We want to teach students to think logically and critically and not accept information as fact just because someone tells them it is so. We also want them to go beyond the memorization of facts and be able to analyze, evaluate, and apply what they learn to their own lives. The ability to think critically helps one to make thoughtful decisions about school work, directions in life, friends, politics, etc.

 

While the development of critical thinking skills is vital for all young people, it is especially important for gifted students. There are many definitions of critical thinking. These include the ability to

The incorporation of critical thinking skills is often what determines the more complex process when teachers differentiate curriculum for gifted students.

 

While it is important that critical thinking be taught in the schools, it is also very important that it be developed at home.

 

There are two well-recognized systems of questioning that have been developed to teach critical thinking: Bloom’s Taxonomy and Richard Paul’s Socratic Questions. These types of questioning can be incorporated into both school work and into discussions at home.

 

Benjamin Bloom created a hierarchical taxonomy of questioning techniques from the very basic levels of knowledge through analysis, synthesis, and evaluation questions. In the 1970s and 1980s, his taxonomy was often misused in classrooms in a variety of ways. Often gifted students were expected to jump right to the higher-level questions without the basic knowledge. Here is a list of well-constructed question-starters using Bloom’s Taxonomy that I would highly recommend. Remember to ask students questions from all levels—not just the complex questions.

 

Richard Paul’s Six Types of Socratic Questions offers another format of thought-provoking questions that are divided into categories. This is an approach that is different from Bloom’s. These questions are used to

While the questioning techniques of Bloom’s Taxonomy and Richard Paul’s Six Types of Socratic Questions can be applied to any subject that is discussed in school, teachers also need to know that there is excellent, already-developed curricula incorporating these critical thinking approaches. The curricula include

 

On August 12 (last Friday), Julian Stanley passed away after a battle with cancer. He was 87. He will be sorely lost in the field of gifted education.

 

Dr. Stanley was a strong advocate of rapid acceleration for students who are academically able. He was very influential in the development of talent searches using above-grade-level standardized testing (SAT) and offering qualified students accelerated summer classes. When students returned to their regular schools in the fall after taking these accelerated classes and it was realized that they had already mastered the coursework about to be taught, school administrators were forced to consider alternative approaches. In 1979, the Center for Talented Youth (CTY) (based on Dr. Stanley’s talent search model), was established at Johns Hopkins University. Similar programs based on the talent search model were established at Duke University, Northwestern University, the University of Denver, and elsewhere, including Ireland and Spain. By 2005, these university-based programs enrolled more than 200,000 highly talented students into special testing programs and rigorous academic course work.

 

Dr. Stanley’s original research program, the Study of Mathematically Precocious Youth, was renamed in June 2005 to the Julian C. Stanley Study of Exceptional Talent. The program enrolls students who, before age 13, earn scores of 700 or higher on the math or verbal portion of the SAT. It provides counseling, mentoring, and other support for these profoundly gifted students.

 

During his career, Dr. Stanley wrote or edited 19 books and over 500 articles in professional journals, including

 

Do you worry when your kids have nothing to do? Is doing nothing a waste of time? What do your children do when they do have free time? Is your family over scheduled? Does your family always feel hurried?

 

These are questions we should all be asking ourselves. While it is good to expose gifted children to a variety of experiences, we must not forget the value of down time.

 

The results of Time for Playful Learning? (a study done by the LEGO Learning Institute), showed that “…German and Japanese parents wish for more time for free play for their children, whereas parents in the USA, UK, and France seem to prioritise (sic) scheduled activities over free play.” The study also showed that “Doing nothing in particular is relatively more appreciated among parents with a higher level of education, parents with higher incomes and older parents.” Interesting.

 

My life seems to go in cycles from being over scheduled to having a more leisurely pace in which to accomplish necessary tasks. I have noticed that when I move at a more leisurely pace, I am actually more productive and definitely more creative. I have time for the necessities of life: adequate sleep, healthy diet, and quality exercise. Therefore, I am physically and mentally more prepared to handle tasks. In addition, I have time to organize everything I have to do and I also have time for my mind to wander.

 

According to many experts in creativity, one has to go through three stages to come up with a creative idea:

Finding that time to let ideas incubate is often difficult. When talking to adults about creativity, I often ask them when they get their best ideas. It is usually when they are doing mundane activities like driving, taking a shower, washing the dishes, or vacuuming. We as adults and certainly our children need time to allow for those great ideas.

 

In a Better Homes and Gardens article from last year, the author concluded that kids really need some down time and time to be creative. After one parent arranged for her children to have more free time, her oldest son became interested in the piano. Her other son created elaborate card games and now wants to be a game inventor.

 

In a recent syndicated article from Knight Ridder Newspapers, it is suggested that boredom is actually an opportunity for personal growth.

 

When we over schedule kids we deny them the opportunity to use their time to organize, plan, contemplate, imagine, create, and pursue interest areas. We also reduce family time for activities, conversations, and problem solving.

 

 

I frequently get emails from both parents and teachers seeking more information on gifted education. Parents feel that they have very bright children and they want their kids to have opportunities that will meet their needs. Teachers are often asked to work with gifted kids, even when they have not received the preparation necessary for these jobs. Both parents and teachers benefit greatly when they become active in state and local gifted organizations and attend gifted conferences. By taking advantage of these opportunities, adults can hear experts in the field, meet others with similar interests, and receive support. The beginning of the school year is an excellent time to make a commitment to educate oneself by joining a local or state organization. It is also an excellent time plan to attend one or more conferences.

 

You can find links to state associations that are affiliated with the National Association of Gifted Children (NAGC).

 

You will find listings of gifted conferences at the Hoagie’s website or at the Prufrock Press website.