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IAG Underachievement
This document summarizes a presentation on understanding and reversing underachievement in gifted students. It discusses defining underachievement as a severe discrepancy between expected and actual achievement. Potential causes of underachievement include motivational, personal, and environmental factors. Strategies to promote achievement include using cognitive strategies, appropriate curriculum, self-regulation training, counseling, and specialized classrooms. Models for reversing underachievement focus on building self-efficacy, value for tasks, realistic expectations, and self-regulation skills. Teachers, peers, parents, and achievement all impact student motivation and success.
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IAG Underachievement
- 1. Understanding and Reversing Underachievementin Gifted Students Lisa Rubenstein, Ph.D. Ball State University Indiana Association for the Gifted Conference December 14, 2015
- 2. The best momentsin our lives are not the passive, receptive, relaxing times. The best moments usually occur when a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile. (Csikszentmihalyi, 1990)
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- 7. severe discrepancy between expectedand actual achievement Define underachievement:
- 8. Operationalize? Expected: Achievement Tests,Ability Tests, Previous Achievement Actual: Achievement Tests, Grades, Portfolios
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- 12. Identification Issues Duration Degree Ubiquity Test ScoreIssues Twice-Exceptionalities
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- 16. Causes Overview Motivational Factors PersonalFactors Environmental Factors
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- 18. Content Delivery Building anIntervention
- 19. Content Delivery Building anIntervention •Cognitive Strategies •Curriculum •Self-Regulation Examples... •Counseling •Self-Contained Class •Embedded Examples...
- 20. Tale of TwoModels
- 21. Sylvia Rimm’s Trifocal Modelfor Reversing Underachievement
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- 23. Possess the Adequate Skills From DelSiegle and Betsy McCoach
- 24. Confidence in Ability toPerform Task Self-Efficacy Possess the Adequate Skills From Del Siegle and Betsy McCoach
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- 28. How to BuildSelf- Efficacy • Compliment of skills they develop • Practice lack-of-effort explanations for poor performance • Avoid the appearance of unsolicited help • Recognize progress during a lesson • Help students to set goals, document their growth • Peer models and self-model
- 29. Expect to Succeed EnvironmentalPerception Confidence in Ability to Perform Task Self Efficacy Possess the Adequate Skills From Del Siegle and Betsy McCoach
- 31. Motivation Expect to Succeed EnvironmentalPerception Confidence in Ability to Perform Task Self Efficacy Value the Task Meaningfulness/Goal Valuation Possess the Adequate Skills From Del Siegle and Betsy McCoach
- 33. From Get OffMy Brain, by Randy McCutcheon, illustrated by Pete Wagner
- 35. I remember whenI first connected something from science and literature and psychology. It was so exciting!...I was seeing something, how things were working in the world, and I wasn’t just looking for a test. ...where if you are playing a team that’s worse than you, you kind of stoop down to their level...that’s how I felt in a lot of my classes...because the ones that didn’t challenge me were the ones I didn’t try at all in. Whenever there is a problem to solve…that is good for me…. I get really interested in current events and ethics and morality…
- 36. Motivation Expect to Succeed EnvironmentalPerception Confidence in Ability to Perform Task Self Efficacy Value the Task Meaningfulness/Goal Valuation Possess the Adequate Skills Teachers From Del Siegle and Betsy McCoach
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- 38. Motivation Expect to Succeed EnvironmentalPerception Confidence in Ability to Perform Task Self Efficacy Value the Task Meaningfulness/Goal Valuation Possess the Adequate Skills Teachers Peers From Del Siegle and Betsy McCoach
- 40. Motivation Expect to Succeed EnvironmentalPerception Confidence in Ability to Perform Task Self Efficacy Value the Task Meaningfulness/Goal Valuation Possess the Adequate Skills Teachers Peers Parents/Family From Del Siegle and Betsy McCoach
- 42. Motivation Expect to Succeed EnvironmentalPerception Confidence in Ability to Perform Task Self Efficacy Value the Task Meaningfulness/Goal Valuation Possess the Adequate Skills Realistic Expectations and Appropriate Strategies (Self Regulation) Teachers Peers Parents/Family From Del Siegle and Betsy McCoach
- 44. Self-Regulated Learning Zimmerman (1989)defines self-regulated learning as involving the regulation of three general aspects of academic learning. 1. Control of Resources (control their time, their study environment- the place in which they study, and their use of others such as peers and faculty members to help them) 2. Control of Motivation and Emotions (control self-efficacy and goal orientation to adapt to the demands of school and control emotions and affect (such as anxiety) in ways that improve learning) 3. Control of Cognitive Strategies (decide upon processing strategies that result in better learning and increased performance such as outlining or highlighting or creating pictures)
- 45. Self-Regulation Strategies • Setting Shortand Long Term Goals • Identifying Rewards for Work Completed and Goals Met • Time Management/Organization Strategies • Study and Learning Strategies (Flash cards, testing yourself, finding the right environment, chunking study time over several days) • Test-taking Strategies (Comparing class notes with material from the book, meeting with friends to brainstorm questions, arranging time with teachers for review) • Developing an Individual Plan to Be More Successful in School • Reflecting on What Has Occurred and Evaluating Progress
- 46. Motivation Expect to Succeed EnvironmentalPerception Confidence in Ability to Perform Task Self Efficacy Value the Task Meaningfulness/Goal Valuation Possess the Adequate Skills Realistic Expectations and Appropriate Strategies (Self Regulation) Teachers Peers Parents/Family From Del Siegle and Betsy McCoach Achievement and Engagement
- 47. Implementation of Strategies Resource forall strategies: www.gifted.uconn.edu/ NRCGT.html • Click on Underachievement Study. • Each strategy has its own module. • There are also lesson plans, worksheets, and videos.
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