tag:blogger.com,1999:blog-11566442.post3569172411066651678..comments2023-09-16T04:30:01.789-05:00Comments on Help! My Kids Are Smarter than Me!: Asynchrony: The Teacher's BaneThe Princess Momhttp://www.blogger.com/profile/05269338169737025632noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-11566442.post-79361854826012915292008-07-22T22:56:00.000-05:002008-07-22T22:56:00.000-05:00Writing is an issue for Xavier, too. Plus he blank...Writing is an issue for Xavier, too. Plus he blanks when he's asked a "discussion question." (He's a visual learner and just takes more time to process than others.) To his credit, he chose to take the high school version of Mythology Alpha from The Lukeion Project instead of the middle school/independent study version, even knowing the high school version requires note-taking, online quizzes and two 3-4 page papers. <BR/><BR/>I'm probably freaking out about nothing. Wolfie is taking the class, too, so they can study together, but I'm so worried he's going to end up feeling badly about himself.The Princess Momhttps://www.blogger.com/profile/05269338169737025632noreply@blogger.comtag:blogger.com,1999:blog-11566442.post-78638762347068903192008-07-22T22:35:00.000-05:002008-07-22T22:35:00.000-05:00I don't think this is just an issue with 2E kids, ...I don't think this is just an issue with 2E kids, though they likely have it worse than other gifted kids. The big issue my DD struggles with is the discrepancy between her cognitive abilities and her motor skills. Writing in particular is a sticking point for her. She's strongest verbally and she gets so frustrated when she has difficulty putting all the ideas she has down on paper. I offer to let her dictate it to me, but she's so independent that she wants to do it *HERSELF*<BR/><BR/>Sigh...Crimson Wifehttps://www.blogger.com/profile/03254830856234479999noreply@blogger.comtag:blogger.com,1999:blog-11566442.post-59953786165761437892008-07-22T19:19:00.000-05:002008-07-22T19:19:00.000-05:00Lessa -- I love this. I have a conjecture about th...Lessa -- I love this. I have a conjecture about the issue, based not on research but on observation of my own life and that of children I've known.<BR/><BR/>I liken it to when infants are learning language -- for a long time, their receptive vocabulary is orders of magnitude larger than their expressive vocabulary (excepting those who learn sign as early communication, where it isn't orders of magnitude, but there's still a gap there).<BR/><BR/>I think the brain takes it in and takes it in and takes it in, and then when it's stirred it around a bit and made it all make sense together, that's when you get output -- kids can't help but provide output, when they're given the opportunity to process things at their own pace.<BR/><BR/>One way I think you could facilitate the idea of future output, and thus not encourage the 'get by with the minimum possible work' mentality, would be to do predictive sorts of activities that don't necessarily have any measurable outcome, but that keep the brain working toward a culmination, albeit in the background.<BR/><BR/>Engagement is essential, of course, but that can be easily fostered through questions that link new material to one's own life and what one already knows. And then, questions about what those connections are, what they mean, etc., can help to continue that engagement process.<BR/><BR/>And all along the way, questions that point toward an end, like, 'Huh. I wonder how you could demonstrate all those connections that you see.' Stuff like that could convey the importance of communicating mastery, while allowing that communication to happen in the child's time, and in the child's way.<BR/><BR/>So, my inexpert single answer to all of your questions is that even the brainiest brains need time to percolate -- it only makes sense, given the volume of information that has to be processed to make any sort of meaningful product.<BR/><BR/>:-)<BR/>DebiUnknownhttps://www.blogger.com/profile/12578124426271620643noreply@blogger.com