Each week we round up and highlight various articles, blog posts and links relating to or of interest to gifted children and/or education. Some of these may pertain to a specific region, others will be on a national or international level. We hope you find value in each of them. Please let us know of any relevant articles/blog posts you find by contacting us.
The majority of attention deficit hyperactivity disorder (ADHD) research has focused on boys. But recent research shows that many girls who have ADHD simply aren’t diagnosed — ADHD manifests itself in girls as detachment and distraction rather than in the disruptive behavior often seen in boys.
via The New York Times
Educators and parents have long assumed that a child’s ability to cope with such stresses is either innate — a matter of temperament — or else acquired “along the way,” in the rough and tumble of ordinary interaction. But in practice, Brackett says, many children never develop those crucial skills. “It’s like saying that a child doesn’t need to study English because she talks with her parents at home,” Brackett told me last spring. “Emotional skills are the same. A teacher might say, ‘Calm down!’ — but how exactly do you calm down when you’re feeling anxious? Where do you learn the skills to manage those feelings?”
The role of play in learning is a complex thing, in part because it is easily misunderstood as “playing is learning.”
While that’s certainly true, there is also a role for play in formal learning experiences as well. As self-directed learning becomes more possible and more potent in the 21st century, the idea of one learner riffing casually off another is increasingly accessible.
The ‘gifted’ label & the pressure to deliver
In his book “Your Own Worst Enemy..”, psychologist Kenneth W. Christian, PhD delineates some of the most prominent patterns of thinking and behavior he has found that may lead to undermining and underachievement as adults.
via The Telegraph
Dyslexic children can dramatically improve their performance at school by reading in a difficult font, according to research.
A study found that more challenging fonts such as Monotype Corsiva – a flowing, italic typeface – had a positive impact on all schoolchildren but the effect was most significant with those suffering common learning difficulties.
via The New Yorker
While there is certainly an absolute benefit to being bigger and stronger, learning to deal with and overcome obstacles also has a long-lasting effect. It’s a quality the psychologist Angela Duckworth calls “grit,” and Carol Dweck dubs the “incremental mindset”: the knowledge that perseverance, dedication, and motivation can help you where an absolute advantage may not immediately come to the rescue. If you’ve always been praised as the best and brightest, chances are that that self-perception will eventually backfire; if you’ve had to earn your distinctions, they’re more likely to last.
Transcript from the Sept. 20, 2013 #GTChat on Twitter
“Schools need to provide a way of making sure that children are educated at the level that is appropriate for them,” he said. “While putting all abilities in the same classroom might be easier to manage, it results in a high likelihood that at least one group of children will be neglected. With NCLB and the focus on proficiency, the odds are that the advanced students will be neglected since principals/teaches know that they will pass standardized exams.”
Kaufman takes it one step further: perhaps it’s time to step back and re-define what it means to be gifted and talented. “It may be time for a paradigm shift,” he writes. “Perhaps we should stop describing people as gifted or ungifted and start describing a wide range of personal characteristics and environmental factors as potential gifts — and promote an educational culture that develops them.”
via Smoking Toward New Jersey
Now that my kids have all made it through public elementary and middle school, I’d like to get some things off my chest: the things we really need to stop doing to high-ability students.
via Gifted Challenges
When a child is identified for gifted services, parents usually feel relief. “Finally, my child will get the education he needs.” “Now she’ll be challenged and energized by learning.” But what many parents soon realize is that the much anticipated gifted program has gaping holes, glaring inadequacies and an array of watered-down services. It starts to look more like “gifted lite” than a bona fide educational plan.