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Iagc 2012 underachievement2_slideshare
The document discusses underachievement in gifted students. It notes that 18-25% of high school dropouts are gifted and only 26% of gifted high school underachievers are able to reverse this pattern in college. The most common definition of underachievement is when a student exhibits a severe discrepancy between expected achievement based on tests and actual achievement based on grades over an extended period of time. Possible characteristics of gifted underachievers include low self-esteem, lack of motivation, and negative school climate factors. Reversing underachievement requires building self-efficacy, increasing motivation through valuing tasks, and providing an appropriately challenging and supportive learning environment.
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Iagc 2012 underachievement2_slideshare
- 1. Understanding and Reversing Underachievement in Gifted Students Lisa DaVia Rubenstein IAGC 2012
- 2. "It is notimpossibilities which fill us with the deepest despair, but possibilities which we have failed to realize." — Robert Mallet
- 3. Importance • McCall, Evahn,& Kratzer (1992): School Achievement Matters • Peterson & Colangelo (1996): Persistent Patterns
- 4. Problems? • 18-25% ofhigh school dropouts are in the gifted range (Solorzano 1983; Renzulli & Park, 2000) • Underachievement becomes a pattern - only 26% of high school underachievers are able to reverse the pattern in college (Peterson, 2000)
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- 6. Most Popular Definition(Reis & McCoach, 2000) “Underachievers are students who exhibit a severe discrepancy between expected achievement (as measured by standardized achievement test scores or cognitive or intellectual ability assessments) and actual achievement (as measured by class grades and teacher evaluations). To be classified as an underachiever, the discrepancy between expected and actual achievement must not be the direct result of a diagnosed learning disability and must persist over an extended period of time. Gifted underachievers are underachievers who exhibit superior scores on measures of expected achievement (i.e., standardized achievement test scores or cognitive or intellectual ability assessments).” (p. 157).
- 7. Are we all underachieversin some areas?
- 8. Identification Problems • Duration • Degree • Different for gifted students and regular students • Standardized test scores/ IQ test scores • Twice exceptionality • Selectivity
- 9. 2006 Study Findings 5.00 3.75 Implementation 2.50 No Implementation 1.25 0 PreGrade PostGrade
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- 13. Understanding the Underachieving Student
- 14. Characteristics • Anecdotal reportsfrom counselors • Qualitative studies • Quantitative studies
- 15. Possible Characteristicsof Gifted Underachievers May be dependent May develop coping mechanisms which successfully reduce short term stress, but which inhibit long term success. May be socially immature May be antisocial or rebellious ..........
- 16. Characteristics of Gifted Underachievers The most common characteristic is low self- esteem. Sometimes these students don’t believe they are capable of accomplishing what their families and teachers expect.
- 17. But wait...a challenge? •McCoach & Siegle: academic self-perceptions was equal between the 2 groups • Difference between qualitative and quantitative • Largest predictors: Motivation and task valuation
- 18. A model ofmotivation: Achievement Orientation Model
- 19. Possess the Adequate Skills From Del Siegle and Betsy McCoach
- 20. Possess the Adequate Skills Confidence in Ability to Perform Task Self Efficacy From Del Siegle and Betsy McCoach
- 21. Flexible OR Stable/Fixed
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- 24. How to BuildSelf- Efficacy • Complement 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
- 25. A Balancing Act Interest Ability Effort
- 26. Expect to Succeed Environmental Perception Possess the Adequate Skills Confidence in Ability to Perform Task Self Efficacy From Del Siegle and Betsy McCoach
- 28. School Climate • Lackof respect for individual child • Negative expectations • Strongly competitive environment • Inflexibility, rigidity • Exaggerated attention to errors • Unrewarding curriculum • Peer pressure
- 29. School Perception • Identifyfaulty cognitions • I must perform well all the time. • Everyone must treat me well all the time. • Conditions must be favorable all the time. • Categories • What events occur • Attributions about why events occur • Expectancies or predictions of what will occur • Assumptions about the nature of the world • Belief what should be • Is it valid and/or reasonable to have this thought? • Are their distortions blocking what is true? (Examples include overgeneralizations, minimization, catastrophizing, absolute thinking)
- 30. School Perception Choice Theory • All behavior is chosen and the only person whose behavior we can control is our own. • No thing, event, or person makes us to anything. Solutions • Set good goals that are positive, in the student’s own words, current, specific, and in the student’s control. • Start small, in the present and focus on how to actively change it. Point out successes. Follow up.
- 31. Expect to Succeed Environmental Perception Possess the Adequate Skills Motivation Confidence in Ability Value the Task to Perform Task Meaningfulness/Goal Self Efficacy Valuation From Del Siegle and Betsy McCoach
- 32. Mihaly Csikszentmihalyi On Flow
- 34. From Get OffMy Brain, by Randy McCutcheon, illustrated by Pete Wagner
- 36. Whenever there isa problem to solve…that is good for me…. I get really interested in current events and ethics and morality… I remember when I 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.
- 37. I've ended upgetting lower grades than my classmates many times because I didn't feel like the course was challenging enough to try in. Then, when a test did come, there were times I was unprepared because I've always had a hard time believing I needed to study for a test. That shaped my work ethic, even in college to believing that I can get through any class without external studying or preparation.
- 38. Goal Valuation Intrinsic Value • Interest enhancing activities (games, challenges, anecdotes) • Choices • Pre-assessment and matched challenges (AP) • Immediate feedback • Enthusiasm and equal treatment of students Attainment Value • Authentic and significant tasks • Personally meaningful • Provide models who value academic achievement
- 39. Goal Valuation Utility Value • Explain purpose • Connect to current wants or future goals • Real world applications • Personal stories • Connections between prior, current, and future learning Rewards • Reward for reaching a specific instructional goal Conferences • Constructive confrontation • Active listening • Clarify goals • Make plans to achieve goals
- 40. Teachers Expect to Succeed Environmental Perception Possess the Adequate Skills Motivation Confidence in Ability Value the Task to Perform Task Meaningfulness/Goal Self Efficacy Valuation From Del Siegle and Betsy McCoach
- 41. Classroom Practices Study Teachers reported that they never had any training in meeting the needs of gifted students. 61% public school teachers 54% private school teachers Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (Research Monograph 93102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
- 42. Classroom Practices Observational Study Students experienced no instructional or curricular differentiation in 84% of the activities in which they participated: Reading Language Arts Mathematics Social Studies Science Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students in regular classroom (Research Monograph 93104). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
- 43. No Differentiation Advanced Content AdvancedProcess Advanced Product Indep. Study w/ Assigned Topic Indep. Study w/ Self-selected Topic Other Differentiation Gifted Students Were Involved Types of Differentiation in Which
- 44. Matching Effort with Outcome Possible Outcomes Positive Negative Positive Achievers Underachievers Possible Effort Negative Underachievers Underachievers
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- 46. Teachers Peers Expect to Succeed Environmental Perception Possess the Adequate Skills Motivation Confidence in Ability Value the Task to Perform Task Meaningfulness/Goal Self Efficacy Valuation From Del Siegle and Betsy McCoach
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- 48. Teachers Peers Expect to Succeed Environmental Perception Possess the Adequate Skills Motivation Confidence in Ability Value the Task to Perform Task Meaningfulness/Goal Self Efficacy Valuation Parents/Family From Del Siegle and Betsy McCoach
- 49. Family Characteristics Uncontrollable • Poor family morale • Family disruption Controllable • Parent overprotection • Authoritarian • Excessive permissiveness • Inconsistencies between parents
- 50. Family Issues Affecting Academic Underachievement • Family dysfunction/ Power patterns • Strained relations with family members • Problems with siblings and sibling rivalry • Inconsistent role models and value systems in the family • Minimal/Hyper paternal academic monitoring, guidance, and expectations
- 51. Parental Considerations • DON’Ts: Do not put them in their place or foster learned helplessness. Avoid excessive pressure or conveying too much power. Don’t use their talent as an excuse. • DOs: Show them attitudes of respect, compromise, and working together to solve a problem. Negotiate a fair contract and stick to it. Model intrinsic and independent learning, positive commitment to career, and respect for school and teachers.
- 52. Teachers Peers Expect to Succeed Environmental Perception Realistic Possess the Expectations and Adequate Appropriate Skills Motivation Strategies (Self Regulation) Confidence in Ability Value the Task to Perform Task Meaningfulness/Goal Self Efficacy Valuation Parents/Family From Del Siegle and Betsy McCoach
- 54. 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)
- 55. Self-Regulation Strategies • Setting Short and 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
- 56. Achievement and Engagement Teachers Peers Expect to Succeed Environmental Perception Realistic Possess the Expectations and Adequate Appropriate Skills Motivation Strategies (Self Regulation) Confidence in Ability Value the Task to Perform Task Meaningfulness/Goal Self Efficacy Valuation Parents/Family From Del Siegle and Betsy McCoach
- 57. Don’t mistake activity for achievement. John Wooden
- 58. Achievement and Engagement Teachers Peers Expect to Succeed Environmental Perception Realistic Possess the Expectations and Adequate Appropriate Skills Motivation Strategies (Self Regulation) Confidence in Ability Value the Task to Perform Task Meaningfulness/Goal Self Efficacy Valuation Parents/Family From Del Siegle and Betsy McCoach
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- 60. Students’ Perceptions (Linda J. Emerick’s Study) • Out of School Interests • Parents • The Class • Goals • Teacher • Self
- 61. Interventions • Whitmore (1980) •Supplee (1990) • Baum, Renzulli, & Hébert (1995) • Siegle, Reis, & McCoach (2006) • Rubenstein (2011)
- 62. U A Study to Increase Academic Achievement for nderachieving GIFTED STUDENTS from The National Research Center on the Gifted and Talented Principal Investigators: Del Siegle and Sally M. Reis Study Development Team: Del Siegle, Sally M. Reis, and D. Betsy McCoach Intervention Development Team: Del Siegle, Sally M. Reis, Meredith Greene, D. Betsy McCoach, and Ric Schreiber Field Test Team: D. Betsy McCoach and Del Siegle Study Implementation Team: Del Siegle, Sally M. Reis, Becky Mann, and Scott Davie
- 63. Basic Assumption: Students Underachieve for a Variety of Reasons They based their interventions on five different types of underachievers: Those who… … believe the environment is at fault (environmental perception) … don’t value the goals of school (goal valuation) … don’t believe they have the ability to do well (self-efficacy) … are not challenged by the curriculum (curriculum-compacting and Type IIIs) … lack organization and study skills (self- regulation)
- 64. Monitor Student’s Academic l Achievement (n=24) nt ro Co Goal Valuation (n=22) Self-Efficacy (n=27) School Percept (n=8) Treatment Curriculum Compacting and Type IIIs (n=21) Self-Regulation (n=36)
- 65. 2006 Study Findings 5.00 3.75 Implementation 2.50 No Implementation 1.25 0 PreGrade PostGrade
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- 68. Implementation of Strategies Resource for all 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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- 71. Student understands standards. Content Process Product Project ATLAS Student proposes assignment...for engagement.
- 72. Daniel • Family • Peers •Interests • Expectations
- 73. Jason • Family • Peers • Interests • Expectations
- 74. Ginger • Family • Peers •Interests • Expectations
- 75. Results Standard Mean Differences Daniel 0.45 1.93 Jason -1.78 0.35 Ginger -0.52
- 76. Findings • Students’ home lives have a large effect on students’ school lives. • A caring individual who takes an interest in a student’s life can make a difference for that student. Signing the permission form may have affected the students’ performance. • Underachievement interventions must be student speci=ic, and Project ATLAS may be effective for some students. • In Mrs. Hemmingway’s class, students rarely had an opportunity for active engagement, and when they did, the underachieving males in the study, both Jason and Daniel found it challenging to use that time appropriately.
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- 78. Call for Action Mentorships Community Partnerships Autonomy Action Counseling Quality Curriculum Research Technology Social Justice Acceleration Try something...
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