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Thoughts on Individualized Learning for the Gifted or Nongifted
Friday, February 29, 2008 - by CFertig - 235 Views - 0 Comments - Category: Foreign Language, Music, Parents and Educators, Technology, Free Activities and Lessons, General Education, Gifted and Talented Children, Gifted Education, Parenting Gifted Children, Teaching Gifted Children, Homeschooling
Individualized learning can help a person of any age move through a subject at his or her own pace. Neither kids nor parents need to wait for their schools to figure out how to arrange for individualized learning. There are other choices, including private lessons, technology (much of it costing no more than an Internet connection), and mentors.
I am personally rediscovering how individualized learning works. For quite a few years I’ve been thinking about becoming proficient in several languages and also studying piano. A couple of months ago I took the plunge.
For a foreign language, I decided to start with French. The last time I studied a language was in college. Technology has totally changed the way I can now learn. Rather than spend a lot of money on a class that has a set time schedule and curriculum, I’ve subscribed to a couple of French podcasts over iTunes (free). The podcasts include pdf files on vocabulary and grammar, which I download and print out to accompany the audio podcasts. That way, I can both see and hear the language. I’ve also signed up for an online class at LiveMocha. I learned about this Web site from an article in The New York Times, titled Learning from a Native Speaker, without Leaving Home. I can progress through the LiveMocha course at my own pace with both visuals and audio. I also have the opportunity to communicate with real native speakers by writing, talking together, and even using a Webcam. Once I feel that I have a reasonable understanding of the language, I will join a group in my community that gets together with the sole purpose of speaking the language.
The second thing I’m doing is studying piano. (I had taken lessons as a child, under duress, and had never done very well.) I knew that I needed formal, private instruction for this. I interviewed four different piano teachers. Each had a very different style. I am very pleased with the person I chose. He is explaining techniques to me that no one had ever explained before. My teacher does not write lesson plans before working with me; instead, he listens to what I have practiced and watches the way I am using my hands, and then teaches me according to my performance on lesson day. While there is a general plan for the areas we will cover, the real value is in discovering where I am with my studies at a particular time and figuring out what needs to be taught. I can’t think of a better way to learn.
Before starting on either of these learning pursuits, I made a commitment to myself to work hard and enjoy each. The coupling of motivation, plus the individualized learning seems to be the perfect match. When hearing my enthusiasm for French and piano, some of my friends have used the words “obsessive” or “highly focused.” Sometimes, in gifted education, we more kindly say a person has a real passion.
We hear so much about the benefits of individualized instruction, but it isn’t easy to accomplish in a school setting. At least for some subjects, individualized instruction is the best way to learn. Remember that there are options outside the school setting to learn at one’s own pace.
Trends in Gifted Education
Friday, January 04, 2008 - by CFertig - 566 Views - 4 Comments - Category: Art, Label of Gifted, Math, Music, Parents and Educators, Reading-Writing-L.A., Science, Social Studies, Technology, General Education, Gifted and Talented Children, Gifted Education, Parenting Gifted Children, Teaching Gifted Children
The NAGC (National Association for Gifted Children) Convention was held in November. Each year, I like to read through the entire catalog of presentations so that I can form general impressions about categories that were considered important.
Disclaimer: I do not have access to information about presentation proposals that were submitted nor do I have information about how the presentations were chosen. I do not look at this information to make judgments; only to observe trends.
Like everything else in society, certain topics wax and wane. Someone else may interpret this very differently than I do. But, for the record, this is what I see.
Some of the topics that were considered top priorities in the past 10-30 years that I see no longer getting the same attention include
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Underachievement
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Multiple Intelligences
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Pullout/enrichment
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Advocacy
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GT resource teachers
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Affective issues
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Identification
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Learning Styles
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Differentiation
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Theory of giftedness
Topic trends that I do see increasing are
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The integration of technology into the curriculum rather than treatment as a separate subject
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Interest of programs on an international level (in fact, at the NAGC convention this year, a strand was added titled “International”)
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Special schools and programs
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Less talk about specifically meeting the needs of the gifted and more emphasis on the need for an increase in general academic rigor, including the need to let students advance at a faster speed
I would love to hear the ideas of others on these trends. You can always leave a comment at this blog entry or email me if you would prefer that others do not see your comments.
Should Gifted Students Learn an Instrument?
When I was a young child I was forced into piano lessons. Each time I protested, my mother said, “You will thank us when you get older.” The funny thing is that I do now thank my parents, but it took me many years to get to that stage.
With my own children, I took a different approach. I told each of them that they would only be allowed to take piano as long as they practiced. One of them took me up on it and one did not.
If you do an Internet search on “children music lessons benefits” you will find a plethora of reasons why young people should pursue an instrument. At the very least, learning an instrument helps round out a young person’s general experiences, helps him to better understand the music that is heard every day, promotes discipline and persistence, and helps with motor skills. Gifted children have the potential to gain a lot from music lessons.
In Lessons for Life, Matthew Erikson, a Star-Telegram staff writer, discusses the value of having a child learn an instrument. He also acknowledges the difficulty parents have working their way through the maze of choices. Some of the points he covers are:
When do you know if your child is ready for music lessons?
First, your young person should be able to:
- follow instructions,
- count,
- recite the alphabet, and
- concentrate for 30 minutes.
Parents need to be:
- ready for a long-term commitment, including weekly trips to the teacher’s studio and supervising at-home practice; and
- willing to stick with lessons for 6-12 months to evaluate the child’s progress.
How do you choose the right instrument for your child?
- Parents should expose young children to a wide variety of sounds. Kids often gravitate toward musical instruments they’ve been around. Family concerts performed by orchestras are good venues for exposure.
- Wind and brass instruments can be a poor match for a young child’s small lips.
- Some people believe that the piano offers a good foundation.
- Don’t get caught up in stereotypes of boys playing big, noisy instruments and girls playing softer, more delicate instruments.
- Respect your child’s choice.
- Be practical. What kind of instruction is available in your area and how far are you willing to drive?
How much will it cost?
Costs of instruments can vary widely.
- Decent upright piano--$1,000
- Violin--$300
- Flute--$1,000
Many band instruments can be rented from music stores for $20-30/month, with the option to buy.
A very cheap instrument can actually be harder to play.
Lessons will probably run $30-60/hour, but may be a lot more in some areas of the country. A good teacher will be much more skilled at instructing your child.
How do you find the right teacher?
The first teacher your child has is essential in setting the right tone and establishing good playing habits, so research this well.
You and your youngster may want to first observe a lesson to make certain you are comfortable with the way the teacher interacts with students.
To find a teacher, check out the Web site for the Music Teachers National Association (MTNA) for a list of questions to ask. On the same Web page, you will find a box to fill out to find a certified music teacher in your area.
SAT Exam, Taken at Age 13, Can Predict Career Path of Gifted
Sunday, September 09, 2007 - by CFertig - 806 Views - 0 Comments - Category: Art, Math, Music, Parents and Educators, Reading-Writing-L.A., Science, Social Studies, Technology, Gifted and Talented Children, Gifted Education, Parenting Gifted Children, Teaching Gifted Children
A new study from Vanderbilt University finds that the future career path and creative direction of gifted youth can be predicted well by their performance on the SAT at age 13. The study offers insights into how best to identify the nation’s most talented youth, offering opportunities for educators and policymakers to develop programs to cultivate these individuals.
The current study looked at the educational and professional accomplishments of 2,409 adults who had been identified as being in the top 1% of ability 25 years earlier at age 13. Significant differences in the creative and career paths of individuals were found, with those showing more ability in math having greater accomplishments in science, technology, engineering, and mathematics, while those showing greatest ability on the verbal portion of the test going on to excel in art, history, literature, languages, drama, and related fields.
The key was to administer the SAT at a young age. When students take the test in high school, the most able students all score near the top, and individual differences are harder to see. Using the test with gifted students at a young age creates the potential to help shape that person’s education.
Overall, the creative potential of these participants was extraordinary, with individuals earning 817 patents and publishing 93 books.
With this knowledge, the policy question becomes: How best can we support these individuals, especially during their formative years?
For more information, see:
Using Search Tools on Prufrock’s Gifted Child Information Blog
Thursday, July 19, 2007 - by CFertig - 639 Views - 0 Comments - Category: Art, Label of Gifted, Music, Parents and Educators, Reading-Writing-L.A., Rural Education, Science, Social Studies, Technology, Weblog for Gifted Education, Free Activities and Lessons, Gifted and Talented Children, Gifted Education, Parenting Gifted Children, Teaching Gifted Children
You may have noticed that the format of this blog changed a bit recently, and I want to make certain readers understand the search possibilities available. This is the 120th weekly blog that has been posted in more than 2 years, so there is a lot of information here. There are two ways to search.
· Categories—In the left column of the web page, you will find a section titled Categories. Within that section, you will see a list of more than a dozen subjects. If you click on any of these, all the articles that fit into that grouping will appear.
· Search—You can also search for words, phrases, or topics you do not see listed under Categories. With the new format of the blog, you will need to sign in to use the search function. There is a section on the upper right where you can register. Your user name and password are case sensitive.
Example—You might want to search on “underachievement.” To do this, click on the word Search either at the bottom of the Categories list or near the top of the page. Once you do this, a number of boxes will appear and you can fill in the appropriate information. (You do not need to fill in all the boxes.) Click on Search, and all of the articles will come up that meet the criteria you entered.
These are great tools, so make sure you take advantage of them.
Fostering Musical Talent
Sunday, May 06, 2007 - by CFertig - 652 Views - 0 Comments - Category: Music
When I was a child, I was forced to take piano lessons. Although I loved all things academic, I really hated the piano. My mother said over and over again, “You’ll thank us when you’re older.” The lessons were in classical music, and classical music was never played in my house. It was totally foreign to me. Believe me; it took until I was quite a bit older to thank my parents. Now I play the piano every day because it is my choice. As an adult, I listened to more and more classical music and discovered how much I enjoy it. The piano is now my favorite instrument and, though I am not very good at it, I take pleasure in playing to work on my skills and also for pure recreation.
A young person does not have to be gifted musically to reap the many benefits of lessons and exposure to music. However, if a young person has the potential to be musically talented, he will never be able to develop that talent if the exposure is not there. Many studies have been done to link the benefits of music to improving academics, creativity, organizational skills, and more. Although many of these links may be substantiated by these studies, I don’t think we need to find reasons to develop musical ability outside of the pure pleasure of music.
In Musical Talent: Innate or Learned? by Julie A. Wojcik, we learn that children may be born with an appreciation for music and the ability to demonstrate it. They may also be able to develop musical ability through early exposure and structured practice. Development of this talent may be accomplished in a variety of ways. Even in the inner city, where resources many not be readily available, young people are often identified in religious organizations, where they participate in choirs and are encouraged to express themselves musically.
Significant factors in determining a child’s full realization of a musical gift include self-motivation, extensive support from family members, mentors, teachers, appropriate resources (instruments, lessons, and exposure to musical activities) and rigorous practice.
Parents can help develop musical talent in children by exposing them from birth to a broad range of music, reaching far beyond their own preferences. Some specific guidelines include:
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Ages 3-5: Encourage youngsters to sing along to music and engage in rhythmic activities, such as clapping, swinging, dancing, tapping, marching, and using percussion-type instruments.
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Ages 4-5: Encourage children to accompany singing with melodic instruments, such as the xylophone, autoharp, and bells.
Brent Hugh in Teaching Children to Be Musical: The Practical Application believes strongly in the importance of exposing children to a wide variety of music from an early age. He cautions not to expose children exclusively to the parents’ preferences for music, but to include all types. He also offers suggestions for weaving music into the daily routine.
David Shenk includes the beginnings of his research on musical talent in his blog entry On Musical Talent. He divides his findings into the following categories:
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Primitive musicality is, without question, built into our DNA.
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Beyond primitive ability, even basic musical development requires some modicum of encouragement and teaching.
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Advanced musicianship requires methodical training and "deliberate practice."
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Musical training physically alters the brain. Accomplished musicians have key differences in their brains—not from birth but as a direct result of training.
For additional resources, go to the Family Education Web site and search for “music” for an extensive list of links to all kinds of articles and tips for parents on fostering musical ability.
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