GT Updates for 2025-26 Must Be Completed By March 1, 2026.
Books will be checked out to the first 15 people who register in Edugence. More teachers can participate, but would be responsible for obtaining their own book. Teachers will be asked to read 2 or 3 chapters for each assignment.
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Course Requirements
This is a Canvas course. After registering in Edugence and getting a book, enroll in the Canvas course for all of your assignments.
How do you define underachievement?
What do you hope to get out of this book study?
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?
Chapter 4 – Dweck’s Mindsets
The subtitle of this chapter, Recognizing Effort and Ability, really says it all. How do we help students understand the importance of effort? What can we do as educators and/or parents to develop that growth mindset? Have you had students who exhibit giftedness in one particular domain, but not others? What struggles did this child experience? How did (or could) you help that student?
Chapter 5 - Perfectionism
Reading chapter 5, I was intrigued by the idea of the three types of perfectionists: self-oriented, socially prescribed, and other-oriented. Yet as I read about each one, it just made total sense. To me this chapter is one that I keep going back to. So much information! And so many light bulb moments. After reading about possible solutions, which of these solutions have you tried or do you see yourself trying in the future? What about this solution(s) speaks to you?
Chapter 6 - Rimm’s Trifocal Model
In helping underachievers, collaboration between home & school is key to getting that student to feel good about him or herself. According to chapter 6, there are many factors involved when we talk about underachievement. What can you influence as an educator? How would the Rimm Model work at your school?
Chapter 7 - Achievement Orientation Model
How much does attitude play in underachievement? Some would say that is the factor. But attitude towards what? This model suggests that a student’s attitude and perception within self-efficacy, meaningfulness, and environmental perception all support achievement.
What can you do to ensure that your classroom is a safe place for students to take risks?
How do we make school meaningful for students? What are the constraints and how do we overcome them?
Chapter 8 – Self-Efficacy
Self- efficacy is how you might feel doing a specific task; self-esteem is how one feels about their worth or value. Both are important when we talk about underachievement, but one’s self-efficacy has a powerful impact.
How do you use feedback as a tool? Are you specific? Or based on the reading, do you see some adjustments you can make?
Student ePortfolios are an expectation in NISD and sometimes it’s hard to find the time for kids to have time to work on them. After reading this chapter, do you see ePortfolios in a different light? Could this help students appreciate the process better? Do you ask your students to set goals and if so, how are they tracking the goals?
I thought the part about students recording themselves was really interesting. And with today’s technology, it would be so easy. Who’s feeling adventurous enough to incorporate student recording with ePortfolios and goal setting?
Chapter 9 – Goal Valuation (Meaningfullness)
Wow! The first two paragraphs of this chapter. Making school meaningful is one of the most promising strategies for reversing underachievement. Sounds so simple, but it’s so much more involved. How do we make school meaningful for students?
“I don’t want to be academically challenged. I want to be intellectually stimulated.” How can we intellectually stimulate our gifted learners? I have found this statement popping into my head in the two months since I first read this chapter.
Chapter 10 – Environmental Perceptions
Not only is having the skills and believing in the task important, but students must believe that the work they are doing is supported. And we may think we are supporting students, but how do we know if we are? Do kids hear what we say, or are they hearing something else?
Thinking back to chapter 7 and safe environments, relationships with teachers is another key component. How do you take the time to build relationships with your students?
Chapter 11 – Developing Self-Regulation and Study Skills
I’m intrigued and a bit saddened about the author’s statement that most students have the skill set, just not the buy-in from students. That, friends, means it is all on us. So what can do about this? How do we get students to not just start, but to stay focused and on track?
How will you work with parents if you have a gifted underachiever in your class next year?
Chapter 12 – Putting It All Together
The Gifted Students’ Bill of Rights is powerful and comprehensive. What stuck with you as you read through these rights? How will this influence you as an educator?
EOC Survey
In doing some research for this book study, I found a few resources I'd like to share. I hope they will be of use to you.