Children of STEAM: Our Future

We started Camp Pursuit because we’re passionate about education and we believe that passion can lead to a great many things. Our vision is to give students a curiosity-fueled platform to explore different aspects of STEAM in a fun and thoughtful environment where they have the chance to dive into the many different creative outlets that come along with science, technology, engineering, arts, and mathematics. A choice-based learning environment driven by high-interest themes, rather than arbitrarily designated subject areas, exposes students to key concepts and skills ACROSS the aspects of STEAM. Aside from the benefits learning new skills give children, it also builds the desired skill sets CEO’s are looking for in the long run.

When asked, CEO’s said “Approximately 60% of job openings require basic STE[A]M literacy and 42% require advanced STE[A]M knowledge. Nearly two-thirds of job openings that require STE[A]M skills are in manufacturing and other services.” Unless your kids start a business as their first job and entrepreneurship becomes their career, a CEO in their future will look to them to have a knowledge of STEAM. If they end up being super successful as an entrepreneur, they’re going to need to know enough STEAM to keep up with the demand of our culture.

It’s not just CEO’s who we look to for answers when it comes to the children we work with and their future. In our research, we found that non-STEM careers have a projection of 9.8% growth whereas STEM careers reach 17% projected growth. In 2010, STEM workers made up 1/18th of the workforce and earned about 26% more than those who didn’t work in STEM. These numbers are rapidly growing and are expected to grow even more in the future.

So why is it so important for your kids to attend Camp Pursuit? Your kids are our future. STEAM education teaches them to work with others, have patience, not give up, look outside of the box, and create something new. We want a future where your kids are equipped for growth. STEAM is growing, and your kids are growing in a parallel path.

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To Thine Own Self Be True, Except During Testing

A guest post by Rebecca Gray

It’s spring and standardized testing is in full bloom. The poppies of the classroom, gifted students, are often overlooked during this time of assessment. Advocates for GT learners can ensure the diverse breadth of gifted students are accommodated before and during high stakes testing.

Once testing season rolls around, anyone with a learning anomaly faces increased anxiety and scrutiny as administrators, teachers, parents, and legislatures begin the process of accountability to the state. Gifted students may be seen as an asset or as a liability at this time. It all depends on their giftedness. High achieving GT students make schools, administrators, and teachers look good with their commended scores that surpass the norm. A different story emerges, however, when the twice exceptional student enters the picture. The intensities, hyperactivity, inability to sustain attention during a prolonged silent 4 hour test, anxiety and overanalysis of simple, easily answered questions becomes a liability for all stakeholders who stand a chance to gain or lose based on outcomes of high stakes testing.

Gifted students encompass much more than one test can marginalize. Academic giftedness, in its many forms, shares a broad swath across a diverse educational landscape. In many school districts, gifted students receive services based on identification of need just as students on the opposite end of the same bell curve receive accommodations based on their identified learning differences. Accommodations on one end of the bell curve should be well balanced with accommodations on the other end as well.

Proponents and advocates of gifted students expect accommodations to be made for GT students in the self contained GT classroom. The same must be said for standardized testing as well as in the preparation for state mandated assessment. Allowing the accelerated learner to bypass often onerous review exercises, frees up opportunities to explore curriculum geared toward the GT student’s special interest and intellect level. In addition, targeted accommodations may be made to ensure gifted students test in an environment conducive to success.  The test setting can be accommodated and the test proctored by a teacher or administrator well versed in the intensities and exceptionalities of GT students. For a testing administrator, it would not be beyond the realm of possibility to allow the simple testing accommodation of small group testing for identified GT students.

Gifted students cannot turn off intensities and exceptionalities with the flick of a switch. High achieving GT students have the capability to bring high scores to the standardized testing table. Accommodations geared toward the needs of the diversity of gifted learners allow them to achieve favorable outcomes on state mandated assessments. Allowing students a testing experience conducive to success should be a right, not a privilege, for all.


Rebecca Gray is a mom of two gifted girls, an educator, and advocate for gifted learners. She can be reached at rebeccaminergray@gmail.

3 “Messy” Tensions to Challenge Our Thinking on Learning and Productivity

by Ben Koch

There’s an unspoken truism most of us adults have internalized that goes something like this: “If only I were more organized with my time, more focused on my goals, and more disciplined with my tasks, I’d finally achieve X.” Around New Year’s each year, this guilt-infused mantra is the fuel for many a well-intentioned resolution involving elaborate new systems of organization and task management.  In Messy: The Power of Disorder to Transform Our Lives, Tim Harford turns this assumption on its head.  In his book, Hartford probes people, organizations and events which demonstrate how embracing disorder, uncertainty, and messiness can be the catalyst for amazing achievements and unforeseen breakthroughs.

Although geared toward leaders, innovators, and thinkers in the world-at-large, I found the book full of insights for parents, teachers and edupreneurs as we guide and nurture our students. Here I choose 3 binary tensions highlighted by Harford and connect them directly to issues relevant to our interactions with learners.

Hyper-Focus vs. Distractibility

We often assume great successes are the result of sustained, laser-like focus on a problem.  As Harford points out, however, “distractible brains can also be seen as brains that have an innate tendency to make … useful random leaps” (p 17) which lead to creative or innovative breakthroughs. And there is research to back up a correlation between distractibility and higher creativity. Harford cites a Harvard study in which researchers measured the ability of students to filter out unwanted stimulus. The weak filter students scored higher on all kinds of creative measures (p 17).

What we infer from this study reaffirms my own observations regarding the “6 Gifted Profiles,” as delineated by George Betts and Maureen Niehart (1988).  “Type 2” profile students, The Creatives, are often perceived as uncouth, distracted, and associative thinkers with a lower threshold for sustained focus. Could it be they are simply selective consumers, choosing to follow the trail of deep, non-obvious connections being triggered by their learning environment? A Creative’s penchant to process the world holistically makes her more distractible, but indeed makes her predisposed to draw fantastic insights from apparently disparate information.  Teachers: have you ever felt you’ve been suckered into a tangent by a Creative student making an elaborate observation, only to find that somehow, it winds right back to the topic, which is now afforded a new level of depth and complexity?  

Bonding Social Capital vs. Bridging Social Capital

When a group or team needs to accomplish a major task, it makes sense for them to bunker down, remove all infringements of the outside world, and one-pointedly push through, right? Maybe not. Harford highlights the distinction between “bonding social capital” and “bridging social capital.” On a team wired for bonding social capital, you seek to “Minimize disruptions, distractions, obstacles; identify what you have to do; focus your energies on doing it as effectively as possible” (p 39). So what could be missing? As it turns out, the sparks of inspiration that can come from interactions across groups and teams–known as bridging social capital–may be what allow the team to make the leap from good to great. Harford cites examples in the world of collaborative mathematicians and in the video game industry, where “a great computer game is like a great mathematics paper. It requires bridging: the clever combination of disparate ideas” (p 41).

The benefits of sparking exchanges outside of a student’s usual, closed, tight-knit group is one reason why my company, NuMinds Enrichment, designs all our programs as mixed-age learning experiences. I still remember our first summer camp several years ago when I walked into a classroom to find a 1st grader and 8th grader co-presenting on a project. Think the benefits go only one way? Think again. We find the older students are just as likely to benefit from the sparks generated by the “disparate ideas,” genuine curiosity, and the beginner’s mind exhibited by younger students.

Careful Planning vs. Improvisation

When you need a project management certification to keep a grip on a child’s weekly schedule, you know we live in an an era of hyper-managed and overscheduled students. Parents feel compelled to leave nothing to chance, and this desire to control outcomes has crept into the classroom in the form of perfectionism and anxiety

What if, by not occasionally relinquishing control, we are missing out on surprising creative results and rich, unforeseen experiences? Harford cites numerous extraordinary examples of history-making moments that were the result of moments of improvisation, from MLK’s “I Have a Dream” speech to the ground-breaking “Kind of Blue” album by Miles Davis.

But examples need not be extraordinary to be revealing. That very first week of NuMinds summer camp, we had planned an elaborate, musical, technology-infused series of morning assemblies. It was part of our morning “shock and awe” plan to get campers excited for a day of passion-based learning (it’s summer, after all, and they often need a little help). We rolled into the venue the weekend before to get set up, and, major obstacles: no projector, malfunctioning microphone system, and no way to send music through the speakers. Plan B. Wait, there was no plan B! This situation forced us into an improvisational state of mind and, lo and behold, being forced to go low tech and intimate with our morning assemblies ended up defining the spirit of Camp Pursuit. Sure, we’ve got mics and flashy visuals now, but to this day, the “fireside chats,” puppet shows, and acoustic sing-alongs we developed that first week–because a messy situation forced our hand–are integral pieces of the Camp Pursuit experience.

Harford cites three clear benefits of an improvisational approach to managing a project (p 98):

  1. Speed
  2. Economy
  3. Flexibility

In other words, when compared to meticulous and calculated planning, embracing or even seeking a little messiness will not only drive improvisation but can take less time, cost less, and by its very nature will be more responsive to uncertainties.

But, let’s face it: millions of students in the U.S. and around the world, including refugees whose lives have been torn asunder by world conflicts, don’t have the luxury of worrying about over-planned and scripted lives. For them, improvisation isn’t an experiment, it’s survival. Perhaps there is much we can learn from their resilience about coping with a disordered world.

It’s hard to imagine a “messier” situation than poverty, but we can take heart that even in circumstances like this, curiosity, persistence and incredible improvisation can propel education. If we can appreciate and learn from this Indian school under a freeway, perhaps we can all find ways to improvise heartfelt teaching and learning, even when the promise and principle of our public education system seems under assault. Not to excuse that students or teachers or our very own public schools should ever be asked to perform miracles with lack of resources, funding, and support, but the innovative resilience we develop while continuing the fight for fairness, justice, and equity will only increase our effectiveness as we move closer to those ideals.

Harford highlights many more tensions we can utilize to explore our notions of learning and productivity, including groupthink vs. cognitive diversity, hard vs. soft spaces, the paradox of automation, “neats vs. scruffs,” and organized play vs. informal play. In an era of uncertainty and flux, if we can reconsider our ingrained assumptions and attachments to order, structure and predictability, we may find “messiness” a valuable impulse.

Sources

Harford, Tim. Messy: the power of disorder to transform our lives. New York: Riverhead , 2016. Print.

http://photoblog.nbcnews.com/_news/2012/11/09/15036358-a-free-school-under-a-bridge-in-india

https://u.osu.edu/pressuretobeperfect/truth-about-perfectionism/

https://thefissureblog.com/2015/08/01/gifted-101-the-6-gifted-profiles/

 

 

How an Umbrella Helped Me Become a Better Teacher

How an Umbrella Helped Me Become a Better Teacher… and Other Tips on Homeschooling a Gifted/2e Child

Parent perspectives by Nikki C.

Like many homeschooling parents of gifted kids, I was a reluctant, last-resort homeschooling mom. It was frightening to leave the familiarity of the public school system and disheartening to learn that other schools weren’t a good fit, either. Once the initial shock was over, however, homeschooling became so much more than just the best of the inadequate options I had thought it would be. It was exactly what my child needed to thrive, and we haven’t looked back since.

This does not mean that every day is filled with sunshine and rainbows. Sometimes we fall into ruts, but because of the inherent autonomy of homeschooling, it never has to stay that way. It’s up to me, and sometimes to my child, to fix it.

Our pitfalls sometimes come from smaller issues pertaining to curriculum or our environment, sometimes from larger issues that require professional help, or sometimes from my own personal issues.  Homeschoolers of gifted kids know that just because something works now, that doesn’t mean that it will work later. When my son and I fall into curricular ruts, I used to blame it on my choices, and I felt the urge to scrap it and start with something new. While this is best sometimes, I learned from my favorite teacher that working with a student’s learning style and making modifications to the environment and curriculum can go a long way.

My mom is a public school teacher and has spent most of the past 30 years teaching children with autism.  She teaches in a centralized structured classroom which has a low student to teacher ratio.   In her class, students receive a truly individualized education. Her dedication to her students has always inspired me, and from her experiences, I have learned some teaching gold.  Years ago, she was working with a student with autism and intellectual disability. She was certain that his abilities were higher than he had shown, but it was challenging for him to focus on their lessons. During a math lesson, my mom was attempting to get her student to engage with her, but every time she asked him a question, his response was “umbrella.” He was fixated on a golf umbrella that was just outside the classroom.

After this had gone on for a while, my mom went to the hallway, got the huge umbrella, opened it, sat down next to her student so that they were both under the umbrella, and said, “umbrella.” She then repeated the math question and he answered correctly. The rest of the lesson went on like this, under the umbrella, where her student was able to focus. An aide in the classroom took a picture of the two of them and shared it with the student’s mother. For Christmas, my mom received a present from her. It was a coffee mug with the picture of her and her student, working together under the umbrella.  On the other side of the mug, a quote from Rita Dunn read, “If the child is not learning the way you are teaching, then you must teach in the way the child learns.”

Having exposure to this style of teaching at an early age helped shaped me into the type of teacher my son needs.  There are numerous ways to personalize the curriculum and environment for homeschoolers (some strategies can work for teachers in traditional classrooms, too!). Of course, we can fine-tune these word problems so that we are comparing Rebel Troopers and Imperial Forces instead of bushels of apples and oranges. Sure, let’s get that huge crash pad, and my son can be upside down on it during read-alouds and discussions. We can work on handwriting in other creative ways at another time. Yes, let’s make a classroom filled with action figures and plushies, and my son can “teach” them to show his understanding of a topic instead of taking a test. In our first months of homeschooling, I didn’t understand why my son couldn’t hear the difference between short vowels and long vowels when he was seated next to me, but he could call them out perfectly when he was jumping in the middle of the room.  Later, I remembered my mom’s mug, and I knew this is what it meant.

When we are in a rut that goes beyond the scope of these smaller modifications, I take a step back to figure out why my child is struggling. Gifted kids are complex kids. Homeschooling one is not easy, and it may require much research when things aren’t going well.

Only a few months into homeschooling, I knew I needed outside help. My son is 2e, or twice-exceptional: gifted with other special needs.  At that point, he had already received an autism and sensory processing disorder diagnosis, but none of the evaluations even touched on the extent of his giftedness. I was struggling to homeschool him because his strengths and weaknesses were extreme. I found an educational diagnostician who had experience with 2e kids. The formal assessments, including IQ and achievement tests, proved to be priceless. This gave me the confidence to do more than modify curriculum.  We needed to move up a few levels… but only in some areas.  I learned how I could accommodate him in areas of weakness without holding him back in others. It would have taken me many painful months to figure this all out on my own.  Another instance when we needed outside help:  my son could read before he turned three years old, but as he was progressing into books with more words per page, he would get upset to the point of tears, saying he was too tired to read after a page or so.  I noticed other issues, too, but I did not know they were related to his reading until I saw parents in gifted groups discussing visual processing disorder.  I recognized many similarities.  After several months of research, I decided a formal evaluation was worthwhile, and sure enough, he was able to benefit from vision therapy. We are in the early stages, but only a few weeks into therapy, he is already starting to read independently again… without me asking him to!  I believe that the more information you have, the better. Yes, gifted kids are asynchronous, but if my gut is telling me there’s more to it than that, I seek professional help and get answers.

While I know that homeschooling is the best fit for my child, that doesn’t mean that I never feel pangs of guilt, worry, or even sadness when I consider the opportunity costs of the choice. When I start to fall into these emotional ruts, what works for me is to stop – just completely stop – and to remind myself of what I truly value, as well as to be grateful for what we do have, instead of worrying about what we do not have. For instance, if I start to worry about what my child will miss out on by not being part of a public school, I remind myself that for every positive aspect of public school that we gave up, we have gained multiple times more on the other side. So, while it’s true that my child isn’t getting to experience the neighborhood kids’ social bond of shared school spirit, he now has an amazing group of friends he met by hanging out at a science discovery center for hours every week during the school day.  Through a gifted homeschool group, he has met friends who he has more in common with, and we have extra time for therapy to support him when he wants help with social challenges.  Another example of an emotional rut involves the loss of my career. Sometimes I daydream about the satisfaction I received in my career: working with peers, career advances, continuing education, and the benefits of increased finances – such as travel and cool new “stuff.” These thoughts can be particularly hard to push aside since this is still the norm for most people in my life. When I was making the decision whether to homeschool or not, one concern was that I would miss my career too much and that I would no longer be marketable when I could return. While discussing pros and cons with my brother, he commented, “No one looks back on their life and regrets spending more time with their kids.” This was powerful to me: I second-guess many of my decisions, but I knew, without any doubts, that this statement would be a guiding truth for me. So, while I might not be booking a European vacation anytime soon, I have been given the gift of time, and I can’t think of anything more valuable to me than that.

Homeschooling my 2e child means that many aspects of my life are not remotely similar to many of my friends’ and family’s lives, or to what I had imagined for my own life. We fall into our fair share of ruts, but we don’t have to stay there if we remember to take ownership of this choice and know that we are in control. We must be flexible and creative and know when to ask for help. Most importantly, we must remember to put our energy into what we value most, and to express gratitude for our blessings.

Oh, and don’t forget your umbrella… you never know when you (or your student) might need it.  🙂

ghf-hop

Our blog is proud to participate in Gifted Homeschoolers Forum blog hops!  For more tips from other gifted homeschoolers, please visit the February 2017 GHF blog hop.

Why Gifted Education Belongs in Public School

by Emily VR, from a guest post on WeAreGifted2

I am a believer in public school.  Growing up, I attended public school from K – 12.  During law school, I explored the history of educational inequality in the United States, including segregation, desegregation, the risks of tracking, and inadequate school funding.  I believe that each of us has a civic and moral responsibility to support and fund public schools, and that we must actively defend the right of every child to access a free public education.  I believe in diversity in education, and in the critical importance of equal educational opportunity for all populations.

As you can imagine, when I had children, I planned for them to attend public school.  When my older son entered first grade, however, we faced a situation not uncommon for children identified by psychologists as gifted: without significant adjustments, the curriculum did not fit his development.  For him to learn in school, we needed help from our district’s gifted specialists.

When a few family friends learned of his learning levels, some made well-intended comments:

“Public school won’t meet his needs.”

“Public schools have limited resources.  They can’t help kids like him.”  

While this may be the temporary reality in some cases, and especially in states without gifted education laws, I would argue that these statements are offensive:  many parents of children “like him” cannot afford alternatives.

As parents and educators, we must work to shift perspectives.

The decision to pull advanced children from public school is common, particularly in areas with inadequately funded schools.  Resigning ourselves to this practice, however, would reveal a terrible bias:  if we fail to hold public schools responsible for meeting advanced learning needs, we assume that (a) children from low-income backgrounds cannot be advanced learners, or (b) advanced learners from low-income backgrounds somehow have less right to learn than students with average academic development.  Experts know that intellectually advanced children are present in culturally, linguistically, and economically diverse populations.  We need increased research to improve methods of identifying giftedness in underrepresented populations, but in the meantime, we can already identify children in families unable to afford alternatives to public school.

If we permit public education to remain underfunded, and if we excuse schools from serving high-ability students, where does this leave gifted children from diverse backgrounds?

For students with any learning difference, flexible strategies and continued monitoring are often needed.  Luckily for my children, our state has gifted education laws, an advocacy organization for educators and parents, and state recommendations for serving gifted children in diverse populations.  We are lucky to live in a district with dedicated gifted specialists and administrators who work hard to identify and meet gifted needs in all populations.  Not all families are so fortunate.

Unfortunately, some education advocates have criticized gifted programs as elitist, unfairly blaming the concept of gifted education for disparities in school quality.  While any strategy can be misapplied or misused, research supports the need for gifted education:  just as children with learning challenges require different interventions, depending on their difference from the norm, children with extreme, advanced differences need curriculum modifications.  As much as we wish it were simpler, schoolwide approaches, in isolation, may not succeed with some learning differences.  Students with extreme differences – including the ‘gifted’ – exist at all income levels.

To succeed in our commitment to equity and the needs of all students, education advocates must find common ground.  As educators, parents, researchers and lawmakers, we must advocate for improvement in public education as a whole, and we must increase efforts to better identify students with learning differences in diverse populations.  At the same time, we have a duty to advocate for programs, professional development training, and interventions needed for students with all types of special needs and differences – including gifted needs.

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by Emily VR, written as a guest post for WeAreGifted2, the blog of Joy Lawson Davis, Ed.D.   Many thanks to Dr. Davis for permission to repost.  Dr. Davis currently serves on the NAGC Board of Directors and is the published author of several chapters and three books, including her most recent book, Gifted Children Around the World: Diverse Needs, Exemplary Practices and Directions for the Future.

 

This post has been added to the Hoagies Gifted Education Page Blog Hop for March, 2017.  The Fissure Blog is proud to participate in blog hops from Hoagies!  For additional posts about Educational Options, please click on the below image (credit Pamela S. Ryan).

hoagies-march-2017

5 Lessons for Teachers and Parents from Adam Grant’s Originals [Infographic]

by Ben Koch

Adam Grant’s book Originals: How Non-Conformists Move the World is a fascinating exploration of the often counter-intuitive principles and practices that drive the world-changers among us. It provides a rich trove of insights for those in business and industry seeking an innovative edge, as well as those in the arts and sciences looking for breakthroughs or pathways toward new paradigms.

As an educator who works with FUTURE world-changers across all industries, I read it with a slightly different filter. I asked myself, “What from this chapter could I tell a teacher at next week’s training or a parent at my next workshop that could help shape tomorrow’s originals?”

In all honesty, my first list was way too long for an infographic. Choosing these 5 concepts feels like a betrayal to the dozen or so I left out, but my hope is they’ll be surprising and impactful enough to prompt you to read it yourself!

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The 8 Great Gripes of Gifted Parents

by Ben Koch and Emily VR

In one of our courses for parents of gifted students, we spend a session on “the 8 great gripes of gifted kids” as presented by Jim Delisle and Judy Galbraith in their landmark book, When Gifted Kids Don’t Have All the Answers.  These gripes, garnered straight from the unfiltered mouths of gifted kids themselves, are an excellent heuristic for parents to help children reframe many of the struggles they experience both in and out of school.

During class, however, we discovered that our parent group was also using these student gripes as a launching point, and was cruising along a heartfelt parallel track that could only be called, “The Great Gripes of Gifted Parents.”  It’s only fair, we thought – if gifted kids get the opportunity of a therapeutic clearing of the air, then parents of the gifted should, as well!

So, we asked our parents to formally gather their thoughts on their OWN gripes and submit them to us.  And because “8 great gripes” has such a nice alliterative ring to it, we condensed and consolidated the list to a total of 8. Just as the student list facilitates deeper, more meaningful discussion than a simple “list of complaints,” we hope that this list might serve as fodder for fruitful discussions and conversations around the unique challenges facing parents of the gifted today.

Tell us:  are your top “gripes” represented here?  Add your own in the comments!

1 – My Kid Isn’t Challenged in School

Unless your child attends a full-time gifted program or school, this is probably a familiar feeling!  Even in the best districts and best schools, parents of the gifted express frustration with “resistance from some teachers and schools… providing for the kids’ academic needs.”  They note that “teachers in elementary school (outside of the GT teacher) don’t give gifted kids enough time/work” at their level.  Sometimes the academic needs of gifted students can be tricky to pin down, and teachers of large, mixed-ability classes often have their hands full.  When gifted students are limited to “very easy” work, however, parents correctly observe that it becomes “difficult to instill any kind of study ethic” in students.

“Too much emphasis on ‘the test’ …leaves the brightest to flounder”

“My child doesn’t need extra work, he/she needs different work”

Initially, this might seem like a problem with a teacher, administrator, or school – but in reality, it’s a problem nationwide.  Some states have laws requiring GT programs and opportunities for academic acceleration, and some do not.  Myths and misconceptions persist about the abilities, characteristics, needs, and outcomes of students testing in the gifted range.  Schools struggle to juggle increasing state demands, large classes, and inadequate funding.

The best solutions address individual student needs, but meeting gifted needs generally requires a basic understanding of research and best practices.  If that is missing, parents can sometimes work with schools to raise awareness.  Consider joining or starting a parent support group, connect with advocacy organizations in your state/area, and check out some of the reading suggestions below.

2 – Teachers and Other Adults Just Don’t Understand My Kid

Betts and Neihart revolutionized our monochromatic view of giftedness with their research on the 6 gifted profiles in the 1980’s. Far from being a predictable, homogenous group, gifted students represent a diverse panoply of behaviors, personalities, and traits. While it may be an easier proposition for a teacher or other adult to “get” what Betts and Neihart classify as a Successful Type (extrinsically motivated, achievement-focused, pleaser), that Creative Type (divergent thinker, non-conformist) in their classroom, or at their child’s birthday party may come across as abrasive or eccentric. Several parents expressed frustration at being unable to control the perceptions of teachers and other adults have about their gifted child.

“Others may not ‘get’ my kids and get frustrated with them.”

“People view gifted education as elitist/exclusive instead of much needed differentiated instruction.”

“People think it’s super easy having a gifted child because they do so well in school.”

Being able to openly communicate and commiserate with other adults who DO understand your unique challenges is key. Strong parent-based gifted advocacy groups can be crucial. They generate opportunities for student interactions and parent networking throughout the year. Check with local gifted teachers, administrators, or parent organizations about gifted parent organizations in your area. Most are NOT exclusive to families who attend a specific school district and welcome homeschoolers and families from neighboring schools and districts.

3 – Help! It’s Hard Dealing with Gifted Intensity & Behavior at Home

Sensitive.  Extreme.  Overwhelming.  Intense.

Children with certain temperaments and personalities can exhibit these characteristics, but the words take on new meaning when it comes to gifted parenting.  Living with Intensity is a well-known book about emotional development in these children, and the title often describes the home life of many families.

“There is no winning an argument with a gifted child… they often make good points which negate your good points and then some.”

“…they are too much like you – overthinking, analytical, self-critical, perfectionistic, overly excitable, sensitive”

Gifted-identified children often exhibit one or more overexcitabilities, or intensities.  “Their minds and sometimes mouths don’t turn off even when your mind and ears are exhausted,” notes one parent.  “My child is just like me,” laments another.  They often struggle with global and existential worries, and can even suffer from existential depression.

Fortunately, there is hope:  a growing number of books and articles offer coping tips and techniques for helping children to manage and channel their intensity in positive directions (reading suggestions below).  Parent groups and classes can offer emotional support, validation, and advice on coping with specific situations.  Simply being aware of the prevalence of gifted intensity can make it more manageable; as one gifted parent noted, “knowledge is power.”

4 – Social Distortion: So Many Awkward Social Situations between My Kid and Other Kids, and Me and Other Parents!

The comments from parents in this gripe covered a wide range of issues related to social situations and communication. Although research has not shown gifted children to be any worse off in social adjustment than average children when in appropriate academic settings, the stereotype of the socially awkward “brainy” kid persists. More important than spouting research numbers, though, are the subjective experiences of students and parents. If gifted students do not have opportunities to interact with like-minded peers who share their passions, talents and abilities, the sense of “feeling different” or even lonely is likely to increase (Rimm, 2008). The solution? Give students the opportunity to interact with intellectual peers and give parents the opportunity to interact and empathize with parents in similar situations (see note on parent groups above).

“My child has no/few friends.”

“I’m embarrassed by my kids lack of normalcy in certain situations like the soccer team.”

Right here on The Fissure last March we published a post called Solutions to Sticky Social Situations which also begins to propose some practical approaches for students to approach different social scenarios successfully.

5 – Asynchronous Development: My Kid is 8 Going on 30!

Asynchronous development is a hallmark of giftedness. The National Association for Gifted Children describe it as “the mismatch between cognitive, emotional, and physical development of gifted individuals” and, in their official definition, highlight that “because asynchrony is so prominent in gifted children, some professionals believe asynchronous development rather than potential or ability, is the defining characteristic of giftedness” (See full NAGC definition).

“Hard to find appropriate reading material or appropriate any material- lack of resources.”

“I expect so much from them because I know their potential, but I forget they’re still just kids with their own developmental and social issues. And they’re not perfect. And they don’t have 42 years of perspective like I do, so it’s hard for them to see how things fit into the big picture.”

“Criteria for starting kindergarten early is more of a system of deterrents than a means of identifying kids who are ready.”

Our primary advice for parents is to nurture those areas of high ability, potential, or passion and remember to scaffold in areas that are not as accelerated. An example might be a 2nd grader excelling at 8th grade Math when given the opportunity to immerse with intellectual peers, but who needs a social buffer to remediate emotional outbursts when the going gets too tough. Remember it’s not always the case that social/emotional is lagging behind intellectual or academic abilities. In fact, research on overexcitabilities clearly shows us how a child can show advanced empathy and emotional processing without the vocabulary (verbal intelligence) to communicate it appropriately.

6 – What’s the Remedy? My Son/Daughter Has Caught Perfectionism!

The spread of Carol Dweck’s ideas on growth vs. fixed mindset over recent years has brought a renewed sense of the importance of focusing on the process of learning, rather than on products. When you see learning on a continuum, as an evolution of skills and knowledge moving toward more and more depth and complexity, there is no “done.” There is no final product to be judged as perfect or imperfect. That’s a growth mindset and shifting to THAT framework, in our opinion, is the best remedy for perfectionism over time.

“The kids get caught up in society’s obsession with quantitative measurement of learning (grades, percentages and GPAs) of their learning rather than qualitative measures.”

Delisle and Galbraith (2002) propose shifting students to “the pursuit of excellence” as an antidote to fixating on perfection. The mantra we’ve developed to remind teachers, parents, and ourselves to make this shift is: “Perfection is a product. Excellence is a PROCESS.”

7 – Struggles Squared: Does Twice-Exceptional Mean Twice the Challenge?

Though it may come as a surprise, children can be identified as gifted and can also have one or more disabilities.  Sometimes a child’s abilities can mask a disability, making it difficult to diagnose.

“My kid’s disability can’t get diagnosed by the school system because he’s so dang smart he appears average.”

Sometimes an undiagnosed disability can impact testing, and can delay identification of giftedness.  Gifted children with disabilities have two (or more) areas of difference and needs – which is why they’re called “twice-exceptional,” or 2e, for short.

In the best scenario for 2e students, both their gifted abilities and their disabilities are identified and supported.  Too much focus on a child’s areas of weakness can have a negative impact on self-esteem: for this reason, experts recommend focusing first on a child’s areas of strength (appropriate challenge), then supporting areas of weakness.  Unfortunately, these students can be tricky to diagnose and help!  Even once needs are identified, helping 2e students can feel overwhelming for both parents and educators.  Parent education, as well as support from other 2e parents, can help enormously.  To learn more, check out the articles available through the nonprofit SENG (Supporting the Needs of the Gifted), the 2e Newsletter, and some of the sources below.

8 – Time Keeps on Slipping… The School Day is So Inefficient for my Kid’s Needs

Gifted children often learn more rapidly than their age-peers – which can make the school day frustrating for both students and parents.

“The day is too long and inefficient — not enough learning/hour.”

“Too much sitting, and not enough play breaks… I think all of the kids – gifted or not – would benefit from a few short recesses.”

Educators:  make sure to communicate with parents about the ways your school accommodates rapid learners!  Sometimes parents may be unaware of curriculum modifications providing depth and higher-level thinking opportunities for gifted learners.  Some gifted students may benefit from a form of acceleration, and some can benefit from the pursuit of passion projects during extra school time.

Parents:  while you are engaged in positive advocacy for your child at school, in the meantime, to help maintain or recover motivation, you can provide enrichment opportunities outside of school.  Enrichment can take the form of after-school or weekend classes and events, online courses (formal or informal), school clubs, summer camps, mentorships in areas of interest, museums and travel, or just visits to the library… the possibilities are almost endless.  Current research supports increased physical activity during the school day, so the tide may be turning in favor of more recess and opportunities for movement.

Unfortunately, as you can see, there aren’t many quick fixes to gifted parenting challenges.  Fortunately, however, there are many other parents (and educators!) who care deeply about these children.  If you have difficulty connecting locally, it is easier than ever to find resources online – as you’ve done by reading this post!  If you have found it helpful, we invite you to follow our blog, to find us on Facebook, and to join a growing community of parents and educators who want to make a difference in education.

Remember – you are not alone.  Raising a gifted or twice-exceptional child may be one of the greatest challenges you’ve experienced, but it will also be one of the most rewarding.  Remember to celebrate and to enjoy the journey.

***

Further Reading

Nature, Needs, and Parenting the Gifted

Delisle, J. and Galbraith, J. (2002).  When gifted kids don’t have all the answers: how to meet their social and emotional needs.  Minneapolis, MN: Free Spirit Publishing.

Daniels, S. and Piechowski, M. M., Eds. (2009).  Living with intensity.  Tucson, AZ: Great Potential Press.

Rimm, S. (2008).  Parenting gifted children.  In Karnes, F. A. and Stephens, K. R., Eds., Achieving excellence: educating the gifted and talented.  Upper Saddle River, NJ: Pearson.

Webb, J. T., Gore, J. L., Amend, E. R., and DeVries, A. R. (2007).  A parent’s guide to gifted children.  Tucson, AZ: Great Potential Press.

Webb, J. T. (2013).  Searching for meaning: idealism, bright minds, disillusionment and hope.  Tucson, AZ: Great Potential Press.

Whitney, C.S. and Hirsch, G. (2007).  A love for learning: motivation and the gifted child.  Scottsdale, AZ: Great Potential Press.

Advocacy and Additional Needs

Assouline, S. G., Colangelo, N., VanTassel-Baska, J., and Lupkowski-Shoplik, A. (2015).  A nation empowered: evidence trumps the excuses holding back America’s brightest students.  Iowa City: Belin-Blank Center, University of Iowa.

Castellano, J. A. and Frasier, A. D., Eds. (2011).  Special populations in gifted education: understanding our most able students from diverse backgrounds.  Waco, TX: Prufrock Press.

Delisle, J. R. (2014).  Dumbing down America: the war on our nation’s brightest young minds (and what we can do to fight back).  Waco, TX: Prufrock Press.

Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005).  Misdiagnosis and dual diagnoses of gifted children and adults.  Scottsdale, AZ: Great Potential Press.

Web Resources

Hoagies Gifted Education Page – the website for everything gifted

Gifted Homeschoolers Forum – a wonderful resource for meeting all gifted needs

Like-Mindedness and the Denial Gene

by Justin Vawter

All men have a denial gene when it comes to aging and their ability to play sports.  It’s a complex chromosome that activates somewhere in a man’s late 20s and then takes full control of the prefrontal medial cortex by his late 30s.  You can observe this phenomenon every weekend, as men with knee braces, back supports, and talcum-powdered loins take to the field or court to “put the smack down” (a stagnated phrase left over from a time when the man’s physical prowess allowed him the mobility of said smack).

I have this gene.  That’s why, this summer, I signed up for mixed-aged martial arts at the Lone Eagle Fighting Arts dojo.  Here I am, with my entry-level white belt, surrounded by a group of kids who are all two feet shorter and at least two belt degrees higher than me.  Fortunately, there were other adults who looked just as awkward as me, and we all lumbered through the steps together.  

This is mixed age.  This is community.  This is what your gifted child needs–a group of like-minded individuals brought together based on interest and ability.

It wasn’t until the fourth or fifth lesson that I lost sight of the age gap.  Perhaps my denial gene kicked in, but there I am kicking a practice dummy, giving both my daughters high fives, and taking advice from a 12-year-old girl with a green hair band that matches her karate belt.  This is mixed age.  This is community.  This is what your gifted child needs—a group of like-minded individuals brought together based on interest and ability.

In 1993, Miraca Gross published her study where she looked at the social isolation of gifted children, concluding that when gifted children were accelerated to be with intellectual peers, the isolation disappears and the students are able to form warm and supportive relationships with older classmates.  As adults, we have all experienced this phenomenon.   For example, colleges do not make your age a prerequisite for attending class.  I know this first-hand because I’m in the same program as Noel Jett, the eighteen-year-old doctoral candidate at the University of North Texas (DeLeon, 2015).  Why then, to quote Sir Ken Robinson, is there this assumption that the most important thing kids have in common is how old they are…their ‘date of manufacture?’” (2010).  

And Sir Ken wasn’t simply being tongue-and-check; the very same study from Gross (1993) has some chilling evidence: “In almost every case, the parents of [intellectually gifted] children retained in the regular classroom with age peers, report that their student’s drive to achieve, the delight in intellectual exploration, and the joyful seeking after new knowledge, which characterized their children in the early years, seriously diminished or disappeared completely” (pg 8).  

Whether it’s at the dojo or school, you need to find ways to get your intellectually gifted child with like-minded peers.  In the school context, this takes the form of subject acceleration (where the subject matter is streamlined) and grade acceleration (where Timmy completely skips 3rd grade).  

Perhaps the same denial gene that tells me to high kick with no regard for tomorrow’s aching muscle is also responsible for perpetuating an inadequate system in the face of research and reason.

Be warned, all ye’ brave parents, while acceleration is well-researched as an effective intervention for precocious youth, you generally won’t win any friends at your school. Other parents will misconstrue your advocacy as elitism; administrators will baulk at paperwork and adjustments to the master schedule; and the teacher, who is tasked with challenging every student, will take personal offense to being told that her class simply isn’t challenging your son or daughter.  Perhaps the same denial gene that tells me to high kick with no regard for tomorrow’s aching muscle is also responsible for perpetuating an inadequate system in the face of research and reason.  “What? He doesn’t need to advance grade levels.  He’ll be fine after he ‘levels out’.”    

After you’ve come to terms with these obstacles and have still mustered up the courage to move forward, start by learning the vocabulary and approach.  One resource is this publication out of NSW; it’s straightforward and helpful. http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/polimp.pdf  

Quick side note: I would love to know the experience and suggested resources of my readers who have attempted (successfully or not) to advocate for acceleration.  Your stories help me to build a trove of anecdotes when I work with schools.               

The take away is that there are ways to find like-minded peers inside and outside of the classroom.  I joined a mixed-aged martial arts class because of my over-active denial gene; however, I have become invested in the process.  When I’m there, I’m surrounded by other students who are training with equal gusto, regardless of their age.  Imagine some bizzaro world where every 40-year-old in the neighborhood is required by law to show up to karate at 7pm.  I’m not saying that I’d be the best, but I guarantee I would be one of the few who are eager to learn the sport.  This is your kid in class.  She’s looking around and wondering why the others don’t want to do more math problems or read for fun.  It’s up to you to seek out and advocate for ways where your child can be surrounded by like-minded peers and community.     

References

DeLeon, J. (2015, June 12).  Studying gifted young people.  The North Texan. Retreived from http://northtexan.unt.edu/node/5704

Gross, M.U.M (1993). Exceptionally gifted children. (Print) London: Routledge.  

Gross, M.U.M. (2000). Exceptionally and profoundly gifted students: An Underserved population.  Understanding our Gifted.  Winter 2000.

Robinson, K. (2010).  Changing education paradigms. Video. Retrieved from https://www.ted.com/talks/ken_robinson_changing_education_paradigms      

Justin is a teacher, gifted specialist, curriculum writer, and fledging practitioner of karate.  He is best known for his creation of mixed-age programs and professional development in the field of gifted education.  You can find learn more about him here.

We’re pleased to join this month’s Gifted Homeschoolers Blog Hop with this post! Click image below for a complete list of this month’s collection.

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Existential Depression in Gifted Teens

A guest post by Paula Prober, LPC

Beth* came to see me for counseling when she was 16. Unlike many teens who might be reluctant to seek counseling, she asked her mother to find her a therapist. She knew she was in trouble. When her mom contacted me, she said that Beth used to be energetic, motivated, athletic and a high achiever in school. When she was nine, she planned her future: running for President of the United States. Lately, she’d become depressed and lethargic. Her grades were dropping. Life had become pointless. What happened?

Beth told me that she was lonely. Her one friend, Maddie, was unreliable, using Beth as her counselor but never reciprocating. Beth said that kids her age weren’t interested in politics or philosophy. They weren’t asking existential questions. And, for Beth, finding a boyfriend always ended up in disappointment. The boys would accuse her of over-thinking or of being too serious. School was disappointing as well. In one instance, she said that she’d read 1984 in English class and spent hours analyzing the implications of the book and rewriting her essays. Her classmates dismissed the book. It was “stupid.”

Beth was a worrier. She was searching for meaning in her life and in the world at large. She questioned everything: the importance of grades, whether college would be worth the money, her “laziness,” internet censorship, GMOs, how she would find a meaningful career, the “enormity of the universe,” how to deal with climate change and on and on.

And yet, Beth didn’t know that she was gifted. Even though she scored well on tests, she didn’t see herself as particularly smart. She hadn’t been identified as gifted in school. She didn’t see that her problems were related to her rainforest mind.

So, I explained it to her.

I told her that she fit the profile to a tee: Extreme curiosity, constant questioning, intense sensitivity, loneliness, unusual empathy, perfectionism, intuition, passion for learning, multiple interests and abilities, anxiety and existential depression. Yep. Rainforest mind.

It took a while to convince her. She said that she was “average” and didn’t want to seem critical of others or ungrateful. But eventually, she believed me. She wasn’t a freak or lazy or a misfit. She was gifted. And now that she knew who she was and what to look for, she could find intellectual peers and look for people and organizations that also wanted to change the world. She could accept that these rainforest-y traits were positive qualities. She could research many career paths and build a life that mattered.

And, perhaps, she’d decide to run for President after all.

_________________________

 

We are excited to share this guest post from the blog of Paula Prober, Your Rainforest Mind.  Paula is a licensed counselor and consultant in Eugene, Oregon, and she specializes in counseling gifted adults and youth.  The post is adapted from her new book: Your Rainforest Mind: A Guide to the Well-Being of Gifted Adults and Youth, available now through Amazon.

Image courtesy of Magnus Lindvall, Unsplash, CC.

* names used are fictional.