What is a “wicked” problem?

Wicked Workshop is a maker-based experience that introduces youth to architecture through reality-based projects that tackle "wicked" problems such as inadequate housing and environmental health. The workshops are led by today’s guest contributor, Phyllis Henderson (Fifi), a parent of two with a 20+ year background in architecture, design, teaching, and research focused on the human experience of the built environment and nature.

What is a “wicked” problem?

A wicked problem is one that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize. Wickedness isn’t a degree of difficulty. Wicked issues are different because traditional processes can’t resolve them. A wicked problem has innumerable causes, is tough to describe, and doesn’t have one right answer. Environmental degradation, homelessness, and poverty are classic examples of wicked problems. They’re the opposite of hard but ordinary problems, which people can solve in a finite period by applying standard techniques. Not only do conventional processes fail to tackle wicked problems, but they also may exacerbate situations by generating undesirable consequences.

What are we doing?

We offer a K–12 maker program that introduces decision-making strategies for complex problem solving and critical thinking opportunities that are recognized as vital 21st-century skills necessary to succeed in work, life, and citizenship.  We do this through a straightforward hands-on curriculum that incrementally introduces materials and methods of construction, environmental and climate considerations, and cultures from around the globe. Students achieve global education, civic literacy, and advocacy while practicing adaptability, self-direction, collaboration, and leadership.

How do we do it?

We approach a wicked problem such as inadequate housing by first introducing a house from a particular culture. Students learn about structure, materials, construction, society, culture, environment, geography, and geometry through drawing and making. For example, for the Tatami House, we will visit Japanese culture and wood construction; for the Toltec Clay House we look at clay/mud and straw structures and Central African cultures. Students then apply their knowledge to design and construct their own iteration (or several iterations) that will ultimately be placed within a community setting and address the wicked problem.  This basic structure gives us ample opportunity to explore issues of citizenship and community while maintaining personalization and individual growth.
 

Why do we do it?

The positive implications and opportunities of the Wicked Workshop are far reaching for education and society. Students learn about partnerships and the value of collaboration as we directly engage community experts who are themselves working on wicked problems.  Students will present their work in a casual gallery setting for friendly constructive critique, suggestions for next steps, and how their ideas translate to real-world civic applications or possible service opportunities.

Will this be too complex for my Kindergartener or too simple for my 12th grader?

Not at all!  This program is designed to be open-ended to support learners at varying levels of maturity. We bring big ideas to a younger audience in a makerspace environment that is friendly and stress-free.  We encourage independent thinking, self-directed learning, exploration, iteration, and creativity.  We ask thinkers to make and makers to think through safe exploration where there are no wrong answers. We layer technical information in a makerspace way—through building, drawing, and talking about our ideas. For example, when we introduce inadequate housing to Kindergarteners (a wicked problem), we might talk about a fallen bird house or a fairy garden without proper water supply. For older students, we might look at the Tiny House Community (Community First! Village) in Austin and explore more complex urban density concepts.

Why such “big problems”?  My child likes crafts and making things but doesn’t want more “school” after school.

Neither do we! We are motivated toward making and tinkering. We will be making models, drawings, books, board games, cities, animal habitats, and more as we explore all aspects of the built environment.  When we find surprises in our research, we will explore them through making. “Big problems” serve as the real-world framework to guide decision-making and introduce the concept of civic responsibility and societal engagement—a role often played by the architect. We’re not planning to solve the world’s problems; however, big problems bring big ideas, and kids are capable of incredible things when given adequate time and space.  The goal of the studio workshop is to encourage each student to develop a process for making decisions (big and small) and to cultivate a level of comfort for giving and accepting criticism in an environment of self-discovery and thoughtful guidance.

Where did the idea for Wicked Workshop come from, and who’s teaching it?

My name is Phyllis Henderson, but I am called by my nickname “Fifi.” I’m a mom to two active girls, an architect, and an educator.  As a mom, I spend a lot of time looking for opportunities for my girls to build self-esteem, independence, and critical thinking skills.  As an educator with a PhD in architectural history and theory, I recognized that Design Thinking was being used outside of professional design practice to help resolve issues in multiple industries, including business and societal sectors.  Design Thinking is a non-linear, strategy-based process for problem solving that tackles issues through empathy and iterative hands-on making. It was developed by Stanford University’s “d” school for people in business, higher education, the public sector, and K–12 education as a process to create real change. As an architect, I practiced this methodology as a direct extension of my traditional university architecture school curriculum and decided to scale that learning experience for a younger audience.

Working with kids on big problems has been one of the most rewarding aspects of my career, and I am energized by the ideas, dynamism, and joy that kids bring to wicked problems. I’m looking forward to another year of amazing kids who tackle wicked problems!

Phyllis Henderson

Recommended reading from Alt Ed Austin

If you’re like me, you look forward to summer as a relaxing time when you’ll catch up on the reading that’s been piling up on your nightstand, in your brain, on your device, or somewhere in cyberspace. Then reality sets in. Maybe you’ll finish it before the end of July and declare victory. More likely, you’ll tackle the first book or two and get distracted somewhere along the way. Or perhaps you’ll skip the list altogether in favor of shorter magazine articles, movies, games, or outdoor diversions during your precious free time. No judgment here; they’re all worthy pursuits!

So, with August winding down and the new school year and less laid-back schedules looming, I won’t burden you with more “must-reads” to add to your “must-do” list. Instead, I’ll just briefly let you know about a few education-related books I’ve read since spring that I think you’d find both enjoyable and useful.

 

What School Could Be:
Insights and Inspiration from Teachers across America

by Ted Dintersmith

Ted Dintersmith is best known in education circles as producer of the excellent 2015 documentary Most Likely to Succeed and co-author, with Tony Wagner, of the book of the same title. His follow-up book, published this year, grew out of a full year spent traveling to all 50 states, visiting hundreds of schools (public, charter, traditional private, and alternative), and talking to countless students, educators, administrators, parents, and policymakers about innovative ideas they’ve put into practice in all kinds of learning environments.

Dintersmith is a highly successful venture capitalist, but unlike many of his colleagues in the business and tech world who have jumped into the education reform movement in recent years, he does not demonize teachers or focus on tinkering with new forms of standardized testing. He is less interested in talking about all the things that are wrong with conventional education (though he’s not shy about doing that too when pressed for his opinions) than in sharing and spreading the potentially revolutionary practices he’s seen happening, often hidden and unsung, at local levels around the country.

I had the good fortune to meet with Dintersmith (or Ted, as he prefers to be called by everyone) this past spring when he came to Austin for a special screening of Most Likely to Succeed and to talk about his book with local education leaders. I found his knowledge to be vast and detailed; his thoughts on the kinds of education today’s learners need are largely aligned with my own. As you’ll notice if you read What School Could Be, Ted’s enthusiasm is contagious. I imagine you’ll come away from the book as inspired and energized to make change as I did.

 

Mighty Writing:
College Application Essay Guide

by Laurie Filipelli
in collaboration with Irena Smith

This is a long-overdue public recommendation. For more than a year now, I’ve been privately urging parents of high school juniors and rising seniors to give their kids Laurie Filipelli’s guide to writing effective personal essays for college applications. I’m happy to relay that my own son, who’s heading off to his first year of college at the end of the month, found the advice and exercises in Mighty Writing to be fun, accessible, and just the stimuli he needed to think deeply—and eventually write creatively—about his own experiences, values, and aspirations for a very specific audience: college admissions committees. When Sam was ready to start writing his official submissions last fall, he drew on the lists and vignettes he had composed during the summer while working his way through the guidebook.

For unconventionally schooled students like Sam, those required and optional essays often take on an even larger importance in the college admissions review, helping admissions officers form both a more expansive and a more specific understanding of who the students are and what they might add to the university community. Admissions staff at several colleges that awarded Sam substantial merit scholarships cited his unusual essays as helping his overall application really stand out from the stacks of more formulaic ones.

Austin-based author Laurie Filipelli is an essay writing coach, a former Waldorf high school English teacher, a social justice activist, and an award-winning poet. She’s been busy since publishing Mighty Writing in 2017; in fact, you can meet her and experience her way with words firsthand at the upcoming book launch of her latest poetry collection, Girl Paper Stone.

 

The Self-Driven Child:
The Science and Sense of Giving Your Kids More Control Over Their Lives

by William Stixrud, PhD
and Ned Johnson

How to Raise an Adult:
Break Free of the Overparenting Trap and Prepare Your Kid for Success

by Julie-Lythcott-Haims

Some friendly advice from a me as a parent and education professional: Read, as soon as you can, either of these two books, or both. The authors take somewhat different approaches to the same general ideas: that children of all ages, but particularly teens, need WAY more independence and agency than our generation of parents has been conditioned to give them; and that we need to do everything we can to lessen the pressures in their lives, especially academic ones. Our kids’ mental and physical health and happiness depend on it. Both books include helpful, practical suggestions for how parents (and educators, too) can do just that.

Finally, if you’re interested in exploring more great books in the alternative education realm, check out the Alt Ed Library on this site. We’ve added lots of new titles since we unveiled it a year ago, and we’re always open to suggestions! Also consider joining the Smart Schooling Book Group, facilitated by Antonio Buehler, which meets once a month at Laura’s Library in West Austin. This month, it just so happens that the group will be discussing How to Raise an Adult.

Happy reading!

Teri Sperry
Founder, Alt Ed Austin

Starting school and saying goodbye: Help for children and their grownups

Marie Catrett has been working with children and families for more than 15 years and has been an occasional guest contributor to this blog since 2012. As founder, teacher, and lead “puddle spaloosher” at Tigerlily Preschool in South Austin, she has deftly guided many families through the process of parting ways for the school day. Thanks to Marie for sharing her expert advice with Alt Ed Austin’s readers just in time for the new school year!
 

When Dad was taking Jim to school for the first time, Jim said, ‘Will I have a friend at school?’ ‘I think you will,’ said Dad. And Dad smiled down at him.

In the big schoolroom Dad said, ‘Goodbye.’ Jim didn’t say anything. He didn’t want to say goodbye. ‘Come Jim,’ the teacher said.

—Will I Have a Friend? by Miriam Cohen

Starting school can feel like such a leap of faith for parent and child. If you’re anxious about the transition, let’s take a deep breath together and look at some ways to help. Welcome to preschool!

My teaching year begins with the work of welcoming young children and their families into our school program. Everyone is excited, nervous, and maybe even a little sad thinking about this transition, about saying goodbye. Stepping into a new space is hard work for both the children and the grownups. Everyone new to each other: new school, getting to know and trust a new teacher, navigating a change in morning routine.  All these pieces will become familiar with practice, but in the beginning everything feels so unfamiliar.

Marie Catrett and Tigerlily Preschool alum Willa

During the week before school begins, children first come with a parent for a one-on-one visit with me in the new space. “Hello,” I say gently, “my name is Marie. It’s so nice to meet you.” I’m a welcoming, gentle presence, letting my energy meet them where they are. “This is a very informal visit,” I explain to the parents. “We really don’t have an agenda at all except to invite the children to start checking things out, to be curious.” I’m eager to see what sort of things these three- and four-year-olds are interested in. Some kids race around touching everything, maybe talking a mile a minute. Another child might perch on the edge of his mom’s lap, taking it all in much more slowly. Either approach—and everything in between—is most welcome. We are saying our first hello to each other.

On the second visit the children come again with their parents in a small group for a playdate-style visit, seeing me and the classroom again, and starting to get to know the other children. We might return to a favorite activity from their first visit, put away some personal items in their cubby, or check out the all-important bathroom. As the children continue to explore, I am checking in with their parents: how are you feeling about goodbye?

Goodbyes will happen on the children’s next trip to Tigerlily, their first day of school. Sometimes separation feels like the hardest thing we’ll do together. Growth sure can feel uncomfortable: all that change, all that new, but when a child works through separation, they build new connections, confidence in themselves, and we should trust in their ability to step out into a supportive and ever expanding world. The same can be true for the grownups. As our child works through the goodbye process, we’re growing as parents, too. Starting school is kind of our first goodbye. We promise a three-year-old we will return, always, and our experience together of separation and coming back becomes a sturdy base for future comings and goings, transitions of all kinds for the rest of our lives.  

Here’s what I know: I expect that at some point in the year every child will go through a period of having some hard goodbyes. Some children have their rough patch right at the start of school. Letting the person you love most go away IS sad. Another child may bounce into the room, barely looking back as their parent tries to be heard: “Goodbye, goodbye? Honey, mama’s leaving now. . . . ” Then in a few weeks or months, boom! a period of some sad goodbyes because sleep has been off, breakfast was too rushed, or it is a gloomy day so staying in bed with pajamas and lovies and pancakes just sounds a whole lot better.

As the teacher I’m ready to support this transition with a lot of love and some very good tools to help us get through the hard work of goodbye and on to the other side of having a wonderful time together.

Some suggestions:

1.     Don’t start too soon.
Try not to process the upcoming start of school too far in advance. The weeks and weeks and weeks of summer are too long for young children to think and worry about an upcoming transition. A few days is just right. I would wait to talk in great detail about school until there has been an actual visit to the new place because then you can talk about specific details, and that’s so helpful and reassuring to young children. “Yes, you have a hook with your name on it for your new backpack, don’t you? And we saw the place you’ll put your lunchbox. I remember how much you liked those swings. . . . ”

2.     Talk to the teacher.
Have a conversation with your child’s teacher about what goodbye will look like with your child. After several getting-to-know-each-other visits, we have some sense of each other, and you can share your best guess of how saying goodbye will go for your child. And you might, happily, be surprised! Do ask: What does support here look like for a child who is having a hard time? I believe that children are fully entitled to feel what they feel. Part of my job is helping a child access ways to express those feelings in appropriate and ultimately helpful ways.

3.     Build a routine.
A goodbye routine is a structured plan that x, y, z, will happen and then it will be time for goodbye. Something like “We’ll get to school, put your lunchbox on the blue shelf, then go out to the swings. Then Dad will get a big hug, say goodbye, and see you right after lunch.” Keep it simple.

4.     Make your routine and stick to it.
Having a dependable sequence of events will help you both navigate the morning. After your child has gone through the routine a few times, it becomes familiar and predictable, two things that really help children with anxiety. I encourage parents to stick with their routine even (and especially!) through a hard goodbye. Your routine can be a kind of guide rope, a path to follow when things feel hard. Give it a few days. It will get better.

When we talk about respecting feelings, that’s pretty easy with the good ones: excitement, joy, curiosity, contentment. But I think it’s essential that the hard stuff get honored too: sadness, fear, anger, worry. All of the feelings—the entire rainbow of them—are okay to feel and express, even the hard ones.

In my room we dance for our joy, singing the names of the people we love: Mama, Papa, Murphy the dog. We talk about what’s going on. If somebody’s angry: I see you’re so mad he crashed your block tower, but I can’t let you hit him. Let’s make some more space to work, and I’ll help you tell him that you don’t want him to crash your tower ever again. If somebody’s sad: You know what, yesterday when you had that sad time before story I remember you and I rocked in the rocking chair together and pretty soon you felt much better, and then you painted about the sunflower. You could have some more rocking today to help yourself feel better.

Here it is okay to feel sad. Sadness is part of being a person. When we can feel our sadness and talk about it, we create a safe place to be who we are, together, and to notice the many options available to us to help get to feeling better. Going through the hard part is what gets you to the better place. We’re learning how to take good care of ourselves and each other and all our other learning happens from there.

Here’s what teacher support during a hard goodbye can look like:

• Recognize what the child is feeling. “You’re feeling really sad to say goodbye.” 
• Validation. “Yes, it was hard to say goodbye to Mama this morning. You really miss her, and she loves you so much.”
• Offer comfort. “I’m here to help, and I promised your grownups I would take very good care of you while you are at school.  May I hold you / read you a story / see about some more pushes on the swing?”  
• Explain what’s happening, emphasizing the parent’s return. “We’re going to play outside and have some snack, and you know what, Mama will be right back for you after lunch. Mama always comes back.”
• Help engage the child with activity. “Yesterday you were so busy with digging in the sandbox, shall we go see if the buckets and shovels are out?” 

Speaking on behalf of early childhood teachers everywhere, I want worried parents to know that after you leave a sad kid, they almost always get much better very quickly! Staying on and extending goodbye in the hopes that by doing more things you’ll then be able to depart without tears makes total sense to me in my parental heart, but as the teacher what I see most often is that on a hard morning, when the parent chooses to delay leaving over and over again, the child’s anxiety continues to grow and grow. I ask parents to stay until they are confident in my ability to take care of their child, and then go ahead and say goodbye and leave, knowing that I will be right there to use my very good tools to help. Things are almost always better very quickly, but if they ever should not be—if within a few minutes I am not able to comfort a child and help them to engage in something wonderful—I’m in touch with the parent to check in and consider any adjustments needed to our transition plan. 

So: Deep breaths; things are going to be okay. We are all doing such important growing!

When your child has moved through their hard goodbye period, and separation does in fact go more smoothly, there’s a powerful story we can help them notice about themselves. “You know what, when you first started school everything was new and it was pretty hard to say goodbye, but you got some help and cheering up, and pretty soon we figured out how to do ten pushes on the swing and a great big hug, and now you know I always come back right after lunch.” When we help children to tell the story of their own growth, these messages help them tackle the other hard things. “Pretty soon you knew all about preschool after you did it some. Now you know ALL about it and are ready to graduate, and you know what? Starting kindergarten will be like that.”

Instead of making the goodbye process about avoiding tears, let’s focus on authentic feelings, being present to the child’s experience, and our confidence that children are capable of doing this important work.

Marie Catrett

Does your bright child have dyslexia? Warning signs that this thinking style is not being maximized at school

Guest contributor Deanne Repich is Co-Founder and Head of School at Great Minds Learning Community, a three-day micro-school tailored to the unique needs of gifted and twice-exceptional kids, including bright kids with dyslexia, ADHD/hypermobile, sensory processing challenges, vision challenges, dysgraphia, dyscalculia, chemical sensitivity and allergies, Asperger’s/High Functioning Autism, anxiety, or social difficulties. The micro-school features personalized, differentiated learning; a sensory-friendly environment; key supports for your gifted or 2e child’s unique gifts and challenges; and student-driven, project-based learning in an environment that nurtures the whole child intellectually, emotionally, and socially. An educator for almost two decades with experience in gifted and 2e kids, she is a Positive Discipline in the Classroom certified educator, a member of SENG (Supporting the Emotional Needs of the Gifted), and a mom to two twice-exceptional children. You can learn more at greatmindslc.com or contact Deanne directly at deanne@greatmindslc.com.


Your bright child has been diagnosed with dyslexia. Maybe it’s a new diagnosis, or maybe you’ve been dealing with your child’s school’s well-meaning but incomplete accommodations for dyslexia for years and are frustrated.

Dyslexia is a gift and a challenge that affects 1 in 5 people in the U.S. Yes, it’s a challenge. However, it's vitally important to realize that “dyslexia” is merely a label to describe a unique way of processing information that, in addition to its challenges, gives other incredibly important advantages.

Although reading and spelling are areas of difficulty for people with dyslexia, scientific evidence suggests that dyslexics have multiple areas of strength from their thinking style, such as excellent spatial reasoning, narrative reasoning and seeing the big picture, reasoning well in dynamic settings, a strong ability to learn from experience because of how they remember facts as experiences or stories, out-of-the box solutions to problems, empathy, and critical thinking.
 

Warning Signs

Your child’s school is not maximizing the immense power of his dyslexic thinking style if he is:

• Losing recess or being excluded from activities because of needing more time to complete homework involving reading
• Being punished (e.g. having to pick up trash) during recess because of needing more time to complete homework involving reading
• Missing favorite subjects consistently to be pulled out for specialized reading support
• Being pigeonholed as either being gifted or having a disability instead of having both needs met
• Not given the daily opportunity to display learning mastery that reflects his true intellectual potential through strengths-based alternatives to reading, such as through audio, video, or hands-on projects
• Not given frequent targeted, individualized instruction in an Orton-Gillingham-based system to improve reading and spelling skills
• Being teased by other kids about his reading level and the administration minimizing your concerns about it
• Being “tolerated” or “accommodated” for the learning difference instead of the immense gifts of his thinking style being truly celebrated
• Given support for reading and spelling only, not the many other challenges that typically go along with dyslexia, such as directionality, telling time, organization, social challenges, and so on
• Called “lazy,” “stubborn,” “uncooperative,” or other negative characteristics, when in fact the learning difference is the main reason behind the “problems”

Looking at famous successful dyslexic role models, such as billionaire Virgin Airlines founder Richard Branson, physicist Albert Einstein, actress Whoopi Goldberg, writer Agatha Christie, and director Steven Spielberg (and many, many, others), not to mention the 40-60% of self-made millionaires who were diagnosed as dyslexic, shows us that this thinking style is important in our world and can lead to a path of success for your child.
 

Positive Signs

What does a school that helps your child see and nurture the many gifts of her dyslexic thinking style look like? Like this:

• No penalties, punishments, or exclusions because of dyslexia. Being included in recess and other fun activities even when she needs more time to complete projects involving reading
• Teachers addressing and nurturing both her intellectual gifts and the lagging skills due to dyslexia effectively
• Mastery shown in a format that matches his strengths (e.g. oral or project-based demonstration of mastery) while encouraging growth in areas of lagging skills
• Regular targeted, individualized instruction in an Orton-Gillingham-based system to improve reading and spelling skills
• School culture that celebrates (not just tolerates) her unique gifts and strengths coming from her thinking style
• Guided support for non-reading ways that dyslexia presents challenges (organization, reading maps, social difficulties, difficulty keeping to a schedule, etc.)
• Passion-based learning support for lagging skills. This means getting to know what makes your child tick and using passions as a doorway to developing lagging skills, through “just-right” challenges
• Support for uneven learning in different subjects and skills, understanding that kids, especially very bright learners, have uneven development across subjects and skills
• Learning with peers with similar thinking styles. You’d be amazed how quickly your child’s self-esteem soars when she is in a room with several other bright, dyslexic kids with whom she can relate
• Teachers that understand learning differences and know that your child is not lazy, stubborn, or other negative characteristics, that respect your child and provide nurturing and guided support

If your child’s school experience looks more like the Warning Signs I described, it’s time to work with your child’s school toward substantial positive change. If that doesn’t work, it might be time to consider switching to a school that will help him realize his full potential and find success through the powerful gifts of his unique thinking style.

After all, most of us gravitate toward our strengths and find success and fulfillment there in life, both professionally and personally, and your child is no different. It is time well-invested to help your child leverage her strengths, and her dyslexic thinking style is a huge one.

Deanne Repich

Walk and talk with your family in the free Marathon Kids summer challenge!

Heidi Gollub is familiar to many Alt Ed Austin readers as the founder and former editor-in-chief of Free Fun in Austin, the award-winning family website. Now Heidi has joined the Marathon Kids team, and she stopped by the blog to let us know about a cool summer program for building both connection and physical fitness with your kids.
 

Hey, summer is a great time to connect with your kids! The days are longer, shadows shorter, and all of you have a chance to decompress from school and take a break. It’s the perfect opportunity to be with your family in new environments and in unique ways that you haven’t explored during the school year.

One way to get your kids talking is through exercise, and this summer Marathon Kids is helping families facilitate that through their FREE summer Walk and Talk challenge.

In schools all over the country, teachers are using social-emotional learning (SEL) tools to help raise kinder, more empathetic, more positive kids with fewer instances of depression and stress. SEL can improve achievement, and it also increases positive behaviors such as kindness, sharing, and empathy and improves attitudes toward school.

Marathon Kids Walk and Talk program, which is partnering with the TODAY Parenting team to reach more families, was created with that SEL connection in mind. The program is absolutely FREE and will help keep your kids active and engaged with you all summer!
 

When parents register online, they’ll receive a link to two resources:

• a set of conversation topics created by family physician Dr. Deborah Gilboa (each topic—26 in all—matches up with a mile of walking or running)
• a special mileage log to track your progress

After 26(.2) miles, parent and child will have completed the equivalent of a full marathon and will have gotten to know each other a little better in the process.

The topics cover a broad range, from health, education, and friendship up through knock-knock jokes and dreams of travel. Dr. Gilboa wrote starter questions for each topic, which are appropriate for the youngest child all the way into the college years.

All are welcome to register for free here: MarathonKids.org/WalkandTalk

Heidi Gollub

Should all children be provided gifted education?

Guest contributor Srinivas Jallepalli is the founder of Sankalpa Academy, a growth mindset school that seeks to offer gifted education to all children. Sankalpa Academy is located a few blocks from the Thinkery in the Mueller area and will be launching in Fall 2018.

Srinivas received a B.Tech. degree from the Indian Institute of Technology, Madras (now Chennai) in 1991 and M.S. and Ph.D. degrees from the University of Texas at Austin in 1993 and 1996 respectively, all in Electrical Engineering. After two summers at AT&T Bell Laboratories, he joined Motorola in 1996 and spent the last two decades researching advanced semiconductor process challenges affecting low power and high performance circuits. He also had the honor of serving on the modeling and simulation sub-committee of the International Electron Devices Meeting in 2006 and 2007 and finally as its chair in 2008. He is currently a Technical Director at NXP Semiconductors and holds four U.S. patents and has contributed to over fifty papers in IEEE conferences and refereed journals.

Srinivas has a keen interest in understanding child development research and the challenges that are preventing us from bringing this research to our schools. This passion has led him to conduct an extensive meta-analysis of published research and to also author a broad-ranging survey of parents and teachers.

“It has been a disastrous half. His work has been far from satisfactory. His prepared stuff has been badly learnt, and several of his test pieces have been torn over; one of such pieces of prepared work scored 2 marks out of a possible 50. His other work has been equally bad, and several times he has been in trouble, because he will not listen, but will insist on doing his work in his own way. I believe he has ideas about becoming a Scientist; on his present showing this is quite ridiculous, if he can't learn simple Biological facts he would have no chance of doing the work of a Specialist, and it would be sheer waste of time, both on his part, and of those who have to teach him.” Mr. Gaddum, an Eton College science teacher, made these comments on the 1949 report card of a 16-year-old John Gurdon. A short 13 years after the summer at Eton, Gurdon showed that the DNA from specialized cells of frogs, like skin and intestinal cells, could be used to generate new tadpoles. The pioneering work of Gurdon has opened new doors as scientists now attempt to create replacement tissues for treating diseases like Parkinson's and diabetes. Sir John Gurdon was the 2012 winner of the Nobel Prize for Medicine.

While it is tempting to dismiss the comments of Sir Gurdon's teacher as the product of a culture of a bygone era, this episode does offer a valuable lesson. We see time and again that profound learning and growth happen only when one has agency and is invested in his/her work and is inspired by the challenge in front of them. This is the underlying premise of Dr. Maria Montessori’s work and the Waldorf movement and of most child-centered schools. Yet, how many of us would go so far as to offer gifted education and higher expectations as the solution to struggling students in failing schools? Henry (Hank) Levin is just such a pioneer.

Hank Levin is an education economist who first came to fame in 1966 when he challenged the findings in the Coleman Report and the statistical analyses on which they were based. The Coleman Report, requested by the U.S. Office of Education, sought to identify the determinants of academic achievement. Levin’s passion for improving the educational outcomes of disadvantaged children led to decades of research in the areas of education reform, equity, and efficiency and eventually to the launch of the Accelerated Schools Project for at-risk children in 1986. The idea was that treating at-risk children as gifted and talented students was the best way to engage them and to significantly accelerate their learning. His program built upon students’ strengths and creativity. By immersing them in relevant and meaningful real-world projects, he built their capacity for insight and thus their agency. Contrast this with the prevalent remedial approaches in 1986. In fact, even today, many schools offer drills, worksheets, and other “chew and pour” approaches to disadvantaged children and thus drive them farther away from the love of learning. An independent evaluation of the Accelerated Schools found that they produced strong academic results on test scores (as weak an indicator as they are!) at a relatively low cost (Bloom 2001). In 1992, the New York Times named Levin one of “nine national leaders in education innovation,” and American Educational Research Association presented him with the Distinguished Contributions to Research in Education Award in 2017.
 

Through a very different path, Professor Joseph Renzulli, educational psychologist and distinguished professor in the Neag School of Education at the University of Connecticut, arrived at very similar conclusions as Levin. While many look at IQ and processing speed to determine giftedness, Renzulli proposed a three-ring model that looked at ability, creativity, and task commitment. Based on his model for giftedness and his understanding of child development, he advocated that schools should provide all students with the opportunities needed to develop higher-order thinking skills. He felt that all children can and should pursue more rigorous content. His Schoolwide Enrichment Model or SEM (Renzulli 1985), which supports child-led exploration through enrichment clusters, has been gaining significant popularity in recent years. Laurel Mountain Elementary school in RRISD is one example of a local public school that has adopted the SEM approach.

As one might expect, similar improvements have been taking place in schools outside the United States as well. Levin’s Accelerated Schools have also been established in Hong Kong, for example. It is noteworthy that in Ghana's capital city of Accra, about 80 percent of children are now enrolled in preschool by age 3. More interestingly, the preschools in Accra are in the process of retooling their programs to enhance their children’s learning and development. They are moving away from rote memorization to a curriculum that values open-ended questions, reasoning, and reflection. Very similar fundamental changes are also taking place in the elementary classrooms across China, only on a much grander scale. For example, Adream Foundation has built over 2,700 “Dream Centers” across China to foster curiosity and creativity in their young children. To promote risk taking, the foundation has explicitly prohibited judgment and criticism at these centers.

The large body of research on human abilities (Gardner 1983; Sternberg 1984; Bloom 1985; Renzulli 1986; Reis 1995; Levin 2013) bolsters the claim that the strategies employed in gifted and talented education are essential for general education as well. Given the decades of research and investment, and a lengthy federal report on improving education for the gifted and talented (National Excellence: A Case for Developing America’s Talent; U. S. Department of Education, 1993), is there consensus on what gifted education entails? Please stay tuned as I explore this further in my next blog post (the second of a three-part series) here.

Srinivas Jallepalli

References

Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York, NY: Ballantine Books.

Bloom, H.S., Ham, S., Melton, L., & O’Brient, J. (2001). Evaluating the accelerated schools approach: A look at early implementation and impacts on student achievement in eight elementary schools. New York: Manpower Demonstration Research Corporation.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Levin, H. (2013) “Acceleration for All,” with Pilar Soler, In J. Hattie & E. Anderman, Eds., International Guide to Student Achievement (New York: Routledge, 2013), 209-211.

Reis, S. M., Gentry, M. L., & Park, S. (1995). Extending the pedagogy of gifted education to all students (Research Monograph 95118). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). New York, NY: Cambridge University Press.

Renzulli, J. S. (1993). Schools are places for talent development: Applying “gifted education” know-how to total school improvement. Unpublished manuscript. The National Research Center on the Gifted and Talented: The University of Connecticut, Storrs.

Renzulli, J. S. (1994). Schools for talent development: A comprehensive plan for total school improvement. Mansfield Center, CT: Creative Learning Press.

Renzulli, J. S., & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.

Sternberg, R. J. (1984). Toward a triarchic theory of human intelligence. Behavioral and Brain Sciences, 7, 269-287.

U.S. Department of Education, Office of Educational Research and Improvement. (1993). National excellence: A case for developing America’s talent. Washington, DC: U.S. Government Printing Office.