Gifted Weekly

A Brief Introduction to a Series of 2e Posts

“For many people, the terms twice-exceptional and high abilities occupy opposite poles of a continuum of capabilities. The term twice-exceptional (2e) describes someone whose learning patterns have characteristics on both ends of the scale.” – Baum et. al, 2020. To Be Gifted and Learning Disabled. p. 5.

Take a look at your gifted program, whether pull-out, accelerated, push-in, or some other format. While often you have 2e students who excel across the board, we also have those who struggle in the day to day context of school but excel at intellectual or creative activities they choose outside of school, such as music, art, astronomy, or physics. Where can we begin as gifted specialists and parents to create a context for 2e students to thrive inside and outside of school academically, emotionally, and socially?

Having gifted students across the ability spectrum with varying interests results in a diverse group whose needs will vary, especially when a learning disability is involved.

How does the research recommend we support our diverse students? Many sources point to interest as the foundation of an effective, engaging learning environment (Anderson, 2020; Frazier-Goatley et al., 2022; Plucker & Peters, 2018). While not all research starts there, it is the bedrock present in many approaches. What does the student enjoy? Where do they excel? How can we “hook” them so they have the momentum to dive deeper?

In the Schoolwide Enrichment Model (SEM), Dr. Renzulli and Dr. Reis underscore the need to begin with Tier 1 activities that expose all children to new background knowledge and material (Renzulli & Reis, 2018). For example, fourth graders studying science can learn about the transfer of energy (NJSLS 4-PS3-2) through building circuits using Makey-Makey and Snap! circuits. When I worked with a group, one student came back to ask for more materials to test circuits, such as potatoes, paper clips, and even his own friends. Showing him how to collect data and write up his results would fall into a Tier 2 skill-building category, while his eventual presentation on circuits to his class moved into Tier 3. He went to a much deeper level with this content because he could follow his interest in an environment supportive of Tier 3 pursuits.

By learning about student interest at the outset, we can create opportunities for students to explore and move into Tier 3 experiences, where they drive their own knowledge creation and often bring other students along for the ride.

Three Ways to Tap into Student Interest in your Gifted or Mixed Ability Classroom

1. Journals with Collage Covers: Have students use Composition Notebooks or another easy-to-stack journal where they can brainstorm, sketch out their ideas, or keep track of ongoing projects. A “collage cover” featuring their interests (e.g. cooking, a band, art) serves as a shortcut for you to remember their preferences. Writing prompts can also be used to develop their creative muscles.
2. Genius Hour: If you’re reading this blog, you are already familiar with Genius Hour! Nonetheless, here’s a reminder that whatever you call it (e.g. Passion Projects, 20Time), it can work in all kinds of classrooms to tap into student interest. But you need structure and systems! Here is a good example from gifted specialist Patricia Siles which also provides supplementary materials.
3. Surveys: Renzulli Learning provides a thorough interest survey that can be used as a basis for online extension activities all year long. The interest report allows teachers, parents, and students to work from the same page when considering interest-driven enrichment. Free trials are easy to obtain, and customer service is responsive and friendly. Thrively is another option that provides interest surveys and extension activities at no cost.

In future weeks I will be diving further into 2e research, following up on my scholarship to Confratute 2024 this past summer. If you have any questions you’d like me to research, reach out using the Contact Page. Thanks for your interest!

SOURCES

Anderson, B. N. (2020). “See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms. Gifted Child Today, 43(2), 86–100. https://doi.org/10.1177/1076217519898216

Baum, S.M., Schader, R.M., & Owen, S.V. (2017). To Be Gifted & Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD, and More. Routledge.

Frazier-Goatley, L., Adelson, J. L., & Snyder, K. E. (2022). Using a Multi-Systems Approach: Early Intervention, Changing Mindsets, Learning Opportunities, and Meaningful Data. The Gifted Child Quarterly, 66(2), 116-118. 10.1177/00169862211038610

Plucker, J. A., & Peters, S. J. (2018). Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues. Gifted Child Quarterly, 62(1), 56–67. https://doi.org/10.1177/0016986217738566

Renzulli, J., & Reis, S. (2018). Engineering the schoolwide enrichment model: a case study of the process of change in education. In B. WallaceD. Sisk, & J. Senior The Sage Handbook of gifted and talented education (pp. 234-245). SAGE Publications Ltd, https://dx.doi.org/10.4135/9781526463074.n21