The Gifted Kids Network

I am hoping that the Gifted Kids Network can support students who are underachieving in their current educational setting.   This week’ my personal learning has been focused on research based strategies for engaging underachieving students.  I was thrilled when at the Beyond Giftedness Conference I attended yesterday, Sue Whitnah presented on “Intelligence does not equal success:  Developing habits of mind necessary for students to exel”. It was a fabulous presentation with lots of great information and many things to think about.   According to the research Whitnah presented, underachievement begins in early elementary school and peaks around 8^th grade.  Studies show that just one caring educator can make a difference to a student and we are in a position to reverse underachievement.   

The Problem:

Underachievement is a common concern of educators and parents of gifted students.  Researchers Reis and McCoach define underachievers as students whose performance falls far short of what’s expected, over an extended period of time. 

Siegle and McCoach (2005) identify four underlying causes of underachievement:

• 1. physical, cognitive, or emotional issues, such as a learning disability
• 2. lack of motivation due to mismatch between students and their school environment
• 3. students’ attitudes about themselves and their schooling
• 4. lack of self-regulation and study skills

Of the factors identified by Siegle and McCoach, half are related skills or abilities and half to student motivation. According to  Ford, Alber, and  Heward, “student motivation or rather its absence is a troubling and persistent problem in education.” 

The physical or skill set causes for underachievement can be addressed using specific skill building techniques and accommodations.  The motivational aspects are more difficult to address.   ”Many gifted students do not view their school experience as meaningful. Other gifted students find school topics uninteresting regardless of the level of challenge, because they have developed a well-defined area of interest that is not matched by what happens in school. This leaves them “turned off” to what is taught. Still others do not appear to be interested in anything, either because their early school experiences failed to nourish their natural curiosity or because they doubt their ability to do well. Generally, a student views tasks as meaningful if they gratify a personal interest, are tied to the child’s identity, have an immediate use, or will clearly be useful in the future.”  (Siegle 2006) 

The Solution:

Whitnah had a great quote in her presentation, “true belief in your capabilities comes from having climbed a mountain you thought you couldn’t climb when you first saw it”. Students need to be provided with challenges that they can succeed in order to develop confidence in their abilities. 

There are two types of motivation: intrinsic and extrinsic motivation. “Extrinsic motivation is when a person is motivated by external factors. Extrinsic motivation drives a person to do things for tangible rewards or pressures, rather than for the fun of it.  Intrinsic motivation on the other hand, is when a person is motivated by internal factors. Intrinsic motivation drives a person to do things just for the fun of it, or because she believes it is a good or right thing to do. Intrinsic motivation is by far the most desirable as it is long lasting.” (Fertig, 2006)

The strategies listed here are taken from a variety of research that I have read in the last few weeks as well as Whitnah’s presentation.

Supportive Strategies. Classroom techniques and designs that allow students to feel they are part of a “family”.  Examples include:  holding class meetings to discuss student concerns; designing curriculum activities based on the needs and interests of the children; and allowing students to bypass assignments on subjects in which they have previously shown competency.

• Support the students. Students must expect to succeed and know that those around them will support their work. They must learn to trust that their efforts, even if momentarily thwarted, will pay off in the end.
• It’s ok to have to work. Help them understand that challenging situations are opportunities to acquire or improve skills and that encountering difficulty does not mean that they are not intelligent.
• Create opportunities for their children to interact with role models. Students’ expectations are based on the experiences of their parents and role models.
• Teachers and parents should share real life stories that illustrate how we all have to work at and overcome weaknesses and limitations.
• Help students to develop strategies to manage stress. Use humor, optimism, relaxation strategies.

Intrinsic Strategies. These strategies incorporate the idea that students’ self-concepts as learners are tied closely to their desire to achieve academically. Thus, a classroom that invites positive attitudes is likely to encourage achievement. In classrooms of this type, teachers encourage attempts, not just successes; they value student input in creating classroom rules and responsibilities; and they allow students to evaluate their own work before receiving a grade from the teacher.

• Have students set their own goals. Goals should be realistic, attainable, and specific.
• Build on strengths. Help students to take ownership of learning by assuring that they are given assignments and tasks that build on their strengths, are engaging, and provide a challenge that encourages higher-level thinking.
• Give choices. Provide choices to help students feel more “in charge” of, and therefore more invested in, their education.
• Focus on student interests. Interest-based learning is student-centered and increases the likelihood of students being active participants in the learning process. Students have opportunities to focus on topics they consider personally or culturally meaningful and relevant.
• Praise can actually go a long way, as long as it’s the right kind of praise. Focus praise on a particular project, assignment, or problem successfully completed. This kind of praise validates the process in addition to the end result, and lets the child know that you’re really paying attention.
• Assign meaningful tasks. Students tend to be motivated when they find a task meaningful, believe that they have the skills to do it, and find their efforts supported by those around them.
• Document their growth. Talk with students and help them to recognize that they are continually changing and growing and that they have a hand in their own accomplishments and growth. Document their children’s growth by saving their schoolwork or videotaping them performing various tasks and sharing these items with them later. Notice and complement their effort not just their product.

Remedial Strategies. Teachers who are effective in reversing underachieving behaviors recognize that students are not perfect – that each child has specific strengths and weaknesses as well as social, emotional and intellectual needs. With remedial strategies, students are given chances to excel in their areas of strength and interest while opportunities are provided in specific areas of learning deficiencies. This remediation is done in a “safe environment in which mistakes are considered a part of learning for everyone, including the teacher. 

• Don’t assume that “gifted” means “organized.” Some of the most creative thinkers need a whole bunch of help getting those creative thoughts into some manageable and usable form. Teach organizational skills, and provide students with a variety of strategies to create a framework for those big ideas.
• Use student-to-student or self-evaluation in classroom tasks. It’s one thing to hear a teacher or parent hand down a judgment on an assignment. It’s another thing for a student to self-evaluate or work with a peer to identify problems and solutions. Be sure the student has a specific set of criteria to apply to the particular task or project being evaluated.

Incorporate technology. Incorporating technology into the curriculum is one possible way of increasing students’ motivation to learn. Technology is a great tool to engage and empower students to heighten their attitude towards learning and allow them to succeed. 

• Use technology to increase organizational skills. Cell phones and PDA’s are powerful organizational tools and are in the pockets of most middle and high school students. Allow and encourage students to put due dates in their organizers.
• Multimedia provides powerful and engaging opportunities to differentiate content and engage students.
• Use technology to vary work product and encourage students to take ownership of their assignments.

My goal for the next few weeks is to really utilize these strategies with students.

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