Gifted in the Middle

Maturity

Being gifted does not imply emotional maturity

Academic vs. Emotional needs

“For the past eight years, I have been trying to make people understand that I have the same kinds of feelings and needs as other kids my age. Yet, people continue to think I am “beyond that.” ~ Girl, 15

“ I think people forget that even if someone is labeled “gifted” they’re still a kid.”

How are gifted middle school students different from typical

students?

Psychological Differences

• More deeply introspective• Higher sense of justice and fair play• Heightened self criticism• Able to focus more narrowly on ONE specific

topic• Heightened sensitivity and intensity

Positives Negatives

Surplus of energyEnthusiasticRapid Speech

Compulsive talkingWorkaholismNervous Habits

Psychomotor

Positives Negatives

Feel other concernsAbility to identify

concern

Intense self criticism

InadequacyGuiltLonelinessAnxiety/stress

Emotional

“Perfection, with the normal amount of effort. I’m trying to stop thinking this, but I can’t.” ~ Girl, 14, England

“The truly creative mind in any field is no more than this: a

human creature born abnormally, inhumanly

sensitive. To him…A touch is a blow,

A sound is a noise, A misfortune is a tragedy,

A joy is an ecstasy, A friend is a love, A lover is a god,

And failure, is death.” ~ Pearl Buck

Perfectionism

Waiting until the last minute gives an excuse to be imperfectPressure to achieve- from parents and societyRejection from peersConfusion due to mixed messages about their talents Increased expectations

“ I expect a person with my abilities to always be reaching for the next rung on the ladder. However, this should only go so

far. You shouldn’t be expected to be stressed out all the time. Nonetheless, I feel that way quite often. “

~ Girl, 15, Iowa

Physical- CONFUSION!!!

“ I am a teenager before I am gifted, so while I understand certain things at a higher level than the normal student, I am still experiencing many things in the same ways as my friends. I am still

going through the late stages of puberty, my mind is still maturing as well as learning, and I still lack

many of the skills I shall need for college and beyond. In fact, some of my friends have already taken their positions on adult issues like religion,

sexuality, and government that I lack.” ~ Boy, 18, Tennesee

Physical

• Hormones impact the body, new emotions, new moods

• Unable to use problem-solving strategies because of the new body chemistry

• Go through “asynchronous development” • PHYSICAL ACTIVITIES TO RELAX ARE

ESSENTIAL!!

Executive Functions

The ability to manage emotions in order to: Achieve goalsComplete tasks

Control and direct behaviors

The Funnel Model

PlanningOrganizingPrioritizingShiftingMemorizing CheckingRequires use of

short term, long term, working memory in order to complete the task

Functional Tasks Implications

1) Completing long term assignments

2) Prioritizing Emotions

3) Staying Organized4) Turning in

homework

1) Planning a Project2) Organizing3) Finding Homework4) Beginning an

assignment5) Staying Focused6) Managing

Frustration

Executive Functions Continued

Poor Working Memory and Recall

Affects the present: Can’t remember directions, math facts are difficult, difficulty summarizing

Affects the past: Repeat misbehavior, doesn’t learn easily from past behavior

Affects sense of time: Difficulty holding events in mind, difficulty judging passage of time, difficulty estimating time to finish a project

Affects self awareness: Does not easily examine or change own behavior

Affects sense of future: Live in the present, difficulty preparing for the future

Kangaroo Logic

Jumping to Conclusions

What Can We Do?

• Help students understand their learning styles

• Help students become aware of their personal strengths and weaknesses

• Have a plan for reducing stress

Social and Emotional Needs

Gifted students need more than one set of peersThe “rules” were clear before middle years Teacher/Parent approval is now second to peer

approvalNegative social stigma/lack of appreciation for

unique abilities“Yes, all the time to fit in. I don’t even do extra

credit anymore and I don’t ask if I can work ahead.”

~ Boy, 14, Iowa

On the flip side…

“No, I can’t hide who I am. It’s something I used to do and it caused me immense stress. I

was always afraid that they would find out that I really liked to read and learn. Since

then, I’ve learned otherwise and am proud of who and what I am. “~ Boy, 15, Kansas

Academic and Intellectual Needs

Repetition is not only boring, it can be deadly to gifted students

PerfectionismDichotomous thinking- good or bad, black or white, all or

nothing. Each and every thought or action may be perceived in this manner

“…We distort things…because we are trained neither to voice both sides of an issue nor to listen with both ears…It is rooted in the fact that we look at the world through analytical lenses. We see everything as this or that, on or off, black or white; and we fragment reality into an endless series of either- ors. In a phrase, we think the world apart.” ~Parker Palmer in The Courage to Teach

What can we do to help our students?

Encourage CreativityEncourage IndependentHelp smart kids not feel aloneMake academics as important as sportsEliminate “nerd” attitudeRespect individual learning abilitiesPush students to reach their limitsAllow students to learn at own pace

At School

Give them a choiceGive them a challengeProvide the students with a continuum in order to

meet the varying needs and talents of gifted students. This includes independent study projects and differentiated assignments.

“ During adolescence, the brain will decline in plasticity but increase in power, and a boring environment will have a thinning effect on the cortex than the thickening effect of the enriched environment. During this period, gifted students are susceptible to losing mental ground when not challenged.” ~ Clark, 2002

Pre-testing

Pre-assessments help us to see what the students already know and if they have any areas of weakness

The curriculum that is created includes higher level thinking, real-world applications, and challenging concept based material.

PBL’s allow for cross categorical learning as well as developing research skills

Open endedness allows for pressure to be relieved. No right or wrong answer, what do you think? Prove your opinion, back it up!

Creatively Gifted

POSITIVES:High EnergyHigh MotivationRisk TakingComplex Personality

NEGATIVES:• Impulsive and

Overactive• Willingness to act or

look foolish• Voices Non-

conformist views

Family Relationships

Students may not want to spend as much time with parents

Parents expectations for success may be felt by the child as pressure for perfectionism

Internal pressure is enough, they may be unable to handle the external pressure

Need to relax and be themselves at home

Passions vs. Interests

Interests are smallPassions are what you live forIntensities are what you would consider

doing with your life“ Interests come and go. Passions stay and

overwhelm you.” ~ Girl, 13, New Jersey

Resources

http://blogs.edweek.org/teachers/unwrapping_the_gifted/2007/11/a_gifted_childs_bill_of_rights.html

More Than a Test Score: Teens Talk About Being Gifted, Talented, or Otherwise Extra-Ordinary by Robert A. Schultz, Ph.D and James R. Delisle, Ph.D

Educating Gifted Students in Middle School: a practical guide by Susan Rakow, Ph.D

When Gifted Kids Don’t Have All the Answers: How to Meet Their Social and Emotinal Needs by Jim Delisle, Ph.D., & Judy Galbraith, M.A.

Questions?

Transition to Riverview?Program Questions?Changes?

“ To be nobody but yourself in a world which is doing its best to make you everybody else

means to fight the hardest human battle ever and to never stop fighting.”

~e.e. cummings