What Teachers Can Do To Turn Around

Underachieving Gifted Students

Kristen SewardPurdue University

Gifted Education Resource Institute

Fifth Annual National Leadership Summit:Identifying and Serving

Gifted Native American Students

Knowing Me, Knowing You Kristen Seward

› B.A. in English Education• 3 years in middle and high school

› M.S. in School Counseling and Guidance 5 ½ years in middle schools 9 years in high school

› In progress--Ph.D. in Gifted Education

Now for you…..

My Agenda Warm-up Defining “underachievement” Types of Underachievement Characteristics of Gifted

Underachievers Contributing Factors of Gifted

Underachievement What Can We Do To Turn Gifted

Underachievers Around?

What Needs To Be Added? What would you like to discuss related

to underachievement in gifted education or in gifted education in general?

Please feel free to ask questions throughout the presentation as they come to you.

“It is not impossibilities which fill us with the

deepest despair, but possibilities which we have

failed to realize.” Robert Mallet

How does this apply to our students? … to us as educators?

Warm-up #1 On one side of your notecard,

write down everything you can think of regarding

underachievement. Complete sentences not necessary. Be prepared to share your ideas. You have 3 minutes. GO!

Sobering Statistics 50% of high-ability students do not

achieve well (Schultz, 2005). Between 18-25% of high school

dropouts are identified as gifted (Center for Comprehensive

School Reform and Improvement, 2008) Concerning gifted students and college

(Peterson, 2000) Attend College

Finish in 4 Years

Gifted Achievers 100% 83%

Gifted Underachievers 87% 53%

Sobering Statistics (cont.)

Thirteen years after high school, the educational and occupational

status of high school underachievers paralleled their grades in high school,

rather than their abilities.(McCall, Evahn, & Kratzer, 1992)

Definition of Underachievement

“…a discrepancy between potential (innate ability; gifts) and performance (achievement)” (Heacox & Cash, 2014).

Must NOT be the result of a diagnosed learning disability and must persist over a period of one school year.

To Be or Not To Be On the other side of your notecard, write down

the name of the first student who comes to your mind after you hear each of the following descriptions:1. Lacks self-confidence as a learner2. Teacher-pleaser3. Gifted learner4. Fails homework, but passes tests5. Completes schoolwork with little effort6. Bored7. Lazy but capable8. Needs to be more challenged in school9. Doesn’t persevere when the learning task is difficult10. Doesn’t seem to have any goals11. Displays feelings of inferiority12. Loves to learn almost anything

Two Types of Underachievers(both equally frustrating)

Non-producers› Fail to do daily work yet still pass tests and

perform well on standardized tests.› Probably knew material already or learned it

more quickly than other students. Selective producers

› Not motivated by grades, these underachievers will engage in learning only when it is interesting to them.

› Know they are smart and capable of high performance.

Heacox & Cash (2014)

Manifestations of Gifted Underachievers

Disruptive, delinquent, hostile, touchy, temperamental, frustrated

Anxious, perfectionistic, worries about failure

Procrastinates, easily distracted, seems unconcerned about work

Reis & McCoach (2000)

Now, who is coming to your mind?

Characteristics of Gifted Underachievers

High academic self-perception, but underachievement determines › the types of activities, › the amount of challenge, and › the level of persistence

Usually has negative attitudes toward teachers, classes, and school in general

Motivation and self-regulation (thoughts, feelings, and actions related to attaining goals) is negatively affected

Goal valuation (degree to which task is important, interesting, and attainable) is also a factor

(Heacox & Cash, 2014)

The LARGEST DIFFERENCE between achievers and

underachievers is in MOTIVATION and SELF-

REGULATION (i.e., disengage or make haphazard, shallow attempts

at work ) and in GOAL VALUATION (i.e., have to value the

work or the outcome).(Heacox & Cash, 2014)

Cycles of Success and Failure

Achievers are in a success cycle. › Belief that they deserve success Positive feelings

about school and learning Desire to achieve Achievement Belief that they deserve success

› Setbacks are temporary. Underachievers are in a cycle of failure.

› Confidence as a learner is weak Belief that they do not deserve success Negative feelings about school and learning Limits desire to achieve Failure Confidence as a learner weakens

› No control over whether they succeed or fail. Both impacted by self-fulfilling prophecy

Risk Factors for Gifted Underachievement

Socio-emotional Factors› Perfectionism› Fear of Failure/Procrastination/No Risk-taking› Peer Influences/Conformity› Depression/anxiety› Social immaturity

Classroom and Curricular Factors› One Learning Goal for All/No Differentiation› One Learning Pace for All/No Differentiation› One Learning Path for All/No Differentiation› One Learning Choice for All/No ….› One Learning Expectation for All/No….

Risk Factors continued Family Factors

› Inconsistent and/or extreme parenting styles and techniques

› Instability due to any kind of abuse or neglect› Treating gifted child as an adult at too young of an age› Pressure to succeed

Cultural Factors› “Achievement” is culturally defined and may conflict

with school’s definition› Values are culturally specific› Attitude-achievement paradox may exist› Intimidated by dominant culture› Language may be a barrier to school achievement› Inequity in educational opportunities

Suggested Causes of Gifted Underachievement

1. An unusual or unexpected event2. Power and control issues3. Conflicting or unclear messages from significant

adults4. Lack of an intellectually stimulating environment

and support for students’ passions 5. Fixed mindset of intelligence6. Problematic beliefs (competition, perfectionism,

etc.)7. Gender8. Family dynamics (parenting styles, trust issues,

substance abuse, health issues, conflict, etc.)9. Peers

Reflection Look over the list of students you

identified earlier.› Who needs to be added to your list of

potential gifted underachievers?› Which students have not been identified as

gifted and probably should be considered?

Create a list of students that you will talk to your principal or school counselor about.

INTERMISSION

Let’s take a 10 minute break!

After the break, we will discuss what we can do to turn around underachievement in the classroom

Warm-up #2 Everyone please stand up. You may take your seat if you have NEVER

THOUGHT, SAID, OR HEARD….› “My students are so unmotivated.”› “I know my students can do better; they just

need to work harder.”› “I’m tired of hearing students’ excuses for their

failure.”› “Some capable students are just lazy.”› “Students have poor attitudes toward school.”› “My students are not working up to their

potential.”› “You can lead a horse to water….”

What Can We Do To Turn Gifted Underachievers Around?

“There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.”

Terrell BellFormer Secretary, U.S. Dept. of Education

Think, Pair, Share Think of a time when you were

extremely motivated to learn. It might have been in preparation for your driver’s license or the winter you learned to ski. › Why were you motivated to learn? › What supported you in your learning?› What made it a successful experience?

Try to relate your experiences to what you do every day in your classroom.

In Our Classroom All students, especially underachievers,

need 5 C’s:› Control—student-centered learning and

instruction emphasized› Choice—student interests and learning

preferences are part of learning experiences› Challenge—flexible, differentiated learning

experiences are provided› Complexity—novel, authentic, abstract, open-

ended experiences are provided in a variety of forms including in-depth studies, contests, & higher-level-thinking skills

› **Caring—fair, flexible, humorous, non-judgmental, respected and respectful

Instructional StrategiesControl

Choice Challenge

Complexity

Caring

Flexible Grouping X X X X XX

Curriculum Compacting X X X X XX

Tiered Assignments X X X X XX

Independent Study X X X X XX

Honors Classes X X X XXPre-assessment X X X XXHigher-level Thinking Tasks X X X X XX

Creative Thinking Tasks X X X X XX

Project-based Learning X X X X XX

Flexible Grouping andCurriculum Compacting

1.Flexible Grouping Interest Achievement level Activity Learning preference Special needs

2. Curriculum Compacting (skill work) Used in conjunction with pre-assessment Skills already mastered are removed Time for independent study/projects

3. Tiered assignments—R. Cash

Tiered assignments areused in lessons when all students are focused on the same content, essentialunderstandings, or key skills, but students work on parallel tasks that vary based on readiness, interests, or learning profile.Tier A – structured, teacher- directedTier B – little prompting to organize ideasTier C – challenging, open- ended, student-selected

4. Pre-assessmentFrequent assessment guides instruction. Formal and informal Pre-, formative, and summative

Types of Pre-assessment The T-W-H Chart (Think I know, Want to know,

How I would like to learn about it) Open-ended Writing (5-minute time limit) End-of-unit or chapter assessment as pretest Learning Preference and Interest Inventories Five Most Difficult Questions (timed, of course)

Other High-impact Strategies to Personalize Education

Exploration of student interests Pre-assessment of student content

knowledge Career exploration Real-world experiences Study and organizational skill

instruction Educational time spent with other

capable students

In Our Classroom… Show acceptance and caring Focus on the positive and on strengths. Keep problems private. Maintain contact with parents/guardians. Keep student involved and interested;

focus on process as well as the product Provide variety and choice

In Our Classroom continued Keep your expectations high and the

learning rigorous.› Provide models of work expected› Provide descriptive feedback› Teach student to self-assess› Use recovery, redo, and do-over points› Enlist student in record-keeping› Utilize one-on-one conferences

Adjust your curriculum to make learning appropriate and relevant.

Create challenge, variety and opportunity for students to utilize strengths and interests to improve school performance and facilitate in-depth learning.

Reflection In pairs or on your own, create a cinquain

poem that reflects what you have learned, will implement, or will think more about as a result of your participation in this session.

FORMAT: one word two words three words four words one word

Outside of Our Classroom…. Promote extra-curricular participation Mentoring Counseling

› Goal: To reverse counterproductive habits and thinking.

› Focus on Student’s strengths “Making sense” of the factors involved and

reframing as necessary Moving forward Empowerment—living “on purpose”

Outside the Classroom … Counseling (continued)

› Family counseling may be in order when serious family issues are involved Teach positive communication strategies Re-establish healthy family hierarchy and roles Strengthen family leadership Teach positive parenting skills Help parents understand themselves and child Clarify personal boundaries Raise awareness of parental messages Help parents “give permission“ to achieve

THERE IS HOPE!“Children are not born

underachievers. Underachievement is

learned, therefore it can be unlearned.”

(Davis and Rimm, 2004, p. 317)

Thank You for Attending!Kristen Sewardksseward@purdue.eduPurdue University, Educational StudiesGifted Education Resource Institute Beering Hall of Liberal Arts and Education 100 N. University Street, Room 5113 Purdue University West Lafayette, IN 47907 Tel: (765) 494-7241, Fax: (765) 496-2706

http://www.geri.education.purdue.edu Like us on Facebook: GERI

Resources Heacox, D. and Cash, R. (2014). Differentiation for Gifted Learners. Hoover-Schultz, B. (2005). Gifted underachievement: Oxymoron or enigma? In

Johnsen, S. & Kendrick, J. (Eds.) Teaching Strategies in Gifted Education . Waco, TX: Prufrock Press.

Long, C. (2013). Are we failing gifted students? National Education Association. http://neatoday.org/2013/09/18/are-we-failing-gifted-students/ McCall, R.B., Evahn, C., & Kratzer, L. (1992). High School Underachievers: What

Do They Achieve As Adults? Newbury Park, CA: Sage Publications. Peterson, J.S. (2000). A Follow-Up Study of One Group of Achievers and

Underachievers Four Years After High School Graduation. Roeper Review, 22(4), 217-224,

Peterson, J.S. & Colangelo, N. (1996). Gifted Achievers and Underachievers: A Comparison of Patterns Found in School Files. Journal of Counseling and Development, 74, 399-407.

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-170.

The Center for Comprehensive School Reform and Improvement. (2008). Issue brief: Gifted and talented students at risk for underachievement. Washington, D.C.: Learning Point Associates and SEDL for the U.S. Department of Education.