Whether through remote learning or in the classroom, it can be frustrating when our most capable students do not embrace the challenge and enrichment activities that teachers assign. What is holding these students back, and how can teachers provide additional support to help students achieve their potentials? 

Re-energizing students to embrace both in-school and remote learning challenges starts with reflecting upon and addressing issues that may underlie three, sigh-wrapped excuses sometimes overheard from advanced learners:

Student Excuse #1: “This Challenge Work is Boring.”

Potential Issues and Suggestions for Teachers…

Issue: My “extra challenge” work generally engages students in my classroom. But with remote learning, even my advanced students seem disinterested.

Suggestion: Because your assignment works well in the classroom, the problem may exist within the lesson delivery. Try creating a motivating “hook” by providing different contexts to introduce learning such as online chats, videos, podcasts, or snail mail.

Issue: The inquiry project I provided centered around engaging video clips and current events, but the advanced students didn’t even click the links.

Suggestion: Do students feel that these assignments matter? Is the assignment personally and culturally relevant to students in the classroom? Try centering the project around a topic that directly impacts the student and/or the student’s community. Students can create a presentation, solution, or opinion letter to share with other students in a school display, in the local news, or with a panel of stakeholders. At the outset of a project, motivate students by letting them know the “audience” with whom they will have the opportunity to share purposeful work.

Issue: I chose an engaging enrichment project for students about oceans; surprisingly, my advanced students didn’t dive in.

Suggestion: Perhaps it is time to provide students with more choice. For limited choice, try challenging your students to come up with questions about oceans–such as questions that cannot be answered with a single “Google search.” To provide even more choice, allow students to choose a topic of interest and then come up with several questions about that topic. From their own lists, students can evaluate questions and choose the most provocative one to explore. 

Issue: My student was initially interested in the biographical research project about famous women in STEM but never turned in the poster.

Suggestion: Students may stay engaged with projects that challenge them to create something new, so think of some fresh ways for students to show what they have learned. The possibilities for new products are limitless… a student-written “page” from a diary that talks about an important day in the subject’s life and why it mattered, a drawing of three “gifts” that would have been most appreciated by the subject, a movie clip about the life of the subject, a mobile featuring several symbols that represent the subject with a written rationale for each symbol…

Student Excuse #2: “This Challenge Work is too Difficult!”

Potential Issues and Suggestions for Teachers…

Issue: I know the work is not too difficult for my student. If he would just read the directions… 

Suggestion: Sometimes it is tempting to assign challenge work to advanced learners with the assumption that they can embark on their own. However, sorting through directions, especially with a multi-step, challenge assignment can be daunting, even for capable learners. Try setting aside time to meet with students to read and talk through directions together.  If enrichment is being offered to the entire class, take a moment to fully explain the project and the directions during a weekly or daily “enrichment project highlight.” Another idea–ask students to outline or repeat the directions to you before starting the project.

Issue: My student seemed enthusiastic about solving this multi-step math problem, but as soon as she came to the tricky part, she gave up.

Suggestion: Advanced learners may shut down when challenges arise because they are used to completing them with ease. Moreover, because some advanced learners become accustomed to knowing the answers and receiving recognition for achievement, they may fear that making mistakes or failing might indicate that they “are not smart enough.” In order to help these students develop a more positive, growth mindset, educators need to help them understand that struggles and mistakes are a part of learning. Like all learners, they need tools and strategies to confront challenges when they arise. Try working with your student to create an “action plan” for meeting challenges when assignments get difficult and help is not immediately available. Strategies may include:

• • When the answer to a question or problem is not immediately apparent, focus on trying the problem for 5-10 minutes. If after that time, a solution is not clear, write a specific question about the problem and/or what is not understood to submit to the teacher.
  • Step away from the problem to do another activity. Return to the assignment later with fresh eyes.
  • Create a list of online/text resources and references that may provide hints or guidance.
  • If computation is the challenge, substitute “easy numbers” and try the problem again.

Issue: My advanced student usually completes enrichment work at school but often does not even finish grade level work at home during remote learning.

Suggestion: Unique challenges can arise during remote learning when teachers are unable to personally observe students. In this case, try reaching out to the student to touch base about the learning experience at home. Be mindful that access, skills with, or preferences for technology can impact learning. Especially for younger students, this may also be an appropriate time to collaborate with a student’s parents or caregivers. In addition to informing you about issues or events happening at home that are impacting student learning, parents can provide valuable insights by sharing observations. A few questions that you might ask parents include the following:

• • Does your child show more sustained attention/interest in certain subjects?
  • Are there activities that your child is especially motivated to complete (e.g., problem-solving, writing projects, videos)?
  • What teacher-assigned challenge/enrichment activities engage your child?
  • Are there activities that your child tends to finish quickly and/or appears to have already mastered?
  • In what subjects does your child struggle or show frustration?
  • Are there patterns that you observe (e.g., times of day, surroundings) in which your child seems more engaged in learning?
  • How does your child respond when challenged? (e.g., Does your child ask questions or try multiple strategies to find a solution? Does your child tend to avoid difficult or unfamiliar learning tasks?

Student Excuse #3: “I Don’t Have Time to Do This Challenge Work.”

Potential Issues and Suggestions for Teachers…

Issue: My advanced students earn 100% on the practice math problems and reading comprehension questions that I assign, but they never take the extra time to do challenge work. 

Suggestion: Although advanced learners may enjoy school work, they may prefer to fill their “extra time” with other interests, friends, or hobbies. So how can teachers encourage them to make time for a more meaningful, deeper project? It may be unnecessary for advanced learners to complete that page of practice problems or a list of reading comprehension questions assigned to students who are working at grade level. Instead, try assigning two or three of the more difficult problems/questions from the grade-level assignment, and replace practice problems and lower level questions with an enrichment activity.

Issue: My student seemed excited about the assigned enrichment project and indicated that she would complete it, but she never turned it in.

Suggestion: Advanced students may not excel in every area, and sometimes executive functioning skills need special focus. Distracted by other time commitments, interests, and misplaced papers or assignments, advanced learners may struggle to follow through with assignments. The following supports may help your students follow through on assignments and increase student ownership:

• • Provide an online or written “checklist” of the components of an assignment that need to be completed during the day/week.
  • When the project is assigned, ask your student to estimate how much time each component will take and create a schedule indicating the days/times reserved for work on the assignment. (It is helpful to have the student approve this schedule with both the teacher and the parent. Encouraging communication between parents and students may help to avoid family scheduling conflicts that can impact progress, especially with respect to long-term assignments.)
  • Sometimes advanced learners have many ideas and find it difficult to settle on one topic or choice for inquiry and research projects, or to settle on a strategy for problem solving. This can be overwhelming for some students and may make it difficult for them to get started. Try front-loading the activity with time set aside for students (1) to engage in divergent thinking and brainstorming, and (2) to evaluate options and choose a question or strategy to explore.

Issue: I give up on coming up with projects for my advanced learners. I have no idea what my students do with all of their time when they could be learning.

Suggestion: We may not be certain about how advanced and gifted students spend their time, but most assuredly their intellectual energy goes somewhere. Asking students about their interests and hobbies can be a great start for understanding conflicts that may impact learning. Even better, it can fuel ideas for individual or small-group interest-based learning projects. Start by asking students to write a “how to” or create a lesson to teach an aspect of their favorite activity.  For students who have intense interests, learning models, such as “Genius Hour,” where students can explore their own passions, provide an engaging springboard to motivate student learning and invention. Try seeing where the journey takes your advanced learners when you give them the reins.

 

 

Do your summer family plans include visiting a United States historic site with your children? If not, perhaps it is time to rediscover a less-trodden path.

Although history presents a treasure trove of knowledge, visits to historical sites in the United States are decreasing. In fact, a study reported by the American Academy of Arts and Sciences in 2016 found that “The percentage of people reporting at least one [historic site visitation] in the previous year fell by more than a third from 1982 to 2012, with declines across most age groups.[1]

Statistics also show that the number of students pursuing a history major has declined more than for any other major. [2] Perhaps this to some extent reflects public education’s  focus on encouraging Science, Technology, Engineering and Mathematics (“STEM”) skills to prepare learners for the 21st Century job market. Moreover, over the past several years state testing has focused primarily on assessing mathematics and reading skills.  

Although the study of History may seem to be on the educational “back burner” these days, it remains critical that today’s children — tomorrow’s leaders — have a deep understanding of their past and learn from the lessons it teaches. Visiting historic sites is an engaging way for parents to nurture our children’s appreciation and understanding of the past, as well as the experiences and perspectives of those from different cultural backgrounds. 

If you are traveling “back in time” this summer, here are 8 suggestions to enrich your child’s understanding of history by maximizing your visits to historic places:

1). Explore the Website: Before visiting a historic site, check the website to find information about tours, maps, and special events that may be happening on the day of your visit. If pictures are available, take a virtual tour of the site with your child and ask him or her to identify points of interest for the visit. (See, for example, the Cahokia Mounds State Historic Site – Collinsville, Illinois)

2). Visit the Library: Before your visit, shop the library for books about the site(s) you plan to explore on your adventure. Display the books in your home where your child can access them and read about the site. (Be creative and look for books from multiple genres: non-fiction, poems, fiction, and picture books that may talk about the place you are visiting.)

3). Bring Background Music: What music did the people who inhabited your site at the place and time enjoy/create? To enrich the experience, bring some relevant music along for the car ride!

4). Choose/Map Specific Points of Interest: Before visiting, show your child a map, book, or website about the site.  Your child should pick 2-3 points of special interest to him/her. If there is a site map, be sure to ask your child to locate points of interest and use the map to find it when you are at the site.  

5). Talk About Perspectives/Points of View: Frequently, a historic site will present events from a variety of perspectives/viewpoints that represent different cultures, roles, and socio-economic groups. Challenge your child to identify different perspectives represented at the site (for example child vs. adult; minority perspectives; socio-economic). Role play by having each family member take 30 minutes to view the site “in the shoes” of another person-(e.g. a woman who lived at the time, an indigenous inhabitant, a government leader, a child, an immigrant). Respectfully share your thoughts, revelations, and questions; this may open additional questions for your family/child to explore and research after the visit. 

6). Encourage Questions: Have your child brainstorm several questions he/she may have about the historical site and choose 2-3 questions to answer on the visit. Your child should record these questions and look for the answers during your tour. With your supervision (and as appropriate), encourage your child to ask questions of tour guides/volunteers as needed to direct them to answers and/or collect additional information.

7). Try a Recipe: Research recipes from the time period and/or region of the historic site. (Sometimes recipes are available on site-for example in a pioneer village.) Try a recipe in your kitchen at home.

8).  Keep a Travel Journal: Keep a family scrapbook of the historical sites that you have visited.  Include maps of the sites, pictures, and notes about observations made on your visit. In the back of the journal, create a page of sites that are on your list to explore in the future.   

 

*For historical sites to visit in Illinois, explore the Illinois Office of Tourism Website-Historic Sites in Illinois

Footnotes:

[1 ]”Humanities Indicators,” American Academy of Arts and Sciences, Feb. 2016. Retrieved at https://www.humanitiesindicators.org/content/indicatordoc.aspx?i=101

[2] Schmidt, Benjamin, M.“The History BA Since the Great Recession.” Perspectives on History. The American Historical Association. November 26, 2018. Retrieved at: https://www.historians.org/publications-and-directories/perspectives-on-history/december-2018/the-history-ba-since-the-great-recession-the-2018-aha-majors-report

 

The following is a summary of this morning’s attempt to make “easy” holiday fudge

(1).  While mixing ingredients, I discovered that I bought “evaporated milk” instead“sweetened condensed milk.”

(2). While trying to substitute “evaporated milk” for “sweetened condensed milk” by boiling the evaporated milk with sugar, I observed as the concoction overflowed over the stove and onto the floor–a very sticky mess!

(3). While cleaning up the mess, I noticed that I melted the wrong kind of chocolate chips in the microwave.

(4).  While pouring the whole, sad mixture into the pan to refrigerate anyway, I realized that I forgot to spray the pan with non-stick coating as the recipe required.

It was a clear disaster, but I’m gearing up to try it again…  

Why not just pan the whole thing?  What could possibly make me want to try again when something that is clearly “easy” for others is so difficult for me? Perhaps I am energized by a few boosts that teachers may find particularly helpful when supporting struggling students:

• A yummy looking picture of completed fudge: A clear goal in mind about what I am trying to achieve.
• My desire to include the fudge with a box of cookies that I am mailing to my brother: An authentic, personally relevant context.
• A walk to the store today, in which I will focus on purchasing the correct type of chocolate chips and a can of the correct “sweetened condensed milk”: A chance to segment the task into smaller, more manageable sections.
• Stepping away from the fudge disaster to write a blog post: A break to recharge and to rebuild confidence.
• Per my husband’s suggestion, thinking about heating up my creation to make splendid hot fudge sundaes. An opportunity to engage in creativity and high level thinking skills regardless of learning level.

Perhaps the most impactful way to gain perspective about how to help students to overcome learning challenges is to reflect upon what keeps us going when we “fudge it.”

 

As a former gifted teacher and gifted program coordinator, I recognize the importance of identifying gifted and high-ability students for accelerated and/or enriched classes to meet learning needs. Nevertheless, educators in districts fortunate enough to have gifted programming must not imprison themselves and their students in the “Gifted Identification Trap.” This trap is sprung when high level differentiation and knowledge of gifted pedagogy is undervalued for grade level classrooms because identified students leave the classroom for accelerated/gifted instruction.

For example, let’s take the case of a fourth grade classroom teacher—we’ll call her “Ms. Solo.” As Ms. Solo begins the school year, she glances at her class list with highlighted names of five students identified for the “gifted program.” At 9:57 a.m. she chirps, “Time to switch classes for math!” Five students scoop up their newly polished pencil cases and leave to meet with the “gifted teacher.” Now, Ms. Solo is free to focus on meeting the needs of the rest of the students.

…that is, if she can dislodge herself and the students seated in front of her from the tentacles of the “Gifted Identification Trap.”

Let’s meet some of the rest of the students:

• Melinda just missed the gifted program by a point on her testing. Although they may have appealed, her parents decided not to do so.
• Jimmy has lived in the United States for three years after arriving from Mexico. At the time of his arrival, he knew no English and Spanish is spoken at home. He has already obtained average scores on his reading tests, and his math performance is above-average. He has a passion for writing stories.
• Tina is an African American student with a single parent who is a manager at a local restaurant franchise. Tina scores above average in mathematics and loves to write her own math problems. She taught her third grade classmates to design and build model cities out of cardboard.
• Tom can tell the class anything about birds. He has read every bird book in the library and has memorized 70 bird calls. He loves to solve equations and does so at a sixth grade level. However, he is slow at solving fact problems and his inconsistent scores did not place him in the gifted program.

Given the opportunity, could Melinda, Jimmy, Tina, and Tom also thrive in accelerated or enriched classes? If grade level instruction best meets their current needs, what differentiation support would be appropriate?

As this scenario suggests, “giftedness” includes so many facets and definitions that establishing equitable, defensible measures to identify them creates a complex and sometimes sticky web. In fact, despite years of research and debates about the best ways to identify gifted students, too many children with high potential are “missed.” A persisting “Excellence Gap,”–a difference in high level academic achievement between subgroups, such as low-income/high-income is one compelling manifestation of this reality. [1]

Fortunately, the story of Ms. Solo and her students has a happy ending because they steer clear of the “Gifted Identification Trap.” This is because administrators and teachers in Ms. Solo’s district reserve resources and energy to move beyond the “identification” protocol for developing talent and meeting learning needs. In addition to establishing an equitable identification process based on multiple measures, Ms. Solo’s district does the following:

• Professional Development: The district requires professional development for all teachers that focuses on identifying and meeting the needs of gifted learners including those with twice special needs and those from underserved populations [2].
• “Watch List” for Students Who Demonstrate Potential: With professional training, teachers like Ms. Solo are encouraged to look for students who exhibit gifted characteristics, achievement, and/or learning potential that may not be demonstrated through their test scores. The teachers might refer these students to the gifted program and/or put their names on a “watch list” for classroom differentiation and encouraged participation in school enrichment opportunities.
• High Level Instruction: For students of all learning levels, teachers have resources, participate in book studies, and engage in professional development to provide instruction that builds critical thinking skills, engages students in high-level questioning, discussion, and problem-solving.
• Enrichment Opportunities: The district provides an after school enrichment program for all students, including those in the primary grades, to interview adult “mentors” in STEM and other professional careers, participate in hands-on mathematics problem-solving and science experiences, and develop creative interests.
• Parent Outreach: As part of its outreach, the school offers a parent coffee, evening program, and a newsletter that provides information about enrichment opportunities through libraries, museums, corporations, and the local park district. Any scholarship or transportation options are also presented to assist with practical considerations. Notification is translated as appropriate for families who do not speak English.
• Student Growth Monitoring: The district monitors the growth of all students, including those in the gifted program, and regularly re-assesses and develops accelerated programming to insure that instruction continues to match student learning needs.

Although the story of Ms. Solo and her district is fiction, the implications are real. As we struggle to meet the needs of diverse high ability learners, we must avoid sinking into the “identification trap” quicksand. Let’s not miss any opportunity to grasp a low-hanging branch and unleash the amazing potential in all of our students.

 

[1] See Plucker, Jonathan A. and Peters, Scott J. Excellence Gaps in Education. Cambridge, MA: Harvard Education Press (2016).

[2] The Every Student Succeeds Act (“ESSA”) requires that training to meet the needs of gifted students is addressed in district and state plans. Title I funds may also be used to identify and serve gifted and talented students. Title IV funds also available for providing enriched opportunities for students in underrepresented subgroups. Illinois Association for Gifted Children (“IAGC”) Website, https://www.iagcgifted.org/Every-Child-Succeeds-Act.

 

Last week, I packed up my classroom after ten years of teaching to begin a new chapter in my career as an elementary school assistant principal/gifted coordinator.   Perhaps because these years have been so full, I was surprised that the boxes and bags I packed fit so easily into the trunk of my car.

What am I taking from my teaching experience to my new role as an administrator? I prefer to travel light, so I’ll condense it down to one item – respect for this beautiful, challenging, and impactful profession.

Whether making a U-Turn or simply changing lanes, it can be difficult to take a new road in life. Years ago, when I “packed up” my career as a lawyer to follow my dream of becoming an elementary school teacher, I worried that others would think I “failed in the law.” When I shared this concern with my education program advisor, his wise response emboldened me: “Yes, they will…Do it anyway.”

So I did it anyway. And over the last ten years, I have developed a profound respect for teaching. A teacher’s work is never done, and there is always more to learn.

As a teacher, I’ve learned that a positive classroom community that welcomes diversity and builds trust is essential for learning. Without such a community, instruction is like dancing on air, and it can’t last very long.

Moreover, I’ve discovered that when students come to school, teachers cannot always “see” their joys and sorrows.   We do not see all of our students’ interactions with others, and we may even have difficulty seeing their talents, struggles, and obstacles that they have already overcome. When working with students, I have learned to acknowledge these sight limitations.

But despite such challenges, I’ve found that teachers can and do make a difference, and it is the wonderful relationships we build with students, families, parents and colleagues that make it all happen.

As I pack up my classroom, I am bringing along a respect for teachers everywhere.

I don’t have many boxes or bags, but my heart is full to bursting.