Transcript Underachieving GT - Murray State University

UNDERACHIEVING
GIFTED STUDENTS
GTE 691, MSU
References: Mohnacky, V. & Peterson, J.
OUTLINE
 Defining
Underachievement
 Identifying Underachieving Gifted
 Underlying Causes
 Interventions
 Future Steps
LEVELS OF ACADEMIC SUCCESS
Level 3:
Learns with satisfaction and joy (student is on the
way to becoming a lifelong learner)
Level 2:
Earns high grades on assignments that challenge
(completes assignments that require effort)
Level 1:
Gets good grades with ease (completes
assignments with little effort)
DEFINING UNDERACHIEVEMENT
Three General Themes
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Discrepancy between potential (ability) and
performance (achievement)
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A regression involving potential and
performance
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Failure to develop potential or latent ability
DEFINING UNDERACHIEVEMENT
1. Discrepancy between ability
and achievement
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Requires defining ability.
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Requires defining achievement.
DEFINING UNDERACHIEVEMENT
2. Discrepancy between predicted
achievement and actual achievement
If a student performs more poorly on
measures of achievement than one would
expect based on measures of ability, then
he or she is underachieving.
DEFINING UNDERACHIEVEMENT
3. Failure to develop or utilize latent
potential without reference to other
external criteria.
No attempt to define or measure potential.
Underachievers viewed as individuals who
fail to self-actualize
DEFINING UNDERACHIEVEMENT
Type and Severity
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Chronic?
Episodic - temporary, situational?
Mild?
Moderate?
Severe?
In all areas?
In only some areas?
Coincidental with increased homework?
DEFINING UNDERACHIEVEMENT
Working definition:
Underachievers are students who exhibit an
observable discrepancy between
expected achievement (as measured by a
comprehensive test of cognitive or intellectual ability and
actual achievement (as measured by class grades,
teacher evaluations or standardized achievement tests).
It is NOT the result of a diagnosed learning
disability.
UNDERLYING CAUSES
 Social
Factors
 Culturally
 Family
Diverse
Dynamics
 Instructional/School
Factors
UNDERLYING CAUSES
Social Factors
o Peer influences?
o Socio-economic factors? (Not an
“achievement environment”)
o Gender?
o Fear of being different from other kids?
UNDERLYING CAUSES
Individual Factors
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Problems with competition?
Passive resistance?
Hypersensitivity/intensity?
Low cause/effect ability?
Inability to delay gratification?
Low self-esteem?
Dominant or dependent personality?
Developmental arrest? (leading to internal conflict)
Early power and attention (the only thing he/she can
control?)
Perfectionism?
UNDERLYING CAUSES
Family Factors
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Economic pressure
Parental depression
Parenting behavior
Disruptive events
Parental attitudes
toward work, school
(models)
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Trust issues
Family tension
Sibling issue
Substance abuse
Indifference
Health issues
UNDERLYING CAUSES
The Function for the Child
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Helps a peripheral parent to be involved
Represents loyalty to someone
Distracts parents fighting w/each other or
contributes to the fighting
Can help to unify parents to work with each other
Can communicate distress about a transition or
event or circumstance
Can help to involve outside help/open up a
“closed” family by engaging others
UNDERLYING CAUSES
Culturally Diverse
Achievement defined differently
 Attitude-achievement paradox
 Minority language background
 Different value systems
 Low expectations
 Inequity in educational opportunities
 Intimidated by majority culture
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UNDERLYING CAUSES
School Factors
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If no "environment for learning“
If low expectations
If no differentiation (interests/abilities)
If no support for special needs of child
If no support for teacher
If teacher hostile or indifferent
If focus is on weaknesses
If curriculum inappropriate
If experiences negative
If inflexible methods
If poor rapport with parent(s)
REFLECTION
As a teacher, what do you
think you can do to help
gifted students
underachieving?