Movie Synopsis from Moviefone: Fred Tate (Adam Hann-Byrd ...

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


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.


• 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.


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


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:


• 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


• 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


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):


• 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.”


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?


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.


• 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

https://www.moviefone.com/movie/little-man-tate/23811/main/

http://www.davidsongifted.org/Search-Database/entry/A10172

https://www.nagc.org/resources-publications/gifted-education-practices

https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals/traits

https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals/traits

https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

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