Post on 30-Apr-2023
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
You will conduct a case study on a student who you currently work with or have worked with in the past OR select a
character from a film who portrays someone as gifted and who has also experienced some of the challenges or
issues highlighted in Chapters 12-15 of your textbook. By using a set of generated questions or criteria to guide
your analysis, you will gather data to highlight a student’s academic and social/emotional traits and skills and
provide a brief discussion of the family and other social relations to identify some of the challenges or difficulties
this child/adult might be facing and provide recommendations for supporting this child based on your readings, OR
make reference to scene selections that you think will support your answers to these questions. You will identify the
main problems or issues that this student/character is experiencing, analyze these issues, offer possible
solutions/strategies for dealing with these issues, and then link your analyses and recommendations to the course
readings and additional research that you conduct.
Movie Synopsis from Moviefone:
Fred Tate (Adam Hann-Byrd) is a 7-year-old with a genius IQ. Single mother Dede (Jodie Foster)
worries Fred might have an easier time fitting in around other child prodigies. Despite
reservations, she allows Fred to go to a smart summer camp run by child psychologist Jane
Grierson (Dianne Wiest), a former child prodigy. Fred's studies advance, but, as he prepares for
a national TV competition, he is torn between following through with his advanced education
or building a normal life (Moviefone, n.d.)
What does this film show about the difficulties of breaking out of the paths that your family and community expect you to follow?
Tate had difficulty living within the expectations in various arenas. He struggled to be a
typical student in school, he struggled to be the child for Dede, and he struggled to be the
genius child that Dr. Grierson wanted him to be. He was all these children at once.
Asynchronous development is one of the defining characteristics of gifted and talented youth.
The Columbus Group (as cited in Morelock, 1992) developed a definition for giftedness that
moved away from the achievement-oriented definition of the time:
Giftedness is asynchronous development in which advanced cognitive abilities and
heightened intensity combine to create inner experiences and awareness that are
qualitatively different from the norm. This asynchrony increases with higher intellectual
capacity. The uniqueness of the gifted renders them particularly vulnerable and requires
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
modifications in parenting, teaching, and counseling in order for them to develop
optimally. (“Defining Giftedness from Within,” para 1)
His family (biological and extended) expected him to be like the experiences that the
adults related to; Dede as his mother, with typical, protective mother instincts. And, Dr.
Grierson, who tried to model him after the youth she experienced herself.
In this film, what was the role of the peers, teachers, and community in the character's efforts to break out?
The adults in the film all contributed to Tate’s efforts to break out and find his own future.
Some examples include:
• Dede allowed him to go on two trips with Dr. Grierson (Odyssey of the Mind and to the
University).
• Dede is also a supporter of Tate’s social and emotional needs as she encourages him to
have a birthday party, provides comfort when his nightmares keep him from sleeping,
and encourages his talents to the best of her ability.
• Jane supports his academic development beyond what Dede can provide, with a trip
(Odyssey of the mind and a visit to her home) that provided enrichment, a college level
physic’s class, and enrollment at her school.
• At the beginning of the film, it is mentioned that the classroom teacher suggests he be
accelerated, but it isn’t pursued in the film, and appears that he stays in his regular
classroom.
• The college physic’s teacher takes him under his wing a bit and finds a place for him in
the classroom, welcoming him as a student.
• The age peers in school with Tate show him that he was still looking for his best place to
grow and develop. He struggled to develop friendships with them and continued to
search.
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
• The intellectual peers that Tate meets during his time with Dr. Grierson provide his first
foray into reciprocal friendships. He is mentored somewhat by Damon, the Math
Magician, after overcoming some of the distrust by Damon.
One way to satisfy the academic and social and emotional needs of an advanced learner is by being mentored. Despite students' personal disadvantages, mentors can release the gift of genius. What strategies are used by these mentors to increase student success, and how does these strategies apply to your teaching of students like these in your classroom?
Mentoring has been a successful strategy for supporting students since Greek and
Roman times. Mentors act as role models, guides, teacher, and friend. (Davis, Rimm, & Siegle,
2011). Mentoring has been shown to be successful for all, but particularly beneficial to
underachieving, disadvantaged, minority, and other underrepresented groups of students.
Relationships between mentor and mentee can be maximized if they are closely matched in
background, ethnicity, gender, social class, background, and values (Davis, et al, 2011).
In the movie, Tate encounters several who take on various aspects of the mentoring
role:
• Dede, as his mother, is one of his mentors; guiding him daily. She ensures that he has
strategies to support his social and emotional growth. She helps him to develop calming
techniques when he has nightmares (the shadow game), dancing when he is worried,
and encourages him to “move along” when he is becoming overwhelmed with what he
is focused on. She encourages him to be himself.
• Dr. Grierson is Tate’s academic mentor, providing him opportunities to dive deeper into
his areas of interest – such as the college physics class. She also provides access to
peers when she takes him on the trip to participate in the Odyssey of the Mind, with a
visit to her house also. Damon, another student, acts as a peer-mentor of sorts in that
scene. Dr. Grierson was also a gifted student herself and has some insights into what
Tate might experience. Their backgrounds are decidedly different (her parents were
doctors/lecturers) and her needs are not Tate’s needs.
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
Application to My Teaching:
This serves as good reminder to address the needs of whole child. It is as important to
build a relationship with a student as it is to provide academic accommodations for a
student. As teachers, we must be mindful of what may be impacting, positively or
negatively, their academic abilities. Serving as an advocate for students who don’t have
strong advocates, mentoring students without mentors, supporting social-emotional skill
development, and protecting the right of students to learn something new.
It is a tall order, and one that teachers struggle to balance for all students. But, we need
to try for our students. Rita Pierson (2013) says it well it her aptly named Ted Talk: “Every
Kid Needs a Champion.”
Some obstacles that advanced learners face are internal and external pressures. Internal challenges would be perception of self (underachievement, perfectionism, self-efficacy), and external challenges might include (peer, family and parental pressures or perceptions). Identify how the characters faced internal and external challenges and who or what in the film helped them to resolve these issues. Identify the film scenes where these challenges exist. Lastly, make recommendations to what teachers should learn from these scenes to assist advanced learners in the classroom.
Internal Challenges:
The film focuses on Tate’s desire to find his “tribe.” From the first scenes in the movie
when Tate is searching for friends at his elementary school, to his desire to fit in with the other
gifted students on the road trip to Odyssey of the Mind, to the friendship he tries to create in
college with Eddie who felt the need to try and make Tate feel better after accidentally hitting
him with a globe.
Ultimately, Tate helped himself in discovering who he was. It was through all those
experiences that Tate was able to synthesize what qualities he had for friendships and what he
was looking for in his friendships. The final scenes of the movie show a balance of
opportunities and supports for Tate through the negotiated relationship between Dede and Dr.
Grierson. Tate has the social emotional support needed at home, with the academic challenge
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
of Dr. Grierson’s institute to address his academic needs. Through the school and other
enrichment opportunities (I assume that Odyssey of the Mind would continue for Tate), he is
able to access intellectual and interest peers; developing friendships to sustain him going
forward.
External Challenges:
Tate experienced external challenges on two fronts. He was challenged by the lack of
rigor in his initial academic setting and acted out as bored in several scenes – daydreaming
when the teacher calls on him, amusing himself by playing music backwards, from memory, and
responding to teacher questions in the classroom with responses he knew were correct, but
incorrect.
When his academic needs are fulfilled by attending college during the summer, the
missing affective support challenges him. Dr. Grierson is unable to appeal to the “kid” in him
and operates strictly in the adult world of expectations. She cannot play, which was something
that his mom modeled for him. He thinks he has found a friend in Eddie, the college student
that accidently hits him with a globe. Eddie checks in on him, spends an afternoon teaching
him how to play pool, and suggests to Tate that they do it again. With age-appropriate
misunderstanding, Tate mistakenly thinks they should do it again tomorrow and heads over to
Eddie’s house; only to be turned away.
The movie moves along the premise that a balance between the two mom-figures
would best serve Tate and through their agreement, Tate flourishes. (And, Dr. Grierson even
dances in the final scene, as everyone has found a place).
Recommendations for Teachers:
The National Association for Gifted Students offers many suggestions for best practices
in gifted education (NAGC, n.d.). For teachers encountering a student like Tate, and without
access to an institute like Dr. Grierson’s, I would make the following recommendations for
considerations:
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
• Acceleration – given Tate’s interest in poetry, art, math and science, I would encourage
a teacher to advocate for grade-level acceleration. Given Tate’s depth and breadth of
knowledge, his pacing through the curriculum is going to be decidedly different than
that of his peers
• Grouping – providing flexible grouping opportunities for Tate in the classroom (and
maybe throughout the school), may provide Tate opportunities to dive deeper into
areas of interests with similarly motivated students.
• Mentor: finding adults in the community (professional or high school student) that can
support Tate’s interests would be beneficial. Time to meet with a mentor could be
gained by compacting the curriculum and letting Tate use that time to pursue research
in his areas of interest. Tate should be given opportunity to increase the complexity of
his understanding in subjects and apply those skills to real world situations.
• Social Grouping: I would encourage Tate’s teacher to work with the entire class on
Mindset and respecting differences of others. If the class were to shift to a strength-
based classroom and students were encouraged and supported for the abilities that
they bring to the classroom, it might help Tate find some common ground with students
in the school. It might be that Tate’s asynchrony is too large for this to be effective, but
for many students, fostering a culture of inclusivity can be beneficial.
As you view the film, identify how traits of giftedness are manifested in the character. List a few of these characteristics and discuss the scenes where these characteristics are evident. Also discuss the positive or negative manifestations of these traits.
Gifted Traits Presented by Tate:
The National Association of Gifted Students cites many traits of giftedness from Clark
(2008) across four domains (NAGC, n.d.). These traits were identified in the movie:
Cognitive Traits:
• Keen power of abstraction
• Interest in problem-solving and applying concepts
Creative:
• Openness to stimuli, wide interests
• Independence in attitude and social behavior
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
• Intellectual curiosity
• Power of critical thinking
• Independence in study
Affective:
• Sensitivity or empathy to the feelings of others
• Heightened self-awareness, accompanied by feelings of being different
• Advanced levels of moral judgement
• Idealism and sense of justice
Behavioral:
• Highly energetic – needs little sleep
• Insatiable curiosity
• Perseverance – strong determination in areas of importance
The movie is mostly focused on his cognitive and affective traits. Tate has an
intellectual precociousness that is highlighted by boredom in his grade-level classroom. For
example, his teacher asks him to play a song for the class while she sings. His mom is watching
and chides him on the way out the door for playing the song backward; Tate found a way to
engage himself in a task he found simple.
In another scene, Tate is sitting next to Dr. Grierson during the Odyssey of the Mind
competition and shares an answer to a question before the contestants can complete the task.
This came as a surprise to Dr. Grierson and Damon, who was competing.
Later in the film, Tate is seen taking physics lecture notes with many of the college-age
students leaning in to copy his notes. He seems oblivious to their leaning in and is absorbed in
his task.
Tate demonstrates sensitivity and a sense of justice through scenes where he is keenly
aware of world events through newspapers and can’t sleep from nightmares and constant
thinking. Dede has strategies that she uses to redirect his attention such as dancing and
shadow games to help him “shift down” from those states.
Tate has difficulty fitting in with his chronological peers. Scenes show him being
isolated on the playground and when he attempts to please his mom by inviting classmates to
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
his party; no one comes. He tries to make it easier on her by saying he doesn’t want a party
anyway. He demonstrates a high level of empathy for his mom.
What parenting issues were explored in this film that pertain to the gifted?
Dede had limited options for the academic support she was able to offer Tate. Having
limited funds to address their basic needs, she didn’t have much in the way to offer him access
to enrichment or other school options. The element of “chance” plays a role in the paths of Dr.
Grierson and Tate. If he had not picked up the mail to see the letter from the Grierson
Institute, it is likely that he would have stayed in the current situation.
It a right of passage for parents to let go of their children and have them leave the nest.
For the parent of a gifted child, Dede experiences that sooner than most. She is adjusting
throughout the film in her parenting role as she tries to stay connected to Tate, when he begins
to expand his life away from her. There is an anticipated path for children to go on when
growing up and a gradual release from childhood into adulthood; having a gifted child can
challenge that experience. Children may be exposed to adult experiences earlier than their
peers (college life for Tate) and parents may have limited resources to support their child’s
development (paying for camps, enrichment, and college savings may be less due to early
admittance).
What stereotypical attitudes towards culturally gifted students are evident in this film?
This film’s main character is a Caucasian male student and is not of a minority culture. The
film does make the case for Tate to be from an economically disadvantaged family. The
impetus for the story is a single mom is working as a cocktail waitress and trying to make ends
meet. Dede is shown to be a caring mother, with limited resources to assist her son in reaching
his full potential. A case could be made for the strength of her commitment to providing for
Tate as he does not show many of the barriers typically associated with students in poverty
(Payne, 2014):
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
• Deficit in vocabulary
• Casual versus formal register speaking patterns
• Feelings of inadequacy
• Low motivation (underachievement)
• Disadvantage to testing scenarios
• Student presents with value as entertainer
• Pre-determined fate
In the film, someone played the role of an educator, mentor, or supporting adult to guide the student so his/her talent could be developed. What positive traits did these individuals possess and how were these traits helpful to the student? How does this relate to our work as teachers of advanced level students?
Dr. Grierson supported Tate’s talent development by removing barriers and creating
access to rigorous curriculum opportunities for him. This was evident when:
• Dr. Grierson added him to the Odyssey of the Mind competition when he showed he
had comparable skills to the participants
• Dr. Grierson takes Tate to college with her for the summer to engage him in an area of
interest, a physics class
• Dr. Grierson, established routines that attempted to help Tate adjust to the
expectations in her home. She posted notes by light switches, in bathrooms, etc. to
help him (and possibly herself) to focus on tasks in each area.
These were all helpful to Tate as they engaged his mind and connected him with intellectual
peers and provided access to curriculum that could continue his growth in understanding
content in complex and novel ways. Dr. Grierson also helped him to recognize and use his
abilities; developing his self-awareness and becoming accepting of his unique abilities. She also
accomplished this by introducing him to similarly gifted students. Interestingly, it was Damon
who said to Tate “without Jane, I’m just another creep in a cape.”
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
As teachers, our goals are to help students become the best versions of themselves,
maximize their achievement, and be exposed to concepts and opportunities in the world. Dr.
Grierson broadened the world tremendously for Tate and helped him access more of the world
around him.
Each main character in the film possessed talent that could benefit greatly from a teacher who supports his/her academic and social emotional growth. What instructional strategies would you recommend to teachers who wish to focus on the strengths and talents of this individual and perhaps consider strategies that would serve to address some of the social and emotional issues and/or the challenges in the learning process. Please list 5.
Davis et al. (2011) cited Griggs and Dunn (1984) as concluding (emphasis added):
Gifted students tend to be independent, self-motivated learners more than teacher-
motivated. They need and enjoy tasks that are unstructured and flexible, rather than
the highly structured tasks needed by less-able students. They prefer active-participant
approaches to learning rather than spectator approaches. They can learn through
varied sensory channels, including visual, auditory, tactile, and kinesthetic. They are
generally more responsible, prefer a quieter learning environment, and prefer to learn
alone or with other gifted students. (p.39)
With that finding in mind, for a general classroom teacher, I would recommend
acceleration, curriculum compacting, flexible grouping (beyond the classroom, if possible),
differentiated tasks, and collaborating with other teachers and specialists in the district to
develop a curriculum plan to support Tate – that could involve mentoring and online
opportunities.
Supporting Tate’s social and emotional development at a school, I would encourage the
teacher to seek out other teachers in hopes of finding students with similar interests. Having
access to an interest-based peer would support his academic learning. Maybe a club could be
started – at lunch? After school?
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
I would also encourage school-wide training opportunities for teachers, administrators,
and support staff (office, playground supervisors, etc.) to provide effective strategies for
supporting students in school, but out of the classroom. The playground and lunchrooms can
be daunting spaces to gifted students. With adults actively supporting these students through
modeling and communication, students like Tate might make more connections with peers.
Another suggestion would be to form interest groups at lunch/recess: chess club, tech club,
book club, etc. The list could be endless. This would remove the chronological peer connection
and expand the pool of potential friends based on interests.
Many advanced level students possess the traits of empathy and challenge to authority. Identify where these traits are evident in the film. Analyze the teaching methods gone awry in some scene that may have prompted characters in this film to use these traits. Then, brainstorm alternate teaching methods to handle similar situations with challenging students.
Tate demonstrated many moments of empathy and observation. These moments
include:
• Helping his mom with the mail, key to the apartment, and other organizational
strategies he uses.
• Sharing a cookie with Damon when he is hungry in the van and none of the adults offer
to assist.
• Helping Damon after his fall off the horse and persisting in a friendship with him.
• Placing a flower on the bed for his mentor, Dr. Grierson, representing the lone white
flower they had discussed in the calendar painting at their first meeting.
Tate demonstrated moments of challenge to authority (some passive and others outright):
• Playing music backwards for the teacher at the beginning of the film when she asks him
to help her with a song for the class.
• He continues to disassemble things (toasters and phones are explicitly mentioned in the
movie) even though he is aware that it challenges the adults.
• Intentionally staying out late with Eddie, learning to play pool at a pool hall.
Jen Flo (February 2018) Module 6, Performance Task EDG 550OL Film Analysis Project, Little Man Tate
• At the climax of the movie, when Dr. Grierson and Tate are to appear on the tv show, he
responds inappropriately to the moderator and walks out of the broadcast, out of the
building and returns home.
In the film, Tate keeps his mom organized, but Dr. Grierson has learned organizational
strategies such as leaving notes to help her stay focused. She applies that thinking to Tate
when he stays with her at the college. That strategy could be useful for a student that has
difficulty organizing or breaking down tasks into manageable and actionable tasks.
Although it has been almost 25 years since the film was produced, it seemed a little like
Tate had more autonomy on the campus than I would have expected and that he would go off
with an adult to play pool. For a teacher, this reminds me to appreciate the asynchronous
development in students and although they have strong reasoning abilities, they may not have
the skills to make the best choices regarding decision making; they are still children.
Resources:
Little Man Tate. (September 4, 2001). Retrieved from:
https://www.moviefone.com/movie/little-man-tate/23811/main/ .
Morelock, M.J. (1992). Giftedness from within. Understanding our gifted, volume 4(issue 3), pages 11-15. Retrieved from http://www.davidsongifted.org/Search-Database/entry/A10172 .
National Association of Gifted Children (n.d.). Gifted education practices. Retrieved from:
https://www.nagc.org/resources-publications/gifted-education-practices .
National Association of Gifted Children (n.d.). Traits of giftedness. Retrieved from:
https://www.nagc.org/resources-publications/resources/my-child-gifted/common-
characteristics-gifted-individuals/traits .
Payne, R. K. (2013). A framework for understanding poverty; A cognitive approach (5th rev. ed.).
Highlands, Tex.: Aha! Process.
Pierson, R. (2013, May). Rita Pierson: Every kid needs a champion [Video file]. Retrieved from
https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion