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Understanding the Complexities of Gifted Education and Student Motivation

This report explores the multifaceted nature of gifted education, highlighting both the positive and negative aspects of nurturing students identified with high intellectual ability. Positive findings include social recognition, the interplay of extrinsic rewards fostering intrinsic motivation, and the importance of self-directed and problem-based learning. Conversely, challenges such as social and emotional difficulties, funding issues, and parental pressure are discussed. The necessity for differentiated learning and goal identification is essential for addressing the diverse needs of these students.

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Understanding the Complexities of Gifted Education and Student Motivation

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  1. T.A.G. Chris Allegretti, Steve Charette, Nicole Shook, Jessica Vargas

  2. T.A.G. Definition • Students identified as having a higher intellectual ability through testing, teacher identification, parent recommendation and excelling in the classroom.

  3. Findings and ReportPositives • Social recognition • Extrinsic rewards lead to intrinsic motivation • Challenging the Intellectual Ability • Self-directed, literature based, problem-based

  4. Findings and ReportNegatives • Downside to being talented • Damaging to social and emotional development • Lack of funding • NCLB • Redistribution to low achieving groups • Financially Biased • Parental pressure • Need to fulfill expectations

  5. T2P • Directed course of action • Differentiated learning • Informing students of opportunities • Collaborative learning • Identifying goals

  6. References Thistlethwaite, Donald. (2001) Effects of social recognition upon the educational motivation of talented youth. Journal of Educational Psychology, 50(3), 111-116. PsycINFO Plucker, Jonathan and Levy, Jacob. (1959) The downside of being Talented. American Psychologist, 56(1), 75-76. PsycINFO Collier, Mary. USA Today. 2006.

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