Chapter 1 - Introduction
In chapter 1, the author outlines the purpose of the book. But he sets the stage with two obstacles 1) how do we define giftedness, and 2) how do we define underachievement? Both are hard to define so how do we even begin to broach the issue?
Hmmm . . . 5 interrelated concepts for gifted: challenge, choice, interest, enjoyment, and personal meaning
Chapter 2 – What is Underachievement?
When talking about gifted underachievement, there is typically a discrepancy between the expected and actual performance. What varies is how the discrepancy is set. And of course, how do we measure expected achievement versus actual achievement? Siegle raises the question of at what point and to what level of severity is a student considered an underachiever. He also mentions the idea of selective achievement. Looking back on your years in the classroom, can you identify any underachievers? What caused you to identify them as such? Can you identify any of your former student as selective achievers? What made this student different from the underachiever?
Chapter 3 - Characteristics of Underachievers
There are several types of underachievers. In fact, according to Siegle, there are seventeen. (That kind of freaked me out!) As you read through this chapter, and specifically the table that begins on page 21, what surprised you about the varieties? Were there any that stood out to you? Or maybe that you have questions about? The chapter focused on four key influences: gender, peers, family dynamics, and poverty & underserved populations. I had a lot of a-has as I read, but the statement that really stood out to me is, “Students who are not given adequate opportunities to develop their talents often become involuntary underachievers.” Wow! What grabbed your attention?