Raising Bright Sparks: Book 5 -Study Skills for Gifted Students

By Michele Juratowitch

It is often incorrectly assumed that gifted students will succeed in life, irrespective of what happens to them today, in school. The frightening reality is that today, there are many gifted but underachieving students in schools; many gifted adolescents who drop out of school; many frustrated adults who have not achieved success academically, in their careers or by establishing positive relationships. Research has indicated that up to 50% of gifted students do not achieve at an expected level when academic achievements are compared with identified abilities. 10 – 20% of students who drop out of school are within the intellectually gifted range. Various disabilities can have a significant impact on the learning and achievement patterns of twice-exceptional students and a range of psychosocial and environmental issues have been identified as causal factors in underachievement.
It seems obvious that not all gifted students succeed without appropriate intervention to meet their complex academic, social and emotional needs. The past cannot be controlled – nor can the future; however what is done today can help to shape the future. As far as gifted children are concerned, tomorrow does not take care of itself. Virginia Satir makes it clear that action must be taken now when she wrote “The future starts today, not tomorrow.”

• Language: English
• Publisher: Michele Juratowitch
• Release date: Oct 19, 2020
• ISBN: 9780992288259

Michele Juratowitch

Michele Juratowitch is Director of Clearing Skies and supports gifted children, parents, institutions and organisations through a range of services, including counselling and education programs, professional development, project management, consultation, advocacy, research and resource development. Through her work with GERRIC, at UNSW, Michele lectured in postgraduate courses for teachers, delivered and managed programs for parents and students. She was awarded a Churchill Fellowship to study the needs of gifted children. Michele presents at conferences, writes articles regularly, wrote Study: The Simple Facts, co-authored Make a Twist: Differentiating curriculum for gifted students and Releasing the Brakes for High-ability [e-mail]

Book preview

RAISING BRIGHT SPARKS

BOOK 5

Study Skills for Gifted Students

by

Michele Juratowitch

Published October 2020

Copyright © Michele Juratowitch 2020

All rights reserved. No part of this book may be reproduced or copied in any form without the written permission of the publisher.

Published by Gredbrook Pty Ltd

Contact Clearing Skies at [e-mail]

http://clearingskies.com.au

ISBN: 978-0-9922882-5-9

Study Skills for Gifted Students

CONTENTS

Introduction: Future Starts Today

Nurturing Nature

Skipping and Plunging

Curiouser and Curiouser

Organisation

Goals

Progress in Reverse

Formula for Achievement

Information Capture and Collection

Effective Note Taking Practices

Multitasking

Synaesthesia

Homework Habits

Ripples

Preparation

Stealth Study

Divide and Conquer

Making Positive Choices

Ballooning

Test First, Study Later

Exam Coping Strategies

Optimum Performance

Learning from Exams

Jacarandas: Yesterday, Today and Tomorrow

Review

Grades

Stress

Put Off Procrastination

Motivation

Mind the Gap

Time to Reflect

Lessons for Life

Learning from Legends

Peak Performance

Volition

Looking Back to Look Forward

Introduction: Future Starts Today

It is often incorrectly assumed that gifted students will succeed in life, irrespective of what happens to them today, in school. The frightening reality is that today, there are many gifted but underachieving students in schools; many gifted adolescents who drop out of school; many frustrated adults who have not achieved success academically, in their careers or by establishing positive relationships. Research has indicated that up to 50% of gifted students do not achieve at an expected level when academic achievements are compared with identified abilities. 10 – 20% of students who drop out of school are within the intellectually gifted range. Various disabilities can have a significant impact on the learning and achievement patterns of twice-exceptional students and a range of psychosocial and environmental issues have been identified as causal factors in underachievement.

It seems obvious that not all gifted students succeed without appropriate intervention to meet their complex academic, social and emotional needs. The past cannot be controlled – nor can the future; however what is done today can help to shape the future. As far as gifted children are concerned, tomorrow does not take care of itself. Virginia Satir makes it clear that action must be taken now when she wrote The future starts today, not tomorrow.

Nurturing Nature

Since Charles Darwin wrote his book, On the Origin of Species, there has been discussion about the role of nature and the environment in the development of the individual and the evolution of the human race. Often referred to as the ‘nature or nurture debate’, the pendulum has swung depending upon the current societal viewpoint. With recent developments in science – specifically the Human Genome Project (HGP), research into the role of epigenetics and functional magnetic resonance imaging (fMRI) of the brain – we now have a clearer understanding that these forces do not occur on an either/or basis. It is, instead, a dynamic where nurture impacts on nature.

How much is inborn and how much can we influence in the way we nurture these traits? Research has identified that temperament and gender traits, natural abilities, learning styles, mood and behaviour patterns, stress responses, emotional and relational styles are all predetermined at birth. How parents, siblings, friends, teachers and mentors respond to these traits over the years and the choices that the individual makes will influence and nurture the development of these innate traits into personality characteristics, behavioural habits and talents. The interaction is a two-way process and we each have a role in nurturing nature. Too much push and there is resistance; not enough encouragement and there can be apathy; motivation can overcome obstacles; passivity can result in withdrawal.

When we identify naturally occurring traits and characteristics, we are working with – not against – nature. Cognitive abilities, temperament and learning styles can be identified and matched with interests and subject areas to enhance the best outcome in academic achievement and career selection.

In Michael Gurian’s book, Nurture the Nature, he encourages a strength-based approach in parenting and teaching. Gurian maintains that young people and their parents need to take time to identify inherent gifts and strengths and look at ways in which these can be enhanced and nurtured. He likens this process to a treasure hunt in which we are searching for hidden treasure.

Similarly, Mel Levine, the author of A Mind at a Time, outlines the need for us to identify innate neurodevelopmental strengths, foster connections with subject matter and promote interests in specific subject areas. He maintains that young people should be able to follow their inclinations because natural affinities promote the development of expertise and lead to passion about involvement in a particular field or area of talent. To facilitate positive personal, academic and professional outcomes, we need to allow students to explore their natural abilities; follow their interests; develop talent in their areas of talent and as adults, we should expend time and effort in nurturing nature.

Skipping and Plunging

When I was a small child, my father would entertain me for extended periods by skipping smooth pebbles across the surface of a lake. I would watch as the pebbles left his hand and gracefully arced over the water, dipping to barely touch the water before rising again and again until it was out of sight. I was fascinated by the repeated arc and dip of the stone. My father tried to explain the associated physics: gravity; aerodynamics; hydrodynamics; displacement, acceleration and momentum. He patiently tried to teach me how to skip smooth stones over the water, guiding the position of my hand as I threw, but I never mastered the skill. The stones I threw always sank into the depths of the lake as they hit