer abuse. She says it’s a serious problem that does not receive enough attention.<br /><br />For gifted kids rejection may be the final blow that leads to depression. With a mental mind as old as the age of some of their teachers, they can feel miserably out of place in school. When classmates tease or ignore them and make their day unbearable, they become seriously at risk for under-achievement and dropping out.<br /><br />Just like a pink monkey, gifted students may appear to be different and quickly learn it is safer and easier to "wear a brown monkey suit" in order to be accepted by a group. Unfortunately, not showing their true selves also prevents recognition by real peers. In a regular classroom with little or no access to those who are like themselves, gifted students may develop serious behavioral and emotional problems. Not surprisingly, a large number of high school dropouts are identified gifted students. Losing them to learning may mean that their talents and possible contributions to society are lost forever.<br /><br />A solution is to group students of like needs and abilities for at least part of the school day. Research shows that not only the gifted students but also their classmates benefit from such measures. Teachers can more easily note the learning status of the groups and spend more instructional time on each.<br /><br />Experts agree that gifted kids need the chance to interact not only to stretch their minds but especially to feel validated and accepted by others like them. Unfortunately, starting in middle school, there no longer is a gifted and talented pull-out program. Exposed to a new and very different learning environment, teens may feel more lonely than ever. If we want gifted students to do well in school they--just like other students--deserve an opportunity to be with those who appreciate and accept them.Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com1tag:blogger.com,1999:blog-20024306.post-1142643256387592112006-03-17T17:42:00.000-07:002006-03-17T17:54:16.406-07:00Varied content promotes learning"The family or society that understands its children thrives; when it doesn’t, socio-cultural devolution will take place", said Bruce Perry, a child psychiatrist and researcher on childhood brain development. He pointed out that communities help shape experiences for humans which in turn affect our mentality.<br /><br />Society decides what children should learn in school. With the focus on reading, math and science, they rarely learn about the importance of proper child development. Yet, it is often young and still uninformed people who willingly and unwillingly become parents. If they do not know how important constant and loving interaction with their infant is, neglect and abuse in some families will not stop.<br /><br />If certain brain connections are not formed in the first year, they will never have another chance to do so. The brain develops only when its parts are activated and used. If we do not talk to a child, it will not learn to speak. If we do not lovingly connect with it, it will not be able to love itself or others and show compassion.<br /><br />"Neglect, chaos and trauma can create impulsive, aggressive, remorseless and anti-social individuals. Almost without fail, most individuals in prison today have suffered some kind of abuse or neglect as children." said Perry.<br />Each year that number grows! More money is used for maintenance and construction of new prisons than for education. Interestingly, education (or rather lack of learning) may contribute to delinquency. Schools are faced with dropout rates that have not significantly decreased in many years.<br /><br />To keep kids interested in school their brain literally needs to be turned on. This only happens when they actively learn and neurons are busily moving between a myriad of receptors to send messages. In the child whose brain was optimally primed, many such pathways lie waiting. Whatever needs to be learned can easily find its way to the right receptors for processing and storage.<br /><br />Unfortunately, keeping the brain active is difficult. Perry mentioned that the average brain has an attention span of only two and a half minutes! After that it starts to wander and another stimulus is needed to pique its attention. The best way to learn is "a total sensory experience". Educators need to offer varied content for the different ways in which students learn best.<br /><br />Teaching is much like weaving, using different colors and fibers to shape the whole pattern.<br />Perry suggests that it is better to offer a few number problems and then some story problems, maybe even throw in a visual assignment, such as a graph or pie chart. All these different actions keep the brain hopping and in gear for more learning because "the brain fatigues when doing repetitious things".<br /><br />He underscored the importance that teachers and parents recognize uneven progress within the child. Linda Silverman of the Gifted Child Development Center in Denver calls it asynchrony. It means a child can be at different age stages as far as emotional, behavioral, social, moral, and cognitive development are concerned. Perry says schools place children according to chronological age even though many are unprepared to learn. They may be six, but sometimes function emotionally as three year olds. A child can be at risk of being over, but also under-challenged. Either will affect learning negatively.<br /><br />"Timing is everything" he claims. The child needs to be able to stretch just far enough to enter into what he calls "the hot zone", so it can learn new skills. It means the student is capable, and in the process of learning, but has not quite reached proficiency. "When impossible demands and challenges are placed on students, or there is a mismatch between their potential and current development, it chills their enthusiasm, curiosity and developmental progress", says Perry who calls that situation the developmental "cold zone". Gifted students too find themselves in that situation if learning is too easy or repetitious. Their brains fatigue which in turn can cause stress and behavioral problems.<br /><br />Kids also get pushed into the cold zone when they are over scheduled with activities outside of school. They can not learn well if overwhelmed. Only when they feel safe and comfortable will they enter the hot zone of productive learning again. Perry said that "the internal state of a child helps determine what they will perceive and learn. A child who is hungry or exhausted, ill or anxious does not learn well." Children in distress seek and need a comfort zone.<br /><br />Therefore, teachers should focus on such students’ strengths and talents. "Make them feel good about themselves," concluded Perry. "Draw them out, make it safe". When students feel safe in school with their teachers and classmates, they will explore and go on to discover, master, build confidence and self-esteem which in turn leads to a sense of security and the desire to explore further.Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0tag:blogger.com,1999:blog-20024306.post-1142642240251304402006-03-17T17:29:00.000-07:002006-03-17T17:37:20.260-07:00Linking back to past experience crucial in learningPreparing children for success in school begins before they are born. At some time during pregnancy, brain cells are generated at the rate of 250,000 per minute. Prenatal care with good nutrition and absence of stress is clearly important to create a healthy and efficient brain. In the first years of life the brain keeps developing but also prunes cells and connections that are not used. For babies and toddlers, a responsive and interesting environment in which it is safe to explore with all senses is crucial for later success in school. Children who miss out on that will almost certainly develop learning problems.<br /><br />In an infant’s life, stress especially can seriously hinder brain development. Anxiety and tension deplete the glucose necessary for mental learning and processing. "The experiences of the first year can completely change the way a person turns out", says neurobiologist Harry Chugani in the book Teaching With The Brain In Mind written by Eric Jensen.<br /><br />Though parents are responsible for laying the groundwork for learning, schools should build on that foundation as best they can. Teachers must provide students with learning that is meaningful. Young kids, naturally inspired to learn and explore, may do well in school at first but at some point many lose motivation. The blame usually falls on them as if it were a conscious decision on their part to start to fail. It is more likely that student attention and interest wane because there is too little time and opportunity to absorb information and reflect on it. The brain may be highly capable of taking in and storing knowledge, but in order to really learn and retrieve whatever has gone in, it needs a chance to link back to previous experiences.<br /><br />Passive learning such as memorizing facts, listening to lectures, and simply answering textbook questions does not allow the brain to make useful sense of new information. It hardly engages the mind at all! Passive learning is really a misnomer. No one can passively learn anything--at least not for very long.<br /><br />Actively engaged, the brain does what it was intended for. It compares, contrasts, and sorts information. "The greater the number of links and associations that your brain creates, the more firmly the information is woven in", says Jensen, who is a teacher and co-founded SuperCamp, a cutting edge academic program in Oceanside, California.<br /><br />Information that lacks meaning is stored at random. It is in there somewhere, and many students actually "know" much more than their teachers or even they themselves think, but scattered and isolated facts are difficult or impossible to recall.<br /><br />Active learning requires thought and questioning during class discussions and referring new information to personal views and experiences. It is personal involvement through sharing and debating that keeps students focused. "The whole role of student-to-student discussion is vastly underused," writes Jensen who argues that "teachers who continue to emphasize one-sided lecture methods are violating an important principle of our brain." Namely that humans are biologically wired for communication with one another.<br /><br />Language is one of our most evolved specialties. From birth to adulthood our brains flourish when we share, discuss, and talk about things that have relevance and meaning to us. Without opportunity to utilize the very processes that also generate great thoughts and ideas, people’s brains are bound to regress.Conny Jensenhttp://www.blogger.com/profile/03267257077974317272noreply@blogger.com0