Why Aren’t All Gifted Kids Alike?

…what accounts for differences in achievement?

Learning Goals

What is the difference between high ability and high achievement?

What causes highly able students to underachieve?

What “secrets” can parents learn in order to help their gifted child (continue to) be a high achiever?

High ability: Much higher than average capacity to learn and master academic content

High Achievement: Outstanding mastery of taught academic content

High Ability does not always = High Achievement!!!

Both highly able and high achieving students show interest and excitement about learning . But…

Highly Able (“gifted”)

Mastery of content may require very little effort, and very few repetitions – “absorbs” learning

May display obsessive need to master specific content

May be unconventional and resistant to a system

Internal/external characteristics may lead to underachievement

High Achieving

Usually works hard to master content, and may appreciate repeated opportunities to engage

Drive to achieve, within a given system

Usually works well within a system

Excellent grades

What causes highly able students to

underachieve?

STRENGTHS POSSIBLE PROBLEM

Acquires and retains information quickly

Impatient with slowness of others; dislikes routine and drill; may resist mastering foundational skills; may make concepts unduly complex

Inquisitive attitude; intellectual curiosity; intrinsic motivation; searches for significance

Asks embarrassing questions; strong-willed; excessive in interests; expects same of others

Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity

Rejects or omits details; resists practice and drill; questions teaching procedures

Can see cause-effect relationships, quickly and across content

Difficulty accepting the seemingly illogical, such as feelings, traditions, matters to be taken on faith

Enjoys organizing things and people into structure and order; seeks to systematize

Constructs complicated rules or systems; may be seen as bossy, rude, or domineering

Large vocabulary and facile verbal proficiency; broad information in advanced areas

May use words to escape or avoid situations; becomes bored with school and age peers; seen by others as a “know-it-all”

Thinks critically; has high expectations; is self-critical and evaluates others

Intolerant of others; perfectionistic

Keen observer; considers the unusual; seeks novelty

Overly intense focus; may become bored with “normalcy;” seen by others as out-of step or odd

Intense; persistentIrritated by interruption; neglects duties or people during intense periods; seen as stubborn and rude

Extreme sensitivity; intuitiveSensitivity to criticism or perceived rejection; may feel different and alienated

Independent; reliant on selfMay reject input of others; non-comformist; unconventional

Diverse interests and abilities; versatile

May appear scattered and disorganized; frustrated at “lack of time;” others may develop unreasonable expectations

Strong and keen sense of humor – may see the absurd

May not be understood by peers; may be “class clown” to get attention

Egocentrism

Normal and natural self interests due to brain growth

Unawareness of, and inability to appreciate, individual differences in ability

Unable to see themselves changing – attribute changes to others

Others’ needs for repetition not understood or appreciated

Perfectionism

Constant praise for ability generates both a need for perfection and a fear of inability to be perfect

Value shifts from learning to comparison

Fear of failure and comparison may lead to unwillingness to engage, or deliberate self-sabotage

Imposter syndrome

Need for self-efficacy

Different from self-esteem

Being vs. Doing

Drive to learn, with independence from adults

Individuation

Success with independent thinking

Asynchrony

Differences in cognitive, physical, emotional, social maturity

Young people show more amygdala activity than adults, and little prefrontal cortex activity

Appear to effectively inhibit task-irrelevant sensory input

May misinterpret or fail to deduce emotional information from nonverbal signals

Need for affiliation/social acceptance

Not comfortable with differences – don’t want to be recognized for giftedness

But awareness of being different

Need for cognitive peers; possible discomfort with age peers

Stress raises the amygdala’s affective filter

What “secrets” can parents learn, to help their gifted child (continue to) be a high achiever?

For your knowledge… Zone of proximal development – connect your child

with others of like development/readiness Focus beyond “smartness” Look for ways to enrich learning and interests –

increase motivation to find out Choice is a best practice Avoid comparisons and win/lose situations

Fine line between encouragement and pressure

Acceptance ≠ Tolerance (of inappropriate behavior)

With your child…

Honesty is the best policy – address high ability in learning, asynchrony, perfectionism, etc.

Individual differences are valuable, and individuals should be valued, apart from their achievements

Provide specific praise about actions and products – not persons

Discuss ideas and encourage learning – biographies

Choice and realistic goal-setting

Listen and accept