Monday, October 27, 2014

Good Will Hunting

Good Will Hunting is the portrayal of the life of a poor, yet brilliant janitor at M.I.T.  Hunting and his friends are working class citizens from South Boston that grew up in an economically poor atmosphere lacking educational influence. He is stuck in the same cycle that has always led his life, and has never been given the opportunity to explore his desires.  The low socio-economic theme throughout movie shows the relationship between education and poverty. Hunting, without a distinct educational background, is subject to his negative environment and feels trapped in his surroundings.  This lack of a nurturing foundation allows Hunting and his friends to settle for a life in poverty that they’ve always lived rather than bettering their situations.  Through his own self-determination to better himself,  Hunting educates himself by reading books that he has borrowed from the public library.   He is able to succeed because he works hard and decides that he wants to be more than what he’s been in the past.  Just like Will Hunting, gifted children can be found in many aspects of society and are sometimes viewed as problem children. They can be gifted in art, music, writing, mathematics or other areas of education, yet it is how their gifts are developed that influences how they will succeed in life.   Appearing to have never been challenged and nor had to use his exceptional abilities,  Will Hunting is a gifted mathematician that does not know how to channel his talent.  
While there is an array of characteristics that identify gifted students,  Will Hunting exhibits many of the distinguishing traits.  Hunting is extremely creative and imaginative, as is evidenced in his various battles in the courts stemming from his multiple arrests.  Even though he is arrested repeatedly, he is always able to use his vast knowledge and extensive vocabulary to convince the judge that he should be acquitted of all charges.  His creative defense strategy and arguments are also an example of his flexible thinking and his disregard for authority.  Throughout the movie, Hunting questions established rules, beliefs, and authority.

Like many gifted students, Hunting has a deep compassion for others, as evidenced by his love and camaraderie for his friends, who he describes as his brothers.  He doesn’t hesitate to come to the rescue of his friend, Chuckie Sullivan, when Chuckie faces severe embarrassment in the bar near Harvard.  Instead, he turns the tables on the pompous Harvard student, making him appear unintelligent.  He loves to read books and has an almost photographic memory, which he displays at the bar when he is able to quote ideas from a textbook that the male Harvard student tries to pass off as his own original ideas.   Hunting’s ability to process information at a deeper level is astounding.  Even though he values his close friendships with his neighborhood buddies, he is willing to leave his friends so that he can work on solving the theorem posted by Professor Lambeau in the hallway at Harvard.  He has a strong absorption in his interests in mathematics and other areas in his self-guided learning.  He is able to solve an extremely difficult theorem in a few hours because of his keen observation skills.  Rather than just mopping the floors, he notices his surroundings, more specifically the theorem posted in the hallway.  Hunting also is very perceptive as he recognizes that the therapist is gay-a fact that the therapist denies.  Again Hunting utilizes his clever perception when he confronts Dr. Maguire about his wife and tells him that he married the wrong woman, noticeably hitting  a nerve with Dr. Maguire.   

Obviously intrinsically motivated due to his lack of a caring family, Hunting, an orphan was shuffled from foster home to foster home.  It was up to him to make his life what he wanted it to be.  Hunting was not given the opportunities that many people who are more economically and socially adept are given.  Instead he had to create his opportunities.  His love of learning is evident in his self-directed studies of multiple disciplines and in the books he reads borrowed from the public library.    


An indisputably brilliant 20 year old would appear to have the world at their feet.  However due to his low self-esteem and disadvantaged past, Hunting experiences an intense inner turmoil-should he interview for the NSA job? Should he follow after Skylar to California?  Hunting feels that he’s not good enough for Skylar or for a better life.  Like many gifted underachievers, Will Hunting struggles with the fear of failure or disappointment.   Should he leave the comforts of his familiar surroundings in search of what better life might be possible for him?  His intellectual gifts, which seem effortless, are undeniable, yet he lacks direction of how to use his gifts for his success.  He’s suffered both physical and emotional abuse throughout his childhood.  Bearing the burden of abandonment and fear, he purposefully lies and pushes away anyone that tries to get close to him. Hunting finds solace in his low socio-economic surroundings of South Boston, and his friendships with chums of the same societal stature.  Will Hunting, like all gifted students, is unique with a multitude of talents, yet the endless potential of any gifted individual relies on an encouraging and supporting environment.

Tuesday, October 7, 2014

EXCELLENCE VS. EQUITY

The middle school concept is designed to meet the varying needs of adolescents.  Middle school students are unique intellectually, socially, emotionally, and physically from other age groups, as well as being notably different from each other.  Both gifted students and middle school students in general need stimulating activities to help them develop problem solving and critical thinking skills.  A safe environment where positive interaction is valued between teachers and peers is essential to all middle school students, including gifted learners.  Positive self-esteem, a struggle for most middle school students, is crucial for their success.  As they strive to find their identity, perhaps the most identifying feature of middle school students is their need to "fit in" academically and socially.  

While many developmental characteristics among middle school students and gifted students are similar, gifted students often experience more difficulty "fitting in" due in part to their drive for academic success.  Gifted education exists to advance the development of intellectually gifted students. As a result, gifted students, who demonstrate strong potential, are often challenged to develop to their full potential.  On the opposing side, the Middle school concept values a more uniform education where all students have an equal chance to succeed.  I feel it’s important that educators recognize the advantages of both equity and excellence.
Because many middle school administrators emphasize the negative impact of homogeneous grouping on at-risk learners, heterogeneity has become a staple in many middle schools.  As a teacher, however, I see significant benefits in grouping gifted students by ability levels.  In my experience, some forms of homogeneous grouping is beneficial to both at-risk students and gifted learners.  When students are in a heterogeneous group, it is extremely difficult to differentiate to appropriate levels for all levels of students, especially gifted students.  Often times, the curriculum is often “dumbed down” to reach the lower level students.  A one-size-fits-all approach is not conducive to educating students of such differing educational levels who are in the same heterogeneous classroom and should be discouraged.  Educators should plan for both personal excellence and equity of access to advancement for all learners who are at risk, including those who are gifted.  I agree that heterogeneous teams are beneficial, however I feel that students should be grouped homogeneously within their team for instructional purposes in core content areas.

The emphasis of the middle school model on equity for all students appears to be fair for all students.  Is ability grouping fair?  Rosselli and Irvin bring up the idea that grouping gifted students homogeneously is equated with social discrimination.  However, to prevent gifted learners from failing to reach their potential, they need to be challenged academically.  Since gifted students often reach mastery of skills before their less gifted counterparts, homogeneous grouping can be beneficial to their educational progress.  Isn't it also discrimination if students aren't placed in an appropriate educational setting just because they aren't economically disadvantaged or a minority?  Do we want to encourage mediocrity or stimulate excellence?

Middle school is akin to a world where all students are given trophies just for participation.  One of my favorite statements made by Rosselli and Irvin is "Achieving success for all students is not equated with achieving the same results for all students."  All students strive to be successful, no matter what their educational level, and I feel that heterogeneous classrooms often point out the obvious shortcomings of students who struggle academically.  So the question remains, can we have both excellence and equity?  

Rosselli, H., & Irvin, J. (2001). Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship. Middle School Journal,57-62.

Monday, September 29, 2014

Serving the Underserved…Twice Exceptional Students

Many times gifted students in general are underserved.  However the subcategory of Twice Exceptional students seems to be the most difficult students to identify and as a result, are oftentimes overlooked. Many teachers and parents are unaware of the characteristics of a Twice Exceptional student and fail to recognize a student’s giftedness if the student has a learning disability or if the student displays a learning disability,  his/her giftedness is often masked.  

“A twice-exceptional student is one who experiences special educational programming to accommodate one or more handicapping conditions while also promoting the student’s potential for exceptional achievement in one or more areas in which they may be gifted” (Whitmore, 1981).   Because of the academic discrepancies and inconsistencies in student learning, Twice Exceptional students are routinely left in regular education classrooms or receive either gifted services only or exceptional children’s services exclusively.  This dilemma creates a frustrating atmosphere for the student both at home and at school.  In my experience as a teacher, I’ve recognized 2 cases of Twice Exceptional students.  However, I imagine there have been more cases that have gone unnoticed or undiagnosed.  

My first encounter with a twice exceptional student was a 5th grade boy in my class who excelled at math and reading comprehension, but would scream and throw items when he was required to complete a writing assignment.  The student was identified as gifted in math and reading comprehension, yet he refused to work with the AIG specialist or was a discipline problem in their small group and as a result, stayed in the regular classroom.  He was diagnosed as autistic and he also had severe behavioral & emotional problems including OCD, ADD, extreme outbursts and depression.  In addition he was grossly unorganized.  Yet in spite of his weaknesses, he was brilliantly creative, loved to read,  and knew everything minute detail about anything Star Wars.  Although he was accepted by his classmates, he had few friends because he was so different.  I don’t feel as though his needs were met.  He made ok grades, but he wasn’t challenged intellectually.  By the time I taught him in 5th grade, the excuse was that “that’s just the way he is.”  

This year I have a 7th grade female that is a twice exceptional student, being identified AIG in both math and reading, yet requiring extended time and a separate setting due to ADD, OCD and a processing disorder.  She is extremely quiet, disorganized, forgets to turn in completed work, is frustrated easily, and is the last one to finish an assignment.  However she is exceptionally intelligent and consistently scores well on classroom and state assessments.  Her need for extra time to understand and process information is very evident as it takes her a significant amount of time just to organize her thoughts.  She is in the AIG cluster class for all core subjects and is highly successful, but that hasn’t always been the case.  She struggled in past years because although she was bright, she couldn’t process the information quickly enough to keep up with the other AIG students.  Two years ago she was also diagnosed with a learning disability, despite it being masked by her advanced intelligence.  As in her case, often students who are identified in a gifted program are not identified for special education programs because they are seen as mutually exclusive in the educational domain.

The fact is that twice exceptional students are falling through the cracks of our educational system.  It is difficult for educational professionals to integrate the twice exceptional learner’s extreme strengths with their noticeable weaknesses.  Several reasons complicate the identification process for twice exceptional students.   While services for children with learning disabilities are federally mandated (IDEA), giftedness is not addressed federally.  Rather it is left up to individual states or school systems to create criteria to identify gifted students.  As a result, there is no tantamount law to protect the rights of students who are both gifted and learning disabled.  Another stumbling block to twice exceptional identification is that standardized tests, the most accepted procedure for identifying gifted students, will not successfully recognize a student that is both disabled and gifted.  Instead more comprehensive methods must be used for identification purposes.  Another reason educators overlook or underserve these students is because they are unaware of their existence  because their intellectual gifts and learning disabilities mask each other so that the students appear to be just average students who aren’t working to their potential.  No matter what the reason for the lack of representation for the twice exceptional student, changes need to be made.  Both the disabilities and the areas of giftedness need to be addressed by school personnel in order to provide an equitable education for these students.  The challenge for the educational society is how to identify the students and how to respond to their academic needs.

Supporting the Identification and Achievement of the Twice-Exceptional Student. (2010, September 1). Retrieved September 27, 2014, from http://www.doe.virginia.gov/instruction/gifted_ed/twice_exceptional.pdf

Whitmore, J. (1981). Gifted children with handicapping conditions: A new frontier. Exceptional Children, 48(2), 106-113.


Friday, September 5, 2014

Why am I interested in Gifted Education?

Why am I interested in Gifted Education?

I'm interested in gifted education for many reasons...

  • because I was in "gifted" classes in elementary and middle school, then AP and Honors classes in high school
  • because I teach students that are gifted 
  • because I am a mom of a gifted child (the other 2 haven't been identified, but I have a feeling they are gifted as well)
  • because I think that these students are often looked over in the public school system-more focus seems to be placed on the students preforming below grade level than trying to challenge and grow the students that are above grade level
  • because gifted students are misunderstood-they are many times much more advanced academically than socially and don't understand how to adapt
  • because, in my experience, students that come from lower social/economic classes don't want to embrace their giftedness-they don't want to be labeled as dorks or nerds
  • because I'm interested in learning how to challenge and encourage gifted students 
  • because gifted students can "think outside of the box" and be more open-minded
  • because I want to stimulate their brains and inspire them to use their gifts to become successful adults
  • because I think the gifted students are our future leaders