In a couple weeks, a colleague and I are giving a keynote address to a group of parents and teachers. Our topic is an area that has fascinated me from the first day I started working with gifted children. Mindset, specifically how learners' self-efficacy influences their ability to take academic risks (or not take).
One of the first behaviors I noticed while working with exceptionally bright children is that many of them are inhibited by fear, the fear of failure. For most of their lives, they have been told by teachers and family "oh, you're so smart". Unbeknownst to the adults, a comment like this can have devastating effects on a child's psyche. The child infers that if he cannot do something easily, people may discover he is not smart. You cannot blame the child. He has been complemented for years on his achievements.
The way to help your child is by not praising achievement, but instead, praise effort. This is something that many people have known, but fail to do. Renowned educational psychologist Carol Dweck has developed these concepts into a book, Mindset. Every coach, teacher, parent and leader should read and internalize this book.
I spend a great deal of time at the beginning of the school year introducing the concepts of growth and fixed mindsets. These two concepts detailed by Dweck can be life changing if one follows the advice. Children and adults alike cannot simply rely on their abilities and talents. To be successful it is critical that failures are not seen as dead ends but as an intersection. One must internalized that failure, whether it be short-lived or reoccurring and know that this is the path to true success. It really comes down to how a person handles failure. Does he move forward, dig deep and analyze lessons learned or does he blame, complain and quit?
I find that the title of one of Carol Dweck's presentations captures the explanation well. It is "The Secret to Raising Smart Kids" Hint: Don't tell your kids that they are". She goes on to explain that the focus should be on effort, not achievement. I strongly believe and see evidence every day of the power of mindset. Our young students need guidance to recognize what each mindset looks like and how to increase their ability to build resiliency skills.
I am including a couple links for information on Mindset. The first is a New York magazine article about Dweck's book Mindset. The second is Carol Dweck's site promoting the book. Pass them along to any "fixed mindset" folks you know
-Thanks,
John
Tuesday, February 28, 2012
Friday, February 17, 2012
Failure, college applications and resilency
I can only imagine how difficult it must be for college admission officers to read hundreds of applications. One of the new trends shared by a panel of these readers is to predict if a student will be a success. One way to do this is for a student to share how he rebounded after a failure or setback. Does he acknowledge his shortcoming and show evidence of accepting it and moving forward? This is what the admissions folks look for. They see pages and pages of student accomplishments-as they should, but life is a journey filled with challenges and setbacks. Students with a growth mindset (Dweck) and fortuitous attitude will be more likely to handle challenges and ultimately succeed.
When I work with my students on various projects, lessons or assignments, it never fails that they are so afraid of failing that they quit before they begin. This fear of "I will look stupid if I do it wrong" cripples children and adults. I admit it. I recall many times sitting in an undergraduate class completely clueless as to what the professor was explaining. Rather than raise my hand and ask for clarification, I would sit quietly and ask a classmate after class. This fear inhibits creativity, learning and confidence. I was relieved when another classmate chimed in for clarification-and by the looks of many others, they were too.
Each day and each lesson I verbalize the mantra that smart people ask questions, successful people do not fear failure. Early in the school year I introduce a simple but difficult pre algebra puzzle/problem to my gifted elementary students. The math is simple, adding and subtracting less than 100. The concept is challenging. Students must decipher shapes and assign weights based on certain rules. The puzzle is a mobile, like the one that hand from a ceiling. It has two sides, both are equal in weight. But, one side may have two shapes and the other three or more. So it requires some trial and error, calculation, planning and critical thinking. More often than not students want to quit. Their comments range from "this is stupid" to "I don't get it". Any parent or teacher knows that "I don't get it" means "do it for me".
Two critical lessons are attached to the algebra. The first is that wrong answers are ok. It will eventually lead to the correct one. The second and most important is students learn "What to do, when I don't know what to do". In other words, problem solve. Identify a problem, make a plan, test it, and revise as needed. Once the learners realize and internalize these lessons, they have the tools to take risks. They are so used to being able to cruise through a lesson or the curriculum that when finally tasked with a difficult situation, they are so afraid to look "dumb" that they won't even attempt something difficult. A lifetime of living in fear like that will lead to a waste of talent.
So encourage children (and adults) to try, work hard and be resilient. Praise their effort not their achievement. Teach them how to learn from failures and move forward. I love the Michael Jordan Nike commercial that played a few years back. It was a narrative by MJ explaining how many game-winning shots he missed, how many games he lost, all of his set backs...his closing line was "I failed over and over and over again in my life....and that is why I succeed!
When I work with my students on various projects, lessons or assignments, it never fails that they are so afraid of failing that they quit before they begin. This fear of "I will look stupid if I do it wrong" cripples children and adults. I admit it. I recall many times sitting in an undergraduate class completely clueless as to what the professor was explaining. Rather than raise my hand and ask for clarification, I would sit quietly and ask a classmate after class. This fear inhibits creativity, learning and confidence. I was relieved when another classmate chimed in for clarification-and by the looks of many others, they were too.
Each day and each lesson I verbalize the mantra that smart people ask questions, successful people do not fear failure. Early in the school year I introduce a simple but difficult pre algebra puzzle/problem to my gifted elementary students. The math is simple, adding and subtracting less than 100. The concept is challenging. Students must decipher shapes and assign weights based on certain rules. The puzzle is a mobile, like the one that hand from a ceiling. It has two sides, both are equal in weight. But, one side may have two shapes and the other three or more. So it requires some trial and error, calculation, planning and critical thinking. More often than not students want to quit. Their comments range from "this is stupid" to "I don't get it". Any parent or teacher knows that "I don't get it" means "do it for me".
Two critical lessons are attached to the algebra. The first is that wrong answers are ok. It will eventually lead to the correct one. The second and most important is students learn "What to do, when I don't know what to do". In other words, problem solve. Identify a problem, make a plan, test it, and revise as needed. Once the learners realize and internalize these lessons, they have the tools to take risks. They are so used to being able to cruise through a lesson or the curriculum that when finally tasked with a difficult situation, they are so afraid to look "dumb" that they won't even attempt something difficult. A lifetime of living in fear like that will lead to a waste of talent.
So encourage children (and adults) to try, work hard and be resilient. Praise their effort not their achievement. Teach them how to learn from failures and move forward. I love the Michael Jordan Nike commercial that played a few years back. It was a narrative by MJ explaining how many game-winning shots he missed, how many games he lost, all of his set backs...his closing line was "I failed over and over and over again in my life....and that is why I succeed!
Struggling readers and cooking
Reading is a complex process that humans were not biologically designed to do. Speaking and communicating is what we are innately designed for. I was listening to a neuroscientist speak about the wonders of the brain. He described how babies still in the womb can hear the mother's voice. The baby can hear others too, like the father and family members, but those voices are somewhat distorted and muffled. The mother's voice is clearer. When babies are born they cry and coo in their native language. A baby born in France cries with an inflection that rises; babies born in Germany, the cries end abruptly. This is the case throughout the world. So, learning occurs prior to birth. Humans have been communicating through language for thousands of years. We are genetically wired to do so. Conversely, reading is relatively new on the continuum.
According to Gee (2003) there are two major schools of reading instruction. The first are the traditionalists. The see reading as acquiring a set of skills through instruction. It must be overtly taught. The second group are the whole language advocates. They see learning to read as natural process. It is attained by immersion in literacy practices. Both have support for their positions but both lack what Gee calls Discourse learning processes. He explains that the process should be similar to how we learn to cook. Most people learn by watching others, helping in the kitchen, learning traditions passed down by their elders (mentors). So, learners must observe masters work. The masters model what works well, scaffold skills needed and give feedback, encouragement and guidance as the novice delves in.
This model should be mirrored in reading instruction. I believe more should be done to decrease the overt instruction and increase the mentoring, modeling and sharing. Not just in school, but at home with reading materials in the students' native languages.
According to Gee (2003) there are two major schools of reading instruction. The first are the traditionalists. The see reading as acquiring a set of skills through instruction. It must be overtly taught. The second group are the whole language advocates. They see learning to read as natural process. It is attained by immersion in literacy practices. Both have support for their positions but both lack what Gee calls Discourse learning processes. He explains that the process should be similar to how we learn to cook. Most people learn by watching others, helping in the kitchen, learning traditions passed down by their elders (mentors). So, learners must observe masters work. The masters model what works well, scaffold skills needed and give feedback, encouragement and guidance as the novice delves in.
This model should be mirrored in reading instruction. I believe more should be done to decrease the overt instruction and increase the mentoring, modeling and sharing. Not just in school, but at home with reading materials in the students' native languages.
Tuesday, February 14, 2012
Neuron Memory and Pain
Living with pain is a daily occurrence for me and many others. Recent research indicates there is a neuronal key to how pain is stored. Further studies may help people alleviate many types of pain. Wouldn't that be great!? Read more here http://www.sciencedaily.com/releases/2012/02/120213154141.htm
Tuesday, January 24, 2012
Are gifted students receiving equitable treatment in public schools?
I recall my second year as a classroom teacher. I was ill-prepared for teaching "Miguel" who was a very precocious math student and voracious reader. My teacher training for gifted education consisted of one chapter in my special education class. Looking back now, he was the reason I spent the next seven years learning about giftedness. It wasn't only that I wasn't trained to meet his unique needs, it was that no one in my school, leadership included had formal gifted training. It was difficult to get an answer and guidance.
During my first and subsequent years as a classroom teacher I received excellent support for my students with special needs. There were compensatory education teachers, special education teachers, para professionals, funding, training, resources, legislation guiding the students' rights, and a cyclical system in place to formatively assess learning plans. I learned so much about how to work efficiently, productively to accommodate specific learning needs. Why is this not in place for gifted students? What can we do to ensure equity for students who are identified gifted or are exceptional learners
During my first and subsequent years as a classroom teacher I received excellent support for my students with special needs. There were compensatory education teachers, special education teachers, para professionals, funding, training, resources, legislation guiding the students' rights, and a cyclical system in place to formatively assess learning plans. I learned so much about how to work efficiently, productively to accommodate specific learning needs. Why is this not in place for gifted students? What can we do to ensure equity for students who are identified gifted or are exceptional learners
Friday, January 13, 2012
Brain Food!
Yes, that's right. There are foods that increase and improve the functions of our brain. Not surprising, they're mostly the foods that are good for our heart. Remember, what's good for the heart is good for the brain. But above all, research indicates that caloric intake is more important than the specific types of foods. A good rule of thumb is that reducing your calorie intake (to healthy levels) increases your life span.
Many of the foods we eat, but know are terrible for our health are not good for the brain. Eliminate foods with hydrogenated oils, partially-hydrogenated, trans fats and of course fast foods. These foods may taste good but do nothing for our health.
So what is good for our brains? Yup, vegetables, fruits, nuts, legumes. The food with the most benefits seems to be green leafy vegetables. They slow the cognitive decline in people. Tests show that older folks who consume more than two servings of veggies in a day performed similarly on cognitive tests as people five years younger.
Genetics play an important role in brain health, but diet and exercise increase our ability to function and help slow cognitive decline.
-An interesting tidbit for students and teachers-chewing gum before a test improves performance....not during, but right before. The chewing motion increases blood flow to the region, thereby increasing oxygen.
Many of the foods we eat, but know are terrible for our health are not good for the brain. Eliminate foods with hydrogenated oils, partially-hydrogenated, trans fats and of course fast foods. These foods may taste good but do nothing for our health.
So what is good for our brains? Yup, vegetables, fruits, nuts, legumes. The food with the most benefits seems to be green leafy vegetables. They slow the cognitive decline in people. Tests show that older folks who consume more than two servings of veggies in a day performed similarly on cognitive tests as people five years younger.
Genetics play an important role in brain health, but diet and exercise increase our ability to function and help slow cognitive decline.
-An interesting tidbit for students and teachers-chewing gum before a test improves performance....not during, but right before. The chewing motion increases blood flow to the region, thereby increasing oxygen.
Thursday, December 22, 2011
Sleep on it
If you've ever toiled with a difficult decision or just couldn't solve that homework problem, you've probably heard your parent or spouse tell you to "just sleep on it". Well, that is sound advice and there is something to it.
Sleep, more accurately, sound, uninterrupted sleep has a specific cognitive purpose. According to Richard Restak's book Think Smart (2009), Matthew Walker, director of the sleep and imaging laboratory at Beth Deaconess Medical Center in Boston states, "The more the brain learns, the more it demands from sleep at night." Getting a good night's sleep increases efficiency and helps you perform at your best. Your brain takes the skills learned from the day, organizes and consolidates information and prepares it for access. So, "in short, if you learn something while awake, you can increase your chances of remembering it by sleeping on it".
Sleep, more accurately, sound, uninterrupted sleep has a specific cognitive purpose. According to Richard Restak's book Think Smart (2009), Matthew Walker, director of the sleep and imaging laboratory at Beth Deaconess Medical Center in Boston states, "The more the brain learns, the more it demands from sleep at night." Getting a good night's sleep increases efficiency and helps you perform at your best. Your brain takes the skills learned from the day, organizes and consolidates information and prepares it for access. So, "in short, if you learn something while awake, you can increase your chances of remembering it by sleeping on it".
The Fascinating Brain
I started reading and researching the brain and neuroscience about a year ago. I've been fascinated by this unique organ since my first psychology class in high school. What an amazing piece of architecture. No other organ in our bodies becomes more efficient as its cells die or reduce. I've learned that IQ is not fixed. We can all get smarter, constantly learn and improve the quality of our cognitive abilities by eating right and exercising.
In this blog I will share some interesting facts about the brain, what neuroscientists and doctors suggest to delay memory loss, and how to increase the cognitive capacity for learning, especially for students. I've come across some excellent websites that provide very basic explanations for the complex workings of the brain. I'll post the sites as I come across them. In case your interested and have spare time, MIT has announced free Online Course Ware, (OCW) for the public. There is an excellent site for neuroscience and many more academic subjects. http://ocw.mit.edu/courses/ It is all free, open to the public and their philosophy is to provide anyone interested in improving his/her knowledge with the means to do so. Pretty impressive.
My first question is-What is smart? Is intelligence reflective of the subject tested and the instrument used. For example, a person who scores high on an WISC IQ test, does that mean he is intelligent or just intelligent on the test items encountered? I've met a few people in my life that are able to write prose and poetry with unbridled grace, yet cannot assemble a piece of furniture without great difficulty. So, what is intelligence?
In this blog I will share some interesting facts about the brain, what neuroscientists and doctors suggest to delay memory loss, and how to increase the cognitive capacity for learning, especially for students. I've come across some excellent websites that provide very basic explanations for the complex workings of the brain. I'll post the sites as I come across them. In case your interested and have spare time, MIT has announced free Online Course Ware, (OCW) for the public. There is an excellent site for neuroscience and many more academic subjects. http://ocw.mit.edu/courses/ It is all free, open to the public and their philosophy is to provide anyone interested in improving his/her knowledge with the means to do so. Pretty impressive.
My first question is-What is smart? Is intelligence reflective of the subject tested and the instrument used. For example, a person who scores high on an WISC IQ test, does that mean he is intelligent or just intelligent on the test items encountered? I've met a few people in my life that are able to write prose and poetry with unbridled grace, yet cannot assemble a piece of furniture without great difficulty. So, what is intelligence?
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