Revised, expanded, and still wrong - Members Better TogetherOutliers example Gladwell contends that “The Beatles would not have become the Beatles What does the “Hamburg Crucible”

Presentation to MCGT Conference 2011

“Everyone is gifted in his/her own way:

Revised, expanded, and still wrongIn defense of intellectualismIn defense of intellectualism

Presentation to MCGT Conference 2011

Breakout session II

10:45 – 11:45

[email protected]

1

1. Is aptitude a factor in talent development?

Essential Questions

1. Is aptitude a factor in talent development?

2. Can anyone perform at elite levels with

10,000 hours of deliberate practice?

3. Why are the books that follow being

published?

2

New Definition Proposed to NAGC

Gifted individuals are those who demonstrate

outstanding levels of aptitude (exceptional ability to

reason and learn) or competence (documented

performance at the top 10% or higher) in one or more

domains.

3

domains.

Note this definition is normative, as are all definitions in the field

Proposed Domains 1 of 2

Domains include any structured activity with

it’s own symbol system (e.g., math, music,

language) and/or set of sensori-motor skills

(e.g., painting, dance, sports)

4

(e.g., painting, dance, sports)

Proposed Domains 2 of 2

While aptitude is the initial factor in giftedness, as the

individual progresses through adolescence to

adulthood, high levels of achievement and motivation

in the domain become the primary manifestations of

giftedness.

5

giftedness.

This was not meant to imply that achievement and motivation constitute giftedness, but

that achievement and motivation are integral if giftedness is to be fully developed!

Gifts vs. Talents

F. Gagne

“Giftedness refers to measures of potential, of

The six books soon to be cited, in sum, refute the relevance of

6

“Giftedness refers to measures of potential, of

untrained natural ability, while talent is reserved

specifically for indices of achievement, of the

performance attained as the result of a systematic

program of training and practice.”

(Gagne 1995)

A Common G/T Vocabulary

Gifted Talented

• high aptitude • high achievement

• nature • nurture

Not?

7

• nature • nurture

• ability • performance

• potential • environment

• threshold • accomplishment

• endowment • output

(Gagne 1995)

Josh Waitzkin: non-prodigy?

� Born in 1976, introduced to chess at

6, won the NYC primary chess

championship at age 7, national

runner up in 1985 (age 8)

� At age 10, he beat chess master � At age 10, he beat chess master

Edward Frumkin in 6 moves

� National master at age 13,

international master at age 16

� He is the only person to have won

the National Primary, Elementary,

Junior High School, High School,

U.S. Cadet, and U.S. Junior Closed

chess championships in his career.

8

A crucial distinction

9

Giftedness is a measure of ability or potential;

Achievement is a measure of effort,

ability and support

The “emerging view” in books on talent

development focus on:

� Environment

� Effort

� Coaching

And imply or state this

about giftedness:

� “luck”

� The “10,000” hour rule

� Deliberate practice

� Perseverance

10

“The Genius in All of Us” states that heredity and

giftedness are not related, and their relationship is a “myth that has recently been disproven.”

“The Genius in All of Us” states that heredity and

giftedness are not related, and their relationship is a “myth that has recently been disproven.” “Bounce” asserts

that giftedness (talent) is a myth, citing the authors

that follow to support that

opinion.

“Bounce” asserts that giftedness

(talent) is a myth, citing the authors

that follow to support that

opinion.

“Outliers” overtly and consistently

acknowledges aptitude, but focuses on

environment, practice,

mentors, and “luck

“Outliers” overtly and consistently

acknowledges aptitude, but focuses on

environment, practice,

mentors, and “luck

The books are

a self-

referential “Talent is Overrated”

essentially denies the validity of

heritable (intellectual) traits

focusing on (deliberate)

practice, hard work and passion

“Talent is Overrated”

essentially denies the validity of

heritable (intellectual) traits

focusing on (deliberate)

practice, hard work and passion

“The Talent Code” reluctantly

acknowledges, but heavily discounts,

heredity (aptitude), focusing on ”deep practice,” ignition,

and master coaching

“The Talent Code” reluctantly

acknowledges, but heavily discounts,

heredity (aptitude), focusing on ”deep practice,” ignition,

and master coaching

“Mindset” overtly

acknowledges aptitude, but

focuses on effort, persistence, and risk-taking (a

“growth” mindset)

“Mindset” overtly

acknowledges aptitude, but

focuses on effort, persistence, and risk-taking (a

“growth” mindset)

11

referential

echo chamber

The six sources of the emerging view

on a rejection of aptitude

(“heritability) continuum

“The Genius in All of Us”

focuses on:

� The “myth of gifts”

“The end of ‘giftedness’”� “The end of ‘giftedness’”

� “How to be a genius”

� “How lifestyle can alter

heredity”

12

The six sources of the emerging view

on a rejection of aptitude

(“heritability) continuum

“Bounce” focuses on:

� (Deliberate) Practice

� The 10,000 hour rule

� Challenging the

existence of prodigies

13

The six sources of the emerging view on a

rejection of aptitude (“heritability)

continuum

� “Talent is Overrated” (Colvin, 2008) essentially denies the validity of heritable (intellectual) traits focusing on:traits focusing on:

� (deliberate) practice

� hard work

� passion

14


rejection of aptitude (“heritability) continuum

� “The Talent Code” (Coyle, 2009) reluctantly acknowledges, but heavily discounts, heredity (aptitude), focusing on:(aptitude), focusing on:

� “deep practice”

� “ignition”

� master coaching

15



� “Mindset” (Dweck, 2006) overtly acknowledges aptitude, but focuses on:

� effort

� persistence

� risk-taking (a “growth” mindset)

16



� “Outliers” (Gladwell, 2008) overtly and consistently acknowledgesaptitude, but focuses on:

environment � environment

� practice

� Mentors

� “luck”

17

NATURE VERSUS

NURTURE

�Psychologists differ with regards to the importance they give to nature and nurture.to nature and nurture.

�However in reality, both heredity and environment interact with each other to influence the development of the individual.

Heritability� Heritability is a measure of the proportion of variation for a given trait that can be attributed to genetics.

� A heritability of 1.00 would mean that all the variation was the results of genetic variation (none of the variation is due to environment).to environment).

� A heritability of 0.00 would mean that none of the variation was the result of genetics, and that all of the variation of a given trait are the result of environment (or effort/coaching/ignition/deep practice/mindset).

19

The cumulative

Impact of an

uncritical look at

the books and

their you tube

companions

The cumulative

Impact of an

uncritical look at

the books and

their you tube

companions

Heredity sets limits and environment helps (or hinders)

the individual reach the limits. See example below of

two runners who trained at identical intensity and

duration with radically different results

Steve Schroeder-Davis

Mesomorph

Height: 5’ 10”

Steve Schroeder-Davis

Mesomorph

Height: 5’ 10”

Dick Beardsley

Height: 5’11”

Ectomorph

Dick Beardsley

Height: 5’11”

Ectomorph

20

Height: 5’ 10”

Weight: 180

Best marathon time: 2:45: 15

Per mile pace: 6:18

Height: 5’ 10”

Weight: 180

Best marathon time: 2:45: 15

Per mile pace: 6:18

Ectomorph

Weight: 128

Best Marathon Time: 2:08

Per mile Pace: 4:56

Ectomorph

Weight: 128

Best Marathon Time: 2:08

Per mile Pace: 4:56

Gagne’s Formula

Aptitude + Catalysts + Practice = AchievementLuckLuck

Revisionist’s

formula

Revisionist’s

formula

Dennis Hopson, third overall pick in the

NBA draft 1987

21

Revisionists: Everyone can attain “expert” status in anything they choose, since

aptitude is irrelevant

The does not appear to explain the two athletes above

NBA draft 1987

Michael Jordan, third overall pick

in the NBA draft 1984

Outliers example

Gladwell contends

that “The Beatles

would not have

become the Beatles

What does the

“Hamburg

Crucible” and the

10,000 hour rule become the Beatles

without Hamburg.”

10,000 hour rule

imply for gifted

students and talent

development?

22

The Beatles’ “Hamburg Crucible”

From 1960 - 1962 the Beatles played in Hamburg,

Germany:

� Five trips

� 270 nights

� 8 hours per night, 7 nights a week

23

� 8 hours per night, 7 nights a week

� 1,200 live performances in 18 months


Lennon: “We had to try even harder,

put our heart and souls into it . . .

we had to play for 8 hours and so

we really had to find a new way of

24

we really had to find a new way of

playing.”

The Beatles’ “Hamburg Crucible”4

Biographer Philip Norman, “They learned not

only stamina. They had to learn an

enormous amount of numbers-cover

versions of everything you can think of-not

just rock and roll, a bit of jazz too. When they

25

just rock and roll, a bit of jazz too. When they

came back, they sounded like no one else. It

was the making of them.”


Does this mean that any four musicians playing 1,200 live performances could equal the Beatles’creative and productive creative and productive legacy?

� Who is this

man?

26

HeadlinerHeadliner

UnderstudyUnderstudy

The Beatles’ “Hamburg Crucible”5

Author Gladwell: “The Beatles are undeniably talented. Lennon and McCartney had a musical

gift of the sort that comes along once in a

generation.”

27

Conceding that Hamburg was crucial to the

Beatles’ development does NOT mean that any

four musicians would exit Hamburg and become

the most successful band in history!

Why this matters!

� Due to both implicit and

explicit acceptance of

the skewed

nature/nurture equation,

1962 was one of the few

times significant money has

been devoted to gifted as a

Categorical population

nature/nurture equation,

virtually every extant

educational initiative is

compensatory in nature,

either ignoring or

harming gifted students

28

How we “do” school

29

What are “Grade Level Expectations”?

The concept of age-defined school “grades” is based in the The concept of age-defined school “grades” is based in the

presumption that all children will learn the same things

– in all subject and skill areas – at the same chronological

point in their lives.

Grade Level Expectations, and examinations based on those

expectations, enforce this presumption.

What are “Grade Level Expectations”?

Graded classrooms are taught to an ‘age-based median’ whichGraded classrooms are taught to an ‘age-based median’ which

can make it difficult to either excel or catch up.

“Accountability” testing encourages grade retention –

which leads to dropouts (both gifted and struggling).

In this system, gifted students can spend more than 50% of their class time “treading water.”

Hollingworth (1942), Renzulli, Silverman (1991)

From an R(esponse) t(o)I(nstruction document):

RtI

� “The quality of a

school as a learning

community can be

measured by how

E wih this statement?

Why?

I’m in 4th grade and

read at an 8th grade

level. I struggle to

learn something new

everyday!!!!!

I’m in 4th grade and

read at an 8th grade

level. I struggle to

learn something new

everyday!!!!!

measured by how

effectively it addresses

the needs of struggling

students.”

--Wright (2005)

32

Source: Wright, J. (2005, Summer). Five interventions that work.

NAESP Leadership Compass, 2(4) pp.1,6.

A Differentiated Support Continuum

Support Received for GTsSupport Received for

Students below

“standard”

Fold this

diagram in

half:

Equally

33

Equally

exceptional

students on

both ends

All students in “the achievement zone”

34Different strategies needed to optimize challenge!

35

GIFTEDNESSAptitude domains

INTELLECTUALReasoning

(e.g. verbal,

spatial,

memory,

judgment.)

CREATIVEOriginality,

inventiveness,

I N T R A P E R S O N A L

MOTIVATIONInitiative, needs,

Interests,

perseverance,

etc.

TEMPERAMENT/PERSONALITYAdaptability, attitudes,

Competitiveness, independence,

self esteem, values, etc.

TALENTS

Fields relevant to

school-age

youth.

36

inventiveness,

humor, etc.

SOCI-AFFECTIVELeadership, empathy,

self-awareness, etc.

SENSORIMOTORStrength, fine motor

control, endurance,

flexibility, etc.

OTHERSExtrasensory perception,

gift of healing, etc.

SURROUNDINGSHome, school, community, etc.

PERSONSParents, teachers, mentors, etc.

UNDERTAKINGSActivities, courses, programs, etc.

EVENTSEncounters, awards, accidents, etc.

E N V I R O N M E N T A L

DEVELOPMENTAL PROCESS

Learning - Training - Practicing

ACADEMIC

Language, science, etc.

GAMES OF STRATEGY

Clues, puzzles, video, etc.

TECHNOLOGY

Mechanics, computers, etc.

ARTS

Visual, drama, music, etc.

SOCIAL ACTION

Tutoring, school politics, etc.

BUSINESS

Sales, entrepreneurship etc.

ATHLETICS AND SPORTS

Can only be “developmental” if it’s

challenging!

Can only be “developmental” if it’s

challenging!

Gagne’s Formula from 1995 (!)

Aptitude + Catalysts + Practice = (Level of Achievement)

High Aptitude/Catalysts/Practice

37

Less Aptitude/Catalysts/Practice

Virtually everyone can improve significantly in virtually any endeavor,

but that does not mean everyone is gifted. It does mean that all

students need an appropriately challenging education to thrive!

• They are relentlessly egalitarian

The Appeal of the Books

• They are relentlessly egalitarian

• They are upbeat, hopeful, aspirational

• Their focus on effort and perseverance mightbe empowering

• The importance of luck and environment might offer (exculpatory) solace to some

38

The irony of the books: they are as

deterministic as the theory they challenge

� Hereditary intelligence � “Luck,” environment,

culture

Moved away from home Moved away from home 1902-19921902-1992

39

Moved away from home

at age 3 to save the family

money

Mother opposed college,

fearing it would make

Barbara

“unmarriable”

Almost denied college to

due finances and gender

Moved away from home

at age 3 to save the family

money

Mother opposed college,

fearing it would make

Barbara

“unmarriable”

Almost denied college to

due finances and gender

1902-1992

Nobel Science Laureate

1983

Elite cyto-geneticist

MacArthur “Genius”

grant

National Medal of

science recipient

1902-1992

Nobel Science Laureate

1983

Elite cyto-geneticist

MacArthur “Genius”

grant

National Medal of

science recipient

The problems (I had) with the books

� They advance the (unprovable) assertion that because most expertise takes about 10,000 hours or 10 years to develop, or 10 years to develop, anyone devoting that much time to any endeavor will become expert (which is a not a quantifiable concept) rather than merely maximizing their own unique potential

40

Environment and luck are (at least) as deterministic as

heredity

Environment and luck are (at least) as deterministic as

heredity

All but Mindset derive their fundamental argument from the

same, singular source: K. Anders Ericsson’s study of violinist’s

expertise

All but Mindset derive their fundamental argument from the

same, singular source: K. Anders Ericsson’s study of violinist’s

expertise

None of the books can explain the

difference between Michael Jordan and Dennis Hopson

None of the books can explain the

difference between Michael Jordan and Dennis Hopson

Built in plausible deniability: if the

10,000 hours do not result in “expertise,” the practice time must

not have been appropriate (“deliberate”)

Built in plausible deniability: if the

10,000 hours do not result in “expertise,” the practice time must

not have been appropriate (“deliberate”)

41

The Genius in all of US

The Daily Beast Author Shenk

� "The Genius in All of Us

will give new hope to

those of us who have not

yet written a classic

� Is true greatness obtainable from everyday means and everyday genes? Conventional wisdom says no, that a lucky few are simply born with certain gifts while most are not; that talent yet written a classic

sonata or played center

field for the Yankees.”

while most are not; that talent and high intelligence are somewhat scarce gems, scattered throughout the human gene pool; that the best we can do is to locate and polish these rare gems— and accept the limitations and mediocrity built into the rest of us.

42

Bounce analysis

� "Individual capability is

not set in genetic stone,

but is a constantly

moving frontier, shifting

� Elite cyclists might disagree,

especially those who competed

against Spanish great Miguel

Indurain, who was reputed to

have a lung capacity 33% bigger

than the average adult's—an

advantage unrelated to how hard

he trained.moving frontier, shifting

ever outward as we

develop and grow in our

area of expertise."

he trained.

� Lance Armstrong’s VO2 max:

85 ml/kg/min; “superior” 20

year old’s: 52.4

� It’s also derivative,

citing Gladwell and

Dweck 6 times each

43

Or….. Who is this?

� A few physical attributes particularly suit Phelps to

swimming: his long, thin torso offers low drag; his

arms span 6 feet 7 inches (201 cm)—disproportionate

to his height of 6 feet 4 inches (193 cm)—and act as

long, propulsive "paddles"; his relatively short legs

44

long, propulsive "paddles"; his relatively short legs

lower drag, and perhaps add the speed enhancement of

a hydrofoil; his size 14 feet provide the effect of

flippers; and his hypermobile ankles he can extend

beyond the point of a ballet dancer, enabling him to

whip his feet as if they were fins for maximum thrust

through the water

Talent is Overrated Analysis

� No alternative theories are

offered

� “straw men” are proffered

and then debunked

� Dr. Simonton suggests

that 30 – 40% of genius

can be attributed to

geneticsand then debunked

� The author(s) hedge:

“Colvin debunks the myth

of innate talent . . . and will

inspire you to achieve

more in all you do.” (not a

normative issue)

genetics

� (Gifted have) Larger Frontal Lobes, faster synapses, more efficient processes

See Sanjay Gupta

45

Argumentative oddities and fallacies

• “Had the six-year-old Mozart been compared with musicians who had clocked 3,500 hours of practice, rather than other children of the

� “Of course, none of this explains why Mozart eventually managed to produce compositions that are considered among the than other children of the

same age, he would not have seemed exceptional at all.” p. 57 Bounce

• “His greatest compositions did not emerge until he had been composing for two decades.” p. 58 Bounce

are considered among the greatest artistic creations in human history, but it ought to dispel the myth that they emerged from on high, like gifts from the gods.” P. 58,

Bounce

46

Inherent Contradictions: The Talent

Code

� From the cover:

“Greatness isn’t born.

It’s grown. Here’s how.”

� From page 73 (in reference

to the role of myelin in

skill development): “The is

not to say that every not to say that every

person on the planet has

the potential to become

Einstein (whose brain had

an unusual amount of

myelin). Nor does it mean

that genes don’t matter-

they do.”

47

Assuming the books are accurate

� Let’s take the authors at

their word.

What would that imply � What would that imply

for gifted students?

48

A really

ready

man!!

Giftedness as a “spectrum disorder”

The following slide portrays the “levels” of giftedness. In general, the

higher the I.Q. (or any other capacity) the more underserved the child

in a K-12 system.49

“Readiness”“Readiness”

Gagne’s Metric SystemLevel Label Ratio IQ SD

5 Profoundly 1:100,000 165 + 4.3

4 Exceptionally 1:10,000 155 + 3.7

“Ready”“Ready”


3 Highly 1:1,000 145 + 3.0

2 Moderately 1:100 135 + 2.3

1 Mildly 1:10 120 + 1.3

50





•“Deep practice . . . takes events we would

What is needed to learn?

•“Deep practice . . . takes events we would normally strive to avoid-namely, mistakes-and turns them into skills.” Coyle

•“Those with the growth mindset found setbacksmotivating. They’re a wake-up call.” Dweck

•“Deliberate practice is difficult. It hurts.” Colvin

“Deliberate practice” is focused, intense, specific practice designed to increase performance (+ hard work + passion) = talent

51

An example of

precocity

How much “deliberate

practice” or setbacks

will these students

encounter?

How much “deliberate

practice” or setbacks

will these students

encounter?

52

Response to Intervention

Define it…A prehistoric fishA prehistoric fishA prehistoric fishA prehistoric fish

Give an example…Tesselations no longer Tesselations no longer Tesselations no longer Tesselations no longer

live on earth.live on earth.live on earth.live on earth.

“Tesselations” Pre-Assessment Name: Eric G.“Tesselations” Pre-Assessment Name: Eric G.

www.interventioncentral.org

live on earth.live on earth.live on earth.live on earth.

Give a non-example…I don’t knowI don’t knowI don’t knowI don’t know

Ask a question about

it…Why are we studying Why are we studying Why are we studying Why are we studying

tesselations in math?tesselations in math?tesselations in math?tesselations in math?

53


“Tesselations” Pre-Assessment Name: Sally

Define it…To “tessellate” means to

form or arrange small

squares in a checkered or

mosaic pattern. A

tessellation is the pattern

Give an example…

www.interventioncentral.org

tessellation is the pattern

formed.

Give a non-example… Ask a question about it…Have you visited the website on

tesselations:

http://www.boxermath.com/plp/mo

dules/online/workshop/toolbox/mos

aictool.html?offer_id=PMTHF BACK54


Who is more likely to receive an

appropriate intervention?

Sally? Or Eric?

Who is more at risk for learning nothing during the

time devoted to tesselations?

www.interventioncentral.org 55

Two other examples: Annie and Josh

� Response to intervention—hereafter referred to as RTI—is a new element in our new element in our nation’s special education law and our nation’s schools. RTI is a process that schools can use to help children who are struggling academically or behaviorally.

56

Annie and Josh

� Annie is in first grade,

reading & writing at a 4th

grade level

� Josh is a budding

biologist “placed” in

third grade – but

functioning far higher

57

Dear Miss Brin,

Yesterday you got really really mad at me in class. I didn’t argue with you, because that

just makes you madder and being yelled at makes my stomach feel funny and I can’t think. But I

want to say what happened. Maybe you will understand why it looks like I don’t pay attention in

class.

You told us to open our books to chapter 4 and read silently. Then you asked everyone to

put your hand up if we had finished the third page and Sean didn’t. You waited for him to finish

the page. Then you told us to take turns reading out loud. When you got to me, I asked you

what paragraph to start on, and you started yelling at me. You asked me a lot of questions but

58

what paragraph to start on, and you started yelling at me. You asked me a lot of questions but

you didn’t let me answer any of them. You answered them yourself but the things you said

weren’t true answers!

This is what happened. I started reading when you said. I finished the chapter and stopped

because you get mad if I read any more. I didn’t get out another book because that makes you

mad too. I didn’t doodle or do math or talk to Sarah or get up or walk around because those

things make you mad. So I worked on my Greek in my head until you called on me.

I tried to keep track of where the other kids were when they were reading. And I had the right page. I just didn’t hear where Kim stopped. Her voice is sooo quiet and the verb I was saying was too loud in my head! So it’s not true that I was day dreaming! And I’m not stuck up or arrogant or insolent or any of the things you said I was! I TRY to follow along but I CAN’T read that slow!!

You said you got mad because I was wasting everybody's’ time. But I just asked “which paragraph Miss Brin?” Look at your watch and say it too. It takes 2 seconds. You could have said “the third paragraph.” That takes 2.1 seconds. I timed it too. Then Sarah and Amy R and Amy B would have 6 minutes to read aloud. Instead you yelled at ME for 6 minutes and they did not get to read any thing!

Peter takes almost a whole minute to read “Ben heard the bear cough Peter takes almost a whole minute to read “Ben heard the bear cough behind him.” I timed him. It’s a game I made up to pay attention instead of doing Greek or making up poems in my head. If I ask you what paragraph and you tell me it still takes me less than half a minute for me to read a whole paragraph. So I guess I don’t understand why you are mad or why you used 6 minutes to tell the class what a bad stupid mean person I am because I wasted their time for 4 seconds. I think YOU wasted their time!!! And I think YOU were mean to call me those names in front of everybody!!!!

59

Miss Brin I want to do what you tell me! I don’t understand why I can’t keep

reading at the end of a chapter. Or get out my

other books. or study my Greek. Or draw or

doodle or write in my journal. But you don’t

want me to do that so I don’t. But I can’t sit

and stare at the wall. If I try to do that I just

start thinking about something else! I don’t

know HOW to not think! I don’t know HOW to

read slow! Please tell me what to do so it read slow! Please tell me what to do so it

won’t make you mad at me all the time. And

PLEASE don’t yell at me in class.

love,

your sad student,

Anne

60

Talking point: redefine “struggling”

and “at-risk” to include students who

exceed standard but aren’t learning!

� RTI is a process that

schools can use to help

children who are

struggling struggling

academically or

behaviorally.

61

Gifted as a marginalized population

� “The quality of a

school as a learning

community can be

measured by how

I haven’t

learned a

blessed thing

all year!

I haven’t

learned a

blessed thing

all year!

measured by how

effectively it addresses

the needs of struggling

students.”--Wright (2005)

Burning questions?

63

Documents

Revised, expanded, and still wrong - Members Better TogetherOutliers example Gladwell contends that “The Beatles would not have become the Beatles What does the “Hamburg Crucible”