beyond intelligence all wrapped up

Back to School Challenge: Enter to Win!

 beyond intelligence all wrapped upWe’re giving away 48 author-signed copies of Beyond Intelligence: Secrets for Raising Happily Productive Kids to schools across Canada and the United States. We invite parents and teachers to send us an email addressing the topic, “How my school will benefit from Beyond Intelligence.

Many groups of parents and teachers have used Beyond Intelligence to spark lively discussions about a variety of topics that matter to them, including how to support children’s creativity, intelligence, productivity, and self-confidence. Other areas of interest include, bullying, advocacy, resilience, emotional intelligence, the importance of unstructured playtime, and ideas for establishing a healthy life balance.

We’ll select the 12 most compelling responses to our back-to-school book giveaway challenge. Each of the winning schools will receive 4 complimentary copies of the book. Where possible, one of us will deliver the books in person, and be available to answer questions. For the schools we cannot get to, we’ll arrange for delivery, and create an online discussion forum.

We look forward to hearing from parents and teachers, and to sharing with you our secrets for raising happily productive kids.

The details:

Deadline for entry: October 1st, 2015

Maximum 200 words responding to: “How my school will benefit from Beyond Intelligence

Please send your email to donamatthews@gmail.com

Winning entries will be posted to www.beyondintelligence.net (unless you request otherwise)

Photo by B. Wiseberg

boy who played with fusion Book-Jacket-copy-199x30

The Boy Genius and the Genius in All of Us A review of The Boy Who Played with Fusion, by Tom Clynes

boy who played with fusion Book-Jacket-copy-199x30In The Boy Who Played with Fusion, Tom Clynes tells a fascinating story about a boy’s pursuit of a passionate interest in nuclear physics, and draws some surprising conclusions about the nature and development of genius-level intelligence. Clynes considers the roles played not only by innate ability and environmental factors such as parenting, teaching, and mentoring, but also by temperament, motivation, culture, and politics.

The Boy Who Played with Fusion chronicles the remarkable childhood and adolescence of physics prodigy Taylor Wilson, now 21 years old. Taylor did his first enormously successful TED Talk at the age of 17, and has already investigated such arcane topics as magnetic confinement fusion, radioactivity, and gamma ray lasers. He has several inventions and patents under his belt, including a specialized particle accelerator that could revolutionize the production of diagnostic pharmaceuticals, at one-thirtieth the cost and one-tenth the floor space of conventional methods; and a portable neutron detector that promises to counter terrorism. He is a young superstar who has attracted attention from Nobel prizewinners, Barack Obama, and the media.

The Boy Who Played with Fusion is also a book about parenting and education in America today. Clynes raises important questions about the nature of genius, and how best to nurture its development. He concludes that parents are the most important catalysts of each child’s intellectual development. “The challenge is to find the outlet that best fits a person’s unique set of interests and characteristics,” he writes. “As a start, give kids lots of exposure to different experiences in their younger years, and pay attention to what they pick up on.” (p. 273) He recommends pulling kids out of school if that’s the best way to give them authentic learning experiences in areas of deep curiosity. He observes that attendance and grades are a lot less important than actual learning, especially in the early years.

Taylor Wilson thrived at the Davidson Academy for highly gifted learners, but his brother Joey, who scores higher than Taylor on intelligence tests, did not. After thinking about this, and talking to a number of gifted education experts, Clynes concluded that gifted education needs to be individualized; a one-size-fits-all gifted program can’t possibly work for everyone. Educators better serve children when they focus on (1) encouraging kids to discover and explore their values, goals, and interests; (2) helping kids develop talents into fulfilling careers that will provide a foundation for a happily productive life; and (3) encouraging the kind of intellectual risk-taking that moves a field’s or a society’s knowledge and practice forward. Specific educational approaches that worked for Taylor at Davidson that Clynes argues should be applied by all educators include individualized learning, targeted acceleration, dual enrolment (high school and university simultaneously), and the acceptance of every kind of diversity.

Amazingly for such an erudite subject, The Boy Who Played with Fusion is a pleasure to read. It’s beautifully written, in an intelligently thoughtful and accessible tone. Clynes enlivens challenging intellectual concepts with personal observations, concerns, and questions. Seamlessly, he weaves into the story informal conversations with all the players in Taylor Wilson’s story, as well as with a wide variety of educational and psychological researchers, including Carol Dweck, David Henry Feldman, Susan Cain, Ellen Winner, Scott Barry Kaufman, Joan Freeman, Barbara Kerr, Dean Keith Simonton,and David Lubinski, among many others. “Take your kids places,” writes Clynes, summarizing the extensive and growing body of evidence that suggests that a lasting capacity for creativity is enhanced by early exposure to unusual and diverse situations. “Early novel experiences play an important role in shapingthe healthy development of brain systems that are important for effective learning and self-regulation, in childhood and beyond.” (p. 75)

Although the subject of this book is extraordinary in many ways, Clynes’s attitude toward talent is not exclusive, elitist, or person-centered. He is aware of the confluence of circumstances required to nurture the development of giftedness and talent, and remarks that “the latest research suggests that nearly everyone has the capacity to achieve extraordinary performance in some mode of expression, if each can discover opportunities in a domain of expertise that allows his or her unique set of personal attributes to shine.” (p. xv)

Clynes makes it clear that talent development is not about money. As Taylor Wilson’s story illustrates, optimal child development experiences do not need to be expensive: “Whether we use it or not, we have the recipe…parents who are courageous enough to give their children wings and let them fly in the directions they choose; schools that support children as individuals; a society that understands the difference between elitism and individualizededucation and that addresses the needs of kids at all levels.” (p. 281)

The Boy Who Played with Fusion is an essential contribution to our understanding of the most important underlying questions about the development of giftedness, talent, creativity, and intelligence. It is urgently relevant to every parent, teacher, psychologist, educational administrator, and policy-maker who cares about children’s learning and about the future of our civilization.

For more:

The Boy Who Played with Fusion, by Tom Clynes

Beyond Intelligence: Secrets for Raising Happily Productive Kids, by Dona Matthews and Joanne Foster 

teacher and child

Classroom Management – To Dojo or Not to Dojo…?

teacher and child

According to Margaret Wente in yesterday’s Globe and Mail, “Students need interaction, not app taps.” So true! There are plenty of ways to encourage respectful and appropriate classroom behaviour—and few, if any of these, involve apps.

Wente focused on “ClassDojo,” an app that she said “Allows teachers to add or subtract points for each student’s conduct throughout the day. …ClassDojo is supposed to be a motivational tool to help kids behave better.”

Although in all fairness I know very little about this particular technological tool, I agree with Wente. Many teachers have concerns about discipline, classroom management, and how to keep kids productively engaged. Rather than using electronic score sheets that compare and contrast students’ behaviour in an impersonal manner, why not use strategies that are predicated on a respectful classroom environment?

I’ve taught aspiring teachers at OISE/University of Toronto for more than a decade, and I’ve worked in the field of education for over 30 years, and I can assure you there are lots of strategies to facilitate respectful behaviour and a stimulating classroom dynamic without resorting to apps such as ClassDojo. Read more

diverse learning needs

Meeting Diverse Learning Needs: How Parents Can Work toward Changing a Good School to a Great School for All Kids

diverse learning needs

When a school is already doing a great job with their kids, parents are generally satisfied. However, when change is needed—as in the case of moving toward meeting diverse learning needs—things can get rocky. It’s human to resist change, or feel threatened by it, or believe that a new practice or perspective will disrupt what’s already working very well.

With a visionary school leader, however, working with a team of teachers and parents, a school can make the transition from excellence for most to excellence for all, including meeting the learning needs of children who learn differently for reasons of attention or other kinds of learning problems.  Read more