1
Understanding and Supporting Gifted
Underachievers
EMB School Development DivisionEducational Psychologist
Sarah Pong12 January 2004
2
Defining ‘underachievement’
‘ Underachievement is defined as adiscrepancy between a child’s schoolperformance and some index of his or
heractual ability, such as intelligence,achievement, or creativity score, orobservational data.’ Davis &
Rimm 1985
3
Defining ‘underachievement’ in terms of
A DISCREPANCYbetween
POTENTIAL(what a child ought to be able to do)
and ACTUAL PERFORMANCE
(what a child is really demonstrating)
Richert 1991
4
Identifying gifted underachievers using
Intelligence test scores Gifted : 2 SD above the mean
Achievement test scores A pattern of continuous decline in
group achievement test scoresObservation
Teachers/parents observation checklists
5
Rethinking the ‘discrepancy’ formula
The discrepancy being persistent and marked. Underachievement is first and foremost a
behaviour and, as such, it can change over time.
Negative mental image leading to mental blocks - resulting in ‘a game of blaming.’
Performance being exclusively associated with academic, school-based endeavors.
Underachievement is content and situation specific.
Underachievement is in the eyes of the beholder.
6
Breaking the vicious circle –Early Identification & Early Intervention
‘ Early identification and appropriateprogramming prevent the establishment ofchronic patterns of underachievement or negative attitudes toward schools; it alsoallows early intervention with underachievers, which is much more successful than later efforts at remediation or correction. ‘
Whitmore 1980
7
Eight characteristics of achievers
Achievers are goal-oriented
Achievers are positive thinkers
Achievers are confident Achievers are resilient Achievers have self-
discipline Achievers have pride Achievers are proficient Achievers are risk makers
How about underachievers?
See self as inadequate Expect academic and
social failure Feel helpless to control
outcomes of effort Don’t feel free to make
choices Set unrealistic goals Are defensive toward
authority Feel rejected and isolated Are not willing to risk
failure Show ineffective
approaches to problems
8
Shared characteristics that distinguish the achieving from underachieving gifted
Lack of integration of goals & self direction Lack of self confidence Inability to persevere Inferiority feelings Terman & Oden (1947) Social immaturity Emotional problems Antisocial behaviour Low self concept An unstable family environment Dowall
(1982)
9
資優兒的特徵 ※ 邏輯思考力強※ 記憶力特佳※ 知識豐富※ 愛尋根究底※ 富創造力※ 善於解決難題※ 處理抽象觀念能力高
※ 語言能力強※ 具尖銳的幽默※ 自我要求高※ 對他人的期望或
批評非常敏感※ 富理想,重公平※ 喜歡作領導
10
潛能未展資優兒的特徵
※ 經常欠交功課※ 考試 / 測驗成績低劣※ 討厭上學※ 缺乏學習動機※ 自尊感低落※ 在課堂上表現退縮或 擾亂課堂秩序※ 認為沒有人會喜歡自
己※ 表現幼稚
※ 抗拒權威、拒絕遵守規則
※ 具有強烈的無助感※ 工作時無法集中精神, 容易分心※ 愛把個人的成敗歸咎於 外在的因素※ 多說話,少做事,語言 表達能力比書寫能力強※ 逃避困難,害怕失敗
11
Using the Hong Kong Behavioural Checklist (Teachers’ version) for identifying gifted / Talented primary school students (HKBC-T)
Tapping abilities in: Learning (related to intellectual
ability) Mathematics and sciences Creativity Leadership, and Learning motivation (related to task
commitment)
12
A Checklist for identifying gifted
underachievers
- Whitmore J (1980)
13
The Child
‘ Kate, is six but has a ‘mental age’ of tenand a half …… Kate, like every highly giftedchild, is an amalgam of many developmental ages … She may be six while riding a bike,thirteen while playing the piano or chess, nine while debating rules, eight while
choosing hobbies and books, five or three when asked to sit still.’ L. Silverman (1993)
14
Giftedness as Asynchrony
Asynchrony is due to differences in rates of physical, intellectual, emotional, social and skill development.
‘Giftedness is asynchronous development in which advanced cognitive abilities & heightened intensity combine to create inner experiences & awareness that are qualitatively different from the norm……The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.’
The Columbus Group (1991)
15
The emotional aspects of giftedness
‘ Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences’ - Roeper (1982)
Hollingworth (1931) suggested that gifted children are particularly vulnerable between the ages of four and nine,…… ‘To have the intelligence of an adult and the emotions of a child combined in a childish body is to encounter certain difficulties.’ (interrationship of cognitive complexity and emotional intensity).
16
Inquisitive,good at problem solving challenging behaviours Quick in acquiring information showing off, upsetting routines High expectation of self & others intolerant, perfectionist Sensitivity, desire to be accepted by others sensitive to criticism and peer rejection Strong sense of humor Misunderstood & rejected by peers Diverse interests and abilities
disorganized Creative disruptive Seeks truth, equality and fair play stubborn High energy, alertness hyperactive
17
Underachiever Profiles Dianne Heacox
The Rebel ‘Why should I play the school game?’
The Conformist ‘Don’t notice that I am smart.’
The Stressed Learner ‘It’s not good enough.’
The Struggling Student ‘I just don’t get it.’The Victim ‘It’s not my fault.’The Bored Student ‘There’s nothing new to
learn.’
18
Categories of underachievement Rimm 1995
Conformity
Nonconformity
Dependent Dominant
Dependent conformers
Dominant Conformers
Dependent nonconforme
rs
Dominant nonconforme
rs
19
Reversing underachievementA Trifocal Model S. Rimm 1989
Child
Home School
20
The Home
In families of high achieving students,
often Parents are interested
in their children The fathers are
important life influences Mothers are responsible
& independent Parents have high
educational aspirations Parents are well
educated Families are small The student is often the
first born or only child
In families of underachieving
students, often The student is dependent on the
mother The father is rejecting and domineering
and gives little warmth or affection The relationship between father and
daughter or father and son is negative or nonexistent
Parents allows achievement to go unrewarded
The children do not identify with their parents
There are deep social and emotional problems in the family
parents are not active in schools Parents are not supportive of their
children The child’s achievement present a
threat to the parents and their adult superiority
Parents do not share ideas, affection, trust or approval
Parents are restrictive and severe in their punishment
21
Effective parent – The Art of Striking Balance
Control vs. FreedomHigh Expectation vs. Low Expectation
Every Child wishes to please his/her parents
Parental involvement is vital in reversing underachievement
22
Underachievers belong to an ‘underserved group’ as a result of ‘underachieving schools.’
Whitmore (1989)
23
The School
Control vs. Freedom High Expectation vs. Low Expectation (The Art of Balancing)
Curriculum and Learning Style (March & Mismatch)
24
The Teacher - My instruction isRigorousI don’t set my expectation so low that students need not
make their best efforts.
RelevantI do not give more of the same task to students already demonstrated mastery.
Flexible and variedI allow variation in how students learn and how students show what they have learned.
Complex I challenge students’ thinking and actively engage them in content that conveys depth and breadth.
Adapted from D. Heacox 2002
25
Putting the child back in charge of his or her own education
‘Only when students feel academically
capable and internally motivated to
learn will school success occur… And,
… success is more likely to breed
additional success …’ Delisle 1992
26
Focusing on strength – create challenge, variety and opportunity for students to utilize strengths and interests to improve school performance and facilitate in-depth learning
Curriculum compacting Flexible skills grouping Tiered assignments Mentorship
27
Remediate deficiencies Work habit & study skills
e.g.procrastination Dysfunctional perfectionism Low self esteem External locus of control Problem-solving, conflict resolution Missing fundamentals & skills Specific learning difficulties – Dual
Exceptionalities
28
Strategies to reverse underachievementSupportive strategies Whitmore (1980)
These ‘affirm the worth of the child in the classroom and convey
the promise of greater potential and success yet to bediscovered and enjoyed.’
Intrinsic strategiesThese are ‘designed to develop intrinsic achievement
motivationthrough the child’s discovery of rewards available …. As a
result of efforts to learn, achieve and contribute to the group.’
Remedial strategiesThese are ‘employed to improve the student’s academic performance in an area of learning in which (s)he has
evidenced
difficulty learning, has experienced a sense of failure.
29
Personal counselling and special programming Counselling of underachievers ‘should enable
them to recognize their self concepts and perceptions into constructive channels,…’
Gallagher 1985
Negative results from merely grouping underachievers together (students reinforced each others’ negative behaviours). Perkins 1969
Grouping students according to ability without changing the curriculum or teaching methods cannot produce positive results. Goldberg 1965
Great gains reported when placed with achieving peers, with stimulating content and teaching strategies of the advanced class
30
Reversing underachievement of the gifted
Pitfalls to avoid Inflexible teaching Rescuing the
student Inappropriate
expectations The need to
control Getting even Giving up Getting angry
Tips for Teachers Focus on the positive Keep problems private Get them involved Get them interested Adjust your curriculum Provide variety Give them tools / opportunity for success Make learning
appropriate & relevant Minimize evaluation Build success Promote positive self
esteem
31
Underachievers are ‘discouraged’ persons, they ‘lack courage’. Kauffman 1988
To encourage students, your attitude must say: You are capable. Go ahead and try. Mistakes are to learn from. I encourage at the individual’s pace, not mine. I encourage in the direction of the individual
to meet his/her goals, not mine. I accept attempts and efforts. I value the individual as he or she is. I recognize the individual’s strengths, assets
and resources. Dinkmeyer and Losoncy 1980
32
How long will it take to change?
Depending on: The number of underachievement
causes How long the student has been
underachieving. The quality of the partnership formed
between parents/ teachers/ student.
33
Reversing underachievementA Trifocal Model S. Rimm 1989
Child
Home School
34
Trifocal Model for reversing underachievement syndrome Rimm1986
Assessment
Communication Changing Expectations
Role Model Identification
Correction of Deficiencies
Modifications of Home and School
35
http://serc.emb.gov.hk
36
http://serc.emb.gov.hk/big5/resources/gifted/index.htm
Top Related