Anonymous wrote:Yes, a lot of it is just parenting. While my kids were identified as “gifted”, I think the term is problematic and try to avoid it. “Giftedness” is too squishy with different definitions and measures. A child might be identified as gifted by one assessment but not by another. Moreover, interest and determination can accomplish wonders. Who will go farther, the unmotivated genius who doesn’t apply themselves to anything or the highly motivated child of average intelligence who lives and breathes a subject of interest? Knowledge is not a limited resource that needs to be rationed. All kids should be encouraged to explore the world and pursue their interests.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP. Curious about how after schooling was scheduled. The school day already feels so long. Do you mind sharing what a schedule for elementary would look like?

It wasn’t that structured. As I noticed gaps (there were many), I addressed them. They had both learned to read, count money, and tell time before they started school, but some of the things I had to teach one or both of them at home after they started school included:
How to hold a pencil
How to print letters
How to write in cursive
How to use a dictionary
Parts of Speech
Capitalization
Sentences need verbs
How to use a textbook
To not rely on calculators
That you need common denominators to add and subtract fractions
Factoring
Long Division
Adding and subtracting negative numbers
The Bill of Rights

I also tried to expose them to as many different things as possible and encourage their interests. I wanted them to be excited about learning and to have fun doing it. There was barely a science curriculum, but there was an extracurricular science class after school that was very popular. They had a variety of other extracurricular activities, as well. We went to museums, zoos, the forest, the beach, festivals, library programs, etc. We read a lot, both together and individually (although I strongly oppose requiring daily reading after a child has mastered the skill). We played games (great for math), did crafts, baked, enjoyed many different kinds of music, etc.

Contrary to the prevailing DCUM wisdom, I also considered screens to be a useful tool. To me, they’re just an alternate form of media and should be judged based on their content (which I supervised). They watched a lot of educational TV and children’s movies, and often we watched together. They had access to a computer (in a common area when they were young and with safeguards when they were old enough to need their own). Their dad (a computer guy) made sure they had great educational software and as they got older, I found websites that I thought would interest them. Youtube wasn’t around then, but if my kids were still young, we’d definitely be taking advantage of some of the fantastic educational videos that bring the entire universe vividly within reach.

They worked hard at school, excelled academically, and I couldn’t be prouder of the adults they’ve become, although the credit for that belongs to them.

But aren’t all of these activities just parenting? How is any of this ‘extra’? Are these activities considered for ‘the gifted’??

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP. Curious about how after schooling was scheduled. The school day already feels so long. Do you mind sharing what a schedule for elementary would look like?

It wasn’t that structured. As I noticed gaps (there were many), I addressed them. They had both learned to read, count money, and tell time before they started school, but some of the things I had to teach one or both of them at home after they started school included:
How to hold a pencil
How to print letters
How to write in cursive
How to use a dictionary
Parts of Speech
Capitalization
Sentences need verbs
How to use a textbook
To not rely on calculators
That you need common denominators to add and subtract fractions
Factoring
Long Division
Adding and subtracting negative numbers
The Bill of Rights

I also tried to expose them to as many different things as possible and encourage their interests. I wanted them to be excited about learning and to have fun doing it. There was barely a science curriculum, but there was an extracurricular science class after school that was very popular. They had a variety of other extracurricular activities, as well. We went to museums, zoos, the forest, the beach, festivals, library programs, etc. We read a lot, both together and individually (although I strongly oppose requiring daily reading after a child has mastered the skill). We played games (great for math), did crafts, baked, enjoyed many different kinds of music, etc.

Contrary to the prevailing DCUM wisdom, I also considered screens to be a useful tool. To me, they’re just an alternate form of media and should be judged based on their content (which I supervised). They watched a lot of educational TV and children’s movies, and often we watched together. They had access to a computer (in a common area when they were young and with safeguards when they were old enough to need their own). Their dad (a computer guy) made sure they had great educational software and as they got older, I found websites that I thought would interest them. Youtube wasn’t around then, but if my kids were still young, we’d definitely be taking advantage of some of the fantastic educational videos that bring the entire universe vividly within reach.

They worked hard at school, excelled academically, and I couldn’t be prouder of the adults they’ve become, although the credit for that belongs to them.

But aren’t all of these activities just parenting? How is any of this ‘extra’? Are these activities considered for ‘the gifted’??

Anonymous wrote:

Anonymous wrote:NP. Curious about how after schooling was scheduled. The school day already feels so long. Do you mind sharing what a schedule for elementary would look like?

It wasn’t that structured. As I noticed gaps (there were many), I addressed them. They had both learned to read, count money, and tell time before they started school, but some of the things I had to teach one or both of them at home after they started school included:
How to hold a pencil
How to print letters
How to write in cursive
How to use a dictionary
Parts of Speech
Capitalization
Sentences need verbs
How to use a textbook
To not rely on calculators
That you need common denominators to add and subtract fractions
Factoring
Long Division
Adding and subtracting negative numbers
The Bill of Rights

I also tried to expose them to as many different things as possible and encourage their interests. I wanted them to be excited about learning and to have fun doing it. There was barely a science curriculum, but there was an extracurricular science class after school that was very popular. They had a variety of other extracurricular activities, as well. We went to museums, zoos, the forest, the beach, festivals, library programs, etc. We read a lot, both together and individually (although I strongly oppose requiring daily reading after a child has mastered the skill). We played games (great for math), did crafts, baked, enjoyed many different kinds of music, etc.

Contrary to the prevailing DCUM wisdom, I also considered screens to be a useful tool. To me, they’re just an alternate form of media and should be judged based on their content (which I supervised). They watched a lot of educational TV and children’s movies, and often we watched together. They had access to a computer (in a common area when they were young and with safeguards when they were old enough to need their own). Their dad (a computer guy) made sure they had great educational software and as they got older, I found websites that I thought would interest them. Youtube wasn’t around then, but if my kids were still young, we’d definitely be taking advantage of some of the fantastic educational videos that bring the entire universe vividly within reach.

They worked hard at school, excelled academically, and I couldn’t be prouder of the adults they’ve become, although the credit for that belongs to them.

Anonymous wrote:Well-Trained Mind forum

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP. Curious about how after schooling was scheduled. The school day already feels so long. Do you mind sharing what a schedule for elementary would look like?

It wasn’t that structured. As I noticed gaps (there were many), I addressed them. They had both learned to read, count money, and tell time before they started school, but some of the things I had to teach one or both of them at home after they started school included:
How to hold a pencil
How to print letters
How to write in cursive
How to use a dictionary
Parts of Speech
Capitalization
Sentences need verbs
How to use a textbook
To not rely on calculators
That you need common denominators to add and subtract fractions
Factoring
Long Division
Adding and subtracting negative numbers
The Bill of Rights

I also tried to expose them to as many different things as possible and encourage their interests. I wanted them to be excited about learning and to have fun doing it. There was barely a science curriculum, but there was an extracurricular science class after school that was very popular. They had a variety of other extracurricular activities, as well. We went to museums, zoos, the forest, the beach, festivals, library programs, etc. We read a lot, both together and individually (although I strongly oppose requiring daily reading after a child has mastered the skill). We played games (great for math), did crafts, baked, enjoyed many different kinds of music, etc.

Contrary to the prevailing DCUM wisdom, I also considered screens to be a useful tool. To me, they’re just an alternate form of media and should be judged based on their content (which I supervised). They watched a lot of educational TV and children’s movies, and often we watched together. They had access to a computer (in a common area when they were young and with safeguards when they were old enough to need their own). Their dad (a computer guy) made sure they had great educational software and as they got older, I found websites that I thought would interest them. Youtube wasn’t around then, but if my kids were still young, we’d definitely be taking advantage of some of the fantastic educational videos that bring the entire universe vividly within reach.

They worked hard at school, excelled academically, and I couldn’t be prouder of the adults they’ve become, although the credit for that belongs to them.

You strongly oppose reading every day?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP. Curious about how after schooling was scheduled. The school day already feels so long. Do you mind sharing what a schedule for elementary would look like?

It wasn’t that structured. As I noticed gaps (there were many), I addressed them. They had both learned to read, count money, and tell time before they started school, but some of the things I had to teach one or both of them at home after they started school included:
How to hold a pencil
How to print letters
How to write in cursive
How to use a dictionary
Parts of Speech
Capitalization
Sentences need verbs
How to use a textbook
To not rely on calculators
That you need common denominators to add and subtract fractions
Factoring
Long Division
Adding and subtracting negative numbers
The Bill of Rights

I also tried to expose them to as many different things as possible and encourage their interests. I wanted them to be excited about learning and to have fun doing it. There was barely a science curriculum, but there was an extracurricular science class after school that was very popular. They had a variety of other extracurricular activities, as well. We went to museums, zoos, the forest, the beach, festivals, library programs, etc. We read a lot, both together and individually (although I strongly oppose requiring daily reading after a child has mastered the skill). We played games (great for math), did crafts, baked, enjoyed many different kinds of music, etc.

Contrary to the prevailing DCUM wisdom, I also considered screens to be a useful tool. To me, they’re just an alternate form of media and should be judged based on their content (which I supervised). They watched a lot of educational TV and children’s movies, and often we watched together. They had access to a computer (in a common area when they were young and with safeguards when they were old enough to need their own). Their dad (a computer guy) made sure they had great educational software and as they got older, I found websites that I thought would interest them. Youtube wasn’t around then, but if my kids were still young, we’d definitely be taking advantage of some of the fantastic educational videos that bring the entire universe vividly within reach.

They worked hard at school, excelled academically, and I couldn’t be prouder of the adults they’ve become, although the credit for that belongs to them.

You strongly oppose reading every day?

Anonymous wrote:

Anonymous wrote:NP. Curious about how after schooling was scheduled. The school day already feels so long. Do you mind sharing what a schedule for elementary would look like?

It wasn’t that structured. As I noticed gaps (there were many), I addressed them. They had both learned to read, count money, and tell time before they started school, but some of the things I had to teach one or both of them at home after they started school included:
How to hold a pencil
How to print letters
How to write in cursive
How to use a dictionary
Parts of Speech
Capitalization
Sentences need verbs
How to use a textbook
To not rely on calculators
That you need common denominators to add and subtract fractions
Factoring
Long Division
Adding and subtracting negative numbers
The Bill of Rights

I also tried to expose them to as many different things as possible and encourage their interests. I wanted them to be excited about learning and to have fun doing it. There was barely a science curriculum, but there was an extracurricular science class after school that was very popular. They had a variety of other extracurricular activities, as well. We went to museums, zoos, the forest, the beach, festivals, library programs, etc. We read a lot, both together and individually (although I strongly oppose requiring daily reading after a child has mastered the skill). We played games (great for math), did crafts, baked, enjoyed many different kinds of music, etc.

Contrary to the prevailing DCUM wisdom, I also considered screens to be a useful tool. To me, they’re just an alternate form of media and should be judged based on their content (which I supervised). They watched a lot of educational TV and children’s movies, and often we watched together. They had access to a computer (in a common area when they were young and with safeguards when they were old enough to need their own). Their dad (a computer guy) made sure they had great educational software and as they got older, I found websites that I thought would interest them. Youtube wasn’t around then, but if my kids were still young, we’d definitely be taking advantage of some of the fantastic educational videos that bring the entire universe vividly within reach.

They worked hard at school, excelled academically, and I couldn’t be prouder of the adults they’ve become, although the credit for that belongs to them.

Anonymous wrote:NP. Curious about how after schooling was scheduled. The school day already feels so long. Do you mind sharing what a schedule for elementary would look like?