Educating Gifted Students in Middle School

A Practical Guide

Susan Rakow

• Publisher: Routledge
• Year: 2021
• Print ISBN: 9781032144733
• eBook ISBN: 9781000492514
• Edition: 3
• Topic: Education
• Subtopic: Inclusive Education

Educating Gifted Students in Middle School: A Practical Guide (3rd ed.) helps educators with the challenging task of understanding and meeting the needs of gifted students in middle school. This revised and updated third edition:

• Provides a rationale and framework that middle schools can use to fill the service gap for gifted and advanced learners.
• Addresses the needs of learners from diverse backgrounds.
• Shows how to implement effective program models.
• Identifies best practices for the classroom.
• Shares research-based curriculum models.

Topics addressed include school organization, instructional strategies in the basic subject areas, cocurricular and summer programs, the missing link of executive function skills, and counseling at-risk gifted learners. Educating Gifted Students in Middle School focuses on creative, practical, and realistic school solutions that create a vital and responsive community for all students.

CHAPTER 1

Nature and Needs of Gifted Middle School Students

DOI: 10.4324/9781003234807-1

KEY QUESTIONS

• In what ways may gifted and advanced students differ from typical students during their middle school years?
• Why do gifted students need differentiated services during middle school?

Gifted students are not a homogeneous group; some may fit a few or all of the descriptions and challenges described in this chapter, and many others may not. As in any area of human development, gifted adolescents are a diverse group.

Definitions and descriptions of giftedness have varied over time. The Marland Report (1972) included children who demonstrate high potential ability or performance in any of the “following areas singly or in combination: general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, and/or psychomotor ability” (p. 2). The federal definition from the U.S. Department of Education’s (1993) report National Excellence: A Case for Developing America’s Talent described youth who “exhibit high performance capability in intellectual, creative, and or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields” (p. 3), and, as with the Marland Report, reiterated that these children require services or activities not ordinarily provided by the schools. But current theory and practice are moving beyond the limited notion of IQ scores as the sole determinant, toward broader and more inclusive definitions that reflect an expanded understanding of human development, creativity, learning style, and eminence.

Talent development and talent search models seem to better describe current practices for gifted identification and services as they relate to adolescents. Although these models still consider foundational superior cognitive abilities, they tend to focus on domain-specific talent development (e.g., math, writing, art, etc.). Other principles of these models include transforming potential into accomplishment through access to appropriate opportunities, providing psychosocial skill training or coaching, and developing confidence in risk-taking, thus preparing talented young people who seek to make changes in the world and “transform their abilities into creative or path-breaking contributions” (Subotnik et al., 2018). Subotnik et al. (2011) proposed the following definition as a start for reconceptualizing giftedness and gifted education:

Giftedness is the manifestation of performance or production that is clearly at the upper end of the distribution in a talent domain even relative to that of other high-functioning individuals in that domain. Further, giftedness can be viewed as developmental, in that in the beginning stages, potential is the key variable; in later stages, achievement is the measure of giftedness; and in fully developed talents, eminence is the basis on which this label is granted. Psychosocial variables play an essential role in the manifestation of giftedness at every developmental stage. Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated. (p. 4)

New research (e.g., Golon, 2017) also points to the value of visual-spatial giftedness, which is often untested and/or undervalued. Yet the nature of right-brained thinkers is highly correlated with creativity and success in STEM. Many times these students’ talents remain untapped as schools and classrooms emphasize the abilities of more analytical and verbal students over holistic thinkers.

With a more inclusive definition of giftedness comes the need to likewise broaden educational practices. Ambrose et al. (2012) tackled the challenge of diverse definitions as well as other ways in which gifted education has often remained stuck in old paradigms and practices.

Regardless of the definition or multifaceted description used, it is clear that we work with exceptional students whose abilities and talents far surpass what is typical for their age and grade. Too often there is a mismatch between gifted students’ needs and the opportunities that are available in middle school. When opportunities are offered, they are usually solely academic without consideration of gifted students’ particular social and emotional needs during this critical stage of their development. Every day classroom teachers face students whose needs are not being met by the typical middle school curriculum, instruction, or school organizational patterns. As Woods-Murphy (2017) lamented,

I am a gifted and talented specialist in New Jersey. It is my job to make sure that students receive the proper level of acceleration and enrichment. But every single day, I fail at my job.… School, for many of our advanced learners, begins to feel like a kind of prison where they feel trapped, misunderstood, and bored…. We are at a juncture where the times demand that we dare to break through traditional scheduling, use of teacher talent, and grade-level thinking to support all learners. (paras. 1, 2, 11, 25)

The Association for Middle Level Education (AMLE, 2010; previously known as the National Middle School Association [NMSA]) asserted, “Youth between the ages of 10 and 15 are characterized by their diversity” (p. 53) and “display a wide range” (p. 56) of cognitive development, contrary to middle school advocates’ past misconceptions. Early adolescents are able to think abstractly, are curious, may have a wide range of intellectual pursuits, and develop a more accurate understanding of their current abilities (p. 57).

Armstrong (2016) and Siegel (2015) described the latest research on adolescent brain development and how to harness it in schools and at home. They emphasized the development of new brain cells, with the pre-frontal cortex (reasoning brain) lagging somewhat behind the emotional brain. The adolescent brain is especially sensitive to surroundings and is “more susceptible to stress than the brains of either children or adults” (Armstrong, 2016). Siegel (2015) described four qualities of the mind during the early teen years related to brain changes: novelty seeking, social engagement, increased emotional intensity, and creative exploration.

Additionally, most middle school students are confronted with a multitude of new and potentially terrifying tasks: developing their own meaningful interpersonal relationships, attempting to find physical comfort with their changing bodies and evolving sexuality, identifying their personal and social values system, maintaining psychologically healthy self-esteem and identity, and sustaining ethnic and cultural awareness and connections, all while seeking increased independence from their families. No wonder many people say middle school teachers are either crazy or saints!

All adolescents at this age need role models, supportive adults, hands-on classroom activities that make clear connections to their lives, opportunities to make important decisions, expressive arts activities, and appropriate intellectual stimulation to ensure growth. According to Siegel (2015), “The work of adolescence—the testing of boundaries, the passion to explore what is unknown and exciting—can set the stage for the development of core character traits that will enable adolescents to go on to lead great lives of adventure and purpose” (pp. 2–3).

Although the previous descriptions of general adolescence certainly apply to those who are gifted, these students have additional unique needs (Cross, 2017; Hébert, 2011b; Olszewski-Kubilius, 2010a; Rakow, 2011). As a group, gifted adolescents differ in self-efficacy, attitudes, aspirations, and achievement (Neihart & Huan, 2009). They are often significantly more advanced than their peers in one or more academic areas and have a greater propensity for deductive thinking. They have increased ability to observe themselves and to verbalize strong feelings, rather than act on them.

Gifted adolescents often strive for mature and adult understanding of human problems and values. In this respect, they often seek out older friends or adults for companionship. This need for mentors and other responsive adults is part of developing not just independence, but also interdependence, a key to successful relationships throughout life.

Gifted adolescents have flashes of insight and creative surges. Their sophisticated abilities to conceptualize, seek alternatives, explore diverse relationships, and find creative ways of self-expression will be useful and fulfilling to them once they reach adulthood. But, during adolescence, these same qualities may create (rather than solve) some unique problems.

Giftedness and Physical Development

Although significant physical changes occur for all adolescents during the middle grades, for gifted students, this may be the first time they feel out of control. In fact, Cross and Cross (2015) suggested that many gifted adolescents are somewhat detached from their bodies, as they tend to live more in their heads. They may be confused by the impact their hormones have on their bodies, as well as their emotions and moods. Students have many worries about being “normal,” and their previously successful cognitive problem-solving strategies may not work when they are at the mercy of biology, chemistry, and brain development.

Either early or late puberty can magnify problems. Gifted students who talk and think like adults and have adult interests find that early puberty compounds the challenge they face of being expected to behave like adults. Gifted 12-year-olds have many of the emotional and social difficulties of other 12-year-olds, regardless of how smart they are. This apparent disconnect among physical, social, emotional, and intellectual maturity, which is known as asynchronous development, is at the root of many conflicts that gifted adolescents face in middle school. When academic achievement and intellectual precocity are at odds with social-emotional and physical development, problems can be created if adults expect more mature behaviors based on advanced intelligence and achievement. But many behaviors are more connected to chronological age than academics or general intelligence, such as the ability to understand social dynamics, traumatic events, and emotions (both one’s own and others’).

Especially if a student has been accelerated (or grade-skipped), middle school is often the time when physical differences become most noticeable and most important. And physical differences may add to gifted students’ already existing sense of being different and separate. Interscholastic athletics take on a bigger role during middle school, and it often isn’t enough to just participate. The emphasis changes to winning and success, with trophies, assemblies, and the other trappings of a culture that highly values sports. As a result, participation for gifted students may prove more embarrassing than enjoyable, especially for nonathletic or late-developing boys. Hébert (2011a) described this as “managing an image” based on what the society regards as masculine. Healthy exercise and physical activity may then take a backseat to more sedentary cognitive pursuits that can provide more emotional and physical safety. Because exercise is often a release for tension, students should find a regular enjoyable physical activity that is relaxing. Spending time outdoors in natural settings is particularly important, as recess is often eliminated in middle schools, especially for students in grades 7 and 8.

Although it is difficult to discuss without using traditional gender labels, students who identify as male and those who identify as female experience these dilemmas differently, and these differences are further complicated when we consider the integration of gender identification, sexual orientation, race, class, and ethnicity. Many boys who are gifted in the visual and performing arts prefer using their bodies as an instrument of expression, rather than in daring physical activities. Some may worry about being perceived as effeminate or gay. Some gifted girls may be concerned that too much emphasis on, and success in, competitive athletics will take away from their attractiveness to the opposite sex, and they too are concerned about assumptions that might be made about their sexual orientation. (Chapter 2 further addresses gifted LGBTQ students as well as the different issues faced by boys and girls.)

Gifted Intensities

Adolescents who have exceptional cognitive abilities also tend to have increased sensitivity to people and events, are more deeply introspective, and often display a higher sense of justice and fair play. According to Olszewski-Kubilius (2010a), “many gifted adolescents have strong emotional reactions to events or occurrences that other adolescents do not even notice” (p. 19). Their actions and ideas are often influenced by heightened self-criticism, sensitivity, and intensity (Mendaglio, 2002), and many psychologists believe that this sensitivity and intensity may be the primary defining characteristic of gifted individuals. Their ability to make a deeper commitment to, or concentrate on, one activity often results in a narrow focus (e.g., online games, a favorite YouTube channel, mathematics, computer programming, music, reading, etc.).

These characteristic heightened sensitivities result in a different manner of experiencing the world. Dabrowski and Piechowski (1977; Piechowski, 1986) described these enhanced channels of experience in five dimensions or forms of emotional overexcitability: psychomotor, sensual, intellectual, imaginational, and emotional. These contribute to the individual’s psychological development and behaviors, both positive and negative. For example, the positive and productive side of heightened psycho-motor sensitivity is a surplus of energy marked by rapid speech, obvious enthusiasm, and a push for quick action. The negative side may manifest as compulsive talking, workaholism, and perhaps nervous habits (e.g., tics or nail biting) that physically express emotional tension. Although the positive side of heightened emotional sensitivity is the ability to identify with and feel concern for others’ feelings, the negative side may be intensified self-criticism, feelings of inadequacy or guilt, and loneliness. These heightened sensitivities may also contribute to feelings of anxiety and stress, even when everything may seem to be going well, as gifted adolescents often feel alone in their intensities. We must help students realize that stress is a normal part of every person’s life and accompanies any kind of change, both good and bad.

A more introverted personality (which is often connected to some forms of talent development) may require extended time for solo study or practice. This can create problems for gifted students, especially in our Western culture where extroversion is more highly valued. In Quiet, Cain (2012) discussed the challenges introverts face as well as their significant contributions in “quiet leadership” and creative production. She also pointed to adolescence as “the great stumbling place, the dark and tangled thicket of low self-esteem and social unease” (p. 263). I encouraged one student to participate more by raising his hand and sharing ideas and opinions. He replied, “You can participate by listening, you know.” As an extrovert myself, this was revelatory.

Understanding these characteristics can help us guide gifted students toward self-actualizing behaviors and emotional growth. Gifted adolescents need help understanding, appreciating, accepting, coping with, and productively using their intensities (e.g., active imaginations, fantasies, and emotional and moral questioning) in order to develop overall psychological and emotional well-being (Olszewski-Kubilius, 2010a). Offering gifted middle schoolers the opportunity to self-assess using a measure like the Overexcitability Questionnaire–Two (OEQ-II; Falk et al., 1999) and providing suggestions for students to help channel their intensities not only help with self-awareness, but also help students understand that others may not share their level of sensitivity or appreciate their reality. They need to develop relationships with people who take them seriously and have similar experiences. Awareness of their intensities can also prevent mis-diagnoses of psychological disorders like Attention Deficit/Hyperactivity Disorder (ADHD), general anxiety disorder (GAD), or autism spectrum disorders (ASD).

Giftedness and Social-Emotional Development

Gifted adolescents’ abilities to assimilate information more rapidly and to have quicker and deeper insights often contribute to challenges in psychosocial adjustment. Hébert (2011b) identified seven specific social-emotional traits of gifted early adolescents: high performance standards (sometimes impossibly high), internal motivation, emotional intensity, high levels of empathy, moral maturity, strong desire for self-actualization, and resilience. Awareness of how these might manifest in gifted students during middle school can help teachers and counselors be more responsive and patient with behaviors and attitudes that may seem outside of grade-level norms. Dweck (2012) reminded educators to help gifted students understand that their intelligence is not fixed and to guide them in developing a growth mindset accompanied by greater flexibility and resilience in the face of disappointment or failures that are inevitable when they are challenged. Their sensitivities might contribute to more negative and intense reactions to real and/or perceived failures.

However, sometimes a growth mindset can be d...

Table of contents

• Cover Page
• Half Title Page
• Title Page
• Copyright Page
• Table of Contents
• Acknowledgments
• Preface to the Third Edition
• Chapter 1 Nature and Needs of Gifted Middle School Students
• Chapter 2 Diverse Populations of Gifted Learners
• Chapter 3 Anxiety, Depression, Underachievement, and Executive Function Skills
• Chapter 4 Special Notes for Gifted Intervention Specialists, Counselors, and Administrators
• Chapter 5 National Reform Movements and Trends
• Chapter 6 Organizational Structures and Program Models: Developing a Continuum of Services
• Chapter 7 Curricular and Instructional Strategies
• Chapter 8 Differentiating Instruction: A Supplement to, Not a Substitute for, Gifted Programming
• Chapter 9 Science, Technology, Engineering, and Math
• Chapter 10 Focus on the Humanities: The Arts, Social Studies, and Literacy
• Chapter 11 Outside the Box: Competitions, Summer Programs, and More
• References
• Appendix A NMSA/NAGC Joint Position Statement
• Appendix B Curriculum Review Checklist
• Appendix C Sycamore School Middle School Reading Strategies and Skills
• About the Author