Overview
Author Events
News Articles
Reviews
Videos/Multimedia
Contact Inquiries
Book Reviews
|
Midwest Book Review "The onset of puberty offers much opportunity for mental growth as well as other types. Inspiring Middle School Minds: Gifted, Creative, & Challenging is a guide for middle school educators who want to give their students the boosts they need to spur creativity in this critical developmental stage. There are specific challenges one faces with middle school students, and Judy Willis hopes to prepare educators the best she can. Inspiring Middle School Minds is a highly recommended read for middle school teachers and administrators." |
|
Brooke Burling, Connecticut Association for the Gifted "...No matter where I looked, there was a lagging, disproportionate gap in the focus on gifted-appropriate education children receive during their middle-school years. In elementary school, we find the majority of the gifted services, and that is usually coupled with an increased involvement from parents, both in and out of the classroom, as well as plentiful enrichment programming to stimulate young minds. By the time children reach high school, they are able to avail themselves of honors and advanced placement classes, as well as an abundance of extra-curricular activities in many areas of interest. Yet somehow there remains an inexplicable void during the transition from one to the other. "Enter Dr. Judy Willis. In her new book, Inspiring Middle School Minds: Gifted, Creative, and Challenging, Dr. Willis explores the transitional black hole that is middle school... especially how it relates to the cognitive and neurological development of gifted learners as they evolve out of the more nurturing environment of elementary years and before they reach the (hopefully) more rigorous challenges of secondary education. Drawing upon her backgrounds in both education and neuroscience, Dr. Willis not only decries the disservice being done to all children whose minds crave experiential learning beyond the standardized teach-to-the-test rote regurgitation being heaped upon our children these days, but she also draws upon her own teaching experience and provides practical examples of what can be done right now to again make middle school years engaging, stimulating, and fun for all learners. "At the same time, Dr. Willis conducts an insightful investigation beyond the 'how' and delves into the specifics of 'why' it is so important to continue to stimulate these eager brains during their formative years when they transition from adolescence into pre-adulthood, interweaving her explanations with detailed analysis of the workings of the human brain and exactly what areas of the cortex are stimulated when true learning occurs. She explains with great clarity why we are doing all our children (not just our gifted learners) a disservice when we lump them into classrooms that focus on preparation to meet baseline achievement scores rather than continuing to provide experiential learning that allows students to make cognitive leaps and remain excited about learning. "In hindsight, I'm thankful that my eldest child made it through to high school where he is beginning again enjoy the challenges of learning he had as a bright-eyed, young child. What I would have given for him to have spent his middle-school years in an environment like Dr. Willis describes. At least my younger two children can benefit from her insights as I look forward to the day that they too move out of high school and into college." |
|
CHOICE Magazine, Written By: W.S. Miner, Truman State University "Joining the fields of neurology and education may seem daunting; however, Judy Willis, M.D., M.Ed., makes the connections readily. Willis is a board-certified neurologist who has also been a middle school teacher for 15 years. The direct links to research are one of the greatest strengths of this text, as there is a heavy reliance on research and it is cited well. Chapters 3 and 4 are particularly useful for those unfamiliar with brain anatomy and the process of learning from a neurological standpoint. The author is very clear in her discussion of complex processes. In addition, the author shares personal experiences and strategies from her teaching, which add authenticity to the text and are very helpful. This book is an excellent resource for pre-service teachers, beginning teachers, and parents. Furthermore, faculty might find this text helpful in a professional learning community. Anyone could implement some or all of these strategies with little trouble to enrich gifted children’s learning experiences. Summing Up: Recommended. All readership levels." |
|
Dona J. Matthews, Ph.D., and Joanne F. Foster, Ed.D., Co-authors of Being Smart About Gifted Children: A Guidebook for Parents and Educators "A welcome and much-needed resource. Willis shows how neuroscience, teaching, giftedness, and adolescence connect to inform best practice for parents and teachers. She provides sensible 'neurological strategies' that are aligned with a mastery orientation for learning. Readers will be informed and inspired." |
|
Jackie Drummer, President, WI Association for Talented and Gifted “'Adolescence is a period of rapid changes. Between the ages of 12 and 17, for example, a parent ages as much as 20 years.' (Author unknown). So begins one of the chapters in a very comprehensive and thought provoking read by Judy A. Willis, M.D. and M.Ed. "Dr. Willis, a neurologist and a currently practicing middle school gifted education expert combines the neurology of adolescence with specific curricular suggestions to maximize the potential of this special group of learners, and the read is excellent. "Using the most current brain research, Dr. Willis shows how best practice strategies in gifted education can ignite, sustain, and revitalize gifted learners. The beauty of this book is that it provides clear and understandable research, and links it to specific strategies, including lesson plans for educators, links to social and emotional research, and ideas for extending the learning at home and beyond for parents of gifted adolescents. "Though parts of this book contained information that I have already encountered, there was much to provoke thought and continuing curiosity for this reader. Dr. Willis’ book is the 'real deal.' Her ideas are practical and inspirational, and undoubtedly will help parents and educators of gifted teenagers age gracefully during this period of rapid change!" |
|
Joyce VanTassel-Baska, Ed.D., Executive Director, Center for Gifted Education, College of William and Mary, Past President, National Association for Gifted Children "This new book on working with middle school gifted students is refreshing in its no nonsense approach to the need for a comprehensive and integrated approach to addressing their needs. It also provides important up-to-date information on understanding current neuroscience research that may be useful to understand in crafting interventions and working with these adolescents on a daily basis as a teacher or parent. I was truly impressed by the tone and style of the author in making the book accessible reading to multiple audiences. I believe it is must reading for middle school educators and the parents of middle schoolers everywhere." |
|
Lorel Shea, BellaOnline's Gifted Education Editor ”Dr. Willis has the unique perspective of a person well-educated and practiced in two tangentially related fields. She had years of experience as a neurologist before going on to receive a master's degree in education. This book makes use not only of her time spent as a classroom teacher, but also a detailed knowledge of brain development. “The brains of middle school children function differently than adult brains. Brain imaging technology has permitted researchers to see what areas of the brain are utilized during different tasks. It is clear that the prefrontal cortex in adolescent brains does not operate as it does in adults when performing the same type tasks. Dr. Willis describes these differences, as well as how gifted children learn differently than most same age peers. For example, ‘Gifted students appear to more effectively inhibit task-irrelevant sensory input.’ They can judge what is and what is not relevant very rapidly. Thus they are able to more easily focus on a particular area of work. “…Willis discusses how parents can personalize studies for their children. She encourages them to make real-world connections, which can ignite the desire to learn. She covers the importance of sleep for middle school age kids. Brains need adequate rest to function properly, and young tweens and teens are often getting far less sleep than they require for optimal health. This book will prove helpful to many parents as well as professional educators. “The benefits of ability vs. age grouping are discussed at length. Age grouping often leads to a lifetime pattern of underachievement for gifted kids. Willis laments the national trend of a lower performance in middle schools, and suggests ways to combat it. She feels that the recent focus on rote memorization has been detrimental to the schools in general, and middle schools in particular. It's a sobering issue. How can we encourage our brightest and perhaps most divergent thinkers, if we are over focused on numbers? “This is a thought-provoking book and a must-have for parents and educators.” |
|
Paul Beljan, Psy.D., ABPN, Neuropsychologist, Co-author of Misdiagnosis and Dual Diagnoses of Gifted Children and Adults "Dr. Willis explains the findings of brain-based research in learning and development as it applies to the real lives of gifted children, their teachers, and school reform. It is gratifying to see someone in gifted education focusing on the source of gifted intellect--the brain." |
|
Teachers' Evaluation Comments, Teachers' Choice Award 2009 "I learned more about how gifted students learn, and how to help them reach their full potential. Even though I am a regular education teacher, I have students that outperform others and sometimes are bored and not challenged enough. This book provides ideas on how to keep students motivated." |
|
Teachers' Evaluation Comments, Teachers' Choice Award 2009 "If funds were available to purchase this book, I'd suggest that all middle school teachers be required to read it. It's helpful and provides far too many strategies to list. What I like most is that it strictly focuses on middle school students. Too often resources are for 'upper elementary' or 'lower secondary.'" |
|
Teresa Rowlison, Ph.D., New Mexico Association for the Gifted, Program Coordinator, College of Education, Distance Education, New Mexico State University "This book is an excellent resource for teachers and parents of gifted middle school students. It provides a wealth of information about what happens to gifted middle school students’ brains and how to best meet their academic and social needs. Since my daughter is currently a gifted middle school student, this book was very timely and helpful. The author explains why gifted middle school students exhibit poor judgment and decision making. She reminds teachers and parents that, 'Your responses to these admissions of lapses in judgment will help them trust you to be understanding and fair when they do make mistakes' (p. 36). I will try to remember this the next time my daughter tries to paint her face with food coloring and it won’t come off her face or the carpet!" |