Appropriate Curriculum/Instructional Designs
Teachers may begin the process of helping the gifted underachiever by improving the general classroom climate. Allowing for cooperative learning, which allows for flexibility of learning styles and respects the right of the individual to make choices within given frameworks, also involves adjustments that are easily made within most classrooms (Roach & Bell, 1989).
This links specifically to the Quality Teaching Framework.
There have been many attempted reversal schemes. Four popular schemes include: Baymur and Patterson through a student and family counseling approach; Supplee who created special classrooms that used pro-reversal teaching strategies; Hastings who used an organisational study skills program; and Baum, Renzulli, and Hébert who piloted an independent-study based program using curriculum compacting and student-interest projects (Pagnani, n.d.).
The problem of gifted underachievement is a multilayered challenge with numerous interwoven causes, and successful reversal approaches are likely to be multilayered as well - simultaneously responding to the child’s academic, social, and emotional needs.
According to Siegle and McCoach (2000), effective interventions designed to reverse underachievement in gifted students have been inconsistent and inconclusive.
Two methods are generally suggested: Counselling and Specific Strategies
COUNSELLING
•Rather than focusing on being more successful, counseling helps students to choose goals and reverse any bad habits blocking the road to success.
•Rimm (1995) describes a six-step Trifocal Model used by schools to help reverse underachievement: communication, changing expectations, identification, correction of
deficiencies, and modifications at home and school.
This links specifically to the Quality Teaching Framework.
There have been many attempted reversal schemes. Four popular schemes include: Baymur and Patterson through a student and family counseling approach; Supplee who created special classrooms that used pro-reversal teaching strategies; Hastings who used an organisational study skills program; and Baum, Renzulli, and Hébert who piloted an independent-study based program using curriculum compacting and student-interest projects (Pagnani, n.d.).
The problem of gifted underachievement is a multilayered challenge with numerous interwoven causes, and successful reversal approaches are likely to be multilayered as well - simultaneously responding to the child’s academic, social, and emotional needs.
According to Siegle and McCoach (2000), effective interventions designed to reverse underachievement in gifted students have been inconsistent and inconclusive.
Two methods are generally suggested: Counselling and Specific Strategies
COUNSELLING
•Rather than focusing on being more successful, counseling helps students to choose goals and reverse any bad habits blocking the road to success.
•Rimm (1995) describes a six-step Trifocal Model used by schools to help reverse underachievement: communication, changing expectations, identification, correction of
deficiencies, and modifications at home and school.
specific strategies
•Rimm (1995) provides the ALLIANCE Acrostic for reversing underachievement
Ally with the student privately about interests and concerns.
Listen to what the student says.
Learn about what the student is thinking.
Initiate opportunities for recognition of the student’s strengths.
Add experimental ideas for engaging curricular and extracurricular activities.
Nurture relationships with appropriate adult and peer role models.
Consequence reasonably but firmly if student doesn’t meet commitments.
Emphasise effort, independence, realistic expectations, how strengths can be used to cope with problems and extend possibilities patiently.
THE MATCHED NEEDS STRATEGY
1. Meet independently with the students, develop a rapport, and use open discussion to identify the root needs behind the pattern of underachievement.
2. Draft a plan of services (“Achievement Plan”) that carefully and deliberately matches educational services to demonstrated student needs. Eg. Student Needs: Mismatch between student interests andschool’s curriculum. Response: Schedule restructuring, mentoring in a fieldof interest, independent study
3. Meet with the student’s parents to discuss the proposal. Avoid placing blame in this discussion, and make clear that the school hopes to work with them to correct this problem. Ask the parents for help in reinforcing academic messages at home.
4. Sign the “Achievement Contract” along with the student, agreeing to provide desired opportunities (i.e. independent study, mentoring, etc) in exchange for student participation in the less pleasant components (i.e. counseling, study skills training, homework signature sheets).
5. Continue to hold the student accountable for their contract. Maintain high expectations, and hold regular progress meetings with the student.
6. Re-evaluate the program often, making modifications as necessary.
(Pagnani, nd.)
LESSON STRATEGIES
The key is for educators to correctly identify the student’s challenges, and tailor a customized package of services that targets as many of these causes as possible. As each student’s reasons for underachievement may differ, so too will the treatment packages.
Ally with the student privately about interests and concerns.
Listen to what the student says.
Learn about what the student is thinking.
Initiate opportunities for recognition of the student’s strengths.
Add experimental ideas for engaging curricular and extracurricular activities.
Nurture relationships with appropriate adult and peer role models.
Consequence reasonably but firmly if student doesn’t meet commitments.
Emphasise effort, independence, realistic expectations, how strengths can be used to cope with problems and extend possibilities patiently.
THE MATCHED NEEDS STRATEGY
1. Meet independently with the students, develop a rapport, and use open discussion to identify the root needs behind the pattern of underachievement.
2. Draft a plan of services (“Achievement Plan”) that carefully and deliberately matches educational services to demonstrated student needs. Eg. Student Needs: Mismatch between student interests andschool’s curriculum. Response: Schedule restructuring, mentoring in a fieldof interest, independent study
3. Meet with the student’s parents to discuss the proposal. Avoid placing blame in this discussion, and make clear that the school hopes to work with them to correct this problem. Ask the parents for help in reinforcing academic messages at home.
4. Sign the “Achievement Contract” along with the student, agreeing to provide desired opportunities (i.e. independent study, mentoring, etc) in exchange for student participation in the less pleasant components (i.e. counseling, study skills training, homework signature sheets).
5. Continue to hold the student accountable for their contract. Maintain high expectations, and hold regular progress meetings with the student.
6. Re-evaluate the program often, making modifications as necessary.
(Pagnani, nd.)
LESSON STRATEGIES
- Bibliotherapy/cinematherapy
- Independent projects
- Organisational skills (Pagnani, n.d.)
The key is for educators to correctly identify the student’s challenges, and tailor a customized package of services that targets as many of these causes as possible. As each student’s reasons for underachievement may differ, so too will the treatment packages.
The schoolwide enrichment triad model
Recognizes the value of traditional intelligence measures among a wide range of abilities which incorporate other qualities in addition to intelligence, such as task commitment and creativity.
The Talent Pool strategy or Revolving Door Identification Model (RDIM): gifted behaviors are developed in certain students, at certain times and under certain circumstances.
Meant to be inclusive or ‘cast a wide net’ because the "talent pool" is drawn from the top approximately 15% of students in a school in a 5 stage process:
1. Test score nominations (standardized IQ tests).
2. Teacher nominations.
3. Alternate pathways such as parent nominations, peer nominations, tests of creativity, self-nominations, product evaluations and virtually any other procedure.
4. Special nominations - previous year teachers nominate students who have not been recommended by their present teacher.
5. Active information nominations.
Renzulli's Schoolwide Enrichment Triad Model (Renzulli, 1990; Renzulli & Reis, 1994).
The Talent Pool strategy or Revolving Door Identification Model (RDIM): gifted behaviors are developed in certain students, at certain times and under certain circumstances.
Meant to be inclusive or ‘cast a wide net’ because the "talent pool" is drawn from the top approximately 15% of students in a school in a 5 stage process:
1. Test score nominations (standardized IQ tests).
2. Teacher nominations.
3. Alternate pathways such as parent nominations, peer nominations, tests of creativity, self-nominations, product evaluations and virtually any other procedure.
4. Special nominations - previous year teachers nominate students who have not been recommended by their present teacher.
5. Active information nominations.
Renzulli's Schoolwide Enrichment Triad Model (Renzulli, 1990; Renzulli & Reis, 1994).