Challenges and Challenges and Possibilities for Possibilities for Nurturing Gifted Nurturing Gifted

Students in Home and Students in Home and SchoolSchool

Joyce VanTassel-Baska, Ed.D.Joyce VanTassel-Baska, Ed.D.

The College of William and MaryThe College of William and Mary

JEFFCO, ColoradoJEFFCO, Colorado

Parent MeetingParent Meeting

September 23, 2013September 23, 2013

Intellectual and Intellectual and Personality Personality

CharacteristicsCharacteristics• Exceptional reasoning Exceptional reasoning

abilityability• Intellectual Intellectual

curiositycuriosity• Rapid learning rateRapid learning rate• Advanced cognitive Advanced cognitive

development in one or development in one or more academic areasmore academic areas

• Complex thinkingComplex thinking• Lengthy attention Lengthy attention

spanspan• Divergent thinkingDivergent thinking• Keen sense of justiceKeen sense of justice• Capacity for Capacity for

reflectionreflection• Early language or Early language or

reading developmentreading development

• InsightfulnessInsightfulness• Developed sense of Developed sense of

humorhumor• Need for intellectual Need for intellectual

stimulationstimulation• Need for Need for

precision/logicprecision/logic• IntensityIntensity• NonconformityNonconformity• Questioning of Questioning of

authority, systemauthority, system• Tendency toward Tendency toward

introversionintroversion• Highly sensitiveHighly sensitive• Highly self-criticalHighly self-critical• PerfectionistPerfectionist

Silverman, 1993, VanTassel-Baska, 2003

Characteristics and Characteristics and Matching Interventions Matching Interventions

in the Homein the Home• Love of learningLove of learning

• High verbal abilityHigh verbal ability

• Excellent memoryExcellent memory

• Good concentrationGood concentration

• Become a partner in Become a partner in the quest for the quest for knowledge--explore knowledge--explore libraries, museums, libraries, museums, labslabs

• Play word games, Play word games, puzzlespuzzles

• Provide exposure to Provide exposure to new information, new information, begin early to begin early to teach time teach time managementmanagement

• Allow uninterrupted Allow uninterrupted time, give 10-time, give 10-minute warning when minute warning when changing activitieschanging activities

Ranges of Gifted Ranges of Gifted BehaviorBehavior

• Knows the answersKnows the answers

• Answers the Answers the questionsquestions

• Top groupTop group• Listens with easeListens with ease• 6-8 repetitions for 6-8 repetitions for masterymastery

• Enjoys peersEnjoys peers• Enjoys schoolEnjoys school• Thinks thoroughly Thinks thoroughly within disciplinewithin discipline

• Absorbs informationAbsorbs information

• Asks the questionsAsks the questions• Discusses in detailDiscusses in detail• Beyond the groupBeyond the group• Already knowsAlready knows• 1-2 repetitions for 1-2 repetitions for masterymastery

• Prefers adultsPrefers adults• Enjoys learningEnjoys learning• Sees global Sees global connectionsconnections

• Manipulates Manipulates informationinformation

Perfectionism: Pitfalls Perfectionism: Pitfalls and Promisesand Promises

Attributes of healthy Attributes of healthy PerfectionistsPerfectionists

• Need for orderNeed for order• Self-acceptance of Self-acceptance of mistakesmistakes

• View of personal View of personal effort as importanteffort as important

• Use of positive Use of positive coping strategies coping strategies with with perfectionistic perfectionistic tendenciestendencies

Attributes of Attributes of Dysfunctional Dysfunctional PerfectionistsPerfectionists

• Anxiety about making Anxiety about making errorserrors

• Extremely high Extremely high standards for selfstandards for self

• Questioning own Questioning own judgmentsjudgments

• Need for constant Need for constant approvalapproval

• Lack of effective Lack of effective coping strategiescoping strategies

In general, gifted children In general, gifted children are as well adjusted as most are as well adjusted as most other childrenother children

When they do have When they do have social/emotional issues, some social/emotional issues, some

of the causes are:of the causes are:• Undetected learning problemsUndetected learning problems• Failure of the educational Failure of the educational system to address uniqueness of system to address uniqueness of learning needslearning needs

• Stress from self-criticalness, Stress from self-criticalness, perfectionism, meeting other’s perfectionism, meeting other’s expectations, fear of failure, expectations, fear of failure, fear of successfear of success

Research on giftedness

• Characteristics and needs-basis for intervention

• Interventions-early and often, intensive and extensive

• Talent development process—internal and external

• Role of parents, peers, teachers, and mentors—challenge and support

A Systemic View of A Systemic View of School-based Talent School-based Talent DevelopmentDevelopmentINPUT

Conceptions of

Giftedness and Talent

Development

Productive/ Creative

Behaviors & Products in

relevantdomains

OUTPUTSCHOOL-BASED INTERVENTIONS

Curriculum Instruction

Assessment

Learner Characteristics and Learner Characteristics and Corresponding Emphases in the Corresponding Emphases in the CurriculumCurriculum

THE LEARNERTHE LEARNER

PrecocityPrecocity

IntensityIntensity

ComplexityComplexity

THE CURRICULUMTHE CURRICULUM

Advanced ContentAdvanced Content

Process/product Process/product depth depth considerationsconsiderations

Issues/concepts/Issues/concepts/themes/themes/

ideas across ideas across domains of domains of learninglearning

Accelerated Options for Gifted Accelerated Options for Gifted StudentsStudents• Early entranceEarly entrance• Skip the grade at transition pointsSkip the grade at transition points• Private tutoring or mentoringPrivate tutoring or mentoring• Begin studying new subject matter earlier than Begin studying new subject matter earlier than

typical (e.g., foreign language)typical (e.g., foreign language)• Fast-paced classes in math, science, and Fast-paced classes in math, science, and

verbal areasverbal areas• College courses while in high schoolCollege courses while in high school• College credit via Advanced Placement examsCollege credit via Advanced Placement exams• Attend college early with or without diplomaAttend college early with or without diploma• Condense grades 708 into one year, condense Condense grades 708 into one year, condense

grades 9-12 into three yearsgrades 9-12 into three years• Self-paced instruction in core areasSelf-paced instruction in core areas• Take Advanced Placement coursesTake Advanced Placement courses• Enter academic competitionsEnter academic competitions• Attend summer and Saturday programs that Attend summer and Saturday programs that

stress advancementstress advancement

Meeting Emotional NeedsMeeting Emotional Needs

• Provide role models of risk taking Provide role models of risk taking and coping with mistakesand coping with mistakes

• Provide realistic feedback on Provide realistic feedback on accomplishments; avoid overpraiseaccomplishments; avoid overpraise

• Encourage empathyEncourage empathy• Foster discussions related to Foster discussions related to perfectionism, being differentperfectionism, being different

• Listen for feeling and content in Listen for feeling and content in discussionsdiscussions

Meeting Social NeedsMeeting Social Needs

• Provide opportunity for Provide opportunity for interaction with like-ability interaction with like-ability peerspeers

• Allow for individual Allow for individual differencesdifferences

• Foster use of problem solving, Foster use of problem solving, decision-making, and decision-making, and prioritizing in academic and prioritizing in academic and social arenassocial arenas

• Model appropriate social Model appropriate social interactioninteraction

• Stay alert to stressors (e.g. Stay alert to stressors (e.g. peer pressure, competing peer pressure, competing expectations..)expectations..)

What Enhances Gifted What Enhances Gifted Student Motivation?Student Motivation?

• Challenging work (“Flow”)Challenging work (“Flow”)• Emphasis on effort and abilityEmphasis on effort and ability• Constructive use of leisure Constructive use of leisure timetime

• Affective issues in balanceAffective issues in balance• Emphasis on process (vs. Emphasis on process (vs. product)product)

• Matched skill level with Matched skill level with interestinterest

Parental Role in School Parental Role in School SuccessSuccess

• Ask questionsAsk questions• Monitor homeworkMonitor homework• Encourage goal-settingEncourage goal-setting• Provide a system for time managementProvide a system for time management• Emphasize effort over ability in Emphasize effort over ability in discussing schooldiscussing school

• Be a consistent advocate but pick Be a consistent advocate but pick your battlesyour battles

• Choose your language in Choose your language in parent/teacher conferencesparent/teacher conferences

• Be a partner not an adversaryBe a partner not an adversaryRogers, 2003Rogers, 2003

Six Issues Affecting Six Issues Affecting Adolescent Gifted StudentsAdolescent Gifted Students• OwnershipOwnership-gifted adolescents -gifted adolescents own and yet question the own and yet question the validity of the abilities they validity of the abilities they possess.possess.

• DissonanceDissonance-gifted adolescents -gifted adolescents are perfectionists. They often are perfectionists. They often set their standards higher than set their standards higher than their abilities might allow.their abilities might allow.

• TakingTaking RisksRisks-gifted adolescents -gifted adolescents are less likely to take chances are less likely to take chances than more typical age peers.than more typical age peers.

Six Issues Affecting Six Issues Affecting Adolescent Gifted Students Adolescent Gifted Students

(cont.)(cont.)• CompetingCompeting ExpectationsExpectations-Often, -Often, others’ expectations compete others’ expectations compete with their own ideas.with their own ideas.

• ImpatienceImpatience-Due to their -Due to their accelerated thought processes, accelerated thought processes, they become impatient with they become impatient with processes.processes.

• Premature IdentityPremature Identity-the pressure -the pressure of multiple potentials results of multiple potentials results in premature career choices.in premature career choices.

Challenges of working Challenges of working with the giftedwith the gifted• Often are uneven in development• Intensity may lead to hyperfocusing on one area of interest or have highly diffuse interests

• Lack a sense of how effort enhances ability over time (achievement)

• Lack of decision-making skills

Key components of Key components of schools that nurture schools that nurture giftedness and talentgiftedness and talent• Engines for talent developmentEngines for talent development• Use of acceleration as a normal Use of acceleration as a normal part of a gifted programpart of a gifted program

• Curriculum differentiated on Curriculum differentiated on gifted learner characteristicsgifted learner characteristics

• Electives targeted to gifted Electives targeted to gifted learnerslearners

• Climate of excellenceClimate of excellence

Key components cont.Key components cont.

• Motivation and incentives for Motivation and incentives for learninglearning

• Out of school options tailored Out of school options tailored to student needs to student needs (eg.competitions, special (eg.competitions, special classes)classes)

• Personalized services as needed Personalized services as needed (counseling, tutorials, (counseling, tutorials, mentoring)mentoring)

Books for Gifted Children Books for Gifted Children About Being GiftedAbout Being Gifted

Gifted Kid’s Survival Guide Gifted Kid’s Survival Guide by by Delisle & Galbraith (1987)Delisle & Galbraith (1987)

Giftedness: Living With It and Giftedness: Living With It and Liking It Liking It by Perry (1987)by Perry (1987)

Gifted Children Speak Out Gifted Children Speak Out and and Gifted Kids Speak Out Gifted Kids Speak Out by by Delisle (1987) Delisle (1987)

On Being Gifted On Being Gifted by American by American Association for Gifted Children Association for Gifted Children (1978)(1978)

Books for Parents Books for Parents Some of My Best Friends Are BooksSome of My Best Friends Are Books, , J. W. HalstedJ. W. Halsted

Smart Girls Smart Girls and and Smart BoysSmart Boys , , B. KerrB. Kerr

The Social and Emotional The Social and Emotional Development of Gifted Children: Development of Gifted Children: What Do We Know?, What Do We Know?, M. Neihart, et al.M. Neihart, et al.

How to Parent So Children Will How to Parent So Children Will Learn, Learn, S. RimmS. Rimm

Re-forming Gifted Education, Re-forming Gifted Education, K. K. RogersRogers

Counseling the Gifted & Talented, Counseling the Gifted & Talented, L. SilvermanL. Silverman

Social and emotional counseling of Social and emotional counseling of the gifted, the gifted, J. Vantassel-Baska, T. J. Vantassel-Baska, T. Cross, R. Olenchak, eds.Cross, R. Olenchak, eds.

Organizations for Organizations for Parents of the GiftedParents of the Gifted

• National Association for National Association for Gifted ChildrenGifted Children

(www.nagc.org)(www.nagc.org)

• Supporting Emotional Needs of Supporting Emotional Needs of the Giftedthe Gifted

(www.sengifted.org)(www.sengifted.org)

Some Useful Web SitesSome Useful Web Sites

• www.noblenet.org/booklists/biblio.htm -- list www.noblenet.org/booklists/biblio.htm -- list of books for bibliotherapy on various topics, of books for bibliotherapy on various topics, from children’s librarians in MAfrom children’s librarians in MA

• www.hoagieskids.org/sil-gift.htm -- generic www.hoagieskids.org/sil-gift.htm -- generic website developed by parent of gifted child website developed by parent of gifted child for other parentsfor other parents

• www.gtworld.org/gtbook.htm -- list of books www.gtworld.org/gtbook.htm -- list of books recommended by gifted children and their recommended by gifted children and their parentsparents

• www.hbook.com -- www.hbook.com -- The Horn Book,The Horn Book, magazine magazine devoted to children’s literaturedevoted to children’s literature

• www.cfge.wm.edu-- Center for Gifted Education, www.cfge.wm.edu-- Center for Gifted Education, College of William & MaryCollege of William & Mary

• www. www. www.nrcgt.org--National Research Center Research Center for Gifted & Talentedfor Gifted & Talented