Tag Archives: Education

What I know about Being Gifted

Being gifted cognitively does not make you smart. Nor does it give you instinctive problem solving abilities, a better personality or a greater work ethic than others.

“Gifted” is a dumb label for high intelligence. It is a “gift’ that comes with no instructions, and is often like the proverbial “White Elephant.” It can be hard to figure out how to use it.

Being gifted adds to your workload

People with higher IQs often find it hard to use normal solutions.

If you have a high IQ this means:

You have to work hard to figure out how to get along with the majority of people who don’t “get it” as fast as you do.
If you don’t overcome this problem, you will be a terrible teacher/trainer/boss/roommate/team-member/next-door-neighbor.

You have to discover how and why you learn differently, because most teachers will not challenge you sufficiently.
If you don’t figure out that you have to be self-motivated, you’ll simply learn to regurgitate facts and not fulfill your potential as an excellent creative problem solver.

You have to work very hard to communicate the ideas in your head in ways that work for most others.
If you don’t make this happen, you will be frustrated by others not listening to you, or joining you in developing solutions you know are possible.

You have to work hard, some times to avoid the bad behaviors that stem from boredom.
If you don’t self-manage your mind, you will attract attention to yourself for all the wrong reasons.

“Over-achieving” is impossible. “Under-achieving” is a betrayal of possibilities.

Those who have a “gifted” mind do not have the option of re-gifting it. They have the responsibility of using it for good purposes.

Advantages of High Intelligence

Three characteristics, which could be used to define the unique nature of high intelligence are:

1. Ability to Anticipate Actions
2. Ability to Empathize
3. Ability to Manipulate

It’s because they have the first two abilities that gifted people CAN manipulate – for good or for not-so-good. They can to choose how and when to use this attribute.

When someone seems to “know” how you feel, it can be a sign of high IQ. However, do not confuse this with Caring about how you feel, which is, of course, in the affective domain rather than the cognitive.

Those who anticipate a movement in the stock market, or of a bear in the woods, or what will make a tree crash to the ground – are all showing higher degrees of IQ. Whether they act on it is an affective issue. How they act on it depends upon their conative instincts.

Being Gifted is Never the Whole Story

I was told as a child that I was highly gifted – in everything but math. Math turned out to be one of my greatest strengths as a theorist and entrepreneur. The terms “severely dyslexic and dysgraphic” weren’t used yet, so my weird way of reading and writing made some people think I wasn’t trying hard enough. It always took effort to “show them!” that my weird ways worked. It also took effort to prove that a severely gifted girl (born in the late 1930’s) didn’t have to play dumb. Most of all, it has required tons of effort to prove that a highly dyslexic person could play smart.

Effort is as essential for a gifted person as it is for any other person. This is understated in most literature on gifted education. Although I have been a university Adjunct Professor of Gifted Education, published “Resources for the Gifted,” and run programs for gifted youngsters, no amount of reading or discussion among experts in the field ever taught me as much on this subject as my observations and discussion with four generations of gifted family members. There is not a single one among them who has not had to work very hard to overcome challenges and discover their nitch in the world.

It is through interactions with gifted grandchildren, that I believe I have completed my home work. I finally consider myself a bona fide authority on the subject of Being Gifted.

 

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Why Instinct-based Education?

Instincts drive all actions, reactions and interactions – including individuals’ modes of learning:

  • Some kids react positively to repetition of information – others tune out
  • Some kids respond with lots of details – others ignore them
  • Some kids interact tangibly to internalize information – others are hands-off
  • Some kids actively add to discussions, others sit silently

We can see the differences among kids, both in classrooms and in homes, yet few educators and parents know how to nurture such a variety of learning modes. It is especially tough to help youngsters learn in ways that force you to work against your instinctive grain.

Instinct-based education doesn’t require that teachers or parents change their natural ways of taking action.  It requires understanding the natural impulses that drive how each student learns best– and providing options that help them learn to trust those instincts.

 “Trust your instincts,” is, after all, what we tell our kids to do in order to stay out of danger. Shouldn’t we help them figure out what that means?

Research has shown that instincts drive passive thoughts and emotions into action in the part of the brain known as conation. The goal is for kids to “Get Conative” – which means to get into their strongest conative or work-oriented gear.

How can a teacher or parent help kids trust their individual instincts when a classroom or family could include many combinations of 12 different instinctive strengths?                      

                             5 Steps for Success with Instinct-based Education

  1. Enable kids to discover their personal instinct-based strengths through valid assessments of them.
  2. Explain your own instinctive strengths as you use them, role modeling the benefits of being free to act on personal strengths.
  3. Help youngsters figure out how to adapt to your way of teaching/parenting, thereby instilling respect for your conative M.O. or instinctive methods, as well as teaching creative problem solving as a means of dealing with similarities and differences.
  4. Give youngsters permission to try alternative ways of initiating actions, helping them experience the benefits of getting into the right gear. For educators, this should include in-class projects and homework assignments. For parents, it should include family projects and the time/place/process they use to do homework.
  5. Have youngsters rate their experiences with the process, as well as the results, in order for them to learn the effectiveness of trusting their instincts.

Encouraging students to ask for options based on their instinctive needs makes them responsible for maximizing their strengths. Letting them know you will assist them in self-managing their instinct-based strengths makes them aware that you recognize the equality and significance of their natural conative abilities.

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Nothing into Everything

This is the poem that inspires a comment I frequently make: Nothing IS Everything.

Know you what it is to be a child?…it is to believe in loveliness, to believe in belief; it is to be so little that the elves can reach to whisper in our ear; it is to turn pumpkins into coaches, and mice into horses, lowness into loftiness, and nothing into everything, for each child has its fairy godmother in its soul.

Francis Thompson

I wrote a children’s book titled: Nothing Doings: There’s Nothing to It!, published in 1985.

With a few updates it reads as follows:

I am Nothing.
There’s Nothing like being Nothing.
There’s Nothing to it.

Nothing’s wrong with being Nothing.

There’s Nothing quite so popular as being Nothing ‘cause …
Everyone wants something for Nothing.

You often hear folks say, “Thanks for Nothing,”
And answer, “Think Nothing of it.”

With me, it’s Nothing ventured, Nothing gained.

I don’t think of myself as a mere Nothing
I’m ALL or Nothing
‘cause I’ve got plenty of Nothing,
And Nothing’s plenty for me.

Nothing’s more fun than Anything.
You ain’t seen Nothing yet.

Nothing is possible.

Nothing is everywhere. There’s either
Nothing to wear…
Nothing to eat…
Nothing to do

Nothing succeeds like success

You’re wise to say “NOTHING!”
Nothing but the truth.

I figure I’m pretty entertaining…
Because I often hear there’s Nothing to laugh about.
When I’m in an otherwise boring show, there’s Nothing to cheer about,
Even when it’s awful, Nothing would be better.

When I hide, there’s Nothing to seek.
When I surprise you, there’s Nothing more intriguing.

One thing for sure about me: Nothing is certain.

I’m original because Nothing is new under the sun.
There’s Nothing like me.
When people use me in a wrong way, the Nothing they put into a project…
Leads to Nothing coming out of it.

I’m tops when it comes to productivity because…
Nothing can be created from Nothing,
And Nothing in Particular
Turns Nothing into Everything

by Kathy Kolbe

Copyright 1985-2013

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My Theory of Creative Problem Solving

You will never create anything without a conviction that it’s worth creating.  

If you try to create something by making an effort that doesn’t fit your M.O., you won’t get very far with it.

It takes a Commitment of your conative abilities for you to solve a problem in a sustainable way.

Creative Process

Creative Problem Solving takes more than just Doing something you want to do, you also have to evaluate whether what you’re doing makes any sense.

Judging whether another person is fully engaged in Creative Problem Solving is easier than judging levels of beauty. You can evaluate the process without judging the outcome.

Q: Why bother evaluating the process if the outcome stinks?
A: Because those who engage in the process are more likely to get consistently creative results.

 Q: Couldn’t someone who is not using a Creative Problem Solving process create something by dumb luck?
A: Luck happens when you create the opportunity.

Q: Is that all there is to your Theory of Creative Problem Solving?
A: No, but I’ll wait for you to ask more questions here so I can tell you the things about it that you are motivated to discuss.

Creative Process ladder

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Scholarship: About Doing, as Much or More as Thinking

It feels like there is mostly Thinking going on in many academic programs, from fourth grade through undergraduate programs in universities. Where does the Doing get done? Not in lecture-based classrooms.

How inappropriate that parents, not teachers, often end up helping kids DO their homework – where most of the learning actually gets done.

Ask undergrads what they are Doing at school, and they usually tell you about what they are Doing in their “free” time or extra-curricular activities. Ask what they are doing in class, and the answer is probably, “Nothing but sitting and listening.”

Decades of research shows that learning happens by Doing. It’s called Active Learning in today’s literature. The proper term for the Doing domain of the mind is Conation.

Every field of study deals with conation. Yet, a century of perseverating about cognitive Thinking has led to contemporary blindness of the pervasiveness of conative Doing.

  •  Marketing textbooks, when discussing the fallacy of focus groups asking for opinions (Thinking), point out that they are not a good predictor of what people will Do in the actual purchasing process.
  • Law school texts warn of the need to distinguish the difference between Thinking about and actually Doing (or committing) a crime.
  • Religion and philosophy courses deal with the difference between Thinking in moral ways and actually Doing moral or immoral acts.
  • Language classes teach the difference between passive verbs (Thinking) and active verbs (Doing) – the latter even known as conative verbs in some languages.
  • Engineering programs tackle issues of sustainability – this does not mean keeping a level of Thinking, but rather sustaining levels of energy or Doing.
  • Medical and health related programs cope with issues related to getting patients to Do what they need to Do, not just Think about what they need to Do. The term coming into greater use is now referred to as the patient being Active, as opposed to the former negative labeling of patients as Non-compliant.

Name a field of study and there will be issues dealing with the differences between Thinking and Doing. Doing will always be the key to breakthroughs, innovation, discoveries – or any other word synonymous with Success.

The programs that “Get Conative” become the leaders in their field.

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Goals with Purposes

 

Goals are for keeping score. Purposes are for making differences.

Kids learn a lot about making goals in soccer games.

They learn:
Who is best at making goals
What it takes to defend against others who make goals
Where to position themselves for making goals
When to shoot for a goal
How to use soccer skills to score goals

It’s easy to make the Who/What/Where/When/How list regarding goals of almost any kind.

Who on the sales team is most consistent in reaching sales goals?
What will get a lot of good PR?
Where can you find the best new team members?
When is a right time to buy new equipment?
How is it possible to save enough money?

What’s missing is the WHY

Why is it valuable for kids to play sports like soccer?
Why is good PR an important goal?
Why are new team members a necessary goal?

For all of the other W’s, there is always a Why.
In the Why, you will find the Purpose.

As a journalism student at Northwestern,
I was taught to always include the 5W/s and the H in a news story.
The Why often became clear only when I wrote the headline
–or at least contemplated Why the story mattered.

Kids Prove Teamwork Pays
PR Leads to an Increased Number of Job Applicants
New Employees Add to Team Synergy

Goals, like Deadlines, focus our conative energy.
They help us fulfill our Purposes.

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It Pays to Know Others’ M.O.s

It’s just not worth it to ask people to do things if the way they do them doesn’t work for you.

Don’t ask initiating
     Fact Finders for an answer – if you aren’t prepared to provide lots and lots of background information.
     Follow Thrus for help – unless you’ve cleaned up pretty well ahead of time.
     Quick Starts for ideas – if you aren’t willing to take at least some of the recommended risks.
     Implementors to fix something – unless you have plenty of time to wait for it to be done really, really well.

When you know another’s M.O. you can predict what they’ll do based on non-prejudicial information, not on myths regarding gender, age, and race. You won’t make the mistake of making false assumptions that can hurt feelings and ruin relationships.

Don’t assume you can change people or that they will “wise up” and stop being whatever part of them may annoy you.

You might even see the humor in
     a perfectly healthy, resistant Fact Finder forgetting important details.
     a seemingly sensible initiating Follow Thru rejecting time-saving shortcuts.
     an introverted initiating Quick Start surprising others with sudden decisions to do the unexpected.
     a resistant Implementor pushing the wrong buttons and messing up technology.

If you know those things will happen, you have a better chance of stopping them from causing problems.

When resistant Implementors grab one of three remotes and operates it by instinct, they often mess it up.
(I just gave my resistant Implementor husband the latest, greatest universal remote. I’ll let you know if it helps.)

Leaders – and bossy spouses – have told me that knowing a person’s M.O. wouldn’t help. They would just demand that people do what they were told to do.

How has that worked for them?

When they have demanded
     Fact Finders cut to the bottom line – they got errors.
     Follow Thrus use short cuts – they got sloppy work.
     Quick Starts stick to the script – they got turnover.
     Implementors sit still and listen– they got disputes and disobedience.

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