|
|
"Gifted Voice" Newsletter
Winter 2005-06 Issue
I Get Super Grades! Now What?
(by Otto Schmidt, Gifted Programming Consultant, www.AccentonSkills.com, Toronto, Canada)
What should gifted students do once they achieve great academic results? When marks are super high regularly, it usually means that learning skills are well mastered, motivation and responsibility are high, and there is probably plenty of enjoyment and satisfaction in the effort. Once that level of operation has been reached, gifted students can be led into other areas to further enrich and enhance their lives:
Become Consistent
Work to have all marks at roughly the same high level. A spread of 5-10 marks, or more can suggest: effort is not consistent, like and dislike of courses, not as disciplined in some subjects as others.
Do Volunteer Work
There is usually more free time. Don’t give up important relaxation time, however. While volunteering: search for new areas of interest, talk to and get to know experts, keep a personal journal of experiences. Volunteering can be a great way to pin down summer jobs.
Develop New Interests
Start collections, read new magazines, get involved in local groups or school clubs, take a night school course, listen to new kinds of music, learn to play a musical instrument, get into crafts, learn to meditate, become an environmentalist.
Tutoring
There are many students who would appreciate assistance with subjects that are difficult. Teach the "weakest" subject to increase abilities.
Research Careers
Who says you can’t be a lawyer before you get your degree? Become an expert and specialist.
The Arts
See (live or on TV) plays, concerts, rehearsals, exhibitions, displays, showings, photo and art galleries, TV show tapings.
Fill gaps with activities that nurture creativity, emotional wellness and sensory awareness.
___________________________________
Identifying Gifted Students from Low Socio-Economic Backgrounds
(excerpts from Dept. of Education article, Government of Western Australia)
Many gifted and talented students come from low socioeconomic backgrounds and experience varying degrees and forms of educational disadvantage.
Identification
Early identification may be difficult but is necessary to prevent escalating educational disadvantage. In identifying these students, mainstream checklist items often become irrelevant because students display some of the following characteristics, which are typical for their other age mates:
- learning performance shows weakness in school knowledge and vocabulary
- Interest in, and enjoyment of, a range of reading material may not be evident
- problem-solving activities may indicate a preference for a different learning style
- students often prefer visual to auditory learning strategies
- self-motivation for task completion is less evident
However, some behaviours displayed may give classroom teachers cues for making further investigations about the ability of students:
- Students may demonstrate a special talent instead of a general talent
- Outstanding creativity
- Curiosity, an ability to generate new ideas or the provision of clever solutions to problems
- Observation and outstanding memory
- A sense of humour and flexibility in thinking
- Ability to think systematically and logically
- Leaders among their low socioeconomic peers outside the classroom and school
What To Do For These Students
Provision of exciting, challenging situations in a student's area of interest will assist him or her to display talent.
Provision should also consider:
- encouraging students to value individual differences and accepting unique ability
- enrichment from as early age as possible
- encouraging student's strengths
- developing creativity and leadership
- relating to real needs
- use of group work
- use of role models, mentoring
- emphasis on steps in problem-solving
- provisional participation in a formal gifted program without formal identification
_____________________________
What is Enrichment for Gifted Students?
(Otto Schmidt, Gifted Programming Consultant, www.AccentonSkills.com Toronto, Canada)
Enrichment is probably an integral part of many young gifted people’s lives already.
Enrichment encourages gifted students to:
- expand knowledge and skills in regular school curriculum
- learn new skills and interests for personal satisfaction/need
- involve themselves with older, other gifted students or adults based on expertise and common interests
- learn new skills or add to existing ones
The learning of all students should be enriched during the school year but sometimes the average student may not be able to handle more than what the curriculum offers and/or expects. Gifted students, on the other hand, can often handle much more. When gifted students are challenged through enrichment, brainpower and potential are being tapped. Enrichment is also a great way to keep gifted students from getting bored.
Enrichment activities can include:
visits, excursions, festivals, weekend community activities, contests, competitions, science fairs, leadership training, starting new school clubs, taking on school leadership roles, students researching, finding and bringing in guest speakers, using technology to assist teachers, administrators or other students, course modifications to allow a gifted student more control of learning, independent study work acceptable to teachers
(see www.DiscoverTeenergy.com "Activities Database" for over 500 activities)
Enrichment can enhance:
creative thinking
self-awareness
higher-level thinking
problem-solving
communication skills
research skills
spirituality
leadership skills
level of maturity/sophistication
motivation, enthusiasm, tenacity, responsibility
Gifted students often have the luxury of being able to handle schoolwork quickly and easily. As a result, time may be available for exciting, interesting, challenging enrichment activities that enhance their lives.
_____________________________
Living Life as a "Giftie"
(by Wenxin Xu, Gr. 10 student at Don Mills Collegiate Institute, Toronto, ON, his article in the North York Mirror, Toronto, Canada)
If someone were to see me on the street, they might think Chinese. In Chinatown, where Chinese are everywhere, I am a teen. And in my own school, where there is a sizeable population of Chinese teens, people would look at me and think "giftie."
Conceptually, the gifted program is supposed to choose, with an IQ test, the most intelligent students and place them in a separate class, enriched by extra funding, special teachers and a modified curriculum. For better or for worse, however, it’s much more than that.
First, the students in the gifted class are not there because they are hard workers or because they study well, or even because they are good students; they have been chosen for their ability to absorb information quickly.
In fact, my class prides itself in its ability to pass exams without doing assignments, without studying and often without taking notes.
This approach worked well in primary school, worked OK in junior high, and well, flops in high school. The volume of information we are required to know has exceeded what we can cram into our heads in a single night.
I look up at the colleges and universities and then I look down at my horrid work habits and I am afraid. I am very afraid.
Unfortunately, regardless of how afraid I am, my peers expect me to read five books a day, write mathematical treatises in my spare time and regularly donate apples to my teachers.
I am not at all ashamed to say that I do none of these. The label, however, seems branded into my forehead.
When someone finds out I am a giftie, a rift inevitably forms between the two of us. I am expected to be different, arrogant, uninterested in the same things as other teens – an adult in disguise.
When I do find friends outside my class, we are inevitably separated within several years when we graduate to different schools, he to a nearby one and I to a gifted one much farther away.
That is not to say, of course, the program is unnecessary or superfluous; it is simply both good and bad. Through it, I have met many talented individuals, some of whom have enormous potential.
The extra material and unique environment will certainly help these students to achieve their goals. As for myself, I simply cross my fingers, close my eyes and hope the readers of my college transcript will skim over my grades, see the word gifted and place as much weight on that as my peers and teachers have in the past.
_______________________________
Reducing Stress in Gifted Students
(source unknown)
Most gifted students are typical children and have the same needs as others - physical, emotional, intellectual, spiritual, and social needs. Giftedness, however, can sometimes add an extra dimension of intensity or depth that results in additional stress.
Causes of extra stress:
- accepting their exceptional skills, talents, and abilities as well as admitting their weaknesses/limitations
- trying to be understood and accepted by other gifted students, "normal" peers and adults
- understanding the difference between pursuing excellence and trying to achieve at a perfectionist level
- developing acceptable socializing skills with people
- developing a healthy self-concept and self-appreciation
- dealing with people who stereotype and have unrealistic expectations of them
- understanding the ways in which they are like and different from other students
To reduce stress, consider the following:
- develop a solid understanding of giftedness
- recognize efforts, achievements and improvements in a way that is free of unrealistic performance expectations
- provide opportunities to engage in challenging and exciting activities that test abilities without any pressures
- help them develop patience with themselves and others
- provide opportunities to be safely and extravagantly creative
- distinguish between hard-and-fast rules and those that can be changed
- help students learn when and how to share creative perceptions, insights and thoughts appropriately with others
- show what is and is not in their control i.e. their energy and attitudes but not their marks or awards
- allow and accept stronger emotional responses within limits
- provide methods for dealing with "boring" subjects and the occasional incompatibility with teachers
- provide counselling and advice when needed
- set appropriate expectations for effort and achievement
- decide on appropriate goals given strengths and weaknesses
- engage in activities with gifted peers as well as others
- provide realistic expectations as to what they can and can’t solve in life
- help students learn how to make life meaningful
- accepting and loving them the same as other children
- do not allow giftedness to be an excuse for rudeness, inappropriate behaviour or words
- provide opportunities for silence, contemplation, reflection, meditation
- encourage participation in sports and other physical activities in different environments
- encourage doing things for fun once in a while, not always for educational purposes
______________________________________
Giftedness and Crime
(source: Rita Culross, Ph.D.
http://www.familyeducation.com/experts/advice/0,1183,25-26300,00.html)
According to Marylou Kelly Streznewski in her book "Gifted Grown Ups: The Mixed Blessings of Extraordinary Potential," gifted people may make up as much as 20 percent of the prison population. Given that estimates of giftedness in the population range from 3 to 5 percent, her data suggests that the gifted are over-represented in the prison population. The majority of inmates are young males, often from lower socioeconomic groups. (It is also true that their crime victims share those demographics.)
The more important questions relate to why the gifted become involved in crime. Although a certain level of intelligence is required for some crimes (e.g., computer hackers), it seems counterintuitive that bright people with potential would choose a life of crime. Some researchers have theorized that gifted individuals who turn to crime lack a well-developed sense of morality. They lack control over their own behavior or are not guided by a strong sense of right and wrong. The gifted criminal may consider crime a challenge: Can I do this and not get caught? Other researchers point to biological factors or inconsistent parenting as the origins of criminal behavior. A person who does not fit in or who feels isolated may commit crimes as a way to be accepted (e.g., in a gang).
As the tragic events of 9/11 have shown us, bright individuals can engage in evil acts."
According to "Kids Who Know Too Much", studies show that 50% of death row prisoners in two US states have IQ's of 130+. Another study showed that 17% of all federal penitentiary criminals had IQs of 130+. The average IQ of kidnappers is 142. Think what they could have accomplished had they been appropriately nurtured and educated?
___________________________________
Inspirational Words about Intelligence
Obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it. - Michael Jordan
"Whatever you can do, or dream you can – begin it. Boldness has genius, power and magic in it. -Goethe"
Have as your goal to do your best and to make a difference. We are in the world to make a difference, and everything we do changes the world."
"The greatest thing in the world is not so much where we are, but in what direction we are moving."
"Once the mind has been stretched by a new idea, it will never again return to its original size." ...Oliver Wendell Holmes
Great minds discuss ideas; average minds discuss events; small minds discuss people.
Life is tough. It's even tougher if you're stupid.
Spring 2005 Issue
Giftedness and Enhanced Creativity
(excerpt from Ways to Enhance Creativity: A Different Approach by Jane Piirto)
Highly creative people do things in these categories:
- they seem to have rituals; for example, they like to walk;
- they crave silence;
- they go to retreats and colonies;
- they are inspired by travel;
- they use imagination;
- they trust their dreams;
- they seek solitude so they may go into a state of reverie (or flow);
- they fast;
- they meditate;
- they get inspiration from the muse;
- they are inspired by others' works of art, science, and music;
- they improvise;
- if they are blocked, they read or write self-help books.
Piirto’s Full Article: http://www.giftedbooks.com/aart_piirto.html
_______________________________
Myths About Giftedness
(by Otto Schmidt, Gifted Programming Consultant, Toronto, Canada)
These myths would never be applied to a superstar athlete. Why would anybody say them about gifted children?
Myth: Gifted children are so smart that they don’t need help in their learning.
Everyone needs help at some time, even gifted kids. We all need encouragement, motivation, interesting learning and caring people in our lives. At any age, we all still have lots to learn. Being gifted is sometimes a real burden for children especially when they haven’t learned the essential skills of how to learn. They may lack social skills as well. Being given things to learn and being taught how to learn are two very different concepts.
Myth: Gifted children miss out when they leave their regular classroom for their special classes or go to meet a facilitator.
Most gifted children can process information much faster and to a greater depth than other students. For many, missing out on a lesson is perhaps a minor inconvenience. They get caught up later. Usually, very little is lost. The amount of time away from regular classes can become an issue when lessons are not reviewed or not even mentioned to the students when they return to class.
Myth: Special programs for gifted children are elitist.
Don’t we do the same thing for talented musicians and athletes? Many teachers group their students for certain classroom activities. Gifted children need to see that they are not alone. Many can relate well to peers who are less able, but shouldn’t they also experience the challenge of relating to other exceptional learners like themselves? They need to share experiences and work with others who are perhaps even more intelligent. Eliminating special programming would deny their differences and suggest that all people should conform to a norm. Try that with a star basketball player!
Myth: Gifted children get stuck up and then have trouble getting along with peers.
It may be surprising that many gifted children find it difficult to be gifted in their schools. Rather than flaunting their intelligence, some try to hide as best they can. Peers call them names – giffers, brainers, gifties, etc. There is stereotyping to contend with. Some people can’t even say "gifted" without a negative tone of voice. Interacting with people far below or above ones own level of intelligence or maturity can be as great a challenge to adults as it is for gifted children.
Myth: Everyone is gifted.
Many people are skilled and able. Some people, however, do stand out. Why? Because they can do things far better than others. This is where gifted people fit in. Is every science student going to become an Einstein? No. Will all people become masters and famous at something? No. Many ordinary people will always do things in ordinary ways. Let us cherish and nurture the ones whose gifts are greater. They have a greater chance of being our great leaders, musicians, inventors, humanists, writers, adventurers and others. Most of us will never be able to achieve at that level. But there are some gifted people that can! Shouldn’t we be nurturing them?
Myth: All children deserve the same learning as gifted children get.
Yes! Very true. But gifted children do not deserve only what all children get. The skills and concepts in gifted education can be provided to everybody. Average children, however, often cannot handle the greater learning load or the speed at which the teaching or learning goes on. The intention of gifted programming is to simply meet the higher level of needs of highly intelligent children, not provide something elitist or exclusive to them.
____________________________________
Is Your Child Gifted or Stricken with ADD?
(from Kidsource.com)
Some really bright children are getting medicated for ADD instead of being identified as gifted! Believe it or not, there is actually a high risk of that happening. Some of the following are common to both:
- underachieving in many areas of life
- disorganized daily routines
- sloppy work that is rushed and/or poorly done
- handwriting that is difficult to read
- self-centered and individualistic attitude
- difficulty in conforming to societal norms
- stubborn and persistent in getting his/her own way
- noticeable mood changes and swings
- a kind of "spacey" look about them, not quite connected
- lack of attention to details, emphasis is on the big picture
- lots of energy and always on the go
- can be very intense and has strong ability to concentrate
- moving constantly and fidgeting about
- impulsive and shows lack of forethought
- forgetful, absentminded, daydreams
- angers and gets frustrated easily
- easily upset and emotional
Misdiagnosis can be prevented:
- parents need to thoroughly understand giftedness and ADD
- people need to stop stereotyping the behaviors of gifted children
- determine if it is a quick, alert mind that understands far more quickly than others
- note that gifted boys are being diagnosed with ADD more than girls
- acknowledge that gifted people often see things very differently from a visual and spatial point of view
- study the processes of "right brain" and "left brain" thinking
- become aware of the different emotional, mental and physical difficulties that gifted children/adults can have
Possible solutions when a gifted child’s needs are not being met and difficulties arise in school:
- home schooling
- alternative schools
- mentorships/co-operative learning/apprenticeships
- skipping grades/accelerated learning
- teach more competency/survival skills as opposed to gathering knowledge and facts
________________________________
Preparing Gifted Children to Choose a College/University
(by Otto Schmidt, Gifted Programming Consultant, Toronto, Canada)
Gr. 7-8: Many gifted children will be mature enough to actively explore for and consider a career. Emphasis at these grade levels should be on self-awareness, time management skills, leadership development, decision making, goal setting and honing work/study skills. Having a look at what universities offer may also be an enjoyable activity.
Gr. 9-10: Students should consider various kinds of enrichment and credits that relate to choosing a future college/university. Some of the most popular are:
Advanced Placement Courses: offer great challenges and expose gifted children to university level learning (with a full credit) and new areas of interest not provided in high school. They offer great challenges and expose gifted children to university level learning (with a full credit) and new areas of interest not provided in high school.
University Open Houses: Most universities have a special day on which the public is invited to tour their campus. See the departments and explore for interests and contacts. Most universities have a special day on which the public is invited to tour their campus. See the departments and explore for interests and contacts.
Special Enrichment Opportunities: The one-week, exciting Queen’s University Mini-Enrichment Program in Kingston, Ontario, for example, is invaluable in giving students a taste of university life. McMaster University, in Hamilton, Ontario has an excellent week-end mini-enrichment program.
Summer and Fall mentorship programs: where children can work with experts in many fields of study.
Summer Camps at Universities: The University of Toronto, Toronto, Ontario offers summer computing and engineering courses for high school students. Queen’s University in Kingston, Ontario offers special physics and space-related courses. The University of Toronto, Toronto, Ontario offers summer computing and engineering courses for high school students. Queen’s University in Kingston, Ontario offers special physics and space-related courses.
Leadership Training: at summer camps, and offered by such organizations as the Rotary Club, Conference on Human Rights, Model U.N., Camp Enterprise.
Self-initiated Activities: such as running for student council, starting a club, being an entrepreneur and starting one’s own summer business, becoming a social or environmental activist help in making someone stand out in applications.
Gr. 11-12: Emphasis should be on the practical aspects of the processes of applying to universities, exposure to occupations and job internships, visits to companies and universities, involvement in university mentorship programs, and co-operative learning placements.
________________________________
Mind-Stetching Websites
Dante Bini (amazing architect who specializes in revolutionary construction methods) http://www.binisystems.com/
Discovery Channel Extreme Engineering (astounding projects in the world) http://www.discoverychannel.co.uk/extremeengineering/home.shtml
Entelechy (exploring the potential to be all that you can be)
http://laetusinpraesens.org/docs/present/present3.php
Found Magazine (a guy finds & collects strange bits of paper) http://www.foundmagazine.com
History of Psychology in a Timeline (hundreds of philosophers, events, books, etc.) http://www.geocities.com/Athens/Delphi/6061/en_linha.htm
Hot Air "Ig-Nobel Prizes" from the Annals of Improbable Research (ideas that make you laugh but then force you to think) http://www.improb.com/
Mind Glitter (e-zine reveals talent of junior-high to college-age writers & artists ) http://www.mindglitter.com
Near Death Experiences Support Group (is there life after death?) http://www.near-death.com/
Online Games for the Blind (amazing area to stimulate creativity) http://www.gamesfortheblind.com/
Reconstructors (travel into the future to solve medicinal mysteries of the past) http://reconstructors.rice.edu/recon1/index.html
Team Building & Working Collaboratively (powerful methods that help you work better in a group) http://www.vta.spcomm.uiuc.edu/
World Famous People (real life people and their incredible stories!!) http://www.world-famous.com
____________________________
Wise Words About Intelligence
Play is the only way the highest intelligence of humankind can unfold. - Joseph Chilton Pearce
Lack of willpower has caused more failure than lack of intelligence or ability. – anonymous
There are no such things as limits to growth, because there are no limits to the human capacity for intelligence, imagination, and wonder. - Ronald Regan
We are faced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought. - Bertrand Russell
The function of education is to teach one to think intensively and to think critically... Intelligence plus character - that is the goal of true education. - Martin Luther King |
 |
|
|
|
 |
|
|
|
|
 |
|
