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144: Supporting Your Gifted Child
MP3•Thuis aflevering
Manage episode 302078587 series 1257237
Inhoud geleverd door Jen Lumanlan. Alle podcastinhoud, inclusief afleveringen, afbeeldingen en podcastbeschrijvingen, wordt rechtstreeks geüpload en geleverd door Jen Lumanlan of hun podcastplatformpartner. Als u denkt dat iemand uw auteursrechtelijk beschermde werk zonder uw toestemming gebruikt, kunt u het hier beschreven proces https://nl.player.fm/legal volgen.
Is your child gifted? Do you wonder if they're gifted but aren't quite sure? Do you want to know how to support your gifted child's learning in a way that doesn't pressure them or make them resist working with you? If so, this episode will help. I have to say, I wasn't sure where this one was going to end up. I was really uneasy about the concept of giftedness from the outset, perhaps because the way I had previously come into contact with it was through our conversation with Dr. Allison Roda, from whom we learned how some parents manipulate the Gifted & Talented program in New York City to perpetuate segregated education. But even so, I tried to go into the research with an open mind. What if it's just the G&T programs as they're set up in New York City that are the problem, not the entire concept of giftedness itself? The good news is that there's a good deal of evidence on what kinds of programs benefit gifted children. And in this episode I end up arguing that we shouldn't just put gifted children in them, but that all children would benefit from learning using these methods.
Parenting Beyond Power
The wait is over! I'm thrilled to announce that Parenting Beyond Power is now available for you to explore. Discover practical insights and fresh perspectives that can make a positive difference in your parenting journey. Click the banner to get Parenting Beyond Power today:
You Are Your Child's Best Teacher
If you're the parent of a child who's old enough to ask questions through the end of elementary school and you want to:- Support their intrinsic love of learning and confidence as a learner...
- WITHOUT doing worksheets or curriculum, (unless your child enjoys doing them!)...
- WITHOUT just spending your time on reading and math, but instead...
- Using your child's interests as a jumping off point to deep, intrinsically motivated learning...
Then sign up in the FREE You Are Your Child's Best Teacher masterclass! Get notified when doors reopen. Click the banner below to learn more and sign up.
- Spatial, so visualizing the world in 3 dimensions
- Naturalist – understanding living things and reading nature
- Musical – discerning sounds, their pitch, tone, rhythm, and timbre
- Body-kinesthetic – coordinating your body with your mind
- Logical-mathematical – quantifying things, making hypotheses, and proving them
- Linguistic – finding the right words to express what you mean
- Intra-personal – understanding yourself, what you feel, and what you want
- Interpersonal – sensing people’s feelings and motives
We’ll come back to critiques of this model later; for right now I just want to put it in historical context. Jen Lumanlan 07:58 Two important theories came out of the Third Wave of research was Joseph Renzulli’s Three Ring Definition, which saw giftedness as the interaction of three characteristics: well-above-average ability, which he defines as the top 15-20% of any domain - much different than most models which consider the top 3-5% of individuals to be gifted, creativity, and task commitment. Renzulli also proposed two types of giftedness – schoolhouse giftedness, which is related to test taking and lesson learning, where knowledge is consumed, and creative-productive giftedness, where knowledge is created and produced. He reminds us that “History tells us it has been the creative and productive people of the world, the producers rather than consumers of knowledge, the reconstructionists of thought in all areas of human endeavor, who have become recognized as ‘truly gifted’ individuals. History does not remember persons who merely scored well on IQ tests.” Critics of this approach argue that task commitment and creativity aren’t really part of giftedness, but are developed over the course of the person’s life, and that there may not be a link between the traits of children with various levels of IQ and their later life achievements. The second important model is Sternberg’s WICS model, which sees giftedness as a synthesis of wisdom, intelligence, and creativity. This is the first model that looks outside the individual, with wisdom being the use of knowledge and abilities to balance one’s own and others’ interests to achieve a common good, in both the long-and-short terms, through the use of ethical values. Intelligence means following a life course that matches the person’s goals and capitalizes on strengths while compensating for or correcting for weaknesses, and creativity is the production of new, surprising, and compelling ideas or products. Gifted people aren’t necessarily strong at all aspects, but they follow their strengths and compensate for or correct their weaknesses to adapt to, shape, and select experiences. Jen Lumanlan 09:53 A fourth wave of research yielded an absolute slew of theories which overall widened the lens even more by placing talent within a developmental context that includes external variables like the person’s family, their education, social and cultural context, and historical events and trends – along with luck sometime. Overall we’ve moved on from the idea that giftedness only consists of general intelligence and is completely determined by our genes. Newer theories also focus on explaining the talent development process rather than listing traits that comprise giftedness. The main differences between newer theories include disagreements about the role of abilities not linked to intellect, the role of creativity, and whether giftedness is a potential or an achievement that we can only see after a person has built up expertise in a particular domain. Unfortunately, most schools still use IQ scores as the primary criteria to determine whether a child gets into a gifted and talented program, and several states require a minimum intelligence test score for a gifted program to be funded. This creates a difficult situation where researchers now see giftedness as being much broader than IQ, but schools are still stuck firmly back in the first wave of tools – primarily because they’re cheap and easy to administer. So that’s overall what the research has said over the years about what giftedness is. Here I want to introduce the idea that giftedness is a social construct, which means that it isn’t a ‘thing’ by itself. It only exists because we say it exists. So when we get into endless debates about whether a person should be at the 80th percentile or the 97th percentile to be called gifted, it’s arbitrary. We can put the line wherever we want. We have a hundred models of what giftedness is because it’s a social construct – it’s not that we are trying to understand what giftedness is and we can’t quite see it clearly; it’s that we can’t DECIDE what we think it is. We’ll get into this more in a minute, but it does seem fairly clear that for a long time, definitions of giftedness in the mainstream research, which is what I’ve described to you so far, prioritize a White-centered view of giftedness, as well as how achievement that is associated with giftedness is defined. Researchers are looking for gold medals in mathematics competitions, Nobel prize winners, champions in whatever field the individual chooses, and whether a country can lead its peers in league tables of standardized test scores, all of which promote without question the White centric, competitive, dominant view of success. Jen Lumanlan 12:17 And when we play with the cutoff lines and talk about increasing the representation of students who don’t identify as White in gifted and talented programs, we’re then saying that some White students aren’t as gifted as we’d thought. If one more Black person is called ‘gifted’ but threshold doesn’t change, then one White person who used to be gifted is no longer gifted. Obviously, I’m not arguing against the identification of more people who aren’t White as gifted; I’m just calling out that the entire system of cutoffs is completely arbitrary. Dr. James Borland, whom we’ll meet again at the end of the episode, facetiously describes “geographical giftedness,” which is the “not uncommon phenomenon whereby a gifted child, so labeled by his or her school district, finds himself or herself no longer gifted after moving to another school system.” We can start to see that the concept of giftedness has a lot in common with the concept of race, which is to say it’s a construct that’s established by the dominant culture, using ‘scientific evidence’ as proof that it’s a thing, while we move the goalposts anytime we feel like it to best serve our needs. Normally this is the point in the episode where we lament the lack of cross-cultural research available on the topic that we’re studying, but we’re super lucky here! There’s actually a good deal of research on how people in different cultures see giftedness, and it turns out that they see it quite differently from the way mainstream White culture does. So, let’s take a look at that how people from a number of different Indigenous tribes, as well as Mezistos (which is a term describing a person of mixed American Indian and European ancestry in Central and South America), and Black people here in the U.S. Jen Lumanlan 13:52 One group that has been particularly active in this space are researchers at Charles Darwin University in Darwin, Australia, led by Dr. Michael Christie. Yes, it is somewhat disappointing that the head of the Contemporary Indigenous Governance and Knowledge Systems research project at Charles Darwin appears to be White, but this does not appear to be the typical extractive model of research where a White professor visits a community, publishes peer-reviewed papers about what they learned, and remembers to thank the anonymous participants who were so generous with their time. Dr. Christie works with the Yolngu [Yolnu] Aboriginal Consultants Initiative sees Yolngu elders as experts. The website for this project has photos of the experts and the projects they’ve consulted on, and includes transcripts of the conversations, and shows the photos of each consultant alongside what they say. I’m afraid I won’t be able to do the pronunciation of their names justice, but I’ll include a link to the page where you can see them in the references. There are three main ideas that came up again and again in this discussion of giftedness. Firstly, that giftedness is associated with community leadership. A person doesn’t have gifts by themselves or for themselves. The gift isn’t there for the child; it belongs to everyone. This is in huge contrast to how people in WEIRD cultures see giftedness, which is that...
292 afleveringen
144: Supporting Your Gifted Child
Your Parenting Mojo - Respectful, research-based parenting ideas to help kids thrive
MP3•Thuis aflevering
Manage episode 302078587 series 1257237
Inhoud geleverd door Jen Lumanlan. Alle podcastinhoud, inclusief afleveringen, afbeeldingen en podcastbeschrijvingen, wordt rechtstreeks geüpload en geleverd door Jen Lumanlan of hun podcastplatformpartner. Als u denkt dat iemand uw auteursrechtelijk beschermde werk zonder uw toestemming gebruikt, kunt u het hier beschreven proces https://nl.player.fm/legal volgen.
Is your child gifted? Do you wonder if they're gifted but aren't quite sure? Do you want to know how to support your gifted child's learning in a way that doesn't pressure them or make them resist working with you? If so, this episode will help. I have to say, I wasn't sure where this one was going to end up. I was really uneasy about the concept of giftedness from the outset, perhaps because the way I had previously come into contact with it was through our conversation with Dr. Allison Roda, from whom we learned how some parents manipulate the Gifted & Talented program in New York City to perpetuate segregated education. But even so, I tried to go into the research with an open mind. What if it's just the G&T programs as they're set up in New York City that are the problem, not the entire concept of giftedness itself? The good news is that there's a good deal of evidence on what kinds of programs benefit gifted children. And in this episode I end up arguing that we shouldn't just put gifted children in them, but that all children would benefit from learning using these methods.
Parenting Beyond Power
The wait is over! I'm thrilled to announce that Parenting Beyond Power is now available for you to explore. Discover practical insights and fresh perspectives that can make a positive difference in your parenting journey. Click the banner to get Parenting Beyond Power today:
You Are Your Child's Best Teacher
If you're the parent of a child who's old enough to ask questions through the end of elementary school and you want to:- Support their intrinsic love of learning and confidence as a learner...
- WITHOUT doing worksheets or curriculum, (unless your child enjoys doing them!)...
- WITHOUT just spending your time on reading and math, but instead...
- Using your child's interests as a jumping off point to deep, intrinsically motivated learning...
Then sign up in the FREE You Are Your Child's Best Teacher masterclass! Get notified when doors reopen. Click the banner below to learn more and sign up.
- Spatial, so visualizing the world in 3 dimensions
- Naturalist – understanding living things and reading nature
- Musical – discerning sounds, their pitch, tone, rhythm, and timbre
- Body-kinesthetic – coordinating your body with your mind
- Logical-mathematical – quantifying things, making hypotheses, and proving them
- Linguistic – finding the right words to express what you mean
- Intra-personal – understanding yourself, what you feel, and what you want
- Interpersonal – sensing people’s feelings and motives
We’ll come back to critiques of this model later; for right now I just want to put it in historical context. Jen Lumanlan 07:58 Two important theories came out of the Third Wave of research was Joseph Renzulli’s Three Ring Definition, which saw giftedness as the interaction of three characteristics: well-above-average ability, which he defines as the top 15-20% of any domain - much different than most models which consider the top 3-5% of individuals to be gifted, creativity, and task commitment. Renzulli also proposed two types of giftedness – schoolhouse giftedness, which is related to test taking and lesson learning, where knowledge is consumed, and creative-productive giftedness, where knowledge is created and produced. He reminds us that “History tells us it has been the creative and productive people of the world, the producers rather than consumers of knowledge, the reconstructionists of thought in all areas of human endeavor, who have become recognized as ‘truly gifted’ individuals. History does not remember persons who merely scored well on IQ tests.” Critics of this approach argue that task commitment and creativity aren’t really part of giftedness, but are developed over the course of the person’s life, and that there may not be a link between the traits of children with various levels of IQ and their later life achievements. The second important model is Sternberg’s WICS model, which sees giftedness as a synthesis of wisdom, intelligence, and creativity. This is the first model that looks outside the individual, with wisdom being the use of knowledge and abilities to balance one’s own and others’ interests to achieve a common good, in both the long-and-short terms, through the use of ethical values. Intelligence means following a life course that matches the person’s goals and capitalizes on strengths while compensating for or correcting for weaknesses, and creativity is the production of new, surprising, and compelling ideas or products. Gifted people aren’t necessarily strong at all aspects, but they follow their strengths and compensate for or correct their weaknesses to adapt to, shape, and select experiences. Jen Lumanlan 09:53 A fourth wave of research yielded an absolute slew of theories which overall widened the lens even more by placing talent within a developmental context that includes external variables like the person’s family, their education, social and cultural context, and historical events and trends – along with luck sometime. Overall we’ve moved on from the idea that giftedness only consists of general intelligence and is completely determined by our genes. Newer theories also focus on explaining the talent development process rather than listing traits that comprise giftedness. The main differences between newer theories include disagreements about the role of abilities not linked to intellect, the role of creativity, and whether giftedness is a potential or an achievement that we can only see after a person has built up expertise in a particular domain. Unfortunately, most schools still use IQ scores as the primary criteria to determine whether a child gets into a gifted and talented program, and several states require a minimum intelligence test score for a gifted program to be funded. This creates a difficult situation where researchers now see giftedness as being much broader than IQ, but schools are still stuck firmly back in the first wave of tools – primarily because they’re cheap and easy to administer. So that’s overall what the research has said over the years about what giftedness is. Here I want to introduce the idea that giftedness is a social construct, which means that it isn’t a ‘thing’ by itself. It only exists because we say it exists. So when we get into endless debates about whether a person should be at the 80th percentile or the 97th percentile to be called gifted, it’s arbitrary. We can put the line wherever we want. We have a hundred models of what giftedness is because it’s a social construct – it’s not that we are trying to understand what giftedness is and we can’t quite see it clearly; it’s that we can’t DECIDE what we think it is. We’ll get into this more in a minute, but it does seem fairly clear that for a long time, definitions of giftedness in the mainstream research, which is what I’ve described to you so far, prioritize a White-centered view of giftedness, as well as how achievement that is associated with giftedness is defined. Researchers are looking for gold medals in mathematics competitions, Nobel prize winners, champions in whatever field the individual chooses, and whether a country can lead its peers in league tables of standardized test scores, all of which promote without question the White centric, competitive, dominant view of success. Jen Lumanlan 12:17 And when we play with the cutoff lines and talk about increasing the representation of students who don’t identify as White in gifted and talented programs, we’re then saying that some White students aren’t as gifted as we’d thought. If one more Black person is called ‘gifted’ but threshold doesn’t change, then one White person who used to be gifted is no longer gifted. Obviously, I’m not arguing against the identification of more people who aren’t White as gifted; I’m just calling out that the entire system of cutoffs is completely arbitrary. Dr. James Borland, whom we’ll meet again at the end of the episode, facetiously describes “geographical giftedness,” which is the “not uncommon phenomenon whereby a gifted child, so labeled by his or her school district, finds himself or herself no longer gifted after moving to another school system.” We can start to see that the concept of giftedness has a lot in common with the concept of race, which is to say it’s a construct that’s established by the dominant culture, using ‘scientific evidence’ as proof that it’s a thing, while we move the goalposts anytime we feel like it to best serve our needs. Normally this is the point in the episode where we lament the lack of cross-cultural research available on the topic that we’re studying, but we’re super lucky here! There’s actually a good deal of research on how people in different cultures see giftedness, and it turns out that they see it quite differently from the way mainstream White culture does. So, let’s take a look at that how people from a number of different Indigenous tribes, as well as Mezistos (which is a term describing a person of mixed American Indian and European ancestry in Central and South America), and Black people here in the U.S. Jen Lumanlan 13:52 One group that has been particularly active in this space are researchers at Charles Darwin University in Darwin, Australia, led by Dr. Michael Christie. Yes, it is somewhat disappointing that the head of the Contemporary Indigenous Governance and Knowledge Systems research project at Charles Darwin appears to be White, but this does not appear to be the typical extractive model of research where a White professor visits a community, publishes peer-reviewed papers about what they learned, and remembers to thank the anonymous participants who were so generous with their time. Dr. Christie works with the Yolngu [Yolnu] Aboriginal Consultants Initiative sees Yolngu elders as experts. The website for this project has photos of the experts and the projects they’ve consulted on, and includes transcripts of the conversations, and shows the photos of each consultant alongside what they say. I’m afraid I won’t be able to do the pronunciation of their names justice, but I’ll include a link to the page where you can see them in the references. There are three main ideas that came up again and again in this discussion of giftedness. Firstly, that giftedness is associated with community leadership. A person doesn’t have gifts by themselves or for themselves. The gift isn’t there for the child; it belongs to everyone. This is in huge contrast to how people in WEIRD cultures see giftedness, which is that...
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