1. Chapter 13: Affective Curriculum and Instruction for Gifted Learners EQ: Why is it important to include an emphasis on affective curriculum for gifted learners?

2. General Notes Gifted students’ often uneven development causes them to feel “out of sync” with others and the world around them. Sensitivity can lead to problems by being hypercritical of self and others. Questioning of authority can lead to problems in adult relationships, especially teachers and parents.

3. Affective Components in a Gifted Curriculum Psycho-Social Concerns—worries about universal concerns, performance, and getting along with others. Self-Assessment Philosophy of Life Bibliotherapy Talent Development Plan

4. Top 10 Worries from Survey – Establish/maintain positive relationships with peers – Dealing with oversensitivity to what others say and do – Making appropriate career choices – Developing the ability to relax and relieve tension – Maintaining the motivation and desire to achieve

5. Top 10 Worries from Survey Cont. – Developing positive leadership skills – Getting along with siblings – Developing tolerance – Dealing with the striving for perfection – Avoiding prolonged periods of boredom

6. Emotional intelligence Framework Perception, Appraisal, and Expression of Emotion Emotional Facilitation of Thinking Understanding and Analyzing Emotional information; Employing Emotional Knowledge Regulation of Emotion

7. Identify emotion in their own physical and psychological states Identify emotions in other people and objects Express emotions accurately, and express needs related to those feelings Discriminate between accurate and inaccurate, or honest and dishonest, expressions of feelings Perception, Appraisal, and Expression of Emotion

8. Emotional Facilitation of Thinking Redirect and prioritize their own thinking based on the feelings associated with events, and other people. Generate or emulate vivid emotions to facilitate judgments and memories concerning feelings Capitalize on mood swings to take multiple points of view Use emotional states to facilitate problem solving and creativity.

9. Understanding and Analyzing Emotional information; Employing Emotional Knowledge Understand how different emotions are related Perceive the causes and consequences of feelings Interpret complex feelings such as emotional blends and contradictory feeling states Understand and predict likely transitions between emotions

10. Regulation of Emotion Be open to feelings, both pleasant and unpleasant Monitor and reflect on emotions Engage, prolong, or detach from an emotional state, depending on its judged informativeness or utility Manage emotions in oneself or others

11. Helping Students Manage Emotions Writing about emotions Reflective regulation Teacher and parent strategies for promoting affective development Using sanctions and rewards Using the arts Use of problem-based learning Development of counseling skills

12. Low-Income and Minority Students Appear socially marginalized due to socioeconomic backgrounds in respect to clothing, mannerisms, and circle of friends. Have difficulty penetrating the inner circle of popularity Become independent in their mode of operation Can be deeply influenced by self-help algorithms that focus on ways to achieve upward mobility Have skill gaps in learning, especially in core areas

13. Low-Income and Minority Students Cont. Special features of curriculum to help… – Use of creative expressive and open-ended activities – Use of concept mapping – Use of metacognition – Use of multicultural readings and materials that emphasize multiple perspectives – Use of hand-on and real-world applications

14. Reflection: Discussion Question Do you believe that feelings drive thinking? Why or why not?

15. Preview Chapter 14 CCGL 2 Learning Activities due March 7 2 Extension Activities due March 14