Tuesday, January 1, 2019

Cognitive Load Theory

Here is the COGAT in a nutshell. It is the direct application of Cognitive Load Theory under the guise that children with a learned aptitude for academic material generated the ability to handle cognitive load.

Start with this quote I found in this article on the website theemotionallearner.com. It's a great website if you're in to that sort of thing. The quote is in a brief summary of Cognitive Load Theory (CLT). I wish I spent more time researching CLT, but researchers are really frustrating. More on that later.

Complex novel elements will overload working memory, so the complexity of a task needs to be pitched at the right level. As new information is incorporated into [long term memory] and new cognitive schemas arise, it leads to less load on cognitive resources and the level of complexity can increase.

The way cognitive skills tests measure cognitive skills, aka aptitude for academic work of all kinds, is to present never before seen novel tasks which are complicated. Complexity is defined by multiple relationships at once. The "right level" is the level way beyond the one your child can achieve with success in a reasonable amount of time. Long term memory is not in the picture in one test sitting, so it's all working memory on the COGAT.

Minor Implications

The classic way to beat the COGAT is to practice COGAT type questions, taking the 'novel' out of the equation. The classical approach is good for about a score of 85% to 90%.

The superior approach is to feed your child a steady stream of overly complicated working memory taxing exercises - regardless of the similarity to an actual COGAT question. This approach is good for 90% after just 6 weeks. Imagine what you could do with 12 weeks.

Wondering whether or not an activity or toy or game will help prepare your child for academic success? How complicated is it, how many things are happening at once, and how many skills does your child have to develop in order to finish the task? In general, the longer it takes, the closer the task is to the desirable mix of attributes. Bonus points for an activity that is fun enough to keep your child's interest while the skills are developed.

For example, is piano more desirable than the clarinet? Certainly at age 4, because the clarinet is way beyond the piano. The piano has 2 hands and two staffs. The clarinet is 2 hands, the mouth, cheeks, tongue, the tips of 10 fingers stretched in a way to create squeaks; none of these body parts are developed enough at age 4. Feel free to complain below about my bold assertion. Both of these rank below reading, which has at least 62 things going on at once. That is why reading comp is such good preparation, and why math in word problem format is 10 times as powerful as math in equation form. Is gymnastics better than soccer? It is if it's more interesting to your child. Like the clarinet, there are dozens of activities that are wonderful in later ages that parents push their children into at age 3 or 4.

The major implication

If you provide your child a steady stream of qualified activities, their working memory becomes a powerful weapon, and they will develop a host of sub-skills to deal with complicated tasks.

I accidentally discovered that the transition from working memory to long term memory starts at about 3 (mostly painful) weeks and eventually the child grows the capacity to instantly store items in long term memory that should meander close to the event horizon of their working memory. Short term memory is a brief sorting area for things that are sucked into working memory and things that are worth discarding, like the term 'trapezoid' which never seems to make it.

At some point, you reach the limit of the skill set of the child - not in their actual skill set, but in the material that is suitable to throw at the child. How many gladiators does the coliseum lion need to eat before he's bored? Not many.

In my ongoing series of diabolical experiments, none were as effective as those performed at the beginning of reading and math, where CAT took 3 weeks, as did the first page of Every Day Math . Both were Herculean tasks of brain growth.

Then I discovered fields, like trigonometry, chemistry, and philosophy. In throwing these at the child at an inappropriate age, and once they get beyond the phase of the minor implications of CLT, there is no such thing as an inappropriate age, I observed a whole new dynamic in cognitive skill develpment.

When you throw an entire field at your child in a short period of time (like one sitting), the process of understanding material and transitioning it to long term memory is too much. Instead of taking bits and pieces, which at first glance is what you think you might observe, the child lays the foundation for the next pass. I call this effect 'bucketing'. The child creates brain buckets for the material. It looks like they are not learning, but when they eventually see this material in class, it's all 'Ah ha!' instead of 'What?'.

For this reason, I'm transitioning from 'how to cheat your way into a gifted program' on this website to 'how to cheat your way through high school AP courses' on the next website.

A note on research

If you read the article linked above, you will see 'objective measures of cognitive load are difficult to obtain'. This makes me wonder, yet again, how much time these researchers spend with actual children. You just have to look. It usually occurs at the 15 minute mark with newby's and the 25 minute mark with advanced children. They heave a heavy sigh after reading a question for the 13th time, missing words like 'three' that are in plain sight. Researchers need to look for 'cognitive exhaustion' and measure performance up to that point, and they will have their proxy for cognitive load.

Saturday, December 22, 2018

Principles of Competitive Parenting

I think I'm ready to write the book.

When I first started this blog in 2011, I could write a one page article that included a complete extract on the topic at hand and adequately summarized my research. Now, it would take 30 pages to bring readers up to speed on a sub-topic of reading, math, test prep or character development.

I'd like to wait for graduate school to pan out before writing the book. "How to Cheat Your Way into a GAT Program" has a nice title, but I've got something much bigger in mind.

Here are some snippets from my notes, roughly in order.

Get your child into a GAT program at all costs

If you follow my recipe of test prep, getting to 94% is doable. 99% requires a bit of extra effort. "All costs" refers to redefining the values and activities in your house so that your children walk the walk and talk the talk for the rest of their lives.

I realize that not all GAT programs in all school districts are created equally. Any GAT program is better than none. We continued our GAT program at home just in case. But in our case, the education was way beyond my expectations. One of my children is in a reading program that tackles books that I struggled with as an adult.

While no books have been written on this topic, one of the permanent articles (never finished of course) on this website provides the recipe.

Reading must dominate their time

We no longer live in an industrial society. Even if you have no intention of producing future lawyers and writers, the thinking skills bred by reading are the ones that will pave the way for the rest of education and future professional success.

There are plenty of good books on this topic which I've cited before.

Vocabulary is everything

Vocabulary is not just the driver of thinking ability and test scores, it's the driver of personality, determination, and speaking ability when you use the Word Board. Unfortunately, once they develop photographic word memories, vocabular ceases to be an area of work. Enjoy it while it lasts.

Projects are the best teacher

Projects, crafts and art are the best teacher. At age 3 or 4, these teach executive functioning skills. In grade school, the GAT programs are all projects. If there is a text book of any kind involved, the kids read it outside of class time.

I lump music in to this category.

A corollary to this principle is that one long math problem teaches more than 500 short problems.

Every child should be challenged every day

This was my very first victory as a parent. If children learn to read by daily reading at home, how do they learn to do advanced math? Every day I presented my children with some math that challenged them. They're not going to get this at school, even in a GAT program, and they will not get this from a school math book even 2 or 3 years ahead of grade level.

After about 9 months of this program, I redefined daily math to be something ridiculously insanely hard. This is why reading dominates their time: insanely hard math exhausts the brain in about 25 minutes. That leaves plenty of time for reading.

There is no book on this topic. There are great programs for competitive math that come close, but few children are qualified by the right mix of interests, disposition, and geekiness. Both of my kids are into competitive math, but only by virtue of training.

Problem solving skills are gold

Most of my research and most of my original ideas fit under this heading. When I read through education and cognitive psychology journals, I'm confident that I'm still at least 25 years ahead of other researchers.

In 1945, George Poyla synthesized 3000 years of research on how mathematicians solve problems and applied it to high school sophomores. In about 2011 or 2012, I applied this to 4 year olds, then to calculus, to the SAT, to high school chemistry, to reading, and a host of other topics, all before 7th grade. We're now working on other applications like how to ace a test for a class you didn't attend.

After 4th grade

I've dabbled in research topics for older children on this website, but recently started another blog to cover them in more detail. Assuming 5 years of At Home Academic Training goes well, and it has, we're focusing on much more important topics like chores, theater, not quitting, overloading your schedule with activities and hard classes, and not being the slightest bit stressed by anything ever.

In the early days of this website, I argued for this principle: We are not doing any activities, especially ones that involve me driving my kid to some organized program. No soccer at age 4, no outside math tutoring, nothing. Despite this - or maybe because of it - both of my kids are slowly filling their schedules with groups and clubs.

There is so much more you can do with the Power Five problem solving skills with older children.

I've read so much about kids being overwhelmed by the stress of high school, what with 4 AP courses each semester and all those extra curricular activities. Tackling this problem is one of my current interests. I made my kids watch parts of How To Succeed in Busies Without Really Trying. We all want our little kids to get to high school fully prepared for hard work. I've got something much bigger in mind.

A note on leadership

I've never written an article on leadership. I think we work on a fairly comprehensive list of qualities or skills that a leader has, but I don't yet see the step from 'has' to 'using' leadership skills.

My kids are involved in a comprehensive list of activities. They have fun, they participate, they organize, they pull their own weight. They don't really lead. Perhaps this is because adults overdo the leadership thing. Nonetheless, I don't see any hint of a drive to be the best. I see plenty of adequate. Both kids like to perform, but they have fairly low standards and adhere to the adage 'Done is better than perfect'.

I think I can leverage that, parenting wise. If you need a crack team that includes the top math person, top scientist, writer, researcher, athlete, artist, and inventory, which role is not mentioned but always required? I'm 2 years from this line of research and it will definitely be in the other blog.

Saturday, December 15, 2018

The Anti-Kumon Experiment

I'm wrapping up the Anti-Kumon program I started 9 years ago. Although it's been a big success, I need to add one more element to the program.

I started the Anti-Kumon movement by listing the skills that I found by reverse engineering the COGAT, skills that determine academic success. These skills are reading complicated questions, holding multiple elements in working memory, organizing the work strategy, plodding through permutations, getting the wrong answer repeatedly, and checking the answer because you know you got it wrong. These skills require long complicated problems 2 years in advance. COGAT test prep and reading comprehension also work.

Kumon is a training program that is nearly the opposite of these skills: speed, memorization, one step problems, known material from last year. This approach targets academic work which is more of the same. No wonder or schools are failing at the University level. (Note - since I started the Anti-Kumon tirade, Kumon has added more advanced problems to their regimen, no thanks to me.)

The results were beyond my expectations, not just in math, not just on school work, not just in test scores. My children have attention spans from 4 to 9 hours on high school level AP work that they won't see for 4 years (depending on how boring the subject is). Projects tend to go overboard. Chores have escalated from 'clean your room' to 'clean the house' to 're-tar the roof'.

You become what you practice. I need a pithy way of saying that, like 'Fake It 'til You Make It' which is what it was in the early days when they got everything wrong and only did 1 or 2 problems a week from a book that expected 20 problems a day.

Here's my conclusion. When need to practice math facts the summer before eighth grade. Math facts are killing us.

Math facts are killing us

My kids are so slow in math. This works great when we covered calculus one weekend in 6th grade. It stinks on a timed test for high school entrance or high school placement. It's not helping in math competition.

There are numerous reasons to avoid math facts at all costs. Whatever the kid does - counting on fingers, counting on paper with little dots (like my sister and I did on the SAT) or counting in the brain - this builds number sense and other skills necessary for graduate school. Math facts work sheets are like video games - it's no so much what you're doing but what you're not doing, like complicated number theory that needs trig. Having to do double digit anything without a crutch requires holding a 3 part problem in working memory as opposed to mindlessly letting the pencil do the work.

The oldest turned in blank home work assignments during pre-algebra. I lump pre-algebra in with math facts, so we skipped it. The youngest just shouts out from the basement 'What's 120 times 16?' and I shout out 'What's 120 times 10? What's 6 times 100? How many times to I have to shout this out?' I don't think he needs it but it's nice to be included in homework.

One parent pointed out that Kumon really helped his kid in the following way. Not getting stuck on arithmetic errors provided more time for problem solving and higher order thinking. My response is that we've been doing high order thinking since age 5 and they can take as much time as they want. We're not racing our way to an accounting clerk position that's already been outsourced to a computer. If my child brings home a D in math in 5th grade, but does 8th grade math at home, someone has a problem, but it's not me.

I've written about Anti-Kumon on this website in the past. My 8th grader kicked off Anti-Kumon by doing 2nd grade math during Kindergarten. He's going to be doing arithmetic worksheets this summer.

If you read my articles from a few years ago about the skill set mentioned at the top of this article, and you want to know how these skills mature as the kids get older, the next edition of my other blog is dedicated to competitive math. These problems are perfect examples of how impossible math paves the way to a well written English paper.

Thursday, November 22, 2018

The Battle of the Gifted

There is a political battle ranging right now between gifted funding and funding for students at the bottom in urban school districts. Chicago has been exempt thus far thanks to a status quo mayor and a governor who refused to do anything because there's no money to do it. This is all going to change quickly thanks to a new governor and soon to be a new mayor.

To gear up for the mess, I've been reading up on the last 5 years of failure in the school districts of Newark, California, Washington DC, and New York.

The race to the bottom

At the bottom of the pyramid are dysfunctional poor families. It seems hopeless. The schools that serve poor cannot educate their children while diverting a huge portion of resources from education to a variety of other causes, like community, jobs, politics, bureaucracy, and corruption. The schools that made a concerted effort to focus on education, starting with Kindergarten, found that 70% of the kindergartners left the district by 3rd grade. Violence, drug addiction, broken families, and instability are a way of life for the poor and negatively impact the child's ability to learn.

The middle of the education bell curve includes a remedial education level about 2 years behind preparation for college. Parents in wealthier districts send the kids to school reading a year a two ahead. Parents in not-so-wealthy districts send their kids to school ready to read. Parents at the bottom send their kids to school unable to recognize the difference between a letter and a word.

At the top, the 3 warring factions are a) parents who expect a decent education for their children that only exists in a gifted and talented program, b) gifted educators who are cynical about parents, and c) poorly done research that contends the best education for gifted is to put them in a classroom of kids who don't place a high value on education at home.

The fatal flaw in a mixed classroom is the requirement for material that is suitable for a mixed classroom, and a teacher who is trained and motivated to deliver this material to students of mixed abilities.

The way forward

The shining exception to the mess is Jo Boaler, a professor at Stanford, who is determined to produce and accumulate effective material and train teachers to use it. I hope she succeeds. In the mean time, I love the material and it's great for At Home gifted education. Her website is YouCubed.com and I encourage you to turn your printer on and visit the website to take advantage of the free material. Please take note of her course on Algebra for kids of all ages, especially if your child is over the age of 9 and you want to head over to my other website, competitiveparentmagazine.com, where I'm putting together a strategy to get the TestPrep kid into Stanford. Granted, I have an article from a few months ago explaining why I would not waste $250,000 on an undergraduate degree, but I'd be more than happy to pay $250,000 if I could stop by the math department at Stanford during student orientation week and meet Jo Boaler. It would be worth $250,000. I've got at least one child who might study in her department.

Here is an example of the material on her website. This 'worksheet' is for ages 5 to 11.

There are 3 things to note. First, a child of age 11 (of normal math skills) will get more out of this worksheet, like 5x3+4x4 than a child of age 5, who will probably use it to learn how to count or basic adding. Next, if your child aspires to be gifted in math, you can start with the 5 year old usage and just keep going to the 4th grade level. Boaler has successfully used her material during research to turn D and F middle school students into A and B students. That directly implies that you can use it to teach advanced math to little kids. It works.

The third thing to note is more of a warning. A few years ago, when our 6th grade gifted math teacher in our gifted program sent home a worksheet like this (although slightly harder involving exponents), parents were both baffled about what to do and outraged that they had to do it, and the teacher was run out of town. I frantically emailed parents about what to do but it was too little too late. How dare our teacher expect our gifted students to act gifted. It turns out that parents where heavily involved in homework - heavily, if you know what I mean. The replacement math teacher is probably good, but I don't know for sure, since the middle school team instructed students in very strong terms not to tell anything to parents ever again about homework. Good for them.

Tuesday, November 13, 2018

The Tiger Cub Parent

I am going to prove that being a softy parent will product much better results than being a strict, demanding parent.

I will admit that in the early days, I was a bit impatient and frustrated trying to get my useless under-qualified children to do productive academic work. It's hard to be a parent. You give your 5 year old a simple problem like 5x3 and they sob because they don't know why the plus sign is turned diagonally.

Why I'm a Softy

Every academic experiment that I have subjected to my children to has succeeded beyond my wildest expectations. Every experiment. I've done dozens of these in all academic areas. I'm going to use the classic Every Day Math Grade 2 experiment as an example, but every single one of these challenges proceeds in exactly the same way:

  • Child spends 3 weeks getting through the first page.
  • Child spends the next 3 months getting most problems wrong and only doing a fraction of the problems that a child at the appropriate age would do.
  • Child starts to get things right and tends to work with less help for next few months.
  • By 8 or 9 months, child is starting to get most problems correct, albeit slowly, so we quit.

We've repeated this process in all academic areas over 8 years now and it always starts the same and ends the same.

It doesn't matter whether I'm demanding or not on the outcome. The child always gets from the first step to success just by doing a little each day. If I make comments like 'You're not trying and I'm disappointed' then an argument or more tears will ensue and we'll lose the whole day. Being demanding (or showing any emotion) tends to make it more painful, but doesn't change the outcome. I don't show negative or positive emotion. Positive emotion is equally counterproductive because when the child is getting everything wrong, you don't show positive emotion, and the child interprets that as the same thing as yelling and gets upset.

To repeat - the outcome is independent of whether the parent is demanding or not demanding. Being demanding wastes time.

Soft Limits

I have 3 soft limits. The first one is that our daily material is probably going to be ridiculously hard. The second is that each child has to do a little every day, like 15 minutes or an hour (for older kids). The third limit is when you ask me 'Can I use the computer because my friends are doing such and such right now' my response is 'Did you do your math today?'

These limits are soft because I've been doing this consistently for years. Of course a normal kid doesn't want to do ridiculously hard math. Of course a normal kid would rather just play. I am not personally offended by the inevitable complaining and begging. Do your math. I'll just say it softly, for the 13,567th time. No math, no computer.

The computer saved me. Before age 7, there was no computer option. I had to say things like 'you can go outside and play with your friends after you get your math done', or 'we'll leave for your T-Ball game after you do 3 problems'. Mostly, I had to sit there the whole time while we did it as a team. Before age 5, I had to keep a bag of skittles at all times.

Being a Softy Parent has long term benefits. I won't prove them here, but in short, the kids do lots of chores without being asked twice (they're like a Marines special forces unit in charge of household chores), they do their academic work on their own without my involvement, and they don't hate me. Plus, we exercise together, because of those skittles.

Sunday, November 11, 2018

The Nice Thing About Test Prep

The nice thing about test prep between the ages of 4 and 6 is that the same skills are used every few years until your child is finished with graduate school.

I'm gearing up for another round of tests with another group of 3 and 4 year olds. Chicago changed the start date for the programs that started in 1st grade (ours) to K; therefore test prep is officially defined as 'the sooner the better'. At least one of the kids I'm helping this year is in the suburbs. The suburbs tend to start later, like 2nd or 4th grade, and keep seats open for a child to join at his or her own pace. Chicago is more brutal.

For those of you who define test prep as 'do a lot of practice questions on a website' let me tell you what you are up against.

Vocabulary

I would love to do an experiment to see just how important vocabulary is to the test. I need one group of volunteers to study vocabulary; this group will not be allowed to do any practice questions or see a practice test. I need another group to do practice tests and not study vocabulary. I'm not sure any of my readers would sign up for this study, but fortunately I know a lot of people who don't prepare properly and show me their results and answer my questionnaire about practice methods. There are a lot of people in these 2 groups and the vocabulary group fairs much better.

Before we dive into reading, I want the child exposed to all math related vocabulary through 2nd grade. I'll take some 3rd grade words as long as they apply to generic topics like order or physical attributes. This not only addresses two-thirds of the test but is a good way to learn math.

During the reading process (age 4), there are only 2 constraints on vocabulary: I prefer short words that can be spelled using phonics rules and I exclude words that are only used at scrabble competition. I am tempted to publish a list of words entitled '100 words you need to know for the test', but the word list I put in the Pre-K Phonics book is better for brain development, is more ethical, and makes the other list irrelevant.

The normal rules of academic coaching apply to vocabulary. If the child actually memorizes the word 'trapezoid' and can spot the difference between trapezoid and quadrilateral, he will probably forget it 2 weeks later. Words like tall and wider will stick even at a young age. If a child forgets a word, it goes back on the Word Board. If a word is on the Word Board for 2 months, so be it.

During Kindergarten, we plow through Vocabulary Workshop. During first grade, it's Wordly Wise and Vocabulary Workshop since most school programs use Wordly Wise. By 1st or 2nd grade, the child is 2 years ahead and vocabulary work becomes efficient and effortless (depending on the day). By the end of 2nd grade, the brain is developed in this area and ready for different challenges. There's no point in going ahead 3 years before 4th grade, so we don't.

Skills Just Keep on Giving

Most school districts test in either in pre-K or K. Obviously, the program I outlined above cannot be completed in pre-K. We just keep up the 'test prep' until MAP or ITBS scores are where they need to be by 2nd or 3rd grade, and then we're finished with vocabulary. Where they need to be is 99%. Test prep means more than just getting into the right program. It means staying there, thriving, and maintain the same competitive advantage in skills until your child says 'you were right about the GRE' and you can retire.

By 2nd or 3rd grade the child memorizes new words on sight. It's cool to watch. It helps with all academic subjects, as you can imagine.

Starting in middle school, our super powers in vocabulary are needed each year.

One year we faced a difficult high school Chemistry course (in 7th grade, of course). I bought an AP Chemistry book from a used book site and we spent 6 weeks memorizing vocabulary. Quality parent-child time. It paid off.

Then we took the SAT 9 months later. I'll provide details in my other blog over the next few years because a) we're doing it again with the 2nd child and b) we're going to crush it this time because I know what I'm doing now.

The last hurdle to high school entrance is on December 1. This exam isn't the hardest of the two required exams, but why take changes. Vocabulary is a topic. I think we can adequately prepare in about 4 hours. I'm about to search for 'vocabulary word list freshman year of high school' or 'top vocabulary for the PSAT'.

Sunday, November 4, 2018

What is Giftedness and How to Get It

My favorite reader, Anonymous, left a great comment on last week's article. I encourage you all to read it. In this article, I'm going to describe how I define 'giftedness' and how I go about imparting it on other parents.

Here's the long term equation for giftedness:

Intelligence + Will + Interest = Your Child's Academic Performance

This equation was reported by David Lohman in a few of his papers. David Lohman is my hero for not his role as current author of the COGAT, but making all of his work publicly available so I could put the pieces together and defeat his test.

Next, take the classical education, which worked well for about 2,500 years until people started mucking with education. Here is an even briefer summary of Jessie Wise's brief summary in The Well Trained Mind. The classical education, as far as I can tell, mainly involves lots of reading and Jessie's daughter Susan ended up teaching literature at a university. I had to modify it a bit for math but I used the same formula.

  • Memorize everything from age 6 until about 4th grade.
  • Learn to think until high school.
  • In high school, learn to critically analyze literature and begin forming opinions.
  • In college use your emerging expertise in opinionationizing to choose a major that offends your parents.

In order to inject 'giftedness' into the classical education, I added a new step ahead of the traditional definition that begins at age 4.0 and overlaps step one above until about 6 or 7 years old depending on when you start. It is a combination of Jim Trelease's reading advice and Lohman's COGAT, going overboard on phonics and vocabulary, again taking Lohman's advice about how to pass the COGAT very literally.

  • Do phonics and get 1,000 books from the library. I took all phonics from pre K to 2nd grade, math vocabulary through 2nd grade, and packed it into Pre-K Phonics and Conceptual Vocabulary.
  • Master the COGAT. This was really hard at first (like before age 4), so I created Shape Size Color Count as sort of a pre-test-prep book. Still paying dividends.
  • Give your child a piano or keyboard, Piano Adventures, and ask him to teach himself piano.
  • Using Vocabulary Workshop + Pre-K Phonics, we kept the Word Board going until vocabulary was memorized on sight.
  • Test Prep ended right on schedule during Christmas break of Kindergarten. We used about a half dozen books from my curriculum page for the core curriculum with others as supplements. We started math with some counting (up to 5) and then jumped into Every Day Math Student Journal 1 for Grade 2.
Tiger Mom 2.0

Everything reading related was quality parent child time. There were some challenging moments with phonics (the word CAT for example was hell and took 3 weeks), but anything vocabulary related turned out to the the fun part of the week. This is where most of our time was spent, sitting with books deciding how many words my child would read (3) and how many I would read (the rest) on the next book, or standing at the Word Board acting out what the word 'mute' means while I keep asking a silent kid until we both break out laughing.

Math had its share of tears - not because I expect achievement. There were tears because I was content with my children spending 30 minutes figuring out a problem and explaining it to me than spending 2 minutes just telling them how to do it. When I say the word 'math', it means actual math or it means anything in the test prep curriculum that I list on this website on the curriculum page on the right. It's not about learning anything. It's about learning.

Working on cognitively challenging material taxes the brain. In fact, I expect during the new classical education step, a child's got about 15 minutes of quality thinking each day, maybe 4 or 5 days a week. I don't ask for a correct answer - or any answer for that matter - but we aren't going to stop until the brain is out of gas.

In the comment, Anonymous mentions the 10,000 hour rule. If I add up all of the cognitive skills training, including math, we're at about 250 hours over a two year period plus a lot of reading. The quality of these 250 hours varied from getting all 5 problems wrong to getting 2 or 3 out of 5 right.

If you visited my house during our cognitive skills training, you would think that I had very low standards and we were not learning anything at all. You would be 100% correct.

This website is about the 'intelligence' part of the equation above. Will and Interest are covered in the other blog. Your child's hard work in teaching himself goes part way toward 'will', but by 4th grade you still have most of the work to do. All of that reading lays the ground work for 'interest', but again by 4th grade you have to work really hard as a parent to stay out of 'interest' or you'll ruin it.

The new version of the Tiger Mom expects work every day toward our goals, but doesn't really care what the result is. The result takes care of itself. The result is way beyond expectations, so why push it?

The definition of gifted

Almost every state has a similar definition of gifted. A gifted child, per definition meets two criteria. The first criterion is that they learn quickly, independently, and would be bored in a classroom teaching material the gifted child already knows. The second criterion is that the gifted child scores at 98% or higher on a test that measures the academic and thinking skills that produce a child capable of learning quickly and independently.

Therefore, the path to giftedness is pretty straight forward. Teach the skills that the test is measuring.

When I started this research, every single book, paper, article, and pamphlet on giftedness said that it is genetic, at least in part. I have proven that it is ZERO percent gifted and can easily show that only bad logic and ignorance can ascribe cognitive skills to genetics. Even for those at the 99.9999% level with parents who never graduated high school.

So we're down to about 250 hours of investment to set your child on the right path to giftedness. If it's just the test you're worried about, you might be able to get to 95% in about 6 to 8 weeks and 100 hours, but only if the cutoff is lower, and you still have the rest of the work to do or they'll have a really hard time in their new program.