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    How to create ideal conditions for nurturing talent:-

    link here

    Last edited by madeinuk; 09/09/16 01:34 PM.

    Become what you are
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    This article, "How to Raise a Genius" is a treasure trove of topics discussed frequently on the forums. While it never comes close to providing parenting advice on how to raise a genius, the title serves its purpose by drawing readers in.

    The article transitions from a summary of the SMPY longitudinal study, to other research, to attempts to apply findings to gifted education, to considerations for applying findings to education for the general population.

    SMPY Study

    1 Identification
    - 1 in 10,000
    - cohorts varied from top 3% to .01% top SAT math scores at age 13
    - 2nd cohort - top .5% SAT scores, also tested for visual-spatial ability

    2 Acceleration
    - "intellectual diversity and rapid pace of learning make them among the most challenging to educate."
    - "Advancing these students costs little or nothing, and in some cases may save schools money."
    - "These kids often don't need anything innovative or novel... they just need earlier access to what's already available to older kids."
    - Early college
    - "acceleration benefits the vast majority of gifted children socially and emotionally, as well as academically and professionally."
    - "Skipping grades is not the only option... access to challenging material such as college-level Advanced Placement courses—have a demonstrable effect"

    3 Opportunity
    - "Among students with high ability, those who were given a richer density of advanced precollegiate educational opportunities in STEM went on to publish more academic papers, earn more patents and pursue higher-level careers than their equally smart peers who didn't have these opportunities."

    4 Other
    - "We don't know why, even at the high end, some people will do well and others won't"
    - "Intelligence won't account for all the differences between people; motivation, personality factors, how hard you work and other things are important."
    - Munich study of 26,000 gifted students, 1980's: "cognitive factors were the most predictive, but that some personal traits—such as motivation, curiosity and ability to cope with stress—had a limited influence on performance. Environmental factors, such as family, school and peers, also had an impact."

    5 Measures of success/achievement
    - students in top 1% of childhood intellectual ability earned advanced degrees at about 25 times the rate of the general population
    - students in the top 0.01% of childhood intellectual ability earned earned PhDs at about 50 times the rate of the general population
    - "students who are only marginally impressive in mathematics or verbal ability but high in spatial ability often make exceptional engineers, architects and surgeons"

    Worldview
    - Middle East and Asian countries screening for ability
    - European countries focused on inclusion

    Application
    - Controversial: predict who will rise to the top
    - Testing may de-motivate high scoring students and students not identified
    - Focus on growth mindset
    - SES factors
    - Summer camps for accelerated study in area of strong interest
    - Education community accepts myth that acceleration may harm students
    - Education community accepts myth that gifted children do fine on their own
    - Education community has a "general belief that kids who have advantages, cognitive or otherwise, shouldn't be given extra encouragement; that we should focus more on lower-performing kids."

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    How to Raise a Genius: Lessons from a 45-Year Study of Supersmart Children
    by Tom Clynes, Nature Magazine
    September 7, 2016
    Scientific American

    The article opens with an introduction to Johns Hopkins Professor Julian Stanley in 1968, the longitudinal Study of Mathematically Precocious Youth (SMPY), and "student zero," 12-year-old brilliant but bored Joseph Bates.

    Reread in the context of today's educational climate (almost 5 years after publication) IMO this article and the SMPY longitudinal study illustrate the ludicrousness of the current trend to try to achieve "equal outcomes" among all pupils.

    Article archived on the WayBack Machine, here.


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