Praising Ability or Effort?

In a recent workshop, a teacher commented, "My students who are high ability just take learning for granted.  Because of this, they seem lazy and unwilling to work."

I taught the student described in this statement.  He had always been the smartest student in the room, and his parents continually praised his ability.  However, over time, he felt like he was so smart, he didn't need to try anymore.  He assumed his ability would carry him through my class.

A recent study clarifies this situation.  The researchers found that if students are praised only for their ability, over time, their effort and achievement goes down.  But if you praise a student for effort, for working hard and being persistent, over time they increase their effort, and their achievement increases.  You can mix the two, but don't forget effort.  Over time, it does make a difference with your students. 

Rigor for Gifted Students

Don't we already provide rigor for gifted students?  That's the question I received from a participant in my workshop earlier this week.  I think it depends on the teacher (doesn't it always).  I have seen many teachers of gifted or honors students who provide rigor for the students.  But I've also been in similar classrooms that were not rigorous.  For example, I've observed teachers who ask very high level questions, but who accept student responses that are simplistic.  I've also reviewed assessments and assignments for gifted students.  One in particular stands out. 

It was a project for a high school Advanced Placement course.  Students were to read ten current events articles and summarize each.  In addition to the assignment, students were given how the assignment would be graded.  X number of points for the number of articles read, x number of points for putting their name in the upper right hand corner, x number of points for legibility, x number of points for summaries, x number of points for listing the references and attaching the articles. 

Do you see the problems?  First, the grading is more about completion than it is about quality. Second, is summarizing really appropriate for AP high school students?  A more rigorous activity would require students to analyze and synthesize the articles, and make connections among articles, and to other outside readings and experiences. 

I'd like to add a special thanks to @jabbacrombie on Twitter for reminding me that I haven't written specifically about gifted students lately! 

Rigor for Gifted Students

Just read this post (which is a bit old, but current in the topic).  Here's an excerpt from the post:
These terms are found when discussing curriculum for the gifted.  How do they apply?  For the gifted, relevance must precede rigor.  When the task is relevant, rigor ensues.  Students learn what their purpose for learning is. 

Hmmm..don't disagree, but once again, I find the conversation limiting. Here's my response:

 I agree, but would broaden your argument. First, I believe you simply can’t discuss rigor without addressing two interrelated concepts: student motivation and student engagement. Students must be motivated, and they are intrinsically motivated by value. I believe relevance is a subset of value, but at times, students are motivated by the relationship with the teacher, or their interest in a subject or type of classroom. The second intrinsic motivation characteristic is success. Students are more motivated when they are successful or believe they can be successful. And I taught gifted students who were more worried about success than struggling learners. Each student may need a different type of support, but that is also integral to a successful, rigorous classroom.