A “Convergence” of Circumstances

National Association for Gifted Convention in Baltimore, Maryland.  With a program book that is 174 pages, sessions for time slots that exceed 30 options, choosing what to attend isn’t an easy task.  Keeping your brain from overload and shutting down is no small task either!  Heather Knox (Hobgood), Christy Robinson (Black Fox), and Cherry Ross (Overall Creek), and I rarely cross paths in this convention center that overlooks the Orioles’ Stadium.  You can only image how many ideas we are collecting to bring back to our system.

Tonight we thought we’d share some of our favorite “a-ha’s” from today.

• Concept maps are an avenue to help us make stronger connections to content we already know, both cross-curricular and among grade levels.
• We all need to keep in mind that the realistic path for gifted students is not usually a straight line.
• Math is about problem solving, and the answer is only a small percentage of what we are trying to achieve.  Teachers focus on what they’ve been taught.
• As teachers, we have to be very careful of our words.  Criticism sounds very loud in the brains of our students, especially for students with exceptionalities.  It can shut them down.
• When we say, “Kids these days can’t think,” they’ve learned to answer our questions.
• As soon as you step up out of college, worksheets don’t show up in your “in box.”  You have to problem solve.
• Sixty to eighty percent of elementary math books are review from year-to-year.  With a focus on problem solving and stronger connections to prior learning, we can make more strides in growth.
• For students that are gifted or ADHD, complex information is comprehended very easily through infographics.
• If we know that the “stand and deliver” method of teaching is not effective, why do we still do it?  What’s best for “me” isn’t always best for “them.”  Student interviews make students feel like the curriculum is about “them” and will reveal the truth about student needs.
• Teachers teach strategies, not skills.  Complex tasks will require strategies.
• The more highly gifted a student is, the more wait time they need to think and compose their thoughts.
• Homework has little to no affect on student achievement.  The homework they have should grow study habits.  The MOST IMPORTANT thing gifted kids need (all grades) is 20 minutes of reading at night and conversation at the dinner table.  Ouch!

A final thought for the night…

At the first session this morning that I attended, one of the speakers shared the story of the ship called “Tenacious” that was part of the Fastnet Race of 1979 in England. One of the worst days in history.  A freak storm that struck 300 vessels came with little or no warning. During the storm, everything mattered.  Life or death decisions.

In education, we are at a time when we aren’t sure what’s coming.  During this storm, everything matters.  From the skippers to the direction of our sails, we must be mindful of every choice we make each day.  As the day in 1979 when Tenacious won even in the face of the disaster, we can be certain, those who are tenacious will be a top finisher in the race.  Persisting in existence.  Perhaps we just need to adjust our sails.

Higher order thinking is for all students.  Not just gifted students.  These strategies work for all students.

How’s your ship sailing?

Two Days As a Student…What Would YOU say?

I love when I get links to amazing articles that stimulate self-reflection.  Recently I got this one…

ARTICLE

One thing that works very well with gifted students (ALL students actually) is teaching them to consider the viewpoint of others.  It’s one thing to TEACH the concept…but what about our belief system…do you believe it with conviction?  Do you LIVE it?  Or just believe this process should be taught?

Think of the benefits of considering the viewpoint of others.  Problem-solving.  Critical thinking.  Compassion.  Patience. Relationship building.  Who couldn’t get better at any of those??  I like to use this document to give students (and teachers or parents) a tool to help create that thinking groove, if you will.  You can see it here.

reasoningevent(1)

This idea is important.  But don’t let the big idea of the article slip by you.  Considering the point of view is a vehicle that delivers you to the important place…the main reason I decided to write today.

Let’s paint a picture that relates to you…long day.  Plans didn’t go right.  Parent email.  Evaluation is tomorrow.  Raining outside.  Oh…it’s a short week.  Students were out on Monday (Why are those weeks always longer?).  You forgot to turn in paper work that was due on Friday.  Your head is killing you.  The headache is probably because you didn’t get to eat lunch which means you are starving.  Good news!  It’s faculty meeting day.  You arrive.  Get an agenda but the first thing out of the principal’s mouth is…the agenda has changed.  We have a few guests coming as well as covering the other 10 items.  Fifteen minutes.  Twenty.  Thirty.  Forty.  On item 3 and 4 guest speakers to go.  OH…DEAR!

Want to scream?  Hard to focus?  Frustrated?  Hate it when people read the PowerPoint to you?  Leave you in your seat for an hour?  Don’t stick to a plan?  Bite off more than you can chew?  Have trouble focusing when you’re tired and hungry…and have a headache?

Wouldn’t it have been nice if the principal re-organized, prioritized, and presented the info in a way that would be easier to absorb?  Frustrating, isn’t it?  What if the principal called you up during your planning with an email that said, “Come see me.  I need your input.  I’d like to consolidate the info for today’s meeting and would like to see what you think.”  Or something similar.  How would you feel?

Why do we forget that our students are people, too?  They need us to hear them and consider their point of view.  Funny thing is…everyone would win if we did this more often.

Don’t get so caught up in the “To Do” list that you lose sight of the purpose and possibilities.  You know how you feel when someone wastes your time, ask you to do busy work or work you don’t see relevant, or how you feel on those impossible days.  Imagine what would happen if you consider the view point of others…and it built…Problem-solving.  Critical thinking.  Compassion.  Patience. Relationships.  Sounds like a really good formula for amazing teacher to me!

What would you write about yourself from your students’ point of view, and what are you going to do about it?

A Tale OR Two of Perspective

Caution:  Read at your own risk.  If you aren’t in the mood for self-reflection and direct discussion, choose another day to read this blog.

Do you ever read an article, blog, or story and ask yourself, “Who am I in the story?”  (By the way, forcing students to consider the story from a different perspective is EXTREMELY higher order.)

With the history of gifted education, it’s not surprising why some seem to be quick to answer in defense (okay, defensively) to justify the needs of these students (I include high achieving with these kiddos in 95% of what I say.).  It dates back to early 1900’s…or earlier.  Funding swings back and forth.  Opportunities swing back and forth.  Acceptance of the definition of gifted or “adverse affect” swings back and forth.

Federal money (Javits Grant) provides little if any (some years $0), and its affect on gifted is indirect but important!  State funding…gifted is protected in the State of TN because the State includes it under the special education umbrella, but actual $ to spend…not so much.

Sputnik changed society’s focus.  No Child Left Behind changed the focus.  Just when it seems something will fall in the favor of these students, another obstacle rushes in front.  Our society seems to have the concept of “I know they need more, and we’ll get there.  But first we need to do this…they’ll be okay because they are smart” replaying on a vicious cycle.  Recently this nation wide concern seems to be getting a little more press.  But will it make a difference THIS time?

To understand why this topic seems to put some on the defense, one must understand that every single inch of progress literally feels like it has been at the expense of someone’s entire career.

So, back to the original question.  When you read stories, do you challenge yourself to look through the eyes of someone else?  The parent.  The teacher.  The news reporter.  The child.  Do you REALLY consider the point of view and ask yourself how you contribute to the success or the stumbling block of others?  Or let’s be more specific. For student learning.

Don’t we want ALL students to excel?  What role are you playing in the lives of ALL the children in your classroom? School? District?  Are you THE REASON for success??  Or for maintaining status quo? Or sadly, failure?  Sometimes the hard questions are necessary to make change.  No.  Not sometimes.  Always.

I’m going to send you to TWO stories.  Ask yourself, who am I in this story based on what you currently do, your views, and your actions.  Then decide if what you are currently doing represents what you really stand for in education.

A Tale of Two Labels

A Tale of Two Trees

In case you are still feeling like Gifted seems like elitism, let’s look with open eyes while we are being honest.  There is so much that goes with gifted (isolation, mental exhaustion, intensities….) it’s pushing it to call it “gift”ed at all.  Different.  It means different. Just like every single child in your classroom.  No one is the same.  Gifted students deserve to learn every day like everyone else in the room.

Make the mind shift.  I guarantee it will amaze you.