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Thinking About Divergent Thinking

I’ve been thinking about thinking again. And wouldn't you know it? A hundred things came to mind! Unfortunately, they came to mind at 5:15 AM … an hour before my alarm was set to go off. The thoughts seemed to be whizzing through my brain so fast that I had to get up and write them down. I wrote as fast as I could, but in the end I had a jumble of ideas on my paper. How would I ever make sense of it all? What good was it to write it all down? There must be a way to organize my thoughts. Maybe if I slept on it?

Divergent thinking can be both a blessing and a curse. It does not begin with ‘a’ thought. It begins with a large number of spontaneous and rapidly produced thoughts. A divergent thinker has the ability to consider multiple approaches to a problem and can make unexpected connections between these thoughts. The ideas tend to be new and different than those suggested by most other people. Subsequent convergent thinking comes into play as the thoughts are organized and the ‘best’ solution to the problem is determined. A divergent thinker also possesses the ability to put the solution into action after working out the details.

For a gifted child, divergent thinking is often a frustrating experience. Sleepless nights, daydreaming, reprimands from teachers for being off-task; all these things come into play. Their own lack of understanding about why so many thoughts are racing through their minds all at once can often lead them to conceal the fact that it is happening at all. Or they may think everyone thinks this way – has a multitude of answers for every question posed to them. (Hint: they do not.)

You don’t have to be gifted to be a divergent thinker. However, personality traits associated with divergent thinkers include risk-taking, being curious and persistent, and generally being regarded as a non-conformist. Know anybody like that?

Parents cannot solely rely on schools for teaching divergent thinking. For numerous reasons, it rarely occurs in a regular education classroom. Most teachers don’t have the time to develop and then use activities that promote divergent thinking. Modern-day classrooms are geared to teach that only one correct answer is acceptable; i.e., teaching to the (standardized) test. And it is hard to grade a ‘possibility’. Can you think of a better way to stifle creativity?

The skills that society values most – creativity, innovation, and problem solving – have their roots in divergent thinking. It is the basis upon which we evolve and become better with each successive generation. It is incumbent upon parents to nurture these young minds. Your child needs to harness the power inherent in this type of thinking; to understand how it can increase their ability to do creative problem-solving. Various techniques can be used to encourage divergent thinking such as mind mapping, journaling, brainstorming (SCAMPER, 6 Thinking Hats), and unstructured writing.

The world today is facing what seems like insurmountable problems – economic downturns, environmental disasters, political strife, new diseases without cures – all of which need answers. Inspiring gifted minds to think divergently will benefit society by finding viable solutions to these very important issues.

After 6 revisions, I was finally able to make sense of my thoughts … on divergent thinking. Of course, it involved several sleepless nights and a slew of naps … but this blog post is a wrap!

Graphic courtesy of

Updated 4/12/2015.

♫♪♫ What the World Needs Now is … Creativity … ♪♫♪

… It’s the only thing that there’s just too little of! ♫♪♫ At least that’s how the song is being sung these days. In fact, in the U.S. it is not just a matter of ‘too little’; creativity is actually on the decline. And my point is?

Well, for starters, creativity is a much sought after commodity. Ask any major employer and you’ll learn that it is one of the most coveted skills in the job market today. And you know what happens with hot commodities … people, important people … figure out ways to produce more and more of that commodity. Everyone else is eventually out of luck.

How does one go about developing a source for creativity you might ask? There are no ‘creativity mines’ waiting to be exploited. Or are there? Where would you look to find them if they did exist?

If you’re an economist, the whole question brings to mind days sitting in a boring (well, not for you since you actually chose to become an economist) economics class in college hearing about human capital for the first time. When the concept was first discussed, it had a bit of a negative connotation. Nobody wanted to think of people as being a commodity, but what if it was their ability to think and create that we were talking about?

And who would stand to benefit the most from this type of human capital with all its intangibles attached? Well, consider a relatively small country with few or no natural resources. Now, consider some of the countries who have been doing well on international tests lately.

Let’s take a look at Singapore’s Ministry of Education’s Gifted Education Programme . In part, they say, “Singapore is a small nation with only human resources to rely on for its progress and prosperity. It is to the advantage of the nation that the gifted are helped and nurtured.” Furthermore, “The aim of the GEP is to develop intellectual rigor, humane values and creativity in gifted youths to prepare them for responsible leadership and service to country and society.” And, finally, “The intellectually gifted need a high degree of mental stimulation. This need may not be met in the mainstream classroom and the gifted child may become mediocre, indifferent or disruptive in class.”

Another country to recognize the need for creativity among its students is Korea. While the rest of the world is concerned about establishing a knowledge-based economy, Korea has already moved on. Almost a year ago, the following was published in The Korea Herald, “Universities should move away from "department-store-like education" and seek ways to enhance global competitiveness … The world is undergoing a major transformation from a knowledge-based economy to a creativity-based economy. Our future society is projected to be led not by knowledge, but by creativity. Whether a country succeeds in nurturing creative talent or not will determine its national competitiveness in the future. … In this vein, now is the right time for a massive transformation of our educational system from the previous cramming system to a creativity-nurturing system.” Got your attention now?

Countries are looking to turn around the current economic decline that the world has been experiencing in recent years. Those who were late to the party are now scrambling to reform their educational systems in hopes of reviving their economies. The need for critical and creative thinkers has never seemed greater.

This is an opportunity for advocates of gifted education to educate world leaders in the necessity of supporting their high-ability learners. These students offer the shortest time in development with regard to return on investment.

Now don’t be put off by my terminology! It is the language of those who control the proverbial ‘purse-strings’ when it comes to education budgets and of policy wonks who influence politicians. No, our children are not commodities to be bought and sold, and that is not the intent of this post.

In reality, supporting gifted children – identifying who they are, providing them with an appropriate education, and inspiring creativity – just makes sense for everyone.

Creativity has been defined as “the experience of thinking, reacting, and working in an imaginative and idiosyncratic way which is characterized by a high degree of innovation and originality, divergent thinking, and risk taking." So, here are a few things that need to be considered – innovation, originality, and divergent thinking. Innovation is the introduction of new things or methods. Originality implies something that has never been done before. Divergent thinking is creative, open-ended thinking aimed at generating fresh views and novel solutions. This leads to convergent thinking where all the ideas are brought back together into the best idea. All of which will make the world a better place.

Thus I return to my original premise … what the world needs now is creativity! It’s the only thing that there’s just too little of …

Post-script: Today in remarks made to the World Bank, U.S. Secretary of Education, Arne Duncan, made these remarks:” Education is now the key to eliminating gender inequality, to reducing poverty, to creating a sustainable planet, to preventing needless deaths and illness, and to fostering peace. And in a knowledge economy, education is the new currency by which nations maintain economic competitiveness and global prosperity. Education today is inseparable from the development of human capital.”

I rest my case.

References:
Study by Kyung Hee Kim at the College of William and Mary, May, 2010.

See: http://www.moe.gov.sg/education/programmes/gifted-education-programme/rationale-and-goals/
The Korean Herald, March 2010, http://www.koreaherald.com/specialreport/Detail.jsp?newsMLId=20091215000056

The Maine Art Education Association

How Much Is Too Much?

Gifted children display many different ability levels … just like any other kid. In fact, intellectual ability is often a bone of contention in the gifted community. Are they really gifted enough to receive special services? Profoundly Gifted … High Ability … Mildly Gifted … or simply High Achiever? This then begs the question, can their needs be met in a school system that requires them to attend 13 years of instruction for which they have no need?

For many gifted students, the answer is an emphatic, “No”! They don’t need 13 years of spiraling curriculum, endless repetitions, and worksheets galore! They do not need to endure hours upon hours of direct instruction on material they already know.

On the other hand, there are exceptions. Students who are athletically talented certainly benefit from the years of practice and playing on teams. So, too, young musicians may benefit from playing in a school band or orchestra. If your child is fortunate enough to attend a school that provides an excellent gifted program or a STEM school with a curriculum they are interested in, it may benefit them to remain there.

But I’m going to take a wild guess that many of you are not satisfied with your child’s educational setting or its requirements. You may cringe when you hear the oft repeated myth that children need to be in school for 13 years of compulsory education because they will miss important social milestones and events such as the prom.

Then what’s a parent to do? There are actually some very exciting options to be explored within some public school systems … you just need to know what they are! Grade skipping, subject acceleration, dual-enrollment (attending college classes while still in high school), and early admission to college are all possibilities. In some locales, these types of programs are actually appealing to school districts who find it more economically feasible not to educate all students for 13 years. Forward thinking schools can also provide gifted students with ways to earn credit for prior learning through testing.

Of course, a parent can also choose to homeschool, charter school, cyber-school, or send their child to a private school. However, many families are not financially able to do this even with economic sacrifice. If you are able to go this route, explore your options early and thoroughly.

When deciding the matter, you must discuss it with your child first. If they don’t buy into the decision, it will not work. As is often the case with gifted children, they usually approach decisions with a great deal of maturity and understanding with regard to their own education that you don’t see in other situations. It is a decision that can make all the difference in the life of a gifted child.

Emotional Intensity in Gifted Students

Finally, my long awaited review (I gave you a sample several months ago when it was first released) of Emotional Intensity in Gifted Students! Although I was privileged to receive an advanced copy, I have received no other incentives to review it. I simply believe that this book will make your life as the parent of a gifted child a whole lot easier.

From author Christine Fonseca, it is the kind of book that you read … fall in love with … hope there is a sequel (there is) … want to give as a gift to every teacher, school psychologist, and guidance counselor who has ever come in contact with your child … wish it had been available 5, 10, 15 years ago (depending on how old your kids are) … and keep on your nightstand for easy reference at the end of the day. YES, it’s that kind of book! Have I read it? Yep. Have I read it more than once? Yep. Have I purchased extra copies for gifts? You betcha!

So, why am I such a fan of this book? Christine Fonseca is not the first person to write about the intense emotions displayed by gifted children, but this book is different. For starters, the author is the parent of two gifted kids. A+ She works as a school psychologist. A+ And, beyond that, she is a hell of a writer … intelligent, engaging, and practical! Need I say more? Why, yes I do!

Perhaps the subtitle of this book is the most revealing reason why it is so important for gifted parents to read – Helping Kids Cope with Explosive Feelings. If your child is not in school yet, you may not have encountered the full force of their potential explosive feelings. But, don’t worry … you will! And when it happens, you’ll be thanking me for telling you about this book.

Is your little dear a perfectionist? Does he or she exhibit extreme mood swings? How about under performing in school when you know they know it? Do you know how to help them manage the stress? Enter Emotional Intensity in Gifted Students. This book will help you answer all these questions and more.

So, what actually sets this book apart from the others? Besides being a good read, Ms. Fonseca includes ‘worksheets’, ‘tip sheets’ and ‘checklists’ for parents as well as ‘notes to the teacher’ throughout the book. She presents strategies that are tried and true. The book is divided into 3 sections – What it Really Means to be Gifted; Great Information, Now What?; and Being Your Child’s Coach – Specific Strategies.

After 19 years of gifted parenting, I thought I pretty much knew it all. I was so wrong and I learned so much from reading this book! Now that my children are almost grown, I intend to use what I’ve learned to help other parents.

Did I mention the sequel? Why, yes I did in paragraph 2. Coming soon, 101 Success Secrets for Gifted Kids, is intended for your kids. To save time and the angst that may occur should it sell out repeatedly as has Emotional Intensity, may I suggest that you pre-order it along with this book! Trust me … read the book!

If You Give a Gifted Kid a Pencil

If you give a gifted kid a pencil,
She’s going to want a piece of paper to go with it.
When you give her the paper,
She’ll probably ask you for a dictionary.

Once she gets the dictionary,
She’ll ask you for a quiet place in which to work.
She’ll start writing a novel,
But then she’ll begin to daydream.

And when her thoughts turn to the environment,
She’ll probably ask you for a thermometer.
When she takes it outside,
She’ll notice how hot it is and begin to think about global warming.

She’ll ask to borrow your iPad,
And then she’ll ask for a wireless connection to go with it.
So, you’ll have to give her the access codes,
And then she’ll ask to borrow a flash drive.

When she finds enough information,
She’ll want to make a PowerPoint presentation.
She’ll make an excellent one,
And then she’ll want to print it out.

When she prints it on your printer,
She’ll notice a slight mistake.
She’ll ask for a piece of paper to make corrections.
And chances are … if she asks for a piece of paper …

She’s going to want a pencil to go with it!

(This piece was inspired by an inquisitive young lady from Florida to whom I wish to dedicate it to.)

Disclaimer: This story is intended purely for entertainment purposes only. It is intended as parody only. Any likeness to a published work is coincidental.

Gifted Advocates … Why We Bond

“2010 has proven to be a year of growth, learning and global collaboration. Your support, participation, questioning, ideas and passion have ignited new life into the advocacy movement on behalf of these bright and creative students.”

~ Deborah Mersino, Ingeniosus and #gtchat

Gifted advocates often discuss the need for gifted children to engage in true peer interaction; both in school and out. Why is that so important? Because it has been shown that these kids thrive and grow exponentially when allowed to learn and socialize with others who are ‘on the same wave-length’! They can bounce ideas off each other and they can be comfortable in the knowledge that classmates truly understand them.

The same can be said for gifted advocates! Through the magic of the Internet and social media networks, gifted advocates find solace and friendship with those of like-minds. Many gifted parents and advocates were often isolated in the past and found their ability to make a difference … well … overwhelming. Today not only can parents and those who advocate for their children within a school district join together, but that bonding takes place at the global level. Talk about inspiration and collaboration and cooperation!

There are those in the gifted community who shun social media. Some are technophobes; some are grounded in a past era; some are protective of their intellectual property; and some don’t believe they have the time to engage in online activities. Their choices must be respected. The work these folks do at the local level is invaluable. We must therefore work together – both online and off - to bridge any barriers to forming a vibrant community dedicated to the children we care so much about. This is what ‘social-networking’ is all about!

Practicality is another reason gifted advocates as well as parents must consider bonding online. In a world and time when economic issues place so many constraints on personal budgets, advocates are often forced to pick and choose how and when they will meet and collaborate. The Internet, however, provides a near-perfect solution to this obstacle through online conferences. They are convenient, can take place at virtually any time or place, and provide a platform for all levels of expertise. Many more people can be involved in such experiences thus enriching the knowledge-base of all community participants.

The same goes for the local level where organizing meetings online provides excellent opportunities for gifted parents to meet without the hassle of traveling to a physical meeting place. Forget finding a suitable location, refreshments, finding a babysitter, coordinating schedules, and dealing with weather-related issues. This may require a training session or two on whatever platform you choose, but it is well worth it. Exchange of information instantly becomes 24/7 and easily accessed without having to print out hard copies of everything.

Final thoughts … global bonding provides us with new ideas, fresh perspectives, a ready-made set of FAQ’s based on years of experience, emotional support and encouragement, access to the latest and greatest in gifted research, and sometimes … just sometimes … a shoulder to cry on. How can you say ‘no’ to all that?

Let us commit to growing our community of parents, advocates, researchers, and educators as we strive to make a difference in the lives of children who will make a difference in our world!

Instructional Strategies for Gifted Students

There are many types of instructional strategies that teachers can use to accommodate gifted learners in the regular classroom apart from those used by their gifted teacher. Being knowledgeable about some of these strategies can be of great benefit to parents of gifted children when they discuss options for their child.

RTI or Response to Intervention is all the rage in education today. Originally intended for lower performing students, it has been adopted in many school districts as a way to provide differentiation for gifted students. Students’ abilities are assessed periodically and teachers use flexible grouping to provide extra support in areas of weakness. During this time, gifted students can be given a more advanced curriculum thus extending lessons without burdening them with more work than their classmates. Many times these students can work independently or with minimal support and this gives the teacher more time to work with other students.

The idea of differentiating work in a classroom is not a new idea. For years, many forward thinking teachers did this by allowing gifted students to choose an area of interest and then develop a project around that interest or topic. These projects took the form of research papers, science projects, and creative writing assignments; just to name a few.

Another instructional strategy that works well in science or mathematics is accelerated pacing. It is used when students display academic abilities in these areas. It has been found that accuracy and retention can be increased if the material is covered at a significantly faster rate. However, teachers must be specifically trained to teach at an increased pace which can be 2 to 3 times greater than experienced in a regular classroom.

One of the biggest complaints expressed by gifted students concerning school is boredom. A simple strategy employed by educators is to reduce or even eliminate excessive reviews or drills. Once the student is able to show they have mastered the content, it should be reviewed no more than two or three times. Again, teacher training is essential to making this work. Additional materials need to be provided for the extra time that is freed for students to pursue other projects or interests. There is new evidence that this is a strategy that can be used across the curriculum. Teachers have seen this motivate students to delve deeper into the content being studied.

These are just a few strategies to help gifted parents know what is available out there. Hopefully, you will find teachers who will be willing to work with you in providing the best learning opportunities for your child. Remember that relatively few teachers are exposed to any training in gifted education. Sharing information can go a long way in building a solid relationship with your child’s teacher.

Socialization and the Gifted Child

"Even though your experience is not exactly the same as mine, I feel far less alone if I know that you have had experiences that are reasonably similar."

~ James T. Webb

Providing your gifted child with opportunities to socialize with their peers is an important part of their development. It is easy to forget when so much emphasis is placed on academics and/or talent development.

Socialization can take place anywhere, but it can be difficult for some gifted children. An obvious place where you hope peer interaction is occurring is at school. There are many potential opportunities here if school personnel realize its importance and work to make it happen. Parents’ influence is limited to what is offered by the school.

Some of the possibilities include ability or cluster grouping, pull-out programs, regrouping within the regular classroom for differentiation, and like-grouping in performing groups such as band, chorus, or dance. It is best if this can happen on a daily basis.

Parents can also provide opportunities outside of school in a multitude of ways. Art, music, and dance classes are good places to start for children interested in the arts. Many universities offer summer academic camps, both day camps and residential. Museums and science centers in major cities also offer camp experiences. Parent support groups often set up activities on the weekends. Academic competitions such as Academic Games, Destination Imagination, Invention Convention, Odyssey of the Mind, and chess clubs also provide places for kids to interact.

Outside the U.S., additional opportunities exist in the form of social gifted centers where student can work on special projects, attend movie nights, and engage in reading clubs. Gifted students often express how much more comfortable they are when interacting with their peers.

Bavarian Centre for Gifted and Talented Children

Sutherland, Australia

Gifted educator, lecturer, and author Dr. Karen Rogers has estimated that this type of social interaction can increase academic achievement by 2 ½ to 4 ½ months every school year.

Every parent wants their child to be happy. Friends are not an assurance of happiness, but many would agree that true “peer” association for the gifted child can be a source of inspiration and camaraderie.

Meeting with School Officials

Regardless of where you live or where your child attends school, meeting with school officials to discus your child is often a daunting task. It can make you feel like … it’s you against the world! But it doesn’t have to be that way.

Oftentimes, the school’s administration and psychological team will try to intimidate parents; especially during the first meeting. As the old saying goes – the best defense is a good offense. As a parent, the better prepared you are, the more confident you will feel. And your child will be the benefactor.

Research the school’s programs offered to other students and what you believe to be your child’s needs. This is key! Too often, schools are more concerned about their budgets and will try to deny services or limit your child’s access to services. Don't be afraid to ask for more than is being offered.

Do not feel that you have to be alone, either. In the U.S., you can join your state’s advocacy group for support and they may provide you an advocate or be able to refer you to a local advocate. In lieu of this, both parents should make an attempt to attend. If you anticipate issues arising and you can afford it, a lawyer is also advisable. There’s nothing wrong with doing a little intimidating yourself! At any rate, bring someone with you to serve as a witness to what is said in the meeting. And take notes!

Another piece of advice I always give to parents is that from the moment they learn they have a gifted child, keep meticulous records. Few school district personnel or teachers have the time to keep track of your individual child as well as you can. Keep records of every time you communicate with a teacher or anyone from the school; i.e., psychologist, principal, administrator and insist that you get it in writing. The easiest way to do this is to require all communication be done by email. Information conferred during a phone call can never be proven. Even the nicest, most well-intentioned teacher has a tendency to defer to their school’s principal or district superintendent during a meeting where all parties are present.

Before you agree to a meeting, at the very least, have a working knowledge of gifted education and what you want to request for your child. The library and Internet are both good sources of information. Two of the best books for newcomers are Christine Fonseca’s Emotional Intensity in Gifted Students and Karen Rogers’ book, Re-forming Gifted Education.

Once you get through the first meeting, you’ll have a better understanding of what to expect the next time. I’m not going to say it will get easier; it probably won’t. And the meetings will continue until your child is finished with school. During the last few years of high school, it is advisable to start including your son or daughter in these meetings. When they go to college, they will need to be able to advocate for themselves. This is especially important if your child is twice-exceptional.

Life as a gifted parent can be a roller coaster or it can be a walk on the beach with the waves rolling in. It’s all in your viewpoint. I prefer the beach.

PISA Results and Their Implications for Gifted Education

Every three years, the Organization for Economic Cooperation and Development (OECD) gives an assessment called the Programme for International Student Assessment or PISA. It was last given in 2009 and the results were released this month. The tests are given to 15 year olds in 65 countries. This time, there were the usual high performers – Finland, Korea, Singapore, Hong Kong, and Canada. However, there was one notable surprise … Shanghai, China … and a newcomer at that! More on that later.

There are many lessons to be learned from the results of PISA. First, learning how to take a test only teaches a student how to take a test. Secondly, a society does not become better educated or even smarter simply by becoming better test takers. Quite the opposite is true. The PISA assessments are subjective. Knowing how to completely fill in the bubble (O) with a No. 2 pencil is not the skill being tested. Students must demonstrate an understanding of the material. The reasoning behind this test is that it predicts how well prepared a student is to face the challenges of the workplace as well as in life. Studies have shown that without mastery of critical thinking skills by age 15, it is doubtful the student will ever be able to acquire these skills. Thus, the value of critical thinking becomes priceless.

Although it was expected, the United States’ mediocre performance was particularly disappointing after almost 10 years of the now infamous No Child Left Behind legislation which was suppose to raise scores on standardized tests. So what happened? What could account for such a sharp contrast in scores between the U.S. and other countries? The U.S. spends more money on per pupil expenditures than almost any other country in the world. U.S. schools that did not make Annual Yearly Progress (AYP) were cited by the Department of Education and were at risk of loosing federal funding.

So, what are the implications for gifted education? Why should gifted parents care about the PISA results? Well, for starters, these assessments … whichever country you live in … can be used as a powerful argument for investment in gifted education. One only need to look at the results from Shanghai. It was interesting that some in the U.S. press immediately accused the Chinese of cheating. Really? And did the 25 other countries who did better than the United States overall also cheat their way to the top? Doubtful on its face. Irrelevant at best.

In terms of gifted education, Shanghai made the extraordinary decision to create 100 gifted high schools in its city. Let me reiterate … the Chinese decided to support their most highly-abled students by creating schools designed especially for them. By ability-grouping gifted students, they could provide appropriate educational opportunities for these students. And guess what? It would appear to be working. Furthermore, experts from the U.S. who have been in Shanghai for the past several years report that Chinese authorities will be duplicating these results in many other cities in China before the end of the next decade. To those who say that the U.S. could duplicate the same results – it’s not a matter of can but will they do so. The U.S. cannot support gifted students in the same way as China if they don’t have a standard identification process in place. For all the reasons stated many times in this blog, America will not improve its PISA rankings until it has a major attitude adjustment on how it views and supports its gifted student population at the federal level.

Here is one more sobering fact to consider for Americans – where have many of the world’s top performers come to learn about gifted education? In just the past two years, many countries have sent delegations of teachers and administrators to U.S. universities to learn about just that. So what is wrong with this picture?

It is time to re-think how we advocate for gifted children. Parents must think beyond their local school district to assure sustainable progress in the area of gifted education. In the upcoming months, information will be provided on this blog about how to become a part of this new movement without being overwhelmed in the process. As we approach the new year, let us make a commitment to work together to make a greater impact on the lives of gifted children all over the world; and insure that our own children are better served!