October 13, 2015 is Ada Lovelace Day, a day to honor the achievements of women in science, technology, engineering and math. IMACS asks that you join us in celebrating this day by encouraging a girl to pursue her interests in the STEM subjects.
She may be your daughter, sister, student or friend. She may be enthusiastically expressive about her love for STEM, or she may be the quiet type who will share deep thoughts if you ask. Or she may be especially in need of your encouragement because she’s not yet received that message or, worse yet, has been actively discouraged from pursuing her passion for STEM.
What can you do to encourage a girl in STEM today or any day? If you have the knowledge and time to share, become a mentor to her. If you don’t have the time to commit to mentoring, help her find appropriate enrichment activities such as local events at the science museum or after-school programming classes that will keep her engaged, especially when social pressure can push her off track. Even something as simple as sharing stories about talented women in STEM who can serve as role models can make a difference.
IMACS is honored to have been a meaningful part of the education of numerous high-achieving girls who have gone on to amazing college and professional careers. They now serve as inspirational role models for our younger students. Who knows? The girl you encourage today may one day be an IMACS alumna studying STEM at a top university!
"My kid could finish his math homework in no time if he would just do it, but instead he drags it out for an hour, and that’s with me having to nudge him through it." Sound familiar? Parents and teachers often assume that a gifted child will automatically be a high achiever given the child’s high abilities, so it comes as a surprise when he or she underachieves. There can be a variety of reasons for underachievement, but a common cause is lack of motivation. Whereas bright students often enjoy working toward external recognition for their accomplishments, gifted learners may not value outside praise as much, particularly if given for activities that do not enhance their learning experience. A child may think, "I already know it, so why should I have to spend time proving that to someone else, especially someone who knows that I know it?"
Parents and teachers searching for ways to reignite motivation in an underachiever would do well to appeal to his or her intrinsic love of genuine learning. Because gifted children typically require little effort to learn standard curricula, they need additional challenges that demand meaningful effort. The satisfaction that talented athletes feel after bearing the weight of a true physical challenge fuels their fire to push to the next level. Talented minds need to feel that same kind of satisfaction, the kind that comes from bearing challenges that have true intellectual weight, so they can make the connection between effort and achievement. Providing those challenges is a first step to bringing back lost motivation. For additional strategies on enhancing motivation in gifted children, visit the Davidson Institute for Talent Development.
When fewer than 1% of 2014 college-bound high school seniors attain a perfect 800 on the math section of the SAT, you know that you’ve met someone special when he’s achieved that amazing feat before even cracking the teen years. That someone is Shiva Oswal, a precocious 11-year-old from Northern California who recently earned that lofty score as part of a program through Johns Hopkins’ Center for Talented Youth (CTY) called the Julian C. Stanley Study of Exceptional Talent (SET). In fact, the probability of an 11-year-old earning a perfect score is less than 0.01%!
According to its website, SET "was created to help extremely talented students achieve their full potential, and, through its research and advocacy initiatives, to enhance the educational opportunities available for all academically advanced students." Those who qualify through their SAT scores gain access to individualized educational counseling and opportunities to connect with mentors and intellectual peers.
How did Shiva do it? The multi-talented board game designer and aspiring professional soccer player mostly studied on his own by taking SAT practice tests. He kept acing the math section at home, so he felt confident that he had done equally well on the real thing, and indeed, he had. (By the way, Shiva is happy with his performance on the Critical Reading and Writing sections too!) His parents, Arvinder and Vikas, are extremely proud, but they also realize the magnitude of the journey known as raising Shiva.
The Moment You Know Your Child is Gifted
When Shiva was around two years old, his parents noticed that he was able to master abstract concepts and make many logical connections. He often saw patterns and anomalies that others overlooked. For example, having observed that cars had license plates with letters and numbers, he was quick to notice a car with an all-numeric license plate and proceeded to ask numerous questions to understand why. The same thing happened when later that week he saw a car with just letters on its license plate.
As with many gifted children, Shiva enjoys probing a subject thoroughly and persistently asks questions in an attempt to acquire deeper knowledge. "How fast can a cheetah run?" "What will happen if it fights an elephant?" "Is a cheetah faster than Spiderman?" These are just some of the questions that his mother, Arvinder, remembers from a time when two-year-old Shiva was intensely passionate about the swift, spotted feline.
By age four, Shiva was solving math problems in his head. When his preschool teacher asked the class how many hundreds make a million, Shiva promptly responded with the correct answer, 10,000, even though he had never been exposed to the concept of multiplication. At that point, Arvinder and Vikas, were certain that their son was gifted. "We felt a sense of responsibility and were quite unprepared to deal with the needs of a relentlessly curious and intensely gifted child," recalls his mother.
From School to Homeschool
As residents of the Silicon Valley area, the Oswals have access to some of the best schools, public or private, in the United States. During the first few weeks of kindergarten, Shiva was very excited to go to school and usually sat in the front row, eager to learn. Over time, the limited intellectual stimulation led to a decline in his interest in school. By the end of second grade, Shiva frequently announced that lunch and recess were about the only things he looked forward to at school. This is when his parents knew that they needed to look for alternatives.
"While schools did the best they could, they were neither adequately prepared nor widely exposed to what it takes to meet the needs of the gifted child and hence lacked the ecosystem to adequately challenge the gifted mind," explains Arvinder. After a few months of intense reflection and research, they concluded that homeschooling would probably best suit Shiva.
One of the key benefits of homeschooling is the ability to customize an education specific to a child’s passions. Of course, homeschooling has hurdles too. As Shiva’s mom describes, "The primary challenge is that most of the research (to design an optimal experience) rests on the shoulders of parents because designing a sufficiently challenging and engaging learning experience requires an intimate knowledge of the individual child’s passions and strengths."
Resources for Gifted Students
Meeting the educational needs of an extremely bright but young person such as Shiva is no easy task. For his parents, the main difficulty is to continuously find resources of increasing complexity and to pursue these without extinguishing the love of learning. Balance and a sense of what truly matters in life act as guiding principles. "Our hope is that Shiva lives a joyful and fulfilling life while pursuing his passions to the fullest, and we hope he is minimally affected by extraneous factors such as the pursuit of wealth, fame or approbation."
The Oswals have found that the most relevant resources for Shiva have been either online or in classes with small groups of passionate, gifted kids with shared interests.
"Self-paced, online programs such as Elements of Mathematics: Foundations from IMACS are uniquely suited to adequately challenge the mathematically gifted," shares Arvinder. "Our son loves EMF as it allows him to accelerate at his own pace and level up accordingly."
Other online programs that have worked for Shiva include Guinevere’s Gifted Group also known as Online G3. G3 classes are grouped by skill level rather than chronological age to allow asynchronous learners to accelerate as needed. Shiva also loves the Druidawn creative writing program, which taps into "the multidimensional and kaleidoscopic world that resides within the gifted mind."
Live Resources and Events
In addition to online courses, Shiva has benefited from small, live (or live streamed) classes. He loves attending classes taught by Dr. Lucian Sega who encourages gifted students to engage in sustained, rigorous mathematical pursuits. As Vikas and Arvinder explain, "Dr. Sega’s ability to make a broad range of advanced, often abstract mathematical concepts crystal clear is stunning. We find ourselves wishing we could travel back in time to restart our own secondary math education with him!"
For introducing a wide range of math concepts in an engaging way, the Oswals are grateful to Yul Inn of the Fun Math Club. Another extraordinary educator and entertainer who has taught the Oswals much is Dr. Arthur Benjamin. "Our family has enjoyed his Mathemagics shows numerous times. Each time we’ve watched him in action, we gained a new insight, a heightened love for learning or both!"
Other Important Resources
Additional resources can be found through support organizations such as Gifted Homeschoolers Forum, the Davidson Institute for Talent Development, Hoagies’ Gifted Education Page, the TAGMAX listserv and the National Association for Gifted Children.
The responsibility of nurturing a young, gifted child takes heartfelt dedication and constant work to continually build an ever-evolving system of resources and support. It is, without a doubt, a labor of love as only a parent can know it, both the wonderful strides and the worrisome stress. But it is all part of a unique path that each family with a child like Shiva must forge together.
As Shiva’s mom put it beautifully, "An important part of what we do has to do with ‘the journey’. The journey has not been delegated. The fondest part is that we are traveling on this journey together. We are constantly amazed at how far a child can go when allowed to freely pursue a passion-centric learning approach. It’s been a joy to see Shiva surprise us every day with out-of-the-box solutions. We are very grateful for all that we are learning together as a family because we often satisfy curiosities rather than march to fulfill an external mandate or to earn a grade."
Editor’s Note: Shiva’s parents granted IMACS permission to disclose his status as a Davidson Young Scholar and as a participant in the CTY SET program.
The ability to delay gratification has been shown in various studies to be a strong predictor of academic success, even more so than IQ. Can parents help nurture this ability in children? Yes! But it takes more than a didactic approach. Many parents are probably familiar with the famous marshmallow experiment where young children were given a choice between one marshmallow now or two if they could wait 15 minutes. It’s helpful to recall that the original experiment focused not on whether the children could wait but rather on what strategies helped them to wait. Rochester University researchers later conducted a variation on the experiment to test how prior experiences affected wait time. They first conditioned the children with kept or broken promises of better art supplies and bigger stickers if they waited. In the marshmallow test that followed, children who were rewarded as promised for waiting were more likely to exhibit self-restraint than those who were let down after having waited. With that in mind, here are three tips for helping children learn the good habit of delaying gratification:
Mind Over Matter: Encourage younger children to redirect their mental focus to something else, preferably something pleasant, while they wait. As the saying goes, time flies when you’re having fun. Playing outdoors is usually an effective way to change one’s frame of mind. Another approach is to help kids put their natural creativity and boundless imagination to use in thinking up ways to ignore or recast in a negative light the source of immediate satisfaction. If your child wants to play video games before finishing homework, what if he pretended that the PlayStation were really a portal used by savage aliens seeking to conquer planet Earth, and the only way to close the gateway and thwart the evil empire was to finish his homework first?
Give and Keep Your Word: Set age-appropriate rewards for exhibiting self-restraint, including interim milestones for longer-term goals. Establishing a savings account is a wonderful example of a longer-term project. Not only can it help foster self-control, but you can also use it to help build basic arithmetic skills when children are young and to teach about compound interest when they are older. Most importantly, follow through on whatever you promised.
Walk the Walk: Model the desired behavior by sharing with your children when and why you delay gratification as well as the net positive gains you accrue from your self-restraint. For example, resist the urge to grab fast food when you’re out so that you have room for a healthful meal at home and feel healthy afterwards. Or skip buying the sale shoes that you only sort-of like and save up for the pair you absolutely love!
Tomorrow is Halloween! Whether it’s watching a horror movie or jumping out from behind a door, many people find it fun to be scared or scary on this holiday. It’s also a good time to revisit what parents can do to keep their children from becoming afraid of math. Math anxiety is unnecessarily common in the United States. As a country we have focused intentily on promoting foundational literacy skills, but numeracy skills can also be fostered from an early age. At home, don’t just read to your toddler and pre-schooler; “math” to them also. Get down on the floor with your kids and some blocks to show them what “more” and “less” and different numbers actually mean. Make patterns out of just about anything age-safe such as different color socks or whole fruits and vegetables. When your kids are around 5-6 years old, playing with coins (counting and adding pennies, exchanging coins, etc.) on the floor is another fun activity.
Math outdoors is fun too! Go to the park and arrange rocks or wood chips into rows and columns. Draw shapes in the sandbox. Are there shapes that look the same no matter where you stand? Which shapes look like they’ve flipped or turned? Make shapes out of sticks. Compare the sticks. Which is longer? Which is shorter? Add sticks to go from a triangle to a rectangle to a pentagon and so on. If you keep adding sticks, what does your shape start to look like? (Don’t freak out, but you just did a little Calculus.)
Good old-fashioned floor time or outdoor time are excellent ways of cementing learning with positive memories. As your kids get older, make sure they are exposed regularly throughout their childhood and adolecense to adults who explain math well and enjoy it, especially if you don’t. And if you have math anxiety yourself, make that your best-kept secret. Math doesn’t have to be scary.
Now, what do you get when you take the circumference of a jack-o-lantern divided by its diameter? Answer: A pumpkin π. Happy Halloween from IMACS!
Homeschooling is growing in the United States, having shifted from the “fringe” toward the mainstream. In January 2014, the National Home Education Research Institute (NHERI) estimated that there were 2.2 million1 K-12 home-educated students in the US, up from an estimated 1.5 million2 in 2007. According to the NHERI, one of the most common reasons that families choose homeschooling is to “customize or individualize the curriculum and learning environment for each child.” Not surprisingly, families with gifted children make up a significant part of the current homeschool movement.
If you thought that homeschooling meant having to teach your child all subjects on your own while sitting together at the kitchen table until you drive each other crazy, think again. Modern technology has opened up a world of educational opportunities. Online courses abound in every subject you could imagine. Social media allows homeschool parents to connect and form co-ops where they can share the work of teaching. Some public school districts offer classes taught by credentialed teachers several days a week at a homeschool campus. And numerous educational organizations offer local day classes for homeschoolers, such as the IMACS Homeschool Program. The job of teaching no longer has to be carried out solely by the homeschool parent.
Homeschooling also supports the need that many gifted students have to be self-directed learners. As eIMACS student and 2011 US Girls Junior (U21) Chess Champion Rachel Gologorsky said, “I recognized this as an excellent opportunity to have a say in my education.” In addition to allowing her to participate in the decision-making process, homeschooling provides Rachel with the flexibility she needs to develop her incredible chess talent, including travelling to national and international competitions.
Another oft-cited benefit of homeschooling is the freedom to custom-tailor an educational program that is matched, subject by subject, to a student’s abilities, learning style, and processing speed. Children can fully develop their strongest areas by going as deeply into a subject as they wish or by advancing as quickly as they are able while getting the appropriate level of support they need in other areas. This can be a good fit for many gifted children who, contrary to common misconceptions, are not always the fastest or highest achieving in every subject.
Consider what mathematician and hedge fund billionaire, James Simons, said in a recent New York Times article: "I wasn’t the fastest guy in the world," Dr. Simons said of his youthful math enthusiasms. "I wouldn’t have done well in an Olympiad or a math contest. But I like to ponder. And pondering things, just sort of thinking about it and thinking about it, turns out to be a pretty good approach." Today, a student like the young Dr. Simons can explore deep ideas in mathematics on his or her own schedule with self-paced, homeschool-friendly options such as eIMACS and Elements of Mathematics: Foundations.
A wealth of advice on homeschooling is available online, from helping families decide whether it is a feasible option to helping homeschooled high schoolers apply to college. Speaking of college, did you know that elite universities such as Stanford, MIT, Caltech, Princeton and Yale have sections on their websites dedicated to admissions information for homeschoolers? Homeschooled students are hot! As one Stanford Alumni Magazine article explained, “Stanford has found that the brightest homeschoolers bring a mix of unusual experiences, special motivation and intellectual independence that makes them a good bet to flourish on the Farm.”
While homeschooling has its advantages, it is not for every family. The benefits described above often come with meaningful sacrifices that should be considered carefully. Many families are already well-served by their local public or private schools. But for those who need a more customized education for any number of reasons, including giftedness, homeschooling today offers many options that make this path highly accessible.
If you are considering homeschooling your gifted child, start by visiting the following informative websites:
Families in the South Florida area may also find The Home Educator Magazine to be a helpful resource for local information.
1 From http://www.nheri.org/research/research-facts-on-homeschooling.html
2 From http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009030
In The New York Times article, “But I Want to Do Your Homework,” author Judith Newman describes how she was driven, over her 12-year-old son’s objections, to help him ace his literature essay, only to earn a dismal grade. Her admission may sound familiar to many well-intentioned parents who believe they are doing what’s best for their child’s long-term success. Unfortunately, that’s not the case as Newman points out:
“Sociologists at the University of Texas at Austin and Duke University assessed the effect of more than 60 kinds of parental involvement on academic achievement. Read it and weep, helicopter parents: Across age, race, gender and socioeconomic status, most help had neither a positive or negative effect, and many kinds drove down a kid’s test scores and grades. One of the biggest culprits? Homework help.”
It’s not a crime for parents with talented kids to envision them accumulating straight A’s and academic awards on their way to reaching their full potential. However, knowing that it’s okay to be wrong gives children the permission they need to take the kinds of intellectual risks required in order to achieve great things, as Newman learned:
“When I confessed my sins to Michael Goldspiel, my son’s beloved assistant principal … he summed up the problem better than I could. “Being wrong is part of the process of understanding,” he said. “Going out on a limb, being willing to take a chance, is a critical skill not just for homework, but for life.” He couldn’t be more correct.”
It’s graduation time! The summer ritual of getting kids ready to send to college is around the corner. Mini-fridge, check. Shower caddy, check. Good study habits, hmmm. Surprisingly, developing good study habits before entering college is something that many talented children and their parents overlook. It’s easy to understand how this oversight happens when you realize that bright students often don’t need to study. That’s because their schoolwork isn’t challenging and requires minimal effort to receive high grades. Kids who are used to coasting like this hit reality in a big and stressful way when they encounter the rigor and higher expectations of college. But it doesn’t have to be like this. Helping your child build good study habits well before college is essential to their long-term success and happiness. You don’t develop your slice backhand by hitting tennis balls that are tossed straight at you. Likewise, you don’t develop strong study skills by “learning” easy material! It’s also important to let your child know that the effort he or she puts into intellectual pursuits, not just the outcome, matters to you. Failure should not only be an option but an understandable expectation when aiming high. As Thomas Edison said, “I have not failed. I’ve just found 10,000 ways that won’t work.” By encouraging a positive mindset and providing your child with challenging opportunities designed to stretch the talented mind, you’re well on your way to checking off the box for good study habits and many other skills that your child will need before, during and after college.
The following excerpt is from the new book by Mandee Heller Adler, From Public School to the Ivy League: How to get into a top school without top dollar resources, which is available at Amazon.com. Ms. Adler is the founder and principal of International College Counselors, a Florida-based firm that provides expert strategies for admission to undergraduate colleges, graduate programs, business schools, law schools, medical schools, dental schools and other postgraduate schools.
From Chapter 4: Writing Essays …
ANSWERING THE QUIRKY QUESTIONS
In recent years, a number of colleges have been adding quirky questions to their applications. These supplemental questions are considered a way to get students to stand out from the crowd.
These questions have included:
- Imagine you have to wear a costume for a year of your life. What would you pick and why?
- What is your favorite ride at the amusement park? How does this reflect your approach to life?
- What does Play-Doh have to do with Plato?
- What would you do with a free afternoon tomorrow?
- What was your favorite thing about last Tuesday?
- The Spanish poet Antonio Machado wrote, “Between living and dreaming there is a third thing. Guess it.” Give us your guess.
- According to Henry David Thoreau, “One is not born into the world to do everything, but to do something.” What is your something?
What colleges are looking for is your voice. Use this as an opportunity to demonstrate your “out-of-the-box” thinking. However, don’t go overboard. Admissions officers are looking to see if you’ll be an interesting person to have on campus. Interesting means imaginative, not crazy and not dangerous sounding.
GREAT FIRST SENTENCES
You need a great hook and a great first sentence. Opening sentences have the power to compel and fascinate. Some of our favorite student first sentences include:
- For eight years, I have celebrated polyester.
- I vividly recall coming home from school one day in Buenos Aires, Argentina, to find my house in disarray and my parents packing one suitcase after another.
- I’ll admit it: I have a thing for gavels—a thing for motions and seconds and the clarity that they bring to meetings.
- I eagerly reached into my Hello Kitty backpack.
- Max prances in place as we await our turn into the arena.
- Drip. Drip. Drip. Tick. Tick. Tick. As I lie in the hospital, waiting to be taken into surgery, I can only think that my IV drip sounds just like a metronome.
You want to read more, right?
FATAL ESSAY ERRORS
Application essays have been requested as part of the college application for the past umpteen years. The admissions teams have seen a lot of “creativity.” Here are their least favorite types of essays:
- Metaphor. Don’t compare yourself to a mango, a Ferris wheel, or any other objects.
- Death. Don’t write about a person or pet’s death unless it truly affected your life and you can use it to exemplify growth—for example, if someone died of cancer and you made it your mission to raise money/awareness, or if a death during high school affected your grades and caused you to stumble, but then you regrouped to overcome.
- Free verse essays, essays written as raps, limericks, etc. Don’t emphasize form over function.
- “Meta” essays where you talk about writing an essay, about the process of writing an essay, or about essays themselves.
Additionally, you should avoid writing about the topics below unless you have something extraordinary to say:
- A trip to Europe
- Generic admiration for your mom or dad
- The controversial rock star or movie star whom you idolize
- Overcoming an injury and making an athletic comeback
- Volunteering at a local community center
- Building homes in Costa Rica with Habit for Humanity
- Understanding the meaning of life from a fishing trip
Sorry, but thousands of students have beaten you to these topics and then beaten them to death. These are called “cliché essays” because the reader knows from the get-go just where you are going with it.
THE VIDEO COLLEGE ESSAY
A number of college admissions departments are formally accepting video college essays.
The first step for any student is to view recent videos and see what others have done. This will give you an idea of the range of possibilities.
When it comes to actually making your video, it’s important to be original but in a way that is comfortable for you. Do what works for you. Your main goal needs to be communicating your message.
- Start by identifying the question and any directions.
- Think about what you want to say.
- Write a script that is clear on the message and ideas you want to get across.
- Collect resources and props that you want to use in the video.
- Record the video until it’s as perfect as possible. Some students record the video themselves using a tripod while speaking directly into the camera; others enlist the services of a friend or family member.
- Review your video and collect feedback.
- Edit, edit, edit, and re-record if necessary.
- Get more feedback.
- Edit and re-record until it’s as perfect as it can be. Make sure it fits the requested length and meets all specs before sending it in.
To get a head start on preparing for college admissions, order a copy of From Public School to the Ivy League: How to get into a top school without top dollar resources from Amazon.com.
A recent study found that number sense in infants is a predictor of how well they later learn the symbolic math typically taught in school. Researchers observed how long 6-month-old infants looked at a screen with a changing number of dots compared with how long they looked at a screen with a constant number of dots in changing patterns. (See video above.) Three years later, these children were given an IQ test and several types of math tests. The infants who looked longer at the screen with a changing number of dots, which is indicative of stronger number sense, subsequently scored higher on the math tests, regardless of IQ. So what is "number sense," and does this mean that parents should start packing dotted flash cards in the diaper bag?
What is Number Sense?
There are different definitions of number sense, but they generally agree on a few basic factors:
• Number sense is intuitive. In other words it is not arrived at through conscious reasoning.
• Number sense includes an understanding of magnitude of amounts, relationships between amounts, and how amounts change through natural actions.
Examples of number sense in an infant might include observing and understanding the following: There are a lot of stars on my blanket. Daddy has more food on his plate than Mommy. I have a bunch of blocks on my high chair table. If I knock some off, I have fewer blocks. From what current science tells us, pre-verbal infants cannot actually have these words running through their heads. Nonetheless, a primitive understanding is there as humans seem to be born with an innate ability to perceive quantity before they can speak about it and well before they can write about it.
Nurturing Number Sense
So should you start showing your baby flash cards with dots? No. While the study’s authors hope that their findings will lead to improved strategies for math education, they are careful to caution that "[O]ur infant task only explains a small percentage of the variance in young children’s math performance. But our findings suggest that there is cognitive overlap between primitive number sense and symbolic math. These are fundamental building blocks."
Still, we know that there are benefits to talking to your baby as an essential part of the early learning process. It’s not unusual to hear a mother carrying on a one-sided conversation in which she emphasizes the phonetic sounds in the names of everyday objects. For example, "This is a banana. Buh buh banana." The baby eventually catches on that the "buh" sound is associated with a banana, and that Mom’s lips do this strange "roll in-then-pop out" motion when she makes this sound. This happens before the baby ever learns to say "banana" or that there is this symbol we call the letter "b" that represents this sound. When the letter "b" is finally introduced, children can connect it back to the "buh" sound and objects such as a banana to which they were introduced in infancy.
But how frequently do you notice a parent holding up two different bananas and talk about which one is bigger, or which one has more brown dots? Or what happens to a bunch of bananas when you pull one off? Or when you cut that banana into pieces? The study’s lead author indicates that "We believe that when children learn the meaning of number words and symbols, they’re likely mapping those meanings onto pre-verbal representations of number that they already have in infancy." If she is correct then adding number sense talk to those parent-baby conversations makes, well, sense!
Older Posts »