Ruth Rodgers
Gifted Education Consultant
Arvada, CO
“Beyond Motivation – Igniting the Passion For Learning”
NAG Annual Conference, Omaha, NE, Feb. 2015 ruthrodgers@comcast.net

RATIONALE:
In education today, teachers are expected to effectively address a broad spectrum of student needs and learning styles, and the unique needs of advanced learners often go unmet. Educators, students, and parents alike will benefit from a better understanding of what makes these students so different from their peers. Many 'underachievers' are frustrated gifted students who need accommodations similar to other special education students. Increasing awareness will benefit this diverse population.

CAP
C
S A
P
Y P P
RtI – Response to Interve ntion
. . . and so much more!! . . .

H
O
T
NOT
M
S
O
T
S

•   HOTS rather than MOTS
•   Pre-Testing
•   Options
•   Flexible Grouping (readiness, interest, style)
•   Differentiate CONTENT (What students learn)
•   Differentiate PROCESS (How they learn it)
•   Differentiate PRODUCT
(How learning is demonstrated)

•   Linguistic
•   Logical-Math
•   Spatial
•   Bodily-Kinesthetic
•   Musical
•   Interpersonal
•   Intrapersonal
•   Naturalist

How?!?

KNOWING
YOUR
STUDENTS
FLEXIBLE USE OF
APPROPRIATE
INSTRUCTIONAL
PRACTICES
DI
HIGH QUALITY
INSTRUCTION
Carol Ann Tomlinson
University of Virginia

Know
the c hara cteri issue s, ch allen ges, and c once rns uniq ue to our g ifted stud ents stics
,

BRIGHT CHILD GIFTED LEARNER
☼   Knows the answers
☼   Works hard
☼   Learns with ease
☼   Is attentive and
responsive
☼   Has good ideas
☼   6-8 repetitions for mastery
☼   Answers the questions
☼   Top group
☼   Is interested
☼   Understands ideas
☼   Enjoys peers
☼   Listens with interest
‼   Asks the questions
‼   Plays around, yet tests well
‼   Already knows
‼   Is mentally and physically
involved
‼   Has wild, silly ideas
‼   1-2 repetitions for mastery
‼   Discusses in detail, elaborates
‼   Beyond the group
‼   Is highly curious
‼   Constructs abstractions
‼   Prefers adults
‼   Shows strong feelings
and opinions

BRIGHT CHILD GIFTED LEARNER
☼   Copies accurately
☼   Is receptive
☼   Completes assignments
☼   Enjoys school
☼   Grasps the meaning
☼   Absorbs information
☼   Enjoys sequential presentation
☼   Is pleased with own learning
☼   Is alert
☼   Good memorizer
☼   Technician
‼   Creates a new design
‼   Is intense
‼   Initiates projects
‼   Enjoys learning
‼   Draws inferences
‼   Manipulates information
‼   Thrives on complexity
‼   Is highly self-critical
‼   Is keenly observant
‼   Good guesser
‼   Inventor

The Question of Bright vs. Gifted . . .
Knows the answers - - - Asks the questions
Works hard - - - Plays around, but can test well
6 – 8 repetitions for mastery - - - 1 – 2 repetitions for mastery
Copies accurately - - - Creates a new design
Enjoys school - - - Enjoys learning

BRIGHT CHILD GIFTED LEARNER prepared?? questioning??
participating?? challenging??
do-bee
??
pleaser??
noncompliant??
compliant??
weird??
strong work ethic??
cooperative??
inconsistent
work
habits??

•
•
•
•
•
-- Silverman, 1993

Ø
Ø
Ø
Ø
Ø
A preference for unusual, original, and creative responses
Innovative, high achievers in adulthood, task committed,
self starters, highly independent
(Einstein, Darwin, Mozart, Freud, Thoreau, O ’ Keefe)
Often negatively reinforced, less accepted in girls (where
increased conformity tends to be expected/accepted)
Find it hard to organize thoughts/feelings/materials
(less accepted in kids than in adults)
Immersion learners, find out everything
Ø
May appear bossy, stubborn, rebellious, unmotivated,
inattentive, attention seeking, tactless
Ø
Feel alone, negative self-image, at risk for social ostracism
Source: Silverman, Linda. Counseling the Gifted and Talented.
Denver: Love Publishing, 1993.

E x c i t a b i l i t y
Ø
Ø
Ø
Ø
Ø
Ø
Ø
Ø
A high energy level, emotional intensity & reactivity, high arousal of
the central nervous system
(Nellie Bly, Columbus, da Vinci, Amelia Earhart, Edison)
Can be difficult to live with: appear hyperactive, but when stimulated
by challenging material, are able to concentrate or organize
themselves well
Become bored & overactive, stimulus seekers (Edison)
Pace of the world seems too slow; decreased need for sleep
Exhausting for parents: need for novelty
Stimulus avoiders, stressful, irritable, overwhelmed, frightened
Often the target of peer teasing & bullying
Counseling issues: self-regulation, self-control, flexibility &
challenge with structure, crucial to finish at least some tasks,
relaxation strategies, relationships: learn to recognize cues
Source: Silverman, Linda. Counseling the Gifted and Talented.
Denver: Love Publishing, 1993.

S e n s i t i v i t y
Ø
Ø
A depth of feeling resulting in a sense of identification with others
(people, animals, nature, universe)
PASSION – COMPASSION
Ø
Poets, investigative reporters, Peace Corps workers, political and
religious leaders
(Audubon, Alcott, Blackwell, D. Dix, Gandhi, MLK, Schweitzer)
Ø
Ø
Ø
Intense commitment to people & ideas
Dedication & commitment to goal
Feel too much pain, withdraw, overwhelmed, take on too
much responsibility making others happy, perfectionism,
“ gifted givers ”
Source: Silverman, Linda. Counseling the Gifted and Talented.
Denver: Love Publishing, 1993
.

P e r c e p t i v e n e s s
Ø
Ø
Ø
Seeing several points of view simultaneously, understanding
several layers of self within another, and getting to the core
of an issue
INTUITION – INSIGHT
Need for truth – ** JUSTICE & FAIRNESS
Ø
Religious and political leaders, scientists, philosophers,
therapists, artists, poets, writers
(Dickinson, L. Hughes, Lincoln, M. Mead, Shakespeare, Anne Hutchinson)
Ø
Doesn’t understand why others are lacking in perceptiveness
Ø
. . . “ Why am I so different from others?
”
. . . “ Why don ’ t others see what I see so clearly?
”
Need unconditional positive support
Source: Silverman, Linda. Counseling the Gifted and Talented.
Denver: Love Publishing, 1993.

Ø
E n t e l e c h y from the Greek for having a goal
Ø
A particular type of motivation, need for self-determination,
an inner strength & vital force directing life and growth
to become all one is capable of being
(Helen Keller, Lincoln, Carl Rogers, Eleanor Roosevelt)
Ø
Ø
Ø
Ø
Highly motivated, exceptionally single-minded, can be
incredibly strong-willed
Unlikely friendships, charisma, lead others, inspire others
Some try to break the child ’ s strong spirit negative labels: rebellious, stubborn
Ø
Counseling issues: extreme loneliness of some gifted
children, learning how to recognize & find true friends
Source: Silverman, Linda. Counseling the Gifted and Talented.
Denver: Love Publishing, 1993.

•
•
•
•
•

Ø
Asynchrony
Ø   Multi-Potentiality
Ø   Difficult Peer Relationships
Ø   Intense Emotional and/or
Physical Sensitivity
Ø   High Frustration with
Unchallenging Curriculum
Ø   Imposter Syndrome

Ø
Asynchronous development
Ø   Feelings of isolation
Ø   Conflicting expectations
Ø   Heightened sense of self
Ø   Advanced moral development
Ø   Loss of childhood
Ø   Perfectionism / task persistence
Ø   Overexcitability (social situations)
-- Betts, 1985; Betts, 2008; Betts & Neihart, 1988; Delisle,
1992; Silverman, 1993; Webb, 1983; Whitmore, 1983

&
Ø   confusion about the meaning of giftedness
Ø   non-acceptance of self
Ø   non-acceptance by others
Ø   non-acceptance of others
Ø   mixed communication from others
Ø   lack of significant peer relationships
Ø   inappropriate behavior
Ø   lack of cognitive challenges
Ø   boredom in the classroom
-- Betts, 1985; Betts, 2008;
Betts & Neihart, 1988;
Delisle, 1992; Silverman,
1993; Webb, 1983;
Whitmore, 1983

&
Ø   lack of positive role models
Ø   concerns with morality & justice
Ø   heightened sensitivity
Ø   feelings of inadequacy
Ø   relentless self-criticism / perfectionism
Ø   unrealistic expectations of self & others
Ø   hostility of others toward their abilities
Ø   feeling different
-- Betts, 1985; Betts, 2008; Betts & Neihart, 1988; Delisle,
1992; Silverman, 1993; Webb, 1983; Whitmore, 1983

J   Exceptional reasoning ability – Insightfulness
J   Intellectual curiosity – Need to understand
J   Rapid learning rate – Need for mental stimulation
J   Facility with abstraction – Perfectionism
J   Complex thought processes – Need for precision/logic
J   Vivid imagination
J   Passion for learning
– Excellent sense of humor
– Intensity
J   Powers of concentration
J   Analytical thinking
–
–
Perseverance
Acute self-awareness
J   Divergent thinking/creativity – Nonconformity
J   Keen sense of justice – Questioning of rules/authority
J   Capacity for reflection – Tendency toward introversion
-- Silverman, 1993

How?!?

Autonomous Learner Model
Dr. George Betts
University of Northern Colorado

1.
emotional component
-- the affective part of the child
2.
orientation
-- help students understand who they are
-- If all of a sudden you ’ re put into
special programs and labeled “ gifted ” ,
what does that mean?
-- How do I deal with that ?
Betts, 2007; Kercher, 2007

(Six Types of Learners, Dr. George Betts, 1985)

The Successful / “Teacher-Pleaser”
§   Often the first to be nominated for gifted programs
§   High achievers
§   Finish their work early, do multiple assignments
§   Successful in school; know how to “play the game”
§   Lose autonomy & creativity
§   Work well in a prescribed curriculum
§   Seek teacher approval/structure
§   Risk avoidant – usually haven’t learned assertiveness,
risk-taking, or autonomy
§   Dependent/conform
§   Loved/admired by teachers, parents, administrators
§   Often admired by peers
§   Assume they will make it on their own
Betts, 2007; Betts/Kercher, 1999; Kercher 2007; Witzki, 2007

§   Rebel - - Do not conform
§   Challenging - - Question rules
§   Non-producers - - In power struggles
§   Demonstrate inconsistent work habits
§   Creative - - Persevere in areas of interest
§   Critical need for unconditional positive regard
§   Peers often see them as entertaining
§   Oftentimes not identified as gifted
§   Feel it doesn’t pay to be gifted, in order to be accepted by peers
§   Want to belong; ‘ belonging ’ need supersedes ‘ intellectual’
§   Hide their abilities; deny their talent
§   Begin to hide their creativity & intelligence
§   Drop out of advanced classes and gifted programs
§   Resist challenges
§   Lack confidence - - perceived as quiet / shy
§   Often are girls (middle school) (boys more in elem.)

§   Beyond bored and frustrated, now resentful and angry
§   No longer obnoxious – “ SOS ” : significantly out of sync, need family counseling, need much more than a ‘ band-aid ’
§   Often dislike self, and often their teachers/parents
§   “ Enough is enough ” attitude; attempt and/or complete suicide
§   Resist/defy authority, ‘selective consumers’ (i.e. under achievers)
§   Poor self-concept - - Isolated, unaccepted, defensive, rejected
§   Others are likely afraid OF them and afraid FOR them
§   Many are strong conceptual thinkers
§   May appear off-task or disruptive
§   Difficulty reading social cues - - Seen as “weird”
§   Seen as a hassle because of accommodations - - Underestimated potential
§   Seen ONLY for the disability - - Tend to look at what a student cannot do rather
than what s/he CAN do; focus on weaknesses rather than strengths
§   Gifted education and special education seen as mutually exclusive - - Seen as ‘ungifted’
§   Seem average or below - - Often have the presence of 2+ disabilities/disorders
§   Disorganized; slow in performance and in assessment - - Demonstrate inconsistent work
§   Don’t know where to belong: peers in special education classes and in gifted classes
§   Become victims of bullies and can become bullies
§   Avoided by peers and teachers - - Often display attention and hyperactivity disorders

= the ALM goal!
-- Characteristics/Behaviors -- v   Resilient v   Comfortable being a student and a learner v   Learn in school without sacrificing individuality for conformity v   Develop own short term and long term goals v   Creative and critical thinkers v   Willing to work at the edge of their competence v   Stand up for convictions v   Producers of knowledge v   Seek to better the world v   LIFE-LONG LEARNERS!
Betts, 2007; Betts/Kercher, 1999; Kercher 2007; Witzki, 2007

= the ALM goal!
Perceptions of Adults/Peers v   Accepted by adults v   Admired for abilities v   Seen as capable & responsible
by parents v   Positive influences v   Successful in diverse
environment v   Psychologically healthy v   Positive peer relationships v   Accurately estimate their successes
Betts, 2007; Betts/Kercher, 1999; Kercher, 2007; Witzki, 2007

Orientation
In-Depth Individual
Study Development
Seminars Enrichment

Key concept = foundation
Understanding Giftedness, Talent, Intelligence, & Creativity
Group Building Activities
Self/Personal Development
Program and School Opportunities and Responsibilities
-- underlies all other dimensions -- truly the foundation
-- a unique aspect of the ALM
Betts/Kercher, 1999; Kercher, 2007

Autonomous Learner Model
ALPS Publishing nmgifted.org/ALM/intro.html
A

indfu l of t he ch aract erist ics,
Be m issue s, cha and c once lleng rns es, uniq ue to our g ifted stud ents

Conferences, Organizations, Periodicals, & Websites
►   NAG Annual Conference – Feb. 2016
►   CAGT Annual Conference -- October 2015
►   Nebraska Association for the Gifted (NAG)
►   Colorado Association for the Gifted and Talented (CAGT)
►   National Association for Gifted Children (NAGC)
►   SENG – Supporting the Emotional Needs of the Gifted
►   JAGC – Jefferson County Association for Gifted Children
►   Gifted Child Quarterly and
Parenting for High Potential
(NAGC)
►   Gifted Child Today
►   Understanding Our Gifted
(Open Space Communications)
►   Hoagies ( www.hoagiesgifted.org
)
►   Davidson Institute for Talent Development ( www.ditd.org
)
►   Summer Enrichment Program (SEP) – UNC, Greeley, CO

►   Bringing Out the Best: A Guide for Parents of Young Gifted Children
-- Jacquelyn Saunders and Pamela Espeland
►   When Gifted Kids Don ’ t Have All the Answers
-- Jim Delisle and Judy Galbraith
►   The Survival Guide for Teachers of Gifted Kids
-- Jim Delisle and B.A. Lewis
►   Guiding the Gifted Child: A Practical Source for Parents and Teachers
-- J. Webb, S. Tolan, and E. Meckstroth
►   What Are the Social and Emotional Needs of Gifted Students?
-- H.L. Nevitt (NAGC ‘ Frequently Asked Questions ’ packet)
►   Managing the Social and Emotional Needs of the Gifted
-- C. Schmitz and J. Galbraith
►   Counseling the Gifted and Talented -- Linda Silverman
►   Teaching Gifted Kids in the Regular Classroom – S. Winebrenner
►   The Gifted Kids ’ Survival Guide -- Judy Galbraith and Jim Delisle

Ruth Rodgers
Gifted Education Consultant
Arvada, CO
“Beyond Motivation – Igniting the Passion For Learning”
NAG Annual Conference, Omaha, NE, Feb. 2015 ruthrodgers@comcast.net