iag underachievement
TRANSCRIPT
Understanding and Reversing Underachievement in Gifted Students
Lisa Rubenstein, Ph.D.Ball State University
Indiana Association for the Gifted ConferenceDecember 14, 2015
The best moments in our lives are not the passive, receptive, relaxing times. The best moments usually occur when a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile.
(Csikszentmihalyi, 1990)
26%Persistent Patterns
Defining Underachievement
Why define?
Right?
severe discrepancy between expected and actual achievement
Define underachievement:
Operationalize?
Expected: Achievement Tests, Ability Tests, Previous Achievement
Actual: Achievement Tests, Grades, Portfolios
Identifying Underachievement
Underachievement Study
0
1.25
2.50
3.75
5.00
PreGrade PostGrade
ImplementationNo Implementation
Underachievement Study
Identification Issues
Duration
Degree
Ubiquity
Test Score Issues
Twice-Exceptionalities
Potential Causes
Causes Overview
Motivational Factors
Personal Factors
Environmental Factors
Strategies to Promote Achievement
Content Delivery
Building an Intervention
Content Delivery
Building an Intervention
•Cognitive Strategies•Curriculum•Self-Regulation
Examples...•Counseling•Self-Contained Class•Embedded
Examples...
Tale of Two Models
Sylvia Rimm’s Trifocal Model for Reversing Underachievement
Achievement Orientation Model
Possess the Adequate
Skills
From Del Siegle and Betsy McCoach
Confidence in Ability to Perform Task
Self-Efficacy
Possess the Adequate
Skills
From Del Siegle and Betsy McCoach
Stable/Fixed
Flexible
OR
Types of Praise
Perfectionism
How to Build Self- Efficacy
• Compliment of skills they develop
• Practice lack-of-effort explanations for poor performance
• Avoid the appearance of unsolicited help
• Recognize progress during a lesson
• Help students to set goals, document their growth
• Peer models and self-model
Expect to SucceedEnvironmental Perception
Confidence in Ability to Perform Task
Self Efficacy
Possess the Adequate
Skills
From Del Siegle and Betsy McCoach
Motivation
Expect to SucceedEnvironmental Perception
Confidence in Ability to Perform Task
Self Efficacy
Value the TaskMeaningfulness/Goal
Valuation
Possess the Adequate
Skills
From Del Siegle and Betsy McCoach
From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner
I remember when I first connected something from science
and literature and psychology. It was so exciting!...I was
seeing something, how things were working in the world,
and I wasn’t just looking for a test.
...where if you are playing a team that’s worse than you, you kind of stoop down to their level...that’s how I felt in a lot of my classes...because the ones that didn’t challenge me were the ones I didn’t try at all in.
Whenever there is a problem to solve…that is good for me…. I get really interested in current events and ethics and morality…
Motivation
Expect to SucceedEnvironmental Perception
Confidence in Ability to Perform Task
Self Efficacy
Value the TaskMeaningfulness/Goal
Valuation
Possess the Adequate
Skills
Teachers
From Del Siegle and Betsy McCoach
Teachers
Motivation
Expect to SucceedEnvironmental Perception
Confidence in Ability to Perform Task
Self Efficacy
Value the TaskMeaningfulness/Goal
Valuation
Possess the Adequate
Skills
Teachers Peers
From Del Siegle and Betsy McCoach
Motivation
Expect to SucceedEnvironmental Perception
Confidence in Ability to Perform Task
Self Efficacy
Value the TaskMeaningfulness/Goal
Valuation
Possess the Adequate
Skills
Teachers Peers
Parents/FamilyFrom Del Siegle and Betsy McCoach
Motivation
Expect to SucceedEnvironmental Perception
Confidence in Ability to Perform Task
Self Efficacy
Value the TaskMeaningfulness/Goal
Valuation
Possess the Adequate
Skills
Realistic Expectations
and Appropriate
Strategies (Self Regulation)
Teachers Peers
Parents/FamilyFrom Del Siegle and Betsy McCoach
Self-Regulated LearningZimmerman (1989) defines self-regulated learning as involving the regulation of three general aspects of academic learning.
1. Control of Resources(control their time, their study environment- the place in which they study, and their use of others such as peers and faculty members to help them)
2. Control of Motivation and Emotions(control self-efficacy and goal orientation to adapt to the demands of school and control emotions and affect (such as anxiety) in ways that improve learning)
3. Control of Cognitive Strategies(decide upon processing strategies that result in better learning and increased performance such as outlining or highlighting or creating pictures)
Self-Regulation Strategies
• Setting Short and Long Term Goals
• Identifying Rewards for Work Completed and Goals Met
• Time Management/Organization Strategies
• Study and Learning Strategies (Flash cards, testing yourself, finding the right environment, chunking study time over several days)
• Test-taking Strategies (Comparing class notes with material from the book, meeting with friends to brainstorm questions, arranging time with teachers for review)
• Developing an Individual Plan to Be More Successful in School
• Reflecting on What Has Occurred and Evaluating Progress
Motivation
Expect to SucceedEnvironmental Perception
Confidence in Ability to Perform Task
Self Efficacy
Value the TaskMeaningfulness/Goal
Valuation
Possess the Adequate
Skills
Realistic Expectations
and Appropriate
Strategies (Self Regulation)
Teachers Peers
Parents/FamilyFrom Del Siegle and Betsy McCoach
Achievement and Engagement
Implementation of Strategies
Resource for all strategies: www.gifted.uconn.edu/NRCGT.html
• Click on Underachievement Study.
• Each strategy has its own module.
• There are also lesson plans, worksheets, and videos.
Plan
Define.
Identify.
Intervene.
Questions?
EffortAbility
Interest
A Balancing Act