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Fast Thinkers

3/14/2014

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When kids leap quickly, how do we know if they really looked at lightning speed, or just bypassed looking all together?

Fast thinkers often leave educators in awe and on the chase for more activities and curriculum to keep them moving forward, but fast thinkers also need their teachers to develop an awareness of when it would be good to slow them down. This may seem like an argument against differentiation for gifted students, but it is an underrepresented form of gifted advocacy.

Sometimes our students' greatest strengths can also be their greatest weaknesses. Fast thinkers can process vast quantities of information in a short amount of time, but they can also be obedient to absolutes because they need less repetition to understand an idea, and therefore spend less time incubating about concepts.

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Be Inspired and Inspire: Student Passion Projects Can Change the World

3/4/2014

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I'm so inspired by kids, everyday. I'm inspired by how they think, how they discover, how they believe, how they exude compassion, how they can and do change the world. The stories of these young entrepeneurs are more than amazing. 
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Intentional F.A.I.L.ure

11/14/2013

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In 2007, I took my then 7-year-old sister to see Disney's Meet The Robinsons, a story of a child inventor who learns to "Keep Moving Forward" in the wake of failed experiments, no matter the obstacles or how frustrated and fruitless his attempts felt. The characters are similar to many of the gifted and creative students I taught in an Arts Academy in Oregon, although the results of their struggle were not quite so Disney-esque. Watching the film was a practice-altering experience. Clips still sift through my mind when I plan curriculum. It ignited ideas to reinvent my classroom as one that encouraged kids to "keep moving forward" in the face of challenge and failed first attempts in learning. 


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    Erin Croley

    ...and guest bloggers as noted.

    Author note:
    I have a deep respect for researchers, and therefore find it necessary to own that I am not one. What is in this blog is what I have learned or am discovering through my own experiences as an educator. These are often anecdotes reframed to hopefully help other educators improve their practice. I have worked with many students, teachers, and administrators, but my "evidence" is layered with my biases, opinions, and passion for student learning.

    This blog does not represent the science of teaching, but rather the art. It can be messy and maybe inaccurate, but hopefully it raises questions and causes readers to think and engage.

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