The June 2020 edition of Parenting for High Potential includes many essays and quotes by students who are gifted. They tell a remarkable tale of young people trying to make a difference. What struck me, however, is that they are from places where gifted programs are in place. They speak of being challenged, wanting diverse representation, and struggling to make friends. It is wonderful that these students find themselves in a personally and academically productive place. I would have liked to have heard from places where these programs do not exist. I would love to hear their voices in advocacy for programs designed to meet their needs.
Throughout the edition they talk about the value of having a group of peers of similar abilities. Many educators discount the importance of having ability peers. They fail to see the way these kids thrive when surrounded by other high ability peers. There is a belief that they will do fine in heterogenous groups. That they can really learn the material by teaching it to their struggling peers. That the only virtue is in learning to get along with others of varying abilities.
My child did not need to be bored through instruction because all kids were in the same group. She did not need to go over the test she scored a 99 on for a day. She did not need to practice skills she had before the year began. She is not trained to be a teacher and deserves to have a chance to learn, not just share what she knows. She lives in a house with a brother on the spectrum- she gets diversity. She longs for her peers- not age peers but intellectual peers. People who, as she says, "think as fast as [she] does."
The edition showcases some wonderful success stories of gifted programs. We just need more of them.
Thursday, June 25, 2020
Tuesday, June 9, 2020
Graduate School
In New York State, where I live, a masters degree is required in order to teach beyond five years. As such masters of education programs are relatively simple to get into. This is not the case for every major or every state. My daughter is half way through her bachelor's degree and it seemed appropriate to start thinking about how graduate programs would be different for her than it was for me. I purchased, Dave G. Mumby's ebook Graduate School: Winning Strategies for Getting In, 2nd Edition. The book addresses many aspects of the process of graduate school application. Dr. Mumby is a professor who serves on graduate admission committees and has completed research around this topic.
The book is a quick read, but one that a student could frequently go back through during the process. One of the first thing that is addressed in the book is the idea that most good (B) students can get into a graduate school. In order to accomplish the feat, he makes several recommendations. First is picking the right school. Highly selective schools are probably going to automatically eliminate students lacking superior grades. That being said, many other programs are available. He recommends clarifying personal career and research goals in order to pursue entrance to programs that fit nicely within a university's program and more specifically a researcher's area of interest.
He goes on to describe the time needed to carefully craft the various components of the application. This includes tips on how to select and request letters of recommendation, how to write a personal statement and cover letter, and how to make positive first impressions. He wraps up with a description of various types of financing available to pay for the program.
The test is a useful framework for getting ready to move forward. Dr. Mumby's experience in selecting graduate students shines through the text and his advice is solid, practical and well- Students should have an easy time following the guidelines he puts forth. I have sent the book on to my daughter to read during this summer so that she has a good idea of the process needs to follow as she moves on to the next stage of her education.
The book is a quick read, but one that a student could frequently go back through during the process. One of the first thing that is addressed in the book is the idea that most good (B) students can get into a graduate school. In order to accomplish the feat, he makes several recommendations. First is picking the right school. Highly selective schools are probably going to automatically eliminate students lacking superior grades. That being said, many other programs are available. He recommends clarifying personal career and research goals in order to pursue entrance to programs that fit nicely within a university's program and more specifically a researcher's area of interest.
He goes on to describe the time needed to carefully craft the various components of the application. This includes tips on how to select and request letters of recommendation, how to write a personal statement and cover letter, and how to make positive first impressions. He wraps up with a description of various types of financing available to pay for the program.
The test is a useful framework for getting ready to move forward. Dr. Mumby's experience in selecting graduate students shines through the text and his advice is solid, practical and well- Students should have an easy time following the guidelines he puts forth. I have sent the book on to my daughter to read during this summer so that she has a good idea of the process needs to follow as she moves on to the next stage of her education.
Wednesday, June 3, 2020
Teaching students to drive their brains
All that is old is new again. Decades ago, when I was in college, we talked about the importance of metacognition. The concept faded from the forefront of attention and is now coming back. Donna Wilson and Marcus Conyers' book Teaching Students to Drive their Brains: Metacognitive Strategies, Activities and Lesson Ideas, holds metacognition up as a critical component of learning.
Metacognition is thinking about your thinking. The authors breakdown teaching metacognition into a series of assets:
One place the authors take it up a notch is where they highlight how those skills are useful in teaching. It would be interesting if they had included some sample activities for teachers to do to practice and develop their skills.
Some segments of the book could be used to teach students to self-monitor reading while teaching about brain function. Giving students a couple of paragraphs to read and highlight the words/concepts that they are not familiar with and then going over them would be a good strategy. The first two paragraphs of chapter 2 (p. 24-5) explains some principles of neuroplasticity. The vocabulary is fairly intense. Once students have read it a first time, they can reread in groups or partners and see if rereading and discussion helps them to understand the passage. Then reread a third time in a whole group. Perhaps model using a dictionary to identify word meaning, word root analysis or context clues to help understand difficult words. Then hold a group discussion about the passage to figure out what it means and why it is important. Using a passage in this way both develops reading skills and knowledge of concepts that will enhance their learning throughout their life.
One thing the authors stress is the importance of students knowing why they are learning things. Much has been written about this topic. Their answer is different from that of many professionals and echoes an idea I fell in love with years ago. You are learning this to develop your brain and thinking skills. (The example I heard years ago was that you are learning this math to exercise your brain. You are correct- you may never be asked to factor an equation after you leave high school. You will, however, constantly be asked to systematically solve problems in your life using logical pathways.)
Throughout the text the authors use the metaphor of metacognition is like learning to drive. In order to be a good driver there are things you need to do- plan where you are going, make sure your equipment is in good condition, pay attention to what is going on around you, and address problems as they arise (things in the road, construction, etc.). Secondary students will definitely be able to connect with this metaphor, but so might elementary students. Or instead of driving a car, use riding a bike or skateboard. We know that metaphors are powerful tools for helping students understand and connect with material and it is a good one.
Metacognition is thinking about your thinking. The authors breakdown teaching metacognition into a series of assets:
- Understanding metacognition
- exhibiting metacognition
- understanding neuroplasticity
- optimism
- establishing clear intent
- systematic planning
- selective attention
- working memory
- self-monitoring
- cognitive flexibility
- understanding others' points of view
- learning from experience
- finishing power
One place the authors take it up a notch is where they highlight how those skills are useful in teaching. It would be interesting if they had included some sample activities for teachers to do to practice and develop their skills.
Some segments of the book could be used to teach students to self-monitor reading while teaching about brain function. Giving students a couple of paragraphs to read and highlight the words/concepts that they are not familiar with and then going over them would be a good strategy. The first two paragraphs of chapter 2 (p. 24-5) explains some principles of neuroplasticity. The vocabulary is fairly intense. Once students have read it a first time, they can reread in groups or partners and see if rereading and discussion helps them to understand the passage. Then reread a third time in a whole group. Perhaps model using a dictionary to identify word meaning, word root analysis or context clues to help understand difficult words. Then hold a group discussion about the passage to figure out what it means and why it is important. Using a passage in this way both develops reading skills and knowledge of concepts that will enhance their learning throughout their life.
One thing the authors stress is the importance of students knowing why they are learning things. Much has been written about this topic. Their answer is different from that of many professionals and echoes an idea I fell in love with years ago. You are learning this to develop your brain and thinking skills. (The example I heard years ago was that you are learning this math to exercise your brain. You are correct- you may never be asked to factor an equation after you leave high school. You will, however, constantly be asked to systematically solve problems in your life using logical pathways.)
Throughout the text the authors use the metaphor of metacognition is like learning to drive. In order to be a good driver there are things you need to do- plan where you are going, make sure your equipment is in good condition, pay attention to what is going on around you, and address problems as they arise (things in the road, construction, etc.). Secondary students will definitely be able to connect with this metaphor, but so might elementary students. Or instead of driving a car, use riding a bike or skateboard. We know that metaphors are powerful tools for helping students understand and connect with material and it is a good one.
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