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