It is Gifted Awareness Week again in New Zealand and time to give the readers a glimpse into the lives of some of our most precious students. I chose this particular title because it reminds us of the contradictory nature of some of the traits of gifted students.
Another more subtle reason is the astronomic definition, given below (#4).
di·chot·o·my [dahy-kot-uh-mee] noun, plural di·chot·o·mies.
1. division into two parts, kinds, etc.; subdivision into halves or pairs.
2. division into two mutually exclusive, opposed, or contradictory groups: a dichotomy between thought and action.
3. Botany . a mode of branching by constant forking, as in some stems, in veins of leaves, etc.
4. Astronomy . the phase of the moon or of an inferior planet when half of its disk is visible.
The inferior bit has nothing to do with my reasoning! Its the “half invisible” that I want to point out, specifically.
When we discuss the gifted, children or adults, there are often two seemingly opposite sides to their personalities. Strategies we use can sometimes be contradictory to the uninformed. This may be best explained using some common dichotomies I have noticed when teaching and living with the gifted. Research over the years has shown how different, varied and unique* the gifted are, so these are not applicable in all situations, but serve to help understand the ‘least understandable’ aspects of giftedness.
*Sally Reiss’ ever resonant explanation
Knows, but doesn’t like to show
This is not just referring to showing of the final product. Some gifted have such a perfectionist tendency, they find it difficult to complete tasks to their own satisfaction, and are loathe to show you something they feel is not quite ready (or perfect!). Others, especially in calculatory subjects like mathematics, may ‘get’ the answer and then not be keen to ‘show their working’, or simply not be able to explain how they ‘worked it out’. They find explaining their answer, something they have already finished in their own mind, frustrating or a waste of time. The ‘invisible’ aspect can so easily be thought of as the student just being ‘cantankerous’.
Segregate them to help them feel accepted
The education ministry in New Zealand is keen to mainstream most students, thus putting the burden of responsibility for catering for the many individual needs squarely onto the local schools’ and their restrictive budgets. Research has shown the gifted benefit from attending withdrawal classes comprising like-minded gifted individuals. In this sort of atmosphere they are welcomed for who they are, not shunned for their eccentricities or held back with the classroom ‘norms’ of achievement. They can be given a chance to truly excel and use their gifted minds which, incidentally, don’t switch off after they return to their normal classroom environments. So, at least they will get their abilities catered for about 20% of their school life, (since many of these withdrawal programmes operate for one day a week), which might stretch out a bit more if they have an understanding teacher. This ‘invisible’ aspect can too easily be thought of as ‘elitism’.
Group them to encourage their ‘selves’
This is connected to the point above. By grouping gifted with other gifted students, there is a chance to see and get to know how they are different from other age group peers, but similar as well. To meet other individuals who experience their same trials at school, have similar emotional intensities as they do, and enjoy the company of others similar to themselves is an enormous asset. They can see their ‘self’ identities are acceptable, and not in any way subservient to anyone else. They can form a good self image, so necessary for their future walk ahead in the world. This ‘invisible’ aspect can change the ‘lonely outsider’ into an ‘accepted’ member of the group.
Teaching the basics to those so advanced
A common dilemma for gifted students, who have cruised through primary schooling without being challenged sufficiently, is that they have never learned how to fail or handle struggles to learn. They can be quite deficient in some of the resiliency skills that others have built through having to work hard to understand, all through their school years. This sets them up for failure when the curriculum becomes more challenging at secondary school. An astute teacher, who understands this, needs to ensure these students are given challenges that will cause them to stumble, and teach them how to move forward towards success. Asynchrony is another trait of giftedness, and it is common for gifted academics to be less well-developed in some other areas, e.g social-emotional issues. Just because a student talks with the vocabulary of an adult doesn’t mean they will necessarily have the social skills to match. The ‘invisible’ knowledge needs to be made ‘visible’ to these students.
Differentiate to specialise
Students who have work that is tailored to their own needs (differentiated) can help build their areas of expertise and therefore lead to outstanding specialist outputs. In gifted education students are too often held back and asked to patch up their gaps in education (their weaker subjects) rather than spend the time to advance their gifts. This is very frustrating for them. It is a bit like asking the sprint champion to train with the marathon runners so that he is better able to run longer distances. He will likely never want to compete in a long distance run, so why bother? If each distance specialist trained for their own specialty, there is more likelihood of success for them all. If we continue to keep their talents ‘invisible’ they may eventually disappear into mediocrity.
Sheltered to make them more autonomous
Gifted students need a good advocate; someone who can bat for them when there is resistance to meeting their needs. The better we educate gifted students about their different educational needs, and celebrate these differences, the more likely they will be able to advocate for themselves as they join the world of business or academia later. We are not being ‘pushy parents’ or ‘sheltering them from the real world’ as some may suggest. But we are trying to make others aware of the less obvious differences that arise. It is generally so easy to accept difference and accommodate for it when it comes in the form of physical disability, but not when it is an outstanding academic difference. Let us work together to make these ‘invisible’ needs ‘visible’ and prepare our gifted students to impact the next generation!
