Presentation on theme: "Nature and Social and Emotional Needs of Gifted Students Day One GT 30 Hour Institute Original Presentation by: Janet Newton ECS Region XIII Revised and."— Presentation transcript:
Nature and Social and Emotional Needs of Gifted Students Day One GT 30 Hour Institute Original Presentation by: Janet Newton ECS Region XIII Revised and Presented by: D’Les Gonzales, M.Ed. Bastrop Independent School District Video : Think Different 10 Years Later
Objectives Today you will… investigate the historical, legal, and conceptual understanding of gifted education determine the characteristics and behaviors of the gifted examine the social and emotional needs of gifted learners
What do these two things have in common?
Think of a gifted child… Open a Word Document or write on paper the student’s name Take 2 minutes and free write about that student After typing or writing indicate with some character the end of each writing session *************************************** Share if you so desire, then save document
Myths and Realities Activity: Agreement Circles Myth Reality
The History of Giftedness Video: History of Giftedness What do you know about GT’s History? Activity: Scavenger Hunt Timeline Via the Internet locate your time period and add date to the event Search and learn about other significant events near that time period Organize the timeline and post in designated areas Whole group discussion regarding the changes of gifted education over time
State Goal for Services for Gifted Students “Students who participate in services designed for gifted students will demonstrate skills in self- directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services.” Source:
Legal Requirements Cards with definitions - "gifted and talented students” are… Activity: Gallery Method Research one of the topics below using the Texas State Plan for the Education of Gifted/Talented Students handout as a guide to create an object/s for display that explains each area of the law (no sentences please!) Texas State Plan Sections 1-5 Chapter 29 – Educational Programs Chapter 42 - Foundation School Program Texas Administrative Code 89.1 – 89.5
Debriefing/Reflection Think Ink Pair Share
Areas of Giftedness Video: Child Genius Activity: Phillips 66 Read and discuss your topic from the Areas of Giftedness Chart. Act out or portray the assigned area with your group members. Creative Thinking General Intellectual Ability Specific Academic Ability Leadership Visual/Performing Arts Psychomotor Take 2 minutes and free write about your student from earlier.
Myths and Realities Continued Activity: Four Corners When statements are read, go to the corner where your thoughts are the strongest. Strongly Disagree Agree Strongly Agree Quick discussion about each statement
Ten Important Topics Characteristics Asynchronous Development Communication Motivation Discipline Stress and perfectionism Idealism, unhappiness, and depression Peer relationships Sibling relationships Values, traditions, and uniqueness Source: "When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.
Identification and Cognitive Characteristics Video: The Boy Who Quacked Video: Dr. Linda Karges-Bone about gifted children Activity: Divide the Groups 1.Individually read each card. 2.Determine which column each card goes in: High Achiever… A Gifted Learner... A Creative Learner... 3.Then place the strip on the appropriate column. 4.Discuss as a whole group
Affective Characteristics Possess large amounts of information about emotions May possess an unusual sensitivity to the feelings of others Possess a keen or subtle sense of humor Possess a heightened sense of self-awareness Idealism and sense of justice appear at an early age Develop inner controls early Possess unusual emotional depth and intensity Exhibit high expectations of self and others Display a strong need for consistency in themselves and others Possess advanced levels of moral judgment Source: (Chuska 1989; Clark 2002; Silverman 2000; Winebrenner 2001)
Researchers NameArea of WorkResults RenzulliThree-Ring Conception of Giftedness creativity, above average ability, and task commitment SternbergTriarchic Theory of (Successful) Intelligence analytical abilities, creative abilities, and practical abilities SlocumbRemoving The Mask of Giftedness in Poverty need for equity when identifying students from poverty GardnerTheory of Multiple Intelligences verbal/linguistic, logical/mathematical, interpersonal, intrapersonal, naturalistic, visual/spatial, bodily/kinesthetic and musical/rhythmic TomlinsonDifferentiationneed for differentiation SilvermanUpside- Down Brilliance: Visual-Spatial Learner right hemisphere of brain perceives the whole, synthesizes, and apprehends movement in space
Debriefing/Reflection Think Ink Pair Share
Sensitive and Gifted Video: Highly Sensitive People q%3Dsensitive%2520students%26ndsp%3D18%26ie%3DUTF%2D8%26sa%3DN%26tab%3Div&feature=player_embedded q%3Dsensitive%2520students%26ndsp%3D18%26ie%3DUTF%2D8%26sa%3DN%26tab%3Div&feature=player_embedded "The truly creative mind in any field is no more than this: A human creature born abnormally, inhumanly sensitive. To him... a touch is a blow, a sound is a noise, a misfortune is a tragedy, a joy is an ecstasy, a friend is a lover, a lover is a god, and failure is death. Add to this cruelly delicate organism the overpowering necessity to create, create, create so that without the creating of music or poetry or books or buildings or something of meaning, his very breath is cut off from him. He must create, must pour out creation. By some strange, unknown, inward urgency he is not really alive unless he is creating." -Pearl Buck-
Dabrowski’s – Over excitabilities Psychomotor – lots of energy Sensual – heightened sensory awareness Imaginational – vivid imagery and inventive Intellectual – love of knowledge and constantly asking probing questions Emotional – deep relationships and concern for others Source:
Betts - Profiles of Gifted Learners Type I The Successful Type II The Challenging Type III The Underground Profiles of Gifted Learners Type IV The Dropout Type V The Twice Exceptional Type VI The Autonomous Learner
Profiles/Types Activity Activity: Problem Based Learning 1.Read your groups bio-card. 2.Determine the type of learner and verify type (ask). 3.Answer this question: How will you meet the needs of this student in your classroom? 4.Research and discuss instructional strategies, individual needs, and emotional needs that will help you reach this student. 5.Present your student and share the groups ideas to the whole group. Take 2 minutes and free write about your student from earlier.
Perfectionism “Perfectionism is not about doing one's best, or about pursuing excellence; it's about the emotional conviction that perfection is the only route to personal acceptance. It is the emotional conviction that by being perfect, one can finally be acceptable as a person. Perfectionism is a burden that takes a heavy toll.” Dr. Tom Greenspon + Positive + drives energy which leads to great achievement - Negative - punishes attitude towards one's own efforts can cripple the imagination Source:
Pursuit of Excellent vs. Perfectionism doing the research necessary for a term paper, working hard on it, turning it in on time, and feeling good about it doing three drafts, staying up two nights in a row, and handing your paper in late because you had to get it right - and still feeling bad about it studying for a test ahead of time, taking it with confidence, and feeling good about your score of 96 studying at the last minute (after three days of chronic procrastination), taking the test with sweaty palms, and feeling depressed about your 96 because a friend got a 98 choosing to work on group projects because you enjoy learning from the varied experiences and approaches of different people always working alone because no one can do as good a job as you and you're not about to let anyone else slide by on your "A" being willing to try new things, take risks, and learn from your experiences and your mistakes avoiding new experiences because you're terrified of making mistakes Source:
Debriefing/Reflection Think Ink Pair Share
Giftedness & Poverty State Wide 2,979, 292 students in Texas schools 1,708,833 economically disadvantaged students in Texas 57% of student population is economically disadvantaged 221, 624 identified GT students in Texas schools 51,266 identified GT/economically disadvantaged students in Texas 23% of GT population is economically disadvantaged Source: TEA basted on data from Percents should match to have equitable identification GT students
Giftedness & Poverty Region XIII 208,228 students in Region XIII 92,810 economically disadvantaged students 45% of student population is economically disadvantaged 15,006 identified GT students in Region XIII 1,707 identified GT/economically disadvantaged students 11% of GT population is economically disadvantaged Source: TEA basted on data from Percents should match to have equitable identification GT students
Giftedness & Poverty Problem: Students of poverty are not being identified at the same percentages as other students. Activity: Six Thinking Hats Read and review the information from Comparison of Attributes handout. Using designated colored hat, look at this problem from each perspective. Share thoughts with table, then as a whole. White – look at data Red – feelings Black – judgment Yellow – positive attitude Green – creative solutions Blue – leader changes styles
Issues for Gifted Students Video: Movie Trailer, Martin Child PlayList&p=F439ED2E381B9F50&playnext=1&playnext_from=PL&index=101 Video: Heavy metal and gifted children
Gifted Students Need a place where they can be themselves a place where they can feel safe and supported opportunities to learn at their own speed, opt out of work they already know and understand, study things that interest them, go beyond the basics, work with abstract concepts that require more than simple thinking, work with peers who share their interests and abilities, and participate in options that connect their learning to the "real world” their education to be challenging, rewarding, stimulating, meaningful, and enjoyable Video: Little Man Tate 2 Source: "When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.
Team Building and Social Skills Creates bonds Allows for interaction Builds trust Generates sense of community Activities: 1. Chocolate/Teamwork River 2. Awareness Card Game 3. Human Knot
Debriefing/Reflection Think Ink Pair Share
Eight Great Gripes of Gifted Kids 1. No one explains what being gifted is all about - it's kept a big secret. 2. School is too easy and too boring. 3. Parents, teachers, and friends expect us to be perfect all the time. 4. Friends who really understand us are few and far between. 5. Kids often tease us about being smart. 6. We feel overwhelmed by the number of things we can do in life. 7. We feel different and alienated. 8. We worry about world problems and feel helpless to do anything about them. Source: Video: Gifted finallllll seriously Source:
What Teachers Can Do “When the student is ready, the teacher will appear." So you will need to be… cReaTiVe knowledgeable AWARE Well Trained Empathetic
Differentiation for GT Content Process Product Source:
Ideal Classrooms will balance open-ended, stimulating, and creative opportunities for divergent thinking and analysis with meaningful, practical activities that involve day-to-day living. should be filled with samples of students made products is geared to the various ways children learn will also feature individualized instruction, or teaching that matches students' ability levels will change with the developmental needs of the children Source: "When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.
Program Options for GT Learners in BISD High School – The International Baccalaureate (IB) Program is an internationally recognized curriculum that offers 11th and 12th grade students an opportunity to earn the IB diploma. (Goal for Bastrop ISD to be an IB School by 2012). – The Distinguished Achievement Program (AP) replaces the Advanced High School Program and Advanced with Honors High School Program. Intermediate/Middle School – Pre-Advanced Classes in the core subject areas with cluster grouping. – Pull-out program and classes to meet needs. Elementary School – Cluster Grouping – Pull-out program
Summing it all up Gifted kids need a place where they can be themselves. Gifted kids need a place where they can feel safe and supported. Gifted learners must be given stimulating educational experiences appropriate to their level of ability if they are to realize their potential. Source: "When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.
Summing it all up Traditional education currently does not always sufficiently value gifted minds. When given the opportunity, gifted students can use their vast amount of knowledge to serve as a background for unlimited learning. Like all kids, gifted kids have the right to the best education for them. Source: "When Gifted Kids Don't have all the Answers" by Jim Delisle, Ph.D. & Judy Galbraith, M.A.
Debriefing/Reflection Think Ink Pair Share Top 5 Notables Write about your Top Free write a final thought/s about your student from earlier. Video: Think Different 2007